The PROMPT Framework
Every prompt in this tool follows this framework. Fill in the fields to build a ready-to-use AI prompt.
| Letter | Component | What to Customize | How It Helps |
|---|---|---|---|
| P | Purpose | What outcome do you want from this prompt? | Keeps the AI focused on your actual goal |
| R | Role | What expert should the AI become? | Shapes vocabulary and depth of response |
| O | Objective | What specific task needs to be done? | Eliminates vague or off-topic output |
| M | Method | How should the content be structured? | Controls format, length, and delivery |
| P | Parameters | What constraints or standards apply? | Ties output to your specific curriculum |
| T | Tone | What voice or style is needed? | Makes output classroom-ready, not generic |
Quick Start Checklist
Identify your grade level, subject, and standards before you begin
Use the form in each prompt tab to fill in your details
Click “Build My Prompt” to generate a customized prompt
Click “Copy Prompt” and paste into Claude, ChatGPT, or your AI tool
Review and refine — you are the expert, not the AI
Prompt #1 — Creating a Lesson Plan
Fill in the fields below, then click “Build My Prompt” to generate a ready-to-copy prompt.
Role & Basics R · O
* Grade Level
e.g., 8th grade, 10th grade
* Subject Area
e.g., English Language Arts, Science
* Standards (codes + brief description)
e.g., 8.W.1.S: Compose an argument using clear reasons and supporting evidence.
* Essential Question
The driving question for this lesson
Student Task & Context P
* Student Task Description
What will students produce or do? (This becomes the task description in your prompt)
Scaffold Learning Needs
Select all that apply
Other Learning Needs
Extras to Include M
Prompt #2 — Creating a Rubric
Adapted from TCEA · Arkansas 2023 ELA Standards
Role & Basics R · O
* Grade Level
* Subject
* Student Task Description
* Standards (codes + full text)
Rubric Criteria P
Enter the criteria to assess — one per line. Defaults shown.
Scoring Scale P
Default 1–4 scale. Edit labels if needed.
Level 1 Label
Level 2 Label
Level 3 Label
Level 4 Label
Prompt #3 — Grading Student Work
AI is a grading assistant only — final decisions always belong to the teacher.
✅ Appropriate Uses
- Generate rubric-aligned feedback
- Identify strengths and growth areas
- Suggest scores for teacher review
- Provide differentiated feedback language
- Help calibrate grading across PLCs
- Save time on repetitive feedback
🚫 Inappropriate Uses
- Assign final grades without teacher review
- Upload student PII when policy prohibits
- Use AI detection as proof of cheating
- Replace individualized feedback
- Ignore rubric alignment
Assignment Info P
* Grade Level
* Subject
* Standards Being Assessed
* Assignment Description & Learning Targets
* Rubric (scoring levels and descriptors)
Feedback Options M · T
Tips for Better AI Results
Small prompt adjustments make a big difference in output quality.
Be specific with your standards. Paste the full standard text — not just the code. The more context the AI has, the more aligned its output will be.
Iterate and refine. Treat the first AI output as a draft. Follow up with targeted instructions to improve it.
You are the expert. AI output may contain errors or miss nuance. Always review before using with students.
Protect student privacy. Never paste personally identifiable student information unless your district policy allows it.
Scaffold Learning Needs — Example Options
Use these phrases in the “Scaffold Learning Needs” field of Prompt #1:
English Language Learners at beginning/intermediate level
Students with IEP accommodations for processing or reading
Gifted or advanced learners needing enrichment
Students below grade level in reading (approx. 5th-grade level)
Students with attention challenges (ADHD)
Students who struggle with paragraph organization
Follow-Up Prompts That Work Well
After generating your lesson plan or rubric, use these follow-ups to refine the output:
| For Lesson Plans | For Rubrics & Grading |
|---|---|
| “Shorten the direct instruction to 10 minutes.” | “Rewrite the descriptors in simpler language.” |
| “Add a bell-ringer warm-up activity.” | “Add a student self-assessment column.” |
| “Create a graphic organizer for guided practice.” | “Tone down the feedback for a struggling student.” |
| “Suggest 3 technology tools for this lesson.” | “Suggest 2 extension tasks for early finishers.” |
| “Make the vocabulary list more age-appropriate.” | “Rewrite the growth areas in first-person for students.” |
Remember
AI is a tool to support your professional judgment — not replace it.
Friendly Finleys LLC · teachingtime.online
Friendly Finleys LLC · teachingtime.online