20 Claude Prompts for Teachers That Save Hours Every Week

<context> I teach [SUBJECT] to [GRADE LEVEL] students. The unit topic is [UNIT TOPIC]. The unit should span [NUMBER OF WEEKS] weeks with [NUMBER OF CLASSES PER WEEK] class periods per week, each lasting [CLASS DURATION] minutes. My state/district standards are [STANDARDS FRAMEWORK, e.g. Common Core, NGSS, state-specific]. </context> <task> Create a complete unit plan that includes: 1. Unit essential question and enduring understandings 2. Learning objectives aligned to [STANDARDS FRAMEWORK] 3. A week-by-week breakdown with daily lesson topics 4. One formative assessment per week and a summative assessment at the end 5. A list of required materials and resources for each week 6. Suggested homework or independent practice assignments </task> <constraints> - Every lesson must connect back to the essential question - Include at least one hands-on or collaborative activity per week - Build in one flex/review day per week for pacing adjustments - Assessments must directly measure the stated learning objectives </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. Today's lesson topic is [LESSON TOPIC]. The class period is [CLASS DURATION] minutes. Students have already learned [PRIOR KNOWLEDGE]. The learning objective for today is: [LEARNING OBJECTIVE]. </context> <task> Create a detailed lesson plan with: 1. Bell-ringer or warm-up activity (5 minutes) 2. Direct instruction segment with key talking points 3. Guided practice activity 4. Independent or group practice activity 5. Exit ticket or closing assessment 6. Minute-by-minute timing for each segment 7. Transition instructions between segments </task> <constraints> - Total timing must equal exactly [CLASS DURATION] minutes - Include at least one check-for-understanding moment before independent practice - Provide specific teacher talk scripts for introducing new concepts - List exact materials needed and any prep required before class </constraints>

<context> I teach [PRIMARY SUBJECT] to [GRADE LEVEL] students. I want to integrate [SECONDARY SUBJECT] into an upcoming lesson. The primary topic is [PRIMARY TOPIC] and the secondary connection is [SECONDARY TOPIC]. I am collaborating with [PARTNER TEACHER NAME/SUBJECT] or designing this independently. </context> <task> Design a cross-curricular lesson that: 1. Identifies the natural connection point between both subjects 2. Lists learning objectives for both subject areas 3. Describes a single project or activity that addresses both sets of objectives 4. Includes an assessment strategy that evaluates both subject competencies 5. Provides a student-facing explanation of why these subjects connect </task> <constraints> - The integration must feel natural, not forced — students should see the connection immediately - Both subjects must receive meaningful coverage, not just a surface mention - The lesson must be completable within [NUMBER] class periods - Include a backup plan if the cross-curricular element takes longer than expected </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I need a substitute plan for [NUMBER OF DAYS] day(s). The substitute may or may not have subject expertise. Students are currently in the middle of a unit on [CURRENT UNIT TOPIC]. Classroom rules and procedures are posted [LOCATION]. </context> <task> Create a substitute-ready plan that includes: 1. A one-paragraph class overview (behavior norms, seating chart notes, key students to watch) 2. A self-contained activity for each class period that does not require subject expertise to facilitate 3. Printed-ready student instructions (clear enough for students to follow independently) 4. An answer key or evaluation guide for the substitute 5. An extension activity for students who finish early 6. Emergency contact info format: "For questions, contact [NAME] at [EMAIL/PHONE]" </task> <constraints> - Activities must be meaningful and connected to the current unit — no busywork - Instructions must be written for a non-specialist substitute - No technology requirements in case the sub cannot access classroom tech - Each activity should fill the entire class period for the slowest workers </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I need a rubric for a [ASSIGNMENT TYPE, e.g. essay, presentation, lab report, project]. The assignment is: [ASSIGNMENT DESCRIPTION]. The learning objectives being assessed are: [LEARNING OBJECTIVES]. </context> <task> Create a detailed rubric with: 1. 4 performance levels (Exceeds Expectations, Meets Expectations, Approaching, Beginning) 2. [NUMBER] criteria rows that directly align with the learning objectives 3. Specific, observable descriptors for each cell — not vague language 4. A points or percentage allocation for each criterion 5. A total points summary row 6. A student-friendly version that uses clear, jargon-free language </task> <constraints> - Each descriptor must describe what the student DID, not what they failed to do - "Beginning" level should still describe observable performance, not just "did not meet" - Criteria must be independently assessable — no double-barreled criteria - Point distribution should weight criteria by importance to the learning objectives </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I need a [quiz/test] covering [TOPIC(S)]. The assessment should take approximately [TIME] minutes. Students have learned the following: [LIST KEY CONCEPTS COVERED]. </context> <task> Generate a complete assessment with: 1. [NUMBER] multiple-choice questions with 4 options each (flag the correct answer) 2. [NUMBER] short-answer questions requiring 2-3 sentence responses 3. [NUMBER] extended-response or application question(s) 4. A separate answer key with full explanations for each answer 5. A point value for each question with a clear total 6. Questions organized from lower-order (recall) to higher-order (analysis/application) thinking </task> <constraints> - Multiple-choice distractors must be plausible, not obviously wrong - At least 30% of questions should assess application or analysis, not just recall - Short-answer questions should require understanding, not just vocabulary definitions - Include one question that connects the topic to a real-world scenario - Avoid trick questions, double negatives, and "all of the above" </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. Tomorrow's lesson covers [TOPIC]. My learning objective is: [LEARNING OBJECTIVE]. I have [CLASS DURATION] minutes and [NUMBER] students. Available tech: [LIST AVAILABLE TECH, e.g. Chromebooks, none, student phones]. </context> <task> Provide 5 different formative assessment strategies I can use during this lesson, including: 1. A quick check at the start (to gauge prior knowledge) 2. A mid-lesson pulse check (to catch misconceptions before they solidify) 3. An active participation strategy (every student responds, not just volunteers) 4. A peer-assessment activity (students evaluate each other's understanding) 5. An exit ticket with 2-3 specific questions tied to the objective For each strategy, include: what it is, how to run it step-by-step, how long it takes, and what to do with the data you collect. </task> <constraints> - All strategies must work with [AVAILABLE TECH] — do not suggest tools I cannot access - Each strategy should take no more than 5-7 minutes of class time - Include at least one strategy that works for non-verbal or shy students - Tell me what student responses signal mastery vs. what signals I need to reteach </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I want to replace a traditional test with a project-based assessment for the unit on [UNIT TOPIC]. The project should take [NUMBER] class periods to complete. Learning objectives: [LIST LEARNING OBJECTIVES]. Students will work [individually/in groups of NUMBER]. </context> <task> Design a complete project-based assessment that includes: 1. Project description and driving question 2. Step-by-step student instructions with milestones and deadlines 3. A list of deliverables students will submit 4. A rubric aligned to the learning objectives (4 performance levels) 5. Checkpoint dates where I review progress and provide feedback 6. A student reflection component (self-assessment or peer feedback) 7. Accommodation notes for students who need modified expectations </task> <constraints> - The project must authentically assess the learning objectives, not just be a fun activity - Include clear individual accountability if this is a group project - All required resources must be accessible to students with [AVAILABLE RESOURCES] - The project should connect to a real-world context or audience beyond the classroom - Include a "minimum viable product" definition so struggling students know the baseline </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I have a student with an IEP that includes the following accommodations: [LIST ACCOMMODATIONS, e.g. extended time, preferential seating, reduced assignment length, text-to-speech, modified assessments]. The upcoming assignment is: [ASSIGNMENT DESCRIPTION]. The learning objective is: [LEARNING OBJECTIVE]. </context> <task> Create a modified version of this assignment that: 1. Maintains the same learning objective and rigor 2. Implements each listed accommodation specifically for this assignment 3. Provides a side-by-side comparison: original requirement vs. modified requirement 4. Includes teacher notes on how to present the modification without singling the student out 5. Suggests one additional support that goes beyond the IEP minimum </task> <constraints> - Modifications must maintain grade-level learning expectations — reduce barriers, not standards - Never suggest removing core content; suggest alternative ways to access or demonstrate it - All modifications must be implementable without additional staff support - Language in the modified version should be encouraging, not deficit-focused </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. The lesson topic is [TOPIC]. Some students are struggling with [SPECIFIC SKILL/CONCEPT GAP]. These students can currently [WHAT THEY CAN DO] but cannot yet [WHAT THEY CANNOT DO]. The grade-level expectation is [GRADE-LEVEL EXPECTATION]. </context> <task> Create a scaffolded version of this lesson with: 1. A pre-teaching mini-lesson (5-10 minutes) that addresses the prerequisite gap 2. A graphic organizer or thinking framework students use during the main lesson 3. Sentence starters or problem-solving templates for the practice activity 4. Strategic questioning sequence: 3 questions that guide students from concrete → abstract 5. A "bridge" activity that connects what they know to what they need to learn 6. Clear criteria for when to remove each scaffold as students gain independence </task> <constraints> - Scaffolds must be temporary supports, not permanent crutches — include removal criteria - The scaffolded path must lead to the same learning objective as the general lesson - Avoid oversimplifying content; simplify the process of accessing the content instead - Include visual supports for students who process visually </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. The current lesson is on [TOPIC]. Several students have already mastered [MASTERED CONCEPTS] and finish assignments early. I need meaningful extension work, not just "more of the same." These students are capable of [DESCRIBE THEIR LEVEL, e.g. abstract reasoning, self-directed research, cross-disciplinary connections]. </context> <task> Design 3 extension activities that: 1. Deepen understanding — an activity that explores the "why" behind the concept at a higher level 2. Broaden application — an activity that applies the concept to a new domain or real-world problem 3. Create something new — an activity where students produce original work (a theory, design, argument, or solution) For each activity, include: - Student-facing instructions (clear enough to work independently) - Estimated time to complete - How the student shares or presents their work - Connection back to the core lesson so it does not feel like punishment for finishing early </task> <constraints> - Extensions must feel like opportunities, not extra workload - Activities should be self-directed — the teacher should not need to provide constant guidance - At least one activity should be collaborative (paired with another advanced learner) - Do not suggest activities that require materials or technology beyond [AVAILABLE RESOURCES] </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I have [NUMBER] English Language Learners at the following proficiency levels: [LIST LEVELS, e.g. Entering, Emerging, Transitioning, Expanding]. Their home language(s): [LANGUAGES]. The upcoming lesson is on [TOPIC] and involves [LESSON ACTIVITIES, e.g. reading a text, group discussion, writing a lab report]. </context> <task> Create a multilingual support plan that includes: 1. Key academic vocabulary for this lesson with student-friendly definitions and visual cues 2. Modifications for each proficiency level (Entering through Expanding) 3. Sentence frames for speaking and writing activities at each level 4. Visual supports or graphic organizers that reduce language barriers 5. A strategy for leveraging students' home languages as an asset, not a barrier 6. Grouping recommendations (home language pairs, mixed proficiency, strategic placement) </task> <constraints> - Supports must maintain access to grade-level content — do not water down the topic - Sentence frames should scaffold academic language, not replace student thinking - Include at least one strategy that values and incorporates home language/culture - All materials should be producible by the teacher without translation services - Differentiate supports clearly by proficiency level — do not use one-size-fits-all </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. A student has submitted an essay on [ESSAY TOPIC]. The assignment requirements were: [LIST REQUIREMENTS, e.g. 5 paragraphs, thesis statement, 3 cited sources, MLA format]. The rubric criteria are: [LIST RUBRIC CRITERIA]. The student's skill level is [BELOW/AT/ABOVE] grade level. </context> <task> After reading the student essay below, provide feedback that includes: 1. Two specific strengths — quote the exact sentence or passage that works well and explain why 2. Two areas for growth — quote the specific passage that needs work and explain what to improve 3. One actionable next step the student can take in their next draft or next essay 4. Margin-style comments: a list of 5-8 line-specific notes (reference the paragraph and sentence) 5. A brief overall comment (3-4 sentences) written directly to the student in an encouraging tone </task> <constraints> - Feedback must be specific — never say "good job" or "needs work" without citing evidence - Balance praise and criticism: always lead with a genuine strength - Write feedback TO the student, not about the student — use "you" and "your" - Calibrate language to [GRADE LEVEL] — do not write feedback a student cannot understand - Focus on the most impactful 2-3 improvements, not every error </constraints> Here is the student essay: [PASTE STUDENT ESSAY]

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I need to write progress report comments for [NUMBER] students. The grading period covers [DATE RANGE]. Our school's comment format requires: [FORMAT REQUIREMENTS, e.g. 3-5 sentences, strengths and areas for growth, professional tone]. </context> <task> For each student below, write a progress report comment that includes: 1. A specific academic strength observed this grading period 2. A specific area for growth with a concrete suggestion 3. A note on work habits or participation (positive framing) 4. A forward-looking statement about next grading period goals Students: [STUDENT 1 NAME] - Grade: [GRADE], Strengths: [NOTES], Challenges: [NOTES], Behavior: [NOTES] [STUDENT 2 NAME] - Grade: [GRADE], Strengths: [NOTES], Challenges: [NOTES], Behavior: [NOTES] [STUDENT 3 NAME] - Grade: [GRADE], Strengths: [NOTES], Challenges: [NOTES], Behavior: [NOTES] </task> <constraints> - Each comment must be unique — no recycled phrases across students - Use the student's name at least once in the comment - Frame challenges as opportunities: "Next steps include..." not "Student failed to..." - Stay within [WORD/SENTENCE LIMIT] per comment - Avoid comparative language ("compared to peers," "behind the class") - Language must be appropriate for parent/guardian audiences </constraints>

<context> I teach [SUBJECT] to [GRADE LEVEL] students. I need to contact [PARENT/GUARDIAN NAME] about their child [STUDENT NAME]. The reason for contact is: [REASON, e.g. academic concern, behavior issue, positive update, conference request, missing work]. My tone should be [professional/warm/direct]. This is [FIRST/FOLLOW-UP] communication about this issue. </context> <task> Draft a [EMAIL/LETTER/PHONE SCRIPT] that includes: 1. A warm greeting that sets a collaborative tone 2. The specific observation or concern, stated factually with dates and examples 3. What I have already tried in the classroom to address it 4. A specific request or suggested next step for the family 5. An invitation to collaborate: available meeting times or preferred contact method 6. A closing that reinforces my care for the student's success </task> <constraints> - Never blame the student or the parent — use observational, non-judgmental language - Lead with something positive about the student, even in difficult communications - Be specific: "On March 12 and 15, Alex did not submit..." not "Alex never does homework" - Keep the email under [WORD COUNT] words — parents skim long emails - If this is a follow-up, reference the previous communication and any agreed-upon actions - Avoid educational jargon — write in plain language </constraints>