AI Literacy prompts for ChatGPT/Microsoft Copilot
A selection of educational prompts for teaching of literacy.
Lesson planning
Design a detailed lesson plan for an English lesson on using vivid imagery to describe dystopian settings, aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria based on the following learning objectives:
- Understand and identify metaphors and similes.
- Identify metaphors and similes in text.
- Use metaphors and similes to describe monsters creatively.
Follow-up prompts (Remember generative AI is conversational)
Creating worksheet
Starters / plenaries
Differentiation
Assessment
Retrieval practice
English - Spellings
English - Reading
Exam revision
Top tip: Use AI to generate model answers to exam questions then give the answer to students, along with the mark scheme and have the students mark AI's answer.
You are a year 11 student of English. Provide a model answer for the following question.
Question:
Read the following extract from "To Kill a Mockingbird" by Harper Lee. Write a response to the following question: How does Harper Lee use imagery to convey the setting of Maycomb?
Extract: "Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer's day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum."
Mark Scheme:
8 marks are available for content, structure, and quality of language. In order to achieve the top marks, students must show a clear understanding of the question and provide a well-structured and detailed response. The following mark scheme indicates the skills and knowledge required to achieve each band:
Band 1 (1-2 marks): The response shows a basic understanding of the question and extracts, with limited or no reference to imagery. The answer may lack structure, coherence, and clarity, and contain errors in grammar, spelling, and punctuation.
Band 2 (3-4 marks): The response shows some understanding of the question and extracts, with some reference to imagery. The answer may contain some structure, coherence, and clarity, but there may be some errors in grammar, spelling, and punctuation.
Band 3 (5-6 marks): The response shows a good understanding of the question and extracts, with clear and detailed reference to imagery. The answer may contain a well-structured.
Your answer should include 4 paragraphs, explaining two points in each. Each point will need an example and then an explanation of the example in relation to the topic in the question.
Discussion prompts
Image generation
Create a hyper realistic image of a dystopian city laying in ruins. Its once towering skyscrapers now skeletal remains and the acrid stench of smoke hangs heavy in the air, mingling with the metallic tang of rust and decay.
Create an image of Alabama (during the 1930s.) A tired old town, rainy weather and the streets are turned to red slop. There is grass growing on the sidewalks and a courthouse in the distance. Photorealistic.
Design a detailed lesson plan for an English lesson on using vivid imagery to describe dystopian settings, aligned with the National curriculum in England: secondary curriculum (key stage 3). Please structure the lesson into distinct segments: a 10-minute starter activity to introduce the topic, a 10-minute introduction to the topic, a 30-minute hands-on activity to reinforce learning, and a 10-minute formative assessment to gauge student understanding. Include in your plan: specific learning objectives, materials needed for each segment, strategies for student engagement, and clear assessment criteria based on the following learning objectives:
- Understand and identify metaphors and similes.
- Identify metaphors and similes in text.
- Use metaphors and similes to describe monsters creatively.
Follow-up prompts (Remember generative AI is conversational)
- What are the key learning objectives for this lesson, framed as questions?
- Provide bullet points detailing what students will know by the end of the lesson.
- List the essential vocabulary terms that should be introduced and used during the lesson.
Creating worksheet
- Create a worksheet, which includes a model example, with instructions for students on how to write their own descriptions of a dystopian setting using vivid imagery.
- Create a phase 2 phonics activity mat with different activities on the words, sat, pat and tap.
- Create a word bank with descriptive words and phrases that students can use in their writing.
Starters / plenaries
- Write 3 sentences suitable for age X following the National Curriculum: England, each sentence should have 2 SPaG mistakes.
Differentiation
- Suggest strategies to differentiate this lesson. Include methods to support different learning needs, such as varying task complexity, using visual aids, incorporating group work, offering choices, scaffolding activities, and integrating technology. Provide specific examples and practical tips for implementation.
- Create a worksheet with fill-in-the-gaps exercises focused on describing dystopian settings using similes, metaphors, and personification, suitable for KS3.
- Create a word bank with descriptive words and phrases that students can use in their writing.
- Simplify this text so that it is suitable for year X children in standard UK English <insert passage of text>.
Assessment
- Create 5 multiple choice questions based, suitable for KS3, to test their knowledge of similes, metaphors, and personification. After each question, provide the correct answer (Letter only).
Retrieval practice
- Generate 10 retrieval questions, 5 inference questions and 4 vocabulary questions using the text.
- Create a phase 2 phonics activity mat with different activities on the words, sat, pat and tap.
English - Spellings
- Write a sentence for each spelling word, with the spelling word missing <insert spelling words>
English - Reading
- Simplify the vocabulary in this text <insert text>
- Create a word bank of challenging or specific vocabulary from the text
- Generate 10 questions and a mark scheme based on <insert text> with a range of question styles including: vocabulary, inference, prediction, explanation, summary, sequencing and retrieval.
Exam revision
Top tip: Use AI to generate model answers to exam questions then give the answer to students, along with the mark scheme and have the students mark AI's answer.
You are a year 11 student of English. Provide a model answer for the following question.
Question:
Read the following extract from "To Kill a Mockingbird" by Harper Lee. Write a response to the following question: How does Harper Lee use imagery to convey the setting of Maycomb?
Extract: "Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer's day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men's stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum."
Mark Scheme:
8 marks are available for content, structure, and quality of language. In order to achieve the top marks, students must show a clear understanding of the question and provide a well-structured and detailed response. The following mark scheme indicates the skills and knowledge required to achieve each band:
Band 1 (1-2 marks): The response shows a basic understanding of the question and extracts, with limited or no reference to imagery. The answer may lack structure, coherence, and clarity, and contain errors in grammar, spelling, and punctuation.
Band 2 (3-4 marks): The response shows some understanding of the question and extracts, with some reference to imagery. The answer may contain some structure, coherence, and clarity, but there may be some errors in grammar, spelling, and punctuation.
Band 3 (5-6 marks): The response shows a good understanding of the question and extracts, with clear and detailed reference to imagery. The answer may contain a well-structured.
Your answer should include 4 paragraphs, explaining two points in each. Each point will need an example and then an explanation of the example in relation to the topic in the question.
Discussion prompts
- Create a set of discussion prompts for a group of year 11 students to use during a discussion about climate change. The prompts should be thought-provoking and encourage the students to think critically and express their ideas in a respectful and inclusive way.
- Generate a set of differentiated ‘focus cards’ with particular tasks for students not directly involved in the debate to concentrate on. For example, 'Who is the most convincing speaker and why?' and 'Who supports their arguments with real world examples? Note down any good examples.'
Image generation
Create a hyper realistic image of a dystopian city laying in ruins. Its once towering skyscrapers now skeletal remains and the acrid stench of smoke hangs heavy in the air, mingling with the metallic tang of rust and decay.
Create an image of Alabama (during the 1930s.) A tired old town, rainy weather and the streets are turned to red slop. There is grass growing on the sidewalks and a courthouse in the distance. Photorealistic.
