Worked Examples with AI Prompts

Generate 2 contrasting news headlines about a fictional climate policy announcement.
Headline A: clearly biased toward environmental advocacy.
Headline B: clearly biased toward economic concerns.
Make them plausible but obvious in their framing differences.
Then write 3 discussion questions that help students notice the framing differences.

Write learning objectives and success criteria for an MYP English lesson on source reliability.
Students will:
- Identify 3+ signals of bias in a text
- Justify a reliability judgment using textual evidence
- Distinguish between bias and factual inaccuracy
Include 5 success criteria as "I can..." statements.

Create a 5-minute retrieval activity for MYP students about prior knowledge on sources.
Include:
- 4 quick agree/disagree statements about reliability
- 2 common misconceptions (e.g., "numbers = always objective") with correction lines

Write a 10-minute teacher script explaining:
- bias vs misinformation
- reliability as evidence quality + transparency
Include one modeled annotation of a paragraph using tags:
[CLAIM], [EVIDENCE], [FRAMING], [MISSING], [LOADED LANGUAGE]
Keep language suitable for MYP Year 4–5.

Create a one-page student handout:
Title: "Source Reliability & Bias Checklist (MYP)"
Include:
- 10 checklist questions
- 3 sentence stems for justification ("This seems reliable because…")
- 2 examples of strong justifications and 2 weak ones with brief explanations

You are my writing coach.
I will paste TWO short paragraphs.
Do NOT tell me which is more reliable.
Instead:
1) Ask me 3 probing questions that help me judge reliability and bias.
2) Identify 3 places where I should look for evidence (quote exact phrases).
3) Give me a template for a 6-sentence justification.
Wait for my answers before continuing.

Create a 7-minute peer feedback protocol for MYP source evaluation:
- 3 steps only
- Each step must produce written feedback
- Include a 4-criterion rubric (0–2) aligned to: Evidence use, Reasoning, Balance, Clarity
Include sentence starters for feedback that are kind, specific, and actionable.

Create a 5-minute exit ticket:
Prompt students to write:
- a reliability judgment
- one supporting quote
- one reasoning sentence linking quote to judgment
Provide an exemplar response and 3 common weak responses with fix-it feedback.

Create 3 transfer tasks (short):
1) An Instagram-style influencer caption about a product
2) A charity fundraising paragraph
3) A school newsletter announcement
For each, ask students to identify bias signals and write a reliability judgment with 2 text-based reasons.
Also include a 2-minute reflection prompt about how their thinking changed.

Write a short scenario (150-180 words) where a student claims an experiment proved:
"Energy drinks improve reaction time."
Include 4 flaws (confounds, sample, measurement, bias).
Then write 4 questions that lead students to notice each flaw.

Write objectives + success criteria for an MYP science lesson:
Students will identify IV/DV/controls and design a fair test with a valid measurement plan.
Provide a student checklist aligned to ATL research and critical thinking.

Create a retrieval warm-up:
- 8 quick items students sort into IV / DV / Control / Not a variable
- Provide an answer key and 2 misconception alerts.

Create a concise explanation of IV/DV/controls using one consistent example:
"Does light color affect plant growth?"
Include definitions, a simple table, and one mini worked example.

Create:
- A "Fair Test Plan Template" (fillable)
- 2 worked examples (strong plans) and 1 non-example (flawed plan) with annotations
- A 10-item "Validity & Reliability Check" students can use before submitting.

Generate 8 MYP-appropriate inquiry investigation questions that are safe and doable in school.
Ensure variety (biology/chemistry/physics/human factors).
For each, suggest a simple measurable DV and at least 3 likely controls (not the full plan).

Create a 5-criterion rubric (0–2) for fair test plans:
IV clarity, DV measurable, controls, procedure clarity, data collection quality.
Then generate:
- 8 teacher feedback comment stems
- 8 peer feedback question stems
All phrased in MYP-friendly language.

Create a 5-minute exit ticket:
- Identify IV/DV from a new scenario
- Choose the best control variable (MCQ)
- Write one sentence explaining why controls matter
Provide answer key + common errors.

Create a transfer task:
Provide a NEW scenario (sleep and memory, music and focus, shoe type and sprint time).
Students must list IV/DV and propose 4 controls and a measurement plan.
Add a reflection prompt aligned to ATL self-management.

Create 2 thesis statements about:
"Social media does more harm than good for democracy."
Thesis A: simplistic/absolute.
Thesis B: nuanced with conditions and scope.
Then provide a DP-style commentary explaining why B is stronger (criteria: scope, defensibility, complexity).

Write DP-friendly objectives and success criteria for:
- Writing a line of reasoning with at least 2 claims, evidence, and a counterclaim
- Synthesizing into a conclusion that answers the question with nuance
Provide a success criteria list that could function as a mini rubric.

Generate a DP retrieval warm-up with:
- 6 short prompts about evidence, examples vs. evidence, counterclaims
- Expected strong answer bullet points for each
- 2 misconceptions and how to correct them

Write a 12-minute mini-lesson script for DP students:
- Define claim, evidence, warrant, counterclaim, rebuttal
- Provide a worked mini-outline (not a full essay) with labels
- Include 3 teacher think-aloud lines modeling how to choose evidence and build warrants

Create a DP argument planner that includes:
- Thesis
- 2–3 claim blocks (each: claim, evidence, warrant)
- Counterclaim block
- Synthesis conclusion block
Include warrant sentence stems like:
"This matters because…", "This suggests that…", "A limitation is…"
Add one filled exemplar plan.

You are my DP writing coach.
I will paste my thesis and plan.
Do NOT write my paragraph.
Instead:
1) Test my thesis: ask 4 questions that challenge scope/assumptions.
2) Suggest 3 types of evidence I could use (not specific citations).
3) Identify where my warrants are missing and give me sentence frames.
4) Propose one strong counterclaim angle that would genuinely threaten my argument.
Wait for my responses, then help me revise.

I will paste 8 student mini-arguments.
Task:
1) Cluster them into 3 common patterns of weakness (name each pattern).
2) For each pattern, write a 90-second reteach script.
3) Write individualized feedback for each student:
   - one strength (specific)
   - one priority fix (specific)
   - one question that forces deeper thinking
Use DP tone and keep feedback concise.

Create an in-class DP checkpoint task:
- Revise thesis (2 versions: safe and ambitious)
- Write one claim paragraph with explicit warrant
Provide a mini rubric (0–3) for thesis quality and warrant quality.

Create a 7-day retention plan for DP argumentation:
- Day 1: reflection
- Day 2: retrieval quiz (5 items)
- Day 4: rewrite thesis for a new prompt
- Day 7: write a new claim + warrant paragraph
Include prompts and success criteria for each day.

Create a DP Math AA/AI hook:
- Provide 2 short real-world scenarios (population, adoption, disease spread, market saturation).
- For each, ask students to predict whether the graph should be exponential or logistic and justify in 1 sentence.
- Provide a teacher key with the reasoning and 2 misconceptions.
Keep it printable (no external images required).

Write DP Math lesson objectives and success criteria for:
- Identifying exponential vs logistic behaviour from context and graph
- Interpreting parameters (carrying capacity, growth rate)
- Explaining why logistic growth saturates
Provide a 6-point checklist plus a 4-level rubric (Emerging→Exceptional) for explanations.

Create a retrieval warm-up (7 minutes total):
- 6 questions: exponent basics, interpreting y=ab^x, reading graphs, qualitative rate of change
- Provide expected answers + 2 "diagnostic follow-ups" if students miss a question.

Write a 12-minute DP mini-lesson script comparing exponential vs logistic growth.
Include:
- Definitions in student-friendly DP language
- One worked example with a small table of values
- Explicit parameter interpretations (growth rate, carrying capacity)
- 3 quick "check for understanding" questions with expected answers.

Create a one-page DP student scaffold:
Title: "Choosing and Justifying a Growth Model"
Include:
1) A decision tree (text-based) to choose exponential vs logistic
2) Sentence stems for justification (at least 6)
3) One strong model selection justification and one weak one (annotated why)
4) A checklist for verifying reasonableness of parameters

Generate 2 small datasets (10 points each) with realistic noise:
Dataset A should be exponential-like.
Dataset B should be logistic-like with a clear carrying capacity.
Provide:
- The tables
- 3 guiding questions for students
- Extension: ask students to estimate carrying capacity from the data qualitatively.
Do NOT require technology; keep it doable by hand + reasoning.

I will paste 8 student justifications (each 3–5 sentences).
Cluster them into 3 common error patterns and name each pattern.
For each pattern:
- Write a 60-second reteach message
- Write 2 feedback comments that are specific and actionable

Create a 5-minute exit ticket:
- Present a brief scenario
- Students must identify which model applies
- Write 2-3 sentences justifying their choice
Provide a mini rubric and common errors.

Create 2 transfer scenarios requiring students to:
1) Choose and justify a growth model
2) Interpret what the parameters mean in context
3) Predict future behavior based on the model
Include a reflection prompt on mathematical modelling.

Design a [duration]-minute lesson for [grade level/context] using Gagné's Nine Events of Instruction.

Topic: [your topic]
Prior knowledge: [what students already know]
Learning objectives: [what students should be able to do after]

For each of the 9 events, provide:
1. Timing
2. What the instructor does
3. What students do
4. Materials needed
5. Key questions or prompts

Events to address:
1. Gain Attention - how to hook students
2. Inform Objectives - what success looks like
3. Stimulate Recall - connect to prior knowledge
4. Present Content - delivery of new information
5. Provide Learning Guidance - scaffolds and supports
6. Elicit Performance - practice activities
7. Provide Feedback - how feedback will be given
8. Assess Performance - how mastery will be measured
9. Enhance Retention & Transfer - application and reinforcement

Include:
- Differentiation suggestions
- Common misconceptions to address
- Student-facing materials (templates, rubrics, organizers)