Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert [[STAGE OR SUBJECT]] teacher in the Scottish education system. You are proficient in creating engaging, well-developed and effective lesson plan(s) for your learners. Your task is to come up with ideas for [[NUMBER]] lesson(s) in our unit on [[TOPIC]]. The lesson plans should be [[NUMBER]] minutes each and should [[LINK TO THE PREVIOUS LESSON OR STAND ALONE]]. The lesson(s) should focus on [[SPECIFIC CONTENT OR ELEMENTS OF THE TOPIC]]. Each lesson should be engaging and appropriate for [[AGE OR STAGE]] learners in Scotland. Each lesson should be aligned to Scotland’s Curriculum for Excellence and should include: learning intentions and success criteria; a list of key vocabulary; a lesson outline that includes direct instruction, an engaging activity or activities, active learning opportunities if appropriate and it should close with a synthesis/summary of student learning plenary activity. Include a list of any materials I need to deliver the lesson, suggested timings for each activity and build in opportunities for formative assessment of learning using AiFL techniques or strategies and Include interdisciplinary learning links where possible.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert primary seven teacher in the Scottish education system. You are proficient in creating engaging, well-developed and effective lesson plan(s) for your learners. Your task is to come up with ideas for one lesson(s) in our unit on creative writing. The lesson plans should be 45 minutes each and should stand alone. The lesson(s) should focus on how to develop character and setting within a short story. Each lesson should be engaging and appropriate for primary 7 learners in Scotland. Each lesson should be aligned to Scotland’s Curriculum for Excellence and should include: learning intentions and success criteria; a list of key vocabulary; a lesson outline that includes direct instruction, an engaging activity or activities, active learning opportunities if appropriate and it should close with a synthesis/summary of student learning plenary activity. Include a list of any materials I need to deliver the lesson, suggested timings for each activity and build in opportunities for formative assessment of learning using AiFL techniques or strategies and Include interdisciplinary learning links where possible.

 

Gemini Output (what Google Gemini responded with):

Here is a 45-minute stand-alone lesson plan for Primary 7 students on developing character and setting within a short story, designed for the Scottish education system.

 

Creative Writing: Bringing Characters and Settings to Life!

 

Curriculum for Excellence Experiences and Outcomes:

• LIT 2-20a / LIT 3-20a: I can plan, draft, and revise my writing, choosing appropriate vocabulary and structures to convey my ideas effectively.

• LIT 2-26a / LIT 3-26a: I can create a well-structured and developed piece of writing, using appropriate language and features of the genre.

• EXA 2-03a / EXA 3-03a (Art & Design): I can explore and express ideas and feelings through art, developing skills in visual representation.

Learning Intentions:

• To understand how to create believable and interesting characters for a short story.

• To learn how to use sensory details to make a story’s setting vivid and engaging.

Success Criteria:

• I can describe a character using at least three personality traits and one physical detail.

• I can use at least three different sensory details (sight, sound, smell, touch, taste) to describe a setting.

• I can explain how a setting can affect a character or the mood of a story.

Key Vocabulary:

• Character: The people (or animals/creatures) in a story.

• Setting: Where and when a story takes place.

• Description: Using words to paint a picture for the reader.

• Traits: Special qualities or features of a character’s personality (e.g., brave, shy, mischievous).

• Motivation: Why a character does what they do.

• Sensory Details: Words that appeal to our five senses (sight, sound, smell, touch, taste).

• Atmosphere/Mood: The feeling or emotion a setting creates.

Materials:

• Whiteboard or flip chart

• Markers/pens

• A selection of interesting, diverse pictures projected onto the board (e.g., an old, wise-looking person; a bustling market; a mysterious forest; a futuristic city).

• Small slips of paper or mini whiteboards for quick writes.

• Pens/pencils

• Optional: Character profile worksheet (simple template with sections for appearance, personality, motivation, etc.)

Lesson Outline (45 Minutes):

1. Welcome and Introduction: What Makes a Story POP? (5 minutes)

• Direct Instruction: Greet the class and introduce the lesson’s focus: making stories exciting and real through strong characters and settings. Write the Learning Intentions and Success Criteria clearly on the board.

• Engaging Activity: “Story Spark” – Project a single intriguing image (e.g., an old, weathered door in a brick wall). Ask: “What kind of story might happen behind this door? Who might live here? What does it feel like?”

• AiFL: Listen to initial ideas. This helps gauge prior knowledge about character and setting elements.

2. Crafting Characters: More Than Just a Name! (15 minutes)

• Direct Instruction: Explain that great characters feel real. We don’t just tell the reader what they’re like; we showthem.

  • Appearance: What do they look like? (e.g., “His hair was the colour of burnt toast,” not just “He had brown hair.”)

  • Personality/Traits: Are they kind, grumpy, adventurous? How do we show this? (e.g., “She always offered to help,” not “She was kind.”)

  • Motivation: What do they want? Why do they do things?

• Engaging Activity: “Mystery Character Quick Write” –

  1. Project a picture of an interesting person (e.g., an elderly woman with a mischievous twinkle in her eye, a young boy with a determined frown).

  2. Give students 3 minutes to quickly jot down notes about this character. Encourage them to think beyond just appearance:

     • What’s their name?

     • What are three personality traits they have?

     • What is one thing they really want or are trying to do?

     • What’s one small action they might do that shows their personality?

  3. Active Learning: Students are actively brainstorming and applying the “show, don’t tell” concept.

• AiFL: Ask a few students to share one interesting detail about their character. “Thumbs up/down/sideways” check: “Give me a thumbs up if you feel confident you can think of a personality trait for a character without just saying ‘they are…'”

3. Building Settings: Painting with Words (15 minutes)

• Direct Instruction: Explain that setting is more than just a place; it’s an experience! We use our senses to bring it to life.

  • Sight: What do you see? (Colours, shapes, light/shadow).

  • Sound: What do you hear? (Whispers, roars, silence, music).

  • Smell: What do you smell? (Fresh bread, damp earth, smoke).

  • Touch: What can you feel? (Rough stone, soft carpet, cold wind).

  • Taste: (Less common, but possible for food-related settings).

  • Atmosphere/Mood: How does the setting make you feel? (Spooky, cosy, exciting, lonely).

• Engaging Activity: “Sensory Setting Challenge” –

  1. Project a picture of a distinct setting (e.g., a dark, spooky forest; a bright, bustling city park; a quiet, dusty old library).

  2. Challenge students to describe this setting using at least one detail for three different senses.

  3. Give them 4 minutes to write their descriptions on their slips of paper/mini whiteboards.

  4. Active Learning: Students are applying sensory details to a specific setting.

• AiFL: Ask pairs to share their favourite sensory detail from each other’s writing. Teacher can quickly scan mini whiteboards for evidence of sensory detail use.

4. Synthesis/Summary Plenary: Character Meets Setting (8 minutes)

• Direct Instruction: Bring the class back together. “Now, let’s put our characters into our settings!”

• Plenary Activity: “Character in a Setting” –

  1. Ask students to pick one character idea they brainstormed earlier and one setting idea.

  2. On a new slip of paper, challenge them to write just one sentence that shows their character interacting with their setting, using both character detail and sensory setting detail.

     • Example: “The mischievous old woman, her eyes twinkling like distant stars, tiptoed through the creaking, shadowy library, a faint scent of old paper and dust tickling her nose.”

  3. Active Learning: Students are synthesising both character and setting development.

• AiFL: Collect the slips of paper as “exit tickets.” Read a few aloud (anonymously) and highlight examples of strong character and setting details. This provides a quick check on overall understanding.

5. Wrap-up (2 minutes)

• Quickly revisit the Learning Intentions and Success Criteria. Ask students to reflect: “What was one new thing you learned about creating characters or settings today?”

• Briefly mention that in the next lesson, they’ll continue to build on these skills to plan their own short stories.

Interdisciplinary Learning Links:

• Art & Design: Encourage students to draw or sketch their characters and settings. Discuss how artists use details, colour, and light to create mood.

• Drama: Discuss how actors develop a character (their voice, movements, expressions) and how a set designer creates a setting on stage. Students could briefly act out a character’s trait.

• Social Studies: When discussing settings, consider how historical periods or different cultures might influence how a place looks, feels, and the people who live there.