This prompt is for generating lesson plan(s) ideas which have digital learning embedded into them. When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘Generate a lesson plan on [[ TOPIC ]] for my [[ STAGE OR SUBJECT ]] class.’ 

.

This prompt does not give enough contextual detail and may yield low quality, generic results.

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. I have access to [[A CLASS COMPUTER AND PROJECTOR]]. My learners have access to [[1:1 OR SHARED iPADS]] and use [[MICROSOFT TEAMS OR GOOGLE CLASSROOM]] as their virtual learning environment – take this into account when planning.

.

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 English teacher in the Scottish education system. You are proficient in creating engaging, well-developed and effective lesson plans for your learners. Your task is to come up with ideas for 1 lesson(s) in our unit on The Merchant of Venice. The lesson plan should be 40 minutes and should stand alone. The lesson(s) should focus on: the revision of the key plot points and characters involved in the central conflict of the play. Each lesson should be engaging and appropriate for S3 students 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 close with a synthesis/summary of student learning plenary activity. Include a list of any materials I need to deliver the lesson. Include suggested timings for each activity. Build in opportunities for formative assessment of learning using AiFL techniques or strategies. Include interdisciplinarly learning where possible. I have access to a class computer and projector. My learners have access to 1:1 iPads and use Google Classroom as their virtual learning environment – take this into account when planning.

.

Gemini Output (what Google Gemini responded with):

Here is a standalone 40-minute lesson plan for S3 students, focusing on revising the key plot points and characters involved in the central conflict of The Merchant of Venice, leveraging 1:1 iPads and Google Classroom.

---

Lesson: Conflict Unpacked – Plot & Players in The Merchant of Venice

Duration: 40 minutes Curriculum for Excellence Links:

• Literacy: LIT 3-02a (Understanding, analysing and evaluating literary texts – focusing on plot and character), LIT 3-04a (Engaging with texts to explore themes, characters and setting).

• Social Studies (Interdisciplinary Learning): SOC 3-03a (Understanding the role of law and justice in society; exploring historical context of Venice as a trade city and the societal attitudes of the time).

Learning Intentions:

• We are learning to recall and sequence the main plot points of The Merchant of Venice.

• We are learning to identify and describe the key characters involved in the play’s central conflict.

Success Criteria:

• I can accurately place at least 8 out of 10 key plot events in chronological order on a digital timeline.

• I can correctly match at least 4 out of 5 key characters to their primary role in the central conflict.

• I can articulate one key plot point and one key character from the central conflict.

Key Vocabulary:

• Plot: The sequence of events in a narrative.

• Chronological: Arranged in the order of time.

• Conflict: The main problem or struggle in a story (e.g., between characters, or ideas).

• Resolution: The way the main conflict is settled at the end of a story.

• Bond: A formal, often legally binding, agreement for a loan.

• Usury: The practice of lending money at unreasonably high rates of interest.

• Prejudice: Preconceived opinion not based on reason or actual experience.

• Justice: Fair treatment according to the law.

• Mercy: Compassion or forgiveness shown towards someone.

• Verdict: The decision made in a court of law.

• Character: A person represented in a story.

Materials:

• Class computer connected to a projector/smartboard

• Student iPads (1:1)

• Google Classroom (for sharing all digital resources and assignments)

• Digital “Plot & Character Timeline” Template: A Google Slides presentation (shared as “make a copy for each student” in Google Classroom) with:

  • Slide 1: Instructions.

  • Slides 2-11: Jumbled key plot events (one event per slide, with a blank space for students to add a character name).

  • Slide 12: A simple drag-and-drop character matching activity (e.g., character names to brief descriptions of their role in the conflict).

  • Google Form for the “Character Connection Quiz” and “Exit Ticket.”

Lesson Outline:

1. Hook & Introduction (5 minutes): What’s the Core?

   • Hook (Digital Poll via Google Classroom): Project the question: “In one word, what is the biggest ‘problem’ or ‘fight’ in The Merchant of Venice?” Students use their iPads to submit their answer to a quick Google Classroom “Question” post.

   • Briefly review responses, guiding them towards the “bond” and the “conflict between Shylock and Antonio.”

   • Direct Instruction: Explain that today’s lesson is a fast-paced revision to solidify their understanding of the central conflict by revisiting the key plot points and the characters who drive them. This is crucial for deeper analysis later.

2. Active Learning Activity 1 (15 minutes): Digital Plot & Character Timeline Challenge

   • Google Classroom Setup: Students open their individual copy of the “Digital Plot & Character Timeline” Google Slides presentation from Google Classroom.

   • Task: “Your first challenge is to put the jumbled plot events on your slides into the correct chronological order. Once you’ve ordered them, for each event, identify the main character(s) involved in that specific plot point and type their name(s) into the designated space on the slide.”

     • Active Learning: Encourage students to discuss with a partner (Think-Pair-Share) if they are unsure about the order or characters. They can use the annotation tools on their iPads to highlight key phrases within the event descriptions.

     • IDL Connection: As they work, prompt them to consider: “How does Venice’s identity as a bustling trade city (IDL: Social Studies) make this specific conflict (the bond) possible?”

3. Active Learning Activity 2 (10 minutes): Character Connection Quiz

   • Google Classroom Setup: Once most students have made good progress on the timeline, direct them to a new Google Form quiz posted in Google Classroom.

   • Task: “Now, test your knowledge! Complete this short ‘Character Connection Quiz’ to see how well you can link characters to their roles in the central conflict.”

     • AiFL (Immediate Feedback): The Google Form should be set up to provide immediate feedback on correct/incorrect answers, allowing students to self-assess their understanding of character roles.

     • Example Questions:

       • “Who demands the ‘pound of flesh’?” (Multiple choice: Antonio, Bassanio, Shylock, Portia)

       • “Which character disguises herself as a lawyer to save Antonio?”

       • “Who is the merchant who borrows money from Shylock?”

       • “Who is Bassanio’s friend, for whom he needs money?”

       • “Which character elopes with Lorenzo, taking some of Shylock’s wealth?”

4. Synthesis/Summary & Plenary (10 minutes): Conflict Check-Out

   • Review & Discussion: Briefly review the correct answers to the Character Connection Quiz on the projector. Ask students if any questions surprised them or if they learned something new.

   • Plenary Activity (Digital Exit Ticket via Google Form): Students open a final Google Form (linked in Google Classroom) for the “Conflict Check-Out.”

     • Task:

       1. “Name one key plot point from the central conflict that you now feel confident explaining.”

       2. “Name one key character from the central conflict and briefly describe their role.”

       3. “What is one question you still have about the central conflict or the characters involved?”

     • AiFL: Collect these responses digitally. This provides a quick, individual assessment of learning and identifies any lingering misconceptions or areas for future lessons.