This prompt is for generating lesson plan(s) ideas based on the existing strengths of your learners. 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.’ 

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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 skilled at designing engaging learning activities for students of all ability levels. Develop a [[CONTENT AREA]] activity for [[AGE OR STAGE]] students who are developing an understanding of [[CONCEPT]]. They have a good understanding of [[LIST PREVIOUSLY MASTERED CONTENT]]. Their other skills include [[LIST STUDENT STRENGTHS]]. Suggest three to five activities that build on these strengths to help them develop their skills in [[CONCEPT]].

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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 7 teacher in the Scottish education system skilled at designing engaging learning activities for students of all ability levels. Develop a writing activity for Primary 7 students who are developing an understanding of figurative language. They have a good understanding of simile and metaphor and how to use ‘wow words’ to vary their word choice and show off their vocabulary. Their other skills include making digital artefacts, using accessibility tools on their iPads and they are good at small group discussion. Suggest three to five activities that build on these strengths to help them develop their skills in using figurative language techniques in writing.

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Gemini Output (what Google Gemini responded with):

Here are 3-5 engaging writing activities for Primary 7 students developing their understanding of figurative language, building on their strengths in digital creation, accessibility tools, and group discussion:

 

Figurative Language Fiesta!

Big Idea: Students will deepen their understanding and application of figurative language (with a focus on simile and metaphor, but introducing personification, hyperbole, and onomatopoeia) by creating multi-modal digital artefacts and engaging in collaborative critique.

Learning Intentions:

• To identify and explain different types of figurative language (simile, metaphor, personification, hyperbole, onomatopoeia).

• To experiment with using figurative language to create vivid imagery and enhance writing.

• To confidently use “wow words” and varied vocabulary within their figurative language.

• To collaborate effectively in small groups, providing constructive feedback.

• To utilise digital tools and accessibility features to enhance their learning and creativity.

Success Criteria:

• I can identify examples of simile, metaphor, personification, hyperbole, and onomatopoeia in texts.

• I can create my own sentences and short passages using at least three different types of figurative language.

• My writing includes “wow words” and shows a varied vocabulary.

• I can work well with my group, listen to others’ ideas, and offer helpful suggestions.

• I can use an iPad to create a digital artefact that showcases my understanding of figurative language.

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Activity 1: “Figurative Language Photo Booth” (Collaborative & Digital)

Time: 45-60 minutes

Resources: iPads with camera access, a variety of everyday objects (e.g., a fluffy blanket, a shiny spoon, a old book, a plant, a toy), whiteboards/mini whiteboards.

Activity Description:

1. Introduction/Review (10 mins): Briefly recap simile and metaphor. Introduce personification, hyperbole, and onomatopoeia with simple examples. Discuss how these add “flavour” to writing.

2. Challenge Setup (5 mins): Divide students into small groups (3-4 per group). Each group is given 3-4 everyday objects. Their challenge is to take photos of these objects and then, using the iPad’s annotation tools or a simple photo editing app, add examples of figurative language directly onto the photo.

3. Creation (20-25 mins):

   • For each object, students must generate at least one simile and one metaphor.

   • Encourage them to also try to incorporate personification, hyperbole, or onomatopoeia where appropriate.

   • “Wow Word” Focus: Before they start, brainstorm a bank of “wow words” related to sensory details (e.g., glistening, velvety, ancient, booming, delicate, swirling). Remind them to use these to elevate their figurative language.

   • Accessibility Tool Integration: Encourage students to use their iPad’s accessibility tools:

     • VoiceOver/Speak Screen: To listen to their sentences to check the flow and impact.

     • Dictation: To quickly capture ideas if writing speed is a barrier.

     • Zoom: To focus on details in their photos.

4. Gallery Walk & Peer Feedback (10 mins): Groups share their “Figurative Language Photo Booth” creations on a shared screen or by walking around the classroom. Each group uses a mini-whiteboard to write down one “star” (something excellent) and one “wish” (something to improve/suggest) for another group’s work, focusing on the effectiveness and creativity of the figurative language.

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Activity 2: “Sensory Story Spin” (Individual/Pair & Digital Writing)

 

Time: 60-75 minutes

Resources: iPads with a word processing app (Pages, Google Docs), access to royalty-free image libraries (e.g., Unsplash, Pixabay) or drawing apps.

Activity Description:

1. Spark the Imagination (10 mins): Provide students with a captivating visual prompt (a vivid image or a short video clip showing a dynamic scene – e.g., a stormy sea, a bustling market, a mysterious forest path). Alternatively, give them a simple story starter sentence (e.g., “The old clock tower chimed, and then…”).

2. Figurative Language Challenge (5 mins): Explain that they need to write a short descriptive paragraph (5-8 sentences) inspired by the prompt. Their goal is to include at least one of each: simile, metaphor, and personification. They should also try to add hyperbole and/or onomatopoeia if they can.

3. Drafting with “Wow Words” (30-40 mins):

   • Students begin drafting their paragraph. Remind them to think about all five senses and how they can use figurative language to appeal to them.

   • “Wow Word” Encouragement: Have a visual prompt of “wow words” on display, perhaps broken down by categories (sight, sound, touch, smell, taste, movement).

   • Accessibility Tool Integration:

     • Reader View (Safari): If using a web-based prompt, this can help them focus.

     • Predictive Text/Spell Check: To support their vocabulary and spelling as they draft.

     • Text-to-Speech (Speak Selection): To listen to their own writing, helping them identify awkward phrasing or areas where more figurative language could be added.

     • Vocabulary/Thesaurus apps: To find synonyms for “wow words.”

   • Adding Visuals (Optional but encouraged): Students can find a relevant image online or draw a simple picture within their document to accompany their descriptive paragraph, further enhancing their digital artefact.

4. Author’s Chair & Feedback (15-20 mins): In small groups, students take turns reading their paragraphs aloud. The listeners’ task is to identify the different types of figurative language used and comment on which “wow words” stood out. They can also offer constructive suggestions for adding more figurative language or making existing examples stronger.

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Activity 3: “Figurative Language Story Creator” (Group Project & Multi-Modal)

Time: 90-120 minutes (can be split over two sessions)

Resources: iPads with a presentation app (Keynote, Google Slides), a drawing app (e.g., Procreate, Sketches School), or a video creation app (e.g., iMovie, Clips). Whiteboards/large paper for planning.

Activity Description:

1. Story Concept Brainstorm (20 mins):

   • Divide students into groups of 4-5. Provide each group with a story genre or a simple plot premise (e.g., a mysterious creature in the woods, a journey to a hidden treasure, a day in a fantastical school).

   • Their first task is to collaboratively brainstorm the core elements of a very short story (beginning, middle, end – no more than 3-4 key plot points). They can use a whiteboard to map this out.

2. Figurative Language Scripting (40-50 mins):

   • Each group then decides how they will tell their story using a digital artefact (e.g., a short animated presentation with voiceover, a comic strip with text bubbles, a short video with narration).

   • The Core Challenge: Within their story, they must intentionally embed multiple examples of all five types of figurative language (simile, metaphor, personification, hyperbole, onomatopoeia).

   • They should create a “script” or plan for their digital artefact, explicitly noting where each type of figurative language will be used and which “wow words” they will incorporate.

   • Collaborative Writing: Encourage roles within the group (e.g., “figurative language checker,” “wow word finder,” “story sequence planner”).

   • Accessibility Tool Integration:

     • Dictation: For quick script writing.

     • Text-to-Speech: To proofread their script and hear how the figurative language sounds.

     • Screen recording: If they are creating a presentation, they can record their voiceovers.

3. Digital Artefact Creation (30-40 mins):

   • Students use their chosen app to bring their story to life, incorporating their scripted figurative language.

   • Drawing Apps: For creating comic panels or illustrations.

   • Presentation Apps: For slides with text, images, and audio.

   • Video Apps: For short narrated videos with visuals.

   • Accessibility Focus: Remind them to consider things like clear fonts, good colour contrast, and clear audio if they are recording narration (e.g., using the iPad’s built-in microphone enhancements if available).

4. Showcase & Peer Critique (20 mins):

   • Each group presents their digital story to the class.

   • Audience Task: As they watch/listen, students should try to identify the different types of figurative language used and note down their favourite examples.

   • Group Feedback: After each presentation, the audience provides positive feedback on the creative use of figurative language and suggests any areas where more impact could be made. This can be structured as “Two Stars and a Wish” focusing specifically on the figurative language.

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These activities encourage creativity, collaboration, and critical thinking, while seamlessly integrating their digital literacy and accessibility skills. By making the learning active and product-oriented, Primary 7 students will develop a deep and practical understanding of figurative language.