AI Prompts for Educators

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Act as a middle school science curriculum developer. **Task:** Generate a 5E lesson plan for a 7th-grade science class on photosynthesis. The lesson should be aligned with NGSS standard MS-LS1-6. The class has 50 minutes and access to 1-to-1 Chromebooks. Include a hands-on activity that does not require a full lab setup. **Format:** - **Objective:** Clearly stated and aligned to MS-LS1-6. - **Engage:** A hook to capture student interest. - **Explore:** A hands-on or virtual activity. - **Explain:** Key vocabulary and concepts. - **Elaborate:** A connection to a real-world phenomenon. - **Evaluate:** A formative assessment or exit ticket.

Please provide the sources for the information you just gave me. List at least three specific, publicly accessible URLs.

Act as an expert instructional designer for a 10th-grade ELA class. **Topic:** Identifying theme in a short story. **Standard:** CCSS.ELA-LITERACY.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text. **Class Profile:** 25 students. Mixed ability, with 5 students who will need vocabulary support and 4 who could be pushed with a more challenging extension. **Time:** 50 minutes. **Materials:** Projector, student Chromebooks, and a digital copy of the short story "The Veldt" by Ray Bradbury. **Task:** Generate a high-level lesson skeleton for a 50-minute lesson. Include a learning objective, a brief sequence of activities (hook, model, guided practice, independent work), a list of needed materials, and one potential formative assessment. Do not write out the full activities yet.

You are an expert K-12 instructional designer with deep knowledge of [[Your Subject, e.g., High School Physics, Elementary Reading]]. Your task is to help me create a high-quality, engaging lesson plan. **# CONTEXT** * **Grade Level:** [[e.g., 5th Grade]] * **Subject:** [[e.g., Social Studies]] * **Topic:** [[e.g., The Three Branches of Government]] * **Key Standard(s):** [[e.g., CA HSS 5.7.3]] * **Lesson Duration:** [[e.g., 60 minutes]] **# LEARNER PROFILE** * **Class Size:** [[e.g., 30 students]] * **Prior Knowledge:** Students have a basic understanding of [[e.g., the concept of laws]]. They do not yet know [e.g., the difference between legislative, executive, and judicial]. * **Differentiation Needs:** [e.g., 6 English Language Learners who need sentence starters; 4 advanced students who can analyze primary source documents.] * **Available Materials:** [[e.g., Student Chromebooks, projector, poster paper, markers.]] **# TASK** 1. First, write a clear, student-friendly **learning objective** for this lesson. 2. Next, generate a **lesson skeleton** with a sequence of 5-6 activities (e.g., Hook, Mini-Lesson, Guided Practice, Group Work, Independent Check, Wrap-up). For each activity, provide a 1-sentence description and a time estimate. 3. Finally, list all **materials and preparations** needed. Do not write the full content for each activity yet. Wait for my instructions.

**Source Type:** URL **URL:** [Paste URL to a news article, e.g., from The Associated Press or Reuters] **Reading Level:** 7th Grade **Language:** English

Act as a veteran special education teacher with 15 years of experience writing IDEA-compliant IEPs. Draft a Present Level of Academic Achievement and Functional Performance (PLAAFP) narrative for a 4th-grade student with a specific learning disability in reading. **Strengths:** - Strong oral comprehension and vocabulary. - Eager participant in class discussions. - Shows persistence on tasks. **Areas of Need:** - Reading fluency is at a 2nd-grade level (45 words correct per minute on a grade-level passage). - Struggles to decode multi-syllable words. - Reading comprehension of written text is impacted by slow fluency. **Baseline Data:** - DIBELS assessment: 45 WCPM (below benchmark). - Classroom assessment: Averages 50-60% on reading comprehension quizzes. - Observation: Avoids reading aloud; uses context clues to guess at unknown words. Based on this information, write a comprehensive, data-driven, and strengths-based PLAAFP narrative.

Based on the PLAAFP narrative provided, generate two measurable, standards-aligned SMART goals for this student focusing on reading fluency and reading comprehension. For each goal, include a clear condition, the specific skill, and a criterion for mastery (e.g., "in 4 out of 5 opportunities").

Act as an expert 9th-grade biology curriculum designer. Create a detailed 90-minute lesson plan on cellular respiration for a mixed-ability classroom. The lesson must be aligned with NGSS standard HS-LS1-7. Include: 1. A "Do Now" warm-up activity. 2. Direct instruction concepts with key vocabulary. 3. A collaborative group activity. 4. A differentiation plan for English Language Learners (ELL) and students with processing speed challenges. 5. An exit ticket to assess understanding.

Act as an expert instructional designer. Generate a 45-minute lesson plan for a 7th-grade science class on the topic of photosynthesis. The learning objective is for students to be able to explain the inputs and outputs of the process. Include a warm-up, a 10-minute direct instruction segment, a 20-minute guided practice activity, and a 5-minute exit ticket. Format as a simple, scannable outline. **Sample Output:** * **Objective:** Students will be able to identify and explain the inputs (sunlight, water, carbon dioxide) and outputs (glucose, oxygen) of photosynthesis. * **Warm-Up (5 min):** "Think-Pair-Share" - What do plants need to grow? * **Direct Instruction (10 min):** Short lecture with a diagram of a plant cell, labeling the chloroplasts. Introduce key vocabulary: photosynthesis, chlorophyll, carbon dioxide, oxygen, glucose. * **Guided Practice (20 min):** Students work in pairs with a "Photosynthesis Recipe" worksheet. They must "gather" the ingredients (input cards) and produce the "finished product" (output cards). * **Exit Ticket (5 min):** On an index card, students must answer: "Name two things a plant needs for photosynthesis and one thing it produces.

I am teaching a 10th-grade World History unit on the Silk Road. The students are finding the textbook chapter dry. Generate 5 creative and engaging in-class activity ideas beyond a standard lecture or worksheet. For each idea, briefly describe the activity and the materials needed. **Sample Output:** 1. **"Silk Road Trading Simulation":** Students get a "passport" and a small bag of goods (represented by cards). They must travel to different "cities" (desks) around the room to trade for other goods, experiencing the challenges of travel and bartering. (Materials: cards, classroom space). 2. **"Goods and Ideas Gallery Walk":** Post images and descriptions of items, technologies, and ideas (e.g., silk, gunpowder, Buddhism) that were exchanged. Students walk around with a graphic organizer, noting where each item came from and its impact. (Materials: printed images/text, graphic organizers). 3. ...

Act as a helpful study assistant. I am preparing my 11th-grade U.S. History students for a test on the American Revolution. The key topics are: the causes (taxation without representation, Boston Tea Party), major battles (Lexington and Concord, Saratoga, Yorktown), and key figures (Washington, Jefferson, Franklin). Generate a one-page study guide that includes key terms with definitions, a timeline of major events, and 3-4 guiding short-answer questions. **Sample Output:** **Key Terms:** * **Stamp Act:** A 1765 tax on all paper documents in the colonies. * **Intolerable Acts:** A series of punitive laws passed by the British Parliament in 1774 after the Boston Tea Party. ... **Timeline:** * **1770:** Boston Massacre * **1773:** Boston Tea Party * **1775:** Battles of Lexington and Concord ... **Guiding Questions:** 1. How did the concept of "no taxation without representation" fuel the revolutionary movement? 2. Why was the Battle of Saratoga considered a turning point in the war? ...

. **Sample Output:** 1. **Cell Phone Plans:** A plan costs $20/month (the y-intercept,

Explain the concept of plate tectonics. First, explain it simply enough for a 5th grader to understand. Then, explain it at a high school (9th grade) level with more technical vocabulary. Finally, explain it at a college undergraduate level. **Sample Output:** * **5th Grade Level:** Imagine the Earth's surface is like a cracked eggshell. The big pieces are called plates, and they are slowly floating and bumping into each other. When they crash, they can push up to make mountains. When they slide, they can cause earthquakes. * **9th Grade Level:** The Earth's lithosphere is broken into several large tectonic plates that move over the semi-fluid asthenosphere. Plate boundaries (convergent, divergent, and transform) are where most seismic activity occurs. Convergent boundaries form mountain ranges and subduction zones, while divergent boundaries create new crust at mid-ocean ridges. * **Undergraduate Level:** Plate tectonic theory describes the lithosphere as divided into rigid plates that interact at three primary boundary types—convergent, divergent, and transform—driven by mantle convection and slab-pull forces. These interactions govern the distribution of earthquakes, volcanism, and mountain-building processes, and are foundational to models of long-term geological change.

Take the following text and rewrite it at three different reading levels: 4th grade, 8th grade, and 11th grade. Keep the core information the same, but adjust the vocabulary and sentence structure. [Paste your original text here. For example, a news article or a passage from a science textbook.] **Sample Output:** * **(4th Grade):** The heart is a strong muscle that pumps blood. Blood carries good stuff like oxygen to all parts of your body. * **(8th Grade):** The human heart is a powerful muscular organ responsible for pumping blood throughout the circulatory system. This blood transports oxygen and nutrients to the body's tissues. * **(11th Grade):** The heart is a four-chambered muscular pump that drives the double circulatory system, coordinating pulmonary circulation, which oxygenates blood via the lungs, and systemic circulation, which delivers oxygenated blood to body tissues, through contractions regulated by the cardiac conduction system.

I am planning a lesson for my 9th-grade English class where students will analyze the theme of ambition in Shakespeare's *Macbeth*. Some of my students struggle with abstract analysis. Suggest 3 scaffolding activities or graphic organizers I could provide to support them. **Sample Output:** 1. **Ambition Tracker Chart:** A simple three-column chart where students track examples of ambition. Columns: "Character," "Ambitious Action/Quote," and "Consequence." 2. **"Tragic Hero" Arc Diagram:** A visual arc where students plot Macbeth's rise and fall, noting key decisions driven by ambition at each point. 3. **Sentence Starters:** Provide a list of sentence starters for their analytical paragraphs, such as: "Shakespeare introduces the theme of ambition when..." or "Macbeth's ambition ultimately leads to...

I have a text about the Amazon rainforest for my 6th-grade geography class. Please identify 10 key vocabulary words from the text below. For each word, provide a simple, student-friendly definition and an example sentence. Format this as a two-column table. [[Paste text here.]] **Sample Output:** | Word | Definition & Example | | :--- | :--- | | **Ecosystem** | A community of living things and their environment. *The rainforest is a complex ecosystem with millions of different plants and animals.* | | **Biodiversity** | The variety of life in a particular place. *The Amazon has incredible biodiversity, with more species than almost anywhere else on Earth.* | | **Canopy** | The top layer of the rainforest, made of the overlapping leaves and branches of tall trees. *Monkeys and birds live high up in the forest canopy.* | | ... | ... |

Act as a special education consultant. I have a 4th-grade student whose IEP goal is to improve their ability to write a multi-paragraph text with a clear topic sentence. Generate 3 sample, measurable annual goals I could adapt for this student's IEP. **Sample Output:** 1. By the end of the school year, when given a familiar topic and a graphic organizer, the student will write a three-paragraph text, with each paragraph containing a clear topic sentence, scoring a 3 out of 4 on a district-approved writing rubric in 4 out of 5 trials. 2. By [[date]], after a mini-lesson on topic sentences, the student will be able to identify the topic sentence in a given paragraph and write their own topic sentence for a new paragraph with 80% accuracy on 3 consecutive probes. 3. By [[date]], given a completed graphic organizer, the student will independently draft a topic sentence that clearly states the paragraph's main idea, achieving mastery on 4 out of 5 consecutive writing samples as measured by teacher observation.

I am about to teach a 5th-grade math lesson on adding and subtracting fractions with unlike denominators. What are the 3 most common misconceptions or errors students make with this topic? For each one, suggest a quick way to address it. **Sample Output:** 1. **Misconception:** Adding the numerators and the denominators (e.g., 1/2 + 1/3 = 2/5). * **How to Address:** Use visual models. Show them a pizza cut into halves and a pizza cut into thirds and ask if they can just add the slices. They'll see the pieces are different sizes. 2. **Misconception:** Forgetting to find a *common* denominator and just using one of the existing denominators. * **How to Address:** Reinforce the "common" part with an analogy. "You can't add apples and oranges. You have to turn them both into a common thing, like 'pieces of fruit'." 3. **Misconception:** Finding the common denominator but forgetting to change the numerators accordingly. * **How to Address:** Emphasize the rule: "Whatever you do to the bottom, you must do to the top." Use arrows to show the multiplication for both numerator and denominator.

Create a 4-point rubric for a high school lab report in a biology class. The criteria should include: Hypothesis, Materials/Methods, Data & Analysis, and Conclusion. The scoring levels should be: Exemplary (4), Proficient (3), Developing (2), and Beginning (1). Provide specific descriptors for each box in the grid. Format as a markdown table. **Sample Output:** | Criteria | 4 - Exemplary | 3 - Proficient | 2 - Developing | 1 - Beginning | | :--- | :--- | :--- | :--- | :--- | | **Hypothesis** | The hypothesis is a clear, testable statement that explains the predicted outcome and provides scientific reasoning. | The hypothesis is a testable statement that predicts the outcome. | The hypothesis is unclear or not testable. | A hypothesis is missing. | | **Data & Analysis** | Data is presented clearly in labeled tables/graphs. Analysis is thorough, identifies trends, and discusses sources of error. | Data is presented clearly. Analysis identifies trends. | Data is present but disorganized. Analysis is minimal. | Data is missing or incomplete. | | ... | ... | ... | ... | ... |

A student wrote the following paragraph for an essay about the causes of World War I. Act as a helpful writing coach and provide feedback in the "Two Stars and a Wish" format (two things they did well, and one specific suggestion for improvement). **Student Paragraph:** "World War I was a huge conflict. It was caused by many things. One cause was the assassination of Archduke Franz Ferdinand. Also, there were alliances between countries that pulled everyone into the war. Imperialism was another factor." **Sample Output:** * **Star 1:** You did a great job identifying three major causes of the war: the assassination, the alliance system, and imperialism. * **Star 2:** Your writing is clear and easy to understand. * **Wish:** I wish you would expand on one of those causes. For example, can you explain *how* the alliance system pulled other countries into the conflict? Adding a specific example would make your argument even stronger.

I have graded 10 essays. I've noticed a common error pattern. Here are three anonymized sentences from different student papers that show the same mistake: 1. "The main character, he struggles with his identity." 2. "My hypothesis, it was proven correct by the data." 3. "The legislative branch, it is responsible for making laws." What is this grammatical error called, and can you generate a 3-sentence mini-lesson I could use to explain it to the class? **Sample Output:** This error is called a "double subject" or "subject-verb redundancy." **Mini-Lesson:** "I'm noticing a common pattern in our writing where we state the subject twice, like 'My dog, he is brown.' The noun 'My dog' and the pronoun 'he' are both acting as the subject. To make our writing more concise, we only need one. Simply say, 'My dog is brown' or 'He is brown'.

Generate 5 multiple-choice questions to assess understanding of the water cycle for a 4th-grade class. The questions should cover evaporation, condensation, precipitation, and collection. For each question, indicate the correct answer. **Sample Output:** 1. When the sun heats up water in a lake and it turns into vapor, this is called: a) Condensation b) Precipitation c) **Evaporation** d) Collection 2. What happens when water vapor in the air gets cold and changes back into liquid, forming clouds? a) **Condensation** b) Evaporation c) Runoff d) Precipitation ...

I'm grading student essays and find myself writing the same comments repeatedly. Help me build a comment bank. Generate 3-4 different ways to phrase a constructive comment for each of the following common issues: 1. The thesis statement is unclear or too broad. 2. The paragraph lacks a clear topic sentence. 3. The writer needs to provide more evidence or specific examples. **Sample Output:** **1. For an unclear thesis:** * "Could you refine your thesis statement to be more specific? What is the main argument you want to prove?" * "This thesis feels a bit broad. Try to narrow your focus to a more specific, debatable claim." * "A strong thesis makes a clear argument. What is the single most important idea you want your reader to take away from this essay?" **2. For a missing topic sentence:** * "What is the main point of this paragraph? Starting with a clear topic sentence would help guide your reader." * "Each paragraph should focus on a single idea. A topic sentence at the beginning would help clarify this paragraph's purpose." ...

I want to send a positive email to a student's parents. The student's name is [[Student Name]]. Today in class, [[he/she/they]] showed great leadership during a group project by helping their teammates understand the task and keeping everyone focused. Draft a short, warm, and professional email to their parents/guardians. **Sample Output:** Subject: A note about [[Student Name]] from [[Your Name]]'s class Dear [[Parent/Guardian Name]], I'm writing with some wonderful news from our [[Class Name]] class today. I was so impressed with [[Student Name]]'s leadership during our group activity. They took the initiative to help their teammates understand the assignment and did a fantastic job of keeping the group on track and working together. It was wonderful to see. You should be very proud. I am so happy to have [[Student Name]] in my class. Best regards, [[Your Name]]

I need to draft an email to a parent about their child, [[Student Name]], who has been consistently missing homework assignments. I want to be concerned and collaborative, not accusatory. My goal is to partner with the parent to find a solution. Please draft a professional email that: 1. Starts with a positive observation about the student. 2. Clearly and neutrally states the issue (missing homework). 3. Expresses a desire to work together. 4. Proposes a next step (e.g., a brief phone call). **Sample Output:** Subject: Checking in about [[Student Name]] in [[Class Name]] Dear [[Parent/Guardian Name]], I hope you're doing well. I'm writing to you today about [[Student Name]]. They are such a bright and engaged participant in our class discussions, and I really enjoy having them in class. I'm writing because I've noticed a pattern of missing homework assignments recently, and I wanted to check in. My goal is to make sure [[Student Name]] has all the support they need to be successful in [[Class Name]]. I'd love to partner with you to figure out what might be going on and how we can help. Would you be available for a brief phone call sometime this week? Please let me know what time works best for you. Thank you for your support. Sincerely, [[Your Name]]

I need to write my weekly newsletter for the parents of my 4th-grade class. Generate an outline for the newsletter with the following sections: - A brief, friendly opening. - "This Week's Learning": Summarize our focus in Math (fractions), ELA (persuasive writing), and Science (weather). - "Important Reminders": Mention the upcoming field trip on [[Date]] and that permission slips are due on [[Date]]. - "A Look Ahead": Briefly mention next week's Science Fair. - A warm closing. **Sample Output:** **Subject:** News from Ms. Garcia's 4th Grade! **Opening:** Hello 4th Grade Families, Hope you had a wonderful week! Here's a quick look at what we've been up to and what's coming next. **This Week's Learning:** * **Math:** We dove into the world of fractions! Ask your student to show you how they can find equivalent fractions. * **ELA:** We started our persuasive writing unit, learning how to form a strong opinion and support it with reasons. * **Science:** We became meteorologists, learning about different types of clouds and weather fronts. **Important Reminders:** * Our field trip to [[Location]] is on [[Date]]! * Permission slips were sent home on Monday and are due back by [[Date]]. Please let me know if you need another copy. **A Look Ahead:** * Get ready for innovation! Our annual Science Fair is next week. **Closing:** As always, thank you for your partnership. Have a great weekend! Best, [[Your Name]]

My 5th-grade class is going on a field trip to the local science museum. We will be there from 10:00 AM to 1:00 PM. We need to see the dinosaur exhibit, the human body exhibit, and have lunch. Create a simple, timed itinerary for the students and chaperones, including a 30-minute lunch break and 15 minutes for bathroom breaks/transitions between exhibits. **Sample Output:** **Field Trip Itinerary: Science Museum** * **9:45 AM:** Arrive at the museum, check in. * **10:00 AM - 10:45 AM:** Explore the Dinosaur Exhibit. * **10:45 AM - 11:00 AM:** Transition and bathroom break. * **11:00 AM - 11:45 AM:** Explore the Human Body Exhibit. * **11:45 AM - 12:15 PM:** Lunch in the designated area. * **12:15 PM - 12:45 PM:** Free exploration time (or revisit a favorite spot). * **12:45 PM:** Meet at the main entrance to prepare for departure. * **1:00 PM:** Board the bus to return to school.

My school district just released a new 5-page policy on the use of technology in the classroom. I've pasted the text below. Please summarize the key takeaways for teachers in 3-5 clear bullet points. I need to know what I am allowed to do, what I am required to do, and what is prohibited. [[Paste policy text here]] **Sample Output:** Based on the policy provided, here are the key takeaways for teachers: * **Required:** You must complete the annual digital citizenship training module by September 30th. * **Allowed:** You may use district-approved apps and websites (the list is available on the portal) for instruction. * **Prohibited:** You are prohibited from using personal social media accounts to communicate with students. All communication must go through official channels like the LMS or district email. * **Prohibited:** You may not require students to create accounts for any service that has not been vetted and approved by the district's technology department.

My 3rd-grade students are getting restless after about 20 minutes of seat work. I need a list of 5 quick (1-3 minute) "brain break" activities that require no materials and can be done in the classroom. **Sample Output:** 1. **"Would You Rather?":** Ask a fun "Would you rather..." question (e.g., "...have the ability to fly or be invisible?") and have students move to one side of the room for their choice. 2. **"Freeze Dance":** Play 60 seconds of a popular song. Students dance when the music plays and freeze when it stops. 3. **"Simon Says":** Lead a quick game of Simon Says, focusing on movements like stretching, jumping jacks, or touching toes. 4. **"Rock, Paper, Scissors Tournament":** Students stand up, find a partner, and play one round. The winner stays standing; the loser sits down. Continue until one champion remains. 5. **"5-4-3-2-1 Grounding":** A calming activity. Ask students to silently name: 5 things they can see, 4 things they can feel, 3 things they can hear, 2 things they can smell, and 1 thing they can taste.

My 11th-grade English class has just finished reading Chapter 7 of *The Great Gatsby*, where the confrontation between Gatsby and Tom happens at the Plaza Hotel. Generate 4 open-ended discussion questions that will encourage critical thinking and debate, not just "yes/no" answers. **Sample Output:** 1. Why does Daisy ultimately choose to leave with Tom, even after admitting she loved Gatsby? What does this choice reveal about her character? 2. In this chapter, Gatsby's dream begins to unravel. What specific moments or lines of dialogue mark the turning point? 3. Nick Carraway calls it Tom and Daisy's "vast carelessness." Do you agree with his assessment? Who is the most "careless" character in this chapter, and why? 4. If you were to rewrite the ending of this scene, what would Daisy do? What would be the consequences of a different choice?

I'm teaching a high school civics class about the legislative process. I want to run a role-playing simulation where students try to pass a bill. Create a simple scenario for the simulation, including: 1. The proposed bill (something simple and relatable). 2. Three distinct "stakeholder" roles students can play (e.g., supporters, opponents, undecided). **Sample Output:** **Scenario: The "Later School Start Time" Bill** * **The Bill:** A proposal to change the high school start time from 7:30 AM to 8:30 AM. * **Role 1: The Sleep-Deprived Student Coalition:** You are a group of students who strongly support the bill. You will argue that a later start time will improve student health, well-being, and academic performance. Your goal is to convince the undecided members with scientific data and personal stories. * **Role 2: The After-School Activities Council:** You are a group of athletes, club leaders, and part-time workers who oppose the bill. You will argue that a later start time will create chaos for sports schedules, part-time jobs, and family responsibilities. Your goal is to highlight the logistical problems. * **Role 3: The Undecided Parent-Teacher Association:** You see the benefits and drawbacks of both sides. You are concerned about student health but also about the disruption to family schedules. Your vote is up for grabs, and you will be swayed by the most convincing arguments.

I need some simple entry and exit ticket ideas for my middle school social studies class. The current unit is on Ancient Rome. Generate 3 entry ticket prompts and 3 exit ticket prompts. **Sample Output:** **Entry Tickets (To activate prior knowledge):** 1. List 3 things you already know or think you know about Ancient Rome. 2. Look at the map of the Roman Empire on the board. What do you notice or wonder? 3. The word "gladiator" makes me think of... **Exit Tickets (To assess learning):** 1. **3-2-1:** Write down 3 things you learned today, 2 questions you still have, and 1 thing you found most interesting. 2. **"Tweet" Summary:** Summarize today's lesson on the Punic Wars in 280 characters or less. 3. **I Used to Think... Now I Think...:** "I used to think Roman aqueducts were just for decoration, but now I think they were essential for public health.

I want to set up classroom jobs for my 3rd graders, but I want to make it more engaging. Draft a short, fun "job description" for 3 different classroom jobs: "Librarian," "Tech Support," and "Messenger." **Sample Output:** **Now Hiring for Our Classroom Team!** 1. **Chief Librarian:** Are you organized and love books? We need a responsible leader to manage our classroom library. Duties include keeping the shelves tidy, checking books in and out, and recommending great reads to your classmates. 2. **Lead Tech Support:** Do you know how to handle an iPad? Are you a whiz with logging in? We're looking for a patient and helpful tech expert to assist classmates with tablet issues and manage our charging station. 3. **Head Messenger:** Can you walk quietly in the hallway? Are you trustworthy and reliable? We need a swift and silent messenger to deliver important documents to the main office and other classrooms. Only the most dependable candidates should apply!

Act as a 9th-grade ELA teacher. I have a student who is struggling to identify the main idea in complex texts. The student's writing shows they can summarize plot points but not the underlying theme. Based on the attached rubric (do not mention the rubric in your output), provide three different feedback comments I can give this student. 1. A comment that provides a direct hint about the theme. 2. A comment that asks a guiding question to lead them to the theme. 3. A comment that gives a "next step" for them to practice this skill. Do not use any names, pronouns, or other identifying information. The feedback should be general enough to apply to any student with this specific struggle.