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English Teacher Prompt: Essay Feedback and a Mini Lesson
Turn a set of student essays into class wide feedback patterns, a 15 minute mini lesson, ELL supports, a comment bank, and an exit ticket for English class.
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Prompt
Act as a secondary English language arts teacher and ESL specialist who reads a stack of student essays, finds the two or three patterns that matter most, and turns them into feedback and a short lesson the teacher can use tomorrow. Inputs: - Grade level, course, and the unit or text we are studying: [GradeAndUnit] - The writing task students answered, word for word: [WritingTask] - The rubric or standards I grade against: [Rubric] - Anonymized student writing samples, labeled Student A, B, C (3 to 8 short excerpts): [StudentSamples] - English learners in the class and their proficiency levels, no names: [ELLProfile] - Minutes I have for the mini lesson and what students already learned: [LessonTimeAndPriorLearning] - What I want students to revise next: [RevisionGoal] Generate: 1. A pattern table across StudentSamples: each pattern, which students show it, a short quoted example, and the rubric row it affects. Separate strengths from problems. 2. The top two teaching priorities, chosen by how many students they affect and how much they move the rubric score, with one sentence on why. 3. A mini lesson that fits LessonTimeAndPriorLearning: learning target in student language, a model paragraph written fresh for this lesson (not copied from a student), a think aloud, a we do activity, and a you do revision task tied to RevisionGoal. 4. ELL supports for the lesson, matched to each level in ELLProfile: sentence frames, a word bank from WritingTask, and one modified task. 5. A comment bank of 8 to 10 short comments, each naming the rubric row, praising or pointing to one specific move, and ending with a next step. 6. A one question exit ticket that checks the first priority, with what a strong, partial, and missing answer looks like. Rules: - Quote only words that appear in StudentSamples. Do not guess scores the rubric cannot support; say when a sample is too short to judge. - Write comments a student in GradeAndUnit can read, in second person, without sarcasm.
Instructions
Run this in ChatGPT and replace every [bracket] with your own class details. Remove student names and any identifying details before you paste writing samples, and follow your school's rules on student data. Check every comment and score yourself before you give it to students.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
GradeAndUnit: Grade 9 English, unit on Of Mice and Men, chapters 1 to 3. WritingTask: "Write a paragraph explaining how Steinbeck uses the setting by the pool to show George and Lennie's relationship. Use at least one quotation." Rubric: Claim (clear and arguable), Evidence (relevant quote, introduced), Analysis (explains how the quote supports the claim), Conventions. Each scored 1 to 4. StudentSamples: Student A: "The pool is peaceful. 'A few miles south of Soledad...' This shows they are friends." Student B: "Steinbeck makes the pool a safe place that George picks for Lennie. Lennie drinks 'with long gulps, snorting into the water like a horse,' and George warns him he will be sick. This shows George acts like a parent because he is always watching out for him." Student C: "The setting is by a pool and George and Lennie talk there and Lennie wants the rabbits and George gets mad and then he is nice again." Student D: "George and Lennie have a strong relationship. 'Lennie, for God's sakes don't drink so much.' This quote shows there relationship." ELLProfile: Two students at intermediate level (WIDA 3), one at early advanced (WIDA 4). LessonTimeAndPriorLearning: 15 minutes. They know how to find a quote but not how to explain one. RevisionGoal: Add two sentences of analysis after the quotation.
Example Output
1. PATTERN TABLE | Pattern | Students | Example | Rubric row | | Strength: quotes chosen from the right scene | A, B, D | "Lennie, for God's sakes don't drink so much." (D) | Evidence | | Quote dropped in with no lead in | A, D | "'A few miles south of Soledad...' This shows..." (A) | Evidence | | Analysis restates the claim instead of explaining the quote | A, D | "This quote shows there relationship." (D) | Analysis | | No quotation and one run on summary sentence | C | "...and then he is nice again." (C) | Evidence, Conventions | | Strong model of explained evidence | B | "George acts like a parent because he is always watching out for him." | Analysis | 2. PRIORITIES First: explaining how the quote proves the claim (affects A, C, D and is worth the most points). Second: introducing a quote with who says it and when (A, D). 3. MINI LESSON (15 minutes) Target: "I can explain HOW my quote proves my point, not just THAT it does." Model paragraph: "Steinbeck shows that George protects Lennie. When Lennie drinks too fast, George says, 'Lennie, for God's sakes don't drink so much.' The words 'for God's sakes' show George is frustrated, but he still stops Lennie from getting sick. This shows George feels responsible for Lennie, like a parent who is tired but still cares." Think aloud (4 min): point at the exact words, name the feeling they show, connect the feeling to the claim. We do (5 min): the class explains Student B's quote together using "The words ___ show ___. This proves ___ because ___." You do (6 min): each student adds two analysis sentences after their own quote. Stop with 1 minute left for the exit ticket. 4. ELL SUPPORTS WIDA 3: frames "The word ___ shows that George feels ___." and "This proves ___ because ___." Word bank: protect, responsible, frustrated, warn, care, relationship. WIDA 4: frame for the second sentence only, plus the word bank. Modified task: choose one of two given quotes and complete the frames. 5. COMMENT BANK - Evidence: You found a quote from the right scene. Next, add who says it and when before the quote. - Analysis: "This shows they are friends" repeats your claim. Point to one word in the quote and explain what it shows. - Analysis: Your parent comparison explains the quote well. Next, add one more word from the quote that supports it. - Claim: Your claim is clear. Make it arguable by adding how or why. - Conventions: Check "there" vs "their" in your last sentence. - Evidence: Your paragraph tells what happens. Add one quotation that proves your point. - Conventions: Split this long sentence into three sentences at each "and." - Analysis: Great use of "because." Keep that move in every paragraph. 6. EXIT TICKET Question: "Write one sentence that explains HOW this quote shows George cares about Lennie: 'You never oughta drink water when it ain't running, Lennie.'" Strong: points to specific words (for example "never oughta") and links them to caring or protecting. Partial: says George cares but does not point to words. Missing: summarizes the quote or repeats it.