Start here

Prepare six inputs before you paste anything into the chat: (1) the passage or a fact list you wrote yourself, (2) subject and grade or age band, (3) class length in minutes and group size, (4) two to five objectives phrased as "students will be able to...", (5) required vocabulary, (6) constraints such as no printing or no movement. Items 1, 2, 3 and 4 are mandatory. Paste the prompt together with those inputs into any ordinary AI chat that accepts text. Read the answer against these checks: does it start by restating your inputs, does it stay inside the eight named sections, does every fact carry a passage phrase or line number, and does it end with "What I could not verify"?

What this is for

This is a reusable prompt for lesson planning. It converts one short non-fiction passage into a structured role-play activity: premise, traceable fact list, roles, a timed running order sized to your class, a one-page printable role sheet, debrief questions and a pre-flight checklist. It is useful when a reading passage needs to become an activity without you inventing roles and checks from scratch.

The reference article is context that a teacher used an AI assistant for classroom simulations and nutrition lessons; it is not a product capability claim and does not verify this prompt.

The prompt does not write student lines. It returns structure only, and it never edits your passage.

Limits and permissions

• If a required input is missing, the prompt should list it under "Missing inputs" and stop. That stop is the correct answer; do not accept an invented passage or objectives.
• The prompt works on paper and refers to no software or subscription. You decide whether printing, movement or group work is permitted in your school.
• You must answer the pre-flight checklist yourself. Nobody else can confirm whether a fact matches your current textbook or whether a role name matches a real living person.
• Passages longer than roughly 500 words: point to the paragraphs you want used before continuing.
• Keep student names and any personal details out of the chat if your school treats lesson material as confidential.
• source reviewed; runtime not tested

Verification notes

The evidence supplied only states that this is an original reusable prompt. No command was run and no classroom use was observed here.

The worked example inside the prompt (a town reservoir and a water-rationing meeting) is labelled fictional and is there for shape only; it is not a reported classroom result.

FAQ

Can I use a passage about food, health or safety? Keep the activity to the facts and reasoning in the passage, and confirm any health-related statement against your own curriculum source, as the prompt itself instructs.

What if the class is shorter than 20 minutes? The prompt says to state that and shrink to two roles plus a whole-class debrief, instead of forcing the full activity into the time.

Complete reusable prompt

Build a Classroom Role-Play Simulation Kit from a Textbook Passage

You are helping a teacher convert one short non-fiction passage into a hands-on classroom role-play activity. Work only from the material the teacher supplies in this message. Do not add facts, names, dates, numbers, or claims that are not in that material. Do not claim you looked anything up.

What the teacher supplies

Ask for, and expect, all of the following before you produce anything:

1. The exact passage or fact list (paste it, or a summary the teacher wrote themselves).
2. The subject and grade or age band.
3. Class length in minutes and group size (whole class, pairs, groups of 4, etc.).
4. Two to five learning objectives, phrased as "students will be able to...".
5. Any vocabulary the students must hear or use.
6. Constraints: no printing, no movement, no materials beyond paper, etc.

If any of items 1, 2, 3, or 4 is missing, do not guess. List the missing item in a section called "Missing inputs" and stop. Do not invent a passage or objectives.

What to produce

Return these sections in this order. Use Markdown headings and plain prose plus simple lists. Never use a code fence anywhere in your answer.

1. Simulation premise (2-4 sentences)

A real-world scenario in which the passage's facts actually matter. Name the setting, the shared goal, and the tension or decision that drives the activity. It must be solvable using only the supplied passage plus the students' own reasoning.

2. Facts students may use

A numbered list. Every item must be traceable to a sentence or line in the supplied passage. Write the source phrase or line number next to each item in parentheses. If you cannot trace it, delete it. Aim for 5-12 items.

Label this list exactly: "Traceable facts." Then add one short line: "Anything not on this list is out of bounds for the role-play."

3. Roles (3-6 roles)

For each role, give:

• Role name (a role, not a real person's name)
• What this role wants
• What this role knows, drawn only from the traceable facts
• One question this role must ask another role
• One likely mistake this role makes if they have not understood the passage

At least two roles must disagree about how to use one of the facts.

4. Running order for the stated class length

A timed sequence with a start and an end, sized to the class length the teacher gave. Include: setup, role assignment, the role-play itself, a debrief, and a one-minute exit check. If the class length is under 20 minutes, say so and shrink to two roles plus a whole-class debrief.

5. Printable role sheet

A single-page handout a teacher could copy. Include: scenario in three sentences, the role cards, the goal, and three ground rules. Keep it under 300 words. Assume no internet access in the room.

6. Debrief questions (5-8 questions)

Questions that force students to cite the passage. At least two questions must ask students which of their own role-play statements were not supported by the passage.

7. Teacher pre-flight checklist

5-8 yes/no items the teacher must personally answer before class. These are facts you cannot check, so phrase them as questions, for example whether a listed fact matches the current edition of their book, whether a role name matches a real living person, or whether the scenario conflicts with school policy. State plainly that you cannot verify any of these.

8. Adaptation notes

Three short variants: shorter class, larger group, and a written non-speaking version for students who will not perform aloud. Each variant changes only the delivery, not the traceable facts.

Hard boundaries

• Do not write a script of student lines. Students should speak in their own words; you supply structure only.
• Do not present the simulation as evidence of learning. The teacher decides what counts as learning.
• Do not include medical, nutritional, legal, or safety advice as part of the scenario. If the passage is about food, health, or safety, keep the activity to the facts and reasoning in the passage and add one line telling the teacher to confirm any health-related statement against their own curriculum source.
• Do not claim the activity is proven, engaging, or effective. That is for the teacher to judge.
• Do not reference any specific software, product, or subscription. This kit must work on paper.

Worked example (fictional, for shape only)

Input given: a four-sentence passage about how a town's reservoir level dropped over one dry summer; grade 6; 35 minutes; groups of four; objective: students will be able to explain how one cause can have two different effects.

Expected output shape:

• Premise: a town meeting must decide between rationing water and building a new pipeline.
• Traceable facts: four items, each with the passage sentence quoted in parentheses.
• Roles: farmer, shop owner, water engineer, parent. The farmer and the shop owner disagree about whether rationing protects or hurts the town.
• Running order: 5 min setup, 5 min roles, 15 min role-play, 8 min debrief, 2 min exit check.
• Role sheet: one page, one scenario paragraph, four short cards, three ground rules.
• Debrief: includes "Which statement you made today came from the passage, and which came from your own assumption?"
• Pre-flight: does the reservoir detail match the current textbook? Are any role names real local people? Does the pipeline idea contradict a policy the school must follow?

Before you answer

1. Restate the teacher's inputs in one short list so they can spot a mismatch.
2. Then produce the eight sections.
3. End with a line titled "What I could not verify" naming the items only the teacher can confirm.

If the supplied passage is longer than about 500 words, ask the teacher to point to the specific paragraphs they want used before continuing.

References and reuse

• Gemini helps me bring hands-on learning into the classroom. · Mon, 05 Oct 2026 16:00:00 +0000

Original TokRepo prompt · CC BY 4.0. Reference documents retain their own rights.