Introduction

This guide is designed to help educators and students in the IB DP Language A: Language and Literature course leverage the power of Generative AI. The 101 prompts are tailored to the specific aims, topics, and assessment components of the curriculum. They are crafted to assist with everything from lesson planning and concept clarification to revision and assessment preparation.

How to Use This Guide:

Simply copy a prompt and paste it into your preferred AI tool (like Gemini, ChatGPT, etc.). Replace bracketed placeholders like [text type], [literary work], [author], or [concept] with your specific details. The more context you provide, the better the AI’s response will be. Use these prompts as a starting point to spark ideas, generate materials, and deepen your engagement with the course.

Section 1 – Educator Prompts (50)

Stage 1: Planning & Preparation (15 Prompts)

1. Syllabus Design: Act as an experienced IB teacher. Generate a two-year syllabus outline for an IB Language A: Language and Literature SL class, mapping out which literary and non-literary body of works will be covered in each semester, and linking them to the three Areas of Exploration.
2. Unit Plan Creation: Design a 4-week unit plan on the Area of Exploration ‘Time and Space’ for an HL class. The unit should focus on the novel [Novel Title] by [Author] and a body of non-literary texts (e.g., travel blogs, historical maps). Include learning objectives, weekly activities, and a summative assessment task.
3. Text Selection Rationale: I need to choose three literary works for my HL class. The options are [List of 4-5 potential works]. Act as an IB curriculum developer and provide a rationale for selecting three that offer the best opportunities for comparison for the Paper 2 exam.
4. Connecting Texts: Generate a list of 5 non-literary text types (e.g., political cartoons, infographics, opinion columns) that would pair effectively with the play [Play Title] to explore the Area of Exploration ‘Readers, writers and texts’. For each pairing, briefly explain the connection.
5. Global Issues Brainstorm: My class is preparing for the Individual Oral (IO). Generate a list of 10 specific and debatable global issues that can be explored through the literary work [Literary Work Title] and a non-literary body of work on the topic of [Topic, e.g., ‘fast fashion’].
6. HL Essay Prep: Create a list of 10 potential lines of inquiry for the HL Essay based on the novel [Novel Title]. The lines of inquiry should be focused on broad literary or linguistic concepts, such as narrative voice, characterization, or structural devices.
7. Concept Introduction: Design a 60-minute introductory lesson plan on the key course concept of ‘Representation’. Include a hook activity, key discussion questions, and a short analysis activity using a magazine advertisement.
8. Differentiated Learning: Create a set of three differentiated homework tasks for a lesson on analyzing the rhetorical devices in [Speech Title] by [Speaker]. The tasks should cater to students needing support, students at grade level, and students needing an extension.
9. Intertextuality Links: My class has studied [Poem A] and [Poem B]. Suggest three ways to connect these poems under the Area of Exploration ‘Intertextuality: connecting texts’, focusing on shared themes, motifs, or structural elements.
10. Vocabulary List: Generate a vocabulary list of 20 essential literary and rhetorical terms for a unit on poetry analysis. Provide a student-friendly definition and an example for each term in a markdown table.
11. Learner Portfolio Guidance: Create a clear, one-page guide for students explaining the purpose and requirements of the Learner Portfolio. Emphasize its role in preparing for the final assessments.
12. Parent-Teacher Conference Sheet: Generate a one-page handout for parents explaining the core components of the IB Language and Literature course (Paper 1, Paper 2, IO, HL Essay). Use clear, jargon-free language.
13. Resource Curation: Act as a school librarian. Curate a list of 5 credible online resources (like digital archives, academic journals, or media sites) where students can find high-quality non-literary texts for analysis.
14. Structuring the IO: Design a visual flowchart or mind map that outlines the structure of the 10-minute Individual Oral, from the introduction to the conclusion, highlighting the balance between discussing the literary and non-literary texts.
15. Course Aims Poster: Create the text for a classroom poster that summarizes the 7 main aims of the Language A: Language and Literature course in inspiring and student-friendly language.

Stage 2: Lesson Delivery & Activities (15 Prompts)

1. Discussion Starter: Generate 5 thought-provoking, open-ended discussion questions about the theme of ‘identity’ in the graphic novel [Graphic Novel Title].
2. Paper 1 Practice Activity: Create a short, engaging in-class activity for practicing Paper 1 skills. Provide a [text type, e.g., print advertisement] and a single guiding question that focuses on the relationship between visual and written elements.
3. Role-Play Scenario: Design a role-play activity where students act as marketing executives. Their task is to analyze the persuasive techniques in a [specific advertisement] and then pitch their own follow-up campaign for the same product.
4. Jigsaw Activity: Create a jigsaw activity for analyzing a complex poem, [Poem Title]. Divide the analysis into four parts: 1) Imagery and Symbolism, 2) Structure and Form, 3) Tone and Mood, 4) Thematic Message. Provide guiding questions for each “expert” group.
5. Connecting to TOK: Generate 3 TOK-style knowledge questions that arise from the study of the non-literary text [e.g., a documentary film title]. The questions should relate to Areas of Knowledge like Ethics or History.
6. Analyzing Stylistic Devices: Create a worksheet that asks students to identify and explain the effect of three key stylistic devices (e.g., anaphora, metaphor, irony) in an excerpt from [Literary Work Title].
7. Comparative Thinking: Create a Venn diagram template with guiding prompts to help students compare the presentation of the theme [e.g., ‘power’] in [Literary Work A] and [Literary Work B].
8. Presentation Slides: Generate the content for a 10-slide presentation introducing the concept of ‘narrative perspective’. Include definitions for first-person, third-person limited, and third-person omniscient narrators, with examples from well-known literature.
9. Creative Response Task: Design a creative writing task where students rewrite a key scene from [Novel Title] from the perspective of a minor character. The task should require them to mimic the author’s style.
10. Debate Topic: Formulate a debate topic based on the central conflict in the play [Play Title]. For example, “This house believes that the protagonist’s downfall was a result of societal pressure, not personal flaws.” Assign ‘for’ and ‘against’ roles.
11. Exit Ticket Questions: Generate 3 quick ‘exit ticket’ questions to assess student understanding after a lesson on analyzing the structure of a sonnet.
12. Video Analysis: Provide a list of 5 guiding questions for students to answer while watching a [documentary or news report] to analyze its construction of argument and potential bias.
13. Peer Review Checklist: Create a peer review checklist for students to use when evaluating each other’s practice Paper 2 essay outlines. The checklist should align with the official assessment criteria (Focus, Analysis, etc.).
14. Mind Map Creation: Generate a detailed mind map structure for analyzing a non-literary text. The central bubble should be ‘Text’, with main branches for ‘Audience & Purpose’, ‘Content & Theme’, ‘Tone & Mood’, ‘Structure’, and ‘Stylistic Devices’.
15. Guest Speaker Simulation: Act as [Author of a work being studied]. Write a short speech (250 words) that you would give to the class, explaining the primary motivation for writing [Literary Work Title].

Stage 3: Assessment & Feedback (15 Prompts)

1. Paper 1 Prompt Generation: Act as an IB examiner. Generate two distinct Paper 1-style guiding questions for the attached [paste non-literary text here].
2. Paper 2 Prompt Generation: Act as an IB examiner. Generate four comparative essay prompts for the Paper 2 exam. The prompts should be suitable for comparing [Literary Work A] and [Literary Work B].
3. Rubric Creation: Create a simplified, student-friendly version of the Paper 1 assessment rubric in a table format. Use “I can…” statements for each criterion.
4. Mock IO Extracts: Select two thematically-linked extracts: one from the literary work [Literary Work Title] and one from the non-literary body of work [describe the body of work]. The extracts should be around 30-40 lines each and suitable for a mock Individual Oral on the global issue of [Global Issue].
5. Sample Essay Analysis: Here is a student’s practice Paper 2 essay [paste essay]. Act as an IB examiner and provide feedback based on Criteria A (Knowledge, understanding and interpretation) and B (Analysis and evaluation). Suggest two concrete ways the student could improve their analysis.
6. HL Essay Feedback: A student has submitted this research question for their HL Essay: [paste question]. Provide feedback on its clarity, focus, and suitability for a 1,500-word academic essay. Suggest one refinement.
7. Generating Model Paragraphs: Write a model analytical paragraph for a Paper 1 response that examines how [Author of an opinion column] uses tone and diction to persuade the reader of their argument.
8. Comment Bank for Feedback: Create a bank of 10 constructive comments for providing feedback on student essays. The comments should be divided into categories: ‘Praise for Analysis’, ‘Suggestions for Structure’, and ‘Questions to Deepen Thinking’.
9. Quiz Creation: Generate a 10-question multiple-choice quiz on the key features of [text type, e.g., a political speech]. Include an answer key.
10. Predicting Exam Questions: Based on the themes in [Literary Work A] and [Literary Work B], predict three likely questions that could appear on the Paper 2 exam.
11. Self-Assessment Form: Create a self-assessment form for students to complete after a practice Paper 1. The form should ask them to reflect on their time management, understanding of the guiding question, and quality of analysis.
12. Exemplar Outline: Provide a high-scoring exemplar outline for an Individual Oral that explores the global issue of ‘Beliefs, values and education’ in [Literary Work Title] and [Non-literary Text Title].
13. Marking Practice: Here is a short student response to a guiding question [paste response]. Act as an examiner and award a mark out of 5 for Criterion C (Focus and Organisation), justifying your score.
14. Improving Introductions: Provide three different examples of strong introductory paragraphs for a Paper 2 essay comparing how two works explore the theme of ‘social class’.
15. Common Errors Handout: Create a one-page handout titled “Top 5 Common Errors to Avoid in the HL Essay” with brief explanations and examples for each.

Stage 4: Enrichment & Extension (5 Prompts)

1. Creative Adaptation: Design a project where students adapt a key chapter from [Novel Title] into a different form, such as a short film script, a podcast episode, or a series of social media posts from the protagonist. Provide a rubric for the adaptation.
2. Interdisciplinary Project: Create a project proposal for a collaboration between your Language & Literature class and an IB History class. The project should involve analyzing how historical events are represented in both a literary work ([e.g., a historical novel]) and primary source documents from that period.
3. Author Study: Design an independent study project where a student conducts an in-depth author study on [Author’s Name]. The project should culminate in a presentation analyzing the author’s stylistic development across three of their works.
4. Hosting a Literary Salon: Create a plan and a set of discussion prompts for hosting a “Literary Salon” in class, where students discuss the cultural impact and contemporary relevance of [Classic Literary Work Title].
5. Community Engagement: Brainstorm a CAS project idea related to the Language & Literature course. For example, a project where students run a literacy workshop for younger children based on storytelling techniques they’ve studied.

Section 2 – Student Prompts (50)

Stage 1: Understanding Concepts & Texts (15 Prompts)

1. Concept Explanation: Explain the literary concept of [e.g., ‘stream of consciousness’] in simple terms. Give me an example from a well-known literary work.
2. Device Identification: I’m reading [Poem or Speech Title]. Can you help me identify 3-5 key rhetorical or stylistic devices used in this text?
3. Theme Summary: What are the main themes in the novel [Novel Title] by [Author]? Provide a brief explanation for each theme.
4. Character Analysis: Provide a detailed character analysis of [Character Name] from [Literary Work Title]. What are their motivations, conflicts, and how do they develop throughout the story?
5. Assessment Breakdown: Break down the requirements for the Paper 1 exam. What skills are being tested, and what is the format? Present it as a simple list.
6. Unpacking a Quote: Explain the meaning and significance of this quote from [Literary Work Title]: “[Paste quote here]”. What does it reveal about the character or theme?
7. Contextual Information: Provide me with some key historical and cultural context for [Literary Work Title], which was published in [Year]. How might this context have influenced the author?
8. Author’s Style: Describe the typical writing style of author [Author’s Name]. What are some of their signature literary techniques?
9. Glossary Creation: Create a personal glossary for me with these 5 terms: [Term 1, Term 2, Term 3, Term 4, Term 5]. The format should be a table with ‘Term’, ‘Definition’, and ‘My Own Example’.
10. Comparing Texts: What are the main similarities and differences in how the theme of [Theme] is presented in [Literary Work A] and [Literary Work B]?
11. IO Global Issue: I have chosen the literary work [Literary Work Title] and the non-literary text [Non-literary Text Title]. Suggest three possible ‘global issues’ that connect these two texts for my Individual Oral.
12. Audience and Purpose: I am analyzing this [text type, e.g., charity appeal letter]. Help me identify its target audience and primary purpose. What clues in the text suggest this?
13. HL Essay Question Check: Is this a good research question for my HL Essay? “[Paste question here]”. Give me feedback on whether it is focused, arguable, and allows for deep analysis.
14. Learner Portfolio Reflection: Give me 5 sentence starters to help me write a reflection in my Learner Portfolio about a challenging text I’ve studied.
15. Understanding Criteria: Explain Criterion B (Analysis and evaluation) for the Paper 2 essay as if you were explaining it to a 15-year-old. What does a “good” analysis look like?

Stage 2: Practicing Skills (15 Prompts)

1. Practice Outline: I need to write a Paper 2 essay comparing [Literary Work A] and [Literary Work B] on the topic of [Topic]. Can you help me create a point-by-point essay outline?
2. Thesis Statement: Help me write a strong, arguable thesis statement for an essay about how [Author] uses symbolism in [Novel Title] to critique society.
3. Analyzing an Extract: Here is an extract from [Literary Work Title]. Guide me through an analysis of it by asking me a series of questions about its language, tone, and purpose.
4. Finding Evidence: I am writing an essay about the theme of ‘isolation’ in [Novel Title]. Can you help me find 3 key quotes from the novel that strongly support this theme?
5. Improving a Paragraph: Here is a paragraph from my practice essay: “[Paste paragraph]”. How can I improve it? Give me specific feedback on my analysis and use of evidence.
6. Paper 1 Simulation: Act as my tutor. Give me a [non-literary text type, e.g., travel article] and a guiding question, then give me 5 minutes to write down my initial ideas. Afterwards, give me feedback on my plan.
7. Timed Writing: Give me a Paper 2 prompt for the works [Work A] and [Work B]. I will now write an introduction and one body paragraph in 20 minutes. After I paste it, give me feedback.
8. Connecting Points: I have two points for my essay: 1) The use of dark imagery in the first stanza. 2) The shift in tone in the final stanza. Help me write a transition sentence that smoothly connects these two ideas.
9. IO Practice: I will now record myself speaking for 2 minutes, delivering the introduction to my IO. I will paste the transcript. Please give me feedback on its clarity, structure, and engagement.
10. Paraphrasing: I’m struggling to integrate this quote into my essay: “[Paste quote]”. Show me two different ways I can paraphrase the main idea of this quote.
11. Developing an Argument: My main point is that the protagonist in [Play Title] is a victim of their circumstances. What are three counter-arguments I should consider and address in my essay to make my argument stronger?
12. Mock Peer Review: Act as a classmate. I will give you my essay outline. Please ask me two clarifying questions about my plan and point out one potential weakness.
13. Analyzing Visuals: I’m looking at a public health poster. Describe the visual elements (color, font, images) and explain how they work together to convey the message.
14. Writing a Conclusion: Help me write a concise and impactful concluding paragraph for an essay that has argued [restate thesis here].
15. HL Essay Research: I’m starting my HL Essay on [Topic] in [Literary Work]. Suggest three credible academic sources or critical lenses I could use to inform my research.

Stage 3: Revising & Consolidating (15 Prompts)

1. Flashcard Creation: Create a set of 10 digital flashcards for me on key stylistic devices. One side should have the term (e.g., ‘Asyndeton’), and the other should have the definition and an example.
2. Summary Sheet: Generate a one-page summary sheet for the novel [Novel Title]. It should include a brief plot summary, a list of main characters, key themes, and important symbols.
3. Mind Map: Create a mind map that visually organizes the key ideas, characters, and conflicts in [Play Title].
4. Self-Quiz: Generate a 10-question quiz (short answer and multiple choice) for me to test my knowledge of [Literary Work Title]. Include an answer key.
5. Key Quotes Quiz: Give me 5 important quotes from [Literary Work Title], but with a key word missing from each. I will try to fill in the blank.
6. Compare/Contrast Table: Create a table that compares and contrasts [Character A] and [Character B] from [Literary Work Title] based on their values, actions, and development.
7. Text Type Checklist: Create a revision checklist for analyzing a [text type, e.g., a blog post]. It should list the key features I need to look for (e.g., register, use of hyperlinks, comments section).
8. Explain it to a Friend: I’m trying to revise the concept of [Concept, e.g., ‘satire’]. Explain it to me in a very simple and conversational way, as if you were my friend.
9. Essay Plan from Memory: Give me a random Paper 2 prompt about [Work A] and [Work B]. I will try to create a 3-point essay plan from memory in 5 minutes.
10. Top 5 Revision Points: What are the top 5 most important things to remember about the Individual Oral?
11. Condense My Notes: Here are my messy notes on [Topic]: “[Paste notes]”. Can you organize and condense them into a few clear, bulleted points?
12. Audio Summary: Act as a podcast host. Give me a 3-minute audio script summarizing the plot and key themes of [Play Title]. I will read it aloud to help me revise.
13. Thematic Connections: Remind me of three ways the theme of [Theme] is shown in both [Literary Work A] and [Non-literary Text B].
14. Assessment Criteria in My Own Words: Help me rewrite the four assessment criteria (A, B, C, D) for the HL Essay using “I need to…” statements.
15. Final Review Game: Create a simple review game. You will give me a definition, and I have to guess the literary or rhetorical term. Give me 10 of these.

Stage 4: Final Assessment Preparation (5 Prompts)

1. Paper 1 Last-Minute Tips: Give me a list of “Top 10 Last-Minute Tips” for success on Paper 1. Focus on time management and analysis strategies.
2. Paper 2 Warm-Up: It’s the morning of my Paper 2 exam. Give me a simple warm-up task. Provide a prompt and ask me to write only the thesis statement and the topic sentences for three body paragraphs.
3. IO Confidence Booster: I’m nervous about my IO. Act as a supportive coach and give me a 3-point pep talk focusing on my preparation and ability.
4. HL Essay Final Checklist: Provide me with a final checklist to review my HL Essay against before I submit it. It should include things like word count, formatting, citations, and proofreading.
5. Post-Exam Reflection: I’ve just finished a mock exam. Give me 5 reflective questions to help me think about what went well and what I need to work on next.

Section 3 – Bonus Universal Prompt (1)

1. The Interdisciplinary Adaptation:
   For Educators: “Design a project where students must ‘translate’ a central theme from a literary work we’ve studied ([e.g., ‘transformation’ in Kafka’s The Metamorphosis]) into a different IB subject’s ‘language’. For example, how would you represent this theme as a Biology experiment, a mathematical equation, a historical inquiry, or a piece of visual art? Provide the project outline and a multi-disciplinary rubric.”
   For Students: “Choose a central theme from a literary work you’ve studied ([e.g., ‘truth’ in Orwell’s 1984]). Now, explain how you would represent this theme using the methods and language of another IB subject you take. For instance, explain it as a TOK knowledge question, an Economics supply/demand curve for information, or a Physics thought experiment. Write a 300-word explanation of your ‘translation’.”