{"id":"study-tch-i-can-study-guide","audience":"teachers","category":"summarizing","technique":"context","track":"study","title":"Turn unit objectives into 'I can' statements for a study guide","free":false,"task":"You teach 8th grade US History and want a student study guide made of 'I can' statements for Friday's test. Get exactly 5 numbered lines, each starting 'I can', under 15 words, in the order the test sections appear, plain text. Use only objectives that are still on the test, since one was moved to next unit.","materialLabel":"Your unit plan notes (attached to your prompt automatically)","material":"US HISTORY 8 - Mr. Abernathy - Unit 4: The American Revolution\nUnit test: Friday. Study guide goes home Tuesday.\n\nUNIT OBJECTIVES (from the district plan):\nA. Explain how the Stamp Act and other taxes led to colonial protest.\nB. Describe the events of the Boston Massacre and how each side told the story differently.\nC. Identify the main ideas of the Declaration of Independence.\nD. Compare the advantages of the British and the Continental Army.\nE. Explain why the Battle of Saratoga was a turning point.\nF. Describe the role of women and enslaved people during the war.\n\nCHANGE (team meeting Monday): Objective F moves to Unit 5 because we ran out of time. NOT on Friday's test.\n\nTEST SECTIONS (in order):\nSection 1: Declaration of Independence (C)\nSection 2: Causes - taxes and protest (A)\nSection 3: Boston Massacre (B)\nSection 4: The war - armies and Saratoga (D, E)\n\nStudents: many struggle with reading; keep each line short and concrete.\nNote to self: copy room jammed again, print early.","rules":[{"type":"numberedItems","count":5},{"type":"maxWords","max":80},{"type":"plainText"}],"mistakes":[{"title":"Asking for a study guide","why":"The AI writes a long review packet with facts and dates, not the checklist you wanted.","fix":"Show the shape: \"5 lines, each starting 'I can'.\"","checks":["r0"]},{"title":"Not saying how many lines","why":"The AI picks its own number, and it usually picks more lines than you need.","fix":"Be exact: \"Exactly 5 numbered lines.\"","checks":["numberedItems"]},{"title":"Keeping the plan's order","why":"The AI follows the objective letters, not the order students will see on the test.","fix":"Add: \"Order them like the test sections.\"","checks":["r1"]},{"title":"Including the moved objective","why":"The AI can't tell objective F was moved unless you point to the change.","fix":"Add: \"Leave out objective F; it moved to Unit 5.\"","checks":["r2"]},{"title":"Trusting the AI to count words","why":"AI is bad at counting. Ask for a total and it often lands 20% over.","fix":"Cap each line: \"each line under 12 words.\"","checks":["maxWords"]},{"title":"Forgetting where it will be read","why":"AI formats for a screen, with bold and headings that show up as stray symbols on the printed handout.","fix":"Say: \"Plain text, no bold, no headings.\"","checks":["plainText"]}],"promptHints":[{"label":"Asks for 'I can' lines","patterns":["i can"]},{"label":"Says how many lines","patterns":["\\b(5|five)\\b.{0,25}line"]},{"label":"Uses the test order","patterns":["test (section|order)","section order","order"]},{"label":"Drops the moved objective","patterns":["objective f","\\bF\\b","moved","unit 5"]},{"label":"Sets a length limit","patterns":["\\d+\\s*words","word (limit|count)","under \\d+"]}],"hint":"Your notes hold a change the AI could miss and an order it won't guess. Ask for the 'I can' shape, the test-section order, and to skip the objective that moved.","rubricLabels":["Every line starts with 'I can' and turns one objective into a student-friendly statement","Lines follow the test section order (C first, then A, then B, then D and E), covering objectives A through E","Leaves out objective F (women and enslaved people), which moved to the next unit, and adds no objectives or content that aren't in the notes"]}