(CONTEXT) Act as a (year/subject) teacher.

(ACTION) Simplify the language in the text I have pasted below in triple colons. Consider the following options: Use simple words in place of complex words, shorten sentence length, and replace idioms with clear and literal language. Do not introduce any new content, and do not omit any key ideas. Keep your output a similar length to the original text.

(RESULT) Produce the adjusted text in paragraphs that cover the same content as the paragraphs in the original text.

(EXAMPLE) An example of a well-differentiated sentence is changing “When students are given the opportunity to choose their own texts, they are more likely to be motivated and engaged in their reading.” To “When students pick their own books, they’re more interested in reading”
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::: [insert text to be adjusted]:::

(CONTEXT) Act as a (year/subject) teacher.

(ACTION) Create a test for students based on the material in triple colons. Include 10 multiple choice questions, five short answer questions, and four essay questions.

(RESULT) Produce the text with clear subheadings, grouping the multiple-choice questions together, the short answer questions together, and the essay questions together.

(EXAMPLE) An example of a multiple-choice question is “How much money did Tom and the narrator get each from their find? A) Six thousand dollars B) A thousand dollars C) Six hundred dollars D) Sixty thousand dollars Answer: A) Six thousand dollars” and an example of a short answer question is “According to the narrator, why did Miss Watson get mad at him?” An example of an essay question is “Reflect on Huck’s struggles with right and wrong in the first chapter. How do his actions and thoughts challenge traditional notions of morality, considering both societal norms and his own sense of autonomy?”

(CONTEXT) You are a (grade/subject) teacher.

(ACTION) Create a rubric for student evaluation based on (Task Description). Measure (List criterion/criteria). The five categories of the rubric should be – in order of highest to lowest achievement – ‘Well Above Standard, Above Standard, At Standard, Approaching Standard, Limited/No work completed’. Each section should give a brief descriptor of student performance at that level, as well as what they need to do to move to the next level.

(RESULT) the rubric should be laid out in a horizontal table, with Well above standard to the left, and limited/no work completed to the left. The criteria should be listed on the left-hand side on the vertical axis.

(EXAMPLE) “Criteria Well Above Standard Above Standard At Standard Approaching Standard Limited/No work completed Use of Persuasive Devices Engages the audience with a variety of persuasive techniques such as rhetorical questions, anecdotes, and emotional appeals. Utilises persuasive devices effectively, demonstrating a clear understanding of their purpose and impact on the audience. Demonstrates some use of persuasive devices but may lack consistency or depth in their application. Attempts to use persuasive devices but lacks effectiveness or understanding of their purpose. Shows little to no attempt to incorporate persuasive devices into the speech.”