Below is a detailed **Lesson Plan** for **Week 5, Session 1** of the Prompt Engineering Specialization

course, titled *"Review and Mini-Project Prep."* This session serves as a milestone, recapping
foundational concepts from Weeks 1-4 (prompt anatomy, core techniques, optimization, tools, and
scripting) and preparing students for their first graded deliverable: a mini-project. It’s designed for a 90-
minute class (1.5 hours), combining review, discussion, and collaborative planning to consolidate
learning and set up creative application.

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### Lesson Plan: Week 5, Session 1

**Title**: Review and Mini-Project Prep

**Date**: [Insert specific date, e.g., September 30, 2025, assuming a Tuesday/Thursday schedule]

**Duration**: 90 minutes

**Location**: Classroom or virtual platform (e.g., Zoom)

**Instructor**: [Your Name]

**Target Audience**: College students (beginner to intermediate level, mixed technical backgrounds)

**Prerequisites**: Attendance at prior sessions; experience with prompts and basic scripting from Week
4

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### Learning Objectives

By the end of this session, students will:

1. Synthesize key concepts from Weeks 1-4 (prompt design, techniques, optimization, tools, scripting).

2. Identify areas of strength and gaps in their prompt engineering skills through review.

3. Brainstorm and plan a mini-project that applies these skills creatively or practically.

4. Collaborate with peers to refine project ideas and anticipate challenges.

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### Materials Needed

- Access to a generative AI tool (e.g., ChatGPT, Grok) for quick demo or reference

- Whiteboard or digital equivalent (e.g., Jamboard) for review notes and project ideas

- Handout: "Mini-Project Guidelines" (e.g., “Build a prompt system, 5-10 min demo, due Session 2”)

- Internet-enabled devices: Instructor’s computer for demo; students’ laptops/tablets (or lab computers)
for planning

- Homework submissions: Students’ notes from Week 4, Session 2 (script, 3 outputs, one challenge)

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### Session Schedule

#### 0:00–0:10 | Welcome and Homework Debrief (10 minutes)

- **Activity**: Scripting Reflections

- Instructor welcomes students, recaps Week 4, Session 2 (scripting prompts with Python for
automation).

- Ask 2-3 volunteers to share their homework:

- “What did your script do?” (e.g., “Generated 3 space facts”).

- “What were your outputs?” (e.g., “Short, cool facts”).

- “What challenge did you face?” (e.g., “API key error” or “Loop crashed”).

- Note insights on whiteboard (e.g., “Syntax trips,” “Automation saves time”).

- **Purpose**: Celebrate scripting efforts, transition to reviewing all skills.

- **Transition**: “Your scripts tie into everything we’ve learned. Let’s recap Weeks 1-4 and prep for your
first project.”

#### 0:10–0:30 | Review: Foundational Concepts Recap and Q&A (20 minutes)

- **Content**:

- **Week 1**: Generative AI basics, prompt anatomy (instructions, context, examples).

- Key takeaway: Prompts shape AI output.

- Key takeaway: Techniques guide AI with minimal setup.

- **Week 3**: Clarity/specificity, handling ambiguity/limits.

- Key takeaway: Optimization and troubleshooting refine results.

- **Week 4**: Tools (ChatGPT, Grok), scripting for automation.

- Key takeaway: Platforms and code expand prompting power.

- **Delivery**:

- Slides with quick summaries and examples:

- “Write a story” → “As a pirate, write a 3-sentence tale” (role + specificity).

- Script demo: Loop “Give a tip” → 3 outputs.

- Interactive Q&A (10 minutes):

- Pose questions: “What’s the trickiest technique?” “Which tool do you like?”

- Field student questions (e.g., “How do I stop hallucinations?” → “Add ‘real facts only’”).

- Demo on-the-fly if needed (e.g., tweak a vague prompt live).

- **Engagement**: Pause at 0:25 to ask, “What’s one skill you’ve nailed?” (Quick responses, e.g., “Few-
shot”).

- **Purpose**: Reinforce learning, clarify doubts before project work.

#### 0:30–0:40 | Break (10 minutes)

- **Activity**: Students stretch or chat; instructor preps project intro.

- **Purpose**: Refresh for planning phase.

#### 0:40–1:15 | Activity: Mini-Project Brainstorm and Peer Feedback (35 minutes)

- **Content**: Students brainstorm a mini-project and refine ideas with peers.

- **Activity**: Project Planning Kickoff

1. **Setup (5 min)**:

- Instructor explains: “Your mini-project is a creative or practical prompt system, demoed next
session.”

- Guidelines: Use 1+ techniques (e.g., few-shot, scripting), any tool, 5-10 min demo, graded on
creativity/functionality.
 - Examples:

- Story generator with roles (e.g., “Pirate vs. astronaut tales”).

- Study aide (e.g., “Quiz me on biology”).

- Scripted tagline maker (e.g., “10 slogans for a cafe”).

- Deliverable: Due Week 5, Session 2 (15% of grade).

2. **Individual Brainstorm (15 min)**:

- Students:

- Write a project idea (e.g., “Script to generate daily affirmations”).

- List: Tool (e.g., Grok), techniques (e.g., role, loop), goal (e.g., “Uplift mood”).

- Jot potential challenges (e.g., “Keeping it unique”).

- Stretch goal: Sketch a sample prompt (e.g., “As a coach, say…”).

3. **Group Feedback (15 min)**:

- Form small groups (3-4 students).

- Share ideas, ask: “Is this clear? What could go wrong?”

- Offer suggestions (e.g., “Add specificity!”).

- Instructor circulates, asking, “What’s your hook?” or “Need a tool tip?”

- **Facilitation**: Encourage ambition (e.g., “Mix tools!”) and practicality.

- **Purpose**: Spark creativity, refine plans with peer input.

#### 1:15–1:30 | Wrap-Up and Preview (15 minutes)

- **Content**:

- Recap: “Weeks 1-4 gave you the toolkit—prompts, techniques, tools, scripts. Now, show it off!”

- Debrief Activity: Invite 1-2 students to share ideas (e.g., “I’ll script poem variations!”). Note themes on
whiteboard (e.g., “Diverse goals”).

- Next Session Preview: “Bring your mini-project to demo—build it, test it, present it.”

- Homework: “Develop your mini-project: craft prompts, test outputs, prep a 5-10 min demo. Bring any
issues for troubleshooting.”

- **Activity**: Quick Q&A (e.g., “Stuck on ideas?” “Tool access ok?”).

- **Purpose**: Solidify review, energize for project completion.

### Assessment

- **Formative**:

- Participation in Q&A and brainstorming (observed engagement).

- Quality of project ideas during feedback (informal input).

- **Prep for Graded Deliverable**: Mini-project due next session (15% of grade).

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### Contingency Plans

- **If time runs short**: Shorten group feedback to 10 minutes, summarize as a class.

- **If tech fails**: Skip live demo, use pre-made examples (e.g., “Here’s a scripted output…”).

- **If students lack ideas**: Offer prompts (e.g., “Build a joke generator”) or pair with peers.

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### Post-Session Notes for Instructor

- Reflect: Did students connect concepts? Any review gaps?

- Prep for Week 5, Session 2: Plan demo logistics (e.g., time slots), anticipate troubleshooting needs.

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This plan consolidates foundational learning and launches students into project-based application,
balancing reflection and forward momentum. It’s collaborative and flexible, supporting diverse skill
levels. Let me know if you’d like adjustments—like more review time or project examples!