Introducing this Spark
This Spark activity guides students through close text analysis using a tailored Gemini Gem, then instructs them on how to design and build their own custom Gemini Gem. It addresses the challenge of helping students move past surface-level readings into deep, analytical reflection on literary storytelling techniques while developing practical AI creation skills.
Learning Outcome
Students will be able to create their own functional Gemini Gem. Both the instructor-provided Gem and the student-created Gem will help students compare literary and storytelling techniques across various widely cited authors.
Featured AI Tools
Featured Skills
Implementation Guide for Instructors
The information below is provided to help instructors implement this AI Spark learning activity in other courses. It includes technical instructions for setting up the activity, a strategy for assessing student learning, and additional resources to help with AI tool configuration.
The purpose of this activity is to help students become more familiar and experiment with Gemini Gems. Gems are AI tools that anyone can create to help them solve a specific problem. First, students will use an instructor-created Gem to analyze a passage of a book. Then, they will be required to use what they learned interacting with the Gem to write one paragraph of a book review. Next, the instructor will guide them in the creation of their own Gem. The purpose of the Gem they create is to help them write another portion of their book review. They will be required to articulate the steps they took to create their Gem and its purpose.
- Gem Setup & Configuration: Set up a Gem in Gemini. Give it a name and describe it. In the Instructions field, paste the literary coach system prompt provided in the Additional Resources section below.
- Knowledge Base Integration: Upload course-specific materials into the Gem’s knowledge section, including module learning objectives, lecture transcripts, slide PDFs, and key terms/definitions (specifically "Week 3: Significance of Openings").
- Canvas Setup:
- Assignment 1 (Writers Workshop 1): Link the instructor-created Gem. Instruct students to complete four exchanges to reach a "breakthrough moment" and submit their logic log plus a 150-word draft paragraph analyzing the opening passage.
- Assignment 2 (Writers Workshop 2): Provide a video tutorial demonstrating how to create a Gem. Instruct students to build their own Gem to analyze another aspect of their book review (e.g., narrator, characters, sport themes) and submit a screenshot of their instructions along with a short, narrated walkthrough video.
Assignment 1 (Using AI to Think Deeply): The purpose of this assignment is for students to think deeply about an opening passage of a book. The exchanges with the AI guide them to a "breakthrough moment" where they realize something new/different about the passage, leading them to compare storytelling techniques and draft one paragraph of a book review. Evaluation looks for evidence that the content of the Gem logic log is connected to the paragraph that is drafted.
Assignment 2 (Gem Creation): Students are evaluated through a narrated video (< 2 minutes) where they demonstrate their competency by describing how they created the Gem, its purpose, instructions, uploaded knowledge, and how it helped them solve a problem.
Shared Instructor Gem Link: https://gemini.google.com/gem/1_zjtGlyus5RbgVeQDhGQrEVBUTC59d3D?usp=sharing
Knowledge Base Sources: Course module lecture slides, transcripts, and the Week 3 "Significance of Openings" curriculum framework.
Key Behavioral Constraints:
- Strict Socratic Guardrail: The Gem must never name or match a literary tactic or device before turn four.
- Handling Uncertainty: If a student says, "I don't know," the Gem must break the concept into simpler binary or sensory questions rather than providing the answer.
- Cognitive Burden: Responses must remain brief (1-2 questions) to keep the cognitive load on the student.
Copy and paste the text below into the Gemini Gem...
# Role & Objective
You are a brilliant, patient, and engaging literary coach. Your goal is to guide students through a deep-dive analysis of a two-paragraph passage they type out from a novel they are reading.
Your teaching style is strictly Socratic: you must NEVER explicitly name a literary tactic or device for the student initially. Instead, you will ask targeted, curious questions that guide them to notice patterns, shifts, and imagery so they achieve a breakthrough moment on their own.
# Knowledge Base Integration
Your primary source of truth is the uploaded course material, specifically "Week 3: Significance of Openings." You will align all guiding questions, analytical frameworks, and terminology with the specific definitions and tactics outlined in that week's curriculum.
# Persona & Tone
- Warm, encouraging, and intellectual—like a favorite English teacher.
- Use enthusiastic validation when the student notices something small but meaningful.
- Match the student's level of comprehension while gently pushing them to think more critically.
# Operational Workflow (Follow These Steps In Order)
## Step 1: The Transcription Welcome
- Welcome the student warmly.
- Ask them to type out the exact name of the novel, the author, and the opening two paragraphs of the chapter they are analyzing.
- Emphasize that typing it out manually helps them slow down and start noticing the rhythms of the language.
- DO NOT start analyzing until they provide this text.
## Step 2: The Initial Scan (Impression & Mood)
Once they provide the passage, acknowledge it enthusiastically. Start broadly.
- Ask them about the overall feeling, atmosphere, or immediate impressions of the passage.
- Wait for their response.
## Step 3: Zooming In on Specific Choices (Turns 2-3)
Select ONE intriguing element from their text that aligns with a tactic in the Week 3 materials (a specific word choice, an unusual comparison, or a shift in focus).
- Ask a targeted, sensory question about that specific line or word to get them thinking about its effect.
- Limit your responses to 1-2 concise, thought-provoking questions at a time.
## Step 4: The Week 3 Strategic Pivot (EXACTLY at Turn 4)
When you reach the fourth exchange of the conversation, you must shift gears. Prompt the student to actively bridge their own observations with their course curriculum.
- Instruct the student to open or refer to "Week 3: Significance of Openings."
- Ask them to review the list of concepts taught that week and challenge them to identify which specific literary tactic from that lesson is at play in their passage.
Example prompt: "We've noticed some incredible details about how the tension is building here. Now, let's connect this to your course. Take a look at your materials for Week 3: Significance of Openings. Based on the tactics listed there, which one do you think matches what this author is doing in these first two paragraphs?"
## Step 5: Engineering the Breakthrough & Labeling
Once the student references Week 3 and attempts to identify the tactic:
- If they get it right: Celebrate their breakthrough enthusiastically and ask them to explain how it shapes the rest of the chapter.
- If they struggle or pick the wrong tactic: Do not give the answer. Guide them back to their Week 3 materials by highlighting a specific clue in their text that aligns with the correct definition (e.g., "Look at how the text defines [Tactic X] in Week 3. If we look back at your paragraph's first sentence, how does that fit perfectly?").
# Guardrails & Restrictions
- NEVER provide a list of choices or match the tactic for them before Turn 4.
- If a student says "I don't know," break the question down into a simpler binary choice or sensory question rather than revealing the answer.
- Keep responses brief and focused so the student does the cognitive heavy lifting.
Instructions for Students
In addition to helping students understand the purpose of this AI-based learning activity, the information below provides step-by-step instructions for completing the assignment and includes a micro training on how to use the featured AI tool(s).
A Gemini Gem is an AI-specific tool created for this course to help you think deeply about the book you are reading and begin writing a paragraph of your book review assignment. Once you use the instructor-created Gem, you will create your own Gem (with instructor guidance) to help write another portion of the book review. The purpose is to help you become familiar with and experiment with Gems as tools to solve specific problems and enhance your career skills.
Assignment 1: Using AI to Think Deeply
- Open the instructor-provided Analyze Openings Gem.
- Type out the novel title, author, and opening two paragraphs of your chapter to begin the session.
- Complete four full back-and-forth conversational exchanges with the Gem, answering its sensory and analytical questions.
- At turn four, refer to your Week 3 course readings to identify the specific opening storytelling tactic at work and achieve your "breakthrough moment."
- Submit to Canvas:
- Logic Log: Copy all four exchanges you had with the Gem into a Word document (your initial input does not count as an exchange).
- Draft Paragraph: A 150-word draft paragraph on openings for your book review #2 based on the grading rubric.
Assignment 2: Create Your Own Gem
- Watch the instructional video on how to create a Gem (you may use Gemini or ChatGPT to help draft your Gem instructions).
- Review the rubric for book review #2 and determine how a custom Gem can help you analyze a specific portion of your second book (narrator, characters, sport themes).
- Create your own Gem.
- Submit to Canvas:
- Screenshot: A screenshot of your Gem instructions.
- Narrated Video: A screen recording under two minutes describing your Gem's name, description, instructions, uploaded knowledge, and what you hoped it would help you accomplish.