Help me design a lesson for [STUDENT GROUP] on [TOPIC] that meets these learning objectives: [LEARNING OBJECTIVES]. The lesson lasts [TIME AVAILABLE] and must work within these teaching conditions and resources: [CONSTRAINTS AND RESOURCES]. First, identify the prerequisite knowledge students need and name likely misconceptions or incomplete mental models about this topic. Do not assume students have knowledge not stated in my inputs. Then produce a ready-to-teach plan with: 1. A one-sentence lesson purpose written in student-friendly language.
2. Success criteria students can demonstrate by the end. 3. A timed sequence: opening retrieval or diagnostic check, explicit instruction or modeling, guided practice, independent or collaborative application, and exit check. 4. Exact teacher prompts for the two most important moments of explanation or questioning. 5. At least one formative assessment that reveals reasoning, not just recall, plus what I should do for common wrong answers. 6. One support for learners who need more scaffolding and one extension that increases thinking rather than adding more work. 7. Materials and preparation required. Keep activities directly tied to the objectives; do not include decorative icebreakers or technology unless it serves learning. Make the assessment match the verb in each objective: explain, solve, analyze, create, or evaluate. Before answering, check that every objective is taught, practiced, and assessed at least once. Flag any claim, resource, or curriculum requirement that I have not supplied rather than inventing it. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [STUDENT GROUP] | State learners' age or grade, subject background, and any relevant language or support needs. | Grade 7 science, 28 students; several are English learners and know basic particle vocabulary. |
| [TOPIC] | Enter the specific concept, skill, text, or unit topic to teach. | How particle motion explains changes of state. |
| [LEARNING OBJECTIVES] | List the observable outcomes students should achieve by the end. | Model melting and evaporation using particle diagrams; explain how heating changes particle motion. |
| [TIME AVAILABLE] | Enter the total teaching time, including any fixed breaks or transitions. | 55 minutes. |
| [CONSTRAINTS AND RESOURCES] | Describe class size, curriculum limits, materials, technology, and teaching format. | Pairs at lab tables; projector, ice cubes, clear cups, colored pencils; no student devices. |
How to use
- Paste the prompt and replace each bracketed field with details from your class plan.
- Compare the success criteria and exit check against your official objectives and required terminology.
- Check timings against real setup, distribution, and cleanup time before teaching.
- Follow up with: “Create a printable exit ticket with three questions and a scoring guide for this lesson.”
Variations
Small-group intervention
Use when a small group needs targeted reteaching after an assessment.
Plan a 25-minute small-group intervention for [STUDENT GROUP] who struggled with [SKILL OR CONCEPT]. Here are the errors I observed: [EVIDENCE OF ERRORS]. Create a brief diagnostic opener, one concrete model or worked example, graduated practice, and a 3-item mastery check. Explain what each wrong answer suggests about the student's thinking. Include exact prompts that avoid telling students the answer. Do not introduce unrelated content or claim a diagnosis beyond my evidence. Ask up to 3 questions only if required input is missing.
Project-based sequence
Use when students need a multi-lesson investigation or product.
Design a [NUMBER]-lesson project for [STUDENT GROUP] about [TOPIC] that results in [FINAL PRODUCT]. These are the required standards or objectives: [OBJECTIVES]. Provide a lesson-by-lesson sequence, checkpoints, student deliverables, assessment criteria, and a final rubric with observable performance descriptors. Build in research-source evaluation and revision time where relevant. Check that the final product gives evidence for every objective, and flag requirements not supported by my inputs. Ask up to 3 questions only if needed.
Parent learning note
Use when explaining a classroom topic and home support to families.
Write a family-facing learning note about [TOPIC] for families of [STUDENT GROUP]. Explain what students are learning, why it matters, [KEY VOCABULARY], and two low-pressure ways to discuss or practice it at home. Use plain language and avoid implying families must buy materials or reteach the lesson. Include a short section on how families can encourage productive struggle. Keep it under [WORD LIMIT] words and flag factual claims I need to verify. Ask up to 3 questions only if necessary.
Tips
- Start with observable objectives; “understand fractions” is not assessable, while “compare fractions using a number line” is.
- Use a short diagnostic before instruction when prior knowledge is uncertain, because an activity cannot repair an unidentified misconception.
- Require an exit task that changes the surface features of the guided example so students must transfer the idea.
- For multilingual learners, separate language demands from the target concept and preteach only the vocabulary needed to reason about it.
FAQ
Can AI make a full lesson plan from a curriculum standard?
Yes, but paste the exact standard and local requirements. Check that the assessment measures the standard's action verb, not merely its topic.
How do I keep the lesson appropriate for mixed abilities?
Give the model evidence about prior learning and ask for one shared objective with scaffolded access and a genuine extension.
Should I use every activity the prompt suggests?
No. Keep only activities that produce evidence of the objective within your actual time and classroom conditions.