I am a classroom teacher planning a lesson. Here is the standard or learning target: [INSERT STANDARD OR LEARNING TARGET].

Here is my class context:
- Subject and grade: [SUBJECT / GRADE]
- Class size: [NUMBER OF STUDENTS]
- Period length: [MINUTES PER PERIOD]
- Reading-level range: [LOWEST TO HIGHEST READING LEVEL]
- English learners: [NUMBER] (proficiency levels: [LEVELS])
- Students with IEPs or 504s: [NUMBER] (types of accommodations: [ACCOMMODATION TYPES])

Here is more about how I teach and who my students are:
[PASTE YOUR EDUCATOR CONTEXT DOCUMENT]

Before you draft anything, ask me clarifying questions about the standard, the class, or what I want students to walk away able to do.

Using the standard and class context above, do two things.

1. Write 1–3 specific, observable objectives for this lesson. Each one should finish the sentence "By the end, students will be able to…" and should be something I could actually check.

2. Design a hook (the first 5–10 minutes) that:
- Connects directly to this standard
- Fits the age, interests, and reading range of my students
- Gives every student a way in, including my English learners and students who read below grade level

Explain in one line why the hook fits these students, not just any class.

Build the lesson arc that moves students from the hook to the objectives. Use one of these structures (pick the one that fits this standard and tell me why):
- I-do / we-do / you-do
- Launch – explore – summarize

For each phase, give me:
- Purpose of the phase
- What I (the teacher) do
- What students do
- A specific check for understanding: how I will know, in that moment, whether students are getting it
- Rough timing in minutes that fits my period length

Make the checks for understanding quick and observable, not "ask if there are questions."

Now differentiate this lesson for my real roster. Describe students by group and need, not by name.

Add supports for:
- English learners: [PROFICIENCY LEVELS], with language scaffolds (sentence frames, visuals, vocabulary pre-teach)
- Students with IEPs or 504s: [ACCOMMODATION TYPES], and how to meet these accommodations inside this lesson
- Students reading below grade level: scaffolds so the reading does not block the learning
- Early finishers: a meaningful extension that deepens the standard, not just "more work"

For each support, tell me which phase of the lesson it changes and what I do differently. Keep the core objective the same for everyone. Change the path, not the destination.

Pull this together into a ready-to-teach package.

1. Materials list: everything I need to gather or print, including any handouts, slides, or manipulatives.
2. Minute-by-minute timing for the full period, including transitions, so the total matches my period length.
3. An exit ticket (2–4 quick items) that directly measures the objectives from Step 2 (not the hook, not the activity, the objective). Tell me what a "got it" answer looks like versus a "not yet" answer, so I can sort the stack fast.

Here are examples of my own lessons so you can match my style.

Two that worked well:
[PASTE GOOD LESSON 1]
[PASTE GOOD LESSON 2]

One that flopped:
[PASTE FLOPPED LESSON]

Look at what makes the good ones work for me and my students, and what made the flop fall flat. Then revise the lesson plan you just built so it looks and feels like my strong lessons and avoids what sank the flop. Tell me the specific changes you made and why.

Review this lesson plan for gaps. Be tough on it.

Find:
- Where the activities do not actually match the stated objectives (alignment slips)
- What the plan assumes my students already know that they may not
- Where the timing is unrealistic for my period
- Where a group (English learners, students with IEPs/504s, below-level readers) might get stuck or left out
- What check for understanding is missing or too weak to catch confusion
- What I need to decide as the teacher before I can teach this

Do not be polite. Find the holes. I will make the final call on alignment myself.

I am a school administrator designing a professional development plan. The identified need is: [INSERT NEED].

The need was identified through: [SURVEY DATA / CLASSROOM OBSERVATIONS / ASSESSMENT RESULTS / WALKTHROUGHS / CLIMATE DATA / DISTRICT PRIORITY / OTHER].

Help me clarify the learning problem. Identify what teachers likely need to know, what they need to be able to do, and what classroom practice should look like when the PD is successful. Ask me clarifying questions before drafting anything.

Here is my school context:
[GRADE LEVEL / SCHOOL TYPE / SIZE / STAFF MAKEUP / STUDENT POPULATION / CULTURE]

Here are the teachers involved:
[GRADE LEVEL / DEPARTMENT / EXPERIENCE LEVEL / STRENGTHS / CHALLENGES]

Here are common pain points or concerns these teachers may have:
[INSERT TEACHER CONCERNS]

Here are the [DISTRICT NAME] or building constraints:
[TIME / STAFFING / CALENDAR / TECHNOLOGY / EVALUATION REQUIREMENTS / UNION OR CONTRACT LIMITS]

Use this information to shape the PD plan so it fits our actual context. Do not produce generic PD.

Create a professional development progression that moves from theory to classroom practice.

Include:
- Initial training
- Practice or modeling
- Teacher planning time
- Classroom implementation
- Classroom visits or walkthroughs
- Coaching or feedback
- Follow-up training
- Evidence of implementation
- Evidence of impact

For each phase, name the purpose, the teacher action, the administrator action, and the artifact that proves the phase happened.

Turn this into a multi-session professional development plan.

For each session, include:
- Session title
- Purpose
- Learning outcomes (specific, observable)
- Activities (with rough timing)
- Materials needed
- Administrator role
- Teacher task
- Follow-up expectation
- Evidence that the session was successful

Sequence sessions so each builds on the last. Note prerequisites between sessions.

Identify likely teacher resistance to this professional development plan.

Include resistance such as:
- "I already learned this."
- "This is just coming back around again."
- "This too shall pass."
- "You are taking away my autonomy."
- "I feel like I am being forced to teach like a robot."
- "I do not have time for this."
- "I am not doing this."

For each resistance point, give an administrator response that is:
- Direct (does not avoid the concern)
- Respectful (preserves teacher professionalism)
- Connected to the purpose of the PD (anchored in student needs)
- Specific (names the next step, not a pep talk)

Revise the PD plan to increase teacher buy-in.

Include:
- How to explain the why
- How to connect the plan to student needs (use the original data we identified)
- How to preserve teacher professionalism (avoid making it feel like top-down compliance)
- How to communicate expectations clearly without scripting the classroom
- How to support hesitant teachers (extra coaching, peer pairing)
- How to hold resistant teachers accountable (clear expectations + documented follow-up)

Create the administrator tools needed to implement this professional development plan.

Include:
- Staff email announcing the PD
- PD agenda (with timing)
- Facilitator notes
- Teacher planning template
- Classroom implementation checklist
- Walkthrough look-fors (3–5 observable indicators)
- Coaching conversation guide
- Follow-up email after each session
- Evidence-of-impact plan (what data, who collects, when)

Review this PD plan for gaps. Be tough on it.

Identify:
- What is unclear
- What assumes too much (about teachers, students, or the building)
- What may create resistance you have not addressed
- What is missing from the follow-up
- What evidence should be collected that is not in the plan
- What I as the administrator need to decide before implementation

Do not be polite. Find the holes.