Education & training · A4 portrait · v0.1.0
Lesson Plan
A one-page lesson plan a teacher can hold while running the class: objectives, a timed segment table, a tickable materials checklist, assessment, support & stretch and homework. Use it whenever a lesson, workshop or training session needs one sheet.
Paste the prompt into Claude (or any agent that can fetch URLs) with your content — you get back a finished, self-contained HTML file. Manifest ↗
Live preview — the example content ships with the template and is replaced by your content.
What an agent may change — and what content you should have ready. Everything outside these slots is fixed by design.
Slots
| Slot | Type | Req. | Example |
|---|---|---|---|
doc-title |
text | yes | Lesson plan — Osmosis in potato cells (Year 9) |
lesson-title |
text | yes | Osmosis: why the potato gains mass in water |
subject-line |
text | yes | Biology · Unit 3.2 Cells and transport · Kastanjehof College, Deventer |
meta-level |
text | yes | Year 9 (havo 3) · 27 learners |
meta-duration |
text | yes | 60 minutes |
meta-date |
date | yes | 8 Sep 2026 |
meta-teacher |
text | yes | N. Aalbers · lab B14 |
prior-knowledge-content |
html | no | <p>Diffusion and the particle model (Unit 3.1). Percentage change was taught in maths in Year 8 — expect to model it once.</p> |
assessment-content |
html | yes | <p>Circulate during the soak and ask every learner which way the water is moving and why.</p><p>Exit tickets are the record: full marks need the direction of movement and the words “more concentrated”.</p> |
differentiation-content |
html | no | <p><strong>Support</strong> — pre-cut cylinders and a part-completed results grid for bench 3.</p><p><strong>Stretch</strong> — bench 1 also gets 1,5 M and predicts the isotonic point.</p> |
homework-content |
html | no | <p>Workbook p. 44, questions 1–4 — due Thursday 10 Sep.</p> |
footer-line |
text | no | Kastanjehof College · Biology department · Unit 3.2 · plan v2 |
Repeat: objective (1–5×)
One learning objective, completing the printed lead-in 'By the end of the lesson, learners can …'. Three is the readable number; five is the ceiling.
| Slot | Type | Req. | Example |
|---|---|---|---|
objective-text |
text | yes | define osmosis as the net movement of water across a partially permeable membrane, from the dilute side to the concentrated side; |
Repeat: segment (3–12×)
One timed segment of the lesson — the spine of the sheet. Times must be contiguous and sum to the stated duration.
| Slot | Type | Req. | Example |
|---|---|---|---|
segment-time |
text | yes | 0–8 min |
segment-phase |
text | yes | Starter |
segment-activity |
html | yes | <p>Pairs recall the raisin demo and write one sentence on the mini whiteboard explaining the difference in mass. Two are read out and sharpened.</p> |
segment-materials |
text | yes | Mini whiteboards, markers |
Repeat: material (1–12×)
One item on the tickable materials & preparation checklist, rendered in two columns.
| Slot | Type | Req. | Example |
|---|---|---|---|
material-item |
text | yes | 3 kg firm potatoes — yields ≈ 60 cylinders |
Optional blocks
priorknowledge— Prior-knowledge panel beside the objectives. Drop it when the lesson stands alone or the user gives no prerequisites; the objectives then span the full width.differentiation— Support & stretch column beside the assessment. Drop it when not wanted; the assessment then spans the full width.homework— Homework strip below the assessment. Drop it when no work is set.
The authoritative fill instructions from manifest.json — the only place a template may instruct an agent (why).
Segment times must add up exactly to the stated duration: sum every segment, check the last band ends at meta-duration, and adjust the final segment if it does not. Write bands contiguously, as the placeholders do — '0–8 min', then '8–18 min'. Every objective starts with an observable verb (identify, explain, calculate, describe, demonstrate) and completes the printed lead-in; never 'understand' or 'know about'. Keep segment-activity to 1–3 lines and specific enough that a substitute teacher could run it: what the teacher does, what the learners do, how it is checked. Reuse the placeholder phase labels (Starter, Input, Modelling, Practical, Review, Plenary) or the user's own scheme, consistently. Materials are concrete countable items — '6 × balance (0,01 g)', not 'lab equipment'. Dates as '8 Sep 2026', decimals with a comma. Remove the priorknowledge, differentiation and homework blocks when the user does not want them, and delete every data-example row. THIS MUST STAY ONE PAGE: for a long lesson compress the activity wording rather than dropping segments, and never edit the CSS. Leave unknown class details as [YOUR CLASS] or [ROOM] and tell the user to complete them with the built-in Edit button.
Published versions are immutable: /t/lesson-plan@{version}/ never changes once live. /t/lesson-plan/ always points at the latest.