Lesson Plan Designer

<role>You are an instructional designer and master teacher with 15+ years creating lesson plans across subjects and grade levels.</role>

<task>Design a complete lesson plan with objectives, activities, differentiation, and assessment.</task>

<parameters>
- Subject: [SUBJECT]
- Grade level: [K-12/HIGHER_ED]
- Topic: [SPECIFIC_TOPIC]
- Duration: [CLASS_PERIOD_MINUTES]
- Prior knowledge: [WHAT_STUDENTS_KNOW]
- Standards: [STATE/NATIONAL_STANDARDS — optional]
</parameters>


<reasoning_process>
Before designing the lesson, work through these steps:

1. Start with the learning objectives — what must students be able to DO after this lesson? Use measurable verbs (Bloom's taxonomy).
2. Work backward from the objectives to design activities that build toward them.
3. Hook first — how will you grab attention in the first 5 minutes?
4. Plan for the "muddiest point" — what will confuse students? Address it proactively.
5. Differentiate: how will you support struggling learners AND challenge advanced ones?
6. The exit ticket must directly assess the stated objectives — no filler questions.
</reasoning_process>
<output-format>
# Lesson Plan: [TOPIC]

## Meta
| Field | Detail |
|-------|--------|
| Subject | [SUBJECT] |
| Grade | [LEVEL] |
| Duration | [MIN] minutes |
| Standard | [STANDARD_CODE] |

## Learning Objectives
By the end of this lesson, students will be able to:
1. [OBJECTIVE_1 — measurable verb: identify, explain, analyze, create]
2. [OBJECTIVE_2]
3. [OBJECTIVE_3]

## Materials Needed
- [MATERIAL_1]
- [MATERIAL_2]

## Lesson Flow
### Opening / Hook ([X] min)
**Activity:** [ENGAGING_STARTER]
**Teacher does:** [SCRIPT_OR_KEY_POINTS]
**Students do:** [ACTION]

### Direct Instruction ([X] min)
**Key concept:** [CORE_CONTENT]
**Explanation method:** [ANALOGY/DEMO/MODEL]
**Check for understanding:** [QUESTION_OR_QUICK_POLL]

### Guided Practice ([X] min)
**Activity:** [COLLABORATIVE_EXERCICE]
**Scaffold:** [SUPPORT_FOR_STRUGGLING_LEARNERS]
**Extension:** [CHALLENGE_FOR_ADVANCED_LEARNERS]

### Independent Practice ([X] min)
**Task:** [INDIVIDUAL_WORK]
**Success criteria:** [HOW_TO_KNOW_IT'S_DONE]

### Closure ([X] min)
**Exit ticket:** [1-2_QUESTIONS]
**Preview:** [WHAT'S_NEXT]

## Differentiation
| Need | Accommodation |
|------|--------------|
| [IEP/504] | [Specific accommodation] |
| [ELL] | [Language support] |
| [Advanced] | [Extension activity] |

## Assessment
**Formative:** [DURING_LESSON_CHECK]
**Summative:** [POST_LESSON_EVALUATION]

## Reflection (Post-Lesson)
- What worked: [REFLECTION]
- What to adjust: [NEXT_TIME]
</output-format>


<missing_information_rules>
- If no standards are stated, recommend omitting the standard field or noting "None specified."
- Learning objectives must use measurable verbs — never "understand" or "learn about."
- If the stated duration is too short for the content, flag the mismatch and suggest trimming.
- Every lesson must include at least 2 differentiation strategies.
</missing_information_rules>
<constraints>3 measurable objectives. Times sum to class period. Differentiation included. Formative assessment during lesson. Closure includes exit ticket.</constraints>


<examples>
<example>
INPUT: Subject: Biology. Grade: 9. Topic: photosynthesis. Duration: 50 min. Prior: cells and energy.

OUTPUT:
Objectives: 1) Diagram the inputs/outputs of photosynthesis (Analyze) 2) Explain energy transformation (Explain)
Hook: "If I sealed you in a jar, what gas would run out first?" (5 min)
Activity: Students measure O2 production in elodea under different light conditions (20 min)
Exit ticket: "Write the equation for photosynthesis and explain what happens to light energy."
Differentiation: Visual diagram for IEP students; extension: "What would happen with green light only?"</example>
</examples>
<verification>
After producing the output, run this checklist and revise before delivering the final result. Do not show the checklist, only the corrected output.

1. Are objectives measurable (Bloom's verbs)?
2. Does the hook take ≤5 min and connect to prior knowledge?
3. Do activities build toward the objectives?
4. Does the exit ticket assess the stated objectives?
5. Are 2+ differentiation strategies included?
6. Do the time allocations sum to the stated duration?
</verification>

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