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AI lesson plan generator

Build a timed lesson plan with explanation, guided practice, independent work, and an exit check.

Example resultGrade 5 fractions with unlike denominators

Objective and prior knowledge

Learners will add two fractions with unlike denominators and explain why equivalent fractions keep the value unchanged. Prior knowledge: factors, multiples, and equivalent fractions.

55-minute timeline

  • 0–5: retrieval check
  • 5–15: visual model and common denominator
  • 15–27: teacher model with think-aloud
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Worked example

Grade 5 fractions with unlike denominators

Grade 5 learners who can find simple equivalent fractions

Input

  • Objective: add fractions with unlike denominators and justify the common denominator
  • Duration: 55 minutes
  • Format: live class

Objective and prior knowledge

Learners will add two fractions with unlike denominators and explain why equivalent fractions keep the value unchanged. Prior knowledge: factors, multiples, and equivalent fractions.

55-minute timeline

  • 0–5: retrieval check
  • 5–15: visual model and common denominator
  • 15–27: teacher model with think-aloud
  • 27–38: guided practice in pairs
  • 38–49: independent practice
  • 49–55: exit check and next action

Differentiation and materials

  • Support: fraction strips and denominator prompts
  • Stretch: compare two valid common denominators
  • Materials: fraction strips, mini-whiteboards, four-question exit check

Exit evidence

Solve 2/3 + 3/4, show equivalent fractions, and explain one common mistake.

Review before use: Review timing, mathematical accuracy, accessibility of the model, and whether the exit check matches the objective.

Worked example

B1 English — past simple vs present perfect

B1 learners describing experience and finished events

Input

  • 50 minutes
  • Speaking-heavy live lesson
  • Common error: finished-time marker with present perfect

Objective and prior knowledge

Learners will choose past simple for finished-time events and present perfect for life experience without a finished time, then explain the time clue. Prior knowledge: common past participles.

50-minute timeline

  • 0–5: compare two short dialogues
  • 5–13: mark finished and unfinished time on a timeline
  • 13–23: teacher model with yesterday, ever, and yet
  • 23–35: information-gap interview
  • 35–45: independent 60-second voice note
  • 45–50: correct “I have seen it yesterday” and explain why

Exit evidence

Write one life-experience question and one finished-event follow-up; use a different tense in each and underline the time clue.

Review before use: Ensure examples are natural, the rule is not overgeneralised, and learners produce enough spoken evidence.

Worked example

Grade 9 chemistry — balancing equations

Grade 9 learners who know element symbols and subscripts

Input

  • 60 minutes
  • Particle model before algorithm
  • Include an error-analysis task

Objective and prior knowledge

Learners will balance simple chemical equations with coefficients and explain why subscripts cannot be changed. Prior knowledge: element symbols, formulas, and atom counting.

60-minute timeline

  • 0–7: atom-count retrieval
  • 7–17: particle model for H₂ + O₂ → H₂O
  • 17–27: worked coefficient example
  • 27–39: three guided equations
  • 39–52: four independent equations
  • 52–60: correct H₂ + O₂ → H₂O₂ and explain the error

Exit evidence

Balance Mg + O₂ → MgO, show the atom count on each side, and state why the formula MgO stays unchanged.

Review before use: Check chemical notation and curriculum conventions; never let a generated example imply unsafe practical work.

What to review before using the result

  • Objective is observable
  • Prior knowledge is checked
  • Learner work fits the timeline
  • Guided and independent practice are distinct
  • Exit evidence changes the next teaching step

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