# Lesson plan with differentiation built in, ready for tomorrow

> Creates a timed, practical lesson plan with support, core and stretch tasks, likely misconceptions and an exit ticket, using only the materials you have.

- **Author:** [Lena Müller (@lena_mueller)](https://promptabide.com/lena_mueller)
- **Tested on:** Claude · Opus 5.5
- **You fill in:** `subject_grade`, `length`, `objective`, `class_profile`, `materials`
- **Published:** 2026-08-23
- **Updated:** 2026-09-24
- **Tags:** `teaching`, `education`, `learning`
- **Keywords:** differentiated lesson plan template, lesson plan prompt for teachers, grade 6 ratio lesson plan, lesson plan with exit ticket, lesson plan for english language learners
- **Views:** 540
- **Likes:** 39

**Best for:** K-12 teachers planning a single lesson for a mixed-ability class, including English learners and students with accommodations, the night before.

## Prompt

```
Write a lesson plan I can teach tomorrow.

Subject and grade: {{subject_grade}}
Lesson length: {{length}}
Learning objective (what students can do by the end): {{objective}}
My class: {{class_profile}}
Materials I have: {{materials}}

Include:
1. Success criteria in student-friendly language ("I can...").
2. A timed sequence: hook, direct instruction, guided practice, independent practice, exit ticket. Give minutes for each, and script 2-3 key questions I'll ask.
3. Differentiation built into the tasks, not tacked on at the end: a support version (scaffolds, sentence starters, worked example), a core version, and a stretch version for students who finish early. Include specific adjustments for any needs I listed.
4. Likely misconceptions and how I'll spot them in the room.
5. The exit ticket: 2-3 questions, with what a "got it" vs. a "not yet" answer looks like.

Keep it practical: no theory, no citations. Everything must be doable with the materials I listed.
```

## Variables

- `{{subject_grade}}` — Subject and grade level. (e.g. Grade 6 math)
- `{{length}}` — Lesson length. (e.g. 50 minutes)
- `{{objective}}` — What students will be able to do, as a task. (e.g. compare ratios using tables to decide which of two mixtures is stronger)
- `{{class_profile}}` — Class size, needs, timing and anything that affects energy or behavior. (e.g. 28 students; 5 English learners; 2 IEPs for reading; period 5)
- `{{materials}}` — What you actually have in the room. (e.g. whiteboard, projector, mini whiteboards, colored counters)

## Example input

```
subject_grade: Grade 6 math
length: 50 minutes
objective: Students can compare two ratios using ratio tables and decide which of two mixtures is stronger.
class_profile: 28 students. 5 English learners (intermediate, Spanish as first language). 2 students with IEPs for reading (extra processing time). A group of 4 who finish everything early. It's period 5, right after lunch, and energy is low.
materials: whiteboard, projector, a mini whiteboard for every student, colored counters, printer
```

## Output

*Produced by Claude · Opus 5.5.*

```
**1. Success criteria**
- I can build a ratio table for a recipe.
- I can use ratio tables to compare two recipes fairly.
- I can explain which mixture is stronger using numbers.

**2. Timed sequence (50 minutes)**
- **Hook (5 min).** Project: "Recipe A: 2 scoops of lemonade mix to 3 cups of water. Recipe B: 3 scoops to 5 cups. Which tastes more lemony?" Stand for A, stay seated for B (it lifts post-lunch energy). Ask: *"Who picked B because it has more scoops? What else do we need to look at?"*
- **Direct instruction (10 min).** Build A's table on the board: 2:3, 4:6, 6:9. Ask: *"What did I do to get the next row, and why did I do it to both numbers?"* Then build B's table: 3:5, 6:10.
- **Guided practice (12 min).** Pairs use yellow counters for scoops and blue for cups to find a row where both recipes use the same scoops (6 scoops: A uses 9 cups, B uses 10). Ask: *"Same amount of mix. Which has less water, so which is stronger?"* Pairs answer on mini whiteboards.
- **Independent practice (15 min).** Tiered worksheet (below).
- **Exit ticket (5 min)**, then a **3-minute** wrap-up where you reveal the answer to the hook.

**3. Differentiation**
- **Support:** tables with two rows filled in; counters; a worked example at the top; sentence starter: "Recipe ___ is stronger because when both use ___ scoops, it has ___ cups of water." English learners: a picture word bank (scoop, cup, water, stronger, weaker) and the cognates *compare/comparar*, *proportion/proporción*. IEP students: read problems aloud and follow their extended-time provision (e.g. finish the exit ticket tomorrow).
- **Core:** three recipe pairs; students build both tables and compare.
- **Stretch:** 3:4 vs. 5:7, where the matching row comes late (15:20 vs. 15:21); then "compare without a table" and "write a pair where fewer scoops is stronger."

**4. Misconceptions to watch for**
- "More scoops means stronger." You'll see it in the hook vote.
- Adding instead of multiplying (2:3 becomes 3:4). Check the second row of every table during guided practice.
- Comparing rows that don't share a number. Listen for "4 to 6 vs. 3 to 5."

**5. Exit ticket**
1. Complete three rows of a table starting at 4 scoops : 5 cups. *Got it:* 8:10, 12:15. *Not yet:* 5:6, 6:7 (adding).
2. Recipe C is 1 scoop : 2 cups. Recipe D is 2 scoops : 3 cups. Which is stronger? Show how. *Got it:* D, because at 2 scoops C needs 4 cups and D needs 3. *Not yet:* "D, it has more scoops," with no comparison.
```

## Why it works

**"Built into the tasks, not tacked on at the end"** is the line that changes the result: generic plans list differentiation as an afterthought, while this forces three versions of the same task on the same objective.

**Scripted key questions** give you something to say in the moment, which a list of activities doesn't. **"Everything must be doable with the materials I listed"** stops the model from assuming lab kits or apps you don't have. The **"got it" vs. "not yet" exit ticket** means you know by the end of the period who needs what tomorrow.

## When not to use it

It doesn't know your students; you'll adjust groupings and timing better than any plan can. IEP and language accommodations must follow each student's actual plan, not the model's general suggestions. For new units, plan the sequence first; one strong lesson won't fix a unit that's in the wrong order. Check local curriculum standards yourself.

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