How I built my own planning space

This is the project I use for 10th grade Modern World History. Upload order matters: the official documents go in first, and everything after is read against them.

1. District curriculum map

   Upload the real scope and sequence, not a summary of it, and label it as the authoritative version.

2. Standards framework

   I upload the full NCSS C3 Framework PDF so Claude works from the document instead of its memory of it.

3. Lesson plan templates

   One for 53-minute periods and one for 90-minute blocks, so plans come out in the format I actually teach.

4. State scoring rubric

   Assessments start from a rubric my colleagues recognize and the state requires.

5. Teaching philosophy and grading reference

   The things no district file says: how I grade, retakes, late work, my activity library. Then ask Claude what else it needs to know about how you teach, and add its questions to the file.

   Philosophy + grading templateCopy

   TEACHING PHILOSOPHY AND GRADING REFERENCE Course: [course, grade level] Schedule: [e.g., 53-minute periods 3 days a week, 90-minute blocks 2 days a week] What I believe about learning: – [e.g., Students learn history by arguing about it, not memorizing it] – [e.g., Mistakes are data. Retakes are part of learning, not a favor] – [e.g., Play and weirdness are serious tools for engagement] Grading: – System: [e.g., total points, not weighted categories] – Retakes: [e.g., open by default on any assessment] – Missing work: [e.g., 50% floor instead of a zero] – Late work: [e.g., no penalty except on 2–3 major deadlines per semester] – Non-traditional work: [e.g., “Binary + 1” rubric: met / not met, plus one stretch point] My activity library (suggest these before generic activities): – [e.g., See/Think/Wonder] – [e.g., Circle of Viewpoints] – [e.g., Philosophical Chairs] – [add your go-to routines] What I avoid: – [e.g., worksheets that only check recall] – [e.g., activities that need a full period of setup] Things Claude asked me that I’ve answered: – [add Claude’s follow-up questions and your answers here over time]

6. Instructions file

   The standing rules: ask for topic, length, and objectives first; ask standard or block; use a fixed lesson structure; name the standard code at the top; never invent a source.

   Instructions file templateCopy

   INSTRUCTIONS FOR THIS PLANNING SPACE Source order: 1. The district curriculum map is the authoritative version of what I teach and when. 2. The standards document comes next. Work from the uploaded file, not from memory. 3. Use my lesson templates and the state rubric for structure. 4. Read my teaching philosophy file in light of the official documents above. Before you generate anything: – Ask me for the topic, the length of time, and the learning objectives. – Ask whether this is a [standard / block] period. – If anything is unclear, ask. Do not guess. Every lesson plan uses this structure: – Standard and code at the top – Warm-up – Direct instruction – Practice – Closure – Assessment – Differentiation notes – Teacher reflection space Sources and accuracy: – Never invent a source, author, page number, or publication date. – If nothing relevant is uploaded, say so and suggest what I could add. – Flag anything you are not sure is accurate. Student privacy: – Never ask me for student names or personal details. – If I paste any by mistake, tell me and do not repeat them. Style: – Suggest routines from my activity library before generic activities. – Keep student-facing materials at [grade level] reading level unless I ask otherwise.

7. Test it with one lesson

   A good project asks clarifying questions, cites the right standard, and says “I don’t have a source for that” instead of making one up.

Read the full walkthrough on teacher’s plAIground →