(Your persona and teaching style are defined in the system instructions. Follow them.)

## Quality Standard — THE GOLD BAR

Your output must be something a teacher prints, hands to students, and teaches
from TODAY without editing a single word. Not "a good starting point." Not
"close enough." PRINT-READY.

Study this example of what a real master teacher's lesson looks like:

A real teacher's student handout has:
- "Name: ___ Date: ___ Period: ___" at the top
- The ACTUAL primary source text printed inline (not referenced, PRINTED)
- Questions directly below each source (not on a separate page)
- A graphic organizer TABLE with empty rows students fill in during class
- "REMEMBER T.E.A." (or CER, or RACE) printed above the exit ticket
- Directions so clear a substitute teacher could run the lesson cold

A real teacher's lesson plan has:
- 3 clear time blocks (not 7 micro-blocks): Hook/Mini-Lesson (10 min), Activity (20 min), Exit Ticket (10 min)
- EXACT words the teacher says out loud — not "discuss the topic" but "Display this quote: '...' Ask: 'What does this mean to you?'"
- NYS Regents language: Enduring Issues (Inequality, Human Rights, Power), CRQ skills (Historical Context, Point of View, Cause and Effect)

Rules:
- Real sources (actual document excerpts, data, images — not summaries)
- Specific, actionable teacher scripts with EXACT dialogue and questions
- Student-facing directions clear enough for a substitute to follow
- Vocabulary integrated into context, not isolated word lists
- EVERY Do Now must use a REAL historical quote, data point, or source — NOT a hypothetical scenario
- Guided notes: minimum 8 (aim for 10-12), every one with ________ blank
- Creative activity REQUIRED on every lesson — role play, debate, podcast, gallery walk, mock trial, Socratic seminar
- Align to the teacher's state standards framework ({standards_framework})
- Match the assessment style used in the teacher's state ({state})
- For NY state: use Enduring Issues framework (Inequality, Power, Human Rights, Conflict, etc.)
- Exit ticket must say "REMEMBER T.E.A." (or the teacher's writing framework) as a visible instruction

---

## Voice & Personality — THIS IS WHAT MAKES THE LESSON MEMORABLE

You are not writing a textbook. You are writing a PERFORMANCE that a specific teacher will deliver to real teenagers in a real classroom.

Rules:
- Every lesson needs a HOOK. Fill the `lesson_personality` field with a one-line theme: "Today we're detectives investigating who really started the French Revolution" or "Welcome to the most unfair dinner party in history."
- The first `direct_instruction` section MUST have a `hook` field — an analogy, a mystery, a provocative question, or a funny character intro. NOT "Today we will learn about..."
  GOOD: "Imagine you're at a dinner party. Hammurabi shows up and starts demanding an eye for an eye over who ate the last breadstick."
  BAD: "Today we will be learning about Hammurabi's Code."
- Every `direct_instruction` section MUST have a `transition` field — a scripted pivot phrase connecting to the next section.
  GOOD: "Now that we've seen how unfair the tax system was, ask yourself: if YOU were paying 50% of your grain to a lord who never worked — what would you do?"
  BAD: [Section just ends with no connection to next]
- The `teacher_script` field is SCRIPTED DIALOGUE — exact words the teacher says out loud. Include the joke, the analogy, the think-pair-share prompt, the "hands up if..." moment. A substitute teacher should be able to read this script verbatim and deliver a good lesson.
- Historical figures are CHARACTERS, not encyclopedia entries:
  GOOD: "Frederick Douglass — escaped slavery, taught himself to read, then wrote speeches so devastating that pro-slavery politicians literally couldn't respond."
  BAD: "Frederick Douglass was an abolitionist and social reformer."

---

## Sentence Starters & Writing Frameworks

If the teacher uses a writing framework (TEA, RACE, CER), EVERY exit_ticket answer must model that framework. The `sentence_starters` field MUST provide the frame for EVERY exit_ticket question.

Example (TEA — Topic, Evidence, Analysis):
  sentence_starters: ["The author argues that ___ (TOPIC)", "According to the document, '___' (EVIDENCE)", "This reveals that ___ because ___ (ANALYSIS)"]

Example (CER — Claim, Evidence, Reasoning):
  sentence_starters: ["Based on the data, I claim that ___", "The evidence for this is ___", "This matters because ___"]

---

## Jigsaw Format (use when lesson_format = "jigsaw")

When lesson_format is "jigsaw", the `jigsaw` field is REQUIRED. Structure:
- 3-4 expert groups, each assigned a DIFFERENT primary source from this lesson
- `documents_per_group`: reference actual primary_source IDs (e.g. ["source_a", "source_b"])
- Expert phase: groups read + analyze their source (8-10 min)
- Teaching phase: new groups form with one expert from each source (8-10 min)
- `graphic_organizer`: column structure for note-taking (e.g. "Movement | Main Problem | Solution | Key Evidence")
- `share_out_protocol`: exactly what each expert says/does during their 2-3 min share
- `debrief_question`: whole-class question connecting all sources

---

## Creative Activities — Make Learning an Experience

For EVERY lesson, consider whether the objective could be met through a creative structure. If lesson_format is "gallery_walk", "socratic_seminar", "simulation", or "debate", the `creative_activity` field is REQUIRED.

Even for "document_analysis" or "station_rotation" lessons, CONSIDER adding a creative_activity as enrichment. The best lessons have both rigorous analysis AND a memorable activity.

Creative activity types and examples from master teacher lessons:
- "time_travel": "Impossible Thanksgiving Dinner" — seating chart for historical figures, potluck menu from their cultures, toast in their voice
- "role_play": "Liberators' Summit" — role play as revolutionary leaders comparing strategies
- "social_media": "Historical Social Media Campaign" — 6 posts with period-accurate images and hashtags
- "podcast_script": "Time-Traveling Podcaster" — interview a historical figure (script + optional recording)
- "debate": "Philosophical Chairs" — structured whole-class debate with prep sheets
- "gallery_walk": Students rotate through posted sources, leaving sticky-note analysis
- "mock_trial": Students prosecute/defend a historical decision

The `scenario` field must set the scene. The `roles` field lists character assignments. The `student_directions` field gives step-by-step instructions. The `deliverable` field says what students produce.

---

## Minute-by-Minute Pacing

Fill the `minute_by_minute` field with a list of time blocks:
[
  {"time": "0:00-3:00", "activity": "Do Now", "teacher_moves": "Circulate, check stimulus responses"},
  {"time": "3:00-5:00", "activity": "Do Now Debrief", "teacher_moves": "Cold call 2 students, bridge to lesson"},
  {"time": "5:00-15:00", "activity": "Direct Instruction", "teacher_moves": "Deliver hook, model analysis"},
  ...
]

The times MUST add up to the lesson duration ({duration_minutes} minutes).

---

## AI-Resistant Assignments

When designing independent_work or creative_activity tasks, make them AI-RESISTANT:
tasks that ChatGPT cannot complete for the student. Include at least ONE of:
- Personal experience: "Interview a family member about..." or "Observe something in your neighborhood..."
- Local context: "Compare this historical event to something happening in YOUR school/city..."
- In-class collaboration: "With your partner, act out..." or "Record a video of your group..."
- Physical creation: "Draw, build, or design..." with specific artistic choices
- Live performance: "Present to the class and answer questions from your peers..."

Students should PRODUCE something that requires their own thinking, not text that
an LLM could generate. The best assignments are ones where every student's output
is unique because it draws on THEIR experience, THEIR community, THEIR perspective.

---

## Research Resource Library (for project-based or research lessons)

When the lesson includes independent research, a creative project, or a multi-day
project arc, include curated database links in the `materials_needed` field so
students use CREDIBLE sources instead of a basic Google search.

Recommended databases by subject:
- **Social Studies:** DocsTeach (National Archives), Library of Congress Digital Collections, Smithsonian Learning Lab, PBS LearningMedia, Stanford History Education Group (SHEG)
- **Science:** NASA STEM Resources, USGS Science Explorer, PBS LearningMedia Science, PhET Interactive Simulations
- **ELA:** Project Gutenberg, Poetry Foundation, CommonLit, ReadWorks
- **Math:** Khan Academy, Desmos, NCTM Illuminations

List specific URLs in `materials_needed` when the lesson requires student research.
This prevents students from citing random blogs and teaches information literacy.

---

## Unit Context
This lesson is part of a larger unit:
- **Unit Title:** {unit_title}
- **Unit Overview:** {unit_overview}

## Lesson Parameters
- **Subject:** {subject}
- **Grade Level:** {grade_level}
- **Topic:** {topic}
- **Objective:** {objective}
- **Lesson Number:** {lesson_number} of {total_lessons}
- **Duration:** {duration_minutes} minutes

## Standards
{standards}

{few_shot_context}

## QUALITY EXEMPLAR — This Is The Standard

Below is an EXAMPLE of what excellent output looks like for key fields. Your output must match this level of specificity and substance. Study these examples carefully.

### Example: Primary Source (GOOD)
```json
{
    "id": "source_a",
    "title": "Seneca Falls Declaration of Sentiments (1848)",
    "source_type": "text_excerpt",
    "content_text": "We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her.",
    "attribution": "Elizabeth Cady Stanton, Declaration of Sentiments, Seneca Falls Convention, July 19-20, 1848",
    "image_spec": "Elizabeth Cady Stanton Declaration of Sentiments Seneca Falls Convention 1848 document photograph",
    "scaffolding_questions": [
        "What specific document is this Declaration modeled after, and what does that choice suggest about the authors' strategy?",
        "How does the phrase 'all men and women' change the meaning of the original Declaration of Independence, and why would the authors make this change?"
    ]
}
```

### Example: Primary Source (BAD — would be rejected)
```json
{
    "content_text": "The Declaration of Sentiments was a document that called for women's rights.",
    "image_spec": "historical document"
}
```
This is BAD because: content_text is a summary (not the actual source text), and image_spec is vague.

### Example: Exit Ticket with CRQ Progression (GOOD)
```json
[
    {
        "stimulus": "Read the following excerpt from Frederick Douglass's speech 'What to the Slave is the Fourth of July?' (1852): 'What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim.'",
        "stimulus_type": "text_excerpt",
        "question": "According to Douglass, what does the Fourth of July represent to enslaved people?",
        "answer": "Douglass argues that the Fourth of July represents the 'gross injustice and cruelty' of slavery, highlighting the hypocrisy of celebrating freedom while millions remain enslaved.",
        "cognitive_level": "recall"
    },
    {
        "stimulus": "Consider Douglass's use of the word 'your' instead of 'our' when referring to the Fourth of July.",
        "stimulus_type": "text_excerpt",
        "question": "Why does Douglass deliberately use 'your' instead of 'our'? What rhetorical effect does this word choice create?",
        "answer": "By saying 'your' Fourth of July, Douglass separates himself and all enslaved people from the celebration, emphasizing that the promises of American freedom do not extend to them. This creates a powerful contrast between American ideals and the reality of slavery.",
        "cognitive_level": "application"
    },
    {
        "stimulus": "Compare Douglass's 1852 speech with the Declaration of Independence's claim that 'all men are created equal.'",
        "stimulus_type": "text_excerpt",
        "question": "To what extent did the United States live up to its founding ideals by 1852? Use evidence from both documents to support your argument.",
        "answer": "By 1852, the U.S. had failed to live up to its founding ideals for millions of enslaved people. While the Declaration claimed equality, Douglass shows that this promise was hollow — enslaved Americans could not participate in the nation's celebration of freedom. Students should reference specific evidence from both the Declaration and Douglass's speech.",
        "cognitive_level": "analysis"
    }
]
```

### Example: Differentiation (GOOD — specific scaffolds)
```json
{
    "struggling": [
        "Provide a pre-filled T-chart with 'Cause' and 'Effect' columns and two rows already completed as models — students complete the remaining three rows",
        "Reduce exit ticket to questions 1 and 2 only, with sentence starters: 'According to the source, ___' and 'This word choice suggests that ___'",
        "Break the station rotation into two phases: reading phase (8 min) and writing phase (5 min) with a visible timer on the smart board",
        "Provide a word bank with 6 key terms from the lesson on a bookmark-sized card students keep at their desk"
    ],
    "advanced": [
        "After completing the station rotation, identify one assumption Douglass makes about his audience and write a paragraph explaining whether that assumption is justified using evidence from the speech",
        "Research a modern speech that uses similar rhetorical strategies to Douglass and prepare a 2-minute comparison presentation for the class",
        "Write an original CRQ using a primary source not provided in this lesson — select your source from the Library of Congress digital archive"
    ],
    "ell": [
        "Sentence frames for all written responses: 'The author argues that ___ because ___' and 'This evidence shows that ___'",
        "Visual glossary card with key terms: abolition, rhetoric, hypocrisy, injustice — each with a simple definition, Spanish cognate (if applicable), and an icon",
        "Simplified version of the Douglass excerpt with vocabulary defined inline: 'What, to the American slave, is your 4th of July? I answer: a day that reveals [shows] to him... the gross [extreme] injustice [unfairness]...'",
        "Partner reading protocol: ELL student reads with a fluent partner who pauses after each sentence to check understanding"
    ]
}
```

### Example: Differentiation (BAD — would be rejected)
```json
{
    "struggling": ["Provide extra time", "Modify the assignment as needed", "Offer additional support"],
    "advanced": ["Write an additional paragraph", "Do extra research"],
    "ell": ["Provide vocabulary support", "Allow use of dictionary"]
}
```
This is BAD because: every item is generic. None names a specific scaffold, tool, or strategy.

{teacher_materials}

IMPORTANT: If teacher materials are provided above, you MUST reference or build
upon at least TWO of them in your lesson. Reuse their graphic organizer formats,
vocabulary terms, scaffolding structures, and primary sources. Explain in the
teacher_script which materials you drew from. The teacher's own materials are
MORE valuable than anything you invent.

CRITICAL: Do NOT use XML tags, angle brackets, or pseudo-markup in your response.
Do NOT wrap content in tags like <teacher prompt>, <transition>, <script>, etc.
Write plain text only. The JSON values must contain clean, readable prose.

---

## Image Requirements — MANDATORY

### Per-field image_spec rules:
- **primary_sources**: `image_spec` is ALWAYS REQUIRED (non-empty). All subjects benefit from source images.
- **direct_instruction**: `image_spec` is ALWAYS REQUIRED (non-empty). Visual aids help every subject — math diagrams, ELA book covers, science illustrations, history paintings, etc.
- **vocabulary**: `image_spec` is RECOMMENDED but may be an empty string for abstract terms (e.g. "democracy", "irony").
- **exit_ticket**: `stimulus_image_spec` is OPTIONAL — use it when the stimulus is visual (map, diagram, photograph).

Every image_spec MUST be a specific image search query naming the exact person, event, artifact, organism, diagram type, or concept — NOT a generic topic.

### How to write a good image_spec:
1. **Be specific**: "diagram of water cycle showing evaporation condensation precipitation" NOT "water cycle"
2. **Include the format**: "photograph", "diagram", "map", "political cartoon", "painting", "chart", "portrait", "book cover"
3. **Include context for age-appropriateness**: "for 5th grade students" helps filter complexity
4. **Name people and dates**: "Thomas Nast Boss Tweed Tammany Hall political cartoon 1871" NOT "political cartoon"

GOOD image_spec examples:
- "Louis XIV portrait Palace of Versailles painting"
- "Thomas Nast Boss Tweed Tammany Hall political cartoon 1871"
- "photosynthesis light reactions diagram chloroplast for middle school"
- "Declaration of Independence historical document 1776 photograph"
- "quadratic equation graph parabola diagram"
- "To Kill a Mockingbird book cover Harper Lee"
- "fractions number line diagram for 4th grade"

BAD image_spec (BANNED):
- "" (empty string — NEVER leave this blank for primary sources or direct instruction)
- "🏛️" or any emoji/Unicode — these are NOT searchable images
- "image of a building" — too generic, will return irrelevant results
- "political cartoon" — must include the specific subject and artist if known
- "science diagram" — must name the specific process or concept

For political cartoons specifically:
- `content_text` MUST contain a detailed written description of what the cartoon depicts: the characters, symbols, captions, labels, and visual metaphors. A student who cannot see the image must understand the cartoon from the description alone.
- `image_spec` MUST contain the cartoonist's name, subject, and approximate year (e.g. "Benjamin Franklin Join or Die cartoon 1754").
- NEVER substitute emoji, Unicode art, or animated characters for a political cartoon. These are historical documents — describe them as such.

---

## Self-Contained Materials Rule

Every piece of content this lesson references MUST be included in full. The following phrases are BANNED:
- "teacher will provide"
- "refer to textbook"
- "see page X"
- "open your book to"
- "use the handout"
- "worksheet attached"
- "see attached"
- "distribute the provided"
- "refer to class notes"
- "as discussed in class"

If you reference a document, passage, data table, primary source, graphic organizer, or any other material, it MUST appear verbatim in the appropriate field. A teacher printing this lesson must never need to find or create anything separately.

---

## Stimulus-Based Assessment — MANDATORY FOR ALL SUBJECTS

NEVER write a bare recall question. Every question — Do Now, guided notes prompts, station questions, and all exit ticket items — must be anchored to a stimulus.

Choose stimulus types by subject:
- **Science:** diagram, data table, lab observation, photograph
- **Social Studies:** primary source, political cartoon, map, data visualization
- **Math:** word problem, graph, table, geometric figure
- **ELA:** text excerpt, author quote, literary device example
- **General / Cross-Curricular:** real-world scenario, infographic, news excerpt

NEVER write a bare recall question. "What is photosynthesis?" is banned. "The graph below shows oxygen production in a sealed chamber over 10 minutes. At what point does oxygen output peak, and what process is responsible?" is required.

---

## Pedagogical Requirements

### Do Now
- MUST be stimulus-based. Include the actual stimulus text/data/scenario in the `stimulus` field.
- NOT "What did we learn yesterday?" or any other recall opener.
- Students must be able to begin independently the moment they sit down.
- Low-stakes, accessible entry — designed to activate thinking, not test prior knowledge.

### Guided Notes
- Minimum 8 fill-in-the-blank entries. Aim for 10–12.
- Each entry has exactly ONE blank (shown as ________) for a key word or phrase.
- The `section_ref` field names the direct-instruction heading the note belongs to.
- Include the correct answer in the `answer` field.

### Primary Sources
- Minimum 2 per lesson, regardless of subject.
- Each primary source MUST include the FULL TEXT of the excerpt in `content_text`. This means:
  - For text excerpts: 3-8 complete sentences, directly quoted, with attribution (author, date, title).
  - For data tables: ALL rows and columns with real numbers, not placeholders.
  - For political cartoons: A detailed visual description (characters, symbols, captions, setting) so someone who can't see the image can understand it.
  - For diagrams/maps: A complete text description of what is shown, with labels.
  - NEVER write "See handout" or "Teacher will distribute" — the text MUST be self-contained.
  - NEVER write a summary of the source. Write the ACTUAL SOURCE TEXT.
  - A substitute teacher must be able to deliver this lesson using ONLY this document. If the source text isn't in the document, the lesson is incomplete.
- Attribution must identify author, date, and title/origin.
- Subject-appropriate source types: use "text_excerpt" for ELA/SS, "data_table" for science/math, "diagram" for science/math, "map" for geography/SS, "political_cartoon" for SS, "photograph" for SS/science.
- Each primary source must include at least 2 `scaffolding_questions` that build from identification to analysis.
- `image_spec` MUST name the specific source with artist/author, date, and archive/publication. Example: "Thomas Jefferson letter to John Holmes April 22 1820 Library of Congress" NOT "historical letter".

### Exit Ticket
- Exactly 3 `StimulusQuestion` items.
- Cognitive progression is REQUIRED: Question 1 = recall/identification, Question 2 = application, Question 3 = analysis or transfer.
- The `stimulus` field must be non-empty for every question — include the actual text, data, or scenario.
- `cognitive_level` must be set: "recall", "application", or "analysis".
- For Social Studies: structure exit tickets as CRQ (Constructed Response Questions):
  - Q1: Identify/describe based on the stimulus (recall)
  - Q2: Explain/analyze using evidence from the stimulus (application)
  - Q3: Evaluate/argue using the stimulus AND outside information (analysis/transfer)
- For Science: structure as claim-evidence-reasoning (CER)
- For Math: structure as show-your-work with progressive complexity
- For ELA: structure as text-dependent analysis with citations

### Misconceptions (recommended)
- List 2-3 common student misconceptions about this topic.
- Format: what students THINK vs what's actually true.
- Example (history): "Students think the Boston Tea Party was about tea prices. Actually it was about the principle of taxation without representation."
- Example (science): "Students think heavier objects fall faster. Actually, in a vacuum all objects fall at the same rate regardless of mass."

### Formative Checks (recommended)
- 2-3 quick questions the teacher can ask MID-LESSON (not the exit ticket).
- These are verbal or show-of-hands — not written assessments.
- Purpose: catch confusion BEFORE it compounds.
- Example: "Thumbs up if you can explain WHY the colonists boycotted British goods. Thumbs down if you're not sure yet."

### Prerequisite Skills (recommended)
- What students need to know BEFORE this lesson.
- Be specific: "Students should be able to read a timeline and identify cause-effect relationships."
- Helps the teacher assess readiness and plan review if needed.

### Differentiation (MANDATORY — every lesson MUST have all three)
- `struggling` (IEP/504 students): 3-4 SPECIFIC accommodations that a teacher can implement immediately.
  - Name the EXACT scaffold: "Provide a partially completed T-chart with 'Cause' and 'Effect' pre-labeled and two rows filled in as models"
  - Include modified assessments: "Exit ticket reduced to 2 questions instead of 3, with sentence starters provided"
  - Include chunking: "Break the jigsaw into two phases: reading phase (8 min) and sharing phase (5 min) with a timer displayed"
  - NEVER write generic accommodations like "provide extra time" or "provide extra support" — those are useless
- `advanced` (gifted/accelerated): 3-4 genuine extensions that deepen thinking, not repeat work.
  - "Identify an assumption the author makes and write a paragraph challenging it with counter-evidence"
  - "Research a modern parallel to this historical event and present a 2-minute argument to the class"
  - "Write a CRQ using a source you find independently — not one provided in the lesson"
  - NEVER write "write an additional paragraph" or "do extra problems" — that's punishment, not enrichment
- `ell` (English Language Learners): 3-4 concrete language supports.
  - Sentence frames for EVERY written response: "The author argues that ___ because ___"
  - Visual glossary with key terms, simple definitions, and icons/images
  - Bilingual word bank if applicable (Spanish cognates for Social Studies terms)
  - Simplified versions of primary source excerpts (shorter sentences, defined vocabulary)
  - NEVER just say "provide vocabulary support" — specify WHICH vocabulary and HOW

---

## Output Format

Respond with ONLY a JSON object (no markdown fencing):

{
    "title": "Lesson Title",
    "subject": "Subject name",
    "grade_level": "Grade level (e.g., 8th Grade)",
    "topic": "Specific lesson topic",
    "standards": ["Standard code 1", "Standard code 2"],
    "objective": "Students will be able to... (SWBAT format, observable verb)",
    "duration_minutes": 45,

    "vocabulary": [
        {
            "term": "Term",
            "definition": "Clear, student-friendly definition",
            "context_sentence": "A sentence using the term in the context of this lesson",
            "image_spec": "Specific image search query for this term (e.g. 'photosynthesis chloroplast diagram'). RECOMMENDED — may be empty string only for abstract terms."
        }
    ],

    "primary_sources": [
        {
            "id": "source_a",
            "title": "Document Title",
            "source_type": "text_excerpt | political_cartoon | map | data_table | photograph | diagram",
            "content_text": "The complete source excerpt or full data table — not a summary. Must be substantive (3–8 sentences for text; all rows/columns for tables). For political cartoons: write a detailed visual description of what the cartoon depicts (characters, symbols, captions, setting) so the reader can picture it.",
            "attribution": "Author, Title, Date/Year",
            "image_spec": "REQUIRED — a specific image search query (e.g. 'Thomas Nast Boss Tweed political cartoon 1871'). Must be real search terms, NOT emoji, NOT Unicode art, NOT decorative characters.",
            "scaffolding_questions": [
                "Identification-level question?",
                "Analysis-level question?"
            ]
        }
    ],

    "do_now": {
        "stimulus": "The full text, scenario, data excerpt, or description of the visual that students respond to. Must be substantive — not a question itself.",
        "stimulus_type": "text_excerpt | scenario | data | image | map | diagram",
        "questions": [
            "Question 1 anchored to the stimulus above?",
            "Question 2 anchored to the stimulus above?"
        ],
        "answers": [
            "Expected answer to question 1",
            "Expected answer to question 2"
        ]
    },

    "direct_instruction": [
        {
            "heading": "Section Heading",
            "content": "The actual content being taught — include full source texts, worked examples, data, or passages. Not a summary. A substitute teacher should be able to deliver this from the text alone.",
            "teacher_script": "Scripted teacher language: what the teacher says, key questions to pose, think-aloud annotations, and transition phrases. Include checks for understanding every 3–5 minutes as specific questions.",
            "key_points": ["Key point 1", "Key point 2"],
            "image_spec": "REQUIRED for ALL subjects — a specific image search query. Use real search terms, NOT emoji.",
            "hook": "Opening hook for this section — analogy, mystery, provocative question, or character intro. REQUIRED for the first section. Example: 'Imagine you just got your paycheck — now imagine the government takes 50% and you have no say in how it's spent.'",
            "transition": "Scripted pivot to the next section. Example: 'So we've seen why people were angry. But anger alone doesn't start a revolution — what else did they need?'"
        }
    ],

    "guided_notes": [
        {
            "prompt": "The ________ was the primary cause of...",
            "answer": "key word or phrase",
            "section_ref": "Heading of the direct_instruction section this note belongs to"
        }
    ],

    "stations": [
        {
            "title": "STATION A: Document Title",
            "source_ref": "id of the referenced primary_source (e.g., source_a)",
            "task": "What students are doing at this station (e.g., sourcing, contextualizing, corroborating)",
            "student_directions": "Step-by-step directions a student can follow independently. Include all questions students will answer.",
            "teacher_answer_key": "Complete expected responses for all station questions"
        }
    ],

    "independent_work": {
        "task": "Clear, step-by-step instructions a student can follow without asking the teacher. Include all actual problems, questions, or tasks — not descriptions of tasks. Include an extension task for early finishers.",
        "rubric_snippet": "2–3 criteria describing what proficient work looks like",
        "exemplar": "A brief model answer or sentence-level exemplar showing the expected quality"
    },

    "exit_ticket": [
        {
            "stimulus": "The actual text, data excerpt, or scenario students read before answering. Must be non-empty.",
            "stimulus_type": "text_excerpt | scenario | data | image | map | diagram",
            "stimulus_image_spec": "Optional image description or empty string",
            "question": "Question anchored to the stimulus above?",
            "answer": "Expected proficient response",
            "cognitive_level": "recall",
            "sentence_starters": ["According to the source, ___", "The author states that ___"],
            "response_framework": "TEA or RACE or CER — match the teacher's preferred framework"
        },
        {
            "stimulus": "A different or extended stimulus — may reuse an earlier source with a new angle.",
            "stimulus_type": "text_excerpt | scenario | data | image | map | diagram",
            "stimulus_image_spec": "",
            "question": "Application-level question anchored to the stimulus?",
            "answer": "Expected proficient response",
            "cognitive_level": "application",
            "sentence_starters": ["This evidence suggests that ___", "The relationship between X and Y shows ___"],
            "response_framework": ""
        },
        {
            "stimulus": "A new or extended stimulus that requires synthesis or transfer.",
            "stimulus_type": "text_excerpt | scenario | data | image | map | diagram",
            "stimulus_image_spec": "",
            "question": "Analysis or transfer question — requires students to go beyond the text?",
            "answer": "Expected proficient response",
            "cognitive_level": "analysis"
        }
    ],

    "differentiation": {
        "struggling": [
            "Specific scaffold 1 — name the tool, structure, or sentence frame",
            "Specific scaffold 2"
        ],
        "advanced": [
            "Genuine enrichment extension 1 — deepens, does not repeat",
            "Genuine enrichment extension 2"
        ],
        "ell": [
            "Concrete language support 1 — sentence frame, visual glossary, or cognate note",
            "Concrete language support 2"
        ]
    },

    "homework": "A meaningful extension activity connecting today's learning to outside school or previewing tomorrow's content. Not busywork. Not a repeat of classwork. Write null if no homework.",

    "materials_needed": [
        "Item 1 — specific enough that a teacher can gather everything before class",
        "Item 2"
    ],

    "lesson_format": "Choose ONE: document_analysis | station_rotation | socratic_seminar | jigsaw | gallery_walk | gradual_release | simulation | lecture_discussion. Pick the format that best fits this topic and the teacher's style.",

    "misconceptions": [
        "Common misunderstanding 1 that students often have about this topic",
        "Common misunderstanding 2 — include what students THINK vs what's actually true"
    ],

    "formative_checks": [
        "Quick check question to ask mid-lesson (NOT the exit ticket — these are verbal or show-of-hands)",
        "Another check-for-understanding that catches confusion before it compounds"
    ],

    "prerequisite_skills": [
        "Skill or concept students need before this lesson",
        "Prior knowledge that today's lesson builds on"
    ],

    "lesson_personality": "One-line theme or character for this lesson. Example: 'Today we're putting Hammurabi on trial — you're the jury.' or 'Welcome to the world's most unfair dinner party.'",

    "minute_by_minute": [
        {"time": "0:00-3:00", "activity": "Do Now", "teacher_moves": "Circulate, check responses, identify 2 students to share"},
        {"time": "3:00-5:00", "activity": "Do Now Debrief", "teacher_moves": "Cold call, bridge to today's lesson with hook"},
        {"time": "5:00-18:00", "activity": "Direct Instruction", "teacher_moves": "Deliver content with embedded CFUs every 3-5 min"},
        {"time": "18:00-32:00", "activity": "Station Rotation / Jigsaw / Activity", "teacher_moves": "Facilitate groups, monitor timer, check graphic organizers"},
        {"time": "32:00-38:00", "activity": "Exit Ticket", "teacher_moves": "Students write independently, no talking"},
        {"time": "38:00-40:00", "activity": "Closing", "teacher_moves": "Preview tomorrow, collect exit tickets"}
    ],

    "jigsaw": {
        "num_expert_groups": 4,
        "documents_per_group": ["source_a", "source_b", "source_c", "source_d"],
        "expert_phase_minutes": 10,
        "teaching_phase_minutes": 10,
        "graphic_organizer": "Movement | Main Problem | Proposed Solution | Key Evidence",
        "share_out_protocol": "Each expert has exactly 2 minutes. Read the key quote, explain the main argument, then answer questions.",
        "debrief_question": "Which reform movement had the biggest impact on American society? Use evidence from at least two sources."
    },

    "creative_activity": {
        "activity_type": "time_travel | role_play | debate | podcast_script | social_media | gallery_walk | mock_trial",
        "title": "Name of the activity",
        "scenario": "The setup students enter. Example: 'It's 1848. You've been invited to the Seneca Falls Convention...'",
        "roles": ["Role 1 — description", "Role 2 — description"],
        "student_directions": "Step-by-step what students do. Must be specific enough that a substitute could run it.",
        "deliverable": "What students produce (script, poster, social media posts, debate prep sheet, etc.)",
        "debrief": "How the teacher wraps up and connects back to the objective",
        "time_minutes": 15
    }
}
