AI lesson planning
for tomorrow's classELL students

Yes. ChatGPT is a general-purpose assistant, and even with its memory features it isn't built around a classroom. Auto Classmate is: it keeps structured class profiles (ELL, IEP, 504, gifted, reading levels), a built-in standards database, and your lessons, units, resources and reflections all connected, so every plan is grounded in your actual room rather than scattered chat history. The output is more robust too. Instead of a chat reply you get a complete plan with objectives, unpacked standards, Bloom's and DOK targeting per section, differentiation for each student group, formative checks and an assessment, plus 12 resource types, unit arcs, sub plans and real file exports. A chat assistant can get partway there, but you have to prompt for all of it, every time, and rebuild the structure yourself.

Teachers in our survey reported saving an average of 5-7 hours per week. Generation takes about 30 seconds per lesson.

Ten frameworks ship with the platform: CCSS-ELA, CCSS-Math, NGSS and C3, plus WIDA English language development, CASEL for SEL, ISTE, ACTFL world languages, the National Core Arts Standards and SHAPE for PE and health. Every standard is unpacked into learning targets automatically. State frameworks are not bundled, but they can be imported into an account. Ask us and we will load yours.

Your class profiles, lessons and reflections are stored in your own account and are never used to train outside AI models. Class profiles are designed to hold group-level information, counts and needs rather than named student records, and generated sub plans are name-scrubbed as a safety net. While subscribed you can export any lesson, unit or resource (print, Word, Google Docs, Slides, PowerPoint); at any time you can delete any item from your dashboard, or delete your account and all of its content from Settings.

Every paid plan comes with a 7-day money-back guarantee, and it runs itself: cancel within 7 days of your first charge and the refund is issued automatically. You do not have to email anyone. The guarantee is available once per account. You can also keep using the free tools forever, no strings.

Lessons, units and resources all export to print or PDF, download as a Word file, or copy across into Google Docs with formatting intact. Resources go further, because they are the things students hold: those also export straight to Google Slides or download as PowerPoint.

A usable lesson plan names one measurable objective tied to a standard, then shows how a class gets there: an opening that surfaces what students already know, explicit instruction with modeling, guided practice, independent practice, and a closing that proves the objective was met. Around those sit the parts most plans skip: realistic timings for each step, the materials someone has to print or gather, a formative check partway through, and the specific scaffolds and extensions for the students in that room. A plan that has the first list but not the second reads well and falls apart at minute twelve.

Plan the core task once, at grade level, then vary the route to it rather than the destination. Three levers do most of the work: input (how the content arrives: a recording, a glossary, a worked example), process (how students work: pairs, sentence frames, a partly completed organizer), and output (how they show what they know: a paragraph, a labeled diagram, a spoken answer). ELL support is language support, not less content; IEP accommodations follow the plan on file; and enrichment for gifted students means more depth or complexity, not more questions. Written this way one lesson carries four groups without becoming four lessons.

Bloom's describes the KIND of thinking a task asks for, from remembering through to creating. Webb's Depth of Knowledge describes how DEEP the thinking has to go, from recalling a fact (DOK 1) through to extended, cross-disciplinary work (DOK 4). They are not the same scale, and the difference matters: "create a poster listing the causes of the war" sits at the top of Bloom's and at DOK 1, because the thinking is still recall. Naming both keeps a lesson honest. The verb tells you what students do, the DOK level tells you how hard it really is.

Read the standard and separate the nouns from the verbs. The nouns are the concepts students must know; the verbs are the skills they must perform, and the verbs set the cognitive level. Write each verb-plus-noun pair as a single "I can" statement small enough to teach and check in one lesson, then decide, for each one, what evidence would convince you a student had it. Most standards break into three to five targets, and a standard that yields only one is usually still too big to teach.