Teaching Jacqueline High
The Phantom Hallucination: If the "Perfect Prompt" gurus were right, my voice-to-text typo should have generated this: a poster for an absurd teen drama called Jaqueline High. The fact that the AI ignored this and gave me Jekyll & Hyde instead is the ultimate proof that Context > Syntax.
There is an industry growing around the idea that we need "Perfect Prompts" to get good results from AI. They sell us libraries, cheat sheets, and structural guides.
They are lying to us. AI doesn't need perfect grammar: it needs Context.
Below is the raw, unedited log of a session I ran 15 minutes before a lesson.
- The Brief: Teach the "Window Motif" in Jekyll & Hyde to a high-energy Year 10 class.
- The Constraint: I had 15 minutes before the bell rang.
- The Reality: This was done on a phone, speech-to-text, while running out of a meeting that went too long and ate up my entire planning period.
The "Observation Guide" (The Frame)
What to look for in the chaos:
- The Typos: I voice-to-text "Jacqueline High" instead of Jekyll & Hyde—and that’s just the start.
- The Ramble: I admit, "I don't really have time to think".
- The Pivot: I reject the first draft because it is "too generic" and demand a specific hook for "silly boys".
- The Iteration: I keep injecting my intent and my context to get the lesson I want to teach, not a generic AI lesson.
What to look for in the result:
Despite the mess, because I treated the AI as a Junior Colleague and steered it with intent, we co-created:
- ✅ A specific "Eyes are the window to the soul" hook.
- ✅ An accessible definition of "Motif".
- ✅ A full HTML slide deck code.
Raw Chat Log - Jekyll & Hyde: Window Lesson Plan
Produced: October 30th, 2025
AI Used: Gemini 2.5Pro
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Prompt:
Okay so I have like 15 minutes to put this lesson together and I'm going to go. I need to teach the part of Jacqueline High this chapter 8. Where is the window and what I want to focus on is on the motif of the window and the fact that Jekyll is sitting at the window so wanting to connect want them to open up but then he starts transforming and has to shut down. But yes I don't know how to communicate that and I don't really have time to think
Response:
Thinking:
> Examining the User's Needs
> I'm currently focused on deconstructing the user's request. My priority is understanding their profile as a secondary school English teacher, specifically KS3-KS5. Time is a significant constraint, and I am assessing the impact of this urgency on the lesson plan design.
> Pinpointing Lesson Objectives
> I've refined my understanding of the user's needs. The core of the lesson now clearly centers around the window motif in Dr. Jekyll and Mr. Hyde, specifically in Chapter 7. I'm prioritizing quick, actionable steps and a lesson structure that allows the user to easily communicate the idea of thwarted connection. The focus is on a simple, "grab-and-go" plan due to the tight timeframe. I am leaning toward an activity-based approach to ensure active learning.
> Formulating the Lesson Plan
> I'm now concretely shaping the lesson. The "Do Now" will be a quick visual starter related to windows. The core activity will involve a guided reading of the relevant section, with questions specifically targeting the window's symbolic significance. I'm focusing on language that highlights the shift from openness to isolation. The plenary will be a short, reflective writing task summarizing the thwarted connection. I'm aiming for a highly structured, yet flexible lesson that the teacher can adapt as needed.
> Designing a Quick Starter
> I'm presently building the "Do Now" activity. Initially, my ideas were quite basic, like asking what windows do or simply showing a picture. I've since refined this to be more engaging. The latest approach is a two-column brainstorm, "A window is for..." and "What can it represent?", which connects thematically to the lesson's core and gets students thinking symbolically right away. This should spark ideas quickly and prime them for understanding the window motif.
> Constructing a Quick Lesson
> I've refined the lesson plan by incorporating a student-led brainstorm for the "Do Now." This two-column exercise will kickstart the session by prompting students to consider the functions and symbolic meanings of windows, directly linking to the core theme. The guided reading will follow, with focused annotation and Socratic questions to reinforce the concept of thwarted connection and Jekyll's isolation.
>
> Constructing the Core Activity
>
> I am now focusing on the guided reading and analysis. The goal is to craft Socratic questions that precisely target the window's evolving symbolism, leading students to the "thwarted connection" theme. The primary concern is ensuring active engagement within the limited timeframe. I'm exploring questions to quickly highlight Jekyll's isolation and his failed desire for interaction. I need the students to quickly connect the beginning hope with the final barrier.
>
> Formulating Questions for Analysis
>
> I'm now devising the core activity. My focus is on crafting Socratic questions designed to guide students' interpretation of the window motif in Jekyll and Hyde, Chapter 7. The primary goal is to facilitate a clear understanding of the "thwarted connection" theme, leading them from initial openness to Jekyll's eventual isolation. The questions should highlight Jekyll's desire for interaction and the barrier that transforms it into an impassable wall.
***
Here is a quick, actionable lesson plan to get you going.
This plan focuses on getting students from the literal window to the symbolic window in a few simple steps.
*
### Lesson Focus: The Incident at the Window (Chapter 7)
Core Concept: The window as a symbol of the boundary between Jekyll's "acceptable" public self and his "monstrous" private self.
The Key Idea (for you): Jekyll is trapped behind the window (like a prisoner). He wants to connect with the outside world (Utterson/Enfield), but his "illness" (Hyde) physically shuts that connection down, turning the window from a point of potential connection into a final, violent barrier.
*
### 🏃♂️ 15-Minute Lesson Plan
#### 1\. Starter (3 Minutes)
*Activity:** Put this question on the board: "Why would a character be seen at a window, but not at a door?"
*Purpose:** To immediately get them thinking symbolically.
* Expected ideas: They are trapped, they are watching, they are separate, they can see but not join, they are a prisoner.
*You say:** "Keep these ideas in mind. Today, Jekyll is at a window."
#### 2\. Read the Text (5 Minutes)
*Activity:** Read the "Incident at the Window" (Chapter 7) aloud. It's short but incredibly powerful.
*Instruction:** "As I read, I want you to underline two things:
1. Any word used to describe Jekyll's appearance.
2. The final action that happens to the window."
#### 3\. Guided Questions (5 Minutes)
*Activity:** Use these questions to guide a quick-fire discussion.
*Question 1:** "At the start, how does Jekyll look? What is his 'expression'?"
* Answer: "Infinitely sad," "disconsolate prisoner."
*Question 2:** "What does Jekyll try to do?"
* Answer: He tries to talk, to connect ("I am very glad to see you... I should like to..."). He wants to join them.
*Question 3:** "So, at the start, what does the window represent?"
* Answer: His last link to the outside world, to friendship, to his old self. A potential for connection.
*Question 4:** "Then what happens? What's the 'change'?"
* Answer: "The smile was struck from his face..." replaced by "terror and despair."
*Question 5:** "What is the very last action of the scene?"
* Answer: The window is "thrust down."
*Question 6 (The Big One):** "So, what does that final action symbolise? What is Jekyll (or Hyde) doing?"
Answer: *This is your key point.** He is shutting the world out. The "horror" is being locked inside. The connection is permanently broken. The window is no longer a path out, it's a barrier to keep the in from escaping.
#### 4\. Plenary (2 Minutes)
*Activity:** Have students write one sentence in their books.
*Prompt:** "Complete this sentence: In Chapter 7, the window symbolises..."
*Purpose:** This locks in the learning and gives you a quick check.
*
### 🔑 Key Quotes to Pinpoint
"...like some *disconsolate prisoner**." (Links to the 'trapped' starter)
"The smile was *struck from his face**..."
"...an expression of such *abject terror and despair**..."
"They saw it but for a glimpse, for the window was *instantly thrust down**."
Good luck! You've got this.
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Prompt:
This is quite good but let's pay over to like a set five out of nine so mid of the range is slightly low ability. A lot of silly boys need to hook them in somehow. This is a bit too generic. I'm thinking I want to use the expression the expression ice are the windows to the sole and then just concentrate on that idea of the window and the sole
Response:
> Thinking:
> Revising the Focus
> I've been meticulously analyzing the user's request, initially focusing on the original task: delivering a 15-minute lesson on Chapter 7 of Jekyll and Hyde, specifically "Incident at the Window." I'm now refining the scope, ensuring all the key elements of the request are fully captured. This analytical phase is crucial for developing the proper plan.
> Focusing the Angle
> I'm now fully immersed in the process of building the lesson, shifting my viewpoint to link the key metaphor of the "eyes being the window to the soul" with the actual window in the chapter. I'm carefully connecting the window's literal meaning to the metaphor's implied meaning about identity. This linkage will be the cornerstone of the lesson plan.>
> Structuring the Activity>
> I've been working on a fresh approach to the lesson, considering the specific user feedback. I'm focusing on the "silly boys" and their need for engagement. The current thought is to begin with a drawing exercise related to "eyes are the windows to the soul," using the board to foster interaction. This builds a visual hook that should capture their attention.
> Constructing the Activity
> I'm solidifying the lesson plan's introductory activity. The core focus is making the connection between the metaphorical window (eyes) and the literal window (in the text) clear, using drawing to engage the "silly boys" and low-ability students. My latest update involves a structured drawing exercise on the board to illustrate the idiom, "The eyes are the windows to the soul." Then, I'll connect the drawing exercise to the "incident at the window" in Jekyll and Hyde. The focus will remain on the window and the concept of the soul.
> Constructing the Core
> I'm solidifying the lesson plan's focus, ensuring the connection between the metaphorical and literal windows is concrete and engaging, considering the drawing exercise. I've broken the lesson into hook, reading, and analysis phases. The hook uses the house-and-window metaphor to illustrate the idiom. Then, it's followed by reading the chapter to determine if the window is open or shut.>
> Structuring the Core
> The focus has shifted to the initial hook, the house drawing. I'm building it up as the gateway to the text, a way to visualize the idiom, "eyes are the windows to the soul," ensuring engagement for the "silly boys" and "low ability" students. The aim now is to build up the drawing and then link it to the text. The reading will then determine if the window is open or shut.
> Refining the Structure
> The development of the lesson plan is solidifying. I've broken the thinking process into distinct components: the hook, reading the text, analysis, and then the plenary. The focus remains steadfast on linking the idiom to the chapter's "incident at the window." This structure is designed to keep it short and sweet, yet comprehensive.
***
Got it. This is a much better hook for that group. Using a concrete, relatable idiom is the perfect way in.
Here is a new 15-minute plan designed to hook them with that specific idea.
*
### Lesson Focus: The Window to Jekyll's Soul (Chapter 7)
Your Key Idiom: "The eyes are the windows to the soul." The Lesson's Big Idea: The window in the story is Jekyll's "eye." We (and Utterson) are trying to look into his "soul," and we see something horrific just before he slams it shut.
*
### 🏃♂️ 15-Minute Plan for "The Lads"
#### 1\. The Hook (4 minutes)
*Activity:** Put this on the board: "The eyes are the windows to the..."
*You say:** "Finish this phrase. Someone's heard it. (Wait for 'soul'). Right. What does it mean? If I look at your 'windows' (your eyes), what do I see?"
* Get ideas: Your feelings, if you're lying, if you're happy/sad, your true self.
*Quick Drawing Task:** "On a mini-whiteboard or in your book: Draw a quick stick-man. Now, draw him happy. What do his 'windows' (eyes) look like?" (Open, bright).
*You say:** "Now, draw him miserable or hiding a secret."
*Ask:** "What's happened to his 'windows' (eyes)?" (Shut, looking down, covered).
*You say:** "Exactly. You shut the windows when you don't want people to see the 'soul' inside. Remember this. Today, we're not looking at eyes, we're looking at a real window."
#### 2\. Read the Scene (5 minutes)
*Activity:** Read the "Incident at the Window" (Chapter 7). It's short.
*Instruction:** "As I read, your only job is to track what happens to the window. Listen for its position. Is it open, shut, or...?"
#### 3\. Connect the Hook (6 minutes)
*Activity:** Quick-fire questions. Get them to find the evidence.
*Question 1:** "At the start, what is the position of the window?"
Answer: "*half-way open**."
*Question 2:** "If the window is Jekyll's 'soul,' what does 'half-way open' tell us?"
Answer: He's not fully open (not at the door), but not fully hidden. He's trapped. He wants to connect but can't. He looks like a "*disconsolate prisoner**."
*Question 3:** "Utterson and Enfield look up at Jekyll's 'soul.' What do they see happen to his face?"
Answer: The smile is "*struck**" off. It's replaced by "**abject terror and despair**." (This is Hyde, the true soul, showing through).
*Question 4 (The Big One):** "What is the final action of the scene?"
Answer: The window was "*instantly thrust down**."
*Question 5:** "Why? Using our hook, why does he slam the window shut?"
Answer: *He's hiding his 'soul'.** He doesn't want them to see the monster (Hyde) that is taking over. He is slamming the 'windows' shut to hide the terror inside.
*
### 🔑 Key Phrases for This Lesson
"...the window *half-way open**..." (His soul is half-hidden, half-visible)
"...like some *disconsolate prisoner**." (His soul is trapped inside his 'house'/body)
"...an expression of such *abject terror and despair**..." (The real soul/Hyde breaking through)
"...the window was *instantly thrust down**." (Slamming the 'windows' shut to hide the monster)
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Prompt:
been talking a lot about like how in the gothic the setting is important and how buildings represent their inhabitants so let's link it to the idea as well probably to the idea of motif which I haven't taught to them before
Response:
> Thinking:
> Exploring Architectural Metaphor
> I'm now thinking about how the Gothic setting idea, where buildings mirror their inhabitants, can enhance the lesson. I'm focusing on low-to-mid ability students. The challenge is making it accessible and engaging. I'm considering using visual aids, maybe even quick sketches, to illustrate this concept of architectural metaphor. I need to make it relevant to the lesson's core themes.
> Defining Literary Motif
> My current focus is crafting a concise definition of "motif" that will resonate with these students. I'm aiming for something memorable and relatable, possibly using a TV catchphrase analogy, as a stepping stone to understanding the concept of a recurring image. This will be the foundational piece that'll help connect the "window" imagery from the text to the broader theme of the building as a reflection of its inhabitants.
> Connecting Architecture and Soul
> My focus is now on connecting the "eyes are windows to the soul" analogy with the building-as-person idea. I'm visualizing the lesson's flow, ensuring the link between Jekyll's window and his inner state is crystal clear. I'm keen to introduce the term "motif" naturally within this context, solidifying the students' understanding of its role in symbolism.
> Finalizing Lesson Flow
> I've crafted a step-by-step 15-minute lesson, starting with the "eyes are windows to the soul" analogy. I'll link this directly to the Gothic idea of buildings mirroring their inhabitants. The concept of "motif" is introduced as a fancy term for recurring symbols, using the window as an example. I've designed specific questions to guide student analysis, ensuring they see Jekyll's window as a reflection of his internal struggle, emphasizing how his final action closes his soul away. The plenary consolidates their understanding.
***
This is a great addition. Linking the window (a part of the building) to the building itself (representing the person) makes the "window to the soul" hook even stronger.
Here's the 15-minute plan, revised.
*
### Lesson Focus: The Window as a Motif (Chapter 7)
Your Key Concepts:
1. Gothic Hook: Buildings = Inhabitants.
2. Idiom Hook: "The eyes are the windows to the soul."
3. New Term:Motif (a repeating image that builds up meaning).
The Lesson's Big Idea: Jekyll's house is his body. The window is his eye. We look through it to see his soul (which is becoming Hyde) just before he slams it shut. This 'window' is a motif.
*
### 🏃♂️ 15-Minute Plan (V3: The "Lads" + Lit Terms)
#### 1\. The Hook & New Term (5 minutes)
*Activity:** On the board, write:
1. In Gothic stories: Building = Person
2. Old Saying: Eyes = Windows to the Soul
*You say:** "We've talked about how buildings in Gothic stories, like in Dickens, are like the people inside. If the house is broken, the person is broken."
**Ask:** "So, if Jekyll's house is his body, what part of the house is his 'eye'?"
* Answer: The window.
*You say:** "Exactly. So, Jekyll's Window = Jekyll's Eye = Jekyll's Soul."
*You say:** "In English, when a writer keeps using the same symbol again and again—like a window, or blood, or a storm—we call it a motif. It's just a fancy word for a repeating symbol. The window is a motif in this book. We're going to figure out what it means."
#### 2\. Read the Scene (5 minutes)
*Activity:** Read the "Incident at the Window" (Chapter 7).
*Instruction:** "As I read, listen for three things:
1. The window's position at the start.
2. What they see on Jekyll's face.
3. The window's position at the end."
#### 3\. Connect the Hooks (5 minutes)
*Activity:** Quick-fire questions.
*Question 1:** "What's the window's position at the start?"
Answer: "*half-way open**."
*Question 2:** "If the window is his 'soul,' what does 'half-way open' tell us?"
Answer: He's not fully open, not fully shut. He's trapped. He's a "*disconsolate prisoner**." He wants to connect but can't.
*Question 3:** "Utterson and Enfield look 'into his soul.' What do they see?"
Answer: The smile is "*struck**" off. It's replaced by "**abject terror and despair**." (This is Hyde, his true 'soul', showing through).
*Question 4 (The Big One):** "What happens to the window at the end?"
Answer: It was "*instantly thrust down**."
*Question 5:** "So, what has he done? Why slam his 'soul' shut?"
Answer: *He's hiding the monster inside.** He's slamming the 'window' so they can't see his soul (Hyde) anymore. The connection is broken.
#### 4\. Plenary (in the last 30 seconds)
*You say:** "So, the motif of the window shows Jekyll is...? (Trapped / Hiding). And his 'soul' is... ? (Full of terror / monstrous)."
This gives them a concrete image (the window), linked to a concrete saying (eyes/soul), linked to a bigger idea (building/person), and gives it a clear label (**motif**).
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Prompt:
ok great,plan, not give me the slide deck with the exact text for each slide, keep it sparse, I'll be doing most of the talking from the plan, just the key questions and quotes for the students and some images
Response:
Thinking:
> Reflecting on the Incident
> I've been meticulously analyzing the request and have zoomed in on the Jekyll and Hyde text, focusing on Chapter 7, "Incident at the Window." My mind is now turning towards the core concepts embedded within this chapter. This is an excellent starting point for outlining the slide deck's content.
> Defining Key Motifs
> I'm now zeroing in on defining the key motifs. Specifically, I'm focusing on "the window" as a repeating symbol. The Gothic idea connecting buildings and inhabitants is pivotal. I'm also considering how Jekyll's conflict, his attempt to connect, and his subsequent retreat, can be visualized for the slide deck. I'm keen on crafting questions and selecting quotes that will keep the audience engaged. My goal is a compelling HTML slide deck.
> Structuring the Slide Content
> I'm now fully immersed in the practical aspects. I've broken down the lesson plan into distinct slide components, allocating space for text, questions, and imagery. I'm focusing on the Gothic theme, aiming for a dark, engaging, yet sophisticated design. I've decided to refine Theme\_4 further, making it less generic. I'm building slide titles, aiming to include slide numbers for clarity. The "incident" will be presented with a sense of visual and textual tension. I believe I have the structure ready to commence with the slide content generation now.
> Designing the Gothic Theme
> I'm now fully immersed in the design phase, particularly the visual aspects of the slide deck. I'm focusing on crafting a dark yet engaging Gothic aesthetic to captivate the audience. My current plan is to combine the elements of Theme\_1 and Theme\_4 to bring out this look. I've selected a dark color palette. I'm building slide content. My emphasis is on the window motif.
> Focusing on Presentation Design
> I've been meticulously refining the content, and I've now progressed to organizing it into an HTML-based slide deck. The visual design is leaning into a dark Gothic aesthetic. My key emphasis is on the window motif and its connection to Jekyll's hidden nature. I'm prioritizing clarity and engagement. I'm currently working on the layout and content for the first few slides.
> Developing the HTML Deck
> I'm deep into slide content creation, crafting key questions and pulling poignant quotes. Focusing on the visual presentation, I've selected a Gothic design with a dark background and high-contrast text to capture the mood of Jekyll and Hyde. I'm now crafting the HTML structure and starting to flesh out each slide with text and any necessary images.
> Structuring the Slides
> I've completed the preliminary design and now am constructing each slide's content. I'm leveraging Gothic imagery, such as dark windows and foreboding backgrounds to enhance the central motif of windows and souls in Jekyll and Hyde. I'm refining my ideas on how to pose impactful questions to the students. I'm building slide content. My focus is still on ensuring clarity and engagement, while capturing the essence of the text.
> Constructing the Visuals
> I've been working on the image selection and matching appropriate layouts to the slides. I've chosen Gothic-style images to enhance the window motif in Jekyll and Hyde Chapter 7. Layouts are being assigned to effectively structure the slide content for a flowing presentation.
> Generating Slide Content
> I'm now generating all the slide content. I've successfully incorporated the Gothic theme and the window motif. I've pulled powerful quotes to connect with the audience, aiming for an engaging structure for optimal impact. With the layout finalized, my next goal is to refine the content to ensure it's student-ready.
> Developing Key Concepts
> I've assembled the visuals and mapped out the lesson's core elements. The focus is now on crafting a sparse presentation, prioritizing crucial questions and impactful quotes to complement the images. I'm keeping the audience's needs in mind, striving for ultimate clarity.
> Constructing Visual Narrative
> I'm now fully immersed in the design phase, outlining each slide's content and flow. I'm focusing on a 10-slide deck with a distinct Gothic aesthetic. My font choices are finalized: Merriweather for headings and Lato for body text, ensuring both style and legibility. I've selected a dark color palette with high-contrast text and a subtle accent color to highlight key quotes. The initial slide structure, as detailed, is complete and ready to be built.
> Designing Lesson Structure
> Now that the foundational slide structure is complete, I'm diving into the specifics of each slide's content. I'm prioritizing the concise delivery of information, ensuring each slide serves a clear purpose within the lesson. I'm focusing on the gothic aesthetic, while ensuring the presentation remains accessible to lower-ability students. The layout is ready to be built!
> Outlining Visual Elements
> I've got the overall slide structure nailed down, and now I'm building it out based on the user's detailed specification. I'm focusing on simplicity to aid low-ability students, highlighting key questions and quotes, and using imagery in a sparse fashion to emphasize the core concepts, working now from the detailed HTML plan as provided. I'm using a dark, gothic-inspired palette with high-contrast text and a pale accent color to highlight the quotes, just as the user requested.
> Crafting the Visuals
> I've got the overall plan locked down, including the slide-by-slide HTML layout the user specified, and am ready to get to work on the visuals. The content prioritization, emphasizing key questions and quotes, along with the gothic aesthetic, will make it as accessible as possible for low-ability students. The 10-slide deck is a go!
> Crafting the Visuals
> My plan is complete, and the HTML layout for each slide is finalized. The focus will be on sparse design elements, prioritizing key questions, quotes, and visual hooks to support the lesson for lower-ability students. I'm using a dark, gothic aesthetic, with high-contrast text and a pale accent color for emphasis, adhering exactly to the user's detailed specification. I'm ready to begin generating the slides, following the 10-slide structure as planned.
***
Generating slides ...
> Jekyll's Window - 30 Oct, 12:05
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Prompt:
can you only do seven slides? cause you stopped at the questions. Generate another deck with the stuff you missed
Response:
Thinking:
> Finalizing Slide Count
> I'm focusing on wrapping up this presentation. I know the user wanted 7 further slides. I have five done, and I've been aiming to add the last two slides. Slide 6 was cut off, and I need to figure out what was supposed to go in there. I'm almost finished, just need to figure out the last one.
> Refining the Deck's Structure
> I'm now fully committed to completing the presentation with the remaining slides. Having confirmed the user's requirement of seven slides aligns perfectly with my existing plan. Previously, I had only completed five. Slide 6 was cut off and will now be the focus, and then slide seven, and the deck should be complete. I also needed to gather an image artifact.
> Constructing Final HTML
> I'm now fully immersed in completing the HTML for the final slides. I have the content and layout locked down, matching the user's needs for seven slides. Specifically, I'm generating the HTML for Slide 6, which was previously truncated. I'm also building the seventh and final slide, which will include the concluding quotes, with a dark full background. The image for Slide 6 is also now incorporated.
> Finalizing Image Assets
> I'm making progress. I have an additional image URL needed. I now need two image assets: one for slide 6, and a final one for slide 7 to fully complete this new 7-slide deck. I'm focusing on acquiring the necessary images. I am now proceeding to make the function calls to retrieve them.
> Finalizing Visuals for Deck
> I've gathered all the images needed for the 7-slide deck. I have the necessary image for slide 5 and slide 6; I'm satisfied with the visual choices so far. The visual aspect of the presentation is progressing well.
> Creating HTML Deck Now
> I've got the images for all 7 slides, including the one for slide 7 at `http://googleusercontent.com/ image_collection/image_retrieval/4472480574888252219`. Now, my focus shifts to generating the full HTML presentation; I'm starting on that.
***
Generating slides ...
The Verdict:
Is it perfect? Far from it. But any time-constrained teacher knows that "perfect" is not something we deal in.
The takeaway is not that we produced a flawless lesson. What is clear is that you don't need to be a "Prompt Engineer" to get lessons that feel authentic.
You need to be an Expert Pilot. The AI didn't care about my syntax. It cared about my Intent.
Once I clarified the context (Year 10, Window Motif, High Energy), the machine handled the execution.
If this can be produced in a 15-minute sprint, imagine what you can achieve during actual planning time.
Stop polishing the prompt. Start steering the intelligence.
Note: I didn’t like the slide deck it generated, so I didn’t use it. Also, I didn’t need it. I just needed the AI to help me focus my ideas. If I had 15 more minutes to iterate, I could have gotten it there, but that wasn't the reality.
As for the lesson? It went great. I kept the chat open, referenced it as notes, and then I just taught.
I’m the expert in the room.
