Schedule source learning materials into a multi-day teaching plan

Proposed inputs

1. Name

   Approved material manifest

   Owner

   Educator

   Minimum scope

   A small set of authorized reading/activity files with edition and page ranges.

   Quality check

   Confirm files open, distinguish teacher notes from learner tasks and list prerequisites explicitly.

2. Name

   Teaching calendar

   Owner

   Educator

   Minimum scope

   Available days, subject blocks, breaks and any fixed sequence rules.

   Quality check

   Use explicit dates or numbered days and distinguish available time from estimated activity duration.

Access and setup — proposed or unknown

Proposed minimum

1. Tools to check: Claude Cowork, PDF-reading access and a document output folder. Preserve originals and verify current file-reading and output support before planning a real class.

2. Inventory materials first, propose a short allocation with conflicts visible, then have the educator review one day before expanding the schedule.

Compatibility unknowns

1. Unknown: OCR quality, layout extraction, current file limits and exported document behavior.

External actions requiring approval

1. Uploading protected curriculum or personal learner information, distributing the plan, and changing an official school calendar or learning system.

Why use this

1. A calendar can look complete while assigning two long activities to one short block or placing an exercise before its prerequisite reading.

2. A useful draft makes these conflicts visible before teaching starts. The educator keeps control of learning goals and decides whether any material should be shortened, skipped or moved.

Why an agent / simpler alternative

Useful judgment

Interpret differently formatted material, group related activities and explain competing allocation choices without treating page count as teaching time.

Simpler alternative

Use a weekly planner or spreadsheet when the materials already have a fixed sequence and reliable durations.

Unsuitable when

The source material is unreadable, the educator cannot review suitability, or the task would require unsupported judgments about an individual learner.

Expected deliverable and review checks

Proposed artifact

A schedule draft with one row per teaching block, exact source references, estimated workload marked as proposed, and a separate unused-material list.

Critical checks

1. Every assigned page exists in the named edition; duplicated assignments are intentional.

2. Prerequisite reading comes before the dependent activity.

3. Time allocations fit the supplied block and include the educator’s breaks.

4. Unassigned or unsuitable material remains visible rather than being silently omitted.

Missing output evidence

No original plan file or educator correction history was available to inspect.

First check — proposed, unexecuted

Status

proposed_unexecuted

Synthetic fixture

Use three original fictional worksheets and two short readings for a two-day adult workshop. One exercise requires the second reading; the requested first day is deliberately overfilled.

Acceptance checks

1. Retain all five material identifiers and flag the capacity conflict.

2. Place the prerequisite before its exercise or present the unresolved choice to the educator.

Stop conditions

1. A file is unreadable, instructional suitability cannot be assessed, or identifiable learner information is introduced.

Failure signals and proposed responses

1. Signal

   One source PDF has no usable text and its pages disappear from the plan.

   Why it matters

   A polished calendar conceals missing coverage.

   Proposed response

   List the file as unreadable, request an accessible copy and stop allocating its content.

2. Signal

   A later exercise is scheduled before its introductory material.

   Why it matters

   The schedule frustrates the intended learning sequence.

   Proposed response

   Show the dependency conflict and offer a reorder for educator review.

3. Signal

   Estimated blocks exceed the supplied day.

   Why it matters

   The plan is not operationally usable even if every item is listed.

   Proposed response

   Expose the overage and ask which item to shorten or defer; do not invent extra teaching time.

Effort and cost — unknown

Setup work

1. Prepare the material manifest and explicit calendar constraints.

Ongoing review

1. Check the first planned day against actual teaching experience before reusing its duration assumptions.

Unknowns

1. Unknown: preparation effort, extraction errors and the learner-specific time needed for each activity.

Limits

1. The draft is planning assistance, not a validated curriculum or evidence of learning improvement. Source rights and educational requirements still need owner review.