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lesson-plan

Build a complete, standards-aligned lesson plan with clear objectives, a timed activity sequence, differentiation, and assessment. Use when asked to write a lesson plan, plan a class or lesson, design a teaching session, or structure instruction for a topic. Produces a ready-to-teach plan with measurable objectives, a minute-by-minute flow, materials, checks for understanding, and differentiation for varied learners.

Published by mohitagw15856 ↗mohitagw15856/pm-claude-skills

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lesson-plan

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Use lesson-plan to create a ready-to-teach [lesson length] [format] lesson on [topic and grade level], with measurable objectives, timed activities, materials, formative checks, and differentiation for the class context.

Required inputs

[lesson length]
[format]
[topic and grade level]

User-approved starter prompt based on a pinned source version; check current skill requirements before running. Task evidence ↗

SKILL.md

name: lesson-plandescription: "Build a complete, standards-aligned lesson plan with clear objectives, a timed activity sequence, differentiation, and assessment. Use when asked to write a lesson plan, plan a class or lesson, design a teaching session, or structure instruction for a topic. Produces a ready-to-teach plan with measurable objectives, a minute-by-minute flow, materials, checks for understanding, and differentiation for varied learners."

Lesson Plan Skill

A great lesson plan makes the goal measurable, the time accountable, and learning visible. This skill produces one a teacher can walk into class and run — with built-in differentiation and checks for understanding.

Working from a brief

Given a topic and grade level, produce the full plan anyway — infer reasonable objectives and standards and mark them (adapt to your standards). Never leave "[insert activity]"; supply concrete, age-appropriate activities.

Required Inputs

Ask for (if not already provided):

Topic / subject and grade or age level
Lesson length (e.g. 45 min) and format (in-person, remote, hybrid)
Standards / curriculum to align to (optional — note if to be adapted)
Class context (size, range of abilities, language needs)

Output Format

Lesson overview

Topic · Grade · Duration
Standards alignment: [framework + codes, or "adapt to your standards"]

Learning objectives

2–4 objectives in measurable, student-facing form: "By the end, students will be able to [observable verb]…" (use Bloom's-level verbs; avoid "understand/know").

Materials & prep

Bulleted list of what's needed and any setup.

Lesson flow (timed)

Time	Phase	What happens
0–5	Hook / warm-up	Engage and surface prior knowledge
5–15	Direct instruction	Teach the core idea
15–30	Guided / group practice	Students apply with support
30–40	Independent practice	Students work solo
40–45	Close / exit ticket	Consolidate + check understanding

(Adjust the splits to the real duration.)

Checks for understanding

2–3 quick formative checks woven through (cold call, thumbs, mini-whiteboard, exit ticket question).

Differentiation

Support (struggling / ELL / IEP): scaffolds, sentence frames, visual aids
Extension (advanced): a stretch task or deeper question

Assessment

How you'll know the objective was met (the exit ticket question or task), with success criteria.

Homework / follow-up (optional)

A short, purposeful task that reinforces the objective.

Quality Checks

Objectives are measurable and student-facing (observable verbs, not "understand")
The timed flow sums to the lesson length
Includes at least two checks for understanding
Differentiation covers both support and extension
Assessment maps directly back to the objectives

Anti-Patterns

Objectives that can't be observed or measured ("students will appreciate…")
A flow that's all teacher talk with no student practice
No formative checks until a final test
One-size-fits-all with no differentiation

Example Trigger Phrases

"Write a lesson plan."
"Plan a class."
"Design a teaching session."
"Structure instruction for a topic."