Design a structured lesson plan for any subject, audience, or format. Use when asked to write a lesson plan, course outline, teaching session, workshop curriculum, or training module. Produces a complete lesson plan with learning objectives, activities, timing, assessment, and differentiation guidance.
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Use teaching-lesson-plan to create a [session length] lesson on [topic] for [audience], with measurable objectives, timed interactive activities, formative assessment, and differentiation; mark any non-core missing details as assumptions to confirm.
Required inputs
[session length]
[topic]
[audience]
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SKILL.md
name: teaching-lesson-plandescription: "Design a structured lesson plan for any subject, audience, or format. Use when asked to write a lesson plan, course outline, teaching session, workshop curriculum, or training module. Produces a complete lesson plan with learning objectives, activities, timing, assessment, and differentiation guidance."
Teaching Lesson Plan Skill
Produces a complete, structured lesson plan for any subject, age group, or setting — from a one-hour corporate training to a full school lesson. Built around clear learning objectives, varied activities, and formative assessment.
Required Inputs
Work from what is given. If any of these is missing, still produce the complete output: fill each gap with a reasonable assumption marked (assumed, confirm) and list those assumptions at the end. Ask a question first only when the core subject itself is missing (there is nothing to write about).
Subject or topic
Audience (age group, experience level, group size)
[Clear explanation + one concrete worked example. Explain the concept the way a good teacher would — no jargon without definition, one idea at a time.]
[Concept 2]
[Explanation + example]
Differentiation
For those who need more support:
[Scaffold: e.g. sentence starters, worked examples, vocabulary cards]
[Modified task or reduced scope]
For those ready for a challenge:
[Extension: e.g. apply to a new context, evaluate, create something]
Formative Assessment (Check for Understanding)
During session:
[Method 1: e.g. Cold calling with no-stakes approach, thumbs up/down, mini whiteboards]
[Method 2: e.g. Think-pair-share before moving on]
Exit ticket (last 5 minutes):
[One specific question that directly tests the learning objective — not "what did you enjoy?" but "solve this problem" or "explain this concept in your own words"]
Common Misconceptions to Address
Misconception
Correct understanding
How to address it
[What learners often get wrong]
[The correct version]
[Specific activity or explanation]
Quality Checks
Learning objectives use action verbs (not "understand" or "know")
Session has a clear hook that establishes relevance
Activities are varied (not all listening)
Formative assessment checks the actual learning objective
Differentiation is specified for both support and extension
Timing adds up to session length
Anti-Patterns
Do not design a lesson plan without explicitly stating the learning objectives — activities must trace back to outcomes
Do not allocate timing that does not add up to the total session length — the plan must be time-feasible
Do not create activities with no assessment component — learning must be measurable, not just delivered
Do not ignore differentiation — a plan with no accommodation for different learning levels or abilities is incomplete
Do not front-load all content delivery without interactive breaks — passive listening degrades retention after 15–20 minutes