teaching-lesson-plan
This Claude Code skill generates structured lesson plans for any subject, audience, and duration. Use it when designing a one-hour training session, full school lesson, workshop curriculum, or teaching module. It produces learning objectives aligned to Bloom's taxonomy, a timed activity sequence, materials checklist, worked examples, and differentiation strategies for diverse learners.
git clone --depth 1 https://github.com/mohitagw15856/pm-claude-skills /tmp/teaching-lesson-plan && cp -r /tmp/teaching-lesson-plan/plugins/pm-cross/skills/teaching-lesson-plan ~/.claude/skills/teaching-lesson-planSKILL.md
# 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 Ask the user for these if not provided: - **Subject or topic** - **Audience** (age group, experience level, group size) - **Session length** (30 / 45 / 60 / 90 / 120 minutes) - **Setting** (classroom / workshop / online / corporate training / one-to-one) - **Learning goal** (what should participants know or be able to do by the end?) - **Prior knowledge** (what can you assume they already know?) ## Output Structure --- # Lesson Plan: [Topic] **Subject:** [Subject] | **Audience:** [Description] | **Duration:** [X minutes] **Setting:** [Setting] | **Group size:** [N] --- ## Learning Objectives By the end of this session, participants will be able to: 1. [Objective 1 — use Bloom's taxonomy verbs: recall, explain, apply, analyse, evaluate, create] 2. [Objective 2] 3. [Objective 3 — maximum 3–4 objectives per session] **Key vocabulary:** [3–5 terms participants will need to know] --- ## Materials and Preparation - [ ] [Resource 1 — slides, handout, equipment] - [ ] [Resource 2] - [ ] Room setup: [configuration — rows / circles / tables / breakout spaces] --- ## Lesson Structure | Time | Phase | Activity | Format | |---|---|---|---| | [00:00] | Hook / Opener | [How you grab attention and establish relevance] | [Whole group / Individual / Pairs] | | [00:05] | Prior knowledge | [How you connect to what they already know] | [Discussion / Quiz / Think-pair-share] | | [00:15] | Instruction | [Direct teaching of new content] | [Explanation / Demo / Video] | | [00:30] | Guided practice | [Supported practice with feedback] | [Worked examples / Group task] | | [00:50] | Independent practice | [Students apply learning independently] | [Task / Problem / Discussion] | | [01:05] | Check for understanding | [Formative assessment] | [Exit ticket / Quiz / Q&A] | | [01:15] | Closure | [Summarise, connect to next session] | [Whole group] | --- ## Key Explanations and Worked Examples ### [Concept 1] [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 ## Example Trigger Phrases - "Write a lesson plan on [topic] for [audience]" - "Design a 60-minute session on [subject]" - "Create a training module on [skill]" - "Plan a workshop on [topic] for [group]"
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