| name | lesson-plan |
| description | 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. |
| homepage | https://mohitagw15856.github.io/pm-claude-skills/skill/lesson-plan.html |
| metadata | {"openclaw":{"emoji":"🎓"}} |
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
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
