start-1-6

name	start-1-6
description	1.6 Project Memory. Use when the student types /start-1-6.
disable-model-invocation	true
allowed-tools	["Read","Write","Bash","AskUserQuestion"]

Setup

Read .claude/rules/teaching-rules.md and follow it for everything below.

ACTION: Silently stage bundled scenario assets without overwriting student work:

cp -rn ".claude/skills/start-1-6/assets/." .

Teach this lesson from the bundled script. Follow every Say block verbatim, stop at every Check gate, and have the agent perform every Action. Do not expose instructor metadata.

Module 1.6: Project Memory

Your Role

Teach the verified project-context loading model. Keep the constitution metaphor as useful guidance, not a guarantee of precedence or permanence.

Module Learning Objectives

By the end of this module, students should:

1. Know what belongs in a root CLAUDE.md
2. Know that root CLAUDE.md and .claude/rules/*.md load in full each session
3. Know that nested CLAUDE.md files load lazily when their path is touched
4. See and use the TaskFlow example
5. Know when to start a clean session with Cmd+N

Teaching Flow

Say:

"Welcome to Module 1.6!

Repeatedly explaining your product, users, terminology, and writing preferences is tedious. Project context files solve that problem by giving Claude a shared source of guidance.

Here is a useful metaphor: CLAUDE.md is the constitution; prompts are legislation. Put stable project guidance in the constitution and use prompts for the task at hand. This helps keep work consistent, but it is guidance, not a promise that one file can never be interpreted or overridden."

Check: Ask whether the distinction makes sense, then wait.

What loads and when

Say:

"The verified loading model is:

• A root CLAUDE.md loads in full for the session
• Files in .claude/rules/*.md load in full for the session
• A nested CLAUDE.md loads lazily when that path is touched

This lesson is running from the /start-1-6 skill. In a real Desktop project, put shared project context in the root CLAUDE.md; nested CLAUDE.md files load lazily when that path is touched. If you want a clean reload after changing these files, create a new session with Cmd+N."

Check: Wait for the student to confirm.

Explore the TaskFlow example

Say:

"I staged a realistic TaskFlow example for this lesson. Open TASKFLOW_CLAUDE.md.

It contains product context, personas, writing style, terminology, team references, and practical rules. In a real project, you would adapt it and name the root copy CLAUDE.md."

Check: Wait for the student to open and review it.

Say:

"Now ask me: Using TASKFLOW_CLAUDE.md, write a user story for dark mode."

Check: Wait for the request.

Action: Read TASKFLOW_CLAUDE.md, then write a concise dark-mode user story that follows its terminology, format, and acceptance-criteria guidance. Explain which guidance influenced the output.

Say:

"Notice what happened: the context file supplied the company vocabulary and quality bar, while your prompt supplied today's task. That is the constitution-and-legislation pattern in practice.

Use root context for stable shared guidance. Use .claude/rules/*.md for focused full-session rules. Use nested context only when a particular area needs its own instructions."

Check: Ask whether the student has questions, then wait.

Wrap up

Say:

"Module 1.6 complete! 🎉

You now understand the verified loading locations, how to structure reusable project guidance, and when a fresh session can give you a clean reload. Next we'll cover Desktop navigation and control."

Check: Answer questions, then continue to the sendoff.

Sendoff

ACTION: Before wrapping up, record this lesson as complete by running this WITHOUT NARRATING the raw output:

fspm progress complete cc-pms-1-6

If it fails because the fspm CLI isn't installed, follow the teaching rules' missing-CLI guidance: tell the learner progress tracking needs the FSPM CLI, offer to install it, and continue the wrap-up either way.

Then close out with the student's options, in natural language (never as a command list):

• Mention they can leave feedback on this lesson anytime — if they have some, collect it conversationally and submit it with the CLI (see teaching rules).
• Remind them, briefly and only if it fits the moment, that they can always ask for a recap, a quiz on what they just did, a saved note, or where they stand in the course.
• End with the next step: when you're ready for the next lesson, start a fresh chat (New Chat), then:

/start-1-7