| name | teaching-lesson-plan |
| description | 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
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:
- [Objective 1 — use Bloom's taxonomy verbs: recall, explain, apply, analyse, evaluate, create]
- [Objective 2]
- [Objective 3 — maximum 3–4 objectives per session]
Key vocabulary: [3–5 terms participants will need to know]
Materials and Preparation
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
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]"