| name | substitute-lesson-plan-builder |
| description | Generates complete, self-contained substitute lesson plans from any existing lesson, unit, or subject description — with enough detail that a non-specialist substitute teacher can deliver quality instruction without additional support. Trigger this skill whenever the user needs a sub plan, is preparing for an absence, needs emergency lesson plans, wants to leave instructions for a substitute teacher, needs a lesson that can run itself, or asks "what can I leave for a sub?" Also trigger when the user says "I need a sub plan for tomorrow", "I'm going to be absent", "help me write sub plans", or "I need something a sub can do with my class." Works with existing lesson content, a topic description, or just a grade level and subject — even with minimal input, this skill produces a complete, functional plan.
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Substitute Lesson Plan Builder
Purpose
Produce sub plans so complete and clear that any substitute teacher — including
one with no background in your subject area — can deliver meaningful instruction
that advances student learning, maintains your classroom environment, and
requires no improvisation.
The sub plan standard: A stranger who has never been in your classroom,
never taught your subject, and has 5 minutes to read this plan before the
students arrive should be able to execute it successfully.
What You Need From the User
Gather before generating. Ask for anything missing:
- Grade level and subject (required)
- Date(s) and period(s) the sub plan covers
- Lesson content: Existing lesson plan, current unit topic, or just a
general subject area if nothing is planned. Even "we're in chapter 5 of
our reading unit" is enough to build from.
- Class information: Class size, any special circumstances (co-taught
inclusion class, students with significant behavior needs, split period, etc.)
- Classroom routines: Does the user want to include their standard
procedures (entry routine, attendance, transitions)?
- Emergency option: Should this be a fully standalone plan (no connection
to current unit) or a continuation of current instruction?
If minimal input provided (just grade + subject), default to:
- A high-engagement, low-prep, self-contained lesson on a foundational
or broadly relevant skill for that grade/subject
- Clearly labeled as a "General Sub Plan — [Grade] [Subject]"
- No materials required beyond what any classroom would have
Sub Plan Architecture
Every sub plan includes all of these sections:
1. Cover Page / Quick Reference
═══════════════════════════════════════════
SUB PLAN — [Teacher Name]
[Date / Period]
[Grade] | [Subject]
Room: [#] Students: [N]
═══════════════════════════════════════════
WHAT TO DO IF SOMETHING GOES WRONG:
• Student emergency: [protocol — e.g., "Send student to main office"]
• Technology doesn't work: [backup plan]
• Class is finished early: [extension activity — described in plan]
• Behavior concern: [e.g., "Contact main office at ext. XXX"]
IMPORTANT STUDENTS TO KNOW:
[List any students with medical needs, IEP accommodations the sub
should be aware of, or behavior considerations — use first names only
or anonymize as appropriate]
• [Student name or description]: [brief note — e.g., "Uses a communication device;
give extra response time"]
• [Student name]: [e.g., "May need to step out for pull-out services at 10:15"]
CONTACT IF NEEDED:
Neighboring teacher: [Name], Room [#]
Main office: [extension or location]
═══════════════════════════════════════════
2. Classroom Routine (Opening)
Time-stamped, step-by-step:
WHEN STUDENTS ENTER (first 5–7 minutes):
[ ] Write this on the board before students arrive:
"Today's Activity: [brief description]
What to do when you sit down: [specific task]"
[ ] Greet students at the door if possible
[ ] Take attendance using [method — e.g., "the seating chart on my desk"]
[ ] Allow 3–4 minutes for the entry task (see below)
[ ] Call the class to attention: [script — e.g., "May I have everyone's
eyes up here?"]
Entry Task (always included — engages students immediately, buys setup time):
A 3–5 minute task students can begin independently the moment they sit down.
It should require no explanation and connect loosely to the day's lesson.
Example entry tasks by type:
- Quick write: "In 3 minutes, write everything you know about [topic]"
- Review prompt: "Look at the vocabulary wall and write 3 words you want
to understand better by the end of class"
- Connection question: "Think of one time in your life when [connection
to today's topic]. Write 2–3 sentences."
3. Main Lesson Block
Time-stamped, activity-by-activity. Every activity description includes:
A) What the sub says (or reads aloud)
Provide a brief script. The sub should not have to improvise instructional language.
"Read this aloud to students:"
"[Script in quotation marks]"
B) What students do
Step-by-step student directions, numbered. Simple enough to be read aloud.
C) What the sub does during student work time
- Circulate and check in
- Answer questions using [strategy]
- Do NOT [common pitfall]
D) Timing
How long each activity takes. What to do if the class finishes early.
Recommended Main Lesson Structures (by type)
Independent Work + Debrief (most reliable for subs):
- Sub explains task (scripted) — 5 min
- Students work independently — 15–25 min
- Class share-out / debrief — 5–10 min
- Exit ticket or closing reflection — 5 min
Gallery Walk / Station Rotation (good for engagement):
Requires pre-prepared station materials. Always include the materials checklist.
Read-Aloud + Discussion (works for any grade, any sub):
Sub reads a text aloud; students discuss with discussion questions provided.
Discussion questions must be literal + inferential — literal questions keep
discussion grounded when the sub lacks subject expertise.
Video + Response (use when available):
Provide video title + source + URL. Always include a response sheet or
discussion questions — video alone is not instruction.
4. Subject-Specific Lesson Content
Generate a complete lesson for the user's subject and grade level, including:
- All student-facing materials (directions, handouts, graphic organizers)
written in the plan itself — no additional files to find or print
- Answer key or expected responses (so sub can guide discussion)
- Vocabulary or background context the sub needs to know
(1 paragraph maximum — subs are not expected to become experts)
Subject defaults (if user provides only grade + subject):
| Subject | Default Sub Lesson Approach |
|---|
| ELA / Reading | Read-aloud of a high-interest nonfiction passage + discussion questions |
| Writing | Personal narrative quick-write with a structured story spine |
| Math | Review of a previously taught skill with worked examples + practice |
| Science | Observation activity or science reading with analysis questions |
| Social Studies | Primary source or map analysis with scaffolded questions |
| History | Document analysis with guided questions (literal → inferential → evaluative) |
| World Language | Vocabulary review activity or sentence-building task in target language |
5. Closure and Exit Routine
CLOSING ROUTINE (last 5–7 minutes):
[ ] Give a 5-minute warning: "We have 5 minutes left. Please begin
wrapping up."
[ ] Exit ticket (provide one of these):
Option A: "Write one thing you learned today and one question you still have."
Option B: [Subject-specific exit question provided in the plan]
[ ] Collect exit tickets and leave them on [teacher's desk / in the folder
labeled "Sub Plans" on the desk]
[ ] Dismissal: [procedure — e.g., "Students are dismissed by table when the
bell rings" or "Wait for the bell before releasing students"]
[ ] Please leave a note about how the class went. Notepad is on the desk.
6. Classroom Management Notes
Brief, practical, non-alarming:
CLASSROOM EXPECTATIONS:
• [Procedure 1 — e.g., "Students raise hands to speak during whole-class discussion"]
• [Procedure 2 — e.g., "Bathroom passes are on the hook by the door; one at a time"]
• [Procedure 3 — e.g., "Students may work quietly with a neighbor during independent work"]
IF A STUDENT IS DISRUPTIVE:
• First: [step — e.g., "Private, quiet reminder of expectations"]
• Then: [step — e.g., "Ask student to take a 'reset' in the back of the room"]
• Then: [step — e.g., "Contact the main office for support — do not send students
into the hallway unsupervised"]
WHAT GOOD CLASS BEHAVIOR LOOKS LIKE IN THIS ROOM:
[Brief positive framing of what the class is capable of — sets expectations up]
7. Materials Checklist
EVERYTHING YOU NEED IS:
□ [Item 1] — [location in classroom]
□ [Item 2] — [location]
□ All student handouts are printed and on [desk/shelf/folder]
□ If technology is needed: [login/access instructions]
□ No preparation needed before students arrive beyond:
[list any pre-class tasks — write on board, set up stations, etc.]
8. Leave-Behind Note Template
TO: [Teacher Name]
FROM: Substitute
DATE: [Date] | CLASS: [Grade/Subject]
Attendance: [completed/not completed — location]
How the lesson went:
[space for sub to write]
Students who need your attention:
[space for sub to write]
Any other notes:
[space for sub to write]
Emergency Sub Plan (ELA Universal)
If the user needs something immediately with no specific content:
"The Article of the Week" Emergency Plan — Works for grades 5–12,
any subject, any sub:
- Students read a short, engaging nonfiction article (sub reads aloud first)
- Students annotate the text (instructions on handout)
- Students respond in writing to 3 provided questions
- Class discussion of the responses
- Exit ticket: one question they have after reading
Provide a generic article with annotation instructions and questions —
no additional materials needed, no subject expertise required from the sub.
Quality Check Before Finalizing
