teaching-lesson-plan
- Repo stars 929
- Author updated Live
- Author repo pm-claude-skills
- Domain
- Design
- Compatible agents
-
- Claude Code
- Cursor
- Cline
- Codex
- Windsurf
- Gemini CLI
- +20
- Trust score
- 88 / 100 · community maintained
- Author / version / license
- @mohitagw15856 · no license declared
- Token usage
- Lean
- Setup complexity
- Plug-and-play
- External API key
- Not required
- Operating systems
- Unspecified (assume cross-platform)
- Runtime requirements
- No special requirements
- Permissions
-
- Read-only
- Write / modify
- Network behavior
- Local-only
- Install commands
- 26 variants
Profile is derived at build time from SKILL.md and install vectors. Subject to drift from author intent.
Heads up: 未限定 allowed-tools，默认拥有全部工具权限。
---
name: teaching-lesson-plan
description: Design a structured lesson plan for any subject, audience, or format. Use when asked to write a…
category: design
runtime: no special runtime
---
# teaching-lesson-plan output preview
## PART A: Task fit
- Use case: 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..
- Inputs: target material, constraints, expected output, and acceptance criteria.
- Evidence boundary: follow “Required Inputs / Output Structure / Learning Objectives” and do not present inference as author intent.
## PART B: Execution result
- **01** The card summarizes the use case; runtime output centers on “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.”.
- **02** When the source has headings, the agent prioritizes “Required Inputs / Output Structure / Learning Objectives” so the result follows the author’s structure.
- **03** Typical output includes task judgment, concrete steps, required commands or file edits, validation, and follow-up options.
- **04** Risk context follows the fingerprint: read files, write/modify files; mostly runs locally; usually needs no extra API key.
## Running Rules
- read files, write/modify files; mostly runs locally; usually needs no extra API key.
- Validate with a small sample before expanding scope.
- Return the result, validation criteria, and next iteration options.The source does not require a stable slash command. After installation, invoke the skill by name and describe the task.
Name target files or source material, expected output, forbidden changes, and whether network or shell access is allowed. Permission fingerprint: read files, write/modify files.
Start with a small task and check whether the result follows “Required Inputs / Output Structure / Learning Objectives”. Inspect diffs, logs, previews, or tests before expanding scope.
Confirm the final output includes a concrete result, evidence, and next action. If it stays generic, tighten inputs, boundaries, and acceptance criteria.
---
name: teaching-lesson-plan
description: Design a structured lesson plan for any subject, audience, or format. Use when asked to write a…
category: design
source: mohitagw15856/pm-claude-skills
---
# teaching-lesson-plan
## When to use
- Design a structured lesson plan for any subject, audience, or format. Use when asked to write a lesson plan, course ou…
- Use it when the task has clear inputs, repeatable steps, and validation criteria.
## What to provide
- Target material, scope, expected result, and forbidden changes.
- Whether network, commands, file writes, or external services are allowed.
## Execution rules
- Organize steps around “Required Inputs / Output Structure / Learning Objectives” and keep inference separate from source facts.
- read files, write/modify files; mostly runs locally; usually needs no extra API key.
- Validate with a small sample before expanding the task.
## Output requirements
- Return the deliverable, key evidence, validation method, and next action.
- Mark missing information as unknown; do not invent commands, platforms, or dependencies.The author source anchors workflow facts; repository files anchor sources and commands; Fluxly only adds fit, limitations, and quality judgment.
skill "teaching-lesson-plan" {
input -> user goal + target files + boundaries + acceptance criteria
context -> Required Inputs / Output Structure / Learning Objectives
rules -> SKILL.md triggers / order / output contract
runtime -> no special runtime | read files, write/modify files | mostly runs locally
guardrails -> usually needs no extra API key + small-sample validation + diff/log review
output -> copyable result + checklist + next iteration
}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
- [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
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]"
Decide Fit First
Design Intent
How To Use It
Boundaries And Review