Lesson Plan

---
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."
---

# 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

- [ ] Objectives are measurable and student-facing (observable verbs, not "understand")
- [ ] The timed flow sums to the lesson length
- [ ] Includes at least two checks for understanding
- [ ] Differentiation covers both support and extension
- [ ] Assessment maps directly back to the objectives

## 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