pm-claude-skills/exports/cursor/pm-cross/teaching-lesson-plan/teaching-lesson-plan.mdc

---
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."
globs:
alwaysApply: false
---

# 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:
1. [Objective 1 — use Bloom's taxonomy verbs: recall, explain, apply, analyse, evaluate, create]
2. [Objective 2]
3. [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

## Anti-Patterns

- [ ] Do not design a lesson plan without explicitly stating the learning objectives — activities must trace back to outcomes
- [ ] Do not allocate timing that does not add up to the total session length — the plan must be time-feasible
- [ ] Do not create activities with no assessment component — learning must be measurable, not just delivered
- [ ] Do not ignore differentiation — a plan with no accommodation for different learning levels or abilities is incomplete
- [ ] Do not front-load all content delivery without interactive breaks — passive listening degrades retention after 15–20 minutes

## 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]"