---
name: lesson-plan
description: "Creates structured lesson plans with objectives, activities, assessment methods, and differentiation strategies."
allowed-tools: Read Write Glob
metadata:
  author: matthewhitcham
  version: "1.0"
---

# Lesson Plan

## When to Use This Skill

Use this skill when you need to:
- Create a structured lesson plan for a class, workshop, or training session
- Define clear learning objectives with measurable outcomes
- Design activities that engage different learning styles
- Build assessment methods that verify learning happened

**DO NOT** use this skill for full curriculum design, multi-week course outlines, or student grading systems. This is for individual lesson or session planning.

---

## Core Principle

A LESSON PLAN IS NOT A SCRIPT — IT IS A FRAMEWORK THAT ENSURES EVERY MINUTE SERVES A LEARNING OBJECTIVE. IF YOU CANNOT EXPLAIN WHY AN ACTIVITY IS IN THE PLAN, IT SHOULD NOT BE THERE.

---

## Phase 1: Lesson Brief

### Required Inputs

| Input | What to Ask | Default |
|-------|------------|---------|
| **Topic** | "What is the lesson about?" | No default — must be provided |
| **Audience** | "Who are the learners — age, level, background?" | Adult professionals |
| **Duration** | "How long is the session?" | 60 minutes |
| **Delivery format** | "In-person, virtual, or hybrid?" | In-person |
| **Prior knowledge** | "What do learners already know about this topic?" | Beginner — no prior knowledge assumed |
| **Resources available** | "What tools, tech, or materials are available?" | Whiteboard, projector, handouts |

**GATE: Confirm topic, audience, and learning objectives before building the plan.**

---

## Phase 2: Learning Objectives

### Writing Objectives

Every lesson needs 2-4 measurable objectives using this format:

**"By the end of this lesson, learners will be able to [action verb] + [specific skill or knowledge]."**

### Bloom's Taxonomy Action Verbs

| Level | Verbs | Example Objective |
|-------|-------|------------------|
| Remember | Define, list, recall, identify | "List the 4 components of a marketing funnel" |
| Understand | Explain, summarize, describe, compare | "Explain the difference between SEO and SEM" |
| Apply | Use, demonstrate, implement, solve | "Apply the pricing formula to calculate project rates" |
| Analyze | Compare, contrast, categorize, examine | "Analyze a case study to identify conversion bottlenecks" |
| Evaluate | Assess, critique, justify, recommend | "Evaluate two marketing strategies and recommend one" |
| Create | Design, build, develop, compose | "Design a social media content calendar for one month" |

### Objective Rules

1. **Start with higher-order verbs** when possible — "analyze" beats "list"
2. **Make them measurable** — you should be able to test whether the learner achieved it
3. **Limit to 2-4 per lesson** — too many objectives means none are learned deeply
4. **Avoid vague verbs** — "understand" and "appreciate" are not measurable. Use "explain" or "demonstrate" instead.

---

## Phase 3: Lesson Structure

### Lesson Plan Template

```
## Lesson Plan: [Topic]

**Date:** [Date]
**Duration:** [X] minutes
**Instructor:** [Name]
**Audience:** [Description]

### Learning Objectives
By the end of this lesson, learners will be able to:
1. [Objective 1]
2. [Objective 2]
3. [Objective 3]

### Materials Needed
- [Material 1]
- [Material 2]
- [Handout / worksheet]

---

### Opening (10% of time — [X] min)
**Hook:** [Attention-grabbing opening — question, scenario, surprising fact]
**Frame:** [What we will cover and why it matters to the learner]
**Connect:** [Link to prior knowledge or real-world application]

### Instruction (30% of time — [X] min)
**Teach:** [Core content delivery — lecture, demo, or guided exploration]
**Key concepts:**
- [Concept 1]
- [Concept 2]
- [Concept 3]
**Visual/example:** [Specific example, diagram, or case study]

### Practice (40% of time — [X] min)
**Activity:** [Hands-on practice activity]
**Format:** [Individual / pairs / small groups]
**Instructions:** [Step-by-step directions for the activity]
**Expected output:** [What learners produce — worksheet, solution, presentation]
**Facilitator role:** [Circulate, answer questions, provide feedback]

### Closing (20% of time — [X] min)
**Review:** [Recap key concepts — ask learners to state them, not you]
**Assess:** [Quick check for understanding — quiz, exit ticket, show of hands]
**Connect forward:** [Preview next lesson or real-world application]
**Action item:** [One thing learners should do before the next session]
```

### Time Allocation Rule

Follow the 10-30-40-20 framework:
- **10% Opening** — hook and frame
- **30% Instruction** — teach the concept
- **40% Practice** — hands-on application (this is where learning happens)
- **20% Closing** — review, assess, and connect forward

---

## Phase 4: Differentiation & Assessment

### Differentiation Strategies

| Learning Need | Strategy |
|--------------|----------|
| Advanced learners | Extension activities, peer teaching roles, deeper application |
| Struggling learners | Simplified instructions, additional examples, paired with a buddy |
| Visual learners | Diagrams, charts, demonstrations, color-coded notes |
| Auditory learners | Discussion, verbal explanations, think-alouds |
| Kinesthetic learners | Hands-on activities, movement, physical models |

### Assessment Options

| Method | When to Use | Time Required |
|--------|------------|---------------|
| Exit ticket | End of lesson — 1-3 questions on a card | 3-5 min |
| Think-pair-share | During instruction to check understanding | 5 min |
| Mini-quiz | End of lesson or beginning of next | 5-10 min |
| Observation | During practice activity | Ongoing |
| Show of hands / thumbs | Quick pulse check mid-lesson | 1 min |
| Learner summary | "Explain the key concept in your own words" | 3-5 min |

### Lesson Plan Checklist

- [ ] 2-4 measurable learning objectives defined
- [ ] Opening hooks attention and frames the lesson
- [ ] Instruction includes concrete examples or demonstrations
- [ ] Practice activity takes up at least 40% of lesson time
- [ ] Assessment method verifies whether objectives were met
- [ ] Materials and handouts are prepared
- [ ] Timing is realistic with buffer for transitions
- [ ] Differentiation options are included for diverse learners

---

## Anti-Patterns

- **All lecture, no practice** — if learners only listen, they retain 10-20% of the content. Practice drives retention.
- **No clear objectives** — without objectives, the lesson has no direction and no way to measure success.
- **Starting with "today we are going to learn about..."** — boring. Hook first, then frame.
- **Running out of time for the closing** — the closing is where learning is consolidated. Protect this time.
- **Same activity format every lesson** — variety keeps learners engaged. Alternate between individual, pair, and group work.

---

## Recovery

- **Activity takes longer than planned:** Cut the less critical activity, not the closing. Consolidation matters more than coverage.
- **Learners already know the material:** Skip to the practice activity and add challenge extensions. Do not repeat what they know.
- **Technology fails:** Have a non-tech backup for every tech-dependent activity. Print handouts, use the whiteboard.
- **Low energy in the room:** Insert a 2-minute movement break, switch to pair discussion, or ask a provocative question.
- **One objective not achieved:** Note it. Address it at the start of the next lesson. Do not rush through content to "cover" everything.
