# Lesson Plan > Creates structured lesson plans with objectives, activities, assessment methods, and differentiation strategies. - Skill: `reaperinvest/lesson-plan` (Agent Skill) - Install (CLI): `npx skillmds@latest add reaperinvest/lesson-plan` - Raw SKILL.md: https://api.skillmd.com/api/skills/reaperinvest/lesson-plan/raw - Safety review: pending - Works with: Claude Code, Claude.ai, OpenAI Codex - Category: Coding & Dev Tools - Author: reaperinvest (https://skillmd.com/u/reaperinvest) - Updated: 2026-09-22 - Page: https://skillmd.com/skills/reaperinvest/lesson-plan --- # 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.