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name: lesson-plan-builder description: Builds a complete single-lesson plan - measurable objective, timed four-part arc (hook, direct instruction, guided practice, closure), a formative check with a proceed/re-teach rule, and differentiation notes - clear enough that a substitute could run it. Use when someone asks "write a lesson plan for...", "plan a 50-minute class on photosynthesis", "how should I structure tomorrow's lesson", or "turn this standard into a lesson". Do NOT use for sequencing a multi-week unit or full course - use curriculum-mapper instead; for deep per-learner adaptation of an existing lesson, use differentiated-instruction; for writing the quiz itself, use quiz-generator. metadata: title: "Lesson Plan Builder"

Lesson Plan Builder

A strong lesson plan is a contract between the teacher and the learners: here is where we start, here is what we will do, here is how we will know we arrived. The costly failure this skill prevents is the lecture-heavy plan - the teacher talks for 30 minutes, practice gets squeezed into the last 5, and the first evidence of confusion arrives on the graded test, when it is too late to act.

Operating procedure

Work the steps in order: the objective must exist before the exit task, and the exit task before the activities, because activities chosen first will smuggle in their own objectives.

Step 1: Gather inputs

Collect before drafting. Where the user cannot answer, use the default and label the assumption a guess.

1. Subject and topic (required).
2. Grade or level (required - it sets vocabulary and pacing).
3. Class length in minutes (default: 50).
4. What students already know - the prior lesson or prerequisite skill (default: ask; if unavailable, state the assumed prerequisite as a guess).
5. Standards to align, if any (default: none, omit the alignment row).
6. Constraints: available materials, tech, class size, known student needs.

Step 2: Write the objective first

Use the form: Students will be able to [observable verb] [specific content] [condition or standard]. Bloom's verbs sharpen the cognitive level: identify, compare, construct, evaluate. Reject vague verbs - "understand" and "appreciate" cannot be observed. One primary objective per lesson; secondary objectives are optional and labeled as secondary.

Step 3: Design the exit task before any activity

Backward design: write the summative check or exit task now, mirroring the objective wording. If the objective says "compare two characters using textual evidence," the exit task asks students to compare two characters using textual evidence - not to list character traits.

Step 4: Build the four-part arc with a time budget

For a 50-minute class (scale proportionally for other lengths):

• Hook: 3-7 minutes (5 is typical). Activate prior knowledge or pose a productive puzzle. If the hook runs past 7 minutes it is eating practice time.
• Direct instruction / modeling: under 15 minutes, hard ceiling. If the content cannot be modeled in 15 minutes, split it across two lessons rather than lecturing longer.
• Guided then independent practice: the majority of the lesson - at least half the total minutes (25+ of 50). Students doing, not watching.
• Closure: 3-5 minutes. Students synthesize ("what changed in your thinking?"), not just summarize.

Step 5: Filter activities against the objective

For each candidate activity ask: if a student does this activity well, are they closer to meeting the objective? If no, cut it - engagement alone does not qualify. Prefer activities that generate visible evidence of learning: think-pair-share, exit tickets, mini-whiteboards.

Step 6: Place the formative check with a decision rule

At least one mid-lesson check, positioned after guided practice begins and before independent practice. Name both signals numerically: proceed if roughly 80% or more of responses are correct; re-teach if below - and name the re-teach move (a second worked example, a peer explanation round), not just "review it."

Step 7: Add materials and differentiation notes

List only materials actually required; flag anything needing advance preparation. One modification for students needing support, one extension for early finishers. Brief notes, not separate plans.

Step 8: Run the substitute-teacher test

Read the plan as someone who has never met this class. Every segment must say what the teacher does and what students do. Fix anything that requires insider knowledge.

Template

Copy and replace the [FILL] fields.

LESSON PLAN - [FILL: topic] - [FILL: grade] - [FILL: duration] min
Objective: Students will be able to [FILL: observable verb] [FILL: content] [FILL: condition/standard].
Standard: [FILL or omit]   Prerequisites assumed: [FILL]

FLOW
| Segment              | Time            | What happens                              | Materials |
| Hook                 | [FILL: 3-7] min | [FILL: puzzle or prior-knowledge prompt]  | [FILL]    |
| Direct instruction   | [FILL: <=15] min| [FILL: model + worked example]            | [FILL]    |
| Guided practice      | [FILL] min      | [FILL: students doing, teacher circulating]| [FILL]   |
| Independent practice | [FILL] min      | [FILL]                                    | [FILL]    |
| Closure              | [FILL: 3-5] min | [FILL: synthesis prompt]                  | [FILL]    |

FORMATIVE CHECK (during guided practice)
  Check:      [FILL: e.g. one mini-whiteboard problem]
  Proceed if: [FILL: e.g. >=80% correct]
  Re-teach if below - move: [FILL: e.g. second worked example, then re-check]

EXIT TASK (mirrors objective wording): [FILL]
DIFFERENTIATION - support: [FILL] | extension: [FILL]
ADVANCE PREP: [FILL]

Deliverable

Produce a single scannable document containing: the objective, grade and duration, standards alignment (if provided), the flow table with per-segment times, the formative check with its proceed/re-teach rule, the exit task, and differentiation notes - using the template above.

Do NOT

• Do not start from a favorite activity and reverse-engineer an objective; the objective comes first or the lesson drifts.
• Do not let direct instruction exceed 15 minutes - past that point retention drops and practice time disappears.
• Do not write a formative check without a numeric decision rule; "check for understanding" without a threshold produces no decision.
• Do not write an exit task that tests something other than the objective's verb (an objective about comparing, checked by a recall quiz, measures nothing).
• Do not plan a unit here - one lesson per plan; route multi-week sequencing to curriculum-mapper.

Quality bar

• The objective uses an observable verb and one primary target.
• Practice time is at least half the lesson; instruction is under 15 minutes.
• The formative check names both a proceed threshold and a re-teach move.
• The exit task mirrors the objective wording.
• A substitute teacher could run the lesson without asking a question.