教案設計 · Lesson Plan Builder｜手動建立 Skill 依次複製以下三欄內容，貼到 Gemini Skill 的對應欄位。 【名稱 / Name】 lesson-plan-builder 【說明 / 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. 【指示 / Instructions】 # 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. --- 授權與來源（不需要貼進 Skill 欄位） MIT License Copyright (c) 2026 Alexander Ouellet Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions: The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software. THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE. # 來源與授權 名稱：lesson-plan-builder 來源：https://github.com/SkillMedev/skills/blob/97a13607d669157a4a16d5ba79b77f208319f7b9/skills/lesson-plan-builder/SKILL.md 儲存庫：https://github.com/SkillMedev/skills 固定版本：97a13607d669157a4a16d5ba79b77f208319f7b9 授權：MIT（見同資料夾 LICENSE） Copyright (c) 2026 Alexander Ouellet SKILL.md 保留原作者英文內容，沒有翻譯或改寫。本站只補充這份來源記錄。 原資料夾只有 SKILL.md，沒有必需的腳本、外部服務或其他相依檔案。指示中提及其他 Skills 是不同任務的建議，不代表本下載包含那些 Skills。 本網站已核對檔案結構與原文一致性。可在網站分別複製名稱、說明與指示，在 Create manually 手動建立 Skill；也可選擇 Upload 匯入獨立 Skill ZIP，核對後按 Create。建立後須選用該 Skill，加入測試素材再驗證。 原文的教學比例與規則是作者的設計選擇，教師應按自己的學生、課程及實際測試調整。