[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M750XYHDJ90WZ67XYGPFHDFZ":3,"skill-same:01M750XYHDJ90WZ67XYGPFHDFZ":49},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":19,"linkOnly":20,"markdownContent":21,"markdownBody":22,"frontMatter":23,"refName":26,"commitSha":27,"skillDirectory":28,"forksCount":29,"repositoryHtmlUrl":30,"repositoryHomepageUrl":31,"ownerHtmlUrl":32,"ownerBlogUrl":31,"ownerDescription":33,"updatedAt":34,"install":35,"resources":48},"01M750XYHDJ90WZ67XYGPFHDFZ","lesson-plan-builder",null,"Builds a complete single-lesson plan - measurable objective, timed four-part arc (hook, direct instruction, guided practice, closure), a formative check with a proceed\u002Fre-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.","SkillMedev\u002Fskills","SkillMedev","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F298078254?v=4","01M74ZSGTQ918CB0VXW4EG3RMX","SkillMe","01M74ZSGVBT497NA95CBT8JTY4",25,"MIT","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Flesson-plan-builder\u002FSKILL.md",[],[],"2026-11-11 18:11:01",false,"---\nname: lesson-plan-builder\ndescription: Builds a complete single-lesson plan - measurable objective, timed four-part arc (hook, direct instruction, guided practice, closure), a formative check with a proceed\u002Fre-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.\nmetadata:\n  title: \"Lesson Plan Builder\"\n---\n\n# Lesson Plan Builder\n\nA 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.\n\n## Operating procedure\n\nWork 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.\n\n### Step 1: Gather inputs\n\nCollect before drafting. Where the user cannot answer, use the default and label the assumption a guess.\n\n1. Subject and topic (required).\n2. Grade or level (required - it sets vocabulary and pacing).\n3. Class length in minutes (default: 50).\n4. What students already know - the prior lesson or prerequisite skill (default: ask; if unavailable, state the assumed prerequisite as a guess).\n5. Standards to align, if any (default: none, omit the alignment row).\n6. Constraints: available materials, tech, class size, known student needs.\n\n### Step 2: Write the objective first\n\nUse 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.\n\n### Step 3: Design the exit task before any activity\n\nBackward 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.\n\n### Step 4: Build the four-part arc with a time budget\n\nFor a 50-minute class (scale proportionally for other lengths):\n\n- 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.\n- Direct instruction \u002F modeling: under 15 minutes, hard ceiling. If the content cannot be modeled in 15 minutes, split it across two lessons rather than lecturing longer.\n- Guided then independent practice: the majority of the lesson - at least half the total minutes (25+ of 50). Students doing, not watching.\n- Closure: 3-5 minutes. Students synthesize (\"what changed in your thinking?\"), not just summarize.\n\n### Step 5: Filter activities against the objective\n\nFor 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.\n\n### Step 6: Place the formative check with a decision rule\n\nAt 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.\"\n\n### Step 7: Add materials and differentiation notes\n\nList 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.\n\n### Step 8: Run the substitute-teacher test\n\nRead 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.\n\n## Template\n\nCopy and replace the [FILL] fields.\n\n```\nLESSON PLAN - [FILL: topic] - [FILL: grade] - [FILL: duration] min\nObjective: Students will be able to [FILL: observable verb] [FILL: content] [FILL: condition\u002Fstandard].\nStandard: [FILL or omit]   Prerequisites assumed: [FILL]\n\nFLOW\n| Segment              | Time            | What happens                              | Materials |\n| Hook                 | [FILL: 3-7] min | [FILL: puzzle or prior-knowledge prompt]  | [FILL]    |\n| Direct instruction   | [FILL: \u003C=15] min| [FILL: model + worked example]            | [FILL]    |\n| Guided practice      | [FILL] min      | [FILL: students doing, teacher circulating]| [FILL]   |\n| Independent practice | [FILL] min      | [FILL]                                    | [FILL]    |\n| Closure              | [FILL: 3-5] min | [FILL: synthesis prompt]                  | [FILL]    |\n\nFORMATIVE CHECK (during guided practice)\n  Check:      [FILL: e.g. one mini-whiteboard problem]\n  Proceed if: [FILL: e.g. >=80% correct]\n  Re-teach if below - move: [FILL: e.g. second worked example, then re-check]\n\nEXIT TASK (mirrors objective wording): [FILL]\nDIFFERENTIATION - support: [FILL] | extension: [FILL]\nADVANCE PREP: [FILL]\n```\n\n## Deliverable\n\nProduce 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\u002Fre-teach rule, the exit task, and differentiation notes - using the template above.\n\n## Do NOT\n\n- Do not start from a favorite activity and reverse-engineer an objective; the objective comes first or the lesson drifts.\n- Do not let direct instruction exceed 15 minutes - past that point retention drops and practice time disappears.\n- Do not write a formative check without a numeric decision rule; \"check for understanding\" without a threshold produces no decision.\n- 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).\n- Do not plan a unit here - one lesson per plan; route multi-week sequencing to curriculum-mapper.\n\n## Quality bar\n\n- The objective uses an observable verb and one primary target.\n- Practice time is at least half the lesson; instruction is under 15 minutes.\n- The formative check names both a proceed threshold and a re-teach move.\n- The exit task mirrors the objective wording.\n- A substitute teacher could run the lesson without asking a question.\n","# Lesson Plan Builder\n\nA 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.\n\n## Operating procedure\n\nWork 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.\n\n### Step 1: Gather inputs\n\nCollect before drafting. Where the user cannot answer, use the default and label the assumption a guess.\n\n1. Subject and topic (required).\n2. Grade or level (required - it sets vocabulary and pacing).\n3. Class length in minutes (default: 50).\n4. What students already know - the prior lesson or prerequisite skill (default: ask; if unavailable, state the assumed prerequisite as a guess).\n5. Standards to align, if any (default: none, omit the alignment row).\n6. Constraints: available materials, tech, class size, known student needs.\n\n### Step 2: Write the objective first\n\nUse 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.\n\n### Step 3: Design the exit task before any activity\n\nBackward 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.\n\n### Step 4: Build the four-part arc with a time budget\n\nFor a 50-minute class (scale proportionally for other lengths):\n\n- 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.\n- Direct instruction \u002F modeling: under 15 minutes, hard ceiling. If the content cannot be modeled in 15 minutes, split it across two lessons rather than lecturing longer.\n- Guided then independent practice: the majority of the lesson - at least half the total minutes (25+ of 50). Students doing, not watching.\n- Closure: 3-5 minutes. Students synthesize (\"what changed in your thinking?\"), not just summarize.\n\n### Step 5: Filter activities against the objective\n\nFor 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.\n\n### Step 6: Place the formative check with a decision rule\n\nAt 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.\"\n\n### Step 7: Add materials and differentiation notes\n\nList 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.\n\n### Step 8: Run the substitute-teacher test\n\nRead 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.\n\n## Template\n\nCopy and replace the [FILL] fields.\n\n```\nLESSON PLAN - [FILL: topic] - [FILL: grade] - [FILL: duration] min\nObjective: Students will be able to [FILL: observable verb] [FILL: content] [FILL: condition\u002Fstandard].\nStandard: [FILL or omit]   Prerequisites assumed: [FILL]\n\nFLOW\n| Segment              | Time            | What happens                              | Materials |\n| Hook                 | [FILL: 3-7] min | [FILL: puzzle or prior-knowledge prompt]  | [FILL]    |\n| Direct instruction   | [FILL: \u003C=15] min| [FILL: model + worked example]            | [FILL]    |\n| Guided practice      | [FILL] min      | [FILL: students doing, teacher circulating]| [FILL]   |\n| Independent practice | [FILL] min      | [FILL]                                    | [FILL]    |\n| Closure              | [FILL: 3-5] min | [FILL: synthesis prompt]                  | [FILL]    |\n\nFORMATIVE CHECK (during guided practice)\n  Check:      [FILL: e.g. one mini-whiteboard problem]\n  Proceed if: [FILL: e.g. >=80% correct]\n  Re-teach if below - move: [FILL: e.g. second worked example, then re-check]\n\nEXIT TASK (mirrors objective wording): [FILL]\nDIFFERENTIATION - support: [FILL] | extension: [FILL]\nADVANCE PREP: [FILL]\n```\n\n## Deliverable\n\nProduce 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\u002Fre-teach rule, the exit task, and differentiation notes - using the template above.\n\n## Do NOT\n\n- Do not start from a favorite activity and reverse-engineer an objective; the objective comes first or the lesson drifts.\n- Do not let direct instruction exceed 15 minutes - past that point retention drops and practice time disappears.\n- Do not write a formative check without a numeric decision rule; \"check for understanding\" without a threshold produces no decision.\n- 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).\n- Do not plan a unit here - one lesson per plan; route multi-week sequencing to curriculum-mapper.\n\n## Quality bar\n\n- The objective uses an observable verb and one primary target.\n- Practice time is at least half the lesson; instruction is under 15 minutes.\n- The formative check names both a proceed threshold and a re-teach move.\n- The exit task mirrors the objective wording.\n- A substitute teacher could run the lesson without asking a question.\n",{"name":5,"metadata":24,"description":7},{"title":25},"Lesson Plan Builder","main","97a13607d669157a4a16d5ba79b77f208319f7b9","skills\u002Flesson-plan-builder",3,"https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills","https:\u002F\u002Fskillme.dev","https:\u002F\u002Fgithub.com\u002FSkillMedev","MCP-native catalog of Claude Agent Skills. Browse, recommend, install, and auto-apply skills in chat. Open source, every skill free and clonable on GitHub.","2026-10-14 03:19:31",{"source":8,"skillName":5,"commands":36,"prompt":46,"zipAvailable":47},[37,40,43],{"tool":38,"command":39},"npx","npx skills add SkillMedev\u002Fskills --skill lesson-plan-builder",{"tool":41,"command":42},"bunx","bunx skills add SkillMedev\u002Fskills --skill lesson-plan-builder",{"tool":44,"command":45},"pnpm","pnpm dlx skills add SkillMedev\u002Fskills --skill lesson-plan-builder","安装技能，技能地址：https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Flesson-plan-builder\u002FSKILL.md",true,[],[50,60,67,74,81,88],{"skillNo":51,"name":52,"nameZh":53,"description":54,"descriptionZh":55,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":56,"categories":57,"keywords":58,"publishedAt":59},"01M75271B256DF3FX2VG5VRYEE","zone-2-cardio-plan","有氧运动计划","Use when someone asks to build a steady-state cardio plan, train an aerobic base or Zone 2, structure easy or endurance weekly cardio, train by heart-rate zones, or improve resting heart rate, VO2, or endurance. Builds a heart-rate-zone aerobic training block with session structure, modality choice, and progression. General fitness guidance, not medical advice. Do NOT use to design a strength or lifting program (use Strength Training Plan), high-intensity interval conditioning, HIIT, or circuits (use Conditioning & HIIT Program), or a mobility\u002Fflexibility routine (use Mobility Routine).","当有人要求制定稳态有氧训练计划、进行有氧基础训练或达到第二区间、安排轻松或耐力型的每周有氧训练、按心率区间训练，或提高静息心率、最大摄氧量或耐力时，可以使用此方案。该方案构建了一个包含训练计划结构、训练方式选择和进度安排的心率区间有氧训练模块。本方案仅提供一般健身指导，不构成医疗建议。请勿用于设计力量或举重训练计划（请使用力量训练计划）、高强度间歇训练 (HIIT) 或循环训练（请使用体能训练和 HIIT 计划），或灵活性\u002F柔韧性训练（请使用灵活性训练计划）。","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fzone-2-cardio-plan\u002FSKILL.md",[],[],"2026-11-11 18:27:18",{"skillNo":61,"name":62,"nameZh":6,"description":63,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":64,"categories":65,"keywords":66,"publishedAt":59},"01M7526VP1QBBKYBE17S1WR86Y","youtube-script-writer","Writes retention-engineered long-form YouTube scripts on a hook\u002Fbody\u002Fpayoff architecture - a first-30-seconds hook that survives the retention cliff, a beat-sheet body with mini-hooks and bridges, timed pattern interrupts, and a payoff that over-delivers - with B-roll and editing cues marked inline. Use when someone says \"script my next video\", \"my retention graph dies at the start\", \"tighten this draft\", or \"outline a video on X\". Do NOT use for the 3-second opener of TikTok, Reels, or Shorts - use video-hook-writer instead; do NOT use for spoken voiceover synced to on-screen tutorial actions - use narration-script instead; do NOT use for a sales demo built on a buyer's discovery notes - use demo-script instead; do NOT use to design the thumbnail and title - use thumbnail-concept instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fyoutube-script-writer\u002FSKILL.md",[],[],{"skillNo":68,"name":69,"nameZh":6,"description":70,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":71,"categories":72,"keywords":73,"publishedAt":59},"01M7526P2T0WKMHDXS4Q58237T","win-back-campaign","Designs segmented win-back email sequences for dormant users - dormancy tiers, a three-beat sequence with a single proportional incentive, and a suppression rule - and measures success by re-activation, not opens. Use when someone says \"our users went quiet\", \"design a win-back campaign\", \"how do I re-engage lapsed customers\", \"should we email people who haven't logged in for months\", or lifecycle messaging has stopped landing with a lapsed segment. Do NOT use for recovering an unfinished checkout - use abandoned-cart-sequence instead. Do NOT use for diagnosing and fixing why active customers cancel - use churn-reduction instead. Do NOT use for building always-on onboarding or nurture flows - use email-drip-builder instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwin-back-campaign\u002FSKILL.md",[],[],{"skillNo":75,"name":76,"nameZh":6,"description":77,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":78,"categories":79,"keywords":80,"publishedAt":59},"01M7526HF2RCDJ50P93WRZRHVV","wikipedia-style","Writes neutral, verifiable, encyclopedic prose following Wikipedia's core content policies and manual of style - NPOV, inline citations, notability-backed claims, and a strict ban on promotional language. Use when someone asks \"write this like a Wikipedia article\", \"draft a Wikipedia page for this company or person\", \"make this neutral and encyclopedic\", or \"why does my article draft keep getting rejected\". Do NOT use for persuasive or opinion writing - use op-ed-writer instead; for thesis-driven academic papers, use academic-essay; for verifying claims in existing text, use fact-checker.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwikipedia-style\u002FSKILL.md",[],[],{"skillNo":82,"name":83,"nameZh":6,"description":84,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":85,"categories":86,"keywords":87,"publishedAt":59},"01M7526D43CTGRKGKNQ2GB0KVX","whitepapers","Structures and writes authoritative B2B whitepapers - a standalone executive summary, a data-sized problem statement, methodology, evidence-driven findings, recommendations, and a soft call to action - flagging every claim that needs a real citation. Use when a marketer asks \"write a whitepaper on this topic\", \"turn our research into a lead-gen asset\", \"make this credible enough for executives\", or a draft reads like a product pitch instead of analysis. Do NOT use for customer-story-driven proof - use case-study-builder instead; for policy audiences, use policy-brief.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwhitepapers\u002FSKILL.md",[],[],{"skillNo":89,"name":90,"nameZh":6,"description":91,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":92,"categories":93,"keywords":94,"publishedAt":59},"01M75268423Y3K50SY5WC2NX2G","white-space-analysis","Finds unmet market gaps by ranking jobs-to-be-done on importance versus satisfaction, overlaying them against current solutions and workarounds, and validating that each gap is real, winnable, and worth winning. Use when someone asks \"where are the gaps in this market\", \"what's underserved here\", \"where should we play next\", or is hunting for product, feature, or market-entry opportunities. Do NOT use for profiling competitors and building battle cards - use competitive-intelligence instead; for putting a dollar figure on an identified opportunity - use market-sizing instead; for extracting jobs-to-be-done from raw customer interviews - use jtbd-extractor instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwhite-space-analysis\u002FSKILL.md",[],[]]