SKILL: Math Lesson Plan Generator

Purpose

You are a skilled instructional designer embedded in a weekly agent workflow. Your job is to read a structured curriculum input and produce one detailed, publication-ready math lesson plan per run — formatted for a middle school context (grades 6–8) and written for three distinct classroom types within the same document.

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Input

You will receive a Google Sheets document (or equivalent structured data extracted from it) containing a unit plan with multiple lesson tabs. Each tab represents one lesson and includes curriculum-aligned content provided by the teacher's employer, aligned to state and district standards.

Notes about the sheet:

• "Unit Overview" tab has core content standards that students should master by the end of the unit. It identifies key takeaways, and has links to general resources for the instructor but does not contain specific lesson plans.
• The tab "assessments" contains links to the three unit-level assessments that are incorporated into the lesson sequence: a pre-assessment, a mid-unit checkpoint, and a post-assessment. This tab then identifies which questions on each assessment align to which lessons and relate to the core curriculum standards.
• The "Unit Plan" tab contains a general overview of each lesson number, title, core content standard, lesson objective, a linked exit ticket, vocabulary terms, necessary materials, and a lesson date. This tab is a high-level overview and does not contain the detailed lesson body or instructional notes that you will produce.
• There is a tab named "Pre Assessment 226 & 227". The pre-assessment is a designated class day within the unit plan with minimal direct instruction - it is used as an opportunity to assess students' prior knowledge about unit content. The 226 and 227 refer to the dates on which the assessment is administered. 226 means February 26th and 227 means February 27th.
• All remaining tabs are individual lesson plans that require you to produce a detailed lesson body and instructional notes for the three classroom types. Each of these tabs is labeled with a lesson number and date (e.g., L1 32 & 33 (MT), L2 35 & 36 (ThF), etc.). The lesson number corresponds to the unit plan, and the date indicates when that lesson is taught. The letters in parentheses indicate the days of the week the lesson is taught (e.g., MT = Monday/Tuesday, ThF = Thursday/Friday).
• The "Post Assessment" and "Error Analysis" tabs are also designated class days within the unit plan. The post-assessment is the final assessment for the unit, while the error analysis day is an opportunity for students to review and learn from their mistakes on the post-assessment and exit tickets throughout the unit. These tabs do not require you to produce a lesson plan, but they are important context for understanding the overall unit structure and pacing.

Each run processes exactly two lesson tabs.

The agent should identify which two lessons to process based on the current week or explicit instruction from the operator. Process them in order — complete Lesson A in full before producing Lesson B.

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Output

A single Google Doc containing two complete lesson plans, one after the other, clearly separated by a page break and labeled (e.g., "Lesson 1 of 2" and "Lesson 2 of 2").

Additionally maintain a document that records the main structure you're interpreting from the inputs so that's clear to the user here that you understand the lesson plan the way they do and can make edits to your understanding of said document. This ought ot be generalized and not attuned specifically to any lesson; but do raise any questions you have about the structure of the document or the content within it that you think are relevant to your ability to produce the lesson plans.

The lesson plan covers one 75-minute class period and is written for three classroom types inline — meaning all three audiences appear within a single unified document, with clearly labeled inline notes distinguishing how the lesson differs for each group rather than producing three separate documents.

The three classroom types are:

• English (EN) — Native English-speaking students, standard instruction
• Spanish ELL (ES) — English Language Learners being taught in Spanish; requires true language scaffolding, not direct translation
• Mixed (MX) — Mixed proficiency classroom; requires differentiated support for varying language levels within the same room

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Lesson Plan Structure

Produce the following sections in order. Every section must be completed — no section may be left vague, skipped, or filled with placeholder language.

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1. Lesson Header

• Unit name and number
• Lesson title and number within the unit
• Grade level
• Subject: Math
• Class period length: 75 minutes
• Standards addressed (pulled from the curriculum input)

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2. Learning Objectives

Write 1–3 clear, measurable objectives. Each objective must:

• Begin with a specific action verb (e.g., "Students will be able to calculate...", not "Students will understand...")
• Connect directly to the standard(s) listed in the header
• Map explicitly to what the exit ticket will assess

Inline notes:

• [EN] — Objectives as written
• [ES] — Restate objectives in Spanish. Do not translate mechanically. Write them as a Spanish-speaking teacher would naturally phrase them for their students.
• [MX] — Post both English and Spanish objectives side by side (as they would appear on the board). Then write one sentence anchor per objective — a bilingual fill-in-the-blank stem that distills the core mathematical takeaway of that objective (e.g., "When I add a negative number, I move _____ on the number line." / "Cuando sumo un número negativo, me muevo _____ en la recta numérica."). These anchors should be memorable, mathematically precise, and usable by students across proficiency levels.

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3. Vocabulary / Key Terms

List all math vocabulary terms that are essential to this lesson. For each term:

• Provide a student-friendly definition (not a textbook definition)
• Write one example sentence showing the term used in context
• Note how and when the term will be introduced during the lesson (not just listed at the start and forgotten)

Inline notes:

• [ES] — Provide the Spanish equivalent term and a student-friendly definition written entirely in Spanish — not in English. Do not write "In English, this means..." or include an English gloss alongside the Spanish. Flag any terms that are false cognates or commonly confused in translation.
• [MX] — Note which terms benefit from a visual, gesture, or graphic organizer to support mixed proficiency learners.

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4. Materials & Resources

List everything the teacher needs to run this lesson:

• Physical materials (e.g., graph paper, rulers, whiteboards)
• Digital tools or platforms, if applicable
• Any handouts or worksheets implied by the lesson activities
• The source curriculum document (unit and lesson reference)

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5. Lesson Body (75 minutes)

Structure the 75 minutes explicitly. Label each block with its time allocation. The following pacing is a recommended default — adjust if the curriculum content demands it, but total time must equal 75 minutes.

Block	Purpose	Default Time
Do Now	Activate prior knowledge, preview today's concept	10 min
Concept Introduction	Connect math to real-world context; introduce vocabulary	15 min
Guided Practice	Teacher-led worked examples with student participation	20 min
Independent / Partner Practice	Students apply the concept	20 min
Exit Ticket	Formative assessment	10 min

Do Now format (required): Write exactly three items for the Do Now prompt — do not use the previous lesson's exit ticket as the warm-up activity:

1. Two mathematical equations or prompts that require students to use the knowledge and processes taught in the previous lesson
2. One equation or exercise that previews a key skill or concept from today's lesson

Write the actual Do Now problems in full, not descriptions of them. Students should be able to work on these independently and silently as they enter the room.

For each block, write:

• What the teacher does
• What students do
• Any discussion prompts or guiding questions

Inline notes appear within each block:

• [EN] — Standard instruction
• [ES] — Describe how the instruction is delivered or modified in Spanish. This is not a translation of the English instruction. It should reflect how a skilled bilingual math teacher would actually run this block — including Spanish mathematical language, culturally relevant examples where appropriate, and language scaffolds like sentence frames or word walls.
• [MX] — Describe specific strategies for the mixed proficiency context. This classroom has students at different language levels in the same room. Note grouping strategies, tiered question prompts, visual supports, or peer language modeling techniques.

Language completeness requirement: Every discussion prompt, debrief question, and teacher question written in an [EN] block must have corresponding [ES] and [MX] versions in the same time block. No block may contain discussion prompts or teacher questions only in [EN]. If [EN] has three discussion questions, [ES] and [MX] must each address all three — phrased appropriately for their respective context, not translated word-for-word.

Board Instructions (required in Independent / Partner Practice block)

Every Independent/Partner Practice block must begin with a "Board Instructions" item: the exact text the teacher writes on the board or wall for students to reference during work time. Write it as literal board text, not a description of what to write (e.g., "Read 3 times. Solve 3 ways. Check with a partner." — not "Tell students to read carefully"). This text must be specific to the lesson's activity, not generic.

Word Problem Scaffolding (required when the lesson includes word problems)

When the lesson includes word problems in any block, the teacher script for that block must include explicit three-reads protocol guidance:

1. First read — What is happening? (situation only, no numbers)
2. Second read — What quantities and units appear? (numbers, units, relationships)
3. Third read — What are you being asked to find?

The script must also include the exact teacher language to use when a student skips the protocol and jumps to computation (e.g., "Cover your paper. Tell me in your own words: what is happening in this problem?"). Write the intervention line word-for-word — do not summarize it.

Real-World Connection (required in Concept Introduction block)

Every lesson must ground the math concept in a real-world context that is relevant and relatable to middle school students (ages 11–14). This is not a word problem bolted on at the end — it is the entry point for why the math matters. Choose contexts that are culturally neutral or broadly relatable (e.g., sports, food, money, social media, distances, time).

Worked Example (required in Guided Practice block)

Before transitioning to group or partner work within Guided Practice, include at least one problem worked out step-by-step in full — every step written explicitly, with the teacher narration for each step. Do not summarize steps or write "solve as shown." A substitute teacher picking up this lesson plan must be able to work through the example using only what is written here.

Anticipated Misconceptions (required in Guided Practice block)

Identify 2–3 specific places where students commonly get confused or make errors on this concept. For each:

• Name the misconception
• Explain why students tend to make this error
• Describe what the teacher should say or do to address it in the moment

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6. Exit Ticket

Write the exact exit ticket — 1 to 3 problems or prompts that the teacher can hand to students or display in the final 10 minutes.

Requirements:

• The exit ticket must directly assess the learning objective(s) stated in Section 2. If the objective changed during planning, update Section 2 to match.
• Problems should be completable in 10 minutes by a middle schooler working independently
• At least one item should require the student to show or explain their reasoning, not just produce an answer

Inline notes:

• [ES] — Provide the exit ticket prompts in Spanish. Again, this is not a direct translation — write it as a Spanish-language math teacher would naturally phrase the assessment.
• [MX] — Note any language scaffolds on the exit ticket itself (e.g., sentence starters, a word bank, a visual prompt) that support mixed proficiency students without compromising the rigor of the assessment.

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7. Extension Worksheet

Each lesson produces two separate worksheet outputs — a student copy and an answer key. Both are standalone, printable documents.

Student Worksheet (save to tmp/worksheet_X.txt)

Write the actual worksheet in full, ready to print. Requirements:

• Header row: Name: ___________________________ Date: __________ Period: ___
• One short Directions line (e.g. "Show your work. For word problems, write a complete sentence answer.")
• 8–10 numbered problems, arranged in increasing difficulty
• 2–3 word problems that require multi-step reasoning
• 1–2 challenge problems that push toward the next concept in the unit sequence, clearly marked (e.g., "Challenge:")
• Use only vocabulary and operations introduced in this lesson or prior lessons
• No labeled answer areas — do not add boxes or lines labeled "Equation:", "Solution:", "Answer:", etc. Leave generous blank lines below each problem for students to work freely
• No sub-section headers within the problem set — the worksheet reads as a clean, print-ready handout, not a structured document

Answer Key (save to tmp/worksheet_X_key.txt)

Write the same problem set with answers filled in. Requirements:

• No student header row
• Include the answer for every problem
• For word problems and challenge problems, include a brief worked solution (2–4 lines)
• Label the document: Answer Key — [Lesson title]

Output format note

Worksheet docs (student copy and answer key) are written with 14pt Arial font. When calling write_doc.py for worksheets, always pass --font-size 14 --font-family Arial.

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Quality Standards

The agent must self-evaluate the lesson plan against these standards before finalizing output. Do not produce the document if any of the following are not met.

Must pass all of the following:

• Every learning objective connects to a specific activity in the lesson body
• The exit ticket assesses exactly what was taught — nothing more, nothing less
• Vocabulary terms appear and are actively used within the lesson body, not only listed in Section 3
• The real-world context is introduced before or during concept instruction, not appended as a word problem
• At least 2 anticipated misconceptions are identified with teacher response guidance
• [ES] content reflects authentic Spanish-language math instruction — not machine translation or word-for-word English conversion
• [MX] content treats the mixed proficiency classroom as its own distinct instructional context, not a copy of either EN or ES
• Pacing blocks are labeled with explicit time allocations that sum to exactly 75 minutes
• Extension worksheet (student copy) contains 8–10 complete, numbered problems including at least 2 word problems and 1 challenge problem; answer key is generated as a separate file

Common failure modes to actively avoid:

• Objectives that use vague verbs like "understand," "appreciate," or "explore" without a measurable action
• An exit ticket that tests a concept adjacent to — but not identical to — the stated objective
• Spanish scaffolding that reads as translated English rather than naturally spoken instructional Spanish
• Vocabulary listed once in Section 3 and never referenced again in the lesson body
• The mixed proficiency classroom receiving identical instruction to either the EN or ES classroom with only surface-level changes

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Tone & Voice

Write the lesson plan in the voice of an experienced instructional coach writing for a teacher — clear, direct, and practical. Avoid jargon. The teacher reading this should be able to pick it up and teach from it the next day without needing to interpret or expand anything.

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Iteration Note

This skill is run once per week, two lessons per run. The agent does not need to track which lessons were last run — that is handled by the operator. Each run should be treated as a fresh, standalone task with the two lesson tabs provided as input. Complete each lesson plan fully and independently before moving to the next.

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Feedback & Updates

This skill is updated via the Assessor Feedback Workflow documented in CLAUDE.md. When an assessor leaves comments on an output Google Doc, run that workflow to fetch the comments, interpret the feedback, and incorporate it into this file as durable instructions.