30 Claude Prompts That Build Lesson Plans
Give Claude your topic, audience, and time slot and it returns a complete lesson plan you can teach from today: learning objectives, timed activities, materials, differentiation, and assessment. Prompts for K-12, higher ed, corporate training, workshops, online courses, and 1:1 tutoring. Not "give me some ideas."
In short: This page contains 30 copy-paste ready prompts, organized into 6 categories with a description and pro tip for each. The first 15 prompts are free instantly — no signup needed. Hand-curated and tested by the AI Academy team.
K-12 Classroom Lessons
5 promptsSingle-Period Standards-Aligned Lesson
1/30You are an experienced K-12 teacher and instructional designer. <context> I need a complete, ready-to-teach lesson plan for one class period, delivered as a self-contained document I can print and follow minute by minute. </context> <inputs> - Grade level and subject: [E.G. 7TH GRADE SCIENCE] - Topic: [WHAT WE ARE LEARNING] - Standard to align to: [E.G. NGSS MS-PS1-2 OR STATE CODE] - Period length: [E.G. 50 MINUTES] - Class size and context: [SIZE, RESOURCES, ANY CONSTRAINTS] </inputs> <task> Build a full lesson plan with: 2-3 measurable learning objectives written as "students will be able to...", the target standard, a materials list, a timed sequence (hook or bell-ringer, direct instruction, guided practice, independent practice, closure) with minutes for each block, key questions to ask, a differentiation note for struggling and advanced learners, and a short formative assessment with an answer key or success criteria. </task> <constraints> - Timings must add up to the period length exactly. - Objectives must be measurable and tied to the named standard. - No filler; every block states what the teacher and students actually do. </constraints> <format> Return the full lesson plan as a structured document (headed sections and a timing table), then a short note on how to adapt it for a shorter or longer period. </format>
Produces a complete single-period, standards-aligned K-12 lesson plan with timed blocks and a formative check, ready to use.
Pro tip: Paste the exact wording of your standard so Claude aligns objectives and the assessment to it instead of paraphrasing.
5-Day Unit Plan
2/30You are a K-12 curriculum specialist who designs coherent instructional units. <context> I need a complete five-day unit plan delivered as a self-contained document that sequences daily lessons toward one big idea and a summative assessment. </context> <inputs> - Grade level and subject: [E.G. 5TH GRADE ELA] - Unit topic and essential question: [BIG IDEA] - Standards to cover: [LIST] - Daily period length: [MINUTES PER DAY] - Summative assessment type: [E.G. ESSAY, PROJECT, TEST] </inputs> <task> Build a unit plan with: unit-level objectives and the essential question, a standards map, then for each of the five days a lesson outline (objective, activity sequence with rough timing, and an exit ticket), how each day builds on the last, a vocabulary list, and a summative assessment description with a scoring rubric. </task> <constraints> - Days must build logically toward the summative assessment. - Every daily objective ties to a listed standard and an exit ticket. - Include one clear differentiation strategy that runs across the unit. </constraints> <format> Return the full unit plan as a structured document with a day-by-day table and the rubric, then note how to compress it to three days. </format>
Generates a coherent five-day K-12 unit plan with daily lessons, exit tickets, and a summative rubric, ready to use.
Pro tip: Tell Claude your summative assessment first; it will reverse-engineer the five days to build toward it.
Differentiated Lesson for Mixed Abilities
3/30You are a special-education and inclusion specialist who plans for diverse classrooms. <context> I teach a mixed-ability class and need one lesson plan that includes real, usable differentiation for every group, delivered as a self-contained document. </context> <inputs> - Grade level and subject: [E.G. 3RD GRADE MATH] - Topic and objective: [WHAT AND WHY] - Learner profiles in the room: [E.G. IEP READING SUPPORT, ELL, GIFTED] - Period length: [MINUTES] - Accommodations I must honor: [ANY IEP/504 REQUIREMENTS] </inputs> <task> Build a lesson plan with: shared objectives and success criteria, a common whole-class hook and mini-lesson, then three tiered task tracks (support, on-level, extension) that all reach the objective, specific accommodations for the named profiles, sentence frames or scaffolds for ELLs, grouping guidance, and a tiered exit check that lets each learner show mastery at their level. </task> <constraints> - All three tracks must target the same core objective, not different content. - Accommodations must be concrete and named, not "provide support as needed". - Include timing for the whole-class and differentiated segments. </constraints> <format> Return the lesson plan as a structured document with a side-by-side table of the three tracks, then a note on how to regroup students mid-lesson. </format>
Builds an inclusive K-12 lesson with tiered tasks and concrete accommodations for mixed-ability classes, ready to use.
Pro tip: List the actual accommodations from your students' IEPs so Claude bakes them into the plan rather than offering generic ones.
Project-Based Learning Unit
4/30You are a project-based learning (PBL) coach who designs authentic, standards-aligned projects. <context> I want a complete PBL unit built around a driving question and a real audience, delivered as a self-contained document my class can start on Monday. </context> <inputs> - Grade level and subject(s): [E.G. 8TH GRADE SCIENCE + ELA] - Real-world theme: [E.G. LOCAL WATER QUALITY] - Standards to hit: [LIST] - Project duration: [E.G. 3 WEEKS] - Final product and audience: [E.G. PROPOSAL TO CITY COUNCIL] </inputs> <task> Build a PBL unit with: a compelling driving question, the final public product and authentic audience, aligned objectives and standards, a phase-by-phase timeline (launch, build knowledge, create, critique and revise, present) with milestones, key activities and lessons per phase, checkpoints and formative checks, a student-facing project brief, and a rubric for the final product. </task> <constraints> - The driving question must be open, real, and tied to the standards. - Include at least one critique-and-revision cycle before the final product. - Milestones must have dates or day ranges within the duration. </constraints> <format> Return the unit as a structured document with a phase timeline table, the student brief, and the rubric, then note how to scale it to a shorter sprint. </format>
Creates a full project-based learning unit with a driving question, phased timeline, and product rubric, ready to use.
Pro tip: Name a real local audience (a council, a business, parents); Claude will design authentic milestones around presenting to them.
Substitute Teacher Emergency Lesson
5/30You are a veteran teacher who writes foolproof plans that any substitute can run. <context> I need a self-contained emergency sub plan a substitute with no prep and no subject expertise can deliver smoothly and safely. </context> <inputs> - Grade level and subject: [E.G. 6TH GRADE SOCIAL STUDIES] - Topic (review-safe, not new content): [WHAT TO REINFORCE] - Period length and schedule: [MINUTES; ANY BELL SCHEDULE NOTES] - Available materials: [WHAT IS IN THE ROOM] - Class management notes: [SEATING, KEY RULES, STUDENTS WHO NEED SUPPORT] </inputs> <task> Build a sub plan with: a friendly overview for the sub, clear step-by-step instructions with timing, a bell-ringer, a self-directed main activity with a printable worksheet or task, an early-finisher extension, exact management and safety notes, what to collect, an emergency backup activity, and a note for the sub to leave the teacher about how it went. </task> <constraints> - Zero prerequisite knowledge for the sub; every step is explicit. - The main activity is self-directed and does not require teaching new content. - Include what students turn in so the teacher can assess on return. </constraints> <format> Return the sub plan as a structured document with a numbered timeline and the printable task, then a one-line list of what to leave on the desk. </format>
Generates a foolproof substitute-teacher lesson plan any sub can run with no prep, including a printable task, ready to use.
Pro tip: Add your two trickiest classroom-management notes; Claude turns them into explicit instructions the sub can follow without you.
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Higher Education
5 promptsCourse Syllabus With Weekly Plan
6/30You are a university faculty member and instructional designer building a full course. <context> I need a complete course syllabus with a week-by-week teaching plan, delivered as a self-contained document ready to post to the LMS. </context> <inputs> - Course title and level: [E.G. INTRO TO MICROECONOMICS, UNDERGRAD] - Term length and format: [E.G. 15 WEEKS, 2 SESSIONS/WEEK, 75 MIN] - Learning outcomes: [3-6 COURSE OUTCOMES] - Key topics or textbook: [LIST OR BOOK] - Assessment weighting: [E.G. MIDTERM 25%, PROJECT 30%, ETC] </inputs> <task> Build a syllabus with: course description, measurable learning outcomes, a weekly schedule table (topic, readings, activities, and any due dates per week), assessment breakdown with weightings, grading scale, and an academic-integrity and accommodations statement, followed by a per-week teaching plan that lists each session's objective and main activity. </task> <constraints> - Weekly topics must sequence logically and cover every stated outcome. - Assessment weightings must total 100%. - Include reading load estimates that are realistic for the level. </constraints> <format> Return the syllabus and weekly plan as a structured document with a schedule table, then note where to insert institution-specific policy links. </format>
Builds a complete university syllabus with a week-by-week teaching plan and aligned assessments, ready to use.
Pro tip: Give Claude your assessment weightings up front so it spaces the workload evenly instead of clustering deadlines.
Seminar Discussion Session Plan
7/30You are a university instructor skilled at facilitating discussion-based seminars. <context> I need a session plan for a discussion-driven seminar, delivered as a self-contained document that keeps a small group in rigorous conversation. </context> <inputs> - Course and level: [E.G. GRADUATE POLITICAL THEORY] - This week's reading or text: [AUTHOR AND WORK] - Session length and group size: [E.G. 90 MIN, 14 STUDENTS] - Learning objective for the session: [WHAT THEY SHOULD GRASP] - Discussion format preference: [E.G. SOCRATIC, FISHBOWL, SMALL GROUPS] </inputs> <task> Build a seminar plan with: the session objective, a short framing opener, a tiered set of discussion questions (comprehension, analysis, evaluation, application), a facilitation timeline with transitions between whole-group and small-group segments, prompts to draw in quiet students, a structured way to surface and resolve disagreement, and a closing synthesis with a one-paragraph reflection prompt for assessment. </task> <constraints> - Questions must escalate in cognitive demand, not stay at recall. - Include timing for each discussion segment and named facilitation moves. - Provide a fallback prompt if discussion stalls. </constraints> <format> Return the plan as a structured document with a question bank and a facilitation timeline, then note how to adapt it for an online seminar. </format>
Creates a discussion-based seminar session plan with tiered questions and facilitation moves, ready to use.
Pro tip: Tell Claude the one misconception students usually bring; it will design questions that expose and dismantle it.
Lecture With Active-Learning Breaks
8/30You are a higher-ed teaching specialist who converts passive lectures into active learning. <context> I need a lecture plan that stays interactive, delivered as a self-contained document with content beats and student-activity breaks woven throughout. </context> <inputs> - Course and level: [E.G. 200-LEVEL PSYCHOLOGY] - Lecture topic: [WHAT I AM COVERING] - Session length and room type: [E.G. 60 MIN, 120-SEAT HALL] - Learning objectives: [2-4 OBJECTIVES] - Tech available: [E.G. CLICKERS, POLLING APP, NONE] </inputs> <task> Build a lecture plan with: objectives, an attention-grabbing opener, content segments of no more than 12-15 minutes each, an active-learning break after every segment (think-pair-share, poll question, one-minute paper, or worked example), the exact poll or discussion prompts, a timed run sheet, a concept-check question per objective, and a closing summary plus muddiest-point exit prompt. </task> <constraints> - No content segment exceeds 15 minutes without an interaction. - Every objective has at least one active-learning check tied to it. - Activities must work at the stated class size and tech level. </constraints> <format> Return the lecture plan as a structured document with a minute-by-minute run sheet, then note how to run the polls without any tech. </format>
Produces an interactive lecture plan with active-learning breaks and concept checks every segment, ready to use.
Pro tip: State your room's tech honestly; Claude designs no-tech versions of every poll so a projector failure never derails the session.
Lab / Practical Session Plan
9/30You are a lab instructor who designs safe, well-scaffolded practical sessions. <context> I need a hands-on lab session plan delivered as a self-contained document covering procedure, safety, and assessment. </context> <inputs> - Course and level: [E.G. ORGANIC CHEMISTRY LAB] - Lab topic and technique: [WHAT STUDENTS WILL DO] - Session length and group setup: [E.G. 3 HOURS, PAIRS] - Equipment and materials: [LIST] - Safety hazards to address: [KEY RISKS] </inputs> <task> Build a lab plan with: learning objectives, a pre-lab briefing and safety walkthrough, required PPE and hazard notes, a numbered procedure with timing and checkpoints, data-collection templates, common pitfalls and how to prevent them, guiding analysis questions, clean-up steps, and a post-lab assessment (lab report outline or worksheet) with a grading rubric. </task> <constraints> - Safety and hazard handling must be explicit and appear before any procedure. - Procedure steps include timing and go/no-go checkpoints. - Include what students submit and how it is scored. </constraints> <format> Return the lab plan as a structured document with a procedure table and the rubric, then note how to run a demo-only version if equipment is short. </format>
Generates a hands-on lab session plan with safety briefing, timed procedure, and a report rubric, ready to use.
Pro tip: List your real hazards; Claude front-loads the safety walkthrough and adds go/no-go checkpoints at the risky steps.
Flipped-Classroom Lesson Plan
10/30You are an instructional designer who specializes in flipped-classroom pedagogy. <context> I need a flipped lesson plan delivered as a self-contained document that splits pre-class content acquisition from in-class application. </context> <inputs> - Course and level: [E.G. UNDERGRAD STATISTICS] - Topic: [WHAT WE ARE LEARNING] - In-class session length: [MINUTES] - Pre-class materials I can assign: [E.G. VIDEO, READING, DATASET] - Learning objectives: [2-4 OBJECTIVES] </inputs> <task> Build a flipped plan with: pre-class assignments (what to watch/read, guiding questions, and a short accountability quiz), a bridge activity that surfaces pre-class understanding, the in-class application sequence (problem-solving, case work, or peer teaching) with timing, checkpoints where the instructor circulates, an assessment tied to the objectives, and a note on what to do for students who arrive unprepared. </task> <constraints> - Content delivery happens pre-class; class time is for application, not lecture. - Include the accountability check that ensures students did the pre-work. - Provide a contingency path for unprepared students. </constraints> <format> Return the plan as a structured document split into Pre-Class, In-Class (timed), and Assessment, then note how to build the accountability quiz. </format>
Builds a flipped-classroom lesson plan splitting pre-class content from in-class application, ready to use.
Pro tip: Give Claude the length of your pre-class video; it sizes the guiding questions and accountability quiz to match it.
Corporate Training
5 promptsNew-Hire Onboarding Session Plan
11/30You are a learning-and-development lead who designs effective employee onboarding. <context> I need a facilitator-ready onboarding training plan delivered as a self-contained document that gets new hires productive fast. </context> <inputs> - Role or department: [E.G. CUSTOMER SUCCESS] - Session length and format: [E.G. HALF DAY, IN PERSON OR VIRTUAL] - Number of new hires: [GROUP SIZE] - Must-cover topics: [E.G. TOOLS, PROCESS, CULTURE, POLICIES] - Desired outcome by end of session: [WHAT THEY CAN DO] </inputs> <task> Build an onboarding plan with: session objectives, a facilitator run sheet with timed modules, a welcome and icebreaker, content blocks for each must-cover topic with the activity type (demo, hands-on, discussion), hands-on practice with the actual tools, a knowledge-check quiz, a 30-day expectations recap, a resources-and-contacts handout, and a feedback survey. </task> <constraints> - Every content block states the delivery method and the deliverable or check. - Include hands-on practice, not just presentation, for tool-based topics. - Timings add up to the stated session length with breaks included. </constraints> <format> Return the plan as a structured document with a timed run sheet and the knowledge-check questions, then note how to convert it to a self-paced version. </format>
Creates a facilitator-ready new-hire onboarding session plan with timed modules and knowledge checks, ready to use.
Pro tip: State the one task new hires must be able to do by lunch; Claude builds the whole run sheet backward from that outcome.
Compliance Training Module
12/30You are a compliance training specialist who makes mandatory topics engaging and defensible. <context> I need a compliance training session plan delivered as a self-contained document that satisfies documentation needs while keeping people awake. </context> <inputs> - Compliance topic: [E.G. DATA SECURITY, HARASSMENT PREVENTION, ANTI-BRIBERY] - Audience and size: [WHO, HOW MANY] - Session length and format: [MINUTES; LIVE OR VIRTUAL] - Required policy points to cover: [LIST] - Proof-of-completion needs: [E.G. SIGN-OFF, PASSING QUIZ SCORE] </inputs> <task> Build a compliance plan with: learning objectives, a why-this-matters opener with real-world scenarios, content blocks covering each required policy point, realistic decision-scenario activities (what would you do), a discussion of gray areas, a scored knowledge check with a passing threshold, an acknowledgment and sign-off step, and a where-to-report reference card. </task> <constraints> - Every required policy point maps to a content block and a quiz item. - Include scenario-based practice, not just policy recitation. - Specify the passing score and the completion record produced. </constraints> <format> Return the plan as a structured document with a coverage table (policy point to activity to quiz item) and the quiz, then note how to log completions. </format>
Generates a compliance training module with scenarios, a scored quiz, and a completion-tracking coverage map, ready to use.
Pro tip: Paste your exact policy clauses; Claude maps each one to a scenario and a quiz item so your coverage is auditable.
Leadership Skills Workshop
13/30You are an executive coach who runs practical leadership development sessions. <context> I need a leadership-skills workshop plan delivered as a self-contained document built on practice and feedback, not lecture. </context> <inputs> - Skill focus: [E.G. GIVING FEEDBACK, DELEGATION, DIFFICULT CONVERSATIONS] - Audience: [E.G. NEW MANAGERS, SENIOR LEADERS] - Session length and group size: [E.G. 3 HOURS, 12 PEOPLE] - Real challenges participants face: [CONTEXT] - Desired behavior change: [WHAT THEY DO DIFFERENTLY AFTER] </inputs> <task> Build a workshop plan with: objectives framed as behavior change, a self-assessment opener, a short model or framework for the skill, role-play or case scenarios with prepared prompts, structured peer-feedback rounds, a group debrief pulling out principles, a personal action-commitment worksheet, and a follow-up plan for practicing after the session. </task> <constraints> - At least half the time is spent in practice, not presentation. - Role-plays use participants' real situations where possible. - End with concrete individual commitments, not just insights. </constraints> <format> Return the plan as a structured document with a timed agenda, the role-play scenarios, and the action-commitment worksheet, then note how to run it virtually. </format>
Builds a practice-heavy leadership workshop plan with role-plays, feedback rounds, and action commitments, ready to use.
Pro tip: Give Claude two real situations participants struggle with; it turns them into role-play scenarios that feel true to their jobs.
Software Rollout Training
14/30You are a change-management trainer who drives adoption of new workplace tools. <context> We are rolling out new software and I need a training session plan delivered as a self-contained document that turns resistance into confident daily use. </context> <inputs> - Tool being rolled out: [SOFTWARE NAME AND PURPOSE] - Who is being trained: [ROLES, TECH COMFORT LEVEL] - Session length and format: [MINUTES; LIVE/VIRTUAL/HYBRID] - Top tasks they must be able to do: [KEY WORKFLOWS] - Common objections or fears: [WHAT WORRIES THEM] </inputs> <task> Build a rollout training plan with: objectives tied to real tasks, a what's-in-it-for-me opener that addresses the objections, a guided walkthrough of each key workflow, hands-on practice in a sandbox with a task checklist, a troubleshooting and FAQ segment, a competency check where users complete a real task unaided, quick-reference job aids, and a post-training support plan. </task> <constraints> - Training is task-based; every workflow gets hands-on practice. - Directly address the named objections early, not as an afterthought. - Include a job aid learners keep for the top workflows. </constraints> <format> Return the plan as a structured document with a workflow-by-workflow agenda and a printable job aid, then note how to support slow adopters afterward. </format>
Creates a task-based software-rollout training plan with hands-on practice, job aids, and a competency check, ready to use.
Pro tip: List the fears people voiced; Claude tackles them in the opening minutes so the room is receptive before the demo starts.
Sales Enablement Training
15/30You are a sales enablement manager who builds training that moves pipeline metrics. <context> I need a sales training session plan delivered as a self-contained document that sharpens a specific selling skill and shows up in the numbers. </context> <inputs> - Skill or topic: [E.G. DISCOVERY QUESTIONS, OBJECTION HANDLING, NEW PRODUCT PITCH] - Audience: [E.G. SDRS, AES, TENURE LEVEL] - Session length and format: [MINUTES; LIVE/VIRTUAL] - What we sell: [PRODUCT AND ICP] - Metric we want to move: [E.G. WIN RATE, DISCOVERY-TO-DEMO RATE] </inputs> <task> Build a sales training plan with: objectives tied to the target metric, a review of what good looks like with a real example, a talk-track or framework, live role-play against realistic buyer personas with objection cards, peer scoring against a call rubric, a debrief on patterns, a personalized practice plan, and a manager coaching guide for reinforcing it in one-on-ones. </task> <constraints> - Role-plays use your real product, ICP, and objections. - Include a scoring rubric reps can be evaluated against on live calls. - Tie the session outcome to the named metric. </constraints> <format> Return the plan as a structured document with the role-play scenarios, objection cards, and call rubric, then note how managers reinforce it weekly. </format>
Produces a sales enablement training plan with role-plays, a call rubric, and a manager coaching guide, ready to use.
Pro tip: Name the metric you want to move; Claude aligns the role-plays and rubric to the exact behavior that shifts it.
Workshops & Facilitation
5 promptsHands-On Skills Workshop
16/30You are a workshop facilitator who designs practical, learn-by-doing sessions. <context> I need a hands-on skills workshop plan delivered as a self-contained document where participants leave having actually built or done something. </context> <inputs> - Skill and outcome: [WHAT THEY WILL BE ABLE TO DO] - Audience and skill level: [WHO, BEGINNER/INTERMEDIATE] - Duration and size: [E.G. 2.5 HOURS, 20 PEOPLE] - Tools or materials available: [LIST] - Tangible thing they leave with: [E.G. A WORKING PROTOTYPE, A DRAFT PLAN] </inputs> <task> Build a workshop plan with: a single clear outcome, a quick warm-up, a demo of the finished result, a step-by-step build broken into short work sprints each followed by a share or checkpoint, facilitator prompts and time cues, a troubleshooting cheat sheet for where people get stuck, a gallery-walk or show-and-tell, and a take-home next-steps guide. </task> <constraints> - The majority of time is hands-on building, not talking. - Break the build into sprints with checkpoints so no one falls behind silently. - Everyone leaves with the named tangible artifact. </constraints> <format> Return the plan as a structured document with a timed agenda and the troubleshooting cheat sheet, then note how to pace it for a beginner-heavy room. </format>
Builds a hands-on skills workshop plan with build sprints, checkpoints, and a take-home artifact, ready to use.
Pro tip: Tell Claude exactly what people should walk out holding; it structures every sprint to move them toward that artifact.
Design-Thinking / Ideation Workshop
17/30You are a design-thinking facilitator who runs high-energy ideation sessions. <context> I need a design-thinking workshop plan delivered as a self-contained document that takes a group from problem to prototyped ideas. </context> <inputs> - Challenge or problem statement: [WHAT WE ARE SOLVING] - Participants and roles: [WHO IS IN THE ROOM] - Duration and group size: [E.G. HALF DAY, 15 PEOPLE] - Desired output: [E.G. 3 CONCEPTS TO TEST] - Constraints: [BUDGET, TECH, TIME LIMITS] </inputs> <task> Build a workshop plan with: framing of the challenge, an empathize/define opener, timed divergent-thinking exercises (brainwriting, crazy eights, how-might-we), a convergence and dot-voting step, small-group concept development, rapid low-fidelity prototyping, a structured pitch-and-critique round, and a decision on what to take forward, with facilitator scripts and material lists for each activity. </task> <constraints> - Alternate divergent and convergent phases explicitly; do not let the group debate too early. - Every activity has a time box and a clear artifact it produces. - End with a concrete decision and owner, not a wall of sticky notes. </constraints> <format> Return the plan as a structured document with a timed agenda and per-activity facilitator scripts, then note how to run it remotely on a virtual whiteboard. </format>
Generates a design-thinking workshop plan with timed divergent and convergent exercises ending in decisions, ready to use.
Pro tip: Frame your challenge as a 'how might we' question; Claude sequences the whole day to answer it and pick winners.
Team Offsite / Team-Building Session
18/30You are a team facilitator who designs offsites that build trust and produce outcomes. <context> I need a team-building session plan delivered as a self-contained document that balances connection with real work. </context> <inputs> - Team and size: [WHO, HOW MANY] - Offsite goal: [E.G. REBUILD TRUST, ALIGN ON STRATEGY, ONBOARD A MERGED TEAM] - Duration and setting: [E.G. FULL DAY, OFFSITE VENUE] - Team dynamics or tensions: [CONTEXT] - Desired outcome: [WHAT SUCCESS LOOKS LIKE] </inputs> <task> Build an offsite plan with: objectives, an arrival and psychological-safety opener, a mix of connection activities and working sessions tied to the goal, a structured conversation to surface tensions constructively, a shared-commitments or team-charter exercise, breaks and energizers timed appropriately, a closing reflection, and a follow-up plan so the momentum survives Monday. </task> <constraints> - Balance fun and substance; connection activities must serve the stated goal. - Handle team tensions with a structured, safe format, not an open free-for-all. - End with written commitments and an owner for follow-up. </constraints> <format> Return the plan as a structured document with a timed agenda and facilitation notes for the tension conversation, then note how to shorten it to a half day. </format>
Creates a team offsite plan balancing connection with real work and ending in shared commitments, ready to use.
Pro tip: Be candid about the team's tension; Claude picks a structured format to address it safely instead of a risky open discussion.
Public / Community Workshop
19/30You are a community educator who runs approachable public workshops for mixed audiences. <context> I need a public workshop plan delivered as a self-contained document that welcomes drop-in participants of varying backgrounds. </context> <inputs> - Topic: [WHAT THE WORKSHOP TEACHES] - Audience: [E.G. GENERAL PUBLIC, PARENTS, SENIORS, TEENS] - Duration and venue: [E.G. 90 MIN, LIBRARY MEETING ROOM] - Assumed prior knowledge: [NONE / SOME] - Takeaway for attendees: [WHAT THEY LEAVE WITH] </inputs> <task> Build a workshop plan with: a jargon-free objective, a warm welcome and expectation-setting, an accessible intro to the topic, a guided hands-on activity with plenty of support, time for questions, an inclusive discussion that welcomes all levels, a simple takeaway handout, a list of free resources to keep learning, and a facilitator note on accommodating late arrivals and mixed abilities. </task> <constraints> - Assume no prior knowledge; define any term you use. - Keep activities low-pressure and doable for the least experienced attendee. - Include accommodations for accessibility and drop-in timing. </constraints> <format> Return the plan as a structured document with a timed agenda and the takeaway handout, then note how to scale it for a much larger turnout. </format>
Builds an approachable public/community workshop plan for a mixed-ability drop-in audience, ready to use.
Pro tip: Name your least-experienced likely attendee; Claude pitches every activity so that person can fully take part.
Train-the-Trainer Facilitation Plan
20/30You are a master facilitator who certifies others to deliver a workshop consistently. <context> I need a train-the-trainer plan delivered as a self-contained document that prepares new facilitators to run an existing workshop well. </context> <inputs> - Workshop they will learn to deliver: [TITLE AND TOPIC] - Trainees and experience: [WHO, FACILITATION EXPERIENCE] - Session length and format: [E.G. FULL DAY, LIVE] - Non-negotiable elements of the original workshop: [WHAT MUST STAY CONSISTENT] - Certification criteria: [HOW YOU JUDGE READINESS] </inputs> <task> Build a train-the-trainer plan with: objectives, a model-the-way walkthrough where trainees experience the workshop as learners, a behind-the-facilitation breakdown of intent and timing for each segment, practice teach-backs where trainees deliver segments and get feedback, a facilitator guide and script template they keep, handling of common facilitation challenges, a certification checklist, and a coaching plan for their first solo run. </task> <constraints> - Trainees must both experience and practice-deliver the content, not just watch. - Preserve the named non-negotiable elements while allowing personal style. - Certification is based on an observable checklist, not a vibe. </constraints> <format> Return the plan as a structured document with a timed agenda, the facilitator guide template, and the certification checklist, then note how to run remote teach-backs. </format>
Generates a train-the-trainer plan with modeled delivery, teach-backs, and a certification checklist, ready to use.
Pro tip: List what must stay identical across facilitators; Claude marks those as non-negotiable and leaves the rest open to style.
Online Courses
5 promptsSelf-Paced Module Lesson Plan
21/30You are an online course designer who builds engaging self-paced modules. <context> I need a self-paced module lesson plan delivered as a self-contained document that keeps a solo learner moving without a live instructor. </context> <inputs> - Course and module topic: [WHAT THIS MODULE TEACHES] - Target learner: [WHO, PRIOR LEVEL] - Estimated completion time: [E.G. 45 MINUTES] - Delivery format: [E.G. VIDEO + READINGS + QUIZ] - Module learning objectives: [2-4 OBJECTIVES] </inputs> <task> Build a module plan with: objectives and why-it-matters framing, a content breakdown into short lessons (each with a video-script outline or reading summary and an estimated time), interactive checks between lessons, a hands-on application task or downloadable worksheet, an auto-gradable quiz with feedback per answer, a summary recap, and a preview of the next module to drive continuation. </task> <constraints> - Lessons are short and chunked; nothing runs long without an interaction. - Every objective has a matching quiz item with explanatory feedback. - Include a completion time estimate per lesson that sums to the module target. </constraints> <format> Return the module plan as a structured document with a lesson-by-lesson table, the video-script outlines, and the quiz, then note how to add a discussion prompt. </format>
Creates a self-paced online module plan with chunked lessons, video outlines, and an auto-graded quiz, ready to use.
Pro tip: Give Claude the total completion time; it chunks the module into lessons that fit and keeps each one short enough to finish.
Live Cohort Session Plan
22/30You are a cohort-based course instructor who runs engaging live online sessions. <context> I need a live cohort session plan delivered as a self-contained document that keeps a video-call group active and accountable. </context> <inputs> - Course and session topic: [WHAT THIS SESSION COVERS] - Cohort size and level: [HOW MANY, EXPERIENCE] - Session length and platform: [E.G. 90 MIN ON ZOOM] - Pre-work assigned: [WHAT THEY DID BEFORE] - Session objectives: [2-4 OBJECTIVES] </inputs> <task> Build a live session plan with: objectives, a warm-up tied to the pre-work, a short teaching segment, breakout-room activities with clear instructions and timing, a plan for reporting back, live application or workshopping of participants' real work, engagement tactics (chat prompts, polls, cold-call rotation), a Q&A window, action items, and homework for next session. </task> <constraints> - Limit instructor talking time; prioritize breakouts and application. - Every breakout has explicit instructions, a time box, and a report-back. - Include specific engagement tactics for the platform named. </constraints> <format> Return the plan as a structured document with a timed run sheet and the breakout instructions, then note how to handle low attendance or a quiet cohort. </format>
Builds a live cohort session plan with breakouts, engagement tactics, and action items, ready to use.
Pro tip: Tell Claude what the pre-work was; it opens the session by activating it so no one shows up cold.
Micro-Learning Lesson
23/30You are a micro-learning designer who teaches one thing well in under ten minutes. <context> I need a micro-learning lesson plan delivered as a self-contained document for a single bite-sized concept a busy learner can finish fast. </context> <inputs> - The single concept or skill: [ONE THING ONLY] - Audience: [WHO, WHY THEY NEED IT] - Time budget: [E.G. 5-7 MINUTES] - Format: [E.G. SHORT VIDEO, INTERACTIVE CARD, EMAIL LESSON] - The one action they take after: [APPLICATION] </inputs> <task> Build a micro-lesson with: a single sharp objective, a hook that states why this matters in one line, the core concept explained in the simplest correct way with one concrete example, a single practice or reflection prompt, a one-question knowledge check with feedback, a memorable one-line takeaway, and the immediate action the learner applies today. </task> <constraints> - Exactly one concept; ruthlessly cut anything that is not essential. - Fits within the stated time budget when read or watched. - Ends with one specific action, not a list. </constraints> <format> Return the micro-lesson as a structured document (script or card layout) with the knowledge-check question, then note how to string several into a drip series. </format>
Produces a focused micro-learning lesson on one concept with a hook, check, and single action, ready to use.
Pro tip: Force yourself to name only one concept; Claude keeps the lesson short and cuts everything that does not serve it.
Full Course Curriculum Map
24/30You are a curriculum architect who structures complete online courses. <context> I need a full course curriculum map delivered as a self-contained document that organizes an entire course from first lesson to final assessment. </context> <inputs> - Course title and promise: [WHAT LEARNERS ACHIEVE] - Target learner and starting level: [WHO, WHERE THEY BEGIN] - Total course length: [E.G. 6 MODULES, 8 HOURS] - Course-level outcomes: [3-6 OUTCOMES] - Format and assessment style: [VIDEO/TEXT; QUIZZES, PROJECT, ETC] </inputs> <task> Build a curriculum map with: the course promise and outcomes, a module-by-module breakdown (each module's objective, the lessons inside it, estimated time, and its assessment), how modules build on each other, a skills or prerequisite progression, a capstone or final assessment tied to the promise, and a completion-milestone plan to sustain motivation. </task> <constraints> - Modules must sequence logically and collectively deliver every course outcome. - Include time estimates per module that sum to the total length. - The capstone must require the full set of skills the course teaches. </constraints> <format> Return the curriculum map as a structured document with a module table and the skill progression, then note how to release it as a drip vs. all-at-once. </format>
Generates a full online-course curriculum map with sequenced modules, time estimates, and a capstone, ready to use.
Pro tip: State the transformation your course promises; Claude reverse-engineers modules and the capstone to deliver it.
Assessment-Aligned Lesson With Rubric
25/30You are an assessment designer who builds lessons around clear, fair evaluation. <context> I need a lesson plan built backward from its assessment, delivered as a self-contained document with an aligned rubric. </context> <inputs> - Topic and level: [WHAT AND WHO] - Learning objectives: [2-4 MEASURABLE OBJECTIVES] - Lesson length or format: [TIME; LIVE OR ONLINE] - Assessment type: [E.G. PROJECT, WRITTEN RESPONSE, PERFORMANCE TASK] - Grading context: [PASS/FAIL, POINTS, MASTERY] </inputs> <task> Using backward design, build a lesson with: objectives and the evidence of learning they require, the assessment task described exactly as students receive it, a detailed rubric with criteria and performance levels aligned to each objective, then the teaching activities that prepare learners to succeed on that assessment, a formative check midway, and a self-assessment step where learners rate their work against the rubric before submitting. </task> <constraints> - Design the assessment and rubric first, then the activities that lead to it. - Every objective appears as a criterion in the rubric. - Include a formative checkpoint before the graded assessment. </constraints> <format> Return the plan as a structured document with the assessment task, a full rubric table, and the aligned activities, then note how to convert the rubric to points. </format>
Builds a backward-designed lesson with an aligned rubric and a self-assessment step, ready to use.
Pro tip: Ask Claude to write the rubric before the activities; alignment gets tighter when the assessment leads the design.
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1:1 Tutoring
5 promptsPersonalized Tutoring Session Plan
26/30You are an expert tutor who tailors each session to one learner's needs. <context> I need a personalized 1:1 tutoring session plan delivered as a self-contained document targeted at a single student's current gaps. </context> <inputs> - Subject and level: [E.G. ALGEBRA 1] - Student's specific struggle: [WHAT THEY GET STUCK ON] - What they can already do: [CURRENT SKILLS] - Session length: [E.G. 60 MINUTES] - Learning style or preferences: [E.G. VISUAL, NEEDS ENCOURAGEMENT] </inputs> <task> Build a session plan with: a warm check-in and goal for today, a quick diagnostic to pinpoint the exact gap, a targeted mini-explanation using the student's preferred style, worked examples moving from guided to independent (I do, we do, you do), a low-stakes practice set with immediate feedback, a confidence-building win, a summary of what improved, and homework matched to the gap plus a note for the next session. </task> <constraints> - Start from a diagnostic; do not assume where the gap is. - Use gradual release (I do, we do, you do) so the student ends working independently. - Match explanations to the stated learning style and include an encouragement moment. </constraints> <format> Return the session plan as a structured document with a timed flow and the practice set with answers, then note how to adjust if the diagnostic reveals a deeper gap. </format>
Creates a personalized 1:1 tutoring session plan built on a diagnostic and gradual release, ready to use.
Pro tip: Describe exactly where the student gets stuck; Claude opens with a diagnostic to confirm it before teaching.
Exam-Prep Tutoring Plan
27/30You are a test-prep tutor who builds efficient, score-focused study sessions. <context> I need an exam-prep tutoring session plan delivered as a self-contained document that maximizes score gains in limited time. </context> <inputs> - Exam and section: [E.G. SAT MATH, GRE VERBAL, AP BIOLOGY] - Test date and time available: [WHEN, HOURS LEFT] - Student's current level and weak areas: [SCORE/GAPS] - Session length: [MINUTES] - Target score or goal: [WHAT THEY NEED] </inputs> <task> Build an exam-prep plan with: the session goal tied to the target score, a quick diagnostic on the weakest area, targeted strategy instruction for that question type, timed practice on real-style questions, a detailed review of every miss with the reasoning and the trap that caught them, test-taking and pacing strategies, a spaced-repetition assignment before the next session, and a countdown study plan to the test date. </task> <constraints> - Prioritize the highest-yield weak areas for the score goal, not everything. - Review focuses on why answers were wrong and the pattern behind the mistake. - Include timing and pacing strategy specific to the exam. </constraints> <format> Return the plan as a structured document with a timed session flow and a countdown-to-test-day study schedule, then note how to triage if time is very short. </format>
Generates a score-focused exam-prep tutoring plan with targeted practice, error review, and a countdown schedule, ready to use.
Pro tip: Share the test date and current score; Claude prioritizes the highest-yield weak spots instead of reviewing everything.
Remedial Catch-Up Session Plan
28/30You are a patient intervention tutor who helps students who have fallen behind. <context> I need a remedial catch-up session plan delivered as a self-contained document that closes a foundational gap without overwhelming the student. </context> <inputs> - Subject and grade level: [E.G. 4TH GRADE READING] - The gap or missing foundation: [WHAT THEY MISSED] - How far behind and any frustration: [CONTEXT] - Session length: [MINUTES] - What they need to reach next: [THE GOAL THEY ARE CATCHING UP TO] </inputs> <task> Build a remedial plan with: a low-pressure reconnect that rebuilds confidence, a gentle diagnostic to find the true starting point, re-teaching of the missing foundation broken into very small steps with concrete examples, lots of guided success before independence, frequent encouragement and error-normalizing language, a short win-focused practice, a manageable homework nudge, and a note tracking the exact skills recovered. </task> <constraints> - Start below the gap and build up in small, achievable steps. - Prioritize confidence and momentum; keep the cognitive load low. - Normalize mistakes and celebrate small wins throughout. </constraints> <format> Return the plan as a structured document with a step-by-step flow and the practice set, then note how to sequence multiple catch-up sessions. </format>
Builds a confidence-focused remedial tutoring plan that closes a foundational gap in small steps, ready to use.
Pro tip: Tell Claude how discouraged the student is; it dials the pacing and encouragement so early wins come fast.
Language-Learning 1:1 Lesson
29/30You are a language tutor who runs immersive, communication-first 1:1 lessons. <context> I need a language-learning 1:1 lesson plan delivered as a self-contained document that gets the learner speaking, not just memorizing. </context> <inputs> - Target language and learner's level: [E.G. SPANISH, A2] - Lesson theme or goal: [E.G. ORDERING AT A RESTAURANT] - Session length: [MINUTES] - Learner's reason for studying: [TRAVEL, WORK, EXAM] - Skills to emphasize: [SPEAKING, LISTENING, GRAMMAR, VOCAB] </inputs> <task> Build a language lesson with: a warm-up conversation in the target language at the learner's level, target vocabulary and one key grammar point introduced in context, a model dialogue, controlled practice (drills, fill-ins), freer communicative practice (role-play the real scenario), gentle error correction with a note of recurring mistakes, a cultural tip tied to the theme, and homework that reuses the new language. </task> <constraints> - Maximize the learner's speaking time; keep tutor talk minimal. - Introduce grammar and vocab in context, then practice communicatively. - Correct errors supportively and log recurring ones for next time. </constraints> <format> Return the lesson as a structured document with a timed flow, the model dialogue, and the vocab list, then note how to adapt it for a higher level. </format>
Creates a communication-first language tutoring lesson with role-play, in-context grammar, and homework, ready to use.
Pro tip: Give Claude the real scenario the learner needs (a trip, a meeting); it builds the role-play around that exact situation.
Multi-Session Tutoring Program
30/30You are a tutoring program designer who plans progress across many sessions. <context> I need a multi-session tutoring program plan delivered as a self-contained document that maps a student's journey from where they are to a defined goal. </context> <inputs> - Subject and student level: [E.G. HIGH-SCHOOL CHEMISTRY] - Starting point and known gaps: [DIAGNOSTIC OR DESCRIPTION] - Goal and deadline: [WHAT AND BY WHEN] - Number and length of sessions: [E.G. 10 SESSIONS, 60 MIN, WEEKLY] - How progress is measured: [GRADES, MOCK TESTS, MASTERY CHECKS] </inputs> <task> Build a program plan with: the end goal and success measures, a diagnostic-informed skills roadmap, a session-by-session outline (each session's focus objective, key activity, and homework), how sessions build cumulatively, progress-check points with what to reassess and when, a plan for adjusting pace if the student is ahead or behind, and a parent or self progress-report template. </task> <constraints> - Sessions must build cumulatively toward the goal by the deadline. - Include periodic progress checks and a rule for adjusting the plan. - Every session lists a focus objective and a homework link to the next. </constraints> <format> Return the program as a structured document with a session-by-session table and the progress-report template, then note how to compress it if sessions get cancelled. </format>
Generates a multi-session tutoring program plan with a skills roadmap, progress checks, and a report template, ready to use.
Pro tip: State the goal and deadline; Claude spaces the sessions and builds in progress checks so you can adjust the pace.
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