Kunlun Lesson Plan Workbench

The Problem It Addresses

The skill is aimed at K12 teachers, instructional coaches, teaching managers, and pre-service teachers who spend time on repetitive instructional work: lesson planning, exam design, assignment grading, grade analysis, and parent communication. It is not an external data service and does not replace professional teaching judgment. Instead, it turns common teaching workflows into structured, inspectable tasks: given subject + grade + textbook edition + topic, it produces a 45-minute time-sliced lesson plan; given knowledge points + difficulty + item count, it produces an exam with answers, explanations, and a two-way specification table; given a class grade sheet, it drills down to item-level mastery, borderline-student lists, and intervention suggestions.

How It Works

The skill routes intent across seven capabilities: lesson plan generation, exam creation, assignment design and grading, grade analysis, parent communication, teaching-research SOP, and new-teacher mentoring. Each capability has defined inputs, trigger phrases, and outputs:

• Lesson plan generation: splits curriculum standards into observable goals, allocates time for warm-up, concept building, examples, practice, and summary, and designs student activities with evidence-based checks.
• Exam creation: distributes items by knowledge point × cognitive level, then outputs the paper, answers, explanations, and specification table.
• Grade analysis: cleans scores, computes descriptive statistics, builds item mastery matrices, and identifies students within ±5 points of passing or excellence lines.
• Parent communication: uses a fact-based structure with one concrete improvement, one observable behavior, one actionable home task, and a next follow-up date.
• Teaching research and mentoring: provides a seven-step collective preparation flow, observation rubric, and a 21-day mentoring path for new teachers.

Scope and Caveats

The outputs are instructional support materials, and final classroom decisions remain with the teacher. Student scores and performance data should only be used within an institution’s compliance boundaries and should not be transmitted externally. The skill does not promise grade improvement or admission outcomes; curriculum standards and textbook versions should follow the latest official versions and institutional policies. If the scenario is underspecified, add details such as learner profile, constraints, textbook edition, and class performance before refining the output.