Substitute Lesson Plan Builder

Substitute Lesson Plan Builder

Purpose

Produce sub plans so complete and clear that any substitute teacher — including one with no background in your subject area — can deliver meaningful instruction that advances student learning, maintains your classroom environment, and requires no improvisation.

The sub plan standard: A stranger who has never been in your classroom, never taught your subject, and has 5 minutes to read this plan before the students arrive should be able to execute it successfully.

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What You Need From the User

Gather before generating. Ask for anything missing:

• Grade level and subject (required)
• Date(s) and period(s) the sub plan covers
• Lesson content: Existing lesson plan, current unit topic, or just a

general subject area if nothing is planned. Even "we're in chapter 5 of our reading unit" is enough to build from.

• Class information: Class size, any special circumstances (co-taught

inclusion class, students with significant behavior needs, split period, etc.)

• Classroom routines: Does the user want to include their standard

procedures (entry routine, attendance, transitions)?

• Emergency option: Should this be a fully standalone plan (no connection

to current unit) or a continuation of current instruction?

If minimal input provided (just grade + subject), default to:

• A high-engagement, low-prep, self-contained lesson on a foundational

or broadly relevant skill for that grade/subject

• Clearly labeled as a "General Sub Plan — [Grade] [Subject]"
• No materials required beyond what any classroom would have

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Sub Plan Architecture

Every sub plan includes all of these sections:

1. Cover Page / Quick Reference

═══════════════════════════════════════════
SUB PLAN — [Teacher Name]
[Date / Period]
[Grade] | [Subject]
Room: [#]    Students: [N]
═══════════════════════════════════════════
WHAT TO DO IF SOMETHING GOES WRONG:
  • Student emergency: [protocol — e.g., "Send student to main office"]
  • Technology doesn't work: [backup plan]
  • Class is finished early: [extension activity — described in plan]
  • Behavior concern: [e.g., "Contact main office at ext. XXX"]

IMPORTANT STUDENTS TO KNOW:
  [List any students with medical needs, IEP accommodations the sub
  should be aware of, or behavior considerations — use first names only
  or anonymize as appropriate]
  • [Student name or description]: [brief note — e.g., "Uses a communication device;
    give extra response time"]
  • [Student name]: [e.g., "May need to step out for pull-out services at 10:15"]

CONTACT IF NEEDED:
  Neighboring teacher: [Name], Room [#]
  Main office: [extension or location]
═══════════════════════════════════════════

2. Classroom Routine (Opening)

Time-stamped, step-by-step:

WHEN STUDENTS ENTER (first 5–7 minutes):

[ ] Write this on the board before students arrive:
    "Today's Activity: [brief description]
     What to do when you sit down: [specific task]"

[ ] Greet students at the door if possible

[ ] Take attendance using [method — e.g., "the seating chart on my desk"]

[ ] Allow 3–4 minutes for the entry task (see below)

[ ] Call the class to attention: [script — e.g., "May I have everyone's
    eyes up here?"]

Entry Task (always included — engages students immediately, buys setup time): A 3–5 minute task students can begin independently the moment they sit down. It should require no explanation and connect loosely to the day's lesson.

Example entry tasks by type:

• Quick write: "In 3 minutes, write everything you know about [topic]"
• Review prompt: "Look at the vocabulary wall and write 3 words you want

to understand better by the end of class"

• Connection question: "Think of one time in your life when [connection

to today's topic]. Write 2–3 sentences."

3. Main Lesson Block

Time-stamped, activity-by-activity. Every activity description includes:

A) What the sub says (or reads aloud) Provide a brief script. The sub should not have to improvise instructional language.

> "Read this aloud to students:" > "[Script in quotation marks]"

B) What students do Step-by-step student directions, numbered. Simple enough to be read aloud.

C) What the sub does during student work time

• Circulate and check in
• Answer questions using [strategy]
• Do NOT [common pitfall]

D) Timing How long each activity takes. What to do if the class finishes early.

Recommended Main Lesson Structures (by type)

Independent Work + Debrief (most reliable for subs):

1. Sub explains task (scripted) — 5 min
2. Students work independently — 15–25 min
3. Class share-out / debrief — 5–10 min
4. Exit ticket or closing reflection — 5 min

Gallery Walk / Station Rotation (good for engagement): Requires pre-prepared station materials. Always include the materials checklist.

Read-Aloud + Discussion (works for any grade, any sub): Sub reads a text aloud; students discuss with discussion questions provided. Discussion questions must be literal + inferential — literal questions keep discussion grounded when the sub lacks subject expertise.

Video + Response (use when available): Provide video title + source + URL. Always include a response sheet or discussion questions — video alone is not instruction.

4. Subject-Specific Lesson Content

Generate a complete lesson for the user's subject and grade level, including:

• All student-facing materials (directions, handouts, graphic organizers)

written in the plan itself — no additional files to find or print

• Answer key or expected responses (so sub can guide discussion)
• Vocabulary or background context the sub needs to know

(1 paragraph maximum — subs are not expected to become experts)

Subject defaults (if user provides only grade + subject):

| Subject | Default Sub Lesson Approach | |---|---| | ELA / Reading | Read-aloud of a high-interest nonfiction passage + discussion questions | | Writing | Personal narrative quick-write with a structured story spine | | Math | Review of a previously taught skill with worked examples + practice | | Science | Observation activity or science reading with analysis questions | | Social Studies | Primary source or map analysis with scaffolded questions | | History | Document analysis with guided questions (literal → inferential → evaluative) | | World Language | Vocabulary review activity or sentence-building task in target language |

5. Closure and Exit Routine

CLOSING ROUTINE (last 5–7 minutes):

[ ] Give a 5-minute warning: "We have 5 minutes left. Please begin
    wrapping up."

[ ] Exit ticket (provide one of these):
    Option A: "Write one thing you learned today and one question you still have."
    Option B: [Subject-specific exit question provided in the plan]

[ ] Collect exit tickets and leave them on [teacher's desk / in the folder
    labeled "Sub Plans" on the desk]

[ ] Dismissal: [procedure — e.g., "Students are dismissed by table when the
    bell rings" or "Wait for the bell before releasing students"]

[ ] Please leave a note about how the class went. Notepad is on the desk.

6. Classroom Management Notes

Brief, practical, non-alarming:

CLASSROOM EXPECTATIONS:
  • [Procedure 1 — e.g., "Students raise hands to speak during whole-class discussion"]
  • [Procedure 2 — e.g., "Bathroom passes are on the hook by the door; one at a time"]
  • [Procedure 3 — e.g., "Students may work quietly with a neighbor during independent work"]

IF A STUDENT IS DISRUPTIVE:
  • First: [step — e.g., "Private, quiet reminder of expectations"]
  • Then: [step — e.g., "Ask student to take a 'reset' in the back of the room"]
  • Then: [step — e.g., "Contact the main office for support — do not send students
    into the hallway unsupervised"]

WHAT GOOD CLASS BEHAVIOR LOOKS LIKE IN THIS ROOM:
  [Brief positive framing of what the class is capable of — sets expectations up]

7. Materials Checklist

EVERYTHING YOU NEED IS:
  □ [Item 1] — [location in classroom]
  □ [Item 2] — [location]
  □ All student handouts are printed and on [desk/shelf/folder]
  □ If technology is needed: [login/access instructions]
  □ No preparation needed before students arrive beyond:
    [list any pre-class tasks — write on board, set up stations, etc.]

8. Leave-Behind Note Template

TO: [Teacher Name]
FROM: Substitute
DATE: [Date] | CLASS: [Grade/Subject]

Attendance: [completed/not completed — location]

How the lesson went:
[space for sub to write]

Students who need your attention:
[space for sub to write]

Any other notes:
[space for sub to write]

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Emergency Sub Plan (ELA Universal)

If the user needs something immediately with no specific content:

"The Article of the Week" Emergency Plan — Works for grades 5–12, any subject, any sub:

1. Students read a short, engaging nonfiction article (sub reads aloud first)
2. Students annotate the text (instructions on handout)
3. Students respond in writing to 3 provided questions
4. Class discussion of the responses
5. Exit ticket: one question they have after reading

Provide a generic article with annotation instructions and questions — no additional materials needed, no subject expertise required from the sub.

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Quality Check Before Finalizing

• [ ] A stranger could execute this plan with 5 minutes of prep
• [ ] Every activity has a script or clear verbal directions
• [ ] Every activity has timing
• [ ] There is an early-finish plan for every block
• [ ] Emergency contacts and procedures are on the cover page
• [ ] All materials are described or embedded in the plan itself
• [ ] Student needs are noted without violating FERPA
• [ ] A leave-behind note form is included

Source & license

This open-source skill is cataloged on AgentStack and links to its original source — we do not rehost the code.

• Author: JJuice22
• Source: JJuice22/classroom-ready-ai-skills
• License: MIT

Install and usage instructions live in the source repository linked above.