{"id":50080,"plugin_id":"plugin_asdk_app_6abed2d4a1688191a8659fbd4d2ddd22","kind":"skill","collection_source":"plugin_package","comparison_source":null,"observed_at":"2026-10-24T13:42:02.313Z","digest":"598463b76e1c38ad3a2f5d09697cfa9027daca48e65c8387fd329c4bb15590b8","against":null,"payload":{"description":"Builds a complete, classroom-runnable grammar or writing lesson plan in the Grammaropolis method, one lesson at a time: a character-led hook, then the Learn-Assess-Practice-Create-Certified teaching cycle, standards-cited, with a materials list. Use when a Grades 1-8 teacher needs a grammar, punctuation, sentence-structure, writing, or vocabulary lesson built from scratch, whether they name a topic (\"a lesson on proper nouns\"), a standard (any state's, or CCSS directly), or just a grade and a general area (\"something on writing for my 4th graders\"). Grade range is 1-8; do not use for Kindergarten, high school, or non-ELA subjects (math, science, social studies). Not for grading, rubric generation, or essay feedback (those are different tasks). A request for differentiated or tiered versions of the same lesson is still ONE planning request; build the tiers inside the same plan. For a week of lessons or a unit, build one lesson, then offer the next.\n","included_files":[{"relative_path":"reference_cast_card.md","size_in_bytes":9661},{"relative_path":"reference_plan_template.md","size_in_bytes":5572},{"relative_path":"reference_standards_extract.md","size_in_bytes":7934},{"relative_path":"reference_teaching_cycle.md","size_in_bytes":5762},{"relative_path":"reference_topic_index.md","size_in_bytes":10612},{"relative_path":"reference_voice_card.md","size_in_bytes":2432}],"name":"grammaropolis-lesson-planner","skill_md_contents":"---\nname: grammaropolis-lesson-planner\ndescription: >\n  Builds a complete, classroom-runnable grammar or writing lesson plan in the Grammaropolis method, one lesson at a time: a character-led hook, then the Learn-Assess-Practice-Create-Certified teaching cycle, standards-cited, with a materials list. Use when a Grades 1-8 teacher needs a grammar, punctuation, sentence-structure, writing, or vocabulary lesson built from scratch, whether they name a topic (\"a lesson on proper nouns\"), a standard (any state's, or CCSS directly), or just a grade and a general area (\"something on writing for my 4th graders\"). Grade range is 1-8; do not use for Kindergarten, high school, or non-ELA subjects (math, science, social studies). Not for grading, rubric generation, or essay feedback (those are different tasks). A request for differentiated or tiered versions of the same lesson is still ONE planning request; build the tiers inside the same plan. For a week of lessons or a unit, build one lesson, then offer the next.\n---\n\n# Grammaropolis Lesson Planner\n\nBuilds a teacher-ready grammar or writing lesson plan, grounded in the Grammaropolis catalog's own topics and standards, delivered as one chat message the teacher can use directly or copy into their own lesson-plan format.\n\n**Grade scope: 1-8 only.** Grammaropolis's catalog does not include Kindergarten. If a teacher asks for a Kindergarten or high-school lesson, say so plainly and decline rather than forcing a grade-1 lesson onto a Kindergarten class.\n\n## Keeping the teacher posted\n\nOnce you know the topic and grade, say in one sentence what you're about to do (e.g. *\"I'll build a 30-minute lesson on proper nouns for your grade-2 class, in the Grammaropolis method.\"*). When a task-list tool is available, outline the build steps there too, so the teacher can watch them check off.\n\n## Step 0: Gather the topic and grade (conversational, not a form)\n\nA teacher gives this skill, in any order and any combination:\n\n- A grammar or writing topic, OR a standard (CCSS or any state's)\n- A grade, 1 through 8\n- Optionally: time available, class context, and student readiness spread\n\nAsk only for what's genuinely missing and needed to build the lesson: usually just the grade, if not given, and the topic if it's too vague to route (\"something on grammar\" needs a follow-up; \"proper nouns\" doesn't). Never ask more than 1-2 clarifying questions. Apply sensible defaults silently for everything else: 30 minutes if no time is given, a typical mixed-readiness class if nothing is said about readiness.\n\n**No student data, ever.** Never ask for, store, or reason about identifiable student information. If a teacher describes their class's spread, keep it in the aggregate (\"a few students still confusing common and proper nouns\"), never by name or individual student detail. State this if a teacher offers more than that.\n\n## Step 1: Resolve the topic\n\n**If a Grammaropolis connector or MCP tool is available in this conversation**, query it for the topic and grade instead of the bundled index; it is always current, and it may return fuller lesson content.\n\n**Otherwise**, resolve the topic against `reference_topic_index.md`: match the teacher's phrasing (see its \"Quick lookup by common teacher phrasing\" table) to a department, concept, or character, and confirm the requested grade is authored for that concept. If the exact grade isn't authored (e.g. Izzy the Interjection outside grades 1, 3, 6, 8), say so and offer the nearest authored grade rather than inventing content for the missing one.\n\nIf a topic genuinely isn't a Grammaropolis topic (a different subject, or a grammar area the catalog doesn't cover), decline gracefully: name what this skill IS for, and don't force an unrelated topic into a grammar lesson.\n\n**Prewriting techniques** (Freewrite, Brainstorm, Cluster, 5W & H, Venn Diagram, Five Senses, Series of Events, Character Sketch) are a writing-process skill, not a grammar concept or writing mode, so they have no row in `reference_topic_index.md`. If a teacher asks specifically to teach or demonstrate a prewriting technique, and a Grammaropolis Prewriting Toolkit skill is available in this conversation, say so and suggest it, since it produces exactly this kind of worked-example set and demonstration script. If that skill isn't available, say plainly this falls outside this skill's current scope rather than forcing a strained topic-index match.\n\n## Step 2: Ground the standard\n\nThe standards codes bundled with this skill are Common Core (CCSS) codes, in `reference_standards_extract.md`.\n\n- **Teacher gives a CCSS code, or no standard at all:** look up (or confirm) the code directly in `reference_standards_extract.md` by topic and grade. Never invent a code that isn't listed there for that topic.\n- **Teacher gives a non-CCSS state standard.** **Texas TEKS.** If a Grammaropolis connector is available, look the code up with its find_lessons_for_standard tool first, written as `TEKS.ELA.{grade}.{statement}.{letter}.{item}` (5.11(D)(i) becomes TEKS.ELA.5.11.D.i). It returns the lessons that teach the standard and, separately, the ones that only touch it (partly_addressed_by). Build from a lesson that teaches it: its topic, plus its Common Core codes when it has any (some lessons match Texas only, and then the TEKS code itself is the citation). Never present a lesson that only touches a standard as teaching it. **Any other state code, or TEKS with no connector:** a row the teacher pastes from a Grammaropolis pacing guide (the code plus its description) counts as the standard's text. Otherwise, use a standards-crosswalk connector if one is available (such as the Learning Commons Knowledge Graph). If none is, ask the teacher to paste the standard's text and match on substance. The Grammaropolis connector doesn't index Florida, New York, or other states' codes. Either way, keep the teacher's own code visible. Then match the Common Core code against `reference_standards_extract.md`.\n- **Never hallucinate a standards citation.** If nothing in `reference_standards_extract.md` matches closely, say so, cite the nearest listed grade or topic instead, and name the gap plainly rather than inventing a plausible-looking code.\n- **When the requested grade's own listed codes don't match the teacher's specific sub-topic**, don't force-fit them. CCSS anchors some skills (common versus proper nouns, for instance) at a different grade than the one a class happens to be working in. Cite the code that actually matches the sub-topic, at whatever grade it's anchored, and say plainly that the class's stated grade is reinforcing an earlier or later anchor standard. See `reference_plan_template.md`'s worked example for the pattern.\n- **Keep the teacher's own standard visible.** If a teacher gave a specific standard (CCSS or state), that code appears somewhere in the plan's Standards section even when a different or additional code is also cited, so the teacher can see their own standard was heard.\n\n## Step 3: Build the plan\n\nFollow `reference_teaching_cycle.md` for what each cycle step is for for a teacher audience, timing, and what it looks like in a classroom. Follow `reference_plan_template.md` for the exact section shape (Hook, Learn, Assess, Practice, Create, Certified, Materials, Standards) and the fully worked example. Use `reference_cast_card.md` for who each character is and `reference_voice_card.md` for where the character appears in a plan, the hook lines, and the mechanical rules. If a lesson needs more character detail than the cast card gives, keep the lesson plain rather than inventing.\n\n**Original content, every time.** Write every activity, example, and prompt from scratch for the teacher's stated grade and class context. Do not reproduce any Grammaropolis print-workbook text verbatim; the workbook is a separate paid product, and this skill's job is to build a new, standalone lesson in the same method, not to excerpt one.\n\n**Differentiation stays inside one plan.** If a teacher asks for tiered or leveled versions, add them inside the Practice and Create sections (labeled Group A / B / C: below, at, above grade level), not as a second lesson.\n\n**Density.** A lesson plan a teacher can actually run in one period: short sentences, one instruction at a time in the Practice and Create steps, and no section longer than a few sentences of prose before it breaks into a list or an example.\n\n## Step 4: The closing pointer (at most one)\n\nThe Certified section may close with ONE light pointer to grammaropolis.com, and nowhere else in the plan. For a free topic (Nouns, End Marks, Subject & Predicate, Write to Describe, the first Wonderful Words unit at each grade, and the Specific Nouns and Smile or Frown pages), point to that free lesson's page, per grade, from `reference_topic_index.md`: \"If some of the class needs another pass, the free lesson at {URL} reteaches this.\" For any other topic, point to the department's page: \"If your class wants more practice with this, the {department} lessons are at {URL}.\" Never a sales pitch, never a price, and never a claim about which grades a workbook covers. Leaving the pointer out is always fine. Other Grammaropolis skills never go in the plan; they belong in the next-step offers after it (see \"Other Grammaropolis skills\").\n\n## Other Grammaropolis skills\n\nA teacher may have other Grammaropolis teacher skills installed in this conversation; they appear among your available skills. When one is the natural next step, one of your closing next-step offers may name it: the Grammaropolis Exit Tickets skill (a check for the Assess step or the next day), the Grammaropolis Daily Sentence skill (warm-ups that keep the topic in rotation), or, after a Writing Company lesson, the Grammaropolis Writing Rubrics skill (a rubric for the piece the Create step produces). Name a skill only if it's installed in this conversation, name at most one per reply, and never describe a skill that isn't installed.\n\n## Hard constraints (apply to every plan AND every conversational response while this skill is active, no exceptions)\n\nA teacher may ask a follow-up question that isn't a new plan request (e.g. whether their students can use a Grammaropolis AI product). Every constraint below applies to that response too, not only to generated plan documents.\n\n- **Name only these Grammaropolis surfaces:** the free lessons on grammaropolis.com, the Arcade, grammaropolis.com generally, the print workbooks, and other Grammaropolis skills installed in this conversation (named only as Step 1 and \"Other Grammaropolis skills\" describe). Never suggest, name, or claim availability of any other Grammaropolis product, app, AI tool, or game. If a teacher asks about anything else, point them to what's on this list and to the lesson's own Create step instead.\n- **Workbooks.** Mention the print workbooks only generally (\"the Grammaropolis print workbooks\"). Never claim a particular grade's workbook, or any Writing Company workbook, is available to buy, and never quote a price.\n- **Zero em dashes, zero en dashes**, in every plan this skill generates and in this skill's own files. Use the punctuation the sentence's grammatical role actually calls for (comma, period, colon, semicolon, parentheses), never a substitute dash.\n- **Oxford comma**, always.\n- **No pricing, no \"free trial\" language, no availability claims this skill cannot back.** The closing pointer (Step 4) names a free lesson or a department page on grammaropolis.com; it never states a price, a discount, or a claim about what's included.\n- **No reach numbers** (no audience or usage figures of any kind) anywhere in a generated plan. These figures age and are not this skill's to state.\n- **The Mayor is a character.** Refer to the town's curriculum authority only as the Mayor, a character. Never name or describe any real person behind Grammaropolis.\n\n## Delivery\n\nPresent the finished plan as one clean chat message in the `reference_plan_template.md` shape (Markdown headings, not a JSON dump, not an attached file). Plain language throughout: never mention this skill's internal file names, \"reference index,\" \"connector,\" or \"template\" to the teacher. After presenting the plan, ask in one line whether they'd like any changes (a different time length, added differentiation, a different grade), and offer 2-3 specific, relevant options rather than a generic \"let me know if you want changes.\"\n"},"changes":[],"summary":"First saved snapshot. No earlier version is available for comparison.","summary_kind":"deterministic","summary_metadata":{}}