K2F Lesson Plan — AI-Native Aesthetic Design

Purpose

Built on K2F

.K2F

npx skills add suzheng/k2f --skill k2f

When to Use

• A teacher needs a new lesson (math, ELA, science, social studies, or adjacent K–12/higher-ed seminar formats).
• The user wants a plan plus handouts, source excerpts, or an observation grid in one coherent packet.
• Not for grading rubrics, quiz-only requests, or differentiating an existing plan without re-architecting content.

Workflow

Step 1. Generate the content_and_design.md

1. Route & clarify — Infer subject, grade band, duration, and curriculum context from the prompt. Ask at most two high-leverage questions (e.g., standard to target, class constraints); default the rest. If subject pedagogy diverges (phenomenon-led science vs. inquiry social studies vs. problem-based math vs. text-centric ELA), note which arc applies.
2. Standards anchor — State the performance target in teacher-usable form: standard code (if known) plus a ≤10-word gist. List prerequisites and key vocabulary the lesson assumes so the teacher can spot a class mismatch early. Flag likely misconceptions to address in facilitation—not as a lecture block, but in phase notes.
3. Lesson-at-a-glance — Three sentences max: what students do, why it works for this class, and the measurable exit. Then a timed phase list (name, minutes, one line each) that sums to the block; every minute should tie to student action or formative check, not teacher monologue.
4. Artifact map & shared registry — Declare which documents belong in the packet (minimum: teacher lesson plan; often: student materials, observation template; sometimes: source packet or printable manipulatives). Register once in a

   Shared content

   section anything that must match across pages: phenomenon/context, numbers/names in problems, vocabulary list, exit ticket, discussion prompts, look-fors. Cross-reference by stable keys in each artifact outline so edits cannot fork silently.
5. Per-artifact outlines — Lesson plan: objective, materials, phase-by-phase facilitation (including questions and anticipated responses), differentiation hooks, closure. Student materials: only tasks students need on paper—workspace, stems, diagrams, sorting categories—at the lesson’s reading level. Observation template: narrow look-fors aligned to the objective (not a generic checklist). Oral-only lessons: state explicitly that no handout ships and what students use instead.
6. Design intent — Capture aesthetic direction for the engine (not layout coordinates):
   • Tone: calm, print-friendly, professional teacher tool; student pages friendlier but not childish unless grade demands it.
   • Hierarchy: lesson title and objective highest contrast; phase names scannable; facilitation detail nested under phases, not flattened walls of prose.
   • Density: plan readable in prep time—bullets and numbered steps over paragraphs; student sheets leave intentional white workspace.
   • Consistency: one vocabulary for phases and tasks across all artifacts; section titles vs. in-block labels must not repeat the same words twice.
   • Palette: minimal color, high B&W print fidelity; one accent at most for phase labels or objective callout.

• Original instructional writing — Curriculum or KG materials may inform scope and structure; never reproduce publisher student text, teacher scripts, or problem sets verbatim.
• Golden thread — Standard → objective → phases → student work → exit ticket → look-fors; cut interesting tangents that do not advance the objective.
• Time budget honesty — If activities cannot fit, narrow the objective or drop a phase; do not shrink student thinking time to zero.
• Audience split — Teacher plan holds rationale and pivots; student materials hold only what learners see; observation holds evidence columns, not lesson script.

• Activities without a measurable exit → add or rewrite the exit ticket first, then align phases.
• Phase list is all “explain” → insert pair-share, practice, or investigation with named student products.
• Student handout duplicates the full plan → strip to tasks and graphics only.
• Shared context changes in one artifact only → run a consistency sweep across every outline block.
• Heading and block label repeat → move the task name to one location only.
• Prerequisites omitted → teacher discovers mismatch on lesson day; surface assumed skills in the glance section.

• Standard anchor and objective match; exit ticket assesses the same skill.
• Phases sum to allotted time; each phase has a student-visible action.
• Shared registry lists every cross-document element with stable keys.
• Student reading level fits grade; observation look-fors are observable in one period.
• Design intent states tone, hierarchy, density, and print-safe palette.
• No verbatim third-party curriculum text; sources paraphrased or excerpted with purpose noted.

Step 2. Use the content_and_design.md and k2f skill to generate a K2F file and export to an appropriate file format.