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Original

English
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Translation

Chinese

K2F Lesson Plan — AI-Native Aesthetic Design

K2F 教案——AI 原生美学设计

Purpose

目的

Teach agents to blueprint a teachable lesson before layout: anchored standards, a timed instructional arc, concrete student tasks, and synchronized teacher/student/observation artifacts—without generic filler, curriculum plagiarism, or documents that drift apart.
教会 Agent 在进行版式设计之前先规划一门可实施的课程：锚定课程标准、设计带时长的教学流程、设置具体的学生任务，并生成相互同步的教师、学生和课堂观察材料——避免空泛填充内容、抄袭课程材料或生成彼此脱节的文件。

Built on K2F

基于 K2F 构建

This skill produces lesson packages as 
.K2F
documents. Follow the k2f skill for authoring: unpack or init a workspace, edit the semantic tree, run pack/verify, then export. K2F keeps agents on meaning (phases, tasks, look-fors)—not pixel coordinates—while the engine compiles layout, typography, and theme.
Before you build, install the core skill: 
npx skills add suzheng/k2f --skill k2f
.
本 skill 会将课程包生成为 
.K2F
文档。编写时遵循 k2f skill：解包或初始化工作区，编辑语义树，运行 pack/verify，然后导出。K2F 让 Agent 专注于内容意义（阶段、任务、观察要点），而不是像素坐标；同时由引擎编译布局、排版和主题。
开始构建前，请安装核心 skill：
npx skills add suzheng/k2f --skill k2f
。

When to Use

使用场景

  • 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.
  • 教师需要设计一门新课程，包括数学、ELA、科学、社会研究或相近的 K–12/高等教育研讨课形式。
  • 用户希望获得一套内容连贯的文档包，其中包含教案、讲义、来源文本摘录或课堂观察表。
  • 不适用于评分量规、仅生成测验的请求，或在不重构内容的情况下对现有教案进行差异化调整。

Workflow

工作流

Step 1. Generate the content_and_design.md

第 1 步：生成 content_and_design.md

One blueprint for what gets taught and how it should read and scan. Structure it so shared elements are named once and referenced everywhere the k2f skill will later map to pages.
Sub-steps
  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.
Rules & constraints
  • 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.
Common failure modes
  • 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.
Quality checklist
  • 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.
用一份蓝图定义教授什么，以及内容应如何呈现和便于浏览。其结构应确保共享元素只命名一次，并在 k2f skill 后续映射到各页面的所有位置统一引用。
子步骤
  1. 确定方向并澄清需求——根据提示推断学科、年级段、课时长度和课程背景。最多提出两个影响最大的问题，例如目标标准或班级限制；其余内容采用合理默认值。如果不同学科的教学法存在差异（现象导向的科学、探究式社会研究、问题导向数学、文本中心的 ELA），请注明适用的教学流程。
  2. 锚定课程标准——以教师可直接使用的形式陈述表现目标：标准代码（如已知）以及不超过 10 个词的要点概述。列出本课默认学生已具备的先备知识和关键词汇，以便教师尽早发现班级实际情况与课程假设不匹配的问题。标出需要在引导过程中处理的常见误区——不要将其设置成讲授环节，而应写入阶段说明。
  3. 课程概览——最多用三句话说明：学生将做什么、为什么该设计适合当前班级，以及可测量的退出成果。然后提供一个带时长的阶段列表（名称、分钟数、每项一行），总时长应与整节课一致；每一分钟都应与学生行动或形成性检查相对应，而不是教师独白。
  4. 文档映射与共享内容登记表——明确文档包中包含哪些材料，最低要求为教师教案，通常还包括学生材料和课堂观察模板，有时还可包括来源资料包或可打印教具。在 
    Shared content
    部分一次性登记所有必须跨页面保持一致的内容，包括现象/背景、题目中的数字/姓名、词汇表、exit ticket、讨论提示和观察要点。在各文档大纲中使用稳定键值（stable keys）进行交叉引用，避免修改后产生不易察觉的内容分叉。
  5. 逐份文档大纲——教案：目标、材料、逐阶段引导方案（包括问题及预期回答）、差异化教学切入点和收尾环节。学生材料：仅保留学生需要写在纸上的任务——作答区、句干支架、图示、分类项——并符合本课阅读水平。课堂观察模板：提供与目标一致、范围聚焦的观察要点，而不是通用检查清单。对于纯口头课程，应明确说明不提供讲义，并注明学生改用什么。
  6. 设计意图——为引擎记录美学方向，而不是具体的布局坐标：
    • 视觉基调：沉静、适合打印且专业的教师工具；学生页面可以更亲切，但除非年级本身要求，否则不要过于稚嫩。
    • 信息层级：教案标题和目标具有最高对比度；阶段名称便于快速扫读；引导细节嵌套在相应阶段下，而不是平铺成大段文字。
    • 信息密度：教案应便于教师在备课时间内快速阅读——优先使用要点和编号步骤，而非长段落；学生用页保留有意的空白作答空间。
    • 一致性：所有文档中的阶段和任务使用统一称谓；章节标题与内容块标签不得重复相同词语。
    • 配色：尽量减少色彩，确保黑白打印的高保真度；最多使用一种强调色，用于阶段标签或目标提示框。
规则与约束
  • 原创教学内容——课程或 KG 材料可以为范围和结构提供参考；绝不逐字复制出版商提供的学生读物、教师逐字讲稿或习题集。
  • 黄金主线——标准 → 目标 → 阶段 → 学生任务 → exit ticket → 观察要点；删除有趣但无法推进目标偏离内容。
  • 如实控制时间预算——如果活动无法在规定时间内完成，应缩小目标范围或删减阶段；不要将学生的思考时间压缩为零。
  • 区分受众——教师教案承载教学理由和调整策略；学生材料只呈现学生需要看到的内容；课堂观察表包含证据记录栏，而不是课程逐字稿。
常见失败模式
  • 活动缺少可测量的退出成果 → 先添加或重写 exit ticket，再对齐各个阶段。
  • 阶段列表全部是“讲解” → 插入同伴分享、练习或探究活动，并明确学生产出。
  • 学生讲义重复了完整教案 → 仅保留任务和图示。
  • 共享背景只在某一份材料中发生变化 → 对所有大纲内容块执行一致性检查。
  • 标题和内容块标签重复 → 将任务名称只保留在一个位置。
  • 遗漏先备知识 → 教师到上课当天才发现不匹配；在课程概览部分明确列出默认学生已具备的技能。
质量检查清单
  • 标准锚点与目标一致；exit ticket 考查同一项技能。
  • 各阶段总时长等于分配时长；每个阶段都有学生可见的行动。
  • 共享登记表使用稳定键值列出每个跨文档元素。
  • 学生阅读水平符合年级要求；观察要点能够在一节课内被观察。
  • 设计意图明确了视觉基调、信息层级、信息密度和打印安全配色。
  • 不逐字使用第三方课程文本；来源内容经过转述，或在说明用途的前提下进行摘录。

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

第 2 步：使用 content_and_design.md 和 k2f skill 生成 K2F 文件并导出为适当的文件格式

Follow k2f to instantiate the packet from the blueprint, apply roles from design intent, verify, and export the classroom-ready deliverables.
遵循 k2f，根据蓝图实例化文档包，应用设计意图中的角色设定，执行验证，并导出可直接用于课堂的成果。