K2F Lesson Plan — AI-Native Aesthetic Design

Purpose

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.

Built on K2F

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.

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

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.

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

Follow k2f skill to instantiate the packet from the blueprint, apply roles from design intent, verify, and export the classroom-ready deliverables.