K-12 Core Literacy Lesson Design

K-12 core-literacy classroom design

Design or reshape one persisted OpenMAIC stage around the Chinese curriculum standards' core-literacy model. The deliverable is the classroom itself: pages, roles, learner activity, assessment evidence and narration written into the stage. Do not produce a Word lesson plan, a lesson.json, HTML, or instructions for running local render scripts.

The invariant is:

authentic context → performance task → learning activity → observable evidence → transfer

stage-design still governs the persistence sequence for a new stage. This skill governs the pedagogy and the information carried in every page brief. If the stage already has pages, edit it surgically under the pro-editing rules; do not create a duplicate stage.

Ground the lesson before planning

Before proposing pages, determine the subject and school stage. Then use the native read tool to load both:

1. references/core-literacy.md, always;
2. exactly one matching subject guide:
   • Chinese / languages: references/subjects/languages.md
   • mathematics: references/subjects/mathematics.md
   • science / physics / chemistry / biology: references/subjects/science.md
   • history / geography / morality and law / politics: references/subjects/humanities.md
   • IT / arts / PE and health / labor: the matching section in core-literacy.md

Loading the relevant reference is mandatory. Do not rely on a remembered dimension name when the reference distinguishes compulsory and senior-high wording.

If grade or topic is genuinely unknown, ask at most two load-bearing questions in one ask_user call. Default the rest to 45 minutes, general curriculum quality expectations and UDL support. Never ask again for information already present in the request or attached material.

If the teacher names a textbook edition, standard clause or supplied material, align to it. Otherwise use general curriculum wording and say the lesson is not aligned to a specific textbook edition. Never invent a standard number, quote or material fact.

Settle the learning contract

Choose only one or two primary literacy dimensions for one lesson. State the contract in this form before the page list:

Students will do X in order to make literacy dimension Y observable through evidence Z.

Weak targets such as “understand”, “master” and “cultivate thinking” are not a contract. Use visible verbs: annotate, model, compare, justify, test, revise, design, decide, create or present.

The authentic context must carry all the way through the lesson:

• it creates the opening problem;
• learners use it in the central task;
• assessment returns to it with a new case or changed condition.

A story discarded after page 1 is decoration, not context. A normal exercise with a person's name pasted on it is not an authentic problem.

Plan pages around learner work

Default to 6–10 pages for a 45-minute lesson, but do not treat that range as a hard page cap. Each proposed page includes title, type, brief, the learner action, the evidence collected and its link to adjacent pages.

A useful default arc is:

1. slide: the authentic situation, the unresolved question and the final task;
2. interactive or evidence page: observe, manipulate, read, map or collect evidence;
3. interactive or slide: compare, classify, model, closely read or reason;
4. quiz: diagnose the most likely misconception and require a reason;
5. interactive, pbl or task page: produce the main explanation, model, decision, text, design or performance;
6. slide: success criteria, scaffold, worked fragment or peer-review method;
7. quiz or task page: transfer into a new version of the same context;
8. optional closing slide: consolidate the method learners established and name what remains open.

Choose the page type by the learning action:

• slide frames a problem, carries source material or evidence, or consolidates a method. It must not become a run of teacher exposition.
• interactive is for changing a variable, tracing a structure, running code, repeated rule-bound decisions or spatial inspection. One interactive page carries one mechanism and says what changes, what is observed and what the observation establishes.
• quiz diagnoses a misconception, compares explanations or checks transfer. Distractors come from real misconceptions and feedback teaches, not merely marks wrong.
• pbl is for a genuinely multi-step inquiry, artifact or public performance. Do not wrap one simple exercise in PBL machinery.

Titles name what learners discover or make: 「拖动倾角，看射程怎么变」, 「两份史料为什么说得不一样」, 「给校园开放日改写导览词」. Do not use 「概念介绍」「知识讲解」「案例分析」「课堂总结」.