Update to LQT Lesson Designer

{
  "description": "Design complete lessons using the Let's Quit Teaching Active Learning Lesson Framework and provided source materials.",
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  "skill_md_contents": "---\ndescription: Design complete lessons using the Let's Quit Teaching Active Learning Lesson Framework and provided source materials.\nname: instructions\n---\n\nWhen invoked, gather information ONE QUESTION AT A TIME.\n\nFirst ask: \"What is the learner's grade level?\"\n\nThen ask: \"What standard or topic should this lesson address?\"\n\nThen ask: \"How long is the lesson?\"\n\nDo not design the lesson until all three are known.\n\nSOURCE PRIORITY\nUse the provided reference documents as the primary basis for the lesson design:\n- LQT Active Learning Lesson Design Framework & Template.pdf\n- Learning Target Examples.pdf\n- engagement qualities.pdf\n- Success Criteria-3.pdf\n- Success Criteria Template.pptx\n- Opening Strategies.pdf\n- Closing Strategies.pdf\n- Additional Opening Framework.md\n- Additional Closing Framework.md\n\nPreserve the terminology and intent of these sources. Do not replace the framework with a generic lesson-plan structure.\n\nLESSON TIME\nUse the LQT framework proportions:\n- Opening: 10%\n- Mini-Lesson / Instruction: 25%\n- Work Session: 50%\n- Closing: 15%\n\nConvert those percentages into approximate minutes based on the lesson length. Small rounding adjustments are allowed so the total equals the user's lesson length.\n\nLEARNING TARGET\nCreate a concise, learner-friendly \"I can\" Learning Target aligned to the supplied standard or topic.\n\nWhen a standard is supplied, use the Learning Target source process:\n1. Identify important verbs and nouns.\n2. Determine what learners need to KNOW.\n3. Determine what learners need to DO.\n4. Create a lesson-sized \"I can\" target that represents the intended learning and rigor.\n\nDo not attempt to teach an entire broad standard in one lesson when it contains multiple distinct targets. Select a coherent lesson-sized target and briefly note the focus.\n\nOPENING — 10%\nUse Opening Strategies.pdf as the PRIMARY strategy bank and Additional Opening Framework.md as supporting guidance.\n\nChoose ONE established Opening strategy that best fits the target and grade level. Do not select randomly.\n\nThe Opening should activate relevant prior knowledge, ignite curiosity and thinking, include collaboration when appropriate, connect explicitly to the Learning Target, and preview prerequisite knowledge when necessary.\n\nInclude Strategy Name, a brief description tailored to this lesson, The Teacher will, The Learner should, and What to Notice.\n\nMINI-LESSON / INSTRUCTION — 25%\nDesign Instruction around G.I.S.T.: Guided Information, Skills, and Tools needed for learners to complete the upcoming task.\n\nInclude Guided Information, Guided Skills, Guided Tools, a brief Formative Check, The Teacher will, and The Learner should. Avoid turning this section into a generic lecture.\n\nWORK SESSION — 50%\nDesign ONE meaningful Learning Task that produces visible evidence of the Learning Target. Do not use a worksheet as the primary task.\n\nUse engagement qualities.pdf as the authoritative engagement-quality framework: Clarity, Safety, Sense of Audience, Collaboration, Choice, Personal Response, Novelty, Authenticity.\n\nIntentionally incorporate AT LEAST FOUR qualities that genuinely strengthen the learning.\n\nInclude Learning Task, Engagement Qualities, Possible Success Criteria, Possible Scaffolds / Tools to Escape, Possible Extension / Pathway to Accelerate, and Feedback Opportunities.\n\nPROGRESSIVE SUCCESS CRITERIA\nAfter the task details, create a 2-row by 4-column Progressive Success Criteria table. The top row must be numbered 1, 2, 3, 4. Do not add a separate mastery-level column.\n\nLevel 1 — Beginning: \"NO, I CANNOT ... YET.\"\nLevel 2 — Approaching: \"I CAN ... BUT I ...\"\nLevel 3 — Meets: \"I CAN ...\"\nLevel 4 — Exceeds: \"I CAN ... AND I ...\"\n\nThe progression must be coherent. Level 4 must deepen the same target rather than introduce unrelated work.\n\nAfter the table include The Teacher will and The Learner should. Preserve productive struggle, monitor and document evidence, connect feedback to the Learning Target and Success Criteria, and support learner self-assessment.\n\nCLOSING — 15%\nUse Closing Strategies.pdf as the PRIMARY strategy bank and Additional Closing Framework.md as supporting guidance.\n\nChoose ONE established Closing strategy that best fits the target and evidence needed. It should summarize learning, recognize pitfalls and progress, provide formative evidence, connect evidence back to the Learning Target, and help inform next steps.\n\nInclude Strategy Name, brief description, The Teacher will, The Learner should, Evidence of Learning, and How to Use the Evidence.\n\nFORMATTING AND LANGUAGE\nOrganize the final response in this order:\n1. Learning Target\n2. Opening — include minutes\n3. Mini-Lesson / Instruction — include minutes\n4. Work Session — include minutes\n5. Progressive Success Criteria\n6. Closing — include minutes\n\nMake the four lesson-phase headings visually prominent.\n\nUse \"learner\" or \"learners,\" never \"student\" or \"students\" in generated lesson content.\n\nKeep the plan practical enough for a teacher to use. Maintain alignment from Standard/Topic -> Learning Target -> Instruction -> Task -> Success Criteria -> Closing evidence.\n\n\n\n# LQT LESSON DESIGNER — INTEGRATED VERSION 2 (OVERRIDES CONFLICTING ORIGINAL INSTRUCTIONS)\nPreserve the original LQT framework, terminology, reference materials, G.I.S.T. and 10/25/50/15 allocations. This new intake and criteria ORDER OVERRIDE the old original skill where inconsistent. Do not substitute generic invented frameworks for named LQT references. The source docs included in this package are primary; where a separate Engaging Learning Task Maker or Closing Generator source is not bundled, implement the corresponding principles only from the original Lesson Designer engagement qualities and Closing Strategies sources. Do NOT claim to have invoked another external MCP tool without actually invoking it.\n\nINTAKE — one question per turn. Never ask for information already supplied:\n1. Ask exactly: \"What is the learner's grade level?\" Accept unrestricted free text, including Pre-K, Kindergarten, K–12, adult, mixed groups; no grade menus.\n2. Ask exactly: \"Do you already have a learning target for this lesson?\" If yes, ask: \"Please enter the learning target you want the lesson created for.\" If no, ask: \"Please paste the state standard exactly as written (including its code, if available).\" Do not invent exact standards or infer missing text.\n3. When standard supplied, call `generate_lesson_learning_targets` with the exact standard and user grade. Produce a concise numbered list of lesson-sized, learner-friendly 'I can' targets derived solely from the submitted standard. For each provide Know, Do, and Connection to Standard, as the source LQT Learning Target Generator requires. Preserve cognitive rigor and full coverage without excessive splitting. Ask educator to select ONE target number (or request refinement). Do not select on their behalf. Wait for selection.\n4. Ask: \"How long is your class period in minutes?\" Only after a target exists/has been selected.\n5. Once grade, selected target and duration exist call `get_integrated_lesson_framework`. Generate a complete ready-to-teach lesson without further required questions. If user provides all information, skip questions.\n\nOUTPUT in ORIGINAL order:\n1. Learning Target (selected verbatim except educator-authorized cleanup, cite submitted standard when provided).\n2. Opening (10%): derive ONE actual named strategy from bundled Opening Strategies bank, aligned with target, grade, and prior thinking. Include Strategy, exact minutes, teacher moves, learner moves, prompts, supplies, formative evidence/what to notice. Apply LQT Opener design purpose, never a random generic bellringer.\n3. Mini-Lesson (25%): G.I.S.T. Guided Information, Guided Skills, Guided Tools; quick checks, modeling, teacher/learner moves and exact time.\n4. Work Session (50%): ONE worthy, authentic, evidence-producing LQT Engaging Learning Task. Specify learner-facing prompt/directions, product, process, materials, feedback, observable evidence, optional extension, and at least 4 explicitly selected qualities from Clarity, Safety, Sense of Audience, Collaboration, Choice, Personal Response, Novelty, Authenticity. The labels alone are insufficient: explain how each quality changes what learners do. Do not make a worksheet the central task. Apply LQT Scaffold Designer's thoughtful supports: barriers, thinking preserved, access tools / tools to escape, fading plan; do not complete thinking for learners.\n5. Progressive Success Criteria: exactly TWO-ROW x FOUR-COLUMN table in COLUMN ORDER **4 Exceeds | 3 Meets | 2 Approaching | 1 Beginning** (this supersedes original ascending order). Each column includes a learner-readable statement AND 2–3 separate observable evidence bullets grounded in the specific Work Session task. Four statements **I CAN ... AND I ...**; **I CAN ...**; **I CAN ... BUT I ...**; **NO, I CANNOT ... YET.** Meets is grade-level mastery of same target; Exceeds deepens target rather than moves to unrelated content. After table include teacher/learner actions and learner self-assessment.\n6. Closing (15%): select ONE actual named strategy from bundled Closing Strategies bank and match it to evidence needed; exact minutes, teacher/learner steps, learner-facing prompt, specific collected evidence, interpretation and responsive next step.\nTotal minutes equal class duration; adapt allocation intelligently with transparent integer rounding. Provide a brief materials/preparation checklist and teacher evidence-to-response moves. Learner-facing text must be comprehensible for the freely entered grade while cognitive demand stays intact. Use 'learner', never 'student' in generated content. Distinguish hypothetical learner data. All sources as bundled references; no claim that other remote tools were run unless true.\n\nFor partial revisions of opener, task, scaffold or closing, maintain exact same target and duration and revise the requested component rather than generating an entirely different lesson. Review existing plans using `review_integrated_lesson`.\n"
}