Unit builder: Lesson 1 - ISEE Vocabulary Prep - Book 1

Level: - | Status: ready | Target length: 60 minutes

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Workbook Readiness

✓ 30 target words
✓ Definitions and examples 30 / 30
✓ Immediate Retrieval 30 / 30
✓ Context Practice 30 / 30
✓ Semantic Discrimination 30 / 30
✓ Synonyms 30 / 30
✓ Cumulative Reading
✓ Reading Questions 5 / 3
✓ Application prompts 4 / 2
✓ Exit Retrieval 30 / 30
✓ Prior Lesson Review
✓ Tim's Teachers logo
✓ Bundled Chinese print font
✓ Print seed

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Print randomization

One seed drives every shuffle in the workbook: section orders, choice order and which box holds the correct answer. The same lesson and the same seed reprint the identical workbook and the identical answer key. Current print seed: 733276692.

Print readiness

All print checks pass: coverage, independent section orders, balanced answer positions, well-formed multiple choice, clean fill-in prompts and branding.

Unit coverage and QA summary

30/30

acquisition

30/30

retrieval

30/30

exit

30/30

deeper exposure

0/0

review words used

NEW WORD COVERAGE: 30/30 acquisition, 30/30 retrieval, 30/30 exit.
30 of 30 new words have deeper contextual exposure.
REVIEW COVERAGE: 0 due, 0 used. No due review word is missing.
READING: 15 new target words, 0 review target words (density guideline for this unit: at most 15 new words).

No QA warnings. Nothing is blocking printing.

NEW word coverage

Word	Acquisition	Retrieval	Context	Discrimination	Reading	Application	Exit	Deeper exposure
alter	yes	yes	yes	yes	yes	-	yes	yes
ambiguous	yes	yes	yes	yes	yes	-	yes	yes
analyze	yes	yes	yes	yes	yes	yes	yes	yes
approach	yes	yes	yes	yes	yes	-	yes	yes
approximate	yes	yes	yes	yes	-	yes	yes	yes
arbitrary	yes	yes	yes	yes	-	-	yes	yes
consequence	yes	yes	yes	yes	yes	yes	yes	yes
consistent	yes	yes	yes	yes	yes	-	yes	yes
contrast	yes	yes	yes	yes	-	-	yes	yes
derive	yes	yes	yes	yes	-	-	yes	yes
distinguish	yes	yes	yes	yes	yes	-	yes	yes
establish	yes	yes	yes	yes	-	-	yes	yes
evaluate	yes	yes	yes	yes	yes	-	yes	yes
evident	yes	yes	yes	yes	-	-	yes	yes
factor	yes	yes	yes	yes	yes	-	yes	yes
indicate	yes	yes	yes	yes	-	-	yes	yes
inevitable	yes	yes	yes	yes	-	yes	yes	yes
infer	yes	yes	yes	yes	yes	-	yes	yes
interpret	yes	yes	yes	yes	-	-	yes	yes
justify	yes	yes	yes	yes	yes	yes	yes	yes
maintain	yes	yes	yes	yes	-	-	yes	yes
obtain	yes	yes	yes	yes	-	-	yes	yes
perspective	yes	yes	yes	yes	yes	yes	yes	yes
relevant	yes	yes	yes	yes	yes	yes	yes	yes
reluctant	yes	yes	yes	yes	yes	-	yes	yes
require	yes	yes	yes	yes	-	-	yes	yes
significant	yes	yes	yes	yes	-	-	yes	yes
subsequent	yes	yes	yes	yes	-	-	yes	yes
sufficient	yes	yes	yes	yes	-	yes	yes	yes
valid	yes	yes	yes	yes	yes	-	yes	yes

Target length

New words (30)

Word	POS	Definition	Chinese	Difficulty	Band	Family
alter	verb	to change something	改变；修改	moderate	1	alter / alteration
ambiguous	adjective	unclear because it can have more than one possible meaning	模棱两可的；含糊不清的	high	3	ambiguous / ambiguity
analyze	verb	to examine something carefully by looking at its parts	分析	moderate	2	analyze / analysis / analytical
approach	noun/verb	a way of dealing with something; or to come closer	方法；途径；接近	moderate-high	2	approach
approximate	adjective/verb	close to the exact amount; or to estimate roughly	近似的；大约的；估算	high	3	approximate / approximately / approximation
arbitrary	adjective	based on a choice or decision without a clear reason or rule	任意的；武断的；无明确依据的	high	3	arbitrary / arbitrarily / arbitrariness
consequence	noun	a result or effect, especially one caused by an action	后果；结果	moderate	1	consequence / consequent
consistent	adjective	staying the same over time or agreeing with something else	一致的；始终如一的	high	3	consistent / consistency / inconsistent
contrast	noun/verb	a clear difference; or to show how things are different	对比；差异	moderate	1	contrast / contrasting
derive	verb	to get or develop something from a source	得到；源自	high	3	derive / derivation / derivative
distinguish	verb	to recognize or show the difference between things	区分；辨别	moderate	2	distinguish / distinction / distinctive
establish	verb	to create, set up, or show something clearly	建立；确立；证实	moderate-high	2	establish / establishment
evaluate	verb	to judge the quality, value, or effectiveness of something	评估；评价	moderate-high	2	evaluate / evaluation
evident	adjective	clear or easy to see or understand	明显的；显而易见的	moderate	1	evidence / evident
factor	noun	something that helps cause or influence a result	因素；要素	moderate	2	factor
indicate	verb	to show, point out, or suggest something	表明；指出	moderate	1	indicate / indication
inevitable	adjective	certain to happen or impossible to avoid	不可避免的；必然的	high	3	inevitable / inevitably / inevitability
infer	verb	to reach a conclusion from evidence or clues	推断	moderate	2	infer / inference
interpret	verb	to explain or understand the meaning of something	解释；理解	moderate	2	interpret / interpretation
justify	verb	to give good reasons or evidence to show that something is reasonable	证明……合理；为……辩护	moderate	2	justify / justification
maintain	verb	to keep something going, at the same level, or in good condition	维持；保持	moderate	1	maintain / maintenance
obtain	verb	to get or acquire something	获得	moderate	1	obtain / obtainable
perspective	noun	a particular way of seeing or thinking about something	观点；视角	high	3	perspective
relevant	adjective	directly connected to the topic or situation	相关的	moderate	2	relevant / relevance / irrelevant
reluctant	adjective	unwilling or hesitant to do something	不情愿的；勉强的	moderate	1	reluctance / reluctant
require	verb	to need something or to make something necessary	需要；要求	moderate	1	require / requirement
significant	adjective	important or large enough to matter	重要的；显著的	moderate	1	signify / significant / significance
subsequent	adjective	coming after something else	随后的；后来的	high	3	subsequent / subsequently
sufficient	adjective	enough for a particular purpose	足够的；充分的	high	3	suffice / sufficient / sufficiently
valid	adjective	reasonable, acceptable, or supported well enough to be trusted	有效的；合理的；有根据的	high	3	valid / validity / validate / invalid

Acquisition batches

New words are taught batch by batch, each followed immediately by a short retrieval check, then mixed cumulative retrieval across all of them. Vocabulary Lab decides the batches and the prompt tells the AI to follow them.

Batch	Words	Count
A	alter, ambiguous, analyze, approach, approximate, arbitrary, consequence, consistent, contrast, derive	10
B	distinguish, establish, evaluate, evident, factor, indicate, inevitable, infer, interpret, justify	10
C	maintain, obtain, perspective, relevant, reluctant, require, significant, subsequent, sufficient, valid	10

Review words and review history (0)

No scheduled review words for this lesson.

Step 1: AI unit prompt

You are an expert ESL vocabulary materials writer. Build ONE research-informed Tier 2 vocabulary unit for a single student, to be printed as a workbook.
Return JSON ONLY that matches the schema at the end. No Markdown, no commentary, no code fences.

LESSON 1 - ISEE Vocabulary Prep - Book 1
Student level: not specified
Target length: about 60 minutes of meaningful practice.
Number of NEW words: 30. Number of REVIEW words: 0.
Scale the amount of material to these counts. Do not assume a fixed number of words.

NEW WORDS (teach these for the first time):
1. alter | part of speech: verb | definition: to change something | Simplified Chinese gloss: 改变；修改 | difficulty: moderate | target band: 1 | morphology family: alter / alteration | notes: High-utility cross-subject verb; useful for cause/effect and revision contexts.
2. ambiguous | part of speech: adjective | definition: unclear because it can have more than one possible meaning | Simplified Chinese gloss: 模棱两可的；含糊不清的 | difficulty: high | target band: 3 | morphology family: ambiguous / ambiguity | notes: Useful for close reading, language analysis, and reasoning; good advanced discriminator.
3. analyze | part of speech: verb | definition: to examine something carefully by looking at its parts | Simplified Chinese gloss: 分析 | difficulty: moderate | target band: 2 | morphology family: analyze / analysis / analytical | notes: Core academic action word used across subjects and assessments.
4. approach | part of speech: noun/verb | definition: a way of dealing with something; or to come closer | Simplified Chinese gloss: 方法；途径；接近 | difficulty: moderate-high | target band: 2 | morphology family: approach | notes: Very common polysemous word; useful for both academic method and everyday movement senses.
5. approximate | part of speech: adjective/verb | definition: close to the exact amount; or to estimate roughly | Simplified Chinese gloss: 近似的；大约的；估算 | difficulty: high | target band: 3 | morphology family: approximate / approximately / approximation | notes: Cross-subject quantitative word; multiple grammatical uses require contextual practice.
6. arbitrary | part of speech: adjective | definition: based on a choice or decision without a clear reason or rule | Simplified Chinese gloss: 任意的；武断的；无明确依据的 | difficulty: high | target band: 3 | morphology family: arbitrary / arbitrarily / arbitrariness | notes: Advanced Tier 2 word useful in argument, policy, mathematics, and critical reasoning.
7. consequence | part of speech: noun | definition: a result or effect, especially one caused by an action | Simplified Chinese gloss: 后果；结果 | difficulty: moderate | target band: 1 | morphology family: consequence / consequent | notes: Strong cause/effect word across literature, history, science, and argument.
8. consistent | part of speech: adjective | definition: staying the same over time or agreeing with something else | Simplified Chinese gloss: 一致的；始终如一的 | difficulty: high | target band: 3 | morphology family: consistent / consistency / inconsistent | notes: Very broad academic use in evidence, behavior, patterns, and scientific results.
9. contrast | part of speech: noun/verb | definition: a clear difference; or to show how things are different | Simplified Chinese gloss: 对比；差异 | difficulty: moderate | target band: 1 | morphology family: contrast / contrasting | notes: Core comparison word used in ELA, science, and social studies; teach both noun and verb uses.
10. derive | part of speech: verb | definition: to get or develop something from a source | Simplified Chinese gloss: 得到；源自 | difficulty: high | target band: 3 | morphology family: derive / derivation / derivative | notes: Useful in math, science, language, and academic explanation; relatively abstract.
11. distinguish | part of speech: verb | definition: to recognize or show the difference between things | Simplified Chinese gloss: 区分；辨别 | difficulty: moderate | target band: 2 | morphology family: distinguish / distinction / distinctive | notes: Strong comparison/classification verb with cross-subject usefulness.
12. establish | part of speech: verb | definition: to create, set up, or show something clearly | Simplified Chinese gloss: 建立；确立；证实 | difficulty: moderate-high | target band: 2 | morphology family: establish / establishment | notes: Polysemous academic verb; teach the core senses through varied contexts.
13. evaluate | part of speech: verb | definition: to judge the quality, value, or effectiveness of something | Simplified Chinese gloss: 评估；评价 | difficulty: moderate-high | target band: 2 | morphology family: evaluate / evaluation | notes: Higher-order academic action word common in assignments and argument.
14. evident | part of speech: adjective | definition: clear or easy to see or understand | Simplified Chinese gloss: 明显的；显而易见的 | difficulty: moderate | target band: 1 | morphology family: evidence / evident | notes: Connect later to evidence; useful for inference and argument language.
15. factor | part of speech: noun | definition: something that helps cause or influence a result | Simplified Chinese gloss: 因素；要素 | difficulty: moderate | target band: 2 | morphology family: factor | notes: Cross-disciplinary word; teach academic 'influence' sense before mathematical use if needed.
16. indicate | part of speech: verb | definition: to show, point out, or suggest something | Simplified Chinese gloss: 表明；指出 | difficulty: moderate | target band: 1 | morphology family: indicate / indication | notes: High-frequency academic reporting verb; useful with charts, evidence, and reading.
17. inevitable | part of speech: adjective | definition: certain to happen or impossible to avoid | Simplified Chinese gloss: 不可避免的；必然的 | difficulty: high | target band: 3 | morphology family: inevitable / inevitably / inevitability | notes: Strong literary, historical, and argumentative word; abstract but broadly useful.
18. infer | part of speech: verb | definition: to reach a conclusion from evidence or clues | Simplified Chinese gloss: 推断 | difficulty: moderate | target band: 2 | morphology family: infer / inference | notes: Important reading and scientific reasoning verb; pair later with inference.
19. interpret | part of speech: verb | definition: to explain or understand the meaning of something | Simplified Chinese gloss: 解释；理解 | difficulty: moderate | target band: 2 | morphology family: interpret / interpretation | notes: High-value across literature, data, history, and science.
20. justify | part of speech: verb | definition: to give good reasons or evidence to show that something is reasonable | Simplified Chinese gloss: 证明……合理；为……辩护 | difficulty: moderate | target band: 2 | morphology family: justify / justification | notes: Core argument and reasoning word; useful in ELA and mathematics.
21. maintain | part of speech: verb | definition: to keep something going, at the same level, or in good condition | Simplified Chinese gloss: 维持；保持 | difficulty: moderate | target band: 1 | morphology family: maintain / maintenance | notes: Polysemous high-utility verb; emphasize 'keep/continue' before less common senses.
22. obtain | part of speech: verb | definition: to get or acquire something | Simplified Chinese gloss: 获得 | difficulty: moderate | target band: 1 | morphology family: obtain / obtainable | notes: Academic alternative to 'get'; useful across informational texts and directions.
23. perspective | part of speech: noun | definition: a particular way of seeing or thinking about something | Simplified Chinese gloss: 观点；视角 | difficulty: high | target band: 3 | morphology family: perspective | notes: Major Tier 2 word in literature, history, argument, and source analysis.
24. relevant | part of speech: adjective | definition: directly connected to the topic or situation | Simplified Chinese gloss: 相关的 | difficulty: moderate | target band: 2 | morphology family: relevant / relevance / irrelevant | notes: Useful for research, evidence selection, discussion, and argument.
25. reluctant | part of speech: adjective | definition: unwilling or hesitant to do something | Simplified Chinese gloss: 不情愿的；勉强的 | difficulty: moderate | target band: 1 | morphology family: reluctance / reluctant | notes: High-value literary/general Tier 2 word; avoid initially clustering with close synonyms.
26. require | part of speech: verb | definition: to need something or to make something necessary | Simplified Chinese gloss: 需要；要求 | difficulty: moderate | target band: 1 | morphology family: require / requirement | notes: Extremely common academic verb in directions and informational text.
27. significant | part of speech: adjective | definition: important or large enough to matter | Simplified Chinese gloss: 重要的；显著的 | difficulty: moderate | target band: 1 | morphology family: signify / significant / significance | notes: Very high academic utility; later distinguish 'important' from statistical/scientific senses.
28. subsequent | part of speech: adjective | definition: coming after something else | Simplified Chinese gloss: 随后的；后来的 | difficulty: high | target band: 3 | morphology family: subsequent / subsequently | notes: Useful chronology and cause/effect word across informational and historical text.
29. sufficient | part of speech: adjective | definition: enough for a particular purpose | Simplified Chinese gloss: 足够的；充分的 | difficulty: high | target band: 3 | morphology family: suffice / sufficient / sufficiently | notes: Academic alternative to 'enough'; useful in evidence, quantity, and reasoning contexts.
30. valid | part of speech: adjective | definition: reasonable, acceptable, or supported well enough to be trusted | Simplified Chinese gloss: 有效的；合理的；有根据的 | difficulty: high | target band: 3 | morphology family: valid / validity / validate / invalid | notes: Important for argument, research, logic, and mathematics; multiple senses need context.

REVIEW WORDS (already introduced in earlier lessons; do NOT re-teach from scratch; do NOT show Chinese):
- none

WHAT YOU CONTROL AND WHAT YOU DO NOT:
- You supply CONTENT ONLY: words, definitions, glosses, example sentences, context sentences, synonyms, distractor words, the reading passage and the questions.
- Vocabulary Lab owns ALL presentation and ALL randomization: page size, margins, fonts, writing-line heights, question numbering, section order, item order, choice order and which box holds the correct answer.
- Do NOT describe layout, page breaks, formatting, headings, fonts or styling anywhere in the JSON.
- Do NOT pre-order anything for effect: Vocabulary Lab reshuffles every section from the lesson print seed regardless of the order you send.
- Do NOT mark a correct option by position. Send the answer in "answer" (or "synonym") and the wrong choices in "distractors".
- Do NOT include Markdown, emoji, HTML or box characters in any string.

ACQUISITION BATCHES (Vocabulary Lab decides these; do not re-group them):
  Batch A (10 words): alter, ambiguous, analyze, approach, approximate, arbitrary, consequence, consistent, contrast, derive
  Batch B (10 words): distinguish, establish, evaluate, evident, factor, indicate, inevitable, infer, interpret, justify
  Batch C (10 words): maintain, obtain, perspective, relevant, reluctant, require, significant, subsequent, sufficient, valid
Teach ONE batch, then give a SHORT immediate retrieval check on that batch only, then introduce the next batch. Never present all 30 words before the first recall.
Tag every acquisition card with its "batch" ("A", "B", ...) and tag each per-batch check item in "retrieval" with the SAME "batch" value.
A per-batch check is short: about 6-10 quick items on that batch alone.
AFTER the last batch, add MIXED CUMULATIVE retrieval across ALL new words. Those items carry NO "batch" field.

CUMULATIVE REVIEW RULES:
- A word belongs to the whole curriculum once it has been introduced, not only to the lesson that introduced it. This unit is NEW WORDS plus the REVIEW WORDS DUE from earlier lessons, and nothing else.
- REVIEW words must NEVER appear in "acquisition" and must never be given a Chinese gloss.
- There are no review words due this lesson, so every section works on the new vocabulary only.

ORDER RULES (Lesson 1 let the student answer from list position - do not repeat that):
- The retrieval order must be SHUFFLED relative to the acquisition order.
- The context-question order must differ from the retrieval order.
- The exit-retrieval order must differ from BOTH the acquisition order and the earlier retrieval order.
- Never let list position or sequence memory stand in for knowing the word.
- Vocabulary Lab reshuffles every section from the lesson print seed anyway, so the order you send is never what prints. Send content; do not try to control sequence.

TARGET WORD MAPPING:
- Any scored item (retrieval, context, discrimination, reading_questions, exit) may carry an OPTIONAL "target_word": the BASE vocabulary word the item scores, spelled exactly as listed above.
- Use it whenever the correct answer is an inflected or derived form, for example {"target_word": "require", "answer": "required"} or {"target_word": "approximate", "answer": "approximately"}.
- Application items may carry "target_words": ["justify"] instead, listing the base words the item exercises.
- "reading.target_words_used" always lists BASE words.
- Omit "target_word" when the answer already IS the base word.
- The student may answer with a grammatically correct form; Vocabulary Lab records performance against the base word.

LANGUAGE AND GRAMMAR QA (Lesson 1 produced "The population of the town is approximate 25,000 people." - never do this):
- Every vocabulary item must fit its sentence grammatically.
- The part of speech must match the sentence slot.
- If the slot needs an inflected or derived form, WRITE THAT FORM and name the base word in "target_word" ("The approximate population is 25,000." or "The population is approximately 25,000.").
- Never force the dictionary headword into an ungrammatical sentence.
- Every answer must be unambiguous: exactly one option can be correct, and no distractor may also fit.
- Definitions, contexts and examples must all reflect the same intended sense of the word.
- Re-read every sentence as a native speaker before returning the JSON.

COVERAGE MATRIX (Vocabulary Lab checks this after you answer):
- REQUIRED for every NEW word: (A) an acquisition card, (B) an immediate retrieval item (batch check or mixed cumulative), (D) an exit-retrieval item.
- REQUIRED in addition: (C) at least ONE deeper exposure per NEW word in context, discrimination, reading or application.
- No new word may be limited to acquisition -> definition recall -> exit recall.
- Not every word has to appear in every activity; spread the deeper exposures across the four activity types.

CHINESE SUPPORT RULES:
- English is the instructional language. Chinese is support only.
- NEW words: give a concise Simplified Chinese gloss in the acquisition section only (chinese_gloss field).
- Do not require Chinese anywhere after a word's initial acquisition card.
- REVIEW words: do not show Chinese.
- Never translate readings, instructions, or exercises into Chinese.

UNIT STRUCTURE (about 60 minutes total):
SECTION 1 - RAPID ACQUISITION (~10 min) -> "acquisition": one entry per NEW word, in the order given above: word, part_of_speech, concise English definition, concise Simplified Chinese gloss, one natural example sentence, and its "batch" label. Interleave the batches with their checks as described in ACQUISITION BATCHES.
SECTION 2 - IMMEDIATE RETRIEVAL (~8 min) -> "retrieval": actual retrieval of the NEW words (meaning -> word, first-letter cues, short recall). Not multiple choice. Include the per-batch checks (each tagged with its "batch") AND about 18 mixed cumulative items with no "batch" field. The per-batch checks already cover every word once, so the mixed set samples across batches rather than repeating all of them.
SECTION 3 - CONTEXT PRACTICE (~8 min) -> "context": ONE sentence-completion item per NEW word, with the blank written as ______. Give 3 "distractors": all the SAME PART OF SPEECH as the answer, all grammatically fine in the sentence, so meaning is the only reason one is right.
SECTION 4 - SEMANTIC DISCRIMINATION (~7 min) -> "discrimination": ONE item per NEW word describing a SITUATION, where the student must pick the word that fits most precisely. Use near-neighbour "distractors" (3, same part of speech) rather than obviously wrong words, and never ask for a bare definition match.
Vocabulary Lab splits the NEW words between SECTION 3 and SECTION 4 so that the two sections together test each word exactly once. Write an item for EVERY new word in BOTH sections; unused ones are simply not printed.
SECTION 4b - SYNONYMS (~7 min) -> "synonyms": REQUIRED, exactly ONE entry per NEW word and no entries for any other word. Each entry is {"word", "synonym", "distractors", "note"}. "synonym" is a single word closest in meaning to "word". "distractors" is 4-6 single words that are NOT synonyms of it, all the SAME PART OF SPEECH as the synonym, at the lesson's reading level. Include useful traps among them: an antonym, a look-alike or sound-alike, and a related-but-not-synonymous word. "note" is one short sentence naming the most tempting distractor and why it is wrong. Vocabulary Lab picks which distractors print and where the answer sits.
SECTION 5 - CUMULATIVE READING (~10 min) -> "reading": ONE engaging, age-appropriate passage of roughly 350-450 words that uses approximately 10-15 NEW target words naturally. NEVER force every vocabulary word into one passage: natural prose matters far more than target-word count (Lesson 1 crammed 25 of 30 words into one passage - do not repeat that). Words you leave out of the reading must get their deeper exposure from context, discrimination or application instead. List every target word actually used in "target_words_used" as BASE words.
SECTION 6 - READING + APPLICATION (~5 min) -> "reading_questions": 4-6 comprehension items that depend on understanding the vocabulary in context (use "options" for multiple choice, omit for short answer). -> "application": 3-4 short productive-use items (write a sentence, explain, respond), each with a "sample_answer" and a "target_words" list.
SECTION 7 - EXIT RETRIEVAL (~5 min) -> "exit": sample every NEW word where feasible (about 30 items), and include a REVIEW word only where another retrieval is pedagogically due this unit. VARY the recall type and the wording: meaning -> word, a short context -> word, complete a sentence, a brief discrimination, and occasionally produce the word from a described situation. Mostly NOT multiple choice. Do NOT reuse the immediate-retrieval wording: the exit check must feel different from section 2, not like a reprint of it.

ANSWER RULES:
- Every objectively scored item has exactly one clear "answer".
- Open-response items use "sample_answer" (or acceptable-response guidance).
- Do not restate a word's full definition inside a retrieval, context or exit item; that turns retrieval into copying.
- Every item id must be unique across the whole unit (R1.., C1.., D1.., Q1.., A1.., E1..).
- "acquisition" must contain exactly the NEW words listed above and no other words as new vocabulary.
- "estimated_minutes" must be present. "lesson_number" must be 1.
- Use plain text in every string (no Markdown). Use \n inside the passage for paragraph breaks.

JSON SCHEMA (return exactly this shape, JSON only):
{
  "title": "string",
  "lesson_number": 1,
  "estimated_minutes": 60,
  "acquisition": [
    { "word": "string", "part_of_speech": "string", "definition": "string", "chinese_gloss": "string", "example": "string", "batch": "A" }
  ],
  "retrieval": [
    { "id": "R1", "batch": "A", "target_word": "string", "prompt": "string", "answer": "string" }
  ],
  "context": [
    { "id": "C1", "target_word": "string", "prompt": "string", "options": ["string"], "answer": "string" }
  ],
  "discrimination": [
    { "id": "D1", "target_word": "string", "prompt": "string", "distractors": ["string", "string", "string"], "answer": "string" }
  ],
  "synonyms": [
    { "word": "string", "synonym": "string", "distractors": ["string", "string", "string", "string"], "note": "string" }
  ],
  "review": [
    { "word": "string", "completion": "string", "mc_prompt": "string", "distractors": ["string"], "retrieval_prompt": "string" }
  ],
  "reading": {
    "title": "string",
    "passage": "string",
    "target_words_used": ["string"]
  },
  "reading_questions": [
    { "id": "Q1", "target_word": "string", "prompt": "string", "distractors": ["string", "string", "string"], "answer": "string", "evidence": "string" }
  ],
  "application": [
    { "id": "A1", "target_words": ["string"], "prompt": "string", "sample_answer": "string" }
  ],
  "exit": [
    { "id": "E1", "target_word": "string", "prompt": "string", "answer": "string" }
  ]
}

OPTIONAL FIELDS: "batch" (acquisition cards and the retrieval items that check that batch),
"target_word" (any scored item), "target_words" (application items), "options" (a legacy
alias for "distractors" that still includes the answer), "note" (the tempting distractor on a
synonym question), "evidence" (the passage sentence that supports a reading answer),
"chinese_gloss" (new-word acquisition cards only). Omit a field rather than sending an empty
string. Every other key must be present.

"synonyms" is REQUIRED and must contain exactly one entry per NEW word.
"review" is required whenever the lesson has REVIEW words.

Unit builder: Lesson 1 - ISEE Vocabulary Prep - Book 1

Workbook Readiness

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Unit coverage and QA summary

NEW word coverage

Target length

New words (30)

Acquisition batches

Review words and review history (0)

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