Unit builder: Lesson 2 - Pilot Tier 2 Diagnostic 1 follow-up

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 12 / 12
✓ 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: 2056292707.

Print readiness

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

Prior Lesson Review covers 12 earlier word(s) using the "spaced" strategy.

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
absolve	yes	yes	yes	yes	yes	-	yes	yes
alleviate	yes	yes	yes	yes	yes	yes	yes	yes
ambivalent	yes	yes	yes	yes	yes	yes	yes	yes
animosity	yes	yes	yes	yes	-	-	yes	yes
antagonize	yes	yes	yes	yes	yes	-	yes	yes
arbitrate	yes	yes	yes	yes	-	-	yes	yes
assimilate	yes	yes	yes	yes	-	-	yes	yes
astute	yes	yes	yes	yes	-	-	yes	yes
audacious	yes	yes	yes	yes	yes	yes	yes	yes
avert	yes	yes	yes	yes	yes	-	yes	yes
credible	yes	yes	yes	yes	yes	yes	yes	yes
cursory	yes	yes	yes	yes	yes	-	yes	yes
dearth	yes	yes	yes	yes	-	-	yes	yes
deficient	yes	yes	yes	yes	-	-	yes	yes
detract	yes	yes	yes	yes	-	-	yes	yes
digress	yes	yes	yes	yes	-	-	yes	yes
distort	yes	yes	yes	yes	-	-	yes	yes
elicit	yes	yes	yes	yes	-	-	yes	yes
exacerbate	yes	yes	yes	yes	yes	yes	yes	yes
explicit	yes	yes	yes	yes	yes	yes	yes	yes
fallacy	yes	yes	yes	yes	-	-	yes	yes
fastidious	yes	yes	yes	yes	-	-	yes	yes
feasible	yes	yes	yes	yes	yes	yes	yes	yes
foreboding	yes	yes	yes	yes	-	-	yes	yes
formulate	yes	yes	yes	yes	yes	yes	yes	yes
fortify	yes	yes	yes	yes	yes	-	yes	yes
grapple	yes	yes	yes	yes	-	-	yes	yes
hindrance	yes	yes	yes	yes	yes	-	yes	yes
hypothetical	yes	yes	yes	yes	-	-	yes	yes
imperative	yes	yes	yes	yes	yes	-	yes	yes

Target length

New words (30)

Word	POS	Definition	Chinese	Difficulty	Band	Family
absolve	verb	to free someone from blame, guilt, or responsibility	免除；赦免	4	middle	absolve/absolution
alleviate	verb	to make pain, difficulty, or a problem less severe	减轻；缓解	4	middle	alleviate/alleviation
ambivalent	adjective	having mixed or conflicting feelings about something	矛盾的；犹豫不决的	4	middle	ambivalent/ambivalence
animosity	noun	strong dislike or hostility	敌意；憎恶	4	middle	animosity
antagonize	verb	to cause someone to become hostile or unfriendly	激怒；使对立	4	middle	antagonize/antagonist
arbitrate	verb	to settle a disagreement by acting as a neutral judge	仲裁；调解	4	middle	arbitrate/arbitration
assimilate	verb	to absorb and understand information or become part of a group	吸收；同化	4	middle	assimilate/assimilation
astute	adjective	clever and quick to understand situations	精明的；敏锐的	4	middle	astute/astutely
audacious	adjective	bold and willing to take risks, sometimes shockingly so	大胆的；无畏的	4	middle	audacious/audacity
avert	verb	to prevent something bad from happening	避免；防止	4	middle	avert
credible	adjective	believable and worthy of trust	可信的；可靠的	4	middle	cred/credible/credibility
cursory	adjective	quick and not detailed or thorough	粗略的；草率的	4	middle	cursory
dearth	noun	a lack or shortage of something	缺乏；不足	4	middle	dearth
deficient	adjective	not having enough of something essential	缺乏的；不足的	4	middle	deficient/deficiency
detract	verb	to reduce the value, importance, or quality of something	减损；贬低	4	middle	detract/detraction
digress	verb	to move away from the main subject while speaking or writing	离题；偏离主题	4	middle	digress/digression
distort	verb	to twist or change the truth, meaning, or appearance of something	歪曲；扭曲	4	middle	distort/distortion
elicit	verb	to draw out a response, answer, or reaction	引出；诱出	4	middle	elicit
exacerbate	verb	to make a problem, condition, or situation worse	使恶化；加剧	5	middle	exacerbate/exacerbation
explicit	adjective	stated clearly and directly, leaving no doubt	明确的；清楚的	4	middle	explicit/explicitly
fallacy	noun	a mistaken belief or faulty idea, especially in reasoning	谬论；错误观念	4	middle	fallacy/fallacious
fastidious	adjective	very careful about details and difficult to please	挑剔的；一丝不苟的	5	middle	fastidious/fastidiously
feasible	adjective	possible and practical to do successfully	可行的；切实可行的	4	middle	feasible/feasibility
foreboding	noun	a feeling that something bad is going to happen	不祥的预感	4	middle	forebode/foreboding
formulate	verb	to develop or create something carefully, such as a plan or idea	制定；构想	4	middle	formulate/formulation
fortify	verb	to strengthen or protect something	加强；巩固	4	middle	fortify/fortification
grapple	verb	to struggle with or work hard to understand a difficult problem	努力解决；设法应对	4	middle	grapple
hindrance	noun	something that makes progress difficult	障碍；妨碍	4	middle	hinder/hindrance
hypothetical	adjective	based on an imagined situation rather than a real one	假设的；假定的	4	middle	hypothesis/hypothetical
imperative	adjective	extremely important or necessary	极其重要的；必要的	4	middle	imperative

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	absolve, alleviate, ambivalent, animosity, antagonize, arbitrate, assimilate, astute, audacious, avert	10
B	credible, cursory, dearth, deficient, detract, digress, distort, elicit, exacerbate, explicit	10
C	fallacy, fastidious, feasible, foreboding, formulate, fortify, grapple, hindrance, hypothetical, imperative	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 2 - Pilot Tier 2 Diagnostic 1 follow-up
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. absolve | part of speech: verb | definition: to free someone from blame, guilt, or responsibility | Simplified Chinese gloss: 免除；赦免 | difficulty: 4 | target band: middle | morphology family: absolve/absolution | notes: Unit 2 target word
2. alleviate | part of speech: verb | definition: to make pain, difficulty, or a problem less severe | Simplified Chinese gloss: 减轻；缓解 | difficulty: 4 | target band: middle | morphology family: alleviate/alleviation | notes: Unit 2 target word
3. ambivalent | part of speech: adjective | definition: having mixed or conflicting feelings about something | Simplified Chinese gloss: 矛盾的；犹豫不决的 | difficulty: 4 | target band: middle | morphology family: ambivalent/ambivalence | notes: Unit 2 target word
4. animosity | part of speech: noun | definition: strong dislike or hostility | Simplified Chinese gloss: 敌意；憎恶 | difficulty: 4 | target band: middle | morphology family: animosity | notes: Unit 2 target word
5. antagonize | part of speech: verb | definition: to cause someone to become hostile or unfriendly | Simplified Chinese gloss: 激怒；使对立 | difficulty: 4 | target band: middle | morphology family: antagonize/antagonist | notes: Unit 2 target word
6. arbitrate | part of speech: verb | definition: to settle a disagreement by acting as a neutral judge | Simplified Chinese gloss: 仲裁；调解 | difficulty: 4 | target band: middle | morphology family: arbitrate/arbitration | notes: Unit 2 target word
7. assimilate | part of speech: verb | definition: to absorb and understand information or become part of a group | Simplified Chinese gloss: 吸收；同化 | difficulty: 4 | target band: middle | morphology family: assimilate/assimilation | notes: Unit 2 target word
8. astute | part of speech: adjective | definition: clever and quick to understand situations | Simplified Chinese gloss: 精明的；敏锐的 | difficulty: 4 | target band: middle | morphology family: astute/astutely | notes: Unit 2 target word
9. audacious | part of speech: adjective | definition: bold and willing to take risks, sometimes shockingly so | Simplified Chinese gloss: 大胆的；无畏的 | difficulty: 4 | target band: middle | morphology family: audacious/audacity | notes: Unit 2 target word
10. avert | part of speech: verb | definition: to prevent something bad from happening | Simplified Chinese gloss: 避免；防止 | difficulty: 4 | target band: middle | morphology family: avert | notes: Unit 2 target word
11. credible | part of speech: adjective | definition: believable and worthy of trust | Simplified Chinese gloss: 可信的；可靠的 | difficulty: 4 | target band: middle | morphology family: cred/credible/credibility | notes: Unit 2 target word
12. cursory | part of speech: adjective | definition: quick and not detailed or thorough | Simplified Chinese gloss: 粗略的；草率的 | difficulty: 4 | target band: middle | morphology family: cursory | notes: Unit 2 target word
13. dearth | part of speech: noun | definition: a lack or shortage of something | Simplified Chinese gloss: 缺乏；不足 | difficulty: 4 | target band: middle | morphology family: dearth | notes: Unit 2 target word
14. deficient | part of speech: adjective | definition: not having enough of something essential | Simplified Chinese gloss: 缺乏的；不足的 | difficulty: 4 | target band: middle | morphology family: deficient/deficiency | notes: Unit 2 target word
15. detract | part of speech: verb | definition: to reduce the value, importance, or quality of something | Simplified Chinese gloss: 减损；贬低 | difficulty: 4 | target band: middle | morphology family: detract/detraction | notes: Unit 2 target word
16. digress | part of speech: verb | definition: to move away from the main subject while speaking or writing | Simplified Chinese gloss: 离题；偏离主题 | difficulty: 4 | target band: middle | morphology family: digress/digression | notes: Unit 2 target word
17. distort | part of speech: verb | definition: to twist or change the truth, meaning, or appearance of something | Simplified Chinese gloss: 歪曲；扭曲 | difficulty: 4 | target band: middle | morphology family: distort/distortion | notes: Unit 2 target word
18. elicit | part of speech: verb | definition: to draw out a response, answer, or reaction | Simplified Chinese gloss: 引出；诱出 | difficulty: 4 | target band: middle | morphology family: elicit | notes: Unit 2 target word
19. exacerbate | part of speech: verb | definition: to make a problem, condition, or situation worse | Simplified Chinese gloss: 使恶化；加剧 | difficulty: 5 | target band: middle | morphology family: exacerbate/exacerbation | notes: Unit 2 target word
20. explicit | part of speech: adjective | definition: stated clearly and directly, leaving no doubt | Simplified Chinese gloss: 明确的；清楚的 | difficulty: 4 | target band: middle | morphology family: explicit/explicitly | notes: Unit 2 target word
21. fallacy | part of speech: noun | definition: a mistaken belief or faulty idea, especially in reasoning | Simplified Chinese gloss: 谬论；错误观念 | difficulty: 4 | target band: middle | morphology family: fallacy/fallacious | notes: Unit 2 target word
22. fastidious | part of speech: adjective | definition: very careful about details and difficult to please | Simplified Chinese gloss: 挑剔的；一丝不苟的 | difficulty: 5 | target band: middle | morphology family: fastidious/fastidiously | notes: Unit 2 target word
23. feasible | part of speech: adjective | definition: possible and practical to do successfully | Simplified Chinese gloss: 可行的；切实可行的 | difficulty: 4 | target band: middle | morphology family: feasible/feasibility | notes: Unit 2 target word
24. foreboding | part of speech: noun | definition: a feeling that something bad is going to happen | Simplified Chinese gloss: 不祥的预感 | difficulty: 4 | target band: middle | morphology family: forebode/foreboding | notes: Unit 2 target word
25. formulate | part of speech: verb | definition: to develop or create something carefully, such as a plan or idea | Simplified Chinese gloss: 制定；构想 | difficulty: 4 | target band: middle | morphology family: formulate/formulation | notes: Unit 2 target word
26. fortify | part of speech: verb | definition: to strengthen or protect something | Simplified Chinese gloss: 加强；巩固 | difficulty: 4 | target band: middle | morphology family: fortify/fortification | notes: Unit 2 target word
27. grapple | part of speech: verb | definition: to struggle with or work hard to understand a difficult problem | Simplified Chinese gloss: 努力解决；设法应对 | difficulty: 4 | target band: middle | morphology family: grapple | notes: Unit 2 target word
28. hindrance | part of speech: noun | definition: something that makes progress difficult | Simplified Chinese gloss: 障碍；妨碍 | difficulty: 4 | target band: middle | morphology family: hinder/hindrance | notes: Unit 2 target word
29. hypothetical | part of speech: adjective | definition: based on an imagined situation rather than a real one | Simplified Chinese gloss: 假设的；假定的 | difficulty: 4 | target band: middle | morphology family: hypothesis/hypothetical | notes: Unit 2 target word
30. imperative | part of speech: adjective | definition: extremely important or necessary | Simplified Chinese gloss: 极其重要的；必要的 | difficulty: 4 | target band: middle | morphology family: imperative | notes: Unit 2 target word

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): absolve, alleviate, ambivalent, animosity, antagonize, arbitrate, assimilate, astute, audacious, avert
  Batch B (10 words): credible, cursory, dearth, deficient, detract, digress, distort, elicit, exacerbate, explicit
  Batch C (10 words): fallacy, fastidious, feasible, foreboding, formulate, fortify, grapple, hindrance, hypothetical, imperative
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 2.
- 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 2 - Pilot Tier 2 Diagnostic 1 follow-up

Workbook Readiness

Print randomization

Print readiness

Unit coverage and QA summary

NEW word coverage

Target length

New words (30)

Acquisition batches

Review words and review history (0)

Step 1: AI unit prompt

Step 2: Paste AI Unit JSON