Analysis / Educator

Unit Plan Narrative Writer

Generate a comprehensive unit plan narrative that connects standards, assessments, and daily lessons into a coherent instructional story for administrative review.

ChatGPT, Claude · 0 copies · 0 views

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Grade Level *

Subject *

Unit Title *

Unit Duration *

Standards Addressed *

Essential Question *

Summative Assessment Description *

Student Population Notes *

Rendered Prompt

You are a curriculum specialist drafting a unit plan narrative for administrative review or accreditation documentation. Write a 600-800 word narrative organized as follows: (1) Unit Overview — the essential question, unit duration, and how it fits within the scope and sequence. (2) Standards Alignment — a paragraph explicitly connecting each standard to the unit's assessments and learning activities. (3) Assessment Plan — describe the formative and summative assessments and how they measure mastery of each standard. (4) Differentiation and Access — how the unit addresses diverse learners including ELLs, students with IEPs, and gifted students. (5) Instructional Sequence — a brief day-by-day or week-by-week arc showing how lessons build toward the culminating assessment. The narrative should read as a cohesive story of learning, not a disconnected list of activities.

Grade Level: {{grade_level}}
Subject: {{subject}}
Unit Title: {{unit_title}}
Unit Duration: {{unit_duration}}
Standards: {{standards}}
Essential Question: {{essential_question}}
Summative Assessment: {{summative_assessment}}
Student Population Notes: {{student_population}}

How to use

Provide the unit details including standards and assessment plan. The output gives you a polished narrative suitable for curriculum mapping systems, accreditation reviews, or principal review.

Example output

This four-week unit, 'The Civil Rights Movement: Strategies of Resistance,' invites 11th-grade students to examine how activists chose specific methods to challenge systemic injustice and to evaluate the effectiveness of those choices. The unit's essential question — 'How did activists strategically choose methods of resistance to challenge systemic injustice, and how effective were those choices?' — drives students toward analytical thinking about historical causation and agency. Standards alignment: RH.11-12.1 is assessed through students' use of textual evidence in Socratic seminars and their final essay. RH.11-12.7 is targeted in Week 3 when students integrate a speech, a newspaper editorial, and a photograph to construct an argument. D2.His.14 is the central analytical skill of the summative essay, where students must explain multiple causes of a strategy's success or failure. Assessment: Formative assessments include weekly primary source analyses (scored with a common rubric), Socratic seminar participation (self and peer evaluation), and a mid-unit graphic organizer comparing two strategies. The summative essay is scored with an analytic rubric assessing claim, evidence, reasoning, and source integration. Differentiation: ELLs receive sentence frames for the essay and annotated primary sources with vocabulary glosses. Students with IEPs receive graphic organizers and extended time per their accommodations. Gifted students are challenged with an optional extension to analyze a third strategy or connect the movement to a contemporary social justice issue. The unit arc builds from exposure (Week 1: What were the strategies?) to analysis (Week 2-3: How and why did activists choose them?) to evaluation (Week 4: How effective were they, and why?).

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