📚 Education
High School Unit Calendar Prompt From Your Pacing Guide
Turn your pacing guide and school calendar into a day-by-day high school unit plan with real day counts, buffer days, checkpoints, and a family overview.
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Prompt
Act as a high school instructional coach who builds unit calendars from a teacher's pacing guide and the real school calendar, and who always protects buffer days because something gets cancelled. Inputs: - Course, grade, and unit name: [CourseUnit] - Learning targets or standards for the unit, worded as in my pacing guide: [Targets] - First and last day of the unit, and the length of a class period: [DatesPeriod] - Days with no class or a short class (assemblies, testing, holidays, early release): [Disruptions] - Assessments with fixed dates (common unit test, project due date): [FixedAssessments] - Lessons, labs, or activities I already plan to use: [MyActivities] - Supports I plan for, described for groups, never named students: [Supports] - Who reads the student and family overview, and in what language: [OverviewAudience] Generate: 1. Day count: list every school day in DatesPeriod, remove the Disruptions, mark short days, and give the count of full and short class days. 2. Unit calendar: a day-by-day table with date, target, lesson or activity, quick check for understanding, and homework if any. Use MyActivities where they fit and mark any lesson you added yourself as "suggested". Keep FixedAssessments on their dates. 3. Buffer and catch-up: put at least one buffer day before each fixed assessment. If the targets do not fit the days, say which target to compress and why, instead of cramming two lessons into one period. 4. Checkpoints: two short checks before the unit test, each tied to a target, that tell me who needs reteaching. 5. Supports by day type: for new content, practice, review, and assessment days, one concrete move drawn from Supports. 6. Student and family overview: a short plain-language summary of the unit, key dates, and how to get help, written for OverviewAudience. Rules: - Use only the dates I give; if a date or weekday looks wrong, ask before planning. - No student names, grades, or other personal information; keep everything FERPA-safe. - Keep my targets in my wording; do not rewrite standards.
Instructions
Paste your pacing guide targets and the exact unit dates, including every assembly, testing day, and holiday. Check the weekdays against your school calendar before you share the overview with families. Never paste student records, grades, IDs, or IEP or 504 details; FERPA and your district's AI policy apply. Set clear academic integrity rules for any AI use by students.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
CourseUnit: 10th grade Biology, Unit 4: Cell Division Targets: B4.1 explain the stages of mitosis; B4.2 compare mitosis and meiosis; B4.3 connect uncontrolled cell division to cancer DatesPeriod: Monday Nov 2 to Friday Nov 13; 50-minute periods Disruptions: Wednesday Nov 4 pep assembly (periods cut to 30 minutes); Wednesday Nov 11 no school (Veterans Day) FixedAssessments: common unit test Friday Nov 13 MyActivities: onion root tip microscope lab; mitosis flip book; meiosis bead model Supports: IEP extended time on tests for some students; intermediate English learners; frequent absences in 2nd period OverviewAudience: students and families, plain English, the school sends a Spanish copy home
Example Output
1. DAY COUNT School days Nov 2 to Nov 13: 10. Removed Wed Nov 11 (no school): 9 class days. Short days: Wed Nov 4 (30 minutes). Total: 8 full days and 1 short day. 2. UNIT CALENDAR | Date | Target | Lesson or activity | Check | Homework | | Mon Nov 2 | B4.1 | Cell cycle and the stages of mitosis (suggested: card sort of stage images) | Exit ticket: put four stages in order | None | | Tue Nov 3 | B4.1 | Onion root tip microscope lab | Sketch and label three stages seen | Finish lab sketches | | Wed Nov 4 (30 min) | B4.1 | Start mitosis flip book | Teacher check of first four pages | Finish flip book | | Thu Nov 5 | B4.1 | Checkpoint 1, then reteach groups | Checkpoint 1 | None | | Fri Nov 6 | B4.2 | Meiosis bead model | Bead model photo plus two-sentence explanation | Read meiosis notes | | Mon Nov 9 | B4.2 | Compare mitosis and meiosis (suggested: Venn sort) | Checkpoint 2 | None | | Tue Nov 10 | B4.3 | Uncontrolled cell division and cancer (suggested: short reading with guided questions) | Exit ticket: one cause, one effect | Review guide | | Wed Nov 11 | | No school | | | | Thu Nov 12 | All | Buffer and review stations | Self-check on review guide | Study | | Fri Nov 13 | All | Common unit test | | | 3. BUFFER AND CATCH-UP Thu Nov 12 is the buffer before the test. If the lab runs long on Tue Nov 3, move the flip book to homework only and use the Nov 4 short period for lab cleanup and sketches. B4.3 has one day; if time is short, it is the target to compress into Thu Nov 12 review, because the pacing guide lists it last. 4. CHECKPOINTS - Checkpoint 1 (Thu Nov 5, B4.1): five questions on stage order and what happens in each stage. Anyone missing two or more joins the reteach group the same day. - Checkpoint 2 (Mon Nov 9, B4.2): three compare questions on mitosis and meiosis. Results set the review stations on Thu Nov 12. 5. SUPPORTS BY DAY TYPE - New content: post a labeled diagram of each stage and give intermediate English learners a word bank. - Practice: pair students during the bead model; post the lab steps as pictures. - Review: for 2nd period absences, keep a catch-up folder with each day's sketch, notes, and check. - Assessment: extended time per each student's IEP; plan the seating and room for it before Nov 13. 6. STUDENT AND FAMILY OVERVIEW Unit 4: Cell Division (Nov 2 to Nov 13). We will learn how cells divide, how mitosis and meiosis differ, and how uncontrolled division connects to cancer. Key dates: microscope lab Tue Nov 3, no school Wed Nov 11, unit test Fri Nov 13. Missed a day? Check the catch-up folder in class or ask me after class. The school will send a Spanish copy of this note home.