Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.5.RL.2.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
CCR Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Cognitive Complexity Level 3: Strategic Thinking & Complex Reasoning
Understand “Essential understandings”: Ideas transferable to other contexts.


Different genres have different structures.
Understand how series of chapters, scenes, or stanzas build to support the overall structure of a story,
drama, or poem.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Series
 Chapters
 Scenes
 Stanzas
 Structure
 Story
 Drama
 Poem
Retrieval:
 Identify genre: story, drama, or poem.
 Describe the key parts of different genres.
Comprehension:
 Describe stories have a series of chapters that build on
each other.
 Describe poems have a series of stanzas that relate to
each other.
 Describe that dramas have a series of scenes that build on
each other to tell a story.
Analysis:
 Explain how a series of chapters fit together to provide the
overall structure of a story.
 Explain how a series of scenes fit together to provide the
overall structure of a drama.
 Explain how a series of stanzas fit together to provide the
overall structure of a poem.
Knowledge Utilization:
 Assess how the choice of structure impacts the central
theme.
 Adapt a piece of literature using a different text structure
to convey the author’s message
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Structure, story elements (characters, setting, problem/solution, plot), verse, rhythm, meter, text types, patterns
within texts.
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.5.RL.2.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Rev. Pasco County Schools, 2014-15
Score
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 I can assess how the choice of structure impacts the central theme.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Identify genre: story, drama, or poem.
 Describe the key parts of different genres.
Know what is meant by: explain, series, chapters, scenes, stanzas, structure, story, drama,
poem.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15