Intentional Thinking Map for PLC Planning
Language Arts Florida Standards, Unit 2, Focus Standard for Literature and Informational 4
Standard(s) being addressed? Bold the verbs and underline the key concepts (important nouns and noun
phrases).
LAFS.9-10.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.9-10.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration)
on a specific verse or stanza of a poem or section of a story or drama.
LAFS.6.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
Unpacking the Standard: What do we want students to Know, Understand, and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a
standard beyond what the Multi-Dimensional Scale (MDS) provides and assist PLCs in answering question
#1, “What do we expect all students to learn?” It is important for PLCs to study the focus standards in the
unit to ensure that all members have a mutual understanding of what student learning will look like and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help
with the creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important
to consider the standard under study within a K-12 progression and identify the prerequisite skills, from
prior grade level standards, that are essential for mastery of the standard.
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Intentional Thinking Map for PLC Planning
PLC question #1: What do we expect all students to learn?  PLC question #2: How will we know if and
when they have learned it?
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Standard: LAFS.9-10.RL.2.4

Students will understand that authors choose words intentionally to evoke a response from the reader.

Students will understand that authors make choices about words and that those choices influence
meaning and tone in various forms of text.
Know
Declarative knowledge: Facts,
vocabulary, information
Standard: LAFS.9-10.RL.2.4
Students will know*…
 Determine (decide, judge)
 Figurative (nonliteral)
 Connotative/Connotation
(cultural or emotional
associations with a word)
 Analyze/Analysis (a
collection of conclusions
drawn from the text)
 Cumulative (successive)
 Impact (influence, effect)
 Meaning (how readers
interpret overall message)
 Tone (author’s attitude
toward the subject/topic)
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.9-10.RL.2.4
Retrieval
 Students can define and use academic vocabulary.
 Students can recognize the difference between denotative
meanings and connotative meanings.
 Students can recognize the difference between figurative and
literal meaning.
 Students can identify the type of figurative language in a text.
 Students can use a graphic organizer to monitor their
understanding of words in text.
Comprehension
 Students can describe how meaning of words and phrases
develop the text.
 Students can identify positive, negative, or neutral words as
they are used within the text.
 Students can use appropriate graphic organizers to explain
meaning of words and phrases.
 Students can describe the effects of specific word choices on
meaning or tone of text.
Analysis
 Students can evaluate how specific word choices build upon
one another to create a cumulative impact on the overall
meaning and tone of a text.
Knowledge Utilization
 Students can change the meaning and tone of a text by
manipulating word choice.
 Students can research how authors use different word choices
on a similar topic in order to decide which author presented
the topic the best and why.
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Intentional Thinking Map for PLC Planning
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Standard: LAFS.9-10.RI.2.4

Students will understand that authors make choices about words, and those choices influence
meaning and tone in various forms of text.

Students will understand that authors use figurative and connotative language to manipulate the
interpretations of a text.

Students will understand that authors choose specific technical meanings to provide clear and concise
ideas in text for readers to gain knowledge.
Know
Declarative knowledge: Facts,
vocabulary, information
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.9-10.RI.2.4
Standard: LAFS.9-10.RI.2.4
Students will know*…
Retrieval
 Determine (decide, judge)
 Students can define and use academic vocabulary.
 Figurative (nonliteral)
 Students can recognize the difference between denotative
meanings and connotative meanings.
 Connotative/Connotation
(cultural or emotional
 Students can recognize the difference between figurative
associations with a word)
and literal meaning.
 Technical (domain-specific)
 Students can identify the type of figurative language in a
text.
 Analyze/Analysis (a collection
of conclusions drawn from the
 Students can use a graphic organizer to monitor their
text)
understanding of words in text.
 Cumulative (successive)
 Students can identify technical language.
 Impact (influence, effect)
 Meaning (how readers interpret Comprehension
 Students can describe how meaning of words and phrases
overall message)
develop the text.
 Tone (author’s attitude toward

Students can identify positive, negative, or neutral words as
the subject/topic)
they are used within the text.
 Students can use appropriate graphic organizers to explain
meaning of words and phrases.
 Students can describe the effects of specific word choices
on meaning or tone of text.
 Students can explain how technical terms impact the
meaning or tone.
Analysis
 Students can evaluate how figurative, connotative, and
technical word choices build upon one another to create a
cumulative impact on the overall meaning and tone a text.
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Intentional Thinking Map for PLC Planning
Knowledge Utilization
 Students can research how authors use different word
choices on a similar topic in order to decide which author
presented the topic the best and why. What are the
implications on the reader?
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this
standard(s)?
 Recognize multiple types of figurative language
 Context clues (definition, punctuation, synonym, antonym, example, contrast, conjunctions showing
relationships)
 Word analysis (syllabication, morphemic analysis)
 How to ask questions that lead to inference
 Know the difference between literal and nonliteral language
 Know the difference between explicit and implicit meaning
 Know how to summarize, paraphrase, and quote information
 Denotative
 Mood
*The purpose behind including terms in the “know” column is to flesh out the key vocabulary that the teacher and student will
interact with and use throughout the learning process (across the levels of taxonomy defined in the “do” column). These terms are
not intended to be a vocabulary list for drill and practice.
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Intentional Thinking Map for PLC Planning
Uni-Dimensional, Lesson Scale:
The uni-dimensional, learning scale unwraps the cognitive complexity of a focus standard for the unit, using
student friendly language. The purpose is to articulate distinct levels of knowledge and skills relative to a
specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample performance scale shown below is just one example for PLCs to use as a springboard when creating
their own scales for student-owned progress monitoring. The lesson scale should prompt teams to further
explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in
the unit and make connections to Design Question 1, “Communicating Learning Goals and Feedback”
(Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates
proficiency and includes the actual standard. A level 4.0 extends the learning to a higher cognitive level.
Like the multidimensional scale, the goal is for all students to strive for that higher cognitive level, not just
the academically advanced. A level 2.0 outlines the basic declarative and procedural knowledge that is
necessary to build towards the standard.
Standard LAFS.9-10.RL/RI.2.4
Score
Learning Progression
4.0
In addition to score 3.0 performance, I can demonstrate in-depth inferences and applications
that go beyond what was taught (for example, create something original, teach someone, or use
the skill beyond the classroom). **
3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
3.0
Target
(Standard)
2.5
I can independently determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone.
I can independently determine the meaning of words and phrases as they are used in the text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can define and use academic vocabulary, such as determine, figurative, connotative,
technical, analyze, cumulative, impact, meaning, tone.
2.0
I can identify specific words that impact meaning and tone in a text.
I can determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
1.5
I can do some things at a 2.0 with some success.
1.0
I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by being
specific with my teacher on exactly what I need help with to move forward in my learning.
**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.
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Intentional Thinking Map for PLC Planning
Sample Standards Aligned Tasks/Guiding Questions for Instruction:
These tasks/guiding questions are intended to serve as a starting point, not an exhaustive list, for the PLC
and are not intended to be prescriptive. Tasks/guiding questions simply demonstrate one way to help
students learn the skills described in the standards. Teachers can select from among them, modify them to
meet their students’ needs, or use them as an inspiration for making their own. They are designed to
generate evidence of student understanding and give teachers ideas for developing their own activities/tasks
and common formative assessments. These guiding questions should prompt the PLC to begin to explore
question #3, “How are we going to teach it?” and make connections to Design Question 2, “Helping
Students Interact with New Knowledge”, Design Question 3, “Helping Students Practice and Deepen New
Knowledge”, and Design Question 4, “Helping Students Generate and Test Hypotheses” (Domain 1:
Classroom Strategies and Behaviors).
The following are only suggestions of sample task(s), strategies, graphic organizers, or guiding
questions teachers and students can use aligned to the cognitive complexity of the Learning
Progression Scale.
At the 4.0, students can analyze how various changes to words and phrases to “The Scarlet Ibis” would have
a cumulative impact on meaning and tone.
At the 4.0, students can choose a court opinion and a newspaper opinion to analyze how the cumulative
impact of specific word choices the author makes impacts the figurative, connotative and technical
meanings.
At the 3.0, students can revisit “The Scarlet Ibis” to analyze the cumulative impact specific word choices
have on meaning and tone.
At the 3.0, students can read Brotherly Love article, to analyze the cumulative impact specific word choices
have on the meaning and tone.
At the 2.0, students and teachers can use any of the following strategies, graphic organizers, or guiding
questions to help them intentionally move toward mastery of the grade-level expectation.
Questions:
 What is the meaning of the figurative language used?
 What effect does this figurative language have on the text?
 Within the context of the text, what is the connotation of the key words?
 What effect does the use of the word have on the text?
 What is the tone of the text? What words or phrases give you this feeling?
Graphic Organizer:
 Two-column Notes
 Word Web
 Frayer Model
Strategies:
 Close Reading (multiple interactions with text for a specific purpose)
 Word Identification strategies (context clues, morphemic analysis, or word analysis)
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