Intentional Thinking Map for PLC Planning
Language Arts Florida Standards, Unit 2, Focus Standard for Literature and Informational 5
Standard(s) being addressed? Bold the verbs and underline the key concepts (important nouns and noun
phrases).
LAFS.11-12.RL.2.5 - Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.11-12.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and engaging.
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.9-10.RL.2.5 - Analyze how an author’s choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension,
or surprise.
LAFS.8.RL.2.5 - Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
LAFS.7.RL.2.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its
meaning
LAFS.9-10.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
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.11-12.RL.2.5
● Students will understand that authors use literary structures to affect the overall meaning and
aesthetic impact of a text.
● Students will understand that different literary structures achieve different results.

Students will understand that different text structures and forms lend themselves to various writing
styles and purposes.
Know
Declarative knowledge: Facts,
vocabulary, information
Standard: LAFS.11-12.RL.2.5
Students will know*…
● Analyze/Analysis (a
collection of conclusions
drawn from the text)
● Structure (organization)
● Contribute (adds to)
● Meaning (how readers
interpret overall message)
● Aesthetic (emotionally
appealing)
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts.
Standard: LAFS.11-12.RL.2.5
Retrieval
 Students can define and use academic vocabulary.
 Students can identify structures in text.
 Students can recognize specific words the author uses to
support the aesthetic impact of the text.
Comprehension
 Students can explain how an author chooses to structure
specific parts of a text.
 Students can explain how the structure of the text contributes
to the overall meaning.
 Students can describe the aesthetic effects created by the
text’s structure.
Analysis
 Students can evaluate how structures make texts interesting.
 Students can analyze how author’s choice of structure
contributes to the meaning.
 Students can trace the development of the structure and
analyze the meaning and aesthetic impact.
Knowledge Utilization
 Students can hypothesize/predict how changing the structure
of a text would impact the overall meaning and test that
hypothesis with a chosen literary text.
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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.11-12.RI.2.5
● Students will understand that authors use text structures to affect the overall meaning of an exposition
or argument.

Students will understand that the way texts are structured can help create clear, convincing, and
engaging expositions or arguments.
Know
Declarative knowledge: Facts,
vocabulary, information
Standard: LAFS.11-12.RI.2.5
Students will know*…
● Analyze/Analysis (a collection
of conclusions drawn from the
text)
● Structure (organization)
● Effective/Effectiveness
(convincing)
● Exposition (describe or explain
information)
● Argument (claim/opinion with
evidence/support)
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts.
Standard: LAFS.11-12.RI.2.5
Retrieval
 Students can define and use academic vocabulary.
 Student can recognize when a text is clear, convincing and
engaging.
 Students can recognize whether a text is expository or
argumentative.
Comprehension
 Students can use a graphic organizer to represent how an
author presents details that make an exposition or argument
clear.
 Students can explain ways in which the author uses
structure to contribute to a clear and engaging message.
Analysis
 Students can analyze text structure to distinguish effective
uses of exposition.
 Students can evaluate the effectiveness of an argument
based on structure.
 Students can critique the text to determine if the author uses
structures to make clear, convincing, and engaging points.
Knowledge Utilization
 Students can hypothesize how changing the structure of a
text would impact the exposition or argument.
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this
standard(s)?
 Text structure (informational) -Patterns of Organization such as: cause/effect, sequence/chronological
order, listing/enumeration, process, problem/solution, compare/contrast, definition and example,
generalization and example)
 Text structure (literary)- Story elements (characters, setting, problem/solution, plot)
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Intentional Thinking Map for PLC Planning
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Text features (literary)- titles, chapters, illustrations, bold print, continuous text, paraphrasing,
dialogue
Text features (informational)- title, table of contents, index, photos, captions, diagrams, glossaries,
bold/italic print, headings, subtitles, dateline)
Arguments
Claim
Effectiveness of varied sentence structure
*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.11-12.RL/RI.2.5
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.
I can independently analyze how an author’s choices concerning how to structure specific parts
of a text contribute to its overall structure and meaning as well as its aesthetic impact.
3.0
Target
(Standard) I can independently analyze and evaluate the effectiveness of the structure an author uses in
his/her exposition or argument in a text, including whether the structure makes points clear,
convincing, and engaging.
2.5
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 aesthetic, analyze, contributes, clear,
engage, convincing, evaluate, structure, patterns, effective, exposition, argument
2.0
I can describe the structure of a text.
I can describe the author’s structural choices of a text.
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 hypothesize/predict how changing the structure of a text will impact the overall
meaning and test that hypothesis with a chosen literary text.
At the 4.0, students can hypothesize how changing the structure of a text will impact the exposition or
argument.
At the 3.0, students can analyze how an author’s choice of structure in The Great Gatsby (from beginning to
end) contributes to its overall narrative meaning and impact.
At the 3.0, students can analyze and evaluate how an author’s choice of structuring in “A Modest Proposal”
contributes to clear, convincing, and engaging exposition and arguments.
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.
Graphic Organizer:
 Structural Organizers
 Story Elements
Strategies:
 Close reading
 Signal words
 Questioning
 Annotating, highlighting
Questions:
 Is something being compared?
 Is this an event happening?
 Is something being developed or created?
 Is something being defined?
 Are there actions and results?
 Is something being repeated?
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Intentional Thinking Map for PLC Planning
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Is there something wrong?
Does the author use flashback or dreams?
Does the author use foreshadowing?
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