Intentional Thinking Map for PLC Planning
Language Arts Florida Standards, Unit 3, Focus Standard for Writing 1
Standard(s) being addressed? Bold the verbs and underline the key concepts (important nouns and noun
phrases).
LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
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.8.W.1.1

Students will understand the importance of writing arguments to establish claims and support
positions with logical reasons and relevant evidence in order to accurately communicate and clarify
their ideas.

Students will understand that sources have a range of credibility and positions in order to be critical
consumers and use language to effectively communicate an argument with evidence, reasons and
counter claims from credible sources.

Students will understand that using specific word choice will distinguish their claims and
counterclaims accurately in order to convey their argument clearly.
Know
Declarative knowledge: Facts, vocabulary,
information
Do
Procedural knowledge: Skills, strategies, and processes
that are transferable to other contexts
Standard: LAFS.8.W.1.1
Students will know*…
 Argument
 Support
 Claims (an assertion of the truth of
something, typically one that is
disputed or in doubt)
 Clear reasons (a cause, explanation, or
justification for an action or event)
 Relevant evidence (closely connected
body of facts or information indicating
whether a belief or proposition is true
or valid)
 Credible sources
 Topic/Text
 Introduce/Introduction
 Distinguish (separate, differentiate)
 Alternate or Opposing
 Organize (patterns of organization,
paragraphs, transitions)
 Logically/Logical (clear, sound)
 Words, phrases, clauses
 Cohesion (stick together)
 Clarify
 Relationships (how ideas and evidence
Standard: LAFS.8.W.1.1
Retrieval
 Students can define and use academic vocabulary.
 Students can identify a topic that that has opposing
perspective.
 Students can use a graphic organizer to collect
reasons and evidence for their claim.
Comprehension
 Students can choose a side of the argument,
establish a claim, and identify reasons, which
supports their position.
 Students can support their argument with textual
evidence (“word for word” support) found in
credible sources.
 Students can organize their reasons and evidence
for their claim and the counterclaim.
Analysis
 Students can analyze the credibility of a source
(who wrote it, when it was written, and why it was
written).
 Students can present an argument in a formal style
that includes an introduction, supporting, details
with transitions, and provide a concluding
statement/ section that supports the argument.
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Intentional Thinking Map for PLC Planning




are connected)
Counterclaims (a claim made to rebut a
previous claim)
Formal style
Concluding/Conclusion
Statement or section
Knowledge Utilization
 Students can acknowledge opposing points of view
and refute the opposing point of view.
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this
standard(s)?
 Write an opinion with support.
 Use Patterns of Organizations & Transitions (Cause/Effect, Compare/Contrast, Problem/Solution,
Definition/Example, Listing/Enumeration, Sequence/Process/Time Order)
 Recognize facts vs. opinion
 Standard English grammar
 Compare and contrast
*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.8.W.1.1
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
I can independently write arguments to support claims with clear reasons and relevant
(Standard) evidence.
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 argument, support, claims, clear reasons,
relevant evidence, introduce, distinguish, organize, credible sources, topic, text, opposing,
words, phrases, clauses, relationships, logically, cohesion, clarify, counterclaims, formal style,
concluding, statement, and section
2.0
1.5
In isolation, I can…
 introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
 support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
 use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
 establish and maintain a formal style.
 provide a concluding statement or section that follows from and supports the argument.
I can do some things at a 2.0 with some success
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Intentional Thinking Map for PLC Planning
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 research a topic in their city with several positions that they would like changed,
adopted, or created, take a position and locate at least four credible sources to support their argument and be
prepared to present their idea to a specific audience.
At the 3.0, students can examine different charities/causes because a family in their town has decided to
donate a large amount of money to a charity or cause. Choose a charity or cause that they think
deserves the money. Write a letter to the family to state their position, acknowledge counterclaims,
and use multiple credible sources to provide reasons and evidence to support their argument.
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 Organizers:
 Write Time, Write Place
 ePals Organizers
Strategies:
 Peer editing and/or revisions
 One-on-One teacher conferencing
 Model/Anchor text
Questions
 Did I clearly establish the claim(s) of my argument?
 Did I include counterclaims?
 Did I develop the argument using logical reasoning and relevant evidence?
 Did I use words and phrases to create cohesion and clarify relationships?
 Did I use transitions to convey sequences?
 Did I organize my events logically and naturally?
 Did I establish and maintain a formal style?
 Did I provide a conclusion statement or section that follows and supports the argument presented?
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