Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.2.W.1.3: Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure.
CCR Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Understand “Essential understandings”: Ideas transferable to other contexts.
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Writers use various techniques to elaborate an event or short sequence of events.
Narratives describe events in sequence to clearly communicate the writer’s ideas.
Details describe actions, thoughts, and feelings.
Authors use temporal words to signal transitions between ideas or events.
Narratives have an ending that provides the reader a sense of closure.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Narrative
 Action
 Detail
 Elaborate
 Event
 Sequence
 Temporal words
 Closure
Retrieval:
 Recount a well-elaborated event.
 Remember a short sequence of events.
 Recount an action, thought, or feeling related to an event
using details.
 Identify when and where an author uses temporal words.
 Identify techniques an author uses to provide a sense of
closure.
Comprehension:
 Write about a well-elaborated event or short sequence of
events.
 Use temporal words to sequence events in writing.
 Use details to describe actions, thoughts, and feelings.
 Write an ending that provides the reader a sense of closure.
Analysis:
 Identify when writing is confusing for the reader.
 Make suggestions to enhance the writing in order to clarify
understanding for the reader.
 Revise misunderstandings.
Knowledge Utilization
 Create a narrative that mimics the format or style of a
favorite author.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Writing is a way to communicate our experiences with others, narratives include details that tell a story, a narrative has a
sequential order (beginning, middle, end).
*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.2.W.1.3:
Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
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 identify when writing is confusing for the reader.
 I can make suggestions to enhance the writing in order to clarify understanding for the
reader.
 I can revise misunderstandings.
*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.
When writing a narrative, I can:
 Recount a well-elaborated event or sequence of events.
 Use temporal words to signal event order.
 Describe actions, thoughts, and feelings using details.
 Include an ending that provides the reader with a sense of closure.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Recount a well-elaborated event.
 Remember a short sequence of events.
 Recount an action, thought, or feeling related to an event using details.
 Identify the details an author uses to describe actions, thoughts, and feelings.
 Identify when and where an author uses temporal words.
 Identify techniques an author uses to provide a sense of closure.
Know what is meant by: narrative, action, detail, elaborate, event, sequence, temporal words,
closure.
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