Intentional Thinking Map for PLC Planning
Language Arts Florida Standards, Unit 1, Focus Standard for Literature and Informational 3
Standard(s) being addressed? Bold the verbs and underline the key concepts (important nouns and noun
phrases).
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.6.RL.1.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
LAFS 5.RL.1.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
LAFS 4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character's thoughts, words, or actions).
LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
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.7.RL.1.3

Students will understand that authors make deliberate choices regarding the elements of a story (i.e. plot,
characters, and settings) for a specific purpose.
Know
Declarative knowledge: Facts,
vocabulary, information
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.7.RL.1.3
Standard: LAFS.7.RL.1.3
Students will know…
Retrieval
 Analyze/analysis (a collection
 Students can define and use academic vocabulary.
of conclusions drawn from the
 Students can define and identify the elements of plot
text)
structure.
 Story Elements (plot,
 Students can use a story element graphic organizer to select
character, setting, conflict)
evidence from a text for each element.
 Plot (exposition, rising action,
climax, falling action,
Comprehension
resolution)
 Students can explain how plot is developed through key
 Types of Text:
events and episodes experienced by a character.
o Story (Prose fiction)
 Students can describe or illustrate qualities of characters in a
o Drama (Play)
text based on an author’s direct and indirect characterization.
 Interact (relate)
 Students can describe or illustrate how dynamic (vs. static)
o How setting shapes
characters change as the plot moves toward a resolution.
the characters or plot
 Students can explain how and why setting changes over the
course of a text.
Analysis
 Students can evaluate the details of a text to determine key
moments of plot that also caused change in the character.
 Students can distinguish which changes occurred due to plot,
character, or setting.
Knowledge Utilization
 Students can hypothesize how a change to one or more story
elements would impact the remaining story elements.
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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.7.RI.1.3

Students will understand how a key individual influences ideas and events in order for the reader to
make connections across disciplines.

Students will understand how an event influences individuals and ideas in order for the reader to
interpret the world around him.

Students will understand how an idea influences individuals and events in order for the reader to
build beliefs and values.
Know
Declarative knowledge: Facts,
vocabulary, information
Standard: LAFS.7.RI.1.3
Students will know…
 Analyze/analysis (a collection
of conclusions drawn from the
text)
 Text (informational)
 Interactions (reciprocal actions
or influences)
 Individuals
 Events
 Ideas
 Influence (impact or inform)
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.7.RI.1.3
Retrieval
 Students can define and use academic vocabulary.
 Students can identify individuals, events, or ideas in a text.
 Students can use a graphic organizer (i.e. 5 “W” s/ “H”) to
list or represent details pertaining to individuals, events, or
ideas.
Comprehension
 Students can explain how individuals, ideas, or events
develop in a text.
 Students can describe the impact individuals, ideas, or
events have on the meaning of the text.
Analysis
 Students can distinguish between individual(s), event(s),
and/or idea(s) and decide the impact of these elements on
the overall text.
 Students can trace the development of individuals, events,
or ideas and how they impact each other.
Knowledge Utilization
 Students can identify within a new text the different
elements and how and why they interact with and influence
each other.
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this standard(s)?



Character (static or dynamic)
How to ask 5 “W”s and “H”
Anecdote
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Intentional Thinking Map for PLC Planning
*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.7.RL/RI.1.3
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
I can independently analyze how particular elements of a grade-level story or drama interact.
Target
(Standard)
I can independently analyze the interactions between individuals, events, and ideas in a text.
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 analyze, character, drama, element, plot,
setting, story, event, idea, individual, interaction, influence, and text.
2.0
I can identify the basic elements of a story or drama.
I can describe the interactions between the individuals, events, and ideas in 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 utilize inferences to apply a change to a previously read text in order to generate a
hypothesis and analyze the impact on the remaining story elements.
At the 4.0, students can make generalization about individual, event, or idea and then read 3 sources and
determine the impact each source has on their generalization.
At the 3.0, students can describe how the plot of “Thank You, Ma’am” by Langston Hughes unfolds in a
series of episodes, as well as how Roger responds or changes as the plot moves toward a resolution. (Or,
describe the plot of Monster by Walter Dean Myers and examine how the main character, Steve Harmon,
changes as the plot moves toward a resolution.)
At the 3.0, students can find an article on the criminal juvenile justice system and analyze in detail the author
describes the interactions between individuals, events, and ideas.
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.
Strategies:
 Read closely (multiple interactions with text for specific purposes)
 Annotate, text-coding, highlighting
Questions:
 Can I describe the plot of a story or drama?
 How does the plot unfold?
 Describe the problem. Was it resolved?
 What change of events was important?
 How did one individual influence another?
 What took place up to the future event?
Graphic Organizers:
 Plot diagram
 Open-mind (characterization)
 Compare/Contrast
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Intentional Thinking Map for PLC Planning


Cause/Effect
5Ws
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