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.11-12.RL.1.3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
LAFS.11-12.RI.1.3 Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
How does this standard build on standards from previous grades? How does this standard build towards
College and Career readiness?
LAFS.9-10.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
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.9-10.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
LAFS.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
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).
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.1.3

Students will understand that authors make choices that impact the results of the elements in a story
or drama and how they develop and relate to each other.

Students will understand that authors make choices to intentionally develop story elements to create
emotional affects on the reader.
Know
Declarative knowledge: Facts,
vocabulary, information
Standard: LAFS.11-12.RL.1.3
Students will know*…
 Analyze/Analysis (a
collection of conclusions
drawn from the text)
 Impact
 Author’s choices
 Develop (grow or deteriorate)
 Relate (interact)
 Elements
o Where is the story set?
o How is the action
ordered?
o How are characters the
introduced and
developed?
 Text
o Story – prose fiction
o Drama – a play
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts
Standard: LAFS.11-12.RL.1.3
Retrieval
 Students can define and use academic vocabulary from the
“Know” column.
 Students can identify story elements in a given text.
 Students can describe a character in a given text.
 Students can describe the sequence of events in a text.
 Students can use a graphic organizer to track a character’s
actions.
Comprehension
 Students can explain the development of the elements in a
given a text.
 Students can explain how the character relates to the
different elements over the course of text.
 Students can explain the relationship of plot to the other
story elements.
Analysis
 Students can draw conclusions about ways the author’s
choices impact the elements of given a text.
 Students can evaluate the details from a grade-level text to
identify problems the character places his/herself in and
decide how that impacts the plot.
 Students can assess the details in a grade-level text to predict
what choices the author will make and explain possible
impacts on plot, character(s) or setting.
 Students can analyze what choices the author makes that
directly impact the elements in a grade-level text.
Knowledge Utilization
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Intentional Thinking Map for PLC Planning


Students can research three literary sources on a similar
theme. They can analyze each piece to determine the choices
the author made in order to develop and relate the elements.
Then, deciding which author’s choices were the best to
develop and relate the elements and why, they then can
connect the learning to their personal lives.
Students can develop a generalization that works across
multiple literary texts about how complex characters develop
over the course of a text, interact with other characters, and
advance the plot or develop the theme with sources to
support the generalizations.
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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.1.3

Students will understand that authors use specific details to develop individuals, ideas, or events in a
text to influence the ideas of the reader.

Students will understand that authors sequence events to have a cause and effect relationship for the
reader to learn from and apply in future settings.

Students will understand that authors make choices about how and why individuals, ideas, or events
interact and develop in a text to influence the interpretation of the information conveyed.
Know
Declarative knowledge: Facts,
vocabulary, information
Do
Procedural knowledge: Skills, strategies, and processes that are
transferable to other contexts.
Standard: LAFS.11-12.RI.1.3
Students will know*…
 Analyze/Analysis (a collection
of conclusions drawn from the
text)
 Complex set of ideas
 Sequence of events
 Explain
 Individuals
 Ideas
 Events
 Interact
 Develop
Standard: LAFS.11-12.RI.1.3
Retrieval
 Students can define and use specific vocabulary.
 Students can identify an individual, event, or idea in a given
text.
 Students can use a graphic organizer to track complex
details that describe an individual, event, or idea.
Comprehension
 Students can describe the multiple complex ideas, events, or
individuals developed in a text.
 Students can utilize a visual to explain and organize how
individuals, complex events, and/or ideas interact or
develop in a text.
Analysis
 Students can evaluate a complex set of ideas and explain
how those elements interact and develop over the course of
the text.
 Students can evaluate a complex sequence of events and
explain how those events interact and develop over the
course of the text.
 Students can evaluate individuals and explain how those
individuals interact and develop over the course of the text.
Knowledge Utilization
 Students can generate a hypothesis of a real-life situation
(that includes an idea, event, or individual) and trace and
evaluate how that decision would interact and develop in
their personal lives. They will need to explain how and why
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Intentional Thinking Map for PLC Planning
their decision will result in the way they have planned with
certainty.
Prerequisite skills: What prior knowledge do students need to have mastered to be successful with this
standard(s)?
 Characters (static or dynamic; direct or indirect)
 How to ask 5 “W”s and “H”
 How to accurately quote and cite from the text
 How to ask questions that can lead to inferences
 How to differentiate between implicit and explicit
 Topic (broad, who or what the text is about – usually 1-3 words)
 Analyze (compare and contrast individuals, events, and interactions) how authors develop a story,
drama, or informational text through the use of sequencing, examples, anecdotes, etc.
*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.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.
I can independently analyze the impact of the author’s choices regarding how to develop and
3.0
relate elements of a story or drama.
Target
(Standard)
I can independently analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of 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, impact, author’s choices, develop,
relate, elements, story, drama, setting, action, characters, introduced, complex set of ideas,
sequence of events, explain, ideas, individual, events, and interact
I can identify the author’s choices within the story elements.
2.0
I can describe the elements of a story or drama.
I can describe how the author develops a complex set of ideas or sequence of events in a text.
I can describe how an author introduces and develops an analysis, or series of ideas, or series
of events.
1.5
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 three literary sources on a similar theme. They can analyze each piece to
determine the choices the author made in order to develop and relate the elements. Then decide which
author’s choices were the best to develop and relate the elements and why, they then can connect the learning
to their personal life.
At the 4.0, students can generate a hypothesis of a real-life situation (that includes an idea, event or
individual) and trace and evaluate how that decision would interact and develop in their personal life. They
will need to explain how and why their decision will result in the way they have planned with certainty.
At the 3.0, students can analyze the first impressions given of Mr. and Mrs. Bennet in the opening chapter of
Pride and Prejudice based on the setting and how the characters are introduced. By comparing these first
impressions with their later understanding based on how the action is ordered and the characters develop
over the course of the novel, students understand the impact of Jane Austen’s choices in relating elements of
a story.
At the 3.0, students can analyze the complex ideas of Jonathan Edwards’ Sinners in the Hands of an Angry
God and explain how specific ideas interact and develop over the course of the text.
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:
 Story Elements
 Plot Diagram
 5 “W”s
 Compare & Contrast
 Open Portrait
Strategies:
 Reading Closely
 Paired Reading
 Sort and Match
 Annotating, highlighting, text coding
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Intentional Thinking Map for PLC Planning

Brainstorm Possibilities
Questions:
 Who is the character or individual responsible for action?
 Where does the story or event take place?
 What change occurs?
 What happens at the beginning, middle, and end?
 What happens when the character or individual does…?
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