This is a standards map for the concept of understanding overall structure of a text and its impact. It is specific to Standard 5 of the Craft and Structure Anchor in the Writing standards of the CCSS ELA standards.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text Types
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1 - Recognize (Text types, e.g., storybooks, poems)
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1 - I can recognize common types of text.
1 - I can recognize storybooks.
1 - I can recognize poems.
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A. Texts teach lessons, compare, contrast, warn about dangers, share experiences or descriptions to get readers to think or act.
B. Varying texts have varying purposes.
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A.1 What are examples of text types? How can they be used?
B.1 Why are there different text types?
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Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Range of Text Types
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2 - Explain (Major differences between books)
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2 - I can explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
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A. Writings may tell stories, ask questions, give information, teach lessons, compare or contrast or persuade action.
B. Writers present in different styles from varied perspectives with different purpose; informational texts inform whereas stories usually entertain but may also entertain.
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A.1 How do texts differ?
B.1 Why are informational texts written differently than stories?
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Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Describe (Structure)
1 - Include (Introduction)
1 - Include (Conclusion)
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1 - I can describe overall story structure.
1 - I can include how the beginning introduces the story.
1 - I can include how the ending concludes the action.
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A. Stories begin with introduction of action, continue with more action and include endings that conclude the action.
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A.1 How do introductions and conclusions fit into a story?
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Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Refer (Parts of a story, drama, poem)
2 - Write (About text)
2 - Speak (About text)
2 - Use (Terms)
2 - Describe (Building of successive sections)
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2 - I can refer to parts of stories, dramas, and poems when writing about a text.
2 - I can write about text.
2 - I can speak about text.
2 - I can use terms such as chapter, scene and stanza.
2 - I can describe how each successive part builds on earlier sections.
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A. Terms like chapter, scene, and stanza are used to describe parts or sub-sections of stories, dramas or poems.
B. A story or drama builds with each scene or chapter, and a poem builds with each stanza.
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A.1 How are terms like chapter, scene and stanza useful?
B.1 How do successive parts relate to earlier parts in a story, drama, or poem?
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Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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References to structural elements
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2 - Explain (Differences)
2 - Refer (To structural elements)
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2 - I can explain major differences between poems, drama, and prose.
2 - I can refer to structural elements of poems and drama when writing or speaking.
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A. Poems, prose and drama differ in structural elements.
B. Prose is ordinary spoken or written language, without metrical structure as in poetry.
C. Drama is written for performance.
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A.1 How do I distinguish prose?
B.1 How do I distinguish poems?
C.1 How do I distinguish drama?
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Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Explain (Fit)
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2 - I can explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.
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A. Chapters, scenes or stanzas fit together to provide overall structure of literature.
B. Theme is represented in recurring elements or linked details.
C. Flashbacks facilitate linking past events with other times and settings.
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A.1 How do chapters, scenes or stanzas influence literature?
B.1 How do authors present theme?
C.1 Why might an author provide a flashback scene?
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Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Analysis of Contribution
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4 - Analyze (Fit into Overall Structure)
4 - Analyze (Contribution to Development of Theme)
4 - Analyze (Contribution to Development of Setting)
4 - Analyze (Contribution to Development of Plot)
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4 - I can analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the theme.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the setting.
4 - I can analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the plot.
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A. Each part of a text fits and contributes to theme, setting or plot in some way.
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A.1 Why are text parts analyzed?
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Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Form or Structure
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4 - Analyze (Form or structure)
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4 - I can analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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A. Poems or drama form or structure may contribute to meaning.
B. Echo in a refrain may magnify the theme.
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A.1 Why do some poems or dramas appear to have form?
B.1 How might the poem or drama be affected by form or structure?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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6 - Compare (Structure of two or more texts)
6 - Contrast (Structure of two or more texts)
4 - Analyze (Structure contribution to meaning)
4 - Analyze (Structure contribution to style)
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6 - I can compare the structure of two or more texts.
6 - I can contrast the structure of two or more texts.
4 - I can analyze how the differing structure of each text contributes to its meaning.
4 - I can analyze how the differing structure of each text contributes to its style.
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A. Structure of a text may determine the classification of writing and therefore the audience more likely to read it.
B. Structure, order of events, parallel plots, and manipulation of time may create varied suspense, tension, mystery or surprise.
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A.1 How are meaning and style influenced by structure?
B.1 How might structure differ?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Text structure)
4 - Analyze (Order of events)
4 - Analyze (Time manipulation)
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4 - I can analyze an author’s choices concerning how to structure a text creates such effects as mystery, tension, or surprise.
4 - I can analyze an author’s choices ordering events (e.g., parallel plots) creates such effects as mystery, tension, or surprise.
4 - I can analyze an author’s choices manipulate time (e.g., pacing, flashbacks) a text creates such effects as mystery, tension, or surprise.
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A. Structure, order of events and manipulation of time create mystery, tension or suspense.
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A.1 Why do authors choose to structure a text, manipulate time and order events?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Structure choices)
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1 - I can 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.
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A. All parts of a text fit within a structure determined by the author.
B. Authors strive to paint a clear image for readers.
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A.1 How do parts fit together in a story?
B.1 Why might authors structure for aesthetic impact?
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