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Literary Texts - Craft & Structure: CFAs 6-12 Craft & Structure (Lit)
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"3.0" Meeting6.RC.6.RL
The student can determine how elements in the structure of a story, drama, or poem support the development of setting, plot, or theme.		7.RC.6.RL
Describe how elements in the overall structure of a story, drama, or poem contribute to its meaning.		8.RC.6.RL
Distinguish how the structure of a text contributes to its overall meaning and style		9.RC.6.RL
Explain how the overall structure and sequencing of a text enhances the mood, suspense, and tension.		10.RC.6.RL
Explain how the overall structure and sequencing of a text enhances the mood, suspense, tension, and other literary devices.		11.RC.6.RL
Explain how syntax contributes to the overall meaning and/or style of a text.		12.RC.6.RL
Analyze how syntax contributes to the overall meaning and style of a text.
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"2.0" ApproachingThe student can provide evidence of
- plot (conflict, climax, and resolution)
- setting (time; place)
- theme (thematic message)

The student can explain the effects of
- individual sentences
- individual chapters
The student can provide evidence of
- plot (exposition, conflict, climax, and resolution)
- theme (thematic message)

Using dramas or poems, the student can explain the effects of
- individual scenes
- stage directions
- monologues
- individual stanzas		The student can identify and provide evidence of
- plot (exposition, conflict, rising action, climax, falling action, and resolution)
- theme (thematic message)
- style (tone and word choice)		The student can identify and provide evidence of
- order of events (linear vs nonlinear plot)
- text structure (plotline)
- nonlinear plots (flashback)
- mood (mystery, tension, or surprise)		The student can identify and provide evidence of
- order of events (linear vs nonlinear plot)
- text structure (plotline)
- nonlinear plots (flashback, foreshadowing, circle ending, climax at start, end at start, frame story, etc.)
- literary devices that impact mood (irony, imagery, symbolism, etc.)		The student can identify and provide evidence of
- a text’s meaning (thematic message or interpretation)

The student can describe
- a text’s use of sentence structure (syntax)
- sentence structure that contributes to meaning (sentence variations, appositives, repetition, etc.)		The student can identify and provide evidence of
- a text’s meaning (thematic message or interpretation)

The student can describe
- an author’s use of syntax to create style
- elements that contribute to meaning or style (juxtaposition, extended metaphor, motif, stream of consciousness, etc.)
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District HQIM ResourcesText(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)


CommonLit:
-

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)


CommonLit:
-

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)


CommonLit:
-

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

Notes:		Text(s):
- lists texts used w/this scale

O'Dell Resources:
- note or link (if helpful)

ATLAS Classroom Tool:
# of ?s -

Other Resources:
- note or link (if helpful)

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