Table of Contents...2. Purpose and Use of. Documents College and Career Readiness Anchor Standards for Reading.4

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2 Table of Contents...2 Purpose and Use of Documents... 3 College and Career Readiness Anchor Standards for Reading.4 College and Career Readiness Anchor Standards for Writing.. 5 Beginning Theatre Arts Connection to Reading and Writing Anchor Standards 6 Theatre Arts Communication Unpacking.7 Theatre Arts Analysis Unpacking...8 Theatre Arts Aesthetics Unpacking..9 2

3 Theatre Arts Culture Unpacking Beginning Theatre Arts Semester At A Glance/Vocabulary

4 Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. 4

5 Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 5

6 Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6

7 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards ( ) 7

8 Beginning Theatre Arts Connection to Reading and Writing Anchor Standards CCW 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content B.C.1.3 Understand how to read and write scripts that communicate conflict, plot, and character. CCW 7 Conduct short as well as more sustained research projects based on focused question, demonstrating understand of the subject under investigation B.A.1.1 Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays. B.A.1.2 Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. B.CU.1.2 Exemplify history, culture, geography, economics, civics, and government from a global perspective through the creation of theatrical works. CCW 6 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others B.C.2.2 Interpret various selections of dramatic literature through formal and informal presentations. B.AE.1.1 Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships. B.AE.1.2 Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions. CCW 8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. B.CU.1.2 Exemplify history, culture, geography, economics, civics, and government from a global perspective through the creation of theatrical works. CCR 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. B.A.1.1 Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays. B.A.1.2 Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. CCR 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone B.A.1.1 Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays. B.A.1.2 Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. 8

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10 Beginning Theatre: Communication Essential Standard Clarifying Objectives Performance Evidences B.C.1 B.C.2 Use movement, voice, and writing to communicate ideas and feelings. Use performance to communicate ideas and feelings. B.C.1.1 B.C.1.2 B.C.1.3 B.C.2.1 B.C.2.2 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body. Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression Understand how to read and write scripts that communicate conflict, plot, and character. Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises. Interpret various selections of dramatic literature through formal and informal presentations. Pantomime Exercises, Theatre Games, Tableaux All Theatre Exercises/Games, Performance Elements, Scene Study, Script Analysis Cold Readings, Readers Theatre, Playwriting, Terminology, Folktale Adaptation Scene Study, Improvisation, Characterization Exercises Readers Theatre, Story Theatre, Scene Study, Cold Readings 10

11 Beginning Theatre: Analysis Essential Standard Clarifying Objectives Performance Evidences B.A.1 Analyze literary texts and performances B.A.1.1 B.A.1.2 Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays. Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. Character, Play Analysis, Technical Theatre Terminology Theatre Reviews, Play Analysis 11

12 Beginning Theatre: Theatrical Aesthetics Essential Standard Clarifying Objectives Performance Evidences B.AE.1 Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound. B.AE.1.1 B.AE.1.2 Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships. Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions. Technical Terminology, Play Analysis from perspective of Designer. Design Concepts, Theatre Jobs, Play Analysis 12

13 Beginning Theatre: Theatrical Culture Essential Standard Clarifying Objectives Performance Evidences B.CU.1 B.CU.2 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. Understand the traditions, roles, and conventions of theatre as an art form. B.CU.1.1 B.CU.1.2 B.CU.2.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. Exemplify history, culture, geography, economics, civics, and government from a global perspective through the creation of theatrical works. Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician. Play Analysis, Character Analysis, Dramaturgical Projects Talk Theatre, Newspaper Theatre (Federal Theatre Project) Observe informal productions in class. B.CU.2.2 Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works. Scene Study Performances, Auditions, School/Class Performances 13

14 Beginning Theatre: Sequencing Guide Timeline Unit Concepts Essential Standards Weeks 1-2 Improvisation Observation Concentration Characterization Week 3 Characterization Nonverbal communication Vocal elements Pantomime Characterization Character Analysis B.C.2 Use performance to communicate ideas and feelings. B.C.1 Use movement, voice, and writing to communicate ideas and feelings. Clarifying Objectives B.C.2.1- Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises. B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body. B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression. Terminology Characterization Improvisation Objective/Motivation Situation Spontaneity Creative Drama Scene Stealing/Upstaging Pantomime Leading center Gesture Relaxation Posture Kinesthesis Body language Mime Movement Cross Blocking Diction Inflection Monotone Pitch Projection Pronunciation Rate Volume Script Week 4-5 Tech Theatre Designer Roles B.AE.1 B.AE.1.1 Designer 14

15 Theatre Hierarchy Backstage Safety Weeks 6 Play Analysis Varieties of Theatre Dramaturgy Dramatic Structure Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound. B.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. B.C.1 Use movement, voice, and writing to communicate ideas and feelings. B.A.1 Analyze literary texts and performances. Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships. B.AE.1.2 Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions. B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. B.CU.1.2 Exemplify history, culture, geography, economics, civics, and government from a global perspective through the creation of theatrical works. B.C.1.3 Setting Scenery Stage Manager Producer Technical Director Properties Master Director Stage Hands Genre Conflict Plot Character Farce Aside Dialogue Soliloquy Atmosphere Comedy Tragedy Drama Theme Exposition Mood Rising Action Denoument Moral Protagonist Antagonist 15

16 Understand how to read and write scripts that communicate conflict, plot, and character. Weeks 7-10 Weeks Theatre History Acting Origins of Theatre Greek Theatre Roman Theatre Theatre Etiquette Audition Senses Stage Presence Characterization Ensemble B.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. B.C.2 Use performance to communicate ideas and feelings. B.A.1 Analyze literary texts and performances. B.CU.2 B.A.1.1 Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays. B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. B.A.1.2 Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. B.C.2.2 Thespis Thespian Skene Deus ex Machina Chorus Aeschylus Sophocles Euripides Ampitheatre Colusseum Slate Audition Callback Understudy Stage Directions Backstage Cross Cue Enter Exit Hand Prop 16

17 Understand the traditions, roles, and conventions of theatre as an art form. Interpret various selections of dramatic literature through formal and informal presentations. B.CU.2.1 Illustrate appropriate theatre etiquette as a member of an audience, as a performer, and as a technician B.CU.2.2 Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works. Stage Prop Off Book 17