|TH.912.C.1.3:|| Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology. |
|TH.912.C.1.4:|| Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.|
e.g., architectural details; period costumes, furnishings, and hair; attire appropriate to climate and time of year; props appropriate to economic level
|TH.912.C.1.6:|| Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts. |
|TH.912.C.1.7:|| Justify personal perceptions of a director’s vision and/or playwright’s intent. |
|TH.912.C.2.1:|| Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results. |
|TH.912.C.2.7:|| Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs. |
|TH.912.C.2.8:|| Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.|
e.g., peer assessment, rubric, criteria, coaching, feedback, criticism
|TH.912.C.3.2:|| Develop and apply criteria to select works for a portfolio and defend one’s artistic choices with a prepared analysis. |
|TH.912.C.3.3:|| Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions. |
|TH.912.F.1.4:|| Research the cause-and-effect relationship between production needs and new and emerging technologies to support creativity and innovation in theatre. |
|TH.912.F.2.4:|| Apply the skills necessary to be an effective director, designer, stage manager, and/or technician in the mounting of a theatrical performance. |
|TH.912.F.3.2:|| Develop a production budget for a hypothetical performance, using real-world numbers, and determine how much to charge the audience in order to cover costs. |
|TH.912.F.3.3:|| Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions. |
|TH.912.F.3.6:|| Examine how skills used in putting on a production can be applied in the general work place and design a résumé showing marketable skills for a college or job application.|
e.g., time management, organization, public speaking, creative writing, leadership, collaboration, design, construction, business management, accounting
|TH.912.F.3.8:|| Use current and emerging technology appropriately to communicate rehearsal information with the cast and crew of a production. |
|TH.912.H.1.1:|| Analyze how playwrights’ work reflects the cultural and socio-political framework in which it was created. |
|TH.912.H.1.5:|| Respect the rights of performers and audience members to perform or view controversial work with sensitivity to school and community standards. |
|TH.912.H.2.2:|| Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works. |
|TH.912.H.2.3:|| Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact. |
|TH.912.H.2.5:|| Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers. |
|TH.912.H.2.6:|| Explore how gender, race, and age are perceived in plays and how they affect the development of theatre. |
|TH.912.H.3.1:|| Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.|
e.g., time management, interpersonal skills, making priorities
|TH.912.H.3.3:|| Apply knowledge of non-theatre content areas to enhance presentations of characters, environments, and actions in performance.|
e.g., history, literature, visual art, welding, sewing, computer applications, math, science, world languages
|TH.912.H.3.5:|| Explain how the social interactions of daily life are manifested in theatre.|
e.g., cooperation, communication, consensus, self-esteem, taking risks, sympathy, empathy
|TH.912.O.1.1:|| Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.|
e.g., beats, actions, subtext
|TH.912.O.1.3:|| Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions. |
|TH.912.O.2.2:|| Perform a scene or monologue in a non-traditional way that stays true to its dramatic structure and can be justified within the script. |
|TH.912.O.2.6:|| Deconstruct a play, using an established theory, to understand its dramatic structure.|
e.g., Aristotle's Poetics
|TH.912.O.3.1:|| Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.|
e.g., correct terminology, plots, production meetings, headset etiquette
|TH.912.O.3.2:|| Analyze a variety of theatre and staging configurations to understand their influence on the audience experience and response.|
e.g., indoor vs. outdoor venue, proscenium theatre vs. theatre-in-the-round
|TH.912.O.3.3:|| Analyze and demonstrate how to use various media to impact theatrical productions.|
e.g., projections, digital video, sound, animation, intelligent lighting
|TH.912.O.3.7:|| Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.|
e.g., body language, pantomime, blocking, staging, design elements, characterization, subtext, physical characterization
|TH.912.S.1.4:|| Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.|
e.g., empathy, aesthetic distance, historical accuracy, personal or cultural perspective, social issues
|TH.912.S.1.7:|| Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.|
e.g., blocking, pacing, mood, concept, style
|TH.912.S.1.8:|| Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.|
e.g., cultural, historical, symbolic, interpretive
|TH.912.S.2.3:|| Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character’s physical and emotional dimensions.|
e.g., relationships, wants, needs, motivations
|TH.912.S.2.7:|| Create a prompt book to organize dramaturgy, blocking, and play analysis to demonstrate understanding of the production process and the job responsibilities of a director or stage manager. |
|TH.912.S.3.2:|| Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance. |
|TH.912.S.3.8:|| Direct a scene or one-act play. |
|TH.912.S.3.9:|| Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|PE.912.M.1.5:|| Apply strategies for self improvement based on individual strengths and needs. |