Course Standards
In addition to the listed benchmarks and standards, the following mathematical practices are required content:
MAFS.K12.MP.5.1: Use appropriate tools strategically.
MAFS.K12.MP.6.1: Attend to precision.
MAFS.K12.MP.7.1: Look for and make use of structure.
In addition to the listed benchmarks and standards, the following Language Arts standards are required content:
LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
LAFS.5.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.5.L.2.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
LAFS.5.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.5.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
| Name | Description |
| TH.5.C.1.1: | Devise an original performance piece based on an age-appropriate theme or social issue relevant to the school climate and explore different solutions and endings. |
| TH.5.C.1.2: | Create an original pantomime using instrumental music created or found to set the mood. |
| TH.5.C.2.1: | Change and strengthen one's own performance based on coaching from a director. |
| TH.5.C.2.2: | Write a self-critique of a performance. |
| TH.5.C.2.3: | Defend an artistic choice for a theatrical work. |
| TH.5.C.2.4: | Identify correct vocabulary used in a formal theatre critique. |
| TH.5.C.3.1: | Discuss alternate performance possibilities of the same character in the same play. |
| TH.5.C.3.2: | Use a photograph, sculpture, or two-dimensional work of art to inspire creation of an original scene or monologue. |
| TH.5.C.3.3: | Define the visual elements that must be conveyed dramatically to make a scene effective. |
| TH.5.F.1.1: | Create a character based on a literary figure and respond to questions, posed by the audience, using information inferred in the story. |
| TH.5.F.1.2: | Create a new ending for a familiar story. |
| TH.5.F.1.3: | Take creative risks through improvisation, using sensory skills to explore characters’ feelings and environments. |
| TH.5.F.2.1: | Identify jobs in the community that are associated with or impacted by having a theater in the neighborhood. |
| TH.5.F.3.1: | Examine and discuss the characteristics displayed by directors, actors, and technicians that can be applied to jobs outside the theatre classroom. |
| TH.5.H.1.1: | Research and describe the context in which a specified playwright wrote a particular dramatic work. |
| TH.5.H.1.2: | Participate in a performance to explore and celebrate a variety of human experiences. |
| TH.5.H.2.1: | Recognize theatre works as a reflection of societal beliefs and values. |
| TH.5.H.2.2: | Identify types of early American theatre. |
| TH.5.H.3.1: | Identify symbolism in a play that is found in other art forms. |
| TH.5.H.3.2: | Compare theatre to other modes of communication. |
| TH.5.H.3.3: | Demonstrate how the use of movement and sound enhance the telling of a story. |
| TH.5.H.3.4: | Act out a character learned about in another content area. |
| TH.5.O.1.1: | Explain an actor’s choices in the creation of a character for a scene or play. |
| TH.5.O.1.2: | Research types of props that might be found in a play. |
| TH.5.O.1.3: | Evaluate how an actor or designer’s choices about a character affect the audience’s understanding of a play. |
| TH.5.O.2.1: | Create a story board of the major events in a play. |
| TH.5.O.2.3: | Predict the ending of a play or performance. |
| TH.5.O.2.4: | Collaborate with others to develop and refine original scripts, and justify writing choices. |
| TH.5.O.3.1: | Describe a variety of theatrical methods and/or conventions that a group of individuals can use to communicate with audiences. |
| TH.5.O.3.2: | Explore how theatre can communicate universal truths across the boundaries of culture and language. |
| TH.5.S.1.1: | Describe the difference in responsibilities between being an audience member at live or recorded performances. |
| TH.5.S.1.2: | Weigh the use of "fourth wall" and "willing suspension of disbelief" in effectively creating the illusion of real life in specified theatre performances. |
| TH.5.S.1.3: | Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances. |
| TH.5.S.2.1: | Collaborate with others to create productions and solve challenges. |
| TH.5.S.3.1: | Create and sustain imagined characters and relationships, using basic acting skills, to tell an original story based on historical, literary, or everyday situations. |
| TH.5.S.3.2: | Use information gained from research to shape acting choices in the re-telling of a favorite scene from a well-known literary piece. |
| TH.5.S.3.3: | Use elements of dramatic and technical performance designed to produce an emotional response in an audience. |
| TH.5.S.3.4: | Manipulate, based on research, the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create an environment. |
| LAFS.5.SL.1.2 (Archived Standard): | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| LAFS.5.SL.1.3 (Archived Standard): | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
| DA.5.O.3.1: | Practice movements, steps, pantomime, and gestures as a means of communicating ideas or intent without using words. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| MU.5.F.2.2: | Explain why live performances are important to the career of the artist and the success of performance venues. |
General Course Information and Notes
VERSION DESCRIPTION
Fifth-grade* theatre students expand their previously acquired knowledge of theatre skills and concepts through imagination, creative dramatics, writing their own monologues and short scenes, and research with a focus on improving individual performance and acting choices. Students explore theme development, play analysis, and the playwrights' intent to guide acting choices, along with the craft of directing at a more advanced level. High-quality children's literature continues to provide a strong foundation for development of students' theatrical, literacy, and life skills as students investigate and complete practical assignments in technical theatre and theatre management for staged productions. The use of improvisation is accelerated, shaping and molding their ability to think quickly and fostering a higher sense of autonomy. Students use research and their acquired theatre knowledge to analyze and develop a character from a play or a story of their choosing to present a monologue as that character. Students learn more intricate detailed of dramatic structure through play analysis and character analysis. As students play, move, and create together, they continue to develop important skills such as teamwork, acceptance, respect, critical thinking, and responsibility that will help students be successful in the 21st century.GENERAL NOTES
All instruction related to Theatre benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Theatre benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.* Intermediate Elementary Theatre 1, 2, and 3 have been designed in two ways: 1) to challenge students on grade level who have previously taken classes in this content area; and 2) to challenge students whose education in this content area has been delayed until the intermediate elementary grades. Theatre teachers of classes in Grades 3, 4, and 5 should select the most appropriate course level in the series based on each group's prior experience, the benchmarks, and available instruction time. Once elementary students have entered the series, they must progress to the next course in sequence.
Examples:
- A 3rd grade class that may or may not have taken Theatre previously should be enrolled in Intermediate Elementary Theatre 1 and progress through the series in subsequent grades.
- 4th graders beginning formal instruction in Theatre for the first time may be enrolled, as a class, in Upper Elementary Theatre 1, and must then progress to Intermediate Elementary Theatre 2 in the following year.
Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
General Information
| Course Number: 5010250 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Drama - Theatre Arts > SubSubject: General > |
| Abbreviated Title: THEATRE-INTERM 3 | |
Course Attributes:
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| Course Status: Terminated | |
| Grade Level(s): K,1,2,3,4,5 | |
Educator Certifications
| Elementary Education (Elementary Grades 1-6) |
| Drama (Grades 6-12) |
| Elementary Education (Grades K-6) |