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 clusters and Speaking and Listening standards are required content:
LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
| Name | Description |
| TH.1.C.1.1: | Create a story and act it out, using a picture of people, animals, or objects as the inspiration. |
| TH.1.C.1.2: | Draw a picture from a favorite story and share with the class why the scene was important to the story. |
| TH.1.C.2.1: | Discuss what worked well and what didn't work well after acting out a story. |
| TH.1.C.2.2: | Identify elements of an effective performance. |
| TH.1.C.3.1: | Share opinions about selected plays. |
| TH.1.F.1.1: | Pretend to be an animal or person living in an imagined place. |
| TH.1.F.3.1: | Describe and discuss how to work together as actors. |
| TH.1.H.1.1: | Identify characters in stories from various cultures. |
| TH.1.H.1.2: | Describe how people respond to special events in the community. |
| TH.1.H.2.1: | Re-tell a story, demonstrating respect, from a culture other than one's own. |
| TH.1.H.3.1: | Identify similarities between plays and stories. |
| TH.1.O.1.1: | Demonstrate how the parts of the story go together by acting out a story with a beginning, middle, and end. |
| TH.1.O.2.1: | Describe in words or by drawing a picture, the most exciting part in the story line of a play. |
| TH.1.O.3.1: | Compare a play to an animated movie that tells the same story. |
| TH.1.S.1.1: | Exhibit appropriate audience etiquette and response. |
| TH.1.S.1.2: | Demonstrate the differences between play-acting, pretending, and real life. |
| TH.1.S.1.3: | Explain personal preferences related to a performance. |
| TH.1.S.2.1: | Collaborate with others to present scenes from familiar stories. |
| TH.1.S.3.1: | Use simple acting techniques to portray a person, place, action, or thing. |
| TH.1.S.3.2: | Describe characters and plot development discovered during dramatic play. |
| TH.1.S.3.3: | Distinguish stage space from audience space to show understanding of the physical relationship between audience and actor in performance. |
| LAFS.1.RI.2.4 (Archived Standard): | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
| LAFS.1.RL.1.2 (Archived Standard): | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| LAFS.1.SL.1.2 (Archived Standard): | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
| LAFS.1.SL.1.3 (Archived Standard): | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. |
| LAFS.1.W.1.3 (Archived Standard): | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. |
| DA.1.S.1.2: | Explore how body parts move by using imitation and imagery. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| HE.1.B.5.3 (Archived Standard): | Explain the consequences of not following rules/practices when making healthy and safe decisions. |
| PE.1.R.6.3: | Identify the benefits of learning new movement skills. |
| SC.1.P.12.1: | Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. |
General Course Information and Notes
VERSION DESCRIPTION
First-grade students in theatre class explore their expanding world through use of imagination and creative dramatics. In a very non-threatening setting, students role-play and re-tell stories based on class experiences with high-quality children's literature, while learning about structured storytelling in terms of plot, sequenced events, and a sense of beginning, middle, and end. First graders develop language skills together and extend their vocabulary significantly as they share opinions and aesthetic responses, discuss rudimentary character development and complete open-ended stories as a means of strengthening and celebrating their creativity and learning to solve challenges. As children continue to gain command over their intellectual and physical abilities and explore their senses and the five Ws (who, what, when, where, and why), they advance their literacy skills, particularly fluency, by reading and rehearsing their own lines and stories. Students use simple acting techniques to portray a person, place, action, or thing and pantomime becomes more detailed. During dramatic play, first graders also develop life skills that help them function in and as a group, such as listening while others speak, responding, taking turns, and problem-solving.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.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: 5010210 |
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 - GRADE 1 | |
Course Attributes:
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| Course Status: Terminated | |
| Grade Level(s): 1 | |
Educator Certifications
| Elementary Education (Elementary Grades 1-6) |
| Drama (Grades 6-12) |
| Primary Education (K-3) |
| Prekindergarten/Primary Education (Age 3 through Grade 3) |
| Elementary Education (Grades K-6) |