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Third-grade* theatre students strengthen their knowledge of such theatre skills and concepts as storytelling, plot, pantomime, and awareness of the audience-performer relationship through imagination and creative dramatics. High-quality children's literature, including prose and poetry, continues to provide a strong foundation for development of their theatrical, literacy, and life skills as students begin to learn about history, culture, and the technical elements used to create theatre. Readers' Theatre may be introduced at this level, contributing to students' vocabulary acquisition and reading fluency, and both vocal and physical techniques are instituted as prerequisites for character analysis. Students add to their vocabulary through readings, group discussions, and development of simple scripts. 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.
Theatre - Intermediate 1 (#5010230)
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The course was/will be terminated at the end of School Year 2019 - 2020
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.3.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

LAFS.3.SL.1.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

LAFS.3.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


 Visit the specific benchmark webpage to find related instructional resources.
  • TH.3.C.1.1: Create an imaginative costume piece or prop out of everyday items found around the classroom or at home and use it as the basis to tell an original story.
  • TH.3.C.1.2: Watch a play and describe how the elements of light, costumes, props, and sound influence the mood of the production.
  • TH.3.C.2.1: Revise a formal or informal performance after receiving a critique.
  • TH.3.C.2.2: Discuss the meaning of an artistic choice to support development of critical thinking and decision-making skills.
  • TH.3.C.3.1: Discuss the techniques that help create an effective theatre work.
  • TH.3.F.1.1: Create and/or collect appropriate props and costumes and use them to help tell a story.
  • TH.3.F.1.2: Arrange classroom furniture to create an environment for a story.
  • TH.3.F.2.1: Identify non-theatre professions that require the same skills as are used in theatre.
  • TH.3.F.3.1: Participate in a collaborative project to create a theatrical performance and reflect on the experience.
  • TH.3.H.1.1: Understand how cultural differences are expressed through character, environment, and theme.
  • TH.3.H.1.2: Interview an adult and create a story from his or her life using any theatrical form.
  • TH.3.H.2.1: Identify geographical or cultural origins of stories.
  • TH.3.H.2.2: Create and tell a story, fable, or tale.
  • TH.3.H.3.1: Identify interpersonal skills that are learned through participation in a play.
  • TH.3.H.3.2: Discuss differences between stories that are presented in different modes or time periods.
  • TH.3.H.3.3: Plan and perform a simple performance based on a theme from another content area.
  • TH.3.O.1.1: Describe how an actor creates a character.
  • TH.3.O.1.2: Discuss why costumes and makeup are used in a play.
  • TH.3.O.2.1: Describe what happened in a play, using age-appropriate theatre terminology.
  • TH.3.O.2.2: Collaborate to create a collage to show the emotion(s) of a particular story or play.
  • TH.3.O.3.1: Compare the characteristics of theatre to television and movies.
  • TH.3.S.1.1: Demonstrate effective audience etiquette and constructive criticism for a live performance.
  • TH.3.S.1.2: Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.
  • TH.3.S.1.3: Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.
  • TH.3.S.2.1: Discuss the process and responsibilities in creating a play and then apply them to collaborate and create a simple production.
  • TH.3.S.3.1: Create and sustain imagined characters and relationships, using basic acting skills, to tell a simple story.
  • TH.3.S.3.2: Use information gained from research to shape the creation of a character.
  • TH.3.S.3.3: Describe elements of dramatic performance that produce an emotional response in oneself or an audience.
  • TH.3.S.3.4: Describe the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions.
  • DA.3.F.3.1: Be on time and prepared for classes, and work successfully in small- and large-group cooperative settings, following directions given by the teacher or peers.
  • DA.3.S.1.1: Create movement to express feelings, images, and stories.
  • DA.3.S.1.2: Respond to improvisation prompts, as an individual or in a group, to explore new ways to move.
  • DA.3.S.1.3: Explore positive and negative space to increase kinesthetic awareness.
  • LAFS.3.SL.1.2 (Archived Standard): Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • LAFS.3.SL.1.3 (Archived Standard): Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
  • PE.3.C.2.2: Understand the importance of safety rules and procedures in all physical activities.
Course Information
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 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 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 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: 5010230
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 1
Course Length: Year (Y)
Course Status: Terminated
Grade Level(s): K,1,2,3,4,5
Educator Certifications
One of these educator certification options is required to teach this course.