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.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
LAFS.4.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.4.C.1.1: | Devise a story about an age-appropriate issue and explore different endings. |
| TH.4.C.1.2: | Describe choices made to create an original pantomime based on a fable, folk tale, or fairy tale. |
| TH.4.C.2.1: | Provide a verbal critique to help strengthen a peer's performance. |
| TH.4.C.2.2: | Reflect on the strengths and needs of one's own performance. |
| TH.4.C.2.3: | Describe the choices perceived in a peer's performance or design. |
| TH.4.C.3.1: | Identify the characteristics of an effective acting performance. |
| TH.4.C.3.2: | Create an original scene or monologue based on a historical event or person. |
| TH.4.C.3.3: | Define the elements of a selected scene that create an effective presentation of an event or person. |
| TH.4.F.1.2: | Create sound and lighting effects to suggest the mood of a story. |
| TH.4.F.2.1: | Identify the types of jobs related to putting on a theatre production and compare them with other arts-related and non-arts performances or events. |
| TH.4.F.3.1: | Identify the leadership qualities of directors, actors, and/or technicians. |
| TH.4.H.1.1: | Re-create a famous character from Florida history. |
| TH.4.H.1.2: | Define how a character might react to a new set of circumstances in a given story. |
| TH.4.H.1.3: | Identify playwrights whose lives or careers have a connection with Florida. |
| TH.4.H.2.1: | Discover how the same idea or theme is treated in a variety of cultural and historic periods. |
| TH.4.H.2.2: | Re-tell stories, fables, and/or tales from cultures that settled in Florida. |
| TH.4.H.3.1: | Describe how individuals learn about themselves and others through theatre experiences. |
| TH.4.H.3.2: | Compare a historical play with actual historical events. |
| TH.4.H.3.3: | Create an original story after listening to music or viewing a work of art. |
| TH.4.O.1.1: | Describe what a designer and director do to support the actor in creating a performance. |
| TH.4.O.1.2: | Identify common audience conventions used when viewing a play. |
| TH.4.O.2.1: | Write a summary of dramatic events after reading or watching a play. |
| TH.4.O.2.2: | Create a mask to show a comic or tragic character. |
| TH.4.O.3.1: | Explain how theatre and its conventions are used to communicate ideas. |
| TH.4.O.3.2: | Explore how theatre is used to understand different cultures. |
| TH.4.S.1.1: | Exhibit proper audience etiquette, give constructive criticism, and defend personal responses. |
| TH.4.S.1.2: | Discuss the concept of "willing suspension of disbelief" used in theatre to help create the illusion of real life in performances. |
| TH.4.S.1.3: | Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience's response to the production. |
| TH.4.S.2.1: | Collaborate with others to share responsibilities for a production. |
| TH.4.S.3.1: | Create and sustain imagined characters and relationships, using basic acting skills, to re-tell a well-known fairy tale, fable, or story. |
| TH.4.S.3.2: | Use information gained from research to shape acting choices in a simple, historically based scene. |
| TH.4.S.3.3: | Describe elements of dramatic and technical performance that produce an emotional response in oneself or an audience. |
| TH.4.S.3.4: | Manipulate the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create different environments for a classroom piece. |
| LAFS.4.RL.1.2 (Archived Standard): | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| LAFS.4.RL.1.3 (Archived Standard): | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). |
| LAFS.4.SL.1.2 (Archived Standard): | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| LAFS.4.SL.1.3 (Archived Standard): | Identify the reasons and evidence a speaker provides to support particular points. |
| DA.4.F.3.1: | Be on time, prepared, and focused in classes, and share skills and ideas with peers appropriately. |
| DA.4.O.3.1: | Express ideas through movements, steps, and gestures. |
| DA.4.S.2.1: | Display attention, cooperation, and focus during class and performance. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| PE.4.C.2.2: | Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk. |
| SS.4.A.9.1: | Utilize timelines to sequence key events in Florida history. |
General Course Information and Notes
VERSION DESCRIPTION
Fourth-grade* theatre students strengthen their knowledge of theatre skills and concepts through imagination, creative dramatics, and writing their own monologues and short scenes. Also new to theatre at this level are basic stage techniques, ensemble techniques, and the early development of directorial skills through the collaborative process. High-quality children's literature continues to provide a strong foundation for development of students' theatrical, literacy, and life skills as students are more formally introduced to production (e.g., lighting, sound, stage management, costuming) and management (e.g., box office, publicity, audience engineering) areas of the physical theater. Improvisational exercises are used to create a sense of harmony and teamwork in the classroom and use of detailed pantomime is accelerated. Students also begin to support characterization through research, rather than imagination alone. The basic elements of acting technique are strengthened through the use of theatre exercises, light scene work, and new theatre vocabulary. The students explore theatre connections to geography, history, and a variety of cultures, particularly as they study, explore, and re-enact historical scenes from Florida history. 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 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: 5010240 |
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 2 | |
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) |