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.2.SL.1.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
| Name | Description |
| TH.2.C.1.1: | Describe a character in a story and tell why the character is important to the story. |
| TH.2.C.1.2: | Respond to a play by drawing and/or writing about a favorite aspect of it. |
| TH.2.C.2.1: | Discuss the purpose of a critique. |
| TH.2.C.2.2: | Describe how an actor in a play, musical, or film creates a character. |
| TH.2.C.3.1: | Identify important characteristics to discuss when sharing opinions about theatre. |
| TH.2.F.1.1: | Create and sustain a character inspired by a class reading or activity. |
| TH.2.F.2.1: | Identify the jobs people can have in a theater. |
| TH.2.F.3.1: | Identify what was successful about a collaborative theatre activity. |
| TH.2.H.1.2: | Explain how to respond as an audience member in a different way, depending on the style of performance. |
| TH.2.H.2.1: | Identify universal characters in stories from different cultures. |
| TH.2.H.3.1: | Create dialogue for characters from a story. |
| TH.2.O.1.1: | Compare the differences between reading a story and seeing it as a play. |
| TH.2.O.1.2: | Explain the difference between the stage, backstage, and audience areas. |
| TH.2.O.2.1: | Re-tell what happened in the beginning, middle, and end of a story after viewing a play. |
| TH.2.O.3.1: | Identify theatrical elements and vocabulary found in everyday life. |
| TH.2.S.1.1: | Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism. |
| TH.2.S.1.2: | Compare, explain, and exhibit the differences between play-acting, pretending, and real life. |
| TH.2.S.1.3: | Explain, using specific examples, why some individuals may or may not like a particular performance. |
| TH.2.S.2.1: | Collaborate with others to perform a scene and solve challenges. |
| TH.2.S.3.1: | Create imagined characters, relationships, and environments using basic acting skills. |
| TH.2.S.3.2: | Communicate with others the concept of dramatic conflict and resolution in stories using dramatic play. |
| TH.2.S.3.3: | Create the stage space to communicate character and action in specific locales. |
| LAFS.2.RL.2.6 (Archived Standard): | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. |
| LAFS.2.SL.1.2 (Archived Standard): | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
| LAFS.2.SL.1.3 (Archived Standard): | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| LAFS.2.W.1.3 (Archived Standard): | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |
| DA.2.F.3.1: | Follow directions given by the teacher or peers, and work successfully in small-group, cooperative settings. |
| DA.2.O.3.1: | Use movement to interpret feelings, stories, pictures, and songs. |
| DA.2.S.2.1: | Demonstrate focus and concentration while listening to instructions and observing others' movement. |
| PE.2.C.2.2: | Identify safety rules and procedures for selected physical activities. |
| PE.2.R.6.2: | Discuss the relationship between skill competence and enjoyment. |
| PE.2.R.6.3: | Identify ways to contribute as a member of a cooperative group. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| HE.2.B.5.3 (Archived Standard): | Compare the consequences of not following rules/practices when making healthy and safe decisions. |
General Course Information and Notes
VERSION DESCRIPTION
Second-grade theatre students explore their expanding world through use of imagination and creative dramatics. In a non-threatening setting, students gain confidence and proficiency as they role-play and re-tell stories based on an expanding body of high-quality children's literature from a variety of times and cultures, including fables. As they strengthen their knowledge of structured storytelling and plot, students learn to retain sequential information and transfer that ability to other settings and content areas. Students' life experiences inform and enrich their ability to explore characters and motivation, and the ability to discern nuance in dramatic play strengthens their ability to do so in print and oral language, as well. Second graders continue to increase their vocabulary through group discussions, writing original lines and simple scripts, and describing their own perceptions of stories and theatre. As students' cognitive and literacy skills advance, particularly in the areas of vocabulary acquisition and fluency, they portray a person, place, action, or thing with increasing detail and nuance and begin to differentiate theatre from other art forms. As students play, move, and create together, they develop the foundation for 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.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: 5010220 |
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 2 | |
Course Attributes:
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| Course Status: Terminated | |
| Grade Level(s): 2 | |
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) |