|TH.68.C.1.2:||Develop a character analysis to support artistic portrayal.|
|TH.68.C.1.3:||Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.|
|TH.68.C.2.1:||Use group-generated criteria to critique others and help strengthen each other’s performance.|
|TH.68.C.2.3:||Ask questions to understand a peer’s artistic choices for a performance or design.|
|TH.68.C.2.4:||Defend personal responses to a theatre production.|
|TH.68.C.3.1:|| Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.|
e.g., color, texture, shape, form, sound
|TH.68.C.3.2:||Compare a film version of a story to its original play form.|
|TH.68.F.1.2:||Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.|
|TH.68.F.1.3:||Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.|
|TH.68.F.3.1:|| Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.|
e.g., royalties, copies, changing text
|TH.68.H.1.3:||Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.|
|TH.68.H.1.5:||Describe one’s own personal responses to a theatrical work and show respect for the responses of others.|
|TH.68.H.1.6:||Discuss how a performer responds to different audiences.|
|TH.68.H.3.3:||Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.|
|TH.68.O.1.1:||Compare different processes an actor uses to prepare for a performance.|
|TH.68.O.1.3:||Explain the impact of choices made by directors, designers, and actors on audience understanding.|
|TH.68.O.2.1:||Diagram the major parts of a play and their relationships to each other.|
|TH.68.O.3.3:||Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members’ ideas and differences.|
|TH.68.S.1.4:|| Discuss the ways in which theatre experiences involve empathy and aesthetic distance.|
e.g., vicarious identification with characters and actions, recognition that the play is not real life
|TH.68.S.2.1:||Discuss the value of collaboration in theatre and work together to create a theatrical production.|
|TH.68.S.3.1:|| Develop characterizations, using basic acting skills, appropriate for selected dramatizations.|
e.g., sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts
|LAFS.68.RST.2.4:||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.|
|LAFS.68.WHST.3.7:||Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.|
|LAFS.7.RL.3.7:||Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).|
|LAFS.7.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
|LAFS.7.SL.1.3:||Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.|
|LAFS.7.SL.2.4:||Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.|
|MAFS.K12.MP.5.1:|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
General Course Information and Notes
GENERAL NOTESStudents with previous acting experience continue to build skills and knowledge in acting through analysis, discussion, and classroom performance. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside of the school day to support, extend, and assess learning in the classroom.
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.
|Course Number: 0400045||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Drama - Theatre Arts > SubSubject: General >
|Abbreviated Title: M/J ACTING 2|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 6,7,8|
| Drama (Grades 6-12)|
| English (Grades 6-12)|
| Middle Grades English (Middle Grades 5-9)|