|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.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.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.1.5:|| Describe one’s own personal responses to a theatrical work and show respect for the responses of others. |
|TH.68.H.2.5:|| Compare decorum, environments, and manners from a variety of cultures and historical periods to discover and influence historical acting styles and design choices. |
|TH.68.H.2.6:|| Describe historical and cultural influences leading to changes in theatre performance spaces and technology.|
e.g., indoor theatres, proscenium, gas lighting, computers
|TH.68.H.2.8:|| Identify and describe theatrical resources in the community, including professional and community theatres, experts, and sources of scripts and materials. |
|TH.68.H.3.1:|| Identify principles and techniques that are shared between the arts and other content areas.|
e.g., art elements, writing styles, science and math principles
|TH.68.H.3.3:|| Use brainstorming as a method to discover multiple solutions for an acting or technical challenge. |
|TH.68.H.3.5:|| Describe how social skills learned through play participation are used in other classroom and extracurricular activities.|
e.g., cooperation, communication, collaboration
|TH.68.H.3.6:|| Discuss ways in which dance, music, and the visual arts enhance theatrical presentations. |
|TH.68.O.1.2:|| Discuss how color, line, shape, and texture are used to show emotion in technical theatre elements.|
e.g., costume, scenery, lighting
|TH.68.O.1.3:|| Explain the impact of choices made by directors, designers, and actors on audience understanding. |
|TH.68.O.3.1:|| Compare theatre and its elements and vocabulary to other art forms. |
|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.1.1:|| Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior. |
|TH.68.S.1.3:|| Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements. |
|TH.68.S.2.1:|| Discuss the value of collaboration in theatre and work together to create a theatrical production. |
|LAFS.6.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
|LAFS.6.SL.1.2:|| Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
|LAFS.6.SL.2.5:|| Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. |
|LAFS.68.RST.1.3:|| Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
|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.2.4:|| Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|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.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |