|TH.4.C.1.1:|| Devise a story about an age-appropriate issue and explore different endings.|
e.g., strangers, healthy eating habits, bullying
|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.|
e.g., Can I be seen? Can I be heard? Can I be understood?
|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.1.1:|| Create a character based on a historical figure and respond to questions, posed by the audience, about that character. |
|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.|
e.g., concert, dance performance, gallery opening, sports event, public speaker
|TH.4.F.3.1:|| Identify the leadership qualities of directors, actors, and/or technicians.|
e.g., punctuality, preparedness, dependability, self-discipline, problem-solving
|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. |
e.g., Tennessee Williams, Nilo Cruz, Bruce Rodgers
|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.|
e.g., curtain open/close, blackout, lights dimming, blinking lights, bell ringing
|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.|
e.g., breath control, diction, concentration, control of isolated body parts
|TH.4.S.3.2:|| Use information gained from research to shape acting choices in a simple, historically based scene.|
e.g., print and non-print sources
|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. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|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.|
An example of a safety procedure is having students stand a safe distance away from a student swinging a golf club during striking activities.
|SS.4.A.9.1:|| Utilize timelines to sequence key events in Florida history.
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.