Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. CCSS Kindergarten 1 Grade 2 Grade 3 Grade 4 Alignment Choose P.4.K.1 P.4.1.1 P.4.2.1 P.4.3.1 P.4.4.1 CCRA.R.8 Identify, with Identify, with Describe character Dramatize a story Discuss how guidance, guidance, actions and with specific underlying thoughts characters characters, dialogue in a guided characters, and emotions affect and setting in relationships, and relationships, and what characters say drama experience dramatic play, an setting in dramatic or an adaptation of setting and do adaptation of play, an adaptation classroom literature classroom literature, of classroom or a guided literature, or a experience guided drama experience SLE introduced in P.4.1.2 P.4.2.2 P.4.3.2 P.4.4.2 CCRA.R.8 1 Explore with Demonstrate how Select specific Make physical and CCRA.SL.6 guidance ways to body, face, changes and body vocal choices to express character gestures, and voice movements to develop a character traits and emotions are used to express demonstrate in a drama/theatre in a guided drama character traits and character traits and work experience emotions in a emotions guided drama experience
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Choose P.4.K.1 Identify, with guidance, characters and setting in dramatic play, an adaptation of classroom literature, or a guided experience P.4.1.1 Identify, with guidance, characters, relationships, and setting in dramatic play, an adaptation of classroom literature, or a guided drama experience P.4.2.1 Describe character actions and dialogue in a guided drama experience or an adaptation of classroom literature P.4.3.1 Dramatize a story with specific characters, relationships, and setting P.4.4.1 Discuss how underlying thoughts and emotions affect what characters say and do CCRA.R.8 SLE introduced in 1 P.4.1.2 Explore with guidance ways to express character traits and emotions in a guided drama experience P.4.2.2 Demonstrate how body, face, gestures, and voice are used to express character traits and emotions in a guided drama experience P.4.3.2 Select specific changes and body movements to demonstrate character traits and emotions P.4.4.2 Make physical and vocal choices to develop a character in a drama/theatre work CCRA.R.8 CCRA.SL.6
TheatreK_8Revised2014.docx