Strand: Creating Content Standard 1: Students will generate and conceptualize artistic and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. CCSS Kindergarten Grade 1 2 Grade 3 Grade 4 Alignment Imagine CR.1.K.1 CR.1.1.1 CR.1.2.1 CR.1.3.1 CR.1.4.1 CCRA.R.3 Imitate, with Describe potential Describe potential Participate in Develop characters guidance, people, choices characters plot adaptations that cooperative writing through writing or creatures, or things, could make in a could occur in a or improvisations improvisations that using body and that include the include who, what, guided drama guided drama facial expression experience or story experience who, what, when, when, where, and and why why Design CR.1.K.2 CR.1.1.2 CR.1.2.2 CR.1.3.2 CR.1.4.2 CCRA.SL.5 Create, with Create props, Explore how mood Explore how mood Propose design guidance, props, puppets, or costume and environment and environment ideas that support puppets, or costume pieces for dramatic (e.g., color, light, (e.g., color, light, the story and given pieces for dramatic play or a guided lines, shape) lines, shape) circumstances in a play by using drama experience affect props and affect props, drama/theatre work available materials through costumes in a costumes, and collaboration with guided drama scenery in a guided peers experience or drama experience adaptation of or adaptation of classroom literature classroom literature Characterize SLE introduced in CR.1.1.3 CR.1.2.3 CR.1.3.3 CR.1.4.3 CCRA.R.3 1 Identify the five Describe ways in Indicate with Determine through senses and the gestures, guidance how a peer collaboration actor’s tools movement, voice, character move how characters (e.g., body, and sound may be or speak in a story move or speak in a imagination, voice) used in a guided (e.g., gestures, story drama experience pitch, posture, rate, (e.g., gestures, or with an tone, volume) pitch, posture, rate, adaptation of tone, volume) classroom literature
Strand: Creating Content Standard 1: Students will generate and conceptualize artistic and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 2 Grade 3 Grade 4 CCSS Alignment Imagine CR.1.K.1 Imitate, with guidance, people, creatures, or things, using body and facial expression CR.1.1.1 Describe potential choices characters could make in a guided drama experience or story CR.1.2.1 Describe potential plot adaptations that could occur in a guided drama experience CR.1.3.1 Participate in cooperative writing or improvisations that include the who, what, when, and why CR.1.4.1 Develop characters through writing or improvisations that include who, what, when, where, and why CCRA.R.3 Design CR.1.K.2 Create, with guidance, props, puppets, or costume pieces for dramatic play by using available materials CR.1.1.2 Create props, puppets, or costume pieces for dramatic play or a guided drama experience through collaboration with peers CR.1.2.2 Explore how mood and environment (e.g., color, light, lines, shape) affect props and costumes in a guided drama experience or adaptation of classroom literature CR.1.3.2 Explore how mood and environment (e.g., color, light, lines, shape) affect props, costumes, and scenery in a guided drama experience or adaptation of classroom literature CR.1.4.2 Propose design ideas that support the story and given circumstances in a drama/theatre work CCRA.SL.5 Characterize SLE introduced in 1 CR.1.1.3 Identify the five senses and the actor’s tools (e.g., body, imagination, voice) CR.1.2.3 Describe ways in gestures, movement, voice, and sound may be used in a guided drama experience or with an adaptation of classroom literature CR.1.3.3 Indicate with guidance how a character move or speak in a story (e.g., gestures, pitch, posture, rate, tone, volume) CR.1.4.3 Determine through peer collaboration how characters move or speak in a story (e.g., gestures, pitch, posture, rate, tone, volume) CCRA.R.3
TheatreK_8Revised2014.docx