based on what is notated in the music and based on what is notated in the music and based on what is notated in the music and what is stylistically appropriate, rather what is stylistically appropriate, rather what is stylistically appropriate, rather than by assumption or personal than by assumption or personal than by assumption or personal preference. This can include performing preference. This can include performing preference. This can include performing the music themselves or listening to or the music themselves, or listening to or the music themselves, or listening to or watching others’ performance. For watching others’ performance. For watching others’ performance. For example, Baroque music will be example, Baroque music will be example, Baroque music will be performed differently than rock and roll. performed differently than rock and roll. performed differently than rock and roll. RST.6-8.8 Theatre RST.6-8.8 Theatre RST.11-12.8 Theatre Example: supporting creative choices Example: supporting creative choices Example: supporting creative choices (e.g., characterization, blocking, costume (e.g., characterization, blocking, costume (e.g., characterization, blocking, costume design) with research and analysis design) with research and analysis. design) with research and analysis Reading Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Integration of Knowledge and RST.6-8.9 RST.9-10.9 RST.11-12.9 Compare and contrast the information Compare and contrast findings Synthesize information from a range of gained from experiments, simulations, presented in a text to those from other sources (e.g., texts, experiments, video, or multimedia sources with that sources (including their own simulations) into a coherent gained from reading a text on the same experiments), noting when the findings understanding of a process, topic. support or contradict previous phenomenon, or concept, resolving explanations or accounts. conflicting information when possible. Teacher
based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.6-8.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves, or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.6-8.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis. based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves, or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.11-12.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis Reading Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Integration of Knowledge and RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Teacher
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