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revised October 2010

Francis Howell School District Curriculum Development & Approval Sequence

Curriculum: 6th Grade Speech & Drama (MS Theatre) Content Leader: Michelle Ridlen Curriculum Writers: Kathy Carron – Barnwell MS; Kim Sulzner – Hollenbeck MS Board of Education Curriculum Information: ____X_____ Curriculum Map/Pacing Guide – included in curriculum ____X_____ Curriculum Development Review Feedback: Content Leader review - [11 / 2012] Teacher/administrator review via Share Point – [11/2012] Director of Student Learning review – [11/ 2012]

Curriculum Advisory Council – [11/27/2012] Academic Strategic Planning Committee – [12/03/2012] ___TBD____ Text Selection (if applicable)* Publisher _____________________________ Title _____________________________ SE ISBN _____________________________ Approximate Expense _________________ ____X_____ Professional Development Plan* Teacher training dates ___June / July 2013_____ Administrator training dates ___ June / July 2013 ____ Approximate Expense ____$900.00______ ____X____ Summary of curriculum and revisions:

____ Curriculum was designed to align with MODESE Fine Arts GLEs. _________________________ _____________________________

__________ Year 1 Review – [05 / 2014] ____X______ BOE First Reading – [12/20/12] __________ BOE Second Reading/Approval – [01/17/13] *see attached document(s)

Fine Arts 6th Grade Speech & Drama

Curriculum

Francis Howell School District

Board Approved:

Francis Howell School District Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Francis Howell School District Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents,

employees, and the community as partners in learning.

Francis Howell School District Values

Francis Howell School District is committed to:

• Providing a consistent and comprehensive education that fosters high levels of academic achievement for all • Operating safe and well-maintained schools • Promoting parent, community, student, and business involvement in support of the school district • Ensuring fiscal responsibility • Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to:

1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.

Francis Howell School District

Fine Arts Graduate Goals Upon completion of their Fine Arts study in the Francis Howell School District, students will: 1. Communicate at a basic level in the arts disciplines -- music, theatre, or the visual arts. This includes knowledge and skills

in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline. 2. Communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight,

reason, and technical proficiency. 3. Develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from

combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines.

4. Relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching

competencies and understandings in art-making, history and culture, and analysis in any arts-related project. 5. Have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and a basic

understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures.

Fine Arts Rationale for 6th Grade Speech & Drama

The middle school Theatre Arts program teaches skill building activities at a beginner’s level in theatre interpretation, performance, and production. These activities are designed to increase personal awareness, refine vocal techniques, and enhance imagination, critical thinking, and improvisational skills. Students learn to apply these “actor tools” of exploration, imagination, and communication to develop skills that not only can be used on the stage, but also in their personal lives. After having taken theatre classes at the middle school level, a student will be prepared to enter a high school theatre program, or pursue and appreciate theatre in their own community.

Course Description for 6th Grade Speech & Drama

This course is designed as a performance class that will improve the students’ abilities to present themselves in front of others. Students will learn drama, speaking, and listening skills. Topics include types of communication, acting, public speaking, and performance production. These topics are compared and contrasted with mass media and electronic communication. Performances may include formal or informal speeches, pantomime, puppetry, small group or

large group scenes, or dramatic presentations. Techniques taught in Speech and Drama are required in many core classes.

Curriculum Team

Kathy Carron – Barnwell Middle School Kim Sulzner – Hollenbeck Middle School

Fine Arts Secondary Content Leader Michelle Ridlen Director of Student Learning Dr. Chris Greiner Chief Academic Officer Dr. Mary Hendricks-Harris Superintendent Dr. Pam Sloan

FHSD Academics – MDR 6th Grade Speech & Drama Revised Fall 2012 page 1

6th Grade Speech & Drama Course Map

Topic GLEs Time Period • Basic Theatre Terminology o Stage Directions o Blocking o Common Theatre Terms o Blocking o Careers in Theatre

PP1B PP1F PP1C EP1B EP1C HC2A6

(2 weeks)

• Script Writing o Parts of a script o Plot structure o Demonstrate script writing format

PP1A AP1A AP1B EP1A

(2 weeks)

• Acting o Performance (from self-written script or provided source) o Self-evaluation - oral o Peer evaluation – oral o Artistic Expression

PP1A PP1B PP1E PP1F EP1B IC1A

(1 week performance and ongoing)

• Improvisation PP1B PP1F EP1B (ongoing total 3 weeks) • Model of Communication o Sender, Message, Receiver, Feedback • Structure of a speech o Intro, Body, Conclusion o Note taking styles <outlining, bullet format, chronological,

cause & effect, problem-solution> o Visual Aids/auditory aids/technology in a speech

1C2A W1A W2A W2B W2C W2D W3A

(2 weeks)

• Performance o Demonstration Speech (2-4 days planning, plus 1 wk

performance) ~ Or ~ o Informative Speech (1 week planning plus 1 wk performance) o Impromptu Speaking (.5 – 1 week planning plus performance) o Listening Skills

IL1A CA1 CA2 CA3 CA5 CA6 LS1A LS2A LS2B

(2 weeks)

• Use of technology in speaking and as a life skill ISTE (1 week) • History of Theatre o Greek, Roman, Elizabethan

HC1A6 HC1A7 HC1B (2 days)


1 Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Product / Performance (PP)

Learner Objectives: 1. Develop and apply skills to communicate ideas through theatrical performances.

Concepts: A: Scriptwriting B: Acting C: Design and Technical Theatre E: Audience Etiquette F: Performing

Students Should Know Students Should Be Able to

Scriptwriting - The basic skeleton of a script including exposition, rising action, initial

incident, rising action, climax, falling action, and resolution. - The two elements of a script include a conflict followed by a resolution. - How to create a character and description for a written scene. - How to write a scripted scene that includes character(s), conflict, and

scripting elements. Acting - How to create a character using voice and body. - How to create a pantomimed performance. - How to perform a character in a scripted scene using blocking and

memorized lines. Design and Technical Theatre - In theatre the crew uses makeup, costume, props, scenery, sound, and

lighting to create time, place, character, and mood. - There are three main types of stages: proscenium, thrust, and arena.

Audience Etiquette - Appropriate audience behavior includes clapping for the performers, no

electronic device usage, restroom breaks before and after the event, and no talking during the performance.

- Demonstrate appropriate audience etiquette when watching performances.

Write an expanded story using themes taught across the curriculum

(PP1A6; 1a, 1b; FA 1, 2.1; DOK 4 ) Show concentration, pantomime, and body alignment to develop

believable characters (PP1B6; 2b; FA 1, 2.1, 2.5; DOK 3 )

Design and use technical elements of theatre to represent time and place, establish character, enhance mood and create dramatic environment for improvised or scripted scenes (PP1C6; 3a, 3b,3c,3d; FA 1, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8; DOK 4 )

Model appropriate audience behavior at various performances (PP1E6; FA

1, 1.10, 4.2, 4.3; DOK 1 ) Rehearse, polish and present a performance for a class or invited audience

(PP1F6; 2a, 2b, 2c; FA 1, 2.1, 2.2, 2.4, 2.5, 3.1, 3.5; DOK 2 )


Instructional Support

Student Essential Vocabulary

Conflict Resolution Proscenium Thrust Arena Script Costume Props Scenery Sound Lighting Makeup Character Mood Stage right Stage left Upstage Downstage Improv

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural Enrichment: Intervention:

General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural Improv Ideas

Enrichment: Intervention:


Readiness & Equity Section SLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes SA, SLA Non Fiction Reading & Writing Learning & Innovation Skills SA, SLA Enrichment Opportunity SA,SLA Information, Media, & Technology Skills Intervention Opportunity SA Life & Career Skills SLA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: The What If – Improvisational Activity Topic: Character and Plot Through Improvisation Objective: The student(s) will participate in an improvisational

performance. Activity Summary: The student(s) will create an improvised scene based on

a fairy tale question. Description: (see appendix for detailed teacher/student materials)

• Divide into teams of four to five. • Decide on the approximate playing time of the scene. • Each team/person draws a Fairy Tale Question • East team/person casts character(s). • The team takes about ten minutes to develop a plot that eventually

answers the Fairy Tale Question.

Activity’s Alignment GLE PP1A6, PP1F6 CONTENT FA1 (production) PROCESS 2.4 – present perceptions and ideas

2.5 – produce works in the arts 2.6 – apply communication techniques

DOK DOK 3 Strategic Thinking INSTRUCTIONAL STRATEGIES

Cooperative Learning

Assessment #1: Improvisational Performance Performance Event Question Prompt / Description:

Following the rules of Improvisation, create a new original scene. Teacher will assess:

• Did the performance include rules of an improvisational performance? • Is the new plot dramatically interesting? • Does the plot have a clear beginning, middle, and end? • Is the question resolved?

Scoring Guide:

2: The student(s) established a clear character. The story included an obvious beginning, middle, and end. The plot was original and captured the audience’s attention.

1: The student(s) established a character. The story somewhat included a

beginning, middle, and end. The plot captured the audience’s attention. 0: The student(s) did not establish a character. The story was not complete.

The plot was not complete.

Assessment’s Alignment GLE PP1A6, PP1F6 CONTENT FA1 (production) PROCESS 2.4 – present perceptions and ideas


DOK DOK 3 Strategic Thinking LEVEL OF EXPECTATION

90%


Readiness & Equity Section

SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes SA Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SA Information, Media, & Technology Skills Intervention Opportunity SA Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: First Line, Last Line Topic: Character and Plot Through Improvisation Objective: The student(s) will participate in an improvisational performance. Activity Summary: The student(s) will create an improvised scene based on given opening and closing lines. Description: (See appendix for student/teacher materials)

• Divide into teams of two and make one team A and one B. • Give player A a line and player B a line. (A is the opening line and B

is the closing line). • Have the actors take a moment to develop a scene. • Player A starts the scene with the opening line, then both perform a

scene for about a minute. • Player B ends the scene with the closing line.

Activity’s Alignment

GLE PP1A6, PP1F6 CONTENT FA1 (production) PROCESS 2.4 – present perceptions and ideas




Assessment #2: Plot Improvisation Question Prompt / Description:

Using an Improvisational scene, develop and perform a well-structured plot.

Teacher will assess:

• Did the actors establish a scene and incorporate both lines? • Did the actors establish clear characters? • Was the plot clear and consistent? • Was the scene complete? • Was the closing line motivated?

Scoring Guide:

2: The student(s) established clear characters. The story included an obvious beginning, middle, and end.

1: The student(s) established characters. The story included a

beginning, middle, and end. 0: The student(s) did not establish characters. The story was not

complete.

Assessment’s Alignment GLE PP1A6, PP1F6 CONTENT FA1 (production) PROCESS 2.4 – present perceptions and ideas

2.5 – produce works in the arts


2.6 – apply communication techniques DOK DOK 3 Strategic Thinking LEVEL OF EXPECTATION

90%


# 2- Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Elements and Principles (EP)

Learner Objectives: 1. Select and apply theatrical elements to communicate ideas through the creation of theatre

Concepts: A: Scriptwriting B: Acting C: Design and Technical Theatre


Scriptwriting The elements of a script are: exposition, initial incident, rising action, climax,

falling action, and denouement. Plays are written with specific characters and character types. Plays include themes and are divided into acts and scenes.

Acting An actor uses stage areas/grid to block an actor’s movement for performance.

An actor must prepare to perform by warming up the body and voice and why this is important.

Character analysis is an important tool for an actor when portraying a part onstage.

Design and Technical Theatre The elements of time, place, character, and tone are all parts of a script that

establish mood and create dramatic environment for various types of scenes.

Identify objective, stock characters, act divisions, and theme (EP1A6; 1a; FA 2, 1.6, 1.10; DOK 1 ) Identify warm-up, concentration, cross, and posture (EP1B6; 2b,; FA 2, 1.9; DOK 1 ) Identify technical elements of theatre to represent time and place, establish

character, enhance mood and create dramatic environments for improvised or scripted scenes

(EP1C6; 3a, 3b, 3c; FA 2, 1.9; DOK 2 )



Student Essential Vocabulary Monologue Dramatic conflict Cue Character Scripted scene Improvisation

Setting Mood Character analysis Exposition Initial incident Rising action Climax Falling action denouement Stage grid cross



General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural Improv Ideas Enrichment: Intervention:



21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA Enrichment Opportunity SLA/SA Information, Media, & Technology Skills Intervention Opportunity SLA/SA Life & Career Skills Gender, Ethnic, & Disability Equity SLA/SA

Sample Learning Activities Sample Assessments Learning Activity #1: Exit, Stage right Topic: Stage Blocking/Stage Areas Objective: The Student will demonstrate appropriate use of blocking. Activity Summary: After being given a purpose and direction, the student

will act out a scenario using the blocking they have been provided. Description: The teacher will review the stage area grid. After being

given an entrance “as if” and an area from which to enter, the student will move onto the stage and cross to the chair provided. After the student is at the chair the teacher will give the student an “as if” and area for which to exit. The student then exits as directed. (See “Entrance and Exits” list in appendix).

Activity’s Alignment GLE EP1B6; 2b, EP1C6; 3a, 3b, 3c CONTENT FA2(elements of art forms) PROCESS 1.8 – organize data and ideas

2.1 – plan and make presentations DOK DOK 2- Skill/Concept INSTRUCTIONAL STRATEGIES

Cooperative Learning Homework and Practice Questions, Cues, and Advanced Organizers

Assessment #1: Blocking and Stage Areas Question Prompt / Description:

Using a variety of scenarios, the student will practice blocking in a performance.


• Proper use of stage areas • Following Directions • Physical Demonstration of character

Scoring Guide:

2: The stage directions given were clearly followed. The student demonstrated understanding of the stage grid by moving to the correct stage area in the scene.

1: The student showed some understanding of the stage grid by

moving to a stage area. 0: They did not show any understanding of the stage grid.

Assessment’s Alignment

GLE EP1B6; 2b, EP1C6; 3a, 3b, 3c CONTENT FA2(elements of art forms) PROCESS 1.8 – organize data and ideas

2.1 – plan and make presentations DOK DOK 2 – Skill/Concept LEVEL OF EXPECTATION

95%



21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills SLA Gender, Ethnic, & Disability Equity SLA, SA

Sample Learning Activities Sample Assessments Learning Activity #2: I’m Going on a Trip Topic: Actor Body/Voice Warm-up Objective: The students use the skill of concentration, memory, and

speaking to warm-up body for performance. Activity Summary: The students will memorize story with a list of given

answers and then recite the list while adding their own response. The teacher will review various techniques of script memorization.

Description: The teacher will break the class into small groups (5-10

students), and have them sit in a circle. One student is selected to go first and begins the story with I’m going on a trip and I’m taking a/an_________ (object that begins with the letter “a”). The next student in the circle repeats the phrase “I’m going on a trip, and I’m taking a __________ (object that begins with a “b”), and then adds the first students object. The next student starts with a new object that begins with a “c” and adds the second student’s, then the first student’s. The process continues until the student next in the circle can no longer recall the previous objects or an error occurs.


GLE EP1B6; 2b CONTENT FA 2 PROCESS 2.2 – Review and revise information

2.3 – Exchange information, recognize perspective of others

DOK DOK 1 Recall INSTRUCTIONAL STRATEGIES


Assessment #2: Actor Body / Voice Question Prompt / Description: The student will demonstrate the process of memorization. Teacher will assess:

• Student’s ability to memorize list of items • Student’s ability to create an item of their own for the list • Teamwork in participating with the group

Scoring Guide: 2: The student was able to quickly list an item of their own while

reciting the group’s list in order from memory. 1: The student was able to list an item of their own while somewhat

reciting the group’s list from memory. 0: The student did not memorize the list of trip items. The student could

not list an item of their own. The student did not participate with the group.


GLE EP1B6; 2b CONTENT FA 2 PROCESS 2.2 – Review and revise information

2.3 – Exchange information, recognize perspective of others

DOK DOK 1 Recall LEVEL OF EXPECTATION

98%


# 3- Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Artistic Perceptions (AP)

Learner Objectives: 1. Develop and apply skills to explain perceptions about and evaluations of theater and theatrical performance

Concepts: A: Analysis and Evaluation B: Personal Preferences

Students Should Know Students Should Be Able to Analysis and Evaluation

-Constructive criticism is used by an acting to adapt and develop a performance.

Personal Preferences

-When working on a production the performer, writer, and/or technician make artistic choices about their work.

-Personal reactions to artistic choices include evaluating the work of the performer, writer, and/or technician in theatrical or other dramatic forms.

Adapt and develop a performance activity based on constructive criticism

(AP1A6; 7c; FA 2, 1.10, 2.1, 3.1, 3.4, 3.5, 3.6, 3.7, 4.1, 4.6’ DOK 3 ) Express and compare personal reactions to artistic choices in comedy,

tragedy or other dramatic forms (e.g., outside performances brought into school or on television)

(AP1B6; 7c; FA 3, 1.5, 1.9, 2.3, 2.4; DOK 3)



Student Essential Vocabulary Critique Analyze Interpret Constructive Criticism Artistic Choice Play Review






SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes SLA, SA Non Fiction Reading & Writing SA Learning & Innovation Skills Enrichment Opportunity SLA, SA Information, Media, & Technology Skills SLA Intervention Opportunity SLA, SA Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Character Analysis and Artistic Choices Topic: Making Artistic Choices Objective: The student will view a musical theatre performance and create

a costume sketch for one of the characters from the performance. Activity Summary: The students will view a musical theatre performance

selected by the teacher and select a character from the musical for which to create a costume sketch that includes a description.

Description: The students will view a musical theatre performance selected

by the teacher (example: Cats, Phantom of the Opera). The student will be asked to select a character from the musical for which to create a costume sketch. The sketch should be an original and clearly labeled with descriptions, including design details, color, texture, and character name. The student will write a one paragraph explanation of the artistic choices they made in costuming the character. This paragraph will be attached to the sketch.


GLE AP1B6; 7c, 1.5, 1.9, 2.3, 2.4 CONTENT FA4 (relationships of arts) PROCESS 1.5 – evaluate visual performance

2.4 – present perceptions and ideas DOK DOK 3 Strategic Thinking INSTRUCTIONAL STRATEGIES

Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers

Assessment #1: Character Analysis and Artistic Choices Constructed Response/Sketch

Question Prompt / Description: The student will create a character

costume sketch that includes a title and detailed labeling. The student will write a paragraph that explains their artistic choices.

Questions/topics to write about in paragraph: Why did you select your character? Describe and explain what inspired your costume sketch creation. Compare and contrast your costume with one from a different

performance. Teacher will assess:

• Appropriate artistic choice • Explanation/Justification of choice • Clear sketch with labels, details, and descriptions

Scoring Guide:

2: The student selected a character and created an original sketch of their costume. The sketch was clearly labeled with descriptions including design details, color, texture, and character name. The student wrote a detailed paragraph about the sketch that included the reason for their artistic choices, a comparison of their costume with one from another performance, as well as an explanation about their character and choice in costume.

1: The student selected a character and created a sketch of their

costume. The sketch was labeled with some descriptions of


details, color, texture, and character name. The student wrote a paragraph about the sketch that explained their choice in costume and character.

0: The student did not create a sketch. The student did not write a

paragraph describing their sketch and artistic choices.


GLE AP1B6; 7c1.5, 1.9, 2.3, 2.4 CONTENT FA4 (relationships of arts) PROCESS 1.5 – evaluate visual performance

2.4 – present perceptions and ideas DOK DOK 3 Strategic Thinking LEVEL OF EXPECTATION

85%



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes SLA, SA Non Fiction Reading & Writing SLA, SA Learning & Innovation Skills SLA, SA Enrichment Opportunity Information, Media, & Technology Skills SLA, SA Intervention Opportunity Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Written Play Review Topic: Evaluation of a performance Objective: The student will write an evaluation of a performance. Activity Summary: The student will write a review of a play or musical. Description: Teacher will practice evaluation with students with short clips

of theatrical performances. The teacher will review all information on the “How to Write a Play Review” sheet and ask that the student choose a play to attend a high school, college, or professional establishment. The student will take notes on the performance, keeping in mind the information on the play writing review sheet. The student will write a five paragraph review on the play. (see appendix for play review sheet)

Activity’s Alignment GLE AP1B6; 7c; 1.5, 1.9, 2.3, 2.4 CONTENT FA4 (relationships of arts) PROCESS 1.10 – apply information, ideas, and skills

2.4 – present perceptions and ideas 3.1 – identify and define problems 4.1 – support decisions

DOK DOK 3 – Strategic Thinking INSTRUCTIONAL STRATEGIES

Summarizing and Note Taking Generating and Testing Hypothesis

Assessment #2: Play Review Constructed Response Question Prompt / Description:

Write an evaluation of a theatrical performance. Teacher will assess: The students writing on:

• The Basics • The Plot • The Acting • The Design • The Reaction

(see appendix for detailed scoring guide) Scoring Guide:

2: Student scores an 80% or higher. 1: Student scores a 69-79%. 0: Student scores lower than 59%.


GLE AP1B6; 7c; 1.5, 1.9, 2.3, 2.4 CONTENT FA4 (relationships of arts) PROCESS 1.10 – apply information, ideas, and skills

2.4 – present perceptions and ideas 3.1 – identify and define problems 4.1 – support decisions

DOK DOK 3– Strategic Thinking LEVEL OF EXPECTATION

75%


# 4- Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Interdisciplinary Connections (IC)

Learner Objectives: 1. Develop and apply skills necessary to make connections between theatre and other arts

Concepts: A: Interrelationships of the Arts


Interrelationships of the Arts - Ideas and emotions are represented by different elements in dance,

music, and theatre or other fine arts. - Art, dance, music, and acting can be used to enhance a dramatic

performance or classroom dramatization.

Compare and contrast the ways ideas and emotions are depicted in art, dance, music and theatre and select movement, music or visual elements to enhance classroom dramatizations

(IC1A6; 6c; FA 2.1, 2.4, 2.5; DOK 2 )



Student Essential Vocabulary Dance Performing arts Visual Art Music Choreography Emotion






21st Century Themes SLA, SA Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA, SA Information, Media, & Technology Skills Intervention Opportunity SLA, SA Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Act It, Dance It, Draw It Topic: The Arts to Express Emotion Objective: The student will use three different art forms to express a

situation/emotion. Activity Summary: Students will express the same situation/emotion using

three different art forms. Description: The teacher will divide the class into three different groups

and then tell them that they will be expressing a particular situation/emotion. After going through the details, each group will be told whether they will act out the situation/emotion using improvisation, use movement to portray the situation to a given piece of music, or whether they will draw the situation on paper - all forms will be presented to the class. The groups will then be given work time and then asked to perform the situation. After all performances are finished the class will discuss and compare the different art forms and how the situation was portrayed/ interpreted in each form.

Activity’s Alignment GLE IC1A6; 6c CONTENT FA2 (elements of art forms) PROCESS 2.1 – plan and make presentations

2.4 – present perceptions and ideas 2.5 – produce works in the arts

DOK DOK 2 Skill/Concept

Assessment #1: Expression of Emotion in the Arts Question Prompt / Description: Using a selected work of art, the student will express the emotion or

situation through acting, dancing, or drawing. Teacher will assess:

• Overall performance as to whether it expressed the situation/emotion

• Appropriate demonstration of art form • Collaboration within group • Discussion/Comments during discussion

Scoring Guide:

2: The students clearly expressed the emotion/situation in their given art form. They worked well together as a group and shared in the discussion of the performances. They openly shared their feelings about their participation in the activity, as well as their interpretation of the other’s performances. Their comments were appropriate.

1: The students somewhat expressed the emotion/situation in their

given art form. They worked together as a group and shared in the discussion of the performances. They shared their feelings about their participation in the activity, as well as their interpretation of the other’s performances. Their comments were somewhat appropriate.

0: The students did not express the emotion/situation in their given art

form. They did not work together well, nor did they share in the discussion.


INSTRUCTIONAL STRATEGIES



GLE IC1A6; 6c CONTENT FA2 (elements of art forms) PROCESS 2.1 – plan and make presentations


DOK DOK 2 Skill Concept LEVEL OF EXPECTATION

95%



21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Sound and Suspense Topic: Use of sound to enhance emotion Objective: The students will demonstrate how music and sound can

enhance a dramatic presentation. Activity Summary: Using given sound effects, students will express mood

through a radio drama performance. Description: Teacher will review appropriate speaking techniques and

provide examples of radio shows. The teacher will divide the class into groups of five. Each group selects six sound effects/musical selections from given list. The group is given time to create /plan a suspenseful radio drama that requires them to only use their voices and sound effects. The performance should last around 3 minutes and must create a suspenseful mood or tone. After time is given to prepare, each team performs out of sight of the audience. (The sound effects can be provided by an electronic source such as an IPAD, Kindle, phone or other digital device. These performances should be recorded by an electronic device in order that they might be played back by the group for self-evaluation)

Activity’s Alignment GLE IC1A6; 6c; FA 2.1, 2.4, 2.5 CONTENT FA 2 Principles and elements of different art forms PROCESS 2.1 – plan and make presentations


DOK DOK 2 Skill/Concept

Assessment #2: Radio Show Question Prompt / Description: Create at least a three minute long radio show to express a specific mood or emotion using voice, and sound effects. Teacher will assess: Group Performance • Overall performance • Clearly expressed emotion or mood • Use of sound effects • Group collaboration and participation in performance

Scoring Guide:

2: The group performed a three minute radio show that clearly

expressed emotion and mood. The group used all given sound effects in the performance. The group worked well together and all members participated in the performance. The group recorded their performance in order to self-evaluate their own performance in the piece.

1: The group performed a radio show that was under three minutes.

The performance expressed emotion and mood. The group used some of the given sound effects. The group worked together although all did not participate in the performance. The group recorded some of their performance in order to self-evaluate their own performance in the piece.

0: The group did not perform a radio show using given sound effects.

The group did not collaborate. The group did not record their show.



Cooperative Learning Nonlinguistic Representation


GLE IC1A6; 6c; FA 2.1, 2.4, 2.5 CONTENT FA 2 Principles and elements of different art forms PROCESS 2.1 – plan and make presentations


DOK DOK 2 Skill/Concept LEVEL OF EXPECTATION

95%


# 5- Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Interdisciplinary Connections (IC)

Learner Objectives: 2. Develop and apply skills necessary to make connections between theatre and non-arts disciplines

Concepts: A: Integration into Non-Arts Disciplines

Students Should Know Students Should Be Able to The definition of Performing Arts and what specific disciplines are included in a study of the arts (Vocal Music, Instrumental Music, Visual Art, Dance, Dramatic performance) The characteristics of the arts and how they apply to other subject areas as well as how the skills from other subject can be used within the Arts.

Use improvisation or dramatic play to act out a character or scene

based on information taken from a not arts discipline. ( IC2A;FA4, 1.4, 1.6, 2.1, 2.5; DOK4 ) Explain ways in which the arts cross subject areas using student

generated materials (power points, handouts, notes, activities) (IC2A; FA4, 1.1, 1.2, 1.4. 1.10, 2.3, 2.4, 2.7;DOK 3) Explain ways in which elements of the arts and can be found in daily

life and everyday activities (IC2A; FA4, 1.1, 1.2, 1.4. 1.10, 2.3, 2.4, 2.7;DOK 3)



Student Essential Vocabulary

Performing Arts Practical Art Vocal Music Instrumental Music Visual Arts NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural 50 Great Monologues for Student Actors Winning Monologues for Your Actors Encore More Winning Monologues for Young Actors Intervention Resources: Enrichment Resources:

General: Acting Games Everything About Theatre The Theatre and You Intervention: Great Scenes from Minority Playwrights CDS Kits #1, #2, #3 from Contemporary Drama Service Two Minute Monologues for Teens from Contemporary Drama



21st Century Themes SLA Non Fiction Reading & Writing SLA Learning & Innovation Skills SA Enrichment Opportunity Information, Media, & Technology Skills SLA Intervention Opportunity SLA Life & Career Skills SA Gender, Ethnic, & Disability Equity SLA

Sample Learning Activities Sample Assessments Learning Activity #1: The Arts across the discipline Topic: Characteristics of the Arts Objective: To show students that one piece of Art can be examined in various ways and be applied to nearly every subject they encounter. Activity Summary: • Students will watch the music video of a song (Billy Joel: We didn’t

Start the Fire), listen to the song as an audio performance and or view an image of the song from the album cover or another artistic rendering.

• Using one of the pieces presented as the basis they will generate a list of ideas for each of the areas listed below. They will try to come up with an activity for every subject in school

- Math - Communication Arts - History/Geography - Science - Fine Arts - Practical Arts

Description: Students will do the following: • Students will choose a piece from the teachers presentastion • Students will discuss the piece and understand the elements that are

unique to the specific art form chosen. • The students will print or record the lyrics for use later • Students will brainstorm ideas for how the material relates to the other

classes they are in. • Each student will choose a subject area to focus on and do the

Assessment #1: Constructed response and performance event. Question Prompt / Description: How can the Arts be used in various subjects like Math, History, Communication Arts or Science? In what ways do the Arts help us understand different subjects? Teacher will assess: • Individual student participation in class activities • Group participation • Individual activity summary • Group presentation

Scoring Guide: See Appendix

Assessment’s Alignment GLE IC2A CONTENT FA4 (relationships of arts) PROCESS 1.7 - evaluate information

1.9 -compare past & present societies 2.1 - plan and make presentations 3.6 - produce works in the arts 4.3 - produce works in the arts


75%


following - explain how the song can be applied to that subject - come up with an activity that illustrates that application - Write a short (1-2 min) speech to explain the activity - Create an example of the activity

• Each group of students will work together to create a sample of one or more of the activities they came up with

• The groups will plan a speech to explain the example or to have the class participate in the activity

Activity’s Alignment GLE IC2A CONTENT FA4 (relationships of arts) PROCESS 1.7 - evaluate information



Research and Analysis, Summarizing and Note taking, Homework and Practice



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes SLA Non Fiction Reading & Writing SLA Learning & Innovation Skills SA Enrichment Opportunity SLA Information, Media, & Technology Skills Intervention Opportunity SLA Life & Career Skills SA Gender, Ethnic, & Disability Equity SLA

Sample Learning Activities Sample Assessments Learning Activity #2: Acting out Topic: Drama for all subjects Objective: Students will use a piece of children’s or adolescent theatre as

the basis for a performance and examine how it can be used to teach concepts not related to Drama.

Activity Summary: Students will choose a scene from a list provided by the

teacher. The scenes will have topics that relate to a variety of subjects taught in lower elementary grades.

Examples: Science: But I Washed My Hands Yesterday by Sharon C Cooper

(germs, personal hygiene or personal health) Math: Court of King Arithmetic Social Studies: Honest Abe Description:

Teacher will: • Discuss the ways in which Drama can be used to create interest in a

subject and serve as a way to teach younger students about a subject

• Work with the class to brainstorm ideas for how dramatic play can be used in other subject areas in school

Student will: • Choose a script or scene from a list provided by the teacher • Identify how it can be used in another subject • Create a test, quiz or written prompt to serve as a quiz for younger

students

Assessment #2: Script Writing Performance event Question Prompt / Description: Student will write an original script for two or more characters that will teach a lesson to a primary age audience. Teacher will assess: Written Scene for:

- script structure including conflict and resolution - characterization

Performance for: - Preparation - Characterization - Blocking - Use of Voice to Portray Character - Concentration - Entertainment Quality - Memorization

Scoring Guide:

See Appendix

2- Student scored 85% or higher on Scoring guide 1-Student scored 70-84% on scoring guide 0- Student scored below 69% on scoring guide

Assessment’s Alignment GLE IC2A CONTENT FA4 (relationships of arts)


• Plan and prepare the scene to be performed • Present the scene to an elementary class (if possible) • Administer the planned activity or prompt • Grade and record the prompt to see if the subject was taught

effectively

Activity’s Alignment GLE IC2A CONTENT FA4 (relationships of arts) PROCESS 1.7 - evaluate information



Research and Analysis, Summarizing and Note taking, Homework and Practice

PROCESS 1.7 - evaluate information 1.9 -compare past & present societies 2.1 - plan and make presentations 3.6 - produce works in the arts 4.3 - produce works in the arts


75%


# 6- Content Area: THEATRE Course: 6th Grade Speech & Drama Strand: Historical and Cultural Contexts (HC)

Learner Objectives: 1. Develop and apply skills necessary to understand the role of theatre in past and present cultures throughout the world.

Concepts: A: Research B: Theatre in Life

Students Should Know Students Should Be Able to Research

- three major time periods in theatre history as well as the characteristics of each time period ( example- Greek/Roman, Medieval, Elizabethan)

- the similarities and differences of each time period. Theatre in Life

- movies, television shows, and scripts that reflect cultural events or periods in history (I love Lucy, Happy Days, Greese, Bye, Bye Birdie)

- historical figures from film, television, and theatre (Marilyn Monroe, Clark Gable, John Wayne,

Research historical and cultural dramatic events and festivals. (HC1A6; 5a; FA 5, 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 2.1, 2.2, 2.3,

2.4, 2.7, 4.1; DOK 2) Describe how theatre, film, television and electronic media reflect life and

act as a catalyst for change (HC1B6; FA 5, 1.7, 4.2, 4.3; DOK 3)



Student Essential Vocabulary Medieval Elizabethan Greek Roman Mystery Play Morality Play

Miracle Play Comedy Tragedy Modern Thespis/Thespian Melodrama


Student Resources Teacher Resources General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural 50 Great Monologs for Student Actors Winning Monologs for Your Actors Encore More Winning Monologs for Young Actors Enrichment: Intervention:

General: Exploring Theatre Theatre Games for Young Performers Double Talk Scenes That Happen Acting Natural 50 Great Monologs for Student Actors Winning Monologs for Your Actors Encore More Winning Monologs for Young Actors Enrichment: Intervention:



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes SLA Non Fiction Reading & Writing Learning & Innovation Skills SLA Enrichment Opportunity SLA Information, Media, & Technology Skills SLA Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity SLA

Sample Learning Activities Sample Assessments Learning Activity #1: History of Theatre Informative speech Topic: History of Theatre Objective: Identify and explain the major time periods in Theatre History Activity Summary: Students will identify the major time periods in Theatre

History, research one period in history, and plan and present a short speech to explain the major events from that time period

Description:

Student will: 1. Participate in a discussion to identify the major time periods in Theatre

History. 2. Choose one time period to research 3. Plan and prepare a short speech to inform to describe the time period

and the characteristics associated with it. 4. Present their information to the class

Activity’s Alignment GLE HC1A7 CONTENT FA 5 (historical and cultural context) PROCESS 1.1 - develop research questions/ideas

1.2 - conduct research 1.4 - organize information using tools 1.8 - organize data and ideas 1.9 -compare past & present societies 2.7 - use information technology

DOK DOK 3 Strategic Thinking

Assessment #1: History of Theatre Informative Speech Question Prompt / Description: Speech to Inform Performance event

Purpose: The purpose of this assignment is to inform the audience about a time period in Theatre History

Length: The minimum time for this speech is 3 minutes.

Visual Aids: The use of a visual aid is required for this presentation. Make sure that you pick a topic that will allow for a visual, and be sure to follow the suggestions for their effective use. The attractiveness, usefulness, explanation and clarity of your visual aid will account for 10% of your grade on this speech.


• ORGANIZATION / MESSAGE • INTRODUCTION

o Attention device o Establishes the relevance of the topic o Reveals topic clearly o Preview of main points

• BODY o Clear and distinct main points o Adequate development of ideas o Appropriate supporting materials

• CONCLUSION



Questions, Cues, and Advanced Organizers, and Non Linguistic Representation

o Signals the end of the speech o Reinforces central idea o Effective closure

• VISUAL AID o Visibility o Clarity o Appropriateness o Explanation and use o Neatness and attractiveness

• DELIVERY o Eye contact o Adequate volume o Rate and fluency o Conversational style

Scoring Guide:

See appendix for specific scoring guide

Assessment’s Alignment GLE HC1A7 CONTENT FA 5 (historical and cultural context) PROCESS 1.1 - develop research questions/ideas

1.2 - conduct research 1.4 - organize information using tools 1.8 - organize data and ideas 1.9 -compare past & present societies 2.7 - use information technology


80%



21st Century Themes SLA Non Fiction Reading & Writing Learning & Innovation Skills SLA Enrichment Opportunity SLA Information, Media, & Technology Skills SLA Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity SLA

Sample Learning Activities Sample Assessments Learning Activity #2: Masquerade Ball Topic: History of Theatre Objective: Create a mask in the Elizabethan style to use in a scene from

Shakespeare’s Romeo and Juliet Activity Summary: Students will read a scene from Shakespeare’s Romeo

and Juliet and create a mask for the masquerade ball. Description: Students will do the following • Read a summary of the play Romeo and Juliet or watch the Masquerade

Ball scene in a video of the movie • Discuss as a class how masks were used in this scene and the historical

context of the scene • As a class, look at several images of various styles of masks and discuss

possible meanings associated with them. • Draw a rough draft of a mask that would reflect some aspect of the

student’s personality • Create a mask to be worn for a masquerade ball • Students will use the mask in a class activity (Use various music clips,

instrumentations from the period and have a ‘Ball” where students listen to the music and perform a short dance in the style of the Elizabethan era)

• Students will explain orally the significance of their mask and what it represents.


GLE HC1A7

Assessment #2: Masquerade Ball Question Prompt / Description: Performance Event Teacher will assess:

• Class participation • Completion of the Mask • Oral explanation – be able to support construction / decoration

based on information from research on time period Scoring Guide: (see appendix)

2: Student will score 80% or higher on scoring guide 1: Student will score 60-79% on scoring guide 0: Student will score 69% or below on scoring guide.

Assessment’s Alignment GLE HC1A7 CONTENT FA 5 (historical and cultural context) PROCESS 1.2 - conduct research

1.4 - organize information using tools 1.7 - evaluate information 1.8 - organize data and ideas 1.9 -compare past & present societies 2.4 - present perceptions and ideas 4.1 - support decisions


80%


CONTENT FA 5 (historical and cultural context) PROCESS 1.2 - conduct research

1.4 - organize information using tools 1.7 - evaluate information 1.8 - organize data and ideas 1.9 -compare past & present societies 2.4 - present perceptions and ideas 4.1 - support decisions


Questions, Cues, and Advanced Organizers, and Non Linguistic Representation


Template # 7- Content Area: THEATRE Course: 7th Grade Speech & Drama Strand: Historical and Cultural Contexts (HC)

Learner Objectives: 2. Develop and apply skills necessary to understand Cultural Diversity and heritage as they relate to theatre.

Concepts: A: Cultural Diversity and Heritage B: Careers


Cultural Diversity and Heritage -various styles and forms of theatre from various time periods and cultures throughout history. - the differences between modern theatre as compared to another time period in theatre history. Careers - various careers and occupations in theatre. - the responsibilities of various careers in theatre.

Examine and compare characteristics of theatrical works from various time

periods and cultures throughout history (HC2A6; 8a, 8d; FA 5, 1.7, 2.4; DOK 2 )

Investigate and categorize theatre artists and their contribution (HC2B6; 8b,

8c; FA 1.6, 1.7, 4.8; DOK 2 )



Student Essential Vocabulary Narrator Representational Presentational Ensemble Chorus Realistic

Pantomime Designer Producer Stage Manager Technician Director Actor Publicist Costumer Artistic Director Business Manager House Manager

Properties Manager


Student Resources Teacher Resources General: Exploring Theatre Enrichment: Shakespeare for Kids Intervention:

General: Video: The Beginnings of Drama The Curtain Rises The Friendly Shakespeare Shakespeare High Fashion in Shakespeare Time Enrichment: Intervention: The World of Shakespeare



21st Century Themes SLA, SA Non Fiction Reading & Writing SA Learning & Innovation Skills SLA, SA Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Scenes for All Times Topic: Historical Language and Modern Interpretation Objective: Compare an individual scene from various time periods with

adaptive language. Activity Summary: Students will read a single scene from a play and adapt

the language, and performance elements to reflect a different time period in history. (EX. Students may take a modern scene and adapt it to Shakespearean time or vice versa)

Description: In groups, students will read a selection from a play as it

appears in various forms adapted to different time periods in history. Students will portray the characters using the specific language of the time periods and present the scene to class.

Activity’s Alignment GLE HC2A CONTENT FA5 (historical and cultural context) PROCESS 1.7 - evaluate information

2.4 - present perceptions and ideas DOK 2 Skills/Concept INSTRUCTIONAL STRATEGIES

Identifying similarities and differences, Homework and practice

Assessment #1: Scenes for All Times Performance evaluation Question Prompt / Description:

Express the meaning, emotion, or mood of a scene as it would be performed in a different time period.


• Language to reflect a distinct time period in history • Scene development • Adaptation of the scene • Delivery (to include Voice, Non-Verbal & Characterization)

Scoring Guide:

2: Student presents a scene using appropriate vocabulary and language for three different time periods in history. Student communicates a broad understanding of the difference in each time period.

1: Student presents a scene using some vocabulary and language for various time periods in history. Student communicates a basic understanding of the differences in each time period.

0: Student presents a scene using vocabulary and language of only one time period in history. Student communicates a limited understanding 0f the differences in each time period.


GLE HC2A CONTENT FA5(historical and cultural context) PROCESS 1.7 - evaluate information

2.5 - produce works in the arts DOK 2 Skill/Concept LEVEL OF EXPECTATION

80%



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing SA Learning & Innovation Skills SLA, SA Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity SA

Sample Learning Activities Sample Assessments Learning Activity #2: Careers in Theatre Topic: Careers in Theatre Objective: The student will research a job related to theatre and present a

brief job description to class. Activity Summary: Students will review a list of jobs or careers that are

related to the area of Theatre. They will research the jobs in order to present a brief job description to class.

Description: The Teacher will:

• Present a list of careers or jobs related to theatre to the class and briefly describe them to the class. As a group the class will brainstorm to add additional jobs or careers to the list.

• Review with the class characterization and elements of character. The students will:

• Choose a job or career from the list created in class • Research that career to find the following information:

- Educational requirements or training required - Skills needed to perform the job - Areas of the country that this job is available in - Compensation - Noted individuals who currently or historically have had this job - Description of the daily activities or the description of the job.

• The student will develop a persona or character that represents their chosen job and present a 2-3 minute scene or speech to explain the job to the class.

Assessment #2: Careers in Theatre Question Prompt / Description:

In a short speech, present the pros and cons of a chosen career in theatre. Teacher will assess:

• Accuracy of the information given • Details and clarity of description • Characterization • Physicalization (Gestures, posture, movement) • Expressions • Voice (Volume clarity and rate.)

Scoring Guide:

2: Student shows a deep understanding of the requirements of their chosen job. They present the information in an accurate, detailed manner that shows a deep understanding of what it takes to succeed in the chosen career field. The presentation was enjoyable to watch.

1: Student shows a basic understanding of the requirements of their

chosen job. They present information but lack detail to fully describe what it takes to be successful in their chosen career field. The presentation is good but needs additional work.

0: Student shows no clear understanding of the requirements of their

chosen job. They present the information in a manner that makes it hard to understand and lacks details. The presentation in unplanned and lacks structure or development. The student does not seem to understand what it takes to succeed in their chosen career field.


Activity’s Alignment GLE HC2A CONTENT FA2 (elements of art forms)

FA3 (vocabulary) PROCESS 1.5 - comprehend/evaluate resources

2.1 - plan and make presentations 2.4 - present perceptions and ideas 3.5 - reason logically (inductive/deductive)

DOK 3 Strategic Thinking INSTRUCTIONAL STRATEGIES

Summarizing and Note taking, Generalizing and Testing Hypothesis


GLE HC2A CONTENT FA2 (elements of art forms)

FA3 (vocabulary) PROCESS 1.5 - comprehend/evaluate resources

2.1 - plan and make presentations 2.4 - present perceptions and ideas 3.5 - reason logically (inductive/deductive)

DOK 3 Strategic Thinking LEVEL OF EXPECTATION

80%


# 8- Content Area: Speech Course: 6th Grade Speech & Drama Strand: Speech

Learner Objectives: Learner Objectives: Develop and apply effective speaking skills and strategies for various audiences and purposes.

Concepts: A: Basic Speech Delivery Skills B: Speech Method and Styles C: Speech Writing and Techniques D: Listening Strategies E: Information Literacy


Students will understand that speeches vary in style and are constructed with purpose. Different styles of speeches have different purposes and should be delivered with specific tone.

Audience Purpose

• The makeup of the audience helps to determine the appropriateness of a topic

• The point of view that bests suits individual topics and style of presentation

Ideas and Content

• the basic structure of a speech requires a strong topic sentence, well-structured details, an understandable organization and freshness of thought

Organization and sentence structure

• The format and structure of a speech • The elements required in the Introduction, Body and Conclusion of a

well-constructed speech • The difference between formal, conversational, and informal

language • The appropriate vocabulary to communicate effectively

Word Choice

• a variety of ways to say the same thing depending on the audience

• Apply basic speech delivery skills including:

a. rate of delivery b. diction c. articulation and pronunciation d. volume e. posture f. gestures g. eye contact h. pitch i. pauses j. facial expression k. movement l. dress

• Construct and deliver: (LS2AB, Gr8, DOK 3, CA1, CA6, 2.1, 2.3)

o an informative speech o an impromptu speech o a persuasive speech

• Deliver a speech by following a general speech outline. (LS2, Gr8, CA1,

CA6, 2.1, 2.3, 4.6) • Students will be able to write formally (speeches) and informally (such as

outlines, notes) for a variety of purposes and audiences. • Follow a writing process to: (W1A, Gr8, DOK 3; CA1, CA4, 1.8, 2.1, 2.2)


and the topic. Purpose for listening

That there are a variety of reasons for listening The characteristics of various types of listening The difference between listening and hearing The characteristics of spoken words including slang, jargon and

colloquialisms. Listening Behavior

The appropriate behaviors associated with listening effectively in a variety of classroom activities

The characteristics of being an active listener

Discussion and Presentation

The characteristics of an audience The various organizational formats used to give and share information including cause and effect, pros and cons, thematic, order of importance and chronologic order. The types of visual aids used in public speaking The characteristics of good visual aids The ways that technology is used in speaking

Giving Directions The basic structure of a speech including introduction, body and conclusion and the elements of each

That media includes video, pictures, paintings, web-sites, works of art, plays and news programs.

The ways in which the media are used to express a message Basic advertising techniques

a. use appropriate prewriting strategies as needed b. generate a draft c. reread, revise for audience and purpose, ideas and content,

organization and sentence structure, and word choice (refer to W2A, W2B, W2C, W2D)

d. edit for conventions (refer to W2E) e. share writing

• Compose well-developed text: (W2ABCD, Gr8, DOK 3; CA4, 2.1)

a. showing awareness of audience b. choosing a form and point of view appropriate to purpose and

audience c. with strong, controlling idea d. with relevant, specific details e. complex ideas f. freshness of thought g. with an effective beginning, middle, and end h. with a logical order i. with effective paragraphing j. with a variety of sentence structures, including compound-

complex sentences k. cohesive devices, especially transitions, repetition, pronoun

antecedent, and parallel structure l. using precise and vivid language m. using writing techniques, such as figurative language, sensory

detail and purposeful dialogue

• Write effectively to compose a variety of texts for various forms and types of speeches: (W3A, Gr8, DOK 3; CA4, 1.8, 2.1)

a. using narrative, descriptive, expository, and/or persuasive features

b. including a summary • Student will understand listening can be done: (LS1A; Gr8; DOK 2; CA5,

CA6, 1.5, 1.6, 1.10) o for enjoyment o for information o for directions

• Student will use clarifying strategies for understanding (e.g., questioning,


Ways to identify a variety of advertising techniques used in print ads, radio ads and television programming.

summarizing and paraphrasing) (LS1A; Gr8; DOK 2; CA5, CA6, 1.5, 1.6, 1.10)

• Student will recognize how colloquialisms and jargon reflect context,

regions and cultures. (LS1A; Gr8; DOK 2; CA5, CA6, 1.5, 1.6, 1.10) • Student will use active-listening behaviors (e.g., asks questions of speaker

and uses body language and facial expressions to indicate agreement, disagreement or confusion): (LS1B; Gr8; DOK 2; CA5, CA6, 1.5)

• In discussions and presentations, Student will: (LS2A; Gr8; DOK 2; CA1, CA6, 2.1, 2.3, 4.6)

o use appropriate body language o incorporate media or technology o respond to questions

• Student will give clear and concise multi-step oral directions to complete

a complex task (LS2B; Gr8; DOK 2; CA1, CA6, 2.1, 2.3) • Student will develop and apply effective research process skills to gather,

analyze and evaluate information for speech preparation, including: o Develop a research plan to guide investigation and research of

focus questions (IL1A; Gr8; DOK 2; CA2, CA3, 1.1, 1.4, 4.5) o Locate and use primary and secondary resources to: (IL1B; Gr8;

DOK 2; CA2, CA3, 1.2, 1.4, 1.7) • investigate research topics • acquire relevant information • evaluate reliability of information

o Record relevant information using a self-selected note-taking or organizational strategies (IL1C; Gr8; DOK 2; CA2, CA3, CA4, 1.2, 1.8, 2.1)

o Document research sources using a given citation format (IL1D; Gr8; DOK 2; CA4, 1.4, 1.7, 1.8, 2.3, 4.4)

• Students will develop and apply effective skills and strategies to analyze

and evaluate oral and visual media, including being able to analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs). (IL2A; Gr8; DOK 2; CA5, 1.5, 1.7, 2.7)



Student Essential Vocabulary Informative Speech Introduction Body Conclusion Conversational speech Informal Speech

Jargon Tag Line Slang Speech Purpose Listening Hearing Attention Getter Audience Goal


Student Resources Teacher Resources General: Communication Basics of Speech Exploring Theatre Theatre Games for Young Performers Double Talk Speaking Out (Video) Intervention: Enrichment:

General: Communication Basics of Speech Exploring Theatre Theatre Games for Young Performers Double Talk Speaking Out (Video) HBJ, Speaking out: Evaluating Speeches ISBN 0-15-319573-8 ©1988 Harcourt Brace Jovanovich. Intervention: Enrichment:



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SA Information, Media, & Technology Skills SLA, SA Intervention Opportunity SA Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Bag Talk . Topic: Speech to Inform Objective: Students will plan and prepare a speech to inform Activity Summary: Students will plan, practice and prepare a speech to

inform about themselves to be presented to class. The speech will contain a planned introduction, body and conclusion and use a variety of visual aids to support their information.

Description: Teacher will:

• Introduce the assignment and go over the three basic parts of a speech (Introduction, Body and Conclusion)

• Go over note taking styles and format for a speech (Review chronologic order, thematic order, cause and effect)

• Discuss the structure of the Introduction (Attention getter, goal and topic sentence) Body and Conclusion (Review or summary and tag line)

• Discuss visual aids, how they are used and why • Show examples of each part of a speech • Allow time for planning and rehearsal

Student will:

• Brainstorm topic to be discussed in a speech to inform about themselves.

• Create notes in a format designated by the teacher • Plan visual aids to support their speech

Assessment #1: Speech to Inform Performance Event Question Prompt / Description: Using standard speech format (intro, body, and conclusion) present a speech to inform.


• Structure of the speech (Intro, Body, Conclusion) • Delivery (Volume, clarity, rate, eye contact)

Scoring Guide: See Appendix

2- Student scored 85% or higher on Scoring guide 1-Student scored 70-84% on scoring guide 0- Student scored below 69% on scoring guide


GLE LS2AB, W2A, W2B, W2C, W2D, LS1A, LS1B, IL2A CONTENT CA1, CA3,CA4, CA6 PROCESS 1.1 Develop research questions

1.4 Organize information using tools 1.8 Organize data and ideas 2.1 Plan and make presentations 2.2 Revise Communication 2.3 Exchange ideas & take others perspectives 4.5 Develop\revise plans for action 4.6 Identify cooperative tasks


• Practice their speech aloud • Present the speech to class


GLE LS2AB, W2A, W2B, W2C, W2D, LS1A, LS1B, IL2A

CONTENT CA1, CA3,CA4, CA6 PROCESS 1.1 Develop research questions


DOK DOK 3 INSTRUCTIONAL STRATEGIES

Summarizing and Note Taking Nonlinguistic Representations

DOK DOK 3 LEVEL OF EXPECTATION

85%



SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SA Information, Media, & Technology Skills SLA, SA Intervention Opportunity SA Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Evaluating a speech Topic: Listening Objective: Students will listen to a speech and evaluate the effectiveness of

the speaker. They will evaluate a speech in order to apply that knowledge to their own speech to inform

Activity Summary: Students will watch the video “Speaking Out” and

follow the directions given in the video. (Students will watch a speaker then evaluate them using a scoring guide similar to the one they will have for their own speech. After each speaker, the video is stopped to allow time to score the speech. The video then evaluates the qualities of the speaker and discusses thing that need improvement)

Description:

Teacher will: • Define listening and hearing and discuss the difference • Show a variety of ways to evaluate a speech to inform, using various

scoring guides as examples. • Discuss oral critique and the reason it is helpful to the beginning

speaker.

Students will: • Watch the video “Speaking Out” • After each sample speech the video is stopped and the students will

take a few minutes to evaluate the speaker using a scoring guide similar to the one they will have for their own speech.

• The video is continued and it discusses the strengths and weaknesses

Assessment #2: Informative Speech Performance Event Question Prompt / Description: Using what you have learned about the

qualities of a well-crafted speech, prepare an informative speech to present to the class.

As students present speeches, the audience members will take notes to provide feedback.


• Structure - introduction - body - conclusion

• Delivery - volume - clarity - rate - eye contact

• Feedback - helpful - constructive - match objectives

Scoring Guide:

2- Student scored 85% or higher on scoring guide 1-Student scored 70-84% on scoring guide 0- Student scored below 69% on scoring guide



of each speech. The teacher can discuss each speech as they go on.

Activity’s Alignment GLE LS2AB, LS1A, LS1B, LS2A, W1A, W2A, W2B,

W2C, W2D, W3A, IL1C, IL1D, IL2A, CONTENT CA1, CA3,CA4, CA6 PROCESS 1.1 Develop research questions


DOK DOK 3 INSTRUCTIONAL STRATEGIES

Summarizing and Note Taking Setting Objectives and Providing Feedback

GLE LS2AB, LS1A, LS1B, LS2A, W1A, W2A, W2B, W2C, W2D, W3A, IL1C, IL1D, IL2A,

CONTENT CA1, CA3,CA4, CA6 PROCESS 1.1 Develop research questions


DOK DOK 3 LEVEL OF EXPECTATION

85%

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