Curiculum Packet- CTN

Introducing the Children’s Theatre Network

The Children’s Outreach program of Ann Arbor’s award-winning professional theatre.

Children’s Theatre Network uses performances and theatre activities as educational tools that supplement and enhance your curriculum. Our programs feature:

Educational PerformancesTheatrical Learning Workshops

Theatre Residencies to “Build a Play”

Bring a Children’s Theatre Network performance, workshop or residency to your school and watch your students add new, creative tools to their learning toolbox while they interact with our

professional actors and educators.

The Fisherman and His Wife Book by Paul Vanderoest; Music and Lyrics by Kerry GravesThis musical, based on the fairy tale by Hans Christian Anderson, incorporates lively songs and likable characters to teach that satisfaction with yourself is the most precious commodity of all. Arthur and Zelda have a simple, happy life. But when Mamie the Mermaid gets tangled in Arthur’s fishing line, he must choose his wishes carefully! Appropriate for k-6 grade.Perfectly paired with workshops: Theatre Basics or Parts of a Story

Jamie and JordanBook & Lyrics by Kim Carney; Music by Gene Gaunt This hilarious musical tale teaches children about the importance of a healthy lifestyle and healthy friendships. Born in the same hospital on the same day, neighbors Jamie and Jordan are lifelong best friends. When a twist of fate (and ankle!) separates them they learn that healthy choices are worth the extra effort. Appropriate for k-8 gradePerfectly paired with workshops: Theatre Basics or Healthy Lifestyles

FablisciousBook & lyrics by Kim Yost; music by Patrick Farrell & Gene Gaunt Entertaining performances humorously reminds children of the lessons and morals that have been taught for thousands of years, in a highly engaging multicultural musical. All of the classic fables are here, but with a modern flair! Appropriate for k-6 gradePerfectly paired with workshops: Theatre Basics or Parts of a Story

Wolverine Will by Carla MilarchFrom Lumber Jacks to lug nuts, Wolverine Will takes you on a world wind tour of Michigan history. Developed by a 1st grade teacher, a theatre educator and a professional theatre director, and specifically geared to augment your curriculum, this show is pure Michigan. Appropriate for 3-6 grade!Perfectly paired with workshops: Theatre Basics or The Characters of Michigan History

Educational PerformancesPerformances teach a variety of lessons, supplement a well-rounded curriculum and reinforce Michigan

State GLCEs

Theatrical Learning WorkshopsIntroduce your students to a whole new set of learning tools, using creative play

and the basics of drama

Theatre Basics An introduction to the basics of the theater. Through acting warm-ups and improvisation students will begin to feel comfortable on stage or in front of a group. The exercises develop poise, confidence, voice and movement, while teaching basic theatrical terminology and techniques. 50 minute workshop K-2, 90 minute workshop 3-6, one classroom of 30 students maximum. Working independently or with a teacher.

Parts of a StoryUsing acting techniques and theatre games, students discover the elements of a story from the inside out. Simple exercises help reinforce the concepts of setting, character, plot, conflict/resolution and theme. The workshop culminates with students “becoming” the various parts of a story. Grade 1-6 90 minute workshop for grades 1-6, one classroom of 30 students maximum. Working independently or with a teacher.

Healthy LifestylesUsing the U.S. Department of Agriculture new Dietary Guidelines for Americans we will introduce Myplate which has replaced the food pyramid. Using theatre concepts and role play your students will learn to make healthy lifestyle choices. The workshop ends in group exercise to stress the importance of an active lifestyle. 50 minute workshop K-2, 90 minute workshop 3-6, one classroom of 30 students maximum. Working independently or with a teacher.

The Characters of Michigan HistoryStudents pick one of four familiar characters from Michigan history and learn to “become” that character by answering key questions about their life, work and homes. The workshop culminates with each student delivering a short monologue “in character” as they learn to see the world from different perspectives. 50 minute workshop K-2, 90 minute workshop 3-6, one classroom of 30 students maximum. Working independently or with a teacher.

Residencies/Build a PlayIn-depth, month-long sessions build a strong group dynamic while creating a play

The ultimate in goal oriented learning! Under the guidance of Performance Network directors, students build a performance, from script to stage, in 20 50-minute sessions. In doing so they learn valuable skills: listening, emotional intelligence, physical awareness, articulation, teamwork and self-control, as well as basic stagecraft, and a deeper understanding of the components of a story. The program culminates with a performance of a script based on a selection of international fables and folk tales for an invited audience. 30 students maximum. Working independently or with a teacher.

BookingOne month’s notice required for all Educational Performances and Artist Residencies, one week’s notice required for all theatrical learning workshops. A deposit of one-third is due upon contract

signing. Contact Becky Fox, Educational Outreach CoordinatorZsuzsanna Erdi, Outreach Coordinator

By MailChildren’s Theatre Network

Performance Network Theatre120 East Huron

Ann Arbor, MI 48104

Onlinewww.performancenetwork.org

By Phone734-663-1430

Workshop PricingWhen booked separately:$250 for 50 minutes$350 for 90 minutes

When paired with performances:$150 for 50 minutes$250 for 90 minutes

When booked two in one day$200 for 50 minutes$300 for 90 minutes

Prices

Educational ToursWhen booked separately:

Per show: $500

When paired with workshopsPer show: $450

When booked two in one day:Per show: $350

Artist in Residency Program15 or fewer students

$2,000

15-30 students$3,000

By Fax734-663-7367

[email protected]

KINDERGARTENPERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.K.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.K.2 Recognize a variety of real and non-real characters through guided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.K.1 Recognize characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.K.2 Differentiate between dramatic play and creative drama.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.K.1 Use the vocabulary of theatre to identify theatricalexperiences.ART.T.III.K.2 Repeat sequence of events through guided practice.ART.T.III.K.3 Reference story details to formulate personal prefer-ences.ART.T.III.K.4 Respond to teacher questions regarding personal opin-ions about character, place, and plot.ART.T.III.K.5 Receive teacher comments and direction regardingclassroom dramatizations.ART.T.III.K.6 Recognize the character’s wants and needs.ART.T.III.K.7 Communicate likes and dislikes prompted byperformances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.K.2 Identify that stories come in a variety of forms.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.K.1 Understand that performances are presented in variousmultimedia forms.ART.T.V.K.2 Participate in arts activities that focus on everyday life.

GRADE 1PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.1.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.1.2 Role-play a variety of real and non-real characters through guided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.1.1 Identify characters, environments, and situations thatsupport the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.1.1 Recognize the characters and setting in stories.ART.T.III.1.2 Recognize sequence of events.ART.T.III.1.4 List character choices, story settings, and plot lines.

GLCE fulfillmentTheatre Basics Workshop,

ART.T.III.1.5 Listen and respond to teacher and peer comments.ART.T.III.1.6 Reinforce the recognition of the character’s wants and needs.ART.T.III.1.7 Describe emotions and thoughts evoked by performances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections among the arts; be-tween the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.1.1 Name various types of multimedia forms used to share perfor-mances in everyday life.GRADE 2PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.2.1 Identify and describe different characters though vocal expression.ART.T.I.2.2 Dramatize real and non-real characters with prompting and side-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.2.1 Describe characters, environments, and situations that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.2.1 Describe the characters and setting in stories.ART.T.III.2.2 Convey elements of character, setting, and events afterreading a story or script (The Five Ws).ART.T.III.2.4 Make predictions about characters, setting, and eventsbased on story content.ART.T.III.2.5 Reflect upon the role of constructive criticism for buildingclassroom dramatizations.ART.T.III.2.6 Describe the character’s wants and needs.ART.T.III.2.7 Give examples of emotions and thoughts evoked by performanc-es.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections among the arts; be-tween the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.2.1 Describe various types of multimedia forms used to share perfor-mances in everyday life.ART.T.V.2.2 Express various ideas and emotions through a variety of dramatic art forms reflecting life situations.

GRADE 3PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.3.1 Identify and describe different characters though vocal expression.ART.T.I.3.2 Dramatize real and non-real characters with prompting andside-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.3.1 Illustrate characters, environments, and situations that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.3.2 Analyze elements of dramatic structure for successful classroom dramatization.ART.T.III.3.4 Collaborate to extend and add on to improvised stories.ART.T.III.3.5 Listen to constructive criticism and respond in a positive

manner.ART.T.III.3.6 Further describe the character’s wants and needs.ART.T.III.3.7 Compare and contrast emotions and thoughts evoked by performances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.3.2 Recognize that the arts are an expression and record ofhuman life.

GRADE 4PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.4.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.4.2 Improvise real and non-real characters.CREATEStandard 2: All students will apply skills and knowledge to createin the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.4.1 Make artistic choices regarding character, environment,and situation that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.4.1 Analyze the characters and setting.ART.T.III.4.4 Unite random objects and situations to form a cohesivestory.ART.T.III.4.5 Build skills to critique self and others in a respectful and constructive manner.ART.T.III.4.6 Analyze the character’s wants and needs.ART.T.III.4.7 Predict emotions and thoughts evoked by perfor-mances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.4.2 Create artistic projects that show how ideas and emo-tions are expressed in everyday life.

GRADE 5PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.5.1 Create and demonstrate vocal expression to support theplaying of a character.

GLCE fulfillmentTheatre Basics Workshop, (cont.)

ART.T.I.5.2 Improvise real and non-real characters.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.5.1 Appraise artistic choices regarding character, environment, and situation that support the creation of a classroomdramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.5.1 Understand characters’ thought processes during dramatic scenes.ART.T.III.5.2 Critique peers’ performances in classroom dramatizations.ART.T.III.5.3 Critique personal and peer artistic design choices.ART.T.III.5.5 Display skills to critique self and others in a respectful andconstructive manner.ART.T.III.5.7 Question emotions and thoughts evoked by performances.

GRADE 6PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.6.1 Identify and practice, with guidance, techniques forphysical and vocal conditioning.ART.T.I.6.2 Utilize role playing and characterization skills to perform inensemble scenes.ART.T.I.6.3 Serve as leader and employ effective communication skillsto facilitate the sharing of ideas.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.6.1 Recognize and explain the unique characterizations of the dra-matic script such as dramatic action and dialogue.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.6.3 Gather and investigate materials to support artistic choicesin the creation and portrayal of characters and their stories.ART.T.III.6.5 Provide and listen to constructive criticism and respond ina positive manner.ART.T.III.6.6 Develop criteria to critique what is seen, heard, andunderstood.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.6.5 Identify specific actions that reflect feelings and emotions in a live theatrical production.

GLCE fulfillmentParts of a Story Workshop; Fabliscious Performance (1-6)

GRADE 1PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.1.1 Imitate and recreate the sounds of objects, animals, and people.ART.T.I.1.2 Role-play a variety of real and non-real characters through guided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.

(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.1.1 Identify characters, environments, and situations thatsupport the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.1.1 Recognize the characters and setting in stories.ART.T.III.1.2 Recognize sequence of events.ART.T.III.1.4 List character choices, story settings, and plot lines.ART.T.III.1.5 Listen and respond to teacher and peer comments.

ART.T.III.1.6 Reinforce the recognition of the character’s wants and needs.ART.T.III.1.7 Describe emotions and thoughts evoked by perfor-mances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.1.1 Name various types of multimedia forms used to share performances in everyday life.GRADE 2PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.2.1 Identify and describe different characters though vocalexpression.ART.T.I.2.2 Dramatize real and non-real characters with prompting and side-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.2.1 Describe characters, environments, and situations that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.2.1 Describe the characters and setting in stories.ART.T.III.2.2 Convey elements of character, setting, and events after reading a story or script (The Five Ws).ART.T.III.2.4 Make predictions about characters, setting, and events based on story content.ART.T.III.2.5 Reflect upon the role of constructive criticism for building classroom dramatizations.ART.T.III.2.6 Describe the character’s wants and needs.ART.T.III.2.7 Give examples of emotions and thoughts evoked byperformances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.2.1 Describe various types of multimedia forms used to share performances in everyday life.ART.T.V.2.2 Express various ideas and emotions through a variety ofdramatic art forms reflecting life situations.

GRADE 3PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.3.1 Identify and describe different characters though vocalexpression.ART.T.I.3.2 Dramatize real and non-real characters with prompting and side-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.3.1 Illustrate characters, environments, and situations thatsupport the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.3.2 Analyze elements of dramatic structure for successful

GLCE fulfillmentParts of a Story Workshop; Fabliscious Performance (1-6) (cont.)

classroom dramatization.ART.T.III.3.4 Collaborate to extend and add on to improvised stories.ART.T.III.3.5 Listen to constructive criticism and respond in a positive manner.ART.T.III.3.6 Further describe the character’s wants and needs.ART.T.III.3.7 Compare and contrast emotions and thoughts evoked by perfor-mances.

GRADE 4PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.4.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.4.2 Improvise real and non-real characters.CREATEStandard 2: All students will apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.4.1 Make artistic choices regarding character, environment,and situation that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.4.1 Analyze the characters and setting.ART.T.III.4.4 Unite random objects and situations to form a cohesive story.ART.T.III.4.5 Build skills to critique self and others in a respectful andconstructive manner.ART.T.III.4.6 Analyze the character’s wants and needs.ART.T.III.4.7 Predict emotions and thoughts evoked by performances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections among the arts; be-tween the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.

GRADE 5PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.5.1 Create and demonstrate vocal expression to support the playing of a character.ART.T.I.5.2 Improvise real and non-real characters.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.5.1 Appraise artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.5.1 Understand characters’ thought processes during dramatic scenes.ART.T.III.5.2 Critique peers’ performances in classroom dramatizations.ART.T.III.5.5 Display skills to critique self and others in a respectful and con-structive manner.ART.T.III.5.7 Question emotions and thoughts evoked by performances.GRADE 6PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.6.1 Identify and practice, with guidance, techniques for physical and vocal conditioning.ART.T.I.6.2 Utilize role playing and characterization skills to perform in en-semble scenes.

KINDERGARTEN Strand 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Describe how consuming a variety of healthy foods and beverages helps a person stay healthy.1.2 Describe how being physically active helps a person stay healthy.1.3 Describe how drinking water helps a person stay healthy.Standard 3: Health Behaviors1.4 Generate examples of physical activities that are personally enjoy-able.1.5 Select a variety of foods that can be eaten for healthy snacks.STRAND 4: Social AND Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.1 Identify and describe different kinds of feelings.Standard 2: Access Information4.2 Identify and locate people who can help at home and school.Standard 3: Health Behaviors4.3 Describe and demonstrate ways to be responsible at home and school.4.4 Demonstrate the ability to recognize and express a variety of feel-ings appropriately.4.5 Identify and demonstrate strategies to manage strong feelings.Standard 7: Social Skills4.6 Identify and practice strategies to make friends.4.7 Demonstrate giving and accepting a compliment or statement of appreciation.4.8 Describe situations when it is appropriate to use “please,” “thank you,” “excuse me,” and “I am sorry.”4.9 Apply “please,” “thank you,” “excuse me,” and “I am sorry” to appropriate situations.Standard 8: Advocacy5.6 Encourage peers to make positive choices for personal health and wellness.

GRADE 1STRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Describe the benefits of eating healthy snacks.1.2 Describe the benefits of being physically active.1.3 Describe the health benefits of drinking water, compared to other beverages.1.4 Classify foods according to the food groups.1.5 Describe how physical activity, rest, and sleep help a person stay healthy.Standard 3: Health Behaviors1.6 Explain the importance of eating a variety of foods from all of the food groups.1.7 Suggest a food from each of the food groups that could be eaten as a healthy snack.GRADE 1STRAND 4: Social and Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.1 Describe ways family members and friends help each other.4.2 Explain the role of listening and paying attention in building and maintaining friendships.Standard 3: Health Behaviors4.3 Apply skills to find out how others are feeling.4.4 Apply skills to predict the potential feelings of others.

GLCE fulfillmentHealthy Lifestyles Workshop, Jamie and Jordan Performance

Standard 6: Decision Making4.5 Describe characteristics of people who can help make decisions and solve problems.4.6 Explain the decision making and problem solving steps.4.7 Apply the steps to making a decision or solving a problem.Standard 7: Social Skills4.8 Apply effective listening and attending skills.4.9 Demonstrate giving and accepting a compliment or statement of apprecia-tion.4.10 Apply “please,” “thank you,” “excuse me,” and “I am sorry” to appropriate situations.State BoardEducation Expectations Grade TwoGRADE 2STRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Explain the importance of eating a variety of foods from all of the food groups.1.2 Classify foods into the food groups.1.3 Describe the characteristics of combination foods.1.4 Describe the characteristics of foods and beverages that should be limited.Standard 3: Health Behaviors1.5 Provide examples of combination foods.1.6 Provide examples of foods and beverages that should be limited.3.8 Demonstrate strategies to get away in cases of inappropriate touching or abduction.

GRADE 2Standard 1: Core Concepts4.1 Describe the characteristics of touch which is caring and important to posi-tive relationships.4.2 Analyze the importance of identifying and expressing feelings to maintain personal healthand healthy relationships.4.3 Describe situations that may elicit mixed emotions.Standard 2: Access Information4.4 Identify people who can help make decisions and solve problems.Standard 6: Decision Making4.5 Explain the decision making and problem solving steps.4.6 Demonstrate the ability to make a decision or solve a problem using the steps.Standard 7: Social Skills4.7 Demonstrate ways to show respect for feelings, rights, and property of oth-ers.4.8 Demonstrate effective listening and attending skills.4.9 Recognize and express appropriately a variety of personal feelings.4.10 Demonstrate the ability to manage strong feelings, including anger.Michigan

GRADE 3STRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Explain the benefits of healthy eating and being physically active.1.2 Describe the importance of choosing a variety of ways to be physically ac-tive.Standard 4: Influences1.3 Explain strategies used to advertise food and beverage products.1.4 Analyze how food advertising impacts eating behaviors related to eating when not hungry.Standard 5: Goal Setting1.5 Describe the elements of a physical activity plan.1.6 Develop a personal plan to be physically active.

STRAND 3: SafetySTRAND 4: Social and Emotional Health(Note: Teaching these standards is central to the implementation of an effective Positive Behavior Support system.)Standard 1: Core Concepts4.1 Explain the benefits of positive friendships.4.2 Describe the characteristics of positive role models.4.3 Recognize that each person has unique talents and skills.Standard 3: Health Behaviors4.4 Describe ways people help each other.4.5 Describe a unique talent or skill of oneself and one other person.4.6 Explain ways to show acceptance of differences.Standard 4: Influences4.7 Analyze how friends influence others’ behavior and well-being.Standard 7: Social Skills4.8 Demonstrate ways to express appreciation.4.9 Demonstrate strategies for keeping positive friends.Standard 8: Advocacy4.11 Demonstrate the ability to support and respect people with differences.State Board

GRADE 4STRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Describe the food groups, including recommended portions to eat from each group.1.2 Analyze the relationship of physical activity, rest, and sleep.1.3 Explain why some food groups have a greater number of recom-mended portions than other food groups.1.4 Associate recommended food portions to the sizes of common items.1.5 Compare the quantity of restaurant or packaged foods to the quantities of food needed to keep the body healthy.Standard 3: Health Behaviors1.6 Assess one’s ability to include physical activity, rest, and sleep in one’s daily routine.1.7 Describe strategies people use to consume the recommended por-tions of food to meet their individual nutrient needs.

Standard 4: Influences1.8 Analyze examples of food advertising.Standard 5: Goal Setting1.9 Develop a one-day plan for eating the recommended portions of food from each food group.

GRADE 5STRAND 1: Nutrition and Physical ActivityStandard 1: Core Concepts1.1 Describe the essential nutrients the body needs to stay healthy.1.2 Describe guidelines to follow for healthy eating.1.3 Identify calcium and vitamin D intake and physical activity as protectors from developing osteoporosis.1.4 Explain the importance of choosing water rather than other beverages for the purpose of keeping the body hydrated.Standard 2: Access Information1.5 Interpret information provided on food labels.Standard 3: Health Behaviors1.6 Choose a snack using specific criteria such as fat, carbohydrate, fiber, cal-cium, and calorie content of foods.1.7 Plan a meal using specific criteria such as fat, carbohydrate, STRAND 1: Nutrition and Physical ActivityGRADE 6 Standard 1: Core Concepts1.1 Analyze the benefits of healthy eating and being physically active.1.3 Explain how weight management is influenced by healthy eating and being physically active.Standard 3: Health Behaviors1.4 Describe the federal dietary guidelines and the amount of physical activity recommended for one’s age in order to achieve health benefits.1.5 Describe strategies for dealing with personal preferences, restrictions, and barriers related to healthy eating, adequate sleep, and physical activity.1.6 Describe environmental influences that encourage or discourage physical activity.1.7 Develop a dietary and physical activity plan for a week that is consistent with the dietary guidelines.1.8 Demonstrate the ability to support others to choose healthy foods and be physically active.

GLCE fulfillmentHealthy Lifestyles Workshop, Jamie and Jordan Performance (cont.)

GLCE fulfillmentWolverine Will Performance

GRADE THREEGeographyG1 The World in Spatial TermsUse geographic representations to acquire, process, and report infor-mation from a spatial perspective.3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.G4 Human SystemsUnderstand how human activities help shape the Earth’s surface.3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, uni-versity communities), and explain the factors influencing the location of these economic activities. (E)3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.G5 Environment and SocietyUnderstand the effects of human-environment interactions.3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.3 – G5.0.2 Describe how people adapt to, use, and modify the natu-ral resources of Michigan. (H)

GRADE FOURH3 History of Michigan (Beyond Statehood)

Use historical thinking to understand the past.4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) fromstatehood to present. (C, E)• What happened?• When did it happen?• Who was involved?• How and why did it happen?• How does it relate to other events or issues in the past, in the present, or in the future?• What is its significance?4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)4 – H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities. (G, E)4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (G, E)4 – H3.0.7 Use case studies or stories to describe the ideas and actions of in-dividuals involved in the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2;8-U5.1.5; USHG 7.2.4) (G, C, E)4 – H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources. (G, C, E)4 – H3.0.9 Create timelines (using decades after 1930) to sequence and de-scribe important events in Michigan history; annotate with connections to the past and impact on the future.

KINDERGARTENPERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.K.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.K.2 Recognize a variety of real and non-real characters through guided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.K.1 Recognize characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.K.2 Differentiate between dramatic play and creative drama.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.K.1 Use the vocabulary of theatre to identify theatricalexperiences.ART.T.III.K.2 Repeat sequence of events through guided practice.ART.T.III.K.3 Reference story details to formulate personal prefer-

GLCE fulfillmentCharacters of Michigan History Workshop

ences.ART.T.III.K.4 Respond to teacher questions regarding personal opinions about character, place, and plot.ART.T.III.K.5 Receive teacher comments and direction regardingclassroom dramatizations.ART.T.III.K.6 Recognize the character’s wants and needs.ART.T.III.K.7 Communicate likes and dislikes prompted byperformances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.K.2 Identify that stories come in a variety of forms.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.K.1 Understand that performances are presented in variousmultimedia forms.ART.T.V.K.2 Participate in arts activities that focus on everyday life.

GRADE 1PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.1.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.1.2 Role-play a variety of real and non-real characters through guided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.1.1 Identify characters, environments, and situations thatsupport the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.1.1 Recognize the characters and setting in stories.ART.T.III.1.2 Recognize sequence of events.ART.T.III.1.4 List character choices, story settings, and plot lines.ART.T.III.1.5 Listen and respond to teacher and peer comments.ART.T.III.1.6 Reinforce the recognition of the character’s wants and needs.ART.T.III.1.7 Describe emotions and thoughts evoked by perfor-mances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.1.1 Name various types of multimedia forms used to share performances in everyday life.GRADE 2PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.2.1 Identify and describe different characters though vocal expression.ART.T.I.2.2 Dramatize real and non-real characters with prompting and side-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.2.1 Describe characters, environments, and situations that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.2.1 Describe the characters and setting in stories.ART.T.III.2.2 Convey elements of character, setting, and events afterreading a story or script (The Five Ws).ART.T.III.2.4 Make predictions about characters, setting, and eventsbased on story content.ART.T.III.2.5 Reflect upon the role of constructive criticism for buildingclassroom dramatizations.ART.T.III.2.6 Describe the character’s wants and needs.ART.T.III.2.7 Give examples of emotions and thoughts evoked by performances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

ART.T.V.2.1 Describe various types of multimedia forms used to share perfor-mances in everyday life.ART.T.V.2.2 Express various ideas and emotions through a variety of dramatic art forms reflecting life situations.

GRADE 3PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.3.1 Identify and describe different characters though vocal expression.ART.T.I.3.2 Dramatize real and non-real characters with prompting andside-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.3.1 Illustrate characters, environments, and situations that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.3.2 Analyze elements of dramatic structure for successful classroom dramatization.ART.T.III.3.4 Collaborate to extend and add on to improvised stories.ART.T.III.3.5 Listen to constructive criticism and respond in a positivemanner.ART.T.III.3.6 Further describe the character’s wants and needs.ART.T.III.3.7 Compare and contrast emotions and thoughts evoked by perfor-mances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.3.2 Recognize that the arts are an expression and record ofhuman life.

GRADE 4PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.4.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.4.2 Improvise real and non-real characters.CREATEStandard 2: All students will apply skills and knowledge to createin the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.4.1 Make artistic choices regarding character, environment,and situation that support the creation of a classroom dramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.4.1 Analyze the characters and setting.ART.T.III.4.4 Unite random objects and situations to form a cohesivestory.ART.T.III.4.5 Build skills to critique self and others in a respectful and construc-tive manner.ART.T.III.4.6 Analyze the character’s wants and needs.ART.T.III.4.7 Predict emotions and thoughts evoked by performances.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.4.2 Create artistic projects that show how ideas and emotions are

GLCE fulfillmentCharacters of Michigan History Workshop (cont.)

GRADE THREEG4 Human SystemsUnderstand how human activities help shape the Earth’s surface.3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.G5 Environment and SocietyUnderstand the effects of human-environment interactions.3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

GRADE FOURH3 History of Michigan (Beyond Statehood)Use historical thinking to understand the past.4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) fromstatehood to present. (C, E)• What happened?• When did it happen?• Who was involved?• How and why did it happen?• How does it relate to other events or issues in the past, in the present, or in the future?• What is its significance?4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)4 – H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities. (G, E)4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)4 – H3.0.6 Use a variety of primary and secondary sources to construct a his-torical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (G, E)4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2;8-U5.1.5; USHG 7.2.4) (G, C, E)4 – H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources. (G, C, E)4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.

expressed in everyday life.

GRADE 5PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.5.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.5.2 Improvise real and non-real characters.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.5.1 Appraise artistic choices regarding character, environ-ment, and situation that support the creation of a classroomdramatization.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.5.1 Understand characters’ thought processes during dramatic scenes.ART.T.III.5.2 Critique peers’ performances in classroom dramatiza-tions.ART.T.III.5.3 Critique personal and peer artistic design choices.ART.T.III.5.5 Display skills to critique self and others in a respectful andconstructive manner.ART.T.III.5.7 Question emotions and thoughts evoked by perfor-mances.

GRADE 6PERFORMStandard 1: Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.6.1 Identify and practice, with guidance, techniques forphysical and vocal conditioning.ART.T.I.6.2 Utilize role playing and characterization skills to perform inensemble scenes.ART.T.I.6.3 Serve as leader and employ effective communication skillsto facilitate the sharing of ideas.CREATEStandard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.6.1 Recognize and explain the unique characterizations of the dramatic script such as dramatic action and dialogue.ANALYZEStandard 3: Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.6.3 Gather and investigate materials to support artistic choicesin the creation and portrayal of characters and their stories.ART.T.III.6.5 Provide and listen to constructive criticism and respond ina positive manner.ART.T.III.6.6 Develop criteria to critique what is seen, heard, andunderstood.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.6.5 Identify specific actions that reflect feelings and emo-tions in a live theatrical production.

GLCE fulfillmentCharacters of Michigan History Workshop (cont.)

KINDERGARTENPERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.K.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.K.2 Recognize a variety of real and non-real characters throughguided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.K.1 Recognize characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.K.2 Differentiate between dramatic play and creative drama.ART.T.II.K.3 Covered in benchmark 4.ART.T.II.K.4 Recognize simple scenery, costumes, sound, and props inthe dramatic process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.K.1 Use the vocabulary of theatre to identify theatricalexperiences.ART.T.III.K.2 Repeat sequence of events through guided practice.ART.T.III.K.3 Reference story details to formulate personal preferences.ART.T.III.K.4 Respond to teacher questions regarding personal opinionsabout character, place, and plot.ART.T.III.K.5 Receive teacher comments and direction regardingclassroom dramatizations.ART.T.III.K.6 Recognize the character’s wants and needs.ART.T.III.K.7 Communicate likes and dislikes prompted byperformances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.K.1 Become aware that art forms come from all cultures.ART.T.IV.K.2 Identify that stories come in a variety of forms.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.K.1 Understand that performances are presented in variousmultimedia forms.ART.T.V.K.2 Participate in arts activities that focus on everyday life.

GRADE 1PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.1.1 Imitate and recreate the sounds of objects, animals, andpeople.ART.T.I.1.2 Role-play a variety of real and non-real characters throughguided dramatization.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.1.1 Identify characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.1.2 Paraphrase dialogue from a story.ART.T.II.1.3 Recognize simple scenery, costumes, sound, and props inthe dramatic process.

ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.1.1 Recognize the characters and setting in stories.ART.T.III.1.2 Recognize sequence of events.ART.T.III.1.3 Recognize likes and dislikes regarding music, sound,movement, dance, and design in classroom dramatizations.ART.T.III.1.4 List character choices, story settings, and plot lines.ART.T.III.1.5 Listen and respond to teacher and peer comments.ART.T.III.1.6 Reinforce the recognition of the character’s wants andneeds.ART.T.III.1.7 Describe emotions and thoughts evoked by performances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.1.1 Recognize and discuss cultural traditions in stories.ART.T.IV.1.2 List the variety of forms of live and recorded theatricalevents.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.1.1 Name various types of multimedia forms used to shareperformances in everyday life.ART.T.V.1.2 Identify artists in the community.

GRADE 2PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.2.1 Identify and describe different characters though vocalexpression.ART.T.I.2.2 Dramatize real and non-real characters with prompting andside-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.2.1 Describe characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.2.2 Paraphrase dialogue from a story to show differentinterpretations.ART.T.II.2.3 Manipulate simple scenery, costumes, sound, and props inthe dramatic process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.2.1 Describe the characters and setting in stories.ART.T.III.2.2 Convey elements of character, setting, and events afterreading a story or script (The Five Ws).ART.T.III.2.3 Reflect upon personal preferences of music, sound,movement, dance, and design in the classroomdramatizations.ART.T.III.2.4 Make predictions about characters, setting, and eventsbased on story content.ART.T.III.2.5 Reflect upon the role of constructive criticism for buildingclassroom dramatizations.ART.T.III.2.6 Describe the character’s wants and needs.ART.T.III.2.7 Give examples of emotions and thoughts evoked byperformances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in their

GLCE fulfillment“Build a Play” Theatre Residency

historical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.2.1 Observe that different art forms reflect upon the diversityof society.ART.T.IV.2.2 Describe the variety of forms of live and recordedtheatrical events.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.2.1 Describe various types of multimedia forms used to shareperformances in everyday life.ART.T.V.2.2 Express various ideas and emotions through a variety ofdramatic art forms reflecting life situations.

GRADE 3PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.3.1 Identify and describe different characters though vocalexpression.ART.T.I.3.2 Dramatize real and non-real characters with prompting andside-coaching.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.3.1 Illustrate characters, environments, and situations thatsupport the creation of a classroom dramatization.ART.T.II.3.2 Paraphrase dialogue from a story to show differentinterpretations.ART.T.II.3.3 Manipulate simple scenery, costumes, sound, and props inthe dramatic process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.3.1 Infer from a text, characters and setting in stories.ART.T.III.3.2 Analyze elements of dramatic structure for successfulclassroom dramatization.ART.T.III.3.3 Respond to and build upon ideas of others’ personalpreferences for stage design.ART.T.III.3.4 Collaborate to extend and add on to improvised stories.ART.T.III.3.5 Listen to constructive criticism and respond in a positivemanner.ART.T.III.3.6 Further describe the character’s wants and needs.ART.T.III.3.7 Compare and contrast emotions and thoughts evoked byperformances.ANALYZE IN CONTEXTStandard 4: Analyze and describe the arts in their historical,social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, talltales, fables, and legends.ART.T.IV.3.2 Identify the similarities and differences between live andrecorded theatrical events.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.3.1 Share how varied multimedia forms illustrate performancesin one family’s life.ART.T.V.3.2 Recognize that the arts are an expression and record ofhuman life.

GRADE 4PERFORM

Standard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.4.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.4.2 Improvise real and non-real characters.CREATEStandard 2: All students will apply skills and knowledge to createin the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.4.1 Make artistic choices regarding character, environment,and situation that support the creation of a classroomdramatization.ART.T.II.4.2 Perform dialogue from a story to show differentinterpretations.ART.T.II.4.3 Create simple scenery, costumes, sound, and props in thedramatic process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.4.1 Analyze the characters and setting.ART.T.III.4.2 Outline standards that can be used to critiqueperformances.ART.T.III.4.3 Compromise with peers in small group decision makingabout artistic design choices.ART.T.III.4.4 Unite random objects and situations to form a cohesivestory.ART.T.III.4.5 Build skills to critique self and others in a respectful andconstructive manner.ART.T.III.4.6 Analyze the character’s wants and needs.ART.T.III.4.7 Predict emotions and thoughts evoked by performances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.4.1 Compare and contrast different presentations from thesame time period or cultural context.ART.T.IV.4.2 Discuss the similarities and differences between live andrecorded theatrical events.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.4.1 Compare and contrast performances in a variety ofmultimedia forms.ART.T.V.4.2 Create artistic projects that show how ideas and emotionsare expressed in everyday life.

GRADE 5PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.5.1 Create and demonstrate vocal expression to support theplaying of a character.ART.T.I.5.2 Improvise real and non-real characters.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.5.1 Appraise artistic choices regarding character, environment,and situation that support the creation of a classroomdramatization.ART.T.II.5.2 Improvise dialogue from a story to show differentinterpretations.ART.T.II.5.3 Create simple scenery, costumes, sound, and props in thedramatic process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.5.1 Understand characters’ thought processes during dramaticscenes.ART.T.III.5.2 Critique peers’ performances in classroom dramatizations.ART.T.III.5.3 Critique personal and peer artistic design choices.ART.T.III.5.4 Suggest and implement alternative characters, settings, orevents after viewing or participating in a performance.ART.T.III.5.5 Display skills to critique self and others in a respectful andconstructive manner.ART.T.III.5.6 Compare and contrast personal traits and characters traitsderived from a text.ART.T.III.5.7 Question emotions and thoughts evoked by performances.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.5.1 Understand that a variety of art forms are infused intheatre and come from different cultures.ART.T.IV.5.2 Understand the significance of theatre and its relationshipto history and cultures.ART.T.IV.5.2 Develop criteria to evaluate the similarities and differencesbetween live and recorded theatrical events.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.5.1 Create performances in varied multimedia forms.ART.T.V.5.2 Compare and contrast how varied art forms are anexpression of everyday life.GRADE 6PERFORMStandard 1: Apply skills and knowledge to perform in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.I.6.1 Identify and practice, with guidance, techniques forphysical and vocal conditioning.ART.T.I.6.2 Utilize role playing and characterization skills to perform inensemble scenes.ART.T.I.6.3 Serve as leader and employ effective communication skillsto facilitate the sharing of ideas.CREATEStandard 2: Apply skills and knowledge to create in the arts.(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)ART.T.II.6.1 Recognize and explain the unique characterizations of thedramatic script such as dramatic action and dialogue.ART.T.II.6.2 Infer meaning from a script to create characters.ART.T.II.6.3 Create monologues, dialogues, and short plays in responseto real life conflict.ART.T.II.6.4 Discuss the role of the designer and technical elements inthe theatre process.ANALYZEStandard 3: Analyze, describe, and evaluate works of art.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.III.6.1 Study a play or story, and visualize, draw, and create asimple theatrical environment for it.ART.T.III.6.2 Recognize elements of dramatic structure (foreshadowing,flashbacks, rising action, crisis, and denouement) thatimpact technical needs.ART.T.III.6.3 Gather and investigate materials to support artistic choicesin the creation and portrayal of characters and theirstories.ART.T.III.6.4 Research materials from various sources to discover howthey affect audience response.ART.T.III.6.5 Provide and listen to constructive criticism and respond ina positive manner.ART.T.III.6.6 Develop criteria to critique what is seen, heard, andunderstood.

ART.T.III.6.7 Produce written, verbal, and visual responses to students’written and/or performed dramatic material.ANALYZE IN CONTEXTStandard 4: Understand, analyze, and describe the arts in theirhistorical, social, and cultural contexts.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.IV.6.1 Demonstrate a basic knowledge of European theatrehistory that may include primitive storytelling andGreek/Roman times to the Elizabethan period.ART.T.IV.6.2 Identify the ways in which many cultures have usedtheatre to communicate ideas.ART.T.IV.6.3 Research and identify a wide variety of professions relatedto theatre; playwriting, acting, design, and directing.ART.T.IV.6.4 Identify examples of how theatrical productions caninfluence or be influenced by politics and culture.ART.T.IV.6.5 Identify specific actions that reflect feelings and emotionsin a live theatrical production.ANALYZE AND MAKE CONNECTIONSStandard 5: Recognize, analyze, and describe connections amongthe arts; between the arts and other disciplines;between the arts and everyday life.(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)ART.T.V.6.1 Examine how varied art forms are expressed in recorded orlive theatre performances.ART.T.V.6.2 List and describe how theatre can synthesize all of the arts.ART.T.V.6.3 Communicate ideas from viewing varied theatrical andartistic events.