INSTRUCTIONAL MATERIALS
ADOPTIONPUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
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GENERIC EVALUATION CRITERIA
Theatre II: 9-12
R-E-S-P-O-N-S-E
Yes
No
N/A
CRITERIA
I. INTER-ETHNICITY
The instructional material meets the
requirements of inter-ethnicity: concepts,
content and illustrations as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concepts,
content, illustrations, heritage, roles,
contributions, experiences and achievements
of males and females in American and other
cultures as set by West Virginia Board of
Education Policy (Adopted May 1975).
1
NOTES
GROUP II – 2009-2015
Theatre II: 9-12
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for
the 21st Century which includes opportunities for students to develop
_____
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these
21 Century Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets,
decision support, design tools)
 Communication, information processing and research
tools (such as word processing, e-mail, groupware,
presentation, Web development, Internet search
tools)
 Personal development and productivity tools (such as
e-learning, time management/calendar, collaboration
tools)
C. Lexile Framework
 Lexile measures
 Resources for teachers, parents, and students to
demonstrate how using Lexiles can improve
student achievement.
2
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met
with I (In-depth) or A (Adequate) in order to be recommended.
2009-2015
Theatre 2
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
A.
B.
Multimedia
1.
offer appropriate multimedia (e.g., software, audio, visual,
internet access) materials.
2.
provide a website which provides links to relevant sites as well
as lesson plans, student activities and parent resources.
3.
integrate technology into the curriculum.
Scientifically-Based Research Strategies
1.
provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2.
promote writing skills and study techniques .
3.
present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
3
M
N
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
C.
D.
E.
F.
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
Critical Thinking
1.
emphasize questioning models to promote higher order thinking
skills based on Bloom’s Taxonomy.
2.
promote student-generated responses.
Life Skills
1.
address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2.
address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
Classroom Management
1.
include opportunities for large group, small group, and independent
learning.
2.
provide classroom management suggestions.
3.
provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
Instructional Materials
1.
address varied learning styles and multiple intelligences of students
by including models.
2.
provide extensive and varied opportunities to practice skills.
3.
provide intervention, practice, and enrichment materials.
4
I
A
M
N
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
G.
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
4.
provide exemplars of critique and research-based writing.
5.
continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
6.
connect previously taught skills and strategies with new content and
text.
7.
cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
Assessment
1.
provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics,
and multimedia simulations.
2.
provide on-going progress monitoring.
3.
provide rubric-based differentiated assessment.
5
I
A
M
N
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met
with I (In-depth) or A (Adequate) in order to be recommended.
GROUP II – 2008-2014
Theatre II: 9-12
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
For student mastery of content standards and objectives, the instructional materials will
A
Scriptwriting
1.
Provide opportunities to devise monologues and scenes that
depict well-developed characters with a range of emotions whose
choices influence the outcome of the story , based on
a. existing works,
b. histories,
c. current events.
2.
Provide opportunities to perform monologues and scenes, based
on existing works, histories, and current events, that depict welldeveloped characters with a range of emotions whose choices
influence the outcome of the story.
3.
Provide opportunities to evaluate monologues and scenes, based
on existing works, histories, and current events, that depict welldeveloped characters with a range of emotions whose choices
influence the outcome of the story.
.
6
I
A
M
N
4.
B
Provide opportunities to identify and apply a variety of theatrical
conventions in writing and improvisation including:
a. narration,
b. flashback,
c. play within a play,
d. chorus,
e. aside,
f. soliloquy.
Acting
1.
Provide opportunities to analyze a scene/play for contextual clues
that inform and support character development.
2.
Provide opportunities to communicate character through the
expressive use of body and voice.
3.
Provide opportunities to research various classical acting styles
and use the information to inform and justify acting choices in a
scene/play.
4.
Provide opportunities to research various contemporary acting
styles and use the information to inform and justify acting choices
in a scene/play.
5.
Provide opportunities to research historical periods of theatre and
relate the concepts, conventions and innovations of those periods
to character development.
6.
Provide opportunities to perform and sustain a variety of vivid
characters who communicate with audiences in
a. solo,
b. partner
c. ensemble
improvisation and performances.
7.
Provide opportunities to communicate responsibly and respectfully
while using content-specific vocabulary to create and respond to
a. solo,
b. partner
c. ensemble
improvisation and performances.
7
C
D
Designing and Producing
1
Provide opportunities to articulate how design is affected by the
constraints of physical space (e.g., proscenium, thrust, touring
venues such as cafeterias and gymnasiums).
2
Provide opportunities to investigate theatre design components
(e.g., flats, platforms, undergarments, costume accessories, hand
props, fresnels, puppets).
3.
Provide opportunities to describe the process designers use to
create their designs and communicate them to the production team.
4.
Provide opportunities to generate design ideas using
a. text analysis
b. research.
5.
Provide opportunities to generate designs that use visual and aural
elements to convey environments that clearly support the text.
6.
Provide opportunities to demonstrate the safe use of specific tools
used by theatre designers and technicians.
7.
Provide opportunities to apply technical knowledge and skills to
collaboratively and safely solve the problems of
a. creating functional scenery,
b. properties,
c. lighting,
d. sound,
e. costumes,
f. makeup.
8.
Provide opportunities to design and implement
a. stage management plans
b. promotional plans
c. business plans.
Directing
1
Provide opportunities to analyze text for meaning and defend that
analysis.
2
Provide opportunities to create a director’s concept based on text
analysis and research (playwright, historical, social and cultural
context.)
8
E
3.
Provide opportunities to demonstrate the director’s concept and
communicate the text’s meaning through
a. stage pictures,
b. pantomime,
c. improvisation.
4.
Provide opportunities to devise blocking and movement with actors
and basic scenic elements (furniture, hand props) to form stage
pictures and compositions which communicate
a. character relationships,
b. status,
c. focus
d. action.
5.
Provide opportunities to recognize how the director’s vision for the
play affects casting.
6.
Provide opportunities to implement directorial choices in a
respectful, sensitive manner with a small ensemble for improvised
or scripted scenes.
7.
Provide opportunities to respond constructively to actors’ work using
the vocabulary of directing, staging, and acting.
Making Meaning through Connections
1
Provide opportunities to identify and research cultural clues in
dramatic texts, and use the information to make artistic choices for
use in informal and formal productions.
2
Provide opportunities to identify and research historical clues in
dramatic texts, and use the information to make artistic choices for
use in informal and formal productions.
3
Provide opportunities to identify and research symbolic clues in
dramatic texts, and use the information to make artistic choices for
use in informal and formal productions.
9
4.
Provide opportunities to articulate social concepts (e.g. themes,
lessons, attitudes, values, morals) from informal and formal
productions from
a. various cultures
b. various historical periods.
5.
Provide opportunities to articulate social concepts (e.g. themes,
lessons, attitudes, values, morals) from dramatic performances from
a. various cultures
b. various historical periods.
6.
Provide opportunities to articulate social concepts (e.g. themes,
lessons, attitudes, values, morals) and relate these to current
a. personal,
b. national,
c. international issues.
7.
Provide opportunities to compare and contrast how similar themes
are treated in drama from
a. various cultures
b. various historical periods.
8.
Provide opportunities to
a. demonstrate with informal performances,
b. discuss
how theatre can reveal universal concepts.
9.
Provide opportunities to demonstrate the integration of several arts
disciplines in informal presentations.
10.
Provide opportunities to analyze the social impact of
underrepresented theatre artists.
11.
Provide opportunities to analyze the aesthetic impact of
underrepresented theatre artists.
12.
Provide opportunities to analyze and critique the whole and the
parts of dramatic performances, taking into account the context, and
constructively suggest alternative artistic choices.
.
.
10
F
13.
Provide opportunities to discuss
a. cultural
b. historical
sources of American theatre and musical theatre.
14.
Provide opportunities to analyze the effect of their own cultural
experiences on their dramatic works.
15.
Provide opportunities to identify opportunities for artistic growth (e.g.
portfolio development, workshops, camps, lessons, study abroad,
Governor’s Schools, professional training programs).
16.
Provide opportunities to constructively evaluate their own efforts
and artistic choices in informal and formal productions using theatre
vocabulary.
17.
Provide opportunities to constructively evaluate others' collaborative
efforts and artistic choices in informal and formal productions using
theatre vocabulary.
Assessment
1
Provide a variety of formative and summative assessment tools
(examples: performance rubrics check lists, objective tests, writing
prompts, constructive response, etc.).
11