INSTRUCTIONAL MATERIALS
ADOPTIONPUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
Theatre III: 9-12
R-E-S-P-O-N-S-E
Yes
No
N/A
CRITERIA
NOTES
I. INTER-ETHNICITY
I.
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
GROUP II – 2009-2015
Theatre III: 9-12
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
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
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.
2009-2015
Theatre 3
(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 III: 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 create original dramatic pieces that
communicate the inner life of the character.
2.
Provide opportunities to create original dramatic pieces that
communicate the social and cultural forces that influence the
characters’ wants, needs, intentions and actions.
3.
Provide opportunities to write original dramatic pieces that
communicate the inner life of the character.
4.
Provide opportunities to write original dramatic pieces that
communicate the social and cultural forces that influence the
characters’ wants, needs, intentions and actions.
5.
Provide opportunities to perform original dramatic pieces that
communicate the inner life of the character.
6.
Provide opportunities to perform original dramatic pieces that
communicate the social and cultural forces that influence the
characters’ wants, needs, intentions and actions.
6
I
A
M
N
B.
7.
Provide opportunities to create a complex plot structure
which includes preliminary situation, inciting/initial incident,
rising action, complications, climax, falling action, and
resolution.
8.
Provide opportunities to create meaningful stage directions
that enhance
a. character,
b. setting
c. plot.
9.
Provide opportunities to explain initial inspiration and justify
artistic choices.
Acting
1.
Provide opportunities to interpret meaning of text.
2.
Provide opportunities to infer the meaning of text through
character portrayal.
3.
Provide opportunities to create strong physical gestures to
portray a variety of vivid, interesting characters.
4.
Provide opportunities to utilize a range of vocal skills to
portray a variety of vivid, interesting characters.
5.
Provide opportunities to demonstrate artistic discipline to
achieve ensemble in rehearsal and performance.
6.
Provide opportunities to create consistent, believable
performances in
a. informal theatre
b. formal theatre.
7.
Provide opportunities to assess the performances of self
through responsible critique.
8.
Provide opportunities to assess the performances of others
through responsible critique.
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C.
D.
Designing and Producing
1
Provide opportunities to identify how scientific and
technological advances have affected
a. set,
b. light,
c. sound
d. costume design.
2
Provide opportunities to identify how scientific and
technological advances have affected implementation of
theatre, film, television and electronic media productions.
3
Provide opportunities to explore the use of symbols and
symbolism in design.
4
Provide opportunities to develop unified production concepts,
in collaboration with directors and production team that
convey the metaphorical nature of theatre, film, television or
electronic media productions.
5
Provide opportunities to practice techniques of safe
construction and efficient operation of technical aspects of
theatre, film, television or electronic media productions.
6
Provide opportunities to use problem solving skills to assist in
creating and reliably implementing
a. production schedule,
b. stage management plans,
c. promotional ideas
d. business procedures
e. front of house procedures
for theatre, film, television or electronic media productions.
Directing
1.
Provide opportunities to reframe information from text analysis
to create a director’s concept that speaks to current society
and culture.
2.
Provide opportunities to reframe information from research to
create a director’s concept that speaks to current society and
culture.
8
E.
3.
Provide opportunities collaborate with designers and actors to
develop aesthetically unified production concepts for informal
and formal theatre, film, television or electronic media
productions.
4.
Provide opportunities to communicate
a. meaning
b. artistic vision
to the audience through blocking, movement, actions,
composition, pacing, patterns, etc.
5.
Provide opportunities to organize the procedures necessary to
produce a theatre event.
6.
Provide opportunities to organize the schedules necessary to
produce a theatre event.
7.
Provide opportunities to organize the rehearsal time
necessary to produce a theatre event.
8.
Provide opportunities to manage a rehearsal in an organized,
respectful manner.
Making Meaning through Connections
1.
Provide opportunities to determine the unique interpretive and
aesthetic qualities of traditional and contemporary art forms
from
a. various cultures
b. various historical periods.
2.
Provide opportunities to identify the conventions of
nontraditional theatrical performances.
3.
Provide opportunities to explore various interpretations of the
same texts and/or performances.
4.
Provide opportunities to research several dramatic works in
terms of other aesthetic philosophies (e.g., the underlying
ethos of Greek drama, French classicism with its unities of
time and place, Shakespeare and romantic forms, India's
classical drama, Japanese Kabuki).
9
F.
5.
Provide opportunities to define the relationships among
cultural values, freedom of artistic expression, ethics, and
artistic choices in.
a. various cultures
b. various historical periods.
6.
Provide opportunities to explain the historical influences on
a. contemporary theatre,
b. film,
c. television
d. electronic media productions.
7.
Provide opportunities to explain the cultural influences on
a. contemporary theatre,
b. film,
c. television
d. electronic media productions.
8.
Provide opportunities to analyze and evaluate critical
comments about personal dramatic work explaining which
points are most appropriate to facilitate further development of
the work.
9.
Provide opportunities to identify post-secondary education
and training opportunities for pursuing a career in theatre.
Assessment
1.
Provide a variety of formative and summative assessment
tools (examples: performance rubrics check lists, objective
tests, writing prompts, constructive response, etc.).
10