ESSENTIAL LEARNINGS BREAKDOWN FOR
STORY STRUCTURE SLIDESHO'"
Compiled by Dave Quicksall
KINDERGARTEN -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1 CONCEPTS: identifies main character(s), general setting, general action
in a story.
1.1.2 CONCEPTS: identifies main events in a story
1.2
SKILLS & TECHNIQUES: uses movement
AUDIENCE SKILLS: demonstrates self control
1.4
2.1
CREATIvE PROCESS: conceptualizes and develops ideas, refmes
work and presents work to others
2.3
RESPONDING PROCESS: engages actively, describes what is seen
3.2
COMMUNICATES: uses arts to communicate for a specific purpose
READING:
2.1.1 Understand how to ask questions about text.
•
2.1.2
Ask and answer questions before, during, and after read aloud andlor
shared reading.
Understand how to create mental imagery.
•
Compose visual images from what is read aloud and/or during shared
reading. (e.g., draw a picture to represent something that was read in a
story).
2.1.3
Understand that some parts of the text are more important than
others.
2.2.1
Understand story sequence.
2.2.3
Understand story elements.
•
•
•
Identify important parts of literary/narrative text in a group discussion.
Retell familiar stories using a beginning, middle, and end.
Identify story elements of character, setting, and important events with
teacher guidance.
FIRST GRADE -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1 CONCEPTS: identifies main & minor character(s), identifies time &
1.1.2
1.2
1.4
2.1
2.3
3.2
place of setting, identifies main action in a story.
CONCEPTS: identifies beginning, middle, and end of a story
SKILLS & TECHNIQUES: uses simple movements to imitate
character, contributes to dramatic play
AUDIENCE SKILLS: demonstrates how to focus attention
CREATIVE PROCESS: conceptualizes and develops ideas, refmes
work and presents work to others
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen
COMMUNICATES: uses arts to communicate for a specific purpose
5-36
READING:
2.1.1 Understand how to ask questions about text.
• Ask and answer questions before, during, and after instruction/practice
time, and independent reading.
2.1.2 Understand how to create mental imagen'.
• Compose visual images from what is read aloud and/or during shared
reading. (frozen tableaux).
2.1.3 Understand that some parts ofthe text are more important than
others.
• State main idea and list important details verbally or by using graphic
orgaruzers.
• State the gist of the story or poem with teacher guidance.
2.2.1 Understand story sequence.
• Retell familiar stories using a beginning, middle, and end.
2.2.3 Understand stOry elements.
• Identify story elements of character, setting, and important events.
SECOND GRADE -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1
1.1.2
1.2
1.4
2.1
2.3
3.2
3.3
CONCEPTS: identifies main & minor character(s), identifies time &
place of setting, identifies main action in a story.
CONCEPTS: retells basic plot with details of story .
SKILLS & TECHNIQUES: uses movements to communicate character,
contributes to solving a dramatic problem
AUDIENCE SKILLS: demonstrates active listening/viewing skills
CREATIVE PROCESS: conceptualizes and develops ideas, refines
work and presents work to others
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen
COMMUNICATES: uses arts to communicate for a specific purpose
ARTISTIC CHOICES: recognizes the aesthetic choices of others
READING:
Understand story sequence.
• Retell text focusing on the problem or events in sequence.
2.2.3 Understand story elements.
• Describe physical traits of characters and tell how they act.
• Retell the important events of a story.
• Describe the setting of a story.
2.2.1
5-37
THIRD GRADE -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1 CONCEPTS: identifies character traits of the main character(s),
identifies the sequence of actions within a story.
SKILLS & TECHNIQUES: demonstrates a range of movements to
1.2
create a character, contributes to solving a dramatic problem
1.4
AUDIENCE SKILLS: demonstrates audience response skills
2.1
CREATIVE PROCESS: conceptualizes and develops ideas, refmes
work and presents work to others
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen
3.2
COMM:UNICATES: uses arts to communicate for a specific purpose
READING:
2.2.1 Understand story sequence.
• Explain story ideas or events in sequential order.
2.2.3 Understand story elements.
• Describe characters' physical traits and infer personality traits by what
they say and do.
• Describe the problem faced by a character and how he/she/it solves the
problem.
• Explain how the setting is important to the story.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures of
simple listing and sequential order to aid comprehension.
FOURTH GRADE -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1 CONCEPTS: identifies & describes character(s), locations, actions,
conflicts, & resolutions within a story.
1.2
SKILLS & TECHNIQUES: works within a small group to solve a
dramatic problem, identifies focus techniques that enhance dramatic
performances
1.4
AUDIENCE SKILLS: demonstrates respect for the artist
2.1
CREATIVE PROCESS: conceptualizes and develops ideas, refines
work and presents work to others
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen
.
3.2
COMMUNICATES: uses arts to communicate for a specific purpose
5-38
READING:
2.2.1 Understand story sequence.
• Explain story ideas or events in sequential order.
2.2.3 Understand story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• Identify the main events in a plot, including the cause and effect
relationship in problem solving.
• Describe the components of setting and explain how and why setting is
important to the story.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures to
aid comprehension.
FIFTH GRADE -- STORY STRUCTURE SLIDESHOW
ARTS:
1.1.1 CONCEPTS: identifies & describes the sequence of actions that make up
the beginning, middle, & end of a scene/play/story.
1.2
SKILLS & TECHNIQUES: identifies and uses movement to
communicate character, ensemble skills in a scene, appropriate focus
techniques while participating in a scene
1.4
AUDIENCE SKILLS: demonstrates audience conventions
2.1
CREATIVE PROCESS: conceptualizes and develops ideas, refines
work and presents work to others
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen
3.2
COMMUNICATES: create and/or perform an artwork for a given
purpose
READING:
2.1.6 Apply comprehension monitoring strategies to understand fiction,
nonfiction, informational text, and task-oriented text: monitor for
meaning, create mental images, and generate and answer questions.
• Use questioning strategies to comprehend text.
• Draw, write about, or verbally describe the mental images that occur
while reading.
2.2.3 Understand story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• Identify the main events in a plot, including the cause and effect
relationship in problem solving.
• Describe the components of setting and explain how and why setting is
important to the story.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures
(sequential order) to aid comprehension.
5-39
ESSENTIAL LEARNINGS BREAKDOWN FOR
STORY VOLCANO
THIRD GRADE - STORY VOLCANO
ARTS:
1.1.1 CONCEPTS: identifies the sequence of actions within a story
1.1.2 CONCEPTS: identifies the conflict & resolution in a story.
1.2
SKILLS & TECHNIQUES: uses voice in dramatic activities,
demonstrates a range of movements to create a character, uses appropriate
feelings to create character, contributes to solving a dramatic problem
1.4
AUDIENCE SKILLS: demonstrates audience response skills
2.1
CREATIVE PROCESS: conceptualizes and develops ideas, organizes
arts elements into a creative work, refmes work and presents work to
others
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria
3.1
COMMUNIACTES: identifies how ideas & feelings can be expressed
through the arts
3.2
COMMUNICATES: uses arts to communicate for a specific purpose
4.1
CONNECTIONS: identifies common compositional elements through
arts disciplines (theater/literature - beginning-middle-end)
4.2
CONNECTIONS: applies arts knowledge & skills to reinforce learning
to other content areas
READING:
2.1.3 Demonstrate evidence of reading comprehension.
• Organize main ideas and supporting details in a teacher-selected
graphic organizer (volcano worksheet) to enhance comprehension of
text.
2.1.4 Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
• Call on prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text
2.2.1 Understand story sequence.
• Explain story ideas or events in sequential order.
2.2.3 Understand story elements.
• Describe characters' physical traits and infer personality traits by what
they say and do.
• Describe the problem faced by a character and how he/she/it solves the
problem.
• Explain how the setting is important to the story.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures of
simple listing and sequential order to aid comprehension.
5-40
WRITING:
1.1
1.3
2.2
3.1 - 3.4
Develop concept and design:
• Develop a topic or theme; organize written thoughts; write coherently
and effectively.
• Uses adjectives, adverbs to form imagery or provide detail.
• Uses dialogue to develop character
Apply writing conventions:
• Know and apply correct spelling, grammar, sentence structure,
punctuation, and capitalization.
Writes in a variety of forms for different purposes.
• Write for different purposes, such as telling stories, presenting
analytical responses to literature, persuading, completing a team
proj ect, and explaining concepts.
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft---elaborate on a topic and supporting ideas.
• Revise-collect input and enhance text and style.
• Edit-use resources to correct spelling, punctuation, grammar, and
usage.
•
FOURTH GRADE - STORY VOLCANO
ARTS:
1.1.1
CONCEPTS: identifies & describes characters, probable actions,
conflict, resolution, locations & setting within a story
1.1.2 CONCEPTS: identifies conflict & resolutions within a story (plot
design).
1.2
SKILLS & TECHNIQUES: uses specific vocal qualities in dramatic
activities, uses emotional & sensory recall to create a character, works
within a small group to solve a dramatic problem, identifies focus
techniques that enhance a dramatic performance. .
1.4
AUDIENCE SKILLS: demonstrates respect for the artist.
2.1
CREATIVE PROCESS: conceptualizes and develops ideas, organizes
arts elements into a creative work, refines work and presents work to
others
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria
3.1
COMMUNICATES: identifies how ideas & feelings can be expressed
through the arts
3.2
COMMUNICATES: uses arts to communicate for a specific purpose
4.2
CONNECTIONS: identifies steps of processes common to the arts and
other content areas (story telling in literature and theater)
5-41
READING:
2.1.3 Demonstrate evidence of reading comprehension.
• State the main idea of a literary/narrative teA1: passage and support with
three details from the story.
• Organize main ideas and supporting details in a teacher-selected
graphic organizer (volcano worksheet) to enhance comprehension of
text.
2.1.4 Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
• Call on prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text (volcano worksheet).
2.2.1 Understand story sequence.
• Explain story ideas or events in sequential order.
2.2.3 Understand story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• Identify the main events in a plot, including the cause and effect
relationship in problem solving.
• Describe the components of setting and explain how and why settirig is
important to the story.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures
(simple listing, sequential order, description, compare and contrast) to
aid comprehension.
• Identify and use teA1: ·written in the text organizational structure of
chronological order to find and organize information and comprehend
text.
WRITING:
1.1
Develop concept and design:
• Develop a topic or theme; organize written thoughts; write coherently
and effectively.
• Narrows topic and selects relevant details to elaborate
• Refers to personal experiences and research to clarify, compare,
extend,or explain an opinion or idea.
1.3
Apply writing conventions:
• Know and apply correct spelling, grammar, sentence structure,
punctuation, and capitalization.
2.2
Writes in a variety of forms for different purposes.
• Distinguishes among different purposes for text (e.g., to respond to
questions, to entertain, to inform, to persuade, to request, or to reflect)
• Selects form to meet requirements of task or content area (Volcano
worksheet)
3.1 - 3.4
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft--elaborate on a topic and supporting ideas.
• Revise--eollect input and enhance text and style.
• Edit-use resources to correct spelling, punctuation, grammar, and
usage.
5-42
FIFTH GRADE - STORY VOLCANO
ARTS:
1.1.1
CONCEPTS: identifies & describes character traits, identifies &
describes the sequence of actions that make up the beginning, middle, and
end.
1.1.2 CONCEPTS: identifies multiple conflict resolutions within a plot.
1.2
SKILLS & TECHNIQUES: identifies and uses voice, movement,
emotional & sensory recall to create a character; uses ensemble skills; uses
appropriate focus skills while participating in a scene/play
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria
3.1
COMl\HJ~TJCATES: expresses ideas & feelings through the arts
3.2
COMMUNICATES: create & perform an artwork to communicate for a
given purpose
4.1
CONNECTIONS: describes concepts, and vocabulary common among
art disciplines (story structure in literature and theater)
READING:
2.1.3 Demonstrate evidence of reading comprehension.
• Organize main ideas and supporting details in a teacher-selected
graphic organizer (volcano worksheet) to enhance comprehension of
text.
2.1.4 Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
• Activate prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text (volcano worksheet).
2.1.7 Apply comprehension monitoring strategies during and after reading:
summarize grade-level informational/expository text and
literary/narrative text.
• Organize information using a graphic organizer appropriate for
summarizing informational/expository teA.1: and literary/narrative teA.1..
2.2.1 Apply understanding of time, order, and/or sequence to comprehend
text.
• Explain the use of steps in a process to convey meaning in an
information text
2.2.3 Understand story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• Identify the major actions that define the plot and how actions lead to
conflict or resolution.
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures
(simple listing, sequential order, description, compare and contrast) to
aid comprehension.
• Identify and use text written in the text organizational structures of.
cause and effect and order ofimportance to fmd and organize
information and comprehend text.
5-43
'VRITrNG:
1.1
Develop concept and design:
• Develop a topic or theme; organize written thoughts; write coherently
and effectively.
• Narrows topic and selects relevant details to elaborate
• Refers to personal experiences and research to clarifY, compare,
e1.1:end, or explain an opinion or idea.
1.3
Apply writing conventions:
• Know and apply correct spelling, grammar, sentence structure,
punctuation, and capitalization.
2.2
Writes in a variety of forms for different purposes.
• Distinguishes among different purposes for text (e.g., to respond to
questions, to entertain, to inform, to persuade, to request, or to reflect)
• Selects form to meet requirements of task or content area (Volcano
worksheet)
3.1 - 3.4
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft-elaborate on a topic and supporting ideas.
• Revise--eollect input and enhance text and style.
• Edit-use resources to correct spelling, punctuation, grammar, and
usage.
ESSENTIAL LEARNINGS BREAKDOWN FOR
CLUES TO A CHARACTER THROUGH TEXT
THIRD GRADE - CLUES TO A CHARACTER THROUGH TEXT
ARTS:
1.1.1 CONCEPTS: identifies character traits of the main character(s).
1.1.2 CONCEPTS: identifies sounds used to communicate character in a story.
1.2
SKILLS & TECHNIQUES: uses articulation, pronunciation, and
enunciation in dramatic activities, demonstrates a range of movements to
create a character, uses appropriate feelings to create a character.
2.1
CREATIVE PROCESS: gather information, develops ideas &
techniques, organizes arts elements into a creative work, presents work to
others.
2.2
PERFORMANCE PROCESS: Identifies audience and purpose,
selects artistic work to perfonn, analyzes the structure and
background of work; rehearses, adjusts, and refmes through
evaluation and problem solving, presents work for others.
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria.
3.1
COMMUNICATES: identifies how ideas & feelings can be expressed
through the arts
3.2
COMMUNICATES: uses arts to communicate for a specific purpose
5-44
4.1
4.2
CONNECTIONS: identifies common compositional elements through
arts disciplines (theater/literature - character)
CONNECTIONS: applies arts knowledge & skills to reinforce learning
to other content areas
READING:
1.2.2' Apply vocabulary strategies in grade-level text.
• Re-read to clariiY, ask for help, use knowledge of print conventions.
•
2.1.3
Use prior knowledge, context, pictures, illustrations, and diagrams to
predict, clarify, and/or expand word meaning, including multiplemeaning words.
Apply comprehension monitoring strategies before, during, and after
reading: determine importance using supporting details in
literary/narrative text.
•
2.1.4
Organize main ideas and supporting details in a teacher-selected
graphic organizer to enhance comprehension ofte},.1 (character map).
Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
•
2.1.5
2.2.3
Apply comprehension monitoring strategies before, during, and after
reading: predict and infer.
•
Predict or infer about text content using prior knowledge, text, and text
features in both informational/expository and literary/narrative text.
Support with evidence from text (e.g., how a character will act, why a
character acts a certain way).
•
Organize information that supports a prediction or inference in a
graphic organizer to enhance comprehension of te},.1 (character map).
Understand story elements.
•
•
3.2.1
Call on prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text (character map).
Describe characters' physical traits and infer personality traits by what
they say and do.
.
Describe the problem faced by a character and how he/she/it solves the
problem.
Understand information gained from reading to perform a specific
task.
•
Use instructions to answer questions or complete a task using gradelevel text (filling out the character map)
WRlTING:
1.1
Develop concept and design:
•
•
•
•
1.3
Develop a topic; organize written thoughts; write coherently and
effectively.
Selects vocabulary according to topic & purpose
Uses adjectives, adverbs to form imagery or provide detail.
Uses dialogue to develop character
Apply writing conventions:
•
Spells most grade level words accurately.
5-45
2.2
3.1 & 3.2
Writes in a variety of forms for different purposes.
• Write for different purposes, such as telling stories, presenting
analytical responses to literature, and expl.aining concepts.
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft-elaborate on a topic and supporting ideas.
FOURTH GRADE - CLUES TO A CHARACTER THROUGH TEXT
ARTS:
1.1.1 CONCEPTS: identifies character traits of the main character(s).
1.1.2 CONCEPTS: identifies sounds used to communicate character in a story.
1.2
SKILLS & TECHNIQUES: Selects and uses specific vocal qualities
(e.g., volume, diction, rate, pitch, tone) in dramatic activities, selects and
uses specific movements in dramatic activities, uses emotional and
sensory recall to create character, works within a small group to solve a
dramatic problem, identifies focus techniques that enhance dramatic
performances uses appropriate feelings to create a character.
2.1
CREATIVE PROCESS: gather information, develops ideas &
techniques, organizes arts elements into a creative work, presents work to
others.
2.2
PERFORMANCE PROCESS: Identifies audience and purpose,
selects artistic work to perform, analyzes the structure and
background of work; rehearses, adjusts, and refmes through
evaluation and problem solving, presents work for others.
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria.
3.1
COMMUNICATES: identifies how ideas & feelings can be expressed
through the arts
3.2
COMMUNICATES: Identifies how ideas and feelings are expressed
through the arts, uses the arts to communicate for a specific purpose.
4.2
CONNECTIONS: Identifies steps of processes common to the arts and
other content areas.
READING:
1.2.2
Apply vocabulary strategies in grade-level text.
• Use prior knowledge, the text, context clues, and graphic features of
text to predict, clarify, and/or expand word meanings and concepts.
2.1.3 Apply comprehension monitoring strategies before, during, and after
reading: determine importance using supporting details in
literaQ'/narrative text.
• Organize main ideas and supporting details in a teacher-selected
graphic organizer to enhance comprehension of text (character map).
2.1.4 Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
5-46
•
Activate prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text (character map).
2.1.5 Apply comprehension monitoring strategies before, during, and after
reading: predict and infer.
• Predict text content using prior knowledge and text features.
• Use te}..1 and prior knowledge to make, confirm, or revise inferences
and predictions.
• Select, from multiple choices, a prediction, or inference from
literary/narrative text (e.g., how a character feels, what a character
will do).
• Organize information that supports a prediction or inference in a
graphic organizer to enhance comprehension of te}..'1 (character map).
2.2.3 Understand story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• Select, from multiple choices, the best description of a character in a
story or poem (e.g., character traits, feelings, character's problem, or
importance of character).
WRITING:
Develop concept and design:
1.1
• Develop a topic; organize written thoughts; write coherently and
effectively.
• Narrows topic and selects relevant details to elaborate
Apply writing conventions:
1.3
• Spells most grade level words accurately.
Writes in a variety of forms for different purposes.
2.2
• Write for different purposes, such as telling stories, presenting
analytical responses to literature, and explaining concepts.
Understands and uses the steps ofthe writing process.
3.1 & 3.2
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft--elaborate on a topic and supporting ideas.
FIFTH GRADE - CLUES TO A CHARACTER THROUGH TEXT
ARTS:
1.1.1 CONCEPTS: identifies and describes character traits.
1.2
SKILLS & TECHNIQlJES: Identifies and uses voice to communicate
character, identifies and uses movement to communicate character,
identifies and uses emotional and sensory recall to create character,
identifies and uses ensemble skills in scene/play, identifies and uses
appropriate focus techniques while participating in a scene/play.
2.1
CREATIVE PROCESS: gather information, develops ideas &
techniques, organizes arts elements into a creative work, presents work to
others.
2.2
PERFORMANCE PROCESS: Identifies audience and purpose, selects
artistic work to perform, analyzes the structure and background of work;
rehearses, adjusts, and refines through evaluation and problem solving,
presents work for others.
5-47
2.3
RESPONDING PROCESS: engages actively, analyzes how elements
are organized, describes what is seen & heard, evaluates using supportive
evidence & criteria.
3.1
3.2
COMMUNICATES: expresses ideas & feelings through the arts
COMMUNICATES: Create and/or perform an artwork to communicate
4.1
CONNECTIONS: Describes skills, concepts, and vocabulary common
4.2
among arts disciplines.
CONNECTIONS: Identifies skills, concepts, and vocabulary common to
the arts and other content areas.
for a given purpose with instructor direction.
READING:
1.2.2 Apply vocabulary strategies in grade-level text.
•
2.1.3
Apply comprehension monitoring strategies before, during, and after
reading: determine importance using supporting details in
literary/narrative text.
•
2.1.4
•
Select, from multiple choices, a prediction, or inference from
literary/narrative text (e.g., how a character feels, what a character
will do).
Organize information to support a prediction or inference in a graphic
organizer (character map).
Apply comprehension monitoring strategies to understand fiction,
nonfiction, informational text, and task-oriented text: monitor for
meaning, create mental images, and generate and answer questions.
•
•
•
2.2.3
Activate prior knowledge about a topic and organize information into a
graphic organizer to aid in comprehension of text (character map).
Apply comprehension monitoring strategies before, during, and after
reading: predict and infer.
•
2.1.6
Organize main ideas and supporting details in a graphic organizer to
enhance comprehension (character map).
Apply comprehension monitoring strategies before, during, and after
reading: use prior knowledge/schema.
•
2.1.5
Use prior knowledge, the text, context clues, and graphic features of
te:>..1 to predict, clarify, and/or expand word meanings and concepts.
Use questioning strategies to comprehend text.
Draw, write about, or verbally describe the mental images that occur
while reading.
Organize information in a graphic organizer appropriate to the text and
purpose for reading to organize information and comprehend text.
Understand story elements.
•
•
Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
Select, from multiple choices, the best description of a character in a
story or poem (e.g., character traits, feelings, character's problem, or
importance of character).
5-48
WRITING:
Develop concept and design:
1.1
•
1.3
2.2
3.1 & 3.2
Develop a topic; organize written thoughts; write coherently and
effectively.
• Expresses opinion or point of view with sufficient supporting
information and appropriate emphasis
Apply writing conventions:
• Spells most grade level words accurately.
Writes in a variety of forms for different purposes.
• Write for different purposes, such as telling stories, presenting
analytical responses to literature, and explaining concepts.
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft-----elaborate on a topic and supporting ideas.
ESSENTIAL LEARNINGS BREAKDOWN FOR
DEVELOPING & WRITING DIALOGUE
FOURTH GRADE - DEVELOPING WRITING & DIALOGUE
ARTS:
1.1.1 CONCEPTS
• Identifies and describes character(s) within a scene/play
• Identifies and describes locations within the setting of a scene/play
• Identifies and describes probable actions leading to conflict resolution
within a scene/play
2.1
CREATIVE PROCESS·
• Conceptualize the contex1 or purpose
• Develops ideas and techniques
• Organizes arts elements, forms, and/or principles into a creative work
• Reflects for the purpose of elaboration and self evaluation
• Refmes work based on feedback
• Presents work to others
2.3
RESPONDING PROCESS
• Engages actively and purposefully
• Analyzes how the elements are arranged and organized
3.1
COMMUNICATES:
• Identifies how ideas and feelings are expressed through the arts
3.2
COMMUNICATES:
• Uses the arts to communicate for a specific purpose
4.1
CONNECTIONS:
• Demonstrates skills and processes common among arts disciplines
(dialogue, characters, and action in literature and playwriting)
4.2
CONNECTIONS:
• Identifies steps of processes common to the arts and other content
areas (developing dialogue in stories and plays)
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READING:
2.2.3 Understand and analyze story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings. and physical attributes to determine characters' traits.
• Identify the main events in a plot, including the cause and effect
relationship in problem solving.
• Describe the components of setting and explain how and why setting is
important to the story.
• Select. from multiple choices, the best description of a character or
setting in a story or poem (e.g., character traits. feelings, character's
problem, or importance of character).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously learned text organizational structures
(simple listing, sequential order, description, compare and contrast) to
aid comprehension.
• Identify and use text written in the text organizational structure of
chronological order to find and organize information and comprehend
text.
3.4.2 Understand contemporary and traditional literature written in a
variety of genres.
• Explain the characteristics of a variety of genres (stories/plays).
• Respond to literature from a variety of genres using teacher or selfgenerated prompts appropriate to the text and content (stories/plays).
\VRlTING:
1.1
Develop concept and design:·
• Develop a topic or theme; organize written thoughts; write coherently
and effectively.
• Narrows topic and selects relevant details to elaborate
1.3
Apply writing conventions:
• Know and apply correct spelling, grammar, sentence structure,
punctuation, and capitalization.
1.2
Style appropriate for audience
• Uses word choice and sentence fluency for intended audience and style
(playwriting)
2.2
Writes in a variety of forms for different purposes.
• Distinguishes among different purposes for text (e·.g., to respond to
questions, to entertain, to inform, to persuade, to request, or to reflect)
• Selects form to meet requirements of task or content area (dialogue
between characters & stage directions)
3.1 - 3.5
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft- independently elaborate on a topic and supporting ideas.
• Revise--eollect input and enhance te},.1 and style.
• Edit-use resources to correct spelling, punctuation, grammar, and
usage.
• Publish-select a publishing form and produce a completed writing
project to share with chosen audience.
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FIFTH GRADE: - DEVELOPING 'WRITING & DIALOGUE
ARTS:
1.1.1
2.1
2.3
3.1
3.2
4.1
4.2
CONCEPTS
• Identifies and describes character traits within a scene/ play
• Identifies and describes the sequence of actions that make up the
beginning middle and end of a scene/play
CREATIVE PROCESS
• Conceptualize the context or purpose
• Develops ideas and techniques
• Organizes arts elements, forms, and/or principles into a creative work
• Reflects for the purpose of elaboration and self evaluation
• Refines work based on feedback
• Presents work to others
RESPONDING PROCESS
• Engages actively and purposefully
• Analyzes how the elements are arranged and organized
COMMUJ\TJCATES:
• Expresses ideas and feelings through the arts
COMMUNICATES:
• Create and/or perform an artwork to communicate for a given purpose
with instructor direction
CONNECTIONS:
• Describes skills, concepts, and vocabulary common among arts
disciplines (dialogue, characters, and action in literature and
playwriting)
CONNECTIONS:
• Identifies skills, concepts, and vocabulary common to the arts and
other content areas (dialogue in stories and plays)
READING:
2.2.3 Understand and analyze story elements.
• Use knowledge of situation and characters' actions, motivations,
feelings, and physical attributes to determine characters' traits.
• IdentifY the major actions that define the plot and how actions lead to
conflict or resolution.
• Explain the influence of setting on character and plot.
• Select, from multiple choices, the best description of a character or
setting in a story or poem (e.g., character traits, feelings, character's
problem, or importance of character).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously learned text organizational structures
(simple listing, sequential order, description, compare and contrast) to
aid comprehension.
2.3.3 Understand a function (which makes the story more interesting) of
literary devices.
• Recognize previously learned literary devices and explain how they
make the story more interesting.
• Identify literary/narrative devices such as imagery, exaggeration, and
dialogue and explain how they make the story more interesting.
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3.4.2
Understand contemporary and traditional literature written in a
variety of genres.
• Examine and explain the characteristics of genres (stories/plays).
• Respond to literature written in a variety of genres based on given
criteria (e.g., compare and contrast literary/narrative elements in texts
written in different genres - stories/plays).
WRITING:
1.1
Develop concept and design:
• Develop a topic or theme; organize written thoughts; write coherently
.
and effectively.
• Narrows topic and selects relevant details to elaborate
1.3
Apply writing conventions:
• Know and apply correct spelling, grammar, sentence structure,
punctuation, and capitalization.
1.2
Style appropriate for audience
• Uses word choice and sentence fluency for intended audience and style
(playwriting)
2.2
Writes in a variety of forms for different purposes.
• Distinguishes among different purposes for text (e.g., to respond to
questions, to entertain, to inform, to persuade, to request, or to reflect)
• Selects form to meet requirements of task or content area (dialogue
between characters & stage directions)
3.1 - 3.5
Understands and uses the steps of the writing process.
• Pre-write-generate ideas and gather information, brainstorm to select
ideas and information.
• Draft- independently elaborate on a topic and supporting ideas.
• Revise-collect input and enhance text and styIe.
• Edit-use resources to correct spelling, punctuation, grammar, and
usage.
• Publish-select a publishing form and produce a completed writing
project to share with chosen audience.
ESSENTIAL LEARNINGS BREAKDOWN FOR
MODIFY MY ACTION!
THIRD GRADE - MODIFY MY ACTION!
ARTS:
1.1.1 CONCEPTS:
• Identifies actions
1.2
SKILLS & TECHNIQUES:
• Works with a partner to solve a dramatic problem
2.1
CREATIVE PROCESS:
• Conceptualize the context or purpose
• Develops ideas and techniques
• Organizes arts elements, forms, and/or principles into a creative work
• Presents work to others
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2.2
2.3
3.1
3.2
4.1
4.2
WRITING:
1.1
1.2
PERFORMANCE PROCESS:
• Identifies audience and purpose
• Selects artistic work (repertoire) to perform
RESPONDING PROCESS
• Engages actively and purposefully
• Describes what is seen and/or heard
• Interprets based on descriptive properties
COMMUNICATES:
• Identifies how ideas are expressed through the arts
COMMUNICATES:
• Uses art to communicate for a specific purpose
CONNECTIONS: Describes skills, concepts, and vocabulary common
among arts disciplines.
CONNECTIONS:
• Applies arts knowledge and skills to reinforce learnings in other
content areas
CONCEPT & DESIGN
• Uses adverbs to form imagery or provide details
STYLE
• Selects vocabulary according to topic, audience, purpose
FOURTH GRADE - MODIFY MY ACTION!
ARTS:
1.1.1 CONCEPTS:
• Identifies actions
1.2
SKILLS & TECHNIQUES:
• Selects and uses specific movement for dramatic activities
• Works within a small group to solve dramatic problems
• Identifies focus techniques that enhance dramatic performance
2.1
CREATIVE PROCESS:
• Conceptualize the context or purpose
• Develops ideas and techniques
• Organizes arts elements, forms, and/or principles into a creative work
• Presents work to others
2.2
PERFORMANCE PROCESS:
• Identifies audience and purpose
• Selects artistic work (repertoire) to perform
RESPONDING PROCESS
2.3
• Engages actively and purposefully
• Describes what is seen and/or heard
• Interprets based on descriptive properties
3.1
COMMUNICATES:
• Identifies how ideas are expressed through the arts
COMMUNICATES:
3.2
• Uses art to communicate for a specific purpose
4.1
CONNECTIONS:
• Demonstrates skills and processes common among arts disciplines
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4.2
WRITING:
1.1
1.2
CONNECTIONS:
• Identifies steps of processes common to the arts and other content
areas
CONCEPT & DESIGN
• Narrows topic and selects relevant details to elaborate
STYLE
• Selects vocabulary according to topic, audience, purpose
FIFTH GRADE - MODIFY MY ACTIONI
ARTS:
1.1.1 CONCEPTS:
• Identifies actions
1.2
SKILLS & TECHNIQUES:
• Works with a partner to solve a dramatic problem
2.1
CREATIVE PROCESS:
• Conceptualize the context or purpose
• Develops ideas and techniques
• Organizes arts elements, forms, and/or principles into a creative work
• Presents work to others
PERFORMANCE PROCESS:
2.2
• Identifies audience and purpose
• Selects artistic work (repertoire) to perform
2.3
RESPONDING PROCESS
• Engages actively and purposefully
• Describes what IS seen and/or heard
• Interprets based on descriptive properties
3.1
COMMUNICATES:
• Identifies how ideas are expressed through the arts
COMMUNICATES:
3.2
• Uses art to communicate for a specific purpose
4.1
CONNECTIONS: Describes skills, concepts, and vocabulary common
among arts disciplines.
CONNECTIONS:
4.2
• Applies arts knowledge and skills to reinforce learnings in other
content areas
WRITING:
1.1
1.2
CONCEPT & DESIGN
• Creates impact through literary devices, organization, and word choice
STYLE
• Uses formal, informal, and specialized vocabulary appropriate for
audience and purpose
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K-5 THEATER GLOSSARY
action: what a character does (usually expressed with verbs) or incidents and
events within the story that move the plot along.
acting: playing a part/ character in a play or performance; pretending to be
someone or something else in order to tell a story.
actor: the person (boy or girl) doing the acting in a play or performance.
attribute: the physical, vocal, emotional, and mental qualities of a character
(usually expressed in adjectives and verbs).
audience: the people who watch the play.
character: the "who" in a scene, play or story which can be a person, creature, or
thing, real or imagined. It is brought to life or created by an actor.
conflict: the disagreement or problem that the characters face in the play; the
basic struggles(s) that leads to the action of the play.
cue: signal for an actor's next action or line.
dialogue: the actual words spoken between characters in a play to communicate
their thoughts, feelings, and actions.
diaphragm (center): the muscle that controls the expansion of the lungs,
visualized by actors as their"center" .
exaggeration: a choice of enlargement that extends a movement/ vocal phrase
through space, time, or energy; use more space, time, or energy to perform a
movement/ vocal phrase.
gesture: a physical expression that conveys an idea or feeling (i.e. "thumbs up"
for "ok' or "arms crossed" for ''I'm feeling mad").
imagination: making a mental picture of what is not present or of what has .
never been experienced; doing "make believe".
improvisation (in slang, improv): the spontaneous use of movement and/ or
speech to create a character or scene; acting without a script.
lines: the words spoken by an actor in a play, written in a script.
movement: activities which focus on the body using variations of time, space
and energy to communicate ideas or feelings.
neutral: when an actor's body reflects no character attributes. The actor is "just
himself or herself".
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objective: the basic concept for an actor's creation of a character, simply stated
as, "what does my character want and what will he or she do to get it".
physical choice: actor's use of body to reflect a character's physical attributes,
actions, and feelings.
pitch: the range of the voice from high to low.
plot: the structure of the story line that includes the exposition, rising action,
climax, and resolution of a conflict.
pose: a frozen stance that reflects an action, idea or character.
posture: the carriage of an actor's body, often changed to reflect a character's
attribute.
projection: the act of sending the voice out into a large space (i.e. auditorium,
classroom, etc.) so it can be heard.
rehearsal: repeated practice (over and over again) of a scene or play in
preparation for a performance. Also: refine.
script: the written words, descriptions and directions provided by the
playwright.
setting: the "where" of the scene, play or story which includes time and place in
which the action occurs.
story structure: the elements that make up a play or story:
• beginning: introduction to characters and their objectives.
• middle: the conflict (or problem to be solved) is explored.
• climax: the culmination of the play's action and conflict (often a big
surprise or unexpected reversal).
• denouement: from the French word "the untying" the unraveling of the
action after the climax.
• resolution: the end of the story and the ultimate resolving of the conflict.
tableau (active freeze): from the French word for "painting". !tis a presentation
of a scene in which all the actors are frozen in action, like a snapshot.
tempo: the speed of a vocal or physical choice from slow to fast.
text: the words in a play or story.
timbre: tone quality or tone color distinctive of a character's voice.
vibration: the sound that originates in the vocal chords and is then articulated
into words by the lips, teeth and tongue.
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vocal choice: actor's use of vocal qualities (i.e. articulation, enunciation,
projection, expression, pitch, tempo, volume).
volume: how loud the voice is from soft to loud (please note, this is different
from projection).
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