Iredell-Statesville Schools Instruction Guide
Subject:
EC#
1-10
Theatre I
NCSCOS
Standard and Objective
School:
Priority
(E,I,N,M)
Suggested
Pacing
Key
Instructional/Learning
Academic Resources and Activities
Vocabulary
(Differentiation)
COMPETENCY GOAL 1:
The learner will write based
on personal experience and
heritage, imagination,
literature, and history.
(National Standard 1)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Science: Life science/body
parts and functions.
Speech: use of voice,
diction, breathing.
Language Arts: part-towhole relationships in all
literary works.
Social studies: dramatic
literary works are reflective
of authentic history and
culture.
1.01 Read, understand and
relate the basic content of a
play.
E (3 days)
 Read examples of
dramatic literature to
discuss
Historical/Cultural
Aspects, and Critique
Criteria.
 Essay comparing
dramatic literature
1.02 Understand and describe
E (2 days)
the form and structure of plays.
1.03 Compare and contrast play E (1 week)
structure in relation to other
forms of literature.
1.04 Understand and convey
the function of a playwright.
E (2 days)
1.05 Write a monologue.
E (2 days)
COMPETENCY GOAL 2:
The learner will act by
interacting in improvisations
and assuming roles. (National
Standard 2)
 Write skits based on
personal experience,
literature, and/ or
history.
 Rewrite short stories
into plays/scenes.
 Storytelling
 Students will perform
skits and meet criteria
on rubric.
 Students will
perform in “Reader’s
Theater”, the rewritten stories.
 .2-3 page essay on
specific playwright
 Playwright research to
analyze the purpose of
playwright
 Write a monologue
from personal
experience
 Perform monologue
Visual Arts: visual images
translated into performance
are mirror reflections.
Language Arts: part-towhole relationships in all
literary works.
Arts: Observation skills are
essential to all art
disciplines.
Social Studies: dramatic
literary works are reflective
of authentic history and
culture.
2.01 Develop and manifest an
awareness of the self as a
thinking, creative, performing
whole.
2.02 Understand and
demonstrate the inherent
individual’s ability to intuit and
create.
2.03 Recognize the use of
divergent thinking in the
creative process.
2.04 Employ creative action
and thinking skills.
2.05 Expand and exhibit the
use of problem solving skills.
2.06 Show evidence of
broadening one’s selfperception and abilities through
creating and performing.
2.07 Develop a perception of
self through observations of
self and others.
2.08 Examine and manage
one’s own emotions as a person
and performer.
(Body and Voice)
2.09 Show evidence of
developing the mind, body and
voice as the creative,
performing instrument.
E (3 days)
2.10 Understand and participate E (1 day)
in vocal warm-ups to develop
articulation and breath control.
 Visual portrait that
demonstrates selfawareness.
 Display; and written
commentary on own
portrait.
 Play machine game or
other activity that
demonstrates team
building.
 Participation
1
2.11 Understand and participate E (2 days)
in physical warm-ups to
develop focus and creativity.
 Performance exercises
that illustrate relaxation
techniques and breath
control techniques.
 Participation
 Interview with a
classmate that
demonstrates use of
listening skills.
 Students will report
findings to classmates
orally. Graded on
accuracy of
information collected.
 Out-of-class
observation; replicate
scene/answer questions
to show observation
skills.
 Participation
2.12 Recognize and relate the
importance of nonverbal
communication.
2.13 Explore and demonstrate
nonverbal communication
through pantomime.
(Improvisation)
2a
2.14 Use improvisation to expand E (3 days)
listening, response, and
evaluation skills as a
spontaneous creative participant.
2.15 Use improvisation to explore
character and story-line
development.
2b
2.16 Use improvisation formats
as presentations.
(Acting)
I (2 days)
Individual
improvisation that
illustrates basic
performance
techniques.
 Group improvisation
based on musical
selection that illustrates
basic techniques.
 Pantomime
 Participation
 Character analysis
 Turn in character
analysis form of
chosen character.
E (1 day)
 Create rehearsal group
scene.
 Successful schedule
that follows 3 types
of rehearsals.
5a
E(on-going)
 Theatre Arts I
vocabulary
 2 vocabulary quizzes
(20/25)
5b
E(on-going)
 Performance Portfolio
selections (journal).
E (1 day)
 Storytelling
 Group improvisation
with movement
component
 Checklist of items
that must be included
in portfolio.
 Participation
 Participation
3a
3c
2.17 Explore storytelling as a
beginning performance
experience.
E (3 days)
E (1 day)

N (2 days)
4
E (2 days)
 Participation
 “Story Without
Words” performance.
2.18 Understand, discuss and/or
write about the audition process.
2.19 Memorize and present a
monologue in an informal setting.
2.20 Rehearse following a
rehearsal schedule.
2.21 Identify character traits and
given circumstances from a play.
(Reading and Writing)
3b
2.22 Define and use a vocabulary E (2 days)
appropriate for Theatre Arts I.
 Vocabulary list
attached
 Test
2.23 Write observations and
reflections in a journal.
 Write in personal
journal about character,
play, or rehearsal.
 Journal
COMPETENCY GOAL 3:
The learner will design and
produce theatre by
conceptualizing and realizing
artistic interpretations for
informal or formal
productions. (National
Standard 3)
Visual Arts: set design,
costuming, makeup
associated with dramatic
performances relate to
visual arts understandings.
Math: designing
sets/props/costumes
requires understanding of
math calculations.
6
7
3.01 Demonstrate an
understanding of and assume
different roles on technical
crews.
E (1 day)
 Production staff chart
 Create chart—must
include aspects of
design, each staff
member of
production.
3.02 Understand and utilize
production scheduling and
organization.
E (1 day)
 Production staff chart
 Create chart—must
include aspects of
design, each staff
member of
production.
3.03 Recognize types of stages
and the basics of theatre
architecture.
E (4 days)
 Cite examples of types
of performance spaces,
performance practices,
and performance
events illustrating basic
knowledge of each.
 Diagrams of different
performance spaces.
Paper and pencil test
that asks them to
label the diff. Types
of stages.
3.04 Relate the uses of
technical theatre spaces for
rehearsal, construction,
performance, and storage.
E (4 days)
 Cite examples of types
of performance spaces,
performance practices,
and performance
events illustrating basic
knowledge of each.
 Diagrams of different
performance spaces.
Paper and pencil test
that asks them to
label the diff. Types
of stages.
7b
3.05 Understand and discuss
the components of technical
theatre: scenery, costume,
makeup, lighting, sound, and
props.
E (1 week)
 Costume and makeup
design for scene –
illustrating mastery of
basic elements of
costume and makeup
selection and design.
 Rubric
7c
3.06 Recognize and identify the E (1 week)
terms used in the technical
theatre process.
 Basic ground plan for
scene illustrating
mastery of basic set
design elements.
 Rubric
 Technical theatre
vocabulary.
 2 quizzes (see
attached vocabulary
list)
E(on-going)
7d
COMPETENCY GOAL 4:
The learner will direct
through planning and
presenting informal or
formal productions. (National
Standard 4)
Science: set design
reinforces understanding of
sound and lighting
technology learned in
science.
Math: budget analysis
reinforces math
understanding.
8a
4.01 Identify and describe the
several types of rehearsals.
E (1 day)
 Create rehearsal
schedule for group
scene.
 Schedule posted
E (1day)
 Block and perform
short scenes using
correct blocking
notation to record
original blocking.
 Students will perform
the blocking in class,
using correct
blocking terms &
notations
E (1 day)
 Follow blocking
notation in a preblocked scene.
(Same as Above)
E (1 day)
 Create forms necessary
for a production.
 All forms will be on a
checklist. The actual
forms will be placed
into a folder for the
students.
E (1 day)
 Play group game to
review acting areas and
stage positions.
 Participation
8d
E (1 day)
 Block and perform
short scenes using
correct blocking
notation to record
original blocking.
 Students will perform
the blocking in class,
using correct
blocking terms &
notations
8e
E (1 day)
 Follow blocking
notation in a preblocked scene.
(Same as Above)
4.02 Recognize and explain
what is in a prompt book.
4.03 Understand and use the
vocabulary of directing.
8b
4.04 Demonstrate a knowledge
of and uses for a production
organization chart.
E (1 day)
E (1 day)
8c
E (1 day)
9
COMPETENCY GOAL 5:
The learner will research by
finding information to
support informal or formal
productions. (National
Standard 5)
 Create an
organizational chart for
a production.
 Play group game to
review acting areas and
stage positions.
 Create forms necessary
for a production.
 Chart must meet
criteria and be posted
for casts.
 Participation
 All forms will be on a
checklist. The actual
forms will be placed
into a folder for the
students.
Language Arts: study of
dramatic literary elements
relates to all other literary
works.
Social studies: use of
timelines and maps to show
progression of styles
throughout history;
costumes relate to clothing
styles in a particular period
of time.
Science: body proportions
relate to understandings in
life science.
Visual arts: costume design
and body proportions relate
to understanding in art.
5.01 Research and assemble
I (2 days)
information to begin a time line
of theatre history including
non-western theatre.
10
E (3 days)
11
E (2 weeks)
11a
E (2 weeks)
 Critique of major
works of William
Shakespeare
illustrating basic
knowledge of his body
of work.
 Read and Critique
realistic play
illustrating knowledge
of styles and themes of
realistic theatre.
 Group research project
on different time
periods and types /
styles of theatre
throughout history.
 1 page written
critique of each play.
 Timeline or map of the
development of one of
the theatrical styles that
illustrates an
understanding of the
history of that style.
 Large poster created
to put on wall. Must
incorporate elements
of design.
 2 page written
critique of play
 Groups will research
and create a
powerpoint, quiz,
note taking device,
and worksheet. Then
present powerpoint
information. this is
graded on rubric
(attached).
12
E (1 week)
 Costume sketch for a
character in one type of
drama that illustrates
an understanding of the
components of that
type of drama.
E(on-going)
 Critique performances.
 Rubric
5.02 Understand and relate how
theatre originated and evolved.
11
5.03 Know and practice
audience behavior.
5.04 Explore and demonstrate
storytelling traditions of nonwestern theatre.
5.05 Discover, discuss and/or
write about sources for
information about theatre
productions, personalities,
trends, etc.
COMPETENCY GOAL 6:
The learner will compare and
integrate art forms by
analyzing traditional theatre,
dance, music, visual arts, and
new art forms. (National
Standard 6)
Theatre Career: career
relating to theatre.
Science: sound, electricity,
and lighting technology.
Social Studies: opera as a
dramatic style in many
cultures and time periods.
Dance: as an essential
element in theatre.
Music: as an essential
element in theatre.
Visual arts: as an essential
element in theatre.
 Introduce puppet to
class using character
analysis questions.
 Character analysis
questions and test on
puppetry.
E (5 days)
 Perform a scripted
puppet play that
illustrates puppet
performance
techniques.
 Performance rubric
E (1 day)
 Perform an original
puppet play that
illustrates puppet
performance
techniques.
 Performance rubric
6.01 Show through discussion E (2 days)
or writing an appreciation for
theatre as a composite art form.
E (1 day)
 Critique of examples of
performance art, opera,
or musical theatre and
discuss the common
elements.
 1 page critique
E (2 days)
 Critique of examples of
dance used in theatre to
discuss the synthesis of
art in theatre.
 1 page critique
 Introduce puppet to
class using character
analysis questions.
 Character analysis
questions and test on
puppetry.
 Perform a scripted
puppet play that
illustrates puppet
performance
techniques.
 Perform an original
puppet play that
illustrates puppet
performance
techniques.
 Critique of examples of
performance art, opera,
or musical theatre and
discuss the common
elements.
 Performance rubric
6.02 Understand and relate how E (2 days)
theatre is a synthesis of all arts.
E (5 days)
E (1 day)
E (1 day)
 Performance rubric
 1 page critique
E (2 days

 1 page critique
Critique of examples of
dance used in theatre to
discuss the synthesis of
art in theatre.
Art: Part –to-whole aspects
are similar in all arts
disciplines.
COMPETENCY GOAL 7:
The learner will analyze,
critique, and construct
meaning from informal and
formal theatre, film,
television, and electronic
media productions. (National
Standard 7)
Science: Internet and
film technology relate to
scientific discoveries.
 Functioning web page
I(on-going)
 Theatre Webpage
including links to
professional theatre
resources, etc.
 Newscasts
7.03 Demonstrate personal
progress through the creation
and use of a portfolio of theatre
work.
N(on-going)
 60 second movie
 Rubric for film
E(on-going)
 Portfolio of semester
class work.
7.04 Investigate and discuss the
technical elements in different
media.
I(on-going)

Newscasts
 Checklist of required
items from semester;
500 points total.
 Rubric for scenes
I (2 weeks)

Movie Madness: write
a script, film it, and
compare how it is
different.
 100 pt. scale and 1
page essay that
describes the
differences.
7.01 Investigate and use theatrerelated Internet sites.
N(on-going)
7.02 Develop and relate a world
view of theatre in society.
that allows theatre
knowledge. Also follows
elements of design.
 Rubric for scenes
COMPETENCY GOAL 8:
The learner will understand
context by analyzing the role
of theatre, film, television,
and electronic media in the
past and present. (National
Standard 8)
Language Arts: Roles and
responsibilities in theatre
reinforce language arts
understanding.
TC: Careers relating to
theatre/film production
reinforce understanding of
technology and job-related
skills.
Social Studies: progression
of technology relates to
social changes.
Language Arts: theatrical
styles are similar to all
literary writing styles by
elements and principles of
structure/organization
Math: designing sets/
props/costumes requires
understanding of math
calculations.
8.01 Understand and relate how I(on-going)
theatre provides occupational
opportunities in the world of
work.
E(on-going)
I (1 day)
I (2 days)
I (3 days)
I(on-going)
 Critique and aesthetic
discussions based on
knowledge of
exemplary
playwrights’ styles.
 Define and perform
roles and
responsibilities of
various production
staff members.
 Listen to guest
speakers from local
theatre community who
are directors, technical
directors, etc.
 Write a press release.
 Make mock publicity
campaign for a
production.
 Local professionals to
demonstrate technical
skills in various
aspects.
 Participation
 Performance of
assigned
responsibilities.
 Behavior in audience.
 1 page final press
release that includes
pertinent information,
i.e. date, cost,
location, title, actors,
etc. Published in
newspapers.
 Rubric: Publicity
Campaign (attached)
 Participation in
demonstration, and
adherence to
procedures and skills.
8.02 Understand and relate how
theatre related media and other
associated areas provide
occupational opportunities in
the world of work.
8.03 Understand and relate how
theatre skills are used in nontheatrical occupations such as
lawyer, carpenter, etc.
Update 06/2007
Priority Code: E- Essential
I- Important N- Nice to Know M-Maintenance
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating, Creating, Analyzing, Critiquing, Performing
EC#: Essential Curriculum (1 to 10 or 12 KEY Concepts identified in PLC)