Iredell-Statesville Schools Instruction Guide
Subject:
EC#
1-10
Theatre II
NCSCOS
Standard and Objective
COMPETENCY GOAL 1:
The learner will write based on
personal experience and
heritage, imagination,
literature, and history.
(National Standard 1)
School:
Priority
(E,I,N,M)
Suggested
Pacing
Key
Instructional/Learning
Academic
Resources and Activities
Vocabulary
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Language Arts: dramatic
elements are similar to
those in all literary works.
Social Studies: must
utilize historical, cultural
aspects.
TC: careers relating to
theatre relate to actual
careers in the community.
1.01 Read independently,
analyze and understand two
plays by different playwrights in
different periods.
Assessment
(Differentiation)
1a
1.02 Understand and relate the
form and structure of dramatic
genre.
E (2 weeks)
I (2 days)
1b
1c
 Read scripts of plays, then
critique performances to
identify dramatic
elements, theme, style,
plot structure, etc.
 Consensogram genres to
find class strengths and
weaknesses.
 Plot diagram plays,
scenes, both in regards to
character and plot of story.
 Plot diagram plays,
scenes, both in regards to
character and plot of story.
 Play analysis
Guidelines
 Character
Analysis
worksheet
 Written
product
 Character
Analysis
worksheet
 Written
product
1.03 Evaluate plots and themes.
E (2 days)
1.04 Understand and diagram
plot structure including
exposition, rising action,
complication, climax, falling
action and denouement.
1.05 Learn and convey the
concept of the central dramatic
question.
1.06 Compare and explore
relationships among characters.
E (2 days)
E (on-going)
I (2 days)
 Character analysis
 Writing prompts in
regards to character roles.
1.07 Analyze plays for physical,
social, and psychological
dimensions.
E (on-going)
I (2 days)
 Character analysis
 Writing prompts in
regards to character roles.
 Participation
Review
 Plot Structure
Product
 Plot Structure
Product
2
1.08 Distinguish connotative
E (on-going)
(subtext) and denotative meaning I (2 days)
of language in a dramatic text.
 Character analysis
 Writing prompts in
regards to character roles.
 Character
Analysis
worksheet
 Written
product
1.09 Understand, discuss and/or
write about the evolution of play
structure from early Greek to
contemporary drama.
 Read scripts of plays, then
critique performances to
identify dramatic
elements, theme, style,
plot structure, etc.
 Act short scene using a
different production style
each time.
 Write a duet scene
surrounding a Greek
God or Goddess /
mythology.
 Play analysis
Guidelines
 Act short scene using a
different production style
each time.
 Write a duet scene
surrounding a Greek
God or Goddess /
mythology.
 Peer
evaluations /
Performance
rubric
 Group
performance
rubric
E (2 weeks)
E (3 weeks)
I (2 weeks)
1.10 Write a two-person scene.
E (3 weeks)
I (2 weeks)
 Peer
evaluations /
Performance
rubric
 Group
performance
rubric
3a
1.11 Develop and record
information, impressions and
ideas in preparation for
designing in technical theatre.
E (2 weeks)
E (4 weeks)
3b
COMPETENCY GOAL 2:
The learner will act by
interacting in improvisations
and assuming roles. (National
Standard 2)
 Basic ground plan for
scene illustrating mastery
of basic set design
elements.
 Apply knowledge of
technical aspects of
production to aesthetic
evaluations.
 Written
product
 Perspective
drawings /
costume
sketching
Social Studies: theatre
reflects everyday life and
history.
Language Arts:
Verbal and written
language skills are used to
produce dramatic works.
Music: vocal warm-up
are essential in drama as
well as music
Science: understandings
of body functions relates
to life science.
Language Arts: parts-towhole aspects of dramatic
literature relates to all
other literary works.
Social Studies: dramatic
characters relate to real
people in a particular time
and space.
2.01 Identify ways to improve
I (on-going)
relationships as a person and as a
performer.
(Body and Voice)
2.02 Understand and diagram the I (on-going)
physiology of the body and vocal
production.
 Produce a written selfanalysis
 Participate in class
discussion relating
personal/team roles
 Team building:
improvisation, charades,
short scenes, creative
writing
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as acting tool.
 Vocal warm-ups
illustrating use of voice as
acting tool
 Observation and imitation
exercise illustrating use of
the body as acting tool.
 Participate in class
discussion relating
personal/team roles
 Team building:
improvisation, charades,
short scenes, creative
writing
 Performance exercises that
illustrate relaxation
techniques and breath
control techniques.
 Written
product
 Participation
Review
4a
2.03 Discern and demonstrate
the relationship between the
body and voice.
E (on-going)
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as an acting
tool.
 Vocal warm-ups
illustrating use of voice as
acting tool.
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Observation and imitation
exercise illustrating use of
the body as acting tool.
 Team building:
improvisation, charades,
short scenes, creative
writing
 Participate in class
discussion relating
personal/team roles
 Performance exercises that
illustrate relaxation
techniques and breath
control techniques.
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as acting tool.
 Participation
Review
 Vocal warm-ups
illustrating use of voice as
acting tool
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Observation and imitation
exercise illustrating use of
the body as acting tool.
4b
2.04 Utilize information learned
as to how the vocal mechanism
is used to project the voice and
articulate speech.
E (on-going)
 Performance exercises that
illustrate relaxation
techniques and breath
control techniques.
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as an acting
tool.
 Vocal warm-ups
illustrating use of voice as
acting tool
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Perform exercises that
illustrate dialect and
accent.
 Participation
Review
4c
2.05 Participate in a physical and E (on-going)
vocal warm-up.
(Improvisation)
4d
2.06 Use improvisation to retain
spontaneity and ensemble.
E (on-going)
 Team building:
improvisation, charades,
short scenes, creative
writing
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as an acting
tool.
 Vocal warm-ups
illustrating use of voice as
acting tool
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Team building:
improvisation, charades,
short scenes, creative
writing
 Observation and imitation
exercise illustrating use of
the body as acting tool.
 Vocal warm-ups
illustrating use of voice as
acting tool.
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as acting tool.
 Participation
Review
 Participation
Review
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Team building:
improvisation, charades,
short scenes, creative
writing
 Observation and imitation
exercise illustrating use of
the body as acting tool
4e
2.07 Demonstrate and expand
dramatic concepts through
improvisations.
E (on-going)
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as acting tool.
 Vocal warm-ups
illustrating use of voice as
acting tool
 Perform exercises that
illustrate dialect and
accent.
 Team building:
improvisation, charades,
short scenes, creative
writing
 Participation
Review
 Observation and imitation
exercise illustrating use of
the body as acting tool
5
2.08 Use improvisation as an
approach to scripted material.
(Acting)
I (on-going)
 Perform exercises that
illustrate dialect and
accent.
 Perform relaxation and
focus/concentration
exercises illustrating use
of the mind as an acting
tool.
 Vocal warm-ups
illustrating use of voice as
acting tool
 Perform exercises that
demonstrate variations in
volume, rate, pitch,
quality.
 Team building:
improvisation, charades,
short scenes, creative
writing
 Observation and imitation
exercise illustrating use of
the body as acting tool
 Participation
Review
 People
Watching
Criteria
2.09 Analyze text for character
clues and objectives.
E (on-going)
 Observation and imitation
exercise illustrating use of
the body as acting tool.
 Play analysis
Guidelines
6b
E (2 weeks)
 Read script several times
and analyze for both
acting and technical
requirements.
 People
Watching
Criteria
6
2.10 Demonstrate an
understanding of the audition
process.
E (1 week)
 Audition for class play.
 Participation
Review
6c
2.11 After reading a play,
memorize and perform a
monologue from that play in an
informal setting.
E (on-going)
 Memorize monologue
from play read in class.
 Monologue
Rating Scale
2.12 Create and follow a
rehearsal schedule.
N (2 weeks)
 Create prompt book,
audition flier, rehearsal
schedule, rehearsal
contract.
 Product
2.13 Use theatre vocabulary
appropriate to Theatre Arts II.
E (2 weeks)
 Theatre 2 vocabulary
 Written Test
2.14 Analyze self and others
verbally and through keeping
entries in a journal.
I (on-going)
 Self Analysis / Character
journal
 Reflective
Journals
Activities
Rubric
7
COMPETENCY GOAL 3:
The learner will design and
produce theatre by
conceptualizing and realizing
artistic interpretations for
informal or formal
productions. (National Standard
3)
TC: lighting and sound
technology careers
Social Studies: theatre /
dramatic works reflect
understanding of social
events, famous people, and
historical time periods.
Science: using scientific
and technological
advances to produce play
Language Arts: literary
styles and methods
9
3.01 Understand, discuss and/or
write about the components of
technical theatre: scenery,
costume, makeup, lighting,
sound and props.
I (1 day)
 Listen to a guest speaker
who is a technical director
or set designer.
 Participation
Review
E (on-going)
 Apply aesthetic decisions
and opinions to work on
current in-class projects.
 Technical
Skills
Assessment
I (on-going)
 Critique live performance
technical aspects.
 Scenes for
Performance
Rubric
8
E (4 weeks)
 Produce costumes for final
in-class performance
(pull/rent/borrow/build).
 Technical
Skills Rubric
8a
E (4 weeks)
 Makeup sketches for final
in-class performance.
 Technical
Skills Rubric
N (2 days)
 Listen to examples of
music used in multicultural theatre.
 Participation
Review
3.02 Know and employ
appropriate safety precautions in
accordance with established
regulations for all technical
theatre areas and equipment.
E (3 days)
 Distribute appropriate
safety rules, and tool
usage guides, etc.
 Written
Product
3.03 Learn and use the tools of
theatre construction such as
power tools, a sewing machine,
lighting and sound equipment
and other related items.
I (1 week)
 Solicit volunteers for
technical crews and meet
with each crew head to
discuss her/his
responsibilities.
 Participation
Review
9
COMPETENCY GOAL 4:
The learner will direct through
planning and presenting
informal or formal
productions. (National Standard
4)
TC: careers relating to
theatre relate to actual
careers in the community.
Social Studies: styles in
theatre relate to historical
periods, cultures, and
social development.
E (3 days)
 Discuss advantages and
disadvantages to each
style of directing.
 Participation
Review
I (1day)
 Listen to a guest speaker
who is a director and
assess his/her preference
for directing style.
 Participation
Review
10b
E (2 days)
 Choose a script to direct.
10c
E (6 days)
 Read script several times
and analyze for both
acting and technical
requirements.
 Participation
Review
 Scene analysis
Rubric
E (2 days)
 Choose a script to direct.
10a
4.01 Read, discuss and/or write
about plays to gain an
understanding of the role of the
director in the production.
4.02 Understand, discuss and/or
write about the process of
rehearsal and production.
 Participation
Review
4.03 Differentiate between the
I (1 day)
roles of the director and assistant
director.
4.04 Devise an organizational
I (2 weeks)
chart to demonstrate the
structure and flow necessary to
the development and
presentation of a theatrical
production.
COMPETENCY GOAL 5:
The learner will research by
finding information to support
informal or formal
productions. (National Standard
5)
 Listen to a guest speaker
who is a director and
assess his/her preference
for directing style.
 Create prompt book,
audition flier, rehearsal
schedule, rehearsal
contract.
 Participation
Review
 Written
Product
Social Studies:
theatre/dramatic works
reflect understanding of
social events, famous
people, and historical time
periods.
Arts: all of the arts reflect
history and culture.
Language Arts: speech
oral communication skills
and characterization.
11
5.01 Attend a play and reflect on
it verbally or through writing
entries in a journal.
E (on-going)
 Attend a live-production,
discuss in class a critique
of the play.
 Participation
Review
5.02 Develop a time line of
theatre history with additional
specifics regarding social
context, playwrights and genres.
I (2 weeks)
 Students develop a
timeline to be posted in
the classroom.
 Written
Product
5.03 Experience, discuss and/or
write about productions in
different theatre spaces.
I (2 days)
 Tour to elementary
schools with a class play,
or a children’s play.
 Performance
Rubric
 View a non-western play.
 Participation
Rubric
 Skit Scoring
Rubric
5.04 Investigate, discuss and/or
N (on-going)
write about plays from non-western
theatre.
I (4 days)
12
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)
6.01 Understand and relate how E (on-going)
the fundamentals of different art
forms relate to the study, process
and production of theatre.
I (1 week)
 Modify a modern scene,
applying non-western
elements.
Arts: alignment of all of
the arts in musical theatre.
 Written review of live
performance using
structure.
 Basic stage combat
techniques and
demonstrations.
 Scenes for
Performance
Rubric
 Participation
Review
N (2 days)
N (1 day)
N (1 day)
 Improvisation of a scene
in which all dialogue is
sung (demonstrated
mastery of musical theatre
style)
 Listen to guest speaker
(either actor or
choreographer).
 Listen to examples of
music used in multicultural theatre.
 Improvisation
Rating Scale
 Participation
Review
 Participation
Review
6.02 Understand and manifest
the collaborative nature of
theatre.
N (1 day)
 Listen to guest speaker
(either actor or
choreographer).
 Participation
Review
6.03 Write reviews of plays or
other related art forms.
N (1 day)
 Review of an example of
multi-cultural theatre.
 Written
Review
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)
Language Arts:
application of verbal and
written language skills.
Science: lighting and film
technology relates to
scientific discoveries.
 Listen to an example of
oral critique.
 Read example of written
critique.
 Participation
Review
 Participation
Review
 Written
Product
 Portfolio
Check Sheet
N (on-going)
 Question list to ask when
viewing a production
 Maintain individual
student portfolio of theatre
work.
 Membership in ITS.
7.03 Utilize video camera
N (on-going)
techniques for theatre projects or
productions.
I (1 month)
 Video tape class work and
productions.
 Student made movies
 Rubric for film
prospectus
 Rubric for film
prospectus
7.01 Demonstrate giving and
receiving constructive criticism.
I (1 day)
E (1 day)
7.02 Evaluate personal progress
through the creation and use of a
portfolio of theatre work.
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)
E (1 day)
E (on-going)
 ITS point
system
TC: careers relating to
theatre relate to actual
careers in the community.
Language Arts: Roles and
responsibilities in theatre
reinforce language arts
understanding.
Social Studies:
Progression of technology
relates to social changes.
1d
1e
 Goal setting for
responsible behavior and
social discipline.
 Mission statements
 Written
Product
I (1 week)
 Research current
Broadway producers,
directors, lighting
technicians, and modern
playwrights.
 Research
rubric
8.03 Recognize and express that
theatre and related areas play a
role in the world of work as
occupational opportunities.
I (1 week)
 Create brochures to
promote the importance of
theatre in the work place
 Brochure
8.04 Create an example of a
professional resume.
N (3 days)
 Create an example of a
professional resume.
 Product
8.01 Demonstrate responsible
behavior and social discipline
through theatre and related
media.
E (3 weeks)
8.02 Understand, discuss and/or
write about the roles of and
careers in technical theatre and
related areas.
E (1 day)
 Posted on wall
Updated 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)