Iredell-Statesville Schools Instruction Guide
Subject:
EC#
1-10
Theatre III
NCSCOS
Standard and Objective
School:
Priority
(E,I,N,M)
Suggested
Pacing
Key
Academic
Vocabulary
Instructional/Learning
Resources and Activities
(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)
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.
9
1.01 Read independently and
analyze three plays by different
playwrights from different
periods.
M (2 days)
 Play Reviews
 Rubric: “Play Analysis
Guidelines”
1.02 Examine and use
playwriting techniques used to
develop characters, plot, and
theme through asides,
soliloquies, allegory, symbol,
mood and metaphor.
E (18
weeks)
 Independent Project
 Product-based rubric
1.03 Understand and use the
functions of characters in plays
such as foil, protagonist,
antagonist, incidental and agent
of fate.
I (3 days)
 Performance Reviews
 “Guidelines for
Performance
Analysis”; “Response
Papers”
1.04 Learn and relate how the
central dramatic question shapes
a play.
I (weekly
basis)
 Class Seminars about
scripts
 Student-written
questions; Class
Participation
1.05 Write a three-person scene
or an ensemble piece alone, with
a writing partner, or develop
with an ensemble.
1.06 Research playwrights’ lives
and/or work.
COMPETENCY GOAL 2:
The learner will act by
interacting in improvisations
and assuming roles. (National
Standard 2)
Social studies: theatre
reflects everyday life and
history.
Language Arts: Verbal
and written language
skills are used to produce
dramatic works.
Science: understandings
of body functions relates
to life science.
Language Arts: parts-to
whole 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 Expand self and knowledge
of theatre through creation of
new works.
(Body and Voice)
M (ongoing)
 Daily warm-ups
 Class Participation
2.02 Physicalize characters
visually and kinesthetically.
M(as
needed)
 Improvisation exercises
 “Skit-Scoring Guide”
 “Creative Drama
Assessment”
 “Improvisation Rating
Scale”
2.03 Evaluate strengths and
weaknesses of one’s own and
others’ voices.
(Improvisation)
I (weekly)
 Peer performance
evaluations
 “Peer Evaluation of
Oral Presentation”
E (18
weeks)
 Play rehearsals and
performances
 Rubric: “Collaborative
Work Skills”
2.04 Continue improvisation for
spontaneity and ensemble.
(Acting)
2.05 Strive for and encourage
ensemble in rehearsal and
performance.
2.06 Understand and participate
in ensembles.
1
2.07 Develop, memorize and
present scene work as an
individual and as an ensemble.
 Character analysis
 “Creating a Character”
2.09 Learn and utilize actor
E (1 week)
techniques such as script scoring.
 Role Scoring
 “Role Scoring”
questions
2.10 Explore and demonstrate
non-western theatre practices.
I (1 week)
 Monologues
Research, analysis, and
performance
 “Monologue Rating
Scale”
 “Monologue SelfAssessment”
 “Character Analysis”
questions
M
(monthly)
 Reflection Journal
 Rubric: “Reflection
Journal Activities”
2.08 Research, explore and
create masks for neutral and
character work.
2
E (weekly)
2.11 Prepare two contrasting
monologues to demonstrate
range of abilities.
(Reading and Writing)
3
2.12 Continue to evaluate
strengths and weaknesses of self
and others verbally and through
writing entries in a 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)
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
4
3.01 Take an active role in the
technical aspects of formal and
informal productions.
3.02 Learn and use appropriate
criteria for assessing technical
design and practice.
3.03 Write critiques of the
technical aspects of a formal or
informal production.
E (18
weeks)
 Crew assignments:
Technical design and
production: scenery,
costumes, props,
lighting, sound
 Rubric: “Crew
Requirement”
 Rubric: “Technical
Skills”
3.04 Demonstrate, discuss and/or
write about the components of
technical theatre: scenery,
costumes, makeup, lighting,
sound and props.
3.05 Further develop and
practice appropriate safety
precautions in accordance with
established regulations for all
technical areas and equipment.
M(2 per
sem)
 Performance reviews
 Rubric: “Acting
Evaluation”
3.06 Expand knowledge of and
demonstrate the use of tools
employed in theatre construction
to include power tools, a sewing
machine, lighting and sound
equipment, and related items.
I (1 week)
 Safety rules
 Quiz
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.
10
4.01 Analyze a play as a
director.
E (on
going)
 Play analysis, blocking,
and rehearsal
 “Scene Analysis”
questions
 “Role Scoring”
questions
 “Character Analysis”
questions
E (6
weeks)
 Student directors: oneacts and original scripts
 Rubric: “Directing and
Acting”
4.02 Demonstrate the principals
of blocking and composing stage
pictures in informal productions.
4.03 Take an active role in
rehearsal and production.
5
4.04 Observe and document the
process of a specific director.
4.05 Prepare research for a
director.
4.06 Direct a two-person scene.
COMPETENCY GOAL 5:
The learner will research by
finding information to support
informal or formal
productions. (National
Standard 5)
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.
5.01 Examine and discuss nonwestern plays not previously
studied.
N (2 weeks)
 Literature reviews
 “Guidelines for
Performance Analysis”
5.02 Read and research a play;
view a production of the play
and evaluate.
I (1 week)
 Character research
 Rubric: “Character
Analysis –
Fundamentals of
Acting”
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)
Arts: alignment of all of
the arts in musical theatre.
Language Arts: literary
styles and methods
6
6.01 Demonstrate an
understanding of theatre as a
synthesis of all the arts.
E (ongoing)
 Play production
 Participation Review”
 Rubric: “Acting
Evaluation”
6.02 Demonstrate an
understanding of theatre as a
collaborative art.
I (3 weeks)
 Experimental theatre
 “Group Performance
Rating Scale”
 Scriptwriting
 Rubric: “Group Work
Performance”
6.03 Review and analyze
M (2
traditional and non-traditional art weeks)
forms.
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)
8
7.01 Analyze personal progress
through the creation and use of a
portfolio of theatre work.
Language Arts:
application of verbal and
written language skills.
Science: lighting and film
technology relates to
scientific discoveries.
E
(monthly)
 Portfolio: Resume,
reviews, analysis,
performance—plays and
monologues
 “Portfolio Guidelines”
 “Resume Writing”
7.02 Analyze live theatrical
productions to see how
technology is used.
7.03 Investigate technology
available at the school site to
incorporate in productions of
formal and informal theatre.
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)
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.
7
8.01 Compare and contrast
productions with historical
events and personal experiences.
N (2
months)
 Play to film (Project)
 Product-based rubric
8.02 Analyze technical elements
of production in different media.
I (2 weeks)
 Scriptwriting
 Rubric: “Film
Prospectus”
 “Creative Drama
Assessment”
8.03 Understand, discuss and/or
write about the uses of a resume
for a professional theatre artist.
E (3 days)
 Resume
 “Resume Writing”
N(1 day and
semester)
 Monologue portfolio
 “Monologue Portfolio”
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)