Iredell-Statesville Schools Instruction Guide
Subject:
EC#
1-10
NCSCOS
Standard and Objective
Theatre IV
Priority
(E,I,N,M)
Suggested
Pacing
Key
Academic
Vocabulary
School:
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: contentless
scene development depicts
basic writing structure
found in many literary
works.
1.01 Read independently and
analyze four plays by different
playwrights in different periods.
I (3 weeks)
 Independent reading of
four plays from different
time periods.
 Play analysis
guidelines
1.02 Write a scene with three or
more characters or a one-act
play.
I (1 month)
 Write a scene with three
or more characters or a
one-act play.
 Plus/delta
1.03 Research two or more
playwrights or styles.
I (1 week)
 Research two or more
playwrights or styles.
 Shared Ideas
worksheet
1.04 Write a scene in the style of
a specific genre or time period.
N (6 weeks)
 Write a scene in the style
of a specific genre or time
period.
 Play analysis
guidelines
1.05 Analyze the effect of
personal cultural experiences on
self-created theatrical works.
M (on-going)
 Self-reflective journal
COMPETENCY GOAL 2: The
learner will act by interacting
in improvisations and
assuming roles. (National
Standard 2)
 Reflective journal
activities rubric
PE: Warm-ups
Language Arts: speech oral
communication skills,
characterization.
Science: aspects of body
functions.
1
2
(Self)
2.01 Examine and practice the
elements of theatre
independently.
2.02 Demonstrate responsibility
and motivation for independent
work.
2.03 Recognize one's own
individual strengths and
remaining challenges.
(Body and Voice)
2.04 Explore and use dialects.
E (on-going)
 Memorization of lines and
independent
characterization
E (on-going)
 Independent goal setting
and deadlines.
I (on-going)
 Leading in-class activities
I (5 weeks)
 Performance of a short
scene demonstrating
mastery of a particular
dialect or accent.
 Percentage of
lines memorized /
character analysis
worksheet
 Classroom
management
rubric
 Leadership rubric
 Scenes for
performance
rubric
E (on-going)
 Exercises that practice
diaphragmatic breathing,
warm up voice, improve
vocal resonance.
 Participation
Review
2.05 Study and use stage combat
techniques.
E (2 weeks)
 Basic stage combat
techniques/demonstrations
 Participation
Review
2.06 Analyze and report on the
differing approaches of master
teachers in vocal production.
I (2 weeks)
 Research master teachers
regarding vocal
production, body
work/movement.
 Portfolio
Checksheet
M (1 week)
 Individual and group
improvisation.
 Participation
Review
 Develop original work and
present as a one-act play.
 Skit scoring guide
3
4
2.07 Research and examine the
work of master teachers who
specialize in body
work/movement.
(Improvisation)
2.08 Continue to use
improvisation for spontaneity
and ensemble.
5
2.09 Demonstrate
improvisational skills in a formal
setting.
(Acting)
2.10 Develop original work and
present as a one-act play.
7
2.11 Participate in student
directed works.
(Reading and Writing)
2.12 Study and use two or more
acting methods by master
teachers.
9
E (6 weeks)
 Participate in student
directed works.
 Participation
Review
I (1 week)
 Explore two or more
acting methods by master
teachers.
 Shared Ideas
Worksheet
 Report biographical
information on 10
American Stage Actors
 Peer evaluation of
an Oral
Presentation /
Rubric for Film
Prospectus/Skit
Scoring Guide
 Costume designs for
characters in final in-class
performance
 Technical Skills
rubric
2.13 Research an actor’s life
E (on-going)
and/or body of work from theatre
history or modern stage.
COMPETENCY GOAL 3: The
learner will design and
produce theatre by
conceptualizing and realizing
artistic interpretations for
informal or formal
productions. (National
Standard 3)
7a
3.01 Take a leadership role in the E (7 weeks)
technical aspects of formal or
informal productions.
7b
3.02 Refine and express
E (7 weeks)
knowledge of assessing technical
design.
 Costume plot for final inclass performance
7c
3.03 Write critiques of one’s
own work
E (7 weeks)
 Costume list for final inclass performance
7d
3.04 Apply knowledge of the
components of technical theatre
to include scenery, costumes,
makeup, lighting, sound, and
props.
E (7 weeks)
 Produce costumes for final
in-class performance
(pull/rent/borrow/build)
8
3.05 Examine and discuss the
technical areas of special effects
and technological advances.
E (7 weeks)
E (on-going)
6
 Makeup sketches for final
in-class performance
 Assist director in technical
aspects of in-class
performance
 Self-reflection journals on
technical work for in-class
production.
 Guest speaker on technical
work (former students,
professional technical
designers)
 Written product
 Reflection
Journals activities
 Participation
Review
COMPETENCY GOAL 4: The
learner will direct through
planning and presenting
informal or formal
productions. (National Standard
4)
9
10
4.01 Direct a one-act play.
E (8 weeks)
 Direct a one-act play.
 Directing and
Acting Rubric
4.02 Write a reflection of the oneact directing experience.
E (on-going)
 Write a reflection of the
one-act directing
experience.
 Written Product
4.03 Study and report on two or
more directing styles by master
directors.
I (2 weeks)
 Study and report on two or
more directing styles by
master directors.
COMPETENCY GOAL 5: The
learner will research by
finding information to support
informal or formal
productions. (National Standard
5)
 Shared Ideas
Worksheet
Language Arts: contentless
scene development depicts
basic writing structure
found in many literary
works.
Social Studies: study of the
evolution of theatre relates
to specific historical periods
and cultures.
11
5.01 Research a period theatre
piece.
I (1 week)
 Research a period theatre
piece
 Product-based
rubric
5.02 Research the role of a
dramaturg.
N (1 day)
 Research the role of a
dramaturg
 Product-based
rubric
I (2 days)
 Analyze and perform
contentless scene.
 Improvisation
rating scale
E (3 days)
 Assemble into groups and
research dramatic works
throughout theatrical
history.
 Collaborative
Work Skills
5.03 Research and identify
cultural and historical sources of
American theatre including
musical theatre.
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)
12
Social Studies: study of
evolution of theatre relates
to specific historical periods
and cultures.
6.01 Analyze and report on new
trends in theatre performance.
E (2 days)
 Analyze and report on
new trends in theatre
performance.
 Written product
6.02 Analyze and report on
theatrical developments in
technology.
I (2 days)
 Analyze and report on
theatrical developments in
technology
 Joseph
Mancusco’s
Theatre History
Evaluation rubric
6.03 Compare and contrast art
forms in specific cultures and/or
historical periods.
E (3 days)
 Compare and contrast art
forms in specific cultures
and/or historical periods.
 Portfolio Check
sheet
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: Sound, electricity,
and lighting technology.
7.01 Critique personal progress
through the continuing use of a
portfolio of theatre work.
E (on-going)
 Reflective journals and
portfolios continuing from
2,3,4
 Reflection Journal
Activities
7.02 Use available new
technology or new uses of
existing technology to support
the school theatre arts program.
N (4 days)
 Research most recent
theatrical technology and
how it could be
implemented in school
performances.
 Research paper
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)
8.01 Acquire and demonstrate
successful collaboration skills
through theatre and related media.
TC: career relating to
theatre
E (1 month)
 Independently work with
theatre students from
another program where
you collaboratively
develop a plan for
producing a one-act play.
Present collaborative plan
through either
presentation, or in-class
performance.
 Guidelines for
Performance
Analysis
8.02 Analyze, discuss and/or write
about jobs in a selected theatrical
field.
I (3.5 days)
 Independently research
theatrical roles and
responsibilities of theatre
careers.
 Portfolio
Checksheet
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)