ESSENTIAL LEARNINGS BREAKDOWN FOR STORY STRUCTURE … · reading. (frozen tableaux). 2.1.3 Understand thatsome parts ofthetext aremore importantthan others. • State main idea and

ESSENTIAL LEARNINGS BREAKDOWN FORSTORY 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 story1.2 SKILLS & TECHNIQUES: uses movement1.4 AUDIENCE SKILLS: demonstrates self control2.1 CREATIvE PROCESS: conceptualizes and develops ideas, refmes

work and presents work to others2.3 RESPONDING PROCESS: engages actively, describes what is seen3.2 COMMUNICATES: uses arts to communicate for a specific purpose

READING:2.1.1 Understand how to ask questions about text.

• Ask and answer questions before, during, and after read aloud andlorshared reading.

2.1.2 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 astory).

2.1.3 Understand that some parts of the text are more important thanothers.• Identify important parts of literary/narrative text in a group discussion.

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 with

teacher guidance.

FIRST GRADE -- STORY STRUCTURE SLIDESHOW

ARTS:1.1.1 CONCEPTS: identifies main & minor character(s), identifies time &

place of setting, identifies main action in a story.1.1.2 CONCEPTS: identifies beginning, middle, and end of a story1.2 SKILLS & TECHNIQUES: uses simple movements to imitate

character, contributes to dramatic play1.4 AUDIENCE SKILLS: demonstrates how to focus attention2.1 CREATIVE PROCESS: conceptualizes and develops ideas, refmes

work and presents work to others2.3 RESPONDING PROCESS: engages actively, analyzes how elements

are organized, describes what is seen3.2 COMMUNICATES: uses arts to communicate for a specific purpose

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READING:2.1.1 Understand how to ask questions about text.

• Ask and answer questions before, during, and after instruction/practicetime, 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 CONCEPTS: identifies main & minor character(s), identifies time &

place of setting, identifies main action in a story.1.1.2 CONCEPTS: retells basic plot with details of story .1.2 SKILLS & TECHNIQUES: uses movements to communicate character,

contributes to solving a dramatic problem1.4 AUDIENCE SKILLS: demonstrates active listening/viewing skills2.1 CREATIVE PROCESS: conceptualizes and develops ideas, refines


are organized, describes what is seen3.2 COMMUNICATES: uses arts to communicate for a specific purpose3.3 ARTISTIC CHOICES: recognizes the aesthetic choices of others

READING:2.2.1 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.

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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.1.2 SKILLS & TECHNIQUES: demonstrates a range of movements to

create a character, contributes to solving a dramatic problem1.4 AUDIENCE SKILLS: demonstrates audience response skills2.1 CREATIVE PROCESS: conceptualizes and develops ideas, refmes


are organized, describes what is seen3.2 COMM:UNICATES: uses arts to communicate for a specific purpose


• Explain story ideas or events in sequential order.2.2.3 Understand story elements.

• Describe characters' physical traits and infer personality traits by whatthey say and do.

• Describe the problem faced by a character and how he/she/it solves theproblem.

• 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 ofsimple 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 dramaticperformances

1.4 AUDIENCE SKILLS: demonstrates respect for the artist2.1 CREATIVE PROCESS: conceptualizes and develops ideas, refines


are organized, describes what is seen .3.2 COMMUNICATES: uses arts to communicate for a specific purpose

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• 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 effectrelationship in problem solving.

• Describe the components of setting and explain how and why setting isimportant 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 focustechniques while participating in a scene

1.4 AUDIENCE SKILLS: demonstrates audience conventions2.1 CREATIVE PROCESS: conceptualizes and develops ideas, refines


are organized, describes what is seen3.2 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 formeaning, 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.




2.2.4 Apply understanding of simple text organizational structures.• Recognize and use previously learned text organizational structures

(sequential order) to aid comprehension.

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ESSENTIAL LEARNINGS BREAKDOWN FORSTORY VOLCANO

THIRD GRADE - STORY VOLCANO

ARTS:1.1.1 CONCEPTS: identifies the sequence of actions within a story1.1.2 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 appropriatefeelings to create character, contributes to solving a dramatic problem

1.4 AUDIENCE SKILLS: demonstrates audience response skills2.1 CREATIVE PROCESS: conceptualizes and develops ideas, organizes

arts elements into a creative work, refmes work and presents work toothers

2.3 RESPONDING PROCESS: engages actively, analyzes how elementsare organized, describes what is seen & heard, evaluates using supportiveevidence & criteria

3.1 COMMUNIACTES: identifies how ideas & feelings can be expressedthrough the arts

3.2 COMMUNICATES: uses arts to communicate for a specific purpose4.1 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-selectedgraphic organizer (volcano worksheet) to enhance comprehension oftext.

2.1.4 Apply comprehension monitoring strategies before, during, and afterreading: use prior knowledge/schema.• Call on prior knowledge about a topic and organize information into a

graphic organizer to aid in comprehension of text2.2.1 Understand story sequence.


• Describe characters' physical traits and infer personality traits by whatthey say and do.

• Describe the problem faced by a character and how he/she/it solves theproblem.

• 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 ofsimple listing and sequential order to aid comprehension.

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WRITING:1.1 Develop concept and design:

• Develop a topic or theme; organize written thoughts; write coherentlyand effectively.

• Uses adjectives, adverbs to form imagery or provide detail.• Uses dialogue to develop character

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.

• Write for different purposes, such as telling stories, presentinganalytical responses to literature, persuading, completing a teamproject, and explaining concepts.

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-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 story1.1.2 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, workswithin a small group to solve a dramatic problem, identifies focustechniques 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 toothers


3.1 COMMUNICATES: identifies how ideas & feelings can be expressedthrough the arts

3.2 COMMUNICATES: uses arts to communicate for a specific purpose4.2 CONNECTIONS: identifies steps of processes common to the arts and

other content areas (story telling in literature and theater)

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• State the main idea of a literary/narrative teA1: passage and support withthree details from the story.


2.1.4 Apply comprehension monitoring strategies before, during, and afterreading: 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.




• Describe the components of setting and explain how and why settirig isimportant to the story.


(simple listing, sequential order, description, compare and contrast) toaid comprehension.

• Identify and use teA1: ·written in the text organizational structure ofchronological order to find and organize information and comprehendtext.



• 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 selectideas 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.

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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, andend.

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; usesappropriate focus skills while participating in a scene/play


3.1 COMl\HJ~TJCATES: expresses ideas & feelings through the arts3.2 COMMUNICATES: create & perform an artwork to communicate for a

given purpose4.1 CONNECTIONS: describes concepts, and vocabulary common among

art disciplines (story structure in literature and theater)



2.1.4 Apply comprehension monitoring strategies before, during, and afterreading: 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 andliterary/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 text2.2.3 Understand story elements.


• Identify the major actions that define the plot and how actions lead toconflict or resolution.



• Identify and use text written in the text organizational structures of.cause and effect and order ofimportance to fmd and organizeinformation and comprehend text.

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'VRITrNG:1.1 Develop concept and design:


• 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:


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 selectideas 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 FORCLUES 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 ofmovements tocreate 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 toothers.

2.2 PERFORMANCE PROCESS: Identifies audience and purpose,selects artistic work to perfonn, analyzes the structure andbackground ofwork; rehearses, adjusts, and refmes throughevaluation and problem solving, presents work for others.

2.3 RESPONDING PROCESS: engages actively, analyzes how elementsare organized, describes what is seen & heard, evaluates using supportiveevidence & criteria.


3.2 COMMUNICATES: uses arts to communicate for a specific purpose

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4.1 CONNECTIONS: identifies common compositional elements througharts disciplines (theater/literature - character)

4.2 CONNECTIONS: applies arts knowledge & skills to reinforce learningto 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.• Use prior knowledge, context, pictures, illustrations, and diagrams to

predict, clarify, and/or expand word meaning, including multiplemeaning words.

2.1.3 Apply comprehension monitoring strategies before, during, and afterreading: determine importance using supporting details inliterary/narrative text.• Organize main ideas and supporting details in a teacher-selected

graphic organizer to enhance comprehension ofte},.1 (character map).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 (character map).2.1.5 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 acharacter acts a certain way).

• Organize information that supports a prediction or inference in agraphic organizer to enhance comprehension of te},.1 (character map).

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.3.2.1 Understand information gained from reading to perform a specific

task.• Use instructions to answer questions or complete a task using grade

level text (filling out the character map)

WRlTING:1.1 Develop concept and design:

• Develop a topic; organize written thoughts; write coherently andeffectively.

• Selects vocabulary according to topic & purpose• Uses adjectives, adverbs to form imagery or provide detail.• Uses dialogue to develop character

1.3 Apply writing conventions:• Spells most grade level words accurately.

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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 anduses specific movements in dramatic activities, uses emotional andsensory recall to create character, works within a small group to solve adramatic problem, identifies focus techniques that enhance dramaticperformances uses appropriate feelings to create a character.


2.2 PERFORMANCE PROCESS: Identifies audience and purpose,selects artistic work to perform, analyzes the structure andbackground of work; rehearses, adjusts, and refmes throughevaluation and problem solving, presents work for others.



3.2 COMMUNICATES: Identifies how ideas and feelings are expressedthrough the arts, uses the arts to communicate for a specific purpose.

4.2 CONNECTIONS: Identifies steps ofprocesses common to the arts andother 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 inliteraQ'/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.

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• Activate prior knowledge about a topic and organize information into agraphic organizer to aid in comprehension of text (character map).

2.1.5 Apply comprehension monitoring strategies before, during, and afterreading: 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 characterwill do).

• Organize information that supports a prediction or inference in agraphic 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 ofa character in a

story or poem (e.g., character traits, feelings, character's problem, orimportance of character).

WRITING:1.1

1.3

2.2

3.1 & 3.2

Develop concept and design:• Develop a topic; organize written thoughts; write coherently and

effectively.• Narrows topic and selects relevant details to elaborateApply 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 ofthe writing process.• 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 usesappropriate focus techniques while participating in a scene/play.


2.2 PERFORMANCE PROCESS: Identifies audience and purpose, selectsartistic work to perform, analyzes the structure and background of work;rehearses, adjusts, and refines through evaluation and problem solving,presents work for others.

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3.1 COMMUNICATES: expresses ideas & feelings through the arts3.2 COMMUNICATES: Create and/or perform an artwork to communicate

for a given purpose with instructor direction.4.1 CONNECTIONS: Describes skills, concepts, and vocabulary common

among arts disciplines.4.2 CONNECTIONS: Identifies skills, concepts, and vocabulary 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

te:>..1 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 inliterary/narrative text.• Organize main ideas and supporting details in a graphic organizer to

enhance comprehension (character map).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 (character map).2.1.5 Apply comprehension monitoring strategies before, during, and after

reading: predict and infer.• Select, from multiple choices, a prediction, or inference from

literary/narrative text (e.g., how a character feels, what a characterwill do).

• Organize information to support a prediction or inference in a graphicorganizer (character map).

2.1.6 Apply comprehension monitoring strategies to understand fiction,nonfiction, informational text, and task-oriented text: monitor formeaning, 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.• Organize information in a graphic organizer appropriate to the text and

purpose for reading to organize information and comprehend text.2.2.3 Understand story elements.


• Select, from multiple choices, the best description of a character in astory or poem (e.g., character traits, feelings, character's problem, orimportance of character).

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WRITING:1.1

1.3

2.2

3.1 & 3.2

Develop concept and design:• Develop a topic; organize written thoughts; write coherently and

effectively.• Expresses opinion or point of view with sufficient supporting

information and appropriate emphasisApply 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 FORDEVELOPING & 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/play2.1 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 ofelaboration and selfevaluation• 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 contentareas (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.



• Select. from multiple choices, the best description of a character orsetting in a story or poem (e.g., character traits. feelings, character'sproblem, or importance of character).

2.2.4 Apply understanding of text organizational structures.• Recognize and use previously learned text organizational structures


• Identify and use text written in the text organizational structure ofchronological order to find and organize information and comprehendtext.

3.4.2 Understand contemporary and traditional literature written in avariety of genres.• Explain the characteristics of a variety of genres (stories/plays).• Respond to literature from a variety of genres using teacher or self

generated prompts appropriate to the text and content (stories/plays).

\VRlTING:1.1 Develop concept and design:·


• Narrows topic and selects relevant details to elaborate1.3 Apply writing conventions:


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 toquestions, to entertain, to inform, to persuade, to request, or to reflect)

• Selects form to meet requirements of task or content area (dialoguebetween characters & stage directions)


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 CONCEPTS

• Identifies and describes character traits within a scene/ play• Identifies and describes the sequence ofactions that make up the

beginning middle and end of a scene/play2.1 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

2.3 RESPONDING PROCESS• Engages actively and purposefully• Analyzes how the elements are arranged and organized

3.1 COMMUJ\TJCATES:• Expresses ideas and feelings through the arts

3.2 COMMUNICATES:• Create and/or perform an artwork to communicate for a given purpose

with instructor direction4.1 CONNECTIONS:

• Describes skills, concepts, and vocabulary common among artsdisciplines (dialogue, characters, and action in literature andplaywriting)

4.2 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.


• IdentifY the major actions that define the plot and how actions lead toconflict 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'sproblem, or importance ofcharacter).

2.2.4 Apply understanding of text organizational structures.• Recognize and use previously learned text organizational structures


2.3.3 Understand a function (which makes the story more interesting) ofliterary 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 avariety 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 textswritten in different genres - stories/plays).


• Develop a topic or theme; organize written thoughts; write coherentlyand effectively. .

• Narrows topic and selects relevant details to elaborate1.3 Apply writing conventions:


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 toquestions, to entertain, to inform, to persuade, to request, or to reflect)

• Selects form to meet requirements of task or content area (dialoguebetween characters & stage directions)


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 FORMODIFY MY ACTION!

THIRD GRADE - MODIFY MY ACTION!

ARTS:1.1.1 CONCEPTS:

• Identifies actions1.2 SKILLS & TECHNIQUES:

• Works with a partner to solve a dramatic problem2.1 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 performRESPONDING PROCESS• Engages actively and purposefully• Describes what is seen and/or heard• Interprets based on descriptive propertiesCOMMUNICATES:• Identifies how ideas are expressed through the artsCOMMUNICATES:• Uses art to communicate for a specific purposeCONNECTIONS: Describes skills, concepts, and vocabulary commonamong arts disciplines.CONNECTIONS:• Applies arts knowledge and skills to reinforce learnings in other

content areas

CONCEPT & DESIGN• Uses adverbs to form imagery or provide detailsSTYLE• Selects vocabulary according to topic, audience, purpose

FOURTH GRADE - MODIFY MY ACTION!



• 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

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

3.2 COMMUNICATES:• 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 elaborateSTYLE• Selects vocabulary according to topic, audience, purpose

FIFTH GRADE - MODIFY MY ACTIONI



• Works with a partner to solve a dramatic problem2.1 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

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

3.2 COMMUNICATES:• Uses art to communicate for a specific purpose

4.1 CONNECTIONS: Describes skills, concepts, and vocabulary commonamong arts disciplines.

4.2 CONNECTIONS:• 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 choiceSTYLE• 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 andevents within the story that move the plot along.

acting: playing a part/ character in a play or performance; pretending to besomeone 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, orthing, 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; thebasic 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 communicatetheir 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 phrasethrough space, time, or energy; use more space, time, or energy to perform amovement/ 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/ orspeech 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, spaceand energy to communicate ideas or feelings.

neutral: when an actor's body reflects no character attributes. The actor is "justhimself or herself".

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objective: the basic concept for an actor's creation of a character, simply statedas, "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'sattribute.

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 inpreparation for a performance. Also: refine.

script: the written words, descriptions and directions provided by theplaywright.

setting: the "where" of the scene, play or story which includes time and place inwhich 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 presentationof 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 articulatedinto 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 differentfrom projection).

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Documents

ESSENTIAL LEARNINGS BREAKDOWN FOR STORY STRUCTURE … · reading. (frozen tableaux). 2.1.3 Understand thatsome parts ofthetext aremore importantthan others. • State main idea and