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Elementary Drama Grades K-6

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Participate in skits, puppet shows, and plays.
1-5b. Role-play familiar situations and stories.
1, 3, 4c. Tell stories based on personal experience and imagination.
1-5d. Dramatize poems, rhymes, jingles, verses, and finger plays.
1-6e. Use variations of movement and voice (tempo, pitch, timbre, and volume) for different characters.
1-6f. Select simple props, scenery, costumes, and make-up.
4g. Initiate dramatic play (playhouse, store, hospital).
1-6h. Add music, visual elements, or sounds to enhance a dramatization.
7i. Observe performer or performance.
1-3j. Develop a basic vocabulary to describe elements in theatre (props, costumes, set, script).
1-4k. Create and improvise simple stories.
 l. Develop promotion materials (poster, tickets, and invitations).
 m. Pantomime a given situation, (e.g., eating an ice cream cone).
STANDARD BHistory and Culture
1-3, 5, 8a. Listen to and/or dramatize stories and tales from various cultures, including Native Alaskan tales.
1-4, 8b. Listen to a storyteller.

Kindergarten: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1a. Evaluate and analyze specific elements in a performance, (e.g., set design or costumes).
1b. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation.
1, 4c. Compare the similarities and differences of dramatic presentations in terms of the basic elements (e.g., live vs. TV).
5d. Discuss and practice appropriate audience skills.
3e. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations.
STANDARD DAesthetic Perception
1, 4, 5a. Explain how the wants and needs of characters are similar to and different from student’s own.
1, 4-7b. Make distinctions between recorded (TV, movies) and live performances.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Student skill checklists
• Video/audio of performance

First Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Participate in skits, puppet shows, and plays.
1-5b. Role-play familiar situations and stories.
1, 3, 4c. Tell stories based on personal experience and imagination.
1-5d. Dramatize poems, rhymes, jingles, verses, and finger plays.
1-6e. Use variations of movement and voice (tempo, pitch, tone, timbre, and volume) for different characters.
1-6f. Select simple props, scenery, and costumes.
4g. Initiate dramatic play (e.g., playhouse, store, hospital).
1-6h. Add music, visual elements, or sounds to enhance a dramatization.
7i. Observe performer or performance.
1-6j. Perform Readers’ Theatre.
1-6k. Plan and write a simple play or puppet show.
1-4l. Develop promotional materials (posters, invitations, and tickets).
1-4m. Pantomime a given situation (e.g., eating an ice cream cone, a scenario on the playground).
1-4n. Create and improvise simple stories.
STANDARD BHistory and Culture
1-3, 5, 8a. Listen to and/or dramatize tales and stories from various cultures, including Native Alaska.
1-4, 8b. Listen to a storyteller.
 c. Distinguish between different family roles as portrayed in a dramatic performance.

First Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation Analysis
1a. Observe and discuss plays, skits, and movies/television.
1b. Use a basic vocabulary to describe elements in theatre (props, costumes, set, script).
1c. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation.
1, 4d. Compare the similarities and differences of dramatic presentations, in terms of the basic elements (e.g., live vs. TV).
5e. Discuss and practice appropriate audience skills.
3f. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations.
3g. Listen to another individual’s opinions about a dramatic performance.
STANDARD DAesthetic Perception
1, 4, 5a. Explain how the wants and needs of characters are similar to and different from students’ own.
1, 4-7b. Differentiate between recordings (TV, movies) and live performances.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Student skill checklists
• Video/audio of performance

Second Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Participate in skits, puppet shows, and plays.
1-5b. Pantomime a situation using theatre elements, such as conflict and characterization.
1-5c. Role-play familiar situations and stories.
1, 3, 4d. Tell stories based on personal experience and imagination.
1-5e. Dramatize poems, rhymes, jingles, and verses.
1-6f. Use variations of movement and voice (tempo, pitch, timbre, and, volume) for different characters.
1-6g. Select simple props, scenery, and costumes.
4h. Initiate dramatic play (e.g., store, hospital, restaurant).
1-6i. Add music, visual elements, or sounds to enhance a dramatization.
7j. Observe performers or a dramatic performance.
1-6k. Perform Readers’ Theatre.
1-6l. Write a simple play or puppet show.
1-4m. Develop promotional materials (posters, invitations, and tickets).
1-6n. Create a storyboard with dialogue bubbles.
1-3o. Learn mechanics of reading a script.
1-6p. Collaborate on a script-writing project.
1-6q. Revise a script based on what was learned during rehearsal.
STANDARD BHistory and Culture
1-3, 5, 8a. Compare stories from different cultures, including Alaska Native stories.
3b. Distinguish between different family roles as portrayed in dramatic performance.
3, 5c. Distinguish between different community roles as portrayed in dramatic performances.
1, 3, 5d. Compare lessons taught in Alaskan Native cultural tales.
2-4e. Research a story in your community and write a script.

Second Grade: Drama

STANDARDS METSKILLS/CONTENT/ACTIVITIES
STANDARD CEvaluation and Analysis
1a. Observe and discuss plays, skits, and movies/television.
1b. Use a basic vocabulary to identify and compare elements in theatre (props, costumes, set, scripts).
1c. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation.
1, 4d. Compare the similarities and differences of dramatic presentations, in terms of the basic elements (e.g., live vs. TV).
3e. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations.
3f. Listen to another individual’s opinions about a dramatic performance.
1, 2g. Compare and contrast video and book versions of stories (e.g., Charlotte’s Web and James and the Giant Peach).
5h. Discuss and practice appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 4, 6, 7a. Look at reviews for children’s/family movies.
1, 7b. Discuss feelings evoked by a dramatic performance.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal records teacher notes
• Student skill checklists
• Video/audio of performance

Third Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Participate in skits, puppet shows, and plays.
1-5b. Improvise dialogue from stories through role-play.
1-5c. Imagine and describe characters, their relationships, and their environments.
1-5d. Retell/perform stories, poems, songs, and tales.
1-6e. Develop expression using the body, voice, and gestures.
1-5f. Practice classroom performance skills (e.g., oral interpretation, improvisation, children’s theatre, role-playing, mime).
1-6g. Design scenes and props using visual arts elements.
1-6h. Collaborate to design a set for a class performance.
1-6i. Perform Readers’ Theatre.
1-6j. Add music and visual elements to enhance dramatization.
1-6k. Collaborate on a script-writing project.
7l. Observe performers or a dramatic performance.
1-6m. Write a play.
1-4n. Communicate information about events, time, and place of classroom dramatizations (posters, tickets, and invitations).
1-6o. Select movement, music, and/or visual elements to enhance the mood of a classroom dramatization.
1-3p. Take a field trip to performing arts theatre to look at parts of a theatre.

Third Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-3, 5, 8a. Identify and compare similar characters and situations in stories and dramas from and about various cultures.
3-5b. Discuss how theatre reflects life.
1, 3-5, 7, 8c. Study and interpret Alaska Native dance/drama.
1-3d. Dramatize tales from various cultures including Alaska Native.
STANDARD CEvaluation and Analysis
1, 2, 4a. Discuss and observe plays, movies/television.
1-4b. Explain/write personal reactions to a performance.
1, 2, 4c. Read and discuss a children’s/family movie review.
1-4d. Write a review of a movie or a performance.
5e. Discuss and practice appropriate audience skills.
STANDARD DAesthetic Perception
1, 2a. Discuss what makes a performance a work of art.
1, 2, 4-7b. Discuss feelings evoked from a live or recorded performance.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notesw Student skill checklists
• Video/audio of performance

Fourth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1, 2, 4a. Improvise dialogue from stories through role-play.
1, 2, 4b. Imagine and clearly describe characters, their relationships, and their environments.
1-4c. Retell/perform stories, poems, songs, and tales.
1-4d. Develop expression using the body, voice, and gestures.
1, 2e. Practice classroom performance skills (e.g., oral interpretation, improvisation, children's theatre, role playing, mime).
1, 3-6f. Design scenes and props using visual art elements.
1, 4-6g. Collaborate to design a set for a class performance.
1-4h. Develop characterization (gestures, vocal expression, body).
1-4i. Role-play from literature.
1-4j. Create dialogue through role-play to convey a specific message.
1-4k. Retell/perform stories, poems, songs, legends, tales (literature drawn from social studies/science).
1-4l. Practice classroom performance skills.
1, 2m. Work with performing artists in a variety of capacities.
1-6n. Select movement, music, and/or visual elements to enhance the mood of a classroom dramatization.
1-4o. Communicate information about events, time, and place of classroom dramatizations (posters, tickets, and invitations).
1-6p. Perform Readers’ Theatre.
STANDARD BHistory and Culture
2, 4, 6, 8a. Identify and compare similar characters and situations in stories and dramas from and about various cultures.
5b. Discuss how theatre reflects life with classroom dramatizations.
1, 3, 5c. Study and interpret Alaskan Native dance/drama.
6d. Observe an Alaska Native performing group.
1, 5e. Dramatize Alaska Native tales.

Fourth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture (continued)
2, 4, 6f. Demonstrate proper rehearsal, performance, and audience etiquette.
1, 3, 5g. Study and interpret Alaska Native dance and drama.
6h. Interview and record the artistic/creative experiences of an older community elder.
2, 4, 6i. Explore cultural and environmental context of a performance (before and after viewing).
STANDARD CEvaluation and Analysis
1-3a. Identify the elements which make a good performance.
1-3b. Read a children's/family movie review and compare it with own opinions.
1-3c. Critique a performance or movie using appropriate vocabulary.
1-3d. Videotape own performance for self-evaluation.
1-3e. Practice constructive criticism of personal performance and the performance of others.
5f. Develop a sense of audience.
1-6g. Discuss and observe plays, movies, television, and live performances.
1-4h. Analyze the elements (visual, aural, oral, and kinesthetic) of classroom dramatizations.
1, 2i. Distinguish between reality and theatre performance of conflicts, characterizations, and verbal interaction.
1, 2j. Explore theatre elements, including conflict, characterizations, etc.
5k. Discuss and practice appropriate audience skills.
STANDARD DAesthetic Perception
1a. Invite other students, classrooms, and schools to visit, perform, and analyze performance; discuss merits of performance.
8b. Take a field trip to performing arts theatre to look at parts of a theatre.
2c. Discuss what makes a performance a work of art.

Fifth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Participate in a music/drama production.
1-4b. Create artwork (e.g., posters, T-shirt, design logo, programs, set designs related to drama productions).
1-4c. Participate in role-play with feedback critiquing.
1-4d. Create original story from prompts.
1-7e. Use video camera or other technology to create original movies from scripts, based on stories written by students.
7f. Research various careers in live theatre and film.
1, 2, 4g. Develop acting skills through the portrayal of various characters.
1-4, 6h. Create and develop environments for scenes scripted or improvised.
4i. Develop a sense of audience.
5j. Work with performing artists to develop skills.
1-4k. Perform Readers’ Theatre.
STANDARD BHistory and Culture
1a. Compare scripts based on local Native cultures (Denaina, Supiat, Aleut, etc.).
2-4, 6b. Research and read local folk tales.
1, 6c. Explore similarities and differences in Native art.
1, 7, 8d. View appropriate videos on Alaska Native culture.
2-6e. Explore cultural and environmental context of a performance before and after viewing.
2-6f. Investigate dramatic performances illustrating the migration of cultures through Alaska and the United States.
6, 7g. Investigate dramatic performances which depict events from American history.

Fifth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1-4a. Use critiquing skills in role-play.
1-4b. Compare and evaluate or critique different forms of arts (e.g., play or novel vs. movie).
1-4c. Critique original stories, scripts, or videos based on given themes.
5d. Observe appropriate performing arts programs, arts shows, etc.
1-4e. Describe characteristics and compare the presentation of characters, environment, performances, etc.
6f. Write a critique of a local movie to be published in your school newspaper.
1-3g. Explore and contrast theatre elements including conflict, characterization, action, pantomime, movement, and verbal interaction.
5h. Discuss and practice appropriate audience skills.
STANDARD DAesthetic Perception
1-4a. Observe and discuss drama performances.
1-7b. Describe what a performance meant to you and explain your personal preference and emotional response: “What did you like about it?” “What did it mean to you?”
2c. Discuss what makes a performance a work of art.
4, 6, 7d. Apply to your life: "What did you learn from this performance?"
8e. Take a field trip to a performing arts theatre to look at parts of a theatre, discussing the roles of the people who manage the different parts.

Sixth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Participate in a music/drama production.
1-4b. Create art work related to drama productions (e.g., posters, T-shirt, design logo, programs, set designs).
1-4c. Participate in role-play with feedback critiquing.
1-4d. Participate in audition process.
1-4e. Create original story from prompts (for scripting).
1-4f. Create script from original story.
1-4g. Create video from original script.
7h. Research (Internet option) careers in theatre, film, and television.
6i. Explore enhancements using light and sound.
1-4j. Perform Readers’ Theatre.
1-4k. Develop acting skills to portray characters who interact in scenes.
5, 6l. Create and develop environments for scenes scripted or improvised.
2, 4m. Consider the audience for whom you are performing.
1-4, 5, 7n. Work with performing artist to develop skills.
STANDARD BHistory and Culture
1a. Compare scripts based on local Native cultures (Denaina, Supiat, Aleut, etc.).
2-4, 6b. Research, read, and study local folk tales.
1, 6c. Explore similarities and differences in Native performance.
1, 7, 8d. View appropriate videos on Alaska Native culture.
2-6e. Explore cultural and environmental context of a performance before and after viewing.
2-6f. Look at the dramatic art of the Pacific Rim cultures and identify factors contributing to their development.
6, 7g. Investigate dramatic performances which depict events from American history.

Sixth Grade: Drama

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1-4a. Use critiquing skills in role-play.
1-4b. Compare and evaluate or critique different forms of arts (e.g., play, novel, film). Discuss the differences.
1-4c. Critique original stories, scripts, or videos based on given themes or prompts.
5d. Observe appropriate performing arts programs.
1-4e. Describe characteristics and compare the presentation of characters, environment, and performance.
5f. Explore the difference between theatre, film, television, electronic media, and real life.
6g. Write a critique of a video; publish a class “Video Review Magazine.”
1-3h. Explore and contrast theatre elements including conflict, characterization, action, pantomime, movement, and verbal interaction.
5i. Discuss and practice appropriate audience skills.
STANDARD DAesthetic Perception
1-4a. Observe and discuss drama performances.
1-7b. Describe what a performance meant to you and explain your personal preference and emotional response: “What did you like about it?” “What did it mean to you?”
4, 6, 7c. Apply to your life: "What did you learn from this performance?"
2d. Discuss what makes a performance a work of art.

Fourth - Sixth Grade: Drama

ASSESSMENTS (See Online curriculum resources for examples.)
• Checklists/rubrics of student work
• Concept mapping
• Journals
• Observational/anecdotal records by teacher
• Oral presentationw Performance critiques
• Portfolios of student writing/poems/plays/scripts
• Projectsw Quizzes/tests
• Self-evaluation
• Venn diagram comparing dramatic works
• Video/audio of performances

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