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Radio Days: A WebQuest
who grew up during the "Golden Age" of radio, has decided to add new programming to the station. He has assigned you and your co-workers the task of writing and producing a new radio drama. Your boss expects you and your co-workers to research the history of radio dram...
 Core Content For Mathematics Assessment
Performance elements - Acting (how speaking, moving help to create characters) AH-04-1.3.1 Students will identify or describe elements of drama in dramatic works. DOK 2 Elements of drama: Literary elements – Script, Story line (plot), Character, Story organization...
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Performance elements - Acting (how speaking, moving help to create characters) AH-04-1.3.1 Students will identify or describe elements of drama in dramatic works. DOK 2 Elements of drama: Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make- up Performance elements: Acting (how speaking, moving help to create characters) Speaking
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=11
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=11
Performance elements - Acting (how speaking, moving help to create characters) AH-04-1.3.1 Students will identify or describe elements <span class="highlight">of</span> drama <span class="highlight">in</span> dramatic works. DOK 2 Elements <span class="highlight">of</span> drama: Literary elements – <span class="highlight">Script</span>, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make- up Performance elements: Acting (how speaking, moving help to create characters) Speaking
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=27
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=27
describe the use <span class="highlight">of</span> elements <span class="highlight">of</span> drama <span class="highlight">in</span> dramatic works. DOK 2 Elements <span class="highlight">of</span> drama: Literary elements – <span class="highlight">Script</span>, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point <span class="highlight">of</span> view), Monologue, Dialogue, Empathy Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design Performance elements - Acting (e.g. character motivation and analysis
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=42
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=42
CCA 4.1 High School Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 39 Italics – Supporting Content Standard AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography. DOK 3 Drama/Theatre AH-HS-1.3.1 Students will analyze or evaluate the use <span class="highlight">of</span> technical elements, literary elements and performance elements <span class="highlight">in</span> a variety <span class="highlight">of</span> dramatic works. DOK 3 (Incorporates prior knowledge about elements from primary
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=50
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=50
performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning <span class="highlight">of</span> the work. Each process enhances understanding, abilities and appreciation <span class="highlight">of</span> others. Students involved <span class="highlight">in</span> these processes over time will gain a great appreciation for the arts, for artists past and present and for the value <span class="highlight">of</span> artistic expression. High School Drama/Theatre AH-HS-4.3.1 Students will create and perform using
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
short story, play/<span class="highlight">script</span>, poem). • Students will use a suitable tone or appropriate voice. • Students will apply a fictional perspective <span class="highlight">in</span> literary writing when appropriate. WR-04-1.1.2 <span class="highlight">In</span> Personal Expressive Writing, • Students will communicate the significance <span class="highlight">of</span> the writer’s experience by narrating about life events or relationships. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., personal narrative, personal memoir). • Students will create a point <span class="highlight">of</span> view. • Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=292
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=292
• Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., short story, play/<span class="highlight">script</span>, poem). • Students will create point <span class="highlight">of</span> view. • Students will sustain a suitable tone or appropriate voice. • Students will apply a fictional perspective <span class="highlight">in</span> literary writing when appropriate. WR-07-1.1.2 <span class="highlight">In</span> Personal Expressive Writing, • Students will communicate the significance <span class="highlight">of</span> the writer’s life experience by narrating about life events, relationship or central ideas. • Students will apply the
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=311
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=311
telling a story, capturing a moment, evoking an image or showing an extraordinary perception <span class="highlight">of</span> the ordinary). • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., short story, play/<span class="highlight">script</span>, poem). • Students will sustain point <span class="highlight">of</span> view. • Students will sustain a suitable tone or appropriate voice. • Students will apply a fictional perspective <span class="highlight">in</span> literary writing when appropriate.
CONTENts.PDF
imagery and symbolism, contribute to their understanding of the text. Example: Students explain how the extended metaphor in Langston Hughes’s “Mother to Son” helps the reader understand the poem’s theme. 9-12: Students will explain how all of th...
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imagery and symbolism, contribute to their understanding of the text. Example: Students explain how the extended metaphor in Langston Hughes’s “Mother to Son” helps the reader understand the poem’s theme. 9-12: Students will explain how all of the literary conventions and devices in a text or performance are used by an author to express tone, create mood and establish overall theme. Example: Students analyze how diction, imagery, syntax and author’s style establish the tone and mood of
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=19
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
imagery and symbolism, contribute to their understanding <span class="highlight">of</span> the <span class="highlight">text</span>. Example: Students explain how the extended metaphor <span class="highlight">in</span> Langston Hughes’s “Mother to Son” helps the reader understand the poem’s theme. 9-12: Students will explain how all <span class="highlight">of</span> the literary conventions and devices <span class="highlight">in</span> a <span class="highlight">text</span> or performance are used by an author to express tone, create mood and establish overall theme. Example: Students analyze how diction, imagery, syntax and author’s style establish the tone and mood <span class="highlight">of</span>
STANDARDS.05
(i.e., statement, question, exclamation) [3] 1.3.2 Identifying and/or correcting mistakes in spelling (e.g., grade- appropriate, high-frequency words) (L) [3] 1.3.3 Identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning...
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(i.e., statement, question, exclamation) [3] 1.3.2 Identifying and/or correcting mistakes in spelling (e.g., grade- appropriate, high-frequency words) (L) [3] 1.3.3 Identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns) [3] 1.3.4 Rewriting handwritten work to improve legibility, if necessary, when producing final drafts (L) The student writes and edits using conventions of Standard English by [4] 2.3.1 Writing a
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=59
www.eed.state.ak.us/standards/pdf/standards.pdf#page=59
58 PERFORMANCE STANDARDS (Grade Level Expectations) 59PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 READING GRADES 3—6 *Assumes a variety <span class="highlight">of</span> <span class="highlight">text</span> and increasing complexity The student analyzes content <span class="highlight">of</span> <span class="highlight">text</span> to differentiate fact and opinion by [5] 2.9.1 Distinguishing fact from opinion <span class="highlight">in</span> a <span class="highlight">text</span>* [5] 2.9.2 Expressing own opinion about material read and supporting opinions with evidence from <span class="highlight">text</span>* The student analyzes content <span class="highlight">of</span> <span class="highlight">text</span> to differentiate fact and
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=70
www.eed.state.ak.us/standards/pdf/standards.pdf#page=70
(i.e., statement, question, exclamation) [3] 1.3.2 Identifying and/or correcting mistakes <span class="highlight">in</span> spelling (e.g., grade- appropriate, high-frequency words) (L) [3] 1.3.3 Identifying and/or correcting mistakes <span class="highlight">in</span> punctuation at the end <span class="highlight">of</span> sentences and capitalization (i.e., beginning <span class="highlight">of</span> sentences and proper nouns) [3] 1.3.4 Rewriting <span class="highlight">handwritten</span> work to improve legibility, if necessary, when producing final drafts (L) The student writes and edits using conventions <span class="highlight">of</span> Standard English by [4] 2.3.1 Writing a
Social Studies Booklet
line of development to the present. Primary sources: Primary sources are information created by the event or in the process of the event such as archival sources documents, manu- script collections, diaries, personal collections, and photographs. The writer must be an ey...
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line of development to the present. Primary sources: Primary sources are information created by the event or in the process of the event such as archival sources documents, manu- script collections, diaries, personal collections, and photographs. The writer must be an eyewitness or participant in the event. Newspapers, magazines, or journal articles of the era are primary sources in that they are first hand accounts written or taken at the time of the event. Secondary sources: Books, articles
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
line <span class="highlight">of</span> development to the present. Primary sources: Primary sources are information created by the event or <span class="highlight">in</span> the process <span class="highlight">of</span> the event such as archival sources documents, manu- <span class="highlight">script</span> collections, diaries, personal collections, and photographs. The writer must be an eyewitness or participant <span class="highlight">in</span> the event. Newspapers, magazines, or journal articles <span class="highlight">of</span> the era are primary sources <span class="highlight">in</span> that they are first hand accounts written or taken at the time <span class="highlight">of</span> the event. Secondary sources: Books, articles
Microsoft Word - ssstd8.docssstd8.pdf
8/9/2005 Page 218 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States...
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8/9/2005 Page 218 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, group, ideas, developments, and turning points in the early years of
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
8/9/2005 Page 218 <span class="highlight">of</span> 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, and developments <span class="highlight">in</span> the history <span class="highlight">of</span> Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding <span class="highlight">of</span> individuals, group, ideas, developments, and turning points <span class="highlight">in</span> the early years <span class="highlight">of</span>
Microsoft Word - ssstd6.docssstd6.pdf
social – family, religion, education. While reading texts, list examples of each in the graphic organizer. Write one sentence that summarizes each category. (1) See also: C-GB1I1, C-GB4I1, C- GB5I1-2, EB1I1, EB3I1-2, GB2I4, GB4I2 • Write a television script about t...
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social – family, religion, education. While reading texts, list examples of each in the graphic organizer. Write one sentence that summarizes each category. (1) See also: C-GB1I1, C-GB4I1, C- GB5I1-2, EB1I1, EB3I1-2, GB2I4, GB4I2 • Write a television script about the fall of the Byzantine Empire. Provide background information about what the Byzantine Empire was like before its downfall, and provide information about the causes of its decline. Present interviews for the class, using maps and visual
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http://www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016&forcedownload=true#page=22
www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016...
social – family, religion, education. While reading texts, list examples <span class="highlight">of</span> each <span class="highlight">in</span> the graphic organizer. Write one sentence that summarizes each category. (1) See also: C-GB1I1, C-GB4I1, C- GB5I1-2, EB1I1, EB3I1-2, GB2I4, GB4I2 • Write a television <span class="highlight">script</span> about the fall <span class="highlight">of</span> the Byzantine Empire. Provide background information about what the Byzantine Empire was like before its downfall, and provide information about the causes <span class="highlight">of</span> its decline. Present interviews for the class, using maps and visual
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