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5

th
Grade Drama Curriculum Map
Quarter One Theme
Our Ensemble Matters
Quarter One National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
b) Students demonstrate acting skills (such as sensory recall, concentration, breath control,
diction, body alignment, control of isolated body parts) to develop characterizations that
suggest artistic choices
c) Students in an ensemble, interact as the invented characters
8. Understanding context by analyzing the role of theater, film, television, and electronic media
in the community and in other cultures
e) Students explain how social concepts such as cooperation, communication, collaboration,
consensus, self-esteem, risk taking, sympathy, and empathy apply in theatre and daily life.
Quarter One Essential Questions
How does trust increase creativity in the classroom?
How does theatre help us express ideas about our community?
Quarter One Performance Outcomes
Students will complete journal reflections on how ensemble building games have
developed our abilities to collaborate, take risks, and use empathy with our peers
Students will rehearse and perform a 60 second skit that enacts challenges we have faced
within our school community and how we want to address them.
Quarter One Objectives
Describe cultural norms for safety, risk taking, and exploration in the theatre classroom
(ex. Students and will determine how roles are assigned in the classroom).
Articulate why actors warm up and collaboratively create a set series of physical and
vocal warm ups that prepare us for class.
Develop a basic understanding of an actors personal resources as a part ensemble
building (ex. theatre games that develop concentration, observation, and sensory
awareness).
Correlate personal experiences to stage experiences in daily journal reflections.
Demonstrate effective body language (ex. theatre games that develop posture, poise, and
stage presence).
Practice appropriate techniques for: breathing, articulation, breathing through diaphragm,
and vocal projection
Plan a yearly goal for performance related to; confidence, self-expression, diligence,
performance skills, or focus.
Recognize and respect the difference of creative thought, movement, and personality
among students in the class through ensemble building games.
Brainstorm stories we would like to stage about our community.
Collaboratively use body, voice, and imagination to create stage pictures of our
community.
Plan a 60 second skit that enacts challenges we have faced within our school community
and how we want to address them.


5
th
Grade Drama Curriculum Map
Quarter Two Theme
Our Past Matters
Quarter Two National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
a) Students analyze descriptions, dialogue, and actions to discover, articulate, and justify
character motivation and invent character behaviors based on the observation of interactions,
ethical choices, and emotional responses of people
6. Comparing and incorporating art forms by analyzing methods of presentation and audience
response for theater, dramatic media (such as film, television, and electronic media), and other
art forms
a) Students describe characteristics and compare the presentation of characters, environments,
and actions in theatre, musical theatre, dramatic media, dance, and visual arts
Quarter Two Essential Questions
How does characterization help us to better understand people?
How do different cultures express common themes over time?
Quarter Two Performance Outcomes
Students will be able to rehearse and perform a short scene from an early theatre history
text.
Students will complete journal reflections on the characters and themes weve read about,
comparing them to contemporary characters and themes.
Quarter Two Objectives
Describe the role of theater during different time periods (Greek Theatre, Roman
Theatre).
Make comparisons between versions of the same story from diverse cultures, recognizing
universal characters and themes.
Use theater terminology and the vocabulary of dramatic structure when describing texts
or performances.
Recognize and explain specific elements responsible for character change (plot, setting,
conflict, characters).
Practice keeping concentration and focus throughout a scene in order to develop a
character.
Use emotional recall as the basis for character choices.
Practice and perform a scene using skills studied.
Create, practice, and perform a scene acting like a chosen character.
Distinguish between stage directions and spoken text when performing.
Create gestures, blocking, and movement to display ideas and emotions.
Evaluate how artistic choices support the portrayal of a character in their own work or in
the work of a classmate.
Complete weekly journal reflections on the characters and themes from the stories weve
read, comparing them to characters and themes that are relevant to our own lives.





5
th
Grade Drama Curriculum Map
Quarter Three Theme
Our Creative Process Matters
Quarter Three National Theatre Standards
1. Script writing by the creation of improvisations and scripted scenes based on personal
experience and heritage, imagination, literature, and history
a) Students individually and in groups, create characters, environments, and actions that create
tension and suspense
b) Students refine and record dialogue and action.
5. Researching by using cultural and historical information to support improvised and scripted
scenes
a) Students apply research from print and nonprint sources to script writing, acting, design, and
directing choices.
7. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and
from theater, film, television, and electronic media productions
d) Students describe and evaluate the perceived effectiveness of students' contributions to the
collaborative process of developing improvised and scripted scenes.
Quarter Three Essential Questions
How do different writing processes impact the stories we tell?
How do we create stories collaboratively?
Quarter Three Performance Outcomes
Develop scenes through improvisation, theatre games, or writing that have distinct
character, clear relationships, conflict, setting, actions, and beginning-middle-end.
Dramatize an existing story with attention to sequence of events, conflict, character
intent, and resolution.
Quarter Three Objectives
Develop an understanding of the improvisation process.
Discuss the impact brainstorming, evaluating and imagining have on drama.
Articulate the difference between scripted work and improvised work.
Demonstrate appropriate script writing conventions.
Describe the difference between narration, monologue, and dialogue within a text.
Create improvised character motivations and relationships inspired by world literature.
Participate in effective cultural and historical storytelling using character voices and body
movement.
Dramatize selections from world literature, utilizing concepts weve learned from early
theatre history.
Participate in individual, partner, and small group playwriting and apply research to script
writing choices.
Contribute to successful group collaborations, both improvised and scripted.
Accept constructive criticism and use suggestions to improve work.
Create a portfolio of narrative pieces, monologues and dialogues.






5
th
Grade Drama Curriculum Map
Quarter Four Theme
Our Artistic Decisions Matter
Quarter Four National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
b) Students demonstrate acting skills (such as sensory recall, concentration, breath control,
diction, body alignment, control of isolated body parts) to develop characterizations that
suggest artistic choices
c) Students in an ensemble, interact as the invented characters
3. Designing by developing environments for improvised and scripted scenes
a) Students explain the functions and interrelated nature of scenery, properties, lighting, sound,
costumes, and makeup in creating an environment appropriate for the drama
c) Students develop focused ideas for the environment using visual elements (line, texture,
color, space), visual principles (repetition, balance, emphasis, contrast, unity), and aural
qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional
sources
4. Directing by organizing rehearsals for improvised and scripted scenes
a) Students lead small groups in planning visual and aural elements and in rehearsing
improvised and scripted scenes, demonstrating social, group, and consensus skills.
Quarter Four Essential Questions
How do different artistic decisions impact our performances?
How can the feedback of others impact our work?
Quarter Four Performance Outcomes
Make design choices for a piece of writing generated during the 3
rd
quarter. Rehearse and
direct the piece so it is ready for a final performance.
Perform in another students final project, taking direction and altering performance
techniques based on the directors notes.
Complete a reflection on the final performances, including use of secondary tools.
Quarter Four Objectives
Define the roles of people who work in the theatre (costume designer, lighting designer,
sound designer, props designer, director, playwright, actors, and technicians).
Describe the parts of the stage and different types of staging and how they are used.
Identify examples of effective use of secondary tools (set, costumes, lighting) in film,
theatre, graphic novels, and television.
Select a text from the 3
rd
quarter to stage as a short production.
Select and incorporate dance, music, costumes, and props appropriate to cultural or
historical context of dramatic material selected to be performed.
Make expressive use of secondary tools and integrate technical theater elements into their
production.
Act as the director, making decisions about the staging of their final project.
Perform in another students production, taking direction and accepting feedback.
Retell or re-create favorite performance moments.
Reflect on their own work along with classmates work and give constructive criticism.
Reflect on live theatre, including favorite moment and use of secondary tools.

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