Welcome to the Theater
Teacher's Guide


TEACHER TIPS
and TOOLS

How to implement engaging research, including mini skills lessons, and professional resources
TARGETED LEARNING STYLES

 Visual


TIME FRAME

2-3 days

 UNIT:

   Grade 7 Language Arts - Drama

FOCUS:
Enduring Understanding or Essential Question

  
  • What are the characteristics of a good director, set designer, costume designer, camera operator & critic?
  • Which of these roles would best match my skills and talents?

MSDE Voluntary
State Curriculum: Reading/English Language Arts Standards/Core Learning Goals

  

Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational texts.
Writing: Students will compose effective expressive, informational, and persuasive writing.

Indicators:
Apply comprehension skills by selecting, reading, and interpreting a variety of print and electronic informational texts.
Analyze text features to facilitate understanding of informational texts.
Apply knowledge of organizational patterns of informational text to facilitate understanding.
Analyze important ideas and messages in informational text.
Read critically to evaluate informational text.
Write to inform.

BCPS
Language Arts
Indicators


BCPS Library
Media Indicators

  

See Voluntary State Curriculum above.

  • Use reference skills in order to locate information in a variety of sources (LG-3)
  • Use research skills in order to evaluate, select, record, and reorganize information (LG-3)
  • Use critical thinking skills in order to solve research problems (LG-3)
  • Apply comprehension skills in order to process and evaluate content from a variety of sources (LG-4)
  • Manipulate information using electronic resources in order to effectively retrieve, organize and produce information (LG-5)
MD flagMSDE Library Media VSC
 

2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

National Standards
for the English
Language Arts

Sponsored by NCTE and IRA

   1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

National
Information Literacy
Content Standards (ALA)

AASL Information Literacy Standards for Students

 Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

National Education
Technology Standards
for Students (ISTE)
  • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
  • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
  • Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
  • Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Last update: July 2004
Created by Angela Tirschman with assistance from Joyce Caldwell, Phyllis Fullem and Kelly Ray.
BCPS Research Module, Copyright 2004, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from Baltimore County Public Schools
Copyright 2004 Baltimore County Public Schools,
Towson, MD 21204
All rights reserved.
Documents and related graphics may be duplicated for educational, non-profit school use only.
All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646