The show focuses on CASEL’s Social Emotional Learning Framework. Students observe and take part in theatrical games that teach competency in Self-Management, Self-Awareness, Responsible Decision Making, and Relationship Skills. NC does not currently have a working SEL curriculum listing.

Reading R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Speaking and Listening SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking and Listening SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

The show focuses on CASEL’s Social Emotional Learning Framework. Students observe and take part in theatrical games that teach competency in Self-Management, Self-Awareness, Responsible Decision Making, and Relationship Skills. NC does not currently have a working SEL curriculum listing.

Dance:Creation & Performance 2: Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.

Theater: Communication 1: Use movement, voice, and writing to communicate ideas and feelings.

Visual Arts: Critical Response 1: Use critical analysis to generate responses to a variety of prompts.

Theater Standards

Self-Awareness:  1.CU.2.2 – Use appropriate responses to the director or acting coach.

Social Awareness:  1.A.1.1 – Analyze texts in terms of the relationships among characters, setting, and events.

Responsible Decision-Making: 1.CU.2.1 – Understand how to use appropriate behavior as an audience

member.

Self-Awareness: 3.A.1.2 – Evaluate informal or formal theatre productions in terms of the

emotions or thoughts they evoke.

Responsible Decision-Making: 3.CU.2.1 – Illustrate theatre etiquette appropriate to the performance

Situation.

Social Awareness: 4.A.1.1 Analyze texts or scripts in terms of specific character traits and

relationships among them.

Relationship Skills: 5.A.1.1 – Analyze texts or scripts in terms of setting, characters,

sequence of events, main idea, problem, solution, and their

Interrelationships.

ELA Standards

• When analyzing characters and/or individuals in texts, ask students to discuss how characters and/or individuals used their awareness of emotions to guide decision-making and connect this to their own personal experiences.
• Guide students to think through and suggest alternatives when students encounter challenges in their reading, writing, speaking, and/or listening.

(R.3, R.10, W.1, W.2, W.3, SL.1)

• Explicitly teach social-awareness vocabulary words and phrases on a regular basis: empathy,

perspective, diversity, respect for others, appreciation, etc.

• Require students to use social-awareness vocabulary in authentic writing and speaking situations.

(L.4, L.6)

• Take anecdotal and observational notes about students’ use of social-awareness vocabulary and strategies while reading, writing, speaking, and listening (perspective-taking, empathy, appreciation of diversity, and respect for others).
• Model social-awareness by using the think aloud strategy when analyzing the behaviors of characters or individuals in a text.

(R.1, R.4, R.3, L.4, SL.1)

• Select informational texts that exemplify how a lack of teamwork and/or communication resulted ina negative outcome.

(R.2, R.4)

• When reading, watching, or listening to texts, focus students’ attention on the words and phrases authors, characters, and/or individuals use to convey honesty, take responsibility for actions, and/or show consideration for the well-being of others.

(R.4, L.4, L.6)

• Assign tasks that allow students to reconstruct the decision-making process of a character in a literary text.
• Assign tasks that ask students to trace the decision-making process of an individual during a critical historical event.
• Encourage student discourse around evaluating the effects of consequences that

characters/individuals faced as a result of decisions they made.

(R.3, SL.3)