Visual and Performing Arts

Standard 1.2:
All Students Will Refine Perceptual, Intellectual, Physical, And Technical Skills Through Creating Dance, Music, Theater, And/Or Visual Arts.

1. Demonstrate performance and participation skills by working and creating individually and with others.

Standard 1.5:
All Students Will Identify The Various Historical, Social, And Cultural Influences And Traditions Which Have Generated Artistic Accomplishments Throughout The Ages And Which Continue To Shape Contemporary Arts.

3. Apply knowledge of historical, social, and cultural influences to understanding a work of art.

4. Use their senses, imagination, and memory to express ideas and feelings in dance, music, theater and visual arts.

Language Arts Literacy

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

4. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

6. Review own writing with others to understand the reader’s perspective and to consider ideas for revision.

7. Review and edit work for spelling, mechanics, clarity, and fluency.

8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

9. Use computer writing applications during most of the writing process.

10. Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

11. Reflect on one’s writing, noting strengths and areas needing improvement.

B. Writing as a Product (resulting in a formal product or publication)

2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

4. Build knowledge of the characteristics and structures of a variety of genres.

5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.

9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.

10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions that are appropriate to the grade level (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

2. Use increasingly complex sentence structure and syntax to express ideas.

3. Use grade appropriate knowledge of English grammar and usage to craft writing: subject/verb agreement, pronoun usage and agreement, appropriate verb tenses.

4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

5. Use capital letters correctly in sentences, for proper nouns, and in titles.

7. Indent in own writing to show the beginning of a paragraph.

8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share, etc.) and a variety of audiences (e.g., self, peers, community).

3. Develop independence by setting self-selected purposes and generating topics for writing.

5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.

10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

13. Demonstrate the development of a personal style and voice in writing.

14. Review scoring criteria of a writing rubric.

Social Studies

Standard 6.3:
All Students Will Acquire Historical Understanding Of Political And Diplomatic Ideas, Forces, And Institutions Throughout The History Of New Jersey, The United States, And The World

2. Analyze varying viewpoints of individuals and groups at turning points throughout history.

3. Identify and explain how events and changes occurred in significant historical periods.

Standard 6.4:
All Students Will Acquire Historical Understanding Of Societal Ideas And Forces Throughout The History Of New Jersey, The United States, And The World

3. Identify instances when the needs of an individual or group are not met by their social institutions.