PA SAS Training Series Han Liu Department of Teacher Education Shippensburg University Adapted from SAS

Big Idea - Declarative statements that describe concepts that transcend grade levels Concepts - Describe what students should know (key knowledge) as a result of this instruction specific to grade level 2

Competencies - Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level Essential Questions - Questions connected to the SAS framework – specifically linked to the Big Ideas – should frame student inquiry, promote critical thinking, and assist in learning transfer 3

Vocabulary - Key terminology linked to the standards, big ideas, concepts and competencies in a specific content area and grade level Exemplars - Performance tasks that can be used for assessment, instruction as well as professional development. – Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies 4

Plays reflect time, place and culture in elements of staging and playwriting Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

Staging - the process or manner of putting on a play Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

Humans have expressed experiences and ideas through the arts throughout time and across cultures. Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

A group of 4 th graders dramatized Underground Railroad to demonstrate how slaves run away from the south through an organized escaping system Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

How do plays reflect time, place and culture? Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

Curriculum Framework: Example for 6 th grade theatre BIG IDEA (enduring understanding) Humans have expressed experiences and ideas through the arts throughout time and across cultures. ESSENTIAL QUESTION How do plays reflect time, place and culture? CONCEPT (what students will know) Plays reflect time, place and culture in elements of staging and playwriting. COMPETENCY (what students will be able to do) Read plays from varied time and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays. STANDARD C – Relate works in the arts to varying styles and genre and to the periods in which they were created. EXEMPLAR COMING SOON! VOCABULARY Staging Playwriting ANCHOR ANCHOR DESCRIPTOR ELIGIBLE CONTENT

A. Plays reflect time, place and culture in elements of staging and playwriting F. How do plays reflect time, place and culture? B. Staging - the process or manner of putting on a play E. A group of 4 th graders dramatized Underground Railroad to demonstrate how slaves run away from the south through an organized escaping system D. Humans have expressed experiences and ideas through the arts throughout time and across cultures. C. Read plays from varied times and cultures, e.g. Shakespearean theatre, and analyze elements of staging and playwriting present in the plays Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

A. How does scarcity affect the economic decisions of individuals, businesses, and governments? F. Predict the impact of scarcity on price. B. Choice : An act of selecting or making a decision when faced with two or more possibilities. E. Students conduct an online research to find out at least five more scarce resources people consumer on the daily basis. D. Scarcity is an economic condition that exists when demand is greater than supply. C. Limited resources and unlimited wants require choices by individuals, groups, and nations. Big Ideas Concepts Essential Questions Competencies Vocabulary Exemplars

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