| Curricular Competency |
Recognize the importance of story in personal, family, and community identity |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
|
| Curricular Competency |
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: Engage actively as listeners, viewers, and readers |
Elaboration: connecting to personal knowledge, experiences, and traditions; participating in community and cultural traditions and practices; asking questions related to the topic at hand |
|
| Curricular Competency |
Use foundational concepts of print, oral, and visual texts |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: foundational concepts of print, oral, and visual texts |
Elaboration: concepts include directionality of print, difference between letter and word, difference between writing and drawing, spacing, letter-sound relationship, understanding that pictures convey meaning, taking turns, expressing ideas and needs, role-playing, and phonological awareness |
|
| Curricular Competency |
Use developmentally appropriate reading, listening, and viewing strategies to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: reading, listening, and viewing strategies |
Elaboration: examples include making predictions, making connections, making simple inferences, asking questions, engaging in conversation with peers and adults, showing respect for the contribution of others |
|
| Curricular Competency |
Use sources of information and prior knowledge to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: prior knowledge |
Elaboration: personal stories and experiences |
|
| Curricular Competency |
Read fluently at grade level |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: Read fluently at grade level |
Elaboration: reading with comprehension, phrasing, and attention to punctuation |
|
| Big Ideas |
Dance uses a unique sensory language for creating and communicating. |
Dance 9 |
No CCG |
|
| Big Ideas |
Collaborative dance experiences can build community and nurture relationships with others. |
Dance 9 |
No CCG |
|
| Big Ideas |
Dance provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. |
Dance 9 |
No CCG |
|
| Big Ideas |
Identity is explored, expressed, and impacted through dance experiences. |
Dance 9 |
No CCG |
|
| Content |
the ethics of cultural appropriation and plagiarism |
Dance 9 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of cultural motifs, themes, “voices,” images, knowledge, stories, songs, drama, etc. shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
|
| Content |
personal and social responsibility associated with creating, performing, and responding in dance |
Dance 9 |
No CCG |
| Keyword: personal and social responsibility |
Elaboration: ensuring the physical and emotional safety of self and others when engaging in the arts; being considerate of sensitive content, facilities, and materials |
|
| Content |
contributions of innovative artists from a variety of genres, communities, times, and places |
Dance 9 |
No CCG |
|
| Content |
traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through movement and dance |
Dance 9 |
No CCG |
|
| Content |
the roles of performers and audiences in a variety of contexts |
Dance 9 |
No CCG |
|