Language Arts - Fine Arts - Social Studies - Math and Science - Physical Education

Act!vated Story Theatre presents school assemblies that stimulate imagination, emphasize critical thinking and build cultural awareness. This page outlines the core curriculm and national arts standards supported.

Act!vated Story Theatre productions and residency programs:

  • Reinforce Common Core Standards for grades K-8
  • Integrate English-Language Arts Standards with National Theatre Arts Standards
  • Highlight multicultural perspectives
  • Promote an interest in reading, culture and theatre arts

Students laugh while they are learning on multiple levels.

Study Guides for teachers are available. Workshops and residency programs extend the educational experience for your students.

Workshops

Language Arts

Theatrical productions based on folktales and classic stories enhance the language arts curriculum and inspire kids to read. A large oversized book serves as the set for the multicultural folktale theatre production. As the stories are performed the pages turn to depict the scenes.

Reading is a big part of what we do and books are promoted at every opportunity.

Because young children respond to gestures and movement before react to spoken word, American Sign Language (ASL) is incorporated as both a means of communication and a performance art. ASL is captivating for hearing students of all ages to watch, and it helps foreign students pick up English.

Language Arts Common Core Standards addressed by grade level

K - 1 - 2 - 3 - 4 - 5

The show along with the study guide provided for teachers to use with their classes addresses the following curriculum standards outlined by Common Core Standards.

Kindergarten

Reading: Literature:
  • With prompting and support, retell familiar stories, including key details. (RL.K.2)
  • With prompting and support, identify characters, settings, and major events in a story. (RL.K.3)
  • With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (RL.K.9)
Speaking and Listening:
  • Confirm understanding of information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K.2)
  • Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (SL.K.4)
  • Add drawings or other visual displays to descriptions as desired to provide additional detail. (SL.K.5)
  • Speak audibly and express thoughts, feelings, and ideas clearly. (SL.K.6)
Language:
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.K.1)
  • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (L.K.1)
  • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (L.K.5)
  • Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (L.K.5)
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (L.K.6)
Orpheus and Charon

First Grade

Reading: Literature
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL.1.2)
  • Describe characters, settings, and major events in a story, using key details. (RL.1.3)
  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4)
  • Compare and contrast the adventures and experiences of characters in stories. (RL.1.9)
Speaking and Listening:
  • Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (SL.1.2)
  • Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (SL.1.3)
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL.1.4)
  • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (SL.1.5)
Language:
  • With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (L.1.5)
  • Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings (L.1.5)

Second Grade

Reading: Literature
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (RL.2.2)
  • Describe how characters in a story respond to major events and challenges. (RL.2.3)
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4)
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (RL.2.5)
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (RL.2.6)
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (RL.2.9)
Speaking and Listening:
  • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2)
  • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (SL.2.3)
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4)
  • Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (SL.2.5)
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (SL.2.6)
Language:
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. > Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1)

Third Grade

Reading: Literature:
  • Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (RL.3.2)
  • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (RL.3.3)
Speaking and Listening:
  • Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.3.2)
  • Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3)
  • Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4)
  • Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (SL.3.5)
  • Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (SL.3.6)
Language:
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (L.3.5)
  • Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (L.3.5)
  • Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (L.3.5)
  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5)

Fourth Grade

Reading: Literature:
  • Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (RL.4.5)
  • Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (RL.4.7)
  • Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (RL.4.9)
Speaking and Listening:
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.4.2)
  • Identify the reasons and evidence a speaker provides to support particular points. (SL.4.3)
  • Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.4.4)
  • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (SL.4.6)
Language:
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.4.5)
  • Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (L.4.5)
  • Recognize and explain the meaning of common idioms, adages, and proverbs. (L.4.5)
  • Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (L.4.5)

Fifth Grade

Reading: Literature:
  • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (RL.5.7)
Speaking and Listening:
  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2)
  • Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4)
Language:
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.5)
  • Interpret figurative language, including similes and metaphors, in context. (L.5.5)
  • Recognize and explain the meaning of common idioms, adages, and proverbs. (L.5.5)
  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L.5.5)

Fine Arts

Performance Arts

Throughout time, the arts have been essential to human existence. Through the arts people discover ways to shape and share their thoughts and feelings. The arts enrich the quality of life, improve problem solving abilities and communication skills. Act!vated shows, residency programs and workshops are designed to support K-8 standards in Theater, Dance, Music and Visual Arts as prescribed by the Kennedy Center's ArtsEdge.

K-4 Theatre Standard 6: Comparing and connecting art forms by describing theatre, dramatic media (such as film, television, and electronic media), and other art forms

Achievement Standard

  • Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts
  • Students compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts

K-4 Theatre Standard 8: Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life

Achievement Standard

  • Students identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life
  • Students identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions

Act!vated Story Theatre action-packed productions feature a variety of performance art skills including: theatre, music (song and dance), acrobatics, clowning, vaudeville and mime.

Kids get in on the act. Pre-selected students will learn acting techniques while they learn a role in the show, then they perform on stage.

Visual Arts

Students and adults alike get a big kick out of the unusual props and costumes. Many will be inspired to make their own creations once they realize they are made from items found around the house.

Social Studies

Stories rich in American Heritage and a multicultural theme are purposefully chosen to so that teachers may use the shows as a springboard for further study of the cultures they represent.

Math and Science

Our study guides provide educational tie-ins to help teachers relate the show to math and science.

Physical Education

The act!vated performance style we have developed to "tell" the stories require nonstop physical activity. Being a performer demands the discipline of an athlete. Students and adults alike are awed by the sheer physical nature of the show. The shows incorporate a variety of physical performance art skills including: dance, acrobatic tricks, clown skills and pratfalls - not to mention squeezing through tennis rackets.

Download flyer- PDF format
Download a flyer to print and share with your favorite library or school. (PDF format).

Booking Information

Please visit the booking information page for details and fill out the information request form to schedule program or request more information for your school. Bringing theater arts to underserved populations is important to us, we will do everything we can to work with your budget. Funding opportunities may be available, just ask.

"I loved your perfomance!! My favorite skit was The Golden Pitcher. But I liked it all. I really liked the big book, and I loved your sound effects. Plus the costumes were very realistic. I think that the wrong words and word corrections were great too. You should record a show and send it to America's Funniest Home Videos TV show, it is so funny! Your performance was awesome! Your sounds were custom made and everything was just really nice!! P.S. It must be tiring on the road. How do you change so fast?" ~David, 3rd grade student, Floyd Elementary, Floyd, VA