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Target® Story Builders curricular connections

The following is a list of the Grade One through Five Content Standards (published by the California State Board of Education) that are embraced, challenged and reinforced by the Berkeley Rep School of Theatre’s Target® Story Builders program.

The standards listed are those directly addressed by the 2007/08 Target® Story Builders curriculum.

For a complete list of California State Board of Education Content Standards, please visit the California State Board of Education’s website.

grade one

english language arts

2.0 Reading Comprehension

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where and how questions.
2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Identify and describe the elements of plot, setting and character(s) in a story, as well as the story’s beginning, middle and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk and write about books read during the school year.

1.0 Writing Strategies (Organization and Focus)

Organization and Focus

1.1 Select a focus when writing.
1.2 Use descriptive words when writing.

1.0 Written and Oral English Language Conventions

Punctuation

1.4 Distinguish between declarative, exclamatory and interrogative sentences.
1.5 Use a period, exclamation point or question mark at the end of sentences.
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

1.0 Listening and Speaking Strategies

Comprehension

1.0 Listen attentively.
1.1 Ask questions for clarification and understanding.
1.2 Give, restate and follow simple two-step directions.

Organization and Delivery of Oral Communication

1.3 Stay on the topic when speaking.

2.0 Speaking Applications (Genres and their Characteristics)

2.1 Recite poems, rhymes, songs and stories.
2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why and how questions.

1.0 Artistic Perception

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of the theatre, such as play, plot (beginning, middle and end), improvisation, pantomime, stage, character and audience, to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre

1.2 Observe and describe the traits of a character.

2.0 Creative Expression

Development of Theatrical Skills

2.1 Demonstrate skills in pantomime, tableau and improvisation.

Creation / Invention in Theatre

2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle and end) and using a tableau or a pantomime.

3.0 Historical and Cultural Context

Role and Cultural Significance of Theatre

3.1 Identify the cultural and geographic origins of stories.

History of Theatre

3.2 Identify theatrical conventions, such as props, costumes, masks and sets.
3.3 Describe the roles and responsibilities of audience and actor.

4.0 Aesthetic Valuing

Critical Assessment of Theatre

4.1 Describe what was liked about a theatrical work or a story.

Derivation of Meaning from Works of Theatre

4.2 Identify and discuss emotional reactions to a theatrical experience.

5.0 Connections, Relationships, Applications

Connections and Applications

5.1 Apply the theatrical concept of beginning, middle and end to other content areas. For example, act out the life cycle of a butterfly.

Careers and Career-Related Skills

5.2 Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation or a pantomime.

grade two

english language arts

2.0 Reading Comprehension

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 State the purpose in reading (i. e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.

3.0 Literacy Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Compare and contrast plots, settings and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of the alternatives.

1.0 Listening and Speaking Strategies

Comprehension

1.1 Determine the purpose or purposes of listening.
1.2 Ask for clarification and explanation of stories and ideas.
1.3 Paraphrase information that has been shared orally by others.

Organization and Delivery of Oral Communication

1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication.
1.7 Recount experiences in a logical sequence.
1.8 Retell stories, including characters, setting and plot.

1.0 Speaking Applications (Genres and their Characteristics)

2.1 recount experiences or present stories

a. Move through a logical sequence of events.
b. Describe story elements (e.g., characters, plot, setting).

theatre

1.0 Artistic Perception

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as plot (beginning, middle and end), scene, sets, conflict, script and audience, to describe theatrical experiences.
1.2 Use body and voice to improvise alternative endings to a story.

2.0 Creative Expression

Development of Theatrical Skills

2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

Creation / invention in Theatre

2.2 Retell familiar stories, sequencing story points and identifying character, setting and conflict.
2.3 Use improvisation to portray such concepts as friendship, hunger or seasons.
2.4 Create costume pieces, props or sets for a theatrical experience.

3.0 Historical and Cultural Context

Role and Cultural Significance of Theatre

3.1 Identify theatre and storytelling forms from different cultures.

History of Theatre

3.2 Identify universal characters in stories and plays from different periods and places.

4.0 Aesthetic Valuing

Critical Assessment of Theatre

4.1 Critique an actor’s performance as to the use of voice, gesture, facial expression and movement to create character.
4.3 Identify the message or moral of a work of theatre.

5.0 Connections, Relationships, Applications

5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event or a concept from another subject area.
5.2 Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production.

visual arts / music

1.0 Artistic Perception

Develop Perceptual Skills and Visual Arts Vocabulary

1.1 Perceive and describe repetition and balance in nature, the environment and in works of art.

Analyze Art Elements and Principles of Design

1.3 Identify the elements of art in objects in nature, the environment and works of art, emphasizing line, color, shape / form, texture and space.

2.0 Creative Expression

Communication and Expression Through Original Works of Art

2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size and placement within the picture.

3.0 Historical and Cultural Context

Role and Development of the Visual Arts

3.1 Explain how artists use their work to share experiences or communicate ideas.

Diversity of the Visual Arts

3.2 Identify and discuss how art is used in events and celebrations in various cultures, past and present.

4.0 Aesthetic Valuing

Derive Meaning

4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.
4.2 Compare different responses to the same work of art.

5.0 Connections, Relationships, Applications

Connections and Applications

5.1 Identify similar themes in stories, songs and art forms (e.g., patterns, texture).

dance

2.0 Creative Expression

Creation / Invention of Dance Movements

2.1 Create and improvise movement patterns and sequences.
2.6 Create, memorize and perform original expressive movements for peers.
2.7 Work cooperatively in small and large groups.

5.0 Connections, Relationships, Applications

5.1 Use literature to inspire dance ideas.

history / social science

2.0 People Who Made a Difference

2.1 Students differentiate between things that happened long ago and things that happened yesterday.
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places and environments.
2.3 Students explain governmental institutions and practices in the United States and other countries.
2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

pysical education

5.0 Principles and Strategies that Apply to the Learning and Performance of Physical Activity

5.1 Participate in a variety of group settings without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.
5.7 Participate positively in physical activities that rely on cooperation.

grade three

english language arts

1.0 Word Analysis, Fluency and Systematic Vocabulary Development

Vocabulary and Concept Development

1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog / mammal / animal / living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.

2.0 Reading Comprehension

Structural Features of Informational Materials

2.1 Use titles, tables of contents, chapter headings, glossaries and indexes to locate information in text.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions about forthcoming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.

3.0 Literary Response and Analysis

Structural Features of Literature

3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends and fables from around the world.
3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
3.6 Identify the speaker or narrator in a selection.

2.0 Writing Applications (Genres and their Characteristics)

Students write compositions that describe and explain familiar objects, events and experiences. Student writing demonstrates a command of standard American English and the drafting, research and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade three outlined in Writing Standard 1.0, students

2.1 Write narratives

Provide a context within which an action takes place.
Include well-chosen details to develop the plot.
Provide insight into why the selected incident is memorable.

2.3 Write personal and formal letters, thank-you notes and invitations

Show awareness of the knowledge and interests of the audience and establish a purpose and context.
Include the date, proper salutation, body, closing and signature.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative and exclamatory sentences in writing and speaking.

Grammar

1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words and articles correctly in writing and speaking.
1.3 Identify and use past, present and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Spelling

1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural) and common homophones (e.g., hair-hare).
1.9 Arrange words in alphabetic order.

1.0 Listening and Speaking Strategies

Comprehension

1.1 Retell, paraphrase and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).

Organization and Delivery of Oral Communication

1.5 Organize ideas chronologically or around major points of information.
1.6 Provide a beginning, a middle and an end, including concrete details that develop a central idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

visual and performing arts

1.0 Artistic Perception

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas and blocking, to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre

1.2 Identify who, what, where, when and why (the Five Ws) in a theatrical experience.

2.0 Creative Expression—Creating, Performing and Participating in Theatre

Development of Theatrical Skills

2.1 Participate in cooperative script writing or improvisations that incorporate the Five Ws.

Creation / Invention in Theatre

2.2 Create for classmates simple scripts that demonstrate knowledge of basic blocking and stage areas.

3.0 Historical and Cultural Context—Understanding the Historical Contributions and Cultural Dimensions of Theatre

Role and Cultural Significance of Theatre

3.1 Dramatize different cultural versions of similar stories from around the world.

History of Theatre

3.2 Identify universal themes in stories and plays from different periods and places.

5.0 Connections, Relationships, Applications— Connecting and Applying What is Learned in Theatre, Film / Video and Electronic Media to Other Art Forms and Subject Areas and to Careers

Students apply what they learn in theatre, film / video and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

Connections and Applications

5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the Five Ws.

Careers and Career-Related Skills

5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.

mathematical reasoning

1.0 Students Make Decisions About How to Approach Problems

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.

2.0 Students Use Strategies, Skills and Concepts in Finding Solutions

2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams and models, to explain mathematical reasoning.

grade four

english language arts

1.0 Reading Comprehension

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

3.0 Literacy Response and Analysis

Structural Features of Literature

3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main events of the plot, their causes and the influence of each event on future actions.
3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

1.0 Listening and Speaking Strategies

Comprehension

1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication

1.5 Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
1.9 Use volume, pitch, phrasing, pace, modulation and gestures appropriately to enhance meaning.

2.0 Speaking Applications (Genres and their Characteristics)

a. Relate ideas, observations or recollections about an event or experience.
b. Provide a context that enables the listener to imagine the circumstances of the event or experience.
c. Provide insight into why the selected event or experience is memorable.

theatre

1.0 Artistic Perception

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as plot, conflict, climax, resolution, tone, objectives, motivation and stock characters, to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre

1.2 Identify a character’s objectives and motivations to explain that character’s behavior.
1.3 Demonstrate how voice (diction, pace and volume) may be used to explore multiple possibilities for a live reading. (Examples: I want you to go. I want you to go. I want you to go.)

2.0 Creative Expression

Development of Theatrical Skills

2.1 Demonstrate the emotional traits of a character through gesture and action.

Creation / Invention in Theatre

2.2 Retell or improvise stories from classroom literature in a variety of tones (gossipy, sorrowful, comic, frightened, joyful, sarcastic).
2.3 Design or create costumes, props, makeup or masks to communicate a character in formal or informal performances.

3.0 Historical and Cultural Context

Students analyze the role and development of theatre, film / video and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

Role and Cultural Significance of Theatre

3.1 Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout the history of California.

History of Theatre

3.2 Recognize key developments in the entertainment industry in California, such as the introduction of silent movies, animation, radio and television broadcasting and interactive video.

4.0 Aesthetic Valuing

Critical Assessment of Theatre

4.1 Develop and apply appropriate criteria or rubrics for critiquing performances as to characterization, diction, pacing, gesture and movement.
4.2 Compare and contrast the impact on the audience of theatre, film, television, radio and other media derivation of meaning from works of theatre.
4.3 Describe students responses to a work of theatre and explain what the scriptwriter did to elicit those responses.

5.0 Connections, Relationships, Applications

Connections and Applications

5.1 Dramatize events in California history.
5.2 Use improvisation and dramatization to explore concepts in other content areas.

Careers and Career-Related Skills

5.3 Exhibit team identity and commitment to purpose when participating in theatrical experiences.

mathematics

2.0 Students Make Decisions About How to Approach Problems

2.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information and observing patterns.
2.2 Determine when and how to break a problem into simpler parts.

2.0 Students use Strategies, Skills and Concepts in Finding Solutions

2.2 Apply strategies and results from simpler problems to more complex problems.

3.0 Students Move Beyond a Particular Problem by Generalizing to Other Situations

3.1 Evaluate the reasonableness of the solution in the context of the original solution.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.

visual arts

Creating, Performing and Participating in the Visual Arts

Skills, Processes, Materials and Tools

2.0 Creative Expression

2.2 Use the conventions of facial and figure proportions in a figure study.
2.3 Use additive and subtractive processes in making simple sculptural forms.

Communication and Expression Through Original Works of Art

2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.

3.0 Historical and Cultural Context

3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).

5.0 Connections, Relationships, Applications

5.1 Identify and interpret expressive characteristics in works of art and music.
5.2 Integrate several art disciplines (dance, music, theatre or the visual arts) into a well-organized presentation or performance.

dance

2.0 Creative Expression

Creation / Invention of Dance Movements

2.1 Create, develop and memorize set movement patterns and sequences.

Communication of Meaning in Dance

2.5 Convey a range of feelings through shape / postures and movements when performing for peers.

history / social science

California—A Changing State

4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
4.5 Students understand the structures, functions and powers of the local, state and federal governments as described in the U.S. constitution.

physical education

5.0 Students Demonstrate and Utilize Knowledge of Psychological and Sociological Concepts, Principles and Strategies that Apply to the Learning and Performance of Physical Activity

Self-Responsibility

5.4 Respond to winning and losing with dignity and respect.

Social Interaction

5.5 Include others in physical activities and respect individual differences in skill and motivation.

Group Dynamics

5.6 Accept an opponent’s outstanding skill, use of strategies or ability to work effectively with teammates as a challenge in physical activities.

grade five

english language arts

2.0 Reading Comprehension

Structural Features of Informational Materials

2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique

2.5 Distinguish facts, supported inferences and opinions in text.

3.0 Literacy Response and Analysis

Structural Features of Literature

3.1 Identify and analyze the characteristics of poetry, drama, fiction and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness) and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.
3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

Literary Criticism

3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.
3.7 Evaluate the author’s use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers’ perspectives.

1.0 Written and Oral English Language Conventions

Sentence Structure

1.1 Identify and correctly use prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Grammar

1.2 Identify and correctly use verbs that are often misused (e.g., lie / lay, sit / set, rise / raise), modifiers and pronouns.

Punctuation

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories and so forth.

Capitalization

1.4 Use correct capitalization.

Listening and Speaking

2.0 Speaking Applications (Genres and their Characteristics)

2.1 Deliver narrative presentations

a. Establish a situation, plot, point of view and setting with descriptive words and phrases.
b. Show, rather than tell, the listener what happens.

2.3 Deliver oral responses to literature

a. Summarize significant events and details.
b. Articulate an understanding of several ideas or images communicated by the literary work.
c. Use examples or textual evidence from the work to support conclusions.

theatre

1.0 Artistic Perception

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue, protagonist and antagonist, to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre

1.2 Identify the structural elements of plot (exposition, complication, crisis, climax and resolution) in a script or theatrical experience.

2.0 Creative Expression

Development of Theatrical Skills

2.1 Participate in improvisational activities to explore complex ideas and universal themes in literature and life.
2.2 Demonstrate the use of blocking (stage areas, levels and actor’s position, such as full front, quarter, profile and full back) in dramatizations.

Creation / Invention in Theatre

2.3 Collaborate as an actor, director, scriptwriter or technical artist in creating formal or informal theatrical performances.

3.0 Historical and Cultural Context

Understanding the Historical Contributions and Cultural Dimensions of Theatre

3.2 Interpret how theatre and storytelling forms (past and present) of various cultural groups may reflect their beliefs and traditions.
3.3 Analyze ways in which theatre, television and film play a part in our daily lives.

4.0 Aesthetic Valuing

Critical Assessment of Theatre

4.1 Develop and apply appropriate criteria for critiquing the work of actors, directors, writers and technical artists in theatre, film and video.

5.0 Connections, Relationships, Applications

Connections and Applications

5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.

Careers and Career-Related Skills

5.2 Identify the roles and responsibilities of performing and technical artists in theatre, film, television and electronic media.

history / social science

1.0 People Who Made a Difference

1.1 Students differentiate between things that happened long ago and things that happened yesterday.
1.2 Students demonstrate map skills by describing the absolute and relative locations of people, places and environments.
1.3 Students explain governmental institutions and practices in the United States and other countries.
1.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

physical education

5.0 Principles and Strategies that Apply to the Learning and Performance of Physical Activity

5.1 Participate in a variety of group settings without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.
5.7 Participate positively in physical activities that rely on cooperation.

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