Opera Residencies

Grade Levels: 1-5
Program Duration: 12 or 18 sessions (typically once a week)
Session Length: one full class period (50-60 minutes) for each participating class

This multi-disciplinary program empowers students in grades 1-5 to create and perform an original opera that integrates curricular learning objectives with arts learning in music, theater, and movement. Teachers and Lyric teaching artists work collaboratively to develop a custom residency plan that addresses desired learning outcomes while students engage in creative storytelling through the art of opera. Teachers determine a session schedule that coordinates with the established class meeting schedule and the program can be implemented any time during the school year.

*This program requires participating classroom teachers to attend a Professional Development Workshop in the fall of 2021.

• Develop students’ knowledge and understanding of the essential elements of opera

• Develop students’ artistic skills in music, theater, and movement

• Promote students’ reading comprehension and creative writing skills by developing an original opera libretto (i.e., script).

• Promote students’ verbal presentation and performance skills

• Promote students’ social and emotional development by working together to accomplish common goals

• Support additional student learning objectives identified by the classroom teacher

All programs:

• Pair grade-level classroom teachers with one professional Lyric teaching artist to determine desired learning objectives, theme or focus of the opera, and session meeting schedule

• Are unique and developed to meet the specific needs of each school, grade level, and classroom

• Develop the skills and knowledge students need to act, sing, and produce an original opera

12-session (required for all new partner schools)

• Teachers select a story or book (which has been read before  the residency begins) to be adapted into an opera by the class

• Teaching artist and students collaborate to write a libretto (script) for the opera based on the story and unique student contributions

• Session 12 is the final presentation of student work

18-session (optional, for returning partner schools only)

• Teachers select a theme, concept, or story related to academic learning objectives (academic content, SEL, or other)

• Teaching artist works with students to write an original libretto based on the chosen theme or story

• Session 18 is the final presentation of student work

• Teachers work with teaching artist to determine program start/end dates and regular meeting times that align best with school calendar, class meeting schedule, curricular goals, and teaching artist availability.

• Teachers must devote the entire class period (50–60 minutes) to each of the 12 or 18 sessions led by theteaching artist.

• Each session occurs in the teacher’s classroom, during academic class time (not during “specials” or after school).

• Sessions typically occur once a week at a regularly scheduled day and time (e.g., every Tuesday at 10:00 AM)All participating classroom teachers are required to attend a one-day Professional Development Workshop. This 6-hour workshop is typically held in mid-September. Teachers receive 6 CPDUs for participating. This workshop is free of charge for all participating teachers.

  • If multiple classes are participating, we ask that class meetings be scheduled “back-to-back” if possible (e.g., Class A at 10:00 and Class B at 11:00)

Teachers may elect to enhance the experience by scheduling an optional field trip to a backstage tour of the Lyric Opera House pending the resumption of tours in 2021|22. Bus Scholarships may be available for qualifying schools

• School provides consistent session scheduling and dedicated learning environment (i.e., classroom)

• School provides access to a working piano or keyboard on site (if available)

• School commits to collaborating with other faculty or parents to create sets, props, and/or costumes (as desired)

• School provides rehearsal time for the final presentation in a dedicated performance space (typically the last three sessions in the auditorium, cafetorium, gym, etc.)

• Teacher approaches sessions as an active, engaged participant and maintains classroom discipline

• Teacher communicates on a consistent basis with the teaching artist regarding daily lesson plans, student progress or challenges, and any changes to the determined schedule

• Teacher copies and distributes all necessary materials for the program

• Teacher completes any necessary activities before and after each session and makes cross-curricular connections

• Teacher and teaching artist collaborate to tailor program to address desired curricular goals of the classroom

• Teaching artist develops and shares weekly lesson plans with teacher in advance of each session

• Teaching artist produces a fully-staged public sharing of student work

• Teaching artist formally assesses student progress and adjusts lesson plans throughout the program

• Lyric Opera provides ongoing support for classroom teachers and teaching artists in all aspects of the partnership

• Lyric Opera provides relevant materials and training for classroom teachers and teaching artists to successfully implement program and produce the final presentation

Because of the generosity of Chicago’s philanthropic community, Lyric is able to offer this program free of charge to a limited number of CPS elementary schools. Once the available partnerships have been filled, remaining qualified schools will be placed on a “wait list” and contacted should a space become available.

Qualified schools are also welcome to pay directly for the program. The cost per program varies based on the residency length and the number of classrooms participating:

• 12-session program: $2,315 per classroom

• 18-session program: $3,215 per classroom

Interested schools must apply through the school’s arts liaison, music teacher, or principal.

• • Applicants must have school principal approval before submitting an application.

Timeline

• • June – Interest form available

  • August 1 – Interest form follow-up / applications open

  • Late August - Applicant interviews and site visits conducted

  • Early September – Schools notified of status

  • Mid-September – Teacher Professional Development Workshop

Applicants need the following information to complete the online application:

• • School, teacher, and arts liaison (CPS only) contact information

  • Principal contact information and consent to apply

  • Whether or not your school has a piano or keyboard in working condition and easily accessible for the program

  • An idea of which grade level you think is best suited for this program and why

  • Number of classes and approximate number of students per class for desired grade level

  • An idea of when in the calendar year you think it may be best to implement the program

  • A list of any and all community arts partnerships currently occurring in your school

Lyric understands that sometimes the priorities, schedule, or personnel of a school can change over the summer. Thus, some schools may be placed on a “wait list” in case a selected school can no longer participate in the program. These schools will be contacted in late September should a vacancy become available.

Within the given time frame (12 or 18 classroom sessions), this program aims to address the following Common Core and Social Emotional Learning standards:

Common Core ELA Anchor Standards: Reading

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Common Core ELA Anchor Standards: Writing

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core ELA Anchor Standards: Speaking and Listening

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Common Core ELA Anchor Standards: Language

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Social Emotional Learning Standards

1C Demonstrate skills related to achieving personal and academic goals.

2A Recognize the feelings and perspectives of others.

2B Recognize individual and group similarities and differences.

2C Use communication and social skills to interact effectively with others.

2D Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

3C Contribute to the well-being of one’s school and community.

Within the given time frame (12 or 18 sessions), this program aims to address the following arts learning standards:

Music

Pr4.1.3a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. d. Demonstrate and describe how intent is conveyed through expressive qualities (for example, dynamics, tempo).

Pr5.1.3a. Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances.

Pr6.1.3a. Perform music with expression and technical accuracy. b. Perform appropriately for the audience and purpose.

Re8.1.3a. Demonstrate and describe how the expressive qualities (for example, dynamics, tempo) are used in performers’ interpretations to reflect expressive intent.

Cn10.1.3a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Cn11.1.3a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Theatre

Cr1.1.3a. Create roles, imagined worlds, and improvised stories in a drama/theatre work. b. Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work. c. Imagine how a character might move and speak to support the story and given circumstances in a drama/theatre work.

Cr2.1.3a. Devise original ideas focused on character and plot for a drama/ theatre work. b. Contribute ideas and accept/incorporate the ideas of others in preparing or devising a drama/theatre work.

Cr3.1.3a. Contribute to the adaptation of the plot and dialogue in a drama/theatre work. b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work. c. Practice and refine design and technical choices to support a devised or scripted drama/theatre work.

Pr4.1.3a. Identify major dramatic elements in a drama/theatre work. b. Use body, face, gestures, and voice to communicate character traits and emotions in a scene.

Pr5.1.3a. Participate in a variety of improvisational exercises. b. Identify the basic technical elements that can be used in drama/theatre work.

Pr6.1.5a. Communicate for a specific purpose through a drama/theatre work to an invited audience.

Re8.1.3a. Describe a personal experience that relates to a moment in a drama/theatre work. b. Explore folk tales or stories from multiple cultures through drama/ theatre experience. c. Examine characters’ feelings and make connections to personal feelings in a drama/ theatre work.

Cn10.1.4a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Cn11.1.4a. Respond to community and social issues and incorporate other content areas in drama/theatre work.

Cn11.2.3a. Explore how stories are adapted from literature to drama/theatre work.
C11.2.4a. Investigate cross-cultural approaches to storytelling in drama/ theatre work. b. Identify historical sources that explain drama/theatre terminology and design conventions.

Dance

Cr1.1.2a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

Cr2.1.2b. Choose movements that express a main idea, or emotion or follow a musical phrase. Explain reasons for movement choices.

Pr4.1.1a. Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways. Find and return to place in space. Move with others to form straight lines and circles. b. Relate quick, moderate, and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.

Pr5.1.2a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways. b. Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space and exploring levels, directions, and pathway designs. c. Repeat movements with an awareness of self and others in space. Self adjust and modify movements or placement upon request.

Grade Levels: 6–12
Program Duration: 4 sessions (typically once a week) plus 1 performance field trip to Lyric
Session Length: one full class period (50-60 minutes) for each participating class

Opera Discovery Project engages students in grades 6–12 in an in-depth study of opera through activities that integrate language arts, music, drama, and performance skills. Students gain a rich understanding of a selected work, its history and context, and important themes. Working in collaboration with the classroom teacher, a Lyric Opera Teaching Artist guides students through a creative process to reinterpret select operatic scenes with their own words and music. Teachers can determine a session schedule that coordinates with the established class meeting schedule. The program includes a field trip to the Lyric Opera House to attend a final dress rehearsal of the selected opera. Opera titles and dates will be available in August 2021.

• Foster an appreciation for opera and demonstrate opera’s relevance to students’ lives

• Introduce the essential elements of opera

• Explore music’s role in conveying emotion and action in opera

• Promote language arts, social and emotional, and arts learning through creative group work

• Create access to live, world-class opera performances

• Provide resources for teachers from which they can develop and support student learning experiences about opera

• Teachers must devote the entire class period (50-60 minutes) to each of the four teaching artist led sessions.

• Sessions typically occur once a week during a regularly scheduled day and time and will be determined by the classroom teacher and teaching artist (e.g., Tuesdays at 10:00, or Thursdays during 3^rd period).

• Teachers will collaborate with Lyric Unlimited Staff to organize a field trip to the Lyric Opera House to attend the final dress rehearsal of the selected opera.

• Each session occurs in the classroom, during regular class meeting times (not after school).

• Teachers are required to participate in a one-hour planning meeting with the Teaching Artist before the program begins. The purpose of this meeting is to orient teachers to the program, discuss roles and responsibilities, learning objectives, and session meeting schedules.

Teachers may elect to enhance the experience by scheduling an optional backstage tour of the Lyric Opera House pending the resumption of tours in 2021|22. Bus Scholarships may be available for qualifying schools

• Teacher approaches sessions as an active, engaged participant and maintains classroom discipline

• Teacher copies and distributes any necessary materials for the program

• Teaching artist develops and delivers all Opera Discovery Project lessons

• Teacher assists students in completing any necessary activities between sessions

• Teacher communicates on a consistent basis with the teaching artist regarding lesson plans, student progress or challenges, and any changes to the determined schedule

• Lyric Opera provides ongoing support for classroom teacher and teaching artist in all aspects of the partnership

• Lyric Opera provides free passes to the final dress rehearsal

• Bus scholarships may be available for qualifying schools

Because of the generosity of Chicago’s philanthropic community, Lyric is able to offer this program free of charge to a limited number of CPS schools. Once the available partnerships have been filled, remaining qualified schools will be placed on a “wait list” and contacted should a space become available.

Qualified schools are also welcome to pay directly for the program. The cost per program varies based on the number of classrooms participating, and prices start at $865 per classroom. Lyric Unlimited can tailor the residency program to your school and discuss program costs at that time.

Interested schools must apply through a certified classroom teacher or principal.

• Applicants must have principal approval before submitting an application.

Timeline

• June – Interest form available
• August 1 – Interest form follow-up / applications open
• Late August - Applicant interviews and site visits conducted
• Early September – Schools notified of status

Applicants need the following information to complete the online application:

• School, teacher, and arts liaison contact information

• Principal contact information and consent to apply

• Class schedule information (number of classes, schedule, approximate class size)

• A brief description of why you are requesting the program and how it would benefit your students.

Lyric understands that sometimes the priorities, schedule, or personnel of a school can change over the summer. Thus, some schools may be placed on a “wait list” in case a selected school can no longer participate in the program. These schools will be contacted in late September should a vacancy become available.

Within the given time frame (4 classroom sessions), this program aims to address the following student learning standards:

Illinois Arts Learning Standards: Music

Re7.1.Ib Compare passages in musical selections and explain how the elements of music and context inform the response.

Cn10.1.Ia Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Cn11.1.Ia Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Illinois Arts Learning Standards: Theatre

Cr1.1.Ic Use script (libretto) analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

Re9.1.Ib Judge the effectiveness of production elements in conveying the theme of the drama/theatre work while respecting others’ interpretations.

Cn11.1.Ia Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

Common Core ELA Anchor Standards: Reading

R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Common Core ELA Anchor Standards: Speaking and Listening

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Social Emotional Learning

1B.5b Evaluate how developing interests and filling useful roles support school and life success.

2A.4a Analyze similarities and differences between one’s own and others’ perspectives.

2A.4b Use conversation skills to understand others’ feelings and perspectives

Grade Levels: 9–12
Duration: 30 sessions (typically once a week) plus a field trip to a Lyric final dress rehearsal 
Session Length: one full class period (50–60 minutes) for each participating class

This program supports and enriches vocal instruction in high school choir programs by providing regular, year-round assistance from a Lyric professional teaching artist. Teaching artists work collaboratively with choir teachers to deliver student instruction and foster student growth. At the core of this program is Lyric's commitment to supporting music teachers’ efforts and bolstering student success in the arts, in alignment with the CPS Arts Education Plan. The program features three integrated components:

1. Regular, ongoing music learning support in the choral classroom

2. Access to a Lyric mainstage opera with accompanying Opera Discovery Project unit of study

3. Special guest artists in-school visits

*This program requires participating classroom teachers to attend a Professional Development Workshop in the fall of 2021.

• Develop and strengthen students’ vocal technique

• Develop and strengthen students’ confidence and performance skills

• Support the existing choir curriculum and music learning objectives

• Support choir teachers’ efforts to develop and strengthen the school’s choir program

• Enrich students’ arts learning with special presentations by professional guest artists

• Enhance the music learning curriculum with the Opera Discovery Project unit of study

1. Classroom Support

Lyric aims to support student learning and music teachers’ program goals through full-day, weekly, year-round assistance in the choral classroom. Learning goals and outcomes are determined collaboratively between the music teacher and Lyric teaching artist and regular meetings are scheduled to assess student progress and adjust teaching strategies as needed. Examples of how a Lyric teaching artist might assist in the classroom include:

• Leading warm ups and/or technique building exercises

• Conducting sectional work

• Providing individual or small group lessons

• Presenting master classes or demonstrations

• Preparing students for solo & ensemble or college auditions

• Providing college and career advice

• Serving as a resource or professional collaborator for teachers

• Other music knowledge and skill development activities as determined by the music teacher

2. Opera Discovery Project

Opera Discovery Project engages students in an in-depth study of opera through activities that integrate language arts, music, drama, and performance skills. Students gain a rich understanding of a selected work, its history and context, and important themes. Working in collaboration with the classroom teacher, a Lyric teaching artist guides students through a creative process to reinterpret select operatic scenes with their own words and music. Opera Discovery Project includes a field trip to the Lyric Opera House to attend a final dress rehearsal of the selected opera. Opera titles and dates will be available in August 2021.

3. Guest Artists Presentations

Schools will be provided opportunities to engage with Lyric guest artists (performers, artistic or technical staff) through in-school events such as clinics, master classes, and Q&A sessions.

• A teaching artist will visit each participating classroom a total of 30 times over the course of the year:Participating teachers are required to attend a Professional Development Workshop. This 3-hour workshop is typically held in mid-September. The purpose of this workshop is to orient teachers to the program, discuss roles and responsibilities, program goals, learning objectives, and schedules with the assigned teaching artist. Teachers will receive 3 CPDUs for participating. This workshop is free of charge for all participating teachers.

  • 26 sessions will be devoted to supporting vocal instruction

  • 4 sessions will be devoted to the Opera Discovery Project unit of study

  • 1 field trip to Lyric to attend a final dress rehearsal for Opera Discovery Project

  • Sessions typically occur once a week during a regularly scheduled day and time and are determined by the classroom teacher and teaching artist (e.g., Tuesdays from 3^rd to 8^th period)

• At least one “prep” period per week should be used to meet with the teaching artist to discuss student progress toward learning objectives and how best to utilize the teaching artist in the classroom.

• Each session occurs in the choir classroom, during regular class meeting times (not after school).

Teachers may elect to enhance the experience by scheduling an optional backstage tour of the Lyric Opera House pending the resumption of tours in 2021|22. Bus Scholarships may be available for qualifying schools

• Teacher provides educational leadership to the teaching artist and approaches the partnership with openness, trust, and a willingness to share pedagogical responsibility with the teaching artist

• Teaching artist supports the teacher’s daily and long-term learning objectives and provides professional vocal instruction and college/career advice for students

• Teacher and teaching artist collaborate weekly to:

• • Teacher copies and distributes any necessary materials for the program

• • Plan learning objectives and evaluate student progress

  • Determine how best to utilize the teaching artist’s time with students

  • Address any questions or challenges faced by students

  • Discuss any changes to the determined schedule (absences, assemblies, field trips, etc.)

• Teaching Artist develops and delivers all Opera Discovery Project lessons

• Teacher assists students in completing any necessary activities between Opera Discovery Project sessions

• Teaching Artist formally assesses student progress throughout the program

• Lyric Opera provides ongoing support for classroom teacher and teaching artist in all aspects of the partnership

Lyric Opera provides free passes to the final dress rehearsal of chosen Opera Discovery Project selection. Bus scholarships available for qualifying schools

Because of the generosity of Chicago’s philanthropic community, Lyric is able to offer this program free of charge to a limited number of CPS high schools. Once the available partnerships have been filled, remaining qualified schools will be placed on a “wait list” and contacted should a space become available.

Qualified schools are also welcome to pay directly for the program. The cost per program varies based on the number of classrooms participating, and prices start at $6,715 per school. A Lyric Unlimited staff member will tailor the residency to your school and discuss program costs at that time.

Interested schools must apply through the school’s choir teacher.

• Applicants must have school principal approval before submitting an application.

Timeline

• June – Interest form available

• August 1 – Interest form follow-up / applications open

• Late August - Applicant interviews and site visits conducted

• Early September – Schools notified of status

• Mid-September – Teacher Professional Development Workshop

Applicants will need the following information to complete the online application:

• School, teacher, and arts liaison (CPS only) contact information

• Principal contact information and consent to apply

• Choir class schedule information (number of choir classes, schedule, approximate number of students in each class)

• A brief description of the goals for the choral program, and/or each individual choir class

• A brief description of how a Lyric teaching artist would enhance the choral program

• A list of any community arts partnerships planned for the upcoming year

Lyric understands that sometimes the priorities, schedule, or personnel of a school can change over the summer. Thus, some schools may be placed on a “wait list” in case a selected school can no longer participate in the program. These schools will be contacted in late September should a vacancy become available.

for Opera Discovery Project Unit of Study

Within the given time frame (4 classroom sessions), this program aims to address the following student learning standards:

Illinois Arts Learning Standards: Music

Re7.1.Ib Compare passages in musical selections and explain how the elements of music and context inform the response.

Cn10.1.Ia Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Cn11.1.Ia Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

Illinois Arts Learning Standards: Theatre

Cr1.1.Ic Use script (libretto) analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

Re9.1.Ib Judge the effectiveness of production elements in conveying the theme of the drama/theatre work while respecting others’ interpretations.

Cn11.1.Ia Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

Common Core ELA Anchor Standards: Reading

R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Common Core ELA Anchor Standards: Speaking and Listening

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Social Emotional Learning

1B.5b Evaluate how developing interests and filling useful roles support school and life success.

2A.4a Analyze similarities and differences between one’s own and others’ perspectives.

2A.4b Use conversation skills to understand others’ feelings and perspectives