Ohio 6th Grade Language Arts Common Core Standards Darke County Esc

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Skills available for Ohio Castilian standards

IXL's Level 1 skills will be aligned to the Ohio Learning Standards presently! Until then, you lot can view a consummate list of Level 1 standards below.

Standards are in black and IXL Spanish skills are in dark green. Hold your mouse over the proper noun of a skill to view a sample question. Click on the name of a skill to do that skill.

CM Communicate in languages other than English language, both in person and via engineering science.

CM.A Communicate in languages other than English, both in person and via technology.
- CM.A.1 Derive meaning from more detailed messages and texts using listening, reading and viewing strategies.
  - CM.A.ane.a Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.
  - CM.A.1.b Empathize new words, phrases, sentences or the main idea with the aid of visuals and graphics that back-trail texts.
    - Conditions and seasons ( Due south-1.H )
    - What is the conversation about? ( S-i.R )
    - Recognize nouns to identify people ( S-2.A )
    - Recognize adjectives that describe advent ( S-two.C )
    - Recognize adjectives that describe personalities ( S-2.Due east )
    - Listen and place the person from the description ( Due south-2.O )
    - Mind to people describe themselves and others ( Due south-2.P )
    - Read about famous people from the Spanish‑speaking globe ( South-2.Q )
    - Recognize school subjects ( South-3.C )
    - Recognize school supplies ( S-3.E )
    - Recognize ‑ar verbs related to school ( Due south-3.Thousand )
    - Common adjectives ( Southward-three.J )
    - Common ‑ar verbs ( S-3.K )
    - Listen and recognize classes and school supplies ( South-3.Q )
    - Listen to people talk about the school solar day ( S-three.R )
    - Read materials related to school and student life ( S-3.S )
    - Recognize things in the classroom ( S-iv.A )
    - Recognize places in school ( South-4.C )
    - Listen to people talk about their schoolhouse and everything in it ( South-4.O )
    - Read about schools and education in the Spanish‑speaking world ( Southward-iv.P )
    - Describe scenes from around school ( S-4.Q )
    - Recognize firsthand family members and pets ( S-five.A )
    - Recognize extended family members ( Due south-5.C )
    - Adjectives for feelings or states of existence: recognize the right discussion ( Due south-v.E )
    - Common ‑er and ‑ir verbs ( S-5.I )
    - Listen and friction match the statement to the image ( S-5.R )
    - Listen to people talk almost their families ( Southward-5.S )
    - Read about families from the Spanish‑speaking world ( Southward-5.T )
    - Recognize meals and types of food ( Due south-vi.A )
    - Recognize food items ( S-6.C )
    - Recognize drinks ( S-6.Due east )
    - Recognize fruits and vegetables ( S-6.G )
    - Verbs for talking nigh food, eating, and drinking ( Southward-6.I )
    - Listen to people talk about their favorite foods and drinks ( S-six.S )
    - Read about typical meals and foods from the Castilian‑speaking globe ( S-6.T )
    - Recognize mean solar day‑to‑day activities ( S-7.A )
    - Recognize pastimes and hobbies ( S-7.C )
    - Recognize sports ( S-7.E )
    - Recognize people, places, and things associated with sports ( S-seven.M )
    - Listen to people talk about sports, hobbies, and free time ( S-7.Southward )
    - Read street interviews well-nigh plans, habits, and free fourth dimension ( Due south-7.T )
  - CM.A.one.c Make utilise of print and digital resources to empathise the meaning of new words and expressions.
  - CM.A.1.d Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions.
    - Read about famous people from the Spanish‑speaking globe ( S-2.Q )
    - Read materials related to school and educatee life ( S-3.S )
    - Read nigh schools and instruction in the Spanish‑speaking globe ( S-4.P )
    - Cognates and parts of speech ( Southward-5.J )
    - Read about typical meals and foods from the Spanish‑speaking world ( S-6.T )
    - Read street interviews about plans, habits, and free time ( S-7.T )
  - CM.A.ane.e Utilize knowledge of the situation, the purpose of advice or context cues to understand more detailed messages.
    - Listen and choose the advisable response to basic questions ( Southward-1.Q )
    - Listen and identify the person from the description ( S-2.O )
    - Listen to people describe themselves and others ( S-2.P )
    - Read about famous people from the Spanish‑speaking world ( S-2.Q )
    - Listen and recognize classes and school supplies ( South-3.Q )
    - Listen to people talk most the school day ( S-3.R )
    - Read materials related to schoolhouse and student life ( S-3.Southward )
    - Listen to questions almost student life and choose the appropriate response ( Due south-4.Northward )
    - Listen to people talk about their school and everything in it ( S-4.O )
    - Read about schools and teaching in the Spanish‑speaking world ( Due south-4.P )
    - Listen and match the argument to the epitome ( Southward-v.R )
    - Listen to people talk well-nigh their families ( S-five.S )
    - Read most families from the Spanish‑speaking world ( South-5.T )
    - Listen to statements about actions and habits related to food ( South-6.R )
    - Listen to people talk near their favorite foods and drinks ( S-vi.S )
    - Read virtually typical meals and foods from the Spanish‑speaking world ( S-6.T )
    - Listen to conversations almost making plans ( S-7.R )
    - Listen to people talk near sports, hobbies, and free fourth dimension ( Due south-7.S )
    - Read street interviews well-nigh plans, habits, and costless fourth dimension ( S-7.T )
  - CM.A.1.f Interpret gestures, intonation and tone to comprehend a range of verbal and nonverbal messages.
    - Mind and fill in a class with personal data: letters and numbers ( Southward-one.P )
    - Listen and choose the advisable response to bones questions ( South-1.Q )
    - Listen and identify the person from the description ( S-2.O )
    - Heed to people describe themselves and others ( S-2.P )
    - Listen and recognize classes and school supplies ( S-three.Q )
    - Heed to people talk about the schoolhouse twenty-four hours ( S-3.R )
    - Listen to questions nigh pupil life and choose the appropriate response ( S-iv.N )
    - Listen to people talk about their schoolhouse and everything in it ( Southward-4.O )
    - Listen and match the statement to the image ( S-5.R )
    - Listen to people talk about their families ( S-5.S )
    - Heed to statements most actions and habits related to food ( S-half dozen.R )
    - Heed to people talk about their favorite foods and drinks ( S-6.S )
    - Heed to conversations virtually making plans ( S-7.R )
    - Listen to people talk about sports, hobbies, and free fourth dimension ( S-7.S )
- CM.A.2 Clarify how authentic sources convey viewpoints and apply authentic sources critically.
  - CM.A.2.a Identify authentic sources and evaluate their suitability for specific tasks.
  - CM.A.two.b Analyze the viewpoints of authentic sources by determining who produced the texts, when, why and for whom.
  - CM.A.2.c Synthesize data nigh the same topic or event from multiple authentic sources, noting of import similarities and differences in the points of view they correspond.
  - CM.A.2.d Utilize information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.
- CM.A.three Embrace and interpret more detailed information in accurate letters and informational texts.
  - CM.A.three.a Follow complex instructions, directions and requests.
  - CM.A.3.b Provide more detailed answers to questions about authentic messages and advisory texts.
    - Listen and fill in a class with personal information: letters and numbers ( S-1.P )
    - Read materials related to schoolhouse and educatee life ( Due south-3.S )
  - CM.A.iii.c Identify, sequence and allocate people, places, things or events based on detailed descriptions.
    - Mind and place the person from the description ( S-ii.O )
    - Mind and recognize classes and school supplies ( S-3.Q )
    - Listen and match the statement to the epitome ( South-5.R )
  - CM.A.3.d Examine essential elements of written informational texts to differentiate the primary thought and relevant details from extraneous data.
  - CM.A.3.e Depict conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts.
  - CM.A.3.f Synthesize data from accurate sources to solve complex problems, complete multistep tasks or reinforce concepts across the curriculum.
- CM.A.iv Comprehend and translate more detailed information virtually the main thought and relevant details in authentic literary texts.
  - CM.A.four.a Reply more detailed questions about literary texts.
  - CM.A.iv.b Clarify the sequence of events in literary texts to understand how each event led to the next.
  - CM.A.4.d Provide detailed descriptions of characters and settings.
  - CM.A.4.due east Predict the outcomes of literary texts and justify the rationale for the predictions.
  - CM.A.4.f Demonstrate comprehension of literary texts through the creation of more sophisticated artistic and/or technology-enhanced representations.
  - CM.A.four.grand Relate texts to cocky, current or historical events or globe issues through discussions, journaling and/or artistic or expressive representations.
  - CM.A.4.h Compare and contrast ii or more literary selections that share the same topic only represent unlike genres.
CM.B Communicate in languages other than English language, both in person and via applied science.
- CM.B.1 Negotiate meaning using more sophisticated requests, clarifications and conversation strategies.
  - CM.B.1.a Use a range of expressions to brand requests and seek description.
    - Ask questions related to plans and preferences ( S-6.U )
    - Question words: review ( S-vii.I )
  - CM.B.1.b Inquire and answer a wide range of questions to seek or clarify information.
    - How are yous doing? ( S-1.North )
    - Introductions ( S-i.O )
    - Listen and choose the appropriate response to bones questions ( S-1.Q )
    - Heed to questions about student life and choose the advisable response ( S-4.Northward )
    - Ask questions related to plans and preferences ( S-6.U )
    - Question words: review ( Due south-7.I )
    - Reply to plans and invitations by giving reasons and excuses ( S-7.U )
  - CM.B.1.c Paraphrase, elaborate or use circumlocution to clarify meaning and ambiguities.
  - CM.B.1.d Observe or use more sophisticated nonverbal clues to help analyze meaning.
  - CM.B.1.e Use a wider variety of conversation strategies to steer interactions.
- CM.B.two Interact with others using culturally appropriate linguistic communication and gestures on familiar and some unfamiliar topics.
  - CM.B.ii.a Engage in greetings, introductions and leave-taking.
    - Greeting people and saying farewell ( Southward-i.G )
    - How are you doing? ( S-i.N )
    - Introductions ( Southward-1.O )
  - CM.B.two.b Ask more complex questions and provide more than detailed answers on a wide variety of topics.
    - Listen to questions virtually pupil life and choose the appropriate response ( S-4.Northward )
    - Ask questions related to plans and preferences ( South-6.U )
    - Question words: review ( S-seven.I )
    - Reply to plans and invitations by giving reasons and excuses ( South-7.U )
  - CM.B.2.c Give and follow sequences of multistep directions, requests or instructions to engage in a wider variety of social, educational, cultural and piece of work-related tasks and activities.
  - CM.B.two.d Share detailed descriptions of people, places, things and events.
  - CM.B.2.e Initiate, sustain and conclude conversations, interviews and debates on a wider range of personal, general knowledge, bookish, interdisciplinary and piece of work-related topics and issues.
    - Ask questions related to plans and preferences ( S-vi.U )
    - Respond to plans and invitations by giving reasons and excuses ( S-vii.U )
  - CM.B.2.f Use language to acquire a greater variety of goods, services or information.
    - Listen to questions about student life and choose the appropriate response ( South-4.N )
    - Ask questions related to plans and preferences ( S-vi.U )
    - Question words: review ( Southward-7.I )
    - Respond to plans and invitations by giving reasons and excuses ( S-seven.U )
  - CM.B.2.g Provide more than detailed information or a wider variety of services using knowledge of the target language and culture.
  - CM.B.2.h Interact to reach more challenging tasks or to suggest solutions to more complex bug affecting local and global communities.
- CM.B.3 Express preferences, feelings, emotions and opinions virtually familiar and some unfamiliar topics.
  - CM.B.3.a Express a wider range of feelings and emotions in reaction to an announcement, a surprise or an event.
  - CM.B.three.b Ask and answer more than nuanced questions about feelings, emotions and preferences.
  - CM.B.3.c Exchange, compare and justify preferences and opinions well-nigh personal, academic, professional and contemporary or historical topics.
  - CM.B.iii.d Advise peers, family unit members or co-workers on issues, concerns or personal matters and adapt communication, if necessary, based on emotional responses and/or counterargument.
CM.C Communicate in languages other than English language, both in person and via technology.
- CM.C.1 Convey more than sophisticated pregnant using writing processes and presentation strategies.
  - CM.C.1.a Plan more sophisticated texts and presentations past brainstorming ideas and choosing vocabulary, phrases and judgement patterns.
  - CM.C.1.b Organize thoughts and cull resources.
  - CM.C.1.c Produce initial drafts/presentations while keeping audience, context and purpose in listen.
  - CM.C.ane.d Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics.
  - CM.C.1.e Produce last drafts/presentations with aesthetic entreatment using tools that aid to convey meaning.
  - CM.C.1.f Rehearse presentations using a wider range of delivery strategies.
  - CM.C.1.thousand Use appropriate techniques to cite sources and avert plagiarism.
- CM.C.2 Nowadays information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines.
  - CM.C.2.a Create and present more all-encompassing lists and classifications.
  - CM.C.2.b Tell a more detailed personal story or chestnut.
  - CM.C.2.c Describe people, places or things in greater detail to educate or entertain others.
    - Write sentences about yourself, your family unit, or people you know ( S-five.V )
    - Write sentences that are true for you about sports, hobbies, and complimentary time ( S-7.V )
  - CM.C.two.d Explain a more complex process or concept.
  - CM.C.2.e Provide or demonstrate more circuitous rules, regulations and/or policies.
  - CM.C.2.f Publicize an event, program or recent success by providing more extensive details.
  - CM.C.2.g Abet for and against the purchase or sale of products and/or services to a multifariousness of audiences.
  - CM.C.2.h Motivate others to run into or exceed personal or shared goals.
  - CM.C.2.i Propose solutions to more circuitous issues or problems.
  - CM.C.2.j Advise others well-nigh options, ideas, plans or perspectives using more than complex language.
  - CM.C.two.grand Present a formal, persuasive statement for or against a current or past result of shared concern or course of activity.
  - CM.C.ii.l Synthesize detailed interdisciplinary information and content to create and present more all-encompassing reports, presentations and/or projects.
- CM.C.iii Nowadays a range of literary, creative and artistic endeavors to audiences nigh or far.
  - CM.C.three.a Recite or retell authentic stories, folktales, poems, rhymes and legends using advisable gestures.
  - CM.C.3.b Dramatize or perform accurate songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures.
  - CM.C.iii.c Play music or produce an art/craft of the target culture and share more detailed information near it with others.
  - CM.C.3.d Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.
  - CM.C.three.e Utilise sophisticated visuals and sound to enhance more elaborate performances.

CU Proceeds and utilize knowledge and understanding of other cultures.

CU.1 Analyze and explicate relationships among products, practices and perspectives and compare them across cultures.
- CU.1.a Investigate, explain and demonstrate patterns of beliefs.
  - Greeting people and saying goodbye ( S-1.K )
  - Informal and formal language: tú and usted ( Due south-2.H )
  - Read about schools and education in the Spanish‑speaking globe ( Due south-4.P )
- CU.i.b Analyze why people meet their basic needs in dissimilar ways and share findings with others.
- CU.1.c Analyze and compare a multifariousness of products, practices and perspectives of the U.S. and target cultures.
  - Read about schools and education in the Castilian‑speaking world ( S-4.P )
  - Read about typical meals and foods from the Spanish‑speaking world ( S-6.T )
- CU.i.d Analyze and nowadays factors that affect the availability and affordability of products and services across cultures.
- CU.one.east Investigate and explicate a variety of institutions, contemporary and historical figures, contributions and fourth dimension periods of the target culture(south).
  - Read about famous people from the Spanish‑speaking world ( S-2.Q )
- CU.1.f Investigate and explain how languages and cultures collaborate with, influence or change each other over time.
- CU.ane.g Investigate and explain how a variety of factors result in regional variations in products, practices and perspectives among and within target linguistic communication communities.
- CU.1.h Examine cultural perspectives as they are portrayed in the media and other sources and depict them to others.
- CU.one.i Solve circuitous issues and complete elaborate tasks while taking into consideration diverse cultural perspectives.
- CU.1.j Explain or demonstrate how having global competency skills enables people to build collaborative relationships with others.
- CU.1.k Hone global competency skills for use in college, career and beyond by engaging in collaborative activities online and/or in person with members of diverse communities at domicile and in the target civilization(s).
CU.two Experience the target linguistic communication and culture(southward) and share information and personal reactions with others.
- CU.2.a Attend, view or participate in a wide diverseness of cross-cultural activities and target culture events.
- CU.ii.b Experience and react to a wide diversity of expressive products.
- CU.2.c Analyze, explicate and create replicas of important objects, images and symbols.
- CU.two.d Use accurate digital and print media.
- CU.2.due east Investigate and experience target customs organizations and their resources.
- CU.2.f Interact and collaborate with a variety of target language speakers effectually a wide range of interests.
- CU.ii.g Apply appropriate levels of formality or informality when interacting with members of the target civilization(south).
  - Subject area pronouns ( S-2.Thousand )
  - Informal and formal linguistic communication: tú and usted ( Southward-two.H )
- CU.2.h Analyze and explain why people in unlike cultures might take differing viewpoints on a diverseness of issues.

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Source: https://www.ixl.com/standards/ohio/spanish

Ohio 6th Grade Language Arts Common Core Standards Darke County Esc

CM Communicate in languages other than English language, both in person and via engineering science.

CM.A Communicate in languages other than English, both in person and via technology.

CM.A.1 Derive meaning from more detailed messages and texts using listening, reading and viewing strategies.

CM.A.ane.a Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.

CM.A.1.b Empathize new words, phrases, sentences or the main idea with the aid of visuals and graphics that back-trail texts.

CM.A.one.c Make utilise of print and digital resources to empathise the meaning of new words and expressions.

CM.A.1.d Utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions.

CM.A.ane.e Utilize knowledge of the situation, the purpose of advice or context cues to understand more detailed messages.

CM.A.1.f Interpret gestures, intonation and tone to comprehend a range of verbal and nonverbal messages.

CM.A.2 Clarify how authentic sources convey viewpoints and apply authentic sources critically.

CM.A.2.a Identify authentic sources and evaluate their suitability for specific tasks.

CM.A.two.b Analyze the viewpoints of authentic sources by determining who produced the texts, when, why and for whom.

CM.A.2.c Synthesize data nigh the same topic or event from multiple authentic sources, noting of import similarities and differences in the points of view they correspond.

CM.A.2.d Utilize information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.

CM.A.three Embrace and interpret more detailed information in accurate letters and informational texts.

CM.A.three.a Follow complex instructions, directions and requests.

CM.A.3.b Provide more detailed answers to questions about authentic messages and advisory texts.

CM.A.iii.c Identify, sequence and allocate people, places, things or events based on detailed descriptions.

CM.A.3.d Examine essential elements of written informational texts to differentiate the primary thought and relevant details from extraneous data.

CM.A.3.e Depict conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts.

CM.A.3.f Synthesize data from accurate sources to solve complex problems, complete multistep tasks or reinforce concepts across the curriculum.

CM.A.iv Comprehend and translate more detailed information virtually the main thought and relevant details in authentic literary texts.

CM.A.four.a Reply more detailed questions about literary texts.

CM.A.iv.b Clarify the sequence of events in literary texts to understand how each event led to the next.

CM.A.4.d Provide detailed descriptions of characters and settings.

CM.A.4.due east Predict the outcomes of literary texts and justify the rationale for the predictions.

CM.A.4.f Demonstrate comprehension of literary texts through the creation of more sophisticated artistic and/or technology-enhanced representations.

CM.A.four.grand Relate texts to cocky, current or historical events or globe issues through discussions, journaling and/or artistic or expressive representations.

CM.A.4.h Compare and contrast ii or more literary selections that share the same topic only represent unlike genres.

CM.B Communicate in languages other than English language, both in person and via applied science.

CM.B.1 Negotiate meaning using more sophisticated requests, clarifications and conversation strategies.

CM.B.1.a Use a range of expressions to brand requests and seek description.

CM.B.1.b Inquire and answer a wide range of questions to seek or clarify information.

CM.B.1.c Paraphrase, elaborate or use circumlocution to clarify meaning and ambiguities.

CM.B.1.d Observe or use more sophisticated nonverbal clues to help analyze meaning.

CM.B.1.e Use a wider variety of conversation strategies to steer interactions.

CM.B.two Interact with others using culturally appropriate linguistic communication and gestures on familiar and some unfamiliar topics.

CM.B.ii.a Engage in greetings, introductions and leave-taking.

CM.B.two.b Ask more complex questions and provide more than detailed answers on a wide variety of topics.

CM.B.2.c Give and follow sequences of multistep directions, requests or instructions to engage in a wider variety of social, educational, cultural and piece of work-related tasks and activities.

CM.B.two.d Share detailed descriptions of people, places, things and events.

CM.B.2.e Initiate, sustain and conclude conversations, interviews and debates on a wider range of personal, general knowledge, bookish, interdisciplinary and piece of work-related topics and issues.

CM.B.2.f Use language to acquire a greater variety of goods, services or information.

CM.B.2.g Provide more than detailed information or a wider variety of services using knowledge of the target language and culture.

CM.B.2.h Interact to reach more challenging tasks or to suggest solutions to more complex bug affecting local and global communities.

CM.B.3 Express preferences, feelings, emotions and opinions virtually familiar and some unfamiliar topics.

CM.B.3.a Express a wider range of feelings and emotions in reaction to an announcement, a surprise or an event.

CM.B.three.b Ask and answer more than nuanced questions about feelings, emotions and preferences.

CM.B.3.c Exchange, compare and justify preferences and opinions well-nigh personal, academic, professional and contemporary or historical topics.

CM.B.iii.d Advise peers, family unit members or co-workers on issues, concerns or personal matters and adapt communication, if necessary, based on emotional responses and/or counterargument.

CM.C Communicate in languages other than English language, both in person and via technology.

CM.C.1 Convey more than sophisticated pregnant using writing processes and presentation strategies.

CM.C.1.a Plan more sophisticated texts and presentations past brainstorming ideas and choosing vocabulary, phrases and judgement patterns.

CM.C.1.b Organize thoughts and cull resources.

CM.C.1.c Produce initial drafts/presentations while keeping audience, context and purpose in listen.

CM.C.ane.d Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics.

CM.C.1.e Produce last drafts/presentations with aesthetic entreatment using tools that aid to convey meaning.

CM.C.1.f Rehearse presentations using a wider range of delivery strategies.

CM.C.1.thousand Use appropriate techniques to cite sources and avert plagiarism.

CM.C.2 Nowadays information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines.

CM.C.2.a Create and present more all-encompassing lists and classifications.

CM.C.2.b Tell a more detailed personal story or chestnut.

CM.C.2.c Describe people, places or things in greater detail to educate or entertain others.

CM.C.two.d Explain a more complex process or concept.

CM.C.2.e Provide or demonstrate more circuitous rules, regulations and/or policies.

CM.C.2.f Publicize an event, program or recent success by providing more extensive details.

CM.C.2.g Abet for and against the purchase or sale of products and/or services to a multifariousness of audiences.

CM.C.2.h Motivate others to run into or exceed personal or shared goals.

CM.C.2.i Propose solutions to more circuitous issues or problems.

CM.C.2.j Advise others well-nigh options, ideas, plans or perspectives using more than complex language.

CM.C.two.grand Present a formal, persuasive statement for or against a current or past result of shared concern or course of activity.

CM.C.ii.l Synthesize detailed interdisciplinary information and content to create and present more all-encompassing reports, presentations and/or projects.

CM.C.iii Nowadays a range of literary, creative and artistic endeavors to audiences nigh or far.

CM.C.three.a Recite or retell authentic stories, folktales, poems, rhymes and legends using advisable gestures.

CM.C.3.b Dramatize or perform accurate songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures.

CM.C.iii.c Play music or produce an art/craft of the target culture and share more detailed information near it with others.

CM.C.3.d Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play.

CM.C.three.e Utilise sophisticated visuals and sound to enhance more elaborate performances.

CU Proceeds and utilize knowledge and understanding of other cultures.