THE GUIDE

FOR EDUCATORS
612.874.0400 I www.childrenstheatre.org 612.874.0400 | www.childrenstheatre.org School Group Sales 612.872.5166 I nstultz@childrenstheatre.org

CONTENTS
3 4 4 4 5 5 6 7 9 12 12 12 13 14 15 15 16 18 20 about this Guide introduction about Our Season Before Your Show at Your Show after Your Show Theatre Vocabulary academic Standards Statement additional academic Standards about the Play meet the Playwright about the Book Who Was jackie Robinson? about the Brooklyn dodgers Online Resources Bibliographic Resources Learning activity (Grades 3-5) Learning activity (Grade 6) Survey

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About This Guide

Welcome to the 2012-2013 Student Matinee season at Childrens Theatre Company. We are glad you are joining us (or thinking about it) for a season of mighty deeds and fearless action, small victories and inspiring achievements, fueled by kids and filled with heroes. Childrens Theatre Company is committed to creating theatre experiences that educate, challenge, and inspire young people. It is our hope that by presenting significant themes that affect young peoples lives in our community, we can help to foster dialogue and active participation in important areas. A theatrical experience can be a gateway into a greater understanding of life. While your students may walk into a Student Matinee expecting a fun break from their daily routine, it is our hope that they walk away having glimpsed a significant truth about the world and how we live in it. This study guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future study guides. To reserve tickets to any of our 2012-2013 Student Matinees please visit our website, childrenstheatre.org. Our Student Matinee section contains all the information you need including order forms, performance calendars, price charts, and subsidy applications. You can also contact Nina Stultz in School Group Sales at 612-872-5166 or nstultz@childrenstheatre.org for more information and to reserve tickets.

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Introduction
This guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future guides.

About the 2012-2013 Season

Welcome to the 2012-2013 season at Childrens Theatre Company our 47th year of bringing great theatre experiences to the young people of our region. We are so glad to have you with us. This season, we are proud to feature eight diverse productions, including a world premiere pirate musical, Buccaneers, Dr. Seuss times two with The Cat in the Hat and How the Grinch Stole Christmas, a brand-new Pinocchio by CTC favorite Greg Banks (A Wrinkle in Time, Romeo & Juliet), the time-travel story about Jackie Robinson based on Dan Gutmans Jackie and Me and a fully reimagined Alice in Wonderland. We are thrilled to continue work for our earliest learners with The Biggest Little House in the Forest and launch summer programming with our popular adaptation of Laura Numeroffs much-beloved If You Give a Mouse a Cookie. Our mission is to educate, inspire and challenge our audiences, particularly our young people. Theatre is a powerful tool it brings voice to people and problems, starts dialogues about important subjects, allows us to examine issues with new perspective, uses storytelling to animate life in new ways, makes us laugh, cry and sing. Theatre is also a process it involves democracy and collaboration, teamwork and problem-solving, and it is made all the richer by the various people and ideas that come together to create it. We hope you enjoy this season, we hope you share CTC with colleagues and friends, and we hope you bring your own family in to take part in one of our productions.

Before Your Show

Find out what your students know about the subject matter in the story. Have they read any other books, fiction or non-fiction about Jackie Robinson? Other books by Dan Gutman? Have they seen a film or television program that is similar? Have they seen a production, in performed on stage before? Create a classroom display about the show you will be seeing. You can include the information from this guide, newspaper reviews, and related books. Invite students to make connection with stories they know and bring in those materials to add to the display.

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At Your Show
As audience members, your students have an import role to play in the show. Using basic theater etiquette will help ensure a wonderful performance for everyone. Students can play their role by: Making bathroom trips before or after the show, or during intermission Remaining seated throughout the performance Giving their full attention to the activities on stage Responding appropriately to activities on stage by laughing at things that are funny and responding to actors if asked Showing appreciation for the actors by applauding Showing respect for the actors and audience by not talking with neighbors or making inappropriate comments Giving the actors a standing ovation at the end of the performance

After Your Show

Have students reflect on the performance and how all the individual elements came together to create the show. What did the sets (backdrops, scenery) look like? How did they help establish the different scenes in the play? What did the costumes (clothing, makeup, wigs) tell you about each character? What was the funniest part in the play? What did your students learn from the play? What questions or conversations did the play bring up for your students? What role did the audience play in the production? If you were an actor, what role would you want to play? There are lots of people who make a play who are not actors. What kinds of things do you think they do?

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Theater Vocabulary
Actor: A person who performs a role in the play. Audience: The group of people that watch and respond to the play. Backstage: The area of the stage that cannot be seen by the audience. Blocking: The planned way actors move on stage. Cast: The group of actors who portray the roles in the play. Character: The role, or personality, the actor portrays. Costume: The clothes worn by the actors on stage. Design: The creative process of developing and implementing how the play will look and feel. Costumes, lighting, sets, and make-up are all designed. Director: The person who oversees the entire process of bringing the play to life on stage. Dress Rehearsal: The final practice performances when the play is done in full costume and with all of the technical elements (light, sound, effects) in place. House: The area where the audience sits. Performance: The live event shared by the cast and the audience. Play: A story written for the stage. Playwright: A person who writes stories for the stage. Prop: Any item on the stage used (carried, moved, manipulated) by the actors. Scene: A section of a play, also called an act. Set: The physical environment that creates the time, place, and mood of the play. Stage Manager: The person who coordinates all aspects of the play during production and performance.

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Academic Standards Statement

Childrens Theatre Companys school programs provide quality learning experiences for your students. Our Teachers Guides provide a variety of lesson plans and educational activities which are grounded in best practices for literacy and arts education and are strategically aligned with the Minnesota K-12 Academic Standards. The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be mastered by all students by the end of a grade level and guide educators in the design of curricula. Individual Childrens Theatre Company school programs will address standards for children Kindergarten through eighth grade in the following learning areas: Language Arts Reading Mathematics Social Studies Visual and Theater Arts The following English Language Arts and Arts content standards can be experienced by attending any school matinee and using the Teachers Guide. Additional information on how specific lesson plans align with the Minnesota K-12 Academic Standards can be found in many of our Teachers Guides.

Language Arts
Reading Benchmarks: Literature K-5 Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3; 3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3 Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6 Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7; 4.1.7.7; 5.1.7.7 Reading Benchmarks: Foundational Skills K-5 Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3 Writing Benchmarks K-5 Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3 Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5; 4.6.5.5 Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8; 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9 Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5 Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3; 1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2 Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4; 4.8.4.4; 5.8.4.4 ...continued on next page

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Academic Standards Statement

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Arts

Theater Arts K-3 Artistic Foundations: 0.1.1.4.1 Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2 Artist Process Perform and Present: 0.3.1.4.2 Artist Process Respond and Critique: 0.4.1.4.1 Visual Arts K-3 Artistic Process: Create or Make: 0.2.1.5.1 Theater Arts 4-5 Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2 Artistic Process: Create or Make: 4.2.1.4.1 Artist Process Perform and Present: 4.3.1.4.1 Artist Process Respond and Critique: 4.4.1.4.1; Visual Arts 4-5 Artistic Process: Create or Make: 4.2.1.5.1
Coding System Each anchor standard has a benchmark identified by a four-digit code. For example, in the code 5.2.8.8 The 5 refers to grade five; The 2 refers to the substrand, Reading Standards for Informational Text K-5; The first 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence; The second 8 refers to the benchmark for that standard, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

For additional information http://education.state.mn.us

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Additional Academic Standards

Grade 3-6, Library & Technology Strands I. The Research Process SubStrands Standards The student will follow a systematic research process that involves formulating a question, gathering, evaluating, and organizing information, drawing conclusions, presenting results to an audience, and evaluating both the product and the process. Benchmarks 2. The student will understand the extent of an issue by conducting preliminary research 5. Gather and Evaluate: The students will identify a wide range of potential sources of information. 6. Gather and Evaluate: The students will understand where information is stored (print, static digital (CD, DVDs), dynamic digital (Internet). 8. Gather and Evaluate: The students will search for information using digital resources (online catalogs and reference databases using author, title, subject and keyword), and the Internet (using simple and advanced features of search engines and directories). 9. Gather and Evaluate: The students will understand how to access and retrieve resources from local, regional, state, and national libraries. 12. Gather and Evaluate: The students will evaluate information sources, considering accuracy, validity, relevance, completeness, bias, intended audience, and purpose. 16. Organize and Draw Conclusions: The student will recognize categories, trends, and themes across multiple sources or data sets.

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Additional Academic Standards

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Grade 3-6, Library & Technology continued Strands III. Reading and Media Literacy SubStrands Standards The student will critically evaluate films, recordings, and other multimedia formats. Benchmarks 3. The student will evaluate television, radio, film productions, newspapers, and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

IV. Responsible Use of Technology and Information

The student will understand ethi8. The student will practice cal and safety issues related to in- critical evaluation of informaformation use including plagiarism tion. and citing sources, copyright, intellectual freedom, acceptable use of school technologies, privacy, and evaluation of information.

Grades 3, Social Studies Strands Sub-Strands Standards The student will recognize people and events that made significant contributions to U.S. History. The student will demonstrate chronological thinking. The student will understand that we can learn about the past from different sorts of evidence. The student will describe civic values, rights and responsibilities in a republic. Benchmarks 1. Student will know individuals and groups associated with key turning points in U.S. History. 1. Students will define and use terms for concepts of historical time. 1. Students will compare different kinds of historical sources and describe the different sorts of information the sources provide. 1. Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life.

I. United States B1. Famous People History and Events in U.S. History

IV. Historical Skills

A1. Concepts of Time B1. Historical Resources

VII. Government and Citizenship

A1. Civic Values, Skills, Rights and Responsibilities

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Additional Academic Standards

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Grade 4, 5& 6, Social Studies Strand IV. Historical Skills Sub-Strand A1. Concept of Time Standards The student will acquire skills of chronological thinking. Benchmarks 1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades. Timelines, graphic representations of historical narratives 1. Students will identify people who have dealt with challenges and made a positive difference in other peoples lives and explain their contributions.

VII. Government and Citizenship

A1. Civic Values, Skills, Rights and Responsibilities

The student will recognize the importance of individual action and character in shaping civic life.

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Jackie and Me: A Brief Description of the Play

Joe Stoshack may not be the best baseball player on his Little League team but he does have one unparalleled advantage: with the help of the old baseball cards in his prized collection, Joe has the remarkable ability to time travel! When hes given an assignment to write a school report about a famous African American, Joe travels back in time to meet one of the greatest baseball players everJackie Robinsonand learns what it was like for the man who endured more than his share of prejudice to break baseballs color barrier. Joe plans to write a prize-winning report but never expects a temporary change in the color of his skin will forever change his view of history and courage.

Meet Playwright Steven Dietz

Steven Dietz is an American playwright. In 2010, Dietz was named one of the most produced playwrights in America (excluding Shakespeare), placing eighth on the list of the Top Ten Most Produced Playwrights in America, tied with Tennessee Williams and Edward Albee for number of productions. He has adapted many other works for the stage including Dan Gutmans Honus and Me and P.D. Eastmans Go, Dog, Go.

About the Book by Dan Gutman

Joe Stoshack has to write a report on an African American whos made an important contribution to society. Unlike every other kid in his class, Joe has a special talent: with the help of old baseball cards, he can travel through time. So for his report, Joe decides to go back to meet one of the greatest baseball players ever, Jackie Robinson, to find out what it was like to be the man who broke baseballs color barrier. Joe plans on writing a prize-winning report. But he doesnt plan for a trip that will for a short time change the color of his skin and forever change his view of history and his definition of courage. Dan Gutman is the author of many books, including Honus & Me, The Kid Who Ran for President, Virtually Perfect and The Million Dollar Shot. When he is not writing books, Dan is very often visiting a school. He lives in New Jersey with his wife and their two children.

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Who Was Jackie Robinson

Jack Roosevelt Robinson was born in Cairo, Georgia in 1919 to a family of sharecroppers. His mother, Mallie Robinson, raised Jackie and her four other children on her own. They were the only black family on their block, and the prejudice they encountered only strengthened their bond. Jackie excelled early at all sports and learned to make his own way in life. At UCLA, Jackie became the first athlete to win varsity letters in four sports: baseball, basketball, football and track. In 1941, he was named to the All-American football team. Due to financial difficulties, he was forced to leave college, and eventually decided to enlist in the U.S. Army. After two years in the army, he had progressed to second lieutenant. Jackies career in the army was cut short in relation to his objections to racial discrimination. In the end, Jackie left the Army with an honorable discharge. In 1945, Jackie played one season in the Negro Baseball League, traveling all over the Midwest with the Kansas City Monarchs. In 1947, Brooklyn Dodgers president Branch Rickey approached Jackie about joining the Brooklyn Dodgers. The Major Leagues had not had an African-American player since 1889, when baseball became segregated. When Jackie first donned a Brooklyn Dodger uniform, he pioneered the integration of professional athletics in America. At the end of Robinsons rookie season with the Brooklyn Dodgers, he had become National League Rookie of the Year. In 1949, he was selected as the National Leagues Most Valuable player of the Year. As a result of his great success, Jackie was eventually inducted into the Baseball Hall of Fame in 1962. Jackie Robinsons life and legacy will be remembered as one of the most important in American history.
Biography. Jackie Robinson: The Official Website. N.p., 2011. Web. 16 May 2012. <http://www.jackierobinson.com/about/index.php>.

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About the Brooklyn Dodgers

The Brooklyn Dodgers were an American baseball team that was active in the major leagues from 1884 until 1957, after which it moved to Los Angeles, where it continued its history as the Los Angeles Dodgers. The teams name derived from the reputed skill of Brooklyn residents at evading the citys trolley street cars. The Dodgers played in two stadiums in South Brooklyn, each named Washington Park, and at Eastern Park in the neighborhood of Brownsville before moving to Ebbets Field in the neighborhood of Flatbush in 1913. The team is most noted for signing Jackie Robinson in 1947 as the first black player in the modern major leagues. For most of the first half of the 20th century, no Major League Baseball team employed a black player. Jackie Robinson became the first African-American to play Major League baseball in the 20th Century when he played his first major league game on April 15, 1947 as a member of the Dodgers. Robinsons entry into the league was mainly due to General Manager Branch Rickeys efforts. Besides selecting Robinson for his exceptional baseball skills, Rickey also considered Robinsons outstanding personal character in his decision, since he knew that boos, taunts, and criticism would be directed at Robinson and that Robinson would have to be tough enough to withstand this abuse without attempting to retaliate. This event was the continuation of the integration of professional sports in the United States. The Dodgers willingness to host an African American player, when most other teams refused to, was a key factor in their 19471956 success.

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Online Resources
http://www.jackierobinson.com/ A great site all about Jackie Robinson. Find historical information, statistics and photos. http://brooklynhistory.org Learn all about the history of Brooklyn, NY and what it was like when Jackie Robinson was playing for the Dodgers. http://www.sportsecyclopedia.com/nl/bdodgers/brooklyn.html A site of sports stastics for the Brooklyn Dodgers. http://www.biography.com/people/jackie-robinson-9460813 Some great biographical information about Jackie Robinson. http://www.jackierobinson.org/ This website tells you all about the Jackie Robinson Foundation. http://baseballhall.org/hof/robinson-jackie Jackies page on the site for the Baseball Hall of Fame. http://memory.loc.gov/ammem/collections/robinson/ The Library of Congress page on Jackie Robinson. http://www.archives.gov/education/lessons/jackie-robinson/ The National Archives document that reflect Jackies work on behalf of civil rights. http://www.dangutman.com Read all about the author of the book Jackie and Me and all of his other Baseball Card Adventures.

Some Bibliographic Resources

Herman, Gale. Who Was Jackie Robinson?. Grossett and Dublap, 2011. Krensky, Stephen. Play Ball Jackie!. Millbrook Press, 2011. Teitelbaum, Michael. Jackie Robinson: Champion for Equality. Sterling Press, 2010. Robinson, Sharon. Testing the Ice: A True Story About Jackie Robinson. Scholastic Press, 2009

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Learning Activities
3rd-5th Grade: Jackie Robinson: HERO
Objective: This lesson will introduce the children to a hero whose actions changed the course of history. Students will describe what they learned about being a hero and relate some of the characteristics of heroes to a personal hero. Students will be able to explain how one person can make a significant difference in the lives of many others, while acting for the common good, describe Jackie Robinsons personal courage in opening the door for other black professional sports players, demonstrate through writing that we all have a responsibility for the common good. Duration: One 45 minute class period. Procedure: The teacher will discuss the story of Jackie and Me. If your class has not yet seen the play, you can read the biographical information provided in this guide, and gauge what the students already might know about Jackie Robinson. Discuss the challenges Robinson faced and how he responded to the challenges. In what ways is Jackie Robinson a hero? How did he affect the future of baseball? Have a discussion that focuses on the ways Jackie acted for the common good. Brainstorm as a class the characteristics of a hero. List these on the board. Prompt students to think not only of Jackie Robinson, but also of their own heroes and heroes in the community. Guide the students to form a working definition of a hero. The post office has put the images of many great people on postage stamps (including Jackie Robinson) as a tribute to their contributions to society. Ask each student to think of a personal hero who matches some of the listed characteristics. Have each student design a stamp for his or her hero. Below their stamps, students should write about the hero, identifying three characteristics of that person that makes him or her a hero. Assessment: Students will participate in a discussion about Jackie Robinsons life and contributions and develop a working definition of a hero. Students will design a postage stamp of a personal hero and write about the attributes of the hero.

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3rd-5th Grade: Breaking Barriers

Objective: Through reading and class discussion, students will understand who Jackie Robinson was and what the concept of a barrier means. Duration: One 40 minute class period. Procedure: 1. Discuss Jackie Robinsons life as depicted in the play Jackie and Me. If your class has not yet seen the production, have volunteers read the biographical information in this guide aloud to the class. 2. Ask students what they think the word barrier means. Guide them to define barrier as a problem or obstacle that stops you from moving forward. 3. Tell students that barriers can be physical or conceptual. Explain that a physical barrier is something you see, such as a fence. A conceptual barrier is something that you cant see, such as being afraid of something. 4. As a class, ask students to suggest different barriers that people face. Ask students to explain why each barrier prevents people from moving forward or accomplishing something. Create a list of suggested barriers on the board. 5. After barriers have been written on the board, ask students to choose three of the barriers from the list on the board. Instruct them to write a short paragraph for each barrier explaining how they themselves would face and overcome it. 6. Ask students to read their paragraphs aloud. Encourage students to ask one another questions about the barriers they have chosen. Assessment: Observe student contributions to the class discussion. Make sure that students have understood the concept of barriers and facing them by listening to their paragraphs read aloud to the class.

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6th Grade: Jackie Robinson: Doing Whats Right, Not Whats Easy
Objective: Students will identify the motivations of Jackie Robinson. They will discuss what could make some people do something difficult even when they are afraid. The student will identify times when doing the right thing is difficult, discuss the motivations of Jackie Robinson to do the difficult thing, identify personal motivations to do courageous acts. Duration: One 20 minute class period Procedure: Ask the students to brainstorm examples of times people might choose not to do the right thing because they are afraid or because it might not be cool (for example, reminding someone to recycle). Display this list for the remainder of the unit. Remind the students about Jackie Robinsons courage. He was a proud and competitive man who had to do the right thing when all the pressure was for him to back down. Ask the students to think about what motivated him to show that level of courage. Then have them pair up to discuss this question with a partner. After a few minutes of partner discussions, ask for volunteers to share with the whole class what drove Jackie Robinson to show incredible courage. Ask students to write the key ideas from the discussion on a display board. (Examples: He was acting in the interest of the common good. He thought he could endure the insults for three years because the outcome was worth it. He wanted to play ball because it was his passion and strength. He felt it was the right thing to do.) Ask the students to star the key ideas that they think they could do. What motivations of Jackie Robinsons do they share? What would motivate them to do something difficult even though they are afraid? Assessment: Through sharing the results of their discussions with their partner, as well as contributing to group discussion, you can determine how well your students have understood the virtue of Jackie Robinsons story. Consider a short free-written response at the close of this unit.

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6th Grade: Jackies 9 Values

Objective: Through reading and class discussion, students will understand what values are and how they are important in facing barriers. Students will learn Jackie Robinsons 9 Values. Duration: One 40-minute class period, with additional time for student presentations and/or writing essays about values and barriers. Procedure: 1. Ask students what they think the word values means. Guide them to define values as: beliefs that are important to you and that help to guide your life. 2. Write Jackie Robinsons 9 Values on the board, or create a printable. Courage: Doing what you know is the right thing even when it is hard to do Determination: Staying focused on a plan even though the path to its end may be difficult Teamwork: Working with other people toward a common goal Persistence: Working toward a goal and continuing to move forward even though you face obstacles or barriers Integrity: Sticking to your values, regardless of what others think you should do Citizenship: Making a contribution that improves the lives of others Justice: Treating all people fairly, no matter who they are Commitment: Making a promise and following through on it Excellence: Doing the best that you possibly can 3. Ask for volunteers to read Jackie Robinsons Nine Values aloud to the class. Review the definitions of each value to make sure that students understand them. 4. Have students revisit the life of Jackie Robinson. You may choose to reference the play or elect a student to read the biographical information provided in this guide aloud. Talk about what values Jackie Robinson used in facing which barriers. 5. Explain to students that Jackie Robinsons nine values can be useful in facing barriers today. 6. Divide students into groups (ideally nine). Assign each group one or more of Jackie Robinsons Nine Values. 7. Instruct each group to create a class presentation about the importance of the value theyve been assigned and how it can be used to face a barrier. Encourage them to be creative, e.g., performing a skit, drawing a comic strip, writing a song, etc. Have each group make its presentation to the class. Assessment: Evaluate participation in class discussion as well as in smaller groups. Evaluate presentation.

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Survey
It is useful for us to know what was helpful to you as you read and/or used this guide. Please fill out and mail or e-mail this quick response sheet to us. We appreciate your ideas. Please note if you have received a Transportation Subsidy from Childrens Theatre Company completion of this form is required to receive reimbursement. 1. Was it easy for you to find and download the Guide? 2. did you spend more time working with the material BeFORe or aFTeR the play? o Before o After o Equally Before and After 3. did using this Guide add to your theatre experience? o Yes o Some o No 4. What did you use from the Guide? 5. How did the experience of preparing for and then seeing the play impact your students? 6. is there something you would like to see included in the Guide that wasnt here? 7. How much of the Guide did you read? o Didnt have time o Some o All 8. Which of the following best describes you? i teach: o Preschool o Elementary School o Middle school Other comments Mail to: Childrens Theatre Company 2400 3rd Avenue South Minneapolis, MN 55404 Attention: School Group Sales, Nina Stultz OR email: nstultz@childrenstheatre.org Transportation Reimbursement Requests: Account Number Play Title and Date Attended This information is required to accurately process your request. Childrens Theatre Company (CTC) is the first theatre for young people to win the coveted Tony Award for Outstanding Regional Theater (2003). CTC serves over 300,000 people annually and is one of the 20 largest theatre companies in the nation. The company is noted for defining worldwide standards with an innovative mix of classic tales, celebrated international productions and challenging new work. Peter Brosius, Artistic Director These Learning Activites are inspired by those presented at www.learningtogive.org, a site dedicated to providing education resources that inspire giving and civic engagement. o High school o Home school

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