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CONTENTS
3 4 4 4 5 5 6 7 9 11 11 12 12 13 16 18 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 Storyteller online resources Bibliographic resources learning activity (Grades Kindergarten-2) learning activity (Grades 3-5) Survey
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.
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
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.
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
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).
Standards
Benchmarks
2. Compare and order objects 1. Use words to compare obaccording to location and mea- jects according to length, size, surable attributes. weight and position. 2. Order 2 or 3 objects using measurable attributes, such as length and weight
Grade 2, Mathematics Strand 2.3 Geometry and Measurement Sub-Strand 2. Understand length as a measurable attribute; use tools to measure length Standards Benchmarks 1. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 2. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler measure lengths to the nearest centimeter or inch.
Grade 2, Science Strand 2.1. The Nature of Science and Engineering Sub-Strand 1. The Practice of Science Standards 2. The student will understand that scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. 1. The student will understand that natural systems have many components that interact to maintain the living system Benchmarks 1. Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others. 1. Recognize that plants need space, water, food and air and they fulfill these needs in different ways.
Online Resources
http://www.lewiscarroll.org/ The site of a non-profit organization dedicated to Lewis Carroll. http://www.ruthannzaroff.com/wonderland/ An interactive and fun online Wonderland! http://www.lewiscarroll.org/carroll/texts/ Visit here to find full text versions of many of Carrols work. http://www.biography.com/people/lewis-carroll-9239598 Go here to find a biography of the author of Alice in Wonderland, Lewis Carroll. http://adisney.go.com/disneypictures/aliceinwonderland/ Visit here to find all sorts of games and activities about the Disney version of Alice in Wonderland. http://sabian.org/sabian_alice.php A site that features many lectures and lessons on Alice in Wonderland.
Learning Activities
Kindergarten-2nd Grade: Growing a Fanciful Garden
Objective: Students will be able to discuss conditions suitable for the growth of plants, identify the major parts of a plant, plant seeds and care for the growing seedlings, record measurements and observations on a graph and in a science log. The will be able to explain how plants need love and care to growth and flourish. In this lesson, the students will gain respect for the beauty and value of plants and the natural environment. Students will learn how various conditions affect the growth of plants. The students will also measure and observe the growth of their seedlings. Materials: Biodegradable pots (2x2x2) Potting soilenough for each student and the teacher to fill at least two pots each Zinnia seedsenough for each student and the teacher to plant at least two each Water Fertilizer Small plastic containers for water and water droppers Metric ruler Graph paper (1x1 grids) Duration: One 45 minute class period. Procedure: Flowers and enchanted gardens are a big part of the fanciful world of Alice in Wonderland, from the garden that Alice is lounging in when she goes down the rabbit hole to the enchanted garden of talking flowers she finds in Wonderland. Have a class discussion about the gardens and flowers in the story. Ask your students if they have gardens at home, what their favorite plants are, etc. If you have a nature center in your city, invite a volunteer or outreach coordinator to your class to talk about plants and gardens with your class. Have your volunteer, or yourself, explain the different ways in which plants are cared for. Tell the students the proper way to care for plants. Discuss the variables (sun, water, soil, fertilizer) that contribute to healthy plants. On a large sheet of paper write students comments about what they learned from their guest or during the lesson. Each student should write his or her name on two biodegradable planting pots. Have the students break out into in small groups to fill their pots with soil (have soil in a Soil can be spooned into the pots until approximately inch from the top of pot.
Have the students put one seed in each pot. Demonstrate by pressing your thumb in center of soil, creating a hole inch deep. Put the seed in and cover with soil from the pot. Students follow the procedure while you monitor for progress and accuracy. Students will then use water droppers to measure out one ounce of water (approximately two full water droppers) and water each plant pot. Add the appropriate amount of fertilizer according to the directions on the package. Place the pots on a windowsill or other suitable area where sunlight is available. Prepare a science log for each student to record his/her observations. Students start by writing their observations (either in writing or illustrations) of the seed planting. Have students record observations at least once every three days. They can record the date for each entry, how much water and fertilizer they add, what they see and measurements. Students water and fertilize their plants as needed. Demonstrate how to make a bar graph and record growth over time. For younger students, you may want to prepare the graph and labels on graph paper. Older students may be able to use prior experience to determine labels for the blank graph. Example: vertical axis: Height in Centimeters; horizontal axis: Date Measured). When the flower seedlings appear above the soil, the students will start measuring the height of the plant using metric rulers (every other day). Show them how to measure accurately and record their measurements on the graphs. Measurement of plant should begin at the top of soil. Height will be determined by the highest point of the plant above soil. Assessment: The teacher may evaluate student participation in class discussion and monitor their skills in tracking and measuring the growth of their plants.
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