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FOR EDUCATORS
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CONTENTS
3 4 4 4 5 5 6 7 9 10 11 12 13 13 14 16 18 25 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 Dr.Seuss The Cat in the Hat Seuss Legacy Online Resources Bibliographic Resources Learning Activity (Pre-K-2nd Grade) Learning Activity (3rd-5th Grade) Additional Activities Survey
Introduction
This guide is designed to help you and your students get the most out of your theater 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).
SubStrands
Standards
The student will use resources and learn independently and in collaboration with others.
Benchmarks
2. The student will collaborate to share knowledge, information, and technology use.
Benchmarks 2. Sort objects using characteristics such as shape, size, color and thickness
Standards
The student will use directional and positional words to locate and describe people, places and things. The student will understand the importance of participation in civic life and demonstrate effective civic skills.
The Cat in the Hat and How the Grinch Stole Christmas
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Though many of his inspirations were mysteries even to him, Seuss based two of his most famous characters on himself: the Grinch and the Cat in the Hat. In December 1957, just after How the Grinch Stole Christmas! appeared, Seuss explained the origins of the story to Redbook magazine: I was brushing my teeth on the morning of the 26th of last December when I noted a very Grinchish countenance in the mirror. It was Seuss! Something had gone wrong with Christmas, I realized, or more likely with me. So I wrote the story about my sour friend, the Grinch, to see if I could rediscover something about Christmas that obviously Id lost.
Although his license plate read GRINCH, Seuss also identified with the Cat in the Hat. A self-portrait of himself as the Cat accompanied a profile in the Saturday Evening Post of July 6, 1957. As his editor Michael Frith once remarked, The Cat in the Hat and Ted Geisel were inseparable and the same. I think theres no question about it. This is someone who delighted in the chaos of life, who delighted in the seeming insanity of the world around him. Seuss did not just want to teach children how to read. He also hoped to teach them how to think. He wanted to encourage a concern for good in a few books that had very clear messages on some very weighty issues Horton Hears a Who!, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. These books were surrounded by a lot of controversy as they took stands on political and social issues of the time in ways that were obvious to all audiences. The Lorax, for example, is a fictional character who spoke out against irresponsible use of our environment. This book, and this character, inspired very real enemies. Parents in logging communities tried to get the book removed from school libraries and reading lists. Seusss The Lorax has even made the American Library Associations annual list of challenged and banned books. Responding to criticism of his book, Seuss said, The Lorax doesnt say lumbering is immoral. I live in a house made of wood and write books printed on paper. Its a book about going easy on what weve got. Its anti-pollution and anti-greed. Many people have argued that his message books are too difficult for children to deal with or handle. Seuss, however, trusted childrens intelligence. Treating children with respect was key to Seusss philosophy of writing for them. As he said, I dont write for children. I write for people.
Seusss Legacy
At the Dr. Seuss National Memorial Sculpture Garden in his hometown of Springfield, Massachusetts, a bronze Ted Geisel sits in a chair next to the Cat in the Hat. Nearby are some of the other characters he created the Lorax, the Grinch and his dog Max, Yertle the Turtle, Horton the Elephant, and Thidwick the Big-Hearted Moose. Seusss second wife founded the Dr. Seuss Foundation, which provides primary support for over one hundred medical, cultural, and socially active institutions. As curator of the Seuss legacy, she reminds us that in the words of the Lorax UNLESS someone like you / cares a whole awful lot, / nothing is going to get better. / Its not. Through the art and poetry of his books, Seuss encourages us to think creatively, participate in society, and do what we can to make it better.
Nel, Philip. Biography. Seussville. Random House, Inc, 2010. Web. 12 May 2012. Cahn, Robert. The Wonderful World of Dr. Seuss. Saturday Evening Post, 6 July 1957: 1719, 42, 46. Cohen, Charles D. The Seuss, the Whole Seuss, and Nothing but the Seuss. New York: Random House, 2004. Dr. Seuss. 2012. Biography.com 10 May 2012, 05:16 http://www.biography.com/people/dr-seuss-9479638 Lathem, Edward Connery. Words and Pictures Married: The Beginnings of Dr. Seuss. Dartmouth Alumni Magazine, Apr. 1976: 1621. Minear, Richard H. Dr. Seuss Goes to War: The World War II Editorial Cartoons of Theodor Seuss Geisel. Introduction by Art Spiegelman. New York: New Press, 1999. Morgan, Judith, and Neil Morgan. Dr. Seuss & Mr. Geisel. New York: Random House, 1995. Nel, Philip. Biography. Seussville. Random House, Inc, 2010. Web. 12 May 2012. Nel, Philip. The Annotated Cat: Under the Hats of Seuss and His Cats. Random House, 2007. Nel, Philip. Dr. Seuss: American Icon. New York and London: Continuum, 2004. Turvey, Debbie Hochman. All-Time Bestselling Childrens Books. Edited by Diane Roback and Jason Britton. Publishers Weekly, 17 Dec. 2001: 2427.
Online Resources
http://www.catinthehat.org Visit this site to view information and pictures about the National Memorial and Sculpture Garden dedicated to Dr. Suess. htp://www.suesville.com This site has so many wonderful games and activities all dedicated to Dr. Suess. You can even create your own Who! For teachers, find learning activities, reading lists and more! http://www.drseussart.com/ Visit here to view some of Dr. Seuss art and illustrations. http://pbskids.org/catinthehat/ A site dedicated to the PBS Kids show based on the adventures of the Cat in the Hat.
Bibliographic Resources
Krull, Kathleen. The boy on Fairfield Street: How Ted Geisel grew up to become Dr. Seuss. Random House, 2004. Cohen, Charles D. The Seuss, the Whole Seuss, and Nothing but the Seuss: a Visual Biography of Theodor Seuss Geisel. Random House, 2004. Kudlinksi, Kathleen. Dr. Seuss: Young Author and Artist. Aladdin Paperbacks, 2005. Fensch, Thomas, ed. Of Sneetches and Whos and the Good Dr. Seuss : Essays on the Writings and Life of Theodor Geisel. McFarland and Co., 1997. Print. Weidt, Maryann N. Oh, the Places He Went: a Story About Dr. Seuss--Theodore Seuss Geisel. Carolrhoda Books, 1994.
Learning Activities
Pre-K-2nd Grade: Lets See How We Are Alike!
Objective: Students will read The Sneetches by Dr. Seuss, which illustrates the concept that natural and human characteristics can be expressions of uniqueness. This book also shows us that although we have differences, we are also very similar. Dwelling on differences can cause unnecessary conflict. The students will identify and describe the behaviors of the characters and explain why physical differences do not affect ones personal worth. Duration: One 30 minute class period. Procedure: Ask the students to look around the room at how they are different from each other. Ask students to move to opposite sides of the room based on the characteristics you name. Each time the class sorts, count the groups and record the numbers on the chalkboard. You may use characteristics such as such as dark hair or light hair, oldest child in the family, ate cereal for breakfast, wearing jeans, etc. Ask the students whether these attributes make them better or worse than the people around them. Tell the students that you are going to read a book in which these kinds of differences really do matter to the community. Lets see how they deal with differences in the book, The Sneetches. Read the book aloud to the class. Be sure to encourage your students to be involved in the story by having them name items and characters in the illustrations, label the feelings of the characters, etc. Students will consider if physical differences should make a difference in how people are treated.
o Brainstorm a list of physical differences, such as hair color, skin color, length of hair, wearing glasses, using a wheelchair, shape of eyes, etc.
one of the activities and draw a picture of two children doing that activity. The two children should look as different as possible physically (using attributes from the list above) from each other, but the pictures should show them playing together. how children will act toward one another if they have respect for each other. Assessment: Note and record as appropriate how children:
o Discuss and label the feelings of the characters. o Discuss the importance of respect for others. Have students give examples of
o Brainstorm a list of things children like to do for fun. Ask each student to choose
o Discuss the problem in the story and how it relates to experiences in their own lives. o Illustrate two people who look different but get along together.
Procedure: First pass out blank paper and a writing utensil to each student. Remind learners that the Cat in the Hat kept Thing 1 and Thing 2 in his great big wooden box of fun. Ask the students to write down what they would keep in their box of fun if they had one. Once students have created their list, pass out art supplies and construction paper and allow them to create their own 2 dimensional box of fun. Assessment: Each student will have a list of items for the box of fun and completed art project.
Use the results of this discussion to lead to the introduction of the term faction (a group with a common interest that is often quarrelsome or self-seeking). This definition should be written on a card and posted. Dividing into Groups (see below), play a game to divide the class into factions.
o Designate two (or possibly three) separate locations within the classroom. o Announce choices by which the students can classify themselves, for
example, Everyone who prefers chocolate ice cream, go stand by X; everyone who prefers vanilla, go stand by Y. (Students should be encouraged to make a forced choice of one or the other.) Children who have special circumstances may remain in the center, for example: Anyone with allergies to ice cream
o Announce other categories and tell children they must move each time to
the location that signifies their choice. These categories may be created by the teacher, according to the population of the class.
o Examples of categories:
Boys - Girls Only children - Have brothers and/or sisters Like cats best - Like dogs best Tall - Short Favorite food is pizza - Favorite food is something else Like country music - Do not like country music Wear glasses - Do not wear glasses
(These are just examples. Adjust categories to the makeup of your class.)
Briefly close this activity with this statement to elicit a student response. Today we have divided up into many groups of people according to what we believe, or how we look, what we prefer, or who we are. Did you notice that sometimes certain people were in your group and other times there were different people in your group? Groups changed, depending on the question that was asked. These small groups that were formed could be called ______________? (factions) Have students come up with examples of groups that might be factions in our real modern world. Have them talk about how those groups interact with one another and what that means. Talk about how we can see all of this reflected in the work of Dr. Seuss. Assessment: Based on students contributions to discussion, participating in the game and written response be sure they understand the difference between a faction and a community and understand how both are represented in the book.
Additional Activities
1 2 3 4 5 6 7
Answers: 5, 6, 2, 3, 4, 1, 8, 7
He speaks for the trees and all living things. Some had plain bellies, some had bellies with stars. His heart was two sizes too small. He doesnt speak workds, he goes boing boing instead! This lovable elephant is kind to creatures of all sizes. This mischievous creature knows lots of good games for a rainy day. He can moo like a cow and make all kinds of sounds. He will not eat green eggs and ham.
Dr. Seuss Properties TM & 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.
TM & DSE
Dr. Seuss Properties TM & 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.
TM & DSE
TM & DSE
TM & DSE
TM & DSE
TM & DSE
TM & DSE
TM & DSE
TM & DSE
TM & DSE
Dr. Seuss Properties TM & 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.
Cat Tricks!
The Cat in the Hat tells Sally and her brother that he knows a lot of good tricks. He can balance the fish on his umbrella and balance on a ball!
Dr. Seuss Properties TM & 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.
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cindy lou horton sneetches who
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