Welcome to A Year With Frog and Toad!

Dear Educator,
Welcome! Thank you for bringing your class to see Utah State
Universitys production of A Year With Frog and Toad by Robert and
Willie Reale, based on the Frog and Toad children's stories written and
illustrated by Arnold Lobel.
In this study guide you will find a variety of creative resources and
lesson plans you can use in your classroom to extend your students
exposure with the show. These activities are geared towards grades 2-4
and are designed to help your students engage with the characters and
the story and help them to find their own voices, as well as develop
things like friendship, happiness, self-confidence, imagination through
adaptation, and positive body image!
In this study guide you will find four different lesson plans
specifically designed to help your students explore the themes from the
production while also meeting Utah Core Standards. This guide also
includes an introduction to the play from the director, concepts from
some of the production's designers, and information on theatre etiquette
that we ask you to share with your students before attending the
performance. Copies of all of the student worksheets that accompany
the various lessons are attached as well.
Thank you for supporting our production, and we hope you enjoy the
show!
Sincerely,
Students of USUs Theatre for Young Audiences class
This Guide created by:
Sherre Barnes, Molly Cameron, McKell Curtis, Rebecka Frost, Preston
Grover, Morgan Huffman, Stormy Knaak, Kimberly Lamping, Allison
Liljenquist, Emily Mesa, Emily Powell, Jenny Schwartzman, Larissa
Washburn

A Year With Frog and Toad Teacher Resource Guide Contents

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Contents and material in this Guide

Notes from the Director & Designers & Other Production Information
Theatre Etiquette Information for your Students
Play Synopsis and Author Biographies
Real Life Frog and Toad Lesson
Snail Mail Lesson
Changing Views of Body Image Lesson
Fairy Tales Retold Lesson
Books of Interest & About the Lyric Theatre

Lesson Descriptions
Note: Each lesson plan has a different colored border which matches the font color
below for easy reference.
1.

Real Life Frog and Toad

This lesson gives your students the opportunity to learn about real amphibians and
compare them to the whimsical creatures they saw in the play. While making
connections to the play and using theatre tactics, students will also be able to
compare and contrast physical, behavioral, and environmental differences of real
life animals they saw in the performance.
2. Snail Mail
The Snail Mail lesson plan is an outlet for students to learn about letter writing in a
positive way. To begin the lesson plan, the students will be engaged in a fun activity
that allows them to identify ways to manipulate their voices in order to demonstrate
different emotions. This will lead to them writing down different things that evoke
the emotion of happiness in their lives. In an activity that allows them to write and
send a letter, students will be taught the important conventions of letter writing
while simultaneously getting to send a sweet and endearing letter of appreciation to
a loved one in their life. While making connections with A Year with Frog and Toad,
students will enjoy the positive emotions that are brought to surface through this
lesson plan.
3. Changing Views of Body Image
This lesson plan tackles the subject of body image. This lesson encourages children
to view themselves and others in a more positive manner. We allow the students to
alter parts of the play by performing tableaus in order to demonstrate the power of
words. Students will acknowledge other classmates strengths and be able to identify
their own as well.
4. Fairy Tales Retold
In this lesson, students will be able to tap into their creative minds to compare and
contrast what they see in performances done by their peers and written stories
theyre familiar with. Students will also be able to answer who, what, when, where,
why, and how to demonstrate their understanding of the written stories they then
adapt into a performance for their peers.

Note from the Director

The first stories humans told each other were stories about animals. The first
pictures human beings painted in caves or carved on rock were pictographs and
petroglyphs of animals. Some of the oldest known figures formed out of clay or carved
from jade or ivory or other precious materials were sculptures of animals. The first plays
enacted by humans were plays centered on fabulous, mythical animals. Our ancient
ancestors around the world have left behind myths and stories, tales and legends
centered on the animal neighbors and companions with whom they shared their world.
A Year with Frog and Toad carries on this ancient human tradition of
acknowledging and honoring the creatures with whom we share our world; who support
our human lives and livelihood with their animal lives and livelihoods, whose very animal
existence so like our own and at the same time so utterly unlike and different from
our own we human beings have always cherished, relied on and taken for granted in
countless ways both large and small ever since we began to share this world with them.
And all of the old tales and legends from every tradition on earth acknowledge that
they were here first. Through our stories and enactments and paintings and carvings,
we acknowledge and honor them and the gifts they give us.
Bryan Humphrey, M.F.A
Director

Thoughts from Set Designer, Trevor Flocco

As the set designer, it is my responsibility to create a world for Frog and Toad to live in.
When I thought about a few words that describe Frog and Toad, "infinite friendship"
came to my mind and I realized that this story revolves around their experiences as best
friends. A circle is infinite, and that is how I came up with the idea for a turn table. I
also wanted to create and organic and fun world for them to live their lives in and that
was how the ramps and colors came to be. I had a lot of fun designing it, and I look
forward to having everyone come see it!

Thoughts from Costume Designer, Mandolynn Browning

I wanted to be able to visually express through costume the whimsy and theatricality of
the stories told in A Year with Frog and Toad while grounding them in the human
realities and circumstances that the characters face.

A Year With Frog and Toad

By Willie Robert Reale
Creative Team
Director
Stage Mahager
Scenic Designer
Costume Designer
Lighting Designer
Sound Designer
Properties Designer
Community Engagement Director

Bryan Humphrey
Ashley Crystal
Trevor Flocco
Mandolynn Browning
Bruce Duerden
Jason Hardell
Jordan Simmons
Matt Omasta

Cast
Frog
Toad
Snail/Bird/Father Frog
Turtle/Bird/Squirrel/Mother Frog
Mouse/Bird/Squirrel/Young Frog
Mole
Mole
Mole

Gian Conaole
Kurt Haaker
Michael Francis
Camille Decker
Katie Francis
Stirling Brenns
Madelaine Woo
Allyson Hankins

Production Team
Assistant Stage Manager
Assistant Costume Design
Assistant Lighting Design
Assistant Properties Design
Technical Director
Scenic Charge
Run Crew

Heather Campbell
Brianna Newbold
Tanner Funk
Stirling Brenna
Matt Stowe
Kimberly Jackson
Rachel Bagrter; Andrea Brandley;
Heather Campbell; Jason Hardell;
Stormy Knaak; Amber Larsen; Kelly
McGaw; Robin Perry; Shannon
Peters; Kendall Westmoreland; Scott
Zaborski.

A Students Guide to Theatre Etiquette

Live Theatre is different from watching a movie or T.V. show that you can rewind-it
happens right before your eyes, and YOU are part of the show! If youre talking to your
neighbor or making noise, you will miss part of the play, and the play will miss you: your
laughter, your attention, your responses, and most importantly your energy. All of this is
part of the theatre experience!
To help you have the best experience possible, here are a few things to know and
remember:

Applause and laughter are allowed, and in fact, encouraged during the
performance. Whistling and talking are not because it is distracting to the
performers and other attendees and you could miss something important!
Food, drink, candy, and gum are not permitted in the theatre because we want
to keep it clean and neat for everyone who attends.
Show respect for the building. Do not put your feet up on the seats in front of
you since this could break the
chair and make it an
uncomfortable and dangerous
seat for the next person to sit
in.
Photos or recording of any
kind are not allowed during the
performance because it is
distracting, illegal, and
dangerous. If someone on stage
sees your camera flash, they may
miss a step and get hurt.
Cell phones and any other
devises that make noise must be
turned OFF during the show.
This is another thing that is
distracting to the performers
and those around you.
Note to Teachers:

If you have special seating

requirements for any of your
students, please let us know
when you make your ticket
reservation.

Play synopsis
A Year with Frog and Toad is a musical based on the beloved Frog and Toad
childrens books by Arnold Lobel. The musical follows Frog and Toad through
the year, after waking from a long hibernation. Frog and Toad have many
adventures together, such as planting gardens, swimming, and baking cookies, all
while learning more about each other along the way. A Year with Frog and Toad
is a heart-warming musical that shows how friendship can last through all the
seasons.

Biographies of the Playwright and Composer

Willie Reale and Robert Reale grew up in Park Ridge, New Jersey with three
more brothers and one sister. In 1981, Willie Reale founded the 52nd street
project, which brought urban city children and professional artists together to
create theater. His brother Robert Reale is a composer and record producer.
Robert has worked with famous names such as Julie Andrews, Melvin Torme,
Imogene Coca, and Sid Caeser. Together Willie and Robert wrote and composed
A Year With Frog and Toad. In 2003, A Year With Frog and Toad was nominated
for a Tony Award in three different categories: Best Musical, Best Book of a
Musical, and Best Original Score. Since then, the two have worked together on
multiple plays, musicals, and even television shows.

Biography of the Author

Arnold Lobel was born in 1933 in Los Angeles, but was raised in Schenectady,
New York. Lobel was sick most of second grade, but kept from getting bored at
home by drawing. His drawings later helped make friends when he was able to
return to school. The interactions he had with these friends have been thought
to inspire many of his stories, specifically the characters Frog and Toad. He met
and married Anita Kempler at Pratt Institute in Brooklyn, and they later had
two children. He received the Caldecott Honor book award for Frog and Toad
are Friends in 1971, and the Caldecott Medal in 1981 for his book Fables. He
died in 1987 leaving a legacy of almost 100 books that he either wrote or
illustrated.

Real Life Frog and Toad: Science and Theatre for Grade 2-4
Based on the musical A Year with Frog and Toad by Willie Reale
LEARNING OBJECTIVES
Content Standards
Grade 2 Utah Science: Standard 4 Objective 1A
o Compare and contrast the characteristics of living things in different habitats.
Grade 3 Utah Theatre: Standard 1 Objective 3A
o Create and improvise a new ending to a familiar story.
Grade 4 Utah Science: Standard 5 Objective 4D
o Compare the structure and behavior of Utah amphibians and reptiles.
ASSESSMENT
Performance Tasks
Students create and share dynamized tableaux of physical and behavioral characteristics
that real frogs and toads have, and describe these characteristics when observing their
peers in order to compare and contrast characteristics of living things in different
habitats.
In small groups, students plan and perform an alternate ending to Frog and Toad with
puppets they created in order to create and improvise a new ending to a familiar story.
Other Assessments
Students complete a worksheet in which they label and list physical and behavioral
similarities and differences of frogs and toads in order to compare the structure and
behavior of Utah amphibians and reptiles.
MATERIALS NEEDED
Teacher Materials
Frog/Toad puppet (made from template provided)
Student Materials
Paper
Pencil
Glue
Colored pencils/markers
Scissors
Tape
Frog/Toad puppet templates (enough for each student, see attached)
Picture of a frog and a toad from Utah (see attached)
Wooden dowels or craft sticks
LEARNING PLAN
Framing / Hook
1. Frog and Toad Puppets
a. Greet students with frog and toad puppets (using provided template).
b. Ask students how the characters from Frog and Toad acted similarly and
differently from animals in real life.

c. Ask students: What are some physical and behavioral differences you noticed
between the characters, Frog and Toad, and real life frogs and toads (e.g. in the
musical they talked and walked around on two legs)?

Process
2. Physical and Behavioral Differences
a. Place a picture of a real frog and toad (see attached pictures) that are found
here in Utah on the board.
b. Inform students about the differences in the relationship between frogs and
toads in real life (use pictures as needed).
i. Explain that frogs and toads come from the same family and that there
are hundreds of species.
ii. Frogs
1. Frogs need to live near water.
2. They have two bulging eyes.
3. Frogs have strong, long webbed hind feet that are perfect for
jumping and swimming.
4. Frogs have smooth or slimy skin and a thin, narrow body.
5. Frogs have many predators including: snakes, lizards, birds,
shrews, raccoons, foxes, otters, and weasels.
iii. Toads
1. Toads dont need to live near water to survive.
2. Toads have stubby bodies with short hind legs that are used for
walking instead of jumping like a frog.
3. Toads have dry skin.
4. Toads run, walk, and take small hops rather than jumping like a
frog.
5. Toads dont have many predators because their skin lets out a
bitter fume that burns the eyes and nose of its predators.
3. Tableaux of Behavior and Environment
a. Students are split into two groups: a frog group and a toad group.
i. Instruct each of the respective groups to create a tableaux of a behavior
a real frog/toad might have/do and an environment they might live in
based on the earlier discussion.
1. NOTE: Explain that a tableaux is when students freeze their
bodies to create a picture or scene to express a feeling,
emotion, relationship, or message.
ii. In each group, students create a tableaux as the teacher walks around
and observes.
ii. Students dynamize their tableaux.
1. Explain that dynamize means students add a little movement to their
tableaux.
ii. Students show the other groups their dynamized tableaux.
b. Ask students what some similarities and differences are between the frog group
and the toad group based on the tableaux they watched.
c. Ask students how the frogs and toads were interacting with their respective
environments.

4. Discussion
a. Gather students in a circle.
b. In a round robin style discussion, students address what might happen if certain
elements of a frog/toads environment changed. For example: What might
happen if the water dried up? Lily pads vanished? A tree was cut down? How
would each of the animals have to adapt if these changes occurred?
i. NOTE: Make sure each student shares an idea in order to demonstrate
their knowledge of relationships frogs/toads might have with plants and
other species in different environments.
5. Puppet Creation
a. Ask students what an alternate ending to a story is. Students are asked for
examples (e.g. Wizard of Oz, Tangled, etc.).
b. Students create an alternate ending to the play A Year with Frog and Toad.
i. Students scenes must include, depending on their puppet, an interaction
with something that is naturally found in their environment in real life.
c. Students are split into groups of 3-4 students.

6. Alternate Endings
a. Students pick either the frog or toad puppet templates, cut them out and color
them.
b. Students get about 5 minutes to plan and practice their scene.
c. Students perform their scenes for each other.
i. NOTE: If time permits, allow students to give/get feedback on each
groups alternate ending (e.g. what can be improved, what worked well,
etc.) and give students another chance to revise their scene. Perform
reworked scene.
Reflection
7. Students Decide
a. Gather students in a circle.
b. Ask students: If they were to be a character from the play (e.g. Snail, Frog, Toad,
Bird, etc.) who they would be and why?
8. Hand out the real life Frog and Toad color/label worksheet (See last page of lesson).
i. NOTE: This is a homework assignment. Pass out and briefly explain and
have students put it away.

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Toad puppet template:

11

Frog puppet template:

12

Toad found in Utah (Boreal toad)

Frog found in Utah (Leopard frog)

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Similarities and Differences: Real Life Frog and Toad

Name:

Date:

_____

Instructions: Please look at the pictures of the Leopard frog, Boreal toad, and Blue Collared
lizard, all found here in Utah. Write physical and behavioral similarities and differences
between the three animals in the Venn diagram below.

Boreal Toad

Leopard Frog

Blue Collared
Lizard

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Snail Mail: English and Theatre for Grades 2-4

Based on the musical A Year with Frog and Toad by Robert and Willie Reale
LEARNING OBJECTIVES
Content Standards
Grade 2 CCSS English Language Arts: Conventions of Standard English, Language:
Standard 2B
o Use commas in greetings and closings of letters.
Grade 3 CCSS English Language Arts: Production and Distribution of Writing, Writing:
Standard 4
o With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
Grade 4 Utah Fine ArtsTheatre: Standard 2 Objective 2B
o Use vocal tone and pitch to reflect feelings.
ASSESSMENT
Performance Tasks
Students write what makes them happy on a paper cookie cutout and read what they
wrote out loud in a way that expresses an emotion other than happiness (e.g. with a sad
voice, with an angry voice, etc.) and then again in a way that expresses happiness and
are graded on the Pitch and Tone Rubric (see attachment) in order to use vocal tone and
pitch to reflect feelings.
Students write a letter addressed to a friend or loved one in order to demonstrate their
ability to produce writing in which the development and organization are appropriate to
task and purpose and to use commas in greetings and closings of letters.
MATERIALS NEEDED
Teacher Materials
A popular and upbeat song (e.g. Happy by Pharrell Williams)
Pitch and Tone Rubric (see attached)
Example letter (see attachment)
Student Materials
Pen or pencil
Paper
Paper cookie cutouts (one per student) (see attachment)
Picture of cutout cartoon snail (one per student) (see attachment)
Scissors
Markers, crayons, colored pencils
Tape
Butcher paper (optional)

15

LEARNING PLAN
Framing / Hook
1. In a group, students sing a popular and upbeat song (e.g. Happy by Pharrell Williams).
a. Students gather in a circle.
b. Students hear the first verse and chorus of a popular and upbeat song played
from a media device.
c. Students and teacher sing the popular song that was just played for them as a
group.
2. Pitch and tone
a. Students are asked what pitch and tone are.
i. NOTE: If they cannot explain what pitch and tone are without direction,
explain that pitch is the degree of highness or lowness of a musical or
vocal sound and tone is a musical or vocal sound with reference to its
quality and strength.
b. As an a capella group, students change their pitch and tone to sing a small part
of the song in the following sequence:
i. Excited
ii. Sad
iii. Angry
iv. Happy
v. Fearful
Process
3. Paper cookie cutouts
a. Students are handed a pair of scissors and a paper with a cookie cutout on it
(see attachment).
b. Students cut out the cookie from the paper and write two things that makes
them happy.
4. Pitch and tone with cookie cutouts
a. Students are told that pitch and tone can be used to clarify what emotion is
being portrayed and that it is important to use a proper pitch and tone in order
to clearly depict various emotion.
i. NOTE: Emphasize that this is done by fluctuating the highness or
lowness and/or strength of the voice.
b. Going around in a circle, each student reads their first sentence from their
cookie cutout out loud to the class.
c. Students read the same sentence using pitch and tone that reflect an emotion
other than happiness that they are assigned to describe their happy moment.
i. NOTE: Each student should be assigned an emotion other than
happiness (e.g. excited, sad, angry, fearful, etc.).
d. Students read the same sentence using pitch and tone that reflect happiness to
describe their happy moment.
e. Students set aside the cookie cutouts and are told that they will be using them
again later.
f. Students are asked the following questions:
i. Which emotion felt natural for the sentence you were reading?
ii. Why do you think that emotion felt most natural?

16

5. Letters to loved ones

a. Students are told that a friend, family member, or loved one can be a reason for
their happiness.
b. Students are reminded that Frog sends Toad a letter of appreciation to make
him feel better and are told that they will be doing the same for a friend, family
member, or loved one that they have in their life.
c. Students are given an example of a letter that is addressed to a loved one using
commas in the greetings and closings (see attached).
d. Students are taught that a comma is placed after the recipients name in the
greeting and another comma is placed after the closing (e.g. sincerely,).
e. Students then write a letter that is directed to a friend, family member, or loved
one using the following prompts:
i. Why do you love this person?
ii. What do you appreciate about this person?
iii. What makes this person special?
iv. Why does this person matter to you?
6. Cartoon snail cutout
a. Students are told that they will be sending their letter to a friend or loved one
via snail, similar to how Frog and Toad send letters to each other through Snail.
i. NOTE: Explain to students that snail mail is the ordinary postal system
as opposed to email, deriving from the amount of time it takes for the
delivery.
b. Students are given a picture of a cartoon snail to cut out.
c. Students use tape to attach their letter to the shell of the snail.
d. Students turn in their letters.
i. NOTE: After grading the letters, the facilitator returns the letters to the
students in an envelope to be delivered to the person addressed.

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Reflection
7. Drawing happy moments
a. Students use the second sentence from their cookie cutout to draw a picture of
that moment.
b. On a blank piece of paper, students use markers, crayons, or colored pencils to
illustrate the second sentence that they wrote on their cookie cutout.
8. Students display their art
a. Students use tape to attach the paper cookie cutouts to the picture they drew.
b. Students then attach their drawing to the graffiti wall.
i. NOTE: The graffiti wall can be a wall in the classroom that is themed
towards Frog and Toad or, if there is lack of space in the classroom, the
graffiti wall can be a piece of butcher paper that is hung on the wall.

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19

20

STUDENT NAME: _______________

Pitch and Tone Rubric

POOR
(0 POINTS)
The pitch is
inappropriate
for the activity.

SATISFACTORY
(1 POINT)
Shows somewhat
inappropriate
pitch for the
activity.

GOOD
(2 POINTS)
Appropriate
pitch for the
activity.

TONE

The tone is
inappropriate
for the activity.

Shows somewhat
inappropriate
tone for the
activity.

Appropriate
tone for the
activity.

EMOTION

Does not
express
different
emotions.

Occasionally uses
voice fluctuation.

Often uses
voice
fluctuations.

Participates
occasionally.

Participates
often.

PITCH

PARTICIPATION Does not

participate.

________
TOTAL POINTS:
ADJUSTMENTS:
________
Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:

________ (Based on the matrix below)

Points Final Grade

11-12

Excellent

8-10

Good

4-7

Satisfactory

2-3

NI

Needs Improvement

0-1

US Unsatisfactory

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GREAT
(3 POINTS)
Engaging pitch.
Speaker seems
able to express
emotion using
pitch.
Engaging tone.
Speaker seems
able to express
emotion using
tone.
Shows
advanced skill
in expressing
different
emotions,
properly and
appropriately
uses voice
fluctuations.
Actively and
consistently
participates.

Dear Toad,

I love you because you are my best friend and youre always there for me. I appreciate
how kind you are and how you always make me cookies. We have a lot of fun together, like the
time we went sledding. Youre very special and important to me because you have been my best
friend for a very long time. You matter to me because I cant imagine anyone else being my best
friend but you!

Sincerely,
Frog.

22

Changing Views of Body Image: Theatre, English & Health Education for Grades 2-4
Based on the musical A Year with Frog and Toad by Robert & Willie Reale
LEARNING OBJECTIVES
Content Standards
Grade 2 CCSS English Language Arts: Reading: Literature Standard 3
o Describe how characters in a story respond to major events and challenges.
Grade 3 Utah Theatre: Standard 1 Objective 3A
o Create and improvise a new ending to a familiar story.
Grade 4 Utah Health Education: Standard 2 Objective 1B
o Identify personal strengths and talents.
ASSESSMENT
Performance Tasks
Students collaborate in groups and design an alternative conclusion to Toads pond
scene in which they create and improvise a new ending to a familiar story.
Students recognize how Toad and other characters react when harmful words are said
during the pond scene by writing them down side by side on a worksheet and explaining
how they could have affected Toad in order to describe how characters in a story
respond to major events and challenges.
Other Assessments
Students write positive qualities about themselves on a piece of paper in order to
identify personal strengths and talents.
MATERIALS NEEDED
Teacher Materials
Whiteboard or chalkboard
Whiteboard markers or chalk
Student Materials
Writing paper
Pen or pencil
LEARNING PLAN
Framing / Hook
1. Students play the game, Down by the Banks.
a. Students prepare the room for drama.
b. Down by the Banks is played in a circle with the right hand over the top of the
left hand of the person to the right of you. Your left hand is under the right of
the person left of you. You start the song, and one person hits the right hand of
the person on their left, and that person does the same to the next and so on
until the song is over. The last person to have their hand hit is out, and the game
goes on. When you have two people left, you hold right hands together (sitting
face to face) and pull back and forth in a sawing motion until the end of the
song. Whoever has their elbow pulled back at the end is out, and the other is
the winner.

23

1. This link may be helpful in order to understand the game better,

although the lyrics may be different the rules are the same:
https://www.youtube.com/watch?v=HfsaHfIBxvQ
ii. Down by the Banks lyrics: Down by the banks of the hanky panky
where the bullfrogs jump from bank to banky with an eeps, ipes, opes,
opps. One fell in and went kerplops.
c. Students play one practice round with no eliminations after instructions for the
game are given.
i. Students are told that they will be participating in a final round, which
will include eliminations.
d. Students play a final round of Down by the Banks.
e. Students are asked about the various scenes they remember in A Year with Frog
and Toad and are reminded that the game Down by the Banks takes place in a
similar setting.
2. Students sit down in a circle.

24

Process
3. Students discuss the harmful things said during the pond scene in the play A Year with
Frog and Toad, answering the following questions:
a. What were your reactions to the scene at the pond with Toad in a bathing suit?
b. How do you think Toad felt before, during, and after the scene?
c. What was said to Toad that may have been hurtful?
i. Students discuss and write down the negative things that might have
been said to Toad and how the different characters reacted on the
worksheet provided (see attachment #1).
ii. Students turn in their worksheet.
d. How would you feel if some of those comments were said to you?
4. Toads Tableaux Activity
a. Students find their own space in the room.
b. Each student freezes her or his body as the character Toad in a way that
expresses how they think he would feel in the scenario presented. Students
should be sure their facial expressions and body language all indicate the
emotion they want to portray.
i. Scenarios to create:
1. Going to the pond with Frog.
2. Telling Frog to look away while entering the pond.
3. Being taunted in the pond.
4. Being taunted while getting out of the pond.
5. Going home with Frog.
c. Various students are called on to comment on images their classmates created,
as well as the overall mood/emotions they observed.
5. Alternate Ending Scenes
a. Students form groups of four.
b. Students improvise scenes with an alternate ending to Toads pond scene.
Students should be sure to add words they think would have made Toad feel
better, and strengthen his view of himself and his relationships with his friends.
c. Students rehearse their scenes in their groups.
d. Students perform the scenes for one another.
i. OPTIONAL: Students perform the scenes again after receiving new
suggestions and feedback provided from their peers.
e. After each scene students are asked what comments or words were helpful to
the scene and for Toad. How do they think Toad felt?
i. Students write down how the characters reactions would have changed
due to the new alternate endings on worksheet provided (see
attachment #2).
ii. Students turn in the second worksheet.
6. Students sit in a circle and discuss the following topics:
a. What did you enjoy about the alternate endings?
b. How do you think Toad would have felt after the alternate ending scenes?
c. How did Frog stick up for Toad?
d. If one of your friends were in Toads situation how would you respond?
e. In your life, do you see people getting made fun of for how they look?
f. How should you treat people who look different from you?

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g. What would you have you done about it?

Reflection
7. Sightless Circle Activity.
a. Students stand in a circle.
b. One student is chosen to stand in the middle of the circle with their hands
covering their eyes.
c. Students call out things they like about the classmate that is standing in the
middle and continue around the circle in order until every student has
participated.
i. Students are instructed to include positive qualities, strengths, and
talents of their classmates.
d. Once every student has commented, the teacher calls out for the next student
in the circle to replace the person in the middle. The activity proceeds until all of
the students have stood in the middle.
8. Motivational Letter.
a. For homework each student writes a letter to him or herself explaining their
favorite things about themselves. This letter should include things they heard
other classmates say about them and a description of how the blind circle
activity made them feel.
b. Students will turn in the letter the next class period.
i. OPTIONAL: Students are given the letters back at the end of the year.

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WORKSHEET #1

What did this character say or

do during the pond scene?

FROG

TOAD

TURTLE

LIZARD

MOUSE

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What were some of the

reactions from this character
during the pond scene?

WORKSHEET #2

FROG

What did this character say or

do during the new scenes
compared to the original
scenes?

TOAD

TURTLE

LIZARD

MOUSE

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How do you think the new

scenes changed this characters
reaction?

Fairy Tales Retold: Drama for Grades 2-4

Based on the musical A Year with Frog and Toad by Willie and Robert Reale
LEARNING OBJECTIVES
Content Standards

Grade 2 CCSS English Language Arts: Reading: Literature Standard 1

o Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Grade 3 Utah Fine Arts - Theatre: Standard 1 Objective 3A
o Create and improvise a new ending to a familiar story.
Grade 4 CCSS English Language Arts: Reading: Literature Standard 7
o Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific
descriptions and directions in the text.

ASSESSMENT
Performance Tasks
Students participate in a round robin discussion comparing and contrasting the story
of the Snow Queen and the movie Frozen in order to make connections between the
text of a story or drama and a visual or oral presentation of the text, identifying
where each version reflects specific descriptions and directions in the text.
Students will use an attached worksheet to analyze the plot, setting, and characters
of familiar stories in groups in order to ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text.
Students collaborate on dramatizing a familiar story in order to create and improvise
a new ending to a familiar story, then complete an attached worksheet identifying the
similarities and differences between the original story and their adaptation.
MATERIALS
Teacher Materials
The Snow Queen Story (See attached) (link: http://www.onlineliterature.com/hans_christian_andersen/972/)
Frozen Clip (link: https://www.youtube.com/watch?v=b2xn0jDmiTw)
Student Materials
Writing utensils
Paper
Original Story Worksheet
Adaptation Worksheet
LEARNING PLAN
Hook
1. Students are read the story of The Snow Queen by the teacher.
2. Students are shown the clip of Frozen.
3. In a round robin discussion, students take turns in the circle to compare and contrast
the original tale/legend of The Snow Queen with the movie adaption by Disney
(Frozen). If students are having trouble comparing and contrasting the Disney movie

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with the original tale, discussion may be prompted with some of the following
questions:
a. Who is the villain in the original tale? Who is the villain in the movie
version?
b. How did the main characters change from the original tale to the
movie?
c. What is the setting of the tale? Of the movie?
d. What characters were added in the movie? Which were removed in the
movie from the original tale?
e. In what ways are The Snow Queen and Frozen similar?

Process
4. Students form groups of 4. Each group chooses a familiar story (e.g, nursery rhyme, fairy
tale). Groups examine their chosen story and identify the following on the attached
Original Story Worksheet:
a. Who is the story about?
b. What happens in the story?
c. When does the story take place?
d. Where does the story take place?
e. Why does the conflict of the story happen?
f. How is the conflict resolved?
5. Once the groups have identified the who, what, when, where, why, and how of their
stories, they will prepare a dramatization of their story changing one of the elements
discussed (who, what, when, where, why, and how) in order to create a new ending to
the story.
6. Groups perform their scenes for the rest of the class.
a. Students watching each performance give feedback on each scene
(what worked well and what didnt).
If time allows, groups edit their scenes and perform them a
second time using the feedback they received on their initial
performance.
7. Students fill in the attached worksheet titled Adaptation Worksheet to identify the
who, what, when, where, why, and how of their adaptations and the original story to
discover how their dramatizations differ from the original stories.
Reflection
8. Spectrum of Difference
a. One point in the classroom is designated as Agree and a second,
opposite point as Disagree. Students are told to stand on this
imaginary line in a position that reflects how much they agree or
disagree with the following statements:
Movie and play adaptations of a book should be mostly the
exact same as the book. There should be almost no changes
made to the plot, characters, and setting.
Books and stories should not be adapted into movies or plays.
b. A few students are asked to explain why they chose that part of the line.
Note: This is most effective when the two students closest to
the ends are asked for their insight, as well as another few
somewhere near the middle.

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The Snow Queen

Little Kay was quite blue, yes nearly black with cold; but he did not observe it, for she had kissed
away all feeling of cold from his body, and his heart was a lump of ice. He was dragging along
some pointed flat pieces of ice, which he laid together in all possible ways, for he wanted to
make something with them; just as we have little flat pieces of wood to make geometrical
figures with, called the Chinese Puzzle. Kay made all sorts of figures, the most complicated, for it
was an ice-puzzle for the understanding. In his eyes the figures were extraordinarily beautiful,
and of the utmost importance; for the bit of glass which was in his eye caused this. He found
whole figures which represented a written word; but he never could manage to represent just
the word he wanted--that word was "eternity"; and the Snow Queen had said, "If you can
discover that figure, you shall be your own master, and I will make you a present of the whole
world and a pair of new skates." But he could not find it out.
"I am going now to warm lands," said the Snow Queen. "I must have a look down into the black
caldrons." It was the volcanoes Vesuvius and Etna that she meant. "I will just give them a coating
of white, for that is as it ought to be; besides, it is good for the oranges and the grapes." And
then away she flew, and Kay sat quite alone in the empty halls of ice that were miles long, and
looked at the blocks of ice, and thought and thought till his skull was almost cracked. There he
sat quite benumbed and motionless; one would have imagined he was frozen to death.
Suddenly little Gerda stepped through the great portal into the palace. The gate was formed of
cutting winds; but Gerda repeated her evening prayer, and the winds were laid as though they
slept; and the little maiden entered the vast, empty, cold halls. There she beheld Kay: she
recognised him, flew to embrace him, and cried out, her arms firmly holding him the while,
"Kay, sweet little Kay! Have I then found you at last?"
But he sat quite still, benumbed and cold. Then little Gerda shed burning tears; and they fell on
his bosom, they penetrated to his heart, they thawed the lumps of ice, and consumed the
splinters of the looking-glass; he looked at her, and she sang the hymn:
"The rose in the valley is blooming so sweet,
And angels descend there the children to greet."
Hereupon Kay burst into tears; he wept so much that the splinter rolled out of his eye, and he
recognised her, and shouted, "Gerda, sweet little Gerda! Where have you been so long? And
where have I been?" He looked round him. "How cold it is here!" said he. "How empty and
cold!" And he held fast by Gerda, who laughed and wept for joy. It was so beautiful, that even
the blocks of ice danced about for joy; and when they were tired and laid themselves down,
they formed exactly the letters which the Snow Queen had told him to find out; so now he was
his own master, and he would have the whole world and a pair of new skates into the bargain.
Gerda kissed his cheeks, and they grew quite blooming; she kissed his eyes, and they shone like
her own; she kissed his hands and feet, and he was again well and merry. The Snow Queen
might come back as soon as she liked; there stood his discharge written in resplendent masses
of ice.

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They took each other by the hand, and wandered forth out of the large hall; they talked of their
old grandmother, and of the roses upon the roof; and wherever they went, the winds ceased
raging, and the sun burst forth. And when they reached the bush with the red berries, they
found the Reindeer waiting for them. He had brought another, a young one, with him, whose
udder was filled with milk, which he gave to the little ones, and kissed their lips. They then
carried Kay and Gerda--first to the Finland woman, where they warmed themselves in the warm
room, and learned what they were to do on their journey home; and they went to the Lapland
woman, who made some new clothes for them and repaired their sledges.

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Name: ______________________

Original Story Worksheet

Who

What

When

Where

Why

How

33

Name: ______________________

Adaptation Worksheet

Who

What

When

34

Where

Why

How

35

Books of Interest
The books suggested were chosen because they have similar themes, messages, and are
around the same reading level as Frog and Toad.

Frog and Toad are Friends by Arnold Lobel

Mouse Soup written and illustrated by Arnold Lobel
Corduroy by Don Freeman
Amelia Bedelia by Peggy Parish
Flat Stanley by Jeff Brown
Chrysanthemum by Kevin Henkes

About the Lyric Theatre

Located above a bank on the corner of center and main, the Thatcher Opera House
entertained Cache Valley for 22 years. Sadly, on April 17, 1912, a large fire burned down
the theatre. Not wanting to lose money on scheduled shows, George W. Thatcher and
his family, built a smaller theatre called the Lyric. The Lyric was and still is located
down the street from where the old opera house used to stand, off of center and main.
The Lyric produced a variety of musicals, plays, minstrel, and Vaudeville shows. The
theatre fell into hard times, shut down, and was almost demolished to make a bowling
alley. Not wanting to lose such a key part of Logans history, W. Vosco Call a professor
at Utah State University approached the University President about purchasing the
theatre to use as a way to train future actors and technicians. The theatre was
purchases, remodeled, and became The Lyric Repertory Theatre. They have produced
over 100 shows, and continue to give students a taste of what professional theater is
like.

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