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 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

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About This Guide
Welcome to the 2012-2013 Student Matinee season at Children’s 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. Children’s 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 people’s 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 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.

About the 2012-2013 Season
Welcome to the 2012-2013 season at Children’s 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 Gutman’s 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 Numeroff’s 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 by Dr. Seuss? Have they seen a film or television program based on a Dr. Seuss story? Have they seen a production 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
Children’s Theatre Company’s 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 Children’s 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
...continued from previous 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).

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

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Additional Academic Standards
Grade K-2, Library & Technology Strands IV. Responsible Use of Technology and Information Grades K, Mathematics Strands K.3.Geometry and Measurement SubStrands Standards
1. Recognize and sort basic two and three dimensional shapes; use them to model real world objects.

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

Grade K-2nd, Social Studies Strand V.Geography Sub-Strand A1. Concepts of
Location

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.

Benchmarks 1. Students will describe the
location of people, places and things by using positional words.

VII.Government and Citizenship

A2. Civic Values,

Skills, Rights and Responsibilities

4. Students will explain that
people have diverse viewpoints and that speaking and listening to others is important.

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About Dr. Seuss
Born on March 2, 1904, in Springfield, Massachusetts, Theodor Geisel published his first children’s book, And to Think That I Saw It on Mulberry Street, under the name of Dr. Seuss in 1937. If you want to pronounce the name the way his family did, say Zoice,not Soose. Seuss is a Bavarian name, and was his mother’s maiden name: Henrietta Seuss’s parents emigrated from Bavaria (part of modern-day Germany) in the nineteenth century. Theodor Seuss Geisel — known as “Ted” to family and friends began signing his work under the mock-scholarly title of “Dr. Theophrastus Seuss” in 1927 as a magazine cartoonist. He shortened that to “Dr. Seuss” in 1928. After a year of scraping by, Ted stumbled into the career that would make him famous: advertising. For a 1928 issue of Judge magazine, Seuss drew a cartoon in which a knight says, “Darn it all, another dragon. And just after I’d sprayed the whole castle with Flit!” Flit was a popular insecticide at the time and the wife of an advertising executive saw the cartoon and asked her husband to hire Seuss to write ads for Flit. In a typical Flit cartoon ad, Seuss used the phrase, “Quick, Henry, the Flit!” and the Father (Henry) looked for the Flit to save the day. Dr. Seuss’s ad campaign was a hit. “Quick, Henry, the Flit!” became a catchphrase that everyone knew. Seuss went on to create ads for many other products, large and small and for the next thirty years, advertising would remain his main source of income. t changed all that.

The Cat in the Hat
The Cat in the Hat (1957) was actually Seuss’s thirteenth children’s book. Seuss wrote The Cat in the Hat because he was worried that children were not learning to read. He was challenged to write a story that first grade children could not put down. The book was an immediate hit. Published in March of 1957, The Cat in the Hat sold nearly a million copies by the end of 1960. The book’s runaway success inspired Seuss to found Beginner Books, a division of Random House that would publish books designed to help children learn to read. In the fall of 1958, The Cat in the Hat Comes Back and four other titles launched the Beginner Books series, which would soon include P. D. Eastman’s Go, Dog. Go! (1961), Stan and Jan Berenstain’s The Big Honey Hunt (the first Berenstain Bears book, 1962), and Seuss’s own Green Eggs and Ham (1960). This book is his best-selling title. The Cat in the Hat is in second place, followed by two more Beginner Books: One fish two fish red fish blue fish (1960) and Hop on Pop (1963).

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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 I’d 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 there’s 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. Seuss’s The Lorax has even made the American Library Association’s annual list of challenged and banned books. Responding to criticism of his book, Seuss said, “The Lorax doesn’t say lumbering is immoral. I live in a house made of wood and write books printed on paper. It’s a book about going easy on what we’ve got. It’s 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 children’s intelligence. Treating children with respect was key to Seuss’s philosophy of writing for them. As he said, “I don’t write for children. I write for people.”

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Seuss’s 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. Seuss’s 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. / It’s 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: 17–19, 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: 16–21. 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 Children’s Books.” Edited by Diane Roback and Jason Britton. Publishers Weekly, 17 Dec. 2001: 24–27.

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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.

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Learning Activities
Pre-K-2nd Grade: Let’s 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 one’s 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. Let’s 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.

o Communicate a benefit of showing respect for others.

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Pre-K-2nd Grade: Fun-in-a-Box!
Objective: Students will create their own box of fun, like the Cat in the Hat! Materials:
o Blank paper for each student o Writing utensils o Construction paper o Art supplies

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.

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3rd-5th Grade: Factions in Dr. Seuss’ The Butter Battle Book
Students will identify factions in society and recognize the problems/dangers/benefits of factional activities and/or fighting. Objective: Students will identify factions in society and recognize the problems/dangers/ benefits of factional activities and/or fighting. Students will learn to define the term “faction,” explain the cause of “factions,” and identify an example of “factions” in current world events. Duration: One 45 minute class period. Materials: The Butter Battle Book, by Dr. Seuss Procedure: Read The Butter Battle Book by Dr. Seuss aloud to the class, and then facilitate a discussion on the following questions:
o What happened to the community in this book? o Why did this happen? o What was the difference of opinion about? o What was the result?

• 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.)

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3rd-5th Grade: Factions in Dr. Seuss’ The Butter Battle Book
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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.

3rd-5th Grade: The Sneetches: Finding Acceptance
Objective: In reading The Sneetches by Dr. Seuss, students will discuss prejudice, acceptance and treating others with fairness and respect. Duration: One 30-40 minute class period. Materials: The Sneetches by Dr. Seuss Procedure: Read The Sneetches by Dr. Seuss. During reading ask the students to predict what may happen next when Mr. McBean, the star-remover, comes. Look at the picture of the Fix-it-Up Chappie driving away with their money. Discuss how the Sneetches must feel right then. The Fix-it-Up Chappie came to make money and laughed as he drove away. Who makes money from us like this? Do we ever spend money on foolish things? After reading lead a discussion based off the following questions: • What lesson did the Sneetches learn? • What will be different for them now? • How much did it cost them? • Was the cost too high or was it worth it? Introduce and define the words prejudice and acceptance. The Star-Belly Sneetches showed prejudice against the Plain-Belly Sneetches when they should have shown acceptance for their differences. Discuss why it is important not to allow any form of prejudice in our family or community. What damage could it do? What are the benefits of treating everyone with fairness and respect? Should physical differences ever determine how people are treated? Why or why not? Assessment: Student participation in class discussion will show understanding of the material. Encourage and assess new ideas and connections.

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Additional Activities

Dr. Seuss’s Who’s Whoses
How many Dr. Seuss books have you read? Try to match the pictures on the left with the descriptions on the right to test your knowledge.

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 doesn’t 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.

8

Dr. Seuss Properties TM & © 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.

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THE CAT IN THE HAT

Three Cats in a Row!
Color in and cut out the cats and the hats for a Seuss-style game of Tic-Tac-Toe!

TM & © DSE

Dr. Seuss Properties TM & © 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.

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THE CAT IN THE HAT

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.

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THE CAT IN THE HAT

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!

What can you do?
Can you make your mouth make popping sounds? Can you curl your tongue? Can you whistle? Can you wiggle your nose? Can you make a funny face? Can you recite the alphabet backwards? Can you bark like a dog? Can you do 10 jumping jacks? Can you spell Lorax? Can you touch your toes without bending your knees?

Dr. Seuss Properties TM & © 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.

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Dr. Seuss Word Search Jessica De Maria

i i l n y e e s x x

u s a t o e a a a t

s o n s o s r m r a

y u l e h o r t o n

h m e y e w t s l o

a c d s d t a i l e

t s l c t k t d n c w r a i r m s w r n n d s g c i wh r h c y o t e h w s i s
cindy lou horton sneetches who

cat Grinch lorax suess yertle

christmas hat max thidwick

Dr. Seuss • GUIDE FOR EDUCATORS Page 22

Dr. Seuss • GUIDE FOR EDUCATORS Page 23

Dr. Seuss • GUIDE FOR EDUCATORS Page 24

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 Children’s 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 wasn’t here? 7. How much of the Guide did you read? o Didn’t 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: Children’s 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. Children’s 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

Dr. Seuss • GUIDE FOR EDUCATORS Page 25

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