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STUDY GUIDE

Co-produced with Ma-Yi Theater Company By Lloyd Suh Directed by Ralph Peña Cargill Stage October 23 – November 14 Grades 3+

10:30am Student Matinee

Inside the Study Guide
2-3. WELCOME LETTER Hello from CTC! 2013-2014 Season at a Glance 4. SHOW PREPERATION Before, During, and After the Show Theatre Vocabulary 5-6. PLAY/STORY PREPERATION A Brief Description Cast of Main Characters Life Lessons and Themes Vocabulary 7-8. AUTHOR STUDY Ma-Yi Theater Company Author Biography- Lloyd Suh Director Biography- Ralph Peña 9-16. CLASSROOM ACTIVITIES Grades 3-5 The Wong Kids and the Secret to Being a Hero (Teacher Answer Key on page 10) Character Traits (List of Traits on page 12) My Fantastic Binominal Grades 6-7+ Resilient Heroes Hero’s Journey Legends, Myths and Superheroes

Welcome Teachers, Educators, and Parents, We are so excited that you’re here for our 20132014 season, Imagine That. It’s a season filled with unlikely friendships, travels to space, uproarious pantomime, black light puppetry, fairy tales of epic proportions, and much more. The Wong Kids in the Secret of the Space Chupacabra Go! is a world-premiere coproduction with Ma-Yi Theater Company in New York, an award-winning theater company whose mission is to develop and produce new and innovative plays by Asian American writers. The conversation started four years ago between CTC Artistic Director Peter C. Brosius and Ma-Yi Theater Company Artistic Director Ralph Peña. How could the two theaters work together to help Ma-Yi grow its family audiences and for CTC to develop new work from Asian American artists? Commissioning wonderfully inventive playwright Lloyd Suh was the answer and The Wong Kids was born. The play will head to New York after its CTC premiere. As you know, research has shown that the early years in a child’s life—when the human brain is forming—represent a critically important window of opportunity to develop a child’s full potential and shape key academic, social, and cognitive skills that determine a child’s success in school and in life. The Arts are a crucial tool for teaching empathy, expanding imagination and introducing ideas that challenge our thinking. The Wong Kids in the Secret of the Space Chupacabra Go! as with all the plays on our stage this season, is a product of the imagination and hard work of every actor, director, playwright, and artist at CTC. We hope you, your students, and your family will be transported to the worlds we have created. We hope our plays spark dialogue between friends, classmates and family members and that everyone shares in the power of active imagination. See you at the theatre! Warmly,

17-19. PLAY/STORY CONNECTIONS Scene Breakdown of the Play Focus Questions by Scene (Before and After the Play) 20-22. ADDITIONAL RESOURCES Online Resources Bibliography Academic Standards

Nina Stultz
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Nina Stultz Student Matinee Coordinator

2013- 2014 Student Matinee Season at a Glance
Charlotte’s Web September 25 - October 24, 2013 ASL/AD date October 2nd Reading Level: Grades K+ UnitedHealth Group Stage The Wong Kids in The Secret of the Space Chupacabra Go! October 23 - November 14, 2013 ASL/AD date October 23rd Reading Level: Grades 3+ Cargill Stage Cinderella November 19 - December 20, 2013 ASL/AD date December 4th Reading Level: All Ages UnitedHealth Group Stage
Photo by: Pixel Dust Photography

Reserve Your Tickets Now!
To reserve tickets to any of our 20132014 Student Matinees please visit our website, childrenstheatre.org. Our school trips and tickets section contains all the information you need including order forms, performance run dates, price charts, and subsidy applications. Questions? Contact Nina Stultz at 612.872.5166 or nstultz@ childrenstheatre.org for more information.
For more information about any of our 10:30 AM Student Matinees or to reserve tickets please go to childrenstheatre.org/index.php/ education/school-trips-and-tickets or call 612.872.5166

The Very Hungry Caterpillar and other Eric Carle Favorites January 16 - February 20, 2014 ASL/AD date January 29th Reading Level: Preschool+ UnitedHealth Group Stage The Scarecrow and His Servant March 19- April 3, 2014 ASL/AD date March 26th Reading Level: Grades 3+ UnitedHealth Group Stage Balloonacy March 25 – May 2, 2014 Reading Level: Preschool+ Cargill Stage Shrek the Musical April 29 - May 20, 2014 ASL/AD date May 7th Reading Level: All Ages UnitedHealth Group Stage Dr. Seuss’ The Cat in the Hat May 27- June 5, 2014 Reading Level: Grades Pre-K+ Cargill Stage

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Before, During, and After the Show
Check out these quick and easy ideas to help your students learn how to integrate the arts into their classroom and beyond! Before Preparing your students • Read the graphic novel (found online at childrenstheatre.org/wongkids) • Review the Cast of Main Characters and Vocabulary (found on page __) • Discuss good audience behavior (look, listen, and sit quietly but laugh when it’s funny!), applaud at the end. During Engaging your students Encourage your students to… • Listen for vocabulary words and themes discussed before seeing the play. • Choose one character to follow throughout the play • Pay attention to life lessons and themes in the play After Reflecting with your Students • Questions to ask your students: • What surprised you about the story? • What ways to did Bruce and Violet change throughout the play? • What themes/characters did you identify with?

Theatre 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.

Photo by: Dan Norman

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The Wong Kids in the Secret of the Space Chupacabra Go!
A Brief Description
Violet and Bruce Wong just don’t fit in with the other Earth kids. When a neighbor informs Violet and Bruce that an ancient evil beast called the Space Chupacabra is destroying planets, they must use their newly discovered superpowers to save the universe…if they can stop arguing. Violet and Bruce ultimately realize that being different isn’t so bad when they have each other.

Cast of Characters
Violet Wong: Unpopular 8th grade girl who has secret super powers Bruce Wong: Her pipsqueak nerdy brother, who marches to his own beat and also has secret super powers Mailman: The neighborhood mail carrier Stinson: Bruce and Violet’s neighbor who is a space alien from the planet Grixnoo Captain Mars: Friends with Stinson who is also a space alien from the planet Grixnoo The Great Prognosticator: From Grixnoo and sees all things before they happen Bandersnatch: A frumious* imaginary wild animal who captures Bruce Nobody: Violet’s echoing voice/inner thoughts that become the character “Nobody” in the land of Anyplace Else Gyoza: A giant boulder creature Gimbop: A giant boulder creature Qweeguin: A helpful and intelligent dragon that leads the Wong Kids to the Chupacabra

Photo by: Dan Norman

The Imperious Canute: The brave and benevolent leader of the planet Grixnoo The Space Chupacabra: A mythical, legendary creature with roots in the melding, mashing or mangling of creatures together Woofenwolves: Creatures from the planet Grixnoo

“Bruce: Well it’s probably some sort of an electromagnetic disturbance that is shifting the gravitational pull of distant stars and galaxies in a way that might eventually interfere with the orbital normalcy of the earth’s rotation. Violet: You’re such a nerd.”

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The Wong Kids in the Secret of the Space Chupacabra Go! Vocabulary
Paranormal: Not in accordance with scientific laws; seemingly outside normal sensory channels Intergalactic: Of, relating to, or situated between two or more galaxies Catastrophe: An event causing great and often sudden damage or change Armageddon: The place where the final battle will be fought between the forces of good and evil Telepathic: The ability to communicate over a distance without the use of verbal communication Precipice: A situation of great danger Prognosticate: To predict according to present indications or signs; foretell Frumious*: Phrase coined by Lewis Carroll in 1871, who said it was a blend of fuming and furious Petulant: Childishly sulky or bad-tempered

“I refer you to Chapter Two of my book, How To Breathe In Outer Space Without a Helmet, by Captain Mars, Paranormal Guru.”

Life Lessons and Themes
Discover your own ideas about the themes of The Wong Kids... Here are some to get you started: • Everyone struggles with their identity and feels like an outsider at times but it’s how you overcome the struggle that makes the journey worthwhile. • You may not like someone or don’t get along but there is power in coming together in truth and justice for the common good. • The Wong Kids... focuses on overcoming obstacles, finding your identity, the power of togetherness, diversity and the love of family.

Photo by: Dan Norman

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Ma-Yi Theater Company
ma-yitheatre.org Our History
The Obie Award-winning Ma-Yi Theater Company is a not-for-profit organization founded in 1989 to develop and present new plays and performance works that essay the FilipinoAmerican experience. In 1998, we expanded our mission to include new works by other, non-Filipino, Asian American playwrights. This widened focus was prodded by the growing need to provide a developmental venue for Pan Asian-American texts. In May 2003, Ma-Yi Theater Company’s production of “The Romance of Magno Rubio” was honored with Obie Awards for Lonnie Carter (playwright), Loy Arcenas (director), the entire cast including Art Acuña, Ramon de Ocampo, Ron Domingo, Jojo Gonzalez, Orlando Pabotoy, and Ralph Peña (lyricist). Ma-Yi has produced critically acclaimed productions of new works by Michi Barall, Linda Faigao-Hall, Jessica Hagedorn, Chris Millado, Qui Nguyen, Han Ong, Ralph B. Peña, Sung Rno, Lloyd Suh, and Alice Tuan, among others. Our work is anthologized in “Savage Stage,” a collection of plays developed and produced by Ma-Yi Theater. Ma-Yi Theater Company’s works have won 10 OBIE Awards, a Drama Desk nomination for Best Play, numerous Henry Hewes Design Award nominations, and in May 2010, a special Drama Desk award for “more than two decades of excellence and for nurturing Asian American voices in stylistically varied and engaging theatre.” “Ma-Yi” is the term used by ancient Chinese traders to refer to a group of islands that is known today as the Philippines. A document written sometime around 1318 and titled Wen Shiann Tung Kuo (A General Investigation of the Chinese Cultural Sources) contains a stray reference to the Philippines that dates back to 982 AD. The text reads: “There were traders of the country of MA-YI carrying merchandise to the coast of Canton in the seventh year of Taiping-shing-kuo.” Another pre-Spanish source is the Tao-i-chih-lio (Description of the Barbarians of the Isles) by Wang Ta-yuan, dated 1349 AD, with the following reference to MA-YI: “The people boil seawater to make salt and ferment (molasses) to make liquor. The natural products are kapok, yellow beeswax, tortoise shell, betel nuts, and cloth of various patterns. The Chinese goods used in trading are cauldrons, pieces of iron, red cloth or taffetas of various color stripes, ivory, ‘tint’ (a Chinese silver coin) or the like.” We chose this name in recognition of the vibrant culture that existed in Ma-Yi, prior to the coming of the colonizers from the West.

About
Founded in 1989, Ma-Yi Theater Company is a Drama Desk and Obie Award-winning not-for-profit 501(c)(3) organization whose primary mission is to develop and produce new and innovative plays by Asian American writers. Since its founding, Ma-Yi has distinguished itself as one of the country’s leading incubators of new work shaping the national discourse about what it means to be Asian American today. • We provide a home for generative artists to take big innovative risks as they hone individual and collective skills. • We encourage our artists to stake new creative territories by pushing Asian American Theater beyond easily identifiable markers. • We challenge popular prescriptions of what culturally specific theater should be by producing challenging, forward-thinking plays written by today’s most exciting playwrights. • We aspire to be exemplars of how theater can be an active local partner to our diverse communities, while participating in larger, global conversations about our roles as artists/ citizens. • We are guided by knowing WHY and for WHOM we create.

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Author and Director Biography

Lloyd Suh
Lloyd Suh is the author of American Hwangap (forthcoming: Magic Theater in San Francisco, Ma-Yi/Play Co. in New York), The Children of Vonderly (Ma-Yi), Masha No Home (EST, East West Players), The Garden Variety, Great Wall Story, Happy End of the World, among others. His plays have been presented across the country at additional theaters and festivals including the Lark Play Development Center, Ojai Playwrights Conference, New York Stage & Film, McCarter Theatre Center’s IN-Festival, Stamford Center for the Arts and others. He has been the recipient of grants and commissions from the NEA/Arena Stage New Play Development Project, the Jerome Foundation, South Coast Repertory, Theatre Communications Group, the New York Foundation of the Arts, and the New York State Council on the Arts, and was honored by the National Asian American Theater Company and Pan Asian Rep with the Lilah Kan Red Socks Award in recognition of an artist’s commitment to community service. He currently serves as Artistic Director for Second Generation and Co-Director of the Ma-Yi Writers Lab, the largest resident company of Asian American playwrights ever assembled.

Ralph Peña
Ralph Peña is a founding member and the current artistic director of Ma-Yi Theater Company, an Obie Award and Drama Deskwinning Asian American theatre group based in New York City. As a playwright, his works include Flipzoids, Project: Balangiga, This End Up, and Loose Leaf Bindings. He received an Obie Award for his work on The Romance of Magno Rubio. Recent directing credits include Michael Lew’s Microcrisis, Lloyd Suh’s Children of Vonderly, and Nicky Paraiso’s House/Boy for LaMama ETC, and the Singapore and Dublin Theatre Festivals.

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The Wong Kids and the Secret to Being a Hero (3-5)
Name_________________________________ Date________________

Review the vocabulary words. Fill in the definition. Provide examples from life (before the play) and from the show (after the play). Vocabulary Charity Definition Life Example Show Examples

Service

Volunteer

Hero

Leader

Role model

Philanthropy

Discuss how these terms are related to heroic actions and Bruce and Violet.

THINK ABOUT IT!
Who do you consider a hero? Where do we see heroes? In what ways are you a hero?

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Teacher Answer Key
• • • • • • • A hero does things to help others. A hero contributes to society in a positive way. A hero doesn’t always know that anyone else knows what he or she does. A hero doesn’t usually receive money and may not receive status for the deed. The work a hero performs often goes unnoticed. A hero may or may not be recognized by the media. A hero uses talents or abilities to impact others or society in a positive way.

Charity – (noun) • Tolerance or understanding in judging others. • The giving of money or other help to needy people. • A group or fund organized to help needy people. Service – (noun) • The act or work of helping others; aid. • Work or employment for someone else. Volunteer – (noun) • Someone who does a job or gives services freely and usually without pay. • (verb) to give or offer usually without being asked. Hero – (noun) • Any person admired for great courage, nobility, qualities, or achievements and regarded as an ideal or model. Leader – (noun) • A person that shows the way or directs others. • To guide or direct by influence to do something. • To be at the first or head of. Role Model –- (noun) • A person who is usually successful or inspiring in some social role, job, position, and so serves as a model for others. Philanthropy –- (noun) • Private action for the public or common good.

PUT IT INTO ACTION!
Divide the class into small groups and pass out three to four index cards per group. Each group will come up with a sentence for each index card using the new vocabulary words. The groups can then share their sentences, and the class may identify the correct vocabulary term from the sentence. If you have seen the play, have the groups create sentences about the actions of Bruce and Violet and the other characters in the performance with the new vocabulary words.

Academic Standards: Integration of Knowledge and Ideas: 3.1.7.7; 4.1.7.7; 5.1.7.7 Presentation of Knowledge and Ideas: 3.8.4.4; 4.8.4.4; 5.8.4.4

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Character Traits (3-5)
Name_________________________________ Date________________ Before the Play: Choose a character from the play to follow. Pay attention to the following facts and questions. After the Play: Fill in the following information. Partner up with someone who has the same character and see how your answers are similar and different.

What do you know about the character? (draw conclusions)

Character’s Problem

How did the character solve the problem?

Character

*Character Traits (choose adjectives from back)

How did the character change over time?

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Character Traits
afraid*angry*artistic*athletic* beautiful*bold*bored*bossy*brave* brilliant*busy*calm*careful*charming* cheerful*curious*dishonest*disrespectful* embarrassed*evil*exciting*fair*fearful* foolish*gentle*giving*greedy*grouchy* helpful*honest*imaginative*intelligent* jealous*mean*messy*nervous*nice*nosy* polite*poor*proud*pretty* quick*quiet*respectful* responsible*rude*sad*selfish*serious*shy*silly*smart* sneaky*spoiled*strict*stubborn*sweet*talented* terrified*thankful* thoughtful*trusting*trustworthy* unfriendly*unselfish*wacky*wild*wise* wonderful*worried*

Academic Standards: Text Types and Purposes: 3.6.3.3; 4.6.3.3; 5.6.3.3; Integration of Knowledge and Ideas: 3.1.7.7; 4.1.7.7; 5.1.7.7; Research to Build and Present Knowledge: 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9

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My Fantastic Binominal (3-5+)
Name_________________________________ Date________________ 1. Prepare a list for the following: Unlikely Hero 1. 2. 3. Preposition 1. 2. 3. Object Found in Space 1. 2. 3. 2. Create a title by choosing one item from each category: Title: ___________________________________________________________________________ Example: The Librarian (unlikely hero) underneath (preposition) the space monkey (object found in space) 3. Write your story on the back of this page or on a separate piece of paper. You have 5 minutes to write your story. Share your story with the class or with a friend.

Academic Standards: Artist Process Perform and Present: 4.3.1.4.1; Production and Distribution of Writing: 3.6.4.4; 3.6.5.5; 4.6.4.4; 4.6.5.5; 5.6.4.4Research to Build and Present Knowledge: 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9

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Resilient Heroes (6-8+)
Name_________________________________ Date________________ The following seven attributes describe ways you can show resiliency when facing challenges. Keep in mind that you – like most people – may show some, but not all, of these attributes/strengths when faced with difficult situations. Insight Having insight means asking questions of yourself, even when the questions are difficult. If you answer honestly, you can learn and move forward. Having insight helps you understand the problem and how to best solve it. Insight helps you analyze the situation from as many perspectives as you can. Independence Showing independence means keeping a healthy distance between yourself and other people so you can think things through and do what is best for you. It also means knowing how to step away from people who seem to cause trouble or make things worse by their words or actions. Relationships Building relationships means finding connections with people that are healthy for both of you and keeping those relationships growing. Initiative Taking the initiative means taking control of the problem and working to solve it. It means asking questions of yourself and answering them as honestly as you can, so you can move past a sticky situation. Sometimes people who take initiative become the leader in activities and teamwork. Creativity Using creativity requires that you use your imagination or resourcefulness to express your feelings, thoughts and plans in some unique way. Remember that when you make something happen, it shows resiliency of spirit and a positive attitude. Humor Humor is the ability to find something funny (especially yourself!) in a situation, even when things seem really bad. Humor often gives you the perspective needed to relieve tension and make a situation better. Morality Being a person of morality means knowing the difference between right and wrong and being willing to choose and stand up for what is right. PREPARE an oral report comparing and contrasting the heroic acts of Bruce and Violet (or YOURSELF) with heroes throughout history. Be sure to include at least three attributes in your comparison.
Academic Standards: Grade 6: Language Arts, 6.5.4.4., 6.9.1.1.b., 6.9.1.1.c., 6.9.1.1.d., Social Studies, IV.C2.2., 6.12.4.4. Grade 7: Language Arts, 7.5.4.4., 7.9.1.1.a., 7.9.1.1.b., 7.9.1.1.c., 7.9.1.1.d., Social Studies, 6.12.4.4., 6.12.7.7. Grade 8: Language Arts, 8.5.4.4., 8.9.1.1.b., 8.9.1.1.c., 8.9.1.1.d. Social Studies, 6.12.4.4

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Hero’s Journey (6-8+)
Name_________________________________ Date________________ A hero’s journey always starts with a common person from humble beginnings who encounters difficult circumstances. They are then faced with saving the world. The hero repeatedly shows courage by facing stronger enemies or daunting obstacles. Their good character and wise and loyal friends give them the strength they need to rise above their fears and limitations to ultimately change the world. DISCUSS the meaning of courage and heroism. Write a few definitions below: 1. 2. 3. IDENTIFY the following acts of courage.

Wong Kids
1. 2. 3.

Think about Bruce and Violet and identify their acts of courage. List a few below:

Classic Heroes
1. 2. 3.

Think about heroes you know from classic tales and identify their acts of courage. List a few below:

Modern Heroes
1. 2. 3.

Think about ordinary people who are heroes in today’s world and identify their acts of courage. List a few below:

PREPARE a written report comparing and contrasting the heroic acts of Bruce and Violet with classic heroes or heroes of today. Be sure to follow the Hero’s Journey outline in your report and add details from the play, pieces of literature and historical articles.
Academic Standards: Grade 6: Language Arts, 6.5.4.4., 6.9.1.1.b., 6.9.1.1.c., 6.9.1.1.d., Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1., Social Studies, IV.C2.2., 6.12.4.4. Grade 7: Language Arts, 7.5.4.4., 7.9.1.1.a., 7.9.1.1.b., 7.9.1.1.c., 7.9.1.1.d., Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1. Social Studies, 6.12.4.4., 6.12.7.7. Grade 8: Language Arts, 8.5.4.4., 8.9.1.1.b., 8.9.1.1.c., 8.9.1.1.d. Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1. Social Studies, 6.12.4.4.

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Legends, Myths and Superheroes (6-8+)
Name_________________________________ Date________________

1. Read the following definitions: Legends Legends are stories about common people who have extraordinary talents and use them to benefit society. Originally a legend was a short story that recounted the life of a saint. Myths A myth is a story that generally explains the creation of the world and the powers of the gods who rule the world. Superheroes A superhero story is a fantastic narrative about human beings endowed with extraordinary powers. 2. Create a list of stories that fall into each category: (Some examples are provided below, fill in the remaining boxes)

Legends “The Pied Piper”

Myths “Hercules”

Superheroes “Superman”

3. Choose one story to study and work with: Title: “________________________________________________” Type: ______________________ 4. Complete the following based on your type of story: Legends Legends often have multiple endings or endings that can change. Read a legend and create three different possible endings to be acted out for the class. Myths Myths often stem from Greek mythology. Create a list of Greek gods and includ pictures, facts and historical details. Have time for “show and tell” to reveal how myths affect our lives today. Superheroes “Superheroes” appear in modern day TV, films, comics, etc. Choose a modern superhero to compare to a well-known classic hero. Report back to your class or a partner on what you discover!
Academic Standards: Grade 6: Language Arts, 6.5.4.4., 6.9.1.1.b., 6.9.1.1.c., 6.9.1.1.d., Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1.,. Grade 7: Language Arts, 7.5.4.4., 7.9.1.1.a., 7.9.1.1.b., 7.9.1.1.c., 7.9.1.1.d., Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1. Grade 8: Language Arts, 8.5.4.4., 8.9.1.1.b., 8.9.1.1.c., 8.9.1.1.d. Library/Technology, 6-8.1.IV.C.1, 6-8.1.V.B.2., 6-8.2.II.B.1.

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Scene Breakdown of the Play
1. In a suburban front yard, Bruce Wong is trying to lift rocks….using only the power of his mind. His older sister, Violet, who thinks Bruce is a big nerd, stands by –no way can her geeky brother do anything cool like move rocks with his mind. But then…..a rock flies into the air! Bruce Wong CAN levitate rocks….and so can Violet! 2. The Wong Kids’ super powers are discovered by their neighbors—Mars and Mr. Stinson – who are actually space aliens from the planet Grixnoo. Stinson and Mars have been sent to earth to find the heroes destined to save the universe from the evil Space Chupacabra. 3. After undergoing super power training with Mr. Stinson and Mars, Bruce and Violet are transported to Grixnoo. Their mission: to find the Great Prognosticator. He will tell them everything they need to know to defeat the Space Chupacabra. 4. Dodging burning meteors, flaming planetary moons and a stampede of panicked woofenwolves, Bruce and Violet make their way across Grixnoo to the home of the Great Prognosticator. But, just as he is about to reveal all they need to know to defeat the Space Chupacabra, the Great Prognosticator is struck down by a flaming meteor. 5. Alone and scared, Bruce and Violet begin to fight—Bruce wants to continue on their quest to save the universe, Violet just wants to go home. As the fight escalates, Violet tells Bruce she wishes she were “anywhere but here”—and suddenly, she is gone! Bruce is kidnapped by a Bandersnatch who ties Bruce up and prepares to eat him. 6. In a dark void somewhere in outer space, Violet realizes that her place is with Bruce and her destiny is to help save the universe from the Space Chupacabra. She transports herself back to Grixnoo, just in time to save Bruce from becoming the Bandersnatch’s dinner. The reunited siblings go off in search of the Great Dragon, Qweeguin... 7. With Qweeguin’s help, Bruce and Violet find the Space Chupacabra—a massive, mysterious space ship. Once onboard, Bruce and Violet must confront the Imperious Canute, the leader of Grixnoo, who reveals that it was he who has built the Space Chupacabra and sent it on its mission to destroy the universe. Using sibling teamwork and their combined super powers, Bruce and Violet defeat the Imperious Canute and destroy the Space Chupacabra. 8. As they float through space, Bruce and Violet celebrate their victory. The Wong Kids have saved the universe! Now, they can head home for dinner.
Photo by: Dan Norman

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Focus Questions by Scene
Scene QUESTIONS for Students
Before the Play: • How would your life change if you discovered you had super powers? • How would you use your powers? For the good of others? For your own benefit? • In what ways do the people around us (our family, friends, etc) determine who we are and how we feel about ourselves? Is this influence negative? Positive? Both? After the Play: • Why do you think Violet still wants to live a “normal” life (one she doesn’t even like) after she finds out she has super powers? • Describe in your own words how the influences around Bruce and Violet made them who they are today. Use examples from the play. Are any of these influences similar to your own life? Before the Play: • What special talents do you have that can be used to make a difference in the lives of those around you? • How do ordinary people become heroes? What do they do or say that makes them a hero? • Are heroes born or made? After the Play: • The Wong kids have super powers and must learn how to use them quickly. Are they successful or unsuccessful in preparing to face the evil Space Chupacabra? Use example from the play. Before the Play: • What would you do first if you found yourself on a new planet? • How would you react if you found yourself in the presence of someone who would predict things before they happened? After the Play: • Do you think the super power training was helpful? Why or why not? Before the Play: • Would you like to know what is going to happen next in your life before it happens? • Would this situation be helpful? Hurtful? Both? After the Play: • The Great Prognosticator was not able to tell the Wong kids everything they needed to know about the Space Chupacabra. What other information did they need to know?

1

2

3

4

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Focus Questions by Scene (continued)
Scene QUESTIONS for Students
Before the Play: • Have you ever had to make a choice that was uncomfortable but you knew it was the right thing to do? What was it? Did it end up being the right choice after all? After the Play: • If you were Bruce, how would you convince Violet to continue on the quest to save the universe? • Violet ends up in “Anywhere but here” and has to talk herself through her own insecurities and struggles. How can we rid ourselves of negative self-talk and be confident in who we are? Is this difficult? Why or why not? Before the Play: • Describe a situation in which you would need someone else to help you accomplish something you could not do alone. • Have you ever “joined forces” with someone to accomplish something that you could not do alone? What did you accomplish? Why did you need this other person? After the Play: • If you were Bruce, would you want to try to save the universe alone or would you want someone to help you? • Violet’s feelings about Bruce change from the beginning of the story to the end of the story. Provide evidence from the play to support this statement. Before the Play: • How does standing up for what’s right make a difference in your own life and in the lives of those around you? • Should we just give up if it’s uncomfortable or difficult to make the right choice? Why or why not? After the Play: • What tactics do Bruce and Violet use to defeat the Imperious Canute? Before the Play: • When it feels like all hope is lost, who in your life is always there to help? • What are some things you can accomplish with a team that you couldn’t do alone? After the Play: • As the story ends, the Wong Kids save the universe. What ways have they been changed throughout the journey? Provide details from the story to support this statement.

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Online Resources
http://changingminds.org/disciplines/storytelling/characters/heroic_characters.htm A site with explanations and definitions of all different kinds of heroes. http://science.nationalgeographic.com/science/space/ National Geographic’s fantastic and interactive site about space, the final frontier! Photos, articles and short videos all about outer space. http://aliens.wikia.com/wiki/Chupacabras A wiki dedicated to the myth and legend of the Chupacabra! http://www.pbs.org/ancestorsintheamericas/aahistorysites.html A great list of resources on Asian American history and issues provided by PBS. http://www.pbs.org/ancestorsintheamericas/timeline.html A wonderful timeline of Asian American History. http://powerlisting.wikia.com/wiki/Telepathy Turns out there’s a wiki dedicated to all types of super powers. This particular site talks all about telepathy...can you move rocks with your mind too?

Photo by: Dan Norman

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

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November 12, 2013- January 5, 2014
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