Study Guide By Mesa Public Schools Creative and Performing Arts Department and Bright Star Touring Theatre

THE LEGEND OF SLEEPY HOLLOW Performing Arts: Meeting Arizona Arts & Academic Standards

The learning activities in this study guide address specific standards to assist classroom teachers in inte- grating the performance to meet Arizona Arts and Academic Standards. The specific standards will be noted in a text box accompanying learning activities. About the Show

This is Brightstar’s hilarious version of the infamous literary classic by the literary genius Washington Irving! The story fol- lows the bumbling yet endearing Ichabod Crane, the beautiful and elegant Katrina Van Tassel and, of course, the bullying Brom Bones. They work to bring new life to this classic tale that is credited as being America’s first work of fiction! Your young audience will love seeing audience volunteers and one unsuspecting teacher join the actors on-stage for an im- promptu Sleepy Hollow choir practice and the arrival of our not-too-scary Headless Horseman! Our approach to the tale is funny and entertaining, yet lovable and approachable for your young audience.

Interesting Fact: There is a town in Illinois called Sleepy Hollow SHOW TOPICS and they’ve embraced the fictional tale to the Bravery fullest. Many of the town’s street names re- Literary flect that of the tale and the image of the Anti-Bullying Headless Horseman is found on town publica- Character-Education tions and city landmarks. Theatre Etiquette YOU, the audience, are the most important part of any live theatre event. Performers depend on you to:  Remain seated  Listen  Refrain from talking during the performance  Laugh when something in the show is funny  Clap to show appreciation Please turn off cell phones and other devices. Cameras and other recording devices are prohibited. Demonstrate respectful audience behavior. Arizona Theatre Standards, Strand 3: Concept 2. Pre-Show Activity Arizona Arts, Academic, and Common

Objective - Create: Students will use an existing fictional char- Core Standards acter to create a back story. AZ Common Core Standards; English Language Arts; Materials: Speaking and Listening Writing paper Pencils/pens Comprehension and Collaboration;

Participate in collaborative conversa- tions Teacher: 4-6.SL.1

Ask and answer questions Discuss the Legend of Sleepy Hollow and the character of the 4-6.SL.3 headless horseman. Explain that the horseman is not a main character so very little is know about him. Presentation of Knowledge and Ideas;

Speak in complete when appropriate to task and situation in order to provide Class Discussion: requested detail or clarification. 4-6.SL.6

As a groups discuss what details about the horseman might be important to his story. List suggestions on the board such as Writing his name, where he lived, what did he do, was he a good or Text Types and Purposes bad person, did he have family or friends, etc. Write narratives in which they recount two or more appropriately sequenced events 4-6.W.3 Create a new story about the Headless Horseman:

Text Types and Purposes Students will use their imaginations and suggestions listed on Write narratives to develop real or im- agined experiences or events the board to write a short story about the Horseman. Make 4-6.W.3 sure to include as much detail as possible about the horseman as well as his story. The story must have a clear beginning, middle and end.

Students may share their stories with the class.

Post-Show Activity Arizona Arts, Academic, and Common

Objective - Create: Students will work together to create a Core Standards folktale or new ’legend’ to pass on. AZ Common Core Standards; English Language Arts; Materials: Speaking and Listening Writing Paper Pencils/Pens Comprehension and Collaboration;

Participate in collaborative conversa- tions Class Discussion: 4-6.SL.1

Ask and answer questions Discuss the Legend of Sleepy Hollow. What elements make the 4-6.SL.3 story most recognizable? What characters are the most mem- orable? Why? Presentation of Knowledge and Ideas;

Speak in complete when appropriate to task and situation in order to provide Students will: requested detail or clarification. 4-6.SL.6

 Break into small groups of 3-4. Writing  Decide on a character, plot, problem, location, solution, etc. Text Types and Purposes  Begin brainstorming a new folktale titled“ The Legend of …” Write narratives in which they recount  Make sure the story has a beginning, middle and end. two or more appropriately sequenced events  Have one student write down key points of the story. 4-6.W.3  Practice retelling the story within the small group.  As a group, or by choosing a representative from the group, Text Types and Purposes tell the story to the rest of the class. Write narratives to develop real or im-  Follow the storytelling with a discussion about the story. agined experiences or events 4-6.W.3 What worked? What needed more detail? What characters were memorable and why?