THE TRUE STORY OF THE 3 LITTLE !

Applause Series Curriculum Guide April 4-5, 2013

THE TRUE STORY

OF THE 3 LITTLE PIGS GUIDE CONTENTS

About Des Moines Performing Arts Page 3 Dear Teachers, Going to the Theater and Thank you for joining us for the Applause Series presentation of Theater Etiquette The True Story of !. If you think you know Page 4 what really happened during the unfortunate run in between three little pigs and a menacing , think again! This time, experience Civic Center Field Trip the story from the wolf’s perspective in this musical from Dallas Information for Teachers Children’s Theater based on Jon Scieszka’s humorous parody of Page 5 the well-known children’s tale. New songs, piggy puns, and a judge with a love of musical theater bring an extra dose of Vocabulary silliness to the stage. When all the witness statements are in, the Page 6 audience piglets become the jury and must determine the wolf’s fate! About the Performance Page 7 We thank you for sharing this special experience with your students and About Dallas Children’s Theater hope that this study guide helps you Page 8 connect the performance to your in-classroom curriculum in ways that About the Author, Jon Scieszka you find valuable. In the following Page 9 pages, you will find contextual information about the performance and About the People Behind the Musical related subjects, as well as a variety of Page 10 discussion questions and activities. Some pages are appropriate to The History of the Fairytale reproduce for your students; others Page 11 are designed more specifically with you, their teacher, in mind. As such, The People of the Court we hope that you are able to “pick and Page 12 choose” material and ideas from the study guide to meet your class’s unique needs. Pre-Show Exploration Pages 13-15 See you at the theater, Post-Show Discussion Des Moines Performing Arts Education Team Pages 15

Post-Show Assessment Pages 16-17 Support for Des Moines Performing Arts education programs and the Applause Series is provided by: Resources and Sources Alliant Energy, American Republic Insurance Company, Bradford and Sally Austin, Bank of America, Dean and Sandra Carlson, CenturyLink, EMC Insurance Page 18 Companies, Greater Des Moines Community Foundation, Hy-Vee, John Deere Des Moines Operations, Iowa Department of Cultural Affairs, Richard and Deborah McConnell, Pioneer Hi-Bred - a DuPont business, Polk County, Prairie Meadows, Sargent Family Foundation, U.S. Bank, Wells Fargo & Co., Willis Auto Campus, Windsor Charitable Foundation, West Bancorporation Foundation and more than 200 individual donors.

This study guide was compiled and written by Michelle McDonald and Karoline Myers.

Des Moines Performing Arts Page 2 of 18 The True Story of the 3 Little Pigs! Curriculum Guide ABOUT DES MOINES PERFORMING ARTS

Des Moines Performing Arts is a private, nonprofit organization and is an DID YOU KNOW? important part of central Iowa’s cultural community. It is recognized nationally for excellence as a performing arts center and is committed to More than 350,000 people visit engaging the Midwest in world-class entertainment, education, and cultural Des Moines Performing Arts activities. venues each year.

Des Moines Performing Arts presents professional touring productions, Des Moines Performing Arts including theater direct from Broadway, world-renowned dance companies, opened in 1979. family programming, comedy, and concerts. Des Moines Performing Arts Education and Community Engagement programs are core to Des Moines has three theater spaces: Performing Arts' mission as a nonprofit performing arts center.  Civic Center, 2744 seats Public education programs allow audience members and local artists to  Stoner Theater, 200 seats make meaningful and personal connections to the art they experience on  Temple Theater, 299 seats Des Moines Performing Arts’ stages. Guest lectures and Q&As with (located in the Temple for company members allow audiences to explore the inner workings of the the Performing Arts) performance. In addition, master classes, workshops, and summer camps taught by visiting performers give local actors, dancers, and musicians the No seat is more than 155 feet chance to increase their skills by working directly with those who know from center stage in the Civic what it takes to succeed on the professional stage. Center.

Through its K-12 School Programs, Des Moines Performing Arts strives Nollen Plaza, situated just west to ensure that central Iowa students have affordable access to high quality of the Civic Center, is a park arts experiences as part of their education. More than 46,000 students and and amphitheater that is also educators attend curriculum-connected school matinee performances part of Des Moines Performing through the Applause Series annually. In addition, Des Moines Performing Arts. The space features the Arts sends teaching artists into the schools to provide hands-on workshops Crusoe Umbrella sculpture by and residencies in special opportunities that engage students directly in artist Claes Oldenburg. the creative process. And, through its partnership with the John F.

Kennedy Center, Des Moines Performing Arts provides teachers with As a nonprofit organization, in-depth professional development training on how to use the arts in their Des Moines Performing Arts classrooms to better impact student learning. depends on donor funding to support facilities, programming, and education programs.

The Applause Series started in 1996. You are joining us for our 17th season of school performances.

Des Moines Performing Arts Page 3 of 18 The True Story of the 3 Little Pigs! Curriculum Guide GOING TO THE THEATER . . .

YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow Attending a live performance is a unique and exciting when you visit the theater: opportunity. Unlike the passive experience of watching a movie, audience members play an  Leave all food, drinks, and chewing gum at school important role in every live performance. As they act, or on the bus. sing, dance, or play instruments, the performers on  Cameras, recording devices, and personal stage are very aware of the audience’s mood and listening devices are not permitted in the theater. level of engagement. Each performance calls for a different response from audience members. Lively  Turn off and put away all cell phones, pagers, and bands, musicians, and dancers may desire the other electronic devices before the performance audience to focus silently on the stage and applaud begins. only during natural breaks in the performance.  Do not text during the performance. Audience members can often take cues from performers on how to respond to the performance  Respect the theater. Remember to keep your feet appropriately. For example, performers will often off of the seats and avoid bouncing up and down. pause or bow for applause at a specific time.  When the house lights dim, the performance is As you experience the performance, consider the about to begin. Please stop talking at this time. following questions:  Talk before and after the performance only. Remember, the theater is designed to  What kind of live performance is this (a play, a amplify sound. Other audience members and the dance, a concert, etc.)? performers on stage can hear your voice!  What is the mood of the performance? Is the  Use the restroom before the performance or wait subject matter serious or lighthearted? until the end. If you must leave the theater during the show, make sure the first set of doors closes  What is the mood of the performers? Are they before you open the second — this will keep happy and smiling or somber and reserved? unwanted light from spilling into the theater.  Are the performers encouraging the audience to  Appropriate responses such as laughing and clap to the music or move to the beat? applauding are appreciated. Pay attention to the  Are there natural breaks in the performance artists on stage — they will let you know what is where applause seems appropriate? appropriate.  Open your eyes, ears, mind, and heart to the A SPECIAL EXPERIENCE entire experience. Enjoy yourself! Seeing a live performance is a very special experience. Although it is not required, many people enjoy dressing up when they attend the theater. GOING TO THE THEATER information is adapted from the Ordway Center for the Performing Arts study guide materials.

Des Moines Performing Arts Page 4 of 18 The True Story of the 3 Little Pigs! Curriculum Guide CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS

Thank you for choosing the Applause Series with Des Moines Performing Arts. Below are tips for organizing a safe and successful field trip to the Civic Center.

ORGANIZING YOUR FIELD TRIP ARRIVAL TO THE CIVIC CENTER  Please include all students, teachers, and chaperones  When arriving at the Civic Center, please have an in your ticket request. adult lead your group for identification and check-in  After you submit your ticket request, you will receive a purposes. You may enter the building though the East confirmation e-mail within five business days. Your or West lobbies; a staff member may be stationed invoice will be attached to the confirmation e-mail. outside the building to direct you.  Payment policies and options are located at the top of  Theater staff will usher groups into the building as the invoice. Payment (or a purchase order) for your quickly as possible. Once inside, you will be directed to reservation is due four weeks prior to the date of the the check-in area. performance.  Applause seating is not ticketed. Ushers will escort  Des Moines Performing Arts reserves the right to groups to their seats; various seating factors including cancel unpaid reservations after the payment due date. group size, grade levels, arrival time, and special  Tickets are not printed for Applause Series shows. needs seating requests may be used to assign a Your invoice will serve as the reservation confirmation group’s specific location in the hall. for your group order.  We request that an adult lead the group into the  Schedule buses to arrive in downtown Des Moines at theater and other adults position themselves least 30 minutes prior to the start of the performance. throughout the group; we request this arrangement This will allow time to park, walk to the theater, and be for supervision purposes, especially in the event that a seated. group must be seated in multiple rows.  Performances are approximately 60 minutes unless  Please allow ushers to seat your entire group before otherwise noted on the website and printed materials. rearranging seat locations and taking groups to the restroom.  All school groups with reservations to the show will receive an e-mail notification when the study guide is  As a reminder, children under the age of three are not posted. Please note that study guides are only printed permitted in the theater for Applause Series and mailed upon request. performances.

DIRECTIONS AND PARKING IN THE THEATER  Directions: From I-235, take Exit 8A (Downtown Exits)  In case of a medical emergency, please notify the rd nd nearest usher. A medical assistant is on duty for all and the ramp toward 3 Street and 2 Avenue. Turn Civic Center performances. onto 3rd Street and head south. rd  We ask that adults handle any disruptive behavior in  Police officers stationed at the corner of 3 and Locust their groups. If the behavior persists, an usher may Streets will direct buses to parking areas with hooded request your group to exit the theater. meters near the Civic Center. Groups traveling in personal vehicles are responsible for locating their own  Following the performance groups may exit the theater parking in ramps or metered (non-hooded) spots and proceed to the their bus(es). downtown.  If an item is lost at the theater, please see an  Buses will remain parked for the duration of the show. usher or contact us after the performance at At the conclusion, bus drivers must be available to 515.246.2355. move their bus if necessary, even if their students are staying at the Civic Center to eat lunch or take a tour.  Buses are not generally permitted to drop off or pick up QUESTIONS? students near the Civic Center. If a bus must return to Please contact the Education department at 515.246.2355 school during the performance, prior arrangements or [email protected]. must be made with the Education staff. Thank you!

Des Moines Performing Arts Page 5 of 18 The True Story of the 3 Little Pigs! Curriculum Guide VOCABULARY

SHOW TERMS trial: a BOOK TERMS hearing carnivore: an that takes brick: a block of animal that primarily place clay hardened by eats flesh. when the drying in the sun are carnivores. defendant or burning in a oregonscriminaldefenselawyers.com pleads kiln, and used for "not guilty" and witnesses are publicdomainpictures.net building or wallpaperscraft.com required to come to court to give paving, etc. case: a charge or complaint evidence. against someone that is framed: to incriminate (an investigated in a court of law; a reporter: a person innocent person) through the use lawsuit. employed to of false evidence, information, etc. gather and report In The True Story of the 3 Little courthouse: news. Pigs, A. Wolf feels he is being a building in kval.com framed for the death of two of the which courts three Little Pigs. of law are THEATER TERMS held. parody: a humorous imitation of a

123rf.com adapt: to adjust or serious piece of literature or change material, writing. justice: the such as a story in giving out of a book, to be stick: branch something that is presented in or shoot of a deserved; reward another way, such tree or shrub or punishment. as a play or that has been

musical. cut or broken medionline.com off. crimefreelancaster.org musical: a play that contains songs straw: a stalk or plead: to performed by the stem, especially answer to a actors and of certain specific charge musicians. species of grain, of having chiefly wheat,

broken a law. commons.wikimedia.org rye, oats, and barley. jimyaghi.com

Des Moines Performing Arts Page 6 of 18 The True Story of the 3 Little Pigs! Curriculum Guide ABOUT THE PERFORMANCE

Although just about all of us think THE CHARACTERS SONGS that we know the story of the The following is a list of The True Story of the 3 Little Pigs! three little pigs, in this comical characters in the musical. What is a musical. It features many musical, A. Wolf clears up some do you notice about the songs, including: misunderstandings. According to characters? Are there more A. Wolf, we simply have not wolves or pigs? How do you think  Piggy World heard his side of the story — this will affect the telling of the until now. story?  Piggsylvania National Anthem Run Time: Approx. 65 minutes  Lillian Magill, an outspoken news-piggy.  The Case for the Prosecution

THE SYNOPSIS  Rocky, the Baliff.  Cheeseburgers Ain’t Cute While we may believe that the wolf who visited the three little  Julia, the Prosecutor who  The Pointy, Pointy Maneuver pigs huffed and puffed to blow the has yet to lose a case. of Blame-osity pigs' houses down, it turns out that he simply had a bad cold and  Judge Prudence, a  Hurrah! Hooray! had a powerful sneeze. Who hard-headed hog who could blame him for eating the secretly loves musical theatre. pigs that died when their houses fell as a result of his sneezing?  A.T. Wolf, or Al, the wolf on trial for the death of two of the Furthermore, the wolf was only three Little Pigs. “...children’s theatre done visiting the pigs in the first place to the way children’s theatre borrow a cup of sugar to make a  Boffo Billy, a medical expert. needs to be done. It was cake for his grandmother's light, fun, fast-paced, full of birthday. The pigs wouldn't even  Martha Henderson, witness. give him any sugar! When the puns for the grown-ups and silliness for the kids.” third pig insulted his grandmother,  Maxwell Rigby, the third little A. Wolf "got a little crazy." The pig, who built his house of -Sten-Erik Armitage, police found him trying to break bricks. Pegasus News down the pig's door, and news reporters wrote the story that we have come to know.

Des Moines Performing Arts Page 7 of 18 The True Story of the 3 Little Pigs! Curriculum Guide ABOUT DALLAS CHILDREN’S THEATER

The True Story of the 3 Little TOURING PROGRAM PAST TOURING Pigs is from a theater company Dallas Children’s Theater travels PRODUCTIONS INCLUDE: called Dallas Children’s Theater. coast to coast with professional large-scale productions designed African Tales of Earth and Sky with the mission to stir the heart, WHO THEY ARE stretch the mind and promote And Then They Came for Me: In response to the growing need education. With such a vast and Remembering the World of Anne for professional family theater, impressionable audience to serve, Frank Robyn Flatt and Dennis Vincent DCT's productions usually target a founded Dallas Children’s Theater different age range every other Cinderella or Everyone Needs a in 1984. Since then, DCT has touring season. Fairy Godmother grown to be the largest professional family theater in the DCT’s local touring program Coyote Tales Southwest and offers the local began in 1985 and expanded to Dallas metropolitan community a statewide and regional venues in Giggle, Giggle, Quack season of eleven productions in 1989. In 1996, DCT launched its their newly renovated Rosewood first national tour. September Heidi Center for Family Arts. 2006 marked DCT’s introduction to the world stage, as the theater If You Give a Pig A Party DCT is proud to contribute to the was honored with an invitation to growing body of theater for youth perform at the 2006 Shanghai The Island of the Skog with the commission and International Children’s Culture development of new plays. and Arts Expo in Shanghai, Jack and the Giant Beanstalk Familiar stories, literary works, China. histories, and biographies make A Midnight Cry The Underground up the spectrum of their Railroad To Freedom programming. Each season is thoughtfully chosen to produce Dallas Children’s Theater Most Valuable Player plays that are engaging, most recently appeared on enriching, and educational. DCT’s the Civic Center stage in Mufaro's Beautiful Daughters productions promote social 2010-2011 with their values, moral integrity, and reflect The Stinky Cheese Man and cultural diversity through casting adaptation of Doreen Other Fair(l)y (Stoopid) Tales and themes. Cronin’s Giggle, Giggle, Quack. The Three Sillies

Young King Arthur

Des Moines Performing Arts Page 8 of 18 The True Story of the 3 Little Pigs! Curriculum Guide ABOUT THE AUTHOR, JON SCIESZKA

The True Story of the 3 Little WRITING FOR KIDS Jon and Lane liked A. Wolfe’s Pigs! was written by Jon Not knowing what he was getting Tale. They kept showing it Scieszka. Learn more about the into, Jon applied for a teaching job around. They kept getting author behind the book before at an elementary school in New rejected. Finally, Regina Hayes, seeing the performance. York City. He started as a 1st an editor at Viking Books said she grade Assistant Teacher, thought the story and the graduated to teaching 2nd grade, illustrations were funny. She said EARLY LIFE taught 3rd and 4th grade math, she would publish the book. And Jon Scieszka was born in Flint, 5th grade history, and then some she did, in 1989, with the title Michigan in 1954. He is the 6th, 7th and 8th grade. changed to: The True Story of the second oldest (and nicest) of six 3 Little Pigs! Sciezska boys. No girls. His Teaching school, Jon mother, Shirley, worked as a re-discovered how smart kids are, TODAY registered nurse. His dad, Louis, and found the best audience for The book has now sold over 3 was an elementary school the weird and funny stories he million copies and has been principal. had always liked to read and translated into 14 different

write. He took a year off from languages. Over the last 19 years, His dad’s parents, Michael and teaching to write stories for kids. Jon and Lane have worked Anna, came to America from He sent these stories around to together on 8 picture books and 8 Poland. “Sciescka” (pronounced many publishers, and got rejected Time Warps books. SHEH-ska) is a word in Polish. It by all of them. He kept painting means “path.” apartments and writing stories. Jon’s books have won a whole

mess of awards and sold over 11 EDUCATION A. WOLFE’S TALE million copies all around the Jon went to Culver Military Through his wife Jeri, who was world. Academy for high school. He had working in New York City as a some spectacular teachers there, magazine art director, he met a He is also the founder of Guys and later became Lieutenant funny guy named Lane Smith. Read, a nonprofit literacy Scieszka. Lane was painting illustrations for organization that encourages magazine articles, and working on boys to read. Jon thought about becoming a his very first children’s book. Jon doctor and studied both Science gave Lane his story A.Wolfe’s Jon still lives in Brooklyn with his and English at Albion College in Tale. Lane loved it. Lane drew a wife Jeri. They have two children: Albion, Michigan. He graduated in few illustrations for the story and a daughter Casey, and son Jake. 1976, lived in Detroit, then moved took it to show many publishers. to Brooklyn, New York to write He got rejected by all of them. instead. He earned his MFA in “Too dark,” they said. “Too Fiction from Columbia University sophisticated,” they said. “Don’t in New York in 1980, then painted ever come back here, okay?” they Biography courtesy of Jon Scieszka apartments. Worldwide. Photo image courtesy of said. Scholastic.com.

Des Moines Performing Arts Page 9 of 18 The True Story of the 3 Little Pigs! Curriculum Guide ABOUT THE PEOPLE BEHIND THE MUSICAL

There are many jobs in the ACTORS THE AUDIENCE theater. From the people who Actors are all of the people who That’s right! There can be no develop the show to the you see on the stage. They work performance without you, the performers you see on stage, it together as a team to rehearse audience. The role of the takes a lot of effort and teamwork the play, memorize their lines, and audience is unique because you to bring a story to the stage. learn their songs. All of the actors experience the entertainment with went to school to learn how to the performers and backstage Help your students think about perform. crew. You are a collaborator in the the many jobs in the theater by performance and it is important to reviewing the following SET DESIGNER learn your role so you can join all information about all the people The set designer creates the the people who work to create the who work to create the world where the actors tell the production. play The True Story of the 3 Little story. The set designer imagines Pigs! and draws all of the pieces that you see on the stage, the Discussion Questions for furniture, and the painted fabric. Before the Show AUTHOR Some musicals and plays are COSTUME DESIGNER 1. What is theater? What is the inspired by books. Jon Scieszka’s The costume designer imagines difference between live theater book The True Story of the 3 Little the clothes and costumes that the and a movie or television? Pigs! was adapted for the stage actors wear to help them become production that you will see. the characters. The costume 2. Imagine you are an actor on designer draws and then sews the stage. What kind of part would WRITER OF THE clothing. you like to play? STAGE ADAPTATION A play based on a book has to be COMPOSER 3. How would you like the adapted for the stage. The writer The composer writes all of the audience to respond to your must take the story from the book music for the show. This includes performance? and figure out what to keep, take the songs that the actors sing as out, or add to make the story work well as the instrumental music 4. Why do we applaud at the for the stage. that sets the tone for each scene. end of a performance?

DIRECTOR BACKSTAGE CREW 5. How do you think the play The director is in charge of telling You may not see them, but there The True Story of the 3 Little the actors where to go on stage are lots of people backstage who Pigs! will be like the book? and how to interpret their build and operate the scenery, How do you think it will be characters. The director makes costumes, props, lights, and different? sure everyone is doing a good job sound during the performance. telling the story of the play. Information adapted from Maximum Entertainment study guide materials.

Des Moines Performing Arts Page 10 of 18 The True Story of the 3 Little Pigs! Curriculum Guide THE HISTORY OF THE FAIRYTALE

The Three Little Pigs is a Each exchange between wolf and ABOVE: A still from the 1933 Silly pig features ringing proverbial Symphony cartoon of The Three Little fairytale featuring pigs who build Pigs. Featuring the popular song “Whose three houses of different phrases, namely: Afraid of the ?”, the cartoon materials. A big bad wolf is able softens the story somewhat from the more to blow down the first two pigs' "Little pig, little pig, let me come traditional versions. houses, made of straw and in." wood, but is unable to destroy "No, no, not by the hair on my The Three Hares from Joanna the third pig's house, made of chinny chin chin." Cole’s 1982 Best-Loved Folktales bricks. Read on to learn more "Then I'll huff, and I'll puff, and of the World is very similar to The about the history of this well- I'll blow your house in.” Three Little Pigs with a fox known fairytale. chasing and eating the first two The third pig builds a house of little hares who make attractive bricks. The wolf fails to blow down homes from brush and in tree the house. He then attempts to roots. The third hare realizes that EARLY VERSIONS trick the pig out of the house by his father's home was dark but he Printed versions of The Three asking the pig to meet him at makes an even longer Little Pigs date back to the 1840s, various places, but the pig outwits underground burrow where he is but the story itself is thought to be the wolf each time. Finally, the safe from foxes, dogs and much older. The phrases used in wolf resolves to come down the hunters. the story, and the various morals chimney, whereupon the surviving that can be drawn from it, have pig catches the wolf in a cauldron IN POPULAR CULTURE become embedded in Western of boiling water. The pig slams the A well-known version of the story culture. lid on, and cooks and eats the is an award-winning 1933 Silly wolf. Symphony cartoon, which was The story in its arguably produced by and best-known form appeared in INFLUENCES AND features the song “Who’s Afraid of English Fairy Tales by Joseph SIMILAR TALES the Big Bad Wolf?” The Jacobs, first published in 1890. In his publication of the story, production cast the title characters The story begins with the title Joseph Jacobs notes that the tale as Fifer Pig, Fiddler Pig, and characters being sent out into the is probably related to the Grimms' Practical Pig. The first two are world by their mother, to "seek "Wolf and Seven Little Kids," depicted as both frivolous and their fortune". The first little pig because kids, not pigs, have "hair arrogant. They get their houses builds a house of straw, but a wolf on their chinny chin-chins". blown down, but still escape from blows it down and eats him. The the wolf. Also, the wolf is not second pig builds a house of boiled to death but simply burns sticks, which the wolf also blows his behind and runs away. down before eating him.

Des Moines Performing Arts Page 11 of 18 The True Story of the 3 Little Pigs! Curriculum Guide THE PEOPLE OF THE COURT

In The True Story of the 3 Little JURY ABOVE: The general layout of a typical courtroom. What do you notice about Pigs!, A. Wolfe finds himself on Group of people called to a court where the different people sit during a trial? trial for the murder of two of the of law who listen to the facts of a Image courtesy of justice.gov. three little pigs. Many of the case and decide its outcome. characters are people you would BAILIFF (OR U.S. MARSHALL) find in a courtroom. A bailiff enforces the rules of behavior in courtrooms. JUDGE The judge is in charge of the COURT REPORTER courtroom. It is the judge's job to A person who makes a word-for- listen to everything that everyone word record of what is said in says in court. Judges can be men court and produces a transcript of or women. When in court, people alllifeislocal.blogspot.com the proceedings upon request. call the judge "Your Honor" when they talk to him or her. Another ATTORNEY WITNESS part of the judge's job is to know A lawyer whose profession is to A person called upon by either the law and to decide if there is give legal advice and to speak for side in a lawsuit to give enough evidence to prove the law their clients in the court of law. testimony before the court or jury. was broken. Judges wear robes in court and under the robe the DEFENDANT GALLERY judge wears regular clothes. In a criminal case, the person The seating area for the public. accused of the crime. In this musical, Alexander T. Wolf is the DEPUTY SHERIFF defendant. Security for the court room. They hand paperwork to the judge from PROSECUTOR either the prosecution or defense. To prosecute means to charge They bring defendants who are someone with a crime. A incarcerated into the court room. prosecutor tries a criminal case on behalf of the government. 123rf.com

Des Moines Performing Arts Page 12 of 18 The True Story of the 3 Little Pigs! Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES

1) A TRADITIONAL TALE? 2) ACT IT OUT!

Explanation: In this activity, students will explore the Explanation: In this activity, students will dramatize a similarities and differences between the traditional traditional telling of The Three Little Pigs as well as story of The Three Little Pigs and Jon Scieska’s the parody The True Story of the 3 Little Pigs!. parody The True Story of the 3 Little Pigs! Goals: To compare and contrast two or more Goals: To compare and contrast two or more versions of the same story by different authors. versions of the same story by different authors. Materials: Materials:  A copy of The True Story of the 3 Little Pigs!  A copy of The True Story of the 3 Little Pigs!  A copy of a traditional telling of The Three Little  Paper Pigs  Pencils  Paper  Pencils Activity:  Open area 1. Before reading The True Story of the 3 Little Pigs!, ask for volunteers to tell the traditional story of the Activity: three little pigs. Let the volunteers take turns 1. Choose two groups of four students to act different telling parts of the story. versions of The Three Little Pigs. 2. Next, read The True Story of the 3 Little Pigs! with 2. Ask the first group to act out the story as it is your class. usually told. (They may want to re-read one of the 3. After you finish the story, have each student fold a versions of the traditional story before they begin.) piece of paper in half. 3. Ask the second group to act out The True Story of 4. On one side of the paper, they should make a list the 3 Little Pigs!. of what parts of this story are different from the 4. Have both groups write out what they will say traditional story. On the other side of the paper, they during each of the following three scenes: should make a list of what parts of the story are the  When the wolf visits the pig in the straw house same.  When the wolf visits the pig in the stick house  When the wolf visits the pig in the brick house Follow-up Questions: 3. Next, have each group perform for the rest of the 1. Did your classmates tell the Three Little Pigs story class. exactly the way you have heard it before? If they told 4. Have the other children in the class write about it differently, where do you think those differences what they liked in each performance and how the came from? performances were different from one another. 2. What types of things did you write down that were the same from the traditional story that were also in Follow-up Questions: The True Story of the 3 Little Pigs!? 1. What was the same in each performance? What 3. What did you write down that was different in The was different? True Story of the 3 Little Pigs! from the traditional 2. Was there something in particular that you liked story? about one of the performances? 4. Why do you think the author Jon Scieska wanted to 3. The setting for each of the scenes was the same. write a new version of The True Story of the 3 Little How was the dialogue (words spoken) changed Pigs! that was from the wolf’s perspective? between the two performances? What was the reason for this change?

Activities adapted from Scholastic.com, The True Story of the 3 Little Pigs Teachers Site.

Des Moines Performing Arts Page 13 of 18 The True Story of the 3 Little Pigs! Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES

3) DEAR MR. WOLFE 4) A MEMBER OF THE JURY

Explanation: After reading The True Story of the 3 Explanation: In this activity, students will pretend to Little Pigs!, students will write a letter to A. Wolfe in be a member of the jury that must decide if A. Wolfe jail. is guilty or not guilty of murdering the three little pigs based on the evidence presented. Goals: To practice writing a letter and to ask questions that demonstrate comprehension of the Goals: To distinguish own point of view from that of text. the narrator or those of the characters; to write an opinion piece in which student states his or her Materials: opinion with supporting reasons.  A copy of The True Story of the 3 Little Pigs!  Paper Materials:  Pencils  A copy of The True Story of the 3 Little Pigs!  Paper Activity:  Pencils 1. After reading The True Story of the 3 Little Pigs!, ask students to write a letter to A. Wolfe in jail. Activity: 2. Have students think about what more they would 1. Read The True Story of The 3 Little Pigs! like to know about the wolf. What questions would together with your class. they like to ask him about what happened to the pigs? 2. Next, ask students to pretend that they are members of the jury who must decide if A. Wolfe is Follow-up Questions: guilty or not guilty. 1. What questions did you ask A. Wolfe? What details 3. Remind students that in The True Story of the 3 in the story made you curious about that? Little Pigs!, the author changes the point of view of 2. The play that we are going to see at the Civic the story. Usually, in a traditional telling of The Three Center is an adaptation of the book The True Story of Little Pigs, readers sympathize with the pigs. Here, the 3 Little Pigs!. Do you think the people who readers hear the wolf’s side of the story. adapted the story into the play will add more details to 4. Ask students to write an opinion piece about the story about A. Wolfe? What else do you think we whether or not they are convinced by the wolf’s might learn about A. Wolfe? version of the story. Does the wolf seem trustworthy? Why or why not?

Follow-up Questions: 1. Do you think A. Wolfe’s version of the story is trustworthy? Why or why not? 2. What was difficult about making your decision on whether A. Wolfe was guilty or not guilty? Did having the wolf’s perspective and the pigs’ perspectives (from the traditional story) make it more or less complicated to make a decision?

Activities adapted from Scholastic.com, The True Story of the 3 Little Pigs Teachers Site.

Des Moines Performing Arts Page 14 of 18 The True Story of the 3 Little Pigs! Curriculum Guide PRE-SHOW EXPLORATION / POST-SHOW DISCUSSION

5) REPORTER ON THE SCENE POST-SHOW DISCUSSION QUESTIONS

Explanation: In this activity, students will explore Comprehension: point of view by writing a newspaper article about the 1. Why did Magill think it was important to hear the three little pigs events for a fictional newspaper called wolf’s side of the story? The Daily Human. 2. How would you describe Magill? A. Wolfe? Julia, Goals: To understand that different newspapers the prosecuting attorney? Prudence, the judge? might cover the same story differently depending on who their readers are and on what those readers 3. In the courtroom, who gets to tell their side of the believe. story first?

Materials: 4. Did the judge do anything that wasn’t fair to both  A copy of The True Story of the 3 Little Pigs! sides in the trial? If so, what?  Paper  Pencil Themes: 1. Magill says “There’s more than one side to every Activity: story…” Do you think that is true? Why or why not? 1. Talk to your students about how The True Story of The 3 Little Pigs! is funny but it also makes the point 2. Al says, “Just because someone is different than that two different newspapers might cover the same you doesn’t mean they’re ‘evil.’” Can you think of a story differently depending on who their readers are real example from your life or history where someone and on what those readers believe. made wrong assumptions about someone just because they were different from them? Example: A. Wolfe’s story appears in a newspaper called The Theater Experience: Daily Wolf. The other news reports (that tell the 1. What was the first thing you noticed when you story of the big, bad wolf) appear in The Daily Pig. entered the theater? What did you notice first on the The wolf paper and the pig paper seem to print the stage? stories so that their own kind come out looking good. 2. What did you notice about the set? Draw or tell about things you remember. Did the set change 2. Ask students to write about the story of the three during the play? How was it moved or changed? Was little pigs as if they had watched nearby when the wolf there any space besides the stage where the action visited each of the pigs. Their stories can appear in a took place? newspaper called The Daily Human. 3. Ask students think about how the story would also 3. How did the lights set the mood of the play? How change if the police in the story were human. (For did they change throughout? example, would the story be headlined “Police Save Pig?”) 4. What did you think about the costumes? Do you think they fit the story? What things do you think the Follow-up Questions: costume designer had to consider before creating the 1. Why did the story change depending on who told costumes? it? 2. Are we sometimes more likely to believe people 5. Was there music in the play? How did it add to the who are similar to ourselves? Why or why not? Is this performance? a good thing or a bad thing? Why? 3. What changed in your story when it was written 6. What about the actors? Do you think they were from a human perspective? able to bring the characters to life? Did you feel caught up in the story? What things do you think the actors had to work on in order to make you believe they were the characters?

Activity adapted from Scholastic.com, The True Story of the 3 Little Pigs Teachers Site.

Des Moines Performing Arts Page 15 of 18 The True Story of the 3 Little Pigs! Curriculum Guide POST-SHOW ASSESSMENT

1) WRITE A LETTER 2) FRACTURED FAIRYTALES: POINT OF VIEW Goal: To reflect on the performance experience and to practice writing skills. Explanation: The True Story of the 3 Little Pigs! presents a well-known story from a different point of Explanation: In this activity, students will write a view. In this activity, students will write their own letter about their experience to the performers or to fractured fairytale by writing from a non-traditional Des Moines Performing Arts education donors whose perspective. support keeps Applause Series tickets accessibly priced for school groups. Goal: To explore how point of view can change a story. Activity: 1. After attending the performance, discuss the Activity: experience with your students. Use the following 1. Discuss with students how The True Story of the 3 discussion questions to guide the conversation: Little Pigs presents a well-known story from a different point of view. In this version, the wolf tells his  What was the show about? “side” of the story in hopes of clearing up  What parts of the show were most exciting? misunderstanding of the events of the story.  Which character did you enjoy the most? Why? 2. Lead a discussion about some other classic  What did the characters learn? fairytales and encourage students to determine from whose point of view each story is told. Who do we 2. Next, invite students to write a letter to the empathize with in the story? For example, talk about performers or to Des Moines Performing Arts donors , Hansel and Gretel, The about their theater experience. Gingerbread Man, Cinderella, and the Pied Piper. 3. Next, encourage students to work in small groups Example letter starter: and to write, draw, or dramatize one of these stories using a different point of view. Dear Three Little Pigs performers, Follow-up Questions: My favorite part of the show was… 1. Can we always trust the narrator or the person While watching your show I felt… because … telling the story? Why or why not? I have drawn a picture of the scene when… 2. How did changing the point of view of the story you If I could be in your show, I would play the re-wrote cause it to change? part of … because … 3. Which version of your story do you prefer? The traditional story or your new version? Why? 3. Mail the letters to:

Des Moines Performing Arts Attn: Education Department 221 Walnut Street Des Moines, IA 50309

Follow-up Questions: 1. What did you include in your letter? Why did you want to share that particular idea?

Fractured Fairytales activity adapted from Dallas Children’s Theater on Tour. “Behind the Curtain: A Creative & Theatrical Resource Guide for Teachers. The True Story of the 3 Little Pigs!”

Des Moines Performing Arts Page 16 of 18 The True Story of the 3 Little Pigs! Curriculum Guide POST-SHOW ASSESSMENT

3) RUN FOR COVER! 8. Set the following parameters for the construction of the structures: Explanation: In this activity, students will be  Each team may use only 16 of whichever challenged to create their own “pig dwelling” strong material they choose. enough to resist being blown down by the wolf (a  Each house must be no taller than 6” and must fit tabletop fan). within a 6”x6” square marked on the table with masking tape. Goal: To explore design concepts and introduce the  Houses must be able to stand for three minutes idea of structural support. when placed 3” in front of a fan.

Materials: 8. Students will find that one of the main challenges is  Toothpicks to construct a foundation strong enough to anchor the  Drinking straws house to the table while the wind blows. They should  Rolled paper be provided with a variety of materials to bolster the  Electric fan structure and secure the foundation. Here are some  Glue sticks examples of methods which may be successful:  Masking tape  Straws attached with paper clips  Stapler  Toothpicks attached with gumdrops or  Paper clips marshmallows  Assorted items to use as joints such as  Paper rolled around pencils and secured with gumdrops, marshmallows, clay or play dough tape 9. Allow students time to design and construct the Activity: structures and complete the wind test. 1. Begin by discussing the performance. Encourage 10. At the completion of the test, each team should students to discuss how each pig constructed his record results and discuss the reasons its house house. stood or fell. 2. Next, invite students to explore the classroom and 11. If time allows, you may give students an additional to look for structures that hold their chairs, tables, chance to revise and re-test their structures. desks, and shelves or cubbies together. 3. Encourage students to look for braces and trusses Follow-up Questions: and examine the shapes used for each. 1. What was the most challenging part of this activity? 4. You may wish to further extend the activity by 2. Did any of your other classmates’ designs surprise taking a walk outside your classroom and explore you? What elements did you like from other groups’ different buildings, transportation, and playground designs? equipment for their structures. 3. Were you inspired by any of the structures you 5. Next, divide the class into small groups of 3-4 found in our classroom when coming up with your pig students. structure? If so, how? 6. Tell them that their challenge will be to build a pig shelter that will withstand the blowing force of the wolf. 7. Invite each group to pick from three options with which they may construct the main structural support of their dwelling: toothpicks, drinking straws, or rolled paper tubes.

Activity adapted from Dallas Children’s Theater on Tour. “Behind the Curtain: A Creative & Theatrical Resource Guide for Teachers. The True Story of the 3 Little Pigs!”

Des Moines Performing Arts Page 17 of 18 The True Story of the 3 Little Pigs! Curriculum Guide RESOURCES AND SOURCES

JON SCIESZKA BOOKS CLASSROOM RESOURCES

Illustrated Books: “Fractured Fairytales” Interactive. Read.Write.Think.org.  Baloney, Henry P. http://www.readwritethink.org/files/resources/interactives/fairytales/  The Book that Jack Wrote Provides students with an overview of the idea of fractured fairytales  Cowboy & Octopus and gives them interactive prompts to write their own.  The Frog Prince Continued  Knucklehead: Tall Tales and SurLaLune Fairytales. Almost True Stories of http://www.surlalunefairytales.com/threepigs/other.html Growing Up Scieszka Tales Similar to the Three Little Pigs.  Math Curse  Robot Zot The Three Little Pigs and Other Folktales of Aarne-Thompson-Uther  Science Verse type 124. http://www.pitt.edu/~dash/type0124.html  Seen Art  The Stinky Cheese Man and Variants of The Three Little Pigs. Other Fairly Stupid Tales http://www2.ferrum.edu/applit/bibs/tales/other3pigs.htm  Squids Will be Squids Traditional and modern adaptations of the classic tale.  The True Story of the 3 Little Pigs! STUDY GUIDE SOURCES

Series: Dallas Children’s Theater on Tour. “Behind the Curtain: A Creative &  Spaceheadz Theatrical Resource Guide for Teachers. The True Story of the 3 Little (currently contains 4 titles) Pigs!”  Time Warp Trio (currently contains 16 titles) Dictionary. http://dictionary.reference.com  Trucktown (currently contains 3 titles) Inside the Courtroom. http://www.justice.gov/usao/eousa/kidspage/

Compilations: Jon Scieszka Author Study. Scholastic.com.  Guys Read http://www.scholastic.com/teachers/collection/jon-scieszka-author- (Original short story study compilations designed to give boys reading material that Jon Scieszka Worldwide. http://www.jsworldwide.com/ they like to read.) People in the Courtroom. http://www.yorkcountypa.gov

“Three Little Pigs”. http://en.wikipedia.org

Des Moines Performing Arts Page 18 of 18 The True Story of the 3 Little Pigs! Curriculum Guide