DOCSLIB.ORG

Writing Instruction 2014–15 Institute Handbook © Developmental Studies Center Notes

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Writing Instruction 2014–15 Institute Handbook © Developmental Studies Center Notes Inside the Collaborative Classroom Best Writing Practices in Instruction 2014–15 Institute Handbook Inside the Collaborative Classroom Best Writing Practices in Instruction 2014–15 Institute Handbook Copyright © 2014 by Developmental Studies Center All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Publishing Services Department at Developmental Studies Center. Permission is granted to reproduce the blackline masters in this volume for workshop use only. First edition published 2014. Being a Writer is a trademark of Developmental Studies Center. Excerpts from Best Practice: Bringing Standards to Life in America’s Classrooms, 4/e by Steven Zemelman, Harvey Daniels, and Arthur Hyde. Copyright © 2012 by Steven Zemelman, Harvey Daniels, and Arthur Hyde. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. “William Steig” reprinted by permission from The Big Book of Picture-Book Authors & Illustrators by James Preller. Scholastic Inc./Teaching Resources. Copyright © 2001 by James Preller. “I’m Sorry!” and “I’m Much Too Tired to Play Tonight” © 1990 by Jack Prelutsky from Something Big Has Been Here by Jack Prelutsky, used by permission of HarperCollins Publishers. “The Fly Is In” © 1981 by Evil Eye Music, Inc. From A Light in the Attic by Shel Silverstein, used by permission of HarperCollins Publishers. Cover photographs copyright © Ereloom Studios and Laura Turbow. Developmental Studies Center 1250 53rd Street, Suite 3 Emeryville, CA 94608-2965 (800) 666-7270, fax: (510) 464-3670 devstu.org Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 KRC 20 19 18 17 16 15 14 Table of Contents Welcome! Find Someone New! ...............................................1 Challenges to Creating a Writing Community ..................................2 Facts About Me ............................................................4 Being a Writer™ Grade 3 Lesson, Teambuilding: “Facts About Me” .................6 Video Viewing Tool ........................................................15 Excerpt from Best Practice .................................................16 Reflect and Write .........................................................26 Recommendations on Teaching Writing Chart from Best Practice ................28 Excerpt from Being a Writer, Second Edition Grade 4 Lesson: “The Writing Community” ...............................31 Overview Chart ......................................................59 Getting Ready to Write ................................................... 60 Excerpt from Being a Writer, Second Edition Grade 4 Proofreading Notes (from the Student Skill Practice Book) ............65 Grade 4 Lesson: “Proofreading” .........................................66 College and Career Readiness Anchor Standards for Writing ....................67 Excerpt from Being a Writer, Second Edition Grade 4 Lesson: Genre Unit—Expository Nonfiction Development Across the Grades Chart ...................................69 Video Viewing Guide: Capture Evidence of . ................................72 Conferring Notes .........................................................73 Being a Writer Conference Notes ............................................74 Reflection ...............................................................76 College and Career Readiness Standards .....................................77 Welcome! Find Someone New! Walk around the room. Introduce yourself and capture the names of four people, one for each season. Spring Summer Fall Winter © Developmental Studies Center 1 Challenges to Creating a Writing Community What’s challenging about creating a writing community where . • Students enjoy writing and build writing stamina? • Students become skilled and proficient writers? • Students write for a variety of purposes and audiences? 2 Best Practices in Writing Instruction 2014–15 Institute Handbook © Developmental Studies Center Notes © Developmental Studies Center 3 h1Facts About Me In this activity you will write some interesting facts about yourself and then discuss them with a partner. Ask your partner questions to stimulate thinking about the writing you will do. You don’t need to remember all the details of your conversation; this is just to get you both thinking. Directions Close your eyes and make mental pictures as I ask the group questions. Quick-write • Record three facts about yourself. • Ask your partner, “What questions can you ask me about my facts?” 4 Best Practices in Writing Instruction 2014–15 Institute Handbook © Developmental Studies Center © Developmental Studies Center 5 Unit 1 Week 1 Day 3 Materials Teambuilding • “About Judy Blume” (see page 21) In this lesson, the students: • Paper and a pencil for Learn about a professional author each student • • Write facts about themselves • Speak clearly and listen to one another GETTING READY TO WRITE Read About Judy Blume Remind the students that they heard The Pain and The Great One by Judy Blume and thought about people in their lives about whom they could write. Show the dedication page of the book and reread it aloud. Ask and briefly discuss: Q Who do you think “The original Pain and the Great One” might be? Why might Judy Blume have dedicated this book to them? Explain that Judy Blume answers some of her favorite questions from readers on her website and that you will share some of these with the students. Read “About Judy Blume” aloud slowly and clearly. Ask: Q What did you find out about Judy Blume? Have several volunteers share with the class. Ask the students to take responsibility for listening by raising their hand if they can’t hear the person who is speaking. Introduce “Facts About Me” Activity Explain that this year the students will get to know many different authors. They will also get to know one another as authors, and this will help to build an atmosphere of trust in the writing community. 14 Being a Writer™ Project Name: Being a Writer TM3: Reprint 07/10 Project Name: Being a Writer TM3: Reprint 07/10 Round: Review pages Date: 07/20/10 Round: Review pages Date: 07/20/10 6 Best Practices in Writing Instruction 2014–15File Institute Name: HandbookBW-TM3-V1_3.1.1.indd ©Page Developmental #: 14 Studies Center File Name: BW-TM3-V1_3.1.1.indd Page #: 15 Trim size: 8.375” x 10.875” Colors used: PMS 2622, PMS 392 Printed at: 100% Trim size: 8.375” x 10.875” Colors used: PMS 2622, PMS 392 Printed at: 100% Artist: Joslyn Hidalgo Editor: Krista Faries Artist: Joslyn Hidalgo Editor: Krista Faries Comments: Comments: Unit 1 Week 1 Day 3 The Writing Community Today they will learn about one another by doing an activity called “Facts About Me.” In this activity, they will write some interesting facts about themselves and discuss them with a partner. Explain that you will ask the students some questions to help them think about interesting facts they might write. Emphasize that they do not need to remember all the questions or their answers; you are asking the questions just to get them thinking. Ask the students to close their eyes and make mental pictures of their answers to the questions you ask. Give them time to visualize between the questions. Ask: Q Where and when were you born? Q What is one thing you are really good at? Q Where is an interesting place you have been? Q What is something about you that you think might surprise other people? Q What do you like to do when you’re not in school? Q What sport or game do you like? Q What would you like to learn more about this year? After a few moments, ask the students to open their eyes. Teacher Note WRITING TIME If the students have difficulty writing their facts, call for their attention and model writing Write “Facts About Me” a few facts about yourself Distribute paper and have the students write their name at the top on chart paper. (You might write I know how to make of their paper. Have the students silently write any three facts about chocolate chip cookies, I have themselves that they would like others to know. been whitewater rafting, and I once found a spider under my When the students finish, collect their facts and explain that they pillow.) Then have the students will share the facts with a partner tomorrow. resume their own writing. Grade Three 15 Project Name: Being a Writer TM3: Reprint 07/10 Project Name: Being a Writer TM3: Reprint 07/10 Round: Review pages Date: 07/20/10 Round: Review pages Date: 07/20/10 File Name: BW-TM3-V1_3.1.1.indd Page #: 14 © Developmental Studies Center File Name: BW-TM3-V1_3.1.1.indd Page #: 15 7 Trim size: 8.375” x 10.875” Colors used: PMS 2622, PMS 392 Printed at: 100% Trim size: 8.375” x 10.875” Colors used: PMS 2622, PMS 392 Printed at: 100% Artist: Joslyn Hidalgo Editor: Krista Faries Artist: Joslyn Hidalgo Editor: Krista Faries Comments: Comments: The Writing Community Unit 1 Week 1 Day 3 SHARING AND REFLECTING Teacher Note Reflect on Working Together Prior to Day 4, randomly assign Ask and briefly discuss: partners and clip partners’ facts together. (See the front matter, Q How might sharing facts about ourselves help us build our page xxviii, for considerations writing community? for pairing English Language Learners.) The students will find out who their partner is during Remind the students that they are
Load more

Recommended publications
  • SHREK the MUSICAL Official Broadway Study Guide CONTENTS
    WRITTEN BY MARK PALMER DIRECTOR OF LEARNING, CREATIVE AND MEDIA WIldERN SCHOOL, SOUTHAMPTON WITH AddITIONAL MATERIAL BY MICHAEL NAYLOR AND SUE MACCIA FROM SHREK THE MUSICAL OFFICIAL BROADWAY STUDY GUIDE CONTENTS INTRODUCTION 3 Welcome to the SHREK THE MUSICAL Education Pack! A SHREK CHRONOLOGY 4 A timeline of the development of Shrek from book to film to musical. SynoPsis 5 A summary of the events of SHREK THE MUSICAL. Production 6 Interviews with members of the creative team of SHREK THE MUSICAL. Fairy Tales 8 An opportunity for students to explore the genre of Fairy Tales. Feelings 9 Exploring some of the hang-ups of characters in SHREK THE MUSICAL. let your Freak flag fly 10 Opportunities for students to consider the themes and characters in SHREK THE MUSICAL. One-UPmanshiP 11 Activities that explore the idea of exaggerated claims and counter-claims. PoWer 12 Activities that encourage students to be able to argue both sides of a controversial topic. CamPaign 13 Exploring the concept of campaigning and the elements that make a campaign successful. Categories 14 Activities that explore the segregation of different groups of people. Difference 15 Exploring and celebrating differences in the classroom. Protest 16 Looking at historical protesters and the way that they made their voices heard. AccePtance 17 Learning to accept ourselves and each other as we are. FURTHER INFORMATION 18 Books, CD’s, DVD’s and web links to help in your teaching of SHREK THE MUSICAL. ResourceS 19 Photocopiable resources repeated here. INTRODUCTION Welcome to the Education Pack for SHREK THE MUSICAL! Increasingly movies are inspiring West End and Broadway shows, and the Shrek series, based on the William Steig book, already has four feature films, two Christmas specials, a Halloween special and 4D special, in theme parks around the world under its belt.
    [Show full text]
  • William Steig Illustrations, Circa 1969 FLP.CLRC.STEIG Finding Aid Prepared by Lindsay Friedman
    William Steig illustrations, circa 1969 FLP.CLRC.STEIG Finding aid prepared by Lindsay Friedman This finding aid was produced using the Archivists' Toolkit April 12, 2012 Describing Archives: A Content Standard Free Library of Philadelphia: Children's Literature Research Collection February 2012 1901 Vine Street Philadelphia, PA, 19103 215-696-5370 William Steig illustrations, circa 1969 FLP.CLRC.STEIG Table of Contents Summary Information ................................................................................................................................. 3 Biographical/Historical note.......................................................................................................................... 4 Scope and Contents note............................................................................................................................... 4 Arrangement note...........................................................................................................................................5 Administrative Information .........................................................................................................................5 Related Materials ........................................................................................................................................ 5 Controlled Access Headings..........................................................................................................................6 Collection Inventory.....................................................................................................................................
    [Show full text]
  • Appendix B: a Literary Heritage I
    Appendix B: A Literary Heritage I. Suggested Authors, Illustrators, and Works from the Ancient World to the Late Twentieth Century All American students should acquire knowledge of a range of literary works reflecting a common literary heritage that goes back thousands of years to the ancient world. In addition, all students should become familiar with some of the outstanding works in the rich body of literature that is their particular heritage in the English- speaking world, which includes the first literature in the world created just for children, whose authors viewed childhood as a special period in life. The suggestions below constitute a core list of those authors, illustrators, or works that comprise the literary and intellectual capital drawn on by those in this country or elsewhere who write in English, whether for novels, poems, nonfiction, newspapers, or public speeches. The next section of this document contains a second list of suggested contemporary authors and illustrators—including the many excellent writers and illustrators of children’s books of recent years—and highlights authors and works from around the world. In planning a curriculum, it is important to balance depth with breadth. As teachers in schools and districts work with this curriculum Framework to develop literature units, they will often combine literary and informational works from the two lists into thematic units. Exemplary curriculum is always evolving—we urge districts to take initiative to create programs meeting the needs of their students. The lists of suggested authors, illustrators, and works are organized by grade clusters: pre-K–2, 3–4, 5–8, and 9– 12.
    [Show full text]
  • Children's Books to Help Preschoolers Cope with Fears
    Children’s Books to Help Coping With Fears #6 Library Preschoolers Cope With Fears By Karen Stephens When your child experiences fear, whether it’s in the dark of night or the light of day, nothing means more than your loving support and guidance. It’s quite a gift to be someone’s sense of security and safety. But oh, what a daunting responsibility, too! When kids struggle with fear, it makes you feel like you need a psychology degree just to get through each day! Rest assured, you can meet this challenge, being able to sensitively take into account children’s points of view helps immensely. This column offers one method of helping kids sort out and cope with fears: read to them! Read books that feature characters your child can relate to — characters who face a similar fear, who cope with it, and ultimately conquer their fears. Books allow children to stand back from their fears and to ponder them more objectively. They provide kids anonymity so they can talk about the character’s feelings without talking directly about their own. Any way you look at it, the snuggle time during reading can only help what’s ailing. As your child tries to gain some control over fear, you can also read books that provide factual information about experiences. Kids may be dreading getting a shot, having a cavity filled, or moving away. There are books that explain the basic processes and vocabulary associated with those experiences to help children have a clearer idea about what to expect.
    [Show full text]
  • Shrek Study Guide2021
    presents David Lindsay-Abaire & Jeanine Tesori’s Based on the Dreamworks animated film and the book by William Steig August 19, 2021, 10:00 a.m., 1:00 p.m., 4:00 p.m., 7:30 p.m., Pickard Theater August 16, 2021, 2:30 p.m., Sensory Friendly Performance, MSMT Large Rehearsal Room For tickets please call the Box Office at 207-725-8769 These programs supported by generous gifts from The national endowment for the arts, the onion foundation, the anna-maria moggio foundation, the maine arts commission, & the alfred m. senter foundation 2 STUDY MATERIALS THE SOURCE MATERIAL Page 3 The Book by William Steig The Animated Film THE LINDSAY-ABAIRE & TESORI MUSICAL VERSION 4 Synopsis of Shrek The Musical TYA Version The Characters in Shrek: The Musical The Songs in Shrek: The Musical The Themes The Creators LINKS 10 On the Web ACTIVITIES 11 Discussion Questions after the Performance Play Mad Libs Write Your Own Story or Create Your Own Drawing Send Us Your Comments Color This Picture 3 THE SOURCE MATERIAL The Book by William Steig Shrek! is a humorous children's book published in 1990 by American book writer and cartoonist William Steig, about a repugnant, monstrous green creature who leaves home to see the world and ends up saving a princess. The name "Shrek" derives from the German Schreck and meaning "fear" or "fright.” The book served as the basis for the first Shrek movie and the popular Shrek film series over a decade after its publication. Synopsis of Steig’s Story Shrek is a repugnant, green-skinned, fire-breathing, seemingly indestructible monster who enjoys causing misery with his repulsiveness.
    [Show full text]
  • Sylvester Study Guide
    ENCHANTMENT THEATRE COMPANY Presents By William Steig A Study Guide for Classroom Teachers TABLE OF CONTENTS Letter to Teachers 2 Story Synopsis 3 About the Story 4 About the Show 5 Before you see Sylvester 6 Understanding the Story Preparing for the Play After you see Sylvester 7 Respond to the Play Discover Theater in the Classroom Meet the Author, William Steig 9 Introducing Enchantment Theatre Company 10 Supplementary Materials 11-23 1 Dear Teachers, Thank you for taking your class to see our production of Sylvester and the Magic Pebble. We hope you all enjoy it! We believe that experiencing theater is essential for children to thrive, and it is the initiative taken by teachers like you that enables so many children to see our productions who may not otherwise have this unique opportunity. We have provided this study guide to help you bring your theater experience into the classroom should you have time for special activities before or after your class trip. In addition to the information and activities in the beginning of the study guide, there are supplementary materials included at the end with additional activities and more detailed information about the theater. We hope you find some of our suggestions fun, educational, and adaptable to suit your varying needs. Thank you again and we look forward to seeing you at the show! Sincerely, The Staff of Enchantment Theatre Company This study guide was prepared by Kate DeRosa Howell, Sara Nye, Jennifer B. Smith and Faith Wohl Visit Enchantment Theatre Company at www.enchantmenttheatre.org 2 Synopsis of Sylvester and the Magic Pebble Once upon a time there was a young donkey named Sylvester Duncan who lived with his mother and father on Acorn Road in Oatsdale.
    [Show full text]
  • Study Guide Prepared by Patrick Brady and Jeri Hammond
    SHREK THE MUSICAL a Wheelock Family Theatre Study Guide prepared by Patrick Brady and Jeri Hammond thanks and applause to The Yawkey Foundation sponsor of the student matinee series 200 The Riverway │ Boston, MA 02215-4176 box office: 617.879.2300 │ www.wheelockfamilytheatre.org Synopsis of Shrek the Musical ACT I The story begins when the ogre Shrek is kicked out of his parents’ home on his seventh birthday (“Big Bright Beautiful World”). His parents tell him that life will be difficult as an ogre, since “people hate the things they cannot understand.” Young Shrek has trouble fitting in, so he finds an isolated swamp to live in—alone, but content in his ways. He remains at his swamp for many happy years. One day, several fairy tale creatures arrive at Shrek’s swamp, disturbing his solitude. Per order of the cruel leader of Duloc, Lord Farquaad, all fairy tale creatures have been labeled “freaks” and banished from the kingdom. The creatures include the Three Little Pigs, Peter Pan, the Fairy Godmother, Goldilocks and the Three Bears, the Mad Hatter, the Big Bad Wolf, and, their leader, Pinocchio. They sing “Story of My Life,” bemoaning their terrible circumstances and their lack of a “happy ending.” Shrek is displeased with the newcomers and tries to send them away, but they beg him to save them from Lord Farquaad’s evildoing. When Shrek finally agrees to seek out Farquaad about this injustice, the creatures happily send him off (“The Goodbye Song”). On his way through the forest, Shrek meets a donkey who is escaping from Lord Farquaad’s soldiers; Shrek easily scares the men away.
    [Show full text]
  • " Must-Read" Books for Elementary Students
    DOCUMENT RESUME ED 296 279 CS 009 184 AUTHOR Can9van, Diane D. TITLE "Must-Read" Books for Elementary Students. INSTITUTION Oklahoma State Dept. of Education, Oklahoma City. PUB DATE [88] NOTE 28p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Childrens Literature; Elementary Education; Picture Books; Reading Aloud to Others; Reading Materials; *Reading Material Selection; Recreational Reading IDENTIFIERS Oklahoma State Department of Education ABSTRACT Intended to help both parents and teachers select books for children, this bibliography compiles titles which were checked against ten well-known sources of recommendations for children's books and which were rocommended by at least three of these authoriti-'. Sources include the American Library Association's "Notable Children's Books," the Caldecott Medal, the Newbery Medal, and "Children's Choices." Contents of this bibliography include "Books Every Preschool or Kindergarten Child Should Know"; "Books Every First or Second Grade Child Should Know"; "Books Every Third or Fourth Grade Child Should Know"; and "Books Every Fifth or Sixth Grade Child Should Know." Also included is a bibliography of the sources of recommendations. (ARH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION 4- "PERMISSION TO REPRODUCE THIS Office of
    [Show full text]
  • Exhibit Celebrates Art of Children's Books
    Deidre S. Greben Special to Newsday Updated October 9, 2019 6:00 AM ‘Picture This' Exhibit Celebrates Art of Children's Books Whimsy is in full view in this illustration for Tim Miller's "Margarash, at the Bottom of the Spring." Credit: Tim Miller No youngster himself, The New Yorker magazine cartoonist William Steig created his most beloved drawings at 83 years of age — in a 1990 children’s picture book called “Shrek!” The success of his anti-fairy tale about an amiable swamp-dwelling green ogre had largely to do with the fact that he never really grew up, the illustrator once admitted, holding onto a world view that was as playful as it was compassionate. That view is on full display in “Picture This: The Art of Children’s Books,” an exhibition of original drawings by some 27 popular illustrators at the Nassau County Museum of Art’s Manes Family Art and Education Center in Roslyn. From such emerging talents as Long Island’s Victoria Cossack, whose “Gus and the Greatest Catch of All” came out this year, to creators of modern classics like Ezra Jack Keats of “A Very Snowy Day” fame, the show presents a broad swath of outlooks, styles and media. “We wanted to reflect the dynamic contemporary children’s book climate with true inclusivity, to show that the world of children’s books is a large and welcoming place,” says Isabel Roxas, who is used to “Shaking Things Up”—the title of one of her releases included here—and who guest-curated the charming assemblage of images with “Moo Moo in a Tutu” author and illustrator Tim Miller.
    [Show full text]
  • Amos & Boris Study Guide
    STUDY GUIDE Prepared by Assistant Dramaturg Lena Romano Amos & Boris • SOUTH COAST REPERTORY •1 TABLE OF CONTENTS PART I: THE PLAY The Characters ........................................................................................................................................................................................ 3 The Story ...................................................................................................................................................................................................... 3 Meet the Playwright: Sofia Alvarez ........................................................................................................................................ 4 Meet the Composer: Daniel Roland Tierney ...................................................................................................................... 4 Meet the Author: William Steig ................................................................................................................................................. 4 An Interview with the Playwright .............................................................................................................................................. 5 The World of Amos & Boris by director Jessica Kubzansky ............................................................................... 6 PART II: CLASSROOM ACTIVITIES BEFORE THE SHOW Questions for Discussion and Activities ...................................................................................................................
    [Show full text]
  • Shrek Study Guide Grades
    Alliance Theatre for Youth and Families presents STUDY GUIDE Grades 4-8 Music by Jeanine Tesori Book and Lyrics by David Lindsay-Abaire Based on the DreamWorks Animation Motion Picture and the book by William Steig Directed by Rosemary Newcott Study Guide created by students and teachers participating in the Dramaturgy by Students Program Alliance Theatre Institute for Educators and Teaching Artists Friends School of Atlanta 6th Grade ELA Teacher Johnny Pride Alliance Teaching Artist Barry Stewart Mann Shrek The Musical Is presented through special arrangement with Music Theatre International (MTI). All authorized performance materials are also supplied by MTI, 421 West 54th Street, New York, NY 10019 1 Dramaturgy: the comprehensive exploration of the context of the play. The dramaturg provides the director, actor, and/or audience information on the conditions in which the play was created, the world in which it takes place, the themes expressed, and specific elements of the play, such as characters, language, and external references. Study Guide Contents 3-4 On Paper: The Book and Author Your SHREK-selves 15 5-6 On Film: The Movies and DreamWorks Parody & Body Humor 16 7-8 On Stage: The Play, the Lyricist and the Themes: Beauty, Friendship, etc. 17-18 Composer Shrek-ish Mad-Lib 19 9 Book – Movie – Play: Three Shreks Vocabulary and Standards 20-21 10-11 Feudalism and Fairy Tales Sources and Resources 22 12-13 Ogres and Shape-Shifters Creative Crossword Solution 23 14 Shrek Creative Crossword 2 On Paper: The Book and Author The children’s picture book Shrek! was published in January of 1990.
    [Show full text]
  • Shrek: the Musical
    Theatre Development Fund presents 2 Sign Language Interpreted and Open Captioned Performances of SHREK: THE MUSICAL for Elementary, Middle and High School Students who are Hard of Hearing or Deaf **Priority will be given to students/schools who did not participate in the fall** SHREK: THE MUSICAL This new musical, based on the children's book by William Steig and hit movie, tells the story of a kind, swamp-dwelling green ogre who saves the land from a malevolent lord and rescues a princess in distress. The cast stars Brian d'Arcy James (Sweet Smell of Success) as Shrek, Sutton Foster (Thoroughly Modern Millie) as Princess Fiona, John Tartaglia (Avenue Q) as Pinocchio, Daniel Breaker (Passing Strange) as Donkey, and Christopher Sieber (Spamalot) as Lord Farquaad. Jason Moore directs, with book and lyrics by David Lindsay-Abaire, music by Jeanine Tesori and choreography by Josh Prince. "Flat-out terrific numbers" – Variety Interpreters: CandaceSOLD Broecker-Penn, Alan Champion and a OUT!! third interpreter TBA Captioning by c2 Deadline: ALL Ticket orders must be received by January 23, 2009 **These tickets will sell out fast, so order NOW!** When: Wednesday, February 11, 2009 at 2 PM Shrek: The Musical captioned and interpreted Wednesday, February 25, 2009 at 2 PM Shrek: The Musical captioned and interpreted Tickets: Orchestra seating with no ticket fee Please use recommended guidelines for ordering elementary school: 1 adult to 3 students middle school: 1 adult to 5 students high school: 1 adult to 12-15 students Please fill out form below
    [Show full text]