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Casa Mañana Theatre Presents

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Casa Mañana Theatre Presents Casa Mañana Theatre Presents An educational Study Guide for Teachers Study Guide Prepared by Jennie Lynn Godfrey and the Casa Mañana Education Department Permission is granted for material included in this Resource Guide to be copied for use in the classroom Contents TEKS .............................................................................................................................................. 2 THEATRE FACTS ....................................................................................................................... 5 The ABCs of Being a Great Audience Member ................................................................ 5 Theatre terminology ............................................................................................................... 5 About Casa Mañana Theatre ................................................................................................ 6 SHOW FACTS ............................................................................................................................. 6 Synopsis ..................................................................................................................................... 6 Spotlight on the Authors ...................................................................................................... 7 Characters ................................................................................................................................ 7 Show History ............................................................................................................................ 7 DISCUSSION QUESTIONS .................................................................................................. 8 Before the Show ..................................................................................................................... 8 After the Show ....................................................................................................................... 8 LESSONS and ACTIVITIES ................................................................................................... 9 Building Houses ........................................................................................................................ 9 Plot Structure ........................................................................................................................ 10 Cha Siu Bao .............................................................................................................................. 11 Ingredients .............................................................................................................................. 11 Preparation ............................................................................................................................. 12 Social Studies: Roles in our Community ........................................................................... 13 Togetherness ......................................................................................................................... 14 Act It Out: Tableaux ........................................................................................................... 15 Science: Baby and Adult Animal Scramble ..................................................................... 15 Jigsaw ...................................................................................................................................... 16 Math Fun ................................................................................................................................. 17 Your Window to the World ................................................................................................. 19 1 TEKS (K-3) Kindergarten 110.11 (4) (A) predict what might happen next in text based on the cover, title, and illustrations; and 110.11 (4) (B) ask and respond to questions about texts read aloud. 110.11 (5) (C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); 110.11 (6) (A) identify elements of a story including setting, character, and key events; 110.11 (6) (B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience; 110.11 (6) (C) recognize sensory details; 110.11 (8) (A) retell a main event from a story read aloud 110.11 (8) (B) describe characters in a story and the reasons for their actions. 110.11 (13) (E) share writing with others 110.11 (14) (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; 110.11 (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations. 110.10 (B) (E) retell or act out important events in stories 111.2 (6) (A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles; 111.2 (8) (A) collect, sort, and organize data into two or three categories; Grade 1 110.12 (7) (A) connect the meaning of a well-known story or fable to personal experiences 110.12 (9) (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events 110.12 (18) (A) write brief stories that include a beginning, middle, and end 112.12 (9) (B) describe characters in a story and the reasons for their actions and feelings. 112.12 (9) (B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver 112.12 (9) (C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter. 2 112.12 (10) (C) compare ways that young animals resemble their parents 113.12 (5) (A) create and use simple maps such as maps of the home, classroom, school, and community 113.12 (7) (A) describe ways that families meet basic human needs; and 113.12 (7) (B) describe similarities and differences in ways families meet basic human needs. 113.12 (8) (A) identify examples of goods and services in the home, school, and community; 113.12 (8) (B) identify ways people exchange goods and services; and 113.12 (8) (C) identify the role of markets in the exchange of goods and services. 113.12 (10) (A) describe the components of various jobs and the characteristics of a job well performed; and 113.12 (10) (B) describe how specialized jobs contribute to the production of goods and services. 117 (5) (A) discuss, practice, and display appropriate audience behavior 117 (5) (B) discuss dramatic activities; and 117 (5) (C) discuss the use of music, creative movement, and visual components in dramatic play. Grade 2 110.13 (6) (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. 110.13 (8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays. 110.13 (18) (A) write brief stories that include a beginning, middle, and end 112 (9) (C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area. 113 (5) (A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys 113 (5) (B) create maps to show places and routes within the home, school, and community 113 (9) (A) explain how work provides income to purchase goods and services Grade 3 110.14 (7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to 3 support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. 113.14 (12) (A) give examples of community changes that result from individual or group decisions; 113.14 (12) (B) identify examples of actions individuals and groups can take to improve the community 117.112 (6) (A) exhibit audience etiquette during live and recorded performances; 117.112 (6) (E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary 117.113 (A) apply appropriate audience behavior consistently; 117.113 (5) (B) discuss and evaluate simple dramatic activities and performances; and 117.113 (5) (C) discuss the use of music, movement, and visual components in dramatic activities and performances. 4 THEATRE FACTS The ABCs of Being a Great Audience Member Applaud! When the show finishes and the actors come on stage to take their bows, make sure to applaud for their hard work. If you like something during the show, it’s OK to give a short round of applause, too. Be respectful! Everyone’s attention should be on the actors on stage. To help with this, make sure to not talk to the people around you, kick the seat in front of you, or stand up during the show. Cooperate with the actors. Sometimes, the actors need
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