Cat Study Guide 1-10-14 - Aurora · PDF file · 2014-01-13This Study Guide is intended for teachers whose students will be attending Aurora Theatre ... The list below represents some

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proudly presents

Book by Dr. Seuss

Adapted by Katie Mitchell

Study Guide Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate

With Assistance from Catie Councell

Teachers This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee performances of The Cat in the Hat. Through this guide, we hope to provide teachers with discussion topics and activities for both before and after the show. Some are more appropriate for given grades than others. We believe that reflecting upon the theatrical experience and the ideas and themes within a play can provide ideas for important arts education activities for children. The following activities are meant to reinforce images and themes from The Cat in the Hat; however, it is not mandatory that any of the study guide activities be done in order to understand and enjoy the performance.

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Academic Knowledge and Skills The list below represents some of the AKS associated with the script for The Cat in the Hat that will be employed through each student’s attendance. KINDERGARTEN

Language Arts

KLA_A2012-1 Ask and answer questions about key details in a text, with prompting and support

KLA_A2012-2 Retell familiar stories, including key details, with prompting and support

KLA_A2012-3 Identify characters, settings, and major events in a story, with prompting and support

KLA_A2012-8 Compare and contrast the adventures and experiences of characters in familiar stories, with prompting and support

KLA_A2012-9 Engage in group reading activities, including choral speaking and creative drama, with purpose and understanding

KLA_B2012-10 Ask and answer questions about key details in a text, with prompting and support

KLA_D2012-26 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

KLA_D2012-30 Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults

KLA_E2012-31 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups

KLA_E2012-32 Confirm understanding of written texts read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

KLA_E2012-33 Ask and answer questions in order to seek help, get information, or clarify something that is not understood

KLA_E2012-34 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail

KLA_E2012-35 Add drawings or other visual displays to descriptions as desired to provide additional detail

KLA_E2012-36 Speak audibly and express thoughts, feelings, and ideas clearly

KLA_F2012-37 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

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KLA_F2012-38 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Mathematics

KMA_A2012-4 Demonstrate the relationship between numbers and quantities to 20; connect counting to cardinality

KMA_A2012-13 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations

KMA_A2012-14 Add and subtract within 10 using objects or drawings to represent the problem

KMA_A2012-17 Add and subtract within 5 fluently

Social Studies

KSS_B2008-2 Compare similarities and differences

KSS_C2008-5 Explain that a map is a drawing of a place and a globe is a model of the earth

KSS_C2008-6 Identify city’s geographic location in the world

General Music

KGM_A2011-1 Sing, alone and with others, a varied repertoire of music

KGM_C2011-6 Listen to, analyze, and describe music

KGM_C2011-7 Evaluate music and music performances

KGM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts

KGM_D2011-9 Explore music in relation to history and culture

Health

KHE_B2009-2 Recognize safe practices that should be followed in the home, school, and community

KHE_H2009-9 Identify family members and their roles

KHE_H2009-10 Discuss different ways children can contribute to and benefit from their family

Visual Arts

KVA_A2011-1 Engage in the creative process to generate and visualize ideas

KVA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

KVA_C2011-10 Participate in appropriate exhibition(s) of artworks

KVA_A2011-11 Discuss own artwork and the artwork of others

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FIRST GRADE Language Arts

1LA_A2012-1 Ask and answer questions about key details in a text

1LA_A2012-2 Retell stories, including key details, and demonstrate understanding of their central message or lesson

1LA_A2012-3 Describe characters, settings, and major events in a story, using key details

1LA_D2012-24 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

1LA_D2012-30 Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults

1LA_E2012-31 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

1LA_E2012-32 Ask and answer questions about key details in a text read aloud or information presented orally or through other media

1LA_E2012-34 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

1LA_E2012-35 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

1LA_E2012-36 Produce complete sentences when appropriate to task and situation

1LA_F2012-37 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

1LA_F2012-38 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Mathematics

1MA_A2012-5 Relate counting to addition and subtraction

1MA_A2012-6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (e.g., counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums)

Science

1SC_B2007-9 Identify how natural resources and their conservation impact our daily lives and those of future generations

Social Studies

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1SS_A2008-1 Use cardinal directions

1SS_B2008-3 Compare similarities and differences

General Music

1GM_A2011-1 Sing, alone and with others, a varied repertoire of music

1GM_C2011-6 Listen to, analyze, and describe music

1GM_C2011-7 Evaluate music and music performances

1GM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts

1GM_D2011-9 Understand music in relation to history and culture

Health

1HE_B2009-2 Demonstrate ways to prevent and respond to safety risks in and around the home, school, and/or community

Visual Arts

1VA_A2011-1 Engage in the creative process to generate and visualize ideas

1VA_C2011-6 Create artworks based on personal experiences and selected themes

1VA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

1VA_C2011-10 Participate in appropriate exhibition(s) of artworks

1VA_D2011-11 Discuss own artwork and the artwork of others

SECOND GRADE

Language Arts

2LA_A2012-1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

2LA_A2012-2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

2LA_A2012-3 Describe how characters in a story respond to major events and challenges

2LA_A2012-8 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

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2LA_D2012-27 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)

2LA_E2012-29 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups

Mathematics

2MA_A2012-1 Solve one- and two-step word problems to 100 using addition and subtraction involving situations of adding to or putting together, taking from, taking apart or comparing (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem)

2MA_A2012-2 Use addition facts of two one-digit numbers

Science

2SC_D2007-13 Investigate the life cycles of different organisms to understand the diversity of life

Social Studies



General Music


2GM_C2011-6 Listen to, analyze, and describe music

2GM_C2011-7 Evaluate music and music performances

2GM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts

2GM_D2011-9 Understand music in relation to history and culture

Visual Arts


2VA_C2011-6 Create artworks based on personal experience and selected themes

2VA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

2VA_C2011-10 Participate in appropriate exhibition(s) of artworks

THIRD GRADE Language Arts

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3LA_A2012-1 ELACC3RL1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers


Recount stories, including fables, folktales and myths from diverse cultures; determine central message, lesson, or moral and explain how it is conveyed through key details in the text


Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

3LA_D2012-22 ELACCW1

Write opinion pieces on topics or texts, supporting a point of view with reasons

3LA_D2012-24 ELACC3W3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences


Produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults


Conduct short research projects that build knowledge about a topic


Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories


Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences

3LA_E2012-31 ELACC3SL1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly

3LA_E2012-33 ELACC3DL3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

ELA_E2012-34 ELACC3DL4

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

3LA_E2012-36 ELACC3DL6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

3LA_F2012-37 ELACC3L1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing


Use knowledge of language and its conventions when writing, speaking, reading, or listening

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Demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults

Mathematics

3MA_A2012-1 MCC3.0A.1

Interpret products of whole numbers using repeated addition, array models and counting by multiples (skip counting) to correctly multiply one digit numbers

3MA_D2012-25/MCC3.MD.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram

Science

3SC_A2006-1 Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works

3SC_D2006-12 Investigate the habitats of different organisms and the dependence of organisms on their habitat

Social Studies


3SS_A2008-2 Use intermediate directions

3SS_A2008-3 Use a letter/number grid system to determine location

3SS_A2008-5 Use inch-to-inch map scale to determine distance on a map

3SS_A2008-6 Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

3SS_A2008-8 Draw conclusions and make generalizations based on information from maps

3SS_A2008-9 Use latitude and longitude to determine location


3SS_B2008-12 Identify issues and/or problems and alternative solutions

Music

3GM_A2011-1 Sing, along and with others, a varied repertoire of music

3GM_A2011-2 Perform on instruments, alone and with others, a varied repertoire of music

3GM_B2011-4 Improvise melodies, variations, and accompaniments

3GM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the art

3GM_D2011-10 Move, alone and with others, to a varied repertoire of music

Health

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3HE_C2009-3 Apply health skills for proper hygiene

3HE_G2009-8 Identify healthy ways to express emotions

Physical Education

3PE_A2009-1 Participate in health-enhancing physical activities

Visual Arts


3VA_A2011-2 Formulate personal responses to visual imagery

3VA_A2011-3 Select and use subject matter, symbols, and/or ideas to communicate meaning

FOURTH GRADE

Language Arts


Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)


Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text

4LA_B2012-12 ELACC4RI3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

4LA_C2012-20 ELACC4RF3

Know and apply grade-level phonics and word analysis skills in decoding words




Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults


Conduct short research projects that build knowledge through investigation of different aspects of a topic


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

4LA_E2012-35 Report on a topic or text, tell a story, or recount an experience in an organized manner,

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ELACC4SL4 using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace




Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

4LAF2012-43 ELACC4L6

Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

Mathematics

4MA_A2012-4 MCC4.OA.3

Determine the reasonableness of answers using mental computation and estimation strategies, including rounding, when using the four operations

4MA_C2012-25 MCC4.NF.3_d

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem

Science

4SC_A2006-1 Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how to world works

4SC_C2006-12 Investigate the nature of light using tools

4SC_D2006-15 Describe the roles of organisms and the flow of energy within an ecosystem

Social Studies







4SS_A2008-10 Use graphic scales to determine distances on a map



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Music






Health

4HE_H2009-13 Recognize the importance of the role that mothers and fathers play in the nurturing, guidance, care, and support of a child

4HE_H2009-14 Explore the concept of basic physical and emotional changes related to maturity

Physical Education

4PE_A2009-1 Participate in health-enhancing fitness activities

4PE_D2009-10 Demonstrate and identify the purposes for activities while following rules to games and using game-play etiquette

Visual Arts




FIFTH GRADE

Language Arts


Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)


Describe how a narrator’s or speaker’s point of view influences how events are described




Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

5LA_D2012-26 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

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ELACC5W5 trying a new approach, with guidance and support from peers and adults


Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and text, building on others’ ideas and expressing their own clearly


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing




Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, vocabulary, including that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

Mathematics

5MA_C2012-15 MCC5.NF.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

Science

5SC_A2006-1 Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how to world works

Social Studies





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5SS_A2008-10 Use graphic scales to determine distances on a map



Music






Health

5HE_H2009-12 Describe the physical, emotional, and social changes that occur during puberty

Physical Education

5PE_A2009-1 Participate in health-enhancing fitness activities

5PE_D2009-12 Demonstrate and identify specific safety practices, rules, procedures, and etiquette for activities.

Visual Arts




The Aurora Theatre is a non-profit, tax-exempt organization and is a member of Gwinnett Chamber of Commerce, Theatre Communications Group, National Alliance for Musical Theatre, the Suzi Bass Awards and Atlanta Performs.

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The Cat in the Hat

Synopsis: The Cat in the Hat is the perfect friend for a rainy day. When he arrives at the house of Sally and her brother (while their mother is away) he brings fun, mischief, and some friends named Thing One and Thing Two. How will Sally and her brother ever be able to explain the mess to their Mother?

Setting: The house of Sally and her brother on a grey and rainy afternoon

Characters:

The Cat is a very tall cat that can walk and talk. He wears a tall hat and bowtie, and he loves to have fun. The Cat can always find a way to entertain himself and others.

Sally lives at home with her brother and mother. She’s quiet, but hopes for exciting events to happen on an otherwise dreary day. The Boy is Sally’s brother who lives with his mother and sister. While he likes to have fun, he is also responsible and becomes frustrated with the Cat by the end of the play. Fish is Sally and her brother’s pet goldfish. He likes to follow the rules and does not approve of the Cat and the mischief he creates. He knows that making too

much of a mess could get them all in trouble with Mother. Thing 1 and Thing 2 are two trouble-makers that the Cat brings along on this rainy day. They have crazy blue hair and love to run as fast as they can!

Kittens are friends of the Cat who came along to help create mischief.

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About the Author

Theodor Seuss Geisel, better known to the world as Dr. Seuss, was born in 1904 in Springfield, Massachusetts. His father and grandfather were brewmasters in the city. His mother, Henrietta, often soothed her children to sleep by “chanting” rhymes from her youth. Dr. Seuss credited his mother with both his ability and desire to create the rhymes which he became well known for. Theodor left Springfield as a teenager to attend Dartmouth College, where he became editor-in-chief of the Jack-o-Lantern, a humor magazine at Dartmouth.

Theodor’s father wanted him to be a college professor, so to please him, Seuss went on to attend Oxford University in England after graduation. However, his academic studies bored him and he decided to tour Europe instead. After returning to the United States, he began to pursue a career as a cartoonist. The Saturday Evening Post and other publications published some of his early pieces. He also contributed to Life, Vanity Fair, and other magazines. Viking Press offered him a contract to illustrate a collection of children’s sayings called Boners. Although the book was not a great success, Dr. Seuss did receive great reviews for his illustrations and this was his first “big break” into children’s literature. The Cat in the Hat is considered to be the defining book of Dr. Seuss’ career. At the time of his death on September 24, 1991, Dr. Seuss had written and illustrated 44 children’s books. His books have been translated into more than 15 languages. Over 200 million copies of his books had found their way into homes around the world.

About the Playwright Katie Mitchell is an English theatre director and is an Associate of the Royal National Theatre. She began her career behind the scenes at the King’s Head Theatre in London before taking on work as an assist director at theatre companies such as Paines Plough and the Royal Shakespeare Company. founded Classics on a Shoestring on the London Fringe in the late 1980s, directing a number of well received productions. Katie has been an Associate Director at the Royal Shakespeare Company and the Royal Court Theatre. She is now an Associate Director at The National Theatre. Katie was awarded an OBE in 2009 for services to drama.

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ABCs of Theatre Etiquette

Applause- At the very end of the show the actors will come

onstage in a line for their bows. We applaud during the bows to show our appreciation to the actors for the performance and their hard work. You can applaud during the show too when you like something, we also want you to laugh when you find something funny.

Blackout- At the very beginning and end of the show there will

be a blackout. All of the lights will go out onstage and in the audience. The dark can be scary sometimes, but no need to be scared - the lights will come back on. We have a blackout so that actors can get on and off the stage without you seeing them.

Comfortable- We want you and all of your classmates to be

comfortable when you come to Aurora Theatre. We ask that you sit flat in your seat with your bottom all the way against the back of the seat so you and everyone around you can see and enjoy the performance.

Stage- Actors perform on a stage, there is no

movie screen. Theatre is a live event, which means if you talk or whisper to your neighbor during the show the actors will hear it. Please be respectful of the actors and your classmates, wait to tell your friend how much you loved the show until you’re back on the school bus. Thank you!

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Theatre Vocabulary

Actor : A person, male or female, who performs a role in a p lay . Adaptation: When a story is changed from one form into another; for example, a book cam be changed into a p lay or a movie . Box Office : The place in a theatre where t ickets are sold . Character : The personal ity or part an actor re-creates. Choreographer: The creative-team member responsible for dance movement to songs and production numbers. Costumes : The clothes an actor wears. Designers : The members of the creative-team tasked with creating the look, sound and feel of the production . Dialogue : The conversation between actors on stage. Director: The person who oversees the entire process of staging a production . Monologue : A long speech by a s ingle actor. Music Director: The person who leads the cast in learning their music for the production. Prop : A smal l object such as a book, used by actors in a production . Set : The scenery, furniture, etc. that are used on stage in a production . Scene : A part of the production during which there is no change in t ime or place. Sound Effect : An imitative sound, such as thunder or dog bark, created artif ic ia l ly for the purpose of theatre. Special Effect : A spectacular or magical effect created onstage. Stage Crew : Workers who move scenery or handle props backstage. Stage Manager : A person who is the overal l supervisor of the stage and actors.

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Table of Contents

What Rhymes with Me? P19-21 Biographies P22-23 Math Fun with The Cat in the Hat P24-25 Goldfish Crackers P26 Water Cycle P27 Getting to Know a Goldfish P28 Making Observations P29-30 Game of Tricks P31 Health P32 Character Sketch P33 Balancing Act P34 Playing with Sound P35 Clean Up, Clean Up, Everybody Clean Up P36 Other Books by Dr. Seuss P37 Tell Us What You Think P38 Teacher Study Guide Evaluation Form P39 Pre and Post-Show Activities and Discussion Questions P40

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What Rhymes with Me? For students and adults alike, Dr. Seuss’s ability to rhyme 225 simple vocabulary words in Cat in the Hat is one of the most delightful parts of the story.

The purpose of this activity is to help your students see how easy it is to rhyme words, and inspire them to create their own rhymes that are, as the Cat in the Hat says, “lots of good fun, that is funny. Materials:

• Rhyming flashcards • Scissors • Crayons, markers, colored pencils

Procedure: 1. Hand out the rhyming flashcards to the students. 2. Ask students to identify what each picture is, and then allow them time to color and decorate their flashcards. After they have finished coloring they may cut out their flashcards. 3. Next, have your students mix up their flashcards and try to match each card with its rhyming friend. (Example- House goes with Mouse.) 4. In partners, or individually, ask students to come up with a four-line rhyme using their flashcards that follows the ABCB structure. For example: Today is my birthday (A) I will eat lots of cake (B) With all of my friends (C) And with my pet snake.(B) 5. Partners can take turns creating and recording their four-line poems.

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Biographies This study guide includes a brief biography of Dr. Seuss and the playwright, Katie Mitchell. What is a biography and why are they important? Where are other places you see biographies?

Materials:

• Biographies from library • Biography Book Report worksheet

Procedure: 1. Begin by asking the class, “What is a biography?” You can record the responses on the blackboard or chart paper. Biographies give an account of a person’s life and achievements. 2. Ask students to privately brainstorm a list of notable individuals they would like to learn more about. They can record their choices on a piece of paper. Speak with students individually about their choices and together choose an

appropriate individual. 3. Partner with your library media specialist to collect books about different notable figures as well as use the internet for student to collect research. 4. Using the handout “Biography Book Report”, allow students to peruse the resources in the library to complete their worksheet. 5. After students have completed their worksheet they can use the facts they learned to write their own biographies. Remember to reinforce the ideas of complete sentences and proper paragraph structure. Every paragraph has a topic sentence that tells us what that whole paragraph will be about. The supporting sentences give details about the main idea or theme of the paragraph. The concluding sentence is short summary of the whole paragraph. 6. Students can write a rough draft and trade with a peer to proof read. They can then write a final draft and make an illustration of their notable figure. 7. Students can present their biographies to the class and at the end of the presentation the individual biographies can be collected and bound together in a classroom book for everyone to enjoy!

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Name ______________

Math Fun with The Cat in the Hat

1. Mother left the house at 8:35am on this rainy wet day. Mark it on the clock.

2. Thing One and Thing Two knocked the clock off the wall at 11:10am and it broke when it hit the floor. Mark on the clock what time it was stuck.

3. The Cat and the Hat arrived at the house at 10:05am. He stayed to play for 2 hours 20 minutes. At what time did the Cat pack up all his games and leave? Mark it on the clock.

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4. The sun did not shine. It was too wet to play. It rained for 2 hours and 55 minutes on Monday, then it rained for 1 hour and 35 minutes the next day. So Sally and her brother sat in the house all those cold, wet days. How many total hours did it rain both days? 5. The Cat in the Hat want to show Sally and her brother his tricks. He could hold 10 cups, 2 bottles of milk, 3 pink cakes, 1 dozen books, and 1 goldfish on a rake. If the Cat is holding an equal amount of items in each hand, how many items is that? 6. Thing One and Thing 2 think that Cat can hold more. They toss the cat 3 toy ships and 2 dozen little green army men, and a paper fan to hold with his tail. How many items is the Cat holding total? 7. Everyday the Fish likes to take a 30 minute nap at 11:45am. What time does he wakeup? 8. The Cat loves to eat cake. The cake is already cut into eight equal pieces. If the Cat, Thing One, Thing 2, Sally and her brother each get a piece of cake, how many slices of cake is that? What fraction of the cake is that? 9. Thing One and Thing Two create quite a mess as they run through the house. They break Mother’s favorite vase! If the vase costs $15.00 to replace and Sally has $10.00 and her brother has $3.45, how much more money will they need to replace the vase? 10. If there are 45 things that have fallen the floor while the Cat was playing in the house and the cleaning up machine can only pickup 9 things at a time, how many trips around the house will the cleaning up machine need to make the get the house spic and span?

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Goldfish Crackers

Practice your fractions and measurement skills by making this yummy and healthy snack. Don’t forget to ask an adult for help. Ingredients 8 ounces shredded sharp cheddar cheese 4 Tablespoons butter, cut into cubes 1 cup flour ¾ teaspoon salt 2 Tablespoons ice cold water Directions 1. Pulse all ingredients, except the water, together in a food processor until the dough resembles coarse sand. 2. Pulse in water, 1 tablespoon at a time. 3. Remove the dough from the food processor, wrap in plastic wrap, and chill in the refrigerator for at least 20 minutes. 4. Roll out the dough and cut into desired shapes. An adult can make a goldfish shaped cookie cutter using an aluminum can. You can use a toothpick to make the eyes and a smile if you’d like. 5. Place on a parchment lined cookie sheet and make for about 15 minutes at 350 degrees F, or until crispy. How to make a goldfish cookie cutter: Cut a thin strip from a clean aluminum soda can and form into the shape of a gold fish. Secure the edges with tape.

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Water Cycle

Sally and her brother have to stay inside because it is a wet, dreary day outside. We know that water can be a liquid, gas, or a solid. Outside water is always changing from liquid to gas and back again. This process is called that water cycle. Create your own model of the water cycle to see demonstrate how it works! Materials

• A large metal or plastic bowl • A pitcher or bucket • A piece of clear plastic wrap • A coffee mug • A long piece of string or a rubber

band • Water

Procedure 1. Find a sunny place in your classroom where you will be able to put the bowl. 2. Using the pitcher, pour some water into the bowl until it is about ¼ full. 3. Place the coffee mug in the center of the bowl with the opening facing up. Be careful not to splash any water into it. 4. Cover the bowl tightly with plastic wrap and secure with a long piece of string or a rubber band. 5. Observe the bowl daily to monitor any changes. Observations can be recorded in students individual science journals or the whole class can collect and organize their data together on chart paper. 6. The water from the bowl will evaporate. This condensation creates clouds on the plastic wrap. When the clouds become saturated it will rain into the mug!

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Getting to Know a Goldfish

Sally and her brother have a pet goldfish who keeps an eye on them while their mom is out. Goldfish make quite unique pets. How many of these cool facts about goldfish do you already know?

Goldfish don’t have stomachs Since goldfish don’t have stomachs they should be fed easily digestible food multiple times during the day.

Goldfish can recognize people’s faces Goldfish can tell different faces apart and are able to distinguish different shapes, colors and sounds.

Goldfish can grow to half a foot in length A goldfish’s growth can be stunted by being kept in tanks that are too small and where the water quality is poor. This means that they don’t reach their full potential size. However, goldfish can grow to be over a foot long when kept in the right environment.

Goldfish can’t close their eyes Goldfish don’t have eyelids, so they sleep with their eyes open.

Goldfish and Koi are not the same species Goldfish and Koi are both members of the Carp family, but they are not the same species. They can interbreed but their offspring will not be able to reproduce.

Goldfish can lay a lot of eggs A female goldfish will lay hundreds or even thousands of eggs in a single spawning. However, only a small portion of these will be fertilized.

Goldfish change color depending on light levels

If a goldfish is kept in the dark at night, you might notice that its color appears faded when you switch the aquarium light on in the morning. Goldfish that are kept outdoors with greater exposure to nature light are more colorful than goldfish kept indoors.

Touching a goldfish can endanger its health You shouldn’t pet your goldfish, you might damage the slime coating that protects it’s skin from infection.

Goldfish are omnivores Goldfish will eat plants, insects, small crustaceans, and sometimes other small fish.

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Making Observations

Using your new knowledge about goldfish work as a class to observe and record data about your very own goldfish. Materials:

• Multiple clear plastic or glass quart-size container

• Gold fish • Aquarium plants • Science journal • Goldfish Observation worksheet

Procedure: 1. Fill each fish bowl or container with water and allow to come to room temperature. Once at room temperature add the plants and gold fish to the bowl. 2. Divide the class into small groups and ask them to brainstorm a list of questions that they have about goldfish. The can record their questions in their science journal. 3. In small groups, make notes of how a goldfish survives in water. 4. As a class, conduct a discussion to answer some oft he questions the students have about goldfish. 5. Give each group a goldfish to observe. 6. Draw an outline of a goldfish on the blackboard or chart paper and ask student volunteers to draw and label the different parts of a goldfish (eyes, fins, mouth, gills, tail). 7. Handout a copy of the worksheet Goldfish Observations to each member of the group. Students can work together to complete their worksheet. 8. After the students have had a chance to complete their worksheets come back together as a class to discuss their findings. What are some important ways a goldfish is adpated for life underwater? If you had to live underwater what adaptions would you need?

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Name __________________

Goldfish Observations

1. Look at the goldfish’s eyes. How are they adapted for seeing underwater? 2. Look at the goldfish’s mouth. What happens when it opens underwater? 3. Look at the goldfish’s fins. How do they help the fish live underwater? 4. Find the goldfish’s gills. The gills help the fish breathe by taking oxygen out of the water? What do you have that helps you breathe instead of gills? 5. Trees are important to our environment because they absorb carbon dioxide and release oxygen. We need oxygen in order to breathe. Why do you think there is a plant in the goldfish’s bowl? 6. Can a goldfish hear if you make a noise? Can it see you? How could you find out?

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Game of Tricks

“I know some good games we could play, said the Cat. I know some new tricks, said the Cat in the Hat. A lot of good tricks. I will show them to you. Your mother will not mind at all if I do.” This activity cultivates listening skills and creativity. It also helps students with balance and coordination. Materials:

• Index cards • Chart paper for brainstorming • Hat for collecting ideas

Procedure: 1. Brainstorm a list of tricks: wiggling eyebrows, whistling, curling your tongue, reciting the alphabet backwards, blinking with one eye, meowing like a cat, or jumping on one foot. 2. Create a second list of advanced tricks that combines two movements at the same time, such as patting your head while rubbing your stomach, shimmying your shoulders while shaking your hips, touching your toes while barking like a dog, or clapping your hands while skipping. 3. Write down each trick on an index card. The teacher will have all the trick cards, and will act as the "Cat in the Hat." 4. The teacher will pull out a card and say, "The Cat says..." followed by telling the trick to the students. If the leader announces the trick without saying "The Cat says...," then any student that executes the trick is disqualified and must sit on the floor. 5. The last student standing wins!

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Home Alone

The two main characters in the book, Boy and Sally, are home alone with their Fish. It is raining outside, and they are staying inside while their Mother is out. Discuss with your students what behaviors are good while their parent’s are gone, and they are alone or are being cared for by someone who is not their Dad or Mom. Procedure: 1. On a piece of chart paper or on the blackboard white board and create two columns. One called “Safe Activities” and one called “Unsafe Activities” 2. As a class, discuss activities that are both safe and unsafe to do when you’re home alone. What makes these activities safe or unsafe. 3. Ask for a pair of volunteers to role play a scene about one of the unsafe activities. The teacher can stop the role play by taping one of the scene partners on the shoulder. 4. Ask the class for suggestions about how to make the unsafe activity more safe. For example: Preparing a snack in the microwave can be made safer by choosing a ready-made snack.

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Name __________________

Character Sketch If you could play one of the characters in The Cat in the Hat, who would it be? Why? What would your costume look like? Remember, a costume is the clothes an actor wears. Use the space below to make a character sketch and then tel l us a l itt le bit about your character.

My character’s name is __________________________________________________. I chose to be this character because ________________________________________ ____________________________________________________________________. My character’s costume is ________________________________________________. My character likes to wear this costume because ________________________________ ____________________________________________________________________. If I could ask my character one question, it would be _____________________________

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____________________________________________________________________? Name _________________________

Balancing Act The Cat is able to balance all sorts of things on top of his hat. If you had a hat just like the Cat what would you balance on your hat? Use the space below to design your own hat and show us what you would stack on top! As a challenge, try to make the items you stack rhyme!

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Playing with Sound

In The Cat in the Hat there is lots of music. The Cat himself likes to play music. What instruments or types of music did he make? And how does it affect the movement that the Boy and Sally made?

1. Play a snippet of music (Bluegrass, Celtic, Classical, Jazz) and ask the students to try and pick out one instrument that they hear. 2. Ask a student to volunteer to play their air instrument for the class. The rest of the class should guess what instrument they are playing. Remember, an air instrument doesn’t make any sound! 3. After several students have had a chance to play their air instrument for the class, ask the class how hearing the music made them feel. Did they want to get up and move? 4. Talk about how the Cat in the Hat uses a racket to play the Banjo (Bluegrass), and electric guitar (rock), and how he also uses his umbrella as a flute to play some jazz with the Fish. Talk about how the movement changed with the other characters with each piece of music.

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Clean Up, Clean Up, Everybody Clean Up

When the Cat cleans up his mess, he does it by picking up items off the floor that rhyme with each other. Try the same in your classroom or at home! Procedure:

1. The teacher can choose the first word or item to pickup. For example, We pick up our coat.” Ask the students to think of something that rhymes with “coat.” An example might be “boat” or “goat”.

2. The students get to pick the next word. They might say, “We pick up our ball.” The class should think of a word that rhymes with “ball”.

3. The activity continues until the classroom is spic and span!

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Other Books By Dr. Seuss

Dr. Seuss has written countless books for young readers. Here are just a few of our favorites? What are yours?

Fox in Socks features silly tongue twisters that will have readers of all ages giggling with glee.

Green Eggs and Ham Follow Sam-I-Am as he insists that this unusual treat is indeed a delectable snack to be savored everywhere and in every way.

Hop on Pop See Red and Ned and Ted and Ed in a bed. And giggle as Pit sits on a hat and on a cat and on a bat!

Horton Hears a Who! Everyone’s favorite elephant, Horton, teaches us that, “a person’s a person, no matter how small.”

How the Grinch Stole Christmas! The Grinch is a staple of the holiday season along with Max, Cindy-Lou, and all the residents down in Who-ville.

The Lorax reminds us to be mindful of the Earth’s limited natural resources and it’s beauty.

Oh the Places You’ll Go! This book is the perfect send-off for children starting out in the world; whether it’s preschool, high school or college.

One Fish Two Fish Red Fish Blue Fish begins with just five fish and continues into flights of fancy! This book celebrates much fun the imagination can be.

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Tell Us What You Think! What was your favorite part of our production of The Cat in the Hat? Write a response and send it to us at: Aurora Theatre PO Box 2014 Lawrenceville GA 30046

My Review of The Cat in the Hat What is your name?

How old are you?

Where do you go to school?

What was your favorite part of the show?

Who was your favorite character? What made them your favorite?

Is there anything you would have changed?

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Teacher Study Guide Evaluation Form We value your feedback, please take a moment to us know how we’re doing.

School:

Grade Level(s) of your Students: Show Title: The Cat in the Hat

Did you use the study guide in your classroom?

If yes, how much did you use it? ALL

MOST

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Please circle the appropriate response: 6=agree strongly; 5=agree; 4=agree somewhat; 3=disagree somewhat, 2=disagree; 1=disagree strongly; or NA=does not apply

For me, this study guide enhanced the play 6 5 4 3 2 1 NA

The lessons offered fit into my curriculum

6

5

4

3

2

1

NA

Overall, I found this study guide useful

6

5

4

3

2

1

NA

Did you receive the study guide in time to prepare for your theatre experience? YES NO

Was there a specific lesson or activity that you really enjoyed? Why?

What would you like to see offered in future study guides? If you have any additional comments, good or bad, about this study guide please use the additional space below or the back of this form. Your comments and suggestions are greatly appreciated. Your name (optional): Position/Title: E-Mail Address (optional): Please mail or fax this form to us at: Aurora Theatre * PO Box1024 * Lawrenceville, GA 30045

Fax: 678-226-624

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Pre and Post-Show Activities and Discussion Questions

For some students, this may be their first experience at Aurora Theatre and with live theatre in general. Review The ABCs of Theatre Etiquette (pg. 9) with the class and ask them what rules they have in your classroom that might apply to going to the theatre? Before coming to see the show read the book The Cat in the Hat aloud to the class. Make predictions for what you think the set and costumes will look like. Do you think they will look like the illustrations in the book? Why or why not? After watching the play, discuss the differences between the book and the play. How did the playwright adapt the book to the stage? What are the similarities and differences? What would you have changed? It’s fun to sit in the audience at the theatre and look at the beautiful design in front of your eyes. Take a moment to create a sketch of what it might look like to be an actor onstage looking in to the audience. What would you see? Did you notice the puppets in the show? Using found objects and art supplies in your classroom, create your own puppets. Use these puppets to retell the story of The Cat in the Hat. The Cat made quite a mess with all of his games and friends that came along to play. Is it ok that the Cat made a mess? Since the Cat cleaned up the mess, was in more ok that he made it? Is it ok to make a mess in someone else’s house? Should you be responsible for a mess that someone else makes? Dr. Seuss’s birthday is celebrated all across the country on March 2nd. What are some fun ways you can celebrate as a class? Plan your own Dr. Seuss celebration!

Thanks for coming to our show! Hope we see you back at Aurora Theatre very soon!

Documents

Cat Study Guide 1-10-14 - Aurora · PDF file · 2014-01-13This Study Guide is intended for teachers whose students will be attending Aurora Theatre ... The list below represents some