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3Enr ichment Guide

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Shrek The MuSical

Dear Educators and Parents, Heroes can come in the most unlikeliest of forms, even an ogre! Join First Stage, as we team up with Shrek and Donkey and go on an epic fairy tale adventure in Shrek The Musical. Shrek and his fairy tale friends will have you laughing with delight, as together they discover how to be a good friend and act courageously, and what it means to love someone for who they are on the inside. Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play through the curricula. It is our hope that you will use the experience of attending the theater and seeing Shrek The Musical with your students as a teaching tool. As educators and parents, you know best the needs and abilities of your students. Use this guide to best serve your children—pick and choose, or adapt, any of these suggestions for discussions or activities. We encourage you to take advantage or the enclosed student worksheets— please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers.

Enjoy the show!

Julia MagnascoEducation Director(414) 267-2971Julia@firststage.org

SeTTing The STagepreparing for the play

Synopsis . . . . . . . . . . . . . . . . . . . 3–4Meet the Creative Team . . . . . . . . . . 5Recommended Reading . . . . . . . . . 6Pre-Show Questions . . . . . . . . . . . . 6

For TeacherSCurriculum connectionsbefore or after the play

CHARACTER EDUCATIonSelf Portraits: Let Your Freak Flag Fly . . . . . . . . 7–8Acting in Good Character: My Feelings . . . . . . . . . . . . . . . .14–15

SCIEnCEAnimals Around Us . . . . . . . . . . . . 12The Science of Burping . . . . . . . . . 13

MATHHappily Ever Math-ter . . . . . . . . . . 18

LAnGUAGE ARTSFractured Fairytales . . . . . . . . . . 9–10Exploring Identity . . . . . . . . . . . . . . .11

CIvICS/ARTSDown with Lord Farquaad!- Create a Protest Poste . . . . . . . . . . .17

FAMILY ACTIvITYGingerbread Cookies . . . . . . . . . . . 16

curTain call

Post-Show Questions . . . . . . . . . . 19Who Said It? . . . . . . . . . . . . . . . . . 19Who Said it? (AnSWERS) . . . . . . . 20

First Stage Policies• The use of recording equipment and cameras are not permitted during

the performance.• Food, drink, candy and gum are not permitted during the performance.• Electronic devices are not permitted in the theater space.• Should a student become ill, suffer an injury or have another problem, please

escort him or her out of the theater space.• In the unlikely event of a general emergency, the theater lights will go on

and the stage manager will come on stage to inform the audience of the problem. Remain in your seats, visually locate the nearest exit and wait for the stage man-ager to guide your group from the theater.

Seating for people with special needs: If you have special seating needs for any student(s) and did not indicate your need when you ordered your tickets, please call our School Sales Specialist at (414) 267-2962. our knowledge of your needs will enable us to serve you better upon your arrival to the theater.

InSIDE THE GUIDEA Note to Teachers and Parents

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The Journey

once upon a time, an ogre named Shrek lived with parents in a nasty bog by a tree. The family was very happy in this nasty place. on Shrek’s seventh birthday, following the ogre tradition, his parents send him away to learn about the hard life of the ogre. They warn him to, “Watch out for men with pitch forks.” Young Shrek journeys and finds a rancid swamp to call home. Years later, he shares his philosophy about living life alone in the song, "Big, Bright, Beautiful World." As the song ends, Shrek goes on an errand.

While away, a guard leads a group of storybook creatures to the rancid swamp and leaves them there. Pinocchio, Big Bad Wolf, Three Little Pigs, Wicked Witch, Mama Bear, Baby Bear and the Gingerbread Man bemoan about their terrible lives in the song "The Story of My Life." When Shrek returns he is shocked to find storybook creatures in his swamp. They tell them about the evil Lord Farquaad and the eviction notice that has forced them to live in the swamp. The Wicked Witch explains they want to go home, but no one is tough enough to stand up to Lord Farquaad, not even the Big Bad Wolf. Shrek exclaims he is and he will go deal the Lord Farquaad! The creatures sing "The Goodbye Song" as Shrek leaves the swamp with a map that leads to Duloc and the Palace of Lord Farquaad.

As he travels, Shrek notices a crossroads with a sign that reads “Swamp” and

“Duloc.” While deciding which way route to take, Shrek sees a don-

key running for his life and screaming. A guard is

chasing him. Donkey begs for help and hides behind Shrek. The guard explains Donkey is a prob-lem because he can talk. Shrek defends Donkey with a load roar. The guard screams and runs away. Donkey pro-claims Shrek his

hero and begs to accompany Shrek

on his the jour-ney. Shrek reluc-tantly decides to let Donkey join him if he can keep the talking to a minimum.

lord Farquaad

In the town of Duloc, the Fetch a Princess Festival has begun. Performers sing, "Duloc is a Perfect Place" as the diminutive Lord Farquaad proceeds through the town. Suddenly, a petri-fied gingerbread man is presented on a cookie sheet. Gingy and Farquaad argue about the tragic event that led to the loss of Gingy’s legs. Because of this, Gingy will not tell Farquaad where the princess is being held captive. When Farquaad threaten’s Gingy, the ruth comes out—the princess Fiona is being held cap-tive in the tower of a castle surrounded by lava and protected by a dragon. Farquaad decides the rescue is too dangerous and will send someone else.

The town begins to celebrate the campaign to rescue Princess Fiona when Shrek and Donkey arrive in town. Shrek greets every-one civilly and the townsfolk gasp and stare. So he roars and they run away, except Lord Farquaad. neither is afraid of the other. Shrek demands that Lord Farquaad return owner of the swamp back to him. So, Farquaad makes Shrek an offer. If he brings the Princess Fiona to him and Shrek may have his swamp. They agree. With that, Shrek and Donkey begin their quest find rescue Princess Fiona!

The reScue oF PrinceSS Fiona

Shrek and Donkey read Princess Fiona’s file as they journey and learn she has been locked away in the tower since the age of 7. As they read, moments from Fiona's life are seen through the song, "I Know It’s Today." We see young Fiona, teenage Fiona and adult Fiona dream of freedom, love and what life might be like outside the tower.

Donkey wonders why Shrek doesn’t use his ogre powers on Lord Farquaad. Shrek reveals ogres are complicated, with layers like onions. After much discussion, Donkey finally gets it. He then sings, “A Travel Song.” Before long both are singing and crossing a bridge over a lava lake. Donkey is afraid. Shrek tries to encour-age him, “Don’t look down.” Donkey and Shrek sing and make it to the Dragon’s keep/Fiona’s Tower. Shrek leaves Donkey to climb to the tower.

In the Dragon’s keep, Donkey finds four knights covered in bits of rusted armor, chained to a wall. The knights tell him about the dragon and how she makes them sing back-up for her. Slowly she sneaks behind Donkey and corners him. Donkey wants to leave, but Dragon sings, “You’re Gonna Stay.” Donkey sings to Dragon about waiting for the one who will love you, “I like a Big Girl.” Dragon thinks Donkey is singing a love song to her, “You’re gonna love ---ME.”

Meanwhile, Fiona is in the tower, a very messy tower. When she hears Shrek's voice she realizes, “Today is the day,” and tries to straighten up. As she gets closer she jumps on her bed ala Sleeping Beauty. When Shrek sees her, he shakes her and asks if she is Princess Fiona. Fiona answers yes and describes how she always thought a knight would rescue her, “Your name sir?”

Setting the Stage Synopsis

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“Shrek.” Fiona gives Shrek a handkerchief, which he uses and returns to her. They then leave the tower as Donkey runs into the tower chased by the amorous Dragon. Dragon and Shrek battle in slow-motion as Fiona sings, “This is how I pictured it.” The bat-tle ends when Shrek hits Dragon with a ball from his pea-shooter.

Who iS ThaT Brave knighT?

Princess Fiona was so grateful to her brave knight and his faithful steed, he wanted to reward him with a kiss. She wanted to look on the face of her rescuer and asked him to remove his helmet. Shrek stalls with excuses. Fiona announces Shrek is her first love. When Donkey offers his opinion about the matter, Fiona is sur-prised to learn he talks and is offended. But Shrek agrees with Donkey, “I am not your type.” She demands Shrek remove his helmet. He does so with reluctance. Fiona isn’t afraid, “You’re…an ogre?” Shrek confesses he was sent by Lord Farquaad to rescue her. She is to marry Farquaad upon her return at a sunset ceremony. Fiona realizes it is almost sunset and insists she must find shelter. Shrek finds Fiona shelter in a cave.

As Shrek and Donkey rest by a campfire they hear Fiona, “By day one way, by night another—this shall be the norm, until you find true love’s first kiss and then take loves true form.” Hearing this, Donkey and Shrek ponder, “Who else I’d rather be…” As night falls they all think about life and dream about happy endings.

The next morning, Fiona awakens, singing “A Brand new Day,” to the birds and insects. She is excited about her wedding day and asks Shrek to describe Lord Farquaad. They laugh as they describe his “short comings.” Fiona describes life in the tower, “I think I got you beat,” and is looking forward to living in Duloc. She and Shrek trade hardship stories until they end up laughing so hard they fart and fart and …

geTTing To The TruTh

Meanwhile, back in Duloc everything is in place for the perfect fairytale wedding, except Lord Farquaad has not invited his father. Farquaad commands his wedding planner to never mention his father to him again.

Fiona’s arrival is getting closer. She and Shrek become closer, too. They like the same games, foods and enjoy each other’s company. Donkey thinks, “There’s somethin’ goin’ on ‘round here.” Donkey tries to get Shrek to be honest with Fiona about his feelings for her. Since Shrek cannot do it, that evening Donkey goes to Princess Fiona to talk her saying it. When he goes to her instead of Fiona, he finds an ogress. Donkey demand to know what has happened to Fiona! The ogress explains she is Fiona and has been cursed. Donkey explains, “This is perfect. You and Shrek have a lot in common.” Just then, Shrek makes up his mind to speak with Fiona and practices his speech, “When Words Fail.” As he is about to approach her, Shrek hears Fiona tell Donkey about how hideous an ogre is, “Princess and ugly do not go together.” Shrek thinks she means him.

The next morning Fiona rushes to speak to Shrek. He tells her he overheard her speech last night, “every word.” They both misunderstand one another as Lord Farquaad approaches. He is pleased with Fiona and gives Shrek the deed to the swamp. He announces they will be married at sunset. Donkey tries to get Shrek to be brave and speak up about Fiona. When he doesn’t Donkey is hurt. Looking at his swamp, Shrek sings, “Big Bright Beautiful World.” As he does the fairytale creature exit the swamp complaining about being evicted. Donkey lets Shrek know how disappointed with the business about Fiona. The fairytale crea-tures want to know about Fiona and Donkey tells them. The creatures try to convince Shrek to follow his heart, “We spend our whole lives wishing… Let your freak flag fly.” Convinced, Shrek runs to the wedding before it is too late!

here coMeS The Bride

As the ceremony begins, the sun is quickly fading. Fiona requests they skip to the “I do’s.” Just before Farquaad answers, Shrek shouts, “SToP.” Fiona and Shrek argue about true love, “Big Beautiful World.” Farquaad puts down Shrek. All the fairytale creatures revolt! Then who should appear but, Dwarf--- Lord Farquaad’s father. Dwarf explains he did not abandon Lord Farquaad, who lived in the basement of the family home for 28 years! As this happens, the sun goes down and Fiona has transformed into an ogress. Everyone is surprised except Donkey and Shrek, “That explains a lot.” While Farquaad is disgusted with Princess Fiona’s countenance, he declares the marriage is bind-ing and grabs the crown. Just then the in flies the Dragon, who blows her fire on Farquaad. All that is left of him is the crown. Donkey rushes to her, “That’s my girl.”

Shrek and Fiona kiss. Fiona expects to be changed into a beau-tiful princess, but, she is still an ogress. Shrek proclaims, “She is beautiful… I waited all my life.” Shrek and Fiona sings, “We make the perfect pair.” All the fairytale creatures sing, “This is our story.”

Setting the Stage Synopsis

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Meet the Creative Team behind SHREK! THE MuSiCAl

William Steig (1907 -2003) was a celebrated cartoonist, author and illustrator who cre-ated wonderful characters for children including SHREK! Mr. Steig was born in new York in 1907 to a family that very involved the arts. As a young adult he studied visual art and his drawings were printed in THE nEW YoRK TIMES during 1930’s. He went on to be featured regularly in the periodical. Mr. Steig is best remembered for his children’s books and their fanciful characters, especially the popular ogre named SHREK, whose story has been made into films and the musical you will see at First Stage. Mr. Steig’s popular-ity with young readers earned him a Caldecott Honor Book Award, a newbery Honor Award and numerous other awards. http://www.societyillustrators.org/Awards-and-Competitions/Original-Art/Lifetime-Honorees-Archive/2008---WIlliam-Steig.aspx

david lindsay-abaire is well known for writing for Hollywood and Broadway. His clever way with words started early, writing poems while a mem-ber of his local Boys & Girls Club in South Boston. After attending Milton Academy, Sarah Lawrence

College and Julliard, Lindsay-Abaire pursued his multi-layered dream of becoming a playwright, lyricist and screenwriter. Lindsay-Abaire was awarded a 2007 Pulitzer Prize for his play RABBIT HoLE. SHREK! THE MUSICAL, for which he wrote the book and lyrics, received three Drama Desk Awards and a Tony award for best costume. The cast recording was nominated for a Grammy Award. David lives in Brooklyn, new York with his wife Christine Lindsay and their two children. http://stuorgs.lvc.edu/wigbuckle/rabbithole.php

Jeanine Tesori is a prolific composer and arranger who fell in love with Broadway as a teenager after seeing the musical GoDSPELL. Following graduation from Barnard College, Tesori began working on Broadway and winning many awards including the new York Drama Critics Award for vIoLET (Brian Crawley collaboration) and the Drama Desk Award for her original compositions in the play TWELFTH nIGHT. Her music provided the perfect setting for David Lindsey-Abaire’s lyrics in SHREK! THE MUSICAL, which was nominated for a Grammy Award in the category of best cast recording. Ms. Tesori lives in Manhattan with her daughter Siena. http://www.masterworksbroadway.com/sites/broadwaymw/files/photos-artist/0525APB_OH017_H.JPG

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The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith

The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka and Lane Smith

Honestly, Red Riding Hood Was Rotten!: The Story of Little Red Riding Hood as Told by the Wolf (The Other Side... by Trisha Speed Shaskan and Gerald Claude Guerlais

The Three Little Wolves and the Big Bad Pig by Eugene Trivizas and Helen oxenbury

Seriously, Cinderella Is SO Annoying!: The Story of Cinderella as Told by the Wicked Stepmother (The Other Side of the Story) by Trisha Speed Shaskan

Trust Me, Jack's Beanstalk Stinks!: The Story of Jack and the Beanstalk as Told by the Giant (The Other Side of the Story)

Believe Me, Goldilocks Rocks!: The Story of the Three Bears as Told by Baby Bear (The Other Side of the Story) by nancy Loewen

No Lie, I Acted Like a Beast!: The Story of Beauty and the Beast as Told by the Beast (The Other Side of the Story) by nancy Loewen

Writing Your Own Fairy Tale (Writer's Toolbox) by nancy Loewen

1. SHREK is a collection of fairy tale stories brought together to tell a new story. name as many fairy tales as you can. What are some key elements that all of these fairy tale stories have in common?

2. Shrek and Donkey are best friends. Shrek was not always a good friend to Donkey, and he had to learn how to apologize to Donkey and treat him with kindness and respect. How do you show your friends that you value their friendship, and when you make a mistake, how do you apologize to your friends?

3. SHREK THE MUSICAL is based off the film, SHREK. Have you seen the movie SHREK? How do you think this live musical version of SHREK will differ from the move? What do you think will remain the same?

4. Who are two of your favorite fairy tale characters? If they were to meet each other, where would they meet and what would they say to each other? Would they be friends, why or why not?

Pre-Show Questions

Recommended Reading

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Self Portraits: let Your Freak Flag Fly CHARACTER EduCATiON ClASSROOM ACTiviTY

MaTerialSCameraPaperGlueMagazines and other materials for collage-making

acTiviTy1. Ask your students to take out a piece of paper. on this paper,

they are to list all the qualities about themselves that they like, or are proud of—these qualities can include physical, mental, and emotional qualities. Furthermore, have students focus on how they demonstrate leadership: how are they responsible, respectful and safe?

a. If students need some inspiration, consider having each student put their name at the top of a blank piece of paper and have them tape their papers to the chalk board. Then, have students fill in one quality they admire for each of their classmates. At the end, each student will have a sheet full of positive qualities about themselves.

2. once your students have their inspiration, share with them information on collage making. A collage is an artistic arrangement of various materials glued to a flat surface. Collages are pictures made by combining words and images in an unusual arrangement to convey emotion.

a. Show students pictures of collage art by artists such as Della Wells or Matisse. You can find a list of collage artists at: http://www.collageart.org/links/.

3. Pass out the Freak Flag template to students. Using magazines, fabric scraps, printed paper, postcards, and other materials, students will be creating a collage representing themselves and what they love about themselves, and what makes them unique and special. Students can collage their bodies, and also the environment around their bodies—where they are and the images and ideas represented in that environment can all be a part of their overall construction of self. There is no “right” or “wrong” with this art project—it is the artists’ interpretation.

4. once students have completed their collages, hang them around the room for everyone to view. a. Hold a class discussion about the leadership qualities they see represented in their classmates’ collages? Ask

students to try to discover something new about each student in their class through their collages.

5. Bring your students' Freak Flags to the theater, or mail them to the First Stage Education Department prior to the opening of SHREK THE MUSICAL, and we will proudly display these collages in the theater during the run of the show! Mail Freak Flags to: First Stage education; 325 W. Walnut Street, Milwaukee, Wi 53212

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Self Portraits: let Your Freak Flag Fly CHARACTER EduCATiON ClASSROOM ACTiviTY

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Fractured Fairytales: lANguAgE ARTS ClASSROOM ACTiviTY

once upon a time, there was a little ogre named Shrek, who lived with his parents in a bog by a tree. it was a pretty nasty place, but he was happy because ogres like nasty.

In this Language Arts activity, students will explore two well known fairytales and work to create their own fractured fairytale!

MaTerialSBook: GoLDILoCKS AnD THE THREE BEARSBook: THE THREE LITTLE PIGSComic Strip Worksheet

1. Teachers will read or review the stories of THE THREE LITTLE PIGS and GoLDILoCKS AnD THE THREE BEARS out loud to students.

2. Ask students to list the essential elements needed to create a story.a. Write these responses on the board—guide students to refer-

ring to BEGInnInG, MIDDLE, EnD, if they do not already gives these responses.

3. Ask students—what usually happens during the BEGInnInG of a story? What about during the MIDDLE of the story? What usually happens at the EnD of the story?

b. Inform students that we discover who the story is about and where the story takes place usually in the beginning of a story. We discover a problem in the middle of the story. We then find out how the problem is solved at the end of the story.

4. Tell students that we are going to be looking at the stories of THE THREE LITTLE PIGS and GoLDILoCKS AnD THE THREE BEARS and acting them out.

5. Begin by exploring GoLDILoCKS AnD THE THREE BEARS. Draw six comic strip boxes on the board and give the first two boxes the heading BEGInnInG, the next two the heading MIDDLE, and the last two the heading EnD.

6. Share with students that before acting the story out, you will be creating a comic strip of the story. Ask them what should go in the first box—what is the first event in the beginning of the story? Instead of writing their response in the box, draw it out like a comic.

c. Continue this process through the Beginning, Middle, and End of the story.

7. Place students into six small groups and assign each group a different comic strip box. As a class they will be creating a “living comic strip” (timeline) of the story of GoLDILoCKS AnD THE THREE BEARS.

d. Each group will create a frozen picture with their bodies of the box they are responsible for.e. Give groups about two minutes to create their frozen picture. Assist groups as needed—make sure all the char-

acters are accounted for, and if there are more students in the group than there are characters to play, help the group come up with other objects they can represent (for example, in GoLDILoCKS, the students can become the beds).

8. When groups are ready to share their pictures, help them get into the correct group order. The groups can be spread around the perimeter of the classroom to create the timeline effect.

Adapted from First Stage’s Teaching Through Theater lesson

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Fractured Fairytales: lANguAgE ARTS ClASSROOM ACTiviTY

9. on a “one…two…three…SnAP” have all the groups get into their frozen pictures at the same time.

10. After each group presents their picture, move on

to the next story: THE THREE LITTLE PIGS. Go through the same process with this story.

11. Ask students how they think the story of THE THREE LITTLE PIGS will change with Goldilocks in the story and the Wolf no longer in the story?

a. Write their brainstormed ideas on the board.

12. Inform students that together we are going to make up the story of GoLDILoCKS AnD THE THREE LITTLE PIGS. Remind them that we will need to have a clear beginning, middle and ending to our story.

13. The teacher will primarily steer the direction of the story, acting as main storyteller. However, make sure to pause often during the telling of the story to elicit ideas from the students.

b. Ideas from students may be in the form of: character names or relationships, specific actions a character does to solve a problem, specific words a character speaks, places the characters go, etc.

14. once the story is finished, have students recall what happened in the beginning, middle and end of the story. c. Write this information on the board.

15. Inform students that we are now going to be acting this story out. Begin by casting the BEGInnInG of the story only. Tell students that you will serve as the narrator and they will have to act out the story as you tell it. Recast different stu-dents to act in the MIDDLE and EnDInG of the story.

d. Afterwards, ask students if there are any moments in the story that should be changed or anything that needs to be added to the story so the story makes more sense and has a clearer beginning, middle, and end.

e. Make these necessary changes.

16. If time is available, act out the story again, this time having half of the students acting out the story in its entirety while the other half acts as the audience.

reFlecTion18. Pass out another Comic Strip worksheet for students to fill in, using the GoLDILoCKS AnD THE THREE LITTLE PIGS

story the class just created!

Adapted from First Stage’s Teaching Through Theater lesson

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Fractured Fairytales: lANguAgE ARTS ClASSROOM ACTiviTY

Beginning Beginning

Middle Middle

end end

Adapted from First Stage’s Teaching Through Theater lesson

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Exploring identity HuMANiTiES/lANguAgE ARTS ClASSROOM ACTiviTY

gingy: it’s time to stop the hiding. it’s time to stand up tall. Say “hey world, i’m different. and here i am! Stank-breath and all.”

MaTerialS 2-3 magazines for each student (students can bring these from home) Scissors Large blank paper Glue or tape

acTiviTy 1. Write “identity” on the board and ask the students to

brainstorm its meanings.

2. Ask each student to create an “Identity Map” which depicts all the components that make up their own identity, including the varied roles they play.

a. Show students how to create their maps by putting a circle on the board and writing “Me” in the center. Then, draw lines out from the circle and write words such as “loyal,” “artist,” “daughter,” etc.

3. Divide the class into small groups and ask students to share their maps with each other. Ask them to discuss the following questions:

a. What three words would you choose to best describe yourself?

b. Why do those words accurately describe you? c. What three words would your family or friends use to describe you? d. How accurate are other’s descriptions of you? e. What three words do you want to describe yourself as 10 years from now?

4. After allowing ample discussion time for the small groups, bring the class back together and ask for volunteers from the small groups to share their insights with the class.

5. now, ask students to create a representation of themselves in the form of a collage. Before they begin, they need to review what they wrote about themselves in their Identity Map, as well as what was said or reflected on about their character during the small group discussion.

6. Individually students will cut pictures or word phrases out of magazines that represent their personal interests and abilities, and arrange and glue them onto a blank sheet of paper.

7. When these collages are completed, number each collage and display them around the room.

8. Without discussion, allow students time to view these collages, and then write down who they think each collage belongs to.

9. Afterwards, each collage will be identified by its owner and s/he will be allowed to explain what the symbols in their collage stand for.

Taken from: http://www.thirteen.org/edonline/lessons/whoami/b.html

Animals Around us SCiENCE ClASSROOM ACTiviTY

Shrek lives in the swamp with many different creatures who are not originally from the swamp. Can you determine which habitat each fairytale creature comes from?

MaTerialS• Crayons• White construction paper, 1 sheet per student• Magazines, nature calendars and other print resources with photographs of desert, forest, wetlands, and prairie environ-

ments

acTiviTy1. Talk about different natural environments with the class. What is a forest? What does it look like? How is a forest different

from a desert? Explain the term "habitat" and talk about the many kinds of animals that live in different habitats. Use print resources to illustrate the unique features and animals of the forest, desert, grasslands, and wetlands.

2. Continue discussing forests, wetlands, deserts, and grasslands until students demonstrate a clear understanding of the basic characteristics of these environments and can identify some animals that live in each habitat. once students have a solid understanding, tell them to draw a picture of the one they would most likely to visit. Talk about the kinds of things you would expect to see in each picture, such as the animals and plants that live and grow there. Check for comprehen-sion by asking questions like these: Should a drawing of the desert have a lot of trees? What kinds of animals might you draw if you were making a picture of a wetlands habitat?

3. Allow students time to work on their drawings. Write the words "forest," "desert," "wetlands," and "grasslands" on the board so students can write the word for their chosen habitat in a visible spot on their drawings.

4. once the drawings are complete, ask students to share them with the rest of the class. Which habitat did most of the students want to visit? Ask them to explain why. What kinds of plants and animals appear in the different drawings?

5. At the close of the lesson, take the students outside to observe animals that live in your school environment. What do they see? How would they describe the habitat these animals live in? Which habitats do the characters in Shrek belong in?

6. Finally, display the habitat drawings in the classroom so students have a visual reminder of the unique features of the for-est, desert, wetlands, and grasslands.

Taken directly from: http://www.discoveryeducation.com/teachers/free-lesson-plans/animals-around-us.cfm

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The Science of Burping SCiENCE ClASSROOM iNFORMATiON

Shrek: ah well, better out than in i always say.

Why do PeoPle BurP?By Dr. Howard Bennett

There are four people in the Bennett household: two parents and two kids. one of the kids is a 14-year-old boy, and the other is a 17-year-old girl. We were finishing a scrumptious salmon dinner the other night when one of us (I won’t say who) let out a humungous burp. of the four people in the room, two laughed and two were grossed out.

What is it about burps that bring out such different reactions in people? And what is it that causes burps in the first place? The second question is easier to answer, so I will tackle that one first.

When you drink or eat, swallowed air makes it into your stomach along with whatev-er else was in your mouth. As your stomach begins to churn, some of the swallowed air rises to the top. A burp is what happens when swallowed air makes the return trip back up your esophagus (swallowing tube). However, most of the air you swallow does not come back when you burp. There are only two openings to your digestive tract, so what do you think happens to this un-burped air? I’ll give you a hint: Farts will be the subject of a future article!

Even though burping can raise a few eyebrows, it is an important function for proper digestion. If a person swallows lots of air, it can make the stomach bloated, which can cause gas pains. That’s why babies can get fussy and stop drinking unless Mom or Dad burps them during a feeding.

now that we know burping is an important function, let’s look at the other question. Why does listening to burps bother some people and not others? In some cultures, including the Inuit of Canada, no one seems to mind if a dinner guest burps. Similarly, no one bats an eye if a baby or toddler burps during a meal. But somewhere along the line, Western cul-ture decided that burping in older people was rude. As a result, the small child who gets away with burping becomes the school-aged child who is reminded by Mom or Dad to cover his mouth when he burps.

I think two facts explain why certain people—kids—love to burp. First, children are fascinated by bodily functions. (That’s why I’m allowed to write this column in the first place!) Second, adults frown on certain bodily functions, which make them infinitely more interesting to kids.

Bonus Fact: The record for the loudest burp is 107.1 decibels. This ear-splitting sound was emitted by Paul Hunn of London, England, on September 24, 2008. It was more intense than the sound of a motorcycle (102 decibels) or a power mower (105 decibels).

First Published in the Washington Post, January 18, 2010

Taken directly from: http://www.uskidsmags.com/blog/2011/02/25/adc-why-do-people-burp/

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Acting in good Character: My Feelings CHARACTER EduCATiON ClASSROOM ACTiviTY

donkey: …you are mean to me, you insult me and you don’t appreciate anything i do. you’re always pushing me around or pushing me away! you’re so wrapped up in layers, onion boy, you’re afraid of your own feelings!

MaTerialSEmotion Picture Cards(pictures of faces, clip art , magazine cut outs or pictures of people display-ing the 4 emotions-EXCITEMEnT, ConTEnTMEnT, SADnESS, GRUMPInESS)

acTiviTy1. Create a chart on the board with the following

columns: Excitement, contentment, sadness, grumpiness

2. Pass out an Emotion Picture Card to each student. Share with students that they each have a picture of a character who is displaying an emotion—either EXCITEMEnT, ConTEnTMEnT, SADnESS, or GRUMPInESS. one at a time, students will bring their picture card to the front of the class and categorize it on the chart.

a. once all students have correctly placed their cards on the Board, allow students to look at the completed board—what do these different emotions look like? How do these characters’ bodies and faces represent the emotion? What are they communicating with their bodies?

3. now that we see what these emotions look like on well-known characters, we must see what these emotions look like on us. Place students into two rows, facing one another, so each student has a partner they are facing and teachers are spaced throughout the rows.

a. Students will greet their partner with a handshake and a “Hello.” Go through the line 3 times—each time display-ing a different emotion: ConTEnT, EXCITED, SAD, GRUMPY.

4. Pass out worksheets to students. Together as a group, choose one example of a situation at school where they may feel grumpy, content, sad or excited. Write these examples on the board, using this sentence structure: _______________________________ makes me feel (grumpy/content/excited/sad). This is what I look like when I feel (grumpy/content/excited/sad).

a. Write these sentences on the board, have students fill in their sentences on the worksheet, copying what is written on the board. Then, students should draw a picture of themselves in that situation, illustrating how their face and body looks when they are feeling that specific emotion.

Taken directly from First Stage’s Character Education program

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Acting in good Character: My Feelings CHARACTER EduCATiON STudENT WORKSHEET

1) __________________________________________makes me feel GRUMPY. This is what I look like when I feel GRUMPY:

2) _________________________________________makes me feel ConTEnT. This is what I look like when I feel ConTEnT:

3) __________________________________________ makes me feel EXCITED. This is what I look like when I feel EXCITED:

4) ___________________________________________________ makes me feel SAD This is what I look like when I feel SAD:

Taken directly from First Stage’s Character Education program

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gingerbread Cookies FAMilY ACTiviTY

Prep Time 45 minTotal Time 3 hr 15 minServings 30

ingredienTS

cookies 1 cup packed brown sugar 1/3 cup shortening 1 1/2 cups dark molasses 2/3 cup cold water 7 cups all-purpose flour 2 teaspoons baking soda 2 teaspoons ground ginger 1 teaspoon ground allspice 1 teaspoon ground cinnamon 1 teaspoon ground cloves 1/2 teaspoon salt

Frosting and decorations 4 cups powdered sugar 1 teaspoon vanilla 4 to 5 tablespoons half-and-half Food colors, if desired Raisins or chocolate chips, if desired Assorted candies, if desired

direcTionS• 1 In large bowl, beat brown sugar, shortening, molasses and water with electric mixer on medium speed, or mix with

spoon, until well blended. Stir in remaining ingredients. Cover and refrigerate at least 2 hours.• 2 Heat oven to 350°F. Grease cookie sheet lightly with shortening or spray with cooking spray. On floured surface, roll

dough 1/4 inch thick. Cut with floured gingerbread cutter or other shaped cutter. on cookie sheet, place cutouts about 2 inches apart.

• 3 Bake 10 to 12 minutes or until no indentation remains when touched. Immediately remove from cookie sheet to cooling rack. Cool completely, about 30 minutes.

• 4 In medium bowl, mix powdered sugar, vanilla and half-and-half until frosting is smooth and spreadable. Add food col-ors as desired. Frost cookies; decorate with raisins, chocolate chips and candies.

exPerT TiPSVersatile gingerbread! Did you know that a few crumbled unfrosted gingerbread cookies make an excellent thick-ener for pot roast gravy?

Rise to the occasion! If using self-rising flour, there is no need to add baking soda and salt.

Taken from: http://www.bettycrocker.com/recipes/gingerbread-cookies/92eccbd8-33d2-4f05-a09e-ea6722d67786

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“all fairytale creatures have been banished from the kingdom of duloc. all fruitcakes and freaks are hereby evicted.”

It’s time to stand up to Lord Farquaad and stand up for the fairytale creatures! Using cardboard or posterboard, create a poster to protest the eviction of the fairytale creatures out of the kingdom of Duloc.

Tips to making an effective poster:1. Use few words to communicate your message. Make it clear and powerful so people can read it quickly and it stays in

their minds afterwards.

2. The writing should be clear, legible and large enough to read from a distance.

3. A picture speaks a thousand words. If you find an impactful picture or photograph, put it on a poster with no words.

extend the lesson:1. Think of a way that the fairytale creatures can convince Lord Farquaad to allow them back into the kingdom. Write per-

suasive letters or use the posters to stage a protest at the castle.

2. Host a debate between the fairytale creatures and Lord Farquaad and his knights. Allow the fairytale creatures to defend their right to stay in the kingdom.

down with lord Farquaad!-Create a Protest Poster CiviCS/ART ClASSROOM ACTiviTY

Farquaad!Lord

Downwith

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Happily Ever Math-ter MATH ClASSROOM ACTiviTY

1. The maximum capacity of the castle in Duloc is 3,500. There are 2,674 people in the castle now for the Princess Festival. How many more people are able to attend the Princess Festival before it reaches capacity?

❍ A: 926❍ B: 826❍ C: 726❍ D: 626

2. Donkey is having a pizza party for his close friends in the swamp. He ordered 4 cheese pizzas, 4 veggie pizzas, and 4 bug pizzas. If each pizza is divided into 6 pieces and each friend gets 3 pieces, how many friends did he invite to his party?

❍ A: 20❍ B: 24❍ C: 18❍ D: 60

3. All of the knights in the kingdom of Duloc are going to training camp off castle grounds. There are 3 carriages for the trip. Each carriage has the same amount of knights. If there are 90 knights, how many are on each carriage?

4. There are 80 fairytale creatures performing in Far Far Away Idol. Half of the creatures are given 2 tickets for their family to come to the performance. The other half is given 1 ticket each. How many tickets were given out?

Adapted from: http://www.softschools.com/quizzes/math/4th_grade_word_problems/quiz682.html

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1. Keep your big bright beautiful world...

2. vee can hear you!

3. I'm a real boy!

4. You gotta let me go with you! Please....

5. I shall make Fiona my Queen… Duloc will finally have the perfect King!

6. By day one way, by night another...

7. You're gonna love... Meeeeeeeeee!

8. I like a big big girl.

9. Let your freak flag wave.

10. I suppose my invitation was lost in the mail?

11. That's my girl who did that!

12. But you are beautiful.

WHO SAid iT?

1. Shrek says, “onions have layers. ogres have layers. onions have layers – you get it?! We both have layers!” How does Shrek reveal his many layers throughout the play?

2. Why does Donkey want to be friends with Shrek, and why does Shrek not want to be friends with Donkey? How does their relationship develop throughout the play?

3. Lord Farquaad banishes the fairy tale creatures from his kingdom that he considers to be different or “not the norm,” because he wants his kingdom to be perfect. What is Lord Farquaad hoping for in the perfect kingdom? In reality, what is he losing by not having fairy tale creatures in his kingdom?

4. How does Princess Fiona feel about herself when she transforms into an ogre at night? How does her feelings about herself change when she realizes her night self is her true form?

POST-SHOW QuESTiONS

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1. Keep your big bright beautiful world... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SHREK

2. vee can hear you! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PIG #2

3. I'm a real boy! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PInoCCHIo

4. You gotta let me go with you! Please.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DonKEY

5. I shall make Fiona my Queen… Duloc will finally have the perfect King! . . . . . . . . . . . . . . . . . . . . . . . . . . . FARQUAAD

6. By day one way, by night another... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FIonA

7. You're gonna love... Meeeeeeeeee! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DRAGon

8. I like a big big girl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DonKEY

9. Let your freak flag wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ALL oF THE FAIRY TALE CREATURES

10. I suppose my invitation was lost in the mail? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DWARF (FARQUAAD’S DAD)

11. That's my girl who did that! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DonKEY

12. But you are beautiful. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SHREK

WHO SAid iT? ANSWERS