Study Guide | The Very Hungry Caterpillar and Other Eric Carle Favorites

8/13/2019 Study Guide | The Very Hungry Caterpillar and Other Eric Carle Favorites

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Produced by Mermaid Theatre of Nova Scoti

Adapted, directed and designe

by Jim Morrow

Music bySteven Naylo

Narrated by Gordon Pinsen

January 16 February 20, 2014

10:30am Student Matinee


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Inside the Study Guide

Welcome Letter.........................2

2013-2014 Season at a Glance..3

Preparing for the Show.4-6

Mermaid Theatre of Nova Scotia.......7

About the Performance.........................7

About Eric Carle..................8

Activities...........................9

Academic Standards..19

Welcome Teachers, Educators, and Parents:

We are so excited that youre here for our 2013-

2014 season, Imagine That. Its a season lled withunlikely friendships, travels to space, uproariouspantomime, black light puppetry, fairy tales of epic

proportions, and much more.

The Mermaid Theatre of Nova Scotia has

captivated audiences around the world with its

playful yet loyal adaptations of childrens literature,striving in every production to develop literacy and

strengthen an appreciation for reading.

The Very Hungry Caterpillar and Other Eric CarleFavoriteshas been on tour continuously since1999. The innovative black light technique hides

puppeteers from view, bringing Eric Carles classiccharacters to life and enchanting audiences. We

are delighted to invite you into the colorful world

of Eric Carle whose belief that one must notstay within the lines echoes in all his enduring

characters.

As you know, research has shown that the early

years in a childs lifewhen the human brain is

formingrepresent a critically important window

of opportunity to develop a childs full potentialand shape key academic, social, and cognitive

skills that determine a childs success in school

and in life. The arts are a crucial tool for teachingempathy, expanding imagination and introducing

ideas that challenge our thinking.

The Very Hungry Caterpillar and Other Eric CarleFavorites, as with all the plays on our stage thisseason, is a product of the imagination and hard

work of every actor, director, playwright, andartist at CTC. We hope you, your students, and

your family will be transported to the worlds we

have created. We hope our plays spark dialoguebetween friends, classmates and family members

and that everyone shares in the power of activeimagination.

See you at the theatre!

Warmly,

Nina StultzNina Stultz

Student Matinee CoordinatorIllustration: The Very Hungry CaterpillarEric Carle, 1969


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Reserve Your Tickets Now!

To reserve tickets to any of our 2013-

2014 Student Matinees please visit

our website, childrenstheatre.org.Our school trips and tickets section

contains all the information you need

including order forms, performance

run dates, price charts, and subsidy

applications.

Questions? Contact Nina Stultz

at 612.872.5166 or nstultz@

childrenstheatre.org for moreinformation.

For more information about any of our 10:30AM Student Matinees or to reserve ticketsplease go to childrenstheatre.org/index.php/education/school-trips-and-ticketsor call612.872.5166.

Photo by: Pixel Dust Photography

2013- 2014 Student Matinee

Season at a Glance

Charlottes WebSeptember 25 October 24, 2013

ASL/AD date October 2ndReading Level: Grades K+

UnitedHealth Group Stage

The Wong Kids in The Secret of the SpaceChupacabra Go!October 23 November 14, 2013

ASL/AD date October 23rdReading Level: Grades 3+

Cargill Stage

CinderellaNovember 19 December 20, 2013

ASL/AD date December 4thReading Level: All Ages


The Very Hungry Caterpillarand Other Eric Carle FavoritesJanuary 16 February 20, 2014

ASL/AD date January 29thReading Level: Preschool+


The Scarecrow and His ServantMarch 19 April 3, 2014

ASL/AD date March 26thReading Level: Grades 3+


BalloonacyMarch 25 May 2, 2014

Reading Level: Preschool+

Cargill Stage

Shrek the MusicalApril 29 May 29, 2014ASL/AD date May 7th

Reading Level: All Ages


Dr. Seuss The Cat in the HatMay 27 June 5, 2014

Reading Level: Grades Pre-K+Cargill Stage


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Actor:A person who performs a role in the play.

Audience:The group of people that watch andrespond to the play.

Backstage:The area of the stage that cannot

be seen by the audience.

Blocking:The planned way actors moveon stage.

Cast:The group of actors who portray the rolesin the play.

Character:The role, or personality, the actorportrays.

Costume:The clothes worn by the actors on stage.

Design:The creative process of developing andimplementing how the play will look and feel.Costumes, lighting, sets, and make-up are alldesigned.

Director:The person who oversees the entireprocess of bringing the play to life on stage.

Dress Rehearsal:The nal practice

performances when the play is done in fullcostume and with all of the technical elements(light, sound, effects) in place.

House:The area where the audience sits.

Performance:The live event shared by the castand the audience.

Play:A story written for the stage.

Playwright:A person who writes stories forthe stage.

Prop:Any item on the stage used (carried,

moved, manipulated) by the actors.

Scene:A section of a play, also called an act.

Set: The physical environment that creates thetime, place, and mood of the play.

Stage Manager: The person who coordinatesall aspects of the play during production andperformance.

Theatre VocabularyMinneapolis Public Schools

2ndGrade Program

Sponsored by

In partnership with Target and the MinneapolisSchool District, Childrens Theatre Companyis providing all second grade students in theMinneapolis Public School with a eld trip to attenda live theatre performance on our stage, at no cos

to families or schools.As part of their commitment to give $1 billion foreducation by the end of 2015, Target is partneringwith the Minneapolis Public School district to offer eldtrips sponsored by Target to children in grades 2-5The eld trips are tied to grade level curriculum andare intended to give kids the opportunity to explorethe diverse cultural institutions our community hasto offer, like Childrens Theatre Company.

Life Lessons and Themes

Discover your own ideas about the themes

of The Very Hungry Caterpillar and OtherEric Carle Favorites.Here are some to getyou started:

Healthy eating habits Self-control Self-esteem

Self-expression


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Black light Invisible ultraviolet or infrared

radiation that lights orescent objects inthe dark.

Camoufage Special coloring and patternsthat allow an animal or person to blend into

their surroundings for safety.

Caterpillar The worm-like phase that makesup a butterys feeding and growth stage.

Cloud A visible body of very ne waterdroplets or ice particles oating in theatmosphere.

Chameleon A type of lizard characterizedby its ability to change color. Most changefrom brown to green and back, but some

types of chameleons can change to almostany color.

Dash To run quickly.

Drift To be carried along by currents of airor water.

The Very Hungry Caterpillar and Other Eric Carle FavoritesVocabula

BeforePreparing your students

Get a copy of the Eric Carle books featured in

the performance. Read the stories aloud in class and become

familiar with the characters and events. Discuss good audience behavior (look, listen,

sit quietly but laugh when its funny!), applaud

at the end.

DuringEngaging your students

Encourage your students to Look for how the characters are portrayed on

the stage. What do they look like? How do thepuppeteers bring them to life?

Pay attention to life lessons and themes inthe play.

Before, During and After the Show

Check out these quick and easy ideas to help your students learn how to integrate the arts into their

classroom and beyond!

Egg Usually an oval-shaped, enclosed objectthat contains the very rst stage of life for ananimal. Birds, sh, reptiles, amphibians andinsects hatch from eggs.

Huddle To gather closely in a group.

Meadow An open area of land covered ingrasses.

Metamorphosis A change of the form andphysical appearance of an animal.

Ocean Vast body of salt water that is home tosharks, whales, sh and underwater creatures.

Puppetry An art form in which objects, oftenwith human or animal characteristics are broughto life by puppeteers.

Trail To follow behind.

Water cycle Sequence in which water isrecycled as it turns to water vapor, condenses inclouds, and then falls back to earth as rain, sleeor snow.

After

Reectingwith your students

Questions to ask your students: How is the play the same/different from

the books? (Note: look on page 6 forsample)

How did the puppeteers bring thecharacters to life?

Have you ever felt like you wanted to besomething other than you are, like thechameleon?


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Focus Questions by BookAdaptation Explanation

Little Cloud is inspiredby its observations ofthe world. Explain theidea of inspiration to

your students.Ask themto share times theyhave been inspired bysomeone or something.Have they ever tried todo something new as aresult?

What is an Adaptation?

Eric Carles stories started out as books andwere adapted into a play. To adapt means to

change or shift the original material so thatit works in another format. For example, inorder to adapt The Very Hungry Caterpillar,Little Cloudand The Mixed-Up Chameleonfrom books into a play for the stage, MermaidTheatre of Nova Scotia used a couple ofdifferent tools.

Narration: A person off-stage or pre-recordedwho communicates the story of the play in real

time.

Dialogue: When one or more characters arespeaking aloud to each other.

Stage Directions:Stage directions are silenttext in the script that helps the creative teamto set the scenes. Stage directions can tell thecreative team how the stage looks, how thecharacters feel, and much more.

Music: Music can help convey the feelings of

the characters, foreshadow what will come next

in the play, and help move the story along.

In The Mixed-Up

Chameleon, the

chameleon wishesit could be like otheranimals because itthinks they are morespecial. The chameleoneventually realizes

that it likes being achameleon. Encouragestudents to think about

what makes each of them special. Havethem share their ideas with one another as

appropriate.

The Very HungryCaterpillaropenswith a tiny caterpillar

emerging from anegg. Discuss the lifecycle of the buttery,including the egg,

caterpillar, cocoon, and buttery stages. Have

students talk about how they have changedand how they will change as they continue togrow. Are there things they can do now thatthey couldnt do when they were younger?

What cant they do yet that they will be able todo when they are older?

Source: eric-carle.com


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ABOUT THE COMPANY: MERMAID THEATRE OF NOVA SCOTIA

ABOUT THE PERFORMANCE

Founded in 1972, Mermaid Theatre of Nova Scotia is best known for unique stageadaptations of childrens beloved literary classics. Using innovative puppetry,striking scenic effects, evocative original music and gentle storytelling, MermaidTheatre has reached ve million spectators in fteen countries.

The choice of material is based on the belief that young people benet greatly fromearly exposure to literature, the arts and the power of imagination. The companyscreative ambition is to produce work which is quality theatre entertaining,

informative, and stimulating to all the senses along with the goal of developingliteracy and generating enthusiasm for reading.

Extensive international engagements allow the company to play an important ambassadorial role forCanada and for the province of Nova Scotia. Mermaid Theatres Institute of Puppetry Arts in Windsor,Nova Scotia, was created to promote and enhance the art of puppetry in Canada and abroad. TheInstitute offers puppetry instruction at both community and professional levels as well as workshopsoffered in conjunction with Mermaids global touring schedule. In addition, Mermaid Theatre is

committed to providing dynamic outreach opportunities for the regions adolescents through itsyouth theatre program, The Mermaid Youtheatre.

The Very Hungry Caterpillar and Other Eric Carle Favoritesis a stageadaptation of three books by Eric Carle: The Very Hungry Caterpillar, Little

Cloud andThe Mixed-Up Chameleon. Black light staging techniquesilluminate stunning puppets and props while shrouding everything else

in darkness. A pre-recorded narrator reads the books as two performers,dressed in black and invisible to the audience, manipulate large puppets.Accompanied by a playful musical score, the vibrant puppets appear toleap, oat and y, bringing Eric Carles beloved stories to life.

Little Cloudslips away from the rest of the clouds and transforms into allthe things it observes a sheep, an airplane, a shark but eventually, LittleCloud rejoins the rest of the clouds as they all come together to make rain.In The Mixed-Up Chameleon, a chameleon is bored with its life andheads to the zoo to see what else is out there. Coveting the diverse andinteresting animals there, it wishes for bits and pieces of every one itsees until it is so mixed up that it cant even catch a y when it gets hungry! Finally, the unhappychameleon wishes to be itself again.

In The Very Hungry Caterpillar,the audience watches the caterpillar emerge from its egg andbegin looking for food to satisfy its ravenous appetite. It turns out that preparing to transform into abuttery requires a lot of eating!

Photo: Mermaid Theatre of Nova Scotia


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About Eric Carle: Author & Illustrator

Eric Carle is an award-winning author and illustrator, born in Syracuse, New York in 1929. Hewas educated in Germany and returned to the United States in 1952, where he found work as agraphic designer for The New York Timesand later at as the art director of an advertising agencyfor many years. His illustrations for Bill Martin Jr.s classic childrens book Brown Bear, Brown Bear,

What Do You See?distinguished Carle as a singular talent. His best-known work, The Very HungryCaterpillar, has been translated into more than twenty-ve languages and sold over twelve millioncopies. Since that story was published in 1969, Eric Carle has illustrated more than sixty books.

Eric Carle in his studio in Northampton, MA, 2012

Source: deviantart.com


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WRITE ALL ABOUT IT! CREATE IT! ACT IT OUT!

1. Imagine the adventuresLittle Cloudwould have visiting your classroom. Write a list of things LittleCloud could turn into, using the objects in your classroom as inspiration.

2. What does the title of The Mixed-Up Chameleonmean? Write about a time you felt mixed upabout who you are or who you want to be.

3. What would you eat if you could never get full? Write a story about eating all of your favorite foodswithout ever getting full or sick. What would you eat on Monday, Tuesday, Wednesday, Thursday,Friday and what would you save for the weekend?

4. Do you think the chameleon will stay happy with itself or want to change again? Write a sequel toEric Carles storyThe Mixed-Up Chameleon.

We recommendGroup Writing/Discussion for Grades K-2

Have you ever wondered where Eric Carle got his ideas for crazy foods, cloud shapes and mixed-up animal parts? This writing game invented by another creative writer named Gianni Rodari canhelp you to tell your own mixed-up stories.

First, make three lists:

1. Animals that eat plants

2. Prepositions

A preposition is a word that shows position. Think about a dog and his dog house: hecould be on top of the house, inside the house

3. Places to climb

Next, choose one word from each list (like koala, behind, and tree fort).

Finally, decide which direction to connect the three words.

Would you rather pick the koala behind the tree fort, or the tree fort behind the koala?

STORY STARTERSUse these story starters to inspire you!

THE FANTASTIC BINOMINAL

Academic Standards: Reading Benchmarks: Key Ideas & Details 2.1.1.1, 2.1.3.3, 2.1.4.4, 2.1.7.7; Craft & Structure 2.2.4.4, 2.2.6.6; Phonics & WordRecognition 2.3.0.3; Writing Benchmarks: Text Types & Purposes 2.6.3.3, 3.6.3.3; Writing Process: Research to Build & Present Knowledge 2.6.8.8,3.6.8.8; Speaking, Viewing, Listening and Media Literacy Benchmarks: Comprehension & Collaboration 2.8.1.1, 3.8.1.1; Presentation of Knowledge &Ideas 2.8.4.4, 3.8.4.4, 2.8.6.6, 3.8.6.6


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Story Line

This activity is a way to draw out your students personalconnections to a story and to teach them sequencing.Once youve read a book or otherwise shared a tale withyour students, ask them, What picture from the story is

still stuck in your head? Some students, for instance, maybe picturing the caterpillars junk food spree. Others mayremember him emerging from his chrysalis as a beautifulbuttery.

Once every student has an image in mind, send them totables or desks to draw the picture thats in their head.As they are doing this, assemble the story line on awhiteboard, or even as a line of tape along the oor. Thiscontinuous line should be long enough to t every students picture in sequence.

When they are nished with their drawings, show them the line. The far left end is the

beginning, and the far right is the end. The middle, naturally, is the middle (you can adjustthe terms with your own sequencing language; rst, next, then, nally is another common tool).Students should be encouraged to place their images along the line in story order. Avoid theimpulse to dictate the orderallowing your students to negotiate the sequence for themselveswill deepen their mastery over the story and their connections to it.

Once the line is complete, your students can try picking out one image from each portion ofthe line, and forming frozen scenes of those images with their bodies. Students can even beencouraged to take on the shape of props and scenery!

Academic Standards: Reading Benchmarks: Key Ideas & Details 2.1.1.1, 2.1.3.3, 2.1.4.4, 2.1.7.7; Craft & Structure 2.1.5.5; Integration of Knowledge& Ideas 2.1.7.7, 2.2.4.4, 2.2.6.6


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Eric Carles stories often come in steps. For instance, the caterpillar rst eats one apple,

then two pears, then three plums, and so on. Write your own Carle-inspired story using thesesentence starters, step by step:

1. Once upon a time2. And every day3. Until one day4. And because of this5. And because of this6. Until nally

7. And ever since that day

Pass the paper to your neighbor after each step. Everybody in the group will get to write on

seven different stories, and when you get your story back, you can see what happened afteryour once upon a time!

Classroom Activities

7 Sentence Story

On a piece of paper, draw a picture of an animal you wish you could be. Then:

At the top left corner, write the animals name. At the top right, write where the animal lives. In the bottom left corner, write one thing the animal is really good at. In the bottom right corner, write the name of that animals friend.

Write a story using your imagination about what you would do if you could turn into that animalin your drawing.

Animal 4 Corners

Academic Standards: Reading Benchmarks: Key Ideas & Details 2.1.1.1, 2.1.3.3, 2.1.4.4, 2.1.7.7; Craft & Structure 2.2.4.4, 2.2.6.6; Phonics & WordRecognition 2.3.0.3; Writing Benchmarks: Text Types & Purposes 2.6.3.3, 3.6.3.3; Writing Process: Research to Build & Present Knowledge 2.6.8.8,3.6.8.8; Speaking, Viewing, Listening and Media Literacy Benchmarks: Comprehension & Collaboration 2.8.1.1, 3.8.1.1; Presentation of KnowledgeIdeas 2.8.4.4, 3.8.4.4, 2.8.6.6, 3.8.6.6


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Shadow Puppets

Academic Standards: Theatre Arts: Artistic Foundation 0.1.1.4.1; Artistic Process: Create or Make 0.2.1.4.1; 0.2.1.4.2; Perform and Present: 0.3.1.4.2

InThe Very Hungry Caterpillar and Other Eric Carle Favorites, the world of Mr. Carles books isbrought to life with puppets and light. You can make your own puppets using objects found athome or in the classroom.

Cut out shapes from construction or other thick paper. You could draw the shapes rst, orjust cut as you go!

Attach your shapes to sticks (popsicle sticks, pipe cleaners, straws, pencils) with a bit oftape. This will be your handle.

Now you need to nd a screen. This could be an old bed sheet, a length of butcher paper, oreven a wall or smart board.

Shine a light, such as a lamp or ashlight, onto your screen. By dancing the paper shapes infront of the light, you will create a projected puppet show!

More Ideas: Experiment with adding music to your puppet show play some tunes and let thepuppets dance to the beat! You could also connect to the Mixed-Up Chameleonby makingdifferent body part puppets actors can join their puppets together to make their own mixed-upcreations!


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Academic Standards: Language Arts 2.8.1.1.c., 2.8.2.2., 2.10.6.6.; Integration of Knowledge and Ideas 2.1.7.7, 2.1.9.9; Phonics and WordRecognition 2.3.03

The Very Hungry Caterpillar

Name_________________________________ Date________________

The Very Hungry Caterpillar eats his way through a lot of different foods throughout the week.Can you count the number of items that the caterpillar ate each day and solve the word

problems below?

WORD PROBLEMS:

1. Whats the total amount of food the caterpillar ate on Monday and Wednesday?

2. How many more pieces of food did the caterpillar eat on Saturday than he did on Tuesday?

Monday Tuesday Wednesday Thursday Friday Saturday Sunday


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Cloud Formations

Name_________________________________ Date________________

Did you know that there are many different types of clouds and each has its own name anddenition? Read the denitions and identify the cloud-type in the pictures below.

Cirrusclouds are the high, thin, wispy clouds that you can see through.

Stratusclouds are the thick, mid-level clouds that coat the sky like a sheet.

Cumulusclouds are the puffy fair weather clouds that we see on sunny days.

Make Your Own: Using construction paper, white paint, cotton balls and glue, make your owncirrus, stratusand cumulusclouds.

Academic Standards: Reading Benchmarks: Key Ideas & Details 2.2.3.3; Writing Benchmarks: Text Types & Purposes 2.6.7.7; Speaking, Viewing,Listening and Media Literacy Benchmarks: Media Literacy 2.8.8.; Visual Arts, Artistic Process: Create or Make: 0.2.1.5.1


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Academic Standards: Reading Benchmarks: Key Ideas & Details 2.1.1.1, 2.1.3.3, 2.1.4.4, 2.1.7.7; Craft & Structure 2.2.4.4, 2.2.6.6; Phonics & WordRecognition 2.3.0.3

Opposites

Name_________________________________ Date________________

The Mixed-Up Chameleon wants to be everything but what it is! Write the opposites or antonymsnext to the words below.

ANTONYMS:

Sad

Reveal

Fast

Weak

Near

Big

Slow

Strong

Small

Happy

Far

Hide


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Alphabet Lists

Caterpillar Lunches

Make a list of foods that the Very HungryCaterpillar might eat:

Apples, apricots, almonds Bananas, butter, bread

Use your lists to write a story about theVery Hungry Caterpillar!

On Monday, the caterpillar ate 1 apple, 2apricots, and 3 almonds. On Tuesday, he ate4 bananas, 5 butter pats, and 6 pieces ofbread.

Can you do the math from your story? How

much food did the caterpillar eat in all?

Chameleon Body Parts

Make a list of interesting animals that the

mixed-up chameleon could copy:

Ape, antelope, anteater, beetle, bear,boa constrictor

Make another list of body parts: Arms, antlers, ankles, brow, brain,

biceps

Mix and match your lists in a story aboutthe mixed-up chameleon!

The chameleon had the arms of a bear andthe brow of a beetle.

Can you draw a picture of your creation?

Make a Shape with Your Body

The chameleon can change his color and shape to match the things he sees. Can you makeyour body change shape to match the things you see in the room?

How can your body look like a chair? A pencil? A stapler? A plant?

How can your body change from a chair to a pencil in slow motion?

Academic Standards: Theatre Arts: Artistic Foundation 0.1.1.4.1; Artistic Process: Create or Make 0.2.1.4.1; 0.2.1.4.2; Perform and Present: 0.3.1.4.2

Photo: Mermaid Theatre of Nova Scotia


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Just Like Eric Carle: Collage

A collage is an artistic technique of mixing different pieces or materials together to make asingle image. Eric Carle uses collage to create his illustrations. You can make art just like EricCarle with the following materials:

White tissue paper

Paint

Paint brushes (various sizes)

Items that create texture: carpet, burlap, sponge, stamps, etc

Poster board

Think of a picture youd like to make. Will it be of a person, place or thing? Keep that picture inyour head as you create different colored and textured tissue paper for your collage.

Paint the tissue paper the color of your choice. Then add texture to your tissue paper using thematerials provided by your teacher. You can also use your ngers and the handles of your paintbrushes to create lines and shapes in the color. Create as many different colors of tissue paperas youll need for your nal picture.

Cut the different sheets of tissue paper into the shapes of your picture. For example, if youremaking a fox and if you have black and red tissue paper, cut the black tissue paper into circlesfor eyes and the red tissue paper into body parts: tail, legs, head, torso, feet, paws.

Assemble your tissue paper pieces on the poster board to create your nal picture. Youve madea collage illustration, just like Eric Carle!

Academic Standards: Visual Arts: Artistic Process, Create or Make: 0.2.1.5.1, 4.2.1.5.1


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Online Resources

The Ofcial Eric Carle Website: www.eric-carle.com/

The Eric Carle Museum of Picture Book Art: www.carlemuseum.org/

The Childrens Buttery Site: www.kidsbuttery.org

YouTube:

Get to Know Eric Carle (with examples of his artistic technique): http://youtu.be/rphgLYcBXV0

Weather Wiz Kids: www.weatherwizkids.com/Information about all types of weather. Section on clouds includes FAQs, pictures and descriptionsof cloud types, and links to activities.

Web Weather for Kids: eo.ucar.edu/webweather/index.htmlInformation on types of clouds, how clouds form, and how clouds impact weather events.

Environmental Protection Agency:

water.epa.gov/learn/kids/drinkingwater/gamesandactivies.cfmEPA site for students about water and the water cycle. Links to a water cycle diagram, an animatedwater cycle representation, and directions for creating your own water cycle demonstration in theclassroom.

National Geographic Kids:video.nationalgeographic.com/video/kids/animals-pets-kids/reptiles-kids/chameleon-babies-kids/Video on baby chameleons.

Books

Carle, Eric. The Very Hungry Caterpillar. New York: Philomel Books, c1994.

Carle, Eric. Little Cloud. New York: Philomel, c1998.

Carle, Eric. The Mixed-Up Chameleon. New York: Harper Festival, c1998

Acknowledgements

Bardavon Theater: http://www.bardavon.org/assets/les/BardavonCommonCoreLittleCloud.pdf

Photo:MermaidTheatreofNovaScotia


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Academic Standards

Academic Standards Statement

Childrens Theatre Companys school programs provide quality learning experiences for yourstudents. Our Teachers Guides provide a variety of lesson plans and educational activities whichare grounded in best practices for literacy and arts education and are strategically aligned with the

Minnesota K-12 Academic Standards.

The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be masteredby all students by the end of a grade level and guide educators in the design of curricula. IndividualChildrens Theatre Company school programs will address standards for children Kindergartenthrough eighth grade in the following learning areas:

Language ArtsReading

MathematicsSocial Studies

Visual and Theater Arts

The following English Language Arts and Arts content standards can be experienced by attendingany school matinee and using the Teachers Guide. Additional information on how specic lessonplans align with the Minnesota K-12 Academic Standards can be found within the followingLearning Activities.

Language Arts

Reading Benchmarks: Literature K-5Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3;

3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7;4.1.7.7; 5.1.7.7

Reading Benchmarks: Foundational Skills K-5Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3

Writing Benchmarks K-5Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3

Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4;3.6.5.5; 4.6.5.5

Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8;3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9

Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3;1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5;3.8.4.4; 4.8.4.4; 5.8.4.4


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Arts

Theater Arts K-3Artistic Foundations: 0.1.1.4.1

Artistic Process: Create or Make: 0.2.1.4.1;0.2.1.4.2Artist Process Perform and Present: 0.3.1.4.2Artist Process Respond and Critique: 0.4.1.4.1

Visual Arts K-3Artistic Process: Create or Make: 0.2.1.5.1

Theater Arts 4-5

Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1;4.1.3.4.2Artistic Process: Create or Make: 4.2.1.4.1Artist Process Perform and Present: 4.3.1.4.1

Artist Process Respond and Critique: 4.4.1.4.1;

Visual Arts 4-5Artistic Process: Create or Make: 4.2.1.5.1

Dont Miss... March 19 -

April 3, 2014

Coding SystemEach anchor standard has a benchmarkidentied by a four-digit code.

For example, in the code 5.2.8.8The 5 refers to grade ve;The 2 refers to the substrand, ReadingStandards for Informational Text K-5;

The rst 8 refers to the eighth CCR anchorstandard, Delineate and evaluate the argumentand specic claims in a text, including thevalidity of the reasoning as well as the relevanceand sufciency of the evidence;The second 8 refers to the benchmark for thatstandard, Explain how an author uses reasonsand evidence to support particular points in atext, identifying which reasons and evidence

support which point(s).

For additional information:http://education.state.mn.us

Documents

Study Guide | The Very Hungry Caterpillar and Other Eric Carle Favorites