Engage. Educate. Entertain. The Mixed Up

Fairy Tale Curriculum aligned to the Florida Standards

Tuesday, April 30, 2019

11:00 a.m.

The Mahaffey Theater at

The Duke Energy Center for the Arts

Kim Dennison Curriculum Research & Design

Directions to the

Mahaffey Theater

Take I-275 (south from Tampa, north from Bradenton/Sarasota) to exit 22 (I-175).

Follow Route I-175 (it will become

5th Avenue South) to 1st Street South.

The Mahaffey Theater will be in front of you. 1st Street South and 2nd Street South are

two-way streets.

Follow the directions given by the parking attendants.

Bill Edwards Foundation for the Arts, Inc. is committed to supporting and presenting all genres of the Performing Arts at The Mahaffey Theater and throughout the St. Petersburg, Florida area; funding arts education for school children and providing its member patrons with unequaled services, entertainment, and cultural experiences.

How to Reach Us

Class Acts, Mahaffey Theater 400 1st Street South

St. Petersburg, FL 33701-4346 Attn: Class Acts/Perkins Elementary School

Pony Route #3

Phone: (727)892-5800

Fax: (727)892-5770

An electronic version of this guide can be found at stpeteclassacts.com.

This project is sponsored in part by the Department of State, Division of Cultural Affairs, the Florida Council of Arts

and Culture, and the National Endowment for the Arts. (Section 286.25, Florida Statutes)

About the Show

The Short Story A 100-year sleeping spell has been placed on Beauty! To break the spell the audience must convince Red Riding Hood to give up her cape, discover the secret under grandma’s bed, climb a beanstalk, and retrieve a golden spoon from a real giant!

Page Turner Adventures

Page Turner Adventures began when creators Riley Roam and Kenny Mikey wondered what would happen if they combined Interactive Storytelling with Circus Skills. Since then, they’ve been sparking imagination, curiosity and laughter through performances that involve the entire audience in comical quests of craziness.

Page Turner Adventures

www.pageturneradventures.com

The Page Turner Adventures Study Guide and

www.pageturneradventures.com were used as

resources for this guide.

Before the Show

What makes a fairy tale a fairy tale? Not fairies! Discuss with your students the common elements usually found in fairy tales.

Common Elements of Fairy Tales: • Often set in the past. • Typically incorporate clearly defined good characters and evil characters. • Involves magic elements, which may be magical people, animals, or objects. • May include objects, people, or events in threes. • The plot focuses on a problem or conflict that needs to be solved. • Often have happy endings, based on the resolution of the conflict or problem.

Read the Classics The Mixed-Up Fairy Tale combines elements from many classic stories. Your students will

enjoy the show more if they’re familiar with the original stories. Create fairy tale book baskets and have partners or small groups read them. Encourage them to look for the common

elements of fairy tales while reading. Have partners or small groups report their findings and compare and contrast how the elements are presented in each story.

Stories referenced in the show include: • Jack and the Beanstalk • Little Red Riding Hood • Cinderella • Sleeping Beauty • The Princess and the Pea • The Three Bears • The Three Little Pigs

Fractured Fairy Tales a fractured fairy tale uses fairy tales that you know and changes the characters, setting, points of view, or plot. Have students read some fractured fairy tales before the show and compare

and contrast the classic fairy tale and the fractured fairy tale. Some examples include:

• True Story of the Three Little Pigs by Jon Scieszka • The Wolf Who Cried Boy by Bob Hartman • Snoring Beauty by Bruce Hale

Before the Show

Theater etiquette is an important part of attending a live stage production. So

that all patrons have an enjoyable experience at the theater, please share these

guidelines with your students prior to attending the performance. Remind

students to be respectful of the performers and other audience members by

engaging in responsible behavior.

• You agree to be on time. Theater is great! It's live! It happens in the moment. You can't

rewind it. You are an important part of the show and you need to be there from the very

beginning. The actors are there, so you need to be there, too. Arriving 20 minutes before

show time is the standard rule.

• You agree to use the restroom before the show starts to avoid getting up and disrupting

the performance while it's happening. Once a class is seated, you may visit the restroom in

small groups prior to show time. Young students must be escorted.

• You agree not to talk or whisper during the show. If you whisper to your friends during the

show, you disrupt those around you, and quite possibly the actors. And, you might

miss something!

• You agree to participate. This includes laughing at appropriate times, clapping in

appreciation for the things and actors you like, and doing other things when invited by the

actors to do so. It also means paying attention to what's going on by listening and

watching closely.

• You agree to turn off all cell phones and other gadgets that may make noise during the

show.

• You agree not to take pictures or use recording devices of any kind during the show . The

material performed on stage is copyrighted material, and therefore protected under

copyright law from reproduction of any kind without written permission. In addition, the

Mahaffey Theater is a union house, and union rules prohibit the use of photography and

recording devices without prior consent.

• Finally, you agree to give the actors a full curtain call . A curtain call is the actors' final bow

at the end of the performance. It's your opportunity to show your appreciation for what

they've shared with you. Please wait until all the actors have taken their final bow before

exiting the theater. The ushers will assist you in finding the best route out of theater!

After the Show

Puzzling Stories Choose several of the fairy tales that your class read before the show. Use the story puzzle template below and fill in the characters, setting, and plot on the

puzzle pieces. TIP: Use three different colors of paper for characters, setting, and plot. Cut them out, mix them up, and hand them out to the class. Have students walk around and try to piece together the correct stories. Mix up the story pieces again and hand out to the class. This time have students create a mixed up fairy tale by combining different characters,

settings, and plots. For example: The big bad wolf + goes into a cottage and eats the porridge, breaks the chairs and falls asleep in the bed until he is woken up by bears + in a beautiful castle.

Have students create a storyboard that illustrates their new story.

After the Show

Mixed Up Headlines A reporter at the Fairytale News has mixed up all of the headlines. Students will have to help

him figure out which headline goes with the right fairy tale. Suggested book: The Fairytale News by Colin and Jacqui Hawkins

SAMPLE HEADLINES: • Mysterious Girl Attends Palace Ball (Cinderella) • Police Look Into Poisoned Apple, Queen Questioned (Snow White) • Stick and Straw Homes Destroyed in Suspected Tornado (The Three Little Pigs) • Giant Reports Stolen Heirloom (Jack and the Beanstalk) • Police Question Fairy in Spindle Fiasco (Sleeping Beauty) • Seven Miners Rescue Local Homeless Girl (Snow White) Create your own fairy tale headlines or write a headline for the story your small group created

in the Puzzling Stories engagement.

Write Your Own Fractured Fairy Tale

Have students choose their favorite fairy tale. Provide the two column graphic organizer found on the next page. Have students complete the story map on the left side. On the right side, have students determine what they will change to create their fractured

fairy tale. This will assist them in the planning of their new fairy tale. Give students time to plan, draft, revise, and edit their fractured fairy tale. Celebrate by having an author’s tea or other writing celebration in your classroom.

My Favorite Fairy Tale Title:

My Fractured Fairy Tale New Title:

Characters: Characters:

Setting: Setting:

Problem/Events Problem/Events

Solution: Solution:

Florida Standards

LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story. LAFS.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. LAFS.K.W.1.3 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. TH.K.O.3.1 Compare a story that is read to one that is acted out. LAFS.1.RL.1.3 Describe characters, settings, and major events in a story, using key details. LAFS.1.RL.2.6 Identify who is telling the story at various points in a text. LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. TH.1.H.3.1 Identify similarities between plays and stories. LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges. LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. LAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. TH.2.O.1.1 Compare the differences between reading a story and seeing it as a play. LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. LAFS.3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (c) Use temporal words and phrases to signal event order. (d) Provide a sense of closure. TH.3.H.2.2 Create and tell a story, fable, or tale. LAFS.4.RL.1.3 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). LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. LAFS.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and description to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words and phrases to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion that follows from the narrated experiences or events. TH.4.H.1.2 Define how a character might react to a new set of circumstances in a given story. LAFS.5.RL.1.3 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). LAFS.5.RL.2.6 Describe how a narrator’s or speaker’s point of view influences how events are described. LAFS.5.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use narrative techniques, such as dialogue, description, and pacing, to de-velop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion that follows from the narrated experiences or events. TH.5.F.1.2 Create a new ending for a familiar story.

For more information about the Florida Standards visit cpalms.org.