The Cat in the Hat (Grade K-2)

THE CAT IN THE HAT STUDY GUIDE

The Broad Stage presents Childsplay in

The Cat in the Hat Based on the book by Dr. Seuss

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STUDENT MATINEE

MONDAY APRIL 24, 2017 10 AM & 12:30 PM GRADES K-2

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THE CAT IN THE HAT STUDY GUIDE

Jane Deknatel Director, Performing Arts Center EDUCATION & COMMUNITY PROGRAMS STAFF Ilaan E. Mazzini, Director of Education & Community Programs Alisa De Los Santos, Education & Community Programs Manager Mandy Matthews, Education & Community Programs Associate Sam Sandoval, Education & Community Programs Assistant

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Education and Community Programs at The Broad Stage is supported in part by Herb Alpert Foundation Bank of the West Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission Colburn Foundation The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation Sidney Stern Memorial Trust Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles

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EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.com thebroadstage.com/education

THE CAT IN THE HAT STUDY GUIDE

Greetings from The Broad Stage!

Dear Educators,

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When you and your students come to The Broad Stage, expect to see characters and giant props that appear to be pulled from the world of the story. The Cat and his friends, Thing One and Thing Two, bring excitement and a bit of chaos to Sally and her brother’s rainy afternoon at home alone. We hope that this imaginative production will inspire your students to think creatively about writing poetry, illustrating their world and improvising stories in the style of Theodor Geisel, a.k.a Dr. Seuss.

Please take some time to work through some or all of the activities in this guide with your students. Each element of the guide has been developed by theatre artists and educators to help explain the concepts behind the performance you’ll be seeing and to engage your students both pre- and post-show. As always, the activities are in alignment with the California Common Core and the VAPA Standards. We hope that this guide is helpful in preparing your students for the presentation.

Please don’t hesitate to contact us with questions or ideas. We’ll see you at The Cat in the Hat! Sincerely, Education & Community Programs Staff

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Welcome to The Cat in the Hat study guide! Although not as adventurous as the Cat in the Hat’s games, we hope that these activities will prompt some exciting arts-based learning in each of your classrooms as you prepare to attend the Student Matinee performances on April 24, 2017. This production of Dr. Seuss’ The Cat in the Hat comes to us from Childsplay Theatre Company in Tempe, Arizona and is true to a poem that we remember from our childhood reading.

THE CAT IN THE HAT STUDY GUIDE

Contents Lessons Know Before You Go Lesson 1: The Cat in the Hat & Rhyming Lesson 2: Storytelling through Theater Lesson 3: Illustration and Imagination

Index Handout 1: Story Mountain Handout 2: Story Mountain Worksheet Handout 3: Monterey Cypress Tree Handout 4: Dr. Seuss’ Truffula tree Handout 5: Performance Review Worksheet Vocabulary California Common Core Standards Addressed VAPA Standards Addressed

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Lesson 4: Post Show Review

THE CAT IN THE HAT STUDY GUIDE

Know Before You Go For you first time theater goers, you are about to have a really exciting fieldtrip at The Broad Stage to see the production of The Cat in the Hat. There are a few things to know before you go to a show. Read these tips below together.

Pre-Show • The ushers are friendly, make sure to say hello!

• Water, food, and gum stays in the car. Help keep our theater clean!

• Many things are happening on the stage, and make sure you catch every moment by going to the restroom before the show starts.

During the Show • If you can see and hear the performers, they can see and hear you!

• Feet are meant for the ground and boogers are meant for your nose.

• Performers will know how much you enjoyed the show by clapping!

• Laugh, cry, smile, and enjoy!

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Lesson 1: The Cat in the Hat & Rhyming Description: Students will read The Cat in the Hat and explore words that rhyme.

Vocabulary: imagination, poetry, rhyme Materials: The Cat in the Hat book, whiteboard and markers, paper, pencil Duration: 45 minutes

Read Dr. Seuss’ The Cat in the Hat together as a class.

After reading The Cat in the Hat together, have a class discussion with your students.

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What do you imagine? What is imagination?

When did Dr. Seuss use imagination in The Cat in the Hat? What were your favorite parts in the story?

Dr. Seuss wrote The Cat in the Hat as a poem and used rhyming to tell the story. Ask students to name words that rhyme, these words could have been used in The Cat in the Hat. Write down the words on the board and review rhyming structure.

• • •

What words sound the same?

Ask students to distinguish the words that are similar, and identify the letters that sound different.

Identify the letters and sounds that differ in words that rhyme.

Review how Dr. Seuss used these words to create a poem. Read this section from The Cat in the Hat below to show students Dr. Seuss’ rhyming structure.

“Have no fear!” said the cat.

“I will not let you fall.

I will hold you up high As I stand on a ball.

With a book on one hand!

And a cup on my hat!

But that is not ALL I can do!’

Said the cat…

Ask students to choose 5 rhyming words from the board. After selecting their words, ask them to write their own poem. Help students create their own Dr. Seuss inspired poem.

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• • •

THE CAT IN THE HAT STUDY GUIDE

Lesson 2: Storytelling & Theater Exercises Description: Students will diagram The Cat in the Hat using literary vocabulary words and practice basic theater skills such as improvisation and tableau.

Vocabulary: story, plot, character, conflict, tableau, improvisation Materials: Handout 1, Handout 2, whiteboard and markers, pencils Duration: 45 minutes

Represent the plot of The Cat in the Hat in a “story mountain” either as a class on the whiteboard or individually using Handout 2: Story Mountain Worksheet.

Beginning: Sally and her brother are home on a rainy day, wishing they had something to do.

Rising Action: The Cat in the Hat appears and begins to get into trouble. Then, Thing One and Thing Two arrive and cause more chaos.

Climax: The Fish sees the children’s mother on her way home. The children realize they must clean up the mess quickly.

Falling Action: The Cat in the Hat helps the children clean up and leaves.

Resolution: The children’s mother comes home and Storytelling Vocabulary they wonder if they should tell her what happened.

Story: a group of events told in the order in Explain the concept of tableau. which they happened.

A tableau is a group of people making a frozen Plot: a group of events that has a beginning, picture from a story with their bodies. For example, middle and end, and is arranged in order to when creating a tableau from a moment in The Cat in communicate something, such as a lesson or the Hat, a group could have the Cat, Thing 1 and theme.

Thing 2 causing trouble and Sally, her brother and The Fish trying to catch them.

Character: any person or animal in a story.

Group students into small clusters and assign each cluster one of the parts of the plot. If needed, break up the rising action into multiple, smaller parts.

Conflict: a struggle between two characters who have different goals.

Allow each group time to create their tableau and present the tableaus in order of the plot to the class.

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Day 1:

THE CAT IN THE HAT STUDY GUIDE

Lesson 2, cont.

Day 2: Review the plot of The Cat in the Hat (beginning, rising action, climax, falling action, resolution) and notice the pattern that the plot takes.

Dr. Seuss poems often begin with a quiet, seemingly simple situation, such as sitting inside on a rainy day. Then something unexpected happens. And the chaos grows. Finally, somehow, the situation is resolved in a surprising, but normal way.

Introduce the concept of improvisation to your students.

Improvisation is performing without a script; making the story up in the moment.

Share the “Rules of Improvisation” with your students and explain that they are going to use improvisation to create their own story like Dr. Seuss.

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1. LISTEN 2. SAY “YES, AND…” 3. WORK TOGETHER Create your own Dr. Seuss story as a class using the following steps for group storytelling: • Sit in a circle. Remind students to listen to each other, agree with and build on each other’s suggestions and work together.

• The teacher acts as the narrator or prompter.

• Begin with “Once upon a time there was a…” and ask the first student to fill in a noun.

• Continue building the story, much like a mad-lib, asking the next student for input at each new noun or verb. Keep in mind the structure of Dr. Seuss: a simple situation turns into chaos and then is resolved in a surprisingly simple manner.

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Rules of Improvisation

THE CAT IN THE HAT STUDY GUIDE

Lesson 3: Illustration and Imagination Description: Students will explore the field of visual art and illustration and practice their own illustrations.

Vocabulary: illustration, imagination Materials: Handout 3, Handout 4, paper, pencil, colored pencils Duration: 30 minutes

Begin exploring the field of visual art by asking your students these questions.

• What is your favorite book? Why do you like that story?

• Who would like to be an author when you grow up? Who would like to be a visual artist?

Discuss Dr. Seuss together as a class and his occupation as an author and illustrator.

Dr. Seuss was a visual artist and children’s book author who wrote and illustrated great stories. He communicated what he was feeling through art and used his unique voice to share stories. He drew imaginative items that were sometimes inspired from real life experiences.

Anyone can be an illustrator like Dr. Seuss. Let’s practice together! Show students the Monterey Cypress tree image on Handout 3. Explain that the Monterey Cypress tree in San Diego inspired Dr. Seuss to create his own tree, the truffula tree. Show students Dr. Seuss’ version of the Monterey Cypress tree on Handout 4.

Ask students to go outside and choose an item to draw. Have them illustrate their item and use creative lines and shapes. Come back inside and ask students to color their drawing using colors that express how they feel about that item.

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• Do you know someone who is a visual artist? Review with your students where they can find visual artists (illustrators for books, design posters and websites, art galleries and museums).

THE CAT IN THE HAT STUDY GUIDE

Lesson 4: Post Show Activity Description: Students will reflect on their experience at the theater through discussion, writing, and drawing.

Vocabulary: story, plot, scene, set, props Materials: Handout 5, paper, pencil, colored pencils Duration: 30 minutes

Reflect on your experience seeing The Cat in the Hat together as a class.

• Was that your first time in a theater? Was the theater what you imagined it to be?

• Who was your favorite character in The Cat in the Hat? Why? • What did you feel when watching the play?

• What did you notice on stage? Did the actors use any props?

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After writing their review, ask students to draw and color their favorite moment of The Cat in the Hat.

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Have students write a review of the play by using Handout 5 as a guide.

THE CAT IN THE HAT STUDY GUIDE

Handout 1: Story Mountain Climax

Rising Action

Falling Action

These are the events leading up to the main problem or climax.

This is when the characters work to solve the problem.

Resolution

This is how things end up in the story.

Beginning

This includes the introduction of characters and setting.

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This is when the problem hits a high point.

THE CAT IN THE HAT STUDY GUIDE

Handout 2: Story Mountain Worksheet

Falling Action

Rising Action

End

Beginning

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Climax

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Handout 3: Monterey Cypress Tree

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Handout 4: Dr. Seuss’ Truffula Tree

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Handout 5: Performance Review Worksheet Title of Your Review: Your Name: Type of Genre:

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What was the message of the play?

Describe the set and lighting.

Describe the costumes and props.

Who were the main characters?

Describe your favorite moment in the play.

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Vocabulary Character: Any person or animal in a story.

Conflict: a struggle between two characters who have different goals.

Creativity: Using your imagination to come up with ideas that are entirely your own.

Genre: A category or type of art.

Illustrator: A person who draws or creates pictures for books, magazines, newspapers, etc.

Imagination: The ability to form real or unreal pictures and images in your head.

Improvisation: Performing without a script; making the story up in the moment.

Plot: a group of events that has a beginning, middle and end, and is arranged in order to communicate something, such as a lesson or theme.

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Prop: Items used on stage by the performers.

Rhyme: One of two or more words that end in the same sounds.

Story: a group of events told in the order in which they happened.

Tableau: A group of people making a frozen picture from a story with their bodies.

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Poetry: A type of literature that carefully arranges words for their rhythm, sound, and meaning to stir a reader’s imagination.

THE CAT IN THE HAT STUDY GUIDE

Lesson 1: Reading Standards for Literature Kindergarten RL.1. With prompting and support, ask and answer questions about key details in a text.

RL.3. With prompting ans support, identify characters, settings, and major events in a story.

RL.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

First Grade RL.1. Ask and answer questions about key details in a text.

RL.3 Describe characters, settings, and major events in a story, using key details.

RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL. 7. Use illustrations and details in a story to describe its characters, settings, or events.

Second Grade RL.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Reading Standards for Foundational Skills Kindergarten RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.2.a. Recognize and produce rhyming words.

RF.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.3.d Distinguish between similarly spelled words by indetifying the sounds of the letters that differ.

First Grade RF.2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Second Grade RF.2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Lesson 2: Reading Standards for Literature Kindergarten RL.1. With prompting and support, ask and answer questions about key details in a text.

RL.3. With prompting ans support, identify characters, settings, and major events in a story.

First Grade RL.3 Describe characters, settings, and major events in a story, using key details.

Second Grade RL.5. Describe the overall structure of a story, including describing how the beginning introduces the story and ending concludes the action.

Lesson 3: Speaking and Listening Kindergarten SL.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

First Grade SL.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others and speaking one at a time about the topics and texts under discussion).

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California Common Core Standards Addressed

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California Common Core Standards Addressed

Lesson 4: Writing Kindergarten W.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

W.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.8. With guidance and support, from adults, recall information from experiences or gather information from provided sources to answer a question.

First Grade W.1. 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.

W.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Second Grade W.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.8. Recall information from experiences or gather information from provided sources to answer a question.

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Second Grade SL.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).

THE CAT IN THE HAT STUDY GUIDE

Theatre

Kindergarten

VAPA Standards Addressed

1.0 Artistic Perception Development of the Vocabulary of Theatre 1.1 Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre 1.2 Identify differences between real people and imaginary characters.

2.0 Creative Expression Creation/Invention in Theatre 2.2 Perform group pantomimes and improvisations to retell familiar stories.

4.0 Aesthetic Valuing Critical Assessment of Theatre 4.1 Respond appropriately to a theatrical experience as an audience member.

5.0 Connections, Relationships, Applications Careers and Career-Related Skills 5.2 Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story.

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1.0 Artistic Perception Development of the Vocabulary of Theatre 1.1 Use the vocabulary of the theatre, such as play, plot (beginning, middle, and end), improvisation, pantomime, stage, character, and audience, to describe theatreical experiences.

Comprehension and Analysis of the Elements of Theatre 1.2 Observe and describe the traits of a character.

2.0 Creative Expression Development of Theatrical Skills 2.1 Demonstrate skills in pantomime, tableau, and improvisation.

Creation/Invention in Theatre 2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

3.0 Historical and Cultural Context History of Theatre 3.2 Identify theatrical conventions, such as props, costumes, masks, and sets.

3.3 Describe the roles and responsibilities of audience and actor.

4.0 Aesthetic Valuing Critical Assessment of Theatre 4.1 Describe what was liked about a theatrical work or a story.

Derivation of Meaning from Works of Theatre 4.2 Identify and discuss emotional reactions to a theatrical experience.

5.0 Connections, Relationships, Applications Careers and Career-Related Skills 5.2 Demonstrate the ability to work cooperatively in presenting tableau, an improvisation, or a pantomime.

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First Grade

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Second Grade

VAPA Standards Addressed

1.0 Artistic Perception Development of the Vocabulary of Theatre 1.1 Use the vocabulary of the theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatreical experiences.

2.0 Creative Expression Development of Theatrical Skills 2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

Creation/Invention in Theatre 2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

4.0 Aesthetic Valuing Critical Assessment of Theatre 4.2 Respond to a live performance with appropriate audience behavior.

Visual Arts 1.0 Artistic Perception Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Recognize and describe simple patterns found in the environment and works of art.

2.0 Creative Expression Skills, Processes, Materials, and Tools 2.1 Use lines, shapes/forms, and colors to make patterns.

Communication and Expression Through Original Works of Art 2.7 Create a three-dimensional form, such as a real or imaginary animal.

3.0 Historical and Cultural Context Role and Development of the Visual Arts 3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.

First Grade 1.0 Artistic Perception Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art.

2.0 Creative Expression Communication and Expression Through Original Works of Art 2.8 Create artwork based on observations of actual objects and everyday scenes.

4.0 Aesthetic Valuing Derive Meaning 4.2 Identify and describe various reasons for making art.

Second Grade 3.0 Historical and Cultural Context Role and Development of the Visual Art 3.1 Explain how artists use their work to share experiences or communicate ideas.

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Kindergarten