Janu

ary

28 -

Febr

uary

28,

201

4Enr ichment Guide

Proud Cornerstone member of:Sponsored by: Media sponsors:

DR. SEUSS'S THE CAT IN THE HAT

Dear Educators and Parents, The Cat in the Hat is always up to mischief, and he turns Sally and her brother’s house upside down with his wacky adventures! Young people will delight in the Cat in the Hat’s crazy antics, speaking only in rhyme, as he teaches Sally and her brother that “it’s fun to have fun, but you have to know how!”

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 THE CAT IN THE HAT 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 our children—pick and choose, or adapt, any of these suggestions for discussions or activities. We encourage you to take advantage of 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

Audience Etiquette Information . . 3–4 Synopsis . . . . . . . . . . . . . . . . . . . . . 5Meet the Creative Team . . . . . . . . . . 6Recommended Reading . . . . . . . . . 7Pre-Show Questions . . . . . . . . . . . . 7

FOR TEACHERSCurriculum connectionsbefore or after the play

Dr. Seuss Hat Pops . . . . . . . . . . . . 11

The Science of Kite Flying . . . . . . . 13

Fun in a box . . . . . . . . . . . . . . . . . . 14

MATHCat's Cap Conundrum . . . . . . . . . 8–0

LANGUAGE ARTSRhyme Time! . . . . . . . . . . . . . . . . . 10

AT HOME ACTIVITYResponsibility in Action . . . . . . . . . 12

CURTAIN CALL

Post-Show Questions . . . . . . . . . . 15Who Said It? . . . . . . . . . . . . . . . . . 15Who Said it? (ANSWERS) . . . . . . . 16

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 Assistant Patron Services 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

3

There are many people involved, both on stage and behind the scenes, who are working to put on the best performance possible for you and the rest of the people in the audience. Unlike watching television or a movie, the performers and crew can see and hear the audience members. Therefore, it is the audiences’ job to watch and listen carefully to the action on stage. The audience helps the performers and crew concentrate on doing their job when we practice the rules of theater etiquette:

•Visittherestroombeforetheperformancebegins.•Don'tspeakduringtheperformance...whisperingisstillspeaking,somakesureyouareonlyspeakinginanemergency.

•Donoteatordrinkinthetheater.•Donotputyourfeetupontheseatsorbalconyanddonotkicktheseatinfrontofyou.•Don'tputorthrowanythingonthestage.•Dolaughwhentheperformanceisfunny.•Doapplaudwhenitisappropriateduringtheperformance.•Doapplaudwhentheperformanceisover...thistellstheperformersandcrewthatyouappreciatetheirwork.

_________________________________________________________________________________________

CONTINUED ACTIVITY:1. Hand out the included worksheet to students.

2. Together as a class, go through the different event locations listed on the worksheet and discuss each event: What can you do there? What can’t you do there? Why?

3. Fill out the worksheet using Always, Sometimes or Never. Ask students why they think we behave differently at these different places (different atmospheres, expectations, traditions, etc.).

4. Share the theater etiquette with students and discuss in details the behavior expectations we have at the theater.

Adapted from: http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf , http://www.musical-theater-kids.com/theater-etiquette.html

Shhh…It’s Time for the ShowAUDIENCE ETIQUETTE INFORMATION

4

Audience Etiquette Activity STUDENT WORKSHEET

Lookatthedifferenteventslistedacrossthefirstrowinthetablebelow.Foreachevent,fillinALWAYS,SOMETIMESorNEVERwiththelistedbehaviorexpectations.Notethedifferentbehaviorexpectationstherearefordifferenteventsweattend.

BASEBALL GAME

CHURCH/WORSHIP SERVICE

LIVE THEATER PERFORMANCE

ROCK CONCERT

MOVIE THEATER

Cheer

Clap politely

Talk to those

around you

Eat

Stand up and walk around

Adapted from: http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf ,

5

Our story begins on a rainy day with two children desire to go outside to play ball. They leave their house but quickly return when the rain begins to fall harder. The girl, Sally, remembers there is a racket with tennis balls in the house and starts a game of tennis with the boy. The two play as the ball bounces off objects in the house including a pet fish in a bowl and the window.

The storm really picks up as we hear the voice of the boy as he describes the dreary mood of the rainy day and the desire to have “something to do other than sit.” Sally and boy agree that they did not

like this rainy day “one little bit.”

Sitting in their chairs both children fall asleep. Fish falls asleep, too and dreams of being in the ocean with a whale. Suddenly, there is a whistle and a bump at the door. The children and fish jump and keep their eyes on the door. As the door slowly opens they see a strange sight, the Cat in the Hat!

The Cat in the Hat walks in asking why the children are just sitting in their chairs. He tells them that the lack of sun doesn’t stop fun! He exclaims he has games to play, tricks! He begins to share them reassuring the children, your mother will not mind a bit.” Cat in the Hat then plays tennis with a magic ball that grows so large it crashes into things! He plays banjo and classical guitar with the racket, breaking the strings. Cat in the Hat plays an umbrella like a flute. He rides a motorbike in the house, too!

Boy tells the audience everything should be okay since Mother is away all day. Fish warns the kids to send Cat in the Hat away! The Cat in the Hat reassures everyone his tricks aren’t bad and begins playing a game with Fish. Fish demands to be put down on the table as the Cat in the Hat begins to balance the fish bowl on his foot, holding the umbrella and juggling small balls and reciting, “One fish, two fish…” He then adds books, a cup, tea pot, kitten, rake, toy ship, cake and a fan to

his balancing act. Uh oh! Slowly the items begin to fall. Fish falls into the tea pot and tells the Cat in the Hat to get out of the house!

The Cat in the Hat refuses to leave because he likes being in the house. He steps onto the porch and returns with a box. The Cat in the Hat takes a tea break then begins his next trick, “Fun in a Box.” He opens the box and out hop Thing 1 & Thing 2. Again, Fish warns the children, “Those things should not be in the house.” The Cat in the Hat reassures the children that his friends are tame. Thing 1 & Thing 2 greet everyone and immediately begin to make mischief, run-ning through the house flying kites. Boy shouts his displeasure and is worried about Mother. Just then Fish looks toward the window and announces, “Mother is on her way home. Get rid of Thing 1 & Thing 2.”

Thinking fast, Boy gets his net to try to catch Thing 1 & Thing 2. But they are too fast. Cat in the Hat is disappointed the children did not like his new game and put Thing 1 & thing 2 back into the box and fasten it with a hook. He then sadly leaves the house, which is a big mess from all the games and tricks. The children look at the mess and are worried when suddenly, there is a whistle. Cat in the Hat returns with a cleaning up machine! In a flash every item is back in its place, including Fish who is back in his bowl. With his job done, Cat in the Hat bids Sally and Boy goodbye.

Before Mother walks into the house the children settle back into their chairs. As the door opens Mother asks, “Did you have fun? What did you do?” Sally and Boy ask the audience, “Should we tell? What would you do if your Mother asked you?”

Setting the Stage Synopsis

6

Meet the Creative Team behind THE CAT IN THE HAT

Dr. Seuss (author) was born Theodor Geisel in Springfield, Massachusetts on March 2, 1904. After attending Dartmouth College and Oxford University, he began a career in advertising. His advertising cartoons, featuring Quick, Henry, the Flit!, appeared in several leading American magazines. Dr. Seuss's first children's book, And To Think That I Saw It On Mulberry Street, hit the market in 1937, and the world of children's literature was changed forever! In 1957, Seuss's The Cat in the Hat became the prototype for one of Random House's best-selling series, Beginner Books. This popular series combined engaging stories with outrageous illustrations and playful sounds to teach basic reading skills. Brilliant, playful, and always respectful of children, Dr. Seuss charmed his way into the consciousness of four generations of youngsters and parents. In the process, he helped kids learn to read. Winner of the Pulitzer Prize in 1984 and three Academy Awards, Seuss was the author and illustrator of 44 children's books, some of which have been made into audiocassettes, animated television specials, and videos for children of all ages. Even after his death in 1991, Dr. Seuss continues to be the best-selling author of children's books in the world. In addition to Dr. Seuss, Theodor Geisel also used the pen name Theo LeSieg (Geisel backwards) for books written by him, but illustrated by others. http://www.scholastic.com/teachers/contributor/dr-seuss

Katie Mitchell (playwright) It may come as a surprise that a woman best known for staging heavy, emotionally truthful dramas should be working on a children’s storybook written to help with an American literacy program. But in person, Mitchell is as cheery and full of laughter as Seuss’s cheeky feline, and is absolutely clear about why she decided to adapt The Cat in The Hat. It all came from reading books to her daughter — and wanting to make a piece of theatre to which she would respond. “Let me be frank,” says Mitchell, giving each word quite precise emphasis. “I try to involve her in what I am doing as all working mothers do, particularly if they don’t see their child as much as they would like. But the subject matter of many of my pieces makes it something I struggle to share with her. So I wanted to do something for her.” Ms. Mitchell is a director/playwright and native of Great Britain. She is a graduate of Magdalan College, Oxford, England and has been associated with some of the finest theatres in the world including the National Theatre and the Royal Court Theatre. http://www.telegraph.co.uk/culture/

theatre/theatre-features/6651758/Dr-Seusss-The-Cat-inThe-Hat-Katie-Mitchell-interview.html

The National Theatre (original production company) is dedicated to the constant revitaliza-tion of the great traditions of the British stage and to expanding the horizons of audiences and artists alike. In its three theatres on the South Bank in London, it presents an eclectic mix of new plays and classics from the world repertoire with seven or eight productions in repertory at any one time. The National Theatre aspires to reflect in its repertoire the diversity of the nation's cul-ture. http://50.nationaltheatre.org.uk/

7

The Cat in the Hat Comes Back by Dr. Seuss

Horton Hears A Who! by Dr. Seuss

The Lorax by Dr. Seuss

Green Eggs and Ham by Dr. Seuss

One Fish Two Fish Red Fish Blue Fish by Dr. Seuss

Where the Wild Things Are by Maurice Sendak

Corduroy by Don Freeman

Curious George by H. A. Rey

The Little Engine That Could by Watty Piper

1. Dr. Seuss wrote many books including The Cat in the Hat. What is your favorite Dr. Seuss book?

2. The story of The Cat in the Hat takes place on a rainy day. What kinds of activities do you like to do when it rains?

3. The Cat in the Hat has a lot of rhyming words. What words rhyme with CAT? Do any words rhyme with your name?

4. The Cat in the Hat says "it's fun to have fun, but you have to know how." How do you have fun with your friends and family?

Pre-Show Questions

Recommended Reading

8

Cat's Cap Conundrum MATH CLASSROOM ACTIVITY AND WORKSHEET

1. Introduce your students to the concept of patterns and pattern making.

a. A pattern is a pattern only if it is repeated twice.b. Demonstrate color patterns first- red, blue, red,

blue (called an AB pattern); red, blue, white, red, blue, white (ABC pattern); red, red, blue, blue (AABB pattern).

2. Try to identify patterns in your classroom and in nature.a. Many shoes have a pattern on the bottom of the

sole.b. Clothes have patterns- stripes, plaids, etc.c. Animals- zebras, tigersd. Flowers, gardens

3. Practice creating patterns with Legos, beads, colored cereal and the worksheet below!

4. Create movement patterns outside or in the gym: walk, run, walk, run; skip, turn, hop, skip, turn, hop.

9

Cat's Cap Conundrum MATH PATTERNS WORKSHEET

The Cat in the Hat is bored with all of his red and white striped hats! Can you help him with his hat by drawing new patterns on them?

10

Rhyme Time! ENGLISH LANGUAGE ARTS CLASSROOM ACTIVITY

MATERIALSRhyming Dust Bunnies by Jan Thomas

FRAMING1. Share the following song with students:

a. Oh, a-hunting we will go, a-hunting we will go. We'll take a fox and put it in a box and then will let it go.

2. Ask students to identify the two rhyming words in the song.

3. Sing the song again, with new animals, pausing on the second rhyming word, to give students a chance to call out the rhyming word.

a. Whale; pailb. Fish; dishc. Cat; mat

4. Brainstorm other animals and their rhyming partner.

PROCESS1. Read the book, Rhyming Dust Bunnies.

2. Make sure to pause after the Dust Bunnies ask questions, “Hey! What rhymes with CAR?”

a. Allow students to come up with several rhym-ing words.

b. After each correct word, invite students to repeat the rhyming couple, “JAR-CAR.”

3. After reading the book , play the game – Dust Busters! Clear the room of desks and chairs to create an empty space in the middle of the room. Gather students on one side of the room. Explain that they are all dust bunnies hiding under a dusty bed.

a. What is the enemy of a dust bunny? (A vacuum or broom!)

4. Explain the rules of the game.a. Students must cross from one end of the “bed (classroom)” to the other without being sucked up by the vacuum

(played by the teacher).b. The vacuum will begin vacuuming the room. While the vacuum’s back is turned, children may proceed to the

other side. c. The vacuum may turn around at any time, and if they catch a dust bunny moving, they could be vacuumed up.d. During the game the vacuum may call out a rhyming question, "What rhymes with Jump?" When the students

answer correctly, they get to move one step ahead without getting caught by the vacuum.e. The goal is for everyone in class to reach the opposite side of the room.

REFLECTION1. Where do you hear rhyming words during your day?

a. Songs, books, nursery rhymes, hand clapping games.

Source: First Stage’s Pre Literacy Program

11

Dr. Seuss Hat Pops

INGREDIENTS (PER POP)Ingredients (per pop):3 large marshmallows1 s’more (square) marshmallow1 red fruit roll upWhite decorating sugarLollipop stick

DIRECTIONS1. Cut the square marshmallow into a circle with kitchen scissors. Roll the edges in sugar to cover up the rough edges and

make it sparkly.

2. Cut one marshmallow in half.

3. Put the stick in the square marshmallow first. Place the marshmallow half on next followed by the two full marshmallows. Lastly, put on the other marshmallow half. It will look like this.

4. Cut the fruit roll up into strips and wrap them around the bottom, middle, and top.

Stick the ends together in the back. Cut a circle piece for the top of the hat and connect it to the stripe. Enjoy your yummy Cat Hat pop!

Adapted from : http://kitchenfunwithmy3sons.blogspot.com/2012/02/dr-seuss-hat-pops.html

12

Responsibility in Action AN AT HOME ACTIVITY

Chore chart from: http://ygraph.com/chart/601

Then we saw him pick upAll the things that were down.

He picked up the cake,And the rake, and the gown,

And the milk, and the strings,And the books, and the dish,

And the fan, and the cup,And the ship, and the fish.

And he put them away.Then he said, "That is that."

—Cat in the Hat

The Cat in the Hat surely made a mess – but he showed that he was responsible by cleaning it all up. What do you do that shows you are responsible? Use the chore chart to track all of the helpful chores you do for your family.

13

The Science of Kite Flying

Have you ever wondered how a kite stays in the air? Wind is very important but so are two scientific terms: gravity and lift.

When something is in the air, gravity is what pulls it back down to the ground. When you throw a ball in the air, it comes back down because of gravity. When you trip and fall… that’s gravity. When leaves fall off trees onto the ground… that’s gravity. When you put a kite in the air, gravity wants to bring it down. So what keeps it up? Wind! Wind creates lift.

Lift is what happens when wind pushes against something and carries it up. When a plastic bag gets caught in the wind, lift is what causes it to rise into the air. When you put a ribbon in front of a fan, lift causes it to wave. An object’s lift depends on the size of its surface, or its area. A piece of paper will float in the wind, but if you crumple that paper into a ball, it won’t float as well. That’s because you’ve made the surface smaller. When a kite is lifted by the wind, the wind pushes against the whole surface of the kite to lift it up.

To find out if there’s enough wind to fly a kite, go outside and look up. If you see leaves blowing on trees or flags waving sideways, it’s probably good kite-flying weather. When the wind is strong enough to move a flag, it’s moving at 7 to 18 miles per hour. That’s just right to lift a typical kite.

If you’re not sure, you can take your kite outside and try it. First, ask an adult to help you find a safe area to fly your kite. Be especially careful to stay away from power lines. You can help your kite lift off the ground by running. Just make sure you look where you’re going

Taken directly from: http://www.highlightskids.com/science-questions/how-does-kite-fly

Fun in a box

Thing 1 and Thing 2 are kept in Cat’s big, red box. If you were Cat, what kind of fun things would put in there? Use the template below to create your own FUN IN A BOX!

http://i2.squidoocdn.com/resize/squidoo_images/590/draft_lens13522431module123230401photo_1285943211Box_folding01.jpg

14

15

1. I wish we had something to do.

2. I know some new tricks.

3. No! Make that cat go away.

4. One fish, two fish…

5. How do you do.

6. Your mother will not mind.

7. They should not fly kites in the house.

8. … Do as I say, pack-up those things and take them away!

9. That is that.

10. Did you have fun? What did you do?

11. Should we tell her about it?

WHO SAID IT?

1. Cat made quite a mess in the house. Afterwards he cleaned up everything. Do you think it was okay he made the mess as long as he cleaned it up? When do you clean up after yourself?

2. Sally and her brother have a pet fish that has really good manners. What does it mean to have good manners? How do you show good manners around your house and school?

3. How did Sally and her brother get the Cat in the Hat out of their house? What would you have done to get the Cat in the Hat out?

4. What does it mean to be responsible? Which characters made responsible choices, and which characters did not?

POST-SHOW QUESTIONS

16

1. I wish we had something to do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOY

2. I know some new tricks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAT IN THE HAT

3. No! Make that cat go away. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FISH

4. One fish, two fish… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAT IN THE HAT

5. How do you do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .THING 1 & THING 2

6. Your mother will not mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAT IN THE HAT

7. They should not fly kites in the house. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FISH

8. … Do as I say, pack-up those things and take them away! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOY

9. That is that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAT IN THE HAT

10. Did you have fun? What did you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MOTHER

11. Should we tell her about it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SALLY

WHO SAID IT? ANSWERS