JonesJingle Bells, Batman smells!inJunie B.

study guide

Based on the book Series by:

Allison GregoryWritten by:

Barbara ParkDirected by:Jacqueline Stone

www.EmeraldCityTheatre.com

Guide Written by:Lisa Siciliano with contributions by Catherine Smyka

Guide Design by:Joelle Weber

photography by:Tom McGrath

Show Graphic Design By:Charles Riffenburg IV

Character Illustrations by:Denise Brunkus

Playing:November 17, 2011-

January 8, 2012

Dear Teacher,

Welcome to Emerald City Theatre and our our presentation of Junie B. Jones in Jingle Bells, Batman Smells. We are thrilled that you have decided to support live theatre.

We hope that this show will be a gateway for your students to a lifetime enriched by the arts. In addition to creating theatre of the highest standards, we at Emerald City are dedicated to providing creative educational tools to enhance your experience.

Please use this guide to prepare your class before the production and help them continue their understanding of concepts after their visit, making the show more than just a one day experience. Developed with the National Standards and Illinois State Goals in mind, the themes of this production are introduced and explored throughout our guide.

Theatre and the arts are full of creative possibilities. We hope that this guide and production are inspiring for you

and your students!

Ernie Nolan Jacqueline Stone Producing Artistic Director Education Director

A Letter from Emerald City

A Note From Our Artistic and Education Directors:

A gateway theme is a topic of conversation for

you and your early learners explored before, during, and after the show.

For Junie B. and her classmates, giving is:• Helpingthoseinneed• Workingtogether• Beinggenerous• Supportingfriendsandfamily• Volunteeringtime

We hope that you and your early learners will use these show related activities to get inspired about giving.

Gateway Theme: Giving

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Guide ContentsIntroduction Letter & Gateway Theme................................. 2 National/Illinois Standards Guide........ 3How to Be a #1 Audience..................... 4 Theatre Words....................................... 5Summary & Author Bio.......................... 6Pre/Post Show Discussion Topics......... 7Theatre Games...................................... 8Your New Journal.................................. 11Gift Giving ............................................. 12Secret Compliment Givers ................... 14Create a Headshot/Bio........................ 16Design a Costume................................ 18Write a Play Review.............................. 19About Emerald City.............................. 20

Teachers:Here’samapforyoutomatchtheNationalStandardsandIllinoisStateGoalstotheiconyou’llseeonseveralofthepagesthroughoutthisstudyguide!

National Theatre Standards in this Guide:1. Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history.

2. Acting by assuming roles and interacting in improvisations.

4. Directing by planning classroom dramatizations.

5.Researchingbyfindinginformationtosupportclassroomdramatizations.

7. Analyzing and explaining personal preferences and constructing meaning from classroom dramatizations and

fromtheater,film,television,andelectronicmediaproductions.

Illinois Fine Arts Goals in this Guide:IL 25 Know the language of the arts.

IL 25.A.1b Drama: Understand the elements of acting, locomotor and nonlocomotor movement, vocal and nonvocal sound, story making; the principles of plot, character, setting, problem/resolution and message; and the expressive characteristics of simple emotions.

IL 25.A.2b Understand the elements of acting, scripting, speaking, improvising, physical movement, gesture, and picturization(shape,line,andlevel);theprinciplesofconflict/resolutionandtheme;andtheexpressivecharacteristicsof mood and dynamics.

IL 26 Through creating and performing, understand how works of art are produced.

IL 26.A.1b Understand the tools of body, mind, voice and simple visual/aural media and the processes of planning, practicing and collaborating used to create or perform drama/theatre.

IL 26.A.2b Describe various ways the body, mind and voice are used with acting, scripting and staging processes to create or perform drama/theatre.

IL 26.B.1b Demonstrate individual skills (e.g., vocalizing, listening, moving, observing, concentrating) and group skills (e.g., decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations.

IL 26.B.2b Demonstrate actions, characters, narrative skills, collaboration, environments, simple staging and sequence of events and situations in solo and ensemble dramas.

IL 27 Understand the role of the arts in civilizations past and present.

IL 27.A.1a Identify the distinctive roles of artists and audiences.

IL 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

IL 1 Read with understanding and fluency.

IL1.B.1dReadage-appropriatematerialaloudwithfluencyandaccuracy.

IL 3 Write to communicate for a variety of purposes.

IL 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.

IL 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes.

CC.K.CC.5 Count to tell the number of objects. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangulararray,oracircle,orasmanyas10thingsinascatteredconfiguration;givenanumberfrom1-20,countoutthatmanyobjects.

CC.K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

National Standards and Illinois State Goals

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Illinois English Language Arts Goals in this Guide:

Illinois Standards for Mathematics

1. Stay sitting in your seat. 2. Keep your hands and feet to yourselves.3. Iftheactorsasktheaudienceaquestion,it’sokaytoanswer!4. Youcanlaughwhensomethingisfunny!5. Payattention!Watchandlistencarefullytowhatisgoingon.6. Get ready to clap at the end of the show when the actors bow.7. Havefun,andenjoytheshow!

Whetherit’syourfirstplayoryourfiftieth,hereareafewguidelinesforbeingarespectfulaudiencemember.Everypersonhasajobtodotomakesuretheliveperformancegoeson!Hereishowyoucanplayyourpart!

Teachers,here’satheatregametoplaywithyourstudents.It’safunwaytoreinforcewhatitmeans to be a #1 listening audience and prepare for watching a play in the theatre.

#1 Audience is quiet, stays still, and pays attention to what is going on.

#2 Audience whispers, fidgets a little, and looks around.

#3 Audience talks loudly, moves around, and doesn’t really care about what’s happening on the stage.

After explaining the differences among the different audience behaviors and having your class practice each one, hold up one, two,orthreefingerstosignalwhichaudiencetheclassshouldpretend to be. Switch from one audience number to another to get the appropriate response. To be tricky, you can hold up the samenumberfingertwiceorchangenumbersreallyquickly!

You can also have students, one at a time, take your place, allowing them to be the leader of the group byholdingupfingersanddirectingthe class themselves.

The Audience GameLearn the difference between a #1, #2, and #3 audience

How to be a #1 Audience!

I’m a

#1

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Actor – a person who uses their mind, body, and voice and pretends to become a character on stage to tell a story

Adaptation – when a story is changed from one form into another; for example, a book can be changed into a play or movie

Applause – when audience members clap at the end of the show to thank the actors for a job well done

Audience – the people who are watching the show

Bio–ashortparagraphabouttheactorputinashow’sprogramfortheaudienceto read

Costume Designer – the person who creates all the clothing the actors wear during the show

Director – the person who tells the actors where to go and how to move and thinks about how all parts of the play come together to best tell the story

Headshot – a photograph of an actor smiling or looking serious, usually just of their head and shoulders

Play – a live story put on by actors in front of a group of people

Playwright – the person who writes a script which has lines, or sentences, that the actors memorize

Program – a small book given to audience members at the theatre that has information about the actors, crew, and the play

Review–writtenbyapersonwhohasseentheshowtotellwhattheylikedanddidn’tlike about it

Set – the background scenery that is on the stage to show where the story takes place

Theatre Words!

How many theatre words and their definitions do you know?

A

c d

p r s

H

b

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Summary and Author Bio6

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BarbaraParkisoneoftoday’sfunniestauthors.Heruniversallyadored,criticallyacclaimedJunie B. Jones books are consistently on the New York Times and USA Today bestseller lists. Hermiddle-gradenovels,whichincludeSkinny-bones, The Kid in the Red Jacket, Mick Harte Was Here, and The Graduation of Jake Moon,havewonoverfortychildren’sbookawards. Barbara holds a B.S. in education. She has two grown sons, one small grandson, and a medium-sized dog. She lives with her husband, Richard, in Arizona.

About the Author

Junie B. Jones is a girl that travels through not just one book, but a wholeseries!Shegoesonmanyadventures,fromvisitingareallivefarmto

experimenting at a beauty shop to exploring behind-the-scenes at the cafeteria. In Junie B. Jones in Jingle Bells, Batman Smells, however, the play

script combines three different adventures: the fun from Junie B., First Grader: Shipwrecked, Junie B., First Grader: Jingle Bells, Batman Smells

(P.S. So Does May), and Junie B., First Grader: Dumb Bunny.

The play follows the holiday celebration from Jingle Bells, Batman Smells (P.S. So Does May), including the Sing Along and the Secret Santa party. The

script also jumps back to the Christopher Columbus class play from Shipwrecked, and then targets the relationship between Junie B. and May from Dumb Bunny,suchasMay’s“tattletaling”exerciseandJunieB’ssilent

name calling in her head. The playwright combines core elements fromthethreetextstoformaplaychartingadifficult

peer-to-peer relationship and the challenges surrounding generosity.

It’sholidaytime,andRoomOneisdoinglotsoffunthingstocelebrate.Likewearingelfcostumes!Andsingingjoyfulsongs!Only, how can Junie B. enjoy the festivities when Tattletale May keeps ruining her holiday glee? And here is the worst part of all.

When everyone picks names for Secret Santa, Junie B. gets stuck withTattletaleyou-know-who!It’senoughtofizzleyourholidayfun!Hmm...orisit?Maybe–justmaybe–aSecretSantagiftisthe perfect opportunity to give May EXACTLY what she deserves.

Three Books In One Script

Summary

Discussion Questions

Before the Show

5. People say, “It is better to give than to receive.” Do you agree with that? Why or why not?

1. What is the best gift you’ve ever given someone? What do you think makes a good gift?

2. What is the best present you’ve ever received? Why did you like it so much?

3. Is giving to others always easy? Why or why not?

4. If you could give any gift to any person in the entire world, what would you give and to whom? Why?

Teachers, here are some ideas to help your students

start thinking about Junie B. Jones and all her friends in

firstgrade!

Herearesomewaysto engage your

students in conversation after

theshow!1. Why do you think Junie B Jones and May get along? How might they begin to treat each other with more respect?

2. Why is it sometimes hard to work as a team? What things can you do to make it easier?

3. The last person Junie B. Jones wants for her Secret Santa is May, but that’s the name she picks out! What should you do if, just like Junie B., you get partnered with someone who you might not want to be with? What sort of things shouldn’t you do? Why?

4. If you had to buy gifts for each member of your family like Junie B, what would you get them? What if you didn’t have any money to buy them something? What else could you give them instead?

5. Why do you think Junie B. Jones chose to give May the Squeeze-A-Burp instead of the coal after all?

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7IL 27.A.1a

IL 27.A.2a

After the Show

Theatre Games for Students!

Here’s your chance to put a little drama into your classroom! (The good kind!)

On the following pages are drama games for theatre-goers of all ages. The firstisdesignedforolderchildren.Thesecondissuggestedforchildrenintheyoungergrades,pre-Kthrough2nd.However,bothofthesegamescanbeenjoyedbytheatre-loversofallages!

When you explain the game to your students, make sure to give clear instructionsandmodelwhatagoodexamplelookslike!(Tryit!It’sfun!)Thegoalis to encourage students to use their imaginations and to show with their bodies instead of telling with their voices.

Dear Teacher,

Have fun!

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1,2,4IL 25.A.1b

IL 25.A.2bIL 26.A.1bIL 26.A.2b

IL 26.B.1b IL 26.B.2b

What Are You Getting? (Pre-K - 2nd Grade)

Have your students stand in a circle. Guide them through an exercise in creative imagination.

Theyfindapresentinfrontofthem.

•Whatdoesitlookslike?

•Howbigisthebox?Howheavyorlightisit?

•Whatdotheypredictisintheirownboxbasedonwhatsoundstheyhearwhentheyshakeit?(Thisisallmimed,ofcourse!)

•Havethestudentssitdownonthefloor,inacircle,andhavethemopentheirindividualboxesalltogether.You’llwanttoencouragethemtoshowontheirfaceswhat they feel when they see the item inside. Are they happy, excited, sad, surprised, angry?

Finally, go around the circle with each person taking a turn to pick up their imaginary object and show it to the class. Guide them to show the size of the object, it’sshape,andhavethemusetheobject.Whenit’sastudent’sturn,encouragethestudenttosaytheentiresentence, “I got a __________.” Or “I received a ____________.”

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What Are You Giving? (2nd Grade - 5th Grade)

In this game, students are encouraged to say, “YES, AND,” working together to offer imaginative items and reinforcing their classmates’ suggestions. Encourage presents that require students to be active. Also, make sure to set up the expectation that each item opened is unique and not like any other item ever opened in the room before. Remember, the sky’s the limit – anything, can be in the box!

Haveyourstudentsstand(orsitifyouhavealargeclass)inacircle.

Tell your students that each person will get a turn giving an imaginary gift to the person next to them.

Model the game by having the student on your right pick up an imaginary gift box and hand it to you. Then ask them, “What Are You Giving?” The child can say anything that could be in the box, big or small, alive or not, but the item must be appropriate for school. The student then tells you whatisinthebox,“I’mgivingyoua________.”

It’snowyourturntoopenthepresent(beasspecificandfunwiththisasyoucan!Untiethebow,undo the wrapping paper, open up the box itself and pick up whatever the person next to you said they gave you). Not only should you pick up the imaginary gift, but you should also use it, and while using it say, “Thank you for the ___________” (whatever item the person to your right said.)

When you are done using the imaginary item, put it back into the imaginary box and pick up another imaginary box to hand to the person on your left. The box can be very large, medium-sized, or incredibly small.

The cycle of phrases and actions happens again with this second partnership and proceeds until everyone in the circle has given and received a present. Encourage your students to think “outside the box.”

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Going Further Useemotions!Howdoyoufeelabout

the gift that was given? Show that on your facewhenyouopenupthepresent!Youcanuse alliteration here: When you are thanking the person to your right for the present, you can think of an adjective to put before the

noun. For example, if you were given a bicycle you could say, “Thank you for the

beautiful bicycle.” You could also say, “Thank for the beat-up bicycle.” Howwouldthedescriptionoftheobject change how you used it?

Your New Journal!

JunieB.Joneswritesdownherpersonalthoughtsinherfirstgradejournal.Belowisthecovertoyournewjournal!Decorateyourjournalsothatit’suniquetoyou!Attach notebook or drawing paper to your journal cover to create a journal just like Junie B. Jones!

11IL 3.C.1aIL 3.C.1bIL 3.C.2a

‘s Journal

Gift Giving

Junie B. Jones has some tough choices to make in buying gifts for her family and forherSecretSanta!ElfEllentellsallthefirstgradestudentsthateachofthefivegifttables has a number on it. The number on the table matches the price of all the gifts on that particular table. If you had ten dollars to spend in the gift shop, what would you buy?

Table 1$1 each

Happy Holidays!

Candy Cane

Pirate Tattoo

Farm AnimalSticker

Handkerchief

DinosaurEraser

ColoringBook

Pack ofCrayons

Glow-in-the-darkBarrette

HolidayButton

NeonShoelace

PlayingCards

BaseballCap

Squeeze-a-Burp

Lunchbox

MiniBackpack

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CC.K.CC.5CC.K.OA.2

Table 2$2 each

Table 3$3 each

Table 4$4 each

Table 5$5 each

Gift Giving

Remember, you only have $10!

List what you’d like to buy here, and add them up!

1. = $

2. = $

3. = $

4. = $

5. = $

7. = $

8. = $

9. = $

10. = $

6. = $

TOTAL: $

How many items did you buy with your $10?

So many gifts to choose from!

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Secret Compliment Givers

Teachers, a great way to do a Secret Santa exchange in your classroom is by having yourstudentsgivecomplimentstoeachotherinsteadofpresents!Insteadofhavingonly one Secret Santa for each person, let the entire class become givers to each otherandcopythefollowingpageasmanytimesasyouneedto!

Have each child decorate a paper bag and attach it to the back of his or her chair. Use the special label provided below.

Secret Sack

14IL 1.B.1dIL 3.C.1aIL 3.C.1b

‘s

Secret Compliment Givers

Haveyourstudentswritespecialcomplimentsabouteachpersonintheirclassonthe strips of paper below. Students should drop each unique compliment into the receiver’ssack.Whatawonderfulgift!

You are a hoot, I tell you! One of the reasons people like you is because you always:

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I am a lucky duck for knowing you. My favorite thing we have done together is:

You are great! Here is something nice about you:

You are a good friend, I believe. Thanks for remembering to:

Create Your Own Actor Headshot!

All actors get photos taken of themselves either smiling or lookingveryserious.Thephotosareusuallyoftheactor’sheadandshoulders–that’swhythey’recalledheadshots!

Draw a headshot photo of yourself – smiling or serious – in the space below.

A Star Performer! (Your Name)

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Create Your Own Actor Bio!

Actors write bios or short paragraphs about themselves for the audience programs so that we learn about who they are, what other plays they have been in,

andwhatsortsofthingstheyliketodo!

Now is your chance to write a bio about yourself!

. He/She

would like the thank because

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is a student at and is in (name) (school)

the grade. He/ShelovesgoingtoseeEmeraldCityTheatreshows,(number)

because (favorite subject)

favorite subject at school is (name’s)

After school, he/she really loves to play (activity)

had three wishes, they would be(name)

especially (title of the play you just saw!) .

(why?) .

(wish #1) ,

and(wish #2) ,

(why?) .

and also (activity) If.

(wish #3)

(name of person to thank)

Become a Costume Designer!

What should the actor playing Junie B. wear? Drawyourowncostumeideaonthefigurebelow.

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Write Your Own Theatre Review!

Areviewer’sjobistoseeaplayandwriteaboutwhattheylikedandwhattheydidn’tlike.Nowit’syourturntowriteordrawareviewandshareyourideas!

What was your favorite part of the play and why?

Emerald City News

Play reviewed by:

Junie B. Jones in Junie B. Jones in Jingle Bells, Batman Smells at Emerald City Theatre.

Jingle bells, squeeze-a-burps, and holiday cheer!

Teachers,ifyou’dliketoshareyourstudents’reviews,youcanmailthemto:JackieStone,EducationDirector,Emerald City Theatre, Administrative Office, 3rd Floor, 2936 N. Southport Ave. Chicago, IL 60657. Welookforwardtoreadingthem!Withyourpermission,theymightevenenduponourblog!

For more info, email: jstone@emeraldcitytheatre.com.

Share your reviews with the rest of your class and us!

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Emerald City Theatre School’s Outreach ProgrammingAt Emerald City Theatre School, we want to be your partner inraisinganimaginative,loving,andconfidentstudent.EmeraldCityoffers several outreach programs that bring drama to your classroom including our Read, Write, and Act Residency Program, After School Classes,andTouringProductions!Seebelowformoreinformation.

Read, Write, and Act ResidencyOur Read, Write, and Act Residency program helps your classroom develop team building skills, communication and listening skills, storytelling techniques, and self-esteem. In three basic parts, students will spend equal time reading, writing, and acting. For more information about residencies, contact Education Director Jackie Stone at 773-529-2690 x 15 or jstone@emeraldcitytheatre.com.

After School We offer a wide array after school drama classes for all age levels with exciting new themeachsession!Ourweeklyprogramsfocusonteambuilding,communicationand listening skills, story telling techniques, and self-esteem. Each class session culminatesinaninformalperformanceopentofamilyandfriends!Formoreinformation about after school programs, contact Education Director Jackie Stone at 773-529-2690 x 15 or jstone@emeraldcitytheatre.com.

ToursWe will travel to you with everything needed to transform your location into a magical place where anythingcanhappen!Allweneedisagym,auditorium,orcafeteria,andwe’llcreateatheatreexperience for your entire school. Touring productions currently include Charlie and the Chocolate Factory (which is available through December 2011), and If You Give a Cat a Cupcake (which is available from January through December 2012). To book a tour for your school or library, contact Audience Services Manager Catherine Smyka, at 773-529-2690 x19 or csmyka@emeraldcitytheatre.com.

About Emerald City Theatre

Emerald City TheatreEmeraldCityTheatreservesasachild’sgatewaytothearts,inspiringearlylearnersthroughplay.Thecompany’syear-roundprogrammingincludesliveproductionsattheApolloTheaterandothervenues,theatre class offerings, summer theatre camps, an extensive touring program, and literacy initiatives. The 2011-2012 Season includes If You Give a Cat a Cupcake, Junie B. Jones in Jingle Bells, Batman Smells, Snow White, and Alexander and the Terrible, Horrible, No Good, Very Bad Day.

For more information, visit www.EmeraldCityTheatre.com. 2936 N. Southport Avenue, Chicago 60657 | P 773.529.2690 | F 773.529.2693

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