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TEACHER RESOURCE GUIDE: WICKEDThe lessons and activities in this guide are driven by the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (2010) which help ensure that all students are college and career ready in literacy no later than the end of high school. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening, and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

21st century skills of creativity, critical thinking and collaboration are embedded in the process of bringing the page to the stage. Seeing live theater encourages students to read, develop critical and creative thinking and to be curious about the world around them.

This Teacher Resource Guide includes background information, questions and activities that can stand alone or work as building blocks toward the creation of a complete unit of classroom work.

Pre-Program

Glossary

Post-Show Activities

Scene Writing

Circumstances and Character

First Impressions

The following is a partial list of Common Core State Standards for English Language Arts & Literacy, History/Social Studies, Science and Technical Subjects and Common Core State Standards for Mathematics that align with the performance, lessons and activities found in the Teacher Resource Guide:

College and Career Readiness (CCR) Anchor Standards for WritingText Types and PurposesProduction and Distribution of WritingResearch to Build and Present Knowledge

College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and CollaborationPresentation of Knowledge and Ideas

College and Career Readiness (CCR) Anchor Standards for LanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use

College and Career Readiness (CCR) Anchor Standards for ReadingKey Ideas and DetailsCraft and StructureIntegration and Knowledge of Ideas

Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.

A Supplement to Wicked StageNOTES

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GLOSSARYAuthor – the writer of a musical script.

Auditioning – to perform in order to get a role in the production; can include but not limited to: singing, dancing and reading from the script.

Ballad – a slow, romantic song for actors to showcase vocal clarity.

Blocking – the specific movements of actors on stage.

Box Seating – a separate compartment of seats usually elevated on the sides of the theater, for the accommodation of VIPs.

Box Office – a booth inside the theater where tickets are sold.

Calling the show – the process of calling out lighting, sound and scene-change cues during a performance usually done by the stage manager.

Casting – the process through which actors are chosen for roles in the production.

Casting Agent – one who chooses actors for roles in the production.

Choreographer – one who designs dance sequences.

Composer – one who writes music.

Conductor – one who directs the orchestra or band.

Dance Captain – one who teaches and rehearses dance sequences with the performers.

Director – one who supervises the creative aspects and guides the artistic vision of the production.

Dress Rehearsal – rehearsal in which performers practice with costumes and props.

Dresser – one who assists performers with costumes during dress rehearsals and shows.

Electrician – one who works with the lighting designer to adjust and operate lighting instruments.

Ensemble/Chorus – a group of singers, dancers or actors who perform musical numbers.

Flyman – one who pulls the curtain before and after performances and operates the flying system, if one is used.

Gallery – the section of seats in a theater farthest away from the stage; separated into front gallery and rear gallery.

Head Carpenter – one who builds the sets for the production.

Headshot – a photograph of an actor from the shoulders up or ¾ body shot.

House Left – the left side of the theater, when facing the stage (audience’s point of view).

House Right – the right side of the theater, when facing the stage (audience’s point of view).

Lighting Designer – one who decides where the lighting instruments should go, how they should be colored, and which ones should be on at particular time to affect mood, visibility and to showcase costumes and sets.

Lyricist – one who writes the words to a song.

Makeup Artist – one who applies cosmetics to a performer’s face and body.

Mezzanine – the middle section of seats in a theater between the orchestra and the gallery: separated into front and rear mezzanine.

Program – a listing of the order of events, names of the cast and crew, and other relevant information for the production.

Property (Props) Master – one who manages all items used on stage that cannot be classified as scenery, electrics or wardrobe.

Read–through – the cast members read through the script without blocking or dance.

Rehearsal Pianist – one who plays the piano for early–stage rehearsals.

Set Designer – one who creates the scenery for the stage.

Sitzprobe – the first rehearsal with both the performer and the orchestra, no staging or dancing.

Sound Designer – one who plans and executes the layout of all sound playback and equipment for the show.

Sound Operator – one who runs the sound playback and equipment for the show; works with the sound designer.

Sound Board – a desk comprising of a number of channels where each sound source is provided with its own control channel through which sound signals are routed into two or more outputs; changes the quality of the sound.

Standby/Understudy – one who studies a role and is prepared to substitute the principal performer when needed.

Stage Left – the left side of the stage, when facing the audience (performer’s point of view).

Stage Manager – one who is responsible for the quality of the show’s production; assists the director and oversees the show at each performance.

Stage Right – the right side of the stage; when facing the audience (performer’s point of view).

Swings – one who is prepared to substitute for ensemble or chorus members who are unable to perform.

Technical Rehearsal – a rehearsal incorporating the technical elements of a show, such as the scene and property shifts, lighting, sound and special effects.

Usher – one who guides audience members to their seats.

Wig Master/Mistress – one who obtains and customizes wigs for performers to wear.

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POST-SHOW ACTIVITIES Writing Activity #1: Circumstances and Character

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.9. Draw evidence from literary or informational texts to support analysis, reflection and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

From the ShowFiyero puts no effort into his school work and takes pride in not even trying. Glinda chooses to put her own interests ahead of everyone else’s in order to achieve the popularity and position she desires. Elphaba makes a choice to stand up to the Wizard of Oz at great risk to herself in order to free the talking animals.

ExerciseCircumstances & Character: Have students think about each of the characters above. First, have them make a list of the circumstances beyond each character’s control. For example, Fiyero comes from a family of privilege and wealth; Glinda is born pretty; Elphaba is born with green skin. Then have them make a list of comparable circumstances in their own lives. Second, make a list of the character attributes each of these Wicked characters displays (e.g. laziness, self-centeredness, courage).

Then have students make a list of the comparable characteristics they personally possess.

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Behavior Next ask students what behavioral choices these characters made:How did those choices impact their own lives? How did they impact others? What other choices could they have made and what might have been different if they had behaved differently?

Now apply these same questions to your own life or that of someone you know. How do your character attributes affect your decisions about what behavior you engage in? Describe one type of behavior you’ve seen someone in your life choose to engage in that had negative consequences (e.g. dropping out of school or drug or alcohol use).

Describe a behavior you’ve observed in someone’s life that had positive consequences (e.g. studying hard for a test in school). Encourage students to explore the link between behavior and consequences and how the behavioral choices one makes enable or impair their ability to change their circumstances.

ObjectiveStudents will learn to think critically about the consequences of an individual’s behavior and choices and the impact they have on one’s own life as well as others.

Critical Response• Who is responsible for your behavior? • Is there such a thing as right and wrong behavior or is it

okay to do anything one feels like doing?• How do we determine acceptable and unacceptable

behavior? • What are the short and long term consequences of different

behaviors? • What character attributes are desirable? Undesirable? How do we determine this?

Activity 2: Scene Writing

College and Career Readiness (CCR) Anchor Standards for WritingProduction and Distribution of Writing4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningConventions of Standard English1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of Standard English capitalization, punctuation and spelling when writing.

College and Career Readiness (CCR) Anchor Standards for LanguageKnowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

From the ShowElphaba and Nessarose are sisters who do not always agree with each other and get along. Despite any differences or awkward situations, they eventually always support each other.

Nessarose:Don’t! Don’t you say another word against her! I’m about to have the first happy night of life, thanks to Glinda. Please, Elphaba – Try to understand.

Elphaba:I do.

ExerciseThink of an imaginary or a real sibling or friend with whom you can disagree yet ultimately support because you are always on the same team. Come up with a situation such as whether or not your team should buy new uniforms, your family should attend a social gathering together; give a party for your birthday, etc. Write a scene of dialogue between you and your friend or sibling discussing the situation, but ultimately coming to terms with how you will best resolve your differences.

ObjectiveStudents will practice good communication techniques for dealing with friends and family in times of stress.

Critical Response• What are the elements of effective communication?• What are the elements of ineffective communication?• What steps can you take to ensure effective communication

with your family and friends?• What could you do to encourage open and honest

communication? • What have you already tried and how well have you

succeeded?

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POST-SHOW ACTIVITIES Activity 3: First Impressions

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language2. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts and consulting general and specialized reference materials, as appropriate.4. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.5. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

From the ShowGlinda is a naturally competitive person and Elphaba is a naturally rebellious person. Both characters cause a scene when Glinda gives a pointed hat to Elphaba that she believes will embarrass her in public. Elphaba continues to wear the hat in the midst of the dance floor, even after she realizes

that others are making fun of her. Both girls are acting out of impulse. Later, we see Glinda make a decision that does not support her original impulse and her relationship with Elphaba is changed forever.

ExerciseAssociations with people who are unpopular or unconventional can prove problematic for us all. Sometimes we need to encourage others to look beneath the surface of their first reactions to learn to accept unusual behaviors or looks. First impressions are always impulsive. A second impression can be more reasoned. Have the class do an exercise where each student brings an unusual or outrageous article of clothing to class. Working with a partner, first describe your reaction to your partner’s clothing and how it makes you feel about him or her. Next have your partner describe the reasons why she or he chose this piece and see if the reasons make you see her or him differently. Then switch the discussion to the other partner. Discuss these reactions with the entire class. (You may also brainstorm examples of outrageous people or characters.)

ObjectiveStudents will recognize when a decision or an evaluation is impulsive rather than well thought out.

Critical Response• Would you say that you think quickly or cautiously? • Do you tend to jump to conclusions quickly or do you

tend to mull things over before making an evaluation or judgment?

• What are the consequences if you make a decision too quickly or proceed too cautiously?

BOOKS BY GREGORY MAGUIRE:Confessions of an Ugly Stepsister: A Novel (1999)

The Daughter of the Moon (1980)

The Dream Stealer (1983)

The Good Liar (1996)

The Lightning Time (1978)

Lights on the Lake (1981)

Leaping Beauty and Other Animal Fairy Tales (2006)

A Lion Among Men: Volume Three in the Wicked Years (2009)

Lost (2001)

Lucas Fishbone (1990)

Mirror Mirror: A Novel (2003)

Missing Sisters (2009)

The Next Queen of Heaven (2010)

Oasis (1996)

Out of Oz: The Final Volume in the Wicked Years (2012)

The Peace and Quiet Diner (1988)

Son of a Witch: Volume Two in the Wicked Years (2008)

Wicked: The Life and Times of the Wicked Witch of the West (1995) (HarperCollins Publishing)

OTHER BOOKSBaum, L. Frank. The Wonderful Wizard of Oz. Courage Publishing, 2003. (Hardcover edition)

Baum, L. Frank and Michael Patrick Hearn, editor. The Annotated Wizard of Oz: A Centennial Edition. W.W. Norton & Company, 2000.

Dighe, Ranjit. The Historian’s Wizard of Oz : Reading L. Frank Baum’s Classic as a Political and Monetary Allegory. Praeger Publishers, 2002.

Rogers, Katharine. L. Frank Baum: Creator of Oz: A Biography. St. Martin’s Press, 2002.

Swartz, Mark Evan. Oz before the Rainbow: L. Frank Baum’s The Wonderful Wizard of Oz on Stage and Screen to 1939. John Hopkins University Press, 2002.

Sunshine, Linda. All Things Oz: The Wonder, Wit, and Wisdom of The Wizard of Oz. Clarkson Potter, 2003.

MUSICWicked: Original Broadway Cast Recording, Decca, 2003.

The Wizard of Oz: Original Motion Picture Sound Track – The Deluxe Edition, Rhino Records, 1995.

ENTERTAINMENT FILMS His Majesty, the Scarecrow of Oz, Released by Timeless Studios, Inc., 1995, Not Rated.

The Magic Cloak of Oz, Released by Timeless Studios, Inc., 1995, Not Rated.

The Wizard of Oz, Released by Warner Studios, 1939, Rated G.

WEBSITESwww.wickedthemusical.comwww.gregorymaguire.comwww.stephenschwartz.comwww.playbill.comwww.amazon.com

RETAIL STORES Applause Theatre Books211 West 71 Street, NYC212-496-7511www.applausebooks.com

Drama Book Shop250 West 40 Street, NYC212-944-0595www.dramabookshop.com

Theatre Circle Books1 Shubert Alley, NYC346 West 44 Street, NYC212-586-7610800-223-1320www.BroadwayNewYork.com

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