YMCA  Greater  Boston  316  Huntington  Avenue   www.bostonchildrenstheatre.org    main  617-­‐424-­‐6634    Boston,  MA    02115      fax  619-­‐367-­‐8072  

The  Velveteen  Rabbit  by  Burgess  Clark  

Based  on  the  book  by  Margery  Williams  

 

Teacher  Guide        

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In  This  Guide    

Boston  Children’s  Theatre  Information  History  of  BCT,  Upcoming  class  and  audition  information  

Theatre  Etiquette  Do’s  and  Don’ts  of  Audience  Behavior  

Theatre  Vocabulary  Important  terms  to  know  

Author  Biography  Biographical  information  for  Margery  Williams  

Cast  Information  Cast  list,  Biography  Information  

Curriculum  Connections  MA  Curriculum  Framework  Standard  Connections:  overview  and  specific  standards  

Activities    &  Crafts  A  list  of  activities  and  crafts  that  can  be  used  to  prepare  for  your  theatre  visit,  or  to  follow  up  with  your  class  after  seeing  our  production.  

       

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Audience  Etiquette     Coming  to  the  theatre  is  a  magical  experience,  much  of  that  comes  from  the  energy  of  the  actors  and  the  connections  audience  members  make  with  the  performers  on  stage.    In  order  for  the  audience  to  have  the  opportunity  to  make  these  connections  and  enjoy  their  experiences,  several  guidelines  are  observed  in  live  theatre  audiences.    Those  guidelines  are  outlined  here  so  that  you  may  discuss  them  with  your  class  and  prepare  students  for  what  may  be  the  first  live  theatre  experience  for  many.    

  Respect:  Actors  respect  audience  members  by  presenting  their  best  work  in  a  play.    Audience  members  respect  actors  and  others  in  the  audience  by  keeping  themselves  quiet,  still,  and  not  talking  during  a  performance.    This  includes  talking  to  those  around  them,  and  talking  or  texting  on  a  cell  phone.    These  things  distract  from  the  performance  and  can  disturb  many  of  the  people  around  you.    Also,  many  theatres  have  their  own  rules  that  are  always  respected.    For  example,  food  is  not  allowed  in  many  theatres,  so  snacks  and  drinks  may  be  in  the  lobby,  but  inside  the  theatre,  audiences  are  to  focus  on  the  performance  so  that  they  can  really  be  engaged.    

  Concentration  and  Listening:  When  audience  members  are  focused  on  the  performance  and  listening  carefully  to  the  actors  on  stage,  they  remember  more  of  the  play  and  can  enjoy  themselves  as  much  as  possible.    If  you  are  really  listening  there  may  be  some  parts  of  a  play  that  make  you  laugh  or  make  you  feel  sad.    These  things  are  great  as  long  as  you  are  in  control  of  yourself  and  do  not  disrupt  the  performance.    The  more  you  concentrate  on  and  react  to  the  performance  you  are  watching,  the  more  you  will  be  able  to  share  when  you  get  back  to  your  classrooms  or  home  with  your  families.    

  Appreciation:  Actors  love  when  you  appreciate  their  hard  work,  as  long  as  you  make  sure  you  do  it  in  an  appropriate  way  and  at  the  appropriate  time.    This  is  why  audiences  clap  or  applaud  at  the  end  of  a  great  scene,  or  song,  and  always  at  the  end  of  the  whole  performance.    Clapping  your  hands  lets  the  actors  know  you’re  enjoying  yourself  and  that  you  like  what  they’re  doing.    A  few  good  times  to  clap  are:  at  the  end  of  a  scene,  when  the  stage  goes  dark,  at  the  end  of  a  song,  when  the  curtain  comes  down  on  the  stage,  at  the  end  of  the  first  act  or  half  of  the  play,  and  at  the  end  of  the  play  when  the  actors  bow  to  the  audience.  

   

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Theatre  Vocabulary     There  are  many  things  that  you  will  see  in  the  theatre  that  you  will  not  see  in  many  other  places.    Here  is  a  list  of  vocabulary  words  that  help  students  get  familiar  with  the  theatre  and  some  of  the  experiences  they  may  have  in  the  theatre,  provided  by  the  MA  State  Frameworks.    See  the  Activities  and  crafts  section  for  a  Theatre  Vocabulary  word  search.    

Casting:  the  selection  of  actors  or  performers.    Character:  a  person,  animal,  or  entity  in  a  story,  scene,  or  play  with  specific  distinguishing  physical,  mental,  and  attitudinal  attributes.    Characterization:  the  process  of  creating  a  believable  “person”  by  exploring  the  physical,  social,  and  psychological  dimensions  of  a  role.      Conflict:  tension  between  two  or  more  characters  or  between  action  and  ideas;  the  fundamental  struggle  that  leads  to  crisis  and  climax  of  a  scene  or  play.    Drama:  a  composition  in  verse  or  prose  intended  to  portray  a  character,  or  tell  a  story  through  action  and  dialogue,  and  designed  for  theatrical  performance.    Ensemble:  the  harmonious  blending  of  the  efforts  of  the  many  artists  involved  in  a  dramatic  activity  or  theatrical  production.      Gesture:  the  movement  of  a  body  part  or  combination  of  parts,  with  the  emphasis  on  the  expressive  aspects  of  the  move.    Improvisation:  the  spontaneous  use  of  movement  and  speech  to  create  a  character  or  object  in  a  particular  situation.  An  intuitive  and  immediate  response  rather  than  behavior  that  is  rehearsed.    Performance:  the  imitation  of  life  in  front  of  at  least  one  other  person.  In  a  broad  sense,  performance  refers  to  the  presentation  of  any  kind  of  entertainment,  from  play  to  rock  concert,  solo  presentation  to  ensemble  collaboration.    Playwright:  one  who  writes  plays;  dramatist.    Properties  (props):  objects  used  on  stage  such  as  furniture,  utensils,  ornaments,  and  personal  possessions.    Puppetry:the  art  of  making  puppets  or  presenting  puppet  shows.    Rehearsal:  repeated  practice  in  preparation  for  a  public  performance.    Scenes:  the  subdivision  of  an  act  in  a  play,  identified  by  place  and  time.    Script:  the  written  dialogue,  description,  and  directions  provided  by  the  playwright.      Stage  manager:  the  head  of  the  production  staff  who,  once  the  play  opens,  takes  charge  of  the  stage,  the  actors,  and  the  crews.      Technical  theatre:  design  and  creation  of  sets,  lighting,  sound,  properties,  and  costumes/makeup.          

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About  the  Author:  Margery  Williams     Margery  Williams  was  born  in  1881,  and  died  in  1944.    She  was  born  in  London  and  lived  there  until  1890  when  she  moved  to  the  United  States  with  her  family,  after  her  father  had  died,  suddenly.    Margery  had  always  wanted  to  write  books  and  at  the  age  of  19,  she  returned  to  London  to  publish  her  first  set  of  short  stories.  

When  Margery  was  married  and  had  children,  she  considered  motherhood  a  full  time  job  and  paused  her  writing  activities  so  that  she  could  focus  on  raising  her  son,  Cecco,  and  daughter,  Pamela.    Pamela  would  later  illustrate  some  of  her  mothers’  books.     In  1921,  Williams  returned  to  the  United  States  with  her  family  and  resumed  her  writing.    The  Velveteen  Rabbit  was  her  first  American  book,  as  well  as  the  first  story  she  wrote  for  children.    It  is  still  her  most  famous  work  to  this  day.    It  has  been  adapted  into  a  variety  of  different  children’s  plays  since  it’s  first  publication.    After  the  publication  of  this  story,  and  until  her  death  in  1944,  Williams  continued  to  write  short  stories  for  children,  many  having  to  do  with  toys  and  the  ability  for  inanimate  objects  to  magically  become  real  or  to  express  human  emotions.    All  of  her  stories  had  sadness  as  part  of  their  development,  but  by  the  end  of  the  story  the  reader  felt  uplifted  and  positive.      

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The  Velveteen  Rabbit  Cast  

 Margery                 Victoria  Brandano  

Boy                   Jacob  Cafer  

Nana                   Channing  Shippen  

Velveteen  Rabbit           Iain  Shain  

Tin  Soldier  

Model  Boat                 Rosie  Cerulli  

Timothy,  The  Wooden  Lion         Tomer  Kimia  

Skin  Horse                 Kevin  Paquette  

Rabbit  1                 Kassaini  Mamalakis  

Rabbit  2                 Alexandra  Berube  

Fairy                   Rose  Zilla-­‐ba  

 

 

 

 

 

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Curriculum  Connections     In  this  section,  you  will  find  all  curriculum  connections  the  play  and  the  activities  in  this  packet  offer.    Each  activity  also  has  a  short  list  of  the  related  standards,  but  this  section  provides  a  complete  and  detailed  list  of  all  standards  met.  

 Arts     Acting  

1.1   Read,  listen  to,  and  tell  stories  from  a  variety  of  cultures,  genres,  and  styles  1.2   Imagine  and  clearly  describe  characters,  their  relationships,  setting,  conflict,  and  plot  from  a  variety  of  appropriate  

literature  1.3   Pretend  to  be  someone  else,  creating  a  character  based  on  stories  or  through  improvisation,  using  properties  

(props),  costumes,  and  imagery  1.7   Create  and  sustain  a  believable  character  throughout  a  scripted  or  improvised  scene  1.11   Motivate  character  behavior  by  using  recall  of  emotional  experience  as  well  as  observation  of  the  external  world  1.12   Describe  and  analyze,  in  written  and  oral  form,  characters’  wants,  needs,  objectives,  and  personality  characteristics  1.20   Demonstrate  sensitivity  to  audience  response  

          Reading  and  Writing  Scripts  

2.1   Identify  what  drama  is  and  how  it  happens  2.4   Create  a  scene  or  play  with  a  beginning,  middle,  and  end  based  on  an  original  idea,  a  story,  or  other  forms  of  

literature  (fiction,  nonfiction,  poetry)           Directing  

3.2        Read  plays  from  a  variety  of  cultures  and  historical  periods,  describe  their  themes,  interpret  their  characters’  intentions  and  motivations,  and  determine  their  staging  requirements  

3.3   Recognize  and  describe  the  distinct  roles  and  responsibilities  of  the  director,  actors,  stage  manager,  set  and  costume  designers,  and  others  involved  in  presenting  a  theatrical  performance  

3.4   Identify  and  use  appropriate  vocabulary  to  describe  kinds  of  stage  spaces  (e.g.,  proscenium,  thrust,  arena),  stage  directions,  areas  of  the  stage  (e.g.,  upstage,  downstage,  stage  right,  stage  left)  and  basic  blocking  techniques  

 

  Technical  Theatre  4.1   Collect,  make,  or  borrow  materials  that  could  be  used  for  scenery,  properties  (props),  costumes,  sound  effects,  and  

lighting  for  informal  classroom  presentations    

  Critical  Response  5.1   Describe  and  demonstrate  audience  skills  of  observing  attentively  and  responding  appropriately  in  classroom  

presentations,  rehearsals,  and  live  performance  settings  5.2   Identify  and  describe  the  visual,  aural,  oral,  and  kinetic  details  of  classroom  dramatizations  and  dramatic  

performances  5.3   Articulate  reasons  for  particular  emotional  responses  to  and  personal  preferences  about  classroom  dramatizations  

and  dramatic  performances    5.4   Analyze  and  describe  strengths  and  weakness  of  their  own  work  (grades  3  and  4  only)  5.5        Give  and  accept  constructive  and  supportive  feedback  

5.6   Continue  to  develop  and  refine  audience  behavior  skills  when  attending  informal  and  formal  live  performances  5.7   Articulate  and  justify  possible  criteria  for  critiquing  classroom  dramatizations  and  dramatic  performances  

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5.9   Use  appropriate  theatre  terminology  to  describe  and  analyze  the  strengths  and  weaknesses  of  their  own  or  the  group’s  work  

5.12   Attend  live  performances  of  extended  length  and  complexity,  demonstrating  an  understanding  of  the  protocols  of  audience  behavior  appropriate  to  the  style  of  the  performance  

5.13   Use  group-­‐generated  criteria  to  assess  their  own  work  and  the  work  of  others  5.14   Demonstrate  objectivity  in  assessing  their  personal  abilities  and  creative  endeavors    5.15   Demonstrate  the  ability  to  receive  and  act  upon  coaching,  feedback,  and  constructive  criticism    

Visual  Arts  Methods, Materials and Techniques 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and

yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D –

drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction

1.4 Learn to take care of materials and tools and to use them safely 1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in

grades PreK–8 1.8 Maintain the workspace, materials, and tools responsibly and safely Elements and Principles of Design 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes may be made 2.6 For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or

balance Observation, Abstraction, Invention, and Expression 3.1 Create 2D and 3D artwork from direct observation 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy Critical Response 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and

supportively within the group 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate

vocabulary

 English  Language  Arts     Language  Strand  Standard 1: Discussion Students  will  use  agreed-­‐upon  rules  for  informal  and  formal  discussions  

in  small  and  large  groups.  

Standard 2: Questioning, Listening, and Contributing

Students  will  pose  questions,  listen  to  the  ideas  of  others,  and  contribute  their  own  information  or  ideas  in  group  discussions  or  interviews  in  order  to  acquire  new  knowledge.  

Standard 3: Oral Presentation Students  will  make  oral  presentations  that  demonstrate  appropriate  consideration  of  audience,  purpose,  and  the  information  to  be  

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conveyed.  

Standard 4: Vocabulary and Concept Development

Students  will  understand  and  acquire  new  vocabulary  and  use  it  correctly  in  reading  and  writing.  

    Reading  and  Literature  Strand  Standard 8: Understanding a Text Students  will  identify  the  basic  facts  and  main  ideas  in  a  text  and  use  

them  as  the  basis  for  interpretation.  

Standard 9: Making Connections Students  will  deepen  their  understanding  of  a  literary  or  non-­‐literary  work  by  relating  it  to  its  contemporary  context  or  historical  background.  

Standard 10: Genre Students  will  identify,  analyze,  and  apply  knowledge  of  the  characteristics  of  different  genres.  

Standard 11: Theme Students  will  identify,  analyze,  and  apply  knowledge  of  theme  in  a  literary  work  and  provide  evidence  from  the  text  to  support  their  understanding.  

Standard 12: Fiction Students  will  identify,  analyze,  and  apply  knowledge  of  the  structure  and  elements  of  fiction  and  provide  evidence  from  the  text  to  support  their  understanding.  

Standard 15: Style and Language Students  will  identify  and  analyze  how  an  author’s  words  appeal  to  the  senses,  create  imagery,  suggest  mood,  and  set  tone,  and  provide  evidence  from  the  text  to  support  their  understanding.  

Standard 17: Dramatic Literature Students  will  identify,  analyze,  and  apply  knowledge  of  the  themes,  structure,  and  elements  of  drama  and  provide  evidence  from  the  text  to  support  their  understanding.  

Standard 18: Dramatic Reading and Performance

Students  will  plan  and  present  dramatic  readings,  recitations,  and  performances  that  demonstrate  appropriate  consideration  of  audience  and  purpose.

    Composition  Strand  Standard 19: Writing Students  will  write  with  a  clear  focus,  coherent  organization,  and  

sufficient  detail.

Standard 20: Consideration of Audience and Purpose

Students  will  write  for  different  audiences  and  purposes.

Standard 22: Standard English Conventions

Students  will  use  knowledge  of  standard  English  conventions  in  their  writing,  revising,  and  editing.

Standard 23: Organizing Ideas in Writing

Students  will  organize  ideas  in  writing  in  a  way  that  makes  sense  for  their  purpose.  

 

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History  and  Social  Science  Pre-Kindergarten to Kindergarten Concepts and Skills

With  guidance  from    the  teacher,  students  should  be  able  to:  

History and Geography 1.  Identify  sequential  actions,  such  as  first,  next,  last,  in  stories  and  use  them  to  describe  personal  experiences.  (H)  

2.  Use  correctly  words  and  phrases  related  to  chronology  and  time  (now,  long  ago,  before,  after;  morning,  afternoon,  night;  today,  tomorrow,  yesterday;  last  or  next  week,  month,  year;  and  present,  past,  and  future  tenses  of  verbs).  (H)  

3.  Use  correctly  the  word  because  in  the  context  of  stories  or  personal  experiences.  (H)  

4.  Use  correctly  words  and  phrases  that  indicate  location  and  direction,  such  as  up,  down,  near,  far,  left,  right,  straight,  back,  behind,  and  in  front  of.  (G)  

Civics and Government 6.  Give  examples  that  show  the  meaning  of  the  following  concepts:  authority,  fairness,  justice,  responsibility,  and  rules.  (C)  

Pre-Kindergarten to Kindergarten Learning Standards With  guidance  from  the  teacher,  students  should  be  able  to:  

PreK-­‐K.2  Put  events  in  their  own  and  their  families’  lives  in  temporal  order.  (H)  

PreK-­‐K.5  Retell  stories  that  illustrate  honesty,  courage,  friendship,  respect,  responsibility,  and  the  wise  or  judicious  exercise  of  authority,  and  explain  how  the  characters  in  the  stories  show  these  qualities.  (C)  

PreK-­‐K.6  Identify  and  describe  family  or  community  members  who  promote  the  welfare  and  safety  of  children  and  adults.  (C)  

Grade 1 Concepts and Skills Students  should  be  able  to:  

Apply concepts and skills learned in previous grades. History and Geography 1. Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).(H) 2. Place events in students’ own lives in chronological order. (H) Civics and Government 8. Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability. (C)

Grade  1  Learning  Standards  

Building  on  knowledge  from  previous  years,  students  should  be  able  to:    

United  States  Leaders,  Symbols,  Events,  and  Holidays  

Individuals, Families, and Communities Now and Long Ago 1.7 After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan, Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the Knee-High Man, Lon

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Po Po, and Medio Pollito), describe the main characters and their qualities. (H) 1.9 Explain that Americans have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and their families. (H)

 Grade 2 Concepts and Skills

Students  should  be  able  to:  

Apply concepts and skills learned in previous grades. History and Geography 3. Explain the information that historical timelines convey and then put in chronological order events in the student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H) Civics and Government 7. Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). (C)  

                   

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Activities  &  Crafts     In  this  section,  you  will  find  a  number  of  activities  that  you  can  do  with  your  class  either  to  prepare  for  your  visit  to  the  theatre,  or  to  reflect  on  the  performance  you  saw  together.    All  activities  have  many  variations  and  can  be  added  to  and  changed  as  needed  for  your  students.    

Activity  1:  Prepare  for  the  Performance     Read  the  story  of  the  Velveteen  Rabbit  aloud  with  your  class.    Use  the  following  questions  as  prompts  for  discussion:    

1. If  you  were  a  toy,  would  you  want  to  become  real,  why  or  why  not?    

2. Think  about  your  toys:  a. Which  toys  are  your  favorites?  Why?  b. Do  you  play  with  them  as  the  boy  played  with  the  rabbit  in  the  story?    Do  you  

go  on  adventures  and  spend  a  lot  of  time  together?  c. Do  you  forget  about  your  old  toys  if  you  get  new  ones?  

 3. Do  you  have  any  other  connections  with  the  story?    Have  you  ever  been  sick  and  

someone  has  cared  for  you?    Have  you  ever  taken  care  of  someone  who  was  sick?    

4. What  do  you  think  the  story  means?    What  is  the  main  idea?    What  is  the  message?    

5. What  were  some  of  the  relationships  like  in  the  story?  a. Between  the  Skin  Horse  and  the  Rabbit  b. Between  Nana  and  the  boy  c. Between  the  toys  in  the  nursery  and  the  Rabbit  

 

Activity  2:  Explore  the  Magic  and  Imagination     Magic  plays  a  large  role  in  this  story,  both  in  the  sense  of  the  transformative  power  of  the  boy’s  love  for  the  rabbit,  as  well  as  the  more  conventional  magical  presence  of  the  fairy  who  transforms  the  rabbit  into  a  live  wild  rabbit  at  the  end  of  the  play.    Also,  much  of  the  action  of  the  story  takes  place  in  the  boy  and  rabbit’s  

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imaginations,  which  is  another  type  of  magic  we  see  in  this  story.    Discuss  the  importance  of  magic  and  imagination  in  the  story  with  your  class  using  the  following  prompts:    

1. What  part  does  magic  play  in  the  story?    

2. How  would  you  explain  the  magic  if  this  were  a  true  story,  and  not  just  made  up  in  a  book?    What  do  you  imagine  could  explain  the  way  the  story  happened?    

3. How  did  the  rabbit  change  when  he  became  real?    Describe  him  when  he  was  a  toy,  and  then  describe  him  as  a  real  rabbit?    How  much  has  changed?    What  does  that  mean  for  the  rabbit?  

 4. Draw  a  scene  you  imagine  could  happen  on  stage  based  on  what  you  remember  

from  the  story.  

 

Activity  3:  Dramatize  the  Story     After  reading  the  story  aloud  to  your  class,  this  activity  may  be  done  either  in  groups  or  with  all  students  simultaneously.    

1. If  all  students  are  working  simultaneously:  You  should  choose  several  of  the  more  popular  parts  of  the  story,  (ie.  Meeting  the  wild  rabbits,  some  of  the  boy  and  rabbit’s  adventures,  the  fairy’s  transformation)  and  act  these  things  out  together.    Ask  students  how  they  feel  as  these  characters  and  what  connections  they  can  make  to  the  characters  in  the  story.    Students  can  also  create  frozen  poses  of  their  favorite  character,  and  the  rest  of  the  class  can  guess  which  character  they  are  portraying.    

2. If  students  are  working  in  small  groups:  First,  tell  the  students  to  choose  a  scene  from  the  beginning,  one  from  the  middle,  and  one  from  the  end  of  the  play.    In  their  groups  they  will  first  create  a  frozen  image  to  represent  each  of  the  three  scenes  they  chose.    Next,  they  will  show  the  scenes  moving  from  one  to  the  other  in  rolling  action,  but  in  pantomime,  without  sound.    Finally,  the  students  may  choose  one  or  

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two  lines  they  would  like  to  speak  during  their  final  rolling  action.    Focus  should  be  on  clear  physical  representation  first,  and  speaking  second  in  this  exercise.  

 3. A  third  option,  if  you  have  a  smaller  or  a  more  advanced  class  is  to  actually  dramatize  

as  you  read  through  the  story  again.    Assign  roles  to  students,  and  encourage  them  to  act  out  what  you  are  narrating  as  you  read  the  story  aloud.  

 

Activity  4:  Write  to  the  Cast     Write  to  the  actors  (or  draw  a  picture)  about  your  favorite  part  of  the  play.    Do  you  have  questions  for  the  performers,  or  the  playwrite?    Ask  questions  and  share  your  own  stories  with  the  Velveteen  Rabbit  cast!  

 Activity  5:  Respond  to  the  Play     Write  a  review  for  the  play,  what  were  your  favorite  parts?    What  would  you  have  changed  about  the  play?    What  were  some  of  the  moments  you  remembered  most?    If  you  could,  what  part  would  you  play  and  how  would  you  do  it?    What  did  you  think  of  the  puppets?    Did  you  ever  forget  that  they  were  puppets  and  think  that  they  were  real  people  or  animals?  

 Discuss  with  your  class  connections  they  made  to  characters  or  moments  in  the  play.    Students  can  either  write  about  these  thoughts  or  simply  share  them  with  a  discussion  group.    Discussions  can  also  cover  topics  like:  the  differences  between  the  movies  and  live  theatre,  magic  and  imagination,  and/or  questions  students  have  about  theatre  and  the  performance.          

 

Activity  6:  Write  your  own  Story     Students  can  write  their  own  stories,  share  them,  and  respond  to  each  other’s  ideas  either  verbally  or  through  an  additional  written  response.  

Pretend  you  are  a  toy  and  you  would  like  to  be  chosen  for  a  child’s  gift.    Write  a  story  about  your  experience  trying  to  get  that  child’s  parent’s  attention.    What  do  you  do  to  make  yourself  stand  out?    How  many  times  have  you  tried  this  before?    Do  they  choose  you?    What  is  your  new  life  like  as  a  child’s  favorite  toy?     Write  about  an  adventure  you  have  had  with  a  favorite  toy,  like  the  boy’s  adventure  with  the  rabbit.    Where  did  you  go?    What  did  you  do?    How  were  you  feeling  when  you  were  off  together  with  your  favorite  toy?    How  did  it  feel  when  you  had  to  return  home?    What  is  the  next  adventure  you  are  planning?  

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Activity  7:  Theatre  Vocabulary  Word  Search     Encourage  your  students  to  find  the  theatre  vocabulary  words  in  the  search  below.  (Definitions  provided  in  the  THEATRE  VOCABULARY  section  earlier  in  the  guide)    Words  can  be  found  in  any  direction.  Casting  Character  Characterization  Conflict  Drama  Ensemble  

Gesture  Improvisation  Performance  Playwright  Props  Puppetry  

Rehearsal  Scenes  Script  Stage  Manager  Technical  Theatre  

 

Z   I   Q   W   E   R   T   G   E   S   T   U   R   E  

K   M   Y   U   I   T   O   G   N   I   T   S   A   C  

P   P   S   A   P   E   D   F   S   G   N   H   J   K  

U   R   V   C   S   C   E   N   E   S   O   X   Z   L  

P   O   O   B   N   H   M   B   M   Q   I   W   S   J  

P   V   I   P   O   N   P   G   B   V   T   K   T   C  

E   I   U   E   S   I   Y   T   L   R   A   E   A   O  

T   S   F   R   D   C   S   A   E   Q   Z   W   G   N  

R   A   G   F   H   A   H   J   K   L   I   M   E   F  

Y   T   Z   O   X   L   C   A   V   B   R   N   M   L  

J   I   A   R   S   T   T   D   R   F   E   G   A   I  

F   O   Q   M   L   H   P   K   J   A   T   H   N   C  

Y   N   W   A   E   E   I   R   T   Y   C   U   A   T  

V   Q   N   N   M   A   R   P   A   O   A   T   G   I  

W   C   B   C   V   T   C   C   X   M   R   Z   E   W  

R   E   H   E   A   R   S   A   L   J   A   K   R   R  

K   X   Z   V   Y   E   B   I   R   Q   H   R   O   D  

P   L   A   Y   W   R   I   G   H   T   C   N   D   F  

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Activity  8:  Make  your  own  puppet     In  this  production,  there  are  several  different  types  of  puppets  that  represent  characters  in  the  story.    Students  can  create  their  own  rabbit  puppets  by  following  one  of  the  sets  of  directions  below:  

 

1. Rabbit  Puppet  Materials:    Paper  bags,  crayons/markers,  construction  paper,  glue,  scissors,  printed  templates  (optional:  googly  eyes,  pom  poms,  cotton  balls,  paints)    Directions:    

1. Orient  your  students  to  the  paper  bag  as  it  lays  flat.    One  side  will  be  smooth,  and  this  will  be  the  back  of  the  puppet.    The  other  side  will  have  the  flap  that  would  become  the  bottom  of  the  bag,  this  is  the  front  of  your  puppet,  because  the  flap  will  be  the  puppet  head.    Below  the  head  will  be  the  body,  and  on  the  sides  there  should  be  flaps:  this  is  where  the  arms  will  go.    Make  sure  students  are  beginning  their  puppets  on  the  correct  side.  

2. Color  the  templates  (below)  as  desired  and  cut  them  out,  having  them  ready  to  attach  to  the  bag.  

3. Glue  the  teeth  to  the  back  of  the  head  flap,  so  that  most  of  the  teeth  show  from  under  the  flap.  

4. Glue  the  nose  on  the  head  above  the  mouth,  and  the  eyes  above  the  nose.    Also,  glue  the  cheeks  on  the  head.  

5. Attach  the  arms  inside  the  flaps  on  the  side  of  the  bag.    Make  sure  they  are  facing  front!  6. Glue  the  bow  on  the  front  of  the  rabbit  as  desired.  7. With  a  white  crayon,  draw  a  tail  on  the  back  of  the  bag.  

 *Note:  If  desired,  the  bags  can  be  painted  to  be  more  realistic  in  color.    Also,  pom  poms  or  cotton  balls  can  be  used  for  the  tail  and  nose.    Googly  eyes  can  replace  the  template  eyes.*  

     

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2. Butterfly  Stick  Puppet  Materials:    Popcicle  sticks,  glue,  crayons/markers,  googly  eyes,  scissors,  printed  templates,  pipe  cleaners,  construction,  or  brightly  colored  paper,  pom  poms    

Directions:  1. Color  the  templates  as  desired,  and  cut  out.  (Print  onto  bright  paper  if  desired)  2. (If  using  colored  paper,  cut  out  shapes  and  glue  them  into  the  template  to  create  

designs  on  the  wings.    If  not,  designs  may  be  colored  in.)  3. Bend  a  pipe  cleaner  in  half  and  curl  each  side  around  a  crayon  or  pen.    Remove  the  

crayon  and  spread  out  the  curls.    Glue  the  pipe  cleaner  to  the  top  of  the  popcicle  stick  at  the  bend.  

4. Glue  the  template  to  the  popcicle  stick  behind  where  the  butterfly  body  would  be.    Make  sure  to  cover  the  pipe  cleaner  with  the  template  to  insure  it  is  firmly  attached.  

5. Glue  3-­‐4  pom  poms  on  the  “spine”  created  by  the  popcicle  stick  to  create  the  body.    Attach  googly  eyes  to  the  top  pom  pom  to  create  the  eyes.  

 

*Note:  If  desired,  glitter  and  stickers  may  also  be  used  to  decorate  the  butterfly  wings.    Also,  both  sides  of  the  wings  can  be  decorated  before  the  template  is  attached  to  the  popcicle  stick,  and  then  the  stick  covered  with  another  sed  of  3-­‐4  pom  poms  on  the  “back”  side.*