Welcome to A Year With Frog and Toad!

Dear Educator,

Welcome! Thank you for bringing your class to see Utah State University’s production of A Year With Frog and Toad by Robert and Willie Reale, based on the Frog and Toad children's stories written and illustrated by Arnold Lobel.

In this study guide you will find a variety of creative resources and lesson plans you can use in your classroom to extend your students’ exposure with the show. These activities are geared towards grades 2-4 and are designed to help your students engage with the characters and the story and help them to find their own voices, as well as develop things like friendship, happiness, self-confidence, imagination through adaptation, and positive body image!

In this study guide you will find four different lesson plans specifically designed to help your students explore the themes from the production while also meeting Utah Core Standards. This guide also includes an introduction to the play from the director, concepts from some of the production's designers, and information on theatre etiquette that we ask you to share with your students before attending the performance. Copies of all of the student worksheets that accompany the various lessons are attached as well.

Thank you for supporting our production, and we hope you enjoy the show!

Sincerely, Students of USU’s Theatre for Young Audiences class

This Guide created by: Sherre Barnes, Molly Cameron, McKell Curtis, Rebecka Frost, Preston Grover, Morgan Huffman, Stormy Knaak, Kimberly Lamping, Allison Liljenquist, Emily Mesa, Emily Powell, Jenny Schwartzman, Larissa Washburn

A Year With Frog and Toad Teacher Resource Guide Contents 1. Contents and material in this Guide2. Notes from the Director & Designers & Other Production Information5. Theatre Etiquette Information for your Students6. Play Synopsis and Author Biographies7. Real Life Frog and Toad Lesson15. Snail Mail Lesson23. Changing Views of Body Image Lesson29. Fairy Tales Retold Lesson36. Books of Interest & About the Lyric Theatre

Lesson Descriptions Note: Each lesson plan has a different colored border which matches the font color below for easy reference.

1. Real Life Frog and ToadThis lesson gives your students the opportunity to learn about real amphibians andcompare them to the whimsical creatures they saw in the play. While makingconnections to the play and using theatre tactics, students will also be able tocompare and contrast physical, behavioral, and environmental differences of reallife animals they saw in the performance.

2. Snail MailThe Snail Mail lesson plan is an outlet for students to learn about letter writing in apositive way. To begin the lesson plan, the students will be engaged in a fun activitythat allows them to identify ways to manipulate their voices in order to demonstratedifferent emotions. This will lead to them writing down different things that evokethe emotion of happiness in their lives. In an activity that allows them to write andsend a letter, students will be taught the important conventions of letter writingwhile simultaneously getting to send a sweet and endearing letter of appreciation toa loved one in their life. While making connections with A Year with Frog and Toad, students will enjoy the positive emotions that are brought to surface through thislesson plan.

3. Changing Views of Body ImageThis lesson plan tackles the subject of body image. This lesson encourages childrento view themselves and others in a more positive manner. We allow the students toalter parts of the play by performing tableaus in order to demonstrate the power ofwords. Students will acknowledge other classmates strengths and be able to identifytheir own as well.

4. Fairy Tales RetoldIn this lesson, students will be able to tap into their creative minds to compare andcontrast what they see in performances done by their peers and written storiesthey’re familiar with. Students will also be able to answer who, what, when, where,why, and how to demonstrate their understanding of the written stories they thenadapt into a performance for their peers.

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Note from the Director

The first stories humans told each other were stories about animals. The first pictures human beings painted in caves or carved on rock were pictographs and petroglyphs of animals. Some of the oldest known figures formed out of clay or carved from jade or ivory or other precious materials were sculptures of animals. The first plays enacted by humans were plays centered on fabulous, mythical animals. Our ancient ancestors around the world have left behind myths and stories, tales and legends centered on the animal neighbors and companions with whom they shared their world.

A Year with Frog and Toad carries on this ancient human tradition of acknowledging and honoring the creatures with whom we share our world; who support our human lives and livelihood with their animal lives and livelihoods, whose very animal existence — so like our own and at the same time so utterly unlike and different from our own — we human beings have always cherished, relied on and taken for granted in countless ways both large and small ever since we began to share this world with them. And all of the old tales and legends from every tradition on earth acknowledge that they were here first. Through our stories and enactments and paintings and carvings, we acknowledge and honor them and the gifts they give us.

Bryan Humphrey, M.F.A Director

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Thoughts from Set Designer, Trevor Flocco

As the set designer, it is my responsibility to create a world for Frog and Toad to live in. When I thought about a few words that describe Frog and Toad, "infinite friendship" came to my mind and I realized that this story revolves around their experiences as best friends. A circle is infinite, and that is how I came up with the idea for a turn table. I also wanted to create and organic and fun world for them to live their lives in and that was how the ramps and colors came to be. I had a lot of fun designing it, and I look forward to having everyone come see it!

Thoughts from Costume Designer, Mandolynn Browning

I wanted to be able to visually express through costume the whimsy and theatricality of the stories told in A Year with Frog and Toad while grounding them in the human realities and circumstances that the characters face.

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A Year With Frog and Toad

By Willie Robert Reale

Creative Team

Director Bryan Humphrey Stage Mahager Ashley Crystal

Scenic Designer Trevor Flocco Costume Designer Mandolynn Browning Lighting Designer Bruce Duerden

Sound Designer Jason Hardell Properties Designer Jordan Simmons

Community Engagement Director Matt Omasta

Cast

Frog Gian Conaole Toad Kurt Haaker

Snail/Bird/Father Frog Michael Francis Turtle/Bird/Squirrel/Mother Frog Camille Decker Mouse/Bird/Squirrel/Young Frog Katie Francis

Mole Stirling Brenns Mole Madelaine Woo Mole Allyson Hankins

Production Team

Assistant Stage Manager Heather Campbell Assistant Costume Design Brianna Newbold Assistant Lighting Design Tanner Funk

Assistant Properties Design Stirling Brenna Technical Director Matt Stowe

Scenic Charge Kimberly Jackson Run Crew Rachel Bagrter; Andrea Brandley;

Heather Campbell; Jason Hardell; Stormy Knaak; Amber Larsen; Kelly McGaw; Robin Perry; Shannon Peters; Kendall Westmoreland; Scott Zaborski.

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A Student’s Guide to Theatre Etiquette

Live Theatre is different from watching a movie or T.V. show that you can rewind-it happens right before your eyes, and YOU are part of the show! If you’re talking to your neighbor or making noise, you will miss part of the play, and the play will miss you: your laughter, your attention, your responses, and most importantly your energy. All of this is part of the theatre experience!

To help you have the best experience possible, here are a few things to know and remember:

• Applause and laughter are allowed, and in fact, encouraged during theperformance. Whistling and talking are not because it is distracting to theperformers and other attendees and you could miss something important!

• Food, drink, candy, and gum are not permitted in the theatre because we wantto keep it clean and neat for everyone who attends.

• Show respect for the building. Do not put your feet up on the seats in front ofyou since this could break the chair and make it an uncomfortable and dangerous seat for the next person to sit in. • Photos or recording of anykind are not allowed during theperformance because it isdistracting, illegal, anddangerous. If someone on stagesees your camera flash, they maymiss a step and get hurt.• Cell phones and any otherdevises that make noise must beturned OFF during the show.This is another thing that isdistracting to the performersand those around you.

Note to Teachers:

• If you have special seatingrequirements for any of yourstudents, please let us knowwhen you make your ticketreservation.

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Play synopsis

A Year with Frog and Toad is a musical based on the beloved Frog and Toad children’s books by Arnold Lobel. The musical follows Frog and Toad through the year, after waking from a long hibernation. Frog and Toad have many adventures together, such as planting gardens, swimming, and baking cookies, all while learning more about each other along the way. A Year with Frog and Toad is a heart-warming musical that shows how friendship can last through all the seasons.

Biographies of the Playwright and Composer

Willie Reale and Robert Reale grew up in Park Ridge, New Jersey with three more brothers and one sister. In 1981, Willie Reale founded the 52nd street project, which brought urban city children and professional artists together to create theater. His brother Robert Reale is a composer and record producer. Robert has worked with famous names such as Julie Andrews, Melvin Torme, Imogene Coca, and Sid Caeser. Together Willie and Robert wrote and composed A Year With Frog and Toad. In 2003, A Year With Frog and Toad was nominated for a Tony Award in three different categories: Best Musical, Best Book of a Musical, and Best Original Score. Since then, the two have worked together on multiple plays, musicals, and even television shows.

Biography of the Author

Arnold Lobel was born in 1933 in Los Angeles, but was raised in Schenectady, New York. Lobel was sick most of second grade, but kept from getting bored at home by drawing. His drawings later helped make friends when he was able to return to school. The interactions he had with these friends have been thought to inspire many of his stories, specifically the characters Frog and Toad. He met and married Anita Kempler at Pratt Institute in Brooklyn, and they later had two children. He received the Caldecott Honor book award for Frog and Toad are Friends in 1971, and the Caldecott Medal in 1981 for his book Fables. He died in 1987 leaving a legacy of almost 100 books that he either wrote or illustrated.

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Real Life Frog and Toad: Science and Theatre for Grade 2-4 Based on the musical A Year with Frog and Toad by Willie Reale

LEARNING OBJECTIVES Content Standards

• Grade 2 Utah Science: Standard 4 Objective 1Ao Compare and contrast the characteristics of living things in different habitats.

• Grade 3 Utah Theatre: Standard 1 Objective 3Ao Create and improvise a new ending to a familiar story.

• Grade 4 Utah Science: Standard 5 Objective 4Do Compare the structure and behavior of Utah amphibians and reptiles.

ASSESSMENT Performance Tasks

• Students create and share dynamized tableaux of physical and behavioral characteristicsthat real frogs and toads have, and describe these characteristics when observing theirpeers in order to compare and contrast characteristics of living things in differenthabitats.

• In small groups, students plan and perform an alternate ending to Frog and Toad withpuppets they created in order to create and improvise a new ending to a familiar story.

Other Assessments • Students complete a worksheet in which they label and list physical and behavioral

similarities and differences of frogs and toads in order to compare the structure andbehavior of Utah amphibians and reptiles.

MATERIALS NEEDED Teacher Materials

• Frog/Toad puppet (made from template provided)Student Materials

• Paper• Pencil• Glue• Colored pencils/markers• Scissors• Tape• Frog/Toad puppet templates (enough for each student, see attached)• Picture of a frog and a toad from Utah (see attached)• Wooden dowels or craft sticks

LEARNING PLAN Framing / Hook

1. Frog and Toad Puppetsa. Greet students with frog and toad puppets (using provided template).b. Ask students how the characters from Frog and Toad acted similarly and

differently from animals in real life.

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c. Ask students: What are some physical and behavioral differences you noticedbetween the characters, Frog and Toad, and real life frogs and toads (e.g. in themusical they talked and walked around on two legs)?

Process 2. Physical and Behavioral Differences

a. Place a picture of a real frog and toad (see attached pictures) that are foundhere in Utah on the board.

b. Inform students about the differences in the relationship between frogs andtoads in real life (use pictures as needed).

i. Explain that frogs and toads come from the same family and that thereare hundreds of species.

ii. Frogs1. Frogs need to live near water.2. They have two bulging eyes.3. Frogs have strong, long webbed hind feet that are perfect for

jumping and swimming.4. Frogs have smooth or slimy skin and a thin, narrow body.5. Frogs have many predators including: snakes, lizards, birds,

shrews, raccoons, foxes, otters, and weasels.iii. Toads

1. Toads don’t need to live near water to survive.2. Toads have stubby bodies with short hind legs that are used for

walking instead of jumping like a frog.3. Toads have dry skin.4. Toads run, walk, and take small hops rather than jumping like a

frog.5. Toads don’t have many predators because their skin lets out a

bitter fume that burns the eyes and nose of its predators.3. Tableaux of Behavior and Environment

a. Students are split into two groups: a frog group and a toad group.i. Instruct each of the respective groups to create a tableaux of a behavior

a real frog/toad might have/do and an environment they might live inbased on the earlier discussion.

1. NOTE: Explain that a tableaux is when students freeze theirbodies to create a picture or scene to express a feeling,emotion, relationship, or message.

ii. In each group, students create a tableaux as the teacher walks aroundand observes.

ii. Students dynamize their tableaux.1. Explain that dynamize means students add a little movement to their

tableaux. ii. Students show the other groups their dynamized tableaux.

b. Ask students what some similarities and differences are between the frog groupand the toad group based on the tableaux they watched.

c. Ask students how the frogs and toads were interacting with their respectiveenvironments.

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4. Discussion

a. Gather students in a circle. b. In a round robin style discussion, students address what might happen if certain

elements of a frog/toad’s environment changed. For example: What might happen if the water dried up? Lily pads vanished? A tree was cut down? How would each of the animals have to adapt if these changes occurred?

i. NOTE: Make sure each student shares an idea in order to demonstrate their knowledge of relationships frogs/toads might have with plants and other species in different environments.

5. Puppet Creation a. Ask students what an alternate ending to a story is. Students are asked for

examples (e.g. Wizard of Oz, Tangled, etc.). b. Students create an alternate ending to the play A Year with Frog and Toad.

i. Students’ scenes must include, depending on their puppet, an interaction with something that is naturally found in their environment in real life.

c. Students are split into groups of 3-4 students.

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6. Alternate Endings a. Students pick either the frog or toad puppet templates, cut them out and color

them. b. Students get about 5 minutes to plan and practice their scene. c. Students perform their scenes for each other.

i. NOTE: If time permits, allow students to give/get feedback on each groups’ alternate ending (e.g. what can be improved, what worked well, etc.) and give students another chance to revise their scene. Perform reworked scene.

Reflection 7. Students Decide

a. Gather students in a circle. b. Ask students: If they were to be a character from the play (e.g. Snail, Frog, Toad,

Bird, etc.) who they would be and why? 8. Hand out the real life Frog and Toad color/label worksheet (See last page of lesson).

i. NOTE: This is a homework assignment. Pass out and briefly explain and have students put it away.

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Toad puppet template:

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Frog puppet template:

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Toad found in Utah (Boreal toad)

Frog found in Utah (Leopard frog)

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Similarities and Differences: Real Life Frog and Toad

Name: Date: _____ Instructions: Please look at the pictures of the Leopard frog, Boreal toad, and Blue Collared lizard, all found here in Utah. Write physical and behavioral similarities and differences between the three animals in the Venn diagram below.

Boreal Toad Leopard Frog

Blue Collared Lizard

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Snail Mail: English and Theatre for Grades 2-4 Based on the musical A Year with Frog and Toad by Robert and Willie Reale

LEARNING OBJECTIVES Content Standards

• Grade 2 CCSS English Language Arts: Conventions of Standard English, Language: Standard 2B

o Use commas in greetings and closings of letters. • Grade 3 CCSS English Language Arts: Production and Distribution of Writing, Writing:

Standard 4 o With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. • Grade 4 Utah Fine Arts—Theatre: Standard 2 Objective 2B

o Use vocal tone and pitch to reflect feelings. ASSESSMENT Performance Tasks

• Students write what makes them happy on a paper cookie cutout and read what they wrote out loud in a way that expresses an emotion other than happiness (e.g. with a sad voice, with an angry voice, etc.) and then again in a way that expresses happiness and are graded on the Pitch and Tone Rubric (see attachment) in order to use vocal tone and pitch to reflect feelings.

• Students write a letter addressed to a friend or loved one in order to demonstrate their ability to produce writing in which the development and organization are appropriate to task and purpose and to use commas in greetings and closings of letters.

MATERIALS NEEDED Teacher Materials

• A popular and upbeat song (e.g. Happy by Pharrell Williams) • Pitch and Tone Rubric (see attached) • Example letter (see attachment)

Student Materials

• Pen or pencil • Paper • Paper cookie cutouts (one per student) (see attachment) • Picture of cutout cartoon snail (one per student) (see attachment) • Scissors • Markers, crayons, colored pencils • Tape • Butcher paper (optional)

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LEARNING PLAN Framing / Hook

1. In a group, students sing a popular and upbeat song (e.g. Happy by Pharrell Williams).a. Students gather in a circle.b. Students hear the first verse and chorus of a popular and upbeat song played

from a media device.c. Students and teacher sing the popular song that was just played for them as a

group.2. Pitch and tone

a. Students are asked what pitch and tone are.i. NOTE: If they cannot explain what pitch and tone are without direction,

explain that pitch is the degree of highness or lowness of a musical orvocal sound and tone is a musical or vocal sound with reference to itsquality and strength.

b. As an a capella group, students change their pitch and tone to sing a small partof the song in the following sequence:

i. Excitedii. Sad

iii. Angryiv. Happyv. Fearful

Process 3. Paper cookie cutouts

a. Students are handed a pair of scissors and a paper with a cookie cutout on it(see attachment).

b. Students cut out the cookie from the paper and write two things that makesthem happy.

4. Pitch and tone with cookie cutoutsa. Students are told that pitch and tone can be used to clarify what emotion is

being portrayed and that it is important to use a proper pitch and tone in orderto clearly depict various emotion.

i. NOTE: Emphasize that this is done by fluctuating the highness orlowness and/or strength of the voice.

b. Going around in a circle, each student reads their first sentence from theircookie cutout out loud to the class.

c. Students read the same sentence using pitch and tone that reflect an emotionother than happiness that they are assigned to describe their happy moment.

i. NOTE: Each student should be assigned an emotion other thanhappiness (e.g. excited, sad, angry, fearful, etc.).

d. Students read the same sentence using pitch and tone that reflect happiness todescribe their happy moment.

e. Students set aside the cookie cutouts and are told that they will be using themagain later.

f. Students are asked the following questions:i. Which emotion felt natural for the sentence you were reading?ii. Why do you think that emotion felt most natural?

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5. Letters to loved ones a. Students are told that a friend, family member, or loved one can be a reason for

their happiness. b. Students are reminded that Frog sends Toad a letter of appreciation to make

him feel better and are told that they will be doing the same for a friend, family member, or loved one that they have in their life.

c. Students are given an example of a letter that is addressed to a loved one using commas in the greetings and closings (see attached).

d. Students are taught that a comma is placed after the recipient’s name in the greeting and another comma is placed after the closing (e.g. sincerely,).

e. Students then write a letter that is directed to a friend, family member, or loved one using the following prompts:

i. Why do you love this person? ii. What do you appreciate about this person?

iii. What makes this person special? iv. Why does this person matter to you?

6. Cartoon snail cutout a. Students are told that they will be sending their letter to a friend or loved one

via snail, similar to how Frog and Toad send letters to each other through Snail. i. NOTE: Explain to students that snail mail is the ordinary postal system

as opposed to email, deriving from the amount of time it takes for the delivery.

b. Students are given a picture of a cartoon snail to cut out. c. Students use tape to attach their letter to the shell of the snail. d. Students turn in their letters.

i. NOTE: After grading the letters, the facilitator returns the letters to the students in an envelope to be delivered to the person addressed.

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Reflection 7. Drawing happy moments

a. Students use the second sentence from their cookie cutout to draw a picture ofthat moment.

b. On a blank piece of paper, students use markers, crayons, or colored pencils toillustrate the second sentence that they wrote on their cookie cutout.

8. Students display their arta. Students use tape to attach the paper cookie cutouts to the picture they drew.b. Students then attach their drawing to the graffiti wall.

i. NOTE: The graffiti wall can be a wall in the classroom that is themedtowards Frog and Toad or, if there is lack of space in the classroom, thegraffiti wall can be a piece of butcher paper that is hung on the wall.

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Pitch and Tone Rubric STUDENT NAME: _______________

POOR (0 POINTS)

SATISFACTORY (1 POINT)

GOOD (2 POINTS)

GREAT (3 POINTS)

PITCH The pitch is inappropriate for the activity.

Shows somewhat inappropriate pitch for the activity.

Appropriate pitch for the activity.

Engaging pitch. Speaker seems able to express emotion using pitch.

TONE The tone is inappropriate for the activity.

Shows somewhat inappropriate tone for the activity.

Appropriate tone for the activity.

Engaging tone. Speaker seems able to express emotion using tone.

EMOTION Does not express different emotions.

Occasionally uses voice fluctuation.

Often uses voice fluctuations.

Shows advanced skill in expressing different emotions, properly and appropriately uses voice fluctuations.

PARTICIPATION Does not participate.

Participates occasionally.

Participates often.

Actively and consistently participates.

TOTAL POINTS: ________ ADJUSTMENTS: ________ Reason: _____________________________________________ FINAL POINTS: ________ (Rubric Points +/- Adjustments)

LETTER GRADE: ________ (Based on the matrix below)

Points Final Grade

11-12 E Excellent

8-10 G Good

4-7 S Satisfactory

2-3 NI Needs Improvement

0-1 US Unsatisfactory

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Dear Toad,

I love you because you are my best friend and you’re always there for me. I appreciate

how kind you are and how you always make me cookies. We have a lot of fun together, like the

time we went sledding. You’re very special and important to me because you have been my best

friend for a very long time. You matter to me because I can’t imagine anyone else being my best

friend but you!

Sincerely,

Frog.

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Changing Views of Body Image: Theatre, English & Health Education for Grades 2-4 Based on the musical A Year with Frog and Toad by Robert & Willie Reale

LEARNING OBJECTIVES Content Standards

• Grade 2 CCSS English Language Arts: Reading: Literature Standard 3o Describe how characters in a story respond to major events and challenges.

• Grade 3 Utah Theatre: Standard 1 Objective 3Ao Create and improvise a new ending to a familiar story.

• Grade 4 Utah Health Education: Standard 2 Objective 1Bo Identify personal strengths and talents.

ASSESSMENT Performance Tasks

• Students collaborate in groups and design an alternative conclusion to Toad’s pondscene in which they create and improvise a new ending to a familiar story.

• Students recognize how Toad and other characters react when harmful words are saidduring the pond scene by writing them down side by side on a worksheet and explaininghow they could have affected Toad in order to describe how characters in a storyrespond to major events and challenges.

Other Assessments • Students write positive qualities about themselves on a piece of paper in order to

identify personal strengths and talents.

MATERIALS NEEDED Teacher Materials

• Whiteboard or chalkboard• Whiteboard markers or chalk

Student Materials • Writing paper• Pen or pencil

LEARNING PLAN Framing / Hook

1. Students play the game, “Down by the Banks”.a. Students prepare the room for drama.b. “Down by the Banks” is played in a circle with the right hand over the top of the

left hand of the person to the right of you. Your left hand is under the right ofthe person left of you. You start the song, and one person hits the right hand ofthe person on their left, and that person does the same to the next and so onuntil the song is over. The last person to have their hand hit is out, and the gamegoes on. When you have two people left, you hold right hands together (sittingface to face) and pull back and forth in a sawing motion until the end of thesong. Whoever has their elbow pulled back at the end is out, and the other isthe winner.

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1. This link may be helpful in order to understand the game better,although the lyrics may be different the rules are the same:https://www.youtube.com/watch?v=HfsaHfIBxvQ

ii. “Down by the Banks” lyrics: “Down by the banks of the hanky pankywhere the bullfrogs jump from bank to banky with an eeps, ipes, opes,opps. One fell in and went kerplops”.

c. Students play one practice round with no eliminations after instructions for thegame are given.

i. Students are told that they will be participating in a final round, whichwill include eliminations.

d. Students play a final round of “Down by the Banks”.e. Students are asked about the various scenes they remember in A Year with Frog

and Toad and are reminded that the game “Down by the Banks” takes place in asimilar setting.

2. Students sit down in a circle.

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Process 3. Students discuss the harmful things said during the pond scene in the play A Year with

Frog and Toad, answering the following questions:a. What were your reactions to the scene at the pond with Toad in a bathing suit?b. How do you think Toad felt before, during, and after the scene?c. What was said to Toad that may have been hurtful?

i. Students discuss and write down the negative things that might havebeen said to Toad and how the different characters reacted on theworksheet provided (see attachment #1).

ii. Students turn in their worksheet.d. How would you feel if some of those comments were said to you?

4. Toad’s Tableaux Activitya. Students find their own space in the room.b. Each student freezes her or his body as the character Toad in a way that

expresses how they think he would feel in the scenario presented. Studentsshould be sure their facial expressions and body language all indicate theemotion they want to portray.

i. Scenarios to create:1. Going to the pond with Frog.2. Telling Frog to look away while entering the pond.3. Being taunted in the pond.4. Being taunted while getting out of the pond.5. Going home with Frog.

c. Various students are called on to comment on images their classmates created,as well as the overall mood/emotions they observed.

5. Alternate Ending Scenesa. Students form groups of four.b. Students improvise scenes with an alternate ending to Toad’s pond scene.

Students should be sure to add words they think would have made Toad feelbetter, and strengthen his view of himself and his relationships with his friends.

c. Students rehearse their scenes in their groups.d. Students perform the scenes for one another.

i. OPTIONAL: Students perform the scenes again after receiving newsuggestions and feedback provided from their peers.

e. After each scene students are asked what comments or words were helpful tothe scene and for Toad. How do they think Toad felt?

i. Students write down how the characters reactions would have changeddue to the new alternate endings on worksheet provided (seeattachment #2).

ii. Students turn in the second worksheet.6. Students sit in a circle and discuss the following topics:

a. What did you enjoy about the alternate endings?b. How do you think Toad would have felt after the alternate ending scenes?c. How did Frog stick up for Toad?d. If one of your friends were in Toad’s situation how would you respond?e. In your life, do you see people getting made fun of for how they look?f. How should you treat people who look different from you?

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g. What would you have you done about it?

Reflection 7. Sightless Circle Activity.

a. Students stand in a circle.b. One student is chosen to stand in the middle of the circle with their hands

covering their eyes.c. Students call out things they like about the classmate that is standing in the

middle and continue around the circle in order until every student hasparticipated.

i. Students are instructed to include positive qualities, strengths, andtalents of their classmates.

d. Once every student has commented, the teacher calls out for the next studentin the circle to replace the person in the middle. The activity proceeds until all ofthe students have stood in the middle.

8. Motivational Letter.a. For homework each student writes a letter to him or herself explaining their

favorite things about themselves. This letter should include things they heardother classmates say about them and a description of how the blind circleactivity made them feel.

b. Students will turn in the letter the next class period.i. OPTIONAL: Students are given the letters back at the end of the year.

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WORKSHEET #1 What did this character say or do during the pond scene?

What were some of the reactions from this character during the pond scene?

FROG

TOAD

TURTLE

LIZARD

MOUSE

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WORKSHEET #2 What did this character say or do during the new scenes compared to the original scenes?

How do you think the new scenes changed this characters reaction?

FROG

TOAD

TURTLE

LIZARD

MOUSE

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Fairy Tales Retold: Drama for Grades 2-4 Based on the musical A Year with Frog and Toad by Willie and Robert Reale

LEARNING OBJECTIVES Content Standards

• Grade 2 CCSS English Language Arts: Reading: Literature Standard 1o Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.• Grade 3 Utah Fine Arts - Theatre: Standard 1 Objective 3A

o Create and improvise a new ending to a familiar story.• Grade 4 CCSS English Language Arts: Reading: Literature Standard 7

o Make connections between the text of a story or drama and a visual or oralpresentation of the text, identifying where each version reflects specificdescriptions and directions in the text.

ASSESSMENT Performance Tasks

• Students participate in a round robin discussion comparing and contrasting the storyof the Snow Queen and the movie Frozen in order to make connections between thetext of a story or drama and a visual or oral presentation of the text, identifyingwhere each version reflects specific descriptions and directions in the text.

• Students will use an attached worksheet to analyze the plot, setting, and charactersof familiar stories in groups in order to ask and answer such questions as who, what,where, when, why, and how to demonstrate understanding of key details in a text.

• Students collaborate on dramatizing a familiar story in order to create and improvisea new ending to a familiar story, then complete an attached worksheet identifying thesimilarities and differences between the original story and their adaptation.

MATERIALS Teacher Materials

• “The Snow Queen” Story (See attached) (link: http://www.online-literature.com/hans_christian_andersen/972/)

• “Frozen” Clip (link: https://www.youtube.com/watch?v=b2xn0jDmiTw)

Student Materials • Writing utensils• Paper• “Original Story” Worksheet• “Adaptation” Worksheet

LEARNING PLAN Hook

1. Students are read the story of “The Snow Queen” by the teacher.2. Students are shown the clip of “Frozen.”3. In a round robin discussion, students take turns in the circle to compare and contrast

the original tale/legend of “The Snow Queen with the movie adaption by Disney(Frozen). If students are having trouble comparing and contrasting the Disney movie

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with the original tale, discussion may be prompted with some of the following questions:

a. Who is the villain in the original tale? Who is the villain in the movieversion?

b. How did the main characters change from the original tale to themovie?

c. What is the setting of the tale? Of the movie?d. What characters were added in the movie? Which were removed in the

movie from the original tale?e. In what ways are The Snow Queen and Frozen similar?

Process 4. Students form groups of 4. Each group chooses a familiar story (e.g, nursery rhyme, fairy

tale). Groups examine their chosen story and identify the following on the attached“Original Story Worksheet”:

a. Who is the story about?b. What happens in the story?c. When does the story take place?d. Where does the story take place?e. Why does the conflict of the story happen?f. How is the conflict resolved?

5. Once the groups have identified the who, what, when, where, why, and how of theirstories, they will prepare a dramatization of their story changing one of the elementsdiscussed (who, what, when, where, why, and how) in order to create a new ending tothe story.

6. Groups perform their scenes for the rest of the class.a. Students watching each performance give feedback on each scene

(what worked well and what didn’t). If time allows, groups edit their scenes and perform them a

second time using the feedback they received on their initialperformance.

7. Students fill in the attached worksheet titled “Adaptation Worksheet” to identify thewho, what, when, where, why, and how of their adaptations and the original story todiscover how their dramatizations differ from the original stories.

Reflection 8. Spectrum of Difference

a. One point in the classroom is designated as “Agree” and a second,opposite point as “Disagree”. Students are told to stand on thisimaginary line in a position that reflects how much they agree ordisagree with the following statements:

“Movie and play adaptations of a book should be mostly theexact same as the book. There should be almost no changesmade to the plot, characters, and setting.”

“Books and stories should not be adapted into movies or plays.”b. A few students are asked to explain why they chose that part of the line.

Note: This is most effective when the two students closest tothe ends are asked for their insight, as well as another fewsomewhere near the middle.

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The Snow Queen

Little Kay was quite blue, yes nearly black with cold; but he did not observe it, for she had kissed away all feeling of cold from his body, and his heart was a lump of ice. He was dragging along some pointed flat pieces of ice, which he laid together in all possible ways, for he wanted to make something with them; just as we have little flat pieces of wood to make geometrical figures with, called the Chinese Puzzle. Kay made all sorts of figures, the most complicated, for it was an ice-puzzle for the understanding. In his eyes the figures were extraordinarily beautiful, and of the utmost importance; for the bit of glass which was in his eye caused this. He found whole figures which represented a written word; but he never could manage to represent just the word he wanted--that word was "eternity"; and the Snow Queen had said, "If you can discover that figure, you shall be your own master, and I will make you a present of the whole world and a pair of new skates." But he could not find it out.

"I am going now to warm lands," said the Snow Queen. "I must have a look down into the black caldrons." It was the volcanoes Vesuvius and Etna that she meant. "I will just give them a coating of white, for that is as it ought to be; besides, it is good for the oranges and the grapes." And then away she flew, and Kay sat quite alone in the empty halls of ice that were miles long, and looked at the blocks of ice, and thought and thought till his skull was almost cracked. There he sat quite benumbed and motionless; one would have imagined he was frozen to death.

Suddenly little Gerda stepped through the great portal into the palace. The gate was formed of cutting winds; but Gerda repeated her evening prayer, and the winds were laid as though they slept; and the little maiden entered the vast, empty, cold halls. There she beheld Kay: she recognised him, flew to embrace him, and cried out, her arms firmly holding him the while, "Kay, sweet little Kay! Have I then found you at last?"

But he sat quite still, benumbed and cold. Then little Gerda shed burning tears; and they fell on his bosom, they penetrated to his heart, they thawed the lumps of ice, and consumed the splinters of the looking-glass; he looked at her, and she sang the hymn:

"The rose in the valley is blooming so sweet, And angels descend there the children to greet."

Hereupon Kay burst into tears; he wept so much that the splinter rolled out of his eye, and he recognised her, and shouted, "Gerda, sweet little Gerda! Where have you been so long? And where have I been?" He looked round him. "How cold it is here!" said he. "How empty and cold!" And he held fast by Gerda, who laughed and wept for joy. It was so beautiful, that even the blocks of ice danced about for joy; and when they were tired and laid themselves down, they formed exactly the letters which the Snow Queen had told him to find out; so now he was his own master, and he would have the whole world and a pair of new skates into the bargain.

Gerda kissed his cheeks, and they grew quite blooming; she kissed his eyes, and they shone like her own; she kissed his hands and feet, and he was again well and merry. The Snow Queen might come back as soon as she liked; there stood his discharge written in resplendent masses of ice.

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They took each other by the hand, and wandered forth out of the large hall; they talked of their old grandmother, and of the roses upon the roof; and wherever they went, the winds ceased raging, and the sun burst forth. And when they reached the bush with the red berries, they found the Reindeer waiting for them. He had brought another, a young one, with him, whose udder was filled with milk, which he gave to the little ones, and kissed their lips. They then carried Kay and Gerda--first to the Finland woman, where they warmed themselves in the warm room, and learned what they were to do on their journey home; and they went to the Lapland woman, who made some new clothes for them and repaired their sledges.

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Name: ______________________ Original Story Worksheet

Who What

When Where

Why How

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Name: ______________________ Adaptation Worksheet

Who

What

When

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Where

Why

How

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Books of Interest

The books suggested were chosen because they have similar themes, messages, and are around the same reading level as Frog and Toad.

• Frog and Toad are Friends by Arnold Lobel • Mouse Soup written and illustrated by Arnold Lobel • Corduroy by Don Freeman • Amelia Bedelia by Peggy Parish • Flat Stanley by Jeff Brown • Chrysanthemum by Kevin Henkes

About the Lyric Theatre

Located above a bank on the corner of center and main, the Thatcher Opera House entertained Cache Valley for 22 years. Sadly, on April 17, 1912, a large fire burned down the theatre. Not wanting to lose money on scheduled shows, George W. Thatcher and his family, built a smaller theatre called the Lyric. The Lyric was and still is located down the street from where the old opera house used to stand, off of center and main. The Lyric produced a variety of musicals, plays, minstrel, and Vaudeville shows. The theatre fell into hard times, shut down, and was almost demolished to make a bowling alley. Not wanting to lose such a key part of Logan’s history, W. Vosco Call – a professor at Utah State University – approached the University President about purchasing the theatre to use as a way to train future actors and technicians. The theatre was purchases, remodeled, and became The Lyric Repertory Theatre. They have produced over 100 shows, and continue to give students a taste of what professional theater is like.

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