Gogue Center Performance Study Guide: “Cat Kid Comic Club: The Musical”

PERFORMANCE STUDY GUIDE GRADES 1—5

Cat Kid Comic Club: The Musical

The Jay and Susie Gogue Performing Arts Center at Auburn University engages audiences across the university, the state of Alabama and beyond with curated arts experiences that inspire, enlighten and unite.

Our annual K–12 School Performance Series provides opportunities for students to enjoy exclusive performances by some of the most talented and accomplished artists from around the world. Prior to each K–12 school performance, teachers receive a study guide containing details about the performance, artist and company, supplemental information about the art form and its history, and grade-appropriate activities designed to spark conversation and exploration in the classroom.

To learn more, visit goguecenter.auburn.edu/education. produced by Jay and Susie Gogue Performing Arts Center at Auburn University 910 South College Street Auburn, Alabama 36849 k–12 school performance series contact Andrea Jarmon, D.M.A. Education Coordinator telephone: 334.844.7371 email: gpac.education@auburn.edu

This guide is optimized for online engagement and contains links to multimedia components and external sources.

To access digital versions of this and other performance study guides produced by the Gogue Center, scan the QR code or visit aub.ie/gpac-psg.

© 2025 Auburn University

PERFORMANCE STUDY GUIDE GRADES 1—5

photo: photo:Jeremy TakashiDaniel Okamoto

Cat Kid Comic Club: The Musical cast members Brian Owen and Sonia Roman

Table of contents Where will we go?

...........................................................................................................................................................

7

Why we go to the show

Going to the Gogue Center ¦ 7

Alabama Geography ¦ 29

Who Will You See Here? ¦ 7

Alabama Amphibians ¦ 29

What Does the Audience Do? ¦ 7

..............................................................................................

10

Characters ¦ 11

....................................................................................................................

30

........................................................................................

32

ACTIVITIES

What to know before the show

.......................................................

12

worksheet: Post-show Worksheets worksheet: My Trip to the Gogue Center

Storytelling ¦ 12 Comic Books ¦ 16 Haiku ¦ 20

Alabama Course of Study standards index

34

Online resources

42

.................................................................................................................................................................

Frogs ¦ 21 ACTIVITIES .................................................................................................................................................................................................

14

worksheet: Story Planner

Exploring Emotions Through Comics Writing Haiku

Discovering Alabama Amphibians: A Cross-Regional Adventure

What to do after the show

Meet the Creative Team ¦ 10

Crafting a Story

29

ACTIVITIES

Acoustics: The Science of Sound ¦ 9

Who to know at the show

..................................................................................................................

.........................................................................

..............................................................................................................................................................................................................

18

22

worksheet: Emotion Color Chart

Creating a Comic Strip

......................................................................................................................................................

worksheet: Understanding Frogs and Their

Life Cycle (Grades 1–2) worksheet: Understanding Frogs and Their

Life Cycle (Grades 3–5)

24

Credits

........................................................................................................................................................

...................................................................................................................................................................................................................................

42

The Jay and Susie Gogue Performing Arts Center at Auburn University

6

Where will we go?

What Does the Audience Do? Alabama Course of Study  AE17.MU.3-5.15  AE17.MU.6-8.14

GOING TO THE GOGUE CENTER The Jay and Susie Gogue Performing Arts Center, otherwise known as the Gogue Center, is located on the campus of Auburn University in Auburn, Alabama.

The Gogue Center houses the 1,200-seat Woltosz Theatre. The theatre was built with exceptional acoustics so that it is possible to hear well from every seat.

National Standards  MU:Pr6.1.3-8b

The audience is an important part of the performance. Without the audience, who would watch the performers? Who would clap and sing along and appreciate what the artists bring to the stage? When you are a member of an audience at the theatre, there are a few things to know about what to do and what not to do.

WHO WILL YOU SEE HERE? Ushers These are the people who will greet your bus, lead your class into the building and help you find your seat. Be sure to say “hello!”

Sit in your seat and look around, but please keep your feet toward the ground.

Stage Crew These are the people who work backstage, so you won’t see them in the lobby, but you might see them before or after the performance, and sometimes, they even come on stage during the performance to move things.

Listen and watch, but do not talk.

Lighting & Sound Operators These are the people who control the lighting and the sound for the performance. You may see them in the middle of the auditorium at the big sound board or in the back of the auditorium in the booth.

Sometimes, the spotlight operators are in the back way above your head.

Performers These are the people on the stage who may be dancers, musicians, singers, actors, puppeteers or acrobats. It is their job to communicate using their bodies, instruments and voices.

Audience Members This includes you, your classmates, and other students and teachers from Alabama, and beyond.

Have a camera or phone? Please turn it off.

The performers will take to the stage, and we know they will engage. You can laugh, you can sing, you can get up and dance, but just make sure that you give them all a chance!

VO! B RA

NK THA U! YO

When the song is done, or the show comes to an end, make sure that you give the performers a hand! Applause is the way that we can say thank you for all that they did today!

7

The Walter Stanley and Virginia Katharyne Evans Woltosz Theatre

8

Acoustics: The Science of Sound Alabama Course of Study Standards  SC23.1.1  SC23.2.2  SC23.4.6  SC23.5.2 National Standards  NS.K-4.1  NS.5-8.2

Acoustics is the study of sound and how that sound reacts in spaces, particularly rooms and buildings. What is sound? Sound is vibration. That vibration travels through the air and into our ears where we hear it.

Vibration begins through movement—for example, strumming a guitar string. That vibration creates a sound wave. In a theater or concert hall like the Woltosz Theatre, acoustics are important so that everyone can hear the performers.

There are two ways that acoustics are controlled. The first, reverberation, is controlling how sound waves bounce off surfaces, like walls and floors. Hard surfaces cause more reverberation and make spaces louder. The second way, absorption, is the opposite of reverberation. Soft surfaces absorb sound waves and make rooms quieter.

Of the materials and surfaces listed below, which do you think cause sound to reverberate? Which absorb sound?

•

Tile

•

Carpet

•

Stone

•

Curtains

•

Cushions

•

Wood

9

Who to know at the show MEET THE CREATIVE TEAM Dav Pilkey, Author and Illustrator When Dav Pilkey was a child, he was diagnosed with ADHD and dyslexia. He was so disruptive in class that his teachers made him sit out in the hallway, where he spent his time creating his own original comic books—the very first adventures of Dog Man and Captain Underpants. The globally bestselling Dog Man series has more than 60 million copies in print and translations in 47 languages.

Cat Kid Comic Club is a pioneering graphic novel series that introduces children to the art of comicmaking. Pilkey received a Caldecott Medal for his picture book The Paperboy. His stories are semi-autobiographical and celebrate friendship, empathy and the triumph of the good-hearted. The publication of Dog Man: Big Jim Begins in December 2024 marked 38 years of Pilkey creating acclaimed books for children. The Dog Man movie from DreamWorks Animation and Universal Pictures was released in theaters in January 2025.

Kevin Del Aguila, Book and Lyrics Kevin Del Aguila is a multi-Emmy Award-winning writer and Tony Award-nominated performer whose musical adaptations include Dog Man, Cat Kid Comic Club, Diary of a Wimpy Kid, and DreamWorks’ Madagascar. He is the book writer of the off-Broadway hit Altar Boyz (Outer Critics Award), and lyricist of Click Clack Moo (Drama Desk and Lortel Awards nominated) as well as songs featured in Disney’s Strange World. Del Aguila has written for numerous children’s television shows, including Peg + Cat (PBS), Waffles + Mochi’s Restaurant (Netflix), and as head writer of Blue’s Clues & You (Nick Jr.). Children everywhere have heard Del Aguila’s voice as a troll in Disney’s Frozen.

10

Brad Alexander, Music Brad Alexander’s theatre credits include See Rock City & Other Destinations (Richard Rodgers, Jerry Bock and Drama Desk Awards winner), TheaterWorksUSA’s Cat Kid Comic Club: The Musical, Click Clack Moo (Drama Desk and Lortel Awards nominated), Martha Speaks, Just So Stories, and work as a contributing composer for We the People: America Rocks! (Lortel Award nominated).

For television, he has contributed his talents to Peg + Cat (Emmy Award winner), Clifford the Big Red Dog, and VH1. Alexander’s current projects include Misty Makes It Better and Bread & Roses, based on the film by Ken Loach and Paul Laverty. He is a member of NAMT, DGA, SAG-AFTRA and BMI Workshop.

Marlo Hunter, Director and Choreographer Marlo Hunter is a theatre and film director. She is the winner of the Callaway Award and was named as one of the Women to Watch on Broadway for 2022. Her recent theatre credits include director and choreographer of Cat Kid Comic Club: The Musical (off-Broadway, New York Times Critic’s Pick), director of Alex Wyse’s Picking Up Speed (off-Broadway), director of Ever After (workshops in New York City, Discovering Broadway), and director and choreographer of A Hanukkah Carol, or Gelt Trip! The Musical at the Round House Theatre in Washington, DC (Fall 2024 world premiere).

Hunter made her feature film directorial debut with American Reject in 2022 (Amazon and Apple+), and her recent screen directing credits include Trivia at St. Nick’s and Mystic Christmas for the Hallmark Channel. She is a graduate of Princeton University.

What n

Petey

Dog

Man

Molly

Inc holastic

.

Cat Kid

D

Pilkey. or re © Dav UB art demarks and/ MIC CL tra T KID CO logos are N art, CAd associated an DOG MA IC ST SCHOLA

gistere

d trade

of Sc marks

80-H

etey Li’l P

ool Petey, and leader of the comic club Also known as Li’l y this c of o ired b

sp vide Get in the-scenes rocess!

behind v’s creative p lTnoaE Da e/nVPjc w youtu.b t will you dra t? x e n Wha e or mak

Flippy

A fish who acts as a father to the frogs ilkey

/readp

stic.com

schola

Molly

A tadpole who helps lead the comic club

Kip

A frog in the comic club

Melvin

A frog who acts as an agent to get the comics published

Naomi

A frog who teaches her siblings to draw

Starla

A poetry-loving frog

Poppy

A frog in the comic club

11

What to know before the show STORYTELLING Storytelling is an integral part of our society. It can be used for entertainment, education, preserving history and many other purposes. Stories typically involve plot, setting, characters, theme, tone, a point of view and conflict.

2.

3.

4.

5.

The plot is the series of events that make up the story. A plot is typically divided into five parts: 1.1. Beginning — The characters are 1. introduced, the setting is established, and the general 1. story setup begins.

1.

Rising action — This involves the buildup to the climax and all the events that lead to the main conflict of the story.

Climax — This is the height of the story—the main conflict and most exciting part.

Falling action — This is what moves the story from its climax toward its resolution.

Resolution — This is the conclusion, or ending, of the story.

The setting is where the story takes place. This can be specific or general, it all depends on the story.

Sometimes the setting changes throughout the story.

Sometimes, the setting remains the same. Establishing the setting helps the audience better understand the story.

12

The characters in a story are the people, animals or imaginary creatures that experience the story.

They complete the action; the story is about them, and they move the story forward.

The theme is the overall message of the story. It is the “why.” A theme can be a lesson or a warning, or it can be a message of love or hope.

The tone is the overall feeling of the story.

Is it funny or mysterious? Is it sad or optimistic? The tone is created through word choice and sentence structure, as well as setting and character descriptions.

Stories are typically told from either the first-person or thirdperson point of view.

First-person point of view tells the story from a character’s perspective using firstperson pronouns (e.g., I, me, my, mine, we, our, ours). A first-person point of view does not necessarily have to be from the perspective of the main character; it can be from any character telling the story from their personal perspective. Thirdperson point of view tells the story of the characters using third-person pronouns (e.g., he, him, his, she, her, hers, their, theirs).

photo: Jeremy Daniel

Cat Kid Comic Club: The Musical cast members L-R, Dan Rosales, Markia Nicole Smith, Brian Owen, Sonia Roman, L.R. Davidson, Jamie LaVerdiere

Conflict is what propels the story forward. There are internal conflicts that the characters have to overcome, and there are external conflicts that the characters face.

Conflict is what makes the story interesting. How the characters deal with these internal and external conflicts is what propels the plot. The conflict can be between two of the characters (for example, two players competing for one spot on a team). The conflict could be between a character and nature, like someone trying to learn to surf big

waves. The conflict could be between a character and something supernatural, such as someone fighting ghosts. The conflict even could be within the character (for example, an actor fighting their own stage fright). Whatever the conflict, how characters face and overcome the conflict is what engages audiences with the story.

13

CRAFTING A STORY Alabama Course of Study Standards  ELA21.1.1  ELA21.1.2  ELA21.1.3  ELA21.1.4  ELA21.1.17  ELA21.1.18  ELA21.1.21  ELA21.1.22  ELA21.1.23  ELA21.1.24  ELA21.1.26  ELA21.1.34  ELA21.2.1  ELA21.2.2  ELA21.2.3  ELA21.2.4  ELA21.2.6  ELA21.2.12  ELA21.2.22  ELA21.2.23  ELA21.2.24  ELA21.2.40  ELA21.3.1  ELA21.3.2  ELA21.3.3  ELA21.3.5  ELA21.3.10  ELA21.3.18  ELA21.3.19  ELA21.3.22  ELA21.3.28  ELA21.3.33  ELA21.4.10  ELA21.4.14  ELA21.4.15  ELA21.4.17  ELA21.4.18  ELA21.4.35  ELA21.4.42  ELA21.5.7  ELA21.5.8  ELA21.5.17  ELA21.5.19  ELA21.5.34 National Standards  NL-ENG.K-12.4

OBJECTIVE

suggested discussion questions

By completing this activity, students will:

•

Plot: What happens in your story? What is the sequence of events?

•

Setting: Where and when does your story take place?

•

Characters: Who is in your story? What are their traits?

•

Theme: What is the main idea or message of your story?

For these activities, you will need the following items:

•

Tone: What is the mood or feeling of your story?

•

“Story Planner” worksheet on page 15

•

Point of View: Who is telling the story?

•

Paper and pencils

•

Chart paper or whiteboard

•

Conflict: What challenge or problem do your characters face?

•

Crayons, colored pencils or markers

•

Visual catalysts (e.g., paintings, photographs, etc.)

•

Understand the elements of a story

•

Write a story that includes the elements of a story including a clear plot, setting, characters, theme, tone, point of view and conflict

MATERIALS

PROCEDURE To complete this activity, follow these steps:

1.

Begin with a discussion about the elements of a story.

Write each element on chart paper or a whiteboard: plot, setting, characters, theme, tone, point of view and conflict.

Allow students time to write their stories using their plans.

8. Encourage them to be creative and use descriptive language to bring their stories to life.

9. Invite students to share their stories with the class or in small groups.

10. Discuss how each story incorporated the elements and what made each story unique.

2. Ask students to share examples of these elements from

DIFFERENTIATION

3. Show students a visual catalyst, such as a painting or

For younger students: This activity can be easily adapted for lower grades.

stories they know.

photograph. Discuss what they see and how it could inspire a story.

•

Read a story and discuss the different elements as is appropriate for the age group.

4. Have students imagine walking into the painting or

•

Allow students to create a story together as a class. Write the story on the board as it is told.

•

Once the story is completed, have students draw illustrations.

photograph and engaging their senses to brainstorm ideas about the theme, message and emotions of the characters.

5. Copy and distribute the “Story Planner” worksheet on

page 15. Students can use this document to organize their ideas and bring additional structure to their stories.

6. Discuss with the class the various story elements outlined in the “Story Planner” worksheet.

14

7.

Name

Date

Story Planner Plot

Setting

Beginning

Characters

Middle

Theme

End Tone

Point of View

Conflict

15

COMIC BOOKS Cat Kid Comic Club: The Musical is a story about creating comics. Comics or comic books are publications that consist of a series of side-byside illustrated images that represent individual scenes and together create a story. Often the illustrations are accompanied by a written narrative underneath the pictures with dialogue included in the illustrations themselves.

The first comic book was published in the late 19th Century in England. The first modern American comic book was published in 1933. The American comic book gained popularity with the introduction of Superman and the superhero in 1938 and experienced a decline during the 1950s with the increased presence of television. Interest in superhero characters rose again in the 1960s, and these characters have remained the most popular in comics to this day.

Comic books may vary in size and length. Traditionally, the American comic book has been thin and floppy, like a magazine, rather than thicker and tightly bound, like a book.

Did you know that creating a comic book may involve multiple people? Yes, one person can handle all the writing and illustrating, but often there is a writer and a separate artist. In other cases, there are different artists for different characters within one story. For some comic books, the art gets divided even further, with the artist drawing the entire story in pencil and different people adding the color and lettering provided by the writer—it can get complicated!

16

Graphic Novels The original Cat Kid Comic Club is a type of book called a graphic novel. Graphic novels evolved from comic books. Essentially, a graphic novel is a longer comic book. It is one continuous story, not a collection of stories, told in comic form. The first use of the term “graphic novel” occurred in 1964, and the term became more widely used in the 1980s when Marvel comics began publishing a line of graphic novels.

Emotions In Cat Kid Comic Club, the baby frogs experience lots of different emotions. What are emotions?

Emotions are the feelings you have inside yourself.

Have you ever felt happy? Can you name a time that you felt happy? What did you do? Did you smile or laugh? Have you ever felt sad? Did you cry or frown?

What other emotions can you name? How about angry, afraid, surprised, excited or calm? How do you express these emotions?

COLOR IT!Everyone experiences emotions—learning to recognize and manage them is part of growing up.

Comic Books

Graphic Novel 17

EXPLORING EMOTIONS THROUGH COMICS Alabama Course of Study Standards  AE17.VA.1.2  AE17.VA.1.3  AE17.VA.1.4  AE17.VA.2.1  AE17.VA.2.2  AE17.VA.2.3  AE17.VA.2.4  AE17.VA.3.1  AE17.VA.3.2  AE17.VA.3.3  AE17.VA.3.4  AE17.VA.4.1  AE17.VA.4.2  AE17.VA.4.3  AE17.VA.4.4  AE17.VA.4.6  AE17.VA.5.2  AE17.VA.5.3  AE17.VA.5.4  CG.PS.A1.5  ELA21.1.1  ELA21.1.15  ELA21.1.16  ELA21.1.17  ELA21.1.19  ELA21.1.24  ELA21.1.34  ELA21.1.40  ELA21.2.1  ELA21.2.3  ELA21.2.15  ELA21.2.16  ELA21.2.22  ELA21.2.23  ELA21.2.40  ELA21.3.1  ELA21.3.2  ELA21.3.5  ELA21.3.10  ELA21.3.19  ELA21.3.22  ELA21.3.28  ELA21.4.35  ELA21.4.42  ELA21.5.8  ELA21.5.34 National Standards  VA:Cr1.1.1a  VA:Cr1.1.2a  VA:Cr1.1.3a  VA:Cr1.1.4a  VA:Cr1.1.5a  VA:Cr3.1.1a  VA:Cr3.1.2a  VA:Cr3.1.3a  VA:Cr3.1.4a  VA:Cr3.1.5a  NL-ENG.K-12.1  NL-ENG.K-12.2  NL-ENG.K-12.4  NL-ENG.K-12.6

OBJECTIVE

4. Using the “Emotion Color Chart” worksheet as reference, ask students to think of a time they felt one of the six emotions listed and what color they associate with it.

By completing these activities, students will: •

Identify and name basic colors

•

Recognize and express emotions through colors

Reading Time

•

Practice speaking, listening and storytelling skills by creating simple comics

1.

•

Build social-emotional awareness by connecting feelings to colors and stories

2. As new characters and story elements are introduced,

MATERIALS

pause to ask students how they think the characters feel and what colors match the characters’ feelings.

3. To help reinforce the connection between select emotions and their assigned colors, encourage students to name both the emotion and color together.

For this activity, you will need the following items: •

Copies or excerpts from Cat Kid Comic Club (selected pages featuring expressive emotions)

Speaking & Listening Activity

•

Color flashcards (red, blue, yellow, green, orange, purple)

1.

•

Emotion flashcards (happy, sad, angry, calm, excited, scared)

•

“Emotion Color Chart” worksheet on page 23

•

Blank comic strip templates (four or six panels): X aub.ie/gpac-comic-strip-template

•

Crayons, colored pencils or markers

•

Chart paper or whiteboard

ACTIVITIES

Invite students to share a time when they have experienced one of the six emotions featured on the “Emotion Color Chart” worksheet.

2. As part of their storytelling, ask students to name the

emotion they felt as well as the color associated with the feeling. Responses can be quick and succinct, but make sure they state the emotion and color in their stories. For example: “My family adopted a kitten last week. I was so happy, and my color was yellow.”

3. Classmates can listen and respond with thumbs-up or smiles.

Introduction

Creative Activity

1.

1. Give each student a blank comic strip.

2. Ask them to choose an emotion and corresponding color

Begin by showing students color flashcards. Ask students to name the color of each flashcard as it is shown. (Be sure to use colors represented on the “Emotion Color Chart” worksheet on page 23.)

2. Next, show students emotion flashcards. Ask students to

name the emotion depicted on each flashcard as it is shown.

3. Copy and distribute the “Emotion Color Chart” worksheet.

Explain to students that for this and other Cat Kid Comic Club activities, they will be asked to link six emotions or feelings to colors. Provide a few emotion-color combinations from the chart as examples (happy = yellow; sad = blue).

18

Read aloud or show selected pages from Cat Kid Comic Club where characters express different emotions.

from the “Emotion Color Chart” worksheet.

3. Using their chosen emotion’s corresponding color, ask

students to draw simple pictures in each panel to illustrate their story.

4. Assist students with writing simple captions if necessary (e.g., “I am happy!”).

5. Make sure that students include story elements like

beginning, climax, resolution, characters and setting.

For older students: Before students begin drawing, ask them to think about their experience as a short story with a beginning, middle and ending. Provide story prompts to help students plan their comic panels before they begin drawing.

EXTENSION •

Read aloud a short excerpt from Cat Kid Comic Club and narrate the emotions and colors in the story. Then tell a simple personal story using emotion and color words, further demonstrating how stories connect feelings and colors.

•

Divide students into pairs or small groups. Have students to take turns telling each other a quick story about a time they felt an emotion linked to a color. After sharing, partners can add one picture to their comic based on the story they heard.

•

Create a group story by having each student add one sentence about a character’s feeling and color. Write the story on a large paper or whiteboard to refer to during the activity.

•

Have students use a simple puppet, stuffed animal or other prop to tell a short story. Remind students to convey emotions and colors of their characters. This activity helps make storytelling playful and concrete.

suggested story prompts •

What happened that made you feel this way?

•

What did you do next?

•

How did you feel at the end?

•

This helps them plan their comic story before drawing.

Sharing & Reflection

1.

Ask volunteers to share their comics with the class. Have students explain their stories using emotion and color words.

2. Reinforce that all feelings are okay, and colors help us tell stories about how we feel.

DIFFERENTIATION Have students recall and share original stories based on emotion and color prompts. suggested emotion and color prompts •

The Blue Day: Tell a story about a day when you felt blue (sad). What happened? Who helped you feel better?

•

The Red Surprise: Imagine you saw something that made you feel red-hot angry. What was it? How did you calm down?

•

The Yellow Sunshine: Share a story about a time you felt happy and bright like the color yellow. What made you smile?

•

The Green Calm: Think of a moment when you felt calm and peaceful like the color green. Where were you? What were you doing?

•

The Orange Excitement: Describe a time you were excited like the color orange. What were you looking forward to?

•

The Purple Scare: Tell a story about a time you felt scared, like the color purple. What helped you feel safe again?

•

The Colorful Friendship: Think of a time when you and your friend were feeling different emotions? What color represented your emotion? What color represented your friend’s emotion? How did your colors make that moment special for both of you?

•

Happy

Sad

Angry

Calm

Excited

Scared

The Rainbow of Feelings: Tell a story about feeling many different emotions in one day. What colors would you use to show those feelings?

19

HAIKU In Cat Kid Comic Club, Cat Kid and the frogs talk about haiku. What is haiku?

A haiku is a type of short poem with three lines. The form is originally from Japan. Haiku poetry does not have to rhyme. These short poems are usually about nature and follow a very specific pattern: the first line has five syllables, the second has seven, and the third has five. Syllables are the building blocks of words. There are one-syllable words like “dog,” “frog” or “cat.” There are two-syllable words like “apple,” “tadpole” or “haiku.” There are three-syllable words like “musical” and four syllable words like “American.”

The English word with the most syllables is pneumonoultramicroscopicsilicovolcanoconiosis—it has 19!

You can’t use that word in a haiku. uess Can you g al this what anim cribes? haiku des

Green and speckled legs, Hop on logs and lily pads Splash in cool water

20

FROGS There are a so many frogs in Cat Kid Comic Club!

In fact, other than Petey and Flippy, everyone in the story is a frog. But what is a frog? Maybe you think of a green, bug-eyed, slimy little creature that says “ribbit” and hops between lily pads in a pond hunting for bugs. You wouldn’t be completely wrong, but frogs are so much more.

grows over the gills and covers them. The tadpole also develops ears and eardrums so it can hear on land. Something very special about the tadpole is its adaptability. It can speed up or delay its metamorphosis based on the environment. Once its transformation is complete, the tadpole emerges from the water as a baby frog, or froglet.

Frogs are a type of amphibian. They are coldblooded, lay their eggs in the water, have four limbs and are vertebrates, which means they have backbones. Did you know that frogs are not really frogs when they are born? Hatched from tiny, gelatinous eggs, frogs emerge as tiny dots with tails. These little baby frogs are known as tadpoles.

Like fish, tadpoles have gills, so they can breathe underwater while their tails help them swim. They also have mouths so that they can eat and continue to grow. Scientists refer to this stage of a frog’s development as the larval stage.

Adult frogs do not live in water, but prefer shady spots close by. Some frogs even live in trees and have sticky fingers and toes to help them climb.

Frogs have very strong legs and are excellent jumpers. They also have webbed feet to help them swim. While most frogs are green, they can also be brown, gray or yellow. There are even some brightly colored frogs in other parts of the world.

The coloring of frogs provides them with protection, helping them blend into their environment. Frogs predominately eat insects, which they catch with their long, sticky tongues, but there are some that eat rodents, reptiles and even other frogs.

It takes around 14 weeks for a tadpole to develop into a frog. This process is called metamorphosis.

The first big change is the growth of its legs. Then its tail begins to shrink, and its lungs develop. Once it has lungs, the gills are no longer needed, so skin

Now that you know more about frogs, see what you can notice about the frogs in the show!

Frog life cycle

21

WRITING HAIKU Alabama Course of Study Standards AE17.VA.1.2  AE17.VA.1.6a  AE17.VA.2.2  AE17.VA.2.6c  AE17.VA.3.1  AE17.VA.3.2  AE17.VA.4.3  AE17.VA.5.4  CG.PS.A1.5  ELA21.1.9C  ELA21.1.19  ELA21.1.37  ELA21.2.13  ELA21.2.33  ELA21.3.11  ELA21.3.27  ELA21.3.42  ELA21.4.R5  ELA21.5.R5 National Standards  VA:Cr1.1.3a  VA:Cr1.2.2a  VA:Cr1.2.3a  VA:Cr3.1.1a  VA:Cr3.1.2a  VA:Cr3.1.3a  NL-ENG.K-12.1  NL-ENG.K-12.4  NL-ENG.K-12.5  NL-ENG.K-12.6,

OBJECTIVE By completing these activities, students will: • • • •

Learn the structure of haiku poetry (three lines, syllable pattern of five-seven-five) Use colors and emotions vocabulary to write their own haiku poems Practice reading, writing and speaking skills by sharing their haiku Connect emotional awareness and creative expression through poetry, supporting social-emotional learning

MATERIALS For these activities, you will need the following items: • • • • • • •

“Emotion Color Chart” worksheet on page 23 Examples of simple haiku poetry related to colors and nature Writing paper or journals Crayons, colored pencils or markers Cat Kid Comic Club excerpts or emotion color discussion to inspire feelings Chart paper or whiteboard “Haiku Starter” worksheet: X aub.ie/gpac-haiku

ACTIVITIES Emotion & Color Review

1.

Copy and distribute the “Emotion Color Chart” worksheet.

Explain to students that for this and other Cat Kid Comic Club activities, they will be asked to link six emotions or feelings to colors. Provide a few emotion-color combinations from the chart as examples (happy = yellow; sad = blue).

2. Discuss with the class how colors can be used to help us understand and express our emotions and feelings.

3. Read aloud or show selected pages from Cat Kid Comic Club where characters express different emotions.

Introduction

1. Begin by reviewing the “Haiku” lesson on page 20.

2. Explain that a haiku is a short poem consisting of three lines and 17 syllables total: •

22

First line = five syllables

• •

Second line = seven syllables Third line = five syllables

3. Read aloud a few simple haiku about emotions and colors. example haiku Yellow sun so bright Makes my heart feel warm and light Smiling through the day

4. Write this (or another) example haiku on the board. Count the lines and syllables together as a class.

Guided Practice As a class, create an original haiku emphasizing emotions and colors. Using the “Emotion Color Chart” and story elements from Cat Kid Comic Club, have students brainstorm words or phrases for each line of the haiku. Remind them that haiku are structured in a very particular way: three lines with a certain number of syllables per line. It is also important to note that unlike many poems, haiku poetry does not often rhyme. Once the students have provided an ample number of words and phrases, begin writing a draft haiku on the board. Count lines and syllables aloud as you write, adjusting the poem as needed.

When complete, read the haiku aloud as a class.

Independent Writing Have students create and write their own haiku emphasizing emotions and colors. Encourage students to use expressive, emotion-related words and colors to convey their feelings.

Once they have finished writing their haiku, ask students to double check the number of lines and syllables in their poem. When complete, student can illustrate their haiku with corresponding colors or drawings.

Sharing & Reflection Ask students to read their haiku aloud. As a class, discuss how the emotions and colors described in each poem made the class feel. Reinforce that poetry is a form of writing that helps us share feelings in creative ways.

DIFFERENTIATION For emerging readers/writers: Provide sentence starters or word banks with emotion and color vocabulary and simple haiku templates with blanks that can be filled.

For advanced students: Encourage students to write two haiku showing contrasting emotions and colors (happy – yellow/sad – blue).

Name

Date

Emotion Color Chart Emotion

Color

Description/When You Feel This

Example Words to Use

Happy

Yellow

Feeling joyful, glad or bright inside

joyful, cheerful, smile, pleased

Sad

Blue

Feeling down, lonely or unhappy

lonely, tearful, unhappy, quiet

Angry

Red

Feeling upset, mad or frustrated

mad, frustrated, upset, heated

Calm

Green

Feeling peaceful, relaxed or quiet

peaceful, relaxed, quiet, content

Excited

Orange

Feeling energetic, thrilled or eager

thrilled, energetic, eager, lively

Scared

Purple

Feeling afraid, nervous or worried

afraid, nervous, worried, shy

23

CREATING A COMIC STRIP Alabama Course of Study Standards  AE17.VA.1.2  AE17.VA.1.3  AE17.VA.1.4  AE17.VA.2.1  AE17.VA.2.2  AE17.VA.2.3  AE17.VA.2.4  AE17.VA.3.1  AE17.VA.3.2  AE17.VA.3.3  AE17.VA.3.4  AE17.VA.4.1  AE17.VA.4.2  AE17.VA.4.3  AE17.VA.4.4  AE17.VA.4.6  AE17.VA.5.2  AE17.VA.5.3  AE17.VA.5.4  ELA21.1.1  ELA21.1.2  ELA21.1.3  ELA21.1.4  ELA21.2.1  ELA21.2.2  ELA21.2.3  ELA21.2.15  ELA21.2.22  ELA21.3.1  ELA21.3.2  ELA21.3.3  ELA21.4.30  ELA21.5.8  ELA21.5.16  SC23.1.6  SC23.1.7  SC23.2.7  SC23.3.5  SC23.5.8 National Standards  VA:Cr1.1.1a  VA:Cr1.1.2a  VA:Cr1.1.3a  VA:Cr1.1.4a  VA:Cr1.1.5  VA:Cr3.1.1a  VA:Cr3.1.2a  VA:Cr3.1.3a  VA:Cr3.1.4a  VA:Cr3.1.5a  NGSS-1-LS1-2  NGSS-3-LS1-1  NL-ENG.K-12.4  NL-ENG.K-12.5  NGSS-5-LS2-1

OBJECTIVE

2. Copy, cut and distribute a complete set of frog life cycle images to each student or group. (As you distribute the images, make sure each set is shuffled so that the stages are not provided in the correct sequence.)

By completing these activities, students will: •

Learn about the frog life cycle, habitats and adaptations by creating their own comic strip inspired by Cat Kid Comic Club, combining science and art

MATERIALS For these activities, you will need the following items:

3. Have students place the frog life cycle images in the right order: egg > tadpole > tadpole with 4 legs > froglet > adult frog.

4. As students work, ask simple frog life cycle-related questions. suggested questions

•

Frog research resources (books, videos about frogs, etc.)

•

Frog, frog habitat and frog adaptation images

•

Frog life cycle images on page 21

•

“Understanding Frogs and Their Life Cycle” worksheet on page 26 (grades 1–2)

•

“Understanding Frogs and Their Life Cycle” worksheet on page 27 (grades 3–5)

1.

•

Cat Kid Comic Club (selected pages or whole book)

2. Share with the class images of typical frog habitats, like

•

Paper or comic strip templates (four or six panels):

Where do frog eggs live?

•

How do tadpoles breathe?

•

Do frogs have legs?

Science Discussion (Habitats) Explain to the class that frogs, like most amphibians, are found in a wide variety of ecosystems throughout the world. ponds, lakes and wetlands. Explain that frogs need water, plants and safe places to hide from predators. You can also show images of frogs eating, swimming and jumping for added discussion.

X aub.ie/gpac-comic-strip-template •

•

Crayons, colored pencils or markers

suggested discussion questions ACTIVITIES

•

Where do adult frogs live?

Introduction

•

What do they eat?

•

What do they need to stay safe and healthy?

•

What special traits or behaviors help them survive?

1. Begin by reviewing the “Frogs” lesson on page 21.

2. Read a simple story or watch a short video about frogs.

3. Remind students that frogs start off as eggs in water and grow into adult frogs through a process called metamorphosis.

4. Show pictures of frog eggs, tadpoles, froglets and adult frogs. Include images of tadpoles with legs for older students.

Exploration

1.

24

For this activity, students may work individually or in small groups.

Science Discussion (Adaptations)

1.

Share fun facts about frogs and their unique physical adaptations. Show images or videos whenever possible. suggested frog facts •

Adult frogs can breathe through their skin as well as their lungs.

•

A group of frogs is called an army.

•

Some frogs can jump greater than 20 times their own body length.

•

Frogs use their long, sticky tongues to catch insects in less than a second.

•

Frogs come in many colors, from bright green to bright red; it helps them hide from (or warn) predators.

•

Tadpoles breathe through gills underwater before growing lungs to live on land.

•

Male frogs often croak to attract females or defend their territory.

•

For older students: Provide students with a blank six-panel comic strip template. Instruct them to draw a different stage of a frog’s development in each panel. Remind students to draw their panels in the correct order. In addition to the four stages of development listed above, ask older students to include scientific facts they have learned, such as: •

Frog eggs hatching

•

A tadpole growing legs

Frogs use their eyes to help swallow their food by pushing it down their throat.

•

An adult frog catching an insect with its tongue

•

Scenes from a frog’s natural habitat or frog adaptations

•

Some frogs can survive a freezing winter by producing natural antifreeze chemicals.

•

Frogs have webbed feet that help them swim fast in water.

Students can add simple captions or speech bubbles to their comic strip panels as well. Encourage older students to include humor or characters inspired by Cat Kid Comic Club to make their comic strips more engaging. Help with spelling or writing as needed.

2. Copy and distribute the “Understanding Frogs and Their Life Cycle” worksheets on pages 26 (grades 1–2) and 27 (grades 3–5).

Share & Celebrate

For younger students: Allow younger students time to act out frog behaviors and adaptations. Students can try jumping or croaking like frogs or pretend to swim with webbed feet or catch insects with their tongues.

Allow students to share their comic strips with the class or in small groups. Ask students to discuss what they have learned about frogs. After sharing, ask students to reflect on how storytelling helped them remember science facts.

Creative Activity

EXTENSION

After learning about frogs and their life cycle, have students create multi-panel comic strips illustrating the stages of a frog’s development.

•

Create a class book of frog comic strips.

•

Research different frog species and compare their life cycles or adaptations.

For younger students: Provide students with a blank four-panel comic strip template. Instruct them to draw a different stage of a frog’s development in each panel. Remind students to draw their panels in the correct order. Students should include the following:

•

Write a short script for a frog-themed comic scene to perform orally.

•

Frog eggs in water

•

A tadpole swimming

•

A young froglet hopping on a lily pad

•

An adult frog croaking proudly

For grade 5: In addition to drawing a comic strip of the frog life cycle, students can incorporate additional information about what frogs eat and where they fit in the food chain of an ecosystem. Students should show how energy starts with the sun, goes to plants (the primary producers), then to insects (the primary consumers), and keeps moving through the food chain to frogs and beyond.

Energy

Producers 1st trophic level

Primary consumers 2nd trophic level

Secondary consumers 3rd trophic level

Tertiary consumers 4th trophic level

Sun

Flowers (nectar)

Butterflies

Frogs

Herons

25

Grades 1—2

Date

Name

Understanding Frogs and Their Life Cycle Frog Life Cycle Frogs start as

.

Then they become

that swim in water.

Next, they grow

and start to hop.

Adult frogs can

and croak.

Frog Homes Frogs live near

.

They like places with water and

.

Frog Superpowers (Adaptations) Frogs catch bugs with their

tongue.

They swim fast with their Frogs can jump really

26

feet. !

Grades 3—5

Date

Name

Understanding Frogs and Their Life Cycle Frog Life Cycle

• What helps frogs swim fast?

• Frogs start their life as

.

• A group of frog eggs is called an

.

• After hatching, frogs become which breathe using • Tadpoles grow

,

• Frogs use their eyes to help with • Some frogs can survive winter by making natural

. before becoming

.

.

• What is one way frog colors help them?

froglets.

• A

is a young frog that can live both

in water and on land.

• Frogs can jump over

• Adult frogs have lungs and can

times their body

length.

long distances!

• Male frogs use

Frog Habitats

to attract females

or defend territory.

• Frogs need habitats with and

Fun Frog Facts!

, plants,

to survive.

• Why is water important for frogs?

• A group of frogs is called an • Tadpoles breathe underwater using • Frogs have

. .

feet to help them swim.

• Name two places frogs might live: a. b.

Frog Adaptations • Frogs can breathe through their and lungs.

• How do frogs catch insects so quickly?

27

Three-lined salamander

Red Hills salamander Cave salamander

Pickerel frog

Pine barrens treefrog

Wood frog

28

Why we go to the show ALABAMA GEOGRAPHY The state of Alabama has five different geographic regions: the Highland Rim, Cumberland Plateau, Ridge and Valley, Piedmont, and Coastal Plain. Each region has its own special land features, like different elevations, landforms, and types of rocks and soil.

Highland Rim • Northernmost and smallest region • Characterized by flat plains with some hills • Home to Florence and Muscle Shoals Cumberland Plateau • Sometimes called the Appalachian Plateau • Northeastern and central Alabama • Characterized by low mountains • Home to Little River Canyon, the largest canyon in the eastern United States Ridge and Valley • Sometimes called the Coosa Valley • Central and eastern Alabama • Characterized by tall ridges and deep valleys • Home to Birmingham and DeSoto Caverns Piedmont • Eastern and central Alabama • Low hills and sandy valleys • Home to Auburn University and Mt. Cheaha, the state’s highest point Coastal Plain • Sometimes called the East Gulf Coastal Plain • Largest region • Characterized by flat plains, wetlands and sandy beaches • Home to Montgomery, Conecuh National Forest and the Black Belt ALABAMA AMPHIBIANS Each of Alabama’s five geographic regions is home to many kinds of animals, including amphibians.

Amphibians are cold-blooded animals without scales that live both on land and in water. Alabama has 73

different kinds of amphibians, including 30 types of frogs and toads and 43 types of salamanders.

The Red Hills salamander is the official state amphibian and lives in the steep slopes of the Red Hills region found in the Coastal Plain. This grayishbrown-colored salamander with no markings and short limbs is on the threatened species list and is only found in the state of Alabama. The Alabama Red Hills Salamander Forest is a special protected area dedicated to safeguarding its habitat.

The three-lined salamander is commonly found in the Piedmont and Ridge and Valley regions, but it has been observed in the other regions as well. It is tan or light yellow, with three black stripes traveling the length of its body. It lives in moist woodland areas.

The cave salamander, a bright-orange salamander with black spots, is found in all regions except the Coastal Plain. It likes limestone formations and requires clean, flowing water. The cave salamander has adaptations that allow it to thrive in low-light conditions often found in caves.

The pine barrens treefrog is found in the Coastal Plain region. This mostly green frog has a brownishpurple-colored band that extends from its nostrils to hind limbs. This frog has sticky toe pads to help it climb trees.

The wood frog is found in the forest habitats of the Highland Rim region. It can withstand extreme cold temperatures. The wood frog’s coloring is typically brown but can vary towards pink and has a distinctive dark “mask” across its eyes. It makes a sound like a duck quacking.

The pickerel frog is found throughout the state but primarily lives north of the fall line. It tends to prefer cool, clear-water environments.The pickerel frog is light brown to gray in color, with square spots on its back. It produces skin secretions that deter predators.

29

DISCOVERING ALABAMA AMPHIBIANS: A CROSS-REGIONAL ADVENTURE Alabama Course of Study Standards  AE17.VA.1.2  AE17.VA.1.3  AE17.VA.1.4  AE17.VA.2.1  AE17.VA.2.3  AE17.VA.2.4  AE17.VA.3.1  AE17.VA.3.2  AE17.VA.3. 3  AE17.VA.3.4  AE17.VA.4.2  AE17.VA.4.3  AE17.VA.4.4  AE17.VA.4.6  AE17.VA.5.2  AE17.VA.5.3  AE17.VA.5.4  DLCS18.1.R5  DLCS18.1.12  DLCS18.1.13  DLCS18.2.R5  DLCS18.2.12  DLCS18.2.13  DLCS18.3.R5  DLCS18.3.16  DLCS18.4.R5  DLCS18.4.15  DLCS18.5.R5  ELA21.1.16  ELA21.1.17  ELA21.1.19  ELA21.1.22  ELA21.2.15  ELA21.2.22  ELA21.2.24  ELA21.2.28  ELA21.2.30  ELA21.2.46  ELA21.3.13  ELA21.3.18  ELA21.3.20  ELA21.3.25  ELA21.4.14  ELA21.4.30  ELA21.4.32  ELA21.4.42  ELA21.5.5  ELA21.5.8  ELA21.5.16  ELA21.5.32  SC23.1.5  SC23.2.7  SC23.3.7  SC23.5.14  SS10.1.8  SS10.2.10  SS10.3.8  SS10.3.8.1  SS10.4.1 National Standards  VA:Cr1.1.1a  VA:Cr1.1.2a  VA:Cr1.1.3a  VA:Cr1.1.4a  VA:Cr1.1.5a  VA:Cr3.1.1a  VA:Cr3.1.2a  VA:Cr3.1.3a  VA:Cr3.1.4a  VA:Cr3.1.5a  NL-ENG.K-12.1  NL-ENG.K-12.4  NL-ENG.K-12.8  NSS-G-K-12.2  NSS-USH.K-4.2

OBJECTIVE

3. As you introduce the regions, discuss key geographic

By completing these activities, students will:

features of each area.

•

Identify Alabama’s five geographic regions and their key features

suggested discussion points •

Landforms (mountains, hills, valleys, plains, etc.)

•

Research and describe specific amphibian species native to each region

•

Vegetation

•

•

Bodies of water

Create informational texts and artistic representations of Alabama amphibians

•

Climate

•

Utilize digital tools to gather, organize and present information

•

Cities and other points of interest

•

Develop an advocacy project to protect amphibian habitats

4. Review the “Alabama Amphibians” lesson on page 29.

5. Introduce the featured Alabama amphibians by showing

images or videos of each species. Discuss life cycles, physical characteristics and habitats. Using the map of Alabama, ask students to identify each amphibian’s native region(s).

MATERIALS For these activities, you will need the following items: •

Alabama map

•

Amphibian fact cards (prepared in advance)

•

Art supplies (paper, crayons, colored pencils, markers, scissors, glue, boxes, rocks, leaves, greenery)

•

Simple writing templates for different grade levels

•

Images of the featured Alabama amphibians

•

Basic information about each geographic region

•

Technology with internet access

•

Reference materials

ACTIVITIES Introduction

1.

Begin by reviewing the “Alabama Geography” lesson on page 29.

2. Display a large map of Alabama and introduce each of the five geographic regions. If using a blank map of the state, simply outline or shade each region and label it as it is discussed.

30

Exploration For this activity, students will research a specific geographic region and amphibian.

1.

Divide the class into pairs or small groups. Assign each group a geographic region and an amphibian native to that area. You can choose from the amphibians featured in the “Alabama Amphibians” lesson or select another native species.

2. Guide students in using age-appropriate technology,

digital sources and other reference materials to gather information to answer questions. suggested questions (grades 1–2) •

What does your amphibian look like?

•

Where does it live?

•

What does it eat?

suggested questions (grades 3–5) •

In addition to providing information on their assigned amphibian’s appearance and diet, ask older students to address the following:

•

What habitat needs does your amphibian require?

•

Does it have any special adaptations?

•

What threats does it face?

•

What is its conservation status?

3. Allow older students the opportunity to evaluate credible online resources as is appropriate. Have students create digital presentations or fact cards about their assigned amphibian.

Creative Activity Have each group create a simple mixed-media habitat scene for their assigned amphibian.

For grades 1–2: Students can draw, color, paint or create collage art that features their amphibian and may include basic habitat elements.

For grades 3–5: Students can draw, color, paint or create habitat dioramas. Have students identify habitat features with labels and include adaptation notes.

Writing Activity Have each group write informational texts about their assigned amphibian and geographic region.

For grades 1–2: Using guided sentence frames, help students write short sentences about their assigned amphibian and region. Ask them to include illustrations with their sentence.

For grades 3–5: Ask student to write multi-paragraph informational texts with regional connections.

Conclusion Create a classroom museum with five stations representing each geographic region.

Each station should include: •

A regional map section with habitat information

•

An amphibian fact card or digital presentation

•

Student artwork and/or dioramas

•

An interactive element like a game, quiz or hands-on activity

Have students rotate through the stations to learn about every region.

EXTENSION •

Go on virtual field trips to Alabama nature centers.

•

Add a movement activity where students act out how their assigned amphibian moves. Connect each group’s movements together to create a class “Amphibian Dance.”

•

Create an “Amphibian Protection Squad,” exploring why amphibians are important and how we can protect them.

•

Create amphibian protection badges with simple conservation messages.

31

Cat Kid Comic Club: The Musical cast member Brian Owen

What to do after the show POST-SHOW DISCUSSION Included in this section are some post-performance activities you can share with your students.

Class Discussion Following the performance, gather students for a postperformance conversation about their experience. suggested discussion questions •

Which part of the performance did you enjoy the most?

Why?

•

What surprised you about the performance?

•

Did you find the stories easy to follow and understand?

•

What questions do you have about the performance?

•

Did the performance make you curious to learn something new? What?

•

Did the performance make you want to see more performances in the future.

For an additional post-performance discussion activity, copy and distribute the “My Trip to the Gogue Center” worksheet on page 33.

POST-SHOW WORKSHEETS Download and distribute the post-show worksheets available from TheaterWorksUSA here:

photo: Jeremy Daniel

X aub.ie/gpac-twusa-catkid

32

Date

Name

My Trip to the Gogue Center Answer these questions about the performance and your visit to the Gogue Center.

List three things you remember hearing or seeing during the performance of Cat Kid Comic Club: The Musical.

1.

2.

3.

Name something you learned during the performance.

Name something from the performance you would like to know more about.

If you could ask a member of the cast a question, what would you ask?

In the space below, draw something special you remember hearing or seeing during the performance.

33

Alabama Course of Study standards index ARTS EDUCATION Standard Description AE17.VA.1.2

Explore and experiment with a range of art materials.

1

AE17.VA.1.3

Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Apply primary and secondary colors in a work of art.

Brainstorm collaboratively to create a work of art.

1

AE17.VA.1.4 AE17.VA.1.6a AE17.VA.2.1

Exploring Emotions Through Comics Creating a Comic Strip Writing Haiku

18 24 22

Exploring Emotions Through Comics Creating a Comic Strip Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip Exploring Emotions Through Comics Creating a Comic Strip

18 24 18 22 24 18 24

2

Exploring Emotions Through Comics Creating a Comic Strip

18 24

2

Writing Haiku

22

3

Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip Exploring Emotions Through Comics Creating a Comic Strip Exploring Emotions Through Comics Creating a Comic Strip

18 22 24 18 22 24 18 24 18 24

4

Exploring EmotionsThrough Comics Creating a Comic Strip

18 24

4

Exploring Emotions Through Comics Creating a Comic Strip Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip

18 24 18 22 24

1 1 2 2

AE17.VA.2.3

Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Demonstrate safe and proper procedures for cleaning, utilizing, and maintaining materials, tools, and equipment while making art.

Colors in the color wheel: primary, secondary, warm and cool.

Elaborate on an individual or prompted imaginative idea.

2

AE17.VA.3.1

AE17.VA.3.2

AE17.VA.3.3 AE17.VA.3.4

AE17.VA.4.1 AE17.VA.4.2 AE17.VA.4.3

Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Describe and use steps of the art-making process while creating works of art/design.

Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

Individually brainstorm multiple approaches to an art problem.

Collaboratively design and create artwork that has meaning and purpose.

Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Page 18 22 24 18 24

Explore personal interests and curiosities with a range of art materials.

AE17.VA.2.6c

Activity Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip Exploring Emotions Through Comics Creating a Comic Strip

AE17.VA.2. 2

AE17.VA.2.4

34

Grade

3

3 3

4

ARTS EDUCATION (CONTINUED) Standard Description AE17.VA.4.4

AE17.VA.4.6 AE17.VA.5.2

AE17.VA.5.3

AE17.VA.5.4

When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

Revise artwork in progress on the basis of insights gained by peer discussion.

Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/ design.

Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Demonstrate proper care and use of materials, tools, and equipment while creating art.

COUNSELING Standard Description CG.PS.A1.5

Identify and express feelings

DIGITAL LITERACY Standard Description DLCS18.1.R5 DLCS18.1.12 DLCS18.1.13 DLCS18.2.R5 DLCS18.2.12 DLCS18.2.13 DLCS18.3.R5 DLCS18.3.16

DLCS18.4.R5 DLCS18.4.15

DLCS18.5.R5 DLCS18.5.19

Locate and curate information from digital sources to answer research questions.

Identify keywords in a search and discuss how they may be used to gather information.

Create a research-based product collaboratively using online digital tools.

Locate and curate information from digital sources to answer research questions.

Conduct basic keyword searches to gather information.

Create a research-based product using online digital tools.

Locate and curate information from digital sources to answer research questions.

Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Locate and curate information from digital sources to answer research questions.

Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Locate and curate information from digital sources to answer research questions.

Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Grade

Activity

Page

4

Exploring Emotions Through Comics Creating a Comic Strip

18 24

4

Exploring Emotions Through Comics Creating a Comic Strip Exploring Emotions Through Comics Creating a Comic Strip

18 24 18 24

5

Exploring Emotions Through Comics Creating a Comic Strip

18 24

5

Exploring Emotions Through Comics Writing Haiku Creating a Comic Strip

18 22 24

5

Grade All

Grade

Activity Exploring Emotions Through Comics Writing Haiku

Activity

Page 18 22

Page

1

Discovering Alabama Amphibians

30

1

Discovering Alabama Amphibians

30

1

Discovering Alabama Amphibians

30

2

Discovering Alabama Amphibians

30

2

Discovering Alabama Amphibians

30

2

Discovering Alabama Amphibians

30

3

Discovering Alabama Amphibians

30

3

Discovering Alabama Amphibians

30

4

Discovering Alabama Amphibians

30

4

Discovering Alabama Amphibians

30

5

Discovering Alabama Amphibians

30

5

Discovering Alabama Amphibians

30

35

ENGLISH LANGUAGE ARTS Standard Description ELA21.1.1

ELA21.1.2

ELA21.1.3

ELA21.1.4 ELA21.1.9c ELA21.1.15 ELA21.1.16 ELA21.1.17

ELA21.1.18

ELA21.1.19

ELA21.1.21 ELA21.1.22 ELA21.1.23 ELA21.1.24 ELA21.1.26

ELA21.1.34

ELA21.1.37 ELA21.1.40

ELA21.2.1

36

Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.

Present information orally using complete sentences and appropriate volume.

Participate in poetry reading, noticing phrasing, rhythm, and rhyme.

Identify and explain adjectives as descriptive words and phrases in all forms of texts, including poems.

Use grade-appropriate academic vocabulary in speaking and writing.

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Manipulate words and/or phrases to create simple sentences, including declarative and interrogative, to help build syntactic awareness and comprehension at the sentence level.

Identify common types of texts and their features, including literary, informational, fairy tale, and poetry.

Identify the main topic and key details of literary and informational texts.

Ask and answer questions about key details in literary and informational texts.

Retell the plot or sequence of major events in chronological order.

Identify who is telling the story, using evidence from the text.

With prompting and support, use textual evidence to explain the central message or moral of a literary text.

With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.

With prompting and support, write simple poems about a chosen subject.

Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.

Grade 1

Activity

Page

Crafting a Story Exploring Emotions through Comics Creating a Comic Strip Crafting a Story Creating a Comic Strip

14 18 24 14 24

1

Crafting a Story Creating a Comic Strip

14 24

1 1

Crafting a Story Creating a Comic Strip Writing Haiku

14 24 22

1

Exploring Emotions through Comics

18

1 1

Exploring Emotions through Comics Discovering Alabama Amphibians Crafting a Story Exploring Emotions through Comics Discovering Alabama Amphibians

18 30 14 18 30

1

Crafting a Story

14

1

Exploring Emotions through Comics Writing Haiku Discovering Alabama Amphibians Crafting a Story

18 22 30 14

Crafting a Story Discovering Alabama Amphibians Crafting a Story

14 30 14

Crafting a Story Exploring Emotions through Comics Crafting a Story

14 18 14

1

Crafting a Story Exploring Emotions through Comics

14 18

1

Writing Haiku

22

1

Exploring Emotions through Comics

18

2

Crafting a Story Exploring Emotions through Comics Creating a Comic Strip

14 18 24

1

1 1 1 1 1

ENGLISH LANGUAGE ARTS (CONTINUED) Standard Description ELA21.2.2

ELA21.2.3

ELA21.2.4

ELA21.2.6

ELA21.2.12

ELA21.2.13 ELA21.2.15

ELA21.2.16

ELA21.2.22

ELA21.2.23 ELA21.2.24 ELA21.2.2 8 ELA21.2.30 ELA21.2.33 ELA21.2.40

ELA21.2.46 ELA21.3.1

Grade

Activity

Page

Present information orally using complete sentences, appropriate volume, and clear pronunciation.

Demonstrate oral literacy skills by participating in a variety of oral language activities.

2

Crafting a Story Creating a Comic Strip

14 24

2

Orally answer who, what, when, where, why and how questions about a text or conversation, using complete sentences to provide key ideas and details.

Use visual aids and technology in oral presentations to present key ideas and details about a text or conversation, and add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify thoughts, feelings, and ideas.

Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

Read grade-appropriate poetry, noticing phrasing, rhythm, and rhyme.

Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge.

Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Identify the main story elements in a literary text.

2

Crafting a Story Exploring Emotions Through Comics Creating a Comic Strip Crafting a Story

14 18 24 14

2

Crafting a Story

14

2

Crafting a Story

24

2

Writing Haiku

22

2

Exploring Emotions Through Comics Creating a Comic Strip Discovering Alabama Amphibians

18 24 30

2

Exploring Emotions Through Comics

18

2

Crafting a Story Exploring Emotions Through Comics Creating a Comic Strip

14 18 24

2

Identify the main idea and supporting details of literary and informational texts.

Establish a purpose before reading literary and informational texts to enhance comprehension.

Read and comprehend literary and informational texts.

Read and identify types of poems, including free verse, rhymed verse, haiku, and limerick.

Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

Gather and use research to answer questions to complete a research product.

Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

2 2

Crafting a Story Exploring Emotions Through Comics Crafting a Story Discovering Alabama Amphibians Discovering Alabama Amphibians

14 18 14 30 30

2

Discovering Alabama Amphibians

30

2

Writing Haiku

22

2

Crafting a Story Exploring Emotions Through Comics

14 18

2

Discovering Alabama Amphibians

30

3

Crafting a Story Exploring Emotions Through Comics Creating a Comic Strip

14 18 24

37

ENGLISH LANGUAGE ARTS (CONTINUED) Standard Description ELA21.3.2

ELA21.3.3 ELA21.3.5

ELA21.3.10

ELA21.3.11

ELA21.3.13

ELA21.3.18

ELA21.3.19 ELA21.3.20

ELA21.3.22 ELA21.3.25 ELA21.3.27

ELA21.3.28 ELA21.3.33

ELA21.3.42 ELA21.4.R5 ELA21.4.10 ELA21.4.14

ELA21.4.15

38

Grade

Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

Apply oral literacy skills by participating in a variety of oral language activities.

Express ideas, opinions, and feelings orally in a logical sequence clearly, accurately, and precisely, using appropriate volume, clear pronunciation, and standard English grammar.

Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.

Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Determine the explicit or implied main idea and supporting details of a text.

Establish a purpose before reading literary and informational texts to enhance comprehension, including identifying background knowledge and generating questions about the topic or characters.

Describe literary elements within a story, including setting, plot, characters, and themes.

Identify statements in informational texts as facts or opinions.

Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Identify the narration of a literary text as first person or third person.

Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

3

Write poetry or prose in response to visual images to interpret their meanings.

Identify and explain literary devices in prose and poetry.

Interpret words and phrases, including figurative language, as they are used in a text.

Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.

Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

Activity

Page

Crafting a Story Exploring Emotions Through Comics Creating a Comic Strip Crafting a Story Creating a Comic Strip Crafting a Story Exploring Emotions Through Comics

14 18 24 14 24 14 18

3

Crafting a Story Exploring Emotions Through Comics

14 18

3

Writing Haiku

22

3

Discovering Alabama Amphibians

30

3

Crafting a Story Discovering Alabama Amphibians

14 30

3

Crafting a Story Exploring Emotions Through Comics Discovering Alabama Amphibians

14 18 30

3

Crafting a Story Exploring Emotions Through Comics Discovering Alabama Amphibians

14 18 30

3

Writing Haiku

22

3 3

Crafting a Story Exploring Emotions Through Comics Crafting a Story

14 18 14

3

Writing Haiku

22

4

Writing Haiku

22

4

Crafting a Story

14

4

Crafting a Story Discovering Alabama Amphibians

14 30

4

Crafting a Story

14

3 3

3

3

ENGLISH LANGUAGE ARTS (CONTINUED) Standard Description ELA21.4.17

ELA21.4.18

ELA21.4.30 ELA21.4.32

ELA21.4.35

ELA21.4.42

ELA21.5.R5 ELA21.5.5

ELA21.5.7 ELA21.5.8

ELA21.5.16

ELA21.5.17

ELA21.5.19

ELA21.5.32

ELA21.5.34

Grade

Activity

Page

Identify the narrator’s point of view in a literary text and explain how it differs from a character’s perspective.

Identify the point of view in a narrative and describe how the narrative would be different if told from the perspective of a different character or narrator.

Synthesize information on a topic in order to write or speak knowledgeably about the subject.

Respond in writing to literature and informational text, including stories, dramas, poetry, and crosscurricular texts, both independently and with support, demonstrating grade-level proficiency.

Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.

Identify and explain literary devices in prose and poetry.

Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.

Write routinely and independently for varied amounts of time.

Orally present information and original ideas clearly.

4

Crafting a Story

14

4

Crafting a Story

14

4

Creating a Comic Strip Discovering Alabama Amphibians Discovering Alabama Amphibians

24 30 30

4

Crafting a Story Exploring Emotions Through Comics

14 18

4

Crafting a Story Exploring Emotions Through Comics Discovering Alabama Amphibians

14 18 30

5

Writing Haiku

22

5

Discovering Alabama Amphibians

30

5

Crafting a Story

14

5

Crafting a Story Exploring Emotions Through Comics Creating a Comic Strip Discovering Alabama Amphibians

14 18 24 30

Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

Demonstrate comprehension of text by asking and responding to questions about literary elements used in the text.

Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.

Respond in writing to literature and informational text, including stories, dramas, poetry, and crosscurricular texts, independently and with grade-level proficiency.

Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

5

Creating a Comic Strip Discovering Alabama Amphibians

24 30

5

Crafting a Story

14

5

Crafting a Story

14

5

Discovering Alabama Amphibians

30

5

Crafting a Story Exploring Emotions Through Comics

14 18

4

39

SCIENCE Standard SC23.1.5

SC23.1.6

SC23.1.7 SC23.2.7

SC23.3.5

SC23.3.7 SC23.5.8

SC23.5.14

Description Use information from observations to explain how various external features help living things survive, grow, and meet their needs.

Obtain information from text and other media to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive.

Make observations to identify the similarities and differences between offspring and their parents.

Obtain information to explain that there are many different kinds of living things that exist in habitats on land and in water.

Develop and use models to compare the diverse life cycles of organisms other than humans, including birth, growth, reproduction, and death.

Use evidence to support a claim that traits can be influenced by the environment.

Use evidence to explain that energy from the sun is present in animals’ food and is used for body repair, growth, motion, and maintenance of body warmth.

Obtain and evaluate information to communicate how science-based solutions are being used to protect Earth’s natural resources and its environment.

SOCIAL STUDIES Standard Description SS10.1.8 SS10.2.10 SS10.3.8

SS10.4.1

40

Identify land masses, bodies of water, and other physical features on maps and globes.

Identify ways people throughout the country are affected by their human and physical environments Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states. (Alabama) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

Grade

Activity

Page

1

Discovering Alabama Amphibians

30

1

Creating a Frog Lifecycle Comic Strip Creating a Comic Strip

24 24

1

Creating a Frog Lifecycle Comic Strip Creating a Comic Strip Creating a Frog Lifecycle Comic Strip Creating a Comic Strip Discovering Alabama Amphibians Creating a Frog Lifecycle Comic Strip Creating a Comic Strip

24 24 24 24 30 24 24

3

Discovering Alabama Amphibians

30

5

Creating a Frog Lifecycle Comic Strip Creating a Comic Strip

24 24

5

Discovering Alabama Amphibians

30

2

3

Grade

Activity

Page

1

Discovering Alabama Amphibians

30

2

Discovering Alabama Amphibians

30

3

Discovering Alabama Amphibians

30

4

Discovering Alabama Amphibians

30

photo: Jeremy Daniel

Cat Kid Comic Club: The Musical cast members Dan Rosales and Brian Owen

41

Online resources Below are supplementary online resources, including links to additional lesson content and activity materials, to help support and enrich your teaching.

ADDITIONAL LESSON CONTENT

Outdoor Alabama “Amphibians”

Cat Kid Comic Club Study Guide Produced by TheatreWorks USA

X aub.ie/gpac-outdoor-al-amphibian

X aub.ie/gpac-twusa-catkid

Maps and descriptions of Alabama regions

Britanica Kids “Frogs” X aub.ie/gpac-britanica-kids-frogs

X https://encyclopediaofalabama.org/article/ physiographic-sections-of-alabama/

National Geographic Kids “The Frog Life Cycle”

Publish your own comics (free websites for teachers)

X aub.ie/gpac-nat-geo-kids-frogs

X https://studentreasures.com/ X https://www.schoolmatepublishing.com/

Alabama Wildlife Federation “Investigate Alabama’s Ecoregions”

Printable comic book template

X aub.ie/gpac-al-wildlife-federation-eco

X aub.ie/gpac-comic-strip-template

Credits All images featured in this performance study guide are wholly owned and copyrighted by their respective copyright holders and are used for educational purposes only. No copyright infringement is intended. The Gogue Center does not claim ownership of any images unless explicitly stated otherwise. If you have concerns about the use of any image included herein, please contact us immediately.

For a list of additional image sources and credits, please contact our Department of Communications and Marketing by telephone at 334.844.7234 or via email at jaosborne@auburn.edu.

This guide was produced in collaboration with

42

X https://alabama.butterflyatlas.usf.edu/geographicregions

The Jay and Susie Gogue Performing Arts Center at Auburn University serves students and educators across the state of Alabama and beyond with its annual K–12 School Performance Series.

Cynthia Jackson English Language Arts, Curriculum & Instruction Burns Middle School Chambers County School

These high-quality and transformative arts experiences are further enriched with performance study guides that provide meaningful cross-curricular connections.

Kelsey Long Second Grade Dean Road Elementary Auburn City Schools

Developed by our Department of Education and Engagement, in collaboration with the Gogue Center Curriculum Council, each performance study guide contains information about the featured performing artist(s) or company, the art form, and relevant, grade-appropriate lessons and activities designed to help incorporate academic and arts standards into the classroom.

Our sincerest thanks to the members of the 2025–26 Gogue Center Curriculum Council.

Amber Pickard Social Studies Lee Scott Academy Alabama Independent School Association

2025–26 Gogue Center Curriculum Council

Frances Smith STEM/Physical Science Lee Scott Academy Alabama Independent School Association

Lacey Basgier Secondary Art Lee Scott Academy Alabama Independent School Association

Dr. Quesha Starks Retired Principal Booker T. Washington Arts Magnet HS Montgomery Public Schools

Sherry Brown College and Career Coach Guntersville High School Guntersville City Schools

Alison Starr Science Lee Scott Academy Alabama Independent School Association

Jan Burkhalter Enrichment/Gifted Specialist Wrights Mill Elementary (Formerly) Auburn City Schools

Jenn Travis English Language Arts, Special Education, Dance Auburn High School Auburn City Schools

Anna Carmichael Elementary Art Beulah Elementary School Lee County Schools Michelle Hopf English Language Arts Auburn High School Auburn City Schools

43

LaTisha Mangram Math Burns Middle School Chambers County Schools

K–12 School Performance Sponsors

Bill & Sarah Walls

Walt & Ginger Woltosz The Gavin Family In Memory of Chuck Gavin

GOGUECENTER.AUBURN.EDU GOGUECENTER.AUBURN.EDU/EDUCATION

@AUGPAC

@GPACatAU

@AUGPAC

cover: L.R. Davidson, Jamie LaVerdiere, Brian Owen (Back), Markia Nicole Smith, Dan Rosales, Sonia Roman photo: Jeremy Daniel 101425

2025–26 Season Sponsors