GOOD NIGHT MOON Teachers Resource Guide

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Behind the Stage Door A resource guide for teachers

2014-15 SEASON

Book by Margaret Wise Brown Script & Music by Chad Henry Additional musical arrangement by Mark Rabe Directed by Nikki Swoboda

January 23 - February 16, 2015 Goodnight Moon (952) 979-1111, option 4 1111 Mainstreet, Hopkins, MN 55343 stagestheatre.org Based on the book GOODNIGHT MOON. Written by Margaret Wise Brown, Illustrated by Clement Hurd. GOODNIGHT MOON Copyright © 1947 and Renewal Copyright © 1975 Albert Clarke III and John Thacher Hurd. Used by permission of HarperCollins Publishers. All rights reserved.

Table of Contents

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What Goes into a Performance

Behind The Stage Door

A resource guide for teachers BEHIND THE STAGE DOOR is intended as a resource guide for teachers and students to use before and after attending a performance at Stages Theatre Company. Our goal is to provide helpful information to enhance your theatre-going experience and to offer a resource that serves as a springboard for extending this experience into the classroom and across the curriculum.

WHO WE ARE...

Stages Theatre Company is committed to the enrichment and education of children and youth in a professional theatre environment that stimulates artistic excellence and personal growth.

Guide content by Jeannine Coulombe

Role of the Director Role of the Designers Role of the Stage Manager Role of the Crew Role of the Cast Role of the Audience

The Role of the Audience

The Audience Agreement How to be a Polite Audience Member Before the Show Activities

The Production

Show Dates and Times Cast and Artistic Production Staff Margaret Wise Brown – Author Clement Hurd - Illustrator Chad Henry – Playwright

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The Story

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Play Synopsis A Few Words About the Play and its History

Points of Discussion

Who? What? Where? When?

Why? Big Ideas

Across the Curriculum Activities in Theatre Arts Activities in Language Arts Activities in Other Subjects

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Minnesota Academic Standards

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Beyond the Classroom

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Feedback

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Additional Resources Further Reading

stagestheatre.org

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nce a m r o f r e P A o t n I s e o G at

Wh

The performance you see at Stages Theatre Company is the result of many people working together. As the audience, you mostly see the performers on stage, but there are many more people working behind the scenes that you never see.

Each person, both on stage and off, serves an important role to create the performance you see as an audience member.

Role of the Director

• Responsible for the overall vision of the production.

• Guides actors in interpreting characters and provides them with stage movement.

• Works with designers in planning the sound, lights, costumes, make-up, props, scenery, stage effects.

Role of the Designers

• Responsible for creating the look of the lights, scenery, costumes, make-up, sound and stage effects.

• Works with the director in realizing the overall vision of the production.

Role of the Stage Manager

• Responsible for organizing the production, including schedules, resources, communications, technical effects and personnel.

• In charge of making sure everything runs smoothly both during rehearsals and performances.

Role of the Crew

Role of the Cast Role of the Audience

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• Responsible for building the scenery, costumes, props and stage effects that you see on stage.

• Work backstage during the performance operating the scenery, props, costumes, effects, lights and sound.

• Responsible for performing the characters in the play on stage in front of the audience.

• The play doesn’t exist without you! That’s right, you are a collaborator in any performance you see. All of the work that goes into a production means nothing without the audience there to experience the performance. It is a unique responsibility. It is important for you to learn your role so you can join everyone else who has worked to create the production.

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n e i d u A e h t The Role of

The audience has an important role in the theatre experience. When the lights go down, a performance, especially for you, begins. This special relationship only happens in live theatre. When you take your seat in the audience, you accept the responsibility of a special agreement.

The Audience Agreement

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Believe what happens is real. It is happening live, before your eyes!

Listen carefully and quietly.

Let the production unfold and enfold you.

Respond honestly and sincerely. The actors are aware of your presence and your responses.

Tune in to what is happening on the stage.

Remain polite throughout the performance.

How to be a Polite Audience Member

1. Avoid anything that distracts the performers. Un-necessary talking, rustling papers, gum-snapping, jangly jewelry, cellophane wrappers,cell phones, and pagers are all examples of un-warranted and un-welcome sounds during the play.

2. Never use flash cameras. They are strictly forbidden. Their blinding lights can be an actual danger to the actors.

3. Finally, when the play is over, show your appreciation with hearty applause.These are the sounds that warm the hearts of the actors.

Before the Show Activities

1. Have students make a list: “What do we do when we watch television or go to a movie?�

Compare the results to the theatre audience etiquette list above. How are they similar?

How are they different?

2. Take some time to practice being an audience member. Turn down lights to darken the room.

Have a student tell or read a story. When the speaker is done, have the audience applaud.

Ask the speaker how the quiet listening and the applause made him or her feel? How did it make the audience feel?

3. Before the play, discuss the elements that go into a theatrical production. Scenery, make-up, costumes, lighting, properties, and sound effects each has a unique design and a unique designer. In consultation with the director, each of these designs is coordinatedto produce an overall design concept. By making students aware of these production aspects, you can then ask them to comment on their observations of specific design elements after viewing the play.

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n o i t c u d o r The P

BUNNY

TELEPHONE / UNDERSTUDY BUNNY DOG BEAR DISH AND SPOON OLD LADY CAT AND THE FIDDLE BEAR MOUSE CLARABELLE TOOTH FAIRY BEAR

ARTISTIC DIRECTOR DIRECTOR & CHOREOGRAPHER MUSIC DIRECTOR PROPS DESIGNER COSTUME & MAKEUP DESIGNER TECHNICAL DIRECTOR LIGHTING DESIGNER SET DESIGNER STAGE MANAGER ASSISTANT STAGE MANAGER SOUND BOARD OPERATOR SPOT LIGHT OPERATORS LIGHT BOARD OPERATOR

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Grace Bloomquist Ava Byrne Nia DuBose Natalie Harrison Emma Kempf Meredith Larson Greta Nackerud Zoey Paulson Cole Spanovich Ananda C贸rdova Stuart Kaelan Tonjes Raelyn Wertz

Sandy Boren-Barrett Nikki Swoboba Sarah Hohenstein Burk Scotty Gunderson Samantha Fromm Haddow Gretchen Katt Karin Olson Joe Stanley Amanda Gehrke David Gamache Andrea Wylie Bella Lockhart, Edan Seaton Clare Wagner

es m i T & s e t Show Da

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Mon 16 10 a.m.

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MARAGARET WISE BROWN, AUTHOR (1910-1952) It’s no accident that Goodnight Moon has lulled millions of children to sleep for over fifty years, since its author was one of the pioneers of children’s literature. Before Margaret Wise Brown’s arrival on the picture book publishing scene, fairytales and fables dominated the world of illustrated stories. But Margaret brought flair to writing for children that other authors have yet to match. She wrote with the then “new” idea that children would rather read about their own lives instead of fairytales and fables.

This approach, dubbed the “here and now” philosophy, was created and tested at the Bank Street Experimental School in New York City. There, under Lucy Sprague Mitchell’s tutelage, Margaret encouraged children to swap stories with her. In that special writing laboratory, she communicated with children about what they wanted to read and the problems they faced and began to write stories with this first-hand knowledge. She is credited with giving the “here and now” philosophy artistic wings.

Within a few short years dozens of Margaret Wise Brown books reached bookstore shelves, with dozens more in the publishing pipeline. She kept six publishers busy with her prolific output and created pen names to keep from flooding the market with Margaret Wise Brown titles. Golden MacDonald, Juniper Sage, Kaintuck Brown and Timothy Hay were among the nom de plumes she used.

She fought for proper author and illustrator royalties at a time when the industry was establishing payment practices. She insisted her artists receive the same royalty as she did, although they had previously only received a flat payment. Her negotiations with her publishers were often sprinkled with her personal outrage at how the business treated their creative talent. She also assumed the dual role of writer and editor. This platform allowed her to experiment with other avenues of entertainment for children, including music, drama, radio shows and the burgeoning field of television. She wanted stories for children to be available to all children. When Golden books first appeared, many reviewers and librarians were appalled that prior boundaries of “quality” publishing standards were being broken. Margaret penned many tales for Golden that are still in print today and responded to the negative reception of these mass-produced books with the quote “The quality of a book is determined by the writing and the illustrations, not its printing.”

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As she once said of writing, “One can but hope to make a child laugh or feel clear and happy-headed as he follows the simple rhythm to its logical end. It can jog him with the unexpected and comfort him with the familiar, lift him for a few minutes from his own problems of shoelaces that won’t tie, and busy parents and mysterious clock time, into the world of a bug or a bear or a bee or a boy living in the timeless world of a story.” The author, who wrote so prolifically and beautifully for children, never had any children of her own.

She died suddenly at the age of 42 of an embolism. A simple rough stone marks her burial site, with the words “Margaret Wise Brown, writer of Songs and Nonsense.” If her words be nonsense, don’t tell the generations raised on her magical gift of storytelling or the generations of children to come who will be lulled to sleep alongside a pajama clad bunny in a gradually darkening room with the words that begin, “In the great green room….”

—© 1997 by Leonard S. Marcus From the official website of Margaret Wise Brown, www.margaretwisebrown.com 7

CLEMENT HURD, ILLUSTRATOR (1908-1988) Illustrator Clement Hurd was set to become a banker like his father when instead in 1931 he followed his heart and got on a boat to France to become an artist. Two years later when he ran out of money he returned to New York and got a job freelancing as a decorative artist. As luck, or fate, would have it Margaret Wise Brown saw two of his paintings and suggested he try his hand at children’s book illustration.

When he hesitated, she wrote Bumble Bugs and Elephants (1938) for him to work on. That title became the first modern board book for babies and launched Hurd’s new career. Many titles followed including Gertrude Stein’s first children’s book The World is Round (1939) and numerous collaborations with his wife Edith Thacher including The Day the Sun Danced (1966) and Wilson’s World (1971). But he is perhaps best known for his illustrations in The Runaway Bunny (1942) and the beloved Goodnight Moon (1947). As a New York Times editorial observed at the time of his death in February 1988:”Some things are inexplicably magical. One is Goodnight Moon . . . How many little children, cheeks freshly scrubbed, snuggly in pile pajamas, have gone sleepily into Mr. Hurd’s enchanted evening? How many mothers and fathers have led them there, just as entranced as the children?” A half century after that book’s original publication, the magic of Clement Hurd’s vivid, childlike art remains.

—Heidi Grosc, from the Children’s Literature Network, www.childrensliteraturenetwork.com

CHAD HENRY, PLAYWRIGHT & LYRICIST (1908-1988) Playwright and lyricist, Chad Henry’s plays and songs have been performed at Seattle Rep, ACT, Bathhouse, Empty Space, Pioneer Square Theatre, Cabaret de Paris, Tacoma Actors Guild, the Group, Skid Road, Denver Center Theatre, Alabama Shakespeare, San Diego Junior Theater, Idaho Theatre for Youth, Spokane Children’s Theatre, Northwest Children’s Theatre, Seattle Children’s Theatre and Minneapolis Children’s Theatre as well as in Canada, England, Spain, Japan, Germany and Australia. Past productions at SCT include the original Magic Mrs. Piggle-Wiggle, Jack and the Beanstalk, Hoboken Chicken Emergency, Pinocchio, Dr. Dolittle in the Moon, Nancy and Plum, and last but never least, Little Lulu. His adaptation of Good Night Moon was first commissioned by Manhattan Children’s Theatre.

—Plays for young audiences website, www.playsforyoungaudiences.org —Heidi Grosc, from the Children’s Literature Network, www.childrensliteraturenetwork.com

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The Story

Play Synopsis Step into the Great Green Room and join Little Bunny as he readies for bed, (or not, as the case may be) and watch as the most iconic children’s book of all time comes to life in this fun-loving musical. Bunny’s room magically springs to life with everything from jumping cows and tap-dancing bears to little kittens and their mittens. Enjoy the surprise and delight of Bunny’s imaginative detours on his way to dreamland.

A few words about the play and its history Goodnight Moon by Margaret Wise Brown and illustrated by Clement Hurd has been a part of a cherished nightly reading routine for generations of young children for almost 70 years. This musical adaptation by Chad Henry had its world premiere with Seattle Children’s Theatre in 2007. The lively and charming musical was first produced by Stages Theatre Company in the winter of 2009. It has enjoyed popular acclaim at children’s theatre companies all over the country through the last eight theatre seasons, including productions at Chicago Children’s Theatre, Adventure Theatre in Maryland, Zach Theatre in Austin, Texas, Children’s Theatre of Charlotte, Virginia Repertory Theatre, Dallas Children’s Theatre and Northwest Children’s Theatre Company in Oregon.

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o i s s u c s i D f Points o

The ideas and questions in this section are designed as a springboard for student discussion after attending the play.

Big Ideas

Going to Sleep

Bedtime Routines Distraction Pandemonium Moon

Who? What? Where? When?

1. What does the Old Lady want the Bunny to do throughout the play? (Go to sleep) 2. How many times does Clarabelle jump over the moon? (Three) 3. When the play opens, the clock tells us it is seven o’clock. At the end of the play, what time does the clock tell us it is? (Ten minutes past eight o’clock) 4. Who helps the Bunny get his loose tooth to fall out by tying yarn around it? (Mama Bear) 5. Where does the play take place? (In Bunny’s bedroom – The Great Green Room)

Why? 1. Bunny has a difficult time falling asleep because there are so many things that distract him in the Great Green Room. What are some of the things that distract you when you are trying to fall asleep?

What do you think about? What are some of the things you do to “quiet your thoughts” to fall asleep?

2. When the Old Lady comes back into the room in Act II, she says the room is pandemonium. What does pandemonium mean? If you were to describe a room full of pandemonium, what would it look like? What would you do to quiet the pandemonium? Why? 3. Towards the end of the play, Bunny talks to the moon about liking when it shines in his room. If you could talk to the moon, what would you tell it? How do you think the moon would respond? Why? 4. In the play, lots of things in the Bunny’s room “come to life.” Such as the picture of the Bears and the Chairs. If you could have one thing in your own room, “come to life” what would it be? What would it do? What would it say? What would you do with it? Why?

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m u l u c i r r u C Across the

The possibilities are numerous for using the Goodnight Moon as a jumping off point for cross-curriculum and interdisciplinary study in your classroom. From units on puppetry and nursery rhymes to lessons on telling time or the phases of the moon this classic children’s book offers a platform for reaching any number of educational goals.

Below are a few suggestions for curriculum incorporating both the Goodnight Moon book and play into your classroom studies. All of the resources and curriculum activities are appropriate for Pre-K-Grade 1 (pre-readers to early readers.)

Please also refer to the ADDITIONAL RESOURCE section at the end of this guide for links and resources to more curriculum ideas and lesson plans.

Theatre Arts ACTIVITY: PUPPETS TAKE THE STAGE

After seeing the play, Goodnight Moon, students will have seen puppets helping to tell the story, Goodnight Moon.

This can provide an opportunity to incorporate puppets into your lesson plans. Below are several ideas and resources to accomplish this.

GOING TO BED STORIES Goodnight Moon is primarily about “going to bed” rituals (or distractions.) This lesson incorporates a “ME” puppet who can tell the story of each students’ “going to bed” routine.

- Discuss what a routine is. Discuss different routines that students do each day. What are the steps of

getting ready for school in the morning? What are the steps for when you first arrive at school each day?

What is your bedtime routine?

- List the different steps that the students have for going to bed.

- Each student should be able to come up with at least three sentences for their bedtime routine. Have them use first person sentences when coming up with the steps of their routine, such as “I get into my

pajamas. I brush my teeth. My mom reads to me. My mom hugs me goodnight. I go to sleep.”

- Have students write each sentence or draw a picture of the action. This will help them memorize the

routine to later share with the class.

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- Next, discuss with the students what some of the distractions are for sticking to this routine.

Such as, “I ask for a glass of water when I don’t want to go to bed.” Or “I can’t go to bed without

my favorite stuffed animal.” Or “I can’t sleep if my mom doesn’t sing to me.”

- Have them write a sentence or draw a picture of their distraction.

- Make a ME puppet. See instructions below.

- Have the students use their puppet to tell the class what their bedtime routine is. They should

try to also share their distractions as well. All the sharing monologues can begin with: Before I

fall asleep, I… EXAMPLE: Before I fall asleep, I put on my pajamas, brush my teeth and read a story. I can never go to bed without my favorite toy dog because it is so soft.”

NOTE Remind students that their puppet is talking and to move the puppet as it speaks. Also, have them practice using a big, clear voice.

SIMPLE PAPER PLATE PUPPETS: Materials: Paper plates, Popsicle sticks, yarn, markers and construction paper.

Each student will have a paper plate to use to re-create their own faces (use the yarn for hair, construction paper for facial features, markers for coloring, etc.) Then, attach the Popsicle stick to use as a handle to move the puppet to “talk.”

There are lots of other methods for making different kinds of puppets. Below are a few links with more ideas for puppet making and performances: • http://www.wikihow.com/Category:Puppets • http://www.enchantedlearning.com/crafts/puppets/paperbag/ • http://www.angelfire.com/dc/childsplay/puppets_theme.htm • http://www.sagecraft.com/puppetry/building/

ACTIVITY: PREDICTIONS AND EXPECTATIONS

BEFORE THE PLAY: Read the book Goodnight Moon. With student input, establish the expectations for the upcoming play.

What actions or events might be seen on stage? What characters might the play include from the book?

Students may draw or write about what they anticipate seeing.

AFTER THE PLAY: Revisit the expectations to see how many were realized. Discuss the similarities and differences from the book to the play, in terms of plot, characters, and action. Were the characters as portrayed on the stage faithful to the characters in the book? How or why? How would you describe the main “message” of the play? How was it similar or different from the book?

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ACTIVITY: CHORAL READING NURSERY RHYMES

Both the story and the play of Goodnight Moon include fragments of the familiar nursery rhyme, Hey Diddle, Diddle. This is a good opportunity to use nursery rhymes in your classroom. One popular way of using nursery rhymes is to choral read them with your class.

Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps build students’ fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.

Why use choral reading?

• It can provide less skilled readers the opportunity to practice and receive support before

being required to read on their own.

• It provides a model for fluent reading as students listen.

• It helps improve the ability to read sight words.

How to use choral reading

1. Provide each student a copy of the text so they may follow along.

2. Read the passage or story aloud and model fluent reading for the students.

3. Ask the students to use a marker or finger to follow along with the text as they read.

4. Reread the passage and have all students in the group read the story or passage aloud in

unison.

There are many lesson plans that incorporate the choral reading of popular nursery rhymes. Below are links to some of these resources: • http://www.prometheanplanet.com/en-us/Resources/Item/31204/choral-reading-nursery-

rhymes#.VMlxGy5UWFk • http://www.readinga-z.com/books/poetry-books/ • http://tehhueytharng.blogspot.com/2012/11/choral-speaking.html • https://www.teachervision.com/poetry/activity/5521.html

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Language Arts ACTIVITY: SAYING GOODNIGHT - CREATING PREDICTABLE SENTENCES

OBJECTIVE: Students will create sentences and track the words aloud and in groups. Then, mix the words up in the sentences and re-create the sentences in the right order.

STEP ONE Introduce the book, Goodnight Moon to your students.

1. Introduce title, author and illustrator 2. Show the cover and talk about the setting - Where is this story going to take place? What time of day might it be? Why do you think that?

3. Explain that in this story, a little bunny takes a long time going to bed and says goodnight to many things that he sees.

4. Take a picture walk letting students describe and point out the details and objects in each picture that the bunny may say goodnight to.

5. Have them use a complete sentence when sharing, such as “I see a red balloon.”

6. Read the book aloud to your students for enjoyment.

STEP TWO 1. Brainstorm with your students about the things or people that they could say goodnight to at home.

2. Then write “Goodnight _______.” sentences.

3. Start by writing Goodnight Moon.” (Bunny) 4. Write each sentence on chart paper, writing their name at the end of the sentence.

5. Reread each sentence tracking the print.

6. Have each child reread his/her sentence, tracking the print.

7. Cut apart one sentence and let students “Be the Words’ and have them organize themselves into the correct order.

8. Read together.

9. Model how to place each word in the correct order at the top of the page and then to draw a picture of them saying goodnight to the object or person they stated in their sentence.

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ACTIVITY: HEY DIDDLE, DIDDLE - COMPANION RHYME

OBJECTIVE: Students will explore the two companion rhymes to the story Goodnight Moon and then work on rhyming words.

STEP ONE 1. Read Goodnight Moon to your students. (See above activity for ideas on introducing the book to your class.)

2. Ask students if they recognized part of a nursery rhyme in the book.

3. Introduce the companion nursery rhyme Hey, Diddle, Diddle.

4. Read the poem aloud.

5. Have students share the things in this poem that could never really happen, such as (cat playing a fiddle, cow jumping over the moon, dog laughing, dish and spoon running) 6. Reread the rhyme and let students enjoy its silliness.

STEP TWO 1. Reread the companion nursery rhyme Hey, Diddle, Diddle - echo reading (or choral reading, see activity above.)

2. Have students locate the rhyming words 3. Then say the name of a few of the objects or characters from the rhyme and ask students to state the sound and letter that the word begins or ends with.

STEP THREE 1. Introduce a second companion nursery rhyme Twinkle, Twinkle, Little Star by stating that the poem is about things that we see at nighttime, but are present during the day. We just can’t see them during the day because the light from the sun is so bright that it is impossible to see the light coming from them!

2. Read/sing this familiar rhyme with the students.

3. Read a second time, stopping after each page for students to orally state the two rhyming words that they hear.

4. Present rhyming pictures and have students match the pictures that rhyme.

5. You may wish to use a few from Goodnight Moon, such as bears/chairs, kittens/mittens, house/ mouse, etc.

STEP FOUR 1. Reread both companion rhymes as a class.

2. Reread one of the rhymes slowly, asking students to listen carefully for the individual words contained in the rhyme.

3. Each time they hear a word, they will high-five their partner. For example, if you read “Twinkle, E STAG R DOO

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twinkle, little star” students should high five four times, once for each word.

4. (If this task is too easy for your students, ask them to give a high-five for each syllable. So for “Twinkle, twinkle, little star”, students would high five seven times.)

5. The high-five game can also be used for when they hear the pair of rhyming words.

ACTIVITY: MOON STORIES - PHASES OF THE MOON

In the book and play, Goodnight Moon the moon does, of course, figure prominently. This fact is a good jumping off point for bringing in a lesson on the phases of the moon or lessons on the night sky into your classroom.

As an introduction to this exploration, read Goodnight Moon to your class. After you read it through once, tell students that you will read through the book again, and that students should raise their hands when they see a moon or a star. Have students point out the moons and stars on the pages as you reread the book. Then discuss with them how the moon looks different on different pages; outside the window, the moon is full, but it is a crescent in the picture where the cow is jumping over it. Encourage students to look out the window at night and see how the moon changes.

Below are several links to grade appropriate lessons and activities on moon phases.

• http://lessonplanspage.com/phases-of-the-moon/ - A lesson plan exploring the phases of the moon using Oreo cookies.

• http://analyzer.depaul.edu/paperplate/Good%28night%29%20Moons%20Rising.htm - Illustrates that the book has a correct depiction of the moon rising. It even corresponds with the passage of time depicted on the mantle clock.

• http://www.brighthubeducation.com/preschool-lesson-plans/110107-outer-space-theme-and- activities-for-preschoolers/?cid=parsely_rec – An outer space themed lesson plan for preschoolers.

• http://www.brighthubeducation.com/preschool-crafts-activities/107482-crescent-shape books-and-activities/?cid=parsely_rec – Pre-school activities centered on crescent shapes.

• http://www.brighthubeducation.com/lesson-plans-grades-1-2/106067-the-earths-moon-facts- and-teaching-ideas/?cid=parsely_rec – Lesson plan for pre-k/kindergarten about phases of the moon.

• http://spaceracers.org/en/parents-educators/lesson-plans/moon-phases - Comprehensive, multi-day lesson plan for pre-k through 2nd grade about phases of the moon.

• http://www.proteacher.org/c/489_moon_phases.html - Explains several moon activities from teachers, grades pre-k through 3rd.

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ACTIVITY: TELLING TIME - THE CLOCK ON THE MANTLE

In the book, Goodnight Moon, the little Bunny not only says good night to the clock, but the clock on the mantle actually indicates the passage of time in each successive colored illustration. It tick-tocks through from 7PM to 8:10PM. In the play, Goodnight Moon, the clock also tick-tocks throughout the play, indicating the passage of time. This provides an opportunity to introduce a telling-time unit for your students in a fun and creative way.

How many times during the day do you use the word “time?” It is something that students hear a lot, but do not always fully comprehend how time works or how to tell what time it is or how time passes on a clock or in relation to an activity. There are many, many on-line resources with telling time lessons for pre-school through 2nd Grade. Below are links to several of these resources.

• http://teachers.net/lessons/posts/2703.html - Explains an active game teaching students to tell time to the nearest hour.

• http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/127854-telling-time-to-the hour-kindergarten-lesson-plan/ - A multi-day lesson plan about telling time, includes printable worksheets and reading list.

• http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/12846-telling-time-lesson- plan/?cid=parsely_rec – Lists and describes several activities centered on learning to tell time.

• http://www.time-for-time.com/lessons.htm - Contains links to five comprehensive lesson plans on telling time, includes vocabulary, objective, background and links to corresponding worksheets and games.

• http://www.educationworld.com/a_lesson/lesson312.shtml - Five comprehensive lessons focused on teaching students to tell time, includes links to 20 more lessons.

MORE GOODNIGHT MOON ACTIVITY RELATED LINKS:

• http://www.niteowl.org/kids/diddle.html - Coloring Pages for Hey, Diddle, Diddle • http://curry.virginia.edu/go/wil/Hey_diddle_diddle.pdf - Rhyming sheet for Hey, Diddle, Diddle • http://teachers.net/lessons/posts/1907.html - Predictable chart/sentence learning lesson plan using Goodnight Moon • http://curry.virginia.edu/go/wil/ight.pdf - Word family (ite/ight) picture cards (printable) • http://www.enchantedlearning.com/Rhymes.html - Printable rebus rhymes for many, many Mother Goose rhymes • http://www.prometheanplanet.com/en/Search/resources/?Keywords=nursery+rhymes&So rtFIeld=DownloadCount30Days_desc&ViewType=GridView - nursery rhyme downloadable resources • http://homeschoolcreations.com/files/Goodnight_Moon_Printables.pdf - Pages and pages of printables for Goodnight Moon.

• http://www.tlsbooks.com/storysequence.pdf - Story Sequencing printables for Nursery Rhymes.

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PLEASE SEE THE FURTHER RESOURCE SECTION FOR MORE CONTENT DRIVEN LESSON PLANS BASED ON THE PLAY AND BOOK SERIES.

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s d r a d n a t S The

Here is a listing of Academic Standards that can be met by attending a performance at Stages Theatre Company and using this resource guide for pre and post performance activities.

THEATRE ARTS (K-3) 0.1.1.4.1 0.1.2.4.1 0.2.1.4.1 0.4.1.4.1 THEATRE ARTS (4-5) 4.1.1.4.1 4.1.3.4.2 4.2.1.4.1 4.3.1.4.1 4.4.1.4.1 THEATRE ARTS (6-8) 6.1.1.4.1 6.1.2.4.1 6.1.3.4.1 6.1.3.4.2 6.2.1.4.1 6.3.1.4.1 6.4.1.4.1 LANGUAGE ARTS Reading and Literature (Comprehension/Literature) Speaking, Listening and Viewing Writing

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m o o r s s a l C yond The

Be

ADDITIONAL RESOURCES

Please review all links below before sharing with students.

• http://margaretwisebrown.com/ - Website dedicated to the author.

• http://goodnightourworld.com/ - Website for Good Night Our World board book series, which was inspired by the Goodnight Moon format.

• http://www.preschoolexpress.com/theme-station10/moon-june.shtml - A website with preschool/kindergarten age activities exploring moon and space themes.

Lots of fun activities are described.

• https://www.youtube.com/watch?v=9yu_g5x3ZoQ - A high-quality YouTube video animation of the book.

• http://www.scholastic.com/teachers/book/goodnight-moon#cart/cleanup Official book page on the Scholastic Books website.

FURTHER READING OTHER BOOKS BY MARGARET WISE BROWN

• A Child’s Good Morning Book

• The Important Book

• Another Important Book

• My World

• Big Red Barn

• Bunny’s Noisy Book

• Christmas in the Barn

• Dirty Little Boy

• Don’t Frighten The Lion E STAG R DOO

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• The Runaway Bunny • Home for a Bunny • I Like Bugs • I Like Stars • Love Songs of the Little Bear • Mouse of My Heart: A Treasury of Sense and Nonsense • My World of Color • Nibble Nibble • Red Light, Green Light • Sleepy ABC • The Color Kittens • The Days Before Now • The Golden Egg Book • The Little Island • The Little Scarecrow Boy • The Train To Timbuctoo • Two Little Trains

OTHER BOOKS WITH COMPLIMENTARY THEMES

• Twinkle, Twinkle, Little Star by Iza Trapani

• Where the Wild Things Are by Maurice Sendak

• Go Away, Big Green Monster! by Ed Emberly

• Franklin in the Dark by Paulette Bourgeies

• There’s an Alligator under My Bed by Mercer Mayer

• The Very Noisy Night by Diana Hendry

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e s n o p s e R r You

Our study guide is designed to be a resource for teachers and students before and after they attend a production here at Stages Theatre Company.

We are always interested in how we can improve this resource to be the most effective for you and your students. We would like to you to share with us what activities or discussions from this guide that were the most useful for you.

You can email your responses to Jeannine Coulombe at jcoulombe@stagestheatre. com Thank you for attending Stages Theatre Company!

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