Hansel and Gretel

Transcription

Hansel and Gretel

theatre ● dance ● music ● ballet ● visual arts
2013-2014 Season
Arts Access
School Time Program
Hansel and Gretel
presented by: Fantasy Forum Actors Ensemble
October 18, 2013 | 11:00 a.m.
Lesher Theatre
at the Lesher Center for the Arts
Field Trip
Sponsor:
Education
Sponsor:
Welcome
Dear Teachers,
We have created the following study
guide to help make your students’ theater
experience as meaningful as possible. For
many, it will be their first time viewing
a live theatrical production. We have
learned that when teachers discuss the
upcoming arts performance with their
students before and after the production,
the experience is more significant and
long-lasting. Our study guide provides
pre and post performance discussion
topics, as well as related activity sheets.
These are just suggestions, so please feel
free to create your own activities and
areas for discussion. We hope you and
your class enjoy the show!
The Diablo Regional Arts Association (DRAA) enriches
the lives of thousands of East Bay residents every year
by supporting programs at Walnut Creek’s Lesher
Center for the Arts (LCA). Through well-established
business and community partnerships, fundraising and
marketing expertise, we help arts organizations present professional-level theater, music and dance performances, visual arts exhibitions, and family events.
Over the years, the Arts Access School Time Program
has offered students and children in the community
the opportunity to experience high-quality live performances and visual arts exhibits. These programs
engage students in the artistic process, cultivating
an appreciation for the arts by combining education and entertainment which together help to make
the arts a vital part of our schools and community.
Many of these programs offer funding for low-income
schools, making the arts programs accessible to as
many students as possible. Together with corporate,
foundation and individual partners, the DRAA is able
to make these opportunities possible.
This year’s Arts Access School Time Program would
not be possible without the generous support of Target - Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season sponsors including
The Hewlett Foundation, JP Morgan Chase, The Dean & Margaret Lesher Foundation, and The Thomas
J. Long Foundation, and all the individual donors who support this program.
Table of Contents
Welcome & Program Overview..........................................................................................................2
Preparing Your Students for a Field Trip to the Lesher Center for the Arts......................................3
Theatre Etiquette Guide.......................................................................................................................4
About the Producer..............................................................................................................................5
About the Performance.......................................................................................................................6
About the Art Form...............................................................................................................................7
Educational Activities...........................................................................................................................9
Study Guide Resources.......................................................................................................................20
Content Standards..............................................................................................................................21
1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 2
Preparing Your Students for a Field Trip to the
Lesher Center for the Arts
Drop-off and Pick-Up:
Buses should drop off at the Lesher Center for the Arts by pulling directly up to
the curb in front of the theatre on Civic Drive or Locust Street in the designated
loading zones, utilizing space efficiently so that the other buses can unload/
load at the same time. As soon as students and chaperones have off-loaded
safely, buses need to depart and find parking near the LCA to wait until the
end of the performance. NO bus parking is available at the Lesher Center for
the Arts. Loading zones are ONLY for loading and unloading.
Ticket Information:
Tickets are held by the DRAA and distributed to your group on the day of performance by a DRAA staff
member who will be positioned in the area outside the front of the entrance to the theatre. Look for
the brightly colored balloons!!
Tickets should be distributed to each student prior to entering the theatre. Every attendee must have
a ticket in hand before entering the theatre.
All tickets are “GENERAL SEATING”, with no reserved seating available. If you have any special seating
needs, please notify the DRAA prior to your performance so we can make the necessary arrangements.
The Auditorium and Seating:
The Lesher Center for the Arts features three distinct theatres providing a space tailored for every show
and audience.
The Hofmann Theatre seats 785 patrons and is the largest of the three theatres in the Lesher Center for the Arts. It features a spacious main floor and a
balcony featuring four sets of box seating areas. The theatre is used for largescale productions including musicals, operas, ballets, symphonies and larger
corporate functions.
The Lesher Theatre seats 297 patrons and provides a more intimate space for
mid-sized productions including musicals and plays.
The Knight Stage seats 133 patrons and is a black-box theatre featuring a
space tailored for smaller, more intimate productions and events. Seats can
be added or removed as necessary.
Lighting and Music
The amount of lighting and music in the theatre will vary from time to time as the play or performance
progresses. There may be times where it is almost completely dark. We are aware that this can be an
exciting experience for some children and the level of energy can increase along with their excitement. Music can also be used to create different impressions or communicate certain moods during
the performance which encourages audience participation and spirit.
P. 3
At the Performance
The live theatre performance is not pre-recorded with mistakes edited out. This makes it more exciting
for an audience. Student’s thoughtful attention and responses have a real effect and contribute to the
quality of the experience. The audience gives energy to the performers who use that energy to give
life to the performance!
Theatre Etiquette Guide
Going to a play is a special experience, one that can be remembered for a long time. Everyone in the
audience has been looking forward to seeing the performance.
There is a big difference in going to a theatre and to a movie. The actors are performing for you live
onstage, and they can see and hear what goes on in the audience just as you can see and hear them.
So, one behaves a little differently than when you are at the movies or at home watching TV.
Some things to remember:
•Stay with your group at all times.
•Lights will dim just before a performance, and then go dark. Show your knowledge by sitting calmly.
•No talking or whispering during the performance.
•Laughter at appropriate times only.
•Keep body movements to a minimum. You can’t get up and move around during the performance.
•Please use the bathroom or get a drink before seating for performance or at intermission ONLY.
•Show appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed the performance.
•Don’t leave your seat until the performers have taken their curtain call at the end. When the performance ends, wait patiently to exit.
•Be polite and attentive. Everyone in the theater is sharing the same experience and space.
•No taking of pictures or video recording during performance is allowed.
•TURN OFF ALL cell phones, pagers, beepers, alarms, anything that can disturb the production, actors and the audience members during the performance.
P. 4
About the Producer
Fantasy Forum Actors Ensemble
At a Fantasy Forum Actors Ensemble performance many audience members are able to sit right on the stage and interact directly with the performers. Fantasy Forum produces four
musicals at the Lesher Center for the Arts each year drawing
up to 2,700 patrons to each production. The performances are
scheduled throughout the day and early evenings on weekends to accommodate patrons bringing
families for their first live theatre experience. Many of the shows are also scheduled on Fridays to accommodate school groups.
Once upon a time . . . In May of 1978, Jack Haley, the original Tin Man in The Wizard of Oz, came to
visit and see the Fantasy Forum Actors Ensemble’s production of The Wizard of Oz. This was an honor
and a privilege to learn from his experience and wisdom. This was the first stage production of The
Wizard of Oz that he had ever seen, and his response was one of delight and excitement. He yelled
out answers to questions along with the audience; he laughed, applauded and even stood up to
become a haunted tree when Glinda, the good witch, asked the children to help create the forest.
Many years of Fantasy Forum shows have been presented since 1978 and through lots of encouragement from their supporters and staff, Fantasy Forum has continued to grow. They have watched their
audience members grow up, and fondly remember Jack Haley’s words, “When adults expose their
children to quality theatre, such as Fantasy Forum, the children will develop a sense of worth for the
arts and themselves.”
P. 5
About the Performance
Guiding Questions:
1. What is the performance about?
2. What are some main ideas or themes in Hansel and Gretel?
3. What are the fairy tale story elements in Hansel and Gretel?
What is the performance about?
A young brother and sister are left in the forest after a witch casts a “mean” spell on their parents.
Aided by their faithful friend, Dog, they outwit the cookie baking witch. Join in the fun as the cast of
Fantasy Forum creates a story that will capture the attention of young audiences with silly capers and
calamity, song and dance, finally ending with a message of the joy of friendship and family.
What are some “main ideas” in Hansel and Gretel?
•Family
•Adventure
•Responsibility
•Growing Up
•Being Brave
•Respectfulness
What are the fairy tale story elements in Hansel and Gretel?
Overview-Fairytales have been told for hundreds of years. Most fairy tales share certain elements, or
pieces.
Element 1-The Characters: Characters are the people, animals, or other creatures in that story. They
can be good or evil, silly or serious. Can you name the characters in Hansel and Gretel? They are
Hansel, Gretel, their father, their stepmother, and the witch.
Element 2-The Setting: The setting tells us when and where a story takes place. The “when” of the
story could be a hundred years ago or a hundred years in the future. There may be more than one
“where” in a story. You could go from a house to a school to a park. In Hansel and Gretel, the story
says it happened “once upon a time.” Usually, this means that it takes place many years ago. And
where does it take place? Their home, the forest, and the witch’s house.
Element 3-The Plot: Think about what happens in the story… You are thinking about the plot, or the
action of the story. In fairy tales, the action begins nearly right away. In Hansel and Gretel, the plot
begins on the first page. The stepmother tells her husband that he must take the children into the
woods and leave them there. Then, the story takes off from there.
Element 4-Magic: All fairy tales have an element of magic. The magic is what makes a fairy tale different from other stories. Often, the magic comes in the form of a character that doesn’t exist in real
life, such as a giant, a talking animal, or in the case of Hansel and Gretel, a scary witch.
Element 5-A Happy Ending: Years ago, fairy tales ended on a sad note, but today, most fairy tales
have a happy ending. Readers like knowing that the hero of the story has beaten the villain. Did
Hansel and Gretel have a happy ending? Of course! Not only did they escape the witch, they also
returned to their father, who hugged and kissed them. And as the story says, “…the three of them
went on to live rich and happy lives.”
P. 6
Guiding Questions:
1. What kind of performance will this be?
2. What elements of this performance will you experience?
3. What are some terms that are used in theater production that we use in everyday speech?
About the Art Form
What kind of performance will this be?
Discuss with your students the differences and types of theater productions and performances (play,
musical, ballet, etc.).
Hansel and Gretel is a live theater musical production. Musical theatre is a form of theatre that combines songs, spoken dialogue, acting, and dance. The story and emotional content of the piece – humor, pathos, love, anger – are communicated through the words, music, movement and technical
aspects of the entertainment as an integrated whole. Although musical theatre overlaps with other
theatrical forms like opera and dance, it may be distinguished by the equal importance given to the
music as compared with the dialogue, movement and other elements of the works. Since the early
20th century, musical theatre stage works have generally been called, simply, musicals.
What elements of this performance will you experience?
Explain to the students that a theater performance is different from any other multi-media outlet (concerts, movies, bands, video games, etc). Below are things to expect while experiencing a LIVE performance.
1. Theater is a live performance with actors performed before a live audience. It can take place in a
setting as simple as your school auditorium, or in a space large enough to seat thousands of people.
2. Theater has many purposes – to entertain, to educate, to affect social change.
Elements of producing any kind of performance can include live actors, dialogue/language, characters, music, dance, singing, lighting, setting, costumes, sound effects, and many different career
opportunities for theatrical production. Some examples include:
Choreographer: the person who designs or plans the movements, the development, or details of a
dance.
Composer: a musician who writes the music for performance.
Designers: the artists who create and plan the designs for a production.
Director: the person responsible for the interpretive aspects of a stage production; the person who
supervises the integration of all the elements, as acting, staging, and lighting.
Musical director: the person who is responsible for rehearsal and performance of all music in the play.
P. 7
Playwright: the person who creates (writes) the script for a play or stage production.
Producer: the person who provides the general supervision of a production and is responsible for raising money, hiring technicians and artists, etc.
Stage manager: an assistant to the director of a play, in overall charge backstage during the actual
performances.
Public relations/business director: the people who advertise and publicize the production and have
oversight for royalties, press releases, photos, public service announcements, ticket sales, box office
management, house management and even ushering.
Technicians: skilled theater artists, working prior to the production to create the sets, costumes, props,
special effects, lights, sound, and make up for a production.
Stage Crew: skilled theater technicians who work during the performance to ensure that all elements
of the production appear on stage as planned by the director and designers (lights, sound, costumes, make up, props, and special effects).
What are some basic terms that are used in theater production?
The following is a list of theatrical terms to introduce your students to some basic parts of a theatre
performance.
Act: a major division of a play. Acts may be further divided into scenes; may be used to indicate a
change in time or place.
Auditorium: the part of the theatre in which the audience sits. Also known as the House.
Curtain Call: taking a bow in front of the audience at the end of a show. Usually abbreviated to
“curtain”.
Fade: sound and lighting term: to increase (fade up), decrease (fade down) or eliminate (fade out)
gradually the brightness of a lantern or the volume of a sound.
House: the place where the audience sits to enjoy the performance on stage.
Improvisation: the act of composing and performing during the play without previous preparation.
Scene: a part of a play that constitutes a unit of development or action, as a passage between
certain characters.
Seating: orchestra, mezzanine, balcony, box seating, loge.
Wings: “In the Wings” is an expression from the theater, referring to the areas on the sides of the stage
hidden from the audience.
P. 8
Educational Activities
Before the Performance Ideas
•Discussion Question: Have you ever seen live theatre before? What do you think makes a good
performance?
•Discuss with your class the idea of “life lessons.” How do you define a life lesson? What sort of life
lessons have they already experienced this year? (Keeping promises, being responsible, respecting
guidelines and rules set for us)
•Explore with your class the theme of “brave”. What makes you brave? Ask at the beginning, how
do you know? (Then compare responses after seeing the musical as well)
•Introduce the book and tell the children a little bit about it. Follow that with a comment or question
•that is related to the story such as, What would you do if you found a house made of candy?
•Discuss fairy tales. What are they and which other ones do you know? Which one is your favorite?
•Read aloud several well-known fairy tales. Identify the main elements of fairy tales (as mentioned
above). Make a chart with these elements and guide students to fill it in for the fairy tales that you
read aloud. Encourage children to look and listen for these elements as they view the performance.
Introduce problem solving to the students.
•Review and discuss the Hansel and Gretel Vocabulary list below.
Shrek Vocabulary:
anxious: worried or afraid, especially about something that is going to happen
brat: a very troublesome child
cauldron: large iron pot used or cooking
cinders: ashes
crafty look: deceitful, untrustworthy, dishonest look
daybreak: the time when light first appears in the sky
devouring: eat something quickly
downcast: disheartened; dejected; sad; directed downward
gleamed: to shine brightly and continuously
glimpse: a quick look
glistened: to shine brightly or reflect light from a wet surface
gnarled: knotted or twisted
gnaws: chew at something
grimly: in a cruel and pitiless manner; sternly; harshly
harp on: talk repeatedly about something
kneading: work dough until smooth, to make bread
miserable: very unhappy, very unpleasant
morsel: small piece of food, small amount
mumble: to speak in a low voice that is not clear
nagging: continually complaining, constantly asking to do something they are unwilling to do
pebbles: small round stones
P. 9
pluck up: courage to do something
reconcile: put people back on friendly terms
scarcely: hardly any
smear: cover (a surface) by smearing (a substance) over it
spongy: open-textured, having holes or cavities
stifling: suppressing
unwary: not alert to danger or deception
After the Performance Ideas
•Have the students discuss (or write) their favorite part of the performance and what they learned.
•Inform and discuss how the main ideas and themes relate to everyday life (and the importance of
using life-skills).
•Discuss the importance of “acceptance”.
•Could Hansel and Gretel have solved their problems in other ways? How?
•Write the following quote on the board: (“Be curious, not judgmental.” - Walt Whitman) Talk about it
(and/or write about it depending on grade level). Then have the students be curious about someone they don’t know well and in the process, make a new friend. (give a personal example)
•Compare/Contrast Hansel and Gretel and Hansel and Gretel the movie. (see link in Resources)
•What are some things that live theater can accomplish that movies and television cannot? What
are some of its limitations?
•What occupations or jobs would be necessary to produce this performance?
•How is “live” theater different than watching television or movies?
•Hansel and Gretel Word Search (template attached).
Other Activities Ideas…
Artistic Expression
•Using visual art supplies (i.e.: boxes, feathers, glitter, clay, colored paper, etc), design your own Han-
sel and Gretel candy dream house!
•Have students draw, paint or color their favorite part.
•Create a map or diorama of the stage performance.
Creative Dramatics
•Have your students act out their own made up fantasy.
•Students can act out their favorite part of the performance.
•Have students write their own dialogue of a life lesson they learned. Act it out with a partner or
group.
P. 10
Creative Writing
•Write a thank you note to the sponsors (see activity sheet following this section).
•Write a thank you note to your favorite character (see activity sheet following this section).
•Writing Prompt: Be a Critic- Have students pretend they work for a newspaper and write a review of
the musical using the following questions (or write your own). What did you think the performance
was going to be about? What were your thoughts after you saw it? How was it educational? What
was your favorite part? What did you learn? Would you recommend this show to a friend? Would
you see it again with your family?
•Writing Prompt: Write about creating your own candy dream house where Hansel and Gretel might
live (see activity sheet following this section).
•Writing Prompt: Write a persuasive essay (from Hansel and Gretel’s perspective) convincing their
father, the woodcutter why he shouldn’t leave them in the forest (see activity sheet following this
section).
•Write an acrostic poem about Hansel and Gretel. Begin each line with a word or phrase that starts
with the letter on that line (see activity sheet following this section).
Send the reviews and/or thank you notes to: DRAA at 1601 Civic Drive, Walnut Creek, CA 94596
P. 11
_________________________
Dear Diablo Regional Arts Association, _______________________________________________
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___________________________________________________ _______________, _______________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 12
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Dear __________________
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____________________________________________________________ _________________, _________________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 13
_______________________(date) Dear ___________________, (favorite character) I am (how old are you?)_________ and in the ________ grade at (school name?)__________________ __________________________________________. I came to see you on stage at Hansel and Gretel at the Lesher Center for the Arts on (date) ______________________________________! I thought the Hansel and Gretel performance was (how did it make you feel and why?)__________________________ _____________________________________________________________________________________ _____________________________________________________________________________________. My favorite part of the show was__________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________. I really liked your performance because (what was it that made you like them?)_____________________ ______________________________________________________________________________________
________________. The music sounded like (what did you hear?)_______________________________ _____________________________________________________________________________________ _______________________________________. Something else that I really loved about the performance was___________________________________________________________________________________ _____________________________________________________________________________________ . I would like to come back to the Lesher Center for the Arts and see (what is a play that you think is fun?) ______________________________________________________________________________________ _________________________, _________________________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 14
N
Name: __
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Directions: Create yyour own ccandy dreaam house. Use the house shape below too help you.. W
Write a fe
ew sentences abo
out your u
unique caandy dreaam housee. _________
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______________________________________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 15
Name: ______________________ Date: _________________ Hansel and Gretel Writing
Directions: Write a persuasive essay (from Hansel and Gretel’s perspective) convincing their father, the woodcutter, why he shouldn’t leave them in the forest. ___________________________________________________________________________________________
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___________________________________________________________________________________________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 16
Name: ______________________ Hansel and Gretel: Acrostic Poem Date: _________________ Directions: Write an acrostic poem about Hansel and Gretel. Begin each line with a word or phrase that starts with the letter on that line. H ___________________________________________________________ A ___________________________________________________________ N ____________________________________________________________ S ____________________________________________________________ E ____________________________________________________________ L ___________________________________________________________ G ___________________________________________________________ R ____________________________________________________________ E ___________________________________________________________ T ___________________________________________________________ E ____________________________________________________________ L ___________________________________________________________ 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 17
Name: ______________________ Date: _________________ Hansel and Gretel Word Search Directions: Find the words about Hansel and Gretel, listed in the box on the right. T L H N E N R N A M O W D L O
E W O A U S E M O H O G A G R
E E A S T T F V A C M S I N E
I N G T T H S E O T D L A N D
A H N A D L I T T I L E N O B
E A F N T F O O K W D F G O R
A P A I F T A K M D I L Y A O
F P F M O U O R S E O T P H C
E Y P A S O T C E K P P A M S
O R T L C H E R R C W A N A L
N E T S E E D E T I O L C E R
ANIMAL
APPLES BONE CAGED COOK KIDS COTTAGE ESCAPE FATTEN FINGER GO HOME HAPPY RETURN LOST NUTS OLD WOMAN OVEN PANCAKE PEARLS PRECIOUS STONES PUSH WICKED WITCH
A T V E H S G A N W P S A S A
E U L A N N D G R U E T K E E
P R E C I O U S S T O N E S P
L N I F N T H H E W O O S D S
P. 18
AdditionalResources
Additional Resources
RESOURCES for this study guide (and other materials to use as references) include:
RESOURCES for this study guide (and other materials to use as references) include: Picture
Book Gallery
Picture Book Gallery: 1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 19
Online Adaptation
• http://ivyjoy.com/fables/hansel.html – an abridged, simplified version for young kids.
• http://www.mordent.com/folktales/grimms/hng/hng.html – the full version of Grimm’s fairy tale.
• http://www.childrenstory.info/childrenstories/hanselandgrethel.html – a nicely illustrated, easy to
read version.
• http://www.shemrock.com/hansel-and-gretel.htm – a clear, simple version and also some activities
and fun pages for children
• Google Books-Hansel and Gretel (+story elements)
Videos:
• Hansel and Gretel Read Aloud
• Interactive Read Aloud of Hansel and Gretel (BBC)
• Hansel and Gretel (MOVIE on Amazon)
Websites:
•
•
•
•
•
•
•
California Content Standards
Dictionary for Vocabulary
Grimms Fairytales
Hansel and Gretel pdf
Hansel and Gretel: Teaching Ideas
Surlalune Fairytales: Picture Book Gallery
Wikipedia-Musical Theatre
P. 20
Content Standards
California Department of Education Curriculum Development Resources
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.
(based on Visual Arts and ELA Grades K-12; Refer to http://www.cde.ca.gov/be/st/ss/ for specific
grade level subsets)
The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through
Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance, music,
theatre, and the visual arts that all students should be able to master at specific grade levels, prekindergarten through grade twelve, in California public schools.
DANCE
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information through the Language and Skills
Unique to Dance
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments about Works of Dance
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers
MUSIC
Unique to Music
Creating, Performing, and Participating in Music
Understanding the Historical Contributions and Cultural Dimensions of Music
Responding to, Analyzing, and Making Judgments about Works of Music
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas
and to Careers
P. 21
THEATRE
Unique to Theatre
Creating, Performing, and Participating in Theatre
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Responding to, Analyzing, and Critiquing Theatrical Experiences
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art
Forms and Subject Areas and to Careers
VISUAL ARTS
Unique to the Visual Arts
Creating, Performing, and Participating in the Visual Arts
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas
and to Careers
The English–Language Arts Content Standards for California Public Schools, Kindergarten Through
Grade Twelve represents a strong consensus on the skills, knowledge, and abilities that all students
should be able to master in language arts at specific grade levels during 13 years in the California
public school system.
ELA-READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
2.0 Reading Comprehension
3.0 Literary Response and Analysis
ELA-WRITING
1.0 Writing Strategies
2.0 Writing Applications (Genres and Their Characteristics)
P. 22

Hansel and Gretel

Transcription

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Hansel Gretel - Shoestring Opera