Shrek The Musical

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October 10 - November 14, 2013
Enrichment Guide
Proud Cornerstone member of:
Inside the Guide
Setting the Stage
A Note to Teachers and Parents
preparing for the play
Synopsis . . . . . . . . . . . . . . . . . . . . 3–4
Meet the Creative Team. . . . . . . . . . . 5
Recommended Reading. . . . . . . . . . 6
Pre-Show Questions. . . . . . . . . . . . . 6
For Teachers
Curriculum connections
before or after the play
Character Education
Self Portraits:
Let Your Freak Flag Fly . . . . . . . . . 7–8
Acting in Good Character:
My Feelings. . . . . . . . . . . . . . . . 14–15
Science
Animals Around Us . . . . . . . . . . . . . 12
The Science of Burping. . . . . . . . . . 13
Shrek The Musical
Dear Educators and Parents,
Heroes can come in the most unlikeliest of forms, even an ogre! Join First Stage, as we team
up with Shrek and Donkey and go on an epic fairy tale adventure in Shrek The Musical. Shrek
and his fairy tale friends will have you laughing with delight, as together they discover how to
be a good friend and act courageously, and what it means to love someone for who they are
on the inside.
Enclosed in this enrichment guide is a range of materials and activities intended to help you
discover connections within the play through the curricula. It is our hope that you will use
the experience of attending the theater and seeing Shrek The Musical with your students as
a teaching tool. As educators and parents, you know best the needs and abilities of your
students. Use this guide to best serve your children—pick and choose, or adapt, any of
these suggestions for discussions or activities. We encourage you to take advantage or the
enclosed student worksheets— please feel free to photocopy the sheets for your students, or
the entire guide for the benefit of other teachers.
Enjoy the show!
Math
Happily Ever Math-ter . . . . . . . . . . . 18
Language Arts
Fractured Fairytales. . . . . . . . . . . 9–10
Exploring Identity. . . . . . . . . . . . . . . 11
Civics/Arts
Down with Lord Farquaad!Create a Protest Poste. . . . . . . . . . . 17
Julia Magnasco
Education Director
(414) 267-2971
[email protected]
Family Activity
Gingerbread Cookies. . . . . . . . . . . . 16
First Stage Policies
Curtain Call
Post-Show Questions . . . . . . . . . . . 19
Who Said It? . . . . . . . . . . . . . . . . . . 19
Who Said it? (ANSWERS) . . . . . . . . 20
• The use of recording equipment and cameras are not permitted during
the performance.
• Food, drink, candy and gum are not permitted during the performance.
• Electronic devices are not permitted in the theater space.
• Should a student become ill, suffer an injury or have another problem, please
escort him or her out of the theater space.
• In the unlikely event of a general emergency, the theater lights will go on
and the stage manager will come on stage to inform the audience of the problem.
Remain in your seats, visually locate the nearest exit and wait for the stage manager to guide your group from the theater.
Seating for people with special needs: If you have special seating needs for any
student(s) and did not indicate your need when you ordered your tickets, please call
our School Sales Specialist at (414) 267-2962. Our knowledge of your needs will enable
us to serve you better upon your arrival to the theater.
Setting the Stage Synopsis
The Journey
Lord Farquaad
Once upon a time, an ogre named Shrek lived with parents in
a nasty bog by a tree. The family was very happy in this nasty
place. On Shrek’s seventh birthday, following the ogre tradition,
his parents send him away to learn about the hard life of the ogre.
They warn him to, “Watch out for men with pitch forks.” Young
Shrek journeys and finds a rancid swamp to call home. Years
later, he shares his philosophy about living life alone in the song,
"Big, Bright, Beautiful World." As the song ends, Shrek goes on
an errand.
I.n the town of Duloc, the Fetch a Princess Festival has begun.
Performers sing, "Duloc is a Perfect Place" as the diminutive
Lord Farquaad proceeds through the town. Suddenly, a petrified gingerbread man is presented on a cookie sheet. Gingy
and Farquaad argue about the tragic event that led to the loss of
Gingy’s legs. Because of this, Gingy will not tell Farquaad where
the princess is being held captive. When Farquaad threaten’s
Gingy, the ruth comes out—the princess Fiona is being held captive in the tower of a castle surrounded by lava and protected by
a dragon. Farquaad decides the rescue is too dangerous and will
send someone else.
While away, a guard leads a group of storybook creatures to the
rancid swamp and leaves them there. Pinocchio, Big Bad Wolf,
Three Little Pigs, Wicked Witch, Mama Bear, Baby Bear and the
Gingerbread Man bemoan about their terrible lives in the song
"The Story of My Life." When Shrek returns he is shocked to find
storybook creatures in his swamp. They tell them about the evil
Lord Farquaad and the eviction notice that has forced them to live
in the swamp. The Wicked Witch explains they want to go home,
but no one is tough enough to stand up to Lord Farquaad, not
even the Big Bad Wolf. Shrek exclaims he is and he will go deal
the Lord Farquaad! The creatures sing "The Goodbye Song" as
Shrek leaves the swamp with a map that leads to Duloc and the
Palace of Lord Farquaad.
As he travels, Shrek notices a crossroads
with a sign that reads “Swamp” and
“Duloc.” While deciding which way
route to take, Shrek sees a donkey running for his life and
screaming. A guard is
chasing him. Donkey
begs for help and
hides behind Shrek.
The guard explains
Donkey is a problem
because
he
can
talk.
Shrek defends
Donkey with a
load roar. The
guard screams
and runs away.
Donkey
proclaims Shrek his
hero and begs to
accompany Shrek
on his the journey. Shrek reluctantly decides to let
Donkey join him if he
can keep the talking
to a minimum.
. he town begins to celebrate the campaign to rescue Princess
T
Fiona when Shrek and Donkey arrive in town. Shrek greets everyone civilly and the townsfolk gasp and stare. So he roars and they
run away, except Lord Farquaad. Neither is afraid of the other.
Shrek demands that Lord Farquaad return owner of the swamp
back to him. So, Farquaad makes Shrek an offer. If he brings
the Princess Fiona to him and Shrek may have his swamp. They
agree. With that, Shrek and Donkey begin their quest find rescue
Princess Fiona!
The Rescue of Princess Fiona
. hrek and Donkey read Princess Fiona’s file as they journey and
S
learn she has been locked away in the tower since the age of
7. As they read, moments from Fiona's life are seen through the
song, "I Know It’s Today." We see young Fiona, teenage Fiona
and adult Fiona dream of freedom, love and what life might be like
outside the tower.
. onkey wonders why Shrek doesn’t use his ogre powers on Lord
D
Farquaad. Shrek reveals ogres are complicated, with layers like
onions. After much discussion, Donkey finally gets it. He then
sings, “A Travel Song.” Before long both are singing and crossing
a bridge over a lava lake. Donkey is afraid. Shrek tries to encourage him, “Don’t look down.” Donkey and Shrek sing and make
it to the Dragon’s keep/Fiona’s Tower. Shrek leaves Donkey to
climb to the tower.
In the Dragon’s keep, Donkey finds four knights covered in bits of
rusted armor, chained to a wall. The knights tell him about the
dragon and how she makes them sing back-up for her. Slowly
she sneaks behind Donkey and corners him. Donkey wants to
leave, but Dragon sings, “You’re Gonna Stay.” Donkey sings to
Dragon about waiting for the one who will love you, “I like a Big
Girl.” Dragon thinks Donkey is singing a love song to her, “You’re
gonna love ---ME.”
Meanwhile, Fiona is in the tower, a very messy tower. When she
hears Shrek's voice she realizes, “Today is the day,” and tries
to straighten up. As she gets closer she jumps on her bed ala
Sleeping Beauty. When Shrek sees her, he shakes her and asks
if she is Princess Fiona. Fiona answers yes and describes how
she always thought a knight would rescue her, “Your name sir?”
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Setting the Stage Synopsis
“Shrek.” Fiona gives Shrek a handkerchief, which he uses and
returns to her. They then leave the tower as Donkey runs into the
tower chased by the amorous Dragon. Dragon and Shrek battle
in slow-motion as Fiona sings, “This is how I pictured it.” The battle ends when Shrek hits Dragon with a ball from his pea-shooter.
Who is that Brave Knight?
Princess Fiona was so grateful to her brave knight and his faithful
steed, he wanted to reward him with a kiss. She wanted to look
on the face of her rescuer and asked him to remove his helmet.
Shrek stalls with excuses. Fiona announces Shrek is her first love.
When Donkey offers his opinion about the matter, Fiona is surprised to learn he talks and is offended. But Shrek agrees with
Donkey, “I am not your type.” She demands Shrek remove his
helmet. He does so with reluctance. Fiona isn’t afraid, “You’re…
an ogre?” Shrek confesses he was sent by Lord Farquaad to
rescue her. She is to marry Farquaad upon her return at a sunset
ceremony. Fiona realizes it is almost sunset and insists she must
find shelter. Shrek finds Fiona shelter in a cave.
As Shrek and Donkey rest by a campfire they hear Fiona, “By day
one way, by night another—this shall be the norm, until you find
true love’s first kiss and then take loves true form.” Hearing this,
Donkey and Shrek ponder, “Who else I’d rather be…” As night
falls they all think about life and dream about happy endings.
The next morning, Fiona awakens, singing “A Brand New Day,”
to the birds and insects. She is excited about her wedding day
and asks Shrek to describe Lord Farquaad. They laugh as they
describe his “short comings.” Fiona describes life in the tower,
“I think I got you beat,” and is looking forward to living in Duloc.
She and Shrek trade hardship stories until they end up laughing
so hard they fart and fart and …
Getting to the Truth
The next morning Fiona rushes to speak to Shrek. He tells her
he overheard her speech last night, “every word.” They both
misunderstand one another as Lord Farquaad approaches. He
is pleased with Fiona and gives Shrek the deed to the swamp.
He announces they will be married at sunset. Donkey tries to get
Shrek to be brave and speak up about Fiona. When he doesn’t
Donkey is hurt. Looking at his swamp, Shrek sings, “Big Bright
Beautiful World.” As he does the fairytale creature exit the swamp
complaining about being evicted. Donkey lets Shrek know how
disappointed with the business about Fiona. The fairytale creatures want to know about Fiona and Donkey tells them. The
creatures try to convince Shrek to follow his heart, “We spend our
whole lives wishing… Let your freak flag fly.” Convinced, Shrek
runs to the wedding before it is too late!
Here Comes the Bride
. s the ceremony begins, the sun is quickly fading. Fiona requests
A
they skip to the “I do’s.” Just before Farquaad answers, Shrek
shouts, “STOP.” Fiona and Shrek argue about true love, “Big
Beautiful World.” Farquaad puts down Shrek. All the fairytale
creatures revolt! Then who should appear but, Dwarf--- Lord
Farquaad’s father. Dwarf explains he did not abandon Lord
Farquaad, who lived in the basement of the family home for
28 years! As this happens, the sun goes down and Fiona has
transformed into an ogress. Everyone is surprised except Donkey
and Shrek, “That explains a lot.” While Farquaad is disgusted with
Princess Fiona’s countenance, he declares the marriage is binding and grabs the crown. Just then the in flies the Dragon, who
blows her fire on Farquaad. All that is left of him is the crown.
Donkey rushes to her, “That’s my girl.”
. hrek and Fiona kiss. Fiona expects to be changed into a beauS
tiful princess, but, she is still an ogress. Shrek proclaims, “She
is beautiful… I waited all my life.” Shrek and Fiona sings, “We
make the perfect pair.” All the fairytale creatures sing, “This is
our story.”
Meanwhile, back in Duloc everything is in place for the perfect
fairytale wedding, except Lord Farquaad has not invited his father.
Farquaad commands his wedding planner to never mention his
father to him again.
Fiona’s arrival is getting closer. She and Shrek become closer,
too. They like the same games, foods and enjoy each other’s
company. Donkey thinks, “There’s somethin’ goin’ on ‘round
here.” Donkey tries to get Shrek to be honest with Fiona about
his feelings for her. Since Shrek cannot do it, that evening Donkey
goes to Princess Fiona to talk her saying it. When he goes to her
instead of Fiona, he finds an ogress. Donkey demand to know
what has happened to Fiona! The ogress explains she is Fiona
and has been cursed. Donkey explains, “This is perfect. You and
Shrek have a lot in common.” Just then, Shrek makes up his mind
to speak with Fiona and practices his speech, “When Words Fail.”
As he is about to approach her, Shrek hears Fiona tell Donkey
about how hideous an ogre is, “Princess and ugly do not go
together.” Shrek thinks she means him.
4
Meet the Creative Team behind
SHREK! The Musical
William Steig (1907 -2003) was a celebrated cartoonist, author and illustrator who created wonderful characters for children including SHREK! Mr. Steig was born in New York
in 1907 to a family that very involved the arts. As a young adult he studied visual art and
his drawings were printed in The New York Times during 1930’s. He went on to be
featured regularly in the periodical. Mr. Steig is best remembered for his children’s books
and their fanciful characters, especially the popular ogre named SHREK, whose story
has been made into films and the musical you will see at First Stage. Mr. Steig’s popularity with young readers earned him a Caldecott Honor Book Award, a Newbery Honor
Award and numerous other awards.
http://www.societyillustrators.org/Awards-and-Competitions/Original-Art/Lifetime-Honorees-Archive/2008---WIlliam-Steig.aspx
David Lindsay-Abaire is well known for writing
for Hollywood and Broadway. His clever way with
words started early, writing poems while a member of his local Boys & Girls Club in South Boston.
After attending Milton Academy, Sarah Lawrence
College and Julliard, Lindsay-Abaire pursued his multi-layered dream of becoming a
playwright, lyricist and screenwriter. Lindsay-Abaire was awarded a 2007 Pulitzer Prize
for his play Rabbit Hole. SHREK! The Musical, for which he wrote the book and
lyrics, received three Drama Desk Awards and a Tony award for best costume. The
cast recording was nominated for a Grammy Award. David lives in Brooklyn, New York
with his wife Christine Lindsay and their two children.
http://stuorgs.lvc.edu/wigbuckle/rabbithole.php
Jeanine Tesori is a prolific composer and
arranger who fell in love with Broadway as a
teenager after seeing the musical Godspell.
Following graduation from Barnard College,
Tesori began working on Broadway and winning many awards including the New York
Drama Critics Award for Violet (Brian Crawley collaboration) and the Drama Desk
Award for her original compositions in the play Twelfth Night. Her music provided
the perfect setting for David Lindsey-Abaire’s lyrics in SHREK! the Musical, which
was nominated for a Grammy Award in the category of best cast recording. Ms.
Tesori lives in Manhattan with her daughter Siena.
http://www.masterworksbroadway.com/sites/broadwaymw/files/photos-artist/0525APB_OH017_H.JPG
5
Recommended Reading
The True Story of the Three Little Pigs
by Jon Scieszka and Lane Smith
Believe Me, Goldilocks Rocks!: The Story of the
Three Bears as Told by Baby Bear
(The Other Side of the Story) by Nancy Loewen
The Stinky Cheese Man and Other Fairly Stupid Tales
by Jon Scieszka and Lane Smith
No Lie, I Acted Like a Beast!: The Story of Beauty
and the Beast as Told by the Beast (The Other Side
of the Story) by Nancy Loewen
Honestly, Red Riding Hood Was Rotten!: The Story
of Little Red Riding Hood as Told by the Wolf (The
Other Side... by Trisha Speed Shaskan and Gerald
Claude Guerlais
Writing Your Own Fairy Tale (Writer's Toolbox)
by Nancy Loewen
The Three Little Wolves and the Big Bad Pig
by Eugene Trivizas and Helen Oxenbury
Seriously, Cinderella Is SO Annoying!: The Story of
Cinderella as Told by the Wicked Stepmother (The
Other Side of the Story) by Trisha Speed Shaskan
Trust Me, Jack's Beanstalk Stinks!: The Story of Jack
and the Beanstalk as Told by the Giant (The Other
Side of the Story)
Pre-Show Questions
1. SHREK is a collection of fairy tale stories brought together to tell a new story. Name as many fairy tales as you
can. What are some key elements that all of these fairy tale stories have in common?
2. Shrek and Donkey are best friends. Shrek was not always a good friend to Donkey, and he had to learn how to
apologize to Donkey and treat him with kindness and respect. How do you show your friends that you value their
friendship, and when you make a mistake, how do you apologize to your friends?
3. SHREK THE MUSICAL is based off the film, SHREK. Have you seen the movie SHREK? How do you think this
live musical version of SHREK will differ from the move? What do you think will remain the same?
4. Who are two of your favorite fairy tale characters? If they were to meet each other, where would they meet and
what would they say to each other? Would they be friends, why or why not?
6
Self Portraits: Let Your Freak Flag Fly
Character Education Classroom Activity
Materials
Camera
Paper
Glue
Magazines and other materials for collage-making
Activity
1.Ask your students to take out a piece of paper. On this paper,
they are to list all the qualities about themselves that they like,
or are proud of—these qualities can include physical, mental,
and emotional qualities. Furthermore, have students focus on
how they demonstrate leadership: how are they responsible,
respectful and safe?
a.If students need some inspiration, consider having each
student put their name at the top of a blank piece of
paper and have them tape their papers to the chalk
board. Then, have students fill in one quality they
admire for each of their classmates. At the end, each
student will have a sheet full of positive qualities about
themselves.
2.Once your students have their inspiration, share with them
information on collage making. A collage is an artistic
arrangement of various materials glued to a flat surface.
Collages are pictures made by combining words and images in
an unusual arrangement to convey emotion.
a.Show students pictures of collage art by artists such as
Della Wells or Matisse.
You can find a list of collage artists at: http://www.collageart.org/links/.
3.Pass out the Freak Flag template to students. Using magazines, fabric scraps, printed paper, postcards, and other
materials, students will be creating a collage representing themselves and what they love about themselves, and what
makes them unique and special. Students can collage their bodies, and also the environment around their bodies—
where they are and the images and ideas represented in that environment can all be a part of their overall construction
of self. There is no “right” or “wrong” with this art project—it is the artists’ interpretation.
4.Once students have completed their collages, hang them around the room for everyone to view.
a.Hold a class discussion about the leadership qualities they see represented in their classmates’ collages? Ask
students to try to discover something new about each student in their class through their collages.
5.Bring your students' Freak Flags to the theater, or mail them to the First Stage Education Department prior to the
opening of SHREK THE MUSICAL, and we will proudly display these collages in the theater during the run of the show!
Mail Freak Flags to: First Stage Education; 325 W. Walnut Street, Milwaukee, WI 53212
7
Self Portraits: Let Your Freak Flag Fly
Character Education Classroom Activity
8
Fractured Fairytales:
Language Arts Classroom Activity
Adapted from First Stage’s Teaching Through Theater lesson
Once upon a time, there was a little ogre named Shrek, who lived with his parents in a bog
by a tree. It was a pretty nasty place, but he was happy because ogres like nasty.
In this Language Arts activity, students will explore two well known fairytales and work to create their own fractured fairytale!
Materials
Book: GOLDILOCKS AND THE THREE BEARS
Book: THE THREE LITTLE PIGS
Comic Strip Worksheet
1.Teachers will read or review the stories of THE THREE LITTLE PIGS
and GOLDILOCKS AND THE THREE BEARS out loud to students.
2.Ask students to list the essential elements needed to create a story.
a.Write these responses on the board—guide students to referring to BEGINNING, MIDDLE, END, if they do not already
gives these responses.
3.Ask students—what usually happens during the BEGINNING of a
story? What about during the MIDDLE of the story? What usually
happens at the END of the story?
b.Inform students that we discover who the story is about and
where the story takes place usually in the beginning of a
story. We discover a problem in the middle of the story. We
then find out how the problem is solved at the end of the
story.
4.Tell students that we are going to be looking at the stories of THE THREE LITTLE PIGS and GOLDILOCKS AND THE
THREE BEARS and acting them out.
5.Begin by exploring GOLDILOCKS AND THE THREE BEARS. Draw six comic strip boxes on the board and give the first
two boxes the heading BEGINNING, the next two the heading MIDDLE, and the last two the heading END.
6.Share with students that before acting the story out, you will be creating a comic strip of the story. Ask them what
should go in the first box—what is the first event in the beginning of the story? Instead of writing their response in the
box, draw it out like a comic.
c.Continue this process through the Beginning, Middle, and End of the story.
7.Place students into six small groups and assign each group a different comic strip box. As a class they will be creating
a “living comic strip” (timeline) of the story of GOLDILOCKS AND THE THREE BEARS.
d.Each group will create a frozen picture with their bodies of the box they are responsible for.
e.Give groups about two minutes to create their frozen picture. Assist groups as needed—make sure all the characters are accounted for, and if there are more students in the group than there are characters to play, help the
group come up with other objects they can represent (for example, in GOLDILOCKS, the students can become
the beds).
8.When groups are ready to share their pictures, help them get into the correct group order. The groups can be spread
around the perimeter of the classroom to create the timeline effect.
9
Fractured Fairytales:
Language Arts Classroom Activity
Adapted from First Stage’s Teaching Through Theater lesson
9.On a “one…two…three…SNAP” have all the
groups get into their frozen pictures at the
same time.
10..After each group presents their picture, move on
to the next story: THE THREE LITTLE PIGS. Go
through the same process with this story.
11..Ask students how they think the story of THE
THREE LITTLE PIGS will change with Goldilocks in
the story and the Wolf no longer in the story?
a.Write their brainstormed ideas on the board.
12..Inform students that together we are going to make
up the story of GOLDILOCKS AND THE THREE
LITTLE PIGS. Remind them that we will need to
have a clear beginning, middle and ending to our
story.
13..The teacher will primarily steer the direction of the story, acting as main storyteller. However, make sure to pause often
during the telling of the story to elicit ideas from the students.
b.Ideas from students may be in the form of: character names or relationships, specific actions a character does to
solve a problem, specific words a character speaks, places the characters go, etc.
14..Once the story is finished, have students recall what happened in the beginning, middle and end of the story.
c.Write this information on the board.
15..Inform students that we are now going to be acting this story out. Begin by casting the BEGINNING of the story only.
Tell students that you will serve as the narrator and they will have to act out the story as you tell it. Recast different students to act in the MIDDLE and ENDING of the story.
d.Afterwards, ask students if there are any moments in the story that should be changed or anything that needs to
be added to the story so the story makes more sense and has a clearer beginning, middle, and end.
e.Make these necessary changes.
16..If time is available, act out the story again, this time having half of the students acting out the story in its entirety while
the other half acts as the audience.
Reflection
18..Pass out another Comic Strip worksheet for students to fill in, using the GOLDILOCKS AND THE THREE LITTLE PIGS
story the class just created!
10
Fractured Fairytales:
Language Arts Classroom Activity
Adapted from First Stage’s Teaching Through Theater lesson
Beginning
Beginning
Middle
Middle
End
End
11
Exploring Identity
Humanities/Language Arts Classroom Activity
Taken from: http://www.thirteen.org/edonline/lessons/whoami/b.html
Gingy: It’s time to stop the hiding. It’s time to stand up tall. Say “Hey world, I’m different.
And here I am! Stank-breath and all.”
Materials
2-3 magazines for each student (students can bring these from
home)
Scissors
Large blank paper
Glue or tape
Activity
1. Write “identity” on the board and ask the students to
brainstorm its meanings.
2. Ask each student to create an “Identity Map” which depicts all
the components that make up their own identity, including the
varied roles they play.
a. Show students how to create their maps by putting a
circle on the board and writing “Me” in the center. Then,
draw lines out from the circle and write words such as
“loyal,” “artist,” “daughter,” etc.
3. Divide the class into small groups and ask students to share
their maps with each other. Ask them to discuss the following
questions:
a. What three words would you choose to best describe
yourself?
b. Why do those words accurately describe you?
c. What three words would your family or friends use to describe you?
d. How accurate are other’s descriptions of you?
e. What three words do you want to describe yourself as 10 years from now?
4. After allowing ample discussion time for the small groups, bring the class back together and ask for volunteers from the
small groups to share their insights with the class.
5. Now, ask students to create a representation of themselves in the form of a collage. Before they begin, they need to
review what they wrote about themselves in their Identity Map, as well as what was said or reflected on about their
character during the small group discussion.
6. Individually students will cut pictures or word phrases out of magazines that represent their personal interests and
abilities, and arrange and glue them onto a blank sheet of paper.
7. When these collages are completed, number each collage and display them around the room.
8. Without discussion, allow students time to view these collages, and then write down who they think each collage
belongs to.
9. Afterwards, each collage will be identified by its owner and s/he will be allowed to explain what the symbols in their
collage stand for.
12
Animals Around Us
Science Classroom Activity
Taken directly from: http://www.discoveryeducation.com/teachers/free-lesson-plans/animals-around-us.cfm
Shrek lives in the swamp with many different creatures who are not originally from the swamp. Can you determine which
habitat each fairytale creature comes from?
Materials
• Crayons
• White construction paper, 1 sheet per student
• Magazines, nature calendars and other print resources with photographs of desert, forest, wetlands, and prairie environments
Activity
1. Talk about different natural environments with the class. What is a forest? What does it look like? How is a forest different
from a desert? Explain the term "habitat" and talk about the many kinds of animals that live in different habitats. Use print
resources to illustrate the unique features and animals of the forest, desert, grasslands, and wetlands.
2. Continue discussing forests, wetlands, deserts, and grasslands until students demonstrate a clear understanding of the
basic characteristics of these environments and can identify some animals that live in each habitat. Once students have
a solid understanding, tell them to draw a picture of the one they would most likely to visit. Talk about the kinds of things
you would expect to see in each picture, such as the animals and plants that live and grow there. Check for comprehension by asking questions like these: Should a drawing of the desert have a lot of trees? What kinds of animals might you
draw if you were making a picture of a wetlands habitat?
3. Allow students time to work on their drawings. Write the words "forest," "desert," "wetlands," and "grasslands" on the
board so students can write the word for their chosen habitat in a visible spot on their drawings.
4. Once the drawings are complete, ask students to share them with the rest of the class. Which habitat did most of the
students want to visit? Ask them to explain why. What kinds of plants and animals appear in the different drawings?
5. At the close of the lesson, take the students outside to observe animals that live in your school environment. What do they
see? How would they describe the habitat
these animals live in? Which habitats do the
characters in Shrek belong in?
6. Finally, display the habitat drawings in
the classroom so students have a visual
reminder of the unique features of the forest, desert, wetlands, and grasslands.
13
The Science of Burping
Science Classroom Information
Taken directly from: http://www.uskidsmags.com/blog/2011/02/25/adc-why-do-people-burp/
Shrek: Ah well, better out than in I always say.
WHY DO PEOPLE BURP?
By Dr. Howard Bennett
There are four people in the Bennett household: two parents and two kids. One of
the kids is a 14-year-old boy, and the other is a 17-year-old girl. We were finishing
a scrumptious salmon dinner the other night when one of us (I won’t say who) let
out a humungous burp. Of the four people in the room, two laughed and two were
grossed out.
What is it about burps that bring out such different reactions in people? And what is
it that causes burps in the first place? The second question is easier to answer, so I
will tackle that one first.
When you drink or eat, swallowed air makes it into your stomach along with whatever else was in your mouth. As your stomach begins to churn, some of the swallowed
air rises to the top. A burp is what happens when swallowed air makes the return
trip back up your esophagus (swallowing tube). However, most of the air you swallow
does not come back when you burp. There are only two openings to your digestive
tract, so what do you think happens to this un-burped air? I’ll give you a hint: Farts
will be the subject of a future article!
Even though burping can raise a few eyebrows, it is an important function for proper
digestion. If a person swallows lots of air, it can make the stomach bloated, which
can cause gas pains. That’s why babies can get fussy and stop drinking unless Mom or Dad burps them during a feeding.
Now that we know burping is an important function, let’s look at the other question. Why does listening to burps bother
some people and not others? In some cultures, including the Inuit of Canada, no one seems to mind if a dinner guest
burps. Similarly, no one bats an eye if a baby or toddler burps during a meal. But somewhere along the line, Western culture decided that burping in older people was rude. As a result, the small child who gets away with burping becomes the
school-aged child who is reminded by Mom or Dad to cover his mouth when he burps.
I think two facts explain why certain people—kids—love to burp. First, children are fascinated by bodily functions. (That’s
why I’m allowed to write this column in the first place!) Second, adults frown on certain bodily functions, which make them
infinitely more interesting to kids.
Bonus Fact: The record for the loudest burp is 107.1 decibels. This ear-splitting sound was emitted by Paul Hunn
of London, England, on September 24, 2008. It was more intense than the sound of a motorcycle (102 decibels) or
a power mower (105 decibels).
First Published in the Washington Post, January 18, 2010
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Acting in Good Character: My Feelings
Character Education Classroom Activity
Taken directly from First Stage’s Character Education program
Donkey: …You are mean to me, you insult me and you don’t appreciate anything I do. You’re
always pushing me around or pushing me away! You’re so wrapped up in layers, onion boy,
you’re afraid of your own feelings!
Materials
Emotion Picture Cards(pictures of faces, clip art ,
magazine cut outs or pictures of people displaying the 4 emotions-EXCITEMENT, CONTENTMENT,
sadness, GRUMPINESS)
Activity
1.Create a chart on the board with the following
columns: Excitement, contentment, sadness,
grumpiness
2.Pass out an Emotion Picture Card to each
student. Share with students that they each have a picture of a character who is displaying an emotion—either
EXCITEMENT, CONTENTMENT, sadness, or GRUMPINESS. One at a time, students will bring their picture card to the
front of the class and categorize it on the chart.
a.Once all students have correctly placed their cards on the Board, allow students to look at the completed board—
what do these different emotions look like? How do these characters’ bodies and faces represent the emotion?
What are they communicating with their bodies?
3.Now that we see what these emotions look like on well-known characters, we must see what these emotions look like
on us. Place students into two rows, facing one another, so each student has a partner they are facing and teachers
are spaced throughout the rows.
a.Students will greet their partner with a handshake and a “Hello.” Go through the line 3 times—each time displaying a different emotion: CONTENT, EXCITED, sad, GRUMPY.
4.Pass out worksheets to students. Together as a group, choose one example of a situation at school where they may feel grumpy,
content, sad or excited. Write these examples on the board, using this sentence structure: _______________________________
makes me feel (grumpy/content/excited/sad). This is what I look like when I feel (grumpy/content/excited/sad).
a.Write these sentences on the board, have students fill in their sentences on the worksheet, copying what is written
on the board. Then, students should draw a picture of themselves in that situation, illustrating how their face and
body looks when they are feeling that specific emotion.
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Acting in Good Character: My Feelings
Character Education Student Worksheet
Taken directly from First Stage’s Character Education program
1) ___________________________________________makes me feel GRUMPY. This is what I look like when I feel GRUMPY:
2) __________________________________________makes me feel CONTENT. This is what I look like when I feel CONTENT:
3) ___________________________________________ makes me feel EXCITED. This is what I look like when I feel EXCITED:
4) ____________________________________________________ makes me feel SAD This is what I look like when I feel SAD:
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Gingerbread Cookies
Family Activity
Taken from: http://www.bettycrocker.com/recipes/gingerbread-cookies/92eccbd8-33d2-4f05-a09e-ea6722d67786
Prep Time 45 min
Total Time 3 hr 15 min
Servings 30
Ingredients
Cookies
1 cup packed brown sugar
1/3 cup shortening
1 1/2 cups dark molasses
2/3 cup cold water
7 cups all-purpose flour
2 teaspoons baking soda
2 teaspoons ground ginger
1 teaspoon ground allspice
1 teaspoon ground cinnamon
1 teaspoon ground cloves
1/2 teaspoon salt
Frosting and Decorations
4 cups powdered sugar
1 teaspoon vanilla
4 to 5 tablespoons half-and-half
Food colors, if desired
Raisins or chocolate chips, if desired
Assorted candies, if desired
Directions
• 1 In large bowl, beat brown sugar, shortening, molasses and water with electric mixer on medium speed, or mix with
spoon, until well blended. Stir in remaining ingredients. Cover and refrigerate at least 2 hours.
• 2 Heat oven to 350°F. Grease cookie sheet lightly with shortening or spray with cooking spray. On floured surface, roll
dough 1/4 inch thick. Cut with floured gingerbread cutter or other shaped cutter. On cookie sheet, place cutouts about 2
inches apart.
• 3 Bake 10 to 12 minutes or until no indentation remains when touched. Immediately remove from cookie sheet to cooling
rack. Cool completely, about 30 minutes.
• 4 In medium bowl, mix powdered sugar, vanilla and half-and-half until frosting is smooth and spreadable. Add food colors as desired. Frost cookies; decorate with raisins, chocolate chips and candies.
Expert Tips
Versatile gingerbread! Did you know that a few crumbled unfrosted gingerbread cookies make an excellent thickener for pot roast gravy?
Rise to the occasion! If using self-rising flour, there is no need to add baking soda and salt.
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Down with Lord Farquaad!-Create a Protest Poster
Civics/Art Classroom Activity
“All fairytale creatures have been banished from the kingdom of Duloc. All fruitcakes and
freaks are hereby evicted.”
It’s time to stand up to Lord Farquaad and stand up for the fairytale creatures! Using cardboard or posterboard, create a
poster to protest the eviction of the fairytale creatures out of the kingdom of Duloc.
Tips to making an effective poster:
1.Use few words to communicate your message. Make it clear and powerful so people can read it quickly and it stays in
their minds afterwards.
2.The writing should be clear, legible and large enough to read from a distance.
3.A picture speaks a thousand words. If you find an impactful picture or photograph, put it on a poster with no words.
Extend the lesson:
1.Think of a way that the fairytale creatures can convince Lord Farquaad to allow them back into the kingdom. Write persuasive letters or use the posters to stage a protest at the castle.
2.Host a debate between the fairytale creatures and Lord Farquaad and his knights. Allow the fairytale creatures to defend
their right to stay in the kingdom.
Down
with
Lord
Farquaad!
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Happily Ever Math-ter
Math Classroom Activity
Adapted from: http://www.softschools.com/quizzes/math/4th_grade_word_problems/quiz682.html
1.The maximum capacity of the castle in Duloc is 3,500. There are 2,674 people in the castle now
for the Princess Festival. How many more people are able to attend the Princess Festival before it
reaches capacity?
❍A: 926
❍B: 826
❍C: 726
❍D: 626
2.Donkey is having a pizza party for his close friends in the swamp. He ordered 4 cheese pizzas,
4 veggie pizzas, and 4 bug pizzas. If each pizza is divided into 6 pieces and each friend gets
3 pieces, how many friends did he invite to his party?
❍A: 20
❍B: 24
❍C: 18
❍D: 60
3.All of the knights in the kingdom of Duloc are going to training camp off castle grounds. There are
3 carriages for the trip. Each carriage has the same amount of knights. If there are 90 knights, how
many are on each carriage?
4.There are 80 fairytale creatures performing in Far Far
Away Idol. Half of the creatures are given 2 tickets for
their family to come to the performance. The other
half is given 1 ticket each. How many tickets were
given out?
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WHO SAID IT?
1. Keep your big bright beautiful world...
2. Vee can hear you!
3. I'm a real boy!
4. You gotta let me go with you! Please....
5. I shall make Fiona my Queen… Duloc will finally have the perfect King!
6. By day one way, by night another...
7. You're gonna love... Meeeeeeeeee!
8. I like a big big girl.
9. Let your freak flag wave.
10. I suppose my invitation was lost in the mail?
11. That's my girl who did that!
12. But you are beautiful.
Post-Show Questions
1. Shrek says, “Onions have layers. Ogres have layers. Onions have layers – you get it?! We both have layers!”
How does Shrek reveal his many layers throughout the play?
2. Why does Donkey want to be friends with Shrek, and why does Shrek not want to be friends with Donkey? How
does their relationship develop throughout the play?
3. Lord Farquaad banishes the fairy tale creatures from his kingdom that he considers to be different or “not the
norm,” because he wants his kingdom to be perfect. What is Lord Farquaad hoping for in the perfect kingdom?
In reality, what is he losing by not having fairy tale creatures in his kingdom?
4. How does Princess Fiona feel about herself when she transforms into an ogre at night? How does her feelings
about herself change when she realizes her night self is her true form?
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WHO SAID IT? ANSWERS
1. Keep your big bright beautiful world.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shrek
2. Vee can hear you! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. I'm a real boy!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pig #2
Pinocchio
4. You gotta let me go with you! Please..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Donkey
5. I shall make Fiona my Queen… Duloc will finally have the perfect King!. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Farquaad
6. By day one way, by night another.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fiona
7. You're gonna love... Meeeeeeeeee!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dragon
8. I like a big big girl.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Donkey
9. Let your freak flag wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
All of the Fairy Tale Creatures
10. I suppose my invitation was lost in the mail?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dwarf (Farquaad’s Dad)
11. That's my girl who did that!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Donkey
12. But you are beautiful.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shrek
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