Stargirl - First Stage

1 3 , 201 5
JANUARY
15
- F E BRUARY
enrichment guide
Sponsored by:
Proud Cornerstone member of:
INSIDE THE GUIDE
A NOTE TO TE ACHERS AND PARENTS
SETTING THE STAGE
preparing for the play
Synopsis . . . . . . . . . . . . . . . . . . . . 3–5
Pre Show Questions . . . . . . . . . . . . . 5
About the Playwright. . . . . . . . . . . . . 6
About the Author. . . . . . . . . . . . . . . . 6
Recommended Reading. . . . . . . . . . 7
FOR TEACHERS
Curriculum connections
before or after the play
Cereus about Cacti. . . . . . . . . . . . . 10
LANGUAGE ARTS
Break a Leg! . . . . . . . . . . . . . . . . . 8–9
Symbolism in Stargirl:
Mockingbirds. . . . . . . . . . . . . . . . . . 15
EARTH SCIENCE
Desert Graphing. . . . . . . . . . . . . 11–14
STARGIRL
Dear Educators and Parents,
We are thrilled to be bringing Jerry Spinelli's popular novel, Stargirl, to life onstage. Stargirl's penchant for being her true self and not conforming during those tough teen years is certainly inspirational. She challenges us all to celebrate our similarities rather than focus on the differences that
separate us. What a wonderfrul way to encourage young people to connect to each other and
strengthen our community.
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 STARGIRL 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!
SOCIAL/EMOTIONAL
Kindness: A Habit, Not An Ac . . . . . 16
SCIENCE
ARCTIC ANTICS!. . . . . . . . . . . . . . . 19
POETRY
The Person I Am . . . . . . . . . . . . 16–17
CURTAIN CALL
Post Show Questions . . . . . . . . . . . 18
Who Said It? . . . . . . . . . . . . . . . . . . 18
Who Said it? (ANSWERS) . . . . . . . . 19
Julia Magnasco
Education Director
First Stage
Milwaukee, WI
(414) 267-2971
[email protected]
FIRST STAGE POLICIES
• 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 Assistant Patron Services Manager at (414) 267-2962. Our knowledge of your
needs will enable us to serve you better upon your arrival to the theater.
This Enrichment Guide was developed by First Stage's Theater in Education Department.
Rudolph the Red-Nosed Reindeer © & ® The Rudolph Co., L.P.
All elements under license to Character Arts, L.L.C. All rights reserved.
W W W . F I R S T S T A G E . O R G
SE T TING THE STAGE SYNOPSIS
MONDAY
The boys are supposed to go to chemistry class, but Leo wants
Kevin to cover for him so he can follow Stargirl. Kevin agrees.
It is the beginning of the school week at Mica Area High School in
Arizona. Sixteen-year-old Leo Borlock is nervously waiting in the
high school TV lab. Another student, Kevin McKeon, arrives with
coffee in hand and is confronted by Leo for being late. Kevin sent a
text about being late and printing questions for the interview.
Leo closely notates Stargirl as she decorates her desk with a
tablecloth and flower while explaining how much more fun classes
could be if the lessons were more experiential. She then sings and
cheers for electrons. As the school day ends, Leo whispers, “they
are going to eat you alive, Stargirl.”
Hillary is styling Wayne Parr’s hair in preparation for the TV interview.
Wayne and Kevin make small talk about classes and Wayne’s
modeling career. Stargirl overhears their conversation and asks
Wayne if he is someone “ordinary people” can model themselves
after. She is wearing a “Little House on the Prairie dress." Hillary
tells Leo to keep Stargirl off-camera.
TUESDAY
The next day, Kevin and Leo count 36 comments about "Hot
Seat," all due to Stargirl. Kevin describes how Stargirl is dressed
for Halloween and is handing out treats. He gives Leo a birthday
card, which has not been signed and a porcupine tie. Leo says
someone usually leaves a card and gift at his home, but now it’s
at school. Leo believes Stargirl is the source of the birthday gifts,
“She’s been stalking me for five years.” Leo’s phone rings. It’s Kevin
with a “Stargirl Alert.”
Leo has recorded the speech. Stargirl introduces herself to him
just as Hillary tells Wayne not to share his TV program minutes with
Stargirl. Hillary asks Stargirl about her clothes, “It’s for a theatre in
Seattle.” Stargirl leaves explaining her little friend, a rat, needs to
pee. Hillary is puzzled by her.
Later, Stargirl is dressed like Pippi Longstocking. Leo watches
Stargirl sing and lecture her classmates about a dog having fleas.
Hillary tells Stargirl about her job in the schools office handling very
sensitive personal information. She explains Stargirl will need to
use her real name for the Speech Competition records. Hillary says
she’ll support Stargirl, whatever her decision, “But I’d give up the
competition if I were you.” As she leaves, Hillary types in her phone,
“Stargirl equals idiot.”
Leo and Kevin wrap-up their program, “Hot Seat,” and Hillary
recommends Stargirl’s comments be edited. Leo wants to broadcast
the interview to boost ratings. Hillary sends a text about the show to
“her people,” about the popular Wayne and weird Stargirl.
Later that day, Stargirl is in the school hallway playing the ukulele
and singing. She sees Hillary and offers a song sheet to Hillary.
Hillary asks her why she dresses like that. Stargirl tells her costume
reveals information, makes the viewer think and feel. Stargirl reveals
that she was homeschooled and explains she doesn’t have a TV.
Leo follows Stargirl into the desert, but she disappears behind a
saguaro. He shows her the tie. Stargirl says the five ties were for
his collection. Leo tells her about the porcupine tie his uncle gave
him. He threw it away. Wondering if Leo threw her ties away, Stargirl
tells of unsuccessfully searching for a porcupine tie
and finally making one, “It was fun and you
deserved it because you were so nice to
that sick old man who wore a blanket
in summer.” “My grandfather… He
like to watch people and walk their
Kevin and Leo begin to watch the girls converse from a distance.
Stargirl says she has tested into the junior and sophomore classes.
Hillary tells her about a public speaking class and lies about the
teacher being lame.
Kevin and Leo discuss the exchange they saw between the two
girls. They noticed how Hillary was pretending to be nice to Stargirl.
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SE T TING THE STAGE SYNOPSIS
dogs,” explained Leo. He stayed by his grandfather’s side in case
he was needed.
school the “narrow years.” She thanks the Professor for sharing
with her.
Leo had believed someone was making fun of him with the ties,
because people always made fun of him due to being shy when
he was little. Stargirl explains that is why she was homeschooled.
“I could have turned out like you,” Leo blurted then apologized for
his insensitivity. Stargirl is unfazed. She has learned to lay low, but
is optimistic about school now. She asks about Leo’s grandfather.
When Leo cannot answer, she puts her hand on his shoulder. Together
they notice the song of a mockingbird. Stargirl says she believes he
mourns for those birds which are extinct and keep the past alive. Leo
asks if she dresses in costumes to keep the past alive. She answers,
“Yes!” The two then talk about birthdays, gifts and the saguaro. Leo
calls the cacti dangerous, like Hillary. When Stargirl calls her nice, Leo
says, “Only when she wants something. Watch out.” He also warns
her that Hillary always wins the speech competition. Stargirl gives Leo
stones to remind him to be kinder. He notices a necklace, representing
membership in the Loyal Order of the Stone Bone, “You study with the
professor?” He reveals his fossil necklace.
Back in the TV studio, Kevin and Leo discuss the dance. Just then
Stargirl is seen wearing regular clothing. She asks Leo to attend
the dance with her. He accepts, as long as he doesn’t have to wear
a costume. They make their arrangements and Stargirl leaves as
Kevin says, “You have a date with your true love.” Now Leo realizes
he has accepted a date with the “school freak, who carries a rat in
her backpack.” He also admits he’d like Stargirl to be his girlfriend.
Leo walks past professor’s yard. Seeing him, he asks, “Why didn’t
you tell me about Stargirl?” The professor confesses Leo and
Stargirl are his star boy and girl students. She’s been studying with
him six years to give her mother a break, “It’s hard to keep up with
her brain. She does college level work.” Leo wonders why he’d not
seen her before. Professor tells him to calm down…she’s new at
school and not a mall rat.
FRIDAY
THURSDAY
Leo visits Stargirl at home and is invited into her bedroom. He’s
nervous, never having been in a girl’s bedroom before. They
debate whether or not the dance is a date. She shows Leo a brown
sweater she plans on wearing to the football game. He tells her to
wear the team colors, green and white. She asks if he is going,
hinting for a ride. He then gives her a gift, a rat cage, “So you can
leave your pet at home…. while you’re at school.”
Hillary is in class practicing her speech about knowing she is an
American because she cries during patriotic songs and during war
movies when Americans die. Stargirl dressed in normal clothing
enters the classroom and says she is an American because she
was born in the U.S. Hillary is offended and asks if Stargirl heard
her entire speech. Before Hillary leaves, Stargirl wants to ask a
question about boys. Hillary closes the door for privacy. Stargirl
asks if she and Wayne talk and what about. Hillary names various
subjects. Hillary abruptly ends their conversation asking if Stargirl
was going to practice her speech. It hasn’t been written. Pretending
to be nice, Hillary suggests Stargirl improvise her speech. The topic
is “The Person I Am.” Hillary boasts, “I usually win.”
Suddenly, Leo receives a text about Stargirl. Professor asks if Leo
teases her. The professor encourages Leo to be nice. Just then
Wayne enters. When he sees Leo, Wayne shows off his necklace.
Leo storms off.
WEDNESDAY
Stargirl, dressed like Daisy Mae from Dogpatch, speaks to the
students as she reveals her pet rat, Cinnamon. She explains that
he is bred to be friendly, loyal and smart. She asks if anyone would
like to hold the rat. The crowd exits. Leo starts to pet Cinnamon,
when his phone rings. It’s Hillary and he ignores it. He asks if her
backpack is filled with rat poop. When Stargirl says she want to
invite someone to the dance, Leo tells her things will go better
without the costume she is wearing.
. targirl meets Leo in the hall who asks why she was with Hillary. He
S
warns her Hillary doesn’t have friends but “people” and her boyfriend is
Wayne from the Hot Seat. Leo advises her that it is good to be smart,
but it is not good to show off. Neither he nor other people like it.
. fter school, Wayne and Leo are with the Professor having a
A
philosophical discussion when Stargirl quietly enters the backyard
lab. Wayne tries to leave when Stargirl picks up his intermediate
reading book. Stargirl asks how Wayne made it to high school
reading so poorly and is admonished by the Professor. He doesn’t
expect to get into college and neither does Hillary. She then
decides to help Wayne with his reading.
Kevin has been watching their exchange. He doesn’t want Leo
coaching Stargirl, “We want her dressed like a freak.” Kevin sends
a text to everyone about the pet rat. Leo tells Kevin he will no longer
participate in the sting and wants to cancel "Hot Seat" or think of
another idea for the show.
. hen Cinnamon gets restless, Starlgirl frees him from her backpack.
W
Wayne plays with the pet rat as Stargirl tells how her pet has lost
weight since being left home in the cage. Wayne encourages her
not to listen to Leo, “Wear your costumes, free your hair and be
Stargirl.” Stargirl wonders if someone can really like you if they are
trying to change you.
That afternoon, Stargirl visits the saguaro in Professor’s backyard.
Professor asks her about her costume, wondering if she is back
being homeschooled, been suspended or truant due to the school
dress code. The two hear a mockingbird as they talk about Leo,
school and relating to others. Professor sadly remembers how
people only called to borrow his notes before tests. He calls high
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SE T TING THE STAGE SYNOPSIS
FRIDAY NIGHT
WEDNESDAY
I.t seems everyone is at the game wearing green including Stargirl,
who wears a short skirt and new hairstyle. Kevin compliments her.
She and Leo sit together. Stargirl had been looking for Leo for 20
minutes in what he calls the “enemy side.”
. he auditorium is ready for recording the speech contest. Kevin
T
teases Leo about wearing a porcupine tie. Kevin informs Leo
that there are three contestants, Hillary, Stargirl and Wayne Parr!
The lights are ready and Kevin is the MC. He welcomes the first
speaker, Wayne. He delivers a speech that sounds very familiar.
Leo is confused.
. ayne and Hillary find seats behind Leo and Stargirl. When Wayne
W
compliments Stargirl’s hairstyle, Hillary becomes jealous. As the
team approaches the field, Stargirl cheers. Embarrassed, Leo
advises her to wait for the cheerleaders. As the game progresses,
Leo explains football to her, but Stargirl is confused. When the
first-string quarterback on the opposing team gets injured, Stargirl
rushes to the field before Leo can stop her. Hillary sends a text
about the events. Phones buzz all around.
. ater that day, Leo is looking for Stargirl. He goes to the Professor’s
L
to find her. Leo is excited when he tells the Professor that Wayne
won the contest. The professor tersely answers that Stargirl is
gone! She and her mother left this morning.” Leo explains that
Wayne won with Stargirl’s speech, and everyone thinks Wayne is
smart and sensitive. Leo wonders when she will return, but the
Professor tells him she will not be returning. Leo tells the Professor
that he loves Stargirl. Leo becomes distraught and wants to know
how to contact her. The Professor asks him to wait. He gives
Leo a loving note from Stargirl in which she
describes Leo as her “almost boyfriend,"
and herself as his “forever friend.” Leo is
inconsolable. The Professor offers to take
Leo home as the mockingbird calls.
When the game ends, Leo is alone in the bleachers until Stargirl
joins him. She tells him how she held the player’s hand until they
took him to the hospital. Leo tells her everyone believes their team
lost because Stargirl held-up the game. He tells her no one on their
side felt bad about his injury. This confuses Stargirl. Leo asks her
to act like normal. Hurt, she retrieves Cinnamon from her backpack
and decides to call her father for a ride home.
MONDAY
. evin and Leo are in the TV Studio, they are planning the week’s
K
activities. Leo admits having second thoughts about taking Stargirl
to the dance. She enters the studio wearing a bright kimono and
announces her speech is ready. When Kevin leaves, Stargirl tells
Leo she won’t be available for the dance. She asks Leo a favor, to
be able to record her speech with his camera and load it onto her
computer. They record her speech. Leo is impressed and asks for
a copy of her speech for Hot Seat’s files, but Stargirl doesn’t want
to share it.
. few minutes later, Wayne sees Stargirl and compliments her on
A
the kimono. He then opens a book and reads with fluency. Stargirl
encourages him to continue reading.
PRE-SHOW QUESTIONS
1. Our protagonist named herself, “Stargirl.” If you could re-name yourself what would you choose to be called? Why?
2. Students at Mica Area High School produce a television show called "The Hot Seat." What does the phrase
“hot seat” mean?
3. Some people are willing to change something about themselves like their clothes, or hair in order to be more
popular. How important is it to you to be liked or to fit in?
5
ABOUT THE PL AY WRIGHT: Y York
Resource: Y York Official Site. www.yyork.com and Dramatic Publishing Site. www.dramaticpublishing.com/AuthorBio
Y York has been writing plays since the early 1980s. She began writing plays for children in 1993. Y is a proud member of the Dramatists Guild and an alumna member
of new Dramatists. Her plays include: THE GARDEN OF RIKKI TIKKI TAVI, EGGS,
AFTERNOON OF THE ELVES, RIVER RAT AND CAT, ...AND L.A. IS BURNING, and
ACCIDENTAL FRIENDS. Most recently, Y has been commissioned by People’s Light
and Theatre in Malvern, Pennsylvania to adapt Jerry Spinelli’s STARGIRL. Y’s plays
for children & families have been awarded the American Alliance for Theater and
Education’s (AATE) Distinguished Play awards for original script and for stage adaptation from literature. In 2002, Y was awarded the AATE Charlotte Chorpenning award
recognizing her body of work, and in 2004, Y received the Hawai`i award for literature.
Y’s work is archived in the Child Drama Collection at Arizona State University. In 2013,
Y York received AATE Distinguished Play Awards for DON'T TELL ME I CAN'T FLY
and GETTING NEAR TO BABY while premiering new plays CRASH (Seattle Children's
Theatre) and STARGIRL (People's Light & Theatre Company, Malvern, PA.). York's
WOOF (Main Street Theater, Houston, TX.) won the 2012 Buzzy Award for Best New
Play.
http://www.broadwayplaypubl.com/authors.htm
ABOUT THE AUTHOR: Jerr y Spinelli
Resource: http://www.jerryspinelli.com/newbery_002.htm
On his website, Jerry Spinelli shares a story that seems right out of his novel
STARGIRL. Wearing his cowboy outfit to school, complete with hat, boots and spurs,
he stood in front of the class and sang, “I got spurs that jingle, jangle, jingle,” and it
wasn’t Halloween.
Childhood dreams of being a cowboy and athlete were eclipsed by Jerry’s wonderful gift of writing. Following a thrilling high school football game, Jerry wrote a poem
recounting the event and it was published in the local paper.
After graduating from Gettysburg College; Jerry married fellow writer Eileen Spinelli.
While raising their six children, memories of his own childhood were triggered and
inspired many of his books. Today, Mr. Spinelli a Newberry Award winner with more
than thirty books and has twenty-one grandchildren! His book STARGIRL had been
adapted as a play and film.
http://www.randomhouse.com/teens/authors/author.
pperl?authorid=29311
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RECOMMENDED RE ADING LIST
Resource: Y York Official Site. www.yyork.com and Dramatic Publishing Site. www.dramaticpublishing.com/AuthorBio
BOOKS BY JERRY SPINELLI
Space Station Seventh Grade, 1982
Crash, 1996
Who Put That Hair on my Toothbrush?, 1984
Tooter Pepperday, 1996
Jason and Marceline, 1986
The Library Card, 1997
Night of the Whale, 1988
Wringer, 1997
Dump Days, 1988
Blue Ribbon Blues: A Tooter Tale, 1998
The Bathwater Gang, 1990
Knots in My Yo-Yo String, 1998
Maniac Magee, 1990
Stargirl, 2000
Hallie Jeffery’s Life, 1991
Loser, 2002
Fourth Grade Rats, 1991
Milkweed, 2003
Report to the Principal’s Office, 1991
My Daddy and Me, 2006
There’s a Girl in My Hammerlock, 1991
Love, Stargirl, 2007
Do the Funky Pickle, 1992
Eggs, 2007
Who Ran My Underwear Up the Flagpole?, 1992
Smiles to Go, 2008 Third Grade Angels, 2012
Picklemania,1993
IF YOU ENJOYED STARGIRL BY JERRY SPINELLI, YOU MAY ALSO LIKE TO READ…
Becoming Naomi Leon, by Pam Munoz Ryan
Hope Was Here, by Joan Bauer
Flipped, by Wendelin Van Draanen
Millicent Min, Girl Genius, by Lisa Yee
When Zachary Beaver Came To, by Kimberly Willis Holt
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B R E A K A L E G!
A Language Arts Classroom Activity
Hillary: I think you’re a plant.
Stargirl: Hibiscus?
Hillary: No…like there’s a hidden camera to catch our reactions.
ACTIVITY 1: FIGURATIVE LANGUAGE—METAPHORS AND SIMILES
Designed by: Julia Magnasco
Objective: Students will recognize metaphors and similes in written works, and be able to differentiate between the two.
Students will be introduced to personification and onomatopoeias, as well.
MATERIALS
Simile/Metaphor slips
FRAMING
1.Ask students if they know what a simile or metaphor is—when have they heard these terms, and do they know the
difference between the two? Allow students to give examples of similes and metaphors, if they are able to do so.
2.Share with students the definition of simile, and write the following example on the board:
a.A simile is a comparison using like or as. It usually compares two dissimilar objects.
b.For example: His feet were as big as boats. We are comparing the size of feet to boats.
3.Next, share with students the definition of metaphor, and write the following example on the board:
a.A metaphor states that one thing is something else. It is a comparison, but it does NOT use "like" or "as" to make
the comparison.
b.For example: "Her hair is silk." The sentence is comparing (or stating) that hair is silk.
4.Write the following sentences on the board and have students answer whether each sentence is a metaphor or simile—
and what it is stating or comparing.
a.She was only 10 years old but she stood as tall as a giraffe compared to her classmates.
b.The boy’s hair was as black as coal.
c.The giant’s steps were thunder as he ran toward Jack.
d.As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!"
e.The pillow was a cloud when I put my head upon it after a long day.
PROCESS
5.Put students into small groups of three. Give each group a slip of paper with a simile or metaphor on it. Each group
must find a way to act out the literal meaning of their metaphor/simile, and then read the statement out loud to the class.
a.You may choose to show them an example of this exercise at this time—sharing with them the simile: "I feel like a
limp dishrag," and then acting it out. Afterwards, ask students whether that example is a metaphor or simile—and
what it means.
6.Allow students 3-4 minutes to prepare, and assist groups as needed.
7.Share the metaphor/simile pantomimes with the class, having the audience state whether each statement is a metaphor
or simile—and its meaning.
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B R E A K A L E G!
A Language Arts Classroom Activity
ACTIVITY 2: IDIOMS
1.Ask students: Have you ever heard someone say, "that's a piece of cake!" What do they mean by that? Next, tell the
class that "a piece of cake" is an idiom. Ask the class what other idioms they are familiar with. Examples include:
a.Busy bee, lucky duck, couch potato, ants in your pants, busy beaver, zip your lips;
b.Write these examples on the board.
2.Ask students if they have ever heard people use these (or other) idioms, and when. Why do you think people use
idioms? What idioms to people use the most, do you think?
3.Tell students that in a moment, you are going to need their help in explaining what these idioms really mean. But before
the idioms get defined, they are going to have to act out the idioms…literally (as if someone really were a cute monkey,
or if you really had ants in your pants!).
a.Explain to students that after you say an idiom, such as "busy bee," you will yell GO, and students must act out being
a busy bee. Have students stand by their desks or in a clear area of the classroom for this activity. Then, when you
say FREEZE, students must freeze, and you will ask for one student to explain what a busy bee really is (someone
who is always busy—or is nosey).
b. Provide students with an example, if needed.
4.Afterwards, challenge students to try to use three different idioms in their conversations today!
5. Common American Idioms
Piece of cake
Costs an arm and a leg
Break a leg
Hit the books
Let the cat out of the bag
Hit the nail on the head
When pigs fly
You can’t judge a book by its cover
Bite off more than you can chew
Scratch someone’s back
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C E R E U S A B O U T CACT I
Taken directly from: http://www.gardeningknowhow.com/ornamental/cacti-succulents/night-blooming-cereus/night-blooming-cereus.htm
INFORMATION ON NIGHT BLOOMING CEREUS PERUVIANUS
By Bonnie L. Grant
Night blooming Cereus is a cactus that is native to Arizona and the Sonora Desert.
There are numerous romanticized names for the plant such as Queen of the Night
and Princess of the Night. The name is an umbrella term for approximately seven
different genera, which have the night blooming characteristic.
This cactus variety is generally grown as a houseplant in all but the hottest
regions of the United States. The Cereus night blooming cactus is a tall
climbing cactus that may approach 10 feet tall. The cactus is three ribbed
and has black spines along green to yellow stems. The plant is a rather
untidy jumble of limbs and requires manicuring to keep it in habit. Night blooming Cereus plants can actually be trained
to a trellis in Arizona and other suitable climates.
The bloom will only open at night and is pollinated by a moth. The Cereus flower is a large white flower borne off the tops of the
stems. It will close and wither in the morning but if it was pollinated the plant produces large juicy red fruit. The flowers usually
begin to bloom at nine or ten at night and are fully open by midnight. The first rays of the sun will see the petals droop and die.
FACTS A B O U T T H E S O N O R A N D ES E R T
1.The Sonoran Desert is a big place - over 100,000 square miles! Much of the Sonoran Desert lies in Mexico, partly in the
state of Sonora, where the desert gets its name. The rest of the Sonoran desert lies in the states of Baja California Norte
and Baja California Sur in Mexico and Arizona and California in the U.S.
2.The Sonoran Desert is the hottest and most biodiverse of the North American deserts.
3.The Sonoran Desert is home to 60 species of mammals, more than 350 kinds of birds, 20 amphibians, around 100 reptiles and over 2000 native species of plants.
4.Sonoran plants and animals have developed unique ways to survive.
5.The roots of the Mesquite tree can bore down 30 meters into the soil to find moisture.
6.Some plants die completely above ground, but survive underneath the soil as thickened roots, bulbs, tubers, rhizomes
and nodules of a variety of designs, structures and sizes.
7. Some trees, like the ironwood and ocotillo, lose their leaves during times of drought, much like trees in Michigan during the winter.
8.Kangaroo rats, one of the smallest desert mammals, can survive their entire lives without drinking a drop of water. They
get their water from dry seeds and the occasional leaf or insect. The kangaroo rat pees a highly concentrated paste.
Nasal passages are also designed to cool the rat's breath so it condenses the moisture into little water droplets that are
reabsorbed into the rat's body.
9.Roadrunners spend most of their lives on the ground and can run at speeds up to 40km/hr. Running is actually less
strenuous and requires less energy than flying, allowing the roadrunner to conserve water and energy.
10..Spadefoot toads estivate (a hibernation type state) for 8-9 months of the year. A horny projection on each hind foot acts
as a digging tool to make a burrow underground. Then the toad secretes and covers itself with a slimy substance to
keep it from drying out during its very long nap.
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D ES E R T G R A P H I N G
Earth Science Classroom Activity
Taken directly from: http://tea.armadaproject.org/activity/tremblay/thefrozendesert_main.html
MATERIALS:
• Climate graphs - three copies for each student, transparency
•ClimateGraphUS (page 14)
•ClimateGraphSI (page 13)
• Temperature and precipitation data for the local area - one copy per student
• Temperature and precipitation data for other regions and three Antarctic stations - one copy for each group (see link to data)
• Wall map of the world
• Map of Antarctica transparency (page 15)
• Colored pencils
TIME FRAME:
Three class periods of 45-60 minutes each
ENGAGEMENT AND EXPLORATION (STUDENT INQUIRY ACTIVITY)
1.Introduce climate, precipitation, and temperature. Begin by asking students if anyone has ever lived in or visited a place
that has a different climate. Have those that respond describe the climate they experienced and point out its location on
a wall map. Explain that climates are usually described in terms of an area’s temperature and precipitation.
2.Explain climate graphs. Display a transparency of a climate graph with some sample data. Challenge the class to explain
what the graph shows. Make sure they understand how the precipitation and temperature portions of the graph provide a
description of the location’s climate.
3.Graph and discuss local data. Provide students with access to monthly precipitation and temperature data for your local
area (or nearest weather station). Give them a blank climate graph and have them fill it out using local data.
4.Identify factors that influence temperature and precipitation. Ask students to brainstorm what factors affect the local climate. Discuss these factors. Point out that seasonal differences are important features of the climate.
5.Graph selected climates. Have each student graph data for another climate. They can get precipitation and temperature
information from the internet or use data provided with this activity.
EXPLANATION (DISCUSSING)
6.Discuss and define climate. Ask the class to suggest potential definitions for the term climate. Discuss these and attempt
to reach consensus on a definition. Compare and contrast climates shown on the graphs. For each climate graphed,
have a student or group present the graph, describe the climate, and point out its location on the wall map. Discuss
what factors might determine the pattern of temperature and precipitation for each location.
ELABORATION (POLAR APPLICATIONS)
7. Introduce the climate of Antarctica. Ask the class, “What is a desert?” (It is sometimes defined as a region with very little precipitation). Next ask, “When you hear the word desert, what images does it bring to mind?” Finally ask, “What is the world’s largest
desert?” (Though many may suggest the Sahara, it can also be argued that the distinction could go to the interior of Antarctica,
which receives only a couple inches of precipitation each year.) Hand out the climate data for the three U.S. Antarctic stations
(Amundsen-Scott, McMurdo, and Palmer). Using the transparency of the Map of Antarctica, point out each station’s location.
8.Graph the data. Organize students into groups of three. Have each member graph one set of data from Antarctica.
EXCHANGE (STUDENTS DRAW CONCLUSIONS)
9.Identify factors that contribute to the unique climate of Antarctica. Students should compare the completed graphs with
their graphs for other climates. Have each group discuss and identify factors that might cause the extreme climatic conditions of Antarctica. Allow each group to share their results with the class.
10..Compare and contrast the data from each Antarctic station. Have each group compare the three Antarctic climate graphs.
Display the transparency, Map of Antarctica. Have the class discuss why the three locations have such different conditions.
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D ES E R T G R A P H I N G
Earth Science Classroom Activity
Taken directly from: http://tea.armadaproject.org/activity/tremblay/thefrozendesert_main.html
CLIMATE GRAPH SI
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D ES E R T G R A P H I N G
Earth Science Classroom Activity
Taken directly from: http://tea.armadaproject.org/activity/tremblay/thefrozendesert_main.html
CLIMATE GRAPH US
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D ES E R T G R A P H I N G
Earth Science Classroom Activity
Taken directly from: http://tea.armadaproject.org/activity/tremblay/thefrozendesert_main.html
MAP OF ANTARCTICA
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SY M B O L I S M I N STA R G I R L: M o c k i n g b i r d s
English Language Arts Classroom Activity
Taken from: http://www.shamanicjourney.com/article/6158/mockingbird-power-animal-symbol-of-overcoming-fear
Stargirl: That’s my mockingbird friend. He follows me everywhere.
Many cultures find personal and spiritual identity through spirit animals. What do you think the appearance of the mockingbird symbolizes in STARGIRL?
BY INA WOOLCOTT
Mockingbird’s gifts include finding your sacred song, recognizing your innate abilities, using knowledge gained on the outside to heal the inside, learning through experience, curiosity, attitude, territoriality, overcoming fear, intelligence, power of
song, confidence, master imitator.
The Northern mockingbird is around 10 inches long with a long tail that twitches vigorously when excited. Their long legs
are perfect for looking through dead leaves and undergrowth for insects. Their dull grey color certainly doesn’t grab ones
attention, however, their various calls definitely do! The mockingbird is well known for its ability to copy the calls of other
birds - and even cats and dogs - they are master imitators.
Mockingbird people are more known for their talents than how they look. Appearances are not important to people with
this power animal. They are heard before they are seen - if they are seen at all. The mockingbird helps you to leave people
and events that hurt you behind by seeing who and what they REALLY are. Everything in life is a lesson to help you grow,
and even if you were hurt, this is but another lesson to learn and grow. Everything that happened to us in the past builds
our character and who we are today. You will hear the true song of others and will follow your own path. Take what you can
from a situation but always in a respectful and un-spiteful way. What goes around comes around. We are all here to learn
form each other. Apply your creative imagination and intuition to all you do and you will live a life of harmony. On a subtle
level, mockingbird shows us how to imitate ourselves, what we imitate reflects back to us and helps us see who we truly
are. This can be a powerful transformational experience.
The fearless mockingbird defend their nests and territory, diving at and attacking predators and those who come too close.
They teach us to develop self-confidence, to speak our truth and stand up for what is ours by right.
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K I N D N ES S: A H a b i t, N ot A n A c t
Social Emotional Learning Classroom Discussion
Taken from: http://www.the-teachers-lounge.com/blog/2011/10/think-different-a-lesson-plan-for-history-and-individuality/
Think Different {A Lesson Plan for History and Individuality} by LAURA GURLEY
The following is a simple lesson plan that can also serve as a lesson idea teaching individuality and creativity. You can use
the video and discussion questions for a quick ten-minute character lesson or use the following text from the commercial.
Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who
see things differently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree
with them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They push
the human race forward. While some may see them as the crazy ones, we see genius. Because the people who are crazy
enough to think they can change the world, are the ones who do. – Apple Inc.
First, take one minute to show the following inspirational video (or read aloud the monologue), which was originally an
advertising campaign launched by Apple. The commercial is a montage of 17 iconic 20th century heroes. The video asks
students to consider what it takes to change the world, and asks them to embrace being different. After watching the
video, take a few minutes with your class to discuss some of the listed questions.
QUESTIONS FOR DISCUSSION
1.If you had to choose, would you rather be the same or different from everyone else? Why? Would you choose the same
thing in your school right now as you would when you “grow up”?
2.Is it possible to affect great change if you embrace the status quo {the way things are, the normal}?
3.In our school/youth culture today, how are your peers different from the crowd? Do we embrace those differences or do
we usually just make fun of them?
4.What are the things about our world today that have become the normal, but that need to change?
THE PERSON I AM
A Poetry Classroom Activity
…Now, when we, each of us, with so much in common, seem to focus on that tiny percentage that separates us. Now,
today, the Person I am, no matter what you call me, or what I call myself, denies the differences and celebrates the similarities. What matters today is not the Person I am or the Person you are or the person any one of us is alone, but the People
we can be together.
Have students create poems that fit the theme, “The Person I Am.” Use the following worksheet to gather inspirations for
students’ rhymed or free verse poetry. Allow students to share their works in a Poetry Slam!
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THE PERSON I AM
A Poetry Classroom Activity
THREE WORDS TO DESCRIBE ME
THREE PHYSICAL TRAITS YOU ARE MOST
(YOUR PERSONALITY):
PROUD OF:
I NEED:
I GIVE:
I WOULD LIKE TO:
I BELIEVE IN:
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WHO SAID IT?
1. You have to edit her out.
2. They are going to eat you alive, Stargirl.
3. Star girl alert. Don’t miss today’s outfit.
4. You’re my star boy pupil. She’s my star girl pupil.
5. Mean is why people watch the show.
6. Hello, Fred Saguaro. Would you like to dance with me?
7. A present is a present only if somebody wants it.
8. You’re blinded by love.
9. Hillary doesn’t have friends she has people.
10.When I don’t know an answer, I just smile.
11. What planet do you come from?
12. I’m a normal person.
POST-SHOW QUESTIONS
1. Kevin tells Leo he is, “binded by love.” What does he mean?
2. What is Leo’s connection to porcupine neckties?
3. Why do you think Stargirl allowed Wayne to participate in the contest with the speech she wrote?
4. What life experiences did Stargirl and the Professor have in common?
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WHO SAID IT? (ANSWERS)
1. You have to edit her out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
HILLARY
2. They are going to eat you alive, Stargirl.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LEO
3. Star girl alert. Don’t miss today’s outfit.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KEVIN
4. You’re my star boy pupil. She’s my star girl pupil.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PROFESSOR
5. Mean is why people watch the show. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KEVIN
6. Hello, Fred Saguaro. Would you like to dance with me?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STARGIRL
7. A present is a present only if somebody wants it. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PROFESSOR
8. You’re blinded by love.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KEVIN
9. Hillary doesn’t have friends she has people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LEO
10.When I don’t know an answer, I just smile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11. What planet do you come from?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
WAYNE
HILLARY
12. I’m a normal person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STARGIRL
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