3lp guide 1-14-15

proudly presents
Music by George Stiles
Book and Lyrics by Anthony Drewe
Study Guide
Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate
Teachers
This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee
performances of The Three Little Pigs. Through this guide, we hope to provide teachers with
discussion topics and activities for both before and after the show. Some are more appropriate for
given grades than others. We believe that reflecting upon the theatrical experience and the ideas
and themes within a play can provide ideas for important arts education activities for children.
The following activities are meant to reinforce images and themes from The Three Little Pigs;
however, it is not mandatory that any of the study guide activities be done in order to understand and
enjoy the performance.
1
Academic Knowledge and Skills
The list below represents some of the AKS and Common Core Standards associated
with the script and performance of The Three Little Pigs that will be employed
through each student’s attendance.
KINDERGARTEN
Language Arts
KLA_A2012-1
ELACCKRL1
Ask and answer questions about key details in a text, with prompting and support
KLA_A2012-9
ELACCKRL10
Engage in group reading activities, including choral speaking and creative drama, with
purpose and understanding
KLA_B2012-10
ELACCKRI1
Ask and answer questions about key details in a text, with prompting and support
KLA_D2012-25
ELACCKW2
Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about
the topic
KLA_D2012-26
ELACCKW3
Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened
KLA_D2012-28
ELACCKW6
Explore a variety of digital tools and print media to produce and publish writing,
including in collaboration with peers, with guidance and support from adults.
KLA_D2012-30
ELACCKW8
Recall information from experiences or gather information from provided sources to
answer a question, with guidance and support from adults
KLA_E2012-31
ELACCKSL1
Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups
KLA_E2012-32
ELACCKSL2
Confirm understanding of written texts read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood
KLA_E2012-35
ELACCKSL5
Add drawings or other visual displays to descriptions as desired to provide additional
detail
KLA_E2012-36
ELACCKSL6
Speak audibly and express thoughts, feelings, and ideas clearly
KLA_F2012-37
ELACCKL1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
KLA_F2012-38
Demonstrate
command
of
the
2
conventions
of
standard
English
capitalization,
ELACCKL2
punctuation, and spelling when writing
Mathematics
KMA_A2012-4
MCCK.CC.4
Demonstrate the relationship between numbers and quantities to 20; connect counting
to cardinality
KMA_A2012-13
MCCK.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations
KMA_A2012-14
MCCK.OA.2
Add and subtract within 10 using objects or drawings to represent the problem
KMA_A2012-17
MCCK.OA.5
Add and subtract within 5 fluently
Science
KSC_A2007-1
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how the world works
KSC_A2007-2
Demonstrate knowledge of scientific process and inquiry methods
KSC_A2007-4
Use tools and instruments for observing, measuring, and manipulating objects in
scientific activities.
KSC_B2007-7
Analyze time patterns and objects (sun, moon, stars) in the day and night sky
Social Studies
KSS_B2008-2
Compare similarities and differences
KSS_B2008-3
Organize items chronologically
KSS_B2008-4
Identify issues and/or problems
General Music
KGM_A2011-1
Sing, alone and with others, a varied repertoire of music
KGM_D2011-8
Understand relationships between music, the other arts, and disciplines outside the arts
KGM_D2011-10
Move, alone and with others, to a varied repertoire of music
Health
KHE_B2009-2
Recognize safe practices that should be followed in the home, school, and community
KHE_G2009-8
Recognize emotions and appropriate ways to express them
Visual Arts
KVA_A2011-1
Engage in the creative process to generate and visualize ideas
3
KVA_C2011-10
Participate in appropriate exhibition(s) of artworks
FIRST GRADE
Language Arts
1LA_A2012-1
ELACC1RL1
Ask and answer questions about key details in a text
1LA_D2012-25
ELACC1W2
Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure
1LA_D2012-28
WLACC1W6
Use a variety of digital tools to produce and publish writing, including in collaboration
with peers, with guidance and support from adults
1LA_D2012-29
ELACC1W7
Participate in shared research and writing projects (e.g., exploring a number of “how-to”
books on a given topic and use them to write a sequence of instructions)
1LA_E2012-31
ELACC1SL1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
1LA_E2012-34
ELACC1SL4
Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly
1LA_E2012-35
ELACC1SL5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings
1LA_E2012-36
ELACC1SL6
Produce complete sentences when appropriate to task and situation
1LA_F2012-37
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
1LA_F2012-38
ELACC1L2
Demonstrate command of the conventions
punctuation, and spelling when writing
of
standard
English
capitalization,
Mathematics
1MA_A2012-1
MCC1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing with unknowns in
all positions (e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem)
1MA_A2012-2
MCC1.OA.2
Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem)
1MA_C2012-24
MCC1.MD.3
Tell and write time to the nearest hour and half-hour using analog and digital clocks
Science
4
1SC_A2007-1
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how the world works.
1SC_A2007-2
Demonstrate knowledge of scientific processes and inquiry methods
1SC_A2007-4
Use tools and instruments for observing, measuring, and manipulating objects in
scientific activities
1SC_B2007-6
Communicate scientific ideas and activities clearly
Social Studies
1SS_B2008-3
Compare similarities and differences
1SS_B2008-4
Organize items chronologically
General Music
1GM_A2011-1
Sing, alone and with others, a varied repertoire of music
1GM_D2011-8
Understand relationships between music, the other arts, and disciplines outside the arts
1GM_D2011-10
Move, alone and with others, to a varied repertoire of music
Health
1HE_G2009-8
Describe ways to handle disagreements without fighting
Visual Arts
1VA_A2011-1
Engage in the creative process to generate and visualize ideas
1VA_C2011-6
Create artworks based on personal experiences and selected themes
1VA_C2011-10
Participate in appropriate exhibition(s) of artworks
SECOND GRADE
Language Arts
2LA_A2012-3
ELACC2RL3
Describe how characters in a story respond to major events and challenges
2LA_B2012-19
ELACC2RI10
Read and comprehend informational texts, including history/social studies, science and
technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range by the end of grade 2
2LA_D2012-25
ELACC2W5
Focus on a topic and strengthen writing as needed by revising and editing, with guidance
and support from adults and peers
2LA_D2012-26
ELACC2W6
Use a variety of digital tools to produce and publish writing, including in collaboration
with peers, with guidance and support from adults
5
2LA_D2012-27
Participate in shared research and writing projects (e.g., read a number of books on a
single topic to produce a report; record science observations)
2LA_E2012-29
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups
Mathematics
2MA_A2012-1
MCC2.OA.1
use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and
comparing with unknowns in all positions. (e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem)
2MA_A2012-2
MCC2.OA.2
Use addition facts of two one-digit numbers
2MA_C2012-24
MCC2.MD.7
Use analog and digital clocks to tell and write time to the nearest five minutes using AM
and PM
Science
2SC_A2007-1
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how the world works
2SC_A2007-2
Demonstrate knowledge of scientific processes and inquire methods
2SC_A2007-4
Use tools and instruments for observing, measuring, and manipulating objects in
scientific technological matters
Social Studies
2SS_B2008-8
Compare similarities and differences
2SS_B2008-9
Organize items chronologically
2SS_B2008-10
Identify issues and/or problems and alternative solutions
General Music
2GM_A2011-1
Sing, alone and with others, a varied repertoire of music
2GM_D2011-8
Understand relationships between music, the other arts, and disciplines outside the arts
2GM_D2011-9
Understand music in relation to history and culture
2GM_D2011-10
Move, alone and with others, to a varied repertoire of music
Visual Arts
2VA_A2011-1
Engage in the creative process to generate and visualize ideas
2VA_C2011-6
Create artworks based on personal experience and selected themes
6
2VA_C2011-10
Participate in appropriate exhibition(s) of artworks
THIRD GRADE
Language Arts
3LA_A2012-3
ELACC3RL3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events
3LA_B2012-19
ELACC3RI10
Read and comprehend informational texts, including history/social studies, and technical
texts, at the high end of the grades 2-3 text complexity band independently and
proficiently by the end of grade 3
3LA_D2012-22
ELACCW1
Write opinion pieces on topics or texts, supporting a point of view with reasons
3LA_D2012-25
ELACC3W4
Produce writing in which the development and organization are appropriate to task and
purpose, with guidance and support from adults
3LA_D2012-28
ELACC3W7
Conduct short research projects that build knowledge about a topic
3LA_D2012-30
ELACC3W10
Write routinely over extended time frames (time for research, reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes and audiences
3LA_E2012-31
ELACC3SL1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas
and expressing their own clearly
3LA_E2012-33
ELACC3DL3
Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail
ELA_E2012-34
ELACC3DL4
Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace
3LA_E2012-36
ELACC3DL6
Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification
3LA_F2012-37
ELACC3L1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
3LA_F2012-38
ELACC3L2
Demonstrate command of the conventions
punctuation, and spelling when writing
3LA_F2012-39
ELACC3L3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening
Mathematics
7
of
standard
English
capitalization,
3MA_A2012-1
MCC3.0A.1
Interpret products of whole numbers using repeated addition, array models and counting
by multiples (skip counting) to correctly multiply one digit numbers
3MA_D2012-25
MCC3.MD.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram
Science
3SC_A2006-1
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how the world works
3SC_A2006-2
Demonstrate knowledge of scientific processes and inquiry methods
3SC_A2006-4
Use tools and instrument for observing, measuring, and manipulating objects in scientific
activities utilizing safe laboratory procedures.
Social Studies
3SS_B2008-10
Compare similarities and differences
3SS_B2008-11
Organize items chronologically
3SS_B2008-12
Identify issues and/or problems and alternative solutions
Music
3GM_A2011-1
Sing, along and with others, a varied repertoire of music
3GM_D2011-8
Understand relationships between music, the other arts, and disciplines outside the art
3GM_D2011-10
Move, alone and with others, to a varied repertoire of music
Health
3HE_G2009-8
Identify healthy ways to express emotions
3HE_G2009-9
Explain why accepting responsibility and making wise choices help develop a positive selfconcept
Visual Arts
3VA_A2011-1
Engage in the creative process to generate and visualize ideas
3VA_A2011-6
Create artwork based on personal experience and selected themes
3VA_A2011-11
Participate in appropriate exhibition(s) of artworks
The Aurora Theatre is a non-profit, tax-exempt organization and is a
member of Gwinnett Chamber of Commerce, Theatre Communications Group,
National Alliance for Musical Theatre, the Suzi Bass Awards and Atlanta
Performs. 8
Synopsis:
When the pigpen starts to look like a real sty, Mama says it’s time to leave and build
something new. Cha, Siu, and Bao watch for wolves while they use hay, sticks, and
bricks to make it in a big, bad world. With some very smart things to say about
home and family, it’s a curly tail not to be missed!
Characters:
The Big Bad Wolf loves to huff and puff, and blow houses down! He is a sneaky
creature who wants to capture the three little pigs! Little does he know that Cha,
Siu, and Bao have tricks up their sleeves as well!
Mother Pig- When the pigpen starts to look like a real sty, Mother Pig says it’s time
for Cha, Siu, and Bao to leave and build something new. Mother Pig loves her piglets
very much but wishes the three of them could work together as a team and get
along.
Bao loves to play, but believes that you should work first. He loves to read and
learn. Bao is the pig that choses to build his house out of bricks, and is the one
responsible for saving his mother, siblings, and himself, from the Big Bad Wolf.
Siu loves the environment and nature, and just wants her brothers to get along.
She is the pig that chooses to make her house out of straw.
Cha loves to exercise and use his barbells. He thinks that reading is silly and loves
to have fun! He is the pig that chooses to make his house out of sticks.
About the Authors
George Stiles (Music) and Anthony Drewe (Lyrics) have been writing
together since they met at Exeter
University over twenty years ago! Aside
from The Three Little Pigs, Stiles and
Drewe have written five other musicals
together: Mary Poppins, Tutankhamun, Just
So, Honk!, and Peter Pan. Stiles and Drewe
have also written two revues and
contributed songs to a variety of theatre,
TV, and radio shows.
9
ABCs of Theatre Etiquette
Applause
- At the very end of the show the actors will come
onstage in a line for their bows. We applaud during the bows to show
our appreciation to the actors for the performance and their hard
work. You can applaud during the show too when you like something,
we also want you to laugh when you find something funny.
Blackout
- At the very beginning and end of the show there will
be a blackout. All of the lights will go out onstage and in the audience. The
dark can be scary sometimes, but no need to be scared - the lights will come
back on. We have a blackout so that actors can get on and off the stage
without you seeing them.
Comfortable
- We want you and all of your classmates to be
comfortable when you come to Aurora Theatre. We ask that you sit flat in
your seat with your bottom all the way against the back of the seat so you
and everyone around you can see and enjoy the performance.
Stage
- Actors perform on a stage, there is no
movie screen. Theatre is a live event, which means
if you talk or whisper to your neighbor during the
show the actors will hear it. Please be respectful
of the actors and your classmates, wait to tell your
friend how much you loved the show until you’re
back on the school bus. Thank you!
10
Theatre Vocabulary
Actor: A person, male or female, who performs a role in a play.
Adaptation: When a story is changed from one form into another; for
example, a book cam be changed into a play or a movie.
Box Office: The place in a theatre where tickets are sold.
Character: The personality or part an actor re-creates.
C h o r e o g r a p h e r : The creative-team member responsible for dance movement to songs
and production numbers.
Costumes: The clothes an actor wears.
Designers: The members of the creative-team
tasked with creating the look, sound and feel of the
production.
Dialogue: The conversation between actors on stage.
Director: The
production.
person
who
oversees
the
entire
process
of
staging
a
Monologue: A long speech by a single actor.
Music Director: The person who leads the cast in learning their music for
the production.
Prop: A small object such as a book, used by actors in a production.
Set: The scenery, furniture, etc. that are used on stage in a production.
Scene: A part of the production during which there is no change in time or
place.
Sound Effect: An imitative sound, such as thunder or dog bark, created
artificially for the purpose of theatre.
Special Effect: A spectacular or magical effect created onstage.
Stage Crew: Workers who move scenery or handle props backstage.
Stage Manager: A person who is the overall supervisor of the stage and
actors.
11
Table of Contents
Too, To, or Two
Biographies
Math Fun with The Three Little Pigs
Pork Around the World
Cha Siu Bao
Run for Cover!
Getting to Know More About Pigs
Getting to Know More About Wolves
A Pig...
A Wolf...
Animal Scramble: Baby to Adult
Wanted!
Character Sketch
Finger Puppets
Word Search and Sequence of Events
Found Object Orchestra
Suggested Reading
Coloring Pages
Tell Us What You Think
Teacher Study Guide Evaluation Form
Pre and Post-Show Activities and Discussion Questions
12
P13
P14-15
P16-17
P18
P19-20
P21
P22
P23
P24
P25
P26
P27
P28
P29
P30
P31
P32
P33-34
P35
P36
P37
Too, To, or Two
Homophones are words that sound alike but are spelled differently and have
different meanings. For example, “bore” and “boar” are homophones. Even Siu
gets confused, she thinks that Mother Pig is calling their father a “bore”, but
really she’s calling him a “boar”.
Materials:
• Card stock
• Access to computer clip art
Procedure:
1. Begin by choosing 10 homophone pairs. For
example, one and won. Using computer clipart find pictures that represent each
word in the homophone pair. You’ll use these pictures to make concentration
cards.
2. Paste the images pairs onto sheets of card stock to make the playing cards.
Duplicate to make enough games for your classroom and then laminate to
protect the cards from wear and tear.
3. Distribute a set of concentration cards to each pair of students.
4. Instruct students to place the cards face down on the table and scatter
them so that none are overlapping.
5. Students take turns turning over two cards at a time with the goal of finding
a homophone pair. They’ll have to remember the location of each card as they
try to pick out a pair of homophones. Once they’ve identified a pair, they keep
the two cards. The student with the most cards at the end of the exercise is
the winner.
Scaffolding: After reviewing and generating homophone pairs, students work
with a partner to illustrate pages of a homophone class book. Each student will
have a pair of homophones. On one page they use the word incorrectly in a
sentence and then draw a humorous illustration to go along with the sentence.
For example, “Come see my rows garden.” The students could draw a picture of
an outside area with rows of chairs amidst trees, flowers, and shrubbery. On a
second page the student will use the word correctly with a corresponding
picture.
13
Biographies
This study guide includes a brief biography of the Composer and Lyrist of The
Three Little Pigs. What is a biography and why are they important? Where are
other places you see biographies?
Materials:
• Biographies from library
• Biography Book Report worksheet
Procedure:
1. Begin by asking the class, “What is a biography?” You can record the responses
on the blackboard or chart paper. Biographies give an account of a person’s life and
achievements.
2. Ask students to privately brainstorm a list of notable individuals they would like
to learn more about. They can record their choices on a piece of paper. Speak with
students individually about their choices and together choose an appropriate
individual.
3. Partner with your library media specialist to collect books about different
notable figures as well as use the internet for student to collect research.
4. Using the handout “Biography Book Report”, allow students to peruse the
resources in the library to complete their worksheet.
5. After students have completed their worksheet they can use the facts they
learned to write their own biographies. Remember to reinforce the ideas of
complete sentences and proper paragraph structure. Every paragraph has a topic
sentence that tells us what that whole paragraph will be about. The supporting
sentences give details about the main idea or theme of the paragraph. The
concluding sentence is short summary of the whole paragraph.
6. Students can write a rough draft and trade with a peer to proof read. They can
then write a final draft and make an illustration of their notable figure.
7. Students can present their biographies to the class and at the end of the
presentation the individual biographies can be collected and bound together in a
classroom book for everyone to enjoy!
14
Name _______________________________________________________________________
Biography Book Report
1
2
3
4
Reason
this pe
rson is
famous
5
SUBJECT NAME:
1
5
4
3
2
cs
cteristi
a
r
a
h
c
nt
Impor ta
GRAPHIC ORGANIZER
1
5
4
3
2
ns
tributio
n
o
C
t
n
Impor ta
1
2
3
4
5
Experie
nces th
at mad
e this p
erson i
mpor ta
nt
1
2
5
4
3
rson
this pe
t
u
o
b
a
ire
you adm
Things
Due Date:_______________ Use this graphic organizer to help you organize you thoughts
before you write your report. Complete the form using fragmented sentences and notes.
http://www.scholastic.com
Name ______________
Math Fun with The Three Little Pigs
1. Mother left the house at 8:35am to gather acorns. Mark it on the clock.
2. Cha was throwing a ball in the sty and it knocked the clock off the wall at 11:10am
and it broke when it hit the ground. Mark on the clock what time it was hit.
3. The Big Bad Wolf spotted the three little pigs walking down the road at
10:05am. He followed them for 1 hours 10 minutes before stopping for lunch. At
what time did the Wolf stop following the pigs? Mark it on the clock.
16
4. Each little pig wanted to build a house. Siu wanted to build a house of straw.
Starw costs $4 a bundle. She needs 9 bundles. How much will she spend?
5. Cha wanted to build a house of sticks. Each bundle of sticks weighs 5 pounds.
Cha needs 10 bundles. How much will they weigh?
6. Bao wanted to build a house of bricks. Each side of his 4-sided house needs 100
bricks. How many bricks will he need?
7. Siu worked on her house 3 hours a day for 2 days. How long did she work?
8. Cha built his house in 8 hours. He worked for 4 days. How many house did he
work each day?
9. Bao worked for 16 hours. How much longer did he work than Cha?
10. When all the work was done the three little pigs decided to play? They played
leap hog. Siu jumped 5 feet, Cha jumped 8 feet, and Bao jumped 7 feet. How far
did they jump together?
11. For breakfast each pig had 5 eggs – no bacon, of course. How many total eggs
did they have?
12. To work off their breakfast the pigs took a long walk. Bao walked 3 miles, Siu
walked 4 miles, and Cha walked 5 miles. How many total miles did they walk
altogether?
17
Pork Around the World
Cha, Siu, and Bao are the main characters in the play, The
Three Little Pigs. But did you know it is also the name of a
popular Chinese dish?! Cha siu bao is a Cantonese bun filled
with barbecue pork. These steamed or baked buns are
served as a part of dim sum, which are kind of like small,
individual snacks foods.
Review these dishes with pork as a primary ingredient with your class – find
pictures of these dishes and match the dish to their place on origin using a map.
Add your own dishes that are part of your student’s culture!
Schaufele
Southern Germany
Pork Kielbasa
Poland
Lechon
Philippines
Tonkatsu
Japan
Filet de Porc a la Bordelaise
France
Babi Panggang
Indonesia
Bacon Explosion
United States
Chicarron
Spain
Feijoada
Brazil
Khao Mu Krop Mu Daeng
Thailand
Bak kut teh
Malaysia
Afelia
Greece
Espetada
Portugal
Galbi
Korea
King Rib
Scotland
Pastie
Ireland
Tamale
Mexico
http://en.wikipedia.org/wiki/Pork#Gallery_of_pork_dishes
18
Cha Siu Bao
Practice your fractions by making this recipe for your class or your family.
Be sure to ask an adult for help.
Ingredients
6 cups all-purpose flour
¼ white sugar, plus 1 ½ Tablespoons
white sugar
1 ¾ cups warm water (110 degrees
F)
1 Tablespoon active dry yeast
1 Tablespoon baking powder
2 Tablespoons shortening
1 pound finely chopped pork
1 ½ Tablespoons light soy sauce
1 ½ Tablespoons hoisin sauce
1 teaspoon soy sauce, plus 1 ½
Tablespoons
1 ½ Tablespoons oyster sauce
1 cup water, plus 2 ½ Tablespoons
2 Tablespoons cornstarch
2 Tablespoons shortening
1 ½ teaspoons sesame oil
¼ teaspoon ground white pepper
Directions
1.
Dissolve 1/4 cup sugar in 1
3/4 cups warm water, and
then add the yeast. Let stand
for 10 minutes, or until
mixture is frothy. Sift the
flour and baking powder into
a large bowl. Stir in 2
tablespoons shortening and
the yeast mixture; mix well.
2. Knead the dough until smooth
and elastic. Place the dough
in a greased bowl, and cover
it with a sheet of cling wrap.
Let the dough rise in a warm
place for about 2 hours, or
until it has tripled in bulk.
3. Cut the pork into 2 inch thick strips. Use fork to prick it all over. Marinate
for 5 hours in a mixture made with 1 1/2 tablespoons light soy sauce, 1 1/2
19
tablespoons hoisin sauce, and 1 teaspoon sweet soy sauce. Grill the pork until
cooked and charred. Cut roasted port into 1/2 inch cubes.
4. Combine 1 1/2 tablespoons sugar, 1 1/2 tablespoons soy sauce, oyster sauce,
and 1 cup water in a saucepan. Bring to the boil. Mix cornstarch with 2 1/2
tablespoons water; add to the saucepan, and stir until thickened. Mix in 2
tablespoons lard or shortening, sesame oil, and white pepper. Cool, and mix in
the roasted pork.
5. Remove the dough from the bowl, and knead it on a lightly floured surface
until it is smooth and elastic. Roll the dough into a long roll, and divide it into
24 pieces. Flatten each piece with the palm of the hand to form a thin circle.
The center of the circle should be thicker than the edge. Place one portion
of the pork filling in the center of each dough circle. Wrap the dough to
enclose the filling. Pinch edges to form the bun. Let the buns stand for 10
minutes.
6. Steam buns for 12 minutes. Serve.
Source: http://allrecipes.com/recipe/chinese-pork-buns-cha-siu-bao/
20
Run for Cover!
Cha, Siu, and Bao have their own ideas about what they want to build their new
homes with. They choose to use straw, sticks, and bricks. People all over the world
also use different materials to build their homes. Why do you think that is? What
makes one building material sturdier than another?
Materials:
• Toothpicks
• Drinking straws
• Rolled paper tubes
• Fan
• Glue sticks
• Masking tap
•
•
•
•
Stapler
Paper clips
Assorted items to use as joints
like gumdrops, marshmallows,
clay, or play dough
Electric fan
Procedure:
1. Divide the class into small groups and allow each group to
pick from three options with which they may construct their
main structural support of their house: toothpicks, drinking
straws, or rolled paper tubes.
2. Each group may only use 16 of whichever material they
choose. Each house must be no taller than 6” and must fit
within a 6”x6” square marked on the table with masking tape.
3. Houses must be able to stand for 3 minutes when placed 3” in front of a fan.
4. Students will find that one of the main challenges is to construct a foundation
enough to anchor the house to the table while the wind from the fan blows.
5. Students should be provided with a variety of materials to help secure the
structure to the foundation.
6. Successful methods might include: straws attached with paper clips, toothpicks
attached with gumdrops or marshmallows, paper rolled around pencils and secured
with tape.
7. Allow time to design and construct the structures and complete the wind test.
At the completion of the test, each team should record their results and discuss
the reason their houses stood or fell.
21
Getting to Know More About Pigs
•
Pigs are intelligent animals. They are curious and insightful animals who are widely
accepted as being smarter than young children of at least 3 years of age, dogs, and
even some primates.
•
Piglets weigh about 2.5 pounds (1.1 kilograms) at birth, and usually double their
weight in one week. Fully grown, pigs can grow to between 300 and 700 pounds (140
and 300 kilograms), and sometimes much more.
•
Like humans, pigs are omnivores, meaning they eat both plants and other animals.
Pigs are scavengers by nature and will eat nearly anything that they come across
from plants and fruit to dead insects and tree bark.
•
A pig’s snout is an important tool for finding food in the ground and sensing the
world around them.
•
Pigs have an excellent sense of smell. The
large round disk of cartilage at the tip of
the snout is connected to muscle that
gives it extra flexibility and strength for
rooting in the ground.
•
There are around 2 billion pigs in the
world.
•
Pigs are extremely social animals. They form close bonds with other individuals and
love close contact and lying down together.
•
Pigs are very clean, keeping their toilet area far away from where they lie down and
eat. Even newborn piglets will leave the nest to go to the toilet within hours of birth.
•
Pigs are very peaceful animals, rarely showing aggression. The exception, as with
many animals, is when a mother (sow) with her young offspring is provoked or
threatened.
•
Wild pigs play an important role in managing ecosystems and maintaining biodiversity.
By rooting, and thus disturbing the soil, they create areas for new plant colonization.
They also spread fruit plants by dispersing their seeds.
•
Some people like to keep pigs as pets.
•
Wild pigs (boar) are often hunted in the wild. In some areas of the world, wild boars
are the main source of food for tigers.
•
Relative to their body size, pigs have small lungs.
22
Getting to Know More About Wolves
•
They can reach speeds of 40 mph (65 km/h) when chasing prey and include a number of
species such as the gray wolf (also known as the grey wolf or timber wolf), red wolf,
arctic wolf, Mexican wolf and white wolf. Read on for more interesting information and
enjoy our full list of wolf facts.
•
Wolves are excellent hunters and have been found
to be living in more places in the world than any
other mammal except humans.
•
The wolf is the ancestor of all breeds of domestic
dog. It is part of a group of animals called the wild
dogs which also includes the dingo and the coyote.
•
Most wolves weigh about 40 kilograms but the heaviest wolf ever recorded weighed over
80 kilograms!
•
Adult wolves have large feet. A fully grown wolf would have a paw print nearly 5 inches
(13 centimeters) long and 3 inches (10 centimeters) wide.
•
Wolves live and hunt in groups called a pack. A pack can range from two wolves to as
many as 20 wolves depending on such factors as habitat and food supply. Most packs
have one breeding pair of wolves, called the alpha pair, who lead the hunt.
•
Wolf pups are born deaf and blind while weighing around 1 lb. (0.5 kg). It takes about 8
months before they are old enough to actively join in wolf pack hunts.
•
When hunting alone, the wolf catches small animals such as squirrels, hares, chipmunks,
raccoons or rabbits. However, a pack of wolves can hunt very large animals like moose,
caribou and yaks.
•
When the pack kills an animal, the alpha pair always eats first. As food supply is often
irregular for wolves, they will eat up to 1/5th of their own body weight at a time to make
up for days of missed food.
•
Wolves have two layers of fur, an undercoat and a top coat, which allow them to survive
in temperatures as low at minus 104 degrees F (40 degrees Celsius)! In warmer weather
they flatten their fur to keep cool.
•
A wolf can run at a speed of 40mph (65 km/h) during a chase. Wolves have long legs and
spend most of their time trotting at a speed of 7-10 mph (12-16 km/h). They can keep up
a reasonable pace for hours and have been known to cover distances of 56 miles (90 km)
in one night.
23
Name __________________
A Pig…
Read the poem “Pigs” by Charles Guigna below. Color your pig. Share 3 things you
learned about pigs today in the space below.
Pigs
by Charles Guigna
Pigs are playful
Pigs are pink
Pigs are smarter
than you think.
Pigs are slippery
Pigs are stout
Pigs have noses
Called a snout.
Pigs are pudgy
Pigs are plump
Pigs can run
But never jump.
Pigs are loyal
Pigs are true
Pigs don’t care for
Barbecue.
A pig lives
______________________________________________________________.
A pig likes to eat
______________________________________________________________.
I also learned that pigs
_________________________________________________________.
24
Name __________________
A Wolf…
Write your own poem about a wolf using the information that you learned today.
Use the prompts below the poem to help you brainstorm. Don’t forget to give your
poem a title and list yourself as the author. Color your wolf below.
A wolf lives
______________________________________________________________.
A wolf likes to eat
______________________________________________________________.
I also learned that wolves
_________________________________________________________.
25
Animal Scramble: Baby to Adult
Bao, Siu, and Cha are no longer piglets, they are full grown pigs. Bao and Cha
are boars and Siu is sow. Use the activity to desbribe how young animlas are
different from adult animals.
Materials:
• Index cards for the whole class with pictures of either an baby animal
or an adult animal
Procedure:
1. Divide the class in half.
2. One half of the class gets index cards with a baby animal picture on it.
The other half of the class has the matching adult animal on their card.
3. Then, the class goes into character as their animal (baby or adult) and
move about the room trying to find their baby or parent. For exampe: A
catepillar would crawl slowly and a butterfly would fly.
4. Depending on the age of students it may be helpful to have a disucssion
about the different characteristics of baby vs. adult animals to help inform
the activity.
Suggested Animal Matches to Use:
• Catterpillar – Butterfly
• Piglet – Pig
• Kitten – Cat
• Puppy – Dog
• Chick – Chicken
• Tadpole – Frog
• Joey – Kangaroo
• Foal – Horse
• Maggot – Fly
• Calf – Cow
• Duckling – Duck
• Gosling – Goose
• Lamb – Sheep
26
WANTED!
Bao finds a Wanted poster for the Big Bad Wolf during his journey. What
does the Big Bad Wolf look like to you? Create your own WANTED poster
below and use it to catch the Big Bad Wolf!
27
Name __________________
Character Sketch
If you could play one of the characters in The Three Little Pigs, who would it be? Why?
What would your costume look like? Remember, a costume is the c l o t h e s a n a c t o r
wears. Use the space below to make a character sketch and then tell us a
little bit about your character.
My character’s name is __________________________________________________.
I chose to be this character because ________________________________________
____________________________________________________________________.
My character’s costume is ________________________________________________.
My character likes to wear this costume because ________________________________
____________________________________________________________________.
If I could ask my character one question, it would be _____________________________
____________________________________________________________________?
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M A K E - YO U R- O WN F IN G E R TA L E P U P P E T S
4HREE,ITTLE0IGS
You and your child can make your own puppets and then use them to retell the familiar story your
child enjoyed at school. Here’s how:
1. Provide crayons or markers for your child
to color the puppets.
2. Help your child cut the puppets out along
the outside edge, or cut them out yourself.
3. To make “stick puppets”:
Glue or tape the puppets to craft sticks or
drinking straws.
© 2006 Educational Insights, Inc.
4. To make “finger puppets”:
Trace the outline of each of the puppets
onto a second piece of paper. Cut the
outline out and staple it to the back of the
puppet along the edges, leaving the bottom
open to allow room for your finger.
EI-1011
Name ___________________
Word Search
BAO
BIG BAD WOLF
BRICK
CHA
FAMILY
HOME
HUFF AND PUFF
HUNGRY
MISUNDERSTOOD
MOTHER
SIU
STICK
STRAW
STY
TALE
Sequence of Events
Illustrate your favorite scene from The Three Little Pigs to show the sequence of events.
30
Found Object Orchestra
During the rehearsal processes the choreographer had the idea to use objects
found in the world of play to enhance rhythm heard in the song “To Build a
House”. Using sticks, a bucket, and a pitchfork the actors create a whole new
sound scape!
Materials:
• Various sound and instrument making materials: dry
pasta, rice, beans, tissue paper, cardboard tubes,
cellophane
• Paper plate and cups, boxes with lids, cans, plastic
bottles
• Stapler, glue, tape, rubber bands
• CD’s with excerpts of music appropriate for your class
1. Begin by discussing what the students saw on stage. How
did the actors use objects found in the world of the play to create music?
Discuss how musical instruments can be found all around us.
2. Allow students to use the materials provided and found in the classroom to
create musical instruments. Students don’t have to make an instrument if they
can use objects or materials in the classroom to make sounds (i.e. a desktop to
drum or a zipper on a backpack).
3. Listen to brief excerpts from the music you chose. Can you hear how various
emotions are reflected in the music? High happy fast notes, low slow bass
notes, etc.
4. Discuss how tempo, dynamics, pitch, and rhythm all affect the tone of a
piece of music.
5. Have students play various emotions on their newly created musical
instruments to express various emotions.
6. If possible, use additional time to investigate dynamics (loud or soft) and
pitch (high or low). Play additional music pieces as a demonstration, and allow
students to use their found object instruments to investigate musical concepts
in a hands-on way.
31
Suggested Reading
The Three Little Pigs by David Wiesner
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas, Helen Oxenbury
The True Story of the 3 Little Pigs by Jon Scieszka
Goldilocks and the Three Bears by Jan Brett
The Three Billy Goats Gruff by P.C. Asbjornsen and Marcia Brown
The Three Little Kittens by Paul Galdone
Jack and the Beanstalk by Steven Kellogg
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 Three Little Gators Hardcover by Helen Ketteman
The Three Little Tamales by Eric A. Kimmel
32
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34
Tell Us What You Think!
What was your favorite part of our production of The Three Little Pigs?
Write a response and send it to us at:
Aurora Theatre
PO Box 2014
Lawrenceville GA 30046
My Review of The Three Little Pigs
What is your name?
How old are you?
Where do you go to school?
What was your favorite part of the show?
Who was your favorite character? What made them your favorite?
Is there anything you would have changed?
35
Teacher Study Guide Evaluation Form
We value your feedback, please take a moment to us know how we’re doing.
School:
Grade Level(s) of your Students:
Show Title: The Three Little Pigs
Did you use the study guide in your classroom?
If yes, how much did you use it?
ALL
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SOME
Please circle the appropriate response:
6=agree strongly; 5=agree; 4=agree somewhat; 3=disagree somewhat, 2=disagree; 1=disagree strongly; or NA=does
not apply
For me, this study guide enhanced the play
6
5
4
3
2
1
NA
The lessons offered fit into my curriculum
6
5
4
3
2
1
NA
Overall, I found this study guide useful
6
5
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3
2
1
NA
Did you receive the study guide in time to prepare for your theatre experience?
YES
NO
Was there a specific lesson or activity that you really enjoyed? Why?
What would you like to see offered in future study guides?
If you have any additional comments, good or bad, about this study guide please use the
additional space below or the back of this form. Your comments and suggestions are
greatly appreciated.
Your name (optional):
Position/Title: E-Mail Address (optional):
Please mail or fax this form to us at: Aurora Theatre * PO Box 2014 * Lawrenceville, GA 30045
Fax: 678-226-6226
36
Pre and Post-Show Activities and Discussion Questions
For some students, this may be their first experience at Aurora Theatre and
with live theatre in general. Review The ABCs of Theatre Etiquette (pg. 10)
with the class and ask them what rules they have in your classroom that might
apply to going to the theatre?
Before coming to see the show read a version of The Three Little Pigs aloud to
the class. Make predictions for what you think the set and costumes will look
like. Do you think they will look like the illustrations in the book? Why or why
not?
After watching the play, discuss the differences between the book and the
play. How did the playwright adapt the book to the stage? What are the
similarities and differences? What would you have changed?
It’s fun to sit in the audience at the theatre and look at the beautiful design in
front of your eyes. Take a moment to create a sketch of what it might look like
to be an actor onstage looking in to the audience. What would you see?
The show opens and closes with a song that summarizes who the Three Little
Pigs are and what their story is about. Choose your own favorite story and
create a song that does the same. Share with the class.
Cha, Siu, and Bao have very different interests, but in the end they must learn
to work together and play off each other strengths and weaknesses. What
does being part of a team mean to you?
Do you think it is good to share your skills and interests with people in your life?
Why or why not?
Do you think Cha, Siu, and Bao learned any lessons on their
journey from home? What did they learn?
What are some reasons Mother Pig would be proud of her
children at the end of the play?
Thanks for coming to our show! Hope we see you back at
Aurora Theatre very soon!
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