A Year with Frog and Toad - Squarespace

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Teacher Info & Important Dates Friday, March 22: Full balance due, last day

to reduce seats

Friday, May 10, 7pm: Teacher preview

Length: 60 minutes

Location: Newmark Theatre

Music by Robert Reale. Book and Lyrics by Willie Reale. Based on the books by Arnold Lobel. Directed by Dani Baldwin. Teacher resource guide by Allison Davis.

TEACHER RESOURCE GUIDE

2012-2013

May 15-31, 2013 Newmark Theatre 1111 SW Broadway

Inside this guide

ABOUT: The Show, Author, Playwright, and Composer . . . . . . . . . . . 2

Discussion Questions; The Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Stories to Read; Science and Vocabulary Concepts . . . . . . . . . . . . . . 4

Oregon Educational Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Activities

1. Season Images — Emphasize the cyclical nature of the play, the calendar year, and characteristics of different seasons by illustrating and writing about favorite seasonal activities. . . . 6

2. Snail Mail Delivery — Assign each student a letter buddy and instruct them to write a letter to their buddy describing a positive trait or favorite memory of them from this school year. . . . . . . . . . . . 7

3. Science Connections — An overview of the science concepts that connect to the performance and some activity ideas to con-nect to existing science curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4. Puppets and Character Traits — Review character traits and build vocabulary. Students use simple Frog and Toad puppets to act out different adjectives and decide which traits belong to each character.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5. Animal Relay — Combine theater and physical education to get students thinking about how actors move their bodies on stage to portray animal characters. Introduce the four different character movements and then use the movements in a relay race.. . . . . . 10

Reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

OCT School Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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About

The Show

B est friends Frog and Toad have been delighting young readers for more than 25 years. Outgoing and optimistic, Frog brings

out the best in the reserved and cautious Toad. A Year with Frog and Toad follows the friends as they adventure through the sea-sons: speeding down snowy hills in sleds, planting springtime flowers, splashing in summer swimming holes, and piling up autumn leaves. Together, they bring joy and exuberance to every-day moments—encouraging each other and enjoying each other’s company through thick and thin.

The play begins as the birds are returning from their winter migra-tion and Frog and Toad are just waking up from hibernation. The beginning of a new year brings many seasonal adventures—plant-ing a garden, going swimming, flying kites. As the year progresses, the seasons change, the leaves turn colors and get raked up, the snow arrives, and Frog and Toad go sledding. At the end of their marvelous year, it’s Christmas Eve, and after celebrating, it’s time to return to hibernation. The cycle is completed when the birds return again, and Frog and Toad get ready to ring in another mar-velous year!

The Author, Arnold Lobel

Arnold Lobel is the author or illustrator of more than 100 books for children, but he is best remembered for his classic series of Frog and Toad books: Frog and Toad Are Friends (1970), Frog and Toad Together (1972), Frog and Toad All Year (1976), and Days with Frog and Toad (1979).

Using engaging stories and interesting vocabulary to explore the meaning of friendship, Lobel significantly loosened the traditional early-reader format. Appealing animals populate most of his books, including A Zoo for Mister Muster (1962) and Fables (1980), which won the Caldecott Medal. He also wrote poetry (Whiskers and Rhymes, 1986), folktales (Ming Lo Moves the Mountain, 1982), and nonsense books (The Book of Pigericks, 1984).

With his wife, Anita Lobel, also a children’s book writer and illus-trator, he collaborated on several books, including How the Rooster Saved the Day (1977), A Treeful of Pigs (1979), and The Rose in My Garden (1984). He also illustrated The Random House Book of Poetry for Children (1983) and The Random House Book of Mother Goose (1986).

The Playwright, Willie Reale

Willie Reale grew up in Park Ridge, New Jersey with four brothers and a sister. In 1981, Reale founded The 52nd Street Project, an organization that brings inner-city children together with profes-sional theater artists. He served as the theater’s artistic director for 18 years. The 52nd Street Project’s programs are currently being replicated at 14 sites across the country and in Europe. In June of 1994, he was awarded a MacArthur Fellowship in recogni-tion of his ingenuity in creating theater and theater education pro-grams for young people.

Other theater credits include Once Around the City (book and lyr-ics), which was produced Off-Broadway at the Second Stage Company. He was nominated for two Tony Awards for A Year With Frog and Toad, which he wrote with his brother, composer Robert Reale. With his brother (and Richard Dresser) he has also written Johnny Baseball, which was produced at the American Repertory Theater.

Mr. Reale has an Academy Award nomination in the best song cat-egory for his work as a lyricist on the movie Dreamgirls and has won 3 Emmy Awards for as the writer/producer behind the recent reinvention of 1970’s literacy classic, The Electric Company, now airing on PBS. Willie has written extensively for network televi-sion and has been nominated 3 times for Writer’s Guild Awards.

The Composer, Robert Reale

Robert Reale has collaborated with his brother Willie on numer-ous musical theater projects, including A Year with Frog and Toad, which earned Robert a Tony nomination for Best Original Score. While continuing to bring musical stories to the stage, he founded 4 Elements Music, a music library, with a roster of fellow compos-ers. Rob and his team work extensively in providing music for major network news, dramatic series, documentaries, film, and commercials.  The 4EM library now includes over 5,000 cuts by a roster of over 40 accomplished composers, and regularly provides music for ABC’s Good Morning America, 20/20, and PrimeTime. Other regular clients include NBC, CBS, Showtime and many oth-ers. In addition to scoring for many demanding television and film projects, Rob continues to work on several musical theater pro-ductions, including Johnny Baseball.

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Discussion Questions

1. Do you have a best friend? What kinds of things do you like to do together?

2. How are Frog and Toad different from each other? Have you ever had a friend who was different than you, and how so?

3. Why do you think Toad is so gloomy sometimes? Is there any advice you’d give him?

4. How do Frog and Toad treat each other over the course of the play?

5. Why does Frog decide to write Toad a letter?

6. Would you have asked Snail to deliver a letter? Why or why not?

7. Not too long ago, writing letters and having them delivered by messengers like Snail were the only means to talk to someone or send news from far away. What kinds of inventions and technology have made it possible to get news and information more quickly? Brainstorm a list.

8. Frog and Toad spend the seasons together doing different things outside and in their homes. What is your favorite season? Why?

9. During the winter, Frog and Toad both hibernate. Can you think of other animals that hibernate? Why do you think they do this?

10. Why can’t Frog and Toad stop eating the cookies that Toad bakes? If you had to stop eating them, what would you do to resist the temptation? Would that be easy or hard for you?

11. In the fall, Frog and Toad decide to rake each other’s leaves as a surprise. Why do they each decide to do this? Can you think of a time when you did a chore or a nice thing for someone to surprise them? How did it make you feel?

12. Who is more adventurous, Frog or Toad? Why do you think so?

13. Frog, Toad, and the other animals in the play form a community — a group of people that live and work together or nearby. Who are the people in your community?

14. There are no human characters in A Year with Frog and Toad. In the play, human actors will play the roles of animals. With students, brainstorm ways in which human actors might bring animal characters to life on stage. Point out different aspects of acting and theater, including costume design, vocal inflection, gestures, movements, etc. After seeing the play, compare student predictions with what they saw on stage.

The Big Ideas• Friendship is a very important thing.

• There are always fun and exciting things to do, no matter what season it is.

• What qualities do you look for in a friend?

• People who are very different from one another can be very good friends.

• Seasons pass and change occurs, but some things remain the same.

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Stories to ReadThe play A Year with Frog and Toad is based on several different stories from books by Arnold Lobel. See below for the stories that appear in the script:

Frog and Toad Are Friends

“Spring”

“A Swim”

“The Letter”

Frog and Toad All Year

“Down the Hill”

“The Surprise”

“Christmas Eve”

Frog and Toad Together

“The Garden”

“Cookies”

Days with Frog and Toad

“The Kite”

“Shivers”

“Alone”

Science Vocabulary and ConceptsMetamorphosis

Amphibians

Hibernation

Migration

Habitat

Species

Ecosystem

Life cycle

Seasons

Needs of living things

Growth and change

Gardens and plants

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Oregon Educational Standards

Arts: Create, Present and Perform AR.03.CP.01 Use experiences, imagination, essential elements

and organizational principles to achieve a desired effect when creating, presenting, and/or performing works of art.

Language Arts: Writing: Text Types and Purposes K.W. 3, 1.W.3, 2.W.3 Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Language Arts: Language: Conventions of Standard English 1.L.1, 2.L.1 Demonstrate command of the conventions of stan-

dard English grammar and usage when writing or speaking. 1.L.2, 2.L.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

Language Arts: Language: Vocabulary Acquisition and Use K.L.5, 1.L.5, 2.L.5 Demonstrate understanding of figurative lan-

guage, word relationships and nuances in word meanings.Language Arts: Literature: Key Ideas and Details K.RL.3, 1.RL.3, 2.RL.3 Analyze how and why individuals, events,

and ideas develop and interact over the course of a text.Physical Education: Expressive and Efficient Moving PE.03.EE.01 Demonstrate mature form of basic locomo-

tor patterns. PE.03.EE.04 Demonstrate three different step patterns and

combinations of movements into repeatable sequences.

Social Sciences: Historical Thinking 1.5 Use terms related to time to sequentially order events. 1.6 Describe how clocks and calendars are used to mea-

sure time.Science: Interaction and Change 1.2L.1 Describe the basic needs of living things. 2.2L.1 Describe life cycles of living things.Science: Interaction and Change K.2P.1 Examine the different ways things move.Science: Structure and Function K.1P.1 Compare and contrast characteristics of living and

non-living things. K.1L.1 Compare and contrast characteristics of plants

and animals. 1.1L.1 Compare and contrast characteristics among individu-

als within one plant or animal group. 2.1L.1 Compare and contrast characteristics and behaviors of

plants and animals and the environments in which they live.

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Season Images

Overview

Frog and Toad enjoy different activities suited to particular sea-sons. Emphasize the cyclical nature of the play, the calendar year, and characteristics of different seasons by having students divide a sheet of paper into sections, and illustrating and writing about favorite seasonal activities. If you have more time, extend the activity into a classroom calendar or book.

Grade Level

PK-2

Standards

Social Sciences: Historical Thinking 1.5 Use terms related to time to sequentially

order events. 1.6 Describe how clocks and calendars are

used to measure time.Language Arts: Writing: Text Types and Purposes K.W. 3, 1.W.3, 2.W.3 Write narratives to

develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Arts: Create, Present and Perform AR.03.CP.01 Use experiences, imagination,

essential elements and organizational prin-ciples to achieve a desired effect when creating, presenting, and/or performing works of art.

Length

45 minutes

Materials

Large sheets of blank drawing paper

Markers and other art materials

Activity Instructions

1. Prep: Prepare large pieces of construction paper, markers, and other art materials. If working with younger students, fold paper and label each quadrant with the name of the seasons in advance.

2. Prompt: Distribute paper to students, and instruct them to fold the paper in half twice, creating 4 sections. Label each section Winter, Spring, Summer and Fall.

3. Picture: Explain to students that they should think of one activity they enjoy doing with others in each season. Once students have their ideas, instruct them to draw a picture of their activity in the appropriate quadrant. If working with older students, instruct them to write a sentence describing each picture.

4. Discussion: What activities do Frog and Toad like doing in each season? Discuss with students, and compare and con-trast to their own choices as a group.

Variation: Younger Students

Create a class calendar on chart paper, with a column for each month of the year. With students, brainstorm favorite activities for each month. If you have time, students can select a single month/activity to illustrate or write about.

Variation: Older Students

If working with older students, create a class book about the calendar year. Divide students into small groups, one group for each month.

“Don’t be nervous, Toad. I’ll be behind you the whole time.”

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Snail Mail Delivery

Overview

In A Year with Frog and Toad, Toad has to wait an entire year to get his letter, but when it arrives, the pleasant surprise is worth the wait. Assign each student a letter buddy, and instruct them to write a letter to their buddy describing a positive trait or favorite memory of them from this school year. After collecting the letters, wait awhile to surprise your class with a mail delivery.

Grade Level

PK-2

Standards

Language Arts: Writing: Text Types and Purposes K.W. 3, 1.W.3, 2.W.3 Write narratives to develop

real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Language Arts: Language: Conventions of Standard English 1.L.1, 2.L.1 Demonstrate command of the conventions of stan-

dard English grammar and usage when writing or speaking. 1.L.2, 2.L.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

Length

30-45 minutes (or assign as homework)

Materials

Writing paper

Envelopes

Pencils

Colored pencils, markers, other art materials for decoration (optional)

Mailbox/receptacle (optional)

Activity Instructions

1. Prep: In advance, assign each student a letter buddy.

2. Prompt: In the play, Snail takes a very long time to deliver Frog’s letter to Toad. When it arrives, Toad is surprised and also very happy. Discuss with students why receiving a letter ‘the old-fashioned way’ can be such a pleasant surprise.

3. Letter Writing: Explain that students will be writing a letter to a fellow classmate describing something positive about that person or a fond memory of them from this school year.

a. Distribute writing paper and envelopes. Tell each stu-dent who their letter buddy is — and remind them to keep it a secret!

b. Allow class time for students to write their letters and place them in an envelope with only their letter buddy’s name on it. Remind students about letter-writing conven-tions—a date, a greeting/salutation, and a signature.

c. If working with younger students, assign the letter as homework so that a family member can help them write, or have them work with an older reading buddy.

d. Collect all the letters and set them aside. If students ask, explain that the letters will be delivered soon. Optional: have students ‘post’ their letters in a class-room mailbox or other receptacle.

4. Mail Delivery! At random, surprise your class with a mail delivery. Discuss: How did getting your letter feel? Have you or your parents ever gotten an email or a message you were expecting? How were the two experiences different?

“I never get any letters. I have never ever gotten a letter.”

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Science Connections

Overview

A Year with Frog and Toad is full of great science connections, appreciation of the natural world, and scientific curiosity. Below is an overview of the science concepts that connect to the perfor-mance, as well as some activity ideas to connect to your existing science curriculum.

Grade Level

K-2

Standards

Science: Structure and Function K.1P.1 Compare and contrast characteristics

of living and non-living things. K.1L.1 Compare and contrast characteristics

of plants and animals. 1.1L.1 Compare and contrast characteristics among individu-

als within one plant or animal group. 2.1L.1 Compare and contrast characteristics and behaviors of

plants and animals and the environments in which they live.Science: Interaction and Change 1.2L.1 Describe the basic needs of living things. 2.2L.1 Describe life cycles of living things.

Length

Varies

Key Concepts and Vocabulary

Metamorphosis

Amphibians

Hibernation

Habitat

Species

Life cycle

Needs of living things

Gardens and plants

Classroom Connections

What is the difference between a frog and a toad?

Ask students to make predictions about the differences, and then do research outside of class to investigate. Bring their research and evidence to class and discuss.

How does a garden grow?

Ask students to recall what happens when Toad gets impatient with the seeds he plants for a garden.

Bring some seeds that can be sprouted indoors (marigolds work well), small paper cups, and soil. Have students plant their own seeds (2-3 seeds per cup) and water. On planting day, ask students to make predictions about how long it will take for the seeds to sprout. Water and observe daily.

Metamorphosis

Compare and contrast the life cycle of a frog and another animal that undergoes metamorphosis, like a butterfly. What are the dif-ferent stages of development called?

Survival of the amphibian

What is an amphibian? Create a class Venn diagram to compare and contrast mammals and amphibians.

Getting ready for winter

What is migration? What is hibernation? Students do some research about different species (good examples: bears, squir-rels, geese, frogs, etc.) to find out what that animal does to get ready for winter. After getting some answers, ask students to write a Winter Checklist—a list of things that an animal has to do to get ready for the cold.

“One thing will never change: Frog and Toad will always be good friends.”

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Puppets and Character Traits

Overview

Review character traits with students by creating simple puppets. Students use their Frog and Toad puppets to act out different adjectives and decide which traits belong to each character.

Grade Level

PK-2

Standards

Language Arts: Literature: Key Ideas and Details K.RL.3, 1.RL.3, 2.RL.3 Analyze how and why

individuals, events, and ideas develop and interact over the course of a text.

Language Arts: Language: Vocabulary Acquisition and Use

K.L.5, 1.L.5, 2.L.5 Demonstrate understanding of figurative lan-guage, word relationships and nuances in word meanings.

Length

Two 30-45 minutes

Materials

Green and brown construction paper

Popsicle sticks (2 per student)

Tape or glue

Markers

Scrap paper

Adjective cards (see below for vocabulary suggestions)

Activity Instructions

Session One

1. Prep: Prepare popsicle sticks and puppet-making materials. To save time, have green and brown ovals cut ahead of time.

2. Puppet: Explain to students that they’ll be making two pup-pets — a Frog puppet and a Toad puppet. Students cut out a brown oval (Toad puppet) and a green oval (Frog puppet). Provide a tracing template if needed. Using scrap paper and markers, students create a face — eyes, mouth, nostrils. Attach a popsicle stick to the back of each puppet face with glue or tape.

Session Two

3. Prep: Create a set of adjective cards using the list below.

4. Prompt: Instruct students to get out their Frog and Toad pup-pets. Explain that you’ll be choosing different adjectives at random. Students should listen to each word and decide if that word is a character trait belonging to Frog, Toad, or both. Students should use their puppets to hold up and vote on which character gets the word.

5. Pick a Card: Draw cards and have students vote. Have a chart or space on the board to sort the adjectives (a Frog column, a Toad column, and a middle space for both).

Adjective Ideas

Gloomy

Adventurous

Shy

Cheerful

Thoughtful

Generous

Energetic

Curious

Sarcastic

Humorous

Tall

Short

Nervous

Smart

Grouchy

Doubtful

Calm

Kind

Extension

Write different seasonal activities on slips of paper: riding a bike, eating ice cream, planting a garden, building a snow man, cooking a big dinner, making valentines, etc. Assign one activity per pair of students. One student is frog, one is toad and they use their pup-pets to act out what they think would happen. Ask students to recall the adjectives to make predictions about how these charac-ters will feel and react.

“But Toad, I will be lonely.”

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Animal Relay

Overview

Combine theater and physical education to get students think-ing about how actors move their bodies on stage to portray characters. Introduce the four different animal movements listed below (Frog, Toad, Snail, Bird), and then use the move-ments in a relay race.

Grade Level

PK-2

Standards

Science: Interaction and Change K.2P.1 Examine the different ways things move.Physical Education: Expressive and Efficient Moving PE.03.EE.01 Demonstrate mature form of

basic locomotor patterns. PE.03.EE.04 Demonstrate three different

step patterns and combinations of move-ments into repeatable sequences.

Length

20 minutes

Materials

Open space

Activity Instructions

1. Prep: Find a large open space either inside or outside on the playground.

2. Prompt: Explain to students that human actors will be playing animal characters in A Year with Frog and Toad. One way that actors portray the characters they’re playing is to use their bodies to move like a particular animal.

3. Rehearsal: Group students in a large circle. Have them walk in the circle, moving counter-clockwise. Explain the following four movements:

a. Frog uses big hops to move.

b. Snail is very slow and glides along the floor by shuffling feet.

c. Bird walks quickly while flapping arms.

d. Toad uses small hops to move.

Call out each animal while students walk in a circle and prac-tice each movement. Encourage students to make noises and faces that further enhance each animal character. Remind students to be respectful and aware of personal space.

4. Relay: Divide students into lines of four. The first student is Frog, the second is Snail, the third is Bird, the fourth is Toad. Have students line up at one end of your space, and indicate a turn around point. To start the relay, all the Frogs do their ani-mal movement to the other end of the space, turn around, run back, and tag the next person in line. After finishing their part of the relay, instruct students to sit down. The first team to finish wins!

Health

“I swim as fast as Toads are meant to swim.”

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Reading ListBest friends

Best Friends for Frances by Russell Hoban ; pictures by Lillian Hoban. When Albert and his buddies have a “no girls” baseball game, Frances and her sister organize a “Best Friends Outing – No Boys.

The Wizard, the Fairy, and the Magic Chicken by Helen Lester; illus-trated by Lynn Munsinger. When three boastful magicians try to outdo one another, they create a problem that can be solved only when they work together.

Mr. Putter & Tabby Walk the Dog by Cynthia Rylant; illustrated by Arthur Howard. When their neighbor Mrs. Teaberry hurts her foot, Mr. Putter and his cat Tabby agree to walk her dog for a week, not knowing what they are in for.

Should I share My Ice Cream? by Mo Willems. Gerald the elephant has a big decision to make, but will he make it in time?

Books that last a year/cycle stories

In the Town All Year ‘Round by Rotraut Susanne Berner. Pictures depict busy people in a town throughout the year.

The Seasons of Arnold’s Apple Tree by Gail Gibbons. As the sea-sons pass, Arnold enjoys a variety of activities as a result of his apple tree.

Our Seasons by Grace Lin and Ranida T. McKneally; illustrated by Grace Lin. Cheerful haiku accompany season-related ques-tions and answers about weather, the natural world, and the human body.

Different seasonal activities

Time to Sleep by Denise Fleming. When Bear notices that winter is nearly here he hurries to tell Snail, after which each animal tells another until finally the already sleeping Bear is awakened in his den with the news.

Mama, Is It Summer Yet? by Nikki McClure. As spring slowly turns to summer, a little boy builds a fort and plants a garden in impatient anticipation.

Tell Me a Season by Mary McKenna Siddals ; illustrated by Petra Mathers. Nature displays different colors to announce the sea-sons of the year and the time of day.

We Were Tired of Living in a House by Liesel Moak Skorpen; illus-trated by Joe Cepeda. Four children, a cat, and a dog move to a tree, a raft, a cave, and finally the seashore, enjoying each new dwelling until they discover its drawbacks.

Too Many Tamales by Gary Soto; illustrated by Ed Martinez. Maria tries on her mother’s wedding ring while helping make tamales for a Christmas family get-together. Panic ensues when hours later, she realizes the ring is missing.

Frog/Toad characters

Beware of the Frog by William Bee. Sweet old Mrs. Collywobbles lives on the edge of a big, dark, scary wood, but has a pet frog to protect her from greedy goblins, smelly trolls, and hungry ogres.

Tadpole Rex by Kurt Cyrus. A tiny primordial tadpole grows into a frog, feeling just as strong and powerful as the huge tyrannosau-rus rex that stomps through the mud.

999 Tadpoles by Ken Kimura; illustrated by Yasunari Murakami. 999 Tadpoles fit perfectly into a small pond, but when they grow into frogs, it’s a different story.

Froggy Gets Dressed by Jonathan London; illustrated by Frank Remkiewicz. Froggy hops out into the snow for a winter frolic but is called back by his mother to put on some necessary articles of clothing.

City Dog, Country Frog; words by Mo Willems; pictures by Jon J Muth. Through the seasons, whenever City Dog visits the country he runs straight for Country Frog’s rock to play games with him, but during the winter things change for them both.

Commander Toad and the Dis-asteroid by Jane Yolen; pictures by Bruce Degen. Commander Toad and his spaceship Star Warts answer a mysterious call for help from a flooded asteroid.

Pessimistic or anxious characters

Terrific; story and pictures by Jon Agee. “Terrific,” says Eugene when he wins an all-expenses-paid cruise to Bermuda. “I’ll prob-ably get a really nasty sunburn.” But Eugene’s luck is much worse than that. His ship sinks, and he ends up stranded on a tiny island.

Little Owl Lost by Chris Haughton. A newborn owl falls out of his nest and anxiously tries to find his mother, receiving help from various forest animals.

The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don and Audrey Wood; illustrated by Don Wood. Little Mouse worries that the big, hungry bear will take his freshly picked ripe, red strawberry for himself.

Provided by:

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OCT School ServicesTeacher Preview Night and Workshops

Book your tickets, then mark your calendar to join us for the pre-view night for A Year with Frog and Toad and observe OCT’s final dress rehearsal. Professional development workshops are offered throughout the year. RSVP by contacting [email protected].

In-School Residencies

Loud and Clear

Loud and Clear is a four week program designed to help students meet standards in public speaking. An experienced OCT instruc-tor leads students through theater exercises which demonstrate proven techniques of oral presentation. Students receive clear, constructive feedback in this experiential and positive learning environment. For more information, log on to www.octc.org/schoolservices/loudandclear.

Read, Write, Act

Over five weeks, students learn to adapt a piece of written litera-ture into a story for the stage. Work with our instructors to select the book you want to work with and determine learning goals. Students read the book, dramatize key scenes that tell the story, and create scripts. The residency culminates in a staged reading. For more information, visit www.octc.org/schoolservices/readwriteact.

Teacher Liaisons

OCT invites teachers who have an interest in theater arts to join the OCT Teacher Liaison Program. OCT seeks to develop relation-ships with teachers who are willing to be an arts advocate at their school, provide colleagues with information about OCT and offer input on OCT programs. Liaisons are invited to special events throughout the year and receive behind–the-scenes information. If you are interested in joining the OCT Teacher Liaison network, please email [email protected].

Educational Theatre Program

The Educational Theatre Program is a collaboration between Oregon Children’s Theatre and Kaiser Perma-nente, offering engaging theatrical productions promoting healthy life choices to schools and communities for FREE.

Now Booking for Winter/Spring 2013: Texting the Sun

This relevant, thought-provok-ing production spotlights the challenges of navigating our media-saturated reality. News cycles, advertising campaigns, social sites, video games, cell phones, and instant messaging all compete for our attention.

Texting the Sun explores the dilemmas posed by this relentless barrage of media influences through the eyes of adolescents.

FREE! Created for Grades 6-8 Tours February 5 – April 12, 2013 To book your performance, visit www.etpnorthwest.com.

All field trips performed at

Hatfield Hall 1111 SW Broadway