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The Gift Of the Magi

About A.C.T. For YouthAbout A.C.T. For YouthAbout A.C.T. For YouthAbout A.C.T. For Youth

Since, 1999 the Atlantic Coast Theatre For Youth has been enlightening audiences across the United States with its entertaining and educational live theatre productions and workshop programs. The Atlantic Coast Theatre For Youth is a professional touring theatre company,

based in Orlando, FL.

Check out our website to discover more!

O. HENRY

(1862-1910)

William Sydney Porter was born in Greens-

boro, NC. His first book was published under the pen name O. Henry in 1904.

Although his fame grew, he died in poverty. Since his death, O. Henry’s stories have

been read and cherished all over the world.

The Gift Of The Magi is one of his most famous and beloved stories.

This treasured holiday tale of love, the

spirit of giving, and sacrifice has been the subject of many movies, books, television specials, and even cartoons. Perhaps its huge popularity comes from the fact that the story touches the heart of all people– we can all relate in some way to the char-

acters. Each of us may celebrate our holidays in different ways and with different traditions, but we can all understand that the greatest ‘gift’ we can give anyone is the love and kindness within ourselves.

In A.C.T. For Youth’s production, which is set

in New York City in the year 1906, Jim and

Della are Irish Immigrants. This means that

they traveled from their home in Ireland to

build a new life in America.

A devastating thing happened in Ireland

in1845…the Potato Blight- A fungus that killed

most of the crops of potatoes in Ireland and

caused starvation and ruin for a great many

people who lived there. A huge number of Irish

families had no choice but to move from their

homeland to find a new life in the United

States. Between the years 1820 and 1860, over

one-third of all of the immigrants in America

were Irish. Life was very hard for the Irish

Immigrants when they got to America. Many

people had to take low paying jobs and live in

poor neighborhoods. Because of the Irish

Immigrants’ hard work and influence in our

nation– later generations of Irish–Americans

were able to do great things—-including

becoming President of the United States

(John F. Kennedy)!

In the play,

you will hear

the actors use

Irish accents.

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VOCABULARY WORDS HERE ARE A FEW WORDS YOU MIGHT WANT TO BE FAMILIAR WITH

Wassail– A heated drink made from apples, spices, and sugar often served in England Financial Prosperity- To become successful with money Head Man- A supervisor of a workplace Adversary- An enemy or foe Splurge- To spend a large amount of money on buying a luxury good Depreciate- To lose value over time Flat- Another term for an apartment

WHAT ARE THE ABOVE ITEMS? WHAT ARE THEY USED FOR?

GIVE SOME EXAMPLES OF MODERN ITEMS

THAT SERVE THE SAME PURPOSE.

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Before The Show Activities 1. You will be seeing a live play. Discuss the differences between plays and television or movies. How should audience members behave at a play?

2. This play is set at the turn-of-the century in America. How were people’s lives different back then? How did their clothes look compared to our modern clothing today?

3. Our main characters, Jim and Della are Irish Immigrants. Discuss how difficult life was for immigrants who came to America. Explore your own family tree. Where are your ancestors from?

4. As a class compare and contrast your holiday traditions with each other. Talk about gift-giving for holidays, birthdays, and special occasions. Recall times in your own life where you have been excited to give a special present to someone you care about. Do you think it is better to get presents or give them? Why?

After The Show Activities

1. Caroling, sometimes called “Wassailing”, is a fun way to celebrate the holidays. Go as a class to other classrooms or to the office, and spread some holiday cheer by singing holiday songs!

2. Jim and Della have had some money problems, but they still try to make the holidays nice. Write about a holiday where you and your family had to make a problem better.

3. Before there was television, radio, video games, and computers, people found other ways to entertain themselves. Jim and Della sing and read to each other. Discuss your favorite stories or books. Actively read the story– like Jim did with The Three Musketeers. Also, think about other activities people could have done for fun at the turn of the century.

4. Read O. Henry’s short story, The Gift Of The Magi. The play you saw was an adaptation of the story. The playwright used the story as a foundation to help his imagination create the rest of the play. What things were the same in both the play and the story? What things were different? Try reading some of your favorite stories and writing an adaptation for the stage.

5. When Della gets her hair cut she is very sad, but she is also happy that she will have the money to buy Jim a chain for his pocket watch. Sometimes life is like that. You can be sad and happy at the same time. Write a poem or draw a picture about a time where you were both happy and sad.

6. Jim and Della sell the greatest possessions that they own so that they can buy a gift for each other. What is your most prized possession? Why do you treasure that item so much? Who do you love so dearly that you would give up that special thing for?

7. The actors love to receive letters from the audience– students and teachers. Tell us what you liked! Draw us pictures. How did the play make you feel? You can send your letters and pictures to us at: Atlantic Coast Theatre For Youth

8297 Champions Gate Blvd. #188 Champions Gate, FL 33896

www.atlantic-coast-theatre.com

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The Gift Of The Magi

National Standards: Kindergarten – 4th Grade (By participating in the Study Guide activities, watching the performance, and encouraging classroom

discussion of the play, your students can meet aspects of several National Education Standards)

NA-T.K-4.6

COMPARING AND CONNECTING ART FORMS BY DESCRIBING THEATRE, DRAMATIC

MEDIA, AND OTHER ART FORMS

• Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance,

music, and visual arts

• Students compare how ideas and emotions are expressed in theatre, dramatic media, dance,

music, and visual arts

NA-T.K-4.7

ANALYZING AND EXPLAINING PERSONAL PREFERENCES AND CONSTRUCTING

MEANINGS FROM CLASSROOM DRAMATIZATIONS AND FROM THEATRE, FILM,

TELEVISION, AND ELECTRONIC MEDIA PRODUCTIONS

• Students explain how the wants and needs of characters are similar to and different from their

own

• Students articulate emotional responses to and explain personal preferences about the whole as

well as the parts of dramatic performances

NA-T.K-4.8

UNDERSTANDING CONTEXT BY RECOGNIZING THE ROLE OF THEATRE, FILM, TELE-

VISION, AND ELECTRONIC MEDIA IN DAILY LIFE

• Students identify and compare similar characters and situations in stories and dramas from and

about various cultures, illustrate with classroom dramatizations, and discuss how theatre

reflects life

• Students identify and compare the various settings and reasons for creating dramas and

attending theatre, film, television, and electronic media productions

NA-M.K-4.9

UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE

• Students demonstrate audience behavior appropriate for the context and style of music

performed

NSS-USH.K-4.1

LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITITES, NOW AND

LONG AGO

• Understands family life now and in the past, and family life in various places long ago

NSS-USH.K-4.4

THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD

• Era 7: The Emergence Of Modern America

NL-ENG.K-12.2

UNDERSTANDING THE HUMAN EXPERIENCE

Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions of human experience

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The Gift Of The Magi

National Standards: 5th – 8th Grades (By participating in the Study Guide activities, watching the performance, and encouraging classroom

discussion of the play your students can meet aspects of several National Education Standards)

NA-T.5-8.6

COMPARING AND CONNECTING ART FORMS BY DESCRIBING THEATRE,

DRAMATIC MEDIA, AND OTHER ART FORMS

• Students describe characteristics and compare the presentation of characters,

environments, and actions in theatre, musical theatre, dramatic media, dance,

and visual arts

• Students express and compare personal reactions to several art forms

• Students describe and compare the functions and interaction of performing and visual

artists and audience members in theatre, dramatic media, musical theatre, dance,

music, and visual arts

NA-T.5-8.7

ANAYZING AND EXPLAINING PERSONAL PREFERENCES AND

CONSTRUCTING MEANINGS FROM CLASSROOM DRAMATIZATIONS AND

FROM THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA

PRODUCTIONS

• Students describe and analyze the effect for publicity, study guides, programs, and

physical environments on audience response and appreciation of dramatic

performances

NA-T.5-8.8

UNDERSTANDING CONTEXT BY RECOGNIZING THE ROLE OF THEATRE,

FILM, TELEVISION, AND ELECTRONIC MEDIA IN DAILY LIFE

• Students describe and compare universal characters and situations in dramas from and

about various cultures and historical periods, illustrate in improvised and scripted

scenes, and discuss how theatre reflects a culture

NSS-WH.5-12.7

ERA 7: AN AGE OF REVOLUTIONS (1830-1914)

NSS-USH.5-12.7

ERA 6: THE DEVELOPMENT OF THE INDUSTRIAL UNITED STATES

• Understands massive immigration after 1870 and how new social patterns, conflicts,

and ideas of national unity developed amid growing cultural diversity

NL-ENG.K-12.2

UNDERSTANDING THE HUMAN EXPERIENCE

Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions of human experience

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ATLANTIC COAST THEATRE FOR YOUTH– The Gift Of The Magi

Florida Sunshine State Standards: Pre-K-2nd Grades (By participating in the Study Guide activities, watching the performance, and encouraging classroom discussion of the play, your students can meet aspects of several standards)

THEATRE

TH.A.1.1

The student acts by developing, communicating, and sustaining characters in improvisation and formal

or informal productions

Creates imagined characters, relationships, and environments using basic acting skills

Creates individually and in groups, animate and inanimate objects through the movement of the human body

TH.C.1.1

The student understands context by analyzing the role of theatre, film, television, and electronic media in

the past and present

Expresses remembered ideas, feelings, and concepts of daily activities through dramatic play

Understands how we learn about ourselves, our relationships, and our environment through forms of theatre

Understands characters, situations, and dramatic media from the stories and dramas of various cultures

TH.D.1.1

The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film, televi-

sion, and electronic media

Portrays imaginary sensory experiences through dramatic play

Gives reasons for personal preferences for formal and informal performances

Understands appropriate audience responses to dramatic presentations

Understands how theater communicates events of everyday life

Understands the similarities and differences between play acting, pretending, and real life

TH.E.1.1

The student understands applications of the role of theatre, film, television, and electronic media in eve-

ryday life

Understands the similarities and differences among how emotions are expressed in theatre, dramatic media,

music, dance, and visual art

Cooperates with others to create formal and informal theatrical works and to solve the problems inherent in

simple scenes

MUSIC

MU.D.1.1

The students listens to, analyzes, and describes music

Understands how music can communicate ideas suggesting events, feelings, moods, or images

MU.E.2.1

The student understands the relationship between music and the world beyond the school setting

Knows appropriate audience behavior in a given music setting

LANGUAGE ARTS

LA.C.1.1

The student uses listening strategies effectively

Listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing

tasks, solving problems, and following rules

Recognizes personal preferences in listening to literature and other material

Retells specific details of information heard, including sequence of events

LA.E.1.1

The student understands the common features of a variety of literary forms

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ATLANTIC COAST THEATRE FOR YOUTH– The Gift Of The Magi

Florida Sunshine State Standards: 3rd-5th Grades

(By participating in the Study Guide activities, watching the performance, and encouraging classroom

discussion of the play, your students can meet aspects of several standards)

THEATRE

TH.A.1.2

The student acts by developing, communicating, and sustaining characters in improvisation and

formal or informal productions

Creates imagined characters, relationships, and environments using basic acting skills

TH.C.1.2

The student understands context by analyzing the role of theatre, film, television, and electronic

media in the past and present

Understands how theatre is an interpretation of actual events in history and everyday life

Understands how theatre reflects culture through universal characters and dramas from various cul-

tures and historical time periods

TH.D.1.2

The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film,

television, and electronic media

Knows how theatre uses visual elements (e.g. set design and costuming), sound (e.g. sound effects

and vocal inflection), and movement (e.g. staging and character portrayal) to communicate

Understands the similarities and differences between real life and the theatre’s representation of life

(e.g. the meaning of the concept, “willing suspension of disbelief”)

Articulates emotional responses to the whole, as well as parts of, dramatic performances

TH.E.1.2

The student understands applications of the role of theatre, film, television, and electronic media

in everyday life

Understands theatre as a social function and theatre etiquette as the responsibility of the audience

Collaborates in the construction of formal and informal productions

MUSIC

MU.E.2.2

The student understands the relationship between music and the world beyond the school setting

Knows and applies appropriate audience behavior in various musical settings

LANGUAGE ARTS

LA.C.1.2

The student uses listening strategies effectively

Listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal

accounts, and informational speeches

Identifies specific personal listening preferences regarding fiction, drama, literary nonfiction, and

informational presentations

LA.E.1.2

The student understands the common features of a variety of literary forms

Identifies the distinguishing features among fiction, drama, and poetry and identifies the major

characteristics of nonfiction

Understands the development of plot and how conflicts are resolved in a story

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ATLANTIC COAST THEATRE FOR YOUTH– The Gift Of The Magi

Florida Sunshine State Standards: 6th-8th Grades

(By participating in the Study Guide activities, watching the performance, and encouraging classroom

discussion of the play, your students can meet aspects of several standards)

THEATRE

TH.C.1.3

The student understands context by analyzing the role of theatre, film, television, and electronic

media in the past and present

Understands how social and universal concepts in various cultures and historical periods are ex-

pressed through universal themes in theatre

Understands the social impact of historical and cultural events on the theatre (e.g., art imitates life,

life imitates art)

TH.D.1.3

The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film,

television, and electronic media

Understands a character in a play through exploration of internal characterization (e.g., emotions and

motivations) and external characterization (e.g., background, posture, mannerisms, and dress)

Understands the relationship of plot, conflict, and theme in a play

Develops criteria for the evaluation of dramatic texts and performances

Understands that theatre experiences involve empathy (e.g., vicarious identification with characters

and actions) and aesthetic distance (e.g., recognition that the play is not real life)

TH.E.1.3

The student understands applications of the role of theatre, film, television, and electronic media

in everyday life

Understands the reasons for personal reactions and audience reactions to various media and multiple

art forms (e.g., staging environment, past experiences, culture)

MUSIC

MU.E.2.3

The student understands the relationship between music and the world beyond the school setting

Understands the uniqueness of music and its importance in society

LANGUAGE ARTS

LA.C.1.3

The student uses listening strategies effectively

Listens and uses information gained for a variety of purposes

Acknowledges the feelings and messages sent in a conversation

LA.C.2.3

The student uses viewing strategies effectively

Determines main concept, supporting details, stereotypes, bias, and persuasion techniques in a non-

print message

LA.E.1.3

The student understands the common features of a variety of literary forms

Recognizes complex elements of plot, including setting, character development, conflicts, and reso-

lutions