MERMAID THEATRE OF NOVA SCOTIA THE RAINBOW FISH€¦ · Rainbow Fish to life with their enchanting...

THE RAINBOW FISHMERMAID THEATRE OF NOVA SCOTIA

CURRICULUM G U I D E

JANUARY 17-18, 2019

Dear Teachers,

Des Moines Performing Arts welcomes you to the Applause Series

performance of The Rainbow Fish, a delightful stage adaptation by

Mermaid Theatre of Nova Scotia of three stories from the beloved

children’s book series written by Marcus Pfister. We thank you for

sharing this special experience with your students and hope that this

study guide helps you connect the performance to your classroom.

This Curriculum Guide is designed to provide information, discussion

topics, activities, and resources to use both before and after the

performance. The materials are meant to help you integrate the show

with learning objectives in many areas of the curriculum.

In the following pages you will find tips about be a good member of

an audience at the Civic Center, contextual information about the

performance and related subjects, as well as a variety of discussion

questions and activities. Some pages are appropriate to reproduce for

your students; others are designed more specifically with you, their

teacher, in mind. We look forward to seeing you and your students at

the Civic Center!

See you at the theater,

Des Moines Performing Arts Education Team

TA B L E O F C O N T E N T S

GENERAL INFORMATIONABOUT DES MOINES PERFORMING ARTS

Page 3

ABOUT THE APPLAUSE SERIESPage 4

CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS

Page 5

THEATER INFORMATIONGOING TO THE THEATHER

Page 6

HOW TO BE AN AUDIENCE MEMBER

Page 7

ABOUT THE SHOWABOUT THE PERFORMANCE

Page 8

ABOUT THE COMPANYPage 9

ABOUT THE AUTHORPage 10

TEACHER LESSONSPages 11-15

ADDITIONAL INFORMATIONRESOURCES AND SOURCES

Page 16

STUDENT PRINTABLESPages i-x

RAINBOW FISH PAGE 2

SUPPORT FOR DES MOINES PERFORMING ARTS EDUCATION PROGRAMS AND THE APPLAUSE SERIES IS PROVIDED BY:

Anderson Erickson Dairy • Arts Midwest • Bradford and Sally Austin • Bravo Greater Des Moines • Clive Community Foundation • DuPont Pioneer • Ernest & Florence Sargent Family Foundation • Gannett Foundation/The Des Moines Register Hy-Vee, Inc. • Iowa Department of Cultural Affairs • John Deere • Judith A. Lindquist Scholarship Fund • Maytag Family Foundation • Richard and Deborah McConnell • McKee • Voorhees and Sease • Meredith Corporation Foundation MidAmerican Energy Foundation • Nationwide • Polk County • Prairie Meadows • Principal • SVPA Architects, Inc. • U.S. Bank • Union Pacific Foundation • Wells Fargo & Co. • West Bancorporation Foundation • Windsor Charitable Foundation and more than 300 individual donors.

T H A N K YO U T O O U R D O N O R ST H A N K YO U T O O U R D O N O R S

BY THENUMBERS3 0 0 , 0 0 0More than 300,000 guests attend performancesand events in our four venues each year

7 5 , 0 0 0DMPA education programs serve more than 75,000 Iowans annually.

5 0 0 , 0 0 0More than half a million students and teachers have attended school-time performances as part of the Applause Series since its launch in 1996.

DES MOINES PERFORMING ARTS

DMPA is central Iowa’s premier not-for-profit performing arts organization.

Guests experience a wide variety of art forms and cultural activities, with presentations ranging from Broadway, comedy, professional dance, to family programming.

DMPA is more than the Civic Center! You can find us at the following spaces:

• Civic Center, 2744 seats

• Stoner Theater, 200 seats

• Temple Theater, 299 seats

• Cowles Commons (outdoor plaza)

PAGE 3RAINBOW FISH

APPLAUSESERIES

T I C K E T T O I M A G I N AT I O NThe Applause Series annually delivers 60 age-appropriate performances for pre-school to high school students. The impact stretches far beyond the Des Moines metro, reaching schools in over 35 Iowa counties. The theater becomes the classroom. One-hour matinees energize students to imagine new ways of creative expression, cultural diversity and even career opportunities.

B E Y O N D T H E S TA G EFor many Applause Series performances, we offer the opportunity for schools to go deeper by exploring an art form or theme that connects with what is seen on stage. Invite a professional teaching artist into the classroom or visit another cultural destination in Des Moines to help students make more meaning of a piece of theater.

Take thousands of Iowa studentsout of their classrooms, place them in a theater, sprinkle the stage with world-class performers,

AND WHAT DO YOU HAVE?

A recipe for learning that reaches new levels of possibility — for students and teachers.

M A K I N G A D I F F E R E N C EEach year, more than 55,000 students and teachers attend an Applause Series performance. The actual cost per person is $8, but thanks to the caring contributions of donors, schools pay just $1 per ticket. By removing the financial barriers to participation, donors introduce a whole new generation to the power of arts in action. That means stronger schools and communities now and in the future.

B R I N G I N G A R T S E D U C AT I O N T O L I F EThe Applause Series is a flagship education program of Des Moines Performing Arts. Since its launch in 1996, more than a half million students and teachers have attended school-time performances as part of the series. You are joining us for the 23rd season of school performances!

PAGE 4RAINBOW FISH

RAINBOW FISH

Double-check that all students, teachers, and chaperones were included in your ticket order. Request an adjustment if your numbers have increased. We want to make sure we have enough seats for you!

Tickets are not issued. Bring a copy of your invoice, which will serve as your group’s “ticket”.

Schedule arrival for 30 minutes prior to the start of the performance. This allows time to park, cross streets, find your seats, and go to the restroom.

Let drivers know that Applause performances are approximately 60 minutes, unless otherwise noted.

Remind chaperones that children under the age of three are not permitted in the theater for Applause Series events.

The Des Moines Civic Center is located at 221 WALNUT STREET, DES MOINES, IOWA

DIRECTIONS FROM I-235: take Exit 8A (Downtown Exits) and the ramp toward 3rd St and 2nd Ave. Turn onto 3rd Street and head south. Police officers stationed at the corner of 3rd & Locust Streets will direct buses to reserved street parking near the Civic Center.

Buses are not allowed to drop groups off in front of the theater. Contact us in advance if there is a special circumstance.

Buses remain parked for the duration of the show. Drivers must be available to move the bus immediately following the performance.

Personal vehicles are responsible for securing their own parking on a nearby street or in a downtown parking ramp.

PAGE 5

FIELD TRIP INFORMATIONWE WANT YOUR FIELD TRIP TO BE SAFE AND SUCCESSFUL!

Please read below for important tips and details to ensure a great day.

G E T O R G A N I Z E DG E T O R G A N I Z E D

DIRECTIONS/PARKINGDIRECTIONS/PARKING

An usher will greet you at the door and ask for your school name. Adults will be asked to show proper identification (such as school IDs or visitor badges as applicable) at the door.

Each group will be assigned a specific location in the theater based on various factors. An usher will escort you to your section.

Your school may be seated in multiple rows. Adults should position themselves throughout the group.

Allow ushers to seat your entire group before rearranging student seats or taking groups to the restroom. This helpsus seat efficiently and better start the show on time.

Adults are asked to handle any disruptive behavior in their group. If the behavior persists, an usher may request your group to exit the theater.

Please wait for your group to be dismissed by DMPA staff prior to exiting the theater.

We are happy to help!

Please contact us at:[email protected]

A R R I VA L / S E AT I N GA R R I VA L / S E AT I N G

I N T H E T H E AT E RI N T H E T H E AT E R

Q U E S T I O N S ? Q U E S T I O N S ?

TEACHER GUIDE

RAINBOW FISH

I N T H E T H E AT E R

Do not bring food, drinks or chewing gum into the theater.

Remind the grown-ups with you to turn off and put away cell phones

and other electronics that might light up or make noise before

the performance begins.

Respect the theater. Each seat holds many people each year and can’t

handle lots of bouncing up and down! Keep your feet on the floor

(not on the chair in front of you) and your bottom in the chair.

When the house lights dim, the performance is about to begin.

Time to zip your lips and turn your listening ears on.

You can remind people near to you with a quiet shh if they are being

noisy - but be careful not to make an even bigger disruption.

Use the restroom before the performance or wait until the end. If it is an

emergency, quietly tell one of the grown-ups near to you and they will help

you safely leave the theater.

If you are separated from your group or have an emergency, find a person

who has black pants and a gold name-tag to help you! They are the

ushers and can use their radio to make sure you get back to the

right spot.

Have a fun time!

T H E AT E R E T I Q U E T T ET H E AT E R E T I Q U E T T E

THE THEATER IS DESIGNED TO MAGNIFY SOUND. (even whispers can be heard!)

GOING TO THE THEATER

PAGE 6

WE ARE EXCITED TO WELCOME YOU TO A PERFORMANCE TODAY!

It is so fun and special to see a show with real people and music instead of watching on a screen. It is different than watching a movie at home because at the theater the audience has an important job to do to make the performance the best!

D I D YO U D I D YO U K N O W ?K N O W ?

E T I Q U E T T E means how to

behave politely in a special situation

N O WAY !save your lunchand your phone calls for before

or after the show

JEFF

W E ’ R E H E R E T O H E L P ! our ushers can

answer your questions!

RAINBOW FISH

What is the mood of the artists?

Are they happy & smiling

or wearing serious

faces? What k

ind of show

is this?

A music

al or c

oncert?

A dance perfo

rmance

or a play?

What are the people around you doing? Are your grown-ups

watching the stage quietly or stomping to the beat or dancing?

What are the performers asking the audience to do?

Do they want people to clap along & get up? Or do you think they

need quiet to concentrate on their hard work?

YO U R J O B A S A N A U D I E N C E M E M B E RAs you experience the performance, ask yourself the following questions:

HOW TO BE AN AUDIENCE MEMBERWhen people are on stage performing they can hear and see the audience. The audience has the job of making sure the actors or dancers or singers know that you are paying attention and enjoying the performance. Sometimes the right thing is to clap and shout out. Sometimes the best way to show you are having a good time is by sitting quietly with your hands in your lap.

PAGE 7

How do you know when to clap?

Is the audience waiting until the very

or is there a break in the performance

where others are clapping too?

H O W W I L L YO U G E T T O T H E T H E AT E R ?

RAINBOW FISH

ABOUT THE PERFORMANCEMarcus Pfister’s book The Rainbow Fish is the beloved story of the fish with silver scales and heart of gold who learns to share his most prized possession. Mermaid Theatre of Nova Scotia brings the story of The Rainbow Fish to life with their enchanting puppetry. The Rainbow Fish production will include an original stage adaptation of Marcus Pfister’s colorful story as well two of the author’s companion tales, Rainbow Fish Discovers the Deep Sea and Opposites. The stories are retold on stage using black light puppetry, which enables the puppets and props to appear as if animated on their own.

R u n T i m e : A p p r o x . 6 0 m i n u t e s


THE STORIEST H E R A I N B O W F I S H

The Rainbow Fish tells the story of the most beautiful fish in thesea, whose scales shimmer in all the colors of the rainbow. He isadmired by the entire underwater world, and the other fish dreamof owning one of his magnificent shiny scales. When he is unwilling to give any of them away, he becomes the loneliest fish in the ocean. Following the advice of a clever octopus, he gives each fish one of his scales. The more he shares, the happier he becomes.

PAGE 8

Mermaid Theatre productions are “non-shushing” shows. Students are encouraged to clap or laugh when they see something they like.

Tip: Make sure when you making noise that it is helping the story instead of making it hard for other people to have a nice time.

Hallager

R A I N B O W F I S H D I S C O V E R S T H E D E E P S E A

Rainbow Fish Discovers the Deep Sea highlights further adventures of our favorite fish. When his last glittering scale falls off and sinks down into the deep sea, Rainbow Fish finds the courage to follow it into the great unknown, discovering a new world with wonderful sights and friendly creatures of all shapes, sizes and colors that are eager to make his acquaintance.

O P P O S I T E S

Opposites uses striking images from Rainbow Fish’s underwater wonderland to introduce very young children to the concept of opposites such as up/down, in/out, over/under, big/little, long/short. There is a surprise at the story end, with the most satisfying opposite of all—give and take—as Rainbow Fish shares one of his shining scales with a friend.

A N O N - S H U S H I N G S H O W

www.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-lifewww.cmhouston.org/black-light-up-my-life

RAINBOW FISH PAGE 9

ABOUT THE COMPANYMERMAID THEATRE OF NOVA SCOTIA ranks among North America’s most respected creators of theatre for children. In its more than 40 years of work, nearly four million young people around the world have delighted in Mermaid’s unique adaptations of children’s literature.

LITERATURE & THE ARTS Mermaid Theatre believes that young people benefit from early exposure to literature, the arts, and the power of the imagination. They work to produce quality theater — entertaining, informative, and stimulating to all the senses— along with the goal of encouraging literacy and generating enthusiasm for the art of reading.

HOW THEY DO ITMermaid Theatre of Nova Scotia’s creative, visually striking production makes it seem as if the pages of the storybooks have come to life right on the stage! To accomplish this, they used a variety of the theater techniques; keep an eye out for them during the show!

AROUND THE WORLDMermaid Theatre is from Nova Scotia, Canada. They provide important educational outreach throughout Nova Scotia, including school visits and their Institute of Puppetry Arts based in Windsor, Nova Scotia.

Mermaid Theatre has represented Canada in Japan, Mexico, Australia, England, Northern Ireland, Holland, Scotland, Wales, Hong Kong, Macau, Singapore, South Korea, Taiwan and Vietnam! Nova Scotia, shown here in yellow, is located on Canada’s southeastern coast.

PUPPETRYThe show employs a variety of puppetry styles—including rod, full-body, and hand puppets—to tell the three stories. Amazingly, all of the puppets and scenic elements are manipulated by just a few puppeteers.

BLACK LIGHTPart of the visual magic of this production comes from the use of black light, which allows only certain elements onstage to be seen by the audience. The puppets and scenery are painted with fluorescent paint, which glows in the dark under ultraviolet light (also called black light). Under black light, anything black becomes invisible. During the show, the puppeteers will be on stage as they work with the puppets. They wear black clothing and black masks and perform in front of a black wall. This makes them almost invisible to the audience and allows them to execute all kinds of visual illusions with the puppets; they can make them seem to float, swim, disappear, shrink, grow, and more.

Check out this video to learn more about how black lights work!

Government of Nova Scotia

The Varmouth County Vanguard

RAINBOW FISH PAGE 10

ABOUT MARCUS PFISTER The sweet message of The Rainbow Fish series has resonated with children, parents, teachers, librarians, and readers around the world.

ABOUT MARCUS PFISTER, AUTHORMarcus Pfister was born July 30, 1960, in Bern, Switzerland. After attending the Bern School of Art, he became a graphic designer, first at a publicity agency, and then as a freelance artist. He published his first picture book, The Sleepy Owl, in 1986. He then dedicated himself exclusively to children’s books, with 49 books currently published. The people who published The Sleepy Owl wanted Marcus to write more books that were like that one because they liked it so much. Can you see how he started to think of the idea for Rainbow Fish?

AND THE STORY OF RAINBOW FISH

R A I N B O W F I S H C A N S P E A K :Arabic, Cambodian, Catalan, Chinese, Croatian, Danish, English, Faroe, Friesian, German, Greek, Hebrew, Hungarian, Icelandic, Irish, Japanese, Korean, Ladin, Norwegian, Papiamento, Persian, Polish, Spanish, Swedish, Swiss-German, Slovenian, Tagalog, Thai, Turkish, Vietnamese

The Rainbow Fish was published in 1992 and was a big success, inspiring a series of books recounting the adventures of this colorful character.

Since then, the Rainbow Fish books have been translated from the original German into more than 50 languages, have won lots of awards and have sold 30 million copies worldwide!

Rainbowfish.us

marcuspfister.ch

Watch a video of actor, Ernest Borgine, reading

The Rainbow Fish for the Storyline project.

THE MESSAGE

Marcus Pfister, author, says of Rainbow Fish: “Rainbow Fish has no political message. The story shows us the joy of sharing. We all enjoy making presents for Christmas or birthdays and we are feeling good doing so. I want to show to our children the positive aspect of sharing: To share does not only mean to give away something (which is quite hard for a child), but above all to make happy someone else - and itself”

https://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=enhttps://www.youtube.com/watch?v=r9mryuEKkKc&vl=en

RAINBOW FISH

AFTER THE PERFORMANCER E F L E C T I O N 1 :G E N E R A L T H O U G H T S

1. Did you like the show? Why? 2. What were some things you noticed during the show? 3. What were some things that surprised you about the show? 4. How was seeing the stories in the show different from reading the stories in books? 5. How was it the same?

DISCUSSION

PAGE 11

R E F L E C T I O N 2 :C O M I N G T O T H E T H E AT E R

1. What was your favorite part about the trip to the theater? 2. Did anything surprise you? Was there anything that you’d like to do differently on your next trip?

WITH MY LITTLE EYE WITH MY LITTLE EYE E Y E S P YE Y E S P Y

P U P P E T S1. Were you able to see the puppeteers at all during the show? Why or why not? 2. What did the puppets look like? What kind of colors were they?3. How do you think the different puppets were made? 4. If you could ask the puppeteers a question, what would it be?(You may email student questions to Mermaid Theatre at [email protected]. They are great at responding!)

WRITE US A WRITE US A L E T T E R !L E T T E R !

Dear

Write a sentence or two about you – your name, age or grade to introduce yourself!

(If you get stuck, here are some sentence starters to get you thinking: )

My favorite part of the show was…

While watching the show I felt… because …

I have drawn a picture of the scene when…

This experience was special because …

Sincerely,

(your name)

Follow our template to the right to get started.

Once completed, mail the letters to us and we’ll make sure they get to the right people.

Des Moines Performing Arts Attn: Education Department 221 Walnut Street Des Moines, IA 50309

If you’d prefer to email us a batch of letters, that’d be great too! Our email address is: [email protected]

We’ll do our best to send your class a reply!

DATE


CONNECTING WITH ARTLESSON 1: SCHOOL OF FISH O b j e c t i v e : Students will use the art activity to reinforce the message of Rainbow Fish that everyone is different, everyone is special, and that different people working together can create something beautiful.

M a t e r i a l s : The Rainbow Fish book, paper fish scale for each student (page i), craft materials for decorating the scales (markers, crayons, glitter, foil, sequins, construction paper, felt, and glue), a large sheet of butcher paper with the outline of a fish (page ii). You might chose to place the fish image on the overhead or Elmo to enlarge and trace to your preferred size.

L e s s o n P l a n : Read The Rainbow Fish to the class, discussing the ideas of difference, uniqueness, sharing and kindness. Then give each student a paper fish scale. Next, choose of the options for your fish project.

O P T I O N 1 : O T H E R F I S H I N T H E S E A Have each student decorate their scale with information about themselves using pictures and/or words. (You can even have students bring in pictures of themselves, family and friends, special places, etc. to use to decorate their scales.) Paste everyone’s scales on the large fish. Display the decorated fish throughout the year to reinforce with your students the idea that they are a community with lots of wonderful differences.

O P T I O N 2 : S C H O O L O F K I N D N E S S Display the Rainbow Fish in your classroom along with copies of scales for students’ use. When a classmate does something kind for another member of the school community they can add a scale to the School of Kindness. Students can decorate their own, create a friendship scale for another member of the class, or can report a kindness that they spotted at school. Soon Rainbow Fish will be covered with pretty scales of kind deeds!

LESSON 2: A CLOSER LOOK AT THE ART OF MARCUS PFISTERO b j e c t i v e : Students will research how Marcus Pfister illustrates The Rainbow Fish books and work on an art project using the same techniques. Note: As this may be a more involved art project, perhaps your building art teacher may be available or willing to collaborate!

M a t e r i a l s : Article on Marcus Pfister’s illustrations (page iii), watercolor paper, watercolor paints,pencils and color pencils, metallic sharpies, glitter glue or tinfoil, and glue sticks

L e s s o n : Have students read the short article on Marcus Pfister’s illustrations and list the steps in his illustration process. Students may want to complete this step in pairs or as a large group. Take a few minutes as a class to focus on the illustrations in the book and how his process might be spotted in the finished book. After they understand how he makes his art, ask students to create a painting in the same style, inspired by Rainbow Fish, using the steps they have outlined.

Since we do not have a hot foil stamp we have to use something else to get our shiny scales! Students might want to use a metallic sharpie sparingly on their page to color some scales, a dab of glitter glue or even a small sheet of tin foil cut into shapes and glued onto the drawing to create underwater shine!


CONNECTING TO MATH

www.amazon.com/Jazzstick-Glitter-Horse-Scrapbook-Sticker/dp/B01CX2M51Y


L E S S O N 1 : O N E F I S H , T W O F I S HO b j e c t i v e s : Student will use fish bowls (page iv) and fish manipulatives to practice counting and number recognition (Pre-K) or addition skills (1-2)

M a t e r i a l s : Laminated copies of fishbowls (page iv), fish manipulatives or stickers.

A c t i v i t y : Students will use fishbowls (page iv) and fish manipulatives - we like Goldfish crackers or gummy fish for a whole group seat work - to illustrate the number or problem described. It might be easier to use fish stickers if the work will be at centers for multiple days, we like these glittery sea creatures; they can be laminated for re-use on a clear vellum sheet.

Teachers will write numbers or simple addition problems on each bowl leaving space for students to lay out the number of fish required. If creating addition problems it may be useful to give students dry erase markers for recording their answers on the bottom of the bowl.

L E S S O N 2 : C H A R T I N G N E W WAT E R S O b j e c t i v e s : Students will collect data about how children in the class are different or the same by creating a graph or chart. Discussion will connect to The Rainbow Fish, in that having different attributes or opinions make us unique and can be appreciated.

M a t e r i a l s : Chart paper or access to computer with internet connection. https://nces.ed.gov/nceskids/createagraph/default.aspx is a good website for chart building.

A c t i v i t y : Students can act as data collectors, using a set of questions to inquire of their classmates or other members of the school community. Alternatively, this activity can be teacher led and created as a class. Remind students that whenever we collect information using a system that information can be called data. Data, is something that mathematicians and scientists use all the time in their work.

Some questions that students might like to research:

Students can connect to Rainbow Fish by asking questions related to the themes.

It might be useful to stick to a question or two a day or to limit questions to multiple choice responses for clarity. Students can use sticky notes to report their data or responses or can sign their name on the chart paper to indicate their preference. Teachers can either use the chart paper as the final product or take the information into excel or the nces site as a summary of findings.

• What kinds of pizza toppings do people prefer?

• How many siblings do people have?

• What is their favorite type of pet?

• Do people think it was fair for Rainbow Fish to have to give away his shiny scales?

• Would they have given a scale to the little blue fish?

• Who would they ask for advice if they had a problem, like the Octopus in The Rainbow Fish?

• What would they do if they lost something precious to them?

• Would they feel happy with something that was a replacement or only the real thing?

RAINBOW FISH

https://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qqhttps://padlet.com/education40/ilkz2r3pb6qq

https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22 https://padlet.com/education40/snbz7d6g8z22

PAGE 14

CONNECTING TO LITERACYL E S S O N 1 : P U P P E T T H E AT E R P E R F O R M A N C E O b j e c t i v e : Students will practice fluency and expression using the Reader’s Theater Script (page v-vi).

M a t e r i a l s : Copy of Reader’s Theater Script and highlighters

A c t i v i t y : Teachers may assign students parts as labeled or alter the script to include a whole class production of readers. Remind students to think about the expression that their character would use and the clarity and volume required to reach audience members.

E x t e n s i o n : Students may wish to create puppets of their own to stage their production. Students are encouraged to use the fish templates (page vii) to create their characters and popsicle sticks to animate their fish. These puppets are similar to the rod style puppets used in The Rainbow Fish instead of the puppet fitting over the puppeteer’s hand.

T i p : Cut out the front of a cardboard box or large shoe box to make a puppet stage. Decorate the theater with whatever craft materials you have handy!

L E S S O N 2 : R A I N B O W F I S H B O O K C L U B O b j e c t i v e : Students will respond to discussion questions connected to The Rainbow Fish and Rainbow Fish and the Deep Sea.

M a t e r i a l s : Copies of both texts, discussion questions (page viii), and post-it notes. Teachers may want to print the questions for small groups and can use a Padlet to record responses from groups as appropriate to technology skills and availability, post-it notes

A c t i v i t y : Have student’s divide into book club groups or lead a whole class exercise with discussion questions. Students can record their responses on Padlet and should be prepared to support their answers with evidence from the text. Have students designate a person in charge of locating the evidence in the text and marking the location with a post-it note labeled with the question.

Padlet Rainbow Fish Discovers the Deep Sea (click here):

Padlet Rainbow Fish (click here):


CONNECTING TO SCIENCE



WA I T…T H E R E ’ S A R E A L R A I N B OW F I S H ? !

Rainbow fish are a family of small freshwater fish that get their name from their bright, iridescent colorations that change shades in different light settings.


Tech Tip: You can select what groups of animals you’d like to see featured - check “Ocean” in the left menu to narrow down what your students can select from for research.

Extension for 1st and 2nd graders:Assign each student an ocean creature featured on the National Geographic site. Students will be asked to create a short presentation about their fish or ocean animal to share with the class.

Students might respond by making a poster with an illustration (template on page x) with a few key details from the video, or make a short video of their own, create a slideshow with pictures, or even use thinglink (thinglink.com) to give the class some facts about their animal. At the end of the unit students can share their results at a “Desk Museum” and invite other classes to walk through. Each student will have their completed ocean project on their desk or table and be ready to act as docents to museum go-ers about what they created!

https://kids.nationalgeographic.com/animals/

O b j e c t i v e : : Students will research ocean creatures and create responses to share their learning.

M a t e r i a l s : Research sheet (page ix), pencils, access to computer with internet connection, other materials will depend on student project choice.

A C T I V I T Y 1 : R E A L L I F E R A I N B O W F I S H ! Preschool and kindergarten students will need to complete the reading as a class with teacher guidance, while 2nd graders may find they can read and respond in small groups with some vocabulary support.

Students can keep track of the Rainbow Fish Facts by completing the chart on page ix of the Resource Guide and share their learning.

A c t i v i t y 2 : W E L C O M E T O T H E D E S K M U S E U MUse the excellent resources at National Geographic Kids site to learn all about ocean fish and animals. The site provides short videos and fact sheets about a variety of animals. Teachers may chose to watch a few each day, filling out the research chart (page ix) together (Pre-K-K) or in small groups (1-2).

https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/https://www.petguide.com/breeds/fish/rainbowfish/R e a d a l l a b o u t t h e r e a l r a i n b o w fi s h h e r e !

petguide

RESOURCES AND SOURCESBooks to Explore

N o r r i s t h e B e a r w h o S h a r e d b y C a t h e r i n e R a y n e rThough he is so much bigger and stronger than the mouse and raccoon, Norris the bear decides to share, making two new friends in the process. Grades Pre-K-K.

B l a c k ? W h i t e ! D a y ? N i g h t ! : A B o o k o f O p p o s i t e s b y L a u r a Va c c a r o S e e g e r .This lift-the-flap book allows children to make predictions about each word’s opposite. Grades Pre-K-2.

D i f f e r e n t i s A w e s o m e b y R y a n H a a c kA little boy, born with one hand, shows the other children that we’re all different in one way or another, but that differences make us special and unique. Grades 1-2.

I ’ m t h e B i g g e s t T h i n g i n t h e O c e a n ! b y K e v i n S h e r r yA giant squid goes around bragging about how he’s the biggest creature in the ocean...until he comes face to face with a hungry whale. Grades Pre-K-2.

J o n a t h a n a n d M a r t h a b y P e t r H o r a c e kTwo lonely worms meet and get tangled together while fighting over a pear, until they learn to share. Grades Pre-K-1.

L i t t l e B l a c k F i s h b y S a m a d B e h r a n g i , i l l u s t r a t e d b y F a r s h i d M e s g h a l iAn Iranian children’s story about a brave little fish who leaves the pool and swimsall the way to the sea, where he encounters wonders, danger, and beauty. Grades K-3.

L i t t l e Q u a c k ’ s N e w F r i e n d b y L a u r e n T h o m p s o n , i l l u s t r a t e d b y D e r e k A n d e r s o nApproached by a friendly little frog, a group of ducklings discover that we don’t all have to be the same to have fun together. Grades 1-2.

S w i m m y b y L e o L i o n n iA clever little fish uses shows the other fish the power of ingenuity and teamwork. Grades Pre-K-2.

W h o e v e r Y o u A r e ( R e a d i n g R a i n b o w B o o k s ) , b y M e m F o xThis picture book celebrates the world’s diverse cultures—both our similarities and our differences. Grades Pre-K-2.

WEBSITES

A c a d e m y A w a r d - w i n n i n g a c t o r E r n e s t B o r g n i n e r e a d s T h e R a i n b o w F i s hwww.youtube.com/watch?v=r9mryuEKkKcM a r c u s P fi s t e rwww.marcuspfister.chM e r m a i d T h e a t r e o f N o v a S c o t i awww.mermaidtheatre.ns.ca

T h e P u p p e t r y H o m e P a g ewww.sagecraft.com/puppetryT h e R a i n b o w F i s h w e b s i t ehttps://rainbowfish.us

RAINBOW FISH

PAPER FISH SCALE

i

CONNECTING WITH ART (PAGE 12)

RAINBOW FISH

FISH OUTLINE

ii


RAINBOW FISH

MARCUS PFISTER’S ILLUSTRATIONS

iii


RAINBOW FISH

rainbowfish.us

CREATING THE ILLUSTRATIONS Marcus Pfister’s books are known for their vibrant illustrations like The Rainbow Fish. Find out more about how he creates the undersea world of Rainbow Fish in this article!

MAKING RAINBOW FISHWith The Rainbow Fish books, Marcus wanted to find a way to make Rainbow Fish stand out from the other fish. If having brightly colored scales were the only thing special about Rainbow Fish, then all of the other fish would have to be made to look very drab. So he looked for something that would clearly set Rainbow Fish apart from the other fish in the sea—a feature that underlined how special his glittering scales were. That’s when he remembered a technique he worked with when he was a graphic artist, called hot foil stamping. This process is done as the final step of an illustration. Marcus traces one part of the picture with a black marker and covers it with a transparent film. This part of the picture is then stamped with the holographic foil after the pages are printed and before they are bound together.

THE PROCESSMost of the time, he works in watercolor. Like most illustrators, he starts by making rough sketches. Then he stretches the watercolor paper over a wooden board so it won’t shrink as the watercolor dries. From there, he copies the rough sketches onto the paper in pencil. Now the surface is ready for painting. For his backgrounds he uses wet paint on wet paper to create a softer effect. For the details, he first lets the painting dry, then paints the final picture, layer by

layer. When the illustration is complete he cuts the paper from the wooden board.

FISH BOWL

iv

CONNECTING TO MATH (PAGE 13)

RAINBOW FISH

READER’S THEATER

v

CONNECTING TO LITERACY (PAGE 14)

RAINBOW FISH

Reader’s Theater Script for The Rainbow Fish (for ten parts)

N O T E F O R T E A C H E R : Divide Narrator 1, 2 & 3 to have up to 24 parts.

C A S T : Narrator 1, 2, 3, Rainbow Fish, Purple Fish, Orange Fish, Little Blue Fish, Yellow Fish,

Starfish, Octopus

Narrator 1: A long way out in the deep blue sea there lived a fish. Not just an ordinary fish, but the

most beautiful fish in the entire ocean.

N2: His scales were every shade of blue and green and purple, with sparkling silver scales among

them. The other fish were amazed at his beauty.

All: They called him Rainbow Fish.

Purple Fish: “Come on, Rainbow Fish,”

Orange Fish: “Come and play with us!”

N3: But the Rainbow Fish would just glide past, proud and silent, letting his scales shimmer. One

day, a little blue fish followed after him.

Little Blue Fish: “Rainbow Fish, wait for me! Please give me one of you shiny scales. They are

so wonderful, and you have so many.”

Rainbow Fish: “You want me to give you one of special scales? Who do you think you are?” “Get

away from me!”

N1/N4(if dividing into whole class parts): Shocked, the little blue fish swam away. He was so

upset; he told all his friends what had happened. (All fish talk together.)

N2: From then on, no one would have anything to do with the Rainbow Fish. They turned away

when he swam by.

N3: What good were the dazzling, shimmering scales with no one to admire them? Now he was

the loneliest fish in the entire ocean. One day he poured out his troubles to the starfish.

RF: “I really am beautiful. Why doesn’t anybody like me?”

Starfish: “I can’t answer that for you, But if you go beyond the coral reef to a deep cave you will

find the wise octopus. Maybe she can help you.”

READER’S THEATER (con’t)

vi


RAINBOW FISH

N1: The Rainbow Fish found the cave. It was very dark inside and he couldn’t see anything. Then

suddenly two eyes caught him in their glare and the octopus emerged from the darkness.

Octopus: “I have been waiting for you. The waves have told me your story. This is my advice.

Give a glittering scale to each of the other fish. You will no longer be the most beautiful fish in the

sea, but you will discover how to be happy.”

RF: “I can’t… Give away my scales? My beautiful shining scales? Never. How could I ever be

happy without them?”

N2: Suddenly he felt the light touch of a fin. The little blue fish was back!

Little Blue Fish: “Rainbow Fish, please, don’t be angry. I just want one little scale.”

RF: “Only one very, very small shimmery scale. Well, maybe I wouldn’t miss just one.”

N3: Carefully, the Rainbow Fish pulled out the smallest scale and gave it to the little fish.

LBF: “Thank you! Thank you very much!”

N3: The little blue fish bubbled playfully, as he tucked the shiny scale in among his blue ones. A

rather peculiar feeling came over the Rainbow Fish. For a long time he watched the little blue fish

swim back and forth with his new scale glittering in the water.

N1: The little blue fish whizzed through the ocean with his scale flashing, so it didn’t take long

before the Rainbow Fish was surrounded by the other fish.

Yellow Fish: Please, Rainbow Fish! May I have a glittering scale too! I will share my shell with

you!”

All Fish: “Rainbow Fish, can we all have a glittering scale!”

N2: The Rainbow Fish shared his scales left and right. And the more he gave away, the more

delighted he became. When the water around him filled with glimmering scales, he at last felt at

home among the other fish.

N3: Finally, the Rainbow Fish had only one shining scale left. His most prized possessions had

been given away, yet he was very happy.

Fish: “Come on Rainbow Fish, come and play with us!”

RF: “Here I come!”

N1: Happy as a splash, he swam off to join his friends.

FISH TEMPLATES

vii


RAINBOW FISH

BOOK CLUB QUESTIONS

viii


T H E R A I N B O W F I S H

• How was Rainbow Fish di�erent from the other fish?• What did Rainbow Fish do when the blue fish asked him to give him one of his scales? Do you think he did the right thing? How did it make the other fish feel?• Was it selfish for the other fish to ask Rainbow Fish to share all of his shiny scales?• Octopus told Rainbow Fish that having friends is more important than being beautiful. Do you agree? Why?• Did you ever have something that someone else wanted? What was it? Did you share it? Why or why not? If you were forced to share it, how did it make you feel? Happier? Sadder? Angry?• Who are some of your friends? What do you like to do together?• What does it mean to be a good friend?• Everybody is di�erent and special in some way. What would you say is most special about you?

R A I N B O W F I S H D I S C O V E R S T H E D E E P S E A

• How did Rainbow Fish and Octopus feel about going down into the deep, dark ocean?• When Rainbow Fish went down into the deep sea to find the scale he dropped, what did he see and whom did he meet? Was the deep sea at all like Octopus said it would be?• Rainbow Fish saw a lot of animals in the deep sea that were di�erent from any of the animals he’d ever seen before. How did he feel when he saw these new creatures? Scared? Surprised? Curious?• How did the deep sea animals treat Rainbow Fish?• Did you ever do something you were afraid to do? What was it? How did you feel after you did it? Were you less scared?

RAINBOW FISH

RAINBOW FISH

RESEARCH SHEET

ix

WHAT I WANT TO KNOW WHAT I LEARNED WHAT I STILL WONDER

CONNECTING TO SCIENCE (PAGE 15)

RAINBOW FISH

POSTER TEMPLATE

x

CONNECTING TO SCIENCE (PAGE 15)

M Y O C E A N C R E AT U R E I S

H E R E I S W H AT I T L O O K S L I K E :

S I X FA C T S A B O U T M Y C R E AT U R E

MERMAID THEATRE OF NOVA SCOTIA THE RAINBOW FISH€¦ · Rainbow Fish to life with their enchanting...

Documents

Transcript of MERMAID THEATRE OF NOVA SCOTIA THE RAINBOW FISH€¦ · Rainbow Fish to life with their enchanting...