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Welcome! We are so excited that you are able to join us for the 2017-18 Bemis Education Series. Throughout this season we will celebrate and recognize generations who have paved the way and those yet to come. Join us as we explore the cultures, experiences and memories that have influenced and shaped us as individuals. With each unique performance we will learn, live and hope while we grow together through the performing arts.

We look forward to telling each unique story and providing a platform for expression through the arts. From lesson ideas and professional development workshops to backstage tours, allow us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or

[email protected].

INSIDE THIS GUIDEWelcome 3Standards 4About 5Lesson Plans 6Discover the Arts 7In the Spotlight 10Resource Room 16

ArtsPower’s Production of

BISCUIT

Tuesday, October 24, 2017

9:30 a.m. |12:30 p.m.

Run Time: Approx. 55 minutes

Grades: Pre K – 3

WELCOME TO THE FOX CITIES P.A.C.We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, so it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance!

•Important things to remember: •Student backpacks, gum, drinks and food are not allowed in the theater.•Cell phones should be turned off and stowed. •Note that recording or taking photos in the theater is strictly prohibited; however, photos may be taken in the lobby. •It’s a long way down – please do not drop items off balconies.

This study guide was created for you by the Education Team as a part of The Boldt Company Beyond the Stage Education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com.

Questions about your show reservation? Contact our education sales team at [email protected] call (920) 730-3726.

ENJOY THE SHOW!

INFORMATION FOR TEACHERS

Be prepared to arrive early – You should plan on arriving to the Center 30 minutes before the show. Allow for travel time, parking and trips to the restroom.

Know your needs – To best serve the needs of you and your students, please indicate in advance if you have individuals who require special services or seating needs upon making your reservation.

Seating – Seating is based on a number of factors including when the reservation is made, size of group, students’ ages and any special seating needs.

•The Center has over 153,076 gross square footage (approx. the same as three football fields!).

•There are a total of over 230 plumbing fixtures!

•It required 75 million pounds of concrete to build the Center. Some of the walls are up to three feet thick to help muffle outside sound.

DID YOU KNOW?

http://www.foxcitiespac.com/

mailto:[email protected]

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726

WISCONSIN ACADEMIC STANDARDSTo assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTS READING/LITERATURE: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves and of others.

ORAL LANGUAGE: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

MUSICTHE ARTS: Students in Wisconsin will relate music to other arts and disciplines outside the arts.

HISTORY AND CULTURE: Students in Wisconsin will relate music to history and culture.

SOCIAL STUDIESGEOGRAPHY: Students in Wisconsin will learn about geography through the study of the relationships among people, places and environments.

HISTORY: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships and analyze issues that affect the present and the future.

BEHAVIORAL SCIENCES: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

THEATER PLAY READING AND ANALYSIS: Students in Wisconsin will attend live theater and read plays, be able to analyze and evaluate the play and articulate (create meaning from) the play’s message for individuals and society.

RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.

PBIS (POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS) Supplemental material to the school’s framework for developing and reinforcing constructive behavior in classrooms to create a positive climate for learning.


ABOUT THE COMPANY ArtsPower has created and premiered 30 new musical and dramas since their start in 1985. They have lightened the hearts and minds of more than 13 million children and adults by bringing their performances directly to young people through regional theaters, cultural centers, auditoriums and schools throughout 49 states and the District of Columbia.

ArtsPower’s mission is to bring inspiring theater to America’s children that feeds their intellect while enhancing the cultural life of their communities, giving children and parents hope, and providing them with powerful examples of how to be kindhearted and fair minded members of society. With a goal of actively engaging and challenging children to think more creatively, feel more deeply and react more compassionately, the company works closely with a number of America’s most beloved authors to create meaningful performances for young people.

ABOUT THE SHOW Little Girl is thrilled when she receives Biscuit as a birthday present, but will this rambunctious puppy learn how to behave and accept being part of the family? Based on the iconic series of books by Alyssa Satin Capucilli and illustrator Pat Schories, ArtsPower’s popular musical features a frolicking little puppy who loves exploring, making new friends, and even stirring up some mischief. With more than 17 million books in print, Biscuit is a modern classic.


LESSON ONE: RESPONSIBILITY OBJECTIVE: Students will learn about the importance of responsibility as they are introduced to the story of “Biscuit” and observe the Little Girl displayed when taking care of her puppy.

MATERIALS “Biscuit” by Alyssa Satin CapucilliResponsibili- Tree handout Scissors and drawing utensils

OPENING DISCUSSION What is responsibility? Responsibility is doing the right thing at the right time, so others can trust and depend on you. It is also being accountable for what you do in your actions and behavior. How can you show responsibility? Today we are going to explore ways that we can show we are responsible.

WARM UP • Gather students in a circle and ask for ideas on ways their families show they care for them. Allow

students time to share. • Hugs & kisses • Treats • Spending time

• Ask students what ways them might show their pet that they care for them? Allow students time to share.

• Explain that today they are going to read a story about a little girl who is taking care of her puppy and getting him ready for bed. What might be some things we see her doing in the book? Write students’ ideas on the board for reference.

• Giving treats • Giving water• Telling a story • Making his bed • Hugs and kisses • Turning a night light on

DID YOU KNOW?Do you love dogs? Looking after pet is an important job and something the requires their owners to demonstrate responsibility, kindness and generosity. People and animals need very similar things to be safe, healthy, happy and loved. Just like you, a dog needs food, water, shelter, grooming, health care and love.

Puppies have a lot to learn, one of the most important lessons being the language of their owner! Just like a new baby, a puppy must learn what words mean and they have to listen for a long time to fully understand. If you were learning a new language, you wouldn’t understand what the words meant until you were told or shown what they were meant. Puppies are the same way! A dog does not understand the word “sit” until someone shows him. An owner might have to show or help him several times, but eventually he will learn just like you did when you learning how to speak.

Source: loveyourdog.com


• Once you have provided students a time to share, show them the cover of the book “Biscuit” by Alyssa Satin Capucilli. Point out the puppy on the front cover and explain that his name is Biscuit and he is owned by a young girl.

• Ask students what they think a puppy might do when he wants something? Provide students with time to share.

• Explain that Biscuit chooses to bark - “woof woof!” when he would like something. • Ask students if they can share with you what this might sound like.

• Share with students that as you read the story, they will join in with Biscuit on the “woof woof!” • Practice with students to find the proper way to respond and work with them to be unified

in their response (i.e. starting and ending together). • As you read through the book, note each activity the students predicted in the story if/when it

occurs and cue them when it is their turn to join in with their response.

ACTIVITY • Ask students to share things they are responsible for in their homes. Chores, pets, younger siblings,

homework, etc.? • Pass out the “Responsibili –Tree” handout (p. 8) and assist students as they cut out the leaves on

the bottom of their sheet. • Have each student write ways they are responsible or ways they could be more responsible on

each leaf and attach it to their tree. • Encourage students to decorate their trees and display in the classroom. • For younger students, go through the activity as a class and complete the tree as a group.

CLOSING DISCUSSION What were the ways Little Girl demonstrated she was responsible for Biscuit? What would an irresponsible owner do? What ways might you show responsibility for things in your life?

Going to a live performance is very different from watching a TV show or video because there is no going back if you missed something. It is not computer generated. It is not a recording of something that happened in another time. It really happens – right now - in front of your eyes and it is dependent on one person. That person is YOU!

When you walk into the theater, you will feel something special and exciting. Hundreds of other kids will be there and just as enthusiastic to watch the performance. The stage before you holds the secret of what is about to come to life and as you find your seats, know that the show is being performed just for you. Sometimes it is so thrilling that you will want to get goofy, laugh and talk loudly. But remember that when the show begins, everyone in the audience has a responsibility. You are part of the play. You are connected with the other students in the audience and the ones on stage. They can SEE you, HEAR you and FEEL you, just as you can see, hear and feel them. If you are talking about what you did yesterday or distracting your friend, you will miss something. And, it will miss you. Your laughter, your responses, your attention, your imagination and most especially your energy, are part of the experience. Make sure to play your part and make the performance better because of your involvement.

Responsibili –TreeWrite down ways you are responsible or ways you could be more

responsible on the leaves below. Cut each out and attach to the branches of your responsbili-tree


LESSON TWO: KINDNESS Objective: Being kind is a lesson we can all learn. Students will look for ways to show kindness towards others and develop kindness as a habit.

MATERIALS “Biscuit Makes a Friend” by Alyssa Satin CapucilliScavenger Hunt handout (p. 11)

OPENING DISCUSSION What does kindness mean to you? We all enjoy when people are kind to us and it feels good to share that kindness with others. When we are kind to others, we share the idea of paying-it-forward. Each time we are kind, the world becomes a little bit better. What are some ways you could be kind to others?

WARM UP• Share with students that they will physically demonstrate paying-it-forward. Start a linked arm chain

that will include all students. • Begin by saying something kind about one student and have that student join you at the front of the

room. • Have the student then call out another student’s name and say something kind in regards to that

student. Have that student come to the front and join the chain. • Keep the chain growing until all the students in the room are part of the chain. • As student stand linked, asked for one or two volunteers to share how hearing kind words made

them feel. • Encourage older students to go beyond physical or material compliments.

ACTIVITY • Gather students and read the book “Biscuit Makes a Friend” aloud. Lead a discussion with students

on how the two new friends were similar and how they were different. Ask students for examples from the book in which Biscuit was portraying being a good friend.

• Explain to students that you are going to take them on a friendship scavenger hunt. Pass out the Scavenger Hunt handout.

DID YOU KNOW?Biscuit is most likely a golden retriever or a lab puppy. Both of these breeds are some of America’s favorite dogs. Here are some fun facts about the breeds to help you get to know them better. 1). Labs were originally used for fishing. Their short fur keeps them warm, but doesn’t drag them down when it gets wet. 2). Labs are fast and known for their ability to sprint. They can hit 12 miles an hour in just three seconds. 3). Golden Retrievers originated from Scotland in the mid 19th century 4). Similar to Labs, Golden Retrievers also instinctively love to swim. 5). Golden Retrievers are known to take care of other animals, even cats. They are known to become sad when left alone for long periods of time. 6). The Lab is also very social and does not enjoy spending time alone.

10

Alyssa Satin Capucilli was born in Brooklyn, New York, in 1957. She graduated from Sara Lawrence College, and pursued her interest in dance, becoming a professional dancer and dance instructor. Though Capulcilli had written stories, poems and even puppet shows as a youth, she didn’t consider a career as a writer until after her own two children were born. To this day she sees herself as both a dancer and writer, and the two professions complement each other nicely; dancing is, in her words, “telling stories in another way,” and readers of her books can attest to the rhythm of her language.

Since 1994, she has written more than 15 books for children, and her work has been translated into French, Hebrew, Afrikaans, Greek and Bulgarian. Capucilli lives in Hastings-on-Hudson, New York with her husband and children. They have a chocolate Labrador retriever named Huckleberry, who likes to watch the author at work. Each morning the author takes longs walks through the woods with Huckleberry to find ideas and inspiration for her work.

(Source: alyssacapucilli.com)

ACTIVITY (cont.) • Share with students that for the scavenger hunt they will need to introduce themselves to a classmate

and choose one item from the handout to ask that person about. • If the classmate can respond YES to the question, write that classmate’s name in the space next to the

question. If the classmate responds NO, thank the classmate and move on to another. • You may ask each classmate one question before moving on to another person, but you may return

later to ask that person a second question.• Have students look at the questions provided and think of a few additional questions to add.

Encourage students to write some of their own questions in the space provided. • Ask for a student volunteer and model the activity and interaction for students to answer any

questions the students might have. • Instruct student to stand and make their way around the room.

CLOSING DISCUSSION Ask students what they learned from the experience. Did they learn anything new about their classmates? Were they reminded of anything? How many found they had a few things in common with others?

Question Classmate’s Name

Is your favorite color green?

Do you have a pet dog?

Do you like to play on the swings?

Do you like pizza?

Do you have a pet cat?

Do you play a sport?

Do you play piano?

Did you go to camp this summer?

Do you have a sister?

Is your favorite color pink?

Friendship Scavenger Hunt Questions Use the questions below to get to know your classmates. In the space

provided, write your own questions!


LESSON THREE: ATUHORS & ILLUSTRATORS OBJECTIVE: Students will explore the differences between authors and illustrators and learn the important role both play in telling stories.

MATERIALS Children’s story books

OPENING DISCUSSION When writing a book there are often two people involved, the author and the illustrator. The author determines the words and the storyline and the illustrator helps tell the story through pictures. Over the past two lessons we have been able to read stories about Biscuit the little yellow dog written by Alyssa Satin Capucilli. The stories are fun and interesting, but so are the pictures. The pictures, referred to as illustrations, are created by an artist named Pat Schories. Today we are going to look at the different roles that each play in the creation of a story.

WARM UP• Using a children’s book such as “The Very Hungry Caterpillar” by Eric Carle or “The Day the Crayons

Quit” by Drew Daywalt or “Our Tree Named Steve” by Alan Zweibel, select one picture from the story and ask students “what do you think is happening in this picture?”

• Next read a passage from the selected story, but do not show the picture. As if anyone could describe a picture that might go along with the story? Once students have shared their ideas, show the illustration.

• Write on the board “author” and “illustrator” and remind students that the author’s job is to write the words that help make the pictures come alive and the illustrator’s job is to draw pictures that help the words make sense in the story.

• Read through your selected story and ask students to pay attention to the words and the drawings. • After finishing the book, flip through pages of the story and pause to allow students to look in detail

at the drawings. Ask students why the author might have chosen to draw certain things or why it is an important detail to add to the storyline.

DID YOU KNOW?After all the writing and illustrating is completed, there is still a lot of work that needs to be done to finish the book. The book needs to be edited and designed to be appealing to the readers. A designer creates the image of what the final book will look like and then it is read multiple times to ensure there are no mistakes. From there the book is produced. This process utilizes large machines which prints the books which are called “printing presses.” Each section of the machine prints a different color. When the final piece of paper of the cover comes out, it has all the colors needed to portray a completed picture. After the covers and pages of the book have been printed, they have to be put together. This is called “binding.” There are a few ways to bind books as they could be stapled, sewn or glued depending on the size of the book and what material the cover will be made of.

From the printing presses, the books are then publicized and promoted by sales people. Then they arrive in stores and are ultimately purchased by book lovers to be enjoyed. For a more detailed explanation of the process check out the book “How A Book is Made” by Aliki.

Source: madehow.com

ACTIVITY• As you transition from the warm up, share the following video with students featuring Pat Schories

drawing a picture of Biscuit: www.youtube.com/watch?v=YQEZS6aGCLA• Share with students that Ms. Schories helped bring Biscuit to life in the minds of many students as

an illustrator and that Ms. Capucilli brought Biscuit’s personality to life with her words. Explain that today students will take on the role of author and illustrator.

• Share with the class that they will be taking on the role of authors and illustrators for the next book of Biscuit. Explain to students that every story has three main parts: beginning, middle and end.

• If time allows, show students this layout using a Biscuit book as an example. • As a class, brainstorm an activity that Biscuit will take part in during the story (e.g. going to school,

going to the beach, meeting a friend, etc.) • Come up with four to six things that Biscuit will do during his adventure and write them on the

board. As a class, compose sentences that connect to each of the activities and write them on the board.

• Arrange the sentences in order that is reflective of a story progression and display for students.• Pass out paper and coloring utensils to students and instruct each student to select one sentence to

draw a picture in connection to which will illustrate what is happening. • Have students share their pictures and which sentence they selected to connect their photo to.

CLOSING DISCUSSION What process did you enjoy most? Was it easy to develop the storyline that you wanted? How was it to create a picture to accompany the sentence you selected?

Labrador Retriever Golden Retriever

http://www.youtube.com/watch?v=YQEZS6aGCLA


LESSON FOUR: GENEROSITY Objective: Students will look at generosity and think about ways to practice generosity in their own lives.

MATERIALS “Biscuit and the Lost Teddy Bear” by Alyssa Satin Capucilli“Biscuit and the Pup” by Alyssa Satin CapucilliThree large containers (largest should be about the size of a cup) Wrapped candy (more than enough to fill the cup and allow students multiple pieces) Eggs Water

OPENING DISCUSSION Before opening a discussion time with students, read either “Biscuit and the Lost Teddy Bear” or “Biscuit and the Pup.” Discuss with students ways Biscuit tried to help others and ask students to share examples.

WARM UP • Share with students that you are excited that they are in class today, because you have some hard

work to do! Explain that you have three containers: one little, one medium and one large. Ask students which container would hold enough candy so they would each get a piece.

• Ask students to select one of the containers that they feel would hold enough candy that they would each get a piece.

• Students will most likely choose the largest container. • Share that you brought along some candy and fill the container until it overflows. Based on their

selection, share with the students that there will be enough candy to ensure they all get a piece. Pour the candy into the container, expressing surprise share with students that there’s more candy than can fit in the container!

• Ask students “what should we do with the extra pieces?” • Listen to the students responses (“eat it!” “keep it!”) and share that as a class we could keep it or eat it

ourselves. But remind them “Didn’t I say that if I filled this container, I would have enough for each of you?”

• Ask for students to re-think things they could do with the extra candy. As a class set aside the extra candy to be shared with someone in the school. Once you have decided, provide each student with a piece of the overflow candy. Reflect on how it felt to share.

DID YOU KNOW?There once was a story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have.

(Author Unknown)

ACTIVITY• Share with students that Little Girl in the story of Biscuit was generous in her character because of

all the love and care she provided Biscuit. Define generosity for students and explain that being generous means offering something while expecting nothing in return.

• Ask students “for those of you who have pets, what ways do you show generosity towards them?” (i.e. brushing, walking, cleaning up after, etc.) Ask “for those of you who don’t have a pet, what are some ways you show generosity towards others?”

• Gather students and pull out a clear container filled with enough water to completely cover an egg, and then some.

• Gently place the egg in the water and watch it sink. Discuss with the class that this is how people feel when they are in need of generosity. As a class share ideas on how one could make this classmate, friend, family member or even a stranger feel better. Ask for suggestions on things one could say or do.

• Once you have created a list, remove the egg and begin to stir salt into the water. • NOTE: you will need ¼ cup salt for every cup of water in the container.

• With each spoonful you put in, share one of the suggestions of the class given earlier. • Stir the water after every spoonful. Once all the salt is stirred, place the egg in the water. It should

now float. • Share with students that the egg is now being supported by the generosity of others. Discuss what

kind of classroom the school would be if all the suggestions were kept in mind. Compare the water to how we as a classroom treat each other. Ask “what kind of water do we want to be surrounded with?”

CLOSING DISCUSSION What ways do you think we could be more generous to others in our school? What ways could you be more generous at home?

Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• What did you learn about kindness, generosity or friendship from this performance?

•What was your favorite part of the performance?

•Which moment do you remember most from the performance? What was happening?

•How did Biscuit learn how to behave and accept being part of Little Girl’s family?

•Describe the music you heard. How did the music add to the mood or help tell the story?

•If you were going to tell a friend about the performance, how would you describe it in one sentence?



BOOKS “Biscuits Day at the Beach” by Alyssa Satin Capucilli“Time to Pain Biscuit!” by Alyssa Satin Capucilli“Breakfast for Jack” by Pat Schories“Jack and the Missing Piece” by Pat Schories

WEBSITES Arts Edge – free digital resource for teaching and learning in, through and about the arts www.artedge.kennedy-center.org

Pat Schories - a website featuring the works of illustrator Pat Schorieswww.patschories.com

Alyssa Satin Capucilli – a website featuring the works of author Alyssa Satin Capucilliwww.alyssacapucilli.com

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

THANK YOU TO OUR SERIES PARTNERS FOR MAKING THIS PERFORMANCE POSSIBLE!

Our sponsors love to hear from you! Mail or drop off cards, letters or pictures to the Center and we will share with them.

Fox Cities Performing Arts Center Education Department 400 W. College Avenue

Appleton, WI 54911

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