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enrichment guide

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SETTING THE STAGEpreparing for the play

Synopsis . . . . . . . . . . . . . . . . . . . 3–4About the Playwright . . . . . . . . . . . . 5Recommended Reading . . . . . . . . . 5About the Author . . . . . . . . . . . . . . . 6Pre-Show Questions . . . . . . . . . . . . 6

FOR TEACHERSCurriculum connectionsbefore or after the play

HISTORYHistory of Pirates for Kids! . . . . . . . . 7Pirate Ship Exploration . . . . . . . . 8–10

SCIENCEWhere Do I Go? Making A Cup Compass . . . . . . 12–13

LANGUAGE ARTSArrrgh! Speak Like a Pirate . . . . . . .11

ARTArrrrgh! Pirate Attire— Create Your Own Pirate Hat . . . . . . 16My Me Collage . . . . . . . . . . . . . .17–18

MATHPirate Math . . . . . . . . . . . . . . . . . . . 19

HUMANITIES/SOCIAL STUDIESProper Manners or Pirate Manners? . . . . . . . . . . . . . . . 14Mapping Treasure . . . . . . . . . . . . . 15

CURTAIN CALL

Post-Show Questions . . . . . . . . . . 20Who Said It? . . . . . . . . . . . . . . . . . 20Who Said it? (ANSWERS) . . . . . . . 21

First Stage Policies• The use of recording equipment and cameras are not permitted during

the performance .• Food, drink, candy and gum are not permitted during the performance .• Electronic devices are not permitted in the theater space .• Should a student become ill, suffer an injury or have another problem,

please escort him or her out of the theater space .• In the unlikely event of a general emergency, the theater lights will go on

and the stage manager will come on stage to inform the audience of the problem . Remain in your seats, visually locate the nearest exit and wait for the stage manager to guide your group from the theater .

Seating for people with special needs: If you have special seating needs for any student(s) and did not indicate your need when you ordered your tickets, please call our Assistant Patron Services Manager at (414) 267-2962 . Our knowledge of your needs will enable us to serve you better upon your arrival to the theater .

I N S I D E T H E G U I D E A NOTE TO TEACHERS AND PARENTS

JUDY MOODY & STINK: THE MAD, MAD, MAD, MAD TREASURE HUNT

Dear Educators and Parents,

Ahoy Mateys! Come journey with Judy and Stink as they go on the wildest treasure hunt ye ever done see! See your favorite characters from the page come to life in front of your eyes when a simple family vacation becomes a race to see who can find the treasure first . Arrrrrrr! It’s goin’ be one mad, mad, mad, mad treasure hunt!

Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play through the curricula It is our hope that you will use the experience of attending the theater and seeing JUDY MOODY & STINK: THE MAD, MAD, MAD, MAD TREASURE HUNT with your students as a teaching tool As educators and parents, you know best the needs and abilities of your students Use this guide to best serve your children—pick and choose, or adapt, any of these suggestions for discussions or activities We encourage you to take advantage of the enclosed student worksheets—please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers .

Enjoy the show!

Julia MagnascoEducation Director(414) 267-2971Julia@firststage .org

3

Summer vacation is over and Judy Moody is buried under a twist of sheets, struggling to untangle herself as her alarm clock blares . Mom turns off the alarm, “First day of school . Shake a leg . Brush your hair .” Judy responds, “ROAR .” Judy is anxious about her new classroom and all the things she will miss about her old one, especially Roger, the por-cupine . Judy unsuccessfully searches her drawer to find a t-shirt with words that will impress her classmates and decides to wear her pajamas .

Dad has prepared Judy’s favorite breakfast, but all she can say is, “ROAR .” Stink joins them for breakfast and asks about Judy’s large collection of band aides . She warns him not to touch them, “I’m going to be a doctor like Elizabeth Blackwell, the first woman doctor .”

Mom asks Judy to get ready for school . She says, “I am . Summer’s over and I didn’t even go anywhere .” Judy imag-ines all the exciting vacations her classmates took; a trip down a volcano in Hawaii, rafting in the Grand Canyon and climbing a glacier . Dad suggests the family take a fun trip over the weekend to Ocracoke Island . Right away, Mom and Stink like this idea! Judy tells the family she wants a real adventure . Dad reminds her she ate shark when they went fishing . Stink is impressed . Judy is encouraged and creates a t-shirt that reads, “I ATE A SHARK .”

On her first day in third grade, Judy sees a classmate wear-ing a shirt which a picture of the Loch Ness Monster roller coaster . Rocky asks Judy if she liked his shirt, “No .” Rocky says he likes Judy’s shark and shows her a coin from Monticello . When she looks at it, water squirts in her face and makes Judy angry . Thank goodness Mr . Todd is ready to begin class . When the teacher greets Judy, she says, “Hello, Mr . Toad .” He responds, “Ribbit!” She asks if he has a porcupine named Roger . No, but he has a turtle named, Tucson . She tells him she doesn’t like turtles, but likes toads and breaks into laughter . Mr . Todd places Judy’s desk in front of the class .

Mr . Todd has a spelling challenge, “Find hidden words in GINO’S EXTRA-CHESSE PIZZA .” When the time is up, Mr . Todd asks for a volunteer who found five words . Judy vol-unteers and reads, “No, No, No, No, No .” Mr . Todd asks for four more words besides, “No .” She walks to the board and writes, “Rat and Gnat .” Rocky volunteers, “Brat .” Judy ignores him and writes, “Tiger and Spit .” She has to use any of the words in a sentence . Judy says, “The TIGER SPIT on the RAT and the GNAT .” Mr . Todd asks Judy if she is in a bad mood . Judy answers, “ROAR .” He tells her, “Too bad, we are about to enjoy a pizza treat as a welcome back surprise .” Rocky volunteers to pass out pizza . Judy asks for the “pizza table” in the box for her collection, “I collect

dead moths, old scabs, fancy toothpicks, Band-Aids, doll body parts and erasers shaped like baseballs .” Yes, she may have it . Mr . Todd likes her collections . As they eat, Mr . Todd announces, “Third Graders, you will make your own, Me College with pictures and pasted things to tell the class what makes you, YOU!” With this news, Judy decides third grade might not be so bad!

That weekend, the family took a ferry boat to Artichoke Island . Stink is ready for the treasure hunt dressed as pirate and a backpack filled with a Pirate Rule Book, flag, flash-light and spyglass . In the spyglass Stink finds Artichoke Island . Judy corrects him, “Ocracoke Island!” Both imagine the adventures they will have . Judy fantasizes about a shark circling the boat as she jumps overboard to retrieve a tooth from its mouth, “This is for my Me Collage .” As they sail, Judy grabs the spyglass from Stink and takes a look . She sees a tall boy wearing a turtle T-shirt and a girl wearing glasses that looks smart . The boat rocks as Stink walks the plank and he begins to get sea-sick and wonders if he has scurvy . Judy teases, “Avast me hearty, ‘tis no less than Judy Moody, Ruler of the Seven Seas, and her lowly brother Stink, Chicken-of-the-Sea .” Stink reminds her of Pirate Rule #6, “No girls allowed on the ship .”

Finally, they arrive on the island and greeted by Scurvy Sam . He asks Judy and Stink their pirate names . Judy introduces her brother, “Scurvy Stink .” Stink introduces her as, “Mad Molly O’Maggot .” Scurvy Sam tells the family about the legend of Blackbeard’s Ghost . He also tells them they have arrived the very weekend of the Third Annual Pirate Island Treasure Hunt which has a trail of five clues . The first to collect 16 pieces of eight wins a gold dou-bloon, a ride aboard Blackbeard’s pirate ship, the Queen Anne’s Revenge II, and a t-shirt that read’s, ‘I WENT ON A TREASURE HUNT ON OCRACOKE’ . The treasure hunters have until 12 Noon the next day . Before leaving, Sam gives the team their first clue, a riddle . They are unsure of its meaning but very excited and determined to win!

As they seek the answer to the clue, “Tall as a tree and dressed in white,” Judy and Stink see that Tall Boy and Smart Girl are also participating in the treasure hunt . Stink argues the clue is a flagpole . Judy insists it’s a church . They run in different directions . Both were wrong, but when they work together they discover the clue is a lighthouse! From a distance they see the Tall Boy and Smart Girl talking with Light House Park Ranger, then leave saying, “Thank you for the second clue .” When Stink and Judy arrive at the light-house, the ranger asks for the password . Judy answers, “Lighthouse?” She is right and the ranger gives them five pieces o’ eight . They now have six coins! The Ranger gives them a slip of paper and warns, “Look out for pirates!”

SETTING THE STAGE SYNOPSIS

4

Stink opens the paper and discovers the clue is in Morse code . Tall Boy and Smart Girl appear with a map . They are trying to find the library . Judy wants to follow them, but Stink surprises her when he reaches into his backpack . He has a notebook filled with Morse code translations, “Never know when you might get marooned on a desert island and need to send a rescue signal .” They figure out the next clue is BLACKBEARD! The two search all over town, but only find a store called Barefoot Blackbeard . It is filled with kids carrying the same map, including Tall Boy and Smart Girl . Stink suggests they cheat and follow the two, then they hear a voice speaking pirate lingo . It’s a parrot in the pet shop, calling, “Jolly Roger! Pieces of eight! Jolly Roger!” The parrot’s name is…Blackbeard! A tough looking Pet Shop Boy asks if they are looking for something . Judy tells him, “We think your parrot is Blackbeard and has our next clue .” They jump as the Pet Shop Boy reaches in his pocket and hands them four pieces of eight . That makes ten . Now, Stink thinks they will win! They ask the parrot for the next clue and it repeats, “Sign of the pirate .”

Hot and tired, the siblings collapse on a bench next to their parents in front of an art store . Their parents try to convince them to rest and eat, but kids decide to continue their quest . They see Tall Boy and Smart Girl go into an ice cream shop . When they come out with ice cream, Stink concludes the two have been spying on him and his sister . Now, Judy and Stink look to the art store for the next clue . They see a sign, “Paintbrushes . Inks . Rubber Stamps . Art Supplies . Teacher Supplies . Easels .” It seems the art store sign is in the form of an acrostic . The first letter of each word spells out PIRATE . They decide Stink will stay outside, while Judy goes in to get the coins . She returns with coins and the next clue about a clock without sound, no hands, where time runs out . They figure it out, “An hour glass!” Having missed lunch, their parents insist Judy and Stink eat dinner, join them for a Ghost Walk at the cemetery and get rubbings from the old gravestones . The kids cooperate .

During the Ghost Walk, they hear stories of dead pirates and Blackbeard’s Ghost, whose headless body walks the island searching for its head . During the presentation, they notice Tall Boy and Smart Girl are there and seem very excited as they whisper to one another . Judy and Stink sneak around and hear Tall Boy say, “X marks the spot,” and Smart Girls say, “One more and we win .” Not to be discouraged, Judy and Stink continue their hunt .

Using their flashlight, the two search a graveyard and find what they believe is Blackbeard’s grave . As they read the headstone, they hear strange laughter . Judy’ imagination takes off and she see herself as a successful grave robber . A little frightened, she wants to go back, but Stink encour-ages her to finish the treasure hunt . Finally, they find a grave-stone with a seashell and an hourglass that looks like a big X .

They remember, “X marks the spot,” and make an etching . It was too late to go to the museum, it was closed . Just then, there dad appears and tells them it’s time to head to the hotel . They decide to go to the museum in the morning .

Early the next morning, after breakfast, Judy and Stink run to the museum, and learn Tall Boy and Smart Girl had been there last night . Still, they hand the Museum Clerk the etch-ing and instructions to find the key that will open the door with the coins . After trying all the keys, the last one works . They find two more coins, for a total of fifteen! They are given the clue, “Find the last piece of silver at the crab’s right hand .” Judy looks at the map for a place called the Crab’s Claw, a restaurant . Both are hungry and ready for this piece in the puzzle .

At the Crab’s Claw, they order meals and discover their pace setting is on a special looking place mat, a map of the island and it looks like a GIANT CRAB CLAW! This makes Stink anxious to resume the hunt, but Mom and Dad insist the kids eat a good breakfast . As the kids gobble up their meal, their parents seem to torture them with pirate talk . They beg to leave and finally, Cap’n Mom lets them go . As they leave, the kids see Tall Boy and Smart Girl . The four square off, trading threats and brag about which team will win, then bolt off in opposite directions . Judy and Stink end up on at the Coast Guard Liberty Bell, where there is a bell that doesn’t ring, but has a coin taped inside!

Mom and Dad hear the kids celebrating and join them . Scurvy Sam announces them both as winners . Their parents are proud . Judy is excited to be able to add the coin to her Me Collage . Just as the winners are ready to take a ride on the pirate ship, Tall Boy says, “I’d give anything to ride on a pirate ship .” That’s when Judy and Stink remember pirate rule num-ber two, “If you find treasure, you have to share it -- even-ste-ven .” Scurvy Sam confirms this and Mom says, “And the pun-ishment for breakin’ pirate rule number two be maroonin’ ye on a desert island with nothin’ but bugs for grub .” Satisfied, they all happily cruised on the ship together singing pirate songs .

That Monday, Judy was ready to present her Me Collage with the pirate coin . Stink agreed to carry it to school for her and he was late . Judy imagines all the disasters that may have happened to Stink and the collage . When he arrives, Judy learns Stink spilled pink punch from a juice box on it . She decides to cover the stain in black marker . Judy intro-duces Stink to her class and presents her poster complete with her pirate adventure t-shirt and wears a white lab coat with a pocket full of Band-Aids, “I am going to be a doctor .” At the end of Judy’s presentation, her classmates applaud and request Band-Aids for their various cuts and big bites . Mr . Todd compliments Judy aka Mad Molly O’Maggot as Stink’s laughter fills the classroom!

SETTING THE STAGE SYNOPSIS

5

Allison Gregory’s plays have been produced all over the country, and she has received commissions, grants, and development from Oregon Shakespeare Festival, South Coast Repertory, The Kennedy Center, Indiana Repertory Theatre, the Skirball-Kenis Foundation, ACT Theatre, Seattle Repertory Theatre, Orlando Shakespeare Festival, New Harmony Project, National New Play Network, Northwest Playwright’s Alliance, LATC, Amphibian Stage Productions, Theatre Lab@FAU, and Austin Scriptworks . Her work has been the recipient of the Julie Harris Playwriting Award, South Coast Repertory’s Playwright’s Award (Forcing Hyacinths), Garland & Dramalogue Award (Fall Off Night, Breathing Room), Seattle Times Best New Play Award (Burning Bridget Cleary) . NOT MEDEA (O’Neill & BAPF finalist), and WILD HORSES (O’Neill semi-finalist) received National New Play Network Rolling World Premiere productions across the country . MOTHERLAND (O’Neill finalist, American Blues Blue Ink Award finalist, Harriet Lake Playfest selection) was selected for NNPN’s Showcase of New Plays . She currently has workshops of DARLING BOUD, HEN, HENDERSON, HONKS, WOOMLING, LOVE NAUNCE at the Playwright’s Center, Banff Playwright’s Lab, and Launch Pad at UC Santa Barbara . Allison also writes for young audiences; plays include GO DOG . GO!, adapted from the P .D . Eastman book, co-written with Steven Dietz; EVEN STEVEN GOES TO WAR (“Zoni” Best New Script Award; AATE and UPRP awards; Kennedy Center New Visions/New Voices selection); PETER AND THE WOLF (Seattle Times Best New Play Award; National tour), JUNIE B . IN JINGLE BELLS, BATMAN SMELLS!, and JUNIE B . IS NOT A CROOK (over 200 professional productions), adapted from the beloved book series by Barbara Park . RONIA: THE ROBBER’S DAUGHTER, adapted from Astrid Lindgren’s story, premiered at Teatr Pinokio in Poland this year . Her adaptation of Judy Moody, a seven-theatre commission, will be produced at all seven theatres in ’17-18 . Allison is a 2017–20 Core Member of the Playwright’s Center, and an alumni of LATC’S Wordsmiths and Hedgebrook . She splits her time between Seattle and Austin, where she is the co-founder of the Marthas, a playwright collective . Her plays are published by Playscripts, Smith & Krauss, Dramatic Publishing, and Rain City Press .

ABOUT THE PLAYWRIGHT ALLISON GREGORYwww.allisongregoryplays.com

http://playsforyoungaudiences.org/playwrights/allison-gregory/

RECOMMENDED RE AD ING L ISTSeed Folks by Paul Fleischman

Pirates Don’t Change Diapers by Melinda Long, David Shannon

Roger, the Jolly Pirate by Brett Helquist

The Pirates of Pensacola by Keith Thompson

Black Beard America’s Most Notorious Pirate by Angus Konstam

Will Eisner’s Hawks of the Seas by Will Eisner

The Pirate Primer by George Choundas

Pirate Mom by Deborah Underwood

6

“Sometimes I think I AM Judy Moody,” says Megan McDonald, author of the award-winning JUDY MOODY books . “I’m certainly moody, like she is . Judy has a strong voice and always speaks up for herself . I like that .”

Being able to speak up for herself wasn’t always easy . The author grew up as the youngest of five sisters in a house full of books in Pittsburgh, Pennsylvania . Her father, an ironworker, built bridges across the city and was known to his coworkers as “Little Johnny the Storyteller .” Every evening at dinner time the McDonald family would gather around the kitchen table, talking and telling stories .

Pretending to be a pencil sharpener was Megan McDonald’s first experience as a writer . She was 10 years old when she wrote the story for her school newspaper . “Anything can become an idea for a story,” says McDonald . “Even a pencil sharpener!” Megan has since written and published over 60 books for children in 22 languages, including the hilarious Judy Moody adventures, which are largely inspired by her childhood memories of growing up with four older sisters .

Megan says, “I am lucky to be a writer, because I get to live in my imagination . (And I get to go to work in my pajamas!) I spend my days thinking like a hermit crab or a little blue penguin or a girl who loves bugs . Or pretending I’m a bossy big sister with a little brother named Stink . Or traveling back in history as a young girl who journeys across the Santa Fe Trail in 1848 . Or solving a mystery in 17th century Jamestown . I spend my days looking at things upside down, inside-out, sideways, wondering, imagining, questioning everything, always wanting to see the inside .

ABOUT THE AUTHOR: MEGAN MCDONALDTaken from: http://www.meganmcdonald.net/content/meet-megan

1 . Have you ever been on a vacation with your family? What were some of your favorite memories with your family from that vacation?

2 . Judy and her brother Stink, have to work together in order to solve all of Scurvy Sam’s riddles . When was a time in your life where you need help from others to complete a task?

3 . Sometimes Judy and her brother, Stink do not agree and get into arguments . Luckily, they are able to compromise in the end . When you get in an argument with a friend or sibling, how do you solve it?

PRE SHOW QUESTIONS

http://rivista-cdn.pittsburghmagazine.com/images/cache/cache_4/cache_4/cache_f/mcdonald-e23d4f44.jpeg?ver=1518205598&aspectratio=0.68649885583524

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PIRATES! DID YOU KNOW?!

DID YOU KNOW…Pirates first existed more than 2000 years ago? They were sea robbers from ancient Greece that stole from anyone that passed them .

DID YOU KNOW… At first there were three types of pirates? Privateers, Buccaneers, and Corsairs!

DID YOU KNOW… Pirates would wear earrings because they believed it would improve their eyesight!

DID YOU KNOW…Lots of women dressed like men to board pirate ships? Pirates believed that women would bring bad luck to their ship .

DID YOU KNOW…The famous pirate, Blackbeard, gets his name from wearing black clothes before battle and slowly burning his beard and hair . This made him look like the devil to some and therefore intimidated his enemies, and they would surrender before a battle began!

HISTORY OF PIRATES FOR KIDS!

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Pirates of old used many types of ships, anywhere from a small sloop to a large warship . But generally they gave preference to those with the greatest speed, as it would do no good to spot a potential target only to have it out-sail you . Also pirates wanted a quick escape if needed . The pirates kept their ships in good order, careening them regularly to keep the hulls smooth and clear of seaweed and other marine life . This work was essential in order to maintain their speed advantage . Two of the pirates’ favorite types of ships were the sloop and the schooner . The speed and shallow draft of these ships enabled the pirates to hide in relative safety in shallower coastal waters where larger warships could not enter .

The Sloop: This relatively small vessel could carry around 75 pirates and 14 cannons . The sloop was often the ship of choice for hunting in the shallower channels and sounds . It was used mainly in the Caribbean and Atlantic . Today’s sailing Yacht is essentially a sloop .

The Schooner: This ship came into widespread use around the last half of the eighteenth . The Schooner was very fast and large enough to carry a plentiful crew—it could reach 11 knots in a good wind . The schooner had a shallow draft, which allowed her to remain in shallow coves waiting for her prey . The Schooner was a favorite among both pirates and smugglers of the North American coast and the Caribbean .

THE CREWCaptain: Most pirate Captains were democratically elected by the ships crew and could be replaced at any time by a majority vote of the crewmen . For example, some captains were voted out and removed for not being as aggressive in the pursuit of prizes as the crew would have liked; and others were abandoned by their crews for being a little too bloodthirsty and brutal . The Captain was expected to be bold and decisive in battle and also have skill in navigation and seamanship . Above all, the Captain had to have the force of personality necessary to hold together such an unruly bunch of seamen .

Quartermaster: During the Golden Age of Piracy, most pirates delegated an amount of authority to the Quartermaster, who became almost the Captain’s equal . The Quartermaster was elected by the crew to represent their interests, and he received an extra share of the booty when it was divided . Above all, he protected the Seaman against each other by maintaining order, settling quarrels, and distributing food and other essentials .

Sailing Master: This was the officer who was in charge of navigation and the sailing of the ship . He directed the course and looked after the maps and instruments necessary for navigation . Since the charts of the era were often inaccurate or nonexistent, his job was a difficult one . He was perhaps the most valued person aboard a ship other than the captain because so much depended upon his skill .

Boatswain: The Boatswain supervised the maintenance of the vessel and its supply stores . He was responsible for inspecting the ship and its sails, and reporting their state to the captain . The Boatswain was also in charge of all deck activities, including weighing and dropping anchor, and the handling of the sails .

Carpenter: The Carpenter was responsible for the maintenance and repair of the wooden hull, masts and yards . He worked under the direction of the Ship Master and Boatswain .

Mate: On a large ship there was usually more than one Mate aboard . The Mate served as apprentice to the Ship Master, Boatswain, and Carpenter . He took care of the fitting out of the vessel, and examined whether it was sufficiently provided with ropes, pulleys, sails, and all the other rigging that was necessary for the voyage . The Mate took care of hoisting the anchor, and during a voyage he checked the tackle once a day .

Sailor: The common sailor was the backbone of the ship . He needed to know the rigging and the sails, as well as how to steer the ship . He also needed to know how to read the skies, weather, winds, and most importantly the moods of his commanders .

Other jobs on the ships were surgeon (for large vessels), cooks and cabin boys . There were many jobs divided up amongst the officers, sometimes one man would perform two functions . Mates who served apprenticeships were expected to fill in or take over positions when sickness or death created an opportunity .

Taken from: http://www.geocities.com/captcutlass/Ship.html, http://atozkidsestore.com/dazesample_3.pdf

PIRATE SHIP EXPLORATIONHistory Classroom Information/ Art Activities

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PARTS OF A SHIPAft: Short for “after .” Toward the rear of the ship .Fore: Short for “forward .” Toward the front of the ship .Starboard: The right side of the ship when you are facing toward her prow .Bow: The front of the ship .Stern: The back of the ship .Port: The left hand side of a ship .Hull: The body of the ship, this is the most visible part of a ship . The hull makes the ship buoyant while providing shelter to those on board, and is divided by bulkheads and decks, depending on the size of the ship .Poop deck: The space on the ship where pirates would fire cannons, trim sails, and walk the plank .Quarters: Rooms below the deck of the ship where pirates would sleep .Mast: A pole that holds the sail upright .Boom: A pole that holds the sail horizontally .Crow’s nest: A small platform, sometimes enclosed, near the top of a mast, where a lookout could have a better view when watching for sails or for land .Jolly Roger: The pirates’ skull-and-crossbones flag . It was an invitation to surrender, with the implication that those who surrendered would be treated well .

Taken from: http://www.geocities.com/captcutlass/Ship.html, http://atozkidsestore.com/dazesample_3.pdf

PIRATE SHIP EXPLORATION (CONT.)History Classroom Information/ Art Activities

AFT

POOP DECK

MAST

CROW’S NEST

BOOM

QUARTERS

JOLLY ROGER

STERN

HULL

BOW

FORE

STARBOARD

PORT

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ACTIVITIES

Pirate BoatsMATERIALS A clear balloonWaterFunnel (you can create a funnel by making a cone out of paper)Plastic containerA small toy ship

DIRECTIONSPlace the small toy ship through the opening of the balloon . Use the funnel to add 1—2 cups of water (depending on the balloon’s size) into the balloon . Add air to the water balloon by blowing up the balloon and then knotting it closed . Set the balloon on a plastic holder (margarine or yogurt containers work well, depending on the size of the balloon) . Paint your holder, or cover it with construction paper, for decoration . You can now view your Pirate ship sailing across the sea!

Walnut BoatsMaterials½ a walnut shellClayToothpicksConstruction paperGlue or tape

DirectionsInsert clay into the bottom of ½ of a walnut shell . Make the ship’s sail by cutting out a small triangle from a sheet of construction paper (you may decorate the paper triangle) and fastening one side of the triangle to the toothpick with glue or tape . Next, push the toothpick into the clay-filled walnut shell . You now have a floatable boat—make several for Pirate ship races!

Taken from: http://www.geocities.com/captcutlass/Ship.html, http://atozkidsestore.com/dazesample_3.pdf

PIRATE SHIP EXPLORATION (CONT.)History Classroom Information/ Art Activities

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PIRATE DICTIONARYAarrr!: Pirate exclamation . Done with a growl and used to emphasize the pirate’s current feelings . Ahoy: Hello Avast: Stop and pay attentionBarnacle: A small shellfish that attaches itself to underside of the shipBooty: TreasureCutlass: Popular sword among pirates Davy Jones’ Locker: The bottom of the sea . The final resting place for many pirates and their ships . As far as anyone knows, there was no real person named Davy Jones . It’s just the spirit of the ocean, firmly a part of pirate mythology since at least the middle of the 18th century . “Down the hatch”: To eat something…quickly and without proper table mannersFoul: Turned bad or done badly, as in ‘Foul Weather’ or ‘Foul Dealings’ Grub: Food“Land ho!”: “I see land”Landlubber: Land lover . Someone who doesn’t want to go to sea or has never gone to sea .Matey: Friend or comrade Plunder: Treasure taken from others Sea legs: As soon as sailors were able to walk easily across the rolling deck and not get seasick, they had their “sea legs”“Shiver me timbers!”: An expression of surprise“Swab the deck!”: Mop the ship’s deck“Yo ho ho!”: An expression used by jolly pirates

After mastering the official Pirate Dictionary, have students translate the following English sentences into Pirate Speak . Sentences can be developed as a class, in partners, individually .

1 . Hello, friend . _____________________________________________________________________________

2 . Oh wow! Look at that treasure! ____________________________________________________________

3 . My food is going to be eaten quickly . _______________________________________________________

4 . Are your friends land lovers? _______________________________________________________________

5 . You must pay attention, or you could end up on the bottom of the ocean . ________________________

6 . Awwwww! I don’t like mopping the ship’s deck! ______________________________________________

Taken Directly from: http://www.talklikeapirate.com/curriculum.pdf, http://www.jollyrogercayman.com/web%20pages/kids%20corner.htm

ARRRGH! SPEAK LIKE A PIRATELanguage Arts Classroom Activity

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Begin your exploration of compasses by reading the following poem to your students:Compass Guide Poem

How do we knowWhich way to go?

Look at the magnetand it will show .

North, south, east or west,For finding directions it is the best .

How does it work?It’s as simple as can be .

The planet’s biggest magnet is itself, you see .

The biggest, and strongest magnet of all .Compared to it, all others are quite small .

Because of its size, it’s pull is so strongthat all other magnets are pulled along .

Try as they might, for all that they’re worth,Magnets can’t help but point toward north .

So the next time you’re lostwithout a clue,

Let a magnet find your wayto rescue you .

Taken directly from: http://www.atozkidsstuff.com/pirates.html, http://www.madsci.org/experiments/archive/860218908.Es.html, http://oceanservice.noaa.gov/education/for_fun/MakeyourownCompass.pdf

WHERE DO I GO? MAKING A CUP COMPASSScience Classroom Activity

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MATERIALSSewing needle (about 1” long)Small bar magnet (refrigerator magnets may work if you don’t have a bar magnet)A small piece of cork (bottle corks work best)A small glass or cup of water to float the cork and needle

SAFETYNeedles are sharp—treat appropriately .

ACTIVITY1 . Your compass will work better if you first run the bar magnet over the needle a few times, always in

the same direction . a . This action ‘magnetizes’ it to some extent .

2 . Cut off a small circle from one end of the cork, about ¼ inch thick .

3 . Drive the needle through the cork, from one end of the circle to the other, instead of through the exact middle—be careful not to stick yourself!

4 . Fill the cup with 1 inch of water .

5 . Float the cork + needle in your cup of water so the floating needle lies roughly parallel to the surface of the water .

6 . Place your ‘compass’ on a still surface and watch what happens . The needle should come to point towards the nearest magnetic pole—north or south as the case may be (it should point north for those living in Wisconsin) .

What’s happeningMagnetic fields are areas that contain a force created by moving electrical charges . Earth produces a magnetic field . This field is very weak, but it is sufficient to align magnetized objects—such as your needle—that are free to rotate . By floating the needle on the cork, you allow it to rotate freely so the needle becomes lined up with Earth’s magnetic field, and points toward the north or south pole of the planet .

Taken directly from: http://www.atozkidsstuff.com/pirates.html, http://www.madsci.org/experiments/archive/860218908.Es.html, http://oceanservice.noaa.gov/education/for_fun/MakeyourownCompass.pdf

WHERE DO I GO? MAKING A CUP COMPASS (CONT.)Science Classroom Activity

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Manners are customs and traditions of a society that govern how people treat one another and behave in social situations . They are meant to smooth the rough edges of human nature . Manners maintain order, promote the values of a society, and foster positive human interactions .

ACTIVITY1 . Ask students to define the word manners—what are manners, when do we use good manners, why is it important to

use good manners?

2 . After reading the story or seeing the production of JUDY MOODY & STINK: THE MAD, MAD, MAD, MAD TREASURE HUNT, ask students to recall some of the bad manners the pirates displayed when they were sitting down at the table for a meal .

a . Pirate table manners: eating with their mouths open, grabbing food from across the table, not wiping their mouths on napkins, putting too much food in their mouths, not using silverware, not saying “please” or “thank you” or “may I” or “excuse me” .

b . Write these bad manners on the board .

3 . Once students identify these bad manners, tell them they are going to pretend to be these rude Pirates, sitting down for a meal . At their desks, or all seated together at long tables, have students pantomime Pirate table manners .

a . Guide them through this pantomime by asking students: Show me how Pirates eat with their mouths open . Do they talk with their mouths full of food? Do Pirates use napkins or utensils? If I have a bowl of food that you want, do Pirates ask politely? What do they do?

b . You may continue this interaction by addressing each child individually with a different question, or together as a collective whole .

4 . After exploring Pirate Manners, ask students how proper manners, good manners, are different than the Pirate manners, bad manners, they just demonstrated .

a . Proper table manners: chewing with our mouths closed, taking small bites, using napkins and utensils, saying “please” and “thank you” and “may I” and “excuse me”, not reaching across the table to get something we want, not talking with food in our mouths .

b . Write these good manners on the board, across from their “bad manner” counterpart, creating a table illustrating bad manners on one side, and the appropriate good manner on the other side .

5 . Now, have students pantomime these good table manners, again either at their desks or seated together at a long table .a . Guide students through this pantomime by asking them: Show me how well-behaved people sit down

to eat a meal . Where do well-mannered people place their napkins? How do well-mannered eat with their utensils and wipe their mouths after taking a bite? How do well-mannered people chew politely, without their mouth gaping open? If I have a bowl of food that you want, how do well-mannered people ask for some?

b . You may continue this interaction by addressing each child individually with a different question, or together as a collective whole .

6 . After going through these table manners, ask students to identify other bad Pirate manners they noticed in the story of JUDY MOODY & STINK: THE MAD, MAD, MAD, MAD TREASURE HUNT, and describe the good manners we should display instead of these Pirate manners .

a . You may explore these other manners in the form of a discussion only, or pantomime the situations as were similarly done with the table manners .

Taken from First Stage’s Literacy Program. For more information please visit www.firststage.org

PROPER MANNERS OR PIRATE MANNERS?Humanities/Social Studies Classroom Activity

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MATERIALSConstruction paper (neutral tones)Markers, crayons, colored pencilsTea bagsMaps (from text books, internet resources, hanging wall maps, etc .)

ACTIVITY1 . After reading the story or seeing the production of HOW I BECAME A PIRATE, hold a discussion with students about

what they imagine the best secret hiding place for a buried Pirate treasure .a . Allow students to share their ideas, and write their locations on the board .

2 . Share a number of maps with students—both simple maps and more elaborate maps . Discuss what maps show, and a number of the reasons people use maps .

a . Point out specific details of the maps: compass rose, map key .

3 . Pass out construction paper . Tell students that they will use this paper to create a map of the location of their very own buried treasure . Show examples of how they may create a map of many different hiding locations (a room, an island, a special building, a backyard, etc .) .

4 . Once students have created the outline of the map location, they must fill it in with details of the space by creating special symbols depicting objects within the location where the buried treasure lies (mountains, rivers, buildings, shark fins, birds, books, other location objects, etc .) .

a . These symbols will all be entered in the map’s KEY, which should be located somewhere in the lower left hand corner of the map .

b . Don’t forget to draw a big X to mark where the treasure is .

5 . Also, remind students to draw in the compass rose somewhere in the lower right hand corner of the map .

6 . Once students complete their maps, have students get into small groups and share their maps with one another . a . Students should share: what their map location represents, where this special place is located, and

why they chose the specific place they did to set their buried treasure .

7 . Place the buried treasure maps around the classroom .

Adapted from: http://www.atozkidsstuff.com/pirates.html

MAPPING TREASURESocial Studies Classroom Activity

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MATERIALS• Long strip of sturdy construction paper (any color) • Piece of black construction paper• White craft foam or construction paper• Scissors • Glue • Stapler • Feathers (optional)• Sequins or stickers (optional)

ACTIVITY1 . Cut out a long, thin strip of construction paper . Measure it to the circumference of each students’ head and staple it together .

2 . Cut out the pirate hat templates (located on the following page of the Enrichment Guide) .

3 . Take the sheet of black construction paper and fold it in half . Then, trace the pirate hat template onto the paper and cut it out (making sure NOT to cut on the folded edge!) .

4 . Take the Jolly Roger template and trace it onto the white craft foam (or construction paper) and cut it out .

5 . Glue the Jolly Roger onto the front of the pirate hat .

6 . Decorate the rest of the pirate hat with feathers, sequins or stickers .

7 . Finally, staple the black hat to the headband created in step one .

8 . Wear your pirate had proudly, and practice your “Arrrrghs”!

Taken Directly From: http://www.kidscraftweekly.com/printables/pirate_hat.pdf

ARRRRGH! PIRATE ATTIRE—CREATE YOUR OWN PIRATE HATArt Classroom Activity

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“A Me collage, what’s that?”

“It’s all about YOU. You can draw or cut out pictures or paste things on your collage. Find things that tells the class what makes you YOU.”

ACTIVITY1 . Ask your students to take out a piece of paper . On this paper, they are to list all the qualities

about themselves that they like, or are proud of—these qualities can include physical, mental, and emotional qualities .

a . If students need some inspiration, consider having each student put their name at the top of a blank piece of paper and have them tape their papers to the board . Then, have students fill in one quality they admire for each of their classmates . At the end, each student will have a sheet full of positive qualities about themselves .

b . You can use the worksheet on the following page to brainstorm ideas or even use it to create the collage .

2 . Once your students have their inspiration, share with them information on collage making . A collage is an artistic arrangement of various materials glued to a flat surface . Collages are pictures made by combining words and images in an unusual arrangement to convey emotion .

a . Show students pictures of collage art by artists such as Della Wells or Matisse . You can find a list of collage artists at: http://www .collageart .org/links/ .

3 . Using magazines, fabric scraps, printed paper, postcards, and other materials, students will be creating a collage representing themselves and what they love about themselves, and what makes them unique and special . Students can collage their bodies, and also the environment around their bodies—where they are and the images and ideas represented in that environment can all be a part of their overall construction of self . There is no “right” or “wrong” with this art project—it is the artists’ interpretation .

4 . Once students have completed their collages, hang them around the room for everyone to view . Ask students to try to discover something new about each student in their class through their collages .

Resources include: First Amendment School, adapted from Street Law’s Youth Act! Program,

http://www.firstamendmentschools.org/resources/lesson.aspx?id=13070, http://www.buzzle.com/articles/petition-format.html

MY ME COLLAGEAn Art Classroom Activity

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MY FAMILY: MY HOBBIES:

WHERE I LIVE: THINGS THAT ARE IMPORTANT TO ME:

THINGS I’M PROUD OF: MY DREAMS:

Resources include: First Amendment School, adapted from Street Law’s Youth Act! Program,

http://www.firstamendmentschools.org/resources/lesson.aspx?id=13070, http://www.buzzle.com/articles/petition-format.html

MY ME COLLAGE (CONT.)An Art Classroom Activity

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As pirates, Judy and Stink follow Pirate Rule two: always split the treasure even-steven . Help them divide up the treasure so everyone gets the same amount!

DIRECTIONSRead the stories below and circle the amount of treasure each person receives .

1 . Judy and Stink found 8 coins . How can they split them evenly?

Judy gets ____________ coins and Stink gets ___________ coins .

2 . While on the treasure hunt, Tall Ball Boy leads Judy and Stink to 9 jewels . If 9 jewels are to be divided up to 3 people, how much does each person get?

Each person receives ______________ jewels .

3 . Draw a picture to show how many doubloons (gold coins) the group found if Judy, Stink, Tall Boy and Smart Girl all receive 3 doubloons each .

They found ____ doubloons .

PIRATE MATHA Math Worksheet

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WHO SAID IT?

1 . At the beginning of our show, Judy Moody is really jealous of all her friends that went on vacations with their families and got really cool t-shirts . When was a time in your life you were jealous of a friend?

2 . When our heroes, Judy and Stink felt hopeless, how did they use encouragement to get out of that slump? When you see a friend struggling how can you help them?

3 . Judy and Stink are on the search for buried treasure–treasure that is very meaningful for the pirate that buried it . Do you have something you consider to be your treasure? What is it? Why is it a treasure for you?

POST SHOW QUESTIONS

1 . I bet the new desk won’t even have an armadillo sticker with my name on it like my old one last year . And I bet the new classroom won’t have a porcupine named Roger .

2 . I wish I had a real adventure .

3 . Sharing hobbies is one way we learn about people . Okay third grade listen up! We’re going to try something different to kick off the school year . This week each of you will make your own Me collage .

4 . As long as there have been pirates I’ve wanted to sail on a ship to an island – a treasure island!

5 . Folks ‘round here call it Pirate Island, on account o’ Blackbeard himself haunted these parts back in the day .

6 . I was drinking me Pirate Punch from a box, and trying this thing with me straw and, well . . .it kind of spilled all over every-thing . I’m sorry .

7 . Ohhh, that’s right . Pirate Rule Number Two: If you find treasure, you have to share it -- even-steven .

8 . Thanks! We got what we needed . See you after we win!

9 . I know, clue-less, right? He totally would have found the clue if he’d just gone the other way .

10 . I’ve never seen someone get so excited over a place mat .

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WHO SAID IT? (ANSWERS)

1 . I bet the new desk won’t even have an armadillo sticker with my name on it like my old one last year . And I bet the new classroom won’t have a porcupine named Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JUDY MOODY

2 . I wish I had a real adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JUDY MOODY

3 . Sharing hobbies is one way we learn about people . Okay third grade listen up! We’re going to try something different to kick off the school year . This week each of you will make your own Me collage . . . . . . . . . . . . . . . . . . . . . . MR . TODD

4 . As long as there have been pirates I’ve wanted to sail on a ship to an island – a treasure island! . . . . . . . . . . . . . .STINK

5 . Folks ‘round here call it Pirate Island, on account o’ Blackbeard himself haunted these parts back in the day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCURVY SAM

6 . I was drinking me Pirate Punch from a box, and trying this thing with me straw and, well . . .it kind of spilled all over every-thing . I’m sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .STINK

7 . Ohhh, that’s right . Pirate Rule Number Two: If you find treasure, you have to share it -- even-steven . . . . . . . . . . .STINK

8 . Thanks! We got what we needed . See you after we win! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TALL BOY

9 . I know, clue-less, right? He totally would have found the clue if he’d just gone the other way . . . . . . . . . . SMART GIRL

10 . I’ve never seen someone get so excited over a place mat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MOM