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SETTING THE STAGEpreparing for the play

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

FOR TEACHERSCurriculum connectionsbefore or after the play

THEATERJobs in the Theater . . . . . . . . . . . . . 69 (Serious) Theatrical Superstitions . . 7Drama in Action . . . . . . . . . . . . . . . 13

LANGUAGE ARTSA Lesson On GENRE . . . . . . . . . . .9–10The Sounds of a Story . . . . . . . . . . 16Solve It! Drawing Conclusions . . . . 18Mystery in a Bag . . . . . . . . . . . . . . . . .19A Wall of Friendship . . . . . . . . . . . 19

MATHSetting the Stage . . . . . . . . . . . 11–12

SCIENCEWhat Causes Goose Bumps? . . . . . 8The Science of Fear . . . . . . . . . 14–15

DRAWING CONCLUSIONS . . . . . 17

CURTAIN CALL

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

INSIDE T HE GU IDE

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 man-ager 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 .

GOOSEBUMPS THE MUSICAL: PHANTOM OF THE AUDITORIUM

Dear Educators and Parents, Audience Beware! There’s something so exhilarating about scary stories- the chills, rush of adrenaline, the screams . Even as we cover our eyes, we sneak a peek through our fingers with bated breath in careful curiosity . We are thrilled to open our 30th season at First Stage with GOOSEBUMPS THE MUSICAL: PHANTOM OF THE AUDITORIUM, R .L . Stine’s wick-edly popular juvenile horror series . Not only will you find yourself on the edge of your seat, but you will surely be guessing until the end- who is The Phantom?

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 GOOSEBUMPS THE MUSICAL: PHANTOM OF THE AUDITORIUM 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 chil-dren—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

A NOTE TO TEACHERS AND PARENTS

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The students of Woods Mill Middle School are preparing to audition for their fall show . Ms . Walker, the drama teacher has announced that the show will be filled with chills, thrills, suspense and a phantom . Brooke and Zeke are ecstatic when they hear the news . They love scary stories and plan to take on the main roles to perform in this frightening drama . Anxiously awaiting for Ms . Walker to post the cast list, the students play tricks on each other to ease the tension in the room .

Shortly after 2pm the list was posted and cast was known . Brooke and Zeke captured the roles of Esmerelda and the Phantom . Tina was appalled that she gained the role of an understudy . Everyone else had been listed as ensemble or crew . Students were sent home with the responsibility of reading the script .

‘The Phantom’ first rehearsal had approached, and as students introduced themselves and their characters, Corey and Austin sparked a conversation about the play being cursed . Ms . Walker tried to quickly address the mystery of a haunted show and get the students back on track, but it wasn’t that simple for the kids . Tina kept the discussion of a cursed play going and eventually revealed that the play was attempted once before by the school . Ms . Walker, taken aback, once again tried to focus the students’ attention on more important things like the rehearsal schedule . Students, however, were intrigued by the “tragic circumstances” of the original attempt of the show and wanted to hear the story . Ms . Walker then gave in and shared the story of the legend through a song with the assistance if Tina .

Now that the news is out and the story has been told, Brooke and Zeke are tempted to take their research a little further . The two students are fascinated by the trapped door elevator and decided to see just where it would take them . Confused when it stops at an unfamiliar place, Brooke and Zeke are spooked . They quickly pulls the ledge that takes them back to the main stage area and finds the night janitor waiting for them . The kids receive a warning to leave the trap door alone, and shortly after they went home .

With rehearsals in process and the crew at work back stage, things get a little crazy and creepy . A new student, Brian, has joined the school and wants to be in the play, but unfortunately there are no roles available . Ms . Walker instead directs him to work with the crew under the leadership of Tina . While everyone is busy preparing for the show, someone appears to be sabotaging it, leaving the words “Stay away from my home sweet home” everywhere . Rehearsals begin to take a turn as back drops get ruined, and ghost appear still saying, “stay away from my home sweet home .” Although Zeke has been busy like everyone else, there is a mysterious thought that he’s behind all the spooky that’s happening . Even with all fingers pointing at Zeke, Ms . Walker has decided to keep Zeke in the play .

Even while keeping close eyes on Zeke the cast continues to receive the mysterious threats . Brooke, Zeke’s best friend, even has a hard time believing it’s not Zeke . That is until the ghost phantom shows up, whispers in her ear and causes her to faint . She awakes blaming Zeke, but Ms . Walker knew the truth of his alibi and told Brooke . With another taunting experience happening, she also decided to cancel yet another rehearsal .

With a new day and refreshed minds, the cast and crew are back to school and in rehearsal . Although it’s just the beginning of the day, it’s not quite too early for another creepy reminder . Brian had decided to show Brooke the back drop he had been working on . Unfortunately it wasn’t Brian’s hard work Brooke saw in the theater . It was a backdrop with the words ‘stay away from my home sweet home’ painted across it, and a trail of paint that left them a clue of who might’ve done it . The paint led out of the theater and went straight to locker 172 . Of course it would be the locker of Zeke Matthews, and he was in big trouble this time . Ms . Walker said she would discuss the matter with the principal and that Zeke could be removed from the play and potentially face suspension or worse .

Frustrated, shocked, and confused Zeke pleads to Ms . Walker to believe it wasn’t him and he vows to take a stand before these accusations get him banned . On a mission to prove himself innocent, Zeke decides to investigate . Brooke and Brian are in it with him, but an investigation for these three meant going back to the trapped door . So they did just that . Below the trapped door they found a table, chair, freshly eaten Cheerios, and knew the phantom had to be there . With the door bursting open, and the kids falling to the floor they looked before them only to find the unknown night janitor there . The janitor confessed to the kids about the mess that had been made, and to painting stay away everywhere . While trying to resolve the issue of the kids not ruing things for her, the trio got frightened and ran away out of fear .

The police investigated and found nothing . The living arrangement they saw beneath the stage before didn’t exist anymore . One things was for sure, the three kids shared the same story so Ms . Walker believed them and Zeke was safe .

Eventually things quieted down and a production is done . The audience loved the show and the cast is surprised at how amazing it was . They all praise Zeke for the talent he displayed as the Phantom until they find out it wasn’t him playing the phantom at all . Zeke had been knocked out by who he assumed was the phantom . Lying next to him was an old year book from 73 years ago . It just so happen to be the year book from the original attempt of the show . The kids flipped through only to find out that the boy in the picture from the original attempt of the phantom was Brian, the new kid .

SETTING THE STAGE SYNOPSIS

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AN INTERVIEW WITH THE PLAYWRIGHT JOHN MACLAY

Q: What drew you to this particular story in the GOOSEBUMPS series? A: It was suggested by our great partner on this project, Stan Foote at Oregon Children's Theatre . I love that it's a musical about doing a musical . Writers are always helped by writing bout what they know . And rehearsing a show is something I know more about than most other things! Q: How is GOOSEBUMPS different than other plays you’ve written? A: Well, they're all different I guess . One thing that is unique for me is that this is my first show centered on middle school students- which has been fun for me because that is the age of my own son . Q: What do you want the audience’s reaction to be? A: What do you want them thinking about when they leave the theater? I want them to feel like they have been on a great ride . Our show is a mystery with many suspects and I hope that they are surprised by the ending and are look-ing back at all of the clues . And that they want to come back and see it again! Q: What gives you goosebumps? A: Snakes . I don't do snakes . I have an irrational fear of snakes .

R .L . Stine is one of the best-selling children’s authors in history . In July 1992, Scholastic introduced his Goosebumps book series with Welcome to Dead House. Nearly twenty-five years later, Goosebumps is now one of the best-selling children’s series of all-time—with more than 350 million English language books in print, plus an additional 50+ million international copies in print in 32 languages . The Goosebumps series made R .L . Stine a world-wide publishing celebrity (and Jeopardy answer) . His other popular children’s book series include Fear Street, (recently revived with all new books), Mostly Ghostly, The Nightmare Room, and Rotten School. Other titles include: It’s The First Day of School Forever, A Midsummer Night’s Scream, and his first picture book, with Marc Brown—The Little Shop of Monsters. The Goosebumps TV show was the number-one children’s show in America for three years . The episodes can still be seen on Netflix . More recently, R .L .’s anthology TV series, R.L. Stine’s The Haunting Hour, won the Emmy Award three years in a row as Best Children’s Show . Goosebumps, a feature film starring Jack Black, based on the book series by R .L . Stine, was released in theaters on October 16, 2015, and opened at #1 at the box office . R .L . Stine lives in New York City with his wife Jane, an editor and publisher . You can connect with him on Twitter @RL_Stine . Also Facebook: http://facebook .com/rlstine . For more information, visit http://rlstine .com and www .scholastic .com/goosebumps .

ABOUT THE AUTHOR R.L. ST INE

Photo by Dan Nelken

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1 . The Goosebumps series are super spooky books that are suspenseful and give you the chills . What do you think makes scary books mysterious, creepy, and spooky? What are some of your favorite horror books to read?

2 . Some people believe that if you break a mirror you will have seven years of bad luck . Others may wear the same socks every time they play in a football game . In the story of Goosebumps we hear about the many superstitions that exist in the theater . Do you have any superstitions that you believe in?

3 . R .L . Stine, the author of the Goosebumps series, is really good at suspenseful writing . Suspense is what draws the reader in and keeps them engaged in the story . What are some ways different authors have captured your attention with their suspenseful writing?

PRE-SHOW QUESTIONS

RECOMMENDED READING

OTHER BOOKS BY R.L STINE

Goosebumps Welcome to the Deadhouse

Goosebumps Night of the Living Dummy

Goosebumps Most Wanted

Goosebumps Horrorland

Goosebumps Hall of Horrors

Slappyworld

It Came From Ohio

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We cannot accomplish all that we need to do without working together. Bill Richardson

Theater is a collaborative art—many people work together to tell the story we see onstage . In order for a successful production, all of the artists involved need to be flexible, be able to communicate their ideas and thoughts . Look at the list of theater jobs below and match them to their descriptions .

ACTOR

DIRECTOR

CHOREOGRAPHER

MUSIC DIRECTOR

DESIGNERS (Lighting, Costume, Set and Sound)

STAGE MANAGER

HOUSE MANAGER

The stage director brings together all of the elements of the play- the script, the actors, the designers, the techni-cians- and tells the story .

The music director works with the stage director to pre-pare the play for performance . He or she will work with the singing and conducting the orchestra .

Stage managers typically provide practical and organi-zational support to the director, actors, designers, stage crew and technicians throughout the production process . They also are the director's representative during perfor-mances, making sure that the production runs smoothly .

Actor tell the story of their character through their voice, body and imagination .

Choreographers design and direct the dance or stylized movement in musical productions, working closely with the director and musical director .

Designers create the look and sounds of the play through costumes, lights, sounds and the set .

The house manager is responsible for the smooth running of the lobby and the audience space . They have the most contact with the patrons (the audience members) .

JOBS IN THE THEATER Theater Classroom Information

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“Yes, this year’s show will be scary. The soft and the weak and the overly sensitive and of course the superstitious among you need not apply. There will be chills and suspense.” – Ms. Walker

Saying “Good Luck” to an actor the night of the performance is actually bad luck, so we say “Break a Leg!” This superstition is one of many that exist in the theater . Do these really have the power to sabotage our lives or are they simply creative storytelling? Only one way to find out…

BREAK A LEG: Well-wishers should always replace the phrase “good luck” with its theatrical substitute “break a leg .” According to Steppenwolf Theatre Company, the saying has a variety of possible origins . It may come from the ancient Greek practice of stomping feet instead of applauding, the Elizabethan term for bowing (to break the leg), the Vaudevillian practice of keeping actors just barely offstage (to break the leg of the curtain was to enter the playing space, and thus, get paid), or from understudies (jok-ingly) wishing actors would “break a leg” so that their standbys could perform .

THE GHOST LIGHT: Actors are notoriously aware of the spirits among us; the ghost of Thespis (the first known actor in ancient Greece) is said to wreak havoc upon theaters all over the world . The ghost light tradition—leaving a single lit bulb upstage center when the theater is empty—is meant to ward off these mischievous specters . In a more practical sense, it allows the stage man-agers, crewmembers, and actors to find the light switch when entering a vacant theater so that they don’t break their necks while crossing the totally dark stage .

DON’T SAY “MACBETH!”: This has long been part of the actor’s folklore, and there are dozens of theories about when, where, and why performers started avoiding the play’s title—instead referring to the drama as “The Scottish Play .” The History Channel cites several instances of mysterious and sudden deaths during performances of “Macbeth,” suggesting a curse that dates back to the 17th century . Some believe that the play’s fictional incantations—“Double, double toil and trouble…” etc .,—are authentic examples of witchcraft, and therein lies the danger of speaking the title out loud . If an actor slips up and says the deadly phrase, there is an antidote: Exit the theater, spin three times, spit, and utter a Shakespearean insult (or an equally vulgar profanity) .

BAD DRESS, GOOD OPENING: Wishful thinking or not, many stage actors swear that a bad dress rehearsal portends a great opening night . This superstition’s origins are unclear, maybe a producer or director trying to boost a cast’s morale, but it’s a com-forting concept when the final dress goes south .

NO WEARING BLUE: This traditional superstition may be less adhered to in modern times, but it has its practical roots in early theatrical costuming . Blue was the most expensive colored dye, and blue garments were put on stage at failing companies to trick the audience into thinking the producers were affluent . How to combat this indigo stigma? Add something silver to “prove” your wealth, and counter-balance the bad-luck-bearing shade .No Peacock Feathers, Mirrors, Real Money, or Real Jewelry on StageThese banned items are said to cause forgotten lines, broken set pieces, and more live-performance disasters . The “evil eye” of the peacock feather is blamed for cursing numerous productions, while mirrors are likely called “bad luck” because they interfere with the lights . As for real money and jewelry? These were originally discouraged in an attempt to prevent prop-table thievery .

NO WHISTLING IN THE THEATER: This seemingly silly rule actually has its roots in safety; in the early days of large-scale stage productions, backstage crews were composed of off-duty sailors using their hard-earned rigging skills to manipulate the sets and curtains . Just as they would on a large sea vessel, the crews communicated with each other through a series of coded whistles . This meant that an oblivious actor strolling through the stage and whistling a show tune could (inadvertently) prompt a stagehand to lower a light or set piece onto his poor unassuming head .

SLEEP WITH YOUR SCRIPT UNDER YOUR PILLOW: Can sleeping with a script under your pillow help you learn your lines faster? Science says no, but theatrical superstition says yes! The practice is said to help actors learn “by diffusion,” but we sug-gest you hedge your bets and memorize lines the old-fashioned way .

FLOWERS AFTER A PERFORMANCE: Who doesn’t love getting (and giving) a beautiful bouquet at a performance or recital? But old school actors require their flowers after the curtain call—not before—claiming that a gift prior to the start causes a lackluster show .

Taken directly from http://www.backstage.com/news/9-serious-theatrical-superstitions/By KC Wright posted May 19, 2015, 1pm on backstage.com

9 (SER IOUS) THE ATR ICAL SUPERST IT IONSTheater Classroom Information

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“Goose bumps can temporarily rise up on parts of your body when you feel a blast of cold air or hear a scary noise coming from outside the window . But what exactly makes your skin get all bumpy?

“A physical or emotional feeling (like cold or fear) triggers an automatic surge of a hormone called adrenaline, which is often released when people feel chilly, afraid, or stressed-out in some way . This subconscious response in your ner-vous system causes tiny muscles in your hair follicles to contract . These hair-erector muscles, technically known as Arrectores pilorum, raise the follicles above the rest of your skin, and voila! You’ve got bumps .

“Goosebumps are also commonly known as gooseflesh, and sometimes called “horripilation,” which is a mix of the Latin words “horrere” (meaning to bristle or stand on end) and “pilus” (meaning hair) . Funnily enough, doctors and other medical professionals call goose bumps by their technical name, “cutis anserina,” which comes from the Latin words for skin (“cutis”) and goose (“anser”) . In other words, “goose skin .” In other words, it’s a much fancier way of saying “goose bumps .”

“Have you ever seen your cat’s hair stand on end when something startles it? Or noticed that your dog’s coat looks fluffier when it’s outside in the cold? Animals also have erector muscles that raise up their hair, but you’re not going to see goose bumps on something that furry! Having fluffier hair can make a threatened animal look bigger and maybe help it ward off an attacker, while a coat that’s puffed up in cold weather is better for insulating the animal and helping it to stay warm .”

Taken directly from: http://www.kidsdiscover.com/quick-reads/causes-goose-bumps/By Kids Discover Posted February, 28, 2014

WHAT CAUSES GOOSE BUMPS?Science Classroom Information

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A LESSON ON GENRE Language Arts Classroom Activity

MATERIALSBook order sheets

FRAMING1 . Explain to the students that we will be talking about different genres in literature .

a . Definitionsi . From Wordnet: a class of art (or artistic endeavor) having a characteristic form or techniqueii . From Dictionary .com: a class or category of artistic endeavor having a particular form, content, tech-

nique, or the like: the genre of epic poetry; the genre of symphonic music .

2 . Tell the students that first books are separated into 2 categories: Fiction and Non-Fiction . We will focus on genre in fiction writing .

3 . Ask the students for them to name some of their favorite books .a . Do you know what genre it fits into?b . What are the characteristics that make it fit into that genre?

4 . Share with the students the 5 common genres and some of their characteristics .a . FANTASY−not realistic

i . Talking animalsii . Magical powersiii . Mythical beings

b . HISTORICAL FICTION−stories centered around a partially historic situation or historical periodc . MYSTERY

i . Something strange going onii . Solving an event or situationiii . Something unknowniv . Secret information

d . REALISTIC FICTIONi . Takes place in modern timesii . Characters involved in events that could happen

e . SCIENCE FICTIONi . Involves science or technology of the futureii . Involves partially true fictions or theories of scienceiii . Settings may include- in the future, in space, in a different world, universe, or dimension

5 . Explain that some stories may fall into more than one category .

[LESSON CONTINUES ON NEXT PAGE]

Taken directly from First Stage’s Literacy Program, written by First Stage’s Education Department. For more information, please visit www.firststage.org/schools--educators/literacy-Residencies/

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A LESSON ON GENRE Language Arts Classroom Activity - Continued

SET-UP: Share the following scenario with studentsThe Book Fair is coming to your school and your class is in charge of organizing the set-up. When the books arrive they are all lumped together in boxes. In order to make it easy for the customers to find their books, they must be separated in their separate genres. You will be working together as a group to find the books located in your genre and creating a display to attract people to your genre by artistically displaying what your genre is about. At the end, members of your group must present your display, or create a script for someone to read and clearly explain your exhibit.

6 . Separate the class into 5 or 6 groups (5 for the fiction genres, 6 if you include non-fiction) and order each group to a different genre . .

7 . Display the Genre Characteristic Descriptions and pass out grade appropriate (Scholastic or First Book) Book Order sheets

8 . Remind them of their goal .a . Go through the book order forms and choose 10 books to be put on display in your category .

i . Be prepared to justify their place .b . Create a display that advertises their genre by informing the readers and creating interest .c . Present their ideas orally or in a script .

9 . Give the class about 30 minutes to complete the task .

10 . Present the displays .a . Make sure the groups focus on why the books are there and what are the major characteristics of their

genre .

REFLECTION/ HOMEWORK11 . Why is it necessary to know about genre?

12 . What genre was new to you?

13 . What is your favorite to read? Why?

EXTENSION14 . Choose another genre and create a book cover and short description

for a new story .

Taken directly from First Stage’s Literacy Program

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SET TING THE STAGEA Math Student Worksheet

As a set designer, it is important to plan your set design with great detail . You must make sure that your artistic vision works with the budget and the stage space . In this activity, you’ll use your math skills to plan the set for “The Phantom” play . You are the set designer and must make the decisions on where the set pieces will go . Use a pencil because as you draw the parts of the set, you may need to erase and rearrange items to ensure they fit your space .

In the dot chart on the next page, each centimeter line is equal to 2 feet .

INSTRUCTIONS1 . Draw the stage .

a . The length of the stage is 34 feet .b . The width of the stage is 22 feet .

2 . Place 1 prop table offstage left . a . The dimensions of the table are 2 feet by 6 feet .

3 . Place a star at Center Stage (halfway in between the length and the width) .

4 . The play you are designing for takes place inside a haunted house . You can place the pieces of the set anywhere onstage . Your options include:

a . A Flat (you may have as many as 3) - a flat piece of scenery that can be painted on to look like the place where you are .

b . Table- may not be bigger than 6 feet on any side .c . Chair- must be smaller than the table .d . Couch

***BONUS Draw the pit in front of the stage where the orchestra will be for the musical. The front of the pit is 6 feet from the front of the stage. The front of the pit is 6 feet shorter than the stage on the right and on the left. How wide is the front of the pit?

NOW ANSWER THE QUESTIONS BELOW.5 . What is the perimeter of the stage?6 . What is the total area of the stage? Area= Length times width

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SET TING THE STAGEA Math Student Worksheet - ContinuedCentimeter Dot Paper

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We created a customized theater game for you to try.

GAME: LOCATIONSGRADES: K4-8 TIME: 10 MINUTES+SET-UP: AN OPEN SPACESUPPLIES: NONE

In GOOSEBUMPS THE MUSICAL: PHANTOM OF THE AUDITORIUM, we explore the juvenile horror genre and the loca-tions sets the stage for the mood and tone for the story . In this exercise, students will explore setting through role play .

INSTRUCTIONS1 . Brainstorm a list of various settings (a beach, haunted house, amusement park, bowling alley) and write them on

the board .

2 . Explain that we will be creating one of these settings in the classroom using only our bodies . Instead of acting out characters, we will create non-living parts of the setting such as umbrellas, water, roller coaster tracks .

3 . Choose two students to be the guessers and send them to the hallway or somewhere out of view from the group .

4 . The group will secretly choose a setting and create different objects in that space . Some groups may choose to add a sound effect .

5 . Assist the groups as needed to place their objects within the setting .

*You may choose to interact with the objects or bring them to life such as opening a door or looking through a window. Once the guessers enter, allow them a guess or two.

**Variation: Instead of creating the objects in the space, students can take on different characters. Their character needs to choose an activity that they would do that is specific to the chosen setting.

DRAMA IN ACTION Theater Classroom Activity

For more information about bringing theater workshops in your classroom email education@firststage.org

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THE SCIENCE OF FEARScience Classroom Activity

ACTIVITY: Scary Touch Boxes

Our brains gather information about our surroundings from our sensory organs—our eyes, ears, noses, tongues and skin . These organs contain sensory neurons that send information about the outside world to the brain . The brain makes sense of these signals, interpreting messages about objects, sounds, and other aspects of the world around us . Our brains then coordinate bodily responses to these messages . Imagine a poisonous snake was slither-ing up your arm . You’d be in trouble if your brain didn’t quickly make sense of the signals from your sensory neurons . Likewise, you do not see a threat until your brain interprets information from your eyes . The brain and sensory organs work together to tell us about our surroundings . . . sometimes to protect us from danger .

ACTIVITY OBJECTIVE Students will explore the sense of touch and learn about how the brain perceives information about an unknown object . This activity is best done in groups of 4 .

MATERIALSCardboard shoeboxes, 1 per group of 4 studentsScissorsMystery objects, 1 per shoebox Suggestions: “Scary” objects: rubber snake, things with pointy edges “Safe” objects: beanbag animal, ordinary household itemsScraps of cloth, 1 per shoeboxStapler

Teacher Preparation-Make the Touch Boxes before class. 1 . Cut a hole the size of a fist into one end

of each shoebox .

2 . Staple a scrap of material to hang as a curtain in front of the opening in each shoe-box . The curtain ensures that students will not be able to see inside the box .

3 . Place one mystery object into each shoebox before class .

To Try with Students1 . Review the five senses and the brain’s

role in them . Since the activity will focus on the sense of touch, ask students how they use their sense of touch . What kind of information about the world does this sense give them?

2 . Divide students into groups and hand out one Touch Box to each group . Remind them not to look inside the box .

[LESSON CONTINUES ON NEXT PAGE]

An exhibit presented by California Science Center Amgen Center for Sience Learning: https://www.fearexhibit.org/sites/fearexhibit.org/files/art/about_exhibit/Goose_Bumps_teacher_guide.pdf

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THE SCIENCE OF FEARScience Classroom Activity - Continued

3 . Ask students to take turns putting a hand into the box and feeling the object inside . What can they say about the object? Is it hard, soft, smooth, rough, etc .? Ask them to write down their perceptions .

4 . Once everyone in a group has had a chance to feel the object, ask the group to discuss their perceptions and write their predictions about what the object is and if it is “scary” or “safe .” Scary objects are ones that might cause harm .

5 . After a short period of time have groups move to another box to predict what’s inside and whether it is scary or safe . After the groups have gone through all of the boxes, have each group present to the class, naming the objects they think are scary and safe, why they think that, and what they think the objects are .

Teacher Wrap Up6 . Reveal the mystery objects .

a . Did their predictions support the conclusion—did they correctly identify the object? b . Did they need visual information to identify the object? The brain receives messages from special sensory

neurons called touch receptors . Touch receptors in the fingers collect specific information, related to touch, about objects . Is it smooth or rough? Hard or soft? Dull or sharp? Shaped like a box or a sphere? Our fin-gers are sensitive touch detectors - there are more touch receptors packed into the skin of our fingertips than anywhere else on the body!

The brain response is a three step process . 1) First, your brain takes in information . Example: You hear a loud buzzer . 2) Second, your brain processes the information . Example: The brain registers the noise . 3) And third, your brain tells your body to take an action . Example: You jump in shock .

What information did your students collect about the mystery objects? Would they have had an easier time processing information and determining the identity of the object if they had been able to use other sensory organs in this activity?

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1 . Before beginning this activity, share a clip from a musical, radio play or audio drama .a . We like Serge Prokofiev’s Peter and the Wolf (from the 1946 Disney production, Make Mine Music) .

2 . Discuss with students how music can help to tell a story, represent characters, and move the action . Ask Students: What instruments did you hear? What characters did they represent? How did the changing sounds and tempo effect the mood of the story? What do you think this story is about?

3 . Choose a folk tale (such as The North Wind and the Sun, The Tortoise and the Hare, or The Three Little Pigs) . Tell the story to the students, then discuss what happened .

4 . Using hand drums, rhythm sticks, tambourines, and any other kinds of classroom instruments, have the students discuss ideas on how to represent characters and action with instruments .

a . Here’s an example of how The Tortoise and the Hare was told through music: The Tortoise was represented by playing the hand drums slow and steady . The Hare was represented by rhythm sticks “hopping” quickly . Maracas were used to emulate the Hare snoring (while the hand drums continued as the Tortoise moved on) . The triangle woke the Hare from his nap as he saw the Tortoise moving to the finish line, where the crowd--tambourines-- cheered him on to victory!

5 . A continuation of the activity could be diving into groups and assigning each group a story to explore through instruments . Each group can have a chance to perform their scene .

THE SOUNDS OF A STORYLanguage Arts and Music Classroom Activity

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When you draw a conclusion, you are making assumptions based on your knowledge and after considering what you have just read in a text . When you draw conclusions, you should:• Look for clues in the story • Make connections between information • Think about what you personally know about this topic or situation • Read in between the lines and try to uncover the subtext

ACTIVITY 1 . As a class, begin by reading the short story: The Case of the Ruined Roses, by Esther B . Wheeler . This story can be

found at: Mystery Net’s Kids Mysteries, The Case of the Ruined Roses Solve-It 28 . http://kids .mysterynet .com/solveit/ .

2 . After reading through the story, ask students the following questions, and write their responses on the board: a . What is the mystery that needs to be solved? b . Who are the main characters in the mystery?c . Describe each character briefly and his/her participation in the mystery . d . What are the key clues? e . What steps will we take to analyze this problem? (You can act it out, draw a picture, make a list, work

backwards from the end back to the beginning, make some educated guesses and see how they work, draw a web of facts, events, and characters)

3 . Place students into small groups . In these groups, students must discuss the mystery with their group members and together, using text evidence, come up with a solution for the mystery—who do they believe was respon-sible for acting out the crime, and how did they do it .

a . If students are having a very difficult time coming up with any ideas towards a solution, you may choose to provide them with this extra clue: "Didn't you tell me that UFO's had been around as far back as 1800?" asked Max . "Oh yes," said Nina . "This one professor said it could be even farther back . Why?" "Well, Sam Cartland said they had only been reported since 1947 . That's only 51 years ago ." "Oh, oh," said Nina . "That part about seeing them way back came at the very end of the show . Do you suppose?"

b . Students should fill out the Solve It worksheet to help them through this process .

4 . Once students have come up with their solution to the mystery, they must act it out . Each group member should play a different character, and they should create a scene showing how the guilty suspect performed the crime—this is a scene of the crime taking place .

a . Allow groups 5-7 minutes to come up with their solution and scene . Assist groups as needed and guide them appropriately .

b . Remind students that their job is to draw correct conclusions based on the knowledge they have and appropriate and believable inferences they can make based on this knowledge .

5 . Have each group share their scene with the class and tell the class who they believe is responsible for the crime, and why .

REFLECTION6 . After going through all the different scenes and possibilities for who is responsible for the crime, ask the class who they now

believe is the prime culprit—their decision on who the guilty party is may have changed after seeing the scenes—and why . a . Take a class vote to see who the class overall believes is the wrongdoer .

7 . Finally, read the solution to the students: a . Whom does Max suspect?: Sam Cartland . How did Max figure it out?: Sam taped the program on UFO's

and had almost finished watching it when Max and Nina showed up . He was accurate in discussing it with Nina except for the last part which he hadn't seen yet . He admitted being so angry with Coach Thornton that he pulled up his roses . He apologized to the coach and promised to do extra yard work for him .

DRAWING CONCLUSIONS

Written by First Stage’s Education Department. For more information, visit: www.firststage.org/schools--educators/literacy-residencies

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Group Members: ___________________________________________________________________________________

The suspect responsible for the crime is: ______________________________________________________________The key clues that this suspect is the guilty party are: ___________________________________________________

1 . ________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2 . ________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

3 . _________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

SOLVE IT! DRAWING CONCLUSIONSEnglish Language Arts/Social Studies Student Activity

Taken from: First Stage’s Literacy Residency Curriculum

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1 . Start by gathering a bunch of small common household or office items . Ideas include: Pens, candy wrappers, receipts, lip balm, mini-hand sanitizer, coupons, sunglasses, etc .

2 . Put five objects in a shoebox, and divvy up the other objects into about 10 paper bags .

3 . As a large group, pass the shoebox around the classroom . Allow each student to handle the box without opening it—they must guess what they think is in the box .

4 . Once the box has reached every student, take the box back and open it to reveal its contents . Discuss each item and together as a class come up with the story of each object:

a . Who do these objects belong to? Where did they come from? What are the characters doing with these objects? What is the importance of each object to the character who owns them?

5 . Now, place students in small groups . Distribute a bag to each student or group . Explain that this is a "bag of evi-dence" from a crime scene .

a . Each small group must write a mystery story that includes the objects as "clues" to solve the mystery . The stories must include a main character and suspects; a crime, secrets or a puzzle that must be solved; and progressive clues that lead the detective to solving the mystery .

6 . Once complete, have students create a comic strip of their story, illustrating the unfolding of their mystery .

MYSTERY IN A BAGCreative Writing English Language Arts Classroom Activity

A WALL OF FRIENDSHIPLanguage Arts/ Art Classroom Activity

“You’re my best friend since kindergarten. You’re like my sister. But you’re making me crazy.” –Zeke

Before introducing this ongoing activity to the students, hold a discussion on friendship . • What does it mean to be a good friend?• What are some of the qualities a true friend should possess? • What does the saying “In order to have a good friend, you must be a good friend” mean?

Identify a wall, bulletin board, door or other large empty area on a classroom wall and label it as the Friendship Wall . Explain to the students that the wall will portray anything positive regarding friendships . At anytime throughout the school year, students can post quotes regarding friendships, photographs of classmates, drawings or even short stories they have written . Start the wall off by adding some of the friendship traits mentioned by students in the previous dis-cussion, as well as a few pictures of classmates (if you have these) . The wall will be a constant reminder of the impor-tance of positive relationships .

Adapted from: eHow Middle School Group Activities on Friendship. Brooke Williams, eHow Contributor. http://www.ehow.com/list_5811089_middle-group-counseling-activities-friendships.html

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WHO SAID IT?

POST-SHOW QUESTIONS

1 . The soft and the weak and the overly sensitive and of course the superstitious among you need not apply . There will be chills and thrills and suspense .

2 . We can scare the whole school! With a play!

3 . Stay away from my home sweet home .

4 . You’re lucky you’re my best friend .

5 . And if Coach Grundman says it, it must be true because he’s an international mixed martial arts champion .

6 . Just old tunnels under the school . Nothing for you to be concerned about . You should be more concerned with minding your own business .

7 . Yeah . I’m sorry I said that Indiana is gross . That was totally unfair . I’ve never even been to Indiana .

8 . Oh! A student who calls me ma’am . How lovely! You didn’t mean that sarcastically, did you?

9 . I know . Brooke’s just not cutting it . Don’t worry . I’m ready to take over .

10 . Are things always this weird at this school?

11 . Someone’s been eating cereal . Recently . Do ghosts eats Cheerios?

12 . In stories like this, it’s always the one you least suspect!

1 . Why do you think everyone accused Zeke every time a spooky prank happened?

2 . At the end of the show we find out that Brian was the kid who originally played the phantom . Do you think Brian was a ghost or just a kid that looked similar? Explain your answer .

3 . The kids found evidence that suggested that Emile, the night janitor was living underneath the stage . This sug-gests that he may need some help . Have you ever noticed a friend or classmate was in need of some help? What did you do?

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WHO SAID IT? ANSWERS

1 . The soft and the weak and the overly sensitive and of course the superstitious among you need not apply . There will be chills and thrills and suspense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .MS . WALKER

2 . We can scare the whole school! With a play! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ZEKE

3 . Stay away from my home sweet home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .EMILE

4 . You’re lucky you’re my best friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BROOKE

5 . And if Coach Grundman says it, it must be true because he’s an international mixed martial arts champion . . . . COREY

6 . Just old tunnels under the school . Nothing for you to be concerned about . You should be more concerned with minding your own business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .EMILE

7 . Yeah . I’m sorry I said that Indiana is gross . That was totally unfair . I’ve never even been to Indiana . . . . . . . . BROOKE

8 . Oh! A student who calls me ma’am . How lovely! You didn’t mean that sarcastically, did you? . . . . . . . .MS . WALKER

9 . I know . Brooke’s just not cutting it . Don’t worry . I’m ready to take over . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TINA

10 . Are things always this weird at this school? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BRIAN

11 . Someone’s been eating cereal . Recently . Do ghosts eats Cheerios? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BROOKE

12 . In stories like this, it’s always the one you least suspect! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ZEKE