animal safari stories - arts council of hillsborough...

Katie Adams’ Make-Believe Theater Presents:

Animal Safari Stories

A Teacher’s Guide Welcome to the Show! Go on an adventure with Storyteller Katie Adams! Travel around the world and hear folk tales about animals that reflect on ourselves. Katie’s sparkling, animated style includes a variety of rhythm instruments, mime, and audience participation, set in front of a beautiful jungle backdrop. Children especially enjoy participating with animal movements and sounds. The stories in this show are Anansi and his Six Sons, from Africa, Coyote and the Laughing Butterflies, from the southwest United States, Papagayo, from the Amazon rainforest, and The Crocodile’s Tale, from the Philippines. This show is 45 minutes.

This Program is presented as part of the Artists-in-the-Schools program, which is funded and jointly sponsored by the Hillsborough County Public Schools and the Arts Council of

Hillsborough County

Before the Show Synopsis of the Stories - What to look for Read through the following synopsis and discuss with your students what to look for in the performance. Anansi and his Six Sons Anansi the spider finds himself in trouble. He gets swallowed by a fish! His six sons want to rescue him, but they have six challenges to over-come. Each son uses his unique talent to overcome a problem until Anansi is rescued. Anansi then finds a ball of light in the forest. He wants to give it to the son who rescued him but he cannot decide which son. Finally Nyame the sky god takes the ball of light up into the sky for all to share. It is still there tonight. It is the moon. Papagayo In this story from the Amazon Rainforest, Papagayo, the macaw parrot is full of mischief and very noisy. He wakes up the night creatures who are trying to sleep during the day. Then one night the ghost of a monster dog runs across the night sky and takes a big bite out of the moon. The night creatures are very upset, but they don’t know how to help the moon because they are afraid of the monster. For six days the monster dog takes a bite out of the moon until it is just a sliver in the sky. Finally Papagayo helps the night creatures scare away the monster by making lots of noise – which Papagayo is good at. The animals save the moon and go off to celebrate. Coyote and the Laughing Butterflies Coyote’s wife wants to make a special meal, and she needs Coyote’s help. She asks Coyote to get some salt from the Great Salt Lake. So Coyote makes the long trip to the Great Salt Lake but when he gets there, he is exhausted and falls asleep. Coyote’s snoring is so loud that the butterflies come, pick him up, and fly him back home. When Coyote wakes up at his home, he doesn’t know what has happened – and he doesn’t have the salt. On his third try, Coyote takes a short cut to the Great Salt Lake and is not so tired when he arrives. He fills a sack with salt but then takes another nap. The butterflies fly him back home again, tricking him for the third time. To this day, the butterflies are still zigging and zagging as they fly through the sky, laughing ant the joke they played on Coyote. Crocodile’s Tale While playing in the jungle behind his house, Juan discovers a Crocodile caught in a hunter’s trap. The Crocodile begs Juan to help him out of the trap promising to give him a gold ring in return. Juan unties the trap setting the Crocodile free and then asks for the gold ring. The crocodile days he does not have the gold ring with him, so Juan climbs on the crocodiles back and the two of them set off to get the ring. After swimming into the middle of a river, the Crocodile declares that he doesn’t have the ring and that he is going to eat Juan. Juan tries to get help from a straw hat and a basket floating in the river. They both tell the crocodile that people are not grateful and that he should eat Juan. Finally a monkey rescues Juan by tricking the Crocodile and Juan remembers to show his gratitude.

Stories about Anansi come from the country of Ghana. Katie uses the Kalimba or thumb piano, an African instrument, to accompany this story. Students are encouraged to participate by making sound effects and animals with their hands.

Katie uses a rain stick rhythm instrument to introduce this story. The students participate with the different sounds of the rainforest animals.

Katie uses a tamborine drum to start this story from the southwest United States. Katie talks about the landscape with the mesas and the canyons. The students participate with the coyote’s howls and the fluttering movement of the butterflies.

This story is set in the Philippines. Katie uses a quiro to start this story. The students participate with the voices of the crocodile and the monkey.

What to look for with the art of Storytelling Storytelling is a live performance of a story that uses many theater skills. Here are some features to look for in this storytelling performance.

Standards connected to the performance Language Arts: LAFS.K12.SL.1.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Theater: TH.2.C.1.2 – Respond to a play by drawing and/or writing about a favorite aspect of it. Music: MU.3.H.1.1 – Compare indigenous instruments of specified cultures

The Role of the Audience This is a reflective exercise for students. Please read and discuss with your students.

• You are the audience - an important part of the performance. You help the performers by pretending and participating with them.

• Seeing a live show is not like watching TV or a movie. The performers are in the same room with you, and can see and hear you, the audience, and interact! What are some other differences? (no commercials, no eating, no lying down or running around...)

• Enter the performance space quietly and listen. Who might be giving instructions? • The performers need you to watch and listen quietly. Talking to friends disturbs the performers and other

members of the audience. • Your job is to pretend along with the performers. They like it when you laugh if something is funny. They also like

to hear you clap at the end of a performance when they bow. • After the bows the audience stays seated. Who might give instructions on how to leave?

Character voices - Storytellers change their voices to take on the personality of the characters.

Audience Participation- This takes many forms from call and response, to finger play, to inviting audience members onstage to be characters in a story.

Props – Props are any object carried by an actor. Often storytellers use real objects to educate an audience, or add interest and focus to the story.

Repetition - This is the storyteller’s invitation to join in the story. Repeated words and phrases are a chance for the audience to join in and help tell the story. Repetition also helps us remember the stories.

Facial expressions - Katie uses facial expressions to convey emotional content and comedy. A storyteller’s face helps inform the audience how to interpret the story.

Mime movement - Katie uses her hands, face and body to create imaginary objects (props) and scenery in the stories.

Standards for Theater Etiquette TH.K.S.1.1-Demonstrate appropriate audience behavior at a live performance. TH.1.S.1.1-Exhibit appropriate audience etiquette and response. TH.2.S.1.1-Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism. TH.3.S.1.1-Demonstrate effective audience etiquette and constructive criticism for a live performance. TH.4.S.1.1.-Exhibit proper audience etiquette, give constructive criticism, and defend personal responses. TH.5.S.1.1-Describe the difference in responsibilities between being an audience member at live or recorded performances.

Language Arts Activity – Reading Check out one or all of the above books from your library and read the story to, or with, your class.

After the Show

Language Arts Activities – Reading Compare and contrast with your students the differences between the books and the performance. LAFS.K12.R.3.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. LAFS.K12.R.3.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LAFS.K.SL.1.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LAFS.1.RL.3.9 - Compare and contrast the adventures and experiences of characters in stories. LAFS.4.RL.3.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.5.RL.1.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Have your students name the characters in the stories and discuss cause and effect of their actions. LAFS.1.R.1.3 - Describe characters, settings, and major events in a story, using key details. LAFS.2.W.1.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LAFS.4.RL.1.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Story Sources Anansi by Gerald McDermott Coyote and the Laughing Butterflies by Harriet Peck Taylor Papagayo by Gerald McDermott Crocodile’s Tale by Jose’ Aruego

Folk Tales - Earliest form of Literature Folk tales have been handed down, usually by word of mouth, for generations. • Discuss with your students what can happen to a story passed down in this way. • You may want to illustrate the point by playing the game “telephone” or “gossip” in which a whispered phrase is passed

down the line of students and the beginning and ending phrases are compared to see how different they are. • Do the students know of a story handed down through their own family or friends this way? (An example would be a

story about the size of a fish caught.) Folk tales contain elements unique to the culture they come from. • Ask the students to describe something unique from each story, i.e. “What makes this an Animal story?” “How is the

country of origin’s culture reflected in the story?” Folk tales also contain elements universal to all people. • Ask the students to describe something from each story that “all people do”. Folk tales always contain a message about how to live life. • Discuss the messages in the stories - how are they similar and how are they different. In each of the stories, one or

more of the characters helps another character. Ask the students to identify these characters and describe how they were helpful. (Good readers always do a text to self connection.)

LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. LAFS.2.RL.1.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. LAFS.3.RL.1.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Storytelling Activities Go over the stories from the show with your students. Pick one of the stories (or pick one episode). Be sure to have a beginning, middle, and end. • Ask the students to form a circle and let the first child begin telling the story. At a prearranged signal from you, the next

child in the circle must take up the story. Keep going until everyone has a turn and the story is told. • Turn a favorite fairy tale into a "fractured fairy tale". Example- Make Goldilocks a beauty queen and the three bears

farmers. • Find an interesting item or photo and invent a story about it. Learn Stories From Your Own Family Visit an older relative and ask him or her questions. Stories will usually result. Some possible questions are listed below. • What were holidays like when you were growing up? How were they different? • Who was your best childhood friend and what did you do together? • Is there a family event you wish you could do again in a different way? • What was your grandmother's house like? • Do you remember when I was little? What was I like?

Folk tale: A story or legend forming part of an oral tradition. (American Heritage Dictionary) An orphan boy sat on a great stone, mending an arrow. And the stone spoke: “ Shall I tell you stories?” The boy said, “What are stories?” the stone answered, ”All the things in the world before this.” From that stone came all the stories that the Seneca nation tell to one another. -A Seneca Indian tale, from Tales as Tools

LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. TH.2.H.1.1 - Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences. TH.5.H.3.4 - Act out a character learned about in another content area. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

Rhythm Instruments used in the Show You may wish to work with your music teacher to explore these different rhythm instruments Kalimba or Thumb Piano - An African rhythm instrument built around a gourd and played with the thumbs. Rain stick - A hollow bamboo log with beans, rice or beads inside that hit against bamboo or brass rods when the stick is turned, suggesting the sound of rain. Tambourine Drum - This instrument combines the action of the tambourine with the drum. It can be shaken or hit with a drum stick. Quiro - (Pronounced Weir Oh) A hollow wood or metal instrument which when rubbed with a stick makes a rasping sound. MU.2.H.1.1 - Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.3.H.1.1 – Compare indigenous instruments of specified cultures

Bibliography Anansi by Gerald McDermott Coyote and the Laughing Butterflies by Harriet Peck Taylor Papagayo by Gerald McDermott Crocodile’s Tale by Jose’ Aruego

About the Storyteller Katie Adams is a puppeteer and storyteller who loves to perform for children and family audiences. In 2000, Katie started her own company, Make-Believe Theater dedicated to entertaining, inspiring and enlightening young audiences. Katie tours to schools, libraries, theaters, museums and festivals. Recent performance highlights include the National Festival of the Puppeteers of America, the Smithsonian Discovery Theater, the Great Arizona Puppet Theater, Mahaffey Theater for Performing Arts, and the Kravis Center. Check out her web site at www.katieadamstheater.com.

http://www.katieadamstheater.com/

Presented By Katie Adams’ Make Believe Theater

Welcome to the show!

Splash into aquatic fun with storyteller Katie Adams. Get your toes wet and participate with these stories; the hilarious Alligator and Hen, Dolphins and Shark, Bimwilli and the Zimwe, and Why the Sun and the Moon live in the Sky. Under the Sea Stories is a collection of folktales from around the world. With colorful props and audience participation, this show is sure to be a refreshing dive into the imagination. 45 minutes.

This program is presented as part of the Artists-in-the-Schools Program, which is funded and jointly sponsored by the Hillsborough County School Board and the

Arts Council of Hillsborough County.

Before the Show

Synopsis Read through the following synopsis and discuss with your students what to look for in the performance. Alligator and Hen Have you ever seen a bird standing on the back of an Alligator and wondered why? This is a story that might help explain why. It is a story that comes from the swamps in Florida. Everyday Hen went down to the green swamp to look for good things to eat, always being careful to stay away from the water’s edge because she knew Alligator lived in the swamp and might eat her. One day she spotted some tender shoots of grass right at the edge of the water and because she wanted them so badly, she said to herself, ”If I don’t act afraid, I won’t feel afraid.” Then she walked right down to the edge of the water and started eating. Alligator saw her and swam up to catch her. He opened his jaws…but then Hen saw him and said, “My brother don’t eat me!” This so confused Alligator that he could not eat Hen. He just could not do it. He swam away puzzling over how he and Hen could be brothers. The next day Alligator tried to eat Hen, and the day after, but each day Hen showed no fear and claimed they were brothers until finally, Alligator decided to visit the wise old woman and find out if he and Hen were really brothers. On the way Alligator ran into his good friend Lizard. Lizard listened to his story and then said, “Hens lay eggs and Alligators lay eggs and in this way, you are brothers.” “Ohhhhh!” Said Alligator. So the next day, Alligator went to greet Hen the way a brother should. He asked Hen if she would like to ride on his back. Hen thought to herself, “If I don’t act afraid I won’t feel afraid.” And she rode off on Alligator’s back! Dolphins and Shark Dolphins and Shark is a story from the Wampanoah Nation whose people lived on the east coast of the United States, in what is now Connecticut. They were very skilled fishermen, however one day Shark came along and tore through their nets and ate the fish. Then he ate the fishermen. So, the people called on their greatest warrior, Maushop, to negotiate with the Shark, but the Shark wouldn’t listen, so Maushop called on the Dolphins to help. By playing and playing around the Shark, the Dolphins finally drove him crazy, and he swam away. The Dolphins and the Wampanoah people celebrated this peaceful solution, and to this day, if you see dolphins playing in the water, you know it is safe to go swimming. The sharks won’t come around when the dolphins play.

Katie will ask the audience to help with the voices and movements of the Alligator and the Hen. So please join in!

Katie will ask the audience to help with the movements of the Shark and the Dolphins. Please join in!

Bimwili and the Zimwe Bimwili and the Zimwe is a story from the Island of Zanzibar, Africa. Bimwili is a little girl who lived with her family in a village near the beach. On her first trip to the beach with her older sisters she finds a beautiful shell, and encounters the Zimwe; a magical creature that can change his shape. Left alone by her older sisters, Bimwili is captured by the Zimwe, put into a drum and forced to sing every time the Zimwe plays the drum. The Zimwe travels from village to village playing the drum in exchange for food until finally he goes to Bimwili’s village. There her family rescues Bimwili leaving the Zimwe very angry. He tries to re-capture Bimwili by changing into a big pumpkin. But this time her family is ready and they protect Bimwili. So the Zimwe leaves, never to return. Why the Sun and the Moon live in the Sky Why the Sun and the Moon live in the Sky is another story from Africa. A long, long time ago the people say the Sun and the Moon lived on the earth, in a great big house. Everyday the Sun would fly across the land exploring, but the Moon would stay in her house, taking care of her beautiful things. The Sun’s favorite person to visit was the Ocean because she had interesting stories to tell from all over the world. One day he begged the Ocean to come visit his house and his wife the Moon. The Ocean warned him that his house would have to be very, very big, because she would bring all her children, all the creatures of the sea. Assuring the Ocean that his house was very big, and telling his wife the Moon to expect a visit from the Ocean, the Sun felt confident that his house would accommodate the Ocean. The Moon was doubtful and tried to warn her husband, and sure enough, when the Ocean came to visit, she filled the house with water and fish until the Sun and the Moon had nowhere else left to go but up into the sky. Note: All four stories may not be included in the program due to time constraints.

Look for the Ocean Drum Katie uses to create the sound of the waves. The Ocean Drum is a rhythm instrument.

Katie uses fish puppets to help tell this story. She will invite members of the audience up to help with the fish. So be ready!

What to look for with the Art of Storytelling Storytelling is a live performance of a story that uses many theater skills. Here are some features to look for in this storytelling performance. Standards connected to the performance Language Arts: LAFS.K12.SL.1.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Theater: TH.2.C.1.2 – Respond to a play by drawing and/or writing about a favorite aspect of it. Music: MU.3.H.1.1 – Compare indigenous instruments of specified cultures




• Enter the performance space quietly and listen. Who might be giving instructions? • The performers need you to watch and listen quietly. Talking to friends disturbs the performers

and other members of the audience. • Your job is to pretend along with the performers. They like it when you laugh if something is

funny. They also like to hear you clap at the end of a performance when they bow. • After the bows the audience stays seated. Who might give instructions on how

to leave?




Repetition - This is the storyteller’s invitation to join in the story. Repeated words and phrases are a chance for the audience to join in and help tell the story. Repetition also helps us remember the stories

Facial expressions - Katie uses facial expressions to convey emotional content and comedy. A storyteller’s face helps inform the audience how to interpret the story.



Language Arts Activity - Reading

Check out these versions of the folktales from your library and read the stories to, or with, your class.

After the Show Language Arts Activities - Reading

Compare and contrast with your students the differences between the books and the performance. LAFS.K12.R.3.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. LAFS.K12.R.3.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LAFS.K.SL.1.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LAFS.1.RL.3.9 - Compare and contrast the adventures and experiences of characters in stories. LAFS.4.RL.3.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.5.RL.1.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

• Crocodile and Hen: A Bakongo Folktale By Joan M. Lexau, c2001 HarperCollins, New York, NY • ‘Maushop and the Porpoises’ from Children of the Morning Light; Wampanoah Tales as told by Manitonquat

(Medicine Story), Macmillan Publishing Company, New York, NY • Bimwili and the Zimwe By Verna Aardema, c1985 Dial Books for Young Readers, New York, NY • Why the Sun and the Moon Live in the Sky Elphistone Dayrell, Houghton Mifflin Company, Boston • Why the Sun and Moon Live in the Sky Niki Daly, Lothrop, Lee and Shepard books, New York

Have your students name the characters in each story and discuss cause and effect of their actions. LAFS.1.R.1.3 - Describe characters, settings, and major events in a story, using key details. LAFS.2.W.1.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LAFS.4.RL.1.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Folk Tales - Earliest form of Literature Folk tales have been handed down, usually by word of mouth, for generations. • Discuss with your students what can happen to a story passed down in this way. • You may want to illustrate the point by playing the game “telephone” or “gossip” in which a

whispered phrase is passed down the line of students and the beginning and ending phrases are compared to see how different they are.

• Do the students know of a story handed down through their own family or friends this way? (An example would be a story about the size of a fish caught.)

Folk tales contain elements unique to the culture they come from. • Ask the students to describe something unique from each story, i.e. “What makes this an Animal

story?” “How is the country of origin’s culture reflected in the story?” Folk tales also contain elements universal to all people. • Ask the students to describe something from each story that “all people do”. Folk tales always contain a message about how to live life. • Discuss the messages in the stories - how are they similar and how are they different. In each of

the stories, one or more of the characters helps another character. Ask the students to identify these characters and describe how they were helpful. (Good readers always do a text to self connection.)



Storytelling Activities Go over the stories from the show with your students. Pick one of the stories (or pick one episode). Be sure to have a beginning, middle, and end. • Ask the students to form a circle and let the first child begin telling the story. At a prearranged

signal from you, the next child in the circle must take up the story. Keep going until everyone has a turn and the story is told.

• Turn a favorite fairy tale into a "fractured fairy tale". Example- Make Goldilocks a beauty queen and the three bears farmers.

• Find an interesting item or photo and invent a story about it. Learn Stories From Your Own Family Visit an older relative and ask him or her questions. Stories will usually result. Some possible questions are listed below. • What were holidays like when you were growing up? How were they different? • Who was your best childhood friend and what did you do together? • Is there a family event you wish you could do again in a different way? • What was your grandmother's house like? • Do you remember when I was little? What was I like? LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. TH.2.H.1.1 - Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences. TH.5.H.3.4 - Act out a character learned about in another content area. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

Bibliography • Crocodile and Hen: A Bakongo Folktale By Joan M. Lexau, c2001 HarperCollins, New York, NY • ‘Maushop and the Porpoises’ from Children of the Morning Light; Wampanoah Tales as told by

Manitonquat (Medicine Story), Macmillan Publishing Company, New York, NY • Bimwili and the Zimwe By Verna Aardema, c1985 Dial Books for Young Readers, New York, NY • Why the Sun and the Moon Live in the Sky Elphistone Dayrell, Houghton Mifflin Company,

Boston • Why the Sun and Moon Live in the Sky Niki Daly, Lothrop, Lee and Shepard books, New York

About the Artist

Katie Adams is a puppeteer and storyteller who loves to perform for children and family audiences. In 2000,Katie started her own company, Make-Believe Theater dedicated to entertaining, inspiring and enlightening young audiences. Katie tours to schools, libraries, theaters, museums and festivals. Recent performance highlights include the National Festival of the Puppeteers of America, the Smithsonian Discovery Theater, The Great Arizona Puppet Theater, Mahaffey Theater for Performing Arts, and Kravis Center. Check out her web site at www.katieadamstheater.com.

Tales from the Enchanted Kingdom Classic Fairy Tales told with Interactive

Audience Fun

Presented by Katie Adams’ Make Believe Theater

Welcome to the show! Hats for sale! Traveling hat seller and storyteller Katie Adams pulls in a wooden wagon full of old, new and quite curious hats. She brings up audience members to wear the hats and help with the stories in this colorful adaptation of classic fairy tales. Singing, rhythm instruments and mime round out this 45-minute show. Stories include The Three Billy Goats Gruff, The Princess and the Pea, Jack and the Beanstalk and The Three Little Pigs.

Before the Show Language Arts Activity

Check out these folktales from your library and read the stories to, or with, your class.

• The Three Billy Goats gruff • The Princess and the Pea • Jack and the Beanstalk

This program is presented as part of the Artists-in-the-Schools Program, which is funded and jointly sponsored by the Hillsborough County Public Schools and the Arts Council of Hillsborough County.

Have your students name the characters in each story and discuss cause and effect of their actions. Compare and contrast with your students the differences in the story versions.




• Enter the performance space quietly and listen. Who might be giving instructions?

• The performers need you to watch and listen quietly. Talking to friends disturbs the performers and other members of the audience.

• Your job is to pretend along with the performers. They like it when you laugh if something is funny. They also like to hear you clap at the end of a performance when they bow.

• After the bows the audience stays seated. Who might give instructions on how to leave?


After the Show Curriculum connections: Theater arts, Language arts, Character Education

Storytelling and Theater Go over the following theater definitions with your class. Then try some of the storytelling games. Theater Concepts and Vocabulary • The storyteller and audience agree to “suspend disbelief”, to pretend

together that the action of the performance is real and is happening for the first time. This agreement means the audience members accept the use of theater conventions such as:

• Audience participation - the storyteller talks directly to, and interacts with, the audience. The audience is invited to help act out parts of the story.

• The storyteller plays multiple characters and uses many voices. • The storyteller sings to provide information, move the action forward

and set a mood. • The storyteller uses mime movements to suggest props and scenery. Storytelling Activities - Games Go over the stories from the show with your students. Pick one of the stories (or pick one episode). Be sure to have a beginning, middle, and end.

1. Ask the students to form a circle and let the first child begin telling the story. At a prearranged signal from you, the next child in the circle must take up the story. Keep going until everyone has a turn and the story is told.

2. Turn a favorite fairy tale into a "fractured fairy tale". Example- Make Goldilocks a beauty queen and the three bears farmers.

3. Find an interesting item or photo and invent a story about it. Learn Stories From Your Own Family Suggest to your students that they visit an older relative and ask him or her questions. Stories will usually result. Some possible questions are listed below.

1. What were holidays like when you were growing up? How were they different?

2. Who was your best childhood friend and what did you do together? 3. Is there a family event you wish you could do again in a different

way? 4. What was your grandmother's house like? 5. Do you remember when I was little? What was I like?

LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. TH.2.H.1.1 - Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences. TH.5.H.3.4 - Act out a character learned about in another content area. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

Folk Tales - Earliest form of Literature Folk tales have been handed down, usually by word of mouth, for generations.

• Discuss with your students what can happen to a story passed down in this way.

• You may want to illustrate the point by playing the game “telephone” or “gossip” in which a whispered phrase is passed down the line of students and the beginning and ending phrases are compared to see how different they are.


Folk tales contain elements unique to the culture they come from.

• Ask the students to describe something unique from each story, i.e. “What makes this an African story?”

Folk tales also contain elements universal to all people.

• Ask the students to describe something from each story that “all people do”.

Folk tales always contain a message about how to live life.

• Discuss the messages in the three stories - how are they similar and how are they different. In each of the stories, one or more of the characters helps another character. Ask the students to identify these characters and describe how they were helpful. (Good readers always do a text to self connection.)


About the Artist

Katie Adams is a puppeteer and storyteller who loves to perform for children and family audiences. In 2000,Katie started her own company, Make Believe Theater dedicated to entertaining, inspiring and enlightening young audiences. Katie tours to schools, libraries, theaters, museums and festivals. Recent performance highlights include the National Festival of the Puppeteers of America, the Smithsonian Discovery Theater, the Great Arizona

An Educator’s Guide to

Florida Folk Tales Welcome to the Show! • The backwoods of old Florida meander through your mind’s eye as Katie Adams tells Florida

Folk Tales. The stories are adapted from Tellable Cracker Tales by Annette Bruce. • To open the program Katie discusses the Florida Cracker Culture and how the name “Cracker”

came about. • Katie tells about meeting Annette Bruce and Annette’s stories of writing the book. • Stories include Epaminondas, Ole One Eye and Need or Greed. Props, audience participation,

and singing add color to these folk tales.

This Program is presented as part of the Artists-in-the-Schools program, which is funded and jointly sponsored by the Hillsborough County Public Schools and the

Arts Council of Hillsborough County

Before the Show What happens in Florida Folk Tales? What to look for in the Show Curriculum connections: Theater arts, Language arts Read through the following synopsis and discuss with your students what to look for in the performance. In the first story, Epaminondas, a young boy worries his mother when “he ain’t got the sense he was born with.” His comedic adventures continue until he makes the cattle rancher’s daughter laugh, bringing wealth and a sense of security to his future. Katie uses mime, repetition and a prop in this story. The second story, Need or Greed, finds a poor old woman, Mema Driggers, who is helped by a raccoon that makes wishes come true. All goes well until Mema Driggers wishes for too much and ends up back where she started - with nothing. Look for the character voices and facial expressions in this story. In the final story, Ole One Eye, robbers decide to steal a frugal old woman’s gold. By coincidence the leader of the robbers has one eye and the old woman has a one eyed fish. How this fact saves the old woman makes for a very funny conclusion. Katie brings students up on stage to participate in the story.

What to look for with the Art of Storytelling Storytelling is a live performance of a story that uses many theater skills. Here are some features to look for in this storytelling performance.


Facial expressions - Katie uses facial expressions to convey emotional content and comedy. A storyteller’s face helps inform the audience how to interpret the story



Southern dialect, cracker expressions - The ethnic background and culture of stories can be conveyed by using accents and expressions from the geographic region the stories come from, if used respectfully. For more on “Crackerisms” please see the section on Florida Cracker culture.

Repetition - This is the storyteller’s invitation to join in the story. Repeated words and phrases are a chance for the audience to join in and help tell the story. Repetition also helps us remember the stories


Standards connected to the performance Language Arts: LAFS.K12.SL.1.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Theater: TH.2.C.1.2 – Respond to a play by drawing and/or writing about a favorite aspect of it. Music: MU.3.H.1.1 – Compare indigenous instruments of specified cultures The Role of the Audience / Theater Etiquette A reflective exercise for students in secondary grades. Copy this and pass it out to your students to read and discuss. • You are the audience - an important part of the performance. You help the performers by pretending

and participating with them. • Seeing a live show is not like watching TV or a movie. The performers are in the same room with

you, and can hear and see the audience, and interact! What are some other differences? (no commercials, no eating, no lying down or running around...)

• Enter the performance space quietly and listen. Who might be giving instructions? • The performers need you to watch and listen quietly. Talking to friends disturbs the performers and

other members of the audience. • Your job is to pretend along with the performers. They like it when you laugh if something is funny.

They also like to hear you clap at the end of a performance when they bow. • After the bows the audience stays seated. Who might give instructions on how to leave? Standards for Theater Etiquette TH.K.S.1.1-Demonstrate appropriate audience behavior at a live performance. TH.1.S.1.1-Exhibit appropriate audience etiquette and response. TH.2.S.1.1-Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism. TH.3.S.1.1-Demonstrate effective audience etiquette and constructive criticism for a live performance. TH.4.S.1.1.-Exhibit proper audience etiquette, give constructive criticism, and defend personal responses. TH.5.S.1.1-Describe the difference in responsibilities between being an audience member at live or recorded performances.

After the Show Language Arts Activity Check out Tellable Cracker Tales and read the stories to, or with, your class. • Have your students name the characters in each story and discuss cause and effect of their

actions. LAFS.K12.R.3.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. LAFS.K12.R.3.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LAFS.K.SL.1.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LAFS.1.RL.3.9 - Compare and contrast the adventures and experiences of characters in stories. LAFS.4.RL.3.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.5.RL.1.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

You may also choose to read other versions of the stories from the list below. • Compare and contrast with your students the differences in the story versions. LAFS.1.R.1.3 - Describe characters, settings, and major events in a story, using key details. LAFS.2.W.1.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LAFS.4.RL.1.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Storytelling and Theater Curriculum connections: Theater arts, Language arts Go over the following theater definitions with your class. Then try some of the storytelling games. Theater Concepts and Vocabulary The storyteller and audience agree to “suspend disbelief”, to pretend together that the action of the performance is real and is happening for the first time. This agreement means the audience members accept the use of theater conventions such as: Storytelling Activities - Games Go over the stories from the show with your students. Pick one of the stories (or pick one episode). Be sure to have a beginning, middle, and end. • Ask the students to form a circle and let the first child begin telling the story. At a prearranged signal from

you, the next child in the circle must take up the story. Keep going until everyone has a turn and the story is told.

• Turn a favorite fairy tale into a "fractured fairy tale". Example- Make Goldilocks a beauty queen and the three bears farmers.

• Find an interesting item or photo and invent a story about it. Learn Stories From Your Own Family Visit an older relative and ask him or her questions. Stories will usually result. Some possible questions are listed below. • What were holidays like when you were growing up? How were they different? • Who was your best childhood friend and what did you do together? • Is there a family event you wish you could do again in a different way? • What was your grandmother's house like? • Do you remember when I was little? What was I like? LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.


• The storyteller plays multiple characters and uses many voices. • The storyteller sings to provide information, move the action forward and set a mood. • The storyteller uses mime movements to suggest props and scenery.

Books and stories to get you started: • Tellable Cracker Tales by Annette Bruce, 1996,

Pineapple Press, Inc. Sarasota, Florida • The Little Old Woman Who Lived in a Vinegar Bottle • The Fisherman and his Wife • Jack and the King’s daughter • The Bremen Town Musicians

TH.2.H.1.1 - Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences. TH.5.H.3.4 - Act out a character learned about in another content area. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

Florida Cracker Culture Curriculum connections: Character Education (Ethnic Heritage, Respect), Language Arts Discuss the following questions with your students. Florida Folk Tales is set in Florida’s Cracker culture. This is the heritage of many people living in the rural areas of Florida whose families settled here in the 1800’s and earlier. There are still lots of Florida Crackers to be found today! Who is a Florida Cracker? Like most cultural groups it is hard to have a one sentence definition without stereotyping. Historically they are Florida’s proud pioneers, or plain folks. They came from North and South Carolina and Georgia and were mostly of Scotch-Irish ancestry. Where do they live? Throughout the state, mainly in rural areas, but many people living in our cities call themselves Crackers too. How do they live? Many Crackers are farmers, or ranchers. Historically they were very self-sufficient, meaning they grew, hunted for, or made everything they had. “Crackers were strongly individualistic and self-reliant, yet generous and proud even in poverty. These age-old character traits shaped a poor but courageous population of backwoods settlers who, long ago, carved out a life from a hostile land and, in turn, provided a spirited foundation for the peopling of the south.” Dana St. Claire, Cracker; The Cracker Culture in Florida History Cracker Expressions Compare /contrast these vocabulary words. • purtin’ nigh - Pretty near, almost • crossroads store - corner store, local grocery store • Cardin’ cotton - Carding; the process of loosening up and cleaning cotton or wool so that it is ready to be

spun into thread • smoked mullet - dried or preserved fish • how to truck - how to act or behave

Places to find out more about Florida Cracker culture and pioneer life • Doyle Carlton Jr. Cracker Country Rural Florida History and Folk life Museum, Florida State Fairgrounds, P.O.

Box 11766, Tampa, FL 33680., www.crackercountry.org • Pioneer Florida Museum, 15602 Pioneer Museum Road, Dade City, Florida (904)567-0262 Books on Florida Cracker culture and history • Dana Ste. Claire. The Cracker Culture in Florida History. 1998, The Museum of Arts and Sciences, Daytona

Beach, FL • Canter Brown Jr. Florida’s Peace River Frontier. 1991, University Presses of Florida, Gainesville, FL

• sand road - dirt road, an unpaved road • calamondin marmalade - marmalade or jelly made from the fruit and peel of calamondins; a small round

orange citrus fruit similar to kumquats. • MeMa - Grandma • guava jelly - jelly made from guavas; a tropical fruit. Ranging in size and color, though they are generally

orange, the smallest are the size of a plum and are called catlick guavas. SS.4.A.4.2 - Describe pioneer life in Florida. Folk Tales - Earliest form of Literature Curriculum connections: Language arts, Character education Folk tales have been handed down, usually by word of mouth, for generations. • Discuss with your students what can happen to a story passed down in this way. • You may want to illustrate the point by playing the game “telephone” or “gossip” in which a whispered

phrase is passed down the line of students and the beginning and ending phrases are compared to see how different they are.


Folk tales contain elements unique to the culture they come from. • Ask the students to describe something unique from each story, i.e. “What makes this a Florida Cracker

story?” Folk tales also contain elements universal to all people. • Ask the students to describe something from each story that “all people do”. Folk tales always contain a message about how to live life. • Discuss the messages in the three stories - how are they similar and how are they different. In each of

the stories, one or more of the characters helps another character. Ask the students to identify these characters and describe how they were helpful. (Good readers always do a text to self connection.)


Want to do more Storytelling? Become a storyteller at Tampa/Hillsborough County Storytelling Festival Each year over 500 young people learn to tell a story and are selected to perform at the Tampa/Hillsborough County Storytelling Festival in April. Encourage your students to start practicing in January by signing up at their nearest city or county recreation center, or by signing up with their school media specialist (at selected schools.) City and County public libraries can also help children get involved with storytelling. For more information call (813) 931-2106, or go to www.tampastory.org


About the Artist Katie Adams is a puppeteer and storyteller who loves to perform for children and family audiences. In 2000, Katie started her own company, Make-Believe Theater dedicated to entertaining, inspiring and enlightening young audiences. Recent performance highlights include the National Festival of the Puppeteers of America, the Smithsonian Discovery Theater, the Great Arizona Puppet Theater, Mahaffey Theater, and the Kravis Center.

Activity: Write a letter or email to Mrs. Adams at:

Katie Adams’ Make Believe Theater

206 S. Ward St., Tampa, FL 33609 email: [email protected]

Winter Holiday Tales

Presented by Katie Adams Make Believe Theater

Welcome to the show! Presents packed with tales from far-away countries have arrived just for you! The stories include The Little Snow Girl, a Russian version of Frosty the Snow Man, The Magic Pomegranate, a Jewish adventure story about the true meaning of giving, and The Shoemaker and the Elves, a tale from old England about elves who help a poor shoemaker and his wife. Katie performs these multi-cultural stories with props, costume pieces and audience participation. 45 minutes This program is presented as part of the Artists-in-the-Schools Program, which is funded and jointly sponsored by the Hillsborough County Schools and the Arts Council of Hillsborough County.

Before the Show

Summary of the Stories Read through the following synopsis and discuss with your students what to look for in the performance.

The Little Snow Girl The Little Snow Girl is a folktale from Russia about a childless couple who wish for a child as they are building a little snow girl, and amazingly she comes to life. They are so happy, they welcome her into their family and she is just like other children except for a few odd differences. As the springtime warms the earth, the snow girl becomes more and more pale and sad until the day all the snow melts, and she disappears to the land of cold and snow. All through the summer the couple are very sad to have lost their child. But in the autumn, with the first snowfall, the Little Snow Girl surprises them by coming back! And so every year, the Little Snow Girl leaves in the spring and comes back every autumn with the first snowfall.

The Magic Pomegranate

The Magic Pomegranate is a Jewish folktale about three brothers who grow up together and then go their separate ways to seek their fortunes. They agree to get back together in a year and each bring something rare and unusual to share with the others. The oldest brother travels to the east and finds a magic mirror that shows scenes from many places in the world. The middle brother travels to the west and finds a magic carpet that flies and allows him to travel anywhere in the world. The youngest brother walks to the south into a huge forest, and finds a tree with red flowers that drops a magic pomegranate into his hands. The youngest brother is not sure what the pomegranate will do, but he brings it when the year is up, to show his brothers. As the brothers share their gifts with each other, they notice that in the magic mirror there is a beautiful young princess who looks very ill. They decide to help her

Look for the Matroyshka Dolls in this story. Matroyshka means little mother in the Russian language and these dolls are made in Russia. Katie will invite the audience to help “make” the little snow girl.

A Pomegranate is a red fruit that when opened, has a yellow rind containing many tiny fruit seeds that look like red ruby jewels. And they taste juicy and delicious! This is a “Leaning Back Story”, a story that allows the audience to lean back and enjoy the story without being interrupted by audience

and use the magic carpet to fly to the kingdom to the north, where they find the king, her father, declaring that anyone who can save his daughter will receive her hand in marriage. The youngest brother uses the magic pomegranate to revive the princess and then the three brothers start to argue over who really saved the princess. The king looks to his daughter for help and she asks each brother if his magic object has changed in any way. The two oldest brothers say no, but the youngest says yes because he gave most of his pomegranate away to the princess. The princess chooses to marry the youngest brother because he has done the great mitzvah, the greatest good, by giving away something of his own.

The Elves and the Shoemaker In this folktale from old England, a kindly but poor shoemaker and his wife find they are down to their last piece of shoe leather, with no money to buy more. The shoemaker cuts out the leather to make a pair of shoes and leaves it on his workbench over night, thinking he will finish the shoes in the morning. When he wakes up in the morning the shoes are finished! And so beautiful! A customer buys them right away and pays twice the usual price. This continues with the shoemaker putting cut leather out every night, and beautiful shoes appearing every morning, until the shoemaker and his wife are rich. When they decide to stay up and see who has been making the shoes, they discover elves! To show their gratitude, the shoemaker and his wife decide to make new clothes and shoes for the elves. With the gift of new clothes the elves are freed from ever having to make shoes again. They dance off happily, never to be seen again by the shoemaker and his wife, who live in happy prosperity for the rest of their lives.

Standards connected to the Performance Language Arts: LAFS.K12.SL.1.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Theater: TH.K.C.2.1- Respond to a performance and share personal preferences about parts of the performance. TH.1.H.1.1 - Identify characters in stories from various cultures. TH.2.C.1.2 – Respond to a play by drawing and/or writing about a favorite aspect of it. TH.4.O.2.1 - Write a summary of dramatic events after reading or watching a play. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

Katie brings up audience members to help act out this story. The actors use costume pieces to dress-up their characters. Raise you hand if you want to participate!




• Enter the performance space quietly and listen. Who might be giving instructions?

• The performers need you to watch and listen quietly. Talking to friends disturbs the performers and other members of the audience.

• Your job is to pretend along with the performers. They like it when you laugh if something is funny. They also like to hear you clap at the end of a performance when they bow.

• After the bows the audience stays seated. Who might give instructions on how

to leave?

Standards for Theater Etiquette TH.K.S.1.1- Demonstrate appropriate audience behavior at a live performance. TH.1.S.1.1- Exhibit appropriate audience etiquette and response TH.2.S.1.1- Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism. TH.3.S.1.1- Demonstrate effective audience etiquette and constructive criticism for a live performance. TH.4.S.1.1- Exhibit proper audience etiquette, give constructive criticism, and defend personal responses. TH.5.S.1.1- Describe the difference in responsibilities between being an audience member at live or recorded performances.

Language Arts Activities Check out these versions of the folktales from your library and read the stories to, or with, your class. Compare and Contrast the different versions of the stories.

After the Show

Language Arts Activities Compare and contrast with your students the differences between the books and the performance. LAFS.K12.R.3.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. LAFS.K12.R.3.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LAFS.K.SL.1.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LAFS.1.RL.3.9 - Compare and contrast the adventures and experiences of characters in stories. LAFS.4.RL.3.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.5.RL.1.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Vocabulary Words

Look up definitions with your students Matroyshka Autumn Shoemaker Pomegranate Mitzvah

Snow Bazaar Leather Elves Prosperity

• The Little Snow Girl: an old Russian Folktale by Carolyn Croll • The Snow Child by Harriet Ziefert • The Magic Pomegranate by Peninnah Schram • The Magic Apple by Corinne Demas • The Elves and the Shoemaker by the Grimm Brothers • The Elves and the Shoemaker retold and illustrated by Paul Galdone

Specific Comprehension Questions Let your students pick one of the stories and go through these discussion questions with them. Then go on to the next story. Where did this story take place? Is this a story from present day? Why not? Name the characters in the story? Who are the main characters? What happened first in the story? Second? Next.... Discussion questions: What are some magic things in this story? What are some real things? If this story happened today, how would the story change?

Storytelling and Theater

Go over the following theater definitions with your class. Then try some of the storytelling games. Theater Concepts and Vocabulary • The storyteller and audience agree to “suspend disbelief”, to

pretend together that the action of the performance is real and is happening for the first time. This agreement means the audience members accept the use of theater conventions such as:


• The storyteller plays multiple characters and uses many voices. • The storyteller sings to provide information, move the action

forward and set a mood. • The storyteller uses mime movements to suggest props and scenery. Storytelling Activities - Games Go over the stories from the show with your students. Pick one of the stories (or pick one episode). Be sure to have a beginning, middle, and end.

1. Ask the students to form a circle and let the first child begin telling the story. At a prearranged signal from you, the next child in the circle must take up the story. Keep going until everyone has a turn and the story is told.

2. Turn a favorite fairy tale into a "fractured fairy tale". Example- Make Goldilocks a beauty queen and the three bears farmers.

3. Find an interesting item or photo and invent a story about it.

Learn Stories From Your Own Family Suggest to your students that they visit an older relative and ask him or her questions. Stories will usually result. Some possible questions are listed below.

1. What were holidays like when you were growing up? How were they different?

2. Who was your best childhood friend and what did you do together?

3. Is there a family event you wish you could do again in a different way?

4. What was your grandmother's house like? 5. Do you remember when I was little? What was I like?

LAFS.K.RL.1.2 - With prompting and support, retell familiar stories, including key details. LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. LAFS.2.RL.1.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. LAFS.3.RL.1.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. TH.1.F.1.1 - Pretend to be an animal or person living in an imagined place. TH.2.H.1.1 - Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences. TH.5.H.3.4 - Act out a character learned about in another content area. TH.5.H.3.3 - Demonstrate how the use of movement and sound enhance the telling of a story.

More Story Extenders and Lesson Ideas

SOCIAL STUDIES Identify the continent of Europe. Find the countries of Russia and England (Great Britain) on the map. Find some interesting facts about these countries - games, traditions, dress, music, etc. Look up information on the Russian, Jewish and English people. How are these people like us; how are they different? Compare the size of Russia and England (Great Britain) to the USA. Compare the foods, animals, and natural resources that are the same and different between the countries.

ART Use paper plates found at the supermarket to make paddle puppets. Add yarn, google eyes, etc. Draw scenes from the story. Mount them on colored construction paper and join them together for a quilt. Make masks or face paint (using non-toxic poster paints) of the characters Make a mixed media a collage of part of the story. Make a Story Vine of the story. Use dye cuts and give each child a portion of the story to decorate the vine. Place the vine around the room. MATH Explore the mathematical happenings in the Elves and the Shoemaker with the increase in money and shoes. What would happen if the money and shoes doubled every day? How many gold coins would you have on day 10? SCIENCE Find out about Pomegranates. How and where are they grown? How are they used for food? Bring in some pomegranates to see and eat. Plant the seeds and try to grow a pomegranate plant

About the Artist Katie Adams is a puppeteer and storyteller who loves to perform for children and family audiences. In 2000, Katie started her own company, Make-Believe Theater dedicated to entertaining, inspiring and enlightening young audiences. Katie tours to schools, libraries, theaters, museums and festivals. Recent performance highlights include the National Festival of the Puppeteers of America, the Smithsonian Discovery Theater, the Great Arizona Puppet Theater, Mahaffey Theater for Performing Arts, and the Kravis Center. Check out her web site at www.katieadamstheater.com.

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