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Teacher Info & ImporTanT DaTes January 29, 2010: 50% Deposit due
April 2, 2010: Final payment due, Last day to reduce seats
May 13, 2010, 7 p.m.: Teacher Preview
Length: 75 minutes
Location: Newmark Theatre, 1111 SW Broadway
Based on the novels by Louis Sachar. Adapted for the stage by John Olive. Directed by Doren Elias.
Teacher resource GuIDe
2009-2010
InsIDe ThIs GuIDe
aBouT: The show, The author, and oregon
educational standards. . . . . . . . . . . . . . . . . . . . . 2
The Big Ideas, Discussion and Writing prompts . . . 3
activities
1. our sideways stories — Students work both
independently and collaboratively to create a class
book, complete with cover art, unique stories, and a
celebratory reading and book release of your class’
own Sideways Stories. . . . . . . . . . . . . . . . . . . . . 4
2. Teachers by Day, superheroes by night! — Students draft
stories about teachers with Wayside-esque, super-human skills
and turn these plots into comic strips while learning about the
genre of comics and telling a story through dialogue and
visual representation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3. Wayside smart — Use any combination of these three social
sciences activities to introduce your class to the concept of
multiple intelligences and get them thinking about their different
strengths, skills, and smarts. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
4. around the Wayside World — Students practice reading
comprehension skills while learning about schools in Japan and
Argentina, and then analyze their knowledge by comparing and
contrasting with their own school culture.. . . . . . . . . . . . . . . . . 15
5. Gravity Versus eggs — Students work in teams to create a
safety system designed to protect an egg on its harrowing
journey from the top of the playground to the ground below,
as along the way they learn about gravity, scientific
investigation, and creative collaboration. . . . . . . . . . . . . . . . . . 19
reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
policies and procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Theater Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
may 14-June 4, 2010 newmark Theatre, 1111 sW Broadway
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a B o u T
The show
a t Wayside School, the wacky school that’s 30 stories high, there’s
no such thing as an ordinary day. John Olive’s adaptation of
Louis Sachar’s beloved books combines Sideways Stories from Wayside
School, Wayside School is Falling Down, and Wayside School Gets a
Little Stranger into one action-packed production. Will Leslie ever learn
to read right-side-up? Why is Sammy, the new student, so rude—and
what’s underneath all those smelly raincoats? When will Dameon learn
to count? And who is Miss Zarves, and where is the 19th floor at
Wayside School?
Mrs. Gorf, the meanest teacher at Wayside School, is turning her students
into apples, one by one. That is, until Bebe holds up a mirror, and Mrs.
Gorf gets just what she deserves—turned into an apple and then eaten by
Louis, the yard teacher. When Mr. Kidswatter, the principal, sends up a
new teacher, the students are terrified—until they meet Mrs. Jewls, the
nicest teacher they’ve ever had. Soon, the students are learning to play
music, write poetry, dance the tango, and study geography—but always in
zany and unpredictable Wayside School style. And when a ghostly villain
and a vengeful substitute teacher show up, things get even more
unpredictable than usual!
The author, Louis sachar
Louis Sachar was born in East Meadow, New York, and grew up in
California. He majored in economics at the University of California at
Berkeley, and attended law school at Hastings College of the Law in San
Francisco. During his first week of law school, Sideways Stories from
Wayside School, his first book, was accepted by a publisher. After
graduating, Sachar continued to do part-time legal work while writing
children’s books. In 1989, he was able to stop practicing law and start
writing full-time. Sachar’s other books include Someday Angeline, Dogs
Don’t Tell Jokes, There’s a Boy in the Girls’ Bathroom, Holes, Small
Steps, the Marvin Redpost series, and the Wayside School series. He lives
with his wife Carla and daughter Sherre in Austin, Texas.
Did you know? When Louis Sachar was in college, he worked as a
Noontime Supervisor at an elementary school. The kids called him
“Louis the Yard Teacher,” and the job was his favorite part of college.
The experience inspired the writing of Sideways Stories from Wayside
School, his very first book.
oregon educational standards
Activities in this guide meet the following Oregon Educational Standards:
• arts: Apply Use of Ideas, Techniques, and Problem Solving
• arts: Create, Present, and Perform
• arts: English: Literature: Literary Text: Develop an Interpretation
• english: Reading: Informational Text: Develop an Interpretation
• english: Reading: Informational Text: Examine Content
and Structure
• english: Reading: Informational Text: Read to Perform a Task
• english: Writing: Communicate Supported Ideas
• english: Writing: Planning, Evaluation, and Revision
• english: Writing: Writing Applications: Narrative Writing
• english: Writing: Writing Modes
• health: Health Skills: Demonstrate Positive Communication Skills
• social sciences: Geography: Locate Major Physical and Human
(Cultural) Features of the Earth
• social sciences: Geography: Understand Spatial Concepts of
Location, Distance, Direction, Scale, Movement and Region
• social sciences: Geography: Use Maps and Other Geographic
Tools and Technologies
• science: Engineering Design: Design and Build a Prototype
• science: Interaction and Change: Force, Energy, Matter,
and Organisms
• science: Scientific Inquiry: Collect and Record Observations
• science: Scientific Inquiry: Identify Patterns and
Communicate Findings
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T h e B I G I D e a s• Classroomsarestrangeandexcitingworldsoftheirown,where
anything can happen.
• Eachmemberofaclassroomisauniqueindividualwiththeir
own special skills and quirks.
• Youcandothingsdifferentlyandstillgettherightanswer.
• Learningdoesn’thavetobe“bythebook”inorderto
be meaningful.
D I s c u s s I o n a n D W r I T I n G p r o m p T s1. Who do you think is a better teacher, Mrs. Gorf or Mrs. Jewls? Why?
Which teacher do you think the students learn more from?
2. Why do you think Mrs. Gorf turns all the students into apples?
3. How is Wayside School different from your school?
How is it the same?
4. Do you think this play is funny? Why or why not? What makes
something funny?
5. How do the students feel about Louis? Is there an adult at your
school that you feel the same way about?
6. Why does Myron want to pull Leslie’s pigtails so badly? Why can’t he
stop? What advice would you give him?
7. Why does Mrs. Jewls throw the new computer out the window?
8. What are some differences between the Wayside School books and
the play you’ve seen?
9. Why do you think there are fewer students in the play than in the
book? Why do you think that John Olive, the playwright, wrote the play
this way?
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o u r s I D e Way s s T o r I e sTarget Grade Level3-5
standardsarts: Create, Present, and Perform
english: Writing: Planning, Evaluation, and Revision
english: Writing: Writing Applications:
Narrative Writing
english: Writing: Communicate Supported Ideas
Lesson overviewStudents will examine the format and style of Sideways Stories from
Wayside School in order to better highlight their own unique qualities. By
crafting a story about their individuality, students will create a part of a
larger project—a classroom book of your school’s own ‘Sideways Stories.’
A great way to celebrate the end of the school year and your classroom
community, it also allows students the opportunity to practice writing
skills and conventions, peer editing, and drafting and revision in a fun,
creative writing context.
Length of LessonThree 35 minute sessions
Learning objectives• Studentswillconsidertheirindividualcontributionstoa
classroom community.
• Studentswillusecreativewritingskillsandreinforcetheir
familiarity with the writing process and writing conventions.
• Studentswillworkcooperativelyasaclasstocreateuniquecover
art for their finished books.
Key Vocabulary/concepts
Unique
Third person
Setting
Plot
Characters
Publish
Reading (event)
materialsWriting paper
Pens/pencils
Drawing paper (one per student, for the book cover)
Colored pencils
Fine-tipped black
markers
Dictionaries/
Thesauruses/Editing Materials
Scissors and glue sticks (see Extension 1)
Comb-binding machine or alternative book binding method
activity Instructions
1. Ask students to recall special skills or unique traits of the students in
Mrs. Jewls’ class at Wayside school. If they have already read the
Wayside books in class, also direct their attention to the format of
Sideways Stories from Wayside School and the way in which each
chapter focuses on the uniqueness of a particular student.
2. Give students time to individually brainstorm three unique things
about themselves. Encourage them to think about things that they like
about themselves, special skills they might have, fashion or physical
choices that set them apart, or personality traits. Instruct students to
write their three things down on a blank sheet of paper.
3. Explain to students that Mrs. Jewls’ classroom is a community made
up of unique individuals that each contribute to the larger community.
Ask students if they think that all classrooms function in this way?
Does theirs? Ask for examples of community or cooperation in the
classroom, and what they as individuals contribute.
4. Explain to students that they will be working together as a class to
produce a class book—Sideways Stories from [your school name]
School. Each student will work to create a short story about
themselves. The stories should be set in the classroom and should
focus on one of the three unique traits students brainstormed earlier.
Stories can either be fiction or nonfiction, but should be written in
third person.
You can’t learn anything
if you’re bored.”
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5. Allow students time for pre-writing/outlining the plot. Provide the
following questions to jumpstart ideas:
a. What is your special skill or trait in your story?
b. How did your classmates or teacher react to you/your trait? Are
there events that happened in class because these reactions?
c. Describe the setting of your story (the classroom). What time of
year is it in your story? What are your classmates wearing? Is it
morning or afternoon?
d. What is the beginning of your story about? The middle?
The ending?
e. Who are the other characters in your story?
6. Provide in-class writing time for students to draft their stories.
Emphasize to students that this is only a first draft and that they will
have time to revise and polish their work later.
session 27. In a later session, place students in peer editing pairs. Instruct
students to take turns sharing their stories and offering feedback. If
applicable, incorporate an editing rubric into the peer editing.
8. Allow time for independent revision. Encourage use of dictionaries/
thesauruses, your classroom’s editing center, or other writing
resources that you have available.
9. As students are creating their final draft, instruct them to include the
title and author at the top of the page.
Teacher Tip: If possible, give students some computer time to type
their final copies—it will make the reproduction process a little
simpler when creating student copies of the book.
10. After students have completed their stories, compile them into a book
and create a class set. Wait until after the next session, when students
will create unique cover art, to bind the copies.
session 311. Arrange students in a circle with access to pencils, fine-tipped
markers, and colored pencils. If students are sitting on the floor, also
provide a hard surface to write and draw on.
12. Distribute a piece of drawing paper to each student. Instruct them to
write the title of the book Sideways Stories from [your school] School,
at the top of the cover page—first in pencil, and then tracing with a
fine-tip marker. Have them write their name at the bottom of the
page, but leave most of the paper blank.
Teacher Tip: have your own copy of the book, with an example of the
writing on the cover page, prepared in advance to use as an example
for students.
13. Instruct students to draw a picture of themselves on their book cover
using colored pencils, but to only use a small portion of the page.
Give the example of how much space they would take up in a class
picture, to give an idea of scale. Explain to students that they should
be able to reproduce their drawing in one minute or less.
14. Have students pass their book to the left. Students will then draw
their picture of themselves (same small scale) on their neighbor’s
book. Repeat this process until each student’s book cover has a
unique class picture!
15. After students have completed the covers, bind the books (and if
possible, laminate the covers). Give each student their own, unique
edition of their completed book.
extensions1. Provide students with a few examples of an ‘about the author’ page
from a book. Instruct students to write such a page about themselves,
to be cut and pasted onto the back cover of their books.
2. Have a book release party in which students share their stories, or
excerpts of stories, with the rest of the class and an invited audience.
If possible, use a podium and allow time for students to sign each
other’s books in order to further simulate a literary event.
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Teachers By Day, superheroes By n IGhT!Target Grade Level3-5
standardsarts: Apply Use of Ideas, Techniques, and Problem Solving
arts: Create, Present, and Perform
english: Writing: Planning, Evaluation, and Revision
english: Writing: Writing Modes
Length of Lesson75 minutes
Learning objectives• Studentswillbecomefamiliarwiththegenreofcomics.
• Studentswillconstructastoryusingbrainstorming,drafting,and
revision skills.
• Studentswilllearntorepresentanarrativevisuallyandthrough
the use of dialogue.
materialsPrint these OCT worksheets included in this guide:
• super power sheet
• comic Grids (2-3 per student, plus extras)
Examples of comic strips or graphic novels
Pencils
Fine-tipped markers
Colored pencils and other art supplies
Extra paper (for drafting)
activity Instructions
1. Ask students what a super power is. Ask for examples of super powers,
and record these answers on the board.
2. Instruct students to recall the adults at Wayside School who had
magical abilities/super powers (Mrs. Gorf, Mr. Pickle, Mr. Gorf). What
were their abilities? What did they use these powers to accomplish?
Were these goals good or bad?
3. Distribute the Super Power worksheet to students. Explain to students
that they will be creating a comic book in which a teacher uses a
super power to achieve a goal.
Teacher Tip: Depending on your preference, students can all use you
as their teacher character, or a teacher they’ve had when they were
younger, or create a fictional teacher character. Decide on your choice
in advance.
4. Guide students in completing the first part of the worksheet—deciding
on a super power, how the teacher uses it, and what happens. If
students finish early, encourage them to do some independent, visual
brainstorming about their comic book.
5. Next, explain to students that they will be creating a story outline of
their comic strip. Using their worksheet, students should write a
summary of events. Each numbered sentence (or group of sentences)
will be a scene in their comic book. Provide sample comic strips
for students to look at, and ask them to recall some of their
favorite comics.
6. Distribute the Comic Grids sheets to students. Instruct students to use
their story outline to draw each scene in the boxes. Remind them to
leave room for dialogue bubbles. At this point, students should outline
with pencil only—using ink and color will take place later.
7. While students are working, write/draw some examples of comic book
dialogue bubbles, thought bubbles, sound effects, and other comic
book devices on the board, and remind students that they can look at
the sample comics for ideas also.
8. After drawing their comics, have students go back to the beginning of
their comic strip and use their outline to write in dialogue that
conveys what is happening.
9. Allow time for revision and reworking of students’ comics. Encourage
them to create a title for their comic.
10. Have students trace their outlines and lettering with a fine-tipped
marker, and distribute colored pencils and other art supplies
for coloring.
11. Allow time for students to share their comics with the class, or display
on a bulletin board or in the hallway.
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Teachers by Day
Name: ___________________________
Teachers by Day, Superheroes by Night
Part 1: Brainstorming 1. My teacher’s super power:
2. My teacher wants to use their super power to:
3. To activate their super power, my teacher does this:
4. This is what happens when my teacher uses their super power:
Part 2: Story Outline BeginningScene 1:
Scene 2:
Scene 3:
Middle Scene 1:
Scene 2:
Scene 3:
End Scene 1:
Scene 2:
Scene 3:
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Way s I D e s m a r TTarget Grade Level3-5
standardsarts: English: Literature: Literary Text:
Develop an Interpretation
english: Reading: Informational Text:
Develop an Interpretation
english: Reading: Informational Text:
Read to Perform a Task
health: Health Skills: Demonstrate Positive
Communication Skills
social sciences: Geography: Locate Major Physical
and Human (Cultural) Features of the Earth
social sciences: Geography: Understand Spatial
Concepts of Location, Distance, Direction, Scale,
Movement and Region
social sciences: Geography: Use Maps and Other
Geographic Tools and Technologies
Lesson overviewUse the zany and unconventional learners at Wayside School as an
opportunity to strengthen social studies skills and offer students a
change of pace, and to introduce the idea of multiple intelligences to
students. In the first activity, students use kinesthetic skills to create a
map of the United States—out of people! In the second, take students on
an outdoor walk and focus their observation skills before creating maps
of their school. In the third, students work cooperatively and exercise
reading skills to answer geography questions in a game-show format.
Link one, two, or all three activities to a discussion about different
learning styles and an introduction to multiple intelligences, recalling
characters and events from the performance, and an opportunity to
emphasize students’ individual strengths and unique intelligences.
Note: Example materials for the first and third activity are provided in
this guide, or either activity can be easily adapted to social studies/
geography that is more topical to your lesson planning.
Length of LessonUp to four 25 minute sessions
Learning objectives• Studentswillbecomemorefamiliarwithmapterminologyand
geography vocabulary.
• Studentswillpracticereferenceskills,includingmapreading
and comprehension.
• Studentswilllearnaboutmultipleintelligencesandanalyze
these ideas through the lens of Sideways Stories from
Wayside School
and through their
own experiences in
the classroom.
map VocabularyLandmark
Scale
Key
Compass
Cardinal Directions
(North, South, East, West)
multiple Intelligences VocabularyLinguistic
Spatial
Kinesthetic
Interpersonal
Intrapersonal
Naturalist
materialsPrint these OCT worksheets included in this guide:
• multiple Intelligences sheet
• standing map nametag sheet
• Team map question sheet
Standing Map Materials
• Sharpie/thickmarker
• Tape
• Large,classroom-sizedmaporoverheadprojector
with transparency
You’re good at
reading. Well, you
have to do it upside
down but other than
that you’re a really
good reader.”
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Walking Map Materials
• Notebooks/Clipboards
• Largedrawingpaper
• Coloredpencils/crayons/
fine-tipped markers
• Rulersorother
straight-edge
Team Map Materials
• Bells/gamebuzzers
• Scoreboard(optional)
Paper
Pens/Pencils
activity Instructions
1. Introduce these activities by calling attention to the often
unconventional students at Wayside School. Ask your students to
recall the different students in Mrs. Jewls’ classroom—specifically the
ones who learn in different ways (reading upside down, counting
numbers out of order, etc) or have particular skills (loving to draw, for
example). Brainstorm a list of different students/examples on the
board, and record for later.
2. Explain to students that, as they do the following activities, they
should think about similarities and differences between Wayside
School and their own classroom.
activity 1: standing map (Body movement/Kinesthetic)
3. Prior to doing this lesson with students, take four pieces of paper and
tape one to each wall of your classroom. Label each one with one of
the cardinal directions—north, south, east, and west—making sure
that students can read the letters from anywhere in the classroom.
4. Select a map (a state map, a map of the United States, a world map,
or even a country you’ve been studying in class) for students to use.
Using either a large classroom sized map or an overhead projector,
display the map in your classroom.
5. Prepare a list of cities/states and landmarks that appear on your
chosen map—mountain ranges, lakes, rivers, other natural and
human-made places—in advance on individual slips of paper or
nametags. Make sure the number of places matches the number of
students in your class. Or, if you prefer, use the list of Pacific
Northwest places provided.
6. Making sure there is enough open space to maneuver, gather students
and explain that they will be creating a map of cities and landmarks
that matches the one on display. Students should use the compass
points on the walls, as well as their classmates, to arrange
themselves. Encourage students to think of creative ways they can
make themselves physically resemble their landmark while remaining
stationary (other than to adjust their position on the map, of course).
7. Draw the slips of paper or nametags one by one, giving them to
students one at a time. Students should either put on their name tag
or attach their paper to themselves using some tape, and then place
themselves at their chosen map location.
8. As each city or landmark is called, remind students that they should
be looking at each other and the map on the wall to make sure that
their classroom map is as accurate as possible.
9. After all the students are in place, tell them to look at the map,
and then at themselves. How accurate is the classroom map?
Give students a chance to make any last adjustments before
concluding the activity.
10. If you have time, rearrange the orientation/cardinal directions once,
and then have students create their map again, using their same
nametags.
activity 2: Walking map (nature/naturalist, spatial)
1. Distribute notebooks or paper on clipboards to students and explain
that they will be going on a mapping expedition of the outdoor space
at their school.
2. Line up students and take them along a route that encompasses all
the outdoor space on your school grounds. Instruct students to record
their observations as they walk and encourage them to be as specific
as possible—do they know what kinds of trees surround the
playground? Can they identify any plants, birds, or other animals that
they might see (or have seen before)? What is the weather and
temperature like today? What landmarks (either physical or human-
made) do they observe? What are the size and shapes of school
buildings, equipment, athletic fields/asphalt, etc.?
3. Upon returning to the classroom, distribute large paper and art
materials (crayons, fine-tipped markers, or colored pencils).
Explain to students that they should now draw a map of the area
that they have just visited. Encourage labeling of specific landmarks
and observations.
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Teacher Tip: Write any mapping concepts (scale, key, etc.) on the
board and emphasize that students should incorporate these
concepts into their maps.
4. After students have finished their maps, display them for all to see
and invite each student to share something they noticed during
the walk.
activity 3: Team map (Language/Linguistic, social/Interpersonal)
1. Place students in groups of three or four, and distribute atlases to the
group (one per group).
2. Distribute bells (or other buzzer/sound signal) to each group, telling
students to keep them quiet for now.
3. Explain to students that you will read questions to the class.
Students should work together to find the answer in their atlas. After
they find an answer, they should confer as a team to make sure they
all agree, and then ring their bell to signal that they have found the
answer. The first team to ring in will share their answer. If correct, go
to the next question. If incorrect, the next group to ring in can answer
the question.
Teacher Tip: A list of questions (taken from a map of the United
States) is included in this activity, or design your own questions about
an area you’ve been studying in class.
4. Before beginning, emphasize to students that one student should be
holding the atlas (but allowing other students to see), one student
should ring the bell, and another student should read the group’s
answer. Students should rotate each job after each question.
5. Allow students to “test” their bells—emphasizing that they should stop
when you give a predetermined signal.
6. Begin the game show! Play either for a predetermined amount of time
or until you’re out of questions.
follow-up Discussion1. After completing one or more of the above activities, ask students
what they thought about these lessons. Are they different from their
usual school day? How so?
2. Explain that some researchers believe that people have different
strengths or ways of being smart—multiple intelligences! Distribute
the multiple intelligences page and discuss with students. Which ones
do they see in themselves?
3. Ask students which intelligences they’ve noticed in the social studies
activities that they completed earlier.
4. Ask your students to recall the earlier discussion about the students
of Wayside School (and any other discussions/writing activities that
you might have used in class), and bring their attention to the list
brainstormed earlier. Do they see examples of the different kinds of
intelligences reflected there? How might Mrs. Jewls teach in a way to
engage all of these different learners? Do you think Mrs. Jewls does
this successfully?
5. Conclude by providing each student with a piece of paper, and writing
the following question on the board and reading it aloud—“How am I
smart?” Provide students with some silent reflection and writing time,
and ask students to write a paragraph describing their strengths,
which intelligences they identify with, and what kinds of things they
enjoy doing in school.
Multiple Intelligences information adapted from www.literacyworks.org.
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Wayside Smart
Wayside Smart: Multiple Intelligences
Language (Linguistic)
Spatial
Logic/Math
Body Movement (Kinesthetic)
Musical
Social (Interpersonal)
Self (Intrapersonal)
Nature (Naturalist)
People who are strong language thinkers enjoy language, relationships between words, and meanings of words. They love telling stories, reading, and writing opportunities.
People who are strong in spatial thinking think visually—they remember colors, shapes, and exact sizes of objects. They enjoy drawing and learning from posters, charts, graphics, and photographs.
People whose strength is in logic/math enjoy looking at how things relate or are put together. They like to learn how things work, solve math problems and other puzzles, and problem solving.
People who are strong in body movement intelligence love to move around—they love to run, walk, jump, hop, skip, dance, and swim. They are often good at sports and other physical activities, physically coordinated, and like to work with their hands.
Musical thinkers love to hear things out loud and enjoy rhythms, melodies, and sounds. They love poems, rhymes, and songs. They often absorb information better when heard aurally.
People whose strength is social intelligence love to learn with and from others, and work cooperatively or in teams. They like to talk and spend time with other people, and get along well with others.
People who are strong in self/intrapersonal intelligence enjoy time for reflection, thoughtfulness, and independent work. They enjoy thinking about language, hearing sound and rhythm, and listening to music and poetry.
Naturalist thinkers love spending time outdoors and in nature. They notice patterns and enjoy differentiating between species of plants and animals. They have a strong interest in biology and life sciences.
Who am I? I like to…
o Read everything! Stories, novels, plays, poems and more.
o Play word and language games. o Write stories and poems. o Keep a journal. o Read out loud to someone younger.
o Draw, paint, sculpt, trace, collage. o Take photographs. o Illustrate a story. o Read comic strips or graphic novels. o Create maps and diagrams.
o Do logic and number puzzles. o Create a secret code—or decode one. o Learn how machines work. o Find patterns in words, letters or numbers. o Design inventions that solve problems.
o Move! Running, jumping, climbing, dancing, swimming, galloping, crab walking, and more.
o Play sports and exercise. o Dance or perform in a play. o Build things or put things together.
o Sing or play an instrument. o Write music. o Rap or perform spoken word poetry. o Play music or sing in an ensemble. o Listen to the radio while doing tasks.
o Talk, converse, chat, debate. o Work in a group to find an answer. o Play team sports. o Interview people about their experiences.
o Write in a journal. o Sit quietly, do breathing exercises, or
meditate. o Work independently. o Read quietly or work on the computer. o Brainstorm, make lists, or sketch.
o Be outside! o Explore woods, streams, mountains,
beaches, tidepools, rivers, lakes. o Hike, ride a bicycle, canoe, or go boating. o Collect rocks, leaves, bugs, shells, or
flowers. o Learn about animal tracks or types of trees.
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Wayside Smart
Portland, OR
Vancouver, WA
Seattle, WA
Beaverton, OR
Hillsboro, OR
Clackamas, OR
Tigard, OR
Gresham, OR
Camas, WA
Battle Ground, WA
Willamette River
Columbia River
Pacific Ocean
Mt. Saint Helens
Mt. Hood
Mt. Rainier
Anchorage, AK
Salem, OR
Olympia, WA
Spokane, WA
Bend, OR
Crater Lake
Boise, ID
Eugene, OR
Newport, OR
Astoria, OR
San Juan Islands
Vancouver, B.C.
Sauvie Island
Mt. Tabor
Multnomah Falls
Tillamook, OR
Pioneer Square
Fort Vancouver
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Wayside Smart
Team Map questions
1. Which state extends further west, Virginia or West Virginia? Virginia.
2. What is the capital of New York? Albany.
3. Name the 5 great lakes. Superior, Huron, Erie, Michigan, Ontario.
4. What are the four corners, and where are they located? A landmark in the Western United States created by the borders of Utah, Colorado, Arizona, and New Mexico.
5. What seven states border Pennsylvania? New York, New Jersey, Delaware, Maryland, Virginia, West Virginia, Ohio.
6. Name four rivers in the state of Oregon. Willamette, Columbia, Sandy, Snake, Deschutes, John Day, Clackamas, Nehalem (and many others).
7. What is a panhandle? Name two states that have one. In geography, a panhandle is a narrow strip of land projecting from a larger area of land (like the handle of a frying pan). States with a panhandle include Alaska, Oklahoma, Florida, Texas, Connecticut, Idaho, Maryland, Nebraska, and West Virginia.
8. What states border Oregon? Washington, Idaho, Nevada, and California.
9. What river creates a natural border between Oregon and Washington? The Columbia.
10. Name three mountain ranges in the western United States (including Alaska). The Rockies, the Cascades, the Coast Range, the Sierra Nevada, the Alaska Range, the Brooks Range.
11. What is the tallest mountain in the United States? Mt. Denali (McKinley) in Alaska.
Bonus Question: What is the tallest mountain in the contiguous United States? Mt. Whitney, California.
12. How many states border Canada? 13 (From east to west: Maine, Connecticut, Vermont, New York, Pennsylvania, Ohio, Michigan, Minnesota, North Dakota, Montana, Idaho, Washington, Alaska).
13. How many states border Mexico? 4 (California, Arizona, New Mexico, Texas).
14. What is the capital of Washington? Olympia.
15. What is the capital of the United States? Washington, D.C.Bonus question: What state is the capital located in? Neither! The District of Columbia is a federal district, which is not a city or state.
15
a r o u n D T h e Way s I D e W o r L DTarget Grade Level3-5
standardsenglish: Reading: Informational Text:
Develop an Interpretation
english: Reading: Informational Text:
Examine Content and Structure
english: Reading: Informational Text: Read to Perform a Task
Lesson overviewSchools can seem like miniature cultures of their own, with distinct
rituals and routines. In this activity, students recall differences and
similarities between Wayside School and their own school, and then
practice reading comprehension skills by learning about elementary
schools in Japan and Argentina. Students then compare and contrast,
creating a three-sector Venn diagram that synthesizes all of
this information.
Length of Lesson25 minutes
Learning objectives• Studentswillpracticereadingcomprehension,readingfor
information and recall skills.
• StudentswilllearnaboutelementaryschoolcultureinArgentina
and Japan.
• Studentswillcompareandcontrasttheseelementaryschools
with their own schools, as well as the fictional Wayside school.
• Studentswillanalyzeandpresentthisinformationbyusinga
Venn diagram.
Key Vocabulary/conceptsVenn diagram
Curriculum
Compulsory
materialsPrint these OCT worksheets included in this guide:
• around the Wayside World: Japan
• around the Wayside World: argentina
Pencils
Large drawing paper
Scratch/note paper
Circle stencil
Compasses (optional)
activity Instructions
1. Open this activity by asking students if they noticed anything about
the play (or books, if students haven’t yet seen the play) that are
similar to their own school. (Examples, if students need some
prompting: their school lunches are also gross, a bell rings to let them
know that school’s out, etc.). Record this list on the board or where
students can see it.
2. Ask students about differences between their school and Wayside
School. Record these answers in another list on the board. Discuss
the similarities and differences with students. Point out that schools
in different places, while often having many differences, often have a
lot in common.
3. Distribute the Japan sheet to students and instruct them to read it
carefully. Ask students to jot down three things that they noticed
about schools in Japan.
4. Repeat the process with the Argentina sheet. Give students the
opportunity to ask any questions or comment on things they’ve observed.
5. If students are not familiar with the concept, explain what a Venn
diagram is. Explain to students that they will be creating one to
compare and contrast their school with schools in the two countries
that have just read about.
6. Pass out drawing paper and circle stencils. Guide students in creating
a Venn diagram with three circles. Label each circle with the following:
United States, Japan, and Argentina.
7. Give students independent work time to fill in each section.
16
Teacher Tip: If students are familiar with using a compass to create
circles, this is an excellent activity for some hands-on practice.
8. If students are having difficulty, share some of the following questions
to help them get started with their comparison.
a. How do students in each country get to their school?
b. What do students wear to school?
c. Do students have one teacher, or many teachers?
d. What do the students study at school?
e. What language do these students speak?
f. What do the students do after school?
g. What do the students eat for lunch?
VariationIf you’re short on time or prefer to make this a group activity, create
a class-sized Venn diagram on chart or butcher paper. Call on students
to share facts they’ve learned about the schools, or facts about their
own school, and then decide as a class where it should be placed in
the diagram.
extensionProvide students with construction paper, writing paper, scissors, glue,
and colored pencils/markers. Have them fold the construction paper into
thirds and create a brochure designed to introduce their school to
someone from another country! Tell students to include topics such as
school subjects, what their classrooms are like, specials (such as PE,
music, art or library), and what they like to do at school. Encourage
students to include illustrations. Emphasize that students should include
facts they think would be interesting to a student their age visiting their
school from another country.
resourcesInformation for student sheets adapted from the following sources:
http://www.tjf.or.jp/shogakusei/index_e.htm
http://web-japan.org/kidsweb/explore/schools/q9.html
http://educationjapan.org/jguide/school_system.html
http://www2.ed.gov/pubs/Research5/Japan/structure_j.html
http://www.faqs.org/docs/factbook/maps/ja-map.gif (Japan map image)
http://culturallyteaching.com/2009/01/25/school-snapshot-teaching-
efl-in-argentina-part-2/
http://education.stateuniversity.com/pages/56/Argentina-
EDUCATIONAL-SYSTEM-OVERVIEW.html
http://www.argentour.com/en/argentina/education_in_argentina.
phphttp://en.wikipedia.org/wiki/File:Delantales_blancos_2.jpg
(Source of School uniform photo)
http://www.wordtravels.com/images/map/Argentina_map.jpg
(Argentina map image)
DID YOU KNOW?
Tango, taught by Ms. Valoosh at Wayside School, is a style of dance that originated in Argentina!
R e s o u R c e s
http://www.tjf.or.jp/shogakusei/index_e.htm
http://web-japan.org/kidsweb/explore/schools/q9.html
http://educationjapan.org/jguide/school_system.html
http://www2.ed.gov/pubs/Research5/Japan/structure_j.html
http://www.faqs.org/docs/factbook/maps/ja-map.gi
http://culturallyteaching.com/2009/01/25/school-snapshot-
teaching-efl-in-argentina-part-2/
http://education.stateuniversity.com/pages/56/Argentina-
EDUCATIONAL-SYSTEM-OVERVIEW.html
http://www.argentour.com/en/argentina/education_in_
argentina.phphttp://en.wikipedia.org/wiki/File:Delantales_
blancos_2.jpg
http://www.wordtravels.com/images/map/Argentina_map.jpg
17
Around the Wayside World
Around the Wayside World: Japan
Japanese elementary school is called shogakkou and containsgrades 1st-6th. Attendance at a kindergarten (yochien) is not requiredby the government, but most Japanese children attend either akindergarten or daycare before starting elementary school. Theschool year begins in April and consists of three terms.
Japanese students study virtually the same subjects as Americanstudents, including Japanese language and literature, social studies,mathematics, science, music, art, and physical education. There arealso student clubs for 4th, 5th, and 6th grades that meet near the endof the school day, about once a month. Subjects include comicillustration, dance, computers, sports, building models, andcooking/sewing. Many elementary-age students also take afterschool lessons. Common after-school activities include English,calligraphy, swimming, or piano.
The School Day
Most Japanese students walk to their school. When theyarrive, they remove their street shoes (sotogutsu) and storethem in shoe lockers for the day. Students wear indoorshoes (uwabaki) while inside the school to help keep theschool clean.
Elementary students stay in the same classroom for most oftheir school day, and have one classroom teacher thatteaches most subjects. There are usually about 40 studentsin a classroom. Many classroom responsibilities are rotatedbetween students, such as morning announcements, keepingthe class journal or log, lunch duties, and cleaning duties.
Japanese students eat lunch in their classroom with theirteacher. School lunch is prepared in the cafeteria bycafeteria staff, and then students on lunch duty areresponsible for bring lunch to their classroom, servingstudents, and cleaning up.
Student Responsibilities
Japanese students are responsible for cleaning theirclassroom and a part of the school, such as the entry wayor a particular hallway. For about 20 minutes a day,students sweep and mop their classroom floor, cleanblackboards, and wipe desks. 5th and 6th graders alsobelong to a school committee, in which they areresponsible for a different aspect of the school. There arecommittees for caring for school flowerbeds, being incharge of school-wide announcements over the intercom,coordinating lost and found, the school library, editingand printing the school newspaper, planning an annualschool field day, taking care of school animals, andstudent council (to name a few examples!). The kindsof committees and responsibilities vary from schoolto school.
The day’s schedule, written by a 6th grade teacher for herstudents before the start of the school day
Students serving lunch to their classmates.
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Around the Wayside World: Argentina
Around the Wayside World
In Argentina, public elementary schools are called primary schools and contain 7 grades (ages 6-12 years old). Kindergarten, which is called preprimary school, is not compulsory and is attended by 3 to 5 year olds. Adults who need instruction at the primary grade levels often attend the same public schools as the children. The Argentine school year is from March to December.
Usually, the primary school day is 4 and a half hours long each weekday and many schools are divided into a morning session or an afternoon session. Students’ families choose which session they will attend. Saturdays are usually reserved for extracurricular activities. Some primary schools provide evening classes for adults, or bilingual programs in which students learn another language. Argentine curriculum includes Spanish language and literature, mathematics, social studies, science, art, music, and physical education.
Students in Argentina do not use school buses—students usually walk or ride a public bus. A bus fare costs about 10 cents. Sometimes, parents drive their children to school or in cities, hire a “transporte escolar”—a private van that travels a route and transports a number of students. In preprimary school, male students wear blue uniforms and female students wear pink uniforms. In primary school, all students wear a white uniform that looks a little like a lab coat over their street clothes. Teachers in preprimary and primary school also wear uniforms, but not in secondary school.
Before school, students meet outside and sing the national anthem while the flag is raised in the school yard. After school, students repeat this while the flag is being lowered. At most schools, two or three students are in charge of the flag, and students are chosen by their teachers based on good behavior and academic achievement. It is considered a privilege or honor to “pasar a la bandera” (go to the flag).
School meals are only eaten by students in the free breakfast and lunch program. The rest of the students eat breakfast at home, and lunch either before or after school, depending on what session they attend.
In elementary school, students are instructed by one teacher. Teachers and school administration communicate with parents through a “cuaderno de comunicados,” a small notebook that travels with students from home to school. Students must carry this with them at all times.
Students raising the flag. Primary students wearing their school uniforms
19
G r aV I T y V e r s e s e G G sTarget Grade Level3-5
standardsscience: Engineering Design: Design and
Build a Prototype
science: Interaction and Change: Force, Energy, Matter,
and Organisms
science: Scientific Inquiry: Collect and Record Observations
science: Scientific Inquiry: Identify Patterns and Communicate Findings
Lesson overviewIf there’s one constant in Mrs. Jewls’
wacky Wayside classroom, it’s that
learning is fun. Of course, it also
proves to be unpredictable and even
a little messy. Using the fate of the
Wayside school computer as an
example of gravity, students will work
in groups to save a hard boiled egg
from the same tragic fate. Students
will each be provided with a set of
materials and charged with the task
of creating a safety system designed
to protect their egg on the
treacherous drop from the highest
point on your school’s playground to
the hard ground below. Along the way,
they’ll practice their skills of
scientific inquiry, teamwork,
cooperative problem solving, and
creative thinking. To conclude the
activity, students will produce a
group report detailing their findings.
Length of Lesson55-80 minutes, possibly over two sessions
Learning objectives• Studentswillcomprehendanddiscusstheforceofgravity.
• Studentswillworkcollaborativelytothinkcreativelyand
problem solve.
• Studentswillobserveandrecordtheirdataastheytesttheir
safety system.
• Eachstudentgroupwillproduceawrittenlabreportdetailing
their project, methods, results, and conclusions.
Key Vocabulary/conceptsGravity
Acceleration
Impact
materialsAn outdoor space on the playground, preferably on a piece of tall
playground equipment
Hardboiled eggs (1-2 per group of 4 students)
Pens/Pencils/Sharpies or other fine-tipped marker
Paper/lab notebooks
Safety System materials (1 set per group of 4 students)
Note: These materials are suggestions—feel free to incorporate other
objects based on classroom supplies and availability.
• 2plasticgrocerybags
• 10popsiclesticks
• 2sectionsofnewspaper
• 5stripsofducttape
• 5stripsofScotchtape
• 2plasticspoons
• 3sheetsofaluminumfoil
• 3sheetsofpapertowels
• 1cupofpoppedpopcorn
• 1paperplate
• 1papercup
• 5lengthsofstring(eachabout10incheslong)
• 10paperclips
• Scissors
• Glue
20
activity Instructions
Note: Before starting this lesson with your students, have your drop site
selected and measure the distance from the ground to where students
will drop their eggs.
1. If students have already read the Wayside books or seen the play, ask
them to recall the moment when Louis delivers the computer to Mrs.
Jewls’ classroom. What happened? What were the Wayside students’
reactions when Mrs. Jewls dropped the computer out the window? Did
her class learn anything?
2. Explain to students that sometimes seeing a concept in action or
learning about it in a hands-on way can make learning or
comprehension much easier.
3. Create a web or brainstorming list about gravity on the board. What do
students already know about gravity? Explain that gravity, as Mrs.
Jewls tells her students, is a force of attraction between all objects.
Gravity keeps our feet on the ground, makes objects fall back to earth
when dropped, and keeps the moon in orbit around the earth.
4. Underscore the following facts for students:
a. The more massive an object is, the more gravity it will have.
b. The closer two objects are, the stronger the gravitational pull
between them.
5. Ask students what would happen if they dropped an egg from a great
height—for example, off the tallest point of the playground at school.
What effect would gravity have on the egg, and why?
6. Explain that students will be working in teams of 4 in order to find a
way for an egg to travel safely from the highest point on the
playground to the ground below. Explain that each team will have
access to an identical set of materials, and list them for students
(don’t distribute them yet).
Teacher Tip: If students are having difficulty taking the assignment
seriously or just want to see the eggs break, try explaining that
students should think of their egg as a character from Sideways
Stories from Wayside School. When students receive their materials,
encourage them to name their egg after their chosen character and
draw a face on it.
7. Also mention to students that the eggs they will be using will be
hardboiled—because it’s easier to clean up, but more importantly so
that students can better observe the effect of impact on their eggs
and revise their machines.
8. Place students in their teams. Before distributing their materials, have
students meet and discuss their plans for their egg. What kind of
safety system will they construct? Encourage them to brainstorm,
draw a preliminary diagram, etc.
9. After students have
developed a rough
plan, have them draft
the first part of their
lab report—the
objective and their
hypothesis (i.e. What
do they think will happen to the egg with their proposed plan?).
10. Distribute a set of materials to each group. Explain to students as
they construct their safety system that they need to document which
materials they are using and the procedure they are using to build
their machine in order to complete their lab report.
11. Lead students outside to the chosen drop site. Have each group
launch their egg and safety system, one group at a time. Advise
students to carefully observe—what happened when they released the
egg? As the egg was falling? As it hit the ground?
12. Have students return indoors with their eggs and safety systems.
Instruct them to observe and record what has happened to their egg.
Did it break? Where did it break? How did their machine hold up after
the drop?
13. If you have time, give students time to tweak their safety machines
and make modifications based on their observations. Also have
students mark existing damage with a permanent marker. Have
students repeat the drop, and observe and record what happens.
14. Once back indoors, allow students time in their groups to compare
the two drops. How were they different? What stayed the same? Were
their changes effective? Instruct students to complete their lab report
by writing up their results and a group conclusion.
15. After groups have finished writing, bring the class back together
to discuss their projects. How did groups’ approaches differ?
How were they similar? Do students think the results would be
different from a greater height? With a heavier object? Ask them
to explain their answers.
Gravity definitions adapted from the American Musuem of Natural History
at http://www.amnh.org/ology/index.php?channel=astronomy#channel.
See how the planet
Earth attracts the
computer?”
21
r e a D I n G L I s T schooLsPut Your Eyes Up Here, And Other School Poems by Kalli Dakos;
illustrated by G. Brian Karas. A collection of humorous and poignant
poems chronicling the school year in Ms. Roy’s fourth grade class.
The Dunderheads by Paul Fleischman; illustrated by David Roberts.
When Miss Breakbone confiscates Junkyard’s crucial find, Wheels, Pencil,
Spider, and the rest of the Dunderheads plot to teach her a lesson.
The Homework Machine by Dan Gutman. Four fifth-grade students–a
geek, a class clown, a teacher’s pet, and a slacker–as well as their
teacher and mothers, each relate events surrounding a computer
programmed to complete homework assignments.
Regarding the Bathrooms: A Privy to the Past by Kate Klise; illustrated
by M. Sarah Klise. In this novel told through letters, newspaper articles,
and police reports, a middle school principal’s bathroom renovation
project leads to the discovery of stolen Roman antiquities.
Lunch Lady and the Cyborg Substitute by Jarrett J. Krosoczka. The school
lunch lady is a secret crime fighter who uncovers an evil plot to replace
all the popular teachers with robots.
TeachersBettina Valentino and the Picasso Club by Niki Daly. A controversial new
teacher at Bayside Preparatory School introduces the exciting world of
art to aspiring artist Bettina Valentino and her fifth-grade classmates,
encouraging them to see everyday life in a different way.
The Cat Ate My Gymsuit by Paula Danziger. When the unconventional
English teacher who helped her conquer many of her feelings of
insecurity is fired, thirteen-year-old Marcy Lewis uses her newfound
courage to campaign for the teacher’s reinstatement.
No More Nasty by Amy MacDonald; pictures by Cat Bowman Smith.
When Simon’s Great Aunt Matilda becomes the substitute teacher for his
unruly fifth-grade class, her unique way of looking at things gives the
students a new perspective on learning.
Clementine’s Letter by Sara Pennypacker; pictures by Marla Frazee.
Clementine’s beloved teacher, Mr. D’Matz might be leaving for the rest of
the year to go on a research trip to Egypt so she hatches a plan to get
Mr. D’Matz back even if it means ruining his once-in-a-lifetime chance.
anyThInG can happenThe Hoboken Chicken Emergency by Daniel Pinkwater; illustrated by Jill
Pinkwater. Arthur goes to pick up the turkey for Thanksgiving dinner but
comes back with a 260-pound chicken.
The Werewolf Club Meets Dorkula by Daniel and Jill Pinkwater. Ralf,
Norm, Lucy, and Billy are about to meet the weirdest vampire ever, Dorkula.
Chocolate Fever by Robert Kimmel Smith; illustrated by Giola
Fiammenghi. From eating too much chocolate, Henry breaks out in brown
bumps that help him foil some hijackers and teach him a valuable
lesson about self-indulgence.
Alice in Wonderland by Lewis Carroll. Follow the fantastical adventures of
a little girl named Alice who falls down a rabbit hole into a nonsensical
world full of peculiar creatures.
oTher LouIs sachar BooKsSideways Arithmetic from Wayside School by Louis Sachar. What would
you do if your wacky teacher wanted you to add and subtract words?
More Sideways Arithmetic From Wayside School by Louis Sachar. Join
Mrs. Jewls’s class and try solving over fifty math puzzles and brainteasers.
There’s a Boy in the Girls’ Bathroom by Louis Sachar. An unmanageable,
but lovable, eleven-year-old misfit learns to believe in himself when he
gets to know the new school counselor, who is a sort of misfit too.
Marvin Redpost: Is He a Girl? by Louis Sachar; illustrated by Barbara
Sullivan. After Casey Happleton tells him that if he kisses his elbow he
will turn into a girl, nine-year-old Marvin experiments and finds himself
very confused about his identity.
Stories On Stage: Children’s Plays for Reader’s Theater with 15 Play
Scripts from 15 Authors by Aaron Shepard. Includes 3 sideways stories
from Wayside School as Readers Theater.
Provided by:
22
p o L I c I e s & p r o c e D u r e s
adjusting your order
additions• Seatscanbeaddedtoyourorderatanytime,subjecttoavailability.
cancellations• Youmustcancelanyseatsyouwillnotusepriortoyourbalancedue
date. After this date, you are responsible for paying for all the seats on
your order.
• OCTwillnevercancelseatsoffyourorderwithoutyourpermission.
refunds• Refundswillbeprocessedaftertheclosingperformanceoftheshow
you are attending.
• Refundsarenotpossibleforabsencesorunusedseats.
• Refundswillnotbeissuedforamountslessthan$5.75.
chaperones• OCTrecommendsoneadultchaperoneforevery10students.Adult
ticket prices are the same as student ticket prices at our school
performances.
pre-school children• Infantsandchildrenundertheageof4arenotallowedatschool
performances. Please advise parent chaperones to make alternate
arrangements for their younger children.
prior to your field trip
special seating needs• Lastminuteseatingaccommodationsarenotalwayspossible.Please
notify OCT early to assure your needs are met.
Tickets and seat assignment• Nopaperticketswillbeissued.
• Groupswillbeseatedwithintheirpurchasedseatingareabasedon
the order in which they arrive.
Getting to the theater
• Mapsanddirectionstothetheaterwillbeavailableonlineat
www.octc.org/Transportation.
• Ifyouarelostorrunninglate,callOCTat503-228-9571.
arriving at the theater
nametags• Pleasemakesureallmembersofyourgrouphaveanametagwith
your school name on it. This will help us keep your group together.
Information for chaperones• Alwaysaccompanychildrentotherestroom.
• Keepstudentsinasinglefileline.
• Fillallseatsinyourrow.
• Ifyouneedtorearrangeyourseats,pleasedosoafteryourentire
group has been seated.
parking and unloading• Postschoolnameandperformancetimeinthewindowofyourbus.
• Trafficsecuritywillbeonsitetodirectyourbustoavailableparking.
Do not park or unload buses without supervision of traffic security.
• Parkingisprovidedforbusesonly.Privatevehiclesandvansmust
park in lots or on the street.
• Busdriversmustremainwiththeirbus.
• Smallgroupsarrivinginseparatecarsshouldallowadequatetimeto
park and meet at a designated location across the street from the
theater entrance.
• Groupswillbeseatedonceallmembersofthepartyhavearrived.
• Leavebackpacksandoversizedpursesonthebusoratschool.
23
entering the theater• Allitemsaresubjecttovisualinspection.
• Doorsopen30minutespriortoperformancetime.
• TheteacherattheheadofyourgroupshouldcheckinwithanOCT
representative prior to entering the theater.
• Keepyourgroupinasinglefileline.
• Allgroupshavereservedseatingsections.Donotfollowanothergroup
into the theater.
Late arrivals• Performancesstartontime.However,seatswillbesavedforyouin
your purchased seating area.
Inside the theater
etiquette• Nofood,drinks,orgumareallowed.
• Turnoffallcellphonesandpagers.
• Nocamerasorrecordingdevicescanbeused.
• Stayinyourseatreadytowatchandlisten.
• Youarewatchingaliveperformance.Theactorscanhearyoujustlike
you can hear them.
• Ifsomethingisfunny,itisokaytolaugh.Ifyoulikesomething,
applause is the best way to thank the performers.
Leaving the theater
Departure• Citypermitsonlyallowyourbustoremainparked15minutespastthe
end of your performance.
Inclement weather
• OCTwillperformasscheduledprovidedthatPortlandPublicSchools
are open. Visit www.octc.org/Policies for further details.
Teacher preview night and Workshops
Book your tickets, then mark your calendar to join us for the preview
night for Sideways Stories from Wayside School and observe OCT’s final
dress rehearsal. Professional development workshops are offered
throughout the year. RSVP by contacting [email protected].
Loud and ClearLoud and Clear is a four week program designed to help students meet
standards in public speaking. An experienced OCT instructor leads
students through theater exercises which demonstrate proven techniques
of oral presentation. Students receive clear, constructive feedback in this
experiential and positive learning environment. For more information, log
on to www.octc.org/LoudandClear.
Teacher Liaisons
OCT invites teachers who have an interest in theater arts to join the OCT
Teacher Liaison Program. OCT seeks to develop relationships with
teachers who are willing to be an arts advocate at their school, provide
colleagues with information about OCT and offer input on OCT programs.
Liaisons are invited to special events throughout the year and receive
behind–the-scenes information. If you are interested in joining the OCT
Teacher Liaison network, please write [email protected].
The Educational Theatre Program is a collaboration between Oregon
Children’s Theatre and Kaiser Permanente, offering engaging theatrical
productions promoting healthy
life choices to schools and
communities for FREE.
Texting the Sun, designed for
middle school students, focuses on the positive and negative impacts
of the media on young people — how it affects decision-making, self
esteem, communication, relationships, and school cultures.
Tours January 11–June 4.
For more information, go to www.etpnorthwest.org.
24
ocT’s Theater home hatfield hall, 1111 sW Broadway
All of our plays are now performed at Hatfield Hall, home of
the Newmark and Winningstad Theatres, at 1111 SW
Broadway, across the street from the Schnitzer Concert Hall.
We take pride in providing the highest level of service and
are committed to making your field trip as effortless and
enriching as possible.
Downtown Portland’s one way streets can be confusing
and frustrating to visiting drivers. If your group is arriving
by school bus, be sure to use the transportation information
on our website, as well as the map on this page, as you
approach the theater. This information will direct you to
our parking personnel, who love to help you park easily
and swiftly.
From all of us at OCT, thank you for joining us this season.
We can’t wait to see you and the students in our new home.
SW 1
0th
SW N
inth
SW P
ark
SW 6
th
SW 5
th
SW B
road
way
SW Madison
SW Main
SW Salmon
SW Jefferson
SW Columbia
SW Clay
SW Market
SW Mill
Hatfield Hall1111 SW Broadway