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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.

12

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

14

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.

18

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 teachers@octc.org.

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 kay@octc.org.

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