F I F T H G R A D EDiscussion & Study Guide

with lessons based onCommon Core State Standards

Ta

ble

of

Co

nte

nts FIFTH GRADE

Discussion & Study Guide

Table of Contents

Welcome ………………………………………………………………………………. 3Introduction

About MAPA ………………………………………………………………………. 4About the Artists ………………………………………………………………….. 5About the Play ……………………………………………………………………. 6Common Core Connections ……………………………………………………. 7

Discussion GuidelinesBefore the Play ……………………………………………………………………. 8After the Play ……………………………………………………………………… 9

Lesson PlansWrite a Theatre Review (language arts) ..…………………………………….. 10Irwin’s Journey to Maui: Coordinate Grids (mathematics) …………………. 12

Resources on Environmental Education …………………….…………………… 15Program Evaluation Forms

Teachers ………………………………………………………………………….. 16Students ………………………………………………………………………….. 17

Pupule’s Planet in Peril Discussion & Study Guidesfor kindergarten through 5th grade

developed by Carolyn King Wright, MAEd.Director of Programs

Maui Academy of Performing Arts81 North Church Street, Wailuku, Hawaii, 96793

(808) 244-8760www.mauiacademy.org

© 2016 all rights reservedNo part of this study guide may be reproduced except by classroom teachers for use in their classrooms.

3

Winter 2016-17

Dear Teachers,

Live theatre is a powerful learning tool. This study guide is designed to help you and your students get the most from this exciting experience.

The activities in this guide are designed to help your students meet Common Core State Standards. You’ll find valuable information on how to prepare your students for the play. After the performance, we encourage you to try the lesson plans that use the play as a springboard for meeting standards in language arts and mathematics.

Research has shown that the arts are especially powerful strategies for students whose learning styles respond well to nontraditional instructional techniques.

We hope you take advantage of this opportunity to give all of your students a unique and exciting learning experience.

This study guide is intended to be flexible: use it however you see fit. If the lessons are too simple or too complicated for your students, please feel free to adjust them to meet your needs. Check out the study guides for the other grade levels too. You may find a lesson that your students would love.

Thank you for giving your students the chance to experience the thrills of live theatre!

Aloha,

David C. Johnston Carolyn King WrightExecutive & Artistic Director Director of ProgramsMaui Academy of Performing Arts Maui Academy of Performing Arts

We

lco

me

!

4

Since 1974, Maui Academy of Performing Arts (MAPA) has been enriching individuals, building community, and connecting our world through the performing arts. MAPA provides a broad spectrum of classes and performances presented by professional artists to community members of all ages.

MAPA School Partnershipso Educational Theatre Tours bring professional productions and

study guides to students in preschools and elementary schools on Maui.

o Voices uses drama to teach literacy skills to elementary school students.

o Take Note brings music education to elementary school students.

o Arts Infusion provides creative movement, drama and music residencies taught by professional teaching artists.

MAPA Academy offers 100 classes each week in dance and drama for hundreds of Maui students ages 3 to adult as well as performing arts camps during school breaks.

MAPA LIVE presents Broadway-quality theatre and dance productions for audiences of all ages at Maui Arts & Cultural Center’s Castle Theater and other venues across Maui.

Connect with MAPA online!

Website: mauiacademy.orgFacebook: Maui Academy of Performing ArtsTwitter: @MapaMauiInstagram: @MapaMaui

Ab

ou

t M

AP

A

5 Ab

ou

t th

e A

rtis

ts

Rachel Bega (Actor) was born and raised on the island of Maui, and is a recent graduate from the University of Northern Colorado with a B.A. in Theater Arts (Theater Studies). Throughout elementary and middle school she was a regular cast member of the local children's group GAMEKIDS where she started cultivating her love for acting, dancing, and singing. Since high school, she's been in multiple musicals in both the academic and community theater settings. Some of her favorites include Seussical, Ruthless, and Rent. She also stage managed MAPA’s recent production of Disney's The Little Mermaid. When she's not performing, Rachel heads the children's ministry at Kahului Church of the Nazarene and is a leader for the Unashamed Maui youth ministry.

Derek Nakagawa (Playwright & Actor) has wanted to be an actor from the time he can remember remembering. He had a huge problem, though: he was painfully shy. So shy, in fact, that when he finally had the opportunity to audition for the fourth grade production of The Wizard of Oz, he was overwhelmed with stage-fright and faked a heart attack. It was years and years before he was able to get up the nerve to try again. Now, many moons later, Derek has been in umpteen plays, too many really to count. Around 1992 Derek began writing plays and has written many plays since then. He has also done some work on local television and a few independent films, but his first and true love will always be theatre.

David C. Johnston (Director) has been Artistic Director of MAPA since 1992. With more than 30 years experience directing professional, educational and children's theatre production, he has taught theatre workshops and has been an acting coach and directing consultant for the last 25 years. Mr. Johnston received his MFA in Theatre/Directing from the University of Oregon and his BA in Speech and Theatre from Augustana College with special studies in theatre management and directing at the University of Minnesota.

Logan Heller (Actor) has been involved with performing arts since he was 6 years old. After doing several high school and community theatre shows, Logan was accepted into the Pacific Conservatory of the Performing Arts in Southern California. Along with going to school full time, Logan began working professionally as an actor. One of his favorite productions he did is Les Miserables with the Utah Shakespeare Festival. 

Kim Vetterli (Composer, Musical Director & Accompanist) A San Francisco Bay Area native, Kim started piano lessons at age 6, voice at age 13 and was “bitten by the theatre bug” in high school. She turned her musical passion into a career that has spanned four decades as a musical and vocal director, keyboardist, teacher, classical accompanist and composer of children’s musicals. Highlights include: The 25th Anniversary National Tour of NUNSENSE, starring Sally Struthers, SF’s ACT summer program, 9 years of summer stock at Woodminster Amphitheatre of Oakland and tours to many countries including China, Italy and Budapest. On Maui, Kim is blessed to work with MAPA, MauiOnstage and ProArts and thrilled to be going to schools again with MAPA’s Educational Theatre Tour!

6 Ab

ou

t th

e P

lay

THE PRODUCTIONWritten by Maui playwright Derek Nakagawa, with original music by Kim Vetterli, Pupule’s Planet in Peril is produced by Maui Academy of Performing Arts (MAPA). The production is directed by MAPA’s Executive & Artistic Director David C. Johnston with set design by Ally Shore and costumes by Kathleen Schulz. MAPA’s professional company of actors is based in Wailuku on the island of Maui.

THE STORYA boy named Pupule and his dog Hoku decide to go to the beach to cool off where they meet up with Iniki, a sand crab, and Irwin, a Bramble Cay Melomy from Australia. Irwin describes how his community disappeared when the sea levels rose and the ocean covered their small island. The ocean currents carried him to Maui.

Hoku worries that someday the oceans could rise high enough to cover up Maui’s beaches and she rallies the others to figure out what they can do to stop it from happening.

The friends visit Uncle Honu who explains that the polar ice caps are melting and raising the level of the oceans. The increased temperature of the water is bleaching the coral reefs and threatening the ecosystem where so many fish and other sea creatures live. Pupule asks Uncle Honu why all of this is happening and Uncle Honu says he doesn’t know, but maybe Aunty Pueo would know.

The group heads to the mountains to find Aunty Pueo. She explains that global warming is a very serious problem caused by greenhouse gasses from things like cars and factories that trap all the heat from the sun. As the group tries to figure out a way to stop the pollution, Aunty Pueo tells them about a troll who lives in a lava tube upcountry. Rumor is that he has a magic stick that can make anything disappear. The group decides to find the troll and his magic stick.

Pupule and Hoku find the magic stick and the troll. Virgil the troll explains that his stick isn’t actually magic. He tells them that they have the real power, the magic, within them. He encourages them to use their voices to tell everyone that we all have the power within us to stop polluting the earth and slow down global warming.

7Co

mm

on

Co

re C

on

ne

cti

on

s

HAWAI’I COMMON CORE STANDARDS

Designed to enrich your students’ understanding of the play and its messages, the discussion guidelines and lesson plans in this study guide are based on the Common Core State Standards for your grade level.

Even if you don’t have time to use the lessons in this study guide, your students can meet the following Common Core State Standards simply by watching and discussing the play.

Hawai’i Common Core Standards » English Language Arts

Reading Literature » Key Ideas and Details5.RL.2 Determine a theme of a story, drama, or poem from details in the

text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Speaking & Listening » Comprehension and Collaboration5.SL.1 Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners about grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5.SL.2 Summarize a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Speaking & Listening » Presentation of Knowledge and Ideas5.SL.4 Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

8

PREPARING THE STUDENTS

• Show the students the front page of this study guide and ask the students to make predictions about the story based on the picture.

• Talk about the title of the play. Ask the students to make predictions about the story based on the title.

• Read the story synopsis on page 6 and discuss it.• Let the students know that they will play a very important

role in the play as audience members. Share the rules for audience etiquette listed below.

AUDIENCE ETIQUETTE

• Use the restroom before seeing the show so that you don’t miss anything!

• Please arrive promptly.• Be considerate of others around you. While waiting for the

performance to begin, talk quietly and keep your hands, arms, and feet to yourself.

• Theatre is LIVE. The performers are real people who can see and hear everything you do and say. Show respect for the actors by giving them your full attention during the performance.

• When the play is over, the actors will bow as their way of saying “Thank you for coming to our play.” Please let them know how much you enjoyed the show by clapping your hands.

Be

fore

th

e P

lay

9

DISCUSSION GUIDELINES

After the performance, discuss the play to deepen your students’ understanding of the artistic process and the themes of the play. Scaffold the classroom discussion using the following three levels of response.

Description. First, ask the students to describe what they saw and heard during the performance.

How many actors were in the play?Who were the characters in the play?Describe the costumes.Describe the scenery.Name some of the objects Pupule brings to the beach. Where does Irwin come from? Why is the beach so small?Where does Aunty Pueo tell the others to go? Describe where the troll lives.What does the troll have that the others want?

Interpretation. Second, ask the students questions that will help them wonder about the performance.

How do you think Irwin feels about being on Maui?Why is Hoku sassy to Irwin when she first meets him?Why is Irwin afraid to meet Aunty Pueo?Why do Pupule and his friends go to talk to Uncle Honu? Why do the characters sing in the play?Do you think Pupule and his friends will be able to help stop global warming? What can you do to help stop global warming?What do you think is the main idea or moral of this story?

Evaluation. Finally, ask the students to evaluate the characters and the production.

What was the funniest part of the play to you? What made it so funny?What was the most surprising part of the play? What made it surprising?Who was your favorite character? Why?Did you like this play? Why or why not? A

fte

r th

e P

lay

10 Le

ss

on

Pla

ns

WRITE A THEATRE REVIEW

Time Frame: 45 minutes

Overview: Students use information from this study guide to write a review of the play Pupule’s Planet in Peril.

GLOs: 3. Complex Thinker5. Effective Communicator

Materials: Prompts for writing a theatre review (next page)

Common Core: 5.W.9 Language Arts » Writing » Research to Build and Present KnowledgeDraw evidence from literary or informational texts to support analysis, reflection, and research.

Instructions:

(Note: To elicit writing with more depth, lead a classroom discussion about the play using the discussion guidelines on page 9 of this study guide before this lesson.)

Ask students if they know what a review is. Discuss that newspapers and websites publish reviews of movies and plays so that audiences have the information they need to decide whether they’d like to see the movie or play. An important feature of every theatre review is the author’s opinion about the play. Share a recent review from a website or newspaper and discuss it.

Tell the students that they will write a review of Pupule’s Planet in Peril. Distribute copies of pages 4-6 from this study guide so that students have that information for their introductions. Use the directions on the next page to structure the review.

11

How to Write a Theatre Review

Please include the following information in your review:

Paragraph #1 is your introduction.1. Write a short summary of the plot (3-4 sentences).2. Write a brief statement (1-2) sentences about the production company.

Paragraph #2 is your analysis of the acting.1. How did the actors use their bodies and voices to look and sound like the characters?2. Did they do a good job? Why or why not? (Use specific examples.)

Paragraph #3 is your analysis of the technical aspects of the show.1. How did the scenery contribute to the show?2. How did the costumes contribute to the show?3.How did the music contribute to the show?

Paragraph #4 is your analysis of the characters and theme of the play.1. What is the main message of the play?2. How did the characters’ actions contribute to the development of the main message of the

play?

Paragraph #5 is your conclusion with your overall opinion of the show.

***Make sure you include specific examples to support all of your statements.***

12 Le

ss

on

Pla

ns

IRWIN’S JOURNEY TO MAUI: COORDINATE GRIDS

Time Frame: 45 minutes

Overview: Students use coordinate grids to track Irwin’s path from Australia to Maui.

GLO: 3. Complex Thinker

Materials: Coordinate Grid Worksheet (next page ) — 1 per studentBlank Coordinate Grids (page 14) — 1 per student

Common Core: 5.G.1 Mathematics » GeometryUse a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Instructions:

After watching Pupule’s Planet in Peril, introduce or review coordinate grids (x-axis, y-axis, a point contains an x-coordinate and a y-coordinate). Draw a coordinate grid on the board and label the x-axis and y-axis. Number the axes from 0-10. Draw a dot on a point on the grid and verbalize the process for finding that point on the grid. Demonstrate how to write that point as an ordered pair.

Draw several points on the grid and label them with capital letters. Ask student volunteers to come up and verbalize how they will write the ordered pair that names a certain point on the grid.

Tell the students that they will use a coordinate grid to map out the path that Irwin, the Bramble Cay Melomy, took as he swam from Australia to Maui. Distribute the coordinate grid worksheet. Instruct the students to write the ordered pair for each point on Irwin’s path.

If time permits, distribute the blank coordinate grids (apge 14) and have the students make up their own path. Have them put at least four points on the coordinate grid and label the points with capital letters. Have the students exchange grids with a partner to fill in the ordered pairs.

Name

The red line is Irwin’s path from Australia to Maui. Write the ordered pair (x,y) to name each point along his path.

A D

B E

C F

A B

DC

E

F

(2,1)

Name

Draw a line to show Irwin’s path. Mark at least four points along the way. Write the ordered pair (x,y) to name each point.

A D

B E

C F

15Mo

re R

es

ou

rce

s

MORE RESOURCES

Pupule’s Planet in Peril addresses one of the most urgent problems facing our world today — global warming. We hope this play will spark discussion at yourschool about how we all can work to combat this crisis.

In researching the development of the play, we found several excellent websites on the topic. We encourage you to check out the information and lesson plan ideas on these websites to deepen your students’ understanding about global warming.

Climate KidsNASA created this website to teach kids about global warming. Age appropriate activities and language, engaging visuals and humor make this website one of the best we found.http://climatekids.nasa.gov/

Energy Star KidsFun, interactive online activities to teach kids how to save energy:https://www.energystar.gov/index.cfm?c=kids.kids_index

U.S. Department of Energy - Teach & LearnLesson plans for all ages, coloring pages, links to videos and more:http://energy.gov/eere/education/teach-and-learn

Climate Classroom KidsNational Wildlife Federation’s detailed website with lesson plans for grades 3-5:http://climateclassroomkids.org/educators/

Educational Theatre TourTEACHER EVALUATION

Thank you for taking a moment out of your busy day to fill out this evaluation. Your feedback is an important part of our program. We appreciate your honesty!

School: _________________________________________________________________________________________

Teacher Name (optional): ____________________________________________________ Grade: _____________

Please circle your responses.

1. Were the students engaged in the play? Yes Somewhat No

2. Was the cost affordable? Yes Somewhat No

3. Do you plan to use the Discussion & Study Guide? Yes Maybe No

4. How does this program benefit your students?

5. What could make the program stronger?

Other comments:

For future MAPA touring shows, please circle topics you and your students would enjoy:

Folk Tales Hawaiian Legends Social Issues

History Other:

Please mail evaluation forms to: MAPA, 81 N. Church Street, Wailuku, HI 96793Or fax to 808-244-6530. Mahalo!

Educational Theatre TourSTUDENT EVALUATION

School: _________________________________________________________________________________________

1. Who was your favorite character? Explain why.

2. What was your favorite moment in the play? Explain why.

3. What is the main idea/theme of this play?

Draw a picture of your favorite moment from the play on the back of this paper.