A Study Guide for Educators School Tour 2015

A Study Guide for Educators
School Tour 2015
Teachers are permitted to copy any and all parts of this guide for use in the classroom.
Charlotte’s Web is produced through permission from Dramatic Publishing.
1
Table of Contents
About the Play……………………………………………………………………………2
Characters
The Story At A Glance
The Message
Adaptation
The Man Who Wrote the Book
The Setting
Before the Show………………………………………………………………………….11
Read About It
Think About It
At the Theatre……………………………………………………………………………14
Who’s Who?
Theatre Vocab
Theatre Etiquette
After the Show…………………………………………………………….………….….18
Think About It
Curriculum Connection……………………………………………………..……………19
Language Arts
Science
Theatre Vocab
About American Stage……………………………………………………………….….29
Evaluation
Key
Discuss & Analyze
Activity!
Watch…
2
About the Play
The Characters
Animals on the Farm
Wilbur… A sensitive, considerate, and
friendly pig who wants to make friends.
Charlotte…A skilled, creative, beautiful
spider who befriends with Wilbur. She is
loyal, caring, and vows to save Wilbur’s
life.
Templeton…A crafty, selfish rat who
lives under Wilbur’s trough. He claims
he does not care about Wilbur, but
proves to be helpful friend.
Goose…A stuttering troublemaker who
coaxes Wilbur out of his pigpen to
explore the farm.
Old Sheep…A wise old sheep who has
lived at the barn a long time.
Cow…A fun, but not true friend who
tries to encourage Wilbur to escape after
leaving his pigpen.
Lamb…An insensitive and rude
youngster who refuses to play with
Wilbur.
The Humans
Fern…The daughter of Wilbur’s original
owner, and niece of Mr. & Mrs. Zuckerman.
As a little girl, she loved and cared for Wilbur
like a pet. She wants to do whatever she can to
keep Wilbur safe.
Mr. Zuckerman (Homer)…Fern’s uncle who
purchased and moved Wilbur to his farm. He
is gullible and benefits hugely from Wilbur’s
fame.
Mrs. Zuckerman (Edith)…Fern’s aunt and
Mr. Zuckerman’s wife. She is practical and
calm. She is the only human to recognize the
spider is remarkable for weaving words into her web.
3
The Story at a Glance…
LAFS.4.RL.1.3, LAFS.5.RL.1.3,
LAFS.K12.R.1.3
Summary
Illustration from the original novel - Garth Williams, 1952
Source: http://bibliodyssey.blogspot.it/2010/12/charlottes-web.html
Wilbur is a young pig living on a family farm. He is best friends
with the family’s eight-year-old daughter, Fern, who has loved
him since he was a newborn piglet! She is the only human who
is capable of understanding and speaking with Wilbur, and she
visits him every day in the barn.
When the play opens, Wilbur has been sold to Fern’s Uncle, Mr.
Zuckerman. Fern is very sad to say goodbye to Wilbur, but she
promises to visit him at her Uncle’s farm to make sure he is
happy and safe. She knows that most pigs are raised for food,
and will do whatever she can to keep Wilbur from becoming
bacon or ham on the Zuckerman’s dining room table!
Mr. Zuckerman’s barn suits Wilbur, but he still
misses home and feels lonely. He tries to make
friends with Goose, Cow, Old Sheep, Lamb, and
Templeton the Rat, but it can be hard to fit in
sometimes. One day, Wilbur meets Charlotte, a
beautiful spider who lives in the barn. She is also
looking for a friend, and they play and talk every day.
Just as Wilbur is getting used to
his new home, Charlotte learns that Mr. Zuckerman plans to take
him to slaughter soon. Thankfully, Charlotte has a plan, and
springs into action! She weaves an amazing web of words that
describe Wilbur as a “terrific,” “radiant,” and “humble” pig. Mr.
and Mrs. Zuckerman are so impressed at Wilbur’s impact on
their farm that they decide to take him to the fair to show off
their wonderful pig – hoping Wilbur will win first prize.
4
Charlotte is concerned that fair will be too much excitement for her, since she is
getting ready to give birth to her baby spiders. However, she goes with Wilbur to
support him. Templeton also tags along to scavenge some delicious fair food, and
agrees to help Charlotte find new ideas for words she can weave into her web to
describe Wilbur’s talents. They have so much fun at the fair! Even though Wilbur
does not win first prize, the humans are so impressed that they give Wilbur a special
award. Now everyone in town knows that Wilbur is special!
While at the fair, Charlotte lays an eggs sac with her baby
spiders inside. She knows her days are dwindling, and
that she is too tired to make it back to the farm. Wilbur
promises to look after her babies. Charlotte dies feeling
confident that her spider offspring will be fine, and
knowing that she had a meaningful life full of excitement,
love, and friendship. Templeton and Wilbur work
together to remove Charlotte’s egg sac from the barn at
the fair, and Wilbur carries it home safely.
The following spring at Zuckerman’s farm, Charlotte’s
spiders are ready to leave their egg sac. Wilbur is
astonished as hundreds of baby spiders begin to float away. He is excited, but worried
that they are all leaving. They assure him that they are setting forth to make webs of
their own! For a moment, Wilbur feels
lonely again. Suddenly, the three smallest
of Charlotte’s children greet Wilbur, and
tell him that they are going to stay in the
barn with him: “We like this place, and we
like you!” Wilbur is overjoyed to have
friends, and they pledge their friendship to
one another forever.
exposé of the timeless love story and what it
means to find, and TELL, the truth.
Discuss & Analyze:
 Which character in this story do you think is most like you? How do
you relate to their feelings or experiences?
5
The Message
LAFS.5.SL.1.1, LAFS.5.RL.1.2, LAFS.4.RL.1.2
Why Charlotte’s Web?
From http://www.shmoop.com/charlottes-web/
Have you ever been in a tough spot and needed a friend?
Or maybe you've had a rough day and called up your best
bud? We've all been there. And when you're in a pinch, it's
good to have a chum you can call on, the type of friend
who will lend you a helping hand.
For Wilbur, that pal is Charlotte. This spider is as loyal as
can be.
Wilbur finds himself in a bit of a rough patch. He faces a
life-or-death situation, so it's a good thing he has such a
loyal friend by his side. Charlotte is so devoted to Wilbur
that nothing can dampen her dependability. Charlotte is
willing to sacrifice her life to help out her best bud. And
over time, Wilbur learns what it's like not just to have a
faithful friend, but to be one, too.
A loyal friend is hard to find. So when you've got one, hang on tight!
Discuss & Analyze:
 When you watch the play, which characters do you think you will see
helping their friends? Why?
 Describe a time when you helped or supported a friend.
 Describe a time when a friend helped or supported you.
Adaptation
LAFS.5.SL.1.1, LAFS.4.SL.1.1
The version of Charlotte’s Web that you will see performed at your school is a play
adaptation of the book written by E.B. White.
An adaptation is when a poem, myth, novel or play inspires (is the foundation for)
another form of storytelling. Harry Potter and the Chamber of Secrets was adapted from
the bestselling book into a film. The story Alice and Wonderland, by Lewis Carroll has
been adapted into an animated film and a live action film as well as a play.
Discuss & Analyze:
 Can you name any other books or stories that have been adapted
into plays or movies?
6
The Man Who Wrote the Book
TH.5.H.1.1, TH.4.H.1.1,
LAFS.5.RL.2.6, LAFS.K12.R.2.6, LAFS.K12.R.2.
About E.B. White
From http://www.scholastic.com/teachers/contributor/e-b-white
E. B. White, the author of such beloved children's classics as
Charlotte's Web, Stuart Little, and The Trumpet of the Swan, was
born in Mount Vernon, New York. He graduated from Cornell
University in 1921 and, five or six years later, joined the staff of The
New Yorker magazine. E.B. White authored over seventeen books
of prose and poetry and was elected to the American Academy of
Arts and Letters in 1973. In addition to writing children's books, E.
B. White also wrote books for adults, as well as writing poems and
essays, and drawing sketches for The New Yorker magazine. Some
of his other books include: One Man's Meat, The Second Tree from
the Corner, Letters of E. B. White, The Essays of E. B. White, and
Poems and Sketches of E. B. White.
Funnily enough for such a famous writer, he always said that he
found writing difficult and bad for one's disposition but he kept at it!
Mr. White has won countless awards, including the 1971 National Medal for Literature
and the Laura Ingalls Wilder Medal, which commended him for making “a substantial
and lasting contribution to literature for children.”
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A Letter to Young Readers from E.B. White
From https://www.teachervision.com/authors/letters-and-journals/1734.html
Dear Reader:
I receive many letters from children and can't answer them all -there wouldn't be time enough in a day. That is why I am sending you
this printed reply to your letter. I'll try to answer some of the
questions that are commonly asked.
Where did I get the idea for Stuart Little and for Charlotte's Web?
Well, many years ago I went to bed one night in a railway sleeping
car, and during the night I dreamed about a tiny boy who acted
rather like a mouse. That's how the story of Stuart Little got started.
As for Charlotte's Web, I like animals and my barn is a very pleasant
place to be, at all hours. One day when I was on my way to feed the
pig, I began feeling sorry for the pig because, like most pigs, he was
doomed to die. This made me sad. So I started thinking of ways to
save a pig's life. I had been watching a big grey spider at her work
and was impressed by how clever she was at weaving. Gradually I
worked the spider into the story that you know, a story of friendship
and salvation on a farm. Three years after I started writing it, it was
published. (I am not a fast worker, as you can see.)
Sometimes I'm asked how old I was when I started to write, and what
made me want to write. I started early -- as soon as I could spell. In
fact, I can't remember any time in my life when I wasn't busy
writing. I don't know what caused me to do it, or why I enjoyed it,
but I think children often find pleasure and satisfaction is trying to set
their thoughts down on paper, either in words or in pictures. I was no
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good at drawing, so I used words instead. As I grew older, I found
that writing can be a way of earning a living.
Some of my readers want me to visit their school. Some want me to
send a picture, or an autograph, or a book. And some ask questions
about my family and my animals and my pets. Much as I'd like to, I
can't go visiting. I can't send books, either -- you can find them in a
bookstore or a library. Many children assume that a writer owns (or
even makes) his own books. This is not true -- books are made by the
publisher. If a writer wants a copy, he must buy it. That's why I can't
send books. And I do not send autographs -- I leave that to the movie
stars. I live most of the year in the country, in New England. From
our windows we can look out at the sea and the mountains. I live near
my married son and three grandchildren.
Are my stories true, you ask? No, they are imaginary tales, containing
fantastic characters and events. In real life, a family doesn't have a
child who looks like a mouse; in real life, a spider doesn't spin words
in her web. In real life, a swan doesn't blow a trumpet. But real life is
only one kind of life -- there is also the life of the imagination. And
although my stories are imaginary, I like to think that there is some
truth in them, too -- truth about the way people and animals feel
and think and act.
Yours sincerely,
Discuss & Analyze:

If you were to write a novel or a play, what kinds of characters or
places would you write about? Why?
9
The Setting
LAFS.5.RL.2.6, LAFS.K12.R.2.6, TH.5.H..1.1, TH.4.H..1.1,
LAFS.5.RL.1.3
From http://www.shmoop.com/charlottes-web/setting.html
Sometime before the 1950s
White isn't too specific about when Charlotte's Web is set, but we know it's before he
published the book in 1952. We can pick that up from its depiction of rural American life.
These are simple people—no iPhones, no computers, and maybe even no TV. In fact, the
biggest piece of technology is Mrs. Zuckerman's freezer.
In the decades before (and including) the 1950s,
advertising was really taking off too. Companies were
learning that it wasn't just enough to announce a new
product—they had to convince people it was special.
Radiant, even. Or "terrific."
And notice how Templeton brings back advertising
material from the dump? That’s where Charlotte gets
her ideas. And notice how people start agreeing
Wilbur must be special, just because it's written in
print. We think White is poking just a little bit of fun
at the new-fangled powers of advertising.
Activity: Take out some paper and crayons, and draw
a flyer for the County Fair that advertises the events,
and makes people excited to attend!
Home Sweet Home
Close your eyes and picture this: a big barn, lots of hay, plenty of noisy animals, and a
few insects. Throw in a farmer and his wife, some homemade blueberry pie (yum), a rope
swing for the kids, and a trough for the pig, and you've got yourself the Zuckerman farm.
For Wilbur, the Zuckerman farm just feels like home. He loves everything about it, from
the way it looks to the way it smells. Nothing, not even a mean rat, can put a damper on
the bliss that is the Zuckerman farm.
For a pig, Wilbur experiences quite a few "homes" over time:
(1) The Arable home – where he was born, and where he met Fern. (Before the play
begins).
(2) The Zuckerman barn.
(3) The pigpen at the County Fair, for a little while.
(4) The Zuckerman barn again.
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But what makes each of these homes a true home? Some of these digs are temporary, and
some are more permanent. But in each of them, Wilbur finds something or someone to
make him feel at home. Whether it's Fern or Charlotte or a familiar smell, Wilbur finds a
way to have that homey feel. In Charlotte's Web, home is more about the friends you
have than the place you're sleeping.
Discuss & Analyze:



For Wilbur, what ingredients make up a home? Is home a physical
building? Or a feeling? Or is it both?
Do the animals get to choose where their home is? How so?
Does home have to be in just one place or can it move around?
Activity:
Try on an opinion or two, start a debate, or play the devil’s advocate. Is
home a physical place, or a feeling? Why?
The novel argues that a "home" is a physical place. For Wilbur, home is the Zuckerman
barn and always will be.
Versus:
The novel argues that a "home" is a feeling you get. For Wilbur, home is with his friends,
no matter where they are.
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Before the Show
Read About It!
LAFS.5.RI.1.1, LAFS.4.RI.1.1
An Excerpt from Charlotte’s Web by
E.B. White
Chapter 1: Before Breakfast
When Mr. Arable returned to the house
half an hour later, he carried a carton
under his arm. Fern was upstairs
changing her sneakers. The kitchen
table was set for breakfast, and the
room smelled of coffee, bacon, damp
plaster, and wood smoke from the
stove.
“Put it on her chair!” said Mrs. Arable.
Mr. Arable set the carton down at
Fern’s place. Then he walked to the
sink and washed his hands and dried
them on the roller towel.
Fern came slowly down the stairs. Her eyes were red from crying. As she approached
her chair, the carton wobbled, and there was a scratching noise. Fern looked at her
father. Then she lifted the lid of the carton. There, inside, looking up at her, was the
newborn pig. It was a white one. The morning light shone through its ears, turning
them pink.
“He’s yours,” said Mr. Arable. “Saved from an untimely death. And may the good
Lord forgive me for this foolishness.”
Fern couldn’t take her eyes off the tiny pig. “Oh,” she whispered. “Oh, look at him!
He’s absolutely perfect.”
She closed the carton carefully. First she kissed her father, then she kissed her mother.
Then she opened the lid again, lifted the pig out, and held it against her cheek.
At this moment her brother Avery came into the room. Avery was ten. He was
heavily armed — an air rifle in one hand, a wooden dagger in the other.
12
“What’s that?” he demanded. “What’s Fern got?”
“She’s got a guest for breakfast,” said Mrs. Arable.
“Wash your hands and face, Avery!”
“Let’s see it!” said Avery, setting his gun down.
“You call that miserable thing a pig? That’s a fine specimen of a pig — it’s no bigger
than a white rat.”
“Wash up and eat your breakfast, Avery!” said his mother. “The school bus will be
along in half an hour.”
“Can I have a pig, too, Pop?” asked Avery.
“No, I only distribute pigs to early risers,” said Mr. Arable. “Fern was up at daylight,
trying to rid the world of injustice. As a result, she now has a pig. A small one, to be
sure, but nevertheless a pig. It just shows what can happen if a person gets out of bed
promptly. Let’s eat!”
But Fern couldn’t eat until her pig had a drink of milk. Mrs. Arable found a baby’s
nursing bottle and a rubber nipple. She poured warm milk into the bottle, fitted the
nipple over the top, and handed it to Fern. “Give him his breakfast!” she said.
A minute later, Fern was seated on the floor in the corner of the kitchen with her
infant between her knees, teaching it to suck from the bottle. The pig, although tiny,
had a good appetite and caught on quickly.
The school bus honked from
the road.
“Run!” commanded Mrs.
Arable, taking the pig from
Fern and slipping a doughnut
into her hand. Avery grabbed
his gun and another
doughnut.
The children ran out to the
road and climbed into the
bus. Fern took no notice of the others in the bus. She just sat and stared out the
window, thinking what a blissful world it was and how lucky she was to have entire
charge of a pig. By the time the bus reached school, Fern had named her pet, selecting
the most beautiful name she could think of.
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“Its name is Wilbur,” she whispered to herself. She was still thinking about the pig
when the teacher said: “Fern, what is the capital of Pennsylvania?”
“Wilbur,” replied Fern, dreamily. The pupils giggled. Fern blushed
Activity: Act it out! Have students read the excpert above out loud in
class. In groups of 4-5 students, create four tableaus (frozen pictures)
that capture what the characters in this scene are thinking and feeling at
each moment.
As groups demonstrate their tableaus to the class, tap one of the students
in each tableau on the shoulder and ask them to verbalize what their character might say
in this moment. Discuss:
 What did you see a “student actor” do with their body in a tableau
that clearly communicated to you what the character was thinking?
 How did the “student actors” use their body to express their
character’s relationship to (and feelings about) another character in
the scene?
Think About It!
TH.3.C.2.2, TH.5.O.1.1, LAFS.5.SL.1.1,
LAFS.4.SL.1.1
Ask students to make predictions about the play they’re going to see based upon their
knowledge of the source text and what they have learned about the subject matter. For
example, not every character in the book appears in the play, and there are other
characters that may appear, that are not in the original story.
Discuss & Analyze:
 Which characters do you expect to see onstage?
 How do you imagine the locations will be created onstage?
 How do you imagine the scenery, costumes and props?
 Will there be music? If so, how will it sound?
Activity: Now that you’ve imagined the play let’s take out some paper
and crayons and draw what we think the play might look like!
14
Time to go to the Theatre!
Who’s Who
TH.5.S.1.3
Actor
The Actor is the person onstage creating a role in the show.
Costumer
The Costumer is the person who makes all the costumes and makes sure
all aspects of each costume are in place. That includes jewelry, socks,
shoes, hats, etc.
Designer
A Designer is the person who decides what a certain part of the play will
look like. For example, the costumes, the set, or the lights. They create
a sketch of each look and work with the technicians on making them
come to life.
Director
The Director is the person in charge of the show. They manage all areas
of the production and make sure the play comes together as a whole.
House Manager
The House Manager is the person who takes care of what happens in the
house, which is what we call where the audience sits. They make sure
that everything is fine in the lobby, and that each audience member has a
ticket, a program and enjoys their experience at the theatre.
Props Master
The Props Master is the person who finds and/or builds all hand props,
which are objects used on stage, such as dishes, glasses, flowers, books,
etc.
Stage Manager
The Stage Manager is just that, a manager of the stage. Just a few of
their responsibilities include creating schedules, managing rehearsals,
organizing meetings, and making certain everyone is where they’re
supposed to be. They also assist the director and “call cues” during the
show (that means they tell the light and sound operators when to change
the lights and sound, as well as telling the actors when to go onstage.)
Technical Director
The Technical Director is in charge of all the technicians and is the
person who makes sure all technical elements are built and in place for
the show.
Activity: Ask students to match up the theatre job with its correct
description using the worksheet on page 28.
15
Theatre Vocabulary
TH.5.S.1.3
Acting
The process by which an individual interprets and performs the role of an
imagined character.
Ad-Lib
To extemporize stage business or dialogue; to make it up as you go
along.
Apron
The area of the stage that extends toward the audience, in front of the
main curtain.
Backstage
The space behind the acting area, unseen by the audience.
Blocking
The movement and stage business, designed by the director and
performed by the actors.
Box office
A windowed space at the front of the theatre building where tickets are
sold.
Business
Any action performed on stage.
Character
The role played by an actor as she or he assumes another’s identity.
Conflict
The problem or incident that creates the action and is resolved by the end
of the play.
Costume
The carefully selected or specially designed clothing worn by the actors.
Dialogue
The stage conversation between characters.
Downstage
The part of the stage closest to the audience. At one time stages were
raked, or sloped, with the lower ("down") part closest to the audience,
and the higher (“up”) part further away.
Ensemble
A cast of actors working together effectively to present a theatrical
performance.
Flats
Canvas or wood-covered frames that are used for the walls of a stage
setting.
Improvisation
The spontaneous use of movement and speech to create a character.
Monologue
A solo speech during which the character reveals personal thoughts.
Plot
The “what happens” in a story: beginning (the setting, characters, and
problem); middle (how the characters work to solve the problem); and
the ending (resolution of the problem.)
16
Props
All the stage furnishings, including furniture, that are physically used by
the actors.
Proscenium Stage
A traditional theatre with an arch framing the stage.
Script
The text of the play, including dialogue and stage directions, all written
by the playwright.
Set
All of the scenery that makes up the physical environment of the world
of the play.
Stage Left
That part of the stage to the actor's left when the actor faces the audience.
Stage Right
That part of the stage to the actor's right when the actor faces the
audience.
Upstage
The area of the stage farthest way from the audience.
Activity: Ask students to complete the Theatre Vocabulary Quiz on
page 27. Answers are on page 29.
17
Theatre Etiquette
We would appreciate it if you would read this special welcome to your students before
the show.
Welcome to the Zuckerman Farm!
We are thrilled that you have come to see the play Charlotte’s Web!
In order to make sure that everyone enjoys the show, here are some rules that we all need
to follow.
When you watch TV at home, you can talk all you want, and it doesn’t disturb the people
on the screen. But here, Charlotte, Wilbur, and all the animals on the farm can hear you!!
A live theatrical performance is different than watching a movie or TV show. The actor’s
rely on the audience’s attention and energy in order to give their best performance.
Please make sure that you are not talking or distracting those around you during the play.
Sit properly in your own chair and keep your hands and feet in your own area.
So what can you do? It is okay to laugh if something is funny and to clap at the end of
scenes and the show. We love those sounds!
After the play, the actors will share time with you to answer any questions you may have,
so be thinking about things you would like to know more about as the play unfolds.
We want you to have a good time and we hope that you enjoy the show!
18
After the Show
Think About It!
TH.3.C.1.2, TH.3.C.2.2, TH.5.O.1.3, TH.5.O.1.1, LAFS.5.SL.1.1,
LAFS.4.SL.1.1
Discussion Questions:
 How was the play different from the story you expected? How was it
similar?
 How did the characters look? Was it what you expected?
 Why were some characters portrayed by puppets, and not others?
 Did the actors portray the characters like you thought they would? Did
one character’s vocal or physical choices stand out to you? Why?
 Were there any characters that you weren’t expecting?
 How did the stage look? Was it what you expected?
Story Parts!
It takes a lot of parts to build a great story. Discuss the concepts of main character,
setting, and plot with your students and see if they can identify them from the play.
Watch this music video from Flocabulary.com to learn more about the five main
elements of story: http://blog.flocabulary.com/five-elements-of-a-story-lesson/
Discuss & Analyze: Ask students to answer the following questions then
have them draw each element.
 Who were the main characters?
 Where was the setting?
 What is the plot?
 What is the conflict? How was it resolved?
Activity:
Write a letter to the actors about our production of Charlotte’s Web. What
did you notice about the characters, setting, or story? Which of the
characters do you think is most like you, and why?
19
Curriculum Connection
Language Arts
LAFS.4.RL.1.2, LAFS.5.RL.1.2, LAFS.4.RL.1.1,
LAFS.5.RL.1.1LAFS.5.W.1.1, LAFS.K12.R.1.2, TH.5.O.3.2
Explore Themes
From http://www.minds-in-bloom.com/2012/10/ideas-for-teaching-theme-and-couple.html
Theme is a broad idea or message that can be applied to life, and in most stories the
theme is not stated and instead must be inferred by the reader.
In Charlotte's Web the main idea, or a summary of
the plot could be: Charlotte saves Wilbur's life by
writing words in her web. However, that is not the
message of the story. It is not a broad idea and it
cannot be applied to everyday life. We know that
through Charlotte’s effort to write words with her
web, she works hard to help Wilbur even when she is
growing old and tired. Based this fact from the story,
the reader can infer this message: Good friends are
always there for each other.
The theme comes from the way that the characters usually the main character changes and grows
throughout the story. Looking at how the characters
respond in in various situations can give you clues to
the theme of the story. Questions to ask include:




How did the characters react to obstacles?
What important decisions did the characters
make?
How did the characters grow and change over the course of the story?
What did the characters learn?
Discuss & Analyze:
 What is a message or theme from a different book you have read?
Activity: Explore the themes of the play using the worksheets below!
20
21
Pen Pal
22
Explore Characters
Have some fun talking to the characters in Charlotte’s Web while practicing your writing
skills!
Activity: Write a letter to one of the characters in Charlotte’s Web. Tell
him/her how similar and different your life is to his/hers. Ask that character
questions and offer your opinions about some of the situations in the story.
Then write a letter back to yourself pretending to be that character.
Activity: Think about how the character of Templeton the Rat changed by
the end of the play. What did he think or feel about the other animals on the
farm at the beginning of the story, and how did he think and feel differently
about them by the end of the story? Complete the below worksheet with
your ideas!
23
Character Arc Worksheet!
Definitely one of the most basic principles in screenwriting is character arc – the
notion that characters must evolve, grow, learn, or change as the plot unfolds.
The audience in general expects a character to finish the story in a higher
position than that in which he started. Life is funny like that.
At first, Templeton the Rat was thinking...
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________.
Then this happened:
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________.
So Templeton began to feel…
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________.
Now Templeton thinks…
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________.
24
Science
SC.3.N.1.6, SC.4.L.16.4, SC.4.N.1.1, SC.5.L.14.2
Research & Discussion Questions: In Charlotte’s Web, Charlotte is a
brown barn spider who talks to pigs, and artfully designs words into her
web. In the real world that probably wouldn’t happen. What do spiders do
in the real world?
 What do spiders eat? How do they
get their food?
 Do they live in different places?
What are some examples?
 Are they different sizes? How big
or small do spiders get?
 What is the life cycle of a spider?
 What other things do you find
interesting about spiders?
Watch: Check out this youtube clip of
how a spider crafts a web:
https://www.youtube.com/watch?v=OUIVUnFHjTQ
Research Activity:

What are the different parts of
a spider’s body? How does a spider
use each part of its body?

Complete the chart below
based on what you learn! Label the
parts of a spider’s body by matching each
blank with the below vocabulary words.
25
A Spider’s Body
26
Who’s Who? Match Up
TH.5.S.1.3
Props Master
The person in charge of the show. Manages all areas
of the production and makes sure the play comes
together as a whole.
Designer
The person onstage, creating a role in the show.
Stage manager
The person who makes all of the costumes and
makes sure all aspects of each costume are in place.
Director
The person who takes care of what happens in the
house, which is where the audience sits.
Actor
The person in charge of all the technicians and who
makes sure all technical elements are built and in
place for the show.
Costumer
The person who finds or builds all the objects used
on stage, such as dishes, glasses, flowers, books,
etc.
House manager
The person who manages the stage. They create
schedules, manage rehearsals, organize meetings,
and make sure everyone is where the need to be.
They also assist the director.
Technical director
The person who decides what a certain part of the
play is going to look like, for example the set or
costumes. They will create a sketch of each look
and work with the technicians to make them come
to life.
27
Theatre Vocabulary Quiz
TH.5.S.1.3
1. A monologue is
A. A special kind of light used in the theatre
B. A solo speech during which the character reveals thoughts
C. Where the tickets are sold for the show
D. A type of wood used for sets
2. Props are
A. A term used for positive feedback
B. The people who help the audience find their seats
C. The books that contain the text of the play
D. All the stage objects that are physically used by an actor
3. The area of the stage farthest away from the audience is?
A. Upstage
B. Downstage
C. Stage right
D. The apron
4. Improvisation is
A. The conversation between characters
B. The spontaneous use of movement and speech to create a character
C. The movement and stage business, designed by the director and performed by
the actors
D. Any action performed onstage
5. What are flats?
A. Frames that are used as the walls of a stage setting
B. The area behind the acting area, not seen by the audience
C. The beams lights are hung from
D. The storage spaces for the costumes
6. Which two terms both mean spontaneous movement and speech?
A. Blocking and Conflict
B. Ad-lib and Plot
C. Improvisation and Ad-Lib
D. Character and Business
7. Who uses the costumes?
A. The director
B. The actors
C. The audience
D. The ushers
28
Answers
Who’s Who Match Up
Director----------------------------------The person in charge of the show. Manages all areas
of the production and makes sure the play comes
together as a whole.
Actor--------------------------------------The person onstage creating a role in the show.
Costumer-------------------------------The person who makes all of the costumes and makes
sure all aspects of each costume are in place.
House Manager-----------------------The person who takes care of what happens in the
house, which is where the audience sits.
Technical Director--------------------The person in charge of all the technicians and who
makes sure all technical elements are built and in
place for the show.
Props Master--------------------------The person who finds or builds all the objects used on
stage, such as dishes, glasses, flowers, books, etc.
Stage Manager------------------------The person who manages the stage. They create
schedules, manage rehearsals, organize meetings,
and make sure everyone is where the need to be.
They also assist the director.
Designer--------------------------------The person who decides what a certain part of the
play is going to look like, for example the set or
costumes. They will create a sketch of each look
and work with the technicians to make them come
to life.
Answers (continued)
Theatre Vocabulary Quiz
1.
2.
3.
4.
5.
6.
7.
B - A solo speech during which the character reveals thoughts
D - All the stage objects that are physically used by an actor
A - Upstage
B - The spontaneous use of movement and speech to create a character
A - Frames that are used as the walls of a stage setting
C - Improvisation and Ad-Lib
B - The actors
29
30
About American Stage Theatre
American Stage is Tampa Bay's best professional regional Equity theatre. Founded in
1977, the company's mission is to create the most satisfying live theatre in the Tampa
Bay area, accessible to all members of
the community. The vision of American
Stage is to preserve the greatest human
stories from our past, while creating the
most defining stories and storytelling of
our time. American Stage presents its six
play Mainstage Series in its brand new,
182-seat Raymond James Theatre each
year. The very popular American Stage
in the Park celebrates its 27th
Anniversary year. The theatre’s other
programming includes: “After Hours”
Series, School Tour, and camps and classes for children and adults. The Hough Family
Foundation and Bank of America are the Season Sponsors, Raymond James is the
Mainstage Sponsor and WUSF 89.7 is the Radio Sponsor.
American Stage School Tour Staff
Artistic Director
Director of Education
Education Associate
Scenic Design
Costume Design
Property & Puppet Design
Sound Design
Poster Art
Operations & Bookings Manager
Stephanie Gularte
Tiffany Ford
Marissa Koch
Jerid Fox
Lauren Fowler
Jerid Fox
Tiffany Ford
Chad Jacobs
Tom Block
Web Site: www.americanstage.org
Email: boxoffice@americanstage.org
Phone: 727-823-1600
For more information about our educational programs please contact the Director of
Education, Tiffany Ford, at 727-823-1600 x 201 or tford@americanstage.org.
31
Evaluation
Please take a few minutes to read and answer the following questions. Your valuable input will help
us continue to improve the School Tour and Study Guide.
Please send the completed form to:
Tiffany Ford, Director of Education
American Stage Theatre Company
Fax: 727-821-2444
Mail: PO Box 1560 St. Petersburg, FL 33731
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