Madagascar: A musical adventure

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Dreamworks Madagascar: A musical adventure Based on the DreamWorks Animation Motion Picture Book by Kevin Del Aguila, Original Music and Lyrics by George Noriega & Joel Someillan Classroom Guide Grade
Dreamworks Madagascar: A musical adventure Based on the DreamWorks Animation Motion Picture Book by Kevin Del Aguila, Original Music and Lyrics by George Noriega & Joel Someillan Classroom Guide Grade 2 Grade 3 Guide content copyright 2017 by The Magik Theatre. Available free of charge for educational use only. May not be republished or sold without express written permission. How to Use This Guide This classroom guide for Madagascar is designed for Texas students in Grades 2 and 3. It offers activities to help you integrate a performance of Madagascar into English language arts (ELA), mathematics, science, social studies, music, art, and theatre curricula. All activities in this guide are linked to Texas Essential Knowledge and Skills (TEKS) content standards. For students outside Texas, this guide s ELA and math activities also are linked to Common Core standards. At the back of this guide, you will find a list of the guide activities and their related Texas and Common Core standards. Table of Contents Theatre 1: Discussion Questions English Language Arts 2: Magik Must Reads : Write Your Own Story Mathematics 4: Word Problems Science 5: Animal Adaptations Social Studies 6: Geography of Madagascar Art 7: Paper Plate Animals Music 8: Getting Technical Appendix Activity Content Standards 1: Discussion Questions Before the Performance Madagascar is a stage play. What is a stage play? How is a play similar to a TV show or movie? How is it different? Who performs the parts (roles) in a play? What kinds of skills do you think performers need to have to perform in plays? Who else works on plays? (Remember: you may not see them on stage!) The play is based on a movie called Madagascar. Have you seen Madagascar as a class or by yourself? Based on what you ve seen, what do you think may happen in the play? Grades 2 3 THEATRE During the Performance When you watch a play, you are a member of the audience. What kinds of things should you do as an audience member? Examples: Pay attention Laugh when something funny happens Clap if you enjoy something What kinds of things should you not do as an audience member? Examples: Talk to your neighbor Use a cell phone during the performance Yell at the actors (unless they ask you to!) After the Performance What did you think of the play? If you saw Madagascar beforehand, how was the play similar to the movie? How was it different? Describe the performers in the play. What did they do to make their characters special (different from the other characters)? How did they use their bodies to play their characters (using voice, movement, etc.)? Did you see anyone else who worked on the play besides the performers on stage? Describe the characters costumes. What did each character s costume tell you about that character? Did any of the performers change costumes? If so, why do you think they needed to change costumes? Describe the set of the play. Did it have a lot of locations? Did it look like a place you ve been to before? How did different lighting change how the set looked for different scenes? Did the play have music in it? If so, was it only in the background, or did it help tell the story? What instruments did you hear in the music? If you were going to direct Madagascar, how would your production be different than the play you saw by Magik? 3 Grades 2 3 ENGLISH LANGUAGE ARTS 2: Magik Must-Reads For each of our main stage productions at The Magik Theatre, we choose a theme related to the show. Then we create a list of Magik Must-Reads on that theme. The reading theme for Madagascar is Awesome Adventures. The Magik Must-Reads (Grade 2 Grade 3) are: Where the Wild Things Are by Maurice Sendak The Boxcar Children by Gertrude Chandler Warner The Polar Express by Chris Van Allsberg Tigers at Twilight (Magic Tree House series) by Mary Pop Osborne Read them as a class or let students choose two or more to read. Then use these questions for discussion or book reports: Theme How did the theme of Awesome Adventures show in each book? Explain. Setting Describe the settings of each book. What details can you remember? Were the settings similar to a place you know or a place you ve visited? How were the settings similar to each other? How were they different? How were the settings related to the theme of Awesome Adventures? Explain. Characters Who were the main characters of each book? Did any characters show up in more than one book? Were the characters of one book similar another book s characters in any other ways? Plot What did the main characters of the books want most? Did anyone or anything stand between the main characters and their goals? Did the main characters get what they wanted? How? How were the plots of the books similar? How were they different? 4 3: Write Your Own Story In Madagascar, the zoo animals escape and through a series of events end up in Madagascar! Write a story about a character who travels somewhere new and exciting! Make sure that you answer these questions when you are writing your story: Who is your main character? What does your main character want? What is the obstacle your character is facing? Who are the other characters? How will your character solve the problem? What did your main character learn? Grades 2 3 ENGLISH LANGUAGE ARTS TITLE: 5 Grades 2 3 MATH 4: Word Problems 1) Four penguins are steering the steering wheel on the ship. Each penguin has both of their flippers on the wheel, so, assuming there are not any other flippers on the wheel, how many flippers are on the steering wheel? 2) If the area of a part of Madagascar was 320 sq miles, and it was split in half, how big would it be? 3) If Melman, Gloria, Marvin, and Alex are all quadrupeds (having four legs), then how many legs do all of them have together? 4) If there were 56 animals in the zoo, and eight of them escaped, how many of the animals escaped? How many stayed at the zoo? 5) There are 267 animals on the boat, and there are four penguins driving the boat. If there are thirty-six other birds riding on the boat, how many birds are on the boat? How many animals on the boat are not birds? 6 Grades 2 3 SCIENCE 5: Animal Adaptations Plants and Animals, including humans, have physical traits that allow them to thrive in their natural habitat. These traits are called structural adaptations. Other adaptations are things plants and animals do to thrive, rather than physical traits. These adaptations are called behavioral adaptations. If you are having trouble figuring out if something counts as an adaptation, just ask yourself Does it help the plant or animal survive? If the answer is yes, it s an adaptation. Answer the following questions about adaptations to learn more about them! 1) Melvin the Zebra has a coarse mane that would feel scratchy if you ran your hand through it. Is this an adaptation? 2) Alex the Lion has long, retractable claws that allow him to him grab and hold his prey. Is this an adaptation? 3) Gloria the Hippo has large incisor and canine teeth that help her fight off predators like crocodiles. Is this an adaptation? 4) Melman the Giraffe has a long neck that allows him to reach leaves in tall trees and spot predators from far away. Is this an adaptation? 5) Skipper the Penguin has black and white feathers that make him look like he s wearing a little tuxedo. Is this an adaptation? 6) King Julien the Lemur has a colorful crown that looks really cool. Is this an adaptation? 7) Mason the Chimpanzee has opposable thumbs, just like you! His opposable thumbs allow him to swing from branches and hold onto tools, such as stones and blades of grass. Is this an adaptation? 8) Name three animals and at least one adaptation that each of them possess. 7 6: Geography of Madagascar Grades 2 3 SOCIAL STUDIES You probably learned a lot from Madagascar, but one thing you didn t get to learn is what Madagascar looks like from a bird s eye view. In this activity you will make a map of Madagascar. Then if you ever get lost in Madagascar you'll know where to go! 1) On the map to the right, draw a compass rose. Label the directions North, East, South, and West. If you re having trouble remembering which directions are which, just go clockwise. 2) The triangle on the map represents the tallest mountain on Madagascar. Label the triangle Maromokotro 3) Draw a line of triangles along the southeast coast of Madagascar to represent the Ankaratra Mountain range and label them Ankaratra Mountains. 4) Label the body of water to the left of Madagascar Mozambique Channel and label the body of water to the right of Madagascar Indian Ocean. 5) Each dot represents a city in Madagascar. The largest dot represents the capital of Madagascar. Label the large dot in the center of Madagascar Antananarivo, label the dot above the triangle Antsohimbondrona, label the dot to the south of the island Tolanaro, label the dot northeast of the large dot Toamasina, label the dot southwest of the large dot Morondava, and label the final unlabeled dot Mahajanga. 6) Label the tiny islands to the northwest of Madagascar the Comoros and Mayotte. 7) Your map is complete! Now you know that there s much more to Madagascar than the animals were able to see when they arrived. 8 Grades 2 3 ART 7: Paper Plate Animals There were several types of animals in Madagascar, from lions and giraffes to penguins and lemurs! Now you get to create your own paper plate animal. Decide which animal you want to make a replica of and let your imagination run wild! Materials Paper plates Paint Glue Scissors Paint brushes Googly eyes Construction paper Colored pencils/crayons/markers Extra materials, such as pipe cleaners, popsicle sticks, string, tissue paper, etc. Procedure If your animal has skin/fur/feathers/scales that are any color other than white, paint your paper plate the color of your animal s skin/fur/feathers/scales. If your animal has external ears, cut two ears out of construction paper and glue them to either the front or the back of your plate. Apply some glue to the back of two Googly eyes and put them on your paper plate. If your animal has different colored spots around it s eye, like a Panda, cut eye spots out of construction paper and glue your Googly eyes to them, then glue your construction paper eye spots to your paper plate. Draw a mouth, cut out a mouth design, or add a construction paper beak. Draw nostrils, add a pompom nose, or add a construction paper trunk. If your animal has spots or stripes, draw them on using colored pencils/crayons/markers. Now you get to use your extra materials. Does your animal have antlers, a mane, whiskers, etc.? If so this great opportunity to add neat details to your paper plate animal. Be creative! Need some inspiration? Just check out these cool paper plate animals that other students have made. 9 Grades 2 3 MUSIC 8: Getting Technical Madagascar takes a beloved children s movie, and tells us the story through dance and song on the big stage! Making this story into a musical gives the audience a better look into Marty s (and Alex s) life as he discovers where he s truly meant to be! But how does music help tell the story? Let s find out! Warm Up 1) Start by doing a repeat after me song. (Kummala, Froggy, Form a banana, etc.) 2) During this warmup, make sure that you start in a soft sound, then end in a loud sound. 3) Review what a rhyme scheme is. Activity One 1) Play a game of Freeze Roulette 2) Play a song while everyone dances around the room. Make sure you listen to the songs that are being played. What are the rhythms and tempos? Point them out as a class. Dance the same as the rhythm/tempo. 3) Change the music to a different song with a different tempo/rhythm. Again, point out the difference, then dance to that rhythm/tempo. Activity Two 1) Get in a circle as a group the class will create a song, with a beat. 2) One by one, come up with part of the beat as a class. (Snap, clap, stomp, thump, etc.) 3) Once everyone has part of a beat, put it together. Try that without words, two or three times. 4) Next, every student will come up with a line for a song. Remember rhyme scheme and make sure, as a class, that you follow it. Also, make sure that everyone s lines/songs follow the beat that you made earlier. 5) Put the lyrics and the beat together. Try it out a few times! Make sure to have fun with it! Follow-Up Questions 1) Based off of these activities, what makes music so important? 2) How does music help change a simple play into something much bigger? 3) How could you take what we learned from this music lesson, and apply it to everyday life? 10 APPENDIX ACTIVITY CONTENT STANDARDS TEXAS Grade 2 Activity Standard(s) 1 Fine Arts b.5 2 ELA b.5 3 ELA b Math b Science a.4.C; b. 1-4; b.9.A; b.10.B 6 Soc Studies b.2A-C; b.18.A-E; b.19 A-B; b.20A-B 7 Fine Arts b.1-2, 4 8 Fine Arts b.1-2, 4 Grade 3 Activity Standard(s) 1 Fine Arts b.5 2 ELA b.4 3 ELA b Math b Science a.4.C; b.1-4; b.9.A; b.10.A-B 6 Soc Studies b.5.C-D; b.17 A-F; b.18. A-C 7 Fine Arts b.1-2, 4 8 Fine Arts b.1-2, 4 COMMON CORE Grade 2 Activity Standard(s) 2 ELA L.2.1, ELA W Math 2.OA.1 Grade 3 Activity Standard(s) 2 ELA L.3.1, ELA W Math 3.OA.3, 7 11
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