Supplementary Materials: School Membership Package

Although we aren't in-person with our Partner schools this year, we are very proud to be providing exclusive, on-demand virtual workshops via Broadway on Demand. We have created supplementary materials for each lesson - just as we did for our in-person classes. 

Instructors are welcome to integrate these lessons and activities into their curriculum however they see fit. All of these materials have been carefully developed to support Common Core Standards that tie to the virtual workshops. 

Materials are free to use; virtual lessons are available for $50 each, or $1,200 for unlimited access to all lessons for a whole school. Contact our Education Department for more details.

Arts-Integrated Supplementary Materials Story Drama Supplementary Materials

 

 Ms. Kim Letter Detectives

Letter Detectives (Arts-Integrated)
Supplementary Materials | Virtual Lesson 

 Students will become detectives in the mystery of the lost letters. Students produce consonant primary sounds, sort words into categories, and exercise using question words in this highly active workshop. 

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  • CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
  • CCSS.ELA-LITERACY.RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
  • TH:Cr1.1.K.a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.1. a. Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).

Super Creative Writing (Arts-Integrated)
Supplementary Materials | Virtual Lesson
 

 Develop detailed stories starring your very own superheroes. Through collaborative discussions and an active exploration of The Legend of Rock, Paper, Scissors, students will devise their own ideas and write an epic journey of imagined experiences, using descriptive details and figurative language.

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  • CCSS.ELA-LITERACY.W.3.3.B: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  • CCSS.ELA-LITERACY.W.4.3.B: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  • TH:Cr2-3. a. Participate in methods of investigation to devise original ideas for a drama/theatre work.
  • TH:Cr3.1.4. a. Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.

Ms. Kim E+P

Elephant and Piggie (Story Drama)
 Supplementary Materials | Virtual Lesson  

Trying new things can be scary, but luckily for Gerald and Piggie, they have each other to rely on.  Students will discover how Piggie helps encourage her friend Gerald to try dancing for the first time, and how Gerald shows courage by taking a risk and trying something new.

  • CCSS.ELA-LITERACY.RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
  • TH:Cn10.1.K. a. With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama)

Ms. Kim Fractured Fairy Tales

Fractured Fairy Tales
Supplementary Materials | Virtual Lesson

Turn familiar tales upside down and act out new endings to old favorites. In this workshop, students explore point of view, beginning, middle, end, recount stories with key details, and compare and contrast main characters in various fables and folktales.

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  • CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story, using key details.
  • CCSS.ELA-LITERACY.RL.2.3: Describe how characters in a story respond to major events and challenges.
  • TH:Pr4.1.1. b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.2. a. Interpret story elements in a guided

 

Ms. Julia - Kitten

Kitten's First Full Moon (Story Drama)
Supplmenentary Material Virtual Lesson  

Turn familiar tales upside down and act out new endings to old favorites. In this workshop, students explore point of view, beginning, middle, end, recount stories with key details, and compare and contrast main characters in various fables and folktales.

  • CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • TH:Cr1.1.K. a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama)

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Ms. Kim Caterpillar

The Very Hungry Caterpillar (Story Drama)
 Supplementary Materials | Virtual Lesson  

When the little Caterpillar pops out of his egg, he is very hungry!  Students will act out the story of Caterpillar, recalling the sequence of his tasty treats all the way to Caterpillar changing into a beautiful butterfly.

  • CCSS.ELA-LITERACY.RL.K.2: With prompting and support, retell familiar stories, including key details.
  • TH:Pr4.1.K. a. With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama)

JT - Les Paul

Les Paul: The Wizard of Waukesha (Arts-Integrated)
Supplementary Materials | Virtual Lesson  

Examine the life of Les Paul and discover the local legend's many attributes which have forever influenced music. Through dramatic activities, students will explore the innovative, problem-solving and creative skills of Les Paul, and how such attributes are an inspiration in their lives and future pursuits.

  • SS.Hist3.c.i Explain how historical events have possible implications on the present.
  • TH:Pr4.1.5. a. Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
  • TH:Pr4.1.6.a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

 

Ms. Liz - Pirate

How I Became a Pirate (Story Drama)
Virtual Lesson

Arrrrgh!  When Braid Beard’s pirates need a digger, they know they need Jeremy Jacob!  Students will learn all about what it takes to be a pirate, as they uncover the differences between the Pirate’s life and Jeremy’s.

  • CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • TH:Re9.1.1. c. Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama)

 


Series 2

 Julia - red hat

Caps for Sale (Story Drama)
Supplementary Materials |  Virtual Lesson 

“Caps for sale,” is what the Peddler calls out…but never does he think a tree full of monkeys will be his biggest customers. In this silly tale of monkey see, monkey do, students will act out the story of Peddler and his new friends.

  • CCSS.ELA-LITERACY.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • TH:Cr3.1.1. c. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

FS Teaching Artist holds empty thought bubble over photograph of Jackie Robinson

Jackie Robinson's Core Values (Arts-Integrated)
Supplementary Materials | Virtual Lesson 

Step into the shoes of incredible people who helped shape America. Through examinations of biographies, stories, letters and diaries, students will actively construct an understanding of past extraordinary Americans and their impact on values such as freedom, courage, and integrity.

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  • SS.Hist3.c.e Explain how something from the past can affect your life now.
  • SS.Hist3.c.i Explain how historical events have possible implications on the present.
  • TH:Cn11.1.3. a. Identify connections to community, social issues and other content areas in drama/theatre work.
  • TH:Cn11.1.4. a. Respond to community and social issues and incorporate other content areas in drama/theatre work.
  • TH:Cn11.1.5. a. Investigate historical, global and social issues expressed in drama/theatre work.

 

FS Teaching Artist making "chugging" motion with firsts clenched and arms bent

The Little Engine That Could (Story Drama)
 Virtual Lesson 

With the support of friends, and a positive attitude, anything is possible! Students will meet all sorts of different characters in the telling of this timeless story and act out Little Blue Engine’s journey to the other side of the mountain.

  • CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
  • TH:Cr2-K. a. With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

FS Teaching Artist with pink flower wreath around her neck

The Story of Ferdinand (Story Drama)
Supplementary Materials Virtual Lesson 

Ferdinand is not like the other bulls…he does not like to fight and grunt, he likes to sit under his favorite tree and smell the flowers. Students will share in Ferdinand’s story, and explore what makes each of us special and unique.

  • CCSS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  • TH:Cr3.1.1. b. Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama)

 

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FS Teaching Artist with fake glasses and tie on

People In Our Neighborhood (Giant Jam Sandwich)
Supplementary Materials | Virtual Lesson

Using the book, The Giant Jam Sandwich, students identify characters and setting in their community and describe how people and their differences contribute to the well-being of the community.

  • SS.Inq4.a.e. Communicate conclusions.
  • TH:Cr2-1. a. Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2-2. b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).

FS Teaching Artist holding a book cover featuring young illustrated Ruby Bridges

The Story of Ruby Bridges (Arts-Integrated)
Supplementary Materials | Virtual Lesson

Step into the shoes of incredible people who helped shape America. Through examinations of biographies, stories, letters and diaries, students will actively construct an understanding of past extraordinary Americans and their impact on values such as freedom, courage, and integrity.

  • SS.Hist3.c.e Explain how something from the past can affect your life now.
  • SS.Hist3.c.i Explain how historical events have possible implications on the present.
  • TH:Cn11.1.3. a. Identify connections to community, social issues and other content areas in drama/theatre work.
  • TH:Cn11.1.4. a. Respond to community and social issues and incorporate other content areas in drama/theatre work.
  • TH:Cn11.1.5. a. Investigate historical, global and social issues expressed in drama/theatre work.

 

FS Teaching Artist speaking with a toad puppet on the ground

Frog and Toad (Story Drama)
Virtual Lesson

Frog and Toad are the best of friends – they can’t imagine a day going by without being together. Students will share in some of Frog and Toad’s adventures, and discover what makes these two such strong friends.

  • CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.
  • TH:Re7.1.1. a. Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).

 

FS Teaching Artist in a fighting pose, with one fist clenched and the other beckoning an opponent

Introduction to Acting: 8-Part Series
Scripts (Weeks 3-6) | Musical Score (Week 8) |Virtual Lessons

These 15-minute workshops introduce students to the basic building blocks of theater, and help students develop their actor tools of body, voice, and imagination. Students will dive into the story of THE LION KING, as they explore a key element of the drama process each session, and are encouraged to actively participate along with the teaching artists. Sessions conclude with a prompt meant to help students put into practice the skills just learned, and include group activities for the class to engage in together.

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