proudly present

Book and Lyrics by Alyn Cardarelli Music by Steve Goers

Study Guide Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate With Assistance from Catie Councell and Traci Weisberg

Teachers This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee performances of Peter Pan & Wendy. Through this guide, we hope to provide teachers with discussion topics and activities for both before and after the show. Some are more appropriate for given grades than others. We believe that reflecting upon the theatrical experience and the ideas and themes within a play can provide ideas for important arts education activities for children. The following activities are meant to reinforce images and themes from Peter Pan & Wendy; however, it is not mandatory that any of the study guide activities be done in order to understand and enjoy the performance.

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Peter Pan & Wendy is a co-production of Aurora Theatre and Synchronicity Theatre. What is a co-production? Well, we are glad you asked. A co-production (or ‘co-pro’) is when two (or more) theatres come together to share the work of creating a play, and then share it with their audiences in different geographic areas. Synchronicity and Aurora Theatres first worked together to stage Petite Rouge both for Aurora’s Learning Library and for Synchronicity’s Atlanta audience. This year, the companies have come together again to create Peter Pan & Wendy, which features all professional actors, some of which are part of Aurora Theatre’s Apprentice Company. After the rehearsal process, the show will open at Aurora for a three-week run for school children in the greater Gwinnett County area. Then the set, costumes and props will be put on a truck and will travel to Atlanta for a four-week run at Synchronicity’s home venue – 14th Street Playhouse during the month of December. It will next travel to the Marcus Jewish Community Center for a two-week engagement at Company J in early 2014.

Aurora Theatre has a unified vision of our role, as a professional theatre, in this community. We are committed to producing quality, professional theatre for the Southeast, North Georgia, and our most ardent supporters, the residents of Gwinnett County. We serve these communities by offering entertainment that nurtures a love of theatre and develops a new generation of theatre goers. The City of Lawrenceville recognized the positive economic impact the arts have on its community and invited Aurora Theatre to serve as the cornerstone for their revitalization. In a unique partnership between city government, private development and a non-profit charity, the city purchased a 100-year-old church and together with Aurora Theatre transformed the space into a $7.5 million theatre complex. Now, Aurora Theatre houses 2 performance spaces, boasts 3600 season ticket holders, produces over 300 events annually and entertains 50,000 visitors. In only 17 short years of operation, Aurora Theatre has become the largest arts organization in Gwinnett County and the fastest growing theatre in Metropolitan Atlanta. Under the artistic leadership of founders and Artistic 2

Directors Anthony Rodriguez and Ann-Carol Pence, Aurora Theatre is a nonprofit, tax-exempt organization and is a member of Gwinnett Chamber of Commerce, Theatre Communications Group, National Alliance for Musical Theatre, the Suzi Bass Awards and Atlanta Performs. To learn more, visit www.auroratheatre.com.  

Synchronicity Theatre activates communities toward social change through powerful, transformative theatrical experiences. In collaboration, Synchronicity supports women artists, forges long-term and effective community partnerships and develops new works. Founded in 1997 by four women dedicated to working collaboratively to bring challenging, meaningful theatre to Atlanta audiences, we produced our first full season and incorporated as a 501(c)3 in 2000. Now in our 16th Season, Synchronicity is led by Producing Artistic Director Rachel May and Managing Director Dee Sandt. Each year we produce 2 plays in our Bold Voices Series and 2 plays in our Family Series. We present our ongoing award-winning Playmaking for Girls program with girls in the juvenile justice system. Finally, the company is committed to developing new work, primarily by female playwrights, which we do through new play commissions, ensemblecreated plays, national joint world premieres and our bi-annual SheWrites competition and new play festival for female playwrights. More about Synchronicity at www.synchrotheatre.com.

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Academic Knowledge and Skills The list below represents some of the AKS associated with the script for Peter Pan & Wendy that will be employed through each student’s attendance. KINDERGARTEN KLA_A2012-1 KLA_A2012-2 KLA_A2012-3 KLA_A2012-8 KLA_A2012-9 KLA_B2012-10 KLA_D2012-26

KLA_D2012-30 KLA_E2012-31 KLA_E2012-32

KLA_E2012-33 KLA_E2012-34 KLA_E2012-35 KLA_E2012-36 KLA_F2012-37 KLA_F2012-38

KMA_A2012-4 KMA_A2012-13 KMA_A2012-14 KMA_A2012-17

Language Arts Ask and answer questions about key details in a text, with prompting and support Retell familiar stories, including key details, with prompting and support Identify characters, settings, and major events in a story, with prompting and support Compare and contrast the adventures and experiences of characters in familiar stories, with prompting and support Engage in group reading activities, including choral speaking and creative drama, with purpose and understanding Ask and answer questions about key details in a text, with prompting and support Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups Confirm understanding of written texts read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood Ask and answer questions in order to seek help, get information, or clarify something that is not understood Describe familiar people, places, things, and events and, with prompting and support, provide additional detail Add drawings or other visual displays to descriptions as desired to provide additional detail Speak audibly and express thoughts, feelings, and ideas clearly Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Mathematics Demonstrate the relationship between numbers and quantities to 20; connect counting to cardinality Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations Add and subtract within 10 using objects or drawings to represent the problem Add and subtract within 5 fluently

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KSS_B2008-2 KSS_C2008-5 KSS_C2008-6 KGM_A2011-1 KGM_C2011-6 KGM_C2011-7 KGM_D2011-8 KGM_D2011-9 KHE_B2009-2 KHE_H2009-9 KHE_H2009-10 KVA_A2011-1 KVA_C2011-9

KVA_C2011-10 KVA_A2011-11

Social Studies Compare similarities and differences Explain that a map is a drawing of a place and a globe is a model of the earth Identify city’s geographic location in the world General Music Sing, alone and with others, a varied repertoire of music Listen to, analyze, and describe music Evaluate music and music performances Understand relationships between music, the other arts, and disciplines outside the arts Explore music in relation to history and culture Health Recognize safe practices that should be followed in the home, school, and community Identify family members and their roles Discuss different ways children can contribute to and benefit from their family Visual Arts Engage in the creative process to generate and visualize ideas Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills Participate in appropriate exhibition(s) of artworks Discuss own artwork and the artwork of others

FIRST GRADE 1LA_A2012-1 1LA_A2012-2 1LA_A2012-3 1LA_D2012-24

1LA_D2012-30 1LA_E2012-31 1LA_E2012-32 1LA_E2012-34 1LA_E2012-35 1LA_E2012-36 1LA_F2012-37

Language Arts Ask and answer questions about key details in a text Retell stories, including key details, and demonstrate understanding of their central message or lesson Describe characters, settings, and major events in a story, using key details Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups Ask and answer questions about key details in a text read aloud or information presented orally or through other media Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings Produce complete sentences when appropriate to task and situation Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

5

1LA_F2012-38

1MA_A2012-5 1MA_A2012-6

1SC_B2007-9

1SS_A2008-1 1SS_B2008-3 1GM_A2011-1 1GM_C2011-6 1GM_C2011-7 1GM_D2011-8 1GM_D2011-9 1HE_B2009-2

1VA_A2011-1 1VA_C2011-6 1VA_C2011-9

1VA_C2011-10 1VA_D2011-11

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Mathematics Relate counting to addition and subtraction Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (e.g., counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums) Science Identify how natural resources and their conservation impact our daily lives and those of future generations Social Studies Use cardinal directions Compare similarities and differences General Music Sing, alone and with others, a varied repertoire of music Listen to, analyze, and describe music Evaluate music and music performances Understand relationships between music, the other arts, and disciplines outside the arts Understand music in relation to history and culture Health Demonstrate ways to prevent and respond to safety risks in and around the home, school, and/or community Visual Arts Engage in the creative process to generate and visualize ideas Create artworks based on personal experiences and selected themes Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills Participate in appropriate exhibition(s) of artworks Discuss own artwork and the artwork of others

SECOND GRADE 2LA_A2012-1 2LA_A2012-2 2LA_A2012-3 2LA_A2012-8

Language Arts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral Describe how characters in a story respond to major events and challenges Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

6

2LA_D2012-27 2LA_E2012-29

2MA_A2012-1

2MA_A2012-2 2SC_D2007-13 2SS_A2008-1 2SS_B2008-8 2GM_A2011-1 2GM_C2011-6 2GM_C2011-7 2GM_D2011-8 2GM_D2011-9 2VA_A2011-1 2VA_C2011-6 2VA_C2011-9

2VA_C2011-10

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups Mathematics Solve one- and two-step word problems to 100 using addition and subtraction involving situations of adding to or putting together, taking from, taking apart or comparing (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) Use addition facts of two one-digit numbers Science Investigate the life cycles of different organisms to understand the diversity of life Social Studies Use cardinal directions Compare similarities and differences General Music Sing, alone and with others, a varied repertoire of music Listen to, analyze, and describe music Evaluate music and music performances Understand relationships between music, the other arts, and disciplines outside the arts Understand music in relation to history and culture Visual Arts Engage in the creative process to generate and visualize ideas Create artworks based on personal experience and selected themes Understand and apply media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills Participate in appropriate exhibition(s) of artworks

THIRD GRADE 3LA_A2012-1 ELACC3RL1 3LA_A2012-2 ELACC3RL2 3LA_A2012-3 ELACC3RL3 3LA_D2012-22 ELACCW1 3LA_D2012-24 ELACC3W3 3LA_D2012-25 ELACC3W4

Language Arts Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers Recount stories, including fables, folktales and myths from diverse cultures; determine central message, lesson, or moral and explain how it is conveyed through key details in the text Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events Write opinion pieces on topics or texts, supporting a point of view with reasons Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults

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3LA_D2012-28 ELACC3W7 3LA_D2012-29 ELACC3W8 3LA_D2012-30 ELACC3W10 3LA_E2012-31 ELACC3SL1 3LA_E2012-33 ELACC3DL3 ELA_E2012-34 ELACC3DL4 3LA_E2012-36 ELACC3DL6 3LA_F2012-37 ELACC3L1 3LA_F2012-38 ELACC3L2 3LA_F2012-39 ELACC3L3 3LA_F2012-41 ELACC3L5 3MA_A2012-1 MCC3.0A.1 3MA_D201225/MCC3.MD.1

3SC_A2006-1 3SC_D2006-12

3SS_A2008-1 3SS_A2008-2 3SS_A2008-3 3SS_A2008-5 3SS_A2008-6 3SS_A2008-8 3SS_A2008-9

Conduct short research projects that build knowledge about a topic Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes and audiences Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly Ask and answer questions about information from a speaker, offering appropriate elaboration and detail Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Use knowledge of language and its conventions when writing, speaking, reading, or listening Demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults Mathematics Interpret products of whole numbers using repeated addition, array models and counting by multiples (skip counting) to correctly multiply one digit numbers Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram Science Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works Investigate the habitats of different organisms and the dependence of organisms on their habitat Social Studies Use cardinal directions Use intermediate directions Use a letter/number grid system to determine location Use inch-to-inch map scale to determine distance on a map Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps Draw conclusions and make generalizations based on information from maps Use latitude and longitude to determine location

8

3SS_B2008-10 3SS_B2008-12 3GM_A2011-1 3GM_A2011-2 3GM_B2011-4 3GM_D2011-8 3GM_D2011-10 3HE_C2009-3 3HE_G2009-8 3PE_A2009-1 3VA_A2011-1 3VA_A2011-2 3VA_A2011-3

Compare similarities and differences Identify issues and/or problems and alternative solutions Music Sing, along and with others, a varied repertoire of music Perform on instruments, alone and with others, a varied repertoire of music Improvise melodies, variations, and accompaniments Understand relationships between music, the other arts, and disciplines outside the art Move, alone and with others, to a varied repertoire of music Health Apply health skills for proper hygiene Identify healthy ways to express emotions Physical Education Participate in health-enhancing physical activities Visual Arts Engage in the creative process to generate and visualize ideas Formulate personal responses to visual imagery Select and use subject matter, symbols, and/or ideas to communicate meaning

FOURTH GRADE 4LA_A2012-3 ELACC4RL3 4LA_A2012-7 ELACC4RL7 4LA_B2012-12 ELACC4RI3 4LA_C2012-20 ELACC4RF3 4LA_D2012-24 ELACC4W3 4LA_D2012-26 ELACC4W5 4LA_D2012-28 ELACC4W7 4LA_D2012-31 ELACC4W10 4LA_E2012-32 ELACC4SL1 4LA_E2012-35 ELACC4SL4

Language Arts Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text Know and apply grade-level phonics and word analysis skills in decoding words Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Develop and strengthen writing as needed by planning, revising, and editing, with guidance and support from peers and adults Conduct short research projects that build knowledge through investigation of different aspects of a topic Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace

9

4LA_F2012-40 ELACC4L3 4LA_F2012-42 ELACC4L5 4LAF2012-43 ELACC4L6

4MA_A2012-4 MCC4.OA.3 4MA_C2012-25 MCC4.NF.3_d

4SC_A2006-1 4SC_C2006-12 4SC_D2006-15 4SS_A2008-1 4SS_A2008-2 4SS_A2008-3 4SS_A2008-5 4SS_A2008-6 4SS_A2008-9 4SS_A2008-10 4SS_B2008-13 4SS_B2008-15 4GM_A2011-1 4GM_A2011-2 4GM_B2011-4 4GM_D2011-8 4GM_D2011-10

4HE_H2009-13 4HE_H2009-14 4PE_A2009-1 4PE_D2009-10

Use knowledge of language and its conventions when writing, speaking, reading, or listening Demonstrate understanding of figurative language, word relationships, and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) Mathematics Determine the reasonableness of answers using mental computation and estimation strategies, including rounding, when using the four operations Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem Science Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how to world works Investigate the nature of light using tools Describe the roles of organisms and the flow of energy within an ecosystem Social Studies Use cardinal directions Use intermediate directions Use a letter/number grid system to determine location Use inch-to-inch map scale to determine distance on a map Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps Use latitude and longitude to determine location Use graphic scales to determine distances on a map Compare similarities and differences Identify issues and/or problems and alternative solutions Music Sing, alone and with others, a varied repertoire of music Perform on instruments, alone and with others, a varied repertoire of music Improvise melodies, variations, and accompaniments Understand relationships between music, the other arts, and disciplines outside the art Move, alone and with others, to a varied repertoire of music Health Recognize the importance of the role that mothers and fathers play in the nurturing, guidance, care, and support of a child Explore the concept of basic physical and emotional changes related to maturity Physical Education Participate in health-enhancing fitness activities Demonstrate and identify the purposes for activities while following rules to games and using game-play etiquette

10

4VA_A2011-1 4VA_A2011-2 4VA_A2011-3

Visual Arts Engage in the creative process to generate and visualize ideas Formulate personal responses to visual imagery Select and use subject matter, symbols, and/or ideas to communicate meaning

FIFTH GRADE 5LA_A2012-3 ELACC5RL3 5LA_A2012-6 ELACC5RL6 5LA_D2012-24 ELACC5W3 5LA_D2012-25 ELACC5W4 5LA_D2012-26 ELACC5W5 5LA_D2012-28 ELACC5W7 5LA_D2012-29 ELACC5W8 5LA_D2012-31 ELACC5W10 5LA_E2012-32 ELACC4SL1 5LA_F2012-38 ELACC5L1 5LA_F2012-39 ELACC5L2 5LA_F2012-40 ELACC5L3 5LA_F2012-42 ELACC5L5 5LA_F2012-43 ELACC5L6

5MA_C2012-15 MCC5.NF.2 5SC_A2006-1

Language Arts 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) Describe how a narrator’s or speaker’s point of view influences how events are described Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, with guidance and support from peers and adults Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and text, building on others’ ideas and expressing their own clearly Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Use knowledge of language and its conventions when writing, speaking, reading, or listening Demonstrate understanding of figurative language, word relationships, and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, vocabulary, including that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) Mathematics Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators Science Discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how to world works

11

Social Studies 5SS_A2008-1 5SS_A2008-2 5SS_A2008-3 5SS_A2008-5 5SS_A2008-6 5SS_A2008-9 5SS_A2008-10 5SS_B2008-13 5SS_B2009-15 5GM_A2011-1 5GM_A2011-2 5GM_B2011-4 5GM_D2011-8 5GM_D2011-10 5HE_H2009-12 5PE_A2009-1 5PE_D2009-12

5VA_A2011-1 5VA_A2011-2 5VA_A2011-3

Use cardinal directions Use intermediate directions Use a letter/number grid system to determine location Use inch-to-inch map scale to determine distance on a map Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps Use latitude and longitude to determine location Use graphic scales to determine distances on a map Compare similarities and differences Identify issues and/or problems and alternative solutions Music Sing, alone and with others, a varied repertoire of music Perform on instruments, alone and with others, a varied repertoire of music Improvise melodies, variations, and accompaniments Understand relationships between music, the other arts, and disciplines outside the art Move, alone and with others, to a varied repertoire of music Health Describe the physical, emotional, and social changes that occur during puberty Physical Education Participate in health-enhancing fitness activities Demonstrate and identify specific safety practices, rules, procedures, and etiquette for activities. Visual Arts Engage in the creative process to generate and visualize ideas Formulate personal responses to visual imagery Select and use subject matter, symbols, and/or ideas to communicate meaning

The Aurora Theatre is a non-profit, tax-exempt organization and is a member of Gwinnett Chamber of Commerce, Theatre Communications Group, National Alliance for Musical Theatre, the Suzi Bass Awards and Atlanta Performs.  

Synchronicity Theatre is a non-profit, tax-exempt organization and is a member of the Theatre Communications Group, Atlanta Performs and C4 Atlanta.

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Peter Pan & Wendy Synopsis: It’s time for bed in the Darling household and Wendy has returned to the nursery. Unhappy with Wendy’s recent behavior, Dr. and Mrs. Darling talk with Wendy and tell her it is time for her to grow up, but Wendy doesn’t want to listen. Just as Wendy is about to fall asleep the windows of the nursery open and Peter Pan flies in through the window. Peter is looking for his shadow. When Wendy helps him locate his shadow and attach it, Peter invites her to go with him to Neverland. The two have an adventure of a lifetime, meeting the Lost Boys, mermaids, Tinkerbell the fairy, an Indian princess and dreaded pirates!

Setting: The Nursery- Wendy’s bedroom Neverland- A magical land of fun, games, and no bedtimes!

Characters: Wendy Darling- A girl who is too old for the nursery Dr. John Darling- Wendy’s father Mrs. Darling- Wendy’s mother Peter Pan- A hero of sorts Tinkerbell- A fairy Tootles- A lost boy Slightly- Another lost boy Captain Hook- The pirate leader Smee- A pirate Tiger Lily- A Native Princess Gigi and Ariel- Mermaids Crocodile- The croc who ate Hook’s hand

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About the Author J.M. Barrie was a Scottish author and dramatist, best remembered today as the creator of Peter Pan. He was the child of a family of small-town weavers and was educated in Scotland. Later in his life he moved to London, where he developed a career as a novelist and playwright. While in London he met the Llewelyn Davies boys who were the inspiration for Barrie to write a story about a baby boy who has magical adventures in Kensington Gardens and to then write Peter Pan, or The Boy Who Wouldn’t Grow Up. The play quickly overshadowed Barrie’s previous work and although he continued to write successfully, it became his best-know work.

About the Playwright Alyn Cardarelli is a graduate of the famed Second City Training Center and a co-founder of Emerald City Theatre Company in Chicago. He has created over two dozen plays including adaptations of Peter Pan and Wendy, Where the Wild Things Are and Stellaluna. In 2009-2010, he was the most produced Playwright for TYA Theatres in America. His works have been produced across the United States, Canada, Great Britain and New Zealand. About the Composer Steve Goers has provided music for radio, television, film and stage. He has written and produced full orchestral scores for productions of A Midsummer Night's Dream; Hamlet; The Lord of the Rings (both The Two Towers and The Return of the King); and Caucasian Chalk Circle. He's written music for 11 nationally distributed children's shows including Where the Wild Things Are, The Jungle Book, Stellaluna, Winnie the Pooh and many more. He also is an Artistic Associate at Emerald City Theatre Company.

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ABCs of Theatre Etiquette

Applause

- At the very end of the show the actors will come

onstage in a line for their bows. We applaud during the bows to show our appreciation to the actors for the performance and their hard work. You can applaud during the show too when you like something, we also want you to laugh when you find something funny.

Blackout

- At the very beginning and end of the show there will be a

blackout. All of the lights will go out onstage and in the audience. The dark can be scary sometimes, but no need to be scared - the lights will come back on. We have a blackout so that actors can get on and off the stage without you seeing them.

Comfortable

- We want you and all of your classmates to be

comfortable when you come to Aurora Theatre. We ask that you sit flat in your seat with your bottom all the way against the back of the seat so you and everyone around you can see and enjoy the performance.

Stage

- Actors perform on a stage, there is no

movie screen. Theatre is a live event, which means if you talk or whisper to your neighbor during the show the actors will hear it. Please be respectful of the actors and your classmates, wait to tell your friend how much you loved the show until you’re back on the school bus. Thank you!

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Theatre Vocabulary Actor: A person, male or female, who performs a role in a play. Box Office: The place in a theatre where tickets are sold. Character: The personality or part an actor re-creates. Choreographer: The creative-team member responsible for dance movement to songs and production numbers. Costumes: The clothes an actor wears. Designers: The members of the creative-team tasked with creating the look, sound and feel of the production. Dialogue: The conversation actors on stage.

between

Director: The production.

oversees

person

who

the

entire

process

of

staging

a

Monologue: A long speech by a single actor. Music Director: The person who leads the cast in learning their music for the production. Prop: A small object such as a book, used by actors in a production. Set: The scenery, furniture, etc. that are used on stage in a production. Scene: A part of the production during which there is no change in time or place. Sound Effect: An imitative sound, such as thunder or dog bark, created artificially for the purpose of theatre. Special Effect: A spectacular or magical effect created onstage. Stage Crew: Workers who move scenery or handle props backstage. Stage Manager: A person who is the overall supervisor of the stage and actors. 16

Table of Contents

Time for Bed Flying to Neverland At What Time Do You…? Neverland Time Crocodile vs. Alligator Character Sketch I Am the Pan Keeping Your Paws Clean Character Movement Tell Us What You Think Teacher Study Guide Evaluation Form Pre and Post-Show Activities and Discussion Questions

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P18 P19-21 P22-24 P25-26 P27-29 P30 P31 P32 P33 P34 P35 P36

Time for Bed Wendy loves to tell bedtime stories filled with great adventures and happy endings to Peter and the Lost Boys. What is your favorite bedtime story? What makes it your favorite? Materials: • An age appropriate bedtime story (i.e. Good Night Moon, I Love You Forever, Goldilocks) • Chart paper • Markers • Notebook paper • White computer paper • Art supplies • Large sheets of construction paper • Stapler Procedure: 1. Begin reading a bedtime story aloud to the class. 2. After reading the story, as a class, brainstorm a list of important features of a bedtime story. Write “What Makes a Good Bedtime Story” at the top of a piece of chart paper. Create a list with the class. Be sure to point out that all stories have a beginning, middle and end. 3. Students can partner together to create an original bedtime story. Students can use notebook paper to write the rough draft of their story. 4. When ready to write a final draft, students can use computer paper to write and illustrate their stories. When finished, they can bind the pages together to make a book. 5. Create a book cover for each story. A book cover contains some important information; title, name of the author(s), name of the illustrator(s), and a picture that grabs your attention. 6. Ask students to share their storybooks with the class, and then collect all the storybooks to create a classroom library of bedtime stories.

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Flying to Neverland Neverland is a magical place full of interesting geographical features. What do Peter and Wendy see when they fly over Neverland on their way home from an adventure? Materials: • Large map from which to model • “What Are the Basic Features of Every Map” worksheet • Large sheets of construction or butcher paper • Markers, colored pencils, or crayons • Rulers • 4” x 6” notecards Procedure: 1. Begin by writing the question “What do we know about maps?” on the blackboard. Ask students to raise their hands to offer answers regarding why we use maps, how they are used, the features of a map, etc. 2. Hand out the worksheet, “What Are the Basic Features of Every Map” to the students. Using a large map, point out the key features of a map: title, compass rose, a key, equator, meridians, longitude, latitude, lakes, states, etc. Take a moment to explain the significance of each feature. Ask students to write the definition next to the word as you work your way through the lesson. 3. Explain that students will now be creating a map of Neverland; a view from above when Wendy and Peter fly over. Their maps must have a title, a key, a compass rose, and a scale. The maps should be drawn accurately so that a stranger can look at each map and know exactly how to make his or her way around Neverland. Separate the class into pairs to create their maps. 4. After the pairs have completed their maps, the pairs should write a series of directions to lead others to points of interest on the map using the points of a compass. These questions should be written on a separate sheet of paper or a 4” x 6” note card. 5. Collect the maps and directions and redistribute to different pairings in the class asking them to follow the directions given on the note cards to find points of interest on the map.

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Scaffolding: You may want to introduce younger classes to the features of a map by asking students to look at their hands. The lines on their hands represent the different features on a map. Students can help each other to trace their hands and create a handprint map, highlighting a few features on a map (streets, trees, their houses). More advanced classes can use a scale to measure the distance from point to point on their maps. Modification: Have students make maps of different rooms or areas of the school. For a take-home project, have them make a map that outlines their routes to school complete with step-by-step directions.

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What Are the Basic Features of Every Map? During our discussion of maps you will take notes below on the basic features that every map should have (listed below). Use words and/or pictures to help you remember. Title:

Orientation:

Scale:

Longitude and Latitude:

Index Grid:

Key:

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At What Time Do You…? The crocodile who ate Captain Hooks hand taunts him throughout the play; the tick tock of the clock is a constant reminder that the croc is always near. This activity will engage the entire class in learning to read the time on an analog clock. Materials: • Clock template printed on card stock • Markers • Fasteners • Yardstick • Ruler • Masking tape Procedure: 1. Before the class arrives, create a large clock on the floor using masking tape to create the circle. Use cutout numbers 1-12. Use a yardstick for the minute hand and a ruler for the hour hand. 2. Begin by having the class color the hands on their clock template. The hour hand can be red and the minute hand can be blue. Have the class carefully cut out their clocks and help them assemble them using a fastener in the middle. 3. Review how the minute and hour hand on a clock work. Encourage the class to practice counting by fives as you point to each number on the clock. 4. Assemble the class around the large clock on the floor. Ask them to bring their mini clocks with them. 5. Ask the class different time-specific questions which they will model on the big clock. What time do you wake up in the morning? What time does school start? What time is recess? What time is lunch? What time does the school day end? What time does your favorite TV show come one? What time is dinner? What time do you go to bed? 6. After each question, ask for a volunteer to move the hour and minute hand on the big clock on the floor to show the time indicated. Students who are gathered around should move the hands on their mini clocks privately and reveal them when everyone looks ready. Use guiding questions to help guide students who might not have the hands in the correct place to position the hands correctly.

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Scaffolding: For younger learners, begin by teaching them the song below that teaches them about telling time. This will help commit to memory the steps for telling time. After using the hour hand to help students begin to grasp the concept of telling time, add a second hand to their clocks. Also ask them to model times that do not land on one of the numbers of the clock. Modifications: If there is not enough space in your classroom to make a large clock on the floor, students can model times using their arms to imitate the hands on the clock you’ve drawn on the board, transparency, or chart paper. If you would prefer to have the class work with bigger clocks, you can have each student make a paper plate clock. The Clock Song: (Set to the tune of The Wheels on the Bus) The hands on the clock go round and round, Round and round, round and round. The hands on the clock go round and round. To tell us the time. The short hand on the clock goes from number to number, Number to number, number to number. The short hand on the clock goes from number to number. To tell us the hours. The long hand on the clock goes around by fives, Around by fives, around by fives. The long hand on the clock goes around by fives. To tell us the minutes.

For more poems and song ideas visit: http://www.canteach.ca/elementary/songspoems71.html

To generate time-telling worksheets for your class visit: http://www.theteacherscorner.net/printable-worksheets/make-your-own/tellingtime/

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Name ______________

Neverland Time 1. The crocodile hunts for crawfish every morning at 7:18 AM. Mark it on the clock.

2. Peter Pan and Tinkerbell take a daily flight over the mermaid lagoon at noon. Mark it on the clock.

3. Peter and the lost boys love to hear stories of great adventures. They hear their nightly bed time stories at 9 o’clock. Mark it on the clock.

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4. If the crocodile hunts for crawfish every morning at 7:18 AM and hunts for a half hour, what time is it when he returns home for a nap?

5. If the crocodile eats 30 crawfish every day, how many crawfish does he eat in a week?

6. If the crocodile only needs 15 JUMBO crawfish every day instead of 30 regular crawfish, how many JUMBO crawfish does he in a week?

7. If Peter Pan and Tinkerbell take their daily flight starting at noon and fly around for one and a half hours, what time do they return home?

8. If Peter Pan and Tinkerbell take a nap halfway through their daily flight, what time do they stop for a nap?

9. If Peter Pan and Tinkerbell take a 45 minute nap and then fly home afterwards, what time would they arrive back home? (Remember, their daily flight takes an hour and a half.)

10. If it takes Peter and the Lost Boys 25 minutes to fall asleep each night, what time do they fall asleep, if their bedtime is 9:00 PM?

11. The Lost Boys favorite book is 100-pages. What page is the exactly halfway through the book?

12. The crocodile has 42 sharp teeth. When he goes to the dentist, he finds out he has 3 cavities. How many healthy teeth does he have? 26

Crocodile vs. Alligator People often confuse crocodiles with alligators. Use the fact sheets about crocodiles and alligators to complete the Venn Diagram.

Crocodile Size: 6 to 10 feet Lighter in color Crocodiles have flattened bodies and tails, short legs, powerful jaws, and a long narrow snout. Their eyes, ears, and nostrils are located near the top of the head and are exposed when the crocodile floats on the surface of the water. Their ears and nostrils have valves that close when they are submerged in water. Crocodiles are very fast over short distances, even out of water. The land speed record for a crocodile is about 11mph. Have a long fourth tooth that protrudes on the side of the head when the mouth is closed. Found in tropical and subtropical regions. Live in swamps or on river banks. Prefer to live in brackish or saltwater Crocodiles in the wild are found all over the world. Crocodiles are ambush predators, waiting for fish or land mammals to come close, then rushing out to attack. They mostly eat fish, amphibians, crustaceans, mollusks, birds, reptiles, mammals, and rarely eat smaller crocodiles. What a crocodile eats varies greatly with species, size and age. Crocodiles have the most acidic stomach of any vertebrate. They can easily digest bones, hooves and horns. Crocodiles reproduce by laying eggs, which are either laid in a hole or mound nest. A hole nest is usually excavated in sand and a mound nest is usually constructed out of vegetation. The nesting period ranges from a few weeks to up to 6 months depending on the species. Mating takes place in water. Egg laying usually takes place at night and takes about 30-40 minutes. The average incubation period is around 80 days.

Physical Characteristics

Habitat

Diet

Reproduction

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Alligator Physical Characteristics

Weight: 800-1,000 pounds Size: 13-14 ½ feet On an average, alligators have 75 teeth The exact lifespan of alligators is unknown. Short wide head that are u-shaped Alligators tend to have a darker appearance. Alligators in the wild are only found in China and the United States. The largest populations of American alligators are in Louisiana, Florida, and Georgia. The American alligator is found farther from the equator than any other crocodilian. Alligators build their habitats in freshwaters including wetlands, marshes, rivers, lakes, ponds, and swamps. What type of food is to be eaten depends entirely on the size and age of alligators. The young alligators primarily eat fish, worms, crustaceans, and snails. The prey becomes larger as the size of the alligator grows bigger such as gar, turtles, large fish, muskrat, nutria deer, birds, other reptiles, and several mammals. Alligators kill their prey by dragging them down into the water to drown. The fight continues in the form of rolling its prey on the water surface. This is mainly practiced to tear down their prey into edible pieces. Alligators become mature when they reach 6 feet The mating season begins in spring. Female alligators usually build their habitats near plant matter where the vegetation decomposition offers a good amount of heat that is required for the eggs incubate. The female is normally responsible for guarding over the nests and eggs. This protection continues for about 1 year.

Habitat

Diet

Reproduction

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Name __________________

Character Sketch If you could play one of the characters in Peter Pan & Wendy, who would it be? Why? What would your costume look like? Remember, a costume is the c l o t h e s a n a c t o r wears. Use the space below to make a character sketch and then tell us a little bit about your character.

My character’s name is __________________________________________________. I chose to be this character because ________________________________________ ____________________________________________________________________. My character’s costume is ________________________________________________. My character likes to wear this costume because ________________________________ ____________________________________________________________________. If I could ask my character one question, it would be _____________________________ ____________________________________________________________________?

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I Am the Pan! Did you notice all the singing and dancing in the play? Almost every character had a unique song to sing, or sound to make. Peter Pan- makes a crowing sound because he can fly like a bird. Tinkerbell- makes a ringing sound like a bell. Slightly- makes a howling sound like a wolf. Tootles- makes a chattering sound like a chipmunk. Crocodile- makes a tick-tock sound because he swallowed a clock. Wendy likes to sing prettily, the pirates dance a lot. Many Native Americans, like Tiger Lily, use the drums to create accompaniment to their dances. Procedure: 1. As a class, divide into small groups of 4-6 and come up with a sound that matches each one of these characters. 2. Appoint one person (or it can be the teacher) to be the conductor. When the conductor points to a group, they should begin to make their noise at whatever level/speed the conductor desires and until the Conductor cuts the song off. 3. Every single group should be involved like an orchestra making their special noise. Have the groups swap noises, or move on to the next activity of coming up with their own special noise. 4. After all the groups have had a chance to make their noise, Discuss with the class: -What did you learn about creating special sounds? -Was it hard to work as a team? -How exciting was it to create an impromptu piece of music? Students can respond orally or in written form in their journals.

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Keeping Your Paws Clean Remember when Wendy was playing “Mother” to the Lost Boys and telling them all the things that Mother’s tell their kids to do? Why does she tell them to wash their hands before they eat? Why are grownups so hung up on hand washing? Did you know that washing your hands is the best way to stop germs from spreading? Think about all the things that you touched today - from the door knob to the toilet, your sweaty T-shirt to a slimy tissue, your sweet puppy to the grass outside- you’ve been everywhere! And even though you can't see them, many things that you touch every day are covered with GERMS, and those germs can make you sick by hitching a ride into your body every time you touch your food or put your hands in your mouth. Sudsing it up makes the germs wash away, and when germs go down the drain, they can't make anyone sick! So when are the best times to wash your hands? • Before eating or touching food in any way (like if you're helping cook or bake) • After using the bathroom • After blowing your nose or coughing, or putting your hands in your mouth • After touching any pets or animals • After playing outside or going to a store • After visiting a sick relative or friend Now you have the WHY and the WHEN of hand washingBut did you know that many people (including Tootles and Slightly) don't know how to get their paws perfectly clean? Here are some trusty tips for the next time you wash your hands! 1. Use warm water. Warm water is better at killing germs. But be careful you don't burn yourself with water that is too hot. 2. Use whatever soap you like. Some soaps come in cool shapes and colors or smell nice, but whatever kind gets you scrubbing is the kind you should use. 3. Work up some lather on both sides of your hands, your wrists, and in between your fingers. Don't forget to wash around your nails since they are germs' favorite hideaway. 4. Wash for about 10 to 15 seconds. This is about as long as it takes to sing “Twinkle, Twinkle Little Star” or “Happy Birthday.” 5. Rinse and dry well with a clean towel! Act out with your friends the steps of washing your hands!

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Character Movement Sometimes it is good to get the blood moving in our bodies! Procedure: 1. Divide the class in half. 2. Put the groups on either side of the space facing each other. 3. Ask the students to create a physical gesture for a Pirate, Lost Boy, Indian, Crocodile, and Peter Pan. 4. Practice the physical gestures with the students by calling out each character and seeing how quickly students can transform from one physical gesture to another. 5. Explain to the students the following: • Pirates case the Lost Boys • Lost Boys chase the Indians • Indians chase the Crocodile • Crocodile chases the Pirates • Peter Pan is a “wild card” and can only be used 1 time by each team 6. In teams, decide on a physical gesture. member to represent the group.

Then appoint a team

7. The representative will take 4 steps forward to meet the opposing representative in the middle of the room. On the count of 3 the team representatives will snap into their physical gesture. If, for example, Student 1 snaps in to Crocodile and Student 2 snaps in to Pirate, Student 1 chases Student 2 back to their “home” base. If tagged, Student 2 joins the opposite team. If not tagged, Student 2 is safe. 8. This action repeats until all members of each team have had a chance to come to center and do their physical gestures. The “winning” team is the team with the most players at the end of the game. 33

Tell Us What You Think! What was your favorite part of our production of Peter Pan & Wendy? Write a response and send it to us at: Aurora Theatre PO Box 2014 Lawrenceville GA 30046 My Review of Peter Pan & Wendy What is your name?

How old are you?

Where do you go to school?

What was your favorite part of the show?

Who was your favorite character? What made them your favorite?

Is there anything you would have changed?

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Teacher Study Guide Evaluation Form We value your feedback, please take a moment to us know how we’re doing. School: Grade Level(s) of your Students: Show Title: Peter Pan & Wendy Did you use the study guide in your classroom? If yes, how much did you use it?

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Your name (optional): Position/Title: E-Mail Address (optional): Please mail or fax this form to us at: Aurora Theatre * PO Box1024 * Lawrenceville, GA 30045 Fax: 678-226-6240

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Pre and Post-Show Activities and Discussion Questions For some students, this may be their first experience at Aurora Theatre and with live theatre in general. Review The ABCs of Theatre Etiquette (pg. 9) with the class and ask them what rules they have in your classroom that might apply to going to the theatre? Before coming to see the show, read a version of the Peter Pan story. After watching the play, discuss the differences between the book and the play. What changes did the playwright make to the story? What other changes would you have made? What was the same? You might have noticed that there are some unique details on the costumes during this production of Peter Pan & Wendy. There is a blending of traditional Victorian dress with modern technological elements. Partner with your Library Media Specialist to research what defines “steampunk” clothing. Create your own sketches of steampunk accessories to share with the class. In the play, Wendy stops the Lost Boys from eating the cake they want to eat before dinner and the Lost Boys get very upset with her. But then when they realize the cake was poisoned, they are glad Wendy stopped them. Have your parents ever said to you “You’ll thank me when you’re older,” or “I’m doing this for your own good?” Discuss instances when this happened. How did you feel in the moment? How did you feel one day later? Peter Pan comes to the nursery window to find his shadow. Partner with your Science teacher to explore the properties of light and shadow. Did you notice the puppets in the show? There were two Mermaids and a shadow puppet of Peter Pan. Using found objects and art supplies, create your own puppets. Use these puppets to retell the story of Peter Pan & Wendy. Captain Hook has lots of hook options. If you could customize your own hook what would you add? A teddy bear? A toothbrush? A glass of juice? A book? A Kindle? Sketch your own accessories and explain why you chose them.

Thanks for coming to our show! Hope we see you back at Aurora Theatre very soon! 36