Download Petite Rouge Study Guide Aurora Final KP 1-17-13

proudly presents
Adapted for the stage with Book, Music & Lyrics by Joan Cushing
Adapted from the book. PETITE ROUGE: A Cajun Red Riding Hood by Mike Artell,
Illustrated by Jim Harris. Copyright  2001 by Mike Artell
Study Guide
Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate
Teachers
This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee
performances of Petite Rouge: A Cajun Red Riding Hood. 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 Petite Rouge; however, it is
not mandatory that any of the study guide activities be done in order to understand and enjoy the
performance.
1
Petite Rouge: A Cajun Red Riding Hood is a co-production of Aurora
Theatre and Synchronicity Theatre.
What is a co-production? Well we’re 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 the audiences in different geographic
areas. Petite Rouge was first produced in 2012 at Synchronicity Theatre, who primarily
produces work in in-town Atlanta. Aurora Theatre staff saw the show and thought it would
be a great fit for their Learning Library, so we all decided to work together to produce the
show for two audiences! The actors for the production come from professional actors in
the Metro Atlanta area as well as Aurora Theatre Apprentices. Most of the actors you will
see performed their roles in Synchronicity’s 2012 production. After the rehearsal process,
the show will run at Aurora for three weeks for schools in the greater Gwinnett County
area, and then the set will be put on a truck and will travel to Atlanta for a four-week run at
one of Synchronicity’s home venues – Horizon Theatre. The show will run there from March
29-April 21 for both daytime and evening performances to allow more families access to this
fabulous production.
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 will
serve these communities by offering entertainment that nurtures a
love of theatre and develops a new generation of theatre goers. Aurora Theatre is a nonprofit, tax-exempt organization and is a member of Gwinnett Chamber of Commerce,
Theatre Communications Group, Suzi Bass Awards and Atlanta Performs.
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 15th 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, ensemble-created plays, national joint world premieres and our biannual SheWrites competition and new play festival for female playwrights. More about
Synchronicity at www.synchrotheatre.com.
2
Academic Knowledge and Skills
The list below represents some of the AKS associated with the script for Petite
Rouge: A Cajun Red Riding Hood that will be employed through each student’s
attendance.
KINDERGARDEN
KLA_A2012-1
KLA_A2012-2
KLA_A2012-3
KLA_A2012-5
KLA_A2012-8
KLA_A2012-9
KLA_B2012-10
KLA_D2012-26
KLA_D2012-27
KLA_D2012-29
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_A2012-3
KMA_A2012-4
KMA_A2012-13
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
Recognize common types of texts
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
Respond to questions and suggestions from peers and add details to strengthen writing as needed,
with guidance and support from adults
Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them)
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
Write numerals from 0 to 20 and represent a number of objects with a written numeral 0-20 with
0 representing a count of no objects
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.,
3
KMA_A2012-14
KMA_A2012-17
KSC_D2007-13
KSS_A2008-1
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
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
Science
Compare and contrast groups of organisms
Social Studies
Use cardinal directions
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
1LA_F2012-38
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
Demonstrate command of the conventions of standard English capitalization, punctuation, and
4
spelling when writing
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
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
2LA_D2012-27
2LA_E2012-29
2MA_A2012-1
2MA_A2012-2
2SC_D2007-13
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
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
5
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
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
The Aurora Theatre is a non-profit, tax-exempt organization and is a member of the Theatre
Communications Group, Atlanta Coalition of Performing Arts, Gwinnett Chamber of Commerce and the
Duluth Merchants Association.
Synchronicity Theatre is a non-profit, tax-exempt organization and is a member of the Theatre
Communications Group, Atlanta Coalition of Performing Arts and C4 Atlanta.
6
Petite Rouge: A Cajun Red Riding Hood
Synopsis:
When her grand-mère come down with the flu, this Cajun Little Red knows
exactly what she has to do. With her clever cat, TeJean, she sets off in a
pirogue to bring her grand-mère some delicious gumbo. Along the way she
meets a big swamp gator named Claude. Nasty Claude may want to eat Petite
Rouge, but she and TeJean have other plans. Before long, nasty Claude is
running back to the bayou he came from.
Setting:
The bayou and New Orleans
Characters:
Petite Rouge- An adventurous young
duck in search of excitement who is
tasked with delivering gumbo and
boudin to her sick grand-mère.
TeJean- Petite Rouge’s cat who would
prefer to play it safe and stick to the
path rather than wander off on an
adventure.
Claude- A swamp gator (speaking some really bad French) who spies a tasty
little duck, Petite Rouge, and her friend TeJean. He leads them on an
adventure through the bayou before they turn the tables on him.
7
About the Author
Mike Artell is an award-winning children's author,
illustrator, musician and speaker. Mike has written
and/or illustrated more than 40 books - many of
which have won awards. Each year, Mike visits 50+
schools across the U.S. and abroad where he shares
his techniques for thinking, writing and drawing more
creatively with 13,000 students and teachers. Mike
is also a popular conference speaker and counts
among his clients some of the most influential
organizations and associations in education, healthcare and business.
About the Playwright
Joan Cushing is best known for her political satirical
revue Mrs. Foggybottom & Friends, which ran for 10 hit
years at the Omni-Shoreham Hotel in Washington, D.C.
In New York, she performed her solo nightclub act Lady
Sings the News! at the Ballroom, appeared in Gary
Trudeau’s Tanner for President series on HBO, directed
by Robert Altman, and studied musical theatre writing
at the BMI Musical Theatre Workshop.
More recently, she has adapted 9 popular children's
books as musicals, receiving over 300 productions and 3
national tours. Recent adult works include a brand new script for Tussaud,
based on Madame Tussaud’s bloody pursuit of art; The Christmas Doll,
2007 National Youth Theatre Award for Outstanding New
Play/Musical, world premiere Children’s Theatre of Charlotte; and Lizzie
Bright & the Buckminster Boy, First Stage Milwaukee, New Play Series.
8
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!
9
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.
C h o r e o g r a p h e r : 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 between
actors on stage.
Director: The person who oversees the entire process of staging a
production.
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.
10
Table of Contents
Somebody Loves Me…
Cajun Vocabulary
Bayou Math
Homemade Cornbread
Where is…?
Mardi Gras
Make Your Own Parade
Stranger Danger
Meet Claude
An Alligator…
What Other Animals Can You Meet in a Bayou?
Cajun Music
Character Sketch
Hot Sauce
Word Search and Sequence of Events
Coloring Pages
Other Versions of Little Red Riding Hood
Tell Us What You Think
Teacher Study Guide Evaluation Form
Pre and Post-Show Activities and Discussion Questions
11
P12-13
P14
P15
P16
P17
P18
P19
P20-21
P22
P23
P24
P25
P26
P27
P28
P29-31
P32
P33
P34
P35
Somebody Loves Me…
As Mama Duck puts on Petite’s red cape she reminds her, ““Wrap it tight and
grand-mère’s spirit will be with you.” Grand-mère made Petite Rouge that
red cape because she loves her and she’s her only granddaughter. Have you
ever received something special from someone who loves you that much?
How did it make you feel?
Materials:
• A copy of Mark Artell’s Petite Rouge
• Camera
• Objects from a loved one (provided by student)
• Lined paper
• Art supplies
• 1 scrapbook with removable pages
Procedure:
1. Ask each student to bring in something that was given to them by a loved
one or an item that reminds them of a loved one prior to the lesson.
2. Read aloud Mark Artell’s Petite Rouge to the class. After finishing the
book ask the class if Petite Rouge was loved by any of the characters in the
book? How do you know? Did Petite Rouge show that she loved another
character in the book? How did she show that love?
3. Have a class show-and-tell allowing each student to present the special
item they brought in from home. Ask questions of each student about how
they received this item, who it came from, and what makes it so special.
4. After each student presents their item take a picture of the student
with their special item. Once the whole class has presented, print out the
pictures and give them to each student.
5. Give each student their picture and allow them to free write about the
picture. They can write a story about the item or the person who gave it to
them. After completing their free write, students should partner up and
peer edit each other’s story.
12
6. For the final draft, hand out some lined paper and ask students to write
out their story.
7. Then give students a page from the scrapbook to paste their picture and
story onto. They can then use craft supplies to decorate their page.
8. Assemble the pages into a classroom memory book that can be shared and
viewed by the entire class.
13
Name __________________
Cajun Vocabulary
The Cajuns of Louisiana have developed a language that mixes English and
French. Match the following Cajun words with their definition.
Fais-do-do
(Fay Doe doe)
Cajun country music with blues and
jazz influences
Grand-mère
(grawnd mare)
My friend
Zydeco
(zie-de-coe)
A tangy dish, usually made with
crawfish or shrimp, prepared by
simmering over a slow flame
Mon ami
(moan ah-me)
A narrow, flat canoe that is
pushed or paddled through the swamp
File
(FEE lay)
A kind of Cajun sausage
Etouffee
(eh-too-fay)
French term for Grandmother
Pirogue
(PEE rowg)
A seasoning made of ground sassafras
root
Boudin
(BOO dan)
A traditional South Louisiana dance
party with Cajun and Zydeco music
14
Name ______________
Bayou Math
1. If the clock reads 9:00am when Petite and TeJean first left the house,
and 7:30pm when they got back home, how many hours were they gone?
2. If the clock reads 12:00pm when Petite and TeJean first leave the house,
and 10:00am when they got back home, how many hours were they gone?
3. If Petite’s basket holds 12 pieces of cornbread and she and TeJean each
eat 2 pieces on their trip, how many will be left when they get to grandmère’s?
4. Mrs. Duck made 9 pots of gumbo. Grand-mère ate 4 whole pots of gumbo.
How many pots of gumbo are left?
5. If Claude cuts a king cake into 8 equal pieces, and Rouge eats ¼ of the
cake, how many pieces did she eat? If TeJean also eats ¼ of the cake, how
many pieces will be left?
6. TeJean rows the pirogue 2 miles before he gets tired. Petite Rouge rows
4 more miles. Then TeJean rows 5 miles to grand-mère’s. How many total
miles did TeJean and Petite Rouge row?
15
Homemade Cornbread
Try and make this cornbread recipe, just like Petite Rouge’s mother gave her
to take to her sick grand-mère. To practice your multiplication, try doubling
the recipe.
Ingredients:
2 cups yellow cornmeal
1 teaspoon kosher salt
1 tablespoon sugar
2 teaspoons baking powder
½ teaspoon baking soda
1 cup buttermilk
2 eggs
1 cup creamed corn
2 tablespoons canola oil
Directions:
1. Ask an adult to preheat the oven to 425 degrees.
2. Place a 10-inch cast iron skillet or 8”x8” cake pan into the oven.
3. In a bowl, combine the cornmeal, salt, sugar, baking powder, and baking
soda. Whisk together to combine well.
4. In a large bowl, combine the buttermilk, eggs, and creamed corn, whisking
together to combine thoroughly. Add the dry ingredients to the buttermilk
mixture and stir to combine. If the batter will not pour, add more
buttermilk to the batter.
5. Have an adult swirl the canola oil in the hot cast iron skillet or cake pan.
Pour the batter into the skillet. Bake until the cornbread is golden brown
and springs back upon the touch, about 20 minutes.
6. Serve with your favorite soup, chowder or gumbo!
From: http://www.foodnetwork.com/recipes/alton-brown/creamed-corn-cornbread-recipe/index.html
16
Name __________________
Where is…?
1. Draw a compass rose in the bottom left corner of the map.
2. Find Louisiana on the map and color it red.
3. What state is north of Louisiana? Color it green.
4. What state is west of Louisiana? Color it yellow.
5. What state is east of Louisiana? Color it purple.
6. Use a globe or classroom map to find the name of the closest body of
water to Louisiana. Label it on the map above.
7. Use a globe or classroom map to find the major river that runs through
Louisiana and draw it on the map.
8. Use a globe or classroom map to locate “New Orleans” and “Thibodaux”,
label them on your map.
17
Mardi Gras
On their journey to visit grand-mère, Petite Rouge and TeJean visit New
Orleans and wind up in the middle of the Mardi Gras celebration. What
exactly is Mardi Gras?
Mardi Gras is French for “Fat Tuesday”. It is always the
Tuesday before Ash Wednesday because people fast for
lent and it is considered to be the last big celebration
before the 40 days of fasting.
While “Fat Tuesday” is famous, the Mardi Gras celebration is actually much
longer. In some countries the celebration is 6 weeks long, it begins on
Epiphany (January 6th), which is the day celebrated for when the three wise
men brought gifts to the newly born baby Jesus.
In the United States, the Mardi Gras celebration is most popular in New
Orleans, but it actually is a global celebration.
The official colors of Mardi Gras are purple, green and,
gold. The color purple represents justice. The color green
represents faith. The color gold represents power.
A traditional pastry of Mardi Gras is called the king’s
cake. It is a wreath shaped cake decorated with the
official colors of Mardi Gras, and baked inside of it is
a small plastic baby Jesus. Whoever gets the piece
with the baby is believed to have good look for the
rest of the year.
There is also a tradition of parade floats. People spend
months working on ornate parade floats for Fat Tuesday.
During the Renaissance in Europe people would gather in
the streets as floats would pass by and had out small
trinkets. Today, beads are often thrown to the people in
the crowd assembled to see the ornate floats pass by.
18
Make Your Own Parade
Can you imagine how exciting it must have been for Petite and TeJean to wander
amongst the parade floats at Mardi Gras. All of the bright colors and flashy designs!
Using what you learned about Mardi Gras, create your own
parade float.
Materials:
• An empty shoebox or small box for each student
• Art supplies: crayons, markers, glue, glitter,
construction paper, etc.
• A CD of Zydeco music
• King Cake bought from a local grocery store, or
made at home
Procedure:
1. After reviewing the facts learned about Mardi Gras, ask students to recall a parade
they have been to or seen on television. What did they see? Were there balloons,
people dressed in costume, etc? What did the floats look like? Were there bright
colors or dull colors? What sorts of features did the float have?
2. Give a shoebox or small box out to each student, and ask them to create their own
Mardi Gras float. Remind the students that each float should have a theme and
represent something important to them. Don’t forget to incorporate the three
important colors for Mardi Gras: purple, green and, gold. Feel free to use as many
unique art supplies that are available.
3. For any student who may have forgotten to bring in a shoebox, they can create a
Mardi Gras mask. Heavy construction paper can be used for the base of the mask and
then it can be secured to a ruler or a wide craft stick.
4. After the floats have had time to try, create a circle with the desks in the
classroom and have everyone put their shoebox float on top of their desk. Then, put on
some Zydeco music and have students walk around the classroom to look at each of the
parade floats.
5. Gather the students and discuss what the floats had in common with each other and
what was different. Did each float have a clear theme? Did anyone notice the three
colors of Mardi Gras being used on the floats.
6. If possible, serve a king cake to the class to finish up the lesson. Remind the
students that the person who gets the little baby in their piece of cake will have good
luck for the whole year!
19
Stranger Danger
As Petite and TeJean leave for their journey to grand-mère’s house, Mrs.
Duck reminds them “straight dere, straight back. Don’ you stop, some new
t’ing to try. Dere be plenty time later to fly!” But Petite doesn’t listen, does
she? What are some good things to remember if you ever meet a stranger?
Materials
•
A book that reinforces the idea of stranger
danger (i.e. Stranger Danger by Patricia Stirnkorb
or The Berenstain Bears Learn About Strangers
by Stan and Jan Berentain)
•
Poster board or construction paper
•
Crayons, markers, or colored pencils
Procedure
1. In a large group, ask students to tell you if a stranger has ever
approached them by a show of hands.
2. On the board ask students to help define what a stranger is – anyone
they’ve never met before or anyone they do not know.
3. Read Stranger Danger or The Berenstain Bears Learn About Strangers
aloud to the class.
4. Refer back to the definition of a stranger that the class created before
reading the book. Ask students guiding questions to help identify what a
stranger look like? Can you tell is someone is a stranger just be looking at
them? Why or why not?
5. Ask students for suggestions about dangerous situations they might
encounter when out playing. Create a list on the board. Next, create a list
of as many adults as they can think of who could help them if they ever
encounter one of these situations (parent, teacher, principal, etc.)
6. As a class create a list of Stranger Danger Rules: If you ever meet a
stranger what are some important rules to follow that will help keep you
safe? Suggestions might be:
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Stay away from danger, do not talk to the stranger
Go directly to an adult you trust
It’s ok to yell, then run away
It’s safer to walk/play with a buddy
You don’t have to talk to a stranger, it’s ok to be rude and walkway
Don’t ever get in the car
7. Allow students to break into small groups and create their own Stranger
Danger posters to be displayed in the classroom or throughout the school.
Use art supplies to draw pictures and decorate the posters.
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Meet Claude
While traveling through the bayou to visit her grand-mère, Petite Rouge and her TeJean
meet Claude, the Gator. What do we know about alligators?
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.
Out of all now living species of animal, the American
alligator has the strongest bite known to science.
In laboratory conditions it was measured at
2,125 lbs.
The largest populations of American alligators are
in Louisiana, Florida, and Georgia. It is estimated
that there are 1.5-2 million gators living in
Louisiana.
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 __________________
An Alligator…
Read the poem “Alligator” by Meish Goldfish below. Color your alligator. Share 3
things you learned about alligators today in the space below.
Alligator
by Meish Goldfish
Alligator, alligator, long as can be,
You look like a giant lizard to me!
Swimming in the swamp, with very sharp teeth,
Eyes above the water and jaw beneath.
Alligator, alligator, here’s what we’ll do:
I’ll keep my mouth shut, and you should too!
An alligator lives
______________________________________________________________.
An alligator likes to eat
______________________________________________________________.
I also learned that alligators
_________________________________________________________.
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Name __________________
What Other Animals Can You Meet in a Bayou?
With a partner, work together to learn some new facts about other animals
found in the bayou.
Opossum
Heron
Armadillo
Bullfrog
Crayfish
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Cajun Music
Cajun music is rooted in French folk songs and heavily influenced by African
rhythms. It tends to be upbeat, almost athletic, often with a wild accordion
lead. Zydeco Cajun music, which you hear during the show, traces its roots
back to pre-Civil War America and combines the styles of jazz, blues, and
gospel.
Zydeco is also notable because it includes instruments in its
music that other musical genres often ignore. Early players
usually used guitars, fiddles, and horns. During the 20th
century the accordion became one of the signature
instruments of the zydeco style. Recent years have seen the
inclusion of the drums and the electric base.
In 1946, Clifton Chenier, a famous zydeco
musician, introduced the vest frottoir into this
music. It is usually made from pressed aluminum
and is worn over the shoulders. It is played like
a rhythm instrument with spoons or other rigid
metal objects. Most zydeco bands still use some
version of this instrument today on their
records and in performance.
Famous Zydeco musicians:
Clifton Chenier- He was a French-speaking Creole from Southern Louisiana.
He became popular during the 1950’s and eventually won a Grammy Award in
1983.
Buckwheat Zydeco- Now a famous zydeco accordion player, he began has a
funk performer during the early 1970’s and quickly formed a new band that
focused more on the traditional Cajun music style. He has played with such
famous musicians as Eric Clapton, Willie Nelson, and Paul Simon.
To hear examples of zydeco music visit:
https://www.youtube.com/watch?v=Vda7EuQcwZQ
https://www.youtube.com/watch?v=TVaDRid5wiI
www.live365.com/cgi-bin/directory.cgi?genre=cajun%2Fzydeco
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Name __________________
Character Sketch
If you could play one of the characters in Petite Rouge, who would it be and 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 w e a r s .
Use the space below to make a character sketch and then tell us a little bit
about your character.
My characters 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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Name __________________
Hot Sauce
Petite Rouge’s grand-mère likes her gumbo “tres hot an’ spicy.” She likes it hotter than,
“Logan’s Hot ‘n Smokin” and “Marie Leveau’s Molten Gold”, grand-mère prefers “Dickie’s
Volcano Paste!” How hot do you like your gumbo? Who would be the spokesperson for your
bottle of hot sauce? Create your own hot sauce label below and then share with the class,
don’t forget to write your slogan on the bottle!
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Name ___________________
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PIROGUE
S’IL VOUS PLAIT
STRANGER
TEJEAN
ZYDECO
Illustrate your favorite scene from Petite Rouge to show the sequence of events.
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Coloring Pages
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Other Versions of Little Red Riding Hood
Little Red Riding Hood: A Newfangled Prairie Tale
by Lisa Campbell Ernst
It's the story of the girl in the red hood — with an unpredictable
plot twist. She pedals over to Grandma's with a tasty treat a
hungry wolf wants for himself. But, he soon discovers that broadshouldered, sharp-eyed, tractor-driving Grandma has no patience
for pesky predators.
Lon Po Po
by Ed Young
Three little girls spare no mercy to Lon Po Po, the granny wolf, in this
version of Little Red Riding Hood where they tempt her up a tree and
over a limb, to her death. The girls' frightened eyes are juxtaposed
against Lon Po Po's menacing squint and whirling blue costume in one of
the books numerous three-picture sequences, which resemble the
decorative panels of Chinese tradition.
Little Red Cowboy Hat
by Susan Lowell
This Southwestern version of Little Red Riding Hood features a
tomboyish main character, a wolf as sleazy as any street corner
lothario and a distinct self-defense theme. This outwardly tough
Little Red wears a sheriff's badge and shoots rattlesnakes with
her slingshot. However, she is intimidated by her aggressor, who
steps from behind a cactus and blocks her path.
Pretty Salma
by Niki Daly
When Granny asks Pretty Salma to go to the market one day,
she warns her not to talk to strangers. But cunning Mr. Dog
tricks Salma, and before she knows it, he’s wearing her stripy
ntama, her pretty white beads, and her yellow sandals. And
he’s on his way to Granny’s house!
Little Red-Cap
by the Brothers Grimm
When the little girl in the red cap puts her basket over her arm
and sets off through the woods to grandmother's house, one of
the best-loved fairy tales of all time unfolds.
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Tell Us What You Think!
What did you think of Aurora’s production of Petite
Rouge: A Cajun Red Riding Hood? Write a response
and send it to us at:
Aurora Theatre
PO Box 2014
Lawrenceville GA 30046
My Review of Petite Rouge
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.
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Show Title: Petite Rouge
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If you have any additional comments, good or bad, about this study guide please use the
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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 (p9)
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 the folktale of Little Red Riding Hood.
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?
After watching the play, some students might be confused about what a jazz
funeral is. As a class investigate the tradition behind a jazz funeral in New
Orleans and listen to examples of music that might be played on the way to
the cemetery and other songs that would be played to celebrate the life of
the person who has passed.
Learn a little bit more about the Cajun culture. Where in Louisiana do Cajun
people primarily live? Who are their descendants? What other cultures
influence their language?
Alligators and crocodiles are often confused for each other. Partner with
your science teacher or librarian to research the differences between the
two. Use a Venn diagram to compare the similarities and differences.
In 2005 New Orleans was affected by a devastating event, Hurricane
Katrina. Discuss the immediate and long-term impact that Katrina had on
the people of New Orleans, and how the city has recovered today. This
could also lead to a science tie-in, by discussing
hurricanes and other weather formations.
Thanks for coming to our show! Hope we see you back
at Aurora Theatre very soon!
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