Read OCT Teacher Resource Guide 2010: Sideways Stories from Wayside School text version

may 14-June 4, 2010 newmark Theatre, 1111 sW Broadway

Teacher resource GuIDe 2009-2010

InsIDe ThIs GuIDe

aBouT: The show, The author, and oregon educational standards. . . . . . . . . . . . . . . . . . . . . 2 The Big Ideas, Discussion and Writing prompts . . . 3


1. our sideways stories -- Students work both independently and collaboratively to create a class book, complete with cover art, unique stories, and a celebratory reading and book release of your class' own Sideways Stories. . . . . . . . . . . . . . . . . . . . . 4 2. Teachers by Day, superheroes by night! -- Students draft stories about teachers with Wayside-esque, super-human skills and turn these plots into comic strips while learning about the genre of comics and telling a story through dialogue and visual representation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3. Wayside smart -- Use any combination of these three social sciences activities to introduce your class to the concept of multiple intelligences and get them thinking about their different strengths, skills, and smarts. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 4. around the Wayside World -- Students practice reading comprehension skills while learning about schools in Japan and Argentina, and then analyze their knowledge by comparing and contrasting with their own school culture.. . . . . . . . . . . . . . . . . 15 5. Gravity Versus eggs -- Students work in teams to create a safety system designed to protect an egg on its harrowing journey from the top of the playground to the ground below, as along the way they learn about gravity, scientific investigation, and creative collaboration. . . . . . . . . . . . . . . . . . 19 reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 policies and procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Theater Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Teacher Info & ImporTanT DaTes

January 29, 2010: 50% Deposit due April 2, 2010: Final payment due, Last day to reduce seats May 13, 2010, 7 p.m.: Teacher Preview Length: 75 minutes Location: Newmark Theatre, 1111 SW Broadway Based on the novels by Louis Sachar. Adapted for the stage by John Olive. Directed by Doren Elias.


a BouT

The show

oregon educational standards

Activities in this guide meet the following Oregon Educational Standards: · arts: Apply Use of Ideas, Techniques, and Problem Solving · arts: Create, Present, and Perform · arts: English: Literature: Literary Text: Develop an Interpretation · english: Reading: Informational Text: Develop an Interpretation · english: Reading: Informational Text: Examine Content and Structure · english: Reading: Informational Text: Read to Perform a Task · english: Writing: Communicate Supported Ideas · english: Writing: Planning, Evaluation, and Revision · english: Writing: Writing Applications: Narrative Writing · english: Writing: Writing Modes · health: Health Skills: Demonstrate Positive Communication Skills · social sciences: Geography: Locate Major Physical and Human (Cultural) Features of the Earth · social sciences: Geography: Understand Spatial Concepts of Location, Distance, Direction, Scale, Movement and Region · social sciences: Geography: Use Maps and Other Geographic Tools and Technologies · science: Engineering Design: Design and Build a Prototype · science: Interaction and Change: Force, Energy, Matter, and Organisms · science: Scientific Inquiry: Collect and Record Observations · science: Scientific Inquiry: Identify Patterns and Communicate Findings


t Wayside School, the wacky school that's 30 stories high, there's no such thing as an ordinary day. John Olive's adaptation of Louis Sachar's beloved books combines Sideways Stories from Wayside School, Wayside School is Falling Down, and Wayside School Gets a Little Stranger into one action-packed production. Will Leslie ever learn to read right-side-up? Why is Sammy, the new student, so rude--and what's underneath all those smelly raincoats? When will Dameon learn to count? And who is Miss Zarves, and where is the 19th floor at Wayside School? Mrs. Gorf, the meanest teacher at Wayside School, is turning her students into apples, one by one. That is, until Bebe holds up a mirror, and Mrs. Gorf gets just what she deserves--turned into an apple and then eaten by Louis, the yard teacher. When Mr. Kidswatter, the principal, sends up a new teacher, the students are terrified--until they meet Mrs. Jewls, the nicest teacher they've ever had. Soon, the students are learning to play music, write poetry, dance the tango, and study geography--but always in zany and unpredictable Wayside School style. And when a ghostly villain and a vengeful substitute teacher show up, things get even more unpredictable than usual!

The author, Louis sachar

Louis Sachar was born in East Meadow, New York, and grew up in California. He majored in economics at the University of California at Berkeley, and attended law school at Hastings College of the Law in San Francisco. During his first week of law school, Sideways Stories from Wayside School, his first book, was accepted by a publisher. After graduating, Sachar continued to do part-time legal work while writing children's books. In 1989, he was able to stop practicing law and start writing full-time. Sachar's other books include Someday Angeline, Dogs Don't Tell Jokes, There's a Boy in the Girls' Bathroom, Holes, Small Steps, the Marvin Redpost series, and the Wayside School series. He lives with his wife Carla and daughter Sherre in Austin, Texas. Did you know? When Louis Sachar was in college, he worked as a Noontime Supervisor at an elementary school. The kids called him "Louis the Yard Teacher," and the job was his favorite part of college. The experience inspired the writing of Sideways Stories from Wayside School, his very first book.


Th e BIG ID e as

· Classroomsarestrangeandexcitingworldsoftheirown,where anything can happen. · Eachmemberofaclassroomisauniqueindividualwiththeir own special skills and quirks. · Youcandothingsdifferentlyandstillgettherightanswer. · Learningdoesn'thavetobe"bythebook"inorderto be meaningful.

DIscussIon a n D W r I T I n G p r om pT s

1. Who do you think is a better teacher, Mrs. Gorf or Mrs. Jewls? Why? Which teacher do you think the students learn more from? Why do you think Mrs. Gorf turns all the students into apples? How is Wayside School different from your school? How is it the same? Do you think this play is funny? Why or why not? What makes something funny? How do the students feel about Louis? Is there an adult at your school that you feel the same way about? Why does Myron want to pull Leslie's pigtails so badly? Why can't he stop? What advice would you give him? Why does Mrs. Jewls throw the new computer out the window? What are some differences between the Wayside School books and the play you've seen? Why do you think there are fewer students in the play than in the book? Why do you think that John Olive, the playwright, wrote the play this way? 2. 3.




7. 8.



o ur sID e Ways sT o r I es

Target Grade Level



Writing paper Pens/pencils Drawing paper (one per student, for the book cover) Colored pencils Fine-tipped black markers Dictionaries/ Thesauruses/Editing Materials Scissors and glue sticks (see Extension 1) Comb-binding machine or alternative book binding method


arts: Create, Present, and Perform english: Writing: Planning, Evaluation, and Revision english: Writing: Writing Applications: Narrative Writing english: Writing: Communicate Supported Ideas

You can't learn anything if you're bored."

Lesson overview

Students will examine the format and style of Sideways Stories from Wayside School in order to better highlight their own unique qualities. By crafting a story about their individuality, students will create a part of a larger project--a classroom book of your school's own `Sideways Stories.' A great way to celebrate the end of the school year and your classroom community, it also allows students the opportunity to practice writing skills and conventions, peer editing, and drafting and revision in a fun, creative writing context.

activity Instructions

1. Ask students to recall special skills or unique traits of the students in Mrs. Jewls' class at Wayside school. If they have already read the Wayside books in class, also direct their attention to the format of Sideways Stories from Wayside School and the way in which each chapter focuses on the uniqueness of a particular student. Give students time to individually brainstorm three unique things about themselves. Encourage them to think about things that they like about themselves, special skills they might have, fashion or physical choices that set them apart, or personality traits. Instruct students to write their three things down on a blank sheet of paper. Explain to students that Mrs. Jewls' classroom is a community made up of unique individuals that each contribute to the larger community. Ask students if they think that all classrooms function in this way? Does theirs? Ask for examples of community or cooperation in the classroom, and what they as individuals contribute. Explain to students that they will be working together as a class to produce a class book--Sideways Stories from [your school name] School. Each student will work to create a short story about themselves. The stories should be set in the classroom and should focus on one of the three unique traits students brainstormed earlier. Stories can either be fiction or nonfiction, but should be written in third person.

Length of Lesson

Three 35 minute sessions


Learning objectives

· Studentswillconsidertheirindividualcontributionstoa classroom community. · Studentswillusecreativewritingskillsandreinforcetheir familiarity with the writing process and writing conventions. · Studentswillworkcooperativelyasaclasstocreateuniquecover art for their finished books. 3.

Key Vocabulary/concepts

Unique Third person Setting Plot Characters Publish Reading (event)




Allow students time for pre-writing/outlining the plot. Provide the following questions to jumpstart ideas: a. What is your special skill or trait in your story? b. How did your classmates or teacher react to you/your trait? Are there events that happened in class because these reactions? c. Describe the setting of your story (the classroom). What time of year is it in your story? What are your classmates wearing? Is it morning or afternoon? d. What is the beginning of your story about? The middle? The ending? e. Who are the other characters in your story?

Teacher Tip: have your own copy of the book, with an example of the writing on the cover page, prepared in advance to use as an example for students. 13. Instruct students to draw a picture of themselves on their book cover using colored pencils, but to only use a small portion of the page. Give the example of how much space they would take up in a class picture, to give an idea of scale. Explain to students that they should be able to reproduce their drawing in one minute or less. 14. Have students pass their book to the left. Students will then draw their picture of themselves (same small scale) on their neighbor's book. Repeat this process until each student's book cover has a unique class picture! 15. After students have completed the covers, bind the books (and if possible, laminate the covers). Give each student their own, unique edition of their completed book.


Provide in-class writing time for students to draft their stories. Emphasize to students that this is only a first draft and that they will have time to revise and polish their work later.

session 2

7. In a later session, place students in peer editing pairs. Instruct students to take turns sharing their stories and offering feedback. If applicable, incorporate an editing rubric into the peer editing. Allow time for independent revision. Encourage use of dictionaries/ thesauruses, your classroom's editing center, or other writing resources that you have available. As students are creating their final draft, instruct them to include the title and author at the top of the page. Teacher Tip: If possible, give students some computer time to type their final copies--it will make the reproduction process a little simpler when creating student copies of the book. 10. After students have completed their stories, compile them into a book and create a class set. Wait until after the next session, when students will create unique cover art, to bind the copies.


1. Provide students with a few examples of an `about the author' page from a book. Instruct students to write such a page about themselves, to be cut and pasted onto the back cover of their books.


2. Have a book release party in which students share their stories, or excerpts of stories, with the rest of the class and an invited audience. If possible, use a podium and allow time for students to sign each other's books in order to further simulate a literary event.


session 3

11. Arrange students in a circle with access to pencils, fine-tipped markers, and colored pencils. If students are sitting on the floor, also provide a hard surface to write and draw on. 12. Distribute a piece of drawing paper to each student. Instruct them to write the title of the book Sideways Stories from [your school] School, at the top of the cover page--first in pencil, and then tracing with a fine-tip marker. Have them write their name at the bottom of the page, but leave most of the paper blank.


Teachers By Day, superheroes By nIGhT!

Target Grade Level



Instruct students to recall the adults at Wayside School who had magical abilities/super powers (Mrs. Gorf, Mr. Pickle, Mr. Gorf). What were their abilities? What did they use these powers to accomplish? Were these goals good or bad? Distribute the Super Power worksheet to students. Explain to students that they will be creating a comic book in which a teacher uses a super power to achieve a goal. Teacher Tip: Depending on your preference, students can all use you as their teacher character, or a teacher they've had when they were younger, or create a fictional teacher character. Decide on your choice in advance.



arts: Apply Use of Ideas, Techniques, and Problem Solving arts: Create, Present, and Perform english: Writing: Planning, Evaluation, and Revision english: Writing: Writing Modes


Length of Lesson

75 minutes

Guide students in completing the first part of the worksheet--deciding on a super power, how the teacher uses it, and what happens. If students finish early, encourage them to do some independent, visual brainstorming about their comic book. Next, explain to students that they will be creating a story outline of their comic strip. Using their worksheet, students should write a summary of events. Each numbered sentence (or group of sentences) will be a scene in their comic book. Provide sample comic strips for students to look at, and ask them to recall some of their favorite comics. Distribute the Comic Grids sheets to students. Instruct students to use their story outline to draw each scene in the boxes. Remind them to leave room for dialogue bubbles. At this point, students should outline with pencil only--using ink and color will take place later. While students are working, write/draw some examples of comic book dialogue bubbles, thought bubbles, sound effects, and other comic book devices on the board, and remind students that they can look at the sample comics for ideas also. After drawing their comics, have students go back to the beginning of their comic strip and use their outline to write in dialogue that conveys what is happening. Allow time for revision and reworking of students' comics. Encourage them to create a title for their comic.

Learning objectives

· Studentswillbecomefamiliarwiththegenreofcomics. · Studentswillconstructastoryusingbrainstorming,drafting,and revision skills. · Studentswilllearntorepresentanarrativevisuallyandthrough the use of dialogue.




Print these OCT worksheets included in this guide: · super power sheet · comic Grids (2-3 per student, plus extras) Examples of comic strips or graphic novels Pencils Fine-tipped markers Colored pencils and other art supplies Extra paper (for drafting) 9. 8. 7.

activity Instructions

1. Ask students what a super power is. Ask for examples of super powers, and record these answers on the board.

10. Have students trace their outlines and lettering with a fine-tipped marker, and distribute colored pencils and other art supplies for coloring. 11. Allow time for students to share their comics with the class, or display on a bulletin board or in the hallway.


Name: ___________________________ Teachers by Day, Superheroes by Night Part 1: Brainstorming 1. My teacher's super power: 2. My teacher wants to use their super power to:

3. To activate their super power, my teacher does this:

4. This is what happens when my teacher uses their super power:

Part 2: Story Outline Beginning Scene 1: Scene 2: Scene 3: Middle Scene 1: Scene 2: Scene 3: End Scene 1: Scene 2: Scene 3:

Teachers by Day



WaysID e smar T

Target Grade Level


Learning objectives

· Studentswillbecomemorefamiliarwithmapterminologyand geography vocabulary. · Studentswillpracticereferenceskills,includingmapreading and comprehension. · Studentswilllearnaboutmultipleintelligencesandanalyze these ideas through the lens of Sideways Stories from Wayside School and through their You're good at own experiences in the classroom. reading. Well, you


arts: English: Literature: Literary Text: Develop an Interpretation english: Reading: Informational Text: Develop an Interpretation english: Reading: Informational Text: Read to Perform a Task health: Health Skills: Demonstrate Positive Communication Skills social sciences: Geography: Locate Major Physical and Human (Cultural) Features of the Earth social sciences: Geography: Understand Spatial Concepts of Location, Distance, Direction, Scale, Movement and Region social sciences: Geography: Use Maps and Other Geographic Tools and Technologies

map Vocabulary

Landmark Scale Key Compass Cardinal Directions (North, South, East, West)

have to do it upside down but other than that you're a really good reader."

multiple Intelligences Vocabulary

Linguistic Spatial Kinesthetic Interpersonal Intrapersonal Naturalist

Lesson overview

Use the zany and unconventional learners at Wayside School as an opportunity to strengthen social studies skills and offer students a change of pace, and to introduce the idea of multiple intelligences to students. In the first activity, students use kinesthetic skills to create a map of the United States--out of people! In the second, take students on an outdoor walk and focus their observation skills before creating maps of their school. In the third, students work cooperatively and exercise reading skills to answer geography questions in a game-show format. Link one, two, or all three activities to a discussion about different learning styles and an introduction to multiple intelligences, recalling characters and events from the performance, and an opportunity to emphasize students' individual strengths and unique intelligences. Note: Example materials for the first and third activity are provided in this guide, or either activity can be easily adapted to social studies/ geography that is more topical to your lesson planning.


Print these OCT worksheets included in this guide: · multiple Intelligences sheet · standing map nametag sheet · Team map question sheet Standing Map Materials · Sharpie/thickmarker · Tape · Large,classroom-sizedmaporoverheadprojector with transparency

Length of Lesson

Up to four 25 minute sessions


Walking Map Materials · Notebooks/Clipboards · Largedrawingpaper · Coloredpencils/crayons/ fine-tipped markers · Rulersorother straight-edge Team Map Materials · Bells/gamebuzzers · Scoreboard(optional) Paper Pens/Pencils 8. 7. 6.

students in your class. Or, if you prefer, use the list of Pacific Northwest places provided. Making sure there is enough open space to maneuver, gather students and explain that they will be creating a map of cities and landmarks that matches the one on display. Students should use the compass points on the walls, as well as their classmates, to arrange themselves. Encourage students to think of creative ways they can make themselves physically resemble their landmark while remaining stationary (other than to adjust their position on the map, of course). Draw the slips of paper or nametags one by one, giving them to students one at a time. Students should either put on their name tag or attach their paper to themselves using some tape, and then place themselves at their chosen map location. As each city or landmark is called, remind students that they should be looking at each other and the map on the wall to make sure that their classroom map is as accurate as possible. After all the students are in place, tell them to look at the map, and then at themselves. How accurate is the classroom map? Give students a chance to make any last adjustments before concluding the activity.

activity Instructions

1. Introduce these activities by calling attention to the often unconventional students at Wayside School. Ask your students to recall the different students in Mrs. Jewls' classroom--specifically the ones who learn in different ways (reading upside down, counting numbers out of order, etc) or have particular skills (loving to draw, for example). Brainstorm a list of different students/examples on the board, and record for later. Explain to students that, as they do the following activities, they should think about similarities and differences between Wayside School and their own classroom.


10. If you have time, rearrange the orientation/cardinal directions once, and then have students create their map again, using their same nametags.

activity 2: Walking map (nature/naturalist, spatial)

1. Distribute notebooks or paper on clipboards to students and explain that they will be going on a mapping expedition of the outdoor space at their school. Line up students and take them along a route that encompasses all the outdoor space on your school grounds. Instruct students to record their observations as they walk and encourage them to be as specific as possible--do they know what kinds of trees surround the playground? Can they identify any plants, birds, or other animals that they might see (or have seen before)? What is the weather and temperature like today? What landmarks (either physical or humanmade) do they observe? What are the size and shapes of school buildings, equipment, athletic fields/asphalt, etc.? Upon returning to the classroom, distribute large paper and art materials (crayons, fine-tipped markers, or colored pencils). Explain to students that they should now draw a map of the area that they have just visited. Encourage labeling of specific landmarks and observations.


activity 1: standing map (Body movement/Kinesthetic)

3. Prior to doing this lesson with students, take four pieces of paper and tape one to each wall of your classroom. Label each one with one of the cardinal directions--north, south, east, and west--making sure that students can read the letters from anywhere in the classroom. Select a map (a state map, a map of the United States, a world map, or even a country you've been studying in class) for students to use. Using either a large classroom sized map or an overhead projector, display the map in your classroom. Prepare a list of cities/states and landmarks that appear on your chosen map--mountain ranges, lakes, rivers, other natural and human-made places--in advance on individual slips of paper or nametags. Make sure the number of places matches the number of






Teacher Tip: Write any mapping concepts (scale, key, etc.) on the board and emphasize that students should incorporate these concepts into their maps. 4. After students have finished their maps, display them for all to see and invite each student to share something they noticed during the walk.


Ask students which intelligences they've noticed in the social studies activities that they completed earlier. Ask your students to recall the earlier discussion about the students of Wayside School (and any other discussions/writing activities that you might have used in class), and bring their attention to the list brainstormed earlier. Do they see examples of the different kinds of intelligences reflected there? How might Mrs. Jewls teach in a way to engage all of these different learners? Do you think Mrs. Jewls does this successfully? Conclude by providing each student with a piece of paper, and writing the following question on the board and reading it aloud--"How am I smart?" Provide students with some silent reflection and writing time, and ask students to write a paragraph describing their strengths, which intelligences they identify with, and what kinds of things they enjoy doing in school.


activity 3: Team map (Language/Linguistic, social/Interpersonal)

1. Place students in groups of three or four, and distribute atlases to the group (one per group). Distribute bells (or other buzzer/sound signal) to each group, telling students to keep them quiet for now. Explain to students that you will read questions to the class. Students should work together to find the answer in their atlas. After they find an answer, they should confer as a team to make sure they all agree, and then ring their bell to signal that they have found the answer. The first team to ring in will share their answer. If correct, go to the next question. If incorrect, the next group to ring in can answer the question. Teacher Tip: A list of questions (taken from a map of the United States) is included in this activity, or design your own questions about an area you've been studying in class. 4. Before beginning, emphasize to students that one student should be holding the atlas (but allowing other students to see), one student should ring the bell, and another student should read the group's answer. Students should rotate each job after each question. Allow students to "test" their bells--emphasizing that they should stop when you give a predetermined signal. Begin the game show! Play either for a predetermined amount of time or until you're out of questions. 5.



Multiple Intelligences information adapted from



follow-up Discussion

1. After completing one or more of the above activities, ask students what they thought about these lessons. Are they different from their usual school day? How so? Explain that some researchers believe that people have different strengths or ways of being smart--multiple intelligences! Distribute the multiple intelligences page and discuss with students. Which ones do they see in themselves?



Wayside Smart: Multiple Intelligences Who am I?

People who are strong language thinkers enjoy language, relationships between words, and meanings of words. They love telling stories, reading, and writing opportunities. o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o Read everything! Stories, novels, plays, poems and more. Play word and language games. Write stories and poems. Keep a journal. Read out loud to someone younger. Draw, paint, sculpt, trace, collage. Take photographs. Illustrate a story. Read comic strips or graphic novels. Create maps and diagrams. Do logic and number puzzles. Create a secret code--or decode one. Learn how machines work. Find patterns in words, letters or numbers. Design inventions that solve problems. Move! Running, jumping, climbing, dancing, swimming, galloping, crab walking, and more. Play sports and exercise. Dance or perform in a play. Build things or put things together. Sing or play an instrument. Write music. Rap or perform spoken word poetry. Play music or sing in an ensemble. Listen to the radio while doing tasks. Talk, converse, chat, debate. Work in a group to find an answer. Play team sports. Interview people about their experiences. Write in a journal. Sit quietly, do breathing exercises, or meditate. Work independently. Read quietly or work on the computer. Brainstorm, make lists, or sketch. Be outside! Explore woods, streams, mountains, beaches, tidepools, rivers, lakes. Hike, ride a bicycle, canoe, or go boating. Collect rocks, leaves, bugs, shells, or flowers. Learn about animal tracks or types of trees.

I like to...

Language (Linguistic)

People who are strong in spatial thinking think visually--they remember colors, shapes, and exact sizes of objects. They enjoy drawing and learning from posters, charts, graphics, and photographs.



People whose strength is in logic/math enjoy looking at how things relate or are put together. They like to learn how things work, solve math problems and other puzzles, and problem solving. People who are strong in body movement intelligence love to move around--they love to run, walk, jump, hop, skip, dance, and swim. They are often good at sports and other physical activities, physically coordinated, and like to work with their hands. Musical thinkers love to hear things out loud and enjoy rhythms, melodies, and sounds. They love poems, rhymes, and songs. They often absorb information better when heard aurally. People whose strength is social intelligence love to learn with and from others, and work cooperatively or in teams. They like to talk and spend time with other people, and get along well with others. People who are strong in self/intrapersonal intelligence enjoy time for reflection, thoughtfulness, and independent work. They enjoy thinking about language, hearing sound and rhythm, and listening to music and poetry. Naturalist thinkers love spending time outdoors and in nature. They notice patterns and enjoy differentiating between species of plants and animals. They have a strong interest in biology and life sciences.

Body Movement (Kinesthetic)


Social (Interpersonal)

Self (Intrapersonal)

Nature (Naturalist)

Wayside Smart


Portland, OR Vancouver, WA Seattle, WA Beaverton, OR Hillsboro, OR Clackamas, OR Tigard, OR Gresham, OR Camas, WA Battle Ground, WA Willamette River Columbia River Pacific Ocean Mt. Saint Helens Mt. Hood Mt. Rainier Anchorage, AK

Salem, OR Olympia, WA Spokane, WA Bend, OR Crater Lake Boise, ID Eugene, OR Newport, OR Astoria, OR San Juan Islands Vancouver, B.C. Sauvie Island Mt. Tabor Multnomah Falls Tillamook, OR Pioneer Square Fort Vancouver

Wayside Smart


Team Map questions 1. Which state extends further west, Virginia or West Virginia? Virginia. 2. What is the capital of New York? Albany. 3. Name the 5 great lakes. Superior, Huron, Erie, Michigan, Ontario. 4. What are the four corners, and where are they located? A landmark in the Western United States created by the borders of Utah, Colorado, Arizona, and New Mexico. 5. What seven states border Pennsylvania? New York, New Jersey, Delaware, Maryland, Virginia, West Virginia, Ohio. 6. Name four rivers in the state of Oregon. Willamette, Columbia, Sandy, Snake, Deschutes, John Day, Clackamas, Nehalem (and many others). 7. What is a panhandle? Name two states that have one. In geography, a panhandle is a narrow strip of land projecting from a larger area of land (like the handle of a frying pan). States with a panhandle include Alaska, Oklahoma, Florida, Texas, Connecticut, Idaho, Maryland, Nebraska, and West Virginia. 8. What states border Oregon? Washington, Idaho, Nevada, and California. 9. What river creates a natural border between Oregon and Washington? The Columbia. 10. Name three mountain ranges in the western United States (including Alaska). The Rockies, the Cascades, the Coast Range, the Sierra Nevada, the Alaska Range, the Brooks Range. 11. What is the tallest mountain in the United States? Mt. Denali (McKinley) in Alaska. Bonus Question: What is the tallest mountain in the contiguous United States? Mt. Whitney, California. 12. How many states border Canada? 13 (From east to west: Maine, Connecticut, Vermont, New York, Pennsylvania, Ohio, Michigan, Minnesota, North Dakota, Montana, Idaho, Washington, Alaska). 13. How many states border Mexico? 4 (California, Arizona, New Mexico, Texas). 14. What is the capital of Washington? Olympia. 15. What is the capital of the United States? Washington, D.C. Bonus question: What state is the capital located in? Neither! The District of Columbia is a federal district, which is not a city or state.

Wayside Smart


a roun D T h e WaysID e Wo r L D

Target Grade Level



Print these OCT worksheets included in this guide: · around the Wayside World: Japan · around the Wayside World: argentina Pencils Large drawing paper Scratch/note paper Circle stencil Compasses (optional)


english: Reading: Informational Text: Develop an Interpretation english: Reading: Informational Text: Examine Content and Structure english: Reading: Informational Text: Read to Perform a Task

Lesson overview

Schools can seem like miniature cultures of their own, with distinct rituals and routines. In this activity, students recall differences and similarities between Wayside School and their own school, and then practice reading comprehension skills by learning about elementary schools in Japan and Argentina. Students then compare and contrast, creating a three-sector Venn diagram that synthesizes all of this information.

activity Instructions

1. Open this activity by asking students if they noticed anything about the play (or books, if students haven't yet seen the play) that are similar to their own school. (Examples, if students need some prompting: their school lunches are also gross, a bell rings to let them know that school's out, etc.). Record this list on the board or where students can see it. Ask students about differences between their school and Wayside School. Record these answers in another list on the board. Discuss the similarities and differences with students. Point out that schools in different places, while often having many differences, often have a lot in common. Distribute the Japan sheet to students and instruct them to read it carefully. Ask students to jot down three things that they noticed about schools in Japan. Repeat the process with the Argentina sheet. Give students the opportunity to ask any questions or comment on things they've observed. If students are not familiar with the concept, explain what a Venn diagram is. Explain to students that they will be creating one to compare and contrast their school with schools in the two countries that have just read about. Pass out drawing paper and circle stencils. Guide students in creating a Venn diagram with three circles. Label each circle with the following: United States, Japan, and Argentina. Give students independent work time to fill in each section.


Length of Lesson

25 minutes

Learning objectives

· Studentswillpracticereadingcomprehension,readingfor information and recall skills. · StudentswilllearnaboutelementaryschoolcultureinArgentina and Japan. · Studentswillcompareandcontrasttheseelementaryschools with their own schools, as well as the fictional Wayside school. · Studentswillanalyzeandpresentthisinformationbyusinga Venn diagram. 3.



Key Vocabulary/concepts

Venn diagram Curriculum Compulsory




Teacher Tip: If students are familiar with using a compass to create circles, this is an excellent activity for some hands-on practice. 8. If students are having difficulty, share some of the following questions to help them get started with their comparison. a. How do students in each country get to their school? b. What do students wear to school? c. Do students have one teacher, or many teachers? d. What do the students study at school? e. What language do these students speak? f. What do the students do after school? g. What do the students eat for lunch?


Information for student sheets adapted from the following sources: (Japan map image) efl-in-argentina-part-2/ EDUCATIONAL-SYSTEM-OVERVIEW.html php (Source of School uniform photo) teaching-efl-in-argentina-part-2/ (Argentina map image) argentina.php blancos_2.jpg



If you're short on time or prefer to make this a group activity, create a class-sized Venn diagram on chart or butcher paper. Call on students to share facts they've learned about the schools, or facts about their own school, and then decide as a class where it should be placed in the diagram.


Provide students with construction paper, writing paper, scissors, glue, and colored pencils/markers. Have them fold the construction paper into thirds and create a brochure designed to introduce their school to someone from another country! Tell students to include topics such as school subjects, what their classrooms are like, specials (such as PE, music, art or library), and what they like to do at school. Encourage students to include illustrations. Emphasize that students should include facts they think would be interesting to a student their age visiting their school from another country.


Tango, taught by Ms. Valoosh at Wayside School, is a style of dance that originated in Argentina!


Around the Wayside World: Japan

Japanese elementary school is called shogakkou and contains grades 1st-6th. Attendance at a kindergarten (yochien) is not required by the government, but most Japanese children attend either a kindergarten or daycare before starting elementary school. The school year begins in April and consists of three terms. Japanese students study virtually the same subjects as American students, including Japanese language and literature, social studies, mathematics, science, music, art, and physical education. There are also student clubs for 4th, 5th, and 6th grades that meet near the end of the school day, about once a month. Subjects include comic illustration, dance, computers, sports, building models, and cooking/sewing. Many elementary-age students also take after school lessons. Common after-school activities include English, calligraphy, swimming, or piano.

The School Day Most Japanese students walk to their school. When they arrive, they remove their street shoes (sotogutsu) and store them in shoe lockers for the day. Students wear indoor shoes (uwabaki) while inside the school to help keep the school clean. Elementary students stay in the same classroom for most of their school day, and have one classroom teacher that teaches most subjects. There are usually about 40 students in a classroom. Many classroom responsibilities are rotated between students, such as morning announcements, keeping the class journal or log, lunch duties, and cleaning duties. Japanese students eat lunch in their classroom with their teacher. School lunch is prepared in the cafeteria by cafeteria staff, and then students on lunch duty are responsible for bring lunch to their classroom, serving students, and cleaning up.

The day's schedule, written by a 6th grade teacher for her students before the start of the school day

Student Responsibilities Japanese students are responsible for cleaning their classroom and a part of the school, such as the entry way or a particular hallway. For about 20 minutes a day, students sweep and mop their classroom floor, clean blackboards, and wipe desks. 5th and 6th graders also belong to a school committee, in which they are responsible for a different aspect of the school. There are committees for caring for school flowerbeds, being in charge of school-wide announcements over the intercom, coordinating lost and found, the school library, editing and printing the school newspaper, planning an annual school field day, taking care of school animals, and student council (to name a few examples!). The kinds of committees and responsibilities vary from school to school.

Students serving lunch to their classmates.

Around the Wayside World


Around the Wayside World: Argentina

In Argentina, public elementary schools are called primary schools and contain 7 grades (ages 6-12 years old). Kindergarten, which is called preprimary school, is not compulsory and is attended by 3 to 5 year olds. Adults who need instruction at the primary grade levels often attend the same public schools as the children. The Argentine school year is from March to December. Usually, the primary school day is 4 and a half hours long each weekday and many schools are divided into a morning session or an afternoon session. Students' families choose which session they will attend. Saturdays are usually reserved for extracurricular activities. Some primary schools provide evening classes for adults, or bilingual programs in which students learn another language. Argentine curriculum includes Spanish language and literature, mathematics, social studies, science, art, music, and physical education.

Students in Argentina do not use school buses--students usually walk or ride a public bus. A bus fare costs about 10 cents. Sometimes, parents drive their children to school or in cities, hire a "transporte escolar"--a private van that travels a route and transports a number of students. In preprimary school, male students wear blue uniforms and female students wear pink uniforms. In primary school, all students wear a white uniform that looks a little like a lab coat over their street clothes. Teachers in preprimary and primary school also wear uniforms, but not in secondary school. Before school, students meet outside and sing the national anthem while the flag is raised in the school yard. After school, students repeat this while the flag is being lowered. At most schools, two or three students are in charge of the flag, and students are chosen by their teachers based on good behavior and academic achievement. It is considered a privilege or honor to "pasar a la bandera" (go to the flag).

Students raising the flag.

Primary students wearing their school uniforms

School meals are only eaten by students in the free breakfast and lunch program. The rest of the students eat breakfast at home, and lunch either before or after school, depending on what session they attend. Around the Wayside World In elementary school, students are instructed by one teacher. Teachers and school administration communicate with parents through a "cuaderno de comunicados," a small notebook that travels with students from home to school. Students must carry this with them at all times.


GraVITy Ve r se s e G G s

Target Grade Level


· Studentswillobserveandrecordtheirdataastheytesttheir safety system. · Eachstudentgroupwillproduceawrittenlabreportdetailing their project, methods, results, and conclusions.


science: Engineering Design: Design and Build a Prototype science: Interaction and Change: Force, Energy, Matter, and Organisms science: Scientific Inquiry: Collect and Record Observations science: Scientific Inquiry: Identify Patterns and Communicate Findings

Key Vocabulary/concepts

Gravity Acceleration Impact


An outdoor space on the playground, preferably on a piece of tall playground equipment Hardboiled eggs (1-2 per group of 4 students)

Lesson overview

If there's one constant in Mrs. Jewls' wacky Wayside classroom, it's that learning is fun. Of course, it also proves to be unpredictable and even a little messy. Using the fate of the Wayside school computer as an example of gravity, students will work in groups to save a hard boiled egg from the same tragic fate. Students will each be provided with a set of materials and charged with the task of creating a safety system designed to protect their egg on the treacherous drop from the highest point on your school's playground to the hard ground below. Along the way, they'll practice their skills of scientific inquiry, teamwork, cooperative problem solving, and creative thinking. To conclude the activity, students will produce a group report detailing their findings.

Pens/Pencils/Sharpies or other fine-tipped marker Paper/lab notebooks Safety System materials (1 set per group of 4 students) Note: These materials are suggestions--feel free to incorporate other objects based on classroom supplies and availability. · 2plasticgrocerybags · 10popsiclesticks · 2sectionsofnewspaper · 5stripsofducttape · 5stripsofScotchtape · 2plasticspoons · 3sheetsofaluminumfoil · 3sheetsofpapertowels · 1cupofpoppedpopcorn · 1paperplate · 1papercup · 5lengthsofstring(eachabout10incheslong) · 10paperclips · Scissors · Glue


Length of Lesson

55-80 minutes, possibly over two sessions

Learning objectives

· Studentswillcomprehendanddiscusstheforceofgravity. · Studentswillworkcollaborativelytothinkcreativelyand problem solve.

activity Instructions

Note: Before starting this lesson with your students, have your drop site selected and measure the distance from the ground to where students will drop their eggs. 1. If students have already read the Wayside books or seen the play, ask them to recall the moment when Louis delivers the computer to Mrs. Jewls' classroom. What happened? What were the Wayside students' reactions when Mrs. Jewls dropped the computer out the window? Did her class learn anything? Explain to students that sometimes seeing a concept in action or learning about it in a hands-on way can make learning or comprehension much easier. Create a web or brainstorming list about gravity on the board. What do students already know about gravity? Explain that gravity, as Mrs. Jewls tells her students, is a force of attraction between all objects. Gravity keeps our feet on the ground, makes objects fall back to earth when dropped, and keeps the moon in orbit around the earth. Underscore the following facts for students: a. The more massive an object is, the more gravity it will have. b. The closer two objects are, the stronger the gravitational pull between them. 5. Ask students what would happen if they dropped an egg from a great height--for example, off the tallest point of the playground at school. What effect would gravity have on the egg, and why? Explain that students will be working in teams of 4 in order to find a way for an egg to travel safely from the highest point on the playground to the ground below. Explain that each team will have access to an identical set of materials, and list them for students (don't distribute them yet). Teacher Tip: If students are having difficulty taking the assignment seriously or just want to see the eggs break, try explaining that students should think of their egg as a character from Sideways Stories from Wayside School. When students receive their materials, encourage them to name their egg after their chosen character and draw a face on it. 7. Also mention to students that the eggs they will be using will be hardboiled--because it's easier to clean up, but more importantly so that students can better observe the effect of impact on their eggs and revise their machines.



Place students in their teams. Before distributing their materials, have students meet and discuss their plans for their egg. What kind of safety system will they construct? Encourage them to brainstorm, draw a preliminary diagram, etc. After students have developed a rough See how the planet plan, have them draft Earth attracts the the first part of their lab report--the computer?" objective and their hypothesis (i.e. What do they think will happen to the egg with their proposed plan?).




10. Distribute a set of materials to each group. Explain to students as they construct their safety system that they need to document which materials they are using and the procedure they are using to build their machine in order to complete their lab report. 11. Lead students outside to the chosen drop site. Have each group launch their egg and safety system, one group at a time. Advise students to carefully observe--what happened when they released the egg? As the egg was falling? As it hit the ground? 12. Have students return indoors with their eggs and safety systems. Instruct them to observe and record what has happened to their egg. Did it break? Where did it break? How did their machine hold up after the drop? 13. If you have time, give students time to tweak their safety machines and make modifications based on their observations. Also have students mark existing damage with a permanent marker. Have students repeat the drop, and observe and record what happens. 14. Once back indoors, allow students time in their groups to compare the two drops. How were they different? What stayed the same? Were their changes effective? Instruct students to complete their lab report by writing up their results and a group conclusion. 15. After groups have finished writing, bring the class back together to discuss their projects. How did groups' approaches differ? How were they similar? Do students think the results would be different from a greater height? With a heavier object? Ask them to explain their answers. Gravity definitions adapted from the American Musuem of Natural History at



rea DInG LI s T


Put Your Eyes Up Here, And Other School Poems by Kalli Dakos; illustrated by G. Brian Karas. A collection of humorous and poignant poems chronicling the school year in Ms. Roy's fourth grade class. The Dunderheads by Paul Fleischman; illustrated by David Roberts. When Miss Breakbone confiscates Junkyard's crucial find, Wheels, Pencil, Spider, and the rest of the Dunderheads plot to teach her a lesson. The Homework Machine by Dan Gutman. Four fifth-grade students­a geek, a class clown, a teacher's pet, and a slacker­as well as their teacher and mothers, each relate events surrounding a computer programmed to complete homework assignments. Regarding the Bathrooms: A Privy to the Past by Kate Klise; illustrated by M. Sarah Klise. In this novel told through letters, newspaper articles, and police reports, a middle school principal's bathroom renovation project leads to the discovery of stolen Roman antiquities. Lunch Lady and the Cyborg Substitute by Jarrett J. Krosoczka. The school lunch lady is a secret crime fighter who uncovers an evil plot to replace all the popular teachers with robots.

anyThInG can happen

The Hoboken Chicken Emergency by Daniel Pinkwater; illustrated by Jill Pinkwater. Arthur goes to pick up the turkey for Thanksgiving dinner but comes back with a 260-pound chicken. The Werewolf Club Meets Dorkula by Daniel and Jill Pinkwater. Ralf, Norm, Lucy, and Billy are about to meet the weirdest vampire ever, Dorkula. Chocolate Fever by Robert Kimmel Smith; illustrated by Giola Fiammenghi. From eating too much chocolate, Henry breaks out in brown bumps that help him foil some hijackers and teach him a valuable lesson about self-indulgence. Alice in Wonderland by Lewis Carroll. Follow the fantastical adventures of a little girl named Alice who falls down a rabbit hole into a nonsensical world full of peculiar creatures.

oTher LouIs sachar BooKs

Sideways Arithmetic from Wayside School by Louis Sachar. What would you do if your wacky teacher wanted you to add and subtract words? More Sideways Arithmetic From Wayside School by Louis Sachar. Join Mrs. Jewls's class and try solving over fifty math puzzles and brainteasers. There's a Boy in the Girls' Bathroom by Louis Sachar. An unmanageable, but lovable, eleven-year-old misfit learns to believe in himself when he gets to know the new school counselor, who is a sort of misfit too. Marvin Redpost: Is He a Girl? by Louis Sachar; illustrated by Barbara Sullivan. After Casey Happleton tells him that if he kisses his elbow he will turn into a girl, nine-year-old Marvin experiments and finds himself very confused about his identity. Stories On Stage: Children's Plays for Reader's Theater with 15 Play Scripts from 15 Authors by Aaron Shepard. Includes 3 sideways stories from Wayside School as Readers Theater.


Bettina Valentino and the Picasso Club by Niki Daly. A controversial new teacher at Bayside Preparatory School introduces the exciting world of art to aspiring artist Bettina Valentino and her fifth-grade classmates, encouraging them to see everyday life in a different way. The Cat Ate My Gymsuit by Paula Danziger. When the unconventional English teacher who helped her conquer many of her feelings of insecurity is fired, thirteen-year-old Marcy Lewis uses her newfound courage to campaign for the teacher's reinstatement. No More Nasty by Amy MacDonald; pictures by Cat Bowman Smith. When Simon's Great Aunt Matilda becomes the substitute teacher for his unruly fifth-grade class, her unique way of looking at things gives the students a new perspective on learning. Clementine's Letter by Sara Pennypacker; pictures by Marla Frazee. Clementine's beloved teacher, Mr. D'Matz might be leaving for the rest of the year to go on a research trip to Egypt so she hatches a plan to get Mr. D'Matz back even if it means ruining his once-in-a-lifetime chance.

Provided by:


po LIc Ies & proce Dure s

adjusting your order


· Seatscanbeaddedtoyourorderatanytime,subjecttoavailability.

Getting to the theater

· Mapsanddirectionstothetheaterwillbeavailableonlineat Ifyouarelostorrunninglate,callOCTat503-228-9571.


arriving at the theater


· Pleasemakesureallmembersofyourgrouphaveanametagwith your school name on it. This will help us keep your group together.


· Youmustcancelanyseatsyouwillnotusepriortoyourbalancedue date. After this date, you are responsible for paying for all the seats on your order. OCTwillnevercancelseatsoffyourorderwithoutyourpermission.


Information for chaperones

· · · · Alwaysaccompanychildrentotherestroom. Keepstudentsinasinglefileline. Fillallseatsinyourrow. Ifyouneedtorearrangeyourseats,pleasedosoafteryourentire group has been seated.


· Refundswillbeprocessedaftertheclosingperformanceoftheshow you are attending. Refundsarenotpossibleforabsencesorunusedseats. Refundswillnotbeissuedforamountslessthan$5.75.

· ·


· OCTrecommendsoneadultchaperoneforevery10students.Adult ticket prices are the same as student ticket prices at our school performances.

parking and unloading

· · Postschoolnameandperformancetimeinthewindowofyourbus. Trafficsecuritywillbeonsitetodirectyourbustoavailableparking. Do not park or unload buses without supervision of traffic security. Parkingisprovidedforbusesonly.Privatevehiclesandvansmust park in lots or on the street. Busdriversmustremainwiththeirbus. Smallgroupsarrivinginseparatecarsshouldallowadequatetimeto park and meet at a designated location across the street from the theater entrance. Groupswillbeseatedonceallmembersofthepartyhavearrived. Leavebackpacksandoversizedpursesonthebusoratschool.

pre-school children

· Infantsandchildrenundertheageof4arenotallowedatschool performances. Please advise parent chaperones to make alternate arrangements for their younger children.


· ·

prior to your field trip

special seating needs

· Lastminuteseatingaccommodationsarenotalwayspossible.Please notify OCT early to assure your needs are met. · ·

Tickets and seat assignment

· · Nopaperticketswillbeissued. Groupswillbeseatedwithintheirpurchasedseatingareabasedon the order in which they arrive.


entering the theater

· · · Allitemsaresubjecttovisualinspection. Doorsopen30minutespriortoperformancetime. TheteacherattheheadofyourgroupshouldcheckinwithanOCT representative prior to entering the theater. Keepyourgroupinasinglefileline. Allgroupshavereservedseatingsections.Donotfollowanothergroup into the theater.

Teacher preview night and Workshops

Book your tickets, then mark your calendar to join us for the preview night for Sideways Stories from Wayside School and observe OCT's final dress rehearsal. Professional development workshops are offered throughout the year. RSVP by contacting [email protected]

· ·

Loud and Clear

Loud and Clear is a four week program designed to help students meet standards in public speaking. An experienced OCT instructor leads students through theater exercises which demonstrate proven techniques of oral presentation. Students receive clear, constructive feedback in this experiential and positive learning environment. For more information, log on to

Late arrivals

· Performancesstartontime.However,seatswillbesavedforyouin your purchased seating area.

Inside the theater


· · · · · Nofood,drinks,orgumareallowed. Turnoffallcellphonesandpagers. Nocamerasorrecordingdevicescanbeused. Stayinyourseatreadytowatchandlisten. Youarewatchingaliveperformance.Theactorscanhearyoujustlike you can hear them. Ifsomethingisfunny,itisokaytolaugh.Ifyoulikesomething, applause is the best way to thank the performers.

Teacher Liaisons

OCT invites teachers who have an interest in theater arts to join the OCT Teacher Liaison Program. OCT seeks to develop relationships with teachers who are willing to be an arts advocate at their school, provide colleagues with information about OCT and offer input on OCT programs. Liaisons are invited to special events throughout the year and receive behind­the-scenes information. If you are interested in joining the OCT Teacher Liaison network, please write [email protected] The Educational Theatre Program is a collaboration between Oregon Children's Theatre and Kaiser Permanente, offering engaging theatrical productions promoting healthy life choices to schools and communities for FREE. Texting the Sun, designed for middle school students, focuses on the positive and negative impacts of the media on young people -- how it affects decision-making, self esteem, communication, relationships, and school cultures. Tours January 11­June 4. For more information, go to


Leaving the theater


· Citypermitsonlyallowyourbustoremainparked15minutespastthe end of your performance.

Inclement weather

· OCTwillperformasscheduledprovidedthatPortlandPublicSchools are open. Visit for further details.


ocT's Theater home

hatfield hall, 1111 sW Broadway

All of our plays are now performed at Hatfield Hall, home of the Newmark and Winningstad Theatres, at 1111 SW Broadway, across the street from the Schnitzer Concert Hall. We take pride in providing the highest level of service and are committed to making your field trip as effortless and enriching as possible. Downtown Portland's one way streets can be confusing and frustrating to visiting drivers. If your group is arriving by school bus, be sure to use the transportation information on our website, as well as the map on this page, as you approach the theater. This information will direct you to our parking personnel, who love to help you park easily and swiftly. From all of us at OCT, thank you for joining us this season. We can't wait to see you and the students in our new home.

Hatfield Hall 1111 SW Broadway


















SW Bro adw ay




SW Col umb ia


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SW 5th


SW 6th


OCT Teacher Resource Guide 2010: Sideways Stories from Wayside School

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