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5 - 1 6 S E A S O N
A resource guide for teachers
20 1 Stage Door! Behind the

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Charlie
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Brown
Christmas
NOV 20 - DEC 29
Written by Charles M. Schulz Stage Adaption by Eric Schaeffer

Based on the televison special by By special arrangement with

Bill Melendez & Lee Mendelson Arthur Whitelaw & Ruby Persson

STAGESTHEATRE.ORG
(952) 979-1111, option 4
1111 Mainstreet, Hopkins, MN 55343
stagestheatre.org
 Table of
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Contents
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What Goes into a Performance 3

Role of the Director
Role of the Designers
Role of the Stage Manager
Role of the Crew
Behind The Stage Door Role of the Cast
Role of the Audience
A resource guide
for teachers The Role of the Audience 4
The Audience Agreement
How to be a Polite Audience Member
BEHIND THE STAGE DOOR is Before the Show Activities
intended as a resource guide for
teachers and students to use before The Production 5
and after attending a performance at
Cast
Stages Theatre Company. Our goal
is to provide helpful information Show Dates & Times
to enhance your theatre-going Charles M. Schulz
experience and to offer a resource Bill Melendez & Lee Mendelson
that serves as a springboard for Eric Schaeffer
extending this experience into
the classroom and across the The Story 9
curriculum. Play Synopsis
A Few Words About the Play and its History
WHO WE ARE...
Stages Theatre Company is Points of Discussion 10
committed to the enrichment Big Ideas
and education of children and What to Watch for
youth in a professional theatre Up for Discussion
environment that stimulates
artistic excellence and
personal growth.
Across the Curriculum 12
Activities in Theatre Arts
Activities in Language Arts
Guide content by
Jeannine Coulombe
Minnesota Academic Standards 21

Beyond the Classroom 22

Additional Resources
Further Reading

Feedback 23

stagestheatre.org
 Door Open On...
Pe r fo r m a nce
G o e s I n to A
Wh at
The performance you see at Stages Theatre Company is the result of many people
working together. As the audience, you mostly see the performers on stage, but
there are many more people working behind the scenes that you never see.
Each person, both on stage and off, serves an important role to create the
performance you see as an audience member.

Role of the Director • Responsible for the overall vision of the production.
• Guides actors in interpreting characters and provides them with
stage movement.
• Works with designers in planning the sound, lights, costumes,
make-up, props, scenery, stage effects.

Role of the Designers • Responsible for creating the look of the lights, scenery, costumes,
make-up, sound and stage effects.
• Works with the director in realizing the overall vision of the production.

Role of the Stage Manager • Responsible for organizing the production, including schedules, resources,
communications, technical effects and personnel.
• In charge of making sure everything runs smoothly both
during rehearsals and performances.

Role of the Crew • Responsible for building the scenery, costumes, props and stage effects
that you see on stage.
• Work backstage during the performance operating the scenery, props,
costumes, effects, lights and sound.

Role of the Cast • Responsible for performing the characters in the play on stage in front
of the audience.

Role of the Audience • The play doesn’t exist without you! That’s right, you are a collaborator in
any performance you see. All of the work that goes into a production means
nothing without the audience there to experience the performance. It is a
unique responsibility. It is important for you to learn your role so you can
join everyone else who has worked to create the production.

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 Door Open On...
h e Au d i e n ce
t
The Role of
The audience has an important role in the theatre experience. When the lights go
down, a performance, especially for you, begins. This special relationship only
happens in live theatre. When you take your seat in the audience, you accept the
responsibility of a special agreement.

The Audience Agreement

1. Believe what happens is real. It is happening live, before your eyes!
2. Listen carefully and quietly.
3. Let the production unfold and enfold you.
4. Respond honestly and sincerely. The actors are aware of your presence and your responses.
5. Tune in to what is happening on the stage.
6. Remain polite throughout the performance.

How to be a Polite Audience Member

1. Avoid anything that distracts the performers. Un-necessary talking, rustling papers,
gum-snapping, jangly jewelry, cellophane wrappers,cell phones, and pagers are all
examples of un-warranted and un-welcome sounds during the play.
2. Photography is not allowed. Flashs can be an actual danger to the actors.
3. Finally, when the play is over, show your appreciation with hearty applause.These are
the sounds that warm the hearts of the actors.

Before the Show Activities

1. Have students make a list: “What do we do when we watch television or go to a movie?”
Compare the results to the theatre audience etiquette list above. How are they similar?
How are they different?
2. Take some time to practice being an audience member. Turn down lights to darken the room.
Have a student tell or read a story. When the speaker is done, have the audience applaud.
Ask the speaker how the quiet listening and the applause made him or her feel? How did it
make the audience feel?
3. Before the play, discuss the elements that go into a theatrical production. Scenery, make-up,
costumes, lighting, properties, and sound effects each has a unique design and a unique
designer. In consultation with the director, each of these designs is coordinatedto produce an
overall design concept. By making students aware of these production aspects, you can then
ask them to comment on their observations of specific design elements after viewing the play.

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 Door Open On...
ro d u c t i o n
The P

Cast
SHIRLEY Halle Audette
LITTLE RED HEADED GIRL Ava Byrne
PEPPERMINT PATTY Natalie Dekker
PIG PEN Nicholas Dekker
WOODSTOCK David Gamache
HAROLD Casey Greely
LINUS EJ Hanson
ROYANNE HOBBS Sophia Keeley
POOCHIE Libby Larsen
TRUFFLES Bella Lockart
SALLY Arden Michalec
SCHROEDER Jordan Muschler
SHERMY Ryan Muschler
SNOOPY Matt Ouren
MISS OTHMAR Hannah Paulsen
LUCY Abby Schroeder
CHARLIE BROWN Grant Schumann
FRIEDA Hannah Seeman
RE-RUN Cole Spanovich
MARCIE Clea Gaïtas Sur
VIOLET Clair Tomari-Leak
FRANKLIN Saharla Vetsch

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 Show Dates & Times

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 CHARLES M. SCHULZ - CREATOR, PEANUTS
Charles M. Schulz, nicknamed “Sparky”, was born in Minneapolis in 1922 and grew up in St. Paul. He is widely regarded
as one of the most influential cartoonists of all time, cited as a major influence by many later cartoonists. Peanuts made
its first appearance on October 2, 1950, in seven newspapers. At its height, Peanuts was published daily in 2,600 papers
in 75 countries, in 21 languages. Over the nearly 50 years that Peanuts was published, Schulz drew nearly 18,000
strips. Schulz received the National Cartoonists Society’s Humor Comic Strip Award in 1962 for Peanuts, the Society’s
Elzie Segar Award in 1980, and was also the first two-time winner of their Reuben Award for 1955 and 1964, and their
Milton Caniff Lifetime Achievement Award in 1999. Schulz passed away in 2000 after a valiant fight with colon cancer.
His legacy is still with us today in the many parades, amusement parks, and museums created in his honor.

-Taken in part from en.wikipedia.org

BILL MELENDEZ AND LEE MENDELSON - CREATORS, TELEVISION SPECIAL

José Cuauhtémoc “Bill” Meléndez (November 15, 1916 – September 2, 2008) was a Mexican American character
animator, film director, voice artist and producer, known for his cartoons for Walt Disney Productions, Warner Bros.
Cartoons, UPA and the Peanuts series. Melendez provided the voices of Snoopy and Woodstock in the latter as well.
Melendez was the only person Charles M. Schulz trusted to turn his popular comic creations into television specials.
He and his studio worked on every single television special and direct-to-video film for the Peanuts gang and Melendez
directed the majority of them.

After a hurried six-month production period, A Charlie Brown Christmas aired December 9, 1965 on CBS. The show
went on to win both the Emmy and Peabody award, and was the first of over 40 animated Peanuts specials created by
the Mendelson, Melendez, and Schulz.

Lee Mendelson (born March 24, 1933) is an American television producer. He is best known as the executive producer
of the many Peanuts animated specials. Mendelson left his job as a public service announcement creator to form his
own production company in 1963. His first work was a documentary on Willie Mays, A Man Named Mays. Shortly after
the documentary aired, Mendelson came across a Peanuts comic strip that revolved around Charlie Brown’s baseball
team. Mendelson thought that since he’d just “done the world’s greatest baseball player, now [he] should do the world’s
worst baseball player, Charlie Brown.” Mendelson approached Charles Schulz with the idea of producing a documentary
on Schulz and his strip. Schulz, who had enjoyed the Mays documentary, readily agreed. The 1965 documentary,
Charlie Brown & Charles Schulz, was the beginning of a 30-year collaboration between Schulz and Mendelson.

-Taken in part from en.wikipedia.org

 

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 ERIC SCHAEFFER - CREATOR, STAGE ADAPTATION

Eric Schaeffer is an American actor, writer and director. He was born on January 22, 1962 in New York, New York
and later graduated with a degree in drama and dance from Bard College. After graduating, he drove a New York City
taxi for nine years, during which time he wrote two stage plays, a novel, twenty screenplays and various other works.
Schaeffer is best known for his independent film, My Life’s in Turnaround (1993), which was made in fifteen days for only
$200,000. He adapted the stage version of A Charlie Brown Christmas, based on the television special, incorporating the
original music by Vince Guaraldi, in 2012. Tams-Witmark Music Library, Inc. began licensing this official stage version in
2013. It has been performed at hundreds of schools, churches and community theatres throughout the country. In recent
years Schaeffer has been writing an autobiographical blog, I Can’t Believe I’m Still Single, about his relationships and
ongoing search for love.
-Taken in part from en.wikipedia.org

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 Door Open On...
The Story

Play Synopsis
Join Charlie Brown, Snoopy and the whole Peanuts gang as they grapple with the real meaning of
Christmas. When Charlie Brown complains about the overwhelming materialism he sees among everyone
during the Christmas season, Lucy suggests that he become director of the school Christmas pageant.
Charlie Brown accepts, but this proves to be a frustrating endeavor. When an attempt to restore the
proper holiday spirit with a forlorn little Christmas fir tree fails, he needs Linus’ help to learn what the real
meaning of Christmas is. A musical adaptation that brings the warmth of the season to life in this cherished
production filled with the music you love and remember.

A few words about the play

and its history
The stage adaptation was created by Eric Schaeffer and is based on the television special by Bill Melendez
and Lee Mendelson, which was based on the Peanuts comic strip created by Charles M. Schultz.

A CHARLIE BROWN CHRISTMAS was first shown as an animated television special in 1965 and has been
part of the holiday tradition ever since. The stage adaptation was completed in 2013 and is an adaptation
that is officially authorized by Lee Mendelson and the Schultz family. It includes the music written by Vince
Guaraldi for the television special. The stage adaptation has been presented on stages all over the United
States, including Chicago’s Emerald City, Milwaukee’s First Stage and New Jersey Repertory.

And now, as the classic television holiday special celebrates its 50th anniversary, Stages Theatre Company
brings the animated classic to life on our main stage.

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 Door Open On...
D i s c u s s i o n
Points of
The ideas and questions in this section are designed as a springboard for student discussion after
attending the play.

BIG IDEAS
• Family Traditions
• Celebrations
• The true meaning of Christmas
• Commercialization (not just a bunch of stuff)
• Giving vs. Getting

WHAT TO WATCH FOR?

Below are a few things to watch out for as you experience the production, A Charlie Brown Christmas:

• Transformation – Watch for the magical transformation of Charlie Brown’s scrawny little tree into the
beautifully decorated tree at the end.

• Mechanics - How do you think the little tree will bend when it is weighted down with a heavy ornament? Will
it bend the way it does in the television special?

• Special Effects - There is a scene in the play on an ice skating rink. How will Stages Theatre Company put
ice on stage? Will it be something to walk on, skate on or both?

• Puppetry Magic – Look for the characters that are created with puppetry. Can you see the puppeteer? Or is
the puppeteer hidden from view? Does it matter?

• Costumes - How will Stages Theatre Company turn two-dimensional cartoon characters into three-
dimensional characters played by human actors live on stage? How will human actors become live cartoon
drawings? Look for how the costumes help in this transformation.

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 UP FOR DISCUSSION
• Charlie Brown tells Linus that he doesn’t “feel the way I’m supposed to feel” at Christmastime. Why do you think
he says that? What makes him feel sad? What does it mean to “be in the Christmas spirit?” What are examples
of “being in the Christmas spirit?” What makes you feel in a holiday mood?

• When they visit the tree lot, Linus tells Charlie Brown that the little green tree “doesn’t seem to fit the modern
spirit” but Charlie Brown thinks it will give the pageant the “proper mood.” What does Charlie Brown mean
by this? What does Linus mean when he tells him it doesn’t fit? Would it have been the tree you would have
chosen? Why or why not?

• For some people, watching the television special, A Charlie Brown Christmas is a holiday tradition. What are
some of the traditions that you have with your family around the holidays or other celebrations? (Note: the
traditions don’t have to be related to Christmas!)

• The music for this play was written specifically for the TV special by the composer, Vince Guaraldi. Did it sound
familiar to you:? How does the music add to the story? If you have a soundtrack to your life, what would it sound
like? Would the music be fast or slow? Loud or quiet? What instruments would be used? Can you hum some of
it?

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 Door Open On...
h e Cu r r i c u lum
Across t

The possibilities are numerous for using the book, the television special and the musical adaptation of A Charlie Brown
Christmas as a jumping off point for cross-curriculum and interdisciplinary study in your classroom. From units on
comparing and contrasting the television version to the stage version to lessons on traditional celebrations around the
world or from lessons on personality traits to writing comic scripts, this classic story offers a platform for reaching any
number of educational goals.

Below are a few suggestions for curriculum incorporating A Charlie Brown Christmas into your classroom studies.

Please also refer to the ADDITIONAL RESOURCE section at the end of this guide for links and resources to more
curriculum ideas and lesson plans.

Theatre Arts

ACTIVITY – Pre & Post Play Discussion (All Grades)

BEFORE THE PLAY: Read a book version or watch the television version of A Charlie Brown Christmas. With
student input, establish the expectations for the upcoming play. What actions or events might be seen on stage?
What characters might the play include from the story? Students may draw or write about what they anticipate
seeing.

Also, think about some of the logistics of transferring the story of the television series to the stage. Such as, the
characters of Snoopy and Woodstock, which are animals or that all the characters are cartoon characters. How
do the students envision humans playing these characters? What are some of the things that you might see
the actors do to portray these characters? What else might the director and designers do to help support the
cartoon elements of the story? How may this be presented on stage?

AFTER THE PLAY: Revisit the expectations to see how many were realized. Discuss the similarities and
differences from the television special to the musical, in terms of plot, characters, and action. Were the
characters as portrayed on the stage faithful to the characters in the special? How or why? How would you
describe the main “message” of the play? How was it similar or different from the original? Were the ideas and
expectations you had going into the play different than what you saw? Did you see some of your expectations
happen on stage?

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 ACTIVITY – COMPARE AND CONTRAST
The popularity of the Peanuts and wide-spread access to various aspects of the characters, story and
music present a unique opportunity to compare and contrast different story telling mediums using the same
elements. Below are a few suggestions for student activities and discussion in comparing and contrasting
different aspects of the story.

TELEVISION SPECIAL TO STAGE VERSION

Before or after seeing the play, watch the television special with your students and compare and contrast the
two dramatic mediums.
Some sample questions:
1. How were the characters portrayed on stage as compared to in the television special?
2. How was the music used in the stage version as opposed to the television version?
3. How was light used differently? Costumes? Sound? Set?
4. What are the limitations of the stage that don’t exist when animating a story for television?
5. What can you do on stage that you can’t do in animation?
6. What is the difference between two-dimensional and three-dimensional storytelling?
7. Did the story change from the television version to the stage version? How?
8. Did the characters change between the two mediums? How?
9. Did the setting change between the two mediums? How?

ADD-ON VARIATION: There are also many book versions of the television special currently available. The
book version could also be added to the compare and contrast exercise above.

“CHRISTMAS TIME IS HERE” – DIFFERENT VERSIONS OF THE SAME SONG

The song, written by Vince Guaraldi, especially for the 1965 television special has been performed by many
other artists over the years. Versions by Patti Austin, Tony Bennett, Sarah McLachlan and Diana Kall, among
others could be considered. Students can find the different versions and compare and contrast them. They
can listen for different arrangements, vocal delivery and style.

EARLY COMIC STRIP DRAWINGS, EARLY ANIMATION AND DIGITAL ANIMATION

Charles M. Schultz started drawing the Peanuts comic strip in 1950, the animated television special first
aired in 1965 and this year the new Peanuts Movie is being released. This history provides an opportunity to
compare contrast several different depictions of the characters. Some ideas would be:
• The early drawings compared to the later comic strip
• The 1965 animation compared to 2015 digital version
• Comic strip drawings compared to animation

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 Links to help with finding drawings and animation stills of different characters:
• https://www.pinterest.com/pin/555279829026298709/
• http://www.animationconnection.com/cat/peanuts
• http://www.telegraph.co.uk/film/the-peanuts-movie/trailer-snoopy-charlie-brown/
• http://www.peanuts.com/comics/#.VjkT3CtUWFk
• http://www.gocomics.com/peanuts

Links to printable Venn diagrams:

• http://www.educationworld.com/tools_templates/venn_diagram_templates.shtml
• http://www.eduplace.com/graphicorganizer/pdf/venn.pdf
• http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Blank-Venn-Diagrams-Instructions.
html

ACTIVITY – PERSONALITY & CHARACTER TRAITS

(Grades K-5)
OVERVIEW
Students will:
1. Use grade-appropriate vocabulary words to describe some of the Peanuts characters.
2. Use grade-appropriate vocabulary words to describe themselves
3. Identify the difference between “inside traits” and “outside traits”
4. Use reading comprehension skills to connect behaviors with character traits

LESSON PLAN- GRADES K-2

1. Play a guessing game with your students – Ask them to guess who they think you are describing, then
describe yourself (“brown hair”, etc.)
2. See how long it takes for students to guess that you are describing yourself.
3. Ask students to identify others with some of the same physical traits.
4. Describe character traits such as kindness and perseverance as “inside traits” that are revealed by
how we act rather than by how we look.
5. Provide pictures of several Peanuts characters. Have students describe their “outside traits.”
6. Discuss what happens in the story of “A Charlie Brown Christmas” and have students describe the
“inside traits” of Charlie Brown, Linus, Lucy and Sally.

GRADES 3-5 VARIATION

Have students write down three adjectives describing themselves and then use each one in a sentence to
describe their character.

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 ACT IT OUT VARIATION
Thinking about the different character traits of each of the Peanuts characters, have student come up with
one sentence (or line) that would be something that one of the Peanuts characters would say. Have them
“act out” the line for the class and see if the other students can guess which character the student is acting
out. EXAMPLE – “I want everything for Christmas!” (Sally)

DRAW IT OUT VARIATION

Have students answer the question, if you could choose a character to play in A Charlie Brown Christmas,
who would it be? Discuss why? Then, have the students look at the descriptions they used for themselves
and draw themselves as a Peanuts character. Display the drawings in a classroom gallery.

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 Language Arts

ACTIVITY: GRADES 3-6

SKETCHES & STORIES
“The only thing I ever wanted to be was a cartoonist. That’s my life. Drawing.”
- Charles Schulz, from the Charles M. Schulz Museum Website

OVERVIEW
Before A Charlie Brown Christmas existed as a stage version, and even before the television special first
aired in 1965, Charlie Brown and Snoopy were cartoon creations from the pen of Charles Schulz.

The first Peanuts cartoon appeared on October 2, 1950 and the first featuring Snoopy ran two days later.
In this activity, students will create their own comic strip and share both the finished work and their thought
process behind it with their fellow classmate.

This Peanuts cartoon ran on October 4, 1950 and was the first to feature Snoopy.
For this cartoon and others, please visit the Peanuts wiki site at http://peanuts.wikia.com/wiki/
October_1950_comic_strips

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 Comic strips often express messages or provide brief glances of events or stories. An effective comic tells a
story by combining images with a few choice words - or sometimes, by using no words at all! Key elements
of a comic strip include character, setting, and plot — all conveyed in a few frames through a combination
of pictures, captions, and dialogue. Due to its condensed format, a comic strip highlights only the most
important elements of its targeted topic. In this lesson, students will use character, setting, and plot to retell
and make up their own version of a story or event using a comic strip format.

GET STARTED
• Have students analyze a series of comic strips to identify characters, setting, dialogue and plot. This can
be done as a large group first and then in small groups.

• Working with one comic strip at a time, analyze with students how the comic-strip creator combined text,
quotes, and images to tell a story or event or convey a message. Have students identify the characters,
setting, and plot in each one. Point out any captions that appear and explain that these are often used to
provide a brief narration or give additional information. Have students identify speech and thought bubbles
in the examples, and tell how these devices are used: a speech bubble contains the character’s spoken
words while a thought bubble expresses the character’s unspoken thoughts. Sum up this step by telling
students that, due to limited space, comic strips focus on the main idea and the most important elements
of the topic, event, or message to be communicated.

• Have students choose a moment from their day, a moment from their past, or perhaps a well-known
moment from history. Guide their thinking to focus on one moment and think about something unusual,
funny, or strange that did or could happen in that moment - and think about how they might be able to
share that moment in the form of a cartoon or comic.

USEFUL WEBSITES FOR GETTING STARTED:

• http://www.peanuts.com/comics/#.Vje51ytUWFk – a website filled with Peanuts comic strips. Students
can read and analyze any number of Peanuts comics.

• http://www.gocomics.com/?ref=comics – Another website filled with a variety of different syndicated

comic strips for students to read and analyze.

• http://www.readwritethink.org/files/resources/lesson_images/lesson195/comic-strip-planning.pdf -
printable on comic strip planning

• http://content.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_storytrain.
pdf - Story Train - Another planning printable.

• http://content.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_
problemdiagram.pdf - Problem and solution story planner, another printable to organize story thinking.

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 LESSON PLAN
1. Using the links above for reference, ask students to bring in theatre reviews or print out your own
handpicked reviews found on these links.
2. Using the professional reviews as a jumping off point, discuss the purpose of a theatre review and
the elements of an informative and well-written review. Remind students that a review is a type of
persuasive writing that includes an opinion supported by facts and details. Have students analyze the
professional reviews and find examples of these elements.
3. Define and review literary terms that are potentially useful such as plot, characters, setting, and theme.
4. Discuss elements students may want to examine while experiencing the play, such as credible acting,
supporting musical composition, design elements and effective directing/staging.
5. After seeing the play, instruct students to write a three to five-paragraph review of Stage Theatre
Company’s production of There’s A Boy in the Girls’ Bathroom. This may be done as an in-class
assignment or assigned as homework.

Possible Extensions
• Publish the reviews in the school newspaper.
• Diagram the elements reviewed by various students.

CREATE
Use the online resources below to help with creating the comic strip in the proper format or use traditional
tools like paper and pencils! Have students choose a format for their comic. Will they work in a multi-panel
style like Charles Schulz? Do they prefer a one-panel style? Do they prefer to work in black and white
or color? Have them go through the process of choosing the format that will work best to convey their
message.

EVALUATE
Have students share their comic with their classmates. Invite them to talk through their decision making
process with creating their comic. Did their classmates understand the message they were trying to convey?

USEFUL ONLINE RESOURCES:

• http://www.readwritethink.org/files/resources/interactives/comic/ (interactive comic creator, use to create
the sketch in comic strip format.)
• www.pixton.com/schools/overview
• http://www.bitstripsforschools.com/

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 ACTIVITY: GRADES 3-8
WRITE A REVIEW
Attending a performance at Stages Theatre Company is an opportunity for your students to become critical
theatre viewers. Using the tips below, have students organize their thoughts about the performance into
writing a critical review of what they saw. Students can share their review with the class, the school, their
family and even with us!

HERE ARE SOME TIPS TO GET STARTED:

• Point of View - Have students share a short summary of the performance by placing their reader in the
middle of the action by describing some of the productions high points.

• Was there a scene or character that they especially liked? Have the student write about what made that
character or scene special to them.

• Most reviews comment on the acting, the direction, the script, the sets, the music or the costumes. Have
students choose at least three from this list to include in their reviews.

• Have students add their opinion – how did the play make them feel? But have them back up their
thoughts and opinions with reasons about why.

• Have students add a picture by drawing something they liked about the production.

PARTS OF A REVIEW:
• INTRODUCTION – The set up. What did you see? Where did you see it?
• EXECUTION – How was the play done?
• SPECIFICS – Is there anything unique about the production?
• OPINION – Was the production successful in how it was done?
• RECOMMENDATION – Is this play worth seeing? Why or why not?

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 CROSS-CURRICULUM ACTIVITES:
LANGUAGE ARTS, GEOGRAPHY & SOCIAL STUDIES
HOLIDAY TRADITIONS AROUND THE WORLD
(LINKS FOR ALL GRADES)
OVERVIEW & PLAN
The month of December offers a vast array of traditional celebrations around the world, including Christmas
and Hanukkah, but also Las Posadas, Sinterklaas, Boxing Day, Kwanzaa Ramadan, St. Lucia Day, . This
fact offers the opportunity for many curriculum connections. Below are several websites with offering
dozens of different lesson plan ideas for this cross-cultural learning:

• http://www.educationworld.com/a_lesson/lesson213.shtml - Lists links to over 10 different lesson plans.

• http://www.educationworld.com/a_lesson/Christmas-Around-the-World-Lessons-and-Activities.shtml –
Lists about 10 different activity ideas.

• http://www.scholastic.com/teachers/collection/celebrating-holidays-classroom - A list of links to lessons

and activities for celebrations around the world.

• http://www.nea.org/tools/lessons/december-holidays-k-5.html - Links and resources for incorporating

lessons, activities and units on world celebrations throughout the month of December.

• http://mrsnelsonsclass.com/lesson-units/thematic-units/holidays-around-the-world-unit/ Lesson plan for a

unit on holidays around the world for Kindergarten or Grade 1.

• http://www.todayschild.us/education/holidays%20around%20world.pdf – Lesson plan ideas for holidays

around the world. (Pre-K-Grade 3)

• http://www.whychristmas.com/cultures/ - Interactive site to learn about Christmas celebrations around the

world.

• https://www.readinga-z.com/newfiles/levels/lesson_plans/t/holidays/holidays_print.html - A comprehensive
lesson plan for learning about holiday traditions around the world. (Grades 3-6)

• https://www.readinga-z.com/book.php?id=140 – Main website with the link above (Grade 3)

• http://lessonplanspage.com/sschristmasaroundtheworldk1-htm/ - Lesson plan for learning about winter

holidays around the world (Grades K-1)

• https://images.epals.com/holidays/Holidays%20Around%20the%20World%20Unit%20Plan.pdf – A
comprehensive lesson plan and project guide for learning about holiday traditions around the world.
(Grades 3-6)

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Here is a listing of Academic Standards that can be met by attending a performance at

Stages Theatre Company and using this resource guide for pre and post performance
activities.

THEATRE ARTS (K-3)

0.1.1.4.1
0.1.2.4.1
0.2.1.4.1
0.4.1.4.1

THEATRE ARTS (4-5)

4.1.1.4.1
4.1.3.4.2
4.2.1.4.1
4.3.1.4.1
4.4.1.4.1

THEATRE ARTS (6-8)

6.1.1.4.1
6.1.2.4.1
6.1.3.4.1
6.1.3.4.2
6.2.1.4.1
6.3.1.4.1
6.4.1.4.1

LANGUAGE ARTS
Reading and Literature (Comprehension/Literature)
Speaking, Listening and Viewing
Writing

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ADDITIONAL RESOURCES
Please review all links below before sharing with students.

• http://schulzmuseum.org/ - The official Charles M. Schulz Museum website.

• http://sbomagazine.com/current-issue/5012-such-spirit-through-the-years-guaraldi-
s-peanuts-music-turns-50.html - A website dedicated to the music of Vince Guaraldi,
includes several lesson ideas incorporating the Peanuts and the music.
• http://ymiclassroom.com/lesson-plans/peanutsmovie/ - Lesson plans using the new
Peanuts movie.
• http://www.sharemylesson.com/teaching-resource/fall-in-love-with-charlie-brown-and-
amp-peanuts-gang-50036678/ - Shared lesson plans using the Peanuts characters.
These are based on the Valentine’s Day specials. You have to sign up to use the
lessons but they are free.
• http://ymiclassroom.com/lesson-plans/peanuts/ - More lesson plans using the Peanuts
gang. These are based on Spring.
• • http://www.eslprintables.com/teaching_resources/kids_worksheets/charlie_brown/ -
Printables for ELL students using the Peanuts characters.
• http://www.lessonplanet.com/search?keywords=charlie+brown+christmas – Ideas for
incorporating the TV special and characters into your classroom studies.
• FURTHER READING
• The Art and Making of Peanuts Animation: Celebrating Fifty Years of Television
Specials – Charles Solomon & Lee Mendelson
• Peanuts: The Art of Charles M. Schulz by Chip Kidd (Editor) & Charles M. Schulz
(Illustrator)
• Peanuts 2000: The 50th Year of the World’s Favorite Comic Strip by Charles M.
Schulz
• It’s a Dog’s Life, Snoopy by Charles M. Schulz
• Being a Dog Is a Full-Time Job by Charles M. Schulz
• Charlie Brown and Friends: A Peanuts Collection by Charles M. Schulz
• It’s a Big World, Charlie Brown by Charles M. Schulz
• Peanuts Guide to Life by Charles M. Schulz
• The Complete Peanuts 1950-1954 Box Set by Charles M. Schulz

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Our study guide is designed to be a resource for teachers and students before and after they attend a
production here at Stages Theatre Company.

We are always interested in how we can improve this resource to be the most effective for you and your
students. We would like to you to share with us what activities or discussions from this guide that were the
most useful for you.

You can email your responses to Jeannine Coulombe at jcoulombe@stagestheatre.com

Thank you for attending Stages Theatre Company!

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