Adventure Theatre MTC
presents
Caps for Sale
Thursday, October 15, 2015
Based on the children’s book by Esphyr Slobodkina
Adapted for the stage by Michael J. Bobbitt and Ann Marie Mulhearn Sayer
Music and Lyrics by Bill Yanesh
Premiered at Adventure Theatre MTC in Montgomery County, MD in 2015
STUDY GUIDE
Study Guide for “Caps for Sale” (2015/2016 National Tour)
7300 MacArthur Blvd. in Historic Glen Echo Park, Glen Echo, MD. 20812
This Study Guide created by the Education Department at ATMTC January 2015
Caps for Sale
January 2015
Dear Teachers,
Get ready for one of the most beloved children’s books of all time to hit the stage:
Caps for Sale! Based on the best-selling and award winning book by Esphyr Slobodkina, Adventure Theatre MTC is thrilled to premiere this delightful musical adventure of Pezzo the peddler, his wise friend Essie, and a band of mischievous
monkeys for young audiences everywhere.
While Pezzo may have gotten himself into trouble by napping on the job, I hope
the lessons contained in our study guide will please and make great connections
for our educators! We hope you use the lessons contained within to further the
theatrical experience and to aid you in achieving your curriculum goals for the
year.
The information in Section 1 of this Study Guide includes discussion topics and
points that been designed for you to share with your students before seeing our
show; Section 2 contains lessons, activities, and exercises for use in your classroom, and Section 3 includes all the Study Guide answer keys, an index of the
associated Common Core and National Arts Standards, as well as a Study Guide
Evaluation form. I would be most pleased if you would take a moment to tell me
how I’m doing in preparing these guides for you!
As you work through this study guide with your students, both before and after the
show, feel the love, as we have for this production, its beauty and life affirming
credo.
Onwards and Upwards!
Kathryn Hnatio Vicere
Education Director, Adventure Theatre MTC
Pre-Show Activities
Showtime Rules
Before coming to the theatre, you may want to prepare your students for the experience by going over the
basic rules of theatre etiquette.

Please remain settled and seated during the performance. Remember, the actors on stage can hear you!
And, no feet on the seats! Of course, laughter and applause at appropriate times are always appreciated!

Please leave all candy, food, and drinks (including water) outside of the theatre. Eating during a performance is very distracting and can get messy!

Because the theatre will be dark during the performance, please use the restroom before the show! If it is
an emergency, alert an usher or a teacher who will help you leave and re-enter the theatre.

Please turn off all cell phones and electronic devices that might interfere with theatre equipment and everyone’s enjoyment of the performance.

After the show, please follow your teachers’ instructions- the bus might not be in the same place it
dropped you off!
Pre-Show Discussion Topics
Before seeing the show, engage in one of the following discussions:
1. A peddler, or a traveling salesman, is a person who travels from place to place selling something—
perhaps food or clothes. If you were a peddler, what would you want to sell? Why?
2. The musical Caps for Sale is based on the book of the same name. What do you think will be different in
the play? What do you think will be the same? What do you think the characters will sing about?
3. Why is it important to help a friend in need? What if you don’t believe that they need your help?
Vocabulary
All Grades: Use these words from Caps for Sale to stack your vocabulary cap a little higher this week! Discover the definitions with your class, and make some sentences together.
caterwaul
thieves
absconded
mischievous
peddler
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015
barber
English/L.A. /Theatre Arts Lesson
INTRODUCTION:
In Caps for Sale, the peddler Pezzo has his caps stolen! Before he discovers that a group of
mischievous monkeys took his caps, Pezzo lets his imagination run wild in the song “Bears and
Pirates and a Thousand Thieves,” setting the town into a flurry.
Your students will let their imaginations run wild while imagining a different ending to the play.
LESSON OBJECTIVE:
Students will demonstrate the ability to sequence a story and think creatively by creating a different
ending to the play Caps for Sale.
Students will engage their physical creativity by acting out the new play endings.
SUPPLIES:

Pirates, Bears, and Thieves, Oh My! Worksheet
INSTRUCTIONAL PROCEDURES:
PART 1
1. As a large group, review with students the events of the musical Caps for Sale.
Help students identify the beginning, middle, and end of the story.
2. Ask the students about the song “Bears and Pirates and a Thousand Thieves” and
begin a discussion with students about the premise of the song. What if the monkeys didn’t take
the caps? What if it was pirates, or bears, or a thousand thieves? Ask students to share
ideas of how the story would be different if the monkeys had not taken the caps.
3. Distribute/display the Graphic Organizer. Worksheet. Have students complete the worksheet as
individuals, pairs, or as a class, depending on age and ability level.
PART 2
1. Once the worksheet has been completed, ask groups to act out the different endings.
2. Assign roles to the students (ex. Pezzo, pirates, townspeople, caps).
3. Establish a “stage” and using collaborative input of the students establish tier entrances,
exits, and assign lines as appropriate.
ELA/Theatre Arts part 2
4. Briefly rehearse. The teacher may act as a narrator for the action, if needed, depending on age
and ability of the students.
5. Rotate roles and endings as needed.
Extended Learning: Have students choose 3-4 endings. Break into groups and assign one ending
per group. Have students write out the script, rehearse, and then perform for each other.
CLOSING:
Have students discuss each other’s performances.

What did you think the other actors did really well?

Did you learn anything from the professional production that you tried to repeat?

What makes a performance really good? Really funny?

What would make your performance better?
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015
Prates, Bears, and Thieves, Oh my!
Name:_________________________________________________________
Use the graphic organizer to create a new ending for the play Caps for Sale.
Pezzo woke up from his nap and realized all his caps were missing!
The caps were taken by (circle your choice):
Pirates
Bears
A Thousand Thieves
Next, Pezzo runs into town, to tell the other villagers what happened.
He says “___________________________________________________________________!”
The townspeople say “________________________________________________________!”
Then... (Choose One):
The townspeople and Pezzo go out to
find the thieves and….
OR
Name one exciting thing that happens
on the way.
The cap – stealers come back to the
town and then...
Describe an exiting event that happens
when they come back.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Pezzo and the villagers get the caps back by…
(Do they use a trick? Ask nicely? Not get them at all?)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
The end.
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015.
Lesson 2: Glyphs
INTRODUCTION:
In Caps for Sale, Pezzo tries to sell his caps to the different people of his village. He has many
different kinds of caps to sell. Sometimes, the cap or hat a person wears can tell a lot about
them.
LESSON OBJECTIVE
Students will use glyphs to show different facts about themselves relating to their experience in
seeing Caps for Sale.
SUPPLIES

Grab a Glyph ! Worksheet, Cap Template (Optional)

Colored pencils, crayons or markers. (Optional: Construction paper, feathers etc.)

Blank Paper
INSTRUCTIONAL PROCEDURES:
1. Briefly introduce and describe a glyph to students, as a picture that can tell us information,
with the use of a legend, or key.
2. Distribute the Grab a Glyph! Worksheet, and have students read and circle their answers.
3. Assist students as they create their glyphs on a separate sheet of paper, or by using the cap
template as a starting point.
CLOSING:
Have students read the information from the glyphs to answer the following (or similar) questions:



What character did our class like the most?
What kind of cap was the most popular? Least popular?
Do most kids want to sell caps?
Ask the students to describe the evidence for their answers within the glyphs. Use bar, line and pie
graphs to back up their responses, or to illustrate another way that information from a glyph can be
used.
Lesson 2: Grab a Glyph!
Name:_________________________________________________________
Read the questions. Circle your answer choice. Use your choices to draw and color in your
own cap!
1. I like to wear hats.
Shape of
Cap
2. My favorite animal is a monkey.
Yes
No
Round
Square
Color of
cap
Yes
No
Red
Blue
3. If Pezzo came to my town, I would buy a _________ .
Draw this on
your cap:
Brown Cap
Grey Cap
Red Cap
Brown Stripes
Grey Triangles Red
Rectangles
Blue Cap
Checkered
Cap
Blue Squares
Black Stripes
4. My favorite character from the musical Caps for Sale is:
Feather
Color
Pezzo
Essie
Scaramouche
Monkeys
Grocer
Barber
WindowWasher
Green
Feather
Blue
Feather
Red
Feather
Yellow
Feather
Orange
Feather
Purple
Feather
Black
Feather
5. I am _____ years old.
Draw the same number of circles as your age on your cap using the color you pick below:
It would be fun to sell caps.
Circle Color
Yes
No
Orange
Brown
Cap Shapes Template
Round Cap
Square
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015
Activity pages: Rhymes
Name:_________________________________________________________
Circle the words that rhyme with cap.
sap
map
sat
cow
tap
rug
top
rap
hat
Circle the words that rhyme with hat.
bat
top
sat
mat
rat
rug
map
pat
hug
Activity pages: Monkey maze
Name:_________________________________________________________
Help the monkey through the maze to grab his cap!
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015
Activity pages: Design a Cap!
Name:_________________________________________________________
Design and color your very own cap!
Curriculum Standards Index
Page
Lesson
page 3
Grade Content Standard
Type
Standard #
pages 4-6
Vocabulary
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
Pirates &
Bears...Oh My!
pages 7-8
Grab a Glyph!
K
Common Core Standards
CCSS.Math.Content
K. MD. A. 2
pages 7-8
Grab a Glyph!
K
Common Core Standards
CCSS.Math.Content
K.CC.B.4-5; C.6
pages 7-8
Grab a Glyph!
All
Common Core Standards
CCSS.Math.Practice
MP2
pages 7-8
Grab a Glyph!
1
Common Core Standards
CCSS.Math.Content
1.MD.C.4
pages 7-8
Grab a Glyph!
2
Common Core Standards
CCSS.Math.Content
2.MD.D.10
pages 7-8
Grab a Glyph!
3
Common Core Standards
CCSS.Math.Content
3.MD.B.3
page 10
Rhymes
K-3
Common Core Standards
CCSS.ELA-Literacy
L. (K-3).1
page 11
Maze
K-3
Common Core Standards
CCSS.Math.Practice
MP1
page 12
Design a Cap
K-3
National Arts Standards
Creating: Anchor Standard 1
VA:Cr1.2.2a
pages 4-6
pages 4-6
pages 4-6
pages 4-6
pages 4-6
pages 4-6
All
Common Core Standards
CCSS.ELA-Literacy
L. (K-3).4
K-3
Common Core Standards
CCSS.ELA-Literacy
R. (K-3).3
K-3
Common Core Standards
CCSS.ELA-Literacy
W. (K-3). 3
K-3
Common Core Standards
CCSS.ELA-Literacy
SL. (K-3).1
K-3
Common Core Standards
CCSS.ELA-Literacy
SL. (K-3).4
K-3
Common Core Standards
CCSS.ELA-Literacy
SL. (K-3).6
K-3
National Arts Standards
Creating: Anchor Standard 1
TH:Cr1.1.2.
K-3
National Arts Standards Performing: Anchor Standard 4
Study Guide prepared for Caps for Sale by Adventure Theatre MTC January 2015
TH:Pr4.1.2.
Resource Guide Evaluation Form
We value your input. Please take a moment to let us know how we are doing.
School ____________________Grade Level of Your Students _____ Show Title ____________
Did you use this Study Guide?
YES
If yes, how much did you use it? All
NO
A lot
About Half
Only a Little
Please circle the appropriate response:
6=strongly agree
5= agree
4=somewhat agree
3=disagree somewhat
2=disagree
1= disagree strongly
For me, this Study Guide enhanced the play
6
5
4
3
2
1
N/A
The lessons offered fit into my curriculum
6
5
4
3
2
1
N/A
Overall, I found this Study Guide Useful
6
5
4
3
2
1
N/A
Did you get the Study Guide in time to prepare for your theatre experience?
YES
NO
Was there a specific lesson or activity that you really enjoyed or didn’t like at all? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What would you like to see offered in future Study Guides?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If you have additional comments, good or bad, about this Study Guide please use the additional
space below or the back of this form. Your comments and suggestions are greatly appreciated.
Fax your response to 301-634-2269.
What was your favorite part of the show?
What did you like about the show?
Draw a picture or write about what you saw at the show:
We’d love to hear about your experience and (if it’s all right with you) would love to post your
reactions on our web site and facebook pages. Send your comments/pictures/letters to:
Youth Matinee Series, 102 Scheman, Ames, IA 50011-1113
Theater Etiquette
We are delighted to have you as our guest and want your experience to be an enjoyable one. Attending a live performance is very different
from
"LUEGRASS
*AZZ
watching television or going to the movies. You are not simply watching what is happening on the stage; you play an active role. The artists have
worked very hard to prepare this performance for you, so please remember the golden rule:7ORLD
Treat others the way you would like to be treated.
Here are a few guidelines to help you—and your fellow audience members—enjoy the performance:
Be Prepared
Be Aware
• Arrive early. Please plan to arrive at the theater at least
15 minutes before curtain time. Be generous in your
estimation of travel and parking time.
• Plan ahead to meet anyone in your group who travels
separately. Once inside the theater, ‘saving seats’ for
friends will only prove frustrating to all involved.
• Remember to turn off all beepers, cell phones, and watch
alarms before entering the theater (And then double
/RCHESTRA
check!) and leave all laser pointers, cameras,
etc. at home.
• It’s ok to talk quietly with those sitting next to you before
the performance; however, when the lights dim, it’s time
to be quiet and direct your attention to the stage.
• Practice the International Sign of “Quiet Please!” by
silently raising your finger to your lips to politely remind
a neighbor or friend. You communicate your wish for
quiet without adding to the distraction. Excessive noise or
motion can disturb not only other audience members, but
-USICAL
the&AMILY
performers as well.
• Take everything you brought with you when you leave.
Once the cast has taken their bows and the house lights
come up, check under your seat for any items (coats,
backpacks, etc) you might have placed there.
Be Courteous
• Walk, don’t run, when entering or leaving the theater.
The term “break a leg” means good luck to the performers
not the audience!
• Do not take food or drink into the theater, and please –
NO GUM!
• Please take children out of the theater if they become
restless and disrupt other's ability to listen.
• Actors love to hear applause—it shows how much you
enjoyed the performance. If you like something,
applaud– if not, don’t. It’s rude to boo or whistle.
Be Open
• A good audience member is
open to new sights and sounds.
Enjoy!
4HEATER
Getting to Ames
$ANCE
Ontario St.
13th Street
Blvd
Hilton
Coliseum
Stephens
Auditorium
24th Street
.
State St.
S. Dakota Ave.
Beach
Mortensen Rd.
University Blvd.
Center Drive
Iowa
State
Center
Univ
ersity Blvd.
Iowa State
University
Lincoln Way
13th Street
Duff Ave.
Scheman
Building
Dayton Ave.
Lincoln Way
y
Universit
Beach Ave.
Fisher
Theater
Grand Ave.
Stephens Auditorium is part of the Iowa State Center located at the corner of University Boulevard
(formerly Elwood Drive) and Lincoln Way in Ames, Iowa. Plentiful parking is available on all
sides of the building. Please follow traffic directors’ instructions if you are asked to park
in a specific location. Handicapped-accessible and limited-mobility
parking is available on the west side of the auditorium.
Lincoln Way