ENRICHMENT GUIDE
School Dates
JANUARY 21 - FEBRUARY 17, 2010
WWW.FirstStage.org
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Inside the Guide
A Note to Teachers and Parents
Setting the Stage
preparing for the play
Synopsis. . . . . . . . . . . . . . 2-5
A Word from
Cornelia Funke . . . . . . . . . . 6
An Interview with
Corneila Funke . . . . . . . . . . 7
About the Playwright. . . . . . 8
Recommended Reading. . . 9
Pre-Show Questions. . . . . . 9
For Teachers
Curriculum connections
before or after the play
HISTORY
Venetian Mask and Canival . . . 11
LANGUAGE ARTS
Dear Teachers and Parents,
Dreams and mystery will capture your imagination in the thrilling adventure of THE
THIEF LORD, based on the book by Cornelia Funke and adapted for First Stage by resident playwright James DeVita. Set in Venice, Italy, a central theme of this story is identity: how we see ourselves, how others see us, the masks we wear, our dreams of who
we will become, and the search for our true identities. THE THIEF LORD explores family
and friendship, and loyalty and trust through the eyes of an eclectic cast of characters
who are all the while trying to find themselves and their place in the world.
Enclosed in this enrichment guide is a range of materials and activities intended to help
you discover connections within the play through the curricula. It is our hope that you
will use the experience of attending the theater and seeing THE THIEF LORD with your
students as a teaching tool. As educators and parents, you know best the needs and
abilities of your students. Use this guide to best serve your children—pick and choose,
or adapt, any of these suggestions for discussions or activities. We encourage you to
take advantage of the enclosed student worksheets—please feel free to photocopy the
sheets for your students, or the entire guide for the benefit of other teachers.
Choose Your Own Adventure. . . .
. . . . . . . . . . . . . . . . . . . . 17 - 18
Speaking Italian. . . . . . . . . . . . 22
HUMANITIES
Exploring Identity. . . . . . . . . . . 13
The Growing up Game . . . . . . 14
Honesty, Trustworthiness
and Loyalty. . . . . . . . . . . . 15-16
Discussing Adoption. . . . . . . . 19
Social Studies
Fun Facts About Italy. . . . . . . . 10
Diversity of Families. . . . . . . . . 20
Best regards,
Julia Magnasco
Education Director
(414) 267-2971
GeogRaphy
Italy, on the Map. . . . . . . . . . . 21
Science
Gelato. . . . . . . . . . . . . . . . . . . 23
First Stage Policies
ART
Venetian Mask Making. . . . . . . 12
Curtain Call
Post-Show
Discussion Questions . . . . . . . 23
Who Said It?. . . . . . . . . . . . . . 24
Who Said It? (Answers). . . . . . 25
•
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The use of recording equipment and cameras are not permitted during the performance.
Food, drink, candy and gum are not permitted during the performance.
Electronic devices are not permitted in the theater space.
Should a student become ill, suffer an injury or have another problem, please escort him
or her out of the theater space.
In the unlikely event of a general emergency, the theater lights will go on and the stage
manager will come on stage to inform the audience of the problem. Remain in your seats,
visually locate the nearest exit and wait for the stage manager to guide your group from
the theater.
Seating for people with disabilities: If you have special seating needs for any student(s) and
did not indicate your need when you ordered your tickets, please call our School Sales
Specialist at (414) 267-2962. Our knowledge of your needs will enable us to serve you
better upon your arrival to the theater.
Setting the Stage : Synopsis
I
t is night in Venice and two young brothers, Bo and Prosper (also known as Prop)
are being pursued by the Italian police.
Just as a policeman spots them, the figure
of a girl appears and the boys are led off
by Hornet.
help. Mosca eagerly asks for details, “How
did the job go?” Scipio tosses a newspaper
to them which details the success of the
break-in at the Palace Contadina. Mosca is
confused, since they had previously staked
out another place for the job. Scipio brushes
it off as a change of plans while he empties
out a bag full of silver spoons, a medallion,
a magnifying glass, and golden tongs with
precious stones. Scipio stresses to the others that since these are all expensive items,
they must get a good price from Barbarossa
this time. Bo is confident that his brother will
be able to get a good price since they used
to haggle at the flea market. Shyly, Prop dismisses it until Scipio explains that haggling
will be the way he can pull his weight in the
group. After agreeing, the group is given the
details about where to meet Barbarossa.
Scipio exits just after giving them a final detail: they are to get no less
than 2,000 lire for the stolen treasures.
At Private Detective Victor Getz’s office,
Getz is trying on a large mustache and wig
when there is a knock at the door. Esther
and Max Hartlieb enter his office. Aware
of his disguise he quickly takes it off and
explains it is simply for camouflage. Esther
hands Victor a photo and explains that she
has lost the two boys in the photo. They are
not her children, they are her sister’s, who
passed away three months ago. Esther
only applied for custody of the younger
boy, Bo, since they couldn’t take them
both. According to her, Prop was acting
like a lunatic, accusing them of stealing his brother, and the boys ran
away eight weeks ago from their grandfather’s house in Germany.
Victor asks Esther and Max why they believe the boys are in Venice
and Esther claims that it is because their mother filled their heads
with wondrous stories of the city, telling them it was magical and a
living fairyland. Max claims that the police have been no help so they
need Victor to take on the case. Victor accepts the case and the two
exit briskly. To himself, Victor discusses his distaste for the Hartliebs.
He crosses over to a small crate where he keeps his pet turtles and
attempts to feed them. He grows concerned that they are not eating,
so he gathers up the crate, stating that perhaps they need to take a
walk for some fresh air. They exit.
In the antique shop, Barbarossa, a gruff, sharp tongued shop owner,
flips the sign from “Open” to “Closed” as he blows his nose and exits.
The bell sounds and he re-enters slowly, espresso in hand. Coughing,
he opens the door and shoos the boys away. After mentioning that
they represent the Thief Lord, Barbarossa lets them in hoping they
brought something good. Spying something in the loot that he likes,
he quickly dismisses it as “nothing worth much of anything” and gives
them a low offer. Prop counters with a much higher price at which
Barbarossa is outraged. Prop begins to put the pieces back into the
bag, as if to communicate that they will not waste their time with his
offers. Barbarossa throws out a few more deals as Prop continues
to nonchalantly pack the bag until he picks up the prized tongs.
Barbarossa stops him and offers a final 200,000 lire. With confidence
Prop replies, “Deal.” Before they leave, Barbarossa offers up another
job for the Thief Lord, one with a very generous payment from a Count.
As Riccio and prop head back to the hideout, Victor, dressed in a
mustache and wig and eating a powdered donut, bumps into the boys
on the street. As Prop recognizes Victor he suddenly takes off running
with Riccio trailing after. Victor follows, but the boys lose him quickly.
Inside the Star Place, an abandoned movie house, Hornet brings in
Prop and Bo, who are getting hungry. From inside we hear Riccio’s
voice questioning the presence of the new kids. Hornet pushes
through with the boys while Riccio warns that she can deal with the
Thief Lord. Prop inquires about the Thief Lord, to which Riccio replies,
“he’s the greatest thief in all of Italy. Maybe even the entire world.”
With a groan Hornet introduces the boys to Riccio and Mosca, who
explain that this is the Thief Lord’s hideout. After introductions, Hornet
tells the others about how Bo and Prop were trying to escape the
police. Bo begins coughing and Mosca assures him that they can get
whatever he needs, even if they must steal it. Prop strongly opposes
this but the others knowingly insist that in the end he will do whatever
he needs to in order to survive. After more questioning, Scipio, the
Thief Lord, enters dressed in a black cape and sports a Venetian bird
mask. Scipio questions the boys as to why they are in his hideout and
Hornet and Mosca come to their defense, as Bo is sick and needs
Prop and Riccio reach the hideout and Prop reveals to Scipio that they
were being chased by a detective. Riccio brags about Prop’s deal that
he made with Barbarossa and everyone is amazed at the amount of
money they got. Prop tells everyone why the detective may be after
them, more specifically after Bo. Prop thinks they should leave. Scipio
tells him the story about how his father hated him and treated him like a
pet. He vows to never turn away anyone that needs help. Riccio finally
2
Setting the Stage : Synopsis
This upsets Bo greatly and he calls Prop a
chicken, saying he is scared of everything
and that is the reason they ran away. Bo
pushes Prop and runs off crying.
tells Scipio of the new deal Barbarossa
offered and Scipio texts Barbarossa back
accepting the job. Barbarossa texts back
with the details: they meet at Saint Mark’s
Basilica tomorrow at 3:00.
Victor approaches a very large house
belonging to Signor Massimo and rings the
bell. Offstage, we hear Massimo scolding
Scipio. As he comes to the door we hear
Scipio pleading with his father. The father
dismisses his begging and turns to Victor
at the door. Victor introduces himself and
discusses his interest in “The Palace” which
he discovered is owned by Signor Massimo.
Scipio enters, interrupts their conversation
and Massimo scolds him once again just as
Scipio recognizes Victor. Victor then explains
that he is writing an article on the theaters
of Venice and was hoping to look around
the Star Palace. Massimo gladly agrees as
he thinks this may help him sell the place.
Massimo gives him a card and the keys to
the theater as the maid calls him over for a
phone call. Massimo orders Scipio to take care of Victor’s receipt for
the key and requests a copy of the article as he exits to take the call.
Victor and Scipio stare at each other. Victor asks him where his bird
mask is and Scipio dashes away.
In the piazza by Barbarossa’s shop, Ida
Spavento, a photographer, sits at a table
in the café, taking an occasional picture
and looking at the menu. Victor enters,
dressed as a tourist, sipping an espresso
and searching the piazza. Just then, he
notices the children and takes out his opera
glasses.
The kids enter with Scipio dressed in a cape
and mask. Victor tries to remain inconspicuous as he watches them from beside Ida’s
table. Meanwhile, Scipio directs the group:
Prop and Mosca will go with him while Bo,
Riccio, and Hornet stay by the fountain.
This upsets the others but Scipio assures
them that it is for their own safety. As they
leave for the Basilica, Prop warns Bo to
stay close to the others and not to talk to anyone. The group exits
in opposite directions as Victor looks back and forth deciding which
group to follow. Victor decides to follow Bo’s group.
Scipio, Mosca, and Prop quickly retrieve the information from the
Basilica. Meanwhile, Bo, Hornet, and Riccio cross the bridge and stop
to sit, while Victor follows closely behind. Hornet advises Riccio to
keep an eye on Bo. Riccio lazily takes out a comic book and glances
at Bo. Victor, standing on top of the bridge, begins to drop nuts in a
coffee cup below, trying to get Bo’s attention. Bo creeps closer, trying
to get involved in the game. Victor offers him some nuts so that he
can try. They continue their game with friendly banter as Victor tries to
get information out of Bo. Bo divulges details about his present situation: Bo tells him of Scipio, and that they live in a movie theater. Just
then, Scipio, Mosca and Prop enter and see Bo with Victor. Prop yells
a warning to Bo as the others rouse and start after Bo. Victor hurries
away, but not before snapping pictures of the two boys. Prop is visibly
upset and questions Bo about the encounter.
As the kids discuss the details of this seemingly easy job back at the
theater, Scipio rushes in urging everyone to leave the Palace. The
group is confused by Scipio’s fancy clothing. He tells them that he will
explain later. Puzzled by the situation, everyone gathers things. They
hear a noise and quiet down. Mosca and Scipio grab the flashlight,
Prop hits the lights and they all hurry off.
As the lights come up, we hear keys and Victor enters the theater
stumbling on debris and fumbling with a flashlight. He shines the light
around looking for evidence of the boys. He is afraid they have flown
the coop until he hears a sound. Flashlights are seen behind the curtain. Bo peeks out from behind the curtain, calling out for Victor. Bo
plays a hide and seek game with Victor, and then suddenly the kids
jump out from behind the curtain and capture Victor, which we see in
silhouette behind the curtain. Victor is revealed, tied up and gagged
as he is rolled out sitting on a crate. After a line of questioning, Scipio
orders the group to lock him in the bathroom. Mosca notices turtles
off to the side in a crate. Victor yells beneath his gag. Confused and
concerned about Victor’s outburst, Prop removes the gag and Victor
explains that his turtle Paula is sick. He requests that the group give
Paula and her turtle husband some fresh air and lettuce. Prop orders
the group to find some food while he frisks Victor, confiscating a cell
phone, notes, and keys. While looking through the cell he notices that
Victor has been talking with his Aunt Esther. Victor tells Prop that he
has no intention to hurt anyone; he is interested in finding Bo a better
Once safe inside the Palace, Scipio opens the Count’s envelope.
They find a floor plan along with a picture of a wooden bird’s wing that
they are to steal. Scipio reads the letter that contains the following
information: the house belongs to Signora Ida Spavento, they must
call Barbarossa when finished, and he will arrange a meeting and
payment. Scipio glances at his watch and tells the group he is late to
a meeting with another client. When Mosca offers to go with, Scipio
says that it is too dangerous and that they should stake out Ida’s
house. Bo offers his help because he can squeeze through small
places but Prop denies his request and says he will not help either.
3
Setting the Stage : Synopsis
place to live. Prop is disturbed that no
one seems to care about the rest of
the group. The others return with vegetables for the turtles as Prop gags
Victor again. Prop thinks he and Bo
should leave because Esther knows
where they are but Mosca assures
him that Scipio will take care of them.
Victor rattles the chair, trying to speak,
and when his gag is removed, he
reveals that Scipio is a big liar and they
should check out his other identity at
Strada Bollani.
the Merciful Sisters orphanage
by a wizard. Soon after, magical things would happen at the
orphanage; children would turn
into grown-ups and grown-ups
into children. Rumors cycled
around Venice of this magical merry-go-round and it was
stolen, never to be seen again.
Yet, the thieves left behind
this wooden wing. Ida found
it in the attic in the orphanage
where she lived after her mother died. She makes a deal with
the kids. She will give them the
wing if she gets to follow them
to the merry-go-round. They all
eventually agree to Ida’s plan.
Outside, the kids are searching for
Strada Bollani number 223, the place
Victor mentioned previously. They
approach a “castle” and Bo rings the
doorbell. Riccio is concerned that Scipio will be upset if he catches
them spying on him. The maid answers the door and Prop asks if
Scipio lives there. The kids stare at Scipio as he descends down the
stairs. Massimo enters strictly ordering Scipio to get back to his piano
and get rid of his friends. Hornet and Mosca are upset that Scipio has
lied to them and claim he is nothing but a rich boy who steals from
his own house. The kids demand more answers, but Massimo once
again loudly reminds him to get back to work. The kids exit.
Back in Victor’s office, he meets with Esther and Max. He tells them
that the boys are no longer in Venice. Although skeptical, Esther says
she will post reward posters all over the city, despite Victor’s warning
of greedy people. Unfazed, Esther is still only concerned about Bo.
Max reveals that he really doesn’t like children because they have no
idea what is important. Victor has had it with the two and walks away,
severing all ties with them. As Esther yells toward him, he completely
ignores her saying, “I have to warn the children.”
A cell phone rings in the Palace while Victor stumbles on, partially
bound and one shoe off. He finds his phone only to be met with
Mrs. Hartlieb on the line. With conviction, he tells her he has reason
to believe the boys are in France. They agree to a meeting and upon
hanging up he empathizes with the boys’ plight. He scribbles a note
and leaves it where it can be seen. He hears the kids returning, grabs
his keys and exits through the front of the Palace. The kids enter and
Mosca discovers the note. In it, Victor promises not to tell Esther of
their whereabouts so long as they do not go through with any more
robberies. Hornet and Mosca decide to go through with the plan
anyway. Prop is reluctant to go through with the robbery, but Hornet
assures him that when they get the 5,000,000 lire, they will no longer
need the Thief Lord or hideouts. They will stick together, like a family.
Barbarossa calls the kids to schedule their meeting with the Count.
The following day the kids arrive at the docks to collect their reward.
Barbarossa sneaks on and stays hidden, spying on Bo, whom he
plans to capture and collect a reward. The Count and Countess enter
dressed in dark clothes. Prop hands the wing to the Count. Both
elated, they toss a bag at the kids’ feet and quickly leave. During this,
Barbarossa quietly sneaks on and snatches Bo, covering his mouth,
and hauls him away. Just as Ida exits to follow the Count, Prop discovers Bo is gone. They frantically search and call out for him to no avail.
Prop completely breaks down. Hornet tries to comfort him. He pushes
her away and runs off. They resist calling the police when Mosca
remembers Victor’s note urging them to call if they need help.
Later that night, in Ida Spavento’s house, the kids silently creep
around with flashlights while Mosca tries to read the floor plans.
Another flashlight flicks on, startling everyone. Scipio appears, dressed
in a mask, coat and leather gloves. Scipio scolds them for stealing
his job. The fight escalates and the boys begin wrestling on the floor.
Suddenly the room fills with light and Ida Spavento is seen standing
above them with rifle in hand, pointed at Riccio. Riccio pleads with Ida
not to shoot him while the others beg for her not to call the police.
She lowers the gun and asks what they are after. Riccio tells her they
need the wing. Ida brings over the wing wrapped in cloth and opens
it. The kids are amazed at its beauty. Ida tells the story of the wing:
150 years ago, a beautiful and magical merry go round was given to
Later in Victor’s office, Scipio, Riccio and Mosca tell him the story
of Bo’s abduction. They tell him that Ida followed the Count and
Countess out to the Secret Island. Hornet offers him money to help
find Bo and Prop. Victor is not interested in the money, but when he
takes a look at their bag of money, he determines it to be counterfeit.
Just then, Victor’s phone rings and goes to the answering machine. It
is Esther. She tells him that a very nice antique dealer delivered Bo to
them. Partially relieved to know where Bo is, Scipio heads out to look
for Prop while Victor questions Riccio and Mosca about Ida.
Scipio returns to the Star Palace to find Prop. He is excited to tell Prop
that they found Bo. Prop regrets leaving him alone and feels hope-
4
Setting the Stage : Synopsis
less that he will never see him again. Scipio hatches a plan. They
will go to the island and ride the merry-go-round so that they can be
grown-ups. Then, he can adopt Bo himself. Prop is reluctant as he
does not believe the magical story, but with a little coaxing, he leaves
with Scipio.
out a check in order to turn Bo over to their care. Victor enters dressed
as a chef brings in Barbarossa, who is now named Ernesto. In a way
to peak Esther’s interest, he describes how he is a sensitive boy and
teased by his peers. Through fake tears, he explains how his poetry
journals were taken away. Esther sympathizes and the two talk about
their love of art. Ida privately tells her that perhaps the two should
spend some time together. Barbarossa sits looking perfectly angelic
and asks to hold Esther’s hand. With that, she is sold. They exit hand
in hand and she is overjoyed.
The boys make it to the Secret Island. The Countess, now a child,
steps in front of them, rifle in hand, engulfed in a black dress. Scipio
demands to see the Count about the counterfeit money unless he
agrees to let them ride the merry go round. The Countess leads them
off to the merry-go-round. The Count, also a child, apologizes to the
boys for cheating them out of the money – it was Barbarossa’s idea.
Scipio demands the money and the Count reveals that he is actually
quite poor so he cannot pay up. The Count agrees to let them take
a ride on the merry-go-round. Scipio is eager and after a few instructions, hops on the ride. Prop does not want any part of it. The Count
gives the ride a start. Moments later, Scipio appears grown up. and
Barbarossa enters with the rifle pointed the Countess. Prop, Count,
and Scipio hide. Barbarossa demands for the Countess to reveal the
secrets of the island. Scipio steps out to confront him. Barbarossa is
taken back and believes Scipio to be Signor Massimo. Scipio tricks
Barbarossa into getting on the merry-go-round. The merry-go-round
begins to spin out of control and Barbarossa becomes more and more
frantic. The merry-go-round falters and finally breaks down and a child
Barbarossa appears. Scipio and Prop turn to leave and ask the Count
and Countess to go with them. They turn down his offer because the
island is their home. Barbarossa begs to go with the boys because
he’s too little to do any of the things he used to do. Scipio is having
a good time bossing him around and threatens to send him to the
orphanage if he doesn’t behave.
All the kids enter from hiding and celebrate. Victor turns to Scipio,
interested in what he plans to do with his life now. Victor suggests that
he needs to get a job now that he is a grown-up. Hornet, Prop and Bo
all decide to live with Ida. Mosca and Riccio turn down the invitation.
Victor is pleased to have another case wrapped up; however he hints
that he could use a secretary. Scipio jumps at the chance to work
with Victor. Victor happily agrees and then the phone rings. It is Esther
and she is thrilled about adopting Barbarossa. Everyone celebrates
and laughs.
Esther and Barbarossa enter eating gelato and sipping espresso while
Max follows behind them carrying an exorbitant amount of shopping
bags. Prop and company look on as he says, “it’s a match made in
heaven.”
The next evening, there is a knock at Victor’s office. Hornet, Mosca,
and Riccio are still there. Esther enters in frenzy, telling them Bo has
run away again. She wants nothing to do with him anymore because
he is throwing fits and acting out. She doesn’t care if the police get
him or he’s put in an orphanage. Suddenly, Ida enters with Bo, and
everyone but Esther is excited to see him. Bo tells everyone that he
ran away to Ida’s house. Just then, there is another knock at the door.
It is Barbarossa, Scipio and Prop. Bo and Prop are reunited and the
group embraces. Scipio introduces himself and after a second of
confusion, everyone is amazed that the magic of the merry go round
was true. Everyone is confused about what to do with Barbarossa until
Bo suggests that Esther may like him since they appear to have a lot
in common. This gives Scipio an idea.
The next day the kids dress Barbarossa up in ratty clothes. Even
though he is reluctant about the plan, the fact that Esther is very rich
convinces him to go through with it. Ida enters dressed as a nun,
pretending her house is the regional office of the orphanage. Esther
rings the bell and enters confused – why she was asked to be at the
orphanage in person. Ida tells her Bo was recovered by the police
and turned over to them. She hints that the orphanage could use a
donation since they look after so many children. Esther gladly writes
5
About the Author
A Word From Cornelia Funke
Taken directly from: http://www.corneliafunke.de/en/cornelia-funke/biography.html
Most adults will want to make you believe that at 18 at the latest you
should have figured out what kind of profession is the right one for you.
Don’t believe a word of that!
Of course there are people who know already at the age of six that they
want to become a doctor or a teacher. Just don’t worry if you’re not one
of these people. Take your time finding out what kind of work gives you
so much joy that you could imagine doing it for the rest of you life. And
then you can still change your mind completely halfway through your life
and do something completely different. Why not?
I love my work. I love writing books and telling stories so much that I could not imagine doing anything else.
But it took me a very long time to figure out that this was what I wanted to do, let alone that I could actually
do it well enough to make a living from it. At first I wanted to become an astronaut. But then I found out that
you had to go through military training first and that of course made it look less fun!. Then I thought I could
become a pilot. Then I thought I wanted to marry a chief of a large American Indian nation and live with him
and his people in the wide prairies.
Of course I also wanted to do something that would make the world a little better, a little cleaner, a little less
violent. I did work with children on an activity playground for a while, building huts and generally teaching
them not to hit others as soon as they didn’t get what they want. But slowly, very slowly, did I realize that I
needed to do something with the talents I was given or otherwise I could never be completely happy. That’s
when I decided to become a book illustrator – because I always enjoyed a good story and I always enjoyed
drawing pictures.
But when I read most of the stories I was given to illustrate I got more and more bored. So I decided to write
stories of my own. And it was only when I started writing stories that I discovered that telling the stories was
even more fun than drawing the pictures. And so I became a full time storyteller and writer and now I am
completely happy. I wrote my first story when I was nearly 35 years old! I was ancient!
Now I am 50. Together with my children Ben and Anna I live in the City of Angels - in beautiful Los Angeles.
We have a wonderful and wacky dog named Luna (nowadays we call her Loonie - that’s much more appropriate!) and a biting turtle which my son Ben called Hercules (although she’s a girl) Our house is crammed
with books and DVDs (we are all completely addicted to watching movies) and dragons made of all sorts of
materials.
I am very lucky that my children like what I do and that their friends like to read my stories. Otherwise life
would be rather embarrassing for them, don’t you think?
6
An Interview with Cornelia Funke
Taken directly from: http://www.corneliafunke.de/en/why.html
To read the entire interview, go to Cornelia Funke’s website:
http://www.corneliafunke.de/en/
Do you like to write about magic?
I admit, as a reader I have always loved good fantasy. I think that fantasy is the oldest way of storytelling. Fairy tales,
myths ... I strongly believe that we sometimes understand reality far better if we disguise it, if we find pictures and
images which describe sorrow, joy, fear and other feelings we all share. The human mind often grasps a visual
image better than an abstract or realistic description, and as a writer I love to work in a genre that doesn’t forbid my
imagination to work unlimited. You could say that I enjoy being able to clad reality in different clothes. I often have
the feeling that writing fantasy frees the unconscious and allows things to flood onto the paper, ideas I didn’t even
know I could write about. Apart from all these quite philosophical thoughts, I love to imagine riding on dragons or
meeting creatures I have never met before and make them feel real for my readers.
How do you come up with all the characters?
Mostly they step into my writing room and are so much alive, that I ask myself, where did they come from. Of course,
some of them are the result of hard thinking, adding characteristics, manners, etc., but others are alive from the first
moment they appear. When I wrote Inkheart, this happened with Dustfinger. He told me his name, and he was so
real that after a while I had the feeling that he was standing behind me whispering his story in my ear.
How do you come up with all the ideas for your books?
They come from everywhere and nowhere, from outside and inside. I have so many, I won’t be able to write them
down in one lifetime. As for The Thief Lord, I got my inspiration from Venice. I love Venice, especially in fall and winter. Then the city is most bewitching. The Inkheart story originated in a picture that I couldn`t get out of my head: a
girl sitting in her bed while outside the house a figure is standing in the rain. This picture got the story going. And I
always wanted to write a book about a book from which the characters are brought to life.
How do you hit on the unusual names?
I always take a lot of care of the names. I look in different encyclopedias (of names, animals, plants), but some
names are just thought up. As for Inkheart and The Thief Lord I looked in Italian dictionaries, in Italian history books
and in lists of Italian names.
Is there a message you’re trying to send to children or young adults through Scipio’s transformation?
I don’t like to send messages. I do not think that most of us read a book to find a message there. Maybe questions
to ask, yes, maybe something to think about, but a message doesn’t allow the reader to think, and this is disrespectful. I hope that The Thief Lord expresses my love for children, my deep respect for them, and my anger about the
way adults so often treat the smaller, younger ones. And I always wanted to fulfill Scipio`s wish to become an adult:
That was our deal from the beginning.
Why are some of your books set in Italy?
I have been to Italy many times and love the Italian way of life and the Italian people. I often thought about buying a house in
Italy. My book The Thief Lord is set in Venice. It is my favorite place in Italy, especially in fall and winter, when the
city is most bewitching.
Will you write a sequel to The Thief Lord?
No, I won`t. I wanted the story to end like it ends - even if it is an open ending.
7
about the playwright
Taken directly from: http://www.pioneerdrama.com/authordetail.asp?ac=DEVITAJAME
James DeVita
James DeVita, a native of Long Island, NY, is an author and playwright, and an actor. Along with
his two novels, The Silenced and Blue, he has also written more than 20 plays and adaptations
of classics for young audiences and adults.
His plays include: A Midnight Cry (the story of the Underground Railroad); Rose of
Treason (the true story of Sophie Scholl and The White Rose); Trials: the story of
Joan of Arc, and Beth; A Little House Christmas; The Prince and the Pauper;
Zero Tolerance (Youth violence); Wonderland! (musical based on Lewis Carroll’s work);
The Christmas Angel; Treasure Island; Dinosaur!; The Three Musketeers;
Looking Glass Land; Bambi, A Life in the Woods; Arthur: The Boy Who Would
Be King; Swiss Family Robinson; Tom Sawyer; and Huckleberry Finn. Adult works for the stage: Dickens In
America; Lakeview; Artis Generis; and Waiting for Vern.
Jim is the resident playwright for First Stage Children’s Theater. His adaptation of Felix Salten’s novel, Bambi, a Life in the
Woods, won The Distinguished Play Award from The American Alliance of Theater and Education; Rose of Treason
was awarded The Intellectual Freedom Award by the Kentucky Council of Teachers of English/Language Arts; and Looking
Glass Land won the Shubert Fendrich Memorial Playwrighting Contest. Jim is also a recipient of the National Endowment
for the Arts Literature Fellowship for Fiction and The American Alliance of Theater and Education honored his body of work
with the 2007 Charlotte B. Chorpenning Award.
His education began as a first mate on the charter boat JIB VII out of Captree Boat Basin, NY, where he worked for five
seasons. Then he studied theater at Suffolk County Community College, Long Island, where he received his AS, then on to
the University of Wisconsin-Milwaukee Professional Theater Training Program, where he received a BFA. He also attended
Madison Area Technical College, where he was licensed as an Emergency Medical Technician and currently is a volunteer
EMT in his town.
Jim lives in Spring Green, WI, with his wife and two children, where he is a core company member of American Players
Theatre, a classical repertory theater. He has been a member of the company there for 13 years. Jim is a member of The
Dramatists Guild, ASSITEJ, SCBWI, and Actor’s Equity Association.
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Recommended reading
More books by Cornelia Funke:
Other recommended books:
Dragon Rider
Crispin: The Cross of Lead by Avi
Ghosthunters Series
The City of Ember by Jeanne DuPrau
Igraine the Brave
The Lightning Thief by Rick Riordan
Inkheart
Artemis Fowl by Eoin Colfer
Inkspell
A Single Shard by Linda Sue Park
Inkdeath
The Last Olympian by Rick Riordan
When Santa Fell To Earth
The Mysterious Benedict Society by Trenton Lee Stewart
Pirate Girl
Magyk by Angie Sage
Princess Pigsty
The Princess Knight
The Wildest Brother
Ghosthunters and the Incredibly Revolting Ghost!
Ghosthunters and the Gruesome Invincible Lightning Ghost!
Ghosthunters and the Bloodthirsty Baroness!
Ghosthunters and the Mud-Dripping Monster!
Ghosthunters and the Incredibly Revolting Ghost!
Ghosthunters and the Gruesome Invincible Lightning Ghost!
Ghosthunters and the Totally Moldy Baroness!
Ghosthunters and the Muddy Monster of Doom!
Pre-Show Questions
1. The Thief Lord is set in Venice, Italy. What do you expect the differences will be with this play being set in Europe as .opposed to the United States? How are Italy and America different, and how are they alike?
2. The character Scipio dreams of being a grown-up, but doesn’t necessarily think about all the responsibilities that go along with being an adult. What do you think will be the best part about growing up, and what do you imagine will be .the most difficult part about growing up, and why?
3. The characters Prop and Bo are brothers who unconditionally look out for each other. They prove their loyalty to one another during the challenges they face together. Who is someone you care for? How do you prove that you care for one another? Can you recall a time when you helped this person through a difficult situation, or they helped you?
4. There are a number of characters in The Thief Lord who use masks and costumes to disguise themselves. What are some reasons people may want to hide their identity? Have you ever dressed in a costume or mask to conceal your identity? How did it feel to pretend to be someone else, and how did people react to your new identity?
9
FUn facts about italy
Social Studies Classroom Information
Taken directly from: http://www.lifeinitaly.com/potpourri/fun-facts.asp
It’s their mother’s fault. My sister kept telling the boys about this city. Ridiculous stories of
mermaids and angels and magical lions with wings. It was always Venice this, and Venice that, nothing
but Venice. You’d think it was a living fairyland the way she went on about it…. – Esther
Here are some fun facts that you might not know about Italy, its people, and its history:
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Italy is slightly larger than Arizona.
Almost 20% of Italy’s population is over 65 years old.
Italy borders Austria, France, Vatican City, San Marino, Slovenia and Switzerland.
The Italian flag is inspired by the French flag introduced during Napoleon’s 1797 invasion of the peninsula.
The thermometer, eyeglasses, the ice cream cone and
typewriter are Italian inventions.
The famous children’s story, Pinocchio, was written
by an Italian.
The city of Naples gave birth to the pizza.
The piano hails from Italy.
The longest river in Italy is the Po.
The average Italian consumes half a pound of bread a day.
Famous Italian explorers include Christopher Columbus, Marco Polo, John Cabot and Amerigo Vespucci.
With almost 40 million visitors, Italy is the fourth most visited country in the world.
Italy is home to two microstates, San Marino and Vatican City.
Besides Julius Caesar, Shakespeare also set in Italy (entirely or partially): Romeo and Juliet, Othello, The Merchant of Venice, Antony and Cleopatra, Coriolanus, Cymbeline, Much Ado About Nothing, Othello, The Taming of the Shrew, Titus Andronicus,
The Two Gentlemen of Verona and The Winter’s Tale.
The ice cream cone is an Italian invention.
The majority of Italian-American immigrants came from Naples and southern Italy.
The ancient city of Pompeii was destroyed by the volcano
Mt. Vesuvius.
Mt. Vesuvius last erupted in 1944, destroying a number of
neighboring villages.
Before adopting the Euro, Italy’s currency was known as the Lira.
The average Italian consumes 26 gallons of wine a year.
The espresso machine hails from Italy.
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Most of Italy’s industry is centered around the northern cities of Milan, Turin and Genoa.
Since the end of WWII, Italy has seen almost 60 governments come and go.
The area around Venice is the wealthiest region in Europe.
Over 75% of Italy is mountainous or hilly.
With over 5 million people, Rome is Italy’s largest city.
Italy has a population of over 58 million.
The official language is Italian, but German and French are also spoken in some regions.
Italy did not become a united country until 1861
Italy’s current constitution took effect January 1, 1948
The president of Italy is a ceremonial figure. The prime minister serves as the head of government and is the one who runs
the country.
The colors of the Italian flag represent three virtues: hope (green), faith (white), and charity (red).
St. Francis of Assissi and Saint Caterina of Siena are the patron saints of Italy.
98% of Italians are Roman Catholic.
The national sport of Italy is soccer (known as football outside
of America).
Italy’s national dish is pasta.
The Italian language evolved from the
Latin of the Roman Empire.
Italy has two large islands,
Sicily and Sardinia, as well
as a num.ber of smaller islands.
Rome’s nickname is
“The Eternal City.”
Florence is home to
Italian art.
History of the Venetian Mask, and Carnival
Social Studies/History Classroom Information
Taken from: http://www.visionsofvenice.com/history/index.asp, http://europeforvisitors.com/venice/articles/venice_carnival.htm
V
enetian masks are synonymous with historical 13th Century Venice, La Commedia del’Arte play, theatre,
the celebrations of Carnival and Mardi Gras, as well as mysterious and elaborate masquerade balls all over
the world.
As history can trace back the first laws governing mask wearing in Venice to the 13th century, no one truly
knows the exact origins of daily mask wearing in Venice, adding even more to the mysterious and magical aura
of Venetian masks.
Traditionally the bauta mask was used during the 13th century, accompanied by the classic tabarro (Venetian
Cloak), lovely lace zendale, and a tricorno hat to conceal the identity of the wearer. People wore these
disguises and masks from December 26th (St. Stephen’s Day) to Shrove Tuesday (Fat Tuesday), giving birth to
Venetian Carnivale.
By the 18th Century, the Venetian Republic had fallen to Napoleon and became governed under Austrian rule.
Venetian mask wearing became prohibited. This continued even through the 1930s as Mussolini’s fascist party
prohibited the tradition. Venetian Carnivale was halted for almost two centuries.
It wasn’t until 1979 that local Venetian artisans revived the long ancient tradition, and now Carnivale is celebrated
yearly. Carnival, or Carnevale, is Venice’s answer to Mardi Gras and Fasching. For eight days before Lent each
winter, tourists flood the city to participate in a period of pageants, commedia dell’arte, concerts, balls, and
masked self-displays.
Whether it is a Venetian Jolly Mask, a traditional bauta mask, a Carnivale masks, or a stunning masquerade
masks, you can be assured that each piece has a part of history, culture and magic from Venice, Italy.
11
Venetian Mask Making
Social Studies/Art Classroom Information
Taken from: http://www.princetonol.com/groups/iad/lessons/high/Stephanie-masks.htm
Scipio. I know that name, And I know you.
Where’s your little bird mask now? --Victor
Materials
Water soluble markers
Vaseline
Plaster craft strips
Paper towel
Activity
1. Introduce students to Venetian Masks by having them look at references of Venetian Carnival Masks in books or online,
noting the emphasis on fantasy, stylization and the abstraction of features.
a.Share with students the history of the Venetian Mask, included in the Enrichment Guide.
b.If available, have students research different mask styles and origins online, utilizing the following websites:
i. http://www.magicofvenezia.com/servlet/the-template/maskstory/Page
ii. http://www.maskitalia.com/maskhistory.htm
iii. http://www.magicofvenezia.com/servlet/the-template/venetiancarnival/Page.
2. Once students have gained a strong understanding of the Venetian Carnival and the masks employed throughout Carnival, and their purpose, have students design two different mask sketches of their own.
a.Once the sketches are complete, have students choose their favorite sketch to use as a template in the creation of
their own mask.
3. Divide students into teams of two. Designate which student in each team will have their mask formed first, and which will assist first. Then have the first assistant in each pair draw the outline of their partner’s mask design on their face with water
soluble marker.
4. Next, have the assistant liberally coat their partner’s face with Vaseline in the area the mask is drawn in.
5. Assistants then smooth a damp paper towel over the partner’s face that is covered in Vaseline, taking care to stay within the perimeters of .the design and not loose any details.
a.If the mask will be covering the nose and/or mouth, the partner should take extra care to work around it so their partner can breathe!
6. The assistant in each pair should next take a number of plaster craft strips and wet them in warm water, and then strip off excess liquid. Begin applying strips within the pattern specified by the design.
a.If need be, strips can be cut shorter or thinner before wetting them.
b.If students are working around the nose, use thin strips of plaster between the nostrils; this can be filled in after the mask is removed.
7. Once students have applied at least three layers of thickness on their partner’s mask, allow the plaster to harden (about 20 minutes) on the student’s face, and then carefully remove.
8. After completely dry, the students can reinforce any areas that are fragile with more plaster strips.
9. Next class session, or immediately following the completion of the first partner’s mask, have the pairs switch roles so that everyone has a mask of their face.
10.Once everyone has made a mask, they may paint them with acrylics and secure the masks to students’ faces with ribbon attached to the sides of the masks.
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Exploring Identity
Humanities/Language Arts Classroom Activity
Taken from: http://www.thirteen.org/edonline/lessons/whoami/b.html
CHILD BARBAROSSA: It can’t be broke! I have to go back! I can’t stay like this. Look at me!
I’m a respected man! I’m known all over the city! Signor Massimo, please—
SCIPIO: I’m not Signor Massimo, I’m Scipio, the Thief Lord. I’m grown-up forever now.
And your grown-down forever.
Materials
2-3 magazines for each student (students can bring these from home)
Scissors
Large blank paper
Glue or tape
Activity
1. Write “identity” on the board and ask the students to brainstorm its meanings.
2. Ask each student to create an “Identity Map” which depicts all the components that make up their own identity, including the varied roles they play.
a. Show students how to create their maps by putting a circle on the board and writing “Me” in the center. Then, draw lines out from the circle and write words such as “loyal,” “artist,” “daughter,” etc.
3. Divide the class into small groups and ask students to share their maps with each other. Ask them to discuss the
following questions:
a. What three words would you choose to best describe yourself?
b. Why do those words accurately describe you?
c. What three words would your family or friends use to describe you?
d. How accurate are other’s descriptions of you?
e. What three words do you want to describe yourself as 10 years from now?
4. After allowing ample discussion time for the small groups, bring the class back together and ask for volunteers from the
small groups to share their insights with the class.
5. Now, ask students to create a representation of themselves in the form of a collage. Before they begin, they need to review what they wrote about themselves in their Identity Map, as well as what was said or reflected on about their character during the small group discussion.
6. Individually students will cut pictures or word phrases out of magazines that represent their personal interests and abilities, and arrange and glue them onto a blank sheet of paper.
7. When these collages are completed, number each collage and display them around the room.
8. Without discussion, allow students time to view these collages, and then write down who they think each collage belongs to.
9. Afterwards, each collage will be identified by its owner and s/he will be allowed to explain what the symbols in their collage stand for.
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The Growing
Up Game: Choices and Challenges
Language Arts/Math Classroom Activity
Humanities/Social Studies Classroom Activity
Taken directly from: http://www.crayola.com/lesson-plans/detail/growing-up—choices--challenges-lesson-plan/
I’m going to find that merry-go-round and get on it and I won’t get off it till I’m at least a head taller
than my father and have a beard on my chin! My parents treat me like I’m too stupid to do anything.
You can ride it too. If we’re grown-ups, we can do whatever we want. –Scipio
Materials
Large poster board
Heavy construction paper or card stock paper
Colored pencils and markers
Glue
Activity
1.Inform students that they will be creating a board game today, based on the premise of growing up, and the choices and challenges that go along with growing up, taking on more responsibilities, and reaching long term or immediate goals.
2.Place students in small groups, which they will be working in for this entire activity. First, have the groups list and compare favorite board games. Brainstorm common factors found in the games such as paths to follow, bonus or challenge cards, obstacles, rewards, consequences, game pieces, random number generators, and other attributes.
a. These brainstormed lists should be compiled and written down by one person in each group.
3.Next, ask groups to write a list of immediate and future goals for their life.
a. Think about six months to perhaps 20 years in the future.
b. Also list obstacles or challenges that might interfere with reaching those goals, such as the need to practice 3 hours a day or to go to college for eight years.
c. Create another list of possible rewards and consequences, such as an allowance increase or being grounded for
a week.
4.Now, the groups must decide on the design of their game board.
a. How will players move from start to finish?
b. Encourage groups to sketch a number of ideas on scrap paper. Try different configurations to make sure everything will fit on the board.
5.Finally, groups must determine the basic rules for the game so they know what parts to make.
a. Use the lists you created to add another layer of fun to your game. Create reward and consequence cards connected to your challenges and obstacles.
6.Once the games are all finished, have each group explain and demonstrate playing their game in front of the class. Compare and contrast the features of the games, and allow this dialogue to spark a lengthier and more in depth conversation about the pros and cons, choices and challenges, and benefits and disadvantages to growing up.
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Honesty, Trustworthiness, and loyalty
Humanities, Language Arts Classroom Activity and Student Worksheet
Taken From: http://www.goodcharacter.com/ISOC/Honesty.html, http://www.goodcharacter.com/ISOC/Trustworthiness.html
HORNET: What’s going on, Scipio?
SCIPIO: The snoop ratted on me, didn’t he?
HORNET: If you hadn’t lied to us, there wouldn’t have been anything to rat about!
MOSCA: Wow, you must have been having a really good laugh at us. Telling us you sleep on
rooftops and then running back to your cozy little rich-boy palace. I’ll bet you’ve never stolen
a thing in your whole life, have you? You took everything from your own house! Didn’t you?
With a partner, or in a small group, discuss the following prompts. Once your team has had an opportunity to
explore each question, come up with a brief written response to each prompt. Afterwards, expand your discussion to the entire class. Respond to each prompt and allow other groups to share their answers. What can we
learn from one another about what it means to be honest, trustworthy, and loyal?
Is there anything wrong with telling a “small” lie to parents or friends to keep from upsetting them? Why or why not, and in what
circumstances?
__________________________________________________________________________________________________________
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What risks are involved in being honest? What risks are involved in being dishonest? How do you benefit from being an honest
person?
__________________________________________________________________________________________________________
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__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
People often rationalize their own dishonesty by saying, “That’s the way the world is, so why should I be different?” What do
you think of this reasoning?
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__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
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Honesty, Trustworthiness, and loyalty
Humanities, Language Arts Classroom Activity and Student Worksheet
Explore the character of Scipio in The Thief Lord. What was a situation in which Scipio was dishonest (lied, cheated, or
stole)? Why did it happen? How did Scipio justify it? Did it affect any of Scipio’s relationships? Did it cause any problems for
Scipio? What did Scipio learn from it?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
What is a phony? How does dishonesty turn people into phonies? What does it mean when you say that a person is “real” or
“authentic”? What does being “real” have to do with honesty? Are there any characters in The Thief Lord that you would
consider are phonies? What makes these characters phonies?
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__________________________________________________________________________________________________________
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__________________________________________________________________________________________________________
Most people consider loyalty to be an important part of trustworthiness. What, exactly, is loyalty? Was Scipio loyal to his family
of friends? Was he trustworthy? Did Scipio ever violate that loyalty or trust, and if so, how?
__________________________________________________________________________________________________________
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CHoose Your OWn Adventure
Language Arts Classroom Activity
Taken directly from: http://www.readwritethink.org/lessons/lesson_view.asp?id=128
The Secret Island. It’s bewitched, they say.
Nobody who visits the island ever lives to tell about it. –Scipio
Materials
Choose Your Own Adventure Instruction handout
Graphic Organizer handout
Activity
Introduction
1.Begin by going over with students the elements of fiction: setting, character development, plot structure, conflict and
point of view.
2.Show students an example of a Choose Your Own Adventure book or one of the Choose Your Own Adventure stories online.
a. Dunnbar Bound is a good example, and can be found at: http://friend.ly.net/users/jorban/adventure/page01.html
3.With the whole class, explore the elements of the Choose Your Own Adventure story, including the unique second person point of view, which makes the reader the main character in the story. Then go over the Choose Your Own Adventure instructions, listed below.
Prewriting
4.Divide students into small groups (ideally four students per group) and have them brainstorm ideas for
their own Choose Your .Own Adventure story.
5.As a group, students will plot out the first section of the adventure using the Graphic
Organizer handout and create a customized outline of the choices for their story.
6.The group should decide who will write each subsequent part of the adventure.
a. They should consider first dividing into groups of two and then, finally,
each student will write an individual ending to their adventures.
Drafting
7.The whole group writes the first part of the adventure.
a. Students should write their adventures on a computer or
word processor, if possible.
8.The groups should then divide into groups of two to then write the
next two threads of the stories. Finally, each student per group writes
an individual ending to the stories, resulting in groups constructing a
Choose your Own Adventure stories containing four possible adventures.
9.Students peer edit and revise their stories.
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CHoose Your OWn Adventure
Language Arts Classroom Handout
Taken directly from: http://www.readwritethink.org/lessons/lesson_view.asp?id=128
Group Members:___________________________________________________________________________
Introduction and first
part of story
Whole Group
Second path of adventure
Other half of group
First path of adventure
One half of group
First Ending
Individual student
Fourth Ending
Individual student
Second Ending
Individual student
Third Ending
Individual student
18
Guidelines to discussing adoption
in the classroOm
Humanities Teacher/Parent Information
Taken from: http://www.adoptivefamilies.com/pdf/Adoption_School.pdf, http://library.adoption.com/articles/
five-simple-guidelines-to-help-your-children-understand-their-friends-in-adoptive-families.html
Families formed through adoption are on the increase in the United States. The numbers of adopted individuals in the country are estimated to be as high as five million. A key survey completed by the Evan B. Donaldson
Adoption Institute in 1997 found that six in 10 Americans have had personal experience with adoption, i.e., that
the person completing the survey, or a close friend, was an adoptee, an adoptive parent, or had placed a child
in adoption.
It is therefore quite likely that most children will come into contact with adopted children and their
families . . . as friends, neighbors, and classmates. Like most children, they will quite naturally want to
understand why some children have been adopted.
Below are suggested activities and discussions to integrate into your classroom’s exploration of adoption
at all levels of schooling.
Early Elementary
• Read stories that are about adoption, as well as ones that mention adoption in passing.
• As you discuss different kinds of families, always mention adoptive families.
• If a student in the class has a baby born into their family, use this as an opportunity to mention that some children join families through adoption.
• Consider a class activity for National Adoption Awareness Month (November), such as having an adoptive parent visit.
• Be aware of potential confusion when the word “adoption” is used in connection with animals or fundraisers. Suggest that a different theme be used—instead of Adopt a Book, try Befriend a Book; instead of “adopting” an animal at a shelter, talk of “finding an owner.”
Later Elementary
• Be sensitive to the fact that children of this age generally want to fit in and be the same as other children. They are unlikely to want to be singled out because they are adopted.
• Present the Family Tree exercise with several alternatives for the whole class.
• Mention that many famous people are adoptees: Moses, former President Gerald Ford, Steve Jobs, Nelson Mandela, John Lennon, even Superman.
• Simply mention the words “adoption” or “adopted” occasionally as you talk about babies and families or tell stories.
• Enter into, or initiate role plays about getting ready for the arrival of an adopted child, going to the airport to meet a new child, or going to court to have the adoption finalized.
• Choose stories to read which mention adoption.
• Make sure that the pictures and books in the classroom reflect the world’s diversity.
Middle & High School
• Suggest adoption as one of the themes for essay or journal writing. Allow students to explore their feelings.
• Introduce family history assignments sensitively, mentioning alternatives for everyone and noting that some students may not have access to their birth relatives, due to divorce, death, adoption, or for other reasons.
• Mention adoption in science class in connection with genetic studies, noting those traits, skills, and characteristics which are inherited and those which are acquired.
• In family life and sex education classes, discuss families formed by adoption. Explain adoption as a choice for people who face an unplanned pregnancy. Use positive adoption language and encourage students to do so.
• If a student says, “I don’t see how anyone could place a child up for adoption,” talk about adoption as a loving choice.
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DIVERSITY OF FAMILIES
Social Studies Classroom Activity
Adapted from: http://teachers.net/lessons/posts/3676.html, http://www.familyhelper.net/ad/adteach.html
Well from now on the Thief Lord will look after you. – Riccio
This lesson plan is relevant and meaningful to the students because every child in the classroom has some type
of a family—whether it is a parent, a relative, or a friend. This lesson plan will be value-based because throughout the classroom discussions, children will be educated on the diversities of families in the classroom.
Activity
Our School Family
1.Begin this activity by giving each student a piece of blank paper and a pencil.
2.Then, prompt the students to start a two minute brainstorming/writing activity:
a. Use words or phrases to describe the word “family”.
3.Once the two minutes are up, ask students to put down their pencils. Before going any further with their writing prompts read Our School Family Poem, which can be found on the right.
4.After reading the poem, ask the students to pick up their pencils and turn over their papers. Prompt students into another brainstorming/writing activity session by challenging them to come up with even more words or phrases to describe the word “family.”
a. The purpose of asking the children to do the brainstorming/writing activity twice is to see if students can think critically and come up with a new meaning to the word “family” after hearing the poem.
5.Once students have completed this second writing task, ask them to share their work regarding what they wrote about families and why they wrote it.
a. Do they feel that what they wrote applies to their family or someone else’s family? What exactly defines a family?
b. When it becomes apparent that students are beginning to make the necessary connections between the diversity of the word “family,” emphasize the fact that within “our school family” many people come from two parent families, single-
parent families, extended families, blended families, or even another type of family.
6.Pass out a large, blank sheet of paper to each student, and make other pieces of
colored construction paper available to students. Since many students have “grown” on two or more family trees, inform students that they will redraw the standard family tree diagram to accommodate the diversity in family structure—they will be creating their Family Orchard.
a. Each student should print their full name on the center tree or bush in their orchard.
The student can then label the other plants, leaves, and pieces of their orchard
landscape with the names of people in their biological, step, school, and
community family.
b. Allow students to be creative and diverse in the development and design of their
Family Orchard.
7.To conclude this lesson, give students a piece of writing paper and allow them to write a
short essay of 1.) What they think a family is and 2.) Why they think families are important.
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Our family comes
From many towns:
Our hair is straight,
Our hair is brown,
Our hair is curled,
Our eyes are blue,
Our skins are different
Colors, too.
We’re girls and boys,
We’re big and small,
We’re young and old,
We’re short and tall.
We’re everything
That we can be
And still we are
A family.
We laugh and cry,
We work and play,
We help each other
Every day.
The world’s a lovely
Place to be
Because we are
A family.
Italy, on the map
L a n g u a g e A r t s / M a t h S t u d e n t Wo r k s h e e t
Geography Student Worksheet
Taken directly from: http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=14985&external=http://www.enchantedlearning.com/europe/italy/italybwquiz.
shtml&original=http://www.proteacher.com
Directions: Use the map to answer the questions below.
1. What is the capital of Italy? ____________________________
2. What two countries border Italy on the northwest? ________________________ and ________________________
3. What two countries border Italy on the northeast? ________________________ and ________________________
4. Name a large volcano located near Naples. This volcano erupted, burying the city of Pompeii in AD 79. _. ___________________________
5. Italy is shaped like a boot. What is the name of the large island off the tip of the boot? ______________________
6. What is the name of a large volcano on the island mentioned in the last question? ______________________________
7. What is the name of the large Italian island off the western coast of Italy? ______________________________
8. What is the name of the sea that borders Italy on the east? ________________________
9. Name a tiny country that is located entirely inside Italy, between Florence and the Adriatic Sea. ________________________
10. The Alps are a mountain range that borders Italy on the north. Name a tall mountain in the Alps that is on the
Italian-French border. _____________________________
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Speaking Italian
Language Arts Student Worksheet
Taken from: http://www.fodors.com/language/italian/basic-phrases/
WAITER: Scusi, signore. Altro biscotto grande? (Another large donut?)
VICTOR Grazie. Scusi, piu zucchero, per favore. (Some more sugar, please.)
WAITER: Si, signore. (Yes, sir.)
Basic Phrases
Thank you. _______ Grazie.
You’re welcome. _______ Prego.
Please. _______ Per favore.
Yes. _______ Sì.
No. _______ No.
Excuse me. _______ Mi scusi.
I don’t understand. _______ Non capisco.
I don’t speak Italian. _______ Non parlo italiano.
Do you speak English? _______ Parla inglese?
What’s your name? _______ Come si chiama?
How are you? _______ Come va?
Can you help me? _______ Mi può aiutare?
Hello! _______ Ciao!/Salve!
Good morning! _______ Buon giorno!
Good evening! _______ Buona sera!
How are you? _______ Come va?
Goodbye. _______ Arrivederla/ci.
See you soon. _______ A presto!
Pardon me. _______ Mi scusi.
I’m sorry. _______ Mi dispiace.
Directions: Use the Italian-English Phrases dictionary above to translate the following English
sentences into Italian.
Excuse me. Can you help me?
_________________________________________________________________________________________________
Pardon me. Do you speak English?
_________________________________________________________________________________________________
Good morning! How are you?
_________________________________________________________________________________________________
I’m sorry. I don’t understand. I don’t speak Italian.
_________________________________________________________________________________________________
Pardon me. What’s your name? Can you help me?
_________________________________________________________________________________________________
Hello! How are you?
_________________________________________________________________________________________________
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Gelato
Science/Math Student Worksheet
Taken directly from: http://allrecipes.com/Recipe/Gelato/Detail.aspx
ESTHER: Do you like gelato?
BARBAROSSA: Lemon. Do you like espresso?
Ingredients
2 cups milk
1 cup heavy cream
4 egg yolks
1/2 cup sugar
Directions
1.In a medium saucepan, mix milk and cream. Warm until foam forms around the edges. Remove from heat.
2.In a large bowl, beat the egg yolks and sugar until frothy. Gradually pour the warm milk into the egg yolks, whisking constantly. Return mixture to saucepan; cook over medium heat, stirring with a wooden spoon until the mixture gels slightly and coats the back of the spoon. If small egg lumps begin to show, remove from heat
immediately.
3.Pour the mixture through a sieve or fine strainer into a bowl. Cover, and chill for several hours or overnight.
4.Pour the mixture into an ice cream maker, and freeze according to the manufacturer’s instructions. Transfer to a sealed container, and freeze until firm. If the gelato is too firm, place it in the refrigerator until it reaches the desired consistency.
Post-Show Questions
1. Why do you think this story is titled The Thief Lord? Who do you think this story is this story about? Do you think The Thief Lord is an appropriate title for this story, why or why not? If you had to rename this story, what would you call it, and why?
2. Why do you think Scipio lied to his friends about his true identity, telling them that he “sleeps on rooftops and rappels down the palace walls at dawn...”? How was he trying to help his friends by not telling them the truth about his
family and his life? How could Scipio have helped his friends without lying to them and betraying their trust?
3. If you could ride on the Magical Merry-Go-Round, would you choose to be younger again, or to be older, and why? Imagine what life would be like for you if you were suddenly younger or older. What would be the advantages and disadvantages of your new age? Would you become a different age if you knew there was no changing back, why or why not?
4. At the end of the play, Scipio goes to work for Victor, and Prop, Bo, and Hornet are all adopted by Ida. What do you think will happen to Mosca and Riccio? Based on what you know about these characters, what do you think they will now do with their lives?
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Who Said It?
1. “Back off, hedgehog, it’s cold out here.”
2. “No. No one knows where he lives. He sleeps on rooftops and rappels down the palace walls at dawn.
He’s like the night. He is nowhere and everywhere.”
3. “I can too, you’re a little punk kid. What are you going to do about it? So stick a sock in it, you little wharf-dwarf.” 4. “We need a look out. A very important job for a thief. You think you could handle it?”
5. “I know what! We can dye Bo’s hair black and disguise him.”
6. “Well, you need more than coffee for surveillance work. You need energy, lots of energy. To stay sharp. Sharp eyes and mind. You need patience too. Pazienza. And luck. Lots of that, oh yes.”
7. “I’m not a baby, you know.”
8. “Whatever you do, don’t lead him to the Palace!”
9. “Stop your sniveling. And next time your late I’ll give you something to cry about.”
10.“You are the strangest detective I ever saw.”
11.“I know they’re nobody’s concern, that would be the problem wouldn’t it! Nobody cares. Everyone just wants .us locked up and out of sight so they don’t have to deal with us anymore, when they should be locking up all the .grown-ups who made us run away in the first place.”
12.“Wow, you must have been having a pretty good laugh at this. Telling us you sleep on rooftops and then running back to your cozy little rich boy palace. I bet you’ve never stolen a thing in your whole life, have you? You took everything from your own house! Didn’t you?”
13.“I do beg your pardon…but I don’t quite recall having invited you.”
14.“I really must caution you, Mrs. Hartlieb. Rewards bring out the worst in people. Every sleazy criminal will be after that money-and those boys.”
15.“You really can’t wait, can you? Hold on tight. It goes very fast. And remember: you have to decide at what age to jump off.”
16.“That was close. Why are you looking at me like that? Prop, it worked! Look! Just look at me! Stubble! Incredible! I need a shave! Do you want to feel it? As strong as Hercules! How do I look, Prop? Different?
17.“You little brat! You should learn how to behave around grown-ups!”
18.“It’s up to you: the Orphanage, the insane asylum, or…the bowtie. She’s going to be here any minute. Put it on.” 19.Thank you, I have done a little community theater.”
20.“…the essence, of course of any good espresso, is in the crema, and this one is actually quite good…yes… e delizioso. Mamma, e perfecto.”
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Who Said It? (Answers)
1. “Back off, hedgehog, it’s cold out here.” (HORNET)
2. “No. No one knows where he lives. He sleeps on rooftops and rappels down the palace walls at dawn.
He’s like the night. He is nowhere and everywhere.” (RICCIO)
3. “I can too, you’re a little punk kid. What are you going to do about it? So stick a sock in it, you little wharf-dwarf.” (BARBAROSSA)
4. “We need a look out. A very important job for a thief. You think you could handle it?” (MOSCA)
5. “I know what! We can dye Bo’s hair black and disguise him.” (HORNET)
6. “Well, you need more than coffee for surveillance work. You need energy, lots of energy. To stay sharp. Sharp eyes and mind. You need patience too. Pazienza. And luck. Lots of that, oh yes.” (VICTOR)
7. “I’m not a baby, you know.” (BO)
8. “Whatever you do, don’t lead him to the Palace!” (SCIPIO)
9. “Stop your sniveling. And next time your late I’ll give you something to cry about.” (MASSIMO)
10.“You are the strangest detective I ever saw.” (HORNET)
11.“I know they’re nobody’s concern, that would be the problem wouldn’t it! Nobody cares. Everyone just wants .us locked up and out of sight so they don’t have to deal with us anymore, when they should be locking up all the .grown-ups who made us run away in the first place.” (PROSPERO)
12.“Wow, you must have been having a pretty good laugh at this. Telling us you sleep on rooftops and then running back to your cozy little rich boy palace. I bet you’ve never stolen a thing in your whole life, have you? You took everything from your own house! Didn’t you?” (MOSCA)
13.“I do beg your pardon…but I don’t quite recall having invited you.” (IDA)
14.“I really must caution you, Mrs. Hartlieb. Rewards bring out the worst in people. Every sleazy criminal will be after that money-and those boys.” (VICTOR)
15.“You really can’t wait, can you? Hold on tight. It goes very fast. And remember: you have to decide at what age to jump off.” (CHILD COUNTESS)
16.“That was close. Why are you looking at me like that? Prop, it worked! Look! Just look at me! Stubble! Incredible! I need a shave! Do you want to feel it? As strong as Hercules! How do I look, Prop? Different? (SCIPIO)
17.“You little brat! You should learn how to behave around grown-ups!” (ESTHER)
18.“It’s up to you: the Orphanage, the insane asylum, or…the bowtie. She’s going to be here any minute. Put it on.” (VICTOR)
19.Thank you, I have done a little community theater.” (IDA)
20.“…the essence, of course of any good espresso, is in the crema, and this one is actually quite good…yes… e delizioso. Mamma, e perfecto.” (BARBAROSSA)
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