A Study Guide to Accompany the Performance of
Twain’s Twisted Tales
Dear Teacher:
This study guide is meant to give you background information on our performance and
provide you with activities that can be used in the classroom in connection with our
performance. These are merely suggestions – you can modify any of the activities
listed below or use bits of our performance to create your own activities. We hope you
find this study guide useful; feel free to make as many copies as needed for the other
teachers.
We would love to hear your feedback about our performance. Please take a few
minutes to download our evaluation:
www.madcappuppets.com/docs/EvalGuides/Evaluation%20Form-Twain.pdf
Thank you!
Pre-Show Activities
1. Madcap Behind the Scenes
As the technology used in classrooms begins to change, we have tried to change
as well. We have a new playlist on our youtube page (http://www.youtube.com
/MadcapPuppets) entitled “Madcap Behind the Scenes.” “Behind the Scenes” is a
playlist that is continually updated as videos are created. The playlist contains various
clips on subjects of how puppets, scripts, sets, etc. are designed and created. Most
videos are under two minutes long. To find the “Madcap Behind the Scenes” playlist go
to the Channel page and click videos and then choose playlist (from the options of
playlist, uploads and likes). The direct link to the page is as follows:
http://www.youtube.com/playlist?list=PL3-t6v8lnadNtaoRcOExXrlenp4rjxoED
2. Twain’s Twisted Tales Playlist
Similar to the “Madcap Behind the Scenes” playlist, we also have a playlist
devoted solely to the touring production of Twain’s Twisted Tales. Since Twain’s
Twisted Tales is a production that we built from the ground up, there are more clips and
Behind the Scene videos than most shows. The direct link to this page is as follows:
http://www.youtube.com/playlist?list=PL3-t6v8lnadO71XJ3nF797rhPp1p2bIlG
Beginning in the Autumn of 2014, we will be starting a new video series entitled
“Building a Show.” This video series will discuss the different elements involved in
creating one of our Madcap Puppet shows. Although, the series is relatable to most of
our current touring performances, it was filmed during and refers to Twain’s Twisted
Tales frequently.
3. Introduce them to the stories we will be presenting.
In this performance, we will be performing four pieces by Mark Twain: a selection
from The Adventures of Tom Sawyer (The Whitewashing Scene, Chapter 2), a selection
for The Adventures of Huckleberry Finn (Circus Scene, Chapter 22), The Celebrated
Jumping Frog of Calaveras County and The Legend of Sagenfeld.
4. Have students brainstorm questions they would like to ask the actors.
-Examples include:
1) Where did you go to college?
2) How did you become an actor?
3) How long did you have to rehearse the show?
4) How are the puppets made?
Have the students write their question on a note card and take it with them to the
performance. They may be called on to ask their question after the performance!
5. Talk about theater etiquette.
Seeing a live theater performance is something that will be remembered for a
lifetime. We want each of our audiences to have a positive experience, so we hope that
you will share the following etiquette rules with your students:
1) Pay close attention to what the actors are saying and doing. If you
don’t mind, you might miss a funny joke or an important lesson!
2) Sit still during the performance. If you are moving around, you may
cause your friends to miss something important or you may disrupt the
actors.
3) Laugh, clap and respond when the actors prompt you to. We want you
to be active participants in our show but it has to be at the right times
so that it’s enjoyable by everyone in the audience.
Cultural Activities
Kindergarten -1st Grade
In the Mark Twain’s story, The Legend of Sagenfeld, King Hubert had to choose from a
variety of animals. Ask the students which animal do you think has the sweetest
sounding voice. Then ask the students to write a short story or give a presentation
about their animals.
2nd - 3rd Grade
The stories featured in our show (The Adventures of Tom Sawyer, The Celebrated
Jumping Frog of Calaveras County, The Adventures of Huckleberry Finn and The
Legend of Sagenfeld) can be found in your local library. Read one of the stories to the
students and ask them to compare and contrast the original story with the version
presented in our show.
4th – 6th Grade
Mark Twain is one of America’s greatest authors and humorists. Have each student
research Mark Twain. They can use the following questions to create a presentation or
write in their journals.
-When and Where was Mark Twain born?
-What was Mark Twain’s real name?
-Besides Mark Twain, what other name did he write letters under?
-What famous astronomical event occurred near the time that Mark Twain was
born and died?
-“Mark Twain” is something that one would hear on a steamboat, it’s also where
Mark Twain got his name. What does it mean?
-What was Mark Twain’s first book?
Writing Prompts
1. Small group writing - Put students into small groups and have each create a
character (animal, person, vegetable) and come up with short dramatic skits
using those characters to tell a story of their own creation. They can also tell a
fairytale that is well-known using their character as the main character (i.e. The
Celebrated Jumping Frog of Calaveras County from the Frog’s perspective).
2. Write your own ‘Fractured Fairytale’ - Madcap takes real stories and gives
them the “Madcap twist”. Have students take a fairytale that is common or well
known and “fracture” it by adding or subtracting characters, giving characters
new motivations or changing beginnings, middles or ends.
3. Full Class Story Writing - On the blackboard, write the words “Once upon a
time there was a…” Follow a simple story arch (meet characters, create problem,
solve problem, create ending) by having students give you suggestions. You can
complete this as a class or you can get them started and have each student
finish their own story in a journal.
4. Letter Writing - The actors at Madcap love to get fan-mail! They often receive
letters from kids about their likes, dislikes, favorite parts or puppets and
questions they may have. Students can write their own letter or you may write as
a class. Madcap puppeteers send a return letter in response to each one that
they receive.
Writing Checklist: I will do my best writing if I . . .
 Do a pre-write to outline all directions
 Brainstorm several ideas to work with
 Include details about each event
 Have each section in different paragraphs
 Have a topic sentence and a closing sentence
 Include capital letters and end marks on each sentence
 Check spelling, punctuation, and word sense
 Read over my work at least two times
 Write neatly
Characters
Review the list of characters with your students and ask them to identify
whether the character was a human or a puppet during the performance. (Due
to the large number of characters in the show we have indicated which story
each character appears in.
Clara
Arthur
The Cat
The Frog (Daniel Webster)
(Celebrated Jumping Frog of
Calaveras County)
The Stranger (Celebrated Jumping
Frog of Calaveras County)
Mark Twain
Huckleberry Finn (Huckleberry Finn)
The Stranger’s Frog (Celebrated
Jumping Frog of Calaveras County)
Tom Sawyer (Tom Sawyer)
King Hubert (Legend of Sagenfeld)
Aunt Polly (Tom Sawyer)
The Soothsayer (Legend of
Sagenfeld)
‘Ol Jim (Tom Sawyer)
The Dog (Legend of Sagenfeld)
Ben Rogers (Tom Sawyer)
The Fox (Legend of Sagenfeld)
One Eyed Kitten (Tom Sawyer)
Ringmaster (Huckleberry Finn)
The Clown (Huckleberry Finn)
The Man on the Horse (Huckleberry
Finn)
Jim Smiley (Celebrated Jumping
Frog of Calaveras County)
The Nightingale (Legend of
Sagenfeld)
King Hubert’s Noble Steed (Legend
of Sagenfeld)
The Donkey
(Legend of Sagenfeld)
Ohio Content Standards Satisfied by
Twain’s Twisted Tales
OH.ELA.1.K.2 – Say rhyming words and identify non-rhyming words.
OH.ELA.5.K.1 – Identify favorite books and stories.
OH.ELA.5.K.2 – Retell or re-enact a story that has been heard several times.
OH.ELA.5.K.3 – Distinguish between fantasy and reality.
OH.ELA.5.1.1 – Identify characters and setting in a story
OH.ELA.5.1.2 – Retell the beginning, middle and ending including important events in a story.
OH.ELA.5.2.1 – Describe characters and setting.
OH.ELA.5.2.2 – State the plot of a story.
OH.ELA.6.K.1 – Generate writing ideas.
OH.ELA.6.K.2 – Discuss ideas with teacher and peers.
OH.SS.K.2.B.2 – Identify different cultures through the study of holidays, customs and traditions utilizing
language, stories, folktales, music and the arts.
OH.SS.1.6.3 – Demonstrate accountability for actions.
OH.SS.1.7.B.4 – Identify main ideas from oral, visual and print sources.
OH.SS.1.7.C.5 – Communicate information orally or visually.
OH.SS.3.5.A.6 – Explain why the use of power without legitimate authority is unjust (e.g., bullying, stealing).
OH.SC.K.2.A.2 – Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals
characteristics they really do not have (e.g., talking flowers).
OH.SC.K.3.A.1 – Demonstrate that objects are made of part (e.g., toys, chairs).
OH.SC.K.3.A.2 – Examine and describe objects according to the materials that make up the object (e.g., wood,
metal, plastic and cloth).
OH.SC.1.4.B.6 – Investigate that tools are used to help make things and some things cannot be made without
tools.
OH.SC.1.4.B.7 – Explore that several steps are usually needed to make things (e.g., building with blocks).
OH.SC.K.5.C.5 – Draw pictures that correctly portray features of the item being described.
OH.DR.K.1.A.1 – Explain when to observe and listen, and when to speak.
OH.DR.1.1.A.1 – Demonstrate appropriate audience behavior.
OH.DR.3.1.A.1 – Demonstrate audience behavior appropriate for forms and styles of drama/theatre: live theatre,
film/video and broadcast media.
OH.DR.4.1.A.1 – Discuss how a performer adjusts to a specific audience.
OH.DR.K.1.B.1 – Listen to stories, myths and/or fairy tales from various time periods and cultures.
OH.DR.3.2.A.1 – Create the movement and voice of a character using personal experiences to solve problems
encountered by a character.
OH.DR.3.2.A.2 – Use voice, movement, space and/or physical objects to express or communicate thoughts,
feelings and ideas both in improvised and scripted activities.
OH.DR.K.2.D.2 – Retell or summarize a story after listening to it.
OH.DR.1.2.D.1 – Describe characters in a story and tell how the characters are similar to or different from
themselves.
OH.DR.6.2.A.1 – Create a character using appropriate voice, posture, movement and language.
OH.DR.5-8.2.B – Explain the functions and interrelated nature of scenery, props, lighting, sound, costumes and
makeup to create an environment appropriate for drama.
OH.DR.K.3.A.2 – Identify the characters, place and time in a story.
OH.DR.4.3.A.2 – Describe the plot, characters, conflict, resolution and theme of a dramatic/theatrical work or
experience.
OH.DR.5.3.C.2 – Critique a dramatic/theatrical performance.
OH.DR.K.4.B.1 – Retell stories from various cultures.
OH.DR.2.4.B.1 – Compare the same story from across cultures.
OH.DR.3.4.B.1 – Compare and contract characters and situations in stories/drama from and about various
cultures.
OH.FL.1.1.H.11 – Respond (e.g., raise hand, clap hands) to specific information (e.g., key words, phrases,
ideas) in live, signed or recorded stories.
OH.FL.4.1.H.8 – Identify and state the main idea, and describe characters and settings of narratives and media
presentations.
OH.FL.K.1.J.12 – Draw a picture based on a story.
OH.FL.1.1.J.13 – Retell a story (e.g., sequence pictures, draw favorite scenes).
OH.FL.5.1.A.2 – Exchange written communication (e.g., email, e-pals, phone pals, notes, letters).