October 1

8 – Nov

ember 9,

2012

E n r i c h m E n t G u i d E

Sponsored by: Media sponsors: In partnership with:

BiG – thE musical

Dear Teachers and Parents,

Welcome to First Stage’s 26th season and our production of BIG The MuSIcal. The much loved coming of age story began as a hit movie in 1987 and was later turned into a Broadway musical. First Stage’s adap-tation of BIG The MuSIcal shares the journey of Josh Baskin, a 12-year-old boy who magically turns into an adult and has to learn many lessons in friendship, love and responsibility.

enclosed in this enrichment guide is a range of materials and activities intended to help you discover con-nections within the play through the curricula. it is our hope that you will use the experience of attending the theater and seeing BIG The MuSIcal with your students as a teaching tool. 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.

enjoy the show!

Julia Magnascoeducation Director(414) 267-2971Julia@firststage.org

sEttinG thE staGEpreparing for the play

Synopsis . . . . . . . . . . . . . . . . . . . . . . . . 3-4about the lyricist . . . . . . . . . . . . . . . . . 5about the librettist . . . . . . . . . . . . . . . 5about the composer . . . . . . . . . . . . . . 5Notes from the Director . . . . . . . . . . . 6Recommended Reading . . . . . . . . . . . . 7Pre Show Questions . . . . . . . . . . . . . . . 7

For tEachErsCurriculum connectionsbefore or after the play

laNGuaGe aRTSWhat Makes It Fantasy? an Introduction to the Fantasy Genre . . . . . . . . . . . . . 10Toy Makers . . . . . . . . . . . . . . . . . . . . . . 11Post it: a Wall of Friendship . . . . . . . 13

MaThcarnival Games, It’s a Matter of chance . . . . . . . . . . . . . 8PIG! a Probability experiment . . . . . . 9

ScIeNceThe Science Behind Roller coasters . . . . . . . . . . . . . . . . . . . 14

aRTSigns of change: Themed collages . . 12

curtain callPost Show Questions . . . . . . . . . . . . . 15Who Said It? . . . . . . . . . . . . . . . . . . . . . 15Who Said it? (aNSWeRS) . . . . . . . . . 16

First Stage Policies• 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 special needs: 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.

INSIDe The GuIDea Note to Teachers and Parents

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Josh Baskin and his best friend Billy are hanging out in their suburban New Jersey neighborhood. cynthia, Josh’s crush, and her friends walk

by, turning Josh speechless. after they exit, the boys share a laugh and their special friendship ritual- a handshake and song.

The stage transforms into a carnival full of games booths and crowds of people. The boys get in line for the “Wild Thunder” rollercoaster and cynthia happens to get in line behind them, turning Josh once again into a mute. he slowly gains confidence to talk and is interrupted by the entrance of her 16-year-old date, Derek. To add to his embarrassment, the ticket taker tells him he is too small to ride the “Wild Thunder.” The boys leave the line and find themselves by a Zoltar machine. curious, Josh steps in front of it and wishes he were big. The machine shakes and flashes lights despite the fact it is not plugged in. Zoltar says, “Your wish is granted!,” there is a boom of thunder and Josh runs away.

The next morning at the Baskin’s house, Josh groggily gets out of bed only to discover he now has the body of an adult. he struggles to accept this dramatic change while trying to keep Mom from finding out. he calls Billy without success, puts on his Dad’s sweats and enters the kitchen. he reveals his new self to Mom, who promptly freaks out. Josh tears out of the house in a panic. Josh runs into Billy on the street who is uncon-vinced that this is actually his friend in this adult body until Josh does their special handshake and song. Billy is convinced and they run off.

Josh and Billy arrive at the arcade in the Port authority Bus Terminal. They desperately try to find another Zoltar machine with no suc-cess. Billy suggests Josh gets a job while they try to figure out how to find the Zoltar. Josh calls Mrs. Baskin to assure her that he is alright and will return home in four weeks. as she hangs up, he begins to cry.

Josh enters the sales floor of a New York city toy store looking for a job. a kid runs by him with a toy gun and Josh picks one up and pursues him through the store. he suddenly bumps into George MacMillian, a toymaker. Josh gives him some insight on his ideas for fun toys and tells him that the new toy, Dr. Deathstar, is not as good as another similar toy called Starfighters. Impressed by his eagerness and insight MacMilllian hires Josh as a toymaker.

later, at MacMillian toys, Josh meets Susan and Paul, his coworkers. They are getting ready to present the year’s toy to MacMillian. When he shows up, MacMilllain instantly shoots down their idea due to Josh’s previous review of the Dr. Deathstar gun. MacMillian then introduces Josh as his new Vice President for Product evaluation. Paul is very upset by the news and leaves.

later in his office, Josh and Billy are hanging out. They begin chasing each other around with toy guns as Susan enters. Susan tries to get to know him a little more and Josh invites her to see his apartment.

They a r r i v e at Josh’s loft style apartment and Susan pulls out champagne and caviar. Josh tries each and promptly spits them out in disgust. Susan is a little confused at his immature reaction. When she tries to leave, he invites her to sleep over in his bunk bed. he lends her his pajamas and gives her a toy ring. She is touched by this kind gesture and Josh falls asleep.

Setting the Stage Synopsis

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The MacMillian Toy company is having a company party and every employee and their family is dressed to the nines. MacMillian wel-comes everyone to the party and prepares to announce the six christmas toys of the year. he throws everyone for a loop when he opens the box that is supposed to be full of toys and instead reveals smashed pieces of the toys. he reprimands his team for their poor ideas. Paul joking looks to Josh for inspiration at this moment and Josh’s response is, “Well, it’s a party, we could dance.” a few join in and once MacMillian demands dancing, the whole team joins in! Susan and Josh decide to work together on coming up with new ideas. During the party, Billy bursts in with a list of Zoltar machines for Josh. Josh brushes him off and returns to the dance.

later on, Josh and Susan are desperately trying to f ind a new idea for MacMillian. Susan picks up some oversized boxing gloves and chal-

lenges Josh to a match to test out their idea, “Ring-a-Ding Boxing.” They have a good game of slugging each other and it erupts into a full blown laughing hysterical f ight. They tumble over and share a f irst kiss.

The following morning, Susan informs Josh that the Design and Marketing department love his toy idea and the art department will be creating quick sketches for their meeting. MacMillian enters asking about the new idea, however Josh tells him he need to wait for the following day. Billy arrives to Josh’s off ice and shows him the list of carnivals where they can f ind the Zoltar. Josh explains to Billy that he has f inally become a grown up and does not want to go back to the way he was. Billy is upset by this and doesn’t understand why his best friend is choosing this new life over him. They get into an argument and Billy stalks off. Josh reveals himself and his secret to Susan. She

misunderstands this to be a breakup and she admits that she loves him. Josh decides to f ind the Zoltar machine after all.

Billy and Josh arrive at a rundown warehouse full of antique rides and leftover carnival junk. after some real searching, they stumble upon a Zoltar machine. Before making his wish, Susan enters and Josh once again tries to explain his secret. he unplugs the machine and shakes it. Josh tells Susan he will miss her as she gives him back his toy ring. Josh makes his wish and it is quickly granted. Josh returns to his true self as his mom runs to him.

Setting the Stage Synopsis

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about the lyricist: Richard Maltby, Jr.Taken directly from: http://www.therep.org/attend/productions/crew/default.aspx?id=61

Richard’s Broadway credits include: conceived/directed aIN’T MISBehaVIN’ (1978 Tony, NY Drama critics, Outer critics and Drama Desk awards. also Tony award for Best Director); FOSSe (1999 Tony, Outer critics and Drama Desk awards). lyricist: MISS SaIGON (evening Standard award 1990, Tony Nomination for Best Score 1991). Director and co-lyricist of aNDReW llOYD WeBBeR’S SONG & DaNce, 1986 (Tony award for star Bernadette Peters). With composer David Shire: director/lyricist BaBY, 1983 (book by Sybille Pearson; seven Tony award nominations); lyricist: BIG, 1996 (book by John Weidman. Tony nomination: Best Score).Off-Broadway credits: director/lyricist STaRTING heRe STaRTING NOW, 1977 (Grammy award nomination); clOSeR ThaN eVeR, 1989 (Outer critics circle awards: Best Musical, Best Score). contributes devilish crossword puzzles to Harpers Magazine. Son of well-known orchestra leader; married to Janet Brenner; five children: Nicholas, David, Jordan, emily and charlotte.

Taken directly from http://www.mtishows.com/biography.asp?writerid=3376.

John Weidman wrote the book for PacIFIc OVeRTuReS (Tony nominations, Best Book and Best Musical), produced and directed on Broadway by hal Prince. he co-authored the new book for lincoln center Theater’s Tony award-winning revival of cole Porter’s aNYThING GOeS, a new production of which was mounted last fall by Trevor Nunn at the National Theatre. Weidman wrote the book for aSSaSSINS, score by Stephen Sondheim, directed Off-Broadway by Jerry Zaks and in london’s West end (Drama critics’ award for Best Musical) by Sam Mendes. he wrote the book for BIG (Tony nominations, Best Book), score by Richard Maltby, Jr. and David Shire, directed on Broadway by Mike Ockrent, and, with direc-tor/choreographer Susan Stroman, co-created the musical Contact (Tony nomination, Best Book), which won the 2000 Tony award for Best Musical. Weidman is writing the book for BOuNce, score by Stephen Sondheim, direction by harold Prince, which is currently in production at the Goodman Theatre in chicago. Since 1986, he has written for Sesame Street, receiving eleven emmy awards for Outstanding Writing for a children’s Program. Weidman is President of the Dramatists’ Guild of america. he lives in New York city with his wife, lila, and their two children, laura and Jonathan.

about the librettist: John Weidman

about the composer: David Shire

Taken from: http://www.mtishows.com/biography.asp?writerid=3265

David Shire wrote the music for BaBY (Tony nominations for Best Score and Musical) and BIG (nominated for Best Score). Off-Broadway credits include STaRTING heRe, STaRTING NOW (Grammy nomination), clOSeR ThaN eVeR (Outer critics award for Best Musical and Score), uRBaN BlIGhT (MTc), The SaP OF lIFe, and incidental scores for aS YOu lIke IT (NYSF), The uNkNOWN SOlDIeR aND hIS WIFe, The lOMaN FaMIlY PIcNIc, ShMulNIk’S WalTZ and VISITING MR. GReeN. he and his long-time collaborator Richard Maltby are at work on Take FlIGhT, a new musical which premiered at the charlotte Rep in the spring of 2004.

his many film scores include NORMa Rae (academy award for Best Song), Francis coppola’s The cONVeRSaTION, all The PReSIDeNT’S MeN, The TakING OF PelhaM 1-2-3, FaReWell, MY lOVelY, ‘NIGhT, MOTheR, ReTuRN TO OZ and SaTuRDaY NIGhT FeVeR for which he won two Grammy awards. his numerous television scores have earned five emmy nominations and include SaRah PlaIN aND Tall, ReaR WINDOW, RaID ON eNTeBBe, The WOMeN OF BReWSTeR Place, The keNNeDYS OF MaSSachuSeTTS, The heIDI chRONIcleS, Jake’S WOMeN and BROaDWaY BOuND.

his songs have been recorded by Barbra Streisand, Maureen McGovern, Melissa Manchester, Jennifer Warnes, kiri Ti kanawa and many others, and include the international Billy Preston and Syreeta hit With You I’m Born Again and the Oscar-winning It Goes Like It Goes.

Mr. Shire is a member of the Dramatists Guild council, the proud husband of actress Didi conn and doting father of sons Matthew and Daniel.

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Notes from the Director: Jeff Frank

BiG idEasTwo years ago Michael Bobbit, the artistic director at adventure Theatre in Glen echo, MD and I began our work on a new adaptation of this hilarious and touching coming of age story. We made some cuts and refocused the story to the friendship between Josh and Billy and how that friendship is threatened by the changes in Josh’s life – something that, despite the fantastic nature of Josh’s changes, we can all still relate to and understand. Michael and I f lew to New York to meet with Music Theater International and the creators of the musical – David Shire, Richard Maltby and John Weidman to ref ine our work and get their input. They were very enthusiastic and helpful and have remained so. They are as excited as we are to bring this new version to our audiences and to the nation.

american Film Institute declared BIG the tenth best fantasy f ilm of all time, and BIG is number 23 on Bravo’s list of 100 Funniest Movies. The humor may be what we remember, but the heart of the story is what spoke to me. What it means to be a friend. First love. Responsibility. The turmoil of adoles-cence. The struggles of parents and teens to comprehend and appreciate one another. This is a play for every child who has wished to be a grown up and for every adult who has longed to recapture the joy of childhood.

KEy imaGEs For thE scEnic dEsiGnErThe musical opens as Josh discovers that girls are suddenly very interesting – particularly cynthia Benson. childhood is over, adolescence has arrived and the rollercoaster ride that is growing up has begun. This idea expands into a group number where both teens and parents sing about the challenges of living with one another. I think this opening; this moment of being at the cross-roads is a great place for us to begin thinking about the design for the show. at this critical time in our lives we are bombarded with feelings and thoughts – and messages about who we should be and what we should do – and rules about what we can and can’t do.

Thinking about all of this, I’m struck by the idea of billboards of NYc/signposts of life approach as a back drop – a collage of things from the adult world and the world Josh knows – not f lat but dimensional and with angles – perhaps then with elements that open or shift to allow needed furniture pieces to get on and off stage. Perhaps the Roller coaster from the carnival weaving through the background – emblematic of the ride through adolescence on which Josh embarks.

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Recommended Reading

Making It Big: The Diary of a Broadway Musical, by Barbara Isenberg

The Big Book of Music Games, Grades 1 – 5, by Debra Olson Pressnall and lorilee Malecha

Holes, by louis Sachar

Hound Dog True, by linda urban

The Fingertips of Duncan Dorfman, by Meg Wolitzer

Bunheads, by Sophie Flack

1. In the musical BIG, the main character Josh, makes a wish to be big, to be an adult. Why do you think he wants to be older? What kinds of things do you look forward to as a grown-up? What are the benefits of being young and being a kid?

2. Some of the action in the show takes place at a carnival. What do you think the set will look like? how will the production team (set designer, lighting designer, prop master and sound designer) create the car-nival atmosphere onstage?

3. The main character, Josh, lands a dream job of creating new toys for a big toy company. If you can have your dream job when you grow up, what will it be and what makes this job so special to you?

4. Josh has a best friend, Billy, who is always there for him and helps him in tough situations. Who are your best friends, and how do they show you support and help you in times of need?

Pre Show Questions

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Probability is the chance that a given event will occur. To help students understand the concept of probability, they will design their own games in groups, the types of games that you play at a carnival or amusement park, and will then explain the probability of their game. let students know their game must be original, it cannot be a game that already exists.

Final ProductsGame: Include all game boards, playing pieces, cards, balls, etc. for the game.

instructions: Groups must create a set of written or typed instructions to clearly explain the game. They must be easy to follow so that anyone can pick them up, read them and begin playing your game.

Write-up: See below.

thE WritE-uP1. Introduction: a one-page overview of their game.

a. What type of game is it? b. Where would you play this type of game? c. how much does it cost to play? d. What are the prizes if you win?

2. Instructions: Step-by-step instructions for how to play the game.

3. Game Description: What is needed to play the game? a. list all materials needed to play (dice, spinner, darts, ball, etc.).b. Draw picture of your game board, if necessary

4. Probability analysis a. Is the game fair? Show the mathematical

calculations for the expected value of winning the game.

b. If the game is not fair, how could you change the game to make it fair?

5. Reflection: each student must write a 1-page reflection.a. What were your overall feelings about this project?b. Did this project help you understand the probability any better?c. how did your group work together?

carnival Games, It’s a Matter of chance MaTh claSSROOM acTIVITY

Taken from: Tom DeRosa, McAllen, TX. http://www.teachforever.com/2009/08/three-fun-probability-games-and.html, 2009.

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PIG! a Probability experiment MaTh claSSROOM acTIVITY

matErialsOne die

activityShare with students that you will be playing a game of probability. What is the probability that the die will land on the number 1: 1/6. In this game, students will be gaining points based on the probability that the die does not land on the number 1.

1. Toss the die and announce the results. have students write down that number on their sheet of paper.

2. Toss the die again and announce the results. Students write down that number and add it to the previous number.

3. continue playing and accumulating points.

4. Players may continue to accumulate points until a 1 is tossed. When a 1 is tossed, every student still playing loses all of their points for that round. a player may decide to stop at any point before the die is thrown again. When a player stops playing, they must put down their pencil and stand quietly at their desk. Once standing, the student may not collect any more points. however, he gets to keep all of the points earned before standing.

5. Play continues until a one is thrown, or until all students are standing.

6. a game is three rounds. highest point total wins the game.

Adapted from: Mathwire.com Standard-Based Math Activities, Terry Kawas. http://www.mathwire.com/data/dicetoss1.html, 2011.

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KEy Points:

• Genres are groups of texts or books that share similar characteristics.• The genre of fantasy has some unrealistic parts or elements: setting and/or plot, usually.• Fantasy writers blend realistic things with unrealistic things.• Fantasy writers create rules for the worlds where their stories take place.• We generally split this genre into two categories: fantasy and science fiction. Both contain things that are unrealistic.

One explains it by magic, the other by technology.

class discussion:

Genres are groups of texts or books that share similar characteristics. Name a few examples as a class of… • Historical Fiction (Night John, Number the Stars)• Realistic Fiction (The Skin I’m In, Tears of a Tiger)

the fantasy genre can be recognized by having some unrealistic parts or elements. For exam-ples: often fantasy has magic or pretend creatures, takes place in a made up kingdom or world, and can have impossible events.• Brainstorm as a class a list of books they can think of that have and of these. Examples include Charlie and the

Chocolate Factory, Twilight, Harry Potter, The BFG. have students identify the elements in the books they list that makes these stories part of the fantasy genre.

Fantasy writers blend realistic things with unrealistic things. Some things are almost always realistic in novels. • Brainstorm as a class, what kinds of things could be REALISTIC in a book with magic or pretend worlds? Usually the

character’s feelings seem real, and the conflicts can be realistic. Themes in fantasy books are often issues we see in real life as well.

• Brainstorm with the class, what kinds of things do you think are UNREALISTIC or obviously fake, in a fantasy novel? The setting is often made up, and the rules of that world are often made up. events and Plot are usually impossible.

Fantasy writers create rules for the worlds where their stories take place.• Brainstorm as a class the rules of Vampires, or the rules about magic in Harry Potter. In fantasy, there are still rules.

Not eVeRYThING is possible. Only what the writer decides is possible.

What Makes It Fantasy? an Introduction to the Fantasy GenrelaNGuaGe aRTS claSSROOM DIScuSSION

Taken from: BetterLesson, Intro to Fantasy by Lauren Bassi. http://betterlesson.com/lesson/7838/intro-to-fantasy, 2012.

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WhaT MakeS a GOOD TOY? Discuss this with your friends and family members and come up with a list of elements every good toy should have:

1. __________________________________________________2. __________________________________________________3. __________________________________________________4. __________________________________________________

If you could come up with the newest, greatest toy of the year, what would it be? use the worksheet below to help you develop a new toy, and draw the prototype in the box below. Remember, this could be the big toy hit of the year!

TOY TITle: __________________________________________________________________________

DeScRIPTION OF WhaT The TOY lOOkS lIke: ____________________________________________________________________________________________________________________________________________________________________________________________________________________

WhaT DOeS The TOY DO? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

hOW MaNY PeOPle caN PlaY WITh The TOY aT The SaMe TIMe? _________________________________________________________________________________________________________________________________________________________________________________________________

WhaT MakeS ThIS TOY SPecIal (WhY DO kIDS WaNT TO PlaY WITh ThIS TOY)? ____________________________________________________________________________________________________________________________________________________________________________________

a SkeTch OF ThIS NeW TOY:

Toy MakerslaNGuaGe aRTS STuDeNT WORkSheeT

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In the production of BIG, the director and designers use street signs, symbols and posters all with very clear messages: “Wrong Way,” “You must be this tall,” “Do not enter,” “Don’t even think of Parking here.”

after seeing the show, hold a discussion with your students regarding the use of signs in the set. ask students, “how do you think the messages in the signs relate to Josh as a kid? What does Josh dislike about being a kid, and why does he wish he was older and bigger?” Josh felt that everyone and everything was constantly telling him what he could and couldn’t do.

continue by asking students, “What are some messages — positive or possibly frustrating — that are frequently expressed to you, or that you constantly remind yourself about? Maybe it’s regarding getting good grades, win-ning a sports tournament, or trying your best with a specific game or talent .”

Next, share with students a few piece of collage art. a collage is a picture or design created by gluing dif-ferent materials to a flat surface. The word “collage” comes from the French word coller, meaning “to glue”. Students will be creating their own themed collage based on the messages that are prevalent in their lives. Provide students with a number of different materials to include in their collage — magazines, scraps of paper, fabrics, newspapers, etc. allow them to also bring materials in from home to add to their themed collages.

Once completed, share these themed collages throughout the classroom and let students independently explore the collages and the messages they reveal.

Signs of change: Themed collagesaRT claSSROOM acTIVITY

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Before introducing this ongoing activity to the students, hold a discussion on friendship.

• What does it mean to be a good friend? • What are some of the qualities a true friend should possess? • What does the saying “In order to have a good friend, you must be a good friend” mean?

Identify a wall, bulletin board, door or other large empty area on a classroom wall and label it as the Friendship Wall. explain to the students that the wall will portray anything positive regarding friendships. at anytime throughout the school year, students can post quotes regarding friendships, photographs of classmates, drawings or even short stories they have written. Start the wall off by adding some of the friendship traits mentioned by students in the previous discussion, as well as a few pictures of classmates (if you have these). The wall will be a constant reminder of the importance of positive relationships.

Post it: a Wall of FriendshiplaNGuaGe aRTS/aRT claSSROOM acTIVITY

Adapted from: eHow Middle School Group Activities on Friendship. Brooke Williams, eHow Contributor. http://www.ehow.com/list_5811089_middle-group-counseling-activities-friendships.html

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Each group needs the following:• Tennis ball (or similar-sized ball)• Two pieces of 70 cm x 200 cm corrugated cardboard or foam board• Heavy-duty scissors• Box knife• Ruler• Hot glue gun

activity1. Tell students they will be designing and constructing cardboard “tennis ball” roller coasters with three hills. The tennis

ball in each design must start from the top of the first hill, roll up and down the other two hills, and exit the end of the track. a. have students consider the following when designing their roller coasters:

• Can all the hills be the same height? If not, why? Can they get bigger or must they get smaller? How will you determine how big or how small the hills can be?

• Does the steepness of the hill count? Is it better to make the hills steep or not so steep? Why?• How curvy should the tops of the hills and the valleys be? Should you design sharp turns or smooth turns? Why?• What provides resistance on the roller coaster causing the tennis ball to slow down? How can this resistance

be reduced?Note: Leave students with enough time to make revisions to their original design—an important factor in the world of design and engineering.

2. Divide students into small groups and give each group the materials listed above. The left and right roller coaster tracks will be made from the two pieces of corrugated cardboard that must be cut out as identical shapes. each val-ley in the roller coaster must dip to a height of 20 centimeters from the bottom of the cardboard. have students use heavy-duty scissors or a box knife to cut out both tracks.

3. From the excess cardboard, students should cut out twenty-five 4 cm x 12 cm rectangles. These rectangles will serve as spacers between the two cutout tracks. Put glue along both of the 12-centimeter edges and fasten them to vari-ous places between the two tracks so that the tracks are rigid and separated by a distance of 4 centimeters.

4. If you choose, each roller coaster can be judged in a class competition. The track with the greatest total of vertical heights for all three hills—if the tennis ball completes the course—will be named the winning design. a. here is an example of how the score for a roller coaster should be calculated for the contest. Measure the heights

of each of the three required hills and add them up. The roller coaster with the greatest total height of the three hills, whose tennis ball successfully completed its journey, is the winner.

The Science Behind Roller coastersScIeNce claSSROOM acTIVITY

Taken from: Discovery Education. The Ultimate Roller Coaster Contest. 2012. http://www.discoveryeducation.com/teachers/free-lesson-plans/the-ultimate-roller-coaster-contest.cfm

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1. I want to ride “Wild Thunder.”2. Is it scary? I don’t know. I’d be afraid to go on a ride like this alone.3. Wish? Right … I wish I was big.4. I’m calling the Police! Police! Police!5. Josh? … Man, you look terrible.6. But I’m not supposed to come to New York without a grown-up!7. hey, don’t yell at me! You made the dumb wish!8. Fun! When’s the last time I heard that word around the office?9. actually, I always had my doubts about Dr. DeathStar. 10. how could you do that?! I was defending your toy and you stabbed me in the back!11. Would you like something to drink? I fixed the coke machine so you don’t need any quarters —12. Well, I hope you won’t think I overdid it, but it’s Beluga. 13. Why don’t you ask Baskin? he’s the one who’s in touch with his “inner child.”14. Dance or you’re fired!15. The best I can, I guess. Not great. This is kind of a tough day.16. You want to complain or you want a rematch?17. But you don’t drink coffee!18. let’s go find that Zoltar!19. I’m your best friend. What’s more important than that?20. a grown man does not have a child for a best friend.

WhO SaID IT?

1. Josh learns that being an adult has its own responsibilities and challenges. What are the responsibilities and challenges of being a kid? What kinds of responsibilities and challenges does adult life have?

2. Paul is very jealous of the attention and praise that Josh gets from MacMillian. Why do you think he feels this way and treats Josh the way that he does?

3. When Billy finally brings the list of the Zoltar machines to Josh, Josh is uninterested in wishing back his true self. Why do you think Josh felt that way at first?

4. The musical, BIG, was first a movie then a musical. What differences do you think you would see in the movie version?

5. Josh was very good at coming up with new toys from a kid’s perspective. What kind of toy would you create to be the next big thing?

Post Show Questions

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1. I want to ride “Wild Thunder.” JOSh

2. Is it scary? I don’t know. I’d be afraid to go on a ride like this alone. cYNThIa

3. Wish? Right … I wish I was big. JOSh

4. I’m calling the Police! Police! Police! MRS. BaSkIN

5. Josh? … Man, you look terrible. BIllY

6. But I’m not supposed to come to New York without a grown-up! JOSh

7. hey, don’t yell at me! You made the dumb wish! BIllY

8. Fun! When’s the last time I heard that word around the office? MacMIllaN

9. actually, I always had my doubts about Dr. DeathStar. Paul

10. how could you do that?! I was defending your toy and you stabbed me in the back! SuSaN

11. Would you like something to drink? I fixed the coke machine so you don’t need any quarters — JOSh

12. Well, I hope you won’t think I overdid it, but it’s Beluga. SuSaN

13. Why don’t you ask Baskin? he’s the one who’s in touch with his “inner child.” Paul

14. Dance or you’re fired! MacMIllaN

15. The best I can, I guess. Not great. This is kind of a tough day. MRS. BaSkIN

16. You want to complain or you want a rematch? SuSaN

17. But you don’t drink coffee! MISS WaSON

18. let’s go find that Zoltar! BIllY

19. I’m your best friend. What’s more important than that? BIllY

20. a grown man does not have a child for a best friend. SuSaN

WhO SaID IT? aNSWeRS