1. family and parenting
2. children

teacher resource 2014
Contents
Links to the New Zealand Curriculum .......................................... 3
Synopsis and Creatives ....................................................................... 4
Mr McGee ............................................................................................................ 6
• Mr McGee lived under a tree
• That’s Tree-mendous!
• Up, Up In The Air
• Dress Ups
Alexander’s Outing ....................................................................................... 11
• Where Did Alexander Go? • Neighbourhood Watch
• Rubber Ducky- you’re the one! • Will it Float or Sink? • Floating or Sinking?
Belinda ................................................................................................................... 17
• Catch me if you can!
• Butter for the Bread
• ‘Ow’ as in Cow
Brown Bread and Honey ............................................................................ 20
• The Cooks Cook
• The Best Food
• Sarnie Time
• What Do You Think? • Alphabet Soup
• Descriptions Galore • A Pyramid For A King
Inside Mary Elizabeth’s House .................................................................. 28
• Monsters Inc
• An Invitation
• Little by Little
• Bank Your Words
Mr McGee and the Biting Flea ................................................................ 33
•
•
•
•
•
Animal Crackers
Sounding Out Words It Wasn’t My Fault!
Rhyming Fleas
Read All About It!
Links to the New Zealand Curriculum
Mr McGee and the Biting Flea is a culmination of six wonderful stories by award-winning New Zealand
children’s writer Pamela Allen. Now her tales are brought to life in the New Zealand premiere of this
theatrically acclaimed production.
Emerging from dozens of suitcases and crates, three curious warehouse workers transform a storeroom
into enchanting little miracles of music and play.
Achievement Objectives Level 1 and 2
English
Listening, Reading and Viewing
• Purpose and Audience
Recognise and show some understanding that Pamela Allen has shaped her stories for
different purposes and audiences.
• Language features
Recognise and show some understanding of how Pamela Allen uses language features
for effect within and across her texts.
• Structure
Recognise and show some understanding of how Pamela Allen structures her texts.
Speaking, Writing and Presenting • Purpose and Audience
Recognise and show some understanding of how to shape texts for a purpose and an audience.
• Structure
Organise text using a range of simple structures.
Science
Through some of Pamela Allen’s stories, students will explore and act on issues and questions that link
their science learning to their daily living.
They will explore every day examples of the Physical and Living World.
The Arts
Drama
Through watching the performance your students will demonstrate awareness that
drama serves a variety of purposes in their lives and in their communities.
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Synopsis and Creatives
Mr McGee and the Biting Flea presents six of Pamela Allen’s best loved stories in a theatre adaptation
by Adelaide based Patch Theatre Company.
The following stories are featured in the show:
• Mr McGee
• Alexander’s Outing
• Belinda
• Brown Bread and Honey
• Mary Elizabeth’s House
• Mr McGee and the Biting Flea
Patch Theatre’s Mr McGee and the Biting Flea won the Helpmann Award for Best Children’s Theatre in
2008. The show has been performed to well over 100,000 children around Australia and in the USA.
Capital E National Theatre for Children
Founded in 1997, Capital E National Theatre for Children is based in Wellington from where we have
been creating and presenting a range of new New Zealand theatre works designed especially for
children. We have become one of the leading professional theatre companies and we tour two works
annually to around 20 centres from Invercargill to Kerikeri and all points in between, to an audience of
around 50,000 per year. We have also presented these unique New Zealand works regularly in Australia
and Singapore including seasons at the iconic Sydney Opera House.
The National Theatre for Children is a dynamic theatre company with a strong well-established record
of developing and presenting quality works for young people. This is endorsed by the support we have
built up with schools, the general public, festival directors, education professionals and the professional
theatre sector nationally and in Australia. We often spend three years creating a new work and testing
it in front of children and teachers before it makes it to the stage so we can present work that speaks
to and of New Zealand children and their place in the world. We produce new theatre works year round
and have earned a national reputation for high quality professional theatre. This is why Creative New
Zealand funds the National Theatre for Children as an Arts Leadership organisation.
Our success revolves around the respect we have for children. We treat them as an audience in their
own right, worthy of access to the best of professional creative talent that New Zealand has to offer.
The National Theatre for Children aims to be a gateway to the performing arts. We perform a variety
of genres from contemporary dance, opera, puppetry, nonverbal works, musicals and straight dramas
to give children the chance to experience these multiple art forms. We collaborate and partner with a
variety of artists and other professional organisations such as Footnote Dance, the New Zealand
Symphony Orchestra and Patch Theatre in Australia among others so as to bring the very highest
quality of work tailored for a young audience with extensive educational resources to accompany each
and every production.
We only perform in theatre venues, not in school halls as we are big believers in getting students out of
their schools and into their local theatres in the hope that they will form a relationship with their local
venue and develop a lifelong love of theatre. Performing out of school makes it a special event for
children attending and for many it is their first experience inside a theatre. We want to make it a
magical experience. This also enables us to present shows with the very best production values.
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Pamela Allen — writer
Pamela is a children’s book author and illustrator based in Auckland,
New Zealand who has published over thirty picture books since her
first, which was published in 1980. Allen has won numerous awards as
both an author and illustrator. She is the only person to win the
Australian CBC Picture Book of the Year in two consecutive years
- 1983 and 1984 - for Who Sank the Boat (1982) Bertie and the Bear
(1983). She has been shortlisted for the prize in five other years.
In New Zealand, her achievements include winning the 1986 New
Zealand Library Association Russell Clark Award for Illustrations for
A Lion in the Night (1985). Two of Allen’s books were shortlisted for the prize in 1993: Mr McGee Goes
to Sea (1992) and Belinda (1992). In 2001 Who Sank the Boat won the Gaelyn Gordon Award. Pamela
Allen has won and been shortlisted for numerous other awards, and her books have been published
around the world, including translations into French, Swedish and Japanese.
The books by Pamela Allen are published by Penguin Books Australia and New Zealand and licensed
by Tim Curnow, Literary Agent and Consultant, Sydney.
Dave Brown — director
Dave Brown taught Chemistry and Biology for seven years, Drama
and English for seven years, was founding Artistic Director of
Jumbuck Youth Music Theatre for seven years, Artistic Director of
Patch Theatre Company for seven years, an Arts Project Officer for
Carclew Youth Arts Centre at the turn of the millennium before
returning as Artistic Director of Patch Theatre Company for
another seven years. There he joyfully remains; in a workplace that
functions like a playground. Patch Theatre Company is an
internationally renowned professional theatre company producing
challenging, elegant and diverse theatre for 4–8 year old children
and their families. Patch Theatre’s repertoire of work is presented at the Sydney Opera House, on
Broadway in New York City and many places in between. Dave’s way of working in theatre is informed
by his notions about the relationship between children, play, artists and creativity.
“Keeping the artist alive in the child” is the Patch Theatre mantra, derived from Picasso’s observation
that “every child is an artist; the challenge is to keep them so”. Education, Dave believes, promotes
logical thinking and undervalues creative thinking. “On the one hand, creativity is applauded and yet,
at every turn in our big square world, there is mistrust for its intangible nature and the processes
required to glimpse its possibilities.”
Dave’s plea is to take the playground to the classrooms, where children are being rehearsed for the
big square world and encourage them to explore its roundness.
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Mr McGee
Mr McGee lived under a tree….
Pamela Allen uses Mr McGee’s name as a rhyming word.
The blend ee makes the sound of the letter e’s name.
Use the following four words to create a rhyme:
see
bee
free
knee
She uses many different words to make a rhyme.
Can you create another rhyme with the sound of ‘own’
clown
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town
down
brown
Mr McGee
That’s Tree-mendous!
Mr McGee lives under a tree. Would you like to live under a tree?
What type of tree would it be? Why?
Design a tree house for yourself or Mr McGee. You may even decide to build it in the tree not under it.
Think about:
• your daily needs
• decoration
• furniture
• views
• access (how to get in and out)
Draw your tree house here:
7
Mr McGee
Up, Up In The Air
Poor Mr McGee blew up like a balloon and flew across town. Imagine if you blew up like a balloon.
Where in the entire world would you like to fly to?
What adventures would you have on the way?
Think of the reaction of birds and people as you fly by.
How would you come down?
Would you be wearing the right clothes?
8
Mr McGee
Dress Ups
We all put on our clothes every morning just like Mr McGee.
trousers
Can you help Mr McGee put these clothes on in the correct order?
waistcoat
hat
socks
tie
singlet
shoes
shirt
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Mr McGee
10
Alexander’s Outing
Where Did Alexander Go?
After seeing the show or reading the story, think carefully and try to remember the order in
which Alexander’s Outing followed.
Now can you put the places in the correct order?
college street
hyde park
a hole
sydney
bottle tree
iron gate
archibald fountain
11
Alexander’s Outing
Neighbourhood Watch
Alexander and his feathery family live in the very big city of Sydney. They pass a lot of well know
places, called landmarks, on their walk.
Imagine if Alexander and his family start their walk at your house and make their way to the closest
playground, park, school or shop.
What landmarks would they pass?
Draw and name the places in order.
12
Alexander’s Outing
Rubber Ducky- you’re the one!
A little boy rescued Alexander by pouring water into the hole.
Find a tall jar and a little rubber duck — do you have one in your bath? Put the duck in the jar and
slowly pour in some water. Watch what happens.
This is a science experiment showing floating and sinking, or displacement.
A science experiment is written down in a special way.
Lets start with three of the sections:
Method – This means
‘What I did’
Result – This means
Conclusion – This means ‘What I learnt’
‘What happened’
Use the boxes below and on the opposite page to draw what you did and what happened to the
rubber duck.
“What I did” – Method
13
“What happened” – Result
“What I learnt”– Conclusion
14
Alexander’s Outing
Will it Float or Sink?
To be completed as a class
Equipment: (things we need)
•
•
•
•
•
•
Nail
• Toy boat
Water
• Apple
Bucket
• Raw egg
Pencil
• Ruler
Paperclip
• Small ball
2 copies of the chart (one for your hypothesis and one for the experiment)
Aim: (what we want to find out)
To find which things on the equipment list will float and which will sink.
Hypothesis: (what we guess might happen)
Complete the first chart with your classes ideas.
Item
Nail
Pencil
Paperclip
Toy boat
Apple
Raw egg
Ruler
Small ball
Method: (what we will do)
1.
2.
3.
4.
Float
Sink
Fill the bucket with water
Carefully put one of the things into the water. Watch what happens.
Take it out of the water and test the next thing.
Continue testing all the things on your list and add some more if you can.
Result: (what happened)
Item
Nail
Pencil
Paperclip
Toy boat
Apple
Raw egg
Ruler
Small ball
Float
Sink
15
Alexander’s Outing
Floating or Sinking?
Now you have seen the show let’s do some more experimenting.
Does fruit float or sink? ___________
Your answer is a Hypothesis.
Now you will need some Equipment to prove whether you were right or wrong.
• An orange
• A deep bowl
• Water
Method
1. Fill the bowl with water
2. Put the orange in the water and watch what happens.
3. Remove the orange and peel it and repeat the experiment.
Result
The first time you put the orange in the water it probably floated. After you peeled it, it probably
sank.
Why?
Conclusion
The rind of an orange is full of tiny air pockets which make it float. Removing the rind with the air
pockets makes it sink.
Try the same experiment with an apple and a pear.
16
Belinda
Catch me if you can!
Belinda the cow did not want to be milked.
Can you think of a way to catch a cow?
Draw your plan. How will you stop her escaping once you have caught her? Remember to leave room
for a person to milk her.
1
2
3
4
You may have more or less than four steps in your plan. If you do have more steps in your plan just use
another page.
17
Belinda
Butter for the Bread
In the show the actors sing a song about ‘butter for the bread’
How does milk from a cow become butter?
Try this:
•
•
•
•
•
•
•
18
Put one cup of cream into a screw top jar with a pinch of salt
Shake the jar vigorously
Look to see if the cream has thickened
Keep shaking
When it is as thick as the butter you know, open the jar and spread it on bread or a cracker.
Jam is a pleasant extra.
Enjoy!
Belinda
‘Ow’ as in Cow
The letters ‘ow’ can make the sound ‘ow’ as in cow or the long ‘o’ sound as in row.
Which of these words have the same sound as the ‘ow’ in cow.
tow
down
crow
town
frown
throw
yellow
mow
gown
how
grow
follow
Can you use each of the ‘ow’ sounding words in a sentence?
19
Brown Bread and Honey
The Cooks Cook
The King’s Cooks are very busy!
Stirring and whirring
Mixing and fixing
Basting and tasting
Sniffing and whiffing
Sipping and dipping
Making and baking
Chopping and lopping
All of these verbs (doing words) rhyme.
Can you think of rhymes for these verbs?
Chewing and
Slurping and
Munching and
Eating and
Can you think of more?
and
and
and
and
and
and
and
and
and
and
and
20
Brown Bread and Honey
The Best Food
The King soon learns that the best food to keep him healthy is brown bread and honey.
What is your favourite food?
Do you think your favourite food is a healthy choice?
Why?
21
Brown Bread and Honey
Sarnie Time
Honey sandwiches turn out to be the King’s favourite food. Can you write clear instructions on how to
make a honey sandwich?
1. Put 2 pieces of bread on a plate.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Draw your finished sandwich.
22
Brown Bread and Honey
What Do You Think?
1. Why couldn’t the King ride his horse or jump?
2. Why did he fire his cooks?
3. When he was hungry the cooks refused to cook. Why?
4. Who gave him food and what was it?
5. Why do you think the brown bread and honey helped the King to run and jump and ride again?
23
Draw the King before and after he stopped eating all day.
before
after
24
Brown Bread and Honey
Alphabet Soup
The Cooks in the story cooked:
“Muffins and milkshakes
Puddings and pumpkins”
Can you think of at least one food for each letter of the alphabet?
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
25
Brown Bread and Honey
Descriptions Galore
Pamela Allen uses lots of adjectives in her book ‘Brown Bread and Honey’. Adjectives are describing
words.
E.G. greasy gravy, sticky stuffing.
Can you think of adjectives that start with the same letter as each of these words?
banana
custard
chips
carrots
sausages
sauce
Can you think of any others?
26
Brown Bread and Honey
A Pyramid For A King
In Brown Bread and Honey the King would have been a lot better if he had known about the healthy
food pyramid. As a class discuss and then add the foods to the pyramid below.
fats,
oils, sweets
dairy
Vegetables
meat,
poultry,
eggs, nuts
Fruits
bread, cereals, rice, pasta
27
Inside Mary Elizabeth’s House
Monsters Inc.
Mary Elizabeth had a monster living in her house. What kind of monster could live in you house?
Write a description of your monster and then draw them. Make sure they are scary !!
28
My Monster...
29
Inside Mary Elizabeth’s House
An Invitation
Mary Elizabeth invites you to a Monster Dinner. What will she serve you?
Remember her monster has to eat it too!
Create a suitable menu card with the following:
Nibbles:
Dinner:
Dessert:
Extra: Give your food scary names e.g. sheep’s eyes which could really be tiny tomatoes.
30
Inside Mary Elizabeth’s House
Little by Little
In the show Mary Elizabeth describes her monster little by little each day of the week.
Choose an animal you know well and think of a fact to share about them each day of the week.
This example of a cat will show you how to do it.
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
Saturday:
Sunday:
It has four legs.
It likes sleeping.
It has whiskers.
It eats meat.
It has a long tail.
It is fluffy.
It purrs.
What is it? Draw your answer.
Now have a go with your own animal.
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
Saturday:
Sunday:
31
Inside Mary Elizabeth’s House
Bank Your Words
You know we save our money in the bank, well good writers save words in a Word Bank. They do this
so they can use them later to make their stories even better.
Can you deposit some words in these banks?
People Words
champion
angelic
Grumpy Words
sulky
grouchy
Beach Words
surf
seagull
Soft Words
creamy
squashy
Loud words
scream
shout
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Silly Words
muzzy
twitty
Mr McGee and the Biting Flea
Animal Crackers
Do you know the names for the members of these animal families?
They are all mixed up. Sort them into their correct families.
cub
calf
lamb
lion
ewe
pig
ram
lioness
cow
bull
piglet
sow
Can you think of at least two more animal families?
33
Mr McGee and the Biting Flea
Sounding Out Words
Pamela Allen uses onomatopoeia (sound words that imitate sounds in real life) a lot in Mr McGee and
the Biting Flea.
Ooooooooo! Owwwwww!
Can you add onomatopoeia to these pictures?
34
Eeeeeeeee!
Mr McGee and the Biting Flea
It Wasn’t My Fault!
In the show the flea was only doing what fleas do best... wasn’t he?
Write the story from the flea’s point of view.
35
Mr McGee and the Biting Flea
Rhyming Fleas
Flea is a great word to rhyme with.
Write a poem using some, or all, of these words:
sea
he
see
bee
tea
knee
pea
free
me
key
Use the following line to get started:
Jasper was a jolly flea…
36
Mr McGee and the Biting Flea
Read All About It
Imagine you are a newspaper reporter and you witnessed Mr McGee’s antics with the flea. Write the
report for tomorrow’s paper.
Remember all the things a good report covers:
Headline – make it clear, bold and simple
By-line – the reporters name
What
The body of the report –
Why
Outcome – what happens at the end?
Where
When
How
Who
37