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Saving Humpty Dumpty!
Engage creative thinking skills and spark the imagination with the use a new twist on a familiar story in this idea for a classroom theater production!
Grade Level: 3-6
Story Preview: Two young computer whizzes help doctors in a race against time to save Humpty Dumpty!
Roles: Narrators 1 and 2, twins Carol and Christopher Megabyte, Mr. and Mrs. Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, Suzy Speaks
Can Humpty Dumpty Be Saved?
Grade Level: 3-6
Story Preview: Two young computer whizzes help doctors in a race against time to save Humpty Dumpty!
Roles: Narrators 1 and 2, twins Carol and Christopher Megabyte, Mr. and Mrs. Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, Suzy Speaks
Setting: Present day in a kingdom in a faraway land.
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Theme: Nursery Rhymes
Vocabulary:
- anchorperson: a reporter who leads a television news program
- beloved: much loved, favorite
- critical: dangerous, extreme, serious
- exclusive: single, restricted
- isolate: set apart from others
- perch: a place where something sits or rests
- proclaim: announce, state to the public
- shatterproof: unbreakable, strong
- skeptical: doubting or questioning
- whiz kids: gifted, talented young people
Props: (Optional) desk and/or smock for doctor; classroom computer for the twins; paper crown for the king; piece of paper to symbolize a check or a bag to represent money for the king; toy microphone for reporter; student-drawn or teacher-selected printed picture of Humpty Dumpty
Follow-Up Questions:
- What do the names Carol and Chris Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, and Suzy Speaks tell about those characters in the play?
- How much money does King Prosperous offer to anyone who can help the doctors?
- How does Carol describe the pieces of Humpty Dumpty's broken shell?
- Why is Dr. Menditwell amazed by Carol and Chris's work?
- How long did Humpty Dumpty's surgery take?
- How do you think a rebuilt Humpty Dumpty would look? Draw a picture to illustrate your idea.
Follow-Up Activity:
Invite students to compare and contrast the classic Humpty Dumpty nursery rhyme and this play. Organize students into small groups to create charts noting the similarities and differences between each version. Then ask each group to write another stanza for the Humpty Dumpty rhyme based on the action in the play. When completed, ask groups to read their completed rhymes to the class. You might want to compile students' rhymes into a booklet for the classroom library
Additional Notes:
Education World's Summer BOOK-TIVITY #6 tells about the book Whatever Happened to Humpty Dumpty? by David Greenberg. This source provides humorous sequels to Humpty Dumpy and other popular nursery rhymes. Scroll down the page for the description of this book.
The book Through the Looking Glass by Lewis Carroll from Dover Publications is an abbreviated version of this classic tale for students in grades 3 to 5. Humpty Dumpty is one of the characters in the story.
Click here for a printable script.
Article by Lois Lewis
Education World®
Copyright © 2005 Education World
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Subject: ELA- Reading
Grade: 3
Lesson Objective: To ask and answer questions about a particular text
Common Core Standard: CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Why do we ask questions? (Allow the students to answer.)
Main:
Say:
We ask questions to learn more about something. Sometimes we ask questions because we do not understand something and we need it to be explained more. And, sometimes we ask questions because we just want to know more!
Many times, when we are reading, we think of questions that we have about what we are reading. It might be a question about a word that we do not understand or a question about why something happened.
Raise your hand if you have ever asked a question out loud or to yourself when you were reading?
You are now going to read a paragraph about space. While you are reading, I want you to think about any questions that you might have. (Allow the students time to read the paragraph.)
Now that you have read about space, I want you to think about questions that you have about what you read. Raise your hand if you have a question. (Allow the students to share their questions. If the students cannot come up with any questions to ask, prompt them by asking them to think about questions using who, what, where, why and how.)
You came up with some really good questions! Now, you are going to answer questions about what you read.
You will write the answer on the line next to the questions. You will also need to underline the part of the paragraph that shows you where you got your answer.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 3
Lesson Objective: To sequence the steps of how to make chocolate chip cookies
Common Core Standard: CCSS.ELA-Literacy.RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Do you think it is important to do something like following a recipe in order? Why or why not? (Allow the students to answer.)
Main:
Say:
When following directions to make a recipe or to put something together, it is important to following the steps in order.
If you do not follow directions in order, what could happen? (Allow the students to answer.)
Raise your hand if you have ever followed a recipe or put something together following directions.
When reading directions, it is important to start at the beginning and read everything. After you understand what the directions are telling you to do, you can start.
Today, you are going to read about how to make chocolate chip cookies. When you are reading the directions, make sure that you understand what the recipe is telling you. (Allow the students time to read the recipe.)
Raise your hand if you can tell me what the directions are telling you to do. (Allow the students to answer. Answers should refer to mixing ingredients together and baking.)
What is the first step? How do you get from step one to the last step? (Allow the students to answer.)
You are now going to sequence all of the steps. Under the recipe that you read are all of the steps, but they are not in order. You will put a number next to each step. The first step will have a number 1.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the sequence of steps.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
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