ENRICHMENT GUI DE

WWW.FIRSTSTAGE.ORG
S C HOOL DATES:
APRIL 17 MAY 15, 2009
Based on the book by Melinda Long
Illustrated by David Shannon
Book, music and lyrics by
Janet Yates Vogt and Mark Friedman
Media Sponsors Sponsored by
Dear Teachers and Parents,
Join Jeremy Jacob on a high-sea adventure as Braid Beard and his Pirate crew try to find the
perfect burying place for their secret treasure! Jeremy lets his imagination sweep him away from
his home on North Beach and onto a real-life Pirate ship. He finds out what its like to be a pirate,
and also reminisces about whats so great about being a little boy. Adapted from the award-winning
book written by Melinda Long and illustrated by David Shannon, HOW I BECAME A PIRATE is a
musical journey sure to tickle the funny bone of even the meanest of pirates.
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 experi-
ence of attending the theater and seeing HOW I BECAME A PIRATE with your students as a teach-
ing tool. As educators and parents, you know best the needs and abilities of your students. Use
this guide to best serve your childrenpick and choose, or adapt, any of these suggestions for dis-
cussions or activities. We encourage you to take advantage or the enclosed student worksheets
please feel free to photocopy the sheets for your students, or the entire guide for the benefit of
other teachers.
Best regards,
Julia Magnasco
Education Director
(414) 267-2971
[email protected]
Setting the Stage
preparing for the play
Synopsis . . . . . . . . . . . . . . . 3
About the Author . . . . . . . . . 4
About the Illustrator . . . . . . . 4
Pre-show Questions . . . . . . 5
Suggested Reading . . . . . . . 5
For Teachers
Curriculum connections
before or after the play
HISTORY
Pirate Ship Exploration . . . . . . 6-8
LANGUAGE ARTS
Perfect Pirate Spelling . . . . . . . 9
Speak Like a Pirate . . . . . . . . 10
HUMANITIES
Proper Manners or Pirate Manners
. . . . . . . . . . . . . . . . . . . . . . . 11
SOCIAL STUDIES
Mapping Treasure . . . . . . . . . 12
GEOGRAPHY/MATH
Captain Says. . . . . . . . . . . . . 13
SCIENCE
Where Do I Go? . . . . . . . . . . 14
HEALTH
Green Teeth . . . . . . . . . . . . . 15
Soccer by the Rules . . . . . . . 16
Stranger Danger . . . . . . . . 17-18
MUSIC
A Childrens Pirate Shanty . . . 19
ART
Pirate Attire . . . . . . . . . . . . 20-21
Curtain Call
Who Said It! . . . . . . . . . . . . . 22
Post-Show Questions . . . . . . 22
Answers
Perfect Pirate Spelling . . . . . . 23
Speak Like a Pirate . . . . . . . . 24
Who Said It! . . . . . . . . . . . . . 25
FIRST STAGE POLICIES
The use of recording equipment and cameras is not permitted in the theater.
Food, drink, candy and gum are not permitted in the theater.
Any portable radios brought to the theater by students will be kept by the House Manager
during the performance and returned to the group leader at the conclusion of the play.
There is no smoking in the theater, by order of the Fire Marshal.
Should a student become ill, suffer an injury or have another problem, please escort him
or her to the theater lobby and ask an usher to notify the House Manager immediately.
In the unlikely event of a general emergency, the theater lights will go on and someone
will come on stage to inform the audience of the problem. Remain in your seats, visually
locate the nearest exit and wait for First Stage ushers 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 Group
Coordinator at (414) 267-2962. Our knowledge of your needs will enable us to serve you
better upon your groups arrival at the theater.
INSI DE THE
GUI DE
A NOTE TO TEACHERS
AND PARENTS
I
t is a beautiful day at North Beach,
and young Jeremy Jacob is digging in the
sand, fortifying his incredibly detailed sand
castle. Just as Jeremys sand castle is
being attacked by plastic Pirate figurines,
he sees a real Pirate ship quickly mov-
ing into shore. Jeremy tries getting the
attention of his parents, to tell them about
the exciting visitors making their way to
the beach. However, Mom and Dad are
too busy tending to Jeremys fussy baby
sister to listen to Jeremys news. But
Jeremy doesnt seem to mind because
real-life Pirates are coming his way, and
they are looking for a digger to bury their
treasureand Jeremy is an expert digger!
Pirate Captain Braid Beard introduces
Jeremy to his crew: first mate Seymour,
Max and his stuffed parrot Petey (but
Max thinks hes realand no one has
the heart to tell him the truth!), Pierrean
expert in French cooking, Milhous, Swill,
and Sharktooththe most feared pirate
in all the seven seasnext to Braid Beard
(of course!). After introductions, Braid Beard tells Jeremy that theyve
been in need of a skilled digger, and invite Jeremy to join the crew.
If Jeremy can swab the deck, dig deeper than he ever thought he
could, andmost importantlykeep a secret, then he definitely has
the courage to be a Pirate. Jeremy accepts the invitation, as long as
he can be assured hell be home in time for soccer practice.
With their compass, oars, rope and Diet Pepsi, the Pirates and Jeremy
head for the ship and set sail from North Beach. Now on ship, Jeremy
Jacob has lots to learn: the parts of the ship, the chores all Pirates
are expected to do while on board the ship, Pirate manners (straight
from the Pirate Code), and how to properly talk like a Pirate! Pirates
never say please or thank you, they always talk with their mouths
full, and instead of saying my Mommys in a bad mood, pirates say
thar she blows!
Jeremys life on shore in North Beach is much different than the
Pirates life. Jeremy goes to school and has to do lots of homework,
he plays video games and builds Lego spaceships with his friends,
and sometimes even has to change his baby sisters dirty diapers
(a chore Pirates NEVER have to do). But the thing Jeremy loves to
do most is play soccer. The Pirates have never heard of this game
and cant understand how playing any game by the rules can be fun.
Jeremy teaches the Pirate crew all the positions and rules of soccer,
and the Pirates enjoy a clean game of socceruntil the ball flies over
the deck of the shipgame over!
After a long and busy day on deck, it is way past Jeremys bedtime
and he asks the Pirates if there is a place where he can go to sleep.
The Pirates are very confused by Jeremys
request. Pirates dont have bedtimes.
They are never told to change into their
pajamas or take a bath, they dont get
tucked into bed, they never read stories
before bed or get a goodnight kiss, and
they absolutely never ever brush or floss
their teeth (thats how they keep their teeth
so green and slimy)! As Jeremy curls up
with a blanket in a corner of the ship, he
musters up the courage to ask Sharktooth
to tell him the story of how he lost his eye.
Jeremy is expecting to hear a daring and
dangerous story, but instead, Sharktooth
tells Jeremy that he still has his eyehe
just has pinkeye, and has to wear the eye
patch for another week. Jeremy seems
disappointed by this boring story, and so
Sharktooth sings Jeremy a lullaby about
how hes really just a sensitive guy.
Just as Jeremy is falling asleep a storm
rapidly develops, and the Pirate crew must
quickly secure the ship. All the Pirates
race around the ship batting down the
hatches, lowering the sails, patching up the portholes, setting the
surge controls, flipping the flippers, turning off the computers, and
releasing the goldfish. But the crews most important job is to not lose
the treasure! The storm is so fierce that the Pirates must turn around
and head back towards North Beach and figure out a place to bury
the treasure. The Pirates are unfamiliar with North Beach, and so they
dont know a secure place far away from enemies in this area to bury
their secret treasure. But Jeremy Jacob is a native of North Beach,
and he knows the perfect place for a buried treasureand he even
draws a map of the place for Braid Beard and the other Pirates.
Finally Braid Beard notices Jeremys map and decides its a good
map and a great spot for the treasure to be buried. The Pirates follow
Jeremys mapand it leads them right into Jeremy Jacobs back yard.
Jeremy and the Pirates bury the treasure and Jeremy swears to guard
it with his life. But then it is time for the Pirates to head back to their
ship, and for Jeremy to get to soccer practice. Jeremy worries he will
never see his new Pirate friends again, but Braid Beard assures him
that they will be backfor the treasure! And if Jeremy wants to see
the Pirates before then, he can either hoist up the Jolly Roger, or visit
them at www.pirates.arrrrgh.
SETTING THE STAGE: SYNOPSIS
3
ABOUT THE AUTHOR: MELINDA LONG
Taken directly from: http://www.harcourtbooks.com/authorinterviews/bookinter-
view_long.asp
M
elinda Long is a teacher and the
author of the award-winning bestseller How
I Became a Pirate. She lives in Greenville,
South Carolina.
Q: At the end of the story, Jeremy is wearing a bandanna and
a Pirates soccer shirt. This suggests that even though he has
decided against being a pirate, he hangs on to a part of his
dream. Do you feel that elements of our childhood fantasies
carry over into our real lives.
A: I think that, in part, everything we do as children, fantasy or not,
prepares us for our roles in the real world. As a kid I played house,
teacher, pirate, hero, damsel in distress, and a lot more. Even though
I was only playing, I carried many of those concepts and personal-
ity traits over into everyday life. When I read The Lion, Witch and the
Wardrobe by C. S. Lewis and A Wrinkle in Time by Madeleine LEngle,
I was so impressed that the young girls in those stories could be aver-
age schoolchildren and heroines at the same time. I wanted to be
courageous and diligent, just like them, and I think those characters
helped me to become what I am.
Q: What is it about pirates that makes them the stuff of leg-
end and inspires so many people to want to take a turn as
one?
A: Pirates, at least the stereotypical ones, were extremely cool. They
did what they wanted all day long, not giving a thought to dental
hygiene, cholesterol, or political correctness. They also swung around
on ropes in great costumes, buried treasures, and spoke some of the
coolest slang ever. Who wouldnt want to give that lifestyle a try? From
the reading Ive done recently, Ive found that the pirate lifestyle was a
lot tougher than you might think, but I cant let the facts get in the way
of enjoying my fantasy pirates.
Q: Does this book cater only to an audience of young boys, or
can young girls relate to it as well?
A: I hope that girls will enjoy it, too. I loved playing pirate as a little girl,
including burying treasures like pretty rocks, buttons, and my mothers
earrings. After all, Anne Bonney, Mary Reede, and Grace OMalley
were notorious for their pirating skills.
Q: How important do you, as a parent and teacher, feel imagi-
nary adventures are to a childs development?
A: Imaginary adventures help us to grow in so many ways. They stretch
our brains, broaden our personalities, and give us the framework we
need to be problem-solving adults. My brother, Mark, and I used to
love to watch reruns of Batman on TV. Then wed go outside wearing
towels for capes, and play. Mark was always Batman and I was usually
Batgirl. Just like the TV characters, we found creative ways to solve the
dilemmas we pretended to face. I am still a pretty good problem solver.
4
ABOUT THE ILLUSTRATOR: DAVI D SHANNON
Taken directly from: http://www.harcourtbooks.com/authorinterviews/bookinter-
view_long.asp
D
avid Shannon is the illustrator of
many successful picture books, including
How I Became a Pirate. His numerous awards
include a Caldecott Honor for No, David! He
lives in Burbank, California.
Q: You seem to use elements of caricature without making
any character appear entirely unrealistic. How do you accom-
plish this?
A: Im not really sure. Its just how I pictured the characters in my head.
The drawing aspect of the pictures is pretty silly and distorted, but the
rendering or painting of the drawings is more realistic. I wanted the
pirates to be funny, but I also wanted them to be cool-looking and
piratey.
Q: Your artwork is very colorful. Do you consciously plan the
spatial arrangement and the use of color in your illustrations,
or do design and color flow naturally and unconsciously onto
the canvas?
A: Composition and color usually entail a large amount of conscious
planning. I try to make every element of a picture reinforce the story as
a single painting, and as a part of the whole book, so a lot of thought
goes into the perspective, viewpoint, color, and tone of each piece.
Sometimes I get lucky and the picture seems to just pop right out, but
other times I really have to hack away at it until it works.
Q: In an interview, you once said, The words tell one part of
the story and the pictures tell another part. How does that
perspective apply to this book?
A: First of all, I had a terrific story to work with in Melindas words. There
are all kinds of childhood fantasies and realities contained in her story.
I tried to emphasize and expand on those kinds of thingswouldnt it
be fun to have a pillow fight with big ol pirates, but can you imagine
how smelly and uncomfortable it would be to sleep over at their house?
And of course, I wanted to bring Jeremy and the pirates to life visually
and give each of them lots of individual personalitymy daughter and
I even named them.
5
SUGGESTED READING
Pirates Dont Change Diapers by Melinda Long, David
Shannon
Roger, the Jolly Pirate by Brett Helquist
The Pirates of Pensacola by Keith Thompson
Black Beard Americas Most Notorious Pirate by
Angus Konstam
Will Eisners Hawks of the Seas by Will Eisner
The Pirate Primer by George Choundas
Pirate Mom by Deborah Underwood
1. Jeremy loves playing soccer, and he plays the game very well and always by the rules. What games do you like
playing with your friends, and what are the rules of those games?
2. Jeremy likes to get tucked into bed and read stories with his parents every night before falling asleep. What do you
like to do every night to get ready for bed?
3. Jeremy loves digging in the sand at the beach. Have you ever been to the beach before, and if so, what do you like
to do at the beach? If not, what would be the first thing youd do if you were to go to the beach?
4. Pierre is a Pirate who is also an expert in French cooking, and he makes lots of special dishes for the Captain and
crew. What is your favorite food? Can you list some of the ingredients in that dish?
5. Jeremy likes pretending hes a Pirate, and going on make-believe Pirate adventures! Who do you like to pretend to
be, and what make-believe adventures do you go on?
PRE-SHOW QUESTIONS
Taken from: http://www.geocities.com/captcutlass/Ship.html
P
irates of old used many types of ships, anywhere from a small sloop to a large warship. But generally they gave pref-
erence to those with the greatest speed, as it would do no good to spot a potential target only to have it out-sail you. Also
pirates wanted a quick escape if needed. The pirates kept their ships in good order, careening them regularly to keep the hulls
smooth and clear of seaweed and other marine life. This work was essential in order to maintain their speed advantage. Two
of the pirates favorite types of ships were the sloop and the schooner. The speed and shallow draft of these ships enabled
the pirates to hide in relative safety in shallower coastal waters where larger warships could not enter.
The Ship
The Sloop: This relatively small vessel could carry around 75 pirates and 14 cannons. The sloop was often the
ship of choice for hunting in the shallower channels and sounds. It was used mainly in the Caribbean and Atlantic.
Todays sailing yacht is essentially a sloop.
The Schooner: This ship came into widespread use around the last half of the 18th century. The
schooner was very fast and large enough to carry a plentiful crewit could reach 11 knots in a good
wind. The schooner had a shallow draft, which allowed her to remain in shallow coves waiting for her
prey. The schooner was a favorite among both pirates and smugglers of the North American coast and
the Caribbean.
PIRATE SHIP EXPLORATION
Hi st or y Cl assroom I nf ormat i on & Art Act i vi t i es
6
The Crew
Captain: Most pirate Captains were democratically elected by the
ships crew and could be replaced at any time by a majority vote of the
crewmen. For example, some captains were voted out and removed
for not being as aggressive in the pursuit of prizes as the crew would
have liked; and others were abandoned by their crews for being a little
too bloodthirsty and brutal. The Captain was expected to be bold and
decisive in battle and also have skill in navigation and seamanship.
Above all, the Captain had to have the force of personality necessary
to hold together such an unruly bunch of seamen.
Quartermaster: During the Golden Age of Piracy, most pirates del-
egated an amount of authority to the Quartermaster, who became
almost the Captains equal. The Quartermaster was elected by the crew
to represent their interests, and he received an extra share of the booty
when it was divided. Above all, he protected the Seaman against each
other by maintaining order, settling quarrels, and distributing food and
other essentials.
Sailing Master: This was the officer who was in charge of navigation
and the sailing of the ship. He directed the course and looked after the
maps and instruments necessary for navigation. Since the charts of
the era were often inaccurate or nonexistent, his job was a difficult one.
He was perhaps the most valued person aboard a ship other than the
captain because so much depended upon his skill.
Boatswain: The Boatswain supervised the maintenance of the vessel
and its supply stores. He was responsible for inspecting the ship and
its sails, and reporting their state to the Captain. The Boatswain was
also in charge of all deck activities, including weighing and dropping
anchor, and the handling of the sails.
Carpenter: The Carpenter was responsible for the maintenance and
repair of the wooden hull, masts and yards. He worked under the direc-
tion of the Sailing Master and Boatswain.
Mate: On a large ship there was usually more than one Mate aboard.
The Mate served as apprentice to the Sailing Master, Boatswain, and
Carpenter. He took care of the fitting out of the vessel, and examined
whether it was sufficiently provided with ropes, pulleys, sails, and all the
other rigging that was necessary for the voyage. The Mate took care of
hoisting the anchor, and during a voyage he checked the tackle once
a day.
Sailor: The common sailor was the backbone of the ship. He needed
to know the rigging and the sails, as well as how to steer the ship. He
also needed to know how to read the skies, weather, winds, and most
importantly the moods of his commanders.
Other jobs on the ships were surgeon (for large vessels), cooks and
cabin boys. There were many jobs divided up amongst the officers,
sometimes one man would perform two functions. Mates who served
apprenticeships were expected to fill in or take over positions when
sickness or death created an opportunity.
Taken from: http://www.piratesinfo.com/fact/ship/parts.html
PIRATE SHIP EXPLORATION
Hi st or y Cl assroom I nf ormat i on & Art Act i vi t i es
7
P
arts of a S
hip
Aft: Short for after. Toward the rear of the ship.
Fore: Short for forward. Toward the front of the ship.
Bow
: The front of the ship.
Stern: The back of the ship.
Starboard: The right hand side of a ship.
Port: The left hand side of a ship.
Hull: The body of the ship, this is the m
ost visible part of a ship. The hull
m
akes the ship buoyant while providing shelter to those on board, and is divid-
ed by bulkheads and decks, depending on the size of the ship.
Poop deck: The space on the ship where pirates would fire cannons, trim

sails, and walk the plank.
Quarters: Room
s below the deck of the ship where pirates would sleep.
M
ast: A pole that holds the sail upright.
Boom
: A pole that holds the sail horizontally.
Crow
s nest: A sm
all platform
, som
etim
es enclosed, near the top of a m
ast,
where a lookout could have a better view when watching for sails or for land.
Jolly Roger: The pirates skull-and-crossbones flag. It was an invitation to sur-
render, with the im
plication that those who surrendered would be treated well.
Taken from: http://atozkidsestore.com/dazesample_3.pdf
Activities
PIRATE SHIP EXPLORATION
Hi st or y Cl assroom I nf ormat i on & Art Act i vi t i es
8
Pirate Boats Materials:
a clear balloon
water
funnel (you can create a funnel by making a cone out of paper)
plastic container
a small toy ship
Directions:
Place the small toy ship through the opening of the balloon. Use the funnel to add 1-2
cups of water (depending on the balloons size) into the balloon. Add air to the water bal-
loon by blowing up the balloon and then knotting it closed. Set the balloon on a plastic
holder (margarine or yogurt containers work well, depending on the size of the balloon).
Paint your holder, or cover it with construction paper, for decoration. You can now view your
Pirate ship sailing across the sea!
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Taken directly from: Enchanted Learning http://members.EnchantedLearning.com/alphabet/mcwords/pirate/
Directions: Circle the correct spelling of each word.
PERFECT PIRATE SPELLING
Language Art s St udent Worksheet
9
Taken Directly from: http://www.talklikeapirate.com/curriculum.pdf, http://www.jollyrogercayman.com/web%20pages/kids%20corner.htm
ARRRGH! SPEAK LIKE A PIRATE
Language Art s St udent Worksheet
10
Pirate Dictionary
Aarrr!: Pirate exclamation. Done with a growl and used to
emphasize the pirates current feelings.
Ahoy: Hello
Avast: Stop and pay attention
Barnacle: A small shellfish that attaches itself to underside of
the ship
Beauty: A lovely woman
Booty: Treasure
Cargo: The goods carried by a ship
Cutlass: Popular sword among pirates
Davy Jones Locker: The bottom of the sea. The final resting
place for many pirates and their ships. As far as anyone knows,
there was no real person named Davy Jones. Its just the sprit
of the ocean, firmly a part of pirate mythology since at least the
middle of the 18th century.
Disembark: To leave the ship
Down the hatch: To eat somethingquickly and without
proper table manners
Embark: To enter the ship in order to go on a journey
Foul: Turned bad or done badly, as in Foul Weather or Foul
Dealings
Grog: A drink that pirates enjoyed
Grub: Food
Land ho!: I see land
Landlubber: Land lover. Someone who doesnt want to go to
sea or has never gone to sea.
Matey: Friend or comrade
Plunder: Treasure taken from others
Port: A sailors word for left
Rigging: Ropes that hold the sails in place
Sea legs: As soon as sailors were able to walk easily across the
rolling deck and not get seasick, they had their sea legs
Schooner: A ship with triangular sails and two or more masts
Shiver me timbers!: An expression of surprise
Sloop: A sailboat with a single mast and two sails.
Starboard: A sailors word for right
Swab the deck!: Mop the ships deck
Weigh anchor: Prepare to leave
Yo ho ho!: An expression used by jolly pirates
Now that youve mastered the official Pirate Dictionary, translate the following English sentences into Pirate
Speak. (You can work individually, with a partner, or with your whole class!)
1. Hello, friend.
2. Oh wow! Look at that treasure!
3. My food is going to be eaten quickly.
4. Are your friends land lovers?
5. You must pay attention, or you could end up on the bottom of the ocean.
6. Awwwww! I dont like mopping the ships deck!
`
Adapted from: http://www.sites4teachers.com/links/redirect.php?url=http://www.uen.org/lessonplan/upload/425-6-9755-How__to_Mind_Your_Manners.pdf
M
anners are customs and traditions of a society that govern how people treat one another and behave in social situ-
ations. They are meant to smooth the rough edges of human nature. Manners maintain order, promote the values of a society,
and foster positive human interactions.
Activity:
1. Ask students to define the word mannerswhat are manners, when do we use good manners, why is it important to use
good manners?
2. After reading the story or seeing the production of HOW I BECAME A PIRATE, ask students to recall some of the bad man-
ners the pirates displayed when they were sitting down at the table for a meal.
a. Pirate table manners: eating with their mouths open, grabbing food from across the table, not wiping their mouths on nap-
kins, putting too much food in their mouths, not using silverware, not saying please or thank you or may I or excuse
me.
b. Write these bad manners on the board.
3. Once students identify these bad manners, tell them they are going to pretend to be these rude Pirates, sitting down for a
meal. At their desks, or all seated together at long tables, have students pantomime Pirate table manners.
a. Guide them through this pantomime by asking students: Show me how Pirates eat with their mouths open. Do they talk
with their mouths full of food? Do Pirates use napkins or utensils? If I have a bowl of food that you want, do Pirates as
politely? What do they do?
b. You may continue this interaction by addressing each child individually with a different question, or together as a collective
whole.
4. After exploring Pirate Manners, ask students how proper manners, good manners, are different than the Pirate manners, bad
manners, they just demonstrated.
a. Proper table manners: chewing with our mouths closed, taking small bites, using napkins and utensils, saying please and
thank you and may I and excuse me, not reaching across the table to get something we want, not talking with food in
our mouths.
b. Write these good manners on the board, across from their bad manner counterpart, creating a table illustrating bad man-
ners on one side, and the appropriate good manner on the other side.
5. Now, have students pantomime these good table manners, again either at their desks or seated together at a long table.
a. Guide students through this pantomime by asking them: Show me how well-behaved people sit down to eat a meal.
Where do well-mannered people place their napkins? How do well-mannered eat with their utensils and wipe their mouths
after taking a bite? How do well-mannered people chew politely, without their mouth gaping open? If I have a bowl of
food that you want, how do well-mannered people ask for some?
b. You may continue this interaction by addressing each child individually with a different question, or together as a collective
whole.
6. After going through these table manners, ask students to identify other bad Pirate manners they noticed in the story of HOW I
BECAME A PIRTAE, and describe the good manners we should display instead of these Pirate manners.
a. You may explore these other manners in the form of a discussion only, or pantomime the situations as were similarly done
with the table manners.
PROPER MANNERS OR PIRATE MANNERS?
Humani t i es/Soci al St udi es Cl assroom Act i vi t y
11
Adapted from: http://www.atozkidsstuff.com/pirates.html
Materials:
Construction paper (neutral tones)
Markers, crayons, colored pencils
Tea bags (optional)
Maps (from text books, internet resources, hanging wall maps,
etc.)
Activity:
1. After reading the story or seeing the production of HOW I
BECAME A PIRATE, hold a discussion with students about
what they imagine the best secret hiding place for a buried
Pirate treasure.
a. Allow students to share their ideas, and write their locations
on the board.
2. Share a number of maps with studentsboth simple maps
and more elaborate maps. Discuss what maps show, and a
number of the reasons people use maps.
a. Point out specific details of the maps: compass rose, map
key.
3. Pass out construction paper. Tell students that they will use
this paper to create a map of the location of their very own
buried treasure. Show examples of how they may create a map of many different hiding locations (a room, an island, a spe-
cial building, a backyard, etc.).
4. Once students have created the outline of the map location, they must fill it in with details of the space by creating spe-
cial symbols depicting objects within the location where the buried treasure lies (mountains, rivers, buildings, shark fins, birds,
books, other location objects, etc.).
a. These symbols will all be entered in the maps KEY, which should be located somewhere in the lower left hand corner of
the map.
b. Dont forget to draw a big X to mark where the treasure is.
5. Also, remind students to draw in the compass rose somewhere in the lower right hand corner of the map.
6. Once students complete their maps, you may take a moist tea bag and gently rub it over the paper. This will give the map a
bit of discoloration, making it appear old and worn. Allow the maps to fully dry before handling them.
7. Have students get into small groups and share their maps with one another.
a. Students should share: what their map location represents, where this special place is located, and why they chose the
specific place they did to set their buried treasure.
8. Place the buried treasure maps around the classroom.
MAPPING TREASURE
Soci al St udi es Cl assroom Act i vi t y
12
CAPTAIN SAYS...
Geography/Mat h St udent Worksheet
13
1. Fill in N, S, E, and W on the compass rose.
2. Color the water light blue.
3. Color the land light green.
4. Color the map key yellow.
5. The pirate landed near Red Hill on Maui; color Red Hill purple.
6. He sailed southeast until he hit land. Mark this path in black.
7. The pirate then sailed to 20N, 155W. Mark this path in brown.
8. He sailed to Hilo and walked 25 miles west. Mark this path in red.
9. The pirate then walked 25 miles south. Mark this path in orange.
10. He buried the treasure on this spotmark a black X where the treasure is!
Taken Directly from: Enchanted Learning http://members.EnchantedLearning.com/geography/followinstructions/piratemap/index.shtml
Directions: Follow the instructions below to complete the pirate treasure map!
Taken directly from: http://www.atozkidsstuff.com/pirates.html, http://www.madsci.org/experiments/archive/860218908.Es.html, http://oceanservice.noaa.gov/
education/for_fun/MakeyourownCompass.pdf
Begin your exploration of compasses by reading the following poem to your students:
Materials:
Sewing needle (about 1 long) Safety note: needles are sharptreat appropriately.
Small bar magnet (refrigerator magnets may work if you dont have a bar magnet)
A small piece of cork (bottle corks work best)
A small glass or cup of water to float the cork and needle.
Directions:
1. Your compass will work better if you first run the bar magnet over the needle a few times, always in the same direction.
a. This action magnetizes it to some extent.
2. Cut off a small circle from one end of the cork, about inch thick.
3. Drive the needle through the cork, from one end of the circle to the other, instead of through the exact middlebe careful not
to stick yourself!
4. Fill the cup with one inch of water.
5. Float the cork + needle in your cup of water so the floating needle lies roughly parallel to the surface of the water.
6. Place your compass on a still surface and watch what happens. The needle should come to point towards the nearest mag-
netic polenorth or south as the case may be (it should point north for those living in Wisconsin).
Whats happening?
Magnetic fields are areas that contain a force created by moving electrical charges. Earth produces a magnetic field. This field is
very weak, but it is sufficient to align magnetized objectssuch as your needlethat are free to rotate. By floating the needle on
the cork, you allow it to rotate freely so the needle becomes lined up with Earths magnetic field, and points toward the north or
south pole of the planet.
WHERE DO I GO? MAKING A CUP COMPASS
Sci ence Cl assroom Act i vi t y
14
Compass Guide Poe m
How do we know
Which way to go?
Look at the magnet
and it will show.
North, south, east or west,
For finding directions it is the best.
How does it work?
Its as simple as can be.
The planets biggest magnet is itself, you see.
The biggest, and strongest magnet of all.
Compared to it, all others are quite small.
Because of its size, its pull is so strong
that all other magnets are pulled along.
Try as they might, for all that theyre worth,
Magnets cant help but point toward north.
So the next time youre lost
without a clue,
Let a magnet find your way
to rescue you.
Taken from: http://www.atozteacherstuff.com/pages/446.shtml, http://www.pre-
schooleducation.com/sdental.shtml
Materials:
One hardboiled egg for each child or one egg for each three
students
Tooth brushes for each child or several to share (get these at a
dollar store)
Toothpaste
A cup for each child or a cup for each egg
A dark soda
Activity:
1. Begin by talking with students about what things are good for
your teeth and what things are bad.
a. Create a table on the board, listing the good things for
teeth on one side of the table, and the bad things for teeth
on the other side.
2. Ask students what they think will happen to their teeth if they
do not brush them. How can they keep their teeth in good
shape?
3. Present each student, or each group of three, a hardboiled
egg. Remind students to be gentle with their egg.
a. Explain to students that the egg represents their teeth right
now (nice and white).
4. Next, give each student, or student group, a plastic cup filled
up halfway with a dark colored soda.
a. Tell them the soda resembles the bad things for their teeth.
5. Have each child drop their tooth into the dark soda. Ask
them what they think will happen to the egg overnight.
6. The next morning look at the eggs. What happened? Why?
7. Have each student, or student group, take a tooth brush and
put toothpaste on it. Tell them to gently brush their tooth (the
egg).
8. Afterwards, discuss with students what happens when they
use good brushing skills (the egg becomes white again).
This is a great springboard for all kinds of dental
hygeine discussions and lessons.
GREEN TEETH? HOW DOES THAT HAPPEN?
Heal t h/Sci ence Cl assroom Act i vi t y
15
Are Your Te eth Cle an and White
(sung to Do Your Ears Hang Low)
Are your teeth clean and white?
Do you brush them every night?
Do you brush them in the morning?
Do you brush them right?
Do you brush them side to side?
Are your teeth clean and white?
Do you floss them good
To remove the bits of food?
Do you floss them every day?
Like you know you should?
Do you take good care of
The teeth that are there?
Do you floss them good?
Ive Be e n Brushing
(sung to Ive Been Working on the Railroad)
Ive been brushing with my toothbrush,
Brushing everyday.
Ive been Brushing with my toothbrush,
Its how I fight decay.
All my teeth are gonna sparkle,
How proud I will be.
Every time I want to smile, my
Teeth will shine for me!
Always brush your teeth,
Every single day.
Keep those cavities away!
Use your brush and paste,
Just the way you should,
Keep your smile a looking good!
Taken directly from: http://www.soccerxpert.com/soccerdrills/ID1237.aspx, http://www.lessonplanspage.com/PESoccerBallControlActivity24.htm
The Pirate Game - Curse of the Pugg Net
This drill is a good drill that can be used to focus on many aspects of the game. For younger players, the primary focus should
be on good dribbling technique in traffic which requires vision and awareness. The coach can also focus on transition from
offense to defense if the ball is lost, or recovering from a tackle and finding safety. Defensively, this allows defenders to steal the
ball from attackers and play to a particular goal or target.
Setup:
Build a circle approximately the size of the center circle on the soccer
field with a Pugg net (or other small net) in the middle of the circle. The
actual size of the circle will vary depending on the age and skill level of
the players. With all players in the playing area, dedicate nine players
with the ball, and three players without a ball will be the Pirates.
Instructions:
Instruct the Pirates without the ball to defend the players with the balls.
Once the Pirate wins the ball, they attempt to score on the Pugg net
in the middle of the circle. If the Pirate scores the goal, that player too
becomes a Pirate. Play continues until the last player with the ball wins.
If the pirates have a hard time getting started, the coach can help the
Pirates at first.
Soccer Lead-Up Activity
Students are able to move competently using a variety of fundamental and specialized motor skills
Students are able to apply movement concepts and basic mechanics of skill performance when learning and refining motor
skills.
Students exhibit responsible and self-directed behaviors that lead to positive social interactions in physical activity.
Equipment: Two soccer balls
Instructions:
Students form two large circles. The object of this game is to work on kicking and controlling of the ball. One student from each
circle is selected to go into the center of the circle. The rest of the team then begins passing the soccer ball, trying to make it
so the student in the center does not ever touch the ball. If they do, then they get a point. The teacher blows the whistle about
every 45 seconds and a new person goes into the center. The team with the least amount of points, wins. Once everyone in
each circle has gotten a turn, two balls are added in. And the game is repeated.
PLAYING SOCCER BY THE RULES
Physi cal Educat i on/Heal t h Cl assroom Act i vi t i es
16
Taken from: http://www.safechild.org/strangers.htm, http://www.fbi.gov/kids/k5th/safety4.htm, http://www.got2bsafe.com/media/downloads/eachers_Activities.
pdf
A
stranger is anyone you dont know. You cant tell the good guys from the bad guys by how they look.
You are responsible for keeping yourself safe when youre by yourself. Here are some good rules to follow to
protect yourself:
Stay away from strangers.
Who is a stranger? If youve seen someone hanging around your playground at school or in your neighborhood, this does not
mean that you know him or her. Although he has a familiar face, he is still a stranger to you!
Grownups should NOT ask kids to do things that other adults can do for them.
This means that you should not go, or get in a car, with an adult who, for example, asks you for directions. Grownups should
not ask you to help them find a lost puppy or kitten, either. If someone does ask for your help, say, Wait here and Ill check
with my mom. Then go get your mom.
If you lose your parents in a public place like a store or a park do not go looking for them.
Immediately ask someone who works there to help you find them. Tell them you have been separated from your parents and
you need help finding them.
Always ask your parents or a grownup in charge before:
going anywhere with anybody
leaving the yard, play area, or going into someones home
getting a ride home with someone other than your bus driver or your usual ride
getting into a car or going somewhere with somebody even if its someone you know
Once you have permission from your parents:
Tell them where you are going
Tell them how you will get there
Tell them who will be going with you
Tell them when you will be back
And get back on time or call to let them know when you will be back!
If someone follows you on foot or in a car, STAY AWAY. You do NOT need to go near the car to talk to the people inside.
STRANGER DANGER
Heal t h Cl assroom I nf ormat i on
17
Taken from: http://www.safechild.org/strangers.htm, http://www.fbi.gov/kids/k5th/safety4.htm, http://www.got2bsafe.com/media/downloads/eachers_Activities.
pdf
Activity:
1. After reading the book or seeing the production of HOW I BECAME A PIRATE, review Stranger Safety with students. Begin
the discussion with the following prompts:
a. The story of Jeremy Jacob and the Pirates is pretend. However, if this story were true, would it be a good idea for Jeremy
Jacob to go off with a group of pirates without his Mom and Dads permission?
b. Share the included information about Stranger Safety with students. Have students share additional Stranger Safety tips
with the class.
2. Write the first Stranger Situation prompt on the board (or cut out and distribute to students), along with the multiple-choice
answers. Read the prompt aloud and have the students choose the best Stranger Safety answer for the situation presented.
a. Allow students to voice which answer they believe is the best choice and why. Discuss the different choices, and help
guide students to the realization of the best Stranger Safety choice.
3. Once the Situation has been fully explored, and students have come to the correct answer, reread the situation and have stu-
dents role-play the situation in the front of the class.
4. Continue this process with all three Stranger Situation prompts.
Stranger Situation Prompts
STRANGER DANGER
Heal t h Cl assroom Act i vi t y
18
You are walking in your neighborhood, and someone you dont know asks you to help them
look for their lost puppy.
a) It might be a trick if an adult asks for your help. Walk away quickly and go home or into the home of a
trusted adult.
b) You should feel sorry for the person and help him or her look for the lost puppy.
c) The person might be someone your parents or guardians know. You ask the person if he or she
knows your parents or guardians and give the person their names.
You are at an amusement park or large mall with your family. It is very crowded, and you
get separated from them.
a) You ask any adult to help you find your family.
b) You are approached by someone who offers to help you, and you say thank you and follow him or
her.
c) Go up to the nearest person who works in a store, or at the amusement park, and ask him or her to
help you find your family. Never go off alone with anyone.
You really want something at the store, which is a short walk away. You are home alone so
you decide:
a) It will be just fine if you run there and run back.
b) You leave a note telling your family youve gone to the store.
c) It is not good to go alone to the store, so check first and never go alone.
Taken Directly from: http://www.talklikeapirate.com/juniorpirates.html
H
ave students learn the chorus and sing along! Students may also tap out the rhythm on their laps, or with
hand percussion instruments. Make sure students adopt a Pirate accent while singing along with the chorus.
A CHILDRENS PIRATE SHANTY
Musi c Cl assroom Act i vi t y
19
(can be sung to the tune of Monty Pythons
Im a Lumberjack and Im OK - or make up your own!)
Chorus
Im a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And thats a peg below me knee!
Yo Ho, my friends I have a tale
of treasure, plunder, sea and sail
my storys bigger than a whale
it gets so deep, yell have to bail.
Chorus
Im a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And thats a peg below me knee!
I like to fish, I like to fight
I like to stay up half the night
When I say starboard ye go right!
Me ma, she says, Ye look a fright!
Chorus
Im a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And thats a peg below me knee!
Ive got no hand but thats me hook!
I pillage stuff but Im no crook.
Me bootys in this chest I took.
Theyll write about me in a book!
Chorus
Im a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And thats a peg below me knee!
And thats all there is to this song.
I hope it hasnt been too long.
A pirates life might just be wrong
So grow up nice and big and strong!
Chorus
Im a pirate! That I be!
I sail me ship upon the sea!
I stay up late - till half past three!
And thats a peg below me knee!
(By Mark Capn Slappy Summers)
Taken Directly From: http://www.kidscraftweekly.com/printables/pirate_hat.pdf
Materials:
Long strip of sturdy construction paper (any color)
Piece of black construction paper
White craft foam or construction paper
Scissors
Glue
Stapler
Feathers (optional)
Sequins or stickers (optional)
Activity:
1. Cut out a long, thin strip of construction paper. Measure it to the circumference of each students head and staple it together.
2. Cut out the pirate hat templates (located on the following page of the Enrichment Guide).
3. Take the sheet of black construction paper and fold it in half. Then, trace the pirate hat template onto the paper and cut it out
(making sure NOT to cut on the folded edge!).
4. Take the Jolly Roger template and trace it onto the white craft foam (or construction paper) and cut it out.
5. Glue the Jolly Roger onto the front of the pirate hat.
6. Decorate the rest of the pirate hat with feathers, sequins or stickers.
7. Finally, staple the black hat to the headband created in step 1.
8. Wear your pirate had proudly, and practice your Arrrrghs!
PIRATE ATTIRE! CREATE YOUR OWN PIRATE HAT
Art Cl assroom Act i vi t y
20
2007 kidscraftweekly.com
PIRATE ATTIRE! CREATE YOUR OWN PIRATE HAT
Art Cl assroom Act i vi t y
22
1. Pirateson with your sun block! ArrghPirates never wear sun block!
2. And over there is Sharktooth, himself, the most feared pirate in all the seven seasnext to me, of course!
3. But most importantly, can you keep a secret, Jeremy Jacob, and swear in the secret Pirate spit handshake that you will never ever reveal
the location or whereabouts of said treasure once it is buried and hidden from the sight of all other pirates?
4. You sleep under the poop deck?
5. Pirate Manners: the Pirates socially correct way of acting; proper etiquette. Prevailing customssocial conductand norms of the pirate
society or group
6. And when yer hungry you just sayhand over the meat!
7. Ya know, Jeremy boy, nobody ever tells us pirates to go to bedor take a bath! And we never change into pajamas unless we want to!
We pirates dont do anything we dont want to
8. Turtles? They make toothpaste out of turtles?
9. So I wear the patch to keep it clean. But I just wish people would stop starin at it? It makes me a little insecure..
10. Actually Captain, according to Doppler Radar, we were in the midst of a force three gale, the ship careened at a 45 degree angle the
mast was severed in two and came crashing on top of the deck and I believe someone said, We have to turn back.
11. Arrrrgh! This is tougher than I expected. Im betwixtIm befuddledIm beguiled and bemusedIm bemusedIm bewitched, bothered,
and bewildered
12. Well, my fine young Bucko, you are indeed a true Pirateand youve picked the perfect digging spot! I knew a digger like you would be
just what we needed!
13. And miss out on all the fun!? No way! Besidesaccording to the Pirate Code, section 9, article 3-B, a wise Pirate always draws a map
so that he can remember at all times where the treasure is buried.
14. Jeremy Jacob, tell your friends to go home, its time for soccer practice.
POST-SHOW QUESTIONS
WHO SAID IT?
1. The Pirates teach Jeremy how to speak like a Pirate. What Pirate phrases do you remember from the production?
Can you remember how to say hello to a friend in Pirate Speak? Try to hold a conversation with a family member or
friend in Pirate Speak.
2. Captain Braid Beard and his crew form a family, and each member of this Pirate family has a special quality or skill.
Who makes up your family, and what is special about each of these family members?
3. If you were asked to help a band of Pirates bury a chest filled with treasure, where would you bury it? What about
this place would make it the perfect location to bury a secret treasure?
4. If you were asked to join the crew of a Pirate ship, what would you like best about being a Pirate? What would you
dislike the most about being a Pirate?
Taken directly from: Enchanted Learning http://members.EnchantedLearning.com/alphabet/mcwords/pirate/
Directions: Circle the correct spelling of each word.
PERFECT PIRATE SPELLING
Language Art s St udent Worksheet ANSWER KEY
23
Taken Directly from: http://www.talklikeapirate.com/curriculum.pdf, http://www.jollyrogercayman.com/web%20pages/kids%20corner.htm
ARRRGH! SPEAK LIKE A PIRATE
Language Art s St udent Worksheet ANSWER KEY
24
Pirate Dictionary
Aarrr!: Pirate exclamation. Done with a growl and used to
emphasize the pirates current feelings.
Ahoy: Hello
Avast: Stop and pay attention
Barnacle: A small shellfish that attaches itself to underside of
the ship
Beauty: A lovely woman
Booty: Treasure
Cargo: The goods carried by a ship
Cutlass: Popular sword among pirates
Davy Jones Locker: The bottom of the sea. The final resting
place for many pirates and their ships. As far as anyone knows,
there was no real person named Davy Jones. Its just the sprit
of the ocean, firmly a part of pirate mythology since at least the
middle of the 18th century.
Disembark: To leave the ship
Down the hatch: To eat somethingquickly and without
proper table manners
Embark: To enter the ship in order to go on a journey
Foul: Turned bad or done badly, as in Foul Weather or Foul
Dealings
Grog: A drink that pirates enjoyed
Grub: Food
Land ho!: I see land
Landlubber: Land lover. Someone who doesnt want to go to
sea or has never gone to sea.
Matey: Friend or comrade
Plunder: Treasure taken from others
Port: A sailors word for left
Rigging: Ropes that hold the sails in place
Sea legs: As soon as sailors were able to walk easily across the
rolling deck and not get seasick, they had their sea legs
Schooner: a ship with triangular sails and two or more masts
Shiver me timbers!: An expression of surprise
Sloop: A sailboat with a single mast and two sails.
Starboard: A sailors word for right
Swab the deck!: Mop the ships deck
Weigh anchor: Prepare to leave
Yo ho ho!: An expression used by jolly pirates
Now that youve mastered the official Pirate Dictionary, translate the following English sentences into Pirate
Speak. (You can work individually, with a partner, or with your whole class!)
1. Hello, friend.
Ahoy, matey!
2. Oh wow! Look at that treasure!
Shiver me timbers! Look at that booty!
3. My food is going to be eaten quickly.
Me food is going down the hatch!
4. Are your friends land lovers?
Are your mateys land lubbers?
5. You must pay attention, or you could end up on the bottom of the ocean.
Avast, or you could end up in Davey Jones Locker!
6. Awwwww! I dont like mopping the ships deck!
Aarrr! I dont like to swab the deck!
25
1. Pirateson with your sun block! ArrghPirates never wear sun block! (Jeremy Jacob)
2. And over there is Sharktooth, himself, the most feared pirate in all the seven seasnext to me, of course!
(Braid Beard)
3. But most importantly, can you keep a secret, Jeremy Jacob, and swear in the secret Pirate spit handshake that
you will never ever reveal the location or whereabouts of said treasure once it is buried and hidden from the sight
of all other pirates? (Braid Beard)
4. You sleep under the poop deck? (Jeremy Jacob)
5. Pirate Manners: the Pirates socially correct way of acting; proper etiquette. Prevailing customssocial conduct
and norms of the pirate society or group (Swill)
6. And when yer hungry you just sayhand over the meat! (Braid Beard)
7. Ya know, Jeremy boy, nobody ever tells us pirates to go to bedor take a bath! And we never change into paja-
mas unless we want to! We pirates dont do anything we dont want to (Braid Beard)
8. Turtles? They make toothpaste out of turtles? (Max)
9. I wear the patch to keep it clean. But I just wish people would stop starin at it? It makes me a little insecure..
(Sharktooth)
10. Actually Captain, according to Doppler Radar, we were in the midst of a force three gale, the ship careened at a
45 degree angle the mast was severed in two and came crashing on top of the deck and I believe someone
said, We have to turn back. (Swill)
11. Arrrrgh! This is tougher than I expected. Im betwixtIm befuddledIm beguiled and bemusedIm
bemusedIm bewitched, bothered, and bewildered (Braid Beard)
12. Well, my fine young Bucko, you are indeed a true Pirateand youve picked the perfect digging spot! I knew a
digger like you would be just what we needed! (Braid Beard)
13. And miss out on all the fun!? No way! Besidesaccording to the Pirate Code, section 9, article 3-B, a wise
Pirate always draws a mapso that he can remember at all times where the treasure is buried.
(Jeremy Jacob)
14. Jeremy Jacob, tell your friends to go home, its time for soccer practice. (Mom)
WHO SAID IT? ANSWERS