Recommended for Grades 4 and upEstimated Running Time: 70 minutes

By Cherie Bennett

ABOUT THE PLAYHollywood-wannabe Star, the ultimate Beatles fan, has her path stymied by cystic fibrosis, an inherited disease that

assures a young death. She spends most of her time in the hospital, where she confronts fate with imagination by surrounding herself with MTV-inspired bodyguard Flunkies and 'morphing' her dreaded therapy nurse into a

pro-wrestler. Then, Star gets a new roommate, Courtney, who is Star's opposite; a pretty cheerleader and apparently not very sick. Neither girl knows much about the other's world, but eventually they come to understand each other, and

ultimately, themselves. This is a powerful play about living life to the fullest.

VOCABULARY LIST: Aid Organization: A group dedicated to the battle against a disease or problem (Ex: Kosair Children’s Hospital).

Climax or Turning Point: The high point of the story (the part of the play when the conflict is at its highest).

Conflict: The internal struggle between opposing forces, ideas, or interests the creates dramatic tension.

Empathy: Capacity for relating to the feelings or ideas of others.

Exposition: The part of the platy that introduces the theme, main charac-ters, and current circumstances.

Falling Action: The series of events following the climax.

Non-Verbal Acting Techniques: Techniques of acting that don’t use words or sounds, but instead use gestures, pantomime, facial expressions and movement.

Resolution: How the problem or conflict is resolved or concluded.

Rising Action: A series of events following the initial incident and leading up to the dramatic climax.

Theme: The meaning or lesson in the play.

Verbal Acting Techniques: Techniques of acting that include using one’s voice or sounds as a way of communicating to the audience or other characters.

Kentucky Center Dates:January 23 - February 17, 2017

Performances at 10 am and Noon

John Lennon & Me

Common Core Standards5th TH: Cr2.1.5. TH: Cr3.1.5. TH: Pr4.1.5. TH: Pr6.1.5. TH: Re7.1.5. TH: Re8.1.5.6th TH: Cr1.1.6. TH: Cr2.1.6. TH: Pr4.1.6. TH: Re8.1.6. TH: Cn10.1.6.7th TH: Cr1.1.7. TH: Cr2.1.7. TH: Pr4.1.7. TH: Re8.1.7. TH: Cn10.1.7.8th TH: Cr1.1.8. TH: Cr2.1.8. TH: Pr4.1.8. TH: Re8.1.8. TH: Cn10.1.8.9–12th TH: Cr1.1.I. TH: Cr1.1.II. TH: Cr1.1.III. TH: Pr4.1.I. TH: Pr4.1.II. TH: Pr6.1.I. TH: Re8.1.I. TH: Re8.1.II. TH: Cn10.1.I.

BEFORE YOU SEE THE PLAY...What You Can Do to Help!

INSTRUCTIONAL MATERIALS• Research Materials• White/Chalkboard

1. In small groups, have students research some of the diseases that affect children (some possible ideas include: Cystic Fibrosis, Asthma, Autism, Childhood Leukemia.) Things to remember as they research: a. What are the causes of the disease?b. What are the symptoms?c. What cure, if any, is available for this disease?

2. After each group completes their research, discuss the elements of a script (beginning, middle, end, char-acter, and conflict.) Have each group work together to create a script that tells the story of a child overcoming their disease and facing adversity. Make sure to have them include as much of the research surrounding the disease as possible.

3. As your students are creating their scripts, remind them to follow the following format: • Beginning- The characters and the diseases affecting them are introduced, as well as the conflict and setting. • Middle- The main character attempts to change his/her situation and meets resistance from other characters or the disease they are battling. • End- the climax is reached and there is a resolution to the conflict of the story.

4. Once the scripts are complete, have the students read them aloud. These scripts are wonderful portfolio appropriate writing pieces!

AFTER YOU SEE THE PLAY...Discussion ActivityIn John Lennon & Me, Star discusses what it feels like for a “sick kid” to live in a different world than the “healthy kids.” She compares it to “walking by a candy store and you see all the kids inside, laughing, hanging out, having a great time…” When Courtney first arrives, she fears she will have a “really sick roommate” and she seems disgusted by the idea of living near an AIDS patient. One of the issues in the fight for equality for people affected by illnesses and disabilities is the search for normalcy and the right to equal treatment in their lives.

• Have your students experienced or seen discrimination based on illness or disability?• Why do your students feel this sort of discrimination exists?• What can be done to combat discrimination towards people with illnesses and disabilities?

Acting ActivityStar wants to be a part of the normal process of teen drama. She even pretends the boy down the hall is her boyfriend in an attempt to fit in. Have your students divide into groups of 4-5 and discuss what kind of teen drama they experience in school or social circumstances.

1. Have each group choose a scenario of teen drama that they witness or experience. It could be a breakup in the hallway at school, or experiencing gossip at the lunch table.

2. Once the scenario is chosen and discussed, have each group create a tableau (a frozen picture using their bodies) to depict a moment that could happen in school when a lot of drama is being created.

3. As the students remain silent in position, have the other groups discuss what kind of situation they see, where the moment might take place, and what each actor is showing using non-verbal communication.