the princess & the pauper - imagination...

Written by Anu Yadav, Music by Aks, Directed by Janet Stanford Music Directed by Deborah Jacobson,

Choreographed by Tehreema Mitha, Cultural Advisor

Activ

ity Guide

The Princess & The PauperA Bollywood Tale !

February 10 - March 18Best for Ages 5+

Curricular Connections

ENGLISH LANGUAGE ARTS

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.6 Distinguish their own point of view from that pf the narrator or those of the charac-ters.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified/

L.3.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.3.5.BIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful.)

W.3.1Write opinion pieces on topics or texts, sup-porting a point of view with reasons.

W.3.3Write narratives to develop real or imagined experiences or events using effective tech-nique, descriptive details, and clear event sequences.

SOCIAL STUDIES

2.A.1Analyze elements of a multicultural setting.

2.B.1Identify and describe how individuals and groups share and borrow from other cultures.

MATH

3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is parti-tioned into b equal parts; understand a frac-tion a/b as the quantity formed by a parts of size 1/b.

3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a num-ber line diagram.

2.3.A.4 Generate measurement data by measuring lengths using rulers marked with halves or fourths of an inch.

3.G.A.1Understand that shapes in different cat-egories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides) and that the shared attributes can define a larger category (e.g., quadrilater-als.) Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

SCIENCE

3.A.1Explain the idea that in any particular envi-ronment, some kinds of plants and animals survive well, some less well, and some can-not survive at all.

3.F.1Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.

PHYSICAL EDUCATION

1.A.1Demonstrate and apply fundamental move-ment skills in an authentic situation.

1.B.1Demonstrate creative movement skills.

VISUAL ARTS

I:3-5:1 Develop and experiment in the creation and design of artworks.

E:3-5:1 Investigate and discuss possibilities and limitations of spaces – physical and digital – for exhibiting art

I:3-5:1 Act on creative ideas to develop personally meaningful compositions through observa-tion, imagination, or memory.

E:3-5:2 Use art vocabulary to create an artist state-ment that supports artistic decisions and meaning.

I:3-5:1 Make judgements and decisions to deter-mine ways in which works of art express ideas about self, other people, places and events.

E:3-5:1 Explain how and where different cultures record stories and history of life through art.

I:3-5:1 Analyze media, develop and apply criteria to the personally created works as well as the artwork of others.

THEATRE ARTS

I:3-5:1 Propose and enact details to the plot and characters of a guided original drama/theat-rical experience.

I:3-5:1 Integrate techniques of imagination, movement, and vocal exercise in a scripted theatrical experience.

I:3-5:1 Identify artistic choices and explain personal aesthetic reactions to a theatrical experience.

E:3-5:1 Collaborate with others on a guided theatri-cal work.

I:3-5:2 Propose and explore different ways to rep-resent setting, costume, and properties in a guided original drama/theatrical experience.

I:3-5:3 Recognize how a character’s circumstances and choices impact an audience’s perspec-tive in a theatrical work.

E:3-5:4 Use available technology to refine technical designs.

MUSIC

I:3-5:2 Demonstrate and describe, citing evidence, how responses to music are informed by structure, use of musical elements, and con-text (social, cultural, and historical.)

E:3-5:1 When listening to music, communicate clearly how the use of musical elements and performance choices might create the intended effect.

E:3-5:3 With limited guidance, make connections between music and other common core subjects, including the arts, through creat-ing, performing, or responding to music.

DANCE

I:3-5:1 Demonstrate the ability to create and per-form dance through guided and self-explo-ration of a variety of stimuli.

I:3-5:1 Demonstrate kinesthetic awareness and technical proficiency in dance performance.

I:3-5:1 Demonstrate knowledge of the contexts of dances from variety of cultures, societies, and history.

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Bollywood BoundStandards: PE: 1.A.1, 1.B.1, Social Studies: 2.B.1, Music: I:3-5.5, E:3-5:1, E:3-5:3, Dance: I:3-5:1

The director, choreographer, and playwright of The Princess and the Pauper at Imagination Stage were inspired by modern Bollywood movies in their creation of this musical play. Before their trip to the theatre, consider introducing your class to Bollywood! This often colorful, energetic, and extravagant film and associated music style is one of the most popular forms of entertainment in the world, selling an average of 3.5 billion movie tickets every year.

Here are a few ways to give your students a taste of Bollywood:

Bollywood Brain Break Time Required: 5 minutes

Get up and dance! Join Tehreema Mitha, an expert in Indian dance, for a “brain break” six minute dance routine video featuring Bollywood moves.

Bollywood Clips Time Required: 5-15 minutes

The list below contains YouTube links to several kid-appropriate clips of Bollywood movies. The selected clips not only show dance, but highlight the wide variety of stories and genres in the Indian film industry. Show one or a few, and ask your students for their observations. Were the clips silly or serious, exciting or boring, flashy or simple? How is the Bollywood style similar to or different from American films?

3 Idiots: a colorful, eye-popping dance number called “Zoobi Doobi”! (Contains some mild flirtatious moments) https://www.youtube.com/watch?v=yJ1uLVgv3Vg-

Chak De India: a field hockey training montage! https://www.youtube.com/watch?v=OSEw6kv70Xw

The Blue Umbrella: a very famous Bollywood film about a little girl, shot in a theatrical, poetic style. https://www.youtube.com/watch?v=oFGs86w7YJI

Bollywood Music Walks Time Required: 10-20 minutes

Search a music streaming platform, YouTube, or other audio library for “Bollywood” to find a wealth of playlists, albums, and tracks featuring music from Bollywood films.

Once you have found some songs, invite your class (or small groups of students at a time, depending on space) to walk around the room at a medium speed, in silence at first. Instruct them to notice how they feel while they walk. Do they feel heavy or light, relaxed or tense, happy or sad? You can use the visuals on the next page to guide student responses.

After a minute or so of walking in silence, play some of the Bollywood music. As the students continue walking, ask them again to silently notice how they feel. Did any of them start walking differently? If you desire, you can play several different types of songs, to see how each feels different in the body.

Once your class is seated, ask them to get out a piece of paper and write down some simple descriptive words as reflections. What words would they use to describe the music they heard? What words would they use to describe how they felt moving to the music?

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Bollywood Music Walks Visuals

Heavy Light

HappyTense

Relaxed

Sad

Story Map Time Required: 15-30 minutes

Imagination Stage’s The Princess and the Pauper: A Bollywood Tale is based on a classic story written by American icon Mark Twain. His novel The Prince and the Pauper was published in 1881 and tells the story of two teen boys who switch places in 1500s English society. Since its publication, The Prince and the Pauper has been adapted into new novels, plays, movies, and even video games! Before your students come to the theatre, introduce this famous tale by allowing them to become actors (see sidebar on the next page) and directors in their own retelling.

1. Read the shortened version of The Prince and the Pauper by Mark Twain included on page 20 aloud to your class. Alternately, make copies of the story and pass them out to read individually or in groups.

2. When you finish reading, use the story map chart below to work as a class to identify the most important elements of The Prince and the Pauper. You can project the chart below on the board or pass out the Story Map Worksheet on the next page. What moments are the most memorable? As you lead a discussion to complete the chart, also ask your students what they think about the story. Does it remind them of any stories they have heard before?

Setting: Where and when does the story take place?

Main Characters: Who is in the story?

Lessons: What is the central message of the story? What does the author want to tell us?

Beginning: How does the action of the story begin?

Middle: What problems do the characters face?

End: How are the problems solved?

Details Plot

The Prince and the Pauper: Story DramaStandards: English Language Arts: RL.3.1, RL3.2, RF.3.4, SL.3.2, Theatre Arts: I:3-5:1

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Story Drama Time Required: 15-30 minutes

Once your class has identified the building blocks of The Prince and the Pauper, collaborate as actors and directors to present the story theatrically using tableaux (“frozen” stage pictures). Tableaux are a useful tool for breaking a story into its most important moments. In a tableau, students can portray not only characters but also elements of the environment, such as trees, furniture, or objects. All you need to use tableaux in your class is a relatively open space for students to stand where they can easily be seen.

1. Start with the beginning of The Prince and the Pauper. Ask your class “How does the action of this story begin?” Agree on one moment to represent the launch of the plot. For example, students may decide that Prince Edward and Tom deciding to switch places is the beginning. Next, ask students to think about how they could work together to use their bodies to make a picture of the moment they chose. What characters, objects, and scenery do they need? Ask students to raise their hands if they have an idea for someone or something they would like to portray.

2. Call on students one by one and invite them to strike a pose in the playing space, making sure that no two students are playing the same character. (However, many students can work together to create the setting, such as a group of students linking together to make the palace wall.) Adjust students into the most aesthetically pleasing positions for the audience, varying levels and making sure everyone is clearly visible. Once a suitably large group of students has joined the tableau, everyone should freeze at once to create a stunning stage picture! You can “activate” the tableau by tapping individual students on the head, inviting them to say something their character might say or make a noise their object might make, until you tap them on the head again to re-freeze them.

3. Invite students to return to their seats. Continue with this method to create tableaux for the middle and the end of the story, making sure every student acts in at least one tableau. If your class size is large, you can also split the students into groups of 5-10, assigning each a part of the story to represent in a tableau of their own creation. To assess for complete story comprehension, repeat all three tableaux in succession, instructing students to recreate their poses exactly as they did before.

Students from Highland Elementary School use tableaux in their classroom.

Setting: Where and when does the story take place?

Main Characters: Who is in the story?

Lessons: What is the central message of the story? What does the author want to tell us?

Beginning: How does the action of the story begin?

Middle: What problems do the characters face?

End: How are the problems solved?

Story Map

Details Plot

The Prince and the Pauper: Story

Once upon a time, a son was born to a king and queen. He was called Edward, and everyone in the palace rejoiced and blessed the infant prince. That same day, another little boy was born to a very poor family. His name was Tom. His family was so poor that they rarely had enough money to buy food. Prince Edward always had plenty of food and beautiful clothing. The King doted on his only son and raised him in comfort and love.

Tom grew up in poverty and hunger and had to beg strangers for a bite to eat. His father was cruel and mean. Tom was upset, and left home. He wandered the streets aimlessly until he found himself before a magnificent palace. The guards stopped him from entering the palace.

Just then, Prince Edward was returning from a stroll when he heard the guards’ angry shouts. But being a good prince, he commanded the guards to let Tom enter the palace. The prince gave Tom many good things to eat. The two boys decided to switch places. Tom was hesitant, but he didn’t dare argue with the Prince. The two boys exchanged clothes and they were amazed to see how alike they looked.

Dressed as a pauper, the Prince walked out of the palace as he wanted to see the outside world. The guard frowned at him angrily. The guard threw the Prince out of the castle. Meanwhile, Tom’s father, who had been searching for him through the streets, saw the Prince and rushed toward him. Thinking that the Prince was Tom, Tom’s mean father took the Prince home with him.

In the palace, Tom was also having problems. However much he tried to tell everyone that he was not Prince Edward, no one would listen. Even the servants didn’t believe him. Tom had no choice but to pretend to be the Prince.

The Prince was treated cruelly by Tom’s father every day. The Prince was afraid of him and did not try to argue. Walking through the village, the Prince thought about the things he had experienced. He wanted to punish Tom’s father, but he knew nobody at the palace would recognize him as the true Prince Edward. Edward walked through the village going door to door, but nobody would give him any food. He kept wandering through the village, but he couldn’t even manage to get one meal a day. The Prince was starving!

Below is a shortened and simplified version of Mark Twain’s 1881 novel The Prince and the Pauper. This version was written by Shreya Sharma. Bolded words may need additional explanation; refer to the definitions at the bottom of the next page to place the words in context.

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Eventually, Prince Edward met a knight from a neighboring country whom he had met before. Once, they had participated in an archery competition together. Grabbing his chance, Edward told the knight his true identity. The knight believed Edward and promised to help him. Prince Edward got on the knight’s horse and the two rode together to the palace.

At the palace, the King had just died, meaning that Tom was about to be crowned King! In the nick of time, Prince Edward ran into the palace, still dressed as a pauper. Tom did not know what to do. He knew that he was not the rightful king, but he did not want to go back to being poor with his father. Eventually, Tom decided to tell the truth. “I am not Prince Edward, he is!” he said. And so, Prince Edward was crowned King.

Prince Edward was so impressed with Tom’s honesty that he decided to make Tom a knight. The two became as close as brothers and lived together in the palace for the rest of their lives, ruling the kingdom with kindness and generosity. They lived happily ever after!

GLOSSARY:

Archery- The sport or skill of shooting with bows and arrows

Doted- Gave much love and attention, treated kindly

Pauper- A very poor person

Poverty- The state of being extremely poor

Stroll- A slow, relaxing walk

Time Required: 20-35 minutes

In this activity, students will take on the job of set designer in order to explore a practical theatrical application of their knowledge about spatially representing fractions.

1. Students will use their math skills to plan, both spatially and artistically, a new set for The Princess and the Pauper. Pass out a Royal Set Design Worksheet (included on the next page) to each student.

2. Before designing their set, students should carefully cut out the provided ruler and read the Director’s Rules. Students may wish to first mark out the end points of each piece of scenery, and later return to add detail.

3. As students work, remind them that a set that follows the director’s rules can look many different ways. For example, their palace may be surrounded by a garden, or perhaps the garden is on only one side.

4. After students finish their penciled set outline, they can add color, patterns, and flourishes to their design! They should consider both practical and creative concerns. Where are the doors and windows on their palace? How can they communicate the differences between Razia and Rani by accurately depicting the dwellings of each? What details can they add to clearly show that the play takes place in India?

Optional Model Extension: Set designers build scale models of their designs to help the creative team understand how to construct, paint, and decorate each set piece! Students can build simple models of their set using a shoebox or other frame as a stage. Make set pieces using paper, cardboard, toothpicks, or other craft supplies. Students can use rulers to guide them in scaling each piece to an appropriate size. Once finished, encourage students to compare designs and models with a friend. What similar or different artistic choices did they each make?

Royal Set DesignStandards: Math: 3.NF.A.1, 3.NF.A.2, 2.3.A.4, Visual Art: I:3-5:1, E:3-5:1, Theatre Arts: I:3-5:2, E:3-5:4

My Name: ______________________ Royal Set Design Worksheet

You are the set designer for The Princess and the Pauper. Cut out the provided ruler and use it to help you plan your set. Draw your set on the My Stage Worksheet using a pencil. Pay close attention to the director’s rules!

One side of your ruler is measured in fourths, and one side is measured in thirds. Shade each side of your ruler a different color!

My Ruler

1 2 3 4 5

DIRECTOR’S RULES:

Princess Razia needs a grand palace!

o Draw a palace on the set that is units long and 3 units tall.

Rani, the pauper, lives in a small hut.

o Draw a house for Rani that is units long and units tall. Make sure it is far away from the palace!

Razia and Rani meet in a beautiful garden.

o Draw a garden on the set that is units long. o In the middle of your garden, draw a tree that is units tall.

You should still have some empty space on your set. Razia and Rani both like to look at the moon. o Draw a moon on your set anywhere you like.

Next, use the ruler to measure your moon.

o How many units long is your moon? ____________

o How many units tall is your moon? ____________

4__3

1__4

1__3

2__4

3__3

6__4

Audi

ence

Set D

esig

n W

orks

heet

Rangoli-RamaStandards: Social Studies: 2.A.1, Visual Art: I:3-5:1, E:3-5:2, E:3-5:1, ELA: L.3.5, Math: 3.G.A.1

Time Required: 20-40 minutes

The set and costume design of Imagination Stage’s The Princess and the Pauper uses many visual elements drawn from Indian art and culture. Indian art often features symbolism, bright colors, and repeating patterns. One traditional Hindu artistic practice is the creation of Rangoli. Rangoli are colorful designs that can represent and symbolize various traditions, families, and folklore. People often create Rangoli during important festivals and holidays in India. Artists can draw Rangoli in two dimensions using art supplies, or assemble them in three dimensions on the floor using flowers, rice, or flour!

In this project, students will create their own Rangoli, staying true to its traditional purposes through the context of their own families and traditions.

1. Show some images of Rangoli to your class. We have included some photo examples on page 26. Click this link for a live video of Rangoli creation. Discuss your observations as a class. What words would they use to describe the Rangoli? Do they remind them of anything they have seen before? What materials were used to make them? What specific shapes and symbols do they see in each image?

2. After sharing their observations, students will use the My Family Rangoli Worksheet on the next page to design their own Rangoli inspired by their family. As they plan, encourage them to think creatively about what could symbolize their family and themselves. A symbol could be an animal, a flower, a star, or an object used in a family tradition!

3. Once students have finished planning, they should flip the worksheet over and incorporate the symbols they drew into one cohesive Rangoli. They should continue to reference images of Rangoli to help them create a symmetrical and pleasing design. After first drawing the Rangoli outline in pencil, encourage further creativity with color and decorative materials! Consider supplying rice, confetti, foam shapes, or other decorations to add to each Rangoli for full effect.

Community Building Extension: When each individual Rangoli is complete, have students cut along the outline of their Rangoli to remove the edges of the worksheet. On a large board or piece of mural paper, work as a group to arrange all the Rangoli to create a classroom mosaic! Students should study each other’s Rangoli. What meaning do they gather from each student’s use of color, symbolism, and shape?

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Rangoli Designs

Source: The Chromologist

Source: The Chromologist

Source: The Holiday Spot

Source: Free Press Journal

Use the boxes below to create and plan the shapes and symbols you will use in your Rangoli.

Box 1: Draw a symbol to represent your family. Box 2: Draw a symbol to represent you.

Box 3: Draw a round shape to use in your rangoli. Box 4: Draw a quadrilateral shape to use in your rangoli.

My Family Rangoli Worksheet: Planner

Four colors I will use: _____________ ______________ ______________ ______________

Circle your favorite shape or symbol to be the center of your Rangoli.

Draw your Rangoli in the space below. Use all of the symbols, shapes, and colors you planned. Your Rangoli should have symmetry, meaning it is the same on both sides. Tip: Draw the center symbol of your Rangoli first.

______________________________________________________________________________

______________________________________________________________________________

My Family Rangoli

•

•

•

•

• •

••

•

•

•

•

•

•

•

•

How does your Rangoli symbolize your family? Write a sentence that explains why you chose the colors and shapes you used.

My Name: ________________________________

Switching PlacesStandards: ELA: RL.3.2, RL.3.6, W.3.1, W.3.3, Theatre Arts: I:3-5:3

Time Required: 25–35 minutes

In The Princess and the Pauper, main characters Razia and Rani swap lives, acquiring new perspectives in the process. In this activity, students will explore how varying points of view can affect a character or real life figure’s outlook by imagining “switching places” with someone.

1. Ask your class what they remember about how Rani’s life changed when she switched places with Princess Razia. Rani was given power, money, and servants for the first time, but she also gained a new understanding of how lonely the Princess was. What changes did Rani make in the kingdom with her new power? Are there any other changes she could have made? What did she learn?

2. Next, ask your students to imagine that they can switch places with a powerful person like Princess Razia. This could be a famous person, like a politician or celebrity. It could also be someone more known to them, like a school principal or an older family member. Who would they like to trade lives with? Create a list on the board of everyone’s ideas, providing the class with a variety of options.

3. Each student should choose one name from the list with whom they would most like to switch places. Then, they should close their eyes and imagine what it would feel like to live as that person. Where do they live? What do they do during the day? What do they do at night?

4. After identifying and thinking about their chosen person, each student should get out a blank piece of paper. They should then brainstorm to create a list of everything they would do if they woke up in that person’s shoes. What would they want to experience? What would they want to change? Who would they want to meet or talk to? What adventures would they have?

5. Once everyone has written a list, each student should write a short narrative paragraph about living a day in the life of their chosen figure. They should use first person language and be clear about the order of each event in their day, using transition words like “first,” “next,” and “finally.” They should make sure to include at least one change they would make and explain their reasoning for wanting to make that change. Each writer should end their paragraph with a sentence describing what they would learn from taking on this person’s point of view.

6. Invite students to read their paragraphs aloud to the classroom audience, focusing on speaking clearly and at an understandable pace. Once they are finished reading, ask the rest of the class if they agree with the choices each student made. Would they have done something differently? If any students chose the same person, what different approaches did each take?

New Perspective Extension: Ask students to imagine that someone is going to switch bodies with them! What information would that person need to know to get through a day in their lives? What other advice would they give? Write a how-to guide or list of tips for their new self!

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Time Required: 25–35 minutes

The Princess and the Pauper is a play with two main characters, Razia and Rani. Help students master the larger concept of character traits by comparing and contrasting the personalities of the two protagonists!

1. Begin with a discussion about character traits. You can define the term by working backwards from a given trait. For example, write the word “kind” on the board. Then, ask students who they can name (a real person or a fictional character) who is kind. Perhaps they can list several names! Explain that “kind” is a character trait for each of the people they identified. Can your class then think of any other traits that apply to those characters? Do they all have the same traits? Can anyone name a trait that is the opposite of “kind”? What characters possess that opposing trait? Do any of those characters appear in the same story as the “kind” characters?

2. Once the class has understood that characters can be described using traits, pass out the Princess vs. Pauper Worksheet. Students will use the lines of dialogue pulled directly from the script of The Princess and the Pauper to identify some character traits of Princess Razia and Rani. They will then incorporate all of their knowledge of the characters into a one-sentence character description.

3. When students have finished the character analysis, compare completed character descriptions. What traits and aspects did most students use to describe each protagonist? Are there any points of disagreement? Can you create one unifying character description for each as a class, pulling several common ideas together?

Character Context CluesStandards: ELA: RL.3.1, RL.3.3, W.3.1, L.3.1.G, L.3.5.B, Theatre Arts: I:3-5:3, I:3-5:1

Princess Razia and Rani look almost identical, but they are very different characters! Using evidence from the script of The Princess and the Pauper, choose their character traits.

Kind Brave Bossy Smart Honest Shy Selfish Caring Rude Hard-working

Moody Harsh Polite Independent Lazy Lonely Proud Friendly

Character Trait Bank:

Princess vs. Pauper

1. Line: “I wanted to go to the palace this time. I really did. But when I am around lots of people I can’t- I can’t- speak.”

Who said this line? Circle one. Princess Razia Rani

What character trait does this line show? ______________________________________________

How did you know? _______________________________________________________________

2. Line: “Don’t tell me what to do! I hate you! I hate this place! Let me out!”



How did you know? _______________________________________________________________

3. Line: “We can eat together.”



How did you know? _______________________________________________________________

My Name: ________________________________

4. Line: “Even my father, when he was alive, wouldn’t let me leave because I’m a girl and girls are so precious, but I’m tired of being precious. And at least he let me go to the garden. I could pretend just for a moment I was free.”



How did you know? _______________________________________________________________

5. Line: “Everybody is somebody. If he is innocent, shout yes. Everybody has spoken. Nassim shall be free!”



How did you know? _______________________________________________________________

6. Line: “I just thought about myself, not you. I hurt everyone in my way. I didn’t care about anyone. My greed took over my heart and hid me from even myself–til I don’t even know who I am anymore.”



How did you know? _______________________________________________________________

Character Descriptions: Using the character traits and evidence above, as well as what you remember from watching The Princess and the Pauper, write a character description for both Princess Razia and Rani. Be sure to include their character traits. Tip: You should also include their appearance, actions, or what they learn during the story!

Princess Razia is...

________________________________________________________________________________________________

________________________________________________________________________________________________

Rani is…

________________________________________________________________________________________________

________________________________________________________________________________________________

CLIMATE INVESTIGATIONStandards: Science: 3.A.1, 3.F.1

India is a beautiful country with many mountains and rivers. Since it is so big, each part of the country has a different climate. The South is warmer, and the North is cooler. The East has rainforests, while the West is home to deserts.

Many species of wild animals call India home: tigers, lions, leopards, deer, Asian elephants, and monkeys to name a few! Because of the great variety of climates that can be found in India, these animals are scattered throughout the whole subcontinent. India is also home to over two dozen varieties of mangoes! The royal mangoes that Razia is so protective of are only one type of mango that can be found throughout all of India!

In this activity, your students will need to identify and label where each animal and type of mango would be found in India. Using the Climate Investigation worksheet, as well as the climate information above, have students read the clue for each animal or mango and decide in which region of the map they should go. After they have finished correctly writing in the corresponding letters/numbers on the map, you can also look up more animals or types of fruit to place in their maps and further their investigative skills!

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My Name: __________________________ Climate Investigation Worksheet

Animals:1. Asiatic Lion – With a smaller mane than African Lions, these can be found roaming a hot and sandy region

2. Great Indian Rhinoceros – Traveling through established tunnel-like paths, they can be seen in a location with chilly nights and temperate days

3. Four-horned Antelope – Solitary in nature, these are often seen grazing in a region with scorching and humid summers

4. Wild Water Buffalo – With horns larger than any other bovid, they are usually found living in a wet region

Mangoes:A. Himsagar – Only grown in the month of May, they thrive with a lot of moisture and good sunlight

B. Alphonso – Often called the “King of Mangoes”, this variety grows best in a dry and arid climate

C. Malgova – One of the best mangoes in the world, they can be found in a hot and humid region of India

D. Chaunsa – With an incredibly sweet pulp and bright yellow skin, these flourish in a location with mild temperatures

Climate Investigation Worksheet

North (Cooler)

MY NAME: ________________________________

East (Rainforests)

West (Deserts)

South (Warmer)

Animals: 1. Asiatic Lion – with a smaller mane than African Lions, these can be found roaming a hot and sandy region2. Great Indian Rhinoceros – traveling through established tunnel-like paths, they can be seen in a locationwith chilly nights and temperate days.3. Four-horned Antelope – Solitary in nature, these are often seen grazing in a region with scorching, andhumid, summers4. Wild Water Buffalo – with horns larger than any other bovid, they are usually found living in a wet region

Mangoes: A. Himsagar – only grown in the month of May, they thrive with a lot of moisture and good sunlightB. Alphonso – often called the “King of Mangoes”, this variety grows best in a dry and arid climateC. Malgova – one of the best mangoes in the world, they can be found in a hot and humid region of IndiaD. Chaunsa – with an incredibly sweet pulp and bright yellow skin, these flourish in a location with mildtemperatures

North

(cooler)

West

(desert) East

(rainforest)

South

(warmer)

AT HOME ACTIVITIES

Here’s what you will need to make it:

• 8 oz. plain full fat yogurt• 1 ripe mango• 2 teaspoons sugar• 1/4 cup water• ice cubes• knife• vegetable peeler• blender• rubber spatula• glass

Here’s what you have to do:

1. Check with an adult before you start. They may need to help you with the blender!

2. Wash and peel the mango and then cut it into cubes. If you’re not allowed to use a vegetable peeler or a knife, ask an adult for help. If the mango is really ripe, you can peel it with your fingers.

3. Add the yogurt, mango, sugar, and water to the blender. If you’re not allowed to use a blender, be sure to ask an adult to help you.

4. Put the cover on the blender, then blend until the ingredients are mixed together.

5. Make sure the blender is completely stopped and take it off its stand. Then pour your mango lassi into a glass. Add some ice and enjoy!

Making Mango LassiMangoes are prominent in The Princess and the Pauper: whether they’re Razia’s royal mangoes or Rani’s family is pretend-eating them! An easy way to enjoy mangoes is in a lassi, which is a type of yogurt-based smoothie.

Crafting a “Chogha”!

In The Princess and the Pauper, Rani’s mother Hema is a seamstress who is working on finishing a chogha for the Wazir. A chogha is a traditional Indian cloak, generally worn by men during the summertime. The embroidery on the chogha usually showcases hunting trips on the outside, while the inside lining is woven with images of animals and birds. Using the outline below, have your students design their very own chogha! They can follow traditional designs of animals and nature or choose to think outside the box with some outer space or Greek mythology symbols!

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the princess & the pauper - imagination...

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