Brewer Elementary Year One
Hill/Rowe – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will review information about George Washington Carver.
- Students will work together to tell a complete story.
- Students will listen and respond appropriately according to the rules of Conducted Story.
- Students will work on waiting patiently and responding only when it’s their turn.
SS1H1 The student will read about and describe the life of historical figures in American history.
- Identify the contributions made by these figures: George Washington Carver (science).
- Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).
SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.
SS1E1 The student will identify goods that people make and services that people provide for each other.
SS1E3 The student will describe how people are both producers and consumers.
SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.
Social Studies & Theatre
Front of the classroom
Four players stand in a shoulder to shoulder line. The teacher acts as the “conductor”. The objective is to tell a complete story from beginning to end using logical sequencing. Whenever the conductor points to one of the four students, they will begin speaking.
Then, the conductor will point to another student, and they will have to pick up where the previous student left off, even if it was in the middle of a sentence. This continues until the story has reached a resolution. To integrate our review, the teacher assigned the Conducted Story a topic- the life of George Washington Carver.
We had three groups of four students take a turn presenting a Conducted Story to the rest of the class. In between rounds two and three, we had a quick review of interesting facts about GWC that any student could raise their hand and share. This helped prep group three since groups 1 & 2 had already used the most commonly remembered facts in their stories.
In Ms. Rowe’s classroom, we used three groups of four students, but we assigned each group a period of GWC’s life- infancy, slavery, & childhood, school days, and life as an adult scientist and inventor. This worked well to narrow the field of information to draw from and encourage deep recollection of more obscure facts. When a student was drawing a blank, they could choose to have a friend from the audience help.