Blanchard, Year One
Sanders – DB Woolbright
Learning Objective/Exit Outcomes:
- Students will work together to exercise the use of transitional words (first, next, then and last).
- Students will infer details about the four seasons to tell a story.
- Students will work on communication skills in a group, listening and speaking when it is their turn.
- Students will use improv to tell a story using transitional words.
ELAGSE1SL4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELAGSE1SL6. Produce complete sentences when appropriate to task and situation.
ELAGSE1L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
TA1.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Identify the basic elements of theatre etiquette.
TA1.CR.1 Organize, design, and refine theatrical work.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions and contribute to planning in theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
ELA and Theatre
Divide students into groups of four around the classroom.
Conducted Story was used as a review of transitional words. While Conducted Story uses improv, we use this theatre game as a tool to emphasize the transitional words being learned. Some important elements of Improv to mention:
- “Improv is a skill that requires you to think fast and say the first thing that comes to your mind”
- “We have to listen to our friends so that we aren’t all saying the same idea.
- “When I point to you, your job is to tell me something you can make out of peanuts. If I point to you again I want a different idea.”
Then, we reviewed the four seasons in preparation to use the knowledge to infer details for their stories. Next, we played Conducted Story in its basic form to understand how the activity works, simply improving a story. Then, we assigned a season per each group. Last, the students had to use transitional words to tell a story about their assigned season.
Next time, I would add a step to use transitional words without the “prompt” of season. After the students have grasped the concept of using the transitional words we can add the seasons in.