Blanchard Elementary, Year One
Martin/Stafford – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to compare/contrast the different geographic locations.
- Students will be able to recall information about various geographic regions and use that information to tell a story.
- Students will collaborate with peers in order to achieve a cohesive story.
- Students will build soft skills such as teamwork, adaptability, and creativity.
S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
- Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Collaborate and perform with an ensemble to present theatre to an audience.
- Create and perform characters based on imagination.
TA3.RE.1 Engage actively and appropriately as an audience member.
- Participate as an audience.
- Demonstrate appropriate theatre etiquette.
Science & Theatre
Open classroom space
The PAIR Specialist asked students to share what they knew about Improv. The goal answer to the question is that improv is a form of theatre arts where the content is completely made up on the spot. The improv game, Conducted Story, is a game where a group of students creates a story beginning as any good story does with “Once Upon A Time.” The ‘conductor’ of the story is the teacher. The teacher controls how long a student will add onto the story by pointing to them and when the teacher pulls her hand back, the student must stop telling their story, even if it is in the middle of a sentence!
Pointing to another student, the story continues on where the last student left off. Student 1: “Once upon a time there was a lion who was walking down” Student 2: “the street to the circus. Then he ran into a girl lion and he” Student 3:, etc, etc. The PAIR Specialist emphasized that this story would be unique and exceptionally creative because it was not being created by a single storyteller, but by many, which means that the story would be something even greater because of the collaboration. The PAIR Specialist also emphasized the importance of listening to make sure that the story stays connected and makes sense from beginning to end.
The PAIR Specialist chose five students to create a story that had never been told before and would never be told again. This story had no boundaries and was a completely improved creation.
The teacher then chose five more students to play Conducted Story, but this time added a layer of information to the story being told. This layer was to create a story using the facts students remembered about different geographic regions. If the students had trouble remembering things, the teacher gave leading questions to help them continue with the story.
It is important when using Conducted Story to continue to encourage creative ideas around the core subject matter being used within the story. Keeping creativity within the story allows for a fully arts integrated lesson.
For example, instead of a the story about the facts of the Blue Ridge Mountains, encourage students to create a story where they are a hiker in the Blue Ridge Mountains, experiencing the region for the first time.