Blanchard Elementary Year One
Lenley Singletary – DB Woolbright
Learning Objective/Exit Outcomes:
- Students will work as an ensemble to tell a story while identifying beginning, middle and end.
- Students will infer details about American symbols to tell a story.
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Identify the following American symbols: a. The national and state flags (United States and Georgia flags) b. Pledge of Allegiance c. Star Spangled Banner (identify as the national anthem) d. The bald eagle e. The Statue of Liberty f. Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day) g. Washington Monument (identify image and associate with George Washington and Presidents Day) h. White House (identify image and associate with Presidents Day and the current president)
Engage actively and appropriately as an audience member.
Organize, design, and refine theatrical works.
Social Studies/ELA & Theatre
Front of the Classroom
This activity relies on the Teacher to be a captivating storyteller and also very familiar with the skills of improv. For kids this age, a brief explanation of what improv is can be very helpful.
- “Improv is a skill that requires you to think fast, saying the first thing that comes to mind”
- “We have to listen to our friends so that we are all telling the same story”
- “You can only add to the story when I point to you”
- “Any answer you give is the right answer”
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 stories 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 collaboration.
The teacher will review the American symbols that have been discussed in class. Next, we will ask the students to tell the stories of different American symbols. It is important to explain that while the stories created may be fictional, the details about each symbol influence our decision making in the ideas we contribute.
- An important improv skill is to always say “yes” so any student submitted answer should be correct. If you are using this strategy to assess information, encourage students to think of all the possible answers before continuing on with the story.
- It is important to truly let the students answers guide the story. Be prepared for usual kindergarten answers, and have a way to justify their answers, while allowing the story to continue. This would mean that you point to yourself to get the story back on track.