The Arts · Grade 1

Active learning ideas

Improvisation: Spontaneous Storytelling

Active improvisation games let Grade 1 students practice listening, accepting ideas, and adding details in real time. This kinesthetic approach helps children internalize the ‘Yes, and…’ structure through repeated, playful trial and error, which strengthens their ability to collaborate and build stories together quickly.

• Ontario Curriculum Expectations
• TH:Cr1.1.1a

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 20 min · Pairs

Pairs: Yes, And... Story Starters

Partners face each other knee-to-knee. One begins with 'Once upon a time there was a...' and the other responds 'Yes, and...' adding a detail. Continue alternating for five exchanges, then switch starters. Debrief on surprises.

Why is it important to listen to what your partner says before you speak in a scene?

Facilitation Tip

In ‘Emotion Switch Improv,’ introduce emotions one at a time (happy, sad, surprised) to help students explore range without feeling overwhelmed.

What to look for

During a partner improvisation activity, circulate and observe. Ask students: 'What did your partner just say or do?' and 'What will you do next based on that?' Note their ability to respond directly to their partner's input.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 25 min · Small Groups

Small Groups: Object Chain Stories

Give each group a common object like a hat or ball. One student starts a story using the object, passes it while saying 'Yes, and...' with the next idea. Continue around the circle for three full rounds. Groups share one ending.

Can you and a partner make up a little scene right now, without any practice?

What to look for

After a short improvised scene, ask the class: 'What was one thing your partner did that helped the story move forward?' and 'How did you decide what to do next?' Encourage students to share specific examples from their play.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 30 min · Whole Class

Whole Class: Teacher-Led Freeze and Switch

Model a starting scene, then say 'Freeze!' Students mimic poses and suggest next lines. Unfreeze with accepted ideas. Repeat four times, noting listening moments. End with class applause.

What was a surprise that happened in your scene? Did it make the story better?

What to look for

Give each student a card with a simple prompt, such as 'You meet a talking animal.' Ask them to write or draw one sentence about what happens next in their story, and one word describing how their partner helped them. Collect these to gauge understanding of building upon ideas.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 15 min · Pairs

Individual to Pairs: Emotion Switch Improv

Students practice solo emotion faces, then pair up to improv short scenes switching emotions on cue. Use prompts like 'happy explorer finds treasure, then scared.' Share one switch with class.

Why is it important to listen to what your partner says before you speak in a scene?

What to look for

During a partner improvisation activity, circulate and observe. Ask students: 'What did your partner just say or do?' and 'What will you do next based on that?' Note their ability to respond directly to their partner's input.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Experienced teachers begin with short, structured rounds to establish the ‘Yes, and…’ rule before moving to open play. They use teacher modeling to demonstrate listening and acceptance, and they avoid interrupting scenes unless absolutely necessary. Research shows that frequent, low-stakes practice in pairs first builds confidence for larger group work.

Successful learning looks like students listening to partners, accepting and building on ideas, and contributing new details to move the story forward without hesitation. They show confidence in trying out characters and scenarios, even when ideas change.

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Watch Out for These Misconceptions

• During ‘Yes, And... Story Starters,’ watch for students who treat the activity like a guessing game or question-answer session instead of building on each other’s ideas.

  Pause the activity and model saying, ‘Yes, and then what happened?’ to redirect students toward adding details that continue the story forward.

• During ‘Object Chain Stories,’ watch for students who try to force the object into a pre-planned story rather than letting the group shape the object’s role.

  Remind students that the object’s purpose in the story can change based on the group’s ideas, and accept any creative use without judgment.

• During ‘Emotion Switch Improv,’ watch for students who default to silly or exaggerated emotions, assuming those are the only valid choices.

  Model a calm or serious emotion in a scene and ask the group to describe which emotion helped the story feel real or interesting.

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Methods used in this brief

• Role Play