Domain:
Language & Communication
Competency:
Express ideas creatively through language
🎂
4-6 year olds
⏰
25 to 30 minutes min
Rate this lesson!
Learning Objective
Children will identify funny parts of a story and come up with their own silly story ideas using simple language.
Learning Resource Synopsis
In 'Dragons Love Tacos' by Adam Rubin, readers are introduced to the whimsical world where dragons have an insatiable love for tacos of all kinds. The narrator provides humorous guidance on how to host the perfect taco party to attract these taco-loving creatures, emphasizing the crucial detail of avoiding salsa. Despite the careful planning, a hilarious mishap occurs when the dragons consume salsa, leading to chaotic and fiery consequences. The book is filled with quirky illustrations and an unexpected plot twist, showcasing humor and the importance of attention to detail.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| The Book with No Pictures | Written by B.J. Novak, published by Dial Books for Young Readers | This book uses playful language and silly sounds to engage children in the humor of storytelling and the power of words to elicit laughter. |
| Press Here | Written by Hervé Tullet, published by Chronicle Books | An interactive book that encourages children to follow simple instructions and experience the joy of silly and surprising outcomes through imaginative play. |
| Elephant & Piggie: We Are in a Book. | Written by Mo Willems, published by Hyperion Books for Children | This engaging story features characters Elephant and Piggie discovering they are in a book, using humor and meta-narrative to explore how words can create fun and laughter. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Dragon | A make-believe creature that looks like a big lizard and can sometimes breathe fire. | In our story, the dragons love to eat tacos. |
| Taco | A yummy food with a shell that you fill with things like meat, cheese, and lettuce. | We had tacos for lunch, just like the dragons. |
| Funny | Something that makes you laugh or smile. | The dragons dancing at the party was very funny. |
| Laugh | A sound you make when something is really funny. | We laugh when the dragons eat salsa. |
| Party | A fun time when people come together to play and celebrate. | We had a party with games and music. |
Prompt
Essential Question: "What makes us laugh, and how can we use our words to make others smile?"
Today, we are going to explore what makes us giggle and how we can make others smile with our words. Let's think about a time when something funny happened to us or when a friend made us laugh. How did it feel?
Anticipatory Set
- Let's start by closing our eyes for a moment and thinking of a time when we laughed really hard—maybe with a friend or during a fun game.
- Now, open your eyes and look at this silly picture of a dragon with a big, silly grin. Imagine what the dragon is thinking or saying to make us laugh.
- Turn to a partner and share your own funny idea or story about what could make a dragon laugh. Use your words to make your partner smile.
Teacher Tips
- Encourage children to express their thoughts freely and validate their ideas by acknowledging their creativity.
- Use a fun, familiar classroom object, like a 'talking stick', to help students take turns sharing their ideas.
- Be mindful of diverse communication styles and offer sentence starters for children who might need a little help getting started.
Learn
Let's dive into the hilarious world of 'Dragons Love Tacos' by Adam Rubin. In this story, we'll discover why dragons can't resist tacos and what happens when they accidentally eat something. Get ready for a fun adventure filled with laughter and surprises.
Interactive Engagement
- As we meet the dragons, let's think about what makes them so excited about tacos. Can you imagine your favorite food? What would you do to get a big plate of it?
- Look at this page where the dragons are gathered around the taco table. What do you notice about their faces? How do you think they're feeling?
- Uh-oh, the dragons just ate some salsa. What do you think will happen next? Let's make a funny prediction together.
- As the dragons start to breathe fire, let's take a moment to act out what we think a dragon would do if its mouth was too hot. Can you show me your best fiery dragon face?
- Towards the end, when everything turns a little chaotic, what do you think the dragons could do to fix the situation? Have you ever had to solve a funny problem?
Teacher Tips
- Use different voices for the dragons and the narrator to keep the story lively and engaging.
- Pause occasionally to let children look at the illustrations and express what they see happening.
- Encourage students to share their own funny ideas or experiences related to what's happening in the story, fostering a sense of connection and creativity.
Ask
Now that we've giggled and gasped through the story, let's think about why those funny moments made us smile and how we can use our imagination to create our own silly stories.
Discussion Questions
- What was your favorite funny part of the story? Can you think of a time when something similar happened to you or someone you know?
- How do you think the dragons felt when they realized they ate the salsa? Have you ever made a little mistake that turned into a silly situation?
- If you were hosting a taco party for dragons, what would you do to make sure everyone had a fun time without any fiery surprises?
Teacher Tips
- Encourage students to share personal experiences that relate to the story, emphasizing that everyone's story is unique and valuable.
- Guide children to think about how the dragons' feelings changed throughout the story, helping them to understand and express their own emotions.
- Invite students to brainstorm creative ideas for their own dragon taco party, supporting them to use their imagination and build on each other's ideas.
Navigate
Silly Taco Surprise
Inspired by the humor and unexpected twists in 'Dragons Love Tacos', this activity encourages children to explore creativity and humor by imagining their own funny taco scenarios. They will engage in peer interaction and storytelling, reflecting the book's playful tone and the importance of attention to detail in crafting a humorous narrative.
| Materials |
|
| Planning |
|
| Implementation |
|
Teacher Tips
- Encourage children to be as imaginative as possible with their taco fillings and scenarios.
- Model expressive storytelling by using animated voices and gestures when sharing your own examples.
- If a child is shy, pair them with a more outgoing partner or encourage them to demonstrate their story through actions.
Share
Gather the children in a cozy circle and remind them of the fun journey we took into the world of 'Dragons Love Tacos'. Highlight the giggles and creative ideas they shared, and how we discovered what makes us laugh and how we can create our own silly stories.
Reflection Questions
- What was something funny we talked about today that made you smile? Can you tell us about it?
- Think about a silly story idea you came up with today. How did it make you feel to create something funny?
- How can you use your words to make someone smile at home or with a friend?
Teacher Tips
- Encourage each child to share their favorite funny moment or story idea with a buddy or the group.
- Use sentence starters like 'I liked when..' or 'It was funny to me when..' to help children express their thoughts.
- Celebrate each child's contribution to create a warm, accepting environment, reinforcing that every idea is valuable and creative.
UDL Strategies
Representation
- Use a variety of picture cards depicting both ordinary and fantastical taco fillings to stimulate imagination. Include images such as jellybeans, glitter, and tiny dragons to cater to visual learners.
- Provide audio recordings of humorous sound effects like a dragon sneezing glitter or the crunch of jellybeans to support auditory learners.
- Incorporate tactile materials like fabric, foam, and textured paper for children to create their taco fillings, engaging those who learn best through touch.
- Demonstrate a model silly taco story using a puppet or character to visually and verbally scaffold the storytelling process.
- Offer sentence starters like 'When you bite into my taco..' or 'Inside my taco, you will find..' for children who need help getting started with their story.
Action & Expression
- Allow children to create a visual representation of their taco using art supplies, and then share the story behind it with the class or a partner.
- Facilitate a storytelling circle where children can verbally share their taco scenarios, using expressive voices and facial expressions.
- Offer the chance to perform a skit or role-play their taco story, encouraging those who express themselves through movement and drama.
- Provide simple writing materials for children to label their drawings with funny one-liners or captions, supporting early writing skills.
- Use tablets or recording devices for children to either draw digitally or record their stories, accommodating those who prefer using technology to express their creativity.
Engagement
- Start the activity with a humorous story time, reading a funny taco-related book or telling a personal taco anecdote to spark interest.
- Include quick movement activities where children imitate taco ingredients (e.G., wiggling like spaghetti or hopping like popcorn) to re-energize and maintain engagement.
- Provide options for children to choose how they present their story, such as through a puppet show, a drawing, or an acted-out scene, allowing them to pick their preferred method.
- Facilitate peer interaction by grouping children in pairs to brainstorm and share ideas, enhancing collaboration and social skills.
- Introduce a 'mystery box' filled with quirky items (e.G., a toy dinosaur, a feather, a small bell) that children can incorporate into their taco stories, keeping the activity exciting and novel.
Assessment Criteria
Formative Assessment
- Observe children during the storytelling phase by noting if they use expressive language, gestures, and laughter to communicate their 'Silly Taco' scenarios. Pay attention to how they describe their tacos and articulate their humorous elements.
- During peer interactions, listen for children's ability to engage with their partner's taco story, asking clarifying questions and showing understanding through nods and laughter. Note whether they can articulate the funny aspects of their partner's story and offer supportive feedback.
- As children create their taco fillings, observe their choice of materials and creativity in assembling their tacos. Look for evidence of understanding the concept of 'silly' through their selections and how these choices align with their verbal explanations during storytelling.
Summative Assessment
- Have children present their completed 'Silly Taco' stories to the group, assessing their use of descriptive language and humor. Evaluate their ability to clearly explain their taco's contents and the humorous scenario it creates, noting audience engagement and reactions.
- Conduct a group reflection session where each child shares what they found funny about their taco and the creative process. Assess their ability to articulate what they learned about storytelling and humor, noting any connections they make to the book 'Dragons Love Tacos'.
×