Author:
Tracy Janes
Subject:
Elementary English Language Arts
Material Type:
Activity/Lab
Level:
Lower Elementary
Grade:
K
Tags:
Lesson Plan
License:
Creative Commons Attribution Non-Commercial
Language:
English
Media Formats:
Text/HTML, Video

Education Standards

Dragons Love Tacos

Dragons Love Tacos

Overview

Dragons Love Tacos

Narrative/Story Grammar Lesson Plan 

Could be added to any Narrative Retell Unit

Summary

This Lesson uses the book Dragons Love Tacos by Adam Rubin to address narrative skills and story grammar goals. 

  • Time frame - 1-3  20 minute sessions based on prior knowledge. 
  • Format - this lesson could be used virtually or with face to face instruction. 
  • Requirements: Dragons Love Tacos - Hard copy Book  OR access to YouTube Read Aloud 

 

Background for Teachers

This lesson will require students to have prior knowlege of story grammar elements/narrative skill. Awareness of following will be needed: 

Characters (characters, animals, other living thing)

Setting (time and place)

Feeling (how a character feels)

Plan (what they decide to do)

Action (what the character does)

Problem (what goes wrong in the story)

Resolution (how the problem is fixed)

Wrap up (summary):

See attached Resource for Teaching Story Grammar Elements 

 

Goals and Outcomes

 

Learning Intentions:

  • Students will find/learn the 8 narrative/story grammar elements while working through the book. Based on IEP/goals, students will work with appropriate level of scaffolding and visual/verbal prompting. 

1 Characters

2 Setting

3 Plan

4 Feelings

5 Problem 

6 Action

7 Resolution/Solution 

8 Wrap up

 

Success Criteria/Outcomes:

  • Students will state story grammar elements in complete thoughts with age appropriate syntax/grammar. 

 

Planning Instruction

 

Student Background Knowledge

  • Prior to this lesson, students will need to have a basic understanding of story grammar elements. 
  • Doing a book walk with students may be helpful prior to starting the narrative unit. 

    Book Walk: See attached PDF

    Instructions: Flip through the pages with the students and have them predict what the story will be about, who the characters might be, and what is going to happen in the story. Talk about any target vocabulary or other goal targets the students are working on during the book walk.

Strategies for Diverse Learners

  • You may read this book outloud with your students. For more diverse learners, using the YouTube Read Aloud video read of this book maybe helpful (see Resources).
  • Pause the video/book read to answer any questions. Pointing out applicable vocabulary and providing a langauge rich enviroment while reading. 
  • Provide visual representation for each story element. 

Step 3 - Instruction

 

Lesson instruction will be presented as one session but may be broken down into many sessions depending on student need. 

1. State/Review story grammar elements with students as needed. 

2. As you read the story or listen to the You Tube Read Aloud, pause to discuss possible story elements and vocabulary that may be applicable as you work through the attached narrative organizer/diagram. Draw pictures if possible to help students solifidy vocabulary and concepts. 

3. Discuss all story elements in this story: 

Characters (characters, animals, other living thing):

  • kid, dragons

Setting (time and place): 

  • home, taco cave, party

Feeling (how a character feels): 

  • How do the dragons feel about tacos? They love tacos. 
  • How do they feel about spicy salsa? They hate spicy salsa.

Plan (what they decide to do):

  • The kid is planning to have a taco party for dragons.

Action (what the character does):

  • The kid hosts a big taco party for dragons.

Problem (what goes wrong in the story):

  • The dragons accidentally eat spicy salsa and burn down the house.

Resolution (how the problem is fixed):

  • The dragons help to rebuild the house. 

Wrap up (summary):

  • The kid throws a taco party for the dragons. The dragons accidentally eat spicy salsa and burn the house down. Finally, they help the kid rebuild his house.

3. Review the book and Narrative Diagram for as many sessions as necessary to understand concepts. 

 

 

 

Step 4 - Assessments

1. Provide students with attached Graphic Organizer (or feel free to use one of your own). 

2. Have students fill out the organizer using complete thoughts regarding the story elements of the book. Read the story again (scaffolding as necessary) 

Characters (characters, animals, other living thing):

  • kid, dragons

Setting (time and place): 

  • home, taco cave, party

Feeling (how a character feels): 

  • How do the dragons feel about tacos? They love tacos. 
  • How do they feel about spicy salsa? They hate spicy salsa.

Plan (what they decide to do):

  • The kid is planning to have a taco party for dragons.

Action (what the character does):

  • The kid hosts a big taco party for dragons.

Problem (what goes wrong in the story):

  • The dragons accidentally eat spicy salsa and burn down the house.

Resolution (how the problem is fixed):

  • The dragons help to rebuild the house. 

Wrap up (summary):

  • The kid throws a taco party for the dragons. The dragons accidentally eat spicy salsa and burn the house down. Finally, they help the kid rebuild his house.

Assessment: 

Using the attached Rubric, assess the students understanding of Story Grammar and thought organization .

Extension Activities

Use the following expansion activities to continue learning: 

COMPREHENSION QUESTIONS

Basic (literal questions):

1. What are two types of tacos dragons love? Beef tacos, chicken tacos, gigantic tacos, tiny tacos

2. What do dragons hate? Spicy salsa

3. What happens to dragon ears when they eat spicy food? They smoke.

4. What mild toppings did the book suggest for dragon’s tacos? Tomatoes, lettuce, cheese

5. List three of the parties that dragons like:

  1. Costume parties
  2. Pool parties
  3. Taco parties

6. What should you fill with tacos to make sure you have enough? A boat

7. What did the narrator suggest you do with spicy salsa? Bury the spicy salsa in the backyard

8. Why does the narrator say to bury the spicy salsa? So the dragons can’t find it. They hate spicy salsa.

Advanced (inferential, prediction, main idea questions): 

  1. Why do you think dragons love parties? What do you love about parties?
  2. How did the house catch on fire?
  3. Why do you think the dragons are helping rebuild the house?