The Power of Words: Exploring Literacy and Expression · 2nd Year

Active learning ideas

Identifying Funny Parts in Stories

Active learning helps students move beyond passive reading by engaging their emotions and language skills. When children identify funny moments in stories and explain why they are funny, they practise comprehension, vocabulary, and expressive talk in a way that feels natural and enjoyable.

• NCCA Curriculum Specifications
• NCCA: Primary - Understanding
• NCCA: Primary - Exploring and Using

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 25 min · Pairs

Partner Story Share: Funny Moments

Pairs read a short story together and underline one funny part each. They take turns reading the part aloud and explaining why it is funny, using prompts like silly words or surprises. Partners add sticky notes with their own reactions.

Point out a part in the story that made you laugh.

Facilitation Tip

When students keep Individual Humor Journals, invite them to revisit entries weekly to notice patterns in what makes them laugh.

What to look for

Provide students with a short, humorous story excerpt. Ask them to write down one sentence identifying a funny part and one sentence explaining why they found it funny, referencing a specific word or event.

Activity 02

• 35 min · Small Groups

Small Group Comedy Hunt

In small groups, students scan a class anthology for funny sections and select one to perform. They rehearse a 1-minute skit highlighting the humorous element, then present to the group for feedback on what made it work.

Describe what made that part funny (e.g., silly words, unexpected actions).

What to look for

Ask students to turn to a partner and share a funny moment from a book they have read recently. Prompt them with: 'What made that part funny? Was it a character's action, something they said, or a surprising event?'

Activity 03

• 30 min · Whole Class

Whole Class Funny Board

As a class, students contribute funny quotes or drawings from stories to a shared board. Each adds one item with a sentence explaining the humor, then the class votes on favorites and discusses patterns in what makes things funny.

Share a funny moment from a book with a partner.

What to look for

During a read-aloud of a humorous text, pause at a funny moment. Ask students to give a thumbs up if they found it funny, and then call on 2-3 students to explain their reaction using phrases like 'It was funny because...' or 'I laughed when...'

Activity 04

• 20 min · Individual

Individual Humor Journal

Students independently note two funny parts from independent reading, sketch the scene, and write why it amused them. They select one to share in a voluntary show-and-tell circle.

Point out a part in the story that made you laugh.

What to look for

Provide students with a short, humorous story excerpt. Ask them to write down one sentence identifying a funny part and one sentence explaining why they found it funny, referencing a specific word or event.

A few notes on teaching this unit

Teachers should model humour analysis by reading aloud and pausing to point out how word choices or character quirks create funny moments. Avoid assuming all students will laugh at the same parts. Instead, use open prompts that encourage observation and personal reflection. Research shows that when humour is treated as a skill to be practised, students become more observant readers and confident speakers.

Successful learning looks like students pointing to specific text features that create humour, such as wordplay or unexpected twists. They should also explain their reactions using clear language and connect their personal responses to the story’s structure.

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Watch Out for These Misconceptions

• During Whole Class Funny Board, watch for students who think funny parts have no purpose in stories.

  Have students map funny moments onto a story’s timeline and describe how each moment helps the plot or character development.