Language Arts

Gingerbread Man
Stories
Lesson Plans 1-3

Teacher: Miss. Giannetti

Date: 12/12/2016 12/14/2016
Time: 10:45 11:45

Overview & Purpose

The purpose of this lesson is to encourage the students to write their own
stories based off of a popular childrens book. I will have a video and a story
to share with the kids before we begin to work on our own stories.
https://www.youtube.com/watch?v=P789cpZoxlU For the video having a sad
ending, I will be reading the storybook with the students before hand so they
will have an understanding of how the story ends. I will be telling the
students that in the end of the video, the fox does eat the gingerbread man. I
can ask them by giving me a show of hands, if they would like for me to stop

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the video before the ending. When I looked for a video, I wasnt able to find
one with a happier ending that still stuck closely to the book.
Book: - The Gingerbread Man by Mara Alperin
- The Gingerbread Man by Jim Ayleswroth

Education Standards
General Outcome 2 (Gr. 1)

Students will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues
Use prior knowledge
use knowledge of how oral language is used in a variety of contexts to
construct and confirm meaning
use previous experience and knowledge of oral language to make
connections to the meaning of oral, print and other media texts
use knowledge of context, pictures, letters, words, sentences, predictable
patterns and rhymes in a variety of oral, print and other media texts to
construct and confirm meaning
use knowledge of print, pictures, book covers and title pages to construct
and confirm meaning
Use comprehension strategies
use language prediction skills to identify unknown words within the context
of a sentence
use a variety of strategies, such as making predictions, rereading and
reading on
talk about print or other media texts previously read or viewed
identify the main idea or topic of simple narrative and expository texts
identify by sight some familiar words from favourite print texts
identify high frequency words by sight
read aloud with some fluency and accuracy, after rehearsal
self-correct when reading does not make sense, using cues such as pictures,
context, phonics, grammatical awareness and background knowledge
Use textual cues
preview book cover, pictures and location of text to assist with constructing
and confirming meaning
use word boundaries, capital letters, periods, question marks and
exclamation marks to assist with constructing and confirming meaning

during oral and silent reading

Use phonics and structural analysis
segment and blend sounds in words spoken or heard
use phonic knowledge and skills to read unfamiliar words in context
use analogy to generate and read phonically regular word families
associate sounds with letters and some letter clusters
Use references
use a displayed alphabet as an aid when writing
use personal word books, print texts and environmental print to assist with
writing
name and match the upper and lower case forms of letters
2.2 Respond to Texts
Experience various texts
participate in shared listening, reading and viewing experiences, using oral,
print and other media texts from a variety of cultural traditions and genres,
such as poems, storytelling by elders, pattern books, audiotapes, stories and
cartoons
illustrate and enact stories, rhymes and songs
remember and retell familiar stories and rhymes
Construct meaning from texts
relate aspects of stories and characters to personal feelings and experiences
retell interesting or important aspects of oral, print and other media texts
tell or represent the beginning, middle and end of stories
tell, represent or write about experiences similar or related to those in oral,
print and other media texts
tell what was liked or disliked about oral, print and other media texts
Appreciate the artistry of texts
identify how words can imitate sounds and create special effects
experiment with repetition, rhyme and rhythm to create effects in own oral,
print and other media texts
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
distinguish differences in the ways various oral, print and other media texts
are organized
identify various forms of media texts
Understand techniques and elements
know that stories have beginnings, middles and endings
tell what characters do or what happens to them in a variety of ral, print and
other media texts
Experiment with language
demonstrate interest in repetition, rhyme and rhythm in shared language
experiences, such as action songs and word play
2.4 Create Original Text
Generate ideas

generate and contribute ideas for individual or group oral, print and other
media texts
Elaborate on the expression of ideas
change, extend or complete rhymes, rhythms and sounds in pattern stories,
poems, nursery rhymes and other oral, print and other media texts
Structure texts
write, represent and tell brief narratives about own ideas and experiences
recall and retell or represent favourite stories

Objectives
Day One Monday:
Introduction:

To begin today, I want to share a story with all of you. This story
is one of my favourite stories, and I love being able to read it. It
is called: The Gingerbread Man! I will read the story with the
kids.

We are going to be using this story, and the ideas of this story,
to be able to create and write our very own gingerbread man
stories! We are going to start on them today, but I will give you
more time to work on them throughout the week. The first thing
we need to talk about is some of the elements that need to be
included to make your story really good and have a nice flow to
it. We need to have a beginning, middle and end. I am going to
play a video for you, its another telling of the gingerbread man
story, and after it is over, I want you to be able to tell me what
happened during the beginning, middle and end. Lets go sit in
front of the smart board to watch the video.

Now that the video is over, show of hands, who knows what
happened during the beginning of the story? I want the students
to tell me that the gingerbread man was made and baked.

Can someone tell me what happened during the middle of the

story? I want students to share with me the adventures that the
gingerbread man went on, and who/what he met along the way.

How about what happened at the end of the story? The

gingerbread man got eaten.

Before we begin to write our stories, I want to be able to

brainstorm some ideas with you about what you could write
about. The ideas you use for your stories can be different from
the ones in the original story. I want us to really focus on
brainstorm ideas just for the beginning today since that is the
only part of your stories you are writing today. The beginning of
the story is where you want to introduce any characters that you
may have. In the Gingerbread Man book they introduce the old
woman, the old man and the gingerbread cookie. I want you to
think of the characters that you would include in your stories. It
can just be the gingerbread man if you like, but make sure to
give him a name, maybe an age, and tell us something about
him. Does anyone have some ideas? Ill be writing some of the
key words from the students ideas on the board. I will also be
putting up an idea for the beginning of their stories, so that they
can use or build off of that idea. I will be giving examples for the
beginning, middle and end of the story while I go through them
with the students.

You all have wonderful ideas, and now that youve shared them
with everyone, I am going to give each of you one page. I want
you to start by writing your name on the top of the page. Once
that is done, you can begin writing your beginning to your story.
If you need a second page, you can come and grab one. I want
you to use your neatest printing, making sure that your are
staying inside the lines and making you letters straight and sit
on the lines like they are suppose to. Once youve completed
your writing, you are able to draw a picture of what you wrote,

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and then colour it very nicely. I dont want to hear any voices
while you are working, so I want the room to be nice and quiet. If
you have a question, please raise your hand and I will come to
you. Does anyone have any questions? When you get a paper,
you can go to your tables and begin.

I will be giving students the remainder of the morning to finish

the beginnings of their stories. Once they are finished all of the
steps that they need to, I can give them their gingerbread man
and construction paper to start cutting out and working on. I
dont think many students will make it to this part of the lesson. I
will be checking students work as they are doing it, and once
they have finished, I will be checking to make sure their words
look good and their pictures are good as well.

Day Two Tuesday:

http://www.topmarks.co.uk/learning-to-count/gingerbread-man-game
The gingerbread game can be used as a brain break for the students. If
I find that students are more off topic than on, I can allow students to
do one of the games (as a class). It is still sticking to the theme of
gingerbread men, but its bringing in a different concept so that they
can take their minds off writing for a little bit.
Introduction:

We are going to start off today by talking about the middle of the
story. Do you remember what happened during the middle of the
story? After the gingerbread man jumped out the window , he met a
cow, a goat, a cat and a fox. Each time he met a new animal
something different occurred. Ill see if the students are able to
remember some of the adventures that happened during the middle of
the story. I want them to share their ideas with me.

Body:

Now that we have talked about some of these ideas, I want us to

brainstorm some ideas, the can be the same or different, to use for our
stories. We are going to be working on the middle and ends of our
stories today, but for right now, I want us to talk about the middle
specifically. The middle of the story is where the adventures of the
main character take place. The Gingerbread Man met different animals
along the way as it was running away. These adventures all lead up to
the ending of the story. What animals or people do you think you
would meet on your journey? Do you just have to meet animals or
people? What others things could your gingerbread man do? What kind
of ideas do you have that you would like to use for your stories? Does
anyone have some ideas to share with us?I have a few ideas to share
with you. Maybe your gingerbread man hops on a ski lift and skis or
snowboards down the mountain. Maybe he decides to climb a building
and parachute off of it. How about if he grabbed a candy cane and
went zip lining? What about if he decides to travel the world! Where
would he go? Or maybe he put some gum drops on his feet and they
made him bounce really, really high! You are allowed to be creative
and silly as you would like to be with your ideas. I want to see that you
are thinking of the most silly things that your gingerbread man can do.
I will help you to spell some of the words, but I want you to create
sentences on your own. Make sure that the first word has a capital and
at the end of the sentence, put a period. Once students have come up
with some ideas to use, Ill write the important/key words on the board.

Some descriptive words to use: fast as lightening, as high as the

clouds, dashing, speeding, chipper, lively, playful, sparkling, joyful,
merry, etc.

I would like for everyone to use three ideas, one idea on each page.
So the middle of your book should have three pages, or more, if you
want to write more. Just like yesterday, I want to see the neatest work
you can do. I want it to be nice and quiet in the room while you are
working. I want to see everyone working really hard as well. Make sure
your printing is beautiful; it fits in the lines and has finger spaces. You

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need to finish all of your writing before you can begin your drawing
and colouring. Please raise your hand and show me your writing before
you begin to draw your pictures. I want to see really awesome pictures
and your nicest colouring! Does anyone have any questions? How
many ideas are you going to use? How many pages will you need?
Remember, if you have a question, please raise your hand and I will
come and see you. When you get your papers, put your name at the
top and you can begin.

Ill give students a break after working for some time. I will wait until I
have a good chunk of the class ready to start on the ending of their
stories before I call all students attention back to me. I will get them
moving to the front of the room once again to give the students that
change in area. We will then talk about the ending. While students are
waiting for this to begin, they can cut out and/or work on their
gingerbread man.

Can I please get everyone to stop working, pencils down, and come
meet me on the floor at the front of the room. Some people are ready
to move on to the ending of their stories. Can someone tell me what
happened at the end of the gingerbread man story? He was eaten! The
Gingerbread man met a fox, and the fox ate him. For your stories, I
want you to have an ending, either good or bad, you can decide.
Maybe you do want to have your gingerbread man get eaten at the
end of your story, or maybe you want to have your gingerbread man
realize he wont get eaten and he will go back home with the old
woman and old man. Does anyone have any other ideas they would
like to share for their ending? I have a few ideas to share with you,
maybe on the gingerbreads mans adventures around the world, he
finds a nice place to live. Maybe he does get eaten by a whale, but
lives his tummy for a really long time. What if he becomes friends with
the fox and the fox doesnt eat him in the end? Maybe if he does get
eaten, what different animals or things could eat him? Ill make sure
to write down ideas for students to look off of when writing the rest of
their stories.

For the ending of your stories, I want you to have at least one page
written for it. In total, you should have at least five pages (one for the
beginning, three for the middle and one for the end). Remember, if you
want to write more, you are allowed to. When you gave completed
your work, you can continue to work on your gingerbread man. If that
is complete, I do have some activity sheets that you are able to work
on, or you can read. Does everyone understand? Thumbs up if you do!
If you have any questions, stay seated and the rest of you can get
back to work, quietly.

Conclusion:

Ill let the students work until all have completed the middle portion of
their stories. If most finish all of their writing and images, then I will get
the class as a whole to work on their gingerbread men. If students are
unable to finish their writing, drawing and colouring, they have a
chance to work on them more the following day.

Day Three Thursday:

This final day is for the students to complete their stories and finalize
anything that they need to. I will be getting them to cut out all the
pages that they have, put them in order and have them prepared to be
putting together in book form. I will get all students to work on their
gingerbread men and add them to their booklets as well.

Today, we are going to work on finishing up our books. Before you get
started, I want to share with you about how your storybooks will be put
together in the end. The Gingerbread Man that you have all been
working so hard on, is going to be placed on grey paper which is going
to go underneath the clear one. This will show that your gingerbread
man is in an oven! I want to see if we will all be able to finish up our
books today and have them put together. If you are unable do that, it
is ok, but I want to see that you are working your hardest today to get

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as much done as you can! Impress me with your hard working skills! If
you happen to already be finished, or you do finish, start by cutting out
the pages, just around the outer line (the rectangle). Once you have
finished cutting out all your pages, put them in order and then bring
them up to me or Mrs. Probe to get your books stapled together. The
last thing you are going to do is finish your gingerbread man, make
sure he is dressed up nice, and then glue him into your books on the
grey page (you should be able to see him through the first page. Does
anyone have any questions? You have half hour. I want to see you all
working really hard.

Assessment
I will be using the writing conventions, writing content, writing organization,
and printing legibility marking rubric to be able to get a good understanding
and gage where the students are at with the writing and work that they are
giving to me.

Verification
Steps to check for student understanding
- I will be able to see if the students are understanding the concept of the
story writing through the ideas that they share with me about each stage of
the writing. I will also be able to see that amount of effort the students put in
through the quality of work that I receive from each of them.

Activity
Describe activity that will reinforce the lesson
- The activity that the students are doing is following a story line and using
the same/similar ideas in order to create their own stories. They are going to
use words and pictures to be able to show me the story overall.

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