Grade: Kindergarten Subject/Unit: Gingerbread Unit

Teacher: Miss Nicole Perl Lesson: #1 Original Gingerbread story

Read-Aloud & Visual Journal Activity

Desired Results (what will students learn?)

ELA Program of Studies- Kindergarten
2.1 Understand that print and books are organized in predictable ways
2.1 Ask questions and make comments during listening and reading activities
2.2 Talk about and represent the actions of characters portrayed in oral, print and other media
texts
2.4 Draw, record or tell about ideas and experiences
2.4 Talk about and explain the meaning of own pictures and print
Learning
2.4 Contribute ideas and answer questions related to experiences and familiar oral, print and
Outcome(s)
other media texts
3.2 Ask questions to make sense of information
4.3 Use drawings to illustrate ideas and information, and talk about them

Students will be able to:

1. Identify the key parts of the story
2. Make observations about The Gingerbread Man adapted by Mara Alperin
Lesson
3. Make predictions and inferences about the next events of the story
Objective(s)
4. Picture read with me as we talk about the words
5. Students will be able to think about what possibilities could come next in the story
6. Students will be able to draw their ideas/predictions in their visual journals

Assessment Evidence (how will you determine student learning?)

 Observations during individual work
 Verbal questions and responses during story time and
Formative
must-do
Assessment
 Check-list of student tasks  make sure all steps are
complete

Learning Experiences/Opportunities (what will students do to learn it?)

-Afternoon students have  Book: The Gingerbread
watched Man adapted by Mara
https://www.youtube.com Alperin
/watch?v=pckuS--UlV4
 Visual Journals, Labels
as a brief introduction to
Ed the original Gingerbread Resources to on pages and smiley
Tech Man Story Prepare face on the page for
 Morning class will not have them to draw on.
the opportunity to watch this
video & might require a
more extensive review of
events when it comes to the
map/story re-tell
 Grade: Kindergarten Subject/Unit: Gingerbread Unit
Teacher: Miss Nicole Perl Lesson: #1 Original Gingerbread story
Read-Aloud & Visual Journal Activity

Time Allotment Content/Description Notes

Introduction: Have class meet on the carpet for story time
 Read title of the book  Sound out the words of title together
 Make inferences about what the story might be about
Activity #1: Read- Aloud- The Gingerbread Man adapted by
Mara Alperin
-Mr. & Mrs. Baker were lonely, all of us feel lonely sometimes.
- The Gingerbread Man jumped up onto the table  Do cookies
really walk and talk? Fiction or Non-fiction?  Fiction just for
fun.
-Have students picture read the page with the cow’s chase and
think of the words (Barn & Haystack).
-Do animals and cookies really talk? No, Fiction for fun.
-Have students picture read the page with the goat’s chase and
think of the words (Thistles/flowers, Gate, Apple
Orchard/Trees). 2.1 Understand that print and
-Have students guess the Gingerbread man’s song “Run Run as books are organized in
fast as you can! You can’t catch me. I’m the gingerbread man!” predictable ways
-Have students picture read the page with the cat’s chase and 2.1 Ask questions and make
think of the words (Bush, Daisies/Flowers, Pond). comments during listening
-Do you think the fox really wants to help the gingerbread man? and reading activities
Let’s find out. 2.4 Contribute ideas and
Approx. 15
mins -Key words (Chilly, Wet, Head). answer questions related to
-Gingerbread man climbs onto Fox’s head and we will make experiences and familiar oral,
predictions and inferences about what might happen next? print and other media texts
Question further and ask what else could happen? (Gingerbread
man could…get eaten, run away, make friends with the fox, go 3.2 Ask questions to make
home…etc.)  Let’s take a look and see what happens next. sense of information
-Even though the Gingerbread man was eaten by the Fox, the
bakers and their new animal friends (Cow, Goat & Cat) were
able to make new treats and then they were not lonely because
they had new friends!
-Emphasize the two details of the ending: 1. Fox eats
Gingerbread man & 2. The Bakers make new treats and share
them with their new animal friends so they aren’t lonely
anymore.

Transition Cues
 Meet me at table four to learn about our must-do activity for
today.
Grade: Kindergarten Subject/Unit: Gingerbread Unit
Teacher: Miss Nicole Perl Lesson: #1 Original Gingerbread story
Read-Aloud & Visual Journal Activity

Activity #2: Teaching the Must-Do “What happens next?”

Visual Journal Activity
 Students will gather around table four to learn about the must-
do activity.
 Thinking about which students might benefit from sitting during
this portion.
 Today we are going to be drawing in our visual journals and you
are going to be creating a drawing for what you think could
happen at the end of the Gingerbread man story.
 Can you remind me what the 2 last things (details) that
happened in the story were? (The Fox eating the Gingerbread
man & The bakers making new treats to share with their new
animal friends) 2.2 Talk about and represent
the actions of characters
 We are going to think again about what else could have
portrayed in oral, print and
happened in our story? (Hear student responses) and then we other media texts
are going to draw our idea as if we were drawing the ending to
our own version of the story. 2.4 Draw, record or tell about
 I will think of the way my story will end. (The Gingerbread man ideas and experiences
could become friends with the fox and go back to the house to
live with the Bakers again.) 2.4 Talk about and explain
 As I am drawing, I will talk about some tips to draw the the meaning of own pictures
characters using shapes: and print
 Circles, Ovals & Triangles to draw the fox
 Circles and rectangles to draw the Bakers 3.2 Ask questions to make
sense of information
 Circles and Ovals to draw the Gingerbread Man (he has a body
similar to a human body  2 arms/2 legs/body/head/face)
4.3 Use drawings to illustrate
 Draw what is happening in the background & color the picture. ideas and information, and
 Once you are done, come show an adult to have them write in talk about them
small what is happening in the picture. As an additional add on,
I could have students sound out and label their 3 characters
(Fox, Gingerbread Man, Bakers)
 Lets go over our steps again:
 1. Think of idea for what could happen next? You don’t have
to draw what happened in the actual book.
 2. Draw & Color your picture showing what happened next.
 3. Include your 2 details & 3 or 4 characters
(2 details are the 2 things that happened next)
(3 or 4 characters are the Fox, Gingerbread Man, and 1 or both of
the Bakers)
Grade: Kindergarten Subject/Unit: Gingerbread Unit
Teacher: Miss Nicole Perl Lesson: #1 Original Gingerbread story
Read-Aloud & Visual Journal Activity

Transition: Ok Friends, now it is time to choose if you are going

to be a worker or a snacker first. Snackers at tables 1 & 2, and
workers at tables 4. (Table 3 as needed depending on numbers)

Activity #3: Students will work on the Must-Do Task or Snack and then alternate
 While the students are working on their task or snacking I will
be circulating the room and assisting those who need extra
help.
 I will set up the students who I know might need extra help by
reminding them of the steps, having the examples close by for
them to view, asking students who are finished to help them
think of the next step, and checking in.  Same as above
 Students may need reminders of the 3 steps:
 1. Think of idea for what could happen next? You don’t have to draw
what happened in the actual book.
 2. Draw & Color your picture showing what happened next.
 3. Include your 2 details & 3 or 4 characters
 Make sure that students who are snacking are circulating to
the must-do at a reasonable rate.

Lesson Closure:
 Have students explain to an adult what their picture is showing.
 Have students bring me visual journals when complete to check
for the 3 steps:
 Idea of what happens next
 Drawing & coloring
 2 Details & at least 3 or 4 Characters (Fox, Gingerbread Man,
Bakers)