Grade Level: Kindergarten
The Gingerbread Boy by Paul Galdone
Galdone, Paul. The Gingerbread Boy. HMH Books, an imprint of Houghton Mifflin Harcourt Publishing Company, 2012.
Procedure
As the students enter the library, I would direct them to the reading rug. I would have the different versions of the gingerbread man displayed on a table next to where I would sit to read to the students. I would also have a few stuffed gingerbread people as well. To start, I would explain that there are different stories about the gingerbread boy. I would hold up each of the alternative versions and read the title to the students. I would then let them know that we will be reading the original story.
As we read the story, I would at various times, ask the students to predict what they think will happen next. After reading the story, I would have the students complete a Sequencing activity. The students will cut out different scenes from the book. They would then need to put the pictures in order that they appeared in the story. After all students have done this, we would then review over the correct order to ensure all students have correct order. Once that has been established, the students would then glue them on a piece of construction paper.
After this activity the students will have the opportunity to decorate their own personal gingerbread person. I would love to have them decorate a real gingerbread cookie using edible decorations but I realize there are a lot of allergies. Instead, I would have pre cut paper gingerbread people that the students can decorate. I would have various material for the students to use to decorate their gingerbread person such as beads, glitter, crayons, markers, ribbon, yarn, etc.
I would wrap up the activity by giving the students large construction paper, large enough that they could glue the completed sequencing sheet and their gingerbread person on the paper.
Additional books to display:
Catch that Cookie by Hallie Durand
Durand, Hallie, et al. Catch that cookie! Scholastic Inc., 2015.
The Gingerbread Bear by Robert Dennis
Dennis, Robert, and Tammie Lyon. The Gingerbread Bear. Cartwheel Books, 2013.
Gingerbread Man, Superhero! by Dotti Enderle
Enderle, Dotti, and Joe Kulka. Gingerbread man superhero! Pelican, 2009.
The Library Gingerbread Man by Dotti Enderle
Enderle, Dotti, and Colleen M. Madden. The library gingerbread man. Upstart Books, 2010.
The Gingerbread Girl by Linda Ernst
Ernst, Lisa Campbell. The Gingerbread Girl. Dutton Children’s Books, 2006.
Standards:
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Goal:
Students will be able to recognize the order of events in a story.
Objective:
Students will put a set of pictures based on a story in the order that they occurred in a story.
Outcome:
Students will create a sequencing activity.
Students will create their own gingerbread person.
Alternative Activity
An alternative activity would be to read two different versions of the story and have the students compare and contrast the two stories. They could then create their own version of the story. They will write simple sentences to explain their illustrations. They would still be able to then decorate their gingerbread person to represent the gingerbread person from their story.
Standards:
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.RF.K.1.B
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.C
Understand that words are separated by spaces in print.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Goals:
Students will recognize the differences and similarities between two stories.
Students will be able to produce their own original version of a story using both words and illustrations.
Objective:
Students will be able to recognize differences and similarities between similar stories.
Students will be able to create and organize a coherent story using both words and illustrations.
Outcome:
Student will create a story about an original story about a gingerbread person using both writing and illustrations.
Students will create their own gingerbread person.
Bibliography
Dennis, Robert, and Tammie Lyon. The Gingerbread Bear. Cartwheel Books,2013.
Durand, Hallie, et al. Catch that Cookie! Scholastic Inc., 2015.
Enderle, Dotti, and Joe Kulka. Gingerbread Man Superhero! Pelican, 2009.
After this activity the students will have the opportunity to decorate their own personal gingerbread person. I would love to have them decorate a real gingerbread cookie using edible decorations but I realize there are a lot of allergies. Instead, I would have pre cut paper gingerbread people that the students can decorate. I would have various material for the students to use to decorate their gingerbread person such as beads, glitter, crayons, markers, ribbon, yarn, etc.
I would wrap up the activity by giving the students large construction paper, large enough that they could glue the completed sequencing sheet and their gingerbread person on the paper.
Additional books to display:
Catch that Cookie by Hallie Durand
Durand, Hallie, et al. Catch that cookie! Scholastic Inc., 2015.
The Gingerbread Bear by Robert Dennis
Dennis, Robert, and Tammie Lyon. The Gingerbread Bear. Cartwheel Books, 2013.
Gingerbread Man, Superhero! by Dotti Enderle
Enderle, Dotti, and Joe Kulka. Gingerbread man superhero! Pelican, 2009.
The Library Gingerbread Man by Dotti Enderle
Enderle, Dotti, and Colleen M. Madden. The library gingerbread man. Upstart Books, 2010.
The Gingerbread Girl by Linda Ernst
Ernst, Lisa Campbell. The Gingerbread Girl. Dutton Children’s Books, 2006.
Standards:
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Goal:
Students will be able to recognize the order of events in a story.
Objective:
Students will put a set of pictures based on a story in the order that they occurred in a story.
Outcome:
Students will create a sequencing activity.
Students will create their own gingerbread person.
Alternative Activity
An alternative activity would be to read two different versions of the story and have the students compare and contrast the two stories. They could then create their own version of the story. They will write simple sentences to explain their illustrations. They would still be able to then decorate their gingerbread person to represent the gingerbread person from their story.
Standards:
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.RF.K.1.B
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.C
Understand that words are separated by spaces in print.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Goals:
Students will recognize the differences and similarities between two stories.
Students will be able to produce their own original version of a story using both words and illustrations.
Objective:
Students will be able to recognize differences and similarities between similar stories.
Students will be able to create and organize a coherent story using both words and illustrations.
Outcome:
Student will create a story about an original story about a gingerbread person using both writing and illustrations.
Students will create their own gingerbread person.
Bibliography
Dennis, Robert, and Tammie Lyon. The Gingerbread Bear. Cartwheel Books,2013.
Durand, Hallie, et al. Catch that Cookie! Scholastic Inc., 2015.
Enderle, Dotti, and Joe Kulka. Gingerbread Man Superhero! Pelican, 2009.
Enderle, Dotti, and Colleen M. Madden. The Library Gingerbread Man. Upstart Books, 2010.
Ernst, Lisa Campbell. The Gingerbread Girl. Dutton Children’s Books, 2006.
Galdone, Paul. The Gingerbread Boy. HMH Books, an imprint of Houghton Mifflin Harcourt Publishing Company, 2012.
Tags: Genre, age level, story hour
Ernst, Lisa Campbell. The Gingerbread Girl. Dutton Children’s Books, 2006.
Galdone, Paul. The Gingerbread Boy. HMH Books, an imprint of Houghton Mifflin Harcourt Publishing Company, 2012.
Tags: Genre, age level, story hour
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