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									                                                   Louisiana Comprehensive Curriculum, Revised 2008

Unit 3: Gingerbread Men

Study Focus: Gingerbread Men
Study Focus Description: This study focuses on Gingerbread Men.

Student Understandings: Students will develop an understanding of how to tell if a story is make-believe. Students will develop the skills to retell part of a familiar story.

Guiding Questions:
   1. Can the students distinguish between real and make-believe?
   2. Can the students identify the characters in the stories?
   3. Can the students order objects from smallest to largest?
   4. Can the students retell part of a story read aloud?
   5. Can the students sequence the order of events from a story read aloud?

Guiding Vocabulary: real, make-believe, fairy tale

Grade-Level Expectations

GLE#             GLE Text and Benchmarks

   ELA-1a        Demonstrate understanding of phonological awareness by manipulating endings of words and nonsense words to make rhyming sounds. (PK-LL-L3)(ELA-1-E1)

   ELA-1b
                 Demonstrate understanding of phonological awareness by manipulating syllables in spoken words (segment/blend). (PK-LL-L3)(ELA-1-E1)
   ELA-1d        Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3)(ELA-1-E1)

   ELA-3a        Demonstrate understanding of alphabetic principle by identifying own first name in print. (PK-LL-L3)(ELA-1-E1)

   ELA-4         Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books. (PK-LL-L4)(ELA-1-E1)

   ELA-5a        Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.
                 (PK-LL-R3)(ELA-1-E2)
   ELA-5b        Demonstrate understanding of book and print concepts by holding a book right side up. (PK-LL-R3)(ELA-1-E2)

   ELA-5c        Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text. (PK-LL-R3)(ELA-1-E2)

   ELA-5d        Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom. (PK-LL-R3)(ELA-1-E2)

   ELA-6         Relate pictures to characters. (PK-LL-R4)(ELA-1-E4)

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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                               Louisiana Comprehensive Curriculum, Revised 2008


  ELA-7      Role-play using different voices to represent characters in familiar stories, (PK-LL-S1)(ELA-1-E4)

  ELA-8      Listen to a story and state orally what the story is about.(PK-LL-R1)(PK-LL-R2)(PK-LL-L1)(ELA-1-E5)

  ELA-9      Answer simple questions about a story read aloud. (PK-LL-S3)(PK-LL-R4)(ELA-1-E5)

 ELA-10       Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)
 ELA-11      Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)
 ELA-12a     Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-
             E1)
 ELA-12b     Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-
             R2) (ELA-7-E1)
 ELA-12c     Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)
 ELA-13      Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)
 ELA-14a     Use simple reasoning skills by identifying reality and fantasy in texts read aloud. (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)
 ELA-14c     Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where). (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)
 ELA-15       Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)
 ELA-16      Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)
 ELA-17      Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)
 ELA-18      Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)
 ELA-19      Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)
 ELA-20      Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)
 ELA-21      Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)
 ELA-22      Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)
 ELA-23      Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)
 ELA-24      Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)
 ELA-25      Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)
 ELA-26      Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)
 ELA-27      Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4)
             (ELA-4-E5)
  ELA-28     Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)
  ELA-29     Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-
             4-E7)
  ELA-30     Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)
  ELA-31     Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)
   M-1       Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)
   M-2       Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)
   M-3       Identify an object’s position as first or last (PK- -G3) (N-1-E)
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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                              Louisiana Comprehensive Curriculum, Revised 2008

   M-4       Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)
   M-5       Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)
   M-6       Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-
             1-E) (M-2-E) (M-3-E)
    M-7      Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)
    M-8      Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)
    M-9      Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)
   M-10      Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)
   M-11      Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)
   M-12      Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)
   M-13      Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)
   SCI-1     Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)
   SCI-2     Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)
   SCI-3     Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)
   SCI-4     Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)
   SCI-5     Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5)
             (SI-E-A5) (SI-E-B4)
   SCI-6     Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports,
             presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)
  SCI-7      Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)
  SCI-8      Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)
  SCI-9      Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)
  SCI-10     Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)
  SCI-11     Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-
             P4) (PS-E-A2)
  SCI-12     Determine whether one object weighs more or less than another by using a pan balance (PK-CS-I4) (PS-E-A2)
  SCI-13     Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)
  SCI-14     Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)
  SCI-15     Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)
  SCI-16     Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)
  SCI-17     Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)
  SCI-18     Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)
  SCI-19     Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)
  SCI-21     Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)
  SCI-22     Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)
  SCI-23     Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)
  SCI-24     Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)
  SCI-25     Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)
  SCI-26     Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)
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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                                   Louisiana Comprehensive Curriculum, Revised 2008

   SCI-27         Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions
                  (PK-CS-ES2) (ESS-E-A4)
     SS-1         Identify representations of roads, bodies of water, and buildings in play activities (PK-CSS-G1) (G-1A-E1)
     SS-2         Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives) (PK-CSS-G3)
                  (G-1A-E2)
     SS-4         Discuss ways people can help each other (e.g., sharing, paying attention, taking turns) (PK-SE-C1) (C-1D-E4)
     SS-5         Participate in patriotic activities (PK-CSS-C2) (C-1D-E4)
     SS-6         Demonstrate an awareness of the uses of money in play activities (PK-CSS-E1) (E-1A-E3)
     SS-7         Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow (PK-CSS-H1) (H-1A-E1)
                                                                           Study Focus
                                    Gingerbread              George the           Gingerbread Man                        Cajun Gingerbread             Gingerbread Baby
                                    Man                      Gingerbread Man                                             Man

Whole Group Activities              Class Gingerbread        George the                    Guess Who? (GLEs              Solving Problems              Which is better?
                                    Man (GLEs M 2,           Gingerbread Man               4,9,11,21)                                                  ELA 6, 8, 9, 11, 23, 24, 27,
                                    5, 6, 9)                 (ELA 4, 9, 11, 21, 4,                                       Solving Problems (GLEs        29 SCI 2, 3
                                                             6, 8, 9, 13, 19, 21, 22,                                    4, 6, 8, 9, 10, 11, 13, 29)
                                                             29, 31)

Morning Circle Time                 Do you like              If you were the               Do you think you              Which part did you eat Which story was your
ELA 1d, 3a, 4, 21, 22, 26, 27,      gingerbread?             Gingerbread Man,              could catch the               first?                 favorite?
29, 31;                                                      where would you run?          Gingerbread Man?
M 1, 3, 4, 5, 7, 13;
SCI 26, 27; SS 2, 4, 5, 7


Story time                          Hansel and Gretel        The Gingerbread               The Gingerbread Girl          George the                    Gingerbread Friends
                                                             Cowboy                                                      Gingerbread Man
ELA 1a, 1b, 1d, 4, 5a, 5b, 5c,
5d, 6, 7, 8, 9, 10, 11, 12b, 12c,
14c, 25, 29


Small Group Activities              Seriating (GLEs   Sorting (GLEs M 5,                   Patterns                      Measuring                     Building Gingerbread
                                    ELA 23, 24 M 6,9, 9, SCI 9)                             ELA 23, 24 M 11, 13          Gingerbread Men               Houses (GLEs ELA
                                    11 SCI 9)                                                                            (GLEs M 6, 10)                23, 24, M 16)

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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                                 Louisiana Comprehensive Curriculum, Revised 2008

                           “Gingerkids”                              “Gingerbread”           “ABC GINGERBREAD MAN”                 “Where is my Gingerbread Man?”    “Eat, Eat, Your Gingerbread Boy”
                           (tune: "10 Little Indians")
Music and Movement                                            tune: “Frere Jacques” (From:   borrowed from Mrs. Sirois' Farm
                           One little, two little, three         More Piggyback Songs)                                             Tune of "Oh Where Has My Little   (To the tune of "Row, Row, Row,
ELA 1d, 24, 27, 29         little gingerkids.
                                                                                                         A-B-C-D-E
                                                                                                                                             Dog Gone?"              Your Boat)
                           Four little, five little, six                                                                            From Ms. Pieczko's Kinderhive    Eat, eat, your Gingerbread Boy,
SCI 15                     little gingerkids.
                                                               Gingerbread, Gingerbread,     A Gingerbread Man is looking at
                                                                                                                                                                     Before he runs away.
                                                                   Yum, yum, yum,                            me!
                           Seven little, eight little, nine                                                                           Oh where, oh where is my       Faster, faster, faster please,
                                                                       Yum, yum,                          F-G-H-I-J
                           little gingerkids.                                                                                            Gingerbread Man?            Don't let him get away!
                                                                yum.                          I think he has something to say!
                           Ten little gingerbread kids                                                                              Oh where, oh where can he be?
                                                                  I like gingerbread,                   K-L-M-N-O
                                                                                                                                    He popped out of the oven and
                                                                  I like gingerbread,         "I want to run away, you know."                                        Catch, catch the Gingerbread
                                                                                                                                          ran out the door.
                                                                       In my tum,                        P-Q-R-S-T                                                   Boy,
                                                                                                                                    Oh where, oh where can he be?
                                                                       In my tum,            "Will you run away and play with                                        Catch him, yes, today.
                                                                                                            me?"                                                     Faster, faster, faster still,
                                                                                                        U-V-W-X-Y                                                    For he has run away.
                                                                                               "If you don't I will surely cry!"
                                                                                                         Z-Z-Z-Z-Z
                                                                                                                                                                     Say bye-bye to the
                                                                                               The Gingerbread Man will stay
                                                                                                                                                                     Gingerbread Boy.
                                                                                                      and play with me!
                                                                                                                                                                     Say good-bye today.
                                                                                                                                                                     Say so long for he is gone.
                                                                                                                                                                     The fox ate him today.



Field Experiences /        Visit your local library for story time or have a guest reader come to the class.
Guest Speakers


Home-School                Send a pattern for the gingerbread man/girl to decorate.
Connections                Send home a page asking what you would make a gingerbread man with.
                           Have the children dictate a new ending to the Gingerbread Man to their parents then draw pictures to go with their new
                           ending.
Other References




                                                                                                                                                                                                     5
Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                        Louisiana Comprehensive Curriculum, Revised 2008

  Study Focus Activities for Learning Centers that can be incorporated into your existing center activities. Remember
                           any center activity that you can do indoors, could be done outdoors!
Language/Literacy
                               Can you find the letter?              Sand Letters           Play dough letters    Dot letters        White Board
ELA 3, 5, 15, 17, 20, 24
                               Letter Symbols                         Letter rubbings         Letter jars         Letter game         Letter puzzles


Math                            Number Relations              Measurement             Geometry           Data Collection             Patterning
                               Provide gingerbread        Give the students      Using the basic       Graph your favorite      Use gumdrops or
M 1, 2, 4, 5, 6, 9, 12, 13     men or gingerbread         three sizes of         shapes make a         character.               colored gingerbread
                               houses programmed          gingerbread men and    gingerbread man.                               men to create
                               with numerals 1-5          have the students                                                     patterns or play
                               and have the students      measure how many                                                      candy to create
                               place the appropriate      links, cubes, bears,                                                  patterns.
                               number of gumdrops         etc. long and wide
                               on each one.               each is.

Science                        Learning logs and writing tools, nonfiction books related to current study
SCI 2, 3, 4, 5, 6, 7, 11, 12
                               Gingerbread men, gum drops, various candies or pretend candies to weigh on the balance scale, which weighs the
                               most? The least?
                               Smelly jars: Vanilla, cinnamon, cayenne, almond, peppermint
                               Cinnamon sticks and cut outs of sandpaper gingerbread men
                               Create a chart with Winter, Spring, Summer, and Fall. Then give the children pictures of the Gingerbread Man
                               dressed various ways and holding various things for each season.

Gross Motor
                               Create an obstacle course for the children to take turns being the gingerbread man to run away
ELA 23, 24
SCI 15
SS 4

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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                          Louisiana Comprehensive Curriculum, Revised 2008

Blocks                           Writing tools, paper, and tape for making student made signs and labels

ELA 7, 15, 17, 20, 23, 24, 25,
27
M 8, 10, 11                      Add paper candies, ribbon, etc. to encourage the children to build gingerbread houses.
SCI 3, 9, 16


Manipulative / Table Games       Make a pattern with various size cookie cutters
                                 Sort cookies by attribute
ELA 6, 23, 24                    Place gingerbread men in order by size.
M 5, 6, 9, 10, 11                Counting Gingerbread Men
SCI 9                            Placing gingerbread with numbers on their tummies in order 1-5
SS 4                             Add colored gingerbread men to pattern

Computer                         http://www.topmarks.co.uk/stories/gingerbread.htm
                                 Star fall
ELA 30

Art                              Add scented brown play dough and various size cookie cutters
ELA 23, 24                       Decorate and stuff gingerbread ornaments
M 5, 6, 8, 9, 10                 Decorate gingerbread houses
SCI 3, 13, 14
SS 4
                                 Cutouts of gingerbread men

Sensory                          Cookie sheets.
                                 Spatulas
ELA 22, 23 24                    Gingerbread men cut outs
M 5, 6, 10
SCI 2, 3, 10, 13, 14
SS 4




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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                                  Louisiana Comprehensive Curriculum, Revised 2008

Music                                    CD player, CD’s, musical instruments add masks from Jan Brett’s Website for the Gingerbread Baby
                                         www.janbrett.com/gingerbread_baby_masks_main.htm
ELA 27, 28
M 1, 2, 3, 4, 10, 11, 13
SCI 15, 17, 19
SS 4
                                         Jack Hartman’s Gingerbread Man




Dramatic Play                            Add masks from the gingerbread man
                                         Add rolling pins, baking pan, scented play dough, and cookie cutters
ELA 7, 21, 22, 23, 24, 27,
M 1, 2, 5, 6, 7, 10, 11
SCI 3, 15, 17, 18, 21, 26, 27

Books and Listening Center               Add The Gingerbread Man masks
ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7,    Add flannel board stories for fairy tales.
10, 11, 12a, 14a, 14c, 21, 22, 23, 24,   Add various versions of the Gingerbread Man
25, 26, 27, 29
SS 2, 4
                                         Add a copy of pieces for George, The Gingerbread Man
Writing                                  Sequencing cards from The Gingerbread Man, stamps, stamp pads, blank books, crayons, markers, colored pencils,
ELA 3a, 3b, 15, 16, 17, 19, 20           stencils, paper, colored paper.
M 11, 13                                 Sort pictures into rhyming pairs-(gingerbread men with pictures on their tummies. Students must match them and
SS 4
                                         remove them from a cookie sheet with a spatula.
                                         Have the children arrange gingerbread men programmed with letters in the correct order.
                                         Add Gingerbread Man words
                                         Sequencing cards to draw a gingerbread man step by step




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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                            Louisiana Comprehensive Curriculum, Revised 2008

                                                              Whole Group Activities

Whole Group Activity 1: Class Gingerbread Man (GLEs M 2, 5, 6, 9)
Materials: The Gingerbread Man. Copy of Jack Hartman’s Gingerbread Man. Large cut out of a Gingerbread Man and materials to decorate him
with (Gum drops, glue, licorice, fabric, etc.)

The teacher will begin by sharing the story The Gingerbread Man. Discuss the story with the children. Then have the children retell the story with
you using pictures from the story. Next, have the children help create a class gingerbread man using the materials provided. As each child adds a part
to the class Gingerbread Man, have him/her discuss what the part is. Have the children come up with a name for the class gingerbread person.
Discuss center changes. Complete circle time by singing Jack Hartman’s “Gingerbread Man”

Accommodations: assist the students when necessary.


Whole Group Activity 2: George the Gingerbread Man (ELA 4, 9, 11, 21, 4, 6, 8, 9, 13, 19, 21, 22, 29, 31)
Materials: cutouts of gingerbread in brown, orange, black, white, purple, pink, yellow, and red; Copy of George, the Gingerbread Man

Begin circle by sharing George, The Gingerbread Man.

George, The Gingerbread Man

This is a story for the flannel board. Before reading the story make a gingerbread man out of brown, blue, green, orange, black, white, purple, pink,
yellow, and red felt. Use construction paper and glue to sticks for stick puppets (on the felt put wiggle eyes and use fabric paint to decorate).

Once upon a time, there was a little gingerbread man named George. He loved to run and play outside. He loved to cry this chant to his friends: Run, Run,
as fast as you can! What color am I (put up brown man)? I'm the Gingerbread Man! Of course, all of George's friends were very smart. They all knew
that a gingerbread man was... (Pause for children to say,"Brown!") One day George decided to see if he could fool his smart friends. He decided to change
himself to a different color. So he covered himself with blueberry icing. He ran outside and cried his chant to his friends: Run, Run, as fast as you can!
What color am I? (put up blue man) I'm the Gingerbread Man! Of course, all of George's friends were very smart. They all knew that blueberry icing
was... (Pause for children to say "Blue!") *But George did not give up. He was sure he could fool his smart friends. So he changed himself to a different
color. He covered himself with lime icing. He ran outside to play and cried his chant to his friends: Run, Run, as fast as you can! What color am I? (Put up


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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                           Louisiana Comprehensive Curriculum, Revised 2008

green man) I'm the Gingerbread man! Of course, all of George's friends were very smart. They all knew that lime icing was... (Pause for children to say,
"Green!")

Repeat the story from * seven more times, each time substituting one of the following icing flavors and the corresponding Gingerbread Man color in place
of the original words: icing flavor: Gingerbread Man color: pumpkin orange licorice black vanilla white grape purple strawberry pink lemon yellow cherry
red George just could not fool his smart friends! But he was very happy anyway. All of his friends knew the colors, just as you do. (For a yummy follow-up
activity, have each child ice a gingerbread-man cookie with his favorite color.

Then have the children realize that the Class Gingerbread Man is missing. The children will need to follow clues to find him. The children will then
                            help to create a map about all the places they visited. The following poem might be helpful.

                                                             Poem Left in the Classroom:


                                                         I've left my friends for you to snack,
                                                         But I'll bet you'll never get me back!
                                                       Look for me where there are lots of books!

                                                                     Media Center
                                                                I've read lots of books,
                                                              But I'm gone, can't you see?
                                                    I'm a gingerbread man and you can't catch me!
                                          Look for me by a friendly face who answers phones in a busy place.

                                                                         Office
                                                          The secretaries have a friendly face,
                                                          And answer phones in a busy place.
                                                         Find me by the leader(s) of our school.

                                                                  Principal's Office
                                                           These are the principal's offices.
                                                               They're nice, you know.
                                                           They told me not to run anymore,

                                                                                                                                                       10
Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                                    Louisiana Comprehensive Curriculum, Revised 2008

                                                                      But to walk, wherever I go.
                                                                   Go find me where we eat together.

                                                                             Cafeteria
                                                                      This is the lunchroom.
                                                                   These friends like us a bunch,
                                                            And always make sure we have a good lunch.
                                                               I'm getting a bit tired as you can see,
                                                                    Room ___ is where I'll be!

                                                                         Classroom (Homeroom)
                                                                 I've run and run and I need some rest.
                                                                       I think this room is the best!

Accommodations: Assist those who need help


Whole Group Activity 3: Guess Who? (GLEs 4,9,11,21)
Materials: Jack Hartman’s “Gingerbread Man”; “Head, Shoulders, Knees, and Toes” or the “Hokey Pokey.” Book The Gingerbread Man.


TT and TSW begin by either singing “Head, Shoulders, Knees, and Toes” or the “Hokey Pokey” using the appropriate body part. TTW read the story, The Gingerbread Man.
TSW recall details about the story. TT and TSW then discuss and describe the characters. TTW will use scanned pictures from the story and offer clues about the characters. TSW
then guess which character is being described. Sing

The Gingerbread Man - sung to "Wheels on the Bus"


The gingerbread man ran through the town,
Through the town, through the town.
The gingerbread man ran through the town,
Singing, "You'll never catch me."


He ran away from a cow,
cow, cow
He ran away from a cow,
Singing, "You will never catch me."

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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                           Louisiana Comprehensive Curriculum, Revised 2008

He ran away from a sheep,
sheep, sheep
He ran away from a sheep without a peep,
Singing, "You will never catch me."


He ran away from a dog,
dog, dog
He ran away from a dog,
> Singing, "You will never catch me."

Then he came to a fox,
fox, fox
The fox sat on a box and said,
"You can trust me"
Then he ate him, yes sir - ee.


Accommodations: none needed



Whole Group Activity 4: (ELA 4, 9, 11, 21, 4, 6, 8, 9, 13, 19, 21, 22, 29, 31)

Materials: The book, The Cajun Gingerbread Boy; graph for part of gingerbread part eaten first; gingerbread cookie for each child.

TTW read the story, The Cajun Gingerbread Boy. TTW then give each child a paper plate and a gingerbread cookie. TSW be instructed to take one
bite and place their cookie on their plate. TSW then graph which part of the gingerbread man was bitten first. TT and TSW will come together later
and discuss the data from the graph.

Accommodations: assist those who need assistance placing the information on the graph.

Whole Group Activity 5: Voting (M 2, 5, 12, ELA 8, 9)

TTW read The Gingerbread Baby. The class will discuss the similarities and differences among the stories. TSW vote on their favorite gingerbread
story of the week. Have the children realize that the class Gingerbread Man ran away.

Accommodations: assist those who need assistance.


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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                           Louisiana Comprehensive Curriculum, Revised 2008

                                                              Small Group Activities

Small Group Activity 1: Seriating (GLEs ELA 23, 24 M 6,9, 11 SCI 9)

Materials: a variety of concrete objects to put into size order (smallest to largest), paper gingerbread men for each student to put into size order from
smallest to largest , glue sticks.

TT and TSW work together to put the concrete objects in size order from smallest to largest. TSW get their own set of paper or plastic gingerbread
men to put into size order from smallest to largest. Discuss why each student put each bear where they did.

Accommodations: Assist those who have difficulty

Small Group Activity 2: Sorting      (GLEs M 5, 9, SCI 9)

Materials: Story The Button Box. Buttons, Checklist

The teacher will read the story, The Button Box. The students will then be instructed to sort the buttons by an attribute. The children will explain
how the buttons were sorted.

Accommodations: assist and offer prompts as needed. Offer a way for the buttons to be sorted for those who have difficulty.



Small Group Activity 3: Patterns (GLEs ELA 23, 24 M 11, 13)

Materials: Gumdrops, paper plates, camera (teacher)

TSW create patterns using gumdrops. TSW discuss the patterns. The teacher will take pictures of their patterns for documentation purposes.

Accommodations: Offer assistance when needed.




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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                           Louisiana Comprehensive Curriculum, Revised 2008

Small Group Activity 4: Measuring Gingerbread Men (GLEs M 6, 10)

Materials: Gingerbread cut outs, gum drops, raisins, stickers, etc.

TSW decorate their own gingerbread men with gumdrops, dots, or unifix cubes. TSW explain how many cubes, stickers, gum drops etc. long their
gingerbread man is.

Accommodations: assist when necessary



Small Group Activity 5: Building Gingerbread Houses (GLEs ELA 23, 24, M 16)

Materials: Paper plates, various candies, graham crackers, frosting, plastic knives, camera (teacher).

TTW provide the students with materials to make their own gingerbread houses. TSW create gingerbread houses out of graham crackers, various
candies, and frosting. TSW build their houses and then eat their finished house. TTW ask why each student decided to use the material that he/she
used. TTW photograph each child with their finished house.

Accommodations: Find out beforehand about any food allergies. Help children as needed.


                                                                 Sample Assessments

General Guidelines

Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student
generated products. These items will be dated and kept in the form of portfolio assessment.


General Assessments

      Photos, audio tapes, or videotapes to record student behaviors
      Student products
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Pre-Kindergarten Unit< >Study Focus< >Fairy Tales
                                          Louisiana Comprehensive Curriculum, Revised 2008

      Checklists for recording student behaviors, understanding and skills
      Teacher observations
      Anecdotal records

Activity-Specific Assessments

      Small Group Activity 1: Note student ability to seriate 3 objects.
      Small Group Activity 3: Note student ability to create patterns.

                                                                    Resources
Children’s Books
Amos, Berthe, The Cajun Gingerbread Boy
Brett, Jan, The Gingerbread Baby
Brett, Jan, Gingerbread Friends
Gingerbread Girl
Galdone, Paul, The Gingerbread Boy
Lesser, Rita, Hansel and Gretel
Marshall, James, Hansel and Gretel



Website Resources
http://www.abc123kindergarten.com/Units/gingerbreadman.html
http://www.mrsnelsonsclass.com/teacherresources/storylessons/gingerbreadman.aspx
 http://www.pre-kpages.com/gingerbread.html




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