Objectives:

• Students will participate in shared reading using predictable language texts.

• Students will respond to literature through a variety of activities including choral, art, music.

• Students will identify relevant supporting details and arrange events in chronological order.

• Students will demonstrate knowledge of the sounds/patterns of oral language by generating rhymes.

• Students will identify patterns in words.

Time Required:

• Two hours

Vocabulary:

• Gingerbread

• catch

Materials:

• The Gingerbread Man

• Pictures of different scenes from story (could be made by either making photo copies or scanning and printing)

• Graph for graphing activity - Where Did You Bite Your Cookie?

• Gingerbread cookies

• Little gingerbread cutouts

• Scissors

• Spreadsheet program

• Picture cards of man, can, fan, ran,van, tan and pan

• Gingerbread-shaped book

• Word-processor program

Procedures:

• Begin by giving each child a gingerbread cookie.  Have each student take one bite of the cookie and place it back on plate or napkin.  (Don't give students any clues or ideas of what it is you are going to do.)  Once students have taken a bite, have them cut on their gingerbread cutout where they took a bite (i.e., if they took a bite on the arm, they will cut off arm, etc.)  Make a picture graph with columns (Head, Arm, Leg, Body - use cutouts with area cut off for picture graph) and graph where students took bite.   Discuss results of graph.

• Show the cover and read title of story.  Make predictions and discuss what the story might be about.  Take a picture walk making some predictions and adjusting some of the earlier predictions.   Read story allowing children to chime in and help read the verse "Run, run as fast as you can, You can't catch me, I'm the gingerbread Man" with you each time it is in the story.  As you are reading the path of characters that are running after the Gingerbread Man, pause briefly to encourage children to recall their names.

• Discuss and respond to story.   Use pictures from story in a pocket chart to retell and sequence story.

• Ask children what the gingerbread man did eliciting the response:  ran.  Write "man" and "ran" in large letters so that children can see they both end with -an.   Explain that ending with the same sound causes these words to rhyme.  Display the picture cards and ask children to listen carefully to identify  picture word that rhymes with ran and man and completes each sentence below.

                  The cookie is baked in a _____. (pan)

                   The gingerbread man is the color _____. (tan)

                   The woman uses a whole _____ of frosting on the cookies. (can)

                   No person can catch the gingerbread _____. (man)

                   The gingerbread man can cool off using a _____. (fan)

                   A _____ picked up the gingerbread man. (van)

• Develop a family house for the 'an' family words and review -an family words.

Evaluation:

• Give each child a gingerbread-shaped book with four blank pages.  On each page, children will write or type words using a word processor and cut and paste on each blank page a word from the -an family and draw a picture to go with the word.

Extension Activities:

• Students will use spreadsheet program to create bar graph of picture graph done at beginning of lesson.

Home Learning:

• Have students complete story frame:  _Child's Name_  _animal_  ran after the Gingerbread Man.  Have students share their sentence and illustration with the class on the next day.  Bind pages together and make class book titled Who Ran After The Gingerbread Man?   (Students can write sentence or type sentence using a word processor.)