Date: December 6, 2016

Grade: Kinder/1st
Instructor: Summer Wineteer (Miss Wineteer)
Whole Class Lesson
Name of the Lesson:
The Gingerbread Boy: Story Elements and Sequencing.
Prior Knowledge:
Students will have read a similar story, The Gingerbread Man, with their teacher the day
before. They are familiar with how to identify parts of a story because they have done it before,
but they are still unable to figure out the correct order of events.
Goals/Objectives:
Students will recognize the elements of the story The Gingerbread Boy by helping me fill out a
graphic organizer containing the characters, setting, events, and ending.
Common Core Standards:
RL1.1 Ask and answer questions about key details in a text.
RL 1.3 Describe characters, settings, and major events in a story, using key details.
SL1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
SL1.2. Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
Materials:
The Gingerbread Boy, by Paul Galdone
Chart paper
Colored markers
Scissors
Glue
Sequencing worksheet
Adaptations & Accommodations:
The book has visuals so all students can visually process the order of events in the story
I will use hand motions to remind students of the vocabulary for the graphic organizer. I
will print pictures that go along with the storys order of events to help ELL students with
the task.
Procedure:
Steps of the lesson:
learning activities and
key questions

Student activities and expected

reactions/responses

Supervisor Observations

Introduction/ Activating
Prior Knowledge:
Remind students that
yesterday we read The
Gingerbread Man, and
filled out the chart with
the characters, setting,
events, and ending of the
story.
Instruction/ Modeling:
We are going to fill out the
same chart, but with a
different version of the
story called, The
Gingerbread Boy.
While I read the new
story, really try to pay
attention so that we can
fill out the chart together
after.
Ill be looking for the
characters, setting, events,
and ending of the story, so
let's try to keep those in
our heads while we listen.
Assign a watcher, who
will be my eyes while I
read. They will choose 1
boy and 1 girl who are
showing body basics,
are listening quietly, and
are helpful while filling
out the chart.
Read story, The
Gingerbread Boy, by
Paul Galdone.

Watcher sits on a stool in front of

the class to keep an eye on their
peers.

Guided Practice:
Point out the content and
objective of the lesson
with the Content
Objective song
Ask students who the
characters in the story are.

What is the setting of the

story? Where does the
story take place?

What are the events of the

story? What happens first,
second, third, and last?

Students will say, Content,

Objective, Content, Objective,
What are we learning? What are
we learning? I will learn how to
describe characters, settings, and
events in a story.
Students will reply with:
Gingerbread Boy
Old man
Old lady
Cow
Horse
Threshers
Mowers
Fox

Students will reply:

In the kitchen of the house
Outside
River

Students pair-share to figure out

the order of events in the story.

Pair share:
Talk with the person next
to you about what
happened in the story, and
put your hands on your
head when you two are
done.
Pass out the 6 pictures
from the story. Have
students come up with
their picture when we say
the event that they have.

Student with the Gingerbread

Boy comes up to the front and
sticks tape onto their picture and
puts it onto our timeline.

Lets start with the picture

of the Gingerbread Boy.
Who did the Gingerbread
Boy run away from first?
Have them stick their
picture on the board.
Second? And so on.

What happened at the end

of the story?

The rest of the students will stick

their pictures to the timeline as
we go through the order of events
together.
Students will reply:
The Gingerbread Boy ran away
from:
Old lady/ Old man
Horse
Cow
Threshers
Mowers
Fox
(No picture of threshers for this
activity, but could be named)
The students will reply:
The fox tricked the Gingerbread
Boy and he ate him.

Ask the watcher who they

choose as their 1 boy and
1 girl who were behaving
well on the carpet.
Give them gingerbread
booklets.
Introduce sequencing and
the sequencing worksheet.
Say, We will be cutting
out the pictures at the
bottom of the paper, and
gluing them in the order
that they happened in the
story. 1-2-3-4-5-6. If you
have time at the end, you
can color the pictures.
Who can tell me what we
are going to do?
Ask 1 student to pass out
scissors, and 1 to pass out
the glue.

Students will repeat directions

back to me.
1 student will pass out scissors
1 student will pass out glue
Students will move to their seats.

Transition students to their

seats.
Closure:
Students work on the
sequence worksheet for
the story, The
Gingerbread Boy at their
seats.

Students will cut and paste the 6

pictures into the correct order.
Pictures on the board will help
students with finding the correct
order of events.

Independent Practice:
Students will walk around
the room and share the
sequence of The
Gingerbread Boy with 3
peers.

Students share their work with

one another.

Evaluation:
I will ensure that all students understand the elements of a story by continually asking for
clarification during the lesson to have students show that they know whom the characters are,
where the setting is, what the events of the story are, and the ending of the story.
Informal Assessment:
I will mentally take note of which students are able to go through the order of events during the
whole group lesson, and I will walk around while the students are working on the sequencing
worksheet to check for understanding.