The Gingerbread Man is Running!

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SWBAT retell a story and identify frequently occurring verbs. Student Objective: I can use action words to help retell the story of The Gingerbread Man.

Big Idea

Teaching kids about action verbs is important for both sentence and story writing by making the writing come alive.


10 minutes

It is that time again!  Please join me on the rug for our story.  It is another version of the Gingerbread Man.  Who can summarize or tell me in a few words, what happened in some of the other stories?  Each time, the gingerbread character has run away.  What would happen if he chose to do something else? Think about that for a minute and turn and share your idea with a friend.  Here is today's story, The Gingerbread Man by Jim Aylesworth.

Each day, the children gather to the carpet to listen to a story.  Today, the story is another version of the classic folktale of The Gingerbread Man by Jim Aylesworth.  My class has already heard several versions of this story.  Before I read, I ask the children to summarize what they have heard in the other stories. Summarizing teaches students how to decide what is the most important ideas in a text. Teaching students to summarize improves their memory for what is read.




15 minutes

After reading the story, I have the students retell some of the major events of the tale.  I tell them that I have made a special presentation of the story to show them on the white board. I pull up my Prezi presentation of the Gingerbread Man and share the story again with the children, along the song about the Gingerbread Man that is at the conclusion of the Prezi. Prezi is an online tool that allows you to design your own distinctive, eye-catching presentations and a storytelling tool for presenting ideas on a virtual canvas.

Who can summarize for me the major events in this version of the Gingerbread Man?  I think that being able to retell a story lets me know who really understood what was happening. Sometimes hearing a story in a different way helps us to learn, too.  I have made a Prezi presentation of the Gingerbread Man for us to enjoy.  

Think about the idea of the Gingerbread Man running everywhere.  Running is an action word and all the different kinds of action words have a specific name called verbs. Can you think of any other words from our story that require action or movement?  (The children should probably come up with words like mix, roll, shape, pop, etc.)  We can make a list of some of these action words. Can you think of any other action words that were not in the story that we can add these to the list on the board.  Now, think back to the question that I asked before I read the story about what would the story be like if the Gingerbread Man moved in a different way.

I have sentence strips with the words Run! Run! As fast as you can! You can't catch me!  I'm the Gingerbread Man! written on them.   I also have several blank strips.  On these strips I will write some of the other verbs that you have thought up.  (Swim! Swim!--Jump! Jump!--Skip! Skip!) Let's read the the rhyme with the new verbs in place of "run".

Now you will be given a page with ____! ____! As fast as you can! You can't catch me!  I'm the Gingerbread Man!  You need  pick a word from the list that we made, fill in the blanks, and then illustrate the page with a picture of their gingerbread man acting out that motion.  

When you are done with that, I want you to practice reading this page by making a one-to-one correspondence, pointing to each word as you read it. Then I want you to read it back to me using the verb of their choice.  These pages can be put together to make a class book to provide additional reading practice.


15 minutes

To assess the children's understanding of the idea of verbs as action words, we work together to complete "The Gingerbread Man Can" (a gingerbread man book of verbs).  Each page is used to introduce a verb, but also to have the children identify the action word. I walk around the classroom as the children work on this to point out key words and to make sure that the cut-out words are placed properly.  I ask different students to "read' pieces to me.  The books go home with the children at the end of the week so that  the skills can be practiced at home, but until then, the books go into the children's book boxes to be read over and over again.