Component One: Organizational Information

Teacher
Ms. Rae (Julia Semeniuk) Grade Kindergarten
Name(s)
Level(s)
Unit(s) /
Subject
Early Literacy Topic(s) / Gingerbread Unit
Area(s)
Strand (s)
Start/Stop Position
Times + of Lesson
9:15am – 10:15am / 1 hour 9
Lesson within
Duration Sequence:
Overarching
Question(s) 1. How can we use our previous knowledge of stories to become storytellers?

Component Two: Description and Rationale

This lesson focuses on developing students story sense by having them explain a story
through a sequencing map and verbal storytelling. Students will be able to identify
essential characters and use their previous knowledge and exposure to texts to tell a
story either of their own creation or retell a classic story. Students will need to recall
how stories are sequenced from beginning to end and need to make sense. Students will
need to use previous developed skills such as essential character identification, recalling
Description: of events in similar stories, and demonstration of understanding the connections
between text to task.
This lesson is sequenced in three parts, beginning with the morning message and class
discussion on what it means to be storytellers. Then we will take a body break and sing
“Five Gingerbread Men” followed by a reading of “The Gingerbread Man” to review
the sequence of events in the classic folktale. We will then discuss the “Must Do” of
creating a story sequence map by using the method “first, next, then, done” and students
will illustrate their story and then verbally tell their story.
This lesson combines students previously learned skills to create something of their own
Rationale: creation, whether an original idea or a retelling of a classic folk tale to develop student’s
storytelling abilities and sense of story.

Component Three: Learner Outcomes

General
Learner
Outcomes(s) The child listens, speaks, reads, writes, views and represents to comprehend and
(GLOs) respond personally and critically to oral, print and other media texts.
(or
equivalent)

Specific
SLE: recalls events and characters in familiar stories read aloud by others
Learner
Outcome(s)
SLE: develops a sense of story through reading, listening and viewing experiences
(SLOs)
(or
SLE: identifies the main characters in a variety of oral, print and other media texts.
equivalent)

1
Component Four: Learning Objective(s) and Assessment Evidence

Students will recognize similarities in stories which will support their understanding of
texts.
Learning
Objective(s)
Students will describe a story from beginning to end.

Students will identify characters which are essential to a story.

Intended
Learning Objective Driving Question(s)
Response(s)
Students will recognize
similarities in stories which 1.Which two characters are we 1. Gingerbread person and fox
will support their keeping track of who will win?
understanding of texts.
Students will describe a story 1.Who is in your story? Answers will vary but will focus
from beginning to end. 2.What is your story about? on a gingerbread person and a fox.
1. Answers will vary but must
Students will identify 1.Who is your story about?
include a gingerbread person and a
characters which are essential 2.Who is the main character in
fox
to a story. “The Gingerbread Man”?
2.The Gingerbread Man

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
Alberta Kindergarten Program of Studies  Map of story sequence, two kinds
 Book “The Gingerbread Man” pictures by
Karen Schmidt
 Crayons
 Pencils
 Glue

Teacher Tasks
 Photocopying
 Placing materials out

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention Morning Message: Good Morning Storytellers. What do storytellers do?
Grabber Review what storytellers do. Yesterday we talked how Indigenous people
use storytelling to pass on knowledge, before people had books, they told
stories just by talking (oral storytelling).
Ask: does a storyteller today only read from books? What does oral
3 mins
storytelling mean?
We are all storytellers and every day we do oral storytelling to share ideas,
and experiences with each other.
Sometimes storytellers even use props, like the characters you made
yesterday, while they use their voice to tell a story.

2
 Time
Activities Allotment
Learning Teacher Cues:
Activity #1 Sing: stand on a blue spot
 Copy/Paste Sing “Five Gingerbread Men” song with actions.
specific Sing: have a seat on a blue spot
learning Introduce “The Gingerbread Man”
objective(s) Ask: who do you think this book is about? Which two characters have we
here that been tracking with tallies? Do you think there will be a fox in this story?
15 mins
pertain Read the book
most After reading write first, next, then, done on message board and discuss
directly to how the gingerbread man first: ran away, next: he met some animals and
this activity people, then he met the fox, and done: he got eaten.
This is the sequence of the story, what happened. There was a beginning
and an end.
Sing: have a seat on a green spot
Transition Discuss how storytellers ALWAYS have a plan, and yesterday we started
to make a plan for our story. Today we are going to map out our story
using this map.
Show students maps to retell the gingerbread man story.
Explain that the story must take place outside and MUST include a
gingerbread person and must end with a fox. Their story needs to have a
first, next, then, done; just like the stories we have read.
Remind students that this is part of their gift to bring home to their
8 mins
families.
They need to do careful coloring.
Review: make a plan, it must have a gingerbread person and fox, your story
should have a first, next, then, done (they can reference the message
board), then colour your map to tell a story. When you are done show Mrs.
Webb or me so we can glue it onto your envelope.
Sing: if you want to be a snacker go wash your hands, if you want to be a
worker go get your work.
Learning Students will colour in a map to retell a story. Students will demonstrate
Activity #2 their understanding and recollection of texts previously read in class by
sequencing their story in a logical way and coloring their characters
24 mins
accordingly.
Once students are done their work will be labelled and glued onto their
envelope. They can either go be a snacker or begin centers.
Closure/Cliffhanger Time
Allotment
Assessment As students finish their work, individually assess students on their story
of sequence map by observing whether they have included different
Learning: characters who are colored appropriately, and their story ends with the fox
and gingerbread person. Have students orally tell you their story and label 10 mins
their different characters to assess if students have a sense of story and
understanding of how their story needs a first, next, then, done to make
sense.