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 4
Lesson within
Duration Sequence:
Overarching
Question(s) 1. How can we better understand texts during listening and reading activities?

Component Two: Description and Rationale

This lesson focuses on developing students understanding of sequencing in stories.
Students will be able to retell a story by creating a sequence of events using pictures
from the story. This will help them develop their understanding of how a story is
organized in predictable ways and help visualize how stories are sequenced. By reading
a story that has a plot which students are familiar with they will have the opportunity to
predict what the ending will be and be set up for success when creating their sequence
of events. Students will need to recall how print and pictures work together to create
meaning in a story and are not separate from one another.
The lesson is sequenced in three parts, beginning with the morning message and
introducing how we are all storytellers. Next we will have a discussion of the fox versus
Description: the gingerbread man, based on other gingerbread books we have read. Then we will read
“The Gingerbread Boy” and at each new character students will say who the
gingerbread boy meets. After reading I will explain the ‘Must Do’ and highlight that
students need to 1. Colour 2. Cut 3. Glue. Students will then go to their must do a colour
the 6 six characters/events from the story then cut and then glue them in the correct
sequence to retell the story.
This lesson scaffolds students learning as it builds from previous books read in class to
set students up for success as they are familiar with this story. If students need support
in completing their task, they will be encouraged to get help from one another, and “The
Gingerbread Boy” will be available for students to reference. This is a formative
assessment to see if students are able to listen and observe during reading activities and
retell a story on their own.
This lesson is devised to build off of students’ previous knowledge of listening and
observing activities to recall and then retell a story themselves. This will help develop
students understanding of how books are organized in predictable ways and how both
pictures and text in a story hold meaning and importance. By having students create a
Rationale:
sequence of events using pictures, the notion that picture readers are readers is
emphasized and will help advance their reading skills. Additionally, by retelling events
through pictures, students are not only readers but storytellers which helps develop their
understanding that they can be readers and writers.

1
Component Three: Learner Outcomes

General
Learner
Outcomes(s) GLE: 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: expects print and pictures to have meaning and to be related to each other in print
Learner and other media texts
Outcome(s)
(SLOs) SLE: understands that print and books are organized in predictable ways
(or
equivalent) SLE: talks about and represents the actions of characters portrayed in oral, print and
other media texts

Component Four: Learning Objective(s) and Assessment Evidence

Students will recall how print and pictures work together to create meaning in a story.
Learning
Students will recognize that books are organized in predictable ways to develop a better
Objective(s)
understanding of sequencing.

Students will create a sequence of events to retell a story.

Intended
Learning Objective Driving Question(s)
Response(s)
Students will recall how print 1.If I am an illustrator can I draw 1. No, it needs to go with the book
whatever I want for a book?
and pictures work together to 2. Do the pictures and words need to go 2.yes
create meaning in a story. together?
Students will recognize that
books are organized in
1.Who do you think is going to win, the 1. The fox
predictable ways to develop a gingerbread man or the fox?
better understanding of
sequencing.
Students will retell the actions 1.Who did we first meet in the story? 1. The old man and old woman
2. Who did we meet next? 2. The gingerbread man
of characters in a text by 3. Who was the last person the 3. The fox
creating a sequence of events. gingerbread man met?

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

 Alberta Kindergarten Program of Studies  Handouts
 Book: “The Gingerbread Boy” by Paul
Galdone

2
  Pencils
 Crayons
 Glue
 Scissors
 Number lines

Teacher Tasks
 Photocopying
 Cut strips of pictures
 Write message board
 Place out students’ tools
 Put out number lines

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention Read morning message as “Good Morning Storytellers”
Grabber Ask: What does a storyteller do?
Introduce how a storyteller can tell their own story or even retell another 3 mins
story. Explain how storytellers can either tell their own story or they might
read someone else’s story.
Description By beginning the lesson with calling students’ storytellers this will not only
and foreshadow what their task of the day will be but will also encourage them
Rationale to believe that they can do the task.
Time
Activities Allotment
Learning Teacher Cues:
Activity #1 On the morning message, draw a chart with a fox and a gingerbread man
and discuss with the class who is winning so far based on the books we
have previously read.
Bring out “The Gingerbread Boy” book and read the title to the class. 15 mins
Ask: who do you think will win in this book?
Read the book and at each new character have students say who they are.
After reading the book review who was first introduced and go through the
characters until you reach the fox.
Transition Teacher Cues: 8 mins
Sing “have a seat on the green”
Explain that students are going to be storytellers and retell “The
Gingerbread Boy” by using pictures of the characters.
Demonstrate to students that they 1. Need to colour all the characters.
Ask: if I am coloring the fox, should I colour him green? Was he green in
the story? What colour was he in the story?
Also highlight that we need to practice good coloring because we are going
to be making our own characters next week, and we can’t take scribble
coloring home to our families.
Then demonstrate that once you have colored each character, students need
to 2. cut each character square (only cut on the line) then they need to 3.

3
 glue them in order to retell the story.
After they have glued them in, they need to write the number order (1-6).
(have steps visible to students on the message board or white board)
Sing “If you want to be a worker go to work, if you want to be a snacker go
wash your hands”
Learning Students will demonstrate their understanding of the text and ability to use
Activity #2 observational strategies by retelling a story by sorting events in the correct
order. Students will go to their ‘Must do’ and colour the 6 six
characters/events from the story then cut, then glue them in the correct
sequence to retell the story and write the number below each picture.
Only take out scissors and glue after you have seen each student colour.
Differentiation: For students who need a bigger challenge, have them try to 25 mins
write, using the word wall words, each character’s name above their
picture. For students who need more support, encourage them to seek help
from their peers and reference the book. Have number lines available for
students to reference how to write the numbers.
As students complete their task have them put their work in their parking
spot and either go have snack or begin centers.
Closure/Cliffhanger Time
Allotment
Assessment As students finish their work, individually have them show you their
of completed task. Have students verbally retell you the story and the
Learning: sequence of events.
Assess whether students have colored each character appropriately (fox is
orange, etc.) and if they are able to recall the events of the story in the
correct order. 9 mins
Formative Assessment: observe whether students could recall the events in
the story, and both verbally and pictorially retell the sequence of events.
Also observe based on their ability to recall the events if students could
make connections and use their prior knowledge of books read previously
in class to the book read in today’s class.

Component Seven: Teacher Reflection

What
worked  Identify highlights, successes, and positive developments experienced during the
4
 lesson
well? Why?
 Examine contributing factors/environmental conditions

What  Identify low points, challenges, and struggles experienced during the lesson
didn’t?  Examine contributing factors/environmental conditions
Why not? 
What
would you
do
differently  What did you learn about teaching and learning during this lesson that can help you be
next time to even more effective with your students during subsequent lessons?
further  Specific to your instructional practice, what would you do more of? Why?
promote  Specific to your instructional practice, what would you do less of? Why?
optimum 
learning for
all
students?

Label: We read “The Gingerbread Boy” by Paul Galdone and we retold the story by placing pictures of
the characters in the order they were introduced to help us understand how sequencing in stories works.