JJ Ray
10/25/12
Book Unit
Book: The Gingerbread Girl by Lisa Campbell Ernst
Ernst, L. C. (2007). The Gingerbread Girl. Dutton Children’s Books.
This fictional children’s book is a play on the traditional story of the Gingerbread Man,
who sadly runs away and gets outsmarted by a sly fox-thus ultimately devoured by the same sly
fox. The Gingerbread Girl comes to life by the same couple that created the gingerbread man;
she follows in her brother’s path by running away and encounters various characters that would
love to take a bite. However, when the gingerbread girl meets the fox, she has an escape plan
unlike the previous demise of the gingerbread man. The author creates a story parallel to the
traditional story of the Gingerbread Man, with a unexpected twist at the end.
Common Core Standards:
 3.MD.3: Represent and interpret data. Draw a scaled picture graph and a scaled bar graph
to represent a data set with several categories. Solve one- and two-step “how many more”
and “how many less” problems using information presented in scaled bar graphs.
 L.3.4b Determine the meaning of the new word formed when a known affix is added to a
known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless,
heat/preheat).
 L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.
 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the
text as the basis for the answers.
Book Introduction
Graphic organizer: Predict and Infer worksheet
Prior Knowledge:
1. Students understand prediction.
2. Students can create their own prediction based on their interpretation of the story.
Instructional/Behavioral Objective(s)
1. Given the worksheet, students will be able to write two more details/events from the
Gingerbread Girl story in the correct place with 100% accuracy.
2. Given the worksheet and book, students will be able to answer questions of the story
The Gingerbread Girl.
3. Given the worksheet and book, students will be able to create predictions of
events/details in the book.
4. Given the worksheet and book, students will be able to identify what happened in the
story, and correctly write on the worksheet.
Procedures
1. Ask the students if they have ever heard of the story of the gingerbread man. Ask for
details of the story, in case some students are not aware of this story.
2. Show the book, The Gingerbread Girl, to the class and ask what they see. Look at the
illustration on the cover; ask the students what they think the story is about or what is
going to happen.
3. Explain to the students that they are going to create their own predictions of what
happens in the story. Hand out the Predict and Infer worksheet for each student.
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10/25/12
Book Unit
4. Explain the different parts of the worksheet, for complete understanding. Provide a
first example.
5. Individually, students will read the book and fill out the worksheet.
6. For the last five minutes of class, have a class discussion with students showing their
peers what they predicted and what really happened.
Vocabulary Words: whispered, masterpiece, catch, shivered, follow
Graphic Organizer: Vocabulary worksheet
Prior Knowledge:
1. Students know how to use a dictionary.
2. Students know how to use a thesaurus.
3. Students know what synonyms are.
Instructional/Behavioral Objective(s):
1. Given five vocabulary words, a student will be able to identify the parts of
speech correctly 5 out of 5 times.
2. Given five vocabulary words, a student will be able to use a dictionary to
write the definition of the word correctly 5 out of 5 times.
3. Given five vocabulary words, a student will be able to create a sentence using
each vocabulary word correctly 4 out of 5 times.
4. Given five vocabulary words, a student will use a thesaurus to write three
synonyms of each vocabulary word correctly 4 out of 5 times.
Procedures
1. Provide each student with the new vocabulary words.
2. Provide each student with 5 vocabulary worksheets, and one on the document
reader.
3. Review the worksheet with the class, using a word of your choice. This is to
ensure students’ understanding of all the components in the worksheet.
4. Students are to complete the worksheets by themselves; they may use
dictionaries and thesaurus.
5. Complete for homework if not completed.
Inferential Comprehension Skill to be taught: Compare and Contrast
Graphic Organizer: Venn diagram
Prior Knowledge:
1. Students understand and know how to complete a Venn diagram worksheet.
2. Students’ awareness of the original fairy tale: The Gingerbread Man.
3. Students comprehend the Gingerbread Girl, which was recently read.
Instructional/Behavioral Objective(s)
1. Given a Venn diagram, students will be able to write a detail(s) only found in
the original story of the Gingerbread Man in the correct place with 100%
accuracy.
2. Given a Venn diagram, students will be able to write a detail(s) only found in
the Gingerbread Girl in the correct place with 100% accuracy.
3. Given a Venn diagram, students will be able to write a detail, or more, found
in both stories in the correct place with 100% accuracy.
JJ Ray
10/25/12
Book Unit
Procedures
1. After reading the story of the Gingerbread Girl, hand out the Venn diagram
worksheets to each student.
2. Use the document reader to display the worksheet for the whole class to see.
3. Explain to the students the Venn diagram, in case a few students do not
remember. Provide examples to help start the students.
4. Students will continue to work individually to fill out the worksheet.
5. For the last 5 minutes of class, have the students break into pairs and share
one detail of each section. The students cannot provide the same answer to
their buddy.
6. If students have not completed the worksheet, complete as homework.
Topics in Math and Social Studies: Bar Graph and Mapping
Graphic Organizer: Horizontal Bar Graph
Prior Knowledge:
1. Students understand bar graphs.
2. Students can create bar graphs.
3. Students can answer questions about bar graphs.
4. Students can read and understand a map.
5. Students can create their own map.
Instructional/Behavioral Objective(s)
1. Given a question, a student will be able to read a bar graph and correctly
answer.
2. Given a bar graph, a student will be able to fill out the appropriate columns
with 100& accuracy.
3. Given a completed class bar graph, students will be able to correctly answer
questions from the teacher.
Procedures:
Math:
1.
Create a class graph: which part of the gingerbread cookie do
you eat first?
2.
After creating the class graph, students will then recreate their
own graph from the class graph.
3.
After completing their own graph, students will discuss as a
whole class their graphs.
4.
The teacher will ask questions such as ‘Which part is ate the
most?’ or ‘Which part is ate the least first?’
Social Studies:
1.
Flip through the book and explain the various places the
gingerbread girl ran through.
2.
Explain that the book describes the path she takes when she’s
running away.
3.
Ask students what the notice about the landscape. Provide
suggestions if the students are struggling, such as “here she runs
past a farm that has cows.”
4.
5.
6.
7.
8.
JJ Ray
10/25/12
Book Unit
Tell the students to break into groups of three. In each group,
they are going to create a map based on where the gingerbread
girl ran.
The students will create a map of the Gingerbread Girl’s
adventures.
When everyone has completed, bring the class back together
and have the groups show their work.
Discuss the differences between the group maps. What is
different? What is the same? Did we forget something? Why is
everyone’s map different?
Explain that all maps have errors, but why? Explain that each
person sees different places or maybe forgets a place.
Topics in Science: What would happen if Gingerbread Boy or Girl fell into the river?
Graphic Organizer: Gingerbread Science
Prior Knowledge
1. Students will understand what a ‘prediction’ is and correctly write down what
might happen.
2. Students will correctly record observations of what happens when a
gingerbread cookie gets wet.
3. Students will correctly write in sentences what really happened to the
gingerbread.
Instructional/Behavioral Objectives
1. Given a cookie and water, the students will observe the various stages of the
cookies falling apart.
2. Given a worksheet, students will create a prediction of what will happen when
the cookie falls into the water.
3. Given a worksheet, students will record the various stages of the wet cookie.
4. Given a worksheet, students will correctly answer what happens to the cookie
when it gets wet.
Procedures
1. Before students are in the classroom, prepare cups filled with water. You will
also need a package of gingerbread cookies.
2. Ask the students why the gingerbread man and gingerbread girl were afraid to
fall in the water? Discuss the various answers.
3. Explain that today we are going to see what would happen if they did fall in
the water.
4. Hand out the worksheets to each student.
5. Ask students to break into groups of three or four.
6. Tell the children to begin the worksheet with the predictions and the picture of
cookie before the experiment started. What do they think will happen to the
gingerbread cookie? Will it swim?
7. While the students are writing their predictions, provide each group with a cup
of water and a gingerbread cookie.
8. When each group has a cup and a gingerbread cookie, tell the students to
place the cookie in the water.
JJ Ray
10/25/12
Book Unit
9. Tell the students to observe what is happening. Ask if the cookie is able to
swim away.
10. When the students state what they see is happening, urge them to write their
observations down on the second page of their packet.
11. As the cookie breaks apart, have the students to explain what they saw
happen.
12. Students continue filling out their worksheets and turn in when done.
Grammar Skill to be taught:
One syntactic structure to teach: Verbs
Prior knowledge
1. Students know what a noun is.
2. Students know how to identify a noun.
Instructional/Behavioral Objectives (At least two):
1. Given a worksheet, a student will correctly identify a verb 4 out of 5 times.
2. Given a worksheet, a student will write the correct verbs in each blank 4 out
of 5 times.
Procedures:
Introducing the structure
1. Ask students if they remember what a noun is from learning about
them from the other day; ask for examples.
2. Explain that today we are going to discuss verbs, another part of a
sentence. Ask the students if they recall a verb.
3. Explain that a verb is action, something that you do. Like run, walk,
etc.
4. Ask students to name a verb, discuss if it is or not.
5. Write the various verbs on the board for the students to see.
Practicing
1. Hand out the verb worksheet to each student.
2. Explain to the students what a verb does again.
3. Explain what to do with the worksheet.
4. Students will work on the worksheet, walk around helping students.
5. If students do not complete, take home as homework.
JJ Ray
10/25/12
Book Unit
Citations:
Gingerbread Science.
https://docs.google.com/file/d/0B7FqX2Eqrkf1YTc3NDMyYjUtNTU5Zi00ODEwLWI4YzEtM
zM4NDI4NGVhMWE4/edit?hl=en&pli=1
Vocabulary sheet: http://www.teacherspayteachers.com/Product/Academic-Vocabulary-WordWork-Form
Ernst, L. C. (2007). The Gingerbread Girl. Dutton Children’s Books.
Predict and Infer: http://www.havefunteaching.com/worksheets/graphic-organizers/predictingoutcomes/predict-and-infer-graphic-organizer.pdf
Horizontal graph: http://www.teachervision.fen.com/graphs-and-charts/graphicorganizers/44530.html
Common Core standards: www.corestandards.org
Verb worksheet: http://havefunteaching.com/worksheets/language/verb/verb-worksheet-5.pdf
JJ Ray
10/25/12
Book Unit
Date ___________________
Name _______________________________
Def init ion
Word
____________________
noun
verb
adjective
Have you heard this word before?
____ Yes
_____ No
______________________________
______________________________
______________________________
______________________________
______________________________
_______________
Use t he word in y our own sent ence.
_____________________________________________________
_____________________________________________________
______________
Dr aw a pict ur e t o help under st and t he wor d.
Rate Yourself
_____________________
_____________________
_____________________
___
_____________________
(after you learn it)
4
I can say the word & tell exactly what it means.
3
I can say the word & tell mostly what it means.
2
I’m not sure I can say the word & tell what it
means.
1
I don’t understand the word at all
The Gingerbread Man
The Gingerbread Girl
JJ Ray
10/25/12
Book Unit
JJ Ray
10/25/12
Book Unit
JJ Ray
10/25/12
Book Unit