 Gingerbread Ideas From Mailrings
Gingerbread Men (Or
Women)
Easy Craft Ideas Gingerbread Men (Or Women)
Using brown craft paper, cut out two gingerbread man shapes (pinking shears work well).
Decorate one using white craft markers (or a white-out pen), buttons for eyes, small black
beads for buttons and a thin red ribbon tied at the neck. Glue edges together almost all
the way around and let dry.
Stuff with tissue and sprinkle in some cinnamon. Attach a ribbon for
hanging. They're cute for any holiday this time of year.
Giant Gingerbread Man
Aims has a great lesson where you make a giant
gingerbread man by tracing the smallest child in your class to use as a pattern. You
cut the paper pattern into pieces that can fit in the oven, then you reassemble and glue
him to a large cardboard piece with icing. Then let the kids decorate him. i also
let the other teachers know and arrange for him to run away. The next day when the
students have figured out that he's missing, we go from class to class looking for and
enquiring about him until we find him. Most first graders are still innocent enough to go
along with the fantasy. It's lots of fun! But be warned it's also alot of work.Maribel
Gingerbread Man Glyph
I ended up doing a search on the Teachers.net
lesson
board and someon had posted it (it wasn't there before
when I looked). Here it is if anyone else wanted it.
Thanks!
Stacy
Gingerbread Man Glyph (this is from Mailbox Primary
Dec/Jan 1998-99 issue
Which Am I?
girl = pink eyes
boy = blue eyes
How Old Am I?
6 = orange triangle nose
7 = red triangle nose
8 = green triangle nose
9 = yellow triangle nose
How Many Brothers?
0 1 2 3 4 5 6 more
For each brother, cut out one white stripe for each
arm.
How Many Sisters?
0 1 2 3 4 5 6 more
For each sister, cut out one white stripe for each
leg.
When is My Birthday?
January = white and blue hair
February = red and pink hair
March = green and yellow hair
April = yellow and purple hair
May = pink and green hair
June = blue and green hair
July = red, white, and blue hair
August = yellow and red hair
September = blue and red hair
October = orange and black hair
November = yellow and brown hair
December = red and green hair
What Do I Like to Do?
Make a button for each thing you like to do:
read = blue circle button
watch tv = white triangle button
play outdoors = red circle button
play indoors = black square button
use a computer = orange circle button
draw pictures = purple triangle button
write stories = green circle button
dance = yellow square button
What Pet Do I Like Best?
dog = smile mouth with circles for cheeks
cat = smile mouth with rectangles for cheeks
fish = smile mouth with triangles for cheeks
bird = smile mouth with two little circles for cheeks
(like a crazy eight shape)
other = smile mouth made with dots
Gingerbread Unit from Deb Smith
Gingerbread Unit
Non traditional tales:
The Stinky Cheese Man and other Fairly Stupid Tales
Jon Scieszka and Lane Smith 0-590-46627-5
The Gingerbread Boy Richard Egielski 0-060-26030-0
Gingerbread Baby Jan Brett 0-399-23444-6
Traditional Tales
The Gingerbread Man Barbara McClintock 0-439-05772-8
The Gingerbread Man Eric Kimmel 0-823-41137-0
The Gingerbread Man Eric Suben 1-562-93555-0
The Gingerbread Man Schmidt 0-590-08794-0
Day ONE
Begin a chart with these headings:
Who makes the gingerbread boy?
What kind of decorations does the gingerbread boy have?
______ eyes
______ mouth
______ buttons
Who does he run away from?
"no-no" saying
"run-run" saying
Who ate the gingerbread boy?
Read a traditional Gingerbread Boy story. Fill in the
information under the headings. I read the first stories aloud.
I pick my story based on what's available in single copies from
the library or my personal copies. I don't read the version that
I have multiple copies of to the students. I save that one for
tomorrow.
Then I read another traditional Gingerbread Boy Story that has
different information under some of the headings. Some
information is the same. After reading the second version, we
fill in more information under the headings. Sometimes,
depending on the class, I stop and fill in under the headings as
they find the information. Sometimes I put a sticky note if a
child finds something. I usually try and read straight through
so the kids who aren't familiar with the story get the flow of
the story.
On Day one I have the kids help retell the gingerbread story. I
write it on sentence strips and then give the sentence strips to
partners to glue onto a big book (12 x 18 construction paper
works well) paper and draw and illustrate a picture that goes
with their sentence strip. I then put the book together. It
becomes one of the favorite ssr books.
Day TWO
I read the headings of the chart to the class. Then I read the
New York Gingerbread Boy version to the class (The Gingerbread
Boy written by Richard Egielski ISBN: 0- 060-26030-0). Then
the class helps fill in the chart discussing things that are
different between the versions.
Then I give them all a gingerbread book for the partners to
read. I have 15 copies so my class can share the gingerbread
books in partners. I give them book marks with each heading
labeled on it so they can put the bookmark where they find the
answer to our headings. The purpose for reading is to find the
differences between our newest book and what we've already
learned. After the kids read, we gather together and share
answers reading the text, finding where we found the answers.
Day THREE
I read the headings again. Then I read The Stinky Cheese Man and
other Fairly Stupid Tales written by Jon Scieszka and Lane Smith
(ISBN: 0-590-46627-5). I don't read the whole book, just "The
Stinky Cheese Man" tale. I'll read the rest of the book on other
days. We add to the chart.
Then I give the kids another traditional gingerbread man tale
that I have multiple copies of. This time they read alone or
partners or small group depending on how many copies of the book
I have. The kids then have a paper copy of the headings:
Who makes the gingerbread boy?
What kind of decorations does the gingerbread boy have?
______ eyes
______ mouth
______ buttons
Who does he run away from?
"no-no" saying
"run-run" saying
Who ate the gingerbread boy?
They read the book, fill in their paper. We gather together and
share after we read.
On day three I also start a FOCUSED WRITING assignment. The kids
get a blank sheet of the headings and we begin writing our own
versions of the gingerbread boy story. The first day, the kids
pick the information that will fit under the headings.
Who makes the gingerbread boy?
I say, "Decide who will make your gingerbread boy. The old
woman or wife did in these two books. The boy did in Gingerbread
Baby. The lonely couple without children did in this book. Who
will in your story? Write it down next to the question. They
JUST write who — NOT the details or a sentence.
What kind of decorations does the gingerbread boy have?
______ eyes
______ mouth
______ buttons
I read the versions we've read. Some have raisin eyes, some
nuts, some icing. What kinds of things could the eyes be made
out of? Write down on the line what you want to have your
gingerbread eyes made out of. Repeat for mouth and buttons. I
also encourage the kids to branch out and get creative. The
stories are best if you guide them but don't be a dictator.
Who does he run away from?
I only let them pick THREE characters or the story gets too long
and the kids get bored writing it AND I get bored listening to
them.
THEN for the writing version you have to have the characters BE
somewhere so at this point you read a version and show that the
gingerbread boy ran from
the butcher in front of his shop
black and white cow down the path
muddy old sow in the pigsty
dog wagging his tail by the doghouse
etc.
ALSO the writing version has the character's doing something.
Notice my examples above. The man is a butcher sweeping in front
of his store. It depends on how guided you want to be AND what
grade level. I do this with 2nd graders. They can handle quite
a bit of details if I guide them through each step.
"no-no" saying
"run-run" saying
I read the versions then they write what they will say when they
get to that point.
Day FOUR
On day 4 I begin practicing for the gingerbread play. The kids
are divided into three groups of 6-8 kids each. Each group
performs the play. The kids decide if they want to do it as a
puppet show, as a play, as a reader's theatre. The kids practice
with their groups for a couple of days during guided reading
time. I have my class perform the plays for parents instead of
the Christmas party.
FOCUSED WRITING on day four. The kids begin writing their own
versions using the graphic organizer from yesterday. I give them
blank books to write their story in. Sometimes I type their
stories. It depends on numbers and what else is going on in the
building.
MATH
The kids do the Gingerbread Glyph.
They make a graph. The kids take one bite from a gingerbread man
cookie. Then graph which part they ate first: head, arm, leg.
I give them a gingerbread man drawn on paper. They measure the
perimeter and area of the gingerbread man with red hots,
marshmallows, raisins, and jellybeans.
SOCIAL STUDIES
Mapping skills — I have the kids draw a map (poster size) of
their gingerbread boy story. They can move a little gingerbread
man along their map and retell their own version.
A Gingered January
Joyce Carol Thomas
Outside, ice covers the roof,
Snow quilts the ground
Inside the kitchen, Grandma says,
"This oven's right warm."
And we mix us up a gingerbread man.
A bowl of molasses, a dipper of milk
A dash of butter, and flour like silk
Ginger and the hen's fattest egg
Vanilla extract, sprinkled nutmeg
At last I taste a bite or two
"He looks just like you,"
Grandma says, nodding her head
And I eat up all the gingered bread.
Stir a bowl of gingerbread,
Smooth and spicy brown.
Roll it with a rolling pin,
Up and up and down.
With a cookie cutter,
Make some little men.
Put them in the oven
Till half past ten!
Sugar and spice and everything nice -
That's what gingerbread is made of.
We're yummy to eat - a "lip-smacking" treat.
And that's just what we are afraid of!
So we'll lay on the plate and we'll patiently wait,
For the first hungry, unwary guest.
Then we'll jump up and run,
This part is such fun,
It's what we love doing the best!
To the door we will race - wish we could see each face.
The adults won't believe their own eyes.
But the girls and the boys will just think that we're toys,
And we're only a party "surprise"!
There's a lesson in this, if you're made out of dough.
You're not just around for your looks, don't you know?
Sooner or later you're bound to get hurt.
You were made to be eaten! (You're someone's dessert!)
Gingerbread Children
Gingerbread children
Stand in a row.
Very good children
Always you know.
They never will jump
Or kick or leap,
Or start to cry when
It's time to sleep.
They never run off
Or look around.
And no one has heard
Them make a sound.
Gingerbread children
Are fine to meet,
But, much better still,
They're good to eat!
Gingerbread Parade
Roll out the dough.
Cut out the shapes.
Gingerbread people
Are fun to make.
Add raisin eyes
And chocolate chip smiles
Slide them into the oven
To bake for a while.
When the timer says,"Ding!"
And the cookies are done,
They'll march from the oven,
One by one.
Gingerbread Rap
Run, run, as fast as you can!
You can't catch me,
I'm the Gingerbread man.
You can run in the morning,
You can run in the night,
But you can't catch me,
Uh huh, that's right,
You can't catch me,
Uh huh, that's right!
Gingerbread man, where ya goin' so fast?
Better come back 'fore you run out of gas.
Gingerbread man, where ya goin'?
Gingerbread man, where ya goin'?
It's cold out there
With the snow on the ground,
And where you're goin'
You may never be found.
Gingerbread man, where ya goin'?
Gingerbread man, where ya goin'? I said
Run, run, as fast as you can!
You can't catch me,
I'm the Gingerbread man.
You can run in the morning,
You can run in the night,
But you can't catch me,
Uh huh, that's right.
You can't catch me,
Uh huh - THAT'S RIGHT!
Six little Gingerbreads
Naked as can be
Let's decorate them
I'll take three.
Mine will be Gingergirls
You take the others -
I'll make mine pretty
And you can fix their brothers.
Three little Gingermaids
All sugared and spiced
Looking even nicer
With their faces sweetly iced.
Smarty buttons down their frocks
Of nut-brown gingerbread.
Icing cuffs around their wrists
Their little arms outspread.
You'll make the Gingerboys
Look really very smart
In their Ginger uniforms
They can't be told apart.
Let's march them all in
To the table for tea.
There'll be lots of lovely gingerbread
For my friends and me.
***********
A baker took some gingerbread dough
And shaped a man from head to toe.
When it was baked, the cookie fled.
Here is what the cookie said:
Run! Run! As fast as you can!
You can't catch me, I'm the gingerbread man!
Run! Run! As fast as you can!
I'm the gingerbread man!
The cookie man ran past a cow
Who said, "I want to eat you now!"
The cookie man just laughed and fled.
Here is what the cookie said:
Run! Run! As fast as you can!
You can't catch me, I'm the gingerbread man!
Run! Run! As fast as you can!
I'm the gingerbread man!
A farmer saw the man go by.
He chased him low, he chased him high
The cookie man just shook his head.
Here is what the cookie said:
Run! Run! As fast as you can!
You can't catch me, I'm the gingerbread man!
Run! Run! As fast as you can!
I'm the gingerbread man!
He finally reached the river wide,
A fox asked, "Would you like a ride?"
The cookie sat on the fox's head,
Here is what the sly fox said:
"You can't run! That's my plan!
I'm going to eat you, gingerbread man!
You can't run" That's my plan!"
And he ate the gingerbread man.
The Gingerbread Man
Rowena Bennett
The gingerbread man gave a gingery shout:
"Quick! Open the oven and let me out!"
He stood up straight in his baking pan.
He jumped to the floor and away he ran.
"Catch me," he called, "if you can, can, can."
The gingerbread man met a rooster and pig
And a dog that was brown and twice as big
As himself. But he called to them all as he ran,
"You can't catch a runaway gingerbread man."
The gingerbread man met a reaper and a sower.
The gingerbread man met a thresher and mower;
But no mattter how fast they scampered and ran
They couldn't catch up with the gingerbread man.
Then he came to a fox and turned to face him.
He dared Old Reynard to follow and chase him;
But when he stepped under the fox's nose
Something happened. What do you s'pose?
The fox gave a snap. The fox gave a yawn,
And gingerbread man was gone, gone, GONE.
Eat, Eat, Your Gingerbread Boy
(To the tune of "Row, Row, Row, Your Boat)
Eat, eat, your Gingerbread Boy,
Before he runs away.
Faster, faster, faster please,
Don't let him get away!
Catch, catch the Gingerbread Boy,
Catch him, yes, today.
Faster, faster, faster still,
For he has run away.
Say bye-bye to the
Gingerbread Boy.
Say good-bye today.
Say so long for he is gone.
The fox ate him today.
SIZING UP THE
GINGERBREAD MAN
This activity is from an AIMS Education Foundation book (1991).
Materials: Large drawing of the gingerbread man. One for large chart as a model.
Copy the same pattern on 8 1/2 x 11" paper for each
student. Rulers.
Directions:
1. On the large gingerbread man poster and student copy write
the words "estimate" and "actual" under the following body parts
of the drawing:
a.
arms - arm span measured
b.
height
c.
legs - leg span measured.
2. Students estimate the measurement first. Then measure each
area indicated on the drawing. Write the prediction/estimate and
actual measurement found with a ruler.
3. Compare the student answers with the measurements on the
large poster which you measure together. I also use this as a
center. Each group estimates the measurements of the poster and
writes down their findings. At the end of the day, we compare
the estimated figures with actual measurements.
ADDITIONAL ACTIVITIES FOR MEASUREMENT:
1. Copy small gingerbread men on copy paper.
Place about 8 on each page.
2. Copy the pattern on brown construction paper.
(I use a Rizo machine)
3. Have the students cut out the gingerbread men patterns.
Place in a zip-lock bag. I give each student about 12
gingerbread men.
4. Have students write their name or initials on the back of
each gingerbread man pattern that they cut out.
5. Students can work with partners to measure different objects
or distances.
6. On chart paper - I use this as a math work station - write
the activities or things the students are going to measure in the
station. Use pictures whenever possible for nonreaders or ESL
students. Examples may include:
a. How many gingerbread men do you need to go from the teacher's
desk to the door?
b. How many gingerbread men do you need to cover the length of
your desk/table?
c. How many gingerbread men do you need to cover the length of
this chart paper?
d. How many gingerbread men do you need to cover a pencil.
7. The measurements can be converted to measured lengths as the
lesson when all students have made their estimations.
8. Graph the responses.
Maisy Makes Gingerbread by Lucy Cousins
Reading the Story:
Show the book to the students. Let them look at the
pictures as you turn the pages. Ask them questions about what
they think is happening, who are the characters, how is this
different than other stories.
Read the story. During the reading, ask
students
questions about specific words, punctuation (commas in a series,
capitals, periods at the end of a sentence).
Interactive writing:
Using chart paper, have the students sequence the
story.
Begin by writing the title. Ask guided questions, "where was
Maisy at the beginning of the story?" Then have the students put
their responses into sentences. "Who can start this sentence?"
What sound does the word _____ begin with?" "What do we need to
do at the beginning; end?" Have students write on chart paper a
LIST of events.
Compare and Contrast
On chart paper, ask students how this story was
different
from the Gingerbread Baby and the Gingerbread Man versions. I
had one student even notice that the oven was different in this
story. Write down their responses. Have them summarize using a
comparison chart the story of Maisy. Who ate the cookies in
this story?
Art and Independent Writing
My students then drew pictures of the scene and wrote
about the events and how it was different. They then designed a
cookie that they would make for their friend as an art project.
GINGERBREAD CHILDREN By: Ilo Orleans
Gingerbread children
Stand in a row--
Very good children
Always, you know.
They never will jump
Or kick or leap,
Or start to cry when
It's time to sleep
They never run off
Or look around
And no one has heard
Them make a sound.
Gingerbread children
Are fine to meet;
But, much better still,
They're good to eat.
THE MUFFIN MAN (SONG)
Do you know the muffin man,
The muffin man, the muffin man,
Do you know the muffin man
Who lives on gingerbread lane.
Yes, I know the muffin man,
the muffin man, the muffin man.
Yes, I know the muffin man
who lives on gingerbread lane.
We all know the muffin man
the muffin man, the muffin man.
We all know the muffin man
who lives on gingerbread lane.
The Gingerbread Man Rap/Song (sing to tune "Jimmy Crack
Corn")
From: 28 Folk and Fairy Tale Poems and Songs
A baker took some gingerbread dough
And shaped a man from head to toe.
When it was baked, the cookie fled.
Here is what the cookie said:
CHORUS; Run! Run! As fast as you can!
You can't catch me, I'm the gingerbread man!
Run! Run! As fast as you can!
I'm the gingerbread man!
The cookie man ran past a cow
Who said, "I want to eat you now!"
The cookie man just laughed and fled.
Here is what the cookie said:
CHORUS:
A farmer saw the man go by.
He chased him low, he chased him high
The cookie man just shook his head.
Here is what the cookie said:
CHORUS
He finally reached the river wide,
A fox asked, "Would you like a ride?"
The cookie sat on the fox's head,
Here is what the sly fox said:
"You can't run! That's my plan!
I'm going to eat you, gingerbread man!
You can't run" That's my plan!"
And he ate the gingerbread man.
This song/rap can also be found at:
http:kinder.cmsd.bc.ca/kinder
The Gingerbread Man (Tune: Wheels on the bus)
The gingerbread man ran through the town, through the town,
through the town.
The gingerbread man ran through the town, singing, "You'll never
catch me."
He ran away from a /c/ /ow/, /c/ /ow/
He ran away from a cow,
Singing, "You will never catch me."
He ran away from a /sh/ /ee/ /p/,
/sh/ /ee/ /p/, /sh/ /ee/ /p/,
He ran away from a sheep without a peep,
Singing, "You will never catch me."
He ran away from a /d/ /o/ /g/
/d/ /o/ /g/ /d/ /o/ /g/,
he ran away from a dog,
Singing, "You will never catch me."
Then he came to a /f/ /o/ /x/
/f/ /o/ /x/, /f/ /o/ /x/,
The fox sat on a box and said,
"You can trust me"
Then he ate him, yes sir - ee.
(From: Phonemic Awareness, Winter. CTP 2341)
Gingerbread Boy (tune: Muffin Man)(From: More Piggyback
Songs)
Oh, will you bake a gingerbread boy,
A gingerbread boy,
A gingerbread boy,
Oh, will you bake a gingerbread boy
Then put him in the oven.
Oh, will you eat the gingerbread boy,
The gingerbread boy,
The gingerbread boy,
Oh, will you eat the gingerbread boy,
Then take him out right now.
Gingerbread (Tune: Frere Jacques) (From: More Piggyback
Songs)
Gingerbread, Gingerbread,
Yum, yum, yum,
Yum, yum, yum.
I like gingerbread,
I like gingerbread,
In my tum,
In my tum,
My Gingerbread Man (tune: Beautiful Dreamer)
Words: B. Sarah Froehlich
My gingerbread man
Where have you gone?
Out of the oven
before you were done.
With two little legs you
ran and you ran.
Please come back to me
little gingerbread man. |