Lesson Plan

The Gingerbread Man "Erase-a-Rhyme" Lesson Plan

  • Grades: PreK–K, 1–2

About this book

Grade Level Equivalent: 2.5
Lexile Measure: 450L
Guided Reading Level: J
Age: Age 6, Age 7, Age 5
Genre: Classics, Fables, Folk Tales and Myths, Poetry and Rhymes
Subject: Cooking, Songs and Rhymes

Lesson Plan Book List. A few titles that would make a nice addition to a book study or to extend this lesson.

Overview

Students listen to a rhyming poem and fill in the missing text with rhyming words, as they erase the corresponding illustrations.

Objective

Students will:

  • Recognize and produce rhyming words.
  • Students will "identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry."
— Massachusetts English Language Arts Curriculum Frameworks.

Materials

Set Up and Prepare
Use markers to create a Gingerbread Man illustration based on the poem and post it in your meeting area.

Directions

Gather students and read Jim Aylesworth’s The Gingerbread Man. After reading the book, share with students that you will read a poem (PDF) but will need their help to finish the lines. As they call out the missing rhyming words, select students to come up and erase the corresponding part from the illustration.

Supporting All Learners

Pre-teach the story, followed by a mini-lesson or activity on rhyming. Have students illustrate the gingerbread man, complete with parts mentioned in the poem.

Lesson Extensions

  • Bake gingerbread man cookies and eat them according to the poem.
  • Create a fairy tale themed bulletin board.

Home Connection

Send home a copy of the poem and a gingerbread man picture so that students may share the activity with parents. Parents and students could also try making their own "erase-a-rhyme" poems based on other fairy tales.

Assignments

  1. Use Model Magic to create individual gingerbread men.
  2. Create a class book, one page for every rhyme in the poem.

Evaluation

  1. Was I clear in my directions?
  2. Was I set up and prepared with the proper materials?
  3. Would I do anything differently next time?

Assess Students

  • Are students engaged and on task?
  • Do all students have a patterned headband?

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