leVelS 28–60 m–V “Fractured” Fairy tales The Gingerbread ...

1 Summary This fractured Fairy tale is a twist on the classic tale The Gingerbread Man. In this modern-day version set in a city, Mary and Joe Banks make a special Gingerbread cookie for their son Tyrone. But the mischievous Gingerbread cookie, known as Gingerbread Boy, pops out of the oven dancing and rapping. He runs away from the family and their neighbors, leaving a huge mess behind him. No one can catch the crafty Gingerbread Boy, until he meets Old Man, who has a gold tooth. Impressed by the shine, Gingerbread Boy takes a closer look and hides inside Old Man s mouth. And that is the end of Gingerbread FluencyStudents will: Build fluency through echo-reading, choral-reading, and repeated reading Read with phrases Read exclamation pointscOmprehenSiOnStudents will: Analyze story elements Determine text importance Identify sequence or steps in a process SynthesizeWritingStudents will: Write a picture essaygenreStudents will: Identify and analyze features of fractured Fairy talesVOcabulary and WOrd StudyStudents will: Build vocabulary: dusted, scrumptious, scurried Make word associations Draw words and ask questions Create word riddles Identify adjectivescharacter educatiOnStudents will learn about.

2 Respect ResponsibilityThe Gingerbread Boy Uptownteacher s guideReader s Theater for Fluency and comprehensioncharacterslevelsCustomersM/ 28 Juan PerezM/28 Anita PerezN/30 Joe BanksN/30 TonyN/30 Tyrone BanksP/38 Gingerbread BoyQ/40 Old ManR/40 Mary BanksT/44 NarratorV/60leVelS 28 60 m V Fractured Fairy tales 2build background Ask students to share experiences they have had with baking or with visiting a bakery. Talk with them about the different kinds of cakes, cookies, and other treats that are available at bakeries. Ask students if they have ever eaten Gingerbread cookies. Ask students to talk about how the cookies looked and tasted, and who decorated them. Ask if any students have heard the classic Fairy tale The Gingerbread Man.

3 Ask a volunteer to summarize the story for the group. Explain that they will be reading a humorous version of this classic story, set in modern times and with a dancing, rapping Gingerbread cookie. Invite students to talk about other Fairy tales they know. Invite them to describe the Fairy tales and talk about ways they are all similar and the Script Give each student a copy of the script. Read the title and the back cover blurb with students. Explain that students are going to read a fractured Fairy tale. Use the Learning About Genre sidebar to help teach characteristics of fractured Fairy tales . Ask students if they have ever heard or read a fractured Fairy tale. Invite them to name other fractured Fairy tales that they know. Explain that the story takes place in a modern city and the characters are all human except for the main character, Gingerbread Boy.

4 Explain that Fairy tales , including fractured Fairy tales , have elements of magic, such as magic spells or talking characters that are not page 8 for English-Language Learner and Striving Reader One2 Copyright 2007 Benchmark Education Company, LLC. All rights reserved. No part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information retrieval system, without permission in writing from the : 978-1-4108-7193-0 Combines elements of Fairy tales with humor Original, well-known stories are retold in an unexpected way New characters can be added to traditional tale Classic characters do unexpected or out-of-character thingslearning about genre: Fractured Fairy talesintroduce Vocabulary Introduce the glossary words.

5 Read the word dusted together. Ask students to tell you what comes to mind when they hear the word dusted. They might think of dusting furniture in their homes. Explain that in this story, dusted means added a light covering of something, such as flour, when baking. Repeat the process with the words scrumptious and scurried. First ask students to tell you what comes to mind when you say each word, and then clarify its meaning by giving examples in context. Explain difficult phrases or colloquialisms to students. For example, on page 2, the customers say that the pies and tarts really ring our bell! Explain that the customers mean that they really like the pies and tarts. Point out the numbers 24/7 on page 2 and explain that they mean the bakery is open 24 hours a day, 7 days a week.

6 See page 8 for English-Language Learner and Striving Reader Fluent readingAsk students to listen and follow along with you as you read the script aloud to model fluency and information The Gingerbread Man The Classic TaleThe classic Fairy tale The Gingerbread Man has been told for many generations. The Gingerbread Man is a trickster story, in which the main character meets a trickster who is even more clever than himself. In the traditional story, a husband and his wife always wished for a child but never had one. Then one day the woman decides to make a Gingerbread cookie to keep as a son. When she goes to get him out of the oven, he runs away singing, Run! Run! As fast as you can! You can t catch me, I m the Gingerbread Man! No one can catch the trickster Gingerbread Man until he meets a fox who offers to take him across a river.

7 When he gets too close to the fox s mouth, the Gingerbread Man becomes a snack for the sly Gingerbread Boy UptownIn this fractured Fairy tale, Gingerbread Boy is one of the only characters that is true to the original. His rhymes, though, sound like modern-day rap. The part of the crafty fox is now Old Man, who tricks Gingerbread Boy to get into his mouth for him to Fluency: echo-read Read the script aloud, and ask students to echo-read, or repeat, the lines after you. Stop where necessary to explain unfamiliar words, for example, smothered (page 2), mambo (page 5), delectable and barrage (page 6), bolted (page 9), disrespectful (page 10), pursuers (page 11), obnoxious and plastered (page 13), unattended (page 14), and avail (page 16).

8 Point out the stage direction (smacking his lips) on page 16. Explain that this is a direction to the person playing the character of Old Man. Demonstrate how to smack your lips so that students understand what it means. Clarify some of the expressions that Gingerbread Boy uses, such as step off (page 3) (back away); bling (page 4) (expensive jewelry); rocks to a beat (page 4) (dances); and main man (page 11) (popular character). Ask students to skim through the script to find examples of sentences that end in exclamation points. Model reading one of the sentences to show how to read a sentence with an exclamation point. Explain that students should raise their voices slightly and sound excited when they read sentences with exclamation points.

9 Ask students to echo-read the sentences after you. Point out the dashes in the script, for example, in Joe s second set of lines on page 3. Explain to students that the dash shows that Joe is pausing, briefly, before saying the words and he plays a decent game of basketball. The pause gives the words that follow the dash extra emphasis. Model reading the line for students and ask them to echo-read it with you. Ask students if they can tell what is unique about the way that Gingerbread Boy talks. Explain that everything he says is a rhyme. Model reading a few of Gingerbread Boy s lines, emphasizing the rhythm. Invite students to echo-read the lines. build comprehensionEnsure students understand the ideas in the story, as well as character development, by involving them in discussion.

10 Where does the story begin? (analyze story elements) What do the customers think of Banks s Bakery? (draw conclusions) For whom do Mary and Joe Banks make the Gingerbread cookie? (recall details) What happens right after Gingerbread Boy comes out of the oven? (identify sequence or steps in a process) What do the customers think of Gingerbread Boy? (draw conclusions) What part does Old Man play in the story? (determine text importance; analyze character)Day Two5assign roles Use the reading leVelS provided on the front of this guide to help you assign roles that support or challenge each student appropriately. This script contains ten parts, including Narrator and Customers. If you have more than ten students, assign the role of Customers to several students, keeping in mind the reading level of the part.