The Gingerbread Gazette Newspaper Activities

The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
The Gingerbread Gazette Newspaper Activities
Created ByMary Rosenberg
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About the Activities
The Gingerbread Gazette (newspaper)
Using Text Features
How Well Did You Read?
Word Splash
Describe a gingerbread Man
Gingerbread Man template
Favorite Character (poster)
Character Traits (black & white, color)
Annotating a Text (anchor chart)
Annotating a text (blank)
Text Dependent Questions (blank)
Accountable Talk (anchor chart)
Evidence-Based Terms
Free Response
Routine Writing
Culminating Tasks
Gingerbread Man Stories (book list)

The activities in this packet are to supplement your thematic unit on The Gingerbread Man. The activities provide a little spice to your tried-and-true activities and better align them with the new Common Core emphasis on listening, speaking, reading, and writing.

The Gingerbread Gazette (pages 7-18): The Gingerbread Gazette is a newspaper just for the students! The 12 page newspaper contains different sections, interesting and engaging articles, and even a funny page section! The articles are in a variety of genres—fiction, nonfiction, fantasy, etc.—and on a variety of topics—recipes, advertisements, facts, etc. Photocopy the newspaper back-to-back and put two staples on the left side. That way the newspaper will open up just like a real newspaper!
Using Text Features (pages 19): The students search through the newspaper to identify the various text features. Most of the text features are used multiple times throughout the newspaper. When first working with text features, point out several articles with the same feature—ex. pictures with captions. Then ask the students to find several more pictures with captions. This is a fun activity to do with the whole class or let the students buddy up with a partner to complete the activity.
How Well Did You Read? (pages 20-21): The students use the information from the different articles in the newspaper to answer each question. The students cite their evidence by noting the page number and the answer. (The answer might be just the title of the article the answer was found in or the specific answer to the question.)
Gingerbread Man template (page 30): The template can be used in a variety of ways.
The template can be enlarged and photocopies onto brown construction paper. The students can paint or decorate the Gingerbread Man to look like their favorite Gingerbread Man/Boy/Girl character from one of the stories.
The template can also be decorated with items from the Sprinkles and Spice Collection (page 7 in the newspaper).
Vocabulary words can be written on smaller versions of the template and displayed in the classroom.
Who is Your Favorite Character from the Gingerbread Man Stories? (page 31): Enlarge this poster on the photocopy machine to 12” x 18” and photocopy onto white construction paper. Have the students complete the poster on their favorite character. A list of character traits (pages 32-33) is provided. Discuss each character trait with the students. Have the students identify characters from each story who exemplify each specific trait.
Character Traits (pages 32-33): Quite often, students are asked to describe a character by the character’s traits. This list provides a jumping off point in this skill. The students can add more character traits on the back of the page.
Annotating a Text (pages 34-35): Provides an anchor chart with simple ways of annotating a text. A blank page (page 35) is provided for the students (working together or independently) to complete about one of the articles in the newspaper or a text read in class. After completing the activity
Annotating a Text (continued): the students can share their information with the rest of the class. Questions that come up can be addressed and unknown words can be defined through their context in the article or story.
Text Dependent Questions (page 36): Select an article from the newspaper and write questions that can only be answered by reading that specific article.
Accountable Talk (page 37): An anchor chart shows sentence frames from using accountable talk in the classroom. This anchor chart can be used with any text (fiction or nonfiction) as well as articles in the newspaper.
Evidence-Based Terms (page 38): Requires the students to cite evidence when answering questions—not just saying “Because I know it!”. The students will have to find the page number and the sentence from the article that supports their comments.
Total Pages
59 pages
Answer Key
Teaching Duration
2 Weeks
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