P4 Gingerbread (Writing Workshop) - March 2014

Key Stage 2 Integration Programme (KIP) Writing: „The Gingerbread Man‟
P4 Writing Workshop
„THE GINGERBREAD MAN‟

Cooperative Retelling
Allow up to 5 double lessons

Duration:
(according to local factors, schools may choose, 3, 4 or 5 double lessons)
Description: Based on a shared reading experience, The Gingerbread Man,

students will read, discuss, retell and write a new ending to a story.
Text type: Narrative – Story
© NET SECTION, CDI, EDB, HK, March 2014

1
CONTENTS
The Process Writing Model Overview ................................................................................................................ 4
KIP OBJECTIVES FOR TEACHERS ................................................................................................................... 9
KIP OBJECTIVES FOR STUDENTS ................................................................................................................ 10
CO-PLANNING...................................................................................................................................................... 12
GENERAL .............................................................................................................................................................. 12
LESSON 1 ............................................................................................................................................................. 12
LESSON 2............................................................................................................................................................. 12
LESSON 3............................................................................................................................................................. 13
RESOURCES AND PREPARATION .................................................................................................................. 14
LESSON 1 ............................................................................................................................................................. 15
LESSON 2............................................................................................................................................................. 16
LESSON 3............................................................................................................................................................. 16
LESSONS ............................................................................................................................................................... 17
LESSON 1 .......................................................................................................................................................... 18
LESSON 2 ......................................................................................................................................................... 25
LESSON 3 ......................................................................................................................................................... 29
ASSESSMENT ..................................................................................................................................................... 37
SUPPLEMENTARY IDEAS ................................................................................................................................. 37
ATTACHMENTS .................................................................................................................................................. 37
TEACHER RESOURCES ...................................................................................................................................... 39
1: RETELLING GRAPHIC ORGANISER ................................................................................................................. 40

1: RETELLING GRAPHIC ORGANISER (HEADINGS WORD CARDS) ..................................................................... 41
2: ROLE CARDS FOR COOPERATIVE LEARNING ACTIVITY ............................................................................... 44
3: COOPERATIVE RETELLING POSTER ............................................................................................................... 49
4: TEACHER‟S DRAFT FOR THE GINGERBREAD MAN ......................................................................................... 50
5: SCATTEGORIES A ........................................................................................................................................... 51
5: SCATTEGORIES B........................................................................................................................................... 52
6: BRAINSTORM CHART HEADING WORD CARDS ............................................................................................ 53
7: NARRATIVE TEXT TYPE STRUCTURE HEADING WORD CARDS .................................................................... 55
7: NARRATIVE TEXT TYPE STRUCTURE HEADING WORD CARDS .................................................................... 56
8: FINAL EDIT ASSESSMENT RUBRIC ............................................................................................................... 61
9: STUDENT ANECDOTAL ASSESSMENT FORM................................................................................................ 62
10: SUPPLEMENTARY NOTES FOR „THE GINGERBREAD MAN‟ .......................................................................... 63
STUDENT RESOURCES ..................................................................................................................................... 65

1: STORY BOARD................................................................................................................................................. 66
2 : PUBLISHING CHECKLIST............................................................................................................................... 68
3: SELF - ASSESSMENT FORM ........................................................................................................................... 69
4: CHOOSE THE BEST STORY ENDING ............................................................................................................... 70
4: CHOOSE THE BEST STORY ENDING ................................................................................................................ 71
5: STORY ENDING CARD GAME – INSTRUCTIONS ........................................................................................... 72
6: STORY ENDING CARD GAMES – NOUN CARDS ............................................................................................. 73
7: STORY ENDING CARD GAMES – VERB CARDS............................................................................................... 77
8: DESIGN A SURVIVAL KIT FOR THE GINGERBREAD MAN .............................................................................. 81
9A: PRONOUNS A .............................................................................................................................................. 82
© NET SECTION, CDI, EDB, HK, March 2014 2

9A: PRONOUNS A (SUGGESTED ANSWER) ....................................................................................................... 83

9B: PRONOUNS B ................................................................................................................................................ 84
9B: PRONOUNS B (SUGGESTED ANSWER) ........................................................................................................ 85
10: LINKING WORD (TIME) CARD GAME – INSTRUCTIONS ............................................................................ 86
11: LINKING WORD (TIME) CARD GAME – TIME CARDS .................................................................................. 87
12: LINKING WORD (TIME) CARD GAME – PICTURE CARDS .............................................................................. 89
13: LINKING WORD (TIME) CARD GAME .......................................................................................................... 90
13: LINKING WORD (TIME) CARD GAME (SUGGESTED ANSWER) .................................................................. 91
14: PICTURE CARDS GAME – SEQUENCE THE STORY ......................................................................................... 92
15: BOARD GAME .............................................................................................................................................. 93
ATTACHMENTS .................................................................................................................................................. 95
1: POSTER 1 – PROCESS WRITING POSTERS ..................................................................................................... 96

2: POSTER 2– NARRATIVE TEXT TYPE STRUCTURE......................................................................................... 101
2: POSTER 2 – NARRATIVE TEXT TYPE STRUCTURE WORD CARDS ............................................................... 103
3: POSTER 3 – PEER CONFERENCING POSTER ................................................................................................. 104
CURRICULUM PLANNING ............................................................................................................................... 105
TEXT TYPE BACKGROUND INFORMATION ......................................................................................... 106
FOCUS LANGUAGE ITEMS ........................................................................................................................ 106
VOCABULARY ..................................................................................................................................................... 107
FOCUS PHONICS ............................................................................................................................................... 107
FOCUS GRAMMAR ITEMS AND STRUCTURES................................................................................................... 107
SPEAKING AND LISTENING.............................................................................................................................. 108
INTEGRATION AND TEXTBOOK ADAPTATION ..................................................................................... 110
LINKS TO READING AND OTHER KIP LESSONS .............................................................................................. 116

INTEGRATION IN GENERAL ENGLISH .............................................................................................................. 116
OTHERS .............................................................................................................................................................. 116
NEED ADVICE? ................................................................................................................................................... 116
LEARNING TARGETS AND LANGUAGE SKILLS FOR KEY STAGE 2 (P4-6) – ELCG 2004 .................................... 118

„The Process Writing Model Overview:

“The Gingerbread Man”
LESSON 1
Pre-writing
Preparation: Students arranged in
mixed ability groups of four.

Motivation Activity: Share read the Resources: Big
big book The Gingerbread Man.  book The
Gingerbread
Man

Key Words: Read story while Resource: Big
students listen for any key words  book The
that can be used to retell the story. Gingerbread
Man

Cooperative Round Table Activity 1: Resources: 1x Product:
Vocabulary brainstorm. Students  A4 paper and  Vocabulary
take turns to write vocabulary they pen per group Brainstorm
heard from the story.

Collecting Feedback: Classify Resources: Product:
students‟ responses on Retelling Retelling Retelling
Graphic Organiser (TR1). Model how Graphic Graphic
 
to make a sentence using the Organiser Organiser and
Retelling Graphic Organiser (TR1). (TR1) sentence
Retelling example
Graphic
Organiser
word cards
(TR1)

Cooperative Retelling Activity: Resources: Role
Explain procedure to students and cards, (TR2)
introduce writing task. Cooperative

Retelling Poster
(TR3),
Storyboard
(SR1)

4
Drafting
Teacher models what the „Writer‟ Resources: 1x Student Product:
does for first Storyboard box. Storyboard per First story box
Construct Sentences referring to group. completed
Retelling Graphic Organiser. Process Writing
Poster (Attachment
 
3)
Cooperative
Retelling Poster
(TR3)
Graphic Retelling
Organiser (TR1)

Teacher re-reads next section of Resources: Student Product:
book then closes it. Students repeat storyboards, First 6 story
process as for first story board for big book The events on Story
 
next 5 events. Gingerbread Man, Board with
pictures and
Cooperative Role
sentences
cards (TR2)

Students write new words in My Resources: Student Product:
Word Bank.  My Word bank  New words

Consolidation activities may be
selected and done in other lessons.

5
LESSON 2
Drafting cont‟d
Preparation: Students arranged Resources:
in mixed ability groups of four. Big book The
 Gingerbread Man
Student‟s
storyboards(SR1)

Scattegories: Teacher stops at Resources:
parts of sentences so students Brainstorm Chart
give a word/phrase that starts Heading word cards

with a letter nominated by (TR6) and big book The
teacher. Gingerbread Man

Discussion: The concept of Resources:
„friends‟.  Photo of teacher and
friend

Feedback. Record students‟  Resources: Flip  Student
responses. chart/paper Product: Class
Brainstorm

Brainstorm: New Ending. Resources: Student
 Flip chart/paper  Product:
Class Brainstorm
New Ending

Model writing: Write four lines flip chart/paper Friends Student
with rhymes. Model how to refer  Brainstorm  Product: 7th and
to brainstorm. Friends Chart 8th story board
New Ending Brainstorm

Drafting: Students discuss and Resources: Student
write a new story ending.  Story Boards (SR1)  Product:
Friends Brainstorm Completed Story
Board Boxes 7
New Ending Brainstorm
and 8

Students write new words in My  Resources:  Student
Word Bank. My Word bank Product:
New words

6
LESSON 3
Preparation: Students arranged Resources:
in mixed ability groups of four  Role Cards for
and assign roles. Cooperative Learning
(TR2)
Process Writing Poster
- Revising

Warm Up: Scattegories (TR5) Resources:
Teacher retells the story and  Retelling Graphic
students supply key words. Organiser from lesson
1 and big book The
Gingerbread Man
Revising 
Demonstrate steps for revising. Resources: Student Product:
Students go through revising Narrative Text Type Draft that is clear
steps with the teacher. structures word cards
  enough for others
(TR7) to understand with
Teacher‟s draft (TR4); information
rearranged and
Revising Poster
added information
(Attachment 1)
Editing
Demonstrate steps using Resources: Process Student Product:
students draft. Writing Poster –Editing Draft with
(Attachment 1) /My
  grammar changes
Word Bank;

Demonstrate ruler method. Resources: Student Product:
Process Writing Student‟s draft
Poster –Editing with grammar
 
changes and
(Attachment 1)/My
spelling underlined
Word Bank

Correct spelling and punctuation Resources: Student Product:
using resources. Word banks, Narrative Completed edited
Text with a new story draft ready for
 
ending Environmental final edit
print etc.

7
Publishing
Class preparation: display Resources:
posters and examples of  Process Writing
narrative texts. Poster -
Publishing
(Attachment 1)
Publishing
materials.

Make publishing decisions.

Students decide on presentation Resources: Product:
and new title and put together Paper, binding Final copy of The
their publication.
 materials, (stapler,  Gingerbread Man
spiral binder, rings, with a new ending!
tape etc),
illustration making
materials

Consolidation activities may be

selected and done in other
lessons.

8
KIP OBJECTIVES FOR TEACHERS

In these process writing lessons, teachers will:
Teaching  introduce and familiarise students with the structure and

features of narrative text
 teach how to write effective narrative endings
 provide a shared experience to motivate students‟ writing
 become familiar with the importance of pre-writing activities and
skills involved, e.g. brainstorming, vocabulary building, idea
clarification, oral activities
 broaden and extend students‟ vocabulary
 speak and use functional language in a natural and responsive way
 scaffold students to write new vocabulary using different
strategies, e.g. explicitly model using the environment,
graphophonic clues and visual clues
 introduce and familiarise students with the steps of process
writing for a narrative text
 teach explicitly sentence structures and grammar patterns
appropriate to narrative text
 teach explicitly and model how to use graphophonic strategies to
spell new words
 model how to use adjectives, nouns, verbs and adverbs to write
statements
 encourage and model critical questioning and listening when
conferencing
 encourage students to read and write fluently and accurately
where they can
Planning  decide on focus teaching points and explicit teaching

opportunities
 discuss and plan optional mini lesson(s) for developing effective
narrative endings (using Student Resource 4 to 15)
 collaboratively adapt the textbook to accommodate lessons
based on an authentic shared reading text
 co-plan and share the responsibilities of preparing and
implementing the KIP lessons
 choose and adapt activities that cater for the learning needs of
students
 choose appropriate classroom management strategies and
instructional language

9
KIP OBJECTIVES FOR STUDENTS

In these writing lessons, students will be asked to:
 respond and give expression to real and imaginative experience (ES)

 explore, express and apply ideas (KS)
 exchange ideas and information (IS)
General:
In these process writing lessons, students will:
 read some familiar narrative text fluently and accurately

 recognise and use high frequency words in writing and speaking
 recognise and use content words in writing and speaking
 identify the structure of a narrative
 identify the purpose and audience for writing a narrative text
 use criteria to create an effective narrative ending
 develop a story board
 express own ideas and feelings when making decisions
 retell a narrative text orally
 use story structure that comprises setting, characters, problems, events
and resolutions
 follow and learn the procedures of the writing process and
 work collaboratively with others to pre-write, draft, edit and revise
 use knowledge of letter/sound and sound/letter relationships to spell new
words
 extend and use correctly, adjectives, nouns, verbs and adverbs in written
work
 create and write the ending of a narrative text independently or as a
group
 use appropriate format, conventions and language features when writing
 self-evaluate the performance of their work and note what they could
and could not do

Optional Objectives:
Other learning objectives may be planned depending on chosen post

reading activities and consolidation activities.
Activities are coded by the reading strategies they develop:
G = graphophonic Sy = Syntactic Se = Semantic
Activity Objectives
4 Choose the best Sy  read a text to identify details that support the
story ending story structure.
Se
5 Story Ending Se  present information, ideas and feelings clearly and
Card Game - coherently.
Instructions

Card Game - coherently.
Nouns
Card Game-Verbs coherently.
8 Design a Survival Se  plan and organise information and express own
Kit for the ideas.
Gingerbread Man
9 Pronouns Sy  use a small range of language patterns.
Se
10 Linking Words Se  present information, ideas and feelings clearly and
(Time) Card Game coherently.
Sy
– instructions

Sy
– Time Cards
Sy
– Picture Cards
13 Linking Words Se  understand the connection between ideas by
(Time) Card Game identifying cohesive devices.
Sy
– Worksheet
14 Picture Card Se  sequence the story in a correct order.
Game – sequence
the stoty

CO-PLANNING
The following considerations and decisions are a guide for your co-planning meeting.
General:
□ Thoroughly read lesson plans before the meetings
□ Plan how to expose students to samples of narrative text types
□ Plan how students can easily be arranged in ability groups for activities
□ Agree on instructional language
□ Refer to classroom management and Effective Group Work
professional development notes and Teacher Manual for ideas
□ Adapt the textbook chapter to integrate the lessons
□ Prepare the resources as listed on pp.14-16
□ Decide which supplementary activities to do
□ Decide how lesson materials will be archived when finished
□ Decide where materials for the lessons will be stored and returned as
teachers use them
□ Allocate tasks among the team to share the load
□ Refer to the KIP Phonics Framework to decide on the Phonics focus
that will be taught and practised in G.E. for the week
□ Refer to the KIP HFW programme
Lesson 1:
□ Read and discuss how to teach the lesson, clarify all steps
□ What will students who finish early do and how will they know?
□ Decide and plan if there is a need for a mini lesson to practise skills or
activities
Lesson 2:
□ Reflect on the last lesson – Plus, Minus, Interesting
□ Use reflection information to plan Lesson 2
□ Decide and clarify how to teach the lesson
□ Discuss learner diversity options
□ Discuss optional use of Attachment 2 for consolidation of text type
structures (pp.96-98)
□ Discuss focus skills for revising, editing (Teacher Resource 4 and 8)
and publishing
□ Plan a mini lesson to introduce or consolidate revising, editing or
publishing focus skills
□ Decide if students need to practise the story ending card games
(Student Resource 4-7) as part of the lesson or mini lesson

□ Discuss students‟ publishing options (pp.34-35) and organisation, e.g.

publishing materials and equipment
□ Decide whether this piece of writing should be published now or later
□ Decide timing for publishing – in this lesson or the third lesson of the
workshop or G.E.
□ Discuss how and to whom students will present their final product
Lesson 3:
□ Reflect on the last lesson – Plus, Minus, Interesting
□ Use reflection information to plan Lesson 3
□ Decide and clarify how to teach the lesson
□ Discuss learner diversity options (p.27)
□ Discuss optional use of Attachment 2 for consolidation of text type
structures (pp.96-98)
□ Discuss focus skills for revising, editing (Teacher Resource 4 and 8)
and publishing
□ Plan a mini lesson to introduce or consolidate revising, editing or
publishing focus skills
□ Decide if students need to practise the story ending card games
(Student Resource 4-7) as part of the lesson or mini lesson
□ Discuss students‟ publishing options (pp.34-35) and organisation, e.g.
publishing materials and equipment
□ Decide whether this piece of writing should be published now or later
□ Decide timing for publishing – in this lesson or the third lesson of the
workshop or G.E.
□ Discuss how and to whom students will present their final product

RESOURCES PREPARATION
All lessons
 Big book (BB): Williams L. (Ed.), (2003), The Gingerbread Man,
Minosa/ McGraw Hill, Australia
 KIP Word Bank book
 Pointer for reading (preferably a creative one)
 Magnets or Blutak or other to adhere cards to whiteboard
 Flip chart or butchers paper
 Different coloured felt pens
 Timer  Set time limit for each role in each story board box
 Examples of printed narrative texts, e.g. Friends (Blake  Print and laminate per classroom
Education)
 Pre-Writing reader - Friends (Blake Education)  If chosen, read the book to let students have more ideas about
what friends d
Teacher Resources
2. Role Cards for Cooperative Learning Activity  Print and laminate a set per class and display them on the
blackboard
3. Co-operative Retelling Poster  Print and laminate a set per class and display them on the
blackboard
8. Final Edit Assessment Rubric  Attach a copy for each student‟s work
9. Student Anecdotal Assessment Form  Use it to record the students‟ performance
10. Supplementary Notes for Gingerbread Man Writing  If chosen, print a copy for each student
Workshop

Student Resources
1. Story board  Print as A3 size
 Make one copy per group
Attachments
1. Process Writing Posters  Make one copy per classroom
2. Narrative Text Type Structures Poster  Print an A3 size copy per classroom
3. Peer Conferencing Poster  Make one copy per classroom
Lesson 1
 A4 blank paper  At least one per group of mixed ability for writing down the
brainstormed ideas
 Narrative text (stories) from readers/ textbooks  Let students be exposed to more narrative texts in other G.E.
lessons
Teacher Resources
1. Retelling Graphic Organiser and the heading word cards  Print, cut and laminate. Put them on a flip chart to organise
responses from students
4. Teacher‟s draft  Enlarge or copy the draft on the enlarged story board for
demonstration
Student Resources
1. Story board  Print one set per group

Lesson 2
Teacher Resources
4. Teacher‟s draft  Continue to use the draft from lesson 1 on the story board for
demonstration other stages of writing
5. Scattegories A and B  Read the instructions and do the game as a warm up activity
6. Brainstorm Chart Heading Word cards  Print, cut and laminate. Put them on a flip chart to organise
responses from students
Student Resources
1. Story Board  Carry from Lesson 1. Finish the rest boxes in the board
Lesson 3
Teacher Resources
4. Teacher‟s draft  Continue to use the draft from lesson 2 on the story board for
demonstration other stages of writing
5. Scattegories A and B  Read the instructions and do the game as a warm up activity
7. Narrative text type structure heading word cards -  Print, cut and laminate. Put them on a flip chart to organise the
story under each narrative text type structure for the revising
stage
Student Resources
2. Publishing Checklist  Enlarge and display in the classroom or print a copy for each
student/group
3. Self Assessment Form  Make a copy for each student

Lessons
„The Gingerbread Man‟

LESSON 1
1.1 Class Preparation
Cooperative Learning (Grouping)

1. Arrange students in groups of four based on writing abilities
(mixed ability groups), e.g. one high, one low and two middle
achieving students.
 Name each student in each group by a letter A to D.
2. Display Process Writing Posters (Attachment 1).
 Important note: the rationale for retelling is for students to

use their own language to produce writing. The activity is not a
dictation and teachers should not have predetermined
expectations of the amount of writing the students will
produce in the „drafting stage‟. For some students even a few
words are acceptable in the drafting stage and can be built on
during the revising stage.
1.2 Pre-writing
5 min Shared Reading to stimulate interest

1. Show the big book The Gingerbread Man, ask students if they
know the story.
2. Explain to students that by the end of the lesson they will retell
the story using their own words and pictures.
3. Ask students, “While I am reading, listen for any words

that will help retell the story.”

10 min „Key Word‟ Vocabulary Brainstorm

4. After the reading, give each group an A4 blank paper and pen.
 Ask Student A to write a „key‟ word that they can remember from the
story.
 Pass the pen to Student B who will write a word and so on around the
group until the teacher says stop.
 Encourage students to help members in their group with words but
insist that they take turns writing the word.
5. Ask students to feed back words by randomly calling on students in the

group.
 Ask, “Group one, Student A, can you tell us a word from your group‟s
list that has not been said before.”
5 min Retelling Graphic Organiser to support writing
6. Write the words onto the Retelling Graphic Organiser (Teacher Resource
1). Keep a copy of the chart to use in the Revising stage in Lesson 3.
7. Demonstrate how to write a sentence using the organiser. Say, “I want to

write a sentence about the story. First, I take an adjective „old‟, then
I take a noun „man‟, next I take a verb „ran‟ and finally I take an adverb.
I use the words to write a sentence „The old man ran quickly‟.”
 Add adverbs, students quickly brainstorm other adverbs.

8. Ask students to create their own sentences and tell their shoulder
partner.
 Call on some students to feedback their sentences.
Note: Reread the story once more if students don‟t provide sufficient
vocabulary for categories and ask students to listen for specific parts of
speech, e.g. “listen for verbs” (or whatever is missing).
5 min Cooperative Roles to support writing

9. Use the Role Cards (Teacher Resource 2) to:
 Explain that each person will have a role: Illustrator, Writer, Reader,
Little Teacher.
 Assign a role to each letter in the group (refer to the Teacher Manual
for procedure).
Student A –Writer
Student B – Reader
Student C – Illustrator
Student D – Little Teacher
 Point to the Cooperative Retelling Poster (Teacher Resource 3) and
explain that students help and support each other.
Introducing the Writing Task

10. Introduce the Story Board (Student Resource 1).
11. Explain that students will retell the story using the Story Board.

1.3 Drafting
5 min Modelled/Shared Writing

1. Demonstrate the task by using the first Story Board box.
2. Call one group of four students to the front to demonstrate the task.
Student A – Writer
Student B – Reader
Student C – Illustrator
3. Read aloud the first page of text p.2 and close the book.
 Say, “Now we are going to try to retell what happened in our

own words.”
4. Use Teacher‟s draft (Teacher Resource 4) to model how to fill in

the Box 1 of the story board.
 Act as Student A, the “Writer”, using self talk to model writing

one sentence of what happened on p.2.
 Use flip chart paper or A3 version of Box 1 from the Story

Board.

5 min Model Graphophonic Skills

5. Choose a word to model hearing sounds in the words. As you go, model
graphophonic skills to encode new vocabulary by using self talk:
 Use the word „snack‟. Say the word slowly and model how to listen
to the sounds.
 How many sounds can I hear?
 I can hear four sounds: s…n…a…ck.
 What are the letters that make those sounds?
( Self talk: Do not call for an answer)
 Write the letters on the board.
 Say the word slowly to the students continuing until the final
sound.

5 min Drafting Sentences

6. Ask Student A to write another sentence describing what else
happened.
 Accept all attempts and note that in drafting we write all the
ideas and we can fix up the writing later.
7. Refer to Graphic Organiser and environment to help construct the

sentences.
 Model how to draft by writing the sentence/idea down without
worrying about spelling or grammar.
 Demonstrate how other group members can cooperate by
offering suggestions if the writer is stuck.
 Ask the „Reader‟ to read the sentence(s) aloud to the group.
Demonstrate how other group members can cooperate by
offering help in reading words.
 Ask the „Illustrator‟ to draw a picture in the box to match the
sentences. Give a time limit of two minutes. Demonstrate how
other group members can cooperate by offering suggestions if
the illustrator is stuck.
 Demonstrate using „Little Teacher‟, how to encourage their
group. Point out „Little Teacher‟ poster.

30 min Story Board Task

8. Set the task by asking all the groups to do the same for the first box.
Tell students they have a five minute time limit. Use a timer. Use
discretion about time for each box.
9. Stop the students and demonstrate how to change roles using the Role
Cards (Teacher Resource 2) on the blackboard.
10. Reread the text (BB, pp.4-5) for the second box and allow students five
minutes to complete the Story Board box following the steps in
constructing sentences.
Stop the students by asking them to put their pens down.
11. Rotate roles. Read aloud the text (BB, pp.6-7) for the third Story
Board
box and allow four to five minutes to complete the box.
12. Continue with the other Story Board box 4 (BB, pp.8-9); box 5 (BB,
p.10); box 6 (BB, p.12) and stop before the last two boxes.
Word Bank
13. Ask students to record some new vocabulary from the chart into
their My Word Bank.

LESSON 2
1. Arrange students in groups of four based on levels of
achievement (mixed ability groups), e.g. one high, one low and two
middle achieving students -Name each student in each group by a
letter A to D.
2.2 Pre-writing
5 min Warm Up: Scattegories
1. Display Teacher Resource 5
2. Retell The Gingerbread Man stopping at key points and asking
Who, What, Where, When, Why and How questions that the
students can answer using a word/words/phrase that begin with
a certain letter/sound.
30 min Exploring Friendship: collecting vocabulary and phrases for a new

ending
2. Display Process Writing Posters – Pre-Writing (Attachment 1)
3. (Optional) Share read the book Friends and/or recall the friends
study in I‟m Going to the Moon.
4. Explain that we are going to talk about “friends” and see if we

can write about “friends” in our story.
 Say, “In our story we see the fox helping the Gingerbread
Man.Was he a good friend?”
 Display a photo of yourself with a friend or friends.

Say, “These are my friends.”

5. Tell students who your friends are and why they are your
friends.
 Record on flip chart using the Brainstorm Chart Heading

Word Cards (Teacher Resource 6).
6. Discuss and brainstorm:

? Who is your friend?
? Why are they my friends?
 Record the students‟ responses on the chart using the first

and second columns.
7. Look at characters in the big book and then ask,

? Why are they friends?
? What makes a good friend?
? What do friends do?
Complete the last column of the chart.
8. Use the big book to discuss the following questions and record
the key vocabulary and phrases that could be used for a new
story ending on the chart, e.g. kind, caring, etc.
? Look at p.15 and ask the students, “How do you think the
Gingerbread Man feels?” (elicit friendly, lonely, alone…)
? Do you know anyone who is lonely?
? How can we help people who are lonely? (elicit kindness,
caring…)
9. Look at pp. 12-13 of the Big Book. Point out that the characters
are doing the same thing. Ask, “Do you always do what your
friends want you to do? Why or Why not?”

Learner Diversity Option

10. The following two sets of questions can be used if the teacher feels they
are relevant to the students and if dialogue is likely to take place.
? What do we call it when we disagree with our friends?
(elicit argument, conflict, quarrel…)
? How do we solve problems with friends?
Look at the pictures on BB pp. 15 - 19. Ask the students
? What is the opposite of a good friend?
? How do they act?
? Can you always trust them?
? Are bullies our friends?
? Have you ever been bullied?
? How did you feel?
? What should you do when you are bullied?
? What should/shouldn‟t you do when you see someone bullied?
2.3 Drafting
30 min Writing a New Ending
1. Explain to students that they will write a new ending to the story based
on the gingerbread man meeting a friend.
2. Ask the students,

? Who could be a friend in the new ending?
? What are they like?
 Record responses onto the chart. Point out that the words and ideas
from the chart can be used for the 7th box on their storyboard (SR1).
3. Brainstorm, “What could the friend do to help the Gingerbread Man to

be safe?”
4. Record responses onto the chart. Point out the words and ideas from
brainstorm will be used for the 8th box of their storyboard.
5. Model how to refer to the brainstorm and friend chart to plan the
writing for the final two boxes.
 Say, “I must make sure I explain how my friend got to be in the
story.”

6. Remind students how to get ideas down on paper without being

concerned with spelling and grammar.
7. Use Teacher‟s Draft (Teacher Resource 4) to model rereading the

previous boxes for meaning in order to continue writing.
 Refer to the Process Writing Poster – Drafting (displayed in the
classroom).
 Cater for learner diversity, by asking students to individually write
and draw a new story ending and in their original group to choose one
ending for their group book.
 Use the writing from the group story board and complete with their
own ending to make an individual book. (Refer to the co-planning
meeting decision on using Student Resources 4 to 14).
 Instruct students to complete the final two boxes – 5 minutes per box.
 Tell students to continue with allocated roles as in lesson 1.
5 min Word Bank

8. Ask students to record some new vocabulary from the chart into their
My Word Bank.

LESSON 3
1. Arrange students in groups of four based on levels of achievement
(mixed ability groups), e.g. one high, one low and two middle achieving
students.
2. Name each student in each group by a letter A to D.
3.2 Revising
5 min Warm up: Oral retell
1. Retell The Gingerbread Man stopping at key points and asking Who, What,
Where, When, Why and How questions that the students can answer
using a word/words/phrase that begin with a certain letter/sound
(Teacher Resource 5).
25 min 2. Refer to the Process Writing Poster – Revising (Attachment 1)
3. Demonstrate the following process using one group.

 Call one group of four students to the front with their Story Board to
help demonstrate.
 Give each student a new role.
 Display Cooperative Group Cards on the board and have all groups assign
roles:
Student A – Reader
Student B – Writer
Student C – Checker (refer to the Poster – Revising)
Note: Students can change roles after each step.
4. Display Narrative Text Type Structure Heading Word Cards (Teacher

Resource 7) and Narrative Text Type Structure Poster (Attachment 2)
on the board.
 If necessary review narrative structures using the story and
Heading Word Cards (Teacher Resource 7).

Revising Narrative Structure – setting
5. Use the group‟s Story Board to explore the setting:

? Which box(es) describe the setting?
? Does it tell me who is in the story?
? Does it tell me where the story takes place?
? Does it tell me when the story is happening?
6. Demonstrate how the writing could be revised to make these points

clearer.
 Use the Teacher‟s Draft (Teacher Resource 4) to demonstrate.
 Say:
Student A, Reader, Can you read Box 1?
Good, now let‟s think about those questions „Where‟ and „When‟.
Can we write a sentence that tells us where and when?
How about this? Once upon a time an old man and an old woman
were at home.
Student B, Writer, Can you write that on the draft?
7. Ask all groups to revise their own setting boxes with their own writing.
Remind class of the roles of each member of the group:
 The „Reader‟ will reread the story to their group.

 The „Writer‟ will make the changes.
 The „Checker‟ will check the self check questions.
Process Writing Poster – Revising/My Word Bank
 The „Little Teacher‟ will encourage the group behaviour by
saying, “Good listening, Dan!”, “That‟s a good idea, Fanny!” “Good
partner voice, May.” etc.

Revising Narrative Structure – problem/story events

8. Ask the group if they can identify the next feature in this story
 Ask the students, “Which box(es) in your writing describes the

problem/story events?”
9. Demonstrate how the writing could be revised to make these

points clearer.
 Ask all groups to do the same with their own writing.
Revising Narrative Structure – resolution

10. Ask the group if they can identify the next feature in a story.
 Ask the group, “Which box(es) in your writing describes the

Resolution?”
11. Demonstrate how the writing could be revised to make these points
clearer.
 Ask all groups to do the same with their own writing.
(Note that in the retelling, the „solution‟ may be the ending so there
will be no need to identify the „story ending‟.)
 Refer to the Peer Conferencing Poster (Attachment 3).

3.4 Editing
1. Refer to the Process Writing Poster - Editing (Attachment 1)/ My
Word Bank.
20 min 2. Model using Teacher‟s Draft (Teacher Resource 4).

 Go through the editing steps one at a time with students using the
same cooperative roles as in the Revising.
3. Interact with the students as they write during each step. Question
and note areas that may need editing and clarification.
Step 1. Refer students to the Process Writing Poster – Editing

(Attachment 1) or the poster in the My Word Bank.
Step 2. Model rereading aloud using teacher draft and note any
grammar areas that need correction. (Note specific teaching points
decided upon in the co-planning meeting to highlight). Refer students
back to their own writing to check for grammar.
Step 3. Model how to check spelling using the ruler method. Put the
ruler under each word. Look at each word separately. Say, “Does this
look right?”(do not wait for students to respond…this is teacher self
talk). Underline any word that „doesn‟t look right‟ or any word that you
are uncertain of how to spell.
Say, “I will check that in the story or word bank or on our word lists
later.”
Refer students back to their own writing to check for spelling. Remind
students which resources they can refer to for example, text books,
word banks, environment, dictionaries and other resources for
corrections.

Step 4. Look for common errors as the students edit. Briefly teach
the language item with the whole class. Ask students to check their
own writing for this language item.
Step 5. Students re-read with their peers. Students repeat revision

and editing steps if needed before giving it to the teacher for the
final edit.
4. It is recommended that students who complete their editing can move

onto publishing after the teacher has checked their final edited
draft – see Teacher Manual (Editing -teacher final edit procedure).
5. Conduct final edit using appropriate editing symbols and the Final Edit
Assessment Rubric (Teacher Resource 8).
6. If needed, record on the Anecdotal Assessment Form (Teacher

Resource 9) students that need extra support or extension. Try some
follow up based on the students‟ problems or weaknesses.

3.5 Publishing
Options:
 Sharing: One person from each group can visit another group to
read their story. This could be done with four different readers
visiting four different groups to allow everyone a chance to read
their story.
 Group Book: Students can publish a group book by transferring

the pictures and rewriting the text onto new book paper. Each
student in the group could be responsible for doing two pages and
all collaborate to make the cover.
 Individual Book: Each student makes their own book based on the
group text and their individual story ending. Ask the group to
number and cut out the storyboard boxes. Students pass the
boxes around their group to copy the main story onto a new
storyboard or book format.
 Comic Book: Students make books in a comic book format using

the text and pictures and adding dialogues.
 Bookmaking: Students can make a Gingerbread Man shape book.
 Student‟s choice or own publishing idea.

Publishing Lesson
20 min 1. Display the Publishing Checklist (Student Resource 2) and
Process Writing Poster- Publishing (Attachment 1).
2. Discuss how and to whom students will present their final

product.
3. Ask students questions about the audience by asking, “Who are

you going to publish for?”
4. Display examples of published narrative texts and discuss

publishing features.
5. Ask students questions about the layout of narrative by telling

them to look at p. 50 of their My Word Bank. Note the points
students need to consider.
6. Make decisions and proceed to collect materials necessary.
7. Demonstrate how to ask for publishing materials, e.g.

T: What do you need?
S: I need 3 pieces of paper.
T: What colour would you like?
S: I would like pink, blue and yellow.
T: Do you need anything else?
S: Yes, I need some coloured pencils, please?
T: Here you are.
8. Refer students to the Publishing Table (Teacher Manual).

Give sufficient time for students to publish their individual
recount.
9. Display, discuss and ask students to complete the

Self-assessment Form (Student Resource 3).

3.6 Supplementary Activities

1. Students can draw and write another retelling based on a story they
know or a story read to them in class. For this individual piece of writing
the students should be reminded, or scaffolded, through the five
process writing steps for example by the teacher providing graphic
organisers. The teacher can assess the students writing at various
stages of the process for: a) pre-determined criteria based on learning
objectives and b) how well they understand and apply the writing
process.
2. Story boards can be reused in lessons, for example by cutting up and

having another group cooperatively sequencing and read their classmates
story.
3. Other narrative stories can be viewed and compared for narrative

features such as setting and characters. Students could write
comparisons of characters between stories.
4. Use words from the story to start a rhyming word list. Add to these as
they are encountered in subsequent lessons.
5. Encourage students to tell the story to a partner orally.
6. Revisit Procedural text type features for recipes. Ask the students to
write a “Friend Recipe” telling someone how to be a good friend.
7. Ask students to write a recount describing how they had a good

experience with a friend. Ask the students to describe their friend
well.

ASSESSMENT
1. Assessment should focus on the objectives of the lessons.

2. The objectives at the bottom of the worksheet should be the focus
(criteria) for marking worksheets.
3. Teachers should actively observe students during writing and activities,
and use this information when co-planning next lessons.
4. In this preliminary KIP lessons, no further assessment is expected.
SUPPLEMENTARY IDEAS
1. Use the same procedure to retell another story. Provide the students with
scaffolding Story Boards and graphic Organisers.
ATTACHMENTS
1. Poster 1: Process Writing Posters Poster

2. Poster 2: Narrative Text type Structure Poster
3. Poster 3: Peer Conferencing Poster


Teacher
Resources

TEACHER RESOURCE 1: Retelling Graphic Organiser
describe a noun names of people, places

and things „doing‟ words describe a verb

TEACHER RESOURCE 1: Retelling Graphic Organiser (Headings word cards)
KIP Writing: „The Gingerbread Man‟ Retelling Graphic Organiser Headings


Put each of the following under the headings according to the sequence
describe a noun
names of people, places and things
„doing‟ words
describe a verb

TEACHER RESOURCE 2: Role Cards for Cooperative Learning Activity
KIP Writing: „The Gingerbread Man‟
Role Cards for Cooperative Learning Activity





TEACHER RESOURCE 3: Cooperative Retelling Poster
Co-operative Retelling Poster

TEACHER RESOURCE 4: Teacher‟s draft for the Gingerbread Man

Example of Teacher‟s draft during revising and editing
Symbols represent teaching points that can be used during revision and
editing demonstration.
Revising:
= Possible revision points (Move sentences for clearer meaning)
R = revising points (add meaning)
Editing:
^= Add words
P, S, G = Possible editing points (punctuation, spelling and
grammar)
R= Add meaning – time, adjectives, and adverbs
The odl man and the old woman are hungry. (old, were)
S G
He has risen eyes and a R cherry nose. (had raisin)

G S
So they make a R gingerbread man (comma, were, full-stop)
P G P
Remark: The above symbols are only a suggestion. Teacher may use other symbols
that students already know.

TEACHER RESOURCE 5: Scattegories A
Teacher: “I am going to tell you a story but I will miss out some words along the way. I
want you to think of a good word or words to put in the space but they must start with
the letter … H. The sound it makes is „h‟.
(Teachers can decide on their own letter and sound)
Once upon a time there was a __________. He had a ________ and two _________.
One day he decided to go for a ___________ and put on his ____________ and
__________ out the door.
A ________________saw him and said ________ what are you doing? I am going to
____________-. I am going by_____________ because my legs are too tired to walk.
For example, when composing a story the teacher may have to change the script, and
story line to match with the students‟ responses. The number of responses that fit and
can „make sense‟ are many and can change the course of a story.
e.g. 1.
Once upon a time there was a __hungry giant________. He had a _head_______ and
two ___hands______. One day he decided to go for a _hurried trip__________ and
put on his ____hat________ and ___hopped_______ out the door.
A ____handsome man____________saw him and said __hello______ what are you
doing?
I am going to __hospital__________-. I am going by ___helicopter__________
because my legs are too tired to walk.
e.g. 2.
Once upon a time there was a _huge slug_________. He had a _horrible body _______
and two __heads_______. One day he decided to go for a ___hike________ and put on
his ____helmet________ and ___headed_______ out the door.
A _____hangman___________saw him and said __hey______ what are you doing? I am
going to __help you__________. The _______ said I am going to _____________ but
my legs are too tired to walk.

Key Stage 2 Integration Programme (KIP)
Writing: „The Gingerbread Man‟
TEACHER RESOURCE 5: Scattegories B
Teacher : “I am going to tell you a story. I want you to help me along the way. I want you
to think of a good word or words for the part I ask you but they must start with the
letter … M. The sound it makes is „m‟.
(Teachers can decide on their own letter and sound)
There once was an old man and an old lady. Their names were __________ and _______.
They were hungry and they decided to make some food. They made a ____________
The __________ jumped off the oven tray and ran out the door. It ran past some
animals. A_______, a___________________ and a_______________
The animals wanted to eat the ____________ and they said “Stop! Stop! We love
___________
But the __________ said
“Run, run as fast as you can you can‟t catch me. I‟m the ___________ man!”
The ____________ran past some children whose names were _________ and
______. They wanted to eat the ____________ and they said “Stop! Stop! We love
___________
But the __________ said
“Run, run as fast as you can you can‟t catch me. I‟m the ___________ man!”
The ___________ got tired of running and decided to go to_________________.
(Where did he go?)

He went by___________
He was hungry so he went to _______________ and ate __________________
While __________________was there a _____________________ saw him.
And then _____________________ ate the _________________________.

TEACHER RESOURCE 6: Brainstorm Chart Heading Word Cards
Why are they

my friends?

Who?

What do
they do?
TEACHER RESOURCE 7: Narrative Text Type Structure Heading word Cards
Setting

Where
When Who
Resolution

Ending

Problem /
Story events

TEACHER RESOURCE 8: Final Edit Assessment Rubric
Final Edit Assessment Rubric for „The Gingerbread Man‟ Writing Workshop
Strategies Skills: Students Beginning Developing Accomplished Exemplary
will…
Semantic  write a new ending
(text/meaning) which includes a
description of a
character and a
resolution
Syntactic  use adverbs that

(sentence) describe movement
Graphophonic  use knowledge of

(word) letter/sound and
sound/letter
relationships to
spell new words
Collaboration  understand and

skills take on different
roles in
collaborative work

TEACHER RESOURCE 9: Student Anecdotal Assessment Form

Class P._______
Name of student Date Observations Needs Follow Up

TEACHER RESOURCE 10: Supplementary Notes for „The Gingerbread Man‟

Verbs:
Regular Verbs Irregular Verbs
Present Tense Past Tense Present Tense Past Tense
want wanted is (be) was
need needed are (be) were
measure measured sit sat
pour poured say said
stir stirred reply replied
mix mixed find found
roll rolled cut cut
fill filled have had
open opened run ran
jump jumped cry cried
shout shouted keep kept
push pushed leave left
call called catch caught
meow meowed get got
bark barked come came
stop stopped worry worried
appear appeared carry carried
hop hopped hold held
climb climbed do did
swallow swallowed
lick licked
love loved
stare stared
Adjectives:
old big little hungry
delicious fast / faster close / closer wet
dry
Adverbs:
quickly suddenly tightly

Linking words to do with time:

Once upon a time Then Before long Suddenly
..…but in no time at .…but soon After a while When
all
A long time ago One day One morning The next day
Now In the end
Nouns: (People)
an old man an old woman the gingerbread a boy
man
a girl a cat a dog a fox
(Things)
a kitchen a snack some gingerbread some raisins
eyes nose a cherry mouth
some orange rind a swing
Pronouns:
he she it
I we they you

Student
Resources

Key Stage 2 Integration Programme (KIP) Teacher Instruction: Writing: „The Gingerbread Man‟
Please refer to Resources and Preparation on page 20.
STUDENT RESOURCE 1: Story Board
Title:____________________ Names: ______________________Class: P.( ): Date: ____________
1. 2.
3. 4.

5. 6.
7. 8.

Key Stage 2 Integration Programme (KIP) Writing Workshop: „The Fun Bus‟
STUDENT RESOURCE 2: Publishing Checklist
Publishing Checklist Name:
How many pages do I need?
How will I make the front and back

cover?
How big will the book be?
Will my book be a different shape?
Will my writing/book have a border?
What type of font will I use?
Do I need diagrams, drawings or photos?

STUDENT RESOURCE 3: Self - assessment Form
Class: 4 Name: Date:_____________
Needs
Self - assessment Form improvement
Satisfactory Good Well done
1. I worked well with my partner
2. My Narrative retelling is good because:
it makes sense when I read

it to my partner
Revise
I used new vocabulary to
describe movement
the spelling, punctuation

and grammar are correct
Edit
I used a dictionary/word
bank
it is easily understood
Publish
it looks like an interesting
story
I liked my story because
Objective: Self-evaluate the performance of students‟ work and note what they could and could not do.

STUDENT RESOURCE 4: Choose the best story ending
Name:______________________ Class:_________________ Date:______________
Story Endings
The followings are the story endings for the story of the Gingerbread Man.
A The Gingerbread Man waited for a long time, no one came to help him. He did
not know how to cross the river. Then Gingerbread Man talked to the fox. He
was thinking if he should follow the fox.
B Finally, the dog ran quickly and jumped into the river. The dog asked the
Gingerbread Man to jump on its back and they swam across the river safely.
The fox could not catch the Gingerbread Man. Then the dog and the
Gingerbread Man became good friends.
C At the last moment, the boy who was chasing Gingerbread Man ran near to the
river. The Gingerbread Man needed his help but the boy stood near the river.
He just looked at the Gingerbread Man sitting on the fox‟s back.
After reading the above story endings, write down the relevant information or put
a cross(X) in the boxes of the table for each story ending. Decide which one is
the best ending and answer why.
Who helped the

Gingerbread Man Was the Was there a clear
solve the problem solved? ending of the story?
problem?
A
Which story ending do you like best? Why?

___________________________________________________________________________________
___________________________________________________________________________________.
____________________________________________________________________________________
Objective: Read a text to identify details that support the story structure

STUDENT RESOURCE 4: Choose the best story ending
Story Endings (Suggested answers)
The followings are the story endings for the story of the Gingerbread Man.
A The Gingerbread Man waited for a long time, no one came to help him. He did
not know how to cross the river. Then Gingerbread Man talked to the fox. He
was thinking if he should follow the fox.
B Finally, the dog ran quickly and jumped into the river. The dog asked the
Gingerbread Man to jump on its back and they swam across the river safely.
The fox could not catch the Gingerbread Man. Then the dog and the
Gingerbread Man became good friends.
C At the last moment, the boy who was chasing Gingerbread Man ran near to the
river. The Gingerbread Man needed his help but the boy stood near the river.
He just looked at the Gingerbread Man sitting on the fox‟s back.
After reading the above story endings, write down the relevant information or put
a cross(X) in the boxes of the table for each story ending. Decide which one is
the best ending and answer why.
Who helped the

Gingerbread Man Was the Was there a clear
solve the problem solved? ending of the story?
problem?
A No one No No
B The dog Yes Yes
C The boy / no one No No
Which story ending do you like best? Why?

I like the story ending B most. It is because the problem was solved by the dog and then at
the end, the dog and the Gingerbread Man became good friends.
Objective: Read a text to identify details that support the story structure

STUDENT RESOURCE 5: Story Ending Card Game – Instructions
Materials: Noun Cards and Verb cards

Objectives: To understand the concept of story ending
Suggested time: 20 minutes
General instructions:
1. Refer students to Narrative Features Poster (Attachment: Poster 1).
2. Draw attention to the “Resolution / Ending”.
3. Tell students that we are going to make a new story ending for the Gingerbread
Man.
Instructions for playing the game

1. Play this card game in pairs or in groups.
2. Show all the verb cards spread out on a desk face up.
3. Put all the noun cards face down in a pile on the desk.
4. To start playing the game, one student picks up one noun card and one verb card to
make a new story ending.
e.g.
Noun: Verb:
taught (teach)
A bird
The Gingerbread Man met a bird. The bird taught him to fly. They flew away
together.
5. If the student can tell a new story ending with that noun card and that verb card,
he/she keeps those two cards.
* Students can choose the blank verb cards to make up any verbs.
6. Students take turns to play.
7. The winner has the most cards.
Objective: Present information, ideas and feelings clearly and coherently

STUDENT RESOURCE 6: Story Ending Card Games – Noun cards

Story Ending Card Games – Noun cards (Cont‟d)

Story Ending Card Games – Noun cards (Cont‟d)

Story Ending Card Games – Noun Cards back side

STUDENT RESOURCE 7: Story Ending Card Games – Verb Cards

Story Ending Card Games – Verb Cards (cont‟d)

Story Ending Card Games – Verb Cards (cont‟d)

Story Ending Card Games – Verb Cards Back

STUDENT RESOURCE 8: Design a Survival Kit for the Gingerbread Man
Imagine you are the Gingerbread Man‟s best friend. When the Gingerbread
Man is in danger, you save him with a survival kit.
Design a survival kit to save the Gingerbread Man.
Hints: What are the things in the survival kit?

How can these things help the Gingerbread Man to escape?
e.g.
Draw and label your survival kit.
Objective: Plan and organize information and express own ideas.

STUDENT RESOURCE 9A: Pronouns A
Class: 4 Name: Date:
Pronouns - The Gingerbread Man
Complete the story with suitable pronouns. You may use the words more than once.
Once upon a time, an old man and an old woman were in their kitchen.
1. _______ were very hungry. 2. _______ wanted to have some gingerbread for
snacks.
Quickly, they found everything they needed to make some gingerbread. Then the
woman cut out a big gingerbread man. “3. _______ can have raisins for his eyes and a
cherry for his nose,” 4. _______ said. “And some orange rind for his mouth,” said the
man.
Before long, the gingerbread was ready to eat. But as soon as the man and the woman
opened the oven door, 5. _______ jumped out and ran away. The man and the woman
could not catch him. 6. _______ ran after him. And then, he ran past a boy, a girl, a cat
and a dog. The dog wanted to catch him, but _________could not catch him. The cat
wanted to catch him too, but _________also could not catch him. So they ran and ran.
The gingerbread man kept running. Soon 7. _______ had left the town. “Run, run as
fast as you can. 8. _______ can‟t catch me. 9._______ am the gingerbread man.”
After a while, the Gingerbread Man came to the river. 10. _______ could not swim.
Suddenly, a fox appeared and ate him.
Objective: Use a small range of language patterns

STUDENT RESOURCE 9A: Pronouns A (Suggested Answers)
1. __They__ were very hungry. 2. __They_ wanted to have some gingerbread for
snacks.
woman cut out a big gingerbread man. “3. __He___ can have raisins for his eyes and a
cherry for his nose,” 4. __she___ said. “And some orange rind for his mouth,” said the
man.
opened the oven door, 5. ___he___ jumped out and ran away. The man and the woman
could not catch him. 6. __He___ ran after him. And then, he ran past a boy, a girl, a cat
and a dog. The dog wanted to catch him, but it could not catch him. The cat wanted to
catch him too, but it also could not catch him. So they ran and ran.
The gingerbread man kept running. Soon 7. ___he __ had left the town. “Run, run as
fast as you can. 8. __You _ can‟t catch me – 9.___I___ am the gingerbread man.”
After a while, the Gingerbread Man came to the river. 10. __He___ could not swim.

STUDENT RESOURCE 9B: Pronouns B

I We They You He She It
1. _______ were very hungry. 2. _______ wanted to have some gingerbread for
snacks.
woman cut out a big gingerbread man. “3. _______ can have raisins for his eyes and a
cherry for his nose,” 4. _______ said. “And some orange rind for his mouth,” said the
man.
Before long, the gingerbread was ready to eat. But as soon as the man and
the woman opened the oven door, 5. _______ jumped out and ran away. The man and the
woman could not catch him. 6. _______ ran after him. And then, he ran past a boy, a
girl, a cat and a dog. The dog wanted to catch him, but _________could not catch him.
The cat wanted to catch him too, but _________also could not catch him. So they ran
and ran.
The gingerbread man kept running. Soon 7. _______ had left the town. “Run, run as fast
as you can. 8. _______ can‟t catch me – 9._______ am the gingerbread man.”
After a while, the Gingerbread Man came to the river. 10. _______ could
not swim. Suddenly, a fox appeared and ate him.

STUDENT RESOURCE 9B: Pronouns B (Suggested Answers)
I We They You He She It
1. __They__ were very hungry. 2. __They_ wanted to have some gingerbread for
snacks.
woman cut out a big gingerbread man. “3. __He___ can have raisins for his eyes and a
cherry for his nose,” 4. __she___ said. “And some orange rind for his mouth,” said the
man.
opened the oven door, 5. ___he___ jumped out and ran away. The man and the woman
could not catch him. 6. __He___ ran after him. And then, he ran past a boy, a girl, a cat
and a dog. The dog wanted to catch him, but it could not catch him. The cat wanted to
catch him too, but it also could not catch him. So they ran and ran.
The gingerbread man kept running. Soon 7. ___he __ had left the town. “Run, run as
fast as you can. 8. __You _ can‟t catch me. 9.___I___ am the gingerbread man.”
After a while, the Gingerbread Man came to the river. 10. __He___ could not swim.

STUDENT RESOURCE 10: Linking Word (Time) Card Game – Instructions
Materials: Linking word Cards, picture cards of the characters

Objectives: How to link parts of a story together using time linking words
Suggested time: 15 minutes
General instructions:
1. Refer students to the linking words in the big book / worksheet.
2. Explain that the linking words for time link the parts of the story together.
3. Tell students that we are going to make up a story using time linking words.
Instructions for playing the game

1. Play this card game in groups.
2. Spread all the picture cards of the characters on the desk face up.
3. Each group decides ONE character that they want to make a new story with.
4. Put all the linking word cards face down in a pile on the desk.
5. To start playing the game, each student takes a turn to pick one linking word
card.
6. Students show their linking word cards to their group members.
7. The student who has the „Once upon a time‟ card will start first.
8. Students in the group then take turns to tell the story with the help of the
linking words.
9. The teacher may ask the groups to share their stories with the class.
e.g.
Student 1: Once upon a time, there was a fox that lived in the forest.
Student 2: One day, he went to the river. He saw a gingerbread man there.
Student 3: Then, the gingerbread man asked the fox for help.
Student 4: …
Student 5: …
Student 6: In the end, …

STUDENT RESOURCE 11: Linking Word (Time) Card Game – Time cards
Once upon a time Then
Before long Suddenly
….but in no time at …..but soon

all
After a while When

A long time ago One day
One morning The next day
Now In the end

STUDENT RESOURCE 12: Linking word (Time) Card Game – picture cards

STUDENT RESOURCE 13: Linking Word (Time) Card Game
Complete the story with suitable linking words. You may use the words more than once.
The Three Little Pigs
One day Soon When Once upon a time
Suddenly Then In the end Before long
1.________________________, there were three little pigs living with their mother in the
forest. The three little pigs grew bigger and bigger. 2.___________________, their
mother said to them, „You must build houses for yourselves.‟
3. ___________________,the first little pig decided to build his house out of straw. 4.
___________________, he got some straw and built his house.
The other two pigs went on along the road. 5. ___________________, they met an old
woman carrying some sticks. The second little said, “I‟ll build a house out of sticks.” 6.
___________________, he got home sticks from the old woman and built his house.
The third little pig built his house out of bricks. It was strong.
7. ___________________, a hungry big bad wolf came to the first little pig‟s house.
“Little pig, let me in, let me in!” The first little pig said, “No, no, I won‟t let you in!” So the
wolf blew the straw house away.
The first little pig ran to his brother‟s house of sticks. The first little pig thought he was
safe. 8. ___________________, the two little pigs heard someone knocking on the
door. It was the wolf! “Little pigs, let me in, let me in!” “No!” said the pigs. So the wolf
blew down the house of sticks.
The two little pigs ran to their brother‟s house of bricks. The big bad wolf could not blow
down the brick house. 9. ___________________, he came down the chimney of the
house, he fell into a pot of hot boiling water.
10. ___________________, the big bad wolf died and the three little pigs lived happily
ever after in the strong brick house.
Objective: Understand the connection between ideas by identifying cohesive devices

STUDENT RESOURCE 13: Linking Word (Time) Card Game –(Suggested Answer)
Complete the story with suitable linking words. You may use the words more than once.
The Three Little Pigs
One day Soon When Once upon a time
Suddenly Then In the end Before long
1.___ Once upon a time ___, there were three little pigs living with their mother in the
forest. The three little pigs grew bigger and bigger.
2.___ One day ____, their mother said to them, „You must build houses for yourselves.‟
3. ___ Suddenly ___,the first little pig decided to build his house out of straw. 4.
______ Then _______, he got some straw and built his house.
The other two pigs went on along the road. 5. ____ Before long _____, they met an old
woman carrying some sticks. The second little said, “I‟ll build a house out of sticks.” 6.
_____ In the end ______, he got home sticks from the old woman and built his house.
The third little pig built his house out of bricks. It was strong.
7. ____ Suddenly ______, a hungry big bad wolf came to the first little pig‟s house.
“Little pig, let me in, let me in!” The first little pig said, “No, no, I won‟t let you in!” So the
wolf blew the straw house away.
The first little pig ran to his brother‟s house of sticks. The first little pig thought he was
safe. 8. ______ Soon ________, the two little pigs heard someone knocking on the
door. It was the wolf! “Little pigs, let me in, let me in!” “No!” said the pigs. So the wolf
blew down the house of sticks.
The two little pigs ran to their brother‟s house of bricks. The big bad wolf could not blow
down the brick house. 9. _____ Then _______, he came down the chimney of the house,
he fell into a pot of hot boiling water.
10. ____ In the end _____, the big bad wolf died and the three little pigs lived happily
ever after in the strong brick house.
Objective: Understand the connection between ideas by identifying cohesive devices

STUDENT RESOURCE 14: Picture Cards Game – sequence the story

STUDENT RESOURCE 15: Board Game


Attachments

ATTACHMENT 1: Poster 1 – Process Writing Posters





ATTACHMENT 2: Poster 2– Narrative Text Type Structure
NARRATIVE TEXT Teacher Instruction:

Please refer to Resources and Preparation on page 20.
The lion and the mouse

Setting: Where,
When and One day when a lion was sleeping in the jungle, a little mouse woke him up.
Characters: Who
The lion was very angry. He caught the little mouse in his big paw.
“Ha! Little mouse! You woke me up.
„I will eat you!” said the lion.
Problem / story “Oh please don‟t!” said the mouse.
events: What
happens ”Please let me go. One day I will be able to help you.”
The lion laughed. “You are too little to help me. How can a mouse help a lion? I will let you go.
You made me laugh.”
The mouse ran away quickly.
The next day the lion was caught in a net. He roared and roared but he could not get free.
Resolution: How
The little mouse heard the lion. He ran to help. He cut the net with his sharp little teeth.
the problem was solved
The lion got out.
Ending “Thank you little mouse,” said the lion. “You have saved my life. You are little but you are
very
clever.” “You are welcome,” said the mouse.

ATTACHMENT 2: Poster 2 – Narrative Text Type Structure
NARRATIVE TEXT
The lion and the mouse
One day when a lion was sleeping in the jungle, a little mouse woke him up.
The lion was very angry. He caught the little mouse in his big paw.
“Ha! Little mouse! You woke me up.
„I will eat you!” said the lion.
“Oh please don‟t!” said the mouse.
”Please let me go. One day I will be able to help you.”

The lion laughed. “You are too little to help me. How can a mouse help a lion? I will let you go.
You made me laugh.”
The mouse ran away quickly.
The next day the lion was caught in a net. He roared and roared but he could not get free.
The little mouse heard the lion. He ran to help. He cut the net with his sharp little teeth.
The lion got out.
“Thank you little mouse,” said the lion. “You have saved my life. You are little but you are
very
clever.” “You are welcome,” said the mouse.

ATTACHMENT 2: Poster 2 – Narrative Text Type Structure Word Cards
Resolution: How the Setting: Where,

problem was solved When and
Characters: Who
Problem / story
Ending events:
What happens

Key Stage 2 Integration Programme (KIP) Writing:‟ The Gingerbread Man‟
ATTACHMENT 3: Poster 3 – Peer Conferencing Poster
1. Listen to
the writer
read the
writing.
2. Think of two
good things
that you
really liked.
3. Say one thing

you would like to
see in the writing.
Key Stage 2 Integration Programme (KIP) Reading Aloud: Elmer and the Rainbow
Curriculum
Planning

TEXT TYPE BACKGROUND INFORMATION
It is important that teachers understand the details of the text types being studied (as
described in the KIP Teacher Manual):
Process writing text type focus

Text type: narrative
Text type example: story
Structure of a narrative:
 orientation (setting and characters)
 initiating events
 complications / problems
 sequence of events,
 resolution (may be repeated in episodes)
 ending
Text type features:

 defined characters, main character
 descriptive language
 dialogue
 past tense
 defined characters
 descriptive language
 usually past tense (may be present tense)
 paragraphs
 dialogue
 voice – 1st and 3rd person
Student vocabulary to be developed in KS2: setting (who, when, where),

character, main character, problem/s, resolution, ending, events, details,
imagine/imagination, fact, fiction, main idea, blurb
FOCUS LANGUAGE ITEMS

The following language items are the focus of the lessons and activities in this writing workshop.
They are aligned to the ELCG (2004):
Focus Writing Skills and Strategies

 Refer to the English skills highlighted in the ELCG skills list (last
page)
 Writing, spelling, editing and revising strategies are developed in the
activities of this workshop e.g. letter/sound + sound/letter
relationships, chunking words, using analogy of sounds

Vocabulary
Content and HFWs words:
 display some of the content words and HFWs from the reading
workshop of „The Gingerbread Man‟ e.g. big book: fox, old woman,
old man, gingerbread man, town, river, bridge, kitchen, hungry,
catch, hill, delicious,
 who, what, where, when, why, how
 refer to brainstorms in pre-writing and My Word Bank.
 refer to environment e.g. big book „The Gingerbread Man‟.
Text type vocabulary: story, story structure, character, story board,
retell, description, setting, problem, resolution, events, ending, details
Writing vocabulary: brainstorm, pre-write, draft, revise, edit, publish,
audience, vocabulary, audience, grammar terms taught as content words
in context
Adjectives and verbs: Refer to the vocabulary on the chart
brainstormed by students and the character web in the pre-writing
activity in Lesson 1
Adverbs/Adverbial phrases (time): after that, finally, then, next, later
on, afterwards, before, soon, then, next, in the end, suddenly, one day,
before long, after a while, now, the next day, yesterday, during
Use of word bank
Focus Phonics
 hearing sounds in words and „chunking‟ words
 using analogy: knowing one word can help spell another e.g. happy has
same final sound as grumpy. What letter makes that sound?
Focus Grammar Items and Structures

Specific grammar (as decided upon at the co-planning meetings) such
as:
 adjectives
 nouns
 action verbs
 descriptive language structures e.g. ….
 adverbs/phrases (time): after that, finally, then, next, afterwards,
before, the other day, yesterday, during
 simple past tense
 irregular past tense: sang, flew, got, said, ran, swam
 regular past tense
(-ed): opened, called, cooked, chased
 linking words – time, e.g. once upon a time, suddenly, before long

 question structure elements

 word order
 punctuation e.g. question marks ???, exclamation marks !!!, direct

speech “…”, contractions – won‟t/there‟s, possessive apostrophe –
Gingerbread Man‟s, ellipsis…
Speaking and Listening:

It is anticipated that students will be at the „Speech Emergence Stage‟ of
second / foreign language acquisition (refer to the Teacher Manual). This
has determined the nature of the activities in and after the first, second,
third and fourth shared readings, to enhance phonological and phonemic
awareness :
1. Silent Period
2. Early Production
3. Speech Emergence
 Understand more English than they are able to express
 Make listening and speaking (receptive and expressive) errors
that can interfere with their understanding
 Gradually use new vocabulary they have heard for a period of
time in authentic contexts
 Are more competent at replicating the sounds with continual
modelling from the teacher (phonemic awareness is improving)
 Realia, role playing and pictures support their understanding of
spoken English
 Can communicate with lengthier sentences and more complete
phrases incorporating familiar high frequency words that are
embedded in language structure that may not be grammatically
correct
 Use simple questions related to everyday experiences in the
classroom setting
4. Intermediate Fluency
5. Advanced Fluency
In this workshop, students:

 brainstorm ideas
 write and illustrate a retelling
 read aloud (e.g. re-reading their own writing for meaning)
 discuss and work with a group
 take part in functional language opportunities (e.g. exchanges)

Teachers:
 ask open-ended questions (e.g. Where is the gingerbread man going?
What he is going to do? How does this help the Gingerbread Man?)
 enable pronunciation
 model correct sentence pattern
 do conferencing with students as they draft, edit and revise.

INTEGRATION AND TEXTBOOK ADAPTATION

Links to the ELCG:
These Writing lessons aim to develop a range of Process writing skills and
strategies emphasised in the 2004 English language Curriculum Guide
(ELCG).
Writing, speaking, listening, and the ELCG Generic Skills are all developed
through the activities of these writing lessons.
Textbook Adaptation:
Links to the textbooks:
The content of these lessons will link to that of the textbook, but most likely
they will not link to an entire textbook unit, nor the one being studied at the
time these lessons are taught.
Textbooks rarely explicitly teach text types. However, they do provide
examples of some text types. The links below are examples of text types in
the textbooks that may support the focus text type of study in this KIP
writing workshop.
Step Up:
Text Text type
Unit Topic Language focus
book (example)
4A 1 Jobs  Use adjectives to describe people, e.g. Narrative
careful, skilful, patient
 Use adverbs to describe actions
2 At the Sports  Add „er‟ to adjectives when comparing two Narrative
Camp people or things, e.g. taller, fitter
6 The Old Days  Use the simple past tense to talk about past Narrative
activities
8 A Long Day for  Use simple past tense to describe activities Narrative
Mr. Hare in a story (Story)
4B 1 A Birthday  Use „why‟ to ask for reason Narrative
Dinner for Puffy  Use „because‟ to give reason
3 In and Around  Use adjectives ending in „ed‟ to describe how Narrative
Hong Kong people feel, e.g. relaxed, excited, tired
 Use adjectives ending in „ing‟ to describe
things that give people a certain feeling, e.g.
relaxing, exciting, tiring
4 A Trip  Use simple past tense to talk about past Narrative
activities
5 Mother‟s Day  Use simple past tense to talk about past Narrative
activities

Longman Elect:
Text Text type

book (example)
4A 2 Same or  Use adjectives to describe people,

Different e.g. fat, thin, short
 Use comparative adjectives when
comparing two people or things, e.g.
funnier, older
5 Old Hong Kong  Use the simple past tense to talk Narrative
about past activities
6 When I Was  Use the simple past tense to talk Narrative

Little about past activities
7 Favourite TV  Use simple past tense to describe Narrative

Programmes activities in a story (Story)
 Use adjectives to describe feelings,
e.g. interesting, boring, touching
4B 1 Having Fun in  Use future tense to indicate our Narrative

Hong Kong intentions and to make prediction
about the future
2 Finding Your  Use phrasal verbs as a meaning which

Way Around is different from the original verb
4 A Balanced Diet  Use adjectives to express a personal Narrative

attitude or opinion about the people
5 Be a Star Pupil  Use future tense to indicate our Narrative

intentions and to make prediction
about the future
6 Having Good  Use simple past tense to talk about Narrative

Habits past activities (Story)

Longman Welcome to English:
Text Text type

book (example)
4A 3 When Our  Use simple past tense to talk about past Narrative
Grandparent activities. e.g. flew, drew, had, etc
s Were
Young
4 Five  Use simple past tense to talk about past Narrative
Hundred activities. e.g. walked, travelled, rode (Story)
Years Ago
5 Animals Big  Use comparatives and superlatives to compare Narrative
and Small animals, e.g. The camel is taller than the horse (story)
6 Wonderful  Use comparatives and superlatives to compare Narrative
Places things, e.g. The most dangerous animals live (Story)
here
7 Ricky  Use adverbs ending with „-ly‟ to describe Narrative
Learns a actions, e.g. The bees work quickly (Story)
Lesson
4B 1 Join Our  Use „because‟ to give reasons Narrative
Club  Use simple past tense to talk about past states, (Story)
e.g. looked, suggested, said, asked
2 Rules in  Use simple past tense to talk about past states Narrative
Fun Places  Use time adverbials in stories, e.g. one day, (Story)
when, later
5 Food From  Use simple past tense to talk about past states, Narrative
Around the e.g. went, had, showed, asked, said, showed, (Story)
World offered, got, told, tried, bought, looked, didn‟t
 Use time adverbials to tell stories, e.g. one day,
when, then
6 Ordering  Use simple past tense to talk about past states, Narrative
Food e.g. worked, went, ate, won‟t, asked, said, (Story)
looked, had, took, smiled, told
 Use time adverbials to tell stories, e.g. every
day, tomorrow, the next day, then, from now on
7 The  Use simple past tense to talk about past states, Narrative
Choc-a-Roc e.g. called, said, listened, and made, thought. (Story)
k  Use time adverbials to tell stories, e.g. on
Banama-Ra Sunday morning, first, then, tomorrow, until,
ma Cake suddenly, the next day, now

New Magic:
Text Text type
book (example)
4A 1 Our New  Use adjectives to describe people e.g. tall,
Neighbour old ,young
2 One You  Use comparatives to compare two things or
Admire people
3 Promote  Use adjectives to describe activities and Narrative
Hong Kong things. e.g. relaxing, boring, fun and
exciting
 Use the simple past tense to talk about
past states or events
4 A Day in a  Use „let‟s‟ to make suggestion. Narrative
Recreation  Use rhyming words to make meaning
Centre sentences
5 Let‟s Have  Use rhyming words to make meaning Narrative
Fun sentences
6 Christmas  Use the simple past tense to talk about Narrative
Party past states or events. (Recount)
 Use adverbs to give more information about
verbs e.g. quickly and happily
 Use connectives to talk about sequence e.g.
then, finally
4B 1 New Year  Use the simple past tense to talk about Narrative
Fun past states or events (Story)
2 School  Use adjectives to describe about feelings Narrative
Play
4 Food Fair  Use rhyming words to make meaning Narrative
sentences
Longman Express:
Text Unit Topic Language focus Text type
book (example)
4A 2 Old and  Use adjectives to describe people, e.g. fat, Narrative
New thin, short
Friends  Use comparative adjectives when
comparing two people or things, e.g. funnier,
older
 Use rhyming words to refer to a short poem
and to repeat of similar sounds in two or
more words

3 Buying Food  Use the simple past tense to talk about

past activities
 Use comparative adjectives to make
comparison
 Use “Let‟s” to make suggestion
4 In the  Use “Let‟s” to make suggestion Narrative
Restaurant  Use adjectives to express personal
feelings
5 Special  Use simple past tense to describe Narrative
People in activities in a story (Story)
Our Lives  Use adjectives to express the people‟s
attitude
8 In the Old  Use the simple past tense to talk about
Days past activities
4B 1 Cartoons  Use simple past tense to describe Narrative
We activities in a story (Story)
Watched  Use adjectives to express something has
on one‟s feelings
2 What Shall  Use simple past tense to describe Narrative
We Watch activities in a story (Story)
on TV?  Use adjectives to express something has
on one‟s feelings
 Use “Let‟s” to make suggestion
3 Touring  Use future tense to indicate our Narrative
Around intentions and to make prediction about
the future
4 Finding  Use phrasal verbs as a meaning which is Narrative
Your Way different from the original verb (Story)
 Use future tense to indicate our
intentions and to make prediction about
the future
5 Eat Well  Use simple past tense to describe Narrative

and Get Fit activities in a story (Story)
 Use comparative adjectives to make
comparisons
7 Good  Use simple past tense to describe Narrative
Habits activities in a story (Story)
 Use linking words to do with time
8 Things I am  Use rhyming words to refer to a short Narrative
Going to Do poem and to repeat of similar sounds in
two or more words

English To Enjoy:
Text Unit Topic Language focus Text type

book (example)
4A 2 Sports Day  Use regular comparative and superlative Narrative
adjectives to compare two or more people.
 Use adjective phrases to describe height.
3 Time to cook  Use connectives to show the sequence, e.g.

first, next, then, after that, finally
5 The world of  Use irregular comparative and superlative Narrative

gadgets adjectives to compare two or more things.
 Use regular comparative and superlative
adjectives to compare two or more things.
 Use „because‟ to give reasons
6 Growing up  Use the simple future tense to about Narrative

actions in the future
4B 3 People who  Use adverbs to describe actions Narrative
protect
nature
5 A  Use „be + going to‟ to talk about events that Narrative

kind-hearted will happen quite soon.
doctor  Use „-ing‟ adjectives to describe things.
6 Culture  Use „could‟ and „couldn‟t‟ to ask and talk Narrative

shock about what people were able to do in the
past.

Links to Reading and Other KIP Lessons:

 The reading workshop „The Gingerbread Man‟ should be read first.
 It is important that students are exposed to and read numerous
narrative/recount texts before they are asked to write it. Before starting
this writing workshop or during the workshop period, identify books for
guided reading that fit the narrative/recount text type.
 Refer to KIP Levelled Books Inventory to identify guided reading books for
this text type.
 It is important that students have the opportunity to read others‟ written

pieces to provide an authentic audience for writing.
Integration in General English:

 Refer to the KIP Worksop Overviews in the KIP Teacher Manual, Section 14.
Others:
 The pre-writing reading materials: FRIENDS (Blake Education)
Need Advice?
Refer to the KIP Teacher Manual for further information about:

 text types
 writing
 vocabulary (including spelling strategies and use of the word bank)
 phonics and grammar
 reading (including questioning)
 speaking and listening
 integration and programming
 classroom management
 assessment
Refer to Narrative Text Type Discussion Package to understand how to teach

this text type for reading and writing.


Learning Targets and Language Skills for Key Stage 2 (P4-6) – ELCG 2004
Listening Speaking Reading Writing
Identify and discriminate sounds, Present information, ideas and feelings Understand the basic conventions of Use the basic conventions of
stress and intonation clearly and coherently written English written English
 identify consonant blend sounds,  use appropriate registers when □ sight read a wide range of  use cursive script
e.g. cry, left, and discriminate speaking to familiar interlocutors common, phonically irregular  use paragraphs, capitalization
between different initial and such as teachers and peers, e.g. words, e.g. have ,said, was and conventional punctuation
final consonant blend sounds in May I go to the toilet?  use knowledge of basic Present information, ideas and
words, e.g. smoke/snake, □ apply grammar rules such ass letter-sound relationships to read feelings clearly and coherently
mask/mast subject-verb agreement aloud a variety of simple texts
 gather and share information
 identify long vowel sounds, e.g. correctly, e.g. Peter plays football Construct meaning from texts and ideas by using strategies
boy, chain, care, and every Sunday.
□ use known parts of words or word such as brainstorming,
discriminate between different □ connect ideas by using cohesive association to work out the questioning and interviewing
long vowel sounds in words, e.g. devices, e.g. also, at last, before meaning of unknown words, e.g. plan and organize information,
dear/pear, drew/dry 
 use gestures and facial happy/unhappy, care/careless, and express own ideas and
□ recognize the stress in words, expressions to convey meaning and bath/ bathroom feelings by
e.g. enjoy, wonderful intention □ work out the meaning of an  identifying purpose and
□ recognize the stress in  use appropriate intonation and unknown word or expression by audience for a writing task
connected speech stress, and vary volume, tone of using visual clues, context and
□ recognize differences in the use voice and speed to convey intended knowledge of the world  deciding on the sequence of
of intonation in expressing meanings and feelings content
 recognize recurrent patterns in
approval, disapproval, queries Participate effectively in an oral language structure, such as word  use appropriate cohesive
and doubts interaction structure, word order, sentence devices, e.g. also, at last,
Listen for explicit and implicit structure because, however, therefore
□ open an interaction by
meaning □ understand the information  write paragraphs which
 greeting someone in an appropriate
 identify the gist or main ideas provided on the book cover (e.g. on develop main ideas
manner
by recognizing the stress in the spine or blurb), index and □ present main and supporting
 introducing oneself giving some
connected speech glossary ideas, and where appropriate
details
□ locate specific information in  recognize the format and language with elaboration
 eliciting a response by asking
spoken texts, e.g. take down features of a variety of text  use a small range of language
questions or providing information
details of messages types, e.g. journals, letters, menus, patterns such as different
on a topic, e.g. I‟ve borrowed three
□ understand the connection reports verb forms and structural
very interesting books. Would you
between ideas supported by  read written language in patterns
like to have a look?
cohesive devices, e.g. although, meaningful chunks  use appropriate formats,
□ maintain an interaction by
at last, because, before, first, if □ understand the connection conventions and language
 controlling participation in an features when writing a variety
□ predict the likely development between ideas by identifying
interaction or group activities, e.g. of text types, e.g. journals,
of a topic by recognizing key cohesive devices, e.g. also, at last,
taking one‟s turn at the right e-mails, procedures
words, using personal because, first, however, if,
moment and recognizing others‟
experiences, and making use of therefore  use story structure that
desire to speak, e.g. It‟s my
context and knowledge of the □ predict the likely development of a comprises setting, characters,
turn . . . It‟s your turn now. problems, events and solutions
world topic by recognizing key words,
 asking and responding to
□ use audio clues (tone, volume), using personal experiences, and  draft, revise and edit written
contextual clues and knowledge  others‟ opinions, e.g. Do you like making use of context and texts with teacher and/or peer
of the world to work out the that book? What do you think of knowledge of the world support by
meaning of simple spoken texts (name of a character in the book)?
 re-read to establish and confirm  using a range of techniques
 understand the speakers‟  acknowledging, agreeing or meaning self-correct by using such as combining ideas,
intention, attitudes and feelings disagreeing, asking questions, strategies such as checking rearranging the order of
through their choice and use of replying, adding or giving examples understanding against predictions, ideas, adding details,
language, gestures and facial and explaining, using formulaic re-reading, using context, reading deleting irrelevant ideas,
expressions expressions where appropriate further to clarify, asking for help substituting words or
 self-correcting or rephrasing □ recognize the presentation of phrases with more
questions and answers if they are ideas through headings, appropriate ones
not understood paragraphing, spacing, italics, bold  re-reading the draft and
 predicting the likely development print and punctuation understand correcting spelling,
of a conversation and responding intention, attitudes and punctuation, grammar and
accordingly □ feelings conveyed in a text by vocabulary using available
recognizing features such as the references or resources,
□ close an interaction by
choice and use of language e.g. dictionaries, glossaries
 using appropriate formulaic
□ skim a text to obtain a general  present writing using
expressions, e.g. See you
impression and the gist or main appropriate layout and visual
tomorrow.
ideas support such as illustrations,
 giving reasons, e.g. Sorry. I have tables and charts
to see my teacher now. Locate information and ideas
□ scan a text to locate specific
information by using strategies
such as looking at headings and
repeated words
□ identify details that support the
gist or main ideas

P4 Gingerbread (Writing Workshop) - March 2014

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P4 Gingerbread (Writing Workshop) - March 2014

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Key Stage 2 Integration Programme (KIP) Writing: „The Gingerbread Man‟

„THE GINGERBREAD MAN‟

Allow up to 5 double lessons

Description: Based on a shared reading experience, The Gingerbread Man,

Text type: Narrative – Story

© NET SECTION, CDI, EDB, HK, March 2014

TEACHER RESOURCES ...................................................................................................................................... 39

1: RETELLING GRAPHIC ORGANISER ................................................................................................................. 40

STUDENT RESOURCES ..................................................................................................................................... 65

© NET SECTION, CDI, EDB, HK, March 2014 2

9A: PRONOUNS A (SUGGESTED ANSWER) ....................................................................................................... 83

1: POSTER 1 – PROCESS WRITING POSTERS ..................................................................................................... 96

INTEGRATION AND TEXTBOOK ADAPTATION ..................................................................................... 110

LINKS TO READING AND OTHER KIP LESSONS .............................................................................................. 116

© NET SECTION, CDI, EDB, HK, March 2014 3

„The Process Writing Model Overview:

© NET SECTION, CDI, EDB, HK, March 2014

© NET SECTION, CDI, EDB, HK, March 2014

© NET SECTION, CDI, EDB, HK, March 2014

© NET SECTION, CDI, EDB, HK, March 2014

Consolidation activities may be

© NET SECTION, CDI, EDB, HK, March 2014

KIP OBJECTIVES FOR TEACHERS

Teaching  introduce and familiarise students with the structure and

Planning  decide on focus teaching points and explicit teaching

© NET SECTION, CDI, EDB, HK, March 2014

KIP OBJECTIVES FOR STUDENTS

 respond and give expression to real and imaginative experience (ES)

In these process writing lessons, students will:

 read some familiar narrative text fluently and accurately

© NET SECTION, CDI, EDB, HK, March 2014 10

Other learning objectives may be planned depending on chosen post

Activities are coded by the reading strategies they develop:

G = graphophonic Sy = Syntactic Se = Semantic

6 Story Ending Se  present information, ideas and feelings clearly and

11 Linking Words Se  present information, ideas and feelings clearly and

© NET SECTION, CDI, EDB, HK, March 2014 11

© NET SECTION, CDI, EDB, HK, March 2014 12

□ Discuss students‟ publishing options (pp.34-35) and organisation, e.g.

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© NET SECTION, CDI, EDB, HK, March 2014 17

1.1 Class Preparation

Cooperative Learning (Grouping)

2. Display Process Writing Posters (Attachment 1).

 Important note: the rationale for retelling is for students to

5 min Shared Reading to stimulate interest

3. Ask students, “While I am reading, listen for any words

© NET SECTION, CDI, EDB, HK, March 2014 18

10 min „Key Word‟ Vocabulary Brainstorm

5. Ask students to feed back words by randomly calling on students in the

5 min Retelling Graphic Organiser to support writing

7. Demonstrate how to write a sentence using the organiser. Say, “I want to

 Add adverbs, students quickly brainstorm other adverbs.

© NET SECTION, CDI, EDB, HK, March 2014 19

5 min Cooperative Roles to support writing

Introducing the Writing Task

© NET SECTION, CDI, EDB, HK, March 2014 20

5 min Modelled/Shared Writing

 Say, “Now we are going to try to retell what happened in our

4. Use Teacher‟s draft (Teacher Resource 4) to model how to fill in

 Act as Student A, the “Writer”, using self talk to model writing