Run, Run, Run!

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Overview

Subject: English
Year Group: Reception (Ages 4–5)
Duration: 60 minutes
Theme: The Gingerbread Man
Curriculum Link:
Early Years Foundation Stage (EYFS) Framework – Communication and Language & Literacy

• Early Learning Goals:
  • Listening, Attention and Understanding
  • Speaking
  • Comprehension
  • Word Reading

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Learning Objectives

By the end of the session, pupils will be able to:

• Listen carefully to and recall key events in The Gingerbread Man story
• Respond to what they hear with relevant comments, questions or actions
• Use descriptive language related to the story
• Demonstrate early comprehension through sequencing and role-play
• Engage in imaginative storytelling and simple sentence construction

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Resources Needed

• Big book or pop-up version of The Gingerbread Man
• Gingerbread Man puppets / soft toys (one per group)
• Picture cards of the key story events
• Character masks (fox, old woman, cow, horse, little old man, etc.)
• Laminated story sequencing cards
• Baking tray and paper gingerbread men “props”
• Interactive whiteboard or easel pad
• Story mountain template (for plenary)
• Sound buttons or small percussion instruments
• 'Run, run, as fast as you can…' lyric cards
• Sticky notes and felt tip pens
• Baking scent spray (optional sensory engagement)

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Starter (10 minutes) – Sensory Storytime Hook

Objective: To introduce the story engaging multiple senses.

Activity:

1. Gather pupils on the carpet in a semi-circle.
2. Spray a scent (ginger-spice, optional) or reveal a baking tray with pretend gingerbread men.
3. Ask: “What might we be baking today?” Let children make predications.
4. Introduce the big book version of The Gingerbread Man and read aloud using animated voices and pauses for children's reactions.
5. Repeat the refrain “Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man!” together. Use sound buttons or percussion for effect.

Teacher Tips:

• Use facial expressions and exaggerated gestures.
• React with surprise when different animals appear in the story.
• Encourage pupils to join in with any repeated phrases.

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Main Activities (40 minutes)

Activity 1: Story Sequencing (15 minutes)

Objective: To recall and order key events from the story.

Instructions:

1. Pupils are placed into groups of 5.
2. Each group receives a muddled set of laminated story cards.
3. Pupils discuss and try to put the cards in the correct order.
4. Adult support to prompt with “What happened first?”, “Who did he meet next?” etc.
5. Pupils act out each event as they order the story using puppets and props.

Extension:

• More able children write or trace a simple caption for one scene.

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Activity 2: Freeze-Frame Drama (10 minutes)

Objective: To develop character understanding and expressive language.

Instructions:

1. Choose 6–7 children for each character (e.g. fox, cow, the Gingerbread Man).
2. Use character masks and instruct groups to create “freeze frames” – frozen poses representing how their character felt at a scene.
3. Cue each group with narration: “When the Gingerbread Man ran from the cow…”
4. Rest of class guesses each emotion (e.g. scared, sneaky, excited).
5. Allow role swap and repeat.

Teacher Purpose:

• Promotes empathy and language-rich expression.
• Children begin linking feelings to actions in texts.

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Activity 3: Make Your Own Phrase (15 minutes)

Objective: To build phonological awareness and creative language.

Instructions:

1. Display the repeated phrase:
   “Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man!”
2. Invite pupils to change the last line, e.g.
   “You can’t catch me, I’m a chocolate flan!”
   “You can’t catch me, I’m a biscuit in a pan!”
3. Model a few silly examples and celebrate nonsense rhymes.
4. Children use sticky notes to write or draw their ideas (adult scribes as needed).

Differentiation:

• Use sentence starters for those needing support.
• Introduce rhyme-matching games for early finishers.

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Plenary (10 minutes) – Story Mountain Recap

Objective: To consolidate understanding of narrative structure.

1. Display a large “story mountain” on the board:
   • Beginning (Who? Where?)
   • Build-up (What happens?)
   • Problem (What goes wrong?)
   • Resolution (How is it fixed?)
   • Ending
2. As a class, discuss and place key story events into the mountain.
3. Encourage children to reflect on how stories often follow a “climbing and ending” shape.
4. Invite one confident pupil to retell the story with prompts using the mountain.

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Assessment for Learning (AfL)

✅ Observation of participation during story sequencing and drama
✅ Evidence of language use and comprehension in ‘make your own phrase’
✅ Pupil contributions to story mountain
✅ Target child notes for 3 pupils (focus on EAL, SEN, or lower-achieving baseline)

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Differentiation Strategies

For EAL:

• Visual aids and gestures
• Paired storytelling with a native speaker
• Dual-language versions of story available

For SEN:

• Simplified text version
• Role-play with minimal spoken demand
• Repetition of core phrases for confidence

For More Able:

• Predict alternative endings
• Attempt sentence writing or mini comic strip
• Lead freeze-frame direction with peers

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Cross-Curricular Extensions

• DT/Cooking: Bake real gingerbread men, then write thank-you cards “from the gingerbread man”
• Geography: Map the gingerbread man’s journey
• Maths: Measure ingredients and count how many animals he outran
• Music: Create chase rhythms with instruments – slow/fast tempo

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Key Vocabulary

• Characters
• Chase
• Quick
• Run
• Catch
• Baking
• Cheeky
• Hungry
• Escape

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Wow Factor

✨ Use a talking gingerbread man toy to suddenly “speak” from the baking tray at the beginning
✨ Transform the classroom into a story trail with footprints leading to stations (cow, horse, fox, etc.)
✨ End with an edible gingerbread character giveaway (with permission) in personalised wrappers

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Final Reflection

Invite children to finish the sentence:
“If I were the gingerbread man, I would run away from…”
Use this as a display heading for their artwork or writing later.

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Let’s bring the magic of storytelling alive through voice, drama, baking smells and giggles — because in Reception, stories should be felt as well as heard.