Rumble+in+the+Jungle

|| **Rumble in the Jungle** by Giles Andreae || Don’t confuse words with vocabulary. It is more than that. Think of the concepts that you want to teach and then add the words. || jungle, rumble, quiver, snake, rhinoceros, gorilla, tiger, chimpanzee, elephant, shiver, hippopotamus, gazelle, leopard, zebra, stripes, shudder, chomping, gallop, prowl || Title and author… With a question that focuses them,.. Therefore a question would be, I am going to talk about a lot of different animals, see how many animals you can name?? || Pick an animal, tell something about it and show how it would move across the bubble wrap…have students walk/roll/touch the bubble wrap Adaptations – loud/soft? Small/large? Color? || The possibilities are endless! TDA. can be implemented in small group, large group, one on one. || Academic: · Creative writing component tying in the comprehension check (CfU) o Students will write themselves (Word, sentence or paragraph), dictate and type their animal fact – they pick font and use computer skills o Adaptations include – labeling the animal, sentence stems like “A blank is large.” Or An elephant is……. o Tracing a teacher highlighted sentence Write the beginning letter in sand…..etc etc etc || · Following directions to make the animal from a toilet paper tube · Adaptations – teacher cuts and student glues, Teacher cuts and students find the body part [|Directions for the elephant. At the bottom of the directions, see the attached elephant template.]* This website also has many other jungle animals. || Sets of animals and vocab pictures to identify with auditory cues only || Jungle scenes – children place animals by position word direction or writes position word sentences about the animals [|This link holds the templates for the jungle scenes and corresponding cut-outs.] || OR - bury the animals in sand and the students have to find and name them. || Tint the white icing green. Ice sugar cookie or rice cake to represent the jungle, add jungle fun fruit animals. You could also make this a healthy snack using cream cheese, celery, broccoli, and rice cakes. Ask questions - what is the green icing? What does the celery represent? || Classroom Bulletin Board Personal Experience Photo Albums
 * ** Book and Author **
 * ** Vocabulary/Concepts: **
 * ** Skills: **determined by considering IEP goals, standards/assessment anchors etc. || Comprehension, following directions, identification and use of new vocabulary, visual perception skills, recall details, write creatively, counting skills, scissors skills, position words, eye-gaze, gross and fine motor movement, identifying colors, identifying the alphabet, auditory discrimination ||
 * ** Large Group Activities: ** The setting the stage is vital for building and activating background knowledge which also increases engagement and comprehension. || Setting the Stage Activity (Building Background Knowledge) ||
 * ^  || Reading of the Story (potential questions to build comprehension)
 * ^  || CfU (Check for Understanding) Activity
 * ** Transdisciplinary Component Activities **:
 * ^  || Academic Activity (associate)
 * ^  || Itinerant Hearing Support:
 * ^  || Speech/language Support:
 * ^  || OT: Put the plastic animals on contact paper. Students pick the animals off the sticky contact paper. This activity is called, "sticky, sticky, sticky."
 * ^  || PT: Redo the bubble wrap activity with indvidual students. ||
 * ^  || Floater (activities for individual students): Assist individual students with theme related academic activities. Floater is continuing to build language too! [|This link has academic, themed math activities.] ||
 * ** Snack ** || (As often as possible students are engaged in the making of the snack that is usually connected to the theme)
 * ** Finish up the group activities ** || This occurs after snack until all the students have completed all stations. ||
 * ** Additional Support Activities ** || Have other related books available, could find a related video and/or activity.

Pop-up animals through a cup. String animals and then pull out of a can. The above two activites work on eye-gaze and focus and fun! ||