Magical Jungle Trail Learning Program - doclibrary.comdoclibrary.com/MSC17/DOC/Lesson_Plans_1_thru_103704.pdf · Magical Jungle Trail® Lesson Plans for Your Journey Alphabet and

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Magical Jungle Trail® Lesson Plans 1 - 10

• Mix-up the lettered “rocks”. (These are rock shaped paper/cardboard pieces created by the children in another lesson). Each “rock” has a letter of the alphabet on it.

• Place the “rocks” on the “board”. Velcro may be used to hold the pieces in place. • Choose the number of players and roll the die to see who will begin.

Materials: • Board. Flexible plastic sheet or lightweight carpet material • Die with numbers 1 through 6. • Cardboard or plastic. • Lettered “rocks” with letters A through Z.

Rules for the game: • The player chosen to go first rolls the die and jumps that many “rocks” on the

trail. • When the player reaches her or his “rock”, they are to read aloud the letter

they have landed on. • If they are successful, they will stay on that “rock” until it is time for their

next turn. • Depending on the developmental learning stage of the player, they may take

more than one guess each turn. • If they are incorrect on their guesses, the player will “fall off” the trail. • Their friends in the Magical Jungle Trail will help the player back to the start

of the game. (Plush character or drawings of the Magical Jungle Trail characters will be placed on the game board. They will “help” the players back to the start of the start of the game.

• After each player has completed the game, they may begin again by mixing-up the lettered “rocks” and placing them on the board.

Guided Practice: Children will play this game with teacher/adult supervision until they are able to successfully complete the game. Independent Practice: Children will be given the opportunity to play the game without the supervision of teachers/adults. Closure: To finish, the class will meet together to review their ability to recognize all of the letters in the alphabet. At this time, teachers/adults will be able to determine any letters students are having difficulty with and review them the following class. Assessment: By completing the game, the children demonstrate their recognition skills.

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III.

IV.

Motivation: Children will be challenged to work together to achieve a common goal.

Procedure: Modeling: Display two picture cards that illustrate the short “a” sound (ie. cat / mat). Ask children what the words have in common, emphasizing the vowel sound, in each word. Now display two picture cards that illustrate the short “i” sound (ie. sit/mitt). Some possible questions you could ask are:

• How are these words alike? • How are they different from the first two words? • How could you separate these four words into two groups? • Display magnetic jungle tree board and ask children to put words under the

right “branch” – short “a” or short “i.” If the words do not have the short vowel sound they are looking for, put the word under the left branch of the tree.

Activities: Children will work in teams of 2-3 children each. Each team receives 5-10 magnetic picture or word squares that represent short “a” and short “i” vowel sounds, depending on ability level. Children place each picture/ word square under the appropriately labeled branch, forming two vertical columns. Guided Practice: When the children begin placing the squares, ask why they choose the branch they did. Independent Practice: Children will have the opportunity to come up with their own words that could also fit under each branch – verbally or by recording them on blank magnetic squares (depending on ability level). Pacing: This lesson should move quickly, so that children are challenged to complete the activity, yet have enough time to discuss their answers and prove their knowledge and understanding of short “a” and short “i” sounds. Closure: Each team will display their tree board to the other groups and share their results. Assessment: By demonstrating their understanding of short vowel sounds, children will strengthen their reading skills. In addition, they will gain valuable practice in cooperating with others in a social setting, to achieve a common goal. Instructor Note: This activity can be repeated with long vowel sounds as well.

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Materials: • Magnetic picture or word squares • Magnetic board with jungle tree design • Writing instrument, such as erasable markers, for blank magnetic squares

Integration of Subject Matter (Activities/ Applications):

Science: Children could choose one animal or plant picture/ word square and discuss what they know about it. They could generate ideas about how they could learn more about that animal or plant. Where does it live? What does it eat? Who are its predators? Art: Children could create their own magnetic picture squares that fit into various short or long vowel categories. How would they label each branch now?

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III. Motivation: Children will gather items from boxes in the room that begin with consonants.

IV: Procedure:

A. Modeling: This lesson should begin with reading the alphabet aloud. Be sure that children can recognize each letter and how to read it. The instructor will discuss with the children that there are different types of letters in the alphabet (consonants and vowels). How are they different and why? Show the children items that begin with consonant letters. (Ex: chair, table, and desk) B. Activities: Take cards and place them over the vowels in the alphabet that was displayed above. This will assist the children in their search for items that begin with consonant letters. Children will be looking in boxes throughout the room and taking three items that begin with a consonant letter. C. Guided Practice: The instructor should choose an item, which begins with a consonant letter, him/herself from one of the boxes throughout the room. It may be helpful to purposely choose an item that begins with a vowel, showing the children there are some items that do not begin with a consonant letter. Once the instructor has demonstrated the process, children will be given time to work independently. D. Independent Practice: As each child chooses three items, they will take them back to the spot they started at (this may be a desk or spot on the floor) and wait until all of the children return. They may use this time to check the items they choose with the alphabet, to see if they have accidentally chosen something that begins with a vowel. If so, they may return that item to the box and choose something else. By placing the cards over the vowel letters, children are able to check their work themselves. E. Pacing: Most of the time spent in this lesson should be focused on the difference between vowel and consonant letters. Provide the children with enough time to choose their items from the boxes; however do not allow them to take too long. If it appears they do not understand which letters are consonants, bring them back to their original spots to discuss further. F. Closure: Children should be given opportunity to show their items and tell which consonant letter it begins with. In closing, ask them if there were any items they saw which began with a vowel letter.

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G. Assessment: By choosing items that begin with consonant letters, children show their ability to differentiate them from vowels.

V. Materials (Alternative choices may be used):

• A print out of the alphabet • Boxes • Items that begin with vowel and consonant letters • Cards to place over the vowels

VI. Integration of Subject Matter (Activities/Application):

• Art- Children can create paintings or clay models using consonant letters. They can turn their letters into animals from the jungle trail.

• Science - Have the children choose an animal from the jungle trail whose name begins with

a consonant letter. Then have them find factual information about that animal.

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checking each other’s answers while playing the game s the words correctly), children are using evaluation skills.

each “simple” word, they will add a card to their deck. game.

e words will be displayed for the children. It may be best at a time or use sight words. For example, in this lesson we . (at, bat, cat, fat, mat, pat, rat, sat)

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B. Activities: When possible, these simple words should be placed on the object/picture of what it is naming. In the case of the “at” family, it would be helpful to have a bat, stuffed/photo of a cat and a mat. Children will be read the words and have several opportunities to repeat them. C. Guided Practice: Before the children begin earning cards for their deck, they must demonstrate their ability to recognize each word. This will be done both as a group and on an individual basis. Children having difficulty can listen to a tape with the words on it, as they look at the cards. Tactile learners may need to “feel” the actual words. In this case, use magnetic letters so they may manipulate the words as they are read aloud. The instructor/parent will demonstrate for the children how to play the card game once they have earned their deck. (Children will only use one deck during the game, even if they have earned three.) The object of the game is to get rid of all your cards. The children will take turns placing one of their cards on the floor/table between them. The first child to read the word aloud can then get rid of his/her matching card. For example, if one child puts down the card “mat”, the first child to read that word can put his/her “mat” card into the pile. The next time the word appears, the child/children who have already discarded their card will not be able to answer. This will give other children opportunity to play as well as having heard the word several times. D. Independent Practice: Children will take turns working in groups of 2-4 once they have earned their deck. **In order to earn cards, children will work one on one with the parent/instructor demonstrating their ability to recognize and read each. For every word they recognize, they will earn that card for their deck. They may go through an entire deck (where each word is on a card) three times. If they read the word each time, they will end up with three decks of cards. E. Pacing: This game should be played until children are able to read all of the simple words and play a game without supervision. However, if the children are unable to read the entire word family, allow them time to practice before playing the game. F. Closure: Introduce the children to other words that contain “at”. For example, “flat.” Ask them what is different about this word. At this point, children should be demonstrating their letter recognition skills as well as sounds for those letters. G. Assessment: As children learn the card game, they demonstrate their ability to read and recognize words in the “at” family. This game can be played with other word families.

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V.

VI.

Materials (Alternative choices may be used): • A welcome mat • Stuffed/photo of a cat • Rubber/photo of rat

Integration of Subject Matter (Activities/Application):

• Science: Have children learn about the animals in the “at” family. The bat and rat, discuss their habitats etc. Talk about the “at” animals which live in the jungle.

• Reading: Children can bring their favorite stories that have any “at” family words in

the title.

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III. Motivation: Children will be challenged to work tog



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ctively with one another by sharing ideas to complete this

rds Addressed: guage Arts Information and Understanding: ead and write as listeners and readers.

ildren will listen to and speak about given words and er to re-create sentences from the text.

Literary Response and Expression: Children will read and lectronically produced texts and performances.

fter reading or listening to the story, children will re-text, demonstrating their comprehension of the story.

Social Interaction: Children will listen, speak, read and icate with others.

hildren will work in “teams” by communicating with one ening to successfully complete the activity.

ether to achieve a common goal.


IV. Procedure: Modeling: After reading the selected story (i.e. Elepherd The Bouncing Elephant and His Magical Colors in: The Berry Patch Surprise), select one sentence from the story and re-read it to the children. One example would be, “He looks at his toes. Or, they are red.” Discuss what a sentence is and why it’s important for good readers to know about. Assist children in identifying another simple sentence from the text. Activities: Children will work in teams of 2-3. Each team receives simple sentence strips that are cut into two parts, separating the sentence into fragments. (i.e. “Elepherd’s family likes his new colors.” Would be separated into one strip “Elpherd’s family” and another word strip, “likes his new colors.”) Children must connect the sentence fragments and create sentences from the story. They can use a copy of the book for reference. Guided Practice: Children read their created sentences aloud to one another and the instructor. Ask children to match their answers with the text. Where do they see this sentence? What part of the story does this sentence appear? Independent Practice: Children jumble up the sentence fragments and try again. Did they come up with the same sentences this time? Could new sentences be formed with the strips that are not found in the story? Pacing: This lesson should move quickly, so that children are challenged to complete the activity, yet have enough time to discuss their answers and prove their knowledge and understanding of simple sentences. Closure: Each team will read one or more of their sentences aloud. Assessment: By demonstrating their ability to recognize a simple sentence, children enhance their oral and silent reading skills. In addition, they will gain valuable practice in cooperating with others in a social setting, to achieve a common goal.

V.

VI.

Materials: • Picture storybook with simple sentences • Corresponding sentence strips cut into sentence fragments


• Social Studies: Children could discuss the importance of family and community, as shown

in the story.

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• Art: Children could create a story poster, including their favorite simple sentence from the story written at the top and illustrate the scene with markers or crayons.

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I.

II.

Value of the Lesson: The child’s self-esteem will be enhanced group setting.

New York State StandardStandard VII: English and Langu

Standard 1: Language for Inspeak, read and write as listen Performance Indicator: Childcommunicate with one another Standard 4: Language for Swrite to effectively communic Performance Indicator: Chilthe Bingo cards.

III.

IV.

Motivation: Children will be challenged to listen caref

Procedure: Modeling: Play song “AlphabetDiscuss what a rhyme is. Askdisplay some cards that are uthe word/ picture and think o Activities: Play a game of Rhyreceives a game board with pi



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after successfully learning to sing and play games in a

s Addressed: age Arts formation and Understanding: Children will listen, ers and readers.

ren will listen to and speak about given words and to complete Bingo cards.

ocial Interaction: Children will listen, speak, read and ate with others.

dren will communicate with the instructor to complete

ully and rhyme words to “win” Bingo.

Rhyme” a few times, so children can learn and sing along. for examples of rhyming words from the song. Next, sed in the Rhyming Bingo game. Ask children to identify f words that rhyme with that word/ picture.

ming Bingo using rhyming words. Each student pair ctures or words (depending on ability level), and markers


to cover spaces. The instructor turns over cards from the deck and calls out the name of the picture/ word. Children search their game board for a picture/ word that rhymes with the one that has been called out. Children cover the appropriate square with a marker. The winner is the first team to cover a row in any direction. Guided Practice: Children work with their partner to get “Bingo” on the game board with markers. Instructor checks as children place markers on spaces. Independent Practice: Children trade Bingo game boards and play another game, in pairs. Pacing: This lesson should move at a rapid pace, so that children are challenged, yet have enough time to discuss their answers and prove their knowledge and understanding of rhyming words. Closure: When a pair gets Bingo, they read their answers aloud. Assessment: By demonstrating their ability to recognize rhyming words, children enhance their oral and silent reading skills. In addition, they will gain valuable practice in cooperating with others in a social setting, to achieve a common goal.

V.

VI.

Materials: • “Rhyme Time” music and tape player • Bingo game board, markers and picture/ word cards


• Art: Children could write and illustrate 2 favorite rhyming words with paint or other supplies.

• Science: Children could write a short rhyming poem about a jungle animal and include

factual information about that animal (The monkey hangs from a tree / He has arms like you and me).

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icator: By properly adding the number of leaves to their tree, rate their ability to problem solve.

thematics: Children will understand mathematics and become onfident by communicating mathematically.

icator: Children will use number recognition skills to determine the to place on their tree.

ts ating and Performing in the Arts

icator: For their trees, children will make ten leaves. This activity use their creativity.

ves, children will “win” the game.

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IV. Procedure: Modeling: There are two parts to be modeled in this lesson. The first part is the reading and recognizing of each number (0-10). The second will be to demonstrate the making of the leaves. Number recognition is essential to this lesson. Children will review with the instructor their ability to determine the difference between a 0 and an 8. A number line or numbered flash cards may be used to test this skill. Once the children are able to read each number the lesson should proceed to part two. In creating the leaves for the trees, it will be modeled for them how to trace the pattern and cut out the leaf. If children are unable to trace or cut, the leaves can be made before the lesson. Activities: The object of this “game” is to fill your tree with leaves. A tree, in this case, can be a picture on a paper or children can create their own trees. (If time and supplies allow, children should be encouraged to be creative and use different tools to make their trees. For example, they could make a tree out of a paper towel roll and pipe cleaners. They could use clothespins to attach the leaves.) Each tree must have ten branches, each with enough space to add a leaf. A number is chosen from a bag that contains cards with numbers 0-10 on them. The children take turns choosing number cards and placing the number of leaves on their tree as indicated on the card. Children will know they have completed the game when their tree has no empty branches. Guided Practice: The instructor should play a practice game with all of the children before separating them into groups. If more than one practice game is needed, be sure children are able to recognize the numbers they are pulling from the bag. If they are having difficulty, go back to the number line/flash cards and review the numbers. Independent Practice: Once children have mastered the rules of the game, they will be separated into groups of three to five children. They will be given opportunity to play the game as many times as possible during an allotted period of time. Pacing: Once the children have mastered their number recognition skills, learning the rules of the game, should not be difficult. The rules of the game are simple (choose a card, place the number of leaves on your tree, allow the next person to take their turn). The amount of time spent on playing the game should be predetermined so that children stay on task.

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Closure: Children will describe their experiences playing the game. During this time, their attention should be brought back to the number line/flash cards to review the numbers. Assessment: As children play the game, they demonstrate their ability to recognize numbers and their values. By placing the correct number of leaves on their tree, children are successfully participating in the lesson.

V.

VI.

Materials: • Paper or other supplies to create tree • Colored paper (green) to make leaves • Number line or number flash cards • Bag for holding number cards • Cards numbered from 0-10


• Language Arts: Children can write stories about their tree by choosing a number 1-10 and describing how their tree would look with that many leaves.

• Science: Children can investigate information on the rain forests and determine whether

the number of leaves is essential to its survival.

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I.

II.

Value of the Lesson: Children will gain valuable knowledge in sp

New York State StandardStandard VI: Mathematics, Scien

Standard 1: Analysis, InquiryChildren will use mathematicaand develop solutions. Performance Indicator: Whethey are demonstrating their

Standard III: Health, Physical EdStandard 3: Resource Managetheir personal resources. Performance Indicator: By udemonstrate the ability to use

Standard VII: English Language AStandard 3: Language for Crispeak for to present their opi

III. Motivation: Once children have emptied their bags fiteams, who have all members empty their


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atial relations and colors.

s Addressed: ce and Technology and Design: l analysis as appropriate to pose questions, seek answers

n children place the correct shape in the colored bin, ability to sort and organize.

ucation and Home Economics ment: Children will understand and be able to manage

sing the shapes they have in their bags, children the supplies they have to complete the activity.

rts tical Analysis and Evaluation: Children will listen and nions and judgments.

lled with shapes, they have completed the activity. The bags correctly, win.


IV. Procedure: Modeling: This activity requires children to be able to recognize the following colors: red, yellow, green, blue, orange and purple. They must also be able to determine the following shapes: square, rectangle, circle, triangle, diamond and star. A model of each shape will be shown to the children and left in the front of the room for reference. *If the children are unable to recognize the shapes or colors, use several examples to assist their learning. Activities: Each child will be given a bag filled with white shapes. Their shapes will be numbered. The instructor will keep a list of which child has which number. Children will be asked to place their shapes in the boxes around the room. They must refer to the key in the front of the room to determine which box in the room they are to place that shape. For example, if a child pulls a star from his/her bag, they will look to the key that has a purple star. The child then places their star in the purple box. When they have emptied their bag, it is their partner’s turn to do the same. The object is for the pair to help each other, rather than be distracted by their own shapes. If both bags are empty, the children will come back to the front of the room, where the lesson began. Guided Practice: The instructor will demonstrate for the students how they are to empty their bags, working as partners. He/she will pull a shape from their bag and ask the students which box it belongs in. If their answer is correct, they will be allowed to try on their own. If not, shapes and colors should be reviewed. Independent Practice: After the children have found their partner, and their bags they may begin. Although children are working independently (from instruction) at this point, instructors may want to be watching to ensure children cooperate as pairs and do not try to work alone. Pacing: When the children demonstrate their ability to recognize each shape and color, they may be given their bags. The quicker the pace, the more challenging it will be to the children. If they finish the activity quickly, use this opportunity to present them with additional shapes and colors. Closure: Each colored box will be emptied at the end to see if the correct shapes are in the coordinating box. Assessment: Since the instructor has numbered each shape, he/she will be able to determine which child/children had difficulty with this activity. Once the boxes are emptied, it should be recorded which shapes were placed incorrectly and additional support can be provided for that child/children.

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V.

VI.

Materials: • Colored boxes (red, yellow, green, blue, purple, and orange) • White card shapes (square, rectangle, triangle, circle, diamond and star)


• Art: Children can create pictures using their shapes, keeping it to one color or one shape.

• Social Studies: Have children use two triangles to make a square. Discuss how two things make one object and use it to relate to people working together.

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I.

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Value of the Lesson: By participating in this lesson, children

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Standard 1: Language for speak, and read to collect d Performance Indicator: Bytheir concept of what make Standard 3: Language for speak for to present their o Performance Indicator: Creasoning/understanding of

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III. Motivation: Children will be given a Magical Jungle will have created their own version of a



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will gain skills essential to the reading process.

rds Addressed: e Arts Information and Understanding: Children will listen, ata, facts and ideas.

participating in an open discussion, children will describe s something a book.

Critical Analysis and Evaluation: Children will listen and pinions and judgments.

hildren will present the class with their books and why they are important.

ience and Technology y and Design: Children will pose questions, seeks answers, ermine what makes a book.

Trail book, upon completion of the lesson. In addition, they book.


IV. Procedure: Modeling: Children will be asked, “What is a book?” Children should be given the opportunity to present their idea of a book. The instructor may want to ask some of the following questions:

• What makes something a book? • How many pages does a book have to have? • What kinds of things to you find in books? • Why do books have titles? • What are the parts of a book (pages, front/back covers etc.)

*At this level it is not important that children learn index or glossary, the objective is to make clear what makes pages into a book. Once the children have decided what a book is, they should be presented with several kinds and sizes of books. They may even bring their own books to show. The second part of this lesson requires the children to make their own book. Using paper and staples, children will illustrate their favorite book and share it with the group. Activities: By using materials provided, children are going to recreate their favorite book. A piece of colored construction paper or poster board will be used to create the cover. This can be done by folding it in half, using the crease as the binding of the book. Unlined white paper will be used as the pages. The instructor will fold the paper inside the cover and staple the binding. Guided Practice: At this point, children are becoming familiar with how to open a book and what information it may have inside (facts, stories etc.) The instructor will then show the children how to make their own book. The paper (preferably colored construction paper or poster board) will be pre-cut in several different sizes for the covers. There will also be white paper to fit into each cover accordingly. The instructor will demonstrate for the children how to create a book using the provided materials. *If the students are unable to fold or staple, the books may be made beforehand leaving the pages blank for them to illustrate. Independent Practice: Once the children have chosen a blank book, they will take their favorite book try to create their own copy. Pacing: Children should be given ample time to complete their book. (This may take more than one class period.)

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Closure: The children will be asked to present their books to the class, explaining each illustration. Assessment: As children show their books, instructors should be looking for proper use of pages and that they follow in a sequential order.

V.

VI.

Materials: • Colored construction paper or poster board • Unlined white paper • Staples/stapler • Crayons, pencils, paints


• Art: Using a shoebox, children can create a shelf for their books.

• Math: Children can see how different shaped books fit into their shelves. Have them count the number

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TThhee LLiibbrraarryy aanndd YYoouu

I.

II.

Kid’s Ed. 1 oh 10

Value of the Lesson: As children become more familiar with an essential life skill.

New York State StandaStandard VII: English Language

Standard 1: Language for Iand read to collect data, fac Performance Indicator: Asactivities, they begin to und Standard 3: Language for Cspeak for to present their o Performance Indicator: A feel the library is important

Standard III: Health, Physical Standard 3: Resource Manatheir personal and communit Performance Indicator: By children demonstrate their

III. Motivation: Children will participate in a guided tou



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the resources available to them at the library, they acquire

rds Addressed: Arts nformation and Understanding: Children will listen, speak, ts and ideas.

children participate in the presentation as well as library erstand the importance of the library.

ritical Analysis and Evaluation: Children will listen and pinions and judgments.

statement will be given by each child, indicating why they .

Education and Home Economics gement: Children will understand and be able to manage y resources.

using resources provided, (librarian, internet, catalog etc.) ability to use the library effectively.

r of their local or school library.


IV.

V.

Procedure: Modeling: A librarian will lead the children on a guided tour of the library. He/she will provide the children with information such as:

• What is a library? • How do I find the books I need? • What resources are there to use? • Who can help me in the library? • How do I know which books I might be able to read? • What do I need to take out books? • Are there movies that I can borrow?

Activities: Children will be asked to find one book. They may need to find it by subject, title or author. (If they this is too difficult for them, children may tell what type of book they would like to read and have the instructor/librarian help them locate it.) Guided Practice: During the library tour, children will be shown several times, how to locate a book. The librarian will sit the children in an area close to the types of books they might be interested in. Then she/he will show the children how to find books on the shelves. Independent Practice: Children will find a book they are able to read and take it to a quiet place. If there are children who need assistance, those who have already found a book may help them. Pacing: Time should be provided for children to choose and read their book. Closure: Each child will be responsible for either taking out (if they have a library card) or returning the book to its proper place. Assessment: As children present their books to the class, they must explain what means they used to find it.

Integration of Subject Matter (Activities/ Applications): • Language Arts: Children can write thank-you notes to the librarian for showing them

around the library.

• Social Studies: The instructor may bring in information before or after this lesson, explaining the history of libraries.

© 2003 A-E-I-Oh U-Kids, Inc.

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