Walking through the jungle

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SWBAT engage in whole group reading and discussion to produce an informative sentence in response to literature.

Big Idea

We will read and discuss story events and then write an informative sentence about one of the events.

Warm Up

10 minutes

This is the first time I for my students to hear this story.  It is about a girl who has a great imagination.  She has many different stuffed animals that she imagines she is in their native habitat with them chasing her.  I will be asking my students to look for each animal and it's habitat and the sound it makes.  I will be teaching my students to look into the text for information about each animal.  This is an important skill for future grades when my students will be searching the text for information for texts and writing assignments.  I begin my hook by introducing stuffed animals that are similar to the ones in the story.  I will show the stuffed animals to my students and engage them in conversation about the animal and where the animal might live.  This is a fun story to read and even act out.  The pictures are colorful and have lots of details.

I gather my students on the carpet for whole group reading block.

"Look at all these fun animals I have.  They are just toys just like the toys in our story.  Let's sit in a great big circle and we will pass them around and talk about them.  What if they were real?  This is a lion.  What does a lion say ROAR, ROAR, ROAR!  What if it was chasing you?  Would that be scary? Yes, it would be scary.  Where do you think a lion lives?"

I pass each animal and we discuss each animal, where does it live and what sound it makes.  Using the stuffed animals help my ELL students to learn the names of the animals and passing them around the circle gives them the opportunity to touch the animals up close in a fun activity.

Whale -Whoosh, whoosh, whoosh.

Wolf - howl, howl, howl.

crocodile - snap, snap, snap

snake - hiss, hiss, hiss

polar bear - RAR, RAR, RAR

I collect the animals and line them up along the board.  I ask all the students to go back to their squares in 10,9,8,7  .  .  .

"Let's read the story about a little girl and all her animals."

Reading the Story

10 minutes

I love this book.  The pictures are colorful and full of other animals to extend the discussion.  The phrases are repetitive and the students catch on to chorally say it with me.  Because I did the warm up with the animals in the story, they already seem to know it.

"This book is Walking Through the Jungle. It is fast to read and fun.  It is about a little girl who has the same stuffed animals that I do.  She uses her imagination to travel all around the world with the animals. As we begin to read, you will find parts that you can say with me.  Are you ready to go on an adventure?  Let's go."

"She is walking in the jungle, what do you think she will see?  A lion, chasing her.  Everybody Roar!"

I encourage my students to Roar.  Having my students be actively involved in the story increases their interest and helps with comprehension. 

"Now she is floating in the ocean.  Look at all the creatures, what does she see?  Yes, a whale, chasing after her.  Whoosh, Whoosh, Whoosh!"

We put our hands together to represent a whale and we make him move through the water as we say whoosh, whoosh, whoosh.

"Everyone, stand up and climb up the mountain.  What will she see?  A wolf, chasing after her.  Howl, howl, howl!"

We stand up and pretend to climb the mountain, then we howl like the wolf.

"Pretend that you are swimming in the river.  What will she see?  A crocodile, swimming after her.  Snap, snap, snap."

We put our arms together in front of us and snap like a crocodile.

"Stand up again and trek in the desert.  What do you see?  A snake, chasing after her."

We hiss and stick out our tongues.

"Keep standing, she is on an ice berg.  She is slipping, everyone slip and slide to get away from what?  A polar bear."

We act silly and slip and slide all over the carpet.

"Now she is running home.  MMMM, she going to eat supper, let's go with her."

We run in place, then sit down to finish the story.

"She ended up at home for supper, who was sitting around the table with her?  Her stuffed animals.  What a fun imaginary day she had with her animal friends."

Writing Activity

10 minutes

In this section I make a list as my students identify the animals in the story.  Then I review the verbs in the story by making a verbs bubble map.   

"There were so many animals in that story that I need help naming them.  I will use my name sticks and choose a friend to help me name them."

We review all the animals.  If a chosen student can not think of an animal I will prompt them by opening the book to an animal we haven't named yet.

"Now I want to see if we can name all the actions that the little girl did in the story.  What is an action word?  A verb.  That's right.  I will use my name sticks to choose a friend to help me name the verbs in the story."

We review all the action words.  If a chosen student can not think of an action word I will prompt them by opening the book to an action we haven't named yet.

"With their help I write the sentences on the board using the animal and the action word."

The Lion is walking through the jungle.

The whale is swimming in the ocean.

The wolf is climbing in the mountains.

The crocodile is floating in the river.

The snake is trekking through the desert.

The polar bear is slipping on the iceberg.

We chorally read the sentences.


"Now I want you to think about which animal you liked and what action it did.  You will write a sentence and draw a picture of you with that animal.  "


I send my two students who are the daily paper passers to pass out the writing papers.  I dismiss the seated students one row at a time to go to their tables.  I walk around and help the students with their writing.   When finished with their papers I have the students sit quietly on the carpet reading library books until the others have finished.

Student at work

Wrap Up

10 minutes

This is my favorite part of the lesson.  Now that my students are phonetically writing, they are beginning to read their own papers.  WOW!  To me this is so magical.  I think I love ELA activities because their is so much satisfaction with the student's progress.  I love to see them get excited about reading and writing.  If I can get them excited about learning the ELA skills by following the CCSS, I feel I have done my job as a kinder teacher.  Each grade has more fun stories and things to learn.

I gather my students on the carpet after cleaning up the books.  I call a row up at a time so that no one ever has to stand by themselves.  I want my students to feel comfortable in their oral readings.  My ELL students need a lot of this type of activity.  Each students reads their sentence and shows off their drawing.  We cheer and applaud each reading.  Here is a student work

For Fun

10 minutes

I love to show a video of the book or a reading to help reinforce the vocabulary, story comprehension and the love of listening to a story.  I show videos at the end of the day when chairs are stacked, backpacks are on we are waiting for dismissal.