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The students created a sound collage, each student chose a "jungle sound", I believe that included one or two dinosaurs too. We practised increasing and decreasing the volume while recording the sounds. We listened to our recording together later in the lesson.

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A student has drawn a larger scale giraffe using chalk 

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The students used the chalk to explore drawing at a larger scale, they also found it interesting to draw on the walls and not feel constrained to draw on the posters

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Students have been practising writing words the way they sound

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One student did a fantastic job at writing a four word sentence, he wrote it based on the way the words sound

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Students have written a down a few words that rhyme with red 

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The students were very engaged in drawing, but a few suggestion were made to words that rhyme with red

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One student used the chalk to draw under the slide

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One student used the chalk to draw the giraffes dance movements in an abstract way

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Students from another class getting engaged 

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While the class was working on the tasks a couple of students from other classes got intrigued and asked to participate

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There were no requirements for the students to work on all the tasks, or on any particular tasks. They were given autonomy to decide what tasks were more interesting to them.

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A student is drawing a monkey on one of the task posters 

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The students used both colouring pens and chalk to paint animals and scenes from the story

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In the story "Giraffes can't dance" the animals engage in different types of dancing at the "Jungle Dance", the students danced to rock'n'roll, Scottish folk music, cha cha music, Waltz and tango music.

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The tasks represented the ABC-model, offering the options for both scaffolding and differentiation.