TARGETING INFERENTIAL GOALS VIRTUALLY OR THROUGH DISTANCE LEARNING [middle school & high school]7/29/2020  Here is a list of ideas & resources that I found helpful when working with my junior high students virtually. Feel free to comment below if you have any other ideas or questions, I hope you find this post to be useful! FREE RESOURCES & IDEASMystery Pixel activities are fun, interactive activities that promote self-assessment for students in Google Sheets™. Students insert their answers into a Google Sheet™ to reveal the answer to a riddle in pixel picture form.This activity is a fun spin on color by number or picture riddles. You must have access to a google™ account to download the google sheets™ format. This product will help your client to make appropriate inferences and be able to explain an inference when given partial statements/situations. Two levels are included: • For level one -They will select the correct answer from the drop-down menu. If they choose an incorrect response, the box will turn red. • Levels two contains a fill in the blank answer format. There is also an answer bank if they are having difficulty producing the correct answers.  This website is stocked full of amazing images & question sets to elicit language with your clients. They even have a 10 picture/question set just focused on inferences! Be sure to check out all of the different collections & "images to inspire"-- you can come up with your own questions for most images! These images can easily be inserted into a google form and shared with your students through google classroom.
The speech express also wrote a great blog post outlining Animated Short Videos for Speech & Language. Her blog post includes links to all of the videos as well!
PAID RESOURCES This product is one of my best sellers & such a hit with my 6-8th graders! This activity features YouTube videos displayed on smart phone screens imitating the look of popular apps. Please preview each video before sharing with your students. You will be able to delete the slides/videos that may be inappropriate for your clients. GOOGLE DRIVE DIGITAL FILE- 28 YouTube Videos focused on social skills - 3-5 Corresponding questions for each video - Cell phone filter cards including social scenario/topic cards - Template This product can be accessed using google slides.  This product contains 8 pragmatic problem solving text message prompts. Each text message includes 5 questions each. Questions include:- WH questions - Vocabulary - Inference - Problem Solving - Story Details - Figurative Language - Conversational Topics This ENTIRE product---including story comprehension questions are interactive- Student clicks on a question and the document will jump to the correct answer and helps to encourage the use of context clues and multiple choice format. This product can be accessed using an interactive PDF, google slides or BOOM cards.  This packet contains 17 reading passages with corresponding question sets (multiple choice, short answer, Inference/Fact). This can be accessed in the form of an interactive PDF, google slides, or boom cards. WHAT ELSE HAVE YOU BEEN USING WITH YOUR OLDER STUDENTS?
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 Bitmoji classrooms or virtual therapy spaces are all the rage right now & perfect for distance learning. Virtual speech rooms are a fun way to include a variety of links/resources in one location. I will outline how to use & customize your very own interactive virtual therapy space and also how to utilize the back to school reflection using google slides. I have created a freebie for you to use with your students/caseload this fall! This freebie includes:
 The scenes included in this freebie are completely customizable. Here are the instructions once you download this freebie:
Here is a preview of the prompts included within the back to school speech reflection activity. When viewing in google slides, your students will have to double click on the text box to type their responses. There is one question prompt where the student will have to drag a circle over their answer. You can add comments on their work if you think they will have a hard time completing this activity independently to give more explicit instructions.
Since this is included in the google slides with the picture scenes, you may want to make a copy of this presentation and delete the other slides. This way your students will only be able to see the reflection questions.  Since it is sounding like e-learning or tele therapy will be the norm this upcoming fall, I thought I would compile a list of ideas & resources that I found helpful when working with my junior high students virtually. Feel free to comment below if you have any other ideas or questions, I hope you find this post to be useful!  Here are some resources from my store that directly target a variety of pragmatic language goals and are completely digital & engaging for older students:
"Great resource to use for social skills lessons!" "I always have trouble finding good video clips and with this everything is done for you! Awesome!" I have used this resource for direct therapy and have also assigned it for independent work using google classroom. Click here to check it out!
- WH questions - Vocabulary - Inference - Problem Solving - Story Details - Figurative Language - Conversational Topics Again, this resource can be used for direct therapy or assigned for homework. It includes a PDF, google slides & BOOM card format. Here is what people thought of this product! "I used these with 2 hearing impaired students who struggle with social nuances. I liked that these were set up as a text message and some of them were funny. It was great to stop and have the students give reason why they wouldn't choose the other answers and then an option to discuss if it has ever happened to them. I would recommend this activity." "Texting theme is interesting to kids. Appreciate the detail of having visual choice options to help kids make inferences. Thanks! " Click here to check out this resource!
 WHO DOESN'T LOVE GAMES?! Utilizing games were highly motivating for my junior high students and kept the session moving. Games were also a nice addition during group tele therapy sessions because it encouraged more social communication. Some of the games used below were implemented as a motivator/reward while others were played throughout the session since goal targets were included in the game format. My district personally used google meets during e-learning and I found all of these to be compatible. I will outline some of the tech needed for each.
This can be played as a traditional blokus game or like Tetris. As your student removes a piece and drags it onto the game board, they will read their sentence once it has been revealed to them. The following targets are included within this game:
Click here to check it out! I have included a video preview of this game in action. 3. Remote Learning Games from Diary of a 21st Century Teacher: These games were such a hit with my junior high students and perfect for last minute sessions! I also loved implementing these with larger groups. The following games are included and all in google slides. These were great conversation starters and helped elicit opinions amongst the group.
The great thing about all of these resources is that you can use them even when we go back in person! We are discouraged from using hands-on materials and who wants to continuously clean & disinfect their game boards? I know it is not ideal to sit on a device when you are face-to-face with someone, but this is probably our safest option for the time being!  I don't know about you, but it drives me nuts when a student refuses to turn their camera on or they are obviously playing video games or on their phone during a session. Since it is difficult to control these situations virtually, I try to be very explicit as to what I am working on and what goal we are targeting. For instance, if you are monitoring how many times a student interjects or directs the topic back to themselves, tell them! "I will be keeping track of how many times you go off topic. Let's see if we can stay under 5 for today." I like to give my students a visual reminder of their goal. Whether that be screen sharing my data sheet or keeping a tally in the google meets chat log. It is easy to become distracted during virtual sessions and visuals and clear expectations will keep our students on track.  With so many distractions, it is important to stray away from drilling a skill for the entire session. Remember to take breaks! Whether it be drilling or going through problem solving prompts for 10 minutes and taking a break to watch a youtube clip or just stopping to chat. Our students/clients need our support and genuine socialization more than anything right now. Sometimes we become so hyper focused on our data collection and the skill we are targeting that we forget to just enjoy our time together. Take breaks between goal targets with the following ideas:
 Keep your students interested and wanting to come back every week! Whether that be showing off their pet, playing a game or sending home candy in the mail, find something to keep them engaged. Did you know the following candies only need 1 stamp?!
During this time of uncertainty it is difficult to find an effective, confidential way to communicate with the students on your caseload. I will outline the method I have used for contacting my 6th-8th grade students during e-learning. Please share any other ideas you have been found effective in the comment section. using google toolsUnfortunately, google classroom is not a confidential tool for communication. When you add all of your students to a google classroom, every individual with access can see every student within that class. The solution to the problem is to create a google classroom for every individual student or group you service. Another solution is to utilize google websites & google drive. I have personally found using individual homework folders in google drive to be the most effective tool for my students and have been using it for a few years now. It is pretty time consuming to set up, but helps you to keep every student's progress & work completion organized in the long run. I used this very helpful tutorial from Autumn Bryant: https://www.youtube.com/watch?v=d4tsG8YftMY Once my google folders were created, I added the homework folder link to our resource, instructional math & ELA google classrooms. I was able to select which students I wanted to assign "speech homework" to (mostly all of the students in those classes receive services). I also send out a weekly e-mail to students & parents with a reminder of how to access their homework folder and to e-mail me if they need me to add more assignments to their folder. I include a link to the homework folder and a link to my website.  here is a preview of my website. It was very simple to set up and you can create a website from your google e-mail account. remind appIn addition to sending out an e-mail with my students' homework folder, I also include a link to join my REMIND text group to receive text updates and to encourage families to communicate with me through text since many do not have internet access at home. REMIND is simple to set up- just make sure to check your group settings so that members cannot see who else is in the group. communication logOur district requires us to keep a running log of communication and attempts of communication with our students. Here is the format I have been using- feel free to use the same!  What have you found to be effective when communicating with your students? To be honest, I have not heard back from 85% of my caseload so am open to new suggestions!
The school district I work for promotes the importance of providing our students with the tools to be successful for life. So, how can we help to carry over skills learned in therapy to real-life settings? How do we encourage our students to interact with individuals in the community or those outside of their comfort zone? FIELD TRIPS!! I am very lucky to have an incredibly supportive administrative and student services team. They are more than willing to provide these opportunities for my students and help out in any way possible. I also am grateful to have free district transportation to take us on these wonderful trips! I will outline the trips I have taken with my students over the past 5 years and the activities/goals we have implemented for each one. JEWEL-OSCO grocery store field trip You can find a more detailed explanation of this specific trip in my blog post.  The goal for this field trip was for my students to be able to independently navigate around a grocery store while following a shopping list. I also wanted them to be able to interact with grocery store employees and purchase something with their own money. I created a master "shopping list" in a scavenger hunt format based on the menu and shopping lists developed in therapy. Each student received the same list, but were each given a different "starting point," so that they were not working as a large group, rather groups of two. Each time they encountered an item on their shopping list they were to write down the price on their shopping list. If they were unable to locate an item, they were encouraged to ask a store employee. At the end of the "scavenger hunt" the students were allowed to pick a snack and go check out.  DOLLAR TREE Holiday Shopping We have gone to dollar tree on a few occasions. We went once around the winter holiday and again around Valentine's Day. We spent our time at the dollar tree problem solving various gift giving situations. Prior to the trip we discussed the importance of considering individual family members/friends likes and problems to come up with gift ideas that each person would like and appreciate. Students were encouraged to purchase a Valentine’s gift for a loved one or someone special before buying items for themselves. My students were to complete the following activity before searching for gifts for loved ones.   DUNKIN DONUTS This field trip is a huge hit with the staff in my building! I start out by sending a survey to all staff to see who would be interested in having a coffee/sweet treat delivered to them on a specific date (usually choose Fridays). I also have the teachers fill out a good time for a student to come by to take their order. I usually have 20-30 staff members who are interested in participating! I will admit the preparation for this field trip is pretty timely, but the outcome is so worth it. Once I establish staff interest, I then have my students practice their script for taking a coffee/donut order. Each student is assigned a teacher and they go collect the order & funds from their designated staff member using the script and order form. Each teacher has their own envelope which includes their order form and funds so that we can easily keep track of everyone's money and that the student can be fully responsible for putting change back into the envelope. On the day of the field trip my students not only order for their assigned teacher but they also have the opportunity to enjoy a treat of their choosing. Upon re-arrival to school, students hand deliver their staff members order to their classroom/office. We like to take this field trip in the early fall since we are within walking distance of the dunkin' donuts.  MCDONALDS We took a walking field trip to McDonalds as an end of school year celebration. We did not have an activity to complete at McDonalds but we did go through a social story and discuss appropriate ways to act/communicate with employees. Here are some of the things we discussed prior to the trip:
 SUBWAY I also take all of my 8th graders on an end of year walking field trip to Subway. We do not have an activity to complete while at Subway but we do discuss vocabulary/expectations prior to the trip and they are encouraged to have a conversation with someone they do not know well while eating their lunch.  What field trips have you taken your students on? Do you have any fundraising ideas? What other questions do you have after reading this?
My journey to becoming an SLP was far from perfect, but looking back I wouldn't have it any other way. It took me three years of applying to MSLP graduate programs to gain acceptance. And the funny thing is, I never received an acceptance letter. I used to be ashamed and embarrassed to admit this fact, but I feel like it has molded me into a stronger clinician and overall as an individual. It is very difficult for me to be vulnerable and put my story out there but I feel like there are other people experiencing what I went through and I want you to know that you are not alone and to not give up on your dreams! The end of June/July is crunch time for those waiting to hear their fate. You may still be waiting for that call or e-mail. You may be calling graduate programs every week to see if they have moved your name up on the waiting list. You may be looking for an alternative plan thinking, "what now?" I have experienced all of these things- There were many times when I wanted to give up on my dream of becoming an SLP, but I persevered and applied year after year. Before giving you some tips on improving your chances of acceptance, let me take you back to where it all started... Looking back on 2011, my senior year of undergrad, my main focus was my college tennis career and being as social as possible. I ended with a very successful tennis career- beating records and earning titles. Unfortunately academics were not a huge priority for me at the time and I did not realize the competitiveness that goes along with applying for graduate school. I also did not realize that a successful division 3 tennis career would not take me anywhere after college. On top of that, it did not even phase me that all of my roommates were gaining acceptance into various programs. I was just happy to be dating a new boyfriend (my now husband) and having as much fun as possible before graduating. I was in no shape to take on a graduate program workload and I would not have appreciated the experience. Looking back, I am grateful it did not work out the first time around. (you may be going through the same thing as 22 year old Tricia who did not give a bleep about school or maybe it is not the right time for you- If so, try to think of the positive here) Upon returning home I began teaching tennis lessons and teaching preschool simultaneously. These work experiences reaffirmed my love for working with children and had me wanting more out of my career. During this time, I was feeling discouraged about my future as an SLP and decided to apply to Master's of Education programs. I went on to complete two semesters towards my Master's of Education, earning a 4.0 GPA before deciding teaching just wasn't for me. Little did I know, this would help me later on. Fast forward to 2014- I was still teaching preschool and actively applying to graduate schools. I sat down and met with graduate program directors in the fall of 2013 prior to applying per advice from others who went through the same experience. I had a new found confidence after meeting with the program director for the school I ended up gaining acceptance from. The director made it sound like I would be accepted no problem and she was looking forward to seeing me next year. My family did not agree with my decision and did not understand why I was now applying for a third time. I kept reassuring them that this was it, I was getting in no matter what! Looking ahead-- it was now June and I still had not received acceptance from this program. I was waitlisted. ugh. I had been waitlisted to a few programs but this one was supposed to be my no nonsense, guaranteed acceptance. What did I do? I called every school I was waitlisted to every week. When I did not receive the response I wanted, I would e-mail. I was persistent- they probably hated me. July was now coming to a close and I was newly engaged, feeling positive about my future even though I had not heard back from either school. I had one last ditch effort in me. I went ahead and e-mailed the program director directly, asking her what I should do to better my chances for the following school year. She gave me some pointers and wished me luck. Three days go by and I am actively researching other career options during nap time. I get a call on my cell and I immediately answer, recognizing the phone number on my caller ID. It was the program director asking if I had a few minutes to chat. I am pretty sure I burst into tears upon hearing her voice on the other end while trying to contain my excitement to a whisper. She announced that another student had to drop out of the program unexpectedly and she wanted to know if I could make it up there next week for new student orientation. I immediately screamed, "YES!" and I'm pretty sure I quit my job on the spot. Little did I know, my program director had no recollection of this conversation, I had to remind her almost a year later when she was my clinical supervisor. When I reminded her of this story and my journey to becoming an SLP she began to cry. And then I began to cry. She was upset with herself because of all of the applicants out there that are looked over. She thought that I was the top applicant for the program and had no problem gaining acceptance with my background and work experiences. It was a very emotional conversation and we discussed the challenges associated with applying to grad school. REMEMBER- If you are feeling discouraged, remember, You are one of the top applicants and do not let anyone let you think otherwise. (side note- I do not want you to gain the wrong impression of our program director or the program in general- everyone is so wonderful, kind, and it was such a pleasure working with and learning from all of the staff. I had such a great experience. You have to keep in mind that the application committee reviews so many applications that you may not stand out or are not as strong as the other applicants) I apologize for the lengthy back story but I feel like it is necessary to see how much I went through and how much time passed before gaining acceptance. It goes to show that perseverance and hard work pays off. Like I said earlier, I would not have it any other way. I gained so much experience through working and was so much more appreciative of the opportunity. I was also very eager to learn & grow as much as possible! Now for what you really came here for --- TIPS! TIPS FOR GAINING ACCEPTANCE INTO AN MSLP PROGRAM: 1.) Take some graduate level courses! When they see that you can not only handle graduate level work but also do well, it will better your chances. 2.) Find an occupation in a related field:
3.) Arrange a time to meet with program directors in the fall before applying to the program. That way you can leave a good impression and they will remember you when reviewing your application. My program director offered to edit my personal statement after our meeting. 4.) Apply to programs that do not require GRE scores- especially if you are not a great test taker! I am a huge believer that your ability to perform on a test does not correlate to your performance as a student. 5.) Be persistent. Be annoying. Make them remember you! I followed up on a regular basis. Here is the e-mail I sent that landed me an acceptance phone call 3 days later: "I hope this email finds you doing well and that you are having a fantastic summer. I am just looking to find out if any spots in the graduate program for this fall have opened up or become available. I understand that this is probably not the case, but I am still looking for acceptance into a program. Just a refresher- I had met with you back in October. I currently work as a Head Start Preschool Teacher in an DLL classroom. I am trying my best to increase my chances of acceptance into a program. I have been searching for other jobs that may expand my resume and expertise. I currently am interviewing for an ABA therapist position. Any advice you may have in regards to strengthening my application would be greatly appreciated. I know this is a long shot seeking out acceptance into your program but I know that I am the perfect candidate for _______University. I possess the knowledge, skills, and experience that you are seeking." Feel free to use my same format with your own personal touch :) Here was her response: "Dear Tricia: We have not had any spots open up for this fall. Keep me updated on the ABA experience. If you decide to re-apply, I want you to add into your personal statement information on why you began pursuing a graduate degree in teaching and highlight the grades you received in those classes, since they were good and fairly recent and graduate level." Three days after her response I received a call. Be confident in your abilities and persistent with your approach! Also, don't give up on your dreams because you were denied acceptance. Feel free to contact me or comment below if you would like any additional information and/or advice. --Tricia   Looking for a way to motivate your older students? Are your students sick of traditional sticker charts? When I started working in the junior high setting with 6th-8th grade students, I quickly realized that it was difficult for this age group to stay attentive to therapy tasks and they were unmotivated to show up to their scheduled sessions. My second year in this setting, I began implementing hole punch reward cards and the results were pretty immediate. I saw that this was a motivating reward for this age group and an incentive to put forth an effort in the therapy setting. Don't get me wrong- there was a lot of trial and error with this system, but I finally found an effective way to utilize it. Not only was it motivating for my current case load, but it was an automatic buy in for the students I was screening or who were new to speech.  I have these displayed in my therapy room hanging on hooks based on grade level. I also have a bucket hanging above the cards with the hole puncher. The students are 100% responsible for their cards and remembering to punch it before they leave. I have had instances where students cheat and add more hole punches than they deserve. In these cases, they lose hole punches for the following week. This system is also great for students with troubling behaviors. I have used their hole punches as a consequence and some students even lost their hole punches for an entire school year! how the system works:Students can ultimately earn 2 hole punches per session, sometimes 3 if they are undergoing an evaluation. How to receive hole punches:
1 card: Kid cash-- which is our schoolwide behavior incentive. Kid cash is submitted into school wide raffles where they earn pizza parties, subway lunches, etc. We have raffles every quarter. 3 cards: 15-20 minutes of iPad time-- no one has cashed in on this one haha 5 cards: Donut or chips-- I go through the drive thru at Dunkin Donuts and spend 99 cents on a donut or they choose a bag of chips from my drawer 8 cards: Pizza- I typically order a $5 hot and ready pizza from Little Caesars and they can invite 2 friends to join them for lunch 10 cards: Subway lunch-- I have not had anyone earn this prize yet! As I mentioned earlier, there was a lot of trial and error when creating this system. When I first started utilizing this, I allowed students to win a pizza party after just 5 cards and donuts and chips after 3 cards. I was spending a fortune on pizzas! Now that I have implemented this new reward menu, I have not had to spend any money so far this year! Everyone is motivated by the hefty prizes like pizza and subway, which are taking longer to achieve! I used to utilize scratch off lottery tickets as a reward after they filled out one card. My lottery tickets would have prizes such as; extra day of speech, bring a friend to speech, special request, listen to music in speech, etc. I have those for free in my store if you are interested in implementing those! Your incentives obviously do not have to be food related, but I just find that food prizes are a huge motivator for this age group. I also realize that not everyone is allowed to bring food into their school. how to keep track of rewardsI personally use a google sheet because I know that I won't misplace it and there is no way that a student can access it to add extra points.  If you would like this google sheet to track your student's progress click here. Please make sure you choose "File" and "Make a copy" before inputting your student information. Want your own punch cards? Find the cards pictured above for free in my store!
I also have Chicago Themed punch cards for free as well! Do you have any other ideas on how to implement this system? Comment below :)  Community Field TripThe school district I work for promotes the importance of providing our students with the tools to be successful for life. So, how can we help to carry over skills learned in therapy to real-life settings? How do we encourage our students to interact with individuals in the community or those outside of their comfort zone? Field Trips! Once an idea for a field trip has been developed- weeks of planning and organizing ideas quickly follows. Because of the upcoming holiday season, I thought it would be best to encourage my students to plan their own Thanksgiving feast. Before planning our feast, we discussed Thanksgiving traditions, foods, history, organization, etc. I was surprised to discover that many of my students were unaware of "why" we celebrated this holiday. I also gave each of my students a "Grocery Store Vocabulary Match" quiz to determine which areas we needed to focus on the most throughout this unit. Once we developed a base understanding, and common foods associated with Thanksgiving, we began to brainstorm. Each student was encouraged to come up with their own Thanksgiving "menu." Some students required more assistance than others with this task. Some decided to make this activity fun, listing items such as,"turkey coated with Cheetos," as their entree.   Once a menu was developed- students were then encouraged to look up recipes and pricing for items on their menu. Pricing was determined using grocery store flyers and google. Most of my students required assistance with looking up recipes for items on their menu (they did not realize how much work goes into making these dishes!). Once we gathered our prices and ingredients needed, we discussed the best way to create a shopping list. This led into a discussion about how a grocery store is organized and the many sections located within each store. To gain a better understanding of the organization of a grocery store and the vocabulary associated with a shopping trip, we used the UNO game from the Plan Your Own Thanksgiving Feast packet in my TPT store. My students really enjoyed this game! Now- How to translate this idea over to a field trip? I wanted my students to be able to independently navigate around a grocery store while following a list. I also wanted them to be able to interact with grocery store employees and purchase something with their own money. I created a master "shopping list" in a scavenger hunt format based on the menu and shopping lists developed in therapy. Each student received the same list, but were each given a different "starting point," so that they were not working as a large group, rather groups of two. Each time they encountered an item on their shopping list they were to take a picture using their smart phone or tablet. If they were unable to locate an item, they were encouraged to ask a store employee. At the end of the "scavenger hunt" the student was instructed to pick a snack and go check out. Even though I tried to group same section items together on the shopping list, it was evident that my students were not paying much attention to this! They still ended up walking around aimlessly at times.. But overall, they did a very nice job! They were well behaved, asked for help when needed, interacted with other customers, and helped some elderly individuals with their groceries 😊 . The grocery store staff were amazing as well! They took the time to help explain sales tax to many of my students.   If you were to create a trip like this, is there anything you would do differently? Also, please feel free to view this product in my store if you are interested in doing something like this next year! Skeletons, Spiders, and Zombies... Oh my! With Halloween quickly approaching, I thought I would share some of the holiday activities that my students have been enjoying. Below I have listed some engaging activities that I have used with both articulation and language middle school groups. These activities were also a hit with my Elementary students last year! 1. Eyeball Bounce  I found these skeleton cups at Target last season. I was able to find similar monster cups this year on their website (unsure if they are carrying these same cups this year). I picked up the eyeballs from the Dollar Tree, I believe they still have them this year! If you are unable to find these, normal ping pong balls would suffice. I arrange my cups based on my students age/skill level. For the most basic level- I arrange my cups as pictured above, but for my more advanced students, I place them from a single cup in the first row to 3 cups in the back row or I scatter the cups randomly all over the table. For my students who would like a challenge, I assign point values to each row and we can pull the cups as we go along in the game (I know what you are thinking- but they really enjoy playing this!). Based on my students goals- I place the appropriate cards in each cup. For my artic groups I place picture cards or sentence cards with their target sound. For language groups I place a vocabulary word I would like them to use or a topic card for my pragmatic kiddos. 2. Spider Darts  This game could be played in a variety of ways based on your student's age and skill level. For my middle school kiddos- I give them 3 chances per turn to hit one of the targets. They then receive a score based on the target they hit. Last year I drew a large spider web on black poster paper and hung it from the white board. This year I decided to make a large web on the computer to print and laminate. From there I attached velcro to spots on my web and to the backs of my "spider cards." For my artic groups- I printed double sided spiders with words/sentences on the backside. For language kiddos- I printed double sided spiders with vocab words/verbs/topics on the backside. Below are a few of the "darts" we have used with this game (in the past I used hackie sacks and balls). 3. Zombie articulation game  |
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