1. Jumanji by Chris Van Allsburg Caldecott Medal Winner
Included: A brief excerpt from the book and rigorous question set activities promoting higher level-thinking development

2. Excerpt from book Jacob’s Ladder Goals & Objectives Habits of Mind
Tier 1
Excerpt from book
Jacob’s Ladder Goals & Objectives
Habits of Mind

3. Excerpt
Left on their own for an afternoon, bored and restless Judy and Peter began playing a board game they found in the park, unexpectedly bringing to life a jungle of creatures. In order to relinquish themselves of these creatures and the trouble they bring, they must finish playing the board game, but doing so in such an atmosphere is indeed a rough task.
Obtain the book from a school library to read the story in its entirety and complete the ladder activities.

4. Students will be able: Ladder A
A1: Sequencing-To list in order of importance specific events or plot summaries
A2: Cause and Effect-To identify and predict relationships between character behavior and story events, and their effects upon other characters or events.
A3: Consequences and Implications-To predict character actions, story outcomes, and make real-world forecasts.
Ladder C
C1: Literary Elements-To identify and explain specific story elements.
C2: Inference—To use textual clues to read between the lines and make judgments about specific textual events, ideas, or character analysis.
C3: Theme and Concept—To identify a major theme or ideas common throughout the text.
F1: Understanding Words – to identify and explain the meaning of figurative language or new vocabulary within the context of a story or poem.
F2: Thinking About Words – to analyze the use of words within the context as related to the theme of a text.
F3: Playing With Words – to accurately apply figurative language and new vocabulary to newly created contexts.

5. Habits of Mind
Working Interdependently
Thinking about Thinking (metacognition)
Innovating, Creating, Imagining
Refer to Jacob’s Ladder Story Table for Ladder A, C, & F Thinking Questions.

6. (Discussion) High Level Strategies with Ladder A, C, F Questions
Tier 2 Rigor
(Discussion)
High Level Strategies with
Ladder A, C, F Questions

7. Discussion Strategies: Think-Pair-Share, Write-around, Sequencing pictures, Role Play, Journaling, Picture Dictionary.
Choose 3 of 4 questions below to complete.
A2: Why do you think Van Allsburg ended the story with the two boys walking away with the game? Was this a good ending? Why or why not? Support your answer using evidence from the story.
C1: This book won the Caldecott Medal for best children’s picture book. Explain why you think this book was an award winner. Justify your answer using evidence from the book’s illustrations.
C3: What is the theme of the story? Verify your answer with information from the story.
F2: When the lion arrives, Van Allsburg writes: The lion roared so loud it knocked Peter right off his chair. The big cat jumped to the floor. Peter was up on his feet, running through the house with the lion a whisker’s length behind.” He could have written: “The lion roared so loud it hurt Peter’s ears” or “Peter was running through the house and the lion was running after him,” but that would not have been as exciting. Explain how the use of words provides action and intensity in the story. Find two more examples in the story like this one and tell why these are good examples.

8. (Discussion) High Level Strategies with Ladder A & C Questions
Tier 3 Rigor
(Discussion)
High Level Strategies with
Ladder A & C Questions

9. Discussion Strategies: Think-Pair-Share, Write-around, Sequencing pictures, Role Play, Journaling.
Choose 2 of 3 questions below to complete.
A1: Prioritize the steps the little girl takes when owling with her father. Explain why these events are the most critical to your understanding.
A3: What were the positive and negative implications of Peter and Judy finding and playing the game? Support your answer using evidence from the story.
C2: How does Van Allsburg use perspective to help the pictures come alive? For example, sometimes he shows vivid close-up pictures and other times he includes pictures in which the characters are far away? Why might Van Allsburg choose to do this? How does this help you better understand the story?

10. Reflections/Relevance
Tier 4 (F1, F3)
Reflections/Relevance

11. Choose one of the ideas to complete. Be creative.
1. Van Allsburg uses vivid words and images to make the story more exciting. Select one of your favorite passages. Using one of the optional activities illustrate this passage.
(F1)
2. Compose a paragraph (6-8+ sentences) about an exciting event you have experienced. Use strong verbs, descriptions, and comparisons like Van Allsburg to paint a mental picture. Ask a friend to close their eyes as you read your paragraph. The two of you work together to design the mental picture created. (F3)
3. Invent your own magical board game. Think carefully about the
rules of the game as you design it. Don’t forget to write the rules
down!
Optional project strategies:  Commercial Role Play; Create a Puppet Show; Charts, Posters, Flyers, Brochures; Picture Dictionary.