Instructor: Catalina Davila

Grade Level of the Children: 3rd Grade

Name of Book: Jumanji
Name of Author and Illustrator: Chris Van Allsburg
Goal(s):
-

Illinois Common Core Standard(s):

1.C.1b Identify important themes and topics.
1.C.1c Make comparisons across reading selections.
1.C.1d Summarize content of reading material using text
organization (e.g., story, sequence).
1.C.1e Identify how authors and illustrators express their ideas
in text and graphics (e.g., dialogue, conflict, shape, color,
characters).
Instructional Goal(s):
Students will learn about the five types of questions and how
they can help them understand the story.
Students will learn the elements of a story.
Students will comprehend new vocabulary from text.
Specific Objective(s):
Students will understand the elements of a story.
Students will comprehend new vocabulary.
Students will work in partners well.

Cross Curricular Connections

Students will utilize English, Writing and Art.
Material(s):

Book: Jumanji by Chris Van Allsburg

Worksheet One: Roll & Chat
Students will work in pairs. They will roll a dice and will talk about the
number they roll.

Worksheet Two: Chomp Into a Good Burger

Each part of the Burger is an element of the story.
Worksheet Three: Synthesis Sundae
Students will complete a sundae describing what they thought before,
during, and after reading the book Jumanji.
Worksheet Four: Questions
Student will answer five matching vocabulary words with their correct
definition, seven multiple-choice questions, and three short response
questions.
PowerPoint: Who, what, where, why, when, how
Crayons
Website:
http://www.chrisvanallsburg.com/games.html
http://www.pinterest.com/search/pins/?q=reading%20activities
%20for%20first%20grade&rs=rs

Time
This lesson will encompass approximately a 70 minutes class session.
Instruction:
Anticipatory Set
- Teacher will have a large Post-It paper on the board with the word:
ANIMALS WE LIKE!
- The class will be called to the rug to participate.
- The students will be sitting crisscross.
- Teacher will say, Class today we are going to talk about animals we
like. At this moment, I want everyone to silently think about three
animals they like.
- Give students 30-45 seconds to brainstorm the three animals they like.
- Teacher will say, Now, raising your hand tell me one of the animals
you like.
- Allow each student to share an animal; after everyone has shared one
animal then a few students can share a second animal.
Part One:
- With the students still sitting on the rug, the teacher will read the book
Jumanji by Chris Van Allsburg to the class.
- The class should quietly be sitting and listening to the story.
Part Two:
- After the reading students are to return to their seats. The class is
arranged into four different groups.
- Today, the class will participate in centers.

Table One: Roll & Chat

Students will work in pairs. They will roll a dice and will talk about
the number they roll.
Table Two: Chomp Into a Good Burger
Each part of the Burger is an element of the story.
Table Three: Synthesis Sundae
Students will complete a sundae describing what they thought
before, during, and after reading the book Jumanji. The students
are to color their Sundae when they are finished.
Table Four: Questions
Student will answer five matching vocabulary words with their
correct definition, seven multiple-choice questions, and three
short response questions.
The kids will have 10-15 minutes at each table and will rotate
clockwise.
The teacher is to walk around and stop at all the tables to ensure that
all the students are on task and also to assist those having trouble
with the assignment.

Closure:
- Teacher will ask the class to look at the list of animals that was created
at the before reading Jumanji. Then ask the students to think about
what animals they saw in the story and to quietly raise their hand
when they have thought about the animal.
- Ask the students to talk about the animals role in Jumanji.
- Allow 5 or more students to share their response.
Assessment Based on Objectives
This lesson includes a variety of methods of assessing.
- Students actively listen, participate, and are following directions.
Were students participating in the individual brainstorming? Were
students attentive when listening to Juamanji Book? Were
students respectful of their peers work? How well did they follow
the teachers directions given?
- Student written work to demonstrate their understanding of the
elements of a story and types of questions.
How well are they understand the story and show this in
completing the work at the stations? Were students able to use
new vocabulary when talking about the animals in the story or
was this new vocabulary present in their work?
- Teacher will collect work from centers and use the Center Rubric to
grade/evaluate them.

Adaptations and Extensions

Adaptations
For students with social and/or cognitive disabilities in the class, the
following changes can be made:
- Allow student(s) to work to work at their own pace with teacher
guidance.
- Allow student(s) to complete this work as homework if they are unable
to complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of time
the following extensions could be made:
- Student(s) can choose an animal from Jumanji, draw the animal and
create a new page with dialogue they would add to the story.
- Student(s) can go on Chris Van Allsburgs webite and play games about
his books.
- http://www.chrisvanallsburg.com/games.html

Centers Rubric

3
2
1
Student presents
Reader has
Information in
information in
difficulty following
Sequence of
Organizatio logical, interesting
logical sequence
work because
information is
n
sequence which
which reader can
student jumps difficult to follow.
reader can follow.
follow.
around.
Student is
Student does not
Student
uncomfortable
have grasp of
Student is at ease
demonstrates full
with content and
information;
with content, but
Content
knowledge (more
is able to
student cannot
fails to elaborate.
Knowledge
than required).
demonstrate basic answer questions
Shows some
Shows lots of
concepts. Shows about subject.
creativity in work.
creativity in work.
minimal creativity. Does not show
creativity.
Presentation has Work has four or
Presentation has Presentation has no
three misspellings more spelling
Grammar no misspellings or
more than two
and/or
errors and/or
and Spelling
grammatical
misspellings and/or
grammatical
grammatical
errors.
grammatical errors.
errors.
errors.
Work has three or
Work has one or
Work is neatly
four areas that are
Neatness
two areas that are
Work is Illegible.
done.
sloppy.
sloppy.
Total
Grade: ________ out of 10
Resource: http://www.teach-nology.com/web_tools/rubrics/