Book Guides & Resources
Mr. J and the Tower That Fell Companion Activities
Ten original Mr. J and the Tower That Fell companion activities using blocks, art, movement, writing, and feelings with little or no preparation.
These Mr. J and the Tower That Fell companion activities extend the story without reproducing book pages. The ten original ideas use common blocks, scrap paper, clay, movement, conversation, and writing. Choose one that matches your goal and audience rather than turning a meaningful read-aloud into a long packet.
Illustration by Hafsa Asad: Mr. J holding a block while his friend actively supports and builds the tower, showing uneven effort
Before Choosing Mr. J and the Tower That Fell Companion Activities
Amazon lists the book for ages 4–8, with broader K–5 guided use possible. Adapt the amount of writing, abstraction, and independence accordingly. Every activity should allow a child to speak about the characters or a fictional example instead of disclosing a personal loss.
The story connects resilience with responsibility: Mr. J delays helping while his friend carries most blocks; she leaves, the tower falls, and he feels stuck. Clay, honesty, tears, support, and one-block-at-a-time action all become part of his imperfect rebuilding.
For pacing and developmental prompts, use the read-aloud guide. For deeper text-based discussion, see the reading comprehension questions.
Activities 1–3: Build and Rebuild
1. One-Block Plan
Materials: blocks or small paper squares. Name a neutral large task, such as organizing art supplies. Children build a three-block plan, giving each block one specific action: gather markers, test them, place them in bins. Ask which first block can be done in under two minutes. This makes “start small” concrete without pretending the whole task is already complete.
2. Fair-Share Build
Materials: twelve blocks. Two or three students plan a structure and assign roles before building. Pause halfway to count contributions—not to shame anyone, but to ask whether the plan remains fair. Participants may revise roles. Debrief how Mr. J’s intention to help differed from his friend’s actual labor and how teams can speak before frustration grows.
3. Stronger After the Wobble
Materials: blocks. Build a short tower, then have an adult gently remove one agreed-upon block. Students inspect what remains and suggest a safe revision. The goal is not the tallest tower; it is noticing existing resources before acting. Ask: “Did rebuilding mean copying the first design, or responding to what is true now?”
Activities 4–5: Art and Clay
4. Shape a Stuck Feeling
Materials: clay or reusable modeling dough. Without telling a personal story, children make an abstract shape for “stuck.” Then they change one part to represent “a little more ready.” There is no correct color or form. Discuss how clay gave Mr. J a manageable creative action even though it did not rebuild the tower for him.
5. Two-Panel Change
Materials: folded scrap paper and drawing tools. On the first panel, draw an invented structure after a setback. On the second, draw what the builder does next. Older students add a caption distinguishing feeling from action: “The builder feels ___, and chooses ___.” Emphasize that an action can be small and an emotion does not need to disappear first.
Activities 6–7: Movement and Regulation
6. Tower Breath
No materials. Stand or sit tall. Name a feeling silently, inhale while raising hands one “block” level, pause comfortably, and exhale while placing imaginary hands on a foundation. Repeat only a few times. End by naming one school task’s first step. This adapts the book’s closing invitation to name a feeling, breathe, and start again.
7. Stuck-to-Step Path
Materials: three floor markers or sheets labeled notice, breathe, and choose. Children move between markers and respond to fictional situations: a drawing tears, a game plan fails, or a partner says the work is uneven. At “choose,” they show one useful next action. Provide seated pointing or hand-motion options.
Dave Joisil is a certified Health and Physical Education teacher, and the Hey! It’s Mr. J approach combines movement, mindfulness, music, and emotional regulation. Movement here is part of meaning-making, not a performance contest. Keep it accessible and never require a child to act out distress.
Illustration by Hafsa Asad: the book's activity page inviting children to name a feeling, take a deep breath, and start again one block at a time, with a note for grown-ups
Activities 8–10: Words, Perspective, and Honesty
8. Tomorrow Versus Today
Materials: board or paper. Make two columns. Under “tomorrow,” list vague intentions such as “I’ll help later.” Under “today,” convert each into a visible action: “I will carry three books now.” Discuss why good intention matters but cannot replace current contribution. Students can revise academic examples rather than personal promises.
9. Gentle Shopkeeper Role Cards
Materials: optional index cards. One fictional character has lost something and needs to tell the truth; another listens gently. Give the listener three tools: calm attention, one clarifying question, and no instant rescue promise. Switch roles. Debrief how safe support can make honesty easier while leaving responsibility with the person.
10. An Imperfect Rebuilding Letter
Materials: paper or a writing device. Older students write to an invented builder whose plan fell apart. The letter must include one sentence that validates a feeling, one that names responsibility without insult, and one small next-step suggestion. Younger students can dictate or complete: “It makes sense to feel ___. One block you can try is ___.”
Facilitation Moves That Add Depth
After any activity, ask only two or three questions. “What did you notice?” invites observation. “Where was responsibility?” keeps resilience from becoming empty encouragement. “What made the next step manageable?” supports transfer.
Avoid praising only the final tower, neatest art, biggest movement, or happiest ending. Notice process precisely: “Your group stopped to redistribute the blocks,” or “You changed the plan after noticing what remained.” This language shows children what accountable rebuilding looks like.
Activities do not need to end in restored friendship. The story allows the friend’s boundary to matter. A strong ending may be a fairer plan, an honest statement, a regulated pause, or recognition that a different structure must be built.
Frequently Asked Questions
Do children need to own a copy for each activity?
No. Most work well after a shared read-aloud, subject to the normal use of a legally obtained copy. Activities here are original and do not reproduce pages.
Which activity requires no materials?
Tower Breath needs no materials, and Stuck-to-Step Path can be done by naming three imaginary locations.
Where can I find the book?
Visit the official book page for formats and purchase information, or see the bulk-order guide for organization planning.
Bring *Mr. J and the Tower That Fell* Home
This book fits hands-on educators and families who want a story whose central metaphor can move naturally into building, art, movement, writing, and emotionally safe reflection.
Order *Mr. J and the Tower That Fell* on Amazon or visit the official book page to learn more about the story, classroom use, bulk school orders, and author visits.
Dave Joisil—known as Mr. J—is a certified Health and Physical Education teacher and an independent Black male children's author. Supporting his independently published work helps make room for more educator-created stories and Black male representation in children's books.