Introduce students to the rhyme pattern of the poem — ABAB
Have students prove this rhyming pattern with evidence (lines) from the poem.
Divide students into small groups to have them construct an additional stanza for the poem that follows the same rhyming pattern. Students can use the following phrases as idea starters:Without using any words, person A uses actions to mimic a gift that they “hand” to person B.
Giant explains her dreams
The decision of the giant to go on a diet
Decision to try to do nothing amiss
Each group writes and then performs their additional stanza for the class in a short performance.
Experience #2:
Provide students with an opportunity to “step-into” the shoes of a giant.
Engage students in a discussion to solicit the action words that would describe how a giant would move or act. Chart the action words elicited from the students.
Instruct students to form two lines to form partners.
Ask the students to “step-into” the shoes of a giant and walk across the classroom as if they were the giant using the action words listed on the class chart in order to create their movement.
After each set of partners has had a chance to act like a giant, go back to the class chart of action words and add to this list based on what students saw and felt about the movements.
Experience #3:
Provide an opportunity for students to extend their analysis of the poem’s themes by participating in a pantomime activity.
Divide students into small groups. Provide time for the groups to create a pantomime presentation that represents themes of the poem without using any words.
The purpose of this activity is to have students present the themes or interpretations of the poem using actions.
Engage students in a class discussion to create a list of the key ideas or central themes of the poem. Discuss how these key themes are similar and different.
Notes to Teacher
A prime purpose of this section of the lesson is to examine the rhyming pattern of the poem and other elements of the poem that can be translated into role- playing and dramatization.
The experiences in this section of the lesson reinforce the four main areas (Creating, Responding, Performing, and Connecting) of the National Core Arts Standards. These experiences also provide students with an opportunity
to demonstrate and construct knowledge in other than written text.
