Standards Correlations

R.1, R.3, R.4, R.7, W.1, SL.1, SL.2, L.4, L.6

Learning Objective

As students read an adaptation of a Norse myth, they will make inferences about the plot and characters.

Key Skills

inference, text features, vocabulary, character, character motivation, interpreting text, critical thinking, argument writing

Complexity Factors

Levels of Meaning: The play brings up themes of bravery, loyalty, and trickery.

 

Structure: The play is chronological, taking place across multiple settings over the course of several days.

 

Language: The language is simple and direct. There are many characters with significant speaking parts.

 

Knowledge Demands: Some familiarity with Scandinavian myths will be helpful but is not required.

Levels

Guided Reading Level: T 

DRA Level: 50

SEL Connection:

This play and lesson plan promote social awareness.

Lesson Plan: Gods Versus Giants

Essential Questions

  • Who deserves our loyalty? 
  • What are the characteristics of a villain? 

Literature Connection

  • Stories: Norse Mythology by Neil Gaiman
  • Novel: The Sword of Summer (Magnus Chase and the Gods of Asgard) by Rick Riordan 
  • Novel: Tuck Everlasting by Natalie Babbitt

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the play. Then help them preview the text features using the following prompts:

  • Read the play’s title and the text beneath it. Look at the illustration. What kind of play (such as action, comedy, mystery, or romance) do you predict this is? Answers may vary. Sample answer: The title and the text beneath it describe an action-packed play. The illustration also supports the idea that this is an action story.
  • The play is based on a myth (a traditional story, usually involving supernatural beings or events). This myth comes from Scandinavia. Find Scandinavia on the map. Based on the caption, which three modern-day countries make up Scandinavia? Norway, Sweden, and Denmark make up Scandinavia.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (disguise, devours, talons, immortal, betray) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by telling students they’ll make inferences while reading “Gods Versus Giants.” Explain that making an inference means using clues from the text to figure out something that isn’t stated. 
  • Point out the activity at the end of the play. Tell students they will complete it after reading.

2. Reading and Unpacking the Text

  • Assign roles to students and read the play aloud as a class. Stop after each scene and ask students to summarize what happened.
  • After reading, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • In Scene 2, who put the curse on the gods’ meat? How do you know? (inference) You can infer from Thiazi’s “Hee hee hee!”—and also from the fact that he knows the meat has been cursed and is able to remove the curse—that Thiazi is the one who put the curse on the meat.
  • What are the two plans Loki carries out in the play? What is his motivation for each? (character motivation) Loki carries out one plan to have Idunn kidnapped and another to bring her back. In both cases, Loki’s purpose is to save himself—first from Thiazi and then from the gods.
  • At the end of the play, Odin tells Loki, “Betray us again, and it will be the end of you!” What does he mean? (interpreting text) Odin means that Loki is pushing the limits of the gods’ patience. He was forgiven this time, but next time he might not be so lucky. If he is not loyal to the gods, they may not put up with him much longer.

Critical-Thinking Questions (10 minutes)

  • When Thiazi burns up at the end of the story, is he getting what he deserves? (critical thinking) Answers may vary. Some students might say that Thiazi does deserve what happens because his plan to steal Idunn’s apples nearly killed the gods. Others might say that Thiazi was only fighting for his people and doesn’t deserve what happens to him.
  • Does this story have a moral, or a lesson that can be learned from reading it? If so, what is it? (critical thinking) Answers will vary. Some students might say that the story does not have a moral but simply illustrates the struggle between the gods and the giants. Other students might say the story does have a moral. They might say, for example, that Thiazi’s death shows that trying to battle the gods is fruitless or that Loki’s actions show it’s possible to correct bad choices that you make.

3. Skill Building and Writing

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Study Immortality in Popular Culture

Many popular books and movies have characters who are immortal. Some are wizards or vampires, and others are regular people who are made immortal by unusual events. Think of (or look up) two examples of immortal characters in fiction. For each character, write a short paragraph to answer these questions:

  • Why is the character immortal? Is it because of a magical object (like the golden apples in the play)? Was the character born immortal? Did something happen to make the character immortal?
  • How does being immortal help the character? (For example, can the character do dangerous things without worrying about dying?)
  • How is being immortal bad for the character? (For example, does the character always have to worry about the magical item being stolen, like the gods with their golden apples?)

Share the characters you’ve written about with your classmates. As a class, discuss what makes the idea of immortality such a popular theme in books and movies, as well as whether you would choose to be immortal if you could.

ELL Springboard

Practice using end punctuation to improve fluency.

Before reading the play, pair students up and have them take turns saying these lines to each  other:  “I have amazing news!” And “Really? What is it?” 

Discuss the natural way to speak a line that ends with an exclamation point (loudly, with feeling) and the natural way to speak a line that ends with a question mark (voice goes up in pitch at the end). 

Next, have students practice saying these lines from the play:

  • “Did Thor beat you in battle again?” 
  • “There’s no way!”
  • “Why would she leave Asgard?”
  • “Do you wish to see us dead?” 
  • “Give you my special cloak? Ha!”

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

Print This Lesson Plan

Text-to-Speech