Alice Jabberwocky (PDF)

Designed and Formatted by Austen Elizabeth Edwards

Reading, Poetry, Public Speaking, Creative Drama

Depending on time and student comfort level, teacher may read the poem aloud, or several student
volunteers may read 2-3 stanzas each.
Once students have read through the poem, take a few moments to discuss the following:
- General reactions to the poem?

Designed and Formatted by Austen Elizabeth Edwards

Definition: Portmanteau -a word that combines the definition of two words. Many of the words in
“Jabberwocky” are portmanteaus.

Once the students have these definitions, give students the opportunity to read through the poem
once more on their own, adding in these new definitions.

Designed and Formatted by Austen Elizabeth Edwards

- Divide students into groups of 3-4 (ideally, can be modified as needed)
- Assign each group 1-2 of the stanzas of the poem -it helps if they go in order -for instance, Group One
does the first two stanzas, etc. If working with a much smaller group, you could pull out a few of the
more interesting stanzas to assign the groups, rather than trying to tackle the whole poem.
- Introduce definition of Tableau: A frozen picture that tells a story. Let students know that in their
groups, they will be working together to create a tableau for each of the stanzas they have been
assigned. One of the students in the group should also read the stanza aloud.

“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
- Ask the students who are still seated, what the 3 “actors” standing in front could do to show this stanza.
For instance, all three might decide to form the Jabberwock. Or, one might be the Jabberwock while
the other two create the Jubjub bird and the Bandersnatch. Remind students that there really is no
right or wrong way to do it!
- As students break off to work, remind them: They will be creating a frozen picture (tableau) for each of
the stanza’s they have been given.
- One person in the group will also need to read the stanza (they can stand to the side while the others
in the group form the picture)

Designed and Formatted by Austen Elizabeth Edwards

- For those who are reading -encourage them to add character voices if they are speaking for one of the
characters and to add emotion to what they are reading.
As students break into their groups and start working, you may move between each group and offer
guidance and feedback as needed.

Have the groups stand around the room, remind students that as each group shifts to performing that
they should shift their focus to that group (they can move in a little closer to each group if needed as
well).
Have the first group start and then let each group continue until you have come to the end of the poem!
Have everyone give themselves a big round of applause!

If students enjoyed this activity, encourage them to try doing this with other poems with their friends.

Designed and Formatted by Austen Elizabeth Edwards

’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
He took his vorpal sword in hand;
Long time the manxome foe he sought—
So rested he by the Tumtum tree
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.
’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.