Activities for Teaching “The Road Not

Taken” by Robert Frost

from Practical Poetry: A Guide to Teaching the

Common Core Text Exemplars for Poetry in
Grades 6-8

by
Mary Pat Mahoney
for Secondary Solutions ®

Item No. 20558PT8

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“The Road Not Taken” by Robert Frost

Author Biography and Historical Context
Robert Frost believed in the power of poetry. In an essay titled ―Education by Poetry,‖
he wrote: ―The person who gets close enough to poetry, he is going to know more about
the word belief than anybody else knows.” Robert Frost must have been speaking about
his own experiences with poetry, as it was a central part of his life.

Robert Frost lived from 1874 – 1963. Though he was born in San Francisco, he moved
back to his family’s home in New England after his father died when he was a young
boy. Both his mother and grandfather were teachers who made sure Robert read a wide
variety of materials.

As a young man, Frost attended Dartmouth College and Harvard, but he didn’t graduate
from either. Instead, he worked as a farmer, an editor, and a schoolteacher. As a young
man, he wrote in his spare time, but his poems were rejected for publication. When his
first poem was published in 1894, he was paid $15 for it.

In 1911, he decided to move to England in hopes of getting his poetry published there.
By this time, he was married and had children. In England, he met other poets. His
first book of poetry was published in England in 1913, and it was well received. When he
returned to the United States, he was surprised by the favorable American reviews of his
poems. The same publishers who had rejected his poems years before were now asking
him for his poetry! He continued to teach and received invitations to lecture and read
hispoetry throughout the country.

In 1924, 1931, 1937, and 1943, he won the Pulitzer Prize for poetry. He was appointed
the Consultant in Poetry to the Library of Congress (which is called the Poet Laureate
today). Additionally, throughout his life, he received forty-four honorary degrees and
numerous awards including a Congressional gold medal in 1960 for his poetry. There is
even had a mountain in Vermont named after him. In 1960, he was asked to read at the
inauguration of President John F. Kennedy – the first time such an invitation had been
extended to a poet.

Robert Frost’s work is still extremely popular today. His poems deal with simple events
and rural settings. Often the topics and dialect are unique to the New England region.
While the topics of his poems may be simple, like a road in the case of The Road Not
Taken, they contain insight into human nature and life.

Historical Background
What is the Pulitzer Prize?
Joseph Pulitzer was a man who embodied the American dream. He was born in
Hungary, moved to America, and through hard work and determination, built a
successful newspaper that created standards in journalism. In his will, he established
the Pulitzer Prize. The prize would be awarded each year for journalism, history, and
biography. Later, awards were added for poetry, music and photography. The Pulitzer
Prize is considered a great honor by all who receive it.

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A Poet at the Presidential Inauguration

John F. Kennedy invited Robert Frost to speak at his inauguration on January 20, 1961.
Like many people of the time, Frost was excited by the energy and enthusiasm the new
president promised to bring to the country. Frost wrote a poem for the occasion called
Dedication. However, Inauguration Day was bright and sunny, and an elderly Frost
had difficulty reading the printed copy of the poem. After an attempt to read his new
poem, Frost instead recited the poem The Gift Outright from memory.

Exploring Expository Writing: Author Biography and Historical Context

Directions: Use the information you learned in the article about Robert Frost to
answer the following questions on a separate piece of paper.

1. When and where did Robert Frost live?

2. What kinds of careers did Robert Frost have in order to support his family?

3. How do you know that Robert Frost was dedicated to writing poetry?

4. What do you think might have been one of the best awards or honors Robert Frost
received in his lifetime? Why do you think that?

5. Why do you think he chose to write about topics such as rural life and life in New
England?

6. Read the quote at the beginning of the article. How do you think Frost felt about
poetry? Why do you think that?

7. Analyze what you think the word belief in the quote at the top of the article means.
Explain your answer.

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“The Road Not Taken”

Vocabulary
diverged: branched off; moved in a different direction
undergrowth: small trees and plants growing beneath larger trees
fair: promising; favorable
claim: demand or right
trodden: walked on
hence: from this time

Comprehension Check
Part One
Directions: Paraphrase the poem using the graphic organizer below. Use the
sentence prompts to help you.

The speaker is in the woods and comes to a spot in the road where the road is
forked

The speaker is sorry …

Stanza 1
He …

Until …

The speaker takes the other road which is …

He chooses this road because …

Stanza 2
Because grass is growing on it, and the road seemed …

Though …

Both roads were…

The leaves…

Stanza 3 The speaker saves the first road for…

But, the speaker knows that …

And the speaker doesn’t think …

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Sometime in the future, the speaker will be …

At a time …

Stanza 4 That two roads …

And he…

And that was …

Part Two
Directions: Answer the following questions using complete sentences.

1. What is the speaker in the poem doing?

2. What does the speaker encounter?

3. What decision does the speaker have to make in the poem?

4. Infer the season. How do you know?

5. Describe the conflict the speaker feels.

6. Explain why the reader doubts he’ll ever come back to travel the first road.

7. Analyze the last stanza. What does the speaker mean by ―Somewhere ages and ages
hence”?

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8. Formulate an idea of what you think the road may represent. Explain why you think
that.

9. Propose a reason for the ―sigh” the speaker has at the end of the poem. What are
some of the reasons he may be sighing? Explain your answer.

10. Propose a meaning for the line ―that has made all the difference.‖ What are some of
other meanings of that line?

11. Which interpretation do you prefer? Why?

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“The Road Not Taken”

Standards Focus: Setting and Extended Metaphor
When is a road not a road?
What setting are you in right now? Share your answers with a classmate.
Did you write more than the physical space in which you are sitting? Setting includes:

1. Geographical location – where in space the story takes place. Does the story
take place in a town, a classroom, a soccer field?
2. The time period – when in time the story takes place. This can include the
year, era, or actual time.
3. The emotional setting – what are the emotions associated with the setting?
How are the emotions of being at a party different from the emotions experienced
at a visit to the dentist?
4. The occupations or daily living conditions of the characters. What is the
character’s occupation or where does the character live each day? If the character
is a farmer, the living conditions of being on a farm are part of the setting.
Part One
Directions: Using the scenes below, write a short description of each setting. Try to
include the geographic location, the time period, the occupation/daily life of the
character, and an emotional condition. The first one has been done for you. (You may
wish to fill in geographic location, time period, etc. before you write your scene.)
Example: School: It is 8:30 a.m. and the halls of Happy Valley School are crowded on
the first day of school. Students are hurrying to class but are still excited to see the
friends they’ve missed during the break.
a. Geographic location: Happy Valley School
b. Time period: 8:30 a.m., first day of school
c. Emotional condition: excited; glad to see friends
d. Occupation/ daily life: students at school

1. The mall:

a. Geographic location:
b. Time period:
c. Emotional condition:
d. Occupation/ daily life:

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2. The library, the week before exams:

a. Geographic location:
b. Time period:
c. Emotional condition:
d. Occupation/ daily life:

3. Opening night of the school play:

a. Geographic location:
b. Time period:
c. Emotional condition:
d. Occupation/ daily life:

4. The dentist’s office:

1. Geographic location:
2. Time period:
3. Emotional condition:
4. Occupation/ daily life:

Part Two
When you are writing your own setting, it’s easy to create all the elements of setting.
When you are reading, it is sometimes more challenging. Go back to ―The Road Not
Taken.‖

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Directions: Use the graphic organizer below

to help you find clues about the setting of the
poem. After looking over the clues, what can What does it mean to infer?
you infer about each stanza? You may not find Use the information you
an answer for each column, but you should be learn from the text and add
able to make an inference in the last column. your own thoughts about
Some answers have been filled in for you. that information.
What conclusions can you
draw? That is inference.

Stanza Geographical Time Emotional Occupation/ What I can infer

location period condition daily life from this stanza?
A yellow wood
It is fall because the
Stanza 1 Two roads sorry Traveler
leaves are yellow
diverged

It wanted
Stanza 2
wear

Stanza 3 morning

He is in
Stanza 4 the
future

Part Three
Directions: Answer the following questions using complete sentences.

1. What is the time setting of the poem? How do you know this?

2. What is the emotional state of the traveler?

3. Compare the time of the poem in stanzas 1 – 3 and the time in stanza 4. What is
happening in stanza 4?

4. What conclusions can you draw by looking at the setting of the poem?

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5. What items of the setting might be symbolic of something else?

6. Look back at the first stanza and the last stanza. What line does the speaker repeat?

7. Infer why you think the speaker repeats that line. Explain your answer.

8. Analyze the last line of the poem. What do you think the speaker means by the last
line?

Comparing Literature
9. Both ―The Road Not Taken” and ―The Railway Train” are extended metaphors. How
would you compare the tone of the two poems?

10. Review the other poems you’ve read. Compare the setting of ―The Road Not Taken”
with the setting of another poem. How are the settings alike?

11. Contrast the setting of ―The Road Not Taken” with another poem. How are the
settings different and why is the setting important in each poem?

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Part Four
Directions: Scan ―The Road Not Taken.” Be sure to indicate the meter as well as the
rhyme scheme.

The Road Not Taken

by Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

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I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a yellow wood, and I –

I took the one less traveled by,

And that has made all the difference.

1. What is the meter of ―The Road Not Taken”?

2. What is the rhyme scheme?

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“The Road Not Taken”

Assessment Preparation: Writing with Purpose—Extended Metaphor
What decisions have you made this week? Did you choose to stay up late one night to
watch a movie? Did you go to bed earlier than usual? Did you get homework done or did
you put it off? Did you pack your lunch or buy it?

You can probably think of hundreds of decisions and choices that you’ve made this
week. What choices had a consequence – big or small? Staying up late may have left
you tired in English class. Buying your lunch may have meant you had to spend your
allowance. Talk about a recent choice and consequence with another student.

Choices have consequences whether they are big or small. The poem ―The Road Not
Taken” is about making choices. As a matter of fact, the entire poem can be read as a
metaphor about a choice the speaker makes – it is a comparison between two things.
Metaphorically speaking, what are those two things?

When a poet uses a metaphor throughout an entire poem, it’s called an extended
metaphor.

Part One
Directions: Robert Frost created the extended metaphor by using diction (word
choice). Go back to the poem. Take a look at the diction. Use the graphic organizer
below to identify each time Frost uses a word or phrase related to travel and the
road. The chart has been started for you.

Stanza 1 Two roads, diverged, travel, one traveler, it bent

Stanza 2

Stanza 3

Stanza 4

1. Contrast what you think of as a road with what the speaker of the poem experiences
as a road. What do you imagine a ―road” to be like in your experiences? What is the
speaker’s road like?

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2. Do you think the road in this poem is an appropriate metaphor for life? Explain your
answer.

3. Analyze the use of the word ―diverged.”What other words could the speaker have
used?

4. Interpret why the speaker might have used the word ―diverged.” Explain your
answer.

5. Analyze the use of the word ―fair.” What other words could the speaker have used?
How do you think Frost wanted us to interpret the word? Explain your answer.

6. Analyze the use of the word ―difference.” What other words could the speaker have
used? How do you think Frost wanted us to interpret the word? Explain your answer.

7. Why do you think Frost specifically chose diction that could be interpreted several
different ways, rather than more precise or deliberate wording?

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Part Two
In his essay "Education by Poetry" Frost writes
about metaphors. He states, "Poetry Beware the cliché!
begins in trivial metaphors, pretty metaphors, When writing metaphors,
'grace' metaphors, and goes on to the it may be tempting to use
profoundest thinking that we have. Poetry provides a cliché. Cliches are
the one permissible way of saying overused expressions,
one thing and meaning another.” which have lost their
Try your hand at creating an extended metaphor. meaning over time. Some
You’ll write a paragraph in which you explain your common clichés include:
metaphor. as clear as mud, as slow
as molasses, stop and
Section I: Use the chart below to help you come up smell the roses, every
with an original metaphor for life. Jot down your cloud has a silver lining.
ideas about why you think your metaphor is The list goes on and on.
accurate in the ―because” column. The more ideas
you have in the last column, the easier your
paragraph will be to write. An example and ideas have been given to you.

Event… Is … Because …
School Party Lots of excitement
Fun to be with friends
―presents‖ from teachers (homework!)

Homework

Cell phones

Computers

Music

Section II: Choose a metaphor and create a metaphor word bank. Think about verbs,
nouns, and adjectives that you associate with the metaphor you’ve created. Write those
words in the space below. An example has been done for you.
Example: happy, presents, favors, cake, laughing, playing games, friends, music,
surprises

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Section III: Use the outline to jot down your ideas for your paragraph. As you write
your ideas, you may find that you need to focus on ideas, narrow your thoughts, or be
more specific. Feel free to add more sentences. Try to include a few words from your
word bank.
Sentence 1: Topic sentence (your metaphor)
Sentence 2: First big idea (an idea from your ―because column)
Sentence 3: Explain, give an example, or provide details about your first big idea
Sentence 4: Second big idea
Sentence 5: Explain, give an example, or provide details about your second big idea
Sentence 6: Third big idea
Sentence 7: Explain, give an example, or provide details about your third big idea
Sentence 8: Closing sentence

Example outline:
Sentence 1: School is a party.

Sentence 2: There is always something surprising happening.

Sentence 3: For example, my friend Sandy is always in the middle of a crisis – usually
involving her latest boyfriend.

Sentence 4: It’s like a daily party when I’m with my friends every day.

Sentence 5 & 6: At lunch we spend more time talking and laughing than eating. The
funniest lunch ended up with us laughing so hard that I got water up my nose.

Sentence 7: At school, just like at parties, we get presents from our teachers.

Sentence 8: The ―presents‖ we get at school are homework!

Sentence 9 & 10: I love going to school, and I love going to parties. For me, school is a
party.

Section IV: Once you have the draft of your paragraph written, add transition words.
Transition words help the reader navigate the sequence of when something is happening
in your writing. Some common transition words include: first, then, next, since,
however, after.

Example paragraph:
School is a party. First off, there is always something surprising happening. For
example, my friend Sandy is always in the middle of a crisis – usually involving her
latest boyfriend. Since I’m with my friends every day, it feels like a party. At lunch we
spend more time talking and laughing than eating. The funniest lunch ended up with us
laughing so hard that I got water up my nose. Finally, at school, just like at parties, we
get presents from our teachers. The ―presents‖ we get at school are homework! It’s true
for me: I love going to school, and I love going to parties. For me, school is a party.

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Section V: Prepare the final draft of your paragraph by checking spelling and sentence
structure. You may want to ask a friend to proofread it for you. Be sure to add a title to
your extended metaphor.

Part Three
Vocabulary

Directions: Choose the correct vocabulary word to complete the paragraph below.

diverged undergrowth fair claim trodden hence

Last weekend, we went to the mall. The sales looked , and

Ezra and I headed to the discount store. Ezra and I

once we got in the store because he was looking for socks and I was in search of a

notebook. It was obvious that shoppers had been here. The aisles were littered with

clothing. Walking through the store was like struggling through the

of a jungle. I found the notebook and made my on it before any

other shoppers could grab it. After searching through the store, I finally found Ezra

who had through the store with no success in finding socks.

We left the store – Ezra was discouraged, and vowed that in the weeks ,

he would only wear sandals.

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“The Road Not Taken”

Write a Poem About Choices

As you’ve discovered in your study of ―The Road Not Taken,” the poem is about choices
that change a life. You’re going to write a poem about a choice you’ve made. Your poem
can be serious or silly. You may even want to write a parody of the original poem.

Part One: Brainstorm ideas. What choices have you made that made an impact on your
life? Write as many ideas as you can in the space below. Some examples have been
done for you.

Examples: take a drama elective, become a vegetarian, quit piano lessons, join the
soccer team, ask the librarian for a challenging book, wear my roller blades to school

Part Two: Share your ideas and expand them by talking about ideas with another
student. Add any new ideas to your brainstorming.

Part Three: Choose an idea for your poem, and an ―inciting” incident. An inciting
incident is something that happened that forced you to make a choice. For example, in
―The Road Not Taken,” the speaker had to make the choice. He had to choose a road if
he wanted to continue on his travels.

Then, create a list of consequences of your choice. In ―The Road Not Taken,” the speaker
tells the reader that the choice ―made all the difference,” but he doesn’t explain what he
means by ―difference.” In your poem, explain the results of your choice. An example has
been done for you.

Example:
1. Choice: becoming a vegetarian
2. Inciting incident: choosing at lunch between meatloaf and a salad
3. Consequences: my family thought I was weird, my friends teased me,
people tried to trick me into eating things with meat in them, I felt healthier, I
was doing something to help the earth, I had trouble finding a variety of meals
in the school cafeteria, I started to do more cooking, I’m interested in
becoming a nutritionist.

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Part Four: Write a draft of your poem. If you like, you can use a similar rhyme scheme
and meter as ―The Road Not Taken” or you can write your poem in another rhyme
scheme, or in free verse.

Part Five
Read your poem to a friend. Does the poem make sense? Does your poem include
enough about your choice? If not, revise your poem so others can enjoy it.

Part Six
Revise your poem, add a title, and publish the final draft.

Sample Student Poem

Two meals on the cafeteria menu that day:

Meatloaf or salad
And I was hungry, so I looked at that meatloaf …
Then I looked at the salad as well.
It looked fresh and crisp and most kids had passed it by
Because it was green,
But really the meatloaf didn’t look all that bad –
So I could have chosen either meal.
But I decided to choose the salad
Because I decided that day that I didn’t want to eat meat.
And I knew I would be teased by my friends,
My family – will they think I’m weird?
But I had two choices that day, and I chose to
Become a vegetarian
I am healthier and happier with my new choice.
I became a vegetarian
And that has made all the difference.

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“The Road Not Taken” Quiz

Part I: Short Answer
Directions: Answer the following questions on the lines provided.

1. Briefly explain what is happening in the poem.

2. Explain how the speaker feels about the two roads.

3. Why doesn’t the speaker think he’ll ever go back and travel down the other road?

4. Explain why this poem is considered an extended metaphor.

Part II: Matching

Directions: Match the vocabulary word and its definition. Write the letter of the
correct answer on the line provided.

_____ 5. from this time A. claim

B. diverged
_____ 6. walked on
C. fair
_____ 7. promising; favorable D. hence
E. trodden
_____ 8. branched off; moved in a different direction
F. undergrowth
_____ 9. small trees and plants growing beneath larger trees
_____ 10. demand or right

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Answer Key
“The Road Not Taken”
Exploring Expository Writing: Author Biography and Historical Context
Answers may vary. Sample student answers are given for numbers 4-7.
1. 1874 – 1963; he lived in San Francisco and New England
2. He worked as a farmer, an editor, and a teacher.
3. It took almost twenty years for his first book of poetry to be published, yet he didn’t give up writing.
4. He probably was the most proud of the Pulitzer Prizes because it is a notable award that is recognized
as a prize for excellence.
5. He probably wrote about topics he was familiar with and felt at home with. He probably felt he could
relate best with them.
6. He thinks poetry is powerful because he says that if you are close to poetry, you can understand belief.
7. It could mean belief in anything – belief in yourself, in life, in God, in nature. I think the word belief,
to him, may have something to do with a deeper understanding of life.

“The Road Not Taken”

Comprehension Check Questions
Part One
Stanza 1
The speaker is in the woods and comes to a spot in the road where the road is forked
The speaker is sorry … he can’t travel down both roads
He … looks down one road as far as he can
Until … the road turns
Stanza 2
The speaker takes the other road which is …just as nice as the first one
He chooses this road because …it might be a better road
Because grass is growing on it, and the road seemed …to need to be used
Though … he realizes that the two roads are worn about the same amount.
Stanza 3
Both roads were…equal
The leaves…were undisturbed on the road – no one had stepped on them
The speaker saves the first road for…some other time
But, the speaker knows that … one turn along a road will lead to another
And the speaker doesn’t think … he’ll ever go back down that first road
Stanza 4
Sometime in the future, the speaker will be …telling this story
At a time …many, many years from now
That two roads … split in the woods
And he…took the one less traveled
And that was … important
Part Two
1. He is walking down a road in a forest.
2. A fork in the road.
3. He has to decide which road to travel down.
4. It is probably in the fall because he says there are yellow leaves on the road – leaves turn yellow in the
fall.
5. He can’t travel down both roads and wants to. He has to make a decision about which road to take, so
he feels anxiety about making the right decision.
6. One road will lead to another and he’ll have traveled on so far that it will be too difficult to come back
to the first road.
7. The speaker is imagining that at some time in the distant future, he’ll be telling this story about the
roads and the decision.
8. Answers may vary. Sample student answer: The road could mean choices the speaker has to make in
life. One decision leads to another and you never really know how it’s all going to turn out until you
are at ―the end of the road” or at the end of your life looking back.

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9. Answers may vary. Sample student answer: The speaker may be sighing with regret because he
made a poor choice; the speaker may be sighing with relief that he made a good choice. The sigh can
be a positive thing or a negative thing. The reader doesn’t really know.
10. Answers may vary. Sample student answer: It could mean that by choosing that road, he had a great
life and it was a good decision. It could mean making that choice was the turning point in his life and
maybe it wasn’t such a good decision. He really won’t know until he finishes his life.
11. Answers will vary.

“The Road Not Taken”

Standards Focus: Setting and Extended Metaphor
Part One
Answers will vary. Sample student answers are given.
1. The mall: On Saturday afternoon, kids are shopping at the North Hills Mall. They meet their friends
in the food court; they talk and laugh as they munch on fries.
a. Geographic location: North Hills Mall, food court
b. Time period: Saturday afternoon
c. Occupation/ daily living: students who are shopping
d. Emotional condition: happy; social
2. The library, the week before exams: Late Sunday night Hugh huddled in the corner of Memorial
Library and pored over his English textbook. He frowned as he tried to figure out the difference between a
participle and a gerund. He chewed on the end of his pencil and checked his notes.
a. Geographical location: Memorial Library
b. Time period: late Sunday night
c. Occupation/ daily living: student – studying
d. Emotional condition: worried; concentrating
3. Opening night of the school play: The auditorium was packed on Friday night for the opening of our
school play. We had arrived early and found seats in the first row. We kept looking at the clock to see
when the curtain would go up.
a. Geographical location: the auditorium
b. Time period: Friday night
c. Occupation/ daily living: students at a play; audience
d. Emotional condition: excitement; anticipation
4. The dentist’s office: I sat clenching the arms of the dentist’s chair. I held my mouth open as wide as I
could, but that sharp sticking in my gums and shrill drill sound made me want to slam my mouth
shut. I wish I had been more diligent at flossing. I wish I hadn’t waited for two years to have the
dentist check my teeth.
a. Geographic location: the dentist’s chair
b. Time period: two years since the last appointment
c. Occupation/ daily living: ―I,” the speaker, is at the dentist for a check up
d. Emotional condition: anxiety; pain; fear
Part Two
Stanza Geographical Time Emotional Occupation/ What I can infer from this stanza
location period condition daily living
Stanza A yellow wood sorry Traveler It is fall because the leaves are
1 Two roads yellow
diverged
Stanza The other It wanted He took the road that had more
2 It was grassy wear grass growing on it and looked like
it needed to be walked upon
Stanza In the wood morning Both He thinks both roads are equal
3 equally lay
Stanza Tow roads He is in A sigh Old man He is going to tell about his
4 diverged the A decision in the future, and that his
In a wood future difference decision made a difference

Part Three

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Answers may vary. Sample student answers are given.
1. It is the fall. I know this because he refers to a yellow wood and leaves on the road. Leaves turn yellow
and fall off the trees in the fall.
2. He’s sad because he can’t travel on both roads. He wonders what is down each one.
3. The speaker is predicting that at some time in the future he’s going to tell us about this day and this
experience. Then, at that time in the future, he’ll realize that his choice ―made all the difference.”
4. The setting can give the reader insight into what the poem is about. The setting can reflect the mood
of the speaker.
5. The yellow wood might symbolize the time in the speaker’s life as adulthood when he had to make this
decision. The road could symbolize the journey of life.
6. ―Two roads diverged in a … wood”
7. The divergence of the two roads is what forces him to make a decision. He has to choose. And it is
important.
8. The choice he made on that day impacted his life in a dramatic way.
Comparing Literature
9. The tone of ―The Railway Train” is more carefree and happy. The tone of ―The Road Not Taken” is
more serious and thoughtful.
10. ―The Road Not Taken” takes place in nature and deals with the woods. ―The Song of Wandering
Aengus” is also a poem in which nature is important to what happens in the poem. The events of both
poems occur in the natural world.
In ―Paul Revere’s Ride” the setting is Colonial America. The setting is manmade (towns) and
important to the poem because the Colonists are defending their towns from the British. In ―The Road
Not Taken” the speaker is merely walking in the woods – there is no threat to the speaker or the
woods.
Part Four
1. the meter is tetrameter with iambic and anapestic feet.
2. the rhyme scheme is as follows:
Two roads diverged in a yellow wood, a
And sorry I could not travel both b
And be one traveler, long I stood a
And looked down one as far a I could a
To where it bent in the undergrowth; b
Then took the other, as just as fair, c
And having perhaps the better claim, d
Because it was grassy and wanted wear; c
Though as for that the passing there c
Had worn them really about the same, d
And both that morning equally lay e
In leaves no step had trodden black. f
Oh, I kept the first for another day! e
Yet knowing how way leads on to way, e
I doubted if I should ever come back. f
I shall be telling this with a sigh g
Somewhere ages and ages hence: h
Two roads diverged in a yellow wood, and I –g
I took the one less traveled by, g
And that has made all the difference. h

“The Road Not Taken”

Assessment Preparation: Writing with Purpose—Extended Metaphor
Part One
Answers may vary. Sample student answers are given.
Stanza 1 Roads, diverged, travel, one traveler, it bent
Stanza 2 Grassy and wanted wear, passing, worn
Stanza 3 Lay, step, trodden, way leads on to way, come back
Stanza 4 Two roads, Diverged, one less traveled by

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1. In my experience a road is made of asphalt. Grass doesn’t grow on it and it isn’t in the woods.
2. Yes, because life is like traveling along a road. You have to make choices and can’t go back and explore
another road. You have to keep moving forward.
3. split, divided, went apart, fork in the road, turned
4. Diverged sounds more educated, so the speaker may have wanted the reader to know this was a
serious event. It was more than just a ―fork in the road” moment.
5. The word fair is ambiguous. There are several meanings of the word (pale, reasonable, just, adequate,
attractive; equal). I think Frost deliberately chose the ambiguous meaning so that there could be a
deeper meaning to the poem. I don’t think he wanted us to choose any one interpretation, but realize
that there is more than one option, just like the poem itself.
6. Again, like the word ―fair” the word ―difference” can be ambiguous. Frost could have meant that one
wasn’t a better choice—just a different one. It could have a deeper meaning in that we never know
what the other ―road” of life holds because we took a different one. Other roads could have been either
better or worse—or just different.
7. Frost is not only reinforcing the choice and decision of two roads for the extended metaphor, but
within the diction of the poem. By deliberately choosing vague and ambiguous wording, the poem
ironically gathers even more power.
Part Two
Original Extended Metaphors will vary.
Part Three
Last weekend, Ezra and I went to the mall. The sales looked fair and Ezra and I headed to the discount
store. Ezra and I diverged once we got in the store because he was looking for socks and I was in search
of a notebook. It was obvious that shoppers had been here. The aisles were littered with clothing.
Walking through the store was like struggling through the undergrowth of a jungle. I found the
notebook and made my claim on it before any other shoppers could grab it. After searching through the
store, I finally found Ezra who had trodden through the store with no success in finding socks. We left
the store – Ezra was discouraged, and vowed that in the weeks hence, he would only wear sandals.

“The Road Not Taken” Quiz

1. The speaker is walking along a road and comes across a fork in the road. He wonders which road he
should take and what will happen because of the choice he made to travel down one road and not the
other.
2. The speaker wants to travel down both roads. He likes them equally.
3. He realizes that one thing leads to another as life progresses and he probably will never have a chance
to go back.
4. The speaker uses the entire poem to talk about choices and roads. The entire poem is about how
making choices is like life.
5. D. hence
6. E. trodden
7. C. fair
8. B. diverged
9. F. undergrowth
10. A. claim

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