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I. Objectives

The lesson plan is for teaching the poem "The Road Not Taken" by Robert Frost. It involves reading and analyzing the poem through class discussion and activities. Students will explore the symbolism in the poem, discuss the choices made by the speaker, and consider its themes of decision-making and the paths our lives can take. The plan includes preparing students for reading, having them complete the poem with missing words, discussing it in groups, and evaluating their understanding with multiple choice questions.

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Freddie Banaga
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409 views5 pages

I. Objectives

The lesson plan is for teaching the poem "The Road Not Taken" by Robert Frost. It involves reading and analyzing the poem through class discussion and activities. Students will explore the symbolism in the poem, discuss the choices made by the speaker, and consider its themes of decision-making and the paths our lives can take. The plan includes preparing students for reading, having them complete the poem with missing words, discussing it in groups, and evaluating their understanding with multiple choice questions.

Uploaded by

Freddie Banaga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Semi – Detailed Lesson Plan in English 8

I. Objectives
At the end of the lesson, the students should be able to:
a. relate personal views to that of the poem
b. arrive at the meaning of unfamiliar words through context clues
c. extract the meaning and message of the poem through utilization of symbolism
d. single out worthwhile human values highlighted in the poem

II. Subject Matter


Topic: “The Road Not Taken” by Robert Frost
Materials: Visual Aids
Pop – up picture
III. Procedure
A. Preparatory Activities
a. Prayer
b. Checking of Classroom
c. Checking of Attendance
B. Pre - Reading
a. Motivation
The teacher will ask the following questions:
1. Think back to the time when you were forced to make an important
decision. What were its consequences?
2. Were you happy about the decision or did you regret it later?
3. Do you think the decisions we make will affect our future?

b. Presentation of the lesson


POP – UP PICTURE:
The teacher will present a pop – up picture of two roads diverged in a
wood and will ask series of questions.
1. How many roads can you see?
2. Will you differentiate one from the other?
3. If you were to choose between those two roads, which one will you
take, knowing the fact that you can never go back once you decides?
4. What makes you decide to take that road?
5. What do you think will the focus of our topic today?

c. Spotlight on the Author


Author Interview – one student will pretend to be Robert Frost and
answers two-question interview with the teacher.
1. Can you give me some highlights on your career?
2. What’s your inspiration in writing “The Road Not Taken”?
d. Unlocking of Difficulties
Match the words in column A with their corresponding meaning in
column B with the help of the sentences I will give.
1. The hospital corridor diverged; one corridor led to the X-ray
department, the other to the surgery.
2. Lost in the dark forest, the little boy rested in the undergrowth.
3. He chooses a different path everyday and so far hasn’t trodden the
same ground twice.
4. I doubt you will get an answer to this question.
5. After several years, the carpet was finally showing wear.

Column A Column B
1. diverge a. movement of the foot in
2. undergrowth walking
3. trodden b. led to a dead end
4. doubt c. extended in two
5. wear directions
d. a place where shrubs
and herbs grow
e. the result of long hard
use
f. to carry

C. While Reading
Set a Goal for Reading
a. First Reading
The teacher will distribute copies of the poem with the last word missing
from each line. The teacher will read the poem to the class. Students read
their own copies and complete the missing words.
1. What are the rhyming words in the poem?
2. What is the rhyme scheme of the poem?
3. What is the structure of the poem?
b. Second Reading
1. What road was taken by the persona?
2. What big realization did the persona achieve after the journey?
D. Post – Reading
Group Discussion
The teacher will create 4 groups with 6-7 members. Each group is given a
question that must be answered within 5 minutes.
1st – First Stanza
a. In what ways are the two roads different?
b. How does the persona feel about not being able to take both roads?
c. What do you think these two roads represent?
nd
2 – Second stanza
a. On the second stanza, did he already make up his mind?
b. Which road did he take?
c. Describe the road mentioned in this stanza?

3rd – Third Stanza


a. What other description is given in the third stanza that pertains to the
road taken by the persona?
b. Explain these two lines:
“Yet knowing how way leads on to way,
I doubted if I should ever come back.”
Why is it difficult to turn back after traveling for a while?
4th – Fourth Stanza
a. Did he regret his decision towards the end?
b. The speaker took the “less traveled road” and claimed that “it has
made all the difference.” What does making a difference means?
c. What realization did the persona have when he took the road less
travelled by?

IV. Generalization
a. Symbolism
The teacher will let the students identify what being represented by each symbolism
is found in the poem.

SYMBOLISM

Traveler
Two roads in divergence
Woods
Trod
Sighs
Difference
b. Theme
After getting the symbols and representations, the teacher will let the students
explore the poetic meaning of the poem with the aid of the symbolisms used.

V. Application
Group Activities
Work with the same group. Each group will be given a question that must be
answered within 5 minutes.
1. If you were the speaker, would you choose the “the less traveled road,” too?
2. Is it always better to take the less traveled road? Why or why not?
3. Should people be free to make their own choices or is it better to follow parents
and society?
4. What do you think is the personality of the persona as reflected in his decision to
take the less traveled road?

VI. Evaluation

1. What do the "two roads" represent in "The Road Not Taken"?


a. answer choices
b. people who affect our lives
c. paths that are hidden in secret
d. the beginnings of new phases in life
2. The author of this poem is ____.
a. Walt Whitman
b. Ponyboy Curtis
c. Robert Frost
d. Emily Dickinson

3. On the surface, "The Road Not Taken" is about a walk in the woods. On a deeper
level, what is the poem about?
a. The poem is about how other people help us face major decisions.
b. The poem is about loving nature and protecting natural habitats.
c. The poem is about the conflicts people face when making important choices.
d. The poem is about the importance of exercise and enjoying the outdoors.

4. The speaker in "The Road Not Taken" is most clearly which type of person?

a. a person lost in the woods


b. a person who made a decision
c. a person now standing at a fork
d. a person who likes a well-beaten path
5. Which of the following words is closest in meaning to the word diverged?

a. divided
b. presented
c. conformed
d. unequaled

V.Agreement

Compare and contrast “The Road Not Taken” with Frost’s another poem “Stopping
by the Wood on Snowy Evening.

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