NYS ESL Standards

Preparation

NYS ESL Standards:  Standard 2 – Students will listen, speak, read and write in English for literary response, enjoyment and expression. o Locate and identify a wide range of significant literary elements and techniques in a text and use those elements to interpret the work and comparing and contrasting the work to other works and to students’ own experiences. o Engage in collaborative activities through a variety of student groupings to create and respond to literature.

Conceptual Objective:  Students will be able to identify and analyze the literary devices used in Robert Frost’s poem “The Road Not Taken.”

Language Objective:  Students will be able to create a well-formed paragraph using a topic sentence, supporting details and closing or transitional sentence.  Students will be able to recognize and define key vocabulary words: diverge, undergrowth, trodden, hence, metaphor, theme.

Materials:  Vocabulary Worksheet (see attached p. 5) 2-3 Dictionaries, Copies of the full poem “The Road Not Taken” by Robert Frost (see attached p. 6) and two different sets of copies of the poem with every other line missing (see attached p. 7-8) Two boxes or bags labeled “A” and “B” and prizes for the class to be put in each (ex. Two different types of candy), Practice worksheet (see attached p. 9-10).

Lesson Sequence Start-up Routines: 1.Upon entering the classroom, the students will find the “Aim” and a “Do Now” written on the chalkboard. The “Aim” will ask: What are the literal and figurative meanings expressed in the poem “The Road Not Taken” by Robert Frost? The “Do Now” will ask students to write about an important or difficult choice they had to make and to explain why they made the choice that they did and how the choice affected their lives. 2. Have some students share their answers with the class.

Introduction: 3. Place two boxes or bags in front of the students labeled A and B without letting the students know what is in each. Tell the students that they will be able to have

1 whatever is in either box A or box B later in class but that they can only choose one and they will not be told what is inside either one. 4. Answer any student questions. If students ask, let them know they will never find out what was in the other box. Remind them that they will receive the prize after the next activity is completed. 5. Have the students vote and reveal their prize.

Presentation: 6.Announce to the students that we are going to read another poem by Robert Frost and review student knowledge of Frost and literary devices discussed in previous lessons. a. Who is Robert Frost? What other poem did he write that we read last week? What was that poem about? What is a narrative poem? We talked about how the wall was a symbol or metaphor for something. What did it represent? What is a metaphor? What is a symbol? What is imagery? 7. Hand out Vocabulary worksheet and review new vocabulary words with students by having them figure out the meaning by the sentences provided or using dictionaries. Write definitions on the board for students to copy. 8. Read the poem aloud once for the students to listen. 9.Announce that we are going to do something different to read this poem and that they will be working with a partner. 10. Pair students up and have them arrange their desks so that they are facing each other but at least one foot away from each other. 11. Explain that each person in a group will receive a copy of the poem, however, half of the lines will be missing. They will have to rely on their partner to obtain the words and fill in the blanks on their sheet. They will not be allowed to show their partner their sheet or copy. One student will dictate a line to his/her partner and then alternate. 12. Hand out the different copies of the poem “The Road Not Taken” by Robert Frost to each pair of students. Remind the students that the point of the activity is for each of them to work together and practice both their speaking and listening skills. Also, remind students that it will be collected so they should complete every line and write neatly! 13. After adequate time has been given, collect the poems and hand out copies of the complete version of the poem to each student. 14. Read it aloud to the students, reminding them to listen for pronunciation and to highlight or underline any unknown words. 15. Have the students practice the pronunciation of the whole poem as they read it aloud as a class, repeating after the teacher, line by line or reading aloud individually.

2 16. Announce to the students that you will read the poem again and that this time you want them to think about two things: What is the literal story in this poem that the narrator is telling? What is the figurative meaning behind the poem? 17. Read aloud the poem to the students and have the students listen for meaning as they read along silently. 18. Break the poem down and discuss each stanza. Ask students: a. Stanza 1: Where is the speaker in this poem? Why is it described as a “yellow-wood”? What is the speaker doing? What is the problem the speaker is facing? Was it an easy choice? How do you know? Why is the speaker looking down the road as far as he can? b. Stanza 2: What does the speaker say about the roads? How are they different? Which path does he choose? Why does he choose the grassier path? c. Stanza 3: Does the speaker believe that he will one day return to take the road not taken? Why or why not? d. Stanza 4: What is the speaker talking about here? How do you think he feels about his choice? e. General: What is the poet literally talking about in this poem? What do you think is the figurative meaning? The poet is using a metaphor. Explain. What do you think the road symbolizes? the different paths? What do you think is the theme of the poem? Does the poet have a message? If so, what is it?

Closure: 18. Have the students complete the practice worksheet where they must define vocabulary, literary devices and complete a short comprehension based essay. 19. Circulate throughout the room to help students and hand out the prize while they work.

Differentiation Strategy:  Students will be paired with partners based on ability whenever possible. Students will be assessed for their skills in different areas of English (listening, speaking, reading and writing) in order to gain a more holistic understanding of each student’s abilities. Directions for activities will be provided orally and in writing.

3 Vocabulary Sheet - Teacher Copy literal - adj. - adhering strictly to the basic meaning of an original word or text without further elaboration or interpretation Words in literal expressions denote what they mean according to common or dictionary usage. figurative – adj. - using or containing a non-literal sense of a word or words. Words in figurative expressions denote something other than what they mean according to common or dictionary usage metaphor – n - A figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison. - A comparison of two different things using the verb “to be” “He is a tiger when he's angry” is an example of a metaphor. theme – n - a unifying or dominant idea, motif, etc The theme of desperation is found throughout his novels. diverge - v - 1. to separate and go in different directions; branch out.*** The fork in the road is a point where the path diverges. 2. to differ to some extent 3. to deviate from or not fit in with or conform to something, for example, a typical pattern or expressed wish . hence - adv. 1. From this cause, or for this reason 2. later than the present time *** Now it is memorable, but a year hence it will be forgotten. tread - v. – to step or put a foot on something, especially so as to crush or damage it. He had trodden this path before. trodden - past participle of tread (see above) undergrowth – n. - shrubs, small trees, or other vegetation growing beneath the trees in a forest.

4 Vocabulary Worksheet

1) metaphor - n. - ______

“He is a tiger when he’s angry” is an example of a metaphor.

2) theme - n. - ______

The theme of friendship and its importance is found throughout his novels.

3) diverge - v - ______

The fork in the road is a point where the path diverges.

4) undergrowth - n. -______The undergrowth continues to grow beneath the trees in the forest because they do not require a lot of sunlight.

5) tread - v. -______The crushed leaves made him realize that he had trodden this path before.

6) hence - adv. -______Now it is memorable, but a year hence it will be forgotten. The Road Not Taken

The Road Not Taken

5 1 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

5 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

10 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,

15 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 wood, and I —

I took the one less traveled by,

20 And that has made all the difference.

- Robert Frost

Source: Exploring Poetry, Gale, 1997. The Road Not Taken

6 1 Two roads diverged in a yellow wood,

2 ______

3 And be one traveler, long I stood

4 ______

5 To where it bent in the undergrowth;

6 ______,

7 And having perhaps the better claim,

8 ______;

9 Though as for that the passing there

10 ______,

11 And both that morning equally lay

12 ______.

13 Oh, I kept the first for another day!

14 ______,

15 I doubted if I should ever come back.

16 ______

17 Somewhere ages and ages hence:

18 ______

19 I took the one less traveled by,

20 ______

- Robert Frost

Source: Exploring Poetry, Gale, 1997.

7 The Road Not Taken

1 ______,

2 And sorry I could not travel both

3 ______

4 And looked down one as far as I could

5 ______;

6 Then took the other, as just as fair,

7 ______,

8 Because it was grassy and wanted wear;

9 ______

10 Had worn them really about the same,

11 ______

12 In leaves no step had trodden black.

13 ______!

14 Yet knowing how way leads on to way,

15 ______.

16 I shall be telling this with a sigh

17 ______:

18 Two roads diverged in a wood, and I —

19 ______,

20 And that has made all the difference.

- Robert Frost

Source: Exploring Poetry, Gale, 1997.

Practice Worksheet

8 Name ______Date ______

Vocabulary Practice

Select a word from the box below to fill in the blank and complete each sentence. Each word will only be used once. metaphor literal narrative trodden diverge

theme personification undergrowth hence imagery

1. The poem “The Road Not Taken” is a form of ______poetry because it tells a story.

2. When the narrator says in line 1 “Two roads diverged in a yellow wood,” he is using ______to paint a picture in the reader’s mind.

3. The narrator reaching a fork in the road on his journey is a ______for the choices people face in life.

4. When the narrator says that the one path “wanted wear,” he is using ______by giving the qualities of a person to the path.

5. The narrator realized the path no person had ______the path because the leaves were not black.

6. The ______description of the poem is a person walking down a road who comes to a fork and has difficulty choosing which path to take.

7. The narrator is not able to see past the ______to see where the path leads.

8. A fork in the road is a place where the road ______into two or more paths that lead in different directions.

9. A possible ______of the poem is the importance of choices and decisions we make in our lives.

10. We are reading the poem now and hope that years ______it will not be forgotten.

9 Supplementary Short Essay

Write a well-formed paragraph explaining the literal and figurative meaning of the poem “The Road Not Taken” by Robert Frost. Describe the theme of the poem and explain how the author uses literary devices to support his theme. Use quotes from the poem to support your answer.