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Poems by Robert Frost a Boy’S Will and North of Boston

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Poems by Robert Frost a Boy’S Will and North of Boston E A TEACHER’S GuidE TO THE SiGNET CLASSiCS EDITiON OF POEMS BY ROBERT FROST A BOY’S WILL AND NORTH OF BOSTON by James e. mCGlinn SerieS EditorS: Jeanne M. McGlinn and JameS e. McGlinn TEACHER’S Guid 2 A Teacher’s Guide to the Signet Classics Edition of Poems by Robert Frost Table of ConTenTs introduction ........................................................................................................................3 BEfore ReadinG .....................................................................................................................3 duRinG ReadinG ActiviTies.............................................................................................7 After ReadinG ActiviTies .............................................................................................17 Useful onlinE Resources ...........................................................................................19 ABouT the AuthoR of thiS GuidE ...........................................................................21 ABouT the EdiToR of thiS GuidE ..............................................................................21 Free Teacher’S Guides ....................................................................................................23 Copyright © 2010 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email [email protected] or write to: PeNGUiN GroUP (USA) iNC. in Canada, write to: Academic Marketing Department PeNGUiN BooKS CANADA LTD. 375 Hudson Street Academic Sales New York, NY 10014-3657 90 eglinton Ave. east, Ste. 700 http://www.penguin.com/academic toronto, ontario Canada M4P 2Y3 Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of Poems by Robert Frost 3 INTRoDUCTION Robert Frost is one of the most widely cele- This volume of Frost’s early poems presents a brated of American poets. During his lifetime rich resource for readers. It comprises the first he received four Pulitzer Prizes for his poetry, two published books of poetry and largely and his works are still widely anthologized in consists of poems centered in rural life in collections of American poetry and school New England. A Boy’s Will shows Frost’s vari- literature textbooks. In the afterword to this ous uses of the lyric and traditional poetic volume, the poet Peter Davison says that for forms, and North of Boston explores the use of some time Americans “tended to regard Frost blank verse in longer narrative poems to pres- as the other bookend to match Norman ent reflections on human experience. Some Rockwell…whose work could be counted on of Frost’s best known and loved poems are to convey the values of traditional American contained in these two books. For example, country life” (p. 147). However, this concep- “Mowing,” “The Tuft of Flowers,” and “Reluc- tion does not account for the depth and tance” are in A Boy’s Will and “Mending complexity of even some of the most Wall,” “The Death of the Hired Man,” and straightforward-seeming poems. Frost expe- “After Apple Picking” in North of Boston. rienced times of intense hardship and grief in Students will find many opportunities to his personal life, and echoes of his grief and explore, enjoy, and be challenged by the levels the wisdom he learned about the hard truths of meaning they find here. And in their explo- of life can be found in his poetry. Along with rations, students can learn about the elements vivid images of American life and landscape, of poetry—imagery, metaphor, rhyme, rhythm, Frost’s poetry also contains deep and some- diction—that Frost uniquely developed in times enigmatic reflections on life and nature. his expression of “the sound of meaning.” BEFORe READING exploRinG FrosT’s life 2. In addition to the printed works, there are a few useful biographical resources of Robert 1. As mentioned by Peter Davison in the after- Frost online: word to this volume, an excellent biography Robert Frost Biography of Frost is Into My Own: The English Years of http://www.biography.com/articles/ Robert Frost 1912-1915 by John Evangelist Robert--Frost-9303322 Walsh. This work focuses on a period when Frost wrote some of his greatest poems and when A This essay reviews the major events of Frost’s Boy’s Will and North of Boston were first pub- life and also discusses his work and signifi- lished. It is useful in that it discusses the context cance as a poet. of Frost’s writing such poems as “Mending Modern American Poetry: Wall” and also gives a more sympathetic por- Frost’s Life and Career trait of Frost’s character than the three-volume http://www.english.illinois.edu/maps/ official biography by Lawrance Thompson. poets/a_f/frost/life.htm If you can get several copies from your media This site contains two biographical summa- center or local library, have students sign up in ries of Frost’s life—one by William H. pairs to read specific chapters from this biog- Pritchard, writer of the introduction to this raphy and report interesting points to the class, volume which includes a commentary on using a Power Point presentation. Alternately, Frost’s work. The other is a slightly longer as a class, students could build a timeline of essay by Stanley Burnshaw which describes significant personal and professional events more of the personal details of Frost’s life. in Frost’s life as covered by this biography. 4 A Teacher’s Guide to the Signet Classics Edition of Poems by Robert Frost Robert Frost Biographical Information making study of the elements of poetry a http://www.ketzle.com/frost/frostbio.htm secondary means to responding to the poetry. Based on a detailed chronology published in Reader response gives students an opportu- Robert Frost: Collected Poems, Prose, and Plays nity to express their personal reactions to the (1995), the chronology listed here includes poems through open-ended questions and interesting details about Frost’s life in a brief journal writing. For example, the teacher can format. ask students to explore a group of poems and then choose the poem that they liked the best The online biographies can be used to give and tell why in a journal. Then, as a class, students an outline of Frost’s life and provide students can discuss their reactions and a context for his poetry. Assign students to explore their choices and different reactions. read one of the online sources and choose In another reader response activity, students one event in Frost’s life before 1915 when the reread a poem several times, choosing what Frost family moved back from England to they believe are the most significant lines first America. Students could report on how the and then after a second reading, the most event they have chosen could have been significant word in the poem. Students share instrumental in the development of the life their ideas with a partner, again reflecting on of an artistic person. Ask the students to dis- how their responses are different and alike. cuss their reasons for the choices they made. Teachers who begin with reader response 3. Places and Poetry prompts encourage students to not only http://www.frostfriends.org/places.html is express their reactions but also to explore a very interesting biographical sketch with why they are reacting in a certain way. This links to pictorial essays illustrating the places type of open-ended discussion can build stu- where Frost lived including San Francisco, dents’ confidence in their ability to under- where Frost was born, and villages in New stand poetry and their willingness to take Hampshire, England, and Vermont. risks in expressing their ideas. Assign students in teams to visit one of the sites and capture images for a video presenta- ReaDeR Response anD tion to the class about the place they studied The importanCe of ChoiCe and Frost’s life there. Since reader response encourages choice, an on TeaChinG poetry approach to teaching the poetry in this volume is to focus on those poems that are According to Frost, teachers should not take most interesting to both you and your stu- a “pre-graduate school” approach to teaching dents. After handing out Poems by Frost to the poetry in high school and college. He students, take 10-15 minutes to have stu- believed that a scholarly approach to teaching dents survey A Boy’s Will and individually poetry was not appropriate. He stated that identify three to five poems that they would the object of the poet is “to entertain you by like to read. Because the poems are generally making play—it’s symbol and metaphor, shorter and more traditional in this book, it see—by making play with things you already is appropriate to consider them before know” (Frost, 1954). It follows from this approaching those in North of Boston. Stu- view of poetic composition, that the goal in dents can find their favorite poems initially teaching poetry is to enable students to by skimming through the section, reading “make play” in reading. In other words, the titles and a few of the lines of each. Have teachers should encourage and facilitate stu- students list their choices to be handed in. dents’ delight in reading the poems. One With the whole class, discuss why students approach to enabling personal enjoyment is made the choices they did and share the titles through focusing on reader response first and of your favorite poems with the class. Using A Teacher’s Guide to the Signet Classics Edition of Poems by Robert Frost 5 the students’ and your choices, you can now designed to extend your background knowl- identify the corpus of poems for whole group edge and show your responses to the reading. reading and analysis. 3. Choose roles Alternatively, you can lead students in this Choose roles for each member of your group: survey of the poetry, pointing out titles and Discussion Director (develops questions for themes as you go and then following this up the group discussion), Literary Luminary with choosing those works that you and the (chooses several key lines of the poems being students would like to study, based on their discussed to read aloud to the group), Inves- initial reactions.
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