Grade: 10th - 11th
Level: Advanced
No. of Students: 14
Patricia Meisser
7/22/2008
Theme: Poetry, Literary Devices
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.
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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
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.
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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.
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.
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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.
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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
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The Road Not Taken
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.
The Road Not Taken
1
_________________________________________________________,
7
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
Name _____________________________________ Date _____________________
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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
theme
literal
personification
narrative
trodden
undergrowth
hence
diverge
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.
Supplementary Short Essay
9
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.
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