IPG

Amanda Rodriguez
May 4, 2016

TEKS: Students will analyze the effects of

diction and imagery (controlling images,
figurative language, understatement,
overstatement, irony, paradox) in poetry.
Objective: Students will write a paper
demonstrating their understanding and
make inferences and draw conclusions
about the structure and elements of The
Road Not Taken by Robert Frost.

Big Understandings: Its more worthwhile to take the paths

in life that are less commonly taken.
Dont follow the crowd.
Make you won life choices based on meaningful experiences
gleaned that will allow for personal growth.

Assessment Evidence: Since we have been learning about the importance of symbolism, diction, and
imagery elements in poetry we will use what we have learned to dissect and analyze various elements of
the poem, The Road Not Taken in a paper. In addition, you must write a short poem incorporating you
own elements of diction and imagery to make a point to the audience. After presenting it to the class,
students in the audience will discuss and analyze the elements and message based on the clarity of the
poems content.
Formative Assessment: A short poem of the students own creation will be used to evaluate their
strengths, current skills and additional things they may need to work on.
Summative Assessment: A student paper will be used to analyze their mastery of the elements of poetry.

Instructional Strategies/Activities: Post instructions, expectations, and goals on the class bulletin board.
Print handouts on the deadlines, rubrics, and reference materials.
Have students work in groups to evaluate and discuss opinions on the poems message and the poems
elements that lead them to that conclusion.
Have them paraphrase the poems lyrical content with a partner.

Materials/Resources: Copies of the poem to the analyzed The Road Not Taken by Robert Frost.
Song clips from YouTube.
Poem structure outlines as a frame for their own short poems

Grouping Patterns: Work in heterogeneous groups and pairs to analyze and paraphrase the poem

Ending, Summary/Reflection: Three Ws: Students write about the connection between diction and imagery
with a poems big idea.
HOTQ 1: How does the diction and imagery from the song in Pocahontas contribute to the message?
HOTQ 2: What was the message the singer is trying to express?