Semi-detailed Lesson Plan in English

I. Objectives
a. Content Standards: The learner exemplifies an understanding of the essential parts
of a poem.
b. Performance Standards: The learner will be able to use the poetic devices
rigorously and relate the poem into their lives.
c. Learning Competencies:
Analyze the poem of Robert Frost’s “The Road Not Taken.”
Objectives:
At the end of the session, students must be able to:
a.       understand and appreciate figurative language in poetry.
b.      familiarize the poem, “The Road Not Taken”
c.       identify the different elements in the poem.

II. Content
Poem Analysis of Robert Frost’s poem “The Road Not Taken.”
III. Learning Resources:
a. References:
1. Copy of “The Road Not Taken” By Robert Frost
2. Audio recording of “The Road Not Taken” read by Robert Frost
https://youtu.be/ie2Mspukx14
b. Other Learning Resources (e.g., electronic resources)
1. Powerpoint presentation
2. Online Activity Sheets

IV. Procedure:
a. Introductory Activity
K-W-L-H Chart
Mechanics:
1. The class will be divided into five groups.
2. Each group will have at least two representatives.
 3. Each group will be given a whiteboard and a marker.
4. The facilitator will tell the topic, which is the poem, The Road Not Taken
by Robert Frost.
5. The five groups will draw two columns for the K-KNOW
column and W-Want to Learn column.
Guide:
K W
What I KNOW What I WANT
  to know

b. 6. Each group member will brainstorm and put on the 1st column (K) what

they already know about the topic, then, on the 2nd column (W), what they
want to learn from this text.
c. 7. For the group to win, they must have the most significant number
of written ideas, phrases, and words per column.

d. Mental Set/ Sharing the Objectives

THIS OR THAT GAME

1. The class will be divided into three groups.

2. Each group will have one representative.
3. The facilitator will give three scenarios, and the students will choose between
two choices and explain why he/she decided it.
 
Scenario 1.
THIS: Passion or THAT: Practicality
You're an aspiring musician. You love music and playing instruments, so you are looking
forward to taking a college course related to music. However, when you told your parents about
it, they disapproved of your idea. They want you to become a computer expert because it is an
in-demand course. Tomorrow is your registration day; what would you choose and why?
 
Scenario 2.
THIS: Eat or THAT: Sleep
If you had two weeks free to do anything you wanted, what would you do and why?
 
Scenario 3. 
THIS: Super or THAT: Invisible
If you could have any super power, which power would you want to have, and why?
 
e. Demonstration/ Modeling

Title: The Road Not Taken

Author: Robert Frost
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
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
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,
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,
And that has made all the difference. 

f. Input/Activity
After reading the poem, the students to be tasked to choose by either creating a concept map
or drawing a doodle about what is happening in the poem. The students will then be to volunteer
and explain their work to the class. 

g. Analysis/Guided Practice
The facilitator will ask the students ten guide questions to analyze the poem.
 
Guide Questions:
1. What is the speaker in the poem doing?
2. What does the speaker encounter?
3. What decision does the speaker have to make in the poem?
4. Describe the conflict the speaker feels
5. Explain why the reader doubts he’ll ever come back to travel the first road?
6. Analyze the last stanza. What does the speaker mean by “Somewhere ages and ages hence”?
7. Formulate an idea of what you think the road may represent. Explain why you believe that.
8. Propose a reason for the “sigh” the speaker has at the end of the poem. What are some of the
reasons he may be sighing? Explain your answer.
9. Propose a meaning for the line “that has made all the difference.” What are some of the other
purposes of that line?
10. Which interpretation do you prefer? Why?

h. Check for Understanding/Independent Practice
Direction: Paraphrase the following lines with your own words and understanding.
1. Two roads diverged in a yellow wood,
And sorry I could not travel both
 2. Then took the other, as just as fair,
And having perhaps the better claim
3. Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
4. I shall be telling this with a sigh
Somewhere ages and ages hence

i. Application
Students must write an organized paragraph describing a significant decision they have
made in the past and how that decision affected their life. Students must follow the criteria given
below:
1. The decision is clear
2. A reason for making the decision is included.
3. The impact of the decision is explained.
4. Paragraph is organized and logical.
5. Grammar and spelling are used correctly.

j. Wrap Up
I. Feedback/Assessment
Formative Assessment
Worksheet -- WHO IS RIGHT : Completed in class

Summative Assessment
Final Writing – In light with what students have learned in this lesson, and use whatever resource
they could find, write their final interpretation of this poem. Draw evidence from texts,
resources, personal experiences to support their understanding. Remember to cite the resource in
writing.

Reading strategies and scaffolding:

• Compare and Contrast – In this lesson, students will find similarities and differences between
their recording and Robert Frost’s audio. Try to feel the emotions and meanings from different
versions.
• Text-to-yourself connections – In this lesson, students will be encouraged to make connections
to their own life, in order to enrich and differentiate what this poem means to each individual.
• Summarize – In this lesson, students are required to summarize what we have learned so far.
This strategy helps students focus on big ideas of reading a poem.

Name:
Date:
WHO IS RIGHT?
By far, my interpretation of The Road Not Taken by Robert Frost is :
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.

Listen to the audio of Robert Frost reading The Road Not Taken read and then listen to your own
recording.
What do you hear from Robert Frost’s audio his own work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.

Compare Robert Frost with your version. What do these two different versions of interpretation
make you feel?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.
 j. Closure/Reflection/ Assignment
Assignment:
As you’ve discovered in your study of “The Road Not Taken,” the poem is about choices that
change a life. You are going to write an essay in one whole sheet of paper about a choice you’ve
made. Your essay can be serious or silly.

V. Remarks
VI. Reflection
A. Were the students engaged?
B. Did they learn what I set out to teach them?
C. Were the activities enjoyable and informative?
D. What are the things I need to improve in order for the students to learn more effectively?

Prepared by: Prepared to:

________________________ Prof. Almira Jallores

Aljas, Lanie

_________________________
Delos Santos, Xyrell Vien O.

_________________________
Ferrer, Liezel

_________________________
Parcedes, John Merck M.