Urdaneta City University

College of Teacher Education

San Vicente West, Urdaneta City, Pangasinan 2428
(075) 568-2475 loc. 8110, Fax: (075) 600-1468
E-mail:collegeofteachereducation22@gmail.com

DETAILED LESSON PLAN

IN ENGLISH

I. OBJECTIVES
At the end of the lesson, the students are expected to:
a. identify the literary devices used in the poem;
b. develop self-awareness in relating the moral of the poem;
c. create an essay based on their learning from the poem.

II. SUBJECT MATTER

a. TOPIC: The Road Not Taken
b. AUTHOR/WRITER: Robert Frost
c. RESOURCES: https://www.poetryfoundation.org/poems/44272/the-road-
not-taken
d. Learning Materials: PowerPoint Presentation, Laptop, Printed Pictures

III. LEARNING PROPER

Teacher’s Activity Student’s Activity

A. Prayer (Naimie will lead the prayer)

(The teacher will call one student to lead
Lord, we look to you now for guidance
the prayer)
and instruction. We ask that you bless
this session in every way, bless the
Okay, Naimie kindly lead the prayer.
participants, and bless the instructor.
Take full control, Oh God, and may
B. Greetings
everything go according to your will and
purpose in Jesus' name we pray. Amen!
“Good morning class!”
“Good Morning, Ma’am Denise!”
C. Attendance
“Is anyone absent today? Class
secretary, please check the
(Class secretary checks the attendance)
attendance and submit the names of
“Everyone is present in the class today.”
all absent and excused students to
me.”
 D. Review
“That’s great! Before we start our new
lesson, let’s quickly review our
previous lesson about the elements of “ Yes, Ma’am!”
poetry.

“Can anyone give me a summary of

our previous lesson about the
elements of poetry?”

“Okay, Faisa. Please recite a brief (students raised their hands)

summary of the previous lesson.

“Thank you, Faisa for that

commendable presentation.” (Faisa shares a summary of poetry)

“Let’s give Faisa five excellent claps,

class!”

“It seems like everyone has (students clap their hands for Faisa)
understood what poetry is, so let us start
our discussion about one of the most
famous poems of all time.”

A. Motivation
“Okay class, I prepared some
questions for you to ponder. These
questions are all related to the poem (students seat properly and pay attention
we will discuss today. Please, eyes on to the PowerPoint presentation)
the screen for the PowerPoint.”

(Teacher will ask the questions

prepared) (Students share their answers/thoughts
on the given questions)
 Lesson Proper

1. Presentation and Exploration

“Are you all familiar of the different

literary devices?
“Not that much ma’am”
“I see, well that is fine since we
are going to tackle that on our new
lesson today. I will present a poem
and later on we will discuss the
literary devices used in the poem.”

“Let me ask you a question. Do

you think or feel that all the
decisions you made in your life
were the right decisions?”

(Nash raises his hand)

“I think it depends, there are
“Very well said, Nash. In life, we will situations that lead us to decisions that
encounter roads where we can only don’t feel like a good choice but we still
choose which one to take. That’s why I do it. Maybe that’s just how life goes.”
am very glad that all of you will be
reading this beautiful poem. So, let’s
start?”

“Okay, let us now proceed to the

poem entitled “The Road Not (Students respond)
Taken” by Robert Frost.” Yes, Ma’am Denise!

“Who wants to read the poem, anyone?” (Students raised their hands)

“Yes, Gabby. Please read the poem for

the class.” (Gabby reads the poem)
 The Road Not Taken
By 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.

“Thank you so much, Gabby for that

heartfelt way of reading the poem.”

“Now class, what are the literary devices (Students raised their hands)
used in the poem “Road Not Taken”?

(Jesten stands up and answers)

“The poem has a total of seven literary
“Yes, Jesten.” devices. It has metaphor, imagery,
simile, assonance, consonance,
personification, and parallelism.”
“Good job, Jesten! You may now take your
seat.
(Jesten seats down)
“Class, did you know that the poem has a
perfect rhyme scheme, ‘ABAAB’’ is a
confusing poetry that challenges readers (Students listen carefully in amazement)
to contemplate the decisions they make in
life.”

“Also, a trivia for everyone. The poem was

actually written for fun by Robert Frost for (Students give their reactions)
his friend Edward Thomas. He considers “Wow!”
the poem “Road Not Taken” a complex “That’s actually brilliant”
poem.”

“In what year did Robert Frost

publish the poem?”

“(Students raised their hands)

“Yes, Venus?”

“The poem “Road Not Taken” was

published in August 1915 in the Atlantic
monthly. Robert Frost used the poem as
the opening poem of his collection called
“Thank you, Venus, for that Mountain Interval.”
information. Please take your
seat.”

Unlocking Difficulties
(Vocabulary)

Match the words in column A with their

corresponding meaning in column B with
the help of the sentences I will give.
(students match the words)
1. The university corridor diverged; one
corridor led to the English department
faculty room, and the other to the Math
department.
2. Lost in the dark forest, the man rested
in the undergrowth.
3. She chooses a different route every
day and so far, hasn't trodden the same
ground twice.
4. I doubt you will get an answer to this
question.
5. After several years, the carpet was
finally showing wear.

Column A
1. diverge
2. undergrowth
3. trodden
4. doubt
5. wear

Column B
а. movement of the foot in walking
b.
c. led to a dead end extended in two
directions
d. a place where shrubs and herbs grow
e. the result of long hard use
f. to carry

Guided Questions
a. Do you believe the speaker truly
took the less-traveled road?
Why?
b. What are the possibilities that
the speaker will return and take
the alternative route, in your
opinion?
c. Do you believe the speaker is
content with his decision or
regrets it? Why?
d. What type of choices do you
think this fork in the road
e. What personal choices does this
poem remind you of?

Reading Skills

“The Road Not Taken”

By 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.

“Group yourselves into pairs and prepare a

paper and pen for the activity.”

I. Discussion

“Let’s discuss the poem now. Who

wants to read the first stanza?” (Sweetzelle raises her hands)

“Yes, Sweetzelle. Please read the
first stanza.
“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;”

“Thank you. Sweetzelle.”

“The main problem the poet is facing is

described in this stanza. The setting
context is of "a yellow wood," and the
poet feels sorry for the fact that he must
choose between two roads and only has a
choice to travel on one of them. He is a
single individual and not a double, which
explains why. Therefore, he needs to
travel only once after looking at one of
them that it is less traveled and that it
shows undergrowth which means very
few people have traveled through it.
Through the presentation of two roads,
their surroundings, and circumstances,
the stanza contributes to the overall
theme of choice in one's life.

“Now, who wants to read the second (students raise their hands)
stanza?”

“Please read, Sophia” (Sophia stands up and read)

“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,
“Thank you, Sophia, please take your
seat”

“The situation of the poem is being talked

about in this stanza. According to Frost,
he chose one of them with the idea that
he would later assert that it was a
reasonable decision. He would back up
his assertion that he chose that road
since it was grassy and wanted to wear.
However, he would later reflect and
realize that each had equal chances
because they had been equally worn.
Therefore, by selecting one of them after
weighing their value, the poet has made
the right decision. The stanza contributes
to the main idea of the choice by showing
that both choices seem to have equal
value.”

“Please read the third stanza, Janine” (Janine reads the third stanza)
 “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.”

“In the third stanza, the poet described

his decision to take one of the roads. He
states that both are equally worn out on
that morning when he chose one. On
those two roads, he observes that no one
has walked on the leaves that day. The
poet claims that he had considered saving
one road for a later point, but in his heart
he knows that one way always leads to
another, and so on in this circular style. If
he picks one, the poet has worries about
whether he will ever be able to return.
The stanza contributes in the decision-
making process by emphasizing how
important this particular step is since it
does not enable one to go back.

For the last stanza, Please read Lyanne” (Lyanne stands up and reads the last
stanza)

“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.”
“Good job, Lyanne. Kindly take your seat
now.”

“In the fourth stanza, The poet turns to

the future. He imagines that when
someone in the future asks him about this
decision, he will sigh and say that, at
some point in the distant past, he chose
one road out of the two that diverged in
the yellow wood. He would claim that he
picked one of them that wasn't used very
 often and that the unworn condition of
the road helped him. This stanza adds to
the poem's main theme of how decisions
we make in life make a big impact.”

I. Generalization

“A while ago I told you to find a pair

and prepare a piece of paper and pen.
Once you have your pair already, (Students pair themselves and start the
share your experiences that are activity)
related to the poem’s moral and main
idea. I will give you 20 minutes for
this activity.”

(all students answer)

“Are you all done?” “All done, Ma’am Denise!”
“That’s great

“So, What do you think is the message (Students raise their hands)
of the poem? Or the lesson of the
poem?”
“Yes, Engelbert.” (Engelbert stands up and answers)

“The poem tells us that whenever life gives

us choices, we must make the decisions
wisely. He also says that the decisions
must be taken independently without
fearing their consequences as it is what
“That’s fantastic! Thank you, Engelbert. 'makes all the difference.”
You may now take your seat”
(Engelbert takes his seat)
I. Application

Group Activity

“You will work with the same group. Each

group will be given a question that must
be answered within 5 minutes.
1. If you were the speaker, would you
choose the less traveled road" too?
2. Is it always better to take the less
traveled road? Why or why not?
 3. Should people be free to make their
own choices or is it better to follow
parents and society?
4. What do you think is the personality of
the persona as reflected in his decision to
take the less traveled road?

II. Evaluation

SHORT QUIZ
1. What is the setting of the poem?
2. At the beginning of the poem, what decision does the speaker faces?
3. What kind of rhyme scheme does the poem have?
4. Write a check (/) if the statement is correct. If the statement is incorrect, write an
(X)
a. The man had chosen the easiest way ( )
b. The difficult way was spiritualism ( )
c. The poet did not want to choose the second road ( )

III. Assignment

Write an essay about the lesson you have learned from the poem and how can you
relate this lesson to your life.

Jayson F. Esteban, MAEd Ma. Crisila G. Brutas, LPT

CTE Faculty- Mentor CTE English Division Head

Denise Anne R. Bernales

Student- Teacher