Learning Area ENGLISH
W5 Name
Quarter
I. LESSON TITLE
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING PHASES
A. Introduction
Grade Level 10
Section
3 Date
The Road Not Taken by Robert Frost (Part 1)
Critique a literary selection based on the overall artistic value of its structure and elements
(Structuralist)
Enabling competencies
-Analyze the structure of a given text
-Identify the figures of speech used in the poem.
-Point out the literary devices in the poem.
Suggested
Learning Activities
Timeframe
40 mins Formalism/Formalist Approach refers to critical approaches that analyze, interpret, or
evaluate the inherent features of a text. These features include not only grammar
and syntax but also literary devices such as meter and figures of speech. The
formalist approach reduces the importance of a text’s historical, biographical, and
cultural context.
Literary Devices are tools used by writers to hint at larger themes, ideas, and meaning in a
story or piece of writing. Some of them are as follows:
1. Simile- (indirect comparison) two unrelated objects are being compared to each other
with the use of the words “like” or “as.”
Ex. You are as brave as a lion.
2. Metaphor- (direct comparison) a statement in which two objects, often unrelated,
are compared to each other.
Ex. This tree is the god of the forest.
3. Imagery- it engages the senses to deepen the reader's comprehension of what is
happening and how to feel about it.
Ex. Sight imagery: The tree spread its gigantic, sun-flecked shoulders.
Sound imagery: The forest was hushed, resounding with echoes of the tree’s
stoic silence.
Touch imagery: The tree felt smooth as sandstone.
Taste imagery: The tree’s leaves tasted bitter, like unroasted coffee beans.
Smell imagery: The sweet aroma of the freshly baked chocolate chip
cookies wafted from the kitchen to the living room
4. Symbolism-uses symbols which can be words, people, marks, locations, or abstract
ideas to represent something beyond the literal meaning.
Ex. rainbow–symbolizes hope and promise red
rose–symbolizes love and romance
four-leaf clover–symbolizes good luck or fortune wedding ring–
symbolizes commitment and matrimony
5. Personification-giving human attributes to nonhuman objects.
Ex. The car needs a cold shower.
Sound devices are special tools the poet can use to create certain effects in the poem to
convey and reinforce meaning through sound. Some of them are:
1. Rhyme- is the matching vowel sounds at the end of words or lines.
Ex. Out of the night that covers me Black as
the pit from pole to pole, I thank
whatever gods may be For my
unconquerable soul.
2. Repetition- is the repeating of any words, phrases, sentences or lines within a poem.
Ex. To the swinging and the ringing of the
bells, bells, bells-
Of the bells, bells, bells, bells
1
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Bells, bells, bells-
To the rhyming and the chiming of the bells!’
3. Assonance- is repetition of vowel sounds within words.
Ex. I like to decline an offer of wine to define my style.
4. Alliteration- is the repetition of the consonant sounds at the beginning of words.
Ex. The shepherd shook his head in negation.
5. Onomatopoeia- uses words which imitate the natural sounds of things
Ex. The sack fell into the river with a splash.

B. Development 60 mins Read and carefully analyze the poem before doing the different learning tasks.

LEARNING TASK 1
Directions: Read each question and all the choices carefully and then identify the best choice
that completes the statement. Write the letter of the
best answer on your pad paper.
1. Based on the information in the poem, what do yellow woods represent?
a. choice b. older people
c. People d. Poets
2. In the first stanza of the poem, how is the word “diverged” used?
a. headed to the same place
b. circled around and went backward
c. went in different directions
d. continued forward in a straight line 3.The
rhyme scheme in the first stanza is
a. ABAAB b. ABBAB
c. ABABB d. ABBAA
4. What is the setting of this poem?
a. a wood with two roads in it
b. a dark forest in the middle of winter
c. a quiet street near a town
d. the back yard of a house in the country

2
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
5. In line 20, what “has made all the difference” according to the speaker of the poem?
a. The speaker took the road less traveled by.
b. The speaker chose a road after looking as far down it as possible.
c. The speaker selected the road that bent in the brushwood.
d. The speaker chose the first of the two roads.
6. You can infer that the tone of the poem is
a. love and determination
b. confusion and hesitation
c. happiness and satisfaction
d. weariness and despair
7. Why the road have “wanted wear” and been “grassy?” in the second stanza?
a. The second road had been taken by only few people.
b. The second road had a nice view.
c. The second road had been chosen by many people.
d. The second road was near a river that was near the woods.
8. What do you think is the theme of this poem?
a. living life to the fullest
b. giving up hope
c. making a choice
d. having strong determination
9. “I shall be telling this with a sigh”. This in this line refer to
a. the picture of the first road winding in the undergrowth
b. the plants and grasses that lay near the paths in the yellow woods
c. the residence of the speaker in the vicinity of the yellow woods
d. the explanation of why the speaker chose the second road
10. What are the various sounds that are used to emphasize some sections of the poem?
a. alliteration, assonance, rhyme, rhythm
b. alliteration, assonance, rhyme, onomatopoeia
c. rhythm, alliteration, assonance, euphony
d. cacophony, assonance, rhyme, alliteration

LEARNING TASK 2
Directions: Robert Frost created the extended metaphor by using diction (word choice). Go
over the poem. Take a look at the diction. Use the graphic organizer below and list down
words or phrases related to travel and road. Stanza 1 has been started for you.

Stanza 1 two roads, diverged, travel, one traveler, it bent

Stanza 2
Stanza 3
Stanza 4

C. Engagement 75 mins LEARNING TASK 3

Directions: Based on the poem, answer the following questions. Write your answers on your
pad paper.
1. Give the line in the poem which tells that the word “diverged” means went in different
directions.
2. Choose the lines which tell that the speaker wishes that he or she did not have to make
a choice between the roads.
3. The speaker claims that he or she has taken the road less traveled by.
Is the speaker telling the truth? Support your answer with evidence from the text.
4. What makes the poet decide to take the less traveled road? What does it signify?
5. What does the image of two diverging roads symbolize?

3
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
D. Assimilation 10 mins

V. ASSESSMENT 45mins LEARNING TASK 4

(Learning Activity Sheets for Directions: Based on the poem, answer the given task. Write your answers in your pad
Enrichment, Remediation or
paper.
Assessment to be given on Weeks 3 and
6)
1. Give the rhyming pattern of each stanza.
2. Pick the lines in the poem that use the following sounds:
a. alliteration
b. assonance
c. rhyme
3. Identify the lines which show imagery in the poem.
4. Enumerate the elements used in this poem.

VI. REFLECTION 10 mins • The learner communicates the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
• The learner, in their notebook, will write their personal insights about the lesson
using the prompts below.
I understand that .
I realize that .
I need to learn more about .
Prepared by: Checked
by:
LILIBETH B. VARGAS
Teacher III
LUCINDA A. JURILLA