Learning Area ENGLISH Grade Level 10

W6 Name Section
Quarter 3 Date

I. LESSON TITLE The Road Not Taken by Robert Frost (Part 2)

II. MOST ESSENTIAL LEARNING Critique a literary selection based on the underlying or overarching issue concerning human
COMPETENCIES (MELCs) experience (moralist)

III. CONTENT/CORE CONTENT Enabling Competencies

-Show understanding of the message of the poem.
-Interpret the lines of the poem
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 20 mins
Moralist Approach is a type of literary critique that judges the value of the literature based
on its moral or ethical teachings.
➢ Its concern is not only to discover meaning but also to determine whether works
of literature are both true and significant.
➢ It is used to determine whether a work conveys a lesson or message and
whether it can help readers lead better lives and improve their understanding of
the world.
➢ Using this approach, literature that is ethically sound and virtuous is praised
while literature that misguides and corrupts is condemned.

B. Development 60 mins
Read the poem of Robert Frost and find out what is responsible for the action he has
taken.

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 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

LEARNING TASK 1
Directions: After reading the poem, answer these questions. Write your answer on your
pad paper.

1. Why is the poem entitled “The Road Not Taken”?

2. What attitude of the speaker is revealed by choosing the road less traveled by?
3. What do you think would have happened had the traveler made a different
choice?
4. Does this choice influence his behavior in life? Why?
5. How would you decide if you were in the same situation?
6. Recall a time when you had to make a difficult decision. Do you think you made the
right choice? Was the outcome favorable or not?

C. Engagement 90 mins
LEARNING TASK 2
Directions: Answer the following questions then write your answers on your pad paper.
1. What is the moral conveyed in the poem? Is it explicit or implicit? Explain.
2. What does the poem say about human nature when it comes to decision making?
3. How does this poem remind you of the personal choices that you made before?
4. In your point of view, do you think the speaker in the poem is happy about his choice?
Why or why not?
5. What are the chances that the speaker will get to come back and try the other path?

LEARNING TASK 3
Directions: Write an essay about a time when you had to choose something over another.
Tell about the outcome and how it affected you. Kindly use this rubric as a guide when
writing your essay.

Traits 4 3 2 1
There is one clear, There is one There is one The topic
well focused topic. clear, topic. and
Main ideas are clear well focused Main ideas main ideas
and are well topic. Main are are
supported by ideas somewhat not clear.
detailed and accurate are clear but clear.
Focus and Details

information. are
not well
supported
by detailed
information.

The introduction is The The There is no

inviting, states the introduction introduction clear
main topic, and states the main states the introduction,
provides an overview topic and main structure, or
of the paper. provides an topic. A conclusion.
information is overview conclusion is
relevant and of the paper. A included.
Organization

presented in a logical conclusion is

order. The included.
conclusion is
strong.

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

V. ASSESSMENT 40 mins
LEARNING TASK 4
Directions: Explain the following lines from the poem considering the realities of life to
support your explanation.
1. Lines 2-3
And sorry I could not travel both And be
one traveler, long I stood
2. Lines 4-5
And looked down one as far as I could To
where it bent in the undergrowth;
3. Line 6
Then took the other, as just as fair
4. Lines 7-8
And having perhaps the better claim, Because it
was grassy and wanted wear;
5. Lines 9-10
Though as for that the passing there Had worn
them really about the same,
6. Lines 11-12
And both that morning equally lay In
leaves no step had trodden black
7. Lines 14-15
Yet knowing how way leads on to way, I
doubted if I should ever come back.
8. Lines 16-17
I shall be telling this with a sigh
Somewhere ages and ages hence:
9. Line 19
I took the one less traveled by,
10. Line 20
And that has made all the difference.

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 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
VI. REFLECTION 20 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
LUCINDA A. JURILLA