Lesson Plan Learning area: English (FL) Lesson topic: ‘The road not taken’ by Robert Frost (Poetry) Grade: 8 Duration of the lesson: 45min Learning outcomes: * Learning outcome 1- Listening: learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. * Learning outcome 3- Speaking and viewing: the leaner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. Learning outcome 5- Thinking and reasoning: The learner will be able to use language to think and reason, as well as to access, process and use information for learning. Assessment standards: Learner will be able to.. * listen to and appreciates challenging imaginative and informative oral texts * understands how familiar oral texts are organized and describes characteristic features, this will include recognizing tools used for humour such as puch lines, sarcasm and exaggeration. * Identify main ideas and explains how the details support the main idea, and identifies and explains different points of view. explain how key features and the organization of different types of texts contribute to how the text functions. * Use language to think and reason, uses language to investigate and explore, think creatively and use language to reflect on what is heard or read, to ask critical questions and challenge views. Introduction: I will briefly tell the learners about the poem we are going to be studying. (Example: about the author) I will be reading the poetry to the learners. [5min] ————————————————- “The Road Not Taken”
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; 5 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, 10 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. 5 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. 20 Development: Discuss the form, tone and the use of language in this poem. (“The Road Not Taken” consists of four stanzas of five lines. The rhyme scheme is ABAAB; the rhymes are strict and masculine, with the notable exception of the last line (we do not usually stress the -ence of difference). There are four stressed syllables per line, varying on an iambic tetrameter base. Ask the learners about their thoughts and interpretation to this poem (what they understood/felt from this poem) and after the discussion I will be telling them how I interpreted this poem and understood from it. (The speaker stands in the woods, considering a fork in the road. Both ways are equally worn and equally overlaid with un-trodden leaves. The speaker chooses one, telling himself that he will take the other another day. Yet he knows it is unlikely that he will have the opportunity to do so.
And he admits that someday in the future he will recreate the scene with a slight twist: He will claim that he took the less-traveled road. ) [25min] Conclusion: I will ask the learners to discuss the ‘anticipation or remorse in The Road Not Taken’, in groups (4 or more learners in a group). After the 5minutes of their discussion, I will ask each group what they thought the anticipation or remorse in this poem. This way the learners will be able to share their thoughts with other groups in their class. [10min] I will be then telling the learners, what I thought the anticipation and remorse in this poem. 5min] (There is a fair amount of irony to be found here, but this is also a poem infused with the anticipation of remorse. Its title is not “The Road Less Traveled” but “The Road Not Taken. ” Even as he makes a choice (a choice he is forced to make if he does not want to stand forever in the woods, one for which he has no real guide or definitive basis for decision-making), the speaker knows that he will second-guess himself somewhere down the line—or at the very least he will wonder at what is irrevocably lost: the impossible, unknowable Other Path.
But the nature of the decision is such that there is no Right Path—just the chosen path and the other path. The Road Less Traveled is a fiction the speaker will later invent, an attempt to polarize his past and give himself, retroactively, more agency than he really had. What are sighed for ages and ages hence are not so much the wrong decisions as the moments of decision themselves—moments that, one atop the other, mark the passing of a life. This is the more primal strain of remorse. ) Resources: * White Board * Marker (to write on the board) * Poem (Road not taken)