LESSON PLAN FOR GRADE 9

By: Jessa Bille Barabat

I. LESSON OBJECTIVES
At the end of 60- minute session, the students will be able to:
1. Interpret the theme and meaning of the poem;
2. Appreciate the poem in relation to real-life situation; and
3. Perform a choral reading of the poem The Road Not Taken.

II. SUBJECT MATTER

Topic: The Road Not Taken by Robert Frost
Competencies: listening and speaking
Time Frame: 1 hour
Materials: visual aid, marker, laptop and speaker
References: www.poemhunter.com, www.poetryfoundation.com, www.wikepedia.com
Values Integration: Cooperation and Poem Appreciation
Strategies: 4 As Discussion
Brainstorming
Approach: Suggestopedia

III. LEARNING PROCEDURES

A. Preliminaries
1. Prayer and Greetings
2. Checking of Attendance

B. Review Question
1. What was our last lesson about?

C. Motivation
1. Did you ever tried to travel where there are two roads diverged from each other?
2. Can you cite some choices you have made last week?

D. Lesson Proper
Activity 1: Unlocking of Difficulties
1. The students will match the Column A to Column B.
2. The teacher will randomly select students to answer the corresponding meaning of the words.
3. The students will write only the letter on the space provided before the number.
4. The words to be match are the following:

Column A Column B

____1.diverged a. to walk on or along

____2.traveler b. the sound of gently moving or escaping air
____3.sigh c. to take a deep audible breath
____4.trodden d. to have no trust or confidence
____5.doubted e. a person who travels for pleasure
f. to split and move out in different directions

Activity 2: Listening activity

1. The teacher will tell the students to be relaxed and clear their minds.
2. The teacher will play the classical music.
3. The teacher will read the poem in special intonation with the accompaniment of
classical music.
4. The students will be tasked to listen while the teacher is reading the poem.
5. The material is presented below.

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.
Activity 3: LISTEN ME SOFTLY!
1. The teacher will read again the poem with the accompaniment of Baroque music but this time
there is no intoning of words.
2. The teacher will ask students to be comfortable and relax.
3. The students will be tasked to listen calmly and to relax while the teacher is reading.
4. The teacher will read the poem in normal speed.

Analysis
1. How many stanzas are there in the poem?
2. How many lines are there in each stanza?
3. What is the rhyming scheme of the poem?
4. Who is the speaker in the poem?
5. What are some symbolism in the poem?

Abstraction
The poem The Road Not Taken is written by Robert Frost that was published in 1916
as the first poem in the collection Mountain Interval.

Robert Lee Frost (March 26, 1874 January 29, 1963) was an American poet. His work
was initially published in England before it was published in America. He is highly
regarded for his realistic depictions of rural life and his command of American colloquial
speech.

Structure and Style

It consists of four stanzas of five lines. The rhyme scheme is ABAAB.

Theme

The theme of Robert Frost's poem, "The Road Not Taken," centers on the narrator being
faced with two choices and making a decision of which is best. The speaker in the poem
talks of coming upon two roads and having to decide which one to take. Whether the
roads are literal or represent a fork in the road of life, similarities exist in the decision-
making process.

Mood
The mood of the poem appears light hearted in the literal meaning; however, in the
figurative aspect of the poem, the atmosphere becomes more serious. Decisions are
being made about life altering facets of a persons life. As the man contemplates his life
and the selection that he made, the poem develops a more pensive tone.

Application
1. The teacher will divide the class into four groups.
 2. The students will be tasked to perform a choral reading on the poem The Road Not Taken.
3. After the choral reading, each group will give their interpretation about the poem.
4. The students will choose only one representative to present their work.
5. The students will be given five minutes to prepare.

IV. EVALUATION
In a sheet of paper, answer the following questions briefly.

1. Do you think the speaker regrets his choice, or is happy about it? Why?
2. What personal choices does this poem remind you of?
3. What are some major decisions you have made in your life?
4. What is the importance of decisionmaking in life?
5. How your choice affects your life?

V. ASSIGNMENT

1. The class will be divided into four groups.

2. The teacher will ask the students to perform the poem through singing with the
accompaniment of music of their own choice.
3. The class will perform it next meeting.
4. The teacher will grade the presentation according to the rubric presented below.

Very Good Average Poor

10 pts. 5 pts. 3 pts.
Pitch Very few accurate or
An occasional isolated Some accurate pitches, but secure pitches.
error, but most of the time there are frequent and/or
pitch is accurate and repeated errors.
secure.

Rhythm The beat is secure and the
rhythms are mostly
accurate. There are a few
duration errors, but these
do not detract from the
overall performance.
Tone Quality
Tone is focused, clear, and
centered through the
normal singing range.
Diction
Student articulates the
words somewhat clearly
and the text can be
understood most of the
time.
The beat is somewhat
erratic. Some rhythms are
accurate. Frequent or
repeated duration errors.
Tone is often focused,
clear, and centered, but
sometimes the tone is
uncontrolled in the normal
singing range.
Student is sometimes
articulating the words, but
the text is often not
discernable.
The beat is usually erratic
and rhythms are seldom
accurate, detracting
significantly from the
overall performance.
The tone is often not
focused, clear, or centered
regardless of the range,
significantly detracting
from the overall
performance.
Student rarely articulates
the words and the text is
not discernable.