Olivia Heyser, Sam Marchesano, Celine Hermann

EDUC 359
Fall 2017
Subject Area ELA

Title of the Unit Poetry

Title of the Lesson The Road Not Taken

Grade Level Grade 7

Estimated Time 30 minutes

Summary of the Lesson The student will learn elements of poetry and higher level
vocabulary words through Robert Frosts poem.

Materials Required The Road Not Taken by Robert Frost

Vocab worksheet

Academic Standards CC.1.2.7.F

Determine the meaning of words and phrases as they are

used in grade-level reading and content, including
interpretation of figurative, connotative, and technical
meanings.

Objectives Students will be able to:

Understand higher level vocabulary from the given
poem.
Utilize concepts from the poem to reflect real life
situation through a discussion.
Construct an understanding of the vocabulary
through various aspects of the words.

Language Objective:
Learning poetry terms through seeing them used
within the poem.
Recalling challenging vocabulary words within the
poem through a worksheet.
 Content Objective:
Recall the key elements of poetry through the two
poetry vocabulary words.

Vocabulary Trodden
Diverged
Theme
Imagery

Procedure BEFORE:
Anticipatory Set:
The teachers will ask the student what he knows
about poetry and about theme and imagery to
introduce the lesson and engage prior knowledge,
then explain the definitions of imagery and theme.
Developing schema:
The student will then watch a YouTube video of
the reading of the poem which will show a good
visual representation of the poem, imagery and
theme.
https://www.youtube.com/watch?v=AS_N0Pc3oeQ
DURING:
Teacher modeling:
With the student, the teachers will go over the two
vocabulary words found within the poem before
introducing the worksheet.
Checking for understanding:
Students will be given a vocab worksheet that has
them write the word, give the definition, synonym,
antonym, etc. They will also draw a picture of what
they think the word means and put it in a sentence.
AFTER:
Closure:
The teachers and the student will participate in a
short discussion. They will discuss the poem and
the choices that the speaker had to face, and reflect
on hard choices and the consequences from the
decisions chosen.

Assessment Teacher will collect the vocabulary worksheet.

Differentiation N/A

Accommodations/Modifications Reference 504 and IEP documents.

Handouts
The Road Not Taken worksheet

Vocabulary worksheet

The Road Not Taken: Robert Frost, 1874 - 1963

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.
Three effective strategies:
The YouTube video consists of auditory and visual learning strategies for the student
because it shows images about the poem and there is someone reading the poem
throughout.
The worksheet includes different components of learning strategies in it because it has
the student draw a picture for the vocab word and create his own sentence.
The two vocab words will be introduced so the student can keep an eye out for the words.
After reading the poem, the words will be introduced so the student can have a better
understanding of the higher level words.

Instruction for the Vocabulary Worksheet (Two-Column Notes Template)

First, the student will write the two vocabulary words (trodden, diverged) on the blanks
provided in each block on the worksheet.
Then, the student will follow the questions consecutively. If there are any questoins he
may not understand, he can skip them, and they will be reviewed at the end. Within each
block, the student must fisrt write a definition of the words that will help him understand
the meaning of it, in his own terms.
Next, the student will write what part of speech of each word is based on the usage of it
within the poem.
The student must then choose a synonym and antonym of each word that makes sense to
him, that clearly shows a word that means the same thing and one thats the opposite to
help him remember the terms.
The next step on the worksheet is to include a word that is related to the word, not
necessarily a synonym, but a word that will help the student think of the vocabulary term.
Then, the student will think of an example and a non-example of each word. This means
he must choose an example of when the terms would be used and when they would be
used incorrectly.
The following question asks if the words may have multiple meanings, the student must
decide if the words could be used in a different context and if so, how.
Finally, the student will write a sentence of his own for each vocabulary term that he
thinks will help him remember the meaning of them. He will then also draw a picture in
the box of each word to show the meaning.
In conclusion, the student will go over the worksheet with the teachers to go answer any
questions he may have missed or is confused about. The teachers will show the defintions
of the words on the powerpoint, which will show a picture for clarification.