Rachel Ippolite

ELD 395
11/4/14
Reading Lesson Plan for The Road Not Taken

Rationale: This lesson gives students the knowledge needed to interpret poetry line by
line to determine a central theme.
Core Content Standards:
o RL. 7.2.-Determine a theme or central idea of a text and analyze its development
over the course of the text, provide an objective summary of the text.
Objective: Students will be able to determine the central theme of Robert Frosts poem,
The Road Not Taken, by translating it into their own modern vocabulary. By doing this
students will be able to comprehend the idea of the poem more effectively.
Procedures:
o Do Now: Students will read Robert Frosts poem The Road Not Taken silently.
o Teacher Reading of the poem
This is done so the students can recognize how poetry is supposed to be
read. Also hearing it aloud helps some students understand it better.
o Think-Pair-Share: With a partner, go line by line through the poem, changing the
words but not the meaning, to more modern vocabulary.
First stanza will be done as a whole class activity, with myself modeling
each line on the board.
Choose words that are commonly used amongst yourselves and peers (7th
grade language).
o Students will gather with another pair, and discuss their new poem.
o Small group discussion of meaning and central themes.
o Whole class talk of meaning and central themes.
What words did you change?
How did changing the words help you decipher the meaning of the
text?
What is the meaning of the text?
Materials:
o Robert Frosts poem, The Road Not Taken
o Readers notebooks
Assessments:
o Small group discussions
o Whole class discussions
o New Poem to be collected

Writing Lesson Plan on Multiple Texts

11/14

Rationale: In this lesson students will be exposed to different genres of literature, and be
asked to write an informative essay on their findings. Using fiction, nonfiction, and
internet research, students will be able to compile enough information for an effective
paper.
Common Core Standards:
o W. 7.2- Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
o W. 7.2- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
o W. 7.7- Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research
and investigation
Objective: Students will read multiple texts including Virginas Hamiltons The People
Could Fly: The Picture Book, and Ann Petrys Harriet Tubman: Conductor of the
Underground Railroad. By doing this students are looking at the historical time period of
the slaves, and what it took for them to run away. Students will also perform Internet
research to support these texts.
Procedures:
o Students will have already read Petrys story prior to class
o Do Now: Analyze Petrys story:
I wonder
I think
This reminds me of
This makes me feel
o Class discussion of Petrys book.
o Whole class viewing of The People Could Fly: The Picture Book
o Class discussion of the images they just viewed
o Students will perform a small amount of research in class
o Students will begin drafting ideas for an informative paper on runaway slaves and
the Underground Railroad, including Harriet Tubman.
What kind of conditions did runaway slaves face?
Where they helped by anyone along the way?
How did Harriet Tubman make the Underground Railroad successful?
Materials:
o The People Could Fly
o Harriet Tubman: Conductor of the Underground Railroad

o Writers Notebooks
o Library Computers
o Library Resources
Assessments
o Do Now assess completion and understanding of Petrys story.
o Final paper of topic to be graded.
o Class discussions
Future Connections:
o Students will use these books and library research to write an informative paper
on the topic.