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