Cody Nevins

Samantha Pierce
Marissa Sheffield
Ashley Tuttle

Lesson Plan
Name

The Road Not Taken

Grade Level

7th grade

Subject

Language Arts

Objective

Todd will work on comprehending the poem The Road Not Taken and determine its
meaning by engaging in the strategy of making a picture or mental image. He will
present his drawing and thoughts to the class.
Todd was assessed using the Brigance Inventory Basic Skills Assessment. According to
this, he is functioning at the upper third grade level in reading comprehension.

DOKs

Todd will be performing in DOK One. That includes answering the questions who, what,
where, when, why, and how by creating a drawing and sharing his findings.

Common Core State Standards

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.7.1.c
Pose questions that elicit elaboration and respond to others' questions and

comments with relevant observations and ideas that bring the discussion back on
topic as needed.
GLCEs
Comprehension

R.CM.07.01 Connect personal knowledge, experience, and understanding of the world to

themes and perspectives in the text.
R.CM.07.02 Read, retell, and summarize grade level appropriate narrative and
informational texts.

Spoken Discourse

S.DS.07.01 Engage in interactive, extended discourse to socially construct meaning (e.g.,

book clubs, literature circles. Partnerships, or other conversation protocols).

EGLCEs
Comprehension

R.CM.07.EG01 Connect personal knowledge, experience, and understanding of the

world to themes and perspectives in text in order to make predictions and draw inferences
and conclusions.
R.CM.07.EG02 Retell and summarize the main ideas and relevant details of grade level
appropriate narrative, informational, and functional text.

Spoken Discourse

S.DS.07.EG01 Adjust their use of language to communicate effectively with a variety of

audiences and for different purposes, such as
getting information
making requests
discussing
making presentations
interacting in the cafeteria, at assemblies and sporting events, and in the classroom.

Materials

Copy of The Road Not Taken for each student

Dictionaries
Computers

o Internet access
White computer paper
Pencils
Colored pencils, crayons, markers
Tables
Chairs

Instructional Procedure

Teacher will tell the students they will be analyzing the poem The Road Not Taken
Teacher will ask students to listen to the poem as he/she reads it aloud
o He/she will tell them to pay close attention to the elements of poetry to determine
the meaning behind the poem
Words, phrases, and sentence structure
Personification
Giving personal characteristics to inanimate objects (things that are
not real)
Metaphors
The teacher will read The Road Not Taken aloud as students follow along
o They will be provided with their own copies
Next students will be asked to read the poem together along with the teacher
o This is known as choral reading
Teacher then will tell the students they will be going off into groups to discuss the
elements of the poem to determine the meaning of it
o 3 - 4 people in a group
The teacher will have the groups already assigned, students will not get to pick
o Students will not be separated by academic level of ability
Teacher will remind students to use their resources to help them to determine the
meaning
o Using internet
o Using dictionary
Once in groups students will read the poem once again and begin to break it down in
whichever way they choose
After, analyzing the poem and determining its meaning, the whole class will be asked to
come back together
Each group will present their findings and explain what the poem means
Students will be encourage to respond to each groups presentations to ensure
collaboration and discussion amongst one another

Explanation
This lesson has been modified to accommodate the needs of Todd Star. According to the
Brigance, Todd is functioning at the upper third grade level in reading comprehension, and
according to WISCIV test scores and adaptive behavior assessment, Todd is functioning in the
range of mild cognitive impairment in reading comprehension. Todd does have trouble working
with others, as well. His social skills are lacking and he becomes disruptive during class lessons.
Often times Todd will yell during class, pull the hair of those around him, and throw objects.
Due to these findings, Todd will be asked to participate only in the first part of the lesson with
the rest of the class. He will sit and listen to the teacher read the poem, and recite it back to the
teacher along with his classmates. From here, Todd wont be asked to work with classmates to
analyze the poem and discuss its meaning. Instead he will be instructed to go to the website
www.poets.org/viewmedia.php/prmMID/15717 on one of the class computers. This website has
the poem The Road Not Taken written on it and includes audio, so he can listen to it with
headphones. Todd will still be asked to pick apart the poem and use his resources, such as a
dictionary, in order to do so. (He will look at each line of the poem and determine what each line
means. If he comes across a word or phrase he does not know, he will use a dictionary or online
resource to help him out.) Next, Todd will be given the option of drawing or creating an image
through the use of a technological tool to explain the poem and his thoughts on what it means.
Once finished, he will be asked to present his image and findings to the class. With these
accommodations, Todd will be engaged in a variety of learning modalities to improve his
reading comprehension skills.