55-Minute Lesson Plan

Abby Baker
Chris Furry
TEL 311
March 2, 2016
Finding Meaning: ELA/ Grade 11-12
Objective
The student will analyze how an authors choices contribute to structure, meaning, and
aesthetics by explicating Robert Frosts The Road Not Taken.
Common Core Standard
(ELA1112.RL.5)
Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
(ISTE-S3c)
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
Anticipatory Set
Think about your favorite poem. Then, write down how the structure and aesthetics of the poem
contribute to why and how it is your favorite poem.
Go over answers with students by randomly calling on them using popsicle sticks.
Today we are going to explicate The Road Not Taken to learn how an author creates a
successful poem with structure, meaning, and aesthetics.
Information: Structure and Aesthetics
Read the poem aloud (switch off stanzas).
How is the poem structured? What is rhythm? What is meter? (Ask-Pause-Call)
Discuss perspective. What perspective is the poem spoken in? (Raise hands)
Rhythm

Iambic

Meter

Tetrameter

Rhyme Scheme

ABAAB

Rhyme Type

Strict, Masculine

Aesthetics

Symbolism, Metaphor, Allegory, Imagery,

Setting

Elements of Poetry
Information: Round-Table Pairing
With the teachers direction and observation, students will count off into pairs, ones will pair
with another one, twos with twos. Students will be given thirty seconds to get into their assigned
pairs, ensure that each pair has one laptop with internet access. Then the auditory signal of
Listen up, 5-4-3-2-1. will draw the students attention back to the teacher, instructions will be
given, and the teacher will check for understanding.
Information: Finding Meaning Activity
The teacher will ask students to access the pre-made Google Form that has five questions on it;
students will be given six and a half minutes to complete the questions using the round-table
method, where the pair will discuss the question and record only one answer. After this, the
auditory signal of Listen up, 5-4-3-2-1. will be given. The teacher will then randomly call on
pairs to share their answers for the questions. After all questions have been discussed, each pair
will submit their Google Form to the teacher - which the teacher will use for assessment - and
return to their original seats.
Questions:
What is the rhythm and meter of the poem?
What is the rhyme scheme of the poem?
Give an example of metaphor in the poem.
Give an example of imagery in the poem.
Give an example of symbolism in the poem.
Information: Finding Meaning Activity Check For Understanding
The teacher will ask questions by randomly calling on students using popsicle sticks, clarifying
any misunderstandings, and checking for understanding by using the following questions:
How are you going to be getting into pairs?
How many laptops should each pair be using?
How long do you and your partner have to answer all five questions?

 How many answers should each question have?

When do you submit your Google Form?
Can someone please summarize the expectations for this activity?
Closure
Write in your notes what structural and aesthetic choices you would make as an author to create a
poem with depth and timelessness.
Timing
Anticipatory Set: 3 minutes
Information: 3 minutes
Information (Student Group Activity): 4.5 minutes (2 minutes for pairing,
instruction, and check for understanding, 30 seconds to answer each question)
Closure: 1.5 minutes
* Anticipatory Set (Think-Pair-Share)
Next, think about a time when an author used language that called up images that were different
than the words used. Share with your elbow partner why you think that is impactful in poetry and
storytelling.
Ask for students to volunteer their answers.
Today, we are going to explicate The Road Not Taken to learn how an author creates a
successful poem with figurative language.
Information: Figurative Language
The teacher will next begin a discussion about figurative language and how it adds to the overall
aesthetic of a piece. The teacher will begin using a PowerPoint slideshow to define figurative
language and give definitions for the four most common types of figurative language (including
one type the students have already learned).
What is figurative language?
Define four types of figurative language:
Metaphor
Simile
Allusion
Personification
Information: Check for Understanding
The teacher will check for understanding, by asking students to define one of the four common
types of figurative language described in the PowerPoint, by randomly calling on students using
Ask, Pause, Call.
Information: Book Club Discussion Activity Grouping
With the teachers direct observation, the students will count off 1 and 2, alternating. Once every
student has been assigned a number, the students will have forty seconds to form two groups
based on their numbers and get seated in circles. When the students hear the auditory signal
Listen up, 5-4-3-2-1 they will get further instructions.

Information: Book Club Discussion Activity

The teacher will provide each group with a stuffed animal that will act as the talking device.
The students will have three minutes to re-read The Road Not Taken, this time looking
specifically for figurative language. Once they have finished re-reading, they will have a group
discussion about the figurative language in the poem, tossing the stuffed animal around the group
to determine who is speaking. Each student will have one minute to give insight to the group
about the figurative language in the poem. During this time, the teacher will monitor both groups
to ensure the practice of identifying figurative language is correct.
Information: Book Club Discussion Activity Check For Understanding
The teacher will ask questions by randomly calling on students using popsicle sticks, clarifying
any misunderstandings, and checking for understanding by using the following questions:
How are you going to be getting into groups?
How long do you have to re-read the poem?
How do we know whos turn it is to speak?
How long does each person have to speak?
Can someone please summarize the expectations for this activity?
Guided Practice
Students will return to their assigned seats after the activity and use a poem that was annotated
for meaning earlier in semester, Because I could not stop for Death by Emily Dickinson, to
identify all four types of figurative language discussed in class. On a sheet of paper, each student
will have eight minutes to individually identify two examples of each type of figurative language
in the poem, citing the poem for clarification.
The teacher will pass out individual white boards while students are independently working, and
after seven minutes, will ask for the students attention by saying Listen up, 5-4-3-2-1. The
teacher will then ask the students to answer the following on their whiteboards:
Write a one-line quote from the poem that is a metaphor
Write a one-line quote from the poem that is a simile
Write a one-line quote from the poem that is an allusion
Write a one-line quote from the poem that is personification
After each, the teacher will ask the students to hold up their whiteboards and will confirm that
students understand, help guide students that mistakenly identified figurative language, and
praise students.
Closure
On a half-sheet of paper that will be collected at the door as an exit ticket, write down an original
example of each of the four types of figurative language discussed in class today.
Assessment
Students will use a Google Form in their Finding Meaning Activity that would be submitted as
an assessment. They will also turn in their individual work from the Guided Practice as an
assessment.

They will answer the following four essential questions individually as homework:
1. What choices does Frost make with regard to descriptive language that add to the
poems aesthetic?
2. How are rhythm and meter important to deriving meaning from poetry?
3. Does Frosts use of first-person perspective add meaning to the poem?
4. Is there an intrinsic meaning to The Road Not Taken, or is meaning assigned?
Support your answer.
Students will also have to craft a poem or prose for homework as extended independent practice
that has an identifiable rhyme scheme about any subject (school appropriate). The poem will
have to incorporate one use of each of the following: symbolism, metaphor, imagery, simile,
allusion, and personification.
Independent Practice
Students will write an original poem, or 1-2 paragraphs of prose to describe something, or
someone (school appropriate), using one of the types of figurative language discussed in class.
This will be due at the beginning of the next class period.
Timing
Anticipatory Set: 2 minutes
Information: 6 minutes
Information (Book Club Discussion Activity): 15 minutes (2 minutes for pairing,
instruction, and check for understanding, 3 minutes for re-reading, 1 minute for each
student to share, extra time for organic discussion)
Guided Practice: 15 minutes (8 minutes for individual work, 7 minutes for
whiteboard questions)
Closure: 2 minutes
Assessment: 3 minutes (explanation of homework)
Materials Needed (Teacher and Students)
Paper and writing utensil
Copy of Robert Frosts The Road Not Taken
Classroom notes on structure, meaning, and aesthetics in poetry
Laptop with internet access
PowerPoint slideshow on figurative language
Two stuffed animals
Annotated copy of Emily Dickinsons Because I could not stop for Death
Whiteboards, dry erase markers, erasers
Popsicle sticks