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#The road not taken tone series

Show students pictures of common symbols and discuss the deeper meaning behind each symbol. Literary Analysis: Show students a picture of a forest and discuss the different elements they see.That way, the question and answer are connected with textual evidence. Text-Based Questioning: As you go through each text-based question, have students underline the answer within the poem.Vocabulary: Provide students with a visual representation of each pre-selected vocabulary word.

Students provide textual evidence that supports their description of each literary device. Students describe (in their own words) Frost’s use of each device in the poem. Students define each literary device (setting and symbolism).

Literary Analysis: Students dive deeper into “The Road Not Taken” by analyzing Frost’s use of setting and symbolism.

Depending on the skill level of your students, the literary analysis portion of the lesson can be conducted independently or in small groups/pairs.

Stanza 4: Which road does the speaker choose to take? INDEPENDENT PRACTICE OR COLLABORATION Stanza 3: Does the speaker think he will be able to travel both roads? Why or why not? Stanza 2: How does the speaker feel about each road? Stanza 1: What decision is the speaker trying to make?

#The road not taken tone series

Text-Based Questioning: Extrapolate meaning from each stanza of the poem by guiding students through a series of text-based questions.I use the following words: stanza 1: diverged, undergrowth stanza 2: fair, claim stanza 3: trodden, doubted stanza 4: hence Ideally, the words you choose will assist students in determining the poem’s meaning. Vocabulary Development: Identify 1 or 2 tier-two and tier-three words (click here to read more about vocabulary tiers) in each stanza that your students will identify using context clues.