Language Arts: Lesson 1 - The Road Not Taken

Date: August 26, 2010
Teacher: Mr. West
Subject: 6th Language Arts
Persuasion, Lesson 1
Introduction and Pre-Assessment

What we will learn (objectives):
Develop analytical and interpretive skills in literature
Administer pre-assessments for literature and persuasive writing

What we will read or study (content):
The Road Not Taken by Robert Frost

How we will study it (process):
The students will silently read “The Road Not Taken” by Robert Frost, then take the pre-assessment for literature and writing. Students will be given 30 minutes to complete both.

After everyone is finished, the gifted ed teacher will ask if the students have ever heard of a man named Socrates. Have students answer if they know, if not, tell students that he was an Ancient Greek philosopher and teacher who taught his students by asking a question and having them discuss the answer. Explain that we will be doing a modified Socratic discussion, where whoever has the ball will answer the question and then throw the ball to the next student to add on additional information, referencing either what was read or personal and/or historical info. Explain that only the person with the ball may speak everyone else, including the gen ed and gifted ed teacher included. We may ask for the ball if we have a comment or question, or are ready to move to the next topic.

Next, the gifted ed teacher will lead the discussion by asking one or more of the following questions, as appropriate:

Literary Response and Interpretation Questions:
Who is the speaker of the poem? How can you tell?
Is the poet speaking in the past, present or future? Explain.
How does Frost describe the two roads? What are the similarities and differences in them?
What do the two roads in the poem symbolize or stand for? How are choices in life like the choice made in the poem? What do you think the speaker facing?
What do you think he will do?
What do you think Frost means by the last two lines of the poem?

Reasoning Questions:
How does the speaker feel about each of the roads? Give evidence for your answer.
What reasons could you give to support taking a “less-traveled road” in life? What reasons could you give for taking a “well-worn path?”

Change Question:
This poem suggests that the choices we make determine the directions our lives take. Do you agree or disagree? How can choices change one’s life?

Middle School specific questions:
What are some examples of “roads traveled” by middle schoolers? For example: decisions about friends, styles; dilemmas about members of the opposite sex; choices in interests, activities and idea; decisions about school subjects; peer pressure
What might taking “the road less traveled by” mean to a middle schooler? Why might taking this road end up “making all the difference?”

If time:
In groups of 4, have students brainstorm a list of common dilemmas they face that involve choosing one or more “roads.” Each group will then select one dilemma and write a skit about the problem that shows what might happen in the future as the result of a decision now. The skit should include a realistic portrayal of a middle school situation and a logical outcome based on the decision regarding the “road taken.” Groups will then have an opportunity to perform for the class.


How we will know we learned something (product):
Pre-assessment for literature and writing

Who will score/grade what?:
The gifted ed teacher will score the pre-assessments

How will we differentiate content/process/product (if applicable):
Content: The Road Less Taken by Robert Frost

Process: Socratic discussion

Product: Pre-assessments


Extension:
Ask students to recall a time when they had to make a decision that was like choosing between two roads (for example: choosing being participating in two different activities whose schedules conflicted). Have them create a drawing which represents their choice as a decision between two roads. Illustrate the roads so that the picture explains more about the choice that was made, including such details as obstacles in the roads and potential destinations.

What will we do at our next meeting?
Discuss how this reading and discussion went, and then the first novel group.