Giouroukakis
EDU 329-01 20 April 2017
Grade: 9 Topic: Imagery English
After reading the poem, "The Road Not Taken," by Robert Frost, students will identify three
examples of imagery and draw three separate pictures that illustrate each of those examples
(citing quotes from the text), and they will write a sentence describing the importance of each
image along with one short paragraph explaining the significance of Robert Frost's use of
imagery (as a whole) with a score of 80% out of 100% based on a teacher-created rubric.
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Indicator: This will be evident when students analyze word choice to identify how it
INSTRUCTIONAL RESOURCES
Teacher-created rubric, media player, handout of The Road Not Taken (two versions), handout
for paragraph prompt (three versions), colored pencils/crayons (varying shapes for learners who
Students will listen to Robert Frost reading an excerpt from The Road Not Taken. They will be
asked to write predictions as to what they expect to happen in the rest of the poem along with
answering some questions to guide their listening such as, Have you heard this before? If so,
where? Does this poem call any specific thoughts or images to mind? and What do you think
the remainder of the poem will describe? Students will then pair up and discuss their answers to
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Students will listen to a recording of Robert Frost reading an excerpt from The Road
Not Taken, and answer questions as they listen. (Have you heard this before? If so,
where? Does this poem call any specific thoughts or images to mind? Can you predict
partner have similar answers? Were anybodys answers very different from one another?
To what conclusions can you and your partner come based upon your answers?) [5
minutes]
3. The teacher will introduce the main topic for the lesson: she will ask students if they
know about imagery and discuss the technique. (Does anyone know about imagery? Can
anyone make a prediction about what it might be based on the name?) [5 minutes]
4. Students will hear the remainder of the poem after being given a handout with the poem
on it (The Road Not Taken handout). They will underline three specific examples of
imagery in the poem as they listen and read along. (Which lines call a specific image to
mind?) [2 minutes]
5. Teacher will instruct students to use those three lines to draw the image that the quotes
along with citing the particular lines from the poem. (Why does Frost make these
images? How does your drawing help you understand the poem? Why are these images
important to those parts of the poem?) [3 minutes]
7. Students will then be instructed to write a short paragraph describing the importance of
Frosts use of imagery on the whole using the Robert Frosts Imagery: Paragraph
Prompt handout. (Why do you think Frost writes these images into his poem? How does
imagery affect the way you understand the work? What does imagery allow us to do with
a text that we might not be able to do if imagery was not employed?) [15 minutes]
8. To close the lesson, the teacher will review the definition of imagery by asking for a
volunteer to describe it in his or her own words. The teacher will provide students with
the instructions and handouts for their homework assignment (Stopping by Woods on a
Snowy Evening handout and Robert Frosts Imagery: Paragraph Prompt handout). [3
minutes]
activity)
Indicator: This will be evident when students pair up and discuss their responses to the
Indicator: This will be evident when the teacher introduces a key vocabulary term before
Indicator: This will be evident when teacher and students discuss the meaning of imagery.
ADAPTATIONS (Exceptionality*)
For English Language Learners the handouts will include bolded and underlined words
with definitions. The teacher will give examples of those key words throughout by
miming or identifying other visual examples. Teacher will also explain complicated
sentence structure.
The student who has difficulty working in groups will be allowed to choose his or her
own partner (along with the rest of the class), and if that student is unable to find a
partner, the teacher will help organize groups that make the maximum number of students
comfortable.
The student who struggles to focus and attend will be told that he or she is going to be
presented.
The student who profiles with grapho-motor challenges will be given pencils and drawing
implements that have easier to grasp shapes, such as triangular pencils and larger crayons.
The student who has medical needs and may require the use of a bathroom facilities
frequently will be allowed to sit near the door and leave to use the bathroom after using a
teacher will communicate with the school psychologist about the issue.
The gifted student will use a prompt to construct a paragraph about Robert Frosts use of
imagery, and he or she will write a second paragraph critiquing Frosts use of imagery. He
or she will discuss whether or not the employment of imagery was effective; if it was, he
or she will provide evidence, and if not, he or she will suggest ways in which it could
DIFFERENTIATION OF INSTRUCTION
The visual learner will benefit by creating an image that correlates to the poem. The auditory
learner will benefit by hearing the poem as well as reading it. The learner with interpersonal
intelligence will benefit by discussing reactions with a partner. The learner with verbal-linguistic
Students use bullet points and sentence starters, in addition to a prompt, to aid in their
Average
Students use bullet points and a prompt to construct a paragraph about Robert Frosts use of
imagery.
Higher Level
Students use a prompt to construct a paragraph about Robert Frosts use of imagery, and they
will write a second paragraph critiquing Frosts use of imagery. They will discuss whether or not
the employment of imagery was effective; if it was, they will provide evidence, and if not, they
Students will identify three specific examples of imagery and draw three separate pictures that
illustrate each of those examples citing quotes from the text. Students will write a sentence
describing the importance of each image and one short paragraph explaining the significance of
Robert Frost's use of imagery scoring an 80% out of 100% on a teacher-created rubric.
INDEPENDENT PRACTICE
Following the lesson on imagery, students will read Robert Frosts Stopping by Woods on a
Snowy Evening. They will choose three examples of imagery and draw three separate pictures
that illustrate each of those examples citing lines from the poem. They will also write a sentence
describing the importance of each image and one short paragraph describing the significance of
ENRICHMENT
The teacher and student will reread both The Road Not Taken, and Stopping by Woods on a
Snowy Evening, during a specified tutorial session. The teacher will provide a variety of
images, and the student (with help from the teacher) will match the images to the appropriate
Academic Enrichment
The student will write his or her own poem including at least two examples of imagery, and the
prove your claim. If you do not think it was effective, suggest ways it
Name Average
Prompt
Date
use of imagery as a whole. Use the questions below to guide your response.
Why do you think Frost writes these images into his poem?
How does imagery affect the way you understand the work?
What does imagery allow us to do with a text that we might not be able to
use of imagery as a whole. Use the questions below to guide your response.
Why do you think Frost writes these images into his poem?
How does imagery affect the way you understand the work?
What does imagery allow us to do with a text that we might not be able to
Imagery is
Definitions:
And both that morning equally lay Diverged- separated from another
In leaves no step had trodden black. road and going in different
directions
Oh, I kept the first for another day!
Wood- forest; area with many trees
Yet knowing how way leads on to way,
Undergrowth- a dense growth of
I doubted if I should ever come back. shrubs and other plants, especially
under trees in woodland.
And that has made all the difference. Hence- in the future
https://en.oxforddictionaries.com/definition/diverge
https://en.oxforddictionaries.com/definition/downy
https://en.oxforddictionaries.com/definition/flake
Frost, Robert. (1952). Stopping by Woods on a Snowy Evening. In Oscar Williams (Ed.),
Immortal Poems of the English Language (pp. 503-504). New York, NY: Simon &
Schuster.
https://en.oxforddictionaries.com/definition/harness
https://en.oxforddictionaries.com/definition/hence
New York State Education Department. (2011). New York State P-12 Common Core Learning
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea
rning_standards_ela.pdf
https://www.poetryfoundation.org/resources/learning/core-poems/detail/44272
https://en.oxforddictionaries.com/definition/queer
Robert Frost reads The Road Not Taken [Video file]. Retrieved from
https://www.youtube.com/watch?v=ie2Mspukx14
Trodden. (2017). In New Oxford American Dictionary. Retrieved from
https://en.oxforddictionaries.com/definition/trodden
https://en.oxforddictionaries.com/definition/undergrowth
https://en.oxforddictionaries.com/definition/village
https://en.oxforddictionaries.com/definition/wear