Lesson Plan in Suggestopedia

LESSON PLAN FOR GRADE 9 By: Jessa Bille Barabat

I.

LESSON OBJECTIVES

At the end of 60- minute session, the students will be able to: 1. Interpret the theme and meaning of the poem; 2. Appreciate the poem in relation to real-life situation; and 3. Perform a choral reading of the poem ‘’The Road Not Taken’’.

II.

SUBJECT MATTER Topic: The Road Not Taken by Robert Frost Competencies: listening and speaking Time Frame: 1 hour Materials: visual aid, marker, laptop and speaker References: www.poemhunter.com, www.poetryfoundation.com, www.wikepedia.com Values Integration: Cooperation and Poem Appreciation Strategies: 4 A’s Discussion Brainstorming Approach: Suggestopedia

III.

LEARNING PROCEDURES A. Preliminaries 1. Prayer and Greetings 2. Checking of Attendance B. Review Question 1. What was our last lesson about? C. Motivation 1. Did you ever tried to travel where there are two roads diverged from each other? 2. Can you cite some choices you have made last week? D. Lesson Proper

Activity 1: Unlocking of Difficulties 1. 2. 3. 4.

The students will match the Column A to Column B. The teacher will randomly select students to answer the corresponding meaning of the words. The students will write only the letter on the space provided before the number. The words to be match are the following: Column A ____1.diverged ____2.traveler ____3.sigh ____4.trodden ____5.doubted

Activity 2: Listening activity

Column B a. to walk on or along b. the sound of gently moving or escaping air c. to take a deep audible breath d. to have no trust or confidence e. a person who travels for pleasure f. to split and move out in different directions

1. The teacher will tell the students to be relaxed and clear their minds. 2. The teacher will play the classical music. 3. The teacher will read the poem in special intonation with the accompaniment of classical music. 4. The students will be tasked to listen while the teacher is reading the poem. 5. The material is presented below.

The Road Not Taken By: Robert Frost

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same,

And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.

Activity 3: LISTEN ME SOFTLY! 1. The teacher will read again the poem with the accompaniment of Baroque music but this time there is no intoning of words. 2. The teacher will ask students to be comfortable and relax. 3. The students will be tasked to listen calmly and to relax while the teacher is reading. 4. The teacher will read the poem in normal speed.

Analysis 1. 2. 3. 4. 5.

How many stanzas are there in the poem? How many lines are there in each stanza? What is the rhyming scheme of the poem? Who is the speaker in the poem? What are some symbolism in the poem?

Abstraction 

The poem ‘’The Road Not Taken’’ is written by Robert Frost that was published in 1916 as the first poem in the collection Mountain Interval.



Robert Lee Frost (March 26, 1874 – January 29, 1963) was an American poet. His work was initially published in England before it was published in America. He is highly regarded for his realistic depictions of rural life and his command of American colloquial speech.

Structure and Style 

It consists of four stanzas of five lines. The rhyme scheme is ABAAB.

Theme 



The theme of Robert Frost's poem, "The Road Not Taken," centers on the narrator being faced with two choices and making a decision of which is best. The speaker in the poem talks of coming upon two roads and having to decide which one to take. Whether the roads are literal or represent a fork in the road of life, similarities exist in the decisionmaking process.

Mood The mood of the poem appears light hearted in the literal meaning; however, in the figurative aspect of the poem, the atmosphere becomes more serious. Decisions are being made about life altering facets of a person’s life. As the man contemplates his life and the selection that he made, the poem develops a more pensive tone.

Application 1. The teacher will divide the class into four groups.

2. The students will be tasked to perform a choral reading on the poem ‘’The Road Not Taken’’. 3. After the choral reading, each group will give their interpretation about the poem. 4. The students will choose only one representative to present their work. 5. The students will be given five minutes to prepare.

IV.

EVALUATION In a ½ sheet of paper, answer the following questions briefly. 1. 2. 3. 4. 5.

V.

Do you think the speaker regrets his choice, or is happy about it? Why? What personal choices does this poem remind you of? What are some major decisions you have made in your life? What is the importance of decision–making in life? How your choice affects your life?

ASSIGNMENT 1. The class will be divided into four groups. 2. The teacher will ask the students to perform the poem through singing with the accompaniment of music of their own choice. 3. The class will perform it next meeting. 4. The teacher will grade the presentation according to the rubric presented below. Very Good 10 pts.

Average 5 pts.

An occasional isolated error, but most of the time pitch is accurate and secure.

Some accurate pitches, but there are frequent and/or repeated errors.

The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance.

The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors.

Pitch

Rhythm

Tone Quality Tone is focused, clear, and centered through the normal singing range.

Tone is often focused, clear, and centered, but sometimes the tone is uncontrolled in the normal singing range.

Poor 3 pts. Very few accurate or secure pitches.

The beat is usually erratic and rhythms are seldom accurate, detracting significantly from the overall performance. The tone is often not focused, clear, or centered regardless of the range, significantly detracting from the overall performance.

Diction Student articulates the words somewhat clearly and the text can be understood most of the time.

Student is sometimes articulating the words, but the text is often not discernable.

Student rarely articulates the words and the text is not discernable.