Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48803
On the Road to Change: A Poetic Comparison
In this lesson, students will analyze the song "Time of Your Life" by Green Day and two Robert Frost poems, "The Road Not Taken" and "Nothing
Gold Can Stay."The instructor will model authors usage of symbolism, imagery, figurative language, tone and theme. Students will complete a graphic
organizer and work toward the culminating activity of an essay comparing two of the pieces of literature.
Subject(s): English Language Arts
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: poetry, comparison, Frost, The Road Not Taken, Time of Your Life, analysis, Nothing Gold Can Stay,
essay, change, decisions, reflections, poems, figurative language, symbolism, imagery, tone, perspective
Instructional Design Framework(s): Direct Instruction, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Utilizing Frost's “The Road Not Taken” and Green Day's “Time of Your Life” students will be able to identify and explain how the author’s use of symbolism, imagery
and figurative language lead the text to the central theme of change or reflection.
2. Students will be able to write a critique of how two poems support a common theme.
3. Students will be able to cite evidence from both pieces of literature to convey how figurative language and word choice affect the poems' tone and theme.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will need to know how to identify symbolism, imagery, figurative language, tone and theme in poetry.
Students will need to know what figurative language is and various types.
Here is a PPT that addresses types of poetry and poetic devices: Poetry Terminology PowerPoint
Guiding Questions: What are the guiding questions for this lesson?
How do literary devices affect the tone in poetry?
Throughout life everyone experiences changes; how do we reflect upon milestones?
In what way does change influence who you are?
Teaching Phase: How will the teacher present the concept or skill to students?
As students enter the class have the song: Time of Your Life playing.
Introduce the topic of change. Have students work with a shoulder partner to complete a list of things that change on the Change list.
Ask students: What are some techniques poets use? Record answers on the board.
page 1 of 4 Tell students that we will use our knowledge of symbolism, imagery, figurative language, tone and theme to critique poems.
Model the process of identifying SIFT in "Nothing Gold Can Stay."
Explain to students they will analyze 3 poems today focusing on symbolism, imagery, tone, and theme. Display the graphic organizer.
Ask students to provide a definition for each of these devices.
Conduct a close reading of "Nothing Gold Can Stay" stopping after each line and identifying SIFT.
Ask students to elaborate on the significance of the line and words they choose when using SIFT. (Students need to not only write the line but also their
interpretation.)
See Key to SIFT Nothing Gold Can Stay
Facilitate student analysis to elicit deeper thought by modeling at least one response for each section using think aloud.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Distribute the terms defined list: SIFT.doc
After reading the poem divide students into 4 groups. Have the groups organize their annotations and underlined stanzas into categories: symbolism, imagery,
figurative language, tone & theme.
Place 4 poster boards in different locations of the classroom and have students travel with their group to each board adding one additional piece of text or
interpretation to each poster.
After groups have completed the rotation bring the poster boards to the front of the class and discuss student responses.
Clarify any responses that were not marked correctly and add any additional student comments.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Explain to students that they will analyze 2 additional poems using the SIFT method, recording examples and explanations on graphic organizer SIFT.
1. Distribute the lyrics to Green Day's "Time of Your Life" and Frost's poem "The Road Not Taken."
2. Instruct students to actively mark the text as they read. Using 4 colors, they should highlight the text according to symbolism, imagery, figurative language, tone &
theme.
3. The students will record examples and explanations on their graphic organizer for each poem. (ex: in the Frost poem he begins with the line "Two roads diverged
in a yellow wood" and on my chart I will record under symbolism 2 roads= may mean 2 choices, I may also add yellow wood because it reminds me of fall or a
change in season.)
4. Remind students to only highlight the words or lines they believe are most important to illustrate the authors' themes. Write notes and questions in the margins.
5. After marking the text, students will complete the graphic organizer.
6. Inform students that you will be monitoring their process and providing feedback while they work independently. The teacher serves as a facilitator to guide
students in their exploration of the text.
7. When students have completed the graphic organizer instruct them to share findings with groups or a shoulder partner.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Have students share what they recorded throughout the reading.
1. Debrief on the reading.
Ask students what central theme did they see in both pieces.
Some responses may include:
Change is inevitable
You can't change the past
Everything will change in time
Have no regrets
Have students elaborate on how the authors use symbols, imagery, figurative language and tone to convey the theme.
Possible responses:
Symbolism - Frost uses the symbols of two roads diverging and Green Day describes the fork in the road. Both symbolize a change in the path or a change in
direction.
Imagery - Both poems are very descriptive. I think the most prominent imagery in Frost's poem is of the woods and how he describes it as yellow and grassy
and later says "in leaves no step had trodden black" this presents a vivid picture of an untouched land and makes it evident that the speaker is alone. This
relates to the theme of change because until we make a decision there is no way of knowing the outcome.
Figurative Language - In "Time of Your Life" the metaphor of a shelf is used to represent putting away but not throwing away-- the past and memories in the
lines "so take the photographs, and still frames in your mind/Hang it on a shelf"
Tone - One way the poems differ is that in "The Road Not Taken" Frost presents the change as something the speaker contemplates when he says "long I
stood", "whereas in "Time of Your Life" the change seems more intense or inevitable from the line "time grabs you by the wrist directs you where to go."
2. Present writing assignment - summative assessment
Write a critique comparing two of the three pieces of literature we have studied today. Cite evidence from both poems to describe how the authors usage of
symbolism, imagery, figurative language, and tone convey a common theme.
Provide students with the rubric to guide them in their writing.
Summative Assessment
Students will write a critique comparing two of the three pieces of literature we have studied today. They will cite evidence from both poems to describe how the
authors usage of symbolism, imagery, figurative language, and tone convey a common theme.
Teachers can use the attached rubric to assess student work.
Formative Assessment
While comparing "Time of Your Life" and "The Road Not Taken" students will use the graphic organizer to record use of symbolism, imagery, figurative language, tone
page 2 of 4 and theme. Students will mark the text and record thoughts in the margin that emphasize word choice and theme.
Feedback to Students
Provide initial feedback following the teacher facilitated completion of "Nothing Gold Can Stay" where teacher will model identifying symbolism, imagery, figurative
language, tone and theme SIFT in the poem and students will record their annotations on poster board.
Before students begin independent work assess task comprehension with informal scale 1-4 show of fingers.
1. I still don't have a clue what to do!
2. I think I've got it but need you to explain something.
3. I'm ready, but I may have a question as I work.
4. I've got it completely!
Differentiate- *At this point if there are students who self-monitor at a 1 or 2 pull them for small group instruction to complete the first poem with you.
Routinely monitor student progress for correct text marking. Ask questions such as:
Which words helped you know this would be a good example of ___________?
What in particular lead you to interpret ____________________ as the central theme of the poem?
Why do you believe the author chose those words to describe _______________?
What similarities do you see between the poem and the song?
For students who struggle:
Model your thinking for an example of each: symbolism, imagery, figurative language and tone on the poem they are working with.
Direct students back to the exemplar or poster boards and have them revisit the work of the class to guide them in the new poem.
Draw students' attention to a particular line and ask them which section of their organizer this would best fit in and why.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Before students begin independent work assess task comprehension with an informal scale. Have students show 1-4 in a show of fingers:
1. I still don't have a clue what to do!
2. I think I've got it but need you to explain something.
3. I'm ready but I may have a question as I work.
4. I've got it completely!
Differentiate - At this point if there are students who self-monitor at a 1 or 2 pull them for small group instruction to complete the first poem with you.
Extensions: Have students write a personal account of a change they have experienced and support their writing with quotes from the poems.
Suggested Technology: Computer for Presenter, Microsoft Office
Special Materials Needed:
Handouts:
Change list.docx
graphic-organizer-sift.doc
Rubric for writing.doc
SIFT.doc
Copies of:
Robert Frost: "The Road Not Taken" and "Nothing Gold Can Stay"
Green Day Lyrics: "Time of Your Life"
Further Recommendations: You may need to review poetry: Poetry Terminology.ppt
Additional Information/Instructions
By Author/Submitter
This lesson addresses subpart A of standard LAFS.6.L.3.5.
SOURCE AND ACCESS INFORMATION
Contributed by: Courtney Lee
Name of Author/Source: Courtney Lee
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
page 3 of 4 LAFS.6.L.3.5:
LAFS.6.RL.1.1:
LAFS.6.RL.1.2:
LAFS.6.RL.2.4:
LAFS.6.W.1.2:
LAFS.6.W.2.4:
LAFS.6.W.3.9:
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand
each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful, thrifty).
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres
[e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and
topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
page 4 of 4