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Unit 16 Selection
Swimming in a Pool of Doubt and The Road Not Taken
Read the next two selections. Then choose the best answer to each question.
Swimming in a Pool of Doubt
1
Cameron was an eighth-grade student at Bayside Middle School, captain of the competitive
swim team in his community, and the fastest swimmer in the league. All the younger swimmers
looked up to him because he continually gave one hundred percent, even at practice. Cameron
constantly challenged himself to improve. But all that work was beginning to weigh on him; he
was not sure if he wanted to swim anymore.
2
Five days a week, Cameron attended practice before and after school; every Saturday, he
competed in swim meets or practiced with his coach. Cameron had become accustomed to
homework and time with friends taking a backseat to swimming. The muscles in his body were
constantly sore, and he was physically and emotionally exhausted. People told Cameron how
much they admired his commitment to swimming, but the words had become meaningless. He
just wanted to be a normal teenager when he started high school in the fall.
3
When Cameron joined the swim team at the age of seven, it was mostly because he liked
swimming more than any other sport he had tried. His parents had encouraged him to participate
in some kind of physical activity, but he had never really been good at team sports, such as
soccer or basketball. Swimming seemed like the perfect fit for him.
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Unit 16 Selection
4
Swimming in a Pool of Doubt and The Road Not Taken
Since that time, swimming had become his life. This transformation happened gradually at first,
but now it seemed to be spinning rapidly out of control. Throughout his elementary school years,
Cameron steadily grew stronger and faster. His parents were proud of his improvement and his
dedication to the sport and were especially hopeful about the possibility of Cameron earning a
college scholarship. At first, Cameron shared that goal, but now he had a difficult time imagining
a future filled with early morning practices, screaming muscles, and zero time for friends.
5
Everyone expected Cameron to be the dedicated swim team captain, so he felt obligated to
keep his feelings silent. Lately, however, he thought about confiding in a friend or his parents, but
he was uncertain if anyone would understand. Cameron wasn’t even sure he understood his own
feelings. Part of him wanted to keep going, yet there was a voice inside of him that was growing
louder, telling him that something had to change.
6
One day at lunch, Cameron was sitting at a table with his friend Jake. Unable to quiet his
thoughts, he blurted, “I’m thinking about quitting.”
7
“Quitting what?” Jake looked confused.
8
“Quitting the team, Jake. Quitting swimming.”
9
“Are you serious? Why?”
10
“I don’t know,” said Cameron. “I just don’t think I want to do it anymore.”
11
“That’s crazy, Cam. You’re the swim team captain!” Jake said.
12
“I know. But it just doesn’t feel right. It’s not fun for me like it used to be,” Cameron tried to
explain as they were interrupted by the bell. Jake wanted to hear more, but Cameron quickly
rushed off to class.
13
For the rest of the day, Cameron regretted telling Jake because it confirmed what he already
knew. No one would understand his quandary. He avoided Jake for the next few days and
changed the subject the one time Jake tried to bring it up. Meanwhile, Cameron kept going to
practice and pushing himself through the water. But with each passing day and each labored lap,
his heart was less and less in it.
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Unit 16 Selection
Swimming in a Pool of Doubt and The Road Not Taken
14
Then, one afternoon in English class, his teacher read a poem by Robert Frost. The poem
struck a chord with Cameron because the speaker was in a position to choose between two
paths. Cameron realized that he had to make a choice as well. He didn’t want to swim anymore,
he didn’t want to be team captain, he didn’t want people to admire his commitment, and he didn’t
want a college scholarship if it meant continuing an obligation that made him miserable.
15
It was going to be difficult telling his parents. Cameron was not sure how his coach or his
teammates would react, but he had reached a decision. Even though he continued to have
questions and was apprehensive, Cameron was relieved. He had listened to his own heart and
now trusted that everything would work out for the best.
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Unit 16 Selection
Swimming in a Pool of Doubt and The Road Not Taken
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
5
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
10
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,
15
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,
20
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Unit 16 Assessment
Swimming in a Pool of Doubt and The Road Not Taken
Use “Swimming in a Pool of Doubt” (pp. 183–185) to answer questions 1–6.
Then fill in the circle for each answer.
1 The point of view from which the story is told
gives the reader insight into —
3 Read the following sentence.
A Cameron’s thoughts about failure
Cameron wasn’t even sure he
B the complexity of Cameron’s decision
understood his own feelings.
C the support of Cameron’s parents
This sentence illustrates the —
D Cameron’s plans for sharing his decision
A turmoil Cameron experiences
B commitment Cameron displays
C dejection Cameron faces
D innocence Cameron exhibits
2 Which sentence from the story provides the
best evidence that Cameron feels conflicted?
F Cameron was an eighth-grade student
at Bayside Middle School, captain of the
competitive swim team in his community,
and the fastest swimmer in the league.
4 Which sentence demonstrates how the
setting influences the plot of the story?
F All the younger swimmers looked up to
him because he continually gave one
hundred percent, even at practice.
G All the younger swimmers looked up to
him because he continually gave one
hundred percent, even at practice.
H Cameron constantly challenged himself to
improve.
G Five days a week, Cameron attended
practice before and after school; every
Saturday, he competed in swim meets or
practiced with his coach.
J But all that work was beginning to weigh
on him; he was not sure if he wanted to
swim anymore.
H This transformation happened gradually
at first, but now it seemed to be spinning
rapidly out of control.
J Lately, however, he thought about
confiding in a friend or his parents,
but he was uncertain if anyone would
understand.
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Unit 16 Assessment
Swimming in a Pool of Doubt and The Road Not Taken
5 The author uses repetition in paragraph 14
to help create a feeling of —
6 The figurative language used in paragraph
14 helps the reader infer that —
A dysfunction
F Cameron wants to play a musical
composition
B doubt
G Cameron understands the meaning of the
poem
C tranquility
D certainty
H Cameron relates to the speaker and
theme of the poem
J Cameron decides to follow the example of
the speaker
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Unit 16 Assessment
Swimming in a Pool of Doubt and The Road Not Taken
Use “The Road Not Taken” (p. 186) to answer questions 7–11.
Then fill in the circle for each answer.
7 Which of these is the best summary of the
poem?
9 What is the most likely reason the poet uses
a line break and repetition in lines 18 and 19?
A While walking in the woods, the speaker
notices a divided path. He studies each
possibility to determine which road will
be easier to travel. After making his
decision, he completes his journey.
A To stress the importance of the speaker’s
dilemma
B The speaker embarks on a journey to
discover a fork in the road. When he
arrives at the fork, he concludes that
both paths are very similar. Unable to
make a choice between the two, he turns
around, realizing that he will later regret
his decision.
C To highlight the speaker’s inability to
make a choice
C The speaker has come to a fork in the
road and must decide between similar
paths. The speaker makes a choice,
thinking that he might return one day to
take the other path. He determines that
in the future his choice will be validated.
B To indicate the significance of the
speaker’s power
D To show the speaker’s disappointment
with the outcome
10 The imagery in the first two stanzas helps
the reader understand —
F the similarity of the paths
G the beauty of the forest
D While walking along a path, the speaker
comes to a division in the road. He
wonders why there is a split in the road
and whether or not the direction he
decides to take will affect his future.
8 Which lines from the poem best suggest that
the speaker is realistic?
H the condition of the undergrowth
J the danger of the roads
11 In stanzas 1 and 4, the word diverged
means —
A to bend across a path or road
F Lines 3 and 4
G Lines 9 and 10
B to extend in different directions from a
common point
H Lines 14 and 15
C to reach a common conclusion
J Lines 16 and 17
D to be completely separated from the main
source
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Unit 16 Assessment
Swimming in a Pool of Doubt and The Road Not Taken
Use “Swimming in a Pool of Doubt” and “The Road Not Taken” to answer
questions 12–15. Then fill in the circle for each answer.
12 Which message could be supported by both
the story and the poem?
14 Both the story and the poem end with a
feeling of —
F People who make choices are unaware of
the consequences.
F appreciation
G acceptance
G Regardless of the reason, every journey
must come to an end.
H discouragement
J regret
H People influenced by others often make
poor choices.
J Despite the outcome, choices in life must
be made.
13 One difference between the story and the
poem is that the story suggests that —
15 Which line from the poem best expresses
Cameron’s feelings in paragraph 5?
A consequences impede a person’s ability
to make a choice
A And sorry I could not travel both
B And be one traveler, long I stood
B people unconsciously make decisions
throughout their lives
C Oh, I kept the first for another day!
D I took the one less traveled by,
C family and friends are often impacted by
a person’s decision
D decisions made over long periods of time
are more sensible
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Unit 16 Critical Thinking
Swimming in a Pool of Doubt and The Road Not Taken
Swimming in a Pool of Doubt
and The Road Not Taken
owledge
Kn
What is Cameron’s decision in the story? What is the speaker’s decision in the
poem?
Re
m e mber
_______________________________________________________
prehensi
om
on
C
________________________________________________________________
Un
derstand
Compare and contrast the decisions made by Cameron in the story and the speaker
in the poem.
_______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
plication
Ap
Describe the thought process you use when you make a difficult decision.
Apply
_______________________________________________________
_______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Unit 16 Critical Thinking
Swimming in a Pool of Doubt and The Road Not Taken
Analysis
What metaphor does the poet use in “The Road Not Taken”? Explain why the poet
might have chosen this metaphor and discuss its effectiveness.
Analyze
_______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
aluation
Ev
What is your opinion of Cameron’s decision to quit the swim team? Include the
criteria used for evaluating his decision.
Eva
luate
_______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
nthesis
Sy
Using the rhyme scheme in “The Road Not Taken,” write a five-line poem that
employs the use of graphical elements.
_____________________________
C re a t e
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Unit 16 Creative Thinking
Swimming in a Pool of Doubt and The Road Not Taken
Motivation Station
Read “Gathering Leaves” by Robert Frost. Write a literal, interpretive, evaluative, and universal
question about the poem in the provided boxes.
Gathering Leaves
by Robert Frost
Spades take up leaves
Literal
No better than spoons,
And bags full of leaves
Are light as balloons.
I make a great noise
Of rustling all day
Like rabbit and deer
Interpretive
Running away.
But the mountains I raise
Elude my embrace,
Flowing over my arms
And into my face.
I may load and unload
Evaluative
Again and again
Till I fill the whole shed,
And what have I then?
Next to nothing for weight,
And since they grew duller
From contact with earth,
Universal
Next to nothing for color.
Next to nothing for use.
But a crop is a crop,
And who’s to say where
The harvest shall stop?
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Unit 16 Writing Connection
Swimming in a Pool of Doubt and The Road Not Taken
Think about an activity you enjoy. Use the graphic organizer to describe the steps or procedures
important for a component of the activity (e.g., playing a guitar—tuning the guitar; playing baseball—
catching a fly ball; dancing—five ballet positions). If needed, use your own paper to add steps.
Component
4
Step #_____
_____________________________
Describe:
3
Step #_____
_____________________________
2
Step #_____
_____________________________
1
Step #_____
_____________________________
Describe:
Describe:
Describe:
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Unit 16
Unit Instructional Plans
Swimming in a Pool of Doubt and The Road Not Taken
Getting Started
(student pages 183–194)
Introduction
This unit contains paired selections. The first selection is a fiction story about an eighth-grade student
with a difficult decision to make. The second selection is the classic poem “The Road Not Taken” by
Robert Frost. A cross-curricular connection for this unit might focus on the character education topic of
making important life decisions.
Building Background Knowledge
In groups, have students play several rounds of “Would You Rather?” (e.g., Would you rather go to the
movies or go bowling? Would you rather give a gift or receive a gift? Would you rather finish a project
due the next day or watch your favorite television program?). After responding to each question, ask
students to provide the reasons for their choices. Have students draw conclusions based on the
reasons given.
(TEKS: Figure 19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.H, (c)2.D,
(c)2.G, (c)2.H, (c)2.I, (c)3.G, (c)3.H, (c)4.D)
Suggested Formative Assessment
After reviewing the conclusions drawn in the Building Background Knowledge activity, instruct students
to use their names to compose acrostic poems that reveal their personality traits. Review student
responses to determine individual understanding of composing acrostic poems.
(TEKS: 7.15(B), Figure 19(A), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.C, (c)1.H, (c)2.D,
(c)2.G, (c)2.H, (c)2.I, (c)5.C)
Suggested Unit Content Literature
Continue building student knowledge related to this unit by selecting books from the following list for
read alouds, for student independent reading, and for research resources.
The Running Dream – Wendelin Van Draanen
Inside Out – Terry Trueman
Here’s to You, Rachel Robinson – Judy Blume
We Were Liars – E. Lockhart
Choosing Up Sides – John H. Ritter
The Poetry of Robert Frost: The Collected Poems, Complete and Unabridged – Edited by Edward Connery Lathem
Robert Frost: The Life of America’s Poet – Sara McIntosh Wooten
A Student’s Guide to Robert Frost – Connie Ann Kirk, Ph.D.
Dealing with the Stuff that Makes Life Tough: The 10 Things that Stress Girls Out and How to Cope with Them
– Jill Zimmerman Rutledge, M.S.W., LCSW
The 6 Most Important Decisions You’ll Ever Make: A Guide for Teens – Sean Covey
No Easy Answers: Short Stories About Teenagers Making Tough Choices – Edited by Donald R. Gallo
Would You Rather . . . ? For Kids! – Justin Heimberg & David Gomberg
(TEKS: 7.1, 7.26, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E,
(c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)
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Unit Instructional Plans
Swimming in a Pool of Doubt and The Road Not Taken
Vocabulary Focus
* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the
selection is used for assessment, vocabulary should not be pretaught.
Selection-Specific Vocabulary
TEKS Vocabulary
diverged*
analyze
meaning
accustomed
capital letter
poem
hence
conclusion
structure of poetry
labored
elements of poetry
support
quandary
evidence
text
transformation
graphical element
understand
trodden
inference
understanding
line length
word position
Vocabulary Activities
Poetic Web
Have students write the literary term Poetry in center circles of webs. Direct students to write
definitions of poetry using their own words in the same circles. Instruct students to record TEKS
vocabulary words in the outer circles. On the lines that connect the center circles to outer circles,
have students write the connections between the vocabulary words and their influences on the
messages/structures of poetry. Invite students to post webs.
(TEKS: 7.2(B), 7.4, 7.4(A), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.H,
(c)2.D, (c)2.I, (c)4.D, (c)4.F, (c)5.G)
I Read, You Write
Working in small groups, provide students with note cards with selection-specific or TEKS vocabulary
words written on one side and definitions on the reverse sides. Have one student from each group
draw a card and read the definition to the group. Instruct the remaining members of the group to write
each word as its definition is called. The group receives one point for each correct response. Continue
the activity until all words have been played.
(TEKS: 7.2(B), 7.26, 7.27, DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F,
(c)2.D, (c)2.G, (c)2.I, (c)3.D, (c)4.D, (c)4.F, (c)5.B)
Suggested Formative Vocabulary Assessment
Provide selected-response vocabulary quizzes that require students to match definitions to
selection-specific or TEKS vocabulary words. Use student responses to clarify misconceptions and to
plan further instruction or interventions.
(TEKS: 7.2(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)4.F)
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Unit Instructional Plans
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Unpacking the TEKS
TEKS Focus 7.4, 7.4(A)
Reporting Category 2-Supporting
Students understand, make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding. Students are expected to:
(A) analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the
meaning of a poem.
Poetry is a form of literary text that incorporates aesthetic and rhythmic qualities with the highly
imaginative use of words to share ideas about a topic. This form of literature is written in verse using
elements such as rhythm, meter, and rhyme. Most poetry is structured using lines and stanzas.
Forms of poetry include narrative, lyric, free verse, and patterned. Graphical elements, such as
capital letters, line length, and word position, are specifically selected by a poet to contribute to the
meaning of the poem. For example, a poet may choose to capitalize certain words to emphasize their
importance. Similarly, a poet may write a line of poetry with only one word while the remaining lines have
multiple words and phrases. In doing so, a poet draws special attention to the word that stands alone.
Poetry is written to create specific emotional responses within readers. Poetry can express a variety of
moods and tones as poets use figurative language, including metaphor, personification, hyperbole, and
simile. Other key elements for the analysis of poetry include sound devices (e.g., alliteration, end rhyme,
internal rhyme, onomatopoeia, repetition) and literary elements (e.g., tone, imagery, mood, symbolism).
In order for students to develop an understanding of poetry, they must employ a high level of abstract
and critical thinking. The analysis of poetry allows students to develop an appreciation of the text and to
comprehend the text at its deepest level of meaning.
Instructional Activities
Poetic Effects
Within small groups, have students read assigned poems and highlight graphical elements. Instruct
groups to use the highlighted elements to complete T-charts with the columns labeled Graphical
Element, Effect on Reader. Invite groups to share responses with the large group.
(TEKS: 7.1, 7.4, 7.4(A), 7.26, 7.27, 7.28, Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT:
Analysis/Analyze, ELPS: (c)1.C, (c)1.H, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.E, (c)3.G, (c)4.G, (c)4.H, (c)4.I,
(c)4.J, (c)4.K, (c)5.G)
Questioning the Elements
Have students use print and electronic sources to locate poems that utilize graphical elements. With
partners, have students read poems and answer the following questions: What is the meaning of the
poem? What graphical elements are evident in the poem? How do the graphical elements impact the
meaning of the poem?
(TEKS: 7.1, 7.4, 7.4(A), 7.26, 7.27, Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT: Analysis/Analyze,
ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.E, (c)3.G, (c)4.G, (c)4.H, (c)4.I, (c)4.J,
(c)4.K, (c)5.E, (c)5.F, (c)5.G)
Suggested Formative Assessment
Provide students with a copy of a poem that utilizes a variety of graphical elements. Instruct students
to circle graphical elements within the poem and label and explain how each graphical element affects
the meaning of the poem. Use student responses to correct comprehension errors and to plan further
instruction or interventions.
(TEKS: 7.1, 7.4. 7.4(A), Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.C,
(c)1.H, (c)2.D, (c)2.I, (c)4.K, (c)5.G)
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Swimming in a Pool of Doubt and The Road Not Taken
Assessment of TEKS
(student pages 187–190)
TEKS addressed in the Assessment
7.2(B), 7.4, 7.4(A), 7.6, 7.6(A), 7.6(B), 7.6(C), 7.8, 7.8(A), 7.19(F), Figure 19(D), Figure 19(E)
TEKS
Reporting
Category
Bloom’s
Original/Revised Level
B
7.6(C)
2-Supporting
ELPS
2
Analyze/Analysis
(c)4.K
2
J
7.6(B)
3
A
7.6 Fig.19(D)
2-Readiness
3
Comprehension/Understand
(c)4.J
2-Readiness
3
Comprehension/Understand
4
F
(c)4.J
7.6(A)
2-Readiness
3
Comprehension/Understand
(c)4.J
5
6
D
7.6
2-Readiness
2
Analysis/Analyze
(c)4.K
H
7.8(A)
2-Supporting
3
Comprehension/Understand
7
(c)4.J
C
7.4 Fig.19(E)
2-Supporting
2
Comprehension/Understand
(c)4.I
8
H
7.4 Fig.19(D)
2-Supporting
3
Comprehension/Understand
(c)4.J
9
B
7.4(A)
2-Supporting
2
Analysis/Analyze
(c)4.K
Question
Answer
1
DOK
Level
10
F
7.8 Fig.19(D)
2-Supporting
3
Comprehension/Understand
(c)4.J
11
B
7.2(B)
1-Readiness
2
Application/Apply
(c)4.F
(c)4.K
12
J
7.19(F)
1-Readiness
3
Analysis/Analyze
13
C
7.19(F)
1-Readiness
3
Analysis/Analyze
(c)4.K
14
G
7.19(F)
1-Readiness
3
Analysis/Analyze
(c)4.K
15
A
7.19(F)
1-Readiness
3
Analysis/Analyze
(c)4.K
Interventions
TEKS Focus
When formative assessments reveal students in need of intervention, use the following activities.
Intervention Activities
Inserting Elements
Provide students with poems that have all punctuation, capitalization, and other graphical elements
deleted. Instruct students to read the poems and insert punctuation, capitalization, and graphical
elements to produce effects on the meanings of the poems. Have students share additions with
partners, explaining their reasoning and the impacts on the poems.
(TEKS: 7.1, 7.4, 7.4(A), 7.20, 7.26, 7.27, 7.28, Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT:
Analysis/Analyze, ELPS: (c)1.C, (c)1.H, (c)2.D, (c)2.G, (c)2.H, (c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K,
(c)5.D)
Jumbled Poems
Provide groups with lines from a poem written on separate sentence strips. Have groups work
together to arrange lines of poems in correct order, instructing students to use the graphical elements
within the lines to assist in their placement choices. After completing the task, provide groups with the
published version of the poem to compare with the group’s version.
(TEKS: 7.1, 7.4, 7.4(A), 7.28, Figure 19(C), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.H,
(c)2.D, (c)2.E, (c)3.D, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)
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READING | LEVEL 7
Teacher Edition Sample Page
Unit 16
Unit Instructional Plans
Swimming in a Pool of Doubt and The Road Not Taken
Critical Thinking
(student pages 191–192)
Knowledge/Remember
Cameron’s decision—if he will continue to swim competitively. The speaker’s decision—which road he
will travel.
(TEKS: 7.4. 7.6, 7.17(C), Figure 19(B), Figure 19(C), DOK: 1, Bloom’s/RBT: Knowledge/Remember,
ELPS: (c)4.G)
Comprehension/Understand
Answers may vary. Student responses might include: Cameron and the speaker must both make
decisions. Cameron’s decision will impact others, while the speaker’s decision only impacts him.
(TEKS: 7.4, 7.6, 7.17(C), Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand,
ELPS: (c)4.I, (c)5.E, (c)5.F, (c)5.G)
Application/Apply
Answers may vary. Student responses should include a description of the personal thought process
used when making a difficult decision.
(TEKS: 7.4, 7.6, 7.17, 7.17(C), Figure 19(C), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)4.J, (c)5.E,
(c)5.F, (c)5.G)
Analysis/Analyze
Answers may vary. Student responses might include: The poet uses a fork in the road as a metaphor
to represent life’s choices. This metaphor is effective because choices typically have two options to
consider. This metaphor is effective because it allows the reader to visualize the speaker standing at the
fork in the road, considering the two possible paths or opportunities.
(TEKS: 7.4, 7.8(A), 7.17(C), Figure 19(B), Figure 19(C), DOK: 2, Bloom’s/RBT: Analysis/Analyze,
ELPS: (c)4.K, (c)5.E, (c)5.F, (c)5.G)
Evaluation/Evaluate
Answers may vary. Student responses should include an opinion of Cameron’s decision to quit the swim
team with the criteria used to evaluate his decision.
(TEKS: 7.6, 7.17(C), 7.18, Figure 19(B), Figure 19(C), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate,
ELPS: (c)4.K, (c)5.G)
Synthesis/Create
Answers may vary. Student responses should include a titled, five-line poem that uses the rhyme
scheme of “The Road Not Taken” and employs graphical elements to support its message.
(TEKS: 7.15(B), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.D, (c)5.G)
Creative Thinking
(student page 193)
Motivation Station
Answers may vary. Student responses should include a literal, interpretive, evaluative, and universal
question about the poem “Gathering Leaves” by Robert Frost.
(TEKS: 7.4, Figure 19(B), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)4.K, (c)5.E, (c)5.F, (c)5.G)
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READING | LEVEL 7
Teacher Edition Sample Page
Unit 16
Unit Instructional Plans
Swimming in a Pool of Doubt and The Road Not Taken
Writing Connection
(student page 194)
Answers may vary. Student responses should include the completed graphic organizer that details steps
or procedures important for a component of an activity the student enjoys.
The following criteria are suggested to evaluate student graphic organizers:
Inclusion of Important Steps/Procedures, Logical Progression of Thinking, Detailed Description of Each
Step/Procedure.
(TEKS: 7.14, 7.17, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)
Performance Task Assessment
TEKS Focus
7.1, 7.12(A), 7.13, 7.14, 7.17, 7.17(D), 7.19, 7.20, 7.21, 7.22, 7.23, 7.24, 7.27
Performance Task
Devise a plan to follow when facing a difficult life decision. Include bibliographic information that cites
sources of your research. Create a slide presentation to share your plan.
(DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)
Performance Task Steps
1. Read “Swimming in a Pool of Doubt” and “The Road Not Taken.”
2. Brainstorm difficult life decisions you have faced or might face in the future.
3. Use print and electronic sources to research steps often suggested when making difficult decisions.
4. Answer questions about your task.
• How does Cameron in “Swimming in a Pool of Doubt” make the decision to quit the swim team?
How does the speaker in “The Road Not Taken” make the choice to follow a particular path?
• What difficult choices in your life might be better resolved using a plan?
• Based on your research, what steps will be most effective and productive in devising a plan for
making a difficult decision?
• How will you organize the steps in your plan?
• How will you share your plan in a slide presentation?
• What graphic elements will you incorporate in your slide presentation to enhance understanding?
• How will you include bibliographic information using the correct form?
5. Plan, prepare, and deliver your slide presentation, and share it with an audience.
Scoring Criteria
Use a rubric with the following criteria for student self-assessment and teacher scoring:
Organization of Steps, Practicality of Plan, Integration of Research into Process, Organization and
Clarity of Slide Presentation.
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