Copyright

Robert Frost Lesson Plan

Instructor: John Hamilton

John has tutored algebra and SAT Prep and has a B.A. degree with a major in psychology and a minor in mathematics from Christopher Newport University.

Educate your students about the poet Robert Frost with this lesson plan. Students will read a text lesson, take a related follow-up quiz, and participate in three activities to reinforce main concepts about the author and his life.

Learning Objectives

After this lesson, students will be able to:

  • Describe some of the failures of Frost's life before becoming a successful poet
  • Explain the style of Frost's poems
  • List some of the poet's works and collections
  • Name two of the common themes of Frost's poems
  • Identify the region of America often the subject of Frost's poems

Length

1-1.5 Hours

Materials

  • Access to the Internet
  • Copies of the poems 'Design', 'Fire and Ice', 'Stopping by Woods on a Snowy Evening', 'The Mending Wall', and 'The Road Not Taken.' Every student will need one copy of each poem.
  • Copies of the text lesson Who is Robert Frost? - Biography & Poems along with the accompanying lesson quiz.
  • Image of Robert Frost
  • Paper
  • Writing Utensils

Key Vocabulary

  • A Boy's Will
  • England
  • Ezra Pound
  • Formal Meter
  • Kennedy Inauguration
  • Massachusetts
  • New England
  • New Hampshire
  • Pulitzer Prize
  • Robert Frost
  • San Francisco
  • 'The Road Not Taken'

Curriculum Standards

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.4

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).

Instructions

  • Inform the students they will be studying American poet Robert Frost.
  • Display the image of Robert Frost.
  • Review vocabulary terms with the class.
  • Hand out copies of the text lesson Who is Robert Frost? - Biography & Poems.
  • Read the introduction and the first section 'Who is Robert Frost?'
    • 'Two roads diverged in the wood, and I' is a line from which Frost poem?
    • What region of America do many of his poems take place?
    • What two themes are often central to Frost's works?
    • How many Pulitzer Prizes did he win?
    • What years was he the Poet Laureate?
  • Now, read the section 'Life.'
    • Where was Frost born?
    • How old was he when his father died?
    • What two famous schools did he drop out of before finishing?
    • What business did he inherit that he failed at running?
    • What country did he move his wife and children to?
    • What was the name of his first book of poems?
    • What famous poet did he befriend overseas?
    • What president's inauguration did Frost read at in 1961?
  • Now, read the section 'Work.'
    • How many collections of poems did Frost write?
    • Why did some scholars look down on Frost's poetry?
    • Why do others disagree with these scholars?
  • Now, read the section 'Style.'
    • What was Frost's opinion on formal meter?
  • Have the students read the 'Lesson Summary' and review the text lesson with the students, answering any relevant questions.
  • Finally, take the lesson quiz to demonstrate understanding.

Activity One

  • Divide your students into groups of 4-6 students
  • Hand out copies of some of the poems mentioned in the text lesson. They are 'The Mending Wall'. 'Stopping by Woods on a Snowy Evening', 'Design', and 'Fire and Ice'.
  • Have the students read the poems, first to themselves.
  • Now, have the students discuss the four poems in their groups.
    • What was your favorite poem and why?
    • What was your least favorite poem and why?
    • Is there a theme or anything else some of the poems have in common?
    • Is there a noticeable way all the poems are different?
    • Frost lived most of his life in colder northern climates and on farms. Do any of the poems reflect this fact?
    • Finally, do Frost's poems make you feel any emotions?

Activity Two

  • Have the students stay in small groups and create basic timelines of events in Frost's life. All of the dates are available somewhere in the text lesson. The timeline should include:

1) The year he was born and where

2) The year his dad died, and he moved to Massachusetts

3) The year 'A Boy's Will' was published

4) The year 'North of Boston' was published

5) The year he moved back to America from England

6) The year he became Poet Laureate

7) The year he stopped being Poet Laureate

8) The year he read at Kennedy's inauguration.

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