5. Break into groups. Using form analysis worksheet, ask each group to analyze the poem's form and content. 6. Pull class together and conduct discussion of worksheet results. Question: How does Frost marry form and content in this poem? As discussion progresses and the following questions to the mix: How would you describe the speaker and tone? How would you describe the neighbor? compare them. What is the meaning of the word "mending" in the title and the poem? What needs mending? What ways do walls become metaphorical and/or symbolic in this poem? Why do "good fences make good neighbors?" 6. Read the next 6 lines silently and then aloud (lines 5-11). Is there any change in the poem's consistency? How? Why do you think Frost did this? Assessment: Have student's write a short argumentative essay on Frost's marriage of form and content. Students may use the following questions to assist writing their essay: As the poem draws to a close, does the form continue to include gaps (rhythm, space between stones, etc.) or has the form mended itself? By the end of the poem do we have a complete wall? How does the form of the wall influence the theme of dispute between the neighbors? Resources: See resources on another sheet Lesson Plan 2 –The Road Not Taken Robert Frost Goals: To explore with students how the choices we make in life affect our thoughts, emotion, place/setting, outcome? Objectives: Students will define and understand in context common poetic devices such as rhymes and meter. Students will understand the relationship between a poem's form and content. Standards: For 8th grade:
5. Break into groups. Using form analysis worksheet, ask each group to analyze the poem's form and content. 6. Pull class together and conduct discussion of worksheet results. Question: How does Frost marry form and content in this poem? As discussion progresses and the following questions to the mix: How would you describe the speaker and tone? How would you describe the neighbor? compare them. What is the meaning of the word "mending" in the title and the poem? What needs mending? What ways do walls become metaphorical and/or symbolic in this poem? Why do "good fences make good neighbors?" 6. Read the next 6 lines silently and then aloud (lines 5-11). Is there any change in the poem's consistency? How? Why do you think Frost did this? Assessment: Have student's write a short argumentative essay on Frost's marriage of form and content. Students may use the following questions to assist writing their essay: As the poem draws to a close, does the form continue to include gaps (rhythm, space between stones, etc.) or has the form mended itself? By the end of the poem do we have a complete wall? How does the form of the wall influence the theme of dispute between the neighbors? Resources: See resources on another sheet Lesson Plan 2 –The Road Not Taken Robert Frost Goals: To explore with students how the choices we make in life affect our thoughts, emotion, place/setting, outcome? Objectives: Students will define and understand in context common poetic devices such as rhymes and meter. Students will understand the relationship between a poem's form and content. Standards: For 8th grade: