A Detailed Lesson Plan in English IV

I. Objectives: At the end of the lesson, the students should be able to:
A. identify the message or the central idea of the poem;
B. pick out worthwhile human experiences given in the text;
C. write a short reflection on how they can handle situations that calls decision-making
and goal setting.

II. Subject Matter:

A. Reading Selection: The Road Not Taken by Robert Frost
B. Reference: GEAP in English and Internet
C. Materials: Visual aids and Graphic Organizers

III. Procedure:

Teacher’s Activity Students’ Activity

A. Motivation

Good morning, class! Good morning, Sir!

How’s your day? (Responses vary)

Class, I’ve got a picture here. I want

you to examine or observe the picture and tell
something about it.
(A picture related to the poem will be shown to the class) (Responses vary)

B. Developing Purpose for Reading

This morning class, we will read a poem

entitled “The Road Not Taken” by Robert Frost. We are
going to find out how the persona in the poem handled the
so called “Decision-Making”. But before anything else,
let’s have first a simple activity.
Through this graphic organizer, I want you
to think of ideas/words which you think is associated with
the word Decision-making.

 Concept Map

(Responses vary)
Decision
Making

C. Reading of the Poem

 1st reading ( The teacher will read first the selection)

 2nd reading ( A student will do the second reading)

D. Interaction

So, how do you find the poem? (Responses vary.)

Comprehension Check-up

 What is the scenario in the poem?

Describe. The scenario in the poem is, a
person is being confused on
to what road will he take.
 What path did the persona in the poem take?
 The persona in the poem took
the road less traveled by.
 Why did the persona choose the road less
Travelled by? He took that road because it
was grassy and wanted wear
 How did he feel when he chooses this road?
He had this feeling of
confusion but after the travel
the feeling of satisfaction is
being shown
 What is meant by the last line in stanzas
3 and 4? (Responses vary)
 What do you think is the central idea of the poem?
The central idea of the poem
is about making good
decisions in life or how
should a person properly
decide on matters.
IV. Evaluation
Engagement Activities.

To see further your understanding

of the poem, I prepared activities for you to accomplish.
Class, I will divide you into 5 groups. Each group will be
given task cards and be able to work on it.
(The teacher will group the class and distributes the task
cards to the assigned leaders.)

Performance Tasks.
Task Context. Literature is life and
most of it serves as a mirror as one
journeys his future. Thus, after
teaching worthwhile human values,
the students are encouraged to
develop their communication and
competence through these activities.

Task 1: Bang that SLOgun (Slogan)

Create a slogan about the
Theme of the poem which is good
Decision-making and goal setting

Task 2: The Writer’s Craft

Compose a short poem
encouraging the youth today to
make good decisions in life.

Task 3: Paint my Idea

Make a poster depicting the
main idea of the poem.

 Valuing

Class, after analyzing and

understanding the poem, how does decision-
making takes effect on our life as an individual
and what are the things that we should
consider to arrive at a certain solution?
A decision is made on every activity
that is done, whether good or bad.
even our future goals may be
affected by the decision we make
today. Thus after weighing the
alternatives, choose the one that
seems most appropriate. Base your
your choice on your knowledge,
 values, morals, religious upbringing
present and future goals, and the
effects of the decision on the people
who matter to you.

V. Agreement.

On a whole sheet of paper

explain your point of view on why adolescents
should seek parental advice particularly when
making major decisions.