Wednesday Lesson Focus: Students will read a poem by Robert Frost, ‘Stopping by

Woods on a Snowy Evening” to analyze its use of nature imagery. Class will
analyze what the role of nature is in the poem, and apply the analysis to the
setting in their Ethan Frome prologue worksheet

Objectives: Have students quote and analyze nature imagery present in both poetry and a
novella

Instruction
Opening (Hook or introductory activity):
Students will enter the class and write a quick response to the question: Is nature a good or
evil force? Why or why not? What role does it have in Ethan Frome and why?
Instruction:
Students will do a reading and annotation of Robert Frost’s poem “Stopping by Woods on a
Snowy Evening”, focusing their analysis on questions based on nature imagery present in the
poem. ​The class will discuss what they found and write down their findings on the whiteboard
via color-coded sticky notes. ​Ended up using the whiteboard and splitting it down the middle,
indicating students to “Pick a side” in their argument. Students would come up, make a tally
mark, and sit back down, discussing with their peers where they ended up, and why. Class
discussion will focus on analyzing the poem for poetic language
Closing:
Students will begin Act 2 today, starting specifically with the prologue portion. Students will
compare and contrast the two prologue sonnets together. The big goal is to have students
better understand not just WHAT the lines are saying, but how the poetic devices ENHANCE
the meaning in each sonnet.

Assessment: Poem worksheet, Romeo and Juliet sonnet prologues activity.

GA Standards of Excellence for Language Arts:ELAGSE9-10RL1: Cite strong and thorough

textual evidence to support analysis of what the
The text says explicitly as well as inferences are drawn from the text.
ELAGSE9-10RL2: Determine a theme and/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.
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
ELAGSE9-10RL4: 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.)
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.