I got a lot out of Myths, they help us to better understand our fellows. Especially Narsissis, he was a lot like Mr. Barringer only he didn't get drowned.
Riding to school in the bus I'm all worn out from the housework and dishes and I wish the boys who fool around and so forth would one day give me their seat I'd drop dead of supprize. Can something be done?
List of Goods: 1. You're always willing to listen to our side no matter what.
2. When you don't know something you're not ashamed to say you don't know something.
3. You're not afraid to crack a smile when necessery.
4. You always look happy to see us come in.
List of Bads: None.
Suggestions: More like you.
My mother has been living with me for 16 yrs, but she still insists on cross-examining me.
When in Miss Lewis' class a pupil finds it necessary to visit the men's room he is often denied that priviledge.
English would be much better off with more teachers like you that take an interest in their pupils instead of teaching just because they have to due to circumstances. Well ever since you elected me judge, I, for one will never forget you as long as I live. You made me feel I'm real.
29. The Road Not Taken
MODEL OUTLINE OF LESSON PLAN
1. TOPIC 'The Road Not Taken' by Robert Frost.
2. AIM Understanding and appreciation of the poem.
3. MOTIVATION: INTERESTING, CHALLENGING, THOUGHT-PROVOKING QUESTIONS, RELATING TO THE STUDENTS' OWN EXPERIENCES.
1. What turning point have you had in your life?
2. What choice did you make, and why?
3. How did you feel about your choice later?
4. ANTICIPATION OF DIFFICULTIES:
Put on board and explain words:
diverged
trodden
5. FACTUAL CONTENT OF LESSON:
Read the poem aloud:
'Two roads diverged in a yellow wood . . .' etc.
6. PIVOTAL QUESTIONS, DIRECTED TOWARDS APPRECIATION OF HUMAN MOTIVES:
1. Why did he make this particular choice of road?
2. Why does he say: 'I shall be telling this with a sigh'?
What kind of sigh will it be?
One of relief? Regret?
3. This poem ends with: 'I took the one less traveled by, And that has made all the difference.' What difference do you suppose it has made to him?
4. Had he taken the other road, how would the poem have ended? (Elicit from them: The same way!)
5. Why does Frost call it 'The Road Not Taken' rather than 'The Road Taken'? (Elicit: We regret things we haven't done more than those we have.)
6. Based on this poem, what kind of person do you suppose Frost
was? (Elicit: direct, simple, philosophical, man who loved nature
and had eye for concrete things.)
7.What is his style of writing?
('multum in parvo' or 'much in little': economy of language, yet
scope of thought)
8. ENRICHMENT:
Pass around photo of Frost.
9. SUMMARY:
1. Blazing a trail vs. conformity.
2. Regret inherent in any decision.
(NOTE: Remember summary on board!
Windows!
No paper scraps on floor!
Try to get Eddie Williams to recite at least once.
Don't let Harry Kagan do all the talking.
Change Linda's seat—put her next to girl?
If time, play record of Frost reading own poetry.)
FROM: Samuel Bester,
Chairman, Language Arts Dept.
TO: Miss S. Barrett, Room 304
