LHE3252 TEACHING THE LANGUAGE OF POETRY

Symbolism in “Stopping by Woods on a

Snowy Evening” By Robert Frost

Name Matric No.

AIN FATIN NABILA BINTI ABD. RASHID 183790

BACELOR EDUCATION (TESL) UNIVERSITI PUTRA MALAYSIA

LECTURER: MADAM JURIDAH MD. RASHID
2016/17
Date of Submission : 14 December 2016
LESSON PLAN
Date: 14 December 2016
Time: 9.20 a.m. – 10.00 a.m. (80 minutes)
School: SMK Seri Bintang Selatan
Jalan 3/91A, Taman Shamelin,
56100, Cheras, Kuala Lumpur.
Location: Urban
Class: 5 Damar
No. of Students: 35 Students
Level of Intermediate
Proficiency:
Subject: Literature in English (Poetry)
Topic: Symbolism in “Stopping by Woods on a Snowy Evening” by Robert
Frost.
Previous Students have had the knowledge of symbol and how they are used to
Knowledge: identify the theme(s) of studied poem.
Learning 1.0 Language for Interpersonal Use
Outcomes 1.1 Make new friends and maintain friendship by
a. Taking part in conversations and be active in discussions.
b. Exchanging ideas, information and opinions on topics of
interest.
1.2 Take part in social interaction by
a. Discussing plans and arrangements, solving problems, and
making decisions.

2.0 Language for Informational Use

2.2 Process Information by:
a. skimming and scanning for specific information and ideas
b. extracting main ideas and supporting details

c. discerning sequence of ideas

d. getting the explicit and implicit meaning of the text

e. predicting outcomes;

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 3.0 LANGUAGE FOR AESTHETIC USE

3.1 Listen to, read, view and respond to literary works by:

a. understanding and telling in one’s own words the story and

poem heard and read, and giving one’s own opinion of the text

b. recognizing elements in a story such as characters and setting

c. explaining the message the writer is trying to convey and

discussing how this relates to one’s life

d. reciting poems with feeling and expression

3.2 Express themselves creatively and imaginatively by
a. Dramatizing texts and role-playing characters;

Curriculum: Level 1
i. Retelling the story or poem in one’s own word.
ii. Dramatizing sections of a text and role-playing characters.

Level 2

iv. Narrating sequence of events.

v. Describing the place and time the story took place.

vi. Making predictions as to what might happen next.

vii. Discussing values explored in the text.

viii. Relating events, characters and values to one’s life.

Level 3

x. Discussing the theme and message of stories and poems.

xi. Giving one’s opinion of the poem or story.

xii. Understanding the symbol of the text.

General Learning Objectives:

To enable the students to understand symbolism and its use in identifying the theme
of responsibilities in “Stopping by Woods on a Snowy Evening” by Robert Frost.

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Specific Learning Objectives:
By the end of the lesson, students are able to:
1. Orally recite the poem with appropriate intonation.
2. Analyse the poem using Poetry Graphic Organizer.
3. Identify the theme of poem based on the discussed symbolism.

Moral Values:
Content Based: [based on the studied poem]
1. In life we are faced with hardship, being knocked down couple of times does
not mean we should give up.
2. Every person have their duty or commitment, it’s being responsible to the
duty that makes a person a functional human being.
3. In life they are desires and distractions, but being focused on our goal
depending on our needs makes one a better human being.

Activity-Based: [types of activities prescribed in the lesson]

1. Students learn to respect another individual’s opinion.
2. Students learn to voice out their opinions.
3. Students learn to co-operate with each other.
4. To be creative by making associations in learning.

Focus Skills:
1. Reading, listening, speaking and writing skills
2. Creative and Critical Thinking Skills (CCTS)
a. Analysing
b. Making associations
c. Making predictions

Teaching Aids: [Materials]

1. Video of the Poem from YouTube with Recitation, Lines of the Poem and
Background Music [ https://youtu.be/I3aFDhBNhjY?t=32s ]
2. PowerPoint Presentation
3. Stopping by Woods on a Snowy Evening poem

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4. Worksheet: Poetry Graphic Organizer TOPCATT
5. Coloured pencil and markers.
6. A4 Papers
7. Snow Spray Can
8. Images of Robert Frost Quotes [taken from
https://quotefancy.com/quote/23/Robert-Frost-In-three-words-I-can-sum-up-
everything-I-ve-learned-about-life-it-goes-on and
https://quotefancy.com/quote/2761/Robert-Frost-The-best-way-out-is-
always-through ]

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 Stage/Time Activity/Content/Materials
Set Induction Whole Class Activity
(5 minutes) Instruction
1. We are going to play a
game. You are going to
answer them accordingly.
2. Read the statement
carefully. Answer them are
they Desire, Responsibility
or Obligation?
3. I am going to explain first
what is the meaning of
Desire, Responsibility and
Obligation.
Questions:
1. Can you differentiate now
the differences of the term?
Teaching Aids:
PowerPoint Presentation
Teaching and Learning
Activities/Rationale
1. Teacher greets the
class.
2. Teacher instructs
students to check on
class cleanliness.
[ensure that students
are ready for the
lesson]
3. Teacher instructs the
class to focus on the
PowerPoint
Presentation.
4. Teacher asks
questions based
PowerPoint
Presentation.
5. Students answer the
questions orally.
6. Teacher connects
the set induction to
the topic of lesson.

Rationale:
i. To develop students’
interest on the
lesson
ii. To tap on student’
schemata.
iii. To guide students to
the content of the
studied poem.

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Presentation Whole Class Activity
(10 minutes)
Instruction
1. I am going to distribute the
poem we are going to
study today.
2. I will show you a video of
the poem “Stopping by
Woods on a Snowy
Evening” by Robert Frost.
3. Listen to the words that are
used in the poem.
4. Read to yourself as you
watch the video.
5. Now it is your turn to
recite the poem all
together.
6. Raise your hand to answer
the questions.
Questions:
1. What is the poet doing in
the poem?
2. Do you think the poet plan
to stop in the woods?
3. Do you think the woods
act as symbolism in the
poem?
4. Where does the horse
usually stop?
5. What does the horse
1. Teacher distributes
the hardcopy of the
poem.
2. Teacher prepares the
class for video-
viewing.
3. Teacher instructs the
class to watch the
video.
4. Students recite the
poem.
5. Teacher discusses
the symbols used in
the poem.
6. Teacher poses
questions to guide
students to discover
the symbol used in
the poem.
7. Students answer the
posed questions
orally.
8. Teacher connects
the set induction to
the topic of lesson.
Rationale:
i. To discuss the
symbol used in the
assigned poem
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 symbolise?
6. Can you identify the
symbolisms from the
poem?
7. What are the messages you
received from the poem
symbol?
Teaching Aids: the poem Stopping
by Woods on a Snowy Evening
and YouTube Video Link with
Recitation, Lines of the Poem and
Background Music
[https://youtu.be/I3aFDhBNhjY?t
=32s]
Practise 1 Pair Activity
(25 minutes)
Instruction
1. You are going to be doing
this activity in pair. You
are free to choose your
partner.
2. I am going to distribute the
Worksheet: Poetry Graphic
Organizer TOPCATT to
you.
3. We are going to analyse
the poem in-depth.
4. I am going to explain
about Poetry Graphic
Organizer. Listen
carefully.
ii. To guide students to
the content of the
studied poem.
1. Teacher distributes
Worksheet 1: Poetry
Graphic Organizer
TOPCATT
2. Teacher explains
what is purpose and
usage of Poetry
Graphic Organizer.
3. Teacher explains
what TOPCATT is.
4. Students focus and
listen to the
teacher’s
explanation.
5. Teacher encourages
students to use their
own words in filling
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5. Poetry Graphic Organizer
is to help you break apart a
piece of poetry and
understand it better
6. Let us go one by one on
the T for Title, O for
Organization, P for
Paraphrase, C for Clues, A
for Attitude, T for Title
and T for Theme.
7. We are going to discuss
together. Let us share our
thoughts and opinions to
the whole class.
8. From what we have
discussed, I encourage you
to use your own words on
how you perceive the
poem.
9. Fill in the empty spaces
accordingly.
10. Let us look at the
worksheet that you have
written on.
11. From what you have
written, what can we say
the message the poet which
to express.
12. What is the theme or
message you received from
the poem from what we
have analyse and symbols
we have identify.
up the empty spaces.
6. Teacher guides the
student in the
activity using the
PowerPoint.
7. Students fill up the
blanks using words
or draw in the empty
spaces.
8. Teacher asks the
students to analyse
and connect the
identified
component to ideas
related to
responsibility, death,
obligation, desire or
any ideas related to
snow, woods,
winter, society etc.
Rationale:
i. To develop students’
interest on the
lesson
ii. To get the students
to focus on the
choice of words
used in the poem.
iii. To guide students to
the content of the
studied poem.
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 13. I want one volunteer to iv. To guide the
elaborate on the theme that students to discover
they have discover from the main issues on
the poem. obligation,
responsibility,
Questions: desire, death in the
1. What can you predict from poem.
the title of the poem?
2. How does the poet
organize the poem? How
many stanzas and lines?
3. What can you simplify
from the poem?
Summarise or paraphrase
in your own words.
4. Can you identify symbol
present in the poem?
5. What is the tone of the
poem?
6. From the title, has your
prediction change?
7. What is the message you
received from the poem?
8. What is the theme present
in the poem?

Teaching Aids: Poetry Graphic

Organizer TOPCATT, Colour
Pencils and Marker, PowerPoint
Presentation.

1. The graphic organizer is

divided to seven parts:

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 TOPCATT.
2. You will be given few
colour pencils or markers.
3. You are allowed to write
or draw your interpretation
in the empty spaces.
4. Elaborate on the theme you
have identified.
Practise 2 Group Activity
(30 minutes) Instruction
14. You are going to be
divided into four groups.
Two groups with seven
members and the other two
groups with eight
members. You are free to
choose your group
members.
15. You are going to act out
the poem by Pantomime.
Some of the students will
recite and some will only
act out the action.
16. Let me demonstrate how it
should be done.
17. Here are some materials
that you can use for your
act.
18. You are encouraged to be
creative on your act.
19. You are given 2 minutes to
discuss and 5 minutes to
1. Teacher instructs the
students to clear
their table.
2. Teacher instructs the
students to divide
into four groups.
3. Teacher explains on
the activity to be
done: Pantomime.
4. Teacher prepares
material for the
student to perform.
5. Teacher
demonstrates on
Pantomime.
6. Teacher assigned
stanza to the group.
7. Students discuss in
their group on the
stanza given by the
teacher for them to
perform.
8. Students act out or
dramatized
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 act. according to the
20. From what we have stanza given.
performed and share, you 9. Teacher relates the
are able to relate with the students’
poet and have visual performance on to
imageries of the poem. give better
understanding to the
Teaching Aids: Snow Spray Cans poem of its
and A4 Papers experience and
situation.

Rationale:
i. To assist student to
relate themselves to
the poem.
ii. To assist student
making associations
in learning the
poem.
Practise 3 Individual Activity 1. Teacher instructs
(5 minutes) Instruction students to return to
1. I am going to distribute A4 their own places.
paper to each of you. 2. Teacher instructs
2. You are going to write a students to write a
quote of what you have quote minimum of
learnt from the poem or three words.
life. 3. Teacher shows
3. You are given a minimum image of Robert
of 3 words. Frost’s quotes.

Rationale:
Teaching Aids: A4 Papers, Images i. To assist student to

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 of Robert Frost Quotes [taken relate themselves to
from the poem.
https://quotefancy.com/quote/23/R ii. To assist student
obert-Frost-In-three-words-I-can- making the learning
sum-up-everything-I-ve-learned- memorable and
about-life-it-goes-on and meaningful
https://quotefancy.com/quote/2761
/Robert-Frost-The-best-way-out-
is-always-through ]

Closure Whole Class Activity 1. Teacher summarizes

(5 minutes) the content and
Summary of the poem themes or issues
(Appendix 1) found in the poem.
Possible moral values: 2. Teacher emphasizes
i. In life, a person is always the moral values
morally or legally bound; found in the poem.
to a duty or commitment. 3. Teacher concludes
the lesson.

Teaching Aids:
PowerPoint Presentation Rationale:
i. To summarize
today’s lesson.
ii. To inform students
the moral values of
the studied poem.
iii. To conclude the
lesson.

Evaluation:
1. Students answered questions based on the PowerPoint Presentation.
2. Students answered questions based on the played video.

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3. Students give oral response to questions posed by the teacher.
4. Students interact with their friends during the activity.
5. Students fill in the blanks within the précised answers.

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APPENDIX 1