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 Teaching and Learning
Activities/Rationale
Set Induction Whole Class Activity 1. Teacher greets the
(5 minutes) Instruction class.
1. We are going to play a 2. Teacher instructs
game. You are going to students to check on
answer them accordingly. class cleanliness.
2. Read the statement [ensure that students
carefully. Answer them are are ready for the
they Desire, Responsibility lesson]
or Obligation? 3. Teacher instructs the
3. I am going to explain first class to focus on the
what is the meaning of PowerPoint
Desire, Responsibility and Presentation.
Obligation. 4. Teacher asks
questions based
Questions: PowerPoint
1. Can you differentiate now Presentation.
the differences of the term? 5. Students answer the
questions orally.
6. Teacher connects
Teaching Aids: the set induction to
PowerPoint Presentation 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 1. Teacher distributes
(10 minutes) the hardcopy of the
Instruction poem.
1. I am going to distribute the 2. Teacher prepares the
poem we are going to class for video-
study today. viewing.
2. I will show you a video of 3. Teacher instructs the
the poem “Stopping by class to watch the
Woods on a Snowy video.
Evening” by Robert Frost. 4. Students recite the
3. Listen to the words that are poem.
used in the poem. 5. Teacher discusses
4. Read to yourself as you the symbols used in
watch the video. the poem.
5. Now it is your turn to 6. Teacher poses
recite the poem all questions to guide
together. students to discover
6. Raise your hand to answer the symbol used in
the questions. the poem.
7. Students answer the
Questions: posed questions
1. What is the poet doing in orally.
the poem? 8. Teacher connects
2. Do you think the poet plan the set induction to
to stop in the woods? the topic of lesson.
3. Do you think the woods
act as symbolism in the
poem? Rationale:
4. Where does the horse i. To discuss the
usually stop? symbol used in the
5. What does the horse assigned poem

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 symbolise? ii. To guide students to
6. Can you identify the the content of the
symbolisms from the studied poem.
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 1. Teacher distributes

(25 minutes) Worksheet 1: Poetry
Instruction Graphic Organizer
1. You are going to be doing TOPCATT
this activity in pair. You 2. Teacher explains
are free to choose your what is purpose and
partner. usage of Poetry
2. I am going to distribute the Graphic Organizer.
Worksheet: Poetry Graphic 3. Teacher explains
Organizer TOPCATT to what TOPCATT is.
you. 4. Students focus and
3. We are going to analyse listen to the
the poem in-depth. teacher’s
4. I am going to explain explanation.
about Poetry Graphic 5. Teacher encourages
Organizer. Listen students to use their
carefully. own words in filling

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5. Poetry Graphic Organizer up the empty spaces.
is to help you break apart a 6. Teacher guides the
piece of poetry and student in the
understand it better activity using the
6. Let us go one by one on PowerPoint.
the T for Title, O for 7. Students fill up the
Organization, P for blanks using words
Paraphrase, C for Clues, A or draw in the empty
for Attitude, T for Title spaces.
and T for Theme. 8. Teacher asks the
7. We are going to discuss students to analyse
together. Let us share our and connect the
thoughts and opinions to identified
the whole class. component to ideas
8. From what we have related to
discussed, I encourage you responsibility, death,
to use your own words on obligation, desire or
how you perceive the any ideas related to
poem. snow, woods,
9. Fill in the empty spaces winter, society etc.
accordingly.
10. Let us look at the
worksheet that you have Rationale:
written on. i. To develop students’
11. From what you have interest on the
written, what can we say lesson
the message the poet which ii. To get the students
to express. to focus on the
12. What is the theme or choice of words
message you received from used in the poem.
the poem from what we iii. To guide students to
have analyse and symbols the content of the
we have identify. 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 1. Teacher instructs the

(30 minutes) Instruction students to clear
14. You are going to be their table.
divided into four groups. 2. Teacher instructs the
Two groups with seven students to divide
members and the other two into four groups.
groups with eight 3. Teacher explains on
members. You are free to the activity to be
choose your group done: Pantomime.
members. 4. Teacher prepares
15. You are going to act out material for the
the poem by Pantomime. student to perform.
Some of the students will 5. Teacher
recite and some will only demonstrates on
act out the action. Pantomime.
16. Let me demonstrate how it 6. Teacher assigned
should be done. stanza to the group.
17. Here are some materials 7. Students discuss in
that you can use for your their group on the
act. stanza given by the
18. You are encouraged to be teacher for them to
creative on your act. perform.
19. You are given 2 minutes to 8. Students act out or
discuss and 5 minutes to 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