Rhyme scheme – There are four stanzas in this poem, each with five lines, each with a rhyme scheme of ABAAB. The following poetic devices should be considered when analyzing “The Road Not Taken." If you are working on marking rhyme scheme, this is a fairly easy poem for that. If you would like an audio recording of the poem, one is available here.Īs the students hear the poem, have them underline or highlight words or phrases that jump out at them. Make sure the students know to place their pauses according to the punctuation, not according to the line breaks. Then, read the poem aloud, or have students read it aloud. Make sure that each student has a copy of the poem for purposes of annotation. This could be done verbally or in writing.Īnother way to start this lesson might be to ask students to tell (or write) about a time when they embellished an experience to make the story sound better, or someone embellished an experience in a story to them. Be sure to have students give context to the situation and explain the resolution. You could ask them to consider a time when they had two options and no real way to choose between the two. There are a couple ways students could get prepared for this poem.
In fact, though, Frost tells us that neither road is less traveled: “…the passing there had worn them really about the same, And both that morning equally lay n leaves no step had trodden black.” And so even the reputation of the poem has an ironic cast to it. This poem is often used in inspirational writing or speaking as an example of someone who chose the harder path, or the less common path – in fact, the title of this poem is often thought of as being “The Road Less Traveled.” Most “The Road Not Taken” Lesson Plans are based on the false assumptions of the general populace.
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