(name of school)

LEARNING LOGBOOK
SY 2016-2017
Date:

No. of meetings:

Objectives: Within a session the students are able to do the following:

define unfamiliar words in using a sentence.
read the road not taken by citing the key concepts; and
develop a sense of appreciation in a group the values procure in the poem.
Focus Topics:
The Road Not Taken by Robert Frost
References:
Materials:
Textbook Resource:
(cite your materials please)
(please indicate at least 2 books as reference
to justify your lesson)
Internet Resource:
http://www.shmoop.com/road-nottaken/analysis.html
http://www.sparknotes.com/poetry/frost/sectio
n7.rhtml
https://www.google.com.ph/#q=road+not+ta
ken+analysis
Essential Question

What is the intention of the writer in

inscription this poem?

Why is the poem entitled as Road not

taken? How can it be manifested in
todays century?

Essential Understanding
It aids to have a strong intellect of what they are
trying to share or to tell the audience or
listeners. The speaker's impulse to individuation
is mitigated by a moral dilemma of being unfair
or cruel, in not stepping on leaves, "treading"
enough to make them "black. " It might also
imply the speaker's recognition that
individuation will mean treading on others.
The poem leaves one wondering how much
"difference" is implied by all, given that the
"roads" already exist, that possibilities are
limited. Exhausted possibilities of human
experience diminish great regret over "the road
not taken" or bravado for "the road not taken"
by everyone else. The poem does raise
questions about whether there is any justice in
the outcome of one's choices or anything other
than aesthetics, being "fair," in our moral
decisions.

Learning Plan:
A.

Preparatory Activity
1.
Daily Routine
a.
Academic Chit-Chat
b. The students will listen attentively in giving out the unfamiliar words that they will
encounter later on from the poem.
2.Motivation
a. The teacher will group the students into two to have Guessing Game or Pinoy Henyo) that
must be acquainted and interconnectedness of the poem discuss.
B.
Development of Discussion
1. The teacher will present on the board the rubrics used in the presentations. Afterwards,
2. the students will discuss in a group (Think-Group-Share) about the Poem,
3. they will be given different task to see to it that they gained something,
4. after discussing with a group they will share and present it to the class,
5. then, the teacher will give a rubric to the other members of the group to evaluate their peers
performance,
6. at the end of the session, the students will be delighted to see their scores and comments
from their teacher and to their peers; and
7. the key point of the teacher is to conduct a lesson that a students can interact and
appreciate learning by checking their improvements and the things they still need more
enhancements.

C.
1.

Closure
Q&A
a. The teacher will question the students what they would like to simplify on the subject.
(Essential Questions)
b. The teacher will provide or probes the poem to the students for conclusion and for trying
how extreme they
absorb the lesson.
Assessment: Attendance, Behavior, Guessing Game, Oral participation (Holistic Rubric).
Values Integration:
The students will come to develop the value of determination and perseverance in sharing their
experiences in life. The Road Not Taken reminds us of the consequences of the principle of selection in
al1 aspects of life, namely that al1 choices in knowledge or in action exclude many others and lead to
an ironic recognitions of our achievements. At the heart of the poem is the romantic mythology of flight
from a fixed world of limited possibility into a wilderness of many possibilities combined with trials and
choices through which the pilgrim progresses to divine perfection. The drama of the poem is of the
persona making a choice between two roads. As evolved creatures, we should be able to make choices,
but the poem suggests that our choices are irrational and aesthetic. The sense of meaning and
morality derived from choice is not reconciled but, rather obliterated and canceled by a non-moral
monism. Frost is trying to reconcile impulse with a con- science that needs goals and harbors deep
regrets.
Assignment: In a short of bond paper, Write your Reaction after reading the poem.
Remarks:

Prepared by:
(your name please)