Here is a sample lesson plan for teaching the poem "The Road Not Taken" by Robert Frost:

Title: Exploring Choices with Robert Frost's "The Road Not Taken"

Grade Level: High School 


Students will be able to analyze the poem "The Road Not Taken" by Robert Frost, identify the theme of the poem, and explain how the poem relates to making choices in their own lives.


Copies of "The Road Not Taken" by Robert Frost

Whiteboard and markers

Chart paper and markers

Handout with analysis questions (optional)


Introduction (10 minutes) 

Begin by asking students if they have ever had to make a difficult choice. Discuss some examples.

Introduce the poem "The Road Not Taken" by Robert Frost. Tell students that this poem is about choices and the paths we take in life.

Reading and Analysis (30 minutes):

  • Distribute copies of the poem to students.
  • Have students read the poem silently and then discuss the following questions as a class:
  • What is the literal meaning of the poem? What is the speaker describing?
  • What is the mood of the poem? How does the speaker feel?
  • What is the theme of the poem? What message is Frost trying to convey?
  • Write key words and phrases from the discussion on the whiteboard or chart paper.
  • Individual Analysis (20 minutes):
  • Give students a handout with analysis questions to answer on their own or in pairs.
  • Questions might include:
  • What does the poem say about the choices we make in life?
  • What is the significance of the "roads" in the poem?
  • How does the poem make you feel?
  • Can you relate the poem to a choice you have made in your own life?
  • Encourage students to use evidence from the poem to support their answers.
  • Small Group Discussion (15 minutes):
  • Have students form small groups of 3-4 and share their answers to the analysis questions.
  • Encourage students to discuss any differences in interpretation and try to come to a consensus.
  • Conclusion(10 minutes):
  • Bring the class back together and ask for volunteers to share their thoughts on the poem and what it means to them.
  • Summarize the key themes and ideas that came up in the discussion.
  • Ask students to reflect on a choice they have made or will make in the future and how the poem might help them think about that choice.


Assessment can take the form of class participation, group discussion, and/or written responses to the analysis questions. Students can also be assessed on their ability to identify and explain the theme of the poem and relate it to their own experiences.

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