I just say that he had to make a decision where to go and what to do next. (There is always one student with a story about his or her dad getting lost while driving somewhere. I ask them to share choices they have had to make. I end by asking students to take the words and connect them to their own lives to make the poem more meaningful. I encourage deeper thinking through higher level and open-ended questioning. I like to reread each stanza and ask students to think about and respond to what the author means in each line. Directive has become the poem that dedicated readersthe same readers who consider The Road Not Taken a minor, dark jokemost. This may end up being a drawn out discussion, but since it’s the last lesson in the unit, I want to make sure that students have time to process the information. The Road Not Taken didn’t make the list, although it was named America’s favorite poem by the thousands of readers who participated in Pinsky’s Favorite Poem Project. "Do you think the speaker wanted to go back and take the other path? Why do you think this - proof in the poem?" "How old is the speaker when he is talking to us in the poem?" "Why might someone want to do something others had not done?" "Why do you think the speaker chose the road he took?" "What is the author thinking/doing when he looks at the roads? How do we know this?" "What time of year is it? How do we know this?" "What is the author trying to say to the readers in the first stanza?" "What did the speaker do in respect to the road he didn’t take? How did you infer that?" "What is the speaker doing in this poem?" I begin reading the poem, modeling inflection and pausing as needed to help with understanding. For the first reading, I read very slowly.Īfter finishing the poem, I ask students to think through what they have heard and consider what may be some big ideas the author is trying to convey? I ask questions about each stanza and take responses from students. Who is the speaker in the poem The speaker in the poem is a traveller. I also suggest that they write questions and inferences in the margins and underline words or phrases they don’t understand.
I distribute copies of the poem and tell students that, as they listen to me read it the first time through, they should try to create visual pictures from the words to help them understand what the author is saying.
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