The Road Not Taken Harlem (Dream Deferred) · The Road Not Taken & Harlem (Dream Deferred) Pre-Reading Complete the following Anticipation Guide by circling your level of agreement

Common CoreWriting Task

The Road Not

Taken

&

© 2014 K.Patrick (OCBeachTeacher)

Harlem (Dream Deferred)

Lesson Plan

Overview

In this lesson, students complete a close reading of two poems,

Robert Frost‟s “The Road Not Taken” and Langston Hughes„s "Harlem

(Dream Deferred).” They complete a handout with before, during,

and post-reading strategies, which provides scaffolding for the writing

task. Afterwards they respond to a literary analysis writing task that

imitates the style of the PARCC prototype. This is intended as a

formative assessment to prepare students who will face the

upcoming PARCC assessments or for any students needing practice

with literary analysis. This lesson incorporates all strands of the

Common Core English Language Arts (ELA) Standards.

Common Core English Language Arts Anchor Standards

Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

Assess how point of view or purpose shapes the content and style of a text.

Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection,

organization, and analysis of content.

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others‟ ideas and expressing

their own clearly and persuasively

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Acquire and use accurately a range of general academic and domain-

specific words and phrases sufficient for reading, writing, speaking, and listening

at the college and career readiness level.


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Getting Started

1. Distribute the hand-outs for the two poems, “The Road Not Taken”

and “Harlem (Dream Deferred).” Give students time to complete the

anticipation guide and contextual pre-reading.

2. Allow students to share by using a “turn and talk” or “think-pair-

share” strategy. Lead a whole class discussion of the pre-reading

(key provided).

Moving On

3. Have students read the poem, “The Road Not Taken,” one time

through silently for basic comprehension. Have them rate their

understanding on the accompanying handout.

4. Have students read it a second time as they listen to the reading of

the poem at the following link:

http://www.poets.org/poetsorg/poem/road-not-taken. Ask them to

rate their understanding again. Tell students to read it a third time

and annotate the text; complete the think aloud and provide the

poetic lines as an example.

5. Ask students to complete the literature web for the poem and

discuss their responses (key provided). Have them rate their

understanding of their reading a third time.

6. By the third reading, and after their analysis with the graphic

organizer, they should have increased their understanding

significantly. Use this to emphasize to the students the importance of

rereading poetry.

7. Distribute “Harlem (Dream Deferred)” and have them follow the

same procedures used with the previous poem. They can listen to it

at this link http://www.poetryoutloud.org/poems-and-

performance/listen-to-poetry (scroll down).

8. Have them complete a graphic organizer analyzing the imagery in

the poem and discuss their responses (key provided). The teacher

may want students to work in pairs or small groups.

9. Have students complete a Venn Diagram (key provided) or other

graphic organizer comparing and contrasting the two texts.

Wrapping Up

10. Distribute the on-demand writing task. This prompt has been

developed to imitate the PARCC prototype. A short literary analysis

essay rubric is provided.


http://www.poets.org/poetsorg/poem/road-not-taken





http://www.poetryoutloud.org/poems-and-performance/listen-to-poetry















Think AloudFeel free to add your own comments or process as you model this for your

class.








The Road Not Taken &Harlem (Dream Deferred)

Pre-ReadingComplete the following Anticipation Guide by circling your level of agreement for each statement. Then provide specific reasons for your opinion on the lines below the statement.

A. People must be given choices in order to be happy.

Strongly Agree Agree Disagree Strongly Disagree

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. It’s important to act on one’s dreams.

Strongly Agree Agree Disagree Strongly Disagree

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








The Road Not Taken

By Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less travelled by,

And that has made all the difference.








1.Read about Robert Frost at this link: http://www.poets.org/poetsorg/poet/robert-frostThen answer the questions below.

How might Frost‟s writing style be described?_________________________________________________________________________________________________________________________________________________________________________________________________________

What did President John F. Kennedy say about him?_________________________________________________________________________________________________________________________________________________________________________________________________________

Now read the article about Langston Hughes at the following link: http://www.poets.org/poetsorg/poet/langston-hughesThen answer the questions below.

Why was Hughes identified as important to the Harlem Renaissance?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were some of Hughes‟s childhood experiences?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

During reading

Listen as your teacher models how to make annotations during a think aloud. What kinds of notes did he or she make?

_________________________________________________________________________________________________________________________________________________________________________________________________________

As you read each selection silently, make your own notes (annotations) about the text. For instance, you may write questions you have, draw a star next to an important idea, underline key words or phrases, or make any other notations that your teacher asks you to include.


http://www.poets.org/poetsorg/poet/robert-frost



http://www.poets.org/poetsorg/poet/langston-hughes









Poetry Reading Strategy: Rereading

As many of you know, poetry can be challenging to read and understand. For this reason, it is very important to reread a poem several times.

After each reading of the poem, identify your level of understanding. A „1‟ means you do not understand and a „10‟ means you understand very well.

First Reading

1 2 3 4 5 6 7 8 9 10

Second Reading

1 2 3 4 5 6 7 8 9 10

Third Reading

1 2 3 4 5 6 7 8 9 10








Theme Topics

Key Words

Feelings

Literary Devices

Images


The Road Not TakenAfter reading the story and making annotations, complete

the Literature Web organizer below to analyze the text. Be

sure to reference specific words or lines.







Harlem

By Langston Hughes

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over—

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?








Harlem (Dream Deferred)Read the poem and then complete the graphic organizer below to analyze the

images in the poem. An example has been completed for you.

Image Meaning of Image

What happens to a dream deferred?Does it dry up/like a raisin in the sun?

A raisin “dried up” in the sun must be leathery, hardened, and withered; it probably does not taste good either. This image makes a “dream deferred,” or a

goal, seem abandoned. Perhaps the dreamer has become cynical.

Or fester like a sore—And then run?

Does it stink like rotten meat?

Or crust and sugar over—like a syrupy sweet?

Maybe it just sagslike a heavy load.

Or does it explode?








Use the Venn Diagram below to compare and

contrast the two poems.


The Road Not Taken Harlem (Dream Deferred)







Literary Analysis Prose Constructed Response

Use what you have learned from Robert Frost‟s poem, “The Road Not Taken,”

and Langston Hughes‟s poem, “Harlem (Dream Deferred)” to write an essay that

provides an analysis for how both poets portray the importance of dreams.

As a starting point, you may want to consider what is emphasized, absent, or

different in the two texts, but feel free to develop your own focus for analysis.

Develop your essay by providing textual evidence from both texts. Be sure to

follow the conventions of standard English.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








Criteria Exemplary Proficient Developing Needs Improvement

Ideas Response effectively addresses the

demands of the prompt;

Demonstrates a strong understanding

of the complexities of the texts;

Supplies strong, relevant text –based

evidence to support analysis and

interpretation;Clarifies and extends

understanding with developed explanations and elaborations.

Response addresses the demands of the

prompt;Demonstrates an

understanding of the complexities of the

texts;Supplies relevant text

–based evidence to support analysis and

interpretation;Clarifies

understanding with developed

explanations and elaborations.

Response attempts to address the demands

of the prompt;Demonstrates a literal

understanding of the texts;

Supplies some text –based evidence to

support analysis and/or interpretation;

Shows sufficient understanding with

explanations and/or elaborations.

Response does not address the demands

of the prompt;Demonstrates minimal

understanding of the texts;

Supplies little, if any, text –based

evidence.Shows limited, if any,

explanation and is underdeveloped.

Organization Response

demonstrates a

purposeful structure

with an engaging

introduction and

thoughtful conclusion.

Sequencing of details

is effective and

logical.

Transitions effectively

tie the ideas of the

writing together.

Response

demonstrates a

coherent structure

with an introduction

and conclusion.


is logical.

Transitions tie the

ideas of the writing

together.

Response includes an

introduction and

conclusion which

attempt to establish

focus.


is limited.

Transitions are

incomplete.

Introduction and/or

conclusion lack focus

or are missing.


is not clear.

Transitions are not

evident.

Control of Language

Vocabulary is

powerful and

engaging;

Words convey

intended message in

a precise and natural

way.

Sentences effectively

vary beginnings,

length, and structure.

Sentences sound

smooth and rhythmic.

Vocabulary is strong

and appropriate.

Words convey

intended message in

a precise way.

Sentences vary

beginnings, length,

and structure.

Vocabulary is

functional.

Word choice is

ordinary.

Sentences attempt to

vary beginnings,

length, and structure.

Vocabulary is flawed,

resulting in impaired

meaning.

Words are vague and

unclear.

Sentence structures

are repetitive and

redundant.

Conventions No errors in punctuation,

grammar, spelling, and capitalization.

Meaning is clear.

Few errors in

punctuation,

grammar, spelling,

and capitalization.

Meaning is clear.

Multiple errors in

punctuation,

grammar, spelling,

and capitalization.

Errors may interfere

with meaning.

Frequent errors in

punctuation,

grammar, spelling,

and capitalization.

Errors impede

meaning.

Short Literary Analysis Essay Rubric








KeyThe Road Not Taken &

Harlem (Dream Deferred)

Pre-ReadingComplete the following Anticipation Guide by circling your level of agreement for each statement. Then provide specific reasons for your opinion on the lines below the statement.

Here are thoughts to consider for discussion:A. People must be given choices in order to be happy.

Strongly Agree Agree Disagree Strongly Disagree•People often associate choice with freedom.

•Students often like it when a teacher gives them choices about their assignments.

•When people aren‟t given choices, they often feel resentful.

•Research suggests that people make choices based on risk vs. reward.

•People who are depressed often have difficulty making choices because neither option appeals to them.

•Some people get distracted when they have too many options, making it hard to make a decision.

•Here is a link to an article from Time that connects brain research and choice: http://healthland.time.com/2012/09/04/making-choices-how-your-brain-decides/

B. It’s important to act on one’s dreams.

Strongly Agree Agree Disagree Strongly Disagree•Are dreams always meant to be achieved? Perhaps there is just pleasure in having a dream. For instance, many people like to daydream.

•Martin Luther King, Jr.‟s speech, “I Have a Dream,” exemplifies the power of dreams to provide hope, especially during the Civil Rights movement.

•There is a fundamental belief in the “American Dream” that hard work will lead to a prosperous, fulfilling life.

•Often it takes courage and perseverance to achieve a dream or goal.

•People may feel disappointment and/or anger f they can not pursue a dream.

•Without dreams, there is nothing to motivate a person to accomplish goals and strive for a better future.


http://healthland.time.com/2012/09/04/making-choices-how-your-brain-decides/

















1.Read about Robert Frost at this link: http://www.poets.org/poetsorg/poet/robert-frostThen answer the questions below.

How may Frost‟s writing style be described?He wrote about the New England landscape and lifestyle, and used everyday language. He was also known to prefer traditional forms of poetry. Additionally, he is known for reflecting on universal themes but his work often ambiguous. He was influenced by established poets including Ezra Pound, Edward Thomas, and Robert Graves.

What did President John F. Kennedy say about him?“He has bequeathed his nation a body of imperishable verse from which Americans will forever gain joy and understanding.”

Now read the article about Langston Hughes at the following link: http://www.poets.org/poetsorg/poet/langston-hughesThen answer the questions below.

Why was Hughes identified as important to the Harlem Renaissance?His writing was known for its portrayal of the complex experiences of blacks in America, including their culture, music, language, and pain. He wanted to communicate this message to a broad audience.

What were some of Hughes‟s childhood experiences?His parents divorced when he was young, and he lived with his grandmother until he was thirteen. Then he lived with his mother and stepfather in the Midwest.

During reading

Listen as your teacher models how to make annotations during a think aloud. What kinds of notes did he or she make?

She starred important ideas and identified poetic devices including figurative language and rhyme. She circled words she did not know and asked questions to clarify her understanding. Additionally, she noted the speaker‟s internal conflict.

As you read each selection silently, make your own notes (annotations) about the text. For instance, you may write questions you have, draw a star next to an important idea, underline key words or phrases, or make any other notations that your teacher asks you to include.














Theme Topics

Choices

Dreams

Limitations

Individuality

Journeys

Key Words

Road

Travel/Traveler

Sorry

Wanted wear

Equally lay

One less travelled

Difference

Feelings

Regret

Conflict

Curiosity

Desire

Nostalgia

Doubt

Satisfaction

Literary Devices

Rhyme Scheme (A,B,A,A,B)

Five line stanzas (Quintains)

Iambic Tetrameter

Imagery

Metaphor

Ambiguity

Images

Roads diverged =making a choice

Grassy and wanted wear = path is not worn, so represents

independence

Less traveled = individual


The Road Not Taken

After reading the poem and making annotations, complete

the Literature Web organizer below to analyze the text. Be

sure to reference specific words or lines.







Harlem (Dream Deferred)Read the poem and then complete the graphic organizer below to analyze the

images in the poem. An example has been completed for you.

Image Meaning of Image

What happens to a dream deferred?Does it dry up/like a raisin in the sun?

A raisin “dried up” in the sun must be leathery, hardened, and withered; it probably does not taste good either. This image makes a “dream deferred,” or a

goal, seem abandoned. Perhaps the dreamer has become cynical.

Or fester like a sore—And then run?

When something “festers” it gets infected and becomes more intense. This image suggests that in waiting for the “dream

deferred” the speaker is feeling ill. His desire for his (disregarded) dream won‟t heal. Perhaps he can‟t “run” or escape it.

Does it stink like rotten meat? Rotten meat is spoiled and can not be

eaten. It may only take the “stink” of the rotten meat (or dream) to make a person gag. Now the “dream deferred” is no longer nourishing.

Or crust and sugar over—like a syrupy sweet?

A popular dessert that may “crust and sugar over” would be crème brulee. This delicate dessert is desirable to many but for some, it may be too sweet to eat. This image may imply that the original dream

has lost its appeal to the speaker.

Maybe it just sagslike a heavy load.

This image expresses sorrow and depression. Things sag when they are weighted down like a “heavy load.” The “dream deferred‟

has become burdensome and may even interfere with the creation of new dreams and hopes.

Or does it explode? When something explodes, it is destroyed.

This image suggests that a “dream deferred” is beyond redeeming. It‟s taking so long to achieve the dream that it dies. Tragically, if someone has prevented the dreamer from pursuing his dream, he may self-destruct, too.








Use the Venn Diagram below to compare and

contrast the two poems.


The Road Not Taken Harlem (Dream Deferred)

•The speaker has options

(representing dreams)

and has difficulty

choosing which one to

follow.

•At one point the

speaker expresses hope

that he may be able to

pursue the other “road.”

but knows it is unlikely.

•The speaker seems

content with the

decision he has made.

•The tone is regretful yet

accepting.

•The speaker has a

dream that can not be

achieved for some

reason.

•Because the dream is

“deferred,” it implies that

an obstacle has made

the dreamer put the

dream “on hold.”

•His choices in life seem

limited.

•There are serious

consequences for the

speaker as a result of a

“dream deferred.”

•The tone is sad and

angry.

•Both speakers have dreams they want to pursue.•Both express feelings of regret that a dream may not be realized.

•Both poems suggest that fulfilling dreams and having choices in life are important.







Literary Analysis Prose Constructed Response

Use what you have learned from Robert Frost‟s poem, “The Road Not Taken,”

and Langston Hughes‟s poem, “Harlem (Dream Deferred)” to write an essay that

provides an analysis for how both poets portray the importance of dreams.

As a starting point, you may want to consider what is emphasized, absent, or

different in the two texts, but feel free to develop your own focus for analysis.

Develop your essay by providing textual evidence from both texts. Be sure to

follow the conventions of standard English.

Adults often tell children to follow their dreams and set goals. Dreams

motivate us, provide us with aspirations, and make us feel free. And in America

there is a strong belief that if one works to achieve his dreams, he will be

successful. However, Robert Frost and Langston Hughes suggest that this may

not always be possible. In their poems, “The Road Not Taken,” and “Harlem

(Dream Deferred), they communicate the idea that goals and dreams may not

always be attainable. Their poems also suggest that the consequences of

unfulfilled dreams may vary depending on the circumstances of the dreamer.

In Frost‟s poem, the speaker faces a pivotal moment in his life when he comes

upon “two roads diverged in a yellow wood.” He realizes that sometimes life will

only provide the opportunity to travel one “road.” This metaphor implies that he

must choose between two dreams for his future. He understands that when a

person makes a choice, he may eliminate the other option. His regret is evident

when he says, “And sorry I could not travel both/And be one traveler, long I

stood.” Once he has made his decision to walk one path, he realizes he will not

be able to return to this moment and making another choice: “Yet knowing how

way leads on to way, I doubted if I should ever come back.” By the end of the

poem, however, he seems content with his decision. At least he has been given

the freedom to make his own choice and that has “made all the difference.”

In contrast to the speaker of Frost‟s poem, the speaker of Hughes‟s poem

seems to have surrendered his dream. However, this may not have been done

willingly. The negative imagery suggests that an obstacle has interfered with the

speaker‟s ability to achieve his dream. For example, if a dream “dries up,”

“festers,” “stinks,” or “explodes,” it has caused disappointment, anger, and pain.

Knowing that Hughes was an important writer of the Harlem Renaissance and

often expressed ideas important to African Americans, the reader can infer that

the speaker of his poem has been restricted by his race. Although the images in

the poem are often posed as questions, the message is clear. If one is unable to

pursue his dreams, the consequences can be harmful to the dreamer.

In the final analysis, these poems communicate the idea that it is important for people to set goals and strive to accomplish them. While all dreams may not

be possible, it is imperative that people have the opportunity to choose the

journeys of their lives. If not, they may become resentful and unhappy.








© 2015 K.Patrick (OCBeachTeacher)http://www.teacherspayteachers.com/Store/Ocbeachteacher

All rights reserved by author. Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only.

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CreditsRobert Frost photo public domain from Library of Congress.

Robert Frost poem in the public domain.

Langston Hughes photo and poem in the public domain from Wikimedia Commons

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Documents

The Road Not Taken Harlem (Dream Deferred) · The Road Not Taken & Harlem (Dream Deferred) Pre-Reading Complete the following Anticipation Guide by circling your level of agreement