AP Lit: Stopping by woods…

Standards

  • CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Common Core State Standards Common Core English/Language Arts
  • CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.6 Assess how point of view or purpose shapes the content and style of a text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Common Core State Standards Common Core English/Language Arts
  • CCR.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Common Core State Standards Common Core English/Language Arts
  • RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Common Core State Standards Common Core English/Language Arts
  • RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Common Core State Standards Common Core English/Language Arts

Learning Objective
Students will be able to analyze a poem at a college level and identify rhyme scheme, metaphor, mood

Activator
voice lesson
grammar lesson
mood video: https://www.scholastic.com/teachers/blog-posts/mary-blow/2017/Exploring-Mood-in-Robert-Frosts-Snowy-Woods/ (Video is halfway down)

Learning session

Read Stopping by the woods on a snowy evening on p.674 of Mcgrawhill. Read through p. 677 highlighted text, discussing with class.

Complete one of the following:
1. Write a paragraph explaining how Frost uses word choice, setting, or imagery to develop the mood in the poem.share with class.
2. Write a snowy day poem mimicking the literary techniques that Frost uses to establish mood in his poem. Share with class.

Closing
Share student work

Homework

Accomodations
Student choice of written assignment

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