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"The Road Not Taken"
by Robert Frost


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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 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 traveled by,
And that has made all the difference.

"The path strangled onward into the mystery of the primeval forest."

- Nathaniel Hawthorne -










































Listening – Students will.  .  .

. . . be responsible for topics discussed in class.
. . . analyze the interpretations and opinions of others.
. . . show appropriate respect for opposing opinions.
. . . evaluate oral reports for their accuracy and effectiveness.
. . . develop listening skills in the areas of direction-taking, oral reading response, and cooperative learning.

Research – Students will.  .  .

. . . evaluate sources.
. . . synthesize information from various sources.
. . . cite information appropriately.
. . . avoid plagiarism.

Speaking – Students will.  .  .

. . . speak effectively to a variety of audiences,
in small groups and in large class settings.
. . . share respectfully with classmates
individual interpretations of literature.

Writing – Students will.  .  .

. . . write essays and poetry in response to the literature
read and studied in and outside of class.

. . . apply mechanics, usage, organization,
and spelling rules to communicate effectively.

Media – Students will.  .  .

. . . analyze media influences.
. . . create an original media project.

Reading – Students will.  .  .

. . . recognize, analyze, interpret, evaluate,
and react to literary works in discussion & in writing.
. . . read literature to foster language growth
and to provide models for writing.
. . . increase understanding of cultural diversity by exploring the heritage of British/World literature and its influence on and contrast to modern American society.

Vocabulary – Students will. . .

. . . learn vocabulary words in context and from Barrons