Teacher(s): Emily Parton

Date: 15 May 2020

Subject/grade level: English Language Arts Grade 11

Lesson Timeline: one class period (approx 1 hour)

Materials: Birches by Robert Frost print out, TPCASTT worksheet, YouTube recording of Birches read by
Robert Frost

State Standards: 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

Lesson objective(s):
 Students will be able to explicate this poem using technical terms as it pertains to it, e.g. stanza, punctuation, rhythm,
assonance, alliteration, imagery, etc.
 Students will be able to summarize the poem on a surface level, and then use the TPCASTT method (Title, Paraphrase,
Connotation, Attitude, Shifts, Title [again], Theme) to examine what the poem is saying underneath (small groups for this portion)
ENGAGEMENT
 We will utilize YouTube to listen to a reading by Robert Frost himself twice. Students will quietly listen the first time, and then
work on annotation the second
 Students will be grouped (predetermined by me) to discuss their TPCASTT worksheets before sharing as a class
 Our next assignment will be a creative response in the same style of imagism poetry, so students will have to remain engaged in
this lesson to be successful

EXPLORATION

 Students are encouraged to listen to the poem first, and then annotate upon a second reading
 Students should highlight and annotate their physical copy of the poem, color-coding and pointing out concepts pertaining to
TPCASTT independently before breaking into groups
 They should finally be able to write down their thoughts on their TPCASTT worksheet and work with each other in small groups
before discussing as a class

EXPLANATION
 Before we examine the poem, we should define our terms of poetry explication. I will ask them to think about the literary terms
we’ve learned so far, and ask leading questions like “Where do we see imagism?” “What kind of tone is set, and how?” “Where
does Frost not explain what he means in literal terms?”
 Upon the completion of TPCASTT worksheets in groups, we should all discuss as a class how literary devices contribute to the
overall meaning of the poem. What were your first impressions? How did they change after digging deeper? Each group will
share at least once.
ELABORATION
 Students will be able to explain a literal and figurative meaning at the end of explication through their understanding of technical
literary devices. They are encouraged to share their thoughts after writing them down on their TPCASTT worksheet
 Students will be able to point out connotations, and define imagism
 They will then start working on a creative response using Birches as a guide.

EVALUATION
 Students are required to turn in TPCASTT work sheet so I can determine which aspects of poetry explication they’re
comprehending, and which need work.