Rather than present the simple choice that faced him, the speaker declares that he will embellish it, saying that his choice “has made all the difference”(20). However, in the last stanza, the focus turns to how the story will sound: “I shall be telling this with a sigh”(16). It’s not that important to come back, though – as “way leads on to way… if should ever come back”(14-15). He would like to choose both paths but cannot, and so he chooses one, leaving “the first for another day”(13). Theme – What are the nature and purpose of storytelling? Based on the first half of the poem, the speaker goes walking in the forest and comes to a fork in the road. Irony – When one compares line 20 (the road less traveled by) with lines 8 and 9, it is clear that, for some reason, the speaker has decided to change his story for future audiences (line 16). Each line has four accented, or stressed, syllables in a pattern that is basically iambic tetrameter but varies occasionally. Rhyme scheme – There are four stanzas in this poem, each with five lines, each with a rhyme scheme of ABAAB. The following poetic devices should be considered when analyzing “The Road Not Taken." If you are working on marking rhyme scheme, this is a fairly easy poem for that. If you would like an audio recording of the poem, one is available here.Īs the students hear the poem, have them underline or highlight words or phrases that jump out at them. Make sure the students know to place their pauses according to the punctuation, not according to the line breaks. Then, read the poem aloud, or have students read it aloud. Make sure that each student has a copy of the poem for purposes of annotation. This could be done verbally or in writing.Īnother way to start this lesson might be to ask students to tell (or write) about a time when they embellished an experience to make the story sound better, or someone embellished an experience in a story to them. Be sure to have students give context to the situation and explain the resolution. You could ask them to consider a time when they had two options and no real way to choose between the two. There are a couple ways students could get prepared for this poem. In fact, though, Frost tells us that neither road is less traveled: “…the passing there had worn them really about the same, And both that morning equally lay n leaves no step had trodden black.” And so even the reputation of the poem has an ironic cast to it. This poem is often used in inspirational writing or speaking as an example of someone who chose the harder path, or the less common path – in fact, the title of this poem is often thought of as being “The Road Less Traveled.”
Most “The Road Not Taken” Lesson Plans are based on the false assumptions of the general populace.
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