JessicaDesign

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At the beginning of class, I will discuss the significance of Robert Frost’s poem and some of its critical reception in 1915. I will then discuss many of the cultural references that are made to this poem noting specific TV shows, songs, and other advertisements that allude to this poem or quote it directly. This will likely bring the poem into the student’s frame of reference and give them a place to situate the interpretation. ======

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Next, the class will then be instructed to spend 10 minutes free writing about what they think is the dominant theme or themes of the poem. Ideally, this exercise will work like an informal close reading. I will encourage the students to focus on one or two lines that spoke to them more than the others. This will help them to focus on the word choice of Robert Frost and question why he chose particular words rather than others.======

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After their free write session, we will discuss the word choices the students found most interesting or provocative. We will question why Frost used specific words and how this might influence the interpretations of the critics that we discussed at the beginning of class. I will ask the students if there are alternative interpretations that were not mentioned that they believe ought to be considered.======

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The students take home assignment for the Frost unit is to find one cultural reference that parallels what they believe to be the theme of the Frost poem. They will write a couple paragraphs discussing the relevance of their cultural object and what they believe to be the theme. They are to include a visual by posting a link, youtube video, or picture. This will all be due on their class blog. Creativity will be encouraged as there is no right answer. Their post will be valued based on how intimately they wrestle with the Frost text.======