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Lesson Plan by Lauren Martin M.Ed.

Stopping by Woods on a Snowy Evening by Robert Frost

This free, printable Pixton lesson plan brings poetry to life with comics and storyboards.

Make poetry come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Storyboard
  • Mind Map
  • Comic Strip
  • Character Map
  • Poster

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings poetry to life with comics and storyboards.
Pixton Lesson Plan on Stopping by Woods on a Snowy Evening by Robert Frost
This free, printable Pixton lesson plan brings poetry to life with comics and storyboards.

Featured Props

Stopping by Woods on a Snowy Evening by Robert Frost

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Cloud
    Cloud
  • Horse
    Horse
  • House
    House
  • Mound
    Mound
  • Snow
    Snow
  • Snow
    Snow
  • Snowflake
    Snowflake
  • Town
    Town
  • Tree
    Tree
  • Wind
    Wind
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Teacher Guide

Stopping by Woods on a Snowy Evening by Robert Frost

Step 1Class discussion with students

Getting Started

Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost two times aloud with the class (available online).

Opening Discussion

Before reading the poem, discuss the following:

  • What do you already know about this poet?
  • What do you already know about this poem?
  • What is the literal and figurative meaning of the title?
    • What are the literal and connotative meanings associated with the specific words in the title?
    • What images and emotions are evoked by the words in the title?
  • What can you predict about the poem based on the title and author?
Step 2Pixton comic-making activities
  • Make a Storyboard or Mind Map
    Themes & Symbolism

    Complete after class discussion.

    View Activity
  • Make a Storyboard
    Figurative Language

    Complete after class discussion.

    View Activity
  • Make a Comic Strip
    Imagery

    COmplete after class reading.

    View Activity
  • Extension / Modification
    Character Map (Extension / Modification)

    Create a Character Map for one character alluded to or discussed in the poem.

  • Extension / Modification
    Storyboard (Extension / Modification)

    Create a Storyboard to illustrate a TP-CASTT analysis of the poem.

  • Extension / Modification
    Poster (Extension / Modification)

    Research the author of the poem and create a Poster to report your findings on their life and the historical context of their poem.

Step 3Concluding discussion with students

After reading the poem, discuss the following:

  • What is unique or interesting about this poem?
  • Is symbolism or allegory used to enhance the poem? How so?
  • What are the themes of the poem?
  • What lines or examples illustrate this theme?
  • How does the author use figurative language (metaphor, simile, hyperbole, understatement) to enhance the meaning of the poem?
  • What is your favorite example of symbolism, figurative language and/or imagery, and why?
  • Does the author use rhyme, repetition or meter? Be specific.
  • Were you able to appreciate or better understand a new idea or perspective from reading this poem? Why or why not?
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Pixton Activity: Stopping by Woods on a Snowy Evening 1 Themes & Symbolism

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Discuss the themes and/or symbols in the text. A theme of a text is a truth about life or a truth the reader understands better after reading a text. A symbol is an object that represents a deeper meaning than what is on the surface

Instructions

Illustrate at least three symbols and/or themes in a Mind Map or Storyboard:

  • Write the theme or symbol in the panel title
  • Create an image that summarizes the theme or symbol
  • Include a description that fits the theme or symbol

See the rubric for grading guidelines.

Rubric: Themes & Symbolism

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
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Pixton Activity: Stopping by Woods on a Snowy Evening 2 Figurative Language

Featured Layouts

  • Storyboard

Intro

Instruct students to read and re-read to infer the meaning of figurative language and to interpret the literal meaning of the poem.

Instructions

Create a Storyboard to interpret the meaning of figurative language used in the poem:

  • Label the figurative language in the panel title.
  • Write detailed descriptions to illustrate the literal meaning of figurative language.
  • Include an appropriate illustration for each panel.

See the rubric for grading guidelines.

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Pixton Activity: Stopping by Woods on a Snowy Evening 3 Imagery

Featured Layouts

  • Comic Strip

Intro

Translating words into images is an important skill to have, whether you physically draw the images or imagine them in your head. The more attention you pay to the words, the more detailed the image will be as you read.

Instructions

Create a Comic Strip to depict one scene of imagery from the poem. Be sure to re-read your chosen scene carefully, paying attention to key details in the text.

  • Include an appropriate illustration.
  • Depict the five senses using appropriate settings, characters, and props.

See the rubric for grading guidelines.

Rubric: Imagery

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The image is focused, has thoughtful details and is insightful. The image is clear, well developed, and logical. The image is easy to follow; ideas are correct, but may be basic or simple. The image discusses some relevant ideas, but may have frequent errors. The image is hard to follow; ideas are not developed.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions Complete sentences, spelling, punctuation, grammar (e.g.,
use of pronouns; agreement; verb tense
• correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures • few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning • occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning • several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow • repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
Total

Example Comic Strip

Imagery in Robert Frost Poem by Student

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