![Connecting with the Theme of "Stopping By Woods on a Snowy Evening" Example](http://cdn.storyboardthat.com/storyboard-srcsets/kristy-littlehale/connecting-with-the-theme-of--stopping-by-woods-on-a-snowy-evening--example.png "Connecting with the Theme of "Stopping By Woods on a Snowy Evening" Example")
Activity Overview
Sometimes, it is difficult for students to connect with themes in poetry until they put them into a real-world context. Consider the following activity for students to storyboard with "Stopping By Woods on a Snowy Evening".
Have students find inspiration in the world around them by taking a “nature walk”, either in school as a class, or at home on their own. Have students set aside one hour to find a place where they can think quietly and observe the world around them. Ask students to describe their experience with sensory imagery, writing down one thing for each sense, and document it in a storyboard as in the example.
Personal Connection Storyboard Example: The Beach
Sight
I saw the waves crashing into the rocks at high tide, almost reaching the sea wall. I saw seagulls lazily floating overhead, and I watched as a man with his dog played frisbee in the surf. The sunset was red, orange, and yellow, like fire.
Sound
I heard the sounds of a dog barking, and the seagulls cawing. I heard the laughter of small children, and car horns on the main road. I listened to the waves breaking evenly on the rocks.
Smell
I could smell the ocean, mixed with the smell of fried dough and barbecue from the restaurants near the boardwalk.
Taste
I smiled as I sipped my Del’s frozen lemonade and watched the sun go down. The lemonade was tart and cold.
Touch
The air was warm, the breeze was faint, and the sand was cool. As I walked along the water, the waves were cold as they washed across my feet.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Think about a time you were experiencing nature like the speaker in “Stopping By Woods on a Snowy Evening”. Identify and illustrate an example for each of your five senses.
- Click "Start Assignment".
- Choose a memory of a time you were out in nature.
- Create an image for an example that represents each sense.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 25 Points | Emerging 21 Points | Beginning 17 Points | Try Again 13 Points | |
|---|---|---|---|---|
| Sensory Imagery | There are sufficient and accurate examples from the memory for each of the five senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for four of the senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for each of 2-3 senses, with appropriate artistic depictions and descriptions provided. Some of the elements may be confused or incorrect. | Most of the examples are missing, unclear, or too limited to score. |
| Final Overall Emotional Impression | The final overall emotional impression highlights the importance of the key sensory moments the student has chosen to describe. | The final overall emotional impression mostly highlights the importance of the key sensory moments the student has chosen to describe. Some of the explanation may be too vague or confusing. | The final overall emotional impression makes an attempt to highlight the importance of the key sensory moments the student has chosen to describe. The explanation may be too short or needs to be elaborated. | The final overall emotional impression is too minimal or limited to score. |
| Artistic Depictions | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | Most of the art chosen to depict the scenes are appropriate to the sensory image being depicted, but there are ambiguous or serious liberties taken that cause confusion. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| Quotes | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
Activity Overview
Sometimes, it is difficult for students to connect with themes in poetry until they put them into a real-world context. Consider the following activity for students to storyboard with "Stopping By Woods on a Snowy Evening".
Have students find inspiration in the world around them by taking a “nature walk”, either in school as a class, or at home on their own. Have students set aside one hour to find a place where they can think quietly and observe the world around them. Ask students to describe their experience with sensory imagery, writing down one thing for each sense, and document it in a storyboard as in the example.
Personal Connection Storyboard Example: The Beach
Sight
I saw the waves crashing into the rocks at high tide, almost reaching the sea wall. I saw seagulls lazily floating overhead, and I watched as a man with his dog played frisbee in the surf. The sunset was red, orange, and yellow, like fire.
Sound
I heard the sounds of a dog barking, and the seagulls cawing. I heard the laughter of small children, and car horns on the main road. I listened to the waves breaking evenly on the rocks.
Smell
I could smell the ocean, mixed with the smell of fried dough and barbecue from the restaurants near the boardwalk.
Taste
I smiled as I sipped my Del’s frozen lemonade and watched the sun go down. The lemonade was tart and cold.
Touch
The air was warm, the breeze was faint, and the sand was cool. As I walked along the water, the waves were cold as they washed across my feet.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Think about a time you were experiencing nature like the speaker in “Stopping By Woods on a Snowy Evening”. Identify and illustrate an example for each of your five senses.
- Click "Start Assignment".
- Choose a memory of a time you were out in nature.
- Create an image for an example that represents each sense.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 25 Points | Emerging 21 Points | Beginning 17 Points | Try Again 13 Points | |
|---|---|---|---|---|
| Sensory Imagery | There are sufficient and accurate examples from the memory for each of the five senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for four of the senses, with appropriate artistic depictions and descriptions provided. | There are sufficient and accurate examples from the memory for each of 2-3 senses, with appropriate artistic depictions and descriptions provided. Some of the elements may be confused or incorrect. | Most of the examples are missing, unclear, or too limited to score. |
| Final Overall Emotional Impression | The final overall emotional impression highlights the importance of the key sensory moments the student has chosen to describe. | The final overall emotional impression mostly highlights the importance of the key sensory moments the student has chosen to describe. Some of the explanation may be too vague or confusing. | The final overall emotional impression makes an attempt to highlight the importance of the key sensory moments the student has chosen to describe. The explanation may be too short or needs to be elaborated. | The final overall emotional impression is too minimal or limited to score. |
| Artistic Depictions | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes are appropriate to the sensory image being depicted, whether it be in art or with search pictures, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | Most of the art chosen to depict the scenes are appropriate to the sensory image being depicted, but there are ambiguous or serious liberties taken that cause confusion. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| Quotes | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
How Tos about Theme Connection in \"Stopping By Woods on a Snowy Evening\"
Integrate Theme Discussions into Whole-Class Conversations
Initiate a class discussion after the nature walk or sensory storyboard activity. Encourage students to share their observations and connections to the poem’s theme, helping them see how their experiences relate to “Stopping By Woods on a Snowy Evening.” This builds personal meaning and critical thinking around poetry themes.
Connect Student Experiences to Poetic Devices
Guide students to identify poetic devices (like imagery, repetition, and rhyme) in their own sensory descriptions. Help them see how these devices bring out the theme in both their writing and Robert Frost’s poem.
Encourage Peer Feedback on Theme Connections
Facilitate a brief peer review session where students exchange storyboards and give feedback on how well each connects to the poem’s theme. Model constructive comments to foster a supportive classroom culture.
Extend Connections with a Creative Writing Prompt
Assign a short poem or journal entry where students reflect on a quiet moment in nature, mirroring the mood of “Stopping By Woods on a Snowy Evening.” Challenge students to use at least two senses and one poetic device from the lesson.
Frequently Asked Questions about Theme Connection in \"Stopping By Woods on a Snowy Evening\"
How can I teach theme connection in 'Stopping By Woods on a Snowy Evening' to high school students?
To teach theme connection in 'Stopping By Woods on a Snowy Evening,' encourage students to relate the poem's themes to their own experiences. Use activities like nature walks and sensory storyboarding to help students observe, reflect, and express personal connections to the poem's mood and message.
What is a sensory storyboard activity for poetry, and how does it work?
A sensory storyboard activity asks students to recall a real-life moment in nature and describe it using all five senses. They then illustrate and write about each sensory detail, connecting personal experiences to the imagery and themes in a poem, like 'Stopping By Woods on a Snowy Evening.'
Why is sensory imagery important when teaching poetry to students?
Sensory imagery helps students engage more deeply with poetry by making abstract themes tangible. Describing sights, sounds, smells, tastes, and touches allows students to experience the poem and connect emotionally, improving comprehension and retention.
What are some easy lesson ideas to help students connect personally with poetry themes?
Easy lesson ideas include nature walks for observation, creating sensory storyboards, journaling personal nature experiences, and comparing students' memories to the poem's imagery. These activities help students find real-world relevance in poetry themes.
How do I guide students in identifying key themes in 'Stopping By Woods on a Snowy Evening'?
Guide students by asking them to reflect on the poem's mood, imagery, and the speaker's feelings. Use questions about duty, solitude, and nature, and encourage students to relate these themes to their own lives or observations.
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Stopping by Woods on a Snowy Evening
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