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.
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.
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.
I could smell the ocean, mixed with the smell of fried dough and barbecue from the restaurants near the boardwalk.
I smiled as I sipped my Del’s frozen lemonade and watched the sun go down. The lemonade was tart and cold.
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.
(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.
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.
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.
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.
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.
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.
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.'
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.
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.
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.