Lesson Report:
Here is the lesson report generated from the transcript.
### **Title: Introduction to Textual Analysis: “The Road Not Taken” and the Metaphor of Choice**
**Synopsis:** This session began with a community-building icebreaker where students shared the stories behind their names. The lesson then transitioned into an introduction to literary analysis, using Robert Frost’s poem “The Road Not Taken” as the central text. Through guided freewriting, a “popcorn reading” activity, and structured group discussions, students explored the poem’s themes of choice, consequence, and memory, connecting its central metaphor to their own lives and decisions.
### **Attendance**
* **Students Mentioned Absent:** 0. All students present were instructed to write their names on a sheet of paper for attendance purposes before leaving for a break.
### **Topics Covered**
**1. Activity: “The Name Game” (Icebreaker)**
The class continued an icebreaker from the previous session, with the objective of building community and helping everyone learn each other’s names.
* **Process:** Students introduced themselves one by one, sharing their name, its meaning or origin story, and their hometown. After each new introduction, a student would attempt to recite the names of all the classmates who had already presented.
* **Student Examples:**
* **Christopher:** His mill name is Nyahai. He was born in Bishkek, and his father is from Papua New Guinea.
* **Timur:** His name means “iron person” and may be connected to the historical figure Amir Timur.
* **Sharifah:** She was named after her mother’s sister, who passed away the year she was born.
* **Leir:** His name was chosen via a lottery among his relatives.
* **Hadya:** Her name means “gift” or “present,” as she was the last child in her family.
* **Instructor’s Participation:** The instructor, Nathaniel (Nate), concluded the activity by sharing that his name is of Hebrew origin, means “gift of God,” and was chosen by his mother who believed she heard it whispered on the wind. He noted the name’s meaning is similar to the Kyrgyz name “Kudai Bergen.”
**2. Housekeeping: Distribution of Course Materials**
* The instructor distributed the course “readers.” A shortage was noted, with 3 students left without a copy.
* The instructor confirmed that 2 students from the previous session still did not have a course notebook.
* **Resolution:** Students without readers were instructed to share with a partner. The instructor stated he would create a class Telegram group and upload a PDF of the reader. Students without notebooks were directed to see Camilia in room 420.
**3. Activity: “Fork in the Road” Focused Freewrite**
Students were guided through a timed freewriting exercise based on the idiom “a fork in the road,” which the instructor defined as a metaphor for a moment of critical decision.
* **Instructions:** Students had 1-2 minutes to respond to each of the three prompts, writing down whatever came to mind without focusing on organization or polish.
* **Prompts:**
1. **The Decision:** Describe a personal “fork in the road” moment and the choice you made.
2. **The Impact:** Describe at least one impact or consequence that resulted from this decision.
3. **The Connection:** Explain how that past decision connects, if at all, to your decision to attend AUCA.
**4. Activity: Popcorn Reading of “The Road Not Taken”**
The class collectively read Robert Frost’s poem from the reader (page 146).
* **Technique:** The instructor introduced the “popcorn reading” method, where he would begin, and then any student could spontaneously continue reading for any length of time before falling silent, at which point another student would pick up. This was used to engage the class without the pressure of being called upon.
**5. Group Work: Introduction to Textual Analysis**
The instructor defined “analysis” as the process of understanding a text’s meaning and purpose by examining authorial intent, textual organization, and personal interpretation. Students then formed groups of three to analyze the poem.
* **Prompt 1: The “Sigh”:** Groups discussed the emotion behind Frost’s line, “I shall be telling this with a sigh.” They were asked to find textual evidence to support whether the sigh was happy, regretful, nervous, etc.
* **Prompt 2: Finding Contradictions:** After defining “contradiction,” the instructor tasked groups with finding a contradictory statement in the poem. Groups identified several, including the poet planning to return to the first road while doubting he ever could, and the claim that “no step had trodden black” while the poet himself is alive to tell the story.
* **Prompt 3: The Central Contradiction:** The class focused on a key contradiction: the poem describes the two paths as different (one “grassy and wanted wear”) but also as having been “worn them really about the same.” Groups discussed the potential meaning and purpose of this specific contradiction.
* **Prompt 4: Time and Memory:** The final prompt focused on the poem’s ending, where the poet describes how he *will* tell the story in the future (“ages and ages hence”). Groups discussed why Frost frames the poem this way and what it suggests about how we construct narratives about our own decisions.
### **Actionable Items**
**For the Instructor (Urgent)**
* Create a Telegram group for the class to facilitate communication.
* Scan and upload a PDF of the reader to the Telegram group for the three students who do not have a physical copy.
* Compile an official class roster from the names collected on paper at the end of the session.
**For the Students (Instructions for Next Session)**
* Students were instructed to get their official student ID cards and AUCA email addresses from the volunteers during their lunch break.
* The two students without notebooks were told to visit Camilia in room 420 to inquire about extra copies.
* After lunch, students are to reassemble in their same groups of three to begin the next session with a sharing activity.
**Future Lesson Plan Notes**
* The next class will begin with groups sharing key passages from their freewriting and analysis notes.
* Continue to use name cards to help with name memorization and reinforce a supportive class environment.
Homework Instructions:
ASSIGNMENT #1: Obtain Your University ID Card and Email
During your lunch break, you are responsible for picking up your official university ID card and associated email address. This is an important administrative step to ensure you are fully set up for the semester and can receive important class communications.
Instructions:
1. Locate one of the student volunteers during your break.
2. Ask them for directions on how to get your university ID card.
3. Follow their instructions to pick up your physical ID card. This card will also provide you with your official AUCA email address, which you will need for this course.
4. Make a note of your new email address. If you already have your AUCA email, you do not need to write it down for the professor at this time.
ASSIGNMENT #2: Obtain a Class Notebook (If Needed)
As we will be using notebooks frequently for in-class writing exercises, like the “fork in the road” prompts we worked on today, it is essential that every student has one. This assignment is for those who were unable to get a notebook during our session.
Instructions:
1. If you did not receive a class notebook, please go to room 420 during your lunch break.
2. Find Camilia in room 420, as she may have extra notebooks available.
3. If you already have a notebook, you do not need to complete this task.