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Question: Nothing gold can stay By Robert Frost Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay. question 3.1 Sentence structure can affect comprehension. Read the title “Nothing gold can stay and answer the following questions. The title of the poem does not conform to the structure of an English sentence and may thus be confusing. 3.1.1 Explain the deviation/s from the standard structure. (2) 3.1.2 What do you think is the intended meaning of this title? (2) 3.2 Show your understanding of rhyme scheme by explaining what a rhyme scheme is. Quote TWO pairs of words from the text that rhyme. (4) 3.3 Do you think the poem (Text C) is appropriate for the intermediate phase in the South African schooling system? Give reasons to support your answer based on the poem. (3) 3.4 Discuss the use of the pronoun “her” and its purpose according to the context of the poem. Your discussion should be based on why the author had to use the pronoun “her” and not “him”. (2) 3.5 Quote a line which refers to the biblical image and comment on its relevance in the context of the poem. (2) 3.6 Refer to the poem (Text C) and design TWO activities that you can use to teach the poem to your learners. One should be a pre-reading activity and the other, a during-reading activity. Justify your choice by explaining the effectiveness of each activity. (10)
Certainly! Let's break down your queries and provide some insights. ### 3.1 Sentence Structure and Title #### 3.1.1 Deviation from Standard Structure The title "Nothing gold can stay" deviates from the standard structure of an English sentence in two primary ways: 1. **Word order**: The title does not follow the typical subject-verb-object order found in English sentences. A standard structure might be "Gold cannot stay." 2. **Omission of articles**: It omits articles like "the" which could make it clearer. A more standard structure might be "Nothing that is gold can stay." #### 3.1.2 Intended Meaning of the Title The intended meaning of the title is that beautiful or precious things (symbolized by "gold") are fleeting and do not last forever. This suggests a theme of impermanence and the transient nature of beauty and innocence. ### 3.2 Rhyme Scheme #### Explanation of Rhyme Scheme A rhyme scheme is the ordered pattern of rhymes at the ends of lines of a poem or verse. It helps to create rhythm and can enhance the musicality and cohesion of the poem. #### Two Pairs of Rhyming Words - **Gold** and **hold** (Lines 1 and 2) - **Flower** and **hour** (Lines 3 and 4) ### 3.3 Appropriateness for Intermediate Phase (South African Schooling System) The poem could be appropriate for the intermediate phase in the South African schooling system for several reasons: 1. **Language Simplicity**: The language is relatively simple and suitable for young learners. 2. **Themes**: The themes of change, nature, and the fleeting nature of beauty are relevant and can be linked to learners' experiences. 3. **Literary Devices**: The poem offers examples of literary devices such as rhyme, metaphor, and personification which are suitable for teaching at this level. ### 3.4 Use of the Pronoun "Her" #### Discussion on the Pronoun "Her" The pronoun "her" is used to personify nature, giving it a feminine attribute. This personification helps to create an emotional and aesthetic connection to nature, making the imagery more vivid and relatable. The use of "her" rather than "him" aligns culturally and historically with many references that personify nature as female, attributing qualities of nurturing and beauty to it. ### 3.5 Biblical Image #### Quoted Line and Its Relevance - **Line**: "So Eden sank to grief," - **Relevance**: This line references the biblical story of the Garden of Eden, symbolizing the loss of innocence and the inevitable transition from a state of purity and beauty to one of sorrow and loss. It underscores the poem's theme of impermanence and the fallibility of all things beautiful and perfect. ### 3.6 Teaching Activities #### Pre-Reading Activity **Activity**: Discussion and Brainstorming on Change - **Description**: Before reading the poem, engage students in a discussion about change and the cyclical nature of life. Ask them to brainstorm examples of things in nature that go through cycles or transform (e.g., seasons, growth of plants, sunrise to sunset). - **Justification**: This activity activates prior knowledge and sets the context for the poem, making the theme of impermanence more relatable and comprehensible. #### During-Reading Activity **Activity**: Rhyme and Imagery Identification - **Description**: As the poem is read aloud, students underline or highlight pairs of rhyming words and circle imagery that stands out to them (e.g., "first green is gold", "early leaf’s a flower"). - **Justification**: This activity helps students to focus on and appreciate the poem’s structure and literary devices while reading, enhancing their understanding and engagement. I hope these explanations and activities help to address your queries effectively! If you have any further questions or need additional information, feel free to ask.
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