Title: Analyzing Gender Pronouns and Biblical Imagery in Poetry: A Comprehensive Guide for Educators (Note: The specifics of this answer will depend on the actual poem referred to as "Text C," which

Unfortunately, you haven't provided the poem (Text C) necessary to adequately answer the questions. I would need to see the text of the poem to provide specific answers. However, I can provide a general framework and approach you might use to answer these questions based on typical poetic analysis. ### 3.4 Discuss the Use of the Pronoun “Her” and Its Purpose According to the Context of the Poem **General Guidance:** In discussing the use of the pronoun “her,” you should consider the following: - The subject of the pronoun and what it represents in the poem. - The reason why the author chose to use “her” instead of “him.” This often relates to the themes or messages the author wants to convey. **Sample Explanation:** *In the context of the poem, the use of the pronoun “her” might signify the author's intention to personify nature, wisdom, or an abstract concept typically associated with femininity. The choice of “her” instead of “him” suggests a deliberate attempt to attribute qualities traditionally or culturally linked to women, such as nurturing, intuition, or gentleness. This choice enriches the poem's thematic depth and can evoke specific emotional responses in the reader, emphasizing the tender and nurturing qualities of the subject.* ### 3.5 Quote a Line Which Refers to the Biblical Image and Comment on Its Relevance in the Context of the Poem **General Guidance:** For this portion, you’ll need to identify a line in the poem that contains a biblical reference and discuss its implications. **Sample Explanation:** *For example, if the poem contains a line like “And she rose on the third day,” this could be a reference to the resurrection of Jesus Christ. The relevance of such imagery in the context of the poem could point to themes of rebirth, hope, or salvation. This biblical allusion enriches the poem by adding layers of meaning, encouraging readers to draw parallels between the historical/religious context and the poem's narrative or thematic structure.* ### 3.6 Design Two Activities to Teach the Poem to Your Learners **Pre-Reading Activity:** **Activity: “Predictive Discussion”** - **Objective**: To activate prior knowledge and engage learners' curiosity about the poem. - **Instructions**: 1. Provide students with the title of the poem and perhaps one key line that stands out. 2. Ask them to predict the poem's themes, setting, and potential storyline based on this information. 3. Facilitate a discussion where students share their predictions and justify them with reasoning. **Justification**: This activity is effective because it stimulates students' engagement by encouraging them to think critically and make inferences before fully encountering the text. It helps them build a connection with the poem and sets a purpose for reading. **During-Reading Activity:** **Activity: “Annotation and Imagery Mapping”** - **Objective**: To enhance understanding and analysis of the poem's language, structure, and imagery. - **Instructions**: 1. Ask students to read the poem individually or in small groups. 2. While reading, have them annotate the text, marking lines that stand out, noting unfamiliar words, and highlighting imagery. 3. After reading, students will create an “imagery map,” visually representing the images and symbols found in the poem and connecting them to the poem’s themes and emotions. **Justification**: This activity is effective because it allows students to engage deeply with the text, promoting analytical thinking and comprehension. Annotating helps students process the poem actively, while creating an imagery map encourages them to visualize and interpret the poem's symbolic content. If you provide the poem, I’d be happy to offer more specific advice tailored to its content!