Title: Exploring Structure and Rhyme in Robert Frost's "Nothing Gold Can Stay" 1. Deviation from Standard Structure: 3.1.1 The title "Nothing gold can stay" deviates from the standard English sentenc

3.1 Sentence structure can affect comprehension. Read the title “Nothing gold can stay” and answer the following questions. 3.1.1 Explain the deviation/s from the standard structure. (2) The title "Nothing gold can stay" deviates from the standard structure of an English sentence primarily in two ways: 1. The use of "gold" as a noun adjunct rather than an adjective. Typically, in standard English, the adjective form "golden" would be used, i.e., "Nothing golden can stay." 2. The title presents an inverted sentence structure where the subject "Nothing" precedes the phrase "gold can stay," which can be confusing. In standard English, one might say, "Nothing that is gold can stay" to make the sentence clearer. 3.1.2 What do you think is the intended meaning of this title? (2) The intended meaning of the title "Nothing gold can stay" is that beautiful or valuable things, particularly those that are fresh and new (like the first green of spring), are transient and do not last. The metaphorical use of "gold" refers to something precious and rare that inevitably fades or changes over time. 3.2 Show your understanding of the rhyme scheme by explaining what a rhyme scheme is. Quote TWO pairs of words from the text that rhyme. (4) A rhyme scheme is the pattern in which the end sounds of lines in a poem rhyme with each other. It is typically described using letters of the alphabet to indicate which lines rhyme. For example, an "AABB" rhyme scheme means lines 1 and 2 rhyme with each other, and lines 3 and 4 rhyme with each other. In "Nothing Gold Can Stay," the rhyme scheme is AABBCCDD. Two pairs of rhyming words from the text are: - "gold" and "hold" (lines 1 and 2) - "flower" and "hour" (lines 3 and 4) 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) Pre-reading activity: Activity: Discussion and Brainstorming Before reading the poem, engage learners in a discussion about changes in nature and the concept of impermanence. Ask questions like: - What are some things in nature that change over time? - Why do you think certain moments or things are considered precious? - Have you experienced something beautiful that didn't last long? Share your experience. Justification: This activity activates the learners' prior knowledge and personal experiences, making them more receptive to the themes of the poem. It also introduces key concepts like impermanence and the fleeting nature of beauty, which will help them to better understand the poem's message. During-reading activity: Activity: Annotating the Poem As the learners read the poem, encourage them to annotate the text by highlighting or underlining phrases and words that stand out to them. They should also write brief notes in the margins about their thoughts, feelings, or questions regarding those phrases and words. Justification: Annotating helps learners engage deeply with the text, promoting active reading and comprehension. It allows them to connect emotionally with the poem and encourages critical thinking as they reflect on why certain words or phrases resonate with them. This method also provides a basis for class discussion and deeper analysis of the poem's themes and literary devices.

3.1.1 The standard structure of an English sentence usually conforms to the subject-verb-object pattern. The poem's title, "Nothing gold can stay", deviates from this pattern in the sense that it does not have a clear subject or object. "Gold" can be interpreted as the subject or the object, and "stay" as the verb, but it's not clarified what "gold" refers to, or what it's staying in or on. 3.1.2 The intended meaning of this title is likely a metaphorical statement about fleeting beauty or transience. In this context, "gold" could be understood as anything valuable, beautiful, or precious, and "stay" could mean 'remain constant'. Therefore, it can be inferred that "Nothing gold can stay" means nothing precious or beautiful can remain unchanged or last forever. 3.2 Rhyme scheme is a pattern of sounds that repeats at the end of lines in verses. It gives the poem a rhythmic and melodious sound. Two pairs of words that rhyme in the text are "gold" and "hold" (lines 2 and 4), and "flower" and "hour" (lines 3 and 4). Pre-reading Activity: Brainstorming and Prediction - Have learners brainstorm what they think the title "Nothing Gold Can Stay" means. This would engage their prior knowledge and prediction skills, which would help enhance their comprehension and make the text more relevant to them. During-reading Activity: Identifying Metaphors - While reading, encourage learners to identify metaphors and interpret their meanings. This would help develop their understanding of poetic devices, increase their engagement with the text, and improve their critical thinking skills. Both these activities promote active learning and reader-text interaction, which are significant for comprehension and meaningful learning.