Title: Exploring Structure, Rhyme, and Comprehension in Robert Frost's "Nothing gold can stay" Pre-reading Activity: Title: Nature's Golden Inspirations Description: Show learners various images of

Certainly! Let's address each question step by step. ### 3.1 Sentence structure #### 3.1.1 Deviation from the Standard Structure (2) The title "Nothing gold can stay" deviates from the standard English structure in the following ways: - The standard word order in English sentences follows a Subject-Verb-Object pattern. A grammatically standard structure for this phrase would be "Gold cannot stay," placing the subject "Gold" at the start. - The word "Nothing" creates an inverted sentence structure. Typically, the word "Nothing" would not be the subject in a formal sentence about gold's impermanence. #### 3.1.2 Intended Meaning of the Title (2) The intended meaning of the title "Nothing gold can stay" is likely to convey the idea that beautiful or valuable things are transient and cannot last forever. "Gold" in this context symbolizes something precious or perfect. ### 3.2 Rhyme Scheme #### Understanding and Examples (4) Rhyme scheme refers to the ordered pattern of rhymes at the ends of lines in a poem. It is typically described using letters to denote which lines rhyme with each other. For example, if the first and second lines rhyme with each other, they might both be denoted as "A." If the third and fourth lines rhyme with each other but not with the first two, they might be denoted as "B." In "Nothing gold can stay," the rhyme scheme is AABBCCDD. To illustrate: - "Gold" (line 1) rhymes with "hold" (line 2). - "Flower" (line 3) rhymes with "hour" (line 4). ### Activities for Teaching the Poem #### Pre-Reading Activity: Predictive Questions (5) Activity: Ask students to read only the title and predict what the poem might be about. Write their predictions on the board. Justification: This engages students' critical thinking and sets a purpose for reading. It activates prior knowledge and curiosity, preparing them for the themes and language of the poem. #### During-Reading Activity: Guided Annotation (5) Activity: Provide students with a copy of the poem and ask them to annotate it. They should underline or highlight all instances where nature is personified and jot down their thoughts in the margins about what each line might mean. Justification: This activity ensures active reading and comprehension as students interact with the text. Annotating helps them break down complex metaphors and themes while fostering a personal connection to the material. --- Each activity is designed to enhance comprehension and engagement with Robert Frost's poem, ensuring that learners grasp both the literal and figurative meanings conveyed in the text.

3.1.1 The standard sentence structure in English tends to follow a subject-verb-object format. However, the title of the poem, "Nothing gold can stay", breaks from this pattern. Firstly, "gold" is being used here as a noun in a typically adjective position. Secondly, the sentence lacks a clear subject. While 'nothing' can be taken as the subject, it's more abstract than we typically find in standard English sentences. 3.1.2 The intended meaning of this title may be that nothing pure, valuable, or beautiful (suggested by "gold") can remain unchanged forever. It can also indicate that change is inevitable and all good things ultimately come to an end. 3.2 A rhyme scheme refers to the pattern of rhyme that comes at the end of each verse or line in poetry. In this poem, the rhyme scheme is AABBCCDD. The two pairs of rhyming words in "Nothing Gold Can Stay" are 'gold' and 'hold,' and 'flower' and 'hour.' The pre-reading activity could be a discussion on the meaning of the metaphor "gold" and how it is generally represented in literature, leading them to the theme of the poem. It will help learners prepare for complex metaphoric language in the poem. The during-reading activity could be a group activity where learners will find and highlight the rhyming words in each line, helping them understand the rhyme scheme of the poem. They could also paraphrase each line's meaning that will allow them to have deeper comprehension of each phrase and their references. Both activities have the effectiveness of making learners actively engage with the text, encouraging discussion and debate, which furthers comprehension skills, understanding of metaphoric language and an appreciation for the beauty of poetry. It also gives them real-world skills in communication and collaboration with others.