**Title: Exploring the Depths of Robert Frost's "Nothing Gold Can Stay"** ### 3.1 Sentence Structure and Understanding **3.1.1 Deviations from Standard Sentence Structure** The title "Nothing gold ca

Sure, let's go through each question one by one: **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 standard English sentence structure primarily in two ways: - **Word order:** Typically, in English, we place the subject first, followed by the verb, and then the object or complement. A more conventional phrasing would be "Gold cannot stay" or "Nothing gold stays." - **Inclusion of "gold":** The word “gold” is an adjective describing the subject “nothing,” but it is positioned to emphasize the ephemeral nature of valuable things. **3.1.2 What do you think is the intended meaning of this title? (2)** The intended meaning of the title is that nothing valuable or precious lasts forever. It reflects the transient nature of beauty and perfection in life, implying that everything good and beautiful is temporary and eventually fades. **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)** A rhyme scheme is the pattern of rhymes at the end of each line of a poem. It is usually referred to using letters to denote which lines rhyme; for example, ABAB means the first and third lines rhyme with each other, and the second and fourth lines rhyme with each other. Two pairs of words from the text that rhyme are: - “gold” and “hold” - “flower” and “hour” (The poem uses an AABBCCDD rhyme scheme.) **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)** Yes, the poem is appropriate for the intermediate phase in the South African schooling system for several reasons: - **Language Simplicity:** The language used is straightforward, making it accessible to intermediate-level students. - **Themes and Lessons:** The poem discusses universal themes such as the passage of time and the transient nature of beauty, which are suitable for educational discussions about life's impermanence. - **Literary Devices:** The poem employs simple literary devices like rhyme, personification, and metaphor, which can help students learn about poetry analysis. **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)** The pronoun “her” refers to nature. In literature, nature is often personified as female, symbolizing fertility, creation, and beauty. The author uses “her” to emphasize the nurturing and life-giving qualities of nature. It helps convey the idea that the beautiful, golden moments of early spring are fleeting. **3.5 Quote a line which refers to the biblical image and comment on its relevance in the context of the poem. (2)** The line “So Eden sank to grief” refers to the Garden of Eden from the Bible. Its relevance in the poem is to symbolize the fall from an initial state of perfection and innocence to one of experience and sorrow, mirroring the idea that beautiful moments are short-lived and inevitably lead to loss and change. **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)** **Pre-Reading Activity:** Activity: **Brainstorming and Discussion on Change and Beauty** - **Objective:** To activate students' prior knowledge and set the context for the poem. - **Instructions:** Ask students to brainstorm examples of beautiful things in nature (e.g., flowers, sunsets) and discuss how they change over time. Write their responses on the board. Then, discuss whether these changes are positive, negative, or both. - **Justification:** This activity will help students connect personally with the poem's theme of impermanence, making them more engaged and better prepared to understand the poem. **During-Reading Activity:** Activity: **Pair Reading and Annotation** - **Objective:** To ensure comprehension and foster deeper analysis of the poem. - **Instructions:** Have students read the poem in pairs, taking turns to read aloud. As they read, ask them to underline or highlight lines or words they find interesting or confusing. Then, have them annotate the poem by writing brief comments or questions in the margins. - **Justification:** This activity encourages active reading and allows students to collaboratively explore and discuss the poem’s language and themes. Annotations will help them remember their thoughts and questions, facilitating a richer class discussion afterward. **Total Marks: 25** These activities encourage student engagement and promote a deeper understanding of the poem's themes and literary devices.