**1.1 Earth Care Theme** **1.2 Poetic Reflections** **1.3Structural Contrasts** **1.4 Teaching Poem A** **1.5 Figurative Language** **1.6 Environmental Stewardship Teaching**

Certainly! Here are structured and detailed answers to each of your questions. Please adjust as needed to fit the tone and depth you desire. --- **1.1 The Poem, Poem A and Poem B, share a common theme. In no more than two sentences, explain what common theme both poems explore. (2 marks)** *Both Poem A and Poem B explore the theme of caring for the earth and ensuring a better future for the coming generations. They emphasize the responsibility humans share in preserving the environment and living in harmony with nature.* --- **1.2 Choose one line from Poem A and one line from Poem B that best represents each poem’s message. Explain why you chose these lines and how they reflect the poem’s themes. (4 marks)** - **Poem A:** “So we must keep our planet free from messy trash and debris.” - *This line captures the poem's central message of environmental responsibility, highlighting the need to keep the earth clean for ourselves and for future generations.* - **Poem B:** “Stay together learn the flowers go light.” - *This line reflects the poem’s advice to approach life and the future gently, respecting nature and community, which ties directly into the broader theme of unity and environmental awareness.* --- **1.3 Compare and contrast the structural features of Poem A and Poem B. Identify four structural differences, using quotes to illustrate your points, and explain the effect of each difference. (8 marks)** Poem A and Poem B differ structurally in several ways. Firstly, Poem A uses simple, end-stopped lines and a rhyme scheme, for example, “For every little girl and boy. / But we must be aware l.” This structure makes the poem approachable and rhythmic, suitable for young readers. In contrast, Poem B uses free verse with no set rhyme scheme, as seen in, “The rising hills, the slopes, of statistics lie before us.” This gives the poem a more conversational and contemplative tone. Secondly, Poem A is more didactic and direct, using imperatives like, “so we must keep our planet free from messy trash,” which gives it a clear instructive purpose. Poem B, on the other hand, is more metaphorical and abstract, as in the line, “The steep climb of everything, going up as well go down,” creating a meditative atmosphere. Thirdly, Poem A uses short, child-friendly sentences, while Poem B employs longer, flowing sentences and enjambment, e.g., “we can meet there in peace if we make it. To climb these coming crest one word to you.” This makes Poem B more complex and suitable for older readers. Finally, Poem A is focused entirely on the physical environment (“around the trees and in the fields”), creating vivid, concrete imagery. In contrast, Poem B integrates both literal and figurative imagery (“valleys, pastures, we can meet there in peace”), which broadens the poem's scope to include emotional and societal growth. These differences impact the accessibility, tone, and level of engagement for different audiences. --- **1.4 Write a short paragraph indicating which of the two poems you would select to teach in the intermediate phase class, motivating your answer with specific references. (4 marks)** I would choose to teach Poem A in the intermediate phase class because it uses simple language, a clear rhyme scheme, and vivid imagery that is accessible to younger students, such as “so we must keep our planet free from messy trash and debris.” Its direct message about caring for the environment is both educational and relatable for children, making it an effective tool for teaching environmental responsibility. In contrast, Poem B’s abstract language and metaphors may be more difficult for intermediate-phase learners to understand and engage with. --- **1.5 Identify one example of figurative language from each poem (two examples in total) and explain how each enhances the reader’s understanding of the theme. (4 marks)** - **Poem A:** “Our sweet earth that’s ours to use.” *Here, the earth is personified as “sweet,” which encourages readers to view the planet with affection and care, reinforcing the message of stewardship.* - **Poem B:** “The rising hills, the slopes, of statistics lie before us.” *This metaphor compares future challenges to “slopes” and “hills,” helping readers visualize the difficulties ahead as physical obstacles, which effectively emphasizes the need for unity and perseverance in protecting the earth.* --- **1.6 Imagine you are teaching one of the poems (A or B). Describe an activity you would use to deepen your learners’ understanding of the poem’s theme. (4 marks)** If I were teaching Poem A, I would organize a “Clean-Up Campaign” activity where students work together to clean up their schoolyard or a local park. Afterwards, I would guide a reflection circle in which students share how their actions help protect the earth, relating their experience back to lines from the poem, such as “so we must keep our planet free from messy trash and debris.” This hands-on activity allows learners to connect the poem’s message to real-life actions, deepening their understanding of caring for the environment. ---