Nothing Gold Can Stay by Robert Frost
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Nature’s first green is gold,
Her hardest hue to hold.
Her early leaf’s a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Ideas and Values: Evolution, Being, Nature, Time
Micro Seminar Questions
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What is the theme of this poem? Which line(s) from the text support your answer?
What is the tone of this text? Which line(s) from the text support your answer?
What is the significance of color in this text?
Which line(s) is NOT ambiguous?
How can you relate the theme of this poem to your own life? Which line(s) in
particular is relevant to you? Why?
NOTES:
Writing Task:
Can we stay gold? After reading the poem Nothing Gold Can Stay by Robert Frost, Write an essay in which
you describe something in your life that you never thought would change, but in fact did change? Was it a
change for the better or for the worse? Why? Use at least 1 example from the text to support your
discussion.
Today’s Micro-Writing Process:
Brainstorm/Connect to journal
Draft an outline of your essay to clarify thinking
Write a draft of the introduction of your essay with a thesis
Share with a peer(s) for feedback:
o Based on the outline, does the writer seem to be addressing the prompt?
o Does the introduction create foundational support for the essay?
o Does the thesis clearly define the focus of this essay?
 Suggest revisions or other feedback.
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Suggested Paideia Post-Seminar Content (Writing) Steps*
Transition to Writing: Have participants take notes to brainstorm ideas that they heard, read, or
thought during seminar related to the ideas and values (and the pre-write if applicable).
Analysis of Writing Task: Have participants read a slide/poster with the writing task and discuss what
it requires in as much detail as needed.
Brainstorming Content: Have participants return to brainstorming ideas from the seminar and now add
any ideas they heard, read, or thought that seem specifically related to the writing task.
Structuring the Composition: Allot a few minutes for participants to sketch an outline for their writing.
Draft an outline for their writing and refine their thinking.
Writing the First Draft: Challenge participants to draft by listing key points. Refer to the original text in
order to illustrate key points. Develop a focused thesis.
Revising: Have participants work in pairs to read their first drafts aloud to each other with emphasis on
reader as creator and editor. Listener says back one point they heard clearly and asks one question for
clarification. Switch roles. (Emphasize the addition of sufficient evidence to demonstrate/prove each
key point.) Give time for full revisions resulting in a second draft.
Editing: Once the second draft if complete, have participants work in groups of three-four and this time
take turns reading each other’s second drafts slowly and silently, marking any spelling or grammar errors
they find. (Have dictionaries and grammar handbooks available for reference.) Take this opportunity to
clarify/reteach any specific grammar strategies you have identified your students needing. Give time for
full revisions resulting in a third and final draft.
Publishing the Final Copy: Publish (either virtually or on paper) the final copies of the resulting
compositions in a collection to be shared via one or more media with an authentic audience.
*Thanks to Laura Billings.