Paired Texts > Nothing Gold Can Stay
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In this poem, Anglo-Irish essayist, writer, and political commentator Jonathan Swift uses satire to criticize John Churchill, the 1st Duke of Marlborough, an English soldier and statesman whom Swift stated as having "no one good quality in the world besides that of a general."Pair “A Satirical Elegy on the Death of a Late Famous General” with “Nothing Gold Can Stay” to get students to discuss the portrayal of mortality in poetry.
In the early 1900s, a Christian missionary named Reverend Sidney Endle authored a book about the Kachari, an ethnic group indigenous to the Assam region of India. His book includes written translations of several folktales, including "The Story of the Lazy Boy," in which a boy misses his opportunity to plant during planting season.Pair “Nothing Gold Can Stay” with “The Story of the Lazy Boy” and ask students to compare how the themes of youth, time, and nature develop in each text.
In this overtly dark poem by Frost, a husband and wife grieve differently over their recently deceased child.Pair these two texts by the same author and have students compare and contrast the structure of the poems, the poet’s use of symbolism and tone, and the different themes.
In this interview, a 17-year-old girl discusses her invention of a device that detects land mines using sound.Pair “Nothing Gold Can Stay” with “Young Innovators: Detecting Land Mines” and ask students to explore how each text comments on the value of youth.
In Robert Herrick's poem "To the Virgins, to Make Much of Time," the poet urges his audience to "gather ye rosebuds while ye may."Pair “Nothing Gold Can Stay” with “To the Virgins, to Make Much of Time” and ask students to discuss how the poets use images of nature to explore youth and time. Why do the poets make this choice? How does this contribute to the reader’s understanding of each poem?
In Naomi Shihab Nye's poem "Alphabet," a speaker describes the loss of some of their older neighbors.Pair “Nothing Gold Can Stay” with “Alphabet” and ask students to discuss how the two poems explore aging. How do both poems comment on what we should value as we age? How do these values compare? How do the two poems use imagery to explore these themes?
In Robert Frost's poem "Dust of Snow," a speaker describes snow falling on them from a tree branch.Pair “Nothing Gold Can Stay” with “Dust of Snow” and ask students to compare the themes of the two Frost poems. How does the tone of the two poems compare? How does Robert Frost use nature to explore the themes of the two poems?
In William Shakespeare's "Sonnet 5," a speaker describes the loss of outer beauty.Pair “Nothing Gold Can Stay” with “Sonnet 5” and ask students to discuss how both poems explore aging. What are the speakers’ beliefs about the connection between age and beauty? How do both poets use images of nature to explore themes of beauty and youth?
The informational text "Growing Up: Key Moments" explains how certain experiences in our lives are important steps on the path toward maturity.Pair “Nothing Gold Can Stay” with “Growing Up: Key Moments” in order to generate a cross-genre discussion on theme. How does the informational text support the theme within the poem? How can youth be compared to the gold in the poem? What does Frost mean when he writes that “Nothing gold can stay”? What examples of this theme does McBirney provide in “Growing Up: Key Moments”? Provide examples and explain how these examples support the poem’s theme.
Robert Frost (1874-1963) was one of the most popular and critically respected American poets in history. At first glance, "Stopping by Woods on a Snowy Evening" is a rather simple poem — a man pausing his horse to observe a wintery landscape before moving on — but its carefully constructed lines, like the woods, hold a deeper power.Pair “Nothing Gold Can Stay” with “Stopping by Woods on a Snowy Evening” and ask students to compare the two poems. How does Frost utilize nature and imagery in each poem? How does Frost frame aging and death?
In "Dinosaurs' Ever-Changing World," the author argues that the changing features of Earth's land, climate, and environment created diverse plant and animal life during the "Dinosaur Era."Pair “Nothing Gold Can Stay” with “Dinosaurs’ Ever-Changing World” and ask students to discuss the theme of change in nature. The poem “Nothing Gold Can Stay,” focuses on what kind of change? What about “Dinosaurs’ Ever-Changing World? How are the two types of change different? How does each type of change affect the earth, plants, and animals? What would happen if the changes did not occur?
In "Fire and Ice," a speaker ponders the different forces that could bring about the end of the world.Pair “Nothing Gold Can Stay” with “Fire and Ice” and ask students to discuss how Frost uses rhyme in each poem. How is rhyme used to emphasize the theme in “Nothing Gold Can Stay,” and what lines in the poem show this? What rhyming lines in “Fire and Ice” are used to develop the theme? How are themes of impermanence present in each poem? What does “Nothing Gold Can Stay” say about things ending? How is this similar or different to the end presented in “Fire and Ice”?