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Lesson Architecture: YouTube Concept Video Theme Line-Wise Key Points Poetic Devices Recapitulation Message NCERT Solution CBE-Based Questions YouTube Concept Videos Theme Frost has presented nature in quite an unconventional manner. While in other nature poems we come across birds such as nightingales or sparrows, Frost has used a crow in this poem. A crow can be associated with something dark, black, and foreboding. That is why other poets usually mention singing nightingales or beautiful white doves in their poems. Also, the poet has written about a hemlock tree, which is a poisonous tree. He has not written about a more beautiful tree such as a maple, or oak, or pine because these trees symbolise beauty and happiness. Frost wanted to symbolise the feelings of sadness and regret, which is why he has used a hemlock tree. The crow and the hemlock tree represent sorrow. The dust of snow that is shaken off the hemlock tree by the crow stands for joy that Frost experiences. He has, therefore, used an unconventional tree and bird in order to contrast them with joy in the form of snow. Line-wise Explanation (Lines 1-4) The way a crow Shook down on The dust of snow From a hemlock tree Vocabulary: 1. Shook down: shook the tree and the dust of snow from the tree fell on the poet. 2. dust of snow – particles of snow 3. hemlock tree – a poisonous tree with small white flowers. Key Points: #Once the poet was once very sad and hopeless. # He was under the hemlock tree. # Suddenly a crow, that was sitting on the tree, shook the tree and the particles of snow from the tree fell on the poet. #It was a very ordinary experience, but had a positive impact on him. (Lines 5-8) Has given my heart A change of mood And saved some part Of a day I had rued. Vocabulary: A change of mood: the poet has gone through a swing (change) in his mood. rued – regretted. Key Points # A crow dropping dust of snow on the poet had contributed to the swing of his mood. # He became optimistic and stopped wasting his day in regretting about his sad mood. # This simple incident helped him enjoy the remaining part of the day. Poetic Devices # Rhyme scheme – abab cdcd # Symbolism – Hemlock tree, Crow. # Alliteration: Has given my heart/ And saved some part. Certainly! Here are some poetic devices used in the poem "Dust of Snow" by Robert Frost: 1. Metaphor: The dust of snow falling from the hemlock tree is metaphorical, representing a small, transformative moment that changes the speaker's mood. 2. Personification: The crow is personified when it is described as shaking down the dust of snow. This attribution of human action to the crow adds vividness and impact to the imagery. 3. Symbolism: The dust of snow symbolizes a moment of purity, redemption, or positive change. It represents the transformative power of nature. 4. Imagery: The poem contains vivid visual imagery, particularly in the descriptions of the crow, the hemlock tree, and the dust of snow. This imagery helps to create a clear and evocative mental picture for the reader. 5. Rhyme: The poem follows an AABB rhyme scheme, with each quatrain consisting of two rhyming lines. The rhyming scheme helps to create a sense of musicality and rhythm in the poem. 6. Alliteration: There are examples of alliteration throughout the poem, such as "crow shook" and "dust of snow." The repetition of consonant sounds adds a pleasing and rhythmic quality to the language. 7. Repetition: The repetition of the word "dust" emphasizes its importance and reinforces the central image of the poem. 8. Contrast: The poem employs contrast as a poetic device, contrasting the dark color of the crow with the light color of the snow, as well as contrasting the negative mood at the beginning with the positive change brought about by the dust of snow. 9. Enjambment: There are instances of enjambment in the poem, where a thought or sentence continues without a pause beyond the end of a line, flowing into the next line. For example, "The way a crow / Shook down on me." 10. Allusion: While not explicit, the poem indirectly alludes to the transformative power of nature and the ability of small moments to bring about a change in perspective or mood, which is a recurring theme in Frost's works. 11. Assonance: There are examples of assonance, the repetition of vowel sounds, in the poem. For instance, the long "o" sound in "crow shook down on me / The dust of snow" creates a pleasing sonic effect. 12. Consonance: Consonance, the repetition of consonant sounds, is also present in the poem. For example, in the line "From a hemlock tree," the repetition of the "m" sound creates a soft and melodic quality. 13. Sensory imagery: The poem appeals to the reader's senses, particularly the sense of sight, by using vivid and descriptive language to evoke mental images of the crow, the snow, and the hemlock tree. This sensory imagery adds depth and richness to the poem. 14. Juxtaposition: The poem juxtaposes contrasting elements, such as the dark crow and the white snow, the negative mood and the positive change, creating a sense of tension and highlighting the transformative nature of the experience. These additional poetic devices further contribute to the poem's overall effectiveness in conveying its themes and creating a memorable reading experience. RECAPITULATION # While sitting under a tree, dust of snow falls on the poet. This seemingly upsetting incident changed the mood of the poet. # He realized that he had just wasted a part of his day repenting, rather he could have utilized the same in doing some productive activity. # Underlying message for us in our hectic life is that we should have a positive outlook even towards simple acts because they can lead to the learning of greater lessons of enjoying life. # The Poem expresses the significance of small things in changing one’s mood. # The poem reiterates that the little things in life can make huge changes in our future. # if we take the hard times of life in stride eventually something will happen to change our situation into happier times. Message The message of "Dust of Snow" by Robert Frost is that even the smallest and seemingly insignificant moments can have a profound impact on our lives. The encounter with the crow shaking down the dust of snow from the hemlock tree serves as a metaphor for unexpected and transformative experiences. The poem suggests that it is essential to be open to these moments and to appreciate the beauty and significance they hold. The dust of snow, which represents a brief and seemingly inconsequential event, has the power to change the speaker's mood and salvage a day that was previously filled with regret or negativity. Frost reminds us that nature has the ability to uplift our spirits and change our perspective. It serves as a source of solace and renewal, even in the midst of difficult or challenging times. By paying attention to the small wonders of the world around us, we can find moments of joy and discover the potential for change and redemption in unexpected places. Ultimately, the poem encourages us to embrace the transformative power of even the simplest moments and to find beauty and solace in the natural world. It reminds us that amidst the challenges and struggles of life, there is always the possibility for renewal and a change in perspective, even in the form of a dust of snow shaken down by a crow. NCERT QUESTIONS & ANSWERS Thinking About the Poem (Page 14) 1. What is ‘dust of snow’? What does the poet say has changed his mood? How has the poet’s mood changed? Ans: A ‘dust of snow’ refers to ‘particles of snow.’ The poet says that a dust of snow dropped by a crow from the top of the hemlock tree has changed his mood. The poet was sitting under the hemlock tree in a state of regret. Suddenly a dust of snow, which fell over his body from the branch of the tree, has brought about a change in his mood. Q2. How doe Frost present nature in his poem? Ans: Frost has presented a crow and hemlock tree from the nature and associated these two with his mood of regret. Crow and hemlock tree respectively symbolize sorrow. So the poet used the two images to match his mood of regret. The poet, on the other hand, has also made use of ‘dust of snow’ from nature to represent state of joyfulness. Q3. What do the ‘crow’ and ‘hemlock’ represent joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for? Ans: The ‘crow’ and ‘hemlock’ tree represent the state of sorrowfulness. The dust of snow that the crow shakes off a hemlock tree represents the state of joyfulness. Here to show the contrast of his mood, the post has used the contrasting images. CBE-Based Extract Questions 1. The dust of snow From a hemlock tree Has given my heart A change of mood (i) What has changed the poet's heart a change of mood? The particles of snow from the hemlock tree gave the poet's heart 'a change of mood'. (ii) What kind of a change did the poet experience in his mood? Ans: The poet's mood has changed from being dull to pleasant. (iii) What does 'the dust of snow' represent? Ans The dust of snow represents the fresh and rejuvenating form of nature. This pristine form of nature has brought about a sudden shift in the poet's mood. 2. Has given my heart A change of mood And saved some part of a day I had rued. (i) What has caused a change of mood in the poet's heart? Ans: The poet has experienced a change of mood when a crow sitting on a hemlock tree shook down the dust of snow on the poet, who was sitting under the tree. (ii) What has the 'chage of mood' resulted in ? Ans: The 'change of mood' resulted in saving the rest of the poet's day from being wasted. (iii) How does the poet plan to spend the rest of the day? Ans: The poet plans to make the best use of the remaining part of the day by being productive in his work. If the crow did not drop the dust of snow on him, he probably would spend the entire day regretting over the matter which made him sad and gloomy. 3. The way a crow Shook down on me The dust of snow From a hemlock tree Has given my heart A change of mood And saved some part Of a day I had rued. (i) Of the many symbols the hemlock tree represents, choose the one that Frost drew upon in all likelihood, for this poem. Symbol of a) longevity. b) togetherness. c) healing. d) protection. (ii) Choose the option that lists the possible feelings of the poet prior to the experience shared in the poem. 1) reassured 2) disappointed 3) curious 4) demotivated 5) thankful 6) disheartened 7) impulsive a) 1, 3 &7 b) 2, 4 & 6 c) 5 & 7 d) 1 & 3 (iii) Identify the option that DOES NOT use the word ‘rue’ correctly. a) The film was a disaster and he rued his decision to act in it. b) I am sure she rued the day she listened to a fortune-teller. c) It wasn’t long before I rued my disobedience and my deceit. d) Others finally rue the one who is dishonest and heartless. (iv) Synecdoche is a poetic device that uses a part to represent the whole. E.g. That’s a great set of wheels! (Set of wheels has been used for car.) Pick an example of synecdoche from the poem. a) Has given my heart / A change of mood b) The way a crow/ Shook down on me c) The dust of snow / From a hemlock tree d) And saved some part / Of a day I had rued (v) Choose the option showing the reason NOT corresponding with “… a crow / Shook down on me / The dust of snow”. a) The crow’s landing on the branch of the tree. b) The shivering of the crow, due to the cold. c) The readjustment of position of the crow on the branch. d) The cawing of the crow hidden in the foliage. CBE-Based Questions 1. Rationalise what you think the poet was probably doing when the dust of snow fell on him? Ans: When the dust of snow fell on the poet in the poem "Dust of Snow" by Robert Frost, it can be rationalized that the poet was likely going through a difficult or troubled time. The mention of a day that the poet had "rued" suggests a sense of regret or sorrow. The falling dust of snow, triggered by the crow shaking the hemlock tree, interrupts the poet's thoughts and captures his attention. In that moment, the poet becomes aware of the beauty and significance of this seemingly insignificant event. The dust of snow serves as a metaphor for a small, unexpected act of nature that has the power to transform the poet's perspective. It acts as a catalyst, interrupting the poet's negative state of mind and shifting his mood. 2. What does the presence of a hemlock tree tell you about the setting of the poem? Ans: The presence of a hemlock tree in the poem "Dust of Snow" by Robert Frost provides insights into the setting and contributes to the overall atmosphere of the poem. Hemlock trees are typically associated with colder climates and are commonly found in regions with harsh winters, such as parts of North America and Europe. The mention of a hemlock tree suggests a wintry or cold environment. It evokes a sense of starkness and solitude, as well as a connection to nature. Hemlock trees are often associated with forests or wooded areas, which further adds to the imagery of the natural setting. Bonus Info: ( Not a part of the answer) Hemlock trees have symbolic connotations. In literature and folklore, hemlock is sometimes associated with death or danger. In this poem, however, the hemlock tree serves as a backdrop for a transformative moment rather than a source of darkness. It is from this tree that the crow shakes down the dust of snow, symbolizing a small, purifying act of nature that brings about a change in the poet's mood. Overall, the presence of a hemlock tree in the poem suggests a wintry, natural setting and contributes to the contemplative and transformative atmosphere of the poem. 3. The dusting of snow on account of the crow helped make the poet’s day better. How do you think the crow’s droppings might have impacted the poet? Ans: In the poem "Dust of Snow" by Robert Frost, the dusting of snow caused by the crow shaking the hemlock tree is depicted as having a positive impact on the poet's day. The dust of snow represents a pure and pristine element of nature. However, if we consider the hypothetical scenario of the crow's droppings instead of the snow, it is likely that the impact on the poet would have been quite different. The droppings of a crow are not typically associated with positive or pleasant experiences. In fact, they are often considered unsightly and unclean. If the crow's droppings had fallen on the poet, it would have created a contrasting effect to the uplifting mood brought about by the dust of snow. Therefore, in the context of the poem, it is the dusting of snow from the crow's actions that brings about a positive change in the poet's day, rather than the hypothetical scenario of the crow's droppings. 4. The poem evokes a sense of black and white. Justify. The poem "Dust of Snow" by Robert Frost does evoke a sense of black and white through its imagery and themes. Here are a few justifications for this interpretation: 1. Contrast of Colors: The poem highlights the contrasting colors of black and white. The crow, with its black feathers, shakes down the dust of snow, which is white. This contrast between the dark and light colors emphasizes the starkness of the scene and contributes to the sense of black and white. 2. Symbolism of Light and Dark: The blackness of the crow can be associated with darkness or negative emotions, while the whiteness of the snow represents purity or a positive change. This symbolism of light and dark reinforces the dichotomy of black and white, suggesting a contrast between negativity and positivity, or despair and hope. 3. Mood and Atmosphere: The poem's concise and straightforward nature, along with its focus on a single transformative moment, creates a sense of simplicity and clarity. This simplicity can be associated with the starkness of black and white. The poem's mood is also introspective and contemplative, enhancing the contrast between opposing emotions or states of mind. 4. Symbolic Representation: The black and white imagery in the poem can be seen as symbolic of life's contrasts and the choices we make. The encounter with the crow and the dust of snow represents a turning point, where a seemingly insignificant moment has the power to shift the poet's mood. This symbolizes the transformative potential in even the smallest experiences, highlighting the contrast between moments of despair and moments of redemption or salvation. Overall, the poem "Dust of Snow" evokes a sense of black and white through its imagery, symbolism, and the contrasting emotions it portrays. This interplay of colors and themes reinforces the dichotomy between darkness and light, despair and hope, and adds depth to the overall interpretation of the poem. 5. The crow and hemlock are usually used as negative references in literature. How is this different in this poem? Ans: Crows and hemlock trees are often associated with negative references in literature. However, in the poem "Dust of Snow" by Robert Frost, their portrayal differs from the typical negative connotations. In the poem, the crow and the hemlock tree play pivotal roles in bringing about a positive change for the poet. The crow's action of shaking down the dust of snow from the hemlock tree serves as a catalyst for transforming the poet's mood and salvaging his day. This contrasts with the negative associations usually attributed to crows and hemlock trees. While crows are often associated with darkness, omens, or even death in some literary contexts, in this particular poem, the crow becomes a harbinger of renewal and change. Its action of shaking the dust of snow symbolizes a small, purifying act of nature that interrupts the poet's negative state of mind and brings about a positive transformation. Similarly, hemlock trees are typically seen as symbols of danger, poison, or even death due to their toxic properties. However, in "Dust of Snow," the hemlock tree serves as the setting for this transformative moment. It becomes a witness to the poet's change of mood, offering a connection to the natural world and emphasizing the potential for redemption and solace in even the harshest environments. In essence, Frost subverts the conventional negative associations with crows and hemlock trees, presenting them in a more positive light within the context of this poem. By doing so, he emphasizes the transformative power of nature and highlights the potential for finding beauty and salvation even in unexpected or seemingly negative elements of the world. For the explanation and CBE-based Questions of Fire & Ice, Click here

Lesson Architecture Background Information/Source of the Poem Scientific Theories on the possibilities of destruction of Earth Theme Line-Wise Explanation Poetic Devices NCERT Solution Competency Based Questions Updated on April 10 , 2024 Background Information/Source of the Poem The poem is believed to have been inspired by Canto 32 of "Inferno", the first part of Italian poet Dante Alighieri’s epic poem ‘the Divine Comedy. The nine lines of 'Fire and Ice' echo the nine circles of hell depicted in Inferno. Dante's Inferno is the first part of the epic poem "The Divine Comedy" written by the Italian poet Dante Alighieri in the early 14th century. The poem begins with Dante's descent into Hell, where he encounters various sinners who are punished according to the nature of their sins. The ninth and deepest circle of hell in Dante's "Inferno" is a frozen lake called Cocytus, in which traitors and betrayers are punished. The souls of the traitors are submerged in ice, with only their faces above the surface, while those who betrayed their own kind are plunged even deeper, with their heads completely encased in ice. The punishment of being frozen in ice represents the coldness and lack of love and compassion that these sinners showed in their lives. The punishment of being submerged in ice in the deepest circle of hell in "Inferno" is also reflected in the line from "Fire and Ice" that reads "Some say the world will end in fire, / Some say in ice." The pairing of fire and ice in Frost's poem suggests that both desire (fire) and hate (ice) have the potential to destroy the world. The use of this imagery allows Frost to explore the themes of destruction and human behavior in a vivid and memorable way. Another possible source of inspiration for "Fire and Ice" was a conversation between Robert Frost and astronomer Harlow Shapley. When Frost asked Shapley how the world would end, Shapley responded that it could either be incinerated after the sun exploded, or freeze in deep space if the Earth managed to survive the explosion. This conversation seems to have influenced Frost's poem, as it also considers the potential end of the world through the contrasting forces of fire and ice. Frost's use of these opposing elements reflects the scientific understanding of the time, that the end of the world could be caused by a catastrophic event such as a supernova or a freeze in deep space. Scientific Theories on the possibilities of destruction of Earth There are various scientific theories about how the planet Earth could be destroyed, highlighting the fragility of human life and the planet we inhabit. The first scenario mentioned is the cooling down of the Earth's molten core, which could lead to the loss of our atmosphere and protection from solar winds, potentially turning Earth into a barren, Mars-like planet. The sun itself could eventually die and expand, causing Earth's incineration, or the expansion could push Earth out of orbit, causing it to freeze to death. Let me explain the concept a little further. As a star, the sun has a lifespan. After a few billion years, it will run out of fuel and undergo a series of changes before it eventually dies. One of the stages in this process is called the red giant phase, during which the sun will expand greatly in size and become much hotter. If the sun expands enough during this phase, it will engulf the Earth, burning it to a crisp and leaving no trace of life. This is what is meant by "Earth's incineration." On the other hand, it is also possible that the expansion of the sun may push Earth out of its current orbit, making it move further away from the sun. As a result, the Earth will be subjected to freezing temperatures, causing all forms of life to die out. This is what is meant by "Earth will freeze to death". Bonus Info: Other Possibilities of the End of Earth There are other possibilities as well, like the possibility of solar storms triggering geomagnetic storms that could take out our electricity, leading to a widespread power outage. Pandemics, such as the COVID-19 pandemic that the world is currently facing, are another potential threat that could cause global deaths. There is also a possibility of Earth being hit by asteroids or a rogue planet, which could lead to its destruction or being shoved out of orbit or the solar system. Global warming is also mentioned as a threat that could lead to a variety of inhospitable changes, such as severe drought, epidemics, famine, and natural disasters. Nuclear war can also be a real and potentially devastating threat, with the power to wipe out all of humanity. Overpopulation is another factor that could overtax the planet's resources and lead to mass starvation. Theme: In this poem, the poet refers to two predictions of how the world will end. Some say it will end in fire while others say it will end in ice. According to the poet ‘fire’ stands for desire, greed, avarice or lust. The more you try to satisfy them, the more they grow. They spread rapidly like fire and engulf your whole life. On the other hand, ‘ice’ according to the poet, stands for hatred, coldness and rigidity. One becomes insensitive and indifferent towards the feelings of others. The poet says that both fire and ice are growing with such a rapid speed that the world would soon perish either way, in fire or in ice. Line-Wise Explanation Lines 1-4 Some say the world will end in fire Some say in ice. From what I’ve tasted of desire I hold with those who favour fire. Vocabulary: 1. I’ve tasted of desire: The poet thinks that fire which symbolically means ‘desire’ or Greed will perish the world. 2. Hold with those: Here it means that the poet supports the view of those people who favour fire. Paraphrase # The poet suggests two possible causes for the end of the world. # On one side of the debate are those people who are in favour of fire. # On the other hand are those who favour ice which will freeze the world. # Symbolically speaking, ‘fire’ in the poem also means desire, greed or lust, which will cause destruction to the earth. # Ice on the other hand, symbolically stands for hatred, selfishness or indifference for one another is equally capable of destroying this world. Lines 5-8 But if it had to perish twice, I think, I know enough of hate To say that for destruction ice Is also great And would suffice. Vocabulary: 1. perish – die 2. suffice – be sufficient Paraphrase: # If the world had to end for the second time, ice which is symbolic of hatred and indifference among human beings, is sufficient to cause destruction to the world. # ‘Fire’ which is symbolic of greed, desire and lust, can cause destruction of the world. # On the other hand, the Ice, which is hatred, indifference and jealousy can equally cause the destruction of the world. Recapitulation: The poet suggest two possible causes to the end of the world. Fire and Ice can equally cause destruction of the world. Fire in physical sense means rise in global temperature , which will end the world. Metaphorically, ‘Fire’ means desire, greed and lust. Ice literally means melting of glaciers and snowy mountains, which can equally destroy the world. Metaphorically speaking, Ice represents hatred, indifference and jealousy among human beings that can also contribute to the end of the world. The world has become so materialistic that people have become greedy and selfish and indifferent to the needs of others. Hence destruction is inevitable. Message: "Fire and Ice" is a famous poem written by Robert Frost. It consists of a concise structure and explores the theme of destruction, specifically concerning how the world might end. The poem delves into the nature of human emotions and desires, using fire and ice as symbols to represent two opposing forces. The message of the poem revolves around the destructive capacities of both desire and hatred. Through the imagery of fire and ice, Frost contemplates how these powerful forces can bring about the end of the world. Here's a breakdown of the message: 1. Destructive Power of Desire (Fire): Fire represents desire, passion, and the intense emotions that can consume individuals and societies. It signifies a burning need, an uncontrollable and impulsive force that drives people to pursue their wants relentlessly. In the poem, Frost suggests that desire has the potential to lead to destruction, as it consumes everything in its path. 2. Destructive Power of Hatred (Ice): Ice symbolizes hatred, coldness, and indifference. It represents the absence of warmth, compassion, and human connection. Hatred can freeze relationships, extinguish love, and create a sense of apathy and isolation. Frost implies that hatred, when allowed to persist, can also bring about destruction and ruin. 3. Choosing between Desire and Hatred: The poem poses a question about how the world will come to an end. Frost presents two opposing viewpoints: fire and ice. He contemplates whether desire or hatred, or perhaps both, will be the cause of humanity's downfall. By presenting these two destructive forces, Frost prompts readers to reflect on their own experiences with passion and anger, and how these emotions can lead to negative consequences. 4. Human Nature: Ultimately, the poem suggests that it is human nature, with its capacity for desire and hatred, that has the potential to destroy the world. Frost's use of fire and ice as contrasting elements highlights the inherent duality of human emotions. It serves as a reminder that while desire and passion can ignite progress and creativity, they can also unleash chaos and destruction when left unchecked. Similarly, the presence of hatred and coldness can erode relationships and breed conflict. In summary, "Fire and Ice" by Robert Frost conveys the message that both desire and hatred have the potential to lead to destruction. Through the vivid imagery of fire and ice, the poem explores the inherent dangers of unchecked emotions and serves as a reminder of the delicate balance required to maintain harmony in the world. Poetic Devices used in the Poem Symbolism: Fire symbolizes human desires whereas ice symbolizes hatred and indifference. Alliteration: Some say the world will end in fire. Imagery: Fire forms image of heat and light, but also burning and pain. Ice also forms image of coldness, but also indifference and intolerance. Rhyme Scheme: abaa ababa 1. Alliteration: The repetition of initial consonant sounds in neighboring words or syllables, such as in the lines: - "Some say the world will end in fire," - "From what I've tasted of desire." 2. Repetition: The deliberate repetition of words or phrases for emphasis, as seen in the repetition of the word "fire" in the first line of the poem. 3. Assonance: The repetition of vowel sounds in neighboring words or syllables, for example: - "To say that for destruction ice" (repetition of the "ay" sound) - "Would suffice" (repetition of the "i" sound) 4. Metaphor: The poem uses fire and ice as metaphors to represent desire and hatred, respectively. Metaphors create imagery and allow readers to engage with abstract concepts through concrete and familiar objects. 5. Personification: The poem personifies fire and ice, attributing human qualities to these elements. For instance, fire is described as having the power to "consume" and ice as having the power to "kill." 6. Rhyme: The poem follows an ABAABCBC rhyme scheme, where the last word of most lines rhymes with another line. The rhyme scheme contributes to the poem's structure and musicality. 7. Imagery: Frost uses vivid and sensory language to create visual and experiential images. For example, "fire" invokes images of flames and heat, while "ice" evokes a sense of coldness and frost. 8. Paradox: The poem presents a paradoxical statement, suggesting that both fire and ice have the potential to bring about the end of the world. This creates a thought-provoking and contradictory idea within the poem. 9. Understatement: Frost's use of concise language and brevity contributes to understatement, allowing the weight of the message to be conveyed in a simple yet impactful manner. For Detailed podcast of the poem, Click Here NCERT Solution Thinking about the Poem (Page 15) Q1. There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot it burst or grew colder and colder? Ans: The world will certainly end someday. According to the poet, the world will end either in fire or in ice. The craze for power and possessing weapons of mass destruction and the way glaciers are melting and the surge in global warming is not a positive indication for the ailing earth. Change in climate resulting out of deforestation, industrialization, carbon footprints, global warming can certainly cause havoc to our mother earth. Q2. For Frost, what do ‘fire’ and ‘ice’ stand for? Ans: According to Frost , ‘fire’ stands for greed, desire, conflict and fury. Greed gives rise to conflict, which in turn, destroys the society. On the other hand, ‘ice’ stands for intolerance, indifference, hatred and insensitivity. Indifference and hatred in the minds of human beings also breed intolerance and cruelty, which ultimately spells disaster for human kind. Q3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem? The rhyme scheme of the poem is a, b, a, a, b, c, b, c, b. The two sets of varied rhyme scheme present the contrasting ideas. The poet says that the world would end one day either by fire or by ice. Both are capable of igniting enough heat that can end the world. Not only does the greed, desire represented by fire, but also intolerance and enmity among human beings represented by ice can equally contribute to the depletion of our society. CBE-Based Questions Category 1 ( MCQ) 1. Choose the CORRECT statement about the given poem. a) Fire and ice are images—they help the readers visualise the power of nature over man. b) Fire and ice are symbols—not of natural disasters, but of humanity’s ability to create disasters of its own. c) Fire and ice are elements—not of Nature but man-made and possess the ability to create havoc for mankind. d) Fire and ice are agents—they change the thinking of mankind from negative to positive and bring harmony. 2. Select the option that correctly classifies the connotations for fire and ice, as suggested in the poem. (1) rage (2) violence (3) indifference (4) hate (5) greed a) Fire- 3,4; Ice- 1,2,5 b) Fire- 2, 5; Ice-1,3,4 c) Fire-1,3,5; Ice- 2, 4 d) Fire- 1,2,4; Ice- 3,5 3. The poem is a _________, put across by the poet. a) powerful warning b) heart-felt apology c) earnest appeal d) vengeful threat 4. Pick the option that is NOT TRUE about the poet according to the extract. The poet a) is inclined to believe that the world would most likely end with fire. b) has heard divided opinions about the way the world would end in all likelihood. c) preaches love and kindness to combat the spread of hate among all. d) declares the power of ice to be as destructive as that of fire. 5. Identify the most likely tone of the poet in the lines- ‘To say that for destruction ice/Is also great’. a) sarcastic b) serious c) amused d) celebratory CBE-based Short Questions Q1.In 20-30 words, compare the theme of the poem 'fire and Ice' with the poet's tone. Ans: The theme of the poem is that of destruction and the end of the world, which is a grim subject. The tone of the poem however, does not refelect this seriousness and is conversational and assertive. Q2. In the poem 'Fire and Ice' which literary device are fire and ice examples of ? Explain why the poet uses them. Ans: In the poem fire and ice are examples of symbolism. The poet uses them as they paint a vivid picture of destruction in our minds. We can easily imagine humanity being desroyed by raging fires as well as extreme winters. The symbols help the poet to create a lasting impression of emotions like desire and hate, which are difficult to visualise by themselves. Q3. Fire and Ice projects a pessimistic outlook. Comment. Indeed, "Fire and Ice" by Robert Frost can be seen as projecting a pessimistic outlook. The poem explores the destructive potential of desire (fire) and hatred (ice), suggesting that these powerful emotions have the capacity to bring about the end of the world. The pessimism arises from several aspects of the poem: 1. The Theme of Destruction: The central theme of the poem revolves around destruction and the end of the world. By focusing on the negative and potentially catastrophic consequences of desire and hatred, Frost presents a bleak vision of humanity's future. 2. Extremity of Emotions: The poem emphasizes the extreme nature of desire and hatred. Fire and ice are both powerful elements that can consume and destroy. By portraying these emotions as all-consuming and overpowering, Frost suggests that the negative aspects of human nature hold greater influence than the positive. 3. Inevitability of Destruction: The poem presents the question of how the world will end, implying that destruction is inevitable. This notion of inevitability contributes to the pessimistic tone, suggesting that human nature is ultimately doomed to lead to destruction, regardless of the path taken. 4. Lack of Redemption: The poem does not offer any hope or redemption in the face of the destructive forces it portrays. It does not provide an alternative or a way to counteract the negative aspects of human nature. This absence of hope contributes to the overall pessimistic outlook of the poem. However, it is important to note that while "Fire and Ice" may project a pessimistic outlook, it also serves as a cautionary reminder. By highlighting the destructive potential of desire and hatred, the poem prompts readers to reflect on their own actions and emotions. It serves as a call for self-awareness and the recognition of the potential consequences of unchecked desires and negative emotions. Q2. The tone of the speaker contrasts with the seriousness of the subject matter. Justify Ans: In "Fire and Ice," the tone of the speaker indeed contrasts with the seriousness of the subject matter, which contributes to the poem's overall impact. Here's a justification for this statement: 1. Conciseness and Brevity: The speaker's tone is concise and brief, using only nine lines to address a weighty subject like the end of the world. This brevity creates a sense of understatement and downplays the magnitude of the topic at hand. The short and straightforward lines contribute to a matter-of-fact tone that seems almost casual or nonchalant. 2. Absence of Emotional Intensity: The speaker's tone lacks emotional intensity or a sense of personal investment in the subject matter. There is a certain detachment or detachment in the way the speaker presents the ideas. This detachment is reflected in the objective language and the absence of personal pronouns, giving the impression that the speaker is merely an observer or commentator rather than someone deeply affected by the impending destruction. 3. Lack of Moral Judgment: The speaker adopts a neutral and impartial stance, presenting desire and hatred as two equally destructive forces. There is no moral judgment or explicit condemnation of these emotions. This absence of moralizing or passionate language further contributes to the detached and unemotional tone of the speaker. 4. Matter-of-Fact Questioning: The speaker poses the question of how the world will end as a simple and matter-of-fact inquiry. The straightforwardness of the question, without any sense of urgency or despair, contrasts with the gravity of the subject matter. It suggests a sense of detachment or philosophical contemplation rather than an emotional response. By presenting the serious subject matter with a detached and matter-of-fact tone, the poem generates a tension between the weight of the topic and the seemingly casual or objective manner in which it is addressed. This contrast creates a thought-provoking effect on the readers, as it invites them to consider the profound implications of the destruction presented in the poem while questioning the speaker's apparent detachment. Q3. Evaluate the line- Some say the world will end in fire/Some say in ice- in the context of volcanic eruptions, forest fires, meteor collisions, melting ice caps etc. The line "Some say the world will end in fire/Some say in ice" from "Fire and Ice" by Robert Frost can be evaluated in the context of natural phenomena such as volcanic eruptions, forest fires, meteor collisions, and melting ice caps. Here's an evaluation of the line in relation to these examples: 1. Volcanic Eruptions: Volcanic eruptions are associated with fire due to the presence of lava, molten rocks, and volcanic ash. The line can be seen as capturing the destructive power of volcanic eruptions and how they can potentially lead to the end of the world. The intense heat and catastrophic consequences associated with volcanic activity align with the notion of fire as a destructive force. 2. Forest Fires: Forest fires are often caused by a combination of heat, dry conditions, and combustible materials. They can spread rapidly, consuming vast areas of vegetation and causing significant damage. In the context of the line, forest fires can be viewed as a manifestation of fire's destructive potential, contributing to the idea that the world could end through the uncontrolled spread of flames. 3. Meteor Collisions: Meteor collisions with Earth can generate tremendous heat upon impact, leading to widespread devastation. The release of energy from such collisions can result in massive fires, shockwaves, and environmental disruptions. The mention of fire in the line can be associated with the catastrophic consequences of meteor collisions and their potential to cause widespread destruction. 4. Melting Ice Caps: The reference to ice in the line can be linked to the melting ice caps and the broader issue of climate change. As global temperatures rise, the melting of polar ice caps can have severe consequences, including rising sea levels, habitat destruction, and disruptions to ecosystems. The line implies that the melting of ice could be another path leading to the end of the world, highlighting the environmental impact of human activities. In the context of these natural phenomena, the line emphasizes the potential for both fire and ice-related events to contribute to the destruction of the world. It broadens the interpretation of fire and ice beyond metaphorical representations of desire and hatred, encompassing tangible examples of destructive forces in the natural world. Q4. How are fire and ice contrasted to convey human emotions? In "Fire and Ice," Robert Frost contrasts fire and ice to convey human emotions, specifically desire and hatred. Here's how the poem utilizes the contrasting elements to represent these emotions: 1. Intensity vs. Coldness: Fire is associated with intense heat, passion, and desire. It symbolizes the burning intensity of human emotions and the fervent pursuit of desires. Fire represents the impulsive, consuming, and often uncontrollable nature of desire. It signifies the powerful force that can drive individuals to act without restraint. On the other hand, ice represents coldness, indifference, and a lack of warmth. It symbolizes the absence of passion and connection, embodying the icy detachment that can result from hatred. Ice represents the emotional distance and apathy that can occur when negative emotions take hold. 2. Consuming vs. Freezing: Fire consumes everything in its path, leaving destruction in its wake. It is depicted as a force that can devour and engulf, leaving nothing but ashes behind. This imagery highlights the all-consuming nature of desire and the potential for it to lead to destruction. In contrast, ice freezes and immobilizes. It halts the natural flow and movement of things, representing the stagnation and rigidity that can arise from hatred. The image of ice freezing suggests a loss of vitality and the potential for relationships to become cold and lifeless. 3. Impulsivity vs. Indifference: Fire is often associated with impulsive actions driven by desire, symbolizing the intensity of emotions that can lead individuals to act without considering the consequences. It represents the passionate and impulsive side of human nature. In contrast, ice conveys a sense of indifference and emotional detachment. It suggests a lack of empathy and a coldness that can arise from hatred. Ice symbolizes the emotional barriers that can form when negative feelings overpower compassion and understanding. By contrasting fire and ice, the poem presents a dichotomy between the consuming intensity of desire and the freezing detachment of hatred. This juxtaposition highlights the extremes of human emotions and the potential consequences when they are not balanced or tempered. The contrasting elements serve to underscore the destructive capacity of both desire and hatred, emphasizing the need for moderation and self-awareness in managing our emotions. Q5. Explain the use of imagery and symbolism in 'Fire and Ice'. In "Fire and Ice," Robert Frost effectively employs imagery and symbolism to enhance the meaning and impact of the poem. Here's an explanation of the use of imagery and symbolism in the poem: 1. Imagery of Fire: The imagery of fire creates a vivid and sensory depiction of desire and passion. It evokes images of flames, heat, and intense energy. The image of fire conveys the idea of something all-consuming, destructive, and powerful. It represents the burning intensity of human emotions and desires, highlighting their potential to bring about chaos and devastation. 2. Imagery of Ice: The imagery of ice invokes a sense of coldness, stillness, and detachment. It paints a picture of something frozen, rigid, and devoid of warmth. The image of ice suggests emotional distance, indifference, and a lack of compassion. It represents the chilling effects of hatred and negative emotions, illustrating how they can freeze relationships, extinguish love, and create a sense of isolation. 3. Symbolism of Fire: Fire symbolizes desire, passion, and intense emotions. It represents the impulsive and consuming nature of human desires, driving individuals to pursue their wants relentlessly. The symbolism of fire conveys the destructive potential of uncontrolled desires, emphasizing how they can lead to ruin and chaos. 4. Symbolism of Ice: Ice symbolizes hatred, coldness, and indifference. It represents the absence of warmth, compassion, and human connection. The symbolism of ice conveys the emotional barriers that can form when negative feelings overpower empathy and understanding. It signifies the destructive power of hatred and its ability to freeze relationships and extinguish love. 5. Symbolic Opposition: The contrasting symbolism of fire and ice in the poem creates a dichotomy between desire and hatred. Fire and ice symbolize two opposing emotional forces and their destructive capacities. They represent the extremes of human emotions and serve as metaphors for the potential dangers of unchecked desires and negative emotions. Through the use of vivid imagery and symbolic representations, "Fire and Ice" effectively captures the essence of desire and hatred, exploring their destructive nature and the potential consequences they can have on individuals and societies. The imagery and symbolism in the poem enrich the reader's understanding of these emotions and their impact on the world. For explanation and CBE-Questions of the poem Dust of Snow, Click here <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Contents Concept Videos Theme Story Sequence NCERT Solution CBQ-Based MCQs Extract Questions Premium Section Concept Videos Theme: The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by Bismarck, Prussia defeated France, and the French districts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by France, and the French dBismarck, Prussia defeated istricts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The lesson deals with the themes of patriotism and love for one’s mother tongue. The lesson also emphasizes on the importance of education in one’s mother tongue. The lesson focusses on the strength of mother tongue in uniting people during national crisis. M Hamel is a French language teacher at a school and Franz is one of his students. The story revolves around how the war dislodges people and make them custodians of colonialism. Story Sequence Franz set off to school very late that morning. His French teacher, M Hamel, his French teacher, would question the class on participles. Poor Franz, having not learnt his lesson, was afraid of a scolding from his teacher. The chirping of birds and the marching of the Prussian soldiers was much more alluring than the rules of participles. However, Franz was able to fight the temptation and hurried off to school. On his way to school, Franz passed the town hall and noticed a crowd in front of the bulletin board As he was hurrying past, Wachter, the blacksmith, told him that there was plenty of time to reach the school. Franz thought that he was making fun of him and reached the school immediately. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. M. Hamel announced the class that it was their last French lesson. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine. Therefore, it was his last class in the school that day. Franz was totally shocked by the sudden turn of events. He regretted not having learnt his lessons when there was still time. His books, which were a disturnbance to him, suddenly felt like old friends. He suddenly started respecting his teacher. The thought that M Hamel was going away and Franz would never see him again, made him forget all about how cranky M Hamel was. It was in honour of his ‘Last Lesson’ that he had put on his fine clothes, and the village people had gathered there to express their gratitude towards him, and to show their respect for their country and their language. When Franz was lost in his thought, he heard his name called out ; it was his turn to recite. But unfortunately, he got mixed up on the first words. M Hamel assured him that he would not scold him. He criticized the people of Alsace for their habit of postponing their learning for future. He blamed their parents for not taking interest in their studies. He also blamed himself for this. Often, he sent the students to water his plants or gave them a holiday when he had wanted to go fishing. M Hamel then highlighted on the French language. He called it the most beautiful, the clearest and the most logical language in the world. He requested the people of France to treasure their language. According to him, whenever the people of any nation are enslaved, as long as they have attachment to their language, it is as if they have the key to their prison. M Hamel taught them their last lesson from a grammar book. Franz was amazed to see how well he understood everything. Then they had a lesson in writing. Finally, they had a lesson in history. Eventually when church-clock struck twelve, M Hamel stood up. It was obvious that he had become choked with emotion as he could not speak. Then he turned to the blackboard and wrote in large handwriting,‘Vive La France!’ which means ‘long live France’. He then declared the class closed. NCERT Solution 1.What was Franz expected to be prepared with for school that day? Ans: Franz was expected to be prepared with the rules of participles assigned to him by his French teacher, Mr. M. Hamel , for school that day. 2. What did Franz notice that was unusual about the school that day? Ans: Unlike other days in the school there was no bustle, no lessons repeated in unison. He could see his classmates being aready seated in their places. Mr. Hamel addressed Franz softly and asked him to go to his place very quickly. Mr. Hamel was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on inspection days. The backbenches of the classroom were occupied by the village elders who looked very grave on that day. 3. What had been put up on the bulletin board? Ans: It had been put up on the bulletin board that as the French districts of Alsace and Lorraine have passed into Prussian hands, the order had come from Berlin to teach only Germans in the schools of Alsace and Lorraine in place of French from next day onwards. 4. What changes did the order from Berlin cause in school that day? Ans: Unlike other days, there was no commotion in the school and no lessons were repeated in unison. . The last benches, which on other days used to be empty, were occupied by the village elders. Mr. Hamel appeared to be kinder than usual and was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on special occasions. 5. How did Franz’s feelings about M. Hamel and school change? Ans: Franz suddenly could find it very easy to understand everything that Mr. Hamel spoke. He listened all that Mr. Hamel spoke very carefully. Mr. Hamel too taught with infinite patience on that day. Franz developed sudden obsession for the school and developed interest for the school. 6. The people in this story suddenly realize how precious their language is to them. What show you this? Why does this happen? Ans: It shows the eruption of patriotic fervor among the people. The imposition of German language on the people of Alsace and Lorraine further strengthened their love for French. They felt that their freedom of expression in their motherland has been held in hostage by the Germans. This happens because people come together during time of identity crisis and try their utmost best to rescue their motherland and mother tongue from the aggressor. Their love for the country and their fellow countrymen suddenly get revamped during such emergency. 7. Faranz thinks, ‘Will they make them sing in German, even the pigeons?’ What could this mean? Ans: This sentence could possibly mean that whatsoever hard the imperial power tries to impose their culture on the French, the French would hold fast to their language and remain loyal to it. As they cannot tame a pigeon to sing in German, so it would be very hard for them to embed the German language in the lives of the people of Alsace and Lorraine. Q8. How did M. Hamel say farewell to his students and the people of the town? Ans: M. Halmel bade farewell in a solemn and grave manner. He declared in the class that as the Province of Alsace and Lorraine passed off into the hands of Germans, it was their last French lesson on that day. From the next day onwards, Germany would be taught in the schools of Alsace and Lorraine. He requested the class to treasure French in their heart as language is the key to the prison of imperial power. Q9. Who did M. Hamel blame for the neglect of learning on the part of boys like Franz? Ans: M. Hamel held both parents and children for dereliction of learning on the part of Franz. He blamed parents for delegating work to their wards to earn money instead of going to school. He even blamed himself for delegating the work of watering his plants or declaring holidays for children whenever he wanted to go fishing. Q10. What words did M. Hamel write on the board before dismissing the last class? What did they mean? Ans: M. Hamel wrote ‘Vive La France’, which means ‘Long Live France’. These words describe his unflinching faith and profound love for his motherland. He was undergoing the waves of patriotic fervor while writing these words on the blackboard. CBE-Based MCQ 1. ‘‘I had counted on the commotion to get to my desk without being seen.’’ In the light of Franz’s statement select the option that rightly brings out his intention. (a) He tried to avoid friends. (b) He tried to cheat his teacher M. Hamel. (c) He did not want to face the villagers in the class. (d) He wanted to escape M. Hamel’s scolding. [CBSE Term-1 2021] Ans. (d) He wanted to escape M. Hamel’s scolding. Explanation: By the statement, Franz indicates that whenever he gets late for the class, he always tries to get to his desk without his teacher, M. Hamel noticing him so that Franz may not get scolded. Hence, (d) is the right answer. 2. "There was usually great bustle and noise when school began, but it was all very quiet". Which of the following describes Franz’s emotions most accurately? (a) Shock and awe (b) Disappointment and anxiety (c) Confusion and distress (d) Curiosity and uncertainty [CBSE Question Bank 2021] Ans. (b) Disappointment and anxiety Explanation: Franz was anxious because the school was quiet and disappointed because he wouldn’t be able to sneak in. Hence, this proves that option (b) is the correct answer. 3. “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school? (a) Cranky, miserable, dedicated, resigned (b) Patient, dignified, emotional, courageous (c) Calm, nostalgic, disappointed, patriotic (d) Proud, reproachful, persistent, heroic [CBSE Question Bank 2021] Ans. (b) Patient, dignified, emotional, courageous Explanation: M. Hamel was showing his patience and dignity while he was in his last class. He was dignified in his responses and showed courage till the end when he became emotional. Hence, option (b) is the correct answer. 4. On his way to school, Franz says that he had the strength to resist and chose to hurry off to school. The underlined phrase suggests that Franz was: [CBSE Term-1 SQP 2021] (a) hesitant (b) threatened (c) tempted (d) repentant Ans: (C) tempted. 5. Read the extract given below and answer the questions that follow: Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. (i) Why does the narrator refer to M. Hamel as ‘Poor man!’? (a) He empathises with M. Hamel as he had to leave the village. (b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he was not rich. (c) He feels sorry for M. Hamel as it was his last French lesson. (d) He thinks that M. Hamel’s patriotism and sense of duty resulted in his poverty. Ans (c) He feels sorry for M. Hamel as it was his last French lesson. (ii) Which of the following idioms might describe the villagers’ act of attending the last lesson most accurately? (a) ‘Too good to miss’ (b) ‘Too little, too late’ (c) ‘Too many cooks spoil the broth’ (d) ‘Too cool for school’ Ans: (b) ‘Too little, too late’ (iii) Choose the option that might raise a question about M. Hamel’s “faithful service”. (a) When Franz came late, M. Hamel told him that he was about to begin class without him. (b) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”. (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (d) M. Hamel permitted villagers to put their children “to work on a farm or at the mills” for some extra money. Ans: (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (iv) Choose the option that most appropriately fills in the blanks, for the following description of the given extract. The villagers and their children sat in class, forging with their old master a .......... (i) .......... togetherness. In that moment, the class room stood .......... (ii) ........... It was France itself, and the last French lesson a desperate hope to .......... (iii) .......... to the remnants of what they had known and taken for granted. Their own .......... (iv) ........... (a) (i) graceful; (ii) still; (iii) hang on; (iv) country (b) (i) bygone; (ii) up; (iii) keep on; (iv) education (c) (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity (d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity [CBSE Question Bank 2021] Extract Questions Extract 1 Read the following extracts and answer the questions for any one of the given two, (a) or (b): (a) For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school. (The Last Lesson) (i) List two sensory details present in the extract. (ii) Why is the narrator tempted to spend the day out of doors? (iii) Complete the sentence appropriately. I hurried off to school resisting ________ (iv) Why does the narrator want to bunk school? (A) He doesn't like the teachers. (B) He doesn't like his classmates. (C) He wasn't prepared for the test on participles. (D) He had forgotten to complete his homework. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (A) sincerity (C) bravery (B) determination (D) kindness (vi) Which of the following headlines best suggests the central idea of the extract? (A) The Drilling of Prussian Soldiers (B) The Rule of Participles (C) Strength to Resist (D) Out of Doors Answer Key (i) List two sensory details present in the extract. - Warm and bright weather - Birds chirping at the edge of the woods (ii) Why is the narrator tempted to spend the day out of doors? - The narrator is tempted because of the pleasant weather, the chirping birds, and the sight of Prussian soldiers drilling in the open field. (iii) Complete the sentence appropriately. I hurried off to school resisting the temptation to skip the day and enjoy the outdoors. (iv) Why does the narrator want to bunk school? (C) He wasn't prepared for the test on participles. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (B) determination (vi) Which of the following headlines best suggests the central idea of the extract? (D) Out of Doors Extract 2 When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?” Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” (i) What was the scene like when the narrator passed by the town hall? (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? (A) To ask for directions (B) To warn him about running too fast (C) To offer him a job (D) To share news from the bulletin-board (v) Which of the following describes the blacksmith's apprentice? (A) Reading the bulletin with the blacksmith (B) Running errands (C) Repairing a wagon (D) Not mentioned in the extract (vi) What is the narrator's immediate concern as he passes by the town hall? (A) Getting to school on time (B) Avoiding the crowd in front of the bulletin-board (C) Finding out the latest news from the bulletin-board (D) Chatting with the blacksmith and his apprentice Answer Key (i) What was the scene like when the narrator passed by the town hall? Ans: The scene was crowded in front of the bulletin-board. (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? Ans: The bulletin-board regularly posted bad news such as lost battles, drafts, and orders from the commanding officer. (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? Ans: The narrator wonders about the matter on the bulletin-board but hurries past without stopping. (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? Ans: (B) To warn him about running too fast (v) Which of the following describes the blacksmith's apprentice? Ans: (A) Reading the bulletin with the blacksmith (vi) What is the narrator's immediate concern as he passes by the town hall? Ans: (A) Getting to school on time Extract 3 While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.” What a thunderclap these words were to me! (i) What announcement does M. Hamel make to the students? (ii) What is the reason behind M. Hamel's announcement? (iii) How does the narrator feel upon hearing M. Hamel's words? (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? (A) Because it was loud (B) Because it was unexpected and shocking (C) Because it was exciting (D) Because it was unclear (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? (A) Teaching only German (B) Teaching only French (C) Teaching both German and French (D) No change in the language of instruction (vi) What tone does M. Hamel use to deliver the announcement? (A) Cheerful (B) Serious and gentle (C) Angry (D) Jovial Answer Key (i) What announcement does M. Hamel make to the students? Ans: M. Hamel announces that it is the last lesson he will give them because the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. (ii) What is the reason behind M. Hamel's announcement? Ans: The reason behind M. Hamel's announcement is the order from Berlin to teach only German in the schools of Alsace and Lorraine. (iii) How does the narrator feel upon hearing M. Hamel's words? Ans: The narrator feels shocked and surprised upon hearing M. Hamel's words. (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? Ans : (B) Because it was unexpected and shocking (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? Ans: (A) Teaching only German (vi) What tone does M. Hamel use to deliver the announcement? (B) Serious and gentle PREMIUM SECTION Buy Printable PDFs of all our Worksheets & PYQs HERE Key Features CBQs Short & Long Question-Answers Printable PDFs of our Worksheets. Reading Skill Worksheets Writing Skill Tips Solution of all Previous Year Questions (PYQs) Important Paragraph Explained in Easy English Chat/Mail Support Important Paragraph Explained Teacher's Video Resources <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Lesson Architecture: YouTube Concept Video Critical Commentary Message NCRT Solution CBE-Based Questions Extract Questions Subscribe to My Channel by clicking here Critical Commentary: The story "A Letter to God" by Gregorio López y Fuentes explores several themes, including faith, hope, and compassion. Let's delve into each of these themes: 1. Faith: Faith is a central theme in the story. Lencho and his family are deeply religious and have unwavering faith in God. When their crop is destroyed by a hailstorm, Lencho believes that God will come to their aid and provide them with the means to survive. However, there is irony in Lencho's faith, as he demonstrates a lack of understanding and perception. He fails to recognize the help offered by the postmaster and instead accuses the postal workers of being thieves. This highlights the theme of blind faith and raises questions about whether faith alone can render other human faculties, such as intelligence and reason, useless. 2. Hope: Hope is closely intertwined with faith in the story. Despite the devastation caused by the hailstorm, Lencho maintains hope. He watches the sky, hoping for rain and a bountiful harvest. When his hope for a good harvest is shattered, he finds a way to contact God by writing a letter. Lencho's hope is eventually realized when he receives an answer to his letter and obtains the help he sought. However, his hope turns into ingratitude as he expects God to send him the remaining pesos through another means. True optimism is displayed by Lencho's wife and the postmaster, who maintain hope and strive to help others. 3. Compassion: The story emphasizes the importance of compassion and having faith in fellow humans as a means of receiving help. While Lencho's letter could have been dismissed as the ramblings of a simpleton, the postal workers choose to respond with compassion. They see it as an opportunity to extend assistance and rally others to donate to a charitable cause. The theme of compassion is embodied by the postal workers and all those who contribute to the postmaster's call for help. It underscores the idea that faith in God alone may not alleviate suffering, and that human kindness and empathy play a vital role in helping those in need. 4. Perseverance: The theme of perseverance is evident in Lencho's unwavering determination to seek help from God. Despite the setback of the destroyed crop, Lencho remains resilient and takes action by writing a letter to God. His perseverance is also reflected in his hope for a positive outcome and his refusal to give up in the face of adversity. 5. Trust and Betrayal: The story touches on the theme of trust and betrayal. Lencho initially trusts in God's benevolence and expects help to come from Him. However, when he accuses the postal workers of stealing the money, he feels betrayed and loses trust in them. This highlights the fragile nature of trust and the potential for it to be broken, leading to disappointment and a sense of betrayal. 6. Irony and Satire: The story employs irony and satire to critique blind faith and expose human follies. Lencho's literal interpretation of religious teachings and his inability to recognize the kindness and help offered by the postmaster and others demonstrate the satirical aspect of the story. The ironic twist lies in the fact that Lencho's plea for assistance is answered, but he fails to recognize it due to his narrow-mindedness. 7. Materialism versus Spirituality: The story explores the conflict between materialism and spirituality. Lencho's expectation for God to send him the remaining pesos through another means reflects a materialistic outlook, focusing on tangible wealth. In contrast, the postmaster and those who respond to his call for help exhibit a more spiritual approach, emphasizing empathy, compassion, and the value of human connections over material possessions. 8. Gratitude and Ingratitude: The theme of gratitude and ingratitude is explored through Lencho's reactions. Initially, Lencho expresses gratitude and believes that God has answered his letter by sending the money. However, his ingratitude surfaces when he accuses the postal workers, failing to appreciate their efforts and attributing their kindness to theft. The story prompts reflection on the importance of gratitude and recognizing the kindness extended to us. In summary, "A Letter to God" explores themes of faith, hope, and compassion. It raises questions about blind faith, the relationship between faith and reason, the power of hope in challenging circumstances, and the importance of compassion and human connection in alleviating suffering. Message The message of the story "A Letter to God" revolves around the idea that faith should be accompanied by reason, gratitude, and an understanding of the interconnectedness of humanity. Here are the key messages conveyed by the story: 1. Balance faith with reason: While faith is portrayed as a powerful force in the story, the author highlights the importance of balancing it with reason and understanding. Blind faith, as demonstrated by Lencho, can lead to ignorance, misinterpretation, and a lack of appreciation for the help received. It suggests that faith should not render other human faculties like intelligence and reason useless. 2. Recognize the interconnectedness of humanity: The story emphasizes the idea that humans can be instruments of God's help and compassion. Lencho's expectation that God would directly intervene and send him money is challenged when it is revealed that the postal workers and the community have come together to assist him. It underscores the message that human kindness and empathy are essential in addressing the challenges faced by individuals and communities. 3. Practice gratitude and humility: The story highlights the importance of gratitude and humility in the face of help and support received. Lencho's initial expression of gratitude is overshadowed by his ingratitude when he accuses the postal workers of theft. It serves as a reminder to appreciate and acknowledge the kindness and assistance extended to us, rather than taking it for granted. 4. Question and reflect on religious teachings: The story subtly encourages readers to question and critically reflect on religious teachings and their interpretations. Lencho's literal understanding of religious teachings leads to misguided expectations and a failure to recognize the support provided by others. It suggests the need for a deeper understanding of religious principles and their application in everyday life. Overall, the story's message urges individuals to embrace faith, reason, gratitude, and compassion while recognizing the role of fellow humans as agents of help and support. It encourages a balanced and thoughtful approach to faith and a deeper appreciation for the interconnectedness of humanity. NCERT Solution: Comprehension Check (Page 5) Q1. What did Lencho hope for? Ans: Lencho hoped for a spell of a shower as it would ensure good harvest for his crops. Q2. Why did Lencho say the raindrops were like ‘new coins’? Ans: Lencho was expecting raindrops as they would pave the way for healthy harvest. Rain-fed harvest would bring financial gain for him in the market. Therefore, Lencho thought that raindrops are like ‘new coins. Q3. How did the rain change? What happened to Lencho’s fields? Ans: A spell of downpour suddenly gave way to torrential rain accompanied with hailstones. For an hour the hailstones rained on the field resulting in a complete damage to Lencho’s crops. Q4. What were Lencho’s feelings when the hail stopped? Ans: After the storm had passed over, Lencho stood in the middle of the field and told his sons with a heavy heart that a plague of locusts would have spared his crops to some extent. But the hail had left nothing for him for the entire year. Comprehension Check (Page 6) Q5. Who or What did Lencho have faith in? What did he do? Ans: Lencho had profound faith in the dispensation of almighty God whose eyes are able to discern every minute thing. He decided to write a letter to God entreating Him to send him hundred pesos to sow his field again and to sustain himself till the time his crops had full harvest. Q6.Who read the letter? Ans: An employee of the post office spotted the envelope addressed to God and took it to the postmaster, who eventually read the letter. Q7. What did the postmaster do then? Ans: On seeing the letter of Lencho addressed to God, the postmaster burst out into laughter. But he was taken aback to see his unflinching faith on God. He immediately entreated his employees to give donation for an act of charity for Lencho and send the sum to Lencho. Comprehension Check (Page 7) Q8. Was Lencho surprised to find a letter for him with money in it? Ans: No, Lencho did not appear to have been surprised on receiving a letter with money inside it. His faith in God was so profound and unshaken in nature that he was expecting that his wishes would be obliged by God. Q9. What made him angry? Ans: On counting the pesos he discovered only seventy pesos instead of hundred. His unflinching faith in God made him believe that God could not make any mistake. Therefore, the post office officials incurred his wrath and he held them guilty of stealing his thirty pesos. Thinking about the Text( Page 7) Q1. Who does Lencho have complete faith in ? Which sentences in the story tell you this? Ans: Lencho had complete faith in the dispensation of the almighty God. The following sentences reinforces the faith of Lencho in God. (i)But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God. (ii)All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience. (iii)“God,” he wrote, “if you don’t help me, my family and I will go hungry this year.” Q2. Why does the postmaster send money to Lencho? Why does he sign the letter ‘God’? Ans: The Postmaster was highly impressed by Lencho’s unflinching faith in God. Therefore, in order to sustain his faith on God, the postmaster decided to do the act of charity by sending money to him. He signed the letter ‘God’ so that Lencho’s expectation from God remained unshaken. Q3. Did Lencho try to find out who had sent the money go him? Why/Why not? Ans: No, Lencho did not try to find out as his unflinching faith on God did not allow him to think otherwise. He never thought even in his wildest dreams that someone else could even send him money on behalf of God. Q4. Who does Lencho think has taken the rest of the money? What is the irony in the situation? Ans: Lencho thinks that the post office employees have taken the rest of the money. The irony in the situation lies in the fact that instead of being grateful to the charitable gesture shown by the post office employees, Lencho considers them a bunch of crooks and becomes suspicious of them. Q6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated? The conflict between humans and nature is illustrated when there was a mismatch of Lencho’s expectation of rain being a harbinger of new coins for him. On the other hand , nature represented by torrential rain and hailstones threw cold water in Lencho’s expectation by destroying his crops. Therefore, the conflict between man and nature which always exists, is justified. The conflict between humans is also justified when Lencho shows an act of ungratefulness and suspects post office officials of being a bunch of crooks. He refuses to even enquire where the money has come from. Therefore, the act of not trusting post office employees is a metaphor to the fact that man has lost faith in man and thus illustrates the conflict between humans. CBE-Based Questions: Q1. People get support from family and friends during bad times. How does Lencho’s family behave after the harvest is ruined? Ans: Lencho's family displays resilience and support for one another after their harvest is ruined. Despite the devastating loss, they remain united and hopeful in the face of adversity. Here's how Lencho's family behaves in the story: 1. Unity and Emotional Support: Lencho's family comes together as a unit, offering emotional support to one another. They share the burden of the destroyed harvest and face the challenges as a team. Their solidarity is evident in their shared hope and determination to seek help from God. 2. Maintaining Faith and Hope: Similar to Lencho, his family maintains faith and hope throughout the ordeal. They watch the sky and pray for rain, just like Lencho does. They hold onto the belief that God will provide them with a way out of their difficult situation, demonstrating their strong faith and optimism. 3. Trust in Lencho's Judgment: Lencho's family trusts his judgment and decision to write a letter to God. They have confidence in his unwavering faith and see his actions as a legitimate way to seek assistance. Their trust in Lencho's beliefs further strengthens the familial bond and collective hope. 4. Resilience in Adversity: Lencho's family demonstrates resilience in the face of adversity. Despite losing their entire crop, they do not give in to despair. Instead, they rally together, maintain their faith, and look for alternatives to overcome their hardships. While the story primarily focuses on Lencho and his interactions with the postmaster and postal workers, it is evident that his family stands by him and supports him throughout the narrative. Their behavior reflects the importance of familial support and unity during challenging times. Q2. ‘Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write.’ What does this line tell us about the norm amongst such farmers, then? Ans: The line "Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write" suggests that among farmers like Lencho, the ability to write is not a common or expected skill. It implies that literacy or education may not be prevalent in the farming community to which Lencho belongs. The comparison of Lencho to an ox, a strong and hardworking animal, emphasizes his physical labor and the demanding nature of his work in the fields. It underscores the idea that farming is a physically demanding occupation requiring strength and endurance. However, the second part of the sentence highlights an exception in Lencho's case. Despite the norm among farmers, Lencho possesses the ability to write. This implies that he has acquired a skill that sets him apart from many others in his community. The line serves to emphasize the contrast between Lencho's physical strength and his intellectual ability. It suggests that while the norm among farmers may be a focus on physical labor, Lencho has taken the initiative to learn how to write, indicating that he values education or literacy, even in a predominantly agricultural setting. Q3. What, according to you would have been the likely reaction of Lencho’s wife upon knowing about him writing an actual letter to God? Ans: Based on the characterization of Lencho's wife in the story, it is likely that her reaction upon learning about him writing an actual letter to God would be supportive and understanding. Here's a possible portrayal of her reaction: Lencho's wife, who shares the same faith and hope in God, would probably be sympathetic towards her husband's decision to write a letter to God. She would understand the gravity of their situation and the importance of seeking divine intervention. Given their strong religious beliefs, she might even appreciate and admire his dedication and determination to reach out to God directly. Upon discovering that Lencho has taken the initiative to write a letter to God, Lencho's wife may respond with encouragement and reassurance. She would likely express her belief in the power of prayer and the significance of their plea for help. Her support might manifest in words of comfort, telling him that God will hear their prayers and provide assistance in their time of need. In essence, Lencho's wife would be expected to exhibit understanding, share in his faith, and offer emotional support as they navigate the challenges brought about by the ruined harvest. Her reaction would likely be aligned with their shared belief system and their mutual hope in divine intervention. Q4. Lencho waited eagerly for a reply to his letter to God. Do you think the postmaster was also very keen to know Lencho’s reaction upon receiving the ‘reply’? Yes, it is quite likely that the postmaster was also eager to know Lencho's reaction upon receiving the 'reply' to his letter. The postmaster had been moved by Lencho's sincere faith and belief in God, as well as his genuine need for help. The postmaster was touched by Lencho's trust in the postal system to deliver his letter to God and the sincerity with which he had written it. Given the postmaster's compassion and empathy, he would have been genuinely interested in how Lencho would respond upon receiving what he believed to be a reply from God. The postmaster had played a pivotal role in gathering donations from the postal workers to help Lencho, acting as a medium of assistance. The postmaster's curiosity about Lencho's reaction could stem from several factors, including: 1. Validation: The postmaster might have wanted to see if Lencho would interpret the money he received as a response from God. This would validate the postmaster's efforts and demonstrate that their assistance had truly made a difference in Lencho's life. 2. Impact of Faith: The postmaster might have been interested in witnessing the power of Lencho's faith and its effect on his perception of the world. He might have wanted to observe if Lencho's unwavering belief in God was reinforced or challenged by the events that unfolded. 3. Human Connection: The postmaster had developed a connection with Lencho through their interactions and correspondence. As a compassionate individual, he might have been genuinely curious to see how Lencho's situation had evolved and how his own efforts had impacted Lencho's life. Overall, the postmaster's keenness to know Lencho's reaction upon receiving the 'reply' stems from his genuine concern for Lencho's well-being, his interest in the power of faith, and the human connection they had established throughout the story. Q5. ‘The field was white, as if covered with salt.’ This is how the field is described after the hailstorm. The pelting hailstones could have been easily seen as sugar cubes. Do you think comparing it with sugar would have been more appropriate? Why/ Why not? Comparing the field after the hailstorm to a white, salt-covered surface rather than sugar cubes can be seen as a deliberate choice in the story. Here are a few reasons why the comparison with salt may have been more appropriate: 1. Visual Representation: The use of salt as a comparison provides a clearer visual representation of the field's appearance. Salt is commonly associated with a white, crystalline texture, similar to the aftermath of a hailstorm. The description helps readers visualize the extent of the damage caused by the hail, with the field being transformed into a white expanse. 2. Symbolism of Desolation: Salt is often associated with barrenness or desolation. By comparing the field to salt, the author underscores the destruction caused by the hailstorm. It conveys a sense of emptiness, loss, and devastation. The stark whiteness implies a lack of life and vitality, highlighting the grim consequences of the natural disaster. 3. Contrast to Sweetness: While sugar cubes could have been a potential comparison, using salt creates a deliberate contrast. Sugar is typically associated with sweetness and pleasantness, which would contrast with the negative impact of the hailstorm. The choice of salt emphasizes the bitter reality of the situation, emphasizing the harshness and difficulty Lencho and his family now face. 4. Cultural and Symbolic Significance: In certain cultures or literary traditions, salt carries symbolic meanings related to purification, preservation, or even the concept of being cursed. The comparison may have been influenced by such cultural or symbolic associations, adding depth and layers of meaning to the description. While the comparison with sugar cubes could have also conveyed a sense of whiteness, it may not have captured the desolation and starkness that the author intended to convey. The choice to liken the field to salt aligns with the tone and themes of the story, providing a more appropriate and evocative depiction of the hailstorm's aftermath. Q6. Lencho and his family knew the implications the hailstorm would have on their lives. Write a conversation between Lencho and his wife as they watched the downpour turn to a hailstorm. Lencho: (Staring at the sky, concerned) Maria, look at those dark clouds. I fear this rain will bring more trouble than relief to our fields. Maria: (Gazing at the sky with worry) Yes, Lencho, I can feel it too. It's not just rain anymore. Those hailstones... they will destroy everything we've worked so hard for. Lencho: (Clasping his hands together) We were already struggling, Maria. We were counting on this harvest to sustain us through the year. How will we survive if our crops are ruined? Maria: (Placing a hand on Lencho's shoulder) We must have faith, Lencho. We've weathered storms before, and somehow we've managed to endure. God will not abandon us now. Lencho: (Nodding, but with a worried expression) I know, Maria, I know. Our faith has always guided us. But this hailstorm... it feels different. It feels like a test of our resilience. Maria: (Squeezing Lencho's hand) We've faced adversity before, my love, and we've always found a way. Remember when the drought struck? We came together, rationed what little we had, and made it through. We'll do the same this time. Lencho: (Looking into Maria's eyes, searching for reassurance) But the crops... they're our livelihood. What if there's nothing left to salvage? Maria: (Taking a deep breath) Lencho, we cannot control the weather or its consequences. All we can do is put our trust in God and take the necessary steps to rebuild. We are strong, and together we will find a way to overcome this setback. Lencho: (Squeezing Maria's hand back) You're right, Maria. We must not lose hope. Our hard work and determination will carry us through. Let's gather what we can, seek help from our neighbors, and start anew. We have each other, and that's what truly matters. Maria: (Smiling softly) Yes, Lencho, we have each other and our unyielding spirit. We'll face this challenge head-on, as we always have. We'll rebuild our lives and continue to have faith in God's providence. In this conversation, Lencho and Maria express their concerns and fears about the hailstorm and its impact on their lives. They reaffirm their faith and resilience, emphasizing the importance of unity and trust in God. Despite their worries, they find solace in each other's support and vow to face the challenges together, determined to rebuild their lives with hope and perseverance. Q6. Lencho did not bother exploring any other means to resolve his situation but just turned to God. Do you feel that his approach was justified? Why/Why not? Ans: Lencho's approach of turning to God as his primary means of seeking assistance can be viewed from different perspectives, and whether it was justified or not depends on individual beliefs and interpretations. Here are two contrasting viewpoints: 1. Justification of Lencho's Approach: Faith and Belief: Lencho's deep faith in God and his belief in divine intervention justify his approach. For him, God is the ultimate source of help and guidance, and turning to God reflects his trust in a higher power. Cultural and Religious Context: Lencho's approach might be justified within the cultural and religious context he belongs to, where seeking assistance from God in times of difficulty is a common practice. It aligns with his upbringing and the teachings he has received. 2. Critique of Lencho's Approach: Self-Reliance and Proactivity: Some may argue that Lencho's approach is not justified because he solely relies on divine intervention without exploring other means or taking proactive steps to address his situation. They might contend that while faith is important, individuals should also take practical actions to resolve their challenges. Lack of Pragmatism: Lencho's approach could be criticized for being idealistic or lacking pragmatism. In the story, when the postal workers extend help, he fails to recognize it and continues to rely solely on divine intervention. This suggests a potential oversight in recognizing the assistance provided by fellow humans. Ultimately, whether Lencho's approach is justified or not depends on personal beliefs, religious background, and cultural context. It reflects his unwavering faith, but it may also invite discussions about the balance between faith and practical action, as well as the significance of human agency in resolving challenges. Extract Questions: Extract 1 So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter. But when he opened it, it was evident that to answer it he needed something more than goodwill, ink and paper. But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something ‘for an act of charity’. (i) Why did the postmaster come up with an idea to answer the letter written by Lencho? (A) He wanted to gain Lencho's trust. (B) The postmaster wanted to demonstrate goodwill. (C) To maintain Lencho's faith in God. (D) He needed to clarify misunderstandings with Lencho. (ii) What was evident when the postmaster opened Lencho's letter? (A) Lencho's request for assistance was genuine. (B) The letter contained a plea for financial help. (C) The postmaster required more than ink and paper to respond. (D) Lencho expressed gratitude for any help provided. (iii) How did the postmaster manage to gather the resources needed to respond to Lencho's letter? (A) By asking for donations from friends and employees. (B) He sought assistance from government agencies. (C) The postmaster borrowed money from Lencho. (D) By selling personal belongings. (iv) Why did the postmaster stick to his resolution despite the challenges in responding to Lencho's letter? (A) He wanted to test Lencho's faith in God. (B) The postmaster was determined to fulfill his duty. (C) To demonstrate the efficiency of the postal service. (D) The postmaster wanted to impress his colleagues. (V) How did the postmaster handle the challenge posed by Lencho's letter, and what does it reveal about his character? (Answer in approximately 30-40 words) (VI) Why did the postmaster decide to respond to Lencho's letter despite facing difficulties, and what does this decision demonstrate about his commitment? (Answer in approximately 30-40 words) Answers (v) The postmaster faced a dilemma when he opened Lencho's letter and found that fulfilling Lencho's request required more than just goodwill, ink, and paper. Despite the challenges, he resolved to answer the letter, demonstrating his determination to uphold Lencho's faith in God. This highlights his sense of responsibility and compassion towards Lencho's plight. (VI) The postmaster's decision to respond to Lencho's letter despite the difficulties showcases his dedication to his role and his empathy towards Lencho's situation. By going to great lengths to gather resources, he aimed to maintain Lencho's faith in God and uphold the trust in the postal service. This demonstrates his commitment to serving the community and ensuring their well-being. Extract 2 Lencho was an ox of aman, working like an animal in the fields, but still he knew how to write. The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail. It was nothing less than a letter to God. (i) What prompted Lencho to start writing a letter on a Sunday morning? (A) He felt a sudden inspiration to communicate with someone. (B) Lencho wanted to express his gratitude for the good harvest. (C) The passage suggests Lencho's religious devotion. (D) He decided to seek help from a higher power due to his desperation. (ii) Describe Lencho's physical characteristics and his ability mentioned in the passage. (Answer in approximately 30-40 words) (iii) Choose the statement that accurately reflects the reason behind Lencho's decision to write a letter to God. (A) Lencho wrote the letter because he felt burdened by the commitment of owning a farm. (B) The passage implies that Lencho brought up his knowledge of writing to emphasize his gratitude to God. (C) Lencho wrote the letter to express his sadness over the loss of his crops due to the hailstorm. (D) The passage suggests that Lencho's decision to write the letter stemmed from his love for traveling with his family. Answer Key (i) The correct option is (C) He wanted to play with Maxwell on his bed. (ii) Lencho is described as a physically strong man, likened to an ox, who also possesses the skill of writing. This suggests that despite his rugged appearance and hard labor, he is literate and capable of communication. (iii) The correct option is (D) Lencho wrote the letter to express his sadness over the loss of his crops due to the hailstorm. Extract 3 : Not a leaf remained on the trees. The corn was totally destroyed. The flowers were gone from the plants. Lencho’s soul was filled with sadness. When the storm had passed, he stood in the middle of the field and said to his sons, “A plague of locusts would have left more than this. The hail has left nothing. This year we will have no corn.’’ That night was a sorrowful one. “All our work, for nothing.” ‘‘There’s no one who can help us.” “We’ll all go hungry this year.” (i) What was Lencho's reaction upon surveying the aftermath of the hailstorm in his fields? (A) He expressed joy at the sight of the destroyed crops. (B) Lencho felt optimistic about the future harvest despite the damage. (C) He was filled with sorrow and despair. (D) Lencho remained indifferent to the devastation. (ii) Describe Lencho's emotional state and his statement to his sons after the hailstorm. (Answer in approximately 30-40 words) (iii) Choose the description that accurately reflects Lencho's feelings and situation depicted in the passage. (A) Lencho's reaction indicates he finds farming tedious and burdensome. (B) Lencho's sorrow suggests he needs time to adjust to the loss of his crops. (C) Lencho brought up the hailstorm because he was sad to lose his crops. (D) Lencho and his family had a history of enjoying traveling. (iv) How does the passage depict the extent of devastation caused by the hailstorm in Lencho's fields? (Answer in approximately 20-30 words) (V) Describe Lencho's emotional reaction to the destruction of his crops as portrayed in the passage. How does this reaction reflect his outlook on the situation? (Answer in approximately 30-40 words) Answer key (i) The correct option is (C) He wanted to play with Maxwell on his bed. (ii) Lencho's emotional state after the hailstorm is one of profound sadness and despair, as depicted by his statement to his sons about the devastation in the fields. He expresses sorrow over the loss of the crops and the impending hardship they will face. (iii) The correct option is (B) Lencho's sorrow suggests he needs time to adjust to the loss of his crops. (iv) The passage vividly portrays the aftermath of the hailstorm, depicting a scene where not a leaf remains on the trees, the corn is completely destroyed, and the flowers are gone from the plants, indicating the severe devastation inflicted upon Lencho's fields. (v) . Lencho's emotional reaction to the destruction of his crops is one of profound sadness, as his soul is filled with sorrow upon witnessing the extent of the damage. His statement about the hail leaving nothing and the realization that they will have no corn for the year highlights his despair and hopelessness in the face of the situation. For CBE-Based Questions of the Full Syllabus, click here

Sample Titles: Welcome to My Blog! or Welcome to My World or Welcome to (Blog Name) Q1. Read the following extract and answer the questions that follow. Let me put this more clearly, since no one will believe that a thirteen-year old girl is completely alone in this world. And I’m not. I have loving parents and a sixteen years old sister, and there are almost thirty people I can call friends. I have a family, loving aunts and a good house. No, on the surface I seem to have everything, except my one true friend. All I think about when I am with friends is having a good time. I can’t bring myself to talk about anything, but ordinary everyday things. (i) On the surface, it appears that Anne the thirteen year old girl _____. (ii) How can we infer that the speaker felt alone in the world ? (a) She had a family of many people. (b) She had loving parents. (c) She had thirty friends. (d) She craves for a true friend. (iii) Anne and her friends talked about _____. (a) their problematic parents (b) their financial problems (c) common everyday things (d) the commuting problems (iv) Complete the analogy by selecting the suitable word from the text : alone : friends : : nothing : _______ (v) Select the option that correctly captures the usage of the idiom ‘bring myself ’ from the extract : (a) to do something willingly (b) to do something unwillingly (c) a charitable act (d) an involuntary act Q2. Mrs. Hall almost fell down the stairs in hysterics. She was convinced that the room was haunted by spirits and that the stranger had somehow caused these to enter into her furniture. (i) Mrs. Hall tripped because ______ (a) the floor was oily. (b) she was standing on a chair. (c) she was in a state of panic. (d) the door was slammed. (ii) Mrs. Hall suspected everything in the room was put under a spell of witchcraft by ______. (iii) Fill in the blank with one word only : Mrs. Hall was afraid that spirits had entered _______. (iv) According to the extract, the feeling of Mrs. Hall can be best described as (1) stunned (2) happy (3) awestruck (4) nervous (5) outraged (6) agitated Select the correct option : (a) (2) and (4) (b) (3) and (6) (c) (5) and (6) (d) (1) and (6) (v) ‘Spirits’ in the above lines means the same as (a) ghosts (b) conscience (c) ego (d) attitude Q3. Though to distinguish beasts of prey A novice might nonplus, The crocodiles you always may Tell from the Hyena thus : Hyenas come with merry smiles; But if they weep they’re crocodiles. (i) Select the appropriate option to complete the sentence, according to the extract : Crocodiles can be identified by their _______. (a) tears (b) attitude (c) smiles (d) attacks (ii) State whether the following statement is True or False : Hyenas are famous for weeping. (iii) ‘Novice’ in line 2 means the same as : (a) learner (b) beast (c) tender foot (d) beginner (iv) In this extract the poet has presented two different behavioural traits of animals. They are ______. (v) The poet uses ‘A novice might nonplus” instead of the novice might get confused. How does this usage impact the poem ? (a) adds an incorrect option. (b) it is associated with beasts. (c) it rhymes and adds humour. (d) it simplifies the meaning. Q4. He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage He should be lurking in shadow Sliding through long grass Near the water hole Where plump deer pass. (i) Complete the sentence appropriately. The vivid stripes refer to the ______. (ii) Which word from the extract is the opposite of ‘loud’ ? (iii) The use of the phrase ‘pads of velvet’ means (a) neck (b) tail (c) skin (d) paws (iv) State whether the following statement is True or False : The confinement of the cramped space of the cage has restricted the tiger’s steps. (v) The tiger was lurking in shadow _________. (a) to catch its prey (b) as the cage was dark (c) as the velvet was quiet (d) as he was in a rage Q5. Attempt any four out of the five questions given below in 40-50 words each. 4x3=12 (a) What did Pranjol and Rajvir do during the journey ? Why ? (b) Who read the letter sent by Lencho ? What did he do then ? (c) Where is Coorg located ? Write any two characteristics of the people of Coorg ? (d) How does the poem ‘The Tale of Custard The Dragon’ differ from the traditional ballad ? (e) What does the Buddha say about the world ? Q6. Attempt any two out of the three questions given below in 40-50 words each : 2x3 = 6 (a) Why does Anil not hand over Hari Singh to the police ? (b) What opinion did Mr. Weiherer, Ebright’s Social Science teacher have about him ? (c) What was Mr. Herriot’s strict advice ? Did Mrs. Pumphrey agree to his advice ? Q7. Answer any one of the following questions in 100-120 words : 6x1=6 (a) Whenever we want to achieve something, difficulties always come in our way. What did Valli have to do to go and ride in a bus ? (b) Through the story of Kisa Gotami, what did the Buddha try to preach to the common man ? Q8. Answer any one of the following questions in 100-120 words : (6M) (a) Education is always a great asset in the life of a woman. How did Bholi, an educated girl, face the challenge posed by Bishamber’s greed ? (b) Those who are satisfied with what they have are happy in life. Those who aspire more than what they can afford ruin their life. Matilda was one such person. If she were content with her life she would have led a happy life. Elaborate on the basis of the chapter ‘The Necklace.’ For the PDF copy of the answer key as well as PDFs of all our worksheets, BUY Here

Solve the Competency Based Reading Worksheets 1.Happiness is like the sun; it is often hidden by the clouds of thoughts, worries and desires. We have to scatter and dissolve these clouds to experience happiness. You don t have to create it, all you have to do is calm your mind, because when there is a quiet mind and inner peace, there is happiness. It is not something far away and unattainable and does not depend on circumstances, objects or events. Happiness is an inseparable part of our consciousness, of our essence, but hidden and covered from sight by our thoughts, desires, and worries. 2. The mind is always in a constant race from one thought to another, from one worry to another. It constantly moves from one object or task to another. This restlessness hides the happiness that is within you. It is like a choppy sea that hides the bottom. When the sea gets calm, you can see the bottom. In the same way, when the mind gets quiet, you sense the happiness that is within you. 3. You cannot see a treasure at the bottom of a stormy and muddy lake although it is there. However, when the wind stops, the water becomes still and the mud sinks, you can see the treasure. The treasure is there, whether you see it or not. So is happiness. It is always here, only hidden by thoughts, desires and worries. 4. You can experience more happiness in your life. Only your thoughts stand in your way of experiencing it. Next time you feel happy, stop for a moment and watch the state of your mind. You will be surprised to discover that it is calm, and there are almost no thoughts in your mind. Since the mind is not accustomed to stay in this peaceful state for long, it soon becomes active again, and the sense of happiness disappears. 5. Many people connect happiness to achievement of certain goals. This makes happiness a reward and not an emotion that must be felt. We forget that it is something that comes by looking inward rather than waiting for an external trigger. Once you start looking inwards, you will have to treat yourself as you would treat a valued friend. This will lead to happiness. Take time to appreciate yourself, your work and your accomplishments. Surround yourself with happy people and recall positive memories. It is important to recognise that you have the power to feel happy within you and with practice, it will be felt frequently. Based on your understanding of the passage, answer the questions given below : 10x 1=10 (i) Why does the writer say that you have to scatter and dissolve these clouds to experience happiness ? (a) Our thoughts and worries hide the true essence of our happiness. (b) Our inner peace has to be dissolved to enhance true happiness. (c) Our desires, thoughts and worries are a part of our consciousness and bring happiness. (d) These clouds don't show us the real truth. (ii) Select the option that corresponds to the following relation below : Happiness is like the sun, hidden by clouds of worry. (a) Happiness is where there is a quiet mind and inner peace. (b) Less work is like a breeze which brings happiness. (c) The choppy sea hides the treasure of happiness. (d) The wind blows and brings happiness. (iii) Select the option that displays what the writer projects, with reference to the following : (Paragraph 1) Happiness is not something far away and unattainable. (a) doubt (b) caution (c) conviction (d) denial (iv) Select the phrase that states reference to the following reason (Paragraph 2) : (v) The writer compares the choppy sea hiding the bottom to _______________. (vi) Based on your reading of the text, list two reasons why the writer says happiness is an inseparable part of our consciousness . (a) ______________ (b) ______________ (vii) What connect does the writer draw out between the treasure that cannot be seen and happiness ? (Paragraph 3) (viii) The writer says time you feel happy, stop for a moment and watch the state of your mind The state of your mind will be : (a) resolute (b) calm (c) firm (d) decisive (ix) Supply one point to justify the following : Connecting happiness to achievement of certain goals makes it a reward, not an emotion. (x) Evaluate the inappropriate reason for having the power to feel happy to be within ourselves. (a) recalling positive memories (b) appreciating yourself (c) achievement of certain goals (d) looking inwards Answer Key (i) (a) Our thoughts and worries hide the true essence of our happiness. (ii) (c)The choppy sea hides the treasure of happiness. (iii) (c) conviction (iv) mind in a constant race (v) restlessness / worries /any other word with the same meaning (any one) (vi) not something far away & unattainable/ does not depend on circumstances, objects or events/ hidden within us / any other reason from the text ( any two ) (vii) both are always there, only hidden by our thoughts/desires/worries (viii) (b) calm (ix) rewards are usually associated with goals and emotions are felt inwardly / happiness doesn’t need external triggers and is found within (any one) (x) (c) achievement of certain goals Reading Comprehension 2 1.There was a time when human interference was minimum, the number of wild animals was quite high and there was no problem of their protection or conservation. 2. Due to the irrational use of natural and biotic resources of the Earth in the past, most of the wildlife has been destroyed beyond retrieval. According to an estimate, in India about 200 species of wild animals and birds have become extinct and another 2500 are on the verge of extinction. Some of them are black buck, chinkara, wolf, swamp deer, nilgai, Indian gazelle, antelope, tiger, rhinoceros, gir lion, crocodile, flamingo, pelican, bustard, white crane, grey heron, mountain quail, etc. 3. In India, the Government and NGOs are taking keen interest in protection of wildlife. The Wildlife Protection Act, 1972, has several provisions for the conservation of wildlife. As many as 165 game sanctuaries and 21 national parks have been deployed to protect the natural habitat and wild animals. Apart from this, Wildlife Conservation Week is also celebrated from 1st to 7th October every year. But still there is a long way to go in this direction. 4. Preservation of wildlife does not mean a blanket protection to all faunal and floral species; rather it implies a proper, judicious control over the multiplication of plants and animals which interact together to provide a proper environment to man whose very existence is in peril today. 5. It is our urgent duty to protect the natural splendour of ecosystems and to evolve a system of coexistence with every living creature upon the Earth. Q. Based on your understanding of the passage, answer the questions given below : 10 1=10 (i) Infer one reason for the following, based on the information in the passage. The number of wild animals was quite high and there was no problem of their protection or conservation. (ii) Select the appropriate options to fill in the blanks. Most of the wildlife has been __________ beyond __________ due to the irrational use of natural resources on the Earth. I. destroyed II. retrieval III. desertion IV. build V. revived (a) I and II (b) II and III (c) III and IV (d) IV and V (iii) Complete the following analogy correctly with a word/phrase from the passage. Flowers : Garden : : __________ : Sanctuaries (Clue : Just like flowers are in a garden, similarly _______ are in the sanctuaries.) (iv) Select the correct option to complete the sentence. Judicious control over the multiplication of plants and animals which provide (a) natural splendour of ecosystem (b) proper environment to man (c) blanket protection (d) happy and comfortable living (v) According to the graph, which is the most vulnerable animal species and the least vulnerable from the graph. I. Birds II. Insects III. Fishes IV. Reptiles V. Insects VI. Mammals VII. Molluscs (a) I and II (b) III and IV (c) V and VI (d) VI and VII (vi) Fill in the blanks by selecting the correct option. The Wildlife Protection Policy has several provisions for __________ of wildlife. (a) conservation (b) safety (c) habitation (d) well being (vii) Substitute the word extinction with one word similar in meaning from the passage. Many species are at the verge of extinction because of carelessness of human race. (a) multiplying (b) disappearance (c) diseased (d) poaching (viii) List any two examples of Government and NGOs trying to protect the wildlife. (ix) List one reason why the Government makes certain recommendations for protection of wild animals. (x) Select the option that can be the best title for the passage. (a) Wild Animals (b) Sanctuaries (c) Natural Resources (d) Conservation of Wildlife Answer Key (i) less human interference / bare minimum human interferance (ii) (a) I and II (iii) wildlife/animals/fauna (any one) (iv) (b) proper environment to man (v) (b) III & IV Options are incorrectly placed. B is the closest. (Printing error (Free mark to be awarded to each candidate who has attempted the question) (vi) (a) conservation (vii) (b) disappearance (viii) The Wildlife Protection Act, 1972, has several provisions for the conservation of wildlife /165 game sanctuaries and 21 national parks have been deployed / protecting the natural habitat and wild animals/ Wildlife Conservation Week is celebrated from 1st to 7th October every year (any two) (ix) to protect the natural habitat and wild animals / to keep ecological balance (any one) (x) (d) Conservation of wildlife For PDFs of all our worksheets, BUY here.

Practise the following Competency Based Grammar worksheet from the CBSE PYQs Gap Filling Editing Errors Reported Speech Q. Attempt any ten of the following twelve questions : 10x1=10 (i) Fill in the blank by choosing the correct option to complete the Social Service Club notice. Children ____________ volunteer for an hour a week to spend time with the elderly. ( a) must (b) used to (c) ought to (d) will (ii) Read the conversation between the Cobbler and Rohit and complete the sentence by reporting the reply correctly. Cobbler : Does this shoe hurt when you walk? Rohit : Yes, my left shoe pinches my toes. The Cobbler was trying to find out whether Rohit was uncomfortable in his shoes and asked whether they hurt him while he walked, to which Rohit replied _____________. (iii) Select the correct option to fill in the blank for the given line from a diary entry. When I was ten years old, I _________ speak three languages. (a) would (b) could (c) ought to (d) will (iv) Select the option that identifies the error and supplies the correction for the following line from a news report : The winning athletes were felicitation by the State Government and the City Council. (v) Complete the given narrative by filling in the blank with the correct option: It has been two weeks, but the team has still not ________ from its defeat. (a) got along (b) got in (c) got over (d) got about (vi) Fill in the blank by using the correct form of the word in the brackets. The hikers trudged up the narrow _______ (wind) path on the fourth day of the trek. (vii) Report the dialogue between the Coach and Gautam by completing the sentence. Coach : Gautam, have you recovered from your muscle injury ? Gautam : After physiotherapy, I am feeling much better. The coach while trying to understand Gautam's medical issue, asked about his muscle injury to which Gautam replied __________. (viii) Identify the error in the given sentence and supply the correction. There was exciting in the air, when the winning school team marched into the hall. (ix) Ragini shared some information with Jayanti about the new library set up in her colony. Report Jayanti's Questions. Can anyone become a member of the library? (X) Fill in the blank by choosing the correct option to complete the following advisory by the Weather Department. People _________ stay indoors as a severe storm is expected this evening. (a) ought to (b) must (c) will (d) would (xi) Fill in the blank by choosing the correct option ? You _______ wear a seat belt. (a) may (b) must (c) might (d) can (xii) Identify the error and supply the correction. The art displays in the wall were a wonderful way for children to express their talent. Answer Key (i) (c) ought to (ii) in affirmation and said that his left shoe pinched his toes (iii) (b) could (iv) (c) Error Correction felicitation felicitated (v) (c) got over (vi) winding (vii) that he was feeling much better after physiotherapy (viii) Error Correction exciting excitement No mark to be deducted if the format is not given (ix) Jayanti enquired/ asked if/ whether anyone could become a member of the library (x) (b) must (xi) (b) must (xii) Error Correction in on Premium Section Buy PDFs of all our Worksheet by clicking HERE

Ace your score in Writing Skill with our Worksheets taken from Previous Years' Questions Analytical Paragraph Q1. The chart below displays details regarding online activity for four age groups in six categories. Write an analytical paragraph for the table provided in about 100 words Q2. A survey was conducted in New Delhi in over twenty schools about the different activities that interest the children in the age group of 13 to 15 years. Write an analytical paragraph in about 100 words analyzing the following information : Q3. Rehanna is to write an analytical paragraph on ‘Hazards of Smoking’. Using your own ideas and the information given below, write the paragraph in 100-120 words. Smoking – drains out income of an average earner – affect health badly – vital organs are affected – harmful for passive smokers – need to educate people – Role of media in creating awareness. Q4. Conventional forms of marketing have been replaced by technology-driven digital or online marketing methods. These methods are a better contributor to business expansion. Write a paragraph in not more than 120 words analysing the following information : Q5. The school library is setting up a section of digital and audio books. However, teachers feel that the touch and feel of a paper book enhances the reading experience. Write an analytical paragraph on the above argument in not more than 120 words. Q6. School authorities and parents have realized the benefits of encouraging their children to play and participate in sports. The age-old myth that academics is the only foundation for a successful career has been replaced. Write a paragraph in not more than 120 words analyzing the given information. Buy PDF copies of all our Worksheets ( Reading| Writing | Grammar | Literature (CBQs) HERE Sample Answers Q1. The table shows a clear shift in how people use the internet across different age groups. Teenagers spend the most time on entertainment, with online games being the dominant activity (88%) followed by downloads (85%). Their online shopping activity is relatively low (44%) and they are the least likely age group to search for products online (0%). As users enter their 20s and 30s, their online priorities change. Shopping becomes a more prominent activity, with 66% and 67% of people in these age groups buying products online respectively. There is also a significant increase in product research with 77% and 81% of people in their 20s and 30s searching for products online respectively. The time spent on online games and downloads steadily declines across these age groups. People in their 40s show a continued focus on shopping (69%) and product research (85%) online. However, their entertainment preferences seem to shift away from online games (28%) and downloads (25%) with news becoming a more prominent activity (78%). Overall, the table suggests that younger users prioritize entertainment on the internet, while older users are more likely to use the internet for shopping and research. Q2. The survey conducted in New Delhi schools reveals a surprising trend in extracurricular activities among early teens. Music appears to be the runaway favorite, with a significant number of students (around 530) showing interest in it. This is more than double the number of students interested in the second-place activity, cricket (around 260). Art and theatre seem to be of interest to a considerably smaller portion of the student body, with around 190 and 160 students respectively showing interest in these activities. Dance appears to be the least popular choice among the five activities listed, with only around 130 students interested. It’s important to note that this survey was limited to schools in New Delhi, and may not reflect the preferences of early teens across India. Additionally, the reasons behind these preferences are not explored in the data. Q3. Smoking is a dangerous habit that wreaks havoc on both the smoker's finances and health. It significantly drains the income of an average earner, leaving less money for essential needs. More importantly, smoking has a devastating impact on health, damaging vital organs like the lungs and heart. The harmful effects extend beyond the smoker, as secondhand smoke poses a health risk to those nearby, making it a significant public health concern. To combat this issue, educating people about the hazards of smoking is crucial. Schools and public health campaigns can play a vital role in spreading awareness. Additionally, the media can be a powerful tool in this fight, using graphic messages and public figures to discourage smoking and promote a healthy lifestyle. Q4. According to the pie chart, digital marketing offers several advantages that contribute to business expansion. The largest benefit, according to the chart, is wider reach, at 45%. This suggests that digital marketing allows businesses to target a much larger audience than traditional marketing methods. Traditional marketing methods, such as print ads or billboards, are limited by geography and demographics. Digital marketing, on the other hand, can reach people anywhere in the world with an internet connection. This allows businesses to tap into new markets and grow their customer base. In addition to wider reach, digital marketing is also seen as more cost-effective (10%) and allows for direct communication with customers (10%). This can help businesses save money on marketing costs and build stronger relationships with their customers. Finally, digital marketing is measurable (15%), meaning that businesses can track the results of their campaigns and see what is working and what is not. This allows them to make adjustments to their campaigns as needed and improve their return on investment (ROI). Q5. While the arrival of digital and audiobooks offers a convenient and accessible way to engage with literature, the school library shouldn't abandon traditional paper books entirely. Teachers hold merit in their argument that the physical experience of a book – the weight of it in your hands, the turning of pages, and the unique scent – can enhance the reading experience. This tactile connection can foster a deeper focus and appreciation for the written word, especially for younger readers. However, digital and audiobooks shouldn't be seen as replacements, but rather complementary formats. They offer advantages like portability, accessibility for visually impaired students, and the ability to adjust font size and narration speed. The ideal scenario would be a well-rounded library that caters to different learning styles and preferences, allowing students to choose the format that best suits their needs and fosters a love of reading. Q6. The bar chart confirms the shift in focus from academics to a more well-rounded approach, including sports, for young people’s development. According to the chart, physical fitness is the most commonly cited benefit (80%) of playing sports, followed by discipline (70%) and improved social skills (60%). These benefits likely contribute to a child’s overall well-being and potentially academic performance as well. Traditionally, academics were believed to be the sole factor in career success. The inclusion of soft skills like teamwork and communication, emphasized in team sports (60%), suggests a recognition that these skills are valuable assets in the workplace. This is further supported by the fact that the chart indicates that some parents and school authorities believe sports can lead to new career opportunities (20%).

Ace your marks in Board Exam 2025 with our Worksheets. Reading Passage 1 (1) Organic food is very popular these days. It can also be very expensive. Some organic food costs twice as much as non-organic food. Parents of young children and even some pet owners, will pay high prices for organic food if they think it is healthier. But many others think organic food is just a waste of money. (2) There is one main difference between organic and non-organic food. Organic farms do not use agricultural chemicals such as pesticides that stop insects from damaging crops. In many countries, foods that claim to be organic must have special labels that guara grown organically. (3) Some people think organic also means 'locally grown' and originally it was indeed true. But over a period of time organic farming has become a big business, with many organic foods now being grown by large agricultural companies that sell their products far from where they're grown. Processed food made with organic ingredients has also become more popular. At first, only small companies produced these products. But as demand overtook supply, big food companies that had been selling non-organic products for many years also began selling organic products. (4) Is organic food safer and more nutritious? This is an important part of the debate. Many farmers and consumers believe it is safer and more nutritious. They think agricultural chemicals can cause serious illnesses such as cancer, but there isn't much evidence proving this is true. However, recent studies have shown that eating organically-grown produce reduces your chances of developing heart diseases. Many doctors think it is more important to stop dangerous bacteria from contaminating foods. These bacteria can contaminate both organic and non-organic fruits and vegetables, and doctors recommend washing produce carefully before eating it. Meat, fish and chicken can also become contaminated so washing your hands before handling these foods is also very important. Based on your understanding of the passage, answer the questions given below : 10x1=10 (i) People are willing to pay high prices for organic food because (a) it is not easily available. (b) it helps in weight loss. (c) it is produced by small companies. (d) it does not contain agricultural chemicals. (ii) Select the option that displays what the writer projects with reference to the following : Is organic food safer and more nutritious ? This is an important part of the debate. (a) denial (b) confirmation (c) caution (d) acceptance (iii) Complete the following with a phrase from paragraph 3. (iv) The writer contrasts organic food to non-organic food. State one point of comparison between the two. (v) Based on your reading of the text, list one benefit of eating organic food. (vi) What connect does the writer draw between contamination of food and washing hands? (vii) The writer says that people believe that it is safer and more nutritious to eat organic food. Select the reason for his sceptical view. (a) the price decides the popularity (b) there is no confirmed evidence (c) it is tastier (d) it is marketed by big food companies (viii) Supply one point to justify the following : Some people think organic also means ‘locally grown’. (ix) Supply one method of how we can control the contamination of organic and non-organic food. (x) List one factor that certifies food to be organic. Answer Key| Passage No. 1 (i) (d) – it does not contain agricultural chemicals (ii) (c) - caution (iii) because demand overtook supply (iv) chemicals (or pesticides) are not used while growing organic food / organic food is costlier than non-organic food. (v) reduces chances of developing diseases(heart disease/cancer) / safer and healthier (vi) bacteria from dirty hands can contaminate both organic and non-organic food. (vii) (b) there is no confirmed evidence (viii) because it was initially /originally locally grown (ix) washing (hands/produce/food) before eating (x) special labels Buy Your PDF Copy of all our Worksheets Here(One-Time Purchase) Q2. Reading Passage 2 (1)According to a new study, a vast blanket of pollution stretching across South Asia is cutting down sunlight by 10 per cent over India, damaging agriculture, modifying rainfall patterns and putting hundreds of thousands of people at risk. (2) It is said, "Acids in the haze may, by falling as acid rain, have the potential to damage crops and trees. Ash falling on leaves can aggravate the impact of reduced sunlight on the Earth's surface. The pollution that is forming the haze could be leading to several hundreds of thousands of premature deaths as a result of higher levels of respiratory diseases." (3) "The haze has cut down sunlight over India by 10 per cent (so far) - a huge amount! As a repercussion, the North-West of India is drying up," Prof. V. Ramanathan said when asked specifically about the impact of the haze over India. He said, "We are still in an early stage of understanding of the impact of the haze." 4. Prof. V. Ramanathan was asked whether the current droughts in most parts of India after over a decade of good monsoons was owing to the haze. H t was too early to reach a conclusion. If the droughts persist for about four to five years, then we would start suspecting that it may be because of the haze India, China and Indonesia are the worst affected owing to their population density, economic growth and depleting forest cover. Based on your understanding of the passage, answer the questions given below :     10x1=10 (i) Infer one reason for the following based on the information in paragraph 1. In India rainfall patterns are changing. (ii) The pollution spreading across South Asia is affecting India by ________. Choose the correct option from the ones given below : (a) I, II and III (b) I, III and IV (c) II, III and IV (d) I, II and IV (iii) Complete the following analogy correctly with a word/phrase from paragraph 2. possibility : _________ : : suspecting : doubting (iv) Select the correct option to complete the sentence. ___________ droughts were caused by the haze. (a) Strong evidence suggested that (b) Past surveys confirmed that (c) There has not been enough time to determine that (d) Superstitious people believe that (v) From the following pie chart, identify one reason each which does and does not contribute to weather disruption : (vi) Fill in the blank by selecting the correct option. Ash falling on leaves can sunlight on the Earth's surface. the impact of reduced (a) worsen (b) encourage (c) diminish (d) support (vii) Substitute the word 'repercussion' with one word similar in meaning in the following sentence from paragraph 3. The haze has cut down sunlight over India... As a repercussion, the North-West of India is drying up. (viii) List any two countries which are affected due to depleting forest cover. (ix) Which of the following mean the same as 'persist' in 'droughts persist' as used in para 4? (a) destroying (c) continue (b) halting (d) blocking (x) Select the option that titles paragraphs 1 - 4 appropriately with reference to information in the text. (a) 1. Impact of Pollution in South Asia 2. Effects of Acid Rain 3. Understanding Consequences of Haze 4. Debate over Droughts (b) 1. Impact of Droughts 2. Understanding Acid Rain 3. Effect of Haze 4. Debate over Pollution (c) 1. Impact of Pollution in South Asia 2. Effects of Acid Rain 3. Debate over Droughts 4. Understanding Haze (d) 1. Impact of Haze 2. Understanding Acid Rain 3. Debate over Pollution 4. Effect of Haze Answer Key| Passage No. 2 (i) vast blanket of pollution (ii) (a) I, II, III (iii) potential (iv) (c) – There has not been enough time to determine that (v) Does - ash/acid rain/ reduced sunlight/ aerosals / population bloom / depletion of forest cover Does not - organic farming/ tree cover / free cover/good monsoon (Does not) etc. (½ + ½) (vi) (a) worsen (vii) consequences / result (viii) India, China, Indonesia (ix) continue (x) (a) 1. Impact of pollution in South Asia 2. Effects of Acid rain 3. Understanding consequences of Haze 4. Debate over droughts To obtain Your PDF copy of all our worksheets for offline Use , PURCHASE our PDF HERE.

Score High Marks in English with Competency Based Reading Worksheet. Read the passage carefully and answer the questions that follow 1.Increasing traffic congestion every year is causing increasing air pollution, wasting time and productivity and diverse respiratory diseases. Moreover, the cost of solving or reducing traffic congestion is enormous. However, neglecting the traffic jam problem would increase the social problems among citizens. 2.The number of vehicles has increased considerably in the city in the past five years. Due to this increase, the city roads witness frequent traffic congestions, but above all, the vehicles emitting pollutants are affecting the environment adversely. 3. The Capital’s vehicular population saw an addition of more than five lakh vehicles last year, registering an increase of over 4%, according to the Delhi Economic Survey 2020-21. 4. In spite of the largest road network, through metro and bus services in major cities the transport system is not being able to keep pace with the growing demand. Consequently, more and more people use their private vehicles, leading to increased congestion on the roads. In spite of these challenges people in India prefer road travel over air and other means of travel. Citizens of Delhi/NCR have, time and again, pondered over the possibilities of how to reduce the traffic congestion in the city, especially during the peak hours. People should use public transport, the government must increase the facilities of public transport, people should avoid the unnecessary collection of vehicles and should use carpool and vehicle sharing. 5. What is required is proper implementation of corrective measures by citizens to get an organized traffic management system. (i) Infer one reason for the following, based on information in paragraph 1. Reducing traffic congestion is not easy. (ii) Select the appropriate option to complete the following sentence. The reasons for increased traffic congestion are ________. 1. use of private vehicles 2. increase in demand for cars 3. inability to keep pace with population control 4. travelling by public transport 5. emission of pollutants (a) 4, 5 (b) 1, 5 (c) 1, 2 (d) 2, 3 (iii) Complete the following analogy correctly with a word / phrase from the paragraph 5. organized : chaotic : : lowest : _______ Clue : Just as organized is an antonym of chaotic, lowest is an antonym of _______. (iv) The vehicles emit pollutants which affect _______ badly. (v) Complete the following sentence. Use of public transport will reduce ________. (vi) Select the appropriate option which states the methods of reducing traffic congestions. 1. start car pooling 2. add electric buses 3. increase in public modes of transport 4. increase car collection points 5. increase taxation (a) 1, 4, 5 (b) 3, 5 (c) 2, 3 ,4 (d) 1, 3 (vii) Analyze the status of traffic between the years 2019-2022. (viii) Give the reasons for increase in vehicular congestion. ix) Fill in the blank by selecting the correct option. There are _______ consequences of increasing vehicular congestion. (a) beneficial (b) adverse (c) implicit (d) explicit (x) Substitute the underlined word with ONE WORD similar in meaning in the following sentence. Citizens of Delhi/NCR have time and time again pondered over the possibilities of how to reduce traffic congestion. Answer Key (i) The cost of solving or reducing traffic congestion is enormous. (ii) (c) 1 and 2 (iii) peak, (1 mark to be awarded to any relevant word from the passage because there is no answer in para 5). (iv) the environment (v) traffic congestion (vi) (d) 1 and 3 (vii) # Higher in 2019 # Went down in 2020 #Slight increase in 2021 and further increase in 2022 (viii) Population increase, people find it easier and comfortable to travel by their own vehicles and by road. (ix) (b) adverse. (x) thought / wondered. Q2. Read the following passage carefully and answer the questions that follow. (1) If you’re like most kids, you may love snow. Not only can it get you out of school, but it’s also fun to play with. Who doesn’t love to sled and build snowmen ? Snow can also be dangerous, too. You may have heard your parents talk about how difficult it can be to drive in snow. Car accidents aren’t the only dangers created by snow. If you’re ever skiing in the mountains, you’ll want to be aware of avalanches. An avalanche is a sudden flow of snow down a slope, such as a mountain. The amount of snow in an avalanche will vary based on many things, but it can be such a huge pile that it can bury the bottom of a slope in dozens of feet of snow. (2) Avalanches can be caused by many things. Some of them are natural. For example, new snow or rain can cause built up snow to loosen and fall down the side of a mountain. Earthquakes and the movement of animals have also been known to cause avalanches. Artificial triggers can also cause avalanches. For example, snowmobiles, skiers, gunshots and explosives have all been known to cause avalanches. Avalanches usually occur during the winter and spring, when snowfall is greatest. As they are dangerous to any living beings in their path, avalanches have destroyed forests, roads, railroads and even entire towns. (3) Warning signs exist that allow experts to predict – and often prevent – avalanches from occurring. When over a foot of fresh snow falls, experts know to be on the lookout for avalanches. Explosives can be used in places with massive snow build-ups to trigger smaller avalanches that don’t pose a danger to persons or property. When deadly avalanches do occur, the moving snow can quickly reach over 80 miles per hour. Skiers caught in such avalanches can be buried under dozens of feet of snow. While it’s possible to dig out of such avalanches, not all are able to escape. (4) If you get tossed about by an avalanche and find yourself buried under many feet of snow, you might not have a true sense of which way is up and which way is down. Some avalanche victims have tried to dig their way out, only to find that they were upside down and digging themselves farther under the snow rather than to the top ! Experts suggest that people caught in an avalanche try to “swim” to the top of the moving snow to stay close to the surface. Once the avalanche stops, do your best to dig around you to create a space for air, so you can breathe easier. Then, do your best to figure out which way is up and dig in that direction to reach the surface and signal rescuers. (i) Complete the sentence by choosing an appropriate option : Avalanche can be caused by ______ (a) new snow or rain. (b) heavy winds. (c) high altitude. (d) global warming (ii) Comment on warning signs exist which allow experts to predict avalanches in two sentences. (iii) Mention two reasons which destroyed the natural scenery. (iv) Select the option that conveys the opposite of ‘massive’ : (a) tiny (b) lengthy (c) bulky (d) extensive (v) The writer will agree with one of the given statements (paragraph 4) (a) People caught in the Avala (b) Put on an oxygen Mask. (c) Digging is not possible. (d) Should not come close to the surface. (vi) Select the option that corresponds to the following relation below : You may not have an idea of which way is up and which way is down. (a) The crowd will gather at Gate No. 1 and disperse from Gate No. 2. (b) Due to the torrential rain, there was a heavy flooding. (c) The guest felt uneasy and uncomfortable watching the child’s performance. (d) The more the effort, the bigger the gain (vii) The major causes which do not trigger an avalanche : a) Earthquakes (b) Snow fall (c) Rain (d) Plastic waste (viii) (viii) Explosives can be used in places ___________. (complete the sentence) (ix) The word ‘deadly’ in the (3) paragraph most nearly means (a) likely to cause death (b) harmful (c) very boring (d) scary (x) Select the most suitable title for the above passage : (a) Avalanches (b) Adventure with Snow (c) Ice Games (d) Calamity Answer Key (i) (a) New snow or rain (ii) when more than a foot of snow falls avalanches can be predicted. It allows them to be on a lookout and take preventive measures (iii) any 2 of the following options: Earthquake / avalanche / explosions / snowmobiles/ skiers/ gunshots (iv) (a) tiny (v) (a) People caught in the avalanche can try to swim to the top. (vi) (a) gather/disperse (vii) (d) Plastic waste (viii) in places where massive snow builds up (to trigger smaller avalanches that don’t pose too much danger). (ix) (a) likely to cause death (x) Avalanches BUY Our PDFs Here

#investitureceremony #anchoringscript #schoolevent Event Flow 1. Welcome of the chief guest 2. Garlanding Saraswati Portrait. 3. Roles and Responsibility of student council 4. Badges distribution 5. Oath by students 6. Speech by Chief Guest 7. Vote of thanks 8. National Anthem: Introduction: Anchor 1: Good Morning everyone. We have gathered here this morning to celebrate the investiture ceremony of our school. This ceremony marks the induction of our new student council leaders who will carry the torch of responsibility in the discharge of various positions of student council. Anchor 2: Welcoming of the chief guest: To begin our event this morning, dear friends, It’s an honour and privilege for all of us to welcome Our Chief Guest for the Investiture Ceremony, Shri Raghavendrarao Jahagirdar sir, Cluster Head and LMC, Chairman, AVN, Upparwahi. We heartily welcome you, sir in our investiture ceremony. Anchor1: We’re also delighted to have with us Shri K SUBBULAKSHMANAN, COM, Maratha Cements Ltd. & Member, LMC, AVN, Upparwahi. We extend our hearty welcome to you sir. Anchor 2: On behalf of all the teaching & non-teaching faculty and students, It’s my privilege to request our Principal Sir to welcome our respected Chief Guest, Shri Raghavenrarao sir and also Subbulaxmanan sir with a bouquet. Stop (After the bouquet presentation) Thank you sir. Anchor 1: "I'd like now like to request our Coordinator Mr. Amber sir to welcome our Principal, Shri Rajesh Sharma with a bouquet. STOP (After the bouquet presentation) Thank you sir. 2. Garlanding Mata Sarwswati, lamp lighting & Saraswati Vandana (Anchor 2) Before we proceed, let us seek the blessings of knowledge and wisdom from the embodiment of learning, Goddess Saraswati as a symbol of commitment to seek knowledge and embrace learning in every aspect of our lives. (Anchor 1) With great reverence and utmost privilege, I request our esteemed Chief Guest to proceed towards the sacred act of garlanding the resplendent portrait of Goddess Saraswati and illuminating the lamp. (Anchor 2) In this auspicious endeavor, I humbly request Subbulaxmanan sir and Principal sir to graciously accompany our esteemed guest. STOP Commentary during Garlanding (Anchor 1 Dear Friends, May this profound gesture symbolize the pursuit of knowledge and wisdom that shall enlighten our hearts and minds on this momentous occasion. Dear friends, Lighting of the lamp will be followed by the Saraswati Vandana by the school choir. After Lamp Lighting (Anchor 2) We express our heartfelt gratitude to our esteemed guests. Your presence is greatly appreciated, and we kindly request you to take your seats. 3. Roles and Responsibility of student council (Anchor 1) “Leaders are the role models who inspire the followers and motivate them to reach the zenith of success” Investiture ceremony is one of the most important events of a school. It is here that we entrust faith and hope in our newly elected Student Council. Every student who obtains a leadership role feels proud. Today’s celebration makes every leader feel unique as they shoulder a big responsibility in various capacities for the smooth functioning of our school activities. (Anchor 2) To enlighten our esteemed guests, we wish to share the process of how our student council is formed. The positions of Head Boy, Head Girl, and House Captains are appointed through electronic voting mechanisms, ensuring a fair and transparent selection process. As for the discipline incharges, safety ambassadors, cleanliness incharges, and Health & Hygiene incharges, they are nominated for their roles, embodying the essence of teamwork and trust. With this meticulous approach, the student council takes shape, representing a diverse array of talents and commitment. (Anchor 1) : Delegation of responsibility and giving authority to children is important as it teaches them lifelong skills of leadership and at the same time making them shoulder a host of responsibilities that come along with leadership. Foreseeing the welfare of the student’s future and to train them in leadership skills the school’s student’s council has been constituted. (Anchor 2) Ambuja Vidya Niketan has been always inspired by the fact that students are the torch-bearers of tomorrow. Therefore, nurturing them and fostering in them a sense of self-respect, self discipline, the capacity to enjoy life as independent, self – motivated adults and the willingness to care for others are extremely pertinent, especially when it comes to making tomorrow’s global citizens. 4. Badge Distribution to Head Boy & Head Girl (Anchor 1) Moving ahead with our programme, now we have badge distribution to the elected representatives of our Student Council members. And to do the honour, May I now request our Chief Guest to begin by assigning badges to the Head Boy and Head Girl of our school. May I request the head boy, Master Sonu Tiwari and and the head girl Miss Adwaita Dwivedi to please come forward for the collection of their badges. Stop After Badge Distribution I have also the pleasure of requesting our Chief Guest to kindly hand over the school flag to the head boy & Head Girl as a symbol of discharging the responsibilities to the new leaders. Badge Distribution to Sports Captains (Anchor 2) May I request the sports captains- Master Aryan Yengalwar and Miss Shital Rathod to come forward for the collection of their badges and also request Subbulaxmanan sir to please assign badges to sports captains. After Badge Distribution With utmost respect, I humbly request Subbulaxmanan sir to kindly present the school sports flag, bestowing upon the captains the honor and responsibility of supervising the school's Sport pursuits. ASSIGNING BADGES TO HOUSE CAPTAINS (Anchor 1) Well, We have also elected some students and delegated them the responsibilities as House Captains to instill leadership quality and foster a profound sense of belongingness among them and their fellow mates. May I now request Our Principal Sir to assign badges to House Captains. (Anchor 2) To begin with the Aqua House Captains Master Narayan Pandey & Miss Ira Wasade are requested to come forward for the collection of badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flagsto Captains of Aqua House. (Anchor 1) Next is Ignis House. House Captains Master Yuvraj Bais & Miss Rutuja Somnathe are requested to kindly come forward & collect your badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flagsto Captains of Ignis House. (Anchor 2) Next comes Terra House. Master Shardul Bhatkar & Miss Elise Joseph are requested to to step forward and receive their well-deserved badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flags to Captains of Terra House. (Anchor 1) Next comes Ventus House. Master Rishi Singh & Miss Adamya Dwivedi are requested to come forward & collect your badges. After Badge distribution I have the pleasure of requesting our Principal to handover the house flags to Captains of Ventus House. Anchor 2: House Captains of Junior Classes (Anchor 2) Proceeding towards the induction of House Captains for the Junior classes. As we call your names and House Captains are requested to come forward & collect your badges. Aqua House: Shivam Nagre & Agamya Zade Ignis House: Aryant Ghagargunde & Nidhi Gadge Terra House: Rigved Tajane& Kavyanjali Bobhade Ventus House: Perth Longadge & Saanvi Doke After Badge Distribution of House Captains Thank you very much, sir. Congratulations to all the House Captains. Discipline Incharges (Anchor 1) Now, we shall proceed to acknowledge the Discipline In charges. It is with great privilege that I request Mr. Amber Trivedi sir to bestow badges upon the remaining in-charges responsible for various disciplines. Let this honorable act symbolize their commitment to their respective roles. Discipline fosters an optimistic attitude and enhances individual productivity. These in-charges shall ensure that AVN reaches its utmost potential, empowered by the virtue of discipline throughout the academic session. (Anchor 2) As I call out your names, you are requested to come forward and collect your badges. Ishan Tapase , Anushka Roy, Dhuruv Nandekar, Samriddhi Soni ,Sahil Pawar & Sanchi Khaire. Health & Hygiene Incharges (Anchor1) : Next is Health & Hygiene. The designated in-charges bear the duty of upholding the school's hygiene standards and will closely cooperate with the cleanliness in-charges to ensure a spotless and healthy school environment. As I call out your names, you are requested to come forward and collect your badges. The incharges this academic session 2023-24 are______________. Read out two names together. After the badge is distributed call out the next pair. Ayush Singh, Alfia Sheikh Sameer Mendhe, Sayali Bhagat Iram Kadri Rajlaxmi Sharma Safety Ambassadors (Anchor 2) The safety and well-being of all individuals hold paramount importance to us. With their dedication, the safety ambassadors shall serve as role models, not only within the school but also in their conduct elsewhere. As I call upon each safety ambassador, I extend the invitation for you to come forward and accept your well-deserved badges. Let us all join in appreciating their commitment to fostering a secure environment for everyone. Safety Ambassadors of our school in academic session 2023-24 are Aarush Kumbhare , Bhavya Fule Saksham Thakre , Shravani Mandavkar , Harsh Musale , Krutika More, Sumit Rathod Saundarya Gore Cleanliness Incharges (Anchor 1) The Cleanliness Incharges shall diligently Supervise the upkeep of cleanliness. ensuring that the school premises and the surrounding environment remain healthy and pristine for all of us. Cleanliness in-charges of our school in academic session 2023-24 are Sai Bawane, Aditi Karkade Siddhart Bhojekar Ketaki Sarode Sahil Gedam 5. Oath Taking Ceremony Anchor 2 Moving ahead with our programme, dear friends we have now oath taking ceremony. The oath-taking ceremony that awaits us embodies the essence of responsibility, integrity, and dedication. Our student leaders, with unwavering commitment, will pledge to uphold the values and principles that our school holds dear. This solemn act not only marks the transfer of authority but also signifies their promise to lead by example and inspire positive change within our school community. May I humbly request our esteemed Chief Guest to recite the oath, while the Council members, led by the Head Boy and Head Girl, repeat after him in unison. Through this solemn act, they will pledge their unwavering commitment to fulfill their responsibilities to the utmost satisfaction of all those involved. Let us witness this profound moment as they embark on a journey of service and leadership, upholding the values and principles that our school stands for. (Oath Taking takes place) 6. Speech by Chief Guest: Anchor 1 Dear friends, as we gather here today, we are eager to hear the words of wisdom and inspiration from our Chief Guest, whose experiences and insights shall undoubtedly ignite the spirits of our student leaders and the entire school community. His illustrious presence exemplifies the spirit of leadership, and we are humbled to have him address us on this momentous occasion. So, without further ado, with profound respect and excitement, may I request our esteemed Chief Guest, Shri Raghavendrarao Jahagirdar sir to kindly step forward and grace us with his words of encouragement and guidance. 7. Vote of thanks. Anchor 2 The vote of thanks is of paramount importance as it serves as a gesture of gratitude and appreciation towards all those who have contributed to the success of an event. By expressing heartfelt thanks, the vote of thanks fosters a sense of unity, encourages further collaboration, and leaves a positive and lasting impression on the attendees. So it’s my privilege to invite on the podium Miss Divyanka Jhanghel, the former head girl of our school to propose a vote of Thanks. National Anthem Anchor 1: As we draw the curtains on this remarkable Investiture Ceremony, let us carry with us the spirit of leadership, responsibility, and unity that has illuminated this event. The newly inducted student leaders, along with the entire school community, stand poised to embark on a journey of growth, service, and excellence. Let us now move forward, guided by the values and principles that define our school. Together, we shall rise and shine, making a profound difference in our school and the world beyond. Before we conclude, let us all stand up for singing our National Anthem. Thank you, everyone. May the legacy of this Investiture Ceremony inspire us all to reach greater heights. Have a wonderful day!

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