POEM- AMANDA

 FIRST FLIGHT

POEM- AMANDA

Word Meanings: Amanda!

Hunch – bending upper part of the body in a forward position

Slouching – to move lazily with the body in downward direction

Languid – relaxed

mermaid – an imaginary sea creature whose upper part looks like a woman and the lower part like a fish.

drifting -moving slowly

tranquil  – calm

tidy – neat, in right order

orphan – a child whose parents are dead

roaming – moving aimlessly

hushed – very quiet

bare – not covered

pattern- make patterns

acne – pimples , small skin eruptions on face

Rapunzel – a German fairy tale character with long beautiful hair. She was held captive in a tower by Dame Gothel a witch who came up to the tower with the help of Rapunzel’s   tresses.

Sulking – refusing to interact due to anger or for being upset.

Nagged – to continuously irritate through fault finding, complaint or demands.

Question answers of Amanda:

1. How old do you think Amanda is? How do you know this?

Ans. I believe Amanda might be twelve or thirteen years old.

 She has rebellious thoughts like an early teenager. She slouches her shoulders, has acne, and loves fairy tales which indicate she is in the early adolescent age.

2. Who do you think is speaking to her?

Ans. Most possibly it is her mother who is speaking to her. The instructions definitely seem to be from a well meaning mother who is concerned about the proper development of her daughter.

3. Why are Stanzas 2, 4 and 6 given in parenthesis?

Ans. Parenthesis is used to explain something in a written text. However, the poet has used parenthesis to reflect the thoughts of Amanda which emerge as a result of the constant nagging that she has to endure.

4. Who is the speaker in Stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5, and 7?

Ans.  The speaker in stanzas 2, 4 and 6 is Amanda’s mind. The words in these stanzas reflect her thoughts.

No, Amanda is not paying attention to her mother’s words. She is lost in her own thoughts. She dreams of being a mermaid, an orphan or Rapunzel enjoying her freedom.

5. What could Amanda do if she were a mermaid?

Ans. If she were a mermaid, she would inhabit all by herself in the emerald green sea and enjoy her freedom to live as she liked. She would drift happily with the currents without a bother.

6. Is Amanda an orphan? Why does she say so?

Ans. No, Amanda is not an orphan. Her over-concerned mother ceaselessly tries to correct her ways through orders and scolding.

The constant nagging from her parents has made her life miserable due to which she wishes she were an orphan. She thinks that as an orphan would have been better off, as she would have had more freedom and peace in her life.

7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?

Ans. Yes, When Rapunzel was a baby she was stolen from her parents by a witch who confined her in a tower. The tower did not have any stairs and the witch used Rapunzel’s long golden hair to climb up and down from the tower. One day a prince climbed up to the tower instead of the witch and they fell in love. When the witch found it out she blinded the Prince and cut Rapunzel’s hair and cast a spell which made her live in a desert. After many years when Rapunzel met the Prince she cried and her tears fell on his eyes which cured his blindness. Thereafter they lived happily ever after.

Amanda wants to be Rapunzel because she thinks that it would be happy in her secure life of solitude in the tower. She says that she would never let down her hair from the tower to ensure that nobody is able to enter the tower to disturb her peaceful life.

8. What does the girl yearn for? What does this poem tell you about Amanda?

Ans. The girls yearns to live a life on her own terms without anyone’s interference. She wants to live freely in her own space.  

Amanda has her own individualistic thinking and wants to grow in her own unique way. Parents often want to train their children according to the norms of the society, killing the children’s individuality and innocence in the process. The constant nagging of the mother frustrates Amanda and she wants to escape from it.

9. Read the last stanza. Do you think Amanda is sulking and is moody?

Ans. No I don’t think that Amanda is sulking or moody. She is simply fed up with the constant nagging of her parents and wants to escape from it. If she fails to appear as a cheerful child, it is most probably due to the ceaseless corrections and admonishments from her parents, who want to inculcate manners according to the norms of the society. She simply loves to escape to her world of imagination where she can enjoy her freedom and individuality without anybody’s unnecessary interference.

Introduction:

“Amanda” by Robin Klein addresses an important issue that every child, especially girls, faces in life. Children are often controlled and continuously instructed by elders to behave according to society’s expectations. The lines given in brackets show Amanda’s imagination and inner thoughts.

Theme:

The poem shows how difficult it is for children to compromise their freedom and individuality. Constant instructions and restrictions make children feel controlled and unhappy. Through Amanda, the poet highlights a child’s desire for freedom, peace, and independence.

Poem and Explanation

Stanza 1

Don’t bite your nails, Amanda!
Don’t hunch your shoulders, Amanda!
Stop that slouching and sit up straight,
Amanda!

(There is a languid, emerald sea,
where the sole inhabitant is me—
a mermaid, drifting blissfully.)

Explanation:

Amanda’s mother scolds her for biting her nails and sitting carelessly with bent shoulders. She wants Amanda to sit properly. While listening to these instructions, Amanda imagines herself as a mermaid living alone in a beautiful green sea. In her imagination, she is free, peaceful, and relaxed away from all restrictions.

Literary Devices:

• Anaphora: “Don’t” repeated at the beginning of lines
• Assonance: repetition of vowel sound ‘o’
• Metaphor: “emerald sea”
• Imagery: “drifting blissfully”
• Alliteration: “Stop that slouching and sit up straight”
• Allusion: Mermaid

Stanza 2

Did you finish your homework, Amanda?
Did you tidy your room, Amanda?
I thought I told you to clean your shoes,
Amanda!

(I am an orphan, roaming the street.
I pattern soft dust with my hushed, bare feet.
The silence is golden, the freedom is sweet.)

Explanation:

Amanda’s mother asks whether she has completed her homework, cleaned her room, and polished her shoes. Amanda becomes tired of these constant instructions. She imagines herself as an orphan roaming freely in the streets without any restrictions. She enjoys silence, freedom, and carefree life.

Literary Devices:

• Anaphora: “Did you” repeated
• Metaphor: “Silence is golden”, “Freedom is sweet”
• Repetition: “Amanda”
• Assonance: vowel sound ‘o’

Stanza 3

Don’t eat that chocolate, Amanda!
Remember your acne, Amanda!
Will you please look at me when I’m speaking to you,
Amanda!

(I am Rapunzel; I have not a care;
life in a tower is tranquil and rare;
I’ll certainly never let down my bright hair!)

Explanation:

Amanda’s mother stops her from eating chocolates because they may cause pimples. She also becomes angry because Amanda is not paying attention. Amanda imagines herself as Rapunzel living peacefully in a tower. She wants to stay alone and free from disturbance.

Literary Devices:

• Allusion: Rapunzel
• Repetition: “Amanda”
• Assonance: vowel sounds
• Consonance: repetition of ‘r’ sound

Stanza 4

Stop that sulking at once, Amanda!
You’re always so moody, Amanda!
Anyone would think that I nagged at you,
Amanda!

Explanation:

Amanda’s mother scolds her for looking sad and moody. She says that Amanda behaves as if her mother always troubles her. Amanda cannot express her feelings openly because every reaction of hers becomes another reason for scolding.

Literary Devices:

• Alliteration: “Stop that sulking”
• Repetition: “Amanda”
• Rhyme Scheme: aafa 

Chapter 4 "From the Diary of Anne Frank"

 First Flight 

Chapter "From the Diary of Anne Frank" 

by Anne Frank

ORAL COMPREHENSION CHECK – PAGE 51

Q1. What makes writing in a diary a strange experience for Anne Frank?

Ans: Anne felt strange writing in a diary because she had never written anything like that before. Also, she believed that no one would be interested in the thoughts of a 13-year-old schoolgirl.

Q2. Why does Anne want to keep a diary?

Ans: Anne decided to keep a diary because she had no true friend to talk to. She felt that writing in a diary would help her share her feelings and thoughts freely.

Q3. Why did Anne think she could confide more in her diary than in people?

Ans: Anne believed she could trust her diary more than people because people don’t always listen or understand, but the diary would always be there to keep her secrets.

ORAL COMPREHENSION CHECK – PAGE 54

Q1. Why does Anne provide a brief sketch of her life?

Ans: Anne gave a short sketch of her life because she wanted to introduce herself to readers who might not know her. She also felt that the background would make the diary more interesting.

Q2. What tells you that Anne loved her grandmother?

Ans: Anne said she missed her grandmother deeply after her death. When Anne’s birthday came, they lit a candle for her grandmother, which shows how much she loved and remembered her.

ORAL COMPREHENSION CHECK – PAGE 55

Q1. Why was Mr Keesing annoyed with Anne? What did he do?

Ans: Mr. Keesing, her maths teacher, got annoyed because Anne talked too much in class. As punishment, he gave her extra homework—essays to write about being talkative.

Q2. How did Anne justify her being a chatterbox in her essay?

Ans:
Anne wrote that talking was a student’s habit and she inherited it from her mother. She also said that she couldn't help it because she talked as much as her mother did.

Q3. Do you think Mr Keesing was a strict teacher?

Ans: Mr. Keesing was strict at first but later became kind and understanding. He even laughed at Anne’s final poem and allowed her to talk in class, showing he wasn’t too harsh.

Q4. What made Mr Keesing allow Anne to talk in class?

Ans: Anne wrote a funny poem in which a mother duck killed her noisy ducklings. Mr. Keesing laughed and understood her point. After that, he never gave her extra work and let her talk.

Q1. Was Anne right when she said that the world would not be interested in the musings of a 13-year-old girl?

No, Anne was not right. The world showed great interest in her diary after it was published. Her simple and honest thoughts during the time of war touched millions of people. Readers from all over the world related to her emotions and experiences. Her writing became an important record of life during the Holocaust. This proves that even the thoughts of a 13-year-old girl can matter and inspire people for generations.

Q2. Compare Anne’s diary with others. What makes it more interesting?

Unlike most diaries that record events or activities, Anne’s diary expresses her personal feelings, fears, and hopes. She treats her diary like a true friend named Kitty, which makes her writing warm and emotional. She includes humor, deep thoughts, and honesty in her words. Her unique way of expressing thoughts during a difficult time makes her diary more touching and special. That is why Anne’s diary is different and more interesting than others.

Q3. Why does Anne give a sketch of her family? Does she treat ‘Kitty’ as an insider or outsider?

Anne gives a sketch of her family so readers can understand her background better. Since no one would know her story without it, she briefly introduces her family and life. She treats Kitty, her diary, like a true friend and writes to it like it's a person who listens to her. She shares her thoughts freely, showing that she treats Kitty as an insider and trusts it more than real people.

Q4. How does Anne feel about her father, her grandmother, Mrs. Kuperus, and Mr. Keesing? What do these tell you about her?

Anne feels deep love and respect for her father. She missed her grandmother when she died and lit a candle for her on her birthday, showing her love. She had a strong bond with Mrs. Kuperus, her headmistress, and cried when they parted. She found Mr. Keesing strict but later funny and fair. These feelings show that Anne was emotional, loving, respectful, and sensitive towards people who played an important role in her life.

Q5. What does Anne write in her first essay?

In her first essay titled “A Chatterbox”, Anne writes that she talks a lot because it is a student’s habit, and she inherited it from her mother. She also jokes that she cannot help being talkative. She tries to explain that talking is harmless and helps her express herself. Though the essay was meant to be a punishment, Anne wrote it with creativity and humour, which surprised her teacher and impressed him.

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Q6. Anne says teachers are most unpredictable. Is Mr. Keesing unpredictable?

Yes, Mr. Keesing is unpredictable. At first, he punishes Anne for talking too much in class by giving her extra homework. But when Anne writes a funny poem in response to the punishment, he laughs and enjoys it. After that, he stops punishing her. This change in behaviour shows that he has a kind side and a sense of humour. Anne never expected this, so she called teachers unpredictable, and she was right.

---

Q7. What do these statements tell you about Anne Frank as a person?

a) “We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault...”

Anne was sensitive and self-aware. She wanted emotional closeness and was ready to accept blame for misunderstandings.

b) “I want the diary to be my friend.”

Anne was lonely and needed someone to talk to. She treated her diary like a friend who would never judge her.

c) “I was plunked down on the table...”

She had a fun sense of humour, even while talking about serious things.

d) “There are so many dummies...”

She was bold and honest. She did not hesitate to share her real opinions about classmates and teachers.

e) “The trick was to come up with convincing arguments...”

She was thoughtful and smart. She knew that expressing good ideas was more important than just writing for the sake of it.

 

Poem 5 - The Ball Poem

Stanza 1

What is the boy now, who has lost his ball,
What, what is he to do? I saw it go
Merrily bouncing, down the street, and then
Merrily over — there it is in the water!

Explanation:

The poet sees a boy who has lost his ball. The ball rolls happily down the street and falls into the water. The boy becomes sad and helpless because he does not know what to do now. The loss of the ball deeply affects him.

Stanza 2

No use to say ‘O there are other balls’:
An ultimate shaking grief fixes the boy
As he stands rigid, trembling, staring down
All his young days into the harbour where
His ball went.

Explanation:

The poet says that it is useless to tell the boy that he can get another ball. The boy feels deep sorrow because the ball is connected with his childhood memories. He stands silently, trembling and looking into the water where the ball has disappeared.

Stanza 3

I would not intrude on him;
A dime, another ball, is worthless. Now
He senses first responsibility
In a world of possessions.

Explanation:

The poet does not want to disturb the boy by giving him money or another ball. He wants the boy to learn an important lesson of life. The boy is beginning to understand responsibility and the pain of losing something valuable in this materialistic world.

Stanza 4

People will take
Balls, balls will be lost always, little boy.
And no one buys a ball back. Money is external.

Explanation:

The poet explains that losing things is a normal part of life. People may lose their possessions at any time. Money can buy new things, but it cannot bring back the same memories and feelings attached to the lost object.

Stanza 5

He is learning, well behind his desperate eyes,
The epistemology of loss, how to stand up
Knowing what every man must one day know
And most know many days, how to stand up.

Explanation:

The poet says that the boy is learning the truth about loss and sorrow. Every person experiences loss in life. The boy is slowly becoming mature and learning how to face difficulties bravely and move forward in life.

Summary of “The Ball Poem”

The poem describes a boy who loses his ball in the water. He becomes very sad because the ball was very dear to him and connected with his childhood memories. The poet watches the boy quietly and does not offer him another ball because he wants the boy to learn an important lesson of life. Through this loss, the boy understands that loss and sorrow are a part of human life. The poem teaches us that we must learn to accept losses and become mature.

Central Idea of “The Ball Poem”

The central idea of the poem is that loss is an unavoidable part of life. Everyone loses something valuable at some point of time. Such experiences teach people responsibility, maturity, and the importance of accepting reality. The poet wants to show that money cannot replace emotions and memories attached to things.Question 1:
Why does the poet say, ‘I would not intrude on him.’ ? Why doesn’t he offer him money to buy another ball ?

Or

Why does the poet not offer the boy money to buy another ball ?

Answer:
The poet wants that the boy should realise himself that gains and losses are part and parcel of life. Therefore, he neither interferes with boy’s ruminations nor offers him money to buy another ball.

Question 2:
‘.................. staring down / All his young days into the harbour where / His ball went .............’ Do you think the boy has had the ball for a long time ? Is it linked to the memories of days when he played with it ?

Answer:
Yes, the boy had the ball for a long time. The ball was linked with his childhood memories and happy days when he played with it. Losing the ball reminded him of all those memories.

Question 3:
What does ‘in the world of possessions’ mean ?

Answer:
‘In the world of possessions’ means the materialistic world where people are attached to their belongings and possessions.

Question 4:
Do you think the boy has lost anything earlier ? Pick out the words that suggest the answer.

Answer:
No, it seems that the boy has not lost anything before. The words “He senses first responsibility” suggest that this is his first experience of loss.

Question 5:
Why does the poet say the boy is learning from the loss of the ball ?

Answer:
The poet says this because the boy is learning an important lesson of life that everything cannot remain with us forever. Loss is a part of life and one must learn to accept it.

Question 6:
Have you ever lost something you liked very much ? Write a paragraph describing how you felt then and saying whether – and how – you got over your loss.

Answer:
Once I lost my favourite watch which was gifted to me by my father on my birthday. I felt very sad and upset because it was very special to me. I searched for it everywhere but could not find it. After some days, I realised that worrying would not bring it back. Gradually, I accepted the loss and moved on. The incident taught me to be more careful with my belongings.

Poem 4 :- How to Tell Wild Animals

 FIRST FLIGHT 

POEM- HOW TO TELL WILD ANIMALS 

 CAROLYN WELLS

Poem and Explanation:-

If ever you should go by chance
To jungles in the east;
And if there should to you advance
A large and tawny beast,
If he roars at you as you’re dyin’
You’ll know it is the Asian Lion...

The poet is telling the readers that how they can recognize various animals in the jungles of the east. So, in first stanza she says that if the reader comes across an animal whose skin is yellowish brown in colour and if it roars at him so strongly that he can die out of fear, it means that he has encountered an Asian Lion. She has humorously explained the Asian Lion which could kill a person with its roar.

Or if some time when roaming round,
A noble wild beast greets you,
With black stripes on a yellow ground,
Just notice if he eats you.
This simple rule may help you learn
The Bengal Tiger to discern.

She explains an animal that roams in the jungle and belongs to a royal clan. The colour of its skin is yellowish with black stripes. She says that if you notice that he kills you and eats you up, then this means that you have surely seen a Bengal Tiger. This time also she has used dark humour to explain how a tiger looks like because once a person has been eaten up by a wild animal; there is no use in determining which wild animal it is.

If strolling forth, a beast you view,
Whose hide with spots is peppered,
As soon as he has lept on you,
You’ll know it is the Leopard.
’Twill do no good to roar with pain,
He’ll only lept and lep again.

The poet says that if you are casually walking in a jungle, you will meet an animal who has a skin with spots on it. This animal is so fast that it will leap on you at once which means that it will jump on you. This jumping is an indication that it is none other than the Leopard. Moreover, she adds that if you will cry out in pain, it is not going to be of any use as it will keep on jumping on you. So, in this stanza the poet has explained the characteristic of a leopard.

If when you’re walking round your yard
You meet a creature there,
Who hugs you very, very hard,
Be sure it is a Bear.
If you have any doubts, I guess
He’ll give you just one more caress.

If you are walking in the lawn area of your house and you meet a creature which hugs you tightly, it is a bear. She further adds that if you are still in doubt regarding the animal, the easiest way is that he will keep hugging and touching you very gently. This act of his will make you sure about its identity. You will come to know that it is a bear.

Though to distinguish beasts of prey
A novice might nonplus,
The Crocodile you always may
Tell from the Hyena thus:
Hyenas come with merry smiles;
But if they weep they’re Crocodiles

The poet says that for someone who is new to the job of recognizing animals, it will be like a puzzle to recognize animals that hunt other animals for their food. So here the poet tries to help out the readers by telling the difference between two animals. He says that Hyenas will be smiling whereas if it is a crocodile, it is always in tears. Both of these animals are dangerous.

The true Chameleon is small,
A lizard sort of thing;
He hasn’t any ears at all,
And not a single wing.
If there is nothing on the tree,
’Tis the chameleon you see.

The poet says that the next is Chameleon which is a small creature. It looks like a lizard but the difference between the two is that chameleon does not have ears and wings. Moreover she says that chameleon has the ability to change its colour according to the surface on which it is sitting. Therefore, if you see a tree and find nothing else on it, then it must be a chameleon sitting on it. It has changed its colour into the colour of tree.

Literary Devices:-

Stanza-1
Rhyme: Rhyme scheme ababcc is followed (chance-advance, east-beast, dyin-lion)
Enjambment: Continuation of a sentence to the next line (and if there…..tawny beast)
Inversion: Inversion is a term used to refer to the inverting of the normal word order in a sentence or phrase. Basically, change in the format of a sentence (if there should to you advance)
Assonance: use of vowel sound ’o’ (you should go, should to you, roars,)
Allusion: Reference to a famous thing, place, species of animal, etc. (Asian Lion)

Stanza-2
Rhyme: Rhyme scheme ababcc is followed (round-ground, you-you learn-discern)
Alliteration: repetition of consonant sound ‘r’ at start of two or more closely connected words (roaming round)
Inversion: Change in the format of a sentence (The Bengal Tiger to discern)
Allusion: Reference to a famous thing, place, species of animal, etc. (Bengal Tiger)
Assonance: Use of vowel sound ’o’ (or if some time when roaming round)

Stanza-3
Rhyme: Rhyme scheme ababcc is followed (view-you, peppered-Leopard, pain-again)
Alliteration: use of consonant sound ‘h’ in the beginning of two words (he has)
Poetic licence: the freedom to depart from the facts of a matter or from the conventional rules of language when speaking or writing in order to create an effect. A liberty to the poet to change the spellings in order to create rhyme or rhythm in a poem (use of lept instead of leapt)
Repetition: use of ‘lep’ word in the last line.
Assonance: use of vowel sound ‘o’ (strolling-forth-you, whose-spot, do no good to roar)
Consonance: repetition of consonant sound ‘L’ (he’ll only lep lep)

Stanza-4
Rhyme: Rhyme scheme ababcc is followed (yard-hard, there-bear, guess-caress)
Enjambment: Continuation of a sentence to the next line (if you were walking….creature there)
Alliteration: use of ‘w’ sound (when-walking), use of ‘h’ sound (who-hugs), use of ‘b’ sound (be-bear)
Assonance: use of vowel ‘e’ (meet a creature there)

Stanza-5
Rhyme: Rhyme scheme ababcc is followed (prey-may, nonplus-thus, smiles-crocodiles)
Alliteration: use of consonant sound ‘n’ (novice-nonplus), use of ‘th’ sound (the-thus)
Enjambment: continuation of sentence to the next line (though to distinguish….might nonplus, The crocodile…..hyena thus)

Stanza-6
Rhyme: Rhyme scheme ababcc is followed (small-all, thing-wing, tree-see)
Alliteration: use of ‘h’ sound (he hasn’t)
Consonance: use of ‘g’ sound (single wing)

Question 1:

Does dyin’ really rhyme with lion ? Can you say it in such a way that it does ?

Answer:
The word dyin can rhyme with lion if we pronounce it as di-en.

Question 2:
How does the poet suggest that you identify the lion and the tiger ? When can you do so, according to her ?

Answer:
A lion is a large and tawny beast while a tiger has black stripes on its yellow coat. According to the poet, we can notice this fact while we are being eaten by these beasts.

Question 3:
Do you think the words lept and lep in the third stanza are spelt correctly ? Why does the poet spell them like this ?

Answer:
The correct spellings are ‘leapt’ and ‘leap’. The poet spells them as ‘lept’ and ‘lep’ to go with the quick and sudden attack of the leopard.

Question 4:
Do you know what a ‘bearhug’ is ? Is it a friendly and strong hug — such as bears are thought to give, as they attack you ?

Answer:
A ‘bearhug’ is the act of holding somebody strongly and tightly in one’s arm. But it is not a friendly hug when a bear attacks you. A bear immobilizes its victim by its strong hug and then kills him/her.

Question 5:
Look at the line ‘A novice might nonplus’. How would you write this ‘correctly’ ? Why is the poet’s ‘incorrect’ line better in the poem ?

Answer:
The correct form should be : ‘A novice might be nonplussed.’ The poet’s line sounds better because he makes it rhyme with ‘Tell from the Hyena thus’.

THE BLACK AEROPLANE

 THE BLACK AEROPLANE

Question 1:
‘‘I’ll take the risk.’’ What is the risk ? Why does the narrator take it ?

Answer:
There were storm clouds and it was risky to fly through them. But the narrator decided to take the risk. He was anxious to get home and have breakfast with the family.

Question 2:
Describe the narrator’s experience as he flew the aeroplane into the storm.

Answer:
As the narrator flew his Dakota into the storm, it became suddenly dark inside. The narrator could see nothing outside his plane. His aeroplane jumped and twisted in the air. His compass, radio and all other instruments were suddenly dead. He didn’t know which way he was going.

Question 3:
Why does the narrator say, ‘‘I landed and was not sorry to walk away from the old Dakota ....’’ ?

Answer:
The narrator had landed safely after a horrible experience in the storm clouds. Naturally, he was happy when he landed and walked away from his old Dakota.

Question 4:
What made the woman in the control centre look at the narrator strangely ?

Answer:
The narrator asked the woman in the control centre where the other pilot was who had landed there. But the woman looked at the narrator with surprise and said that no other aeroplanes were flying that night. His was the only one she could see on the radar.

Question 5:
Who do you think helped the narrator to reach safely ? Discuss this among yourselves and give reasons for your answer.

Answer:
It was some supernatural agency that helped the narrator to reach his destination safely. There can be no logical answer to the mystery of his flight in the storm clouds. Or it could be just the pilot’s own hallucination.

HIS FIRST FLIGHT

Question 1:
Why was the young seagull afraid to fly ? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others ? Do you think a human baby also finds it a challenge to take its first steps ?

Answer:
The young seagull was certain that his wings would not support him when he tried to fly. He feared that he would fall down into the sea. In fact, it is the case with all young birds. They are afraid to make their first flight. Some birds can be more timid than others. But the fear is there in all young ones. It is the mother who helps the young ones to overcome this fear. The human baby too finds it a challenge to take its first steps. It has to be supported and encouraged by the elders. It falls down many a time while taking the first steps. But ultimately, through constant effort and encouragement, it overcomes its initial fears.

Question 2:
‘The sight of the food maddened him.’ What does this suggest ? What compelled the young seagull to finally fly ?

Answer:
Hunger is the strongest motivating factor among all living things. A hungry bird, animal or human being can take any risk to have food. In fact, hunger maddens an individual. Then without caring for the consequences, the individual becomes prepared to take the most dangerous plunge. The same thing happens with the young seagull. He sees his mother with a piece of fish in her beak. Maddened by hunger, he dives at her for the fish. The mother at once moves away. The young seagull falls downward into space. He cries in fear. But then he spreads his wings outwards, flaps them and begins to fly. All his fear is gone now.

Question 3:
‘They were beckoning to him, calling shrilly.’ Why did the seagull’s father and mother threaten him and cajole him to fly ?

Answer:
The seagull’s mother and father wanted him to fly from his ledge and come to the plateau. All other members of the family had already settled there. They came to him again and again and cajoled him to fly away along with them. But the young seagull was too timid to fly. Now the father and the mother adopted another method to goad him to fly. They indicated to him through their gestures that he would die of hunger if he kept sitting there on his ledge. They caught fish from the sea and enjoyed it infront of the young seagull. On seeing them eat, the young seagull became terribly restless. Hunger maddened him so much that at last he was forced to take the plunge. He spread out his wings as he started falling downwards. Soon he began to fly by flapping his wings. All fear left him.

Question 4:
Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try ? Discuss this in pairs or groups.

Answer:
I used to be scared of swimming in deep water. I always thought I would not be able to swim and would get drowned. But my father would always encourage me by saying that there was nothing difficult about swimming. He got me and himself enrolled as the members of a swimming club and would take me there regularly. Through his persuasion and efforts, I was able to learn swimming in less than a month. Now I take part in big swimming competitions and have won a number of prizes also.

Question 5:
In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure ?

Answer:
Success can never be guaranteed. And without putting in efforts, success can’t even be imagined. It is only through efforts, that the possibility of success arises. Sometimes, even our efforts don’t produce the desired or expected results. Thus success can never be taken as a foregone conclusion as in the case of a bird flying. Some developments or successes are just a matter of natural process. For example, the young one of a bird will learn to fly and the young one of a horse will learn to walk, run and gallop. But in the case of most human achievements, it is only the efforts that count and bring about the success. Without putting in any effort, no success is ever possible.

Poem :- 3 A Tiger in the Zoo

 

A Tiger in the Zoo – Leslie Norris

 Summary

The poem "A Tiger in the Zoo" is about a tiger that lives in a small cage in the zoo. The poet shows the difference between the tiger’s real life in the jungle and his sad life inside the zoo cage.

In the poem, the poet first shows how the tiger looks inside the cage. He walks up and down in his narrow cage with soft, quiet steps. His body is strong and beautiful, but he is helpless and angry inside. His strength is useless in the zoo because he cannot hunt or run. He is like a prisoner.

Then the poet imagines how the tiger would behave if he were free in the jungle. He would be hiding in the grass, near a water source, waiting for his prey — the deer. In the forest, the tiger would be bold, free and powerful, not trapped like in the zoo.

The poet also says the tiger should be roaming near the villages, making the people feel afraid. It is natural for a tiger to show his power in the wild. But in the zoo, he just stares at the people who come to watch him. He shows no interest in them because he knows he cannot escape.

At night, instead of enjoying freedom under the stars, the tiger hears the noise of the city and can do nothing. He just sits in his cage, feeling sad, lonely, and helpless.

The poem shows that animals, especially wild ones like tigers, should live in their natural homes, not be locked in cages.

Central Idea

The poem "A Tiger in the Zoo" tells us how sad and unfair it is to keep wild animals locked in cages. The poet wants us to understand the pain and anger of the tiger who is trapped in the zoo. The tiger is a strong and dangerous animal, but in the zoo, he is forced to live in a small cage. His power becomes useless.

The poet compares the tiger’s life in the zoo with the life he should have in the wild jungle. In the forest, the tiger would hunt, run freely, and live a natural life. But in the zoo, he can’t do anything except walk up and down or stare at the stars.

Through this poem, the poet wants us to feel sympathy for wild animals and understand that they also deserve freedom, just like us. Keeping them in cages for people’s entertainment is cruel. Animals should be protected in their natural homes, not locked behind bars.

Word Meanings (from the poem):

Word/Phrase	Meaning
Stalks	Walks slowly while hunting or angry
Vivid	Bright and clear
Quiet rage	Silent anger
Pad	Soft foot of an animal
Lurking	Hiding and waiting to attack
Plump deer	Fat or healthy deer (prey)
Snarling	Growling to show anger
Baring his fangs	Showing his teeth (in anger)
Claws	Sharp nails of animals
Patrolling	Moving around to guard or look around
Concrete cell	Cage made of cement or stone
Locked in a concrete cell	Trapped in a cement cage
Stares with brilliant eyes	Looks with bright, sad eyes

Figures of Speech in the poem:

1. Personification

   • The tiger is given human feelings like "rage", “stalking”, “snarling”.

   • Example: "He stalks in his vivid stripes" (tiger is walking angrily like a human)

2. Imagery

   • The poet uses words to create pictures in the reader’s mind.

   • Example: "Lurking in shadow", "snarling around houses"

3. Alliteration

   • Repetition of the same sound at the beginning of words.

   • Example: "He stalks in his vivid stripes" (repetition of ‘s’ sound)

   • "Stares with brilliant eyes" (repetition of ‘s’ and ‘b’ sounds)

4. Contrast

   • The poet compares the tiger’s life in the zoo and in the jungle.

NCERT Book Questions and Answers (Page 30):

Thinking about the Poem

1. Read the poem again and work in pairs or groups to do the following tasks.

(i) Find the words that describe the movements and actions of the tiger in the cage and in the wild.

In the Cage	In the Wild
Stalks the cage	Lurking in the shadow
Quiet rage	Sliding through long grass
Locked in a concrete cell	Snarling around houses
Stares at stars	Baring his fangs, patrolling his area

(ii) Find the words that describe the two places and make a list.

Cage (Zoo)	Wild (Jungle)
Concrete cell	Long grass
Behind bars	Near water hole
Patrolling the length of cage	Roaming freely
Staring at stars	Hiding and hunting

(iii) Notice the use of a word repeated in lines such as these:

• He stalks in his vivid stripes

• And stares with his brilliant eyes

What do you think is the effect of this repetition?

Answer:
The repetition of words like "stalks", "stares", "brilliant", and "vivid" makes the image of the tiger stronger and clearer in our minds. It also shows the contrast between his beauty and his helpless condition in the cage. Repeating these words gives the poem a rhythm and highlights the tiger’s feelings.

2. Where is the tiger in the poem? How is he described?

Answer:
The tiger is in a zoo, locked inside a small cage. He is described as strong and beautiful, with vivid stripes on his body. But he is also angry and helpless, as he cannot move freely. He walks silently in the cage and stares sadly at the stars at night.

3. How does the tiger act in the wild?

Answer:
In the wild, the tiger hides in long grass near a water hole. He waits quietly to hunt a deer. He also roams near villages, showing his power by growling and showing his teeth and claws. He is free and strong in the jungle.

4. What is the tiger doing in the cage?

Answer:
In the cage, the tiger is walking slowly and silently, full of anger. He cannot do anything. He just stares at the stars at night and hears the sounds of cars from the nearby road. He feels lonely and sad.

5. How does the poet contrast the tiger in the cage with the tiger in the jungle?

Answer:
The poet shows that in the jungle, the tiger is bold, free, and powerful. He can hunt and move around as he likes.

But in the zoo, the tiger is trapped, helpless, and angry. He has no freedom and just walks in a small cage. The poet wants us to feel sorry for wild animals kept in cages.

Conclusion:

The poem "A Tiger in the Zoo" makes us think about how cruel it is to keep wild animals in cages. The poet, Leslie Norris, wants to show that freedom is important for all creatures, and animals should live in their natural homes, not in concrete cells. The poem uses simple language, strong images, and clear comparisons to share this important message.

Footprints Without Feet

 5 Footprints Without Feet by H.G. Wells, 

 1. Word Meanings – Footprints Without Feet

Word/Phrase	Meaning (Simple English)
Footprints	Marks left by feet
Eagerly	With excitement or interest
Mysteriously	In a strange or secret way
Bewildered	Confused, not able to understand
Slippers	Soft shoes worn inside the house
Bumped	Hit by accident
Escaped	Ran away or got free
Invisibility	The state of not being seen
Discover	To find or learn something new
Furious	Very angry
Brilliant	Very smart or intelligent
Shiver	A small shake, often due to fear or cold
Strange occurrence	A weird or surprising event
Scientist	A person who studies science and does experiments

2. Textbook Questions & Answers

Q1. How did the invisible man first become visible?

Answer:
The invisible man, Griffin, first became visible when he walked into some mud, leaving footprints behind. People saw the footprints without seeing any person, which surprised and confused them. Later, he became visible when he wore clothes, especially in the shop where he put on a coat, shoes, and a hat.

Q2. Why was he wandering the streets?

Answer:
Griffin was wandering the streets because he had no clothes and no home. After setting his landlord’s house on fire, he became completely invisible to escape, but that also left him cold and homeless, forced to walk around without being seen.

Q3. Why does Mrs. Hall find the scientist eccentric?

Answer:
Mrs. Hall found Griffin strange and unusual (eccentric) because he arrived in winter wearing bandages all over his face, spoke very little, got angry easily, and locked himself in his room most of the time. She thought he was hiding something and not behaving like a normal person.

Q4. What curious episode occurs in the study?

Answer:
In the study, furniture suddenly starts moving on its own — chairs rise, the table turns, and things are thrown around. There was no one visible, so it seemed like ghosts or magic was happening. It was actually Griffin using his invisibility to create panic when Mrs. Hall questioned him.

Q5. What other extraordinary things happened at the inn?

Answer:
Other strange things included money missing from a locked drawer, the sudden opening and closing of doors, and Griffin’s bandages and hat disappearing. People became frightened and suspicious, thinking that some evil spirit or ghost was in the inn.

 Summary in Short:

• Griffin was a scientist who discovered how to become invisible.

• He used this power for selfish and harmful reasons.

• The story shows how misusing science can lead to problems.

• Griffin becomes a danger to society instead of helping it.

 Moral of the Story:

Great power without responsibility can be dangerous.
Just because you can do something doesn’t mean you should — especially if it harms others.

1. How did the invisible man first become visible?

Griffin was a scientist who discovered a way to make himself invisible. After becoming invisible, he wandered about and created trouble for people. When he reached a village inn, he could not remain unseen anymore because people would get suspicious. So, he covered his face with bandages, put on a wide-brimmed hat, wore dark glasses, and even used a false nose and whiskers. In this way, he looked like a very unusual person. The villagers were surprised to see such a strange guest in their inn. Thus, Griffin first became visible by disguising himself in clothes and bandages. His strange look made everyone curious about who he really was.

2. What other extraordinary things happened at the inn?

Many mysterious events took place at the inn after Griffin’s arrival. The innkeeper and his wife were shocked to see that sometimes nobody was present in the room, but things kept moving on their own. The furniture, chairs, and even the tablecloth seemed to come alive. Once, the landlord’s hat was pulled from his head and thrown in the air by an unseen hand. The inn’s guests were frightened when they saw these strange happenings. It looked as if some ghost was troubling them. In reality, it was Griffin who did all this while being invisible. These unusual happenings made the villagers afraid and doubtful about the strange guest at the inn.

3. “Griffin was rather a lawless person.” Comment.

Griffin’s behaviour clearly showed that he was a lawless man. Even though he was a great scientist, he misused his discovery of invisibility. When his landlord tried to throw him out, he set fire to the house in anger. He stole clothes from a shop to cover himself and robbed people for food and money. At the inn, he created trouble by scaring the owners and moving furniture. He never thought about helping others or using his knowledge for society. Instead, he used his powers only for selfish purposes and to break the law. He behaved like a criminal instead of a responsible scientist. That is why Griffin is called a lawless person.

4. Would you like to become invisible? What advantages and disadvantages do you foresee, if you did?

If I got the chance to be invisible, I would find it very interesting. I could explore places freely without being noticed and secretly help people in trouble. It would also be useful for protecting the country by collecting secret information. However, invisibility has many disadvantages too. People may misuse it for stealing or spying. It can also make a person dishonest and lonely, since no one can see them. Others may even fear an invisible person. So, invisibility is powerful but also dangerous. If I ever became invisible, I would use it only for good work, never for harming or troubling people. Responsible use is the most important thing.

Character Sketch of Griffin (Invisible Man)

Griffin was a brilliant scientist who discovered a way to make the human body invisible. He was intelligent, creative, and had great scientific knowledge. However, he did not use his talent for good purposes. Instead, he became selfish, rude, and lawless. When he got angry with his landlord, he set the house on fire. He stole clothes, food, and money to survive. At the inn, he frightened the owners by moving furniture and creating chaos. Griffin had no respect for rules or people’s safety. Though he was a genius, his misuse of science made him dangerous. His character shows that knowledge without responsibility can destroy both the person and society.