Unit -6 Prose - The Last lesson

 Unit -6 Prose - The Last lesson

The Last Lesson – Alphonse Daudet

LESSON PLAN for this lesson is given at the end of the answers.

A. Comprehension questions (in-text)

a. What kind of news was usually put up on the bulletin board?
Important news about various orders from authorities, such as changes in rules, announcements, or updates related to the war.

b. What was the usual scene when school began every day?
A great bustle: the opening and closing of desks, students repeating lessons loudly, hands over ears, and the teacher’s ruler rapping on the table.

c. Other than the students, who were present in the class?
Village people such as old Hauser, the former mayor, postmaster, and others were sitting in the classroom.

d. Why did M. Hamel say it was the last French lesson?
The order had come from Berlin that only German would be taught in the schools of Alsace and Lorraine, so it was the last lesson in French.

e. What was Franz asked to tell? Was he able to answer?
Franz was asked to recite the rule for participles. He got mixed up with the first words and was unable to recite it properly.

f. Why did M. Hamel blame himself?
He felt he had sent students to water his flowers or given them holidays for his own convenience, thus neglecting their education at times.

g. What did M. Hamel say about the French language?
He said French was the most beautiful, clearest, logical language and should be preserved, as language is the key to freedom for an enslaved people.

h. How many years had M. Hamel been in the village?
He had been in the village for forty years.

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A. Answer in 2–3 sentences

1. Why did Franz dread to go to school that day?
Franz dreaded going to school because M. Hamel was going to question the students on participles, and Franz did not know anything about them.

2. What tempted Franz to spend his day outdoors?
Franz was tempted by the warm and bright weather, the chirping birds, and the sight of Prussian soldiers drilling in the fields.

3. Why was the narrator not able to get to his desk without being seen?
Unlike other days, the classroom was quiet and solemn, making his late arrival more noticeable to everyone.

4. What was Franz sorry for?
He was sorry for not learning his lessons, for wasting time in trivial pursuits, and not valuing his education.

5. Why were old villagers sitting in the last desk?
They wanted to thank M. Hamel for his forty years of service and show respect for the country that was theirs no more.

6. What were the thoughts of the narrator’s parents?
Franz’s parents preferred sending him to work to earn money rather than ensuring he learned his lessons.

7. Why does M. Hamel say we must guard our language?
He believes language is key to one's identity and freedom; as long as people hold fast to their language, they remain free.

8. M. Hamel was gazing at many things. What were they?
He was gazing at his classroom, the garden, the benches, walnut trees, and the hopvine around the window—everything dear to him.

9. When and how did M. Hamel bid farewell to the class?
At noon, M. Hamel, overwhelmed with emotion, wrote “Vive La France!” on the board, then gestured silently for the class to leave.

B. Long Answer (100–150 words)

1. We appreciate the value of something only when we are about to lose it. Explain this with reference to the French language and M. Hamel.
People tend to overlook the importance of what they possess until it is taken away. In “The Last Lesson,” Franz and the villagers realized the value of their language and M. Hamel as a teacher only when they were about to lose both. The order to replace French with German in schools made them understand how vital their language was to their identity and freedom. M. Hamel’s departure after forty years of teaching was a moment of deep regret and sorrow for all. The last lesson became a poignant reminder to cherish and safeguard one’s heritage and culture as its loss is irreparable.

2. Give an account of the last day of M. Hamel in school.
On the last day, the atmosphere was unusually quiet and solemn. M. Hamel came in his best clothes, and not only students but villagers attended the class. He spoke kindly to Franz and taught with exceptional patience. Lessons covered grammar, writing, and history, with everyone working diligently. The villagers joined in learning, feeling remorse for neglecting their education. At noon, overwhelmed with emotion, M. Hamel wrote “Vive La France!” on the blackboard and silently dismissed the class, leaving a lasting impact on everyone.

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C. Idiomatic Phrases – Match

A	B
go far	succeed
blow up	explode
show up	reveal
call on	visit
break off	finish
knuckle under	submit

D. Frame sentences

• She hopes her new business will go far.

• The workers heard the old building blow up at noon.

• The surprise guest showed up at the party.

• I will call on my uncle this evening.

• The meeting will break off soon.

• He had to knuckle under to his boss’s decision.

E. Meaning of idiomatic phrases

• put on: to wear or dress in

• walk away: to leave a place/situation

• come in: to arrive or enter

• time out: break; short pause

• try again: attempt one more time

• go on: continue

Giving Directions (Road Map)

1. From Market to Pharmacy:
Go straight along George Street, cross North Road, and continue on Central Avenue. When you reach South Road, turn right. The pharmacy is on your right beside the hospital.

2. Book Shop to Art Gallery:
Exit the book shop and go north along Park Street to George Street. Turn right on George Street, cross North Road, and continue straight. The Art Gallery is at the far eastern end of George Street.

3. Bank to Hotel:
From the bank, walk north along Park Street to George Street. Turn right onto George Street, cross North Road and enter the hotel, which is beside George Street and North Road.

4. Post Office to Market:
Exit the post office and walk north along North Road, cross George Street, and keep going to the end of George Street. The market is directly opposite the northern tip of Park Street.

5. School to Library:
From the school, walk north along North Road until you reach George Street, turn left. The library is just ahead on your left.

Poem – Festivals

Fill in the blanks:
(a) Festival of Light is the festival which fills our hearts with delight.
(b) Festival of sacrifice is referred to as a festival of sacrifice.

2. What kind of joy is unfurled during the festival of sacrifice?
It unfurls the joy of giving.

3. How can we make our life worth living?
By celebrating festivals well and nicely and embracing the joy of giving.

4. What does the poet mean by ‘Festival of flowers’?
It is a festival that brightens life with colours.

5. When are we in a state of trance?
During the Festival of Dance.

6. What do people do at the festival of Music?
They sing joyous lyrics.

7. What makes us happy and free, according to the poet?
Love and sharing make us happy and free.

8. Rhyme scheme of the fourth stanza:
The rhyme scheme is AABB.

9. Rhyming words from the first stanza:
best / delight

10. Alliteration:
(a) Festival of Flowers – ‘Festival’, ‘Flowers’
(b) That spreads treasures on a tree – ‘treasures’, ‘tree’

Posters (Creative)

1. Harmful effects of Plastics
"Say NO to Plastics! Save our Earth from pollution. Use cloth bags. Protect our oceans and wildlife. Let’s go green for a better future." 

2. Say ‘No to Drugs’

"Drugs Kill Dreams–Stay Clean! Make life bright, say no to drugs! Be smart, choose health. SAY NO TO DRUGS!"

3. Save our Earth
"Save our Earth! Plant more trees, reduce waste, protect nature. Earth is our only home. Keep it clean and green!"  

4. Don’t Waste Water
"Every Drop Counts! Save Water, Save Life. Fix leaks, turn off taps. Water is precious—let’s not waste it!"  

5. Good Handwriting
"Good Handwriting, Good Impression! Write neat, think clear. Your handwriting speaks for you—make it beautiful!"  

Letters to the Editor (Samples)

1. Health and Hygiene (Ajeet):
Sir,
Subject: Need for Organising Health and Hygiene Camps
Through your esteemed newspaper, I wish to highlight the lack of awareness about health and hygiene in our village. Many residents are not informed about basic sanitary practices, which leads to illness. The reasons include lack of education and unavailability of proper resources. Due to poor hygiene, people often fall sick and children miss school. I suggest organising regular health camps and awareness drives. Everyone should play a part in spreading awareness. This will help keep our village healthy and happy.
Yours faithfully,
Ajeet

2. Solar Energy Conservation (Sanjay):
Sir,
Subject: Awareness on Solar Energy Conservation
I am concerned about the negligence in switching off solar-powered lights in our colony’s common areas. Many forget to save energy, leading to wastage. This defeats our purpose of eco-friendly living and increases costs. I suggest creating awareness programmes and putting up warning signs. Let us all preserve solar energy for a better tomorrow.
Yours faithfully,
Sanjay

3. Temple Maintenance (Sadasivam):
Sir,
Subject: Poor Condition and Maintenance of Village Temple
I visited my family temple in Vellore and noticed its poor condition. Broken walls and untidy surroundings need urgent attention. This may be due to lack of funds and negligence. If steps are taken by the HRC for repairs and regular cleaning, the temple can regain its glory and serve the community well.
Yours faithfully,
Sadasivam

4. Noise Pollution – Pet Dog (Sudha):
Sir,
Subject: Noise Pollution from Neighbour’s Pet Dog
I write to bring your focus on noise pollution caused by my neighbour’s dog that barks incessantly. It disturbs the peace and affects children’s studies. Owners should train pets and keep them indoors during quiet hours. Strict rules can help solve the problem.
Yours faithfully,
Sudha

5. Street Lights (Raja):
Sir,
Subject: Street Light Problems in My Locality
Many street lights in our area do not work, causing inconvenience and increasing crime risk. Lack of maintenance is the main cause. I urge authorities to repair and replace broken lights. This will ensure safety and comfort to all residents.
Yours faithfully,
Raja

Subject – Verb Agreement

A. Fill in the blanks

1. Mahatma Gandhi is the father of our nation.

2. There are ten dogs in my street.

3. They have to write the exercises neatly.

4. Buttermilk is good for health.

5. Fruits are good for health.

B. Fill in the blanks with appropriate verb:

1. The quality of dal is not good.

2. The horse carriage is at the door.

3. My friend and teacher have come.

4. Are your father and mother at home?

5. Honour and glory are his reward.

6. The ship with its crew is sailing well.

7. Gulliver’s Travels is an excellent story.

8. Neither food nor water is found here.

9. Mathematics is a branch of study.

10. Fifteen minutes is allowed to read the question paper.

Non-Finites

D. Underline non-finites

1. Roshan dreams of becoming an architect.

2. We must aim at fulfilling Dr APJ Abdul Kalam’s dream to make India the most developed country by 2020.

3. Taking the children to the museum is Seema’s responsibility.

4. Having finished the work, the manager decided to return home.

5. Travelling with her family, Tara enjoyed every minute of it.

E. Fill in with participles

1. Having played the flute, Krishna returned it.

2. We wish she continues being healthy.

3. The doctor advised him against wandering in the sun.

4. I like drinking rasam.

5. Having used the scissors I returned it to her.

F. Tick correct sentences

A	B
✓ I had desired to eat a cake.	I had desired to have eaten cake.
✓ My son is fond of music.	My son is fond to music.
✓ Sreena avoids eating fruits.	Sreena avoids to eat fruits.
Bravery is not to pick a quarrel.	✓ Bravery is not picking a quarrel.
It is easier to say than do.	✓ It is easier said than done.

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Lesson Plan: Unit 6 – Prose – The Last Lesson

1. Learning Objectives: The teacher expects students to learn:

• To understand the impact of war on people's lives and cultural identity.
• To recognize the value of one's own language and heritage, especially when faced with its potential loss.
• To empathize with the characters (Franz and M. Hamel) and their emotional responses to the events.
• To identify and understand the themes of patriotism, linguistic pride, and the importance of education.

2. Learning Outcomes: Upon completion of this lesson, students will be able to:

• Discuss the significance of language and culture in shaping a community's identity in their daily lives and larger societal contexts.
• Appreciate the efforts of educators and the importance of learning, applying this understanding to their own educational journey.
• Reflect on the consequences of conflict and oppression, fostering a sense of empathy and promoting peaceful coexistence.
• Express their views on valuing what they have before it is lost, drawing parallels from their own experiences.

3. Introduction: The teacher can initiate the lesson with the following questions to engage students:

• Have you ever felt sad about losing something important to you, like a favorite toy or a special memory? How did that make you feel?
• Imagine a situation where you are told that you can no longer speak your native language or study your own culture. How would you react?
• Why do you think knowing your own language is important?

4. Reading and Understanding: Students will read the prose "The Last Lesson" from pages 162-167 of the source. New vocabulary words from the text and their meanings will be learned:

• Chirping (v): making a short, sharp high pitched sound (usually by small birds or insects).
• Bustle (v): move in an energetic manner.
• Unison (n): simultaneous utterance of words.
• Rapping (v): striking with a series of rapid audible blows.
• Thumbed (v): a book which has been read often and bearing the marks of frequent handling.
• Saar (n): a river in northeastern France and western Germany.
• Cranky (adj.): strange.
• Angelus (n): a Roman Catholic devotion commemorating the Incarnation of Jesus and including the Hail Mary, said at morning, noon, and sunset.
• Vive la France!: An expression used in French to show patriotism, meaning “Long live France!”.

5. Mind Map: A flowchart illustrating the key events of the story:

Start of Day

• Franz is late for school and dreads scolding, especially for not knowing about participles.
• He sees a crowd at the bulletin board but hurries to school.

Arrival at School

• School is unusually quiet, unlike the normal bustle.
• Franz sees M. Hamel with his "terrible iron ruler".
• M. Hamel kindly tells Franz to take his place.

The Last Lesson Announcement

• Franz notices M. Hamel is wearing his special clothes and the village elders are sitting in the back benches.
• M. Hamel announces that this is their last French lesson, as an order from Berlin dictates only German will be taught in Alsace and Lorraine schools.
• Franz is shocked, realizing he will never learn French properly and regretting not studying.

M. Hamel's Reflection and Teaching

• M. Hamel blames himself, the parents, and the students for putting off learning.
• He speaks about the beauty, clarity, and logic of the French language, urging them to guard it as it's the "key to their prison" when enslaved.
• He reads a grammar lesson, which Franz understands surprisingly well.
• A writing lesson follows, with new copies of "France, Alsace".
• Franz observes M. Hamel sitting motionless, gazing at the classroom, reflecting on his forty years of service.

End of the Lesson

• A history lesson and chanting by the younger students occur.
• The church clock strikes twelve, followed by the Angelus and the sound of Prussian trumpets.
• M. Hamel, very pale, tries to speak but is choked with emotion.
• He writes "Vive La France!" largely on the blackboard.
• He dismisses the class with a gesture, unable to speak.

6. Consolidation and Presentation: "The Last Lesson" by Alphonse Daudet is set during the Franco-Prussian War (1870-1871), when the French districts of Alsace and Lorraine came under Prussian rule. The story is narrated by young Franz, a student who dreads going to school because he hasn't prepared for a lesson on participles. On this particular morning, he notices an unusual quietness at school and finds village elders, including the former mayor and postmaster, sitting in the back of the classroom.

M. Hamel, their French teacher for forty years, reveals the shocking news: an order from Berlin dictates that only German will be taught in the schools of Alsace and Lorraine, making this their last French lesson. This announcement profoundly impacts Franz, filling him with regret for neglecting his studies and a newfound appreciation for his language and his teacher. M. Hamel passionately speaks about the French language being the most beautiful, clearest, and most logical, emphasizing that holding onto one's language is the key to freedom when enslaved. He also blames himself and the community for their indifference towards learning.

The lesson continues with grammar and writing, which Franz understands with unusual clarity, attributing it to his heightened attention and M. Hamel's patience. As the clock strikes noon and the Prussian soldiers drill outside, M. Hamel, overcome with emotion, writes "Vive La France!" on the blackboard before silently dismissing the class. The story highlights the pain of losing one's linguistic and cultural identity and serves as a powerful reminder to cherish and preserve one's heritage.

7. Reinforcement:

• Historical Context: Explain further that the story is set against the backdrop of the Franco-Prussian War, where the defeat of France led to the imposition of German language and culture in the annexed regions of Alsace and Lorraine. This act was a deliberate attempt by the oppressors to strip the local population of their identity.
• Symbolism: Discuss the symbolism of the "last lesson" as representing the death of a language and culture, the "old primer thumbed at the edges" symbolizing lost opportunities for the villagers, and the school itself as a microcosm of the affected region.
• Author's Background: Alphonse Daudet was a French novelist and short-story writer, and "The Last Lesson" reflects the nationalistic sentiments prevalent during that period in France.

8. Evaluation:

• Lower Order Thinking Question: What order came from Berlin regarding the teaching of languages in Alsace and Lorraine schools?
• Middle Order Thinking Question: Why did the village elders attend M. Hamel's last lesson, and what did their presence signify?
• Higher Order Thinking Question: M. Hamel states that when people are enslaved, as long as they hold fast to their language, "it is as if they had the key to their prison". Explain what he means by this statement and discuss its relevance in today's world concerning cultural identity.

9. Remedial Teaching:

• For students struggling with comprehension: Provide a simplified summary of the story in their native language first.
• Focus on key vocabulary: Use flashcards or visual aids for difficult words.
• Break down the text: Read short sections aloud, then paraphrase and discuss to ensure understanding before moving on.
• Peer support: Pair slow learners with more advanced students for reading and discussion.

10. Writing:

• Task: Imagine you are Franz. Write a diary entry for the evening of "the last lesson," describing your feelings and reflections on the day's events and M. Hamel's words. (Refer to Unit 6, Part B, Q2: "Give an account of the last day of M.Hamel in school", which encourages descriptive writing about the lesson).

11. Follow-up:

• Activity/Assignment: Research and discuss real-world examples where languages or cultures have been suppressed or revived. Students can prepare a short presentation or a report on a chosen example, highlighting the challenges faced and the efforts made to preserve identity.