Unit 6 - Poem - The Comet

Unit 6 - Poem - The Comet  

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

B. Read the following lines and answer the questions

1. O’er the yellow pebbles dancing, 

     Through the flowers and foliage glancing

a) How does the river flow?
👉 The river flows playfully, sparkling and dancing over the pebbles, lightly touching the flowers and leaves.

b) What is meant by ‘foliage’?
👉 Foliage means a cluster of leaves, flowers, and branches.

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2. River, river! Swelling river!

    On you rush through rough and smooth;

a) Why does the poet mention the river to be swelling?
👉 The river is called swelling because it grows larger, stronger, and more forceful as it flows.

b) What are the surfaces the river flows through?
👉 The river flows through both rough and smooth surfaces.

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3. Over rocks, by rose-banks, sweeping 

     Like impetuous youth.

a) Where does the rose grow?
👉 The rose grows along the riverbanks.

b) Which stage of man is compared here?
👉 The stage of youth is compared here.

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4. Broad and deep, and still as time; 

     Seeming still, yet still in motion.

a) What is broad and deep?
👉 The river is broad and deep.

b) Is the time still?
👉 No, time is not still. Like the river, it keeps moving forward.

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5. Tending onward to the ocean, 

    Just like mortal prime.

a) Where is the river flowing to?
👉 The river is flowing to the ocean.

b) What does the poet mean by ‘mortal prime’?
👉 ‘Mortal prime’ means the peak or prime stage of human life.

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C. Read the following lines and answer the questions

1. Bright you sparkle on your way; / 

O’er the yellow pebbles dancing,

 Through the flowers and foliage glancing, 

 Like a child at play.

👉 Rhyming words: way – play; dancing – glancing

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2. Mention the rhyme scheme of the poem.
👉 The rhyme scheme is abccb in each stanza.

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3. Through the flowers and foliage glancing, / Like a child at play.
👉 Figure of speech: Simile (river is compared to a child at play).
Other examples:

• “Like impetuous youth” (compares river to youth)

• “Just like mortal prime” (compares river to maturity)

• “Like eternity” (compares river to endless life).

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4. Seeming still, yet still in motion
a) Words in alliteration: still – still
b) Other examples of alliteration:

• “River, river!”

• “Sea that sail”

• “Broad and deep”

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5. Pick out the examples for epithet from the poem.
👉 Examples: Little river, Swelling river, Brimming river, Headlong river

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6. Pick out the examples for imagery from the poem.
👉 Examples:

• “O’er the yellow pebbles dancing” (sight & movement)

• “Through the flowers and foliage glancing” (sight & touch)

• “Louder, faster, brawling, leaping” (sound & movement)

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D. Paragraph Questions

1. How does the poet bring about the comparison of life with the river?
👉 In the poem The River, the poet Caroline Ann Bowles beautifully compares the stages of human life with the journey of a river. In its early stage, the river is small, bright, and playful like a child. As it grows, it becomes strong, noisy, and rushing like a youth full of energy. Later, it becomes calm, broad, and deep, resembling the maturity of a person in the prime of life. Finally, the river flows headlong into the vast sea, symbolizing the human soul’s journey into eternity after death. Thus, the river reflects the different phases of life from childhood to eternity.

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2. Describe how the poem clearly describes the features, functions and destructive power of the river.
👉 The poem The River describes the river as a symbol of life and nature’s force. In its beginning, the river sparkles and dances gently over pebbles, showing its beauty. As it flows, it becomes louder, faster, and forceful, rushing through rocks and sweeping away everything in its path, which shows its power. Later, it becomes broad, deep, and steady, signifying maturity and stability. Finally, the river dashes into the sea with unstoppable force, proving its mighty and destructive power. Through these descriptions, the poet highlights both the charm and the strength of the river.

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E. Summary Completion

In the poem The River, the poet compares the flow of the river with different stages of human life. The first stanza explains how the sparkling river goes dancing over the yellow pebbles and glancing through the flowers and leaves. These acts of the river is compared to a curious and innocent child at play. The second stanza compares the river to a reckless youth who goes through rough and smooth patches of life. Like a youth, here the river becomes louder, faster and sweeping everything all along the way. In the third stanza, the river becomes like a hard working man who is at the prime phase of the life. Here the deep and broad river seems motionless but it keeps moving towards the sea like a matured man who silently marches towards the goal. In the last stanza the long journey of the river reaches the endless sea like a human life attains eternity.

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Lesson Plan: Unit 6 Poem - The Comet

Poem Title: The Comet Author: Norman Littleford

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1. Learning Objectives: By the end of this lesson, students will be able to:

• Understand and appreciate the poetic description of a comet's characteristics, movement, and potential impact.
• Identify and define new vocabulary related to the poem, such as "rampaging," "spectacle," "comet," "trail," and "quake".
• Analyze literary devices used in the poem, including similes (e.g., "Faster than a cheetah") and imagery.
• Summarize the main ideas and themes presented in the poem, including the scientific theory about comets and the origin of life.
• Connect the poem's content to scientific information about comets from additional sources.

2. Learning Outcomes: Students will be able to:

• Describe a comet using descriptive language and scientific facts, as presented in the poem and suppleme
• ntary materials.
• Discuss the potential significance of comets, both as a natural spectacle and in the context of scientific theories about the origin of life on Earth.
• Express their understanding of the poem's content through written summaries and answers to comprehension questions.
• Engage in imaginative tasks such as role-playing an interview with an astronaut or writing a letter to an alien, applying knowledge gained about space and celestial bodies.

3. Introduction: The teacher will initiate the lesson with a warm-up activity and questions to engage students:

• Warm-up Crossword Puzzle: "Fill in the crossword puzzle using the clues given below." focusing on celestial bodies and concepts like "Earth's only natural satellite" (Moon), "Morning star" (Venus), "The Blue planet" (Earth), "Largest planet in the solar system" (Jupiter), "Smallest planet in the Solar system" (Mercury), "Our Galaxy" (Milky Way), "Seventh planet from the sun" (Uranus), "Farthest planet in the Solar system" (Neptune), and "The Red planet" (Mars).
• Discussion Questions:
  • "What are comets? Have you ever seen one or seen pictures of them?"
  • "What do you know about objects that travel in space?"
  • "How do you think a comet would look if it passed close to Earth?"

4. Reading and Understanding: The teacher will lead students through the poem, ensuring comprehension of each stanza and new vocabulary.

• Poem Reading: Students will read "The Comet" by Norman Littleford aloud.
• Vocabulary Introduction: The teacher will introduce and explain words from the glossary:
  • rampaging (v) - going through an area making a lot of noise and causing damage
  • spectacle (n) - an unusual or unexpected event or situation that attracts attention, interest
  • comet (n) - an icy small Solar body, which when passing close to the Sun, warms and begins to release gases that are seen on rare occasions from the earth as a bright line in the sky
  • trail (n) - a path often made or used for a particular purpose
  • quake (v) - a sudden violent movement of the earth's surface, sometimes causing great damage (short form of earthquake)
• Stanza-by-Stanza Discussion: After reading each stanza, the teacher will ask guiding questions to ensure students grasp the descriptions and meanings.

5. Mind Map: Students will create a mind map or visual representation of the poem's key elements. This could be:

• Central Theme: "The Comet"
• Branches:
  • Description: "Rampaging through the heavens," "Faster than a cheetah," "Tail that's miles long," "Bigger than a mountain," "Powerful and strong".
  • Phenomena: "Outer ice is melting," "Causing vapor," "Leaves a trail".
  • Effects on Earth: "Atmosphere will shake," "Shockwave reaching to the ground," "Causing the land to quake".
  • Scientific Theory: "Chemicals in the dust... Could have started life on the earth Which resulted in mankind".
  • Poet's Perspective: "I cannot say if this is true," "No better spectacle".
  • Author: Norman Littleford, American poet, focus on life and nature.

6. Consolidation and Presentation: The teacher will provide a summary of the poem, reinforcing the main points.

• Summary: "The poet describes a moving comet which speeds through the heavens and never takes a break by day or night. When a comet is in full flight, it gives a spectacular scene which can never be compared to anything else for a lifetime. The comet is compared to a cheetah for its speed and a mountain as it is powerful and strong. The outer ice melts which causes a vapor from the force and leaves behind a trail as it travels on its way. If it comes very close to the atmosphere, it causes a shake which in turn produces a shock wave that reach the Earth’s surface. According to the scientists, the comets leave behind chemicals in the form of dust which resulted in the emerging of life on earth and mankind came into existence. But the poet is not sure whether this principle is true or not but he knows for sure that whatever the truth may be, the sight of the comet in full flight is spectacular".

7. Reinforcement: The teacher will provide additional information to deepen students' understanding.

• About the Author: Norman Littleford (1889-1947) was an American poet whose works focused on life and nature. His poems are known for being simple yet deep in thought, encouraging readers to explore ideas beyond the surface.
• Scientific Context (Listening Passage): Comets are believed to be remnants of materials that created the Sun and planets, essentially "leftovers." They are too small to be planets, varying in size from a few feet to a mile or more. Comets are mostly made of ice and are very old. As they travel close to the Sun, some ice melts into gas, causing bits of dust and debris to trail behind, which is seen as a bright, quickly-moving light in the night sky. Comets orbit at the very edge of the galaxy, past Pluto.

8. Evaluation: The teacher will ask three questions to assess student understanding:

• a) Lower Order Thinking Question (LOT): "What are comets mostly made of, according to the listening passage?".
• b) Middle Order Thinking Question (MOT): "Why does the poet compare the comet to a cheetah and a mountain?".
• c) Higher Order Thinking Question (HOT): "The poet states, 'I cannot say if this is true I do not have the right, But I know no better spectacle Than a comet in full flight.' What does this reveal about the poet's perspective on scientific theories versus natural beauty?".

9. Remedial Teaching: For slow learners, the teacher will implement the following strategies:

• Simplified Explanations: Break down complex stanzas or vocabulary into simpler terms.
• Visual Aids: Use pictures or videos of comets to help visualize the poem's descriptions.
• Paired Reading: Have students read the poem in pairs, taking turns and helping each other with pronunciation and comprehension.
• Focused Vocabulary Practice: Provide flashcards for new words from the glossary and conduct quick recall exercises.
• Graphic Organizers: Use simple charts to map the comet's characteristics and effects.

10. Writing: Students will choose one of the following writing tasks:

• Poem Appreciation: "When you read the poem aloud, you can feel/hear a rhythm. What according to you gives rhythm to the poem- the rhyme or the words in a line? Support your answer with examples from the poem".
• Narrative Description: "Narrate how the poet describes the comet".

11. Follow Up: The teacher will assign homework or an activity to reinforce learning:

• Creative Writing/Role-play:
  • "Imagine you are interviewing an astronaut about his/her experiences in space. Select a partner to be an astronaut and present the interview as a role-play in front of the class".
  • OR "Imagine that you and your friend get a chance to visit another planet. There, you befriend an alien who takes you around the planet. After reaching the earth, write a letter thanking him for all the help he did".
• Research Activity: "Research and find out about famous comets in history (e.g., Halley's Comet) and their significance."
• Crossword Challenge: Complete the "Warm up" crossword puzzle on solar system bodies as a take-home assignment.

Unit 6: Poem – No Men Are Foreign

Unit 6: Poem – No Men Are Foreign

No Men Are Foreign

James Falconer Kirkup

Remember, no men are strange, no countries foreign 

Beneath all uniforms, a single body breathes 

Like ours: the land our brothers walk upon 

Is earth like this, in which we all shall lie.

They, too, aware of sun and air and water, 

Are fed by peaceful harvests, by war’s long winter starv’d. 

Their hands are ours, and in their lines we read 

A labour not different from our own.

Remember they have eyes like ours that wake 

Or sleep, and strength that can be won By love. 

In every land is common life 

That all can recognise and understand.

Let us remember, whenever we are told 

To hate our brothers, it is ourselves

That we shall dispossess, betray, condemn.

Remember, we who take arms against each other

It is the human earth that we defile.

Our hells of fire and dust outrage the innocence 

Of air that is everywhere our own,

Remember, no men are foreign, and no countries strange. 

Glossary

• labour (n) - hardwork
• betray (v) - disloyal / reveal something unintentionally or intentionally
• condemn (v) - express complete disapproval
• defile (v) - damage the purity or appearance
• outrage (v) - offend / scandalize

Literary Devices

1. Transferred Epithet: A figure of speech where an adjective describing a noun is transferred from the noun it is meant to describe to another noun in the sentence.

   • Example: "by war's long winter starv'd." Here, "starv'd" is an epithet placed beside "winter," but it describes the soldiers ("they") who starve during winter wars, not winter itself.

2. Metaphor: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.

   • Example: "Hells of fire" - symbolizes the destructive and violent nature of war.

3. Repetition: Poets often repeat single words, phrases, lines, or stanzas to create a musical effect, emphasize a point, draw attention, or lend unity.

   • In "No Men are Foreign," the word ‘Remember’ is repeated five times to emphasize the poem's serious message.
   • The first line of the first stanza ("Remember, no men are strange, no countries foreign") is repeated, though reversed, as the last line of the last stanza ("Remember, no men are foreign, and no countries strange"). This repetition underscores the core message of the oneness of mankind.

B. Summary Passage Completion

This poem is about the (1) unity of human of all men. The subject of the poem is the (2) brotherhood race, despite the difference in colour, caste, creed, religion, country, etc. All human beings are same. We walk on the (3) same land and we will be buried under it. Each and everyone of us are related to the other. We all are born same and die in the same way. We may wear different uniforms like’ (4) dreams and aspirations,’ during wars the opposing side will also have the same (5) breathing body like ours. We as human do the same labour with (6) our hands and look at the world with the (7) same eyes. Waging war against others as they belong to a different country is like attacking our own selves. It is the (8) human earth we impair. We all share the same (9) language. We are similar to each other. So the poet concludes that we shouldn’t have wars as it is (10) unnatural to fight against us.

A. Read the given lines and answer the questions given below.

1. "Beneath all uniforms, a single body breathes 

    Like ours: the land our brothers walk upon 

    Is earth like this, in which we all shall lie."

• a) What is found beneath all uniforms?
  • A single body that breathes like ours is found beneath all uniforms.
• b) What is same for every one of us?
  • The land we walk upon is the same earth in which we all will eventually lie.
• c) Where are we all going to lie finally?
  • We are all going to lie finally in the earth.

2. "They, too, aware of sun and air and water, 

    Are fed by peaceful harvests, by war’s long winter starv’d."

• a) What is common for all of us?
  • Sun, air, and water are common for all of us.
• b) How are we fed?
  • We are fed by peaceful harvests.
• c) Mention the season referred here.
  • The season referred here is "war's long winter," which is a transferred epithet describing soldiers starving during winter wars.

3. "Their hands are ours, and in their lines we read 

    A labour not different from our own."

• a) Who does ‘their’ refer to?
  • ‘Their’ refers to other people, or our "brothers," implying people from other countries or opposing sides.
• b) What does the poet mean by ‘lines we read’?
  • ‘Lines we read’ refers to the lines on the hands, symbolizing the commonality of human effort and experience.
• c) What does not differ?
  • The labor, or hard work, is not different from our own.

4. "Let us remember, whenever we are told 

    To hate our brothers, it is ourselves 

    That we shall dispossess, betray, condemn."

• a) Who tells us to hate our brothers?
  • The poem implies that others, likely those in power or promoting conflict, tell us to hate our brothers.
• b) What happens when we hate our brothers?
  • When we hate our brothers, we dispossess, betray, and condemn ourselves.
• c) What do we do to ourselves?
  • We dispossess, betray, and condemn ourselves.

5. "Our hells of fire and dust outrage the innocence 

    Of air that is everywhere our own, 

    Remember, no men are foreign, and no countries strange."

• a) What outrages the innocence?
  • "Hells of fire and dust," symbolizing the destruction and pollution of war, outrage the innocence of air.
• b) Who are not foreign?
  • No men are foreign.
• c) What is not strange?
  • No countries are strange.

C. Answer the following questions in a paragraph of about 100-150 words.

1. What is the central theme of the poem ‘No Men Are Foreign’? 

    * The central theme of James Falconer Kirkup's poem 'No Men Are Foreign' is the fundamental unity and brotherhood of all humankind, transcending artificial divisions of nationality, race, or creed. The poet emphasizes that despite different uniforms or geographical locations, all people share essential human experiences and physical attributes: a "single body breathes" beneath all disguises, all are nourished by nature, and all perform similar "labour". Kirkup aims to dismantle the illusion of "foreignness" by highlighting our commonalities, such as having the "same eyes" and being capable of love. The poem argues that hatred and war are acts of self-betrayal, as they defile the shared "human earth" and outrage the common "air". Ultimately, the poem's core message is that recognizing our universal sameness should lead to peace and understanding, discouraging conflict and fostering a sense of global family.

2  . The poem ‘No Men Are Foreign’ has a greater relevance in today's world. Elucidate.  

    * The poem 'No Men Are Foreign' holds significant relevance in today's world, which continues to be plagued by conflicts, xenophobia, and divisions based on nationality, ethnicity, and religion. Despite increasing globalization and interconnectedness through technology, the human tendency to create "us vs. them" narratives persists, leading to violence, discrimination, and a lack of empathy. Kirkup's powerful message serves as a timeless reminder that superficial differences should not overshadow our inherent shared humanity. The poem encourages readers to look "beneath all uniforms" to see the "single body" and recognize that all individuals "breathe Like ours" and labor similarly. In a world facing global challenges like climate change, pandemics, and economic disparities, the poem's call for unity and mutual understanding is crucial. It underscores that harming others ultimately harms ourselves and our shared planet, making its advocacy for peace and universal brotherhood more vital than ever.

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LESSON PLAN 

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Lesson Plan: No Men Are Foreign

Unit: 6 Poem: No Men Are Foreign Author: James Falconer Kirkup

1. Learning Objectives: By the end of this lesson, the teacher expects students to:

• Understand the concept of universal brotherhood and the interconnectedness of humanity.
• Identify and appreciate the poetic devices used by James Falconer Kirkup to convey his message.
• Analyze the poet's perspective on war and human conflict.

2. Learning Outcomes: Students will be able to apply the knowledge learned from the lesson in their daily lives by:

• Demonstrating empathy and rejecting discrimination based on nationality, religion, or any other superficial difference.
• Recognizing the shared fundamental aspects of human life and common experiences across different cultures.
• Promoting peace and understanding by challenging ideas that instigate hatred or conflict among people.

3. Introduction: The teacher will begin the lesson by engaging students with a few thought-provoking questions to introduce the theme:

• "What do you understand by the word 'foreign'?"
• "Have you ever met someone from a different country? How was your experience? Did you find them to be very different from yourself?"
• "Looking at the UN organization logos (referencing the Unit 6 lead-in on page 162), what do these symbols represent about humanity or global relations?"
• "How can we, as individuals, contribute to making the world a more peaceful and united place?"

4. Reading and Understanding: Students will read the poem "No Men Are Foreign" aloud, stanza by stanza. As they read, they will focus on understanding the literal meaning and context. The teacher will guide students to identify and understand the meanings of new vocabulary words from the poem, which are listed in the glossary:

• labour (n) - hardwork
• betray (v) - disloyal / reveal something unintentionally or intentionally
• condemn (v) - express complete disapproval
• defile (v) - damage the purity or appearance
• outrage (v) - offend / scandalize

5. Mind Map: The lesson will be presented as a mind map, visualising the poem's central message and supporting ideas.

                 Click the map 

6. Consolidation and Presentation: The teacher will summarize the poem's core message, explaining that the poet James Falconer Kirkup conveys the idea that all human beings are essentially the same, despite superficial differences like nationality, caste, creed, or uniform. The poem highlights our shared humanity, common needs, and common experiences, emphasizing that war and hatred are unnatural acts against our own kind. It concludes with a powerful reminder that "no men are foreign, and no countries strange".

7. Reinforcement:

• About the Poet: The teacher will provide additional information about James Falconer Kirkup, noting he was an English poet, translator, and travelogue writer, known for his over 30 books, and his first book of poetry, "The Drowned Sailor at the Downs".
• Discussion: Facilitate a discussion on the poem's relevance in today’s world, particularly concerning global conflicts, migration, and the need for greater understanding among diverse populations.
• Literary Context: Briefly discuss how the poem serves as a powerful call for peace and unity, going beyond simple nationalism to advocate for a broader sense of human brotherhood.

8. Evaluation: To evaluate student understanding, the teacher will ask three types of questions:

• a) Lower Order Thinking Question (LOTS): "According to the poem, what breathes beneath all uniforms?"
• b) Middle Order Thinking Question (MOTS): "The poet mentions 'Their hands are ours, and in their lines we read A labour not different from our own'. What deeper meaning does the poet convey about human effort through this line?"
• c) Higher Order Thinking Question (HOTS): "The poem 'No Men Are Foreign' has a greater relevance in today's world. Elucidate with examples from current global events or issues, explaining how the poem's message applies."

9. Remedial Teaching: For slow learners, the teacher will implement the following strategies:

• Simplified Language: Provide simplified summaries and explanations of each stanza.
• Visual Aids: Utilize visual aids, such as pictures of people from different cultures engaged in similar activities, to reinforce the concept of shared humanity.
• Repetition and Choral Reading: Engage students in repetitive reading and choral recitation of key lines to aid memorization and pronunciation.
• Pair Work: Assign stronger students to work in pairs with slow learners to provide peer support and clarify concepts.
• Fill-in-the-Blanks: Provide worksheets with fill-in-the-blank exercises based on the poem's summary (similar to the exercise provided in the source on page 521) to reinforce comprehension of key ideas and vocabulary.

10. Writing: Students will be asked to complete a writing task related to the lesson:

• Write a paragraph describing the central theme of the poem "No Men Are Foreign" in their own words, focusing on the message of universal brotherhood.
• Alternatively, write a short reflective paragraph on how reading this poem has influenced their perception of people from different countries or backgrounds.

11. Follow-Up: The teacher will provide homework or an activity based on the lesson:

• Homework: Students will be asked to complete the activity provided in the source on page 521: "Based on your understanding of the poem complete the following by choosing the appropriate words/phrases given in brackets."
• Assignment/Activity: Students will design a poster or slogan promoting universal brotherhood and peace, drawing inspiration from the poem's themes and using catchy slogans (referencing the "Create posters for the following" activity on page 492 in the source).

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.