Activities on Poetic Creativity

1.1 The Person I Am Looking For

A4. Rewrite the following lines replacing the underlined words:
If you accept counsel without getting sour
And re-assess yourself in the light thereof
Act: If you accept advice/suggestion/ without getting bitter/irritate/angry
And re-examine/re-check/introspect yourself in the sunrays/brightness/focus thereof
(Do not write all options suggested.)

2.1 I Ran Into A Stranger

A4 Frame four poetic lines on the following situations using a rhyming pattern:
“While introducing great personalities, we praise them very highly and talk about their qualities, but while speaking about our friends we may not follow the same trend.”
The above situation is written in the structure of prose. Simply breaking sentences into lines will be poetic structure. Let the students know the structural difference between prose and poetry. Let them practice the pattern of rhyme scheme such as aabb, abab,abba
Activity: 1. While introducing great personalities,
We praise them very highly and talk about their qualities,
But while speaking about our friends
We may not follow the same trends
Activity 2 . While introducing great personalities,
While speaking about our friends,
We do not follow the same trends.
We praise the great very highly and talk less of friend’s qualities.

Activity 3.
While introducing great personalities,
And speaking about our friends
We praise the great very highly and talk less of friend’s qualities.
Why do we follow the different trends?
Activity 4
For great personalities we have a lot of praise.
As if it is a craze of todays.
But the praise we forget for friend.
Praising friend is not today’s trends.

3.1 Suburbs

Life is beautiful, enjoy it. Don’t run after money, don’t destroy it or you will be a fool.
Based on this theme compose two poetic lines of your own.
Activity 1
Run not after money to make you fool
Life is a thing of beauty to enjoy cool.
Activity 2
Don’t run after money. Life is beautiful.
Don’t destroy it or you will be fool.
Activity 3
Enjoy the beauty of life
Money stabs you with greed’s knife.

4.1 Old Women

Compose four poetic lines keeping in view your parents’ love and care for you and your accountability for them.
Activity 1
How can we forget?
The love and care
The parents, with us share
Are we not accountable to see
Their life is set?


Activity 2
O dear mom, O dear dad!
We pledge never to make you sad.
You are our dearest mentors,
We will always be your protectors.

5.1 The Felling Of the Banyan Tree
Compose tow poetic lines against the cutting of trees.
Activity 1
When you cut the trees, you cut your life short.
When you uproot the tree; it will damage your heart.
Activity 2
Do not cut trees, it’s not fair.
It will deprive you of fresh water and air.
6.1 Nation’s Strength
Activity 1
Ask the red dust of empires passed away
-------------------------------------------------------
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And their glory to decay.
Add two poetic lines to with rhyme scheme pattern of ‘ abba’
Ask the red dust of empires passed away
Is it the sword? Is it the blood?
That turned their stones to rust with bleeding flood
And their glory to decay.


7.1 Peace Is A Woman And A Mother
Her daughter in Hiroshima
And her sons in Vietam
………………………………….
………………………………………..

Compose the last two lines of your own using the names of countries and the names of cities rhyming with each other
Activity 1
Her daughter in Hiroshima
And her sons in Vietam
Her moms in Kohima
And her sisters in Suriname.

8.1 Concrete Jungle
Compose two more lines to rhyme with following lines
Activity 1
No more woods
No more natural goods.
Want of foods
Loss of moods.
Activity 2
No more woods
No more natural goods.
No more happy moods
No more natural foods.


…………………………………

Rapid Reading : The Girl With An Apple

Extract : ‘My brothers and I were………………………………. a hunk of bread or, better yet, an apple.
A1 Complete the statements using words/expressions from the extract.
1. The writer and his brother were transported to …………….. Germany
2. The work given to Hermon at Buchenwald was …………..to load the dead into a hand cracked elevator.
3. Hermon was identified as ……….. 94983
4. Hermon and his brother were sent to …….. Schlieben
A1. Characters: Enlist the characters that appear and are referred to in the extract.
The characters that appear are Hermon, his brother and a little girl. The characters that are referred to in the extract are Hermon’s mother.
A1.Theme: Arrange the statements in order to get the central idea of the extract.
1. After a couple of days he spotted a girl on the other side of the camp’s fence.
2. The writer and his brother were taken to the concentration camp.
3. Once he dreamt that his mother would send him an angel.
4. They were issued uniforms and identification numbers.
Language: A1 Point out the words / expressions related with war and its effects exploitation
The words related with war , exploitation and its effects are ‘transported in cattle car’, ‘concentration camp’, ‘issued uniforms and identification numbers’, ‘camp’s crematorium’
A2. Add an imaginary paragraph before the extract. 2
It was the period of Second World War. The Nazi were seeking for the Jew. One day a troop of Nazi army reached our village. They started picking every single Jew from our village. I was playing with my brothers in the backyard of my house. I heard the footsteps and screaming of a group of people. We hid behind the lonely tree in the backyard. One of the soldier’s eyes fell on us and he rushed to lift us. We were put into a cattle car. I looked for my parent in the car in vein.

Extract : We were in Theresienstadt ………………. I was starting to settle in.
A1: Theme : Choose the correct option and rewrite the statements.
1. The girl with an apple/ Mother is called an angel.
2. The writer escaped from the camp at Buchenwald / Theresienstadt.
3. At 10 A. M. / 8 A. M. the writer heard shouts and saw people running in the camp.
4. The writer was trained in electronics in England/ America.
A1. Language: Point out the vivid description employed in the extract.
Ans : In the following lines we find vivid description- ‘ there was commotion’ ‘ I heard shouts, and saw people running every way through camp’ ‘The gates swung open’ .
A1. Plot: State the role of different countries in the escape and settlement.
Ans : (The writer was sent to Germany to keep in concentration camp. From there he was taken to Theresienstadt in Czechoslovakia.) At Thereseinstadt the writer was scheduled to die in gas chamber. Somehow troops of Russia liberated him. In England he was kept in a hostel and given training in electronics. He served in the U. S Army during Korean War.
A2. Write the gist of the extract.
Ans: The writer, his brothers and other inhabitants of the camp were liberated by Russian troops. The writer owes his survival to the apple girl whose goodness saved his life. After getting liberated, he went to England. There he got training in electronics. Then he moved to America. His brother Sam also was there. In America he opened his electronics shop to settle in.


Extract 3 ' We piled back......... I have never let her go.'
A1. The extract tells us about human relationship. Explain.



A2 Write a piece of dialogue between Roma and the writer Herman.
(Scene: Sid in driver’s seat, Roma and Herman in back seats )
Roma: (in a soft tone) Where were you during the war?
The writer: (looking towards her) In the camps. And you?
Roma: My family was hiding on a farm in Germany, not far from Berlin?
The writer: ( surprisingly) Weren’t you caught ?
Roma: My father knew a priest who got us Aryan papers.
The writer : Thank god. You didn’t witness the sufferings of the people in the camp
Roma: I know it. I saw a boy in the camp. I would throw him apples every day.
The writer: Did he tell you one day not to come back?
Roma: (In an amazement)Yes
The writer : That was me. I’m not letting you go. Will you …..m…marry me?
Roma : (blushing) You’re crazy.







.

5.4 Realisation Of A Dream

Read the extract, read the activity and complete all the activities.
A1. Complex Factual
Complete the following statements using the expression from the extract.
1. Pandit Jawaharlal Nehru is referred to as India’s epoch maker.
2. The state of Maharashtra will work for the betterment of the common people of Maharashtra.
3. The greatness of Maharashtra depends on the greatness of India.
4. The Himalayas stand for India and the Sahyadri stands for Maharashtra.
5. Hard labour is the watchword of our times.
6. Our saints have taught us the principle of equality and taught us to fight against injustice.
A2 Interpretation:
State the features of the Himalayas and the Sahyadri.
Ans: The snowy Himalayas are the highest mountain ranges. They symbolise India. The Sahyadri is formed of black rock structure. There is 200-300 inches rainfall. It stands for Maharashtra.
A2 Match the following

Column A	Column B
India	blackest rock structure
Maharashtra	snowy
Himalayas	Pandit Jawaharlal Nehru
Sahydri	Dnyaneshwar

A3. Conclusion: ’On this historic moment, I stand here to thank Pandit Jawaharlal Nehru.Here the historic moment implies……….
The historic moment implies that formation of Maharashtra is a great moment for the people of Maharashtra. It will definitely last forever. It will work for the betterment of the common people of Maharashtra. At the same time India will be of prime importance.
A3. Point out the relation of India and Maharashtra.
A4 Vocabulary :
Find out from the extract the one word for the expression given here.
1. Giving honour or glory by doing something – blessing
2. Give up something valued for the sake of others – sacrifice
3. The arrangement of parts or elements of something complex – structure
4. A person or a thing providing protection - shield
Give the anonyms of :
1. Gratitude x ingratitude 2. Recently x lately 3. Sinful x sinless 4. Patriotism x treason
A5 Personal Response Type Question
Differentiate the having dreams and the realising dreams.

Write your vision about the dream nation.
A6 Grammar:
1. India’s epoch maker has come over here to bless the State of Maharashtra ( Rewrite it using gerund forms underlined)
India’s epoch maker has come over here for blessing the State of Maharashtra
2. Identify the voice (active/passive) of following sentences.
a. I have made this clear by bringing to your notice. Active Voice
b. It will be done primarily for India. Passive Voice
A6. Grammar
1. We Maharashtrians love him, worship him. (Rewrite using ‘not only …….. but also’)
We Maharashtrians not only love him but also worship him.
2. India and Maharashtra can progress only when there is oneness of interest. (Rewrite using ‘unless’)
India and Maharashtra cannot progress unless there is oneness of interest.

A Poem : A Nation's Strength

I.State whether the following statements are true or false. Correct the false statements.
1. The grand structures of wealthy kingdoms cannot endure the ravages of war.
2. There is nothing glorious about nations with great military might.
3. Those nations are great which can boast of a huge army.
4. Wars cause senseless violence.
5. True patriots are those who do not think of their own comfort.
II Read the poem carefully and do the following activities
1. The extract begins with a couple of questions. State the purpose they serve.
2. The nation is described as a structure or building. Explain.
3. Give reasons : Wealthy kingdoms are unstable.
4. Point out the legacy that victories won through wars leave behind.
5. Describe the aftermath of bloody wars.
6. War victories turn 'glory to decay' . Explain.
7. A nation having weapons of mass destruction can be judged as a strong one. Give your opinion.
8. State why the poet says that national pride 'seems' sweet.
9. State the ultimate fate of pride .
10. Point out the kind of men who build a mighty nation.
l l . Enlist the qualities of great men that contribute to the strength of a nation.
12. The poet has tried to create a conversational tone in the poem. Pick out the words or expressions used to create this tone.
III. Poetic Devices
1. In the first line of the 2nd and 3rd stanzas, the words 'gold' and 'sword' denote wealth and strength. The figure of speech where a word is used to represent a class or category of things is known as Metonymy.

2.. Antithesis is a figure of speech wherein two opposite words or ideas occur in the same sentence. Try and identify them in stanzas 2 and 3.
3.. Pick out the rhyming pairs of words in the 4th and 5 th stanzas along with rhyme scheme.
IV. Towards Appreciation
l. Find out type of foundation the poet referring to in the poem.
2. Write your opinion about the underlying message of the poem.

5.3 Under The Yoke

Read the story carefully and complete the statements given below with appropriate expressions from the story:
1.The boys came to school whenever they felt like it.
2.The school-master did time-honoured jobs without murmur.
3.It was unusual for disputes to cross the boundary of village.
4.If financial difficulties threatened to postpone a scheduled wedding, the village often helped to tide over the situation.
5.Sheku asked the teacher to find him a bullock from somewhere.
6.Sheku's better half was a strapped woman.
7.Sheku's wife pulled by the side of the bullock by sheer physical strength.
8.Together they went to work with a rake until the seed was covered.
9.The school-master was consulted in regard with whenever the sheep was loss or wife quarreled.
10.Complete the list of excuses the school-master made for the poor enrollment of students .........
11. Two acre land was sown by Sheku and his wife by the evening.
12.The incredible tale of Sheku's wife was talked of in the village with admiration, astonishment and scornful amusement .

A2. Complete the web chart about subsidiary roles of school master.

A2 Complete the web chart about varied roles of school master

A1. Complex Factual:
State whether the following statements are true or false. Correct the false statements.
a. Sheku was very often seen in the village. FalseCorrected statement: Sheku was not often seen in the village.
b. Cultivation of land was the only interest of Sheku. True>
c. He used his dhoti as blanket.True
d. He asked Ayubu to lend him a bullock. FalseCorrected statement:He asked the teacher to lend him a bullock.

One day, while the sowing operation was at its height, Sheku came to see me. He was not often seen in the village. He had two or three acres of land outside the village and its cultivation was his only interest in life. It was early morning and the man had covered himself with a dhoti–as if it were a blanket. All I could see of him were his scraggy face and dusty feet–they looked leathery from constant trekking; the toes had coarse ungainly nails on them. His hands were hidden from view. Ayubu and I were by ourselves when Sheku came.
‘Teacher’, he said, without bothering to sit down, 'Do find me a bullock from somewhere. It’s sowing time you know!’
It was pointless to say that as a school-master I was not likely to own a bullock. He said, ‘You can easily borrow one for me. I have one. The other died. I can sow if I get another. Otherwise it means starving–the whole year through.’
‘Let me know first who has a bullock to lend. Then I can ask him.’
‘Those that own bullocks have their own sowing to do. Who would put up with a delay in his own sowing? I have tried everywhere.’
‘Whom do you want me to ask in that case?’
‘Do what you like but help me in my need. The whole village says: “the school-master is always helpful, always there in times of difficulty!” Why do you treat me different ?’
Ayubu, who had listened to all this without a word, now intervened. He turned his face towards Sheku and said:
‘Are you crazy, Sheku? Where would the teacher get a bullock? Is he a farmer? Is he a cattle dealer? Have you no sense that you come and beg for whatever stupid thing enters your head? Go away!’

A2. Appreciation:
Narrate about the problem of Sheku.
Ans : It was a time of sowing. His one of the bullocks died. He tried to get a bullock from villagers in vain. He could sow if he got a bullock with the help of teacher. Otherwise it would be starving for a whole year.
A3. : Conclusion /Guessing
Arrange the jumbled sentences in the sequence of events occurred.
a. Sheku realised his mistake when Ayubu intervened.
b. Sheku’s bullock died.
c. Sheku came to school master and asked for a bullock.
d. Sowing operation was in full swing.
Ans: d. Sowing operation was in full swing.
b.Sheku’s bullock died.
c. Sheku came to school master and asked for a bullock.
a. Sheku realised his mistake when Ayubu intervened.
A4. Vocabulary:

Match the words in Column A with their antonyms in column B

Column A	Column B
1.constant	a.lend
2.coarse	b.smooth
3.borrow	c.timely
4.delay	d.sporadic

Ans:

Column A	Column B
1.constant	d.sporadic
2.coarse	b.smooth
3.borrow	a.lend
4.delay	c.timely

A5.PRT:
Many farmers have been facing the problems like Sheku’s . Suggest solutions to the problems.
A6.Grammar
1) Find the assertive substitute of the following rhetorical question.
Where would the teacher get a bullock?
a. The teacher would get a bullock anywhere.
b. The teacher would get a bullock.
c. The teacher should get a bullock.
d. The teacher wouldn’t get a bullock.
2) He turned his face towards Sheku and said , “ Are you crazy, Sheku?”
He turned his face towards Sheku addressing him and asked if he was crazy.

Unit Test 2018

Unit Test Std 12 English

Activity Sheet on '7.2 What Would It Be Like ?'

Read the activity, read the extract and do all the activities.
A1. Complex Factual
Complete the statements by using the appropriate words from the extract.
1. A poverty-free world means that everyone has the ability to take care of ................
2. In such a world ............. would not be the cause of death.
3. ................ is a goal of world leaders for decades.
4. Due to hunger related diseases today ........... die each day all over the world.
Ans :1. A poverty-free world means that everyone has the ability to take care of basis life needs
2. In such a world hunger would not be the cause of death.
3. A poverty- free world / A world without poverty is a goal of world leaders for decades.
4. Due to hunger related diseases today 4000 children die each day all over the world.
To me, a world without poverty means that every person would have the ability to take care of his or her own basic life needs. In such a world, nobody would die of hunger or suffer from malnutrition. This is a goal world leaders have been calling for for decades, but have never set out any way of achieving it. Today 40,000 children die each day around the world from hunger-related diseases. In a poverty- free world, no children would die of such causes. Everybody in every part of the globe would have access to education and health-care services because he or she would be able to afford them. Unlike today, the state would not be required to provide free or subsidized health-care or schooling. All state organizations created to provide free or subsidized services for the poor would no longer be required and could be done away with. Thus, no need for welfare, or local welfare agencies, or the national welfare department. No need for hand-outs, no soup-kitchens, no food stamps, no free schools, no free hospital care, no begging in the streets. State-run safety -net programme would have no rationale for existence because no one would live on charity any more. State-run social security programmes, income-support programmes would be unnecessary. Social structures in a poverty-free world would, of course, be quite different from those that exist in a poverty-ridden world. But nobody would be at the mercy of anyone else, and that is what would make all the difference between a world without poverty and one riddled with it. Finally, a poverty-free world would be economically much stronger and far more stable than the world today.
A2. Interpretation
Complete the Web chart about have’s and haven’t in poverty free world. ( Draw the web chart. )

Ans :

A3 Conclusion / Guess
Differentiate the world without poverty and the world riddled with poverty.
Ans : Social structure in these two world would be different. Everybody would be able to afford basic needs in poverty-free world. But in the poverty riddled world some people would be at the mercy of government and private agencies .
A4. Vocabulary
Match the words in Column A with their meaning in Column B

Column A	Column B
Malnutrition	Sympathy
Decade	Paying part of cost
Subsidized	A period of ten year
Mercy	Under nourishment

A5. Personal Response Type
Poverty-free world will be a reality or dream. Express your views about it.
A6 Grammar
1. Nobody would die of hunger or suffer from malnutrition.
( Choose the two appropriate rhetorical questions for the above statement.)
a. Who would die of hunger or suffer from malnutrition ?
b. Would you not die of hunger or suffer from malnutrition ?
c. Would nobody die of hunger or suffer from malnutrition ?
d. Would anybody die of hunger or suffer from malnutrition ?
Ans : a. Who would die of hunger or suffer from malnutrition ?
d. Would anybody die of hunger or suffer from malnutrition ?
2. The state would not be required to provide free or subsidized health care or schooling. ( Rewrite using neither..... nor )
Ans :The state would neither be required to provide free or subsidized health care nor schooling.

5.3 Under The Yoke