VISUAL VIBES: MIND MAPS

FOR MASTERING ENGLISH EXAM

CLASS X (101)

SHANTHIRAVISHANKAR
MA .M.Ed
 Preface

As an English teacher with 29 years of experience, I have had

the privilege of guiding countless students through the
challenges and triumphs of mastering the English language.
Over the years, I have seen how traditional methods of
learning can sometimes overwhelm students, especially when
preparing for crucial exams like those in Class X. This led me
to explore innovative ways to make learning more engaging
and effective, and that's where mind maps came into play.
"Preparing for Class X English with Mind Maps" is a reflection
of my commitment to helping students succeed. This book
offers a collection of mind maps that break down complex
topics into manageable, visually organized segments. By
presenting information in this way, students can more easily
grasp key concepts, make connections, and retain what they
learn.
My hope is that this book will not only serve as a practical
tool for exam preparation but also inspire students to
approach learning with curiosity and confidence. Whether
you're a student aiming to excel in your exams or an educator
looking for new ways to support your students, I believe
these mind maps will be a valuable resource on your journey
to excel in English Exam.

— Shanthi Ravishankar
 About the Author
Mrs Shanthi Ravishankar is an outstanding teacher with over 28
years of rich English language teaching experience. Her classes
are always lively, interesting, and interactive.
Her passion for teaching has made her, experiment meticulously,
with an array of teaching techniques, to cater to the diverse
needs of her students. A proof of her knack of feeling the
students' pulse is her new book. For creating this she has dived
into the contents of Class X syllabus and brought out pearls in
the form of phenomenal mind maps for the benefit of all the
students. Lessons are simplified, made methodical and easy to
grasp.The colours and images make the book more interesting
for the reader as the famous saying goes ‘a picture speaks
thousand words’ . This excellent resource book will definitely be
a valuable handy tool for students and teachers as well !!!
Wishing her success in her new venture.
Mrs Sundari Krishnamurthy
Retd Principal
KVAFS Avadi

"With a passion for empowering young minds, Shanthi Mam has

created a transformative book of mind maps for Class X
Communicative English students. This will unlock the potential of
students, helping them navigate complex concepts with clarity and
confidence. Through her innovative approach, Shanthi Mam is not
only teaching English, but also inspiring a love for learning,
fostering creativity, and shaping the future of her students. Her
dedication and care will leave a lasting impact on the lives of her
students, making this book a treasured resource for years to
come."
The countdown begins for this treasure trove of knowledge, set to
leave an indelible mark on young minds and hearts, forever!"
With regards and best wishes
Usha MK
TGT English
PM SHRI KV Malappuram
 Mrs.ShanthiRavishankar a retired English teacher from Kendriya
Vidyalaya, has devoted her career to nurturing young minds and fostering
a love for learning. Her years of experience in the classroom have
endowed her with a unique perspective on the challenges and
opportunities within the English curriculum. This book stands as a
testament to her commitment to educational excellence and her
innovative approach to teaching. Her dedication to education and her
profound understanding of the nuances of teaching are beautifully
reflected in this work.
Mind mapping is an exceptional tool that helps students organize their
thoughts, visualize complex concepts, and enhance their understanding of
the subject matter. Through this method, Mrs.Shanthi has crafted a
resource that not only makes learning more engaging but also more
effective. Each mind map in this book is designed to simplify intricate
topics, making them accessible and easier to grasp for students at various
levels.
In an era where education continuously evolves, it is essential to equip
students with tools that facilitate active learning and critical thinking. Mrs.
Shanthi's Mind Map Book does precisely that, providing a structured yet
flexible framework that encourages students to explore, connect, and
internalize key concepts in English Communicative.
As you delve into this book, may you find it to be a source of inspiration
and a guide that enriches your educational journey. Mrs. Shanthi’s
dedication and expertise shine through in every page, and it is my hope
that this book will serve as a beacon of knowledge and a catalyst for
academic success.

Congratulations to Mrs. Shanthi for her exceptional contribution to

education, and heartfelt thanks to all who utilize this resource to further
their understanding and love of English.
Mrs. Brijit N J
TGT English
PM Shri KV HVF Avadi
 TO SUCCEED IN YOUR MISSION,YOU MUST HAVE A SINGLE-MINDED
DEVOTION TO YOUR GOAL – DR.APJ KALAM
The author of the book, MIND MAPS FOR CLASS 10 (Communicative
English) , Mrs Shanthi Ravishankar is known to me for more than two
decades. She is my great friend, apart from being my colleague, a
collaborative worker with the department ,making minute plans to uplift
the interest and enthusiasm of learning among students. She is a pillar of
support wherever she is.
She is a well known person in the KVS Chennai Region for her untiring
dedication towards teaching. Her classes always bubble with activities.
Her efforts to give personalized approaches to students to engage and
motivate them is really awesome. She is popularly known as ‘Mind Map
Shanthi’as she had already created Mind Maps for class 10 Lang.&
Literature .Many teachers and students of different regions have been
benefited out of it.
Her new attempt to create Mind Maps for class 10 Communicative
English has arisen soon after her superannuation. She again proved to be
an exceptional teacher even after retirement as she could come out with
the book within a short period burning midnight oil. This shows her deep
interest and involvement with the student community.
Her present work Mind maps for class 10 Communicative English will be
immensely helpful to children to understand the lessons better with
more clarity.Teaching fraternity would also find it a wonderful teaching
tool for them.
‘Learning gives creativity,Creativity leads to thinking.Thinking provides
knowledge Knowledge makes you GREAT’ - Dr.APJ Kalam
Congratulations to the author Shanthi Ravishankar.Wishing her the Best
in all her endeavours.

Amirthavalli.S
Tgt English,(retd)
KV Ashok Nagar
 Table of contents

1 Two Gentlemen of Verona

2 Mrs Packletide’s Tiger
3 The Letter
4 The Shady pot
5 Patol Babu
6 Virtually True
7 The Frog and the Nightingale
8 Not Marble nor the Gilded Monuments
9 Ozymandias
10 Snake
11 The Rime of the Ancient Mariner
12 The Dear Departed
13 Julius Caesar
14 Useful quotes for article writing
Two Gentlemen of Verona
A .J CRONIN
1. GIST
"THE TWO GENTLEMEN OF VERONA" BY A.J. CRONIN TELLS THE STORY OF TWO YOUNG
BROTHERS, NICOLA AND JACOPO, WHO WORK TIRELESSLY IN POST-WORLD WAR II
VERONA TO CARE FOR THEIR AILING SISTER, LUCIA. THROUGH THEIR VARIOUS ODD
JOBS, THEY DEMONSTRATE REMARKABLE RESILIENCE, DEDICATION, AND
SELFLESSNESS. THEIR STORY PROFOUNDLY IMPACTS THE NARRATOR, HIGHLIGHTING
THEMES OF FAMILIAL LOVE, SACRIFICE, AND THE ENDURING HUMAN SPIRIT

2. CHARACTERS

NICOLA: RESPONSIBLE, DETERMINED&SELFLESS

JACOPO: ENERGETIC, LOYAL & CHEERFUL
LUCIA: COURAGEOUS, GRATEFUL &INSPIRING
AUTHOR: EMPATHETIC,HUMANITARIAN

3 THEMES
SACRIFICE: THE BROTHERS' SELFLESS DEDICATION TO THEIR SISTER'S WELLBEING.
RESILIENCE: THE BOYS' DETERMINATION TO OVERCOME THEIR HARDSHIPS.
FAMILY LOYALTY: THE STRONG BOND AND SENSE OF DUTY AMONG SIBLINGS.
COMPASSION: THE EMPATHY SHOWN BY THE NARRATOR TOWARDS THE BOYS.
HOPE: THE BOYS HOPE FOR A BETTER FUTURE DESPITE THEIR STRUGGLES

4. VALUES
"STRENGTH IN SACRIFICE."
• "LOVE KNOWS NO BOUNDS."
• "RESILIENCE IN THE FACE OF ADVERSITY."
• "HOPE LIGHTS THE DARKEST PATHS."
• "TRUE NOBILITY LIES IN SELFLESS ACTS."
• "COURAGE THROUGH COMPASSION."
• "UNITED BY LOVE, STRENGTHENED BY STRUGGLE."
• "EMPATHY BUILDS BRIDGES."
• "FROM HARDSHIP TO HOPE."

5 CRITICAL THINKING QUESTION

"THEY WERE SHABBILY DRESSED IN WORN JERSEYS AND CUT-OFF KHAKI

TROUSERS, YET THERE WAS A CERTAIN DIGNITY IN THEIR BEARING."
HOW DOES THE CONTRAST BETWEEN THE BOYS' SHABBY APPEARANCE AND
THEIR DIGNIFIED BEARING IN "TWO GENTLEMEN OF VERONA" REFLECT
CRONIN'S CRITIQUE OF SUPERFICIAL JUDGMENTS AND SOCIETAL VALUES?

6 IMPORTANT LINES FROM THE TEXT

HERE ARE SOME IMPORTANT LINES FROM A.J. CRONIN'S "TWO GENTLEMEN OF VERONA" THAT CAPTURE THE
ESSENCE OF THE STORY:

"THEY WERE SHABBILY DRESSED IN WORN JERSEYS AND CUT-OFF KHAKI TROUSERS, YET THERE WAS A
CERTAIN DIGNITY IN THEIR BEARING."
"WE DO MANY THINGS, SIR," NICOLA ANSWERED SERIOUSLY. HE GLANCED AT US HOPEFULLY."
"MY SISTER IS IN THE HOSPITAL IN THE HILLS," JACOPO WENT ON. "SHE IS SUFFERING FROM TUBERCULOSIS."
"THEIR DEVOTION HAD TOUCHED ME DEEPLY. WAR HAD NOT BROKEN THEIR SPIRIT."
"THEY COULDN'T DO ENOUGH FOR US. THEY BROUGHT US FRUIT, THEY BROUGHT US CIGARETTES. THEY
BROUGHT US NEWSPAPERS."
THESE LINES HIGHLIGHT THE THEMES OF DIGNITY, DEVOTION, AND THE IMPACT OF WAR, UNDERSCORING THE
BROTHERS' PERSEVERANCE AND SELFLESSNESS.
1
 Two Gentlemen of Verona
A .J CRONIN
1. MAIN POINTS

HERE ARE THE MAIN POINTS OF THE STORY "TWO GENTLEMEN OF VERONA" BY A.J. CRONIN:
INTRODUCTION OF THE CHARACTERS: THE STORY INTRODUCES TWO YOUNG BOYS, NICOLA AND
JACOPO, WHO LIVE IN VERONA AND WORK HARD TO SUPPORT THEIR AILING SISTER, LUCIA.
UNUSUAL BEHAVIOR: THE NARRATOR, WHO ENCOUNTERS THE BOYS, IS STRUCK BY THEIR UNUSUAL
DEDICATION AND MYSTERIOUS BEHAVIOR AS THEY WORK TIRELESSLY IN VARIOUS ODD JOBS.
REVELATION OF THE TRUTH: IT IS REVEALED THAT NICOLA AND JACOPO ARE WORKING SO HARD TO
AFFORD MEDICAL TREATMENT FOR THEIR SISTER, LUCIA, WHO IS SUFFERING FROM TUBERCULOSIS.
ACTS OF KINDNESS: THE NARRATOR LEARNS THAT THE BOYS HAVE BEEN HELPING THEIR SISTER
WHILE ALSO SELFLESSLY ASSISTING OTHER PEOPLE IN NEED, SHOWING THEIR DEEP SENSE OF
RESPONSIBILITY AND COMPASSION.
RESOLUTION: THE NARRATOR IS MOVED BY THE BOYS' STORY AND THEIR SELFLESS ACTS, AND
REFLECTS ON THE TRUE MEANING OF GENEROSITY AND THE STRENGTH OF THE HUMAN SPIRIT.

SHORT QUESTIONS

DESCRIBE THE MAIN CHALLENGES NICOLA AND JACOPO FACE IN SUPPORTING THEIR SISTER. HOW DO THESE
CHALLENGES IMPACT THEIR LIVES?
ANSWER: NICOLA AND JACOPO FACE SIGNIFICANT CHALLENGES, INCLUDING FINANCIAL HARDSHIP AND THE
DEMANDING NATURE OF THEIR WORK, AS THEY STRUGGLE TO AFFORD MEDICAL TREATMENT FOR THEIR SISTER,
LUCIA, WHO HAS TUBERCULOSIS. THESE CHALLENGES IMPACT THEIR LIVES BY FORCING THEM TO TAKE ON
MULTIPLE ODD JOBS, OFTEN WORKING LONG HOURS, AND SACRIFICING THEIR OWN NEEDS AND COMFORTS.
THEIR DEDICATION TO SUPPORTING LUCIA SHOWS THEIR RESILIENCE AND DEEP FAMILIAL LOVE, BUT IT ALSO
HIGHLIGHTS THE PERSONAL SACRIFICES THEY MAKE TO ENSURE HER WELL-BEING.
QUESTION: HOW DOES THE NARRATOR’S PERCEPTION OF NICOLA AND JACOPO CHANGE THROUGHOUT THE
STORY? WHAT DOES THIS CHANGE REVEAL ABOUT THE NARRATOR’S UNDERSTANDING OF THE BOYS’
SITUATION?
ANSWER: INITIALLY, THE NARRATOR IS CURIOUS AND SOMEWHAT PUZZLED BY NICOLA AND JACOPO’S UNUSUAL
BEHAVIOR AND RELENTLESS WORK ETHIC. HOWEVER, UPON LEARNING THE TRUTH ABOUT THEIR SACRIFICES TO
SUPPORT THEIR AILING SISTER, THE NARRATOR’S PERCEPTION SHIFTS TO ONE OF DEEP ADMIRATION AND
RESPECT. THIS CHANGE REVEALS THAT THE NARRATOR GAINS A GREATER UNDERSTANDING OF THE BOYS'
CHALLENGING CIRCUMSTANCES AND THE DEPTH OF THEIR SELFLESSNESS. IT UNDERSCORES THE NARRATOR’S
NEWFOUND EMPATHY AND RECOGNITION OF THE TRUE CHARACTER OF NICOLA AND JACOPO, APPRECIATING
THEIR COURAGE AND DEDICATION.

VALUE BASED QUESTION

“DESPITE THEIR OWN POVERTY, NICOLA AND JACOPO DEVOTED THEMSELVES TO SUPPORTING THEIR AILING
SISTER AND HELPING OTHERS.”
VALUE-BASED QUESTION: WHAT VALUE DOES NICOLA AND JACOPO'S SELFLESS BEHAVIOR ILLUSTRATE, AND
HOW CAN THIS VALUE INSPIRE OTHERS IN THEIR DAILY LIVES?
ANSWER: NICOLA AND JACOPO’S SELFLESS BEHAVIOR ILLUSTRATES THE VALUE OF COMPASSION AND
RESPONSIBILITY. THEIR ACTIONS SHOW THAT TRUE GENEROSITY INVOLVES PUTTING OTHERS’ NEEDS BEFORE
ONE'S OWN, EVEN WHEN ONE IS FACING PERSONAL HARDSHIPS. THIS VALUE CAN INSPIRE OTHERS TO ACT
WITH EMPATHY AND KINDNESS IN THEIR OWN LIVES, ENCOURAGING THEM TO SUPPORT AND CARE FOR THOSE
IN NEED, REGARDLESS OF THEIR OWN CIRCUMSTANCES. BY EMBRACING THIS VALUE, INDIVIDUALS CAN
CONTRIBUTE POSITIVELY TO THEIR COMMUNITIES AND CREATE A MORE SUPPORTIVE AND CARING SOCIETY.

2
 MRS PACKLETIDE’S TIGER-SAKI

1. GIST
"Mrs. Packletide's Tiger" by Saki is a satirical
short story that mocks the superficial nature of
social status and human vanity.

2 THEME
THE THEME OF "MRS. PACKLETIDE'S TIGER" REVOLVES AROUND THE ABSURDITY OF VANITY
AND SOCIAL RIVALRY. IT SATIRIZES HOW PEOPLE GO TO GREAT LENGTHS AND ENGAGE IN
DECEITFUL BEHAVIOR TO ACHIEVE SOCIAL STATUS AND RECOGNITION. THROUGH IRONY AND
HUMOR, SAKI CRITIQUES THE SUPERFICIAL NATURE OF HUMAN AMBITIONS AND THE MORAL
CORRUPTION THAT OFTEN ACCOMPANIES THE PURSUIT OF PRESTIGE.

3 CHARACTERS
MRS. PACKLETIDE: A WEALTHY AND SOCIALLY AMBITIOUS WOMAN WHO IS EAGER TO OUTSHINE HER RIVAL, LOONA BIMBERTON. SHE IS
VAIN, COMPETITIVE, AND WILLING TO GO TO GREAT LENGTHS TO ACHIEVE SOCIAL PRESTIGE, EVEN IF IT MEANS RESORTING TO
UNETHICAL ACTIONS.
LOONA BIMBERTON: MRS. PACKLETIDE’S SOCIAL RIVAL, WHO HAS PREVIOUSLY BOASTED ABOUT HER HUNTING ACHIEVEMENTS. SHE IS
PORTRAYED AS SNOBBISH AND SUPERFICIAL, CONCERNED WITH STATUS AND APPEARANCES.
MISS MEBBIN IS CUNNING: IS SHREWD AND MANIPULATIVE. SHE CLEVERLY USES HER KNOWLEDGE OF MRS. PACKLETIDE’S SITUATION
TO HER ADVANTAGE, EVENTUALLY BLACKMAILING HER. SHE IS PRAGMATIC AND OPPORTUNISTIC..
THE VILLAGERS: THEY PLAY A MINOR ROLE IN THE STORY AS THE LOCAL POPULATION INVOLVED IN THE TIGER HUNT. THEY ARE
PRACTICAL AND PRAGMATIC, HELPING TO SET UP THE HUNT.

4 VALUES

HUMILITY OVER VANITY: THE STORY ILLUSTRATES THE FOLLY OF EXCESSIVE VANITY AND THE SUPERFICIAL
PURSUIT OF STATUS. IT SUGGESTS THAT HUMILITY AND SINCERITY ARE MORE VALUABLE THAN SEEKING
RECOGNITION THROUGH DECEITFUL MEANS.
INTEGRITY AND HONESTY: THE TALE UNDERSCORES THE IMPORTANCE OF INTEGRITY AND
HONESTY. MRS. PACKLETIDE'S DECEPTION LEADS TO UNEXPECTED CONSEQUENCES,
HIGHLIGHTING THAT DISHONEST ACTIONS OFTEN BACKFIRE.
CONSEQUENCES OF RIVALRY: THE NARRATIVE SHOWS HOW UNHEALTHY RIVALRIES CAN LEAD
INDIVIDUALS TO MAKE IRRATIONAL DECISIONS. IT SUGGESTS THAT FOCUSING ON PERSONAL
GROWTH RATHER THAN COMPETING WITH OTHERS IS A MORE FULFILLING PATH.

5 IMPORTANT LINES FROM THE STORY

MRS. PACKLETIDE’S MOTIVES:

“MRS. PACKLETIDE HAD ONLY ONE AMBITION, WHICH WAS TO SHOOT A TIGER AND HAVE HER PHOTOGRAPH
PUBLISHED IN THE PAPER.”
ON THE TIGER HUNT’S OUTCOME:
“THE TIGER WAS ACTUALLY KILLED BY A BULLET FIRED BY A NATIVE HUNTER.”
ON MISS MEBBIN’S MANIPULATION:
“MISS MEBBIN HAD BEEN A GOOD DEAL IN THE HABIT OF HOLDING THINGS OVER PEOPLE’S HEADS.”
ON THE IRONY OF THE SITUATION:
“MRS. PACKLETIDE’S ONE ACT OF SELF-ADVERTISEMENT HAD BEEN AN ABJECT FAILURE.”
ON MISS MEBBIN’S BLACKMAIL:
“MISS MEBBIN DEMANDED A SUBSTANTIAL SUM TO KEEP THE TRUTH ABOUT THE TIGER’S DEATH FROM BEING MADE
PUBLIC.”

3
 MRS PACKLETIDE’S TIGER-SAKI

1. MAIN POINTS

MRS. PACKLETIDE'S AMBITION: MRS. PACKLETIDE, EAGER TO OUTSHINE HER

SOCIAL RIVAL LOONA BIMBERTON, DECIDES TO SHOOT A TIGER TO GAIN SOCIAL
PRESTIGE.
PLANNING THE HUNT: MRS. PACKLETIDE ARRANGES A TIGER HUNT, INTENDING
TO HAVE HER PHOTOGRAPH PUBLISHED TO SHOWCASE HER ACHIEVEMENT.
THE HUNT'S OUTCOME: THE TIGER IS ACTUALLY KILLED BY A NATIVE HUNTER’S
BULLET, NOT MRS. PACKLETIDE'S. HOWEVER, THE VILLAGERS FALSELY CREDIT
HER WITH THE KILL.
MISS MEBBIN'S MANIPULATION: MISS MEBBIN, MRS. PACKLETIDE’S COMPANION,
TAKES ADVANTAGE OF THE SITUATION BY BLACKMAILING MRS. PACKLETIDE FOR
A SUBSTANTIAL SUM TO KEEP THE TRUTH ABOUT THE TIGER’S DEATH HIDDEN.
SOCIAL PRESTIGE AND IRONY: THE STORY ENDS WITH THE IRONY THAT MRS.
PACKLETIDE’S ATTEMPT TO GAIN SOCIAL PRESTIGE RESULTS IN HER BEING
BLACKMAILED, REVEALING THE SUPERFICIALITY AND ABSURDITY OF HER SOCIAL
AMBITIONS.

2 SHORT QUESTIONS

HOW DOES MRS. PACKLETIDE’S DESIRE FOR SOCIAL STATUS INFLUENCE HER
ACTIONS AND DECISIONS IN THE STORY?
ANSWER: MRS. PACKLETIDE’S DESIRE FOR SOCIAL STATUS DRIVES HER TO
ORCHESTRATE A TIGER HUNT, EVEN THOUGH SHE DOES NOT ACHIEVE THE FEAT
HERSELF. HER ACTIONS REFLECT A SUPERFICIAL VALUE SYSTEM THAT
PRIORITIZES APPEARANCES AND SOCIAL RECOGNITION OVER GENUINE
ACCOMPLISHMENT AND HONESTY.
QUESTION: WHAT DOES MISS MEBBIN’S ROLE AND BEHAVIOR REVEAL ABOUT THE
DYNAMICS OF POWER AND MANIPULATION IN THE STORY?
ANSWER: MISS MEBBIN’S ROLE AS A BLACKMAILER REVEALS HOW POWER AND
MANIPULATION CAN BE WIELDED TO EXPLOIT OTHERS’ WEAKNESSES. HER ABILITY
TO LEVERAGE MRS. PACKLETIDE’S DESIRE FOR SOCIAL PRESTIGE DEMONSTRATES
HOW INDIVIDUALS CAN USE OPPORTUNISTIC TACTICS TO GAIN PERSONAL
ADVANTAGE, HIGHLIGHTING THE STORY’S CRITIQUE OF SOCIAL VANITY AND
ETHICAL COMPROMISE.

3 CRITICAL THINKING QUESTION

WHAT VALUE DOES THE STORY OF "MRS. PACKLETIDE’S TIGER" CONVEY ABOUT THE PURSUIT OF SOCIAL
STATUS AND ITS IMPACT ON PERSONAL INTEGRITY?
ANSWER: THE STORY CONVEYS THAT THE PURSUIT OF SOCIAL STATUS, WHEN DRIVEN BY VANITY AND
SUPERFICIAL CONCERNS, CAN LEAD TO A LOSS OF PERSONAL INTEGRITY AND ETHICAL BEHAVIOR. MRS.
PACKLETIDE'S OBSESSIVE DESIRE TO OUTSHINE HER RIVAL RESULTS IN HER ENGAGING IN DECEITFUL ACTIONS
AND ULTIMATELY BEING BLACKMAILED. THIS HIGHLIGHTS THAT THE QUEST FOR SOCIAL PRESTIGE OFTEN
UNDERMINES TRUE VALUES SUCH AS HONESTY AND GENUINE ACHIEVEMENT, DEMONSTRATING THAT A FOCUS
ON OUTWARD APPEARANCES CAN COMPROMISE ONE'S MORAL PRINCIPLES AND LEAD TO UNINTENDED
NEGATIVE CONSEQUENCES.
4
 THE LETTER
DHUMKETU
1. GIST
"THE LETTER" BY DHUMKETU IS ABOUT COACHMAN ALI, WHO PATIENTLY WAITS EVERY DAY AT THE POST OFFICE FOR A LETTER
FROM HIS ESTRANGED DAUGHTER, MIRIAM. DESPITE BEING MOCKED BY OTHERS, HIS HOPE NEVER WANES. AFTER HIS DEATH,
THE POSTMASTER, HAVING EXPERIENCED HIS OWN LONGING FOR A LETTER FROM HIS DAUGHTER, REALIZES THE DEPTH OF
ALI'S LOVE AND FINALLY UNDERSTANDS HIS PAIN. THE STORY IS A TOUCHING PORTRAYAL OF LOVE, LOSS, AND THE POWER
OF EMPATHY.

2. CHARACTERS
COACHMAN ALI -PATIENT,HOPEFUL,SILLED SHIKARI,OLD
,
POSTMASTER-INDIFFERENT,HEARTLESS INITIALLY
MIRIAM-ABSENT BUT CENTRAL
POST OFFICE CLERK-UNDERSTANDING,HELPFUL

3 THEME
THE CENTRAL THEME OF "THE LETTER" BY DHUMKETU IS THE ENDURING POWER OF LOVE AND HOPE IN THE FACE OF
LONELINESS AND LOSS. THE STORY ALSO EMPHASIZES THE IMPORTANCE OF EMPATHY AND UNDERSTANDING, AS SEEN
THROUGH THE TRANSFORMATION OF THE POSTMASTER AND THE CLERK, WHO EVENTUALLY RECOGNIZE AND APPRECIATE
COACHMAN ALI'S DEEP EMOTIONAL PAIN AND UNRELENTING HOPE FOR A CONNECTION WITH HIS DAUGHTER. IT SERVES
AS A POIGNANT REMINDER OF HOW DEEPLY HUMAN BEINGS YEARN FOR LOVE AND COMMUNICATION, AND HOW THESE
EMOTIONS CAN PERSIST EVEN IN THE MOST ISOLATING CIRCUMSTANCES.

4. VALUES
THE LETTER" BY DHUMKETU IMPARTS SEVERAL VALUABLE LESSONS:

PATIENCE AND HOPE: COACHMAN ALI’S UNWAVERING PATIENCE AND HOPE, DESPITE YEARS OF WAITING FOR A LETTER
FROM HIS DAUGHTER, TEACH THE IMPORTANCE OF HOLDING ON TO HOPE AND PERSEVERING THROUGH DIFFICULT TIMES.

EMPATHY AND UNDERSTANDING: THE TRANSFORMATION OF THE POSTMASTER FROM INDIFFERENCE TO EMPATHY
HIGHLIGHTS THE SIGNIFICANCE OF UNDERSTANDING AND BEING SENSITIVE TO OTHERS' EMOTIONS AND STRUGGLES.

LOVE AND SACRIFICE: ALI’S DEEP LOVE FOR HIS DAUGHTER AND HIS SACRIFICE OF DAILY VISITS TO THE POST OFFICE,
DESPITE THE MOCKERY HE FACES, UNDERSCORE THE SELFLESS NATURE OF PARENTAL LOVE.

COMPASSION AND KINDNESS: THE STORY ENCOURAGES SHOWING COMPASSION AND KINDNESS TO OTHERS, AS ONE
NEVER FULLY UNDERSTANDS THE DEPTH OF ANOTHER PERSON’S FEELINGS AND EXPERIENCES.

REFLECTION AND REALIZATION: THE POSTMASTER’S EVENTUAL REALIZATION OF HIS OWN INSENSITIVITY TEACHES THE
VALUE OF SELF-REFLECTION AND THE POTENTIAL FOR PERSONAL GROWTH AND CHANGE.

THESE VALUES EMPHASIZE THE IMPORTANCE OF EMOTIONAL CONNECTION, UNDERSTANDING, AND THE ENDURING
POWER OF LOVE AND HOPE.

5 CRITICAL THINKING QUESTION

"EMPATHY IS A CRUCIAL HUMAN QUALITY THAT OFTEN EMERGES FROM PERSONAL EXPERIENCE." HOW
DOES THE TRANSFORMATION OF THE POSTMASTER IN "THE LETTER" ILLUSTRATE THE IDEA THAT
EMPATHY CAN BE DEVELOPED THROUGH PERSONAL EXPERIENCE, AND WHAT DOES THIS SUGGEST
ABOUT THE POTENTIAL FOR PERSONAL GROWTH IN EVERYDAY LIFE?

6 IMPORTANT LINES FROM THE TEXT

FOR THE LAST FIVE YEARS, ALI HAD DRAGGED HIMSELF TO THE POST OFFICE
EVERY DAY IN THE HOPE OF RECEIVING A LETTER FROM HIS DAUGHTER."
"THE POSTMASTER, A MAN WITH A FACE AS SAD AND INEXPRESSIVE AS A
PUMPKIN, WOULD CALL OUT, 'COACHMAN ALI!'
"ALI WALKED SLOWLY BACK TO HIS SEAT, HIS EYES FILLED WITH TEARS."
"ALI HAD BEEN A CLEVER SHIKARI, AND IN THE DAYS OF HIS YOUTH HE WOULD
HUNT TIRELESSLY ALL DAY LONG."
"THE LETTER WAS ADDRESSED TO ALI, AND THE CLERK WHO HAD LAUGHED AT
HIM THAT DAY WAS NOW WEEPING."
5
 THE LETTER
DHUMKETU

1. MAIN POINTS

HERE ARE THE MAIN POINTS OF "THE LETTER" BY DHUMKETU:

COACHMAN ALI'S PAST: ALI WAS ONCE AN AVID HUNTER BUT GAVE UP HUNTING AFTER HIS
DAUGHTER MIRIAM GOT MARRIED AND LEFT HIM, LEAVING HIM LONELY AND YEARNING FOR
HER.

DAILY VISITS TO THE POST OFFICE: FOR FIVE YEARS, ALI VISITS THE POST OFFICE EVERY
DAY, WAITING FOR A LETTER FROM MIRIAM, THOUGH NONE ARRIVES. THE POST OFFICE
STAFF MOCK HIM, SEEING HIS PERSISTENCE AS FOOLISHNESS.

SYMBOL OF HOPE: THE LETTER REPRESENTS ALI'S HOPE AND HIS CONNECTION TO HIS
DAUGHTER, WHICH KEEPS HIM GOING DESPITE THE LONG WAIT.

ALI'S DEATH AND REQUEST: NEAR THE END OF HIS LIFE, ALI ASKS A CLERK TO DELIVER HIS
DAUGHTER'S LETTER IF IT ARRIVES AFTER HIS DEATH.

THE POSTMASTER'S REALIZATION: AFTER ALI’S DEATH, THE POSTMASTER RECEIVES A

LETTER FROM HIS OWN DAUGHTER AND, FOR THE FIRST TIME, UNDERSTANDS ALI'S DEEP
LONGING AND PAIN.

EMPATHY AND REDEMPTION: THE POSTMASTER AND THE CLERK, NOW EMPATHETIC, PLACE
MIRIAM'S LETTER ON ALI’S GRAVE, RECOGNIZING THE SIGNIFICANCE OF ALI'S LOVE AND
PATIENCE.

THE STORY HIGHLIGHTS THEMES OF LOVE, PATIENCE, EMPATHY, AND THE EMOTIONAL
ISOLATION OF OLD AGE.

2 .SOLVE THE EXTRACT

THE POST OFFICE, ONE OF THE MOST UNINTERESTING BUILDINGS IN THE WORLD, BECAME HIS PLACE OF
PILGRIMAGE. HE ALWAYS OCCUPIED A PARTICULAR SEAT IN A PARTICULAR CORNER OF THE BUILDING, AND WHEN
THE PEOPLE GOT TO KNOW HIS HABIT, THEY LAUGHED AT HIM. THE POSTMEN BEGAN TO MAKE A GAME OF HIM. EVEN
THOUGH THERE WAS NO LETTER FOR HIM THEY WOULD CALL OUT HIS NAME FOR THE FUN OF SEEING HIM JUMP UP
AND COME TO THE DOOR. STILL WITH BOUNDLESS FAITH AND INFINITE PATIENCE, HE CAME EVERY DAY, AND WENT
AWAY EMPTY-

WHY DO YOU THINK THE PROTAGONIST KEPT VISITING THE POST OFFICE DESPITE KNOWING THERE WAS NO LETTER
FOR HIM? ANSWER: THE PROTAGONIST VISITED THE POST OFFICE WITH BOUNDLESS FAITH AND PATIENCE,
HOLDING ON TO HOPE THAT HE MIGHT EVENTUALLY RECEIVE A LETTER.
HOW DID THE PEOPLE AND POSTMEN REACT TO THE PROTAGONIST'S REPEATED VISITS TO THE POST
OFFICE? ANSWER: THE PEOPLE LAUGHED AT HIM, AND THE POSTMEN MADE A GAME OF HIM BY CALLING OUT
HIS NAME EVEN WHEN THERE WAS NO LETTER FOR HIM.
QUESTION: WHAT DOES THE PROTAGONIST’S DAILY ROUTINE AT THE POST OFFICE REVEAL ABOUT HIS
CHARACTER? ANSWER: THE PROTAGONIST’S ROUTINE SHOWS HIS PERSISTENCE, UNWAVERING HOPE, AND
PATIENCE, DESPITE BEING RIDICULED.
QUESTION: WHAT IS THE SIGNIFICANCE OF THE POST OFFICE BEING DESCRIBED AS "ONE OF THE MOST
UNINTERESTING BUILDINGS"? ANSWER: DESCRIBING THE POST OFFICE AS "UNINTERESTING" HIGHLIGHTS THE
CONTRAST BETWEEN THE DULLNESS OF THE PLACE AND THE PROTAGONIST’S INTENSE EMOTIONAL
ATTACHMENT TO IT.

3.SHORT QUESTIONS

WHAT EFFECT DOES ALI’S PERSISTENT WAITING FOR A LETTER FROM HIS DAUGHTER HAVE ON THE POSTMASTER AND
THE CLERK?
ANSWER: ALI’S PERSISTENT WAITING FOR A LETTER DEEPLY AFFECTS THE POSTMASTER AND THE CLERK, LEADING
THEM TO REFLECT ON THEIR OWN ATTITUDES AND DEVELOP EMPATHY FOR ALI. THE POSTMASTER, IN PARTICULAR,
GAINS INSIGHT INTO THE DEPTH OF ALI’S EMOTIONS, WHICH TRANSFORMS HIS UNDERSTANDING AND APPRECIATION
OF ALI’S ENDURING HOPE AND SUFFERING.

WHAT ACTION DOES THE POSTMASTER TAKE TO HONOR ALI AFTER HIS DEATH?
ANSWER: AFTER ALI’S DEATH, THE POSTMASTER PLACES THE LONG-AWAITED LETTER FROM ALI’S DAUGHTER
ON HIS GRAVE, ACKNOWLEDGING AND HONORING ALI’S ENDURING HOPE AND LOVE.
6
 A SHADY PLOT ELSIE BROWN

1. GIST

THE GIST OF "A SHADY PLOT" BY ELSIE BROWN IS THAT JOHN HALLOCK, A STRUGGLING WRITER, IS VISITED BY A GHOST NAMED HELEN, WHO
REVEALS THAT GHOSTS HAVE BEEN HELPING WRITERS GENERATE STORY IDEAS. HOWEVER, THE GHOSTS ARE FED UP WITH PEOPLE USING
OUIJA BOARDS TO BOTHER THEM AND ARE GOING ON STRIKE. JOHN MUST CONVINCE HIS WIFE, LAVINIA, TO STOP USING HER OUIJA BOARD,
LEADING TO HUMOROUS MISUNDERSTANDINGS BEFORE THE SITUATION IS RESOLVED. THE STORY HUMOROUSLY EXPLORES THEMES OF
CREATIVITY, THE SUPERNATURAL, AND MARITAL MISUNDERSTANDINGS.

2. CHARACTERS
JOHN HALLOCK-IMAGINATIVE,CONCERNED
LAVINIA HALLOCK SUPERSTITIOUS STUBBORN SUSPICIOUS

HELEN (THE GHOST) HELPFUL,AUTHORITATIVE FRUSTRATED

3 THEME
The theme of "A Shady Plot" by Elsie Brown centers around the intersection of the
supernatural and everyday life, exploring the humorous consequences of meddling with
the unknown. The story also delves into the creative struggles of writers and the
misunderstandings that can arise in relationships due to suspicion and lack of
communication. Ultimately, it highlights the importance of trust and understanding in
resolving conflicts.

4 VALUES

1. Trust and Communication: The story emphasizes the importance of

trust and open communication in relationships, as misunderstandings
can lead to unnecessary conflict.
2. Humility and Acknowledgment: It subtly suggests the value of humility, as
John, a writer, must acknowledge that his creativity isn't solely his own
but is aided by external, even supernatural, forces.
3. Respect for Boundaries: The story highlights the importance of
respecting boundaries, whether in relationships or in dealing with the
supernatural, as meddling beyond what is appropriate can lead to
unintended consequences.

5 IMPORTANT LINES FROM THE STORY

"YOU DON’T HAVE TO WORRY ABOUT IDEAS, JOHN. JUST LEAVE IT TO ME."
THIS LINE, SPOKEN BY THE GHOST HELEN, UNDERSCORES THE STORY'S SUPERNATURAL ELEMENT AND THE
HUMOROUS PREMISE THAT GHOSTS ASSIST WRITERS IN COMING UP WITH IDEAS.
"WE’RE GOING ON STRIKE!"
HELEN’S DECLARATION REFLECTS THE FRUSTRATION OF THE GHOSTS, WHO ARE TIRED OF BEING DISTURBED BY
OUIJA BOARD USERS. IT’S A KEY MOMENT THAT DRIVES THE PLOT FORWARD.
"YOU’RE PERFECTLY WELCOME TO YOUR KING PRAWN, JOHN, BUT REMEMBER, THE NEXT ONE MIGHT NOT WAIT
130 SECONDS!"
THIS LINE ENCAPSULATES THE EXPERIMENT’S FINDINGS AND HUMOROUSLY HIGHLIGHTS THE IDEA OF SELF-
CONTROL IN CUTTLEFISH, DRAWING A PARALLEL TO HUMAN BEHAVIOR.
"JOHN, WHO IS HELEN?"
THIS LINE BY LAVINIA SPARKS A MAJOR CONFLICT IN THE STORY, REVEALING HER SUSPICIONS AND SETTING THE
STAGE FOR THE MISUNDERSTANDINGS THAT ENSUE.
"IF YOU HAD USED A LITTLE OF THAT PHENOMENAL IMAGINATION OF YOURS, YOU MIGHT HAVE SAVED US BOTH
A LOT OF TROUBLE."

7
THIS LINE BY LAVINIA TOWARDS THE END OF THE STORY EMPHASIZES THE IMPORTANCE OF COMMUNICATION
AND UNDERSTANDING, SUBTLY CRITICIZING JOHN FOR NOT BEING MORE FORTHCOMING.
 A SHADY PLOT
ELSIE BROWN

1. MAIN POINTS
WRITER’S BLOCK: JOHN HALLOCK, A WRITER, IS STRUGGLING WITH A LACK OF INSPIRATION FOR HIS NEXT
STORY.

GHOSTLY ASSISTANCE: JOHN IS VISITED BY HELEN, A GHOST WHO REVEALS THAT SPIRITS HAVE BEEN
HELPING WRITERS WITH PLOT IDEAS.

GHOSTS’ FRUSTRATION: THE GHOSTS ARE FRUSTRATED BY PEOPLE USING OUIJA BOARDS TO
COMMUNICATE WITH THEM, LEADING TO THEIR DECISION TO GO ON STRIKE.

JOHN’S TASK: HELEN INSTRUCTS JOHN TO CONVINCE HIS WIFE, LAVINIA, TO STOP USING HER OUIJA
BOARD TO APPEASE THE GHOSTS.

LAVINIA’S SUSPICION: LAVINIA DISCOVERS JOHN’S INVOLVEMENT WITH THE GHOST AND BECOMES
SUSPICIOUS, BELIEVING HE IS HAVING AN AFFAIR.

MISUNDERSTANDINGS: LAVINIA'S SUSPICION AND JOHN'S ATTEMPTS TO MANAGE THE GHOSTLY

SITUATION LEAD TO HUMOROUS MISUNDERSTANDINGS.

JOHN’S EFFORTS: JOHN TRIES TO EXPLAIN THE SITUATION TO LAVINIA, BUT HIS EFFORTS ARE
COMPLICATED BY HER CONTINUED USE OF THE OUIJA BOARD.

RESOLUTION: JOHN MANAGES TO CONVINCE LAVINIA TO GIVE UP THE OUIJA BOARD, EASING THE
GHOSTS’ FRUSTRATION.

RESTORED HARMONY: WITH THE GHOSTS’ STRIKE OVER, JOHN AND LAVINIA’S RELATIONSHIP RETURNS TO
NORMAL, AND JOHN’S WRITING INSPIRATION IS RESTORED.

MORAL: THE STORY UNDERSCORES THE IMPORTANCE OF TRUST, COMMUNICATION, AND

UNDERSTANDING IN RELATIONSHIPS, WHILE ALSO PROVIDING A HUMOROUS TAKE ON SUPERNATURAL
INTERFERENCE.

2 SHORT QUESTION

WHAT ROLE DO MISUNDERSTANDINGS PLAY IN THE PLOT OF "A SHADY PLOT"?

ANSWER: CONFLICT CREATION: MISUNDERSTANDINGS BETWEEN JOHN AND LAVINIA, PARTICULARLY REGARDING THE
GHOST’S PRESENCE AND THE OUIJA BOARD, DRIVE THE CENTRAL CONFLICT OF THE STORY, LEADING TO HUMOROUS
AND DRAMATIC SITUATIONS.
RESOLUTION: THESE MISUNDERSTANDINGS ARE EVENTUALLY RESOLVED THROUGH CLEAR COMMUNICATION AND
ACTIONS TAKEN BY JOHN TO APPEASE BOTH LAVINIA AND THE GHOSTS, HIGHLIGHTING THE IMPORTANCE OF
RESOLVING CONFLICTS THROUGH UNDERSTANDING.

3 CRITICAL THINKING QUESTION

How does the use of humor in "A Shady Plot"

enhance the portrayal of supernatural elements
and their impact on everyday life?

How does "A Shady Plot" illustrate the value of

trust in relationships through its portrayal of
John and Lavinia’s interactions?
8
 PATOL BABUSATYAJIT RAY

1. GIST
"PATOL BABU, FILM STAR" IS A SHORT STORY BY SATYAJIT RAY ABOUT AN ORDINARY, MIDDLE-AGED MAN
NAMED PATOL BABU WHO ONCE HAD DREAMS OF BECOMING AN ACTOR. NOW LIVING A MUNDANE LIFE, HE
UNEXPECTEDLY GETS A SMALL ROLE IN A FILM. THOUGH INITIALLY DISAPPOINTED BY THE
INSIGNIFICANCE OF HIS ROLE—A SINGLE WORD, "OH!"—HE ULTIMATELY TAKES IT VERY SERIOUSLY,
RECALLING HIS LOVE FOR ACTING. PATOL BABU DELIVERS THE LINE WITH GREAT DEDICATION AND FINDS
IMMENSE SATISFACTION IN THE EXPERIENCE, REALIZING THAT THE TRUE JOY OF ACTING LIES IN THE
CRAFT ITSELF, NOT IN FAME OR RECOGNITION.

2. CHARACTERS
PATOL BABU: A MIDDLE-AGED, MODEST, AND SINCERE MAN WHO ONCE HAD DREAMS OF BEING AN ACTOR. HE IS PASSIONATE ABOUT
ACTING AND TAKES HIS WORK SERIOUSLY, FINDING FULFILLMENT IN HIS CRAFT RATHER THAN IN FAME.
NISHIKANTO GHOSH: PATOL BABU'S NEIGHBOR, WHO INFORMS HIM ABOUT THE FILM ROLE. HE IS HELPFUL AND SUPPORTIVE,
SHOWING CONCERN FOR PATOL BABU'S FINANCIAL SITUATION.
NARESH DUTT: A PRODUCTION ASSISTANT WHO OFFERS PATOL BABU THE MINOR ROLE IN THE FILM. HE IS BUSINESSLIKE AND
SOMEWHAT INDIFFERENT TO THE ARTISTIC VALUE OF THE ROLE, FOCUSING MORE ON GETTING THE JOB DONE.
JYOTI (THE DIRECTOR): THE FILM DIRECTOR, WHO IS PRACTICAL AND FOCUSED ON THE TECHNICAL ASPECTS OF THE SHOOT. HE
VALUES EFFICIENCY AND IS NOT PARTICULARLY CONCERNED WITH THE ACTORS' FEELINGS OR THE ARTISTIC DEPTH OF MINOR ROLE

3 THEME
THE THEME OF "PATOL BABU, FILM STAR" REVOLVES AROUND THE IDEA THAT TRUE SATISFACTION AND
FULFILLMENT COME FROM DEDICATION AND PASSION FOR ONE'S WORK, REGARDLESS OF THE SIZE OR
RECOGNITION OF THE ROLE. THE STORY EMPHASIZES THE IMPORTANCE OF FINDING JOY IN THE PROCESS
AND ARTISTRY OF WORK ITSELF, RATHER THAN SEEKING EXTERNAL VALIDATION OR FAME. IT ALSO
HIGHLIGHTS THE VALUE OF PROFESSIONALISM, NO MATTER HOW INSIGNIFICANT A TASK MAY SEEM, AND
THE DIGNITY THAT COMES FROM DOING ONE'S BEST.

4 VALUES
THE STORY "PATOL BABU, FILM STAR" IMPARTS SEVERAL IMPORTANT VALUES:
DEDICATION TO CRAFT: PATOL BABU'S COMMITMENT TO PERFORMING HIS SMALL ROLE
WITH EXCELLENCE TEACHES THE VALUE OF DEDICATION AND TAKING PRIDE IN ONE'S
WORK, NO MATTER HOW INSIGNIFICANT IT MAY SEEM.
PASSION: THE STORY HIGHLIGHTS THE IMPORTANCE OF PURSUING ONE'S PASSION, AS
PATOL BABU FINDS FULFILLMENT NOT IN THE SIZE OF THE ROLE, BUT IN THE JOY OF
ACTING ITSELF.
PROFESSIONALISM: PATOL BABU'S THOROUGH PREPARATION FOR HIS MINOR ROLE
EMPHASIZES THE VALUE OF PROFESSIONALISM—DOING ONE'S BEST IN ANY TASK, BIG OR
SMALL.
SELF-SATISFACTION: THE STORY CONVEYS THAT TRUE HAPPINESS COMES FROM SELF-
SATISFACTION AND KNOWING THAT ONE HAS GIVEN THEIR BEST EFFORT, RATHER THAN
SEEKING EXTERNAL APPROVAL OR FAME.
HUMILITY: DESPITE HIS INITIAL DISAPPOINTMENT, PATOL BABU HUMBLY ACCEPTS HIS
ROLE AND PUTS IN HIS BEST EFFORT, DEMONSTRATING HUMILITY AND THE ABILITY TO
APPRECIATE SMALL OPPORTUNITIES.

5 IMPORTANT LINES FROM THE STORY

HERE ARE SOME IMPORTANT LINES FROM "PATOL BABU, FILM STAR" THAT CAPTURE KEY THEMES AND MOMENTS IN THE
STORY:
ON PATOL BABU’S INITIAL REACTION TO THE ROLE:
"JUST AN INSIGNIFICANT PART—A PEDESTRIAN! AND HE HAD TO JUST UTTER A MONOSYLLABIC EXCLAMATION, ‘OH!’—
PATOL BABU FELT A SUDDEN WAVE OF DISAPPOINTMENT."
PATOL BABU’S DEDICATION:
"REMEMBER ONE THING, PATOL; HOWEVER SMALL A PART YOU’RE OFFERED, NEVER CONSIDER IT BENEATH YOUR DIGNITY
TO ACCEPT IT."
ON FINDING JOY IN THE CRAFT:
"IT IS NOT A QUESTION OF WHETHER THIS IS A BIG PART OR A SMALL ONE, THE QUESTION IS WHETHER YOU HAVE IT IN
YOU TO DO JUSTICE TO THE PART THAT HAS BEEN GIVEN TO YOU."
THE MOMENT OF REALIZATION:
"FOR PATOL BABU, THIS WAS A SUPREME MOMENT. A FLEETING MOMENT BUT ONE THAT WAS FILLED WITH SATISFACTION
—THE SATISFACTION OF KNOWING THAT HE HAD DONE HIS JOB WELL."
ON THE VALUE OF PROFESSIONALISM:
"WHAT’S THE USE OF GETTING UPSET? BESIDES, BY MAKING A SMALL JOB INTO SOMETHING WORTHWHILE, YOU CAN
SHOW THAT YOU ARE MADE OF THE RIGHT STUFF."
THESE LINES REFLECT PATOL BABU’S JOURNEY FROM DISAPPOINTMENT TO FINDING FULFILLMENT IN HIS DEDICATION TO
ACTING, HIGHLIGHTING THE STORY’S THEMES OF PROFESSIONALISM, PASSION, AND SELF-SATISFACTION.

9
 PATOL BABU
SATYAJIT RAY

1. MAIN POINTS

HERE ARE THE MAIN POINTS OF THE STORY "PATOL BABU, FILM STAR"
SUMMARIZED IN 10 POINTS:
INTRODUCTION TO PATOL BABU: PATOL BABU, A MIDDLE-AGED MAN, ONCE HAD
DREAMS OF BEING AN ACTOR BUT NOW LEADS A MUNDANE LIFE.
OPPORTUNITY: HIS NEIGHBOR, NISHIKANTO GHOSH, INFORMS HIM OF A SMALL
ROLE IN A FILM, REKINDLING PATOL BABU'S OLD PASSION FOR ACTING.
DISAPPOINTMENT: PATOL BABU LEARNS THAT HIS ROLE INVOLVES JUST ONE
WORD, "OH!", WHICH INITIALLY DISAPPOINTS HIM.
REFLECTION: HE RECALLS ADVICE FROM HIS MENTOR ABOUT TAKING PRIDE IN
ANY ROLE, BIG OR SMALL, AND DECIDES TO GIVE IT HIS BEST EFFORT.
PREPARATION: PATOL BABU METICULOUSLY PREPARES FOR HIS ROLE,
CONSIDERING THE NUANCES OF HOW TO DELIVER THE SINGLE WORD.
PERFORMANCE: ON THE DAY OF THE SHOOT, PATOL BABU EXECUTES HIS ROLE
WITH COMPLETE DEDICATION AND PROFESSIONALISM.
SATISFACTION: DESPITE THE MINOR NATURE OF HIS ROLE, PATOL BABU FEELS A
DEEP SENSE OF SATISFACTION FROM HAVING PERFORMED IT WELL.
REALIZATION: HE REALIZES THAT THE TRUE JOY OF ACTING LIES IN THE CRAFT
ITSELF, NOT IN RECOGNITION OR FAME.
DECLINING PAYMENT: PATOL BABU QUIETLY LEAVES THE SET WITHOUT WAITING
FOR HIS PAYMENT, AS THE FULFILLMENT OF ACTING WAS ENOUGH FOR HIM.
CONCLUSION: THE STORY ENDS WITH PATOL BABU WALKING AWAY, CONTENT
WITH HIS PERFORMANCE, HIGHLIGHTING THE THEMES OF PASSION,
PROFESSIONALISM, AND SELF-SATISFACTION.

2 SHORT QUESTIONS
HOW DOES PATOL BABU'S APPROACH TO HIS SMALL ROLE REFLECT BROADER THEMES ABOUT WORK AND SELF-
WORTH?
ANSWER: PATOL BABU’S METICULOUS PREPARATION AND DEDICATION TO HIS MINOR ROLE HIGHLIGHT THE
BROADER THEME THAT TRUE SELF-WORTH COMES FROM TAKING PRIDE IN ONE’S WORK, REGARDLESS OF ITS SCALE.
HIS COMMITMENT SHOWS THAT THE VALUE OF A TASK LIES NOT IN ITS OUTWARD RECOGNITION BUT IN THE EFFORT
AND INTEGRITY ONE BRINGS TO IT. THIS REFLECTS THE IDEA THAT PERSONAL SATISFACTION AND FULFILLMENT ARE
DERIVED FROM DOING ONE'S BEST, NO MATTER HOW SMALL THE OPPORTUNITY.
QUESTION: WHAT DOES PATOL BABU’S DECISION TO LEAVE WITHOUT TAKING PAYMENT REVEAL ABOUT HIS
CHARACTER AND THE MESSAGE OF THE STORY?
ANSWER: PATOL BABU’S DECISION TO LEAVE WITHOUT TAKING PAYMENT REVEALS HIS DEEP PASSION FOR ACTING
AND THE INTRINSIC VALUE HE PLACES ON HIS CRAFT. THIS ACT UNDERSCORES THE STORY’S MESSAGE THAT
GENUINE FULFILLMENT COMES FROM THE LOVE OF THE WORK ITSELF RATHER THAN MATERIAL REWARDS. IT
ILLUSTRATES PATOL BABU'S INTEGRITY AND REINFORCES THE THEME THAT TRUE SATISFACTION IS INTERNAL AND
NOT DEPENDENT ON EXTERNAL VALIDATION OR COMPENSATION.

3 CRITICAL THINKING QUESTION

IT IS NOT A QUESTION OF WHETHER THIS IS A BIG PART OR A SMALL ONE, THE QUESTION IS
WHETHER YOU HAVE IT IN YOU TO DO JUSTICE TO THE PART THAT HAS BEEN GIVEN TO YOU."
WHAT VALUE DOES PATOL BABU’S REFLECTION ON HIS ROLE IN THE FILM TEACH US ABOUT
HOW WE SHOULD APPROACH OPPORTUNITIES IN LIFE?
PATOL BABU’S REFLECTION TEACHES US THE VALUE OF INTEGRITY AND
DEDICATION. IT EMPHASIZES THAT WE SHOULD APPROACH EVERY OPPORTUNITY,
BIG OR SMALL, WITH COMMITMENT AND A SENSE OF RESPONSIBILITY. THE VALUE
HERE IS THAT WE SHOULD STRIVE TO DO OUR BEST IN ANY TASK, RECOGNIZING
THAT THE SIGNIFICANCE OF OUR EFFORTS IS NOT DETERMINED BY THE SIZE OF THE
OPPORTUNITY BUT BY THE QUALITY OF OUR CONTRIBUTION. THIS MINDSET
FOSTERS A SENSE OF PRIDE IN OUR WORK AND ENSURES THAT WE MAINTAIN HIGH
STANDARDS IN EVERYTHING WE DO.

10
 VIRTUALLY TRUE PAUL STEWART

1. GIST
IN "VIRTUALLY TRUE" BY PAUL STEWART, A BOY NAMED MICHAEL PLAYS A SERIES OF VIRTUAL REALITY GAMES CALLED
"SEBASTIAN SHULTZ". HE DISCOVERS THAT THE CHARACTER SEBASTIAN IN THE GAME IS A REAL BOY WHOSE
CONSCIOUSNESS HAS BECOME TRAPPED IN THE VIRTUAL WORLD AFTER A CAR ACCIDENT. MICHAEL BECOMES
DETERMINED TO FREE SEBASTIAN BY PROGRESSING THROUGH INCREASINGLY CHALLENGING LEVELS OF THE GAME.
DESPITE MULTIPLE ATTEMPTS, MICHAEL ULTIMATELY SUCCEEDS IN RELEASING SEBASTIAN FROM THE VIRTUAL REALM.
THE STORY CONCLUDES WITH SEBASTIAN WAKING UP IN THE REAL WORLD, REVEALING THE PROFOUND IMPACT OF
ADVANCED VIRTUAL REALITY ON HUMAN CONSCIOUSNESS.

2. CHARACTERS
MICHAEL: THE PROTAGONIST OF THE STORY, MICHAEL IS A CURIOUS AND DETERMINED BOY WHO BECOMES DEEPLY
INVOLVED IN THE VIRTUAL REALITY GAMES. HIS PERSISTENCE AND EMPATHY DRIVE HIM TO HELP SEBASTIAN,
SHOWCASING HIS PROBLEM-SOLVING SKILLS AND COMPASSION.
SEBASTIAN: THE CHARACTER TRAPPED WITHIN THE VIRTUAL REALITY GAMES, SEBASTIAN IS A REAL BOY WHOSE
CONSCIOUSNESS WAS LINKED TO THE GAMES AFTER A CAR ACCIDENT. HE EXHIBITS RESILIENCE AND HOPE, AS HE
REMAINS AWARE AND ACTIVE WITHIN THE VIRTUAL WORLD DESPITE HIS DIRE SITUATION.
SEBASTIAN SHULTZ: THE VIRTUAL CHARACTER THAT MICHAEL INTERACTS WITH, INITIALLY PERCEIVED AS PART OF THE
GAME BUT LATER REVEALED TO BE A REAL PERSON’S CONSCIOUSNESS. THIS CHARACTER HIGHLIGHTS THE BLURRED
LINE BETWEEN REALITY AND VIRTUAL REALITY, EMBODYING THE STORY'S CENTRAL CONFLICT.

3 THEME
THE THEME OF "VIRTUALLY TRUE" REVOLVES AROUND THE INTERSECTION OF VIRTUAL
REALITY AND REAL LIFE, EXPLORING THE POTENTIAL CONSEQUENCES OF ADVANCED
TECHNOLOGY ON HUMAN CONSCIOUSNESS. IT RAISES QUESTIONS ABOUT THE
BOUNDARIES BETWEEN THE VIRTUAL WORLD AND REALITY, HIGHLIGHTING THE
ETHICAL AND EMOTIONAL IMPLICATIONS OF SUCH TECHNOLOGY.

4 VALUES

THE VALUES IMPARTED THROUGH "VIRTUALLY TRUE" INCLUDE:

EMPATHY: MICHAEL'S DETERMINATION TO HELP SEBASTIAN REFLECTS THE
IMPORTANCE OF UNDERSTANDING AND COMPASSION TOWARDS OTHERS'
SUFFERING.
PERSISTENCE: MICHAEL'S RELENTLESS EFFORTS TO OVERCOME CHALLENGES IN THE
VIRTUAL WORLD HIGHLIGHT THE VALUE OF PERSEVERANCE IN ACHIEVING GOALS.
ETHICAL AWARENESS: THE STORY PROMPTS REFLECTION ON THE ETHICAL
IMPLICATIONS OF TECHNOLOGY AND ITS IMPACT ON HUMAN LIVES, ENCOURAGING
RESPONSIBLE USE OF ADVANCED TECHNOLOGY.
HOPE: DESPITE THE SEEMINGLY INSURMOUNTABLE ODDS, SEBASTIAN'S HOPE FOR
ESCAPE UNDERSCORES THE IMPORTANCE OF MAINTAINING HOPE AND RESILIENCE IN
DIFFICULT SITUATIONS.

5 IMPORTANT LINES FROM THE STORY

ON MICHAEL'S DETERMINATION:
“MICHAEL KNEW HE HAD TO WIN, NO MATTER HOW HARD IT WAS. HE HAD TO GET
SEBASTIAN OUT OF THE GAME.”
ON THE NATURE OF SEBASTIAN'S EXISTENCE:
“IT WAS CLEAR NOW THAT SEBASTIAN WAS NOT JUST A VIRTUAL CHARACTER. HIS
CONSCIOUSNESS HAD BEEN TRAPPED IN THIS WORLD.”
ON THE IMPACT OF VIRTUAL REALITY:
“THE LINE BETWEEN REALITY AND THE VIRTUAL WORLD HAD BECOME
DANGEROUSLY BLURRED, AND MICHAEL HAD TO NAVIGATE THIS NEW REALITY TO
SAVE HIS FRIEND.”
ON MICHAEL’S FINAL SUCCESS:
“WITH ONE LAST, DESPERATE EFFORT, MICHAEL MANAGED TO COMPLETE THE FINAL
LEVEL, FREEING SEBASTIAN FROM THE VIRTUAL PRISON.”
ON SEBASTIAN'S AWAKENING:
“AS SEBASTIAN OPENED HIS EYES IN THE REAL WORLD, THE VIRTUAL REALITY THAT

11
HAD ONCE SEEMED SO REAL BEGAN TO FADE AWAY, REVEALING THE TRUE NATURE
OF HIS ORDEAL.”
 VIRTUALLY T RUE PAUL STEWART

1. MAIN POINTS
INTRODUCTION: MICHAEL STARTS PLAYING A SERIES OF VIRTUAL REALITY
GAMES CALLED "SEBASTIAN SHULTZ".
DISCOVERY: MICHAEL LEARNS THAT THE CHARACTER SEBASTIAN IN THE
GAME IS A REAL BOY WHOSE CONSCIOUSNESS IS TRAPPED IN THE VIRTUAL
WORLD AFTER A CAR ACCIDENT.
DETERMINATION: MICHAEL BECOMES DETERMINED TO FREE SEBASTIAN
FROM THE GAME BY COMPLETING VARIOUS CHALLENGING LEVELS.
CHALLENGES: MICHAEL FACES MULTIPLE OBSTACLES AND FAILURES BUT
REMAINS PERSISTENT IN HIS EFFORTS TO HELP SEBASTIAN.
SUCCESS: MICHAEL EVENTUALLY SUCCEEDS IN WINNING THE FINAL GAME,
WHICH LEADS TO SEBASTIAN BEING FREED FROM THE VIRTUAL REALM.
REVELATION: THE STORY REVEALS THAT SEBASTIAN WAS IN A COMA AND
HIS CONSCIOUSNESS WAS LINKED TO THE VIRTUAL REALITY GAMES.
CONCLUSION: SEBASTIAN WAKES UP IN THE REAL WORLD, AND THE STORY
CONCLUDES WITH THE IMPACT OF VIRTUAL REALITY ON HUMAN
CONSCIOUSNESS BEING HIGHLIGHTED.

2 SHORT QUESTION
HOW DOES MICHAEL’S JOURNEY THROUGH VIRTUAL REALITY GAMES REFLECT THE POTENTIAL ETHICAL
DILEMMAS ASSOCIATED WITH ADVANCED TECHNOLOGY?
ANSWER: MICHAEL’S JOURNEY HIGHLIGHTS ETHICAL DILEMMAS SUCH AS THE POTENTIAL FOR
TECHNOLOGY TO ENTRAP AND EXPLOIT HUMAN CONSCIOUSNESS, AS SEEN WITH SEBASTIAN’S
PREDICAMENT. THE STORY PROMPTS US TO CONSIDER THE CONSEQUENCES OF CREATING VIRTUAL
WORLDS THAT CAN AFFECT REAL LIVES AND THE RESPONSIBILITY OF DEVELOPERS AND USERS TO ENSURE
THAT TECHNOLOGY SERVES TO BENEFIT RATHER THAN HARM INDIVIDUALS. IT ALSO RAISES QUESTIONS
ABOUT THE NATURE OF REALITY AND THE MORAL IMPLICATIONS OF BLURRING THESE LINES.
QUESTION: WHAT DOES MICHAEL’S PERSISTENCE IN TRYING TO FREE SEBASTIAN SUGGEST ABOUT THE
NATURE OF HUMAN DETERMINATION AND ITS IMPACT ON PROBLEM-SOLVING?
ANSWER: MICHAEL’S PERSISTENCE ILLUSTRATES THAT HUMAN DETERMINATION CAN BE A POWERFUL
FORCE IN OVERCOMING SEEMINGLY INSURMOUNTABLE CHALLENGES. HIS RELENTLESS EFFORTS
DEMONSTRATE THAT PERSISTENCE AND RESILIENCE ARE CRUCIAL IN PROBLEM-SOLVING, ESPECIALLY
WHEN FACED WITH COMPLEX AND DIFFICULT SITUATIONS. THIS DETERMINATION NOT ONLY DRIVES
MICHAEL TO SUCCEED BUT ALSO EMPHASIZES THE BROADER VALUE OF PERSEVERANCE IN ACHIEVING
GOALS AND MAKING A POSITIVE IMPACT.

3 CRITICAL THINKING QUESTION

WHAT VALUE DOES MICHAEL'S DETERMINATION TO HELP SEBASTIAN DESPITE

THE DIFFICULTIES REVEAL ABOUT THE IMPORTANCE OF COMPASSION AND
RESPONSIBILITY IN SOLVING PROBLEMS?
ANSWER: MICHAEL'S DETERMINATION HIGHLIGHTS THE VALUE OF COMPASSION
AND RESPONSIBILITY. HIS UNWAVERING COMMITMENT TO FREEING SEBASTIAN,
DESPITE THE CHALLENGES HE FACES, SHOWS THAT GENUINE COMPASSION
INVOLVES TAKING ACTION TO HELP OTHERS EVEN WHEN IT IS DIFFICULT OR
REQUIRES SIGNIFICANT EFFORT. IT UNDERSCORES THE IMPORTANCE OF
FEELING RESPONSIBLE FOR OTHERS' WELL-BEING AND USING ONE'S SKILLS AND
RESOURCES TO ADDRESS THEIR NEEDS, DEMONSTRATING HOW EMPATHY CAN
DRIVE MEANINGFUL PROBLEM-SOLVING AND POSITIVE OUTCOMES.
12
 THE FROG AND THE NIGHTINGALE
VIKRAM SETH

1. GIST
The Frog and the Nightingale" is a cautionary tale about the
dangers of manipulation, the importance of self-confidence, and
the value of being true to one's unique talents and abilities.

2 THEME
Manipulation and Exploitation: The frog manipulates the nightingale for
his gain, exploiting her talent for his benefit, which ultimately leads to
her downfall. This highlights how individuals can exploit others' talents
and naivety for their selfish purposes.
Self-Doubt and Insecurity: The nightingale’s insecurity and constant
need for approval make her susceptible to the frog's manipulation. Her
lack of confidence and inability to trust her judgment lead her to rely on
the frog's misguided advice.

MAIN POINTS
INTRODUCTION OF CHARACTERS: THE POEM INTRODUCES TWO MAIN CHARACTERS—A FROG AND
A NIGHTINGALE. THE FROG HAS BEEN CROAKING IN THE BOG FOR A LONG TIME, MUCH TO THE
DISPLEASURE OF THE OTHER CREATURES. THE NIGHTINGALE, ON THE OTHER HAND, IS A
TALENTED SINGER WHO SINGS BEAUTIFULLY, ENCHANTING ALL THE ANIMALS.
THE NIGHTINGALE'S POPULARITY: THE NIGHTINGALE'S MELODIOUS VOICE ATTRACTS THE
ATTENTION OF THE ANIMALS IN THE BOG. THEY GATHER EVERY NIGHT TO LISTEN TO HER SING.
SHE BECOMES AN INSTANT SENSATION, AND HER POPULARITY SOARS.
THE FROG'S JEALOUSY: THE FROG, WHO IS ENVIOUS OF THE NIGHTINGALE'S SUCCESS, DECIDES
TO TAKE ADVANTAGE OF HER NAIVETY. HE APPROACHES THE NIGHTINGALE, PRETENDS TO BE A
MUSIC CRITIC, AND CONVINCES HER THAT HER SINGING NEEDS IMPROVEMENT. HE OFFERS TO
BE HER MENTOR.
THE NIGHTINGALE'S DECLINE: THE NIGHTINGALE, TRUSTING THE FROG, FOLLOWS HIS HARSH
AND UNHELPFUL ADVICE. SHE PRACTICES RELENTLESSLY, BUT UNDER THE FROG'S GUIDANCE,
HER VOICE BEGINS TO LOSE ITS CHARM. THE FROG EXPLOITS HER TALENT FOR HIS OWN GAIN,
CHARGING OTHER ANIMALS TO HEAR HER SING.
THE TRAGIC END: OVER TIME, THE NIGHTINGALE BECOMES EXHAUSTED AND LOSES HER NATURAL
GIFT. ONE DAY, WHILE TRYING TO PLEASE THE FROG AND THE AUDIENCE, SHE COLLAPSES AND
DIES. THE FROG, INDIFFERENT TO HER DEATH, RESUMES HIS CROAKING, SATISFIED THAT HIS
COMPETITION IS GONE.
MORAL OF THE STORY: THE POEM DELIVERS A STRONG MESSAGE ABOUT THE IMPORTANCE OF
SELF-CONFIDENCE AND BEING TRUE TO ONESELF. IT WARNS AGAINST BLINDLY FOLLOWING
OTHERS' ADVICE AND HIGHLIGHTS THE DANGERS OF EXPLOITATION AND ENVY. THE
NIGHTINGALE'S DOWNFALL IS A RESULT OF HER LACK OF SELF-BELIEF AND HER DEPENDENCE ON
THE FROG'S APPROVAL.
THIS POEM IS A CAUTIONARY TALE ABOUT THE CONSEQUENCES OF LOSING ONE'S INDIVIDUALITY
AND THE PERILS OF BEING MANIPULATED BY THOSE WITH ULTERIOR MOTIVES.

SHORT QUESTION
WHAT WAS THE MAIN REASON FOR THE NIGHTINGALE'S DOWNFALL IN THE POEM?
THE NIGHTINGALE'S DOWNFALL WAS PRIMARILY DUE TO HER LACK OF
SELF-CONFIDENCE AND HER BLIND TRUST IN THE FROG'S MANIPULATIVE
ADVICE. 13
 THE FROG AND THE NIGHTINGALE
VIKRAM SETH

POETIC DEVICES
Personification: Animals are given human traits and abilities, such as singing, feeling emotions,
and manipulating others.
Example: The frog and the nightingale are personified, engaging in conversations and displaying
human-like characteristics.
Alliteration: The repetition of consonant sounds at the beginning of words to create rhythm and
musicality.
Example: "Dusk to dawn" and "Croaked awn and awn and awn."
Simile: A comparison using "like" or "as" to create vivid imagery.
Example: "This is a fairy tale, and this is a fable."
Although the poem doesn’t use "like" or "as" directly, it implicitly compares the story to a fairy
tale and a fable.
Irony: The contrast between expectation and reality, often highlighting the poem's moral
lessons.
Example: The nightingale expects the frog to be a knowledgeable mentor, but in reality, he
exploits and misguides her.
Repetition: The deliberate use of the same word or phrase multiple times to emphasize a
particular idea.
Example: The word "awn" is repeated to emphasize the monotonous and tiresome nature of the
frog’s croaking.
Onomatopoeia: Words that imitate natural sounds.
Example: "Croaked" mimics the sound a frog makes, enhancing the auditory imagery.
Symbolism: Using symbols to represent ideas and concepts.
Example: The nightingale symbolizes pure talent and innocence, while the frog represents
manipulation and jealousy.
Hyperbole: Exaggerated statements not meant to be taken literally, used for emphasis.
Example: "The whole bog applauded" exaggerates the reaction of the creatures in the bog to
emphasize the nightingale’s impact.
These poetic devices contribute to the poem's narrative, enhancing its moral and thematic
richness while engaging the reader with vivid imagery and rhythmic qualities.

IMPORTANT STATEMENTS
OTHER CREATURES LOATHED HIS VOICE, / BUT, ALAS, THEY HAD NO CHOICE."
HIGHLIGHTS THE FROG'S LACK OF TALENT AND THE OTHER ANIMALS' DISSATISFACTION WITH HIS
CROAKING.
"THIS IS A FAIRY TALE, / AND YOU, DEAR NIGHTINGALE, / ARE A FAIRY."
THE FROG FLATTERS THE NIGHTINGALE, BEGINNING HIS MANIPULATION BY PLAYING ON HER
INNOCENCE.
"YOU MUST PRACTICE EVEN LONGER / TILL YOUR VOICE, LIKE MINE, GROWS STRONGER."
THE FROG'S DECEPTIVE ADVICE LEADS THE NIGHTINGALE TO OVERSTRAIN AND LOSE HER NATURAL
TALENT.
"SHE GREW MORE MOROSE AND PALE; / SAW HER AUDIENCE GROW THIN."
REFLECTS THE NIGHTINGALE’S DECLINING HEALTH AND POPULARITY AS A RESULT OF THE FROG'S
HARMFUL MENTORSHIP.
"TO SING MY SONGS, / THE WAY YOU SING, / BUT OH! WELL, AT LEAST IT'S MINE."
THE NIGHTINGALE REFLECTS ON LOSING HER OWN STYLE, LAMENTING THE LOSS OF HER IDENTITY.
"WELL, POOR BIRD - SHE SHOULD HAVE KNOWN / THAT YOUR SONG MUST BE YOUR OWN."
THIS LINE ENCAPSULATES THE MORAL LESSON OF THE POEM, EMPHASIZING THE IMPORTANCE OF
AUTHENTICITY.

CRITICAL THINKING QUESTION

HOW DOES THE FROG'S MANIPULATION OF THE NIGHTINGALE REFLECT REAL-
WORLD SITUATIONS WHERE TALENTED INDIVIDUALS ARE EXPLOITED, AND
WHAT CAN BE DONE TO PREVENT SUCH EXPLOITATION?
14
 Not Marble, nor the Gilded
Monuments (Sonnet 55) by
William Shakespeare

GIST

N SONNET 55, SHAKESPEARE ASSERTS THAT HIS POETRY WILL OUTLAST PHYSICAL MONUMENTS LIKE MARBLE
AND GILDED STATUES, WHICH WILL EVENTUALLY DECAY AND BE FORGOTTEN. HE BELIEVES THAT THE VERSES HE
HAS WRITTEN WILL IMMORTALIZE THE SUBJECT OF HIS POEM, PRESERVING THEIR MEMORY LONG AFTER
MATERIAL THINGS HAVE CRUMBLED. THE POEM REFLECTS ON THE ENDURING POWER OF ART AND WORDS OVER
TIME, EMPHASIZING THAT TRUE IMMORTALITY IS ACHIEVED THROUGH THE LEGACY OF POETRY.

THEME

The theme of Sonnet 55 revolves around the enduring power of poetry to preserve
memory and outlast physical monuments. Shakespeare contrasts the fleeting nature
of material objects, which are subject to decay and destruction, with the eternal
nature of his verse, which will keep the subject's memory alive for generations. The
poem emphasizes the idea that art and literature provide a form of immortality,
transcending the ravages of time.

MAIN POINTS

ENDURANCE OF POETRY OVER MONUMENTS: SHAKESPEARE BEGINS BY STATING THAT HIS POETRY WILL OUTLAST MARBLE
STATUES AND GILDED MONUMENTS, WHICH ARE VULNERABLE TO TIME AND DECAY.
INEVITABILITY OF DECAY: HE HIGHLIGHTS THAT EVEN THE MOST GRAND AND OPULENT MONUMENTS WILL EVENTUALLY BE
DESTROYED BY WARS AND THE PASSAGE OF TIME.
IMMORTALITY THROUGH VERSE: SHAKESPEARE ASSERTS THAT THE MEMORY OF THE PERSON HE WRITES ABOUT WILL LIVE ON
THROUGH HIS POETRY, WHICH WILL REMAIN VIBRANT AND REMEMBERED LONG AFTER PHYSICAL STRUCTURES HAVE
CRUMBLED.
TRIUMPH OVER TIME AND DEATH: THE POEM CONCLUDES WITH THE IDEA THAT AS LONG AS PEOPLE LIVE AND CAN READ, THE
SUBJECT OF THE POEM WILL CONTINUE TO BE CELEBRATED, ACHIEVING A FORM OF IMMORTALITY THROUGH THE WRITTEN
WORD.

POETIC DEVICES

ALLITERATION: THE REPETITION OF CONSONANT SOUNDS AT THE BEGINNING OF WORDS CLOSE TO EACH OTHER.
EXAMPLE: "WASTEFUL WAR," "SHALL SHINE," AND "LIVING RECORD."
PERSONIFICATION: ATTRIBUTING HUMAN QUALITIES TO NON-HUMAN THINGS.
EXAMPLE: "NOR MARS HIS SWORD NOR WAR'S QUICK FIRE SHALL BURN." HERE, MARS (THE ROMAN GOD OF WAR)
AND WAR ARE PERSONIFIED.
METAPHOR: A DIRECT COMPARISON BETWEEN TWO UNLIKE THINGS.
EXAMPLE: "LIVING RECORD OF YOUR MEMORY." THE POEM COMPARES THE VERSE TO A LIVING RECORD,
IMPLYING IT WILL KEEP THE MEMORY ALIVE.
IMAGERY: VIVID DESCRIPTIONS THAT APPEAL TO THE SENSES.
EXAMPLE: "WHEN WASTEFUL WAR SHALL STATUES OVERTURN," CONJURING IMAGES OF DESTRUCTION AND
CHAOS.
ANAPHORA: THE REPETITION OF A WORD OR PHRASE AT THE BEGINNING OF SUCCESSIVE CLAUSES.
EXAMPLE: THE USE OF "NOR" AT THE BEGINNING OF SUCCESSIVE LINES ("NOR MARS HIS SWORD NOR WAR'S
QUICK FIRE SHALL BURN").
CONTRAST: THE POEM CONTRASTS THE PHYSICAL MONUMENTS WITH THE ENDURING NATURE OF VERSE.
EXAMPLE: THE CONTRAST BETWEEN "MARBLE" AND "GILDED MONUMENTS" (WHICH WILL DECAY) AND THE
"LIVING RECORD" OF THE POEM (WHICH WILL ENDURE).
ENJAMBMENT: THE CONTINUATION OF A SENTENCE OR CLAUSE OVER A LINE BREAK.
EXAMPLE: "SO, TILL THE JUDGMENT THAT YOURSELF ARISE, / YOU LIVE IN THIS, AND DWELL IN LOVERS' EYES."
IRONY: THE USE OF WORDS TO CONVEY THE OPPOSITE OF THEIR LITERAL MEANING.
EXAMPLE: IT'S IRONIC THAT THE POEM, WHICH IS JUST WORDS ON PAPER, IS PRESENTED AS MORE ENDURING
THAN MARBLE MONUMENTS.

15
PARADOX: A STATEMENT THAT SEEMS CONTRADICTORY BUT REVEALS A DEEPER TRUTH.
EXAMPLE: THE IDEA THAT THE POEM, THOUGH FRAGILE AND EPHEMERAL, WILL OUTLAST STONE MONUMENTS.
 Not Marble, nor the Gilded
Monuments (Sonnet 55) by
William Shakespeare
STAND ALONE MCQ
WHAT DOES THE PHRASE "WASTEFUL WAR" IMPLY IN THE CONTEXT OF THE POEM?
A) WAR IS A NECESSARY PART OF HISTORY.
B) WAR CAUSES UNNECESSARY DESTRUCTION.
C) WAR BRINGS PROSPERITY TO NATIONS.
D) WAR PRESERVES IMPORTANT MONUMENTS.
ANSWER: B) WAR CAUSES UNNECESSARY DESTRUCTION.
SHORT QUESTIONS

HOW DOES SHAKESPEARE CONVEY THE THEME OF IMMORTALITY IN "NOT MARBLE, NOR THE GILDED MONUMENTS"?
ANSWER: SHAKESPEARE CONVEYS THE THEME OF IMMORTALITY BY CONTRASTING THE TEMPORARY NATURE OF PHYSICAL
MONUMENTS WITH THE ENDURING POWER OF POETRY. HE ASSERTS THAT WHILE STONE MONUMENTS WILL DECAY OVER TIME,
THE POEM WILL IMMORTALIZE THE SUBJECT’S MEMORY FOREVER, OUTLASTING EVEN THE MOST DURABLE STRUCTURES.
QUESTION: WHAT ROLE DOES PERSONIFICATION PLAY IN ENHANCING THE POEM'S MESSAGE?
ANSWER: PERSONIFICATION PLAYS A SIGNIFICANT ROLE BY GIVING HUMAN QUALITIES TO ABSTRACT CONCEPTS LIKE WAR
AND TIME, MAKING THE FORCES OF DESTRUCTION SEEM MORE VIVID AND MENACING. THIS, IN TURN, HIGHLIGHTS THE
TRIUMPH OF POETRY OVER THESE DESTRUCTIVE FORCES, REINFORCING THE IDEA THAT THE SUBJECT'S MEMORY WILL BE
PRESERVED DESPITE THE RAVAGES OF TIME.

CRITICAL THINKING QUESTION

WHAT MORAL LESSON CAN WE LEARN FROM SHAKESPEARE'S SONNET 55

ABOUT THE IMPORTANCE OF WORDS AND MEMORIES OVER MATERIAL WEALTH?
ANSWER:
THE MORAL LESSON FROM SONNET 55 IS THAT WORDS AND MEMORIES ARE
MORE VALUABLE AND LASTING THAN MATERIAL WEALTH AND PHYSICAL
MONUMENTS. WHILE THINGS LIKE GOLD, STATUES, AND BUILDINGS MAY
EVENTUALLY DECAY OR BE DESTROYED, THE MEMORIES AND LOVE WE SHARE
WITH OTHERS, AND THE WORDS WE USE TO EXPRESS THEM, CAN LIVE ON
FOREVER. SHAKESPEARE TEACHES US TO CHERISH AND VALUE THE INTANGIBLE
THINGS IN LIFE—LIKE LOVE, RELATIONSHIPS, AND THE STORIES WE LEAVE
BEHIND—BECAUSE THEY ARE WHAT TRULY ENDURE.

STAND ALONE MCQS

ACCORDING TO THE EXTRACT, WHAT IS MEANT BY "THE LIVING RECORD OF YOUR
MEMORY"?
A) A STATUE BUILT IN MEMORY OF A PERSON.
B) A HISTORICAL DOCUMENT ABOUT WARS.
C) THE ENDURING NATURE OF WRITTEN VERSE.
D) THE WORK OF SKILLED MASONS.
ANSWER: C) THE ENDURING NATURE OF WRITTEN VERSE.
WHAT IS THE SYNONYM OF THE WORD "OVERTURN" IN THE CONTEXT OF THE LINE "WHEN
WASTEFUL WAR SHALL STATUES OVERTURN"?
A) CONSTRUCT
B) DESTROY
C) PRESERVE
D) ERECT
ANSWER: B) DESTROY 16
 OZYMANDIAS BY PERCY BYSSHE SHELLEY

GIST

THE POEM "OZYMANDIAS" BY PERCY BYSSHE SHELLEY TELLS THE STORY OF A TRAVELER WHO DESCRIBES THE
RUINS OF A ONCE-GREAT STATUE IN THE DESERT. THE STATUE, NOW SHATTERED AND ERODED, BEARS AN
INSCRIPTION BOASTING ABOUT THE MIGHTY KINGDOM OF OZYMANDIAS. HOWEVER, NOTHING REMAINS OF HIS
EMPIRE EXCEPT THE DECAYED MONUMENT SURROUNDED BY ENDLESS SANDS. THE POEM HIGHLIGHTS THE
TRANSIENT NATURE OF POWER AND THE INEVITABLE DECLINE OF EVEN THE GREATEST RULERS, REMINDING US
THAT TIME ERASES ALL HUMAN ACHIEVEMENTS.

THEME

The theme of "Ozymandias" is the impermanence of human power and the

inevitable decay of all achievements. The poem illustrates how even the
mightiest rulers and their grand empires are eventually forgotten, reduced
to ruins by the passage of time. It serves as a powerful reminder of the
fleeting nature of fame, glory, and human pride.

MAIN POINTS
T
ENCOUNTER WITH A TRAVELER: THE SPEAKER MEETS A TRAVELER WHO HAS COME FROM AN ANCIENT
LAND AND SHARES THE STORY OF A RUINED STATUE HE SAW IN THE DESERT.
DESCRIPTION OF THE STATUE: THE TRAVELER DESCRIBES THE REMAINS OF THE STATUE—TWO LARGE,
TRUNKLESS LEGS OF STONE STANDING ALONE IN THE SAND, WITH A SHATTERED FACE NEARBY, HALF-
BURIED AND ERODED.
INSCRIPTION OF POWER: ON THE PEDESTAL OF THE STATUE, THERE IS AN INSCRIPTION THAT READS,
"MY NAME IS OZYMANDIAS, KING OF KINGS: LOOK ON MY WORKS, YE MIGHTY, AND DESPAIR!"—A
BOLD CLAIM OF THE RULER'S GREATNESS AND POWER.
IRONY OF THE SCENE: DESPITE THE GRANDIOSE INSCRIPTION, NOTHING REMAINS OF OZYMANDIAS'S
EMPIRE. THE SURROUNDING LANDSCAPE IS BARREN, WITH THE VAST AND EMPTY DESERT
SYMBOLIZING THE FUTILITY OF HUMAN PRIDE AND THE INEVITABLE DECLINE OF ALL EMPIRES.
MESSAGE ON THE TRANSIENCE OF POWER: THE POEM CONCLUDES BY EMPHASIZING THE TRANSIENT
NATURE OF HUMAN ACHIEVEMENTS AND THE ULTIMATE INSIGNIFICANCE OF EARTHLY POWER IN THE
FACE OF TIME AND NATURE'S RELENTLESS FORCES.

4 IMPORTANT LINES FROM THE POEM

"I MET A TRAVELER FROM AN ANTIQUE LAND"
THIS LINE SETS THE STAGE FOR THE STORY, INTRODUCING THE NARRATIVE FRAMEWORK OF A TALE BEING PASSED DOWN.
"TWO VAST AND TRUNKLESS LEGS OF STONE STAND IN THE DESERT."
THIS IMAGE POWERFULLY CONVEYS THE DESOLATE REMNANTS OF WHAT WAS ONCE A GRAND MONUMENT, SYMBOLIZING THE FALL OF
GREATNESS.
"HALF SUNK, A SHATTERED VISAGE LIES, WHOSE FROWN,
AND WRINKLED LIP, AND SNEER OF COLD COMMAND,"
THESE LINES DESCRIBE THE FACIAL EXPRESSION OF THE STATUE, REFLECTING THE ARROGANCE AND AUTHORITY OF OZYMANDIAS.
"MY NAME IS OZYMANDIAS, KING OF KINGS:
LOOK ON MY WORKS, YE MIGHTY, AND DESPAIR!"
THIS INSCRIPTION, INTENDED TO SHOWCASE OZYMANDIAS'S POWER, IRONICALLY HIGHLIGHTS THE IMPERMANENCE OF HIS ACHIEVEMENTS.
"NOTHING BESIDE REMAINS. ROUND THE DECAY

17
OF THAT COLOSSAL WRECK, BOUNDLESS AND BARE,
THE LONE AND LEVEL SANDS STRETCH FAR AWAY."
THE FINAL LINES EMPHASIZE THE POEM'S CENTRAL THEME: THE INEVITABLE DECLINE OF ALL HUMAN ENDEAVORS, LEAVING NOTHING BUT
EMPTINESS BEHIND
 OZYMANDIAS BY PERCY BYSSHE SHELLEY

MCQS

My name is Ozymandias, king of kings:

Look upon my works, ye Mighty, and despair!
" Nothing beside remains.Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.
What is ironic about the inscription on the pedestal of the statue?
a) It praises the beauty of the statue.
b) It claims the ruler's greatness while the empire is thriving.
c) It boasts of Ozymandias's power, while only ruins remain.
d) It describes the current state of the empire as prosperous.
Answer: c) It boasts of Ozymandias's power, while only ruins remain.
What does the phrase "colossal wreck" refer to in the poem?
a) A shipwreck found in the desert.
b) The decayed state of the statue and its pedestal.
c) A ruined city built by Ozymandias.
d) A collection of ancient artifacts.
Answer: b) The decayed state of the statue and its pedestal.
What does the phrase "colossal wreck" refer to in the poem?
a) A shipwreck found in the desert.
b) The decayed state of the statue and its pedestal.
c) A ruined city built by Ozymandias.
d) A collection of ancient artifacts.
Answer: b) The decayed state of the statue and its pedestal.
What is the tone of the speaker in the lines "My name is Ozymandias, king of kings: / Look upon my works,
ye Mighty, and despair!"?
a) Humble
b) Defiant
c) Nostalgic
d) Joyful

SHORT QUESTIONS
QUESTION: WHAT DOES THE TRAVELER’S DESCRIPTION OF THE STATUE SUGGEST ABOUT THE NATURE OF
OZYMANDIAS'S RULE AND LEGACY?
ANSWER: THE TRAVELER’S DESCRIPTION SUGGESTS THAT OZYMANDIAS'S RULE, ONCE GRAND AND BOASTFUL, IS
NOW REDUCED TO RUINS, HIGHLIGHTING THE IMPERMANENCE OF HIS LEGACY. DESPITE HIS CLAIMS OF POWER
AND GREATNESS, THE DECAYED STATUE AND SURROUNDING EMPTINESS EMPHASIZE THE ULTIMATE DECLINE OF
HIS EMPIRE AND THE FLEETING NATURE OF HUMAN ACHIEVEMENTS.
QUESTION: HOW DOES THE IMAGERY OF THE "BOUNDLESS AND BARE" SANDS CONTRIBUTE TO THE THEME OF
THE POEM?
ANSWER: THE IMAGERY OF THE "BOUNDLESS AND BARE" SANDS UNDERSCORES THE THEME OF TRANSIENCE AND
THE INEVITABLE DECLINE OF ALL HUMAN ENDEAVORS. THE VAST, EMPTY DESERT SURROUNDING THE RUINS OF
THE STATUE SYMBOLIZES THE ULTIMATE INSIGNIFICANCE OF EVEN THE GREATEST ACCOMPLISHMENTS,
REINFORCING THE IDEA THAT TIME ERASES ALL TRACES OF HUMAN PRIDE AND POWER.

CRITICAL THINKING QUESTION

"Ozymandias's inscription boasts of eternal glory, yet the poem reveals only
desolation. How does this contrast deepen the poem's exploration of human
ambition and its limits?"
Answer:
The contrast between Ozymandias's boastful inscription and the desolate
state of his statue highlights the gap between human ambition and its actual
impact over time. While Ozymandias's inscription declares his eternal
greatness, the poem reveals that despite MAIN
his attempts
POINTSto secure a lasting
legacy, all that remains is a shattered monument in a vast, empty desert.
This stark contrast deepens the poem's exploration of the limits of human
ambition by showing that no matter how grand one's achievements or
claims of power, they are ultimately subject to the forces of time and decay,
illustrating the futility of seeking immortality through material means.

18
 The Rime of the Ancient Mariner by
Samuel Ta ylor Coleridge
1
1 GIST
Part 1: A mariner interrupts a wedding guest to recount his harrowing voyage. His ship, initially
guided by an albatross, becomes stranded in icy waters. The mariner shoots the albatross, bringing
misfortune upon the crew.
Part 2: The ship is stranded in the doldrums, the crew suffers from severe thirst, and the dead
albatross is hung around the mariner's neck as a mark of his guilt. The crew’s misery deepens as they
encounter a ghostly ship, signifying more impending doom.
THEME

THEME
In Part One of "The Rime of the Ancient Mariner," the primary theme is the relationship
2
between humanity and nature. This section emphasizes the mariner's initial respect for
nature, as seen when the albatross appears and is initially welcomed as a good omen.
However, the mariner’s act of killing the albatross reflects a violation of nature’s sanctity,
leading to dire consequences for the crew. The theme highlights the importance of
honoring and respecting the natural world, setting the stage for the poem’s exploration
of guilt, penance, and redemption in subsequent parts.

MAIN POINTS 3
The Mariner's Tale Begins: An old mariner interrupts a wedding
guest to tell his story.
The Voyage Commences: The mariner describes the ship
setting out on a voyage with favorable conditions.
Storm and Ice: A violent storm drives the ship south into icy,
treacherous waters.
Appearance of the Albatross: An albatross arrives, initially
seen as a positive omen and bringing good fortune to the crew.
The Mariner's Sin: The mariner inexplicably shoots the
albatross with a crossbow, leading to a curse on the ship and
the crew’s worsening plight.
POETIC DEVICES
Imagery: Vivid descriptions create strong visual and sensory impressions, such as the portrayal of the storm and the
4
icy waters. For example, "The ice was here, the ice was there" evokes the cold and desolate environment.
Personification: Nature and its elements are given human-like qualities, The sun came up upon the left, Out of the
sea came he!,And now the storm-blast cam, and he Was tyrannous and strong: He struck with his overtaking
wings, And chased us south along.
Symbolism: The albatross symbolizes nature’s goodwill and the mariner’s subsequent guilt. Its death represents a
disruption of the natural order, leading to the crew's misfortune.
Simile:The Wedding-Guest stood still, And listens like a three years' child:
Alliteration gives this moment a lyrical quality, emphasizing the significance of the Mariner's actions. The repetition of
the "b" sound in "breezes blew," "white foam flew," and "furrow follow'd free" creates a rhythmic quality, contributing
to the musicality of the verse.
” 5. Metaphor: It is a figure of speech in which an implied comparison is made between the objects that are different.
5
The entire poem is an extended metaphor for a supernatural theme, an allusion to Christ’s death and sacrifices
through the Mariner’s life and adventure. Albatross is a metaphor for a mental burden or curse.

tone 5
The poem has a didactic tone as the Mariner describes his harrowing journey to realizing the
importance of valuing and respecting nature. One example of this tone is the Mariner's
compulsive need to share his tale with the Wedding Guest. His urgency to communicate his
experiences shows how eager he is to convey his cautionary tale of the albatross to the
Wedding Guest and, by extension, to the reader. This didactic element is reinforced through
moral reflections interspersed throughout the poem, emphasizing the consequences of
human actions and the importance of empathy.

19
 The Rime of the Ancient Mariner by
Samuel Ta ylor Coleridge
1
1
type -allegory

An allegory is a story or artwork that uses symbols to represent a larger meaning,

often a moral.
The Rime of the Ancient Mariner." "The Rime of the Ancient Mariner" is an
allegory that symbolizes the inherent struggleTHEME
of humans facing the ideas of sin
and redemption.
mcq
At length did cross an Albatross, Through the fog it came; As it had been a Christian
2
soul, We hailed it in God's name.How is the albatross first perceived by the crew when
it arrives?
a) As a bad omen
b) As an ordinary bird
c) As a sign of good luck
d) As a threat to the ship
Answer: c) As a sign of good luck
What literary device is used in the line "As it had been a Christian soul"?
a) Simile
b) Metaphor
c) Alliteration
d) Hyperbole
Answer: a) Simile
What is the tone of the crew when they greet the albatross "in God's name"?
a) Hostile
b) Reverent
c) Indifferent
d) Fearful
What role does the albatross initially play in the poem "The Rime of the Ancient
Mariner"?
a) A symbol of bad luck
b) A bringer of misfortune
c) A symbol of hope and good fortune
d) A messenger of death
Answer: c) A symbol of hope and good fortune

short questions 3
Why do the crew members initially welcome the albatross?

Answer: The crew members initially welcome the albatross because they see it
as a good omen, bringing hope and good fortune during their perilous journey
through the fog and ice.

Question: How does the killing of the albatross affect the fate of the mariner
and his crew?

Answer: The killing of the albatross brings a curse upon the mariner and his
crew, leading to a series of misfortunes and supernatural events that symbolize
the consequences of disrespecting nature.

VALUE BASED QUESTION 4

How does "The Rime of the Ancient Mariner" explore the theme of guilt and redemption, and what might this suggest about the
human condition?
Answer:
"The Rime of the Ancient Mariner" explores guilt and redemption through the mariner's experiences after killing the albatross. His

5
deep remorse for disrupting the natural order leads to intense suffering, both physical and spiritual. The mariner's endless need to
retell his story serves as a form of penance, suggesting that guilt can have a lasting impact on one's life. The poem implies that
redemption is possible, but it requires recognition of wrongdoing, sincere repentance, and an ongoing effort to seek forgiveness. This
reflects the broader human condition, where mistakes can lead to profound consequences, and redemption often involves a long and
difficult journey toward self-awareness and moral repair.
What does "The Rime of the Ancient Mariner" teach us about the importance of taking responsibility for our actions and their
consequences?
The Rime of the Ancient Mariner" teaches that taking responsibility for our actions is crucial because every action has consequences,
not just for ourselves but also for others. The mariner’s impulsive decision to kill the albatross brings suffering upon himself and his
entire crew. His story illustrates that when we fail to consider the impact of our actions on others and the environment, we may cause
harm that we later deeply regret. The poem emphasizes the importance of owning up to our mistakes, seeking forgiveness, and
learning from our experiences to avoid repeating them, thus fostering a sense of accountability and ethical responsibility in our lives.

20
 The snake -D H Lawrence

GIST OF THE POEM

"The Snake" by D.H. Lawrence describes a man's encounter with a snake at a water
trough. He is captivated by the snake's beauty but feels compelled by societal norms
to kill it. After reluctantly throwing a log at the snake, he immediately regrets his
action, feeling ashamed for giving in to fear and disrupting the natural harmony. The
poem explores the conflict between human instincts and societal expectations.

THEME

The theme of D.H. Lawrence's poem "The Snake" revolves around the
relationship between humans and nature, as well as the conflict between
instinct and social conditioning. The poem reflects on the poet's encounter with
a snake at a water trough and explores themes such as:
1. Nature and Instinct
2. Human Guilt and Social Conformity

TONE OF THE POEM

The poem's tone is a blend of admiration, reflection,

and regret, capturing the complexity of the poet's
emotional and philosophical response to his encounter
with the snake.
MAIN POINTS OF THE POEM

Encounter with the Snake: The poem begins with the poet describing an encounter with a snake at a
water trough. The snake comes to drink, and the poet observes its elegant and unhurried movements.
Admiration for the Snake: The poet expresses admiration for the snake, noting its beauty and grace. He
describes the snake as a creature of nature, with a sense of awe for its natural elegance and peaceful
demeanor.
Internal Conflict: The poet experiences an internal conflict between his genuine admiration for the
snake and the societal norms that suggest a negative view of such creatures. He feels an instinctive
reverence but is also aware of the conventional fear or hatred toward snakes.
Social Conditioning: The poem reflects on how societal attitudes can shape our reactions and
judgments. The poet acknowledges that, despite his instinctual respect for the snake, he is influenced
by societal conditioning that sees the snake as something to be feared or repelled.
Act of Aggression: The poet describes throwing a stick at the snake, an action he regrets deeply. This act
represents his internal struggle between his true feelings and the pressure to conform to societal
expectations.
Regret and Reflection: In the final lines, the poet reflects on his actions with regret. He mourns the loss
of the snake and feels sorrow for not having acted according to his true instincts, instead succumbing
to social pressures.

POETIC DEVICES

Imagery: Imagery is used to make readers perceive things involving their five senses. For example,
“Like a king in exile, uncrowned in the underworld”, “And so, I missed my chance with one of the
lords” and “And I wished he would come back, my snake. t
Enjambment: The continuation of a sentence or thought from one line to the next without a pause.
This device helps maintain the poem’s flow and reflects the continuity of thought and movement.

21
Example: I looked round, I put down my pitcher, I picked up a clumsy log And threw it at the water-
trough with a clatter.
 The snake -D H Lawrence

MCQ
Simile: A simile is a figure of speech that compares two different things using “like” or “as” to highlight similarities. Example: “For he seemed to me
again like a king / Like a king in exile, uncrowned in the underworld.” This simile compares the snake to a king, emphasizing its majestic and regal
nature, as well as its isolation from the usual societal context.
Assonance: The repetition of vowel sounds within a line to create a musical quality. Example 1: “For he seemed to me again like a king” (repetition of
the /ee/ sound in “seemed,” “me,” and “king”). Example 2: “Was it cowardice, that I dared not kill him?” (repetition of the /i/ sound in “dared” and
“kill”). Consonance: The repetition of consonant sounds within a line, which enhances the musical quality and cohesion of the poem. Example 1:
“Like a king in exile, uncrowned in the underworld” (repetition of the /n/ sound in “king,” “in,” “uncrowned,” and “underworld”). Example 2: “And
threw it at the water-trough with a clatter” (repetition of the /r/ sound in “threw,” “water-trough,” and “clatter”).
Symbolism: This involves using symbols to represent ideas or concepts that go beyond the literal meaning. Example: The snake as a “lord of life” or
“king” symbolizes the idea of natural supremacy and purity. The snake represents a force of nature that commands respect and signifies the poet’s
reverence for the natural world.
Personification:n "Snake," personification is used by attributing human qualities to the snake, describing it as a "guest" and someone who "mused a
moment."

SHORT QUESTION

Why does the poet choose to wait until the snake has finished drinking? What does this
reveal about his character?
ANS:The poet chooses to stand and wait until the snake has finished drinking because
he feels that the snake arrived at the water trough before him. He views the snake as a
guest and feels a sense of honor and respect for its presence. This attitude reflects the
poet’s deep appreciation for nature and his recognition of the snake as a significant and
majestic part of the natural world. The use of the term "someone" instead of
"something" further emphasizes his reverence and acknowledgment of the snake as a
valued creature.

SHORT QUESTION

The poet displays mixed feelings toward the snake. Why does he have conflicting
emotions when he encounters it?
ANS The poet experiences conflicting emotions upon seeing the snake. On one hand, he
feels a genuine appreciation for the snake and sees it as an honored guest drinking from
his water trough. On the other hand, his upbringing and societal norms encourage him to
view the snake as a potential threat that should be removed. This internal conflict leads
him to feel guilt after he throws the log at the snake.

CRITICAL THINKING QUESTION

The encounter with the snake and the poet’s mixed reactions to its presence at the water trough reveal a
struggle between societal teachings and natural human instincts. Imagine the poet writing a diary entry
expressing how he felt conflicted between these two influences. Write his diary entry.

31ST August 2024

10 pm
Today, I felt a mix of fear and fascination when I encountered the snake. I found myself torn between my
natural feelings and the rational thinking that society has ingrained in me. Deep down, I felt an affection for
the snake, but this was suppressed by the weight of my social conditioning. My reasoning, influenced by fear
and societal expectations, led me astray. Although I struck the snake out of a sense of duty to what I’ve been
taught, I now regret this cruel and thoughtless action. In the end, my natural instincts prevailed, filling me
with guilt for what I did.
By nature, I am sympathetic, considerate, and peace-loving, but education seems to turn me into something
harsh, suppressing the natural compassion within me. This education also fosters egoism and selfishness,
urging me to harm the snake just to conform to social norms. The conflict I felt when I saw the snake reflects a
deeper struggle between rational thought and intuitive feeling. I acted on my rational side, only to regret the
vulgarity of my actions afterward.
I realize now that the education we receive, often filled with ignorance, cruelty, and barbarity, can cloud our
judgment, filling us with fear, doubt, and superstition. It is our instinctive nature that guides us toward acts of

22
goodness and kindness, and I wish I had listened to that part of myself today.
 The Dear Departed
by Stanley Houghton

GIST
The Dear Departed" by Stanley Houghton is a darkly humorous one-act play that exposes
the greed and hypocrisy within a middle-class family. The plot revolves around two sisters,
Amelia and Elizabeth, who believe their father, Abel Merryweather, has died. Instead of
mourning, they immediately start squabbling over his possessions. However, their plans
are upended when Abel unexpectedly wakes up, revealing that he was never dead.
Disgusted by their behavior, Abel decides to leave his belongings to someone who truly
cares for him, leaving his selfish daughters empty-handed. The play critiques the
materialism and lack of genuine family bonds.

THEME
The theme of "The Dear Departed" by Stanley Houghton centers on the hypocrisy
and materialism within family relationships. The play critiques how greed and self-
interest can erode genuine love and respect, as the characters are more concerned
with their father's possessions than his well-being. It also explores the superficiality
of social conventions and the breakdown of moral values in a society driven by
material gain.

CHARACTERS

Amelia Slater - Greedy,Hypocrite

Elizabeth Jordan - Selfish
Henry Slater - Opportunistic
Ben Jordan - Indifferent
Abel Merryweather - Naive and practical
Victoria: True and innocent

MAIN POINTS

Misunderstanding of Death: The play begins with the Slater

family mistakenly believing that Abel Merryweather, the elderly
father, has died in his sleep.
Immediate Greed: Upon discovering Abel’s "death," Amelia Slater
and her husband Henry quickly start claiming his belongings,
showing their greed and lack of respect.
Family Hypocrisy: The Slaters invite Elizabeth Jordan, Amelia's
sister, and her husband Ben to their home, not to mourn, but to
discuss the division of Abel's possessions. Both sisters argue about
who was more devoted to their father, exposing their hypocrisy.
Surprise Revelation: The comedic twist occurs when Abel wakes
up, revealing that he is very much alive. He overhears the
family's selfish discussions.
Abel’s Decision: Disillusioned by his daughters' behavior, Abel
decides to change his will, leaving his possessions to someone
who genuinely cares about him—his new partner, Mrs. John
Shorrocks.
Moral Critique: The play ends with Abel taking control of his life
and rejecting his daughters' greed, highlighting the moral decay
and materialism within the family.
23
 The Dear Departed
by Stanley Houghton

SHORT QUESTION
Compare and contrast Henry’s character with that of his wife. Support your answer with
evidence from the play.
The character of the mean, selfish, and calculating Mrs. Slater is in stark contrast to her
husband’s submissive nature. Despite being a principled man, Henry plays a secondary
role to his domineering wife. Amelia’s greed and harshness highlight their differences.
Unlike Amelia, Henry is not quarrelsome; he attempts to mediate when the sisters'
argument becomes heated. However, his attempts at peacemaking are undermined by his
obligation to follow his wife’s commands.

SHORT QUESTION
I
The title "The Dear Departed" is ironic because, while it suggests a sentiment of
affection and mourning for someone who has passed away, the play's characters
are more focused on exploiting the deceased's possessions for their own gain.
Instead of honoring or grieving for Abel Merryweather, the characters display
greed and hypocrisy, which contrasts sharply with the respectful tone the title
implies.

MCQ
Who makes the remark, “I don’t call that delicate, stepping into a dead man’s shoes in such haste”?
A) Amelia Slater
B) Elizabeth Jordan
C) Henry Slater
D) Ben Jordan
What is the speaker criticizing in the remark, “I don’t call that delicate, stepping into a dead man’s shoes in such
haste”?
A) The way the dead man was treated
B) The haste in claiming the dead man’s possessions
C) The way the dead man’s funeral was conducted
D) The speaker’s own grief
What does the speaker’s comment reveal about their attitude towards the situation?
A) Indifference
B) Respect
C) Disapproval
D) Indignation
In the context of the play, what does the speaker’s remark imply about their view of the other characters’ behavior?
A) They admire it
B) They find it admirable
C) They find it inappropriate
D) They find it irrelevant

VBQ
Imagine you are Victoria, deeply upset and troubled by the way your parents, uncle, and aunt
have treated your grandfather. Write a diary entry expressing your thoughts and feelings
about the significance of a grandparent's love in a person's life, using about 150 words.
31ST August 2024,
9:30 p.m.
Dear Diary,
Today has been incredibly upsetting and disappointing. I woke up to the news that my
grandfather had passed away, and I was in shock—it was so unexpected. What upset me even
more was the reaction of my parents, especially my mother. Instead of mourning, she seemed
more focused on the bureau and the clock in her grandfather’s room. I never realized how
materialistic my parents, uncle, and aunt are. It was clear that they were more interested in
what they could gain from his death rather than showing any genuine concern for him. I’m
disillusioned by their greed and lack of appreciation for the love and wisdom grandparents
offer. I’m grateful that Grandpa is still with us. He has always been a source of comfort and
guidance for me. I hope my parents and the others will come to understand and value the true
significance of a grandparent's love and show him the respect he deserves. 24
 JULIUS CAESAR
WILLIAM SHAKESPEARE

1. GIST
Julius Caesar is a tale of one man's struggle with a moral decision, set against a tense political backdrop. Julius Caesar, a
skilled general and conqueror, returns to Rome to great acclaim after defeating Pompey’s sons. The people celebrate his
victory, and Mark Antony offers him the crown, which he declines. However, Cassius, envious of Caesar's growing power
and fearful that he might become a dictator, foments a conspiracy to assassinate him. To gain the support of the Roman
people, Cassius knows he must enlist the noble Brutus, who is widely trusted and respected in Rome. Brutus, an idealist,
joins the plot, believing that others share his honorable motives. Ironically, Caesar is assassinated at the base of
Pompey's statue.

2.THEME
The central theme of Julius Caesar is the struggle between power and morality. The
play explores the complex dynamics of political ambition, the consequences of
betrayal, and the conflict between personal loyalty and public duty. It delves into the
moral dilemmas faced by individuals in positions of power, particularly in how they
justify their actions for the greater good versus personal gain.

3. CHARACTERS
Julius Caesar: A successful military leader who has recently returned to Rome after a victory. His growing power
and influence spark fear and envy among some senators.
Marcus Brutus, often referred to simply as Brutus, is one of the central characters in Julius Caesar. He is a Roman
senator and a close friend of Caesar, but he is torn between his loyalty to Caesar and his love for the Roman
Republic. Brutus is portrayed as an honorable man who is deeply concerned with the well-being of Rome. He
joins the conspiracy to assassinate Caesar, believing that it is necessary to prevent Caesar from becoming a
tyrant and to protect the Republic.
Calpurnia: The wife of Caesar. She has a prophetic dream about Caesar's death and unsuccessfully tries to
prevent him from going to the Senate on the day of his assassination.
Cassius: The main instigator of the conspiracy against Caesar. He is envious of Caesar’s power and manipulates
Brutus into joining the plot.
Mark Antony: A loyal friend and supporter of Caesar. After Caesar’s assassination, he turns the public against
the conspirators with his famous funeral oration.
Casca: A conspirator against Caesar who is the first to stab him. He is cynical and bitter about Caesar’s rise to
power.
Decius Brutus is a minor but significant character in Julius Caesar. He is one of the conspirators involved in the
plot to assassinate Julius Caesar. Although he shares the same last name as Marcus Brutus, the two are not
related, and Decius is distinct in his role within the conspiracy.

4. VALUES
The Importance of Integrity and Honor
The Consequences of Ambition
The Power of Persuasion and Rhetoric
The Role of Fate and Free Will
The Dangers of Groupthink
The Fragility of Power and Leadership

5. SHORT QUESTIONS
1. Why does Cassius warn Brutus against letting Antony speak at Caesar’s funeral?
ANS Cassius was well aware of Antony's skillful oratory and his sharp intelligence, which
could be used to their disadvantage. He feared that Antony might incite the people to turn
against them, and his concerns ultimately prove to be justified.
2 What future events does Antony predict for Rome?
ANS Antony predicts that the Romans will face severe consequences for murdering
Caesar. He foresees a curse falling upon them, leading to widespread suffering and
calamity. The nation will be engulfed in a brutal civil war, marked by bloodshed and
devastation. Acts of cruelty will become commonplace, and mothers will witness their
loved ones being slaughtered before their eyes. Caesar's spirit, seeking vengeance for his
death, will roam in search of retribution.
25
 JULIUS CAESAR
WILLIAM SHAKESPEARE

1. SOLVE THE EXTRACT

But here's a parchment with the seal of Caesar; I found it in his closet, 'tis his will:
Let but the commons hear this testament-- Which, pardon me, I do not mean to
read-- And they would go and kiss dead Caesar's wounds make 4 short questions
with the given extract with answers
1 What is a parchment ?
parchment" refers to a written document or scroll made from a material prepared
from animal skin, used for recording important texts or official documents. Here, it
specifically refers to Caesar's will.
2What does the speaker suggest the commons would do if they heard Caesar's
testament?
Answer: They would go and kiss dead Caesar's wounds.
3 Does the speaker intend to read Caesar's will to the commons?
Answer: No, the speaker does not intend to read the will.
4 what are the contents of the will?
he will contains provisions that would greatly benefit the citizens of Rome that
includes generous gifts to the common people, such as money and property, which
contributes to stirring their emotions and turning them against the conspirators

SHORT QUESTIONS

Why was it crucial for the conspirators to involve Brutus in their plot
against Caesar?
Answer: It was crucial for the conspirators to involve Brutus because
he was highly respected and trusted by the people of Rome. His
participation lent legitimacy and moral justification to the
conspiracy, as his reputation as an honorable and noble individual
helped to convince the public that the assassination of Caesar was a
necessary action for the greater good of the Republic.

CRITICAL THINKING QUESTION

1. How does Brutus legitimize the assassination of Julius

Caesar?
Brutus justifies the assassination of Caesar by arguing that it was
necessary to prevent Caesar from becoming a tyrant. In his
speech to the people in Act 3, Scene 2, Brutus claims that
although he loved Caesar, he loved Rome more. He explains that
Caesar’s ambition would have led to the downfall of the
Republic, and thus, to preserve the freedom and well-being of
Rome’s citizens, it was crucial to remove him. Brutus insists that
his actions were driven by a sense of honor and the greater
good, rather than personal envy or gain.

26
 USEFUL QUOTATIONS
FOR ARTICLE WRITING
1. HEALTH AND MEDICINE

Let thy food be thy medicine and thy medicine be thy food.” –
Hippocrates.
“Those who have no time for healthy eating will sooner or later have to
find the time for illness.'' – ...
“One cannot think well, love well, sleep well, if one has not dined well.” –
Virginia Woolf.
"The shorter your sleep, the shorter your life span."

EDUCATION
"EDUCATION IS THE MOST POWERFUL WEAPON WHICH YOU CAN USE TO
CHANGE THE WORLD." - ...
"THE BEAUTIFUL THING ABOUT LEARNING IS THAT NO ONE CAN TAKE IT AWAY
FROM YOU."
“EDUCATION IS OUR PASSPORT TO THE FUTURE, FOR TOMORROW BELONGS
ONLY TO THE PEOPLE WHO PREPARE FOR IT TODAY.” —MALCOLM X.
ONE CHILD, ONE TEACHER, ONE BOOK, AND ONE PEN CAN CHANGE THE WORLD”
- MALALA YOUSAFZAI.
-

3. SCIENCE
Science is a beautiful gift to humanity; we should not distort it. A. P. J.
Abdul Kalam
Science is organised knowledge. Wisdom is organised life. Immanuel Kant
“Every brilliant experiment, like every great work of art, starts with an act
of imagination.” – Jonah Lehrer

5. ENVIRONMENT

There's so much pollution in the air now that if it weren't for our lungs there'd be no place to
put it all.
It isn't pollution that's harming the environment. It's the impurities in our air and water that
are doing it.
Thank God men cannot fly, and lay waste the sky as well as the earth.
I'm not an environmentalist. I'm an Earth warrior.
Take care of the earth and she will take care of you.
Waste not the smallest thing created, for grains of sand make mountains and atomies
infinity.
6 TRAVEL AND TOURISM
TRAVELLING IS A BETTER TEACHER THAN BOOKS
“THE WORLD IS A BOOK AND THOSE WHO DO NOT TRAVEL READ ONLY ONE PAGE.”
― ST. AUGUSTINE
TRAVELLING TENDS TO MAGNIFY ALL HUMAN EMOTIONS.”

7. NATIONAL INTEGRATION
THE BEST WAY TO PREDICT THE FUTURE IS TO CREATE IT TOGETHER. - JOE
STRENGTH LIES IN DIFFERENCES, NOT IN SIMILARITIES. - STEPHEN COVEY
WE ARE EACH OTHER'S HARVEST; WE ARE EACH OTHER'S BUSINESS; WE ARE EACH
OTHER'S MAGNITUDE AND BOND. – GWENDOLYN BROOKS
WHEN SPIDERS UNITE, THEY CAN TIE DOWN A LION. - UNKNOWN
UNITY IS STRENGTH, DIVISION IS WEAKNESS.
27
Shanthi Ravishankar's book on mind maps for
Class X English is designed to simplify learning
and enhance student performance. By
incorporating vibrant colors and engaging
images, the book transforms complex English
topics into easy-to-understand visual maps.
These colorful mind maps stimulate memory and
make learning more interactive, helping
students organize information effectively. The
use of images strengthens understanding and
retention, allowing learners to grasp concepts
quickly and recall them during exams. Shanthi's
approach ensures that students not only ease
through their studies but also achieve better
results with less stress..

SHANTHIRAVISHANKAR
MA .M.Ed
Retd English Teacher
KV Ashoknagar