ARMY PUBLIC SCHOOL, NOIDA

STUDY MATERIAL (FLAMINGO PROSE)

ISSUED BY:
INDRANI NEOGI
PGT ENGLISH
Poetry 1 – My Mother at Sixty-Six

IN A NUTSHELL

About the author

Kamala Das (31 March 1934 – 31 May 2009) was an Indian poet who wrote in English as well as
her mother tongue Malayalam. She was shortlisted for the Nobel Prize in Literature in 1984 and
was the recipient of the prestigious Asian Poetry Prize in 1998. Kamala Das is best remembered
for her writings about restriction imposed on women and displays her rebellion against the
patriarchal conventions.

Summary
• In "My Mother at Sixty-Six," Das explores the mother-daughter relationship, and includes
the themes of aging, growing-up, separation and love. The poem is composed in a story-
like manner.
• Once, the poetic persona or the poet herself headed towards Cochin to catch the flight.
• While she was on the way, driving the car, she suddenly looked at her mother’s face. The
old lady was sleepy, and she was dozing open-mouthed. Her face resembled that of a corpse
– grey and lifeless. The speaker could see some signs of pain on her face. It is natural; her
only daughter was leaving her behind.
• Putting off the thoughts of her mother, she looked outside the car. The “young trees”
seemed rapidly going behind (for the speed of her car) grabbed her attention. Children
“spilled” out of their homes happily to play.
• After that, the poet quickly shifts to the airport’s security checking scene. She stood a few
yards away from her mother and looked at her pale face. A chilling sensation of fear
concerning her mother’s imminent death made her numb. She struggled to utter a
customary goodbye to her amma. Then she put on a mask of a smile and bade her goodbye.

Theme

• Death
Mortality is one of the most significant themes of “My Mother at Sixty-Six.” The poet depicts the
theme by using the image of the aging mother and especially her “ashen” face and words like
“wan” and “pale”.

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 • Life versus Death
The trees symbolize life and mobility, and the children symbolize innocence and vitality. In
contrast, the image of her mother’s face portrays the futility of life, hopelessness, and despair.

• Mother-Daughter Relationship
The poem shares a daughter’s feelings for her aging mother, standing on the verge of death. The
pale face of her old mother pains her deep. At the moment of her departure, she was emotional to
think that she was going to die soon.

Rhyme Scheme and Poetic Devices

➢ Rhyme Scheme
Written in free verse, the poem sounds like everyday speech in the absence of conventional
rhyming.

➢ Poetic Devices

1. Enjambment
• No full stop marks throughout the text only ellipsis (…) at the end of the last line. Each
line proceeds to the following one to complete the idea, continuing until the end.

2. Alliteration
“my mother”
“Sixty-Six”

3. Simile
• “her face ashen like that/ of a corpse.” – Comparison of the colour of her mother’s face to
that of a corpse.
• “that she was as old as she/ looked,” - Comparison of the physical features of her mother
to the external signs of aging.
• “I looked again at her, wan, pale/ as a late winter’s moon,” - Comparison depicting
similarities between the lifeless face of her aging mother and that of the pale winter moon.

4. Personification
• Young Trees sprinting - personifying the trees with the idea of being young and sprinting.

5. Metaphor
• “the merry children spilling out of their homes.” - The energy and spontaneity of
children are compared to a glass full of liquid
• “late winter’s moon” – Pale white colour of the moon during winter’s end is comparable
to the face of her aged mother.

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 6. Tautology
• “Wan” and “pale” – repetition of words having a similar meaning.

[I] REFERENCE TO CONTEXT

(A) Read the given extracts to attempt the questions with reference to context.

but after airport’s security check,

standing a few yards away,
I looked again at her,
Wan, pale as a late winter’s moon
and felt that old familiar ache,
my childhood’s fear
but all I said was, see you soon,
Amma,
All I did was smile and smile and smile …

(i) Choose the correct option:

In the above extract the narrator feels

(a) satisfied
(b) fearful
(c) nostalgic
(d) regretful

(ii) Identify the word in the extract that means ‘colourless’.

(iii) Complete the following analogy correctly:

She sang like a bird: Simile
All I did was smile and smile and smile: ______

(iv) Read the following statement and choose the correct option:
(1) The poet had gone through the security check.
(2) She did not want to look at her mother.

(a) (1) is true, but (2) is false.

(b) (1) is false, but (2) is true.
(c) Both (1) and (2) are true.
(d) Both (1) and (2) are false.

(v) Fill the blank with appropriate words with reference to the extract :
Pale as a winter’s moon suggests _______.

(vi) What childhood fear is the poet referring to?

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(B) Read the given extracts to attempt the questions with reference to context.

Driving from my parent’s home

to Cochin last Friday morning,

I saw my mother, beside me,

doze, open mouthed,

her face ashen like that of a corpse

and realised with pain

that she was as old as she looked

(i) What is the narrator’s statement of mind as she was driving to Cochin?

a) Thrilled

b) Depressed

c) Angry

d) Motivated

(ii) Fill the blank with appropriate words with reference to the extract:

The phrase ‘her face ashen like that of a corpse’ suggests _______.

(iii) Fill the blank with appropriate words with reference to the extract:

The author means she is __________ when she says "realized with pain".

a) physically in pain

b) emotionally upset

c) relieved of hurt

d) happy with realization

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(iv) Name the literary device used to depict the emotions & atmosphere of the scene inside the
car.

(v) Which of the following is an example of ominous foreshadowing in the extract?

a) It was a Friday

b) The mother is dozing

c) The mother's face is like a corpse

d) The poet expresses pain

(vi) Complete the following analogy correctly:

She is a shining star: Metaphor

Her face ashen like that of a corpse: __________

(C) Read the given extracts to attempt the questions with reference to context.

realised with pain

that she was as old as she
looked but soon
put that thought away, and
looked out at Young
Trees sprinting, the merry children spilling
out of their homes

(i) What is the author describing in the passage?

a) Old trees and tired children

b) Vernal trees and cheerful children
c) Dead trees and silent children
d) Tall trees and noisy children

(ii) How did the narrator feel after realizing the truth about their mother's age?

a) Excited

b) Happy

c) Indifferent

d) Painful

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(iii) Find a phrase from the passage which is the synonym of ‘Dismissed’.

(iv) Identify the poetic device used in: ‘Young Trees sprinting’.

a) Personification

b) Metaphor

c) Hyperbole

d) Paradox

(v) Fill in the blank with appropriate words with reference to the extract:

The poet builds a relationship of __________ between the old mother and the ‘young trees’ and
‘merry children’.

a) comparison

b) contrast

c) disdain

d) similarity

(vi) Assertion: The narrator distracted herself by looking out of the window.

Reasoning: The narrator felt the need to distract herself as she was bored since her mother was
dozing.

a) Both assertion and reasoning are true and the reasoning explains the assertion.

b) Both assertion and reasoning are true but the reasoning does not explain the assertion.

c) Assertion is true, but the reasoning is false.

d) Assertion is false, but the reasoning is true.

(D) Read the given extracts to attempt the questions with reference to context.

but after airport’s security check,

standing a few yards away,
I looked again at her,
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Wan, pale as a late winter’s moon
and felt that old familiar ache,
my childhood’s fear

(i) What is the tone of the stanza?

a) Joyful
b) Melancholic
c) Excited
d) Suspenseful

(ii) What is the narrator's childhood fear?

a. Fear of the dark
b. Fear of heights
c. Fear of spiders
d. Fear of abandonment

(iii) Find a word in the extract which means the same as ‘Pain’.

(iv) What is the significance of the narrator's use of the phrase "old familiar ache"?
It suggests that the narrator is ___________ .
a) experiencing this feeling frequently
b) not used to feeling this way
c) experiencing a new kind of emotion
d) feeling physically unwell

(v) Complete the analogy:

late winter’s moon : wan :: summer sun :________.
a) bright
b) pale
c) dull
d) dark

(vi) Assertion: The narrator is overwhelmed by a sense of loss and fear.

Reason: The narrator realized that she may not see her mother again.

a) Both assertion and reasoning are true and the reasoning explains the assertion.
b) Both assertion and reasoning are true but the reasoning does not explain the assertion.
c) Assertion is true, but the reasoning is false.
d) Assertion is false, but the reasoning is true.

[II] SHORT ANSWER QUESTIONS (40-50 words / 2 marks each)

i. What is the significance of the title "My Mother at Sixty Six"?

ii. How do the speaker’s feelings towards her mother change in the course of the poem?
iii. What do the poet’s parting words to her mother signify?

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 iv. How does Kamala Das put away the thoughts of her aging mother?

[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)

(i) Imagine the mother gets to know of the poet-persona’s fears. Write a letter, as the
mother, telling the daughter why she must not dwell on these fears.

You may begin this way:

Pallipuram
Cochin, Kerala
22 August ‘60

My dear Kamala
I am writing to you because when you left me at the airport, I felt something wasn’t right.
Judging by how little you spoke that day ……………………….
……………………………………… (continue)…………………………………

With love
Amma

(ii) Imagine you are the poet’s friend. Write a dialogue exchange between yourself and the
poet where the latter confides in you about her fears and asks for your advice. What
would your advice be to face her fears, to ignore them or something else?

Poetry 1 – My Mother at Sixty-Six

[I] REFERENCE TO CONTEXT (MCQs & Objective Type/ 3 marks per extract)
To assess comprehension, interpretation, analysis and appreciation
Q.no. Answer Competency
(A) i b) fearful comprehension
ii wan/pale comprehension
iii Repetition analysis
iv (a) (1) is true, but (2) is false. interpretation
v Loss of - youthfulness / charm/ sheen/ brightness - approaching - appreciation
dullness/ weakness and old age
(Any one)
vi Suggested value points analysis
- fear of separation from mother
- losing her mother
(Any one)
(B) i b) Depressed analysis
ii - she was unwell or experiencing some discomfort appreciation

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 - the comparison to a corpse suggests that her face was devoid of
color and looked lifeless
- she was very tired or had been unwell for some time
(Any one)
iii b) emotionally upset comprehension
iv Imagery comprehension
v c) The mother's face is like a corpse interpretation
vi Simile analysis
(C) i b) Vernal trees and cheerful children comprehension
ii d) Painful analysis
iii Put …away comprehension
iv a) Personification analysis
v b) contrast analysis
vi c) Assertion is true, but the reasoning is false. analysis
(D) i b) Melancholic interpretation
ii d. Fear of abandonment analysis
iii Ache comprehension
iv a) experiencing this feeling frequently. interpretation
v a) bright analysis
vi a) Both assertion and reasoning are true and the reasoning explains the analysis
assertion
Inferential responses through critical thinking
i The title "My Mother at Sixty Six" is significant because it foregrounds inference
the speaker's relationship with her mother and suggests aging and
mortality as the central themes. It also emphasizes the old age of the
mother and passage that time is passing. It leaves the speaker to grapple
with the reality of her mother's eventual death.
ii The speaker's feelings towards her mother evolve from one of casual inference
observation to one of deep emotional connection. Initially, the speaker
is observing her mother from a distance, but by the end of the poem, she
is physically and emotionally close to her mother and feeling a deep
sense of empathy. This evolution reflects that the speaker grapples with
the reality of her mother's aging and eventual death.
iii The poet’s parting words of reassurance and her smile provide a stark inference
contrast to the old familiar fear of childhood. Her words and smiles are
a intentional attempt to hide her actual feelings. She is trying to hide her
fear about her mother’s frail and deteriorating health which might
separate her from her mother.
iv When the poet sees her aging, she becomes full of pain and agony. She inference
thinks that her mother might not live long. To dismiss the thoughts of
her aging mother, the poet looks out of the car. She sees the children
running out of their home happily and trees seem to move fast in the
opposite direction since she is in a moving vehicle.
[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)
Assess extrapolation beyond and across the text for an analytical and evaluative response
i My dear Kamala analysis
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 I am writing to you because when you left me at the airport, I felt
something wasn’t right. Judging by how little you spoke that day, I
understand that you were trying to hide your tears. You were free that
you are going to lose me and I am going to die soon.
My child you can put your fears to rest as I am enjoying the prime of my
health. I am doing my daily chores actively and I am enjoying every
moment of my life. I am looking forward to meeting you soon if all my
plans work.
My girl, you need to understand that death is the ultimate truth of life.
One who is born has to die and all of us have to meet this fate sooner or
later. I would advise you to face this fact of life bravely. A day will come
when this truth shall be realised in my case also. Remember when that
day comes, I want you not to grieve but to cherish the happy moments
and move on with your life.
Looking forward to see you soon

With love
Amma
ii Poet: Hi, how are you doing? evaluation

Friend: I am good, but you are not your usual self. What happened?
You seem lost somewhere else

Poet: I met my mother over the weekend. She is just sixty-six but was
looking older than her age.

Friend: Oh, they all look like that. My father is only fifty-nine but he
already looks like seventy.

Poet: Not only that, but her health was also looking deteriorated. I had
to shift over here due to professional work. It was a pain leaving her
alone at home. I have not spent enough time with her lately. There is so
much I want to discuss with her, but don’t have time

Friend: Don’t worry, she will be well. We all seem afraid of the
impending truth. But, come on, face your fears boldly. Take a week’s
off and spend time with her. At least, you will not regret later in life.

Poet: But, my boss will not allow me to take off. You know the work
pressure we have right now at the office

Friend: Don’t worry, I will take care of that. I will work overtime for a
couple of days and cover up for you.

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 Poet: Thanks dear, you are truly a friend indeed. I will talk to boos in
the morning. Thanks and good night

Friend: So, cheer up now! All will be well. Good night

Poetry 2 – Keeping Quiet

IN A NUTSHELL

About the author

Pablo Neruda (1904-1973) was a Chilean poet and politician who began writing poetry at a young
age and gained international recognition with his collection of poems which became an influential
work in Latin American literature. Neruda's work explored themes of love, nature, and politics,
and his writing continues to be celebrated worldwide. He won the Nobel Prize in Literature in
1971.

Summary
• The poem "Keeping Quiet" by Pablo Neruda is a call for humans to stop their daily
activities and take a moment to reflect on their lives.
• The poet suggests that by stopping all movements and being silent, humans can achieve a
sense of unity and connectedness with each other and with nature.
• Neruda encourages people to imagine a world without noise and chaos, where everyone is
at peace with one another.
• He suggests that this moment of silence and introspection can be a way to reset and start
anew, to see the world with fresh eyes and open hearts.
• The poem ends with the poet urging readers to break their silence and move forward with
a renewed sense of purpose and compassion for the world around them.

Theme
• The poem Keeping Quiet is, in essence, anti-war poetry.
• The poet is worried about violence, brutality, and intolerance.
• According to the poet. many of our social and political problems can be solved in a very
easy way.
• Self-introspection is the answer. It will be the first big step toward bringing people
together if it is implemented.
• The second phase is for everyone to examine themselves and determine what is wrong
and who is to blame. This will purify every heart and elevate everyone.

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Rhyme Scheme

The poem has no consistent rhyme scheme.

Poetic Devices

Repetition: "we will" - emphasizes the unity and collective action that the poem advocates for.

Imagery: uses vivid sensory imagery to describe the stillness and quietness that the speaker
envisions

Metaphor: "count to twelve" - a metaphor for taking a moment to pause and reflect.

Symbolism: The fishermen and the man gathering salt represent a broader message of
environmental and social responsibility.

Allusion: "green wars" and "victory with no survivors" - the destructive impact of war and
violence.

Irony: The speaker's desire for stillness and inactivity is contrasted with the notion that "life is
what it is about."

Personification: The Earth - a teacher that can help us understand ourselves and the world around
us.

[I] REFERENCE TO CONTEXT

(A) Read the given extracts to attempt the questions with reference to context.

Now we will count to twelve

and we will all keep still.
For once on the face of the Earth
let’s not speak in any language,
let’s stop for one second,
and not move our arms so much.

(i) Complete the following sentence with reference to the extract:

The speaker wants people to keep still so that ___________ .

(ii) Find a word in the passage which means ‘Tranquil’.

(iii) The poetic device used in “not move our arms so much.” Is __________ .
a) Pun
b) Smile
c) Alliteration

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 d) Transferred Epithet

(iv) What does “count to twelve” symbolize?

i. Hours of the day
ii. Months of the year
iii. Units of dozen

a) Only option i
b) Only option iii
c) Options i & ii
d) Options ii & iii

(v) What is the significance of the phrase "let's stop for one second"?
a) It emphasizes the need for action rather than stillness.
b) The poet wants us to take a longer break from our busy lives.
c) It emphasizes the importance of taking a moment of stillness and reflection.
d) It suggests that the poet wants us to stop moving our arms for a longer period.

(vi) Complete the analogy with reference to the extract:

Arms : Movement :: Mouth : _____________.
a) Breath
b) Whistle
c) Eat
d) Speak

(B) Read the given extracts to attempt the questions with reference to context.

It would be an exotic moment

without rush, without engines,
we would all be together
in a sudden strangeness.

Fishermen in the cold sea

would not harm whales
and the man gathering salt
would look at his hurt hands.

(i) Identify the poetic device used in “sudden strangeness” and “Hurt hands”.
(ii) When will the fishermen stop harming the whales?
a) When the war spreads
b) When they stop whale hunting
c) When they peep into others lives
d) When they introspect themselves and keep quiet
(iii) What is the man gathering salt losing in pursuit of money?
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 a) His health
b) His wealth
c) His time
d) His life

(iv) Fill the blank with appropriate words with reference to the extract:
The phrase ‘without engines’ suggests _______.

(v) Which ‘exotic’ moment is the poet talking about?

(vi) Complete the following analogy correctly:

Salt Gatherer : Salt :: __________ : Whales

(C) Read the given extracts to attempt the questions with reference to context.

Those who prepare green wars,

wars with gas, wars with fire,
victory with no survivors,
would put on clean clothes
and walk about with their
brothers
in the shade, doing nothing.

i) Which of the following is the central idea of the given extract?

a) War is necessary for survival.

b) War leads to victory and success.

c) War is futile and need for peace is necessary.

d) Those that propagate wars enjoy a life of leisure.

ii) Fill the blank with appropriate words with reference to the extract:
The phrase 'victory with no survivors' implies that ___________ .

a) The enemy will be completely destroyed.

b) The victory will be short-lived.

c) No soldier will live to tell the tale of war.

d) The war will not result in any benefits.

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iii) What does the word 'green' refer to in the above extract?

a) Environmental concern

b) Military camouflage

c) Kind of weapon

d) Growth and prosperity

iv) Choose the correct option with reference to the above extract:

The phrase “put on” means “fake”. TRUE/FALSE

v) What does the word 'shade' represent in the context of the extract?

a) A peaceful place.

b) A place to plan for war.

c) A hide out from enemies.

d) A place of darkness and danger.

vi) What is the tone of the extract?

a) Optimistic

b) Pessimistic

c) Sarcastic

d) Humorous

(D) Read the given extracts to attempt the questions with reference to context.

What I want should not be

confused
with total inactivity.
Life is what it is about;
I want no truck with death.

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If we were not so single-minded
about keeping our lives moving,
and for once could do nothing,
perhaps a huge silence
might interrupt this sadness
of never understanding ourselves
and of threatening ourselves with
death.

i) Which of the following is true about the speaker?

The speaker ___________ .

a) wants to be free from all responsibilities.

b) is afraid of death and wants to avoid it.
c) is advocating for a break from the constant rush of life.
d) wants to achieve total inactivity.

ii) What does the speaker mean by "I want no truck with death"?
a) He is indifferent towards death.
b) He wants to avoid death.
c) He is curious about death.
d) He wants to embrace death.

iii) What is the significance of the phrase "huge silence" in the extract?
a) the need for peace and quiet.
b) speaker's desire for complete inactivity.
c) absence of sound and movement.
d) need for a profound change.

iv) What is the speaker's opinion of "total inactivity"?

a) undesirable and should not be pursued.
b) unproductive and boring
c) desirable and necessary.
d) essential for achieving happiness.

v) Find a word/phrase in the extract which is a synonym of “ambitious”.

vi) Fill the blank with appropriate words with reference to the extract:
The phrase "threatening ourselves with death" suggests that___________ .

a) Death is a constant threat to our existence.

b) We often feel powerless in the face of death.
c) We tend to obsess over death and mortality.
d) Death is a necessary part of life.

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[II] SHORT ANSWER QUESTIONS (40-50 words / 2 marks each)

(i) What is the poet's main message in "Keeping Quiet"?

(ii) How does the poet end the poem "Keeping Quiet"?
(iii) How does the poet feel about inactivity?
(iv) According to the poem, what would happen if humans could stop all movements and
be silent?

[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)

(iii) Answer the following within 120 -150 words: The last two years of school tend to be
about planning for life after school. This can be motivating, overwhelming or
encouraging for some, and stressful for others. Write a diary entry recording your
thoughts on the following:
• Neruda’s ideas in ‘Keeping Quiet’ as a guide in this situation.
• Thinking differently about your decisions with reference to Neruda’s ‘Keeping
Quiet’. (CBSE Question Bank 2021)

(iv) How does Neruda suggest we can achieve peace and understanding in the world?
Poetry 1 – My Mother at Sixty-Six

[I] REFERENCE TO CONTEXT (MCQs & Objective Type/ 3 marks per extract)
To assess comprehension, interpretation, analysis and appreciation
Q.no. Answer Competency
(A) i a) Pun appreciation
ii they can take a moment of silence and reflection. analysis
iii Tranquil comprehension
iv c) Options i & ii appreciation
v c) It emphasizes the importance of taking a moment of stillness and interpretation
reflection.
vi d) Speak analysis
(B) i Alliteration appreciation
ii d) When they introspect themselves and keep quiet analysis
iii e) His health comprehension
iv - not to be slaves of devices that kill the emotion appreciation
- an attempt to get close to the soul
- let's not fight wars and kill
- let's just keep quiet and maintain peace
(any one)
v The exotic moment refers to that moment when all human activity and appreciation
language will cease at the count of twelve.
vi Fishermen analysis
(C) i c) War is futile and need for peace is necessary. analysis
ii c) No soldier will live to tell the tale of war. comprehension
iii a) Environmental concern comprehension

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 iv FALSE analysis
v a) A peaceful place. analysis
vi b) Pessimistic appreciation
(D) i c) is advocating for break a from the constant rush of life. analysis
ii b) He wants to avoid death. comprehension
iii d) need for a profound change. analysis
iv a) undesirable and should not be pursued. comprehension
v Single minded comprehension
vi c) We tend to obsess over death and mortality.
(II) Inferential responses through critical thinking
i The main message of "Keeping Quiet" by Pablo Neruda is to urge Inference
humans to take a moment of stillness and reflection in their busy lives,
and to achieve a sense of unity and connectedness with each other and
with nature.
ii The poem "Keeping Quiet" by Pablo Neruda ends with the poet counting Inference
up to twelve and asking the reader to keep quiet while he leaves,
suggesting that the moment of stillness and reflection is over. The
ending emphasizes the importance of taking action and moving forward
with a renewed sense of purpose and compassion.
iii In "Keeping Quiet," the poet Pablo Neruda suggests that inactivity Inference
should not be confused with total inactivity. He believes that life is what
it is about and that taking a moment of silence and reflection can
interrupt the sadness of never understanding ourselves and of
threatening ourselves with death. Thus, the poet sees value in pro-
activity i.e. working towards peace and brotherhood.
iv In "Keeping Quiet" by Pablo Neruda, the poem suggests that if humans Inference
could stop all movements and be silent, they could achieve a moment
of exotic stillness and connectedness with the world around them. This
moment of stillness could help humans to achieve a sense of unity and
connectedness with each other and with nature, without any rush or
external forces interfering.
[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)
Assess extrapolation beyond and across the text for an analytical and evaluative response
i Dear Diary, evaluative

As I near the end of my high school career, I find myself constantly

thinking about what comes next. It can be overwhelming at times, and I
can't help but feel anxious about making the right decisions for my future.

Recently, I read Pablo Neruda's poem "Keeping Quiet," and his ideas
have given me a new perspective on this situation. In the poem, he urges
us to take a moment of silence and reflection, to put aside our differences
and come together as one. This message of unity is something that I can
apply to my own life as I make decisions about my future.

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 Instead of feeling overwhelmed by the options available to me, I can take
a moment to reflect on what truly matters to me and what I want to
achieve in life. By doing so, I can approach my decisions with a clear
mind and a sense of purpose.

Neruda's poem also encourages us to think differently about our actions

and decisions, to step back from the fast-paced world we live in and take
a moment to consider the impact of our choices. In this way, I can ensure
that the decisions I make align with my values and beliefs, rather than
simply following the crowd.

Overall, Neruda's ideas in "Keeping Quiet" have given me a new

perspective on planning for life after school. By taking a moment to
reflect and consider my options, I can approach this exciting yet daunting
time with a sense of purpose and direction.
ii In "Keeping Quiet," Pablo Neruda suggests that we can achieve peace Analytical
and understanding in the world by taking a moment to pause and reflect
on our actions and our place in the world. He believes that by doing so,
we can recognize our common humanity and the interconnectedness of
all things, which can help to bring us closer together and overcome our
differences.

Neruda argues that this moment of stillness can be a powerful tool for
creating peace and understanding, as it allows us to see beyond our
individual concerns and recognize the larger issues that affect us all. By
taking this time to reflect, we can gain a deeper understanding of
ourselves and our place in the world, and we can begin to see the world
through the eyes of others.

Ultimately, Neruda believes that this process of reflection and

understanding can lead to a greater sense of unity and cooperation,
which can help to create a more peaceful and just world. Through
"Keeping Quiet," Neruda encourages us to take this important step
towards building a better future for ourselves and for generations to
come.

Poetry 3 – Aunt Jennifer’s Tigers

IN A NUTSHELL

About the author

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 XII / FLAMINGO - PROSE

ARMY PUBLIC SCHOOL, NOIDA

STUDY MATERIAL (FLAMINGO PROSE)

ISSUED BY:
INDRANI NEOGI
PGT ENGLISH
PROSE 1_THE LAST LESSON

IN A NUTSHELL

About the author

Alphonse Daudet (1840-1897) was a French novelist and short story writer. He was born in Nîmes,
France and spent his early years in Provence, which would influence much of his writing. Some of
his most famous works include "Letters from My Windmill," "Tartarin of Tarascon," and "The Little
Thing." Daudet was a member of the French Academy and is considered one of the most important
writers of 19th century French literature.

Summary
• "The Last Lesson" is a short story set in a small town in Alsace-Lorraine, a region that was
annexed by Germany after the Franco-Prussian War.
• The story revolves around the character of Franz, a young schoolboy who is upset that he
might miss his French lesson because the Germans have ordered that only German be taught
in the schools.
• Franz's teacher, Mr. Hamel, announces that it will be their last French lesson and emphasizes
the importance of the French language and culture.
• As the lesson proceeds, Franz and the other students realize how much they have taken their
language and culture for granted and how much they will miss it.
• The story ends with a poignant moment as Franz realizes the true significance of the day and
how he has let his love for his language and culture slip away.

Theme
• The importance of language and culture
• The impact of political power on education
• The nostalgia and longing for the past
• The inevitability of change and loss
• The role of education in shaping identity and community
• The power of memory and personal connections
• The significance of individual action in the face of larger forces
• The need for cultural preservation and appreciation.

[I] REFERENCE TO CONTEXT

(A) Read the given extracts to attempt the questions with reference to context.

For a moment I thought of running away and spending the day out of doors. It was so warm, so bright!
The birds were chirping at the edge of the woods; and in the open field back of the sawmill the

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Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had
the strength to resist, and hurried off to school.

(i) What did the narrator find tempting?

a) The warm and bright weather
b) The rule for participles
c) Spending the day out of doors
d) Hurrying off to school

(ii) Why did the narrator resist the temptation to run away?
a) The Prussian soldiers were drilling in the field
b) The narrator had a strong sense of duty
c) The narrator was afraid of getting in trouble
d) The narrator didn't actually want to go outside

(iii) What does the presence of Prussian soldiers suggest?

a) The village is military station
b) The story takes place during a war
c) The soldiers are drilling to attack the village
d) The soldiers had come to rescue the villagers

(iv) What is the narrator's attitude towards the rule for participles?
a) Enthusiastic
b) Bored
c) Confused
d) Dismissive

(v) Identify the figure of speech used in the sentence:

“It was so warm, so bright!”

a) Alliteration
b) Assonance
c) Repetition
d) Tautology

(vi) What can be inferred about the author's priorities?

a) Pleasure comes before duty
b) Duty comes before pleasure
c) Conflict between duty and pleasure
d) Balance between duty and pleasure

(B) Read the given extracts to attempt the questions with reference to context.

My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop
there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding
on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar,
and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the
idea that he was going away, that I should never see him again, made me forget all about his ruler
and how cranky he was.

(i) What is the speaker's current sentiment?

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a) Regretful
b) Happy
c) Angry
d) Excited

(ii) The speaker's opinion of his books were that they were ___________ .

a) a bother
b) insignificant
c) past acquaintances
d) a burden

(iii) What does the speaker feel about their teacher, M. Hamel?

a) The speaker dislikes M. Hamel

b) The speaker is indifferent towards M. Hamel
c) The speaker is sad about M. Hamel’s leaving
d) The speaker is happy about M. Hamel’s leaving
(iv) What activities did the speaker engage in instead of studying?

i. Fishing
ii. Hunting
iii. Sliding
iv. Collecting birds' eggs

a) Option i & ii
b) Option ii & iii
c) Option iii & iv
d) Option ii & iv
(v) Select the correct option for the sentence written below TRUE/FALSE:

The initial neglect extinguishes the passion of learning his mother tongue in the speaker.

(vi) Find a word/phrase in the passage which means ‘Forgo’

(C) Read the given extracts to attempt the questions with reference to context.

The only sound was the scratching of the pens over the paper. Once some beetles flew in; but nobody
paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as
if that was French, too. On the roof the pigeons cooed very low, and I thought to myself, “Will they
make them sing in German, even the pigeons?”

(i) What is the meaning of "scratching" in the following sentence - "The only sound was the scratching
of the pens over the paper."

a) Writing
b) Erasing
c) Tapping

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d) Scrapping

(ii) Complete the analogy:

Pigeons: Coo :: Beetles: __________

(iii) Which ability of the speaker does the extract demonstrate?

a) Ability to observe
b) Ability to overlook
c) Ability to ignore
d) Ability to detect

(iv) What does the author imply about the students in the extract?

a) They are distracted easily

b) They are committed to their work
c) They lack interest in French language
d) They are afraid of the beetles

(v) What is the author's attitude towards the idea of teaching German in the extract?

a) Supportive
b) Neutral
c) Critical
d) Curious

(vi) Which competency can be associated with the author's statement, "Will they make them sing in
German, even the pigeons?"

a) Creative thinking
b) Critical thinking
c) Communication skills
d) Teamwork

(D) Read the given extracts to attempt the questions with reference to context.

“My friends,” said he, “I—I—” But something choked him. He could not go on. Then he turned to
the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he
could — “Vive La France!” Then he stopped and leaned his head against the wall, and, without a
word, he made a gesture to us with his hand — “School is dismissed”.

(i) What can be inferred about the impact of the speaker's actions on the students?
a) They are confused and uncertain.
b) They are inspired and moved.
c) They are angry and upset.

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d) They are bored and indifferent.

(ii) What competency does the teacher exhibit when he writes "Vive La France!" as large as he can?
a) Resilience
b) Leadership
c) Initiative
d) Adaptability

(iii) What is the significance of the phrase "something choked him" in the given extract?
a) The speaker is physically ill.
b) The speaker is overcome with emotion.
c) The speaker is unable to speak due to fear.
d) The speaker is ill at ease at that moment.

(iv) The act of writing "Vive La France!" on the blackboard represent the speaker’s
__________ .
a) love for France
b) defiance against the Prussian authorities
c) belief in the importance of education
d) concern towards the villlagers

(v) What is the mood of the passage?

a) Joyful
b) Somber
c) Humorous
d) Thrilled

(vi) What is the theme of the passage?

a) The importance of education
b) The power of defiance
c) The futility of resistance
d) The vision for future

[II] SHORT ANSWER QUESTIONS (40-50 words / 2 marks each)

(i) How does the story highlight the impact of language on cultural identity?
(ii) What does Franz's regret for not paying attention earlier symbolize?
(iii) How does M. Hamel's character embody the theme of cultural heritage?
(iv) What is the message conveyed by the final sentence of "The Last Lesson"?

[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)

(i) Though tempted by the bright day, Franz stated that he had “the strength to resist, and
hurried off to school.” As the story progresses, the reader realizes that Franz, M. Hamel
and the villagers would perhaps need “the strength to resist” much larger forces.

Discuss how the story provides strategies for resistance and protection of one’s identity and
community through its events and characters. (CBSE Question Bank 2021)

(ii) Evaluate the theme of linguistic chauvinism as reflected in the story ‘The Last Lesson’.

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Prose – 1 The Last Lesson

[I] REFERENCE TO CONTEXT (MCQs & Objective Type/ 3 marks per extract)
To assess comprehension, interpretation, analysis and appreciation
Q.no. Answer Competency
(A) i c) Spending the day out of doors comprehension
ii b) The narrator had a strong sense of duty analysis
iii a) The story takes place during a war comprehension
iv d) Dismissive analysis
v c) Repetition appreciation
vi b) Duty comes before enjoyment. interpretation
(B) i a) Regretful. interpretation
ii c) past acquaintances. analysis
iii c) The speaker is sad about M. Hamel leaving. interpretation
iv c) Option iii & iv comprehension
v FALSE analysis
vi Give up analysis
(C) i a) Writing. comprehension
ii Click analysis
iii a) Ability to observe analysis
iv b) They are committed to their work. interpretation
v c) Critical. analysis
vi b) Critical thinking. analysis
(D) i b) They are inspired and moved. comprehension
ii c) Initiative. analysis
iii b) The speaker is overcome with emotion. analysis
iv b) The speaker's defiance against the Prussian authorities. interpretation
v b) Somber interpretation
vi b) The power of defiance. appreciation
(II) Inferential responses through critical thinking
i The story highlights the impact of language on cultural identity by Inference
portraying the consequences of linguistic chauvinism. The students'
attendance at the final lesson and Franz's regret for not paying attention
to French earlier in the story also highlight the significance of language
to cultural identity. The story underscores the dangers of linguistic
chauvinism in erasing cultural heritage and the importance of language
diversity in preserving a community's identity.
ii Franz's regret for not paying attention earlier in the story symbolizes the Inference
consequences of neglecting one's cultural heritage. He represents the
younger generation who may take their cultural heritage for granted. As
he faces the loss of his cultural identity, Franz realizes the value of his
mother tongue. His regret highlights the importance of preserving
culture and serves as a warning against the dangers of neglecting one's
cultural identity.
iii Throughout the story, M. Hamel is portrayed as a teacher who is deeply Inference
committed to preserving the cultural heritage of his community. His
final lesson serves as a symbol of resistance against the imposition of
the German language and emphasizes the need to preserve cultural
heritage. Further, his commitment to preserving cultural heritage

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underscores the importance of passing down traditions and language to

younger generations to ensure the survival of a community's identity.
iv The final sentence of the story is "Vive la France!" which translates to Inference
"Long live France!" in English. The message conveyed by this final
sentence is the community's unwavering commitment to their cultural
identity and resistance against linguistic chauvinism imposed by the
Prussian army. It signifies their pride in their French heritage and their
determination to preserve their language. It is a call to action,
encouraging the community to continue their resistance against external
forces threatening their identity.
[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)
Assess extrapolation beyond and across the text for an analytical and evaluative response
i In the story "The Last Lesson" by Alphonse Daudet, Franz's decision to evaluative
go to school despite the temptation of a bright day demonstrates his
commitment to education and his community's identity. As the story
progresses, it becomes clear that the community is under threat from
larger forces, specifically the Prussian army's annexation of their region.
M. Hamel's decision to teach the final lesson in French and the villagers'
attendance of the class signify their resistance to this threat and their
commitment to their cultural identity. The villagers' support for M.
Hamel and attendance at the final lesson highlights the strength of unity
and community support in resisting external threats.

Additionally, Franz's realization of the value of education and his regret

for not paying attention earlier indicate the importance of individual
responsibility and personal growth in protecting one's identity. Thus, the
story emphasizes the role of education, unity, individual responsibility,
and cultural heritage in resistance and protection of one's identity and
community.
ii The theme of linguistic chauvinism is reflected in "The Last Lesson" Analytical
through the annexation of Alsace-Lorraine by the Prussian army and their
imposition of the German language on the French-speaking population.
The story portrays the devastating impact of linguistic chauvinism on a
community's cultural identity and sense of belonging.

The character of M. Hamel represents the importance of linguistic

diversity and the preservation of cultural heritage. He is dedicated to
teaching the French language to his students, recognizing its significance
to their cultural identity. The final lesson serves as a symbol of resistance
against linguistic chauvinism, with M. Hamel emphasizing the
importance of the French language and cultural heritage to his students
and the community.

Furthermore, Franz's regret for not paying attention to French earlier in

the story reflects the consequences of linguistic chauvinism, as
individuals may lose their connection to their cultural identity and
heritage. The story emphasizes the need to preserve linguistic diversity
and the dangers of linguistic chauvinism in threatening cultural identity
and community unity.

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PROSE 2_LOST SPRING

IN A NUTSHELL

About the author

Anees Jung was an Indian writer, journalist, and columnist born on November 1, 1944, in Hyderabad,
India. She studied at the University of Hyderabad and later became a teacher before pursuing a career
in writing. Her literary works often explore themes of identity, gender, and the experience of being a
Muslim in India. She has written several books including "Unveiling India," "The Night of the
Scorpion," and "Lost Spring: Stories of Stolen Childhoods."

Summary
Sometimes I Find a Rupee in Garbage:

• The story is about a boy named Saheb who lives in the slums of Seemapuri in Delhi.
• Saheb's family belongs to a family of immigrants from Bangladesh and works as trash pickers.
• He dreams of going to school but is unable to because his family needs him to work to survive.
• He finds joy in small things like finding a rupee in the garbage, but his reality is one of poverty
and limited opportunities.

I Want to Drive a Car:

• The story is about a boy named Mukesh who works as a servant in a wealthy household in
Delhi.
• Mukesh dreams of driving a car and even saves up money to take driving lessons.
• However, his dreams are limited as his life as bangle maker will never let his dreams to be
fulfilled.
• The story highlights the stark divide between the wealthy and poor in India and the limited
opportunities available to those born into poverty.

Theme
"Sometimes I find a rupee in garbage"

• Poverty and exploitation of the marginalized community.

• The struggle of daily wage earners in India.
• The lack of basic amenities and opportunities for education and development for the poor.
• The theme of loss and deprivation, especially the loss of childhood innocence.
"I want to drive a car"

• The theme of dreams and aspirations of young adults.

• The desire for freedom and independence.
• The challenges faced by women in patriarchal societies.
• The role of education in empowering women and helping them achieve their dreams.
• Both stories also highlight the theme of social inequality and the need for social reform and
change

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[I] REFERENCE TO CONTEXT

(A) Read the given extracts to attempt the questions with reference to context.

I have nothing else to do,” he mutters, looking away.

“Go to school,” I say glibly, realising immediately how hollow the advice must sound. “There is no
school in my neighbourhood. When they build one, I will go.”
“If I start a school, will you come?” I ask, half-joking.
“Yes,” he says, smiling broadly.
A few days later I see him running up to me. “Is your school ready?”
“It takes longer to build a school,” I say, embarrassed at having made a promise that was not meant.
But promises like mine abound in every corner of his bleak world.

(i) The protagonist realize that her advice is hollow because __________ .
a) there were no schools in the neighborhood
b) the person she's talking to is too old to go to school
c) she herself did not enjoy going to school
d) the person she is talking to did not like going to school

(ii) What is the other person's response when the protagonist suggests starting a school?
a) He laughs at the idea
b) He says he will come if a school is built
c) He says he is too busy to go to school
d) He is scared of going to school

(iii) How does the protagonist feel when he realizes he made a promise that he cannot keep?
a) Proud
b) Excited
c) Discomfited
d) Guilty

(iv) What is the main theme of the extract?

a) The importance of education
b) The challenges of building a school
c) The need for promises to be kept
d) Interaction between adult and children

(v) How does Saheb react when they meet the speaker a few days later?
a) He ignores the speaker
b) He asks if the school is ready
c) He tells the speaker he found another school
d) he doesn’t remember the conversation

(vi) Find a word in the passage which means same as ‘persuasively’.

(B) Read the given extracts to attempt the questions with reference to context.

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This morning, Saheb is on his way to the milk booth. In his hand is a steel canister. “I now work in a
tea stall down the road,” he says, pointing in the distance. “I am paid 800 rupees and all my meals.”
Does he like the job? I ask. His face, I see, has lost the carefree look. The steel canister seems heavier
than the plastic bag he would carry so lightly over his shoulder. The bag was his. The canister belongs
to the man who owns the tea shop. Saheb is no longer his own master!

(i) How has Saheb's life changed after starting to work in the tea stall?
a) He has become his own master
b) He is earning less money
c) He is carrying heavier loads
d) He has lost his carefree look

(ii) From the statement: 'Saheb is no longer his own master!' we can infer that ___________ .
a) he likes being a teastall boy more than his previous job
b) he likes being a teastall boy less than his previous job
c) he has mixed feelings about it
d) his feelings are not mentioned in the passage

(iii) What does the steel canister symbolize in the story?

a) Saheb's freedom
b) Saheb's new job
c) Saheb's carefree life
d) Saheb's burden

(iv) Which of the following best represents the contrast between the plastic bag and the steel
canister that Saheb carries?
a) The plastic bag is heavier than the steel canister.
b) The plastic bag belonged to the man who owns the tea shop, while the steel canister belongs to
Saheb.
c) The plastic bag is more carefree and light, while the steel canister seems heavier and
burdensome.
d) The plastic bag had milk in it, while the steel canister has tea in it.

(v) Assertion: Saheb's new job has made him feel burdened.
Reasoning: He now carries a steel canister that is heavier than the plastic bag he used to carry on his
shoulder.
a) Both Assertion and Reasoning are true, and the Reasoning is the correct explanation of the
Assertion.
b) Both Assertion and Reasoning are true, but the Reasoning is not the correct explanation of
the Assertion.
c) Assertion is true, but Reasoning is false.
d) Assertion is false, but Reasoning is true.

(vi) Identify a sentence from the extract which use the same figure of speech as used in the
following statement:
On a rainy day, a person steps out of their house and gets completely drenched. They exclaim, "Oh
great! Just what I needed today!"

(C) Read the given extracts to attempt the questions with reference to context.

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“It is his karam, his destiny,” says Mukesh’s grandmother, who has watched her own husband go
blind with the dust from polishing the glass of bangles. “Can a god-given lineage ever be broken?”
she implies. Born in the caste of bangle makers, they have seen nothing but bangles …

(i) Assertion: The caste system in India allows for social mobility and individuals can
change their caste.
Reasoning: There is no evidence in the given extract to suggest that individuals can
move out of their caste.
a) Both Assertion and Reasoning are true, and the Reasoning is the correct explanation of the
Assertion.
b) Both Assertion and Reasoning are true, but the Reasoning is not the correct explanation of
the Assertion.
c) Assertion is true, but Reasoning is false.
d) Assertion is false, but Reasoning is true.

(ii) What is the speaker's opinion on Mukesh's situation?

a) The speaker is indifferent to Mukesh's situation.
b) The speaker is sympathetic towards Mukesh's situation.
c) The speaker is critical of Mukesh's situation.
d) The speaker is envious of Mukesh's situation.

(iii) What does the grandmother imply by saying "Can a god-given lineage ever be broken?"
a) One's caste is predetermined by God and cannot be changed.
b) Mukesh should break his caste and pursue a different profession.
c) Mukesh should embrace his caste and follow his family's tradition.
d) Caste system is unfair and should be abolished.

(iv) What is the significance of the dust from polishing bangles?

a) It is a symbol of the caste system.
b) It causes blindness.
c) It is used to make bangles.
d) It is a source of income for bangle makers.

(v) What is the grandmother's attitude towards the caste system?

a) She is a staunch supporter of the caste system.
b) She is indifferent to the caste system.
c) She is critical of the caste system.
d) She is unaware of the caste system.

(vi) Complete the analogy with a word from the extract:

Dog: Pedigree :: Man : __________

(D) Read the given extracts to attempt the questions with reference to context.

Listening to them, I see two distinct worlds — one of the family, caught in a web of poverty, burdened
by the stigma of caste in which they are born; the other a vicious circle of the sahukars, the middlemen,
the policemen, the keepers of law, the bureaucrats and the politicians.

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(i) What does the author mean by "two distinct worlds" in the given extract?
a) Two completely separate geographic locations.
b) Two different social classes.
c) Two distinct sets of people with different beliefs.
d) Two distinct sets of people caught in different societal structures.

(ii) Which of the following terms can be used to describe the family in the given extract?
a) Rich
b) Powerful
c) Stigmatized
d) Influential

(iii) Identify the middlemen in the given extract.

a) The poor people in the family.
b) The police force.
c) The people belonging to the upper class.
d) The people involved in the sahukars' business.

(iv) What does the phrase "vicious circle" imply in the given extract?
a) A pattern of negative actions that continue to harm society.
b) A pattern of positive actions that help society.
c) A pattern of actions that is neither positive nor negative.
d) A pattern of actions that is positive for the middlemen.

(v) What is the common thread connecting the two distinct worlds mentioned in the given extract?
a) The poverty faced by both sets of people.
b) The burden of caste faced by both sets of people.
c) The oppression faced by both sets of people.
d) The lack of education faced by both sets of people.

(vi)Complete the analogy:

Spider: Web:: Bee: ____________

[II] SHORT ANSWER QUESTIONS (40-50 words / 2 marks each)

(i) What is the significance of the rupee found in the garbage dump?
(ii) What does the story ‘Lost Spring’ suggest about the role of education in uplifting the poor?
(iii) Why does the author say that the bangle makers are caught in a vicious web?
(iv) Garbage has two different meanings—one for the children and another for the adults.
Comment.

[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)

(i) Certain traditions and lineage condemn thousands of children to a life of abject poverty and
choke their aspirations. Do you agree? How can we change this? Suggest some ways to tackle
this issue. (CBSE Question Bank 2021)

(ii) ‘Lost Spring’ highlights the grinding poverty and traditions that condemn thousands of people to
a life of abject poverty. Do you agree? Why/Why not?

PROSE 2_LOST SPRING

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[I] REFERENCE TO CONTEXT (MCQs & Objective Type/ 3 marks per extract)
To assess comprehension, interpretation, analysis and appreciation
Q.no. Answer Competency
(A) i a) there were no schools in the neighborhood comprehension
ii b) He says he will come if a school is built analysis
iii c) Discomfited interpretation
iv a) The importance of education analysis
v b) He asks if the school is ready analysis
vi Glibly comprehension
(B) i d) He has lost his carefree look comprehension
ii b) He likes it less than his previous job interpretation
iii d) Saheb's burden analysis
iv c) The plastic bag is more carefree and light, while the steel canister interpretation
seems heavier and burdensome.
v b) Both Assertion and Reasoning are true, but the Reasoning is analysis
not the correct explanation of the Assertion.
vi The steel canister seems heavier than the plastic bag he would carry so appreciation
lightly over his shoulder. (irony)
(C) i c) Assertion is true, but Reasoning is false. analysis
ii b) The speaker is sympathetic towards Mukesh's situation. interpretation
iii e) One's caste is predetermined by God and cannot be changed. interpretation
iv b)It causes blindness. analysis
v e) She is a staunch supporter of the caste system. comprehension
vi Lineage analysis
(D) i d) Two distinct sets of people caught in different societal structures. comprehension
ii c) Stigmatized Inferential
iii d) The people involved in the sahukars' business. comprehension
iv a) A pattern of negative actions that continue to harm society. analysis
v b) The burden of caste faced by both sets of people. interpretation
vi Hive Appreciation
(II) Inferential responses through critical thinking
i The rupee found in the garbage dump in "Lost Spring" by Anees Jung Inference
symbolizes the fleeting moments of hope and joy amidst the despair and
poverty of the rag pickers. It represents the small and rare moments of
happiness and the possibility of a better life, which are often lost in the
harsh reality of poverty and social inequality.
ii The story "Lost Spring" by Anees Jung suggests that education can Inference
uplift the poor and marginalized as it is the key to breaking the cycle of
poverty and providing opportunities for a better life. Education
empowers individuals and enables them to overcome social barriers and
discrimination, opening doors to better employment and economic
opportunities.
iii The author says that the bangle makers are caught in a vicious web Inference
because the cycle of poverty perpetuates their exploitation. They are
forced to work for low wages and are unable to break free from their
dependence on middlemen and moneylenders. The lack of alternative
employment opportunities, combined with the absence of basic
amenities and education, ensures that the bangle makers remain caught
in this cycle of exploitation.

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iv For the children, garbage represents a source of income as they scavenge Inference
through it to find items they can sell. On the other hand, for the adults,
garbage represents the unpleasant reality of their living conditions. The
adults feel trapped in their situation and see no way out. Thus, while
garbage represents survival and hope for the children, it represents
despair and hopelessness for the adults. This contrast highlights the need
for social reform and change.
[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)
Assess extrapolation beyond and across the text for an analytical and evaluative response
i Yes, I agree with the statement that certain traditions and lineage Evaluative
condemn thousands of children to a life of abject poverty and choke their
aspirations, as depicted in the story "Lost Spring" by Anees Jung. The
story portrays the harsh reality of poverty and exploitation of the
marginalized community, especially the children of the bangle-making
caste in Firozabad. These children are born into a life of poverty, and
their social status and lack of education leave them with little opportunity
to break free from their circumstances.

To change this, we need to address the root causes of poverty and social
inequality. One way to tackle this issue is to provide access to education
and skill development programs that can equip children and their families
with the necessary tools to improve their standard of living. Additionally,
we need to create more employment opportunities and implement
policies that ensure fair wages for workers, especially in the informal
sector. This can help break the cycle of poverty and provide avenues for
social mobility. Furthermore, we need to promote social awareness and
advocacy for the rights of marginalized communities, especially children,
to ensure their protection and well-being.
ii Yes, I agree that "Lost Spring" by Anees Jung portrays the grinding Analytical
poverty and traditions that condemn thousands of people to a life of
abject poverty. The story highlights the lives of the rag pickers in
Seemapuri, a slum on the outskirts of Delhi, who scavenge for a living in
the garbage dumps of the city. The story brings to light the harsh reality
of the marginalized community and their struggle for basic necessities
like food, shelter, and education.

The story also highlights the cruel tradition of child marriage prevalent
in the community, which perpetuates the cycle of poverty and deprives
young girls of their right to education and a better life. Jung's vivid
portrayal of the lives of these marginalized people exposes the social
inequality and the need for social reform and change.

Therefore, "Lost Spring" serves as a poignant reminder of the harsh

reality of poverty and the need for effective policies and initiatives to
uplift the poor and marginalized sections of society.

PROSE 3_DEEP WATER

14
 ARMY PUBLIC SCHOOL, NOIDA

STUDY MATERIAL (FLAMINGO PROSE)

ISSUED BY:
INDRANI NEOGI
PGT ENGLISH
PROSE 1_ THE THIRD LEVEL

IN A NUTSHELL

About the author

Jack Finney (1911-1995) was an American author known for his science fiction and time travel
stories. His most famous work, "Time and Again," explored the concept of time travel through
historical settings. Finney's writing often combined elements of mystery, romance, and nostalgia,
captivating readers with his imaginative storytelling.

Summary
• The story revolves around the protagonist, Charley, who discovers a mysterious third level
in the Grand Central subway station in New York City.
• The third level appears to be a portal to the past, specifically to the year 1894.
• Charley meets a man named Sam, who claims to have travelled from 1894 to escape the
stress of modern life.
• Charley becomes fascinated by the third level and its potential for escape from the present
day.
• He contemplates whether he should leave his own time behind and start a new life in 1894.
• However, his wife's skepticism and fear of change make Charley hesitant.
• In the end, Charley decides to stay in the present and forget about the third level, realizing
that his real life and happiness lie in the present.
• The story explores themes of nostalgia, the allure of the past, and the importance of living
in the present.

Theme
• Escapism: The story explores the theme of escapism through the discovery of the third
level, which offers an alternative reality and an escape from the pressures and complexities
of modern life.
• Nostalgia: The third level represents a nostalgic longing for a simpler and happier time in
the past, which appeals to Charley and prompts him to consider leaving his present life
behind.
• Perception and Reality: The story raises questions about the nature of perception and
reality. Charley's experience of the third level blurs the lines between imagination and
actuality, leaving the reader to wonder whether the third level truly exists or if it is a product
of his mind.
 • Time and Time Travel: The concept of time and time travel is central to the story. The third
level serves as a portal to the year 1894, allowing Charley to explore the past and
potentially alter his own future.
• Discontentment with Modernity: The story hints at dissatisfaction with the modern world,
as Charley is drawn to the simplicity and charm of the past. It suggests a longing for a time
when life was perceived as easier and more fulfilling

[I] REFERENCE TO CONTEXT

(A) Read the given extracts to attempt the questions with reference to context.
The presidents of the New York Central and the New York, New Haven and Hartford railroads
will swear on a stack of timetables that there are only two. But I say there are three, because I’ve
been on the third level of the Grand Central Station. Yes, I’ve taken the obvious step: I talked to a
psychiatrist friend of mine, among others. I told him about the third level at Grand Central Station,
and he said it was a waking dream wish fulfillment. He said I was unhappy. That made my wife
kind of mad, but he explained that he meant the modern world is full of insecurity, fear, war, worry
and all the rest of it, and that I just want to escape. Well, who doesn’t? Everybody I know wants
to escape, but they don’t wander down into any third level at Grand Central Station.

1. The author's statement that "Everybody I know wants to escape, but they don't wander down
into any third level at Grand Central Station" suggests that:
a) Everyone wants to be a president
b) The third level at Grand Central Station is a popular destination
c) People have different ways of seeking escape
d) The author is the only one who believes in the third level

2. The comparison between the author's belief in the third level and the presidents' belief in the
number of presidents serves to highlight:
a) The author's desire for escapism
b) The author's mental state
c) The uncertain nature of reality
d) The popularity of Grand Central Station

3. Complete the analogy from the extract:

Charley: 3 Levels of Grand Central :: Presidents of Railroads: ___________

4. Complete following flowchart based on the extract:

 Anxiety/
Modern World ________
Fear/Worry

(B) Read the given extracts to attempt the questions with reference to context.

Anyway, here’s what happened at Grand Central. One night last summer I worked late at the office.
I was in a hurry to get uptown to my apartment so I decided to take the subway from Grand Central
because it’s faster than the bus. Now, I don’t know why this should have happened to me. I’m just
an ordinary guy named Charley, thirty-one years old, and I was wearing a tan gabardine suit and a
straw hat with a fancy band; I passed a dozen men who looked just like me. And I wasn’t trying to
escape from anything; I just wanted to get home to Louisa, my wife.

1. What is the purpose of the comparison between Charley and the other men?

a) To highlight his uniqueness

b) To emphasize his ordinary nature
c) To show his desire for attention
d) To suggest his disguise

2. Which of the following best describes Charley's attitude towards his situation?
a) Frustration
b) Ambivalence
c) Contentment
d) Confusion

3. What is the reason of mentioning Louisa in the passage?

a) To create suspense
b) To introduce a new character
c) To indicate a change in the story's setting
d) To emphasize Charley's motivation to get home

4. Which of the following options does not correctly define the word "uptown"?

a) Uptown refers to the northern part of a city or town.

b) Uptown refers to an elevated location or a hilltop.
c) Uptown refers to an area with upscale residential and commercial districts.
d) Uptown refers to a direction away from the central or downtown area.
(C) Read the given extracts to attempt the questions with reference to context.

To make sure, I walked over to a newsboy and glanced at the stack of papers at his feet. It was
‘The World’; and ‘The World’ hasn’t been published for years. The lead story said something
about President Cleveland. I’ve found that front page since, in the Public Library files, and it was
printed June 11, 1894. I turned toward the ticket windows knowing that here — on the third level
at Grand Central — I could buy tickets that would take Louisa and me anywhere in the United
States we wanted to go. In the year 1894. And I wanted two tickets to Galesburg, Illinois.

1. In the passage, the author mentions that The World hasn't been published for years. What can
be inferred from this statement?
a) The newspaper industry is facing a decline.
b) The author has a personal dislike for ‘The World’.
c) The newsboy is not up-to-date with the latest newspapers.
d) ‘The World’ newspaper was popular in the year 1894.

2. Choose the option that best completes the analogy:

The World: President Cleveland :: __________ : Galesburg, Illinois.
a) The Public Library
b) Grand Central
c) Louisa
d) June 11, 1894

3. Based on the passage, what can be inferred about the author's destination preference?
a) The author is interested in visiting historical sites.
b) The author has a personal connection to Galesburg, Illinois.
c) The author believes Galesburg is a popular tourist destination.
d) The author is open to traveling anywhere in the United States.

4. Assertion: The narrator is in a time-travel situation.

Reasoning: The mention of the newspaper from 1894 and the request for tickets to a specific
location and year indicate that the narrator intends to travel back in time.

a) Both the assertion and reasoning are correct, and the reasoning explains the assertion.
b) Both the assertion and reasoning are correct, but the reasoning does not explain the assertion.
c) The assertion is correct, but the reasoning is incorrect.
d) The assertion is incorrect, but the reasoning is correct.

(D) Read the given extracts to attempt the questions with reference to context.

At the stamp and coin store I go to, I found out that Sam bought eight hundred dollars’ worth of
old-style currency. That ought to set him up in a nice little hay, feed and grain business; he
always said that’s what he really wished he could do, and he certainly can’t go back to his old
business. Not in Galesburg, Illinois, in 1894. His old business? Why, Sam was my psychiatrist.

1. Complete the table with reference to the extract:

 Year Business Type Place
____________ hay, feed and grain ____________
business

a) 1894/New York
b) 1894/Galesburg
c) 1934/New York
d) 1934/Galesburg

2. What prevented Sam from returning to his old business as a psychiatrist?

a) A lack of demand for psychiatric services in Galesburg
b) Legal restrictions on practicing psychiatry in Galesburg
c) Personal reasons unrelated to the field of psychiatry
d) Galesburg did not have any psychiatric facilities

3. Hay feed and grain business indicates that town people had a ______________ lifestyle.
a) agrarian
b) technological
c) nomadic
d) industrial

4. Assertion: Sam's ‘old business’ is in present time and ‘new business’ is in the past.
Reasoning: Sam could not be a psychiatrist in 1894.

a) Both the assertion and reasoning are correct, and the reasoning explains the assertion.
b) Both the assertion and reasoning are correct, but the reasoning does not explain the assertion.
c) The assertion is correct, but the reasoning is incorrect.
d) The assertion is incorrect, but the reasoning is correct.

[II] SHORT ANSWER QUESTIONS (40-50 words / 2 marks each)

i) Why did Charley feel that the Third Level of the Grand Central Station was a real
place?
ii) In "The Third Level," what motivated Charley to search for the mysterious third level
at the Grand Central Station?
iii) What was the significance of Charley's discovery of the third level in "The Third
Level"?
iv) How might Charley's discovery of the third level influence his perception of reality
and his understanding of the concept of time?

[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)

i) In the story ‘The Third Level’, Charley wanted to go to Galesburg, Illinois in the year
1894. If you had an opportunity to go to another time and place, where would you like
to go? Why? How would Sam analyse your choice of alternate time and place? (CBSE
QB 2023)
 ii) In "The Third Level," the character Charley frequently escapes to the year 1894 in
Galesburg, Illinois. Evaluate the significance of Charley's recurring journeys to the
third level and their impact on his life and mental well-being.

PROSE 1_ THE THIRD LEVEL

[I] REFERENCE TO CONTEXT (MCQs & Objective Type/ 3 marks per extract)
To assess comprehension, interpretation, analysis and appreciation
Q.no. Answer Competency
(A) i c) People have different ways of seeking escape Comprehension
ii c) The uncertain nature of reality Interpretation
iii 2 Levels of Grand Central Interpretation
iv Escape/Escapism/Need to Escape (Any one) Analysis
(B) i b) To emphasize his ordinary nature Analysis

ii c) Contentment Interpretation
iii c) To emphasize Charley's motivation to get home Analysis
iv c) Uptown refers to an elevated location or a hilltop. Appreciation

(C) i d) ‘The World’ newspaper was popular in the year 1894. Comprehension
ii b) Grand Central Analysis
iii b) The author has a personal connection to Galesburg, Illinois Interpretation
iv a) Both the assertion and reasoning are correct, and the reasoning Analysis
explains the assertion.
(D) i b) 1894/Galesburg Comprehension
ii a) A lack of demand for psychiatric services in Galesburg. Interpretation
iii a) agrarian Analysis
iv a) Both the assertion and reasoning are correct, and the reasoning Analysis
explains the assertion.
(II) Inferential responses through critical thinking
i Charley felt that the Third Level was a real place because he found a Inference
letter dated 1894 in his briefcase, which was posted from Galesburg,
Illinois. This made him believe that the Third Level was a time portal
that transported him to the year mentioned in the letter.
ii Charley's desire to escape the pressures and anxieties of his modern life, Inference
coupled with his fascination with the past, motivated him to search for
the third level, hoping to find a way to travel back in time to Galesburg,
Illinois in 1894.
iii The discovery of the third level provided Charley with an escape from Inference
his present reality, offering him a refuge from the pressures and stress
of modern life. It represented a nostalgic longing for a simpler and
happier time, ultimately blurring the boundaries between fantasy and
reality.
iv Charley's discovery of the third level in "The Third Level" has a Inference
profound impact on his perception of reality and his understanding of
 time. It introduces the idea that different dimensions or states of
existence can coexist alongside our own. Charley begins to question the
boundaries of reality. His experience on the third level expands his
understanding of the concept of time, making him reconsider the
limitations of his own existence and the potential existence of alternate
realities.
[III] LONG ANSWER QUESTIONS (120-150 words / 5 marks each)
Assess extrapolation beyond and across the text for an analytical and evaluative response
i If I had the opportunity to go to another time and place, I would choose Analytical
to go to ancient Egypt during the reign of Pharaoh Akhenaten in the 14th
century BCE. I have always been fascinated by ancient Egyptian
civilization and the mysteries surrounding their culture, art, and religion.
By visiting that era, I would be able to witness firsthand the majestic
temples, intricate hieroglyphics, and the daily life of the ancient
Egyptians.

Sam, the psychiatrist in "The Third Level," might analyze my choice in

the following way:

Historical Interest: Sam would likely view my choice as indicative of a

strong interest in history and the desire to explore different periods of
human civilization.

Escape and Exploration: Sam might interpret my desire to go to ancient

Egypt as a form of escapism or a longing for adventure.

Cultural Fascination: Sam would likely identify my interest in ancient

Egyptian culture as a reflection of an admiration for their achievements
in art, architecture, and spirituality.
Spiritual and Mystical Allure: Sam might also consider the mystical and
spiritual aspects of ancient Egypt that attract me.

Overall, Sam would likely interpret my choice of visiting ancient Egypt

during the reign of Pharaoh Akhenaten as a combination of intellectual
curiosity, a thirst for adventure, and a deep appreciation for the rich
cultural heritage of humanity.
ii Charley's journeys to the third level in "The Third Level" have a Evaluative
significant impact on his life and mental well-being. Initially, they serve
as a temporary escape from the pressures and anxieties of the modern
world. The third level becomes a refuge where Charley finds solace and
respite from his daily struggles.

As the story progresses, the significance of Charley's visits deepens. The

third level represents hope, freedom, and a longing for a simpler and
happier existence. It symbolizes his yearning for a bygone era, where life
seemed more manageable.
 These journeys also have a therapeutic effect on Charley's mental well-
being. They provide him with a sense of control and agency over his
reality, enabling him to escape the confines of his present circumstances.
The third level becomes a coping mechanism, helping him navigate the
challenges of his own time.

Overall, Charley's recurring journeys to the third level illustrate the

human desire to escape, find comfort, and seek a sense of belonging.
They highlight the impact of nostalgia and the longing for a different time
and place on one's psyche and emotional well-being

PROSE 2_THE TIGER KING

IN A NUTSHELL

About the author

Kalki Krishnamurthy (1899-1954) was an eminent Indian author known for his contributions to
Tamil literature. Born in Tamil Nadu, he penned several influential novels and short stories. His
magnum opus, "Ponniyin Selvan," is regarded as a masterpiece in historical fiction. Kalki's
captivating storytelling and rich characterization continue to inspire readers across generations.

Summary
• The story revolves around the Maharaja of Pratibandapuram, also known as the Tiger King.
• The Tiger King is already dead, and the story aims to reveal the extraordinary
circumstances of his death.
• Astrologers predicted the Tiger King's death from birth, and he was aware of this prophecy
from a young age.
• The Tiger King embarked on a mission to kill a hundred tigers to prove the prophecy
wrong.
• His tiger hunts were initially successful, and he killed seventy tigers within ten years.
• However, the tiger population in his kingdom declined, and he struggled to find the last
tiger to complete his goal.
• The Maharaja's desperation grew, and he even imposed taxes and made drastic decisions
due to his obsession with finding the hundredth tiger.
• The Dewan, a minister, conspired to help the Maharaja by bringing a tiger from a zoo, but
it refused to cooperate.
• Finally, the real last tiger appeared before the Maharaja, seemingly in supplication.
• The story ends with the fate of the Maharaja and the revelation of the manner of his death,
as predicted by the astrologers.