Category: Class 10

10th English The Discovery Lesson Summary in English and Kannada

The Discovery Lesson Summary in English

Hermon Ould’s play “The Discovery” dramatizes the events on the last night of Christopher Columbus’ sailing expedition to search for a sea-route to India. The story is sometimes anachronistic and credits to Columbus for greater knowledge than he had on the expedition that led to the ‘chance’ discovery of America.

The crew is restless at the outset and becomes eager for a fight as the play unfolds. The high handed attitude of Columbus and absence of sympathy for the justified complaints of the crew leads to a situation to mutiny. Destiny, however has decided to bring laurels to Columbus and crown his efforts with the discovery of a land that is still not colonized.

Columbus is quite authoritative and stern disciplinarian. Yet he seeks adventure, he is risk-taker by nature. The play conveys both the strengths and flaws I in the character of this great explorer. Santa Maria is the name of the ship in which Columbus and his men sailed on their voyage of discovery of the New World beyond the seas.

In the opening we notice Juan saying that the captain Columbus becomes angry whenever he heard the song of seamen but Diego opined that whether he had not the liberty to sing to keep up their I spirits. The conversation of other semen reveals that they are not happy to follow the captain. Then comes captain Columbus. He says Diego to correct the candle of on the foremast and to take his position at the quarter deck, because a man should know his place. The seamen | again sings and pedro tries to defend the drunken seamen. He blames and says his tongue is his worst enemy because he is always furious.

Then enters one of his servants called Pepe. He says that he always prefers his company. He further tells him that he doesn’t speak to the seamen. Then he says that he doesn’t doubt anybody. Columbus says to Pepe that he is young enough to have faith. Then , Pepe says that Seamen are horrible and sometimes desperate, but the song of the seamen turns into discontent. Their noise grow louder.

Pedro comes to Columbus and says that the seamen do not pay any attention to his order. Columbus becomes furious. ( He finds somebody crawling about the deck and calls him but Pepe replies that . they shall not. He says that the seamen are of the opinion that “The Santa Maria” (the Ship) will be the lighter for his carcass! Another crew Francisco begs excuse. Columbus talks about disciple and says that it has no buts and bids. Don Pedro to call Guillermo Ires, who knows better what it is like in irons. Pedro observes Guillermo Ires and other seamen rushing in angry mass

towards the captain growling like angry animals. Columbus warns that the first man who comes before him spend the rest of the night in irons. Nobody moves, except Guillermo. Columbus says that if nobody works, he will perform it himself.

Guillermo expresses his disappointment and says that they all want to go home and Columbus had made them sheep. He further tells him that they will blow their way back home. Columbus appeals for silence. He praises Guillermo as an excellent sailor and an able-bodied seaman. He further told him to obey him as he is his captain. He sends him to his duties. The tone of authority calms all men. Later they make noise. They blame Columbus. They are about to stampede up the poop going way. Pepe spreads his arm out and prevents them from doing so and calls them cowards. But they blame Pepe as dog.

At this juncture Columbus goes for a speech. He makes clear his vision but he has discovered that Loyalty passes like seaweed, Friendship breaks as a mast hollowed by worms breaks, and Discipline, duty and honourable obedience are bubbles that burst at the first contact but Pepe says that he is loyal and obedient. Pedro also says about his loyalty.

Then Columbus looks out at sea with fixed attention. He peers more earnestly into darkness. Here Juan says that they are all simple men. Guillermo doesn’t want to wait. Here Columbus remarks that simple men shall not judge their betters and dark deeds are better done in the dark. Francisco says that desperate men do not always act upto the best that is in them.

Columbus doesn’t speak anything and then speaks to Don Pedro that he saw some faintly flickering light rising up and down. He drew their attention. Pedro is delighted. He said, ‘Glory be to God’ Blessed Mother of God. The voices proclaimed. A light, land’ Columbus ordered them to stop. The conflict is resolved.

The Discovery Lesson Summary in Kannada

The Discovery Lesson About the Author

Hermon Ould (1886 – 1951 A.D) is a well known author. Some of the published works of Hermon Ould include Cindrella; a Play in four scenes (Baker’s royalty plays); Dick Whitrtington and his Cat : A play in four scenes (New plays from old stories, 2nd series); Ali Baba and his son Hadji; A play in four scenes. (French’s plays for juvenile performers).

The Discovery Lesson Word Meanings

• assumed assiduity : pretended interest
• rigging : work of sailing
• mutinous : rebellious rudely
• pumping : encouraging
• ruddy : pink and healthy
• melancholy : very sad : a little
• guttering : unsteady
• scarcely concealing : not hiding
• scowl: expression of anger
• relaxation: a break from work
• vision : forethought
• descend : (formal) to move from a higher level to a lower one
• unbridled : uncontrolled
• appeased : satisfied
• blight: a curse
• mysteries: events not easily understood
• poop : high deck at the end of a ship
• startle: to frighten or surprise suddenly o
• reluctantly: unwillingly
• whimsically : amusingly in an intimate way aroriaod desk
• humouring : liking
• impetuously : with out any fear
• surge : to rise and fall forcefully
• ominous: bad
• sneaking mischief maker : suspicious trouble maker
• carcass : dead body
• blink : to shine dimly or intermittently
• not with out diffidence : with some hesitation
• infuriated : with great anger
• transfixed : stopped
• helm : a lever or wheel controlling the rudder of a ship for steering
• dihdi wont: to have the habit of doing something
• discretion : ability to do right thinking
• in irons : jailed
• abundant: a lot of
• froth and scum : silly
• huddle : to arrange carelessly or hurriedly
• tumultuously : in a sudden loud chorus
• renegade : enemy, traitor
• stampede : a sudden running of people excited or afraid
• whelp : dog
• lick spittle: a derogatory word like “a book – licker”
• radiant: bright
• dominion: land to be owned
• saviour : God
• redeem : get something back
• sheepish : resembling a sheep in meekness, stupidity, or timidity
• mast : ship’s pole
• deliberation : discussing issues and making decisions carefully
• gleaming : shining
• atootto peers : looks
• loyal : obedient
• scrapping : clearing
• overwrought emotion : deeply sentimental
• reminding : remembering
• slink off: goes out like a sheep faintly
• flickering: dimly shining
• heave to: to stop
• delirious: almost mad

10th English Notes

10th English The Blind Boy Poem Summary in English and Kannada

The Blind Boy Poem Summary in English

The poem “The Blind Boy” is about a boy who is blind. He talks all about the things he cannot see in life. He tells that he can not enjoy the light and asks people who can see the blessing of the sight. He appeals the people to describe the things. Then he talks about the sun and tells how he can feel the warmth of it but he doesn’t understand day and night because he doesn’t know what the sun shining is like.

For the blind boy it is always day because he finds no difference between the appearance of day and night. The boy is of the opinion that no one feels sorry for him because he doesn’t know or he is no different from being blind. He does not let him being blind and bring himself down for he is a king.

It is true, “when you are able to see, you often do not think about the things blind people miss out in life.” In this poem, it is a riddle for the boy about a normal person who can easily understand and the boy doesn’t want anyone to feel sorry about him because he knows no different than being blind.

He tells of himself that he is patient with his lack of sight because he hasn’t lost anything, he simply doesn’t know what is would be like to have sight. The boy is optimistic because even though he is blind, he says he won’t let it destroy the cheer of his mind. This demonstrates the strength of his character. Whenever the boy is awake, he says it is day. He keeps his mind balanced and calm. He proclaims that though he is a poor blind boy, yet he is the king.

The Blind Boy Poem Summary in Kannada

The Blind Boy Poem About the Author

Colley Cibber (November 1671-11 December 1757) was an English actor- manager He wrote 25 plays for his own company Cibber’s poetical work was derided in his time, and has been remembered only for being poor. His importance in British theatre history rests on his being one of the first in a long line of actor-managers, on the interest of two of his comedies as documents of evolving early 18th century taste and ideology, and on the value of his autobiography.

The Blind Boy Poem Word Meanings

• blessings : favour, happiness
• sighs: sounds indicating
• mourn : show sorrow or regret
• hapless : unlucky
• cheer : gladness

10th English Notes

10th English The Concert Lesson Summary in English and Kannada

The Concert Lesson Summary in English

There lived a family in Gaganpur. Smita was sixteen years old. She had a brother called Anant who was fifteen years old. She had good parents. It was a small family of four members.

Anant was the best table-tennis player in the school and the fastest runner. He also took sitar lessons along with his sister Smita. He was better than her in many things. He composed his own musical tunes which astonished his guru. Really he was fond of music and a true love of sitar. His fame grew in leaps and bounds, but his fate had its cruel hand. Cancer the fatal disease struck him and the family was worried.

The parents went to Bombay with Anant to get treatment and they lived with Aunt Sushila. The members of the family believed that Anant would be cured and he would begin his activities as it was earlier. But Anant’s condition grew worse and the doctors told the parents to take Anant home and make him happy by providing him whatever he wanted or needed. The members of the family kept it secret and went on as usual and fulfilled his desires. Smita had known the frightening truth that her brother was going to die but she pretended that all would be well.

One day Smita came to know (from reading news paper) that Pandit Ravishankar would be coming there for his concert programme at Shanmukh- ananda Auditorium. She was really excited and told the news to her mother. Her mother told her to say it silents as Anant was sleeping but Anant woke up when he came to know about the concert of Pandit Ravishankar and expressed his desire to go and see him.

The very arrival of Pandit Ravishankar gave him new strength but his mother consoled him. Anant told, “It is the chance of a life time”. It is the only chance that he could get that is listening to Sitar Maestro. Smita also heard it but was worried. She thought of fulfilling the desire of her brother.

She went to the concert along with her father and Anant knew that it was not possible for him to go. So he said, “Enjoy yourself’. Smita enjoyed the music. She felt as if the gates of enchantment and wonder were opening. She listened to the unfolding ragas but at the same time

she remembered the desire of her brother. It was an excellent concert an the audience gave the artists a standing ovation. A large moustached made a long boring speech. It was followed by the presentation of bouquets. Then the people started coming out. Smita decided to meet the Sitar Maestro Pandit Ravishankar.

She went up the steps and didn’t hesitate. Pandit Ravishankar was standing with the great wizard of music Ustad Allah Rakha. She went to him and folded her hands and burst out telling the story of her brother to them. At that time the moustached man told her not to disturb Pandit Ravishankar. But Pandit Ravishankar understood everything.

He talked with Ustad Allah Rakha who agreed readily and went to Smita’s home. They began their concert. Anant was awake breathing the oxygen from the cylinder. They played for the boy who was very happy and his life went out of him gently. Smith felt relieved as she fulfilled Anant’s ambition or his last wish.

The Concert Lesson Summary in Kannada

The Concert Lesson About the Author

Shantha Rameshwar Rao, was born in 1924. She is an Indian writer of myths, legends, folk tales, short stories, and picture books for children. She has retold tales from Indian scriptures and reworked folk tales and myths from little- known tribal communities and far-flung areas of India.

In Tales of Ancient India (1960) she retells original stories like “How the Stork Got Its Long Neck” and “Why Snakes Have Forked. Tongues.” Children’s Mahabharata (1968) and In Worship of Shiva (1998), drawn from Hindu myth and scripture, have demons, gods, and humans as characters. She stresses the importance of wise action in our public as well as private life.

The Concert Lesson Word Meanings

• Pandit Ravishankar : An Indian musician, composer and a sitar player
• excited : feeling or showing happiness and enthusiasm
• maestro : a great performer, especially a ‘ musician
• sprang : moved quickly and suddenly towards a particular place
• with a catch in her throat : with a feeling of great sorrow
• unbidden : (usually used after the verb ) without being asked, invited or expected
• self-reproach : a blame or criticism against ‘ oneself herself
• gravely : seriously
• pretend : to behave in a particular way, in order to make other people believe something that is not true
• astonishment : a feeling of a very great surprise
• miracle : an act or event that does not follow the laws of nature and is believed to be caused by God
• hung in the air : worrying some one
• choked voice : voice filled with sadness
• enchantment : a feeling of great pleasure
• ovation : enthusiastic clapping by an audience who stand up from their seats as a sign of their
• appreciation
• wriggle : to twist and turn the body or part of it with quick short movements
• wizard : a person who is especially good at some art or achievement
• bother : trouble or worry
• Allah Rakha : An Indian tabla player. A frequent accompanist to Pandit Ravishankar
• block : a tall building that has flats

10th English Notes

10th English Ballad of the Tempest Poem Summary in English and Kannada

Ballad of the Tempest Poem Summary in English

In this poem, the poet speaks of the sailors who faced a great peril. Later they come out of that danger. By this poem we understand that, “A ship is always safe at the shore, but it was not built for that”. It means one has to take risk and lead life. We can’t stand still. We should move on. Another thing is fortune favors the brave. Here, the sailors didn’t lose hope when the captain’s little daughter spoke of God.

The word ‘we’ refers to the sailors in the poem. They were crowded in the cabin because of a storm. So, the poet says nobody dared to sleep. They were attentive. The sailors had to take all precautions because they are acquainted with the dangers of the sea. They had to take necessary things with them.

A storm broke out and it was a fearful thing in winter and the condition in the deep sea during winter is that one hears the rattling trumpet and the boat would be shattered by the blast. When the storm cuts away the mast, it affects the sailors. They can’t sleep and they would be afraid.

The hungry sea was roaring. The speaker and his crew mates sat in darkness and prayed. They heard the prayers of all the crew and the captain shouted, ‘we are lost’. And he moved down the stairs but his daughter reacted in a cool way. She touched his icy hand and said “God is also upon the ocean as he is on the land”. Then the captain kissed his little daughter and all became cheerful. They believed God and anchored safe in the next morning.

The poet uses the phrase “The hungry sea” only to show that it is thee rage of the sea and one could describe the uproar of the sea. And the figure of speech employed here is Personification. We also notice Synecdoche, alliteration and rich imagery in the poem.

Ballad of the Tempest Poem Summary in Kannada

Ballad of the Tempest Poem About the Author

James T. Fields, was born in Portsmouth, New Hampshire on December 31, 1817 and named James Field; the family later added the “s” His father was a sea captain and died before Fields was three. He and his brother were raised by their mother and her siblings, their aunt Mary and uncle George. At the age of 14, Fields took a job at the Old Corner Bookstore in Boston as an apprentice to publishers Carter and Hendee.

His first published poetry was included in the Portsmouth Journal in 1837 but he drew more attention when, on September 13, 1838, he delivered his “Anniversary Poem” to the Boston Mercantile Library Association- In addition to his work as a publisher and essayist, Fields wrote poetry. A number of his works are collected in his book “Ballads and Verses” published in 1880. This volume contains the poem “Ballad of the Tempest”, which includes the famous lines: “We are lost!” the captain shouted As he staggered down the stairs.

Ballad of the Tempest Poem Word Meanings

• ballad : a narrative composition in rhythmic verse suitable for singing
• tempest: a violent storm
• cabin: a private room on a ship or boat
• shatter: to break apart
• rattle: to make a rapid succession of short sharp noises
• shudder:to shake
• stout: brave, determined
• stagger :to come unsteadily
• anchor: a device of metal attached to a ship or boat by a cable and cast
  overboard to hold it in a particular place
• harbour: space for a ship
• breakers : large turbulent waves moving towards the land

10th English Notes

10th English Jazz Poem Two Poem Summary in English and Kannada

Jazz Poem Two Poem Summary in English

In this poem, the old Jazz (singer of Religious songs) is preaching the Black Gospel of Jazz with his screaming notes and chords. He is transforming himself I into a bird and flies very high. He draws the attention of all.

When we read the first stanza, we get the description of the Jazz player. His face is wrinkled. He appears to be apathetic figure. He has closed his eyes, He has blue old shirt. His jacket is holding his hanging stomach. His shoes are run down and he has papers in them.

His face is unshaven which shows that he has undergone sufferings. He is old. So the word ‘old’ is often I repeated. Inspite of this he looks like a commanding artist. There lies an old alto saxophone across his chest. It is supported by a wire coat hanger. With this instrument he proclaims to the world that he is a Blackman and was sent there to preach the Black Gospel of Jazz.

Jazz Poem Two Poem Summary in Kannada

Jazz Poem Two Poem About the Author

Carl Wendall Hines Jr. was born in r North Carolina. He was graduated from Tennessee Agricultural and Industrial University in 1962. His Verses have been hoisted as some of the best by contemporary writers.

Jazz Poem Two Poem Word Meanings

• Ancient Mariner: a reference to a poem,
• “The Rime of the Ancient Mariner,” by Samuel Coleridge, in which a seaman shoots an albatross, a bird of good omen, and suffers supernatural punishment
• wearies of living: no longer interested in or enthusiastic about anything in life
• fray: threads in a piece of cloth starting to come apart
• sag: to hang
• solitude: the state of being alone
• ears perk: brighter up
• Gospel: a type of religious music in which religious songs are sungvery loudly
• screaming notes: loud musical sounds

10th English Notes

KSEEB 10th English I am the Land Poem Notes Questions and Answers

Before You Read:
Read the extract of a poem.

An absolute
Patience
Trees stand
Up to their knees in
Fog. The fog
Slowly flows
Uphill
White
Cobwebs, the grass.

(a) Who exhibits absolute patience? The speaker or the trees?
Answer:
Trees exhibit absolute patience.

(b) How do trees stand?
Answer:
Trees stand upto their knees.

(c) What happens to fog later on?
Answer:
The fog slowly flows.

(d) Why does the grass look like cobwebs?
Answer:
Because the fog spreads over the grass.

(e) Try to write a similar poem of four lines.
Answer:
The tree gives flowers and fruits, but do not wear and eat them. They are for others. It is real social service.

Understand the Poem

Question 1.
Who do you think is the speaker of the poem?
Answer:
The planet Earth or the Mother Earth is the speaker.

Question 2.
“I wait,” in line one suggests the feeling of
(a) annoyance
(b) patience
(c) disgust
(Choose the right mood of the speaker)
Answer:
(b) patience.

Question 3.
In line 2 “you” is repeated. Do you think it refers to the same person? Who do you think that is?
Answer:
No. It refers to us the human beings.

Question 4.
Bring out the contrast between the reader and the speaker as suggested in lines 4, 5 and 6.
Answer:
The speaker remains patient but the reader goes on shouting.
The speaker is bought and the speaker waits with muddy holes and stares with car lot eyes but the reader feels proud because of the Earth’s possession.

Question 5.
“muddy holes” refers to
(a) virtual holes in the land
(b) intention of the speaker
(c) commotion created by the reader
Answer:
(b) intention of the speaker.

Question 6.
What does the phrase “car lot eyes stare” suggest? Try to imagine and draw, if you can, the picture suggested.
Answer:
The poetess goes for an extraordinary tools of perception as if the earth were staring with the lights of the car parked on it.

Question 7.
The poem introduces some types of people and things. Some actions associated with them are given below. Classify them appropriately as suggested in the poem.
chokes shoots, waits, shouts, sings, rejoices, destroys, plants, dances, tramples grows, says he owns, faces the challenge, kills
Answer:

The Land	A Common man/ a child	A war mongerer
chokes waits	sings / dances says he owns, shouts, tramples, rejoices, grows plants.	shoots destroys faces the challenge, kills.

Question 8.
Pick out the line from the poem that expresses “self assertion’ of the speaker
Answer:
“you cannot put a fence
around the planet earth”

Read and Appreciate

Question 1.
“I wait,” is repeated five times in the poem. What quality of the speaker is highlighted with this repetition?
Answer:
Repetitions are always made to stress a point which is very important. It is used for emphasis. “I wait” stands the immense quality of patience.

Question 2.
The poem has figures of speech. One is given, “a chainlink necklace chokes me” is personification. Pick out one or two or more such figures of speech from the poem.
Answer:
“I am the land” – Metaphor Car lot eyes – Simile Plants life – Personification.

Question 3.
The poem is not full of rhyming words. On the other hand, it makes us imagine some pictures like soldiers shooting, children dancing. Pick out other images from the poem.
Answer:
Earth staring, plants life, chain link necklace, put a fence, I wait.

Question 4.
“You cannot put a fence around the planet earth”
Is this a tone of weakness or self-assertion? Discuss.
Answer:
It is nothing but self-assertion. Because the Earth strongly says that human beings cannot restrict her or arrest her. She cannot be chained. The word “cannot” suggests impossibility.

Question 5.
Which line or lines do you enjoy reciting most? Give reasons for your choice.
Answer:
‘You shout, I lie patient’ is the line we enjoy reciting most. The Earth is the symbol of patience and Man doesn’t know his limits. He goes on shouting but she keeps silent waiting.

Recite And Enjoy

I Draw Nourishment
– (P.T. Narasimhachar)
Translated by Naraslmha Murthy.K.
I draw nourishment from dirt and slush,
I display bright blossoms to the sky.
I feed through my trunk by roots at my feet,

My branches, see, are heavy with luscious fruit.
When the earth lies parched in summer’s sweltering heat
I glow green with tendrils, bursting with sap,
To the severe sun I oppose my foliage of hair Casting cool shade below.

If winter comes, I strip before the snow,
Bare I stand shedding all my leaves.
When the devil of storm sweeps in the monsoons,
I forgo not a single leaf.

I am not soiled nor am I unclean,
Nor do I live for myself.
I do not do anyone harm,
Nor do I seek anyone’s favour.

On whoever has needs I bestow whatever they need,
Giving, giving, giving to the very end I die.
Even dead, I shake not, I am fragrant wood,
It’s you, dead, that are a rotting stinking corpse.

Question 1.
Is the theme of this poem the same as that of “I am the land, I wait”? Who do you think the word T stands for in the poem “I Draw Nourishment” ?
Answer:
The theme of the poem is the same as that of 7 am the Land”, I wait. In this poem “I” stands for the Tree’.

10th English Notes

KSEEB 10th English Quality of Mercy Poem Notes Questions and Answers

Before You Read

Question 1.
Imagine you have lent some money to your friend. She/He doesn’t return it when you are really in need of it. What would you do? I would….
a. forgive him/her.
b. punish him/her.
c. ignore him/her.
d. pity him/her.
e. sympathize with him/her.
f. (Any other………….)
Say one or two lines about your decision.
Answer:
I would show him mercy and give time to pay the money.

Question 2.
You have read the lesson There’s a Girl by the Tracks’. Hope you have enjoyed the story. Which quality of Baleshwar strikes you as great? Discuss with your friends. Here is an extract from the play “The Merchant of Venice”. Portia, one of the main characters in the play argues why mercy is the greatest virtue of all.
Answer:
The helping and courageous attitude of Baleshwar strikes us.

Understand The Poem

Question 1.
Mercy is compared to something in the first two lines of the poem. What is it? How is this comparison apt? Justify your answer.
Answer:
Mercy should drop like the gentle rain from heaven. It is very apt. Gentle rain cannot be created artificially. Mercy is already in man. It should come forth. It cannot be forced.

Question 2.
The speaker says that mercy is twice blessed. What does she mean by this?
Answer:
Mercy is reciprocal. It brings good things to both the person who shows mercy and who takes mercy. It is divine quality. The person who shows mercy is happy because of his act. The person who receives mercy is also benefitted because he is saved or helped.

Question 3.
‘Sceptre shows the force of temporal power’. In contrast, what or whose quality does mercy stand for?
Answer:
When the monarch has mercy, it is better than his crown. Mercy is above the sceptered sway.

Question 4.
Some traits or qualities are mentioned below. Classify them into two categories of temporal power and divine (Godly) attributes. (love, revenge, sympathy, tyranny, cruelty, miserliness, mercy, hatred, tit- for-tat attitude, compassion)
Answer:

temporal	divine attributes
revenge, tyranny cruelty, miserliness, hatred, tit-for-tat attitude.	love, sympathy, mercy, compassion.

Read and Appreciate
I. Work in pairs/groups and answer the following questions.

Question 1.
Read the first two lines. Explain the simile (comparison) briefly.
Answer:
Mercy is a divine quality. It is already in man given by God. It is in his heart. Whenever we want to show mercy, it should spring out from the heart like the gentle rain from heaven. Gentle rain cannot be forced. It rains naturally. So Mercy cannot be forced. The figure of speech employed here is ‘simile’.

Question 2.
How do you interpret the speaker’s interpretation of mercy as twice blessed?
Answer:
When we show mercy, we have the satisfaction that we have shown the divine trait. When the person receives mercy, he feels that he is helped, saved or rescued. It is in pardoning others that we are pardoned.

Question 3.
The speaker compares the power of the king with the power of mercy, saying that mercy is the mightiest of the mightiest. How does she justify this? (Read the last part of the text carefully)
Answer:
Mercy is enthroned in the heart of the Kings. The quality of mercy is an attribute to God himself. When the monarch or the King tempers mercy with justice he becomes the mightiest of the mightiest.

Question 4.
Can you think of any story wherein such virtues as mercy, compassion or sacrifice are highlighted? If so, narrate them in the class.
Answer:
We remember and can narrate the story of ‘Punyakotf cow.

Question 5.
This text has fourteen lines. But it is not a sonnet. Look at the ending of the lines and justify the above statement.
Answer:
Though the text has fourteen lines, it is not a sonnet. Because Shakespeare’s Sonnet form has an octave, quartrain and a couplet. This is taken from his play “The Merchant of Venice”. Shakespeare tells the quality of Mercy through Portia.

10th English Notes

KSEEB 10th English Grandma Climbs a Tree Poem Notes Questions and Answers

Understand The Poem

Question 1.
The speaker in the poem does not call his grandmother ‘childish’. What else was she according to him? Why does he consider her to be so? {line 1-4}
Answer:
According to the speaker, the grandmother is a genius because she would climb the tree very quickly.

Question 2.
Grandma had been in the habit of climbing trees for a very long period. Identify the lines that suggest this.
Answer:
Ever since childhood, she’d had this gift.

Question 3.
Look at the line 7 and 8 ‘She would be told’ Who do you think would tell her so?
Answer:
The members of her family would tell her.

Question 4.
Do you find anything odd in the reply given by the grandma? If so, why do you think it is odd? {line 10-11}
Answer:
We don’t find anything odd because it had been a gift for her. So she would laugh.

Question 5.
Others had feared that granny would fall from a tree one day or the other. Did this happen? Or did something else happen? {line 15- 18}
Answer:
She did not fall but something different happened. When all the members of the family were in town, she climbed a tree and couldn’t come down.

Question 6.
What had the doctor recommended? What was the reaction of the kids to this advice?
Answer:
The doctor took temperature of the grandma and advised rest for a week. The kids were happy because they heaved sigh of relief.

Question 7.
Quote the lines which suggest how wholeheartedly granny enjoyed climbing a tree.
Answer:
“That a house in a tree top was she what now wanted.”

Question 8.
‘My dad knew his duties’. What did he think his duty was?
Answer:
He wanted to fulfill the desire of the grandma. So he started his work on the same night and made her a tree house.

Question 9.
Look at the picture given below the title. Quote the lines that might have guided the artist to draw that.
Answer:
“Made her a tree house with windows and a door” is a line that might have guided the artist to draw the picture.

Read And Appreciate
A. Question 1.
Read the poem again. Does the behaviour of grandma strike you as unusual? If so, Support your view quoting her ways and responses to others. One is done for you.
Answer:

• Grandma climbing a tree (way 1)
• She climbed a tree when she was 62. (response)
• She had this gift, (response)

Question 2.
‘Growing old gracefully’ is an expression used in the poem. Discuss with your partner whether what the grandma was doing was graceful or otherwise.
Answer:
It was graceful because she had continued her habit of climbing a tree.

Question 3.
Both the narrator (speaker in the poem) and his father were very considerate towards Grandma. Substantiate the statement with textual support.
Answer:
My dad knew his duties. He said, That’s all right. You will have what you want, dear. I’ll start work tonight. I climbed to her room with glasses and tray. These are the lines which show that the narrator and his father were considerate.

Question 4.
If you were to divide the entire poem into two parts which line would you pick up to be the beginning of the second part? Why?
Answer:
“After the Rescue” is the line which starts to be the beginning of the second part because it is the later part of Grandma’s life.

B. Question 1.
Have a close look at the rhyme scheme. Write at least 5 pairs of the rhyming words, e.g. said – bed.
Answer:
Gift-Lift, Told-Old, All-Fall, Town-Down, Well-Hell.

Question 2.
“It was like a brief season”. Name the figure of speech in the sentence. What are the two things compared? Explain.
Answer:
The figure of speech is Simile. Her stay down is compared to a brief season in hell.

Question 3.
‘For being happier in a tree than in a lift’. What is suggested through this line? Exchange your views with your partner.
Answer:
Climbing a tree is natural but going to a tree in lift is artificial. So she wanted to climb a tree and fell happy.

Question 4.
“There was not a tree, she hadn’t been up” is an expression, Rewrite the above sentence without using ‘not’
(note : the meaning should be the same)
Give some more examples from outside the text to illustrate effective use of double negatives.
Answer:
She had been up in every tree.
She never goes with nobody.
I can’t find my keys nowhere.
C. Read the line ‘she would be up in the branches in a trice’.

Question 5.
What picture do you get in your mind when you read this? May be it is the picture of grandma climbing a tree deftly even like a monkey.
Answer:
No. She would climb naturally and carefully because she had this gift during her childhood. Now read the following lines and say what pictures or images that comes to your mind.Try to draw these pictures if you can.

• An aged woman confined to bed.
• Every breeze/whispered of summer and dancing .
• Being happier in a tree than in a lift.
• I will grow disgracefully.

10th English Notes

10th English The Song of India Poem Summary in English and Kannada

The Song of India Poem Summary in English

The Poem was written by Vinayaka Krishna Gokak in the form of a dialogue between Mother India and the Poet. In this Poem The Poet wants to present glorious picture of the past and also wishes to paint India’s natural beauty

As Indians we can rightly be proud of our country’s natural beauty, Its Rich cultural heritage, its ancient wisdom, Its glorious freedom struggle and its industrial progress. As the same time we should not ignore the numerous ills affecting our motherland Like Poverty disease, environmental degradation, ignorance, illiteracy, unemployment, caste, and class conflicts and a hundred forms of exploitation. We should try to eradicate them as far as Possible.

As poet said Our mother India has to write the book of our destiny, cancelling all our sorrow. Tomorrow should be clear dawn. Our nightmare should fled in the night. We have to write our bright future… Sujalaam … Sufalaam … Malayaja Sheetalaam … Dream for bright future…

The Song of India Poem Summary in Kannada

The Song of India Poem About the Author

Vinayaka Krishna Gokak (9 August 1909 – 28 April 1992) was a major writer in the Kannada language and a scholar of English and Kapnada literatures. He was the fifth writer to be honoured with the Jnanpith Award in 1990 for Kannada language, for his epic Bharatha Sindhu Rashmi. Bharatha Sindhu Rashmi deals with the Vedic age and is perhaps the longest epic narrative in any language in the 20th Century. In 1961, Gokak was awarded the Padmashree from the Government of India for Dyava

Vinayaka Gokak studied literature at Karnatak College, Dharwad, Karnataka, India and was later awarded a First class honours by the University of Oxford. On his return from Oxford in 1938, he became the principal of Willingdon College, Sangli. He was principal of RajAram College, Kolhapur, Maharashtra from 1950-2. He was an ardent devotee of Sathya Sai Baba and served as the first Vice-Chancellor of Sri Sathya Sai Institute of Higher Learning at Puttaparthi, Anantapur District between 1981-1985. His novel Samarasave Jeevana is considered one of the typical works of Navodaya literature in Kannada.

V. K. Gokak was a prolific writer in both Kannada and English. He was deeply influenced by the Kannada poet D.R. Bendre who mentored him during his early forays into Kannada literature. Bendre is reputed to have said that were Gokak to allow his talent to bloom in Kannada, there was a bright future in wait for Gokak and Kannada literature.

His epic ‘Bharatha Sindhurashmi’, running into 35000 lines, is notably the longest epic written in this century, for which he received the Jnanpith Award and also honorary doctorates from Karnataka University and Pacific University, USA.

His novel ‘Samarasave Jeevana’ was translated by his daughter Yashodhara Bhat into English under the title The Agony and the Ecstasy’ and released to worldwide popularity.

In the 1980s, Karnataka was in the midst of an agitation which demanded the replacement of Sanskrit with Kannada as the medium of instruction in schools. V. K. Gokak also headed the ‘Gokak Committee’ which recommended declaring Kannada as the first language in schools in the state.

Gokak’s writing reflected his interest in religion, philosophy, education and cultures. His education abroad prompted him to write two sets of travelogues.

The Navodaya movement was at its peak and Gokak stayed true to his spirit- his poems showed nuances of Victorian poetry, oral traditions in Kannada storytelling and epics in Sanskrit and Kannada. V. K. Gokak wrote many collections of poetry under the pen name Vinayaka. These collections include ‘Samudra Geethegalu’,’Baaladeguladalli’,’Abhyudaya’, ’Dhyava Prithvi’ and ’Urnabha’.

Gokak’s anthology of poetry by Indian poets titled The Golden Treasury of Indo Anglican poetry was a treatise on poets like Sri Aurobindo, Sarojini Naidu and Toru Dutta, Nissim Ezekiel and Kamala Das. In the late 1960s he was deeply influenced by Sri Sathya Sai Baba of Puttaparthi and over the years, Gokak became the medium for translating the guru’s words into English and spreading it to the world. His book ‘The Advent of Sathya Sai’ explains the meaning of Sathya Sai Baba’s miracles, his work with the poor and his impact on the educational system.

The Song of India Poem Word Meanings

• wash your palm : (here) sweep along the
• Swarm : (here) crowd
• Sylvan retreats: a place of seclusion in deep woods
• A pitiful thing : (here) it refers to the poet himself
• Indexing : indicating
• Put on the page: to get recognition
• iron men : harsh men
• in their wake : who come right behind them
• class-war : conflict between the privileged and the underprivileged
• querulous : complaining
• heart-whole : complete
• unvapouring in the void : that which does not disappear into nothingness
• heaved : moved with power

10th English Notes

10th English I am the Land Poem Summary in English and Kannada

I am the Land Poem Summary in English

The planet Earth speaks to human beings. The planet Earth is the symbol of patience. She waits always. She mocks at the human beings who say that they possess her. Man shouts and raises hue and cry over this good Earth but the Mother Earth waits with patience. The Earth watches/stares with the lights of the car parked on it. The poetess has used this extraordinary tool of perception.

The Planet Earth continues saying that someone ploughs and plants life. She gives fruits, grass, trees. Children delight and dance. Someone spends time singing the planet is also a source of joy and happiness.

The planet worries when people come with guns which becomes chainlink necklace (fence). The very act of killing, going for war and creating boundaries suffocate her. She stares with car lot eyes again. Still she waits. Then at last she goes for self-assertion and tells the human world.

“YOU CAN NOT PUT A FENCE
AROUND THE PLANET EARTH.”

I am the Land Poem Summary in Kannada

I am the Land Poem About the Author

Marina de Bellagenta : Marina was born near Milan, Italy in 1949. She received a B.A. in poetry and recording media from Mills College and an MFA in Visual Arts from the University of California at San Diego. She was a founder of the feminist publishing house, Kelsey Street Press of Berkely in 1997. Her poetry has appeared in anthologies and magazines in Canada, Italy, Britain, Australia and the USA.

I am the Land Poem Word Meanings

• I am the land : speaker/ voice of the poem
• own : possess
• stare : look at the things fixedly for a long time
• tickles : ploughs (here)
• chokes : suffocates, makes one breathless
• chainlink necklace : fence (here)
• car lot eyes : extraordinary tools of perception as if the earth were staring with the lights of the car parked on it

10th English Notes