Unit 1: Learning Together
The Day the River Spoke
Page 1: Let us do these activities before we read
I. Close your eyes and quietly listen to the sounds around you for a minute.
1. Are they trying to tell you something?
Sample Answer: Yes, the sounds of nature or the bustling environment often tell us about the time of day, the weather, or the busyness of the people around us.
2. Do you think the things around you also listen to you all day long? Sample Answer: In a poetic sense, yes. Nature often feels like a silent listener to our thoughts and daily activities.
II. Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream.
1. What could that dream be?
Answer: Jahnavi’s dream was to go to school and learn how to read, just like her elder brother Ettan and sister Meena.
2. How could she make her dream come true?
Answer: She could make her dream come true by finding the courage to attend school and expressing her strong desire to learn to the teacher, who could then convince her parents.
3. What is your dream? What can you do to make your dream come true? Sample Answer: My dream is to become a teacher. I can make it come true by studying hard, being observant, and helping my peers learn new things.
Page 3: Let us discuss
1. What was Jahnavi’s dream? Was it important to her? Why?
Answer: Jahnavi’s dream was to go to school to learn how to read. Yes, it was very important to her because she had a deeply curious mind; she wanted to know why spiders are yellow in yellow flowers, why bamboo trees rustle, and why baby fish become frogs.
2. Do you think the river can help her in fulfilling her dream? How?
Answer: Yes, the river helps her by acting as a wise friend. The river encourages her, builds her confidence by reminding her of her bravery, and advises her to just slip into the school quietly one morning to listen.
Page 6: Let us discuss
Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2.
| Jahnavi’s Questions (Column 1) | The River’s Answers (Column 2) |
| “…why the moon always comes from behind the hills…?” | “It goes down towards the sea. I’ve seen; it always takes the same way—over the mountains and down to the sea, like me!” |
| “Can I do something?” | “Seems to me little girls can do as much as little boys—they swim as fast as little boys.” |
| “What are ships?” | “Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.” |
| “Will they come here?” | “I’m afraid not. Too large, you know.” |
Pages 7-8: Let us think and reflect
I. Read the extracts given below and answer the questions that follow.
Extract 1: “You shouldn’t cry, you know…” (i) The tone of the River in the given extract is ________ (assuring/sympathising) Answer: assuring.
(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
Answer: “…when you have been coming here to see me every day, well, almost every day.”
(iii) The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses:
Answer: D. disbelief.
(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below.
Answer: affectionate, kind-hearted, thoughtful.
Extract 2: “Can I do something?” asked Jahnavi… (i) According to the River, there was no difference between girls and boys because ________ Answer: they can swim as fast as little boys and do just as much.
(ii) Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.
Answer: True.
(iii) When the River suggests that Jahnavi should ‘slip along’, it means that she should move ________
Answer: C. quietly.
(iv) What does the repetition of the phrase ‘I couldn’t’ tell us?
Answer: It tells us that Jahnavi was extremely hesitant, fearful, and lacked the confidence to step into the school.
II. Answer the following questions.
1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
Answer: The writer does this to establish Jahnavi’s deep connection with her natural surroundings. It sets a calm, magical tone and shows that Jahnavi is highly observant and curious about the world around her.
2. How did the River know so much about Jahnavi?
Answer: The River knew so much because Jahnavi used to visit the river bank almost every day and sit by the water.
3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?
Answer: We can infer that Jahnavi is nearly ten years old and feels she has missed the appropriate age to begin schooling, as little children usually start much earlier.
4. Why did the River laugh when Jahnavi said she would be scared at school?
Answer: The River laughed because Jahnavi was brave enough to not be scared of the green lizard, the snake in the bamboo clump, or the loud trains rattling on the bridge, making her fear of a school seem ironic.
5. Why should Jahnavi follow the River’s advice?
Answer: She should follow the River’s advice because the River acts as a wise, encouraging friend who believes in her abilities and offers a practical, bold solution to achieve her dreams.
6. How does the conversation between Jahnavi and the River make the story more appealing?
Answer: It adds an element of magic and personification, making nature feel alive, comforting, and deeply connected to human emotions.
7. What is the main message that the writer intends to convey?
Answer: The main message is that education is an equal right for everyone, including girls, and that one must gather courage to overcome their fears and pursue their dreams.
Pages 8-12: Let us learn (Grammar & Vocabulary)
I. Why has the author used a capital letter for the ‘River’ even when it is a common noun?
Answer: The author capitalized ‘River’ because the river is personified throughout the story; it speaks, gives advice, and acts as a wise character, treating it like a proper noun.
II. Pick the words from the text related to sound and write them next to the correct definition.
- made a high-pitched piercing sound: shrieked
- to cause liquid to strike or fall on something: splashed
- a low continuous background noise: murmuring
- cry with loud uncontrollable gasps: sob
- to make a soft dry sound, like paper or leaves moving: rustle
- took a short quick breath through the mouth due to surprise, pain or shock: gasped
- shaking rapidly to make continuous short, sharp sounds: rattling
- making a lot of noise: noisy
- made a long, high cry, usually because of pain or sadness: wailed
Fill in the blanks with suitable sound words: The classroom grew (i) quiet as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle, the children (iii) gasped wondering what comments awaited. Someone (iv) sobbed in frustration, and the (v) murmuring of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.
V. Solve the crossword puzzle based on words related to water transport. Across:
- a large vessel used for transporting goods or passengers by sea: SHIP
- a small vessel for travelling on water…: BOAT
- a flat floating structure…: RAFT
- a boat or ship driven by steam: STEAMER
Down: 5. a small, light, narrow boat…: CANOE 6. a boat with a powerful engine…: TUG 7. a boat with sails… rhymes with ‘cot’: YACHT
VI. Fill in the blanks with suitable prepositions. Jahnavi takes the River’s advice and goes to school. On her first day 1. at school, Jahnavi stood nervously 2. outside the gate, clutching her bag close to her. The bell rang and she hurried 3. inside the bustling classroom. She found a seat 4. between two friendly classmates. The teacher greeted them warmly and started the lesson 5. about numbers. Jahnavi listened attentively, feeling excited 6. about the new adventure ahead.
VII. Fill in the blanks with prepositions or adverbs.
- The cat jumped off the table. (preposition)
- The children played outside until dark. (adverb)
- She quickly ran across the park. (preposition)
- The helicopter was hovering above. (adverb)
- We were just walking around chatting. (adverb)
- After thoroughly wiping his shoes, he stepped inside. (adverb)
- She drove slowly around the sharp curve. (preposition)
- He placed the keys under the mat before leaving. (preposition)
Page 15: Let us explore (Poster Analysis)
1. What are the things you can observe in the poster?
Answer: I can observe four young girls sitting together in a row, happily writing and studying.
2. Why do you think the girls look happy?
Answer: They look happy because they are getting the opportunity to attend school, learn, and secure their future.
3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’? Answer: When a person is educated and independent, they earn self-respect (dignity). True happiness often stems from this feeling of worthiness and self-reliance.
4. How does a Nation prosper when its daughters are happy?
Answer: When daughters are educated, respected, and happy, they grow up to become capable individuals who contribute equally to society, the economy, and the overall progress of the nation.
Unit 2: Try Again
Page 19: Let us discuss
I. Complete the summary of the poem by filling in the blanks with suitable words from the text. The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. low to achieve something 2. great for his people. In a moment of 3. despair he observed a spider trying to reach its web high above. The spider 4. tried after failing multiple times. It made nine 5. attempts and finally succeeded. The king said that the spider had 6. conquered and so would he. Inspired by the spider’s determination, King Bruce decided to 7. strive. 8. Tried this time, he ultimately succeeded.
II. Complete the following sentences suitably. 2. The central idea of the poem is that we should never give up in the face of failure; perseverance is the key to achieving our goals.
III. Pick three examples from the poem for each of the following:
- lines that describe the spider’s efforts: “cling and crawl”, “Up, up it ran”, “nine brave attempts were counted”.
- alliteration: “cling and crawl”, “slippery sprawl”, “delicate thread it had to tread”.
IV. Why does the poet repeat the following words or phrases in the poem? (tried and tried; steadily, steadily; up, up)
Answer: The poet repeats these words to emphasize the continuous, relentless effort required to overcome obstacles, showing that progress is often slow but achievable through persistence.
V. Fill in the blanks by choosing the correct answer.
- The rhyme scheme of the poem is ABAB.
- ‘Bravo’ is an example of interjection.
- The poet uses ’twas and ’tis for the sake of rhythm.
Page 20: Metaphors and Similes
1. Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile.
- (i) He ran as fast as a cheetah. – S
- (ii) The world is a stage. – M
- (iii) The night was as dark as coal. – S
- (iv) He sang like an angel. – S
- (v) Her voice was music to his ear. – M
- (vi) The classroom was a zoo. – M
- (vii) The baby slept like a log. – S
- (viii) Her smile was as bright as the sun. – S
- (ix) The lake was a mirror, reflecting the sky. – M
2. Transform the similes to metaphors and metaphors to similes.
- (iii) The book was a treasure chest, filled with endless adventures.
- Transformed: The book was like a treasure chest, filled with endless adventures.
- (iv) Her laughter was a melody that brightened the darkest days.
- Transformed: Her laughter was like a melody that brightened the darkest days.
- (v) The mountain stood as a guard, watching over the valley below.
- Transformed: The mountain was a guard, watching over the valley below.
- (vi) The night was like a velvet cloak, wrapping the world in mystery.
- Transformed: The night was a velvet cloak, wrapping the world in mystery.
- (vii) Her thoughts were like butterflies in a summer meadow.
- Transformed: Her thoughts were butterflies in a summer meadow.
Pages 21-22: Let us think and reflect
I. Read the extracts given below and answer the questions that follow.
Extract 1: “He flung himself down in low despair…” (i) Select the phrase which shows the physical expression of the King’s emotional state. Answer: “He flung himself down”.
(ii) Why does the poet use the word ‘low’ before despair?
Answer: To emphasize the extreme depth of his sadness, hopelessness, and exhaustion.
(iii) In the line, ‘And after a while he pondered there’, the word ‘pondered’ means:
Answer: B. thought.
(iv) The phrase ‘silken filmy clue’ creates an image of something that is ________.
Answer: very delicate and soft.
Extract 2: “…when it toils so hard to reach and cling…” (ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’. Answer: Brave and persistent.
(iii) The expression ‘Ah me!’ in the extract indicates a sense of:
Answer: B. stress (or anxiety).
(iv) Complete the sentence with an appropriate reason. Readers are able to relate to this extract because ________
Answer: everyone faces difficult struggles in life where they feel anxious about whether they will ultimately win or lose after putting in hard work.
II. Answer the following questions.
1. How does the first stanza help in setting the mood of the poem?
Answer: It sets a gloomy, melancholic mood by describing King Bruce flinging himself down in a lonely, sinking state of despair.
2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
Answer: He shifts from feeling utterly defeated and ready to “give it all up” to feeling inspired, brave, and determined to strive once more without failing.
3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
Answer: It shows that the poet deeply admires the spider’s relentless perseverance, viewing its tiny, repetitive actions as heroic and worthy of respect.
4. How does the spider inspire us to overcome despair and not give up?
Answer: The spider proves that even a tiny, fragile creature can accomplish great heights against gravity and continuous falls if it simply refuses to quit.
5. The poem teaches us that failures are stepping stones to success. Explain. Answer: Every time the spider fell, it didn’t stay down. It used that failure as a reason to climb again, eventually gaining the ground needed to reach its web. This mirrors how human failures teach us to brace our minds and try again.
6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate. Answer: King Bruce was a monarch wearing a crown, yet he found profound wisdom and inspiration from a tiny, seemingly insignificant insect. Inspiration often comes from the most unexpected places if we are willing to observe.
Pages 22-23: Let us learn
I. Write the opposites of the following words taken from the poem.
- up X down
- fast X slow
- glad X sad
- win X lose
- succeed X fail
II. Choose the correct meaning of the underlined words.
- (i) Please make every endeavour to arrive on time. -> an attempt to do something new or difficult
- (ii) Ants toil tirelessly to save food for rainy season. -> work very hard and/or for a long time
- (iii) We encourage all students to strive to do their best. -> to try very hard to achieve something
- (iv) The sailors braced themselves against the strong wind. -> prepared themselves for something difficult
III. Classify the words or phrases based on the distance (far or near).
- Far: remoteness, light year, farther, middle of nowhere, yonder.
- Near: proximity, vicinity, hairline, adjacent, a stone’s throw.
Unit 3: Three Days to See
Page 31: Let us discuss
I. Identify the statements that are true from the ones given below.
- The author expresses a deep longing to experience the world through the sense of hearing. – False (She focuses predominantly on sight).
- The author would like exploring the city only to observe how people are suffering. – False (She wants to see smiles, determination, and suffering alike).
- The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life. – True
- The author acknowledges that even in three days, she would not be able to see everything. – True
- The author feels that everyone can find the greatest joy merely by the sense of touch. – False (She states sight must be the most delightful).
- The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow. – True
- On the third day, the author would like to observe people in their daily lives and understand their experiences. – True
Page 32: Let us discuss & Reflect
II. Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.
- Day 1: See the people whose kindness and companionship made her life worth living, know her friends from the feel of their faces.
- Day 2: Arise with the dawn, see the thrilling miracle by which night is transformed into day, visit museums to see the pageant of man’s progress.
- Day 3: Spend in the workaday world, stand at a busy corner, and try to understand the daily lives of people.
III. How is the narrator able to understand the feelings of a person?
Answer: Since she cannot look into their eyes, she understands their feelings by “seeing” through her fingertips—feeling the outline of their faces to detect laughter, sorrow, and other obvious emotions.
I. Read the extracts given below and answer the questions that follow.
Extract 1: “I feel the delicate symmetry of a leaf…” (i) What does the ‘delicate symmetry of a leaf’ symbolise? Answer: It symbolizes the perfection, intricate beauty, and balance found in the natural world.
(ii) List two phrases from the extract that describe the texture of objects in nature.
Answer: “smooth skin of a silver birch” and “rough, shaggy bark of a pine”.
(iii) The phrase ‘awakening Nature after her winter’s sleep’ refers to:
Answer: the beginning of spring when plants sprout new buds.
(iv) What is the tone of the writer in this extract?
Answer: C. admiring.
Extract 2: “The next day I should arise with the dawn…” (i) Which of the following words does not match with the word ‘thrilling’? Answer: C. knowledge (Experiences, tales, and adventures can be thrilling, but ‘thrilling knowledge’ is an uncommon pairing).
(ii) Why does the writer refer to the earth as ‘sleeping earth’?
Answer: She refers to it as sleeping because it is the dark, quiet time right before the dawn brings light and activity to the world.
(iii) The writer wishes to dedicate the day to a brief look at the present and past world because ________
Answer: she only has three short days of imagined sight and wants to capture the massive scale of human and natural history as quickly as possible.
(iv) Why does the writer use ‘should’ multiple times in the extract?
Answer: She uses ‘should’ to clearly express her strong desires and the hypothetical plans she would execute if she were granted the gift of sight.
II. Answer the following questions.
1. The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text. Answer: The author uses her hands to feel the intricate symmetry of leaves, the rough bark of trees, and even the vibration of a singing bird. Through mere touch, she finds hundreds of interesting things that give her immense pleasure and connection to the world.
2. Why does the author believe that the sense of sight is the most wonderful?
Answer: She reasons that if she can extract so much joy and detail from merely touching objects, the beauty and complexity revealed by actually seeing them must be overwhelmingly magnificent.
3. How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities? Answer: Her perspective reminds us not to take our abilities for granted. It builds empathy, helping us realize how challenging yet profound the lives of those with sensory impairments are, prompting us to be more inclusive and compassionate.
4. What is the significance of imagining the loss of a sense, according to the author? Answer: Imagining the loss of a sense acts as a wake-up call. It forces people to stop taking their abilities for granted and to start truly appreciating and noticing the vibrant details of the world around them.
5. How does the author encourage people to approach their everyday sensory experiences?
Answer: She advises people to use their eyes as if they would be stricken blind tomorrow, to listen to music as if they would go deaf, and to touch, smell, and taste with extreme relish, treating every sensory input as a fleeting gift.
6. What do the author’s choices for the three days tell us about her values and priorities?
Answer: Her choices—focusing first on loving friends, then on the marvels of history and nature, and finally on the everyday struggles and joys of common people—show that she highly values human connection, knowledge, and deep empathy.
Pages 34-35: Let us learn (Vocabulary & Grammar)
I. Sensory Words Table
- What you see: panorama, glimpse, sight * What you hear: music, song, strains
- What you smell: perfume, fragrance
- What you taste: relish, morsel
- What you feel: rough, smooth, shaggy, delicate
III. Identify the modal verbs and choose their functions.
- You can learn a lot from this experience. -> ability
- They might arrive late due to traffic. -> possibility
- She must finish her homework before dinner. -> necessity
- They ought to apologise for their mistake. -> moral obligation
- He would like to have some lassi, please. -> polite request
IV. Fill in the blanks with appropriate modal verbs.
- (i) May / Can I leave early today if I finish all my tasks?
- (ii) I must finish this by tomorrow.
- (iii) You should consider all the pros and cons before making a decision.
- (iv) It might / may rain later today.
- (v) Would / Could you pass the salt, please?
- (vi) You ought to / should apologise for the mistake you made.
- (vii) We can / could go to any park nearby for picnic.