2.

Comprehension Passages:

1.The Water Cycle

Water is essential to life on Earth. It moves through a cycle called the water cycle, which describes
the continuous movement of water on, above, and below the surface of the Earth.
The water cycle has several main processes: evaporation, condensation, precipitation, and
collection.

1. Evaporation: Water from oceans, rivers, and lakes is heated by the sun and changes from a
liquid to a gas, called water vapor. This process is called evaporation. Plants also release
water vapor through a process called transpiration.
2. Condensation: As water vapor rises into the atmosphere, it cools and changes back into tiny
water droplets, forming clouds. This process is called condensation.
3. Precipitation: When the droplets in the clouds become too heavy, they fall back to Earth as
rain, snow, sleet, or hail. This is called precipitation.
4. Collection: Once the water falls back to Earth, it collects in rivers, lakes, and oceans. It can
also soak into the ground and become part of underground water storage, called
groundwater. From here, the cycle starts again with evaporation.

The water cycle is essential because it distributes water around the planet, supporting life in all
ecosystems.
Questions

Open-Ended Questions

1. What is evaporation, and how does it happen?

2. Describe the process of precipitation in the water cycle.
3. Why is the water cycle important for life on Earth?
4. How do plants contribute to the water cycle?
5. What happens to water after it falls to Earth as precipitation?

Multiple-Choice Questions (MCQs)

1. What causes water to evaporate?

o a) Wind
o b) The Sun’s heat
o c) Gravity
o d) Clouds
2. What forms when water vapor cools in the atmosphere?
o a) Precipitation
o b) Ice
o
o
c) Clouds
d) Rivers

36
 3. Which of the following is NOT a form of precipitation?
o a) Rain
o b) Snow
o c) Fog d)
o
Hail
4. Where does water go after it falls to Earth?
o a) Only into the ocean
o b) It stays in the air
o c) It collects in rivers, lakes, and oceans
o d) It evaporates immediately
5. What is groundwater?
o a) Water stored in oceans
o b) Water that has soaked into the ground
o c) Water that evaporates into the air
o d) Water that plants release during transpiration

2.Photosynthesis
Plants are crucial to life on Earth because they produce food and oxygen through a process called
photosynthesis. Photosynthesis is the way in which green plants make their food by using sunlight.
It primarily takes place in the leaves of plants, which contain a green pigment called chlorophyll.
This pigment captures sunlight, allowing the plant to make food.
The process of photosynthesis happens in two stages: light-dependent reactions and light-
independent reactions.

1. Light-dependent reactions: These reactions occur when sunlight hits the chlorophyll. Water
(H₂O) is absorbed by the plant roots and moves to the leaves. In the leaves, the energy from
sunlight is used to split water molecules into oxygen (O₂) and hydrogen (H). The oxygen is
released into the atmosphere, while the hydrogen is used in the next stage.
2. Light-independent reactions: Also called the Calvin Cycle, this stage does not need
sunlight. The plant uses carbon dioxide (CO₂) from the air and combines it with hydrogen
(produced earlier) to form glucose (a type of sugar). Glucose is the food that plants use for
energy and growth.

In summary, plants need sunlight, water, and carbon dioxide to carry out photosynthesis. As a result,
they produce oxygen, which is essential for humans and animals to breathe, and glucose, which
provides energy for the plant.

Open-Ended Questions

1. What is the main role of chlorophyll in photosynthesis?

2. Why is photosynthesis important for both plants and animals?
3. Describe the two stages of photosynthesis.
4. How does the plant use carbon dioxide during photosynthesis?
5. Explain how oxygen is produced during photosynthesis.

37
Close-Ended Questions (True/False)

1. Photosynthesis happens in the roots of the plant.

o True
o False
2. Glucose is produced during photosynthesis to feed the plant.
o True
o False
3. Oxygen released during photosynthesis comes from water molecules.
o True
o False
4. Plants do not need sunlight for photosynthesis to take place.
o True
o False
5. Photosynthesis is responsible for producing the oxygen we breathe.
o True
o False

Multiple-Choice Questions (MCQs)

1. What is the main source of energy for photosynthesis?

a) Water
b) Carbon dioxide
c) Sunlight
d) Oxygen
2. What do plants release into the atmosphere as a result of photosynthesis?
a) Glucose
b) Nitrogen
c) Carbon dioxide
d) Oxygen
3. Which substance is produced by plants and used as food during photosynthesis?
a) Starch
b) Glucose
c) Fat
d) Protein
4. In which part of the plant does photosynthesis mainly take place?
a) Roots
b) Stem
c) Flowers
d) Leaves
5. Which gas is taken in by plants for photosynthesis?
a) Oxygen
b) Carbon dioxide
c) Nitrogen
d) Hydrogen

38
 3. The Solar System
The Solar System consists of the Sun and the objects that orbit around it, including planets, moons,
asteroids, and comets. The Sun, which is a star, is located at the center and provides the light and
heat that make life possible on Earth.
There are eight planets in our Solar System. These are divided into two groups: inner planets and
outer planets. The four inner planets—Mercury, Venus, Earth, and Mars—are also known as the
terrestrial planets because they are rocky. The outer planets—Jupiter, Saturn, Uranus, and
Neptune—are much larger and are known as gas giants, except for Uranus and Neptune, which are
called ice giants.

The Solar System also contains many moons that orbit around the planets. For example, Earth has
one moon, while Jupiter has more than 75 known moons. Additionally, there are many smaller objects
such as asteroids and comets. Asteroids are rocky bodies, mostly found in the asteroid belt
between Mars and Jupiter, while comets are icy bodies that develop tails when they come close to
the Sun.

The Solar System is vast, and even though humans have sent probes to explore some of these
objects, much of it remains unknown. The study of the Solar System helps scientists understand
more about how the planets formed and whether life might exist elsewhere in the universe.

Worksheet

Open-Ended Questions

1. What are the two groups of planets in the Solar System, and how are they different?
2. Why is the Sun important for life on Earth?
3. Describe the difference between asteroids and comets.
4. What makes Earth different from the other planets in the Solar System?
5. How many moons does Jupiter have, and how is that different from Earth?

Close-Ended Questions (True/False)

1. The outer planets are also known as terrestrial planets.

o True
o False
2. Comets are icy bodies that develop tails when they get close to the Sun.
o True
o False
3. The asteroid belt is located between Earth and Mars.
o True
o False

39
 4. Mercury is one of the outer planets.
o True
o False
5. The Sun is the center of our Solar System.
o True
o False

Multiple-Choice Questions (MCQs)

1. What is located at the center of the Solar System?

a) Earth
b) The Sun
c) The Moon
d) Mars
2. Which of the following planets is a gas giant?
a) Earth
b) Mars
c) Jupiter
d) Venus
3. What is found between Mars and Jupiter?
a) Comets
b) The asteroid belt
c) The Kuiper Belt
d) Moons
4. Which planet is known as the "Red Planet"?
a) Venus
b) Mars
c) Saturn
d) Neptune
5. Which planet has the most known moons?
a) Earth
b) Mercury
c) Jupiter
d) Saturn

4. Life in the Deep Ocean

The deep ocean is one of the most mysterious and fascinating environments on Earth. It is a place of
extreme conditions, with complete darkness, freezing temperatures, and crushing pressures. Despite
these challenges, many unique creatures call the deep ocean home.

One of the reasons the deep ocean is so dark is because sunlight can only penetrate the top layer of
the ocean, called the sunlit zone. Below this is the twilight zone, where only a small amount of light
reaches. Deeper still is the midnight zone, where no sunlight reaches at all. Creatures that live here
have had to adapt in unique ways to survive.

40
Some deep-sea animals produce their own light through a process called bioluminescence. This
helps them attract mates, communicate, and lure prey. For example, the anglerfish uses a glowing
lure that dangles in front of its mouth to attract smaller fish. When a curious fish comes close, the
anglerfish quickly snaps its jaws shut.
Another fascinating creature is the giant squid, which can grow up to 40 feet long. Giant squids have
huge eyes that help them see in the dark waters. These mysterious animals are rarely seen by
humans and were once thought to be legends.

Scientists explore the deep ocean using special submersibles and remotely operated vehicles
(ROVs) because the pressure is too great for humans to dive that deep. These vehicles help
scientists discover new species and learn more about life in one of the harshest environments on
Earth.
The deep ocean remains largely unexplored, and it is estimated that we know more about the surface
of the moon than we do about the deep ocean. As technology improves, scientists hope to uncover
more secrets of this mysterious world.

Worksheet

Open-Ended Questions

1. What is bioluminescence, and how do deep-sea creatures use it?

2. Describe how the anglerfish hunts for its prey.
3. Why are submersibles and ROVs necessary for exploring the deep ocean?
4. What are some challenges creatures face living in the deep ocean?
5. Why do you think scientists know more about the moon’s surface than the deep ocean?

Close-Ended Questions (True/False)

1. The twilight zone of the ocean is where most sunlight reaches.

o True
o False
2. Giant squids can grow up to 10 feet long.
o True
o False
3. Bioluminescence is the process by which deep-sea creatures produce light.
o True
o False
4. The deep ocean is easier to explore than outer space.
o True
o False
5. ROVs are used to explore the deep ocean because humans cannot survive the
pressure.
o True
o False
41
Multiple-Choice Questions (MCQs)

1. Why is the deep ocean dark?

a) There is no water in the deep ocean.
b) The animals in the deep ocean block the sunlight.
c) Sunlight cannot reach the deep ocean.
d) The ocean absorbs all the sunlight.

2. Which deep-sea animal uses bioluminescence to hunt its prey?

a) Shark
b) Anglerfish
c) Octopus
d) Giant squid

3. How do giant squids see in the deep ocean?

a) They produce their own light.
b) They have glowing skin.
c) They use sonar to find their prey.
d) They have large eyes adapted to see in the dark.

4. What do scientists use to explore the deep ocean?

a) Submarines and satellites
b) ROVs and submersibles
c) Boats and diving suits
d) Telescopes and space shuttles

5. What is one reason the deep ocean is still largely unexplored?

a) It is too small to be important.
b) It is too cold for humans to explore.
c) The pressure is too high for humans to explore without technology.
d) There are no interesting creatures in the deep ocean.

3. Writing Genres:

42
1. Narrative writing prompts:
1. "What is the most unexpected adventure I've ever had?"

Prompt: Imagine you went on an adventure you never saw coming. Where were you? Who were
you with? Describe what happened from your point of view. How did you feel at the time, and how
did this experience change you?

2. "How did I overcome a challenge that seemed impossible at first?"

Prompt: Think of a time when you faced a difficult situation that seemed impossible to solve.
Write about what the challenge was, how you felt, and the steps you took to overcome it. How
did you grow from this experience, and what did you learn about yourself?

3. "What would I do if I found a mysterious object that no one else could explain?

Prompt: One day, you find something strange and mysterious that no one else seems to
notice. Describe the object, your feelings when you found it, and what happened next. How did
it change your life or your view of the world around you?

4. "How does a secret from the past shape a character's future?"

Prompt: Write about a character who discovers a long-hidden family secret that changes their
understanding of themselves and their world. What is the secret, and how does it impact the
character's choices, relationships, and goals moving forward? How does this revelation drive the
narrative to a climax?

ii. Informal Letter Writing:

a. ‘Write a letter to a friend describing the best day you’ve ever had."

Prompt: Think about the best day of your life so far. In your letter, describe everything that made it
special—where you were, who you were with, and why it was so memorable. Share how you felt and
why it’s a day you’ll never forget.

b. "Write a letter to your cousin telling them about a new hobby or skill you've learned."

Prompt: In your letter, explain the new hobby or skill you’ve recently picked up. How did you get
started? What do you enjoy most about it? Share any challenges you’ve faced and what your
goals are as you improve.

c. "Write a letter to a pen pal describing your favorite place and why it’s special to you."

43
prompt: Imagine you have a pen pal who lives in a different country. In your letter, describe your
favorite place—whether it’s a park, a room, or somewhere else. Explain why it’s meaningful to
you, what you like to do there, and any special memories you have connected to it.

iii. Formal Letter Writing:

1. "Write a letter to your principal requesting a new club or activity at school."

Prompt: In your letter, explain why you believe a new club or activity would benefit students.
Describe the type of club you want to start, why it’s important, and how it could improve the
school environment. Be sure to respectfully ask for the principal's support and provide any
suggestions on how it could be organized.

2. "Write a letter to your town’s mayor suggesting a new park or playground feature."

Prompt: In your letter, propose an idea for improving a local park or playground. Describe the
feature you want to add, why it would benefit kids in the area, and how it could help bring the
community together. Be polite and include reasons that support your suggestion.

3. "Write a letter to your teacher requesting extra help in a subject you find challenging."

Prompt: In your letter, explain which subject you’re struggling with and why you need extra
help. Politely ask your teacher for guidance on how to improve, whether through additional
assignments, tutoring, or after-school sessions. Be specific about the areas you need
assistance in and express your willingness to work hard.

4. News Report Writing:

1. "Write a news report about a surprise event at your school that everyone is talking
about."
Prompt: Imagine that a well-known guest visited your school unexpectedly or a surprise event
took place, such as a talent show or a new program announcement. Write a news report
covering the event, detailing what happened, who was involved, and how students and staff
reacted.

2. "Write a news report on an exciting community project making a difference in your

town."
Prompt: Imagine a new community project, like a park clean-up, charity drive, or neighborhood
garden, is making a big impact in your town. In your report, include who organized the project,
what its goals are, how the community is participating, and the positive effects it’s having.

3. "Write a news report about a student competition or sports event at your school."
44
Prompt: Report on a recent competition or sports event held at your school, such as a soccer
match, spelling bee, or science fair. Include the key details—who participated, what the
outcome was, and how the students prepared. Highlight any standout moments and what it
meant for the participants and school community.

USE TRAFFIC LIGHTS to show your understanding

45
4, The Valley of Fear by Arthur Conan Doyle:
High Order Thinking Skill Questions:

1. "How does the opening scene of Act 1 set the tone for the rest of the play, and what
clues are given to suggest that a mystery will unfold?"

Prompt: Analyze how the initial interactions between Sherlock Holmes, Dr. Watson, and Inspector
MacDonald establish a sense of suspense. What details or dialogue in Scene 1 hint at the
complexity of the mystery to come? How does the atmosphere influence the reader’s
expectations?
2. "How does the dynamic between Sherlock Holmes and Dr. Watson in the first 14 scenes

highlight their different strengths as detectives?"

Prompt: Compare and contrast Holmes’ deductive reasoning and Watson’s observations or
contributions in the early scenes. How does each character approach the mystery differently? In
what ways do their complementary skills help drive the investigation forward?

3. "What role does the letter Holmes receives play in moving the plot forward in the first
half of the play?"

Prompt: Examine the significance of the letter that sets the investigation in motion. Why is this
piece of information so crucial to Holmes? How does it shape the direction of the case, and what
can be inferred about the sender's intentions or knowledge?

4. "How do the first 14 scenes build tension and suspense through the interactions
between the characters and the unfolding clues?"

Prompt: Focus on specific scenes where the dialogue between characters adds to the mystery
(e.g., interactions with Inspector MacDonald or other suspects). How do the clues revealed in
these early moments create an air of uncertainty? How does the author structure these scenes to
keep the audience engaged?
5. "What do the small details in Holmes’ observations tell us about his method of solving
crimes in Act 1, and how do they compare to traditional methods of investigation used
by the police?"

Prompt: Analyze a moment in these scenes where Holmes notices something seemingly minor
that others overlook. How do these observations reflect his genius? Why are the police’s more
straightforward approaches less effective than Holmes’ unique insights?

6. "How does the theme of deception start to emerge in the interactions between the
characters in the first 14 scenes?"

Prompt: Look at how deception is portrayed in the early scenes. Which characters seem to be
hiding something, and how does Holmes pick up on their dishonesty? What role does deception
play in advancing the mystery, and how does it create obstacles for Holmes?

46
7. "What early signs of danger and threat can you identify in these scenes, and how do
they contribute to the play's atmosphere of fear and suspense?"

Prompt: Discuss how certain elements in these early scenes hint at an underlying danger (such as
mysterious warnings or foreboding dialogue). How do these signs affect the mood of the story,
and what do they foreshadow about the mystery to come?

8. "How does the introduction of secondary characters in the first half of Act 1, such as
Inspector MacDonald and other witnesses or suspects, add complexity to the
investigation?"

Prompt: Analyze how the secondary characters contribute to the unfolding mystery. What do their
reactions or testimonies reveal about the case? How do they add depth to the plot, and how does
Holmes interact with them to gather more information?

9. "How does the change in setting in Act 2, Scene 1 impact the overall tone and mood of
the play?"

Prompt: Consider how the new setting in Act 2 contrasts with earlier scenes. How does this shift in
location influence the atmosphere of the play? How does the setting affect the characters’
behaviors and the unfolding of the mystery?

10. "What does the backstory revealed in these scenes contribute to the understanding of
the main mystery, and how does it help explain certain characters’ motivations?"
Prompt: Analyze how the backstory, especially about characters like McMurdo or other figures
introduced in Act 2, deepens the plot. How do these revelations help explain the actions and
decisions made earlier in the story? What connections can you draw between the past and
present?
11. "How does the theme of loyalty versus betrayal play out in the interactions between

characters in Act 2, particularly between McMurdo and the Scowrers?"

Prompt: Explore the relationship dynamics between McMurdo and the members of the Scowrers.
How do loyalty and betrayal shape their actions? How does this theme connect to the overall plot
and the characters’ decisions?

12. "What does Sherlock Holmes’ role in these scenes reveal about his perception of
justice, and how does it differ from the views of other characters?"

Prompt: Consider Holmes' actions and reasoning in these scenes. How does his sense of justice
drive his investigation? Compare his approach to justice with that of other characters, like
Inspector MacDonald or McMurdo. What makes Holmes' perspective unique?

13. "In what ways do the power dynamics between the characters shift in Act 2, and how do
these shifts influence the progression of the story?"

Prompt: Analyze how power is distributed among the characters, particularly the influence of the
Scowrers, and how this power dynamic changes throughout these scenes. How do these shifts in
power impact the mystery and the characters' decisions?
47
14. "How does the use of dramatic irony in Act 2 create suspense for the audience, and how
do the characters' limited knowledge shape the plot?"
Prompt: Identify moments in Act 2 where the audience knows more than the characters do.
How does this create suspense and tension? How do the characters' incomplete
understanding of the events affect their decisions, and how does this drive the plot forward?

15. "What clues or foreshadowing in Act 2, Scenes 1 to 12, hint at the ultimate resolution of
the mystery, and how does Doyle build anticipation for the climax?"

Prompt: Look for specific lines or events in these scenes that suggest what might happen next.
How does the author plant subtle hints or foreshadow upcoming twists? How does this build
anticipation for the conclusion of the mystery?

16. "How does the theme of fear continue to evolve in these scenes, and how does it
influence the actions of both the innocent and guilty characters?"

Prompt: Analyze how fear affects both the protagonists and antagonists in Act 2. How do different
characters respond to the threat of exposure or violence? In what ways does fear drive the plot
and the characters' interactions?

17. "How does the moral complexity of the characters, especially McMurdo and the
members of the Scowrers, challenge the audience’s perception of right and wrong?"

Prompt: Discuss how the portrayal of morally ambiguous characters, such as McMurdo and the
Scowrers, makes it difficult to label them purely as heroes or villains. How does this complexity
add depth to the story and challenge traditional ideas of justice and morality?

18. "How do the conflicts between the characters in Act 2 reflect larger themes of power,
corruption, and justice in society?"

Prompt: Explore how the personal conflicts between characters mirror broader social issues. How
do the events in Act 2 reflect the dangers of unchecked power or corruption? What messages
might the author be trying to convey about justice in society?

19. "How does the setting of 'The Valley of Fear' influence the mood and development of the
story?"
Prompt: Consider the different locations described in the play. How do these settings reflect
the atmosphere of mystery and suspense? How do they affect the actions and decisions of the
characters?

20. "In what ways does Sherlock Holmes use his deductive reasoning to solve the mystery,
and how does this method of thinking differ from other characters' approaches?"
Prompt: Analyze Holmes' investigation techniques. How does his attention to detail and logical
thinking help him uncover the truth? Compare his methods to those of Inspector MacDonald or
other characters. What makes Holmes' approach unique?

21. "What role does fear play in the behavior and decisions of the characters in the story?"
48
 Prompt: Explore how fear influences the actions of both the criminals and the victims in the
play. How does fear control or manipulate certain characters? How does this emotion
contribute to the central theme of the story?

22. "What is the significance of the title 'The Valley of Fear,' and how does it reflect the
main themes of the play?"
Prompt: Think about the symbolic meaning of the valley and the concept of fear in the story.
How do the events that take place in the valley relate to the broader ideas of danger, secrecy,
and betrayal? Why is the valley a fitting metaphor for the story's message?

23. "How does the dual structure of the play (Holmes' investigation and the flashback to the
valley) enhance the mystery and suspense?"
Prompt: Analyze how the author uses two timelines in the story—the present investigation and
the flashback to events in the valley. How does this structure build suspense and reveal
important details about the mystery? How do the two parts of the story connect?

24. "What does the character of Professor Moriarty represent in the play, and why is his
presence important even though he plays a minor role?"
Prompt: Discuss Moriarty’s influence on the events of the play. Why is his character so feared,
and what does he symbolize in the world of crime and power? How does his role, though
limited, impact the overall story and Sherlock Holmes' battle against crime?

25. "How do loyalty and betrayal shape the relationships between the characters in 'The
Valley of Fear'?"

Prompt: Examine the theme of loyalty versus betrayal in the play. Which characters remain
loyal, and which betray others? How do these actions affect the outcome of the story and the
fates of the characters?

Mark the face if You have enjoyed this play script.

49
5.Poetry:

i. "The Road Not Taken" by Robert Frost

The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

1. Close-Ended Questions (Mark the correct answer with a cross)

1. What does the poet mean by "Two roads diverged in a yellow wood"?
 The poet was in a forest with two paths.
The
The poet
poet was
was faced
lost inwith a choice
the woods. in life.



2. How does the poet describe the road he chose?
 It was less traveled.
It
It was
was the
moresame as the other road.
worn.



3. What does the poet suggest about the future as a result of his choice?
 He will regret it.

50
  It
It will
will make
make no difference.
all the difference.

2. Open-Ended Questions
1. Explain the significance of the roads in the poem. How do they symbolize the choices
we make in life?
2. How does the poet’s reflection on his choice contribute to the overall theme of the
poem? Provide evidence from the text.
3. What emotions does the poet convey through his description of the roads and his
decision? How does this affect your interpretation of the poem?

2."Ozymandias" by Percy Bysshe Shelley

Ozymandias

I met a traveller from an antique land

Who said: Two vast and trunkless legs of stone
Stand in the desart. Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed.
And on the pedestal these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.

Questions

1. Close-Ended Questions (Mark the correct answer with a cross)

1. What is the main theme of the poem "Ozymandias"?
 The power of love
 The transience of human achievements
 The beauty of nature
2. What does the "shattered visage" represent in the poem?
 The physical deterioration of the statue

51
  The emotional state of Ozymandias
 The joy of the king
3. How does the poet describe the inscription on the pedestal?
 As modest and humble
 As a boastful declaration
 As an expression of sorrow


Open-Ended Questions

4. Analyze how the imagery in "Ozymandias" contributes to the poem's theme of impermanence.
Use examples from the text.
5. Discuss the significance of the poem’s setting in a desolate desert. How does it enhance the
overall message of the poem?
6. How does the poet use irony in "Ozymandias"? Provide specific lines from the poem to support
your answer.

3."A Dream Within a Dream" by Edgar Allan Poe

A Dream Within a Dream

Take this kiss upon the brow!

And, in parting from you now,
Thus much let me avow:
You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.

I stand amid the roar

Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sand—
How few! yet how they creep
Through my fingers to the deep,
While I weep—while I weep!
O God! Can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
52
Is all that we see or seem
But a dream within a dream?
Questions

1. Close-Ended Questions (Mark the correct answer with a cross)

1. What is the central theme of the poem "A Dream Within a Dream"?
 The beauty of nature
The
The transience
importanceofofhuman experience and the nature of reality
friendship



2. How does the poet describe the grains of sand in the poem?
 As preciousand
treasures
As
As fleeting elusive
symbols of hope



3. What question does the poet repeatedly ask in the poem?
 Can I hold onto my dreams?
Can
Can II save the grains
understand the of sandof
nature from the waves?
reality?




2. Open-Ended Questions
1. Analyze how Poe’s imagery in the poem contributes to the theme of reality versus illusion.
Provide specific examples from the text.
2. Discuss the emotional impact of the poem’s depiction of the fleeting nature of time and
experiences. How does this affect the reader’s understanding of the poem?
3. How does the repetition of the question "Is all that we see or seem / But a dream within a
dream?" enhance the poem’s exploration of reality and illusion?

4."I Wandered Lonely as a Cloud" by William Wordsworth

I Wandered Lonely as a Cloud

I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,

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 They stretched in never-ending line
Along the margin of a bay:
Ten thousand I saw at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

Questions

1. Close-Ended Questions (Mark the correct answer with a cross)

1. What does the poet compare himself to in the first line of the poem?
 A tree
A
A cloud
river



2. How does the poet describe the daffodils he sees?
 As drooping
As
As a
a crowd ofand sad daffodils fluttering and dancing
golden
few scattered flowers



3. What effect do the daffodils have on the poet later in the poem?
 They makehim
him feeland
sada sense of peace
They
They bring
cause himjoy
to forget his worries



2. Open-Ended Questions
1. Analyze how Wordsworth’s use of imagery enhances the mood of the poem. Provide specific
examples from the text.
2. Discuss the significance of the poet’s reflection on the daffodils when he is in a “vacant or in
pensive mood.” How does this reflection contribute to the theme of the poem?
3. How does Wordsworth’s portrayal of nature in the poem relate to the Romantic era’s emphasis
on the beauty of the natural world? Provide evidence from the poem to support your answer.

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