ICSE Class 10 English Literature Board Exam Question Paper 2026 with Solutions

ISC Class 10 Literature in English (English Paper - 2) Board Exam Question Paper with Solutions

SECTION A

(Attempt all questions from this Section.)

Question 1
Choose the correct answers to the questions from the given options. [16]
(Do not copy the questions, write ONLY the correct answers.)

(i) What were Julius Caesar's dying words? [1 Mark]
(A) 'Caesar, now be still...'
(B) 'Et tu brute? Then fall Caesar!'
(C) 'This is the most unkindest cut of all;'
(D) 'By your leave, gods; this is a Roman's part.'

Answer: (B) 'Et tu brute? Then fall Caesar!'

Julius Caesar speaks these iconic words in Act 3 Scene 1 when he recognises his friend Brutus among the conspirators.

Teacher's Note:
a) Students must remember that Caesar's dying exclamation expresses his ultimate shock and betrayal upon seeing Brutus participate in his assassination.
b) Do not confuse Caesar's dying words with Brutus's later declaration in Act 5 Scene 3 ('Caesar, now be still...').

(ii) Which of the following phrases best describes Antony's mood when he says: [1 Mark]
'O mighty Caesar! dost thou lie so low?
Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure?'
(A) frustration and rage
(B) grief and sorrow
(C) hate and anger
(D) remorse and regret

Answer: (B) grief and sorrow

Antony is deeply overwhelmed by sorrow and grief upon viewing the fallen body of Caesar.

Teacher's Note:
a) Antony's lament over Caesar's corpse reveals his profound grief and shock at the contrast between Caesar's former greatness and his present state.
b) Pay close attention to emotional nuances in soliloquies and speeches to accurately distinguish between grief, anger, and calculation.

(iii) Which of the following does Antony NOT say about Caesar in his funeral speech? [1 Mark]
(A) Caesar was ambitious and wanted to be crowned king.
(B) Caesar had compassion for the poor and cried when they cried.
(C) Caesar was valiant in battle and had brought riches to the Roman treasury.
(D) Caesar had left seventy-five drachmas to every Roman citizen.

Answer: (A) Caesar was ambitious and wanted to be crowned king.

Antony repeatedly refutes the conspirators' claim that Caesar was ambitious, ironically using the word while disproving it.

Teacher's Note:
a) Antony's speech is a masterclass in rhetoric where he subtly undermines the conspirators' justification for murder.
b) Students must carefully read the specific details mentioned in the funeral oration, such as the ransom brought home by Caesar and his general will.

(iv) Antony says, 'These many then shall die; their names are prick'd.' These words reveal that he is ____________. [1 Mark]
(A) ruthless
(B) anxious
(C) frustrated
(D) angry

Answer: (A) ruthless

Antony coldly makes a proscription list, marking names of citizens and family members to be executed.

Teacher's Note:
a) This scene in Act 4 Scene 1 depicts the triumvirate (Antony, Octavius, and Lepidus) in a cold-blooded political compromise.
b) It highlights the transformation of Antony from a grieving loyalist into a pragmatic, ruthless politician.

(v) During their quarrel, Brutus says to Cassius, 'Away, slight man!' Brutus's tone in the above line can be best described as ____________. [1 Mark]
(A) disappointed
(B) argumentative
(C) vengeful
(D) dismissive

Answer: (D) dismissive

Brutus uses the phrase to brush aside Cassius's emotional outbursts during their tense tent scene argument.

Teacher's Note:
a) The quarrel scene (Act 4 Scene 3) exposes the rising friction and stress building between the leaders of the conspiracy.
b) Students should analyse dialogue tags and adjectives to correctly identify character tone in dramatic literature.

(vi) Towards the end of the play, Pindarus reports that Titinius had been captured by enemy troops. What does Cassius do on hearing this news? [1 Mark]
(A) He orders an immediate attack to rescue Titinius.
(B) Fearing defeat, he decides to flee the battlefield.
(C) He persuades Pindarus to help him take his life.
(D) He surrenders to Antony's forces to save his men.

Answer: (C) He persuades Pindarus to help him take his life.

Believing his dear friend Titinius has been captured and killed, Cassius asks Pindarus to stab him with the same sword that killed Caesar.

Teacher's Note:
a) Cassius's tragic misunderstanding leads to his premature suicide on the battlefield of Philippi.
b) Note the recurring motif of poetic justice where characters die by the same weapons or ideals they championed.

(vii) What did Martin dislike about the elevator in his apartment building? [1 Mark]
(A) The unpleasant smell
(B) Its dirty floor
(C) Its small size
(D) The poor ventilation

Answer: (C) Its small size

From Ray Bradbury's short story 'The Elevator', Martin was claustrophobic and deeply troubled by the cramped, small size of the elevator.

Teacher's Note:
a) The psychological horror in 'The Elevator' builds upon Martin's deep-seated claustrophobia and fear of the fat lady.
b) Questions from short stories often test minor descriptive details; careful reading of the text is essential.

(viii) Choose the option that lists the sequence of events from Stephen Leacock's short story, 'With the Photographer' in the correct order: [1 Mark]
1. Even as he was protesting, the photographer managed to take a candid photograph with which he was very pleased.
2. At the studio, the photographer's criticism of his face, made the author feel worthless and unattractive.
3. Disturbed and upset by the photographer's criticisms and instructions, the author voiced his protest.
4. The author wanted to have his photograph taken.
(A) 3, 2, 1, 4
(B) 4, 2, 3, 1
(C) 2, 3, 4, 1
(D) 1, 4, 3, 2

Answer: (B) 4, 2, 3, 1

The author goes to the studio (4), gets criticised by the photographer (2), protests against the alterations and instructions (3), and finally the photographer takes a candid snap while he is protesting (1).

Teacher's Note:
a) Sequence of events questions require thorough familiarity with the chronological progression of the narrative.
b) Verify each step against the plot arc to ensure absolute accuracy in narrative order.

(ix) 'Nana has many voices. There is a special one she uses to shut everyone up.'
What do these lines from Ama Ata Aidoo's short story, 'The Girl Who Can', tell us about Nana? [1 Mark]
(A) She is a loud, rude woman.
(B) She has a strong, powerful voice.
(C) She can speak many languages.
(D) She dominates the household.

Answer: (B) She has a strong, powerful voice.

The line directly highlights the commanding and resonant quality of Nana's voice which she uses to assert authority.

Teacher's Note:
a) Nana is depicted as a formidable and traditional matriarch in the household whose voice commands immediate attention.
b) Pay attention to character descriptions and authorial tone in African literature selections.

(x) What were the people in Mead's neighbourhood doing when he was out walking at night? [1 Mark]
(A) Watching television
(B) Reading magazines
(C) Driving to the gas station
(D) Staring out of their windows

Answer: (A) Watching television

In Ray Bradbury's 'The Pedestrian', houses are described as dark tombs where citizens sit glued to their television screens.

Teacher's Note:
a) This dystopian detail underscores the theme of technological alienation and isolation in modern society.
b) Sci-fi stories in the syllabus often critique over-reliance on mass media and screen addiction.

(xi) In Alphonse Daudet's short story, 'The Last Lesson', Franz says that 'all our bad news had come from there.' What does 'there' refer to? [1 Mark]
(A) The school building
(B) The bulletin board
(C) The clock tower
(D) The town hall

Answer: (B) The bulletin board

For the past two years, all bad news including lost battles and draft orders had been posted on the municipal bulletin board.

Teacher's Note:
a) The bulletin board serves as a symbol of bad news and authoritative decrees throughout the story.
b) Students must remember key regional and historical landmarks mentioned in historical fiction and classic tales.

(xii) Which of the given options contains the figure of speech that appears in the following lines from Longfellow's poem, 'Haunted Houses'?
'The spirit-world around this world of sense
Floats like an atmosphere, ...' [1 Mark]
(A) 'Strange, it is a huge nothing that we fear.'
(B) 'When Frost was spectre-gray'
(C) 'An hundred years should go to praise / Thine eyes'
(D) 'She sways like a flower in the wind of our song;'

Answer: (D) 'She sways like a flower in the wind of our song;'

The quoted lines in the question use a simile ('Floats like an atmosphere'), and option (D) also employs a clear simile ('like a flower').

Teacher's Note:
a) A simile is a figure of speech comparing two different things using the words 'like' or 'as'.
b) Students should practice identifying poetic devices such as similes, metaphors, personification, and hyperbole across all prescribed poems.

(xiii) The mood in the poem, 'When Great Trees Fall', moves from ____________. [1 Mark]
(A) hurt to wonder
(B) calm to distress
(C) hope to despair
(D) fear to hope

Answer: (D) fear to hope

Answer: (D) fear to hope (Note: The official marking scheme also accepts structural shifts reflecting survival and renewal, moving from initial trauma to eventual resilience and calm).

Teacher's Note:
a) Maya Angelou's poem tracks the emotional journey from the shocking grief of loss to eventual healing and survival.
b) Understanding tonal shifts is essential for comprehensive poetry analysis in board examinations.

(xiv) In the poem, 'The Glove and the Lions', King Francis exclaims, 'rightly done!'. What action of Count de Lorge does he applaud when he says this? [1 Mark]
(A) Leaping into the pit full of angry lions.
(B) Retrieving the lady's glove from the pit.
(C) Flinging the glove angrily in the lady's grace.
(D) Sighing for the 'beauteous lively dame'.

Answer: (C) Flinging the glove angrily in the lady's grace.

The king praises the count when he throws the retrieved glove directly into the vain lady's face to reject her callous test of love.

Teacher's Note:
a) Leigh Hunt's ballad explores the fine line between true love and vanity or cruelty.
b) Count de Lorge's action proves that he values his life over a meaningless display demanded by a fickle mistress.

(xv) Select the option that shows the correct relationship between Statement 1 and Statement 2 based on the poem, 'A Considerable Speck'. [1 Mark]
Statement 1: The mite on the paper ran, crept, faltered, hesitated and cowered.
Statement 2: The poet-narrator realised that it was an intelligent living creature.
(A) Statement 1 is true and Statement 2 is false.
(B) Statement 1 is false and Statement 2 is true.
(C) Statement 1 is the reason for Statement 2.
(D) Statement 2 is a contradiction of Statement 1.

Answer: (C) Statement 1 is the reason for Statement 2.

By observing the mite's fearful and calculated movements across the paper, the poet deduces its sentience and intelligence.

Teacher's Note:
a) Robert Frost's poem reflects on respect for even the smallest forms of life through careful observation.
b) Cause-and-effect questions in literature test the logical progression of the narrator's thoughts.

(xvi) Sukumar Ray's poem, 'The Power of Music' can be classified as ____________. [1 Mark]
(A) nonsense verse
(B) a sonnet
(C) a lyrical poem
(D) an ode

Answer: (A) nonsense verse

Sukumar Ray was a pioneer of Bengali nonsense literature (Limericks and comedic fantasy verse).

Teacher's Note:
a) 'The Power of Music' uses exaggerated, absurd imagery to create humour and satire around terrible singing.
b) Knowledge of literary genres and authors' signature styles is tested in such objective items.

SECTION B

(Answer one or more questions from this Section.)

DRAMA

(Julius Caesar by William Shakespeare)

Question 2
Read the extract from 'Julius Caesar' Act 3, Scene 1, given below and answer the questions that follow:
Antony: Pardon me, Julius! Here wast thou bay'd, brave hart;
Here didst thou fall; and here thy hunters stand,
Sign'd in thy spoil, and crimson'd in thy lethe.
O world, wast thou the forest to this hart;
And this indeed, O world, the heart of thee.
How like a deer, stricken by many princes,
Dost thou here lie!
Cassius: Mark Antony -
Antony: Pardon me, Caius Cassius:
The enemies of Caesar shall say this;
Then, in a friend, it is cold modesty.

(i) Why does Antony say, 'Pardon me, Julius!'? [3 Marks]

Answer:
1. Antony addresses the corpse of Julius Caesar and begs forgiveness for speaking so mildly and amicably with the conspirators who have just assassinated him.
2. He feels a sense of guilt for appearing to make peace with Caesar's murderers.
3. He asks for pardon because his outward diplomacy masks his true inner desire for revenge.

Teacher's Note:
a) This soliloquy-like address over Caesar's body reveals Antony's strategic duality.
b) Students must explain the emotional and dramatic weight behind Antony's plea for forgiveness.

(ii) Where was Caesar 'bay'd'?
Explain the meaning of the words, 'Here wast thou bay'd, brave hart;' [3 Marks]

Answer:
1. Caesar was 'bay'd' in the Capitol near the statue of Pompey where he was surrounded and cornered by the conspirators.
2. 'Bay'd' refers to a hunted animal cornered by baying hounds.
3. 'Brave hart' is a pun on 'hart' (a male deer) and 'heart', depicting Caesar as a noble, majestic creature hunted down by the conspirators.

Teacher's Note:
a) Shakespeare extensively uses hunting metaphors (hart, hunters, hounds) to describe the assassination.
b) Explain both parts of the question clearly to secure full credit.

(iii) Name any two of the 'hunters' who were present at the scene.
Why are they described as being, 'sign'd' and 'crimson'd'? [3 Marks]

Answer:
1. Two of the hunters present were Brutus and Cassius (or Casca / Decius Brutus).
2. They are described as 'sign'd' and 'crimson'd' because their hands and swords are stained red with Caesar's blood.
3. The blood marks them out like hunters who have dipped their hands in the blood of their slain quarry.

Teacher's Note:
a) Mention exact names from the play to score in the first part.
b) Connect the imagery of 'crimson'd in thy lethe' to the physical reality of bloodstains.

(iv) What does Cassius ask Antony immediately after this exchange?
How does Antony respond to his question? [3 Marks]

Answer:
1. Cassius asks Antony whether he will stand with the conspirators and be counted as a friend.
2. Antony responds cautiously, stating that his credit depends on their assurance that Caesar had good reasons to be killed.
3. He also requests permission to carry Caesar's body to the marketplace and deliver a funeral oration.

Teacher's Note:
a) Cassius is suspicious of Antony's intentions, whereas Brutus is overly trusting.
b) Highlight how Antony cleverly negotiates terms to secure access to the public.

(v) What request does Antony make to Brutus a little later in the scene?
Who warns Brutus against granting this request?
What reason does this person give for doing so?
What does this tell us about this person's character? [4 Marks]

Answer:
1. Antony requests permission to take Caesar's body to the marketplace and speak in his funeral.
2. Cassius warns Brutus against granting this request.
3. Cassius gives the reason that Antony's emotional speech might sway and incense the common populace against the conspirators.
4. This reveals Cassius as perceptive, politically astute, pragmatic, and cautious, unlike the idealistic Brutus.

Teacher's Note:
a) Cassius's warning is prophetic; Brutus's catastrophic error of judgment allows Antony to turn Rome against them.
b) Ensure all four sub-parts are answered concisely within the 4-mark requirement.

Question 3
Read the extract from 'Julius Caesar' Act 5, Scene 3, given below and answer the questions that follow:
Brutus: O Julius Caesar, thou art mighty yet!
Thy spirit walks abroad, and turns our swords
In our own proper entrails. [Alarums]
Cato: Brave Titinius!
Look whe'r he have not crown'd dead Cassius!
Brutus: Are yet two Romans living such as these?
The last of all the Romans, fare thee well!
It is impossible that ever Rome
Should breed thy fellow. Friends, I owe more tears
To this dead man than you shall see me pay --
I shall find time, Cassius, I shall find time.

(i) Explain what Brutus means when he says,
'O Julius Caesar, thou art mighty yet!
Thy spirit walks abroad, and turns our swords
In our own proper entrails.' [3 Marks]

Answer:
1. Brutus means that even in death, Caesar's powerful influence and spirit are working to avenge his assassination.
2. The tragic suicides of Cassius and Titinius on the battlefield show that the conspirators are turning their own swords against themselves.
3. It highlights divine retribution and moral justice governing the events of the play.

Teacher's Note:
a) This quote underscores the supernatural presence and lasting power of Caesar's spirit throughout the civil war.
b) Explain the metaphor of turning swords into their own entrails clearly.

(ii) What were Cassius' last thoughts before he died?
How did Titinius honour the dead Cassius? [3 Marks]

Answer:
1. Cassius died believing that his forces were defeated and that his dear friend Titinius had been captured by the enemy.
2. Titinius honoured dead Cassius by placing a laurel crown upon his head, as Cassius had wished.
3. Titinius then took Cassius's sword and killed himself out of grief and loyalty.

Teacher's Note:
a) Cassius's tragic death stems from a misunderstanding of the battlefield events.
b) Titinius's act of crowning the corpse demonstrates deep devotion and camaraderie.

(iii) What does Brutus promise when he says, 'I shall find time, Cassius, I shall find time.'?
Why does he make this promise?
What aspect of Brutus' character does this reveal to us? [3 Marks]

Answer:
1. Brutus promises that he will mourn Cassius properly and pay his due respects after the battle is concluded.
2. He makes this promise because he cannot afford to break down and weep for his friend in the middle of a crucial military engagement.
3. This reveals Brutus's stoic, disciplined, and dutiful nature as a military leader.

Teacher's Note:
a) Brutus subordinates his personal grief to his public duty and military responsibilities.
b) Connect this stoicism to Brutus's philosophical outlook throughout the tragedy.

(iv) Explain the term 'funerals'.
Why does Brutus not want to hold 'his funerals' in their camp?
Where will 'his funerals' be held? [3 Marks]

Answer:
1. In Elizabethan terminology, 'funerals' refers to funeral rites, memorial services, or burial ceremonies.
2. Brutus does not want to hold Cassius's funeral rites in their camp because it would demoralise the soldiers on the eve of battle.
3. He orders that Cassius's body be sent to Thasos for burial so it does not disrupt their camp.

Teacher's Note:
a) Students should note the Elizabethan usage of 'funerals' in plural form to mean funeral rites.
b) Practical military concerns outweigh emotional indulgence for Brutus at this juncture.

(v) How does Lucilius demonstrate his loyalty to Brutus at the end of the play?
What does this tell you about Brutus' character?
How is Lucilius rewarded for his loyalty by Antony?
What does this reveal to us of Antony's character? [4 Marks]

Answer:
1. Lucilius pretends to be Brutus in battle to protect him and is captured by Antony's soldiers.
2. This demonstrates that Brutus is an inspiring leader who commands fierce, selfless loyalty from his men.
3. Antony spares Lucilius's life and treats him with respect, keeping him as a friend rather than a prisoner.
4. This reveals Antony to be magnanimous, appreciative of loyalty, and politically shrewd.

Teacher's Note:
a) Lucilius's noble deception mirrors the overarching themes of loyalty and sacrifice.
b) Antony's generous treatment of Lucilius highlights his statesmanlike qualities after victory.

SECTION C

(Answer one or more questions from this Section.)

PROSE - SHORT STORIES

(Treasure Chest - A Collection of Poems and Short Stories)

Question 4
Read the following extract from Ama Ata Aidoo's short story, 'The Girl Who Can' and answer the questions that follow:
'Like all this business to do with my legs. I have always wanted to tell them not to worry. I mean Nana and my mother. That it did not have to be an issue for my two favourite people to fight over. But I didn't want either to be told not to repeat that or it to be considered so funny that anyone would laugh at me until they cried. After all, they were my legs...'

(i) Where was Adjoa born?
Who were her 'two favourite people'? [3 Marks]

Answer:
1. Adjoa was born in Hasodzi, a village in the burnout area of the Gold Coast (Ghana).
2. Her 'two favourite people' were her grandmother (Nana) and her mother.
3. They are the central female figures who raise and shape her upbringing.

Teacher's Note:
a) Geographical and familial details from African short stories must be stated precisely.
b) Note the affectionate bond Adjoa shares with both elders despite their disagreements.

(ii) What 'issue' did her two favourite people fight over? Why? [3 Marks]

Answer:
1. They fought over Adjoa's legs, which Nana considered too thin and spindly.
2. Nana believed that legs should be strong and sturdy to carry a woman through farm work and childbearing.
3. Adjoa's mother defended the child, arguing that everyone's legs are appropriate for their own body.

Teacher's Note:
a) The conflict highlights generational differences and traditional expectations regarding women's physical build.
b) Explain both Nana's traditional anxiety and the mother's protective stance.

(iii) What other issue concerning Adjoa, did Nana and Adjoa's mother disagree on?
What opinion did each of them have on this issue? [3 Marks]

Answer:
1. Another issue they disagreed on was Adjoa attending school.
2. Nana believed going to school was a waste of time and energy when there was farm work to be done.
3. Adjoa's mother strongly supported education, insisting that the world was changing and schooling was essential for the child.

Teacher's Note:
a) The debate over schooling represents the clash between old agrarian traditions and modern educational values.
b) Clearly distinguish the contrasting standpoints of Nana and the mother.

(iv) Mention three little clues in Nana's behaviour that led Adjoa to realise that Nana's views on her legs had changed. [3 Marks]

Answer:
1. Nana bought yards of blue cloth specifically to sew a long athletic kaba and slit for Adjoa.
2. Nana walked all the way to the school sports grounds to witness Adjoa's running victory.
3. Nana proudly carried Adjoa on her back and boasted about her running legs to everyone in the village.

Teacher's Note:
a) These clues mark the transformation in Nana's attitude from dismissive criticism to immense pride.
b) List all three distinct actions clearly as requested.

(v) How does Adjoa's success as a runner bring about a change in the traditional views held by Nana?
Mention two of Nana's character traits that make her a remarkable person. [4 Marks]

Answer:
1. Adjoa winning the district running competition proves to Nana that thin legs have a unique and powerful purpose, shattering traditional stereotypes.
2. Nana's two remarkable character traits are her deep love for her family and her ultimate ability to adapt and change her rigid beliefs in light of new evidence.
3. She is also fiercely vocal and unapologetically proud of her granddaughter.

Teacher's Note:
a) The story concludes on an empowering note about modern capability overcoming outdated prejudices.
b) Ensure both the shift in traditional views and two distinct character traits are clearly addressed.

Question 5
Read the following extract from Ray Bradbury's short story, 'The Pedestrian', and answer the questions that follow:
'Sometimes he (Mead) would walk for hours and miles and return only at midnight to his house. And on his way he would see the cottages and homes with their dark windows, and it was not unequal to walking through a graveyard where only the faintest glimmers of firefly light appeared in flickers behind the windows.'

(i) In which year is Bradbury's story set?
What did Leonard Mead 'most dearly love to do'? [3 Marks]

Answer:
1. Ray Bradbury's story is set in the year A.D. 2053.
2. Leonard Mead most dearly loved to walk for hours and miles through the city streets at night.
3. He enjoyed observing nature and the quiet atmosphere.

Teacher's Note:
a) The futuristic setting highlights the dystopian nature of a technologically saturated society.
b) Mead's solitary walking habit marks him out as an anomaly in a world of sedentary citizens.

(ii) In the given extract, what does Bradbury compare Mead's experience of walking through the city late at night to?
List two reasons why you would consider the comparison suitable. [3 Marks]

Answer:
1. Bradbury compares Mead's walk through the city to walking through a graveyard.
2. This comparison is suitable because the houses are completely dark and lifeless, resembling tombs.
3. Furthermore, the inhabitants are dead to the real world, sitting mindlessly in front of glowing television screens like dead souls.

Teacher's Note:
a) The graveyard simile powerfully conveys the eerie lifelessness of a society absorbed by technology.
b) Give two logical reasons supporting the simile to earn full marks.

(iii) Which three responses from Mead are viewed with suspicion by the police car? [3 Marks]

Answer:
1. When asked what he is doing outside, Mead replies that he is just walking.
2. When asked why, he responds that he is walking to get the air and see things.
3. When asked if he has a profession, he answers that he is a writer (which the automated police car considers equivalent to being unemployed since no one writes anymore).

Teacher's Note:
a) In this dystopian world, walking aimlessly or being a writer is considered abnormal and subversive.
b) List all three specific interrogative responses clearly.

(iv) Where is Mead taken to at the end of the story?
What observation does the author make about Mead's house as the police car drives through the street? [3 Marks]

Answer:
1. Mead is taken to the Psychiatric Centre for Research on Regressive Tendencies.
2. The author observes that Mead's house was the only brightly lit house on the entire street, with every window blazing with yellow light.
3. It stood out as a beacon of life and warmth against the dark, tomb-like homes.

Teacher's Note:
a) The ending chillingly illustrates how individuality and independent thought are institutionalised in a conformist state.
b) Note the contrast between Mead's brightly lit home and the dark, eerie houses of his neighbours.

(v) Mention two dangers that the author is warning us against, through this story.
Suggest an alternative title for the story. Give one reason for your choice. [4 Marks]

Answer:
1. The author warns against excessive screen addiction / television viewing and the loss of human connection due to over-reliance on technology.
2. He also warns against mass surveillance, loss of individual freedom, and the dangers of a rigid, conformist police state.
3. Alternative title: 'The Last Walker' (or 'Night of the Automaton').
4. Reason: It highlights Mead as the sole remaining free individual who still appreciates the physical world and nature while everyone else is trapped indoors.

Teacher's Note:
a) Bradbury's cautionary tale serves as an early critique of television culture and dystopian alienation.
b) Ensure both warnings and a well-justified alternative title are provided.

SECTION D

(Answer one or more questions from this Section.)

POETRY

(Treasure Chest - A Collection of Poems and Short Stories)

Question 6
Read the following extract from Maya Angelou's poem, 'When Great Trees Fall', and answer the questions that follow:
When great trees fall,
rocks on distant hills shudder,
lions hunker down
in tall grasses,
and even elephants
lumber after safety.

(i) What three images from the natural world does Angelou use to describe the effect of great trees falling? [3 Marks]

Answer:
1. Rocks on distant hills shuddering.
2. Lions hunkering down in tall grasses.
3. Even mighty elephants lumbering after safety.

Teacher's Note:
a) These powerful images illustrate how monumental deaths or losses cause widespread panic and instability in nature.
b) List all three distinct natural phenomena accurately.

(ii) Angelou compares great trees to great souls.
Mention two ways in which this comparison is appropriate.
What is the mood created by the lines in the above extract? [3 Marks]

Answer:
1. Just as great trees provide shade, shelter, and nourishment to smaller organisms, great souls provide moral support, guidance, and inspiration to those around them.
2. When they fall, the shockwaves impact everyone around them, just like the felling of massive trees disturbs the entire forest ecosystem.
3. The mood created by the extract is one of fear, awe, shock, and profound disturbance.

Teacher's Note:
a) The extended metaphor equates physical giants of the forest with spiritual and emotional giants among humans.
b) Address both the appropriateness of the comparison and the resulting mood.

(iii) What words does the poet use to describe the condition of the air around us when great souls die?
What feeling is being expressed in the line, 'We breathe, briefly'? [3 Marks]

Answer:
1. The poet describes the air as being sterilized, sharply, and rarefied, making it hard to breathe.
2. The phrase 'We breathe, briefly' expresses acute shock, suffocation, grief, and the feeling that life has momentarily stopped or become extremely difficult to sustain in the wake of the loss.

Teacher's Note:
a) Angelou uses visceral sensory details to capture the suffocating grief following the death of an influential figure.
b) Explain both the textual description of the air and the emotional weight of short, breathless respiration.

(iv) What, according to the poet, are the two things we remember and regret when a great soul dies?
What happens to our souls when great souls die? [3 Marks]

Answer:
1. We remember and regret our shortcomings: 'unsaid words' and 'walks not taken' with them.
2. Our souls shrink, shrivel, and suffer from a sense of desolation and emptiness upon their passing.

Teacher's Note:
a) This stanza touches upon the universal guilt and regret that accompany bereavement.
b) Mention both regrets and the shrinking of our souls clearly.

(v) 'Angelou's poem is about the lasting influence of great souls.'
Explain the above statement briefly.
What aspect of the poem appeals to you?
Give one reason for your response. [4 Marks]

Answer:
1. Although the death of great souls causes initial shock and grief, their wisdom, memory, and influence continue to sustain and heal us, allowing our senses and minds to eventually thrive again.
2. The poem's profound metaphorical comparison between nature and human life appeals deeply.
3. Reason: It offers realistic solace and hope, showing that human resilience triumphs over grief through the enduring legacy of extraordinary individuals.

Teacher's Note:
a) The poem moves from trauma to healing, highlighting that great souls leave behind an indelible, positive imprint.
b) Ensure personal appreciation is supported by a valid textual reason.

Question 7
Read the following lines from Sukumar Ray's poem, 'The Power of Music' and answer the questions that follow:
When summer comes, we hear the hums
Bhisma Lochan Sharma.
You catch his strain on hill and plain from Delhi
down to Burma.

(i) What is Bhisma Lochan Sharma known for?
When can one hear him?
Explain the following words from the given extract: 'You catch his strain'. [3 Marks]

Answer:
1. Bhisma Lochan Sharma is known for his loud, atrocious, and ceaseless singing.
2. He can be heard during the summer season.
3. 'You catch his strain' means that his loud musical tune, effort, or notes can be heard from a great distance across hills and plains.

Teacher's Note:
a) The poem is a hilarious piece of nonsense verse mocking bad singers.
b) Explain both the character's notoriety and the exact meaning of the phrase.

(ii) How can we tell that his singing was not appreciated by the people who heard him? [3 Marks]

Answer:
1. People run away in terror or faint when they hear him sing.
2. Trees tremble, beasts burst their throats, and fish dive deep in despair to escape his awful noise.
3. Even the billy goat feels compelled to charge at him to put an end to the torture.

Teacher's Note:
a) Exaggeration (hyperbole) is used extensively by Sukumar Ray to describe the unbearable nature of the singing.
b) Detail the comic reactions of both humans and animals to score full marks.

(iii) The poet uses ridiculous images to exaggerate the effect of Bhisma Lochan Sharma's voice on his listeners. Mention any three such images. [3 Marks]

Answer:
1. The mad creation of ripples that make the fishes dive deep into muddy water in panic.
2. The bursting of trees and shattering of glass due to his deafening sound waves.
3. The heavy-hearted beasts bursting their throats and flying away in distress.

Teacher's Note:
a) Nonsense verse relies heavily on absurd, comic imagery to create humour.
b) List three distinct absurd consequences of his singing.

(iv) How does the poet describe the billy goat which appears at the end of the poem?
What does it do to help bring relief to the suffering people? [3 Marks]

Answer:
1. The billy goat is described as formidable, determined, and wise, marching up with lowered horns.
2. It brings relief by charging fiercely at Bhisma Lochan Sharma and bashing him head-on, effectively knocking the singer out and stopping his terrible music.

Teacher's Note:
a) The billy goat acts as a comical hero who restores peace to the world.
b) Mention both the description of the goat and its decisive action.

(v) Bring out the significance of the title of the poem.
Do you feel sympathy for Bhisma Lochan Sharma or for those who listened to him?
Give reasons for your response. [4 Marks]

Answer:
1. The title 'The Power of Music' is deeply ironic because instead of music soothing the soul, Bhisma Lochan's singing possesses destructive, chaotic power that terrorises all living creatures.
2. Sympathy goes to those who listened to him (and the tormented animals), because they were subjected to relentless acoustic torture without mercy.
3. Reason: Bhisma Lochan Sharma was blissfully unaware and obstinate in his lack of talent, whereas the innocent public and nature suffered miserably under his onslaught.

Teacher's Note:
a) Irony is the central device of the title and theme.
b) Clearly state who you sympathise with and provide a logical justification based on the text.