ICSE Class 10 English Literature Sample Paper 2025 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 question, write the correct answers only.)

(i) Where was Caesar put to death? [1 Mark]
(a) On a street in Rome
(b) On the battleground of Philippi
(c) At the foot of Pompey's statue
(d) In Brutus' orchard

Answer: (c) At the foot of Pompey's statue

Julius Caesar is assassinated right at the base of Pompey's statue in the Senate House.

Teacher's Note:
a) Recall that the assassination takes place in the Senate House near the statue of Pompey, Caesar's former rival.
b) Do not confuse the setting of the assassination with the final battle scenes at Philippi.

(ii) Who asks permission to speak at Caesar's funeral? [1 Mark]
(a) Brutus
(b) Antony
(c) Cassius
(d) Octavius

Answer: (b) Antony

Mark Antony requests permission from Brutus to deliver a funeral speech for Caesar.

Teacher's Note:
a) Antony cleverly asks to speak after Brutus to turn the Roman populace against the conspirators.
b) Ensure you attribute the request correctly to Antony, not Cassius who was suspicious of him from the start.

(iii) "Woe to the hand that shed this costly blood!
Over thy wounds now I prophesy..."
These lines tell us that Antony is _____ . [1 Mark]
(a) enraged
(b) sorrowful
(c) anxious
(d) frustrated

Answer: (a) enraged

Antony's solo soliloquy over Caesar's corpse reveals his deep fury and desire for revenge.

Teacher's Note:
a) The passionate outburst and prophecy of domestic fury show deep rage and a thirst for vengeance.
b) Read the emotional undertone carefully; it goes beyond mere sorrow into intense anger and threat of civil war.

(iv) When Antony says, 'This is a slight unmeritable man, / Meet to be sent on errands' he refers to _____ . [1 Mark]
(a) Lepidus
(b) Octavius
(c) Pindarus
(d) Lucilius

Answer: (a) Lepidus

Antony dismisses Lepidus as a mere tool to be used and discarded once their enemies are defeated.

Teacher's Note:
a) Antony compares Lepidus to his horse, viewing him as fit only for carrying messages and doing minor tasks.
b) Remember that Octavius disagrees with Antony regarding Lepidus's capability, showing the early cracks in their alliance.

(v) What strategy does Cassius suggest that the conspirators follow? [1 Mark]
(a) march towards Philippi
(b) remain where they are
(c) raise an army of foot soldiers
(d) set fire to the surrounding villages

Answer: (b) remain where they are

Cassius wants the enemy forces to tire themselves out marching to Sardis while the conspirators stay put.

Teacher's Note:
a) Cassius reasons that staying put will force the enemy to waste supplies and tire their soldiers before reaching them.
b) Brutus overrules this wise tactical advice, insisting they march directly to Philippi, which ultimately leads to their downfall.

(vi) When Cassius says, 'My life is run his compass', he means that _____ . [1 Mark]
(a) it is the day on which Brutus was born
(b) his life had come full circle
(c) his life could be measured with a compass
(d) his life could be compared to a race

Answer: (b) his life had come full circle

Cassius realizes on his birthday that his life cycle is ending right where it began.

Teacher's Note:
a) The metaphor indicates that his existence has completed its full circuit and is concluding on his birthday.
b) Do not misinterpret the nautical or geometrical tool meanings; compass here refers to a circular circuit or boundary.

(vii) Which of the given options contains the figure of speech that appears in the following line from Leigh Hunt's poem 'The Glove and the Lions': 'Ramped and roared the lions'? [1 Mark]
(a) 'Your eyes are like the diamond bright,'
(b) 'Suddenly the black night showed its teeth in a flash of lightning.'
(c) 'Rich gifts of raiment or grain or gold?'
(d) 'Pack up the moon and dismantle the sun.'

Answer: (c) 'Rich gifts of raiment or grain or gold?'

Both lines employ alliteration (repetition of consonant sounds: 'Ramped and roared' and 'grain or gold').

Teacher's Note:
a) Identify alliteration by looking at the initial consonant sounds recurring closely in words.
b) Option (a) is a simile, option (b) is personification, and option (d) is hyperbole.

(viii) Which of the following is NOT an effect of Bhishma Lochan Sharma's powerful singing in Sukumar Ray's poem 'The Power of Music'? [1 Mark]
(a) The sky weeps tears
(b) The trees shake and crash
(c) The people retire amazed
(d) The turtles whine and stare

Answer: (d) The turtles whine and stare

The text lists fishes diving down in fright and ducks fainting, but turtles whining and staring is not mentioned.

Teacher's Note:
a) Check the specific satirical exaggeration effects described in Sukumar Ray's nonsense verse.
b) Read options carefully as exam questions often tweak specific animal reactions to test close reading.

(ix) Which of the following words does H. W. Longfellow use to describe the movement of the phantoms in his poem, 'Haunted Houses'? [1 Mark]
(a) slide
(b) glide
(c) noiseless
(d) invisible

Answer: (b) glide

The poem describes how the phantoms glide across the floor and pass through doorways.

Teacher's Note:
a) Refer directly to the precise diction used in the poem for supernatural movement.
b) Memorize key verbs associated with the spirits in Longfellow's poetry to avoid confusion.

(x) The theme of Maya Angelou's poem 'When Great Trees Fall' is _____ . [1 Mark]
(a) the impact of the death of a loved one on those left behind
(b) the effect of felling trees on the environment
(c) how the death of trees affects humanity
(d) the impact of natural calamities on a forest

Answer: (a) the impact of the death of a loved one on those left behind

The falling of great trees is a powerful metaphor for the passing of great souls and its emotional toll.

Teacher's Note:
a) Understand that the poem uses arboreal imagery metaphorically to discuss human grief and bereavement.
b) Do not mistake it for an environmental poem; it deals deeply with human psychology and coping mechanisms.

(xi) The poem, 'A Considerable Speck', captures _____ . [1 Mark]
(a) the journey of a mite across a sheet of paper
(b) the poet's determination to kill the mite
(c) the poet's encounter with a gigantic fly
(d) the mite's attempt to escape from the fly

Answer: (a) the journey of a mite across a sheet of paper

Robert Frost's poem describes a microscopic insect scuttling across the poet's writing paper.

Teacher's Note:
a) Focus on the central action where the tiny living creature traverses the blank paper sheet.
b) Note that the poet ultimately appreciates the mite's intelligence and desire to live rather than crushing it.

(xii) In Stephen Leacock's 'With the Photographer', while waiting for the photographer, the narrator spent time _____ . [1 Mark]
(a) examining the studio
(b) talking on his phone
(c) writing in his diary
(d) reading magazines

Answer: (d) reading magazines

The narrator waited an hour in the outer room turning over the leaves of illustrated papers.

Teacher's Note:
a) Recall the opening sequence where the narrator is made to wait patiently among outdated reading materials.
b) This establishes the theme of passive consumerism and time wasted in bureaucratic or professional settings.

(xiii) In Ama Ata Aidoo's short story, 'The Girl Who Can', Nana expressed her disapproval of Adjoa's legs because _____ . [1 Mark]
(a) they were slender
(b) they were muscular
(c) they were bent
(d) they were short

Answer: (a) they were slender

Nana feels Adjoa's spindly, thin legs are useless for a woman bearing heavy loads or standing firmly.

Teacher's Note:
a) Nana constantly complains that Adjoa's legs are like two oil bean pod sticks, lacking proper feminine strength according to traditional views.
b) The irony is that those same slender legs later win running medals for Adjoa at school.

(xiv) Choose the option that lists the sequence of events from Alphonse Daudet's short story 'The Last Lesson' in the correct order. [1 Mark]
1. But, when he arrived at school, Franz was dismayed to find his classmates already seated quietly and solemnly in their places... and shocked when M. Hamel simply urged him to take his place.
2. Franz hurried to school that morning he was very late and dreaded being scolded by M. Hamel, the teacher.
3. After he had settled at his desk, he noticed something really odd: the back benches of the classroom were occupied by adults from the village!
4. He hoped to slip into the classroom unnoticed, under cover of the bustle and noise of a typical school day morning.
(a) 1, 3, 2, 4
(b) 2, 4, 1, 3
(c) 3, 1, 4, 2
(d) 4, 2, 3, 1

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

Franz starts late and dreads scolding (2), hopes to sneak in quietly (4), arrives to find unusual quiet and gets in (1), and then notices the village elders sitting at the back (3).

Teacher's Note:
a) Follow the chronological narrative flow from the opening paragraph of the story.
b) Break down compound events step-by-step to verify chronological alignment.

(xv) Select the option that shows the correct relationship between statements (1) and (2) from William Sleator's short story, 'The Elevator'. [1 Mark]
Statement 1: Terrified of the fat lady in the elevator, Martin ran down the dark stairs, fell and broke his leg.
Statement 2: Angry and disappointed that his son had behaved like a fool and a coward, Martin's father did not talk to him on the way to the hospital.
(a) (1) is true and (2) is false.
(b) (2) is true and (1) is false.
(c) (1) is the cause for (2).
(d) (1) and (2) are independent of each other.

Answer: (c) (1) is the cause for (2)

Martin's accident and fearful behavior directly provoke his father's angry silence and lack of sympathy.

Teacher's Note:
a) Analyze cause-and-effect relationships in plot development; the father's reaction is entirely triggered by Martin's injury resulting from his phobia.
b) Both statements represent factual plot points from the climax of the story.

(xvi) Ray Bradbury's short story 'The Pedestrian', can be best described as _____ . [1 Mark]
(a) utopian
(b) dystopian
(c) humorous
(d) a fairy tale

Answer: (b) dystopian

The story depicts a grim future society where technology controls citizens and walking outside alone is treated as a crime.

Teacher's Note:
a) Recognize the literary genre based on the depiction of an oppressive, dehumanized futuristic society.
b) Distinguish dystopia (nightmarish future) from utopia (ideal society).

SECTION B

(Answer one or more questions from this Section.)

DRAMA

(Julius Caesar by William Shakespeare)

Question 2

Read the extract given below and answer the questions that follow:
Caesar: Are we all ready? What is now amiss,
That Caesar and his Senate must redress?
Metellus: Most high, most mighty, and most puissant Caesar,
Metellus Cimber throws before thy seat
A humble heart, ---- [He kneels]

(i) Where are the speakers? [3 Marks]
What does 'puissant' mean?
Explain: 'Metellus Cimber throws before thy seat a humble heart.'

Answer:
1. The speakers are in the Capitol (or Senate House) in Rome.
2. 'Puissant' means powerful or mighty.
3. Metellus is expressing extreme humility and submission, metaphorically offering his devoted and obedient heart at Caesar's feet before making his petition.

Teacher's Note:
a) Ensure all three sub-parts are answered concisely with precise textual references.
b) Watch out for vocabulary meanings; 'puissant' is a frequent exam word from Shakespearean texts.

(ii) At the beginning of the scene, Caesar says, 'The Ides of March are come.' [3 Marks]
Why do you think Caesar said this?
What does the Soothsayer say in response?

Answer:
1. Caesar says this because the specific date warned about by the Soothsayer has arrived and he believes nothing bad has happened yet, feeling he has defied the prophecy.
2. The Soothsayer replies that though the Ides of March have come, they are not yet gone.

Teacher's Note:
a) Highlight the dramatic irony here; Caesar's arrogance and dismissal of the warning immediately precede his assassination.
b) Ensure the Soothsayer's exact nuance is captured - the day is ongoing and danger remains present.

(iii) What specific duties do the conspirators allot to Trebonius and Casca? [3 Marks]
Why does Cassius become nervous when Popilius Lena speaks to him as they enter?

Answer:
1. Trebonius is assigned the duty of taking Mark Antony out of the way so he cannot interfere, while Casca is tasked with being the first to strike Caesar.
2. Cassius becomes nervous because Popilius Lena wishes them success in their enterprise, making Cassius fear that their secret conspiracy has been discovered.

Teacher's Note:
a) Detail the division of labor among the conspirators prior to the strike.
b) Explain Cassius's momentary panic and how Brutus calms him down by observing Popilius's calm demeanor.

(iv) What does Artemidorus want of Caesar? [3 Marks]
How does Caesar respond to his plea?

Answer:
1. Artemidorus wants Caesar to read his written scroll immediately because it contains a warning about the specific conspirators plotting against his life.
2. Caesar brushes him aside, declaring that personal matters touching himself directly shall be dealt with last, prioritizing public business.

Teacher's Note:
a) Emphasize how close Caesar came to discovering the plot through Artemidorus's letter.
b) Caesar's fatal flaw of hubris and false sense of invulnerability causes him to ignore the warning.

(v) Shortly after this exchange, Caesar is stabbed to death by the conspirators. Whom do you sympathise with - Julius Caesar or the conspirators? Give reasons for your choice. [4 Marks]

Answer:
1. Personal response: Accept either Julius Caesar or the conspirators with valid justification.
2. If sympathising with Caesar: He is betrayed by trusted friends like Brutus, and his ambition, while great, did not warrant a brutal political assassination without trial.
3. If sympathising with the conspirators: Figures like Brutus acted out of genuine patriotic love for Rome, fearing Caesar's growing tyranny would destroy the Republic.
4. Accept any three plausible, well-reasoned arguments supported by the text.

Teacher's Note:
a) In personal response questions, marks are awarded for logical reasoning and textual grounding rather than the specific side chosen.
b) Ensure students provide at least two solid reasons backing their chosen viewpoint.

Question 3

Read the extract given below and answer the questions that follow:
Brutus: I did send to you
For certain sums of gold, which you denied me;
For I can raise no money by vile means:
By heaven, I had rather coin my heart,
And drop my blood for drachmas, than to wring
From the hard hands of peasants their vile trash
By any indirection.

(i) To whom are these words addressed? [3 Marks]
Why is Brutus angry with this person?

Answer:
1. These words are addressed to Cassius.
2. Brutus is angry because he had requested certain sums of gold from Cassius to pay his legions, and Cassius had denied or failed to send the money.

Teacher's Note:
a) Identify the speakers in the tent scene in Act IV correctly.
b) Explain the immediate cause of friction between the two leaders.

(ii) How does this person feel when he hears these words? [3 Marks]
What does he say to defend himself?

Answer:
1. Cassius feels hurt, sad, aggrieved, and betrayed by Brutus's harsh accusations.
2. He defends himself by stating that he had not refused money; rather, the messenger who took the message had made a mistake or miscommunicated the information sent.

Teacher's Note:
a) Capture Cassius's emotional vulnerability during their famous quarrel.
b) Note how the misunderstanding gets cleared up through dialogue, highlighting their strained friendship.

(iii) Why did Brutus need 'certain sums of gold'? [3 Marks]
Why was he unable to raise these sums of money?

Answer:
1. Brutus needed the money to pay his legions (soldiers).
2. He was unable to raise money by vile means because he refused to extort hard-earned money from poor peasants through dishonest or corrupt methods.

Teacher's Note:
a) Highlight Brutus's insistence on maintaining moral high ground even during wartime.
b) Contrast Brutus's idealism with practical military financing realities.

(iv) Earlier in this scene, Brutus refers to Lucius Pella. [3 Marks]
What had he been accused of?
Who had supported him and how?

Answer:
1. Lucius Pella had been accused of taking bribes from the Sardians.
2. Cassius had written letters to Brutus pleading on behalf of Lucius Pella to excuse his offenses because he knew the man well, but Brutus condemned and condemned him regardless.

Teacher's Note:
a) Establish the background of the dispute regarding official corruption.
b) Show how Brutus's strict adherence to justice causes friction with Cassius's pragmatic loyalties.

(v) Mention any two aspects of Brutus' character that are revealed in the above extract. [4 Marks]
What do you understand about the relationship between Brutus and the person he addresses?

Answer:
1. Brutus is portrayed as highly moral, idealistic, self-righteous, and uncompromisingly honest.
2. He demonstrates strict integrity regarding financial matters, refusing to gather funds through extortion.
3. The relationship between Brutus and Cassius is shown to be breaking down and strained; their stark differences in personality are clearly evident, leading to an intense quarrel.
4. Despite their temporary clash, their deep bond ultimately prevails as they reconcile.

Teacher's Note:
a) Ensure both character traits and the dynamic of their relationship are fully addressed for full marks.
b) Emphasize how Shakespeare uses this tent scene to humanize both leaders before their tragic end.

SECTION C

(Answer one or more questions from this Section.)

PROSE - SHORT STORIES

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

Question 4

Read the following extract from Stephen Leacock's short story, 'With the Photographer' and answer the questions that follow:
"The photographer beckoned me in. I thought he seemed quieter and graver than before. I think, too, there was a certain pride in his manner.
He unfolded the proof of a large photograph, and we both looked at it in silence.
'Is it me?' I asked.
'Yes,' he said quietly, 'it is you,' and we went on looking at it."

(i) Where was the narrator? [3 Marks]
Why had he gone there?
Why do you think that there was a certain pride in the photographer's manner?

Answer:
1. The narrator was at a photography studio.
2. He had gone there to get his picture taken.
3. The photographer felt proud of his artistic work and retouching skills, believing he had improved upon nature.

Teacher's Note:
a) Establish the setting and initial premise of Leacock's satirical tale.
b) Explain the irony behind the photographer's pride in producing a completely altered, unrecognizable image.

(ii) What does the word 'proof' mean in this context? [3 Marks]
Why did the narrator ask, "Is it me?"?

Answer:
1. In this context, 'proof' means a trial or sample impression of a print taken before final printing.
2. The narrator asked this because he could not recognize himself in the photograph as everything had been altered and it bore no resemblance to his actual face.

Teacher's Note:
a) Define technical terms accurately in context.
b) Highlight the humor arising from the narrator's shock at the distorted portrait.

(iii) Which of the narrator's facial features had the photographer altered? [3 Marks]

Answer:
The photographer had altered the narrator's eyes, eyebrows, forehead, hairline, and mouth.

Teacher's Note:
a) List the specific facial parts mentioned in the text as having undergone retouching.
b) Emphasize how virtually every feature was 'corrected' by the overzealous artist.

(iv) What was the only part of the narrator's face that seemed original in the photograph? [3 Marks]
How did the photographer plan to 'fix' this?

Answer:
1. The only original part left in the photograph was his ears.
2. The photographer planned to remove the ears entirely and replace them through a process called the sulphide process.

Teacher's Note:
a) Note the absurd extent to which the photographer wishes to tamper with reality.
b) This satirical exaggeration highlights the theme of artificiality in modern culture.

(v) At the end of the story the narrator flies into a rage. [4 Marks]
What makes him angry?
How would you justify the narrator's angry outburst?

Answer:
1. The narrator is furious because the photograph had no original facial features, did not look like his face at all, and insulted his identity.
2. His outburst is fully justified as his patience had been pushed to the extreme by the photographer's conceit, unwarranted alterations, and blatant body shaming.
3. It highlights his wounded sense of self-worth and self-image.

Teacher's Note:
a) Explain the psychological turning point where polite endurance turns into outright rebellion.
b) Support the justification using the themes of personal dignity versus professional arrogance.

Question 5

Read the following extract from Ray Bradbury's short story, 'The Pedestrian' and answer the questions that follow:
"He would stand upon the corner of an intersection and peer down long moonlit avenues of sidewalk in four directions, deciding which way to go, but it really made no difference:"

(i) What was Leonard Mead's occupation? [3 Marks]
What did he love to do?
When is the story set?

Answer:
1. Leonard Mead was a writer.
2. He loved to go out on long walks in the evening, in the silence, along concrete sidewalks or grassy patches.
3. The story is set in A.D. 2053.

Teacher's Note:
a) Retrieve factual background details about the protagonist and setting.
b) Note that being a writer and a walker makes Mead an anomaly in a technology-obsessed future.

(ii) To what does Mead compare his walk through the empty streets? [3 Marks]
Mention TWO reasons he gives for making this comparison?

Answer:
1. Mead compares his walks through the empty streets to the shadow of a hawk in mid country.
2. First reason: The roads were as deserted as the centre of a plain in the Arizona desert with no house in a thousand miles.
3. Second reason: He was as alone in the city as a hawk in mid country with no habitation or people.

Teacher's Note:
a) Identify the specific simile used by Bradbury.
b) Explain how the comparison emphasizes profound isolation and desolation in a modern urban landscape.

(iii) Why had Mead decided to change his footwear from hard-heeled shoes to sneakers? [3 Marks]

Answer:
Mead's hard-heeled shoes attracted unwanted attention; he wanted to move quietly and unobserved because dogs on the streets would bark, people in houses would look out, and lights would come on when he walked with noisy shoes.

Teacher's Note:
a) Explain how the dystopian surveillance culture forces citizens to alter innocent behaviors like walking.
b) Highlight the eerie silence of the suburban neighborhood.

(iv) What happened quite suddenly as he was making his way home? [3 Marks]
What was Mead's immediate reaction?

Answer:
1. A lone car turned the corner and he was caught in its fierce headlights.
2. Mead stood motionless, spellbound, and fascinated, gazing at the blinding light.

Teacher's Note:
a) Describe the sudden disruption of Mead's peaceful walk by the robotic police vehicle.
b) Note his immobilization under the hypnotic glare of the patrol car.

(v) Why was Mead taken away by the police car? [4 Marks]
Would you call this a horror story or a piece of science fiction? Give reasons for your answer.

Answer:
1. Mead was taken away because he was walking without a purpose, which was considered a regressive and suspicious crime in their automated society.
2. Personal response question: Accept EITHER horror story OR science fiction.
3. If science fiction: It projects a futuristic dystopian society controlled by advanced technology and automated police drones.
4. If horror story: It evokes dread and terror by depicting a nightmarish loss of human freedom and individual expression.

Teacher's Note:
a) Ensure both the plot reason for his arrest and the genre evaluation are addressed.
b) Accept any two plausible arguments supporting the chosen genre classification.

SECTION D

(Answer one or more questions from this Section.)

POETRY

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

Question 6

Read the following extract from H.W. Longfellow's poem, 'Haunted Houses' and answer the questions that follow:
"The stranger at my fireside cannot see
The forms I see, nor hear the sounds I hear;
He but perceives what is; while unto me
All that has been is visible and clear."

(i) What makes the poet-narrator different from the stranger at his fireside? [3 Marks]

Answer:
The poet-narrator can see and hear the ghostly forms and sounds from the past that the stranger cannot perceive, because the stranger only perceives what currently exists in the present moment, while the narrator perceives all of history and past lives.

Teacher's Note:
a) Contrast the ordinary mortal's perception with the poet's heightened spiritual vision.
b) Focus on the distinction between the physical present and the lingering spiritual past.

(ii) What, according to the poet, turns a house into a 'haunted' house? [3 Marks]

Answer:
Houses where people have lived and died become haunted because they are continuously revisited by the spirits of those who have passed on.

Teacher's Note:
a) Explain Longfellow's perspective that human habitation leaves an indelible spiritual imprint.
b) Clarify that haunting in this poem is benign and natural rather than terrifying.

(iii) Where is one likely to meet the 'phantoms' in a haunted house? [3 Marks]

Answer:
One is likely to meet the phantoms in the doorways, on the stairs, along passageways, and in the halls.

Teacher's Note:
a) Quote or reference the specific transition spaces mentioned in the poem where spirits linger.
b) These are common architectural thresholds symbolizing movement between worlds.

(iv) What are the poet-narrator's views on owning property? [3 Marks]

Answer:
The poet believes that living occupants cannot claim absolute ownership of houses or lands they occupy because previous owners and occupants from long ago, though dead, still reach out from their graves to stake a claim.

Teacher's Note:
a) Explain the theme of transient human ownership versus eternal spiritual presence.
b) Emphasize that history and ancestry tie us to our living spaces.

(v) How do the poet's views of ghosts differ from the traditional perception of ghosts? How would you describe the mood that the poem evokes? Give ONE reason for your answer. [4 Marks]

Answer:
1. Traditionally, ghosts are viewed as frightening, vengeful, or malevolent entities, whereas Longfellow portrays them as comfortable, secure, benign, and peaceful presences.
2. The mood evoked by the poem is one of comfort, security, and tranquil acceptance.
3. Reason: The spirits are presented as gentle ancestral guides rather than terrifying monsters, creating a soothing atmosphere of continuity.

Teacher's Note:
a) Contrast Gothic horror tropes with Longfellow's comforting domestic supernaturalism.
b) Ensure both the shift in ghost perception and the mood are supported with reasons.

Question 7

Read the following extract from Maya Angelou's poem, 'When Great Trees Fall' and answer the questions that follow:
"When great trees fall
in forests,
small things recoil into silence,
their senses
eroded beyond fear."

(i) What effect does the falling of a 'great tree' have on the creatures of the forest? [3 Marks]

Answer:
When a great tree falls, the creatures of the forest react by hanking down in fear; lions hunker down, elephants lumber away, and small things recoil into silence, completely overwhelmed.

Teacher's Note:
a) Detail the immediate ecological disruption caused by the fall of a massive tree.
b) Connect this literal forest imagery to the emotional paralysis experienced by humans during a major loss.

(ii) How does the death of a great soul affect the lives of those left behind in the immediate aftermath of their passing? [3 Marks]

Answer:
In the immediate aftermath, it is difficult to breathe because the air becomes rarefied and sterile; survivors feel choked with emotion, see things with hurtful clarity, and remember unfulfilled promises with deep regret.

Teacher's Note:
a) Explain the suffocating grief and stark realization of absence following a monumental death.
b) Highlight the sensory language used to describe emotional asphyxiation.

(iii) What long-term effect does the death of a 'great soul' have? [3 Marks]

Answer:
Initially, people feel disoriented and struggle to manage or cope with the loss, experiencing an emotional void, unhinged feelings, and a sense of being reduced to the unutterable ignorance of dark, cold caves.

Teacher's Note:
a) Trace the psychological progression from initial shock to deep disorientation.
b) Note the metaphor of the dark cave representing profound depression and emptiness.

(iv) What feeling is being expressed by the following lines / phrases?
(a) small things recoil into silence
(b) kind words / unsaid,
(c) Be and be/ better. For they existed [3 Marks]

Answer:
(a) Shock, numbness, and being stunned.
(b) Remorse and regret over missed opportunities for kindness.
(c) Optimism, hope, and joyful acceptance inspired by the legacy of the departed.

Teacher's Note:
a) Analyze the emotional trajectory across the three distinct phrases provided.
b) Ensure all three sub-parts (a, b, c) receive clear emotional designations.

(v) What is a 'Great tree' a metaphor for? [4 Marks]
What is the central message of Angelou's poem, 'When Great Trees Fall'?

Answer:
1. A 'great tree' is a metaphor for a great soul, an inspirational leader, or an extraordinary person in society.
2. The central message is that while the loss of a loved one or great leader is intensely traumatic and destabilizing, their memory and influence linger, shaping us positively and helping us heal to become better versions of ourselves.

Teacher's Note:
a) Identify the underlying extended metaphor governing the entire poem.
b) Summarize the uplifting conclusion of the poem where grief transforms into spiritual growth and resilience.