Culture and Tradition — Class 6 English
Poorvi · Chapter 5
Visual story
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5- Mathematics
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- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
Chapter summary
The story in steps
- The unit opens by saying Bharat is famous for wise people, rich culture, unity, and beautiful natural features.
- Students gather for the Ek Bharat, Shreshtha Bharat programme and say it helps them feel one bond as one nation.
- Children from Uttarakhand, Odisha, Kerala, and Andhra Pradesh present Aipan, Dhokra, coconut shell craft, and Kondapalli toys.
- The unit then celebrates kites through a poem where a child imagines riding high and looking down at the town.
- It next tells Ila Sachani’s story, showing how she learns embroidery with her feet through family support and strong will.
- The unit ends with a short poem that honours brave soldiers at the National War Memorial.
Key ideas & terms
- Ek Bharat, Shreshtha Bharat
- A national programme promoting understanding and bonding among people of different states through state pairing.
- Unity in diversity
- The idea that India's many cultures, languages and arts together make one strong, harmonious nation.
- Dhokra
- A 4000-year-old metal craft of Odisha made by pouring molten brass into a wax-and-clay mould.
- Simile
- A comparison using 'like' or 'as', as in 'The Kites', where kites are compared to coloured birds.
- Ila Sachani
- The Gujarati artist who learnt Kathiawar embroidery with her feet and won the President's Medal.
- Kathiawar embroidery
- A traditional, colourful Gujarati embroidery style using bright threads, chain stitch and mirror work.
शब्दार्थ · Word meanings
- unison
- together in harmony
- folk art
- traditional art of common people
- geru
- red clay used as colour
- carve
- make designs with a sharp tool
- scrap
- small unwanted pieces
- stable
- not able to move
- biodegradable
- will not harm the environment
- sawdust
- dust of wood
- dyes
- colours
- enamel
- paint that forms a protective layer
- single-minded
- fully focused
- awestruck
- greatly amazed
Extra questions & answers
What is the 'Ek Bharat, Shreshtha Bharat' programme about?
It is a programme that helps people of different states understand one another and feel they belong to one nation, celebrating unity in diversity.
Which art form does Priyaranjan from Odisha describe?
He describes Dhokra, a 4000-year-old metal craft made by covering a clay figure with wax, then casting molten brass into the mould.
How are Kondapalli toys of Andhra Pradesh made?
Soft wood is carved into parts, joined with makku (a tamarind-seed and sawdust paste), then finished and coloured with dyes and paints.
In the poem 'The Kites', what does the child wish for?
The child wishes to be small and light as air so as to climb on a kite and sail high over the park and rooftops of the town.
What figures of speech are used in 'The Kites'?
The poet uses simile, comparing kites to coloured birds and the child to something light as air, along with alliteration.
Who wrote the poem 'The Kites'?
The poem was written by Daphne Lister.
What challenge did Ila Sachani face from birth?
She was born without the use of her hands, with her hands hanging loose by her sides, so she could not use them in the usual way.
How did Ila Sachani overcome her challenge?
Encouraged by her mother and grandmother, she learnt Kathiawar embroidery and daily tasks using her feet, with great determination and practice.
What recognition did Ila Sachani receive?
Her work was displayed at state and national exhibitions, and she won many awards and honours, including the President's Medal.
What message does Ila Sachani's story give us?
It shows that challenges can be turned into victories through focus, hard work, positivity and never giving up, and that art can rise above physical boundaries.
Let us discuss
1. What has Bharat always been known for?
Bharat has always been known as a land of wise and heroic individuals and for its rich and diverse culture.
2. What is attractive about Bharat?
Bharat's rich and diverse culture is very attractive and has drawn many travellers since ancient times. Its unity in diversity, beautiful landscapes and warm people also make it attractive.
3. What is special about the fact that the people live here in unison?
The special thing is that although people have different languages, traditions and cultures, they live together in harmony and present unity in diversity to the world.
4. What geographical features does the passage mention?
The passage mentions rivers, lakes, high mountains and green forests that are home to many plants, insects, birds and animals.
5. What is the advice given to everyone?
The advice is that as inhabitants of Bharat we should continue to work hard and make sure that our country prospers and is respected globally.
Let us do these activities before we read.
1. We like to decorate our homes with our f __ l k __ r t.
folk art
2. Our c __ l t __ r e consists of our ideas, customs, traditions, values, arts, and languages.
culture
3. All of us celebrate our f __ s t __ v __ l s together.
festivals
4. We tell stories to our children to teach them about our c __ l t __ r e, h __ s t __ r y, and l __ g __ n d s.
culture, history, and legends
5. We have our own l __ n g __ a g __ s to talk to each other.
languages
Let us discuss
1. What is the Ek Bharat, Shreshtha Bharat programme all about?
It is about knowing that we all belong to one nation and share a common bond. It celebrates unity in diversity and makes us feel we are one wonderful country.
2. Why is this programme being conducted?
The programme is conducted to enhance interaction and promote mutual understanding between people of different states and UTs, to strengthen emotional bonds and to build a sense of common identity.
Let us discuss
On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Akanksha - State: ? - Art form: Aipan - Things needed: ?
State: Uttarakhand, Art form: Aipan, Things needed: white rice flour paste, brick-red walls coloured with geru
On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Priyaranjan - State: ? - Art form: ? - Things needed: clay, brass scrap, wax, fire
State: Odisha, Art form: Dhokra, Things needed: clay, brass scrap, wax, fire
On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Chitra - State: ? - Art form: ? - Things needed: ?
State: Kerala, Art form: coconut shell craft, Things needed: brown coconut shells, sandpaper or machine, base, wood polish
On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Balamurali - State: Andhra Pradesh - Art form: Kondapalli - Things needed: ?
State: Andhra Pradesh, Art form: Kondapalli toys, Things needed: soft wood, makku paste of tamarind seed powder and sawdust, oil and water-colours or vegetable dyes and enamel paints
Let us think and reflect
I Fill in the blanks to complete the following sentences. 1. The designs for Aipan are taken from ________________ and ________________.
cultural traditions and observations of nature
I Fill in the blanks to complete the following sentences. 2. Dhokra metal craft is very old because it is ________________ old.
4000-year
I Fill in the blanks to complete the following sentences. 3. A base is needed for coconut shell craft to make it ________________.
stable
I Fill in the blanks to complete the following sentences. 4. Soft wood, ________________ and colours are used to make Kondapalli toys.
makku (paste of tamarind seed powder and sawdust)
II Why does Akanksha’s family make Aipan?
Akanksha's family makes Aipan to decorate floors and walls of puja rooms and the outside of the main door of the home on family functions and festivals. It is made by women and keeps their cultural tradition alive.
III In Dhokra, why does wax come out of the small openings?
In Dhokra, the wax figure covered with clay is put in fire. The wax melts with heat and flows out of the small openings, leaving an empty hollow space of the same shape for molten brass to be poured in.
IV What is common in the toys made in Balamurali’s village and coconut shell craft in Kerala?
Both use natural materials, are handmade, require shaping and finishing by hand, and create useful or decorative items based on tradition. Both are also eco-friendly crafts that reflect local culture and provide livelihood.
Let us learn
I Priyaranjan, Chitra and Balamurali share how art works of their states are made. They use some words to show the order of making it. Those words are given in the box below. to begin first then after that next finally at last Now, use some of these words to complete the paragraph given below. Use one word only once. How I Get Ready for School 1. ____________ I get up and go to take a shower. 2. ____________, I wear my school dress. 3. ____________, I eat my food. 4. ____________, I wear my shoes. 5. ____________, I pick up my bag and go out of my home.
1. First I get up and go to take a shower. 2. Next, I wear my school dress. 3. Then, I eat my food. 4. After that, I wear my shoes. 5. Finally, I pick up my bag and go out of my home. Any logical order using each sequence word once is correct.
II The children from different states each speak about one art form from their state. When they speak, they use the first form of the verb. It shows something that happens regularly. It is called the present tense. With he, she and it, -s/-es is used with the verb to show the present tense. Make five sentences with the help of the words given in the table below. Use -s/-es wherever necessary. Two examples are given. Pronouns: I, You, He, She, It, We, They - Verbs: ask, know, tell, draw, make, practise, speak - Part of a sentence: how to dance., questions to understand., beautiful flowers., a story every day., very loudly., paintings in free periods., spellings on Friday. Complete Sentences: I know how to dance., He speaks very loudly. Make five more sentences.
1. You ask questions to understand. 2. She tells a story every day. 3. They draw beautiful flowers. 4. We make paintings in free periods. 5. It practises spellings on Friday. Verbs take -s with He, She, It.
Let us listen
I Listen to the description of gakkad bharta and complete the notes given below. (refer to page 162 for transcript) Gakkad Bharta 1. Name of the speaker : __________________________
Sushil
I Listen to the description of gakkad bharta and complete the notes given below. 2. The town of the speaker : __________________________
Jabalpur
I Listen to the description of gakkad bharta and complete the notes given below. 3. The state he belongs to : __________________________
Madhya Pradesh
I Listen to the description of gakkad bharta and complete the notes given below. 4. The name of the food item : __________________________
gakkad bharta
I Listen to the description of gakkad bharta and complete the notes given below. 5. Vegetables roasted for bharta : __________________________
brinjal and tomatoes
II Now, listen to the description again and complete the flowchart on how to make gakkad bharta. 1 To make gakkad, make balls of ___________ dough and ___________ them on high heat.
wheat, roast
II Now, listen to the description again and complete the flowchart on how to make gakkad bharta. 2 To make bharta, ___________ brinjal and tomatoes and garnish with ___________ onions, coriander, green chillies and salt.
roast, chopped
II Now, listen to the description again and complete the flowchart on how to make gakkad bharta. 3 To serve, crumble the gakkad, put some ___________ on it and add one spoon of ghee.
bharta
Let us speak
1. Speak about a local art form of your region. It can be any one out of painting, rangoli, metal craft, embroidery, music, dance or drama. Remember to include: • the name of the art form • what things do they need for it • how do they make/present it
I know about the art form called Madhubani painting from Bihar. They need handmade paper or walls, natural colours, brushes and pens. To make it, first they draw an outline with a brush, after that they fill colours, then they add fine lines and at last they let it dry. It shows nature, gods and village life.
2. You may use the words given below when you speak. • I know about the art form called … • They need ... • To make it, first ... after that ... next ... then ... at last ...
I know about the art form called Warli painting. They need white rice paste, bamboo sticks and mud walls. To make it, first they clean the wall, after that they draw dots and lines with the paste, next they make figures of people and animals, then they add borders and at last they celebrate the finished painting.
Let us write
You heard children from different states speak about the art forms from their state. Discuss in pairs which art form you liked the most. Now, write a paragraph with five sentences giving your reasons for liking it.
I liked Dhokra metal craft from Odisha the most. It is a 4000-year-old art which shows our ancient skill. I like how a simple clay figure is turned into a shiny brass figure using wax and fire. The process is scientific and artistic at the same time. The final elephant looks beautiful and strong, and it supports tribal artists. It reminds me that old traditions can still be useful and admired today.
Let us explore
1. Madhubani painting is a traditional art form from Bihar. The artists use natural colours to make them on the walls of their houses. You can also make and use natural colours as given below. • yellow from haldi • green from leaves • red from red flowers/geru/sindoor • orange from flowers • blue from neel/indigo powder Given below is a Madhubani painting. Colour it with natural colours or any other colour.
I coloured the Madhubani painting using natural colours: yellow peacock body with haldi, green leaves, red flowers and border with geru, and blue details with indigo. The bright natural colours make the peacocks and flowers look lively and traditional.
Let us do these activities before we read.
I Answer the following questions and share them with your teacher and classmates. 1. Have you ever flown a kite or seen someone fly it? Where? When?
Yes, I have seen kites flying in a park near my home during Makar Sankranti in January. My friends and family fly kites from rooftops and open grounds.
I Answer the following questions and share them with your teacher and classmates. 2. Describe the kite—colour(s), shape, design of tail, any other detail.
The kite was diamond-shaped, bright red and yellow, with a long blue ribbon tail that fluttered in the wind. It had a shiny paper cover and a strong string wound on a reel.
I Answer the following questions and share them with your teacher and classmates. 3. What did you think when you saw the kite up in the sky?
I thought it looked like a free coloured bird dancing in the sky. I felt excited and wished I could fly with it.
II Search the internet for videos on Kite Festivals and watch them with your teacher and classmates. 1. Share the things with your teacher that you saw and what the people were doing.
I saw hundreds of kites of different shapes like dragons and boxes filling the sky. People were running, pulling strings and competing to cut each other's kites.
II Search the internet for videos on Kite Festivals and watch them with your teacher and classmates. 2. Would you like to participate in this kind of festival? Why?
Yes, I would like to participate because it looks joyful, colourful and it brings many people together to celebrate our culture.
II Search the internet for videos on Kite Festivals and watch them with your teacher and classmates. 3. What kind of kite would you like to fly?
I would like to fly a big delta kite in the colours of the Indian flag with a long tail.
III Look at the picture and complete the sentences. Share your responses with your teacher. windy kite flying birds sky looking has ribbons 1. I can see ___________, ___________ and ___________ in the picture.
I can see kite, birds and sky in the picture.
III Look at the picture and complete the sentences. 2. The weather in the picture is ___________.
windy
III Look at the picture and complete the sentences. 3. The kite is ___________ high in the sky.
flying
III Look at the picture and complete the sentences. 4. The child is ___________ from below.
looking
III Look at the picture and complete the sentences. 5. The tail of the kite ___________.
has ribbons
IV Now, think and answer. 1. List two more things that you want to add to the picture.
I would add fluffy white clouds and more children flying kites in the park.
IV Now, think and answer. 2. If I were the child, I would ___________.
If I were the child, I would run with the wind and laugh while flying my kite higher.
IV Now, think and answer. 3. If I were the kite, I would ___________.
If I were the kite, I would soar high and see the whole town from above and wave to everyone.
Let us discuss
I Read the poem silently. As you read, mark the given statements as True or False. 1. The child is looking at the kites.
True
I Read the poem silently. As you read, mark the given statements as True or False. 2. The kites look like birds of different colours.
True
I Read the poem silently. As you read, mark the given statements as True or False. 3. It was a rainy day.
False - it was a windy day with wind-whipped sky.
I Read the poem silently. As you read, mark the given statements as True or False. 4. The child wants to be like a kite.
False - the child wants to be small and light as air to climb on a kite.
I Read the poem silently. As you read, mark the given statements as True or False. 5. The child wishes to climb on a kite.
True
I Read the poem silently. As you read, mark the given statements as True or False. 6. The kite is made of cloth and plastic.
False - the poet says it has paper wings.
I Read the poem silently. As you read, mark the given statements as True or False. 7. The child wants to ride the kite.
True
I Read the poem silently. As you read, mark the given statements as True or False. 8. The child knows they would have fun.
True
I Read the poem silently. As you read, mark the given statements as True or False. 9. The child wants to look at the kite from a rooftop.
False - the child wants to look down from the kite over park and rooftops.
I Read the poem silently. As you read, mark the given statements as True or False. 10. The child would like to look at people down below.
True
I Read the poem silently. As you read, mark the given statements as True or False. 11. The child knows that the people would stare.
True
II Complete the following sentences. 1. The poet says that the kites are like coloured birds – See the kites fly/Like coloured birds in the sky. The kites have been compared to b __ __ __ __ because they ______________.
birds because they fly high in the sky, look colourful and appear to float like birds in the wind.
II Complete the following sentences. 2. The child wishes to be like air – I wish I were small / And as light as air. The child wishes to be as l __ __ __ t as __ __ __. The child wishes this to be able to c __ __ m __ on a kite and fly.
light as air. The child wishes this to be able to climb on a kite and fly.
II Do you think that the use of simile in this poem helps us imagine better when we read the poem? Share your thoughts with your teacher and classmates.
Yes, the simile like coloured birds and light as air helps us clearly imagine the kites' colours and floating movement and the child's lightness, making the picture vivid in our mind.
III Find a set of words from the poem that begin with the same consonant sound. Stanza 1 Which consonant sound do both words begin with? Stanza 3 Which consonant sound do both words begin with? This is called alliteration. For example, big bright blue bag, funny fan, etc. Create 4 other sets of words using alliteration.
Stanza 1: wind-whipped - both start with w sound. Stanza 3: wild wind - both start with w sound. Four other examples: sweet sun shines softly, brave brown bear, tiny tinkling bells, dancing daffodils delight.
IV In the last stanza, the two words that the poet repeats are __________, __________ to tell us that the kite is flying __ __ __ y high.
high, high to tell us that the kite is flying very high.
V Study each stanza and underline the rhyming words from the end of each line. Also, circle the end words in the stanzas that do not rhyme.
Rhyming pairs: sky-high (stanza 1), air-there and wings-sings (stanza 2), down-town (stanza 3), stare-air (stanza 4). Non-rhyming end words like fly-air are not perfect rhymes in stanza 1 and need circling.
Let us think and reflect
I Read the given lines from the poem and answer the following questions. What fun it would be To look right down, Over the park And the rooftops of town. 1. Circle the word that does not share the same feeling as ‘fun’: joy, excitement, care, happiness.
care does not share the same feeling as fun; joy, excitement and happiness are similar to fun.
I Read the given lines from the poem and answer the following questions. 2. Which line tells us that the poet was somewhere above?
The line To look right down tells us the child imagines being up above looking down over the park and rooftops.
I Read the given lines from the poem and answer the following questions. 3. Choose the scene the child saw. (i) (ii) (iii) (iv)
The child saw scene (ii) or the one showing a bird's eye view over a park and rooftops of a town from high above.
II Answer the following questions. 1. How does the poet describe the kites in the first two lines?
The poet describes kites flying high up in the air like coloured birds in the wind-whipped sky.
II Answer the following questions. 2. Why does the child say that they have to climb a tree first to get onto the kite?
The child is small and the kite is high; the question prepares imagination, but in the poem the child wishes to be small and light as air to climb on a kite, not a tree. The poet imagines climbing directly onto the kite to sail.
II Answer the following questions. 3. What are the songs that the child hears when flying atop the kite?
The child hears the songs that the wild wind sings as it drifts upon the paper wings.
II Answer the following questions. 4. Why did the people look up at the child and stare? If you looked up and saw that, what feelings would you have?
People would stare because it is amazing and unusual to see a child flying high on a kite. If I saw it, I would feel surprised, excited and a bit envious, wishing I could do the same.
II Answer the following questions. 5. If you were the kite carrying the child high up in the air, what would you tell them?
I would say Hold tightly, enjoy the cool wind, look at the beautiful view below but do not be afraid, I will carry you safely.
Let us learn
I Look at the picture of the kite and read what some of its parts are named. Now, complete the given conversation by filling the blanks with some ‘parts of a kite’ from above. Bina : I like the long t _ _ _ at the end of my kite. What is your kite like? Saroj : My kite’s c _ _ _ _ _ is bright. The s _ _ _ e is black. Bina : Oh wonderful! My kite’s l _ _ _ is attached to the r_ _ l that wraps it. I really like it. Saroj : Did you know that the tip of a kite is called a _ _ s _? Bina : Wonderful! Thanks for letting me know. Let's go and fly our pretty kites. Nose Spine Cover Kite line Tail Reel
Bina: I like the long tail at the end of my kite. Saroj: My kite's cover is bright. The spine is black. Bina: Oh wonderful! My kite's line is attached to the reel that wraps it. Saroj: Did you know that the tip of a kite is called a nose? Let's go and fly our pretty kites.
II Let us create a poem using words in a kite! The first line is the subject. Keep this to one word. Use a noun. kite The second line is two describing words for the noun. pretty, colourful Line three includes three action words. flying, floating, soaring Line four uses two words that describe the action words. quickly, happily Line five is one word that has the same meaning as the subject/synonym. paper-bird This is called a cinquain poem. It is a five line poem that describes a person, a place or a thing. Now, create a cinquain poem yourself on anything you like.
Tree tall, green growing, shading, giving quietly, gently life-giver
III The poet uses the word ‘fly’ and ‘drift’ to tell us about the kite’s movement. 1. Circle the words that match with the ‘drift’ movement. You can choose more than one word. slow fast quick upward downward round and round float
Words matching drift are slow and float and also round and round. Drift is a slow, gentle floating movement.
III The poet uses the word ‘fly’ and ‘drift’ to tell us about the kite’s movement. 2. Study some other words about the kite’s movement and share what type of movement they show. You can look at 1 for the type of movement. glide dive soar swoop circle
glide - slow and smooth forward movement, dive - fast downward movement, soar - upward floating high, swoop - quick downward curve, circle - round and round movement.
IV The poet has used expressions like— up in the air; look right down; stay up there; stand and stare 1. Read how these expressions are used in the poem. 2. In pairs, make sentences using these expressions. Discuss with your teacher and then write in your notebooks.
1. The ball is up in the air. 2. From the hilltop I could look right down into the valley. 3. The balloon will stay up there for a long time. 4. People will stand and stare at the beautiful fireworks.
Let us listen
Listen about the Kite Festival in India. As you listen, circle the words that are not correct. Then, listen again and write the correct words. (refer to page 163 for transcript) 1. Kite Festival is celebrated during the month of June.
Incorrect word is June, correct is January. It is celebrated during Makar Sankranti in January.
2. The International Kite Festival is named Uttarayan in Eastern India.
Incorrect is Eastern, correct is Western. Uttarayan is named in Western India.
3. Uttarayan is mainly celebrated in Gujarat, but also in Maharashtra and Telangana.
Incorrect is Maharashtra, correct is Rajasthan. It is also celebrated in Rajasthan and Telangana.
4. During the Kite Festival, we can see kites of different shapes, sizes and colours.
Correct - no change.
5. In Karnataka, the Tourism Department organises the Kite Festival every year.
Correct - the Tourism Department organises it once each year.
6. The Punjab region celebrates Basant Panchami and Baisakhi by flying kites.
Correct - Baisakhi and Basant Panchami are celebrated with kite flying.
7. People of India also enjoy flying kites on Earth Day.
Incorrect is Earth Day, correct is Independence Day. People fly kites on Independence Day.
Let us speak
Share a kite-flying experience with your classmates. If you have not flown a kite yet, share an experience of watching kites fly. Give details— Where? When? Why? How? Speak in complete sentences.
I flew a kite last January on Makar Sankranti from the terrace of my house with my cousin. We woke up early, held the reel and ran with the wind. My cousin taught me how to pull and release the string. Our red kite soared high and we felt very happy when it stayed up the longest.
Let us write
1. Imagine yourself as a kite. In pairs, first discuss all the following hints. • What shape of kite are you? What colours do you have? What other parts of yourself are you happy about? • Where are you? Who do you belong to? What activities do you do? Who are your friends? • Do you have any message for humans? 2. Now, write a paragraph of about 100 words, with the title—I am a Kite.
I am a Kite I am a bright diamond-shaped kite with red, yellow and blue colours and a long golden ribbon tail. My spine is strong and my cover shines in the sun. I belong to a cheerful boy named Aarav who flies me from his rooftop every evening. Up in the windy sky I dance with my friends, the sparrows and other kites. I float, glide and soar, looking down at parks and houses. My message to humans is to be free, light and joyful like me but also stay connected by the thread of love and unity.
Let us explore
1. Find out the steps to make a kite. 2. Follow the steps and create your own kite. Bring it to school to show your teacher and classmates. 3. Write a message on the kite. For example: Happy Independence Day!
Steps to make a kite: Take two light sticks to make a frame in cross shape, tie them, paste coloured paper over it, attach a tail with ribbons, tie a long string to the centre. I made a diamond kite and wrote Jai Hind on it.
Let us do these activities before we read.
I Look at the given picture and information. Discuss the questions with your teacher and classmates. Pranav M. Balasubramaniam is from Palakkad in Kerala. Though he was born without both hands, he has excelled as an artist, a singer, and a para-sportsperson. 1. Do you think Pranav’s task is simple? Why or why not?
No, his task is not simple because doing art, singing and sports without hands needs extra effort, practice and courage. It is very difficult.
I Look at the given picture and information. 2. How does Pranav’s special ability make you feel?
It makes me feel inspired, proud and hopeful that determination can overcome any challenge.
I Look at the given picture and information. 3. What qualities do you think were important for Pranav to become successful?
Hard work, determination, positivity, patience, creativity and support from family are important qualities.
I Look at the given picture and information. 4. What message does Pranav’s story give us?
It teaches us that disability cannot stop us if we believe in ourselves and keep trying without giving up.
II Look at the picture of Kathiawar embroidery. Discuss in pairs. 1. List the steps you think are needed to create this embroidery.
Steps: choose cloth, draw design, thread needle, stitch with colourful threads, add mirrors, finish and iron.
II Look at the picture of Kathiawar embroidery. Discuss in pairs. 2. Discuss if these steps can be done with feet, instead of hands.
Normally they are done with hands, but with practice and training they can be done with feet as Ila Sachani shows. It is difficult but possible.
II Look at the picture of Kathiawar embroidery. Discuss in pairs. 3. What efforts would be needed if someone has to embroider with their feet? Do you think it is possible?
It would need great toe control, balance, patience, long practice and family help. Yes, it is possible as Ila's story proves.
Let us discuss
Read the paragraphs and write the main idea for each. Then, match the main idea with two supporting details. Paragraph 1 Introduction to Ila Sachani’s colourful embroidery (i) Examples of embroidered things (ii) Ila’s use of shiny needle
Paragraph 1 main idea is introduction to Ila's colourful embroidery in her tiny room in Moti Vavdi, showcasing cushions, bedcovers, pillows made with shiny needle and Kathiawar style.
Read the paragraphs and write the main idea for each. Paragraph 2 Early challenges and family support (i) (ii)
Paragraph 2 main idea is Ila's birth challenge with hands hanging loose and her early desire to draw; supporting details: she could not use hands like other children and wondered why she could not join them.
Read the paragraphs and write the main idea for each. Paragraph 3 (i) (ii)
Paragraph 3 main idea is family encouragement to learn embroidery with feet; details: mother and grandmother taught Kathiawar art with feet and parents helped her eat and comb hair with legs.
Read the paragraphs and write the main idea for each. Paragraph 4 (i) (ii)
Paragraph 4 main idea is Ila's determination to master needlework; details: threading needle was hard but she became expert young and learned Kachhi, Kashmiri, Lucknawi styles with sibling help.
Read the paragraphs and write the main idea for each. Paragraph 5 (i) (ii)
Paragraph 5 main idea is embroidery as self-expression and growing admiration; details: family and friends were awestruck and talked about designs, villagers discovered her skill.
Read the paragraphs and write the main idea for each. Paragraph 6 Recognition at a state exhibition (i) (ii)
Paragraph 6 main idea is government recognition at Surat exhibition; details: officials displayed samples, people purchased creations and Ila became famous.
Read the paragraphs and write the main idea for each. Paragraph 7 (i) (ii)
Paragraph 7 main idea is national fame and awards; details: participated in national exhibitions, received many awards and President's Medal.
Read the paragraphs and write the main idea for each. Paragraph 8–9 (i) Financial independence and joy (ii) Challenges can be turned into victories
Paragraphs 8-9 main idea is how embroidery gave independence and shows art can rise above physical limits; details: earned regular income and joy, and proved challenges can become victories with focus and never giving up.
Let us think and reflect
I Read the following lines and answer the questions that follow. Unlike other children, she could not use her hands in the usual way. While other small hands drew figures in the sand or plucked wild flowers, she wondered why she could not join them. She too wanted to hold a chalk in her hands and draw figures on a slate. 1. Choose the correct option to fill in the blank. ‘Unlike other children’ means that Ila was _____________. (unaware/different/simple)
different
I Read the following lines and answer the questions that follow. 2. What could Ila have felt when she could not join others in things they did?
She may have felt sad, left out, lonely and curious, wondering why she was different, but also hopeful to try.
I Read the following lines and answer the questions that follow. 3. Complete the following with a suitable reason. Ila could not draw figures on the slate because ___________.
her hands were hanging loose by her sides and she could not use them in the usual way.
II What creative ways did Ila and her family use to overcome the challenges she faced?
Her mother and grandmother taught her Kathiawar embroidery using her feet, her parents taught her to eat and comb hair with legs, siblings helped, and she learned to thread a needle with her toes through practice.
III How did ‘new independence’ help Ila?
New independence gave her a regular income, joy in doing what she loved, confidence and freedom to live with dignity without depending on others.
IV Why was the first state exhibition an important event in Ila’s life?
It was important because government officials displayed her work, people admired and bought it, opening new doors and making her a famous artist beyond her village.
V What does the sentence, ‘art has the power to rise above physical boundaries and touch the soul’, tell us about the power of art?
It tells us art is not limited by body. True creativity and emotion can overcome physical disability and deeply move and inspire others.
VI How can we be helpful and encouraging like Ila’s family and friends when someone faces challenges?
We can be patient, kind, teach skills, praise efforts, include them in activities and believe in their ability instead of pitying them.
VII How can Ila’s story help others to overcome challenges in their lives?
Her story shows that with focus, hard work, positivity and never giving up, challenges can be turned into victories and inspire others to try hard.
Let us learn
I Read the words from the text given in Column A. Then, try to understand what they mean by reading the sentences in Column B. Now, match the word to its correct synonym in Column C. There are two extra synonyms given. You may refer to the dictionary. Column A Word: tiny Sentence: The garden was tiny but the park was really big. Synonym: ?
small
I Read the words from the text given in Column A. Word: wonderful Sentence: The wonderful artwork made everyone clap. Synonym: ?
fantastic
I Read the words from the text given in Column A. Word: quiet Sentence: The quiet library was a better place to study than the noisy classroom. Synonym: ?
silent
I Read the words from the text given in Column A. Word: task Sentence: Completing the Science homework was a challenging task as it had many questions. Synonym: ?
work
I Read the words from the text given in Column A. Word: tough Sentence: We know that tough times can be overcome, if we try sincerely. Synonym: ?
difficult
II Unscramble the antonyms of the words in Column A. An example has been given for you. Example: display – E D I H (H I D E ) 1. tiny – E G H U (H __ __ __)
HUGE
II Unscramble the antonyms of the words in Column A. 2. wonderful – R E E B L I T R (T __ R __ __ B ___ E)
TERRIBLE - The terrible weather spoiled our picnic.
II Unscramble the antonyms of the words in Column A. 3. quiet – I Y N S O (N __ __ __ __)
NOISY - The noisy street disturbed us.
II Unscramble the antonyms of the words in Column A. 4. task – S I A E M T P (P __ S T __ __ E)
PASTIME - Reading is my favourite pastime.
II Unscramble the antonyms of the words in Column A. 5. tough – SEYA (E __ __ __)
EASY - The sum was very easy.
III Read the sentences from the text and focus on the highlighted words. • You will see lots of bright colours. • There are many lovely things like cushions and bedcovers. • They taught her to create many beautiful patterns using her feet! • She learned many styles. • She received many awards. 1. The highlighted words tell us about the quantity. Choose what the words show. (i) Unmentioned quantity (ii) Large quantity
Large quantity
III Read the sentences from the text and focus on the highlighted words. 2. Let us now understand what words of quantity tell us. Fill in the blanks to complete an example for each word of quantity. Hints are given in the brackets. (i) We saw ______ buses on the road. (countable noun)
We saw many buses on the road.
III Read the sentences from the text and focus on the highlighted words. (ii) How ______ milk do you want? (uncountable noun)
How much milk do you want?
III Read the sentences from the text and focus on the highlighted words. (iii) There is ______ milk needed. (uncountable noun)
There is little milk needed.
III Read the sentences from the text and focus on the highlighted words. (iv) I need ______ examples. (countable noun)
I need few examples.
III Read the sentences from the text and focus on the highlighted words. (v) I have ______ energy left. She picked ______ flowers. (countable and uncountable nouns)
I have a lot of energy left. She picked a lot of flowers.
III Read the sentences from the text and focus on the highlighted words. (vi) I ate ______ rice. (uncountable noun)
I ate lots of rice. Now create two sentences for each word: Many books are on the table. Many children play here. etc.
Let us listen
You will listen to a talk about Kathiawar embroidery. As you listen, circle the correct option. (refer to page 164 for transcript) 1. Form (i) old (ii) new
old - it is a very old form of embroidery.
You will listen to a talk about Kathiawar embroidery. 2. Colours (i) soft (ii) bright
bright - it uses many bright colours.
You will listen to a talk about Kathiawar embroidery. 3. Stitches (i) running stitch (ii) chain stitch
chain stitch
You will listen to a talk about Kathiawar embroidery. 4. Seen on (i) children’s caps (ii) pants
children's caps
You will listen to a talk about Kathiawar embroidery. 5. Things used (i) small mirrors (ii) shapes of buttons
small mirrors
You will listen to a talk about Kathiawar embroidery. 6. Designs (i) elephants and horses (ii) squares and triangles
squares and triangles - geometric shapes like squares and triangles are most common, also flowers.
Let us speak
In pairs, write down two questions you would like to ask Ila Sachani. 1. Look at two examples. Where were you born? Did you go to school? The Yes/No questions use a rising tone at the end. 2. Speak the example questions aloud as a peer activity at least five times. 3. Now, take turns to ask your questions to another classmate. Speak clearly and with the correct rising tone as shown in 1.
My two questions are: 1. How did you learn to thread a needle with your feet? 2. Did you feel nervous at your first exhibition? I will ask them with a rising tone at the end.
Let us write
• Collect four/five items (such as flowers, leaves, pins, waste paper, old cards, cardboard boxes, straws, twigs, etc.). • Use these items to create any kind of artwork. Now, write a paragraph describing the artwork that you have created. Give a suitable title to your paragraph.
My Leaf Collage I collected dry leaves, flowers, cardboard and twigs and pasted them on a chart to make a peacock. First I drew the peacock outline, then I stuck green leaves for feathers and yellow flowers for the crown. I used twigs for legs and waste paper for the beak. My artwork looks colourful and eco-friendly. I felt proud to reuse waste materials.
Let us explore
1. Does anyone in your family or neighbourhood do embroidery? Find out what type of embroidery they do and how they learnt it.
Yes, my aunt does Chikankari embroidery. She learnt it from my grandmother and now she makes kurta designs with white thread.
2. Try a simple stitch on cloth with the guidance of a family member.
With my mother's help I tried a simple running stitch on a handkerchief. I made a small straight line of stitches and enjoyed learning.
3. Visit the given link to find out about embroidery types from different parts of India. Share with your teacher and classmates which one you liked the most and why. https://indianculture.gov.in/textiles-and-fabrics-of-india/type-of-textile/embroidery
I visited the link and liked Phulkari from Punjab the most because its bright floral patterns on dupattas look very joyful and show happiness.
Let us do these activities.
1. Read the poem aloud. 2. Recite the poem with your classmates and teacher. 3. Remember the poem.
I read the poem National War Memorial aloud with respect, recited it with my class, and tried to remember its lines to honour our brave soldiers.
Let us explore
1. Visit the website of the National War Memorial and learn more about it. https://www.mygov.in 2. Plan a visit to the National War Memorial with your teacher/parents.
I visited the MyGov website and learned the National War Memorial in New Delhi was established in February 2019 to honour soldiers with an eternal flame and names etched on stones. I plan to visit it with my parents to pay respect.