The Pot Maker — Class 9 English
Kaveri · Chapter 2
Visual story
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6- Mathematics Part I
- Mathematics Part II
- + 4 more
- 16 texts summarised
- Poetry devices
- Grammar rules
2- Mathematics Part I
- Mathematics Part II
- Formula cards
- Graph reading
- 16 traps corrected
- Timelines
- Comparison tables
- Article numbers
- 12 पाठ
- अलंकार और समास
- मुहावरे
Chapter summary
Key ideas & terms
- Sentila
- The young protagonist who is passionate about pottery and finally masters it through perseverance and good mentoring.
- Arenla
- Sentila’s mother, an expert potter who first discourages her because the craft is so hard and unrewarding, then quietly passes on her skill.
- Onula
- The kind middle-aged widow at the girls’ dormitory whose patient encouragement helps Sentila overcome her tension and learn.
- Temsula Ao (author)
- The Naga writer; the story is an abridged version of her original tale set in a north-east Indian village.
- Theme – perseverance & mentorship
- Sentila succeeds only after repeated failure, the right guidance and self-belief, showing that dreams need both effort and support.
- Tradition as community property
- The village council’s view that craft skills symbolise the people’s history and must be shared, not owned by one family.
Extra questions & answers
Why did Arenla not want Sentila to become a pot maker?
Pottery was tedious and badly paid – clay had to be carried far and pounded for months for only a few rupees – while weaving earned more and was less messy.
Why did Sentila keep her love of pot making secret?
She had overheard her parents and knew her mother disliked the craft and wished her to weave, so she hid her visits to the potters.
What warning did the village council give Mesoba?
That traditional skills like pot making belong to the whole community, symbolise its history, and must be passed on to anyone who wishes to learn.
Why could Sentila not learn pottery from her mother at first?
She was too tense and frustrated; even after a year of training she could not properly hold or shape the lump of clay.
How did Onula help Sentila succeed?
She reassured the anxious girl, demonstrated how to make a perfect pot, and advised her to watch her mother carefully while shaping the pot’s mouth.
What happened when Arenla left Sentila to work alone?
Pleading a headache and backache, Arenla left, and Sentila, finding sudden momentum, made pot after pot – just one short of her mother’s tally.
What did Sentila discover when she went in for lunch?
She found her mother lying on the floor, no longer breathing; Arenla had died.
What did Onula realise on seeing the two rows of pots?
The two batches were indistinguishable; she felt she had witnessed a profound, almost mystical handing-over of the craft from mother to daughter.
What is the significance of the line “A new pot maker was born”?
It marks Sentila’s transformation into a true artisan and the continuation of the family and community tradition.
What role does perseverance play in Sentila’s story?
Despite repeated failure she never gave up; with patience, observation and encouragement she finally achieved her dream.
Reflect and Respond
I Look at the pictures given below and identify the vocations. Now, list at least five more vocations.
The four pictures show (1) a basket weaver / artisan making baskets, (2) a potter working on a wheel, (3) a weaver at a handloom, and (4) a carpenter at work. Five more vocations are farmer, blacksmith, electrician, mason, and cook. Other valid examples are fisherman, shoemaker, goldsmith, tailor and sculptor.
II Work in pairs. Discuss the following questions and share your answers with your classmates and teacher. 1. What is common among these pictures?
All the pictures show people engaged in skill-based manual work. They are all vocations/crafts where something useful is made by hand using traditional tools, skill and practice.
II Work in pairs. Discuss the following questions and share your answers with your classmates and teacher. 2. We refer to such skill-based work as v__ __ a __ __ o __ s.
We refer to such skill-based work as vocations.
II Work in pairs. Discuss the following questions and share your answers with your classmates and teacher. 3. Mention a few differences between handmade and machine-made products.
Handmade products are made individually by a craftsperson, take more time, may have small variations, are often more artistic and durable in traditional value, and support local skills. Machine-made products are produced in large numbers quickly, are uniform, cheaper, and require less human skill but more energy and factories.
Check Your Understanding
I Do you think pot making is easy? If yes, why? If no, why not?
No, pot making is not easy. It involves arduous work - carrying heavy clay from a riverbank sixteen kilometres away, climbing a steep slope, pounding stubborn clay inside bamboo cylinders, shaping it skillfully with hands and spatula, sun drying, and carefully firing the kiln. Over or under firing can ruin the whole batch and it takes months for little income.
II Would Sentila be able to fulfil her dream of becoming a pot maker? Explain.
At this stage her dream looks uncertain. She is passionate and watches expert potters keenly, but her mother Arenla discourages it and wants her to become a weaver for better income, and the elders initially saw her interest as a childish passion. Whether she succeeds will depend on her perseverance and family and community support.
III Do you think Mesoba and Arenla would support Sentila? Give a reason.
Arenla at first does not support Sentila because she finds pot making tiring, messy and poorly paid and wants Sentila to learn weaving which is cleaner and more profitable. Mesoba appears more understanding; he defends Arenla before the council but promises the elders that Sentila will soon make the best pots, showing he is willing to let her learn.
Check Your Understanding
I Do you think Onula's support helped Sentila? If yes, why? If no, why not?
Yes, Onula's support helped Sentila greatly. She noticed that Sentila was too tense and therefore clumsy, calmly taught her the right technique, restored her confidence, and gave her the key hint to watch how her mother shapes the mouth and rim of the pot. This relaxed guidance enabled Sentila to finally succeed.
II Sentila observes her mother making pots. What does this tell us about her?
It shows Sentila is observant, patient, eager to learn and determined. Instead of being discouraged by a year of failure, she carefully watches her mother's hand movement, rhythm and how she adds the rim strip, indicating keen learning and perseverance.
III Arrange the following events of the story in the correct sequence. Share your answer with your classmates and teacher. 1. The village council called Mesoba to know about Arenla's unwillingness to teach pottery to Sentila.
Correct sequence is: 4 -> 6 -> 3 -> 1 -> 8 -> 5 -> 2 -> 9 -> 7. So event 1 is the fourth event in chronological order, after Sentila's secret passion (4), overhearing her mother (6), and watching other potters (3).
III Arrange the following events of the story in the correct sequence. 2. Arenla made a new batch of pots and asked Sentila to continue the work as she was unwell.
This is event 7 in the correct sequence, just before Sentila's breakthrough of making many pots.
III Arrange the following events of the story in the correct sequence. 3. Sentila observed how other expert potters crafted beautiful pots.
This is event 3 in the correct sequence, after her secret passion and overhearing her mother, and before the council summons.
III Arrange the following events of the story in the correct sequence. 4. Sentila was passionate about pottery but did not share it with her mother.
This is event 1 in the correct sequence - the beginning of the story.
III Arrange the following events of the story in the correct sequence. 5. Onula guided Sentila in the art of pot making.
This is event 6 in the correct sequence, during Sentila's stay in the dormitory, after the year of unsuccessful learning from her mother.
III Arrange the following events of the story in the correct sequence. 6. Sentila overheard her mother saying that pot making was a tiring job and that she earned very little from it.
This is event 2 in the correct sequence, which makes Sentila hide her fascination.
III Arrange the following events of the story in the correct sequence. 7. Onula observed two rows of pots inside the work shed, which she felt was the work of two people.
This is event 9, the final event, after Sentila succeeds and Arenla passes away, confirming a new pot maker is born.
III Arrange the following events of the story in the correct sequence. 8. Sentila learnt the art of pot making for a year from her mother, but was unsuccessful.
This is event 5 in the correct sequence, after the council's warning and before Onula's guidance.
III Arrange the following events of the story in the correct sequence. 9. Sentila was able to make pots quickly and skillfully, just one less than her mother's.
This is event 8 in the correct sequence, on the final sunny day when she finds her momentum.
Critical Reflection
I Read the extracts given below and answer the questions that follow. 1. Pounding the stubborn clay inside bamboo cylinders to soften it, is also tedious. So many times I've dropped the mould out of sheer exhaustion and have had to start all over again. It takes months to bring out a batch of pots after so much labour. And the reward? A few rupees. But if Sentila learns weaving, she can make much more money besides providing enough cloth for the family. Weaving is not messy like pot making and can be done indoors in all seasons. Also, the time spent on weaving one shawl is much less and the return is handsome. (i) Choose the correct reason for the given assertion. (A): The effort in making pots is far greater than the returns. A. The process of pot making is quite tiresome and long, and one hardly earns much. B. The process of pot making is exhausting, takes a long time, yet gives a sense of satisfaction.
A is correct. The extract stresses tedious pounding, months of labour and only a few rupees, so the effort is far greater than the monetary return.
I Read the extracts given below and answer the questions that follow. 1. (ii) Why does Arenla want Sentila to learn weaving?
Arenla wants Sentila to learn weaving because it is less messy, can be done indoors in all seasons, takes less time per shawl, gives a handsome return, provides cloth for the family and earns much more money than pot making.
I Read the extracts given below and answer the questions that follow. 1. (iii) State one advantage that weaving has over pot making, as per the extract.
One advantage is that weaving is not messy and can be done indoors in all seasons, or that it takes much less time and gives a handsome profit compared to months of labour for a few rupees in pottery.
I Read the extracts given below and answer the questions that follow. 1. (iv) Choose the sentence that uses the word 'handsome' in the same way as in the extract. A. My father is a handsome man. B. They will make a handsome profit selling this property.
B is correct. In the extract handsome means large or substantial (handsome return/profit), not good-looking.
I Read the extracts given below and answer the questions that follow. 1. (v) 'And the reward?' What is the author's purpose of using a question mark here?
The question mark is rhetorical. It emphasises disappointment and irony - after months of hard labour the reward is negligible, prompting the reader to reflect on the unfairly low income for potters.
I Read the extracts given below and answer the questions that follow. 2. Onula saw her taking out some clay and the implements from her basket quietly. She watched Sentila's clumsy efforts to make a pot and noticed that Sentila was too tense. As a result, the clay seemed unable or unwilling to yield the right shape. When Sentila wearily let the misshapen lump fall flat on the ground, Onula went to her and said, "Don't worry, little one, I shall teach you how to make a perfect pot." Sentila watched in amazement as Onula fashioned a beautiful pot and asked her to try again. (i) Complete the sentence with an appropriate reason. Onula feels Sentila's effort at making a pot is clumsy because ______________.
Onula feels Sentila's effort is clumsy because Sentila was too tense and nervous, so the clay could not yield the right shape.
I Read the extracts given below and answer the questions that follow. 2. (ii) Choose the correct option to complete the following sentence. 'Don't worry, little one, I shall teach you how to make a perfect pot.' This shows that Onula was _____________. A. sincere and generous B. forgiving and thoughtful C. thoughtful and generous D. forgiving and sincere
A is the best choice - sincere and generous. She is kind, reassuring and willingly shares her skill without expecting anything. Thoughtful and generous is also close, but sincerity in her promise is emphasized.
I Read the extracts given below and answer the questions that follow. 2. (iii) Which among the following is the effect of a cause? A. As a result, the clay seemed unable or unwilling to yield the right shape. B. Onula saw her taking out some clay and the implements from her basket quietly.
A is the effect. The cause is Sentila being too tense, the effect is the clay not yielding the right shape.
I Read the extracts given below and answer the questions that follow. 2. (iv) 'Onula fashioned a beautiful pot.' Here, the word 'fashioned' means ______________. (created/styled)
Fashioned here means created or made - shaped the clay skillfully into a beautiful pot.
I Read the extracts given below and answer the questions that follow. 2. (v) How might Sentila have felt when she saw 'the misshapen lump fall flat on the ground'?
She felt weary, frustrated, ashamed and disappointed after repeated failure, as if her dream was collapsing, and perhaps tense and hopeless before Onula encouraged her.
II Answer the following questions. 1. Describe the process of pot making followed by expert pot makers, as observed by Sentila.
Clay (grey and red) is dug with a dao, carried to the shed, soaked in a trough, stuffed into bamboo cylinders and pounded into malleable dough. The potter pushes the left hand into the lump and rotates it while shaping with a spatula in the right hand with regular taps. After 2-3 days a final touch up and consistency check is done, pots are sun-dried, arranged uniformly on a kiln on a bed of hay and dried bamboo, covered and fired with careful tending to avoid over or under firing.
II Answer the following questions. 2. What warning was given to Mesoba by the village council?
The elders warned Mesoba to remind Arenla that it was her duty to pass on the skill handed down through generations. Skills like pottery belong not to an individual but to the community, and experts are obliged to teach their own children and anyone else who wishes to learn.
II Answer the following questions. 3. How did Sentila feel when she failed at pot making even after a year of training with her mother?
She felt shame and frustration, hung her head, and was demoralised. Despite being a quick learner in preparing dough, she could not hold or shape the lump and remained unsuccessful for almost a year while her mother silently watched and then took over.
II Answer the following questions. 4. 'Onula stood there for a long time as if trying to absorb a new phenomenon'. Explain.
Onula found two neat rows of still-moist pots, indistinguishable in quality, standing side by side. She realised both mother and daughter had produced equally good batches. The silent symmetry was a profound revelation that a new expert pot maker had emerged, which she experienced as a wonder-filled, momentous phenomenon.
II Answer the following questions. 5. 'The tradition and history of the people did not belong to any individual,' what does this symbolise?
It symbolises that cultural heritage, crafts and traditional knowledge are collective assets. They represent community identity and continuity across generations, so custodians have a social responsibility to preserve and transmit them, not treat them as private property.
II Answer the following questions. 6. What is the significance of the concluding line of the story, 'A new pot maker was born'?
It marks Sentila's coming-of-age and fulfillment of her dream. After long perseverance and guidance from both her mother and Onula, she masters the skill, equals her mother, and ensures continuity of the tradition despite her mother's death. It is both a literal and symbolic birth of heritage.
II Answer the following questions. 7. What is the role of perseverance in pursuing one's dreams? Elaborate with reference to Sentila.
Perseverance is essential. Sentila faces maternal discouragement, social gossip, a year of failure and self-doubt yet keeps visiting potters, practising, observing details and accepting Onula's help. Her sustained effort, willingness to learn from mistakes and stay calm finally brings sudden momentum and success.
Vocabulary and Structures in Context
I Read the highlighted words in the following sentences from the text. Now, classify the words/phrases given in the box as shown in the table below. One example for each category has been done for you. dao dough pounding bamboo clay kiln spatula basket cylinders rotating bed of hay shaping Tools/Implements Raw Materials Process dao dough pounding
Tools/Implements: dao, spatula, basket, kiln, cylinders. Raw Materials: dough, clay, bamboo, bed of hay. Process: pounding, rotating, shaping. The examples given are dao (tool), dough (raw material), pounding (process).
II Work in pairs and find the meanings of the following words related to economy. You may refer to a dictionary. bankrupt credit currency debt fiscal inflation investment interest Now, frame sentences using each word.
bankrupt - unable to pay debts; credit - loan or trust in repayment; currency - system of money; debt - amount owed; fiscal - relating to government revenue; inflation - rise in prices; investment - putting money to earn profit; interest - charge for borrowing. Example sentences: The shopkeeper went bankrupt after losses. The bank gave her credit to buy clay. The currency in India is the rupee. He cleared his debt after selling shawls. Fiscal policy affects artisans. Inflation raises the price of pots. She made an investment in a new kiln. The loan carried high interest.
III 1. Complete the following sentences with suitable noun clauses. (i) The elders emphasised that _______________________________.
The elders emphasised that the skill of pot making must be passed on to the next generation.
III 1. Complete the following sentences with suitable noun clauses. (ii) Mesoba explained why _______________________.
Mesoba explained why Arenla had not yet taught Sentila - that she had been ill and needed to grow stronger.
III 1. Complete the following sentences with suitable noun clauses. (iii) Onula's promise was that _____________________.
Onula's promise was that she would teach Sentila how to make a perfect pot.
III 1. Complete the following sentences with suitable noun clauses. (iv) Sentila observed her mother carefully when she was shaping the mouth of the pot, which ____________________________.
Sentila observed her mother carefully when she was shaping the mouth of the pot, which helped her learn to slacken the rhythm and add the rim strip.
III 1. Complete the following sentences with suitable noun clauses. (v) The kiln, where _____________________, required careful attention to prevent over-or-under firing.
The kiln, where the pots were placed on a bed of hay and bamboo, required careful attention to prevent over-or-under firing.
III 2. Read the following sentences from the text. Underline the main clause and circle the subordinate clause. (i) Arenla took Sentila to the riverbank where the grey and red clay was found.
Main clause: Arenla took Sentila to the riverbank; Subordinate clause: where the grey and red clay was found (adjectival/relative clause modifying riverbank).
III 2. Read the following sentences from the text. Underline the main clause and circle the subordinate clause. (ii) She started on the next one, and like a sprinter who had suddenly found momentum...
Main clause: She started on the next one; Subordinate clause: who had suddenly found momentum (relative clause modifying sprinter).
III 2. Read the following sentences from the text. Underline the main clause and circle the subordinate clause. (iii) … skills such as pot making, which not only catered to the needs of the people...
Main clause: skills such as pot making (subject) ... did not belong to any individual; Subordinate clause: which not only catered to the needs of the people (relative clause describing skills).
III 3. Complete the following sentences with suitable relative clauses. (i) Sentila, whose ______________, practised the craft diligently.
Sentila, whose passion for pottery never faded, practised the craft diligently.
III 3. Complete the following sentences with suitable relative clauses. (ii) The village council, where ____________, sought an explanation for Arenla's reluctance.
The village council, where the elders gathered to discuss community matters, sought an explanation for Arenla's reluctance.
III 3. Complete the following sentences with suitable relative clauses. (iii) The potter's hands, which _____________, shaped the clay into beautiful creations.
The potter's hands, which moved with dexterity and precision, shaped the clay into beautiful creations.
III 3. Complete the following sentences with suitable relative clauses. (iv) Arenla, her mother, wanted her to learn weaving, which ______________________.
Arenla, her mother, wanted her to learn weaving, which was more profitable and less tiring.
III 3. Complete the following sentences with suitable relative clauses. (v) Mesoba went home and discussed the matter with Arenla, who _____________.
Mesoba went home and discussed the matter with Arenla, who had been reluctant to teach Sentila.
III 4. Read the highlighted words in the following lines from the text. (i) Find out some more determiners from the text.
More determiners from the text include: her, my, the, a, that, this, many, some, such, any, all, every, that, those. For example: her mother, my troubles, the riverbank, a pittance, many times, some nights.
III 4. (ii) Fill in the blanks with suitable determiners. The first two blanks have been done for you. A. The florist arranged five bouquets for her clients, that were displayed in ____________ elegant floral shop. B. The carpenter crafted ____________ unique tables, and _____________________ became the centrepiece in ____________________ furniture collection. C. ____________ of ____________ apprentices in ____________ culinary class demonstrated ____________ knife skills during the intense cooking session. D. ____________ of ____________ sculptures were displayed at _______________ art exhibition, showcasing ___________ diverse artistic skills.
A. that were displayed in her elegant floral shop. B. The carpenter crafted a unique table, and that became the centrepiece in the furniture collection. C. Some of the apprentices in the culinary class demonstrated their knife skills. D. Many of the sculptures were displayed at the art exhibition, showcasing their diverse artistic skills. (Any suitable determiners like this, those, several, all are acceptable.)
Listen and Respond
I You will listen to a man speak about stone statues. As you listen, complete the given paragraph by filling in the blanks with the exact words you listen to. (Transcript for teacher on page 261) A statue is carved to create a shape that is 1. _________. Among the many things stone is used for making stone 2. _____________ is one of them. India has some of the most 3. _____________ stone sculptures, as is obvious from its many stone monuments across the country.
This is a listening task. Based on the transcript, expected answers are: 1. beautiful/lifelike, 2. statues/sculptures, 3. exquisite/famous. Students should fill with exact words heard from the audio.
II You will now listen to the man speaking about some steps involved in making stone statues. As you listen, select the six correct steps out of the nine given. (Transcript for teacher on page 261) 1. carve to remove large unwanted portions of the stone 2. set up the different tools 3. measure the weight and dimensions of the statue 4. leave the statue in water to firm up overnight 5. refine the creation within the stone 6. choose the stone 7. begin carving from the centre 8. detach the creation from the stone as the final statue 9. work to bring out the imagined shape
The six correct steps in order are generally: 6. choose the stone, 2. set up the different tools, 1. carve to remove large unwanted portions, 5. refine the creation within the stone, 9. work to bring out the imagined shape, 8. detach the creation as the final statue. Steps 3, 4 and 7 are distractors.
Speaking Activity
Work in pairs and choose two characters from the story—Sentila and one other character [Arenla, Mesoba, Onula, or a village elder]. Prepare to speak from the chosen character's perspective based on information from the story and the understanding of the intentions of the characters. Prepare a role-play between Sentila and the chosen character. The conversation between the characters should cover the following points. Sentila's desire to learn pot making, the challenges she faces, the advice or perspective the other character offers You may use the following sentence prompts. I feel/felt __________ because... I wish/wished __________ because... When you said/did __________, it made me feel/think __________ because...
Sample role-play Sentila - Onula: Sentila: I felt disheartened because I practised for a year but could not make a pot. Onula: I saw you were too tense, so I felt you needed calm guidance. Sentila: I wish to become a pot maker like my mother and grandmother because I love the music of the spatula on clay. Onula: I wish to help you because skills must be shared. When you showed me how to slacken rhythm for the mouth, it made me think I can do it. Students should enact similar dialogue with chosen character, using story facts.
Writing Task
Reflective Writing – Identifying Skills and Passion Follow the steps given below to create a write-up about your skills and passions. Step 1: Introduction Reflect on your passions and the skills you currently possess or are developing. Consider why these activities or interests are meaningful and enjoyable to you. Step 2: Describing skills Describe specific activities or practices you engage in to nurture your skills. This could include hobbies, classes (art, music, coding, etc.), workshops, or personal projects. Step 3: Passion into profession Identify which of these skills you believe have the potential to turn your passion into a profession. Explain why you think these skills are crucial or advantageous in your chosen field. Step 4: Examples and reflection Provide examples or anecdotes that illustrate how your skills and passions complement each other. Reflect on how these experiences have shaped your career aspirations and personal growth. Step 5: Conclusion Summarise your reflections. Discuss any insights gained about yourself, your skills, and your career ambitions through this exercise.
Sample reflective write-up: I am passionate about drawing and storytelling. I enjoy sketching and creating comics because they let me express ideas. To nurture this I attend art classes, practise shading daily and make small comic strips on weekends. I believe illustration could become my profession because visual communication is needed in books and media, and creativity plus perseverance are crucial. Recently I made a poster for school that was appreciated, which built my confidence and showed me that passion with regular practice shapes growth. In conclusion I realise my skill needs discipline and learning from mentors, and I aspire to become an illustrator who preserves stories through art.
Learning Beyond the Text
I Pottery is practised in many parts of our country and each region has its unique style. Find out about the different styles of indigenous pottery of your region and other regions of our country. Some notable styles include: Khurja pottery from Uttar Pradesh, Blue pottery from Jaipur, Terracotta from West Bengal, Andretta pottery from Himachal Pradesh, Karigari pottery from Tamil Nadu, Longpi Black pottery from Manipur 1. Match the pictures with the pottery it represents.
This is a research and matching activity. Khurja pottery is glazed ceramic in blue/brown floral designs from Uttar Pradesh; Blue pottery of Jaipur is glazed with blue and turquoise motifs; Terracotta is unglazed reddish baked clay figures from West Bengal; Andretta is studio glazed pottery from Himachal; Karigari is from Tamil Nadu; Longpi is black burnished pottery from Manipur. Students should match pictures by colour and finish accordingly.
II You must have read stories in English and in your own language about the value of handicrafts and art. Read the story 'Quality' by John Galsworthy. Write its review and make a presentation highlighting the decline of traditional crafts and skills vs. industrialisation and mass-produced goods.
Review of Quality: Galsworthy shows Mr Gessler, a sincere boot maker who values craftsmanship over profit and advertisement. His dedication leads to starvation as cheap, mass-produced boots take over. The story contrasts quality vs quantity and tradition vs industrialisation. Presentation should highlight how artisans like Sentila and Gessler suffer when machine-made goods dominate, stressing need to support handicrafts.
III Now, create a Haiku poem and share with your classmates and teacher. A Japanese Haiku Make up your mind, Snail! You are half inside your house, And halfway out! Haiku is a traditional Japanese poetry form. A very short poem consisting of 17 syllable verses divided into three lines, with five syllables in the first, seven syllables in the second, and five syllables in the third.
Sample Haiku on pottery: Hands shape wet clay round, Kiln fire glows in silent night, New pot holds sunrise. (5-7-5 syllables). Students can create their own haiku about any vocation.
Reflect and Respond
Gifts of Grace: Honouring Our Vocations I Given below are four riddles. Read and identify who these people are. 1. In furrows deep, secrets I sow, As time passes, I watch them grow. Who am I? ________________________
Farmer.
Gifts of Grace: Honouring Our Vocations I Given below are four riddles. Read and identify who these people are. 2. From wheel to kiln, my skill is born, Step by step, an art takes form. Who am I? ________________________
Potter.
Gifts of Grace: Honouring Our Vocations I Given below are four riddles. Read and identify who these people are. 3. I lay foundations, brick by brick, To build a house, it's me you pick. Who am I? ________________________
Mason / Bricklayer.
Gifts of Grace: Honouring Our Vocations I Given below are four riddles. Read and identify who these people are. 4. I work with pots, pans, and spice, Creating dishes that taste so nice. Who am I? ________________________
Cook / Chef.
II What is the role and relevance of the people you identified in the riddles. How do they contribute to the society? Discuss with your classmates and teacher.
Farmers grow food for all, potters provide vessels and cultural artefacts, masons build homes and infrastructure, cooks nourish people. Each vocation sustains daily life, preserves tradition and supports the economy, showing dignity of labour.
Check Your Understanding
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 1. The poem highlights the skilled work of craftsperson.
True. The poem celebrates artisans and craftspersons and their varied crafts.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 2. The poet shares that musicians express emotions through their instruments.
True. The artisans with lutes are described as hailing varied emotions and celebrating dreams.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 3. The carpenters in the poem are admired for their logical work.
False. Carpenters are admired for creating anything out of wood with mathematical precision - precise, skillful work, not merely logical.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 4. The electricians in the poem are recognised for their crucial role in lighting up lives.
True. Electricians work with cables and wires to brighten our lives.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 5. The poem pays homage to shoemakers who manufacture quality footwear.
True. Shoemakers affirming the quality of their work for feet that walk, dance, run, jump are celebrated.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 6. The poem celebrates the patriotism of the people of Bharat.
False. The poem celebrates the varied vocations and cultural richness of Bharat, not patriotism in a political sense. Rectified: It celebrates the dignity of diverse vocations in Bharat.
I Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements. 7. The poet feels that each vocation deserves to be respected.
True. The voice of their vocation is their identity and each celebration deserves respect.
II Let us appreciate the poem. 1. Rhyme Scheme and Lineation (i) Does the poem strictly adhere to a rhyme scheme, or is it in free verse?
It is in free verse. It does not follow a strict rhyme scheme; it flows like a song of celebrations.
II Let us appreciate the poem. 1. Rhyme Scheme and Lineation (ii) What is the impact of the varying length of lines in the poem?
Varying line lengths create a natural, conversational rhythm, reflect the diversity of vocations and keep the reading dynamic and inclusive, like hearing different voices.
II Let us appreciate the poem. 1. Rhyme Scheme and Lineation (iii) What is the pattern in the structure of most lines of the poem?
Most lines follow the pattern The + vocation + verb-ing/description (e.g., The carpenters celebrating; The electricians humming), listing vocations with their characteristic action.
II Let us appreciate the poem. 2. Speaker (i) Who appears to be the speaker and what is her/his role here?
The speaker is an observer-listener, perhaps the poet as a citizen of Bharat, who hears and celebrates all vocations with admiration and reverence.
II Let us appreciate the poem. 3. Tone and Mood (i) Fill in the blanks with suitable options from the box given below. serious celebratory hostile reverential joyful sympathetic A. The tone is ______________and _____________ , depicting a sense of admiration and respect for the artisans and craftspersons. B. There is a _____________mood throughout the poem, capturing the vibrancy and richness of cultural traditions and skills.
A. The tone is celebratory and reverential. B. There is a joyful mood throughout the poem.
II Let us appreciate the poem. 4. Imagery (i) Select any two descriptions from the poem that evoke visual images.
Examples: craftsperson woven with colours and myriad hues; boatmen gathering nets from the shore; carpenters creating out of wood; any two visual scenes from the poem are valid.
II Let us appreciate the poem. 4. Imagery (ii) Fill in the blanks with suitable phrases. The poem includes auditory imagery through mentions of artisans with lutes, _______________, and _______________, emphasising the sounds associated with each vocation.
Auditory imagery includes artisans with lutes, electricians humming, boatmen singing, and the delicious singing of the cook.
II Let us appreciate the poem. 5. Metaphor (i) State whether the following sentence is true or false. The mention of 'delicious singing' of the cook is a metaphor because it implies that the quality of the singing is so enjoyable or pleasing that it can be equated to the experience of tasting something delicious.
True. Delicious is metaphorically transferred from taste to sound to show how pleasing the cook's singing is.
II Let us appreciate the poem. 6. Personification (i) Select the line that tells us that the poet personifies vocations by attributing human-like qualities to them.
The voice of their vocation is the voice of their identity personifies vocations as having a voice.
II Let us appreciate the poem. 7. Repetition (i) Why might the poet have begun and ended with the same line—'I hear Bharat celebrating, the varied vocations I hear!'?
Repetition creates a circular, inclusive frame, emphasises the central idea of unity in diversity, and leaves a lasting echo of celebration.
II Let us appreciate the poem. 8. Alliteration (i) Identify two examples of alliteration from the poem.
Examples: varied vocations; woven with; celebrating, craftsperson... (and) myriad hues - repeated consonant sounds. More clear: delicious singing of - not perfect, but varied vocations (v), woven with (w) are examples.
II Let us appreciate the poem. 9. Symbolism (i) Each vocation in the poem symbolises something more than just a job. What does it symbolise?
Each vocation symbolises culture, heritage, identity, dignity of labour and the interdependence of society.
Critical Reflection
I Read the extract given below and answer the questions that follow. The shoemakers affirming the quality of their work, for the feet that walk, dance, run, jump, return home. The delicious singing of the cook, or the rhythm of designer, mason, each celebrating what belongs to them and to none else, 1. The poet says that the shoemakers 'affirm' the quality of their work. What does 'affirm' refer to here? (i) to make adjustments in (ii) to declare with confidence (iii) to label the goods (iv) to justify the efforts
(ii) to declare with confidence - the shoemakers proudly assert the goodness of their work.
I Read the extract given below and answer the questions that follow. 2. What do quality shoes help with, according to the poet?
Quality shoes help feet that walk, dance, run, jump and return home safely and comfortably.
I Read the extract given below and answer the questions that follow. 3. What does 'return home' symbolise besides the literal act of returning?
Return home symbolises safety, belonging, completion of journey and the comfort that good workmanship brings to everyday life.
I Read the extract given below and answer the questions that follow. 4. Identify the phrase that tells us that every worker's contribution is distinct.
each celebrating what belongs to them and to none else.
I Read the extract given below and answer the questions that follow. 5. Complete the following with suitable words. …for the feet that walk, dance, run, jump, return home refers to ___________.
…refers to all people and their varied activities in daily life which depend on the shoemaker's craft.
II Answer the following questions. 1. Why does the poet say, 'I hear Bharat celebrating, the varied vocations I hear'?
Because across India different workers celebrate their skills with distinctive sounds and actions, and together they create a symphony of national life.
II Answer the following questions. 2. What does the electrician 'humming' while getting ready for work suggest?
It suggests joy, pride and dedication in work; the worker is happy and engaged even before starting.
II Answer the following questions. 3. Explain the significance of the line, 'The voice of their vocation is the voice of their identity.'
It means a person's work expresses who they are. Vocation is not just a job but identity, self-respect and cultural belonging.
II Answer the following questions. 4. Do you think the role of all the people belonging to different vocations is important in our daily lives? Support your answer with a reason.
Yes, every vocation is important. Farmers feed us, electricians light homes, masons build shelters, shoemakers protect feet - life is interdependent.
II Answer the following questions. 5. Why is the poet celebrating all the vocations in the poem? Explain by giving examples from your context.
The poet celebrates dignity of labour and cultural diversity. In my context, potters in my town make diyas for festivals, carpenters make furniture, ASHA workers care for health - each deserves honour.
II Answer the following questions. 6. How does the poet use sensory imagery to bring out the beauty of everyday work?
The poet uses visual imagery (colours, hues, nets), auditory imagery (lutes, humming, singing) and kinaesthetic imagery (creating, building) to make work vivid and musical.
Vocabulary in Context
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. ASHA worker confectioner sericulturist welder horticulturist goldsmith 1. A person who studies or grows garden plants: ___________
horticulturist
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. 2. A trained female community health worker: ___________
ASHA worker
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. 3. A producer of raw silk: ___________
sericulturist
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. 4. A person whose job is making or selling sweets and chocolates: ___________
confectioner
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. 5. A metalworker who specialises in working with precious metals: ___________
goldsmith
I People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow. 6. A person who fuses materials together: ___________
welder
II Identify the word from Column 2 that is not the synonym of the words given in Column 1. Column 1 Column 2 1. myriad (i) countable, innumerable, numerous, abundant
countable is not a synonym of myriad.
II Identify the word from Column 2 that is not the synonym of the words given in Column 1. Column 1 Column 2 2. hues (ii) shades, tints, drawing, colour
drawing is not a synonym of hues.
II Identify the word from Column 2 that is not the synonym of the words given in Column 1. Column 1 Column 2 3. precision (iii) exactness, accuracy, correctness, calculation
calculation is not a synonym of precision.
II Identify the word from Column 2 that is not the synonym of the words given in Column 1. Column 1 Column 2 4. varied (iv) assorted, diverse, uniform, different
uniform is not a synonym of varied.
II Identify the word from Column 2 that is not the synonym of the words given in Column 1. Column 1 Column 2 5. delicious (v) mouth-watering, inedible, tasty, flavourful
inedible is not a synonym of delicious.
Listen and Respond
I You will listen to two friends, a boy and a girl discussing the occupations of their parents. As you listen, answer the following question in two to three words only. (Transcript for teacher on page 262) What does the boy use to understand the details of the tools?
He uses a magnifying glass / uses diagrams (answer as heard). This is a listening task to be filled from audio.
II You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option. 1. The girl is __________ about taking food for her mother at the factory. (i) happy (ii) boastful (iii) unsure
(i) happy (or as per transcript - students select based on listening).
II You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option. 2. The boy thinks that the job of the girl's mother carries a lot of __________. (i) luck (ii) risk (iii) responsibility
(iii) responsibility / (ii) risk depending on transcript - likely responsibility.
II You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option. 3. The girl __________why the boy is good at science exhibitions. (i) wonders (ii) questions (iii) realises
(iii) realises / (i) wonders - to be selected from audio.
II You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option. 4. The girl shares her __________ about joining the weekend discussion on tools. (i) doubts (ii) wish (iii) ideas
(ii) wish - she expresses wish to join.
Speaking Activity
The poet speaks of several occupations in the poem. Create groups of five. Allot the role of any five vocations that the poet talks about. Each student in the group will represent one vocation. Each student speaks for 1–2 minutes about their vocation—who they are, what they do, where they work, what kind of experiences they have at work, what problems they face and a message for all.
Sample: I am a carpenter. I work with wood in a workshop, make furniture with precision. I face dust and low wages but I love creating. My message: respect handicrafts. Students should prepare similar 1-2 minute speeches for electrician, mason, cook, shoemaker etc.
Writing Task
I Your school will be organising a 'Career Mela' in which students are to be made familiar with the different career options. Complete the poster for the event given below. _______________________ announces ______________MELA to spread awareness about various careers on 25 February from 9 a.m. to 6 p.m. at _____________, _____________ Highlights: Details, information _____________ provided for all streams Counsellors for all _______________ Interactive __________________ with professionals CHART YOUR FUTURE AT CAREER MELA ____________: FREE ____________________ ______________________School NAME OF THE ORGANISER Event purpose (if any) Date Time Venue Highlights/Attractions Slogan Entry tickets Sponsors Issuing Authority
Sample completed poster: ABC Public School announces CAREER MELA to spread awareness about various careers on 25 February from 9 a.m. to 6 p.m. at School Ground, New Delhi Highlights: Details, information brochures provided for all streams Counsellors for all streams Interactive sessions with professionals CHART YOUR FUTURE AT CAREER MELA Entry: FREE Sponsored by XYZ Foundation Issued by Principal, ABC Public School
Learning Beyond the Text
I You must have read poems and songs related to childhood fascination about different vocations in English and in your own language. Now, read and enjoy the poem given below. The Lamplighter My tea is nearly ready and the sun has left the sky; It's time to take the window to see Leerie going by; For every night at tea-time and before you take your seat; With lantern and with ladder he comes posting up the street. Now Tom would be a driver and Maria go to sea, And my papa's a banker and as rich as he can be; But I, when I am stronger and can choose what I'm to do, O Leerie, I'll go round at night and light the lamps with you! For we are very lucky, with a lamp before the door, And Leerie stops to light it as he lights so many more; And O! before you hurry by with ladder and with light, O Leerie, see a little child and nod to him to-night! R.L. Stevenson
The poem expresses a child's fascination with the lamplighter's job. The child admires Leerie's nightly duty lighting street lamps and dreams of joining him, valuing the simple, helpful vocation over richer careers.
II Visit the website https://www.msde.gov.in/ Collect information on any one vocation of your choice. Prepare a presentation explaining the following. Reason for your choice How is it helpful to the society and self?
Sample: Chosen vocation - Electrician under Skill India. Reason: interest in circuits and need for safe electrification. Helpful to society by providing safe power, brightening homes; to self by providing stable income and respect. Students should collect current details from the website and present.
III Now, create a Haiku poem and share with your classmates and teacher. A Japanese Haiku Make up your mind, Snail! You are half inside your house, And halfway out! Haiku is a traditional Japanese poetry form. A very short poem consisting of 17 syllable verses divided into three lines, with five syllables in the first, seven syllables in the second, and five syllables in the third.
Sample Haiku: Morning hammer rings (5) Carpenter shapes wood with care (7) House grows strong and warm (5). Students should create their own 5-7-5 haiku on a vocation.