Winds of Change — Class 9 English
Kaveri · Chapter 3
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
- Pankha / pankhi
- Pankha is the general word for a hand fan, from “pankh” (feather); pankhi is the small plumed fan seen in ancient India.
- Ajanta wall paintings
- Buddhist paintings from the 2nd century CE that provide early evidence of the pankha’s existence and use in India.
- Appliqué / zardozi fans
- Rajasthani fan styles – appliqué uses patterned fabric pieces sewn on cloth; zardozi uses glittering gold thread-work.
- Sola / Tal Patar Pankha
- Bengal’s delicate fans – sola fans from spongy white water grass and Tal Patar palm-leaf fans common in households.
- Theme – cultural preservation
- The fan’s shift from daily use to decorative craft, and the need to preserve a tradition threatened by technology.
- Title significance
- “Winds of Change” works on two levels: the breeze the fan creates and the changing cultural role of the craft.
Extra questions & answers
What is the origin of the word “pankha”?
It comes from “pankh”, meaning the feather of a bird; pankhi referred to a small plumed fan used in ancient India.
Where is the earliest evidence of the pankha found?
In the Buddhist wall paintings at Ajanta, which date back to the 2nd century CE.
How were pankhas used in ancient times?
They were used in temples to fan deities and in royal courts to fan kings, and varied from tiny two-inch fans to very large ones.
How does the structure of a fan reflect its region?
Each place used distinct materials and designs – for example Rajasthan’s appliqué and zardozi, Gujarat’s mirror and bead work, Bengal’s sola – reflecting local culture.
Why is Gujarat important in the story of pankhas?
Gujarat is a centre for bead craft, and its home-based women workers make embroidered fans with mirror work and cross-stitch.
What kinds of fans come from Bengal?
Delicate sola fans made from the white spongy centre of the sola water grass and palm-leaf Tal Patar Pankhas.
How has the use of the pankha changed in modern times?
It has shifted from personal use to mainly decorative purposes and become a traditional craft item providing livelihood to artisans.
What risk does the pankha face today?
With the advent of technology and new innovations, the craft risks slowly losing its presence in Indian life.
How can the craft of pankha-making be preserved?
By celebrating and appreciating it, running pankha-making workshops, and giving artisans a commercial platform for sustainable livelihood.
How does the title “Winds of Change” capture the chapter’s essence?
It refers both to the breeze a fan creates and to the changing cultural role of the pankha from everyday object to decorative heritage craft.
Reflect and Respond
I Does anyone in your family use a hand fan? What do you call it in your language? What is it made of?
This is an open personal response. Example: Yes, my grandmother uses a hand fan in summer. In Hindi we call it pankha or hath pankha. It is made of bamboo sticks and palm leaf with a cloth border. In many homes it is now kept as a decorative item rather than for daily use.
II Work in pairs. Study the pictures given below carefully and complete the information. Discuss your answers with your classmates and teacher. Fans The State it is from Assam Kerala Uttar Pradesh Shape _____________ _____________ _____________ Made of _____________ Palm leaf Moonj grass
Completed table: Assam fan is round and large, made of bamboo and palm leaf with colourful thread border; Kerala fan is small, folding, palm-leaf fan; Uttar Pradesh fan is rectangular/square with frills, made of Moonj grass, adorned with silk and zari. So Shape: Assam - round/circular, Kerala - semicircular/folding, Uttar Pradesh - rectangular. Made of: Assam - bamboo/cane, Kerala - Palm leaf, Uttar Pradesh - Moonj grass.
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 given on the next page. Share your answers with your classmates and teacher. I visited the crafts fair yesterday. It was a wonderful experience. Each indigenous artefact was an innovative creation of industrious craftspersons with its intricate design. It invoked a sense of respect for the initiatives taken by the government to showcase them. - 1. indigenous
(iv) local — from where it originated
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 - 2. innovative
(v) new and original in approach
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 - 3. industrious
(i) hardworking
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 - 4. intricate
(vi) elaborate/detailed
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 - 5. invoked
(iii) brought out
III Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 - 6. initiatives
(ii) actions to improve a situation
Check Your Understanding
I Work in pairs to complete the table on pankha. Share your answers with your classmates and teacher. State Type of Fan Material Used Rajasthan appliqué hand fan ____________________ ____________________ gold thread temple hand fans ____________________ Gujarat mirror work hand fans ____________________ ____________________ beads ____________________ leather, decorated with thread and wool West Bengal sola hand fans ____________________ Uttar Pradesh ____________________ pure gold, silver zari, silk and satin frills Bihar ____________________ bamboo
Completed table: Rajasthan - appliqué hand fan - pieces of fabric sewn with ornamental needlework on cloth; Rajasthan - zardozi hand fan - gold thread (glittering ornate encrusted gold threadwork); Rajasthan - temple hand fans - brass (engraved brass with long handle); Gujarat - mirror work hand fans - pure cotton with mirror work; Gujarat - beads hand fan - beads with silver handle; Gujarat - leather hand fan (Kutch) - leather decorated with thread and wool at seams; West Bengal - sola hand fans / Tal Patar Pankha - milky-white spongy centre of sola and palm leaf; Uttar Pradesh - Phadh hand fans - pure gold, silver zari, silk and satin frills; Bihar - bamboo hand fans - bamboo (colourful and sturdy bamboo).
Critical Reflection
I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (i) State whether the following sentence is true or false. Pankhas were one of the most popular items of commerce.
False. The extract says pankhas became significant cultural goods distributed through trade routes and were considered exotic and stylish, but it does not say they were the most popular items of commerce. The statement exaggerates the fact.
I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (ii) Why has the word ‘traditional’ been used to describe pankhas?
The word traditional is used because these pankhas have been made for a long time using indigenous materials and designs passed down through generations in each village or town, reflecting long-standing local culture and craftsmanship.
I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (iii) Complete the following statement. The sentence ‘They were considered exotic and stylish’ is an opinion and not a fact because ______________________.
it expresses a subjective judgement about how people viewed pankhas, not a measurable or verifiable fact. Whether something is exotic and stylish depends on personal taste and perception, not on objective data.
I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (iv) Infer one reason for commonality in the use of pankhas across India.
Pankhas were commonly used across India because they served the shared basic need for cooling in a hot climate and were also used for similar cultural and religious purposes, such as fanning deities in temples and fanning royalty in courts.
I Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (v) Select which one of the two statements is the correct assertion for the given reason. Reason: Pankhas were made of indigenous materials, unique to the region, with elaborate designs. A. Each kind of pankha could be distinguished from the other. B. Pankhas were used by many people.
A. Each kind of pankha could be distinguished from the other. The use of region-specific materials and intricate designs made each variety distinct.
I Read the extracts given below and answer the questions that follow. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (i) Infer one negative impact of technological advancement on pankha.
Technological advancement, such as electric fans and air conditioners, has reduced the daily use of hand-made pankhas, causing the craft to lose its presence and risking decline of traditional skills.
I Read the extracts given below and answer the questions that follow. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (ii) Complete the statement with an appropriate reason. The writer refers to ‘pankhas’ not just as an object but as a ‘culture’ because ___________.
it embodies stories, rituals, regional identity, traditional knowledge and community practices beyond its function as a fan, representing a shared heritage and way of life.
I Read the extracts given below and answer the questions that follow. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (iii) Select a line from the extract which depicts how the role of the pankha has changed over the years.
Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans.
I Read the extracts given below and answer the questions that follow. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (iv) List one way in which the increase in demand of pankhas might benefit artisans.
Increased demand can give artisans a sustainable livelihood and a commercial platform to sell their work at higher prices and gain recognition.
I Read the extracts given below and answer the questions that follow. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (v) Select the factor that has contributed to the commercialisation of pankhas. A. cultural preservation B. economic demand C. technological advancements D. artisan initiative
B. economic demand. The text says the slight increase in popularity and demand is factored by different versions being crafted and that the craft now provides livelihood as a commercial business.
II Answer the following questions. 1. How does the title ‘Winds of Change’ capture the essence of the chapter?
The title refers both to the wind created by fans and to the changing status of the pankha. It shows how a traditional utility object has changed into a decorative craft item due to technology, trade, and commercialisation, reflecting cultural change while still preserving heritage.
II Answer the following questions. 2. Support the following statement with any two relevant examples from the chapter. ‘The structure and design of pankhas are testimony to the cultural identity of the region.’
Example 1: Rajasthan’s appliqué and zardozi hand fans use fabric patchwork and gold threadwork reflecting the state’s textile embroidery traditions, and brass temple fans reflect temple rituals. Example 2: Gujarat’s mirror-work cotton fans and Kutch leather fans with thread and wool show the region’s mirror embroidery and leather craft. Bengal’s sola fans use sola pith, and Uttar Pradesh’s Phadh fans use gold and silver zari, each showing local materials and aesthetics.
II Answer the following questions. 3. The chapter mentions pankhas running the risk of slowly losing their presence among Indians. Evaluate how the balance between preserving traditional craftsmanship and incorporating innovative designs in the creation of pankhas will help in this regard.
Preserving traditional techniques and materials keeps cultural authenticity and regional identity alive, while innovative designs like new colours, beads, and mirror work attract modern buyers. Balancing both ensures heritage is not lost but the product remains relevant, increasing appeal, demand, and sustainability for artisans.
II Answer the following questions. 4. How might initiatives such as pankha-making workshops contribute to the preservation of this traditional craft?
Workshops spread awareness of the craft’s history and making process, teach skills to new learners, create interest among youth, provide artisans a platform to showcase and sell, and encourage appreciation, thus ensuring transmission and economic viability.
II Answer the following questions. 5. The writer mentions celebrating pankhas in the concluding part of the chapter. Assess how this could be beneficial to artisans and the craft.
Celebrating pankhas through exhibitions and appreciation brings recognition, increases demand, and gives contemporary makers a commercial platform. This helps artisans earn a sustainable livelihood, regain pride, and motivates continuation of the craft.
II Answer the following questions. 6. How does the restriction of the use of pankha for decorative purposes reflect the changing cultural role of these traditional fans in modern India?
Earlier pankhas were everyday functional objects for cooling, ritual and royalty. In modern times with electric fans and AC, their functional role has declined and they survive mainly as decorative craft items and wall decorations, showing a shift from utility to cultural heritage and aesthetic value.
Vocabulary and Structures in Context
I Read the following pairs of words from the text. exotic and stylish villages and towns thread and wool silk and brass ornate and encrusted within and outside 1. Classify the pairs of words given above in the following categories. One example has been done for you. Appearance Place Material within and outside Now, find more such word pairs from the text and share them with your classmates and teacher.
Appearance: exotic and stylish, ornate and encrusted; Place: villages and towns, within and outside; Material: thread and wool, silk and brass, bamboo, cane, palm leaf etc. Other pairs from text include: beads and stones, gold and silver, silk and satin, art and life, culture and artistry, trade routes etc.
II Find the word pairs for the following fixed expressions. Write the meanings of these expressions by selecting them from the box given below. One example has been done for you. Some common expressions with ‘and’ have a fixed order which cannot be changed. The shortest expression comes first. For example, bread and butter (*not butter and bread) Word 1 Word 2 Fixed Expression Meaning of the Expression 1. high tear 2. cut fast 3. fact sundry 4. all thin all and sundry (v) everyone, not just a few special people 5. wear figures 6. time run 7. thick again 8. hard dry Now, match the following meanings with the correct word pairs created above. (i) in a difficult situation, without help or money– (ii) the damage to object due to normal use – (iii) accurate and detailed information – (iv) even when there are problems or difficulties– (v) everyone, not just a few special people– (vi) often; on many or all occasions– (vii) To make a quick or sudden escape –
Fixed expressions: 1. high and dry - (i) in a difficult situation without help or money; 2. cut and run - (vii) to make a quick or sudden escape; 3. fact and figures - (iii) accurate and detailed information; 4. all and sundry - (v) everyone, not just a few special people; 5. wear and tear - (ii) the damage to object due to normal use; 6. time and again - (vi) often; on many or all occasions; 7. thick and thin - (iv) even when there are problems or difficulties; 8. hard and fast - means strict or fixed (not listed in the seven but related to fixed rules).
II Find the word pairs for the following fixed expressions. - Match (i) in a difficult situation, without help or money–
high and dry
II Find the word pairs for the following fixed expressions. - Match (ii) the damage to object due to normal use –
wear and tear
II Find the word pairs for the following fixed expressions. - Match (iii) accurate and detailed information –
fact and figures
II Find the word pairs for the following fixed expressions. - Match (iv) even when there are problems or difficulties–
thick and thin
II Find the word pairs for the following fixed expressions. - Match (v) everyone, not just a few special people–
all and sundry
II Find the word pairs for the following fixed expressions. - Match (vi) often; on many or all occasions–
time and again
II Find the word pairs for the following fixed expressions. - Match (vii) To make a quick or sudden escape –
cut and run
III Read the following word combinations from the text. sustainable livelihood aesthetically pleasing appreciating the culture The given phrases are conventional combinations just like fixed expressions. Such combinations are called collocations. 1. Choose the appropriate word collocations for the following sentences. (i) The students have to (take/give) the English exam tomorrow.
take - The students have to take the English exam tomorrow.
III Read the following word combinations from the text. 1. Choose the appropriate word collocations for the following sentences. (ii) The interviewer asked the candidate to (take/have) a seat.
have - The interviewer asked the candidate to have a seat. (or take a seat is also common, but have a seat is more polite collocation)
III Read the following word combinations from the text. 1. Choose the appropriate word collocations for the following sentences. (iii) My scooter (dashed against/ran into) a car.
ran into - My scooter ran into a car.
III Read the following word combinations from the text. 1. Choose the appropriate word collocations for the following sentences. (iv) I must (take/own) responsibility for my success.
take - I must take responsibility for my success.
III Read the following word combinations from the text. 1. Choose the appropriate word collocations for the following sentences. (v) I would like to (tone up/improve) my grammar.
improve - I would like to improve my grammar.
IV Read the following sentences. Underline the verbs. 1. In modern times, pankhas have become traditional craft items in India. 2. Gujarat’s industrious home-based women workers have worked tirelessly in the handicraft of pankha-making. 3. Many tribes in India have adopted this handicraft. 4. Once made for personal use, this handicraft has transformed into a commercial business. The underlined verbs refer to the past, but have relevance to the current or present time. This form of tense is called the present perfect tense. Recently completed actions also take the present perfect form of tense. Now, fill in the blanks with the present perfect form of verbs in the following paragraph. One example has been done for you. Puppets have long fascinated (fascinate) audiences worldwide. Puppeteers (i) ______ (create) intricate characters and captivating stories with their skillful artistry. They (ii) __________ (master) the delicate movements that bring these lifeless figures to life, entertaining both children and adults. Over the years, puppetry (iii) ___________ (evolve), using modern technology while preserving traditional techniques. Many puppeteers (iv) __________ (pass) down their craft through generations, ensuring its continuity. They (v) ________ (perform) in theatres, on television, and at festivals, conveying important cultural narratives.
(i) have created (ii) have mastered (iii) has evolved (iv) have passed (v) have performed. All are present perfect forms showing past actions relevant to present.
Listen and Respond
I You will listen to a dialogue between a boy and a girl discussing which type of pankha they should choose as a gift. As you listen, choose four statements out of seven that are true from 1–7 given below. (Transcript for teacher on page 263) 1. Rohan thinks Grandma prefers heavier items because they feel more substantial. 2. Priya suggests getting a pankha that can be easily moved around. 3. Rohan believes Grandma enjoys sitting in the verandah during the evenings. 4. Priya knows Grandma likes to keep special items close to her. 5. Rohan thinks a pankha with intricate designs would be too delicate for Grandma’s liking. 6. Priya suggests choosing between a bamboo pankha with beadwork or an embroidered pankha with mirror work. 7. Rohan decides they should buy the pankha without consulting their mom.
As the audio is not available, the task requires selecting four true statements after listening. Typical expected true statements would be those reflecting a lightweight, portable, and decorative gift suitable for a grandmother who sits in the verandah and likes to keep special items close: likely statements 2, 3, 4 and 6 are true, while 1, 5 and 7 are false. Students should verify by listening and tick the four that match the dialogue.
Speaking Activity
I Work in groups of four. Look at the pictures of the four different kinds of fans given below. Each of you in the group will pick one kind of fan. Imagine yourself to be that fan. Use the points given in the box below. Introduce yourself as the fan which you have chosen. Describe yourself, for example, your features, etc. What do you like about yourself? What do you feel is your weakness? What makes you unique? Hand fan Ceiling fan Table fan Handheld fan
Sample: Hello, I am a Handheld Palm Leaf Pankha from Kerala. I am small, light, and foldable, made of palm leaf. I like that I am eco-friendly, portable, and reflect traditional craft. My weakness is I cannot cool a large room like a ceiling fan and I need a hand to operate me. I am unique because I carry the heritage of Kerala and can be used as a beautiful decoration too.
Writing Task
I Describe an artefact you have made in your craft class or learnt from someone. Begin with collection and organisation of the facts with the help of the pointers given above. Do not include your opinion in the factual description.
Sample factual description: I made a palm leaf hand fan in craft class last month. It is a small round fan about 15 centimetres in diameter. It is made of dried palm leaf, bamboo stick for the handle, and coloured thread for the border. It was taught by our craft teacher using traditional methods of cutting, drying and stitching leaves. It was made for learning heritage crafts and is now used as a wall decoration in our classroom.
Learning Beyond the Text
I Identify any art or craft item from your region and make a presentation describing its features, materials, and process involved in making it, its usage, etc. You may refer to the points given on the next page. Name of the object and its physical characteristics— appearance, shape, size, colour, etc. What is it made up of? Which region does it belong to? How has it been used traditionally? Is there an origin story associated with it? How has it evolved over time? How can it be used effectively and safely in today’s time?
Sample project idea: Choose Madhubani painting from Bihar. It is a colourful wall painting with natural dyes on paper or canvas, featuring floral and mythological motifs. Traditionally painted by women on walls during festivals, now done on paper and cloth for decoration and livelihood. Students can prepare slides with images, materials, and steps, and explain safe use as home décor.
II You can also make your own hand fan. Take ideas from the pictures given below and in groups of four, make your own hand fan. Display the hand fans in the class and describe the process used to make it. Hand fan 1 2 3 Paper hand fan 1. 4. 2. 5. 3. 7. 6.
Sample process description: We made a paper hand fan using coloured paper, scissors, glue and sticks. First we folded the paper in accordion folds, then pasted sticks as handles, decorated with mirror pieces and beads, and joined the folds. The fan was displayed in class and we explained each step and safety while using scissors.
Reflect and Respond
I Work in pairs. Discuss what all you see in a garden. Think of the colours you see and where you see them. Share your responses with your teacher.
In a garden we see green leaves and grass, red, pink, yellow and white flowers, brown soil, blue sky above, butterflies and birds. Green is dominant on leaves, red and yellow on blossoms, brown on trunks and soil.
II Look at the picture of a garden and a painting given below. Speak about any similarities between the garden and the painting. Speak using the following: Just as a garden ______________, similarly, a painting ______________ A garden and a painting, both ________. ______________ is common to both a garden and a painting. Like a garden, a painting too __________.
Just as a garden displays colours and patterns of nature, similarly a painting displays colours and patterns created by an artist. A garden and a painting, both give joy and are aesthetically pleasing. Creativity and attention to detail is common to both. Like a garden, a painting too needs planning, balance and care to look beautiful.
III Let us acquaint ourselves with the meanings of palette, hue, and canvas. 1. Palette: a thin oval or rectangular board or tablet that a painter holds and mixes colours on. 2. Hue: shade of a colour 3. Canvas: (here) painting Now, look at the painting given above and identify palette, canvas, and select a hue.
In the painting, the canvas is the whole garden scene itself. The palette can be imagined as the earth which holds many colours. A hue could be the vibrant green of leaves or the red of blossoms; for example, the sky blue hue in the background or the pink hue of flowers.
Check Your Understanding
I Read the poem again and complete the summary of each stanza by filling in the blanks. 1. The ______________ is portrayed as a rich palette where gardeners’ __ __ __ a __ s flourish in the form of ______________, awaiting spring.
The earth is portrayed as a rich palette where gardeners’ dreams flourish in the form of seeds, awaiting spring.
I Read the poem again and complete the summary of each stanza by filling in the blanks. 2. The garden flowers ______________ into a beautiful display of different b __ __ __ __ __ m s, resembling a ______________ by Mother Nature, in the light of morning.
The garden flowers bloom into a beautiful display of different blossoms, resembling a painted sight / artwork by Mother Nature, in the light of morning.
I Read the poem again and complete the summary of each stanza by filling in the blanks. 3. Each garden is likened to a wide __ __ n __ __ s, integrating art and __________. Through the efforts of gardeners, gardens transform into still-life ______________.
Each garden is likened to a wide canvas, integrating art and life. Through the efforts of gardeners, gardens transform into still-life paintings.
II Select the appropriate title for each stanza from those given below. There are two extra titles. 1. Nature’s Work of Art 2. Sweet-smelling Blossoms 3. Gardens as Living Canvases 4. Earth and Possibilities 5. The Painter’s Canvas
Stanza 1: Earth and Possibilities (palette of earth, dreams of gardeners, seeds awaiting spring). Stanza 2: Nature’s Work of Art (blossoms bloom, painted sight, nature’s artwork). Stanza 3: Gardens as Living Canvases (each plot a canvas, art and life coincide, gardens become paintings still). Extra titles: Sweet-smelling Blossoms, The Painter’s Canvas.
III Match the poetic devices in Column 1 to the examples in Column 2. Discuss your responses in pairs. Then share the responses with your classmates and teacher. Column 1 Column 2 1. Imagery [mind pictures] (i) appreciative 2. Metaphor [comparison without use of ‘like’ or ‘as’] (ii) AABB 3. Rhyme Scheme (iii) ‘Blossoms bloom’ 4. Tone [what the poet feels] (iv) colours, brushstrokes, blossoms, shades of green 5. Mood [what the reader feels] (v) a gardener 6. Speaker (vi) garden as a painting, plot as canvas, seeds as brushstrokes 7. Alliteration [same consonant sound] (vii) joyful
1. Imagery - (iv) colours, brushstrokes, blossoms, shades of green; 2. Metaphor - (vi) garden as a painting, plot as canvas, seeds as brushstrokes; 3. Rhyme Scheme - (ii) AABB; 4. Tone - (i) appreciative; 5. Mood - (vii) joyful; 6. Speaker - (v) a gardener (or the poet admiring garden); 7. Alliteration - (iii) Blossoms bloom
Critical Reflection
I Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (i) The poet has used a metaphor in ‘Brushstrokes of seeds’. Which option from those given below uses a metaphor? A. Her mother’s heart heard her heartfelt request with kindness. B. She has a heart of gold. C. Her heart did a dance of joy on seeing the new doll. D. She has a very kind heart.
B. She has a heart of gold. It directly compares heart to gold without using like or as, just as brushstrokes compares to seeds.
I Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (ii) Complete the sentence appropriately. The phrase ‘planted true’ is significant because it implies __________.
seeds are sown sincerely, carefully and correctly with hope and dedication, so they will grow well.
I Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (iii) Why has the poet used the word ‘hue’ instead of ‘colours’ in the extract?
Hue suggests a subtle shade and artistic tone, fitting the painting metaphor and maintaining the rhyme and soft musicality of the poem, rather than the ordinary word colours.
I Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (iv) Complete the following analogy correctly with a word from the extract. Summer: hot :: Spring : _________
vibrant. Summer is associated with hot, spring is associated with vibrant hue / blooming vibrancy.
I Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (v) Read the Assertion (A) and the Reason (R) and select the option that is correctly suited. (A): Gardeners wait for Spring. (R): Gardens are worth painting in Spring. A. Both (A) and (R) are true and (R) is the correct explanation of (A). B. Both (A) and (R) are true but (R) is not the correct explanation of (A). C. (A) is true but (R) is false. D. (A) is false but (R) is true.
B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). The poem's imagery — ‘Brushstrokes of seeds… Awaiting spring's vibrant hue’ — presents the blooming spring garden as a painting, so it is true that gardens are worth painting in spring, and gardeners do wait for spring. However, gardeners wait for spring because that is when their planted seeds bloom into colour, not specifically because the garden is ‘worth painting’; so (R) is true but is not the direct reason for (A).
I Read the given extracts from the poem and answer the questions that follow. 2. Each plot, a canvas wide, Where art and life coincide. (i) What does ‘Each plot’ refer to in this extract?
Each plot refers to each small area or bed in the garden where plants are grown.
I Read the given extracts from the poem and answer the questions that follow. 2. Each plot, a canvas wide, Where art and life coincide. (ii) Select which option imitates the rhyme scheme of the extract. A. beautiful and clear laughter and cheer B. beautiful and clear laughter and tears
A. beautiful and clear / laughter and cheer - because wide and coincide rhyme (AA pattern), as clear and cheer rhyme, while clear and tears does not.
I Read the given extracts from the poem and answer the questions that follow. 2. Each plot, a canvas wide, Where art and life coincide. (iii) Select the line from the extract that conveys that gardening blends aesthetic beauty with natural growth.
Where art and life coincide.
I Read the given extracts from the poem and answer the questions that follow. 2. Each plot, a canvas wide, Where art and life coincide. (iv) Complete the following sentence appropriately. The plot is likened to a canvas suggesting that _____________.
gardening is a creative act like painting, where the gardener is an artist and the soil is the canvas for living art.
I Read the given extracts from the poem and answer the questions that follow. 2. Each plot, a canvas wide, Where art and life coincide. (v) Why has the poet most likely used the word ‘wide’ instead of ‘long’ in ‘canvas wide’?
Wide suggests openness, breadth and expansiveness for creativity, fitting the image of a garden plot spread out, and it also helps maintain the rhythm and rhyme of the line.
II Give reasons for the comparisons made by the poet in the poem. 1. A painter is compared to a gardener because ______________.
both create beauty with care, patience and vision; the painter uses brushstrokes and colours while the gardener uses seeds and plants to compose a beautiful picture.
II Give reasons for the comparisons made by the poet in the poem. 2. A palette is like earth as __________________.
both hold a rich range of colours and possibilities; earth holds seeds and nutrients like a palette holds paints ready to be used.
II Give reasons for the comparisons made by the poet in the poem. 3. The brushstrokes are like seeds because _________________.
both are the initial small marks or actions that will grow into a larger beautiful picture or garden.
II Give reasons for the comparisons made by the poet in the poem. 4. A canvas is similar to a garden plot as __________________.
both are the blank space or ground where art or life is created and displayed.
III Answer the following questions. 1. How does the metaphor ‘Brushstrokes of seeds’, enhance the understanding of gardening as an art form?
It makes us see sowing seeds as deliberate artistic strokes, showing gardening requires skill, design and intention just like painting, elevating it from mere labour to creative expression.
III Answer the following questions. 2. What can you infer about the poet’s perspective on the relationship between nature and creativity from the following lines? ‘Each plot, a canvas wide,/Where art and life coincide.’
The poet feels nature and creativity are inseparable; gardening is where human art meets living nature, and both together create beauty.
III Answer the following questions. 3. Do you think the imagery in the poem successfully paints a vivid picture in the reader’s mind? If yes, why? If no, why not?
Yes, words like palette of earth, brushstrokes, blossoms bloom, shades of green, red and blue dancing in morning light create strong visual mind pictures that let readers imagine the garden as a colourful painting.
III Answer the following questions. 4. Support the view that the poet’s mention of the colour yellow, besides red, blue and green, would have lent effectively to the imagery.
Yellow is common in gardens (mustard, sunflower, marigold) and in paintings (sunlight). Adding yellow would make the colour palette more complete and warm, enhancing the vividness and balance of natural imagery.
III Answer the following questions. 5. Considering the line ‘Gardens become paintings still’, what can you interpret about the poet’s view on the timelessness of nature’s beauty?
The poet sees garden beauty as lasting like a still painting; though flowers change with seasons, the art of gardening preserves nature’s beauty in memory and can be appreciated timelessly.
III Answer the following questions. 6. Justify the title of the poem, ‘Canvas of Soil’.
The title captures the central metaphor that soil is the gardener’s canvas where seeds are painted to create living artwork, showing earth as the base for artistic creation.
Vocabulary in Context
I The poet refers to the shades of green, red, and blue in the poem. Let us read some of the names of different shades of these colours. Navy blue Indigo Cobalt blue Denim Sky blue Ice blue Pine green India green Apple green Jade Olive Pistachio Rusty red Salmon Scarlet Crimson Blood red Vermilion Now, Discuss in pairs, any two things that you can associate with these colours.
Sample associations: Navy blue - school uniform and deep sea; Sky blue - sky on a clear day and a summer dress; Olive green - army uniform and olive fruits; Scarlet red - rose flower and bridal dress. Students can associate any two objects with each shade.
II You have studied painting-related words like palette, brushstrokes, shades, hue, colours, and canvas. Now, read the following paragraph and discuss in pairs what the underlined painting-related words might mean. Discuss this way: I think ____________ means ____________ because the passage talks about ____________. Example: I think portrait means a picture of someone’s face because the passage talks about capturing a friend’s features. In the art studio, young painters eagerly approached their easels, each framing a canvas that they had to work on. The teacher encouraged them to experiment with a diverse tonal range, playing with shades and hues to bring their paintings to life. One student focused on a detailed portrait, capturing his friend’s features, first with careful underpainting and then filling the final colours. Another student worked on a mural, depicting a Spring Day on the right wall of the classroom. The room continued to buzz with artistic energy.
I think easel means a wooden stand that holds the canvas because the passage talks about painters approaching it to paint. I think tonal range means variety of lightness and darkness of colours because they play with shades and hues. I think underpainting means the first light layer of paint beneath final colours because the student does it before filling final colours. I think mural means a large painting done directly on a wall because the student depicts Spring Day on the right wall of the classroom.
Listen and Respond
I You will listen to a young girl describe her school garden. As you listen identify which of the following 1–3, she does not talk about. (Transcript for teacher on page 264) 1. 2. 3.
Students should listen and note which of the three pictures or topics is not mentioned. Without the audio, the answer must be determined by listening; typically one of the garden elements is omitted and students mark it.
II You will once again listen to the young girl. As you listen, circle the correct answer from the options given below. Statements Options 1. The colour of flowers in the first row white red pink 2. The type of flowers in the second row marigold jasmine rose 3. Position of the type of useful plants left corners right corners left and right corners 4. The number of potted evergreen plants 15 20 25 5. The paint colour on the bricks bordering the garden black and white red and black white and red 6. Type of tree in the centre of the garden neem peepal banyan 7. Things created with waste material dustbins plant name boards bird houses
Answers depend on listening. Students should circle the options heard in the description. Example pattern could be: 1. pink, 2. rose, 3. left and right corners, 4. 20, 5. white and red, 6. neem, 7. bird houses, but the exact correct choices must be confirmed from the transcript audio.
Speaking Activity
I People wish to have a garden at home. Some like a flower garden and some a vegetable garden. Think and note some advantages of both these types, as gardens for homes.
Flower garden advantages: beauty, fragrance, attracts butterflies, improves mood, decoration. Vegetable garden advantages: fresh organic produce, saves money, healthy eating, teaches responsibility, sustainable living.
II Would you like to have a flower garden or a vegetable garden at home? Why? Take turns with your partner and speak your points aloud, one by one, by using the given sentence prompts to express your preference, with reasons. I prefer __________ to __________ because ... For me , it is a __________ instead of a __________ due to ... If I had a choice I’d rather have a ________than a __________ as ... I would prefer __________ rather than __________ since ...
Sample: I prefer a vegetable garden to a flower garden because it provides fresh healthy vegetables for my family every day. For me it is a vegetable garden instead of a flower garden due to its practical usefulness and cost saving. I would prefer vegetables rather than only flowers since I can both enjoy beauty and eat fresh produce.
Writing Task
I Write a descriptive piece of two to three paragraphs describing the details and colours in the garden you have visited. Focus on how different shades of blue, red, and green interact, create contrast, and bring the garden to life. Pay attention to details like the texture of petals, the varying greens of leaves, and the way light affects the colours.
Sample: I visited the Lodhi Garden in Delhi last Sunday. The lawn was a soft pistachio and olive green, with dark pine-green hedges bordering the path. Against this green, scarlet roses and crimson hibiscus bloomed, their velvety petals glowing in morning light. A small patch of sky-blue periwinkles added cool contrast. In sunlight the greens looked brighter and the reds deeper, while shadows made the blue hues softer. The interplay of navy-blue shadows, apple-green new leaves and vermilion flowers made the garden look like a living painting, full of texture and harmony.
Learning Beyond the Text
I Mini-Project Objective: Explore the multifaceted world of gardens—their design, cultural significance, artistic inspiration, and the art of gardening itself. Duration: This project can span over a few weeks, allowing students adequate time for research and creative processes. Select any TWO assignments. Any one from 1 or 2, and any one from 3 or 4 (1) Do research and collect information on any FIVE famous gardens of India, such as Amrit Udyan, Brindavan Gardens, and many others. Focus on history, design elements, and cultural significance. Prepare a short report and make a presentation. (2) Explore various art forms (painting, sculpture) inspired by gardens. Select an art piece and analyse how the garden is represented. Create a visual or written response inspired by the garden. (3) Design your own garden Design a garden on paper or using digital tools. Incorporate elements and artistic inspirations learned from parts (1)/(2). Present your choices in design and artistic influences to the class. (4) Interview with a Gardener or Landscaping Expert Approach a local gardener or a landscaping expert for an interview. Prepare questions focussed on understanding the practical aspects of gardening/landscaping. Write a summary of your experience.
Students can choose (1) and (3). For (1) research five gardens like Amrit Udyan, Brindavan, Shalimar Bagh, Rock Garden Chandigarh, and Hanging Gardens Mumbai, noting their history, Mughal or modern design, and cultural role, and prepare a PowerPoint. For (3) design a small rectangular garden with a central water feature, rose beds and herb corners inspired by Mughal symmetry, and present the sketch explaining colour choices and plant selection.