WBBSE 10th Class English Solutions 1 Father’s Help
WBBSE 10th Class English Solutions 1 Father’s Help
West Bengal Board 10th Class English Solutions 1 Father’s Help
WBBSE 10th Class English Solutions
SURVEY
Topic: Identifying Direct Speech
Learning outcome: Ability to identify direct speeches from a given topic included in the text book.
Teacher’s role: Dividing the class into groups and assigning specific tasks to each group.
Time: 1 (one) period
Students’ role: Engage in group work to identify direct speeches, as assigned to them and to change the mode of narration.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
PART – I : Group Work
You have gone through the lesson ‘Father’s Help’ thoroughly. There you find both kinds of speeches, namely direct and indirect. Direct speeches are uttered by three characters of the story, namely Swami, his father and Samuel. Find and list these speeches.
When the survey is over, prepare a report together. In the report you must express your opinion about the impact of such direct speeches on the readers.
PART – II : Individual Work
Now change the mode of narration of each of those speeches.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
PART – I
GROUP A: Swaminathan’s Speeches
UNIT – I
1. ‘I have a headache.’
2. ‘Headache.’
3. Headache!”I can’t go so late to the class.
4. ‘What will the teacher think if I go so late?’
5. ‘He will scold me if I say so.’
6. ‘Samuel.’
7. ‘He is a very angry man. He is especially angry with boys who come in late, I wouldn’t like to go late to Samuel’s class.’
8. ‘They say that even the headmaster is afraid of him.
UNIT – II
1. ‘What have you written, Father?”
2. ‘Have you written anything about our teacher Samuel?’
3. ‘What has he done, Father?’
UNIT – III
1. ‘I have a headache, sir.’
2. ‘My father said I shouldn’t miss school, sir.’
3. ‘Oh, you poor man!’ Swami thought, ‘you don’t know what my father has done to you.’
4. I have not done my homework, sir.’
5. ‘Yes, sir.’
6. But the headmaster is on leave.’
GROUP B: Speeches of Swaminathan’s Father
UNIT – I
1. ‘Have you no school today?’
2. ‘Nonsense! Dress up and go.’
3. ‘Loaf about less on Sundays and you will be without a headache on Monday.’
4. ‘You’ll have to. It is your own fault.
5. Tell him you had a headache and so are late.’
6. ‘Will he? Let us see. What is his name?!
7. ‘Does he always scold the students?’
8. ‘If he is so angry, why not tell your headmaster about it?’
UNIT – II
1. ‘Nothing for you. Give it to your headmaster and go to your class.’
2. ‘Yes. Plenty of things.’
3. ‘Everything is there in the letter. Give it to your headmaster.’
UNIT – III
1. ‘I knew you wouldn’t deliver it.’
2. ‘Don’t ever come to me for help if Samuel scolds you again. You deserve your Samuel.’
GROUP C: Samuel’s Speeches
UNIT – III
1. You are half an hour late.’
2. Then why did you come at all?’
3. “Your father is quite right. We want more parents like him.’
4. ‘All right, go to your seat.’
5. ‘Swaminathan, where is your homework?’
6. Why-headache?’
7. ‘All right, sit down.’
Report of the Survey
The impact produced by direct speeches is more on the readers than that of their counterpart. Emotions of the speaker are revealed in a better way in direct speeches. This can easily by justified by citing an example from the text:
While Swami was telling his father the reason for not going to school he said curtly ‘Headache’ twice. If it had been expressed in indirect speech, it would have been written as follows: Swami replied that he had a headache. Obviously this presentation would miss at least one aspect i.e., Swami’s unwillingness to discuss the reason elaborately with his father at least. But the use of the sole word ‘Headache’ as direct speech twice has served the purpose.
PART – II Swaminathan’s Speeches
UNIT – I
1. Swami said that he had a headache.
2. Swami curtly said that he had a headache.
3. Swami curtly said that he had a headache.
4. Swami said that he could not go to the class at that late hour.
5. Swami asked what the teacher would think if he went that late.
6. Swami said that he would scold him if he said that.
7. Swami replied that he was called Samuel.
8. Swami replied that Samuel was a very angry man. He was especially angry with the boys who came in late. So, Swami was reluctant to go late to Samuel’s class.
9. Swami replied that everybody said even the headmaster was afraid of him (Samuel).
UNIT-II
1. Swami apprehensively asked his father what the latter had written.
2. Swami asked if he (Father) had written anything about their teacher Samuel.
3. Swami asked his father what he (Samuel) had done.
UNIT-III
1. Swami politely replied that he had a headache.
2. Swami politely said that his father had told him not to miss school.
3. Swami grieved at the thought that the poor man did not know what Swami’s father had done to him.
4. Swami informed the teacher that he had not done his homework.
5. Swami admitted it.
6. Swami said that the headmaster was on leave.
Speeches of Swaminathan’s Father
UNIT – I
1. Father asked whether Swami had no school that day.
2. Father told Swami with annoyance to dress up and go (to school).
3. Sarcastically, Father advised Swami to loaf about less on Sundays so that he would be without a headache on Monday.
4. Swami’s father told him angrily that it was his own fault and so he would have to do that.
5. Father told Swami to tell the teacher that he (Swami) had had a headache and so he was late.
6. Father suggested that they should see whether he (the teacher) would do that or not. Then he asked what the teacher’s name was.
7. Father wanted to know if he (the teacher) always scolded the students.
8. Father wanted to know if the teacher was very angry then why Swami did not tell his head-master about it.
UNIT-II
1. Father told Swami that it was not anything for him (Swami). He then told Swami to give it to his headmaster before going to his class.
2. Father confirmed that he had written plenty of things about Samuel.
3. Father assured Swami that everything was there in the letter. He then asked the boy to give it to his headmaster.
UNIT-III
1. Father said that he had known Swami would not deliver it.
2. Father ordered Swami to never go to him for help if Samuel scolded him again, because he (Swami) deserved his (Swami’s) Samuel.
Samuel’s Speeches
UNIT-III
1. Samuel told Swami that the latter was half an hour late.
2. Samuel asked then why he (Swami) had come to school at all.
3. Samuel said that his (Swami’s) father was quite right and they wanted more parents like him.
4. Samuel accepted what Swami had said and told him to go to his seat.
5. Samuel asked Swaminathan where his homework was.
6. Samuel wanted to know if the reason was his headache.
7. Samuel accepted what Swami had told him and allowed him to sit down.
NATURE STUDY
Topic: Studying nature through literary text.
Learning outcome: Ability to think critically about man’s innate nature.
Teacher’s role: Assigning a reading comprehension task extracted from the text book (Lesson 1) and setting questions on critical thinking.
Time: 1 (One) period.
Student’s role: Reading the passage to find man’s inner conflicts and his transformation.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
The following passage is an excerpt of the text ‘Father’s Help’. Here you find a boy’s psychological dilemma. He is supposed to be under the process of transformation. Read the passage carefully and try to answer the questions that follow.
Swami went to school feeling that he was the worst boy on earth. His conscience bothered him. He wasn’t at all sure if his description of Samuel had been accurate. He felt he had mixed up the real and the imagined.
Swami stopped on the roadside to make up his mind about Samuel. Samuel was not such a bad man after all. Personally he was much more friendly than the other teachers. Swami also felt Samuel had a special regard for him.
Swami’s head was dizzy with confusion. He could not decide if Samuel really deserved the allegations made against him in the letter. The more he thought of Samuel, the more Swami grieved for him. To recall Samuel’s dark face, his thin moustache, unshaven cheek and yellow coat filled Swaminathan with sorrow.
Answer the following questions:
1. “His conscience bothered him.”-What is meant by conscience’? Why did it bother Swami?
2. What light does it throw on Swami’s nature? Justify your answer.
3. Why do you think Samuel had a special regard for Swaminathan?
4. Why did recollection of Samuel’s appearance make Swaminathan sad?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. Conscience is that part of one’s mind that tells one whether one’s actions are right or wrong. Swami felt guilty about his allegations against Samuel. So his conscience bothered him.
2. Swami was, no doubt, a mischievous boy. But he was not a seasoned liar. He had a conscientious heart. A conscience-smitten mind troubled him and that is why, he tried to reassess his assessment about Samuel. Actually there is a Swami in each of us, who loves to hoodwink but not at the cost of anyone else’s prestige.
3. By nature Samuel was a gentle teacher. He did not have any special grudge against any particular student. He did not have any special regard for any particular student either. So when Swami considered his own case he felt Samuel had a special regard for him. Probably every student thought of Samuel in a similar way.
4. Samuel’s appearance did not have a whit of aggressiveness in it. No trace of anger was visible in his timid appearance. Yet Swami had falsely accused him of being hot-tempered. This thought gnawed at Swami’s conscience and made him sad.
IMAGINARY CONVERSATION
Topic: Conversation between Swami’s father and his mother about their son’s reluctance to go to school.
Learning outcome: Critically think about the difference between the father’s attitude and the mother’s towards their son.
Teacher’s role: Arranging a group activity-a role play or an imaginary conversation.
Time: 1 (one) period.
Students’ role: Discussing with peers on the topic.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Write an imaginary conversation between Swami’s parents about Swami’s decision of not going to school.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Swami’s father: Why have you told Swami to stay at home today?
Swami’s mother: He has a headache. He told me so. So I allowed him to stay at home.
Swami’s father: I’m sure he has fooled you. He knows you have a soft corner for him. So he has played this trick.
Swami’s mother: How do you know that he doesn’t have headache? For most of the time in a day you’re busy with your office work. Our health hardly bothers you.
Swami’s father: You’re wrong. I know my wife and child very well. I do care for them. And so, I have reached the conclusion that your indulgence is going to spoil our son.
Swami’s mother: Don’t say that. Your indifference is no less responsible for it. First start giving time to Swami and then try to chasten him.
Swami’s father: You’re unnecessarily accusing me. Do you know why he has given the excuse of a headache today?
Swami’s mother: I’m sure he has not given any excuse. He has a headache…
Swami’s father: No, he did not do his homework. So he lied and fooled you.
Swami’s mother: Oh no! I can’t believe my ears.
Swami’s father: Trust me. Don’t spoil Swami with your overindulgence.
CASE STUDY
Topic: Practice of bunking classes.
Learning outcome: Ability to analyse and evaluate the information through introspective study.
Teacher’s role: Providing a case to the students and engaging them to solve the problem.
Time: 1 (one) period.
Student’s role: Discussing with peers on the topic for problemsolving.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
In the story ‘Father’s Help’ you have read how keen Swami was to bunk school. Suppose you were Swami. Now, comprehending Swami’s situation try to give answers to the following questions:
1. What would you do if, waking up on Monday morning, you discover that you have to go to school but you have not done your homework?
2. In the story ‘Father’s Help, Swami made two major mistakes. What were those?
3. Swami changed his tactics when his father was compelling him to go to school. Would you follow the same tactics in such a situation? Justify your answer.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. Obviously I would try to find an excuse for not going to school. I might try to discover a pain in the stomach or have giddy feelings all of a sudden. If it would work and my parents would be convinced, then fine. But I would not try to put the blame on any teacher or classmate to justify my class bunking.
2. First, Swami tried to give the excuse of having a headache. It is too petty an excuse to convince a strict parent. Second, he presented a wrong picture of Samuel before his father. After all Samuel was not as black as he had been painted. Even Swami himself could not later justify what he had said.
3. No, I would not do it. I am well aware of my father’s temperament. So, I know I have to go to school under any circumstances and it is useless to tell more lies.
CREATIVE WRITING
Topic: Story Writing
Learning outcome: Ability to develop a story from a given lead.
Teacher’s role: Providing the cue of a story, engaging them into group discussion, facilitating their efforts to imagine situations and motivating them for creative writing.
Time: 1 (one) period.
Students’ role: Discuss in groups and develop the lead into a story.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Following is the beginning of an unfinished story. Discuss groups. You are free to interpret it in your own way. You are to use your imagination to complete the story. Give story a title.
Venugopal had once been Hiralal’s student. But times had changed. Venugopal had now grown into quite a young man of fashion. Friends, befitting his present condition, were numerous. After great hesitation, Hiralal invited Venugopal to dinner in his old, dilapidated house. At that time Hiralal did not know what awaited him.
Dinner was over. Venugopal had left. Suddenly Hiralal noticed two things. A piece of paper was kept on the sidetable. And three bundles of currency notes were missing. They had been there a while ago. Those bundles of notes were from the school for safe keeping in his house. The fund was meant for constructing a new school laboratory. Hiralal began reading the piece of paper. It was a letter. His heart stopped beating……
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
We discussed the given lead among ourselves. From the group discussion three probable outlines of the story emerged. They are as follows:
| Probable Outline 1 | Venugopal took away the money. It was written on the piece of paper. Hiralal read it and phoned the police. The police arrested Venugopal. Hiralal did not tell them Venugopal had once been his student. |
| Probable Outline 2 | Venugopal intimated Hiralal that he had taken away the three bundles of currency notes. Then and there Hiralal decided he would never trust any pupil henceforth. The incident changed him into a bitter man. But after a few months he received a money order. Venugopal returned the amount he had taken away. Hiralal blamed himself for his misjudgement. |
| Probable Outline 3 | The piece of paper was actually a letter written by Venugopal. Reading it Hiralal came to know that Venugopal was to leave the country. The amount would be used as the passage fare. Hiralal rushed to the airport. But he did not know the flight number. So, he found no trace of Venugopal. Hiralal took a cab and asked the driver to drive on. After two or three hours, the cabby asked, “Where do you want to go?” No answer came. |
The story given below is on the basis of the Probable Outline 3. I have chosen it because it is akin to the Bengali story titled ‘Master Mashai’ by Rabindranath Tagore.
The School Teacher
Venugopal had once been Hiralal’s student. But times had changed. Venugopal had now grown into quite a young man of fashion. Friends, befitting his present condition, were numerous. After great hesitation, Hiralal invited Venugopal to dinner in his old, dilapidated house. At that time Hiralal did not know what awaited him.
Dinner was over. Venugopal had left. Suddenly Hiralal noticed two things. The coupboard door was open. A piece of paper was kept on the table. And three bundles of currency notes were missing from the cupboard shelf. Those bundles of notes were from the school for safekeeping in his house. The fund was meant for constructing a new school laboratory. Hiralal began reading the piece of paper. It was a letter. His heart stopped beating. His clothes became wet with perspiration. The purport of the letter was clear. His Venu had taken six lakh rupees in currency notes and left for a western country. The name of the country was not mentioned in the letter.
The words seemed to run into one another. The letter ended with the words: “I will pay off the debt when I return.” Hiralal locked up his house and hired a cab and went with all haste to the airport. But he did not know even the number of the flight Venu had taken. He hurried to the Enquiry desk. He found that two planes had flown to England a few minutes ago. It was impossible for Hiralal to know which of them carried his Venu or how to reach him.
Coming to the taxi stand of the airport, Hiralal took a taxi. “Where will you go, Sir?” the driver asked.
“I will tell you later on.” Hiralal replied. He sounded exhausted.
The cathedral clock struck one. They had reached St. Paul’s. The driver called out impatiently, “Babu, I won’t go any farther without directions. Where do you want to go?”
No answer came.
The driver stopped the car. He got down and opening the back door asked Hiralal again where he wanted to go.
There came no answer.
And the answer to where he wanted to go was never received from Hiralal.
MODEL MAKING
Topic: Making a chart showing the problems Swami faced throughout the day.
Learning outcome: Ability to understand the chronology of events.
Time: 1 (one) period.
Student’s role: Discussing with peers on the topic for making the chart.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Make a chart showing the situations faced by Swami one after another.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Situations faced by Swami
| While in bedy | It was Monday morning not Friday. But he had not done his homework. |
| 9 o’clock | Swaminathan started saying that he had a headache. |
| 9.30 am | Father ordered him to dress and go to school. |
| A few minutes later | Father did not pay heed to Swami’s excuse for not going to school so late. He told father that especially his teacher Samuel would be angry if he went late. |
| When ready for school | Father gave Swami a letter for giving to the headmaster before going to class. It was a letter of complaint against Samuel. |
| While going to school | Swami was regretful. He realised he had mixed up the real and the imagined and so blackened Samuel’s character. But Samuel was not that kind of man. Moreover, he had a special regard for Swami. |
| While entering school gate | Swami hoped Samuel would do something that would justify the complaint made in the letter. So, he decided to give the letter to the headmaster at the end of the day. |
| In the class | Samuel accepted Swami’s excuse of having a headache. Contrary to Swami’s expectation, Samuel behaved with Swami gently even though Swami had not done his homework. |
| 4.30 pm | School was over and Swami ran to the headmaster’s room. There he learnt that the headmaster had gone on a week’s leave. Swami could not give him his father’s letter. |
| At home | Father was angry as Swami had not given the letter. |
OPEN TEXTBOOK EVALUATION
Topic: Tom’s Tactics: Reading Comprehension.
Learning outcome: Ability to analyse, think logically, compare and contrast between two situations.
Teacher’s role: Providing a passage to the students and engaging them in analysis of the situation with reference to the concept developed in the lesson (i.e.; “Father’s Help’).
Time: 1 (one) period.
Students’ role: Applying the concept developed in the lesson to analysis the given situation.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Read the following text. Compare and contrast it with the situation given in ‘Father’s Help’. This will help you to answer the following questions.
Tom’s Tactics
Tom always found Monday mornings to be miserable. Monday began another week’s slow suffering in school.
Tom lay thinking. Presently, he wished that he was sick, then he could stay home from school. He investigated his body with the hope of finding some ailment. He thought that he had found symptoms of stomach trouble. He began to grow hopeful. However, the symptoms soon grew feeble and wholly went away.
Tom thought further. Suddenly he discovered something. One of his upper front teeth was loose. He felt lucky. He was about to groan when it occurred to him that if Aunt Polly was to know she would surely pull it out and that would hurt. Tom thought he would hold the tooth in reserve for the present. He remembered hearing from a doctor that a certain ailment could lay up a patient for three days and make him lose a finger. He eagerly drew his sore toe from under the sheet and held it up for inspection. He did not know the necessary symptoms. However, it seemed like a good chance. Tom fell to groaning. But his brother Sid slept on.
Tom groaned louder. He fancied that he began to feel pain in the toe. No response came from Sid. Tom then started a succession of groans. However, Sid snored on.
Tom became excited. He said, “Sid, Sid!” and shook him. This course worked well.
Sid yawned, then raising himself on his elbow, stared at Tom. Tom went on groaning.
Sid said, “Tom! Say Tom!”
No response.
“Here, Tom! Tom! What’s the matter, Tom?”
Sid shook him and looked in his face anxiously.
Tom moaned out: “Oh, don’t, Sid. Don’t shake me.”
“Why, what’s the matter, Tom? I must call auntie.”
“No, never mind. It’ll be over by and by, maybe. Don’t call anybody.”
“But I must! Don’t groan so, Tom, it’s awful. How long have you been this way?”
“Hours. Ouch! Oh, don’t stir so, Sid. You’ll kill me.”
“Tom, why didn’t you wake me sooner? Oh, Tom you aren’t dying, are you? Don’t Tom, oh don’t.”
“I forgive everybody, Sid. Tell them so.”
Sid had rushed to call for help.
Tom’s imagination was working perfectly by now and his groans had gathered a genuine tone.
Meanwhile, Sid flew downstairs and said: “Oh, Aunt Polly, come! Tom’s dying!”
“Dying?”
“Yes. Don’t wait, come quick.”
“What rubbish! I don’t believe it.”
She flew upstairs with Sid and Mary, Tom’s cousin. Her face grew pale and her lips trembled. When she reached the bedside, she gasped out.
“Tom! Tom, what’s the matter with you?’
“Oh, auntie, I’m -“
“What is the matter with you, child?”
“Oh, auntie, my toe is paining.”
The old lady sank into a chair. She laughed a little, then cried a little.
Then she said:
“Tom, what a shock you did give me! Now shut up the nonsense and get out of this.” The groans ceased. The toe pain vanished. Tom felt a little foolish and said, “Aunt Polly, how my tooth aches! The pain is more than that in my toe.”
“Your tooth, indeed! What’s the matter with your tooth?” “One of them is loose and it aches awfully.”
“There, there, now don’t begin that groaning again. Open your mouth. Your tooth is loose but you’re not going to die for that. Mary, get me a silk thread.” Tom said: “Oh, please auntie, don’t pull it out. It doesn’t hurt any more. Please auntie, I don’t want to stay home from school.”
“So all this was because you wanted to stay home from school and go fishing? Tom, Tom, I love you so much and you try to break my heart in every way with your naughtiness!”
By this time the dental instrument was ready. The old lady fastened one end of the silk thread to Tom’s tooth and the other end to the bed-post. She pulled and the tooth hung dangling by the bed-post. Tom now had a gap in his upper row of teeth. This enabled him to smile in a new and admirable way.
[An excerpt from ‘The Adventures of Tom Sawyer’ by Mark Twain]
Answer the following questions:
1. Both Tom and Swaminathan faced problems on Monday morning. Find out the similarities and dissimilarities between their problems.
2. Tom’s Aunt Polly and Swami’s father had certain similarities in their nature. Mention those similarities.
3. Compare and contrast the two female characters: Tom’s aunt Polly and Swami’s mother.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. In both cases, school lay at the root of the problem.
However, there is a difference. Tom wanted to bunk school because he wanted to enjoy fishing. But Swami wanted to bunk school because he had not done his arithmetic homework.
2. Both Swami’s father and Tom’s Aunt Polly were strict in nature. Both of them were well aware of their wards’ tactics. Both of them initially rubbished their wards’ excuses for not going to school. Interestingly, both of them created problem for their wards while attempting to solve their problems.
3. Both Swami’s mother and Tom’s Aunt Polly loved their children very much. However, love blinded the former while the latter never overindulged Tom. Swami’s mother generously suggested her son that he might stay at home. Whereas, Aunt Polly clearly understood that Tom made those excuses just to bunk school.
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