PET 225 E-BOOK

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POEM 1

The Living Photograph

My small grandmother is tall there,
straight back, white broderie anglaise shirt,
pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own death in the eye.

It was true after all, that look.
My tall grandmother became small.
Her back round and hunched
Her soup forgot to boil.
She went to the awful place grandmothers go
Somewhere unknown, unthinkable.

But there she is still,
In the photo with me at three,
The crinkled smile is still living, breathing.

Jackie Kay

LITERAL MEANING

STANZA 1 The persona describes her grandmother as tall and well-dressed
STANZA 2 with a kind smile. Her smile comes from her eyes. On her deathbed,
STANZA 3 she held the persona’s small black hand in her big white hand. She
was not afraid of dying.

Grandmother, who was tall, became small, hunched and forgetful. The
persona accepts that her grandmother has passed to the other world, as
all grandmothers do.

The persona took a photograph with her grandmother When she was
three years old. When she looks at the photograph, she feels a
grandmother’s presence. To the persona, the grandmother is still alive,
smiling at her.

FIGURATIVE MEANING

STANZA 1 In the beginning, we are young and we stand tall and confident. We
STANZA 2 make sure everything is done properly. We approach every situation
STANZA 3 with a smile even as we offer encouragement to others and receive
support in return. When faced with a difficult situation, we face it
bravely.

We can feel the challenges when we look around and see the changes.
We begin to lose our grip as things get too difficult. We may even forget
things but finally, when the situation is out of our hands and we have to
let go.
Sometimes, we can look back at our past experiences and remember the
good things that have shaped our lives. We may have mementos like
photos and certificates to keep our memories alive.

THEMES Value of
photographs
Love and
appreciation Memories are
meant to be
treasured

Close family ties Letting go

Death is a
natural part of

life

MORAL VALUES 1. We must learn to accept that death is a part of life and learn
to let go.

2. Keeping a memento like photographs helps keep Memories
alive.

3. We should value our relationship with our loved ones.

4. Keeping a memento like photographs helps keep Memories
alive.

TONE & MOOD STANZA 2 STANZA 3 OVERALL
Melancholic Positive Sense of strong
STANZA 1 family ties
Nostalgic

POETIC DEVICES

Alliteration SOUNDS DEVICES
Assonance ‘tall there’
‘hand holds’
Symbol ‘soup forgot to boil’
Contrast ‘still living’
Imagery
LITERARY DEVICES
Diction
The photograph is the symbol of close family ties
Metaphor ‘straight-back’ vs ‘hunched’
Personification ‘white’ vs ‘black’

Irony Stanza 1, lines 2-3
Foreshadowing
image of a prim and proper lady

Stanza 2, line 4

being forgetful
‘back round and hunched’
‘crinkled smile’
‘still living, breathing’

FIGURATIVE LANGUAGE
‘her sharp blue eyes look her own death in the eye’
‘her soup forgot to boil’

soup personified as someone who forgot to do something
‘the crinkled smile is still living, breathing’

the smile means a friendly person
The title itself is an irony. The use of the term ‘living’ to refer to a

person who has passed away
‘Her sharp blue eyes look her own death in the eye’ foreshadows the
grandmother’s death in the next stanza

SETTING - When the persona has grown up
TIME
PLACE • At the family home, looking at old photographs

POEM 2

The Charge of The Light Brigade

Half a League, half a league, Alfred, Lord Tennyson
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the Valley of Death
Rode the six hundred.

“Forward, the light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the Valley of Death
Rode the six hundred.

Cannon to right of them
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.

SYNOPSIS

The poem is a war poem about 600 soldiers of the Light Brigade who were ordered to charge
into a valley where the enemies were waiting. There were guns or cannons to the right, left
and front of them. As the soldiers rode into the valley they were attacked on all sides. Still
they rode on and attacked the soldiers they saw. On their retreat they were attacked just as
badly on all sides. Many of our soldiers died at this time. It was in the line of duty and no one
protested when the order was given for them to ride into the valley of death.

LITERAL MEANING

STANZA 1 600 soldiers of the Light Brigade rode for a distance of half of a league
STANZA 2 (about two and a half kilometres) into the Valley of Death on the orders
STANZA 3 of their commander. He had ordered them to charge forward and attack
the enemy soldiers who were in the valley
The order ‘Forward, the Light Brigade’ was given. Yet no one protested
or questioned the orders although they knew it was a blunder. As
soldiers, their duty was to follow orders, whatever they were.
The enemies fired the guns or cannons from all sides, left, right and
front of them. Although they were so badly attacked, the 600 soldiers
rode on boldly and properly into the war area.

FIGURATIVE MEANING
STANZA 1 In our daily life, in school or in the workplace, we may be asked to carry

out certain projects. These projects may be under a team leader. When
we are given instructions to do certain things, we normally as team
members will do as instructed. The norm is to follow the leader and so
without knowing better about it, we tend to follow the given
instructions.

STANZA 2 When given instructions to do something, we do not feel afraid to carry
them out. We have faith in the leader and even though we know there
are mistakes, we do not question. This could be because we expect our
leader to know better or that person might have more experience than us.
Therefore, our duty is to follow and not to reason out whys and
wherefores.

STANZA 3 While doing the project as directed, we may be questioned by the
authorities and threatened with letters of complaints and expulsion. Yet
we carry on proudly and confidently with faith in the leader.

THEMES

Warfare and conflict

The importance of Carrying out given
discipline and duty

obedience to their
orders among
members of the
military

The horrors of war Courage in the face of
danger

Courage and
destruction

MORAL VALUES 1. We must struggle for peace rather than warfare.
2. When given duty, we try out best to carry it out.
3. When we know that some instructions or orders could lead

to danger, we must be prepared to voice our feelings.
4. We should be brave in the face of danger.
5. Love for one's country

POETIC DEVICES

Symbol LITERARY DEVICES
‘valley of death’

Contrast symbolises the loss of life as the soldiers rode on into the valley
‘Theirs not to reason why, theirs but to do and die’

shows a comparison of not mere duty but blind duty.

Imagery stanza three gives a clear image of the horrors of warfare as the

soldiers were shot at freely and without mercy as they went into the

valley.

Rhetoric Question ‘Was there a man dismayed?’
Diction ‘Half a league’
‘Theirs not to make reply’
Metaphor
FIGURATIVE LANGUAGE
‘Forward, the Light Brigade!’

The soldiers were ordered to ride into the valley to attack the

enemies but they ended up being attacked and fell like 10 pins.

Personification ‘jaws of death’
Similes Death is personified as having jaws or a mouth to eat the soldiers as
they rode into the valley.
The valley of Death is compared to the mouth of Hell.

• A battlefield in Crimea, Russia, in the 19th century
SETTING

• Six hundred cavalrymen
PERSONA

• Patriotic values like duty and loyalty are necessary but can sometimes have
tragic Outcomes and require sacrifice

MESSAGE

TONE • A fast-paced poem with a rather sombre mood
AND
MOOD

• Simple straightforward style with few literary devices

LANGUANGE

AND STYLE

POEM 3

What Has Happened to Lulu?

What has happened to Lulu, mother?
What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.

Why is her window wide, mother,
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?

Why do you turn your head, mother,
And why do the tear-drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?

I woke to voices late last night,
I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?

I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.

Why do you wander about as though
You don't know what to do?
What has happened to Lulu, mother?
What has happened to Lulu?

Charles Causley

SUMMARY
In this poem, the persona is the poet himself as a young boy. He tells us that his older sister,
Lulu is missing. Actually she has run away, but when he asks his mother, she doesn't tell him
what has happened. He sees Lulu's old rag-doll on her bed and a shoe by its side. Her window
is open and her money-box is gone. When he asks his mother why she is crying and burning a
note, she says that is nothing. He is puzzled and asks her innocently what has happened to
Lulu, but she is silent. Then he tells her that he heard voices and a car late at night, but she
says that he must have been dreaming. Next, he says that he heard somebody crying in anger
or in pain, but she explains that it must have been the rain. He is confused. He notices that she
is confused too and wants to know what has happened to his sister, Lulu.

LITERAL MEANING
STANZA 1 The persona, a young boy is asking his mother where his sister, Lulu is.

He says there is nothing on her bed except an old rag-doll and a shoe by
its side.
STANZA 2 The persona is asking his mother why Lulu's window is open and her
money-box is missing.
STANZA 3 The persona asks his mother why she is turning her head away and
crying. He asks her again why she crumples and throws the note into the
fire and tells him that nothing is wrong.
STANZA 4 The persona wants to know why his mother is saying that the voices and
the roar of an engine he heard are just a dream. The roar of an engine
implies that his sister, Lulu was driven away in a car.
STANZA 5 The persona heard somebody cry in pain or anger but his mother tells
him that it must have been the wind.
STANZA 6 The persona wants his mother to explain why she is confused and what
has happened to his older sister, Lulu.

THEME

The end of Parent-child Grief and love
childhood and relationship
loss of innocence

MORAL VALUES

Love and appreciation Obedience and respect

Honesty Freedom and responsibility

MESSAGES 1. We should seek help in the face of challenges
2. Families should be havens of love and understanding
3. Be open and honest with children

LANGUANGE 1. Written in six stanzas of four lines each; second and fourth
AND STYLES lines rhyme

2. Regular and simple form fits the voice of the
narrator/persona, a young child

POETIC DEVICES

Symbolism LITERARY DEVICES
Contrast
‘an old rag-doll’, ‘a shoe’, ‘money-box’
symbolise Lulu’s innocence and abandoned childhood
‘window wide’ and curtains ‘flapping tree’
symbolise Lulu’s and new-found freedom.

The child’s innocence and openness in her questions and

observations is contrasted with the evasion and lying of the mother.

Imagery Empty bed with an old rag-doll, a shoe and missing money-box

stress the innocence and youth of Lulu (stanza 1, lines 3-4 and

stanza 2, line 4)
‘window wide’, ’flapping free’ (stanza 2, lines 1-2)

‘circle on the dusty shelf…money-box used to be’

a tell-tale sign that Lulu fled with her money (stanza 2, lines 3-4)

‘engine roar’ (stanza 4, line 1-2)
‘somebody cry…pain’ (stanza 5, lines 1-2)
‘tear-drops fall’, ‘crumple that note on the fire’, ‘wander about’

images of the mother’s grief and distress

Rhetorical The rhetorical questions (which provide no answers) of the child

Question narrator, the key one in the title, are the same questions which

readers are also asking.

The innocent and direct questions give us clue about what has

Alliteration happened. Thus, readers are challenged to read between the lines.
The alliteration of the ‘w’ sound in ‘window wide’ (stanza 2, line 5)

Onomatopeia emphasises the new, vast world out there awaiting Lulu.
‘flapping tree’
Imitates the sound of a bird’s wings as it flies freely in the skies,

symbolic of freedom
‘an engine roar’

Suggests the anger, abruptness and speeding away of the car that

carried Lulu away.

SETTING

PLACE
• Persona's house

TIME

• Late at night

TONE AND MOOD Puzzlement and Confusion
• The boy doesn't understand what is going on. He is confused about his mother's

reaction towards the loss of her child. The persona explains what he saw in Lulu's
room and he sees his mother crying, but she says nothing us wrong (Stanza 3). He
knows something has happened to his sister, so he tells her that he heard voices and a
car in the middle of the night. But she dismisses whatever he has heard as merely a
dream. In Stanza 4, his mother is crying and grieving. She is confused too and doesn't
know what to do now that she has lost her child, Lulu.

POEM 4

A Poison Tree

I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears
Night and morning with my tears,
And I sunned it with smiles
And with soft deceitful wiles.

And it grew both day and night,
Till it bore an apple bright,
And my foe beheld it shine,
And he knew that it was mine,--

And into my garden stole
When the night had veiled the pole;
In the morning, glad, I see
My foe outstretched beneath the tree.

William Blake

SUMMARY

Meaning of "A Poison Tree" William Blake's 'A Poison Tree, there are two scenarios going

on. The reader first assumes that the speaker is mad at his friend, but wait, his anger does not

last. He tells his friend about his wrath, and the wrath goes away- This first stanza shows the

power of communication. In the second scenario, it tells how speaker is angry again, but this
time it is at the enemy. He doesn’t communicate to his enemy this time about his anger, and
so his anger continues to grow as well as his fears. To the enemy’s delight, the speaker's
anger turns into a delicious looking apple. The enemy sneaks into the speaker’s garden, steals
the apple, and unfortunately for him, he dies the now known “poison apple”.

LITERARY MEANING

STANZA 1 The persona is angry with his friend and talk it out. Thus, his anger

dissipated, and the friendship remains intact. However, when he is angry

with his enemy, he keeps quiet. As a result, his anger grows even more

intense within him.

STANZA 2 Day and night, he let his anger flourish. The persona act in deceitful

STANZA 3 ways.
STANZA 4
Trough the persona’s efforts, the poison tree of anger eventually bears
fruits – ‘an apple bright’ which the enemy clearly recognises as the
persona’s. the apple is very attractive to the enemy

The ‘apple’ is attractive and lures the enemy who unsuspectingly sneaks
into the persona’s garden at night. During the night, the ‘pole star’ is

hidden and cannot protect or guide the enemy from the danger of the
‘apple bright’. The ‘pole star’ is the North Star or Polaris, a bright star

permanently in the sky still used by navigators to avoid dangers while
travelling. The ‘foe’ eats the apple and is poisoned, much to the

satisfaction of the persona.

THEME

Anger

The basic human emotion which sets the events of this poem
in motion. Alhtough it is not necessarily wrong itself, how
we go about dealing with anger is extremely important.

Deception

The speaker bottles things up and does not talk about his
feelings to his enemy. The enemy sneaks into the garden in
the dead of night to take the fruit.

Communication

The poet/speaker communicates a direct moral lesson to the
reader about the disastrous consequences of his own failure
to communicate with another person

SETTING
PLACE
• Persona’s garden, probably in England, but it can be anywhere as the poem is an
allegory.
TIME
• Not specified, but events happen from morning until night for a period of time

PERSONA An intelligent and
scheming person who

can act well and be
hypocritical in his
friendship with his

foe

MESSAGE Do not suppress negative feeling

• In A Poison Tree, Blake warns that remaining silent about our anger only makes us
bitter and even evil. Suppressed anger is dangerous as it can have a destructive effect
on society. For example, there have been many recent cases of people with
unresolved anger who went on shooting rampage. If we have negative feelings like
anger, we must resolve the issue at source. It is best to communicate how we feel.

MORAL VALUES Forgiveness Rationality and
Truthfulness moderation



POEM 1

The Living Photograph

My small grandmother is tall there,
straight back, white broderie anglaise shirt,
pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own death in the eye.

It was true after all, that look.
My tall grandmother became small.
Her back round and hunched
Her soup forgot to boil.
She went to the awful place grandmothers go
Somewhere unknown, unthinkable.

But there she is still,
In the photo with me at three,
The crinkled smile is still living, breathing.

Jackie Kay

Question 1 – 4

Choose the antonyms of the underlined words.

1) A kind, old smile round her eyes.
a) Cruel
b) Warm
c) Gentle
d) Mild

2) Her back round and hunched
a) Hump
b) Straight
c) Bend
d) Crouch

3) Her sharp blue eyes look her own death in the eye.
a) Dying
b) End
c) Life
d) Decease

4) The crinkled smile is still living, breathing.
a) Grin
b) Beam
c) Frown
d) Smirk

Question 5-9 is from to stanza 1.

5) Describe the grandmother’s skirt and shoes?
a) The skirt was pleated and the shoes were flat.
b) The skirt was straight and the shoes were heels.
c) The skirt was straight and the shoes were flat.
d) The skirt was pleated and the shoes were heels

6) Which words mean ‘open embroidery on white linen’?
a) Pleated skirt
b) Big hand
c) Broderie anglaise
d) Flat shoes

7) Which phrase that shows the difference between the grandmother and the persona?
a) white hand in black hand
b) Her big hand holds mine
c) old smile round her eyes
d) My small grandmother

8) How do we know that the grandmother was loving towards the persona?
a) She holds the persona’s hand
b) She has sharp blue eyes
c) She is kind
d) She is tall

9) What do the ‘sharp blue eyes’ tell us about the grandmother’s race?
a) It tells us that she is a black woman.
b) It tells us that she is an Asian woman.
c) It tells us that she is a European woman.
d) It tells us that she is a white woman.

Question 10 – 13 is according to Stanza 2.

10) Which one is the synopsis of Stanza 2
a) The persona describes her grandmother as tall and Well-dressed with a kind smile. Her
smile comes from her eyes. On her deathbed, she held the persona’s small black hand
in her big white hand. She was not afraid of dying.
b) Grandmother, who was tall, became small, hunched and forgetful. The persona accepts
that her grandmother has passed to the other world, as all grandmothers do.

c) The persona took a photograph with her grandmother When she was three years old.
When she looks at the photograph, she feels a grandmother’s presence. To the persona,
the grandmother is still alive, smiling at her.

11) What happened to the persona’s grandmother?
a) She runs away
b) She died
c) She gets married again
d) She vanishes into thin air

12) In lines 4, what does the line show about the grandmother?
a) She was heedful
b) She was reliable
c) She was careful
d) She was forgetful

13) Which phrases represents unpleasant condition?
a) Forgot to boil
b) Unknown
c) Awful place
d) Unthinkable

Question 14 – 15 is according to stanza 3.

14) In Stanza 3, the persona remembers her grandmother very fondly. Which line shows this
reminiscing?
a) But there she is still,
b) In the photo with me at three,
c) The crinkled smile is still living, breathing.

15) What is the emotion felt by the persona in stanza 3?
I She misses her grandmother
II She loves her grandmother dearly
III She feels her grandmother’s warmth
IV She is happy that her grandmother died
a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above

16) To whom do you think the title of the poem is related to?
a) The persona himself
b) The persona’s memory of his grandmother.
c) The picture of the persona’s grandmother.
d) The persona’s grandmother.

17) Do you think the grandmother can be described as brave?
a) Yes, because she was said to have looked ‘her own death in the eye’
b) No, because she was said to ‘went to the awful place grandmothers go’
c) Yes, because she was said to hold the persona’s hand with her big hand
d) No, because she was said that ‘her back round and hunched’

POEM 2

The Charge of The Light Brigade

Half a League, half a league, Alfred, Lord Tennyson
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the Valley of Death
Rode the six hundred.

“Forward, the light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the Valley of Death
Rode the six hundred.

Cannon to right of them
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.

Question 1 – 5, choose the correct literary devices for the lines given.

Cannon to the right of them,
Cannon to the left of them,
Cannon in front of them

1)
a) Repetition
b) Imagery
c) Personification
d) Rhyme

2) “Into the Valley of Death”
a) Repetition
b) Imagery
c) Alliteration
d) Rhyme

3) “Stormed at with shot and shell”
a) Imagery
b) Alliteration
c) Rhyme
d) Personification

Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.

4)
a) Repetition
b) Imagery
c) Personification
d) Rhyme

Into the jaws of Death,
Into the mouth of Hell

5)
a) Repetition
b) Imagery
c) Personification
d) Rhyme

6) About which war was "The Charge of the Light Brigade" written?
a) The World War
b) The World War II
c) The Malayan Emergency
d) The Crimean War

7) In stanza one, what does the phrase “the Valley of Death” refer to?
a) The valley where the British soldiers fought each other
b) The valley where the British soldiers rode/ the battle occurred.
c) The valley where the British soldiers fought their superior
d) The valley where the British soldiers die.

8) In stanza 1, who is speaking to the soldiers?
a) The soldiers
b) The commoner
c) The leader
d) The citizen

9) Which lines in stanza 2 shows that the soldiers obeyed the order without questions?

I Theirs not to make reply
II Theirs not to reason why
III Theirs but to do and die
IV Some one had blundered

a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above
10) What kind of weapons did the Light Brigade have?

I Spears
II Swords
III Bows
IV Cannon

a) II, III and IV
b) I, III and IV
c) I, II and III
d) All of the above
11) In stanza 3, what happened to the soldiers?

I They were attacked by the enemies
II They were injured
III They died
IV They rode into the jaws of death

a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above

12) What weapons did their opponents/enemies have?

I Rifles
II Swords
III Guns
IV Cannon

a) I and IV
b) II and IV
c) III and IV
d) I and III

13) Who won the battle?
a) The British Soldiers
b) No one won
c) The Russian soldiers
d) All of the soldiers die

14) Which of these ways are the correct ways to protect our country?

I Be patriotic
II Appreciate the natural resources
III Value the history of the country for the new generation
IV Be loyal to our country

a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above

POEM 3

What Has Happened to Lulu?

What has happened to Lulu, mother?
What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.

Why is her window wide, mother,
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?

Why do you turn your head, mother,
And why do the tear-drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?

I woke to voices late last night,
I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?

I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.

Why do you wander about as though
You don't know what to do?
What has happened to Lulu, mother?
What has happened to Lulu?

Charles Causley

Question 1 – 4, choose the correct meaning for the underlined word
1) There's nothing in her bed but an old rag-doll
a) Doll made from oversized shirt
b) Doll made from patched work
c) Doll made from old t-shirt
d) Doll made from pieces of cloth
2) And why do you crumple that note on the fire
a) Strong
b) Fluttering
c) Walking
d) Crushed
3) I heard an engine roar.
a) Moving aimlessly
b) Creased
c) Loud sound
d) Swinging
4) Why do you wander about as though
a) Moving aimlessly
b) Loud sound
c) Waving
d) Strong
5) In stanza 1, Why does the persona ask his mother about Lulu?
a) Because she is sleeping soundly
b) Because she was not in her bedroom
c) Because she run away from home
d) Because the persona miss Lulu
6) In stanza 2, where did Lulu put her money-box?
a) On the window
b) Under the tree
c) Behind the curtain
d) On the dusty shelf
7) In stanza 3, what phrase refers to the paper the mother is reading?
a) “that note”
b) “tear-drops fall”
c) “on the fire”
d) “turn your head”
8) In stanza 4, “the things” in line 3 refer to

I Voices
II Engine roar
III Dream

a) I and II
b) I and III
c) II and III
d) All of the above

9) What does the persona heard that night according to stanza 5
a) Gust of rain
b) Somebody cried in pain or in anger
c) The mother cried in pain or in anger
d) Somebody is angry towards the mother

10) In stanza 6, what does the persona notice about his mother?
a) She looks happy
b) She looks worried
c) She looks stress
d) She looks neutral

POEM 4

A Poison Tree

I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears
Night and morning with my tears,
And I sunned it with smiles
And with soft deceitful wiles.

And it grew both day and night,
Till it bore an apple bright,
And my foe beheld it shine,
And he knew that it was mine,--

And into my garden stole
When the night had veiled the pole;
In the morning, glad, I see
My foe outstretched beneath the tree.

William Blake

Question 1 – 3 is according to stanza 1

1) Who was the persona angry with?
a) His friends
b) His siblings
c) His parents
d) Himself

2) How was the persona able to make up with his friend after the misunderstand?
a) He told his anger to his friend and the anger ended.
b) He told his anger to his foe and the anger ended.
c) He did not tell his anger to his friend and the anger continue.
d) He did not tell his anger to his foe and the anger continue.

3) Which word in the poem means ‘the feeling of anger?’
a) Angry
b) Wrath
c) Friend
d) Foe

4) In stanza 2, which characteristic that describes the persona
a) Insincerity
b) Truthfulness
c) Honesty
d) Frankness

5) In stanza 2, what did the persona water his wrath with?
a) Tears
b) Smiles
c) Fears
d) Wiles

Question 4-5 is according to stanza 4
6) Which line indicates that the foe is dead?
a) And into my garden stole
b) When the night had veiled the pole;
c) In the morning, glad, I see
d) My foe outstretched beneath the tree.
7) Which line shows that the persona was not upset with what had happened to his
enemy?
a) And into my garden stole
b) When the night had veiled the pole;
c) In the morning, glad, I see
d) My foe outstretched beneath the tree.
8) What happened when the persona did not tell his foe about his anger?
a) The anger continues
b) The anger stops
c) The anger subsides
d) The anger vanishes
9) From the poem, we can conclude that harbouring anger towards someone is bad.
Which action is the best to stop the anger

I Ignore the enemy
II Stay away from the enemy
III Make new friends
IV Talk to counsellor how to face and enemy

a) I, II and III
b) II, III and IV
c) I, III, and IV
d) All of the above

10) Why is he angry with his foe?
a) He had a miscommunication
b) He had a misunderstanding
c) His foe betrays him
d) His foe lies to him

11) From this poem, what has you learnt?

I We should talk about our anger
II We should talk about our ill feelings
III We should forgive and forget
IV We should forgive and not forget

a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above
12) What is the best thing to do when you are angry?

I Separate emotion from action
II Cool off with exercise
III Distract yourself
IV Listen to music

a) I, II and III
b) II, III and IV
c) I, III and IV
d) All of the above

ANSWER POEM 2 POEM 3 POEM 4
1) A 1) D 1) A
POEM 1 2) B 2) D 2) A
1) A 3) B 3) C 3) B
2) B 4) D 4) A 4) A
3) C 5) C 5) D 5) C
4) C 6) D 6) D 6) D
5) A 7) B 7) A 7) C
6) C 8) C 8) A 8) A
7) A 9) A 9) B 9) D
8) A 10) C 10) B 10) B
9) D 11) D 11) A
10) B 12) A 12) D
11) B 13) C
12) D 14) D
13) C
14) C
15) A
16) D
17) A

THE
END

THANK YOU!