📘 Kaveri – Unit 2: Gifts of Grace: Honouring Our Vocations
Solutions | Textbook Pages 57–68
📄 Textbook Page 57
Reflect and Respond
Q I. Read the four riddles and identify who these people are.
Answer:
1. “In furrows deep, secrets I sow, As time passes, I watch them grow.” → Farmer
2. “From wheel to kiln, my skill is born, Step by step, an art takes form.” → Potter
3. “I lay foundations, brick by brick, To build a house, it’s me you pick.” → Mason / Builder
4. “I work with pots, pans, and spice, Creating dishes that taste so nice.” → Cook / Chef
Q II. What is the role and relevance of the people you identified in the riddles? How do they contribute to society?
Answer:
| Person | Role & Contribution |
|---|---|
| Farmer | Grows food for the entire nation; without farmers, no one would have food to eat. |
| Potter | Creates clay pots and vessels used in daily life; preserves a traditional craft. |
| Mason/Builder | Constructs homes, roads, and buildings; provides shelter to people. |
| Cook/Chef | Prepares food that nourishes families; keeps people healthy and satisfied. |
All these people perform essential, skill-based work that keeps society functioning. Their contributions are often undervalued, but without them, daily life would be impossible.
📄 Textbook Page 60
Check Your Understanding – I (Poem: Gifts of Grace)
Q I. State whether the following statements are True or False. Also, rectify the false statements.
Answer:
1. The poem highlights the skilled work of craftsperson. → True
2. The poet shares that musicians express emotions through their instruments. → True (The artisans with lutes hail varied emotions.)
3. The carpenters in the poem are admired for their logical work. → False ✏️ Correction: The carpenters are admired for creating anything out of wood with mathematical precision, not merely for logical work.
4. The electricians in the poem are recognised for their crucial role in lighting up lives. → True
5. The poem pays homage to shoemakers who manufacture quality footwear. → True (Shoemakers affirm the quality of their work for feet that walk, dance, run and jump.)
6. The poem celebrates the patriotism of the people of Bharat. → False ✏️ Correction: The poem celebrates the various vocations and skills of the people of Bharat, not their patriotism.
7. The poet feels that each vocation deserves to be respected. → True
📄 Textbook Pages 60–61
Check Your Understanding – II (Appreciation of the Poem)
Q II.1. Rhyme Scheme and Lineation
(i) Does the poem strictly adhere to a rhyme scheme, or is it in free verse?
Answer: The poem is written in free verse. It does not follow a strict or regular rhyme scheme. Lines do not end with rhyming words.
(ii) What is the impact of the varying length of lines in the poem?
Answer: The varying length of lines creates a natural, flowing rhythm that mirrors the diversity of vocations described. It gives each worker’s contribution its own space and importance, making the poem feel inclusive and celebratory rather than rigid or formal.
(iii) What is the pattern in the structure of most lines of the poem?
Answer: Most lines follow the pattern of naming a specific vocation followed by a description of what that worker does and how they contribute to society. For example — “The carpenters celebrating; they create anything out of wood with mathematical precision.” This pattern highlights both the worker and their work together.
Q II.2. Speaker
(i) Who appears to be the speaker and what is her/his role here?
Answer: The speaker appears to be a keen observer or a common citizen of Bharat who is listening to and witnessing the work of various artisans and workers. The speaker’s role is to act as a celebrant and a witness — honouring all vocations and declaring their importance to society.
Q II.3. Tone and Mood
(i) Fill in the blanks with suitable options:
Answer:
A. The tone is reverential and celebratory, depicting a sense of admiration and respect for the artisans and craftspersons.
B. There is a joyful mood throughout the poem, capturing the vibrancy and richness of cultural traditions and skills.
Q II.4. Imagery
(i) Select any two descriptions from the poem that evoke visual images.
Answer:
- “The boatmen gathering their nets from the shore, sailing, and singing while at work” — creates a vivid picture of boatmen at sea.
- “The carpenters celebrating; they create anything out of wood with mathematical precision” — creates an image of skilled carpenters at their craft.
(ii) Fill in the blanks with suitable phrases. (Auditory imagery)
Answer: The poem includes auditory imagery through mentions of artisans with lutes, the electricians humming, and the delicious singing of the cook, emphasising the sounds associated with each vocation.
Q II.5. Metaphor
(i) Is the statement about ‘delicious singing’ being a metaphor — True or False?
Answer: True. ‘Delicious singing’ is a metaphor because it compares the quality and pleasantness of the cook’s singing to the experience of tasting something delicious. It implies the singing is as enjoyable and satisfying as delicious food.
Q II.6. Personification
(i) Select the line that personifies vocations by attributing human-like qualities to them.
Answer: “The voice of their vocation is the voice of their identity.” Here, a vocation (an occupation) is given a human quality — a “voice” — as if the work itself can speak. This is personification.
Q II.7. Repetition
(i) Why might the poet have begun and ended with the same line — ‘I hear Bharat celebrating, the varied vocations I hear!’?
Answer: The poet uses repetition of this line to:
- Create a circular structure that gives the poem a sense of completeness.
- Emphasise that the celebration of vocations is endless and universal — it never stops.
- Show that all of Bharat, from the first worker to the last, is united in this celebration of skill and labour.
- Reinforce the central message: every vocation deserves to be heard and celebrated.
Q II.8. Alliteration
(i) Identify two examples of alliteration from the poem.
Answer:
- “carpenters celebrating” — repetition of the ‘c’ sound.
- “sailing and singing” — repetition of the ‘s’ sound.
Q II.9. Symbolism
(i) Each vocation in the poem symbolises something more than just a job. What does it symbolise?
Answer: Each vocation in the poem symbolises the identity, dignity, and cultural heritage of the people of Bharat. Work is not merely a means of earning money — it represents a person’s creativity, skill, pride, and place in society. Together, the different vocations symbolise the unity in diversity of India, where people from all walks of life contribute equally to building the nation.
📄 Textbook Page 62
Critical Reflection – I (Extract: The shoemakers affirming…)
Q 1. The poet says that the shoemakers ‘affirm’ the quality of their work. What does ‘affirm’ refer to here?
Answer: (ii) to declare with confidence Shoemakers are proud of their craft and confidently declare the quality of their footwear.
Q 2. What do quality shoes help with, according to the poet?
Answer: According to the poet, quality shoes help people walk, dance, run, jump, and return home safely. They support all the physical activities and movements of daily life.
Q 3. What does ‘return home’ symbolise besides the literal act of returning?
Answer: ‘Return home’ symbolises completing one’s journey safely and successfully. It represents the idea that well-crafted shoes support people throughout all of life’s journeys — from work to leisure, from adventure to rest. Metaphorically, it means reaching one’s goals and finding safety and comfort at the end of every endeavour.
Q 4. Identify the phrase that tells us that every worker’s contribution is distinct.
Answer: “each celebrating what belongs to them and to none else” This phrase clearly tells us that every worker’s skill and contribution is unique and cannot be replicated by anyone else.
Q 5. Complete the following: …for the feet that walk, dance, run, jump, return home refers to ________.
Answer: …refers to all the varied activities and journeys that human feet undertake in daily life — the shoemaker’s work supports every movement and moment of a person’s life.
📄 Textbook Page 62
Critical Reflection – II (Answer the Following)
Q 1. Why does the poet say, ‘I hear Bharat celebrating, the varied vocations I hear’?
Answer: The poet says this to celebrate the rich diversity of skills and occupations present across Bharat. Every worker — from the carpenter to the cook to the boatman — contributes to society in a unique way. The poet wants to honour all vocations equally and show that the sounds of work are actually the sounds of celebration. By repeating this line, the poet emphasises that this recognition is continuous and all-encompassing.
Q 2. What does the electrician ‘humming’ while getting ready for work suggest?
Answer: The electrician ‘humming’ while getting ready for work suggests that he is happy, enthusiastic, and content with his vocation. Humming is associated with a cheerful state of mind. It shows that the electrician does not view his work as a burden but as a source of joy and pride. It also implies that workers who love their vocation find happiness in even the routine preparation for their day’s work.
Q 3. Explain the significance of the line, ‘The voice of their vocation is the voice of their identity.’
Answer: This line is the most important line in the poem. It means that a person’s work is not separate from who they are — it defines their identity. A potter is known by his pots, a carpenter by his woodwork, a boatman by the sea. Each vocation gives a person their place in society, their sense of self-worth, and their cultural identity. The line elevates every vocation — however ordinary — to the level of personal dignity and pride. It tells us that no work is small or insignificant, because every worker’s voice matters.
Q 4. Do you think the role of all the people belonging to different vocations is important in our daily lives? Support your answer with a reason.
Answer: Yes, absolutely. Every vocation plays a vital and irreplaceable role in our daily lives.
- Electricians keep our lights, fans and appliances running.
- Carpenters build our furniture and homes.
- Cooks nourish our families every day.
- Boatmen transport goods and people across water.
- Shoemakers protect our feet through all seasons.
If any one group of workers stopped working, daily life would be disrupted. The poem rightly celebrates all vocations as equally important and deeply interconnected.
Q 5. Why is the poet celebrating all the vocations in the poem? Explain by giving examples from your context.
Answer: The poet celebrates all vocations because every skill-based work contributes to the smooth functioning of society. In our own daily lives, we see this clearly:
- The auto-rickshaw driver who takes us to school every morning.
- The vegetable vendor who supplies fresh produce to our neighbourhood.
- The electrician who repairs power lines in our colony after a storm.
- The mason who built the walls of our school.
All these people perform essential work that we often take for granted. The poet wants us to recognize and respect the dignity of labour in all its forms and to never look down upon any vocation.
Q 6. How does the poet use sensory imagery to bring out the beauty of everyday work?
Answer: The poet uses three types of sensory imagery:
- Visual imagery — “The boatmen gathering their nets from the shore, sailing” — we can see the boatmen at work on the water.
- Auditory imagery — “artisans with lutes,” “electricians humming,” “delicious singing of the cook” — we can hear the sounds of work all around us.
- Gustatory (taste) imagery — “delicious singing” — the word ‘delicious’ is borrowed from the sense of taste to describe the pleasantness of the cook’s singing.
These sensory details make the poem come alive and help the reader feel, see, and hear the beauty and energy of everyday work, making ordinary labour seem extraordinary.
📄 Textbook Page 63
Vocabulary in Context – I
Q I. Match the vocations with the descriptions:
Answer:
| No. | Description | Vocation |
|---|---|---|
| 1 | A person who studies or grows garden plants | horticulturist |
| 2 | A trained female community health worker | ASHA worker |
| 3 | A producer of raw silk | sericulturist |
| 4 | A person whose job is making or selling sweets and chocolates | confectioner |
| 5 | A metalworker who specialises in working with precious metals | goldsmith |
| 6 | A person who fuses materials together | welder |
📄 Textbook Page 64
Vocabulary in Context – II
Q II. Identify the word from Column 2 that is NOT the synonym:
Answer:
| No. | Word | NOT a Synonym | Reason |
|---|---|---|---|
| 1 | myriad | countable | Myriad means countless/innumerable — ‘countable’ is the opposite. |
| 2 | hues | drawing | Hues means shades/tints/colours — ‘drawing’ is unrelated. |
| 3 | precision | calculation | Precision means exactness/accuracy — calculation is not the same. |
| 4 | varied | uniform | Varied means diverse/different — ‘uniform’ means all the same, opposite meaning. |
| 5 | delicious | inedible | Delicious means tasty — ‘inedible’ means cannot be eaten, opposite meaning. |
📄 Textbook Page 64
Listen and Respond – II
(Listening activity — answers based on the context of the conversation between two friends)
Q 1. The girl is __________ about taking food for her mother at the factory.
Answer: (i) happy
Q 2. The boy thinks that the job of the girl’s mother carries a lot of __________.
Answer: (iii) responsibility
Q 3. The girl __________ why the boy is good at science exhibitions.
Answer: (iii) realises
Q 4. The girl shares her __________ about joining the weekend discussion on tools.
Answer: (ii) wish
📄 Textbook Page 66
Writing Task – Career Mela Poster (Sample Completed Poster)
Q I. Complete the poster for the Career Mela event:
Answer:
┌─────────────────────────────────────────────────┐
│ │
│ SUNRISE PUBLIC SCHOOL │
│ announces │
│ │
│ ★ CAREER MELA ★ │
│ to spread awareness about various careers │
│ │
│ 📅 on 25 February from 9 a.m. to 6 p.m. │
│ 📍 at School Auditorium, Main Hall │
│ │
│ Highlights: │
│ ✦ Details, information and brochures │
│ provided for all streams │
│ ✦ Counsellors for all subjects and streams │
│ ✦ Interactive sessions and Q&A │
│ with professionals │
│ │
│ 🎯 CHART YOUR FUTURE AT CAREER MELA │
│ │
│ Entry: FREE │
│ │
│ Sponsor: The School Development Trust │
│ Sunrise Public School │
└─────────────────────────────────────────────────┘
📄 Textbook Pages 67–68
Learning Beyond the Text – The Lamplighter (R.L. Stevenson)
(No comprehension questions are set for this poem in the textbook. It is provided for reading enjoyment and comparison with the theme of vocations.)
Summary of the poem for understanding:
The poem is about a child who eagerly waits every evening to watch Leerie the lamplighter come down the street with his lantern and ladder to light the street lamps. While Tom wants to be a driver and Maria wants to go to sea, and the child’s papa is a rich banker — the child dreams of going around at night with Leerie to light the lamps. The child makes a sweet request to Leerie to notice him and nod to him as he passes by.
Theme: The poem beautifully shows a child’s innocent fascination with a humble vocation — the lamplighter. It teaches us that no job is too small and that every vocation has its own beauty and importance.
Q III. Create a Haiku poem (5-7-5 syllable pattern) on a vocation:
Answer (Sample Haiku on a Potter):
Hands shape the wet clay, (5 syllables)
A pot rises from the earth, (7 syllables)
Art born from the soil. (5 syllables)
Sample Haiku on a Farmer:
Seeds fall in dark earth, (5 syllables)
Rain and sun work together, (7 syllables)
Golden harvest blooms. (5 syllables)
📌 Quick Revision Summary for Pages 57–68:
| Concept | Key Point |
|---|---|
| Poem theme | Celebration of all vocations in Bharat |
| Tone | Reverential, celebratory, joyful |
| Structure | Free verse |
| Key line | “The voice of their vocation is the voice of their identity.” |
| Metaphor | “Delicious singing” of the cook |
| Personification | Vocations are given a “voice” |
| Repetition | First and last line are the same — circular structure |
| Alliteration | “carpenters celebrating”, “sailing and singing” |
| Symbolism | Each vocation = identity + cultural heritage |