Try Again

Given: A personal reflection question.

Answer (Sample): My mother inspires me to do my best. She always encourages me to keep trying even when things are difficult. Whenever I feel like giving up, she reminds me that hard work and persistence always lead to success. Her dedication and positive attitude motivate me every day.

Note: The images are not visible in the OCR text. However, based on the context of the chapter 'Try Again' (the story of King Bruce and the spider), the pictures likely depict scenes of perseverance — such as a spider spinning its web, a person trying repeatedly, athletes not giving up, etc.

Sample Answer:
The pictures likely show examples from nature and life where creatures or people keep trying despite failures — for example, a spider building its web, a bird learning to fly, a child learning to ride a bicycle, a plant growing through a crack in a wall, etc.

Lesson we can learn: We should never give up. Nature teaches us that persistence and determination always lead to success. Every failure is a step closer to achieving our goal.

Given: A summary with blanks to be filled using words from the box.

Concept: Reading comprehension and contextual vocabulary.

Answers:
1. low (King Bruce was feeling low after repeated failures)
2. great (he was trying to achieve something great for his people)
3. despair (in a moment of despair, he observed the spider)
4. tried (the spider tried every time it fell)
5. attempts (it made nine attempts and finally succeeded)
6. conquered (the king said the spider had conquered)
7. strive (King Bruce decided to strive)
8. mounted (when he mounted this time, he ultimately succeeded)

Given: Incomplete sentences about the poem's style and central idea.

Answers:

1. We can say that the poet uses the narrative style because the poem tells a story with a beginning, middle, and end — it narrates the events of King Bruce's despair, his observation of the spider, and his eventual inspiration and success in a sequential manner, just like a story.

2. The central idea of the poem is that one should never give up in the face of failure. Just as the spider kept trying until it reached its web, we too must persevere through difficulties and keep attempting until we achieve our goal. Failures are stepping stones to success.

Given: Identifying specific poetic elements from the poem.

Answers:

1. Lines that describe the spider's efforts:
(i) 'He tried once more and once more again' — showing the spider's repeated attempts.
(ii) 'Up, up, up inch by inch, higher and higher' — showing the spider's gradual upward climb.
(iii) 'But up the insect went once more' — showing the spider's determination to keep going despite falling.

2. Examples of Alliteration:
(i) 'silken, filmy' — repetition of the soft 's' and 'f' sounds.
(ii) 'tried and tried' — repetition of the 't' sound.
(iii) 'steadily, steadily' — repetition of the 'st' sound at the beginning of the repeated word.
(iv) 'delicate thread it had to tread' — repetition of the 't' sound in 'thread' and 'tread'.

Given: Identifying the purpose of repetition in the poem.

Concept: Repetition as a poetic device is used to emphasise an idea or feeling.

Answer:

The poet repeats these words and phrases to emphasise the spider's (and by extension, King Bruce's) determination and persistence.

- 'tried and tried' — This repetition highlights the spider's continuous efforts and refusal to give up despite repeated failures. It stresses that success comes only through repeated attempts.

- 'steadily, steadily' — This repetition conveys the slow, patient, and unwavering progress of the spider. It shows that the spider moves with calm determination, not rushing but never stopping.

- 'up, up' — This repetition creates a visual image of the spider's upward movement. It builds excitement and tension as the spider climbs higher and higher towards its goal.

Overall, the repetition adds rhythm to the poem and reinforces the central message: keep trying, again and again, until you succeed.

Given: Multiple-choice fill-in-the-blank questions about poetic devices and grammar.

Answers:

1. The rhyme scheme of the poem is ABAB.
*(In the poem, alternate lines rhyme with each other — the 1st line rhymes with the 3rd, and the 2nd line rhymes with the 4th.)*

2. 'Bravo' is an example of interjection.
*(An interjection is a word or phrase that expresses a sudden emotion or exclamation. 'Bravo' expresses admiration or approval.)*

3. The poet uses 'twas and 'tis for the sake of rhythm.
*('Twas = It was and 'tis = It is. The poet shortens these words to maintain the metre/rhythm of the poem so that lines have the correct number of syllables.)*

Given: Sentences to be identified as metaphors (M) or similes (S).

Concept:
- A Simile makes a direct comparison using 'like', 'as', or 'as...as'.
- A Metaphor makes an implied comparison without using 'like' or 'as' — it states one thing IS another.

Answers:

(i) He ran as fast as a cheetah. — S (uses 'as...as')

(ii) The world is a stage. — M (implies the world is a stage without using 'like' or 'as')

(iii) The night was as dark as coal. — S (uses 'as...as')

(iv) He sang like an angel. — S (uses 'like')

(v) Her voice was music to his ears. — M (implies her voice is music, no 'like' or 'as')

(vi) The classroom was a zoo. — M (implies the classroom is a zoo)

(vii) The baby slept like a log. — S (uses 'like')

(viii) Her smile was as bright as the sun. — S (uses 'as...as')

(ix) The lake was a mirror, reflecting the sky. — M (implies the lake is a mirror)

Given: Sentences to be transformed from simile to metaphor or metaphor to simile.

Concept:
- To change a metaphor to a simile: add 'like' or 'as' to make the comparison explicit.
- To change a simile to a metaphor: remove 'like' or 'as' and state one thing IS the other.

Answers:

(iii) The book was a treasure chest, filled with endless adventures. *(Metaphor → Simile)*
- The book was like a treasure chest, filled with endless adventures.
- The book was as full of wonders as a treasure chest filled with endless adventures.

(iv) Her laughter was a melody that brightened the darkest days. *(Metaphor → Simile)*
- Her laughter was like a melody that brightened the darkest days.
- Her laughter was as sweet as a melody that brightened the darkest days.

(v) The mountain stood as a guard, watching over the valley below. *(Simile → Metaphor)*
- The mountain was a guard, watching over the valley below.

(vi) The night was like a velvet cloak, wrapping the world in mystery. *(Simile → Metaphor)*
- The night was a velvet cloak, wrapping the world in mystery.

(vii) Her thoughts were like butterflies in a summer meadow. *(Simile → Metaphor)*
- Her thoughts were butterflies fluttering in a summer meadow.

Given: An extract from the poem 'Try Again' for close reading and comprehension.

(i) Phrase showing the physical expression of the King's emotional state:

'He flung himself down' — This phrase shows the King's physical action of throwing himself down, which reflects his deep emotional despair and hopelessness.

(ii) Why does the poet use the word 'low' before despair?

The poet uses the word 'low' before 'despair' to intensify the depth of King Bruce's hopelessness. 'Low despair' suggests that the King had reached the lowest point of his emotional state — he was not just sad but completely broken and without hope. The word 'low' emphasises how deeply he had sunk into dejection and helplessness.

(iii) Correct option:

B. thought

*Justification:* 'Pondered' means to think carefully and deeply about something. The King was sitting quietly and deeply thinking about his situation.

(iv) Correct option:

very delicate and soft

*Justification:* 'Silken' means smooth and soft like silk, and 'filmy' means very thin and delicate. Together, the phrase creates an image of the spider's thread as something extremely delicate, thin, and soft — not long and light, but very delicate and soft.

Given: An extract from the poem for comprehension and analysis.

(i) Correct option for the analogy:

D. jump: tumble

*Justification:* The analogy is: 'toil' is done 'hard' (toil hard). Similarly, 'jump' leads to 'tumble' — they are related actions. The pattern is: action : result/manner. 'Toil hard' means to work hard; similarly, 'jump' can lead to a 'tumble'. *(Note: The analogy pattern here is verb + adverb/result — toil is done hard, just as a jump can result in a tumble.)*

(ii) Two characteristics of the spider highlighted in 'But up the insect went once more':

1. Determination / Perseverance — The spider does not give up despite falling repeatedly; it goes up 'once more', showing its strong will to keep trying.
2. Resilience / Courage — The spider bounces back after every failure without hesitation, showing that it is not discouraged by setbacks.

(iii) Correct option:

B. stress

*Justification:* 'Ah me!' is an exclamation that expresses anxiety, worry, or tension. The poet is anxiously watching the spider and is stressed about whether it will succeed or fail this time.

(iv) Readers are able to relate to this extract because:

Readers are able to relate to this extract because everyone has experienced moments of anxiety and uncertainty when they are very close to achieving a goal but are not sure if they will succeed. The feeling of being 'only a foot away' from success but still unsure of the outcome is a universal human experience. The suspense and tension in these lines mirror the emotions we feel in our own lives when we are on the verge of success after repeated efforts.

Given: A question about the mood established in the first stanza of the poem.

Answer:

The first stanza sets a dark, gloomy, and despairing mood for the poem. It describes King Bruce of Scotland who has failed multiple times in his attempts to achieve something great for his people. He is so disheartened that he 'flung himself down in low despair' and declares, 'I'll give it all up.'

The words and phrases like 'low despair', 'as grieved as man could be', and 'I'll give it all up' create an atmosphere of deep sadness, hopelessness, and defeat. This mood of despair at the beginning makes the eventual transformation of the King — from hopelessness to determination — all the more powerful and inspiring. The contrast between the dark opening mood and the hopeful ending strengthens the poem's central message of perseverance.

Given: A question about the character development of King Bruce.

Answer:

At the beginning of the poem, King Bruce is shown as a completely broken and defeated man. He has failed multiple times in his mission and has lost all hope. He flings himself down 'in low despair' and declares, 'I'll give it all up.' His attitude is one of hopelessness, self-pity, and surrender.

In the middle of the poem, a turning point occurs when he observes a spider repeatedly trying to reach its cobweb. Despite falling again and again, the spider never gives up. This sight makes the King reflect on his own situation.

By the end of the poem, King Bruce's attitude undergoes a complete transformation. He is inspired, determined, and hopeful. He says 'Bravo!' to the spider and decides that if the spider can conquer, so can he. He rises with renewed energy and determination, tries again, and ultimately succeeds.

Thus, King Bruce's attitude changes from despair and defeat to courage and determination, showing that inspiration can come from the most unexpected sources.

Given: A question about the poet's attitude towards the spider as revealed through detailed description.

Answer:

The poet describes every action of the spider in great detail — its silken thread, its inch-by-inch climbing, its tumbling down, its repeated attempts, and its final success. This tells us that the poet has deep admiration and respect for the spider.

The poet views the spider not merely as a small insect but as a symbol of perseverance, courage, and determination. By describing each attempt so carefully and vividly, the poet wants the reader to appreciate the spider's extraordinary spirit. Phrases like 'steadily, steadily', 'up, up', and 'Ah me! 'tis an anxious minute' show that the poet is emotionally involved in the spider's journey and is rooting for its success.

The detailed description also reflects the poet's belief that great lessons can be learned from even the smallest creatures in nature. The spider, in the poet's eyes, is a true hero — patient, persistent, and ultimately triumphant.

Given: A question about the spider as a source of inspiration.

Answer:

The spider in the poem inspires us to overcome despair and not give up in the following ways:

1. It never stops trying: The spider falls repeatedly while trying to reach its cobweb, but it never gives up. It gets up and tries again every single time, showing us that failure should not stop us from trying.

2. It is patient and steady: The spider climbs 'steadily, steadily', 'inch by inch', showing that progress may be slow but consistent effort always leads to success.

3. It succeeds through persistence: After nine attempts, the spider finally reaches its web. This teaches us that if we keep trying, we will eventually succeed.

4. It teaches by example: The spider does not give advice — it simply acts. Its actions speak louder than words and inspire King Bruce (and us) to rise above despair.

The spider's journey teaches us that no matter how many times we fail, we must get up and try again. Despair is only temporary; success comes to those who persist.

Given: A question asking us to explain the theme of the poem in relation to failure and success.

Answer:

The poem 'Try Again' beautifully illustrates the idea that failures are stepping stones to success through the story of both the spider and King Bruce.

The spider tries to reach its cobweb but falls down repeatedly — not once or twice, but eight times. Each fall could be seen as a failure. However, the spider treats each failure as an opportunity to try again. It does not lose heart; instead, it uses each attempt to get a little closer to its goal. On the ninth attempt, it finally succeeds.

Similarly, King Bruce had failed multiple times in his mission. He was on the verge of giving up. But inspired by the spider, he realised that his failures were not the end — they were part of the journey towards success. He tried once more and ultimately succeeded.

Thus, the poem teaches us that every failure brings us one step closer to success. Each attempt, even if unsuccessful, teaches us something valuable and builds our strength and determination. We should not be discouraged by failure but should treat it as a necessary step on the path to achieving our goals.

Given: A question asking us to elaborate on the idea that anyone can be a source of inspiration.

Answer:

The spider's journey in the poem powerfully demonstrates that inspiration can come from the most unexpected and humble sources.

King Bruce was a great king, a powerful and experienced leader. Yet, in his darkest moment of despair, it was not a fellow king, a wise minister, or a great warrior who inspired him — it was a tiny spider. The spider, one of the smallest and most overlooked creatures, taught the mighty king the greatest lesson of his life: never give up.

This tells us that we should keep our eyes and hearts open to inspiration from all around us. A child's laughter, a bird learning to fly, a plant growing through concrete, or even an ant carrying food — all of these can teach us valuable lessons about courage, persistence, and hope.

Inspiration does not always come from great people or grand events. Sometimes, the most profound lessons come from the simplest sources. The spider did not speak a single word, yet its actions changed the course of King Bruce's life and, through the poem, continues to inspire millions of readers.

Therefore, we should be observant and open-minded, for anyone and anything — big or small — can be a source of inspiration in our lives.

Given: Words from the poem for which opposites are to be written.

Concept: Antonyms (opposite words).

Answers:

1. up × down
2. fast × slow
3. glad × sad
4. win × lose
5. succeed × fail

Given: Sentences with underlined words and a box of meanings.

Concept: Contextual vocabulary — matching words to their meanings.

Answers:

(i) endeavour — Meaning: 3. an attempt to do something new or difficult

*Own sentence:* She made every endeavour to complete the project before the deadline.

(ii) toil — Meaning: 1. work very hard and/or for a long time

*Own sentence:* Farmers toil in the fields from dawn to dusk to grow food for us.

(iii) strive — Meaning: 4. to try very hard to achieve something

*Own sentence:* We must strive to be honest and kind in everything we do.

(iv) braced themselves — Meaning: 2. prepared themselves for something difficult

*Own sentence:* The players braced themselves for the tough match ahead.

Given: Words and phrases to be classified as 'Far' or 'Near' based on distance.

Concept: Vocabulary related to distance and proximity.

Answers:

Far:
- middle of nowhere
- remoteness
- yonder
- afar
- light year
- farther

Near:
- proximity
- vicinity
- adjacent
- a stone's throw
- hairline

*Explanation:*
- Proximity, vicinity, adjacent all mean close or nearby.
- A stone's throw means a very short distance.
- Hairline refers to an extremely small/thin distance.
- Yonder, afar, remoteness, middle of nowhere all suggest far-away places.
- Light year is an astronomical unit of distance — extremely far.
- Farther means at a greater distance.

Given: A tongue twister from the poem and a task to create more.

Concept: Tongue twisters use alliteration and similar sounds to make them difficult to say quickly.

Answer:

The line ''Twas a delicate thread it had to tread' is a tongue twister because of the repeated 't' and 'd' sounds ('twas, delicate, thread, tread) which make it difficult to say quickly and clearly.

Sample Tongue Twisters created by students:

1. *She sells seashells by the seashore.*
2. *Peter Piper picked a peck of pickled peppers.*
3. *The big black bug bit the big black bear.*
4. *How much wood would a woodchuck chuck, if a woodchuck could chuck wood?*
5. *Brave Bruce brought bright blue beads.*
6. *A spider spied a speck and spun a special web.*

*(Students are encouraged to create their own tongue twisters using repeated consonant sounds.)*

Given: Pre-listening activity — guessing answers before listening to a story about an ant.

Note: These are prediction/guessing questions to be answered before listening. After listening, students verify their answers. The transcript is with the teacher.

Predicted Answers (based on the theme of the chapter — perseverance):

1. What was the ant known for? — (i) determination
*(Ants are universally known for their determination and hard work, which fits the theme of the chapter.)*

2. Why was the ant unable to take the roti home? — (ii) It was too heavy to carry.
*(This is the most likely challenge for a single ant — the food being too heavy.)*

3. What was the bird doing? — (ii) searching for food
*(Birds are commonly described as searching for food in nature stories.)*

4. How did the bird make the ant feel? — (ii) inspired
*(In keeping with the theme of the chapter, the bird likely inspired the ant to keep trying.)*

5. How did the fellow ants help? — (iii) by joining the ant in her efforts
*(This reflects the lesson of teamwork and collective effort, which is a common moral in such stories.)*

Note to students: After listening to the story, check whether your predictions were correct and correct any wrong answers.

Given: Post-listening verification activity.

Answer:

After listening to the story for the second time, students should carefully check each of their predicted answers against what they actually heard in the story.

- If a predicted answer matches what was heard → mark it correct ✓
- If a predicted answer does not match → correct it with the right answer ✗ → correct answer

This is a listening activity. The transcript is available with the teacher. Students should listen attentively and note the key details about:
- The ant's qualities
- The challenge the ant faced
- The role of the bird
- The feelings of the ant
- How the other ants helped

This activity develops active listening skills and the ability to verify information.

Given: A speaking activity requiring a personal narrative about perseverance.

Sample Narration (for reference):

Introduction:
I remember a time when I felt like giving up. It was when I was preparing for my school's inter-class drawing competition.

Describing the challenge:
The challenge I faced was that no matter how many times I practised drawing the landscape, it never looked right. The colours were uneven and the proportions were wrong. The problem seemed too big because all my classmates seemed so much better than me.

Feeling disheartened:
At first, I felt discouraged and thought about withdrawing from the competition. I didn't think I could succeed because I had tried so many times and failed. I felt upset and wanted to leave because I thought I simply had no talent.

The source of motivation:
But then, I remembered the poem 'Try Again' and the story of King Bruce and the spider. I also thought of my art teacher, who always said, 'Practice makes perfect.' She noticed my struggle and encouraged me to keep going.

Taking action:
After feeling inspired, I decided to practise for one more hour every day. I gathered my strength and focused on one element at a time — first the outline, then the colours. I asked for help from my art teacher, who gave me useful tips.

The result:
In the end, I was able to complete a beautiful drawing that I was proud of. I won the second prize in the competition. I felt proud because I had not given up.

Reflection:
This experience taught me that perseverance is the key to success. I learned that talent alone is not enough — hard work and determination matter more. Now, I always remember to keep trying, no matter how difficult things seem.

Given: A letter-writing task to a cousin about overcoming a difficult situation and the importance of perseverance.

Concept: Formal/informal letter writing with transition words.

Sample Letter:

---

20, Rajendra Nagar
Jeevanpur
23 August 20XX

Dear Monika,

Thank you for your letter asking me about how I deal with difficult situations. I am glad you reached out, and I hope my experience and advice will be helpful to you.

As you know, I recently struggled with my Mathematics examinations. I kept making mistakes and felt like giving up. But then I remembered the poem 'Try Again' that we studied in school — the story of King Bruce and the spider. It inspired me deeply, and I made a plan to overcome my difficulty.

To begin with, I accepted that I was struggling and decided to face the problem honestly instead of avoiding it. I made a list of all the topics I found difficult.

Next, I set aside one hour every evening specifically for Mathematics practice. I started with the easiest problems to build my confidence before moving to harder ones.

After that, I asked my teacher for extra help. She was very kind and explained the concepts I had not understood clearly. I also formed a study group with two of my classmates.

Then, I started tracking my progress in a notebook. Every time I solved a problem correctly, I put a tick mark. Seeing my progress motivated me to keep going.

Finally, after weeks of consistent effort, I appeared for my test and scored much better than before. The feeling of success after so much hard work was truly wonderful.

Monika, I want to advise you never to quit when things get tough. Remember the spider in the poem — it fell eight times but succeeded on the ninth attempt. Every failure is just a step closer to success. Believe in yourself, make a plan, and keep trying. Perseverance always pays off.

I hope this helps you. Do write back and let me know how things are going.

Yours affectionately,
Deepa

---

Key transition words used: To begin with, Next, After that, Then, Finally.

Given: A project-based activity to collect folk songs connected with nature.

Guidelines for the activity:

1. Ask family members — grandparents, parents, and relatives are the best sources of folk songs in regional languages.
2. Research online or in libraries for folk songs from your state or region that mention rivers, seasons, birds, animals, trees, or farming.
3. Note down the song in the original language, write a translation in English or Hindi, and note what aspect of nature it describes.
4. Compile as a class project — each student can contribute 2–3 folk songs. The class can create a booklet or a display board titled 'Songs of Nature'.
5. Examples of themes in folk songs connected with nature: rain songs (like songs sung during monsoon), harvest songs, river songs, songs about birds like the cuckoo or peacock, etc.

*This activity helps us appreciate our cultural heritage and our traditional connection with nature.*

Given: An observation-based activity to find differences between a spider and an ant.

Differences between a Spider and an Ant:

| Feature | Spider | Ant |
|---|---|---|
| Group | Arachnid | Insect |
| Number of legs | 8 legs | 6 legs |
| Body parts | 2 body parts (cephalothorax and abdomen) | 3 body parts (head, thorax, abdomen) |
| Antennae | No antennae | Has antennae |
| Eyes | Usually 8 simple eyes | Compound eyes |
| Wings | No wings | Some ants have wings |
| Web | Spins a web to catch prey | Does not spin a web |
| Diet | Carnivorous (eats insects) | Omnivorous (eats plants and insects) |
| Social behaviour | Usually solitary | Lives in large colonies |

Interesting fact: Spiders produce silk from special glands called spinnerets. Spider silk is one of the strongest natural materials known.

*Students are encouraged to observe carefully from a safe distance and consult their Science teacher for more detailed information.*

Given: A craft activity to weave a spider web using sticks and wool.

Step-by-step instructions:

Materials needed: 3 sticks (each about 8 inches long), a roll of old wool/yarn, scissors.

Steps:

Step 1: Take three sticks and place them so they cross each other at the centre, like a star or asterisk (*), creating 6 arms.

Step 2: Tie the sticks firmly together at the centre using the wool. Wrap the wool around the crossing point several times and knot it securely so the sticks do not move.

Step 3: Begin weaving the web. Take the wool and loop it around one stick, then move to the next stick and loop it around that one too. Continue going around all six arms of the star, looping the wool around each stick as you go.

Step 4: Keep weaving outward, moving from the centre towards the tips of the sticks. The loops will create a web-like pattern.

Step 5: When you reach the ends of the sticks, tie the wool in a firm knot to complete the web.

Step 6: Decorate your web by attaching small paper chits with words and phrases from the poem, such as: *'Try again', 'Steadily, steadily', 'Up, up', 'Never give up', 'Perseverance', 'Bravo!'*

This activity helps students connect the poem's message with a creative, hands-on experience and reinforces vocabulary from the poem.