A Ride on the Bus
A Ride on the Bus — Study Notes
NCERT-aligned · 9 notes · 3 shown free
BEFORE YOU READ
ExplanationBEFORE YOU READ
This introductory section prepares students for the story 'Madam Rides the Bus' by Vallikkannan. It highlights the sensitive theme of the story, which revolves around an eight-year-old girl's first bus journey outside her village. This journey symbolizes her induction into the complex realities of life and death. The section encourages students to anticipate the vocabulary and themes they will encounter by asking them to identify words and phrases likely to appear in the text, such as 'a set of passengers', 'get on the bus', 'platform', 'Tickets, please', 'a roar and a rattle', 'a row of seats', 'slowing down to a crawl', and 'blowing a whistle'. Furthermore, it connects students' personal experiences with the story by prompting them to recall what they have seen from a fast-moving bus. Suggested scenes include rivers, green fields, hills, roadside shops, market places, railway tracks, moving trains, vehicles on the road, trees, crowds, clothes in shops, and animals. Students are encouraged to speak briefly or write sentences about these observations, fostering engagement and setting the context for Valli's journey. This section serves as a warm-up to activate prior knowledge, build curiosity, and prepare students for the narrative that follows. Activity 2: Discuss or write about scenes seen from a fast-moving bus.
- Introduces the story's theme of a child's first bus journey and her encounter with life and death.
- Encourages prediction of vocabulary and phrases related to bus travel.
- Connects students' personal experiences of bus journeys to the story.
- Promotes observation skills by listing scenes visible from a moving bus.
- Prepares students emotionally and cognitively for the story's content.
- 📌 Platform: The area where passengers wait for the bus.
- 📌 Conductor: The person who collects tickets and manages passengers on the bus.
I
ExplanationI
This section introduces the protagonist, Valliammai, affectionately called Valli, an eight-year-old girl known for her curiosity. Valli's favorite pastime is standing in the front doorway of her house, observing the street outside because she has no playmates her age nearby. This simple activity provides her with a window to the world beyond her immediate surroundings. The most captivating sight for Valli is the bus that travels between her village and the nearest town. It passes her street twice daily, once going to the town and once returning. Each time, the bus carries a new set of passengers, which fascinates Valli endlessly. Over time, her fascination grows into a strong desire to ride the bus herself, even if only once. Valli's longing intensifies as she watches people board and alight from the bus, imagining their experiences. She even uses the English slang 'Proud! proud!' to express jealousy when friends describe the town's sights, though she doesn't fully understand the phrase. Through listening to neighbors and asking discreet questions, Valli learns important details about the bus journey: the town is six miles away, the fare is thirty paise each way, and the trip takes about forty-five minutes. She calculates that she can take the one-o'clock bus, reach the town by 1:45 pm, and return by 2:45 pm if she pays another thirty paise. This section highlights Valli's intelligence, curiosity, and determination as she plans her journey carefully, reflecting a child's growing awareness and desire for independence.
- Valli is an eight-year-old girl with a keen curiosity about the world.
- Her favorite activity is watching the street from her house's front doorway.
- The bus traveling to and from the town fascinates her the most.
- She develops a strong desire to ride the bus herself.
- Valli learns details about the bus journey through observation and inquiry.
- She plans the timing and fare for her trip meticulously.
- 📌 Fare: The money paid for a journey on public transport.
- 📌 Conductor: The bus staff who collects fares and issues tickets.
II
ExplanationII
This section narrates the beginning of Valli's first bus journey. On a fine spring day, as the afternoon bus is about to leave, Valli shouts 'Stop the bus! Stop the bus!' and raises her hand to signal the conductor. The bus slows, and the conductor,
Practice Questions — A Ride on the Bus
Includes NCERT exercise questions with answers
Q1.(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
Answer:
This is a discussion-based question aimed at encouraging students to share personal experiences and thoughts. There is no single correct answer. Students should reflect on their own spending habits and experiences of discouragement or trouble, and discuss these with their peers.
Explanation:
The question is designed to develop speaking and listening skills as well as empathy and self-reflection. Students should be encouraged to express their thoughts clearly and listen to others.
Q2.1. Who are the characters in this poem? List them with their pet names. 2. Why did Custard cry for a nice safe cage? Why is the dragon called "cowardly dragon"? 3. "Belinda tickled him, she tickled him unmerciful..." Why? 4. The poet has employed many poetic devices in the poem. For example: "Clashed his tail like iron in a dungeon" — the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem? 5. Read stanza three again to know how the poet describes the appearance of the dragon. 6. Can you find out the rhyme scheme of two or three stanzas of the poem? 7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem? 8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem? Give reasons to support your answer. 9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project.
Answer:
1. Characters and their pet names: - Belinda - Ink (the little black kitten) - Blink (the little grey mouse) - Mustard (the little yellow dog) - Custard (the pet dragon) 2. Custard cried for a nice safe cage because he was a cowardly dragon who was afraid of danger and preferred safety. He was called 'cowardly dragon' because unlike the other brave pets, he was scared and wanted protection. 3. Belinda tickled Custard unmercifully to tease him because he was cowardly and cried for safety, which amused the others. 4. Other poetic devices include: - Alliteration: "Belinda giggled till she shook the house" - Onomatopoeia: "Meowch! cried Ink" - Personification: The dragon and animals are given human traits. 5. The dragon is described as having big sharp teeth, spikes on top, scales underneath, mouth like a fireplace, chimney for a nose, and daggers on his toes. 6. The rhyme scheme in the stanzas is generally AABB or ABCB depending on the stanza. 7. Images include the dragon's fierce appearance, the pirate climbing the window, and the animals chasing lions down the stairs. 8. The poem is light-hearted and humorous, as it uses playful language and a parody style to tell the story. 9. Examples could include narrative songs like 'The Ballad of John and Yoko' or 'Stan' by Eminem. Students should share songs they know that tell a story.
Explanation:
Each question encourages comprehension, analysis, and personal connection with the poem. Answers are based on the poem's content and literary devices.
Q3.Have fun writing your ballad. Gather information (choose/decide an idea/theme), organise your materials under characters and story and then write. Revise and edit your ballad to make it entertaining. Use the following guidelines to write your ballad. - Purpose of writing the ballad: to entertain and interest - To whom I am writing: decide for whom you are writing - How should I structure features?: - Tell a simple narrative - A few major characters - A strong rhythm and rhyme - May have a refrain (single or two line(s) repeated often) - Divide into verses
Answer:
Students should select a theme or idea for their ballad, plan the characters and storyline, and write a ballad following the guidelines provided. The ballad should have a simple narrative, include a few major characters, maintain a strong rhythm and rhyme, and may include a refrain. After writing, students should revise and edit their work to make it entertaining and interesting.
Explanation:
This is a creative writing task aimed at applying the understanding of ballads and narrative poetry. Students learn to organize ideas and use poetic devices effectively.
Q4.(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
Answer:
Answer will vary. (i) Students should discuss their pocket money spending habits, whether on themselves or others, reflecting on saving and planning as Valli did. (ii) Students should share personal experiences of discouragement or troubling incidents, discussing feelings and how they coped.
Explanation:
These are discussion-based questions aimed at personal reflection and sharing experiences, encouraging empathy and communication skills.
Q5.1. Who are the characters in this poem? List them with their pet names. 2. Why did Custard cry for a nice safe cage? Why is the dragon called "cowardly dragon"? 3. "Belinda tickled him, she tickled him unmerciful..." Why? 4. The poet has employed many poetic devices in the poem. For example: "Clashed his tail like iron in a dungeon" — the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem? 5. Read stanza three again to know how the poet describes the appearance of the dragon. 6. Can you find out the rhyme scheme of two or three stanzas of the poem? 7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem? 8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem? Give reasons to support your answer. 9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project.
Answer:
1. Characters and their pet names: - Belinda - Ink (little black kitten) - Blink (little grey mouse) - Mustard (little yellow dog) - Custard (pet dragon) 2. Custard cried for a nice safe cage because he was cowardly and afraid of danger. The dragon is called "cowardly dragon" because unlike the brave other pets, Custard was scared and wanted safety. 3. Belinda tickled Custard unmercifully to tease him because he was cowardly and cried for safety, making fun of his fearful nature. 4. Other poetic devices include: - Alliteration: "Belinda giggled till she shook the house" - Onomatopoeia: "Meowch!" and "Weeck!" - Personification: The dragon and pets have human emotions and actions. 5. Stanza three describes Custard as having big sharp teeth, spikes on top, scales underneath, mouth like a fireplace, chimney for a nose, and daggers on his toes. 6. The rhyme scheme in the poem is generally AABB or ABCB in different stanzas. 7. Images include the dragon's fierce appearance, the pirate climbing the window, and the pets' bravery or cowardice. 8. The poem is light-hearted and humorous, as it playfully contrasts bravery and cowardice and ends with a funny twist. 9. Answers will vary; students may mention narrative songs or ballads they know that tell stories, such as folk songs or modern storytelling songs.
Explanation:
These questions test comprehension, literary analysis, and personal connection with the poem. Answers require understanding characters, themes, poetic devices, and form.
Q6.Have fun writing your ballad. Gather information (choose/decide an idea/theme), organise your materials under characters and story and then write. Revise and edit your ballad to make it entertaining. Use the following guidelines to write your ballad. - Purpose of writing the ballad: to entertain and interest - To whom I am writing: decide for whom you are writing - How should I structure features?: - Tell a simple narrative - A few major characters - A strong rhythm and rhyme - May have a refrain (single or two line(s) repeated often) - Divide into verses
Answer:
Students should write their own ballad following the guidelines: - Choose a theme or idea - Organize characters and story - Write in verses with rhythm and rhyme - Include a refrain if desired - Ensure the ballad tells a simple narrative and entertains the reader This is a creative writing task encouraging imagination and understanding of ballad form.
Explanation:
This writing exercise helps students apply their understanding of ballads by creating their own, focusing on narrative, rhyme, and structure.
Q7.Which of the following phrases is NOT likely to be found in the story 'Madam Rides the Bus' based on the introductory activity?
Answer:
a roaring lion
Explanation:
The introductory activity lists phrases related to bus travel such as 'a set of passengers', 'blowing a whistle', and 'Tickets, please'. 'A roaring lion' is unrelated to the bus journey context and is not expected in the story.
Q8.From a fast-moving bus, which of the following scenes would a passenger MOST LIKELY see according to the introductory activity suggestions?
Answer:
green fields and roadside shops
Explanation:
The introductory activity suggests typical scenes visible from a bus such as green fields, roadside shops, hills, and railway tracks. Deep ocean waves, glaciers, and underground caves are unlikely views from a bus journey described in the story.
All 9 Chapters in First Flight
English · Class 10