UNIT 1

WIT AND WISDOM

THE WIT THAT WON HEARTS

Let us do these activities before we read.

I. Read the short story given below.

Once Shiva and Parvati held a competition between their sons Ganesh and Kartikeya. They were given the challenge to move around the world three times. The one who wins, would receive the fruit of wisdom. Kartikeya, with his peacock mount, quickly set off. Ganesh, on his mouse, realized he couldn't compete with Kartikeya's speed. Instead, he moved around his parents, Shiva and Parvati three times. He took for them as his entire world. Pleased with his devotion and wisdom, Shiva and Parvati gave him the divine fruit.

Now, discuss the reason why Ganesh was given the fruit of wisdom.

II. Work in pairs and answer the riddles that are given below. Share the answers with your classmates and teacher.

• Riddle 1 (Orange bubble): I can be a friend or a foe, depending on how you use me. I can bring both joy or pain. What am I?
• Riddle 2 (Yellow bubble): The more of me you take, the more you leave behind. What am I?
• Riddle 3 (Blue bubble): I can be measured, but I cannot be touched. I can be spent, but I can not be saved. What am I?
• Riddle 4 (Pink bubble): You see me in the water, but I never get wet. What am I?

Note: You will find the answers of these riddles on page 16.

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Discuss in pairs.

1. Why are qualities like humour and wit important in a person?
2. Why do you think kings and queens preferred to have witty people among their courtiers?
3. If you were asked to solve a disagreement between two people, what approach would you take?
4. Have you ever been in a situation where a small misunderstanding led to a big problem? How was it resolved?

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Let us read

Vocabulary / Word Bank:

• renowned: well known
• illustrious: respected and famous
• patron: supporter
• eminent: famous
• acclaimed: praised
• insurmountable: undefeatable
• trivial: unimportant
• forlorn: lonely
• vague: unclear
• strategy: plan
• profusely: in large amounts
• bustling: busy
• ornate: decorative
• stern: very serious
• gnawed: (here) bothered
• yield: (here) harvest
• sarcasm: mockery
• snickers: suppressed laughter
• absurd: illogical
• unfazed: not worried
• hush: silence
• furrowed: wrinkled
• sceptical: doubtful
• keenly: intensely
• gesture: a movement of a hand or the head, to express an idea or a meaning
• orchestrated: arranged
• brimmed: overflowed

[Image Description: An illustration showing King Krishnadeva Raya seated on an ornate royal throne in a grand court, surrounded by his ministers and courtiers seated on both sides.]

[Image Description: A portrait illustration of Tenali Rama wearing an orange turban, traditional orange robe, and a string of beads, resting his chin on his fingers thoughtfully.]

The Vijayanagara Empire was renowned for its glory, wealth, and cultural achievements. Among its many illustrious rulers, King Krishnadeva Raya (ruled 1509–29 CE) stood out as a wise and powerful monarch. His reign is often referred to as the Golden Era of the Vijayanagara Empire, a time when art, literature, and architecture flourished. A great patron of learning, Krishnadeva Raya was not only an eminent warrior but also a gifted poet. His works, such as the epic Amuktamalyada and the Sanskrit drama Jambavati Parinayam, are acclaimed even today.

Krishnadeva Raya's court was home to eight celebrated poets, collectively known as the Ashtadiggajas. These poets, including Allasani Peddana and Tenali Ramakrishna, enriched the literary tradition with their masterpieces. Tenali Ramakrishna, in particular, was known for his quick wit and humour, earning him a special place in the king's court as both a poet and a witty advisor. His clever solutions to seemingly insurmountable problems made him a beloved figure in the empire's history.

Even the wisest rulers face moments of disharmony, and at one such time, the king had a quarrel with his queen, Thirumalambal, over a seemingly trivial matter. For weeks, he did not utter a single word to her, and in his frustration, stopped visiting her altogether. His absence cast a shadow over the palace, and the once cheerful corridors seemed quiet and forlorn.

Thirumalambal, was upset and tried her best to resolve the issue but failed. With no other alternative, she decided to seek the help of Tenali Rama, the court's brilliant and witty poet. Rama listened patiently as the queen recounted the incident in detail.

"The king wrote a poem," she began, her voice trembling. "It was filled with vague expressions - sun, moon, stars, beautiful sky but it made no sense. When he tried reciting it to his ministers, they all avoided him, making excuses. It was late evening when he came to me, seeking an audience. He began reciting it to me, but I was so exhausted after a tiring day that I yawned—not once, but several times. The king thought I was disrespecting his poem and stormed off. Since then, he has not spoken to me. If I had known this would happen I would have chosen another day. Help me, please, Rama. Only you can help the king understand."

Rama nodded thoughtfully. "If you like, I will try my best to resolve this matter, Your Highness. But this needs a well-planned approach, and I may need time to find the right strategy." The queen, who had placed her last hope in Rama, agreed and thanked him profusely.

The next morning, the royal court was bustling with activity. Ministers, scholars, and courtiers filled the courtroom. Rays of sunlight streamed through the open windows, illuminating the floor adorned with exquisite rugs. Despite the lively chatter, a tension hung in the air. The king sat on his ornate throne, his expression stern, his sharp eyes scanning the room. It was evident that the unresolved quarrel still gnawed at him.

The court discussion was centred on improving paddy cultivation in the empire. One by one, the ministers rose to present their ideas. Some suggested expanding irrigation networks, while others advocated for better manure. Amid these suggestions, Tenali Rama stood quietly at the edge of the court, observing everyone with an amused smile.

Finally, the king called upon Rama. The chatter in the court died down as all eyes turned to him. Rama approached the throne, carrying a plateful of paddy seeds. Bowing low, he began, "Your Majesty, I bring you a revolutionary type of paddy seeds. If these are sown, the yield will be three times greater than the current results."

A murmur swept through the room. One of the courtiers, known for his sarcasm, whispered just loud enough to be heard, "I wonder if these are magic seeds! Next, he'll claim they grow without water." Another muttered, "Perhaps he found them on the moon!" Snickers rippled through the court.

The king frowned, unimpressed. "That sounds absurd," he muttered. "Such cultivation would need special soil, manure, and pest and insect repellents. If, by chance, something were to go wrong, our farmers would suffer."

Rama smiled, unfazed. "That may be true, Your Majesty, but the real issue lies not with the seeds themselves but with the person who sows them."

A hush fell over the court as Rama's words hung in the air. The king's eyebrows furrowed. "What is wrong with the person who sows the seeds? Speak clearly, Rama!" he roared.

Rama glanced around the court, his sharp gaze meeting the sceptical eyes of the courtiers. "If one were to sow seeds without proper care, no one would reap a good harvest," he said, pausing for effect. "And what if the person had a habit of yawning while sowing? Wouldn't the seeds scatter unevenly?"

The court erupted into laughter, the earlier sarcasm replaced by genuine amusement. Even the king, caught off guard, sighed and instinctively yawned. Rama watched him keenly, then continued, "Your Majesty, is there anyone in this world who does not yawn? It is as natural as breathing."

The king's expression shifted as realisation dawned. His mind raced back to the quarrel with the queen. He remembered scolding her harshly for yawning while he recited his poem. He realised how unfair he had been. "If I had known that yawning was not a sign of disrespect, I wouldn't have taken her gesture so personally," he thought, regret filling his heart.

That evening, the king approached the queen with a softened expression. "Thirumalambal," he began, his voice gentle, "I have been foolish. I see now that I overreacted. I let my pride blind me. I'm so sorry."

The queen, who had longed for this moment, smiled and replied, "If you like, we can leave this quarrel behind us. I would very much like to listen to your poem."

Rama, who had orchestrated this settlement, felt victorious. The king and the queen later presented him with valuable gifts for his service. The royal couple's bond was restored, and the palace brimmed once again with joy and laughter.

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Let us discuss

I. Correct the following false statements from the text.

1. The queen insulted the king by speaking against the quality of his poem.
2. Tenali Rama immediately went to the king and convinced him to talk to the queen.
3. The courtiers admired the king's poem and praised his literary talent.
4. The ministers in the court were eager to hear Tenali Rama's idea about paddy cultivation.
5. The king never realised his mistake and continued to stay angry with the queen.

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Let us think and reflect

I. Read the extracts and answer the questions that follow.

1. "... The king thought I was disrespecting his poem and stormed off. Since then, he has not spoken to me. If I had known this would happen I would have chosen another day. Help me, please, Rama. Only you can help the king understand." Rama nodded thoughtfully. "If you like, I will try my best to resolve this matter, Your Highness. But this needs a well-planned approach and I may need time to find the right strategy." (i) Why does the queen believe that only Tenali Rama can help the king understand? (ii) What does the queen's statement, "If I had known this would happen, I would have chosen another day", suggest about her feelings? A. She is angry at the king for overreacting. B. She regrets the unintended misunderstanding. C. She believes the poem was not worth listening to. D. She is worried that the king might punish her. (iii) How does Tenali Rama's response reflect his wisdom and problem-solving skills? (iv) Fill in the blank by choosing the correct option from those given in the brackets. The king's reaction shows that he is sensitive and __________ (has a lot of faith/takes great pride) in his poetry.
2. That evening, the king approached the queen with a softened expression. "Thirumalambal", he began, his voice gentle, "I have been foolish. I see now that I overreacted. I let my pride blind me. I'm so sorry." The queen, who had longed for this moment, smiled and replied, "If you like, we can leave this quarrel behind us. I would very much like to listen to your poem." (i) Complete the following with a suitable explanation. When the king said, "I let my pride blind me", he means that ___. (ii) Why does the queen say, "If you like, we can leave this quarrel behind us"? (iii) Fill in the blank by choosing the correct option from those given in the brackets. The king acknowledges that his pride clouded his judgement, which shows ________. (intelligence and courage/maturity and self-awareness) (iv) State any one characteristic that the queen's response to the king's apology shows about her.

II. Answer the following questions.

1. Why was the Vijayanagara Empire considered to be in its 'Golden Era' during Krishnadeva Raya's reign?
2. How did Tenali Ramakrishna gain a special place in the king's court?
3. How did the quarrel between the king and the queen affect the palace?
4. What strategy did Tenali Rama use to make the king realise his mistake?
5. What was the reaction of the courtiers when Tenali Rama introduced his 'special' paddy seeds?
6. How does the story conclude, and what lesson can be learnt from it?

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Let us learn

I. Fill in the blanks and complete the paragraph by choosing suitable expressions from the box given below.

My mother is quite witty, and her sense of humour always lightens stressful moments. Once, at a family dinner, an argument began over a minor issue, and 1. ____, making everyone feel uncomfortable. Just as things were getting serious, she made a clever remark and laughter 2. ____ the gathering, making everyone relaxed. The person who started the argument 3. ____. Everyone disapproved of the action and a 4. ____. My 5. ____ to how my mother had saved other situations like this. Without her, such moments would have 6. ____ over the gatherings. I hope that I grow up to be as witty as my mother.

II. The writer uses words like 'roared', 'murmur' in the text to indicate the sound produced. Fill in the blanks with suitable sound words from the box given below. You may refer to a dictionary.

1. As the teacher began the riddle challenge, a ____ of excitement spread through the classroom.
2. Sukanya ____ in relief-she loved riddles more than solving Mathematics problems.
3. 'Think carefully,' the teacher began to ____, as she wrote a riddle on the board.
4. When the question was revealed, a few students ____, realising it wasn't as easy as they had expected.
5. Some exchanged ____, wondering if anyone at all would be able to solve it.
6. Just then, Sukanya tapped her book on the desk with a small ____, deep in thought.
7. 'Ah, I see it now!' she said stretching with a ____, as if it had taken her great effort.
8. A small breeze made the windows ____, adding to the suspense of the moment.
9. 'So, what's the answer?' the students ____, their voices filled with playful enthusiasm.
10. Leaning forward with a smile, Sukanya ____, 'Sometimes, the trickiest questions have the simplest answers.'

III. You have already learnt that a compound word is formed when two or more words are combined to make a new word with a distinct meaning. Here are some words given in column 1 and column 2.

1. Make compound words by matching words in Column 1 with those in Column 2.

2. Fill in the blanks with the words created in the previous question.

Ravi was (i) ________, always speaking calmly even in arguments. He grew up in a lively (ii) ________, where he learned to handle different personalities. His friend Arun, however, was (iii) ________ and often lost his patience. Despite this, Arun admired Ravi's (iv) ________ thinking. One evening, as they passed a (v) ________, they saw some performers rushing out. Ravi noticed that one of them dropped a (vi) ________ book on the ground. "Is this yours?" he asked. "Oh thank you, young man!" The performer smiled. "It's a recent purchase from the (vii) ________ round the corner." True to his nature Arun promptly said to Ravi, "It's (viii) ________ that it's not from a bakery but bookshop!" Ravi smiled and they walked on.

IV. Read the sentences from the text and their explanation given in the table below.

In sentence 1 'if you like' is the subordinate clause (if clause) and 'I will try my best to resolve this matter' is the main clause.

Note: Read the sentence and separate then into two parts. "If you like, I will try my best to resolve this matter." If you like - one part (first part) "I will try my best to resolve this matter". (another part/2nd part). Let first part - 'x' (If part) 2nd part - 'y' (Main part)

In 'x' part (If part) we have a present simple verb 'like' and in 'Y' part (main part) will - Modal auxiliary (If part) - X - Part happens first. (Main Part) - Y - Part happens later. (If Part)- X - Part is the cause/condition. (Main Part)-Y- Part is the result/effect. In both the Parts - time reference is Futurity. Here the present tense in the 'If' Part refers to more possible actions in the future.

Now, match the subordinate clauses (if clauses) in Column 1 with the appropriate main clauses in Column 2 to make complete sentences.

V. Complete the following sentences appropriately with either the main clause or the subordinate clause (if clause).

1. Your teacher will be unhappy if ____.
2. They would have caught the train if ____.
3. ____ if you continue to stay up late every night.
4. If she knew the answer, ____.
5. ____ if she had studied harder.
6. If I had a million rupees, ____.

VI. Complete the following sentences. One example has been done for you.

1. If I were a tree, I would play with the wind and talk to the birds.
2. If I were the Head Teacher of my school, ____.
3. If I were a bird, ____.
4. If I were a magician, ____.
5. If I had studied harder, ____.

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Let us listen

I. You will listen to a woman narrating a story. As you listen, fill in the blanks in the following sentences by selecting the correct options. (Transcript for teacher on page 46)

1. The rope tying the bundle of sticks was (i) loose (ii) thick (iii) short
2. The scholar is finally referred to as (i) irritable (ii) mischievous (iii) arrogant

II. You will once again listen to the story. As you listen, number the events of the story in the correct order of occurrence.

1. The great scholar was ashamed because he did not know what to say.
2. Rama accepted the challenge thrown by the visitor.
3. Rama had a bundle tied in silk when he came to the palace.
4. The king laughed at the explanation given by Rama.
5. The visitor wanted to show his superiority over others in the palace.
6. Rama showed the work to be a bundle of sticks tied together by a rope.
7. The king wanted to know more about the work mentioned by Rama.
8. The court scholars were afraid of the king's anger.

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Let us speak

I. While asking questions, it is important to use the appropriate tone to convey the correct meaning.

1. 'Yes' or 'No' questions have a rising tone at the end. Are you coming home? ↗
2. '-Wh' questions have a falling tone at the end. When will you come home? ↘

This rise and fall in tone is called intonation.

Now, work in pairs and mark the intonation in the questions given below. Take turns to practise by saying them aloud with the correct intonation.

(i) Is this your cat?

(ii) What is the name of your cat?

(iii) Will you be going to your village?

(iv) Why are you going to your village?

(v) Is this where you live?

(vi) Where do you live?

(vii) Can I meet your parents?

(viii) How are your parents?

(ix) Do you have any plans for tomorrow?

(x) What are you going to do tomorrow?

II. 'What', 'Why', 'When', 'How', 'Where', and 'Who' are the words used to ask questions. These words are called question words. Let us use these words and make some questions.

While making questions, remember the correct word order.

Who is the cleverest character in the story? (Correct)

Who the cleverest character is in the story? (Incorrect)

Work in pairs and take turns to ask and answer questions about a trip that you are planning. Remember to use the correct intonation while asking these questions.

Here are some prompts for you.

• The destination (Where...)
• Purpose (Why...)
• Mode of transport (How...)
• Duration (When...)
• Travel companions (Who...)
• Activities (What...)

Now, work in pairs and take turns to ask and answer the questions about witty characters in folktales or stories you have read. Use the correct intonation while asking questions.

For example: Your favourite character in the folktale (Who...?) → Who is your favourite character in the folktale?

1. The name of the witty character (Who...?)
2. The reason for her/his wit being important in the story (Why...?)
3. The most famous trick or clever idea she/he used (What...?)
4. The time period or setting of the folktale/story (When...?)
5. The way she/he used her/his intelligence to solve a problem (How...?)
6. The location where the story takes place (Where...?)

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Let us write

You have already come across how to write a paragraph. Now come forward to learn how to write essays. Remember essay-writing is of mainly three types: such as (i) Controlled/Guided writing (ii) Free writing (iii) Creative/imaginative writing.

Look at the format of an essay writing: (i) A Relevant Title.

(ii) Introduction:

(iii) Organisation of ideas

(iv) Body/content

(v) Language appropriateness/Grammaticality

(vi) Style

(vii) Conclusion/Ending.

Let us start with the controlled/Guided writing. In a Guided writing the title of the essay will be given, followed by some hints/outlines. Those outlines/hints will be developed into small paragraphs. While developing, the points given above should be well taken care of. Remember the conclusion part must have a graceful ending.

Title: A Lesson in Responsibility.

Outlines: Village you live in - festivals you observe in your locality - how you observe it - your responsibility you perform - your realisation (Develop the outlines into an essay)

Read the sample essay given below.

In our village in Odisha, Kartika Purnima is observed with pomp and ceremony. The river glows with hundreds of clay lamps (dipa), believed to guide our ancestors and bring peace to our homes.

Last year, my mother gave me responsibility of carrying a tray of lit dipas to the ghat. It was the first time I was given such a task; so I felt proud. On the way, I met some friends and got distracted. Laughing and not paying attention to it, I tripped and dropped the tray. The dipas broke into pieces. I was embarrased and afraid to face my family. But just then, my grandmother who was walking behind me, reached out to help. She didnot scold me. She simply said, "A dipa must burn steadily. If we are careless, we break more than just clay."

Her words touched me. I realised I had taken the task too lightly, thinking it was easy. That evening, I helped relight the remaining dipas with great care.

Since that day, I've learned that responsibility isn't measured by how big a task is, but how sincerely we do it. Whether its schoolwork or helping at home, every small work matters.

1. Now write the following essays developing the outlines given below.

(a) Road Safety: (Title)

Outlines: What is an accident? What are the traffic rules in our country? - What should we do before crossing the road? - Why is it dangerous to fly kites or play in the streets? - How can motorists make the road safe?

(b) My Mother: (Title)

Outlines: Who is she? Name and age - appearance, dress, qualifications - What work does she do and when? - what does she do in free time? - about her relations/dealings with others - why do you like her?

(c) A Journey by Bus: (Title)

Outlines: What is a journey? - What was the occasion? - How did your journey start? - What was the scene inside? - What are your experiences on the way?

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Let us explore

I. Limericks are poems in five lines that have a twist in the last line. Read and enjoy the following limericks and create one on your own.

Raju flew his kite in the sky so wide,

It soared with grace, full of pride.

But a crow came along,

Singing its song,

And now it's the crow on a joyride!

II. Go to the library and read a story of your choice. Share its theme and the interesting parts of the story with your classmates and teacher.

III. You must have read stories of wit, humour, and wisdom in your own language or English. Make a list of these stories that you have read on a chart paper. Each student should read at least one new story from the list.

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Answers (to riddles on page 2 / page 16):

1. Words
2. Footsteps / Footprints
3. Time / The future
4. Reflection / Shadow