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(Translation) «/»i
I wQng*r g lonely as a cloud
T hat flu ats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the late, beneath the trees,
Flutiering and dancing in the breeze.

Continuous as the stars that

shine And twinkle on the milky
way,
They stretched in never-ending Ifhe
Ajong the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly
dance.
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The waves beside them danced. but they

Out-did the sparkling leaves i°
s›«e . A poet could noi be but gay.
In such a /ocund company!
I gazed—and gazed but little thought
What wealth the show to me nad
brought:

For oft. when on my couch I he

in vacanl or ›n pensive mood,
They flash upon that inward eye
Wh ch s !he bl ss of solitude:
And then my neart with pleasure lills.
And dances with the daffodils.

LrT . it Related Question Ansxvers

1. How do you compae the dahodils with the stars?
Ans. The poet describes comparison about the daffodils that the row of dakodiis
look likes the endless row of Shinning stars in the Milky Way. Stars are shinning on
!he sky anJ the poet imagines that lhe daffodils are just like twinkling stars.
2. How does the poet feel in the company of daffodils?
Ans. Poet feels very happy ›n tbc company of daffodils. He went on looking at those
daftod is and did not think what wealth of joy and peace that scene had brought to
him.

For The Teacher:

• Conduct pre-reading activity to arouse student's interest in the topic.
• Make them predict mom the title and illustration about the contents of the text.

ForThe Teacher:
• Whiie-readi‹ig activity may be conducted to interact with tbe text. More
whole- reading questions way be asked.
• Recite the poem with proper stress and intonation and note how reading
poetry is different from reading prose.
• Explain the use of figurative language and literary techniques such as
simile and personification.
• Tell the students about the use of semicolon (;) and exclamation mark (!).

William Wordsworth was born at Cockermouth in Cumberlan d, on April 7th, 1770.

His passion fqr Nature is well known. That is why be is referred to as the poet of
nature. Wordsworth is a true worshipper and ardent lover of nature. It was a creed
lor him. According io mm, nature is a teacher and preacher. In this poem the poet
has presented before us the healthy .ennobling .purifying and enduring impact of
nature on human beings.
Some of the famous poems by Wordsworth to be read and enjoyed are;
To the Cuckoo. Lucy Grey, The World is too Much with Us, The Two April
Mornings, It is a Beauteous Evening, Solitary Reaper ,We are Seven

Theme:
We probably have moments in our life that we replay in
our memory - images to
which photographs or videos cannot do justice because
they cannot capture
fc•eling. In this poem, William Wordsworth captures both
our the images and
feelings
co ncerned to a special moment in his life. The poem is a tribute to nature and its
manifestations in all its glory. It beautifully presents before us not only the attractive
and exciting beauty of nature but also the purifying and enduring impact of it on
human beings.
 Glossary:
Fluttering moving in the air, flying
Glee joy. happiness
Host ›n large number
Jocund happy
Twinkle shine with a light that keeps changing
From bright to faint. and from laint to
bright.
Pensive thoughtful
Solitude Pleasant loneliness

Oral Activity:
Form groups and discuss the following.
• What you have understood and what you think is the message in
the poem7
Ans. The message in th s poem ol that the nature iS full of beautiful sights. The
poem ›s a tribute to nature and 4s manifestations in all its glory. It beautifully
p escnts before us not only the attract ve and exciting beauty of nature but also
the purifylng arid Qndu ing imPaci of it on human beings. Visiting these sights is
the way to release the sfr css a a tens ons.
• Discuss various aspects of nature as described in the poem.
Ans. In this poem. tbe poet descfibcs the pleasant site of beautiful daffodils
flowers. Once the poet was walking alone in the countryside. He saw the flow•rs
were moving and dancing in the cool bfeeze. Poet says that whenever he is
laying in his vacant and thoughtful mood the beautiful sight appears before him.
The scenc of flowers that he saw on the late comes in front of his eyes and his
h0art I lis with joy and beg›ns to dance with the flowers. It ‹s aI! the blessing of
nature.
• Work in pairs to prepare a presentation on the topic of "Daffodils". In your
presentation, read Wordsworth‘s poem aloud io the class and explain your
feelings.
Guidelines to greparepresentation __________________________

o/ thc• topic clearly

Explore topic in sufficient depth ;• Supporting facts. examples
A ropriate conclusion t• Confidence
O¿ganizati o g .,.. . . ... ..
n ;• Speak witri confidence and alertness

I° Covernize
majo areas of the top c ,• Proper use of audio/visual aids
presentation in a /• Use body languagc ,
Orga
 proper sequence • Conduct question/answer session ;
• Manage time well
 GompreRnsion:
A. Answer the following questions.
1. What is the central idea of the poem?
Ans: We probably have moments in our lite that we I’eplay in oUl’ MCMOfg
images to • nich photographs or videos cannot do justice because they cannot
capture our teeling. In this poem, William Wordsworth captures both the images
‹and
\eeT ings concerned to a special moment in his life. The poem is a tribute to nature
and its manilestat ons in all its glory. It beautifully presents before us not only the
axractive and exciting beauty of nature but also the purifying and enduring impact
ol it on buman beings.
2. What do the daffodils represent in the poem?
Ans: Daffod»s represe nt the nature and its ‹mpact on the human beings
3. What “wealth" do memories of the scene give to the poet?
Ans: Poet thinks tnat wealth o! joy and peace. that scene read brought to
bm
4. List the words that heighten the sound effect in the poem.
Ans: Vales and hells. Cloud and crowd. Trees and breeze, jocund company etc
5. How has the poet heightened the impact of the poem by using the
figurative language?
Ans: The poet was highlightcn the impact of tbe poem by using the figurat ve
language. He prints the Images of lakes. liclds. trees and stars in an artistic
manner The poet compares the daffod is to the Milky Way, galaxy and dreams to
dance w›tn daffodils.

For The Teac&r:

• Help students create and deliver class presentation on the topic by
fOiiOw«19
the guidelines g›ven above.
Figures of Speech
Simile
A somre s a figure of speech in which like O f U S USf2 d tO IT\4ke a comparison
between two Ideas that are basically
dissimilar

a. Her eyes twinkled like stars.

b. She was as busy as a bee.
Metaphor
If we write a comparison between two things and om t the word 'like' then we
are using a metaphor: e.g.
a. He proved a lion in the figbt.
b. His heart ‹s r0d. cd ose.
Personification
It is a language technique wbere an object or dea is charact
quaiit e 'stics or
cs.
a. The candle liamc danced in the dark.
Imagery

C. Pick out one example of personification from the poem.

Ans. W•›er ai‹ at ence I saw a Crowd. A hcst of go dc° uatt«diIs

For The Teacher:

• Help stude .Is anaEy1e how a pcet users language to app«a to tt ficri s¿ S
tf 1f OU3^ U se o‘ figLJ rat ve language ‹ncl di°g simile s and rnut‹aphors arid
creates imagery
• Help then› recogn ze I.te‹ary Dec' niques such as pe‹sonif cat on
D. Here is a list of few Similes, Metaphors and Personifications. Can
you identify them? Write ’S' for Simile, ’M’ for Metaphor and ’P' for
Personification.
Time is muney S e pple y eye ›s .
as o!›sy as a bee s was cu'ani•g as a Lux s
T he ind »sgered lhc rumors o t p Bio ’n g’ass was begging p"
the forest. I r waie•
s
dea'h cou n
t.he heron ul lio tM as black as a c ow’
E. Underline the words and phrases that depict clear im agery in the
poem.
Ans. Fluttering, Dancing, f1ilk.y way, t3ssrzg their heacs. sprightly dance etc
F. Which imagery the poet refers to in the poem?
A. Use a thesaurus to find three more equivalents/sy nonyms to the
following words.
Saw glance gaze 'v’a'cr See

Shine twinkle sparkle 3urn sn bI »rr er F!aSL!

For The Teacher:

Iboa o S n¿lo
ccl ect Loose
C. Use the above given words in sentences of your own.
Word Sentences
Gaze Gazed upon by o«cr a ce \u s sco'opists
Stare Do no* stare at mc.
Shine Stars are sni ning On the sky.
Glare A 3ood example of discomfort glare is leaving a dark
rOom
anO moving into bright sunlight.
Hoard Hoard more Cdlth than whe t a men needs is a sin.
Cohect Collecting old coins is my hobby.

€*iranimar:
Collective nouns
 W an t to G e t A ll Su b je ct No t es o f 9t ha nd 1 0 t h Cla ss ?
A s ‹ gu ! a r n o u n . s u c h a s c o m m / r re e o r
V isi t T opS t ud yW o r ld . co m people, a»usais or things s
te a m t h a t r e f e r s to a grcup of
callea Collective Noun. For example:
Crowd in this poem rcfers to a co Sect on or large number of daffodils
A. Which collective noun means.
a a collection of snips b. a collection of singers
c. a collection of cattle o. a collection ol soldiers
Ans: a. a collection o/ ships or
Fleet
b. ChOfUS
c Herd
d. Army
B. Underline prepositions of place in the poem.
Ans. The preposition of place used in the poem is as
follows:
On, in, with, along, beside, beneath etc.
Use the following prepositions in sentences of your own.
Behind. beside, next to. under. over, along, ac oss
Ans.
Prepositions
The post office is behind the buildng."
r B—e- hind ——- -

Sho. aib“w. .a. .

, s.”.sit...ng..ne.x..t tom..t.c.
Tche cat ›s s tting under the table.
Over Birds are Iiy›ng over he sea.

Along He was walking aeon the river.

The bank is situated across Ihe river. j'
Acnoss
Conjunctions
Conjunctions join words and sentences. There are two kinds of Conjunctions.
Type Function | Examples
Coordinating These conjunctions join sentences|but, or, nor, either, also,
conjunctions of equal ant however, only, so, hence
Subordinating These conjunctions join sentences, because, thai. while,
ConjtJnctions On£? of whicf› is dependent on the unless. as, when. Since,
other. if, though
D. • Fill in the blanks with appropriate conjunctions.-
1, He ran fast but he missed the train.
2. Wait _jj I return. .
3. Work hard unless you should fail.
4. I did not come because you did not invite me.
5. You will get prize, f you deserve it.
E. Use any five coordinating conjunctions and any five
 subordinating
conjunctions in sentences of your own.
Ans.
(i) I as well as he, am at lault.
(ii) Either I or you arc going Lahore.
(iii) I am going to school will you come with mC
(iv) I am going to start a business will ycu invest ii› it.
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 ll r ritiitg Slcills:
Paraphrasing
Parapf ‹ask g is re-v "il.ng a poet’s utterances or !¿cas " o"e's o ao’ds ithout
altering 'he se se o! the crig.na! T*us a stanza takes tne shape of prose. II .s abou!
the sales length as the original because the pu pose is to rephrase a‘itñout g0ing
ir lo any unnecessary Oe'aiiS
A. Paraphrase the last stanzas of the poem.
Ans. Stanza 4.
Ohen I lie on my bed in a sad o scr'ous t"ooo In tt s mood, lhe daftcJ.I flowers
come suddenly to my mind or thoughts this is a great blessing for me n my lo°ely
co'›ditiori lily’ heart is filled sit'› t›ap piriC ss In ttiis f\a puy rnoou. my heart dar.ices
wit h tnc daffodils
Summary Writing:
A summat !s a sno r/t r condens er ) ano d:fte rentIy ' o•ded version of an cral, «s«a/
or a'ri tte text Foilo ing four oasic steps in preparing a sum«ary’ pro be a log ”al
and o gan‹zeo approach to the process ot sum‹cary .vr ting
Reading:
A good summary depe ds to a large extent cn good rca0!ng, t‹a unic stand toe
orig nal text
Outlining:
Outlining involves, making notes Ihat may help yo cc cpose a sue man,• such as
noting author’s purpose, tspic sentence supporting ceia is. and main idea

For Tlte Te:tcher:

• Help students use paraphrasing skills to paraphrase stanza ay marking
thought groups in the stanza by restating the message in s!•npIe p ose and
by rep!acing poetic woros w4h simple ones
• Help st ocnts understand and apply thC summary writing sk lls to wr:tc
summary of tnc
poem Checking:
At this stage the accuracy of outline notes is gouged by comoari ° s ›^I2 m with the
original passage. Necessary changes can be made in it at this stage
Writing:
At tnis siagc a few necessa ry changes ii any are made. A review' of the
summarized version s important to make tne summary accurate. fluent, and e«or
free
B. Write a summary of the poem "Daffodils”.
About poet,
Th:s po»m hcs been written by William Wcrdswoxh a Ro mantic poet He is
known as the port of nature because of his lo ’c for it. Must cf his poems describe
nature and ‹ts beauty
Summary:
We probably have moments in cut life triat ne replay in o•ur mcmcry
images to which photographs or videos cannot co justice because thcy cannot
Capture our feeling. In this poem, William Wordsworth c.1ptures botn the ›ir•‹ges and
Iceiings concerned to a special moment in his life. The poem .s a tribute to
nature an‹1 ts manifestations in all its glory. It beautifully pirse Its beto•e us »ot
only the attractive and exciting beauty of nature but also the pui ›fy •*.g and «nd
iring mpoct of it on hum0n bc•ngs.
In this poem. the poc! describes an cx ?riensu of enjoyment at the sight
cf beautiful daffodils. *4nce he was ›vaIi‹ing”in the ccuntrysidc when hc came
«cross n
large n‹iinbc of daffodils growing along ttie bank cf a Iax•. The flowers were
mcving and oan¿›ng in take bieeze. This sighs delight the pcet and re looked at
thu Rio hers for a lcng time. This signt left a lasting irnpruss‹o« on his memory.
AS d result, whenever he is aloiic• und in a sad muso the same s‹ght comes ‹n
to his imagination and fills his hcan with pleasure. Thi* experience rias become
the permanent source of pleasure fcr the poet.
Ftow Chart for Writing a Summary
 Oral Conununications Skills:
Express sati4action/dissatisfaction
Useful phrases to expess satisfaction:
«. Yes please.
b. Really' You did very well.
c. lam bappy to find this out.
d. I trusted you a lol and you proved it.
Useful phrases to express dissatisfaction:
a. No please.
b. lam sorry but I am not happy w'th ir›e fesult.
c. You disappointed me. ’
d. I rogrei on having given you the responsibility.
A. Use the language of satisfaction and dissatisfaction and act out
role-plays on the following situations.
Father is dissatisfied with the performance of his son in the mat‹icuiation
exam/However. the son shows satisfaction over has result.
Ans. Father: You disappointed me son, I am not happy with your
result Son: On. no father! I am happy to find this out.
2. You are satisfied with your performance in the debates. Your teacr›c
however expresses dissatisfaction and asks you to improve your
presentation skills.
Ans. Teacher: You disappointed me, I am not happy with your result.
Student: sir/madam! I am happy to find this out and I will try to improve
this.

For Tlte Teachet•:

• Help students use appropriate expressions to show satisfaciio and
dissatisfaction politely.