Class 6 English Poorvi Unit 5 Solutions: Culture and Tradition

NCERT's Class 6 English textbook Poorvi places five texts under Unit 5, "Culture and Tradition": the opening passage "Hamara Bharat: Incredible India!", the activity text "Kalakritiyon ka Bharat", the poem "The Kites" by Daphne Lister, the true story "Ila Sachani: Embroidering Dreams with her Feet" and the poem "National War Memorial". This article gives a summary, a deep analysis and complete answers to every exercise of the unit, including the three "Let us listen" tasks, the grammar work and the creative writing tasks, based on the NCERT Poorvi Grade 6 textbook (reprint 2026-27). The answers follow the textbook order so that students can match each answer with its question.

Unit 5 Culture and Tradition: overview of the five texts

Unit 5 of Class 6 English Poorvi teaches that India's strength lies in its shared culture, its traditional arts and crafts, its festivals and the people who keep them alive. The unit moves from the idea of unity in diversity, to the crafts of four states, to a poem about kite flying, to the life of an artist who embroiders with her feet, and ends with a poem that honours soldiers.

What is Unit 5 of Class 6 English Poorvi about?

Unit 5, titled Culture and Tradition, is about the arts, crafts, festivals and values that make Bharat what it is. Through folk arts, a kite poem, the story of the embroiderer Ila Sachani and a poem on the National War Memorial, NCERT shows that culture is kept alive by ordinary people and that unity in diversity is the bond of the nation.

Students can compare this unit with the Class 6 English Poorvi Unit 1 solutions, and all subject solutions for the class are listed on the Class 6 NCERT solutions page of Aapbiti. The original unit can be read on the NCERT website, and the contents and preface of the book are in the Poorvi textbook front pages.

1. Hamara Bharat: Incredible India!

The opening passage describes Bharat as a land known the world over for its wise and heroic people. Its rich and diverse culture has attracted travellers since ancient times, and its people live in unison, showing the world unity in diversity. The land has rivers, lakes and high mountains, and its green forests are home to many plants, insects, birds and animals. The passage ends with advice: as inhabitants, we must keep working hard so that Bharat prospers.

Solutions: Let us discuss (p. 132)

1. Bharat has always been known worldwide as a land of wise and heroic individuals.
2. Its rich and diverse culture is attractive. It has drawn many travellers since ancient times.
3. The people live in unison, which shows the world unity in diversity.
4. The passage mentions rivers, lakes, high mountains and green forests.
5. The advice is that, as inhabitants of Bharat, we should continue to work hard and make sure that the country prospers.

2. Kalakritiyon ka Bharat: summary and deep analysis

"Kalakritiyon ka Bharat" (India of the art forms) is a video-sharing event of the Ek Bharat, Shreshtha Bharat programme. Students from different states appear in small windows on a big screen and each tells about one art form or craft of their state.

Summary

Part I. A teacher asks the students gathered in a big hall whether they are ready to meet friends from all over the country. When she asks what the programme is about, a girl named Renu answers that it is about knowing that all of us belong to one nation, and that this bond and our unity in diversity make India a wonderful country.

Part II. Bala points out that the video has started. Four children speak in turn.

Deep analysis

1. The programme gives the unit its frame. The students are not strangers; they meet under the programme Ek Bharat, Shreshtha Bharat, whose vision (explained in "Let us explore") is to promote understanding between states through pairing. Each speaker shows one piece of the larger picture of Bharat.
2. Process writing. Every speaker explains how the art is made in order. This is why the "Let us learn" section teaches words that show sequence: to begin, first, then, after that, next, finally, at last.
3. Tradition passed on. Aipan is made by the women of the family, Dhokra is practised by a tribe for four thousand years, and the Kondapalli toys have a four hundred year old history. The texts show that traditions live because families pass them on.
4. Natural and local materials. Rice paste, red clay, brass scrap, coconut shells, soft wood and tamarind seed powder are all local and natural. The text itself points out that coconut shell craft is biodegradable, which links this text with the idea of caring for nature in Unit 3.
5. Craft shows culture. Aipan designs are based on cultural traditions and observations of nature, and the Kondapalli toys show folk stories, animals, birds, bullock carts and rural life. The art records how people live and what they believe.
6. Variety within unity. Four different states, four different materials and techniques, but one shared pride in heritage. This is "unity in diversity" shown through examples, not only stated.

Theme: the variety and richness of India's arts and crafts. Message: every state has its own art, and together they make one Bharat.

Word meanings from the margin

3. Kalakritiyon ka Bharat: solutions

Let us do these activities before we read (p. 132)

Complete the words with the correct vowels.

1. We like to decorate our homes with our folk art.
2. Our culture consists of our ideas, customs, traditions, values, arts and languages.
3. All of us celebrate our festivals together.
4. We tell stories to our children to teach them about our culture, history and legends.
5. We have our own languages to talk to each other.

Let us discuss (p. 133)

1. The Ek Bharat, Shreshtha Bharat programme is about knowing that we all belong to one nation. This is the bond we share, and our unity in diversity makes India the most wonderful country in the world.
2. The programme is conducted so that students from different states can meet, share their art and culture with each other, and celebrate unity in diversity. (The "Let us explore" section adds that it enhances interaction and mutual understanding between states and strengthens the emotional bonds between citizens.)

Let us discuss (p. 136)

Let us think and reflect (p. 136)

I. Fill in the blanks

1. The designs for Aipan are taken from cultural traditions and observations of nature.
2. Dhokra metal craft is very old because it is 4000 years old (it has been practised for about four thousand years).
3. A base is needed for coconut shell craft to make it stable.
4. Soft wood, makku (tamarind seed powder paste and sawdust) and colours are used to make Kondapalli toys.

II. Why does Aakansha's family make Aipan? They make it on family functions and festivals as a tradition. It is a folk art made by the women of the family to decorate the floors and walls of puja rooms and the entrance of the house.

III. In Dhokra, why does wax come out of the small openings? The clay-covered figure is put in the fire, so the wax melts and flows out through the small openings. This leaves an empty space inside, and the melted brass poured into it takes the same shape as the wax.

IV. What is common in the toys of Balamurali's village and coconut shell craft? Both crafts use natural materials (soft wood and coconut shells), both are shaped by hand through carving or smoothing, and both are finished with polish or colour. Both also make everyday and decorative objects from local material.

Let us learn (p. 137)

I. Sequence words (sample). How I Get Ready for School: 1. First, I get up and go to take a shower. 2. Then, I wear my school dress. 3. After that, I eat my food. 4. Next, I wear my shoes. 5. Finally, I pick up my bag and go out of my home. (Other correct choices: To begin for 1 and At last for 5. Use each word only once.)

II. Present tense sentences. With he, she and it, add -s/-es to the verb.

Let us listen (p. 138, transcript p. 162)

I. Notes on gakkad bharta

II. Flowchart

Let us speak (p. 138)

A local art form (sample). I know about the art form called rangoli. They need coloured powder, flower petals and sometimes rice flour. To make it, first they clean the floor and draw dots with chalk. After that, they join the dots to make a pattern. Next, they fill the pattern with colours. Then they add flower petals around it. At last, they place a diya in the middle. Rangoli is drawn at the entrance of homes on festivals such as Diwali.

Let us write (p. 139)

Which art form I liked most (sample, five sentences). I liked Aipan the most. It is made with simple rice paste and red clay, which are easy to find. The designs are beautiful and based on nature. The women of the family make it together, so it also brings the family close. I want to learn how to draw it for the next festival.

Let us explore (pp. 139-140)

1. Madhubani painting (colouring activity). Students should colour the outline with the natural colours given: yellow from haldi, green from leaves, red from red flowers, geru or sindoor, orange from flowers, blue from neel or indigo powder. Any other colours may also be used.
2. Ek Bharat, Shreshtha Bharat programme. The text says that Bharat has diverse languages, cuisines, music, dance, theatre, films, handicrafts, sports, literature, festivals, paintings and sculptures. The programme aims to enhance interaction and mutual understanding between people of different states and Union Territories through state or UT pairing. It celebrates unity in diversity, strengthens emotional bonds between citizens, builds a sense of common identity by sharing best practices and experiences, and contributes to nation building by showing the inter-connectedness of cultures and traditions. More information is on the official Ek Bharat Shreshtha Bharat website.

4. The Kites: meaning and deep analysis

"The Kites" by Daphne Lister is a short poem in five stanzas. A child watches kites in a windy sky, imagines becoming small and light, climbing on a kite and sailing up, listening to the wind's songs, looking down at the park and the rooftops of the town, and knowing that the people below would stare and wish they were the child.

Stanza-wise meaning

Deep analysis

1. Simile. The poem compares kites to coloured birds with the word "like" and the child's lightness to air with "as". The textbook names this device and asks whether it helps us imagine better. It does, because the reader can instantly picture a flock of bright kites.
2. Imagination as the main subject. Most of the poem is in the form of wishes: "I wish", "I would", "What fun it would be". The child is not actually flying; the poem is a daydream, and it celebrates a child's imagination.
3. Change of viewpoint. Stanza 1 looks up at the kites. Stanzas 4 and 5 look down from the kite and then up at the people who look up. This change of position makes the reader feel the height.
4. Sound devices. The poem uses alliteration (wind-whipped, wild wind) and end rhyme in the second and fourth lines of several stanzas (fly–sky, air–there, wings–sings, down–town, stare–air).
5. Repetition for effect. The last line repeats "high" to show how very high the kite is flying. The repetition leaves the reader looking upward.
6. Natural imagery. Wind, air, birds and sky show a happy and free relation to nature, which connects the poem to Unit 3.
7. Link with culture. Kite flying is a living tradition in India, which the unit shows through the Kite Festival listening task and the "Let us explore" section on the ancient mention of kites.
8. Tone. The tone is joyful, playful and wondering, which suits the child's point of view.

Theme: the joy of kite flying and the freedom of imagination. Message: a child's imagination can lift us above the everyday world.

5. The Kites: solutions

Let us do these activities before we read (p. 141)

I. Kite experiences (sample). I have flown a kite on the terrace of my house during Makar Sankranti in January. My kite was red and yellow, diamond shaped, with a long tail of paper strips. When I saw it high in the sky, I thought it looked like a bird that could fly forever.

II. Kite festivals (sample). In the videos I saw many colourful kites of different shapes and sizes in the sky. People were flying kites from terraces, shouting with excitement and cutting other kites' strings. Yes, I would like to take part, because it looks like great fun and it is a chance to be with friends. I would like to fly a big box kite.

III. Complete the sentences

1. I can see kite, birds and sky in the picture.
2. The weather in the picture is windy.
3. The kite is flying high in the sky.
4. The child is looking at it from below.
5. The tail of the kite has ribbons.

IV. Think and answer (sample). 1. Two more things I would add: the sun and a river. 2. If I were the child, I would run across the field and fly the kite higher. 3. If I were the kite, I would fly over the whole town and see everyone from above.

Let us discuss (p. 143)

I. True or False

II. Complete the sentences

1. The kites have been compared to birds because they fly in the sky and are colourful.
2. The child wishes to be as light as air. The child wishes this to be able to climb on a kite and fly.

Does the simile help us imagine better? (sample). Yes. The simile "like coloured birds" lets us picture many bright kites flying freely, and "light as air" tells us exactly how light the child wishes to be.

III. Alliteration

• Stanza 1: the two words that begin with the same consonant sound are wind and whipped (the sound /w/). Kites and coloured also begin with the /k/ sound.
• Stanza 3: wild and wind (the sound /w/). Songs and sings also begin with the /s/ sound.
• Four sets of your own (sample): Peter picked pretty pink petals; Silly snakes slide slowly; Big blue balloons bounce; Tiny turtles take tea.

IV. The repeated words. In the last stanza the two repeated words are high, high to tell us that the kite is flying very high.

V. Rhyming words (end words of each stanza)

Let us think and reflect (pp. 144-145)

I. 1. The word that does not share the same feeling as "fun" is care. (Joy, excitement and happiness are all feelings of enjoyment.)

I. 2. The line that tells us the poet was somewhere above is "To look right down" (the next lines, "Over the park / And the rooftops of town", also show this).

I. 3. The scene the child saw is (ii), the picture showing the rooftops and the park seen from above.

II. Answer the following questions

1. The poet describes the kites as flying in the air like coloured birds in the wind-whipped sky.
2. The kite is high up in the sky, so the child imagines that he or she would first have to climb up to a high place such as a tree to reach it. (Note: the poem as printed in the textbook says only that the child would "climb on a kite"; it does not mention a tree. Answer the question on the idea that the kite is high and the child is small, and the child needs a higher place to climb from.)
3. The songs that the child hears are the songs that the wild wind sings.
4. The people look up and stare because they see a child sailing high on a kite, and they wish they could be in the child's place. If I looked up and saw this, I would feel amazed, curious and a little jealous.
5. (sample) If I were the kite, I would tell the child: "Hold on tight and do not be afraid. I will carry you safely. Look at the beautiful town below and enjoy the ride."

Let us learn (pp. 146-148)

I. Parts of a kite

• Bina: I like the long tail at the end of my kite. What is your kite like?
• Saroj: My kite's cover is bright. The spine is black.
• Bina: Oh wonderful! My kite's line is attached to the reel that wraps it. I really like it.
• Saroj: Did you know that the tip of a kite is called a nose?

II. Cinquain poem (sample)

Sun golden, warm rising, shining, glowing slowly, brightly daystar

(Line 1: the subject, one noun; line 2: two describing words; line 3: three action words; line 4: two words that describe the actions; line 5: one word with the same meaning as the subject.)

III. Words of movement

1. The words that match the movement of "drift" are slow and float. To drift is to move slowly and gently, carried by the air.
2. Other movements of the kite: glide (to move smoothly and easily), dive (to move quickly downward), soar (to rise high and fly upward), swoop (to come down suddenly and swiftly), circle (to move round and round).

IV. Expressions (sample sentences)

• up in the air: The balloons floated up in the air.
• look right down: From the hilltop we could look right down into the valley.
• stay up there: The kite seemed to stay up there for hours.
• stand and stare: The children stood and stared at the magician.

Let us listen (pp. 148-149, transcript p. 163)

Let us speak (p. 149)

A kite-flying experience (sample). Last January, on Makar Sankranti, I went to the terrace of my house with my cousins. We flew kites from morning until the afternoon. First, my father tied the thread to my kite, and then I let it go in the wind. I ran back as it rose into the sky, and then I kept pulling the thread to keep it high. I flew kites because it is a festival tradition, and I enjoyed it very much.

Let us write (p. 149)

I am a Kite (about 100 words, sample). I am a diamond-shaped kite, bright red and yellow, with a long tail of ribbons. I am proud of my strong spine and my light paper cover. I live in a small shop in Ahmedabad, until a girl named Meera buys me for Makar Sankranti. On the terrace, she ties me to a reel, and the wind lifts me into the sky. My friends are the other kites, and we dance together above the town. I love to glide and soar. My message for humans is this: hold your dreams with a strong thread, but let them fly high, and always be kind to the birds sharing the sky.

Let us explore (pp. 149-150)

1. The mention of kites is old. The thirteenth-century Marathi saint and poet Namadeva wrote about a kite in his gathas and called it a gudi. He also mentioned that kites were made from kaagad (paper).
2. The kinds of kites shown are parafoil, delta, rokkaku, diamond-shaped and box kites. The diamond-shaped kite is the one most commonly seen in India.
3. Making your own kite: collect thin sticks for the spine, light paper, glue, thread and ribbons. Fix the sticks in a cross, paste the paper cover, add a tail and tie the line. Write a message on the kite, such as "Happy Independence Day!". Use scissors and sharp sticks only with a teacher's or parent's help.

For more on India's famous kite festival, see the Incredible India page on Uttarayan, the International Kite Festival.

6. Ila Sachani: Embroidering Dreams with her Feet: summary and deep analysis

This text tells the true story of Ila Sachani, an artist of Moti Vavdi village near Bhavnagar in Gujarat, who was born with her hands hanging loose at her sides and who made herself an expert in Kathiawar embroidery with her feet.

Summary

The text begins in a tiny room in Moti Vavdi village, full of bright cushions, bedcovers and pillows with beautiful designs, all made by Ila Sachani with a shiny needle. Ila was born in a farmer's family in Amreli, Gujarat. Because her hands hung loose by her sides, she could not use them in the usual way, and she wondered why she could not draw figures in the sand or pluck wild flowers like other children. Her mother and grandmother, who knew the traditional Kathiawar embroidery, were single-minded in helping her and taught her to create patterns with her feet. Her parents also helped her to do things with her legs, such as eating and combing her hair. Threading the needle was hard, but she did not give up and became an expert young, with help from her younger brother and sister. She learned many styles, including Kachhi, Kashmiri and Lucknawi. At first her family and friends were awestruck by her designs; then the village discovered her skill. The government office in Surat, moved by her story, displayed her work at a state exhibition, and people bought her creations. She went on to national exhibitions, received many awards and honours, and the President's Medal. Most important was her new independence: she earned a regular income and found joy in doing what she loved. The text closes by saying that her art reminds us that art can rise above physical boundaries and touch the soul.

Deep analysis

1. Challenge and determination. The text moves in a clear pattern: a challenge (hands that do not work in the usual way), support (family), effort (learning with feet, threading the needle), recognition (exhibitions), and independence. Each step shows that success is built from steps.
2. The role of family. Ila's mother, grandmother, parents, brother and sister all helped. The text makes the point that a person facing a challenge needs support as well as courage.
3. Tradition as strength. The family already knew Kathiawar embroidery, so a tradition became the way for Ila to find her own identity. The text links it with the unit's theme: culture passes from one generation to the next.
4. Ability, not disability. The text focuses on what Ila could do and not on what she could not. It does not ask for pity; it shows admiration. The pre-reading activity on Pranav Balasubramaniam makes the same point.
5. Independence. The text says that the most important change was new independence. Earning her own income and doing what she loved gave her self-respect and joy.
6. Recognition grows in stages. The family, then the village, then the Surat office, then the state exhibition, then the national level. The text shows that fame is a result of work and not the aim.
7. The closing message. The last paragraph says that art has the power to rise above physical boundaries and touch the soul. It gives the whole text a universal meaning.
8. Structure. The text is arranged in nine short numbered paragraphs, each with one main idea. This is why the "Let us discuss" task asks students to find the main idea and two supporting details of each paragraph.

Theme: overcoming challenges through determination, family support and art. Moral: challenges can be turned into victories with focus, hard work, positivity and never giving up.

Word meanings from the margin

7. Ila Sachani: solutions

Let us do these activities before we read (p. 151)

I. Pranav's story (sample answers).

1. No, Pranav's task is not simple. Painting, singing and playing sports without hands needs great skill, practice and courage.
2. His special ability makes me feel inspired and respectful.
3. Qualities that were important: determination, patience, hard work, a positive attitude and the support of family.
4. The message is that physical difficulties cannot stop us if we have will power and keep trying.

II. Kathiawar embroidery (sample answers).

1. Steps: choose a design, draw it on cloth, thread the needle, make the stitches, and fill the pattern with colours and small mirrors.
2. With effort, some steps (such as holding the needle or cloth) could be done with the feet, but it would be very difficult and need a lot of practice.
3. A person would need great patience, balance, practice and will power. It seems very difficult, but Ila Sachani's story proves that it is possible.

Let us discuss (p. 155)

Let us think and reflect (p. 156)

I. 1. 'Unlike other children' means that Ila was different.

I. 2. When Ila could not join the others in what they did, she could have felt sad, left out, disappointed and curious about why she was different.

I. 3. Ila could not draw figures on the slate because she could not use her hands in the usual way, as they hung loose by her sides.

II. Creative ways of Ila and her family. Her mother and grandmother taught her to create embroidery patterns with her feet. Her parents helped her to do everyday things such as eating and combing her hair with her legs. Her younger brother and sister helped her too, and Ila learned many different styles of embroidery.

III. How did new independence help Ila? She earned a regular income and found joy in doing what she loved. This made her independent and self-confident, and it showed that challenges can be overcome.

IV. Why was the first state exhibition important? The government office in Surat displayed her embroidery at a state exhibition, and people saw the beauty and bought her work. This opened new doors for her, brought her fame and encouraged her to take part in more exhibitions. She was no more a hidden talent.

V. What does the sentence tell us about the power of art? Art can go beyond a person's physical limits. Ila could not use her hands, yet her creations reached people's hearts. This shows that art is about feelings and creativity, not about the body.

VI. How can we help like Ila's family and friends? We can encourage the person, teach and guide them patiently, never laugh at their difficulty, help them in practical ways, and appreciate their efforts.

VII. How can Ila's story help others? Her story shows that with focus, hard work, positivity and never giving up, difficulties can become victories. It inspires people who face challenges to look at what they can do, to ask for support, and to keep trying.

Let us learn (pp. 156-158)

I. Synonyms

The two extra synonyms are happy and dangerous.

II. Antonyms

Own sentences (sample): The elephant is huge. The food was terrible. The market is noisy. Playing cricket is my favourite pastime. The question was easy.

III. Words of quantity

1. The highlighted words lots of and many tell us about a (ii) large quantity, though the exact number is not mentioned.
2. Complete the sentences (suggested answers):

Two sentences of your own for each (sample): (i) Many birds sit on the tree. There are many stars in the sky. (ii) How much water is in the jug? She does not drink much tea. (iii) I need a little sugar. He added a little salt. (iv) I have a few friends in this city. Give me a few minutes. (v) There are lots of books on the shelf. We have lots of time. (vi) Please give me some water. She bought some apples.

Let us listen (pp. 158-159, transcript p. 164)

Let us speak (p. 159)

Two questions for Ila Sachani (sample). 1. Who first taught you embroidery? (falling tone at the end, as it is a question beginning with a question word.) 2. Did you ever feel like giving up? (rising tone at the end, as it is a Yes/No question.) Another good Yes/No question: Do you still make new designs every day?

Let us write (p. 159)

A paragraph on your artwork (sample).

My Leaf and Flower Collage. I collected four items: dry leaves, small flowers, twigs and old cards. I stuck them on a cardboard to make a picture of a garden. The leaves became the grass, the twigs formed a fence and the flowers made a rainbow patch. I used old cards for the sky and the sun. Making it taught me that waste things can become beautiful art.

Let us explore (p. 159)

1. Students should ask a family member or neighbour who does embroidery which type of embroidery they do and how they learnt it.
2. Try a simple stitch, such as the running stitch, on a piece of cloth with a family member's help.
3. Visit the Indian Culture portal's page on embroidery (the link given in the textbook) to learn about the embroidery of different parts of India, such as Kantha, Phulkari, Chikankari and Kashida, and then tell your class which one you liked best and why.

8. National War Memorial: meaning and deep analysis

The short introduction says that the National War Memorial, New Delhi was established in February 2019 and is a national monument built by the Government of India in honour of our brave soldiers. The poem that follows is a tribute in six rhyming couplets.

Couplet-wise meaning

Deep analysis

1. Form. The poem has six couplets (pairs of rhyming lines), such as behold–retold and pride–confide. The regular rhyme makes it easy to recite and remember, which is what the activity asks students to do.
2. Unity of the forces. The third couplet refers to battle fields, skies and oceans, which means the army, air force and navy. The soldiers serve "side by side", so the poem also supports the unit's idea of unity.
3. The eternal flame. The flame (shown in the textbook as the Amar Jawan Jyoti) is a symbol of memory that never ends. It glows "in silence", which shows that respect is silent and deep.
4. Names and stones. The line about each name etched and each stone telling a story stresses that every soldier is an individual with a story and not merely a number.
5. Tone. The tone is solemn, grateful and respectful. The final couplet turns from description to a request to the reader: "let's always remember".
6. Link with the unit. The unit began with Bharat as a land of "wise and heroic individuals". This poem ends the unit by honouring the heroic individuals who protect it, and in this way it returns to the opening passage.

Theme: gratitude to soldiers. Message: we must always remember and respect the sacrifice of those who defend the country.

9. National War Memorial: solutions

Let us do these activities (p. 161)

1. Read the poem aloud. Read slowly and clearly, with a serious and respectful tone, and pause at the end of each line.
2. Recite the poem with your classmates and teacher. Recite together in chorus, keeping the same pace and stressing the rhyming words at the end of each couplet.
3. Remember the poem. Learn one couplet at a time, using the rhyme as help, and then say the whole poem from memory.

Let us explore (p. 161)

1. Visit the website of the National War Memorial through the MyGov portal (the link given in the textbook) and learn about its design, the Amar Jawan Jyoti and the names of the soldiers inscribed there.
2. Plan a visit to the National War Memorial in New Delhi with your teacher or parents. Before going, make a list of questions to ask and decide how you will show respect during the visit.

10. Comparing the texts and preparing for exams

All five texts of Unit 5 present culture as something that is lived and passed on: through folk art and food, through festivals and games like kite flying, through the courage of an artist who kept a tradition alive, and through remembrance of those who protect the nation.

Likely exam questions with model answers

1. What is the Ek Bharat, Shreshtha Bharat programme about? It is about knowing that we all belong to one nation and celebrating unity in diversity, by letting people of different states understand each other's culture.
2. Why is the Dhokra craft very old? It has been practised for about 4000 years.
3. What is makku? It is a paste of tamarind seed powder and sawdust, used to join the pieces of Kondapalli toys.
4. Which figure of speech is used in "like coloured birds"? It is a simile, because it compares two things using "like".
5. What do the repeated words "high, high" show? They show that the kite is flying very high.
6. How did Ila Sachani learn embroidery? Her mother and grandmother taught her Kathiawar embroidery with her feet, and she practised with determination and the help of her family.
7. What does Ila Sachani's story teach us? It teaches that challenges can be turned into victories with focus, hard work, positivity and never giving up.
8. Short notes: present tense (first form of the verb, with -s/-es for he, she and it), cinquain (a five-line poem with a fixed pattern), alliteration (words beginning with the same consonant sound).

Study tips

1. Read each text once for the story or poem and once for the analysis.
2. Learn the word meanings from the margins and use each word in a sentence of your own.
3. Write the open-ended answers (Let us speak, Let us write) in your own words, as the samples only show the format.
4. Practise the grammar exercises again without looking at the answers.

Frequently asked questions

Who is Ila Sachani?

Ila Sachani is an artist from Moti Vavdi village near Bhavnagar in Gujarat. She was born with her hands hanging loose and became an expert in Kathiawar embroidery using her feet, and she received many awards, including the President's Medal.

Who wrote the poem "The Kites"?

"The Kites" is by Daphne Lister, as credited in the NCERT Class 6 Poorvi textbook.

Which art forms are described in "Kalakritiyon ka Bharat"?

The four art forms are Aipan of Uttarakhand, Dhokra of Odisha, coconut shell craft of Kerala and Kondapalli toys of Andhra Pradesh.