Unseen Poem for Class 10 Students

Unseen poem for Class 10 students is the literary equivalent of a mystery novel. They challenge us to decipher hidden messages, understand the poet’s voice, and appreciate the beauty of language. As you continue reading this blog, you will find several types of unseen poem for Class 10 students and some valuable tips for handling unseen poems. By mastering these you will be able to face any competitive exam or simply fall in love with the magic of words.

Unseen Poems with Questions and Answers for Classes 1-10

Unseen Poem for Class 10 with Answers to Improve English Reading Skills

Below we have mentioned several unseen poem for Class 10 students along with the descriptive questions and answers. By practising these poems, you will improve your ability to identify key themes, understand poetic devices, and write insightful analyses. So, let’s dive in and discover the beauty and depth of poetry together!” 

Poem 1: “The Road Not Taken”

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveller, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less travelled by,

And that has made all the difference.

Questions:

1. What is the central theme of the poem?
2. What is the significance of the “yellow wood”?
3. Explain the significance of the line “Two roads diverged in a yellow wood.”
4. What does the poet mean by “the one less travelled by”?
5. What is the overall tone of the poem?

Answers:

1. The poem explores the theme of making choices and the impact of those choices on our lives. It highlights the importance of individuality and the paths less travelled.
2. The “yellow wood” can be interpreted as a metaphor for life itself, with its uncertainties and the need to make crucial decisions. It symbolises a point of crossroads where one must choose a direction.
3. This line sets the stage for the poem, establishing the central metaphor of life’s choices. It presents the reader with the initial dilemma faced by the traveller.
4. “The one less travelled by” represents the unconventional path, the choice that deviates from the norm or the expected. It symbolises individuality, courage, and the willingness to explore the unknown.
5.  The tone of the poem is reflective and contemplative. There is a sense of nostalgia and a hint of wistfulness for the path not taken.

Poem 2: “The Old Pond”

An old silent pond,

A mirror reflecting skies serene,

Where ancient willows weep,

And dragonflies on silver wings convene.

A frog leaps from the bank unseen,

A sudden splash, a startled cry,

The mirrored surface, shattered, clean,

A ripple born, that spreads and sighs.

The lilies sway, their petals bright,

Disturbed by forces unforeseen,

A fleeting dance of shadow and light,

Where moments past and future glean.

The frog, submerged, observes the fray,

A silent witness to the scene,

Where peace gives way to brief disarray,

And stillness yields to life’s unseen.

The ripples fade, the surface calms,

The willows weep, the dragonflies alight,

But echoes linger, broken alms,

Of that one leap, both dark and bright.

Questions:

1. What is the initial mood or atmosphere of the pond before the frog jumps?
2. How does the frog’s jump disrupt this tranquillity?
3. What happens to the pond after the initial splash?
4. What does the poem suggest about the impact of seemingly small actions?
5. What is the significance of the line “Where echoes linger, broken alms, / Of that one leap, both dark and bright”?

Answers:

1. The initial mood is one of serene tranquillity. The pond is described as a “mirror reflecting skies serene,” suggesting stillness and peacefulness.
2. The frog’s jump shatters the mirror-like surface of the pond, creating a sudden and unexpected disturbance. The “splash” and the “startled cry” emphasize the abruptness of the event.
3. After the splash, ripples spread across the pond, disturbing the lilies and creating a fleeting dance of shadows and light. This suggests that the impact of the frog’s jump extends beyond the immediate splash.
4. The poem suggests that even seemingly small actions, like the frog’s jump, can have a ripple effect, causing unexpected changes and disturbances. It highlights the interconnectedness of all things in nature.
5. This line emphasises that the impact of the frog’s jump extends beyond the immediate visual disturbance. It suggests that the memory of the event, the “echoes,” remain, even as the ripples subside. The “broken alms” metaphorically represents the fleeting nature of the moment and the lingering sense of change.

Poem 3: “The Windhover”

To see, to take off, to dip on the wing,

To bank, to turn – a heart in every feather –

In his fierce, lovely flight, the falcon,

Ingesting the air, the sun, the earth,

A motion all affirmation, all ascent,

A fierce exhilaration –

This, this is the dance, the dive, the high

Dauntless dominion of the air.

The poet, in rapturous awe,

Gazes upon this aerial display,

Finding in the falcon’s flight

A metaphor for the human spirit’s

Desire to soar, to transcend limits,

To experience the pure joy of existence.

Questions:

1. How does the poet connect the falcon’s flight to human experience?
2. What is the significance of the line “A motion all affirmation, all ascent”?
3. What emotions does the poet express in the poem?
4. How does the poet describe the falcon’s flight?

Answers:

1. The poet connects the falcon’s flight to the human spirit’s desire to soar, to transcend limits, and to experience the pure joy of existence. The falcon’s freedom and power become a metaphor for human aspirations.
2.  This line highlights the upward trajectory of the falcon’s flight, symbolising ambition, aspiration, and the pursuit of higher goals. It suggests a sense of affirmation and confidence in the face of challenges.
3. The poet expresses awe, wonder, and exhilaration at witnessing the falcon’s flight. He is captivated by the bird’s grace, power, and freedom.
4. The poet uses vivid imagery and dynamic verbs to describe the falcon’s flight, emphasising its speed, agility, and power. Phrases like “dip on the wing,” “bank, to turn,” and “ingesting the air” create a sense of motion and exhilaration.

Poem 4: “The Charge of the Light Brigade”

Half a league, half a league,

Half a league onward,

All in the valley of Death

Rode the six hundred.

“Forward, the Light Brigade!

Charge for the guns!” he said:

Into the valley of Death

Rode the six hundred.   

“Forward, the Light Brigade!”

Was there a man dismayed?

Not though the soldiers knew

Someone had blundered:

Theirs not to make reply,

Theirs not to reason why,

Theirs but to do and die:

Into the valley of Death

Rode the six hundred.   

Into the jaws of Death,

Into the mouth of hell

Rode the six hundred.

Forward, the Light Brigade!

Charge for the guns!” he said:

Into the valley of Death

Rode the six hundred.   

Stormed at with shot and shell,

Boldly they rode and well,

Into the jaws of Death,

Into the mouth of hell,

Rode the six hundred.

Not a soul alive

I can say how it was,

Not a man dismounted,

There were ninety-three.

When can their glory fade?

O the wild charge they made!

All the world wondered.

Honour the charge they made!

Honour the Light Brigade,

Noble six hundred!   

Questions:

1. What is the central theme of the poem?
2. What imagery is used to describe the battle?
3. What is the significance of the line “Theirs not to reason why, / Theirs but to do and die”?
4. What is the overall message of the poem?

Answers:

1. The poem explores themes of obedience, sacrifice, and the futility of war. It highlights the bravery of soldiers who are ordered into a seemingly impossible and deadly situation.
2. The poem uses vivid and impactful imagery to describe the battle, such as “valley of Death,” “jaws of Death,” “mouth of hell,” “shot and shell,” and “stormed at.” These images create a sense of overwhelming danger and the sheer scale of the carnage.
3. This line emphasises the soldiers’ duty to obey orders without question, even when those orders seem illogical or suicidal. It highlights the concept of blind obedience and the dehumanising nature of war.
4.  The poem serves as a cautionary tale about the destructive nature of war and the importance of questioning orders when they seem senseless. It reminds us to remember and honour the sacrifices made by soldiers in the face of overwhelming odds.

Poem 5: “The Rime of the Ancient Mariner”

By Samuel Taylor Coleridge

It is an ancient Mariner,

And he stoppeth one of three.

‘By thy long grey beard and glittering eye,

Now wherefore stopp’st thou me?   

The Bridegroom’s doors are opened wide,

And I am next of kin;

The guests are met, the feast is set:

May’st hear the merry din.’   

He holds him with his glittering eye—

The Wedding-Guest stood still,

And listens like a three years’ child:

The Mariner hath his will.

The Wedding-Guest sat on a cold stone,

He cannot choose but hear;

And thus spake on that ancient man,

The bright-eyed Mariner.   

‘The ship drove fast, loud roared the blast,

And southward aye we fled;

And southward aye we fled.’

Questions:

1. What is the initial interaction between the Mariner and the Wedding-Guest?
2. How does the Mariner compel the Wedding-Guest to listen?
3. What is the overall mood or atmosphere created in the opening stanzas?
4. What does the Mariner’s interruption of the wedding symbolise?

Answers:

1. The Mariner stops the Wedding-Guest on his way to a wedding, captivating him with his “glittering eye.”
2. The Mariner uses his mesmerising “glittering eye” to hold the Wedding-Guest’s attention, preventing him from attending the wedding.
3. The opening stanzas create a sense of mystery and intrigue. The Mariner’s unusual appearance and the wedding guest’s involuntary compulsion to listen contribute to this atmosphere.
4. The interruption of the wedding can symbolise the intrusion of the supernatural or the unexpected into the ordinary course of life. It can also represent the power of storytelling to captivate and hold attention.

Also Read:

• English Unseen Passage for Class 10 Students
• Unseen Poem for Class 9

Tips to Handle Unseen Poems for Class 10 Students

Wondering how you can ace the ‘unseen poems’ section as a Class 10 student? Well, the following are some tips on how to handle unseen poem for Class 10 students.

• Make sure you read the poem carefully and repeatedly and get a general sense of it. Ask yourself questions like: What is the overall subject matter? Who is the speaker?
• Next, identify key literary devices. Look for vivid descriptions that appeal to the senses (sight, sound, touch, taste, smell). 
• Identify metaphors, similes, personification, and other figures of speech. How do they contribute to the poem’s meaning and effect?
• Analyse the tone and method of the poem.
• Find out what is the theme of the poem.
• Finally, summarise and paraphrase the poem in your own words.

Also Read: Editing Exercises for Class 6,7,8,9, 10, & 11 with Answers

Short Unseen Poem for Class 10 with Questions and Answers

For all those unaware, there are types of unseen poetry which students must be aware of. Below we have mentioned all the types along with a sample poem. 

Narrative Poetry

Poem: “The The Highwayman”

By Alfred Noyes

The wind was a torrent of darkness among the gusty trees,

The moon was a ghostly galleon tossed upon cloudy seas,

The road was a ribbon of moonlight over the purple moor,

And the highwayman came riding –

Riding – riding  –

Riding the lifeblood of the moor. 

He had a French cocked-hat on his forehead, a pistol in his holst,

And a ring of bright gold in his ear, amidst the black of his hair;

He rode with Crook-fingered Jack, a ruffian of the road,

Singing a song in the heather, a song of the grey mare,

Riding – riding –

Riding the life-blood of the moor.

He’d a kiss for Bess, the landlord’s daughter, a smile for every hen,

A joke for every stable-boy, a word for every wench;

He’d ridden for a thousand pounds; his pursuers hot on his track:

Came flashing through the moonlight, a dazzling, deadly track;

Riding – riding –

Riding the life-blood of the moor.

Questions:

1. What is the setting of the poem?
2. Describe the Highwayman.
3. What is the mood created in the first stanza?

Answers:

1. The setting is a desolate and dramatic landscape: a moonlit moor, with gusty winds and stormy seas.
2. The Highwayman is portrayed as a dashing and adventurous figure. He is described with vivid imagery: a “French cocked-hat,” a “pistol in his holst,” and a “ring of bright gold.” He is also depicted as charismatic and charming, with a “kiss for Bess” and a “joke for every stable-boy.”
3.  The first stanza creates a sense of mystery and suspense. The imagery of the “torrent of darkness” and the “ghostly galleon” evokes a feeling of unease and impending danger.

Dramatic Poetry

Poem: “The Prologue”

From William Shakespeare’s Romeo and Juliet

Two households, both alike in dignity,

In fair Verona, where we lay our scene,

From ancient grudge breaks to new mutiny,

Where civil blood makes civil hands unclean.

From fourth the fatal loins of these two foes

A pair of star-crossed lovers take their lives;

Whole misadventure piteous overthrows

Do with their death bury their parent’s strife.

The fearful passage of their death mark’d love,

And the continuance of their parent’s rage,

Which, but their children’s 4  end, nought could remove,

Is now the two hours traffic of our stage;

Which if you with patient ears attend,

What here shall miss, our toil shall strive to mend.

Questions:

1. What is the main conflict established in this prologue?
2. What is the fate of Romeo and Juliet?
3. How does the prologue create suspense?

Answers:

1. The main conflict is the long-standing feud between two noble families in Verona.
2. Romeo and Juliet are described as “star-crossed lovers” who tragically take their own lives.
3. By revealing the tragic fate of the lovers from the very beginning, the prologue creates suspense and intrigue. The audience is eager to learn how this tragic love story will unfold.

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FAQs on Unseen Poem for Class 10

Why are unseen poems important for Class 10 students?

• Reading Comprehension: Unseen poems help students develop strong reading comprehension skills, enabling them to understand and interpret unfamiliar texts.
• Critical Thinking: Analysing unseen poems encourages critical thinking skills, such as identifying themes, analysing literary devices, and interpreting the poet’s message.
• Vocabulary Building: Encountering new words and phrases in poems expands students’ vocabulary and enhances their language skills.
• Appreciation of Literature: Unseen poems introduce students to a diverse range of poetic styles and voices, fostering an appreciation for literature.

What are some common types of unseen poem for Class 10?

• Lyrical Poems: Expressing emotions, feelings, and personal reflections.
• Narrative Poems: Telling a story or recounting an event.
• Dramatic Poems: Employing dialogue and dramatic elements.
• Descriptive Poems: Focusing on vivid sensory details to create a picture in the reader’s mind.

How can students prepare for unseen poems in Class 10?

• Read widely: Engage with a variety of poems from different poets and periods.
• Analyse poems: Practice analysing poems by identifying key elements like theme, tone, imagery, and literary devices.
• Build vocabulary: Regularly expand vocabulary through reading, word lists, and dictionary use.
• Practice regularly: Solve practice questions on unseen poems to familiarise themselves with the format and develop their analytical skills.

What are some common questions asked on unseen poem for Class 10 exams?

• Theme and Central Idea: Identifying the main message or underlying meaning of the poem.
• Tone and Mood: Determining the poet’s attitude and the emotional atmosphere created by the poem.
• Literary Devices: Identifying and explaining the use of literary devices like metaphors, similes, imagery, and symbolism.
• Summary and Paraphrasing: Summarizing the poem in their own words and paraphrasing difficult lines.
• Personal Response: Expressing their own thoughts and feelings about the poem.

We hope this blog on Unseen Poem for Class 10 was informative and helped you improve your English skills. You can also follow the Learn English page of Leverage Edu for more exciting and informative blogs related to English grammar and the English language.