Poetry is a powerful medium that not only enhances English language skills but also nurtures creativity and emotional intelligence. In this blog, we will dive into the world of unseen poem for Class 7 —those delightful pieces that challenge young minds to interpret, analyse, and appreciate the beauty of language. As students transition into more complex literary studies, engaging with unseen poems helps them develop critical thinking skills and encourages them to express their thoughts and feelings. Each poem serves as a canvas for imagination, inviting readers to uncover layers of meaning and emotion hidden within the lines.
This Blog Includes:
Unseen Poems with Questions and Answers for Classes 1-10
Unseen Poem for Class 7 with Answers
Here are five unseen poems for Class 7 students along with the questions and answers to help you increase your vocabulary and comprehension skills.
Poem 1: “The Lotus and the Black Mud”
The lotus in its beauty and brilliance smiles
And dares the sun
To whom it compares its shape and shine.
“Thou hast not my tenderness,
Thou hast not my fragrance,” it says.
The sun just glares
And utters not a word.
Either of censure or of praise!
The poor black mud
Nourishing the roots
With soft cool protective touch
Keeps silent too.
It is beyond compare
To either the lotus or the sun
Nor recognition does it crave!
Let the world rave and revile
At the vile stench of mud;
The mud knows the Dark Reality
It just wants to Be!
It just wants to Be!
Questions:
- Who says the words “Thou hast not my tenderness”?
- The lotus surpasses the sun in:
(i) beauty
(ii) brilliance
(iii) glory
(iv) both (i) and (ii)
- What does the mud symbolise in the poem?
- What does “Nor recognition does it crave” imply about the mud?
- Explain the significance of the last two lines: “It just wants to Be!”
Answers:
- The lotus says these words.
- (iv) both (i) and (ii).
- The mud symbolises reality and nourishment, despite being overlooked.
- It implies that the mud does not seek acknowledgement or praise from others.
- These lines emphasise the simple existence and contentment of the mud, contrasting with the desire for recognition seen in other elements.
Poem 2: “The World”
Great, wide, beautiful, wonderful World,
With the wonderful water round you curled,
And the wonderful grass upon your breast—
World, you are beautifully drest.
The wonderful air is over me,
And the wonderful wind is shaking the tree,
It walks on the water, and whirls the mills,
And talks to itself on the tops of the hills.
You friendly Earth, how far do you go,
With the wheat fields that nod and the rivers that flow,
With cities and gardens, and cliffs, and isles,
And people upon you for thousands of miles?
Ah! you are so great, and I am so small,
I tremble to think of you, World, at all;
And yet, when I said my prayers today,
A whisper inside me seemed to say,
You are more than the Earth, though you are such a dot:
You can love and think, and the Earth cannot!
Questions:
- What does the poet mean by “the world is beautifully drest”?
- What feelings does the poet express towards nature?
- In what way does the poet feel small compared to the world?
- What does “You can love and think, and the Earth cannot” suggest about humans?
- How does nature communicate with us according to this poem?
Answers:
- The poet means that the world is adorned with natural beauty.
- The poet expresses awe and humility towards nature’s vastness.
- The poet feels small in comparison to nature’s grandeur and complexity.
- It suggests that humans possess unique qualities like love and thoughtfulness that nature lacks.
- Nature communicates through its beauty and presence, evoking feelings of wonder in humans.
Poem 3: “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 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:
- What does the speaker mean by “Two roads diverged in a yellow wood”?
- Why does the speaker feel sorry?
- What does the phrase “the one less travelled by” suggest?
- What is the significance of “I doubted if I should ever come back”?
- How does the speaker feel about their choice at the end of the poem?
Answers:
- The speaker is faced with a choice between two different paths in life.
- The speaker feels sorry because they cannot travel both roads and must make a choice.
- It suggests that the speaker chose a path that is less common or popular among others.
- This signifies that choices in life can lead to new directions, making it unlikely to return to previous options.
- The speaker reflects on their choice with a sense of contemplation and acknowledges its impact on their life.
Poem 4: “A Dream Within a Dream”
Take this kiss upon the brow!
And, in parting from you now,
Thus much let me avow—
You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sand—
How few! yet how they creep
Through my fingers to the deep,
While I weep—while I weep!
O God! Can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
Questions:
- What does “Take this kiss upon the brow” signify?
- What theme is explored through “All that we see or seem is but a dream within a dream”?
- How does the poet express feelings of loss in this poem?
- What is implied by “O God! Can I not grasp them with a tighter clasp?”
- What emotion dominates the poem?
Answers:
- It signifies a farewell gesture filled with affection.
- The theme of reality versus illusion is explored.
- The poet expresses loss through imagery of sand slipping away and waves overpowering.
- It implies desperation to hold onto fleeting moments or memories.
- A sense of melancholy and longing dominates the poem.
Poem 5: “The Swing”
How do you like to go up in a swing,
Up in the air so blue?
Oh! I do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall,
Till I can see so wide,
Rivers and trees and cattle and all
Over the countryside—
Till I look down on the garden green,
Down on the roof so brown—
Up in the air I go flying again,
Up in the air and down!
Questions:
- What feelings does the speaker associate with swinging?
- What imagery is used to describe what can be seen from above?
- How does swinging make the child feel about their surroundings?
- What does “Up in the air I go flying again” suggest about childhood?
- What contrasts are present in this poem regarding height?
Answers:
- The speaker associates swinging with joy and freedom.
- Imagery includes rivers, trees, cattle, and gardens.
- It makes them feel expansive and connected to nature.
- It suggests that childhood is filled with carefree moments and imagination.
- There is a contrast between being high up in the air versus looking down at familiar surroundings.
Also Read: English Unseen Passage for Class 7
Unseen Poem for Class 7 with Questions and Answers PDF
Take a look at this PDF which we have compiled on unseen poem for Class 7 students along with the questions and answers. This will help you improve your comprehension skills.
Also Read: Reading Skills
Short Unseen Poem for Class 7 Students
Take a look at five short unseen poems for Class 7 students, along with five questions for each poem.
Poem 1: “The Little Seed”
In the heart of a seed,
Buried deep, so deep,
A dear little plant
Lies asleep.
“Wake!” said the sun,
“And “Wake!” said the rain.
The little seed heard
And rose up again.
Questions:
- What is the main theme of the poem?
- Who encourages the seed to wake up?
- What does the seed represent in this poem?
- How does the seed respond to the call of the sun and rain?
- What literary device is used in “buried deep, so deep”?
Answers:
- The main theme is growth and awakening.
- The sun and the rain encourage the seed to wake up.
- The seed represents potential and new beginnings.
- The seed responds by waking up and rising again.
- This line uses repetition for emphasis.
Poem 2: “The Wind”
I am the wind that whispers low,
Through trees and fields, I gently blow.
I carry secrets from afar,
And dance beneath the evening star.
Questions:
- What does the wind do in this poem?
- What imagery is created by “dance beneath the evening star”?
- What feelings might the wind evoke in readers?
- What does the phrase “carry secrets from afar” suggest?
- Identify a rhyme scheme in this poem.
Answers:
- The wind whispers and gently blows through trees and fields.
- It creates a serene and magical image of nature at night.
- The wind might evoke feelings of calmness and mystery.
- It suggests that the wind brings stories or messages from distant places.
- The rhyme scheme is AABB (the first two lines rhyme with each other, as do the last two).
Poem 3: “The Rainy Day”
Pitter patter on my window,
Raindrops dance with a gentle flow.
Clouds are grey, but hearts are bright,
For rainy days bring pure delight.
Questions:
- What sound does the poet describe in this poem?
- How does the poet feel about rainy days?
- What mood is created by “clouds are grey”?
- What does “pitter-patter” refer to in this context?
- How do rainy days affect people’s hearts according to the poem?
Answers:
- The poet describes the sound of raindrops falling on the window.
- The poet feels joyful and delighted by rainy days.
- It creates a mood of calmness or coziness despite the greyness.
- “Pitter-patter” refers to the sound of raindrops falling.
- Rainy days bring happiness or brightness to people’s hearts.
Poem 4: “The Butterfly”
A butterfly flutters with grace so light,
Colors of sunshine, a beautiful sight.
It dances on flowers, so vivid and bright,
Bringing joy to all with its delicate flight.
Questions:
- What qualities of the butterfly are highlighted in this poem?
- What imagery is used to describe the butterfly’s colours?
- How does the butterfly affect those around it according to the poem?
- What literary device is present in “dances on flowers”?
- What emotions might this poem evoke in readers?
Answers:
- The butterfly’s gracefulness and colourful appearance are highlighted.
- The imagery of “colours of sunshine” is used to describe its beauty.
- It brings joy to everyone with its presence and flight.
- Personification is used as it describes the butterfly dancing.
- It may evoke feelings of happiness and appreciation for nature’s beauty.
Poem 5: “The Night Sky”
Stars twinkle like diamonds in black velvet,
The moon shines bright, a glowing silhouette.
Whispers of night wrap around me tight,
In this peaceful moment, everything feels right.
Questions:
- What comparison is made in describing stars?
- How does the moon appear in this poem?
- What feeling does “whispers of night” convey?
- What does “everything feels right” suggest about nighttime?
- Identify a rhyme scheme in this poem.
Answers:
- Stars are compared to diamonds in black velvet.
- The moon appears bright and like a glowing silhouette.
- It conveys a sense of calmness and tranquillity.
- It suggests that nighttime brings comfort and peace.
- The rhyme scheme is AABB (the first two lines rhyme with each other, as do the last two).
Also Read: Editing Exercises for Class 6,7,8,9, 10, & 11 with Answers
Steps to Analyse an Unseen Poem for Class 7 Students?
Analysing an unseen poem can be a rewarding experience, especially for Class 7 students who are beginning to explore poetry more deeply. Here’s a structured approach to help them analyse unseen poems effectively:
- Read the Poem Carefully
- Identify the Speaker and Audience
- Explore the Theme or Message
- Examine Language and Style
- Consider the Mood and Tone
- Reflect on Personal Response
- Answer the Questions to Test Yourself
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FAQs on Unseen Poem for Class 7
Unseen poems are important as they help students develop critical reading and analytical skills. Engaging with new texts encourages them to think creatively, enhances their understanding of poetic devices, and improves their overall language proficiency.
Common types of questions include:
What is the main theme or message of the poem?
How does the poet use imagery or figurative language?
What emotions does the poem evoke?
Who is the speaker, and what perspective do they offer?
How does the structure of the poem contribute to its meaning?
Practising unseen poems helps students improve their comprehension skills, enabling them to tackle similar texts in exams confidently. It prepares them for analyzing unfamiliar material quickly and effectively, which is crucial for achieving good marks in English literature assessments.
Students can effectively analyse an unseen poem by following these steps:
Read the poem carefully multiple times.
Identify the speaker, audience, and theme.
Examine the language, imagery, and literary devices used.
Reflect on the mood and tone.
Answer specific questions related to the poem’s content and meaning.
An unseen poem is a poem that students have not encountered before. It is presented to them during assessments or practice sessions, allowing them to analyse and interpret it without prior knowledge.
We hope this blog on Unseen Poem for Class 7 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.