Date Class Subject Lesson
20/05/2020 VIII Eng-II 04
Chuskit goes to school
From the story:-
Answer these questions.
1.Describe the scene that Chuskit woke up to that spring morning?
Ans:- When Chuskit woke up that spring morning she was met with the following
scene. She saw apricot trees from her window that were in full bloom and observed
two magpies who had begun their day by looking for insects. She could also hear
her mother who was making tea in the kitchen.
2. What was Chuskit excited about?
Ans:- Chuskit, aged nine, was excited about going to school for the first time.
3. Why had she been unable to go to school all those years?
Ans:- Chuskit had a disability in her legs and could not walk. She had a wheelchair
but it could not have been manoeuvred across the rough and uneven path and a
stream that had to be crossed to reach the school so she was unable to attend school
all those years.
4. What were some of the skills that Chuskit was better at than her younger
brother and cousin ?
Ans:- . Chuskit could stitch much better than her younger brother and cousins and
she could draw quite well too.
5. How did Chuskit move around?
Ans:- Chuskit moved around in a wheelchair.
6. What did the arrival of the wheelchair mean to the following?
a. Chuskit b. Ama-ley c. Stobdan d. Billa
Ans:-Chuskit:- With the wheelchair Chuskit was able move around easily by
herself in and around the house. As she could now sit outside her home she also
, got a better view of her surroundings than she did by the kitchen window, before
the arrival of the wheelchair.
Ama-ley:- For Ama-ley the wheelchair meant that she would not have to carry her
daughter everywhere but have the ease of wheeling her around.
Stobdan:- For Stobdan, Chuskit’s younger brother, the wheelchair brought an
element of fun and he wanted to ride and wheel it around.
Billa. :-For Billa, the big cat, the wheelchair was a new place to lie on which
provided more comfort than the sack cloth that she had.
7. Who was Abdul and what part did he play in Chuskit’s life?
Ans:- Abdul was a class 6 student at the Government School, the same school that
Stobdan attended. Abdul got talking to Chuskit one day and came to know the
reason why she could not attend school. Abdul played a crucial role in conveying
Chuskit’s desire to join school and her right to a proper education to the
Headmaster of his school. He also suggested a plan of action which the
Headmaster executed with the help of his teachers and students enabling Chuskit to
realize her dream.
8. What suggestion did Abdul give to the Headmaster?
Ans:- Abdul suggested to his Headmaster if the teachers and students of the school
could come together to help level the path that led from Chuskit’s house to the
school and build a small bridge across the stream to enable her to get to school.
9. What concerns did the teachers have with regard to Chuskit coming to a
‘normal’ school?
Ans:- The teachers at the school were concerned about how a special needs child-
like Chuskit would manage to study, play and use the toilet like the other children
in the school.
10. How did the students and staff of the government school finally make
Chuskit’s dream of going to school come true?
Ans:- The Headmaster at the Government School enlisted the participation of the
teachers and students in the plan to help Chuskit attend school. The teachers
20/05/2020 VIII Eng-II 04
Chuskit goes to school
From the story:-
Answer these questions.
1.Describe the scene that Chuskit woke up to that spring morning?
Ans:- When Chuskit woke up that spring morning she was met with the following
scene. She saw apricot trees from her window that were in full bloom and observed
two magpies who had begun their day by looking for insects. She could also hear
her mother who was making tea in the kitchen.
2. What was Chuskit excited about?
Ans:- Chuskit, aged nine, was excited about going to school for the first time.
3. Why had she been unable to go to school all those years?
Ans:- Chuskit had a disability in her legs and could not walk. She had a wheelchair
but it could not have been manoeuvred across the rough and uneven path and a
stream that had to be crossed to reach the school so she was unable to attend school
all those years.
4. What were some of the skills that Chuskit was better at than her younger
brother and cousin ?
Ans:- . Chuskit could stitch much better than her younger brother and cousins and
she could draw quite well too.
5. How did Chuskit move around?
Ans:- Chuskit moved around in a wheelchair.
6. What did the arrival of the wheelchair mean to the following?
a. Chuskit b. Ama-ley c. Stobdan d. Billa
Ans:-Chuskit:- With the wheelchair Chuskit was able move around easily by
herself in and around the house. As she could now sit outside her home she also
, got a better view of her surroundings than she did by the kitchen window, before
the arrival of the wheelchair.
Ama-ley:- For Ama-ley the wheelchair meant that she would not have to carry her
daughter everywhere but have the ease of wheeling her around.
Stobdan:- For Stobdan, Chuskit’s younger brother, the wheelchair brought an
element of fun and he wanted to ride and wheel it around.
Billa. :-For Billa, the big cat, the wheelchair was a new place to lie on which
provided more comfort than the sack cloth that she had.
7. Who was Abdul and what part did he play in Chuskit’s life?
Ans:- Abdul was a class 6 student at the Government School, the same school that
Stobdan attended. Abdul got talking to Chuskit one day and came to know the
reason why she could not attend school. Abdul played a crucial role in conveying
Chuskit’s desire to join school and her right to a proper education to the
Headmaster of his school. He also suggested a plan of action which the
Headmaster executed with the help of his teachers and students enabling Chuskit to
realize her dream.
8. What suggestion did Abdul give to the Headmaster?
Ans:- Abdul suggested to his Headmaster if the teachers and students of the school
could come together to help level the path that led from Chuskit’s house to the
school and build a small bridge across the stream to enable her to get to school.
9. What concerns did the teachers have with regard to Chuskit coming to a
‘normal’ school?
Ans:- The teachers at the school were concerned about how a special needs child-
like Chuskit would manage to study, play and use the toilet like the other children
in the school.
10. How did the students and staff of the government school finally make
Chuskit’s dream of going to school come true?
Ans:- The Headmaster at the Government School enlisted the participation of the
teachers and students in the plan to help Chuskit attend school. The teachers
