Textbook Solutions: Dust of Snow | Gul Mohar Class 6: Book Solutions, Summaries & Worksheets PDF Download

Understanding the Poem

Q1: Where did the dust of snow come from? How did it land on the speaker?
Ans: The dust of snow came from a hemlock tree. A crow shook the branches, and the light snow fell on the speaker.

Q2: Has given my heart ... What has the speaker's heart been 'given'? How did his heart change?
Ans: The speaker’s heart was given a new mood. His sadness turned into happiness, and he felt lighter and more cheerful.

Q3: The speaker was affected by
a. the chance act of a bird causing snow to fall on him.
b. the sight of a crow on a winter day.
c. the chance to walk in the woods.
Ans: a. the chance act of a bird causing snow to fall on him.

The crow’s movement made the snow fall, and this small act changed the speaker’s mood.

Q4: When the speaker identified what caused the snow to fall over him, he
a. was amused that a bird could affect him this way.
b. felt a sense of companionship with nature, which cheered him up.
c. felt sorry that he had not spent more time with nature earlier.
Ans: b. felt a sense of companionship with nature, which cheered him up.

This connection with nature lifted his spirits and brightened his day.

Q5: And saved some part ... Why do you think the speaker uses the word 'saved'?
Ans: He uses the word ‘saved’ to mean that the little moment with nature stopped his whole day from being wasted in sadness.

Appreciating the Poem

Q1: Read the title of the poem. What does the word 'dust' mean here? What does it tell you about the snow that fell on the speaker?
Ans: The word ‘dust’ means fine powder-like particles. It tells us that only a small and gentle sprinkling of snow fell on the speaker.

Q2: Note how long or short the poem is. What is the number of sentence(s) in the poem? Does the poem's length match the action or experience it describes? Explain.
Ans: The poem has just one sentence and is very short. Its shortness matches the small and quick incident it talks about.

Q3: Read the poem aloud. As you read, you will see that one line flows into the other, enabling the idea in one line to be carried forward into the next line. Does the use of this technique—
a. give the poem a faster rhythm?
b. help tie the ideas together, in sequence?
c. make the poem sound like a song?
Ans: a. give the poem a faster rhythm; b. help tie the ideas together, in sequence.

The flowing of lines makes the rhythm quick and helps the thoughts move smoothly one after the other.