NCERT Class 9 Poem 'Wind' — MCQs with Answers and Study Tips

This work has been verified by our teacher: 16.01.2026 at 20:45

Type of homework: Essay Writing

Added: 16.01.2026 at 19:55

Wind MCQs with Answers — NCERT Class 9 English (Poem 2): A Guide for Students and Teachers

Introduction

This essay is aimed at both students preparing for tests on “Wind” and teachers aiming to set balanced question papers. We will explore the structure of MCQs suitable for this poem, the different skills MCQs test (from basic recall to higher-order thinking), practical strategies for study and MCQ construction, and effective answer-key techniques. Furthermore, the essay offers advice for integrating technology and remedying common errors, all tailored to the Indian classroom context.

Understanding the Assessment Targets

- Literal Comprehension: These are fact-based questions focusing on “who”, “what”, “when” or “where”, such as “Who does the poet urge to build strong homes?” or “What does the wind do to weak houses?” - Vocabulary in Context: Students might be asked for synonyms or antonyms, or the meaning of a word as used in a specific line; e.g., “Which word in the poem means ‘shatter’?” - Figurative Language and Poetic Devices: Such MCQs assess knowledge of personification (“How is ‘wind’ personified in the poem?”), symbolism, repetition, and anaphora. - Inferential Reasoning: Questions here require the reader to infer tone or reasoning, such as “Which attitude does the poet have towards the wind?” - Theme and Message: Higher-order MCQs explore the poem’s moral, such as “Which of these best expresses the poet’s message in ‘Wind’?” - Application: These invite students to apply the central idea to a new situation, like “If a student faces repeated failures, what advice from the poem would be most relevant?”

All these competency areas echo the CBSE and NCERT’s desired learning outcomes, which include reading comprehension, literary appreciation, and language proficiency. Through MCQs, teachers can quickly check a student’s grasp of the text and their ability to interpret and apply ideas.

Taxonomy of MCQs: From Recall to Analysis

1. Remembering: The simplest questions, asking for direct recall. E.g., “Name the two things the wind destroys.” These are usually quick to answer—try to allocate just 30 seconds per question. For practice, students can create MCQs matching facts from the poem. 2. Understanding: These questions check whether students can paraphrase lines or interpret simple statements. For instance, “What does ‘crumbling doors’ refer to in the poem?” Here, elimination techniques work well: remove options that do not make sense in the poem’s context.

3. Applying: Students are asked to extend the poem’s advice to real-life scenarios. E.g., “How should people face adversity, according to the poet?” Practice by rewriting lines in common language or imagining new scenarios.

4. Analysing: This level includes identifying poetic devices or the reason for certain imagery—“The repetition of ‘crumbling’ is mainly to…” Such questions may take longer (45 seconds to a minute). Key practice: annotate lines with likely device types while revising.

5. Evaluating: These MCQs present nearly correct options and require picking the best answer—“Which of these interpretations aligns closest with the poet’s intent?” Students should carefully compare options and justify their choices mentally.

6. Creating: Rarely, students might be asked to pick the option that best preserves the poem’s message in a rephrased line. Practice comes from paraphrasing stanzas and reviewing how meaning shifts.

For each level, students can annotate lines, create original MCQs, and time themselves to develop speed and accuracy.

Common MCQ Formats and Pitfalls

- Single-best-answer: Standard four/five-option questions; select the only correct answer. - Negative-stem: E.g., “Which of the following is NOT mentioned in the poem?” These require careful reading of the stem—many students accidentally choose the correct statement instead of the one not present. - Assertion-Reason: Two statements are given; students judge if both are true and if one explains the other. - Matching columns: For advanced quizzes, matching poetic devices to lines, or words to meanings.

Common pitfalls for students are: - Glancing over negative constructions (NOT/EXCEPT) and picking the wrong answer - Getting distracted by familiar words in distractors that don’t actually fit - Relying solely on memory rather than revisiting the relevant line - Ignoring all options—sometimes the “best” answer is not the most obvious

Best practices to avoid errors: - Underline or mentally highlight important words in question stems - Always refer back to the poem if unsure - Systematically rule out clearly incorrect answers to boost accuracy - Be wary of options featuring words like “always” or “never” unless justified by the poem’s text

Practical Study Plan for Students

Day 1: First Reading - Read the poem aloud. Note the wind’s dual role—sometimes destructive, sometimes challenging. Mark unfamiliar words and highlight lines with repeated phrasing (“crumbling, crumbling…”). - Tip: Speaking lines aloud reveals tone and rhythm.

Day 2: Vocabulary Build-up - Extract 10 tricky words and build flashcards (word, Hindi meaning, use in a sentence). Application of spaced repetition helps cement long-term memory.

Day 3: Poetic Devices - For each stanza, identify devices used (personification, symbolism, repetition). Write a one-line summary of the stanza’s main point and its device, e.g., “First stanza—repetition—emphasises destruction.”

Day 4: Timed MCQ Practice - Attempt 15 self-made or textbook MCQs that range across recall, understanding, device-identification, inference, and application. Log incorrect answers and write a brief reason—are you misinterpreting the question or missing the context?

Day 5: Mixed Poetry Quiz - Take a mock quiz of 20–30 MCQs combining “Wind” and other “Beehive” poems like “Rain on the Roof”. Review which types of questions take longest or yield errors.

Day 6: Peer Review and Creation - Pair up with a friend or family member. Explain your understanding of the poem, or “teach back” the main ideas. Try making five new MCQs—this deepens mastery.

Daily micro-revision (10 minutes): - Summarise one stanza in 20 words - Revise three vocabulary flashcards - Spot and label a poetic device in one line

Exam day strategy: - Answer the easiest, most confident MCQs first to secure marks - Mark tough ones for the end; don’t fret over the few you are unsure about - Avoid second-guessing unless a clear error is noticed

Final exam preparation: - Aim to solve 50–100 MCQs in the fortnight before the exam - Take at least five full-length quizzes in the 10 days leading up to the test

Preparing and Presenting Answer Keys

Sample format: - Numbered list: Q1. (b) — “Broken doors” is mentioned in stanza 1 (line 4), indicating vulnerability. - Source line/stanza for reference - Brief justification (1–2 sentences)

Marking schemes: Standard practice is +1 for correct, 0 for unattempted, and –0.25 for wrong answers. However, follow your school or the CBSE guidelines. For formative assessments, consider short explanations for higher-order MCQs to make feedback more meaningful.

Feedback strategies: For every mistake, explain why an option is incorrect and encourage students to retry the item. This builds learning and prevents repeating mistakes.

Maintaining academic honesty: Shuffle question order and answer options in each batch/class. Keep master answer keys secure.

Designing High-Quality MCQs: Guidance for Teachers

- Each question should have a single, clear answer. Avoid ambiguity. - The question stem (setup) should make sense independently, without needing to read the options first. - Minimise negatives (NOT/EXCEPT). When unavoidable, visually highlight them. - Craft realistic distractors based on common misunderstandings—for example, if the poet speaks of “crumbling windows”, offer “breaking windows” as a lure rather than “flying birds”. - Ensure options are of similar length and tone to avoid hinting at the correct answer. - “All of the above” or “None of the above” options should be used sparingly to preserve question quality.

A sample 20-question blueprint: - 6 for vocabulary or phrase meaning - 6 for factual recall - 4 assessing inference/interpretation - 3 about poetic devices - 1 for application/creative thinking

For vocabulary/distractors: Include synonym/antonym traps, and an unrelated word for variety. For poetic devices, use closely related figures (metaphor vs. simile) to test understanding, not just memory.

Pilot testing: Try questions on a small group and check which items are ambiguous or too easy/too hard. Amend as needed before the main test.

In-class use: Quick MCQ quizzes on slips of paper, mobile polls (if available), or a timer challenge at the end of the lesson can keep engagement high.

Using Technology and Multimedia for MCQ Practice

- Quiz platforms (Quizizz, Kahoot, Google Forms): Students receive instant feedback on MCQs and can track their progress. - Short explanatory videos (in English or Hindi): These can demystify tough lines or devices, especially if paired with text annotations. - Interactive lectures: A 3-minute video on personification followed by 5 instant MCQs keeps learning active. - Accessibility: Distribute MCQ and answer key PDFs, and offer poem audio recordings for students who learn better by hearing the text.

Common Errors & Remedies

Remedies: - Frequently practice identifying root words, prefixes, and suffixes to unlock meaning - Attempt inference-based MCQs that connect ideas across stanzas - Routine device-identification drills—explain why a line is, or is not, an example of personification - Timed quizzes that require full reading of options before answering

Self-checklist before submission: - Have I read the full question and all options? - Did I double-check the poem for the answer? - Have difficult questions been revisited?

Sample Outline of a Model MCQ Test on “Wind” (For Teachers)

Conclusion

---

Appendix A: 10-Minute Revision Checklist

Appendix B: Answer Key Template

Appendix C: Quick Rubric for Item Analysis

Appendix D: Week-Before-Exam Schedule