grapes essay for class 1

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10 Lines on Grapes in English for Students

In this article, we are providing 10 lines on Grapes in English for Students and Kids. In these lines, we have tried to give the information and 10 points | Sentences on Grapes Essay in English for class 1,2,3,4,5,6,7,8,9,10,11,12 students.

( Set-1 ) 10 Sentences on Grapes

1. Grapes is a fragrant vine fruit that grows in large clusters on the vine and is easily found all over India.

2. Three species of grapes are found out of which three are green and two of black grapes.

3. Ashes, acid, sugar, glucose, sodium, potassium, and many vitamins are found in grapes.

4. Consuming grapes is good for diabetic patients as it lowers the amount of sugar in the blood.

5. Consuming grapes is also beneficial for cancer patients.

6. Consuming grapes gives relief to the smallpox patient and also keeps the blood pressure normal, that’s why grapes are also considered the best fruit.

7. Grapes can be consumed either directly or wine can be made from its juice.

8. Grapes are also known by the names of Draksha, Maneka, Grape, etc.

9. Grapes were cultivated in India only 500-600 years ago.

10. Heart patients should consume grapes continuously.

11. Putting 2-3 drops of grape juice in the nose stops nosebleeds.

12. Grapes are also helpful in providing relief from problems like nausea, dizziness, etc.

13. Around 8000 varieties of grapes are found all over the world, some are seedless and some are seeded.

14. Grapes are the most liked fruit in the world.

( Set-2 ) 10 Lines on Grapes in English for kids

1. Grapes are small, juicy fruits.

2. Grapes come in different colors like green, red, and purple.

3. They grow in bunches on vines.

4. Grapes are not only delicious fruit, they are healthy they give us vitamins and energy.

5. You can eat grapes as a snack, or turn them into yummy juice or raisins.

6. When you bite into a grape, it’s like a burst of sweet and tangy flavors in your mouth.

7. Grapes are a favorite treat for many animals, like birds and monkeys.

8. They are used to make grape jelly and grape jam, which taste great on toast!

9. Grapes are fun to pick and eat during harvest time at vineyards.

10. Eating grapes can help keep our hearts healthy and our bodies strong.

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( Set-3 ) 10 Sentences on Grapes in English

1 Grapes are small, round fruits that help in lowering blood pressure and preventing type 2 diabetes.

2 Grapes have a sweet and juicy flavor which makes them the most eatable fruit in iceream and salads.

3 Grapes are full of antioxidants and vitamins which promote good health.

4 Grapes are usually the special and important ingredient in winemaking.

5 Grapes can be used in cakes, desserts, jellies, and other sweet dishes.

6 Raisins are prepared by drying grapes directly in sunlight which is the most used dry fruit in kitchens.

7 Along with having historical and cultural significance, grapes are full of natural resources and benefits.

8 Most grapes are harvested at the time of summer season.

9 Grapes are cultivated in natural and old methods in vineyards in special climates and soil temperatures.

10 Grapes are said to be the most resourceful and tasty fruit that can be eaten raw and fresh, dried, and in other kitchen products.

( Set-4 ) 10 Lines on Grapes in English

1 Grapes are the juiciest fruit which come in different shapes, colors, and tastes.

2 Grapes are said to be the most healthy snack because of their richness of antioxidants, vitamins, and minerals.

3 The production of wine and beverages originated from the cultivation of grapes in the traditional method.

4 Grapes are the most versatile food for eating as well as in making products like jams, jellies, and raisins, offering a burst of sweetness.

5 Fermentation, aging, and blending of grapes are the processes that are involved in winemaking.

6 Grapes is a fruit that is cultivated in specific climate conditions because it’s ripe only on trees where it changes its color from yellow to green or red.

7 Grapes are said to be a symbol of culture and a source of nutrition along with the most enjoyed drink in the world.

8 Grapes are full of resveratrol which is best for cardiovascular benefits and improves health benefits too.

9 Grapes belong to the Vitaceae family which includes over 910 different species that come in different colors like green, red, black, purple, and many more.

10 Grapes are not only used as fruits by also as healthy snacks in salads for their rich value in health benefits.

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10 lines on Grapes in English - Grapes sentences for class 1 - Short essay on Grapes

Today, we are sharing ten lines essay on Grapes . This article can help the students who are looking for information about Grapes in English . This essay is very simple and easy to remember. The level of this essay is moderate so any students can write on this topic. This article is generally useful for class 1, class 2, and class 3 .

10 lines on Grapes in English

• Grapes are a very juicy and sweet fruit.
• Grapes are in a bunch in which many small grapes are attached.
• Grapes are black and green in color, ripe grapes are light yellow in color and raw grapes are dark green in color.
• Grapes grow on the plant, whose branches are made of vines.
• The taste of grapes is sour-sweet.
• Grapes come in the summer season, people like to eat grapes during the summer days.
• Grapes are mostly eaten like it is, but some people take out their juice and drink it.
• Grapes are considered to be a very good source of vitamins, they are rich in Vitamin K and Vitamin C.
• Eating grapes regularly during summer is beneficial for our health.
• Jam, juice, kismis, etc. are made from grapes.

Children in school, are often asked to write 10 lines about Grapes in English . We help the students to do their homework in an effective way. If you liked this article, then please comment below and tell us how you liked it. We use your comments to further improve our service. We hope you have got some learning on the above subject. You can also visit my YouTube channel that is https://www.youtube.com/synctechlearn. You can also follow us on Facebook https://www.facebook.com/synctechlearn .

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10 Lines on Grapes in English for Students and Children

Here is a ten-line essay on Grapes that we are sharing today. Students who are looking for information about Grapes in English can benefit from reading this article. This essay is very easy to understand and remember. Any student can write on this topic because the essay’s difficulty is moderate. In general, classes 1, 2, and 3 can benefit from this article.

1. Grapes are a type of fruit that grow in clusters which comes in various colours.

2. Botanically, grapes are berry and generally an ellipsoid shape that resembles a prolate spheroid.

3. It is good in taste, texture and also easily available every day.

4. It can be eaten fresh and, used for making wine, grape juice, jam, jelly, and etc.,

5. Raisins are made from grapes.

6. It has number of health benefits.

7. It is good in health protecting antioxidants.

8. It prevents health disorders.

9. It is good for hydration and eye health.

10. It prevents cancer and reduces acidity.

Students at school are frequently asked to write 10 lines about Grapes. We aid students in efficiently completing their homework. Please share your thoughts about this article in the comments section if you enjoyed it. Your feedback is used by us to further enhance our offerings. We hope you learned something about the aforementioned topic. Visit my YouTube channels if you want as well. https://youtube.com/@DaYsEyEKids https://youtube.com/@DaYsEyEKidsHub

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10 lines on grapes in English – Best for classes 1, 2, 3 & 4

Through this article, we are sharing 10 lines on Grapes in English. This post will help those students who are looking for information about Grapes in the English Language.

If any student wants to write a short essay on Grapes then, this post is very useful for them. Information about Grapes is very simple and easy for writing purposes.

These sentences on Grapes are very short and easy to understand, so any level of student can write on this topic.

Table of Content

• 10 lines on Grapes (Set 1)
• 10 lines on Grapes (Set 2)
• 10 lines on Grapes (Set 3)
• FAQ Releted to Grapes

Short essay on Grapes in English

10 on grapes (set-1).

• Grapes are a type of fruit that is found in 2 colors, black and light green.
• Grapes are found almost all over the world.
• Grapes are very beneficial for our health.
• Consumption of grapes is used in the treatment of many types of diseases.
• Grapes fulfill the deficiency of blood in our body.
• Grapes are rich in all nutrients, and Vitamin K is found in high quantity in it.
• Doctors advise us to eat grapes.
• By eating grapes, our health remains good and we never fall ill.
• Grapes do not have any trees, they grow in vines.
• Consumption of grapes is considered best for diseases like anemia.

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10 on Grapes (Set-2)

• Grapes are a type of fruit that grows in clusters.
• The shape of grapes is small and round.
• It is a juicy fruit that comes in the summer season.
• Everyone likes to eat grapes in the summer season.
• Our body gets energy by eating grapes.
• The grapes are considered as nutritious as mother’s milk.
• Grapes are considered the best of all fruits.
• Eating grapes make our bodies healthy and fit.
• Consumption of grapes increases the immunity of our body.
• The taste of grapes is very sweet.

10 on Grapes (Set-3)

• Grapes are the juiciest of all fruits.
• Grapes are very tasty and sweet.
• Grape juice is very beneficial for our health.
• Consumption of grapes is advised for many diseases.
• Grape leaves are also used as medicine.
• Its leaves are broad and green.
• Grapes are found in two colors light-green and black.
• Many species of grapes are found all over the world.
• Grapes grow in large clusters on the vines.
• Grapes have been given importance in Ayurveda as a medicine, it has many benefits.

FAQ related to Grapes

Q. how are grape plants grown.

Ans: Grape tree plants are like vines, and in these vines, grapes grow in big bunches.

Q. What are Grapes called in Hindi?

Ans: Grapes are called Angoor ( अंगूर ) in Hindi.

Q. What is the shape of grapes?

Ans: The shape of the grapes is round and some species of grapes are slightly longer.

Q. Which vitamin is found in grapes?

Ans: Grapes are rich in Vitamin K.

Q. Grapes are considered to be the medicine for which disease?

Ans: Grapes are used as medicine in anemia disease.

We hope! You will get some learning through this article. If you really like this article about Grapes in English, then please share it with your friends.

We working on helping the students to do their homework in a simple and easy way. Essay writing on Grapes is generally asked the students in Schools.

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10 Lines on Grapes | 75 Words Essay on Grapes

These 10 lines on grapes in english are for students and children for classes 1,2,3,4,5,6,7,8,9,10,11,12 and competitive exams(junior and senior classes)..

• Grapes are a fruit.
• They are sweet in taste.
• Grapes are found in different colors like green and black.
• It has seeds inside it but we can consume grapes with their seeds.
• Grapes are full of antioxidants.
• They are a good source of energy.
• Grapes provide us with natural sugar.
• We must include grapes in our diet.
• Children like grapes very much.
• Raisins are the dry form of grapes and are known as dry fruit.

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Grapes : Health Benefits, Information, Favourite Fruit, Essay

February 19, 2018 by Study Mentor 1 Comment

Grapes are a favorite easy finger fruit which is liked and loved by one and all. They are super easy to eat and its mixed taste of sourness and sweetness tempt everyone to have it.

The more you eat, the more you like it. It’s like an addiction. Once you start eating it; your hands do not know how to stop. No need to peel or cut, just wash and eat it. So easy to have it.

Grapes like any other fruits are full of minerals and vitamins. They grow in bunches on grape vines in vineyards or sometimes alone also.

Mainly seen in two colours in market i.e. green or purple but they come in many different colours like red, green, golden, purple, and pink, black and white too.

Grapes are classified as berries and they grow on vines that can be 15 to 20 m in length. There are 8000 varieties of grapes and 60 species of it are available in the whole world.

Having grape is great fun. It is very easy to carry it in lunch boxes and tiffin’s that’s why it is the favourite fruit of children.

It can be used for garnishing and dressing various dishes. Kids like it most when chilled grapes are served with melted chocolate.

Its colours and flavors in a smoothie appeal to kids in a very attractive manner. Its juice is a perfect substitution for any carbonated drinks.

It is healthy too. No other fruit can beat its taste in custard. The sweet-jelly like flesh inside encompassed with a thin sweet covering is very unique.

They are commercially grown in several cities as they are used to produce wine, juices, jelly or jams. Grapes can be of seedless and having seeds variety.

The seeds can be easily taken out by machines. About 71% of total grape production is used to produce wine in the whole world.

In 21st century the red grape have been awarded with the commercial status a ‘super fruit’. United States and other countries used red grapes as a raw material for making the best quality of wine in the world.

The increase in the demand of wine across the world pushes the demand of grape for production also.

It has given an economical boost to the country also. Several industries and setups have been set up which provide employment to various people for fermenting grapes for wine.

The leaves of grapes are also edible and are used to make dolmades.

Varieties of Grapes

Raisin is a dried grape. A currant is a dried Zante grape. A sultana was originally a grape of Turkish origin but now the north- American grapes are treated chemically to resemble to traditional sultana.

Sometimes the currants are misunderstood to be related to black currant and red currant. But in reality they are totally different and unrelated to grapes.

Table of Contents

Health benefits of Grapes

• Grapes have anti-inflammatory properties. Thus it reduces the advances of allergies like watery eyes and running nose in the body.
• Vitamin C is very important for kids. It is extremely necessary for the growth of tissues.
• Grape have potassium too. Potassium is needed for the working of sodium properly. When both come together, they help in maintaining and monitoring healthy blood pressure and reduce the risk of kidney stones also.
• Apart from potassium, vitamin C is also a rich source of calcium. Calcium as we all know is necessary for the growth of bones and teeth of our kids.
• Many scientists believe that red wine offers many health benefits if taken in a considerable amount. Something in the grapes helps to lower the blood-cholesterol in the body. This helps in preventing blockage in the arteries and reduces the risk of heart stroke too.
• All types of grapes offer benefits. Grape shin also have very many nutrients which when fermented to make red wine adds nutrients to it also.
• Grapes also increase the level of Nitric acid in the blood which prevents blood-clotting and minimizes the risk of heart attack.

The oldest grapevine is in America which is 100 years old Scuppernong vine in North Carolina. Grapes work as a laxative so; they should be eaten in a very controlled manner.

There is a huge demand of grapes in the world as they are used for wine-making. Therefore the grapes growing industry is the largest food based industry in the world.

In India many varieties of grapes are found like Black, Kandhar, Muskat, Alexandri,

Thompson seedless etc. we Indians also used too much of grapes. So to meet our demands we import grapes from Pakistan, Australia, and United states etc.

Grape grow well in dry climate with short winters and moderate rainfall. Frosts is harmful for the grapes.

It is a summer crop in the North India. Two crops- one from March- April and second from August- September are grown in the peninsular region of India.

Grapes are also cropped commercially for making grape juice. Grape juices are used as sweetener for canned fruits. It is the best alternative of artificial sweetener as it is 100% natural and ‘with no added sugar’.

Although grapes are rich in vitamins, calcium and potassium. It adds a decent amount of calorie count in our body. So we need to keep monitoring the intake of grapes. Excess of anything can be dangerous.

Grapes are an excellent source of glucose and fructose that’s why they are sweet, delicious and juicy. The energy we get from grapes lasts longer as they are a direct source of carbohydrates.

Our body digests carbohydrates slowly. It has various vitamins and minerals plus it also has anti-oxidant properties which make it fit to eat.

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A Few Lines On Grapes: Fun English Language Practice

What’s your favorite fruit? As for me, it’s probably the trusty grape! Today we will practice a few lines on grapes in native English – with the aim of leveling up our fluency and vocabulary. Let’s begin!

Few lines on grapes

The first few lines on grapes will focus on short and simple English sentences. Practice reading and repeating them. I think this is a useful way to level up our English fluency .

• Grapes are small, round fruits that grow in clusters.
• They come in various colors like green, red, and purple.
• Grapes have a deliciously sweet and sometimes tart flavor.
• They are grown in vineyards all over the world.
• They are commonly eaten as a healthy snack.
• Some varieties of grapes have seeds, while others are seedless.
• When grapes are perfectly ripe, they are at their peak of sweetness.
• Some people enjoy making homemade jams or jellies with grapes.
• Eating grapes can be a social activity, enjoyed at picnics or parties.
• People often describe the taste of grapes as “yummy” or “delightful.”

Related: 5 Sentences About Fruits: All English Levels

What are grapes?

Before we continue on with today’s few lines about grapes, let’s just answer this key question: What are grapes?

Grapes are delicious fruits that grow in clusters. They come in different colors like green, red, and purple. Grapes have a sweet and sometimes tangy taste that many people enjoy. They are grown all over the world in vineyards. Grapes are often eaten as a healthy snack or used in recipes like jams and desserts. Which type is your personal favorite?

Few lines on grapes: red grapes

Here are a few lines on red grapes:

• Red grapes are small, round fruits that grow in bunches on vines.
• They have a rich, deep red color and a sweet and juicy taste.
• Red grapes are often used to make red wine, which many people enjoy.
• They are packed with antioxidants that are good for our health.
• Red grapes make a delicious and healthy snack for kids and adults alike.

Few lines on grapes: white grapes

Here are some English sentences that talk about white grapes (that are actually green!):

• White grapes are small and round.
• They have a sweet taste.
• White grapes are often used for making white wine.
• Grapes are rich in vitamins.
• Enjoy them in fruit salads or as a snack.

Few lines on grapes: purple grapes

The next few lines on grapes are written in more advanced English:

• Cultivation: Purple grapes are a popular variety of grapes that are grown in vineyards all around the world.
• Health Benefits: Purple grapes are rich in vitamins, minerals, and antioxidants, which contribute to a healthy immune system and may help reduce the risk of certain diseases.
• Wine Production: Purple grapes are commonly used to make red wine. They undergo a fermentation process that extracts their juice, which is then aged to develop complex flavors and aromas.
• Culinary Uses: Purple grapes are not only enjoyed as a standalone snack but are also used in various recipes, such as salads, desserts, jams, and preserves.
• Symbolism: In several cultures, purple grapes are associated with prosperity, abundance, and fertility. They are often used as decorative elements during festive occasions and celebrations.

Few lines about grapes

Here are a few lines about grapes:

• Grapes are typically harvested in late summer or early fall.
• Some popular grape-growing regions include California, Italy, and France.
• When you bite into a grape, you experience a burst of juiciness.
• The juicy texture of grapes makes them refreshing on a hot day.
• Grapes can be used in a variety of culinary creations like salads and desserts.

5 lines on grapes

Here are 5 lines on grapes:

• Some people enjoy freezing grapes for a cool and healthy treat.
• Eating grapes can be a fun way to satisfy your sweet tooth.
• Many people find grapes to be a convenient and portable snack.
• Grapes are often included in fruit platters or cheese boards.
• Pairing grapes with cheese creates a delicious combination of flavors.

Few lines on grapes: FAQ’s

To wrap up our many sentences about grapes today, let’s look at some common questions regarding these great fruits:

What is a simple description of grapes?

Grapes are small, round fruits that grow in clusters on vines. They come in various colors like green, red, and purple. Grapes have a sweet and sometimes tart flavor, and they are commonly enjoyed as a healthy snack or used in recipes like jams and desserts.

• Example sentence: “I love snacking on a handful of juicy grapes during the afternoon.”

What are 5 interesting facts about grapes?

• Grapes are among the oldest cultivated fruits in the world, with a history dating back thousands of years.
• The process of making wine from grapes is called vinification.
• There are over 8,000 different grape varieties worldwide, each with its unique taste and characteristics.
• Grapes are rich in antioxidants, vitamins, and minerals, making them a healthy choice.
• Some traditional festivities, like grape stomping, involve squishing grapes with bare feet to extract their juice!
• Example sentence: “Did you know that eating grapes can help support a healthy heart due to their high antioxidant content?”

How would you describe the taste of grapes?

The taste of grapes can be described as sweet, refreshing, and sometimes slightly tangy. They have a pleasant burst of juiciness when you bite into them. Each grape variety may have its own unique flavor profile, ranging from mild and delicate to richer and more robust.

• Example sentence: “The green grapes I had yesterday had a crisp and slightly tart taste, which I found incredibly refreshing.”

Are grapes sweet and juicy?

Yes, grapes are known for their natural sweetness and juiciness! When you bite into a grape, you’ll usually experience a burst of delicious juice. However, the level of sweetness and juiciness may vary slightly depending on the grape variety and its ripeness.

• Example sentence: “I love how the red grapes are so sweet and juicy that they almost taste like candy.”

What is the texture of red grapes?

Red grapes have a firm yet tender texture. They are crisp when you bite into them, with a satisfying juiciness. The skin of red grapes is smooth, and the flesh is delicately soft. Red grapes provide a delightful flavor that combines a slight crunch with a smooth and refreshing sensation.

• Example sentence: “The texture of red grapes is perfect for adding a little bit of crunch to a salad or enjoying them as a standalone snack.”

Few lines on grapes: many examples to practice English with

I hope you have enjoyed today’s few lines on grapes . As we have seen there are so many (1000s!) varieties of grapes, so there is always an interesting taste experience to be had! Do you like eating grapes as is, or do you prefer jam or juice? Don’t forget, there are plenty more English sentences to help improve your English here at Natural English Central . Thanks for reading!

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The Hungry Fox and the Grapes Story with Moral

No matter how many stories you read, some stories are very special. Those stories become a part of life. It doesn't matter how old you are, those stories are always unique, memorable, and closest to your heart. You might use these stories to teach to your children, your grandchildren, your friends, your students, or sometimes just read those special stories alone, and a beautiful smile comes to your face automatically. 

So, here we are with the most famous story of all generations that everyone has listened to or read at least once “The Fox and the Grapes”. 

If this is your first time, then share what you have learnt from this story with your parents. And, observe how they react to it. 

The hungry fox story

Story of the Hungry Fox and the Grapes

A fox lived in a  forest. One day, he was very hungry. It was a hot summer day. He went out of his place and wandered here and there. He is looking up for some food. He visited many places in search of food. Finally, he found a vineyard a mile away. 

He ran and reached there. He saw a chubby bear near the vineyard. The chubby bear asked him politely, “Where are you going?'' The hungry fox glared at him. The chubby bear again tried to ask him the same but before he could complete his question, the ravenous fox entered into the vineyard.

He saw the multicoloured bunches of grapes in the vineyard. He was amazed and became very happy. His mouth started watering. He wished to eat all at once. He jumped to catch the grapes and tried to eat them. But he got nothing, not even a single bunch. He was not close enough to any branch.

Fox jumped high to catch the grapes

He jumped high again and again but failed to catch all the time. His all efforts were of no use as the grapes were far away from his reach. 

He went away from the vineyard. On his way, he again met with the chubby bear. Now, the chubby bear asked him, “Have you eaten the grapes?”.

He said, “The grapes were sour. If I eat them, I might fall ill.”

Moral of the Story

We should accept our incapabilities. If the situation is difficult or uncontrollable, we should use our minds to solve it. Also, we should not hesitate to seek help from our friends and elders. The most important lesson of the story is that it is easy to despise what you cannot have.

Do You Know?

Foxes are carnivores, but they enjoy eating wild apples.

A fox can make more than 40 different sounds.

If you are 40 yards away, a fox can still hear your voice.

As the fox was not able to catch the grapes, he lied that the grapes were sour. He could catch the grapes if he used some tricks or asked for someone's help. But, he left the place with an empty stomach. Thus, we must keep trying and trying hard till we succeed instead of blaming others or our situations. 

FAQs on The Hungry Fox and the Grapes Story with Moral

1. What made the fox happy?

The hungry fox was wandering around for food, and as he found different coloured grapes in the vineyard, he became very happy.

2. What is the moral of the story “The Fox and the Grapes”?

The moral of the story is that we should accept our incapabilities and try to improve that. Also, we can ask for help from our friends or elders if we get stuck in a problem.

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Interesting Essays For Class 1 Kids

Essays for Class 1 are one of the most attention-grabbing sections of the kid’s learning process. Essay writing is considered one of the most essential and creative parts of every competitive examination around the globe. It helps in assessing the thinking capacity, creativity and writing prowess of a student’s talent. For young learners, writing an essay for Class 1 is like an opportunity to express themselves in pen and paper and helps them discover their knowledge and writing skills on a given topic.

How are our Essays for Class 1 different?

• Essays have been written in simple, concise and attractive language.
• They have been provided in sets of 10 lines for easy understanding of kids.
• They cover all the crucial aspects of the topic.
• The essays are linguistically precise as they have been crafted by our subject-matter experts.

English Essay Topics for Class 1

Here we bring you a list of English essay topics for Class 1 that young learners would enjoy writing, thereby enhancing their creativity and mental horizon:

Writing an essay for Class 1 introduces and encourages young kids to use their own imagination in weaving their thoughts into words by composing write-ups for various English essay topics for kids .

The more they practice writing a variety of essay topics for Grade 1, the more proficient they become with their English writing skills. Meanwhile, kids also get to explore a variety of words and their vocabulary improves while drafting an essay for Class 1 in any given topic.

Other Resources for Kids

Want to explore other subject resources for your kids? You can click on the links given below to know more about each topic:

• Class 1 Maths
• Class 1 English
• Class 1 EVS
• Class 1 Poems

Are you looking for more such absorbing resources? You can explore our Kids Learning section and offer the joy of learning in the most interesting and fun way. We have a huge collection of learning resources and materials, such as worksheets, poems, stories, GK Questions, trivia questions, NCERT Solutions, etc., for your kids.

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The Fox and The Grapes Story In English (with Moral)

The Fox and The Grapes Story

What is the moral of the fox and the grapes story.

A well-known children’s tale containing a lesson is The Fox and the Grapes. The fox in the tale notices a bunch of grapes hanging from a tree. What does the fox do to obtain the grapes, and is it successful in its mission? The story of this impressive character is not only entertaining but also full of wisdom. Imparting moral lessons is one step easier with ‘the fox and grapes story’. Here is the complete fox and grapes story moral.

Once upon a time, a fox was strolling in the “Sundervan” forest someplace in Asia on a hot afternoon. After strolling alone for a while, he got hungry. 

Soon, he reached a lush green garden with beautiful trees and flowering plants. Then, he abruptly noticed a sizable bunch of grapes on a grapevine. A luscious bunch of grapes suspended from a tree limb made him drool. The fox’s mouth watered as he peered longingly at the grapes, which appeared ready to burst with juice.

The thirsty fox exclaimed, “Wow, the grapes look so juicy! They seem ready to be eaten.” The fox wanted to eat them since he was so hungry and thirsty.

The grapes were high, yet the fox jumped up with full force and confidence. He backed up a bit before running and jumping to reach the grapes.

The first time he jumped, he missed it by a long way. After that, he was not even close to being able to touch them.

He gathered all the courage and said, “Let’s try again,”

Again, he tried, but all went in vain. He again fell short. The grapes were still out of his reach.

The confident fox declared, “Third and the last time, this time grapes will be mine,” but despite his best efforts, the grapes remained entirely out of his reach.

Disappointed, the hungry fox remarked, “What a fool I am; this is not the correct season. Grapes must be sour for sure,”

He walked away, trying to console himself.

The sour grapes story for kids taken from Aesop’s fables “The fox and the grapes” is a popular story having a moral. The lesson that we can learn from this interesting story is that “it is natural for us to dislike or scorn something that is not within our reach.”

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Essay On My Favourite Fruit “Mango, Apple, Strawberry & Orange” for Class 1, 2 and 3 Kids

Key Points to Remember When Writing An Essay On ‘My Favourite Fruit’ For Lower Primary Classes

5-line essay on ‘my favourite fruit – mango’ for kids, short essay on ‘my favourite fruit – mango’ in english, paragraph on ‘my favourite fruit – apple’, essay on ‘my favourite fruit – strawberry’, long essay on ‘my favourite fruit – orange’ for kids, what your 1st, 2nd or 3rd grader will learn from the ‘my favourite fruit’ essays.

Fruits are a crucial part of our diet. They are loaded with essential vitamins and minerals, and more importantly, all the sweetness and enjoyable flavours we can find in nature! Although there are hundreds of different varieties of fruits in the world, mangoes, apples, strawberries, and oranges tend to take up the top spots when it comes to favourites among children. Not surprisingly, this is an essay topic that students are often asked to write. In this article, we will show you how to compose an essay on ‘My Favourite Fruit’ for classes 1, 2 and 3 in short and long formats.

Here are some important things to remember before you start your essay on favourite fruit:

• One-line essays can focus on generic facts about your favourite fruit such as its taste, seasonal availability, varieties, and colour.
• Long essays should begin with introducing the fruit and why it is your favourite. You can then elaborate on other aspects of the fruit, such as its colour, appearance, seasons, nutrition, etc.
• Make the long-form essay more relatable to the reader. Add finer details about the fruits such as the different tastes/flavours of different varieties, or about how the fruits are used in other preparations such as milkshakes and desserts.  

Short essays on mangoes are a good place to start for children in the lower grades. Check out this 5-line essay for classes 1 and 2:  

• Mangoes are tropical and subtropical fruits available only in the summer season.
• Ripe mangoes are sweet, juicy, delicious and yellow in colour.
• Unripe mangoes are green and tangy. They are also enjoyed equally by people.
• There are hundreds of mango varieties with unique textures, distinct flavours and varying levels of sweetness.
• Mango is often the favourite fruit of most people.

Short essays on mangoes are more fun to write when it is actually your favourite fruit of all. Here is how to write a paragraph on ‘My Favourite Fruit – Mango’:

Mango is my favourite fruit. It is sweet and sometimes tangy but is always delicious. This fruit is only available during the summer months, which makes it even better because of the scarcity. While the mango is sweet to taste, it is rich in Vitamin A, C and D. It is the national fruit of our country and is also called the King of fruits.

There are hundreds of varieties of mango in the market, and one season is not enough to taste them all! They have subtle differences in flavour and texture, but they are my entire favourite. I love mangoes because they always make my day. I look forward eagerly to every summer just for the mangoes!

Short essays on apples can be informative and fun. This is an example of an essay on apples:

Apple is my favourite because it is a delicious and nutritious fruit. It comes in different sizes, varieties and colours. The red and yellow apple is the most popular type. My favourite one is the green apple because it is tangy and flavourful. One of the characteristic features of apples is that they are one of the most abundant fruit trees in the cold climate ; hence they are available throughout the year. Apples are highly nutritious and contain different types of vitamins and minerals. They are rich in Vitamin C and Iron which makes them an immunity-boosting fruit. Besides eating them raw, apples can be used to make milkshakes, puddings, pies, and cakes. This fruit will always be my favourite because it is the best!

Strawberries are also popular among children because of their flavour. Here is a short essay on this fruit:

The strawberry is my favourite fruit and also my favourite flavour. Strawberries are tiny reddish fruits that are highly flavourful and juicy. Strawberries soften and sweeten as they ripen. They are often grown during summers around the world but are also available throughout the year because of their popularity. Strawberries are often used for garnishing cakes and deserts. I love eating strawberries whole, and my breakfast is never complete without this fruit!

A long essay on this topic can delve into the nutritional value of the fruit along with the child’s thoughts about it. Here’s how you can write an essay on the topic for Class-3:

Oranges are my favourite because of their sweet citrus taste. They are available from the end of the monsoon to late spring every year. Oranges are green in colour before they become ripe. As their colour changes, they become sweeter and lose much of their strong citrus flavour. It is possible to find more than 600 varieties of oranges in the world . In India, the Nagpur orange is the most famous in India. The region grows the country’s best oranges.

During the orange season, I eat always eat one for breakfast and two more during the day. I also like to drink fresh orange juice after a long day of playing outside. Drinking orange juice is refreshing and it instantly energises me .   Oranges are packed with Vitamin C, which makes them the perfect immunity-boosting fruit for me. I always ask for oranges when I come down with a cold since the vitamin C in them helps to fight the infection. After the end of every orange season, I wait eagerly for the next season to taste these tangy fruits once again!

Essays on favourite fruits are a frequently asked topic in exams. By studying the sample essays given above, your child will learn lots of facts about common favourite fruits such as mangoes, apples, strawberries, and oranges. They will also learn to write short and long-form essays on the topic and gain input on different essay writing methods.

Mangoes, apples, oranges, and strawberries are common fruits that children love. These fruits are available in different seasons of the year, and children love them for their unique flavours and textures. And, writing an essay on their favourite fruit can turn out to be an enjoyable activity instead of an exercise to sharpen their writing skills. Your child will also learn so many interesting facts about the fruits along the way and be able to their thoughts and feelings about the fruit. 

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Discussion Topics and Writing Prompts by Chapter

• Students will be able to fully understand each section of the novel and provide specific examples to support their own opinions.
• Students will be able to discuss the novel and with 100% participation.
• Students will take notes on all class discussions.
• Students will listen to and comment on the opinions of others (including the teacher).

Class discussions are at the heart of any novel, especially The Grapes of Wrath . The page references here are from the 2006 edition of The Grapes of Wrath (Penguin Books). In other editions, page numbers may vary slightly.

Discussions should, first and foremost, be interactive. The teacher should not “tell” students what a book means. The best teachers know that any book has a different meaning for each student, and each supported opinion is valid. The role of the teacher, here, is to facilitate and guide, as necessary, a lively discussion of the previous reading assignment.

• Generally, teachers should have some specific objectives/guidelines for the discussions—for example, in the opening section, discuss and identify figurative language, characterization methods, use of description, early conflicts, and so on. Teachers can also provide advance organizers or conversation maps to help students to prepare for discussions.
• Encourage students to cite page numbers and read brief passages when discussing the novel. Other students will be able to follow along more easily.
• All students should be taking notes during class discussions in their notebooks. Teachers should, as practical, spend the last five minutes of each literature period checking students’ notebooks.
• Ideally, students are encouraged to listen to the comments of others and comment upon the comments of their fellow students. This is incredibly valuable in maintaining a lively discussion.
• Teachers should require daily participation (up to two times daily, depending on the size of the class) and keep a record of participation each day. "Talking slips" or "chips" are one method that can help ensure that each student has participated.
• Consider using the fishbowl method for group discussions. Fishbowls allow students to observe a conversation being modeled as well as participate. This is a creative, yet structured alternative to a traditional discussion.
• Consider providing non-traditional roles for group discussions. These roles provide students with a specific focal point during a discussion. Similar to the Jigsaw method for challenging readings, providing specific "frames" or "Lenses" narrows the specific information a student is responsible for and can stimulate thoughtful discussions.
• Consider allowing students the opportunity to rehearse or prepare their ideas prior to discussion. This can make students feel more comfortable about speaking to the class.
• Teachers should emphasize that there are no “correct” or “set” answers in literature, and that all supported opinions are valid (unlike a subject such as math, where responses are uniform).  For example, when asked, “Who is the most important character in Of Mice and Men ?” there may be several valid responses.
• Another successful (when teachers think students are ready) device is to have students lead/facilitate discussions. Let the class know that three students will be in front of the class asking questions about the previous reading. The students do not know who will be on the “panel,” so everyone in the class must be prepared with written questions to ask the class. Teachers should have a minimal role here.
• Also, when students are ready, teachers may lead discussions in organic ways by opening up the discussions in a free-form style about whatever the students wish to discuss about the previous reading. For experienced and sophisticated classes, this is generally a rewarding experience.

Materials Needed/Preparation

• The Grapes of Wrath

Estimated Time

Lively discussions are ongoing throughout the course of the unit.

The Grapes of Wrath is broken into thirty chapters. Each chapter is one of two different styles. First, the “general” or intercalary chapters. These passages step back from the main narrative about the Joad family and address the plight of people like the Joads. Here the reader sees the universal nature of the struggle faced by the main characters. In Working Days: The Journals of The Grapes of Wrath , Steinbeck wrote about the final general chapter (chapter 29), “The last general must be a summing of the whole thing” (88). The intercalary chapters were just that, a summation of the challenges faced by the Joads.

The majority of the novel, however, is a traditional narrative. Like the turtle in chapter 3, the main narrative works its way steadily, intimately through the upended lives of the Joad family. Each character is revealed in his or her own time. Hopes grow and fade as the Joad family’s prospects rise and fall. The dialogue is written to be realistic, not simplistic. It was Steinbeck’s aim, as he wrote to his publisher, Pascal Covici “…to write this book the way lives are being lived, not the way books are written” (Steinbeck: A Life in Letters, 178).

The below list of topics and passages from the novel can be used as discussion topics, warm up journal exercises, writing prompts, or even debate topics. Although a thorough list, it is by no means an exhaustive list.

General themes of the novel can also be discussion topics and writing prompts. See the handout Themes by Chapter.

• Steinbeck’s descriptive style (opening a novel with a description of the environment is a method he often used).
• Causes of the Dust Bowl
• What is the tone and the mood of this chapter?
• Does this chapter create a feeling of hope or of despair?
• How did the truck skinner know Tom had just gotten out of prison?
• How did Tom know what the truck skinner was asking about?
• What kinds of impressions do you have about the two men?
• ~Like, dislike, trust, etc.?
• How does Steinbeck compare the two men? How does he create sympathy and/or empathy towards them? Between them?
• What does the turtle symbolize?
• ~Revisit this topic after the Joad family is on the move.
• Why does Steinbeck use a turtle for this scene?
• Why include this scene?
• What symbols can you identify in this chapter?
• How do you feel about Tom?
• How do you feel about Casy?
• Should Tom feel ashamed of his crime? Why/why not?
• Is prison for punishment or reform?
• What is sin? Are there things that are good and things that are bad?
• Do you agree with Casy’s idea of sin?
• Tom leaves the road, each step he drifts back into his old life. How does Steinbeck show this?
• What makes someone part of the land?
• The tractor driver says only look after yourself and your family (37), do you agree? Disagree?
• The tractor driver says times have changed and the farmer needs to move on (37). How do you feel about this? Do you agree? Disagree?
• How do you feel about the tractor driver?
• Should the farmer get to keep his land and his home?
• Why is this scene in the book? Predict what will happen in the next chapter.
• How does this scene connect to other economic crises?
• What happens if the farmer does shoot at the tractor driver?
• Discuss, create and act out a scene, or write dialogue that follows the last lines of the chapter. How do the farmer, his wife, and his children react? How do they feel?
• Memory and the land
• ~Personal examples of your connection to the land.
• ~Connection to the land, being part of the land is a recurring theme in many of Steinbeck’s works. Do you believe this concept is as important today as Steinbeck felt is was? Explain.
• What does Casy think Muley “...got a-holt of…” (49)?
• Muley talks about Willy Feeley (55). What is the message of that paragraph? Do you agree with Muley? Explain.
• ~Try to see things from Willy’s perspective.
• ~What themes does this passage touch on?
• How does this chapter compare with stereotypes of salespeople today?
• What is this chapter foreshadowing?
• Predict what will happen in the next chapter.
• Compare and contrast the car salesman with the tractor driver in chapter 5 and with Willy Feeley in chapter 6.
• “I don’t give a damn if you don’t make payments. We ain’t got your paper” (65). What does the salesman mean?
• ~Connect this with the mortgage crisis in 2008
• Predict what happens to Muley after the Joad family leaves.
• Write a narrative about what happens to Muley after the Joad family leaves.
• Compare the family members:
• ~Ma and Granma
• ~Pa and Grampa
• Ma does not have a name. Why?
• ~This is a recurring discussion topic. As the students get to know Ma, their opinion may change.
• ~Steinbeck does this in other novels as well. Curley’s Wife in Of Mice and Men , Mrs. Tifflin in The Red Pony .
• “If we was all mad the same way, Tomm – they wouldn’t hunt nobody down –” (77).
• ~What is Ma suggesting?
• ~How do you think different people reacted to this in the 1930s. Consider:
• ~~Small farmers
• ~~Growers associations
• ~~Californians (in contrast to the “Oakies”)
• ~~Government officials
• ~Predict: is this foreshadowing some later events?
• ~This is a recurring theme. Return to this passage later in the novel when similar statements are made, especially chapter 26.
• Do men and women think/feel differently about the past?
• Why are prices so low when the farmers sell their possessions?
• If you had to take only necessities, what would you leave behind and how would that affect you?
• ~If students have read Farwell to Manzanar , there is a similar scene when Mama is choosing what to pack when they are being forced to head to the camp.
• ~Compare and contrast what the women consider and what the men consider in deciding what stays and what they bring.
• ~“How can we live without our lives? How will we know it’s us without our past?” (88).
• ~~What does Ma mean by this?
• ~~What defines someone’s life? What defines your life?
• ~~Pair this with the Identity Charts activity.
• Compare and contrast how each character handles leaving.
• Discuss personal experiences of moving, leavings, or moving on.
• “They were afraid, now that the time had come – afraid in the same way Grampa was afraid” (112). Explain. What are they afraid of?
• Modern conveniences and appliances are not seen in chapter 10. How much different were the lives of the Joad family compared to our lives today?
• ~Consider this: there are homeless people who still have a cell phone.
• Why did Ma burn the box of keepsakes/memories (108)?
• ~If students have read Farwell to Manzanar , there is a similar scene when Mama is choosing what to pack when they are being forced to head to the camp. Additionally, are Ma Joad’s actions similar to when Papa burned his Japanese flag and papers?
• What is Steinbeck saying about Muley by using similar descriptions of the life of abandoned cats (116)?
• “Wrecks along the road, abandoned. Well, what happened to them? What happened to the folks in the car? Did they walk? Where are they? Where does the courage come from? Where does the terrible faith come from?” (122).
• ~Speculate on what happened to the people who abandoned their cars.
• Interstate commerce an emigration.
• ~What are the laws?
• ~Why did Los Angeles police patrol the California borders?
• ~Was this legal?
• ~Do you agree with their actions?
• ~Do you feel the same about the Border Patrol at our international borders?
• Steinbeck considered this chapter the first in the second part of the novel. In Working Days Steinbeck wrote “…the first general and it must have the meat of the whole second volume in it” (37)?
• ~Why was this chapter so important?
• ~What themes, ideas, feelings, etc. is Steinbeck trying to get across?
• ~Predict what will happen in the coming chapters.
• In Working Days , Steinbeck says that the characters “…must be an over-essence of people…” (39).
• ~What does he mean?
• ~Why does he need the characters to be like this?
• ~Does he succeed? How does this affect the story?
• In Working Days , Steinbeck says that the Joad family’s first communication with other migrants is “very important” (39).
• ~Why is this scene so important?
• ~What do you see as important in their communication and interactions with the Wilson family?
• Casy says “But they’s somepin worse’n the devil go hold a the country, an’ it ain’t gonna let go till it’s chopped loose” (129).
• ~What do you think Casy is referring to?
• ~Is Casy anti-capitalist? Is he anti-American?
• ~How do you think different people would react to this statement today?
• What are your feelings/impressions of Rose of Sharon? Of Connie?
• Compare and contrast the Wilsons, the fat man, and the salesman.
• Discuss Casy’s prayer on page 144.
• ~What is Steinbeck’s message in this prayer?
• ~What do you think about Casy’s message?
• Why did Grampa die?
• ~Would he have died if he had stayed home?
• ~Did the conditions of the trip kill him?
• Why was there fear of and resistance to the New deal?
• “For man, unlike any other thing organic or inorganic in the universe, grows beyond his work, walks up the stairs of his concepts, emerges ahead of his accomplishments” (150).
• ~Do you agree with this idea?
• ~Is this a positive or negative trait?
• What does Steinbeck mean when he writes “results, not causes” (150, 152)? Do you agree?
• Discuss the idea of “from I to We.” This is a big theme in the novel (and part of the Five Layers).
• ~What does Steinbeck mean?
• How was the social unrest of the Great Depression similar to that of the Great Recession of the early 2000s?
• ~Think about unions, protests, Occupy Wall Street, the 99%, etc.
• How are the different economic and social classes portrayed?
• ~Blue collar
• ~White collar
• Why are truck drivers so great?
• Which classes approve of FDR? Why?
• What is the fat man in the car worried about?
• At the top of page 158 Steinbeck writes about how a nickel “…has actually done a job of work…” unlike most other money.
• ~What is he alluding to?
• ~What is he placing more value on?
• “…an’ after them shitheels” (161).
• ~Does this erase the compassion that Mae showed?
• Who is more a preacher: Casy or Tom?
• Compare Ma and Rose (164-165).
• Ma’s revolt: “She was the power. She had taken control” (169).
• ~Is this true?
• ~Or had Ma always been in control?
• ~Predict: is this a turning point in the novel?
• ~Do you agree with Ma?
• Compare Casy’s method and Tom’s method. Climbing fences vs. putting one foot in front of the other (174, 176-177).
• Was Tom cruel to the man at the wrecking yard?
• ~What message is Tom trying to get across?
• Compare California dreams: Connie & Rose vs. Ma & the Family.
• ~Later, after Al begins to discuss his own ideas, separate Al from the family and return to this discussion.
• Steinbeck describes a social structure that is being built and rebuilt as the migrants move west. Describe/summarize the process.
• ~How do you think Steinbeck feels about rules, laws, and governments based on this chapter?
• ~How do you think different people would react to these ideas today?
• What is ostracism? Do you agree with Steinbeck that ostracism is worse than fighting (194)?
• Compare California as the Joad family had hoped it would be versus what the men in the river describe (204-208).
• Why does Noah leave (208-209)? Why does Tom not try to stop him?
• ~If keeping the family together were so important (think of Ma’s revolt in Chapter 16), then why didn’t she make the family look for Noah?
• Write about what happens to Noah after he leaves the family.
• Ma’s description of life, death, and birth (209-210).
• What do you think of Ma’s reaction to the sheriff (213-214)? Do you agree with her actions? What, if anything, could she have done differently?
• Is Tom becoming the leader of the family?
• “We ain’t never been dirty like this. Don’t even wash potatoes ‘fore we boil ‘em” (217).
• ~What is the importance of this statement and the image it creates? How does it compare to what people said and thought of “Oakies?”
• ~Return to this idea in chapter 22.
• What is courage (221)?
• Compare the description of the land on pages 221-222 with the description on page 227.
• ~Why does Steinbeck create such an image of hope on page 227 and then immediately follow it with the news of Granma?
• ~Which is stronger in the Joad family? Hope or despair?
• “Casy said gently, ‘Sure I got sins. Ever’body got sins. A sin is somepin you ain’t sure about” (224).
• ~What does Casy mean?
• ~Do you agree?
• ~What do you think about “Them people that’s sure about ever’thing an’ ain’t got no sin…” (224)?
• ~~How do you think readers at the time reacted to this idea?
• Write about what happens to the Wilsons after the Joad family leaves.
• Is Steinbeck calling for a revolution?
• Is Steinbeck anti-capitalist? Is he a socialist? A communist?
• How do you think different people reacted to this in the 1930s. Consider:
• ~Small farmers
• ~Growers associations
• ~Californians (in contrast to the “Oakies”)
• ~Government officials
• How do you think different people would react to this chapter today?
• Why was there no revolution by nonwhites?
• Why did socialism not develop and take hold in the United States as it did in parts of Europe?
• Was there a revolution as Steinbeck predicted? Was there a different kind of revolution?
• Read the descriptions of the different camp sites near the river (241-242). How does this compare to the migrant life the Joad family has endured thus far?
• ~Why are the two different campsites different? What causes one to be worse than the other?
• ~Extension: read chapter 2 of The Harvest Gypsies . Discuss the causes and effects found in the chapter.
• How does Steinbeck build tension in this chapter?
• In what ways are people held back? Held down?
• ~Examples: division, vagrancy laws, greed, wage exploitation, abuse of power by police
• Why did Casy have “…a look of conquest” (267)?
• Do you agree with what Casy did? Was it a good thing? A bad thing?
• Why does Connie leave? What are your feelings on this?
• Predict/write: What happens to Connie after he leaves the family?
• Why does Tom lie to Rose about Connie (277)?
• ~What do you think about this? Was it a good or bad thing to do?
• Tom complains “They’re a-workin’ away at our spirits… They’re workin’ on our decency” (278-279).
• ~Who are “they?”
• ~How are “they” working on the spirits and decency of people like the Joad family?
• ~Extension: read chapter 4 of The Harvest Gypsies where Steinbeck talks about dignity. How does his definition of dignity apply to this passage?
• Did Connie betray the family when he left? What about Noah? Casy?
• Write a scene where Casy is in jail. What happens to him? Does any of the advice Tom gave him about prison help?
• Extension: for a different perspective of “Reds” and violence, read Steinbeck’s short story “The Raid” in The Long Valley .
• Compare the fear of “Oakies” with the fear of illegal immigrants today.
• What makes everyone in Weedpatch camp so kind?
• Timothy and Wilkie Wallace help Tom get a job (293). Why do they do this? Should they have?
• “There’s always red agitators just before a pay cut” (295).
• “Those folks in the camp are getting used to being treated like humans. When they go back to the squatters camps they’ll be hard to handle” (296).
• Tom’s pride when working. How does this compare to FDR’s ideas about the WPA and the New Deal?
• Read the third paragraph on 298 which culminates with Timothy saying “…we’re all reds.”
• ~Why does Steinbeck include this scene?
• ~What is his message?
• ~How do you think different people would react to this passage today?
• The life of the poor and farmers in the 1930s. The Joad family had never seen a modern flush toilet before!
• “The Committees are good in this camp because they do know” (305).
• ~What does this mean?
• ~How does this connect to chapter 17?
• The importance of appearance. Ma wants the family washed and looking as good as possible. Why?
• ~How does this connect to what she said in chapter 18 about the family being dirty?
• What does Steinbeck think about government?
• What are the different sources of dignity shown in this chapter?
• What is the difference between charity and the poor helping each other? Why is one bad and the other good?
• The Protestant work ethic vs. charity and failure.
• Extension: In Working Days (70) Steinbeck says “I want to show how valuable Ma is to society – and what a waste there is.”
• ~What is Ma’s value? How does Steinbeck show this?
• ~What is the “waste?”
• Extension: Read “Breakfast” in The Long Valley .
• ~How does this compare to the scene on page 289 when Tom joins the Wallace family for breakfast?
• ~~Note: the scene on page 289 is a rewrite of “Breakfast.”
• ~How does this compare to the scene on page 192 in the roadside camp?
• Extension: Read pages 51-55 in Travels with Charley .
• ~How does this scene compare with the breakfast scene in The Grapes of Wrath (289)?
• Extension: Read pages 66-69 in Travels with Charley .
• ~Compare Steinbeck’s views on government to his commentary on government and governing in Weedpatch camp (and outside of it).
• How important is music and entertainment?
• Even though the country was in the Great Depression, people still went to the movies, still held dances, and still listened to popular music.
• ~Go deeper into this idea with the activity Period Music.
• Arming and organizing the people (345). What are your thoughts on this?
• ~Is this a dangerous, revolutionary idea?
• ~~How does this idea compare to the idea of “open carry” states? With militias?
• “I been thinkin’ maybe we ought to git up a turkey shootin’ club an’ have meetin’s ever’ Sunday” (345).
• ~Compare this to the Black Panthers, militias, and the NRA.
• ~What if these same statements were made, not by poor white people, but by nonwhites?
• “In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage” (349).
• ~Why does Steinbeck call the novel The Grapes of Wrath .
• ~~Note: It was named by his first wife, Carol, after a line in “The Battle Hymn of the Republic.”
• ~What is the message Steinbeck is sending with the title of the book?
• ~Why is the title of the novel revealed in the narration itself?
• “Every’thing you do is more’n you” (353).
• ~What does Ma mean by this?
• ~Do you agree with her?
• “Horse is a hell of a lot more worth than a man” (358).
• ~This is an important concept throughout the novel.
• “Learnin’ it all the time, ever’day. If you’re in trouble or hurt or need – go to poor people. They’re the only ones that’ll help – the only ones” (376).
• ~Ma is finding this to be true. But is it true in the real world?
• ~What is the overall message of this statement?
• Casy and his new calling – to lead the people, to lead strikes.
• “Jus’ goin’, an’ getting’ goddamn sick of it” (402).
• ~What does Al mean here?
• ~Predict what happens in the following chapters
• “It’s need that makes all the trouble” (382). Casy tries to explain to Tom something he has figured out. What is he trying to say? What has he learned?
• Casy compares his journey to that of Jesus (381). Is this inspirational, or blasphemous?
• “Gives ya a funny feelin’ to be hunted like. I’m getting’ mean” (403).
• ~Ma says this. Who in the novel would you have expected to make this statement?
• ~Is it more important or does it make a stronger impact being said by Ma?
• What are Casy’s religious, spiritual, and social influences?
• ~Christianity, Buddhism, socialism.
• Extension: Read “The Raid” in The Long Valley . Compare this to the attack on Casy’s group and the way the gate guards talk (377-378, 381-387).
• Extension: Read about company camps in The Harvest Gypsies (chapter 3).
• California dream of working, buying a piece of land, and farming versus the reality of saving for winter and facing months of no work.
• How have the hopes and expectations changed up to this point in the novel?
• Predict: What do you think will happen to the Joad family in the next chapters?
• How and why did Ma become the leader of the family? Or was she always the leader?
• Tom’s speech on page 419 is one of the most famous passages in the novel. Is this speech the peak pinnacle of the story?
• ~What other powerful speeches and moments in the book compare?
• Ma talks to Pa about how women and men handle change differently (423). Do you agree? What are your thoughts on this?
• This chapter began with hope. How does it end?
• How does Steinbeck change the pacing and create tension in this chapter?
• Why does Rose of Sharon react the way she does to hearing about Al and Aggie?
• Discuss this further after completing the novel.
• Once again Steinbeck returns to a scene where the women are watching the men to see if they break (434-435). Compare this to the original scene on pages 3 and 4.
• ~Compare the conclusions of each scene. In both scenes the women remain unbroken, but the reasons are different.
• ~As the reader, are you left with hope or despair at this point?
• Extension: In Working Days Steinbeck writes of this chapter “The last general must be a summing of the whole thing. Group survival” (88).
• ~Does chapter 29 accomplish this goal?
• ~Is it an effective summary?
• Predict: How will the novel end?
• Is Pa to blame for the family being stuck?
• Did Rose of Sharon know that she was going to lose the baby?
• Uncle John sends to set the baby’s body into an apple box and floated it down stream (448).
• ~This is a graphic scene. What is Steinbeck trying to accomplish with it?
• ~Do you agree with what Uncle John did? Is he sending a message? Is he doing something cowardly? Mean?
• Write/Predict: What happened to Tom? He is never mentioned after Ma left him in his hiding place.
• The last words of the novel describe Rose of Sharon as she nursed the starving man. “She looked up and across the barn, and her lips came together and smiled mysteriously” (455).
• ~What are your thoughts on this ending? On this scene?
• ~What does it mean that she “smiled mysteriously?”
• Steinbeck insisted that the ending to the novel not be changed, he refused to alter it. He insisted that the dying man be a stranger and that he be an anonymous character.
• ~Why? Why is the man a stranger? Why end the novel in this way?
• Compose a newspaper article, letter, journal entry, poem, or song about the flooding.
• Write your own general chapter to end the novel. Does it end in hope or despair.
• Extension: Dive deeper into the ending by reading Steinbeck’s letter to his publisher Pascal Covici ( Life in Letters , 178-179).
• ~“I’ve done my damndest to rip the reader’s nerves to rags, I don’t want him satisfied.”
• ~“…I tried to write this book the way lives are being lived not the way books are written.”
• ~Do you think Steinbeck achieved these aims?
• Does the novel end with hope, or despair?
• The Grapes of Wrath was banned in Kern County, California (where the Joad family spend their time once reaching California).
• ~Why was the novel banned?
• ~What particular themes, scenes, or ideas may have prompted the banning?
• ~Who wanted the book banned?
• How does Steinbeck treat Oakies in the novel?
• ~Some people complain that they are treated poorly, as if they are stupid.
• ~Some people claim that they are the true heroes of the book.
• Is The Grapes of Wrath still relevant today?
• ~Why or why not?
• ~Have working conditions changed?
• The Grapes of Wrath warns that change is coming – revolution perhaps.
• ~Did change come? Was it revolutionary (even if it was not a revolution)?
• Why read The Grapes of Wrath today?

Post Activity/Takeaways/Follow-up

• Takeaways have been included above.
• Teachers can have students write an evaluation of the project and what they have learned.
• Students can write short papers based on discussions.

Periodic tests/quizzes and short papers on each section would be useful.

Common Core State Standards Met

• Reading Standards for Literature 6-12
• ~Key Ideas and Details: 1, 2, 3
• ~Craft and Structure: 4, 5, 6
• ~Integration of Knowledge and Ideas: 7, 9
• ~Range of Reading and Level of Text Complexity: 10
• Writing Standards 6-12
• ~Text Types and Purposes: 1, 2, 3
• ~Production and Distribution of Writing: 4, 5, 6
• ~Research to Build and Present Knowledge: 7, 9
• ~Range of Writing: 10
• Speaking and Listening Standards 6-12
• ~Comprehension and Collaboration: 1, 2, 3
• ~Presentation of Knowledge and Ideas: 4
• Language Standards 6-12
• ~Conventions of Standard English: 1
• ~Knowledge of Language: 3
• ~Vocabulary Acquisition and Use: 5, 6
• Reading Standards for Literacy in History/Social Studies 6-12
• ~Key Ideas and Details: 1, 2
• ~Integration of Knowledge and Ideas: 8
• Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12

Additional Information

Additional Steinbeck resources listed above:

Steinbeck, John. Steinbeck: A Life in Letters. New York: Viking Press, 1975. Print.

Steinbeck, John. The Harvest Gypsies: on the Road to the Grapes of Wrath . , 2017. Internet resource.

Steinbeck, John, and Robert J. DeMott. Working Days: The Journals of "The Grapes of Wrath", 1938-1941 . New York: Penguin Books, 1990. Print.

Related Lesson Plans for this Work

Introduction.

Introduce students to John Steinbeck, The Grapes of Wrath, its characters, the setting, and the contextual background, including the Great Depression.

Controversial Topics

Prepare students for the controversial issues they will encounter in the classroom while reading The Grapes of Wrath.

Farming Changes

Examine the transition from small agrarian farming to the large mechanized, industrial farms prevalent in California.

Setting the Context - The Great Depression

Set the novel into the broader context of what was happening around the country in the 1930s.

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English Short Story “Grapes are Sour” Complete Moral Story for Class 7, 8, 9, 10, 12 Kids and Students.

The Fox and The Grapes

Once a fox was wandering in a forest in search of food. He was feeling very hungry. He thought to get some food but in vain. He at least reached a garden. He searched for food here also. At some distance, he saw a vine on a wall and bunches of grapes bung on the vine. The mouth of the fox watered to see the sweet grapes. He thought to get those grapes to eat. Therefore, he jumped again and again at bunches but failed. Having been tired of the attempts he went away from there saying that the grapes were sour. The fox did not blame himself for his failure to get at the grapes but blamed the grapes for being sour.

Moral: Grapes are sour.

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