the visit short story questions and answers grade 10

Short Stories with Questions Worksheets

Kyle’s New Beginning

Ellie’s Thoughtful Gesture

George And Bingo

First Day Of School

The New Neighbor

The Lost Teddy Bear

The Twin Swap

Under The Old Tree

Playing Ball With Smokey

Pizza For Polly

Spelling Woes

The Playtime Solution

Sleeping On The Job

Morning Quality Time

Rocket Launch Adventure

All about these 15 worksheets.

These short stories with questions worksheets were designed to help students improve their reading comprehension skills by using short fictional stories and accompanying questions. These worksheets are commonly used in language arts classes and reading programs to improve students’ understanding of the text, develop critical thinking abilities, and encourage thoughtful responses to the content.

The structure of short stories with questions worksheets include the following components:

Short Story – Each worksheet features a short fictional story, typically one to three pages in length. The story may vary in genre, such as adventure, mystery, science fiction, fantasy, or realistic fiction. The stories are chosen to be engaging and age-appropriate for the target audience, which can range from early elementary to high school students.

Comprehension Questions – Following the short story, a series of questions are presented. These questions assess various aspects of the reading, including literal comprehension, inference, interpretation, critical thinking, and analysis. The questions may be multiple-choice, short-answer, or open-ended, depending on the worksheet’s purpose and grade level.

Vocabulary and Language Activities – Some worksheets include vocabulary words from the story, encouraging students to identify, define, or use them in sentences. These activities help improve language skills and reinforce new words encountered in the story.

How Do These Reading Worksheets Help Students?

Comprehension and Critical Thinking Improvement – These worksheets encourage active reading and help students develop strategies for understanding and analyzing texts effectively. The questions on the worksheets prompt students to think critically, make connections, infer meaning, and draw conclusions based on evidence from the text. Short stories with questions worksheets can be adapted to various age groups and reading levels, making them suitable for diverse classrooms.

Enhancing Reading Fluency – By encountering new words in context and engaging in vocabulary activities, students can expand their language skills and improve their vocabulary. Frequent exposure to short stories helps students build reading fluency and gain confidence in their reading abilities.

Encouraging Reflection and Analysis – Writing prompts and open-ended questions encourage students to reflect on the story’s themes, characters, and events, fostering deeper engagement with the material.

Incorporating these strategies into their reading routine can significantly enhance a student’s ability to comprehend what they read in short stories and other types of texts. Reading comprehension is a skill that improves with practice and active engagement, and with consistent effort, students can become more proficient readers and critical thinkers.

How To Be Successful With Reading Comprehension Worksheets

Improving reading comprehension in short stories is a crucial skill that enhances a student’s overall literacy and understanding of various texts. Here are some effective strategies that students can use to enhance their ability to comprehend what they read in short stories:

Active Reading – Encourage students to actively engage with the text while reading. This includes underlining or highlighting key points, jotting down notes in the margins, or using sticky notes to mark important sections. These practices help students stay focused, identify significant details, and retain information.

Pre-Reading Strategies – Before diving into the story, students should preview the text by skimming the title, headings, and subheadings. This provides a sense of what to expect in the story and helps activate prior knowledge related to the subject matter.

Set a Purpose for Reading – Students should establish a clear purpose for reading the short story. Whether it’s to understand the main idea, identify the central theme, or analyze the characters, having a specific goal in mind helps maintain focus and comprehension.

Break the Story into Sections – Encourage students to break the short story into manageable sections or chunks. After reading each section, they can pause to summarize what they have learned and make connections to the overall narrative.

Identify Story Elements – Help students recognize the essential elements of a short story, such as characters, setting, plot, and theme. Understanding these components enhances comprehension and enables students to grasp the story’s overall structure.

Ask Questions – Encourage students to ask questions as they read. Questions can range from basic ones, such as “What happened next?” to more analytical ones, like “Why did the character make that decision?” Questioning helps students actively engage with the content and deepen their understanding. Encourage students to make predictions about the story’s outcome based on the information they have gathered. This strategy fosters active thinking and encourages students to look for evidence to support their predictions as they read.

Summarize – After reading the short story, have students write a concise summary of the plot or the main points of the narrative. Summarizing helps reinforce understanding and aids in memory retention.

Visualize – Encourage students to create mental images or visualizations of the events and characters in the story. Visualization enhances comprehension by making the content more vivid and relatable.

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ENGLISH FAL Gr. 10 T1 W7: TOPIC Literature: Short Stories ; Prepared Speaking

TERM 1 Week 7 TOPIC Literature: Short Stories; Prepared Speaking

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The Visit Questions and Answers

The Question and Answer sections of our study guides are a great resource to ask questions, find answers, and discuss literature.

Ask a question and get answers from your fellow students and educators.

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The Visit To The Mansion Questions & Answers

Hi Everyone!! This article will share The Visit To The Mansion Questions & Answers. In my previous posts, I have shared the questions and answers of Be Prepared , I Stood Against The Window and Tine And The Faraway Mountain so, you can check these posts as well.

The Visit To The Mansion Questions & Answers

Question 1: choose the correct option:, (a) jo wanted to ask her mother.

i. if she could visit Laurie. ii. if she could invite Laurie home. iii. what to gift Laurie.

(b) Laurie started cleaning and arranging things in his room because

i. his grandfather had asked him to clean his room. ii. he wanted it to look good and ready for his guest, Jo. iii. he was bored as he had nothing to do.

(c) Jo felt sorry for Laurie because

i. he did not want to read all the books he had. ii. his grandfather never talked to him. iii. he was unwell and lonely while she had fun with her family.

(d) Jo started dancing when they reached the library because

i. her dream of visiting the mansion had finally come true. ii. she was extremely happy to see the innumerable books, pictures, statues, tables and the great fireplace there. iii. she would not have to meet old Mr Laurence in the house.

Question 2: Why did Jo toss up a snowball?

Answer: Jo tossed up a snowball to attract Laurie’s attention and make him look out of his window.

Question 3: Why did Laurie invite Jo to his house?

Answer: Laurie was unwell and alone at home. He invited Jo to come to his house as he was lonely and bored and knew that he would feel better if he had someone to talk to.

Question 4: What gifts did Jo bring for Laurie? Which one did he like the most?

Answer: Jo brought some blancmange and three tint kittens for Laurie. He liked the kittens the most.

Question 5: How did Laurie know all the March sisters?

Answer: Laurie could often hear the March sisters talking to each other. Sometimes, he also saw them sitting around the table with their mother. That is how he knew all of them.

Question 6: Why did Laurie’s grandfather not allow him to visit their neighbours?

Answer: Mr Laurence thought that people who did not know Laurie would feel disturbed if Laurie visited them. So, he did not allow him to visit their neighbours.

Question 7: “What richness!” sighed Jo. What do you think Jo is referring to?

Answer: Jo is referring to the innumerable books in the library.

Question 8: Why did Laurie leave Jo alone in the library? Did she mind? Why/Why not?

Answer: Laurie went to meet the doctor who had come to check if he was recovering well. No, Jo did not mind. She was very happy to be surrounded by the innumerable books and was looking at the portraits with great curiosity and interest.

Question 9: “Theodore Laurence, you should be the happiest boy in the world.” Was he the happiest boy? Why/Why not?

Answer: Laurie was very lonely so, he was very unhappy. He could hear the March sisters talking to each other and playing together all day but he had no one to talk to. Sometimes, he could see them sitting with their mother at a table. This made him sadder as it reminded him that he did not have the warmth and loving company of his family.

Question 10: “I’m not afraid of anything,” Jo replied. Was Jo really very brave? Explain.

Answer: No, Jo was not very brave. On hearing the bell, Jo thought that old Mr Laurence had returned and with great alarm, asked Laurie what she should do. She was really frightened that she would meet old Mr Laurence in the house. So, these were The Visit To The Mansion Questions & Answers.

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Question and Answer forum for K12 Students

The Midnight Visitor Extra Questions and Answers Class 10 English Footprints Without Feet

In this page you can find The Midnight Visitor Extra Questions and Answers Class 10 English Footprints Without Feet, Extra Questions for Class 10 English will make your practice complete.

The Midnight Visitor Extra Questions and Answers Short Answer Type

Question 1. Why did Fowler want to meet Ausable? Why was he disappointed? Answer: Fowler was a young romantic writer. He loved adventure and thrill. He was always interested in knowing the lives of secret agents. He wanted to meet Ausable who was on a secret assignment. He was a little disappointed when he found nothing mysterious and romantic in Ausable. Ausable, in fact, was a fat, ordinary person.

Question 2. Who was Henry? What role did he play in Ausable’s plans? Answer: Henry was a waiter at the French hotel where Ausable had a room. He played a vital role in helping Ausable’s plan as it was Henry’s knock at the door which frightened Max as he mistook it to be a policeman at the door. This confusion forced Max to jump from the window assuming it to be a balcony and hence helping Ausable’s plan to get rid of Max.

Question 3. What was someone expected to bring to Ausable’s room? Answer: Ausable expected to get a very important report about missiles, which was to be delivered to him after midnight.

Question 4. Why was Ausable angry with the hotel’s management? Answer: Ausable pretended to be angry with the hotel management because they had not paid any attention to the balcony that was a safety threat for him. In fact, he fabricated a story about the non-existent balcony to trap Max.

Question 5. How did Max enter the room? Why did he do so? Answer: Max entered Ausable’s room through the main door, using a pass key. He wanted to take the important report from Ausable. Therefore, he decided to give a shock to Ausable. He thought it would be easy to overpower Ausable by giving him a shock.

Question 6. Was there a balcony outside the window? Give instances from the text in support of your answer. Answer: There was no balcony outside the window. The following lines show that there was no balcony: “And then as he dropped, he screamed once shrilly.” “But what about the man on the balcony?” Fowler asked “No” said Ausable, “he won’t ever return.” Thus, we know that the man had died after jumping from the 6th floor.

Question 7. Did Fowler find this episode thrilling or disappointing? Give a reason for your answer. Answer: Fowler found this episode quite thrilling. In the beginning, he was not impressed by the personality of Ausable who did not fit as a secret agent. As he had read about the mysterious figures, the crack of pistols and drugs in wine, the fat Ausable did not impress him much. But he was not able to believe the quick answer and smartness of Ausable. The whole episode appeared to be quite unbelievable.

Question 8. Why did Ausable ask Fowler to cheer up? Answer: Ausable knew that Fowler wanted to see something mysterious and romantic. Ausable asked him to cheer up as he was going to receive an important report concerning some new missiles. Many people had risked their lives. Therefore, there could be some drama in his room.

Question 9. What story did Ausable fabricate about the balcony? Answer: He told Fowler that the balcony in his room had become a nuisance for him. He told him that his room used to be the part of a large unit and through the balcony any one could come to his room as the adjoining room was empty.

Question 10. How do you know that Ausable was a clever secret agent? Answer: Ausable was really a clever secret agent as is evident from the story. He told a false story about the existence of a non-existent balcony. Knowing very well that the waiter was knocking at the door, he told him about the police.

The Midnight Visitor Extra Questions and Answers Long Answer Type

Question 1. Ausable has the ability to think quickly, act calmly and wisely in a situation of danger and surprise. These are some values and skills that save us from danger. How did Ausable use the above skills in the story, ‘The Midnight visitor’? Answer: Ausable wins over a very critical situation by his sheer presence of mind without using any physical force. He was a quick witted secret agent. He made Max believe that he was scared on finding him inside his room with a pistol in his hand. He befooled him about the balcony, knowing very well that there was no balcony in that room.

He fabricated a story about the arrival of the report and the police. When there was a knock at the door, he convinced Max that it was police. Max got scared and jumped into the non-existent balcony to death. This is how Ausable proved that presence of mind is more powerful than physical force. Ausable had the qualities of being calm, quiet and wise in a dangerous situation. These are the values that one can practise in adversity. Ausable overpowered Max because of these qualities.

Question 2. What is superior, physical strength or intelligence in a difficult situation? Which one of these qualities and skills would you stress upon? Why? Elaborate with reference to the story, ‘The Midnight Visitor’. Answer: Physical strength and intelligence both have their own importance. These are complementary to each other. Intelligence without physical ability is useless and vice versa. But out of the two intelligence is superior. Use of physical strength may lead to violence and bloodshed but use of intelligence saves one without any bloodshed or violence. In the story ‘The Midnight Visitor’ Ausable wins over a very

critical situation by his presence of mind without using physical force. He got rid of another secret agent Max with his intelligence. He proved that presence of mind is more powerful than physical force. I would stress upon more on intelligence but will not ignore physical strength at the same time.

Question 3. How did Ausable get rid of Max? Would you call the act of Ausable a violent act? Do you support violence in prevention of crime? Answer: Max was in Ausable’s room with a pistol in his hand. When there was a knock at the door Ausable convinced Max that it was police. He excited him to hide himself on the non-existent balcony. Max, in terror, jumped from the sixth floor and met his end. No, it cannot be called non-violence. Ausable saved himself but led Max to death. He made him jump from the eighth floor.

He concocted the story of a non-existent balcony and convinced him to hide there. He trusted him and jumped to death. Violence should never be supported but in prevention of crime it is inevitable. We cannot tackle the criminals without the use of weapons and violence is inevitable.

Question 4. Give a brief character sketch of Fowler? Answer: Fowler is a young romantic writer, who loves reading mysterious stories. He has a fantasy to meet a secret agent or to see mysterious figures in the night, the crack of guns, drugs in wine, etc. He is not much interested in meeting dull people. He gets easily bored and disappointed. Though he is a writer, he is very timid by heart.

He easily loses his cool and gets nervous. The moment he enters Ausable’s room and his eyes meet Max with an automatic pistol in his hand, he is thrilled. He is scared, the moment he realises that it is a waiter and not the police who has knocked at the door. He wants to know about the man in the balcony. He has a horrible experience with Ausable tackling risky situations so calmly.

Question 5. How does Ausable convince Max that there is a balcony in his room? How does his intelligence and presence of mind help him? Answer: Ausable had realised that Max had no idea about the balcony in his house. He quickly thought of a plan. When the bearer came to the room and knocked at the door, Ausable fabricated a story to convince Max about the balcony. The moment Max realised the danger, he jumped on to the balcony; which turned out to be fatal.

The way Ausable complained about the existence of the balcony which had created a nuisance earlier also, Max could not think it to be wrong and willingly jumped to his death. Ausable was an intelligent secret agent. He could think quickly. He knew that Max was scared and he used his ignorance and foolishness in his own favour. His intelligence and presence of mind helped him in a dangerous and critical situation.

Question 6. Max was a cunning spy but his carelessness and foolishness proved fatal for him. Do you agree? How do casual carelessness and foolishness spoil our life? Answer: Max was no doubt a careless and foolish person who could be termed as a blot on the image of a secret agent. Max was on an important mission to procure a vital report regarding some new missiles. So it becomes obvious that the person assigned such task should be witty and a perfect planner but Max did not take any pain to inspect the hotel or Ausable’s room in advance. Max fell into the trap of false story and jumped onto a non-existent balcony, which eventually cost him his life.

No doubt Max was also equally clever but he had a flaw in his personality. He trusted his rival without the application of his mind. He fell victim to his carelessness and foolishness. Yes, our carelessness and foolishness may prove fatal.

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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Tenth Grade (Grade 10) Short Stories (Fiction) Questions

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• situational
• cultural issues
• political issues
• human nature
• the nature of chance
• A bigger house
• To be emperor
• He doesn't wish for anything
• He wants it for himself
• He thinks it will sell for a lot of money
• He knows it can be very harmful if used improperly
• The paw is fake and he was lying
• Relaxed and relieved
• Anxious and upset
• Angry and confused
• Joyful and amazed

This question is a part of a group with common instructions. View group »

• He is courageous
• He is afraid
• He is clever
• He is a fighter
• Mr. Summers won the lottery.
• Young Bill won the lottery and helped his family.
• Winning the lottery turned out to be a bad thing.
• No one won the lottery.
• A butterfly's natural death
• A dinosaur's natural death
• A butterfly's unnatural death
• A dinosaur's unnatural death
• nothing because they do not receive one
• a black spot
• less than two hours
• less than two days
• more than two weeks
• more than two months
• The sniper is killed by his own brother.
• Shots from each shooter kills the other.
• The sniper kills his own brother.
• The old lady that the sniper killed was his mother.
• Mrs. Delacroix
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• Dublin, Ireland during the Irish Civil War
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May 27, 2016

13 short stories for engaging secondary students & teaching literary elements.

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These are great selections. I don't, however, think Big is similar to Sound of Thunder or Groundhog Day.

I'm not a teacher but your list prompted me to sigh up for your blog. thought provoking and well written

I would love a list of engaging short stories for my 10th grade English class that include African American characters

Sharon, That would be a great list to have. "Thank You Ma'm," which is one the above list, would work. I've also taught "Marigolds" and used excerpts from larger works like Black Boy and Invisible Man.

"A Worn Path" is a great option.

Great list! I've used many of them in my high school English classes over the years. The Scarlet Ibis is one of my personal favorites, too.

What short stories by a Mexican-background or Central American-background writer might you suggest? I saw the Cisneros' recommendation. Thank you.

Hi Christine, "American History" by Judith Ortiz Cofer or any of her other short stories would be good. I've used excerpts from Jimmy Santiago Baca's autobiography, A Place to Stand, excerpts from Luis Rodriguez's autobiography, Always Running, and short stories from Drown by Junot Diaz with high school students. Hope those help! Thanks, Brynn Allison

I purchased the lesson 4. The Lady, or The Tiger? by Frank Stockton, however I am not able to open it. It keeps giving me an error message.

Hi Stacy, Thanks for reaching out to me. It sounds like a tech issue with the download so it might be best to contact TPT Help directly about your purchase or send me an email at [email protected] and I can put in a help ticket for you. Thanks, Brynn Allison

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"the lottery ticket", written by anton chekhov.

A wise man once said, "Mo'money; mo'problems." This Chekhov classic brings those harsh words to life. The story is about a married couple who have a close encounter with a winning lottery ticket. This story helps to remind readers about what's really important in life. Suggested reading level for this text: Grade 5-9.

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October 28, 2023 ·

My 7 Favorite Short Stories For 9-10 Grades

9-10 ELA Strategies · Planning Content & Choosing Curriculum

I recently finished work on my Short Story Unit for 9-10 grade ELA . Rather than pick stories and pair skills with each, I decided to pick skills and allow YOU to pick a story for each. As I created the unit, I noticed a trend as I was making short story recommendations. There were some that seemed to work with just about every story. Here are my favorite short stories for 9 th or 10 th grade, based on student interest, skill application, or even just personal preference!

This post contains affiliate links, which can earn me a small commission. I only include affiliate links to products I use myself have used or strongly endorse. 

“Lather and Nothing Else” by Hernando Tellez

Without fail, I choose this as my first short story. Short stories are always our first unit of the year, so that means we’re usually studying this story on day 2 or 3. In this short story , the narrator, a barber, gets a visit from a new customer. Captain Torres is the leader of the military, and he revels in bloodshed and torture. As the narrator prepares Torres for a shave, he grows more and more nervous, worried that the commander can sense that he’s actually a spy for the resistance. The central question of the story is if the narrator will kill the captain, but expose his place in the resistance, or let him escape his blade.

I like to read this aloud, while my students annotate the narrator’s dilemma. It’s only a few pages long, and by the time I get to the story’s climax you can hear a pin drop. Afterwards, they usually have lots to talk about (thanks to a twist ending!). I use this story to analyze plot, but it is also great for analyzing point of view and conflict.

“Dead Men’s Path” by Chinua Achebe

Most people know Chinua Achebe for his groundbreaking novel, Things Fall Apart . But did you know he also has a strong arsenal of short stories? Like Things Fall Apart , this story is set in Nigeria and features a conflict between traditional values and modern beliefs. Michael Obi is the new headmaster of Ndume School. He is determined to make the school as beautiful and modern as possible, which is why he closes the ancestral pathway that cuts across the school campus. When a village elder explains that the ancestral path connects the village with the world beyond, he asks if the two could simply coexist. Obi refuses, insulting the villagers’ beliefs throughout the conversation. You’ll have to finish the story yourself to see how it ends!

I find that is hard to analyze setting with students, beyond simply identifying elements of time and place. Achebe’s works are brilliant because so much of the conflict and theme is embedded in the setting, cross-cultural Nigerian villages. The story’s line, “Let the hawk perch and let the eagle perch,” is also a great way to introduce theme.

“Flowers for Algernon” by Daniel Keyes

I will admit, this is one of those stories that kind of destroys students. But in a good way! Charlie Gordon is a motivated young man, but he dreams of being smart, “like everyone else.” Charlie’s IQ is 73, and he qualifies for a groundbreaking new surgery that will triple one’s intelligence. It has already worked successfully on a mouse, Algernon, so now it’s time to try it on a human. After Charlie’s surgery, he grows so drastically in his intelligence that he outperforms everyone in his life, even his teachers and surgeons. Charlie discovers that the experiment didn’t make him “like everyone else,” but separated him even more.

This story is told through journal entries, complete with Charlie’s spelling and grammar mistakes from his original state. This is a great story for building sympathy for a character and self-reflection on the story’s message. It’s also a great for analyzing character growth, point of view, and irony.

“There Will Come Soft Rains” by Ray Bradbury

I wish I taught this story . I teach 10 th grade and this is taught in 9 th at my school, so I have to keep my hands off. But oh, how I love it! This is an unusual story as there are no human characters, at least not living. The story follows the goings-on of a fully automated house, surviving beyond the demise of its human inhabitants. Eventually, something misfires in the house’s mechanisms, and it falls in a fire.

This beautiful and haunting story gets its name from the Sara Teasdale poem of the same name. I usually reintroduce it during our study of Fahrenheit 451 , as it pairs well in a study of the role of technology. It’s also great for studying theme and setting.

“Harrison Bergeron” by Kurt Vonnegut and 2081

I first read this story when teaching 9 th grade at my first teaching job. This dystopian tale introduces us to a time where equality is emphasized so thoroughly that people must wear handicaps to inhibit their muscular strength, intellectual ability, or physical beauty. The main characters, George and Hazel Bergeron, are watching television when their son, Harrison, bursts into the screen. Harrison, a walking miracle of human achievement, has been imprisoned for his achievements. Onscreen, he sheds his handicaps and dances with a ballerina, defying the laws of the land and even the laws of gravity. The story ends with their sudden deaths, as the ruler of the land walks in and shoots them both.

While I found that students enjoyed the sudden and violent ending, many of my discussions fell flat. The book is thematically strong, but weak in character. That’s not Vonnegut’s fault, in fact I think that is the point. However, the story was adapted into a short film in 2009 called 2081 . The short film, starring Arnie Hammer, changes some of the original story’s plot and creates a deeper connection between Harrison and his father, as well as Harrison’s intentions when he goes on television.

Believe it or not, this is a rare circumstance where I, an English teacher, believes the movie is better. The short film is only 20 minutes long and leaves my students speechless, and me in tears. I’ve seen it dozens of times and it never ceases to astonish me. The website Teaching 2081 offers the short film for free, along with several teaching materials too!

“The Adventure of the Speckled Band” by Sir Arthur Conan Doyle

My last two stories on this list are on the longer side. I like to mix short and long short stories in my Short Stories Unit, so students can see a variety of styles. This is also a slower moving story. However, I find that many students are so fixated with murder mysteries and Sherlock Holmes as a character, that they’re willing to put in the effort.

In this classic Sherlock Holmes story , Sherlock and Watson are summoned to the estate of Stoke Moran. Helen Stoner fears for her life as the mysterious circumstances surrounding her sister’s death two years earlier are now happening to her. She fears that her stepfather, the wicked Dr. Roylott, is scheming against her, but she cannot prove it. In one terror-filled evening at the estate, Sherlock and Watson discover just how far Roylott will go to kill his stepdaughters. No matter how many times I teach this, my students never guess the ending!

I find that I have more success with this story, especially because it is so long, by pairing it with a few activities.

• We make a list of clues as we read, such as Julia’s bolted-down bed and the bellrope that goes nowhere. Why would those details be included if not as a clue?
• I begin each day’s lesson with a few 30 Second Mysteries . These short riddles get students to think outside the box and pay attention to detail, just as Sherlock and Watson must do in order to solve the case.
• I pair the story, which often takes us 3 days to get through, with clips from Sherlock Holmes movies and the television show. I like this clip , from Sherlock Holmes (2009), and this clip from the BBC show Sherlock, episode “A Study in Pink.” I prefer showing the earlier scene as well where John and Sherlock meet in the lab for the first time, if you have access to it.

“The Birds” by Daphne du Maurier

This is a story I pick because of personal experience. I read “The Birds,” then watched the Hitchcock movie of the same name, in eighth grade English class. I remember how much it terrified me. Ever since, I have had a distrust of birds, especially when they all flock in large numbers. The story is quite different from the Hitchcock film, in fact. The short story follows Nat, a British farmer living in coastal England. Nat notices the strange behavior of the birds before others do, then uses his ingenuity and resourcefulness to keep his family alive as the birds begin attacking people and their homes.

This is the longest story we read, and it usually takes 3 days to get through. I use it to highlight suspense. While the story is long, there is a purpose behind each scene. It’s a great choice for analyzing a building plot, growing tension, and the purpose of various characters. Plus, it’s delightfully scary!

Honorable Mentions:

• “Lamb to the Slaughter” or “Poison” by Roald Dahl
• “After You, My Dear Alphonse” by Shirley Jackson
• “The Necklace” by Guy de Maupassant
• “Everyday Use” by Alice Walker
• “A Jury of Her Peers” by Susan Glaspell
• “The Sniper” by Liam O’Flaherty
• “The Pedestrian” by Ray Bradbury
• “The Most Dangerous Game” by Richard Connell
• “The Scarlet Ibis” by James Hurst

As I said in the beginning, short stories units hold a valuable place in high school English. They localize a plot and often give us singular characters, rather than novels which feature subplots and many more characters. My newest Short Story Unit offers editable skill-based notes and no-prep practice activities or assessments that you can pair with the short story of your choice!

Reader Interactions

October 29, 2023 at 9:34 am

Gina, thanks for all these wonderful resources! You’re one of my favorites on TpT! I am curious about the short story version of “Algernon.” Where did you find it? I can only seem to find the novel.

October 29, 2023 at 9:38 am

Thanks Dorothy! The short story is linked in the first line, right after the heading for that section.

October 30, 2023 at 10:00 am

Thanks for this wonderful list! One correction — “Lather and Nothing Else” is by Hernando Téllez, not Horatio.

November 6, 2023 at 10:53 pm

Thank you! I do that every time!!!

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Friedrich Dürrenmatt

Ask litcharts ai: the answer to your questions.

Welcome to the LitCharts study guide on Friedrich Dürrenmatt's The Visit . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

The Visit: Introduction

The visit: plot summary, the visit: detailed summary & analysis, the visit: themes, the visit: quotes, the visit: characters, the visit: symbols, the visit: theme wheel, brief biography of friedrich dürrenmatt.

Historical Context of The Visit

Other books related to the visit.

• Full Title: The Visit (German: Der Besuch der alten Dame )
• When Written: 1956
• Where Written: Switzerland
• When Published: The play was written and produced in 1956.
• Genre: Dürrenmatt describes the play as a “tragicomedy,” a comic response to the tragic nature of life in the wake of WWII. The play can also be considered a contribution to the theater of the absurd, which portrays the hopelessness of human struggle in a meaningless world.
• Setting: The fictional small Swiss town of Güllen in 1956
• Climax: The climax of The Visit comes near the end of its third act when the townspeople of Güllen finally execute Ill, thereby wrecking any hope that Ill might be saved or that humanism might prevail over greed.

Extra Credit for The Visit

Movie love: The German actress and documentarian Charlotte Ker approached Dürrenmatt in the early 1980s with the hope of producing a documentary about his life. The result of their collaboration was not only the film (entitled Portrait of a Planet ), but also their marriage in 1984!

Politically active: Dürrenmatt was involved in global politics throughout his life and he wrote a number of articles supporting Israel during and following its six-day war with Egypt in 1967.

English that goes straight to the heart

Short Stories With Questions And Answers

A story is an imaginary account of people or situations that is told for entertainment. Everybody loves to read or listen to short stories. But writing them is not a simple task.

In this post, we present the top 25+ Short Stories With Questions And Answers. These are designed to challenge and improve your reading comprehension skills.

Daily Test - Attempt Now

Short stories with questions and answers #1.

Once there was a shepherd boy who looked after his sheep on a hill. He often felt bored and to have some fun, he would shout, “Wolf! Wolf! The sheep are in danger!” The villagers would rush to help, but there was never any wolf.

The boy found this amusing and did it again. This time, the villagers were annoyed but still came to help.

Then, one day, a real wolf appeared. The boy cried out for help, but no one believed him because of his past lies. The wolf scattered the sheep, and the boy felt very sad.

When the villagers finally came, the boy realized the consequences of his lies. An old villager comforted him, explaining that people don’t trust liars, even when they speak the truth. They promised to help find the lost sheep and went home.

Multiple Choice Questions:

What did the shepherd boy frequently shout to get the attention of the villagers?

• A) “Fire! Fire! The sheep are burning!”
• B) “Wolf! Wolf! The sheep are in danger!”
• C) “Help! Help! The sheep are under attack!”
• D) “Bear! Bear! The sheep are under threat!”

Answer: B) “Wolf! Wolf! The sheep are in danger!”

How did the villagers react when the boy cried out for help the first time?

• A) They ignored him.
• B) They scolded him.
• C) They rushed to help.
• D) They laughed at him.

Answer: C) They rushed to help.

What was the consequence of the boy’s lies when the real wolf appeared?

• A) The villagers praised him for his honesty.
• B) The villagers didn’t believe him.
• C) The villagers punished him for his past lies.
• D) The villagers celebrated his bravery.

Answer: B) The villagers didn’t believe him.

Why did the villagers finally come to help the boy?

• A) Because they were convinced he was telling the truth.
• B) Because they heard the wolf themselves.
• C) Because they pitied the boy.
• D) Because an old villager convinced them to help.

Answer: D) Because an old villager convinced them to help.

What did the boy realize about his lies when the villagers didn’t believe him during the wolf’s attack?

• A) Lies are sometimes necessary to entertain.
• B) Lies can lead to dire consequences.
• C) Lies should only be told in emergencies.
• D) Lies should be avoided at all costs.

Answer: B) Lies can lead to dire consequences.

True or False Questions:

True or False: The villagers stopped believing the boy after he cried out for help multiple times without any real danger.

Answer: True

True or False: The villagers were able to rescue all the scattered sheep after the wolf attack.

Answer: Not provided in the passage.

True or False: The boy’s lies were forgiven by the villagers after the wolf incident.

Questions on Suitable Title and Moral:

What would be a suitable title for this story based on its theme?

Answer: “The Boy Who Cried Wolf”

What is the moral of the story?

Answer: Lies have consequences; honesty is priceless.

Short Answer Questions:

What was the initial reaction of the villagers when the boy cried out for help the first time?

Answer: The villagers rushed to help, believing the boy’s cries.

What was the consequence of the boy’s past lies when the real wolf appeared?

Answer: No one believed him when he cried out for help, leading to the scattering of the sheep by the wolf.

How did the old villager comfort the boy after the wolf incident?

Answer: The old villager explained to the boy that people don’t trust liars, even when they speak the truth, and promised to help find the lost sheep.

Short Stories With Questions And Answers #2

Once there was a poor woodcutter who accidentally dropped his axe into the river while chopping down a tree. He felt really sad and started crying. A god who lived in the river heard him and came out to help.

The woodcutter explained what happened, and the god dove into the river to find the axe. When he came back, he was holding a shiny golden axe. He asked the woodcutter if it was his. But the woodcutter said no, his axe wasn’t fancy like that.

So, the god went back into the river and came back with a silver axe. But again, the woodcutter said it wasn’t his. Finally, the god dived one more time and brought back the woodcutter’s old iron axe.

The woodcutter was really happy to have his axe back, and the god was impressed by his honesty. As a reward, the god gave him silver and gold axes in addition to his iron axe.

Multiple Choice Questions (MCQs):

What did the woodcutter lose in the river?

• a) A golden axe
• b) A silver axe
• c) An iron axe
• d) A wooden axe

Answer: c) An iron axe

How did the god initially retrieve the lost axe?

• a) By diving into the river once
• b) By finding a shiny golden axe first
• c) By using a magic spell
• d) By asking other river creatures for help

Answer: b) By finding a shiny golden axe first

Why did the woodcutter reject the golden and silver axes offered by the god?

• a) Because he wanted a wooden axe
• b) Because he didn’t like the colors
• c) Because they were too heavy
• d) Because they were not his original axe

Answer: d) Because they were not his original axe

What did the god give the woodcutter as a reward for his honesty?

• a) Only his old iron axe
• b) Silver and gold axes in addition to his old iron axe
• c) A magic spell to never lose his axe again
• d) A new, better axe made of diamond

Answer: b) Silver and gold axes in addition to his old iron axe

What did the woodcutter do when he realized the golden and silver axes were not his?

• a) He took them and left the river
• b) He cried and refused to take any axe
• c) He thanked the god and explained the misunderstanding
• d) He accused the god of stealing his axe

Answer: c) He thanked the god and explained the misunderstanding

True or False (T/F) Questions:

True or False: The woodcutter initially rejected the golden axe because he wanted a fancier one.

True or False: The god rewarded the woodcutter with only his original iron axe.

True or False: The woodcutter lost his axe deliberately to get a better one from the god.

Title Question:

What would be an appropriate title for this story?

Answer: “The Honest Woodcutter and the Generous God”

Moral Question:

Answer: Honesty is rewarded.

What was the woodcutter’s reaction when he saw the golden and silver axes retrieved by the god?

The woodcutter rejected the golden and silver axes, stating they were not his original axe.

Why do you think the god rewarded the woodcutter with silver and gold axes?

The god was impressed by the woodcutter’s honesty in rejecting the fancy axes and choosing his own old iron one.

What lesson can be learned from this story?

The story teaches the importance of honesty and integrity, as well as the value of being content with what one has rather than seeking more luxurious possessions.

Short Stories With Questions And Answers #3

Once, a lonely elephant wandered the forest, hoping to find friends. She asked a monkey, a rabbit, a frog, and a fox if they would be her friend, but they all said no because she was too big.

The next day, the forest animals were scared because a tiger was attacking them. The elephant bravely confronted the tiger, asking him to leave her friends alone. But the tiger refused.

In the end, the elephant had to kick the tiger to scare him away. When she returned, she told the other animals what happened. They were grateful she saved them and said, “You’re just the right size to be our friend.”

What was the initial response of the monkey, rabbit, frog, and fox when the lonely elephant asked them to be her friend?

• a) They happily agreed to be her friend
• b) They declined because she was too small
• c) They declined because she was too big
• d) They were indifferent to her request

Answer: c) They declined because she was too big

How did the elephant respond when the tiger attacked the forest animals?

• a) She ran away in fear
• b) She asked the tiger to join her group of friends
• c) She bravely confronted the tiger
• d) She hid and watched from afar

Answer: c) She bravely confronted the tiger

What action did the elephant take to scare away the tiger?

• a) She offered the tiger food
• b) She played music to distract the tiger
• c) She kicked the tiger
• d) She begged the tiger to leave

Answer: c) She kicked the tiger

How did the other animals react to the elephant’s bravery?

• a) They criticized her for being too aggressive
• b) They were grateful and accepted her as a friend
• c) They laughed at her efforts
• d) They ran away in fear

Answer: b) They were grateful and accepted her as a friend

Why did the other animals change their minds about being friends with the elephant?

• a) Because the elephant threatened them
• b) Because they felt sorry for her
• c) Because they realized she was brave and loyal
• d) Because the tiger convinced them to

Answer: c) Because they realized she was brave and loyal

True or False: The elephant initially asked the other animals to be her friend because she was afraid of the tiger.

True or False: The elephant’s size was the reason the other animals rejected her friendship.

True or False: The elephant defeated the tiger by running away and hiding.

What would be a fitting title for this story?

Answer: “The Brave Elephant and the Accepting Friends”

What concise moral lesson can be drawn from this story?

Answer: True friendship values bravery and loyalty over appearance.

How did the elephant prove her bravery when the tiger attacked?

The elephant confronted the tiger and kicked it to scare it away.

Why did the other animals finally accept the elephant as their friend?

They realized her bravery and loyalty when she protected them from the tiger.

The story teaches the importance of judging others based on their character and actions rather than their appearance.

Short Stories With Questions And Answers #4

Once there was a lion who lived in a den, and nearby, a mouse lived in a hole. One day, while the lion was sleeping, the mouse accidentally entered the lion’s nostril. The lion woke up in a fury and caught the mouse, ready to kill it. However, the mouse pleaded for mercy, promising that it could be of help to the lion in the future. Initially, the lion laughed at the mouse’s small size but eventually decided to let it go.

Sometime later, the lion got caught in a hunter’s net and could not free himself. In distress, he roared loudly. The mouse, recognizing the lion’s roar, immediately rushed to the spot and started gnawing the net. Eventually, it succeeded in freeing the lion, and said, “Dear king of beasts, I have done you a favour. Now, please run away to save yourself.” The lion was grateful to the mouse and quickly ran away. The story teaches us that little friends can prove to be great friends.

What happened when the mouse accidentally entered the lion’s nostril?

• a) The lion ate the mouse immediately
• b) The lion laughed at the mouse and let it go
• c) The lion caught the mouse and decided to keep it as a pet
• d) The lion got angry and tried to kill the mouse

Answer: d) The lion got angry and tried to kill the mouse

How did the mouse convince the lion to spare its life?

• a) By offering the lion a treasure
• b) By promising to be of help to the lion in the future
• c) By threatening the lion with other animals
• d) By pleading for mercy and apologizing

Answer: b) By promising to be of help to the lion in the future

What happened to the lion later in the story?

• a) He became friends with the mouse
• b) He caught the mouse again
• c) He got caught in a hunter’s net
• d) He defeated the hunter

Answer: c) He got caught in a hunter’s net

How did the mouse help the lion when he was caught in the hunter’s net?

• a) By bringing other animals to help
• b) By cutting the net with its sharp teeth
• c) By distracting the hunter
• d) By singing to calm the lion down

Answer: b) By cutting the net with its sharp teeth

What was the lion’s reaction to the mouse’s help?

• a) He ignored the mouse
• b) He thanked and praised the mouse
• c) He got angry at the mouse
• d) He decided to eat the mouse

Answer: b) He thanked and praised the mouse

True or False: The lion decided to kill the mouse immediately after it entered his nostril.

True or False: The mouse saved the lion from a hunter’s net by bringing other animals to help.

True or False: The moral of the story is that size doesn’t matter in friendship.

How did the mouse end up in the lion’s den?

The mouse accidentally entered the lion’s nostril while the lion was sleeping.

What did the mouse do to help the lion when he was caught in the hunter’s net?

The mouse gnawed through the net with its sharp teeth to free the lion.

What is the main moral of this story?

The main moral of the story is that small friends can be of great help in times of need.

Short Stories With Questions And Answers #5

Once, there was a farmer who owned a magical goose. Each day, the goose laid a golden egg, bringing wealth and happiness to the farmer and his wife. They were content until greed took hold of the farmer’s heart.

Thinking they could get more riches faster, the farmer and his wife decided to take all the eggs at once. They didn’t consider the goose’s welfare. Sadly, when they killed the goose, they found no gold inside, only regret.

This mistake taught them a valuable lesson: “Don’t destroy the source of your blessings.” It reminds us all that greed can lead to loss and that we should appreciate what brings us prosperity.

What did the magical goose do for the farmer each day?

• a) Laid silver eggs
• b) Laid golden eggs
• c) Laid diamond eggs
• d) Laid crystal eggs

Answer: b) Laid golden eggs

Why did greed take hold of the farmer and his wife?

• a) They wanted to become famous
• b) They wanted to impress their neighbors
• c) They thought they could get more riches faster
• d) They wanted to travel the world

Answer: c) They thought they could get more riches faster

What did the farmer and his wife do to try to get more riches faster?

• a) They asked the goose to lay eggs more frequently
• b) They took all the eggs from the goose at once
• c) They sold the goose to buy more land
• d) They offered sacrifices to the goose

Answer: b) They took all the eggs from the goose at once

What did the farmer and his wife find inside the goose when they killed it?

• c) Diamonds

Answer: d) Regret

What lesson did the farmer and his wife learn from their mistake?

• a) To always listen to their neighbors
• b) To appreciate what brings them prosperity
• c) To never trust magical creatures
• d) To never own geese again

Answer: b) To appreciate what brings them prosperity

True or False: The farmer and his wife initially lived in poverty.

True or False: Killing the magical goose brought the farmer and his wife great wealth.

True or False: The moral of the story is about the importance of showing kindness to magical creatures.

What title best captures the essence of this story?

Answer: “The Greedy Farmer and the Magical Goose”

Answer: Greed can lead to loss, and it’s important to appreciate and not destroy the sources of our blessings.

What did the farmer and his wife do to the magical goose out of greed?

They killed the goose to take all the golden eggs at once.

They found no gold inside, only regret.

They learned the valuable lesson of not destroying the source of their blessings and to appreciate what brings them prosperity.

Short Stories With Questions And Answers #6

Once, there was an old tiger who used to be cruel and hunt humans when he was younger. But as he got older and weaker, he couldn’t hunt anymore and suffered from hunger. He kept a gold bangle with him.

One day, he saw a man passing by and called out to him, offering the bangle. The tiger said he now prayed to God and hoped the bangle would be useful to the man. He claimed the bangle was of no use to him and would be helpful to the man.

The man, simple and religious, believed the tiger’s words. He thought he could help a poor animal by taking the bangle. But as he went close, the wicked tiger attacked and killed him. The moral is to never trust those who have done bad things.

What did the old tiger offer to the passing man?

• a) A necklace
• b) A gold bangle
• c) A silver bracelet
• d) A diamond ring

Answer: b) A gold bangle

Why did the man believe the tiger’s words?

• a) Because the tiger promised him wealth
• b) Because the man was simple and religious
• c) Because the tiger threatened him
• d) Because the man knew the tiger from before

Answer: b) Because the man was simple and religious

What did the tiger claim about the bangle?

• a) That it was stolen
• b) That it was of no use to him
• c) That it was cursed
• d) That it was magical

Answer: b) That it was of no use to him

What did the tiger do when the man approached to take the bangle?

• a) Gave the bangle willingly
• b) Ran away in fear
• c) Attacked and killed the man
• d) Thanked the man for his kindness

Answer: c) Attacked and killed the man

• a) Trust everyone regardless of their past actions
• b) Always be wary of strangers
• c) Kindness should always be reciprocated
• d) Never trust those who have done bad things

Answer: d) Never trust those who have done bad things

What could be a suitable title for the story based on its theme?

• a) “The Deceptive Tiger”
• b) “The Treacherous Predator”
• c) “A Deadly Offer”
• d) “The Bewildered Traveler”

Answer: a) “The Deceptive Tiger”

The old tiger used to hunt humans when he was younger.

The man did not believe the tiger’s words and walked away safely.

The man took the bangle because he wanted to help the tiger.

Why did the old tiger offer the bangle to the passing man?

Answer: The old tiger offered the bangle as a deceitful ploy to lure the man closer in order to attack and kill him.

How did the man justify his decision to take the bangle from the tiger?

Answer: The man justified his decision by believing the tiger’s words and thinking that he could help a poor animal in need.

What lesson can be learned from the man’s unfortunate encounter with the tiger?

Answer: The lesson learned is to be cautious and not to trust individuals with a history of wrongdoing, as their intentions may not always be sincere.

Short Stories With Questions And Answers #7

Once upon a time, a tortoise lounged beneath a tree where a bird had crafted a nest. Teasingly, the tortoise remarked, “Your nest looks raggedy, made of twigs, no roof, quite crude. You had to build it yourself! My shell is much better.”

The bird chirped back, “True, my nest isn’t fancy, but I built it, and I love it.”

The tortoise boasted, “My shell is superior. You must envy it.”

The bird replied cheerfully, “Not at all. My nest can hold my family and friends, unlike your shell, which fits only you. Maybe your house is nicer, but I have a happier home.”

What did the tortoise tease the bird about?

• a) Its singing abilities
• b) Its nest
• c) Its flying skills
• d) Its colorful feathers

Answer: b) Its nest

How did the bird respond to the tortoise’s remarks about its nest?

• a) Aggressively
• c) Cheerfully

Answer: c) Cheerfully

What did the tortoise boast about regarding its attributes?

• a) Its speed
• b) Its ability to fly
• c) Its shell
• d) Its nest-building skills

Answer: c) Its shell

What did the bird emphasize about its nest compared to the tortoise’s shell?

• a) Its beauty
• b) Its capacity to hold family and friends
• c) Its strength
• d) Its ability to protect from predators

Answer: b) Its capacity to hold family and friends

According to the passage, what made the bird’s home happier?

• a) Its fancy decorations
• b) Its location
• c) The number of friends it had
• d) The love and company it provided

Answer: d) The love and company it provided

The tortoise admired the bird’s nest.

The bird envied the tortoise’s shell.

The bird’s nest was well-constructed and sturdy.

Title Related Question:

Which title best captures the essence of the story?

• a) “The Tortoise and the Bird”
• b) “A Nest of Happiness”
• c) “Shell versus Nest”
• d) “The Importance of Home”

Answer: b) “A Nest of Happiness”

Short Moral Question:

Summarize the moral of the story in a few words.

Answer: True happiness comes from love and companionship, not material possessions.

How did the bird respond to the tortoise’s teasing about its nest?

Answer: The bird responded cheerfully, expressing love for its nest despite its simplicity.

What attribute of the tortoise did the bird compare its nest to?

Answer: The bird compared its nest to the tortoise’s shell, emphasizing the ability of its nest to hold family and friends.

What did the bird prioritize in its home over material superiority?

Answer: The bird prioritized love and companionship in its home over material superiority.

Short Stories With Questions And Answers #8

Once, a fox accidentally fell into a well in the dark of night. He struggled all night to stay afloat and not drown. The next morning, a foolish goat, owned by a villager, came near the well while grazing.

Seeing the opportunity, the fox called out to the goat, saying the water in the well was clear and sweet. Thirsty, the goat jumped into the well without thinking. The fox quickly climbed onto the goat’s head and used her as a step to escape.

The goat learned an important lesson: to think before acting.

How did the fox end up in the well?

• a) It jumped in intentionally
• b) It was pushed in by the goat
• c) It accidentally fell in
• d) It was chasing its prey

Answer: c) It accidentally fell in

What did the fox claim about the water in the well?

• a) It was dirty and foul-smelling
• b) It was clear and sweet
• c) It was poisonous
• d) It was full of fish

Answer: b) It was clear and sweet

What did the goat do when it heard the fox’s claim about the water?

• a) It ignored the fox and continued grazing
• b) It jumped into the well without thinking
• c) It called for help from the villagers
• d) It ran away in fear

Answer: b) It jumped into the well without thinking

How did the fox escape from the well?

• a) By swimming out
• b) By using the goat as a step
• c) By digging a tunnel
• d) By waiting for someone to rescue it

Answer: b) By using the goat as a step

What lesson did the goat learn from this experience?

• a) To trust strangers
• b) To be cautious and think before acting
• c) To always help others in need
• d) To avoid wells altogether

Answer: b) To be cautious and think before acting

The fox intentionally pushed the goat into the well.

The goat jumped into the well without considering the consequences.

The fox helped the goat out of the well after using her to escape.

Which title best fits the story’s theme?

• a) “The Fox and the Well”
• b) “A Tricky Escape”
• c) “The Foolish Goat”
• d) “Think Before You Leap”

Answer: d) “Think Before You Leap”

Answer: Impulsive actions can lead to unfortunate consequences; it’s important to think before acting.

How did the fox persuade the goat to jump into the well?

Answer: The fox claimed that the water in the well was clear and sweet, enticing the thirsty goat to jump in.

What did the fox do after the goat jumped into the well?

Answer: The fox quickly climbed onto the goat’s head and used her as a step to escape from the well.

Answer: The goat learned the important lesson of thinking before acting, as its impulsive decision led to its downfall.

Short Stories With Questions And Answers #9

Once, a young crab and his mother spent time together on the beach. As the young crab tried to move, he could only walk sideways. His mother scolded him, telling him to walk forward by pointing his toes out front.

The young crab replied, “I want to walk forward, Mom, but I don’t know how.”

His mom tried to show him but found she couldn’t bend her knees forward either. Realizing her mistake, she apologized and sat back in the sand.

What is the main issue the young crab faces when trying to walk?

• A) He walks too fast
• B) He can only walk sideways
• C) He doesn’t want to walk
• D) He walks backward

Answer: B) He can only walk sideways

How does the mother crab initially try to help her young crab?

• A) By scolding him
• B) By showing him how to walk forward
• C) By demonstrating sideways walking
• D) By ignoring him

Answer: B) By showing him how to walk forward

Why does the mother crab apologize to her young crab?

• A) Because she can’t walk forward either
• B) Because she is too tired to help
• C) Because she forgot how to walk sideways
• D) Because she doesn’t want to help

Answer: A) Because she can’t walk forward either

What does the young crab express to his mother regarding walking forward?

• A) He doesn’t want to walk
• B) He knows how to walk forward
• C) He doesn’t know how to walk forward
• D) He wants to walk backward

Answer: C) He doesn’t know how to walk forward

How does the story resolve the issue of the crab’s inability to walk forward?

• A) The young crab learns to walk backward
• B) The mother crab finds someone else to teach her son
• C) The mother crab realizes her mistake and apologizes
• D) The young crab gives up on walking

Answer: C) The mother crab realizes her mistake and apologizes

The young crab could only walk forward.

(False) Explanation: The young crab could only walk sideways.

The mother crab initially helps her young crab by demonstrating sideways walking.

(False) Explanation: The mother crab initially tries to help her young crab by showing him how to walk forward.

The young crab expresses that he knows how to walk forward.

(False) Explanation: The young crab expresses that he doesn’t know how to walk forward.

How does the mother crab try to help her young crab initially?

Answer: The mother crab tries to help her young crab by showing him how to walk forward.

Answer: The mother crab apologizes because she realizes she can’t walk forward either.

Answer: The story resolves the issue as the mother crab realizes her mistake and apologizes to her young crab.

Short Stories With Questions And Answers #10

Once, there was a farmer with four sons who always fought. Worried about their future, the farmer decided to teach them a lesson. He asked each son to bring a bundle of sticks and try to break it, but they couldn’t.

Then, he asked them to untie the bundle and try breaking the sticks one by one, which they could easily do. The farmer told them, “If you stick together and work as a team, no one can harm you. You couldn’t break the sticks in a bundle, but you could easily break them when they were separated. So, stay united and live in peace.” The sons agreed to follow their father’s wise advice.

What was the problem among the farmer’s sons?

• A) They were lazy
• B) They always fought
• C) They didn’t want to work
• D) They were disrespectful

Answer: B) They always fought

How did the farmer teach his sons a lesson?

• A) By asking them to bring bundles of sticks
• B) By giving them a lecture
• C) By sending them away
• D) By punishing them

Answer: A) By asking them to bring bundles of sticks

What did the sons learn from the farmer’s lesson?

• A) They should work individually
• B) They should fight more
• C) They should stick together and work as a team
• D) They should ignore their father’s advice

Answer: C) They should stick together and work as a team

Why couldn’t the sons break the sticks when they were in a bundle?

• A) Because the sticks were too strong
• B) Because they didn’t want to
• C) Because they were tied together
• D) Because they were afraid

Answer: C) Because they were tied together

What did the farmer emphasize about the importance of unity?

• A) It’s not necessary
• B) It’s only important in some situations
• C) It’s crucial for protection and strength
• D) It’s irrelevant

Answer: C) It’s crucial for protection and strength

The farmer had only one son.

(False) Explanation: The farmer had four sons.

The sons could easily break the sticks when they were tied together.

(False) Explanation: The sons couldn’t break the sticks when they were tied together.

The sons agreed to follow their father’s advice after the lesson.

(True) Explanation: The passage mentions that the sons agreed to follow their father’s wise advice.

Which title best represents the story’s message?

• a) “The Farmer’s Sons”
• b) “The Lesson of Unity”
• c) “Breaking Sticks”
• d) “Sibling Rivalry”

Answer: b) “The Lesson of Unity”

Answer: Unity is strength; working together as a team is crucial for success and protection.

Answer: The farmer asked each son to bring a bundle of sticks and then asked them to try breaking it. When they couldn’t, he asked them to untie the bundle and try breaking the sticks one by one.

What was the moral of the lesson the farmer taught his sons?

Answer: The moral of the lesson was that unity is strength. The farmer emphasized that if the sons stick together and work as a team, no one can harm them.

What did the sons learn from their father’s lesson?

Answer: The sons learned the importance of unity and working together. They realized that when they were united, they were stronger and could overcome challenges easily.

Short Stories With Questions And Answers #11

Once upon a time, in a forest by a meadow, four cows were the best of friends. They did everything together, grazing and staying close, keeping the tigers and lions away.

One day, they argued and split up to graze alone. A cunning tiger and a fierce lion noticed and plotted to attack. Hiding in the bushes, they ambushed the cows one by one, ending their lives tragically.

The four cows argued and split up to graze alone.

The tigers and lions noticed the cows splitting up and decided to protect them.

The cows successfully defended themselves against the ambush.

Where did the four cows live?

• a) In a jungle
• b) By a river
• c) In a forest near a meadow
• d) In a desert

Answer: c) In a forest near a meadow

What did the cows do together?

• a) They hunted tigers and lions
• b) They argued and fought
• c) They grazed and stayed close to each other
• d) They stayed away from each other

Answer: c) They grazed and stayed close to each other

What happened when the cows argued and split up?

• a) They made peace and stayed together
• b) They were attacked by tigers and lions
• c) They found better grazing spots
• d) They formed new friendships

Answer: b) They were attacked by tigers and lions

Who noticed the cows splitting up and plotted to attack them?

• a) Cunning tigers and fierce lions
• b) Friendly deer and rabbits
• c) Wise elephants and gentle bears
• d) Swift cheetahs and agile leopards

Answer: a) Cunning tigers and fierce lions

How did the tigers and lions attack the cows?

• a) They openly charged at them
• b) They hid in the bushes and ambushed them
• c) They negotiated with the cows
• d) They ignored the cows

Answer: b) They hid in the bushes and ambushed them

Which title best reflects the theme of the story?

• a) “The Forest Friends”
• b) “The Tragic Split”
• c) “Unity in the Meadow”
• d) “Predator’s Plot”

Answer: b) “The Tragic Split”

Answer: Unity and solidarity provide strength and protection against dangers.

What was the tragic outcome for the four cows after they split up?

Answer: They were ambushed one by one by tigers and lions, ending their lives tragically.

Why were the cows vulnerable to attack after they split up?

Answer: The tigers and lions noticed their separation and took advantage of the opportunity to ambush them.

What lesson can be learned from the story of the four cows?

Answer: The importance of unity and staying together for protection against threats in the forest.

Short Stories With Questions And Answers #12

Once, a nine-year-old boy sat at his desk in class when suddenly, he felt his pants get wet. He panicked, worried his classmates would laugh at him. Desperate to hide it, he saw his teacher and classmate Susie approaching.

Just as they came closer, Susie accidentally tripped and spilled a bowl of goldfish in his lap. The boy secretly thanked his luck but pretended to be mad at Susie.

The class thought Susie caused the accident, and the teacher helped the boy change his clothes. Later that evening, the boy asks Susie, “You did that on purpose, didn’t you?” “I wet my pants once too”, whispers Susie.

What was the initial problem the boy faced?

• a) He felt nauseous
• b) He spilled water on his desk
• c) His pants got wet
• d) He forgot his homework

Answer: c) His pants got wet

Who accidentally tripped and spilled a bowl of goldfish on the boy’s lap?

• a) The teacher
• b) The boy himself
• d) Another classmate

Answer: c) Susie

How did the boy react when Susie spilled the bowl of goldfish?

• a) He thanked her
• b) He pretended to be mad at her
• c) He laughed
• d) He ignored her

Answer: b) He pretended to be mad at her

What did the class think happened to cause the accident?

• a) The boy spilled the bowl of goldfish himself
• b) Susie intentionally tripped and spilled the bowl
• c) The teacher knocked over the bowl
• d) It was an accident with no one to blame

Answer: b) Susie intentionally tripped and spilled the bowl

How did Susie respond when the boy accused her of doing it on purpose?

• a) She denied it
• b) She admitted it
• c) She laughed
• d) She remained silent

Answer: b) She admitted it

True or False: The boy initially panicked because he forgot his homework.

Answer: False

True or False: Susie intentionally spilled the bowl of goldfish on the boy’s lap.

True or False: The teacher helped the boy change his clothes after the incident.

How did the boy feel when his pants got wet, and why?

Answer: The boy felt panicked because he was worried his classmates would laugh at him.

How did Susie react when the boy accused her of spilling the goldfish on purpose?

Answer: Susie whispered to the boy that she had wet her pants once too, indicating it was not intentional.

What was the outcome of the incident for the boy and Susie’s relationship?

Answer: The incident brought the boy and Susie closer together as they shared a secret understanding.

Short Stories With Questions And Answers #13

Once upon a time, a baby camel asked its mother about their unique features. “Mom, why do we have humps?” it inquired. The mother explained, “Our humps store water, helping us survive in the desert.”

The curious baby continued, “And why do we have rounded feet?” The mother replied, “They help us walk comfortably on sand.”

Pondering further, the baby asked about their long eyelashes. “They protect our eyes from desert dust and sandstorms,” the mother explained.

After understanding their adaptations for desert life, the baby questioned why they were in a zoo if they were built for the desert. The mother was left speechless, unable to answer.

Why do camels have humps according to the mother camel?

• a) To store food
• b) To store water
• c) To help them run faster
• d) To protect them from predators

Answer: b) To store water

What purpose do the rounded feet serve for camels?

• a) They help them swim
• b) They help them climb trees
• c) They help them walk comfortably on sand
• d) They help them camouflage in the desert

Answer: c) They help them walk comfortably on the sand

What is the function of camels’ long eyelashes?

• a) To help them see better at night
• b) To attract mates
• c) To protect their eyes from desert dust and sandstorms
• d) To help them communicate with other camels

Answer: c) To protect their eyes from desert dust and sandstorms

Why was the mother camel left speechless when the baby asked why they were in a zoo?

• a) Because she didn’t know the answer
• b) Because she was tired
• c) Because she was sad
• d) Because she realized they were not in their natural habitat

Answer: d) Because she realized they were not in their natural habitat

What is the main theme of the story?

• a) Adaptations of animals in the desert
• b) Life in a zoo
• c) Parent-child relationships in the animal kingdom
• d) Survival instincts of baby camels

Answer: a) Adaptations of animals in the desert

True or False: The mother camel explained that camels have humps to store water.

True or False: Camels’ rounded feet help them fly in the air.

True or False: The mother camel was able to answer all of the baby’s questions satisfactorily.

How does the mother camel explain the purpose of camels’ long eyelashes?

Answer: The mother camel explains that the long eyelashes protect their eyes from desert dust and sandstorms.

Why was the baby camel puzzled about being in a zoo?

Answer: The baby camel wondered why they were in a zoo if they were built for surviving in the desert, indicating confusion about their current environment.

What are some of the unique features of camels that help them survive in the desert?

Answer: Some unique features of camels include humps for storing water, rounded feet for walking comfortably on sand, and long eyelashes to protect their eyes from desert dust and sandstorms.

Short Stories With Questions And Answers #14

Once, a speedy hare made fun of a slow tortoise, challenging him to a race. The tortoise, despite being teased, agreed. During the race, the hare raced ahead, feeling sure he’d win easily. But he got cocky, taking breaks to eat and sleep while the tortoise plodded on.

When the hare woke up, he panicked to find the tortoise near the end. To everyone’s surprise, the tortoise won, teaching the hare to be humble and not look down on others.

Why did the hare challenge the tortoise to a race?

• a) Because he wanted to make fun of the tortoise
• b) Because he wanted to test his speed
• c) Because he wanted to teach the tortoise a lesson
• d) Because he was bored

Answer: a) Because he wanted to make fun of the tortoise

What did the hare do during the race while the tortoise continued to plod on?

• a) He took breaks to eat and sleep
• b) He encouraged the tortoise
• c) He ran even faster
• d) He gave up halfway through

Answer: a) He took breaks to eat and sleep

Why did the hare panic when he woke up?

• a) Because he lost the race
• b) Because he realized he was lost
• c) Because he saw the tortoise near the end of the race
• d) Because he saw a predator nearby

Answer: c) Because he saw the tortoise near the end of the race

What was the moral of the story?

• a) Slow and steady wins the race
• b) Fast and furious wins the race
• c) Overconfidence leads to failure
• d) Speed is the key to success

Answer: a) Slow and steady wins the race

What did the hare learn from the race?

• a) He learned to be humble and not look down on others
• b) He learned that tortoises are faster than hares
• c) He learned that taking breaks during a race is a good strategy
• d) He learned that he should never race again

Answer: a) He learned to be humble and not look down on others

True or False: The hare challenged the tortoise to a race because he wanted to test his own speed.

True or False: The tortoise won the race because he was faster than the hare.

True or False: The hare learned the importance of humility and not underestimating others from their race.

How did the hare’s overconfidence affect the outcome of the race?

Answer: The hare’s overconfidence led him to take breaks during the race, allowing the tortoise to catch up and ultimately win.

What lesson did the tortoise teach the hare through the race?

Answer: The tortoise taught the hare the importance of humility and not looking down on others, as demonstrated by the tortoise’s steady progress and eventual victory.

What is the significance of the phrase “slow and steady wins the race” in the context of the story?

Answer: The phrase emphasizes the importance of perseverance and consistency, suggesting that steady progress, even if slow, can lead to success in the long run.

Short Stories With Questions And Answers #15

Once upon a time, a dog and her pups lived on a farm, where there was a well. The mother dog warned her pups not to go near the well or play around it. But one curious pup couldn’t resist and went to explore.

He climbed the well’s wall and peeked inside. Seeing his reflection, he thought it was another dog. The pup got mad, thinking the dog in the well was copying him. He jumped in to fight but found no dog, only water.

He barked and swam until the farmer rescued him. The pup learned not to be fooled by appearances and to listen to his mother’s warnings.

Why did the mother dog warn her pups not to go near the well?

• a) Because there were dangerous animals near the well
• b) Because she didn’t want them to get dirty
• c) Because she feared they might fall in
• d) Because she wanted to keep them away from the farmer

Answer: c) Because she feared they might fall in

What did the curious pup see when he peeked inside the well?

• a) Another dog
• b) His reflection
• d) A rabbit

Answer: b) His reflection

How did the pup react when he saw his reflection in the well?

• a) He got scared and ran away
• b) He thought the dog in the well was copying him
• c) He ignored it and walked away
• d) He jumped in to play with the dog

Answer: b) He thought the dog in the well was copying him

What did the pup find when he jumped into the well?

• c) A treasure d) A toy

Answer: b) Water

How did the farmer rescue the pup from the well?

• a) He climbed down and pulled the pup out
• b) He lowered a rope for the pup to climb
• c) He called for help from other farmers
• d) He used a ladder to reach the pup

Answer: b) He lowered a rope for the pup to climb

True or False: The mother dog warned her pups not to go near the well because she didn’t want them to get dirty.

True or False: The curious pup found another dog inside the well.

True or False: The pup learned to listen to his mother’s warnings after falling into the well.

Why did the curious pup jump into the well after seeing his reflection?

Answer: The pup thought the dog in the well was copying him and got mad, prompting him to jump in to confront the supposed copycat.

What lesson did the pup learn from his experience in the well?

Answer: The pup learned not to be fooled by appearances and to listen to his mother’s warnings, understanding the importance of heeding advice to avoid danger.

Answer: The farmer lowered a rope into the well, allowing the pup to climb out to safety.

Short Stories With Questions And Answers #16

Once, a man walked along a road and heard a cat’s meows from nearby bushes. The cat was stuck and needed help. When the man reached out, the scared cat scratched him. Despite the pain, the man didn’t give up. He tried again and again, even as the cat kept scratching him.

Another person passing by said, “Just leave it! The cat will figure it out.” But the man didn’t listen. He kept trying until he freed the cat. After letting the cat go, he told the other person, “Cats scratch when they’re scared, but humans like me are kind and help others in need.”

What did the man hear while walking along the road?

• a) Dog barks
• b) Cat’s meows
• c) Bird chirps
• d) Frog croaks

Answer: b) Cat’s meows

What did the cat do when the man reached out to help?

• a) It purred
• b) It scratched him
• c) It licked his hand
• d) It ran away

Answer: b) It scratched him

What did another person passing by advise the man to do?

• a) To call for help
• b) To give up and leave the cat
• c) To offer the cat some food
• d) To pet the cat gently

Answer: b) To give up and leave the cat

How did the man respond to the other person’s advice?

• a) He agreed and walked away
• b) He ignored it and kept trying to help the cat
• c) He scolded the other person
• d) He called for professional help

Answer: b) He ignored it and kept trying to help the cat

What did the man tell the other person after freeing the cat?

• a) “Cats are mean creatures”
• b) “Cats scratch when they’re scared”
• c) “Cats are ungrateful animals”
• d) “Cats don’t deserve our help”

Answer: b) “Cats scratch when they’re scared, but humans like me are kind and help others in need.”

True or False: The man gave up trying to help the cat after it scratched him once.

True or False: Another person passing by encouraged the man to continue helping the cat.

True or False: The man believed that humans are unkind and should not help animals in need.

The man heard a cat’s meows from nearby bushes.

How did the cat respond when the man tried to help?

The cat scratched the man.

The man said, “Cats scratch when they’re scared, but humans like me are kind and help others in need.”

Short Stories With Questions And Answers #17

Once, a young woman inherited a lovely garden from her grandmother. She adored gardening and cherished her garden dearly. One day, she spotted a gorgeous plant in a catalog and decided to add it to her garden. She ordered it and planted it by the stonewall in her backyard. She cared for it diligently, and it grew lush with vibrant green leaves.

However, despite her efforts, the plant didn’t produce a single flower for months. Feeling frustrated, she contemplated removing it. Then, her neighbor, who was unwell, called to thank her for the beautiful flowers. Confused, the young woman hurried to the neighbor’s side of the wall and discovered the most exquisite blooms there.

She realized that the vine had flourished on the other side of the wall due to her care, even though it didn’t bloom on her side. It was a lesson that sometimes our efforts bring joy to others, even if we don’t see the results ourselves.

What did the young woman inherit from her grandmother?

• c) A garden
• d) A jewelry collection

Answer: c) A garden

Where did the young woman plant the gorgeous plant she ordered?

• a) By the river
• b) In the front yard
• c) By the stonewall in her backyard
• d) In her neighbor’s garden

Answer: c) By the stonewall in her backyard

What did the young woman contemplate doing when the plant didn’t produce flowers for months?

• a) Selling the plant
• b) Watering it less
• c) Removing it
• d) Buying more plants

Answer: c) Removing it

Who called the young woman to thank her for the beautiful flowers?

• a) Her friend
• b) Her grandmother
• c) Her neighbor
• d) Her sibling

Answer: c) Her neighbor

Where did the young woman find the most exquisite blooms?

• a) In her backyard
• b) In her neighbor’s garden
• c) In the catalog
• d) In her front yard

Answer: b) In her neighbor’s garden

True or False: The young woman inherited a garden from her mother.

True or False: The young woman planted the gorgeous plant in her neighbor’s garden.

True or False: The young woman decided to remove the plant after it produced no flowers for months.

The young woman inherited a lovely garden from her grandmother.

The young woman discovered the most exquisite blooms in her neighbor’s garden.

What lesson did the young woman learn from her experience with the plant?

The young woman learned that sometimes our efforts bring joy to others, even if we don’t see the results ourselves.

Short Stories With Questions And Answers #18

Two friends were going through the woods when they came across a bear. The friends became terrified, and one of them climbed a tree without considering his friend’s safety. The other friend, who couldn’t climb a tree, lied down on the ground and feigned to die. The bear approached, sniffing around the friend’s lips, nose, and ears. Fortunately, the bear assumed his friend was dead and moved away. Unfortunately, the other companion was not present and died after falling into a pit. The fable tells us never to believe a dishonest friend.

What did one of the friends do upon encountering the bear?

• a) Climbed a tree
• b) Lied down and feigned death
• c) Ran away
• d) Tried to fight the bear

Answer: a) Climbed a tree

How did the bear react to the friend who pretended to be dead?

• a) Attacked him
• b) Sniffed around his lips, nose, and ears
• c) Ignored him completely
• d) Ran away scared

Answer: b) Sniffed around his lips, nose, and ears

What happened to the friend who climbed the tree?

• a) He was attacked by the bear
• b) He successfully escaped
• c) He fell into a pit and died
• d) He was rescued by someone passing by

Answer: c) He fell into a pit and died

What is the moral of the fable?

• a) Always trust your friends in dangerous situations
• b) Never trust a dishonest friend
• c) Bears are easily fooled by feigned death
• d) Climbing trees is the best way to escape from bears

Answer: b) Never trust a dishonest friend

Why did the friend who couldn’t climb a tree choose to feign death?

• a) He wanted to trick the bear into leaving him alone
• b) He was genuinely injured and couldn’t move
• c) He thought it was the best chance for survival
• d) He was too scared to do anything else

Answer: c) He thought it was the best chance for survival

True or False: Both friends successfully escaped from the bear.

True or False: The friend who couldn’t climb a tree pretended to be dead.

True or False: The bear attacked the friend who pretended to be dead.

What actions did the two friends take when they encountered the bear?

Answer: One friend climbed a tree while the other feigned death on the ground.

What was the outcome for each friend in the fable?

Answer: The friend who climbed the tree fell into a pit and died, while the other friend was spared by the bear.

What lesson does the fable teach?

Answer: The fable teaches the importance of not trusting dishonest friends, as one friend’s betrayal led to the other’s demise.

Short Stories With Questions And Answers #19

Once, a tired fisherman had been fishing in a river for a long time. He took a break at a nearby house and left his net by the riverside. Nearby, there was a big tree where a monkey lived. The monkey watched the fisherman carefully, learning how to throw the net and catch fish from a distance.

The monkey wished to try throwing the net itself, so it went to the net and picked it up. But it was not easy for the monkey to handle the net, and it got tangled in it. Despite its efforts, the monkey couldn’t free itself.

When the fisherman returned and saw the monkey trapped, he became very angry. He beat the monkey to death, thinking it had caused trouble.

Where did the tired fisherman take a break after fishing in the river?

• a) By the riverside
• b) At a nearby house
• c) Under a big tree
• d) In a cave

Answer: b) At a nearby house

What did the monkey observe the fisherman doing?

• a) Climbing the tree
• b) Fishing with a net
• c) Cooking fish
• d) Swimming in the river

Answer: b) Fishing with a net

Why did the monkey decide to try throwing the net itself?

• a) It wanted to impress the fisherman
• b) It was bored
• c) It wanted to catch fish
• d) It wanted to help the fisherman

Answer: c) It wanted to catch fish

What happened when the monkey picked up the net?

• a) It caught a fish
• b) It got tangled in the net
• c) It ran away
• d) It climbed the tree

Answer: b) It got tangled in the net

How did the fisherman react when he saw the monkey trapped in the net?

• a) He helped the monkey escape
• b) He became very angry
• c) He ignored the monkey
• d) He laughed at the monkey

Answer: b) He became very angry

True or False: The fisherman left his net by the riverside when he took a break.

True or False: The monkey successfully caught some fish using the net.

True or False: The fisherman felt sorry for the monkey and helped it escape.

The tired fisherman took a break at a nearby house.

Why did the monkey get tangled in the net?

The monkey picked up the net to try throwing it but got tangled in it.

The fisherman became very angry and beat the monkey to death, thinking it had caused trouble.

Short Stories With Questions And Answers #20

Once, a rich man worried about his son’s bad habits. He sought advice from a wise old man. The old man met the son and took him for a walk. They went into the woods, where the old man showed the boy a small sapling and asked him to pull it out. The boy easily pulled it out.

As they walked further, the old man asked the boy to pull out a small plant, which he did with a bit of effort. Then, they came across a bush, and the boy managed to pull it out too. Next, they found a small tree, and the child struggled a lot but eventually managed to pull it out.

Finally, the old man showed him a bigger tree and asked the child to pull it out. Despite trying many times and in different ways, the boy couldn’t do it. The old man smiled and said, “That’s how habits are, whether good or bad.”

What was the rich man worried about regarding his son?

• a) His education
• b) His bad habits
• c) His health
• d) His friends

Answer: b) His bad habits

What did the old man show the boy in the woods?

Answer: b) Plants

How did the boy respond when asked to pull out a small sapling?

• a) He refused
• b) He pulled it out easily
• c) He struggled a bit
• d) He asked for help

Answer: b) He pulled it out easily

What did the old man compare habits to?

Answer: d) Trees

What did the boy struggle to pull out in the end?

• a) A small sapling
• b) A small plant
• d) A bigger tree

Answer: d) A bigger tree

True or False: The rich man sought advice from a wise old woman.

True or False: The boy easily pulled out the bigger tree.

True or False: The old man compared habits to different sizes of trees to teach the boy a lesson.

The rich man was worried about his son’s bad habits.

The old man compared habits to trees, showing that some habits are harder to break than others.

What was the boy unable to pull out despite trying many times?

The boy was unable to pull out the bigger tree, despite trying many times and in different ways.

Short Stories With Questions And Answers #21

Once upon a time, there was a crow who was feeling thirsty on a hot day. He looked around until he saw a water pot, but the water was too low for him to reach. This made him sad because he needed a drink.

But the crow was clever. He saw some stones lying nearby. So, he picked them up, one by one, and dropped them into the pot. Each time he dropped a stone, the water level rose a little bit higher.

Finally, when enough stones were in the pot, the water reached the top. The crow happily drank the water and satisfied his thirst.

What was the crow feeling on the hot day?

Answer: b) Thirsty

What did the crow see nearby that helped him reach the water?

Answer: c) Stones

How did the crow raise the water level in the pot?

• a) By pouring more water into it
• b) By dropping stones into it
• c) By shouting at it
• d) By flying over it

Answer: b) By dropping stones into it

What happened when the crow dropped stones into the pot?

• a) The water level stayed the same
• b) The water level decreased
• c) The water level rose
• d) The pot broke

Answer: c) The water level rose

How did the crow feel after the water level reached the top?

• d) Frustrated

Answer: c) Happy

True or False: The crow found plenty of water to drink in the pot.

True or False: The crow used sticks to raise the water level in the pot.

True or False: The crow was unable to reach the water in the pot initially.

What did the crow do to raise the water level in the pot?

The crow dropped stones into the pot to raise the water level.

How did the crow feel after he drank the water?

The crow felt happy and satisfied after drinking the water.

Why was the crow unable to reach the water in the pot initially?

The water level in the pot was too low for the crow to reach initially.

Short Stories With Questions And Answers #22

There was a tailor who had a shop in the market. Every day, a rich man’s elephant would pass by on the road in front of his shop, led by its mahout. The tailor would offer the elephant food to eat, but one day he had nothing to give. When the elephant held out its trunk, the tailor, unable to offer anything, pricked it with a needle, causing the elephant much pain.

The next day, the elephant carried foul water in its trunk and, when passing by the tailor’s shop, poured it onto the tailor’s body, as a tit-for-tat for the needle prick.

What did the tailor offer the rich man’s elephant every day?

Answer: a) Food

What did the tailor do when he had nothing to offer the elephant?

• a) He ignored it
• b) He gave it water
• c) He pricked it with a needle
• d) He petted it

Answer: c) He pricked it with a needle

How did the elephant retaliate the next day?

• a) It trampled the tailor’s shop
• b) It poured foul water onto the tailor
• c) It ignored the tailor
• d) It offered the tailor some food

Answer: b) It poured foul water onto the tailor

Why did the tailor prick the elephant with a needle?

• a) To show his affection
• b) To play a joke
• c) Because he had nothing to offer
• d) To cause it pain

Answer: d) To cause it pain

What did the elephant carry in its trunk the next day?

True or False: The tailor offered food to the rich man’s elephant every day.

True or False: The tailor poured water onto the elephant’s body as retaliation.

True or False: The elephant retaliated by pouring foul water onto the tailor’s body.

The tailor pricked the elephant with a needle.

The elephant poured foul water onto the tailor’s body as retaliation.

Why did the tailor feel the need to retaliate against the elephant?

The tailor felt the need to retaliate because he had nothing to offer the elephant and wanted to cause it pain in return for his frustration.

Short Stories With Questions And Answers #23

Once, two parrots built a nest in a big banyan tree. They had two little ones and took good care of them. Every day, the parents went out to find food and came back in the evening. But one sad day, while the parents were away, a cruel hunter took the young parrots.

One parrot managed to escape and flew to a peaceful hermitage. There, he grew up hearing kind words and feeling compassion. The hunter put the other parrot in a cage, where it learned a few words, but from the rough hunter and his family.

One day, a traveler stopped by the hunter’s hut and heard the caged parrot’s rude words. Scared, the traveler left and later arrived at the hermitage. There, the other parrot warmly welcomed him.

Surprised, the traveler asked why one parrot was so kind while the other was mean. The kind parrot explained, “We grew up in different places. I learned from kind sages, and my brother learned from hunters. The people around us shape who we become.”

Where did the two parrots build their nest?

• a) In a cave
• b) In a banyan tree
• c) In a hunter’s hut
• d) In a hermitage

Answer: b) In a banyan tree

What happened to the young parrots while their parents were away?

• a) They were taken by a hunter
• b) They flew away
• c) They found food
• d) They built their own nest

Answer: a) They were taken by a hunter

Where did one of the parrots manage to escape to?

• a) A hunter’s hut
• b) A hermitage
• c) A traveler’s house

Answer: b) A hermitage

What did the caged parrot learn from its surroundings?

• a) Kind words
• b) Compassion
• c) Rude words

Answer: c) Rude words

Why did the traveler feel scared when he heard the caged parrot’s words?

• a) Because they were kind words
• b) Because they were rude words
• c) Because they were wise words
• d) Because they were funny words

Answer: b) Because they were rude words

True or False: Both parrots grew up hearing kind words and feeling compassion.

True or False: The traveler was welcomed warmly by the caged parrot.

True or False: The kind parrot explained that the people around them shape who they become.

One of the parrots managed to escape to a peaceful hermitage.

What did the kind parrot learn from its surroundings?

The kind parrot learned from kind sages in the hermitage.

What lesson did the kind parrot explain to the traveler?

The kind parrot explained that the people around us shape who we become.

Short Stories With Questions And Answers #24

A farmer had a problem with mice infesting his granary. He decided to get a cat to get rid of them. The cat did a good job at catching the mice. The mice were so scared that they did not come out of their holes even to find food.

One day, the mice had a meeting to find a solution. A young mouse with long whiskers stood up and suggested putting a bell around the cat’s neck so that the mice could hear when the cat was coming and escape in time. The other mice thought it was a great idea.

Then, one mouse asked the crucial question, “But who will bell the cat?” The mice were silent, and nobody had an answer to that.

Why did the farmer get a cat?

• a) To keep him company
• b) To catch mice in his granary
• c) To scare away birds
• d) To guard his house

Answer: b) To catch mice in his granary

What solution did the young mouse with long whiskers suggest?

• a) Putting poison in the cat’s food
• b) Building a bigger granary
• c) Putting a bell around the cat’s neck
• d) Asking the farmer to get rid of the cat

Answer: c) Putting a bell around the cat’s neck

Why were the mice scared to come out of their holes?

• a) Because the cat was sleeping
• b) Because the cat was not doing its job
• c) Because the cat was catching the mice
• d) Because the cat was friendly

Answer: c) Because the cat was catching the mice

What was the crucial question asked by one of the mice?

• a) “Who will feed the cat?”
• b) “Who will catch the mice?”
• c) “Who will bell the cat?”
• d) “Who will build a bigger granary?”

Answer: c) “Who will bell the cat?”

How did the mice react when asked who would bell the cat?

• a) They were excited
• b) They were scared
• c) They were silent
• d) They were angry

Answer: c) They were silent

True or False: The cat did not catch any mice in the granary.

True or False: The young mouse with long whiskers suggested putting a bell around the cat’s tail.

True or False: The mice immediately found a solution to their problem of the cat catching them.

The farmer got a cat to catch mice in his granary.

The young mouse suggested putting a bell around the cat’s neck so the mice could hear it coming.

One mouse asked, “But who will bell the cat?” indicating the challenge of implementing the suggested solution.

Short Stories With Questions And Answers #25

Once, there was a young boy who had trouble controlling his temper. When he got angry, he would say hurtful things. So his dad gave him a bag of nails and a hammer and said, “Whenever you get angry, hammer a nail into the backyard fence.”

At first, the boy hammered so many nails that he used half the bag. But as time passed, he got less angry, and the number of nails he hammered reduced. Eventually, he didn’t get angry at all. His dad then told him to remove one nail each day to help control his temper.

When he pulled out the last nail, his dad said, “You did well, but look at the fence. The holes won’t go away, just like the scars from saying mean things when you’re angry.”

What did the boy’s dad give him to help control his temper?

• a) A bag of candy
• b) A bag of nails and a hammer
• d) A video game

Answer: b) A bag of nails and a hammer

What did the boy do whenever he got angry?

• a) Yell at his dad
• b) Hammer a nail into the backyard fence
• c) Throw things
• d) Go for a walk

Answer: b) Hammer a nail into the backyard fence

What happened to the number of nails the boy hammered into the fence over time?

• a) It increased
• b) It remained the same
• c) It decreased
• d) It doubled

Answer: c) It decreased

What did the boy’s dad instruct him to do after he stopped getting angry?

• a) To hammer more nails into the fence
• b) To remove one nail each day
• c) To build a new fence
• d) To paint the fence

Answer: b) To remove one nail each day

What did the dad tell the boy when he pulled out the last nail?

• a) “You need to work harder.”
• b) “You failed.”
• c) “You did well, but look at the fence.”
• d) “You can stop now.”

Answer: c) “You did well, but look at the fence.”

True or False: The boy’s dad gave him a bag of nails and a hammer to help him control his temper.

True or False: The number of nails the boy hammered into the fence increased over time.

True or False: The boy’s dad instructed him to hammer more nails into the fence after he stopped getting angry.

The boy’s dad gave him a bag of nails and a hammer.

Whenever the boy got angry, he hammered a nail into the backyard fence.

What did the boy’s dad tell him to do after he stopped getting angry?

The boy’s dad instructed him to remove one nail each day to help control his temper.

Short Stories With Questions And Answers #26

There was a dishonest sweetmeat seller who used to cheat his customers by giving them less than what they paid for. However, one day, an intelligent customer caught him in the act and asked why he did it. The sweetmeat seller tried to defend himself by saying that he was reducing the customer’s labor by giving them less to carry.

But the customer was not fooled and paid six paise less than the asking price. The sweetmeat seller complained, but the customer explained that he was reducing the seller’s labor by giving him less to count. The customer then left, leaving the sweetmeat seller with no choice but to accept his mistake. The story teaches us that cheating is never worth it in the long run, and eventually, one will be caught.

How did the intelligent customer catch the sweetmeat seller cheating?

• a) He tasted the sweetmeats before purchasing
• b) He weighed the sweetmeats and found them to be less than what he paid for
• c) He observed the seller’s actions closely
• d) He asked other customers about their experiences

Answer: b) He weighed the sweetmeats and found them to be less than what he paid for

What excuse did the sweetmeat seller give for cheating his customers?

• a) He claimed the quality of the sweetmeats was superior
• b) He said he was reducing the customers’ labor by giving them less to carry
• c) He blamed it on his suppliers
• d) He denied any wrongdoing

Answer: b) He said he was reducing the customers’ labor by giving them less to carry

How much less did the intelligent customer pay than the asking price?

• a) One paise less
• b) Two paise less
• c) Three paise less
• d) Six paise less

Answer: d) Six paise less

What did the customer do to retaliate against the sweetmeat seller’s complaint?

• a) He refused to purchase anything else from the seller
• b) He threatened to report the seller to the authorities
• c) He paid six paise less than the asking price
• d) He challenged the seller to a duel

Answer: c) He paid six paise less than the asking price

How did the sweetmeat seller react to the customer’s final action?

• a) He accepted his mistake and apologized
• b) He tried to justify his actions again
• c) He chased after the customer
• d) He refused to serve the customer in the future

Answer: a) He accepted his mistake and apologized

True or False: The sweetmeat seller’s dishonesty was exposed by a vigilant customer.

True or False: The sweetmeat seller argued that he was giving customers more than what they paid for.

True or False: The intelligent customer paid the exact asking price for the sweetmeats.

How did the intelligent customer respond to the sweetmeat seller’s complaint about paying less?

Answer: The customer explained that he was reducing the seller’s labor by giving him less to count.

What was the moral of the story about the dishonest sweetmeat seller?

Answer: The story teaches that cheating is never worth it in the long run, as eventually, one will be caught.

How did the sweetmeat seller try to defend himself when confronted by the intelligent customer?

Answer: The sweetmeat seller claimed that he was reducing the customers’ labor by giving them less to carry.

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The Elevator: ICSE Class 10 English questions, answers, notes

Get notes, line-by-line explanation, summary, questions and answers, critical analysis, word meanings, extras, and pdf of the story “The Elevator” by William Sleator, which is part of ICSE Class 10 English (Treasure Chest: A Collection of ICSE Poems and Short Stories). However, the notes should only be treated as references, and changes should be made according to the needs of the students.

About the author

Multiple choice questions (mcqs), comprehension passage, additional/extra questions and answers, additional/extra mcqs.

The story is about Martin, a 12-year-old boy who is afraid of the old, rickety elevator in his apartment building. From the first day he and his father move into the building, Martin feels uneasy in the elevator, which is very small. The lighting is poor, the walls are dirty, and the door slams loudly every time it closes. The elevator shudders each time it starts up, as if exhausted.

Martin tries taking the stairs one day after school, but they are dark with no windows, and he becomes short of breath by the 17th floor where he lives. His father scolds him for not taking the elevator and implies Martin is weak and cowardly. After that, Martin forces himself to take the elevator despite his fear.

One morning, a fat lady in an old green coat gets on the elevator with Martin. She completely fills the small space and her coat brushes up against Martin as he’s pushed into the corner. She stares intensely at Martin the whole ride down. When he returns home and takes the elevator, the woman gets into the elevator again on the third floor and stares at him the entire ride up to the 17th floor where he lives.

Martin asks his father that night if he’s noticed the strange woman, but his father dismisses his concerns. The next morning, the woman is again waiting for Martin in the elevator and smiles creepily as the door shuts between them. Martin is so afraid that he tries taking the stairs but falls and breaks his leg.

He is taken to the hospital by his father. When they get back, Martin has to stay off his broken leg and feels relieved to avoid the elevator and woman. However, his father stops on the 9th floor to visit someone, forcing Martin back alone in the elevator when the same woman steps inside the elevator again. 

The elevator starts moving up but she pushes the stop button midway, trapping him inside, and says “Hello Martin”. The story ends without mentioning what happens next.

William Sleator (1945-2011) was an American author who masterfully blended science fiction with explorations of complex family relationships. This is evident in his short story ‘The Elevator’, where a frightening plotline underscores the dysfunctional dynamic between a father and son.

Sleator deftly contrasts the characters of Martin, a sensitive 12-year-old boy, and his insensitive father. Martin likely suffers from claustrophobia, as his greatest fear is being trapped in the old, cramped elevator of their apartment building. His father berates him for this phobia, demanding he ‘grow up and act like a man’. Sleator vividly depicts the heightened pressure on young boys to suppress their emotions and fears.

Through Martin’s escalating terror of the mysterious, smiling woman who seems to be stalking him in the elevator, Sleator offers insight into the frightened inner world of childhood. The story’s horror fiction elements come to the fore as it concludes with Martin, immobilised with a broken leg, trapped in the elevator at the mercy of this ominous woman. Sleator chillingly explores irrational childhood fears within a tense, suspenseful plot.

Workbook answers/solutions

(i) The story ‘The Elevator’ is written by  

(a) Joseph Conrad (b) William Sleator (c) Katherine Mansfield (d) Stephen Leacock 

Answer : (b) William Sleator 

(ii) The elevator could carry  

(a) two (b) three (c) four (d) only one 

Answer : (b) three persons. 

(iii) Martin’s father worked  

(a) in a factory (b) in an office (c) at home (d) in his fields 

Answer : (c) at home 

(iv) Martin was (a) a brave boy (b) a skinny boy (c) a fat boy (d) a fearless 

Answer : (b) a skinny boy 

(v) Martin lived on the  

(a) third (b) fourth (c) seventeenth (d) eighteenth 

Answer : (c) seventeenth .floor. 

(vi) Martin first met the fat lady on the ………………. .floor.  

(a) ninth (b) thirteenth (c) tenth (d) fourteenth 

Answer : (d) fourteenth 

(vii) The fat lady looked at Martin  

(a) affectionately (b) scornfully (c) threateningly (d) closely 

Answer : (d) closely 

(viii) The old lady was wearing a ….. coat

(a) red (b) brown (c) green (d) black 

Answer : (c) green

(ix) What was Martin’s father doing when he was told about the fat lady?  

(a) watching television (b) speaking to someone on mobile (c) reading a book (d) taking to a friend to meet Mrs Ullman 

Answer : (a) watching television 

(x) On which floor was Martin’s father going to meet  

(a) 4th (b) 9th (c) 14th (d) 3rd 

Answer : (b) 9th 

Passage 1  

Of course he was always uncomfortable in elevators, afraid that they would fall, but this one was especially unpleasant. Perhaps this was because of the poor lighting and the dirty walls. 

(i) Describe the apartment to which Martin and his father had shifted recently.  

Answer : It was an old building with an old elevator, a very small elevator that could hold three people. Of course, he was always uncomfortable in elevators, he was afraid that they would fall, but there was something special unpleasant about it. Perhaps it was its sinister atmosphere due to the light from the only fluorescent a ceiling strip, dull and dull against dirty walls. Perhaps the problem was the door, which was never left open all the way. 

(ii) What made the boy uncomfortable in the elevator?  

Answer : Martin was uncomfortable in elevators as he was afraid that they would fall down. The elevator in the new apartment building was especially unpleasant because of the poor lighting and dirty walls. 

(iii) What kind of boy was Martin ?  

Answer : Martin was a skinny twelve-year-old boy who was nervous by nature. 

(iv) What are we told about the door of the elevator ?  

Answer : The door of the elevator was never left open all the way long enough, and slammed shut with that ominous, clanging finality. 

(v) How does the description of the elevator contribute to the suspense in the story?  

Answer : The description of the old building, the small cramped elevator with poor lighting and dirty walls, and the ominous clanging sound of the elevator door sets an atmosphere of suspense and fear, making the reader expect something strange or frightening to happen. 

Passage 2  

‘You’re not only skinny and weak and bad at sports,’ his face seemed to say, ‘but you are also a coward’. After that, Martin always took the elevator. He would have to get used to it, he told himself, just as he got used to being bullied at school. 

(i) Earlier, why did father get upset with Martin?  

Answer : Earlier, Martin’s father got upset with him because instead of taking the elevator, Martin took the stairs and reached home out of breath after climbing up to the 17th floor where they lived. 

(ii) What kind of boy was Martin ?  

Answer : Martin was a skinny, weak boy who was bad at sports and timid by nature, as described by his father’s expression. 

(iii) What did Martin have to come to terms with ?  

Answer : Martin had to come to terms with using the elevator despite his fears, just as he had got used to being bullied at school by his classmates. 

(iv) Why did Martin take the elevator although he was scared of it?  

Answer : Although Martin was scared of the elevator, he started taking it after his father rebuked him for being a coward and told him he would have to get used to it. 

(v) Was Martin a coward ? Give two reasons for your answer.  

Answer : Yes, Martin was depicted as a coward by his father’s expression. He was skinny, weak, bad at sports, and most importantly, afraid of using the elevator which his father considered an irrational fear that he needed to overcome. 

Passage 3  

She was wearing an old green coat that ballooned around her. As she waddled into the elevator, Martin was sure he felt it sink under her weight. She was so big that her coat brushed against him, and he had to squeeze himself into a corner. 

(i) What kind of lady was ‘she’?  

Answer : The lady was fat and wore an old green coat that ballooned or swelled out around her large body. 

(ii) What is Martin’s tone while describing the lady’s stature ?  

Answer : Martin’s tone in describing the lady’s large stature is one of fear and being overwhelmed by her size, as he felt the elevator sink under her weight when she waddled in. 

(iii) What was Martin’s state of mind when he confronted the lady?  

Answer : When the fat lady entered the cramped elevator, Martin felt very uncomfortable and squeezed himself into a corner to avoid brushing against her coat, indicating he was in a nervous, fearful state of mind. 

(iv) On which floor did the lady step into the elevator ? On which floor did she actually live?  

Answer : The lady got into the elevator on the fourteenth floor. The story does not specify on which floor she lived. It only states that she entered when the elevator stopped at the 14th floor in the morning. 

(v) How did the lady look at the boy in the elevator ?  

Answer : The extract mentions that the fat lady just kept staring at Martin constantly and did not stop looking at him for even a minute in the elevator. 

Passage 4  

She did nothing. She only watched him breathing loudly, until the elevator reached the first floor at last. Martin wanted to run past her to get out, but there was no room. He could only wait as she turned and moved slowly into the lobby. Then he ran. He didn’t care what she thought. She ran nearly all the way to school. 

(i) What was the lady’s behaviour while in the elevator with the boy ?  

Answer : The lady did nothing in the elevator except watch Martin breathing loudly and staring at him constantly until they reached the ground floor. 

(ii) Why couldn’t Martin run past the lady?  

Answer : Martin could not run past the lady to get out of the elevator first because there was no room or space due to the lady’s large size taking up most of the cramped elevator. 

(iii) What was the boy’s impression of the lady in the elevator?  

Answer : The lady’s constant staring at Martin in the confined elevator gave him the impression that she was strange or crazy in her behavior. 

(iv) Where did the lady live ?  

Answer : The story does not explicitly state where the lady lived. 

(v) What time of the day was it then? How do you know?  

Answer : It was morning time, as mentioned in the line “She was waiting for him at 7:30 in the morning.” 

Passage 5  

She nodded, and stepped in. The door slammed. He watched her pudgy hand move towards the buttons. She pressed not fourteen, but eighteen, the top floor. 

(i) To which question of the boy did the lady nod?  

Answer : The lady nodded in response to Martin’s question if she was going up in the elevator. 

(ii) What did the woman look like?  

Answer : The lady is described as pudgy or fat, indicating her large physique. 

(iii) What is surprising in the lady’s pressing the button eighteen?  

Answer : It is surprising that the lady pressed the button for the 18th floor or top floor, when earlier that morning she had gotten on at the 14th floor, raising questions about where she actually lived. 

(iv) Which floor do you think did the lady live on?  

Answer : Based on her pressing different floor buttons at different times of the day, it is unclear which floor the lady actually lived on in the building. 

(v) What makes the boy feel nervous in the elevator ?  

Answer : The constant presence and strange behavior of the large fat lady staring at him in the cramped elevator makes Martin feel very nervous and uncomfortable. 

Passage 6  

“I’m not afraid”. “You’re afraid”, said his father. “When are you going to grow up and act like a man? Are you going to be timid all your life?” 

(i) Why does the boy retort “I’m not afraid” ?  

Answer : The boy retorts “I’m not afraid” when his father accuses him of being afraid of the fat old lady he saw in the elevator. 

(ii) What was the boy’s father trying to emphasise ?  

Answer : The father was emphasizing and advising his son to grow up, be brave like a man, and not remain timid or fearful throughout his life. 

(iii) How did Martin react to his father’s rebuke ?  

Answer : When rebuked by his father for being afraid, the extract mentions that Martin managed not to cry until he went to his room, implying he broke down in tears due to his father’s harsh words. 

(iv) What does the extract tell about the relationship between the son and the father?  

Answer : The extract shows there is lack of understanding and a strained relationship between the father and son, with the father being critical of Martin’s timid nature and wanting him to be braver. 

(v) Later, what happens when the boy tries to avoid the lady ?  

Answer : Later, when Martin tries to avoid the lady again by taking the stairs instead of the elevator, he falls down the flight of stairs and breaks his leg. 

Passage 7  

His father was silent on the way to hospital, disappointed and angry with him for being a coward and a fool. Martin had broken his leg, and needed to walk on crutches. 

(i) Why was the boy taken to hospital?  

Answer : Martin was taken to the hospital because he had broken his leg after falling down the stairs while trying to avoid the fat lady in the elevator. 

(ii) What did the father feel about the boy’s health?  

Answer : Martin’s father felt disappointed and angry with him for being a coward and acting foolishly out of his irrational fears. 

(iii) What disability had the boy suffered and how ?  

Answer : Martin had suffered a broken leg from his fall down the stairs and now needed to walk with the support of crutches. 

(iv) How could this disability give some relief to Martin ?  

Answer : Having a broken leg that required him to use crutches gave some relief to Martin, as it meant he would not need to get into the elevator for some time and avoid facing the fat lady. 

(v) What advice was given to Martin by his doctor?  

Answer : The doctor had advised Martin to use his fractured leg as little as possible for recovery. 

Passage 8  

“Oh, I almost forgot.” Father held out his hand and pressed nine. “What are you doing? You’re not coming out, are you?” he asked him, trying not to sound panicky. “I promised Terry Ullman that I would visit her,” his father said, looking at his watch and leaving the house. “Let me go with you. I want to visit her too,” Martin pleaded, moving forward on crutches. But the door was already closing. “Afraid to be in the elevator alone ?” said his father. “Grow up, Martin”. The door slammed shut. 

(i) Why did the father not want Martin to visit the neighbour along with him ?  

Answer : The father did not want Martin to visit the neighbor Mrs. Ullman along with him, so that Martin would be forced to take the elevator alone to overcome his fears. 

(ii) What was the father’s advice to Martin?  

Answer : The father’s advice to Martin was to “grow up” and stop being afraid to take the elevator alone, implying he wanted his son to become braver. 

(iii) On which floor did the neighbour live? What was her name?  

Answer : The neighbor the father was going to visit was named Mrs. Ullman who lived on the 9th floor. 

(iv) Where did the elevator stop and why?  

Answer : The elevator stopped at the 10th floor, where the same fat lady Martin was afraid of was waiting to enter. 

(v) What surprise awaited Martin in the elevator? How did the lady treat him there?  

Answer : To Martin’s surprise, the fat lady was waiting for him at the 10th floor of the building. When they were alone in the elevator, she greeted Martin by name and laughed, before pressing the stop button, trapping them inside in a threatening way.

1. How old is Martin?

Answer: He is around 12 years old.

2. List the reasons Martin gives for being nervous about his buildings elevator?

Answer: Reasons include its small size, poor lighting, dirty walls, loud/slamming door, shuddering movements, and it seeming exhausted.

3. Why were the stairs just as bad as the elevator?

Answer: The stairs were dark with no windows, caused Martin to be out of breath, and made creepy echoing sounds.

19. What might the strange woman symbolise in the context of Martin’s fears?

Answer: The mysterious woman seems to symbolise some sinister, supernatural force that is specifically haunting and terrorising Martin. Her bizarre ability to appear on different floors waiting for him, as well as her creepy staring and smiling, suggest she may represent an embodiment of Martin’s childhood fears made concrete. She is like the physical manifestation of all the strange anxieties and phobias tormenting him.

1. What floor does Martin live on?

A. 14th floor B. 17th floor C. 18th floor D. 9th floor

Answer: B. 17th floor

2. Why does Martin dislike riding the elevator?

A. It moves too fast B. It is too brightly lit C. It feels rickety and confined D. It is not cleaned regularly

Answer: C. It feels rickety and confined

3. What happens when Martin tries using the stairs instead of the elevator?

A. He has to stop to catch his breath B. He gets lost C. He slips and falls D. The lights go out

Answer: A. He has to stop to catch his breath

18. What time of day does the woman first appear in the elevator?

A. Late at night B. Early morning C. After school D. Mid-afternoon

Answer: B. Early morning

Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger. He manages Online Free Notes and reads Victorian literature. His favourite book is Wuthering Heights by Emily Bronte and he hopes to travel the world. Get in touch with him by sending him a friend request.

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Q: Which question can you never answer "yes" to? A: "Are you asleep?"

Q: What's something that, the more you take, the more you leave behind? A: Footsteps.

Q: I have no sword, I have no spear, yet rule a horde which many fear, my soldiers fight with a wicked sting, I rule with might, yet am no king. What am I? A: A queen bee.

Q: I have arms that are longer than my legs. I have been taught sign language to communicate. Who am I? A: A gorilla.

Q: I like to stay awake at night and sleep during the day. What am I? A: An owl.

Q: My skin is green and slipper, I have four legs and webbed feet, I hop on land and swim underwater, I love bugs and little fish to eat. What am I? A: A frog.

Q: The alphabet goes from A to Z, but I go Z to A. What am I? A: A zebra.

Q: A rooster is sitting on the roof of a barn facing west. If it laid an egg, would the egg roll to the north or to the south? A: It's impossible — roosters don't lay eggs.

Q: A cowgirl road into town on Friday. Three days later, she left on Friday. How is that possible? A: Friday is the name of her horse.

Q: What kind of lion never roars? A: A dandelion.

Q: What has a thousand needles but cannot sew? A: A porcupine.

Q: Without me Thanksgiving and Christmas are incomplete, when I’m on the table everyone tends to overeat. What am I? A: Turkey.

Q: What’s bright orange with green on top and sounds like a parrot? A: A carrot.

Q: Why do bees have sticky hair? A: Because they use their honeycombs.

Q: What do you call a bear with no teeth? A: A gummy bear.

Q: What’s black, white and blue? A: A sad zebra.

Q: I jump when I walk and sit when I stand. What am I? A: Kangaroo.

Q: I grow down as I grow up. What am I? A: A goose. Goose feathers are called down.

Q: I’m the father of fruits. What am I? A: A papa-ya.

Q: Why are teddy bears never hungry? A: Because they are always stuffed.

Q: Cats have four, bugs have four, but school has six. What are they? A: Letters.

Q: Sam's parents have three kids. Their names are Huey, Dewey, and _____? A: Sam!

Q: Nobody empties me, but I never stay full for long. What am I? A: The moon.

Q: What do you get when you cross a snowman and a vampire? A: Frostbite.

Q: What’s really easy to get into, and hard to get out of? A: Trouble.

Q: What animal can jump higher than a building? A: Any animal that can jump — buildings don’t jump, silly!

Q: Where would you take a sick boat? A: To the dock.

Q: What did the zero say to the eight? A: “Nice belt!”

Q: What gets wet while drying? A: A towel.

Q: I’m tall when I’m young, and I’m short when I’m old. What am I? A: A candle.

Q: What room do ghosts avoid? A: The living room.

Q: I can be cracked or played; told or made. What am I? A: A joke!

Q: What has a head and a tail but no body? A: A coin.

Q: I sometimes run, but I cannot walk. What am I? A: Your nose.

Q: What has four fingers and a thumb but isn’t alive? A: A glove

Q: What has no beginning, end or middle? A: A doughnut.

Q: Although I may have eyes, I cannot see. I have a round brown face with lots of acne. What am I? A: A potato.

Q: What kind of dog has no tail? A: A hot dog.

Q: I am a bird, I am a fruit and I am a person. What am I? A: Kiwi.

Q: What fruit never ever wants to be alone? A: A pear.

Q: I can be bitter or sweet, but I'm always a treat; in a bar or a cake, I'm something to eat. What am I? A: Chocolate.

Q: I can be yellow or blue, soft or hard; on a burger or mac, I’m often starred. What am I? A: Cheese.

Q: First, you throw away my outside and cook the inside. Then you eat my outside and throw away the inside. What am I? A: Corn.

Q: What kind of cheese is made backwards? A: Edam. Made is M-A-D-E, Edam is E-D-A-M, or "made" backwards.

Q: What has a head but no eyes, nose or mouth? A: Lettuce.

Q: I'm red and small, and I have a heart of stone. What am I? A: A cherry.

Q: When I’m ripe, I’m green, when you eat me, I’m red, and when you spit me out, I’m black. What am I? A: A watermelon.

Q: What fruit can you never cheer up? A: A blueberry.

Q: What has to be broken before you can use it? A: An egg

Q: What kind of foods are the most fun at parties? A: Fungi.

Q: What is the richest nut? A: A cash-ew.

Q: Why did the citrus tree go to the hospital? A: Lemon-aid.

Q: You cut me, slice me, dice me, and all the while, you cry. What am I? A: An onion.

Q: What kind of room has no doors or windows? A: A mushroom.

Q: What kind of apples do computers prefer? A: Macintosh.

Q: What kind of cup doesn’t hold water? A: A cupcake.

Q: If there are seven oranges and you take three away, how many oranges do you have? A: Three, since that's how many you took.

Q: How many seconds are in a year? A: Twelve — January 2nd, February 2nd, March 2nd...

Q: How many letters are there in the alphabet? A: There are 11: three in "the" and eight in "alphabet."

Q: Ms. Smith has four daughters. Each daughter has a brother. How many kids are there in total? A: Five, there are four daughters and one son. Each daughter has the same brother.

Q: When things go wrong, what can you always count on? A: Your fingers.

Q: What did the triangle say to the circle? A: You are pointless.

Q: You have a basket that's one foot in diameter and one foot deep. How many apples can you fit in the empty basket? A: Only one, because then it's not empty anymore.

Q: If two’s a company, and three’s a crowd, what are four and five? A: Nine!

Q: Why was 6 afraid of 7? A: Because 7, 8 (ate), 9!

Q: Four legs up, four legs down, soft in the middle, hard all around. What am I? A: A bed.

Q: A word I know, six letters it contains, remove one letter and 12 remains, what is it? A: Dozens.

Q: What month of the year has 28 days? A: All of them!

Q: The more you take, the more you leave behind. What am I? A: Footsteps.

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Election latest: Sunak admits he got job 'because of a mistake'

Rishi Sunak and Sir Keir Starmer have faced the latest Q&A of this year's election, this time hosted by The Sun. Scroll through the Politics Hub to catch up on our updates and analysis from the event.

Monday 24 June 2024 23:06, UK

• General Election 2024

Please use Chrome browser for a more accessible video player

• Sunak: I got this job as the result of a mistake
• PM reveals Tories are investigating betting scandal
• The party leaders who  do   still want to talk about Brexit
• Farage attacks Johnson in defence of Ukraine war comments
• Chancellor deletes pic of wife's ballot which broke electoral rules
• Live reporting by Faith Ridler

Expert analysis

• Paul Kelso: Are parties being honest about tax and spend plans?
• Sophy Ridge: PM running out of time to get his message across
• Sam Coates: Tories braced for more names in betting scandal

Election essentials

• Manifesto pledges: Alliance Party | Conservatives | DUP | Greens | Labour | Lib Dems | Plaid Cymru | Reform | SNP | Sinn Fein | Workers Party
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage: Memorable moments from elections gone by
• Follow Sky's politics podcasts: Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo | Sky's election night plans

We'll be back from 6am with all the latest from the election campaign.

We're in the last few days of the race for Number 10 - and parties from across the House of Commons are accelerating their efforts.

Join us in the morning for more live updates.

Reducing knife crime will be a "moral mission" for Labour if it wins the election on 4 July, Sir Keir Starmer will say on Tuesday.

The party leader will outline his plan to halve knife crime over the next 10 years, including creating a new cross-government "coalition" to work on solutions - bringing in families of victims and survivors of knife crime, along with tech companies and relevant organisations. 

Sir Keir will also promise to chair an annual knife crime summit to "track progress" on the target, and appeal to all parties to work together on the issue. 

"Knife crime is an issue above and beyond party politics," he will say. "For the parents grieving sons and daughters who never came home, action to end this scourge cannot wait.

"Far too often we hear the same stories from grieving families who have been subject to these brutal murders carried out by children. 

"It is our duty as political leaders of all stripes to work together to end knife crime and keep our young people safe."

Figures from Labour showed knife-related offences had risen by 81% since 2015 across England and Wales. 

The party's pledges for after the election include increasing the penalties for carrying a knife - including custody in the most serious cases, as well as extending the list of banned knives. 

Its 10pm - here's your late night general election bulletin.

We're into the last full week of the election campaign, with just 10 days left until polling day - and things are heating up.

Here's a run down of everything you may have missed:

• Rishi Sunak  today said he is not being investigated by the Gambling Commission over the betting scandal;
• He confirmed the Conservative Party is carrying out its own investigation - and will pass its findings on to the Gambling Commission ;
• The prime minister later took part in an election Q&A with The Sun, in which he insisted he only took the top job "as the result of a mistake" made by Liz Truss ;
• He also failed to confirm whether he called a summer election to avoid potential legal trouble over Rwanda flights taking off in July;
• Meanwhile, economists have lambasted a "conspiracy of silence" from the main parties over their tax and spending plans - read more below:
• Over to Labour, which has offered to meet Harry Potter author JK Rowling to provide her with "assurances" over the protection of women-only spaces; 
• Sir Keir Starmer also took part in the election Q&A, and he admitted that he "understands" why people are confused by his shift in stance on Jeremy Corbyn;
• And Lord Richard Dannatt, the former head of the army, has said Nigel Farage is "not worth listening to about anything" - particularly relating to the war in Ukraine;
• The Reform leader said last week the West had contributed to the invasion of Ukraine;
• He has launched a blistering attack aimed at his one-time ally Boris Johnson - highlighting a front page showing Mr Johnson holding a similar stance on Russia back in 2016.

A flurry of general elections since 2015 has brought an unprecedented churn in our parliamentary representatives.

This year, two in five MPs aren't seeking re-election and the picture for the Conservatives is record-breakingly grim.

An unparalleled total of 23% of Conservative MPs are calling it a day in 2024, more than the previous high of 22% of Tories who quit in 1997, another year of boundary changes.

In contrast, only 15% of Labour MPs are resigning.

There are many reasons MPs quit: from retirement, family commitments and health concerns to career change, abolished constituencies, and the prospect of defeat.

But their decision to depart can reveal much about life in Westminster and have a significant impact on parliament's mix of experience, demographics, and the direction of political parties.

Dr Sofia Collignon, associate professor in Comparative Politics, analyses the churn in our representatives here:

Wales is a Labour heartland, but it's clearly in the sights of other parties during this election campaign.

Reform UK even launched its manifesto in a town in the south of the country, Merthyr Tydfil.

Although Wales has its own parliament and makes most of its own decisions, they still elect MPs who stand in Westminster.

Sky's Wales reporter Tomos Evans explains how the cost of living, steel industry and nuclear energy will be key issues for voters.

By David Blevins , senior Ireland correspondent

Northern Ireland's first and deputy first ministers have condemned the Conservative Party for the impact of Brexit on the region.

Sinn Fein's Michelle O'Neill told Sky News the current government had "played fast and loose" with the Good Friday Agreement.

Emma Little-Pengelly, of the Democratic Unionist Party (DUP), said Northern Ireland was the victim of the Tories having "botched Brexit".

Doug Beattie, the Ulster Unionist Party (UUP) leader, accused the "chaotic" Tory government of "destroying the cohesion of the United Kingdom".

Tactical voting is a talking point at every election - but it could play a particularly big role this time round.

The polls suggest huge public discontent with the Tories, but there are many seats where Labour - widely projected to form the next government - are not the main challengers.

It's contests like these where the Lib Dems, Reform UK, and the Greens might hope to make gains.

Below, Sky's political correspondent  Serena Barker-Singh explains what tactical voting is when it comes to an election and how it could impact parliament's makeup come 5 July.

Our live poll tracker collates the results of opinion surveys carried out by all the main polling organisations - and allows you to see how the political parties are performing in the run-up to the general election.

It shows a drop in support in recent days for Labour and the Tories - with a jump for Reform and the Liberal Democrats.

Read more about the tracker here .

Tonight on Politics Hub With Sophy Ridge , both our Tory and Labour guests faced questions over a report suggesting neither party are being honest with voters about their tax and spending plans.

The Institute for Fiscal Studies launched its report on their election manifestos this morning, warning public services will have to be cut over the next parliament, unless government debt or taxes rise further.

Labour and the Tories have both ruled out tax rises on working people, but also downplayed the risk of cuts to key public services.

So, are they being honest? Our business correspondent Paul Kelso takes a closer look at the numbers...

That concludes our coverage of tonight's Politics Hub With Sophy Ridge  - the show will return tomorrow at 7pm. Stick with us here for more updates and analysis throughout the evening.

Five years ago it was indisputably the Brexit election, but this time round it's become something of an elephant in the room.

But in Northern Ireland, none of the party leaders are shy of talking about the impact of Britain leaving the EU.

Our  senior Ireland correspondent  David Blevins   has spoken to them all about the legacy of the 2016 referendum - and how a new government at Westminster might change things.

As David notes, to "get Brexit done" the Tory government put a trade border in the Irish Sea between Northern Ireland and Great Britain - something that was once unthinkable.

Michelle O'Neill, Sinn Fein:

"I think there's an opportunity now with what potentially looks like a Labour government coming into play to reverse the damage of Brexit. 

"And actually, I would hope we get to the point where actually we reverse the Brexit decision altogether. 

"That may not be where Labour are headed, but I think there is an opportunity to reset relationships, critically between London and Dublin, because those have been very much fractured."

Emma Little-Pengelly, DUP: 

"The Conservative Party and the UK government botched Brexit and Northern Ireland was the victim of that. 

"We called out the Conservative Party on this at every single stage. 

"We had to fight incredibly hard to try to undo the damage made by the decisions made by the Conservative Party in government. 

"But of course it was us fighting for that, while others were agitating and pushing for rigorous implementation of that really bad deal."

Naomi Long, Alliance: 

"What we need to do looking forward is say... how do we make the benefits of the Windsor Framework work in our advantage? 

"We have a unique position in Northern Ireland in terms of trade: we can trade freely into GB, we can trade freely with the Irish Republic, but more than that, we are a foot in the European Union."

Colum Eastwood, SDLP:

"Brexit has been a disaster for the whole of the UK, I would argue, economically and in many other ways, but we felt it much more keenly here because we share a border with the European Union.

"We had to do an awful lot of work to put things back together after the mess that was made by Brexit and Boris Johnson and the DUP. 

"From our perspective, there's no better outcome than actually being back in the European Union lock, stock, and barrel."

Doug Beattie, UUP:

"Brexit was a defining moment. 

"It absolutely undermined the cohesion of the United Kingdom, and I think we can see the out workings of that even today. 

"And whatever government gets in - and we all think it's going to be a Labour government - I think they're going to have to work on that cohesion as one of their main outputs."

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