Curriculum Area & Grade Level: English 8 Teacher: Mrs. Odessa C.

Macaraeg

Time Required (Days or Weeks): Instructional Groupings: (Y for yes; NA for Not
Applicable)
July 16,2019
Whole Y Partners Y Homogenous Y
Group
Small Y Quads NA Heterogeneous Y
Group
I. STANDARDS
Content Standard Performance Standard
The learner demonstrates concrete understanding The learner presents an informative and creative exhibit
of the prosodic features of speech, study and to show the different traditions and values of selected
research skills, making sense of unfamiliar words, Afro-Asian countries.
using non-linear texts to show relationships
between ideas through oral literatures of selected
Afro-Asian countries and informative texts to
familiarize oneself with the traditions and values
that will guide him/her in knowing his/her identity as
an Asian.
Learning Objectives:
1. EN8G-IIc-9: Use appropriate grammatical signals or expressions.
2. Differentiate dependent clause and independent clause.
3. Generate the significance of a mother’s love and wisdom as a worthwhile human value as it enhances
substance among the youth which expands their experiences and ideals in life.

II. CONTENT
Module 1 – SEARCHING FOR KNOWLEDGE
Lesson # 1 – The Aged Mother by Matsuo Basho
Focus Question: How can you better understand your identity as an Asian?
III. LEARNING MATERIALS
1. Reference: English 8 Learner’s Material pp. 11-18
Authors: Department of Education
2. Other References/Materials - WWW.GOOGLE .COM
3. METHODOLOGY

A. Preliminary Activities
1. Daily Routines
 Prayer and greetings.
 Checking of the room and attendance.

B. Review
 What are the main messages in the poem I am an African Child?

C. Motivation/Mind Conditioning

Tongue Twister Activity: Students will recite the tongue twister clear and fast.

Betty bought a bit of butter.

D. Discussion and Activities # 1

Unlocking of Difficulties

Directions: Arrange the jumbled letters into a meaningful word. These words can be found in the story
The Aged Mother that you have read.

_____________1. Dospecit- someone that is autocratic or dictatorial.

_____________3. Cuerl - willfully causing pain or suffering to others, or feeling no concern about it.
_____________4. Brabasour - savagely cruel; exceedingly brutal.
_____________5. Vererence - deep respect for someone or something.
_____________6. Manteda - an official order or commission to do something.
_____________7. Deeh - pay attention to; take notice of.
_____________8. Ansioux - experiencing worry, unease, or nervousness, typically about an imminent
event or something with an uncertain outcome.
_____________9. Weh - chop or cut (something, especially wood or coal) with an axe, pick, or other
tool.
_____________10. Juinnction - an authoritative warning or order.

E. Discussion and Activities # 2

Also known as The Story of the Aged Mother, this Japanese folktale tells the story of an unkind ruler
who issues cruel orders, including one demand that all old folks are to be abandoned and left to die.
Basho tells a poignant story about a mother and her son and their love for one another.

Long, long ago there lived at the foot of the mountain a poor farmer and his aged, widowed mother.
They owned a bit of land which supplied them with food, and they were humble, peaceful, and happy.
Shining was governed by a despotic leader who though a warrior, had a great and cowardly shrinking
from anything suggestive of failing health and strength. This caused him to send out a cruel
proclamation. The entire province was given strict orders to immediately put to death all aged people.
Those were barbarous days, and the custom of abandoning old people to die was not uncommon. The
poor farmer loved his aged mother with tender reverence, and the order filled his heart with sorrow. But
no one ever thought twice about obeying the mandate of the governor, so with many deep and hopeless
sighs, the youth prepared for what at that time was considered the kindest mode of death.
Just at sundown, when his day’s work was ended, he took a quantity of unwhitened rice which was the
principal food for the poor, and he cooked, dried it, and tied it in a square cloth, which he swung in a
bundle around his neck along with a gourd filled with cool, sweet water. Then he lifted his helpless old
mother to his back and started on his painful journey up the mountain. The road was long and steep; the
narrow road was crossed and re-crossed by many paths made by the hunters and woodcutters. In some
place, they lost and confuse, but he gave no heed. One path or another, it mattered not. On he went,
climbing blindly upward -- ever upward towards the high bare summit of what is known as Obatsuyama,
the mountain of the “abandoning of the aged.”
The eyes of the old mother were not so dim but that they noted the reckless hastening from one path to
another, and her loving heart grew anxious. Her son did not know the mountain’s many paths and his
return might be one of danger, so she stretched forth her hand and snapping the twigs from brushes as
they passed, she quietly dropped a handful every few steps of the way so that as they climbed, the
narrow path behind them was dotted at frequent intervals with tiny piles of twigs. At last the summit was
reached. Weary and heart sick, the youth gently released his burden and silently prepared a place of
comfort as his last duty to the loved one. Gathering fallen pine needles, he made a soft cushion and
tenderly lifted his old mother onto it. Hew rapped her padded coat more closely about the stooping
shoulders and with tearful eyes and an aching heart he said farewell.
The trembling mother’s voice was full of unselfish love as she gave her last injunction. “Let not thine
eyes be blinded, my son.” She said. “The mountain road is full of dangers. LOOK carefully and follow
the path which holds the piles of twigs. They will guide you to the familiar path farther down”. The son’s
surprised eyes looked back over the path, then at the poor old, shriveled hands all scratched and soiled
by their work of love. His heart broke within and bowing to the ground, he cried aloud: “oh, Honorable
mother, your kindness breaks my heart! I will not leave you. Together we will follow the path of twigs,
and together we will die!”
Once more he shouldered his burden (how light it seemed now) and hastened down the path, through
the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen floor was a walled
closet for food, which was covered and hidden from view. There the son hid his mother, supplying her
with everything she needed, continually watching and fearing she would be discovered. Time passed,
and he was beginning to feel safe when again the governor sent forth heralds bearing an unreasonable
order, seemingly as a boast of his power. His demand was that his subjects should present him with a
rope of ashes.
 The entire province trembled with dread. The order must be obeyed yet who in all Shining could make a
rope of ashes? One night, in great distress, the son whispered the news to his hidden mother. “Wait!”
she said. “I will think. I will think” On the second day she told him what to do. “Make rope of twisted
straw,” she said. “Then stretch it upon a row of flat stones and burn it on a windless night.” He called the
people together and did as she said and when the blaze died down, there upon the stones, with every
twist and fiber showing perfectly, lay a rope of ashes.
The governor was pleased at the wit of the youth and praised greatly, but he demanded to know where
he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the truth must be told!” and with deep bows
he related his story. The governor listened and then meditated in silence. Finally he lifted his head.
“Shining needs more than strength of youth,” he said gravely. “Ah, that I should have forgotten the well-
known saying, “with the crown of snow, there cometh wisdom!” That very hour the cruel law was
abolished, and custom drifted into as far a past that only legends remain.

Note: The teacher will assign students to read the story.

Directions: Identify the elements of the story.

Setting Characters Plot Conflict Theme

G. Evaluation

Directions: Identify the following questions.

1.

H. Other Activities/Assignment

Read the essay entitled “Why Sinigang” by Doreen G. Fernandez

I. REMARKS & REFLECTION

MAXWELL FARADAY DARWIN VOLTA ARCHIMEDES

Reflection
Remarks