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A SEMI-DETAILED LESSON PLAN IN WORLD LITERATURE

School: Negros Oriental State University – Bais Campus 2
Class Schedule: SAT (9:00 AM -12:00 PM)
Time Frame: 3 hours

I. LEARNING OBJECTIVES
1. Recognize the characteristics and themes of epic stories from Greek, Roman, and Indian literature.
2. Illustrate the similarities and differences of the heroes in The Epic of Gilgamesh, Homer’s Odyssey, and
The Ramayana using a Venn Diagram.
3. Reflect on the valuable lessons each epic story offers and how these lessons can be applied in their own lives.

II. SUBJECT MATTER

A. Topics:
1. Ancient and Classical Text
2. The Epic Tradition: Heroes and Myths
3. Greek and Roman Literature
4. Indian and Middle Eastern Epics

B. References:
1. https://owlcation.com/humanities/The-Epic-Definition-Types-Characteristics
2. https://www.britannica.com/topic/Epic-of-Gilgamesh
3. https://www.sparknotes.com/lit/odyssey/summary/
4. https://asiasociety.org/education/ramayana
5. https://youtu.be/b5BHNqu54X8?si=3S3c_B6yxN-QnWAh
6. https://youtu.be/BCXRxD85Xc0?si=9toXOKDARx4pR3bD
7. https://youtu.be/f7M63xG5KKs?si=N1OMHz6kF3M4M01p

C. Learning Materials
1. PowerPoint Presentation
2. Laptop
3. Projector
4. Manila Paper
5. Marker

III. METHODOLOGY (5 A’s)

PROCEDURE

Elements of the
Teacher’s Activity
Plan
A. AWARENESS
1. Prayer Leads the students to a prayer.
2. Greetings Greets the students.
3. Checking of
Checks for absences.
attendance
4. Classroom Rules Presents the classroom rules.

In our previous discussion, we examined the different forms of literary

5. Review expression, focusing on prose, poetry, and drama, as well as the distinction
between fiction and nonfiction. Each form serves a unique purpose in
conveying ideas, emotions, and narratives, while fiction and nonfiction help us
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understand the difference between imaginary and real-world events. By

understanding these literary forms, we can better appreciate their roles in
shaping human experiences and knowledge.

Guide Questions:
1. What are the key differences between prose, poetry, and drama?
2. How does fiction differ from nonfiction in terms of content and purpose?

CABBAGE RELAY

Materials Needed:
1. A cabbage (paper-made with layered leaves)
2. Questions written on some of the cabbage leaves (alternatively, some leaves
marked “SAFE”)
3. Speaker
6. Motivation
Instruction:
The class will pass a cabbage around while music plays. When the music
stops, the student holding the cabbage will peel off a leaf, revealing either a
question or a “SAFE” mark. If a question is revealed, the student must try to
answer it; if unsure, they may seek help from classmates. If the leaf has a
“SAFE” mark, the student is excused from answering. The music then
resumes, and the cabbage continues to be passed until all the leaves are peeled.

B. ACTIVITY

JEOPARDY

Instructions:
 The class will be divided into two groups that take turns choosing a category
and point value. A question will be projected, and the selected group must
answer it; if correct, they earn the points; if incorrect, the opposing team has
the opportunity to steal the answer. The game continues until all questions
have been answered or a time limit is reached, with the team accumulating the
highest score declared the winner.

SAMPLE CATEGORY QUESTIONS:

1. It is a long poem that narrates the deeds and adventures of heroic or
legendary figures or the history of a nation.
ANSWER: Epic
2. He is the protagonist of “The Epic of Gilgamesh,” known for his
unmatched strength and oppressive rule.
ANSWER: Gilgamesh
3. She is the goddess of wisdom who assists Odysseus and Telemachus
throughout their journey in “The Odyssey.”
ANSWER: Athena

C. ANALYSIS

Guide Questions:

1. How did you find the activity? What made it enjoyable or challenging?
2. There were names of characters being mentioned during the activity; are
you familiar with them? In what way did you encounter them?
3. Based on the activity, what key terms or concepts do you think are related
to today’s lesson?
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D. ABSTRACTION

DISCUSSION ON:
1. Ancient and Classical Text
2. The Epic Tradition: Heroes and Myths
3. Greek and Roman Literature
4. Indian and Middle Eastern Epics

READINGS:

The Epic of Gilgamesh Homer’s Odyssey The Ramayana

KEY CONCEPTS:
Epic is a long poem, typically one derived from ancient oral tradition,
narrating the deeds and adventures of heroic or legendary figures or the
history of a nation.

ELEMENTS/CHARACTERISTICS OF AN EPIC
1. Bulky size
2. Dwells upon the achievements of a historical or traditional hero or a person
of national or international significance.
3. Exaggeration
4. Supernaturalism
5. Morality
6. The theme of each epic is sublime, elegant, and has universal significance.

GREEK LITERATURE
Ancient Greek literature was written in an Ancient Greek dialect, from the
oldest surviving written works to works from approximately the fifth century
AD.

GREEK THEMES IN LITERATURE

1. Heroes Journey
2. The Quest for Knowledge

ROMAN LITERATURE
Roman literature emerged as a synthesis of indigenous traditions and Greek
influences, reflecting the complex cultural landscape of ancient Rome.

THEMES IN ROMAN LITERATURE

1. Love and relationships
2. War and heroism
3. Politics and power

INDIAN EPICS
Indian epics are ancient literary works that have played a significant role in
shaping Indian culture.
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INDIAN EPIC THEMES

1. Devotion and Loyalty
2. The Triumph of Good over Evil

E. GENERALIZATION

1. How does Gilgamesh’s quest for immortality in The Epic of

Gilgamesh reflect the universal human struggle with the fear of
mortality?
2. In Homer’s Odyssey, how does Odysseus’ intelligence help him overcome
the physical challenges he encounters, and what does this suggest about
the importance of cunning over brute strength?
3. Compare the depiction of friendship in The Epic of Gilgamesh and The
Ramayana. How do the friendships in these epics shape the main
characters and influence their decisions?
4. What are the consequences of defying the gods in The Epic of Gilgamesh
and The Odyssey? How do these consequences reveal the relationship
between humans and deities in ancient literature?
5. In The Ramayana, Sita undergoes a trial by fire to prove her purity. What
does this episode reveal about gender roles and societal expectations in
ancient Indian society, and how might these expectations be challenged
today?
F. APPLICATION

COMPARATIVE ANALYSIS OF EPIC HEROES: Gilgamesh,

Odysseus, and Rama

Instructions:
The class will be divided into four (4) groups. Each group will create a Venn
Diagram to compare and contrast the main heroes of The Epic of
Gilgamesh, Homer’s Odyssey, and The Ramayana. The diagram should
clearly illustrate the similarities and differences in their characteristics,
challenges, leadership styles, and moral qualities.

Once the Venn Diagram is completed, each group must write a brief reflection
(150-200 words) discussing the connections between these heroes and
explaining how their respective journeys reflect the values and beliefs of the
cultures from which they originate.

The Epic of Gilgamesh

(Gilgamesh)

Homer’s The
Odyssey Ramayana
(Odysseus) (Rama)
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RUBRICS FOR EVALUATION

Excellent Proficient Satisfactory Needs

Criteria (10 points) (8 points) (6 points) Improvement
(4 points)
Thorough Adequate Limited Minimal
comparison comparison comparison, comparison
with clear, with a good with some with unclear
insightful analysis of analysis; some analysis; lacks
analysis of all most important essential
Venn characteristics, characteristics, details are details.
Diagram challenges, challenges, missing.
Content leadership leadership
styles, and styles, and
moral qualities moral
of the three qualities.
heroes.
The Venn The diagram The diagram The diagram
Diagram is is generally lacks is
well- organized, and organization in disorganized,
organized, most parts, making it making it
Clarity and
easy to connections somewhat difficult to
Organization read, and are clear, difficult to follow or
visually although some understand understand.
clear. All areas may be connections.
elements slightly
are logically confusing.
placed and
connected.
The reflection The reflection The reflection The reflection
demonstrates shows a good offers a basic lacks depth
deep understanding understanding and does not
understanding and provides of the heroes adequately
and provides appropriate and cultures, connect the
strong connections, with limited heroes to their
Reflection connection with some analysis. respective
Content between the analysis of cultures.
heroes and cultural values.
their
respective
cultures.
Insightful
analysis of
value is
present.
The reflection The reflection The reflection The reflection
in well-written, is mostly well- contains has frequent
free of written, with several errors, errors, making
grammatical or minor errors but the ideas it difficult to
Writing
spelling errors, that do not are still comprehend.
Quality and effectively hinder understandable.
communicates understanding.
ideas.
TOTAL: 40 POINTS
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IV. ASSESSMENT

ASSESSMENT

IDENTIFICATION
Instruction: Answer the following questions based on your knowledge of ancient literary works and epics.

Scoring: Students gain 1 point per correct answer. There are 20 questions in total, making the highest possible
score 20 points.

1. This is a long poem narrating the deeds and adventures of heroic or legendary figures or the history of a
nation.
2. From the Epic of Gilgamesh, who is the goddess of love and war that sent the Bull of Heaven to punish
Gilgamesh for rejecting her advances?
3. Which epic explores the themes of friendship, mortality, and immortality?
4. Homer’s the Iliad and the Odyssey belong to what literature?
5. The themes love and relationships, war and heroism, and politics and power are found in .
6. In Homer’s Odyssey, who is the god of the sea that harbors a grudge against Odysseus?
7. What is the name of the witch-goddess that transformed Odysseus’ men into pigs?
8. These are ancient literary works that have played a significant role in shaping Indian culture.
9. What is the name of Rama’s brother who ruled in his stead during his exile?
10. What is the name of Ravana’s island kingdom?
11. Themes like perseverance, and cunning and intelligence are found in what epic?
12. What is the name of the nymph that held Odysseus as her captive, wanting him to be her husband?
13. In Homer’s Odyssey, who is the goddess of wisdom that assisted Odysseus and Telemachus throughout
the epic?
14. This literature emerged as a synthesis of indigenous traditions and Greek influences.
15. The themes such as heroes journey and the quest for knowledge are found in what literature?
16. is set in ancient Mesopotamia, primarily in the city of Uruk.
17. The fearsome guardian of the Cedar Forest that was killed by Gilgamesh and Enkidu.
18. Who is the rival turned friend of Gilgamesh who accompanies him in his adventures?
19. Who is the wife of Rama, characterized by her devotion and loyalty to her husband?
20. What is the name of Odysseus’ homeland?

ANSWER KEY:
1. Epic 11. Homer’s Odyssey
2. Ishtar 12. Calypso
3. Epic of Gilgamesh 13. Athena
4. Greek Literature 14. Roman Literature
5. Roman Literature 15. Greek Literature
6. Poseidon 16. The Epic of Gilgamesh
7. Circe 17. Humbaba
8. Indian Epics 18. Enkidu
9. Bharata 19. Sita
10. Lanka 20. Ithaca
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V. ASSIGNMENT

ASSIGNMENT

CRITICAL ANALYSIS OF HEROISM AND MORTALITY IN EPIC TRADITIONS

Objective:
This essay aims to deepen students’ understanding of the themes, characters, and morals embedded in ancient
epic traditions by critically analyzing the portrayal of heroism and mortality in “The Epic of Gilgamesh,”
“The Odyssey,” and “The Ramayana.” Students are expected to examine how these works reflect their
respective cultures and challenge modern perspectives on heroism, morality, and the human condition.

Instruction:
Write a 1500-2000 word critical analysis comparing the themes of heroism and mortality as depicted in “The
Epic of Gilgamesh,” “The Odyssey,” and “The Ramayana.” Please take note that AI-generated answers are
equivalent to a score of zero.

Guidelines:
1. Use specific examples and direct quotations from each epic to support your analysis.
2. Compare and contrast the treatment of key themes in a cohesive, well-organized essay.
3. Your argument should demonstrate a deep understanding of the moral, cultural, and philosophical
underpinnings of each epic.
4. Critically engage with the material, avoiding simple summary. Instead, focus on analyzing why these
themes were significant to the respective cultures and how they continue to hold relevance today.

Rubric:
1. Thesis and Argument (20 points)
Clear, well-developed thesis that presents an insightful
comparison of heroism and mortality across the three epics.

2. Critical Analysis (40 points)

Depth and complexity of analysis; demonstrates
understanding of cultural context and character motivations.

3. Use of Evidence (20 points)

Effective use of textual evidence, including quotations and
examples to support arguments.

4. Organization and Structure (10 points)

Logical flow of ideas, with clear transitions between sections.

5. Grammar and Style (10 points)

Clarity, coherence, and correctness in language use.

TOTAL: 100 POINTS

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VI. REMARKS

PREPARED BY:

1. Agustin, Nica Jane S.

2. Acar, Maria Isabela O.
3. Badiable, Sharmaine Angel C.
4. Baldado, Jay D.
5. Biliot, Richelle Mae G.