Suggested Time Allotment: 4 Hours

I. Learning Objectives:

 EN8V-IIa-0: Use context clues to determine the meaning of unfamiliar words or expressions.
 EN8LT-IIa-9.2: Identify the distinguishing features of notable East Asian poems, folktales and short
stories.
 EN8RC-IIa-2.18: Relate content or theme to previous experiences and background knowledge.
II. Subject Matter: SEARCHING FOR KNOWLEDGE: THE SOULD OF THE GREAT BELL
III: Materials:
Voyages in Communication English 8 Learner’s Module
Flat Pictures (bell, emperor, official, girl)
Charts
Power Point Presentation
Reading Text Copies

(Day 1)
Initial Task:
Task 1: ARG Time! (Anticipation-Reaction Guide)
(Anticipation Guide Strategy)
Have the students read the set of statements found at the right column in the table below and
respond to each statement:

 Write Agree if you agree with the given statements

 Write Disagree if you disagree with the statements

Response Statements
Japan, Philippines, China have many
examples of oral literature.
China has different folktales that feature
their religious beliefs.
Only Asian countries have wedding
traditions.
Philippines, China, and Japan have traditions
that are influenced by religion
Kimono, geisha, sumo, and samurai are parts
of Chinese traditions
Philippines, China and Japan have rice and
tofu as staple food.

Hard work is one of the outstanding qualities

of Chinese and Japanese.
Philippines, China and Japan have three
common qualities: love for the family,
religiosity, and value for work.
Task 2: Vocabulary Overload
(Possible Sentence Strategy)
Let the students go over the following terms or expressions taken from The Soul of the Great
Bell. Ask them to define and construct sentences out of those words which could possibly be in
the plot of the story to be read.

Emperor Official Great Bell Girl

Fortuneteller Jump Furnace

Possible
Sentences:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(Day 2)

Task 1: Reading Activity

(Partner Reading)

(Paragraph Shrinking)

Ask the learners to find their partner in reading the story of “The Soul of the Great Bell”. After
reading each paragraph, the learners should be able to answer the following questions with their
partner:

 What was the command of the emperor to his official?

 Did they achieve the perfect appearance and sound of the bell?
 Who helped the official to make the formation of the bell perfect?
 How did Ko Ngai helped her father?

Task 2: Ring That Bell!

(Visual Imagery Strategy)

(Descriptive Writing)

Have the learners recall the story “The Soul of the Great Bell” and fill out the bell’s description on the
corresponding columns.

Description of the Bell

Before Ko Ngai Leaped to the Furnace After Ko Ngai Leaped to the Furnace
Day 3

Activity: Different Acts for Different Folks (Group Differentiated Activity)

This time the students will work on the different activities to tap their skills and potentials. Explain the
instructions to the learners and ask them to be ready to present their group work in the class.

Task 1: for the Actors/Actresses – Role play the scene that you like best in the story. Use the words you
have learned from the story. (Reader’s Theater Strategy)

Task 2: for the Writers – Write your own ending of the story. Use the transitional devices you have
learned from the selection. (Revision Strategy and Transition Words Strategy)

Task 3: for the Visual Artist – Draw a scene/ an object/ a character from the story that has the most
impact on the group. Give a short explanation on the connection of the drawing/illustration you’ve
created to your life. (Visual Imagery Strategy)

Day 4

Activity: SPIN a STORY WHEEL

(Think-Pair-Share Strategy)

In a group of five, answer the questions in the story wheel to get to know more about the folktale. Share
your answers with the class.

What
Who were involved? happened?

Why did the author

When did the tell this story?
action take place?

How was
Where did this happened?
the story