DETAILED LESSON PLAN

Mentor: Levi A. Pacalioga

Mentee: Secoya ,Zerlan

Siposo, Judy

Solante, Ara

Sullano, Jastine

Tantan,Ivy Joy

Tampos,Cathyrine

Tenebro,Chris Angelo

School: JHCSC – Dumingag Campus

Subject: TEACHING AND ASSESSMENT OF MACRO-SKILLS

Grade Level: Grade-8

Learning Area: TEACHING AND ASSESSMENT OF MACRO-SKILLS

(Listening)

Content Standard: The learner demonstrates understanding of: contemporary Philippine

literature as a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior;
and use of imperatives, prepositions, verbs, and wh-questions.

Performance Standard: The learner transfers learning by: explaining the need to be cooperative
and responsible in today’s global village; using appropriate strategies to comprehend extended
text types; using lexical and contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in
various information-sharing formats.

I. Learning Competencies/Objectives
 Given the Japanese folktale, the students are expected to do the following with at least
75% level of accuracy:
a. Listen to answer questions about the Japanese folktale “The Story of the
Aged Mother”; and
b. Infer the tone of the folktale, listeners’ mood, and purpose of the folktale.

II. Content: Japanese folktale “The Story of The Aged Mother “ by Matsuo Basho

lll. Learning Resources

A. Reference:

 http://sharevideo1.com/v/S2VtU2dFdzJuVGM=?t=ytb&f=co

B. Other Learning Resources: cellphones, laptops, writing materials

Values Integration: The unconditional love of a parents towards their son or

daughter.

IV. Procedure

Teacher’s Activity Students’ Activity

Preliminary Activities

 Prayer
Let us invoke the holy presence of
God for an opening prayer through a
multimedia presentation…
 Greetings
A pleasant morning, class!
How are you feeling today? A pleasant afternoon, ma’am!
We’re fine ma’am.
Wow! How blessed we are to be in good
condition! Well, it’s a blessing from God that
we’re doing fine after all the challenges we’ve
been through, now, we’re still fighting. And
hopefully, whatever happens we will all
survive!

 Checking of Attendance
How’s our attendance this morning?
 Let me check your names in our
participant’s list.

____ are present and ___ are absent

today.

Your presence today is highly appreciated!

 Passing of Assignments
Do you have an assignment, class?

 Setting of Classroom Standards

To make our virtual classroom a None ma’am.
healthy and productive , here are the
things you need to remember:

 Situate yourselves in conducive spaces

 Use a hand button for showing
concerns
 Turn on your cameras
 Turn off your microphones unless
needed (The students note the rules.)
 Increase the brightness and volume of
your phones

Did you get my rules, class?

PRE-LISTENING
 Preparation
 Motivation
Yes ma’am.
Class, I want you to prepare your “Thumbs
up” and “Thumbs down ”emoticon flash cards
for an activity that excites your learning! I
will throw you a series of assumptions about
love and wisdom . If you agree or if you relate
to the raised question, raise “Thumbs up ”
otherwise raise “Thumbs down!”

Is the activity clear, class?

So are you ready?

So let’s begin!

 Obey the rule of the government even

 if we lost our parents.
 Accepting the challenge of win-win Yes Ma’am!
situation without knowing a prior Yes Ma’am!
knowledge about it.
 Abandoned our parents when they are
very old .
 Learn new skills or abilities taught by
our parents.
(The students raised and show their cards.)
 Wow! It seems like everybody can do
the risk for the sake of their parents.

Statement of the Aim:

This morning, I will bring you to a inspiring

folktale of a Japanese folklore about a unkind
ruler who issues cruel orders, including one
demand that all old folks are to be abandoned
and left to die and how great the love of a
mother for her child. Let us listen and discuss
“The Story of Aged Mother” by Matsuo
Basho.

Unlocking of Difficulties
Before delving to the folktale , let us
first unlock its unfamiliar words
through the game Matching Pairs!

This is how the game goes!

You will match the definition of the words in

Column A to Column B .We have five
unfamiliar words to match in Column A to the
five definitions in Column B.

This game will be in a form of a running quiz

with five (5) items to answer so I need 5(five)
players to match the unfamiliar words to their
definitions.
 Key to Correction:

widowed– lose one’s spouse through death

despotic – tyrannical ruler
reverence –deep respect for someone or
something
barbarous – savagely cruel; exceedingly
brutal
hastening –to encourage to move or act
quickly

(The teacher picks five players.)

(The game has started.)

Thank you players for successfully defining

the terms.

DURING-LISTENING

 Reading Proper

I think everybody is thrilled to listen to this

inspiring Japanese folktale written by Matsu
Basho

Close your eyes and lend me your ears as you

feel the story that relate to your real life
experiences about love and wisdom. The
folktale will be aired two times.

I will now play the Japanese folktale titled

“The Story of the Aged Mother”. During this
first listening activity, listen and understand
the story.
FIRST LISTENING

(The teacher plays the audio of the poem.)

(The audio) (The students listen to the audio being

“ The Story of the Aged Mother” played.)
By: Matsuo Basho

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 (The students familiarize the text while
burden and silently prepared a place of listening to the audio of the poem.)
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.

SECOND LISTENING:

On the second listening activity, be sure that

you have writing materials. Listen and answer
the given questions. These are the questions:

(The teacher flashes the questions.)

(The teacher plays the audio of the poem for

the second time.)

Interpretation

 Infer the following:

a. tone of the writer
b. mood of the listeners
c. purpose of the writer

Lets define the following;

a. Tone of the writer

- It is the author’s feeling or
emotion while writing a piece.

Example. Sadness, sincerity,

hopefulness and etc.

b. Mood of the listeners

- It is the emotions conveyed to
the readers while reading a
piece of writing.
Example . Proud, sadness
and etc.

c. Purpose of the writer

- It is the goal or aim of a piece
writing.

Evaluation

 What is the message of the folktale?

Application

 If you were in the same situation of

the son , what will you do?
  How do you imply these in real life
situation?

(The teacher plays the audio of the poem for

the second time.)

POST-LISTENING

This time let us check your answers.

Questions:

Interpretation

Infer the following:

a. tone of the writer
b. mood of the listeners
c. purpose of the writer

Evaluation

 What is the theme of the folktale?

 What is the message of the folktale?

a. The tone of the is it is a inspiring
Japanese folktale.
b. The mood of the listeners are sad,
threatening, and the unconditional
love of a mother to her son.
c. The purpose of the folktale is share
the unconditional love of a mother to
her son .
 Application

 If you were the son, would you bring • The theme of the folktale “the story of the
your mother to the peak of the Aged Mother” is about the care and wisdom
mountain to die? Why or why not? of a mother to his son, their situation and the
son's love and tender reverence.
•The message of the poem is that all people,
even the elderly, have value, wisdom, and
 How do you imply the message of the importance in society.
folklore in real life situation?

Do you have some questions and

clarifications, class?

• No! because , I love my mother no matter

what happen I‘ve promised I am always here,
even though sometimes we have argument
but I’ll never give up loving her. And I will
Reproduction never ever abandoned my parents.

Directions: In a long-sized bond paper, write
a three-paragraph reflective essay based on
the theme of the Japanese folktale “The
Story of the Aged Mother”. Observe the three
basic elements of an essay: Introductory
Paragraph, Body Paragraphs, and Concluding
Paragraph.
Be guided with this outline in writing your
reflective essay:
• I will always remind myself that I have a
value and importance in the society.
Whatever what kind of person I am or what
my social status I’m in . I would never think
that I am a worthless person living in this
world .
Yes/None, ma’am.

Introductory Paragraph
(background information about the content of
the folktale)

Body paragraph
(Showing applications of insights learned
from the folktale) ANALYTIC SCORING RUBRIC FOR
 REFLECTIVE ESSAY WRITING

Concluding Paragraph
(Emphasizing the impact of learning a lesson)

Submit your output on or before 4 p.m.

through this email address;
bingtantan15@gmail.com send it to my in
private message on messenger of my fb
account : Ivy Joy Vitacura Tantan.

V. Assignment:

Directions: In your own choice of

topic, select and paste a Afro
-Asian Literature folktale from the
internet and write a reflection
based on its theme. Submit it
through this email address;
bingtantan15@gmail.com send it
to my in private message on
messenger of my fb account : Ivy
Joy Vitacura Tantan.
Submit your assignment in our
next meeting which is tomorrow.

That would be all for today’s lesson. Thank

you for you active participation and
dedication to learn. Keep safe always and
God bless. Rubrics for the Assignment:

Goodbye class! Proper Use of Grammar and Punctuation

- 10%
Organization of Ideas - 40%

Total 50%
Goodbye ma’am.