8

English
Quarter 3 – Module 3:
Analyzing Literature as a Mirror to a
Shared Heritage of People with
Diverse Backgrounds
English – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 3: Analyzing Literature as a Mirror to a Shared Heritage of People
with Diverse Backgrounds
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Maricel M. Yuzon

Editor: Keena Marie M. Sibug
Reviewers: June D. Cunanan
Illustrator: Carlo D. Yambao
Layout Artist: Erwin H. Iruma

Management Team: May B. Eclar EdD, CESO III

Librada M. Rubio, PhD
Ma. Editha R. Caparas, EdD
Ramil G. Ilustre, PhD
Celia R. Lacanlale, PhD
Ruby M. Jimenez, PhD
June D. Cunanan

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

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Introductory Message
For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Analyzing Literature
as a Mirror to a Shared Heritage of People with Diverse Backgrounds!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the
module.

For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Analyzing Literature
as a Mirror to a Shared Heritage of People with Diverse Backgrounds!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents of the
learning resource while being an active learner.

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 What I Need to Know

Have you ever thought of looking into the culture, traditions, values as well as
experiences of other people, particularly those belonging to your South East Asia? Do your
observations give you a concrete understanding of your identity as an Asian? If yes, what are
some of these insightful observations help you to understand people with diverse
backgrounds?
You may consider yourself as an adventurer who is ready to explore various
information about things that interest you. How are you going to do it?
For the Learner
There are a lot of ways to be able to understand other people’s backgrounds. For one
is by physically going to the place, enjoying the beautiful scenery and having a taste of its
famous cuisine. If you cannot visit a place, you can still do it by simply analyzing its literature
to see closely the culture, traditions, values as well as experiences of the people and check
for some connections and similarities to yours.
You will be given activities that you can answer after reading and going through the
different parts of the module. Please remember not to make any markings on this module and
write your answers on your notebook.
At the end of this module, you are expected to:
1. identify literature as a way to build understanding other people’s background;
2. analyze literature and its elements; and
3. appreciate literature as a mirror to a shared heritage of people with diverse backgrounds.

What I Know

Read the following statements. Choose the correct answers. Write your answers on your
answer sheet.
1. How does literature serve as a mirror to a shared heritage of people with diverse
backgrounds?
A. It portrays the struggles of people.
B. It shows the true colors of people from all races.
C. It shows the similarities and differences of people across nations.
D. It reflects the culture – ideas, feelings, and experiences of the author/people.
2. Which of these will NOT help you analyze literature?
A. Break the text into separate parts.
B. Relate the story to your personal experiences.
C. Look at how the parts of the text work together.

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 D. Read the text without paying attention to unfamiliar words.
3. What does analysis of literature mean?
A. Simply reading the text for pleasure.
B. Reading the literary for purposes of answering your assignment.
C. Looking for the meaning of unfamiliar words to increase your vocabulary.
D. Analyzing literature for a deeper understanding of the meaning of the literary piece and
its place in the world.
4. Which is NOT an element of literature?
A. Characterization C. Plot
B. Flashback D. Theme
5. Which story element refers to the main sequence of events that make up the story?
A. Characterization C. Setting
B. Plot D. Theme
6. Which element focuses on the author’s use of vocabulary, tone or feeling, attitude towards
the subject, and use of literary devices?
A. Conflict C. Point of view
B. Plot D. Style

For items 7-10: Read the poem below, then answer the question below.
I am an African child
Born with a skin the color of chocolate
Bright, brilliant and articulate
Strong and bold; I'm gifted
Talented enough to be the best
I am an African child
Often the target of pity
My future is not confine to charity
Give me the gift of a lifetime;
Give me a dream, a door of opportunity;
I will thrive
I am an African child
Do not hide my fault
show me my wrong
I am like any other;
Teach me to dream
And I will become
I am an African child
I am the son, daughter of the soil
Rich in texture and content
Full of potential for a better tomorrow
Teach me discipline, teach me character, teach me hard work
Teach me to think like the star within me
I am an African child

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 I can be extra-ordinary
call me William Kamkwamba the Inventor;
Give me a library with books
Give me scrap yard and discarded electronics
Give me a broken bicycle;
Plus, the freedom to be me
And I will build you a wind mill
I am an African child
We are the new generation
Not afraid to be us
Uniquely gifted, black and talented
Shining like the stars we are
We are the children of Africa
Making the best of us
Yes! I am an African child
Source: https://www.facebook.com/helpjamaica/posts/i-am-an-african-childborn-with-a-skin-
the-colour-of-chocolatebright-brilliant-an/1733474463531759/
7. What does the first stanza tell about the African child?
A. He or she is willing to learn.
B. The African child is inventive and creative.
C. His physical appearance speaks volume of his/her pride
D. He/She thinks of himself/herself as the hope of his/her nation.
8. What social issue does the second paragraph present about African children?
A. Discrimination C. Poverty
B. Economic deprivation D. Violence
9. What meaning is conveyed by the poem?
A. Value of dreaming
B. Respect for our fellowmen
C. Pride in being who you are and what you are
D. Preservation of culture and wisdom of the elders
10. What African values is shown in the poem?
A. Freedom fighter
B. Culturally diverse
C. Simple yet generous
D. Hardworking, skilled, and efficient

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 Analyzing Literature as a
Lesson
Mirror to a Shared Heritage
1 of People with Diverse
Backgrounds
We are part of a big global village, as one, you are related to others in many things. As
a global citizen, you can be able to know other people’s culture, traditions, values as well as
experiences. How can we be able to interrelate with other people despite our diverse
backgrounds?

What’s In

Refer to the poem I Am an African Child from the previous activity, create a poster or
a slogan that detests Discrimination. Start by doing a brainstorming activity. In case you have
access to social media platform, post your product in support of the flight of people who are
continuously discriminated all over the world.

What’s New

There are plenty of ways to know others and to relate to their diverse backgrounds, to
see some commonalities and heritage that you shared, which among the items below have
you already done? Put a ✓ on the items you tried already.

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 1. Visiting other places’ landmarks
2. Eating the place’s famous dishes
3. Reading and analyzing some the place’s literature like stories, poems and
songs
4. Talking to the people about their culture, traditions, values and experiences

After going through the checklist above, write three (3) significant lessons you have gained
which you continuously practice in life. Do this on your answer sheet.

1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________

What is It
Analyzing literature can be a complex process since it involves critical thinking to be
able to arrive at an interpretation or draw a conclusion based on the details or elements. In
this part, let us first define analysis.
In literature, (it means) “when we analyze something, we break it down into its separate
parts and look at how those parts work together. In the case of a story, we break it into its
literary elements, like character and plot, in order to see how they work together to produce
the story.
In addition, an analysis is trying to come up to a deeper understanding of the meaning
of a literary piece and its place in the world.
What are the ways to analyze a literary piece?

a. examine the elements in relation to a piece of literature; and

b. examine how the ideas and elements relate to a broad social, political and
cultural situation?

How are we going to break down the parts of a literary piece into its separate elements? This
calls for the various elements of a literary piece, these are:

1. Setting is a description of where and when the story takes place. It also means geography,
weather, time of day ad social conditions.
2. Characterization deals with how the characters are described: through dialogue, by the
way they speak, can be the physical appearance, thoughts and feelings.
3. Plot is the main sequence of events that make up the story.
4. Point of view means whose eyes the story is being told through. Is he the narrator or
speaker in the story? Is the narrator the main character? Does the author speak through
one of the characters?

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5. Conflict or tension is usually the heart of the story and is related to the main character.
6. The theme is the main idea, lesson or message in the story. It is usually an abstract,
universal idea about the human condition, society or life, to name a few.
7. The author’s style has to do with the author’s vocabulary, tone or feeling of the story. It
has to do with his attitude towards the subject. The writer’s use of literary devices--
elements and techniques that create a perception of writing to the reader.

Literary Devices/ Meanings Examples

Simile is a direct comparison Our soldiers are as brave as lions.
between two things that are NOT
like and use the words “like” or “as”.
Metaphors make an implicit, His words are pearls of wisdom
implied, or
hidden comparison between two
things that are unrelated, but
which share some common
characteristics.
Imagery is the use of visually 1. It was dark and dim in the forest.
descriptive or figurative language The words “dark” and “dim” are visual images.
in writing which uses man’s 2. The children were screaming and shouting in the
physical senses- sight, smell,
fields.
hearing, taste and touch,
“Screaming” and “shouting” appeal to our sense
of hearing, or auditory sense.
3. He whiffed the aroma of brewed coffee.
“Whiff” and “aroma” evoke our sense of smell, or
olfactory sense.
4. The girl ran her hands on a soft satin fabric.
The idea of “soft” in this example appeals to our
sense of touch, or tactile sense.

5. The fresh and juicy orange is very cold and

Personification gives human
characteristics to non-human
objects or elements.
Symbolism is the use of symbols
to represent ideas or qualities.
sweet.
“Juicy” and “sweet” – when associated with
oranges – have an effect on our sense of taste,
or gustatory sense.
6. The moon yanked a blanket of silver light over
the forest.
7. The color red can symbolize struggle, power,
passion or romance.

Analyzing literature helps illustrate for people that successful art may involve
self-expression, but to a greater purpose beyond the creator, whether to inform, to
invoke empathy, to inspire, or simply to entertain.

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 What is a “shared heritage?” It means putting common values, shared history
and experiences in the spotlight that can contribute to and reinforce a sense of
belonging among people regardless of physical, social and cultural boundaries. For
example, cultural heritage does not end at monuments and collections of objects. It also
includes traditions or living expressions inherited from our ancestors and passed on to our
descendants, such as oral traditions, performing arts, social practices, rituals, festive
events, knowledge and practices concerning nature and the universe or the knowledge
and skills to produce traditional crafts.
So, when does literature become a mirror to a shared heritage of people with diverse
backgrounds? Literature is a history, or more like a background of a certain culture because it
reflects the ideas, feelings and experiences of the author. As a human with feelings and logical
thinking, we can be able to connect and relate to them and share commonalities and consider
such pieces as heritage despite of differences in culture, traditions, values and experiences.
Literature promotes cultural understanding and appreciation; literature helps
people understand themselves, their families, and their communities better as members of a
particular culture. By reading folk tales and legends, for example, they learn about "the origin
of traditional cultural values and beliefs" (Diamond & Moore 1995: 221).
The understanding and appreciation of culture that results from the study of literature
helps students develop a positive self-image and attitude toward their heritage language and
culture. If heritage literary works are compared to writings from the dominant culture or other
cultures, people gain a deeper understanding and acceptance.

What’s More

Independent Activity 1
Now try to read the poem below then answer these questions on your notebook.
Pomegranates
(Sin Hum 1566-1628)
Translated by Graeme Wilson

It rained last night. The pomegranates,

Red and orange-red,
Have all burst open into flower.

Not to be comforted,
I sit in this cool pavilion
Set in a lotus lake
And under its glass-bead curtains wait
For my closed heart to break.
1. In Korea, the pomegranate is a symbol of good omen and fertility. What representation is
hinted by the pomegranate being rained on?

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 A. Colorful life C. Hardwork and productivity
B. Abundance in life D. New life means new change
2. What can be concluded about the author’s preference?
A. He takes delight over the sight of rain.
B. He loves reminiscing the past on a rainy night.
C. He loves resting comfortably in his cool pavilion.
D. He gets fascinated seeing the burst beauty of the pomegranate.
3. “For my closed heart to break”, what does this line suggest?
A. Heartbreaks often last longer.
B. A man’s life is full of heartbreaks and pains.
C. A broken heart never welcomes new feelings.
D. The sad and unhappy moments never last for long, there is also a hope of happiness.
4. What feeling or atmosphere is created in the second stanza?
A. Sorrowful and pain C. Cheerful and glowing
B. Calm and peaceful D. Restive and recreational
5. What Korean values does the poem show?
A. Loyalty and patriotism C. Simplicity and cheerfulness
B. Hopefulness and optimism D. Hardworking and productiveness

Independent Assessment 1
Read the story Makato and the Cowrie Shell. Then do the activity that follows in your
answer sheet.

Makato and the Cowrie Shell

(A Thai Folktale)
Supanese Khanchanathiti
There is an orphan named Makato, a young boy. He did not have any way to support
himself. He worked hard doing any jobs he could to survive. He was a hard worker, which
people noticed. He would dream of being on an adventure to a bigger place where the land
was fertile and the people were kind, which encouraged him to do so.
He set out one day after preparing. The journey led him to a bigger town. He asked a
woman for water and told her that he got on a journey to see the king, who was said to be
kind. Makato worked with the king’s elephants and began working for her. He eventually
encountered the king. During the encounter, he picked up a cowrie shell that was lying on the
road and offered it to the king.
The King said that he could keep it. Makato pondered what he could do to honor the
king’s gift. He saw lettuce seeds at a stall in the market and thought that he could grow them.
He asked the woman about them, and she let him have as many as would stick to his finger
in return for his treasured cowrie shell. Makato grew the lettuces. The king visited him once
more. Makato gave one lettuce to the king and told him that he grew them from the shell.
The king was impressed and gave him a job in the castle. Makato grew up and married
the daughter of the king.

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A. Comprehension Questions
1. Describe Makato. What character traits does he possess?
2. What could be the reason why Makato left his place?
3. Which of Makato’s traits are similar to yours?
4. How would you nurture and enhance your positive traits? In what ways?
5. What lessons in life does the author want to convey? Are these true to all ages
and races?
B. Using a Venn Diagram, compare yourself with Makato. Be guided by the
following questions:
1. What traits do you both share? Write your answer between the two circles.
2. Write your character traits which are different from Makato’s, inside the right circle.
3. Write Makato’s character traits which are different from yours inside the left circle.

Makato Myself

Independent Activity 2
Read the text “The Story of the Aged Mother” by Matsuo Basho, then answer the questions
that follow. Do this in your answer sheet.
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.
Shinano 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 mingled in a confused
puzzled, 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.”

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 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. He wrapped 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.
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
twisted straw,” she said. “Then stretch it upon a row of flat stones and burn it thereon the
windless night.” He called the people together and did as she said and when the blaze had
died, behold upon the stones with every twist and fiber showing perfectly. Lay a rope of
whitehead 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.
Source: https://americanliterature.com/author/matsuo-basho/short-story/the-aged-mother
1. Who are the characters in the folktale?
A. Poor Farmer, Widowed Mother, Despotic Leader
B. Poor Writer, Widowed Father, Democratic Leader
C. Poor carpenter, Widowed Mother. Autocratic Leader
D. Poor Salesman, Widowed Father, Aristocratic Leader
2. What inference can be made about the man's mother?
A. She plans to kill her son so she will be able to live.

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 B. She is mad at her son for taking her up the mountain to die.
C. She wants her son to fight against the hateful ruler so she won't have to die.
D. She cares about her son even though he is taking her up the mountain to die.
3. What was the cruel proclamation of the governor of Shinano?
A. To give rewards to centenarians
B. To provide them their own shelter
C. To compulsory let them eat vegetables only
D. To immediately put to death all aged people.
4. Why does the king order all old people to be put to death?
A. Widowed elderly people were a nuisance to the king.
B. The king was mad at the elderly people for their ideas and whining.
C. Old people were always in the way of the young people in the kingdom.
D. The king was afraid of growing old and did not want to be reminded of his eventual
death.
5. What do you think are the common fears of powerful and rich people as reflected in
the folktale?
A. They are afraid to become poor.
B. They are afraid to lose their fame.
C. They are afraid to become weak and useless.
D. They are afraid to lose their control over the commoners.
6. With a crown of snow, there cometh wisdom”. Which of the following best explains the
statement?
A. The most experienced persons are the leaders.
B. Aged and experienced persons are full of wisdom.
C. In order to become a king, one should wear a crown.
D. In order to become a wisdom-man, one has to become a king.

Independent Assessment 2
Refer back to the text “The Story of the Aged Mother” from your previous activity. Identify the
values and traditions of the Japanese people that can be inferred from the story. Then cite the
supporting detail or details to prove your claim. Use the table below for your answer. Do this
in your answer sheet.

The Story of the Aged Mother

Japanese Values/ Traditions Supporting Detail/s from the Story

1.

2.

3.

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Independent Activity 3

Read the poem then do the character analysis model by answering the questions on
your notebook.
Vision
by: Feraya

A country of great beauty

People so gentle and kind
There is also ugliness
And cruelty
Fleeing and hiding
And foraging for food
To survive
Our people are in pain
Suffering like no hell on earth
Darkness and despair
Surround them
And freedom is out of reach
Beaten and battered by life
Death and diseases
Of the mind and spirit
Swallowed up by gloominess
And bitterness
How can they carry on?
Each of us has a role to play
To help our countrymen
Not by hatred and blame
Not by giving false hope
Or ideas
Or concepts
But to see the big vision
A vision that’s not small or limited
A vision that’s vast and spacious
So that Burma’s people may rise up
Like a beautiful lotus
From a muddy pond.

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1. Who is speaking?
2. What is the poem all about?
3. What figure of speech is used in the fifth stanza?
4. Based on the poem, what positive values do the Burmese possess?
5. What do the Burmese need to do to achieve the goal of the persona?

Independent Assessment 3
Read the poem then do the character analysis model by answering the questions on your
notebook.

What does he/she see? What does he/she think?

What does he/she hear? What does he/she say?

What does he/she act? What does he/she feel?

What I Have Learned

Summarize the concepts and knowledge you learned from this module by supplying the
correct idea/s on the following statements. Refer to the word/s box for your answers. Do this
on your answer sheet.

critical thinking cultural understanding

look at how those parts work together feeling
break it down into its separate parts experiences
appreciation ideas

1. Analyzing literature can be a complex process since it involves

_______________________ to arrive at an interpretation or draw a conclusion.

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2. When analyzing literature, we need to _______________________ and
_______________________.
3. Literature becomes a mirror that shares heritage of people because it reflects the
_______________________, _______________________, and
_______________________ of the author/people.
4. Literature promotes _______________________ and_______________________

What I Can Do

Read this Korean poem, write your interpretation about it. Copy the scroll then complete the
paragraph on your answer sheet.
Ivy
At times when we feel that
it is a wall, unavoidably a wall,
then
without a word ivy goes climbing up the wall.
At times when we say that
it is a wall of despair
with no drop of water, where not one seed can survive,
unhurrying, the ivy advances.
Hand in hand, several together, it climbs on, a span’s breadth at a time.
It grasps the despair and will not let go
until the despair is all covered in green.
At times when we shake our heads, saying
that wall cannot be climbed,
one ivy leaf leads thousands of other ivy leaves
and finally climbs over that wall.

Assessment
Read and analyze the story from Burma. Be sure to accomplish the character revelation figure.
Do this on your answer sheet.

The Country’s Good Son

by Minn New Thein
Lin Aung’s mother had a shop in the Mingaladon market, where she sold slippers. Lin
Aung helped his mother in the shop during his school holidays. As the Mingaladon market was
an army market, soldiers could be seen shopping there daily. It was more crowded on
Sundays. Many soldiers could be seen moving about busily.

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 It was Sunday, and Lin Aung was sitting in front of the shop; “Younger Brother, do you
have real ‘Sin-kye’ No. 9?” A young man, wearing trousers, entered and asked him. Quickly
Lin Aung took a pair of ‘Sinkye’ No. 9 slippers and showed them. “How much are these
slippers, Young Brother?” Twenty -one Kyats, Elder Brother.” “Can I take only the right side
slipper and pay you ten Kyats and fifty pyas?”
The young man’s question made Lin Aung’s eyes become wide. If he sold only the
right side, how could he sell the left side? And why did he want only one slipper? “You can’t
do that. If I sell only the right side, the one left in the shop will become useless. “Yes, but I
want only the right side. But wait, I’ll go and look for a partner.” Lin Aung was left behind,
looking at the back of the young man, who walked away, limping.
Soon, the young man came back. He had another young man with him. The first young
man asked Ling Aung for the slippers and gave the left side slipper to the young man who had
come with him. He lifted the leg of his trouser and put on the slipper. Then he nodded with
satisfaction.
Only then did Lin Aung understand. They were buying and sharing one pair of slippers.
The first young man had a false left leg, and second young man had a false right leg. So,
everything was all right because there was one who wanted only the right side, and another
who wanted only the left side. Lin Aung was sorry to see the condition of the two young men.
They were quite young, and they each had a leg missing. “Don’t you feel sad that you have
only one leg?”
Lin Aung as inquisitive and asked them. “Why should we be sad?” the first young man
smiled. “We are soldiers who offered even our own lives for our country. We are proud to lose
a leg in protecting our country.”
When Lin Aung heard the first young man’s answer, he respected them. They were
very different from the young drug addicts about whom he had often read in the newspapers.
They were wasting their lives and killing themselves.
These young men were the country’s good sons who were protecting the country from
its enemies. Their aims and intentions were as different from those of the addicts as east from
west, north from south. Although these young men had one leg missing, they still wanted to
serve their country. The two young soldiers told Lin Aung that they planned to work in the
disabled soldiers’ cooperative shop.
“I respect you and honor you. You good sons of the country are the jewels of our
country. When I grow up, I will try to be a good son of the country like you.”
The two young soldiers smiled to hear Lin Aung’s words. “We admire your intention.
Our country’s future will really be bright if there were more young people in our country with
the same aim and intention as yours. All right, we will go now.”

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Character Revelation Figure:

Which character
Which character do you experience personal
like best? change from the
beginning?

How do you think this

What did the story reveal
situation could apply to
about the qualities of the
Filipino soldiers? Give
Burmese people?
reasons.

Additional Activities
Write a short poem about how people all over the world face the challenges of the COVID-19
pandemic. Be sure to use literary devices that were discussed earlier. Use the rubrics below
for your reference.

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Word Usage Student’s use of Student’s use of Student’s use Student’s use of
vocabulary is vocabulary is of vocabulary is vocabulary is
very basic. more telling routine and precise, vivid,
than showing. workable. and paints a
strong clear and
complete
picture in the
reader’s mind.
Poetic Uses few poetic Uses some Uses poetic Effectively uses
Techniques techniques. poetic techniques to poetic
(elements) techniques to reinforce the techniques to
reinforce the theme. reinforce the
theme. theme.
Language May contain May contain Has mainly Has grade-level
Conventions frequent and many errors in grade- level appropriate
(spelling, numerous spelling, appropriate spelling,
grammar, errors in grammar, spelling, grammar, and
punctuation) spelling, and/or grammar, and punctuation;
grammar, and punctuation that punctuation; contains few, if
punctuation that may interfere contains some any, errors that
interferes with with the errors that do do not interfere
the reader’s reader’s not interfere with the
understanding. understanding. with the reader’s
reader’s understanding.
understanding.

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 Answer Key

Answers may vary. Answers may vary.

What I Can Do Independent Assessment 1

3. D
-Answers may vary.
Independent Assessment 3 5. B 2. D

4. B 1. D
Answers may vary. 5.
Independent Activity 1
Answers may vary. Answers may vary. 4. What’s More
Assessment
Personification 3. Answers may vary.
Answers may vary. 2. What’s new
Appreciation
Cultural understanding, 5. 1. The Burmese people Answers may vary.
Independent Activity 3
experiences What’s In
Ideas, feelings, 4. Answers may vary.
10. D 5. B
Independent Assessment 2
work together
9. C 4. B
Look at how those parts 3.
6. B D 3. 8. A 3. D
separate parts
Break it down into 2. 5. B D 2. 7. C 2. D
Critical thinking 1. 4. A A 1. 6. D 1. D
What I have Learned: Independent Activity 2 What I Know

References
Butler, T. and Butler, T., 2021. The Importance of Teaching Literary Analysis — The Chicago
Academy for the Arts. [online] The Chicago Academy for the Arts. Available at:
<https://www.chicagoacademyforthearts.org/news/2017/3/10/the-importance-of-teaching-
literary- analysis> [Accessed 14 February 2021].

Courses.lumenlearning.com. 2021. How to Analyze a Novel | Introduction to Literature. [online]

Available at: <https://courses.lumenlearning.com/introliterature/chapter/how-to-analyze-a-
novel/> [Accessed 14 February 2021].

Depedk12manuals.blogspot.com. 2021. GRADE 8 LEARNERS MODULES AND TEACHERS

GUIDES. [online] Available at: <https://depedk12manuals.blogspot.com/2016/06/grade-8-
learners-modules-and-teachers.html> [Accessed 14 February 2021].

Korean Literature Now. 2021. Do Jong-Hwan: Poems of Love, Loss, and Hope. [online]
Available at: <https://koreanliteraturenow.com/poetry/reviews/do-jong-hwan-do-jong-hwan-
poems-love- loss-and-hope> [Accessed 14 February 2021].

Lines of Grass 풀줄: Two Poems on the Roots Far Away? [online] Seoul Stages.

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 Available at: <https://seoulstages.wordpress.com/2016/04/03/lines-of-grass/> [Accessed 14
February 2021].

Literary Devices. 2021. The Flower Analysis - Literary devices and Poetic devices. [online] Available
at: <https://literarydevices.net/the-flower/> [Accessed 14 February 2021].

Mother, T., 2021. The Aged Mother. [online] Americanliterature.com. Available at:
<https:/americanliterature.com/author/matsuo-basho/short-story/the-aged-mother> [Accesed
14 February 2021].

Myanmar, T., 2021. The Literature Of Myanmar [1430dev80o4j]. [online] Idoc.pub. Available at:
<https://idoc.pub/documents/the-literature-of-myanmar-1430dev80o4j> [Accessed 14
February 2021].

Philippine News. 2021. The Aged Mother - Summary Of This Japanese Folktale. [online] Available at:
<https:/philnews.ph/2019/10/21/the-aged-mother-summary-of-this-japanese-folktale/>
[Accesed 14 February 2021].

Poem Analysis. 2021. Pomegranates, Translated by Graeme Wilson, By Sin Hum. [online] Available
at: <https://poemanalysis.com/sin-hum/pomegranates/> [Accessed 14 February 2021].

Prezi.com. 2021. Why Analyze Literature?. [online] Available at: <https://prezi.com/pedn2qurcklu/why-

analyze-literature/> [Accessed 14 February 2021].

Reedsy. 2021. 45+ Literary Devices and Terms Every Writer Should Know. [online] Available at:
<https://blog.reedsy.com/literary-devices/#imagery> [Accessed 14 February 2021].

Secret Gardener. 2021. Pomegranates. [online] Available at:

<https://secretgardening.wordpress.com/2015/08/11/parting/> [Accessed 14 February 2021].

Sites.psu.edu. 2021. Korean Poetry! 한국 시 – Diving into Diversity. [online] Available at:
https://sites.psu.edu/carpercpassion/2017/09/15/korean-poetry-> [Accessed 14 February
2021].

For inquiries or feedback, please write or call:

Department of Education-Region III

Learning Resource Management Section

Diosdado Macapagal Government Center,

Maimpis, City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05

Email Address: region3@deped.gov.ph

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