Grade 8 Unit 6: Folktales

Table of Contents

Introduction 2

Unit Objectives 2

Lesson 1: Folktales 3
Warm-up! 3
Learn About It! 4
Check Your Understanding 7
Let’s Step Up! 9

Lesson 2: A Chinese Folktale 10

Warm-up! 10
Learn About It! 11
Check Your Understanding 15
Let’s Step Up! 17

Lesson 3: Claim and Counterclaim 18

Warm-Up! 18
Learn About It! 19
Check Your Understanding 22
Let’s Step Up! 23

Performance Task 24

Self-Check: How Well Did I Learn? 26

Wrap Up 27

Bibliography 27
GRADE 8 | ENGLISH

UNIT 6
Folktales
Every nation, community, or place has a vast
collection of stories that are passed down
from one generation to another. These
stories shared by people can bring closeness
to one another, deepen one’s understanding
of himself and the world, and develop
appreciation of one’s culture and identity. A
good example of stories in which people may
learn a lot about their place are folktales.

Folktales are more than just ancient narratives. They reveal culture, traditions, and customs.
Thus, they carry with them the treasures of the past for us to understand and appreciate
where we are now.This type of literary selection reflects the shared beliefs, practices, norms,
and rules of a certain group or community. It may either recount ordinary affairs or
supernatural events in which moral lessons are taught. In this unit, we will learn about
folktales and read a story from Chinese literature.

Unit Objectives
In this unit, you should be able to:
● evaluate the personal significance of a literary text through relating content or
theme to previous experiences and background knowledge;
● distinguish between and among verbal, situational, and dramatic types of irony and
give examples each; and
● use appropriate grammatical signals or expressions suitable to each pattern of idea
development: general to particular, claim and counterclaim, problem-solution,
cause-effect, and others.

2
 Lesson 1: Folktales

In the previous lesson, we learned about the elements of

a story and the different types of prose text. In this unit,
we will focus on one literary genre, which is folktale.

Warm-up!

KWL Chart

Answer the first two columns. Then, at the end of the lesson, complete the last column.

What do I know about folktales? What do I want to What have I learned in

What is a folktale? What are the reading discover about Chinese this unit?
materials I’ve read before about this type folktales?
of text?

3
 Learn About It!

Every nation has a unique cultural heritage. Asia, being the

world’s largest continent, has more diverse customs and
traditions than any other continent. It holds a collection of
folktales in which the heroes and saints are up to this date
celebrated through festivals.

Undoubtedly, literature has the power to shape the beliefs and

ways of these nations occupying Asia. In fact, China at one point
made a twenty-fourth century BC song its National Anthem.

Folktales are stories about traditions, beliefs, and practices of common people, which are
passed from one generation to another and preserved by word of mouth. In Asia, the
collection of folktales is comprised of Arabic, Chinese, Japanese, Indian, and Filipino.

During the early days, our ancestors used made-up stories to explain an occurrence, to
entertain themselves, and sometimes to frighten the children.

Characteristics of a Folktale:

1. It displays primary beliefs and customs, such as the value of family and their
community, as well as respect for elders. An example is a story about conflict between
good and evil.
2. It has been handed down from one generation to another by word of mouth.
Therefore, folktales were part of oral tradition until the first people invented writing.
3. It is a made-up story from the distant past.
4. It uses magic as its major theme.

4
Read the folktale below and answer the questions that follow:

The Thief and the Elephant

Six hundred years ago the people of Southern China trained elephants and taught them to do
many useful things. They worked for farmers and woodcutters, and helped make the roads
twice a year; for an elephant could do many times more work than any other animal. So wise
were the elephants that the people grew superstitious about them, believing they could see
even into the heart of man.

A judge named Ko-Kia-Yong had an elephant that was trained to do this wonderful thing, so it
was said. Three cases which were brought before him, were decided by a wise old elephant
which he owned. And this is the way one of the decisions was made:

A man came before the judge and said that some robbers had been in his house during the
night and had taken his gold and jewels—all that he had; and he asked the judge to find and
punish the thieves.

In three months, five robbers had been found. When they were brought to the judge, they
bowed before him and each one said, "I have never stolen anything."

5
The man and woman who had been robbed were called. And the woman said, "That man with
the long gray hair is the one who robbed us."

The judge asked, "Are you sure it is he, and how do you know?"

She answered, "Yes, I remember. He took the bracelet from my arm and I looked into his
face."

"Did the other four rob you also?" asked the judge.

The woman answered, "I do not know."

But the judge said, "The man who you say is a robber, seems not like one to me. His face is
kind and gentle. I can not decide according to your testimony. I know of but one way to find
out, and we shall soon know the truth in this matter. My elephant shall be brought in to
examine the men. He can read the mind and heart of man; and those who are not guilty need
have no fear, for he will surely know the one who has done this deed."

Four of the men looked glad.

They were stripped and stood naked—all but the cloth—before the judge and the law of the
nation, and the elephant was brought in.

Then the judge said to the elephant, "Examine these men and tell us which is the robber." The
elephant touched with his trunk each of the five accused men, from his head to his feet.

And the white-haired man and the three others stood still and laughed at the elephant with
happy faces; for they knew in their hearts they were not guilty and they thought the elephant
knew. But the fifth man shivered with fear and his face changed to many colors. While the
elephant was examining him, the judge said, "Do your duty," and rapped loudly. The elephant
took the guilty man and threw him down on the floor, dead.

Then the judge said to the four guiltless men, "You may go." And to the woman he said, "Be
careful who you accuse." Then he said to the elephant, "Food and water are waiting for you. I

6
hope you may live a long time, and help me to judge wisely."

After this many wise men who were not superstitious went to the judge and said:

"We know that your elephant can not read the heart and mind of man. What kind of food do
you give him and what do you teach him? Man himself lives only from sixty to one hundred
years and he knows little. How could an elephant read the heart of man, a thing which man,
himself, can not do? Did the spirit of a dead man grow wise and enter that elephant? We pray
that you explain."

And Ko-Kio-Yong, the wise judge, laughed and said, "My elephant eats and drinks as other
elephants do. I think he surely does not know a robber from an honest man, but this is a
belief among our people. The honest man believes it and has no fear, because he has done no
wrong. The thief believes it, and is filled with terror. Trial before the elephant is only
confession through fear."

Check Your Understanding

Choose the letter of the best answer.

1. Which attribute best describes the elephant?

A. genuine
B. compassionate
C. loyal
D. obedient

2. When the judge said, “The man who you say is a robber, seems not like one to
me. His face is kind and gentle. I cannot decide according to your testimony.” What
trait is being shown?
A. resourceful
B. doubtful
C. careful

7
 D. gullible

3. Why did the judge use his elephant?

A. to kill the thief
B. to entertain the woman
C. to perform extraordinary trick
D. to determine who is telling the truth

4. Which line from the story best depicts the theme?

A. The honest man believes it and has no fear, because he has done no wrong.
The thief believes it, and is filled with terror.
B Examine these men and tell us which is the robber
C. Be careful whom you accuse.
D. Do your duty.

5. What is the conflict of the story?

A. Man versus nature
B. Man versus man
C. Man versus himself
D. Man versus fate

Answer and complete the graphic organizer below.

Describe each character Cite textual Relate a personal story that

in the story, the Thief and evidence to best reflects the
the Elephant. support your characteristic that you have
answer. identified.

Woman

Judge

8
 According to the story, trial before the elephant is a confession through
fear. Explain these lines and cite an instance in which fear can be used for a
positive reason.

Let’s Step Up!

9
 Lesson 2: A Chinese Folktale

China has taken steps in preserving its literature. While

preserving literary texts is common in most cultures, the
Chinese value their literature immensely and has
maintained both its spoken and written stories despite the
differences in regional dialects within their country. Today,
the Chinese are well-known for writing a wide range of
stories including their 104 folktales that reflect the beliefs and traditions of the Chinese during
the ancient times. In this lesson, you’ll read and learn more about the Chinese folktale.

Warm-up!

Word Map
In a group of three, do a brainstorming about
your knowledge and understanding of Chinese
culture and literature. Write the key words or
phrases that you know about their country that
will help you understand their literary works.

10
 Learn About It!

As you read this folktale, know what it reveals about the Chinese people. Answer the
questions that follow.

THE WONDERFUL PEAR TREE

A Chinese Folktale
Once upon a time a countryman came into the town on market-day, and brought a load of
very special pears with him to sell. He set up his barrow in a good corner, and soon had a
great crowd round him ; for everyone knew he always sold extra fine pears, though he did
also ask an extra high price. Now, while he was crying up his fruit, a poor, old, ragged,
hungry-looking priest stopped just in front of the barrow, and
very humbly begged him to give him one of the pears. But
the countryman, who was very mean and very nasty-tempered,
wouldn't hear of giving him any, and as the priest didn't
seem inclined to move on, he began calling him all the bad
names he could think of. " Good sir," said the priest, " you
have got hundreds of pears on your barrow. I only ask you for
one. You would never even know you had lost one. Really,
you needn't get angry."
"Give him a pear that is going bad ; that will make him happy,"
said one of the crowd. "The old man is quite right ; you'd never
miss it."
"I've said I won't, and I won't!" cried the countryman ; and all
the people close by began shouting, first one thing, and
then another, until the constable of the market, hearing
the hubbub, hurried up ; and when he had made out what was
the matter, pulled some cash out of his purse, bought a pear, and gave it to the priest. For he
was afraid that the noise would come to the ears of the mandarin who was just being carried
down the street.
The old priest took the pear with a low bow, and held it up in front of the crowd, saying, " You

11
all know that I have no home, no parents, no children, no clothes of my own, no food, because
I gave everything up when I became a priest. So it puzzles me how anyone can be so selfish
and so stingy as to refuse to give me one single pear. Now I am quite a different sort of man
from this countryman. I have got here some perfectly exquisite pears, and I shall feel most
deeply honoured if you will accept them from me." " Why on earth didn't you eat them
yourself, instead of begging for one?" asked a man in the crowd. "Ah," answered the priest, " I
must grow them first."
So he ate up the pear, only leaving a single pip. Then he took a pick which was fastened across
his back, dug a deep hole in the ground at his feet, and planted the pip, which he covered all
over with earth. " Will someone fetch me some hot water to water this ? " he asked. The
people, who were crowding round, thought he was only joking, but one of them ran and
fetched a kettle of boiling water and gave it to the priest, who very carefully poured it over the
place where he had sowed the pip. Then, almost while he was pouring, they saw, first a tiny
green sprout, and then another, come pushing their heads above the ground; then one leaf
uncurled, and then another, while the shoots kept growing taller and taller ; then there stood
before them a young tree with a few branches with a few leaves
; then more leaves ; then flowers ; and last of all clusters of
huge, ripe, sweet-smelling pears weighing the branches down to
the ground !
Now the priest's face shone with pleasure, and the crowd
roared with delight when he picked the pears one by one until
they were all gone, handing them round with a bow to each
man present. Then the old man took the pick again, hacked at
the tree until it fell with a crash, when he shouldered it, leaves
and all, and with a final bow, walked away.
All the time this had been going on, the countryman, quite
forgetting his barrow and pears, had been in the midst of the
crowd, standing on the tips of his toes, and straining his eyes to
try to make out what was happening. But when the old priest
had gone, and the crowd was getting thin, he turned round to
his barrow, and saw with horror that it was quite empty. Every
single pear had gone ! In a moment he understood what had
happened. The pears the old priest had been so generous in
giving away were not his own ; they were the countryman's !
What was more, one of the handles of his barrow was missing,
and there was no doubt that he had started from home with
two !
He was in a towering rage, and rushed as hard as he could after

12
the priest ; but just as he turned the corner he saw, lying close to the wall, the barrow-handle
itself, which without any doubt was the very pear-tree which the priest had cut down. All the
people in the market were simply splitting their sides with laughter; but as for the priest, no
one saw him any more.

The folktale in the previous page showed irony, a figurative language that expresses
contradiction. The literal meaning or sense is the opposite of the actual intended message
or reality.

There are three common types of Irony.

Analyze the line below.

“My parents will be happy to see my card. It’s all red!“

● What is the message in the above sentence?

● How do you describe the tone of the speaker?
● Does the speaker really mean that his parents will be happy?

The above example is considered as verbal irony. This type is described as the expression of
saying the opposite of what the speaker really wants to convey. For instance, if a person
thinks you don’t look good in your dress, he might say “You look great! Did you get it from

13
your grandma’s closet?“ The speaker’s actual message reveals that the person does not look
good in her outfit.

There are two types of verbal irony.

1. Overstatement - when a person exaggerates things.
2. Understatement - when the speaker undermines the character.

Analyze the situation below.

Imagine swimming in the beach and you saw a child drowning in the water. You called
the lifeguard to save him. Unfortunately the lifeguard was the one who lost his life since
he did not really know how to swim.

● What is so ironic about the above example?

● What supposedly should have happened in the story?

This is an example of situational irony. This happens when the expected results or events
turn the other way around.

Analyze the situation below.

We all know who the real identity of Darna is as an ordinary woman. She transforms
into a superhero whenever she swallows the magical stone. However, only the audience
knows of her true identity. Her enemies are not aware of it .

The above example is considered dramatic irony. This happens in literary works or stories on
televisions in which the audience knows everything except the characters themselves in the
story. For example, when you watch a drama and you know that the antagonist is just tricking
the protagonist in the story, you somehow feel frustrated because you are more
knowledgeable of the whole situation than the characters in the story.

14
 Check Your Understanding

After reading the story “The Wonderful Pear Tree,” answer the following
comprehension questions.

1. What Chinese customs are revealed in the story?

2. How did the old priest make the pears grow on his tree?
3. Why didn’t the owner of the pears discover the trick until it was too late?
4. Do you think the owner of the pears deserved the trick? Why or Why not?
5. What lesson did you learn from the story?

Identify the type of irony in the following sentence.

1. When a woman received a prank call, she outwitted the caller and the prankster
was the one who got humiliated.
2. When you’re about to leave the house and suddenly there’s a heavy rainfall that
soaks your dress in wet, you uttered, “This weather just made my day!“
3. Reading a book that made you feel annoyed with the male character in the story
who is just simply manipulating the main female character, so as to get his sweet
revenge against her family.
4. You are supposed to report a news in class but your report was an event that
actually happened few weeks ago.
5. Your brother says that you work so hard when in fact you don’t even help in the
household chores nor do your assignment in school.

15
 Based on the given pictures, create your own type of irony.

1. Type: ____________________________
Sentence: ____________________________________________

2. Type: ____________________________
Sentence: ____________________________________________

3. Type: ____________________________
Sentence: _________________________________________

4. Type: ____________________________
Sentence: _________________________________________

16
 5. Type: ____________________________
Sentence: _______________________________________

Let’s Step Up!

17
 Lesson 3: Claim and Counterclaim

In building arguments in rhetoric, it is very important to

incorporate the correct grammatical expressions that give
signal to your audience on the type of expression you are
making.

In this unit, you will learn about some common signal

words that will help you in forming a coherent argument
or proposition.

Warm-Up!
Informal Debate

If you were to choose among these three, wealth, beauty or brains, which one would you
choose and why? Write down your thoughts in your notebook. Then, upon your teacher’s
signal, go to the respective area assigned by your teacher representing your choice. Anyone in
your group can speak up and share his or her responses.

18
 Learn About It!

The purpose of an argument is to persuade or convince a

person or a group of people about a certain case or situation. In
order to win an argument, one must need to know its parts. The
four parts of an argument are claims, counterclaims,
evidence, and reasons.

A claim is what one

thinks is true about a
topic based on
knowledge and research.
When you make a claim,
it must be argumentative
since you are convincing
someone to agree to
your interpretation or understanding of a subject. To
establish this, we need evidence backed up by reasons.

Example of a Claim:
Pedro must be the next president of the class.

The evidence is the proof or the available facts supporting your claim. Evidence comes from
careful researching. Thus, it is hard to give a definite claim when one is not familiar with the
topic.

Examples of evidence supporting the claim above:

● Pedro currently tops the class in GPA.
● Pedro was the vice-president last year.
● Pedro always helps his classmates in whatever way he can.

19
 A reason, on the other hand, is your logical support. This involves one’s observation and
analysis that justify the importance of the claim.

Examples of reasons to support the claim:

● Pedro is a responsible student academically.
● Pedro has leadership experience.
● Pedro is helpful.

In arguing a claim, you should always consider the potential counterclaims and counter
arguments. Counterclaim is the opposite of a claim, which is also provable and supportable
by reasons and evidence. These are claims that goes against what is originally claimed.

Examples of counterclaims:
Pedro can’t be president because he is too assertive.
Someone has a broader leadership experience than Pedro.

Do you agree that Pedro should be the next president? There could be differing opinions
about this, but the best way to strengthen your claim is to anticipate the possible
counterclaims. In building arguments, use the graphic organizer on the next page.

20
21
 Check Your Understanding

With a partner, debate on the following issues. Make claims and

counterclaims to prove your point.

1. Military training should be mandatory to all male Filipino citizens like in

Korea.
2. The Philippines should stop sending domestic helpers to the Middle East.
3. All scholars in State Universities must serve the country for a certain period of
time before they are allowed to work abroad.
4. School administrators and parents must have an access to the social media of
their kids.
5. Homework should be banned in primary school year.

Decide which evidence and logical support are appropriate and relevant
based on the claim that no one should fail in school.

1. Teachers are primarily responsible for classroom learning.

2. Students feel more stressed when they are graded unlike non-graded
evaluations.
3. Grades are just numbers in cards. They do not reflect the entire character of
the student.
4. School is a preparatory training. Real evaluation happens in the workplace.
5. As long as the student reports to school, this matters most.

Write a one-sentence claim based on the following issues.

1. The role of SK in the barangay

22
 2. Increasing funds for military
3. Build, build, build project of the government
4. Replacing textbooks with ebooks
5. Using social media in learning

Let’s Step Up!

23
 Performance Task

Analysis Report

Goal: Your group’s task is to write a comparative analysis report of Asian literature.

Role: You are a group of young investigative

journalists tasked by UNESCO whose main
goal is to preserve the heritage of a country.

Audience: The target audience is the members of the

UNESCO arts and literature department.

Situation: The challenge involves coming up with an

evaluation report on why and how Philippine literature differs from other
folktales in Asia. It requires you to read Philippine literature particularly folktales
and compare it with other countries.

Product/Performance and Purpose:

You will create a report using the following guidelines:

1. Make a claim on how Philippine folktales represent the culture of the country.
2. Also, prove that Philippine folktale is a unique part of our culture that stands out among
the others.
3. Cite sample folktales and analyze it by looking at the basic elements of a story including
the figurative language used in the story.
4. Answer the questions: Why and how can we preserve our Philippine folktales?

24
Standards and criteria for success: Your work will be judged by the following rubric:
Criteria Beginning Developing Accomplished Score
2 points 4 points 6 points

Content
(Focus on details/events are
clearly evident; it is clearly
related to the topic.)

Organization
(Logical progression of
details/events; clear transitions
between ideas.)

Language
(spelling, mechanics, grammar
and usage)

Focus on topics
There is one clear, well-focused
topic. Main idea stands out and
is supported by detailed
information.

Support for Topic

Relevant, telling, quality details
give the reader important
information that goes beyond
the obvious or predictable.

Sources
All sources used for quotes and
facts are credible and cited
correctly.

Transition
A variety of thoughtful
transitions are used. They clearly
show how ideas are connected.

Total Score:

25
 Self-Check: How Well Did I Learn?
Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the
appropriate box.
I am familiar and
I think I need more I am confident that I
can perform well
Skills practice and can perform this on
with minimal
assistance my own
assistance
I can evaluate the
personal
significance of a
literary text.
I can distinguish
between and
among verbal,
situational, and
dramatic types of
irony.
I can use
appropriate
grammatical signals
or expressions
suitable to pattern
of development like
claim and
counterclaim.

26
 Wrap Up
Folktales are stories about traditions, beliefs, and practices of common people,
which are passed from one generation to another and preserved by word of mouth.
Folktales were part of o​ ral tradition until​the first people invented writing.
A claim is what one thinks is true about a topic based on knowledge and research.
When you make a claim​,​it must be argumentative since you are convincing someone
to agree to your interpretation or understanding of
the subject. To establish this, we need evidence ​backed up by r​ easons.​
Evidence is​the proof or the available facts supporting your claim. Evidence comes
from careful researching. Thus, it is hard to give a definite claim when one is not
familiar with the topic.
A reason ​is your logical support. This involves one’s observation and analysis that
justify the importance of the claim.
In arguing a claim, you should always consider potential counterclaims ​and
counterarguments. A counterclaim is the opposite of a claim, which is also provable
and supportable by reasons and evidence.
There are three types of irony, namely, verbal, dramatic, and situational.

Bibliography
“Chinese Fables and Short Stories” Accessed April 4, 2018.
https://en.wikisource.org/wiki/Chinese_Fables_and_Folk_Stories

Folktales. Accessed July 18, 2017.

http://www2.nkfust.edu.tw/~emchen/CLit/folk_lit_type_folktale.htm.

Literature, HS2 Afro- Asian. "The Wonderful Pear Tree: A Chinese Folk Tale." Accessed April 9,
2018. http://chineseaesop.blogspot.com/2010/12/wonderful-pear-tree.html

27
Recommended Link for This Unit:
"Types of Irony” Accessed April 9, 2018
http://www.parklandsd.org/web/smith/files/2014/01/The-3-Types-of-Irony.pdf

28