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INSTRUCTIONAL PLAN (iPlan)

NAME OF TEACHER ESCUBIDO, PATRICIA P. GRADE LEVEL 8 MODULE NO.

LEARNING AREA ENGLISH QUARTER NO. 3 DURATION

(Hour/Mins.) 60
MINS

KEY LESSON NO. AND

TOPIC
EN8LT-IIIb-11: Identify the notable literary genres contributed by Southeast Asian writers

Analyze literature as a mirror to a shared heritage of people with diverse backgrounds

Topic: Rice Pounding Songs

CONTENT STANDARD The learner demonstrates understanding of: Southeast Asian literature as a mirror to a shared heritage; coping strategies
in processing textual information; strategies in examining features of a listening and viewing material; structural analysis
of words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis.

PERFORMANCE The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring
STANDARD the use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

KEY UNDERSTANDING
TO BE DEVELOPED
COMPETENCIES Knowledge  discover facts about the origin of the poem;

 deduce unfamiliar words in the story through context clues;

 exhibit comprehension of the poem by analyzing its lines and overall theme;

Skills  demonstrate mastery of the poem by retelling the poem;

Attitudes/Values  relate the significance of the story to real-life experiences by actively participating in the
discussion.
RESOURCES NEEDED English 8 Textbook
PowerPoint Presentation

ELEMENTS OF THE
PLAN
Preparations
- How will I make the learners ready?
- How do I prepare the learners for the
new lesson?
(Motivation /Focusing /Establishing
Mind-set /Setting the Mood
/Quieting /Creating Interest - Building
Background Experience –
Activating Prior
Knowledge/Apperception - Review –
Drill)
- How will I connect my new lesson
with the past lesson?
Presentation
- (How will I present the new
lesson?
- What materials will I use?
- What generalization /concept
/conclusion /abstraction
should the learners arrive at?
(Showing/ Demonstrating/ Engaging/
Doing /Experiencing /Exploring
/Observing
- Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting
- Articulating observations, finding,
conclusions, generalizations,
abstraction
- Giving suggestions, reactions
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Television
Manila Paper
Marker
METHODOLOGY TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
Preliminary Activities  Prompts student for a prayer  Students prays.
This includes prayer,
 Housekeeping
housekeeping, grouping of
learners, introduction of the
lesson content, warm-up activity
activity to give the learners zest  Students arrange
for the incoming lesson and an
idea about what it to follow.
their chairs
One principle in learning is that properly and pick
learning occurs
when it is conducted in a up the litters
pleasurable and comfortable
atmosphere. around their chairs.
 Checking of attendance
 Class secretary
responds.
 Presents classroom rules:
1. BE ON TIME
 Students listen.
2. RAISE YOUR HAND IF YOU WISH TO SPEAK/RECITE.
3. LISTEN WHEN SOMEONE IS TALKING.
4. NO ELECTRONIC DEVICES DURING CLASSES.
5. CHOSE KINDNESS
Activity  Starts the lesson with a short video clip.
This is an interactive strategy
to elicit learner’s prior learning
experience. It serves as a
springboard for new learning. It
illustrates the principle that
learning starts where the learners
are. Carefully structured
activities such as individual or
group reflective exercises, group
discussion, self-or group  Discuss what was the video about.
assessment, dyadic or triadic
interactions, puzzles, simulations
or role-play, cybernetics exercise,  Students learn a
gallery walk and the like may be
created. Clear instructions should brief background
 Proceeds to start an activity called, “Words Quest”
be considered in this part of the about Myanmar.
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solutions recommendations) lesson. then gives the following deal of instructions:

Choose the correct word for each sentence in the box of

words and fill in the blanks. Write your answers in your
English notebook.

 Students
participate actively
in the activity.

1. She summoned the courage to _____ the ripe fruit from

the highest branch of the tree. Answers:

2. The sturdy ____ table had been passed down through 1. Pluck
generations, its rich brown hue and durability a
2. Teak
testament to its quality.
3. Coverlet
3. The quilted _____ draped elegantly over the bed, adding
a touch of warmth and sophistication to the room. 4. Opium

5. Wry
4. The ancient civilization used _____ for both medicinal
and recreational purposes, unaware of its addictive
nature.

5. He showed a ___ smile as he recounted the humorous

mishap, his lips twisting slightly with ironic amusement.

 After the activity, the teacher appreciates the

participation of the students.
Analysis
Essential questions are included
to serve as a guide for the
 Presents the motive question before moving to the
teacher in clarifying key poem.
understandings about the topic
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at hand. Critical points are

organized to structure the
discussions allowing the learners
to maximize interactions and Motive question:
sharing of ideas and opinions
about expected issues. Affective What lessons in life can you learn from Myanmar’s “Rice
questions are included to elicit Pounding Songs”
the feelings of the learners about
the activity or the topic. The last  Students watch
questions or points taken should
lead the learners to understand
 Let the students watch a video clip of the actual and listen
the new concepts or skills that performance of the poem, Rice Pounding Songs. attentively.
are to be presented in the next
part of the lesson.
 After the video presentation, the teacher asks the
students to read the translated version by U Khan
Saw synchronously.

Rice Pounding Songs

Translated by U Khan Saw

Set down the mortars, line them up neatly,

Girls of Shwe Naung, take up the pestle-stones;  Students read
Then sing we and chant it, merrily in time, synchronously.
As gracefully we pound away.

What means that noise, that bustle we hear?

Oh, a lady of Shwe Naung is giving alms,
With the music of drums and gongs.

There is red-gold radiance over there;

Perhaps the sun has risen.
No, it’s the dyed robes of the monks
On their rounds with their begging bowls.
Come, fill them with alms-food!

This chickrassia which I planted,

Isn’t it lovely? Tiny buds on slender stems.
But if you pluck them before they flower,
My plant will wither away, you know.
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Hey there, maiden at the loom,

What cloth are you weaving?
Oh, need you ask, in these thin times?
It’s a cotton coverlet for me.

I live in a house of teak,

Bright at night with torches.
It’s true, my parents are rich;
Yet if you dare not come yourself,
You can at least send a letter.

The poor man is moping in the house.

Feeling out of sorts and shaky
Because he’s short of opium.
Very well, wry topknot,
Sell my fine gold earplugs if you must,
But make sure you get a good price for them!

My handsome brother, a word with you

Before you leave for lower country;
If you find a wife there do not leave her,
Bring her to us, we’ve use for her.
She can fetch us water, gather firewood,
And pound our rice —oh, lots of uses!

I’ve bought a pair of sandals,

Such pretty red sandals.
But I shan’t wear them yet.
When you and I are truly wedded,
Then, I shall wear them.

 Teacher asks the following questions:

 Students answer
 What did you observe in the video? actively.
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 What are the interesting things in the poem?

 What is the poem talking about?
Abstraction  Now, let us deepen your knowledge by analyzing the
This outlines the key concepts,
important skills that should be
poem.
enhanced, and the proper
attitude that should be
emphasized. This is organized as
 The title tells us how life is in Myanmar. Rice pounding is
a lecturette that summarizes the one of the festivities in Myanmar.
learning emphasized from the
activity, analysis and new inputs
in this part of the lesson.  Stanza 1 – 4:

Festive season in Burma for good harvest of Chickransia

(kind of rice), the characters (the girls) pounds the rice
while singing SHWE NAUNG. During this festive season,
monks in red-gold dyed robes roam around the town to
ask for alms (usually foods) with their begging bowls.

 Stanza 5 -6:

Describes the economic condition of the characters, the

maiden, who is rich and lives in a house made from teak
(a strong hardwood) while weaving elegantly quilted
fabric called coverlet. Usually, this bedsheet is used by
rich people during the early 19th century.

 Stanza 7-9:
The man is a servant, in stanza 7 his sister sarcastically
told him to sell the gold earring for his marriage. In
stanza 8, he was told to bring his future wife to help him
in his work (maybe jokingly said by his sister) it tells us
the role of wives in a Myanmar household. But then
stanza 9 reveals the wish of the girl to get married to
him with the symbol of red sandals which means good
luck (Chinese culture).

 Checks whether the students understood the analysis

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through an activity called, “Treasure Hunting” then

gives the following deal of instructions:

Here I have a mortar filled with rice grains inside. Each grain
contains a question that is related to the poem. A song will be
played and you have to pass the mortar around while the song
is playing. If the song stops on you, you have to pick a grain and
answer a question. Did you get it, class?

1. What is the message of the folk song?

2. Which stanza talks about the roles of the wives in a Myanmar

household? What is that role in particular?

3. In stanzas 1–6, what are the similarities or differences you  Students

find between the Philippines and Myanmar in terms of their participate actively
way of living and beliefs? in the activity.

4. Describe the economic condition of the woman in stanza 6.

5. Describe the rich maiden in stanza 6 and the poor man in

stanza 7.

6. To whom is stanza 8 addressed to? Does this show high

regard for women?

7. What occasion may be gleaned from stanza 9?

8. What does the color red signify in the last stanza?

 After the activity, teacher appreciates the

participation of the students.

Practice
- What practice
exercises/application activities
will I give to the learners?
(Answering practice exercise
- Applying learning in other
situations/actual situations/real-life
situations
- Expressing one’s thoughts, feelings,
opinions, beliefs through artwork,
songs, dances, sports
- Performing musical numbers/dances,
manipulative activities, etc.)
Application
This part is structured to ensure
the commitment of the learners
to do something to apply their
new learning in their own
environment.
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 Goes back to the motive question. Ask students to
share their ideas or opinions.
(Answers may vary)
Activity: “Come Again”
 Students listen
The class will be divided into 3 groups. Each group will retell attentively to the
their assigned stanzas to the class. Encourages students to instructions.
be guided by the given criteria.
Criteria Description Weight
Content The group effectively retells 40%
assigned stanzas with accurate
details, including key events,
characters, and themes.
Organization The group presents assigned 25%
stanzas in a clear and logical
order, effectively transitioning
between sections.
Clarity of Group members speak clearly 20%
Presentation and confidently, engaging the
audience and effectively
conveying the content.
Collaboratio Group members collaborate 15%
n effectively, demonstrating
active participation,
cooperation, and support for
each other.
Total 100%
 Distribution of parts:
Group 1 – Stanza 1-3
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Group 2 – Stanza 4-6

Group 3 – Stanza 7-8

 Presentation of
group
performances.
 The teacher gives feedback on the group
performances of each group.
Assessment (Optional) ASSESSMENT MATRIX
What will I How will I assess? How will I score?
assess?
The student’s Through a 10-item Quiz: 1 point each item.
overall
1. What does "pluck" mean?
understanding a. A type of wood
of the lesson. b. To harvest or pull
c. A soft blanket
d. A medicinal plant

2. What is "teak"?
a. A type of strong wood used for
furniture
b. A traditional song sung during rice
pounding
c. A coverlet for the bed
d. A type of recreational drug

3. What is a "coverlet"?
a. A type of wood
b. A soft blanket for the bed
c. A medicinal plant
d. A method of harvesting rice

4. What is "opium"?
a. A type of strong wood used for
furniture
b. A traditional song sung during rice
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pounding
c. A soft blanket for the bed
d. A medicinal plant with addictive
properties

5. What does "wry" describe?

a. A method of harvesting rice
b. A cheerful song sung during rice
pounding
c. A type of recreational drug
d. A smile that's funny but also a bit
strange

6. What is the main activity described in

the poem "Rice Pounding Songs"?
a. Fishing
b. Harvesting vegetables
c. Pounding rice
d. Cooking soup

7. What emotion is expressed in the

poem towards the rice pounding songs?
a. Sadness
b. Anger
c. Joy
d. Fear

8. In the poem, what do monks

traditionally do in the third stanza?
a. Perform dances
b. Roam around town asking for alms
c. Organize feasts
d. Perform blessings on crops

9. During the festive season in Burma,

what kind of rice is harvested?
a. Basmati
b. Jasmine
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c. Chickransia
d. Wild rice

10. What material is the rich maiden's

house made from?
a. Bamboo
b. Straw
c. Teak
d. Oak

Answers:

1. B
2. A
3. B
4. D
5. D
6. C
7. C
8. B
9. C
10. C
Agreement Follow-up: “Create a Scene”
Ask the students to paint or draw the most interesting or important part of the piece in their opinion. They can focus on
showing the festive season, the characters, or the traditions that are talked about in the poem. Encourage the students to
use colors and symbols that match the mood and themes of the poem and to include details from the text in their art.

Assignment:
1. What is the definition of literary devices?
2. List down literary devices that you know.