Good

morning
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Editha P.
https://www.youtube.com/watch?v=WTg5ug4Fv18
https://www.youtube.com/watch?v=_Vl3lydJy9s
 GETTING
MESSAGE
THROUGH A
QUARTER 2 – MODULE 8

TEXT
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OBJECTIVES
1. Determine the positive and negative
messages conveyed from a text.
2. Use graphic organizers
appropriately in getting the analysis of
a literary text.
3. Write a photo essay by interpreting
positive and negative messages
through the set of pictures.
 The Tale of the
Woodcutter and
the Tiger

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 Korean folklore recalls the tale of a
woodcutter who encounters a tiger in the woods.
Fearing that he would soon be the Tiger’s
dinner, he exclaimed: “You must be my long-lost
brother! Our mother cried for you when you left
home. She had dinner ready for you every night,
waiting for your return.

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Sadly, our mother has just passed away. How
happy she would have been had she known you
are alive and well!” The woodcutter took out
his handkerchief and pretend to wipe at his
eyes. The tiger turned away, as tears feel down
his cheeks, leaving the woodcutter unharmed.
Every year thereafter, on Chesa, the memorial
day of the woodcutter’s mother’s death, an
offering appeared on her grave. Sometimes a
peasant, or even his mother’s favorite
mountain berries. The woodcutter did not
know where these offerings came from.
One year, the woodcutter noticed that the customary
offering had not been placed on his mother’s grave,
and he wondered what had happened. Out of his bush,
three baby tiger’s appeared, carrying offerings. They
approached the woodcutter and cried: “You must be
our uncle! Mother tiger is gone now, and we know how
important it is for her to honor grandmother by
bringing and offering to her Chesa table beside her
grave.
 We are here to bring offerings for our
grandmother in loving memory of our mother.” The
woodcutter noticed that his face had turned
suddenly warm and realized that it was his own
tears streaming down his cheeks.

SOURCE: “English Module for Grade 8,” accessed August 18, 2020.
https://scribd.com/document/14832899/English-Module-
for-Grade8.
Group
activity
Group I – Character Map
Myriad or Reflection about the story.

Group II – Table
Own way of saving oneself from danger.

Group III – Flow Chart

Relate the values by stating the situation from
the story.
 PROCESSING/FOLLOW
UP QUESTIONS:

1. How is the tiger related to

the Korean culture?
2. Why is tiger known as
gentleman of the jungle and
king of the animal kingdom?
Enrichment Activity
Group I – Value or Disvalue (Actors/Actresses)
Paint me a Picture
Determine whether the sentences convey a positive or
negative messages, paint me a picture out of the given
situation.
_________1. the woodcutter took out his handkerchief
and pretend to wipe at his eyes.
_________2. the tiger turned away, as tears fell down his
cheeks, leaving the woodcutter unharmed.
_________3. we are here to bring offerings
for our grandmother in loving memory of
our mother.
_________4. when a fierce tiger threatens
him, a woodcutter convinces the animal
that he is really his older brother.
_________5. the woodcutter noticed that
his face had turned suddenly warm and
realized that it was his own tears
streaming down his cheeks.
Group II –Composers/Dancers

Compose a song citing character

traits, values and culture of the
Filipinos and Korean, sing and
interpret through dancing.
Group III – Poets

Write a poem about the pictures by

interpreting positive and negative
messages that you can get from it,
present through jazz chat or rap.
Group IV- Actors/Actresses

Act out the most interesting

part of the story, the tale of the
woodcutter and the tiger showing
positive and negative messages.
 Assignment

1.Bring your student’s learning modules

everyday.
2. Liza, kindly bring the worksheets which I
prepared for Ana because her adviser Ma’am
Omega told me why she has been absent for
almost a month because she is sick. She
further told me that you are neighbors.