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LEARNING PLAN
GRADE VIII
UNIT TOPIC East Asia: Seat of Wisdom in the Orient
CONTENT STANDARDS
The learner demonstrates understanding of: African Literature as a means of exploring forces that human
beings contend with; various reading styles, purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and delivered orally; and parallel structures
and cohesive devices in presenting information.

PERFORMANCE STANDARDS
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance and behavior.
LEARNING COMPETENCIES/OBJECTIVES
At the end of the lessons, learners should be able to:
1. appreciate proverbs and maxims
2. interpret epigrams
3. read and appreciate a folktale
4. explore denotations and connotations
5. listen or view actively and attentively
6. observe correct word stress
7. distinguish between significant and insignificant details
8. identify the subject and the predicate of a sentence
9. complete a fragment with a subject or a predicate
10. follow a writing process
LEARNING TARGETS
 I can learn the literary devices used in proverbs and maxims.
 I can interpret epigrams.
 I can find out what makes the story a folktale.
 I can use denotations and connotations in communication.
 I can be a better listener.
 I can be able to pronounce words correctly.
 I can find significant ideas in the article.
 I can separate the subject from predicate in a sentence.
 I can supply a predicate/subject to complete the information.
 I can explain a proverb.
EXPLORE
ACTIVITY 1: What can you say?
Read the literature of China entitled “Journey to the West” by Arthur Waley.
Source: https://theculturetrip.com/asia/china/articles/the-canonical-works-the-four-classic-novels-of-chinese-
literature/

Essential Question: What inspiring lessons about life and the universe are conveyed by the literature of Ancient
China?
FIRM UP
ACTIVITY 2. WHO AM I?
Identify the literary device used in the following .
1. No matter how high a bird flies, it has to come down for water.
2. The tongue is like a sharp knife; it kills without drawing blood.
3. Pride invites a calamity; humility reaps its harvest.
4. Speak softly, and be slow to begin your speech.
5. His mouth is honey, his heart a sword.

ACTIVITY 3: SHARING INSIGHTS

Read and analyze THE ANALECTS OF CONFUCIUS (tr. by Herbert A. Giles)
1. According to Confucius, how should we treat a person who flatters us?
2. Which statement implies Confucius’ opinion that intellectual advancement or academic pursuit should concern us
last? Do you agree with him? Explain.
3. What does Confucius mean by “learning without thought”?
4. What, do you think, does Confucius mean by intellectual death?
5. What is meant by returning “good for good, for evil, justice?
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ACTIVITY 4. THINK-PAIR-SHARE
Read again the Chinese folktale you have researched on, and answer the questions below. Share with a classmate your
findings.
1. Who is the main character in the folktale? What human quality does the character represent?
2. How is the struggle between good and evil depicted in the folktale?
3. Point out the elements of humor or magic in the folktale.

ACTIVITY 5. LET’S EXPLORE.

Read again The Analects of Confucius.
Write the denotative and connotative meanings of the following:
WORD DENOTATION CONNOTATION
1. Christmas
2. vacation
3. school
4. airport
5. shopping mall

ACTIVITY 6. BE A KEEN-OBSERVER
Underline the stressed syllable in the italicized words. Then read each sentence orally, observing the correct stress of
words.
1. Yesterday, several cases of dysentery were reported.
2. The tourists admire the magnificence and immensity of the Great Wall of China.
3. A conglomerate of independent nations gathered at the conference.
4. Reports of paranormal activity caused pandemonium in the small village community.
5. My opponent in the declamation contest was extraordinary.

ACTIVITY 7. SEPARATEIT!
Separate the subject and the predicate by a slanting line.
1. During my tour of duty in China, I managed to catch glimpses of the Great Wall.
2. The mood of the crowd was tense and determined.
3. As a defense, the Great Wall was not a total success.
4. A Great Wall tour is a wonderful one for a China trip.
5. This fascinating site makes a China trip complete.

DEEPEN
ACTIVITY 8. A. MAKE IT REAL!
1. Do you agree that love is an important element of charity? Explain.
2. Do you agree that judgment or opinion based on lack of understanding of facts has no weight or is without merit?
Explain.

B. Read the following epigrams from Lao-tse’s Book of Tao and explain the message in each and relate it in your life.
1. He who makes light of many things
Will encounter many difficulties.

2. The reason it is difficult for the people to live in peace

Is because of too much knowledge.

3. I hear, and I forget

I see, and I remember
I do, and I understand.

TRANSFER
ACTIVITY 9. IT’S YOUR TURN!
1. Go over the maxims about charity in The Analects of Confucius. Use them as examples to write a proverb or
maxims about sincerity, filial piety, and propriety, based on the discussion of these virtues in the following excerpts
from The Catholic Encyclopedia (1908) about the fundamental virtues of Confucianism. Use a literary device for each
proverb.

2. Gather some information on China. Organize your information under the following headings.
I. Historical Periods
II. Culture and society
A. Religion and thought
B. Language and literature
C. Arts
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III. Encounter with the West

IV. Geography
A. Natural features
B. Major provinces
C. Important cities
D. Some historical and archaeological sites

3. Choose one of the Chinese proverbs. Write an explanation of the message conveyed in the proverb and an insightful
reflection on the importance of this message to your own life. Use the space to show the steps in writing process.
1.Prewriting
2. Drafting
3. Revising and Sharing

4. Having read The Analects of Confucius, Verses from the Book of Tao, and The Wonderful Pear Tree, what lessons
about life and the universe do you find most inspiring? How can you apply these lessons in your own life?

5. A new section will be added to your school paper in its next issue. The new section will feature reflection on
proverbs that inspire good work, right behavior, and virtue. Along with your classmates, you have been tapped to write
a feature article. Hence, your tasks are to choose one Chinese proverb and to explain and reflect on the meaning and
importance of its message. Distinguish the main ideas from the supporting details, and write them in complete
sentences. Follow the writing process.

Rubric on Explaining a Proverb

Score 4 3 2 1
Criteria (Very Good) (Good) (Fair) (Poor)
The explanation The explanation The explanation The explanation
shows a very clear shows a generally shows some shows lack of
understanding of the clear understanding misunderstanding of understanding of the
Explanation
message and of the message and the message and message and
meaning of the meaning of the meaning of the meaning of the
proverb. proverb. proverb. proverb.
The writing shows The writing shows The writing shows The writing lacks
clear evidence of adequate evidence of some evidence evidence of
insightful reflection, insightful reflection, meaningful meaningful
Reflection containing well- containing generally reflection, but reflection, and
developed thoughts well-developed several thoughts and thoughts and ideas
and ideas. thoughts and ideas. ideas are not clearly are hardly
developed. developed.
All ideas are Most ideas are Ideas are often not Ideas are hardly
connected and connected and connected or connected or
Organization
arranged clearly and arranged clearly and arranged clearly or arranged clearly or
effectively. effectively. effectively. effectively.
The writing shows a The writing shows The writing shows The writing shows
clear grasp of the adequate grasp of the some grasp of the lack of grasp of the
Writing Process prewriting, drafting, prewriting, drafting, prewriting, drafting, prewriting, drafting,
and revising steps of and revising steps of and revising steps of and revising steps of
the writing process. the writing process. the writing process. the writing process.
There are no errors There are a few There are several There are many
in grammar, errors in grammar, errors in grammar, errors in grammar,
Conventions
punctuation, or punctuation, or punctuation, or punctuation, and
spelling. spelling. spelling. spelling.
Prepared by:

MS. JULIE ANN M. LOGATOC

Checked by:

MRS. HONORATA D. RICAMARA

SANTA CRUZ INSTITUTE (Marinduque) Inc.,
SANTA CRUZ, MARINDUQUE
S.Y. 2019-2020