This folk tale from Korea tells the story of a vain rat couple who want the best possible husband for their daughter. They ambitiously seek out increasingly powerful beings like the Sun, clouds, wind, and a stone Buddha, but each says an even more powerful force exists. Finally, the stone Buddha says even he could be moved by moles tunneling under his feet. The moral is that the rat couple's vanity leads them to overlook suitable partners for their daughter among their own kind. The story promotes cultural values of humility and recognizing one's place in the natural order.

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Second Quarter: Embracing our Heritage
Name: ___________________________________
Address: __________________________________________

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Contact No.: _________________________
Introduction
A Learning Module in English for Grade 8 Students is an
interactive module designed to meet the needs of the 21st
century learners. It is anchored on a holistic approach in
developing the basic learning competencies in English of the
K-12Basic Education Curriculum. The lessons per quarter
are presented in spiral progression to achieve proficiency in
the seven domains of learning divided into five sub-strands:
listening, speaking, reading, writing and viewing. This
module focuses on Afro-Asian literatures which bring the
students to the wonderful world of Africa and Asia. The
reading texts and activities are carefully chosen to tailor fit
the interests of the students and to instill in them sense of
diversity, sensitivity and multiculturalism. With this module,
the author hopes that the learner would be a proficient
language learner ready to compete not only in the local but
also in the global arena.
Welcome to Grade 8! With your learning experiences
in Grade7 last year, I am pretty sure that you completely
understand your identity as a Filipino. You also had
exciting and interesting activities that made you realize
how unique you are as a Filipino and as an individual.
However, you have to remember that as Filipinos, we are
just one of the many groups of people belonging to a
bigger global group we call as Afro-Asia. Through this
module, you would gain knowledge on Afro-Asian families
and learn their values, customs traditions and practices.

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Objectives:
 Explain how a selection may be influenced by culture,
history, environment, or other factors. EN8LT-Ih-3:
 Determine tone, mood, technique, and purpose of the
author EN8LT-IIf-2.2.3:
 Explain how a selection may be influenced by culture,
history, environment, or other factors. EN8LT-Ih-3
 Predict the gist of the material viewed based on the title,
pictures, and excerpts EN8VC-IIe-1.3
 Transcode information from linear (Graphs and Tables)
to non-linear texts and vice-versa. EN8RC-IIf-11
 Use appropriate grammatical signals or expression
suitable to each pattern EN8G-IIg-9 of idea development:
• general to particular
• claim and counterclaim
• problem-solution
• cause-effect
 Discriminate between literal and figurative language
EN8V-IIe-24
 Analyze literature as a mirror to a shared heritage of
people with diverse backgrounds
 Explain how the elements specific to a genre contribute
to the theme of a particular literary selection EN8LT- IIc-
2.2
 Discern positive and negative messages conveyed in a
material viewed EN8VC-IIa-17

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MODULE 1: Embracing our Heritage
LESSON 1: THE VANITY OF THE RAT
The Vanity of The Rat: Korean Folk Tale
A long time ago, there lived a rat couple who had 1 daughter.
Since they had no other children, they gave her everything.
When it became time for their daughter to marry, they wanted
only the best husband for her. They thought about all of the
rats that they knew, but none of them were good enough for
their daughter.
One day, Mr Rat said to his wife “I know who will make the
perfect husband for our daughter, the Sun.” “The Sun?” asked
Mrs. Rat. “Why do you think the Sun would make a good
husband.” “Because there is none more powerful in the world
than the Sun” said the husband. “Yes, Yes. Yes. The Sun is
the most powerful. He’s bright as well. Let’s ask him at once”
said Mrs. Rat.
The two rats went out into their garden where the Sun was
shining. “Oh, Mr. Sun!” they called, trying to keep their eyes
open as they looked up into the sky. “Yes, what can I do for
you?” replied the Sun. “Should you accept, my wife and I
would like to offer you our daughter’s hand in marriage,” said
Mr. Rat proudly. “I’m honored” said Mr. Sun, But why do you
want me to marry your daughter?” “Because you are so

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powerful and magnificent!” said Mr. Rat, while Mrs. Rat
nodded her head in agreement.
“Well, I’m pleased that you think so highly of me” said Mr.
Sun. “But there is one that is more powerful than me.” “Who
might that be? Asked Mr. Rat. “Why Mr. Cloud, of course! I
am powerless when he covers me.” “Yes, so true” said Mr. Rat,
nodding over and over. “Come on dear,” he said, taking his
wife by the hand. “Let’s go see Mr. Cloud.”
They climbed up a nearby mountain, over which a big cloud
hung in the sky. They called to Mr. Cloud and telling him what
Mr. Sun had said, offered their daughter’s hand in marriage.
Again, the couple received a much different answer that what
they were expecting. Mr. Cloud said “What the Sun says is
true. However, I am powerless when I meet Mr. Wind.
Wherever he blows, I must go.” “Yes. Yes. Of course, of course”
said Mr. and Mrs. Rat. They then set out to find Mr. Wind.
Coming down the mountain, they found Mr. Wind in a grove
of trees. “I am strong” he told them on hearing their story. “I
can make a big tree fall over or blow down a house. I can shake
up an ocean. But try as I may, I can’t move a stone buddha.”
“Then, we’ll just have to ask a stone buddha” said Mr. Rat. So,
Mr. and Mrs. Rat hurried down the mountain to the stone
buddha standing near their village.
“Well, I’m flattered that you want me to marry your daughter”
said Mr. Stone Buddha. “But I don’t think I’m right for her
either. I am indeed strong and Mr. Wind can’t move me, but I

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am no means the strongest of them all. There is one that can
make me fall over easily. The very thought of it is making me
shake already.” “Please Mr. Stone Buddha” said Mr. Rat.
“Please tell us who.” “None other than you and your cousins
the moles” said Mr. Stone Buddha. “You and your cousins are
very strong. Why if you burrow under my feet, I’ll fall over and
land on my head. I’m no match for you” said Mr. Stone
Buddha. “Thank you” said Mr. Rat, “You’ve been very helpful.”
After the long search for a suitable suitor, the rat’s daughter
married a rat.
Korean Beliefs and Practices
Koreans believe in sincerity and following protocols while
meeting, eating, praying or even celebrating is very important.
Let us have a look at different Korean etiquette in this section
of the article.
Bowing is equivalent to the handshake in Korean culture.
Bowing means showing gratitude and respect to the person
you are meeting with. The younger generations have blended

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the western culture with their native culture by shaking
hands after bowing to each other.
Gifts have remained an integral part of their culture;
however, gifts are always given according to the capacity and
affordability of the other person because Koreans firmly
believe in reciprocating. The quantity or numbers also add
value to your gifts; seven is considered as a lucky number so
anything in multiples of seven will be accepted heartily.
However, they avoid giving anything that falls in the multiple
value of four because Koreans consider four as an unlucky
number. Red, yellow and pink colors denote happiness and
prosperity in the Korean culture. The use of white, black or
green colors for wrapping is offensive and must be avoided.
Korean food and drinks add flavor to their traditional
lifestyle and rice malt served with kimchi is their specialty.
Cold noodles, bibimbap, bulgogi and dakgalbi are some of the
world-famous Korean dishes. However, dining and eating
means following a strict protocol. No indoor farewells,
the removal of shoes before entering the house or dining
room, and most importantly, only male hosts will serve the
drinks.
Buddhism is the main religion in Korea and its teachings
reflect in Korean lifestyle, culture and arts. Numerous
Buddhist statues, monuments and temples have been
included in the National Treasure and Monument list by the
government. Yungdrung is major symbol of Korean
Buddhism and it can be seen outside temples and religious
places in Korea.

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Traditional clothes are the pride of the Korean people.
Hanbok is the name given to traditional Korean attire. It is
worn in marriage ceremonies, family functions and
traditional festivals. It is also the official government and
national dress in Korea. People of all ages wear it with pride
because it is one of the emblems of their cultural identity.
Knowing and understanding these customs is important
because while visiting the country, you must abide to their
rules and customs; otherwise, you might end up in an
embarrassing situation because western practices and
customs are totally different from the customs of the Korean
people.
ACTIVITY 1: LET’S WRITE!
Direction: On a one whole sheet of paper write an essay about
the theme of the fable. Please be guided by the rubric that
follows. Attached your work on this page.
LESSON 2: The Soul of the Great Bell by Lafcadio Hearn
(1850-1904)
The water-clock marks the hour in the Tachung sz’, in
the Tower of the Great Bell: now the mallet is lifted to smite
the lips of the metal monster—the vast lips inscribed with
Buddhist texts from the sacred Fa-hwa-King, from the
chapters of the holy Ling-yen-King! Hear the great bell
responding!—how mighty her voice, though tongueless! KO-
NGAI!

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All the little dragons on the high-tilted eaves of the
green roofs shiver to the tips of their gilded tails under that
deep wave of sound; all the porcelain gargoyles tremble on
their carven perches; all the hundred little bells of the
pagodas quiver with desire to speak. KO-NGAI—all the green-
and-gold tiles of the temple are vibrating; the wooden goldfish
above them are writhing against the sky; the uplifted finger
of Fo shakes high over the heads of the worshippers through
the blue fog of incense! KO-NGAI!—What a thunder tone was
that!
All the lacquered goblins on the palace cornices wriggle
their fire-coloured tongues! And after each huge shock, how
wondrous the multiple echo and the great golden moan, and,
at last, the sudden sibilant sobbing in the ears when the
immense tone faints away in broken whispers of silver, as
though a woman should whisper, “Hiai!” Even so the great
bell hath sounded every day for well-nigh five hundred
years—Ko-Ngai: first with stupendous clang, then with
immeasurable moan of gold, then with silver murmuring of
“Hiai!” And there is not a child in all the many-coloured ways
of the old Chinese city who does not know the story of the
great bell, who cannot tell you why the great bell says Ko-Ngai
and Hiai! Now this is the story of the great bell in the Tachung
sz’, as the same is related in the Pe-Hiao-Tou-Choue, written
by the learned Yu-Pao-Tchen, of the City of Kwang-tchau-fu.
(1) Nearly five hundred years ago the Celestially
August, the Son of Heaven, Yong-Lo, of the “Illustrious” or
Ming dynasty, commanded the worthy official Kouan-Yu that
he should have a bell made of such size that the sound
thereof might be heard for one hundred li. And he further
ordained that the voice of the bell should be strengthened

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with brass, and deepened with gold, and sweetened with
silver; and that the face and the great lips of it should be
graven with blessed sayings from the sacred books, and that
it should be suspended in the centre of the imperial capital
to sound through all the many-coloured ways of the City of
Pe-King.
(2) Therefore the worthy mandarin Kouan-Yu
assembled the master-moulders and the renowned
bellsmiths of the empire, and all men of great repute and
cunning in foundry work; and they measured the materials
for the alloy, and treated them skilfully, and prepared the
moulds, the fires, the instruments, and the monstrous
melting-pot for fusing the metal. And they laboured
exceedingly, like giants neglecting only rest and sleep and the
comforts of life; toiling both night and day in obedience to
Kouan-Yu, and striving in all things to do the behest of the
Son of Heaven.
(3) But when the metal had been cast, and the earthen
mould separated from the glowing casting, it was discovered
that, despite their great labour and ceaseless care, the result
was void of worth; for the metals had rebelled one against the
other—the gold had scorned alliance with the brass, the silver
would not mingle with the molten iron. Therefore the moulds
had to be once more prepared, and the fires rekindled, and
the metal remelted, and all the work tediously and toilsomely
repeated. The Son of Heaven heard and was angry, but spake
nothing.
(4) A second time the bell was cast, and the result was
even worse. Still the metals obstinately refused to blend one
with the other; and there was no uniformity in the bell, and
the sides of it were cracked and fissured, and the lips of it

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were slagged and split asunder; so that all the labour had to
be repeated even a third time, to the great dismay of Kouan-
Yu. And when the Son of Heaven heard these things, he was
angrier than before; and sent his messenger to Kouan-Yu
with a letter, written upon lemon-coloured silk and sealed
with the seal of the dragon, containing these words:
(5) “From the Mighty Young-Lo, the Sublime Tait-Sung, the
Celestial and August, whose reign is called ‘Ming,’ to Kouan-
Yu the Fuh-yin: Twice thou hast betrayed the trust we have
deigned graciously to place in thee; if thou fail a third time in
fulfilling our command, thy head shall be severed from thy
neck. Tremble, and obey!”
(6) Now, Kouan-Yu had a daughter of dazzling
loveliness whose name—Ko-Ngai—was ever in the mouths of
poets, and whose heart was even more beautiful than her
face. Ko-Ngai loved her father with such love that she had
refused a hundred worthy suitors rather than make his home
desolate by her absence; and when she had seen the awful
yellow missive, sealed with the Dragon-Seal, she fainted away
with fear for her father’s sake. And when her senses and her
strength returned to her, she could not rest or sleep for
thinking of her parent’s danger, until she had secretly sold
some of her jewels, and with the money so obtained had
hastened to an astrologer, and paid him a great price to
advise her by what means her father might be saved from the
peril impending over him. So the astrologer made
observations of the heavens, and marked the aspect of the
Silver Stream (which we call the Milky Way), and examined
the signs of the Zodiac—the Hwang-tao, or Yellow Road—and
consulted the table of the Five Hin, or Principles of the
Universe, and the mystical books of the alchemists. And after

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a long silence, he made answer to her, saying: “Gold and
brass will never meet in wedlock, silver and iron never will
embrace, until the flesh of a maiden be melted in the crucible;
until the blood of a virgin be mixed with the metals in their
fusion.” So Ko-Ngai returned home sorrowful at heart; but
she kept secret all that she had heard, and told no one what
she had done.
(7) At last came the awful day when the third and last
effort to cast the great bell was to be made; and Ko-Ngai,
together with her waiting-woman, accompanied her father to
the foundry, and they took their places upon a platform
overlooking the toiling of the moulders and the lava of
liquefied metal. All the workmen wrought at their tasks in
silence; there was no sound heard but the muttering of the
fires. And the muttering deepened into a roar like the roar of
typhoons approaching, and the blood-red lake of metal slowly
brightened like the vermilion of a sunrise, and the vermilion
was transmuted into a radiant glow of gold, and the gold
whitened blindingly, like the silver face of a full moon. Then
the workers ceased to feed the raving flame, and all fixed their
eyes upon the eyes of Kouan-Yu; and Kouan-Yu prepared to
give the signal to cast.
(8) But ere ever he lifted his finger, a cry caused him to
turn his head and all heard the voice of Ko-Ngai sounding
sharply sweet as a bird’s song above the great thunder of the
fires—“For thy sake, O my father!” And even as she cried, she
leaped into the white flood of metal; and the lava of the
furnace roared to receive her, and spattered monstrous flakes
of flame to the roof, and burst over the verge of the earthen
crater, and cast up a whirling fountain of many-coloured

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fires, and subsided quakingly, with lightnings and with
thunders and with mutterings.
(9) Then the father of Ko-Ngai, wild with his grief, would
have leaped in after her, but those strong men held him back
and kept firm grasp upon him until he had fainted away, and
they could bear him like one dead to his home. And the
serving-woman of Ko-Ngai, dizzy and speechless for pain,
stood before the furnace, still holding in her hands a shoe, a
tiny, dainty shoe, with embroidery of pearls and flowers—the
shoe of her beautiful mistress that was. For she had sought
to grasp Ko-Ngai by the foot as she leaped, but had only been
able to clutch the shoe, and the pretty shoe came off in her
hand; and she continued to stare at it like one gone mad.
(10) But in spite of all these things, the command of
the Celestial and August had to be obeyed, and the work of
the moulders to be finished, hopeless as the result might be.
Yet the glow of the metal seemed purer and whiter than
before; and there was no sign of the beautiful body that had
been entombed therein. So the ponderous casting was made;
and lo! When the metal had become cool, it was found that
the bell was beautiful to look upon and perfect in form, and
wonderful in colour above all other bells. Nor was there any
trace found of the body of Ko-Ngai; for it had been totally
absorbed by the precious alloy, and blended with the well-
blended brass and gold, with the intermingling of the silver
and the iron. And when they sounded the bell, its tones were
found to be deeper and mellower and mightier than the tones
of any other bell, reaching even beyond the distance of one
hundred li, like a pealing of summer thunder; and yet also
like some vast voice uttering a name, a woman’s name, the
name of Ko-Ngai.

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And still, between each mighty stroke there is a long
low moaning heard; and ever the moaning ends with a sound
of sobbing and of complaining, as though a weeping woman
should murmur, “Hiai!” And still, when the people hear that
great golden moan they keep silence, but when the sharp,
sweet shuddering comes in the air, and the sobbing of “Hiai!”
then, indeed, do all the Chinese mothers in all the many-
coloured ways of Pe-King whisper to their little ones: “Listen!
That is Ko-Ngai crying for her shoe! That is Ko-Ngai calling
for her shoe!”
Sacrificing your life for another is perhaps the most
courageous thing you can do. If you give money to help a
friend, it is not sacrifice; if you give it to a worthless stranger,
it is. If you give your friend a sum you can afford, it is not a
sacrifice; if you give him money at the cost of your own
discomfort, it is only a partial virtue, according to this sort of
moral standard; if you give him money at the cost of disaster
to yourself—that is the virtue of sacrifice in full.
ACTIVITY 1.1: LET’S WRITE!
Direction: On a one whole sheet of paper write an essay about
the theme of the fable. Please be guided by the rubric that
follows. Attached your work on this page.
ACTIVITY 1.2: Vocabulary Overload!

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Direction: Go over the following terms or expressions taken
from the Soul of the Great Bell. Read them to yourself and
figure out the meaning of each italicized word using context
clues. Circle the letter of your chosen answer.
In the Tower of the Great Bell: now the (1) mallet is lifted to
(2) smite the lips of the metal monster—the vast lips
inscribed with Buddhist texts.
A mallet is _______ a. a hammer b. an axe c. a saw
To smite is to _______ a. hit b. touch c. caress
All the little dragons on the high-tilted eaves of the green roofs
(3) shiver to the tips of their gilded tails under that deep wave
of sound.
Shiver means to _______
a. fall on one‗s knees
b. tremble at the loud sound
c. be destroyed by the gilded tails
All the green-and-gold tiles of the temple are vibrating; the
wooden goldfish above them are (4) writhing against the sky.
Writhing means ________ a. twisting b. pointing c. leading
Therefore, the worthy mandarin Kouan-Yu assembled the
master-molders and the renowned bell smiths of the empire,
and all men of great repute and (5) cunning in (6) foundry
work.
Cunning means _______ a. innocent b. expert c. skillful

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foundry means _______
a. act, process, art of making plastic
b. act, process, art of casting metals
c. act, process, art of painting metals
Therefore, the molds had to be once more prepared, and the
fires (7) rekindled, and the metal remelted, and all the work
tediously and (8) toilsomely repeated.
Rekindled means _____
a. lighted again b. set on fire again c. stopped the fire
b.
toilsomely means _____ a. with difficulty b. lightly c.
unmindfully
(9) Gold and brass will never meet in wedlock, silver and iron
never will embrace, until the flesh of a maiden be melted in
the crucible; until the blood of a virgin be mixed with the
metals in their fusion.
What does this mean?
a. Gold, brass, silver and iron will never be fused together by
a virgin maiden
b. The blood of a virgin maiden mixed with gold, brass, silver
and iron
c. Gold, brass, silver and iron will fuse when mixed with the
blood of a virgin
And even as she cried, she (10) leaped into the white flood of
metal.
Leaped means to _____ a. squat b. jump c. run

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MODULE 2: Embracing our Heritage
LESSON 1: Tables and Graphs
Bar graphs to show numbers that are independent of each
other. Example data might include things like the number of
people who preferred each of Chinese takeaways, Indian
takeaways and fish and chips.
• Pie charts to show you how a whole is divided into different
parts. You might, for example, want to show how a budget
had been spent on different items in a particular
year.

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• Line graphs show you how numbers have changed over
time. They are used when
you have data that are connected, and to show trends, for
example, average night time
temperature in each month of the year.
• A pictogram is a special type of bar graph. Instead of using
an axis with numbers,
it uses pictures to represent a particular number of items.

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Graph- is a diagram showing the relation between variable
quantities, typically of two variables, each measured along
one of a pair of axes at right angles.
Table- orderly arrangement of quantitative data in columns
and rows. Also called matrix.
Graphs and charts are used to make information easier
to visualize. Humans are great at seeing patterns, but they
struggle with raw numbers. Graphs and charts can show
trends and cycles.
LESSON 2: Cause and Effect Relationship
Cause and effect relationship can be used to develop
effective paragraphs by describing what happens and why it
happens. You can do so by explaining reasons and
consequences of an idea or event.
Think about when you woke up today. In all likelihood,
you were probably woken up by the sound of an alarm clock.
The loud sound of the alarm was the cause. Without the

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alarm, you probably would have overslept. In this scenario,
the alarm had the effect of you waking up at a certain time.
This is what we mean by cause and effect.
A cause-effect relationship is a relationship in which one
event (the cause) makes another event happen (the effect).
One cause can have several effects. For example, let’s say you
were conducting an experiment using regular high school
students with no athletic ability. The purpose of our
experiment is to see if becoming an all-star athlete would
increase their attractiveness and popularity ratings among
other high school students.
Suppose that your results showed that not only did the
students view the all-star athletes as more attractive and
popular, but the self-confidence of the athletes also improved.
Here we see that one cause (having the status of an all-star
athlete) has two effects (increased self-confidence and higher
attractiveness ratings among other students).
ACTIVITY 2: Cause and Effect
Direction: Determine the cause and effect of the following
sentences.
1.The soccer field was muddy because it rained all night.
Cause: _________________________________________________
Effect: __________________________________________________
2.It was tired in the morning because I stayed up too late
watching the tv.

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Cause: _________________________________________________
Effect: __________________________________________________
3.Tom forgot to shut the gate so his dog ran out of the yard.
Cause: _________________________________________________
Effect: __________________________________________________
4.Lily forgot to eat breakfast so she was hungry all day.
Cause: _________________________________________________
Effect: __________________________________________________
5.Jess had to miss recess because he didn’t turn his
homework in.
Cause: _________________________________________________
Effect: __________________________________________________
MODULE 3: EMBRACING OUR HERITAGE
LESSON 1: Literal and Figurative Language
In speaking, we can express ourselves and our ideas
straight forwardly by using the words or phrases that we
exactly mean. On the other hand, we can also say it in
imaginative way to create an image or suggest an idea.
Literal language is used to mean exactly what is written. Is
simply stating the facts as they are.

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For example: ―It was raining a lot, so I rode the bus.
In this example of literal language, the writer means to
explain exactly what is written: that he or she chose to ride
the bus because of the heavy rain
Figurative language is used to mean something other than
what is written, something symbolic, suggested, or implied. It
uses words or expressions with a meaning that is different
from the literal interpretation. Examples are the idioms or
idiomatic expressions and
the different figures of speech such as simile, metaphor,
hyperbole, personification, synecdoche and metonymy.
For example: It was raining cats and dogs, so I rode the bus.
In this example of figurative language, there were not actually
cats and dogs falling from rain clouds, instead, the rain felt
so heavy and large that it was almost as if small animals were
falling from the sky!
1. Simile- is a comparison of two unlike things using ―as or
like.
Example: Jamie runs as fast as the wind.
Her cheeks are red like a rose.
2. Metaphor- is an implied comparison of two unlike things
without the use of ―as or like.
Example: Her voice is music to his ears.
Her eyes were fireflies.
3. Hyperbole - is a figure of speech (a form of irony) in which
exaggeration is used for emphasis or effect; an extravagant
statement.
Example: I am so hungry I could eat a horse.
Her brain is the size of a pea.

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4. Personification - is a figure of speech where huma qualities
are given to animals, objects or ideas
Example: The flame of the candle danced in the dark.
The sun smiled and chased away the angry clouds.
5. Synecdoche - a figure of speech in which a part is used for
the whole or the whole for a part, the special for the general
or the general for the special
Example: He will bring his wheels to the outing on Saturday.
The hired hands were doing their best to please their boss.
6. Metonymy -is a word or phrase that is used to stand in for
another word.
Example: We must wait to hear from the crown until we make
any further decisions. (Crown - in place of a royal person)
If we do not fill out the forms properly, the suits will be after
us shortly. (The suits - in place of business people)
7. Idiom- (also called idiomatic expression) is an expression,
word, or phrase that has a figurative meaning.
Example: spill the beans - tell a secret.
―My three-year-old spilled the beans about the surprise
birthday party we were planning.
break a leg- something you say to someone you want to wish
luck on.
―Is tonight your big performance? Break a leg!
Lesson 2: Elements of Short Story
Reading literature is like looking a painting or a mural. It
is seeing beyond one ‘s eyes. In paintings, we find meanings
as interpreted by the artist. The artist has a way of
interpreting his subject. This is the role of literature. It is to

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make the reader interpret and imagine what he is reading and
to identify himself with it. By a skillful used of language, the
writer places realism and uniqueness in his stories,
poems or essays, as if making the reader feel as if he has
experienced it in his life.
Elements of a Short Story
Setting- tells the reader where and when the story takes
place.
Characterization- creation of imaginary people who appear
to be real to the reader. The writer gives information about
the characters in the story.
Plot- A series of events that happens in the story.
Elements of Plot
a. Exposition- gives background information at the beginning
of the story. It introduces the setting, characters, conflict, and
sometimes, what happened in the past.
b. Rising action- the part where the conflict starts getting
obvious and suspense begins to build as the main characters
fight to solve the problem.
c. Climax- the turning point or the point at which the conflict
is resolved.
d. Falling Action- The effects of the climax are shown in this
part. The suspense is lower but the results of the decision or
action from the climax are worked out.
e. Resolution – tells how the struggle ends and ties up and
loose end of the plot
Theme- the ―message‖ presented through the characters and
the plot.

25. 25
Point of view- the position of the narrator of the story and
what the writer sees from the vantage point.
-1st Person (I, me…)
-3rd Person (He, She, They, Them)
Mood- the feeling that the writer wants the reader to get from
a work of literature such as excitement, anger, sadness,
happiness, or pity.
Tone- the element that reflects the writer ‘s attitude towards
his or her subject. It might be humorous, admiring, sad,
angry or bitter, depending on how the writer feels about the
subject.
The Story of the Aged Mother by Matsuo Basho ~ Folktale
Adapted by Elaine Lindy of Stories to Grow
By. "The Story of the Aged Mother" is a Japanese folktale that
tells the story of an unkind ruler who issues cruel orders,
including one demand that all old folks are to be abandoned
and left to die. This is the tale of a mother and her son and
their love for one another.

26. 26
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.
The province where they lived was called "Shining." Shining
was governed by a terrible leader. He was a warrior and hated
anything that seemed weak or frail. One day, he issued a
cruel proclamation. The entire province was given strict
orders to immediately put to death all of the old people. Those
were the days when the custom of abandoning old people to
die was not uncommon. The poor farmer loved his aged
mother dearly, and the order filled his heart with sadness.
But no one ever thought twice about obeying the order of the
governor. And so with many deep sighs, the youth prepared
for what at that time was considered the kindest mode of
death.
At sundown when his day’s work was ended, the son took a
quantity of unwhitened rice which was the main food of the
poor. He cooked and dried it, and tied it in a square cloth.
He swung the 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 long, painful journey
up the mountain. The road was long and steep. It was
crossed and re-crossed by many paths made by the hunters
and woodcutters. One path or another, it mattered not to the
young man, as long as he went up. On he went, ever upward
towards the high bare top of what is known as Obatsuyama,
the mountain of “abandoning the aged.”

27. 27
The eyes of the old mother were not so dim but that they
noted the reckless hastening from one path to another. Her
loving heart grew anxious. Her son did not know the
mountain’s many paths and his return might be dangerous
for him, so she stretched forth her hand and snapped the
twigs from brushes as they passed. Then 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 heartsick, the youth gently set down his mother
and quietly 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. Hew rapped
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 advice. “The mountain road is full of dangers,
my son," she said. "Look carefully and follow the path that
tracks the piles of twigs. They will guide you 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. 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 carried her (how light she seemed now) and
hastened down the path, through the shadows and the

28. 28
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, giving her
with everything she needed, always watching and fearing she
would be discovered. Time passed. 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.
The entire province trembled with dread. The order must be
obeyed yet who in all Shining could make 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 of
twisted straw,” she said. “Then stretch it upon a row of flat
stones and burn it on a windless night.” He called the people
together and did as she said and when the blaze died down,
there upon the stones, with every twist and fiber showing
perfectly, lay a rope of 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.

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Activity 3: Story Analysis
Direction: After reading the story plot the elements of short
story.
1.Setting:
________________________________________________
2.Characterization:
_______________________________________________________
_______________________________________________________
_______________________________________________________
3.Plot
Exposition:
_______________________________________________________
____________________________________________
Rising action:
_______________________________________________________
__________________________________________
Climax:
_______________________________________________________
____________________________________________
Falling action:
_______________________________________________________
____________________________________________
Resolution:
_______________________________________________________
____________________________________________

30. 30
4.Theme:
_______________________________________________________
____________________________________________
5.Point of view:
_______________________________________________________
____________________________________________
6.Mood:
_______________________________________________________
____________________________________________
7.Tone:
_______________________________________________________
____________________________________________
MODULE 4: EMBRACING OUR HERITAGE
LESSON 1: Problem-Solution
We cannot avoid the fact that we will encounter problems
in our lives. But no matter how hard they are, there are
always appropriate solutions to them.
A problem is something that causes trouble for the character
in a story or sentence.
The solution is how that character solves, or fixes the
problem.

31. 31
Problem-Solution uses signal words like because, one part
of, as a result, consequently, this led to, if…then, remedy,
thus, due to and one step of the solution is…., in order to
solve, to solve this problem.
ACTIVITY 4: LET’S WRITE!
Direction: Write a Problem-Solution essay on the following
topics: Be guided by the criteria below. Use a 1 whole sheet
of paper for your answer and attached here your answer.
A. Nowadays many people have access to computers on a
wide basis and a large number of children play computer
games.
Guide Question: What are the negative impacts of playing
computer games and
what can be done to minimize the bad effects?
B. Students low academic performance is one of the problems
encountered by
youth nowadays.
Guide Question: What are the things that affect the students
‘academic performance and how can the students themselves
address the problem?
MODULE 5: EMBRACING OUR HERITAGE
Lesson 1: Editorial Cartooning
As human as we are, we have the freedom to express our
thoughts and feelings. Of course, we can do it using our own

32. 32
different ways. It can be through writing, singing, reciting a
poem, speaking, drawing and other activities that we feel we
are comfortable about.
Things to consider in editorial cartooning:
a. Symbolism d. Humor
b. Stereotyping e. Analogy
c. Exaggeration f. Technical Skills
Examples:
A. SYMBOLISM
– peace typewriter - press
– government crocodile – corruption
- justice
– Filipino masses
B. STEREOTYPING
– with apron
–
– worn-out clothes
C.EXAGGERATION- the drawing should be exaggerated
D.HUMOR -Be funny, except in tragic situations.
E.ANALOGYF.TECHNICAL SKILLS
TIPS FOR CARTOONING
1. Take a side. Are you for or against a certain issue?
2. Use facial expressions and emotions.
3. Use universal symbols, those which can be understood at
once by your intended reader.

33. 33
4. Do not clutter your cartoon with unnecessary details or
complicate your drawing with artistic touches.
5. Limit the use of words or labels.
6. Limit the use of words or labels.
7. Use shading to make your article more convincing. Have
only one light source.
8.Draw your cartoons in landscape. Use margins/border: it
shows professionalism.
9. Have your own style. Do not copy or plagiarize.
10. Read, read and read. Remember: the editorial cartoonist
is not just an artist.
Editorial -an article in a newspaper that expresses the
editor's opinion on a subject of particular interest at the
present time.
Editorial Cartoon- It is an illustration expressing opinion
and interpretation. It is also called a ―wordless editorial‖. It
may or may not be a complement of
the editorial. It serves the function of the editorial and the
other contents of the op-ed pages: to present an opinion on
an issue.

34. 34
Cartoon- comes from the words caricatures and lampoon,
wherein caricatures is defined as drawings of people in which
certain physical features are exaggerated.
While lampoon is a subtle attack presented humorously.
Editorial Cartoon- It is an illustration expressing opinion and
interpretation. It is also called a ―wordless editorial‖. It may
or may not be a complement of
the editorial. It serves the function of the editorial and the
other contents of the op-ed pages: to present an opinion on
an issue.

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Activity 5: Let’s Match!
Direction: Match the following words with their common
symbols.
Write the letter on the space before the number.
_______1. Philippine Government a. chain
_______2.new generation b.money bags
_______3. peace c.dove
_______4. time d.rising building
_______5. Hope e. rising sun
_______6. death f. big clock
_______7. wealth g. wave
_______8. hindrances h. baby,fetus
_______9. progress i. flag
_______10. slavery j. skull/ crossbones
RESOURCES:
file:///D:/Downloads/426244657-G8-English-Lesson-
Exemplar-2nd-Quarter-pdf.
https://study.com/academy/lesson/cause-and-effect-
relationship-definition-examples-quiz.html
s://hayzkul.blogspot.com/2016/09/the-vanity-of-rat-
korean-folk-
tale.html#:~:text=The%20Vanity%20Of%20The%20Rat%20
%3A%20Korean%20Fo

36. 36
https://storiestogrowby.org/story/the-story-of-the-aged-
mother-folktale-stories-for-kids/
https://eduworksheets.com/cause-and-
effect/#:~:text=Other%20methods%20of%20teaching%20ca
use%20and%20effect%201,a%20cause-and-
effect%20game.%20...%207%20Conduct%20experiments.%2
0