Eng8 Quarter 2 Module 6_V3.docx

Quarter 2 – Module 6
Literature
Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 2 –Module 6: Literature
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Author/s: Hilrem L. Bayucot
Reviewers: Levie D. Llemit, PhD
Illustrator : Raul A. Mabilen
Layout Artist: Hilrem L. Bayucot
Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent
Co-Chairpersons: Conniebel C.Nistal ,PhD
OIC-Assistant Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members
Levie D. Llemit, PhD – EPS I - English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
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Office Address: Brgy. 23,National Highway,Gingoog City
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ENGLISH
Quarter 2 - Module 6
Literature
8

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Table of Contents
What This Learning Package is About.................................................................................................. i
What I Need to Know.................................................................................................................................. i
How to Learn from this Learning Package ........................................................................................ i
Icons of this Learning Package .............................................................................................................. ii
What I Know................................................................................................................................................. iii
Lesson 1:
Describing the Notable Literary Genres Contributed by East Asian Writers.. 1
What I Need to Know ................................................................................ 1
What’s New
Activity 1: Name the Flag...................................................................... 1
What Is It
Literary Genres of East Asia.................................................................. 2
What’s More
Activity 2: Fact or Bluff........................................................................... 3
What’s New
Activity 3: Papa, Tatay, Daddy.............................................................. 4
Activity 4: Match It ................................................................................ 5
What Is It
The Soul of the Great Bell .................................................................... 5
What’s More
Activity 5: WH Questions..................................................................... 8
Activity 6: Show Your Thinking ............................................................ 9
What Is It .................................................................................................. 10
What’s More
Activity 7: In Ko-Ngai’s Shoe ............................................................... 10
What’s New
Activity 8: Mama, Nanay, Mommy…..................................................... 11
What Is It
The Story of the Aged Mother................................................................ 12
What’s More
Activity 9: What Happened? ................................................................ 14
Activity 10: Character Profile ................................................................ 14
Activity 11: My Family Portrait ............................................................. 14
What I Have Learned ................................................................................ 15
What I Can Do........................................................................................... 16
Lesson 2:
Identifying the Distinguishing Features of Notable East Asian Poems,
Folktales, and Short Stories...................................................................................... 18
What’s In
Activity 1: Do You Remember?........................................................... 18
What’s New
Activity 2: Picture of Words................................................................... 18
What Is It
The Haiku.............................................................................................. 19

What’s More
Activity 3: From Words to Pictures......................................................... 20
Activity 4: Let’s Analyze......................................................................... 20
What’s New
Activity 5: Match It! ............................................................................... 21
What Is It
Folktales............................................................................................... 21
Chong Kaeguri (The Green Frog)......................................................... 22
What’s More
Activity 6: WH Questions..................................................................... 23
Activity 7: I Can Relate! ....................................................................... 24
Activity 8: I Can Connect! .................................................................... 24
What’s New
Activity 9: The Way I See It…............................................................... 25
What Is It
Short Story ............................................................................................ 25
A Little Incident...................................................................................... 25
What’s More
Activity 10: Critical Incident.................................................................. 27
Activity 11: Digging Deeper .................................................................. 28
What I Can Do........................................................................................... 30
Lesson 3:
Appreciating Literature as an Form Inspired and Influenced by Nature.............31
What’s In
Activity Name the Genre..................................................................... 31
What’s New
Activity 2: Music I Listen To.................................................................. 31
What Is It
Literature and Music.............................................................................. 32
What’s More
Activity 3: Dig for Meaning..................................................................... 33
Activity 4: Music and Poetry .................................................................. 33
What’s New
Activity 5: What’s the Title? .................................................................. 34
What Is It
Literature and Visual Arts ..................................................................... 35
What’s More
Activity 6: It’s Movie Time.................................................................... 35
What’s New
Activity 7: Match It…............................................................................. 37
What Is It
Literature and Performing Arts............................................................... 37
What’s More
Activity 8: In Short ............................................................................... 38
Activity 9: YouTube It ........................................................................... 39
What I Can Do........................................................................................... 41
Summary .......................................................................................................................... 42
Assessment: (Post-Test) ................................................................................................ 42
Key to Answers...................................................................................................................................... .. 44
References ............................................................................................................................................... ...48

What This Module is About
Literature is life in itself. It reflects the culture, social conditions, beliefs, traditions,
arts, and history that distinguish countries from others. It immortalizes human experiences,
feelings, and ideologies. Literature has been influenced and inspired by nature, which in
turn, has become an art in itself.
In this module, you and the other learners will explore the richness of East Asian
literature and how it mirrors our brothers and sisters from this side of the world.
What I Need to Know
At the end of this module, you should be able to:
1. Describe the notable literary genres contributed by East Asian writers (EN8LT-lla-
9.1);
2. Identify the distinguishing features of notable East Asian poems, folktales, and short
stories (EN8LT-lla-9.2); and
3. Appreciate literature as an art form inspired and influenced by nature (EN8LT-lla-0-
9).
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going thru each lesson.
3. Answer the pre-test honestly. The purpose of the pre-test is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.
i

Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
ii

What I Know
I. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.
1. What is the term for categories of literary composition?
a. Literature Genres c. Narrative Fundamentals
b. Elements of Literature d. Literary Features
2. Which of the following are the literature genres of East Asia?
a. Egyptian, Arabian, Persian, Afghan, and Iranian
b. Chinese, Japanese, Korean, Mongol, and Taiwanese
c. Norwegian, Swedish, Danish, English, and British
d. Malaysian, Indonesian, Vietnamese, Lao, Singaporean
3. What is the syllable count of a haiku?
a. 7-7-5 b. 5-7-7 c. 7-5-7 d. 5-7-5
4. Which statement refers to folktales?
a. accounts that revolve the lives of gods and goddesses
b. narratives that involve animals and inanimate objects
c. stories that are passed on from one person to another by word of mouth
d. prose fiction that typically can be read in one sitting
5. How is literature related to music?
a. poetry b. paintings c. movies d. pictures
6. Which statement has an implicit meaning?
a. Saying goodbye is death by a thousand cuts.
b. The world suffers because of the pandemic.
c. I am running late so I have to hurry up.
d. Did you see me in the photo?
iii

7. Which of the following gives an explicit definition?
a. I look through the windows of this love even though we boarded them up.
b. The chandelier is still flickering here because I can’t pretend that it’s okay when
it’s not.
c. Hello! Can you help me carry my luggage?
d. If our love story is over, why am I still writing pages?
8. How does literature manifest through music?
a. The beat of the music excites the listeners’ senses.
b. Songs make the listeners feel what the writers feel.
c. Music is poetry.
d. The rhythm of the musical instruments is art.
9. How does performance arts relate to literature as an art form?
a. Singing, dancing, and other body movements are categorized as art.
b. Literature involves the other senses, not just the mind.
c. Dancing communicates through body movements.
d. The theatre uses dialogue and songs with dancing.
10. Why are movies categorized as art in literature?
a. Movie posters contain artistic designs to encourage the audience to watch.
b. Movies are inspired by literary pieces such as novels and history.
c. The actors practice their skill in acting to make movies more realistic.
d. The movie producers choose the story to be portrayed in movies.
iv

1
Lesson
Describing the Notable Literary Genres
Contributed by East Asian Writers
1
What I Need to Know
In this lesson, you will be acquainted with different literary genres from East Asian
countries and unravel inspirations that their literature reveals. You will explore how different
literary pieces continue to be a living influence up to the present. You will discover how the
East Asian writers used literature as their vehicle in expressing their love to family, nature
and their awareness in societal issues. (https://rb.gy/vjgcyh)
What’s New
Activity 1: Name the Flag
Directions: Identify the following East Asian flags. Write the country on the blanks.
1. 2. 3.
https://rb.gy/qkfoun https://rb.gy/mlqlx https://rb.gy/z6bnqt
_________________ _________________ _________________
4. 5. 6.
https://rb.gy/ac9f9x https://rb.gy/yvl137 https://rb.gy/cmd95a
_________________ _________________ _________________

2
What Is It
Literary Genres of East Asia
East Asian literature is known for its deep-rooted love for nature and concern for
societal issues and norms. The themes generally show how East Asian writers perceive the
world as influenced by their religion, history, and culture. The genres of East Asia include the
literature of the Chinese, Japanese, Korean, Mongolian, and Taiwanese. For this lesson, we
will focus on Chinese and Japanese Literature.
Chinese Literature
Chinese literature has very ancient beginnings. It was first recorded about 5,000
years ago and has since documented the dreams and visions of a people who number about
one-fifth of the world’s population.
Early Chinese literature dates back to 1000 B.C. It recognizes five books, called the
Five Classics, which form the foundation of their cultural, political, and traditional life. These
books are The Book of Changes, The Book of History, The Book of Rites, The Book of
Odes, and The Spring and Autumn Annals.
In poetry, the four greatest Chinese poets lived during the Tang dynasty (A.D. 678-
907). They were Wang Wei, Li-Po, To-Fu, Po-Chu-I.
Drama and fiction developed as important forms of Chinese literature during the
1200s. Chinese plays resemble European opera, combining singing and dancing with
dialogue.
Modern Chinese literature developed after the 1800s when many European
missionaries and traders traveled to China, and the Chinese were gradually exposed to
Western culture. Then, in 1949, the Chinese communists came to power after a long civil
ear. They ordered writers to create words that could be easily understood by the peasants,
soldiers, and workers.
During the Cultural revolution (1966-1976), all intellectuals were persecuted in China.
Political and social themes of this period dominated the published works, and some writers
dared to write works that criticized the government.
The major literary and intellectual fashion of today’s China has grown out of the
cultural fever of the 1980s. The writings of the ‘90s seem to reflect a greater interest in
China’s past with less of a self-conscious debt to foreign authors (Lapid & Serrano, 2013).
Japanese Literature
Japanese literature is one of the major bodies of Oriental literature. It is less
voluminous than Chinese literature but it is comparable to Arabic, Persian, and Indian
literature. It covers the period from the fifth century A.D. to the present.

3
Poems and odes to the gods were composed in the early Japanese language before
the art of writing was known in Japan. Only fragments of this literature have survived. During
the first centuries of writing in Japan, the spoken and written language are identical. But with
the study of Chinese literature, literary work began to be composed almost exclusively in
Chinese. There soon grew differences between colloquial Japanese and the literary idioms.
The addition of Chinese words into the Japanese language increased rapidly.
In Japanese writing at present, Chinese characters occupy the most important
places. But for the most part, the wants, feelings, and concerns of everyday life as well as all
the that lie deeper in the human heart, are expressed in native words.
Learning in Japan was confined to the court circles before 1200 A.D. From 1400 to
1500, the military came into power, and education was denied to everyone except for the
priests. In 1600, the modern period of general education began. Reading became a very
popular pastime. It was a common sight in Japan to see circulating libraries carried from
house to house on the backs of men.
It is a remarkable fact that, without parallel in the history of literature, that a large
proportion of the literary work in Japan was written bu women. This genius is said to have
made Japanese a literary language. The cultivation of the native tongue was left to the ladies
of the court and these ladies performed this task nobly.
The earliest Japanese literary work is the Kojiki (Records of the Ancient Matters) that
relates to the creation of the world, describes the gods and goddesses of the mythological
period, and contains facts about the earliest history of Japan. The next important creative
work was the Nihongi (Chronicles of Japan) which tells the early history of Japan in poetry. It
shows the profound influence of the Chinese.
Japanese literature is also dominated by drama and poetry. Popular plays are
generally about history and tradition, or the lives and adventures of gods and heroes. The
oldest collection of poetry is called the Man’yōshū (Collection of Myriad Leaves) and was
compiled in 800 A.D. the most popular and shortest form of Japanese poetry is the haiku, a
seventeen-syllable poem in lines of five, seven, and five syllables.
The Japanese are intensely proud of their history and take great care in keeping and
preserving records. Every town and village has its historical records. Even family records are
carefully copied from one generation to the next (Lapid & Serrano, 2013).
What’s More
Activity 2: Fact or Bluff
Write FACT on the blank if the statement is true and BLUFF if it’s not.
___________1. Chinese literature was first recorded about 5,000 years ago.
___________2. Po-Chu-I is the greatest poet of Chinese literature during the Tang
Dynasty.

4
___________3. Chinese plays show the influence of European opera in which the
actors sing and dance with dialogue.
___________4. Modern chinese literature was influenced by the Western culture.
___________5. In the 1900s, the Chinese writers has shown a greater interest in
their country’s history.
___________6. The Chinese language is the earliest foreign influence to come to Japan.
___________7. During the 20th
century, Japanese literature was influenced by the civil war.
___________8. The Japanese women wrote a large proportion of literary works.
___________9. Chinese plays show the influence of European opera in which the actors
sing and dance with dialogue.
___________10.The haiku is a seventeen-syllable poem in lines of five, seven, and five
syllables.
What’s New
Activity 3: Papa, Tatay, and Daddy
Instructions: Paste a picture of your father on the box and fill in the blanks
below.
https://rb.gy/pjros9

5
Activity 4: Match It!
Instructions: Match the words in Column A with the meaning on Column B, then
match the meanings with the pictures on Column C.
Column A Column B Column C
_____1. mallet
_____a. kind of hammer that
usually has a large head
____i.
https://rb.gy/ohbntl
_____2. fissure
_____b. a person who uses
the stars to predict and
interpret events
____ii.
https://rb.gy/26y4bz
_____3. astrologer
_____c. a ceramic or metal
container where metals or
other substances may be
melted to very high
temperatures
____iii.
https://rb.gy/0hsjzy
_____4. crucible
_____d. to jump or move
quickly or suddenly
____iv.
https://rb.gy/cormjd
_____5. leap
_____e. a narrow opening
or crack of considerable
length and depth usually
occurring from some
breaking or parting
____v.
https://rb.gy/yypar6
What is It?
The Soul of the Great Bell is a Chinese legend retold in English by Lafcadio Hearn
(1850-1904). Hearn was an American journalist who was interested in Oriental culture,
especially Chinese and Japanese that he became a Japanese citizen and married a
Japanese woman. His name as a naturalized Japanese was Yakumo Koizumi (Lapid &
Serrano, 2013).

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The Soul of the Great Bell
Lafcadio Hearn
https://rb.gy/yvg1hb
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 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.
Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the
renowned bell smiths 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 skillfully, 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.
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 re-melted,
and all the work tediously and tiresomely repeated. The Son of Heaven heard and was
angry, but spoke nothing.
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 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:

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“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!”
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 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.
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.
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 fires, and subsided quakingly, with lightnings and with thunders
and with mutterings.
Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that
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.
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

8
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.
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!” (Source: https://rb.gy/uugdrb)
What’s More
Activity 5: WH Questions
Directions: Answer the questions below to show your understanding of the
story The Soul of the Great Bell.
1. What is the story all about?
2. Who are the main characters? What are their roles in the story?

9
3. Where did the story take place?
4. When, in the history of China, did the story take place?
5. Why did Ko-Ngai jump to the boiling pot of metals?
Activity 6: Show Your Thinking!
Directions: Ko-Ngai faced an enormous problem and was tormented by the thought
of her father’s demise should the creation of the bell fail again. Let’s suppose you are Ko-
Ngai. What would you have thought if your father is about to fail that would put his life at
risk? Show your thinking by completing in the mind map.

10
https://rb.gy/s3dov8
What Is It
It is amazing to note how the story of Ko-Ngai’s sacrifice reflects the Chinese
people’s deep love of family. Filial piety (孝, xiào) is China's most important moral rule. A
concept of Chinese philosophy for more than 3,000 years, xiào today entails a strong loyalty
and respect to one's parents, to one's ancestors, by extension, to one's country and its
leaders. In general, filial piety requires children to offer love, respect, support, and deference
to their parents and other elders in the family, such as grandparents or older siblings.
Acts of filial piety include obeying one's parent's wishes, taking care of them when
they are old, and working hard to provide them with material comforts, such as food, money,
or pampering (Source: https://rb.gy/hwtcun).
What’s More
Activity 7: In Ko-Ngai’s Shoe
Directions: If you were Ko-Ngai and you are facing the same problem with your
father, would you do the same? Why? Write your answer on the box.

11
https://rb.gy/94nbop https://rb.gy/ntqy3q
What’s New
Activity 8: Mama, Nanay, Mommy
Directions: List down five reasons why you love your mother.
What Is It
This Japanese folktale by Masuo Basho 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.
Basho tells an emotional story about a mother and her son and their love for one another.
5 Reasons Why I Love My Mother

12
A mother is a symbol of love, unselfishness, and wisdom. In this story, the son
reciprocates his mother’s love by doing something that eventually benefits their land. Find
out what it is in this remarkable story from Japanese literature.
The Story of the Aged Mother
Matsuo Basho
https://rb.gy/6ep60m
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.
Shining was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This caused him
to send out a cruel proclamation. The entire province was given strict orders to immediately
put to death all aged people. Those were barbarous days, and the custom of abandoning old
people to die was not uncommon. The poor farmer loved his aged mother with tender
reverence, and the order filled his heart with sorrow. But no one ever thought twice about
obeying the mandate of the governor, so with many deep and hopeless sighs, the youth
prepared for what at that time was considered the kindest mode of death.
Just at sundown, when his day’s work was ended, he took a quantity of unwhitened
rice which was the principal food for the poor, and he cooked, dried it, and tied it in a square
cloth, which he swung in a 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 painful journey up
the mountain. The road was long and steep; the narrow road was crossed and re-crossed by
many paths made by the hunters and woodcutters. In some place, they lost and confused,
but he gave no heed. One path or another, it mattered not. On he went, climbing blindly

13
upward -- ever upward towards the high bare summit of what is known as Obatsuyama, the
mountain of the “abandoning of the aged.”
The eyes of the old mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving heart grew anxious. Her son did not
know the mountain’s many paths and his return might be one of danger, so she stretched
forth her hand and snapping the twigs from brushes as they passed, she 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 heart sick, the youth gently released his burden and silently 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
injunction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of
dangers. LOOK carefully and follow the path which holds the piles of twigs. They will guide
you to the familiar path farther 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 within and 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 shouldered his burden (how light it seemed now) and hastened down
the path, through the shadows and the 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, supplying her with everything she needed, continually watching and
fearing she would be discovered. Time passed, and 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. (Source: https://rb.gy/g5tmgp)

14
What’s More
Activity 9: What happened?
Directions: Read each statement carefully and arrange the events by writing
the numbers 1 to 5 on the blanks.
________ a. The son carried his widowed, very old mother to his back and started
their journey to the mountain.
________ b. The aged mother taught his son how to make a rope of ashes.
________ c. The son, a young farmer, carried his old mother on his back and began
their descent down the Obatsuyama. He hid his mother on their home.
________ d. The cruel governor made a proclamation to have the elderly sent to the
mountain called Obatsuyama and be left to die.
________ e. The governor was deeply touched by the farmer’s love for his mother
and abolished his inhumane law.
Activity 10: Character Profile
Directions: What are the traits of the aged mother based on the story? Fill in
the table below.
Activity 11: My Family Portrait
Directions: Paste a picture of your father and mother on the box and write a one-
paragraph description of your parents.
First Trait
Third Trait
Second Trait
Evidence in the text

15
What I Have Learned
Activity 12: Test Time!
A. Directions: Fill in the Venn Diagram by writing the words on the appropriate
columns. The dark blue circle represents Chinese literature, the green represents Japanese
literature, and the light blue portion on the middle are the similarities between the two
genres.
https://rb.gy/wrevv8
CHOICES
plays resemble European opera exposed to Western culture
influenced by religion, history, and culture drama and fiction in the 1200s
cultural fever of the 1980’s use of the Chinese language
less voluminous/lengthy reading was a very popular pastime
poems and odes to the gods Haiku
Li-Po greater interest in the past
Chinese Lit. Japanese Lit.

16
B. Directions: Answer the following questions. Remember to observe correct
structure, grammar, and spelling.
1. How do the stories The Soul of the Great Bell and The Story of the Aged Mother
reflect East Asian literature?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
2. How does the author show to the culture of East Asia through their literature?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
3. Do the Chinese and Japanese literature have the same themes with Philippine
literature? Cite an example.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What I Can Do
If you were given a chance to be a co-author of the stories The Soul of the
Great Bell and The Story of the Aged Mother, how would you end the story? Create your
own versions of the endings of the stories and write them on the boxes below.
Remember to use specific details and observe logical sequence of the events.

17
RUBRICS
K to 12 Grade 10 – English Learner’s Material (2015)
RUBRIC FOR NARRATIVE ESSAY
CRITERIA 5 4 3 2 1
Focus/Content (states clear position at the beginning until the
end of the work; topic captures the reader’s attention)
Narrative Techniques Used (uses strong and effective
narrative techniques; details support the thesis and the stand
of the writer)
Development/Organization (has strong organizational plan;
has logically arranged statements from the most important to
the least important or vice-versa; develops the topic
thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and
evidences are authentic)
Emphasis (has interesting and attention-grabbing
introduction; has strong conclusion that includes a call of
action)
Language Mechanics and Convention (displays minor
spelling, punctuation and grammatical errors)
TOTAL
The Soul of the Great Bell
The Story of the Aged Mother

18
Lesson Identifying the Distinguishing Features of
Notable East Asian Poems, Folktales, and
Short Stories
2
What’s In
Let’s connect what you have learned in the previous lesson with the new
lesson.
Activity 1: Do You Remember?
Directions: Write the word CHINESE if the statement describes Chinese
literature and JAPAN if it relates to Japanese literature.
______________1. The Story of the Aged Mother
______________2. The Soul of the Great Bell
______________3. poems and odes to the gods
______________4. plays resemble European opera
______________5. less voluminous/lengthy
What I Need to Know
In the previous lesson, you learned that East Asian Literature has five genres which
include Chinese, Japanese, Korean, Mongolian and Taiwanese. You have discovered that a
country’s history, culture, beliefs, religion, tradition, and nature are linked with its literature. In
this lesson, you will deepen your knowledge and appreciation of the distinguishing features
of notable East Asian poems, folktales, and short stories.
What’s New
Activity 2: A Picture of Words
Directions: Write what you hear, see, and feel about the picture of a mother monkey
and her baby.

19
https://rb.gy/vjgcyh https://rb.gy/ypawht
What Is It
The Haiku
Haiku is both a type of poetic pattern and a way of experiencing the world. This short,
17-syllable form, usually written in three lines with a 5-7-5 syllable count, focuses our
attention on a single, insightful moment.
A haiku traditionally contains a kigo, a defined word or phrase that symbolizes or
implies the season of the poem. Kigo are often in the form of metonyms and hence can be
difficult for those who lack Japanese cultural references to spot.
Lines from the Haiku allow the readers to create mental images. These images allow
the readers to visualize and therein more realistically experience the author’s writing.
Matsuo Basho, Japan’s greatest haiku poet believed that real poetry was leading a
beautiful life with nature. Below are some of his famous haiku.
Won't you come and see None is travelling
my loneliness? Just one leaf Here along this way, but I
from the kiri tree. This autumn evening.

20
What’s More
Activity 3: From Words to Pictures
Directions: In Activity 1, you described the picture with words. In this activity, draw
what is described in the haiku written by Matsuo Basho.
Old dark sleepy pool
a quick unexpected frog
Goes plop! Watersplash!
For a lovely bowl
let us arrange these flowers
Since there is no rice
Activity 4: Let’s Analyze
Directions: Use the haikus above to answer the questions.
1. How many syllables does each line have?
Old dark sleepy pool ___________ syllables
a quick unexpected frog ___________ syllables
Goes plop! Watersplash! ___________ syllables
___________ syllables in total
2. In the first haiku, what is the dominant emotion portrayed by the writer?
___________________________________________________________________
_________________________________________________________________________.

21
3. In the second haiku, what social condition is implied? Why do you say so?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What’s New
Instructions: Match the words in Column A with the meaning on Column B, then
match the meanings with the synonyms on Column C.
Column A Column B Column C
_____1. distress
_____a. a ceremony at
which someone's body is
interred
____i. idea
_____2. burial
_____b. extreme anxiety,
sorrow, or pain
____ii. hopeless
_____3. notion
_____c. having or showing a
strong determination not to
change one's attitude or idea
on something
____iii. suffering
_____4. stubborn
_____d. pitifully sad and
abandoned or lonely
____iv. funeral
_____5. forlorn _____e. a conception of or
belief about something
____v. obstinate
What is it?
Folktales are stories passed on from one person to another by word of mouth.
These tales were not written down, but existed only in the memory of mankind. It is only
now, as the tradition of oral story-telling is giving way to books and television, that such tales
are being collected and written down.
In Korean, the word chong [ch’ŏng] can refer to both blue and green (as the word
ching does in Chinese). For this reason, this story has sometimes been mistranslated as
“The Blue Frog,” with the mistaken notion that there must be something unusual about the
son frog (i.e., his blue color) that makes him so contrary. But in Korean, there is no confusion
of the colors blue and green, even when they are written with the same Chinese character.

22
The chong kaeguri is a typical small green frog. Another Chinese character, also
pronounced chong, means to make a petition or a plea. The Korean term for frog is kaeguri,
which is also the sound it makes: kaegul, kaegul. When the frog makes its prayer–its chong–
to Heaven, it does so by crying out its own name. So the name of the frog, chong kaeguri,
can be read as either “green frog” or “frog who pleads.”
https://rb.gy/h3xmyt
Chong Kaeguri (The Green Frog)
A Korean Folktale
Long ago, the green frog lived with his widowed mother in a small pond. The green
frog was very stubborn and never listened to his mother, and when she told him to do
something, he always did the opposite. If his mother told him to play in the hills, he went to
the river. If she told him to go up, he went down. If she told him left, he went right. If she told
him this, he did that.
The mother frog worried about what she would do with her son—he caused her so
much distress and embarrassment. “Why can’t he be like other frogs?” she said to herself.
“Why can’t he respect his elders and do what he’s told?” She worried about what would
happen to him when she was gone. She knew she would have to do something to break his
bad habits.
Day after day, week after week, the mother frog scolded the green frog and tried to
teach him the proper way to behave, but he continued to ignore her and did just as he
wished. The mother frog was growing old, and she worried so much that eventually she
became sick. But even then the green frog did not change his ways.
Finally, when the mother frog knew she was going to die, she called her son to her
side. She wanted a proper burial on the mountain, and since she knew that the green frog
would do the opposite of what she told him, she chose her words carefully. “I don’t have
much longer to live,” she said. “When I die, do not to bury me on the mountainside. You
must bury me on the bank of the river.”

23
The green frog looked at her forlornly with his head bowed.
“Promise me,” said the mother frog. “You must promise.”
“I promise,” said the green frog.
Four days later, the mother frog died and the green frog was terribly sad. He blamed
himself for her death and he was sorry for all the heartache he had caused her. He knew it
was too late to undo all of his past misdeeds, but he could become a good frog for her now.
He resolved finally to listen to his mother’s instructions. “I always did the opposite of what
she told me when she was alive,” he said to himself, “but now I will do exactly as she told
me.”
So, even knowing that it was unwise, the green frog buried his mother by the river.
And when it rained, he stood watch, praying to heaven that the water would not rise. But
when the monsoon rains came that summer, the river rose higher and higher—it flowed over
its banks and washed his mother’s grave away.
The green frog sat in the pouring rain by the river bank, crying and crying for his
mother. And that is why, to this day, the green frogs cry when it rains. (https://rb.gy/bm3jb0)
What’s More
Activity 6: WH Questions
Directions: Fill in the story board below to show your understanding to the
folktale Chong Kaeguri (The Green Frog.)
Beginning
Middle
End
Details
Details
Details

24
Activity 7: I Can Relate!
Directions: Do you have an experience in life that you can relate to the incidents of
the story The Green Frog? Write your experience on the box and answer the questions that
follow.
Activity 8: I Can Connect!
Directions: Recall the Filipino folktale Ang Langgam at Ang Tipaklong and compare
with The Green Frog. What are their similarities and differences of the two folktales? Fill in
the table below.
Similarities Differences
1. 1.
2. 2.
3. 3.

25
What’s New
Activity 9: The Way I See It
Directions: Have you ever been or seen a vehicular accident before? What
happened? Write it on the box below.
What Is It
A short story is a piece of prose fiction that typically can be read in one sitting and
focuses on a self-contained incident or series of linked incidents, with the intent of evoking a
"single effect" or mood. Short story writers may define their works as part of the artistic and
personal expression of the form.
Lu Hsun is the pseudonym of Chou Shu-jen, a Chinese writer of satiric short stories
of social criticisms. His short story K’uang-jenjih-chi (The Diary of a Madman) was published
in the journal that initiated the intellectual revolution in China. Lu shun has been a witness of
Cultural Revolution when Mao Tse-tung came to power. The new government demanded
that literature should serve the aims of the state. Thus, the image of the working class was
projected through the heroes of the literary works. The new government also ordered the
writers to produce works that could easily be understood by the peasants, soldiers, and
workers. Because the intellectuals were persecuted, most of the published works were
written by unskilled workers.
The story involves a man riding a rickshaw. Below is an example of a rickshaw.
https://rb.gy/b7kzwc
Passenger
Rickshaw
puller
Rickshaw

26
A Little Incident
by Lu Hsun
Six years have gone by, as so many winks, since I came to the capital from the
village. During all that time there have occurred many of those events known as “affairs of
the state”, a great number of which I have seen or heard about. My heart does not seem to
have been in the least affected by any of them, and recollection now only tends to increase
my ill temper and cause me to like people less as the day wears on. But one little incident
alone is deep with meaning to me, and I am unable to forget it even now.
It was a winter day in the sixth year of the Republic, and a strong northerly wind blew
furiously. To make a living, I had to be up early, and on the way to my duties I encountered
scarcely anyone. After much difficulty, I finally succeeded in hiring a rickshaw. I told the
puller to take to me to the South Gate.
After a while, the wind moderated its fury, and in its wake the streets were left clean
of the loose dust. The puller ran quickly. Just as we approached the South Gate, somebody
ran in front of us, got entangled in the rickshaw, and tumbled to the ground.
It was a woman with streaks of white in her hair, and she wore ragged clothes. She
had darted suddenly from the side of the street, and directly crossed in front of us. My puller
tried to swerve aside, but her tattered jacket, unbuttoned and fluttering in the wind, caught in
the shafts. Fortunately, the puller had slowed his pace, otherwise she would have been
thrown head over heels, and probably injured. After we halted, the woman still knelt on all
fours. I did not think she was hurt. No one else had seen the collision. And it irritated me that
the puller had stopped and was apparently prepared to get himself involved in some foolish
complication. It might delay and trouble my journey.
“It’s nothing,” I told him. “Move on!”
But either he did not hear me or did not care, for he put down the shafts and gently
helped the old woman to her feet. He held her arms, supporting her, and asked:
“Are you alright?”
“I am hurt.”
I thought, “I saw you fall and it was not all rough. How can you be hurt? You are
pretending. The whole business is distasteful, and the rickshaw man is merely making
difficulties for himself. Now let him find his own way out of the mess.”
But the puller did not hesitate for a moment after the old woman said she was
injured. Still holding her arm, he walked carefully ahead with her. Then I was surprised as,
looking ahead, I suddenly noticed a police station, and saw that he was taking her there. No
one was outside, so he guided her in through the gate.
As they passed in, I experienced a curious sensation. I do not know why, but at the
moment, it suddenly seemed to me that his dust-covered figure loomed enormous, and as
he walked farther he continued to grow, until finally I had to lift my head to follow him. At the
same time, I felt a bodily pressure all over me, which came from his direction. It seemed

27
almost to push out from me all the littleness that hid under my fur-lined gown. I grew weak,
as though my vitality had been spent, as though the blood had frozen in me. I sat
motionless, stunned and thoughtless, until I saw an officer emerge from the station. Then, I
got off from the rickshaw as he approached me.
“Get another rickshaw,” he advised. “This man can’t pull you anymore.”
Without thinking, I thrust my hand into my pocket and pulled forth a big fistful of
coppers. “Give the fellow these,” I said.
The wind had ceased entirely, but the street was still quiet. I mused as I walked, but I
was almost afraid to think about myself. Leaving aside what had happened before, I sought
an explanation for a fistful of coppers. Why had I given them? As a reward? And did I think of
myself, after my conduct, fit to pass judgment upon the rickshaw puller? I could not answer
my own conscience.
Till now that experience burns in my memory. I think of it, and introspect with pain
and effort. The political and military drama of these years is to me like the classics I read in
childhood: I cannot recite half a line of it. But always before my eyes, purging me with
shame, impelling me to better myself, invigorating my hope and courage, this little incident is
re-enacted. I see it in every detail as distinctly as on the day it happened.
What’s More
Activity 10: Critical Incident
Directions: Read each statement carefully and arrange the events by writing the
numbers 1 to 5 on the blanks.
________ a. The police officer told the man to get another rickshaw. The man felt
ashamed of himself and gave the officer money for the helpful rickshaw
driver.
________ b. As the rickshaw puller went on, a poor, old woman suddenly crossed
the street.
________ c. The man told the rickshaw to move on and leave the old woman who
was still sitting on the street on all fours.
________ d. The puller helped the old woman and brought her to the police station.
________ e. One early morning, a man hired a rickshaw to take him to his job.

28
Activity 11: Digging Deeper
Directions: Answer the following questions to show your understanding of the short
story.
1. What incident happened to the narrator on his way to work?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________.
2. Who should be blamed for the incident?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
3. Between the passenger and the rickshaw puller, whose behaviour would you like
to imitate? Why?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
4. What message does the story give?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What I Have Learned
Activity 12: Compare and Contrast
Directions: Compare and contrast the features of the haiku, folktales, and
short stories of East Asian literature by arranging the following statements from the
box to the Venn diagram.

29
Haiku
1.
2.
https://rb.gy/zqvzwa
Activity 14:
Directions: Answer the following questions. Remember to observe correct structure,
grammar, and spelling.
1. How does the folktale The Green Frog represent East Asian literature?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
Similarities
1.
2.
combines the art and experiences of the writer 5-7-5 syllable count
have underlying messages to the readers prose fiction
can evoke a single effect spread through word of mouth
creates mental images existed in the memory of mankind
Folktales
1.
2.
Short Stories
1.
2.

30
2. How did Lu Hsun show the existing social condition of his time through his short
story A Little Incident?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Can Do
Write your own haiku and observe the 5-7-5 syllable count.
RUBRIC FOR HAIKU WRITING
CRITERIA 5 4 3 2 1
Content and Creativity(creates a mental image that evokes
emotion)
Structure (follows the 5-7-5 syllable count)
TOTAL
____________________________________
(Title)

31
Lesson
Appreciating Literature as an Art Form
Inspired and Influenced by Nature
3
What’s In
Let’s connect what you have learned in the previous lesson with the new
lesson.
Activity 1: Name the Genre
Directions: Identify the East Asian genre of the following literary pieces.
______________1. Haiku
______________2. The Soul of the Great Bell
______________3. The Green Frog
______________4. The Story of the Aged Mother
______________5. A Little Incident
What I Need to Know
In the previous lesson, you learned that East Asian Literature has distinguishing
features notable to East Asian poems, folktales, and short stories. You have learned to value
the lessons embedded in such literary forms and that literature is a combination of art and
personal experiences of the writers. In this lesson, you will be able to appreciate literature as
an art form inspired and influenced by nature.
What’s New
Activity 2: Music I Listen To
Directions: What are your favourite songs? Which part of the lyrics do you like most?
Write them down below.
Title of Song and Artist Favorite Line of the Lyrics
1.
2.
3.

32
What Is It
Literature is art. Art can be defined as communication between an artist and the
audience. When an author writes, he/she takes words to create a story to communicate with
us. Through the story, we are able to create a picture of the characters, visit new places, and
find meaning in what could be seen as simple events.
An author’s writing style is his/her platform for sharing art. It is important to see how
literature is art by itself but also as a form of art that connects to other types of art. It can be
seen in music, photography, and painting. These arts influence each other.
Literature and Music
Music is poetry. Like other types of poems, music has a pattern, style, imagery, and
rhythm. If you were to look at the lyrics of a song, chances are they would look like a poem.
Literature and music often reflect the same social concerns.
Finally, music is used in literature. Because we are connected to music in our
everyday lives, we can learn about the characters through the music used. The characters
may listen to a certain type of music that could set the scene or use music to describe their
feelings and actions. Just as we would listen to a certain song because of our mood, the
fictional characters would do the same. The author may use music in literature to help set
the mood and tone of the scene. (Source: https://rb.gy/mhohdr)
Study the poem below written by Taiwanese poet, Ling Yu, and translated into
English by Fiona Sze-Lorrain. (Source: https://rb.gy/amtxq9)
The One Who Speaks
Ling Yu
1
I am the one who speaks
I hail from the first century
I want to say
tea trees
are glowing
on the hill
2
I want to be among you—
bamboos
ferns
banana forest
dark and light green
living together
I want to be among you—
I too can be
green like
anything
3
a hundred thousand
a hundred million
a billion
golden Bodhisattva
faces
live in the mountain
the sun shows up—
my face is golden too
only because I happen
to pass by
that mountain
4
let me tell you
hometown is black
residents sleep with beasts
in mountain caves
before Christ—
water rotated
in white
and green
devils too
appeared then
—just that we
have never understood
the cosmos

33
Poems, just like songs, have embedded meanings which could be explicit or implicit.
Explicit means stated clearly, directly and in detail. Implicit means implied though not
plainly expressed.
For example, the lines of the song What a Wonderful World by Ledisi reads:
I see trees of green, red roses too
I see them bloom for me and you
And I think to myself what a wonderful world
has an explicit or directly stated message. In contrast, the lines from the same song reads:
The colors of the rainbow, so pretty in the sky
Also on the faces of people going by
I see friends shaking hands, saying how do you do
They're only saying I love you.
has an implicit or indirect meaning of people living in peace and harmony.
What’s More
Activity 3: Dig for Meaning
Directions: Reread the poem The One Who Speaks by Ling Yu and identify the lines
below as explicit or implicit.
______________1. I am the one who speaks.
______________2. I want to say tea trees are glowing on the hill.
______________3. I want to be among you— I too can be green like anything.
______________4. a hundred thousand a hundred million a billion golden.
Bodhisattva faces live in the mountain.
______________5. let me tell you hometown is black residents sleep with beasts in
mountain caves.
Activity 4: Music in Poetry
Directions: If music is added to a poem, it becomes music. Using your smart phone
or recorder, add music to the poem “The One Who Speaks”. Your teacher will instruct you
where to send your recorded audio.

34
What’s New
Activity 5: What’s the Title?
Directions: Write the title of the movies based on the picture.
Movie Titles Movie Characters
________________________________1.
https://rb.gy/wvndyx
_________________________________2.
_________________________________3.
https://rb.gy/s9gelb
https://rb.gy/ohczsm
_________________________________4.
https://rb.gy/faqzfl
_________________________________5.
https://rb.gy/ncuqw8

35
What Is It
Literature and Visual Arts
Because music is also written, it may be easier to see the connection to literature.
However, literature is connected to more than just other written art. It is also influenced by
visual arts, such as photography and cinema.
We often see literature in photography, including movies. Artists have often tried to
capture the essence of a novel or poem through picture. Think of some of the movies based
on novels: The Great Gatsby, World War Z, Twelve Years a Slave, and The Fault in our
Stars. We've even seen novels and books turned into television series. Most Disney movies
like the Jungle Book, Lion King, Aladdin, and among others, are inspired by novels and
bestselling books. In Asia in particular, the movies Mulan and Crazy Rich Asians are inspired
by Asian literature. (Source: https://rb.gy/mhohdr)
What’s More
Activity 6: It’s Movie Time!
The movie Mulan is based on the Chinese folklore "The Ballad of Mulan" which has
become one of Disney’s most successful movies of all time. (Source: https://rb.gy/iart5h) For
this activity, you will have two options which will be discussed below.
Option A. Watch the movie Mulan, either on your TV home or from any devices you
can access the movie and answer the following questions:
Before Watching: What do you think is the movie all about?
While Watching: Why did Mulan lie to her family and country? Was it worth it?
Why do you say so?
After Watching: What did you learn from the movie? Support your answers with
specific scenes in the movie.
Was nature a part of the story? Cite specific scenes from the
movie.
Option B. If you could not watch the movie, read the summary below and answer
the questions that follow.
When the Huns invade China by breaching the Great Wall, the Emperor realizes that
he must conscript his male subjects to the Imperial Army. He sends a letter to every
household in China requiring every family to send one man to fight with the army. Fa Mulan,
a young girl who has proven ineligible for marriage and is worried about the safety of her
ailing father, decides to disguise herself as a man and take her father's place in the army.
Wearing his armor, she leaves early one morning.

36
When her family awakens, they realize what she has done. Mulan's grandmother is
distraught and prays to the family ancestors to keep Mulan safe. The ancestors respond and
decide to send the great stone dragon to protect Mulan, and they send a smaller dragon, a
demoted guardian, Mushu, to summon the stone dragon. When Mushu breaks the stone
dragon accidentally, he decides to go help Mulan fight himself, in the hope that his success
will win him favor with the ancestors, who will reinstate him as a guardian.
At first, Mulan—now disguised as the young man "Ping"—is not much of a soldier,
but with her fellow beginners, Yao, Ling and Chien-Po, she gradually learns how to become
a warrior. They are all guided by the brave and competent Li Shang, whose father is leading
the Imperial Army in the mountains. Mushu wants to see Mulan succeed and shine in the
army, so when Chi Fu, the Emperor's assistant, decides that Shang's troops are not fit for
battle, Mushu sends a fake instruction from the Captain's father, General Li, telling him to
bring his men to the mountains as reinforcements. The soldiers set off for battle, but when
they arrive, they find that the Huns have beaten them there and the General and his men
have been massacred.
Shang sadly leads his troops away, but as they go, they are ambushed by the Huns.
Thinking strategically, Mulan uses a canon to cause an avalanche, which buries the Huns in
snow. Shan Yu, the brutal leader of the Huns, is angry and slashes Mulan in the torso. When
a doctor examines Mulan, he finds that she is a woman and reveals her to her fellow
soldiers. While Chinese law dictates that Shang should kill Mulan for her deception, he is too
impressed by her bravery and simply banishes her from the army.
As Mulan is trying to decide how she will leave the mountain and get home, she sees
Shan Yu and some Huns have survived the avalanche and are heading for the Imperial City.
Meanwhile, in the city, Shang and his army are being celebrated as war heroes. Mulan
rushes to the city and tries to warn Shang about the Huns, but he does not believe her. The
Huns capture the Imperial Palace and take the Emperor prisoner, at which point Mulan helps
Yao, Ling, and Chien-Po to disguise themselves as concubines and gain entry into the
palace. Shang also enters with them and together they defeat Shan Yu's men. Shang stops
Shang Yu from personally assassinating the Emperor, and Mulan tricks him into chasing her
onto the roof of the palace. They engage in hand to hand combat until Mushu, on Mulan's
instruction, fires a rocket directly at Shan Yu, which propels him into a tower where fireworks
are stored. There is a huge explosion and he is finally killed.
Mulan is a hero; the Emperor awards her his crest and she is also given Shan Yu's
sword. She is offered a position on the Emperor's Council, but politely turns it down,
requesting instead that she be allowed to return home to her family. Her request is granted
and when she arrives she gives her father the awards she has received. Shortly after, Shang
arrives at Mulan's, ostensibly to return her helmet, but clearly with the intention to see her
again. Mulan's family invites him to stay for dinner, which he readily accepts. During the
celebration that ensues, Mushu is reinstated as a family guardian. (Source:
https://rb.gy/psw0rh)

37
Comprehension Check
1. Was the story inspired by nature? Cite parts of the story.
___________________________________________________________________
_________________________________________________________________________.
2. Why did Mulan change her name to when she gets to the camp?
___________________________________________________________________
_________________________________________________________________________.
3. Why didn't Shang kill Mulan when he found out she was a woman disguised as a
male member of the Fa family?
___________________________________________________________________
_________________________________________________________________________.
4. Why did the Emperor declare Mulan a hero?
___________________________________________________________________
_________________________________________________________________________.
What’s New
Directions: What are your favourite East Asian drama series? List down 5 titles below
and indicate the genres (Korean, Japanese, Chinese, Taiwanese, Mongol).
Title Genre
1.
2.
3.
4.
5.
What is it?
Literature and Performing Arts
Performing arts are basically arts or skills that require a performance in front of a
public audience. Examples are acting, singing and dancing. Other forms of the performing
arts include drama, opera, theatre, spoken word, recitation and public speaking. (Source:
https://rb.gy/q7docy)

38
The drama is a favourite form of entertainment in Japan. Popular plays are generally
about history and tradition, or the lives and adventures of gods and heroes. The setting is
always in Japan. The plays are very long as the performance begins in the morning and can
last all day.
Three types of drama have been developed in Japan: The Noh play, the Joruri or
puppet play, and the Kabuki play.
The Noh play is the national theatre of Japan. Tourists from all over the world go to
Japan to witness the a Noh play. In the past, it was a play reserved for the nobility, and the
audience dressed themselves in ceremonial robes. Legend says that it has its origin in
dance and that this dance was invented by the gods.
The Joruri, also known as puppet play or doll theatre is very popular. The puppets
are beautifully made and lifelike in size. The strings are expertly manipulated and the
dialogue realistically interpreted.
The third type of drama is the Kabuki, the play for the masses. It is less intellectual
and more realistic, even sensational.
What’s More
Activity 8: In Short
Directions: Fill in the concept map with the three types of Japanese drama.
Details
Details
Details

39
Activity 9: YouTube It
Directions: For this activity, you will have two options which will be discussed below.
Option A. From any devices available, watch the video of a Kabuki play on YouTube
with this link https://youtu.be/bSTBFNPmloE. Take note of the scenes where nature was
highlighted and fill in the chart below.
What I Already Know What I Want to Know What I Learned
1.
2.
3.
Option B. If you do not have access to YouTube, watch an episode of any Korean,
Chinese, Japanese, Taiwanese, and Mongol TV drama series and fill in the table below.
Title of Show Genre
Time
Watched
Channel
Which parts or
scenes show the
influence of
nature?

40
Music
1.
2.
What I Have Learned
Activity 10: Compare and Contrast
Directions: Compare and contrast the literature as an art form through music,
visual arts, and performing arts.
Source: https://rb.gy/zqvzwa
Similarities
1.
2.
reflect social concerns explicit or implicit meanings
Noh, Joruri, and Kabuki influenced by nature
photography and movies sets the mood and tone
novel - inspired movies live performance
Visual Arts
1.
2.
Performing Arts
1.
2.

41
Activity 11: Lit-Art-Ture
Directions: Answer the following questions. Remember to observe correct structure,
grammar, and spelling.
1. How does nature influence literature as an art form?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What I Can Do
Write a two - stanza poem (free style) about how nature influenced literature.
____________________________________
(Title)

42
RUBRICS
RUBRIC FOR POEM WRITING
Summary
Literature is indeed the mirror of humankind as it reflects the world’s richness of its
past, the magnificence of its present, and the hope for a better tomorrow. Through the
different genres, the East Asian writers have opened their doors for us to marvel on the
beauty of the people of East Asia. Art and nature continues to enrich and immortalize human
experiences, emotions, and viewpoints through poetry, folktales, and short stories.
Assessment (Post-Test)
I. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.
1. How are literary compositions categorized?
a. Literature Genres c. Narrative Fundamentals
b. Elements of Literature d. Literary Features
2. Which of the following lists the literature genres of East Asia?
a. Egyptian, Arabian, Persian, Afghan, and Iranian
b. Chinese, Japanese, Korean, Mongol, and Taiwanese
c. Norwegian, Swedish, Danish, English, and British
d. Malaysian, Indonesian, Vietnamese, Lao, Singaporean
3. What is the syllable count of a haiku?
a. 7-7-5 b. 5-7-7 c. 7-5-7 d. 5-7-5
4. Which statement defines folktales?
a. accounts that revolve the lives of gods and goddesses
b. narratives that involve animals and inanimate objects
c. stories that are passed on from one person to another by word of mouth
d. prose fiction that typically can be read in one sitting
CRITERIA 5 4 3 2 1
Content and Creativity(creates
a mental image that evokes ideas and emotion)
Structure (may use free style, unrhymed)
TOTAL

43
5. How is literature related to music?
a. poetry b. paintings c. movies d. pictures
6. Which statement has an implicit meaning?
a. Saying goodbye is death by a thousand cuts.
b. The world suffers because of the pandemic.
c. I am running late so I have to hurry up.
d. Did you see me on the photo?
7. Which of the following gives an explicit definition?
a. I look through the windows of this love even though we boarded them up.
b. The chandelier is still flickering here because I can’t pretend that it’s okay when
it’s not.
c. Hello! Can you help me carry my luggage?
d. If our love story is over, why am I still writing pages?
8. How does literature manifest through music?
a. The beat of the music excites the listeners’ senses.
b. Songs make the listeners feel what the writers feel.
c. Music is poetry.
d. The rhythm of the musical instruments is art.
9. How does performance arts relate to literature as an art form?
a. Singing, dancing, and other body movements are categorized as art.
b. Literature involves the other senses, not just the mind.
c. Dancing communicates through body movements.
d. The theatre uses dialogue and songs with dancing.
10. Why are movies categorized as art in literature?
a. Movie posters contain artistic designs to encourage the audience to watch.
b. Movies are inspired by literary pieces such as novels and history.
c. The actors practice their skill in acting to make movies more realistic.
d. The movie producers choose the story to be portrayed in movies.

48
Basho, Matsuo. "The Aged Mother." Short Stories and Classic Literature. Accessed June 24,
2020. https://americanliterature.com/author/matsuo-basho/short-story/the-aged-
mother#:~:text=by Matsuo Basho,their love for one another.
"Connecting Literature to Other Art Forms - Video & Lesson Transcript." Study.com.
Accessed June 24, 2020. https://study.com/academy/lesson/connecting-literature-to-
other-art-forms.html#questions.
Cook, Barry. "Mulan (1998 Film) Summary." GradeSaver. Accessed June 24, 2020.
https://www.gradesaver.com/mulan-1998-film/study-guide/summary.
"Grade 8 Quarter 2 East Asian Literature: Communing with Nature." Https://peac.org.ph/.
Accessed June 24, 2020.
Hearn, Lafcadio. "The Soul of the Great Bell." Accessed June 24, 2020. https://loa-
shared.s3.amazonaws.com/static/pdf/Hearn_Great_Bell.pdf.
Lapid, Milagros G., and Josephine B. Serrano. English Communication Arts and Skills
through Afro-asian Literature. 2013 ed. Quezon City, Philippines: Phoenix Publishing
House, 2013.
Literature, HS2 Afro- Asian. "A LITTLE INCIDENT Lu Hsun." A LITTLE INCIDENT Lu Hsun.
January 01, 1970. Accessed June 24, 2020.
http://hs2englishliterature.blogspot.com/2010/07/little-incident-lu-hsun.html.
Mack, Lauren. "Filial Piety: An Important Chinese Cultural Value." ThoughtCo. Accessed
June 24, 2020. https://www.thoughtco.com/filial-piety-in-chinese-688386.
"Mulan (2020 Film)." Wikipedia. June 21, 2020. Accessed June 24, 2020.
https://en.wikipedia.org/wiki/Mulan_(2020_film).
"Performing Arts." Wikipedia. June 21, 2020. Accessed June 24, 2020.
https://en.wikipedia.org/wiki/Performing_arts.
"The Green Frog." The Green Frog | Sejong Writing Competition. Accessed June 24, 2020.
http://sejongculturalsociety.org/writing/current/tales/greenfrog.php.

49
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Department of Education – Division of Gingoog City
Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph

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