Content Standard:

The learner demonstrates understanding of: East Asian literature as an art form inspired
and influenced by nature; relationship of visual, sensory, and verbal signals in both literary
and expository texts; strategies in listening to long descriptive and narrative texts; value
of literal and figurative language; and appropriate grammatical signals or expressions
suitable to patterns of idea development.
Performance Standard:
The learner transfers learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic
features, stance, and behavior.

I. Learning Competency
EN8LT-IIc-2.2:
Explain how the elements specific to a genre contribute to the theme of a particular
literary selection.

Objectives:
1. Explain how the elements of short story contribute to the theme of a particular literary
selection
2. Describe the important details from the text.
3. Narrate the story by completing the story map/organizer.
4. Generate the significance of a mother’s love and wisdom as a worthwhile human
value as it enhances substance among the youth which expands their experiences and
ideals in life.

II. Learning Content

III. Learning Tasks

b. Lesson Proper
1. Activity/Motivation
 The teacher will play the chorus part of the song entitled
“Mama” by Spice Girls and ask students to close their eyes as
they listen to the song.
“I never thought you would become the friend I never had
Back then I didn’t know why
Why you were misunderstood
So now I see through your eyes
All that you did was love
Mama I love you. Mama I care.
Mama I love you. Mama my friend. You’re my friend.”
 The teacher will ask students the one who is being talked
about in the song.
 The student will describe their/a mother.
ASK: What does your/a mother symbolize? How significant is her role in
honing/improving your individuality?
  Vocabulary Development
Match the words in column A with their meaning in column B.
 Despotic leader a. think deeply
 Barbarous days b. mental pain and suffering
 High bare summit c. brutal, cruel
 Gourd filled with cool, sweet water d. top of the mountain
 In great distress e. bottle made from Calabash
fruit
 Meditated in silence f. tyrannical and undemocratic

2. Analysis
 The teacher will tell the story using pictures. Students will listen
while taking down notes of the important events in the story.
 The teacher will ask the following Comprehension Questions:

1. Who are the characters of the story? Who is the protagonist? Who is the
antagonist?
2. Where is the setting of the story?
3. What was the cruel proclamation of the governor?
4. Why did the leader issue the proclamation?
5. How does the poor farmer or youth fell about the proclamation?
6. How did he carry the order? What did he do with his mother?
7. How does the mother feel about her son?
8. What is the conflict of the story?
9. What is the theme of the story?
10. How did the story end?

3. Abstraction

Mainly the theme of the story evolves in two subjects; the love of family member
to each one specially the mother’s love and the wisdom that she has gain through
decades of experiences. The strong and unconditional love of a mother was reflected
and the son’s concern to her as a mother. That though they are incomplete and they
faced hardships in life, still they managed to support each other and stay together. When
they made a rope of ashes, wisdom and obedience were manifested. The wisdom of the
mother, of being able to think and come up with an idea and the obedience of the son.
It covers the fact that elders have experienced a lot of things and they gained wisdom
as the result of learning simply stating that they can be one of the richest sources of
advice and lessons in life. Then leaving a benchmark that they should not be
disregarded. It was because of the wisdom of the mother that saved her son and the
people, truly saying that as we grow old and as our hair whitened, wisdom comes
along—“With the crown of snow, comes wisdom.”

4. Application
The class will be divided into three (3) groups. Each group will be assigned one/two
elements of a short story and has to provide answer using the story of the aged mother.
 5. Assessment
S.W # 05: Write True if the statement is correct and False if not.
1. The poor farmer lived in a small village with his aged mother-in-law.
2. The governor of Shinano was kind and respectful to elderly people.
3. The young people in Shinano were not happy in the proclamation made by
the governor.
4. All aged people were sent to Obatsuyama to plant trees.
5. The poor farmer didn’t leave his mother in the mountain.
6. The aged mother showed her love to her son as she snapped pile of twigs and
dropped it to the path so his son won’t lost his way back to their home.
7. The story is about the love of the governor to elders.
8. “With the crown of snow, comes wisdom” means as we grow old and as our
hair whitened, wisdom comes along and elders have experienced a lot of
things and they gained wisdom as the result of learning.
9. The poor farmer got the solution to his problem from his brother.
10. The governor realized the importance of elders in the end.

IV. Assignment:
Think of your own mother/grandmother and ponder on the words of wisdom
you gained from her and reflect how it changed you to be a better person. Be
able to come up with a creative output.