RAMON MAGSAYSAY (CUBAO) HIGH SCHOOL

LESSON PLAN IN ENGLISH 8

(June 24 – 28, 2019)

I. LEARNING OBJECTIVES:

At the end of the lesson, the students are expected to:

 use vocabulary activities(such as context clues) to determine the meaning of unknown words in
the text
 learn customs and ethics of a different culture
 sing and convey the meaning of the music “Mulan” in a way that they can identify with
 recount the important events and details in the story to determine its central message
 describe the character of Mulan and how her actions contribute to the sequence of events
 write an opinion piece that includes support from the text, using grade-appropriate
organization, grammar, and conventions

II. SUBJECT MATTER: Confucianism Principles of Moral Thought and Action in

“The Ballad of Mulan”

retold by Song Nan Zhang.

III. MATERIALS:

 sheet music to “Mulan” the musical (Disney version)

 movie clips of “Mulan” on the projector screen
 pencils and highlighters

IV. PROCEDURE:

A. Motivation:

 Is there a point in your life when you were brave? Can you please share it to us?
 What other examples of jobs that require bravery? (firefighters, police officers, etc.)

B. Presentation

A. Unlocking of Difficulties

Option 1: Provide students with preselected words that you would like them to focus on.

o Predict the meaning of each word using either context clues or word parts
strategies.

Option 2: Write down words that they don’t know from the story.

Word Context Clue Meaning Word Part Meaning Dictionary Meaning

B. First Reading
  Read “The Ballad of Mulan” retold by Song Nan Zhang.

C. Second Reading (Guided Practice)

 What elements do we need to include when we recount, or retell, a text?

 Reread the story to identify the important story elements.

QUESTIONS:

1. Where/ when does this story take place?

2. Who is the main character? What other are in the story?

3. What is the problem in the story?

4. Why is the Emperor calling for troops?

5. Why is the health of Mulan’s father an important factor in the story?

6. What are the events in the story, in order?

7. How is the problem solved?

8. Why did Mulan’s glory spread throughout the land?

Provide the students with a copy of the story map. Pair them with a partner and have them
complete the story map, recording the story elements.

9. What is the central message or moral of the story?

THIRD READING (Focus on characterization)

10. How does a character’s actions, thoughts, and feelings contribute to the sequence of events in a
story?

Mulan’s thoughts, feelings, and actions

Examples include:

 sorrowful sighs
 father is old and frail
 I must fight in father’s place
 purchasing items from different markets
 dressing in men’s armor
 sad farewell
 thought she heard mother calling her name
 longed to hear father’s voice
 rode ten thousand miles to fight a hundred battles
 crossed peaks and passes
 endured hardship
 knowing her father was safe warmed her heart
 returned as a great general
  praised by Emperor
 no need for honors or gold
 asked to go home
 smiled, removed armor and put on dress
 brushed hair and pasted yellow flower on face
 smiled in mirror
 happy to home
 loved her family
 served her country
 asked nothing in return

CHARACTER ANALYSIS (Pair Activity)

 With a partner, complete the worksheets using examples from the text to analyze the
character of Mulan.

A. STUDENTS PRIOR KNOWLEDGE

 Short Story Elements: characters, setting, problem, solution, major events

 Students will be singing music from the musical “Mulan”.
 Students have mostly seen the movie or have heard of it at some point in time and are mostly
from non-Asian descent.

B. PREPARATION

 Have sheet music out on each desk

 Have CD instrumental in player and movie clips set to go
 Have prep written on the board that tells students to have their ballpens/highlighters ready
to underline or highlight words in the music that they may not understand the meaning to
or that can represent something other than its real meaning (i.e. figurative language), for
example, “If I wear a mask”
 Write the following on the board: Confucianism Principles of Moral Thought and Action in
the movie “Mulan”. Confucius said that one should obey on one’s elders and superiors and
treat rulers, parents, and even those who were not one’s social equals with respect. One
should also respect ritual, cultivate/grow wisdom, be trustworthy, and strive/try to do the
right thing in any situation.

C. ACTIVITIES

 Have your pencils ready to underline/highlight 5 word phrases in music that you
may not understand the meaning to or that can represent something other than its
real meaning (i.e. figurative language), “If I wear a mask”.
 Present a clip of “Mulan” where she is preparing to be a lady in “Honor to Us All”.
 Is “Mulan” following the Confucian principles in the clip and how, if she is or is not.
 Write some of your ideas on the board as you call out into 2 categories: Yes or No
o Direct the discussion among themselves about whether or not “Mulan” is
following the Confucianism principles.
  Show them another clip of “Mulan” in which she is singing “Reflection”, then ask
them what emotions she must be experiencing in the scene.
 Tell us phrases in the sheet music you have that back up what you say, when
talking about emotions in the piece.
 Write down a “Ballad- a poem set to music” on the board. The story of the Disney
musical “Mulan” is actually based upon the true Chinese folk legend of a girl who
was written of in ballads, which are poems set to music.
 Although known to Disney fans as Fa Mulan, the main character’s real name was
actually Hua Mulan and she was originally described in a Chinese poem known as
“Ballad of Mulan”.
 Mulan was known as a girl who had snuck into the Chinese army and posed as a
man and had won many wars.
 Ask the students if Mulan followed Confucianism principles and if so, which one
and why and write them on the board.

ASSINGMENT:

Write a reflection about Mulan’s life, specifically what she sacrificed in her life. Think about if you were
in her shoes, what you would have done in her place.