A SEMI-DETAILED LESSON PLAN

Prepared by Cybelle S. Gapas

I. OBJECTIVES

Through an interactive discussion, the students should be able to:

A. read and listen to the summary of Mahabharata;
B. organize and sketch the plot of the story;
C. construct a script to retell the story in a modern setting though a role-play;
D. analyze the story through analyzing it’s meaning using comprehension
questions;
E. demonstrate active participation through paying attention, reflection,
responding, and performing; and
F. relate the moral of the literary piece to real life situation.

II. SUBJECT MATTER

A. Topic: Mahabharata
B. Learning materials: Audio-visual presentation of the summary of
‘Mahabharata’; PowerPoint presentation; Online Random Name Picker; and
Google meet
C. References: APPUSERIES English Channel (Talking Book – Mahabharata)

III. PROCESS

A. Activate Prior Knowledge

A. Motivation
1. The teacher will ask the students to choose one between the two
images presented in the screen.
What would you choose between the two?
I.

Or

II.

Or

III.

Or
 2. The teacher will then ask the following questions to the students:
 Have you ever been into a battle?
(The teacher will remind the students that this battle does not
necessarily mean a bloody fight or war but the challenges they
have faced in life)
 What kind of battles have you faced in life?
3. Afterwards, the teacher will tell the students to recall of an instance in
their life where they have chosen to fight a battle because they think
this is the right thing to do.
4. The teacher will let the students write this memory on a piece of paper
for 5 minutes.
5. After the students have thought of and written their answers, the
teacher will use a random name picker to call on students who will
share their memories to the class.
6. After the sharing session, the teacher will continue the discussion and
reflection through the motive questions below:

 Would you rather fight for power or live your life with
contentment and peace?
 What if it is your duty to fight for that power? Would you choose
to go to war for it or go to hiding for your peace and everyone’s
safety?
 Is having power for duty different from having power for greed?
 What would you feel if you have gained this power but lose
something or someone in the process or in the battle?

B. Unlocking of difficulties

Study the pictures and the given definition carefully. Can you get the It?

It means someone who has

attained wisdom judgment, S__ __ E
and experience
Answer: SAGE

The male ruler of an

independent state; especially
one who inherits the position K__N__
by right of birth.

Answer: KING
 A ceremony prescribed
by the traditions of a
community or kingdom, R__ T__ __L
including a religious
Answer: RITUAL
community.

A person regarded as the

King of Kings. It is a
sovereign ruler of great E__ P__ __O__
power and rank, especially
Answer: EMPEROR
one ruling an empire.

It is state of armed
conflict between different
nations or states or W__ __
different groups within a
Answer: WAR
nation or state.

B. Aquire New Knowledge

1. Characters

CHRACTERS

Dhritarashtra – blind King of Hastinapura

1. Duryodhana
Kauravas – eldest two among
the 100 sons
2. Dushasana

1. Yudhishthira

2. Bheema
Pandavas – five cousins of
3. Arjuna
Kauravas
4. Nakula

5. Sahadeva
 Draupadi – common wife of the Pandavas

Shakuni – evil uncle of the Kauravas

Lord Krishna – reincarnation of Vishnu

King Virata – King of Matsya, whom the Pandavas worked for while in
disguise

Keechaka – brother-in-law of King Virata, a wicked man who harassed

Draupadi

Prince Uttara – Son of King Virata

Shikandi – eldest sister of Draupadi who killed Bheeshma

Abhimanyu – Arjuna’s son

Jayadratha – King of Sindhu who killed Arjuna’s son

Comparison of the Kauravas and Pandavas

KAURAVAS PANDAVAS

 Rulers of  Trained for warfare  Rulers of Indraprastha

Hastinapura  Given good  Fights for power
 Fights for power and education because of duty
land because of and faith
 Warriors
greed
 Brave  Cunning but wise
 Cunning but
Cheaters (Game of  Princes  Righteous people
Dice)  Lived a simple life in
 Cunning
 Unrighteous people
 Powerful the forest during exile
 2. Comprehension check

QUESTION ANSWERS

1. What is the literary treasure of This literary treasure is the Mahabharata.

India that is known as the
longest epic poem in the world?

2. Who wrote Mahabharata? It was written by Vyasa (a sage).

3. To who does the blind King He wants to give half of the kingdom to the
wants to give his kingdom? Kauravas and the other half to the Pandavas.

The Kauravas are the 100 sons of King

4. Who are the Kauravas? Dhritarashtra. Duryodhana and Dushasana were
the eldest among them.

They are the cousins of the Kauravas:

5. Who are the Pandavas? Yudhishthira, Bheema, Arjuna, Nakula and
Sahadeva.

They were threatened of the Pandavas because

6. Why were the Kauravas these men have married Draupadi, a princess
threatened of the Pandavas? from a powerful kigdom. Moreover, because their
father will be giving half of the Kingdom to them.

7. Who was hailed as King of

Kings in the Rajasuya Yagna Yudhishthira was hailed as the King of Kings.
ritual?

8. How did the Pandavas end up The Pandavas was played, tricked and cheated
in exile? upon by the Kauravas in a game of Dice.

9. How did the Kauravas found The Kauravas found out that the Pandavas were
out that the Pandavas were in in Matsya because they knew only a powerful
Matsya? warrior like Bheema can defeat Kecheeka.

The Kauravas, as they orgnanized an attack on

10. What started the war between Matsya when they had a hunch that the Pandavas
the two Kingdoms? were there, in order to expose themselves from
hiding.

11. Did the Kauravas returned the

Pandavas’ Kingdom after No, they did not return the Kingdom of the
successfully getting out from Pandavas.
exile?
12. Does the Pandavas wish for No, the Pandavas never wishes for war, it was the
war? Kauravas instead.

13. How many days did the war The war lasted for 15 days. (Other reference says
last? it lasted for 18 days)

Lord Krishna told Arjuna that it is evil to kill but as

14. How did Lord Krishna a warrior it is his duty to fight for his land.
convinced Arjuna to fight the Moreover, he said that he can only kill the body of
war? his kin but not their soul which is sacred, so he
should have faith in him.

15. What was the price of the The Pandavas lost their sons, even if they had
Pandavas winning the war? won the war.

16. What happened in the end of The Pandavas returned to Hastinapura and ruled
the story? it well for many years.

C. Application

Valuing Activity
1. The teacher will introduce a game to the students called “A STONE FOR A
TREAT!”
2. The teacher will give the mechanics of the game, conduct it and facilitate
during the activity proper.
3. The teacher will ask the class if who among them wants to participate in the
game.
4. The situation and concerns of the students shall be considered, so not
everyone is required to participate. The students who would not be
participating shall be asked to observe during the activity and help the teacher
monitor their classmates.

Mechanics:
a. The students should turn on their microphones and camera for the game.
The purpose of this is to monitor the movements and actions of the
students during the activity.
b. The participants need to collect stones from Point A to Point B.
Point A – represents the area where the device (cellphone,
laptops, etc.) of the student was set up.
Point B – represents any place where the students can collect the
tiny stones.
c. The stones shall be collected from outside their house and bring it to the
camera.
d. Students are required to run from Point A (place of the device) to Point B
(outside their homes) to collect a stone and bring it to Point A.
e. Each student needs to bring a tiny stone one at a time and show it to the
camera.
 f. When they show a stone to the camera they need to announce their name
and the number of the stone for monitoring. For instance:

Student runs from Point A to Point B to get a stone and returns to

the Point A… shows it to the camera and say ”Cybelle, 1” …runs
back to get another stone and returns, shows it to the camera and
say…”Cybelle, 2”…and so on.

g. The students will be given a minute to collect tiny stones.

h. The students can collect as many stones as they can within the allotted
time.
i. When the students are done collecting the stones they can announce their
name and say “The stones acquired are enough”.
j. When the timer stops and the student is not back to Point A and was not
able to announce the phrase above, then he/she will lose all the
corresponding points of the stones she had collected earlier.
k. NOTE: A stone is worth 3 points and each point corresponds to a sweet
treat which will be distributed during the face-to-face meetings.

5. After the activity, the teacher shall let the students rest and then announce
the results of the activity.
6. The teacher will ask the students to reflect on the activity they have done.
7. After giving the time to reflect, the teacher will ask the students to connect the
activity to the story.
8. The students will share their answers to the class.
9. The teacher will now flash the following information to the screen:

Activity Meaning

1. Stone Power and honor (in connection to

the story) but it represents anything
that one desire.

2. Point A It represents you/ yourself.

3. Point B It represents the sources/ resources

of our desire.

4. The path between Point A It represents your journey in

and Point B achieving success.

10. Again, the teacher will ask the students to relate and interpret the lesson of
the story to their activity using the information at the table.
11. The students will share their interpretations and reflections.
12. The teacher will supplement their ideas and leave them an insight.
D. Assessment

Bridging Text and Context

A. Individual Task: Answer the following questions. (5 points each)

1. What part of the story did you love most? Why?

2. If you were given a Kingdom like the Pandavas, would you accept it
or not? Why or Why not?
3. If you were in the place of the Pandavas, would you fight for your
honor and power, too? Why?
4. What is the main conflict of the story? What do you think is the root
of it?
5. Is fighting for honor and power as a duty different from fighting for
honor and power for greed? Explain why or why not.
6. What lesson/s about life does the Mahabharata offer us?

B. Group Task: Write a script to retell the Mahabharata story in a modern

setting and perform it through a role-play.

Guide:
 Your modern version of the story does not necessarily need to be
an exact duplicate of the original.
 Start with planning and creating your plot. This will help you in
writing a smooth flow of the script.
 These are the important points that you need to consider and
incorporate accurately in your modern story:
- The main characters: Kauravas and Pandavas (However,
you need to change their names)
- The conflict
- The life lessons from Mahabharata
 You may choose to alter the ending of the story based on how you
wanted it to end.
 Make sure that everyone in the group has a role in the activity.
(scriptwriter, narrator, character in the story, props and design, etc.)
 Be creative and I hope you would enjoy the activity ! ♡

Organization – 15%
CRITERIA

Accuracy of important points – 25%

Creativity – 40%
Overall performance – 20%
100%