Lesson Plan For Grade 8

Republic of the Philippines
Cebu Normal University

Osmeña Blvd., Cebu City, 6000,
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
Email: cte@cnu.edu.ph
Website: www.cnu.edu.ph
LESSON PLAN
For
EM20 The Teaching and Assessment of Literature Studies
I. Learning Competencies:
EN8LT-IId-2.2: Explain how the elements specific to a genre contribute to

the theme of a particular literary selection
EN8LT-IId-2.2.2: Explain the literary devices used
II. Lesson Objectives:
At the end of the lesson, the grade 8 students with 80% accuracy are
expected to:
a. identify the different elements of the folktale;

b. explain how the elements of the folktale contribute to the theme of the
literary piece titled “The Wonderful Pear Tree”; and
c. create a mind map about the literary devices used in the folktale “The
Wonderful Pear Tree”.
III. Subject Matter/Topic:
East Asia Literature: The Wonderful Pear Tree
IV. Instructional Materials:
● Laptop
● Internet
● Projector
● Bondpaper
● Strips of paper
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
V. Procedure:
SESSION 1
A. Stimulating Activity
● The teacher will ask six (6) volunteers and fill out one (1) element of the
folktale on the graphic organizer found on the board. Each volunteering
student will stand up and identify the different elements of the folktale by
placing a strip with the answer in which element of the folktale is being
described to. The following elements are:
Setting Characters Plot Conflict Resolution Theme
● The teacher will further explain the different elements of the folktale.
B. Actual Activity
● Then the teacher will present a picture of an author from East Asia who is
Pu Songling.
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
● The teacher will ask the students if they are familiar with this author.
● The teacher will introduce Pu Songling.
About the Author
Pu Songling
❖ He was the famous writer of the literary piece, The Wonderful Pear
Tree.
❖ He was a writer during the Qing dynasty, best known as the author of
Strange Tales from a Chinese Studio
❖ At the age of 18, he received the Xiucai degree in the Imperial
examination.
❖ He was awarded the Gongsheng ("tribute student") degree for his
achievement in literature rather than for passing the Imperial exam.
❖ He spent most of his life working as a private tutor, collecting stories
that were later published in Strange Tales from a Chinese Studio in
1740.
● Then the teacher will introduce one of the literary pieces of Pu Songling.
● The teacher will ask the students to read the story silently
● The teacher will discuss it through utilizing the elements of the folktale
which is the plot.
The Wonderful Pear Tree

By Pu Songling
Translated by Herbert A Giles
Once upon a time a countryman came into the town on market-day, and
brought a load of very special pears with him to sell. He set up his barrow in
a good corner, and soon had a great crowd round him; for everyone knew he
always sold extra fine pears, though he did also ask an extra high price.
Now, while he was crying up his fruit, a poor, old, ragged, hungry-looking
priest stopped just in front of the barrow, and very humbly begged him to
give him one of the pears. But the countryman, who was very mean and very
nasty-tempered, wouldn't hear of giving him any, and as the priest didn't
seem inclined to move on, he began calling him all the bad names he could
think of. “Good sir," said the priest, “you have got hundreds of pears on your
barrow. I only ask you for one. You would never even know you had lost one.
Really, you needn't get angry."
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
"Give him a pear that is going bad; that will make him happy," said one of
the crowds. "The old man is quite right; you'd never miss it."
"I've said I won't, and I won't!" cried the countryman; and all the people
close by began shouting, first one thing, and then another, until the
constable of the market, hearing the hubbub, hurried up; and when he had
made out what was the matter, pulled some cash out of his purse, bought a
pear, and gave it to the priest. For he was afraid that the noise would come
to the ears of the mandarin who was just being carried down the street.
The old priest took the pear with a low bow, and held it up in front of the
crowd, saying, "You all know that I have no home, no parents, no children,
no clothes of my own, no food, because I gave everything up when I became
a priest. So it puzzles me how anyone can be so selfish and so stingy as to
refuse to give me one single pear. Now I am quite a different sort of man
from this countryman. I have got here some perfectly exquisite pears, and I
shall feel most deeply honored if you will accept them from me." “Why on
earth didn't you eat them yourself, instead of begging for one?" asked a man
in the crowd. "Ah," answered the priest, “I must grow them first." So he ate
up the pear, only leaving a single pip. Then he took a pick which was
fastened across his back, dug a deep hole in the ground at his feet, and
planted the pip, which he covered all over with earth. " Will someone fetch
me some hot water to water this ? " he asked. The people, who were
crowding round, thought he was only joking, but one of them ran and fetched
a kettle of boiling water and gave it to the priest, who very carefully poured
it over the place where he had sowed the pip. Then, almost while he was
pouring, they saw, first a tiny green sprout, and then another, come pushing
their heads above the ground; then one leaf uncurled, and then another,
while the shoots kept growing taller and taller; then there stood before them
a young tree with a few branches with a few leaves; then more leaves; then
flowers; and last of all clusters of huge, ripe, sweet-smelling pears weighing
the branches down to the ground! Now the priest's face shone with pleasure,
and the crowd roared with delight when he picked the pears one by one until
they were all gone, handing them round with a bow to each man present.
Then the old man took the pick again, hacked at the tree until it fell with a
crash, when he shouldered it, leaves and all, and with a final bow, walked
away.
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
All the time this had been going on, the countryman, quite forgetting his
barrow and pears, had been in the midst of the crowd, standing on the tips of
his toes, and straining his eyes to try to make out what was happening. But
when the old priest had gone, and the crowd was getting thin, he turned
round to his barrow, and saw with horror that it was quite empty. Every
single pear had gone! In a moment he understood what had happened. The
pears the old priest had been so generous in giving away were not his own;
they were the countryman’s! What was more, one of the handles of his
barrow was missing, and there was no doubt that he had started from home
with two! He was in a towering rage, and rushed as hard as he could after
the priest ; but just as he turned the corner he saw, lying close to the wall,
the barrow-handle itself, which without any doubt was the very pear-tree
which the priest had cut down. All the people in the market were simply
splitting their sides with laughter; but as for the priest, no one saw him
anymore.
● The teacher will divide the class into four (6) groups and assign each
group a different element of the folktale to analyze.
● In their groups, have students discuss and identify how their assigned
element contributes to the theme of the folktale “The Wonderful Pear
Tree”. For example, if a group is analyzing the characters, they might
discuss how the actions and motivations of the characters contribute
to the theme of the folktale “The Wonderful Pear Tree”.
● The teacher will give students twenty (20) minutes to do it.
● The teacher will let each group present their analysis to the class,
explaining how their assigned element contributes to the overall theme
of the folktale “The Wonderful Pear Tree”.
● The teacher will give them five (5) minutes to present it to the class.
They will be graded according to this rubric:
https://www.readwritethink.org/sites/default/files/resources/printouts/
30700_rubric.pdf
● Then as a class, the students will discuss the different analyses
presented through oral recitation and come to a consensus on the
main themes of the folktale “The Wonderful Pear Tree”.
● Then the teacher will instruct students to write a short essay reflecting
on what they have learned about how the different elements of the
folktale contribute to the theme of the folktale “The Wonderful Pear
Tree”. Encourage them to use specific examples from the text to
support their analysis.
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
SESSION 2
C. Follow-Up Activity
● The teacher will discuss some common literary devices with examples.
Literary Devices
1. Simile: A comparison between two unlike things using "like" or "as."

For example, "Her eyes sparkle like diamonds."
2. Metaphor: A comparison between two unlike things without using

"like" or "as." For example, "He was a lion on the battlefield."
3. Personification: Giving human qualities to non-human things. For

example, "The wind whispered through the trees."
4. Alliteration: The repetition of the same sound at the beginning of

several words in a phrase or sentence. For example, "Sally sells
seashells by the seashore."
5. Hyperbole: An exaggeration used for emphasis or effect. For

example, "I've told you a million times!"
6. Imagery: Using descriptive language to create a picture in the

reader's mind. For example, "The sun was a fiery ball of orange sinking
into the horizon."
7. Symbolism: Using objects, characters, or actions to represent

abstract ideas or concepts. For example, a dove is often used as a
symbol of peace.
● The teacher will instruct students that they have a follow-up activity.
● The teacher will provide each student with a blank sheet of paper or a
mind map template. Instruct the students to write “The Wonderful
Pear Tree” in the center of the page and draw a circle around it.
● The teacher will ask students to identify the different literary devices
used in the folktale. As they identify each device, they should write it
on a branch extending from the center circle and draw a smaller circle
around it.
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
● The teacher will encourage students to use quotes from the text to
support their identification of each literary device.
● Once students have identified several literary devices, ask them to

make connections between them. For example, they might identify
how the use of personification in the description of the pear tree
contributes to the overall mood of the story.
● The teacher will give students twenty (20) minutes to do it.
● The teacher will call some students to share and discuss their mind
maps with the class, highlighting the different literary devices they
identified and the connections they made. Encourage students to ask
questions and provide feedback to their classmates.
Example:
Rubrics:
Creativity 15
Content 15
30 points
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
D. Evaluative Activity
Direction: Choose the letter of the correct answer.
1. Who is the author of the short story “The Wonderful Pear Tree”?
a. Po Song c. Pu Songling
b. PuSungli d. Songling Pu
2. Where did the story take place?
a. In the town on market day.
b. In Chinatown.
c. In the town on market eve.
d. In the USA.
3. Who is the Antagonist in the story?
a. The villagers. c. The brother.
b. The traffic enforcer. d. The countryman.
4. Who is the Protagonist in the story?
a. The taoist. c. The priest.
b. The chinese. d. The mother.
5. What is the theme of the story about?
a. Corruption c. Generosity
b. Greediness d. Commitment
6. What is the conflict of the story?
a. Conflict with the self
b. Conflict with the environment
c. Conflict with others
d. Conflict with the supernatural

Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
7. What does the pear symbolize?
a. immorality c. morality
b. honesty d. generosity
8. What does the pear tree symbolize?
a. good health and contentment
b. long life and good fortune
c. bad luck
d. everlasting love
9. Who translated this short story?
a. Herbert A Gil c. Gales Herbets
b. Herbert A Giles d. Thom Sons
10. What is one of the literary pieces Pu Songling wrote?
a. The Wonderful House of Pu
b. The Wonderful Pear Tree
c. The Beautiful Pear Tree
d. The Everlasting Love
VI. Assignment:
The students will be tasked to search for a folktale from East Asia
Literature. They will be then asked to identify the different elements of the
folktale and explain how the elements of the folktale contribute to the theme
of the literary piece, as well as the literary devices that are used. Then they
will share their work in the class at the next meeting. Each student will be
given five (5) minutes to present.
VII: Something you must Know

Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
The ancient Chinese believed that the pear was a symbol of

immortality. The long-lived pear tree came to symbolize long life and good
fortune. In Chinese literature, especially poetry, the destruction of a pear
tree also came to symbolize premature or tragic death. Though there are few
representations of pears in Chinese art, where they are found, yellow pears
or pear trees are used to symbolize the gold of good fortune and profit.
VIII. References
Leaf Group. (n.d.). The significance of the Pear Tree to the Chinese.
eHow. Retrieved April 24, 2023, from
https://www.ehow.com/info_8087297_significance-pear-tree-chinese.html
The wonderful pear tree. (n.d.). Www.slideshare.net. Retrieved April 24,

2023, from https://www.slideshare.net/RonelDayag3/the-wonderful-pear-
tree-250611509
Reedsy blog. (2019, June 27). 35 Literary Devices and Literary Terms (with
Definitions and Examples). Reedsy. https://blog.reedsy.com/literary-devices/
‌Pu Songling. (2021, February 22). Wikipedia.

https://en.wikipedia.org/wiki/Pu_Songling
Folk tale - it’s story elements, and quality characteristics. (n.d.).

Www.homeofbob.com. Retrieved May 29, 2023, from
https://www.homeofbob.com/literature/genre/fiction/folktales/
elements.html#:~:text=Characters%2C%20plot%2C%20setting%2C
%20theme
Oral presentation rubric - readwritethink. (n.d.).

https://www.readwritethink.org/sites/default/files/resources/printouts/
30700_rubric.pdf
ANSWER KEY
1. C
2. A
Philippines
College of Teacher
Education
Telephone No.: (+63 32) 254 1452 loc. 144
3. D
4. C
5. B
6. C
7. A
8. B
9. B
10. B

Lesson Plan For Grade 8

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Republic of the Philippines

Cebu Normal University

EN8LT-IId-2.2: Explain how the elements specific to a genre contribute to

EN8LT-IId-2.2.2: Explain the literary devices used

II. Lesson Objectives:

a. identify the different elements of the folktale;

III. Subject Matter/Topic:

East Asia Literature: The Wonderful Pear Tree

IV. Instructional Materials:

Setting Characters Plot Conflict Resolution Theme

About the Author

The Wonderful Pear Tree

1. Simile: A comparison between two unlike things using "like" or "as."

2. Metaphor: A comparison between two unlike things without using

3. Personification: Giving human qualities to non-human things. For

4. Alliteration: The repetition of the same sound at the beginning of

5. Hyperbole: An exaggeration used for emphasis or effect. For

6. Imagery: Using descriptive language to create a picture in the

7. Symbolism: Using objects, characters, or actions to represent

● Once students have identified several literary devices, ask them to

● The teacher will give students twenty (20) minutes to do it.

Direction: Choose the letter of the correct answer.

2. Where did the story take place?

a. In the town on market day.

c. In the town on market eve.

3. Who is the Antagonist in the story?

a. The villagers. c. The brother.

b. The traffic enforcer. d. The countryman.

4. Who is the Protagonist in the story?

a. The taoist. c. The priest.

b. The chinese. d. The mother.

5. What is the theme of the story about?

6. What is the conflict of the story?

a. Conflict with the self

b. Conflict with the environment

c. Conflict with others

d. Conflict with the supernatural

7. What does the pear symbolize?

8. What does the pear tree symbolize?

a. good health and contentment

b. long life and good fortune

9. Who translated this short story?

a. Herbert A Gil c. Gales Herbets

b. Herbert A Giles d. Thom Sons

10. What is one of the literary pieces Pu Songling wrote?

a. The Wonderful House of Pu

b. The Wonderful Pear Tree

c. The Beautiful Pear Tree

d. The Everlasting Love

VII: Something you must Know

The ancient Chinese believed that the pear was a symbol of

The wonderful pear tree. (n.d.). Www.slideshare.net. Retrieved April 24,

‌Pu Songling. (2021, February 22). Wikipedia.

Folk tale - it’s story elements, and quality characteristics. (n.d.).

Oral presentation rubric - readwritethink. (n.d.).

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