Mentees: Date and Time:

Aranco, Mary Jasmin S. February 23, 2022

Altero, Jee Claire A. 2:00 - 3:00 pm
Abadingo, Jasmin T.
Mentor:
Dr. Monique Cordova

Lesson Design for English 8

I. Intended Learning Outcomes:

Through the use of varied activities, 85% of the Grade 8 students should be able to:
A. explain how the struggles of modern China have shaped its literature;
B. analyze the characters in the story and demonstrate understanding of the social
issues presented through Marxist literary criticism;
C. present a virtual gallery of a setting in any Asian country depicting an incident
of social class disparity; and
D. create a journal entry using the element of flashback about an incident that
changed one’s outlook in life.

II. Learning Content:

English Literature Teaching Method or Approach Used:
Information-based and Personal-Response Approach

Topic: Lesson 6: Modern China: Tales of Struggles

● Short Story: Setting
● A Little Incident by Lu Xun
● Recognizing Flashback

Reference:
Book:
Estipona, M.I.B., Ramos, J., Yoma, K. (2020). Language in Literature Afro-Asian
Literature. 2nd Edition, 15-17. Vibal Group, Inc.

Materials:
● PowerPoint presentation for the stimulating activity (Genially) and
comprehensive discussion of the topics
● Video Clip that will introduce the topic “Modern China: Tales of Struggles”
https://www.youtube.com/watch?v=GU5HC06c590 (5:57 - 7:38)
● Google forms for the quiz

III. Learning Experiences:

A. Preliminaries

1. Prayer
2. Getting to know the teachers for the day
B. Activity

1. In a combination of “What’s Behind” and “Guess the Gibberish” game, the teacher shows
puzzled pictures and jumbled words that represent China.
2. The teacher randomly calls students to guess the pictures and the jumbled words.
3. The teacher presents a short video clip that shows a brief background of modern China’s
tales of struggles.

C. Analysis

After the activity, the teacher asks the students the following questions:
1. What do the pictures and words represent about China?
2. How do you view China and its people, culture, or history?
3. After watching the video, what are your impressions about the struggles that China went
through in the past?
4. How did the so-called Cultural Revolution affect the literature of China?

D. Abstraction
1. The teacher discusses the following topics:

A Little Incident by Lu Xun (Short Story)

About the Author

Zhou Shuren (1881-1936), known by his pen name, Lu Xun, was a renowned writer
and fictionist in the early 20th-century China. He was educated in Japan but eventually
returned to China to teach science. Later on, he served on the Ministry of Education. With
the array of novels and stories that he wrote, his short story, "A Madman's Diary" is the
most well-known. His writings are characterized as powerful commentaries against social
abuse and exploitation among the social classes.

Overview
It is a short story written by Lu Xun in1920 about an unforgettable incident that a
young man had experienced in the past. The man looks back on his memories and narrates
the details of the little incident he encountered. The story doesn’t only focus on internal
conflict but also presents the social problems that exist in the society.

Point of View
It is told from the first point of view. The narrator is the main character himself.

Setting
The story happened on the road near the South Gate, on a winter day in the sixth
year of the Republic.
 The Characters
● The Narrator - an educated young man who comes from the upper class of
society. He is both the protagonist and the antagonist of the story. He
experiences an internal conflict.
● Rickshaw Puller - the man hired by the narrator. As he brings the narrator to his
work, an old woman accidentally crashed into the rickshaw. He had shown
concern and helped the woman.
● The old woman - the person who got involved in the accident and suffered from
a small injury.
● The police officer - the person who informed the narrator that the rickshaw
puller can no longer continue to drive for him.

Conflict

Man vs Himself - The narrator experienced an internal conflict. In the beginning,

he was inconsiderate of the old woman, making him selfish in the incident. However, as
the events unfolded and he had witnessed the goodwill of the rickshaw puller, he then
started to feel responsible for his actions towards the old woman. Also, he questioned
himself why he had given the money to the puller. Thus, the narrator felt ashamed of his
actions and the incident served as an eyeopener for him to better himself.

2. Through a story chain, the teacher asks the students to retell the events that happened in the
story. After every element of the plot, the teacher asks comprehension questions to make the
discussion more interactive and stimulate the students’ understanding of the story.

The Plot

1. Exposition - The narrator remembers the day when a little incident happened to
him. The wind was furious on that winter day in the sixth year of the Republic.
The narrator got up early to earn a living. After moments of looking, he finally
hired a rickshaw. He told the rickshaw puller to take him to the South Gate; the
puller ran quickly.

● Considering the setting of the story, what do you think is the social condition
of the country during this time?
● What can be inferred about the social status of the two characters
introduced? The narrator and the rickshaw puller?

2. Rising Action - Before reaching the South Gate, an old woman darted in front
of them. The rickshaw puller tried to avoid her but it was too late. The old
woman got dragged by the rickshaw and fell to the ground. The puller was able
to slow his pace, so the old woman had no serious injury. When the puller
halted, he immediately went to the old woman.

● What factors might have contributed for the incident to happen?

● Given the factors, who should we blame for the incident?
 3. Climax - The narrator got irritated when the puller went on involving himself
in some foolish complication that will only delay his journey. He insisted that
the old woman wasn’t hurt and ordered the puller to let her be. However, the
puller didn’t listen to him. Instead, the puller continued to help the woman and
guide her to another place. The narrator followed them and to his surprise, he
noticed a police station.

● Here, it can be seen how the two characters reacted to the incident
differently. How would you describe the attitude of the narrator and the
rickshaw puller?
● Do you think the social status of the characters have affected their
personality or how they reacted to the incident? Why or why not?
● Why was the narrator surprised when he saw the rickshaw puller taking the
woman into the police station?
● If you were the narrator, would you have reacted the same? Why or why
not?
● If you were the rickshaw puller, would you have done the same? Why or
why not?

4. Falling Action - When the puller and the old woman entered the police station,
the narrator suddenly felt this pressure that was supposed to be the outcome of
his actions. He was stunned as he witnessed an act of kindness from the puller
and was ashamed of his conduct earlier.

● What did the narrator feel during this scene? Why did he feel that way?
● Have you noticed the shift of attitude of the narrator? In what way was this
shown?

5. Resolution - The narrator pulled forth a big fistful of coppers from his pocket
and told the officer to give it to the puller. Six years later, the narrator still
remembers the incident clearly as it had been meaningful to him.

● What could have urged the narrator to give a fistful of coppers to the puller
and the woman? What could be implied by his action in today’s society?
● How would the story be different if told through another character’s eyes?
● What moral is highlighted in the story?

Questions raised from a Marxist literary lens:

● What does the author portray about society? What role does the class
system play in the story?
● Considering the setting, what could have influenced the author to write
about such issues? Do you think the sociopolitical condition of China
during that time influenced his writings?
● Are these kinds of issues on oppression, class disparity and conflict,
relevant in our country today? Site some examples.
3. The teacher continues to discuss the following:
Symbols
● I - The use of “I” signifies the higher position that the narrator holds in the story.
Thus, the narrator symbolizes the people who belong in the upper class of society.
● Rickshaw puller - He exemplifies those people who work hard for a living. In the
story, he works for the narrator but he breaks the concept that they’re obliged to
follow every order from those in power.
● Old woman - The old woman represents those who are oppressed in the society.
As observed in the story, the old woman was weak and needed all the help to get
back on her feet.
● Coppers - The fistful of coppers symbolizes the narrator’s conscience.
● The wind - The wind connotes the growth of the narrator. When the wind ceased
entirely, the narrator learned a lesson from the incident.

Theme
● Social class disparity - The story is a representation of class distinctions and class
conflict. It includes individual attitudes, behaviors, systems of policies and
practices that are set up to benefit the upper class at the expense of the lower class.
● Compassion is the basis of morality - We must practice compassion and sympathy
at all times because it is a way to help those in need. A little help can also make a
big difference not just in society, but also in another person’s outlook in life.
● Moral conscience judges our choices - It is our conscience that urges us to do good
and avoid evil. It weighs in on specific decisions we make in our lives.

Short Story: Setting

In simple words, the setting is the time and place of the story. This includes the
physical location, locale, historical time, and even the social circumstances in which the
story happened. Setting plays an important role in the development of the story.
● How will you describe the setting in which the Little Incident took place?
● What have you noticed about the mood or atmosphere in the story? Did it change
as the story unfolds?
● What is the role of the setting in depicting the underlying theme of the story?

Recognizing Flashback
In modern fiction, the writer sometimes recalls incidents that happened in the past.
Past incidents may be inserted to clarify the character’s motivation and attitude as well as
to provide the context to essential events in the story. This is called flashback. Notably,
flashback is an interruption of the chronological progression of the story.

● In the story, how did the author make use of the element of flashbacking in telling
the story?
● How do flashbacks help readers better understand the story?
E. Application

Virtual Gallery Tour

1. The teacher groups the class into five. Each group is provided with a breakout room.
2. Each group is tasked to choose a specific country in Asia, wherein they will think of a
situation or incident that highlights class disparity within that country.
3. Each group shall make a creative photo collage containing images of the setting of the
country they have chosen, which shows the situation they have thought of.
4. Each group is given 7 minutes to prepare and 3 minutes to present their outputs. The group
shall assign a “Narrator” to show and explain their output to the class.

F. Assessment

The teacher administers a 15-item quiz through Google forms.

https://docs.google.com/forms/d/e/1FAIpQLSeLQQfohtnYQMLh5PGVgqjPYUlzb4-
7V8oAZIx0P-qQ54kYag/viewform

Directions: Read the questions carefully and choose the letter of the correct answer.
1. The struggles that China experienced in its dark past became a significant theme in their literary
pieces. Which of the following is NOT a prevailing theme in many modern Chinese fictions?
A. Communism
B. Social Classes
C. Environmental Crisis
D. Equality

2. Where was the story “A Little Incident” set?

A. China
B. Japan
C. Korea
D. Philippines

3. Which of the following traits best describes the rickshaw puller?

A. Unbothered
B. Compassionate
C. Ethical
D. Optimistic

4. Which of the following traits best describes the narrator?

A. Unforgiving
B. Passive
C. Insensitive
D. Pessimistic
5. Based on the narrator’s actions, what can be inferred about his status in the society?
A. He comes from the working-class.
B. He is someone who works as a peasant or farmer.
C. He belongs to the bourgeoisie or upper class.
D. He is someone who works as a craftsman or merchant.

6. What literary element is employed in these lines of the story: “Six years have gone by, as so
many winks, since I came to the capital from the village… events known as “affairs of the state”,
a great number of which I have seen or heard about.”
A. Flashbacking
B. Foreshadowing
C. Allusion
D. Deconstruction

7. What literary element is employed in this line of the story: “It was a winter day in the sixth year
of the Republic, and a strong northernly wind blew furiously.”
A. Point of view
B. Characters
C. Setting
D. Theme

8. The story opens with the line “...a strong northernly wind blew furiously,” and unfolds with the
line, “...the wind had ceased entirely.” What do you think these lines signify?
A. It signifies the weather condition which is a contributing factor to the incident that
happened.
B. It signifies the changing of weather which reflects the socio political circumstances in
China during that time.
C. It signifies the mood of the story which tells about the characters’ reactions to the
incident.
D. It signifies the change of atmosphere in the story which hints at the change of the
narrator’s attitude and outlook in life.

9. Why do you think the narrator felt irritated when the rickshaw puller stopped and helped the
woman?
A. He thinks that the woman was not badly injured and the rickshaw puller was merely
making difficulties for himself.
B. He thinks that it is a waste of time to get involved in some foolish incident and it might
delay and trouble his journey.
C. He thinks that the woman was just exaggerating and the rickshaw puller should just
ignore and continue his duty.
D. He thinks that the rickshaw puller was foolish for disobeying his order when he told
him to move on and never mind the woman.
10. Why was the narrator surprised when he saw the rickshaw puller taking the old woman into
the police station?
A. He was afraid that the police might conduct an investigation that would cause more
delay to his work. hold him accountable for the incident.
B. He was shocked that the rickshaw puller did not hesitate to take accountability for the
incident, an act he would not have thought of doing.
C. He was worried that the police might also hold him accountable for the incident that
happened.
D. He was surprised that the rickshaw puller refused to listen to his explanations and did
not care about him at all.

11. When the narrator gave the policeman a big fistful of copper for the rickshaw puller and the
woman, what does this imply?
A. The conscience of the narrator towards his reaction to the incident.
B. He just wanted to avoid being dragged to the situation and come clean.
C. He was afraid that he might be arrested by the officer.
D. He gave it as a reward for the ethical deeds of the rickshaw puller.

12. Did the narrator experience a shift of attitude from the beginning towards the end of the story?
A. Yes, the narrator was inconsiderate of the old woman’s feelings at first but he ended up
giving money to help the latter instead.
B. Yes, the narrator was prejudiced against the rickshaw puller at first but the latter’s
kindness made him recognize his pettiness.
C. No, the narrator’s present self could not forget his past.
D. No, the narrator remained hesitant and petty after the little incident.

13. What character in the story has had the most impact on the Narrator’s development as a person?
A. Rickshaw puller
B. Police Officer
C. Woman
D. Both A and C

14. How did the incident change the narrator’s outlook in life?
A. He vividly remembers the incident and still feels irritated with the rickshaw puller.
B. The incident has become a disturbing memory of his past.
C. The narrator felt ashamed remembering and reflecting how he behaved in that incident,
which served as a lesson to better himself.
D. The incident was an eyeopener for him to do good to others and practice his moral and
ethical values.

15. The following are the purposes of flashback in a story. Which is NOT?
A. It aids in incorporating diverse time eras.
B. It is a technique used by writers to deliver background information that supports the
main plot.
C. It can assist the readers in better understanding why and how the protagonist ended up
in the circumstance that drives the plot.
D. It sets the tone, introduces characters and conflicts, and hints at the story’s themes.
IV. Assignment

The teacher assigns each student to write a 2-3 paragraph journal entry about an incident
that they have encountered in the past which changed their outlook in life today. The students are
to make use of the element of flashback in writing their entry. They are to make their journal
creatively, with the freedom to explore and use online platforms such as Canva. The output should
be submitted in a pdf format.

The students are graded according to the following rubric:

Content (includes the use of flashback) - 20

Organization - 15
Spelling and Grammar - 10
Creativity -5
_____________________________________________
Total - 50 points