KING’S COLLEGE OF MARBEL, INC.

9506 Brgy. Morales, City of Koronadal, South Cotabato

PHILIPPINES
Tel. No.: 083-228-1922

Subject/ Grade level: English 8 Time Frame: 2 Days/ 2 hours

Quarter: Quarter 4 Teacher: Johannes Jude D. Leonida

Unit Topic: South and West Asian literature

STAGE 1- DESIRED RESULTS

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates understanding of The learner transfers learning by composing a

South and West Asian literature as an variety of journalistic texts, the contents of
expression of philosophical and religious beliefs; which may be used in composing and
information flow in delivering a memorized oral speech featuring
various text types; reality, fantasy, and opinion use of properly acknowledged information
in listening and viewing materials; word sources, grammatical signals for opinion-
decoding strategies; and use of information making, persuasion, and emphasis, and
sources, active/passive constructions, appropriate prosodic features, stance, and
direct/reported speech, perfect tenses, and behavior.
logical connectors in journalistic writing.
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

The learner will understand that to compose a How can composing journalistic texts and
variety of journalistic texts, the contents of delivering memorized oral speeches using
which may be used in composing and delivering properly acknowledged sources, grammatical
a memorized oral speech featuring use of signals, and appropriate prosodic features help
properly acknowledged information sources, us effectively convey opinions, persuade
grammatical signals for opinion-making, others, and emphasize key points?
persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior is
influenced by the South and West Asian
literature as an expression of philosophical and
religious beliefs; information flow in various text
types; reality, fantasy, and opinion in listening
and viewing materials; word decoding
strategies; and use of information sources,
active/passive constructions, direct/reported
speech, perfect tenses, and logical connectors
in journalistic writing.
KNOWLEDGE/UNDERSTANDING SKILLS

The learners will know: The learners will be able to:

 notable literary genres contributed by  identify notable literary genres
the South and West Asian writers. contributed by South and West Asian
writers.
(EN8LT-IVa-13)

TRANSFER GOALS

The learner on their own and in the long run will be able to independently compose and deliver
speeches and journalistic texts that effectively use sources, persuasive language, and clear
communication to express opinions and influence others.
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

STAGE 2- ASSESSMENT EVIDENCE

Performance Task 6 Facets of Learning Other Evidences
GRASPS The learners demonstrate
understanding covering the 6
Goal: facets of understanding.
Your task is to write and deliver a Topic: South and West Asian 1.Graded Recitations
short speech that expresses your literature
opinion on how literature reflects 2. Collaborative
cultural and religious beliefs. Explanation: Students will Activities
explain how the Ramayana reflects 3. Individual
Role: Hindu beliefs like dharma and Activities
You are a student preparing a karma, while Bewildered Arab
speech for a classroom expresses Sufi themes of divine 4. Assignments
presentation. love and spiritual struggle.
5. Performance Tasks
Audience: Interpretation: They will
interpret deeper meanings, such
Your audience is your classmates
as Rama’s journey symbolizing
and teacher.
spiritual fulfillment, and the Arab’s
Situation: bewilderment as a metaphor for
seeking God.
You need to create a speech that
shares your views, supported by Application: Students will create
examples from South and West speeches or essays to show how
Asian literature, and deliver it using these works convey cultural and
clear and persuasive language. religious messages, like the
Product/Performance: Ramayana teaching duty and
loyalty, and Bewildered Arab
You will write a brief journalistic exploring the mystical search for
text and deliver it as a memorized God.
speech, using correct sources and
persuasive techniques. Perspective: They will compare
religious perspectives, examining
Standards how the Ramayana reflects Hindu
Your performance will be graded moral duty, while Bewildered Arab
based on the following criteria: embodies Islamic Sufi spiritual
longing.
Content Mastery 25%
Empathy: Through Rama’s
Memorization and Delivery 25%
struggles and the Arab’s spiritual
Voice Quality and Expression confusion, students will develop
20% empathy for the characters’
emotional and moral journeys.
Body Language
15% Self-Knowledge: Learners will
Audience Engagement reflect on how these themes
10% connect to their own beliefs,
gaining personal insights through
Timing 5% literature.
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CRITERIA FOR ORAL MEMORIZED SPEECH

Criteria Description Weight (%)

Content Mastery Demonstrates thorough 25%

understanding of the topic.
Speech is accurate, relevant,
and well-organized. No factual
errors or significant omissions.
Memorization and Speech is fully memorized with 25%
Delivery minimal pauses or stumbles.
Words flow naturally, avoiding
over-rehearsed or robotic tone.
Voice Quality and Clear and audible voice 20%
Expression projection. Appropriate tone,
volume, and pace. Use of
expression to emphasize points
or convey emotions
Body Language Effective use of gestures, facial 15%
expressions, and posture. Good
eye contact with the audience;
natural body movements that
reinforce speech.
Captures
Audience Engagement and maintains 10%
audience interest. Responds
appropriately to audience
reactions. Uses rhetorical
devices to engage the audience.
Timing Speech adheres to the allotted
time frame. Avoids rushing or 5%
unnecessarily elongating points.
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STAGE 3: THE LEARNING PLAN

PROCEDURE TEACHER’S ACTIVITY STUDENTS’ACTIVITY

ADMINISTRATIVE
ROUTINE

(The Teacher will lead the

Prayer
prayer)
Dear Heavenly Father,
We thank You for this day and
the opportunity to learn. Bless
our teachers with wisdom and
patience, and help us to be
eager and diligent students.
Guide our actions and words,
and let this classroom be filled
with respect and kindness.
In Your name, we pray.
Amen. Amen

Greetings
Say: Good morning, class! Good morning, sir!

Say: Kindly take your seat. Thank you, sir.

Say: How is everyone doing? We’re doing great, sir!

 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
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Say: I’m glad that everyone is

doing fine. Are you ready to
Yes, sir!
listen?

Say: Hello, everyone. I am

Introduction of the Johannes Jude Leonida, you
Self can call me Sir Jude. I will be
your English teacher today.

Checking of Say: Please be at your proper

Attendance seats for I will be checking your
attendance according to your
seat plan.
[The teacher checks the
attendance using the seat
plan.]

Yes sir.
Say: Before we start, can you [reads the classroom rules]
please read the classroom
rules?
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Say: Thank you class. I hope

that you will follow all of these
classroom rules.
Motivational
Activity
Say: Now, group yourselves
into 6 groups and do this activity
Yes , sir
Activity 1: Reconnect Me!
Poem, drama, fiction and
The learners will have a puzzle novels
consist of different genres such
as poem, short stories, drama,
and so on. The fastest who
Our lesson for today is all about
complete the puzzle, win the
literature, sir.
game
Say: Did you enjoy the game?
Say: What words did you
discover in connecting the
pieces of Jigsaw?
Say: What do you think is our
topic for today’s lesson? Poetry
I. EXPLORE
Say: Very good, class! Short stories
A. Presentation of
Say: What comes to your mind Novels
the lesson topic
when you see the word
LITERATURE? Written works from different
person, sir.

Say: Literature encompasses

KING’S COLLEGE OF MARBEL, INC.
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the literary work of different Story of Mahabharata from

person and culture. They are India, sir.
characterized by a variety of
genres, style and themes. Stories of the Arabian Nights.

Say: Can someone give an Analects of Confucius

example of Literature?

Me sir

Me too, sir

Say: Yes, very good. .

Say: Now, who wants to play?

The teacher will pick 10

students to hold the title of a
literary piece. Then he will read
the description of a literary
piece that the students are
holding. The remaining students
will align with the answer they
feel correct, if they got the
wrong answer means they are
out. The remaining students
who got the correct answer will
move to next round.

Activity 1 Matching Activity:

South and West Asian Literature

Instructions: Match the literature

title (Column A) with the correct
description or author (Column B).
the students will have 1 minutes to
think.
KING’S COLLEGE OF MARBEL, INC.
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Column A: Literature Titles

1. Ramayana

2. The Conference of the Birds

3. Gitanjali

4. Shahnameh

5. One Thousand and One Nights

6. The Kite Runner

7. The Alchemist

8. My Name is Red

9. The God of Small Things

10. A Street in Delhi

Column B: Descriptions/Authors

A. An epic poem by Ferdowsi

recounting the history of Persia.

B. A collection of moral tales and

fables from Indian folklore.

C. A famous collection of Middle

Eastern folktales featuring characters
like Scheherazade.

D. A novel by Khaled Hosseini that

explores friendship and betrayal in
Afghanistan.

E. A collection of poems by
Rabindranath Tagore, reflecting
spirituality and the human experience.

F. A novel by Arundhati Roy that

delves into family and social issues in
India.

G. A philosophical novel by Paulo

KING’S COLLEGE OF MARBEL, INC.
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Coelho about a shepherd's journey to

discover his personal legend.

H. A narrative poem by Attar that uses

birds as metaphors for human quests
for meaning.

I. A novel by Orhan Pamuk that

explores themes of art and identity in
the Ottoman Empire.

J. An ancient Indian epic that tells the

story of Prince Rama and his
adventures.
The powerpuff girls got the
perfect score sir.

Say: Last three seconds, three,

two, one, time is up!

Say: Who got the perfect

score? Interesting, sir.
Say: Very good! Okay now
please go back to your proper
seats.

Say: Thank you! How did you

find the activity?

Yes sir.
Say: You are right! Thank you.
Today, we are going to have a [reads the learning targets]
tour to the South and West Learning Objectives
Asian countries but before that
kindly read the learning targets. At the end of the lesson; I
can:

a.) Identify different

Learning Objectives types of literature
At the end of the lesson, I from South and West
Asia.
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can; b.) Discuss how South

and West Asian
a.) Identify different types literature reflects the
of literature from everyday lives and
South and West Asia. beliefs of people from
b.) Discuss how South these regions.
and West Asian c.) Participate actively in
literature reflects the class discussion and
everyday lives and activities.
beliefs of people from
these regions.
c.) Participate actively in
B. Learning class discussion and
Activity activities. (the students count off and
form
II. Firm Up
Say: Now, settle down for we their groups)
are about to begin our lesson.

Say: To start our lesson, let’s

have a group activity. You will
have to count off from 1-4. Let’s
start from left side of the room.

(The teacher will distribute

the materials)

Activity 2: Connect Me

(The learners will make a

graphic organizer about the
different genres of literature)

Directions: Each group will

make a graphic organizer in a
manila paper. They can surf the
internet to gather information.

(see attachment below)

(Each group will have a

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representative to report their Yes , sir

output.)

Say: Did you enjoyed the

activity?

Say: Let us all now dig into the

important part of the lesson. Let
us all talk about the literatures
from both South and West
Asian

(The teacher distribute

handouts.)

South and West Asia is rich of

literary genres, each reflecting
the diverse cultures, histories,
and philosophical beliefs of the
region. Understanding these
genres can deepen our
appreciation for the literature
and the societies that produced
them.

1. Persian Poetry

Notable Works and Authors:

Rumi, Hafez, Ferdowsi

Themes and Features: Persian

poetry is characterized by its
lyrical beauty and profound
philosophical themes. It often
explores love, mysticism, and
the relationship between the
divine and the human. The use
of metaphors and symbolism is
KING’S COLLEGE OF MARBEL, INC.
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prominent, with nature

frequently depicted as a
reflection of inner emotions.

2. Urdu Literature

Notable Works and Authors: Mir

Taqi Mir, Saadat Hasan Manto,
Faiz Ahmed Faiz

Themes and Features: Urdu

literature, especially poetry, is
known for its emotional depth
and social commentary.
Ghazals, a popular form,
express themes of love and
loss, often intertwining personal
experiences with broader
societal issues. Manto's short
stories provide poignant insights
into the human condition,
particularly regarding identity,
partition, and societal taboos.

3. Bengali Literature

Notable Works and Authors:

Rabindranath Tagore, Bankim
Chandra Chattopadhyay, Kazi
Nazrul Islam

Themes and Features: Bengali

literature encompasses a range
of genres, including poetry,
novels, and plays. Tagore’s
work emphasizes themes of
spirituality, nature, and
humanity, often blending folk
traditions with modernity. The
genre is also marked by a rich
KING’S COLLEGE OF MARBEL, INC.
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tradition of political and social

themes, reflecting the struggle
for independence and identity.

4. Arabic Literature

Notable Works and Authors:

Khalil Gibran, Naguib Mahfouz,
Adonis

Themes and Features: Arabic

literature has a long history,
from classical poetry to
contemporary novels. It often
explores themes of faith,
existence, and societal change.
The genre is known for its
eloquent prose and poetic form,
with works reflecting the cultural
and political landscapes of the
Arab world.

5. Pakistani Literature

Notable Works and Authors:

Mohsin Hamid, Kamila
Shamsie, Bano Qudsia

Themes and Features:

Contemporary Pakistani
literature engages with complex
social issues, including gender,
identity, and the impact of
political turmoil. Hamid's novels
often blend personal narratives
with broader themes of
globalization and belonging.

6. Indian Literature
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Notable Works and Authors:

Arundhati Roy, Jhumpa Lahiri,
Salman Rushdie

Themes and Features: Indian

literature is incredibly diverse,
reflecting its multicultural
society. Themes of migration,
identity, and the clash between
tradition and modernity are
common. Writers like Roy and
Lahiri explore personal stories
within the larger context of
societal change, while Rushdie
blends magical realism with
historical narratives.The teacher
further explain the stories
through movie clips.

Say: Did you learned something

today?

Activity 3: Reflect on me!

Say: In a ½ sheet of paper,

answer the following questions

1. In what ways do the literary

genres of South and West Asia
reflect the cultural identities and
philosophical beliefs of the
regions they represent?

2. What common themes can

be identified across different
literary genres in South and
West Asian literature, such as
love, identity, and societal
change? How are these themes
expressed differently in each
 KING’S COLLEGE OF MARBEL, INC.
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genre?

3. How have historical and

social contexts influenced the
development of literary genres
in South and West Asia? Can
you provide specific examples
of how these contexts shape the
themes and styles of various Yes, sir
authors?

Say: Did you enjoy the activity?

Closure
Each group markers and manila
paper for tomorrow's
activity.South and West Asian
literatures showcase a rich
diversity of genres that reflect
the complexities of their cultural
and historical contexts. Persian
poetry, exemplified by Rumi,
explores themes of love and
Summary of the mysticism, while Urdu
discussion literature, through authors like
Manto and Faiz Ahmed Faiz,
addresses societal issues and
mirrors personal struggles
within broader social
challenges. Bengali literature,
notably by Rabindranath
Tagore, blends traditional
themes with modern ideas,
significantly influencing Bengali
identity and reflecting historical
struggles for independence.
 KING’S COLLEGE OF MARBEL, INC.
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Arabic literature spans

classical poetry to contemporary
prose, highlighting societal
issues and cultural evolution.
Pakistani authors like Mohsin
Hamid and Kamila Shamsie
explore identity and belonging in
a post-colonial context, while
Indian literature, represented
by Jhumpa Lahiri and Arundhati
Roy, examines migration and
cultural values. Together, these
genres provide a platform for
students to explore universal
human experiences and engage
in meaningful discussions about
how literature resonates with
contemporary issues, fostering
a deeper understanding of the
texts and their societal
implications.

Say: for your assignment, I

want you to look for the unique
features that are present in
each of the literature that we
have discussed. What are their
differences and similarities?
Assignment What makes them special from
one another?

Each group markers and manila

paper for tomorrow's activity.

Say: Now, let’s see if we Yes, sir

achieved our learning targets for
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today Yes, sir

Say: Did you identified different

types of literature from South
and West Asia?
Say: Did we discussed how Yes, sir
South and West Asian literature
reflects the everyday lives and
beliefs of people from these
regions?

Say: Did you participate actively

in class discussion and
activities?

Say: For your closure activity

called “Snowstorm” get a piece
of paper and write down what
Dismissal
you have learned today. You
will throw the paper you are
holding and then each of you
will pick another piece of paper
and you will read it in front of
the class.

Say: All right! This will be the

end of our class today. See you
at our next meeting. Have a
good day, Class!

Say: Please let us rise and bow

our heads for our prayer. Dear
Day 2
Heavenly Father, Thank You for
ADMINISTRATIVE this day and our chance to
ROUTINE: learn. Bless each one of us with
wisdom and guide us to be Amen
PRAYER
attentive and kind. Help us to
support one another and do our
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

best. In Jesus name, we pray.

Amen.

Say: Good morning, Class.

Say: Kindly take your seat.

Good morning, sir
Say: How are you today?

Say: I’m glad to know you are

all well. Now are you all excited We’re good, sir

Greetings on what are we going to learn

today?
Yes, sir
Say: That’s great!

Say: Now, please arrange

chairs and pick up the garbage
in your place.
Classroom
Management Say: Make sure that you are in
your proper seats because I will
Checking of
check your attendance using
Attendance
the seat plan.

(Use seat plan to check the

attendance)

Say: Okay class! What did we

tackled last meeting?
Review
Last meeting sir, we tackled
about the South and West
Asian literature. Specially the
Say: can you give me the different genres of South and
different literatures of South and
 KING’S COLLEGE OF MARBEL, INC.
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PHILIPPINES
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West Asian countries? West Asian literature.

1. Persian Literature

2. Urdu Literature

3. Bengali Literature

4. Arabic Literature

Say: I have given you an 5. Pakistani Literature

assignment which is to look for
the unique features that are 6. Indian Literature
present in each of the literature
that we have discussed. What
are their differences and
similarities? What makes them
Yes, sir
special from one another? Am I
right class?

Say: Now, before we are going

to deepen your understanding
let’s have an activity.

Say: Each group will have one

literature. You will identify the
unique characteristics and
salient features of that particular
literature.
Motivation
Say: group 1 will be Persian
Literature, group 2 Urdu
Literature, group 3 Bengali
Literature, group 4 Arabic
Literature. Group 5 Pakistani
Literature and group 6 Indian
Literature.

Say: Good job, class!

(The teacher will discuss

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further the topic in the

assignment)

Say: Today, the learning

targets that you are going to
achieve are posted on the
board. Please read the learning
targets.

Learning Objectives

At the end of the lesson; I can;

1. determine the different

genres of south and west
Asian literature Learning Objectives

III. DEEPEN 2. identify the salient features At the end of the lesson; I can;
of different literary genres
PRESENTATION 1. determine the different
of south and west Asian
OF LEARNING genres of south and west
countries, and
TARGETS Asian literature
3. participate actively in class
2. identify the salient features
discussion and activities.
of different literary genres
of south and west Asian
countries, and
Say: Thank you class!
3. participate actively in class
discussion and activities.

Say: Let’s dig into the rich

culture of literary genres from
South and West Asia, focusing
on Persian, Urdu, Bengali,
Arabic, Pakistani, and Indian
literature.

Persian literature primarily

features poetry, particularly the
lyrical ghazals and epic
KING’S COLLEGE OF MARBEL, INC.
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narratives like the Shahnameh,

with themes of love, mysticism,
and philosophy that often reflect
Sufi influences. It is
characterized by its rich
symbolism and metaphorical
depth. Moving to Urdu
literature, we see a strong
tradition of poetry, including
ghazals and nazms, alongside
impactful prose from writers like
Saadat Hasan Manto and Faiz
Ahmed Faiz, who tackle social
issues and personal narratives.
Urdu literature shares thematic
elements with Persian literature,
especially in its exploration of
love and spirituality, but it often
addresses contemporary
societal challenges more
directly.

Next, Bengali literature boasts

a vibrant mix of poetry and
prose, with figures like
Rabindranath Tagore and Sarat
Chandra Chattopadhyay leading
the charge. This literature often
explores themes of nationalism,
social justice, and humanism,
blending traditional motifs with
modern ideas. It parallels Indian
literature in its focus on identity
and cultural heritage, though it
uniquely reflects the historical
context of Bengal's struggle for
independence.
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In Arabic literature, we find a

rich poetic tradition that ranges
from classical forms like the
qasida to modern free verse,
addressing complex themes of
identity and social issues. The
prose of writers such as Naguib
Mahfouz provides political
commentary and reflects the
multifaceted nature of Arab
culture. Pakistani literature,
closely related to Urdu literature
due to linguistic ties, engages
with themes of identity and
belonging in a post-colonial
context, addressing the unique
social and political challenges of
Pakistan.

Lastly, Indian literature

encompasses epic poetry, such
as the Mahabharata and
Ramayana, and modern novels
by authors like Arundhati Roy
and Jhumpa Lahiri. This body of
work showcases a broad range
of themes, including migration
and social justice, reflecting
India's diverse cultural
landscape.

In summary, while these literary

traditions share common
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themes like love, identity, and

societal issues they differ in
style, cultural context, and
historical influence, each
offering a unique perspective on
the human experience in their
respective regions.

Say: Did you learned something

class?

Say: Great! Looks like you

have studied and learned a lot
about our lesson and
assignment yesterday. Yes, sir

Say: And now, I think you’re

now ready for your second
activity, called “Reflect on me”

ACTIVITY 2: REFLECT ON ME

Say: In a ½ sheet of paper

answer the following questions

1. How do the predominant

themes in these literary
traditions reflect the historical
and cultural contexts of their
societies, and how might they
influence contemporary
literature?
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2. In what ways does literature

serve as a critique of social
issues, and how do different
genres approach this theme
across various cultures?

3. How do different literary

traditions explore the concept of
identity, and what factors
influence the thematic variations
in their narratives?

Say: Did you enjoy our first

activity?

Say: okay class, let’s have our

last activity to deepen your
understanding about the poem.

Say: please go back to your

proper seats.
IV. TRANSFER
Say: At this point, you will have
your last activity.

Say: And now, I think you’re

now ready for your first activity,
called “Creating a concept
map”

ACTIVITY 1: Creating a
Concept Map

Say: In the same 6 groups,

each group will create a
Concept Map.

Instruction: You will have 1

literary topic or genre only and it
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will be based on the 6 literary

genres we tackled. It should be
creative and neat. Each group
should have a leader and
assistant. All member must
have participation because all
member should report their
output in front. 30 minutes will
be given in order to finish this
activity

(After 30 minutes)

Say: okay. Time is up. Each

representative kindly port your
outputs on the board

Say: we will start in group 1

Say: Very good group 1. Now,

let’s listen to group 2.

Say: Job well done group 2.

Now, let’s proceed to group 3.

Say: Very good group 3. Now,

let’s see the output of group 4
Yes Sir.
Say: Very good group 4. Now,
let’s listen to group 5.

Say: Very good group 5. Now, Yes Sir.

let’s listen to last group..

Say: very good class.

(The teacher discusses Yes Sir.

further about the concept
map of each group.)
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

Say: Good job, everyone! As

what I observe in your outputs
you did a very good job in
relating to the two literary piece.
Clap your hands for a job well
done.

Good day, Sir Bunny! Thank

you
Say: can someone summarize
our topic for today?

CLOSURE

Summary of the
discussion We explored the distinct genres
and features of South and West
Asian literature, focusing on
Persian, Urdu, Bengali, Arabic,
Pakistani, and Indian literature.
Persian literature is known for
its poetic forms and themes of
love and mysticism, while Urdu
literature addresses social
issues through poetry and
prose. Bengali literature blends
tradition with modernity,
emphasizing nationalism and
social justice, and Arabic
literature tackles complex
societal issues through both
poetry and prose. Pakistani
literature engages with identity
Say: Very good! I hope you in a post-colonial context, and
learn a lot in our topic today Indian literature covers a broad
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

especially in writing a concept range of themes, including

map. migration and social justice.
Despite shared themes, each
tradition showcases unique
In Philippians 2:3-4 (NIV): styles and historical contexts,
“Do nothing out of selfish prompting critical questions
ambition or vain conceit. Rather, about cultural reflection and
Values Integration in humility value others above modern relevance.
yourselves, not looking to your
own interests but each of you to
the interests of the others.”
This verse encourages us to
approach literature and cultural
discussions with humility and
openness, recognizing the value
of diverse perspectives. By
embracing the lessons found in
these literary works, we can
cultivate empathy and
strengthen our connections with
others, ultimately enriching our
understanding of the world
around us.

Say: Let’s see if you have

achieved your objectives for
today.

Say: did determine the different

genres of south and west Asian
literature

Say: identify the salient features of

different literary genres of south
and west Asian countries?

Say: Did you participate actively

in class?
Dismissal
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

Say: Before we end our class,

get a piece of paper and write a
word on what you had learned
today. Then, pass it forward.

Say: So, we are going to end

our class here. Thank you for
your cooperation and God bless
everyone.
Exit pass

Materials:
 Visual aids
 Monitor and laptop
 Handouts
 Manila paper
 Marker
 KING’S COLLEGE OF MARBEL, INC.
9506 Brgy. Morales, City of Koronadal, South Cotabato
PHILIPPINES
Tel. No.: 083-228-1922

Concept Map

Concept map