PERSIA

LESSON PLAN IN ENGLISH 8
(UNIT VIII- LESSON 15)

FEBRUARY 24-28, 2020
I. OBJECTIVES:
At the end of the lesson, the Grade 8 students should be able to;
 share ideas to activate schema

 give the meaning of words through context
 explain how the elements of a short story contribute to the theme of the selection
 express appreciation for sensory images used
 distinguish between general and specific statements
 evaluate the ending of the story
II. SUBJECT MATTER:
HAJI MURAD
(PERSIAN SHORT STORY)
By Sadeq Hedayat
(Translated by Iraj Bashiri)
Reference: English for 21st Century Learning (Afro-Asian); Pp. 316- 329
MATERIALS: map, graphic organizer, activity sheets, video clip
III. PROCEDURE:
A. PRELIMINARY ACTIVITIES
 Prayer
 Checking of Attendance
 Checking the Cleanliness of the Classroom
B. MOTIVATION
 Play a short video

 If you were the woman in the video, what would you feel? Why?
 If you were the man, would you do the same? Why?
 In this kind of relationship, what would be your action? Why?
C. PRESENTATION
ACTIVITY 1- HISTORY REPEATS ITSELF! (AP Integration)

 Point to the map to show the ancient territories.
o Do you know that these ancient territories have very rich culture?
Did you know that?
 Chai or Black Tea is popular in Iran and is consumed many times a day
 YouTube, Facebook, and Twitter are blocked here. So you either need to install a VPN before
getting to Iran, or take a break from your social life. But Instagram and Gmail are not blocked. So
you can share as many selfies as you want.
 You’ll save money by using an Iranian SIM card while there.
 Like in many Asian and Middle Eastern countries, Iran culture facts is that the toilets in Iran are
squat toilets. And water is used instead of toilet paper. So stock up on rolls before going.
 One vital Iran facts is that Iranian women are only required to cover 80% of their hair. This
leaves a lot of room for fashion and style.
 A great facts on Iran is that women have the right to vote, drive, attend university and own
property.
 Iranian women can also divorce! Isn’t that one of the amazing Iranian facts?
 Baklava or Baghlava, is a layered pastry filled with nuts and covered with honey.
 The famous traditional Persian saffron ice-cream is called the Bastani Sonnati. It’s delicious!
 If you look, you’ll see amazing street art on the walls across the cities. There are thriving art
museums as well.
ACTIVITY 2- VOCABULARY TIME

 Give the meaning of the following difficult words through context.
1. You deserve to be addressed as haji because you have visited Mecca.
2. A liter of regular gasoline in Iran currently costs just 800 rials.
3. As I walk along the street, a shabby bum pulls my shirt and asks for food.
4. They see any criticism of the President as tantamount to treason.
5. My face exasperated after using that kind of cream, so I stopped using it.
6. He showed an obstinate refusal to admit that things were bad.
7. Everything was going haywire: increasing crime, youth violence, youth delinquency, etc.
8. The land prospered rapidly during this respite from the horrors of war.
9. Treasonable offense for any woman who had formerly lead an unchaste life to marry the
King.
10. The three of them walked abreast along a narrow road.
11. To transgress these limits is to assail faith.
12. His refusal to accept a salary might have been taken as affectation or impertinence in any
one else.
13. Her mouth was twitching as she began to cry.
ACTIVITY 3- MEET THE AUTHOR (AP Integration)
ACTIVITY 4- READ ME, “HAJI MURAD” (5 minutes)
 Haji is a title given to a Muslim person. Can you guess what the title means and why is it
attached to a person’s name?
 Read “Haji Murad” to find out how Haji and other characters were described.
 While you are reading, check your comprehension as you answer the following questions:
1. Did Haji Murad come from a rich family?
2. What is Haji Murad’s means of living?
3. How do you asses Haji Murad’s marriage?
4. If you were Haji Murad’s wife, how would you react to your husband’s claim?
5. What made Haji Murad’s anger react its limits?
6. What question might this scene prompt you to ask? *insert scene…
7. What might be the outcome of the tense situation? What might happen next?
8. Was the woman really Haji Murad’s wife? What do you think?
9. Do you think the officer believed Haji?
10. Do you agree with Haji Murad’s final action? Why or why not? What happened to Haji in
the police station?
11. Did you expect the ending of the story?
 Share your answers to the questions in class.
o Process students’ answers.
ACTIVITY 5- (GROUP DIFFERENTIATED TASKS)
Group 1: Character Map
 How would you describe Haji Murad as a person?

 Accomplish the character map below.
 Share your work in class.
 Give feedback.
Group 2: COOKING SHOW! (TLE Integration)
Give the right amount of ingredients for an ideal marriage. Write it in a Cartolina and explain it
to the class.
Process students’ answer.
Group 3: End It Here
 If Haji Murad didn’t mistake the girl as his wife, what might have been the ending?
 Write a different ending of the story.
 Explain the concept of divorce based on what you know.
ACTIVITY 6- GENERAL OR SPECIFIC?
NOTE: Recognizing specific and general statements means understanding how sentences work
formation for the topic sentence in a paragraph.
*General statements are usually the topic sentences or main ideas of the paragraph while
specific statements are the supporting information for the topic.
EXAMPLE:
General: Apsu and Tiamat created their clan.
Specific: Apsu and Tiamat parented two gods, and two more who outgrew the first
pair. These further parented gods until Ea was born.
 Below are general statements taken from the story of Haji Murad. Scan the selection and copy
at least two specific statements that support each.
1. Most of the shopkeepers along the way greeted him.
2. Haji was not happy with his wife.
3. Doubts began to attack Haji’s confidence.
4. What a mischievous creature my wife is.
ACTIVITY 7- IDEA POND!
Provide what is needed in the IDEA POND Organizer.
HAJI MURAD
Title of the Short Story
_______________________________________
_______________________________________
ACTIVITY 8- USING MY FIVE SENSES
 In groups of five, go through the story, “Haji Murad”, then answer the questions that follow.
Which images or words and phrases contain sensory details? Write each sensory detail inside
the corresponding box.
Stepping into the Story Five-senses Chart
I see I hear I smell
I touch/I feel I taste New understandings
ACTIVITY 9: FIGURATIVE LANGUAGE
 Copy the chart below and do the following:

1. In column 1, list at least three examples of figurative words or expression.
2. In column 2, write the literal meaning of each word or expression.
3. In column 3, describe what each figurative word or expression makes you imagine.
Example of Figurative Meaning What do you envision?
Language
IV. ASSIGNMENT
 Write a paragraph/s about your concept of Divorce.

Theme:
The big ideas or issues that is important in the story.
(What helped me to identify the theme?)

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LESSON PLAN IN ENGLISH 8

(UNIT VIII- LESSON 15)

 share ideas to activate schema

II. SUBJECT MATTER:

 Play a short video

ACTIVITY 1- HISTORY REPEATS ITSELF! (AP Integration)

Did you know that?

ACTIVITY 2- VOCABULARY TIME

ACTIVITY 3- MEET THE AUTHOR (AP Integration)

ACTIVITY 4- READ ME, “HAJI MURAD” (5 minutes)

Group 1: Character Map

 How would you describe Haji Murad as a person?

Group 2: COOKING SHOW! (TLE Integration)

Process students’ answer.

Group 3: End It Here

ACTIVITY 6- GENERAL OR SPECIFIC?

ACTIVITY 7- IDEA POND!

Provide what is needed in the IDEA POND Organizer.

ACTIVITY 8- USING MY FIVE SENSES

I see I hear I smell

I touch/I feel I taste New understandings

ACTIVITY 9: FIGURATIVE LANGUAGE

 Copy the chart below and do the following:

 Write a paragraph/s about your concept of Divorce.

(What helped me to identify the theme?)

(What helped me to identify the theme?)

(What helped me to identify the theme?)

(What helped me to identify the theme?)

(What helped me to identify the theme?)

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