School: JACINTO D. MALIMAS SR.

NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12
Teacher: JESSICA C. SALUGSUGAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 1 Quarter: THIRD (3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information strategies
in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-making,
persuasion, and emphasis.

B. Performance Standards: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objective EN8RC-IIIa-12.1 EN8VC-IIIa-3.4/4.4/5.4 EN8LT-IIIa-11 EN8OL-IIIa-3.11

Write the LC Code for each
Recognize propaganda
techniques used in a given
text.
EN8LC-IIIa-7.3
Determine the target audience
of a material viewed
Determine the target audience
of a material viewed
EN8V-IIIa-15.3
Explain the meaning of a word
through structural analysis
(prefixes, roots, suffixes)
Identify the notable literary Use the sounds of English
genres contributed by during speech delivery
Southeast Asian writers
EN8RC-IIIa-10
EN8LT-IIIa-11.1
Share ideas using opinion-
Identify the distinguishing marking signals
features of notable poems,
short stories, and dramas, and ENG8G-IIIa-3.6
novels contributed by
Use modals appropriately
Southeast Asian writersEN8SS-
IIIa-1.10

Organize information about a

chosen subject using a graphic
organizer
 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Resilience in Embracing Response to the Challenges of Resilience in Embracing Resilience in Embracing

II. CONTENT Challenges: The Modernity Modernity Challenges: The
Temperaments and Psyche of Temperaments and Psyche of
the People of Korea the People of Korea

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 3 Module 3 Module 3 Module 3

pp.1-20 pp. 22-24 pp. 25 pp.32-34

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources Use English Worksheets and Use English Worksheets and Use English Worksheets and Use English Worksheets and
Learn (EUWL) pp.142 Learn (EUWL) pp. 179 Learn (EUWL) Learn (EUWL) pp.130-131

IV. PROCEDURES

A. Reviewing Previous Lesson or
Presenting the New Lesson
In this lesson, we are going to
learn about the people of
Korea.
Let us have a short review on
our lesson about the people of
Korea.
What were the difficult words
that you have encountered
from reading The Tale of
Ch’unyang?
Looking back on our previous
lesson, what comments can
you make on the way Korean
faces the challenges of
modernity.
What realizations have you
presented on your drawings
yesterday, about the different
Korean poems?

What were the temperaments

and psyche of the people of
Korea?
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Answer Activity 1: HELP US IF
YOU CAN
To start, you are going to be
involved in solving a simple
problem. Read the situation of
Leila and Geo with a partner.
Talk about the sample Korean
masks and costumes.
On the images presented on
your modules, which of the
given masks is appropriate for
Geo and Leila? What do you
think?
Your goal in this section is to
learn and understand key
concepts regarding Korean
literature focusing on then
temperaments and psyche of
the people of Korea.
Proceed to Activity 4.
View a video clip about The
Korean Culture in modern
times on:
https://youtu.be/gwV7o88tc_
w stories.
What other things do you
know about Korea today?
Read the article entitled
Beliefs, Social Structures, and
Practices. This will help you
appreciate and understand
better the Korean psyche and
temperament that is reflected
in their rich literary pieces.
Read the short story.
In order to understand how the
Koreans embraced modernity,
it is also important to study
about their literary works, such
as in forms of poems and short
Here is a Korean contemporary
literary piece (from
http://jaypsong.wordpress.
com/) for you to appreciate.
Try to focus on the very few
characters introduced in the
selection.
Proceed to the “Hot Seat”
activity.
After listening to the answers
of your hot seat classmate, try
to write down in a short Dear
Diary Entry journal your
thoughts as you are guided by
the guide questions presented
on the module.
List 5 to 7 words or phrases
that describe or explain the
major concepts of the psyche
and temperaments of the
Koreans as reflected in the
Korean literary pieces you
have just read in the previous
lesson.
Given on your modules are
probable descriptions of the
Korean psyche (human spirit)
and temperament (prevailing
or dominant quality of the
mind that characterizes
someone). After reading a few
of their selections, you already
have an idea of what their
temperaments are.
Which of your ideas would
appropriately describe the
psyche and temperament of
the Koreans?
D. Discussing New Concepts and Practicing
New Skills #2
E. Developing Mastery
(Leads to Formative Assessment 3)
F. Finding Practical Applications of Concepts
and Skills in Daily Living
By the time you will be reading Tale of
Ch’unhyang, perhaps you will realize
that there are words quite hard to
understand. In this activity, you are
exposed to three articles that are
found in the following websites:
http://www.scribd.com/doc/
51661583/Techniques-for-
Dealing-with-Difficult-Words
Proceed to Activity 5: COMPARING
AND CONTRASTING, then do the
Comparing and Contrasting Graphic
Organizer that follows.
Read the selection entitled Tale of
Ch’unhyang (from
http://instrok.org/instrok/home.html),
then start accomplishing the Actitude
Analysis.
Now, cluster yourselves into different
Jigsaw groups. Be guided by the
sample given on your modules.
How does your perception about the
What is with Koreans that makes
them strong in responding to the
challenges of modernity?
Proceed to Activity 9: GUESS
WHAT?
Students will be exposed to a few
Korea literary pieces through
different websites and extracted
lines from the reviews. These
lines will show the Korean
characters’ painful experiences in
life.
Students will go to the following
sites and find how Koreans
respond to the challenges of
modernity.
Given all the problems that
characters have faced in the
different circumstances of their
lives, what kind of an attitude or
psyche or temperament have the
Koreans shown?
Despite the challenges of modernity that Make a distinction
all Afro-Asians have tried to cope with for between Korean and
many years, do you consider this Filipino characters.
contemporary selection a good way of
understanding the psyche (spirit) and the
temperament of the Koreans?
What do Koreans have
that help them cope with
the challenges of
modernity?
Read the Korean poems given on your Answer the questions on
modules and answer the following the Opinion-Proof
process questions provided thereof. template given on the
module.
In “Tree of Unhappiness”, the pau-low-
nia is a Korean tree. What belief about
the tree is mentioned in the poem? How
does the poet show that his grief is
great? That it will last forever? What is
implied in the last two lines of the poem?
From what you have heard others say, or Are there Asian traditions
from your own personal experience, and values that are
what factors may cause unhappiness? reflected in Korean
literature?
 Koreans change based from what you
have learned?
G. Making Generalizations and Abstractions What attitudes of Yi Mong-Yong and
about the Lesson Ch’unhyang do you really like?
Are these reflexive of the psyche and
temperament of the Koreans?
H. Evaluating Learning Were there ideas, perceptions, or
biases that you had believed before
that have changed now?
How do Koreans respond to the
challenges of modernity as
reflected in thei literary works?
What are the advantages of
facing the challenges of
modernity with a wounded
history like the Koreans?
Deepen your appreciation for the
selections you have just read. Play with
your chosen group members the What
if…Game!
The What If…Game enables you to
reflect on problems, situations and to
visualize a better time and place.
While doing the What If…Game, you are
going tp be in a Literary Circle. These
literary Circles are small groups of
students who meet together to talk
about books or any literary selections
that they have read.
>Each member of the group has a job
with certain responsibilities.
>If the group is to work effectively, each
person must do his/her job.
>Participation and self-control are
important ingredients in successful
Literary Circles.
Consider all the questions in the wheel
and come up with an output demanded
by your position. Be sure your outputs
visualize a better place and a better time.
How can these traditions
and values help them in
coping with the challenges
of modernity?
Proceed to Activity 13:
QUESTIONING THE
AUTHOR
This activity is a protocol
of inquiries that you can
make about the content of
what you are reading. This
is to encourage you to
think beyond words on the
page and to consider the
author’s intent for the
selection and his or her
success at communicating
it.
 I. Additional Activities for Application or
Remediation
Answer Activity 7: BUILD ME UP! Read A Myriad of Reflections
from Activity 10.
After accomplishing your tasks and
making your outputs, ask yourself if you
have generated ideas on the Korean
psyche and temperament of charity,
kindness, generosity, love, joy, patience,
goodness, faithfulness, gentleness, and
self-control. Express all your realizations
in a drawing.

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
the students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies work well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovations or localized materials did

I used/discover which I wish to share with
other teachers?