School: TIGAO NATIONAL HIGH SCHOOL
Teacher: JENIE P. JOSOL
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies
Write the LC Code for each
Grade Level: 8
Learning Area: ENGLISH
Teaching Dates and Week 1: February 13-17, 2023: 7:30 am-
Time: 8:30am Quarter: THIRD (3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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.
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.
EN8RC-IIIa-12.1 EN8VC-IIIa-3.4/4.4/5.4 EN8LT-IIIa-11 EN8OL-IIIa-3.11
Recognize propaganda Determine the target Identify the notable Use the sounds of
techniques used in a audience of a material literary genres English during speech
given text. viewed contributed by delivery
EN8LC-IIIa-7.3 EN8V-IIIa-15.3 Southeast Asian writers EN8RC-IIIa-10
Determine the target Explain the meaning of EN8LT-IIIa-11.1 Share ideas using
audience of a material a word through Identify the opinion-marking signals
viewed structural analysis distinguishing features ENG8G-IIIa-3.6
(prefixes, roots, of notable poems, short Use modals
suffixes) stories, and dramas, appropriately
and novels contributed
by Southeast Asian
writers
EN8SS-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 Response to the Resilience in Resilience in

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

III. LEARNING 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
RESOURCES of 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 Use English Use English Use English
Worksheets and Learn Worksheets and Learn Worksheets and Learn Worksheets and Learn
(EUWL) pp.142 (EUWL) pp. 179 (EUWL) (EUWL) pp.130-131

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV.PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.

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

What were the

temperaments and
psyche of the people of
Korea?

B. Establishing a Purpose for
the Lesson
Answer Activity 1: View a video clip about In order to understand List 5 to 7 words or
HELP US IF YOU CAN The Korean Culture in how the Koreans phrases that describe
modern times on: embraced modernity, it or explain the major
To start, you are going is also important to concepts of the psyche
to be involved in https://youtu.be/
study about their literary and temperaments of
solving a simple gwV7o88tc_w
works, such as in forms the Koreans as
problem. Read the of poems and short reflected in the Korean
situation of Leila and stories. literary pieces you have
Geo with a partner. just read in the
Talk about the sample previous lesson.
Korean masks and
costumes.
C. Presenting On the images What other things do Here is a Korean Given on your modules
Examples/Instances of the presented on your you know about Korea contemporary literary are probable descriptions
Lesson modules, which of the today? of the Korean psyche
piece (from (human spirit) and
given masks is http://jaypsong.wordp temperament (prevailing
appropriate for Geo
ress. or dominant quality of the
and Leila? What do you mind that characterizes
think? com/) for you to someone). After reading a
appreciate. Try to few of their selections,
you already have an idea
focus on the very few
of what their
characters introduced temperaments are.
in the selection.

D. Discussing New Concepts
and Practicing New Skills #1
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.
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.
Proceed to the “Hot Which of your ideas
Seat” activity. would appropriately
describe the psyche
After listening to the and temperament of
answers of your hot the Koreans?
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.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV.PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts By the time you will be reading
and Practicing New Skills Tale of Ch’unhyang, perhaps you
#2 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-
WordsProceed to Activity 5:
COMPARING AND
CONTRASTING, then do the
Comparing and Contrasting
Graphic Organizer that follows.
F. Developing Mastery Read the selection entitled
(Leads to Formative Tale of Ch’unhyang (from
Assessment 3) http://instrok.org/instrok/home.
html), then start
accomplishing the Aptitude
Analysis.
What is with Koreans Despite the challenges Make a distinction
that makes them of modernity that all between Korean and
strong in responding Afro-Asians have tried Filipino characters.
to the challenges of to cope with for many
modernity? years, do you consider
this contemporary
What do Koreans
selection a good way
have that help them
of understanding the
cope with the
psyche (spirit) and the
challenges of
temperament of the
modernity?
Koreans?
Proceed to Activity 9: Read the Korean Answer the questions
GUESS WHAT? poems given on your on the Opinion-Proof
modules and answer template given on the
Students will be the following process module.
exposed to a few questions provided
Korea literary pieces thereof.
through different
websites and
extracted lines from
the reviews. These In “Tree of
lines will show the Unhappiness”, the
Korean characters’ pau-low-nia is a
painful experiences in Korean tree. What
life. belief about the tree is
mentioned in the
Students will go to the poem? How does the
following sites and find poet show that his
how Koreans respond grief is great? That it
to the challenges of will last forever? What
modernity. is implied in the last
two lines of the poem?
G. Finding Practical Now, cluster yourselves into
Applications of Concepts different Jigsaw groups. Be
and Skills in Daily Living guided by the sample given
on your modules.
How does your perception
about the Koreans change
based from what you have
learned?
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?
From what you have
heard others say, or
from your own
personal experience,
what factors may
cause unhappiness?
Are there Asian
traditions and values
that are reflected in
Korean literature?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
V. PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

H. Making Generalizations and
Abstractions about the
Lesson
What attitudes of Yi How do Koreans Deepen your How can these
Mong-Yong and respond to the appreciation for the traditions and values
Ch’unhyang do you challenges of modernity selections you have just help them in coping with
really like? as reflected in their read. Play with your the challenges of
literary works? chosen group members modernity?
the What if…Game!

Are these reflexive of The What If…Game

the psyche and enables you to reflect
temperament of the on problems, situations
Koreans? and to visualize a better
time and place.

I. Evaluating Learning
Were there ideas,
perceptions, or biases
that you had believed
before that have
changed now?
What are the While doing the What Proceed to Activity 13:
advantages of facing If…Game, you are QUESTIONING THE
the challenges of going tp be in a Literary AUTHOR
modernity with a Circle. These literary
wounded history like the Circles are small groups
 Koreans? of students who meet This activity is a
together to talk about protocol of inquiries that
books or any literary you can make about the
selections that they content of what you are
have read. reading. This is to
encourage you to think
beyond words on the
page and to consider
>Each member of the
the author’s intent for
group has a job with
the selection and his or
certain responsibilities.
her success at
>If the group is to work communicating it.
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.

J. Additional Activities for Answer Activity 7: Read A Myriad of After accomplishing

Application or Remediation BUILD ME UP! Reflections from Activity your tasks and making
10. 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.

VI.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
VII. REFLECTION the students learn? 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?

Prepared by: Checked and Reviewed by:

JENIE P. JOSOL JESSIE CECELIA A. URBIZTONDO

Subject Teacher Master Teacher I

Noted by:

MAURICE GAY A. TAJONERA, MAEA

School Principal I