School:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Grade Level: 8
Teacher: Learning Area: ENGLISH
Teaching Dates and
Time: Week 1 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 literary Use the sounds of English
techniques used in a given audience of a material genres contributed by during speech delivery
text. viewed Southeast Asian writers
EN8RC-IIIa-10
EN8V-IIIa-15.3 EN8LT-IIIa-11.1
Share ideas using opinion-
EN8LC-IIIa-7.3 Explain the meaning of a Identify the distinguishing marking signals
word through structural features of notable poems,
Determine the target analysis (prefixes, roots, short stories, and dramas,
audience of a material suffixes) and novels contributed by
viewed ENG8G-IIIa-3.6
Southeast Asian writers
 Use modals appropriately

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 Embracing Response to the Challenges Resilience in Embracing Resilience in Embracing

II. CONTENT
Challenges: The of Modernity Modernity Challenges: The
Temperaments and Psyche Temperaments and Psyche
of the People of Korea of the 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 of concrete and manipulative
RESOURCES 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 Use English Worksheets Use English Worksheets Use English Worksheets
and Learn (EUWL) pp.142 and Learn (EUWL) pp. 179 and Learn (EUWL) and Learn (EUWL) pp.130-
131

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
MONDAY
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 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.
In this lesson, we are going
to learn about the people of
Korea.
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.
TUESDAY
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?
What were the
temperaments and psyche
of the people of Korea?
View a video clip about The
Korean Culture in modern
times on:
https://youtu.be/gwV7o88tc_w
WEDNESDAY
Looking back on our
previous lesson, what
comments can you make on
the way Korean faces the
challenges of modernity.
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
stories.
THURSDAY FRIDAY
What realizations have you
presented on your drawings
yesterday, about the
different Korean poems?
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.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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.
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.
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.
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?
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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES 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 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 and
Practicing New Skills #2
By the time you will be reading Tale What is with Koreans that Despite the challenges of Make a distinction
of Ch’unhyang, perhaps you will makes them strong in modernity that all Afro- between Korean and
realize that there are words quite responding to the Asians have tried to cope Filipino characters.
hard to understand. In this activity, challenges of modernity? with for many years, do
you are exposed to three articles you consider this
that are found in the following contemporary selection a
What do Koreans have
websites: good way of understanding
that help them cope with
http://www.scribd.com/doc/ the psyche (spirit) and the
the challenges of
51661583/Techniques-for- temperament of the
modernity?
Koreans?
Dealing-with-Difficult-Words

Proceed to Activity 5: COMPARING

AND CONTRASTING, then do the
Comparing and Contrasting
Graphic Organizer that follows.

F. Developing Mastery
(Leads to Formative Assessment 3)
Read the selection entitled Tale of Proceed to Activity 9:
Ch’unhyang (from GUESS WHAT?
http://instrok.org/instrok/home.html),
then start accomplishing the
Actitude Analysis.
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
Read the Korean poems Answer the questions on
given on your modules and the Opinion-Proof template
answer the following given on the module.
process questions
provided thereof.
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
 how Koreans respond to implied in the last two lines
the challenges of of the poem?
modernity.

G. Finding Practical Applications of
Concepts and Skills in Daily
Living
Now, cluster yourselves into Given all the problems that From what you have heard Are there Asian traditions
different Jigsaw groups. Be guided characters have faced in others say, or from your and values that are
by the sample given on your the different own personal experience, reflected in Korean
modules. circumstances of their what factors may cause literature?
lives, what kind of an unhappiness?
attitude or psyche or
temperament have the
How does your perception about
Koreans shown?
the Koreans change based from
what you have learned?

Page 3 of 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Are these reflexive of the

 psyche and temperament of
the Koreans?
I. Evaluating Learning Were there ideas,
perceptions, or biases that
you had believed before
that have changed now?
The What If…Game
enables you to reflect on
problems, situations and to
visualize a better time and
place.
What are the advantages of While doing the What If… Proceed to Activity 13:
facing the challenges of Game, you are going tp be QUESTIONING THE
modernity with a wounded in a Literary Circle. These AUTHOR
history like the Koreans? literary Circles are small
groups of students who
meet together to talk about
This activity is a protocol of
books or any literary
inquiries that you can make
selections that they have
about the content of what
read.
you are reading. This is to
encourage you to think
beyond words on the page
>Each member of the group and to consider the author’s
has a job with certain intent for the selection and
responsibilities. his or her success at
communicating it.
>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

J. Additional Activities for
Application or Remediation
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 the students learn?
VII. 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
place and a better time.
Answer Activity 7: BUILD Read A Myriad of After accomplishing your
ME UP! Reflections from Activity 10. 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.
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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?

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