School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week I Quarter: THIRD

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,
I. OBJECTIVES
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 EN8RC-IIIa-12.1 EN8VC-IIIa-3.4/4.4/5.4 EN8LT-IIIa-11 EN8OL-IIIa-3.11 CATCH-UP FRIDAY

Competencies/Objectives:
Write the LC Code for each Recognize propaganda
techniques used in a
given text.
Determine the target Identify the notable Use the sounds of
audience of a material literary genres English during speech
viewed contributed by Southeast delivery
Asian writers

EN8LC-IIIa-7.3
Determine the target
audience of a material
viewed
EN8V-IIIa-15.3
Explain the meaning of a
word through structural
analysis (prefixes, roots,
suffixes)
EN8RC-IIIa-10
EN8LT-IIIa-11.1
Share ideas using
Identify the opinion-marking signals
distinguishing features of
notable poems, short
stories, and dramas, and
ENG8G-IIIa-3.6
novels contributed by
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.

II. CONTENT Resilience in Embracing Response to the Resilience in Embracing Resilience in Embracing
Challenges: The Challenges of Modernity Modernity Challenges: The
Temperaments and Temperaments and
Psyche of the People of Psyche of the People of
Korea 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
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 Use English Worksheets Use English Worksheets Use English Worksheets
and Learn (EUWL) and Learn (EUWL) pp. and Learn (EUWL) and Learn (EUWL)
pp.142 179 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 learning by
IV.PROCEDURES
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 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.
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 difficult

words that you have
encountered from
reading The Tale of
Ch’unyang?

What were the

temperaments and
psyche of the people of
Korea?

B. Establishing a Purpose for
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.
View a video clip about
The Korean Culture in
modern times on:
https://youtu.be/
gwV7o88tc_w
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.
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
IV.PROCEDURES
E. Discussing New Concepts
and Practicing New Skills #2
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.
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.
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
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.
TUESDAY
What is with Koreans
that makes them
strong in responding to
the challenges of
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.
WEDNESDAY
Despite the challenges
of modernity that all
Afro-Asians have tried
to cope with for many
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?
THURSDAY FRIDAY
Make a distinction
between Korean and
Filipino characters.
 activity, you are exposed to three modernity? years, do you consider
articles that are found in the this contemporary
following websites: selection a good way What do Koreans have
http://www.scribd.com/doc/ of understanding the that help them cope
51661583/Techniques-for- psyche (spirit) and the with the challenges of
temperament of the modernity?
Dealing-with-Difficult-Words Koreans?

Proceed to Activity 5:
COMPARING AND
CONTRASTING, then do the
Comparing and Contrasting
Graphic Organizer that follows.

F. Developing Mastery Read the selection entitled Tale of Proceed to Activity 9: Read the Korean Answer the questions
(Leads to Formative Ch’unhyang (from GUESS WHAT? poems given on your on the Opinion-Proof
Assessment 3) http://instrok.org/instrok/home.html) modules and answer template given on the
, then start accomplishing the the following process module.
Actitude Analysis. questions provided
Students will be
thereof.
exposed to a few
Korea literary pieces
through different
websites and In “Tree of
extracted lines from Unhappiness”, the
the reviews. These pau-low-nia is a
lines will show the Korean tree. What
Korean characters’ belief about the tree is
painful experiences in mentioned in the
life. poem? How does the
poet show that his grief
Students will go to the is great? That it will
following sites and find last forever? What is
how Koreans respond implied in the last two
to the challenges of lines of the poem?
modernity.

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

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

Are these reflexive of the The What If…Game

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

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?