Grade Level:

Teacher:

Learning
Area:

ENGLISH

Quarter:

THIRD (3)

GRADES 1 to 12
DAILY LESSON LOG

Teaching Dates
and Time:

MONDAY
I.

School:

Week 1

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

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/Objectives:
Write the LC Code for each

EN8RC-IIIa-12.1

EN8VC-IIIa-3.4/4.4/5.4

EN8LT-IIIa-11

EN8OL-IIIa-3.11

Recognize propaganda
techniques used in a given
text.

Determine the target

audience of a material
viewed

Identify the notable literary

genres contributed by
Southeast Asian writers

Use the sounds of English

during speech delivery

EN8V-IIIa-15.3

EN8LT-IIIa-11.1

Explain the meaning of a

word through structural
analysis (prefixes, roots,
suffixes)

Identify the distinguishing

features of notable poems,
short stories, and dramas,
and novels contributed by
Southeast Asian writers

EN8RC-IIIa-10

EN8LC-IIIa-7.3
Determine the target
audience of a material
viewed

Share ideas using opinionmarking signals

ENG8G-IIIa-3.6

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

III. LEARNING RESOURCES

Resilience in Embracing
Challenges: The
Temperaments and Psyche
of the People of Korea

Response to the Challenges

of Modernity

Resilience in Embracing
Modernity

Resilience in Embracing
Challenges: The
Temperaments and Psyche
of the People of Korea

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

A. References
1. Teachers Guide Pages
2. Learners Materials
Pages

Module 3

Module 3

Module 3

Module 3

pp.1-20

pp. 22-24

pp. 25

pp.32-34

Use English Worksheets

and Learn (EUWL) pp.142

Use English Worksheets

and Learn (EUWL) pp. 179

Use English Worksheets

and Learn (EUWL)

Use English Worksheets

and Learn (EUWL) pp.130131

3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources

MONDAY
IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting the
New Lesson

TUESDAY

WEDNESDAY

THURSDAY

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.

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?

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.

What were the difficult

words that you have
encountered from reading
The Tale of Chunyang?

What were the

temperaments and psyche
of the people of Korea?

B. Establishing a Purpose for

the Lesson

FRIDAY

Answer Activity 1: HELP US

IF YOU CAN

View a video clip about The

Korean Culture in modern
times on:
https://youtu.be/gwV7o88tc_w

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.

C. Presenting
Examples/Instances of the
Lesson

On the images presented

on your modules, which of
the given masks is
appropriate for Geo and
Leila? What do you think?

What other things do you

know about Korea today?

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.

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 Seat

activity.

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?

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.

Page 2 of 5

MONDAY
IV. PROCEDURES

E. Discussing New Concepts

and Practicing New Skills
#2

TUESDAY

WEDNESDAY

THURSDAY

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 Chunhyang, 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-

What is with Koreans that

makes them strong in
responding to the
challenges of modernity?

Dealing-with-Difficult-Words

Despite the challenges of

modernity that all AfroAsians have tried to cope
with for many years, do
you consider this
contemporary selection a
good way of understanding
the psyche (spirit) and the
temperament of the
Koreans?

Make a distinction
between Korean and
Filipino characters.

Read the Korean poems

given on your modules and
answer the following
process questions
provided thereof.

Answer the questions on

the Opinion-Proof template
given on the module.

What do Koreans have

that help them cope with
the challenges of
modernity?

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)

FRIDAY

Read the selection entitled Tale of

Chunhyang (from
http://instrok.org/instrok/home.html)
, then start accomplishing the
Actitude Analysis.

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

In Tree of Unhappiness,
the pau-low-nia is a
Korean tree. What belief
about the tree is

experiences in life.

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?

Students will go to the

following sites and find
how Koreans respond to
the challenges of
modernity.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living

Now, cluster yourselves into

different Jigsaw groups. Be 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?

Page 3 of 5

MONDAY
V. PROCEDURES

H. Making Generalizations
and Abstractions about

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 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.

What attitudes of Yi MongYong and Chunhyang do

How do Koreans respond to

the challenges of modernity

Deepen your appreciation

for the selections you have

How can these traditions

and values help them in

the Lesson

you really like?

as reflected in their literary

works?

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?

just read. Play with your

chosen group members the
What ifGame!

coping with the challenges

of modernity?

The What IfGame

enables you to reflect on
problems, situations and to
visualize a better time and
place.

What are the advantages of

facing the challenges of
modernity with a wounded
history like the Koreans?

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 selfcontrol
are
important
ingredients in successful
Literary Circles.

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 authors
intent for the selection and
his or her success at
communicating it.

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

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.

VI. REMARKS

Page 4 of 5

VII.

REFLECTION

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else
needs to be done to help 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?

Page 5 of 5