Daily Lesson Log in English 8

Teaching Date: Sections: Time:

November 20, 2019 Sapphire
Wednesday Topaz

I. OBJECTIVES:
A. Content Standard 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.
B. Performance Standard 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 A. Identify the distinguishing features of notable poems, short stories, dramas,
Competency/Objectives and novels contributed by Southeast (EN8LT-IIIb-11.1)
B. Judge the relevance and worth of ideas presented in the text listened to
(EN8LC-IIIb-8.2)
C. Transcode information from a graphic organizer to a topic or sentence outline
(EN8WC-IIIb-1.1.6)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 8 Teacher’s Guide pp.
pages
2. Learner’s English 8 Learner’s Guide pp.
Materials pages
3. Textbook pages N/A
4. Additional N/A
Materials from
Learning Resource
(LR) portal
B. Other Learning PowerPoint Presentation, YouTube
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the students some questions in line with the story “The Tale of
lesson or presenting the the Cutterwood and the Tiger”
new lesson Guided Questions:
1. Identify the characters in the story. What roles do the characters play in the
tale? What are the characteristics of these characters that you admire/don’t admire?

2. What particular event or circumstance in the story has contributed to the

Tiger’s way of looking at things in a different way? How has this new way of looking
at things being passed on to the next generation?

3. What kind of conflict led the woodcutter to “fool” the tiger? What would be
your own way of saving yourself from danger?
4. What would you do if that sense of duty and shared destiny passed on to you
is in conflict with your own principles and beliefs in life?

5. Could this tale be used as basis for you to have a glimpse of how the Koreans
at present are coping with the challenges of modernity? Explain your answer.
B. Establishing a Refer to the given objectives by letting the students to read them one by one.
purpose for the lesson Inform the students about the classroom rules.
C. Presenting In your own perspective, what is a marriage? What is the importance of it?
examples/ instances of
the new lesson If you will pick a thing that symbolizes marriage, what will it be?
D. Discussing new Directions: From the word pool, pick a word that is associated in each picture below.
concepts and practicing And try to guess their meaning.
new skills # 1
Magistrate Defiance Yangban

Hasten Cangue Kisaeng

E. Developing mastery
F. Finding practical
application of concepts
and skills in daily
living
 The teacher will allow the students to watch the film, “The Tale of
Ch’unhyang”
 After that the teacher will give the gist and theme of the story. He will
discuss what are the things that this story wants to portray.
Group Activity: To fully appreciate and understand the story, each
group will do this ACTITUDE GRAPHIC ORGANIZER.

H. Making Give the gist of the day’s lesson.

generalizations and
abstractions about the
lesson
I. Evaluating learning Have an in-depth answer to the following questions below. Rely your answer from
the film that you have watched before.

1. What attitudes of Yi Mong-Yong and Ch'unhyang do you really like? Are these
reflective of the psyche and temperament of the Koreans?
2. Were there ideas, perceptions, or biases that you had believed before that has
changed now?
3. How does your perception about Koreans change based from what you have learned?
4. Do you personally like the psyche and temperament of the Koreans? Why or why
not?
5. Based on the story, what do Koreans have that we Filipinis should emulate?
 J. Additional activities Create a comic strip that shows Korean psyche and temperament and that is
for application or related to the “Tale of Ch’unhyang”. Consider the following criteria below.
remediation

Criteria:
 Content 35%
 Creativity 35%
 Relatedness to the topic 30%
100%

V. REMARKS
VI. REFLECTION A. No. of learners who earned 80% in Most of the students earned 80%
the evaluation and above
B. No. of learners who require 5 to 10 students each section
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No. Yes
of learners who have caught up with the
lesson
D. No. of learners who continue to 5 or more students in each section
require remediation
E. Which of my teaching strategies Pen and paper test worked well because
worked well? Why did these strategies
work? it enabled the students to identify their
strengths and weaknesses in English.
F. What difficulties did I encounter Classroom Management
which my principal or supervisor can
help me solve?
G. What innovation or localized N/A
materials did I use/discover which I
wish to share with other teachers?
Prepared by:

ROANN M. BALEZA
English Teacher
Checked by:

CARINA F. ALFARO
Head Teacher
Noted/Observed by:

RAMON BELARDO
English Supervisor

DR. CORAZON R. REGINO

Principal III