School:
Grade Level:
GRADES 1 to 12
Teaching Date and Ti!e:
-ONDAY I.
O)*E+TI,ES
Learning Area: ENGLISH
Teacher:
DAILY DAILY LESSON LOG
8
"ee# 1
T.ESDAY
$%arter:
"EDNESDAY
TH.RSDAY
THIRD &'(
/RIDAY
Objectives must be meet over the week and connected to the curriculum standards. To To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content k nowledge and competencies. These are using Formative Assessment strategies. aluing aluing objectives support the learning of content and competencies and enable children to !nd signi!cance and joy in l earning the lessons. "eekly objectives shall be derived from the curriculum guides.
A0 +ontent +ontent Standard: Standard:
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis
)0 eror!a eror!ance nce Standa Standard: rd:
The learner transfers learning !y composing and delivering a persuasive speech !ased on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and !ehavior
+0 Lear Learni ning ng +o!3etencie4O56ective: "rite the #$ $ode for each
"#$%&-'''a-()(
"#$/&-'''a-0100120
"#$+T-'''a-((
"#$5+-'''a-((
%ecogni*e propaganda techniques used in a given text
.etermine the target audience of a material viewed
'dentify the nota!le literary genres contri!uted !y Southeast Asian writers
6se the sounds of "nglish during speech delivery
"#$/-'''a-(2
"#$+T-'''a-(((
"xplain the meaning of a word through structural analysis 3prefixes, roots, suffixes4
'dentify the distinguishing features of nota!le poems, short stories, and dramas, and novels contri!uted !y Southeast Asian writers
"#$%&-'''a-(7
"#$+&-'''a- .etermine the target audience of a material viewed
Share ideas using opinionmarking signals
"#8$8-'''a-9
6se modals appropriately "#$SS-'''a-((7 5rgani*e information a!out a chosen su!ect using a graphic organi*er $ontent is what the lesson is all about. %t pertains to the subject matter that the teacher aims to teach. %n the $&, the content can be tackled in a week or two. II.
+ONTENT
III.
LEARNING RESO.R+ES
%esilience in "m!racing &hallenges: The Temperaments and syche of the eople of
%esponse to the &hallenges of =odernity
%esilience in "m!racing =odernity
%esilience in "m!racing &hallenges: The Temperaments and syche of the eople of
#ists the materials to be u sed in di'erent days. aried sources of materials sustain children(s interest in the lesson and in learning. )nsure that there is a mix of concrete and manipulative materials as well as paper*based materials. +ands*on learning promotes concept development.
A0 Reerence 10 Teacher7 G%ide age 20 Learner7 -aterial age
=odule
=odule
=odule
=odule
pp(-)7
pp ))-)0
pp )2
pp)-0
6se "nglish >orksheets and +earn 3"6>+4 pp(0)
6se "nglish >orksheets and +earn 3"6>+4 pp (?
6se "nglish >orksheets and +earn 3"6>+4
6se "nglish >orksheets and +earn 3"6>+4 pp(7((
'0 Tet5oo# age 90 Additional -aterial ro! Learning Reo%rce &LR( 3ortal )0 Other Learning Reo%rce
-ONDAY IV.
RO+ED.RES
A0 Revieing revio% Leon or reenting the Ne Leon
T.ESDAY
"EDNESDAY
TH.RSDAY
/RIDAY
These steps should be done across the week. pread 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. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step.
'n this lesson, we are going to learn a!out the people of
+et us have a short review on our lesson a!out the people of
+ooking !ack on our previous lesson, what comments can you make on the way
>hat reali*ations have you presented on your drawings yesterday, a!out the different
'n order to understand how the
+ist 2 to words or phrases that descri!e or explain the maor concepts of the psyche and temperaments of the
>hat were the difficult words that you have encountered from reading The Tale of &h@unyang
>hat were the temperaments and psyche of the people of
)0 Eta5lihing a %r3oe or Answer Activity (: B"+ 6S 'C D56 &A# the Leon
/iew a video clip a!out The
To start, you are going to !e involved in solving a simple pro!lem %ead the situation of +eila and 8eo with a partner Talk a!out the sample
+0 reenting Ea!3le4Intance o the Leon
5n the images presented on your modules, which of the given masks is appropriate for 8eo and +eila >hat do you think
>hat other things do you know a!out
Bere is a
D0 Dic%ing Ne +once3t and racticing Ne S#ill ;1
Dour goal in this section is to learn and understand key concepts regarding
roceed to Activity 0
%ead the article entitled Feliefs, Social Structures, and ractices This will help you appreciate and understand !etter the
roceed to the GBot SeatH activity
8iven on your modules are pro!a!le descriptions of the
>hich of your ideas would appropriately descri!e the psyche and temperament of the
After listening to the answers of your hot seat classmate, try to write down in a short .ear .iary "ntry ournal your thoughts as you are guided !y the guide questions presented on the module
Page 2 of 5
-ONDAY IV.
RO+ED.RES
E0 Dic%ing Ne +once3t and racticing Ne S#ill ;2
T.ESDAY
"EDNESDAY
TH.RSDAY
These steps should be done across the week. pread 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. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step.
Fy the time you will !e reading Tale of &h@unhyang, perhaps you will reali*e that there are words quite hard to understand 'n this activity, you are exposed to three articles that are found in the following we!sites: http:11wwwscri!dcom1doc1 2(99(2$1Techniques-for-
>hat is with
.espite the challenges of modernity that all Afro Asians have tried to cope with for many years, do you consider this contemporary selection a good way of understanding the psyche 3spirit4 and the temperament of the
=ake a distinction !etween
>hat do
.ealing-with-.ifficult->ords
roceed to Activity 2: &5=A%'#8 A#. &5#T%AST'#8, then do the &omparing and &ontrasting 8raphic 5rgani*er that follows
/0 Develo3ing -ater< #eads to Formative Assessment /0
/RIDAY
%ead the selection entitled Tale of &h@unhyang 3from http:11instrokorg1instrok1homehtml4 , then start accomplishing the Actitude Analysis
roceed to Activity ?: 86"SS >BAT
Students will !e exposed to a few
%ead the
'n GTree of 6nhappinessH, the pau-low-nia is a hat !elief a!out the tree is
experiences in life
mentioned in the poem Bow does the poet show that his grief is great That it will last forever >hat is implied in the last two lines of the poem
Students will go to the following sites and find how
G0 /inding ractical A33lication o +once3t and S#ill in Dail< Living
#ow, cluster yourselves into different Iigsaw groups Fe guided !y the sample given on your modules
Bow does your perception a!out the
8iven all the pro!lems that characters have faced in the different circumstances of their lives, what kind of an attitude or psyche or temperament have the
Crom 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
Page 3 of 5
-ONDAY V.
RO+ED.RES
H0 -a#ing Generali=ation and A5traction a5o%t
T.ESDAY
"EDNESDAY
TH.RSDAY
/RIDAY
These steps should be done across the week. pread 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. ustain learning systematically by providing students with multiple ways to learn new things, practice their learning, -uestion their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. %ndicate the time allotment for each step.
>hat attitudes of Di =ongDong and &h@unhyang do
Bow do
.eepen your appreciation for the selections you have
Bow can these traditions and values help them in
the Leon
you really like
as reflected in their literary works
ust read lay with your chosen group mem!ers the
coping with the challenges of modernity
What if…Game!
Are these reflexive of the psyche and temperament of the
I0 Eval%ating Learning
>ere there ideas, perceptions, or !iases that you had !elieved !efore that have changed now
The What If…Game ena!les you to reflect on pro!lems, situations and to visuali*e a !etter time and place
>hat are the advantages of facing the challenges of modernity with a wounded history like the
>hile doing the What If… roceed to Activity (: Game , you are going tp !e K6"ST'5#'#8 TB" in a +iterary &ircle These A6TB5% literary &ircles are small groups of students who meet together to talk a!out This activity is a protocol of ! oo ks o r a ny l it er ar y inquiries that you can make selections that they have a!out the content of what read you are reading This is to encourage you to think !eyond words on the page J"ach mem!er of the group and to consider the author@s has a o! with certain intent for the selection and responsi!ilities h is o r h er s uc ce ss a t communicating it J'f the group is to work effectively, each person must do his1her o! Jarticipation and selfcontrol are important ingredients in successful +iterary &ircles
&onsider all the questions in the wheel and come up with an output demanded !y your position Fe sure your outputs visuali*e a !etter place and a !etter time
*0
VI.
Additional Activitie or A33lication or Re!ediation
Answer Activity : F6'+. =" 6L
%ead A =yriad of %eflections from Activity (7
After accomplishing your tasks and making your outputs, ask yourself if you have generated ideas on the
RE-AR>S
Page 4 of 5
,II0
RE/LE+TION
Re?ect on
A0 1o. of learners who earned 234 in the evaluation )0 1o. of learners who re-uire additional activities for remediation +0 5id the remedial lessons work6 1o. of learners who have caught up with the lesson
D0 1o. of learners who continue to re-uire remediation E0 "hich of my teaching strategies work well6 "hy did these work6
/0 "hat di7culties did % encounter which my principal or supervisor can help me solve6
G0 "hat innovations or locali8ed materials did % used9discover which % wish to share with other teachers6
Page 5 of 5
