The Tale of Ch'Unhyang

PAGSANJAN INTERGRATED

SCHOOL NATIONAL HIGH SCHOOL GRADE LEVEL 8

ALMA MAE G. ROBLES

GRADE 7 - 10 TEACHER LEARNING AREA ENGLISH
RHESIE LYNE F. VILLANUEVA
DAILY LESSON TEACHING
7:00 AM TO 1:05 PM QUARTER 3rd Quarter
PLAN DATE/TIME
SEMI-DETAILED LESSON PLAN TEMPLATE
I. Objectives At the end of the lesson the learners are expected to:
 Identify the meaning of unfamiliar words found in the selection
 Analyze the attitude of the characters using a graphic organizer
 the elements of the selection
Content Standards The learner demonstrates understanding of: Southeast Asian Literature as minor 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.
Performance The learner transfers learning by composing and delivering a persuasive speech based on an
Standards informative essay featuring use of properly acknowledged information sources, grammatical signals
for opinion – making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.
Learning EN8LT – IIIa-11.1 Identify the distinguishing features of notable poems, short stories, dramas, and
Competencies novels contributed by Southeast Asian writers.
II. Subject Matter
Topic/Lesson The Tale of Ch’unhyang
Materials Visual Aids, pictures, power point presentation

References Teacher’s Guide Learner’s Materials p. 294 - 298
III. Procedure
A. Daily Routine
1. Prayer
2. Cleaning
3. Greeting
4. Checking of
Attendance
B. Priming
Review Ask the students what are interesting facts about the country of Korea?
Motivation Ask the students about the title of these two Korean Drama which were showed on Philippine TV
years ago. Let the students tell something about the story and what are the reasons why they
enjoyed watching these kind of television show.
C. Activity A. VOCABULARY
Match the unfamiliar words in Column A to its meaning in column B.
Write the letter of your answer and use the following words in a meaningful sentence.
Column A Column B
1. magistrate a. part of the traditional ruling class
2. hasten b. officially sanctioned Korean female entertainers
3. defiance c. heavy wooden yoke borne on shoulders enclosing
4. kisaeng d. be quick to do something
5. cangue e. disobedience
6. yangban f. civil officer or lay judge who administers the law
B. RETELL
The students will retell the selection based on the story board posted.
D. Analysis Process Questions:
1. What attitudes of the characters Mongryong and Ch'unhyang do you really like? Are
these reflective of the psyche and temperaments of the Koreans?
2. If you were Ch’unhyang would you also wait for the one you really love and refused to
marry the new governor even if you’re already tortured to death? Why or why not?
3. If you were Mongryong, would you also go back and save the one you loved to fulfill
your promises? Why or why not?
4. Do you personally like the psyche and temperaments of the Koreans? Why or why not?
5. What is your favorite part in the story and why?
E. Abstraction A tender hearted young noble man, MongRyong, falls in love with the famous Chun Hyang, the
most beautiful girl of a Korean village, who is also a pure hearted artist but unfortunately from a
humble family. This forbidden love yields a secret marriage which is doomed when MongRyong
departs for Seoul to pass state exams and his absence lasts for three years, during which no news
is heard of him. Meanwhile, the arrival of an infamous new sheriff puts Chun Hyang in great peril
when she refuses to break her marriage and obey the desires of the sheriff. by: Ehsan
F. Application
Ask the students to answer an Attitude

Analysis Task.
An Attitude Analysis strategy plays on and is
a combination of, the two words act and
attitude. It helps you make connections
between attitudes and actions of people and
groups. First, analyze the given idea,
position or belief expressed by the tale.
Secondly, the students summarize the
meaning of the identified idea or belief.
Thirdly, students identify and record the
Attitudes/ Values imbedded in the idea, belief
or position. Fourthly, students devise Actions
/ Practices that match the attitudes and
values.
IV. Assessment
Write what is asked in the Literary Elements Advance

Organizer. Choose one element and use as a basis for
answering the questions below. Continue the interactive
discussion until you get clarified with the Koreans’ ways
of using their cultural values in coping with the
challenges of modernity.
V. Assignment Read the selection “The Tale of Ch’un hyang” (from http://instrok.org/onstrok/home.html),
Then answer the following questions:
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 have
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?
VI. Reflection
VII. Remarks
Mastery Level

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PAGSANJAN INTERGRATED

SCHOOL NATIONAL HIGH SCHOOL GRADE LEVEL 8

ALMA MAE G. ROBLES

Topic/Lesson The Tale of Ch’unhyang

Materials Visual Aids, pictures, power point presentation

D. Analysis Process Questions:

Ask the students to answer an Attitude

Write what is asked in the Literary Elements Advance

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