SCHOOL: MABOG NATIONAL HIGH SCHOOL GRADE LEVEL: Grade 8

TEACHER: ALMA A. CAMINO LEARNING AREA: ENGLISH

TEACHING DATES & TIME: QUARTER: THIRD QUARTER
WEEK: ONE
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of the session, at least 80% At the end of the session, at least At the end of the session, at least At the end of the session, at least
proficiency level of the students are 80% proficiency level of the students 80% proficiency level of the students 80% proficiency level of the
expected to: are expected to: are expected to: students are expected to:
1. identify the literary 1. 1.
genre used in a literary work; explain the history and culture of explain the story based on each 1. note down Korean practices
2. classify Korea; literary element; as shown in the story;
sample literary works according to their 2. organize 2.
I. OBJECTIVES genre; and 3. share information about the difference perform varied activities showing the 2. perform varied activities RRE
importance on studying literature with between Philippine culture and significant events, theme and values showing the significant events,
diverse genre. Korean culture through a graphic of the Tale of Chunhyang; and theme and values of the Tale of
organizer; and Chunhyang; and
3. share 3. share viewpoints on the 3. relate the moral
viewpoints on the importance of importance of each element in a story learned from the story to real life.
studying Korean culture in gaining and relate such viewpoints t to real
universal values. life.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining
A. Content Standards features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.

The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources,
B. Performance Standards grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.

EN8LT-IIIa-11: Identify the notable EN8SS-IIIa-1.10 Organize EN8LT-IIIa-11: Identify the notable EN8LT-IIIa-11: Identify the notable
literary genres contributed by Southeast information about a chosen subject literary genres contributed by literary genres contributed by
Asian writers using a graphic organizer Southeast Asian writers Southeast Asian writers

C. Learning Competencies / Objectives EN8VC-IIIf- EN8LT-IIIa-11.1 EN8LT-IIIa-11.1 RRE

(Write LC code for each) 19: Judge the relevance and worth of Identify the distinguishing features of Identify the distinguishing features
ideas presented in the material notables poems, short stories, of notables poems, short stories,
viewed dramas, and novels contributed by dramas, and novels contributed by
Southeast Asian writers Southeast Asian writers

II. CONTENT LITERARY GENRE KOREAN HISTORY & CULTURE TALE OF CHUNHYANG TALE OF CHUNHYANG

III. LEARNING RESOURCES

A. References K TO 12 English Grade 8 Materials
1. TG
2. LM LM pp. 286-298 LM pp. 294-301 LM pp. 305-306
3. Textbook pages
4. Additional Materials from Learning
Resources Portal
Powerpoint and Videos about Korea
Powerpoint Presentation on Literary Powerpoint on The Tale of Powerpoint on The Tale of
and its History & Culture,
Genre, Text Analysis Template, Pens, Chunhyang, Visual Aid, Laptop Chunhyang, Visual Aid, Laptop
Wokrsheets, Laptop Computer,
Laptop Computer, Flatscreen TV/ Computer, Flatscreen TV/ DLP, Computer, Flatscreen TV/ DLP,
Flatscreen TV/DLP, Speaker
B. Other Learning Resources DLP,speaker, metacards speaker speaker
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Prayer, checking of attendance, setting of classroom atmosphere and review of the previous lesson.
the new lesson
AWAD: genre- (noun) type, kind WORDS FOR THE DAY: Day 1: Day 2:
psyche (noun) – human spirit MOTIVATING QUESTION Presentation of
temperament (noun) – prevailing What will you do if you are the Rubric for the Literary Circle
dominant quality of mind that arrested by a police officer and will be Activity
characterizes someone put into jail without any reason? Do -During the literary circle, the
you think this will happen in real life teacher will roam around and check
B. Establishing a purpose for the lesson - Do you love reading? situation? the interaction of the students. The RRE
What kind of materials do you love to Are you teacher will select the Best
read? Why? a Korean fanatic? Do you wish to go Presenter from Each Expert Group.
to Korea someday? What is the most The teacher may also choose the
important thing that you have to learn Best Visual Aid from the presenters.
first in order to enjoy your stay in
Korea? Why?

Task 1: GALLERY WALK (For more TASK 1: IN MY HAND WORDS FOR THE DAY (Refer to LM LITERARY CIRCLE
detailed insturciton, please refer to (Refer to LM pp. 290) pp. 300-301 BUILD ME UP)
the provided PPT on Literary Genre) The students will be grouped into four The class, in their respective
(4). Pictures of KPOP idols will be 1. Magistrate Jigsaw Groups, will conduct the
Each corner of the classroom has a shown on the board/screen. Each 2. Hasten literature circle. Each member
visual aid to be used in the group will be given a Hand Chart 3. Defiance shall take turns in presenting his/her
C. Presenting examples/instances of the brainstorming activity. wherein they shall share and reflect outputs.
their own personal ideas and opinions 4.Kisaeng RRE
new lesson
STATION 1: about the Koreans' way of life. 5. Cangue
SHORT STORY STATION 2: 6.
POETRY Yangban
STATION 3: BIOGRAPHY
STATION 4: SCRIPT

The teacher, together with the students, FILM VIEWING 1: HISTORY OF LITERARY CIRCLE 1. What are the Korean practices
will check the outputs and identify the KOREA: THE KOREAN WAR JIGSAW GROUP reflected in the story?
common responses of the four groups The class will be divided into four (4). 2. What attitudes of Yi
in each station. Then, the teacher will A video clip on the History of Korea This grouping will be called their Mong-Yong and Ch'unhyang do you
present the lesson about Literary (Korea n War) will be shown. Jigsaw Groups. Each Jigsaw Group really like? Are these reflective of
Genre. Guide Question: will assign each member with a the psyche and temperament of the
1. Fiction 1. What caused the specific task. After assigning tasks to Koreans? 3.
D. Discussing new concepts and practicing 2. Non- Korean War? all members, they will be regrouped How did Chunhyang overcome the RRE
new skill #1 Fiction according to the special task given to challenges in her life?
3. Poetry them. All members with the same
4. Drama task for the Literary Circle will gather
together. This will be called their
Expert Group.
Every after discussion on each literaryFILM VIEWING 2: NoKor & EXPERT GROUP
genre, the students will answer the SoKor Each Expert Group will convene and
questions. Another video clip about the help together in preparing for their
- Based on the difference betweeen the North task. After the Expert Group’s
presentation, what are the important Korean and South Korean in terms of Session, everybody will go back to
and unique characteristics of this their culture and tradition. their respective Jigsaw Groups. In the
literary genre? Guide Jigsaw Group, all members shall take A short story has various elements
- What is the common Questions: turns in presenting their outputs. with diverse functions. Does each of
E. Discussing new concepts and practicing
purpose of this genre? / When do we 1. What are the similarities and * Pre-reading of the story these elements important towards RRE
new skill #2
usually read this type of literary genre?
differences between North Korea and the overall meaning of a story?
South Korea in terms of culture and Why?
- Can you give more of its examples? traditions?
2. How do the North
Koreans and South Koreans
embraced modernity?

Task 2: TEXT ANALYSIS TASK 2: EXPRESSING IN A NON- PRESENTATION OF OUTPUTS

(Materials: Pens & Visual Aid LINEAR WAY PER EXPERT GROUP
Containing the Text Analysis Template) GROUP 1: Using either a Fishbone Each expert group
Diagram or the Cause & Effect will present their common outputs to
-Each group will be given a reading Diagram, present the Cause and the teacher for critiquing and
material to scrutinize. Read and Effect of the Korean Conflict. improvement.
understand the reading text given to
you and fill in the Text Analysis GROUP 2: Using the venn diagram,
Template on the visual aid. Using all compare and contrast North Korea
your analysis, identify its literary genre. and South Korea.
Choose a presenter for your group.
GROUP 1: Life of President Rodrigo GROUP 3: Using the concept map,
Duterte list down the traits that describe the
GROUP 2: The Legend of Tinuy-an Korean psyche and temperament.
Falls
GROUP 3: Fight Song GROUP 4: Using the venn diagram, Which character traits, psyche and
F. Developing mastery (leads to fromative GROUP 4: Script compare and contrast Filipino culture temperament should we, Filipinos,
RRE
assessment 3) and Korean culture. learn from the Koreans specifically
in facing or overcoming challenges?
Based on the folktale, what makes
Korean has been divided into two How did you finish your task well and our relationship with our family, with
countries yet they still live peacefully on time? Did you enjoy working with our friends, with our country, with
and progressively. What values or your fellow classmates? God and in the future with our
G. Finding practical applications of concepts Why do we have to read literary works traits should we imitate from these - Teamwork makes the task work. husband/wife stronger?
RRE
and skills in daily living with diverse genre? Koreans? Why? VALUES:
VALUES: Sense of Every member is unique and Faithfulness, love and sincerity
Resiliency and Love to One's Country has a significant contribution to a
and Culture group.

"There's more beauty in

diversity."
- How will you relate the this
statement to our class activity today
Do we have to consider the literary What literary genre is used in the
which is the Literary Circle? Can
genre of a text that we should use Tale of Chunhyang? Explain.
you see the beauty and integrated
according to our specific needs? Why? Why do we have to study the culture, Is
H. Making generalizations and abstractions value of the Literature Circle?
(For instance, in times of seeking history and literature of foreign unlocking of difficult words, and RRE
about the lesson -We
factual and reliable information for our countries like Korea? studying each short story element
are living in a world with diverse
research, in looking for entertainment, essential in understading the overall
culture. As Filipinos, why should we
and in teaching morals? meaning of a story? Why?
read literature from other countries
like Korea?

QUIZ Direction: QUIZ QUIZ Directions: Choose the letter of

Read the question in each item and choose the Direction: Choose
the letter of the correct answer. the correct answer.
letter of the correct answer. 1. Who is the protagonist in the story?
1. Which of the following is true
1. Which of the following about Korean conflict?
is an example of a fiction? A. The New Magistrate
a.The Soviets administered North Korea while the U.S. B. Yi-Mong-Yong
governed South Korea. C. Moon Plum
A. Science books B.
fairytales b. The U.S. administered North Korea while the D. Chunhyang
C. Soviets governed South Korea.
news article D. biography 2. What kind of a wife was
c. Both North and South Korea were governed by
China. Chunhyang?
2. Which of the following is A. Faithful
an example of a non-fiction? d. No foreign nations governed Korea. B. Selfish
2. How did they resolve the Korean war?
A. news article B. short C.
story a. They established a treaty. Irresponsible
D. Weak
b. They united as one country.
3. Which of the
C. novels D. poem c. They established the Demilitarized Zone. following is true about Korean culture?
I. Evaluating learning A. RRE
d. The U.S. conquered entire Korea.
3. Which of the following describes the psyche and They give do not believe in formal
temperament of the Koreans right after the Korean marriage.
3. Which literary genre is usually written to conflict?
entertain the readers? B. They give significance
a. cleanliness
A. poetry to their dreams.
B. drama b. Godliness C. They believe in
C. fiction 4. What is
c. resiliency
D. non-fiction the implicit message in Yi-Mong-Yong's
4. Why d. respect poem?
do we have to choose non-fiction materials if we 4. 5. Give an appropriate theme for
want to read informative texts? How did the Koreans embrace modernity?
the story.
A. They are based
on the writer's imagination. a.They embrace modernity without forgetting their own _______________________________
cultural identity as Koreans. __
B. They are based on facts and
truth. C. They are b.They totally embraced modernity and forgot their own
written in a strict metrical structure. culture.

c.They never embraced modernity for they take pride

D. They are based on the with their own cultural identity.
writer's emotion and feelings. d.They were forced to embrace modernity.
5. As young Filipinos, why do we have to study Korean
5. Why do we have to read culture, history and literature?
literary works with diverse genre?
ASSIGNMENT ASSIGNMENT AGREEMENT ASSIGNMENT
ESSAY: Why do young Filipino On a legal size bond paper, Literary Circle: On a legal size
students need to read literary works create your own WORDLE describing Prepare bond paper,
with diverse genre? the psyche and temperament of the yourselves for the presentation of
-Write your essay on a one Koreans. Pass this next meeting. outputs in your respective Jigsaw
whole sheet of paper and pass it next Groups. Preparing visual aids is
meeting. Criteria: required. -The
Content - 25% class may agree on the rubric to
Creativity - 25% be used in the Literary Circle for
Visual Appeal - 25% next meeting.
J. Additional activities for application or Neatness - 25%
TOTAL -100% RRE
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
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 worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teacher?

Checked and Observed:

(Pls indicate date and time)

Prepared:
ALMA A. CAMINO

Checked & reviewed by:

MARIVIC R. VILLALUZ
Principal I
NOTE: This is a suggested plan. You may
adjust according to your time frame as long
as .you'll achieve the desired competencies
within the quarter
SCHOOL: MABOG NATIONAL HIGH SCHOOL GRADE LEVEL: GRADE 8
TEACHER: ALMA A. CAMINO LEARNING AREA: ENGLISH
TEACHING DATES & TIME: QUARTER: THIRD
WEEK: TWO
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of the one hour session, at At the end of the one hour sesion, at At the end of the one hour session, at At the end of the one hour session, at
least 80% proficiency level of the least 80% proficiency level of the least 80% proficiency level of the least 80% proficiency level of the
students are expected to: students are expected to: students are expected to: students are expected to:
1. explain the cultural value depicted 1. explain the meaning of
in an Afro-Asian literary work; word through structural analysis;
I. OBJECTIVES 2. perform trans-created fictional 2. RRE
work into another literary genre; and
3. relate the cultural values learned
from the tale to real life.

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
A. Content Standards listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.

The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
B. Performance Standards signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.

EN8V-IIIb-15.3: Explain the meaning

EN8LT-IIIa-11: Identify the notable
of a word through structural analysis EN8RC-IIIa-12.1 EN8RC-IIIa-12.1
literary genres contributed by
(prefixes, roots, suffixes) Recognize propaganda techniques Recognize propaganda techniques
Southeast Asian writers
used in a given text. used in a given text.
C. Learning Competencies /
Objectives (Write LC code for EN8LT-IIIa-11.1
EN8VC-IIIb-3.4/4.4/5/4: EN8VC-IIIb-3.4/4.4/5/4:
each) Identify the distinguishing features of
Determine the target audience of a Determine the target audience of a
notables poems, short stories,
material viewed material viewed
dramas, and novels contributed by
Southeast Asian writers

TALE OF THE WOODCUTTER AND BASIC PROPAGANDA BASIC PROPAGANDA

AFFIXES
II. CONTENT THE TIGER STRATEGIES STRATEGIES
III. LEARNING RESOURCES
A. References K TO 12 English Grade 8 Materials
1. TG Grade 8, Module 3
2. LM LM pp. 305 396-399 LM pp. 346-347 LM pp. 396
3. Textbook pages
4. Additional Materials from
Learning Resources Portal
English Expressways III pp. 29-30,
B. Other Learning Resources English Expressways II pp. 22
IV. PROCEDURES
A. Reviewing previous lesson or
Checking of attendance and setting of classroom atmosphere. Review of the previous lesson.
presenting the new lesson
TASK 1: CRAFT A STORY TABOO GAME TASK 1- GROUP ACTIVITY: TV TASK 1: THROW THE DICE
What could The class will be divided into ADS WE LOVE Using a dice, each group
be our story for today? Craft a three (3) groups. Each group must Let the students list will answer one question about
possible story plot using the three have a dance representative who will down at least 10 most popular TV Propaganda and its devices
pictures below and share it in the draw a strip of paper containing a advertisement. Let the students discussed in the previous meeting.
class. Korean dance craze. The said dance reason out what makes the ad
1. old man, 2. craze is the taboo phrase,thus should popular.
tiger, not be spoken by the representative.
3.forest, 4.grave He/she msut only help his/her group
guess the taboo phrase through
dance steps. Each group will be given
30 seconds to guess the taboo
phrase. If they fail, other groups will
be given a chance to steal and earn
B. Establishing a purpose for the the points.
1. Boom Boom by Momoland CONDUCT OF RRE
lesson
2. Bang by Momoland
3. Gangnam Style by
PSY **What helped you in
guessing correctly the taboo phrase?
**Do you think without such
knowledge, you can still guess
correctly the taboo phrase? Why?
--- This is the same in
reading, we can never understand a
text if we are not familiar with the
words used in it.

The class will be divided into three TASK 1: WORD ANATOMY TASK 2: EXAMINING BIAS The TASK 1: CONSUMER WISE
groups. Each group will read the The class will be students will analyze the message GROUP ACTIIVITY
Tale of the Woodcutter and the divided Using the chart, each group depicted in the picture. As a consumer, what are the
Tiger silently and prepare their will write the root word at the second factors that you consider before
answers for the following guide column of the chart, the affix used at For whom is this photo buying a product? Present your ideas
questions. the third column and the definition of addressed? Why? through a graphic organizer.
1. Who among the characters in the word based on the affix used.
the story is faced to embrace The teacher
modernity? Explain. will check their work.
2. How has
C. Presenting examples/instances of this new way of looking at things
the new lesson being passed on to the next
generation?
3. Do you believe that
elders play a great role in preserving
cultural values and norms? Explain.
TASK 2: CHAIN OF EVENTS DISCUSSION ON ARRIVING AT PROPAGANDA PROPAGANDA
WORD MEANINGS THROUGH Discussion on the the definition of 1. Card Stacking
AFFIXES propaganda, black propaganda and 2. Name Calling
D. Discussing new concepts and (Refer to English white propaganda 3. Plain Folks
practicing new skill #1 Expressway III pp. 28-30) 4. Glittering Generalities
5. Soft Soap

The teacher will

facilitate the chaining of events of the Discussion on the First Five Video Clips, Pictures and
story with the students. Propaganda Devices Propaganda Posters will be shown by
**Presentation of Answers to
Guide Questions by Group 1. Bandwagon the teacher and the students shall
2. Testimonial determine the target audience of the
**What type of literary 3. Transfer said materials. The students will then
Each group will revisit their chart in 4. Repetition evaluate whether the propaganda is
E. Discussing new concepts and genre is used in the Tale of the
the Task 1 and correct their errors 5. Emotional Words black or white. For product
practicing new skill #2 Woodcutter and the Tiger? Does it
based on the lesson discussed. -The students advertisements, the students shall
have an element of reality or fantasy?
Why did the shall identify the people who are scrutinize them carefully and evaluate
author write this tale? addressed by each propaganda whether the materials are effective or
material. not.

GROUP ACTIVITY REACT & SHARE GROUP ACTIVITY TIPS TO BE A WISE CONSUMER
Each group will their (TIERING ACTIVITY)
G1: Poetry Group: Transcreate own idea and react on what is G1: Using a table/chart, write By group, the
the tale into a song/poem using the asserted in the editorial in front of the the definition of each propaganda students will write 5 tips on how be a
values learned from it. class. They have to make use of at device/strategy G2: Using wise consumer despite the
G2: Non-Fiction least 5 five words with appropriate a table/chart, write the advantages widespread propaganda materials
Group: Perform a TV broadcast affixes. and disadvantages of each used in media and in the community.
F. Developing mastery (leads to
reporting about the incident propaganda device once used in
formative assessment 3)
happened in the Tale of the spreading a message in the society
Woodcutter and the Tiger. G3: Write a short
G3: informative essay about the good and
Drama Group: Present a short bad effects of propaganda
dramatization on the Tale of the
Woodcutter and the Tiger

Could this tale be used as basis for As a student how did the knowledge What are the positive and negative
What is the importance of knowing
G. Finding practical applications of you to have a glimpse of how the on these techniques help you effects of using propaganda
word meanings before making
concepts and skills in daily living Koreans at present are coping with become wiser in your decisions on techniques on both consumers and
judgment or giving reaction?
the challenges of modernity? buying products? sellers?
What is a propaganda? Why do
Philippines has been influenced by unscrupulous businessmen, writers
different cultures from various foreign and speakers use propaganda
lands. How will you embrace such Is the knowledge about Affixes helpful gimmicks?
H. Making generalizations and Differentiate black propaganda from
change or modernity without in understanding word meanings?
abstractions about the lesson white propaganda How do recognizing propaganda
forgetting your own cultural identity Why?
as a Filipino? Cite ways. devices make you a better consumer
and student?
QUIZ
Direction: Read
QUIZ QUIZ QUIZ
each question and choose the letter of the correct answer. Direction:Read each Direction: Direction:
1. Which
of the following proves that the “Tale of the Woodcutter and sentence and add the appropriate
the Tiger” is a work of fiction? prefix or suffix to the root word in
A. It has an element of reality.
B. It has an element of fantasy. each item to complete its thought.
C. It uses tragic events.
D. Its events are factual.
1. fear
- My father is very brave and
2. What does the mother tiger represent in the story?
A. A Korean who
___________ for he is scared of
suffers from poverty. nothing. 2. print
B. A Korean who embraces modernity.
C. A Korean who can be fooled by anybody. - You have mispelled my name in
D. A Korean who does not want to embrace modernity. your request letter so kindly
3.
Which Korean cultural value is emphasized in the tale? __________ it. 3. function
A. children’s devotion to parents before death
B. children’s devotion to parents, even after death
- My computer ____________ last
C. parent’s devotion to children before death night. Thus, I have to take it tot the
D. parent’s devotion to children, even after death
repair shop. 4.
4. Which event in the tale shows that a cultural tradition is Buddha - My friend worships Buddha.
I. Evaluating learning passed on from one generation to another generation?
Therefore, his religion is
A. The baby tigers brought offering to the grave of the
woodcutter’s mother in memory of their mother tiger.
B. The woodcutter wisely fooled the tiger that he is his long
____________. 5.
lost brother. beauty - For a lady who has a sweet
C. The mother tiger believed that he is the long lost brother
of the woodcutter.
smile, attractive eyes and kind heart,
D. The woodcutter visits the grave of his dead mother I can say that she is indeed
every year on her memorial day.
___________.
5. Why do we have to read foreign literary works like “The
Tale of the Woodcutter and the Tiger” in Korea?

A.It will allow us to embrace the goodness of the Korean

psyche and temperament and to emulate their good
values.
B.It will help us to compare which is better between
Filipinos and Koreans in terms of psyche and
temperament.
C. It will help us realize that Korean culture is the best in
terms of psyche and temperament.
D. It will allow us to criticize the flaws of the Koreans in
terms of their psyche and temperament.

ASSIGNMENT
GROUP ASSIGNMENT
Write a reflective journal
In a one or two-minute film, each
J. Additional activities for application about the theme or moral lesson of
group will present their original
or remediation the story. Write this on you
product advertisement using effective
assignment notebook and pass it
propaganda devices.
next meeting.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who
C. scored
Did below 80%
the remedial lessons work?
No. of learners who have caught up
with theoflesson
D. No. learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teacher?

Checked and Observed:

(Pls indicate date and time)

Prepared:
ALMA A. CAMINO

Noted by:
MARIVIC R. VILLALUZ
Principal I