Sample Lesson Exemplar using the IDEA format

1. LESSON EXEMPLAR IN GRADE 8-SPFL-KOREAN USING THE IDEA INSTRUCTIONAL PROCESS
Learning Area Special Program in Foreign Language – Korean (SPFL-K)
Learning Delivery Modality Online Distance Learning Modality
LESSON
EXEMPLAR
SDO RIZAL Grade Level GRADE 8
Name of Teacher
ROMNICK P. NICOLAS
Learning
Area
SPFL Korean
Teaching Date
and Time
Quarter
First Quarter
Teaching time No.of days 4 days
I. OBJECTIVES
A. Content Standard The learner distinguishes basic elements of a
phrase, utterance, and vocabulary relevant to
personal and one’s family, comprehends short
text, write short, simple notes and paragraphs,
understands the meaning of Korean expressions
and applies correct grammar usage.
B. Performance Standard The learner constructs simple sentences using
Korean vocabulary, engages in dialogue and
conversations, utilizes correct grammar,
intonation, and pronunciation in various familiar
communication settings.
C. Most Essential Learning Competencies
(MELC)
(if available write the indicated MELC)
D. Enabling Competencies
(if available write the attached enabling
competencies)
Familiarize oneself on the Korean
expressions/greetings of regards.
Know the meaning of Korean words vis-à-vis
English translations
LC #1 Use expressions and greetings of regards.
(OL)
LC #2 Talk about one’s situation. (OL)
LC #3 Use the grammar ‘-고’ (and) to connect two
related ideas. (GA)
LC #8 Respond to questions based on a text read.
(RC)
LC #9 Extract details from a text read. (RC)

2. II. CONTENT
Saying Hello and Expressing Regards
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Guide Pages
c. Textbook Pages Sejong Hangugeo pp. 12 - 14
d. Additional Materials from Learning
Resources
B. List of Learning Resources for Development
and
Engagement Activities
National Institute of Korean Language. (2013).
세종한국어 2 영어권 익힘책.
Zulueta M.E.S. (2020, April 30). Grammar handout
세종한국어 2. Las Pinas National High School, Las
Pinas, Metro Manila.
IV. PROCEDURES
A. Introduction Establishing purpose
 Learners will be involved on the grand
review of the lessons they took and
explored the previous year. Starting the
year right, they are guided on establishing
connections between the previous school
year’s curriculum to this year’s
continuation of the curriculum. As part of
the introductory activities, learners are
involved in the following:
 ‘Kamustahan’
 In the ‘Kamustahan’ phase, the teacher
will use expressions learners learned the
previous year and see whether learners
can still recall these commong greetings
and expressions.
 Recalling of Lessons, Concepts learned,
and Skills gained
 Since they are the same students from the
previous year, they will be tasked to review
some of the concepts they learned. The
teacher will then post/share some
vocabulary, grammar particles, etc. and
learners will share what they could
remember about these.

3.  Introduction to the first lesson to be
explored in class (Objectives, set of
vocabulary and grammar topics, and
macro skills assessment)
 It has been part of the introduction to
orient the learners about the things in store
for them particularly the goal orientation,
topic scope, future activities to work on.
Task 1: Meet and Greet
 Learners will be asked how they greet
someone they have just met after a long
time. They are asked to share any
expression they know. It may be in Tagalog
or English.
 From the responses of the learners, they are
guided to the first topic of the lesson—
expressing greetings/regards. The teacher
will choose which of these expressions can
be used and linked to the current lessons.
B. Development Task 2: Expression of Regards
 Given the responses of the learners, they
are guided to explore common expressions
of regards they need to know and use
when talking to a Korean. Teacher will list
some of the expressions they shared when
greeting someone they have just met for a
long time.
 Learners focus themselves on these
expressions and are instructed to guess
which these expressions have something to
do with the expressions they will be
learning.
Concept Presentation I:
Vocabulary and Expressions
 The teacher will share his screen to the
students. They will be asked to read the
following vocabulary/expressions. They will
read the set of words right after the
teacher’s turn.
 Meanwhile, learners are also guided on
remembering the pronunciation and
spelling of the words.
 Learners also engage in a series of drills in
reading the set of expressions. Also from the
list of English and Tagalog expressions they

4. shared during the previous activity, they
are led to the discovery of Korean
expressions which also mean the same
thing.
 Likewise, learners are guided on how these
Korean expressions particularly in the form
of questions can be answered and can be
used in conversation.
 For reference, learners can also get and
refer the book Sejong Hangugeo 2 pg. 14
for these expressions.
Task 3 Listening Activity: Regards
 Learners are given instruction to prepare
for the listening task. Before the listening
activity starts, teacher writes some words
taken from the conversation for unlocking
of difficulties. Learners are involved to
guess the words based on their prior
knowledge likewise on the discussion that
took place early on.
 Learners will be instructed to listen to a
recorded conversation and write some of
the words they will hear from the audio.
 The audio will be played thrice. First, they
will listen carefully and focus on the lines.
Secondly, they will write the words they get
and understand from the audio. Lastly, try
to understand the whole conversation.
 Teacher will also ask questions about the
audio conversation played.
 When the learners have completely
grasped the meaning of the conversation,
learners will be asked to read the lines or
dialogs.
 Learners will be asked to work by pair or
small groups as they deliver the
lines/dialogues.
 After which the learners will give the
expressions they learned emphasizing on
the grammar used in specific

5. line/dialogue. This will lead to the discussion
of the grammar particle.
Concept Presentation II:
Language/Grammar Focus
 The teacher will introduce the grammar
particle to be learned through examples.
 Based on the dialogue and other sentence
samples, learners will be asked to analyze
and guess the meaning and function of the
grammar particle.
 After the learners gave their analyses of the
grammar particle, the teacher will share
again his screen to the class.
 This time, the discussion will focus on how
the grammar particle –고 functions.
 More samples will be given and provided
for the learners to understand the function
of the grammar particle.
 Learners will read the samples provided on
p. 14 of Sejong Hangugeo 2.
 Learners will be asked to construct their
own sample sentences using the grammar
particle –고.
C. Engagement Task 4 Q and A Expression of Regards
 Learners will be asked to match the given
question expression to its corresponding
response.
 Learners will take turns asking and
responding to questions.
 Teacher will then inform the learners of
what to remember every time the learners
need to use the expressions- how to
respond to question based on how it is
framed.

6. (1) 오랜만이에요 • •① 잘 지내요.
(2) 요즘 어떻게 지내요?• •② 그동안 어떻게
지냈어요?
(3) 방학을 잘 보냈어요? • •③ 네, 방학에 여행을
갔다 왔어요.
Task 5: Sentence and Picture Connection
 Learners are asked to combine two
sentences using the grammar learned as
initial task.
 After which, learners view two pictures and
are asked to connect two sentences about
the pictures through the use of grammar –
고.

7.  The task involves sentence construction
based on the pictures, vocabulary, and
grammar learned.
 Learners are instructed to take turns
reading the completed sentences/
dialogues.
Task 6: Vacation to Remember
 Learners are asked to recall the vacation
they have had. They are also instructed to
think of the things they did during that
particular vacation.
 Learners will be allowed to make outlines as
they recall specific moments during their
vacation.
 Learners are reminded to use the
vocabulary and grammar they learned as
they construct their sentences/ dialogues.
 Learners will take turn reading or delivering
their lines/ dialogues.
 The goal of the task is to freely use the
grammar particle and the expressions
learned from the explored topic.
 Learners presentation will be assessed
based on the grammar usage, vocabulary
and expressions used, and their ability to
carry out the conversation or delivery of
their lines.

8. D. Assimilation
Real Talk
 Given the lessons they explored in class,
learners are asked about the usefulness of
expressions and vocabulary they learned.
 Learners will be asked how these
expressions become meaningful in
situations they are usually in.
 Also, learners infer the value/s reflected in
the vocabulary, expressions, and grammar
they learned.
 Learners are asked the question: What
Korean value/s are reflected every time
you use such expressions? What do
Filipinos and Koreans share in common?
Task 7: Macro Skills Test
 Learners are guided in answering set of
tests focusing on macro skills.
A. Listening:
 Learners listen to an audio file. Learners will
identify all the pictures reflective of the
content of the audio file.
B. Speaking:
 Learners are asked a specific question
and are instructed to respond to the
question using the grammar and
expressions learned. Learners will send a
recorded file of their response
C. Reading:
 Learners are directed to read an email.
After reading the content of the email,
learners answer questions related to it.
Learners are instructed to write their
answers in complete sentences.
D. Writing:
 Learners are asked to write their own
invitation email/letter to a friend. The
output they will make should include the
following: expression, vocabulary,
grammar learned. Learners may refer to
the reading material they have previously
read for reference. The output will be
assessed based on the following: content

9. (expressions and vocabulary), grammar
structure, organization, and mechanics.
V. REFLECTION
The learners in their journal, portfolio or through the
use of an offline/online app will write or post their
personal insights about the lesson by completing
any of the following prompts (dependent on
teacher’s decision):
The most essential and useful concept/lesson I
learned today is_____________________________.
Today’s lesson help me realize that
_______________________________________.
I understand that ___________________________.
I realized that ________________________________.
Prepared by:
ROMNICK P. NICOLAS
SPFLK-Teacher, Rizal National Science HS