Grade &

School 7
Section

Grades 1 to 12 Teacher Joycelyn C. Odevilas Learning Area English

DETAILED LESSON Teaching Dates
PLAN Quarter 2
& Time

Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedure must be followed and if needed, additional lessons, exercises,
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guide.

The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening
A. Content Standards and viewing strategies; difference between literal and figurative language; ways to
extract and condense information based on library sources; verbal and non-verbal
cues in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

selections; using tools and mechanisms in locating library resources; extracting
B. Performance information and noting details from texts to write a précis, summary, or
Standards paraphrase; distinguishing between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully
and appropriately.

Learning Competency:
Discover the conflicts presented in literary selections and the need to resolve
those conflicts in non-violent ways.
EN7LT-II-a-4
C. Learning
Competency/ies Specific Objectives:
Write the LC Code for At the end of the lesson, with at least 85% proficiency level, all students will be
each. able to:
a. Identify different types of literary conflicts;
b. Solve a story conflict that mirror-real life issues;
c. Appreciate the importance of solving conflicts in non-violent ways.

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the
CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC
Literary Conflicts
List the materials to be used in different days. Varied sources of materials sustain children’s interest
III. LEARNING RESOURCES in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well
as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages NOT AVAILABLE
2. Learner’s Materials English 7: Quarter 2 – Module 5
pages
 3. Textbook pages NOT AVAILABLE
 DepEd. 2017. Learner’s Material (First Edition) Pasig City. DepEd Bureau
of Learning resources retrieved from: https://depedd.club.com
 Disney. Scar and Mufasa. Published on February 21, 2021. Retrieved
from: https://youtube/VSBoomXKYcY?si+71 awTTgWZIB227e
 Flasback FM. Terminator: Grace vs Rev-9 (Factory Fight). Published on
Marach 6, 2021. Retrieved from; https://youtube/gik-BHRCic?
4. Additional Materials from si=zo1ZVGFZio1lII3.
Learning Resource (LR)  Movieclips. Katniss Kills Coins. Published on September 6, 2024.
Portal Retrieved from: https://youtube|hyjHooJIKGCsi=WNYGfjfm
 Movieclips. Ghostbusters. Published on May 26, 2023. Retrieved from:
https://youtube/ADnxes73vi?=bsoclqshzLbl55nv
 Pixar. Riley’s Anxiety Attack: Inside Out 2. Published on June 14,
2024.Retrieved from: https;//youtube|LEjhy15EcXO?Si=rsom9THzhml.
 Revengine. Wave: Tsunami Scene (2015). Published August 07, 2021.
Retrieved from: https://youtube/iwsp5zVP2bgU?=SKCpvl.
A. non-technology:
1. a pair of scissors, colored papers, markers, stapler, glue stick, ruler

B. ICT Tools:
1. PowerPoint Presentation
B. Other Learning Resources
2. Spin the Wheel
3. Guess the Emoji Game
4. Video Clips (20-30 Seconds)
5. Kahoot App
6. Duck Race Game
These steps should be across the week. Spread 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. Sustain learning systematically by providing students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw
conclusion about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.

Teacher’s Activity Student’s Activity

Good morning/afternoon,
class!

Good morning/afternoon, Ma’am.

Class, please stand up. Let
AWARENESS us all bow our heads for our
prayer. (shows a canned prayer video on
Classroom Routine the ppt slide)

Good morning, students!

How are you?
Good morning, Ma’am.
We’re fine, Ma’am.

Before you take your seats,

kindly pick up the trashes that
you can see and put it in the
trash bin. Thank you. Yes, Ma’am.
 You may now take the
comfort of your seats. Thank you, Ma’am.

Before we start our lesson,

let us be reminded with our
classroom rules again.
Everyone please read. (Students read the classroom rules
on the ppt slide)

Classroom Rules:
1. Be always prepared for class.
2. Raise your right hand when you
want
to speak.
3. Actively participate in class.
4. Listen attentively.
5. Avoid talking or being noisy
when someone is talking.

Are all the classroom rules

clear?
Yes, Ma’am.

Now, let us check our

attendance. Who is absent
today?
None, Ma’am.
A. Reviewing previous lesson or Very good.
presenting the new lesson

ELICIT (The activities in this

section will evoke or draw out Now, before we start our
prior concepts of or experiences lesson let us have a short
from the students.) recap of what was our lesson
last meeting by answering
this activity.

(Use Spin the Wheel to call

the names of the students)
 What are the different types
of characters?
Four students will be selected to
state the following: (1) Flat
character, (2) dynamic character,
(3) static character, (4) round
character
What are their
characteristics?
(students who had been selected
will describe the characteristics of
different types of characters)
Give me an example of a
character who possess such
characteristics; flat, dynamic,
static, round character.
(students who were not selected
will have a chance to share their
answers)

Excellent, class! I can see

that you have learned from
our previous lesson. Give
yourselves a round of
applause!
Thank you, Ma’am.

B. Establishing a purpose for Class, before we start our

the lesson new lesson for today, let us
have first an activity. Are you
ENGAGE (The activities in this ready?
section will stimulate their thinking Yes, Ma’am.
and help them access and
connect prior knowledge as a
jumpstart to the present lesson.) This activity is called:
Resource Allocation
Challenge. Please read the
mechanics:

Let’s assume you are tasked

to do a project. With the
items given, you are only
allowed to choose one. Since
the items are limited, those
who will get the same item
will have to negotiate with
each other and present two
reasons within 20 seconds.
The teacher will be the one to
decide who will get the item.
And the student who did not,
will present his/her
appropriate alternative
solutions. (students read the mechanics)

Are you ready, class?

Yes, Ma’am.

(the teacher shows the items (students proceed with the activity)
on the table)

From our activity, what did

you observe?
The items are limited. Some of us
have to negotiate to get the items.

Looking at how the

negotiation played out, did
you encounter conflict upon
making negotiation?
Yes, Ma’am. Like different reasons,
purpose. Limited items.

For the student who got the

item, how did you come up
with a reasonable
negotiation? Through stating specific purpose
on how to use the item for the
project appropriately.

For the student who did not

get the item, how did you
come up with an alternative
solution? By looking on other available items,
maximizing other resources and
being creative.

Class, do you think the

negotiation was successful?
Why? Yes, because the problem was
lesson and it was solved in a
peaceful way.

Very good!
 Class, did you know that the
C. Discussing the new struggles that you had
concepts and practicing new encountered in the activity is
skills #1 related to our new lesson for
today?
EXPLORE (In this section,
students will be given time to
That’s right! Today class, we
think, plan, investigate, and
organize collected information; or will be learning about
the performance of the conflicts but specifically in
planned/prepared activities from literature. Guided by our
the student’s manual with data learning objectives, we shall
gathering and Guide questions.) attain the following: (students read the learning
ACTIVITY
objectives)

So, first let us understand

what is a conflict. Please
observe the GIF’s on the ppt
slide. Which do you think
among GIF’s shows a
conflict?

GIF A

GIF B

GIF B shows a conflict because it

shows two people arguing.

Very good! It is correct that

GIF B shows a conflict
because a conflict is a
struggle between two
opposing forces just like the
two people arguing in the
GIF.

According to Master
class.com, in literature, a
conflict provides crucial
tension in ant story and is
used to reveal deeper
meaning in narrative while
highlighting the characters
motivation, values and
weakness. And for you to
know its types, I’ll be showing
emojis and clues and you will
guess what type of conflict
they represent.

(shows an emoji of man and

himself)

This refers to a character's

internal struggle involving
conflicting desires, beliefs,
emotions, or moral dilemmas,
often leading to self-reflection
and personal growth. Man Vs Self

(shows an emoji of a man

and a man)

This is a type of conflict

arising from opposing
goals, interests,
ideologies, or actions
between two or more
individuals, often
resulting in Man Vs. Man
confrontations, rivalries,
or power struggles.

(shows an emoji of a man

and large city)

This is a type of conflict

arising from a character's
resistance or rebellion
against societal norms,
expectations, values, or
injustices, often leading to Man Vs. Society
social commentary or
critique.

(shows an emoji of a man

and a ghost)
 A type of conflict in which a
character faces supernatural
forces. This can be against
gods, ghosts, or monster.
Man Vs. Supernatural
(shows an emoji of a man
and a tornado)

A type of conflict in which

the conflict is rooted in a
natural phenomenon. This
can mean the weather,
wilderness, or natural
disasters. Man Vs. Nature

(shows an emoji of a man

and a robot)

A type of conflict in which the

conflict is rooted in science. It
is when a character is facing
a machines or robots and
must prevail against the Man Vs. Technology
characters.

D. Developing mastery For you to further

(Leads to formative assessment understand the types of
3) literary conflicts,
EXPLAIN (In this section, students I’ll be showing short clips
will be involved in an analysis of
their exploration. Their from different movies. And
understanding is clarified and your task is to observe and
modified because of reflective identify what type of conflict
activities)/Analysis of the gathered are present in each video.
data and results and be able to
answer the Guide Questions .
leading to the focus concept or
topic of the day.)

INSIDE OUT 2

Riley’s internal conflict is

shown throughout as her
emotions—Joy, Sadness,
Anger, Disgust, and Fear
—compete to control her
actions, especially during
her adjustment to a new
city.

Man Vs. Self

What type of conflict is
present in the video?

Give another example aside A student feels nervous before

from what I had mentioned a big exam, doubting their
abilities and feeling like they
aren't prepared, even though
they studied hard.

THE LION KING

Scar’s jealousy and conflict

with Mufasa over control of
the Pride Lands culminates in
the scene where Scar
betrays Mufasa, leading to
the tragic stampede.

What type of conflict is

present in the video? Man Vs. Man

Please give another example

aside from what I had Siblings fight over the TV remote,
mentioned. each wanting to watch a different
show.

HUNGER GAMES
Katniss Everdeen defies
the Capitol’s oppressive
control over the districts,
notably when she
volunteers as tribute to
save her sister and later
by defying the arena
rules with Peeta.
Man Vs. Society
What type of conflict is
present in the video?
A student speaks out against a
school rule they believe is unfair,
What are other examples? even though their classmates
follow it without question.

GHOSTBUSTERS

The team’s confrontation with

Gozer the Gozerian, a
supernatural deity,
exemplifies their fight against
otherworldly forces
threatening New York City.
Man Vs. Supernatural
What type of conflict is
present in the video?
A student gets scared after hearing
What are other examples ghost stories and starts imagining
aside from what I had things, which makes it hard to sleep at
mentioned? night.
 THE WAVE

The crew battles a

catastrophic storm at sea,
representing humanity’s
struggle against the
unpredictable forces of
nature. Man Vs. Nature

What type of conflict is

present in the video? A student gets caught in a heavy
rainstorm on their way home
without an umbrella, struggling to
What are other examples? stay dry.
and reach home safely.

TERMINATOR

Sarah Connor and her son

John struggle to escape
the T-1000, an advanced
robotic assassin,
representing a direct
conflict with a Man Vs. Technology
technological force
beyond their control.

What type of conflict is A student finds their phone

present in the video? constantly distracting them from
studying, causing a struggle to
focus.
What are other examples
aside from what I had
mentioned?
E. Finding practical
application of concepts and None, Ma’am.
skills in daily living
Very good, Class! Are there
any questions?

Alright, let’s proceed with our

activity.

Using your Kahoot App,

I’ll be sending to you a
link in our digital
classroom. Once you
have accessed the given
link, a 10 items quiz will
be shown on your phone.
You will only choose the
color of the
corresponding answer
based on the given
statement.

Red – Man Vs. Man

Blue – Man vs. Self
Yellow – Man Vs. Society
Green – Man Vs.
Supernatural
Violet – Man Vs. Nature
Orange – Man Vs.
Technology

1. A boy struggles with fear

before performing in a school
play.
2. A hero fights a giant sea
monster threatening his
village.
3. A girl stands up against
unfair school rules.
4. A traveler gets lost in a
blizzard and fights to survive.
5. Two classmates argue
over who should lead the
group project.
6. A scientist regrets creating
a robot that becomes
dangerous.
7. A man is haunted by guilt
after making a wrong
decision.
8. A detective tries to stop a
villain from committing a
crime.
9. A woman is forced to
break a law to save her Yes, Ma’am.
family.
10. A spaceship
malfunctions, trapping the
crew in outer space.

After 5 minutes of answering,

we will immediately see the
results poll to check your
answers. Is it clear, class?
 (Through the use of a Duck
A. Making generalization and Race Game, the teacher will
abstraction about the lesson pick students to answer the
ELABORATE (This section will following questions)
give students the opportunity to
expand and solidify / concretize
their understanding of the concept
and / or apply it to real –world
situation.)
ABSTRACTION

What is a conflict?
Conflict is a struggle between
two opposing forces.
How many types of literary
conflicts do we have?
There are six types of literary
conflicts.

What is man vs. self, man vs.

man, man vs. society, man
vs. nature, man vs.
supernatural, man vs.
technology? (Each type will be answered by
students selected from the Duck
Race Game)

Now, class why do you think

it is important to address
conflicts? Addressing conflict is important to
avoid misunderstanding and to
reduce tension and to avoid further
problems.

As a student, if you
encounter one of these
conflict, how will you solve it
in a non-violent ways? Listening attentively to both sides.
Acknowledging strengths and
weaknesses. Fostering good
relationships.

A. Evaluating learning
EVALUATION (This section will Directions: Read each
provide for concept check test situation. Identify the type of
items and answer keyASSESSMENT
which are conflict (Man vs. Self, Man
aligned to the learning objectives - vs. Man, Man vs. Society,
content and performance Man vs. Nature, Man vs.
standards and address Supernatural, Man vs.
misconceptions – if any.) Technology) and suggest a
possible solution/s. Write
your answer in a one whole
sheet of paper.

1. After a plane crash, Carla

is left alone in the jungle with
wild animals and limited
resources.
Conflict:
Solution/s:

2. Julian built a smart home

system, but it starts locking
doors and turning off lights
without his command.
Conflict:
Solution/s:

3. Ana struggles with anxiety

and self-doubt as she
prepares for her college
entrance interview.
Conflict:
Solution/s:

4. Jason’s classmates mock

him online for expressing his
opinions about social justice.
Conflict:
Solution/s:

5. Twins Paul and Peter both

want to lead the school
theater production and can’t
agree on anything.
Conflict:
Solution/s:

6. A powerful typhoon traps a

family in their home with no
electricity, water, or
communication.

Conflict:
Solution/s:

7. Elsa keeps having

nightmares and believes a
spirit is warning her about
 something.
Conflict:
Solution/s:

8. Noah doesn’t know

whether to report his best
friend who vandalized the
classroom or stay loyal.
Conflict:
Solution/s:

9. Lila wants to become a

mechanic, but her community
believes girls shouldn’t work
in such fields.
Conflict:
Solution/s:

10. A scientist creates a

weather machine that
accidentally triggers violent
storms
Conflict:
Solution/s:

B. Additional activities for Class, for your assignment,

application or remediation you will be task to budget a
EXTEND (This section give 500 pesos assuming you
situation that explains the topic in have to buy the following:
ASSIGNMENT
a new context, or integrate it to
another discipline / societal
1. 1 notebook
concern.)
2. ballpen (two pieces)
3. marker (1)
4. bond paper
5. folder A4 (2)
6. scissor (1)
7. eraser (1)
8. pencils (2)
9. ruler (1)
10. correction tape (1)

1. Input your budget

distribution on a spreadsheet
including the amount you had
spent for each item.
2. If you encounter conflict
(e.g shortage of money)
include how did you come up
with a solution.
3. Present your answer to the
 class next meeting.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
question.
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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
teachers?