Republic of the Philippines

Department of Education
Region V (Bicol)
Division of Ligao City
LIGAO NATIONAL HIGH SCHOOL
Ligao City
Telefax No. (052) 485-11-37
Email add: [email protected]

LESSON PLAN IN ENGLISH 7

ROAN OLLET REVIDAD

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES:

A. Content Standard
The learners demonstrate their multiliteracies and communicative competence in
evaluating Philippine literature (prose) for clarity of meaning, purpose, and target audience as a
foundation for publishing original literary texts that reflect local and national identity.
B. PERFORMANCE STANDARDS
The learners analyze the style, form, and features of Philippine prose (short story and
novel); evaluate prose for clarity of meaning, purpose, and target audience; and compose and
publish an original multimodal literary text (short story) that represents their meaning, purpose,
and target audience and reflects their local and national identity.
C. LEARNING COMPETENCY:
Analyze a literary text as an expression of individual or communal values within a structural
context.
Learning Objectives:
At the end of the lesson, the learners will be able to:
a. define the literary elements of conflict;
b. determine the different types of conflict in the assigned text for reading;
c. illustrate the different types of conflict provided in the assigned text for reading

D. Content: Types of Conflict

E. Integration: Philippine lowland tradition and family custom of courtship/marriage.

II. LEARNING RESOURCES:

A. References:
 Lesson Exemplar in English 7
o Abrams, M. H., & Harpham, G. G. (2012). A glossary of literary terms (10th edition).
Wadsworth, Cengage Learning.
 Croghan, R. V. (2000). The development of Philippine literature in English (Since
1900). Alemar-Phoenix Publishing House, Inc.
 Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises.
USA: W. W. Norton & Company, Inc., and Peoples Education.
 Piañar, R. (2020). Pan De Miya: Collection of microstories. USJR.
B. Other References:
 https://prezi.com/zo9ckgzuv_jg/how-my-brother-leon-brought-home-a-wife/
 https://www.studocu.com/ph/document/cagayan-state-university/technical-writing/lp-1-the-
conflict-and-its-types/26997972
 https://www.google.com/search?q=picture+of+a+man+thinking
 https://www.google.com/search?sca_esv=a835f771045fe61e&sca

III. TEACHING AND LEARNING PROCEDURE:

Preliminary Activities
Prayer
Checking of Attendance
Checking of COB

A. Activating Prior Knowledge:

 Review: Let’s Play Bingo!
The teacher provides the students with Bingo Cards with the elements of the
story (plot, characterization, characters). The teacher reads parts/lines in the
story “How My Brother Leon Brought Home a Wife”, then students mark off
elements they identify. Teacher gives points to the student who form a
diagonal and straight line first.
NOTE: The teacher emphasizes in the instruction that they must look for the
keywords.

B. Establishing Lesson Purpose:

The teacher shows the following pictures:

The man is quite confused about which direction

he is going to take. He needs to choose between
those ways so he has to make a decision.

https://www.google.com/search?q=picture+of+a+man+thinking

The child is confused and struggling on how he

will stop his parents from arguing or fighting.

https://www.google.com/search?sca_esv=a835f771045fe61e&sca

The area is flooded and the civilians badly

need help. Good thing, the rescuers are there
to help them.

https://www.google.com/search?q=picture+of+man+saved+from+flood+in+the+philippine

Analysis:
1. What is common among these pictures? Why do you say so?
2. What do we call these struggles/problems?
 3. What is conflict?

C. Developing and Deepening Understanding:

Worked Example:

The teacher presents more pictures to identify the different types of conflict:

1. Which picture/s show conflict within himself/between or with other

persons?
2. What do we call the conflict within the character? / with other character/
outside opposing forces?

Types of Conflict:
1. Character Vs Character / Man Vs Man
2. Character Vs Nature / Man Vs Nature
3. Character Vs Technology / Man Vs
Technology
4. Character Vs Society / Man Vs Society
5. Character Vs Supernatural / Man Vs
Supernatural
6. Character Vs Self/ Man Vs Self Ready, Set,
Recall!

Students answer: WORKSHEET 1.

Lesson Activities:

Activity 1: Wheel of Conflict!

Students will be given strips of paper that contain different lines from stories
and identify the type of conflict presented. Students also classify them as Internal
or External Conflict.

1. Patrick was uncertain if he should choose the red team or the blue team
for the game.
2. I screamed as the tree crashed into the roof and into my bedroom!
3. The little girl was struggling to swim and her head began to go under the water.
4. Joe’s thoughts went towards tomorrow’s test and he wondered if he should
study.
5. Katie slammed her books onto her older brother’s fingers because he was
teasing her.
6. Tom’s mind began to raise as he thought about all of the people, he
would let down if he didn’t earn the money for the food.

EXTERNAL INTERNAL

Activity
2: How
Brother
Leon
Brought
a Wife:
Conflict Analysis!

Students are divided into four groups. They recall the parts of the story that
show conflict and do this activity.

Group 1: Create a 4-tile Comic strips that show one conflict in the story.
(Man Vs Nature)
Group 2: Create a 4-tile Comic strips that show one conflict in the story.
(Man Vs Self)
Group 3: Create a 4-tile Comic strips that show one conflict in the story.
(Man Vs Man)
Group 4: Create a 4-tile Comic strips that show one conflict in the story.
(Man Vs Society)

Integration:
During the processing and feedback of outputs, the teacher may ask essential
questions that relate to the integrated theme: Philippine lowland tradition and
family custom of courtship/marriage. The following are sample guide questions:

a. What Filipino tradition of courtship/marriage is shown in the story?

b. If you were Maria, would you survive the tests of Leon’s father?
 c. Why did the father test Maria?
d. How does the current tradition or custom of courtship/marriage differ from
the past?
e. In the contemporary time, would you still introduce the person you love to
your parents? Explain.

D. Making Generalizations:
Teacher asks questions that connects the importance
of the lesson in analyzing the structure of narrative
texts.

Learners’ Takeaways:

According to Masteclass.com, in literature, a ______ provides crucial tension in any

story and is used to reveal _______ meaning in a narrative while highlighting the
character’s motivations, values, and weaknesses. There are six types of conflict in a story.
These are _________, __________, ___________, _________, _____________, and _________.
Conflict is an important element in the study of _______, novels, plays, movies, etc. And it
has two classifications namely ________ and ________ CONFLICT.

A. Teacher’s Remarks:

B. Teacher’s Reflection:

Prepared by:

ROAN O. REVIDAD

Grade 7 English DEMO Teacher

Ligao National High School

Corroborated:

JEANA A. SANORJO JINKY O. GUANZON

Teacher III Teacher I
Ligao National High School Ligao National High School

RUBY JANE C. PAYONGA MARY ANN T. CAPUZ

Teacher III Teacher III
DPPMHS Ligao National High School

DIANA L. DESUYO MARIA ANASTACIA P.

TEODORO
Principal I Head Teacher III
Barayong NHS Ligao National High School

Noted:
MARIA GRECIA M. RENOLAYAN
EPS-I, English
SDO Ligao City