Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
LESSON EXEMPLAR IN ENGLISH 7
I. CURRICULUM CONTENT, STANDARDS, LESSON COMPETENCIES
A. Content The learners demonstrate their multiliteracies and communicative competence
Standards in evaluating Philippine literature (poetry) for clarity of
meaning, purpose, and target audience as a foundation for publishing original
literary texts that reflect local and national identity.
B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric,
Standards narrative, dramatic); evaluate poetry for clarity of meaning,
purpose, and target audience; and compose and publish an original multimodal
literary text (poem) that represents their meaning,
purpose, and target audience, and reflects their local and national identity.
C. Learning EN7LIT-II-1 Analyze literary texts as expressions of individual or
Competencies communal values within structural contexts.
& Learning
Objectives At the end of the lesson, the students shall be able to:
a. Identify the different types of conflicts.
b. Determine the conflict present in the given story.
c. Give importance on dealing with one’s conflict positively.
d. Portray a scenario addressing one’s problem positively through a role
play.
D. Content Types of Conflicts
1. Character versus character
2. Character versus society
3. Character versus nature/environment
The Road Not Taken by Robert Frost
E. Integration
II. LEARNING Slide decks
RESOURCES Copies of the short story with guide questions
LCD Projector or TV set
Pen and paper
Reference:
https://www.academia.edu/34205645/THE_TALE_OF_TONYO_THE_BRAVE
III. TEACHING AND LEARNING PROCEDURES
A. Activating Guess What (5 minutes)
Prior Group activity.
Knowledge The class will be divided into five.
(Minds and The teacher will prepare strips of paper with words.
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
Moods) One representative from each group will choose from those strips and
will act out the word without verbalizing it. The group members will
guess the word. (ex: elf, monster)
The group who got the correct answer first will be declared as the
winner.
Unlocking Word Difficulty: Kahoot quiz
(5 minutes)
Identify the synonyms of the underlined words below through context
clues. Choose your answer from the box.
B. Establishing Conflict Lines: Movie Edition
Lesson 10 minutes
Purpose
(Aims) Group Activity.
The teacher will introduce the concept of different types of conflicts in
stories: character versus character, character versus society, and
character versus nature/environment.
The teacher will explain that the class will explore these concepts using
memorable lines from popular movies. Once the type of conflict is
identified, delve deeper into the scene and the conflict it represents.
The teacher will engage the students by assigning them roles through a
random selection process (wheelofnames.com, prompting them to act
out specific lines from the movie. Following this, the class will delve into
a discussion on the underlying conflicts driving the plot and shaping the
characters' development. Students will be encouraged to share their
personal interpretations and insights, fostering a deeper understanding
of the film's themes.
Popular lines:
1. Character versus Nature/Environment (Jack and Rose struggling to
survive in freezing water)
“I'll never let go, Jack.” -Titanic
2. Character versus Character (Tackling the complexities of relationships
and emotional attachments)
“You had me at my best, she had me at my worst.” -One More
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
Chance (2007)
3. Character versus Society (Dealing with societal expectations and moral
dilemmas within a family dynamic)
"Ang sinungaling ay kapatid ng magnanakaw!" -Four Sisters and a
Wedding (2013)
4. Character versus Society (The internal struggle of the protagonist,
Heneral Luna, between loyalty to the nation and personal ambition)
"Negosyo o kalayaan, bayan o sarili?" -Heneral Luna (2015)
5. Character versus Society (Confronting political oppression and
advocating for personal freedom and human rights)
"Walang taong magiging biktima kung hindi siya mismo ang
pumayag!" -Dekada '70 (2002)
6. Character versus Society (Challenging societal beliefs and norms)
"Walang himala! Ang himala ay nasa puso ng tao, nasa puso
nating lahat!" – Himala
7. Character versus Character (Disagreement or conflict between
spouses)
"Wag mo akong ma-Terry-Terry!" -Kasal, Kasali, Kasalo
8. Character versus Society (Family obligations conflicting with personal
desires)
"Hindi kita iiwan, mga anak ko lang ang iiwan ko." - Four Sisters
and a Wedding
9. Character versus Character (Interpersonal conflict within relationships)
“Akala mo lang wala. Pero meron, meron, meron!” -Bata, Bata Paano
Ka Ginawa
10. Character versus Self (Dealing with emotional vulnerability or fear)
"Ang tunay na matapang ay hindi nag-aatubiling umiyak." - "One
More Chance"
C. Developing and Dead Stars by Paz M. Benitez
Deepening 20 minutes
Understanding
(Tasks and The teacher will provide a brief overview of the conflict explored in
Thoughts) "Dead Stars," focusing on the internal conflict experienced by the
protagonist, Alfredo Salazar, as he grapples with his feelings for two
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
women, Esperanza and Julia.
The teacher will emphasize the importance of understanding how this
conflict reflects individual or communal values within the story.
Group Discussion:
Divide the class into three groups. Provide them copies of the short
story.
Assign each group one aspect of the conflict to analyze in terms of its
reflection of individual or communal values.
Group 1: Analyze how Alfredo's internal conflict reflects individual
desires and societal expectations.
Group 2: Examine the impact of Alfredo's choices on the individuals
involved and the broader community.
Group 3: Discuss how the resolution of the conflict shapes the
characters' understanding of love, fidelity, and personal fulfillment.
After 10 minutes of group discussion, reconvene as a class.
Invite each group to share their analysis of the conflict and its reflection
of individual or communal values.
Encourage groups to provide specific examples from the text to support
their interpretations.
Facilitate a brief discussion after each presentation to clarify points and
encourage participation from the rest of the class.
Summarize the key insights gained from the activity regarding how the
conflict in "Dead Stars" reflects individual or communal values.
Encourage students to reflect on how understanding these values
enhances their appreciation and interpretation of the story.
Conclude by emphasizing the importance of analyzing conflicts in
literature to deepen our understanding of human behavior and societal
dynamics.
D. Making Recitation
Generalization (5 minutes)
s
(Abstraction) Ask students to list the conflicts they have identified or learned.
Ask the students to choose one conflict from the list they generated and
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
describe it in detail. They should consider the nature of the conflict, the
parties involved, and the circumstances surrounding it.
IV. EVALUATING Kahoot Quiz
LEARNING (5 minutes)
(Test)
Instructions: Choose the best answer for each question.
1. Which of the following is NOT a type of conflict commonly found in literary
texts?
a) Character versus character
b) Character versus plot
c) Character versus society
d) Character versus nature/environment
2. What is the primary objective of identifying types of conflicts in a literary
text?
a) To summarize the plot
b) To understand character motivations
c) To analyze the underlying themes
d) To recognize sources of tension
3. Which of the following conflicts is characterized by a struggle between a
character and the beliefs or norms of society?
a) Character versus character
b) Character versus self
c) Character versus society
d) Character versus nature/environment
4. Which of the following statements best describes the purpose of
describing types of conflicts in a literary text?
a) To summarize the characters' emotions
b) To analyze the setting of the story
c) To identify sources of tension and drama
d) To predict the outcome of the plot
5. In "Romeo and Juliet" by William Shakespeare, the conflict between the
Montagues and Capulets represents which type of conflict?
a) Character versus character
b) Character versus self
c) Character versus society
d. Character versus plot
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
6. Which of the following best describes the purpose of analyzing how a
specific conflict in a literary text reflects individual or communal values?
a) To summarize the plot
b) To understand character motivations
c) To analyze the author's writing style
d) To explore the themes and messages of the text
7. How does analyzing how a conflict reflects individual or communal values
contribute to literary analysis?
a) By identifying the main characters
b) By providing insight into societal norms and beliefs
c) By describing the physical setting of the story
d) By summarizing the plot events
8. Although they share a strong bond, Elsa and Anna in the movie Frozen II,
experienced tension and conflict due to their differing perspectives on the
journey they must undertake. Anna wanted to accompany Elsa to protect her,
while Elsa insisted on going alone to safeguard her sister from harm. What
type of conflict is present in this situation?
a) Character versus character
b) Character versus self
c) Character versus society
d. Character versus nature
9. The movie Frozen II revealed a deeper conflict rooted in the history between
the people of Arendelle and the Northuldra tribe. This involved uncovering past
injustices and seeking reconciliation to restore peace and balance. This type of
conflict is called:
a) Character versus character
b) Character versus self
c) Character versus society
d. Character versus nature
10. In the movie Finding Dory (2016), Dory, Nemo, and Marlin faced numerous
natural obstacles in the ocean, such as navigating through various marine
environments and dealing with dangerous predators. This type of conflict is
called:
a) Character versus character
b) Character versus self
c) Character versus society
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
Schools Division Office of Aurora
DIKAPINISAN NATIONAL HIGH SCHOOL
d. Character versus nature
A. Teacher’s
Remarks
(Annotations)
B. Reflections
(Gains)
Prepared by:
MARVIN I. SINACAY
School Head
Checked and reviewed:
ROSALIND P. DE MESA
Education Program Supervisor
