Lesson Plan for RPMS objective 16

1. LESSON PLAN IN ENGLISH 7
ContentStandard:ThelearnerdemonstratesunderstandingofhowPhilippineLiteratureduringthePeriodof
Apprenticeshipandothertext types throughemployingvariouslistening,viewing andreadingstrategies; locating
libraryresources,usingphrases,clauses,sentences,literalandfigurative languageandverbaland non-verbalcues
in oralcommunicationserveas meansof buildingapositive and healthyrelationship.
PerformanceStandard: Thelearnercreativelypresentsa summaryof a formalessay/ informativearticleabout
buildingrelationship.
Learning Competency (MELC):DiscovertheconflictspresentedinliteraryselectionsEN7LT-II-a-4
I. Objectives At the endof the lesson,the students are expected to
a. identifythe conflictsevidentinthe story beingread;
b. state the differenttypes of conflictevidentin the story;
c. write a conflictstatementbasedfrom thestory and
d. tell positive actionsthat help avoid conflictsand builda
friendlyrelationship.
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (learning objectives)
The teacher has used Bloom’s Taxonomy in writing learning
objectives. Based on the Cognitive Process Dimensions adapted
from Anderson & Krathwohl (2001), it provides a scheme for
classifying educational goals, objectives, and standards. It also
defines a broad range of cognitive processes from basic to
complex.
II. Learning Resources EnglishLM 7, powerpoint presentation,metastrips, manilapaper,
marker
LiterarySelection:TheStrangerbyIsmaelV. Mallari
III. Topic TypesofConflict
IV. Procedure
Teacher’s Activity
A. IntroductoryActivities
a. Greetings
b. Prayer
c. CheckingofAttendance
d. Classroom Rules&Regulations
B. Reviewof PreviousLesson
What did we discussyesterday?
What are they? Canyou give meoneexample?
C. Motivation
4 Picsin 1 Word
C L A S H
Let the students lookat the picturesfor a few minutes,thenthe
teacherwillask somequestions.
1. What canyou see inthe pictures
(Wow! You have amazinganswers.)
Student’s Activity
The students will greet theirteacher andtheir classmates
Onefrom the studentswill lead the prayer.
The class monitorwill tell who areabsent.
Yesterday, we discussed aboutthe Elements of a Short Story.
(character, setting, plot, conflict, theme)
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (Instructional activities)
Motivation
Before the beginning of the lesson, the teacher prepared an
activity that will activate learners’ interest with the lesson. It said that
motivated students are much more likely to achieve their potential and find
success. Motivation is an essential ingredient in effective teaching and
learning. It not only yields more positive behavior in students, but it also
contributes to a greater sense of wellbeing.
I cansee a couplearguing.
I cansee a student bullyinghisclassmate
I cansee one of the popularonlinegames.
I cansee a picture duringthe conquestof Spanish in ourcountry.
They ruledour country for a longperiodof time.

2. 2. Lookingat the pictures,one of these happenedinour
history. In your Aral. Pan subject,what have you
learnedaboutSpanish ColonialPeriod?
3. What word canyou form out of these pictures?
Now, let’sproceedto ourlesson for today, but before that I’d
likeyou to readthe objectivesof our lessontoday.
D. Statementofthe Aim
Today,we are goingto identifythe conflictsevidentin the story
beingread, state the different types of conflictevidentin the
story, write a conflictstatementbasedfrom the story andshare
positive actionsthat helpbuilda friendly relationship.
E. Lesson Proper/Discussion
In our previous lesson,we learnedaboutthe Elementsof a
Short Story andoneof these is a Conflict.Let’sread the story
entitled“TheStranger”andfind out the conflict.
(Onestudent complainsthathe/sheis hungry anddoesn’thave
any moneyto buyfood duringtheir recesstime.In this case,as
a teacherI willgive a smallamountofmoneyso that he/she
canbuyfood and allowhim/hertoeat at the backwhile
listeningto our classdiscussion.)
Theteacherwillaskthe students to opentheir bookon page
202-205andassigna groupto read eachpart of the story. As
the groupread theirpart, other groupswillreadit silently.
Activity1:Reading
a. 1st Reading-Group1
Why the narrator andhis friends findDavid
suspicious?
b. 2nd Reading-Group2
When didthe boy’s feelingaboutDavid change?
(Want to knowmorewhat happened?Justcontinue
reading)
c. 3rd Reading-Group3
What is your reactiononthe boy’s attitudetowards
David?
(Want to knowthe incidentthat madetheboys finally
acceptDavidas truly oneof them?Readfurther.)
d. 4th Reading-Group4
Howabout you, have you doneanything heroic for a
friend?How didyou feel?
Questions:
1. Howdid you find the story?
2. Who is the maincharacterinthestory?
3. What was admirableaboutDavid?
4. Howdid the strangerwin the narrator’sfriendship?
5. What kind of conflictdidthe charactersinthestory
face?
6. What does the story teachyou on buildingafriendly
relationship?
Let’sDiscuss:
Conflict-Itis the problem presentedinthe story throughthe
clash betweenthemaincharacterandotherforces.At the
heart of every great story is a conflict(orproblem).Themain
characterwantssomethingandispreventedfrom gettingit.
Conflictmakesthestoryinteresting. Mostof the actionand
suspensein a story centersaroundthe maincharacter(or
characters)tryingto finda solutionto the conflict
Conflictisastruggleor problem facedbythe characters.It can
neitherbe externalor internal.External conflictrefersto the
oppositionbetweenanindividualandsomeoutsideforceswhile
internalconflictrefersto the oppositioncomingfrom within.
Externalconflictsincludemanvs.man,manvs. nature, and
manvs. society. Internalconflictsincludemanvs. himself.
Spaniardsruledfrom 1521-1898.
They convertedPhilippineinhabitantstoChristianity.
C-L-A-S-H!
Thestudentswillreadthe objectivesof the lesson.
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (Instructional activities)
The teacher prepared a reading text, let the students read and afterwards
engaged the students in HOTS questions. Higher-order questions are those
that the students cannot answer just by simple recollection or by reading the
information “verbatim” from the text. Higher-order questions put advanced
cognitive demand on students. They encourage students to think beyond
literal questions. According to research, teachers who effectively use a
variety of higher-order questions can overcome the brain’s natural tendency
to develop mental routines and patterns to limit information, which is
called neural pruning. As a result, student’s brains may become more open-
minded, which strengthens the brain.
He is a strangerto them. They knew nothingaboutDavid.
WhenDavidapproachedhisclassmatesandshared the putoseco
with them.
(hurt, sad, angry)
Yes, I feel goodbecauseI was ableto helpmy friend.
It is very interesting.
David.
He is (quiet, kind,friendly, brave, andhelpful).
By showing kindnessto them and sharehis interest andhobby.
Davidwants to get close with hisclassmates but nobodywants to
playand get alongwith him.
The story taughtus to (talk with the person,share sameinterest, be
kindto others, buildconnection,bethoughtful, give compliments,
offer help for someonein need,don’t judgeotherseasily)in order to
builda friendlyrelationship.

3. a. Manvs. Man-It is the oppositionbetweenthemain
characterandothercharactersinthestory
b. Manvs. Himself-It showsthe problem createdbythe
maincharacterandhis/herpersonality.
c. Manvs. Society-It is the conflictbetweenthemain
characterandthesocietywherehe/shelives.
d. Manvs. Nature- A characteris set in opposition to
nature. Thiscan meanthe weather, the wilderness,
or a natural disaster.
e. Manvs. Supernatural-Characters against
phenomenalike ghosts, gods, or monsters raises
the stakes of a conflictby creating an unequal
playing field.
A story has a plot. Plot showsthe different part of the story.
What are the five parts of a plot?
In whichpart of the plot doesconflictbeingpresented?
Very good! In your grade8 you willlearnmoreaboutthat.
Themosteffectiveway to identify a conflictisto write a
CONFLICT STATEMENT.Aconflictstatementisa sentence
that briefly states what the maincharacterwantsandwhatis
preventing him/herfrom attainingthat desire.
Example:Cinderellawantstogo to the ball, but her wicked
stepmotherwon’tlet her go.
PROTAGONIST-Themaincharacter(s)whohasthe conflict.In
the given example,Cinderellaistheprotagonistandher
stepmotheris the antagonist.ANTAGONIST-whoorwhatthe
protagonistis strugglingagainst
Activity2:Theteacherwillaskthe students to answerthe
followingquestions.(Volunteerstudents willbe askedto
presenttheir work.)
1. What kind of conflictdidthe charactersfaceinthe
story?
2. Usingthe given format, makea conflictstatementout
of the story.
F. Generalization:
a. What is conflict?
b. What are the different types of conflict?
c. What is an effective way to identify conflict?
Valuing:
d. In what way we cangainfriendship?
Forthis activity, the teacherwillgive eachstudentsa metastrip
wherethey canwrite theiranswer andstickit on the board.
Students willbe given timeto share theiranswer to the rest of
the class,
Communicationandpositiveactionsarebigfactors in building
friendlyrelationship.
G. Application
Theteacherwillgroupthestudents intofive with (5)
members.Eachgroupwillbegiven activity cardwith
different literaryselection.
Tasks:Readthe literaryselectionandfindout the problem or
the conflictfacebythe mainthe character.Makeaconflict
statementand presentyou work infront of the class.
Selection1
“Thesunwas salmonandhazy in the west. Dodongthoughtto
himselfhewouldtell hisfather aboutmarryingTeangwhenhe
got home,after he hadunhitchedthecarabaofrom theplow,
andled it to its shedand fed it. Hewas hesitant aboutsaying it
Exposition,RisingAction, Climax, FallingAction, Resolution.
In the RisingAction, ma’am.
Activity 2: ‘’THINK, PAIR & SHARE”
CONFLICT STATEMENT PRACTICE:
Protagonist: _____________________________________________
Whatprotagonistwants:
_____________________________________________
Whatis keepingthe protagonistfrom getting what he/shewants:
_______________________________________
ConflictStatement: _____________________________
 The boys didn’t like David because he is a stranger, so they regarded him
with suspicion.
 Pendong, got drowned when the group went swimming.
 David had shown a sign of weakening when he was saving Pendong.
a. Conflictis the problempresentedinthe story through the
clashbetween the main characterand otherforces.
b. The different types of conflict are man vs. man, manvs.
himself, man vs. society, man vs. natureand man vs.
supernatural
c. The effective way to identify conflict is to write a conflict
statement.
d. Wecan gainfriends by talkingwith the person,share
interest, be kindto others, buildconnection,bethoughtful,
give compliments,offer helpfor someonein need,reach
out, be open-mindedanddon’tjudgeotherseasily.
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (Instructional activities)
Students were able to work in pair through Think-Pair-Share. The teacher
used this method for pair-learning. (TPS) is a cooperative learning activity
that can work in varied size classrooms and in any subject. Instructors pose
a question, students first THINKto themselves prior to being instructed to
discuss their response with a person sitting near them (PAIR). According to
(Johnson & Johnson, 1999) TPS provides an opportunity for students to
work in groups toward a common goal, increasing their own and others’
understanding in a safe environment to make mistakes.
Kindsof conflict Events in the Story

4. but he wantedhis father to know. What he had to say was of
seriousimporantt,as it wouldmarka climactericinhislife.
Dodongfinallydecided totellit, at a thought cametohim his
father mightrefuse to considerit. Hisfather was silent hard-
workingfarmerchewedarecanut,whichhehadlearnedto his
mother,Dodong’sgrandmother.Iwilltell it to him. I willtell it to
him.”–FootnoteToYouth
Selection2
“Onemorningapolicemanfrom thepresidenciacametoour
housewith a sealedpaper.Therichmanhadfileda
complainedagainstus.Father took mewithhim whenhe went
to the town clerkandasked him whatit wasabout. He told
father the manclaimedthatfor years we hadbeen stealingthe
spirit of his wealthandfood. “– MyFatherGoesToCourt
Selection3
“Duringthe two or three monthsof the year inMindorothereis
hunger,a kind of half-famine,asit were,and ridinghomeward
downthe emptybed of the river earlyone afternoon,Cesar
Manalowasthinkingof this very phenomenon.Hehadjust
comefrom hiscoffeeplantationandhadbeen displeasedto
see howill-keptit was”. –HungerinBarok
Selection4
“An oldking ruledover the kingdom ofBumbaran.Hiskingdom
was prosperous,hispeopleweregood, andhe shouldhave
beenvery happy. But the king wasnot contented.His heart
was fullof envy towardhis younger brother,PrinceBantugan.
Everytime someonepraisedPrinceBantugan,the king frowned
andlookedangry.
Oneday, enemiesattackedtheKingdom ofBumbaranand
PrinceBantuganledhismento defendthe country. Whilehe
was gone,the evil kingplotted againstthe goodprince.He
issueda proclamationthatno oneshouldspeakto Prince
Bantugan.He addedthat whoever speakto Bantuganwouldbe
killed.”– TheGoodPrinceBantugan
Selection5
“A long, longtimeago, Mindanaowascoveredwithwater, and
the sea coveredallthe lowlands,so that nothingcouldbeseen
but the mountainsjuttingfrom it. Thereweremany
peoplelivingin the countryandall the highlandsweredotted
with villagesand settlements.Formanyyears, people
prospered,living inpeaceandcontentment.Suddenly,there
appearedinthe landfour horriblemonsters which,ina short
time,devoured every humanbeingtheycouldfind.”-Indarapatra
andSulayman
(Learnersare given utmostrecognitioninthetask they are
presented.)
H. Assessment
Directions: Read and answer the following
questions carefully. Choose the letter of your choice.
A. Multiple Choice Test
1. It shows the problem created by the main
character and his/her personality.
a. Manvs. Himself c.Manvs. Nature
b. Man vs. Society d. Man vs. Man
2. You and your older brother disagree on T.V
channel to watch.
a. Man vs. Himself c. Man vs. Man
b. Manvs. Nature d. Manvs. Society
3. It is the problem presented in the story through
the clashbetweenthe maincharacterandother
forces.
a. Protagonist c. Antagonist
b. Conflict d. Internal
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (Instructional
Activities/Application)
For the application, the teacher utilized Differentiated Activity to let the
students apply their learnings from the lesson discussed by the teacher.
Differentiated instruction is a teaching approach that tailors instruction to all
students’ learning needs. All the students have the same learning goal. But
the instruction varies based on students’ interests, preferences, strengths,
and struggles. Students have “multiple options for taking in information,
making sense of ideas, and expressing what they learn,” says Carol Ann
Tomlinson, an educator who has done innovative work in this area.
Objective 2: Used research-based knowledge and
principles of teaching and learning to enhance
professional practice (Instructional
Activities/Assessment)
The teacher used the individual assessment through multiple choice test
and essay writing. According to Maki, Peggy L. (2002) by analyzing
students’ performance through formative assessment and sharing the
results with them, instructors help students to “understand their strengths
and weaknesses and to reflect on how they need to improve over the course
their remaining studies.”

5. 4. It refers to the oppositionbetweenan individual
and some outside forces.
a. Antagonist c.InternalConflict
b. Protagonist d. External
Conflict
5. It is the conflictbetweenthemaincharacterand
the societywhere he/she lives.
a. InternalConflict c.ExternalConflict
b. Manvs. Nature d. Manvs. society
6. It refers to the main character(s) who has the
conflict in the story.
a. Man c. Conflict
b. Protagonist d. Antagonist
7. Which of the following is NOT TRUE about
conflict?
a. It makes the storyinteresting.
b. Conflicthasnothingto do with the themeof
the story.
c. At the heart of every great story is Conflict.
d. Conflict is a problem that needs to be
resolved.
8. It refers to the opposition coming from within.
a. External Conflict c. Protagonist
b. Antagonist d. InternalConflict
9. It was Saturday, andthe weatherwas fine. Ruby and
his classmatesdecidedtogoswimming.Everyone
was very excitedwiththe planthat they had.Ben, One
of their friends, told him that he wantedto go with
them but he was worriedthat his parentsmightnot
allowhim.
What is the conflictpresentedinthestory?
A. Everyone was excitedto go swimmingbuttheweather
was not fine.
B. Ben wantedto go swimmingbutdidn’tknowhowto
swim.
C. Rubywas nearlydrowned.
D. Ben wantedto go swimmingbutwasworriedthat his
parentsmightnot allowhim.
10. The following are causes of conflict. EXCEPT
ONE.
a. Differing values c. Respect others
b. PoorCommunication d. Bullyingafriend
B. Directions: At the back of your paper, write a
pledge/oath on how to keep a friendly
relationship. Observe correct sentence
structure, spelling and punctuation marks.
I. Assignment
For your assignment,readthestory entitled“TheHappiest
Boy in the World” onpage339-342.Identify the conflictsinthe
story. Write your answerin a ½ crosswise.
Prepared by:
NELISSA PEARL S. COLOMA Checked by:
EnglishTeacher JESSIE S. PIDO
PrincipalII

6. Directions: Read and answer the following questions carefully. Choose the letter of your choice.
A. Multiple Choice Test
1. It shows the problem created bythe main character and his/her personality.
c. Man vs. Himself c. Man vs. Nature
d. Man vs. Society d. Man vs. Man
2. You and your older brother disagree on T.Vchannel to watch.
c. Man vs. Himself c. Man vs. Man
d. Man vs. Nature d. Man vs. Society
3. It isthe problem presentedinthestorythroughtheclashbetweenthemaincharacterandother forces.
c. Protagonist c. Antagonist
d. Conflict d. Internal
4. It refers to the opposition between an individual and some outside forces.
c. Antagonist c. Internal Conflict
d. Protagonist d. External Conflict

7. 5. It is the conflict between the main character and the societywhere he/she lives.
c. Internal Conflict c. External Conflict
d. Man vs. Nature d. Man vs. society
6. It refers to the main character(s) who has the conflict in the story.
c. Man c. Conflict
d. Protagonist d. Antagonist
7. Which of the following is NOT TRUE about conflict?
e. It makes the storyinteresting.
f. Conflict has nothing to do with the theme of the story.
g. At the heart of every great story is Conflict.
h. Conflict is a problem that needs to be resolved.
8. It refers to the opposition coming from within.
c. External Conflict c. Protagonist
d. Antagonist d. Internal Conflict
9. It was Saturday, andthe weatherwas fine. Ruby andhis classmatesdecidedtogoswimming.Everyone
was very excitedwiththe planthat they had.Ben, oneof their friends, told him that he wantedto go with
them but he was worriedthat his parentsmightnot allowhim.
What is the conflictpresentedinthestory?
A. Everyone was excitedto go swimmingbuttheweather wasnot fine.
B. Ben wantedto go swimmingbutdidn’tknowhowto swim.
C. Rubywas nearlydrowned.
D. Ben wantedto go swimmingbutwasworriedthat his parentsmightnot allowhim.
10. The following are causes of conflict. EXCEPT ONE.
c. Differing values c. Respect others
d. Poor Communication d. Bullying a friend
B. Directions: At the back of your paper, write a pledge/oath on how to keep a friendly relationship.
Observe correct sentence structure, spelling and punctuation marks.
Objective 2: Used research-based knowledge and principles of teaching
and learning to enhance professional practice (learning objectives)
Objectives
 The teacher has used Bloom’s Taxonomy in writing learning objectives. Based on the Cognitive
Process Dimensions adapted from Anderson & Krathwohl (2001), it provides a scheme for
classifying educational goals, objectives, and standards. Italso defines a broad range ofcognitive
processes from basic to complex.
Objective 2: Used research-based knowledge and principles of teaching
and learning to enhance professional practice (Instructional activities)
Motivation
Before the beginning ofthe lesson, the teacher prepared an activity that will activate learners’
interest with the lesson. Itsaid that motivated students are much more likely to achieve their potential and
find success. Motivation is an essential ingredientin effective teaching and learning. It not only yields more
positive behavior in students, butit also contributes to a greater sense ofwellbeing.

8. Objective 2: Used research-based knowledge and principles of teaching
and learning to enhance professional practice (Instructional activities)
Students were able to work in pair through Think-Pair-Share. The teacher used this method for pair-
learning. (TPS) is a cooperative learning activity that can work in varied size classrooms and in any
subject. Instructors pose a question, students firstTHINK to themselves prior to being instructed to discuss
their response with a person sitting near them (PAIR). According to (Johnson & Johnson, 1999) TPS
provides an opportunity for students to work in groups toward a common goal, increasing their own and
others’ understanding in a safe environmentto make mistakes.
Objective 2: Used research-based knowledge and principles of teaching
and learning to enhance professional practice (Instructional
Activities/Application)
For the application, the teacher utilized Differentiated Activity to letthe students apply their learnings from
the lesson discussed by the teacher. Differentiated instruction is a teaching approach that tailors instruction
to all students’ learning needs. All the students have the same learning goal. Butthe instruction varies
based on students’ interests, preferences, strengths, and struggles. Students have “multiple options for
taking in information, making sense ofideas, and expressing whatthey learn,” says Carol Ann Tomlinson,
an educator who has done innovative work in this area.
Objective 2: Used research-based knowledge and principles of teaching
and learning to enhance professional practice (Instructional
Activities/Assessment)
The teacher used the individual assessmentthrough multiple choice testand essay writing. According to
Maki, Peggy L. (2002) by analyzing students’ performance through formative assessmentand sharing the
results with them, instructors help students to “understand their strengths and weaknesses and to reflecton
how they need to improve over the course their remaining studies,”