English 7 Week 7 Grade 7- Differentiation of cultures

Republic of the Philippines
Region IV – A CALABARZON
City Schools Division of Bacoor
BACOOR NATIONAL HIGH SCHOOL – TABING DAGAT ANNEX
Tabing Dagat, City of Bacoor, Cavite 4102
Email Address: 301170@deped.gov.ph
Tel No: (046) 4348722
WEEKLY HOME LESSON PLAN IN ENGLISH 7
Quarter Fourth
Week & Day Week 4 Day 1 (CLASSROOM-BASED ACTIVITY)
Date
Teacher
Section & Time
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of contemporary Philippine literature as a means
of responding to the demands of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
B. Performance Standard The learner transfers learning by explaining the need to be cooperative and responsible in
today’s global village; using appropriate strategies to comprehend extended text types;
using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance, and behavior in
various information-sharing formats.
C. Learning Competency MELC 26 - Discover the conflicts presented in literary selections and the need to resolve
those conflicts in non-violent ways (EN7LT-II-a-4)
Explain the literary devices used
Determine tone, mood, technique, and purpose of the author
Draw similarities and differences of the featured selections in relation to the theme
D. Objectives - determine what a conflict is
- differentiate external conflict to internal conflict
II. SUBJECT MATTER Discover the Conflicts Presented in Literary Selections and The Need to Resolve This
Conflicts -Categories of Conflicts
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
B. Additional Materials from Learning
Resource (LR) portal CO_Q4_English 7_ Module 2
C. Other Learning Resources Pictures, Powerpoint Presentation
D. Supplies, Equipment, Tools, etc. Netbook, Laptop, TV
IV. PROCEDURE
A. ROUTINARY ACTIVITY 1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
B. ACTIVITY I. Introductory Activity
What I Know

Look at the following pictures.
Picture 1 Picture 2 Picture 3
C. ANALYSIS Answer the following questions based on the three pictures.
1. What is the character doing?
2. What can you say about the pictures?
3. Having seen those three pictures What these words refer to?
a. P___ ___ ___ ___ ___ ___
b. S ___ ___ ___ ___ ___ ___ ___
c. O ___ ___ ___ ___ ___ ___ ___ F ___ ___ ___ ___ ___
d. T ___ ___ ___ ___ ___ ___
D. ABSTRACTION
(Discussion)
What is It
What is conflict?
“In literature, a conflict is a literary device characterized by a struggle between two
opposing forces. Conflict provides crucial tension in any story and is used to reveal
a deeper meaning in a narrative while highlighting characters’ motivations, values
and weaknesses.” (Masterclass.com)
Conflict is an important element in the study of stories, novels, plays, movies etc.
What are the two categories of conflict?
1. Internal Conflict is when a character struggles with their own opposing
desires or beliefs. Internal conflict happens within them and it drives their
development as a character.
2. External Conflict sets a character against something or someone beyond their
control. External forces stand in the way of a character’s motivations and
create a tension as the character tries to reach their goals.
Including both internal and external conflict is crucial for a good story, because life
always includes both.
E. APPLICATION Identify the following by writing EC if it is External Conflict and IC if it is Internal 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 swarm of bees flew straight towards Alex and he ran as fast as he could.
_____4. Jamie knew that she should tell the truth but didn’t want to hurt her brother.
_____5. Sam felt the pressure of doing his best in the game and he became very nervous.
IV. ASSIGNMENT/AGREEMENT CONFLICT RESOLUTION
Directions: Use the graphic organizer to help resolve a conflict based on your own
experience. Fill in the figures with appropriate information. Take note that you are to use
your own experience facing a problem.

Index of Mastery
x f fx
5 x _____ = ___________ Tf(x)= (Tf)______x 5=________
4 x _____ = ___________
3 x _____ = ___________ IM= ((Tfx)______/ (Tf(x))_______)x 100
2 x _____ = ___________
1 x _____ = ___________ IM=
Total (Tf) _____ (Tfx)__________
x f fx
V. REFLECTION
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 lessons
work? No. of learners who
have caught up with the
lesson
d. No. of learners who
continue to require
remediation
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___ Yes ___No
___ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Prepared by: Checked by:
ROWENA PERLITA N. VELASQUEZ
Teacher I Head Teacher I

Quarter Fourth
Week & Day Week 4 Day 2
Date
Teacher
Section & Time
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of: contemporary Philippine literature as a means of
responding to the demands of the global village; various extended text types; lexical and
B.Performance Standard The learner transfers learning by: explaining the need to be cooperative and responsible in
today’s global village; using appropriate strategies to comprehend extended text types; using
lexical and contextual clues to understand unfamiliar words and expressions; using imperatives,
prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
D. Objectives - discover the different conflicts in literature,
- identify the conflicts in a literary piece; and
- discover how a conflict can be resolved in non-violent ways
II. SUBJECT MATTER Discover The Conflicts Presented in Literary Selections and The Need to Resolve This
Conflicts in Non-Violent Ways
A. References
Textbook pages
B. Additional Materials from
Learning Resource (LR) portal
CO_Q4_English 7_ Module 2
C.Other Learning Resources Pictures, Videos
D.Supplies, Equipment, Tools, etc. Netbook, Laptop, TV, Tarpapel
IV. PROCEDURE
A. ROUTINARY ACTIVITY 1. Greetings
2. Advise the students to check their group chats/fb groups as activities are being posted
there by their teachers.
B. ACTIVITY What I Know
True or False. Write T if the statement is true and F if otherwise.
___________1. A conflict is a struggle between two opposing forces.
___________2. An internal conflict happens between characters, someone or something in the
outside world.
__________ 3. External conflicts happen within the character’s own heart or mind.

__________4. Conflict centers itself within the story’s theme.
__________5. A protagonist is the central character in the story and the antagonist is the
opposing force.
C. ANALYSIS
Go over your notes and review for our previous topic.
D.ABSTRACTION
(Discussion)
Study and analyze the story below.
“ The Happiest Boy in the World” is a success story. In this story, the character—the boy is
used in the story for a purpose. The boy shows how he feels and sees how he became the
happiest boy in the world.
Happiest Boy in the World by NVM Gonzalez
Julio , who had come from Tablas to settle in Barok, was writing a letter, of all people, Ka
Ponso, his landlord, one warm June night. It was about hiks son, Jose, who wanted to go to
school in Mansalay that year. Jose was in fifth grade when Julio and his family had left Tablas
the year before and migrated to Mindoro; because the father had some difficulty in getting
some land of his own to farm, the boy had to stop schooling for a year. As it was, Julio
thought himself lucky enough to have Ka Ponso take him on as tetant. Later, when Julio's wife
Fidela gave birth to a baby, Ka Ponso, whi happened to be visiting his property then, offered
to become its godfather. Afetr that they began to call each other compadre.
"Dear Compadre," Julio started to write in Tagalog, bending earnestly over a piece of paper
which he had torn out of Jose's school notebook. It was many months ago, when, just as now,
he had sat down with a writing implement in his hand. That was when he had gone to the
municipio in Mansalay to file a homestead application, and he had used a pen, and to his
great surprise, filled in the blank forms neatly. Nothing came of the application, although Ka
Ponso had assured him he had looked into the matter and talked with the officials concerned.
Now, with a pencil instead of a pen to write with, Julio was sure that he could make his letter
legible enough for Ka Ponso.
"It's about my boy, Jose." he wrote on. "I want him to study this June in Mansalay. He's in the
sixth grade now, and since he's quite a poor hand at looking after your carabaos, I thought it
would be best that he go to school in the town."
...The kerosene lamp's yellow flame flickered ceaselessly. The drank smell of food , fish broth,
particularly, that had been spilled from many a bowl and had dried on the form, now seemed
to rise from the very texture of the wood itself. The stark truth about their poverty...
""This boy, Jose, compadre," he went on, "is quite an industrious lad. If you can only let him
stay in your big house, compadre, you can make him do anything you wish--any work. He can
cook rice, and I'm sure he'll wash the dishes."
..."I hope you will not think of this as a great bother," Julio continued, trying his best to phrase
his thoughts. he had a vague fear that Ka Ponso might not favorably regard his letter. But he
wrote on, slowly and steadily, stopping only to read what he had put down. "We shall repay
you for whatever you can do for us, compadre. It's true we a;ready owe you for many things,
but your comadre and I will do all we can indeed to repay you."
...Suddenly he began wondering hoe Jose would move about in Ka Ponso's household, being
unaccustomed to so many things there. The boy might even stumble over a chair and break
some dishes...He feared for the boy.
...Julio felt he had nothing more to say, and that he had written the longest letter in his life...
He sat back again and smiled to himself. About six o'clock the following morning, a boy of
twelve was riding a carabao along the river-bed road to town. He was very puny load on
carabao's broad back.
Walking close behind the carabao, the father did not cross the stream but only stood there by
the bank. "Mind to look after the letter," he called out from where he was. "Do you have it
there, in your shirt pocket?"
The boy fumbled for it. When he had found it, he said, "No, Tatay, I won't lose it."
...Then Julio started to walk back to his house, thinking of the worl that awaited him in his
clearing that day...
...Jose grew suddenly curious about the letter he carried in his shirt pocket. He stopped his
carabao under a shady tree by the roadside.

A bird sang in a bush nearby. Jose could hear it even as he read the letter, jumping from word
to word, for him the dialect was quite difficult. But as the meaning of each sentence became
clear to him, he experienced a curious exultation. It was as though he were the happiest boy
in the world and that the bird was singing for him. He heard the rumbling of the stream
faraway. There he and his father had parted. The world seemed full of bird song and music
from the stream.
E. APPLICATION In the stpry, “ The Happiest Boy in the World”, the conflict presented has been resolved in a
non-violent way. How was it shown in the story?
Organize your answers in your activity sheet by making a diagram like the one shown
below. Then, explain what you have written.
IV. ASSIGNMENT/AGREEMENT Connect your ideas in the following situations based on the given story.
1. How do you connect the story to your own life/experience?
2. How do you connect the story to another story that you have read?
3. How do you connect this story to the world’s situation now?
Index of Mastery x f fx
5 x _____ = ___________ Tf(x)= (Tf)______x 5=________
4 x _____ = ___________
3 x _____ = ___________ IM= ((Tfx)______/ (Tf(x))_______)x 100
2 x _____ = ___________
1 x _____ = ___________ IM=
Total (Tf) _____ (Tfx)__________
V. REFLECTION
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require additional
activities for remediation.
work? No. of learners
who have caught up with
the lesson
continue to require
remediation
___ Yes ___No

Quarter Fourth
Week & Day Week 4Day 3
Date
Teacher
Section & Time
I.OBJECTIVES
B. Performance Standard The learner transfers learning by: explaining the need to be cooperative and responsible in
lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in
II. SUBJECT MATTER Discover The Conflicts Presented in Literary Selections and The Need to Resolve This Conflicts
in Non-Violent Ways – Types of Literary Conflict
A. References
Textbook pages

IV. PROCEDURE
A. ROUTINARY ACTIVITY 1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
B. ACTIVITY/
MOTIVATION
What I Know
ACTIVITY - Look at the pictures below. Can you identify the conflict depicted in each
picture?
Picture # 1 Picture # 2 Picture # 3
Answer: ________________ Answer:___________________ Answer : ______________
C. ANALYSIS
Process Questions:
1.What shown in each picture?
2. Describe each picture.
3. What conflict is depicted in each picture?
4. How do you resolve these conflicts?
D. ABSTRACTION
(Discussion)
What is It
What are the 6 Types of Literary Conflicts?
1. Character vs. Self
This is an internal conflict, meaning that the opposition the character faces is coming within.
This may entail a struggle to discern what the moral or “right” choice is, or it may also
encompass mental health struggles.
2. Character vs. Character
This is a common type of conflict in which one character’s needs or wants are at odds with
another’s.
3. Character vs. Nature
In a nature conflict, a character is set in opposition to nature. This can mean the weather, the
wilderness, or a natural disaster.
4. Character vs. Supernatural
Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a
conflict by creating an unequal playing field.
In this case, a character is in conflict with some kind of technology. It is the hallmark of
science fiction, which explores the problems that arise when technology grows beyond its
intended use.

This external conflict illustrates a character in conflict with technology. At its best, character
vs. technology conflict raises poignant questions for the characters and readers alike about
what it means to be human and sets us apart from machines.
6. Character vs. Society
A character vs. society conflict is an external conflict that occurs in literature when the
protagonist is placed in opposition with the society, the government, or a cultural tradition or
societal norm of some kind.
Why is conflict important in a story?
Most of the time, readers become more interested in a literary piece because of the tension
in the story. Readers are simply hooked in order to discover which of the characters or forces
will eventually prevail.
How are conflicts resolved in a story?
In actuality, conflict is not always bad and does not have to result in violence or hurt feelings.
Conflicts are part of everyday life and they cannot be avoided. However, whether a conflict
escalates, ends negatively or is resolved and ends peacefully in a literary selection, is entirely
based on the choices a character/s make. The choices made by a character in a story reveals
his/her feelings, values and attitudes. Most often than not, his/her response to a conflict
determines how a situation ends.
E. APPLICATION Let us practice identifying the conflicts presented in each situation. Read and understand
each scenario and answer the questions that follow.
Direction: Identify the type of conflict depicted in the following:
1. Manuelita had been chubby since she was a toddler. She became even heavier as
she grew as a teenager. She was often teased in school for being heavy. Manuelita
became so determined to lose weight. Now, Manuelita is very skinny, however, she
still sees her old overweight self whenever she looks in the mirror. Her family and
friends tried their best to convince her how beautiful she is, yet she had a hard time
believing them. What is even worse is that she still continues to go on a diet. Will
Manuelita be able to reconcile her body image with reality or will she still continue
to have a distorted image of herself?
a. What type of conflict is presented in the text?
__________________________________________________________________________________
b. How would you help Manuelita resolve this conflict?
__________________________________________________________________________________
2. Mina and Letty both grabbed a chair towards a computer in the library for their
research works. Both claimed that they needed such time on the internet for their
research study.
a. What type of conflict is presented in the text?
__________________________________________________________________________________
b. How would you resolve this kind of conflict if you were there in the library?
__________________________________________________________________________________
3. Juanito is just a normal Filipino boy who enjoys playing patintero, tumba patis, and
habul-habulan. Despite being playful, he also tries his best in school. He excels in
Math and plays baseball. But unknown to all, he also has other preoccupation.
Juanito has his own enchanted world with magical creatures. When not in school or
playing with other kids, he travels to this enchanted world Bighani through his
magical horse Sakay. However, when he brings something to Bighani that he should
not, a hidden gate is unlocked unleashing monsters that causes pollution and illness

to people in Bighani. Will he be able to capture the monsters before they find their
way to his world?
a. What type of conflict is depicted in the text?
__________________________________________________________________________________
b. How can Juanito resolve this conflict? Suggest possible actions.
__________________________________________________________________________________
4. Erwan and his family were preparing for dinner when suddenly they felt dizzy and
that the grounds were shaking violently. Every member of the family tried to hold
on things inside their house to save them from breaking. However, the shaking
continued that they had to flee to safer grounds away from falling objects.
a. What conflict is presented in the text?
__________________________________________________________________________________ b. How can
Erwan and his family help resolve this kind of conflict?
__________________________________________________________________________________
5. Azzah is a Filipino Moslem woman who was committed by her parents for an
arranged marriage. Azzah was educated in a private coed institution where she met
Bryan, a Christian. They fell in love with each other against the will of her parents.
She tried to talk her way out of the arranged marriage but to no avail. Her parents
do not want to be humiliated by not honoring the arrangement.
a. What conflict is shown in the text?
__________________________________________________________________________________
b. How can Azzah resolve this conflict? Will she be able to resolve it peacefully? Give
suggestions to Azzah.
IV. ASSIGNMENT/AGREEMENT Directions: Read the story below and determine the conflict presented.
New Yorker in Tondo
1. What conflict is presented in the story?
2. How did they resolve the issue?
3. Why is it important to identify the conflict in the story?
5 x _____ = ___________ Tf(x)= (Tf)______x 5=________
4 x _____ = ___________
3 x _____ = ___________ IM= ((Tfx)______/ (Tf(x))_______)x 100
2 x _____ = ___________
1 x _____ = ___________ IM=
Total (Tf) _____ (Tfx)__________
V. REFLECTION
earned 80% on the
require additional
___ Yes ___No

the lesson
continue to require
remediation
Quarter Fourth
Week & Day Week 4 Day 4 (CLASSROOM BASED ACTIVITY)
Date
Teacher
Section & Time
I.OBJECTIVES
B.Performance Standard The learner transfers learning by: explaining the need to be cooperative and responsible in
lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in
Draw similarities and differences of the featured selections in relation to the
theme
II. SUBJECT MATTER Discover The Conflicts Presented in Literary Selections and The Need to Resolve This Conflicts
in Non-Violent Ways – Resolving Conflict
A. References

Textbook pages
IV. PROCEDURE
A. ROUTINARY ACTIVITY 1. Greetings
2. Advise the students to check their group chats/fb groups as activities are being
posted there by their teachers.
B. ACTIVITY/ MOTIVATION What I Know
Watch the video “Bridge by Ting Chian Tey/ Disney Favorite”.
https://youtu.be/_X_AfRk9F9w
C.ANALYSIS Answer the following questions.
1. What type of conflict is present in the clip? Why?
2. In what particular situation in your life you can relate to the conflict of the video?
You can provide a scenario.
3. If you were one of the characters in the video,how are you going to resolve the
problem in a non-violent way?
D.ABSTRACTION
(Discussion)
What is It
Theme
A conflict often reveals the theme of story — the life lesson or the author’s message. It is the
truth about the way human beings live, as presented in the story. It also implies a universal
view of life which the reader can accept, challenge, or question. The theme of “My Father
Goes to Court” is provided as an example.
Resolving Conflicts
In this lesson, you will examine how to solve conflicts in non-violent ways. Whether it’s with
your parents or siblings, you can do the following to stop a conflict from getting worse.
1. First, you need to calm down. Deep breaths can be a good start.
2. Second, listen to each other when discussing about the issue or problem.
3. Third, you need to take responsibility for your actions. Consider what you would have
done differently if you could go back in time.
4. Fourth, think of the solutions that are acceptable for both/everyone.
5. Fifth, choose the solution together which you think will be the most effective.
6. Lastly, accept when you realized you are wrong, forgive if you received an apology, or
thank the person for solving the problem with you.

Now, you have recognized that conflict is an inevitable part of life. As a reader, you will be
able to deepen your connection with the meaning of a story or character and discover
possible solutions to deal with conflicts.
E. APPLICATION Learning Task
The United Nations celebrates International Day of Peace every 21st of September. Its goal is
to persuade people all over the world to pledge to put peace above all differences. As we
recover from the COVID-19 epidemic in 2021, we are motivated to think creatively and
collaboratively about how to help everyone recover more quickly. Young people like you
must be recognized as problem-solvers and peacemakers.
As a student, how can you be a “peacemaker”?
Create your own pledge and present it creatively in a separate sheet of paper. Write the
things you should do to bring peace and love into your home. An example is provided
below as your guide.
Criteria for Rating:
Criteria 5 4 3 2 1
Content (relevant)
Word Choice (vivid)
Presentation
(visually appealing)
Language
(free from spelling and
grammatical errors)
IV. ASSGNMENT/ASSESSMENT Read the except of a news article below.
Reynold’s World Excerpt
from Children in an Urban World

Reynold’s story is not new. It’s a story that is echoed in most developing countries around the world.
The recent UNICEF report The State of the World’s Children 2012: Children in an Urban World reveal that
globally, urbanization leaves hundreds of millions of children in cities and towns excluded from vital
services.
Already the Philippines is an urban society with half the population or 45 million people living in
cities. Of Metro Manila’s 11 million people, 1.7 million children live in informal settlements. “
Children who live in the poorest urban communities in the Philippines experience multiple
deprivations. They lack decent housing, are exposed to dangers from disasters, have limited access to clean
water and are more prone to neglect, abuse, and exploitation. Each excluded child represents a missed
opportunity at achieving a stable and productive society,” Dr. Abdul Alim, UNICEF Deputy Representative,
says.
Cities offer many children the advantages of urban schools, clinics, and playgrounds. Yet the same
cities the world over are also the settings for some of the greatest disparities in children’s health, education,
and opportunities.
Infrastructure and services are not keeping up with urban growth in many regions and children’s
basic needs are not being met. Families living in poverty often pay more for substandard services. Water,
for instance, can cost 50 times more in poor neighborhoods where residents have to buy it from private
vendors than it costs in wealthier neighborhoods where households are connected directly to water mains.
The deprivations endured by children in poor urban communities are often obscured by broad
statistical averages that lump together all city dwellers – rich and poor alike. When averages such as these
are used in making urban policy and allocating resources, the needs of the poorest can be overlooked.
A. Now, list down the problems which the children in the poorest urban communities in
the Philippines are experiencing. The first one is provided for you as your guide.
B. From the problems emphasized in the article, choose one (1) and provide at least three (3)
possible solutions to deal with the problem. Write your answers in the tree organizer below.
5 x _____ = ___________ Tf(x)= (Tf)______x 5=________

4 x _____ = ___________
3 x _____ = ___________ IM= ((Tfx)______/ (Tf(x))_______)x 100
2 x _____ = ___________
1 x _____ = ___________ IM=
Total (Tf) _____ (Tfx)__________
V. REFLECTION
earned 80% on the
require additional
the lesson
continue to require
remediation
___ Yes ___No

English 7 Week 7 Grade 7- Differentiation of cultures

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