HOGWARTS NATIONAL HIGH SCHOOL

12 Serene Lane, Tranquilville, Academic County, 56789

DETAILED LESSON PLAN (4As) – ENGLISH 7

Teacher: John Rey N. Macasieb Grade Level & Section: 7- Eagle

Dates and Time: March 1, 2024/ 10:00 -11:00AM Quarter & School Year: First SY 2023-2024

I.OBJECTIVES The learners use their multiliteracies and communicative competence in evaluating Philippine literature, and informational and transactional texts; and create
texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their local and national identity.
A. Content Standards The learners demonstrate understanding of
• their multiliteracies and communicative competence in evaluating Philippine literature (poetry)
• (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 Standards The learners shall be able to:
• analyze the style, form, and features of Philippine poetry (lyric)
• evaluate poetry for clarity of meaning, purpose, and target audience;
• 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 Competencies The learners shall be able to
(Write the LC Code for each) • Analyze literary texts as expressions of individual or communal values within:
• structural context (EN7LIT-I-1)
D. Specific Objectives At the end of the lesson, learners are expected to:
• Discover the different conflicts in poetry; and
• Identify the type of conflict in the given statement.
II. CONTENT
Subject Matter Identifying Conflicts in a Literary text (Poetry)
Instructional Strategies
Instructional Materials
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in 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 Nuestro, C. (2007). By the Seashore by José Corazón de Jesús. Retrieved from:
https://www.poemhunter.com
1. Teacher’s Guide pages English Teacher’s Guide pages 12-16
2. Learner’s Material pages English Learner’s Module. pages 21-24
3. Textbook pages Poems and Literary Devices
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES Spread out the activities appropriately so that the 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 ways to learn
new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Teacher’s Activity Learner’s Activity
ACTIVITY (Learning Gamification**
Experience: Through a
learning activity, learners The learners will have a simple game. The teacher
will the mechanics of the game.
experience and acquire
new knowledge and skills.) Instruction: Read and Re-arrange the letters to form a
single word that is connected with our lesson.

Here’s an example: SAW + LOTION = SOLUTION

Answers:
1. SAW + SCI + TEA =
1. SOCIETY
2. CORN + FLEAK =
2. CONFLICT
3. ZOO + PER + NAH + TWO + RAWR =
3. SUPERNATURAL
4. INK + TEAR + NULL CORN + FLEAK =
4. INTERNAL CONFLICT
5. NAE + TOUR =
5. NATURE
6. TICK + KNOW + LOW + GEE =
6. TECHNOLOGY
7. EGGS + TEAR + NULL CORN + FLEAK =
7. EXTERNAL CONFLICT
ANALYSIS (Linking
As a class they will analyze and identify a short poetry,
New Knowledge and Skills using the Padlet app to write their answers (types of
to Existing Experience: conflict & and answer the questions given).
Learners need time to
process or analyze their John Clare, ‘I Am’.
experiences. New
I am—yet what I am none cares or knows;
knowledge and skills have My friends forsake me like a memory lost:
to be linked to what they I am the self-consumer of my woes—
already know and can do. They rise and vanish in oblivious host,
They have to think about Like shadows in love’s frenzied stifled throes
And yet I am, and live …
how they can use their Answers:
knowledge and skills.) Questions: 1. The conflict in this poetry is all about his/her
1. What is the conflict in this poetry? self.
2. What type of conflict is it? Support your 2. Man vs Self, because of the sentences lines
answer by highlighting the sentence/s. “I am—yet what I am none cares or knows;
I am the self-consumer of my woes—
And yet I am, and live” through this stanza
we can see that it’s about her/him.
ABSTRACTION
(Demonstrating/ The learners will watch a short video (YouTube &
Generalizing New Skills: TikTok) to further understand the topic. The learners
Through processing or will observe and take down some important notes
analyzing their new
experiences and linking
them with existing
experiences, learners
begin to demonstrate new
understandings and apply
new skills. This is a
process of generalization
or abstraction.)
TWO KINDS OF CONFLICTS

Conflicts is a struggle or problem faced by the

characters. It can either be Internal or External.
Internal refer to the opposition coming from within
oneself.

The teacher will use an interactive discussion about

the different kinds of conflict that they might encounter
when they read or watch any literary text especially in
Poetry. (The teacher will ask the learners to come in
front after discussing one conflict and let them pick a
chocolate in the box containing: Man vs Self, Man vs
Man, Man vs Society, Man vs Nature, Man vs
Supernatural, and Man vs Technology. And the
learners will give an example based on what they have
picked.)

Example: Man vs. Self

• The character’s struggle takes place in
his/her own mind

External Conflicts refer to the opposition between an

individual and some outside forces.

Example: Man vs. Man

• A character struggles with another
character.

Example: Man vs. Society

• A character or a group of characters fights
against the society which they live.
 Example: Man vs. Nature
• A character struggles against animals or
other natural forces.

Example: Man vs. Supernatural

• Conflict between a character and something
abnormal such as ghosts, omens, and
superstitions.

Example: Man vs. Technology

• A literary conflict in which a character faces
technology and must prevail against it.

After the discussion, the learners will give an example Possible Answers:
of each type of conflicts discussed. Man vs Self: A character battling with their own fear
and insecurity, deciding whether to take a risk or play
it safe.
Man vs Man: Two friends competing for the same job
position and facing conflicts as they try to outdo each
other.
Man vs Society: A protagonist challenging societal
norms and expectations to fight for justice or equality.
Man vs Nature: Survivors facing the challenges of a
harsh environment, such as a group of people
stranded on a deserted island.

APPLICATION What I have learned?

(Practical Application of For a quick assessment, the learners will identify
New Knowledge and what type/s of conflict is being presented in the
Skills: The final stage in Philippine short poetry entitled “By the Seashore” by
the learning model is the José Corazón de Jesús.
practical application and
trying out of new skills and “BY THE SEASHORE” by José Corazón de Jesús
learning. Successful
application leads to By the seashore, there is my dwelling,
learners beginning a new Wherever and however, it may be chaotic.
activity and beginning a It is truly sorrowful if not heard,
The song of the waves, clouds, and birds.
new 4A cycle.)
The coconut tree by the coastline,
The underground is unsettled.
 There are many, many deaths, Possible answers:
Due to fear of storms and other hindrances.
Due to fear of storms and other hindrances. – Man vs
The gaze of the stars in the silent night, Nature
Bringing joy to my heart.
In the darkness of the night, I wait, Bringing joy to my heart.
For the flow of the wind, stars, and secrets. In the darkness of the night, I wait, - Man vs Self

The drumming of the waves, the kingdom of wonders, Embrace me, in your warmth so sweet. – Man vs Man
Embrace me, in your warmth so sweet.
By the seashore, I am alone,
With the moon, stars, and waves.

Wherever you are, in every moment,

The world is round, destiny is near.
By the seashore, I long,
For the caress of the wind, waves, and love.

V. REMARKS

VI. REFLECTION 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 instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
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?

PREPARED BY: OBSERVED/CHECKED BY:

JOHN REY N. MACASIEB JOHNA G. BELARDO

Teacher I Head Teacher I/ Master Teacher I/ School Head