7

ENGLISH
Quarter 4 – Module 5:
Title: Types of Conflict in Literature

Department of Education MIMAROPA REGION

2
English – Grade 7
Quarter 4- Module 5: Title Types of Conflict in Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Regional Director: Dr. Benjamin D. Paragas, CESO IV
Assistant Regional Director: Atty. Suzette Gannaban-Medina
Chief, CLMD: Mariflor B. Musa

Development Team of the Module

Authors: Lealyn R Waoi
Editor: Name
Reviewers: Joey Bool Gutierrez, Liberty R. Lacdao, Gazel Villadiego-Castillo,
Evangeline A. Raymundo, Alain G. Viduya, Ma. Katrina Sandra A.
Magcamit
Illustrators: Louie J. Cortez, Alexander P. Abeleda
Layout Artist: Name
Management Team: Name

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________

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Introductory Message
For the facilitator:
This Self-Learning Module (SLM) focuses on the (competency)
_________________________________ as one of the Most Essential Learning
Competencies (MELCs) in Grade _____ English. This learning material was patterned on
Bloom’s Taxonomy Instructional Design wherein learning activities were aligned with the
identified objectives and were sequenced according to their level of difficulty considering the
learner’s needs, interest and abilities.
You need to ensure that the learner clearly understand the lesson or concepts
discussed in the module. You are also expected to guide him/her in answering the activities or
accomplishing the different learning tasks thereby enabling him/her to master the
competency.
For the learner:
This Self-Learning Module (SLM) is especially made to enhance your attitude,
knowledge and skills vis-à-vis the identified learning competency. Through this module, you
will engage in fun and interesting learning activities and answer varied exercises and tasks to
help you gain mastery of the target competency which will enable you to effectively use the
English language in listening, speaking, reading and writing. Those learning activities are
appropriately selected and carefully crafted according to your needs, interests, and abilities.
To successfully achieve the objectives of this module, kindly do the following:

 Read and follow the instructions in all the learning activities and exercises
very carefully,
 Be honest in answering all the learning activities and exercises,
 Write your answers neatly and legibly in your subject notebook or on a
separate sheet of paper, and
 Seek guidance from your parents, guardians or subject teacher if you
encounter difficulty in accomplishing the learning activities.

Working on each learning activity in this module will surely enable you to learn
certain aspects of the target language in an enjoyable and meaningful way. So take good care
of this module and have fun while learning!

What I Need to Know

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Competency: Discover the conflicts presented in literary selections and the need to

resolve those conflicts in non-violent ways

After going through this module, you are expected to:

1. identify the unfamiliar words used in a short story

2. identify the types of conflict presented in the story

3. discuss the other elements of a short story

 setting

 character

 plot

 theme

4. use clues to identify the words being defined

5. explain how conflict and other elements contribute to the theme of the story

6. use adjective meaningfully

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 What I Know

Pre-Test

Read the following selection very carefully, then answer the questions that follow.

(1)Man’s gregarious nature cannot be denied. No matter how masterfully he handles

himself, he cannot live alone; he needs to associate with others. But living in a society

entails problems, and problems call for solutions – a situation which is actually a challenge in

itself.

(2)What is the key to harmonious social interaction? Is it cooperation, which

is the backbone of progress? If so, where does competition come in? Should the

majority always win? What rights does an individual have in a society where the will

of the majority is the law?

(3)As living in a social group becomes more and more complex, more

questions and problems arise. When individuals and groups in society assert

themselves, social living becomes a struggle – a struggle for recognition, for power

(4)Who will take charge? Should it be every man for himself or should there

be one who will impose his will upon the others? How can the members of a society

resolve their differences? By force, by decree, or by choice?

(5)Many societies have risen or fallen. In the main, their fate depended on

their choice of means for attaining the goals they set for themselves. As an emerging

society, we look to the societies that have come and gone before us.

1. Paragraph 1 tells us that:

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 A. Man denies his need for others.

B. Man is basically a social being.

C. Man lives in a society that is full of problems.

D. Man needs to live with others although problems go along with it.

2. The underlined word in paragraph 2 is synonymous to

A. include

B. sharing

C. sociable

D. developing

3. What happens when man insists on what he wants?

A. Living with others becomes more difficult.

B. It gives rise to competition.

C. Man becomes powerful.

D. The majority will protest against him.

4. Paragraph 5 could be restated as:

A. The future of a society depends on the choices its people make.

B. The success of a society cannot be achieved without help from other

nations.

C. The failure of a society is caused by wrong choices.

5. The best title for the selection is

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 A. Cooperation Among People

B. The Challenge of Society

C. Harmonious Social Interaction

D. The Rise and Fall of Society

Lesson
Topic: TYPES OF CONFLICT IN LITERATURE

Be ready for an exciting adventure while sitting!

Being a vital part of a diverse and ever-changing society, you must live in

harmony with others, you must learn to accept each other’s differences, and use

them to create a more productive community. Learn to embrace one’s differences

and try to understand each to develop a well-rounded community in a diverse

society.

This module will help you understand better how to embrace diversity

while developing your reading, writing, comprehension, and literary skills.

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 What’s In

A Glimpse to the Author’s Profile

ncca.gov.ph

Nestor Vicente Madali Gonzalez better known as N.V.M. Gonzalez, fictionist,

essayist, poet, and teacher, articulated the Filipino spirit in rural, urban landscapes.

Among the many recognitions, he won the First Commonwealth Literary Contest in

1940, received the Republic Cultural Heritage Award in 1960 and the Gawad CCP

para sa Sining in 1990.

Major works of N.V.M Gonzalez include the following:

Novels

 The Winds of April – 1941

 Bread of Salt - early 1950’s

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  The Bamboo Dancers – 1988

Short Stories

 A Grammar of Dreams – 1997

 Mindoro and Beyond – 1981

Essays

o A Novel of Justice – 1968-1994

o Work on the Mountain – 1996

Task 1: Vocabulary Check!

Directions: Complete the crossword puzzle by filling in the word that fits to its

definition. Answers will be coming from the jumbled letters below.

 
1

                 
L
2
           
3

 E  L  E  
C ONC A D
   
               
G A
 
4
 
5
   
   I  
P U N  Y
   
U
   
   S            
B K

10
 6
         
 L  E      
F UMB D
 
       E          
R
 
7

   I              
S
 
     T            
O
   
               
U A
 
8
       
   P  L  E  
S R AW D
 
                 
K

Across: Down:

hidden (something or someone) from 1 clear enough to be read

2
sight
3 unpleasant
5 small and weak
lending money with an interest
4
handled something in an awkward or rates
6
clumsy way
7 very obvious
8 lain or sit with arms and legs spread
wide apart

1. B L E L I G E 5. P N U Y

2. C E C O N D E L A 6. F U M L B D E

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 3. D N A K 7. T A R K S

4. U R S U I U O S 8. P R W A L D E S

Task 2: Where Do I Belong?

Study the following sentences. Group the underlined words according to their

classification using the sentences as your clue. Write your answers on the table

provided.

 His penmanship is legible because the teacher understood clearly what he

had written.

 The boy sprawled on the floor because it never stopped raining since

yesterday.

 The house was dank because it never stopped raining since yesterday.

 The stark truth about his condition is very obvious.

 Mang Jose is so usurious because he likes to lend money for a bigger

payment.

 Even though he was puny in size, he has a very big heart.

 Julio was ashamed so he concealed himself.

 Fidela fumbled carelessly on her bag looking for her handkerchief.

Describing Word Action Word

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Task 2: Read and Reflect

Directions: Read the “The Happiest Boy in the World” written by NVM Gonzalez.

Reflect and answer the comprehension questions inside the box. Write your answer

on your activity notebook.

The Happiest Boy in the World

by: NVM Gonzalez

(1) Julio, who had come from Tables to settle in Barok, was writing a letter to, of

all people, Ka Ponso, his landlord, one warm June night. It was about his son, Jose,

who wanted to go to school in Mansalay that year. Jose was in the fifth grade when

Julio and his family had left Tablas the year before and migrated to Mindoro.

Because the father had to stop schooling for a year. As it was, Julio though himself

lucky enough to have Ka Ponso to take him as tenant. Later when Julio's wife,

Fidela, gave birth to a baby. Ka Ponso, who happened to be visiting his property

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then, offered to become its godfather. After that they began to call each other

compadre.

(2) "Dear Compadre," Julio started to write in Tagalog bending earnestly over a

piece of paper which he had torn out of Jose's 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 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.

(3) "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 goes to school in the town."

(4) He sat back and learned against the wall. He had been writing on a low

wooden bench, the sole piece of furniture in the one-room house. There he sat in

one corner. A little way across stood the stove; to his right Fidela and the baby girl,

Felipa lay under the hempen mosquito net. Jose, who had been out all afternoon

looking for one of Ka Ponso's carabaos that he had strayed away to the newly-

planted rice clearings along the other side of the Barok river, was here too, sprawling

beside a sack of play by the doorway. He snored lightly, like a tired youth; but he

was only twelve.

(5) The kerosene lamp's yellow flame flickered ceaselessly. The dank smell of

food, of fish broth particularly, that had been spilled from many a bowl and had dried

on the floor seemed to rise from the very texture of the wood itself. The stark truth

about their poverty, if Julio’s nature had been sensitive to it, might have struck him

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with a hard and sudden blow then; but as it was, he just looked about the room, even

as the smell assailed his nostrils, and stared now at the mosquito net, now at Jose

as he lay there by the door. Then he continued with his letter.

(6) "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 do well wash dishes."

(7) Julio recalled his last visit to Ka Ponso's about three months ago, during the

fiesta. he had seen that it was a big house with many servants; the floor were so

polished you could almost see your own image under your feet as you walked; and

always there was a servant who followed you about with a piece of rag to wipe away

the smudges of dirt which your feet had left on the floor.

(8) "I hope you will not think of his as great bother." Julio continued, trying his

best to phrase this thought. He had a vague far 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 already owe you for many things, but your Comadre and I will do all we can

indeed to repay you."

(9) Reading the last sentence and realizing that he had made mention of his wife,

Julio recalled that during the very first month after their arrival from Tablas, they had

received five cavans of rice from Ka Ponso and that later he had been told that at

harvest time he should pay back twice the number of cavanes. This was usurious but

was strictly after the custom in those parts, and Julio was not the sort who would

complain. Besides, he had never thought of Ka Ponso as anything else than his

Compadre spiritual, as they called it, a true friend.

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(10) Suddenly he began wondering how 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.

(11) "And I wish you would treat Jose as to would your own son, Compadre. You

may beat him if he should commit some wrong and indeed, I want him to look up to

you as a second father."

(12) Julio felt he had nothing more to say and that he had written the longest letter

in his life. For a moment, the fingers of his hand felt numb. And this was a funny

thing. he thought because he had scarcely filled the page. He sat back again and

smiled to himself.

(13) About six o'clock the following morning, a boy of twelve was riding a carabao

along the riverbed road to own to town. He was a very puny lad on the carabao's

broad back.

(14) Walking close behind the carabao, the father accompanied him up to the bend

of the river. When the beast hesitated in crossing the small rivulet that cut the road

as it passed a clump of bamboo, the man picked up a stick and prodded the animal.

Then he handed the stick to the boy, as one might give a precious gift.

(15) 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?"

(16) The boy fumbled for it, when he had found it, he said, "No Tatay, I won't lose

it".

(17) "And take good care of the carabao," Julio added. " I'll come to town myself in

a day or two to get that carabao back. I just want to get through first the planting."

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(18) Then Julio started to get back to his house, thinking of the work that awaited

him in his clearing that day. But he thought more to tell his son, and so he stopped

and call him out again.

(19) "And that letter," he shouted. " give it to Ka Ponso as soon as you get back to

the town. Then be good and do everything he asks you to do. Remember…….

everything".

(20) From atop the carabao, Jose yelled, "Yes, Tatay, yes," and rode away. A

stand of abaca plants, their green leaves glimmering in the morning sun, soon

concealed him from the view.

(21) Fastened to his saddle was his bundle of clothes and the little package of rice,

food for his week in town. It was customary for the school boys from the barrio or

farm to provide themselves in this simple manner; in Jose's case, although he was

going to live at Ka Ponso's, it could not be said that his father had forgotten about

this little manner concerning food.

(22) Thinking of his father, Jose grew curious about the letter he carried in his shirt

pocket. He stopped his carabao under a shady tree by the roadside.

(23) A bird sang in a bush nearby. Jose could hear it even as he read the letter,

jumping from down from word to word; for him the vernacular was quite difficult. But

the meaning of each sentence became clear to him, he experienced a curious

exaltation. It was though he were the happiest boy in the world was singing for him.

He heard the rumbling of the stream far away. There he and his father parted. The

world seemed full of bird song and music from the stream.

Process Questions:

1. Who is the letter writer?

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2. How does Julio feel while he writes the letter?

3. How did Julio do to provide his son an education?

4. What kind of person is Ka Ponso as described in paragraph 9?

5. If you were Ka Ponso, how would you react if you read the letter of Julio? Why?

6. If you were Jose, how would you react if somebody sponsored you to go to

school? Why?

7. What will you do if you are Ka Ponso? Will you grant the wish? Why? Why not?

Note: Your answers will be graded according to the following criteria:

Comprehensive /Analytical – 5

Well written/includes some analysis - 4

Well written but lack of balance – 3

Weak and lacks of organization - 2

Poorly written - 1

What’s New

Elements of a Short Story

A short story is a work of short, narrative prose that is usually centered around one

single event. It is limited in scope and has an introduction, body and conclusion.

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Setting

Setting is a description of where and when the story takes place.

Character

The characters are the individuals that the story is about. The author should

introduce the characters in the story with enough information that the reader can

visualize each person.

Conflict

Conflict is what drives a story. Without opposition, the story becomes lifeless.

It is usually the heart of the short story and is related to the main character. In a short

story there is usually one main struggle.

 How would you describe the main conflict?

 Is it an internal conflict within the character?

 Is it an external conflict caused by the surroundings or environment the main character

finds himself/herself in?

Types of 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 drive

the narrative forward. It is often used to reveal a deeper meaning in a narrative

while highlighting characters’ motivations, values, and weaknesses.

Internal vs. External Conflict

All conflict falls into two categories: internal and external.

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 Internal conflict is when a character struggles with their own opposing

desires or beliefs. It happens within them, and it drives their development as

a character.

Also known as a “man vs. himself” conflict, internal conflict involves a

psychological struggle that takes place within a character, caused by their own

emotions, fears, conflicting desires, or mental illnesses. Internal conflict tends

to be a battle of reconciling two opposing forces within the same individual.

 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 tension as the character tries to reach their goals.

External conflict is a type of conflict that places characters at odds with forces

outside themselves. These external forces stand in the way of a character’s

motivations and create tension as the character tries to reach their goals.

There are three primary types of external conflict:

1. Man vs. man. This type of conflict occurs when two characters with

opposing viewpoints or needs are at odds with each other. Each of these

characters is carefully developed through indirect and direct

characterization , so that the reader understands the core of their

disagreement (and in some cases, is able to empathize with both).

2. Man vs. society. Unlike character vs. character, this type of conflict pits

the protagonist against broader forces of society. These forces can

involve everything from social mores and unspoken customs to

government systems. While society may be personified in one or more

specific characters, these people typically stand as symbols or

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 representatives of a larger system. In this type of conflict, the judgment

of society can feel collective and overwhelming, or entirely random,

depending on the character’s perspective.

3. Man vs. nature. In this type of conflict, characters are threatened or

kept apart by a natural force. That force may be represented by a

powerful animal, a storm, an infectious disease, or some other natural

phenomenon. Because nature is a silent opponent, characters are

forced to reflect on their lives and choices, often with the conclusion of

accepting their mistakes, flaws, or mortality.

Including both internal and external conflict is crucial for a good story, because life

always includes both.

Plot

The plot is the main sequence of events that make up the story. It shows the

different parts of the story such as:

1. Exposition – It shows the beginning of the story. It also introduces the

characters and the setting of the story.

2. Rising Action – It presents the conflict.

3. Climax – It is the highest part of the story where characters try to solve the

problem.

4. Falling Action – It shows the results of the actions of the characters.

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 5. Resolution – It presents the ending of the story.

Theme

The theme is built on a topic, such as death, hope, love, etc. and how the topic

affects the human condition, society, or life.  As a reader, focus on what the story

is revealing about the topic.  The theme should be expressed as a statement, a

general observation about human nature.

What Is It

Task 1

Directions: Reflect on the following questions. Answer them as best as you can.

Who are the characters referred to by the underlined words?

1. “And take good care of the carabao. I’ll go to town myself in a day or two, to get

the carabao back. I just want to be through first with the planting.”

2. As the meaning of each sentence become clear to him, he experienced a curious

exultation. It was a through he were the happiest boy in the world and that the bird

was singing for him.

3. What must the father be feeling, as you read through paragraph 18-19?

a. worried about his son

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 b. disappointed with his son

c. afraid of the boy

4. What did the father want the boy to be?

a. obedient

b. kind

c. humble

5. In the following line, how does the person feel?

“As the meaning of each sentence become clear to him, he experienced a curious

exultation. The world seemed full of bird songs and music from the stream.”

a. surprised

b. inspired

c. victorious

6. Which of the following best describe Jose?

a. patient

b. humble

c. obedient

Task 2

Directions: Arrange the following events as they appeared in the story. Use letters A

to D.

______1. He felt very, very happy when he understood what the letter meant.

______2. On his way to town, Jose read the letter of his father to Ka Ponso.

______3. Julio wanted his son, Jose, to receive his elementary education, so he

wrote a letter to Ka Ponso.

______4. The father accompanied his son up to the riverbend.

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What’s More

Activity 1: Setting Up the Conflict

Discuss the answers to the following questions:

1. When and where did the story happen? What are the lines in

the story that support your answer?

2. The story features three kinds of conflict which are man vs.

man, man vs. himself, and man vs. society. Find the events in

the story that reflect these kinds of conflict. Organize your

answers using this table:

Types of Conflict Events in the Story

Character vs. Character

Character vs. Himself

Character vs. Society

Activity 2: The Adventure Map of Plot

Retell the important events in the story by using graphic organizer.

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 Climax

Rising Action Falling Action

Exposition Resolution

What I Have Learned

Conflict is a literary device characterized by a struggle between two opposing

forces. It provides crucial tension in any story and is used to drive the narrative

forward

All conflict falls into two categories: internal and external.

 Internal conflict also known as a “man vs. himself” conflict, it involves a

psychological struggle that takes place within a character, caused by their

own emotions, fears, conflicting desires, or mental illnesses.

 External conflict sets a character against something or someone beyond

their control.

Three primary types of external conflict:

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 4. Man vs. man. This type of conflict occurs when two characters with

opposing viewpoints or needs are at odds with each other.

5. Man vs. society. This type of conflict pits the protagonist against

broader forces of society. These forces can involve everything from

social mores and unspoken customs to government systems.

6. Man vs. nature. In this type of conflict, characters are threatened or

kept apart by a natural force. That force may be represented by a

powerful animal, a storm, an infectious disease, or some other natural

phenomenon.

What I Can Do

Activity Time!

Task 1

Directions: Read the selections carefully. Determine the main character and the

conflict (opposing force). Then describe the type of conflict (example: person vs.

nature).

1. After accidentally breaking his mother’s favorite vase, Marga struggles to decide

whether he should tell his mother the truth or attempt to hide her mistake and keep it

for herself.

Main Character: _______________________________

Conflict: _____________________________________________

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Type of Conflict: ______________________________________

2. Janine is on a whitewater-rafting along a choppy river when their guide suddenly

has a heart attack. Now she and the other passengers must learn to work together to

survive the treacherous rapids. Will Janine and the others make it home safely?

Main Character: _______________________________

Conflict: _____________________________________________

Type of Conflict: ______________________________________

3. Lucky just turned 21 and he wants a car badly, so he starts mowing lawns and

landscaping to earn money with his neighbor Rico. After a few days working

together, Lucky and Rico have a disagreement and Rico leaves to start his own

company. Now the former friends are competing ferociously for work in their

neighborhood. Things take a turn for the worse when Rico starts sabotaging Lucky’s

operation. Will Lucky retaliate? Can the former friends reconcile?

Main Character: _______________________________

Conflict: _____________________________________________

Type of Conflict: ______________________________________

4. Justin wants to go to school. Unfortunately, many people in the community did not

want Justin to go to school because of his special condition. A simple walk to school

becomes a burden for Justin just because he has special needs.

Main Character: _______________________________

Conflict: _____________________________________________

Type of Conflict: ______________________________________

5. Jerome and his family live on a farm in Mindoro. A huge storm came suddenly.

He and his family are on their way to the evacuation center, but a strong flashflood

27
come their way. Will Jerome and his family be able to make it to the evacuation

area?

Main Character: _______________________________

Conflict: _____________________________________________

Type of Conflict: ______________________________________

Task 2

Language Focus

Often the use of appropriate modifiers can do much to make a listener or a reader

know how something looks, feels, sounds or smells.

Activity 1 Change the following words to adjectives by using the correct suffixes.

response responsive

1. cease

2. usury

3. help

4. patriot

5. create

What I Can Do On My Own

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Task 1

Directions: Match column A with Column B

A B

1. the time and place in which a. exposition

action of a story takes place

2. a person, animal, creature, or b. setting

thing in a story

3. the sequence of events c. character

happened in the story

4. part of a plot pertains to the d. resolution

beginning of the story

5. part of a plot refers to the end of e. plot

the story

Task 2

An anecdote tells an interesting or funny story based on the experience of the

writer.

The following are some reminders in writing an anecdote:

1. Know your story well. Recount all the important details that will complete

your story.

2. Organize the events in your story in a logical manner.

3. Use words that the readers can understand easily.

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 4. Put emotions in your anecdote by using words that describe them.

Write an anecdote of your personal experience during this time of “National

Health Emergency” or Pandemic guided by some reminders given. Mention the
challenges that you face to avoid the deadly virus (Covid-19). Observe correct
grammar and proper punctuation.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Rubric: Content – 5
Organization – 3
Mechanics - 2
Total: 10
Task 3
Fill in the blank with an adjective formed from the word before each sentence.
1. The Philippine National Police vows to weed out (law)__________
elements of society.
2. The three stars in our flag are (symbol)_____________.
3. They are (identity)___________ twins. They look very much alike.
4. Small children are very (observe)______________.
5. Being a college graduate is (advantage)________________.

What I Can Do More

Draw And Reflect

Task 1
Directions: Read the poem and draw a picture of the message it tries to convey.
Include the conflicts/challenges you are facing in this time of Pandemic.

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Your output will be graded according to the following criteria: content-5, creativity-3,
cleanliness- 2.

Poem:Covid 19
April 26, 2020
BY MOHAMMED SALIHU

Our fingers are all crossed

As we all hope for a cure

A cure to end the pandemic of Covid 19

Which has killed a many like Ebola did in 15

Friends have journeyed to the land of the dead

Enemies have journeyed as well

We are now united by sympathies but still divided by entities

Our compassions cannot travel beyond the walls of our rooms 

We are now left to succumb to the limitations set by W.H.O

As that is better me and you 

 Our fingers are still crossed

As we hope for a cure 

A cure to make things  get back to how it used to be like before.

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Task 2
In a five to seven sentences, write your reflection about the poem including the ways
and means to still acquire education in spite the Pandemic.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Answer Key

What I Know

Pre-Test

1. D

2. B

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 3. A

4. A

5. B

What’s In

Task 1 Vocabulary Check

1. LEGIBLE

2. CONCEALED

3. DANK

4. USURIOUS

5. PUNY

6. FUMBLED

7. STARK

8. SPRAWLED

Task 2 Where Do I Belong

DESCRIBING WORD ACTION WORD

legible sprawled

dank concealed

stark fumbled

usurious

puny

What Is It

Task 1

1. Julio

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2. Jose

3. a

4. a

5. b

6. c

Task 2

1. D

2. C

3. A

4. B

What I Can Do

Task 1

1. Marga

Struggles to decide

Man vs. himself

2. Janine

Struggles to survive

Man vs. nature

3. Lucky

Disagreement with Rico

Man vs. man

4. Justine

Health condition/special needs

Man vs. society

5. Jerome

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 Huge storm

Man vs. nature

Task 2 Language Focus

1. ceaseless

2. usurious

3. helpful

4. patriotic

5. creative

What I Can Do On My Own

Task 1

1. b

2. c

3. e

4. a

5. d

Task 2

1. lawful

2. symbolic

3. identical

4. observant

5. advantageous

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 References
Book:
Department of Education-Bureau of Learning Resources.2017.English-Grade 7
Learner’s Material First Edition FEP Printing Corp.365

Online Resources:
Brown, D.(2019).What Is Conflict In Literature? 6 Different Types of Literary Conflict
and How To Create Conflict In
Writing.retrievefromhttps://www.masterclass.com/articles/what-is-conflict-in-
literature-6-different-types-of-literary-conflict-and-how-to-create-conflict-in-writing
https://ncca.gov.ph/about-culture-and-arts/culture-profile/national-artists-of-the-
philippines/nvm-gonzalez/
http://martinthesalido.weebly.com/uploads/2/6/7/9/26791184/et1012s2013-
14thxsalidor.m.f.pdf
https://courses.lumenlearning.com/sanjacinto-englishcomp2kscope/chapter/reading-
a-short-story/
www.booksaorus.com>types-of-conflict
https://www.writersdigest.com/write-better-fiction/script-classics-conflict-core-four-
types-conflict
http://lrmds.depedldn.com/DOWNLOAD/ENGLISH_2_UNIT_II_MODULE_4.PDF

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: clmd@depedro4b.gov.ph

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