School: Bauan Technical Integrated High School

Teacher: Joselyn L. Lacea

GRADES 1 TO 12
Date: June 21,2023
DAILY LESSON LOG
Time: 9:15- 10
G-7 Masigasig

ANNOTATION
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of:
Philippine literature during the Period of
Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies;
difference between literal and figurative language;
ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and
sentences.
B. Performance The learner transfers learning by: resolving conflicts
Standards presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a
precis, summary, or paraphrase; distinguishing
between and using literal and figurative language
and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and
appropriately.
C. Most Essential MELC 26. Discover the conflicts presented in
Learning literary selections and the need to resolve those
Competencies conflicts in non-violent ways . EN7LT-II-i-4
D. Specific Objectives 1. Identify conflicts and its types in the
material viewed
2. Compose a pledge on how to be a
problem-solver and a peacemaker
3. Cultivate the value of being problem-
solvers and peacemakers
II. CONTENT • Types of Literary Conflicts
( Subject Matter) • Resolving Conflicts
III. LEARNING
RESOURCES/
REFERENCES
1. Teachers Guide
2. Learning Materials PowerPoint Presentation, video clips
3. Textbook
4. Other Learning
Resource Leap

IV. PROCEDURE
 Preliminary Activities Begin with classroom routine: COT Indicator 5: Managed
a. Prayer learner behavior
b. Checking of Attendance constructively by applying
c. Quick “kumustahan” positive and non violent
d. Review discipline to ensure learning-
focused
Activity 1: EMOJI-ne IT!
The teacher will post combination of pictures to This indicator can be seen
symbolize words connected to the review on the from the beginning until the
lesson about Truthfulness and Accuracy end of the session the way
the teacher handle and
manage the students. The
teacher starts the class
through an opening prayer
lead by one of the students
and followed by the checking
of attendance.

COT Indicator 2: Used a

range of teaching strategies
that enhance learner
achievement in literacy and
numeracy skills.

As a preliminary activity
students will utilize their
vocabulary skills in
recognizing the images, and
connecting those words to
guess the mystery word.

Priming:

Activity 2: ACT-TISTA
COT Indicator 3: Applied a
The teacher presents a video clip from the show Dirty range of teaching strategies
Linen. The video is paused and students guess what to develop critical and
the characters in the video will do next. To express creative thinking, as well as
their ideas, the students use the sentence frame other higher-order thinking
Somebody… wanted… but… so… skills.

(Somebody is the person who wants/needs The activity enables the

something, wanted is the thing he/she wants, but students to think critically of
 is the problem, so is the solution.) the possible and suitable
solutions to the scenarios.
Processing Questions:
1. What have you done in the activity?
2. In the videos you watched, the characters
experienced struggles/problems in their
lives; what were those and how were they
able to resolve them?
Lesson Proper

Just like the characters in the videos, every one COT Indicator 1: Applied
A. Activity of us is having our own struggles in life. Do you knowledge of content within
agree with that? In fact, these are the evidences that and across curriculum
we are not alone in fighting our battles. teaching areas.

The teacher shows images and graphs showing
the greatest problems of Filipinos. Students read and
interpret the graphs and share to class their insights
about them.
In this activity, various kinds
of graphs were used to
present facts. Students recall
their lesson on the functions
of the graphs shown.

Across (Mathematics):
M7SP-IVd-e-1: uses
appropriate graphs to
represent organized data

COT Indicator 2: Used a

range of teaching strategies
that enhance learner
achievement in literacy and
numeracy skills.

Students were able to

These show real-life problems that need immediate interpret graphs and identify
solution. They must be resolved before they become their functions.
bigger problems.
COT Indicator 5: Managed
learner behavior
constructively by applying
positive and non violent
discipline to ensure learning-
focused
Acknowledging students’
different responses is one
way of constructively ensuring
learning-focused
environment.

B. Analysis COT Indicator No. 1: Applied

Conflict — a struggle or problem faced by the main knowledge of content within
character. It happens because of differing views, and across curriculum
intentions, or interest between individuals. A conflict teaching areas.
can make it difficult to form a positive and healthy
relationship. Within: MELC 18:
Expressing one’s beliefs and
Types of Conflict convictions based on a
material viewed.
1. External conflict refers to the opposition
between an individual and some outside Across (ESP): MELC
force. 16: Naisasagawa ang pagbuo
ng angkop na pagpapasiya
(NOTE: sample images showing the different tungo sa katotohanan at
sample of conflicts will be shown in class. Students kabutihan gamit ang isip at
will be the one to identify the type of conflict kilos-loob
presented.)

a. person vs. person (hero vs. villain)

b. person vs. nature (weather, animal
encounter, or natural disasters)
c. person vs. society (law or tradition),
person vs. technology (computer or
machine)
d. person vs. supernatural (ghosts, gods,
aliens, or monsters)
e. person vs. technology

2. Internal conflict refers to the opposition

coming from within. This is also known as
character vs. self which involves moral and
values. It requires a person’s decisions when
challenged by conscience and needs to
choose between right and wrong.

Theme: A conflict often reveals the theme of

story — the life lesson or the author’s message. COT Indicator No. 6: Use
Activity 3: LIT WALL differentiated,
developmentally appropriate
Students choose a picture from the Lit Wall. Each learning experiences to
picture contains excerpts from some Philippine address learner’s gender,
Literary selections. Based from the excerpts, needs, strengths, interests
students identify the conflicts. and experiences.

Using literary text, students

should be able to choose the
literary piece they want and
identify the different conflicts.
Statements/ Excerpt from Literary Pieces

1. “I’m thinking,” broke in Pare Crispin, “I’m

thinking of going back to my old trade. I was
a carpenter once, see. And before that, I was
a fisherman. Ican go to Sumagui and work
there.” -N.V.M Gonzalez, Hunger in Barok

2. “But Ama,” he said to Father, “I have a fear

of the river.” “The river?” Father asked. “Has
it not always been like this?” “Yes,” Ama
Daniw replied, “but here is news. The Bonga,
way upstream, has already overflowed its
banks. And the Bonga flows into the
Barok…” “There will be a big flood then?”
Father asked. “There will be a big flood,”
Ama Daniw declared.
- N.V.M Gonzalez, The Land and the Rain (An
Excerpt from The Winds of April)

3. The enchanted creature was sure that the

young man would be no match against his
own power and strength. One day, the
enchanted creature waited for Bernardo to
come into the forest. As soon as he saw
Bernardo, he immediately challenged him to
a duel. Bernardo was not one to back down
from any fight so he accepted the challenge
right away. -Bernardo Carpio

Resolving Conflicts

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. Students are not limited on
their seats but are able to
4. Fourth, think of the solutions that are acceptable move and interact in the
for both/everyone. discussion.

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.

Students demonstrate the steps in resolving conflicts

through this actions.
C. Abstraction
Generalization: Let’s see how much you
understand of our lesson.
Conflict is _______________________.
It can be categorized into_____________ and
_____________.
It can be resolved in _____________ ways. To stop
and resolve it, you should
_________________________.

D. Application PEACEMAKER IN THE MAKING COT Indicator No. 4:

Manage classroom structure
Students are divided into 5 groups. Each group to engage learners,
chooses from the pictures showing conflicts within individually or in groups, in
the school, community or family, then they identify meaningful exploration,
the problem, the type of conflict and how are they discovery and hands-on
going to resolve the problem through the tasks activities within a range of
assigned to them. physical learning
environment.
Group 1 (Acting)- You are part of an inspirational
group in your school and are expected to be role Students are given clear
models to the youth. In a short skit, portray the instructions that guide them to
conflicts you encounter at school and your accomplish the tasks
resolutions to them. successfully.

6. Use differentiated,
developmentally appropriate
learning experiences to
address learner’s gender,
needs, strengths, interests
and experiences.

Differentiated activities allow

Group 2( Singing)- You are a group of young political students to explore more on
candidates aiming to serve your community. their capacity and skills.
Through a jingle, convey your advocacies by
focusing on conflicts and resolution at home.

3. Applied a range of teaching

strategies to develop critical
and creative thinking, as well
as other higher-order thinking
skills.
 Group 3 (Writing)- You are among the forerunner of
peace in the country. By using a slogan, relay your Students apply their learning
message focusing on the conflict and resolution in to real- life situations that
religion. would be helpful for them as
they endeavour in life

Group 4 (Drawing)- You are a young artist who

advocates for the betterment of the family. Through
an illustration describe the conflicts an individual and
experiences and the resolutions to them.

Group 5 (Writing)- You are a novelty writer and is

invited to submit an inspirational poem to be featured
in a well- known book. Using friends as an
inspiration, describe the conflicts and resolutions
experienced with friends.

IV. Evaluation
Directions: Read each situation and determine the
type of conflict faced by the character. Choose from
the list below and write only the letter of your
answer.
A. person vs. person
B.person vs. society
C. person vs. supernatural
D.person vs. nature
E. person vs. technology
F. person vs. self
1. Martha breaks the curfew set by her parents.
2. Linda is in a hurry to get to work and runs a
red light.
 3. In the woods, a guy is being chased by a wild
animal.
4. The tourists are stranded in an island in
Eastern Visayas.
5. Angeles family are being punished by the
duwende in their backyard.
V. Assignment

Directions: In an A4-sized bond paper write

your personal insights about the lesson using
the prompts below:
I learned that _______.
I realized that _______.

Reflect on this quotation and be able to relate this

with the totality of the lesson.

VI. REFLECTION

Prepared by: Checked by:

JOSIELYN L. LACEA ESTELITA RIVERA

Teacher I Master Teacher II

Noted:

GABRIEL R. ROCO, EdD

Principal IV