DETAILED LESSON PLAN

School Grade Level 7

Teacher Learning Area English
Time & Date Quarter 2nd
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 Standards: The learner transfers learning by: resolving conflicts
presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis,
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. Learning Competencies / Objectives. Write the LC code for each

At the end of the lesson, at least 80% of the students must be able to:
1. Discover the conflicts presented in the literary selection (EN7LT-II-C4)
2. Explain how conflict as a literary element contributes to the theme of the
selection ( EN7LT-II-c-2.2 )

II. CONTENT Lesson 2: Adjective and Adverb Phrase

III. LEARNING RESOURCE`S
A. References
1. Teacher’s Guide pages 182-202
2. Learner’s Materials pages 199-220
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
https://lrmds.deped.gov.ph/pdf-view/13903

B. Other Learning Resources

V. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

REVIEW
Introductory Say: Last week, we discussed
Activities about phrases, specifically, noun The learners raise their
(7 Minutes) and verb phrase. hand to answer the
Ask: questions.
What is a phrase?
What is the difference between
a noun and a verb phrase?
 MOTIVATION
The learners will share
The teacher introduces the their ideas based on their
lesson by asking them to read real experiences.
the story “The Stranger” LM
page 202 Learner’s Material.
Activity
(8 Minutes)
Have you ever been a victim of The learners may recall
prejudice just like the boy in the their first day of school,
story? whether it was pleasant or
not?

The learners will recall the The learners will discover

story they have read “The the following insights:
Stranger” and will look for the a) the boys didn’t like
details that show or manifests David because he is a
the conflict/s of the story stranger, so they regarded
him with suspicion (conflict)
Analysis b) Pendong, one of
(5 Minutes) David’s friends got
drowned when the group
went out to swim(conflict)
c) the story revolves
around the idea of “trust”
and establishing good
companionship (theme)

Let them accomplish the Share with the class the

conflict-theme diagram LM accomplished task
page 207 highlighting the conflicts
and explain how these
Theme conflicts contribute to the
theme of the story.

Conflict Conflict
Abstraction
Conflict
(12 Minutes)
 Be reminded that the
conflicts are the problems
encountered by the
characters in the story
 Share with the class the
accomplished task
highlighting the conflicts
 Explain how these conflicts
contribute to the theme of
the literary selection
 GROUP ACTIVITY

After the presentations, the They will begin

teacher will let them form into internalizing the theme and
groups of five (5) and perform a conflict of the story as they
short skit on the life of the start practicing their role
character ( David) in the story

VALUING They will respond positively

having learned from the life
Application The teacher will present values of David, the character in
(20 Minutes) emphasizing that it is important the story.
to treat others fairly

GENERALIZATION
The students will actively
The teacher may allow the participate.
students to formulate rules in the
class on treating each one with
love and respect regardless of
their physical appearance.
Guide Questions:
How do you treat your
classmates and how do you
want them to treat you?

Assessment Check if all the rules they They will read their output
(10 Minutes) formulated is attainable.

Assignment Self –check Rate themselves if they

(3 Minutes) have been good to others

V. REMARKS
VI. REFLECTION
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?
 The Stranger
Ismael V. Mallari

My classmates and I did not like the new boy, David. It was not because we
knew he was a bad boy, or because he had done anyone of us harm. We only
knew we did not like him.
He was a stranger in our barrio, and we did not like strangers. Ours was a
little barrio where everybody knew everybody else. I knew all my classmates
and their fathers and their mothers, and their brothers and their sisters, and I
was sure all my classmates knew me, and my father, and my mother, and my
brothers and my sisters.
But we knew nothing about David, or his father or his mother. We only
knew that they had come at the beginning of the school year, and that they
were renting the big house at the bend of the road. My father said that they
had come from Pampanga, and that David’s father was in charge of repairing
the old bridge across the Malabon River.
So we all eyed David with suspicion. Whenever he tried to smile at us, we
looked at one another and lowered our eyes. We did not like any better when
we found out that he could answer the teacher’s questions readily than we
could. He was, we decided, showing off. He wanted to be the teacher’s pet.
We never asked David to play with us. He had to sit under the big acacia
tree in the schoolyard and watch us play. We gave one another guavas and
other fruits at recess, but we never offered David any.
One day, however, David brought a great big package to school. We were
all curious about what the package contained, but we try hard not to show our
curiosity.
At recess, David approached us, shouting, “Hey fellows, want any?” Then
he opened the package. It was full of puto seco, the most tempting I had seen
in all my life.
“Where did you get it?” I asked.
”My grandmother sent it to me,” David replied. “She made it herself. Here
take some. It’s very good.” And he thrusts a handful into my hands.
I put a piece of puto seco into my mouth. It was very good. I took another
bite, and another, and another.
“Hey fellows,” I said, looking around. “Good isn’t it?”
My classmates could only nod their heads in approval. Their mouths were
too full. I looked at David. He was smiling, and his eyes were shining.
“Like it?” He asked.
“Yes, very much,” I answered. “Did you say your grandmother made it
herself?”
“Surely,” David replied. “She can make other things, too—doughnuts, and
sweets and other things.
“Umm!” I said. “She must be good.”
It was wonderful what a handful of puto seco could do. David suddenly
became very interesting to us. He was no longer so strange although his
accent was still rather funny to our ears.
 We soon found out, too, that David was very entertaining. He told us about
his hometown, San Fernando. It was very much like Malabon, he said. He told
us about the games he and his friends used to play.
Then it turned out that David had been to many places. Because of his
father’s job, the family had to move about. David had lived in Bacolod,
Zamboanga, Aparri, and many other places we had only read about in our
geography books. Goodness! We had thought that those names only stood
for little marks in the map. Now we learned from David that they were actual
tows with houses, and people, and trees, and school, and churches.