August 27 Resolving Conflict and Non Verbal Cues

DAILY School LCNHS-MAYAO CROSSING EXTENSION Grade/Level 7
LESSON Teacher LOUELLE L. GONZALES Subject English

PLAN AUGUST 27, 2019 7 – Patience/7:30-8:30 –
Date 7 – Wisdom/ 1:00 – 2:00 7 - Honesty/11:00- Grading 2nd
12:00 -
ENGLISH 7
OBJECTIVES 1. Discover the conflicts presented in literary selections and the need to
resolve those conflicts in nonviolent ways
2. Note specific details of the material listened to
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 Standard 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/ EN7LT-II-c-4: Discover the conflicts presented in literary selections and
Objectives the need to resolve those conflicts in nonviolent ways
EN7OL-II-a-4 Use verbal and non-verbal cues in conversations, dialogs

and interviews
II. CONTENT Family Conflict
III. Learning References

A. References
1. Teacher's Guide Pages 158 – 159
2. Learners Material Pages
3. Textbook Pages
4. Additional Materials from
LRDMS
B. Other Learning Resources Videos of family conflict
IV. PROCEDURES
A. Reviewing past lesson or Daily Routine
Presenting new lesson  Prayer
(Drill/review/unlocking of  Checking of Absents
difficulties  Recalling of last activity
The teacher will give non – verbal cues to be followed by the students.
1. Rabbit – means stop talking
2. Thumbs up – if saying yes
3. Thumbs down – if saying no
4. Raise right hand without saying sir – if they want to answer
5. Clapping – be cautious and stop everything that they are doing
Group Activity : Family Situations (Collaborative)

Let the learners group themselves and ask them to prepare dialogues on
family situations that are currently happening in their family. Tell them to
create 2 to 3 lines of dialogue in a family situation. (excite examples)
1. How did you manage to create family situations?

2. How did you create your dialogues?
B. Establishing a purpose of the Group Activity : Family Conflict Commercials (Collaborative)
new lesson (Motivation) 1. Have the learners retained their groupings and they will view
commercials regarding family values. They have to note specific
details that deal with family conflicts and process the following
questions:
 How is the conflict resolved in the situations?
 What is the theme of the video you watched?
12:00 -
C. Presenting Examples/ Conflict – a mental struggle resulting from incompatible or opposing needs
Instances of the new lesson drives wishes or demands.
(Presentation)
D. Discussing new concepts and Cite another sample of Conflict and also let the student cite conflict inside
practicing new skills no. 1. their family. Discuss also what are the non – verbal cues that was made in
(Modeling) order for the conflict to happen.
Non – Verbal Cues
 Perceptual information communicated in a social exchange by
signs accompanying the words used in speech.
E. Discussing new concepts and Conflicting Ideas (Pair Work)
practicing new skills no. 2 Let them choose their partners, a partner where they can work peacefully.
(Guided Practice) The teacher will play a news broadcast and ask the students to listen.
Take note that conflict is present in the said news article about family
issues.
F. Developing Mastery (Leads to After identifying the conflict, the partners will brainstorm for possible
formative assessment no. 3.) suggestions and write a summary about it. The student will use non –
Independent Practice verbal cues in giving possible actions for the conflict to be resolved.
(Reflective/Collaborative)
Process Questions:
1. How were you able to identify the conflict in the news story?
2. What are the possible solutions for the conflict?
G. Finding practical application
Reflect!
of concepts and skills in daily
1. Is it ok to have conflict inside the family? Why or why not? Explain
living (Application/Valuing)
H. Making generalization and
Tell to students that conflict is a natural phenomenon inside the family but
abstraction about the lesson
they have to resolve it to have a better family bonding.
(Generalization)
I. Evaluating Learning
(Summative Test)
J. Additional activities for
application and remediation
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my
principal/supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?
Prepared: Inspected:
12:00 -
LOUELLE L. GONZALES DR. LORELIE AYAP – JASUL

SST I Teacher – in – Charge

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DAILY School LCNHS-MAYAO CROSSING EXTENSION Grade/Level 7

LESSON Teacher LOUELLE L. GONZALES Subject English

EN7OL-II-a-4 Use verbal and non-verbal cues in conversations, dialogs

III. Learning References

Group Activity : Family Situations (Collaborative)

1. How did you manage to create family situations?

LOUELLE L. GONZALES DR. LORELIE AYAP – JASUL

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