Learning Area English Grade Level 7

W5 Quarter 4 Date
I. LESSON TITLE Resolving Conflicts
II. MOST ESSENTIAL LEARNING MELC 26. Discover the conflicts presented in literary selections and the need to
COMPETENCIES (MELCs) resolve those conflicts in non-violent ways
Enabling Competencies:
− Explain the literary devices used
− Determine tone, mood, technique, and purpose of the author
− Draw similarities and differences of the featured selections in relation to the
theme
III. CONTENT/CORE CONTENT Types of Conflict; Reynold’s World (Excerpt from Children in an Urban World)
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame:1 hour)

Imagine yourself in the following situations. How do you think you will resolve the problem in each situation?
Use the sentence frame to share your thoughts: Somebody… wanted… but… so…
(Somebody is the person who wants something, wanted is the thing he/she wants, but is the problem, so is the solution.)

Example: 1. The student wanted to watch the news for her homework, but her sister refused to change the channel. So, she
asked her again and calmly explained the situation.

The illustrations show real-life problems that need immediate solution. They must be resolved before they become bigger
problems. In literature, it is conflict — a struggle or problem faced by the main character. It happens because of differing views,
intentions, or interest between individuals. A conflict can make it difficult to form a positive and healthy relationship.

You probably encountered the term as part of a plot in Freytag’s Pyramid

which consists of exposition, rising action, climax, falling action, and
resolution/denouement. In fiction, conflict creates the tension and drives the
story forward. It is often introduced in the rising action. Then, the main character
is confronted with the conflict that leads to the climax. The conflict is handled in
the falling action and finally resolved in the resolution.

Types of Conflict

There are two types of conflict: internal and external.

1. External conflict refers to the opposition between an individual and some outside force.
The examples are person vs. person (hero vs. villain), person vs. nature (weather, animal encounter, or natural disasters),
person vs. society (law or tradition), person vs. technology (computer or machine), and person vs. supernatural (ghosts,
gods, aliens, or monsters). You have encountered some of these in the literary texts you have read in the previous quarter.

Person vs. Person Person vs. Society

In “My Father Goes to Court”, the rich man Awiyao and Lumnay in “The Wedding
had a complaint against the narrator’s family Dance” separated because they must
of stealing the spirit or essence of their food. follow their tribe’s custom.
 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. This type of conflict is demonstrated in situation 2, when the student is torn between watching her favorite Korean
drama and completing her modules.

Theme
A conflict often reveals the theme of story — the life lesson or the
author’s message. It is the truth about the way human beings live, as
presented in the story. It also implies a universal view of life which the
reader can accept, challenge, or question. The theme of “My Father
Goes to Court” is provided as an example.

Resolving Conflicts

In this lesson, you will examine how to solve conflicts in non-violent

ways. Whether it’s with your parents or siblings, you can do the
following to stop a conflict from getting worse.

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.
4. Fourth, think of the solutions that are acceptable for
both/everyone.
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.

Now, you have recognized that conflict is an inevitable part of life.

As a reader, you will be able to deepen your connection with the
meaning of a story or character and discover possible solutions to
deal with conflicts.

D. Development (Time Frame: 2 hours)

Learning Task 1
Identify the conflict shown in each illustration. If it is an external conflict, write “E” on the space provided. If it is an internal
conflict, write “I”.
1. 2. 3. 4. 5.

Learning Task 2
Conflict can also be established through the characters’ dialogue. Read each dialogue or passage 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 C. person vs. society E. person vs. supernatural
B. person vs. nature D. person vs. technology F. person vs. self

Type of Dialogue / Passage

Conflict
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. I can go to Sumagui and work there.”
-N.V.M Gonzalez, Hunger in Barok
2. Baltog waited for a long, long time. Finally, when the moon was bright, the man-eating boar came snorting and
tearing crops as it went along. Baltog hid under the bushes. When the boar came within reach, he sprang at it.
Man and beast tumbled to the ground in mortal combat. -Ibalon
3. “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.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
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)
4. (His voice breaking) "Comrades let us stick together through thick and thin and thus united. With our faith in God,
we will surely triumph over the forces of capitalism (cheers from the strikers)”, said Max.
- The Strike (An excerpt)
5. 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
6. Amy is a saleswoman who has never adapted to changing business practices. Amy now has a new supervisor
who requires her to send PowerPoint presentations and emails, but she finds these technologies difficult to use
and is concerned that it may impact her employment.
7. “Must you marry, Dodong?” “You are very young, Dodong.”
“I’m… seventeen.” “That’s very young to get married at.” -Jose Garcia-Villa, Footnote to Youth

Learning Task 3
Read the except of a news article below.

Reynold’s World
Excerpt from Children in an Urban World
Reynold’s story is not new. It’s a story that is echoed in most developing countries around the world. The recent UNICEF
report The State of the World’s Children 2012: Children in an Urban World reveal that globally, urbanization leaves hundreds
of millions of children in cities and towns excluded from vital services.
Already the Philippines is an urban society with half the population or 45 million people living in cities. Of Metro
Manila’s 11 million people, 1.7 million children live in informal settlements.
“Children who live in the poorest urban communities in the Philippines experience multiple deprivations. They lack
decent housing, are exposed to dangers from disasters, have limited access to clean water and are more prone to neglect,
abuse, and exploitation. Each excluded child represents a missed opportunity at achieving a stable and productive
society,” Dr. Abdul Alim, UNICEF Deputy Representative, says.
Cities offer many children the advantages of urban schools, clinics, and playgrounds. Yet the same cities the world
over are also the settings for some of the greatest disparities in children’s health, education, and opportunities.
Infrastructure and services are not keeping up with urban growth in many regions and children’s basic needs are not
being met. Families living in poverty often pay more for substandard services. Water, for instance, can cost 50 times more
in poor neighborhoods where residents have to buy it from private vendors than it costs in wealthier neighborhoods where
households are connected directly to water mains.
The deprivations endured by children in poor urban communities are often obscured by broad statistical averages
that lump together all city dwellers – rich and poor alike. When averages such as these are used in making urban policy
and allocating resources, the needs of the poorest can be overlooked.

A. Now, list down the problems which the children in the B. From the problems emphasized in the article, choose
poorest urban communities in the Philippines are one (1) and provide at least three (3) possible
experiencing. The first one is provided for you as your solutions to deal with the problem. Write your
guide. answers in the tree organizer below:
IV. LEARNING PHASES AND LEARNING ACTIVITIES
E. Engagement (Time Frame: 1 hour and 20 minutes )
Learning Task 4
The United Nations celebrates International Day of Peace every 21st of September. Its goal is to
persuade people all over the world to pledge to put peace above all differences. As we recover from
the COVID-19 epidemic in 2021, we are motivated to think creatively and collaboratively about how
to help everyone recover more quickly. Young people like you must be recognized as problem-solvers
and peacemakers.
As a student, how can you be a “peacemaker”? Create your own pledge and present it creatively in
a separate sheet of paper. Write the things you should do to bring peace and love into your home. An example is provided
below as your guide. Criteria for Rating:
Criteria 5 4 3 2 1
Content (relevant)
Word Choice (vivid)
Presentation
(visually appealing)
Language
(free from spelling and
grammatical errors)
A. Assimilation (Time Frame: 10 mins)
A conflict is a struggle or problem faced by the main character. It can be categorized into — external and ________________.
It can be resolve in non-violent ways. To stop it from getting worse, you should cool off, ________________, take responsibility,
________________, ________________, and affirm, forgive, or thank.
V. ASSESSMENT (Time Frame: 25 mins)
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 C. person vs. society E. person vs. supernatural
B. person vs. nature D. 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.
____6. Mikay is tempted to steal money from her employer in order to feed her family.
____7. The space robots that can transform into cars are chasing Ronny and his friends.
____8. Mr. and Mrs. Torres argue on how to spend their money during this time of pandemic.
____9. Ryan must decide whether to stay with his family or relocate to a new place in search of a better paying job.
____10. Bryan is torn between skipping online class with her friends and staying to retake the subject’s examination.
VI. REFLECTION (Time Frame: 5 mins)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP
Number 1 Number 3
Number 2 Number 4
VII. REFERENCES Arkaina, B. et.al (2020). Language in literature Kto12, 2nd ed. Quezon City: Vibal Group, Inc.,
Alabastro, S. et. Al. (2006). Bridges to better communication. Marikina City: J.C. Palabay Enterprises, Inc.
Department of Education. English Grade 7 Learner's Material. Philippines: FEP Printing Corp, 2017.
United Nations. "International Day of Peace." United Nations. Accessed May 26, 2021.
https://www.un.org/en/observances/international-day-peace.
"Teaching Conflict Resolution Skills in 6 Easy Steps." Social Emotional Workshop. Last modified February 28, 2020.
https://www.socialemotionalworkshop.com/2017/10/teaching-conflict-resolution-skills/.
Wikimedia Commons. "Freytags pyramid." 2006. https://commons.wikimedia.org/wiki/File:Freytags_pyramid.svg.
Prepared by: Tesalonica C. Abesamis Checked by: Maria Madel C. Rubia
Angelita D. Divinagracia Luzviminda Cynthia Richelle F. Quintero
Rempson Sumilang
Generosa F. Zubieta
Ermelo A. Escobinas