Q1 DLL

Grade
School: Level:
DAILY LESSON Learning
LOG Teacher: . Area: English 7
Teaching
MATATAG- Dates and
BASED Time: QUARTER: 1
I. CONTENT
STANDARDS AND
LEARNING
A. Pamantayang The learners demonstrate their multiliteracies and communicative
Pangnilalaman competence in evaluating Philippine literature (poetry) for clarity of
(Content Standards) meaning, purpose, and target audience as a foundation for publishing
original literary texts that reflect local and national identity.
B. Pamantayan sa The learners analyze the style, form, and features of Philippine poetry
Pagganap (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose,
(Perfomance Standards) and target audience; and compose and publish an original multimodal
literary text (poem) that represents their meaning, purpose, and target
audience, and reflects their local and national identity
C. Pamantayan sa 1. EN7LIT-I-1 Analyze literary texts as expressions of individual or communal
Pagkatuto values within:
(Learning Competencies) 1. structural context
a
conflict
character vs. character
character vs. society
character vs. nature/environment
Layunin Students will analyze literary texts to identify and evaluate individual or
Lesson Objective communal values expressed within structural contexts, focusing on conflicts
such as character vs. character, character vs. society, and character vs.
nature/environment.
D. Nilalaman
Content Analyzing literary conflicts as expressions of values within structural contexts.
E. Integration
II. LEARNING - Short stories or excerpts from literary texts that exemplify different types of
RESOURCES conflicts (printouts or digital copies)
- Whiteboard and markers
- Handouts with guided questions for analysis
- Projector and screen (if using digital texts)
- Rubrics for evaluation
III. TEACHING AND

LEARNING
PROCEDURE
a. a. Activating Prior - Begin by briefly reviewing the concept of conflict in literature. Ask students to
Knowledge recall different types of conflicts (man vs. man, man vs. society, man vs. nature)
discussed previously.
b. b.Establishing - Explain that today’s lesson will focus on analyzing how these conflicts reveal
purpose for the individual or communal values within the structure of a literary text.
lesson - Introduce a short story or excerpt that clearly demonstrates one type of
conflict (e.g., "The Lottery" by Shirley Jackson for character vs. society). Read
aloud or have students read silently, highlighting passages where the conflict
and values are evident
- Facilitate a class discussion:
- Identify the type of conflict present in the text.
- Analyze how the conflict reflects individual or communal values.
- Discuss the implications of the conflict on the characters and their
environment.
- Break students into small groups to analyze different conflicts in other literary
texts provided. Each group identifies and discusses:
- The type of conflict (character vs. character, character vs. society, etc.).
- How the conflict reflects values within the story’s structure.
- Have groups present their analyses to the class.

- Lead a whole-class discussion synthesizing findings and exploring additional
examples from literature.
c.Developing and - Discuss how understanding conflicts and values in literature can help
Deepening students better understand real-life societal issues and personal conflicts.
Understanding
d. Making - Guide students to generalize their understanding by asking:

generalizations - How can analyzing conflicts in literature help us understand different
perspectives and values?
- What are the benefits of recognizing these conflicts and values in our own
lives?
IV. EVALUATING
LEARNING:
- Assess understanding through a written reflection or discussion where
FORMATIVE
students:
ASSESSMENT AND
- Identify and explain a conflict and its values in a literary text of their choice.
TEACHERS
- Discuss the relevance of understanding conflicts and values in literature
REFLECTION
beyond the classroom.
A. Evaluating
Learning
B. Teacher
Remarks
C. Teacher
Reflection
a. Number of
learners who
earned 80% of
the evaluation
b. Number of
learners who
require
additional
activities for
remediation
who scored
below 80%
c. Did the
remedial lesson
work?
d. Number of
learners who
have caught up
with the lesson
e. Number of
learners who
continue to
require
remediation
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?

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III. TEACHING AND

- Have groups present their analyses to the class.

d. Making - Guide students to generalize their understanding by asking:

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