Grades 1 School Tabaco National High Grade 7

/ 12 School Level
DAILY Teacher Joanne E. Casin, Stephanie Learning English
LESSON Mae Talion, Diane E. Belda, Area
PLAN Ann Claudette B. Borbo
Teaching Dates Quarter 1st
and Time

Day 1

I. OBJECTIVES

The learner demonstrates communicative competence

A. Content Standards through his/her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine
Culture.
The learner uses appropriate grammatical structures,
B. Performance Standards mechanics, and terminology to communicate ideas clearly
and coherently in written and oral language. (EN7G-Ih-8)
C. Learning Competencies/ Lesson Objectives:
Objectives At the end of the lesson, the students are expected to:
Write the LC code for each • define analogy;
• analyze relationship presented in analogies;
• complete and solve analogies correctly.
Identifying Vocabulary Relationships (Analogies)
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages MELCS ( English 7)
2. Learner’s Materials pages English learner's Module 1 pp.(1-14)
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
A. Other Learning Resources Projector/Screen
Whiteboard or chart paper
Markers/pens
Worksheet with analogy exercises
IV. PROCEDURES TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Reviewing previous lesson a. Prayer

or presenting the new "Everybody, please stand. Before we
lesson start let us pray. Will you please,
(Students will pray)
______ lead the prayer?

b. Greetings/ Classroom
Management
Good Morning Everyone!!
"Good Morning
"Before you will take your seat, Ma'am!!"
please pick up some trash and throw
it in the trash bin and arrange your
chairs properly"
(Students do as told)
Are you done, class?
"Very good class, you can take your
seat." "Yes ma'am!"

c. Checking of Attendance
"Before anything else, I will first (Students are raising
check your attendance." their hands and saying
present.)
Let's recall !!
The teacher will review the past
lesson and link it to the new lesson.

• Before starting the lesson, the

teacher will have a recap of the
previous lesson about the difference
of a fact and an opinion.

(Students will read the

article/text)

• Now, that you have already learned

about the difference of a fact and an
opinion, let's now proceed to our
new lesson

• Before we proceed to our new

lesson, let's have first this activity.

•kindly raised your hands if you want (Students will raise

to answer. their hands to read
and answer the
Activity 1: Missing piece activity.)
Directions: Find the missing piece in
each item below by observing how
the two first words are related.
Choose the word in the given options
that is related to the third word in the
same way as the two first words are
related.

1. Tail is to dog as fin is to _______. : Fish

2. Fur is to bear as feathers are to : Bird
_______.
3. Mane is to lion as horn is to : Rhino
_______. : Horse
4. Paws are to cat as hooves are to
_______.
5.Beak is to bird as trunk is to : Elephant
_______.
 Choices:
• Rhino • Elephant
• Bird • Horse
• Fish

• Now, let's discuss the important (Students will read it

points in the task you have just again the given
answered. Read it again and analyze activity and analyze
the words in each pair. the words in each
pair.)
1. Tail is to dog as fin is to FISH .
2. Fur is to bear as feathers are to
BIRD.
3. Mane is to lion as horn is to
RHINO.
4. Paws are to cat as hooves are to
HORSE.
5.Beak is to bird as trunk is to
ELEPHANT.

Guided question: "It has relationships/

1. What do you notice with each pair connection"
in every item?

B. Establishing a purpose for • Today, we'll be exploring a skill

the lesson called analogies.

Direction: (Students will answer

Study the first pair of pictures the activity picture
that will guide you to figure out the analysis in their
object that will match the third notebook.)
picture. Choose the letter of the best
answer. Write your answers in your
activity notebook.

:C

:A

:B
C. Presenting Let us now apply the analogies to
examples/instances of the answer the following
new lesson problems.

Task 1: Guess the words.

1. _ y_ _ n_ _s : (Synonyms)
- Think of words that mean the
same or similar to each other.
: (Antonyms)
2. A_ _ o_ y_ _
- Consider words that have
opposite meanings to each other.

3. _ _ r _ of wh_l_ : (Part of whole)

- Identify a word that represents a
part of something larger.

4. c_u_ _ and _ f_ec_ : (Cause and effect)

- Look for a word that represents
an action and its consequence.

D. Discussing new concepts An analogy is a comparison between

and practicing new skills #1 two things based on their similar
features, used to explain or clarify
one of them by showing how it is
similar to the other. In language, it
often involves comparing
relationships between words to
illustrate how they are related.

• The term that means "word

relationships" is called Analogy. It is
like a word puzzle. It always contains
two pairs of words. It can be
abbreviated like stallion: mare:: man:
woman. The single colon (:)
represents the phrase "is to", and the
double colon () represents the word
"as". Thus, it is read ta stallion is to a (Students will listen
mare as a man is to a woman attentively in the
discussion.)
• It is a statement of comparison
between things, ideas or concepts. It
can help us to develop our critical
thinking skill. To work on analogy
questions correctly, there is a need
to form a logical relationship
between words.

1.Synonyms -these are pair of

similar words
Ex. Happy: cheerful::sorrowful: sad

2.Antonyms- these are pair of

opposing words
Ex. Empty: full:: rich: poor
 3. Cause and effect
- refers to a relationship where one
event (the cause) directly leads to
another event (the effect).
Ex. Personal problems: anxiety::
logging: climate change

4, Part to Whole a fraction that

represents a whole
Ex. Petals : flower :: leaf : tree

Task 2: Type to Tell!

Analyze the relationship in each
analogy and identify its type from the
choices given. Write your answers in
your activity notebook.

• Antonyms
• Cause and Effect
• Part to Whole
• Synonyms

1. wing: bird :: tire: car : Synonyms

2. winter: summer :: wet: dry : Antonyms
3. allow: permit :: find: locate : Synonyms
4. Page: book :: keyboard : laptop : Part to whole
5. finger: hand :: wheel: car : Part to whole
6. bad: terrible :: funny: hilarious : Synonyms
7. Balance diet : better health :: work : Cause and effect
pressure: health issue : Antonyms
8. chaos: peace :: cordial: hostile : Cause and effect
9. cavity: toothache::smoking:cancer : Cause and effect
10. rain: flood :: earthquake: collapse

E. Discussing new concepts A metaphor is a figure of speech that

and practicing new skills #2 directly compares two unlike things
without using "like" or "as."

Metaphors create a direct

relationship between two different
things, asserting that one thing is
another. This can make the
description more powerful and
immediate, as it does not signal that
a comparison is being made but
rather states it outright.

Example: (Students will listen

• Time is a thief. attentively in the
• The world is a stage. discussion.)

A simile is a figure of speech that

compares two unlike things using
"like" or "as."
 Similes are used to make
descriptions more vivid and to
express ideas in a way that is easily
understood by comparing them to
familiar concepts. They highlight
similarities between two distinct
things, which helps to paint a clearer
picture in the reader’s or listener’s
mind.

Example:
• Her cheeks are red like roses.
• He is as brave as a lion.

Task 3:
Identify whether each sentence
contains a metaphor or a simile.

1. The classroom was a zoo. :Metaphor

2. Her smile is as bright as the sun. :Simile
3. He has a heart of stone. :Metaphor
4. The wind howled like a wolf. :Simile
5. The news hit him like a ton of :Simile
bricks.
6. Life is a rollercoaster. :Metaphor
7. She was as quiet as a mouse. :Simile
8. His words were a knife to her :Metaphor
heart.

F. Developing mastery (leads GROUP ACTIVITY: Find your partner

to Formative Assessment
3) • Give each student a picture card,
and tell them they have to find
another student with a picture that is
related to theirs somehow. They can
use synonyms, antonyms, or other
word relationships to find their
match. For example, if they have a
picture of a dog, they can look for
someone who has a picture of a cat
(antonym), a puppy (synonym), or a
bone (object).

• They should stand together and

hold up their cards when they find
their match.

• When everyone has found their

match, tell them that they have to
find another pair of students with
pictures that are related to theirs in
the same way. For example, if they
have pictures of a dog and a cat,
they can look for others holding a
pair of pictures that are antonyms.

• When they find their match, they

 should form a group of four and hold
up their cards.

• When everyone has formed a

group of four, tell them that they
have to discuss among themselves
what is the relationship between
their pictures. They should also write
down their analogy using words,
such as dog cat :: lion : hyena.

1. Dog: Cat
2. Sun: Moon
3. Bird: Nest
4. Car: Bicycle
5. Tree: Leaf
6. Teacher: Student
7. Bread: Butter
8. Spider: Web
9. Spoon: Fork
10. Book: Library

G. Finding practical Direction:

applications of concepts • Divide the class into small groups
and skills in daily living of 3-4 students.

• Give each group a card with a

cause word written on it. Each group
should keep their word secret from
the others.

• Instruct each group to create a

short scenario that illustrates the
cause and its effects. They should
brainstorm and outline their scenario
on paper, detailing how the cause
(the word they were given) leads to
specific effects.

• Each group takes turns presenting

their scenario to the class. They
should act out the scenario to show
how the cause (their assigned word)
triggers various effects. The rest of
the class should observe and try to
guess the cause based on the
effects portrayed.

1. Cause: Rain
Effect: People using umbrellas.

2. Cause: Birthday party

Effect: -Decorations being put up.
-Someone opening gifts.

3. Cause: Fire alarm

Effect: -People evacuating a
building.
-Fire trucks arriving at the
 scene.

4. Cause: Earthquake
Effect:
- people taking cover under
tables.
H. Making generalizations and Remember that analogies basically
abstractions about the about relationships or simply put
lesson they are word relationships. Analogy (:Yes, ma'am!)
encourages us to think critically for it
presents a comparison of two things
that usually thought of as being
different but are similar in some way.

Did you get it class?

I. Evaluating learning Asses what you have learned!

Complete Mel

Read the following paragraphs and (Students are able to

fill the blanks with your answers. answer the activity.)
Write your responses in your activity
notebook.

The term that means "word

relationships" is called (1)____ It is 1. Analogy
like a word
(2)_____ that always contains 2. Puzzle
(3)_____ of words.
3. Two pairs
It can be abbreviated. The single
colon (:) represents the 4. Is to
phrase(4.)____, and the double
colon (::) represents the word 5. As
(5)_____.
6. Antonyms
Some types of analogy are (6)_____
which shows opposite relationships; 7. Synonyms
(7)____ which shows the similar
relationship or have the same 8. Cause and effect
meaning; (8)____ which contains
words that are sources of some 9.Part to whole
actions or conditions and words that
are results or consequences; 10. Location
(9)_____ which contains the section
of something larger,and the entire
entity; and (10)_____ which shows
location of something.

J. Additional activities for A. Supply appropriate words that

application or remediation complete each analogy below. The
type as your guide.

Example:
happy:___ :: sad:____ (Synonyms)

Answer: happy: joyful:: sad:

depressed : inflation:
compression:: weak:
1.inflation:_____::_____ strong strong (antonyms)
 (____)
: petal: Flower
::keyboard: Keyboard
2.petal: Flower ::keyboard: (Part to keys (Part to whole)
whole)
: lucky:
3. lucky: ____::thankful:__ fortunate::thankful:
(Synonyms) grateful (Synonyms)

:Mayon Volcano:
4. Mayon Volcano:_____ ::Taal Legazpi, Pilipinas::Taal
Volcano: ___(Location) Volcano: Batangas
(Location)
5. _____yawning:: _____:
scratching(Cause and Effect) : tiredness yawning::
Itching : scratching
(Cause and Effect)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?