School Oton National High School
Teacher Kim Shelly C. Rosales
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Grade Level Standards
B. Learning Competencies
Write the LC Code for each
C. Content:
II. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Grade Level 7
Learning Area English
Teaching Dates and Time September 25-29, 2023 Quarter 1st Quarter
SECTIONS
Cranberry Avocado Bolwarra Blueberry Grapes
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
At the end of the lesson, the learners will be able to :
1. demonstrate understanding of analogy by accomplishing the
various tasks;
2. transfer learning using analogy to know the relationship between
words;
3. analyze the relationships presented in analogies;
4. supply other words or expressions that complete an analogy; and
5. write a short poem using simile and metaphor
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
Analogy
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
B. Other Learning Resources

III. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
DAY 1 DAY 2

Begin the lesson by asking the students if they have ever heard of the word
"analogy." Write the word on the board and have a brief discussion about what
it means. b. Show the students a simple analogy, such as "cat is to meow as
A. Activity dog is to _." Ask the students to complete the analogy and share their answers.
Explain that an analogy is a comparison between two pairs of words that have
a similar relationship. c. Use a few more simple analogies to reinforce the
concept, allowing students to participate in completing the analogies.

Provide a clear explanation of how analogies work, using examples and visuals
if possible. Explain that analogies consist of two pairs of words, with the first
B. Analysis
pair showing a relationship. The students should use this relationship to
complete the second pair of words.

Introduce the concept of pronouns by writing a few sentences on the board.

Underline the nouns in the sentences and explain that pronouns are words
C. Abstraction used to replace nouns.
Give examples of pronouns (e.g., he, she, it, they, we) and explain that
pronouns make writing more concise and avoid repetition.

D. Application
a. Divide the students into small groups and provide each group with a
set of index cards. Instruct them to create their own analogies on the
cards, using words that are relevant to the current unit of study or their
personal interests.

b. Once the groups have created their analogies, have them mix up the
 cards and exchange them with another group. Each group should take
turns trying to solve the analogies created by the other group.
c. After a given time, have each group share their favorite analogy with
the class, explaining the relationship between the terms in their analogy.

a. To assess the students' understanding of analogies, provide them with

a set of analogy pairs and ask them to identify the relationship between
the terms and complete the analogies. Collect their responses for
evaluation.
IV. ASSESSMENT
b. Additionally, observe the students' participation and engagement
throughout the lesson, taking note of their ability to explain their reasoning
and create their own analogies.

a. Evaluate the students' understanding of analogies through a written or

verbal assessment, focusing on their ability to identify analogy pairs,
V. ASSIGNMENT/ENRICHMENT explain the relationship between the terms, and create their own
analogies.

VI. REMARKS

Prepared by: Checked by:

KIM SHELLY C. ROSALES MA. MADELAINE T. TRIÑO

SST-I HT-Designate, English Department