Nueva Vizcaya State University

College of Teacher Education

Bayombong, Nueva Vizcaya

A DETAILED LESSON PLAN IN ENGLISH 7

OBJECTIVES

A. Content Standards The learner demonstrates understanding of: contemporary Philippine literature as a
means of responding to the demands of the global village; various extended text types;
lexical and contextual cues; appropriate and polite oral language, stance, and behavior;
and use of imperatives, prepositions, verbs, and wh- questions.
B. Performance Standards The learner transfers learning by: explaining the need to be cooperative and responsible
in today’s global village; using appropriate strategies to comprehend extended text
types; using lexical and contextual clues to understand unfamiliar words and
expressions; using imperatives, prepositions, and appropriate and polite oral language,
stance and behavior in various information sharing formats.
C. Learning Supply other words or expressions that complete an analogy. EN7V-IV-c-23.1
Competencies/Objectives
At the end of the lesson the students should be able to:
a. Identify analogy and its basic types;
b. Supply words or expressions that complete an analogy; and
c. Write an example of analogy

CONTENT / TOPIC Analogy

LEARNING RESOURCES

A. References

1. Curriculum Guide Most Essential Learning Competency (MELCS)

2. Learner’s Materials N/A

pages
3. Textbook pages N/A

4. Other references https://examples.yourdictionary.com/analogy-examples-for-kids.html

B. Other Materials 1. laptop

2. PowerPoint Presentation
3. Cardboard
4. Cartolina
5. Marker, pentelpen
6. Colored paper
7. Printed visuals
8. Yarn, clips
VALUES INTEGRATION

PROCEDURES 7Es with Brain-Based Learning Integration

Teacher’s Activity Students Activity

A. ELICIT Preliminary Activities

Prayer Before we start our lesson, let’s ask the guidance of

our lord. Jamaica, may you lead the prayer.
Let us pray.
Lord, thank you for this
opportunity to learn and grow.
please guide us throughout this
class, bless our minds with
knowledge and understanding.
Help us to be attentive,
 respectful, and supportive of one
another. In your name, we pray.
Amen.

Greetings Good morning class.

Good morning, ma’am!

Attendance Is anyone absent today? Class monitor, Rona,

kindly please check the attendance and for those
who are absent last time, please submitt your
admission slip or excuse letter.

Ma’am upon checking the

attendance, no one is absent
today.
Very good, perfect attendance! Let us give a nice
clap to everyone.

(Students will clap)

Classroom Management Before we start, please check under your chairs and
pick up pieces of trash. Arrange your chairs
properly and move without noise.

(Students will arrange their chairs

silently)
Checking of Assignment Okay so now, please submit your accomplished
assignment in front.

(The students will submit their

assignment in front)
Review previous lesson or So, we’ll have a short activity to review our lesson
presenting the new lesson. yesterday.

The class will be group into five (5) groups.

All you need to do is to identify the sentences that I

will flash on the screen whether it is a fact or an
opinion. Write your answer on the whiteboard
provided.

Are you ready?

Yes, ma’am!
1. Jupiter is the largest planet in the solar
system.

2. Filipinos celebrate Independence Day in FACT

June.

3. Red shoes are better than white shoes. FACT

4. Filipinos are the best singers in the world.

OPINION
5. Playing UNO Cards is more fun than
playing basketball.
OPINION
6. Pacific Ocean is the largest ocean in the
world. OPINION
7. Christmas is the best holiday of the year.
FACT
8. The fastest land-dwelling animal is the
cheetah.

9. The sun is a star. OPINION

 10. Snakes do not make good pets. FACT

FACT

OPINION
So, based on our previous lesson what is Fact,
Nick?

Fact is a statement that can be

tested by experimentation,
observation, or research and
shown to be true or untrue.
How about Opinion, Angelica?

An opinion is a person’s belief,

feeling, or judgment about
something. It is a subjective or
value judgment, and it cannot be
proven.

I. ACTIVITY Okay, so before we proceed, let’s have a game, I

B. ENGAGE want you to observe how the first pair of pictures
are related and find the missing piece that will
match the third picture in the series.

Here is an example:

CAT : KITTEN :: DOG : PUPPY

: :: :

1. Night : day :: Happy : ?

Sad, ma’am.
2. Husband : spouse :: baby : ?
Infant, ma’am
3. Cold : shiver :: hot : ?
Sweat, ma’am
4. Tree : leaves :: flower : ?
Petals, ma’am
5. Fish : sea :: lion : ?
Location, ma’am

Good job, class!

So now class, how do you come up with your

answers?

What do you notice with each pair in every item?

So here is the clue from the word I am looking for.
R_ _ _ T _ O _ _ H _ _
It is RELATIONSHIP ma’am.
Correct, very good!

Vocabulary/unlocking We will be having another activity, please remain to

(Using context clue) your group. All you need to do is to spell-out the
word that I will tell. Are you familiar with the game
of ‘It’s Showtime’ “Vest in Spelling”?
Yes, ma’am.
So, our game is based on the game of ‘It’s
Showtime’. Are you ready?
Yes, ma’am.
 I will read the word twice and then you will form
the word by your own, only in ten (10) seconds.
Understand? those who will form the word first will
be given points and rewards later. Please cooperate
with your groupmates and be attentive, okay?
Yes ma’am.

1. Epidemic – n. an outbreak of a disease that

spreads quickly among many people

We can use it in a sentence, for example…

 An epidemic generally affects a large
number of people.

2. Detached – adj. separated; disconnected

We can use it in a sentence, for example…

 If you are detached from a situation, you
are probably not very concerned about it.

3. Covey – n. small group of flock of birds,

especially partridges or quail

We can use it in a sentence, for example…

 A covey is a place where birds and small
mammals go to spend the winter.

4. Evidently – adv. Obviously, clearly

We can use it in a sentence, for example…

 If something is evidently true, it has been
proven through a series of experiments.

5. Slack – adj, not firm or tight; loose

We can use it in a sentence, for example…

 Tightened muscles around someone’s lips
and jaw are typical of a slack expression.

So, these words are from the story that we are going
to tackle later.

Presentation By the way, what did you notice regarding the

words and pictures use in our activity a while back?
Ma’am I think our lesson for
today is all about analogy.
Yes, very good! It’s all about analogy.

Setting of Standard Before we proceed, I have here our Class Rules that
we/you must follow all throughout our discussion.
(reading of the class rule)

CLASS RULES:
1. KEEP your gadgets inside your bag.
2. RAISE your hand if you want to recite.
3. RESPECT your classmate and your
teacher
4. LISTEN attentively
5. Be ON TIME
6. Only SPEAK English during our class.
Reading the Motive Before we read the story “A Day’s Wait” by Ernest
Question Hemingway I have a question here to be answered
after reading the piece. Please take note.

Question: What motivates the boy's fear of dying

throughout the story?

Here is the story “A Day’s Wait” by Ernest

Hemingway. I need two students to read the story
Presentation of the Story
“A Day’s Wait” by Ernest Hemingway

He came into the room to shut the windows

while we were still in bed and I saw he looked
ill. He was shivering, his face was white, and he
walked slowly as though it ached to move.

‘What’s the matter, Schatz?’

‘I’ve got a headache.’

‘You better go back to bed.’

‘No, I’m all right.’

‘You go to bed. I’ll see you when I’m dressed.’

But when I came downstairs, he was dressed,

sitting by the fire, looking a very sick and
miserable boy of nine years. When I put my
hand on his forehead, I knew he had a fever.

‘You go up to bed,’ I said, ‘you’re sick.’

‘I’m all right,’ he said.

When the doctor came, he took the boy’s

temperature.

‘What is it?’ I asked him.

‘One hundred and two.’

Downstairs, the doctor left three different

medicines in different colored capsules with
instructions for giving them. One was to bring
down the fever, another a purgative, the third to
overcome an acid condition. The germs of
influenza can only exist in an acid condition, he
explained. He seemed to know all about
influenza and said there was nothing to worry
about if the fever did not go above one hundred
and four degrees. This was a light epidemic of
flu and there was no danger if you avoided
pneumonia.

Back in the room I wrote the boy’s temperature

down and made a note of the time to give the
various capsules.

‘Do you want me to read to you?’

‘All right. If you want to,’ said the boy. His face
was very white and there were dark areas under
his eyes. He lay still in bed and seemed very
detached from what was going on. I read aloud
from Howard Pyle’s Book of Pirates; but I could
see he was not following what I was reading.

‘How do you feel, Schatz?’ I asked him.

‘Just the same, so far,’ he said.

I sat at the foot of the bed and read to myself

while I waited for it to be time to give another
capsule. It would have been natural for him to
go to sleep, but when I looked up, he was
looking at the foot of the bed, looking very
strangely.

‘Why don’t you try to go to sleep? I’ll wake you

up for the medicine.’

‘I’d rather stay awake.’

After a while he said to me, ‘You don’t have to

stay here with me, Papa, if it bothers you.’

‘It doesn’t bother me.’

‘No, I mean you don’t have to stay if it’s going to

bother you.’

I thought perhaps he was a little light-headed

and after giving him the prescribed capsule at
eleven o’clock I went out for a while.

It was a bright, cold day, the ground covered

with a sleet that had frozen so that it seemed as
if all the bare trees, the bushes, the cut brush
and all the grass and the bare ground had been
varnished with ice. I took the young Irish setter
for a little walk up the road and along a frozen
creek, but it was difficult to stand or walk on the
glassy surface and the red dog slipped and
slithered and fell twice, hard, once dropping my
gun and having it slide over the ice. We flushed
a covey of quail under a high clay bank with
overhanging brush and killed two as they went
out of sight over the top of the bank. Some of the
covey lit the trees, but most of them scattered
into brush piles and it was necessary to jump on
the ice-coated mounds of brush several times
before they would flush. Coming out while you
were poised unsteadily on the icy, springy brush
they made difficult shooting and killed two,
missed five, and started back pleased to have
found a covey close to the house and happy
there were so many left to find on another day.

At the house they said the boy had refused to let

anyone come into the room.

‘You can’t come in,’ he said. ‘You mustn’t get

what I have.’

I went up to him and found him in exactly the

position I had left him, white-faced, but with the
tops of his cheeks flushed by the fever, staring
still, as he had stared, at the foot of the bed. I
took his temperature.

‘What is it?’
‘Something like a hundred,’ I said. It was one
hundred and two and four tenth.

‘It was a hundred and two,’ he said.

‘Who said so?’

‘The doctor.’

‘Your temperature is all right,’ I said. It’s

nothing to worry about.’

‘I don’t worry,’ he said, ‘but I can’t keep from

thinking.’

‘Don’t think,’ I said. ‘Just take it easy.’

‘I’m taking it easy,’ he said and looked straight

ahead. He was evidently holding tight onto
himself about something.

‘Take this with water.’

‘Do you think it will do any good?’

‘Of course it will.’

I sat down and opened the Pirate book and

commenced to read, but I could see he was not
following, so I stopped.

‘About what time do you think I’m going to die?’

he asked.

‘What?’

‘About how long will it be before I die?’

‘You aren’t going to die. What’s the matter with

you?’

Oh, yes, I am. I heard him say a hundred and

two.’

‘People don’t die with a fever of one hundred

and two. That’s a silly way to talk.’

‘I know they do. At school in France the boys

told me you can’t live with forty-four degrees.
I’ve got a hundred and two.’

He had been waiting to die all day, ever since

nine o’clock in the morning.

‘You poor Schatz,’ I said. ‘Poor old Schatz. It’s

like miles and kilometers. You aren’t going to
die. That’s a different thermometer. On that
thermometer thirty-seven is normal. On this kind
it’s ninety-eight.’

‘Are you sure?’

‘Absolutely,’ I said. ‘It’s like miles and

kilometers. You know, like how many kilometers
we make when we do seventy in the car?’

‘Oh,’ he said. But his gaze at the foot of his bed

relaxed slowly. The hold over himself relaxed
 too, finally, and the next day it was very slack
and he cried very easily at little things that were
of no importance

Student 1: He hears the doctor

Answering the motive
say his temperature is "one
question Okay class, now that you have already read the hundred and two."
story, who wants to answer the question I gave you?
Student 2: He previously learned
(presumably at school in France)
that a temperature of "forty-four
degrees" is fatal.

Student 3: He mistakenly
assumes both readings are on the
same temperature scale (Celsius).

Okay, very good!

Answering of
Comprehension Questions: Let us answer the following questions, so our ‘spin
the wheel’ will choose who will answer these three
questions. The weather outside when the
father goes for a walk is
1. Briefly describe the weather outside when described as coated with frozen
the father goes for a walk. sleet.

Because Schatz believes that he

2. Why does the boy refuse to let anyone else is very sick with a fever and does
into the room at one point? not want to infect others.

By explaining the difference

3. How does the father finally manage to calm between Fahrenheit and Celsius.
the boy's fear?

C. EXPLORE
Discussion Now, let us move on to our main topic for today
which is the Analogy.

Can someone tell me what is analogy? Yes Julie?

Analogy is a comparison between
two things, and the comparison is
used to determine the relationship
between different sets of things.

That’s right so, analogy comes from the Greek

word ‘analogia’ which means proportion or
equality of ratios. It explains the relationship
between words and ideas.

All analogies consist of four parts which bear a

relationship with one another.

This can be words, numbers, short phrases and

illustrations.

Some TIPS which may help you complete an

analogy successfully.
1. Read the analogy as a sentence.
2. Express a relationship between the first two
words. Then substitute the third word for
 the first and figure out a suitable substitute
for the second word.
3. Express a relationship between the first and
the third words by substituting the second
word for the first and figuring out a suitable
substitute for the fourth word.

The single colon (:) represents the phrase is to, and

the double colon (: :) represents the word as.

We have here the different types of analogy. But

before that take a look again at the pairs of pictures
in the task you have answered previously.

In item number 1 which is night is to day as happy

is to sad. What do you think is the relationship of
the paired words?

The paired of words shows an

So, this paired of words shows an opposite opposite relationship, ma’am.
relationship and this type of analogy is called
antonyms.

1. Antonyms – words opposite to each other

in terms of meaning

Example: happy : sad :: beautiful : awful

Now, can you guess the missing word?

Hot : cold :: yes :_____

What about in this It’s a NO, ma’am.

Good : Bad :: Heaven : _____

It’s HELL, ma’am

Let us proceed to the second type.
In item number 2 which is…
Husband : spouse :: baby : infant

The paired of words shows a

The pairs show a similar relationship or have the similar relationship, ma’am.
same meaning and it is called Synonyms analogy.

2. Synonyms – words possessing the same

meaning

Example: happy : joyful :: pretty : beautiful

Let’s proceed to items number 3. What do you

observe?
Cold : shiver :: hot : sweat

The analogies contain words that are causes and the

other words are the results. And this type of The paired of words shows cause
analogy is called Cause and Effect. and effect, ma’am.

3. Cause and Effect – where two things are

related with each other in terms of cause
and effect. One is the cause and the other
one is the consequences of the cause.

Example: war : destruction :: trash : pollution

How about this one.

Fire: burn :: read: _____
 Very good! It’s a LEARN, ma’am.

Another example…
Virus: illness :: carelessness: ______

Very good! It’s an ACCIDENT, ma’am

Then, let’s try item number 4. What does this

analogy consist of?
Greeting: letter :: title page : book

It contains the part or section of something larger

and, the whole, other or the entire entity. And we
call this type of analogy as Part to Whole.

4. Part and Whole – several objects

compromise or make a group
Example: keypad : mobile phone :: keyboard :
computer

Another example is…

Musician: band :: teachers: _____

Good job! FACULTY, ma’am.

And the item number 5, what do you noticed with

the compared words?
Fish : sea :: lion : forest

They tell locations, right? And this type of analogy

is called Locations.

5. Location – where you would find or look

for something or most logical place you
would find something

For further explanation about analogy let’s watch

this short video. Analogies.mp4

(The students will watch the

short video)

Remember that there still other types of analogy out

there. You just have to be keen and eager in
analyzing the relationships and connections of these
words/phrases, numbers, illustrations to see the
pattern. This will definitely sharpen your mind and
improve your reasoning activity.

Do you understand, class?

Yes, ma’am!
II. ANALYSIS Now, I think you are ready for hands on activity.

The ‘Spin the Wheel’ will be the one to choose who

will answer each number. Whoever will get the
correct answer will be given rewards.

Activity 1.
Analyze the relationship in each analogy and
identify it’s type from the choices given.
 (Synonyms, Antonyms, Cause and Effect, Part to
whole)

1. wing : bird :: tire : car

Type: __________

2. winter : summer :: wet : dry Part to whole

Type: __________

3. allow : permit :: find : locate Antonyms

Type: __________

4. bats : caves :: humans : houses Synonyms

Type: __________

5. finger : hand :: wheel : car Location

Type: __________

6. bad : terrible :: funny : hilarious Part to Whole

Type: ___________

7. bees : beehives :: birds : nests Synonyms

Type: __________

8. chaos : peace :: cordial : hostile Location

Type: ___________

9. cavity : toothache :: smoking :cancer Antonyms

Type: __________

10. rain : flood :: earthquake : collapse Cause and Effect

Type: ______________

Cause and Effect

III. ABSTRACTION Please remain to your group because we will be

having another activity.

Rubrics in Participation/Group

Criteria ------ Score

Correctnes All answers 20
s are correct
Cooperati All members 15
on are actively
participated
Discipline All members 10
are
disciplined
Time Submitted 5
Frame on or before
time
TOTAL 50 points
Instruction: The class will be divided into 5
groups. Each group will list an analogy as many as
you can based on the types of analogy that will be
assigned for you.

Group 1: Cause and Effect Analogy

Group 2: Location Analogy
Group 3: Antonym Analogy
Group 4: Part to Whole Analogy
Group 5: Synonyms Analogy

Now, let’s have an individual activity.

IV. APPLICATION
Finding practical Most of us are experiencing challenges and trials
applications of concepts that cause us to fear and give up. This time, you are
and skills in daily living to encourage your friends who seem to be losing
(Valuing) hope. Construct a short paragraph based on the
given analogy to express your thoughts. I will ask
five (5) students to share their work afterwards.

After that, I will collect it to check and give points

on your work.

1. Life : beautiful
2. God : wisdom
3. Faith : succeed
4. Strength : family
5. Friend : trust

So now, let me see if you can still remember our

topic today. Anyone from the group, who can
Making generalization and identify and define our lesson today?
abstractions

Analogies basically about

Can you state the different types of analogy that we relationships or simply put they
discussed, Ebralyn? are word relationships.

Synonym, Antonym, Location,

So these types of analogy is only the BASIC. As I Cause and Effect, and Part to
mentioned earlier, there still other types of analogy whole.
out there you only need to be keen in observing
those words and analyze their relationships.

Do you understand, class?

Alright! Since you all understand our topic,

let’s have another activity to try your skills. Yes, ma’am.

EVALUATE Please bring out ½ sheet of paper.

(The students will bring out ½
sheet of paper and answer the
following)
A. Direction: Supply the appropriate words to
complete the Analogy.

1. person : ______ :: airplane : _______

(Location)
2. Hint : clue :: thin : ______(synonym)
3. poverty : _______ :: sickness : _______
(antonym)
4. storm : ______ :: ________ : sunshine
(Cause and Effect)
5. finger :_____:: toe : ________ (Part to
Whole)
6. ______ : yawning :: _______ : scratching
(Cause and Effect)
7. Short : _______ :: ________ : strong
(antonyms)
8. Mayon Volcano : ______ :: Taal Volcano :
______(Location)
9. _______ : Fortune :: thankful : _______
(synonyms)
10. Petal : ______ :: keyboard : ______(Part to
whole)
Possible answers:
 1. Person : house ::
airplane : airport
2. int : clue :: thin :
skinny (synonym)
3. poor : rich :: sick :
healthy (antonym)
4. storm : rain ::
sunshine : heat/hot
(Cause and Effect)
5. finger : hand :: toe :
foot (Part to Whole)
6. sleepy : yawn :: itchy :
scratch (Cause and
Effect)
7. short : tall :: weak :
strong (antonyms)
8. Mayon Volcano :
Albay :: Taal
Volcano : Batangas
(Location)
9. Destiny : fortune ::
thankful : grateful
(synonyms)
10. petal : flower ::
keyboard : computer
(Part to whole)
B. Direction: Read the following paragraphs and
fill the blanks with your answers. Write your
answer in a ½ sheet crosswise.

The term that means “word relationships” is called

(1) ________. It is like a word (2) ________ that
always contains (3) _________ of words.
It can be abbreviated. The single colon (:)
represents the phrase (4) ________, and the double
colon (::) represents the word (5) ______.
Some types of analogy are (6) _______ which
shows opposite relationships: (7) ______ which
shows the similar relationship or have the same
meaning (8) _______ which contains words that are
sources of some actions or conditions and words
that are results of consequences, (9) ________
which contains the section of something larger, and
the entire entity; and (10) ______ which shows
location of something.
Possible answers:
1. analogy
2. puzzle
3. pair
4. “is to”
5. “as”
6. Antonym
7. Synonym
8. Cause and Effect
9. Part to Whole
10. Location

EXTEND Now, write your assignment in your notebook.

Assignment:

Direction: Research on the other types of analogy,

provide at least three (3) examples for each type of
analogy.
 Here is an example: Easy : difficult :: new : old
(Antonyms)

Prepared by: Rhealyn T. Taguba

Student Teacher

MARCIELYN R. PELAEZ
Approved by:
TTL 2