School: Grade Level: 7

DAILY LESSON LOG Teacher: Learning Area: English

Teaching Dates & Time: Week 1 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates ICL
communicative competence communicative competence communicative competence communicative competence
through his/ her through his/ her through his/ her understanding through his/ her
understanding of Philippine understanding of Philippine of Philippine Literature and understanding of Philippine
Literature and other texts Literature and other texts other texts types for a deeper Literature and other texts
types for a deeper types for a deeper appreciation of Philippine types for a deeper
appreciation of Philippine appreciation of Philippine Culture. appreciation of Philippine
Culture. Culture. Culture.

B. Performance
Standards

C. Learning Supply other words or Supply other words or Supply other words or Supply other words or
Competencies/ expressions that complete an expressions that complete expressions that complete an expressions that complete
Objectives analogy an analogy analogy an analogy
( Write the Lode for
each)
II.CONTENT analogy analogy analogy analogy
( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page X Page X Page X Page X
pages
2. Learner’s Material Page Y Page Y Page Y Page Y
pages
3. Textbook pages Page Z Page Z Page Z Page Z
4. Additional Materials
from Learning
Resource LR portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Conduct a brief review of the Conduct a quick review of Begin the lesson by reviewing Begin the lesson with a brief
Lesson or presenting previous lesson's main the main concepts learned in the main concepts learned in review of the main concepts
new lesson concepts and discuss any the previous lesson, the previous lesson, focusing and skills covered in the

Created by: GREG M, Et al

 questions or clarifications focusing on completing on completing analogies. previous lesson on
from the students. analogies. completing analogies.
B. Establishing a purpose Explain to the students the Remind the students of the Remind the students of the Remind the students of the
for the lesson importance of completing importance of completing importance of completing importance of analogies and
analogies and how it helps analogies and how it analogies and how it helps their relevance in developing
develop their critical thinking enhances their critical develop critical thinking and critical thinking and
and vocabulary skills. thinking and vocabulary vocabulary skills. language skills.
skills.
C. Presenting examples/ Provide examples of Provide new examples of Provide a new set of analogies, Introduce a new set of
instances of the new analogies and explain the analogies, incorporating including different types such as analogies, focusing on more
lesson. relationship between the various types such as synonyms, antonyms, part-to- complex and abstract
given words or expressions. synonyms, antonyms, part- whole, and cause-and-effect. relationships. Discuss the
Emphasize the need to find to-whole, and cause-and- Discuss each analogy and analogies and challenge the
the missing word or effect. Explain the challenge the students to students to supply the
expression that completes the relationships and challenge identify the missing word or missing words or
analogy. the students to identify the expression that completes expressions that complete
missing word or expression them. them.
that completes each
analogy.
D. Discussing new Introduce different types of Introduce more complex Introduce more challenging Explore advanced types of
concepts and practicing analogies, such as analogies and guide the analogies, emphasizing the analogies, such as analogies
new skills. #1 synonyms, antonyms, part-to- students in analyzing and relationships and patterns based on concepts, logic, or
whole, and cause-and-effect. completing them. Encourage within each analogy. Guide the abstract ideas. Guide the
Discuss each type and discussion and provide students in analyzing and students in analyzing and
provide examples for the explanations for the completing the analogies, completing these
students to analyze and relationships within each encouraging critical thinking challenging analogies,
complete. analogy. and discussion. promoting higher-order
thinking skills.
E. Discussing new Present additional analogies
concepts and practicing and guide the students in
new skills #2. identifying the relationship
between the given words or
expressions. Encourage them
to think critically and supply
the appropriate word or
expression that completes the
analogy.

F. Developing Mastery Provide exercises or activities Assign individual or group Assign individual or group Assign individual or group
(Lead to Formative that allow students to practice exercises that require exercises that require students activities that involve
Assessment 3) completing analogies students to complete to complete analogies creating their own analogies
independently or in small analogies independently. independently. Provide based on given concepts or
groups. Provide feedback and Provide guidance and opportunities for students to situations. Encourage
guidance as needed. support as needed, ensuring explain their thought processes students to explain the
that students understand the and reasoning behind their relationships and reasoning
Created by: GREG M, Et al
 underlying concepts. answers. Offer guidance and behind their analogies.
support as needed.
G. Finding practical Engage the students in a Engage the students in a Engage the students in a Engage the students in a
application of concepts discussion about real-life discussion about real-life discussion about real-life discussion about how
and skills in daily living scenarios where analogies situations where analogies situations where analogies are analogies are used in
are commonly used. are commonly used. commonly used. Encourage different fields, such as
Encourage them to identify Encourage them to identify them to identify and share science, literature, and
and share examples they and share examples from examples, highlighting how problem-solving. Encourage
encounter in their daily lives. their daily lives, explaining completing analogies can aid in them to explore practical
how completing analogies effective communication and applications of analogical
can enhance communication understanding. thinking in their own lives.
and understanding.
H. Making Generalizations Summarize the key concepts Summarize the key concepts Summarize the key concepts
Summarize the key concepts learned during the less
and Abstraction about learned during the lesson and on learned during the lesson and learned during the lesson
the Lesson. have the students make and encourage students to encourage students to make and facilitate a class
generalizations about make generalizations about generalizations about discussion on the broader
completing analogies. completing analo completing analogies. Discuss applications of analogical
Discuss the importance of Summarize the keyhow this skill
concepts can during
learned be applied in
the less thinking. Encourage
this skill in various academic gies. Discuss different academic subjects and students to draw
and real-life contexts. the broader applications of real-world contexts. connections between
this skill in different completing analogies and
academic subjects and real- other cognitive processes.
world scenarios.
I. Evaluating Learning Section 1: Workplace Section 1” Synonyms Section 1: Synonyms Section 1: Synonyms
Situations
Enormous is to gigantic as Brave is to courageous as Happy is to joyful as sad is
Manager is to leadership as tiny is to ___________. scared is to ___________. to ___________.
team member is to
___________. Exquisite is to beautiful as Fast is to speedy as slow is
repulsive is to Big is to large as small is to to ___________.
Salesperson is to persuasive ___________. ___________.
as customer is to Bright is to brilliant as dim is
___________. to ___________.
Lively is to energetic as Kind is to benevolent as cruel is
Teacher is to education as lethargic is to ___________. to ___________. Angry is to furious as calm is
student is to ___________. to ___________.

Engineer is to innovation as Abundant is to plentiful as Happy is to delighted as sad is Section 2: Antonyms

researcher is to scarce is to ___________. to ___________.
___________. Hot is to cold as tall is to
Section 2: Antonyms Section 2: Antonyms ___________.
Section 2: Everyday Life
Situations Love is to hate as truth is to Day is to night as old is to
___________. ___________. Up is to down as left is to
Hunger is to food as thirst is ___________.
to ___________.
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 Sleep is to rest as exercise is Empty is to full as dry is to Open is to closed as start is to Day is to night as start is to
to ___________. ___________. ___________. ___________.
Fast is to slow as high is to
Rain is to umbrella as sun is Loud is to quiet as near is to ___________.
to ___________. ___________. Happy is to sad as brave is
Dark is to light as hot is to to ___________.
Cleaning is to tidy as Soft is to hard as rough is to ___________.
organizing is to ___________. Section 3: Part-to-Whole
___________. Section 3: Part-to-Whole
Section 3: Part-to-Whole Wheel is to bicycle as
Section 3: Social Interactions Wheel is to car as keyboard is engine is to ___________.
Petal is to flower as blade is to ___________.
Smile is to happiness as tear to ___________. Roof is to house as leaf is to
is to ___________. ___________.
Brick is to wall as thread is Leaf is to tree as feather is to
Please is to politeness as to ___________. ___________. Chapter is to book as verse
sorry is to ___________. is to ___________.
Spoke is to wheel as limb is Page is to book as floor is to
Gift is to gratitude as favor is to ___________. ___________. Petal is to flower as arm is to
to ___________. ___________.
Key is to lock as plug is to Petal is to flower as finger is to
Compliment is to appreciation ___________. ___________. Section 4: Cause-and-Effect
as criticism is to
___________. Section 4: Cause-and-Effect Section 4: Cause-and-Effect Rain is to wet ground as sun
is to ___________.
Section 4: Nature and Exercising is to sweating as Rain is to wet as sun is to
Environment crying is to ___________. ___________.
Hunger is to eat as thirst is
Sun is to day as moon is to to ___________.
___________. Eating is to fullness as Hunger is to eat as thirst is to
drinking is to ___________. ___________.
Exercise is to fatigue as rest
Seed is to plant as egg is to Planting seeds is to growing Exercise is to tiredness as rest is to ___________.
___________. crops as studying is to is to ___________.
___________.
Winter is to cold as summer Studying is to knowledge as Studying is to learning as
is to ___________. Sunlight is to photosynthesis practicing is to ___________. practicing is to
as rain is to ___________. ___________.
Ocean is to water as forest is Section 5: Object-Function
to ___________. Section 5: Object-Function Section 5: Object-Function
Pen is to write as broom is to
Section 5: Problem-Solving Knife is to cut as pen is to ___________. Pen is to write as broom is to
Scenarios ___________. ___________.

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 Knot is to untangle as lock is Scissors is to cut as hammer is
to ___________. Scissors is to trim as saw is to ___________. Knife is to cut as hammer is
to ___________. to ___________.
Puzzle is to solve as riddle is Compass is to navigate as
to ___________. telescope is to Phone is to call as computer is
___________. to ___________. Phone is to communicate as
oven is to ___________.
Error is to correct as mistake
is to ___________. Calculator is to calculate as Oven is to bake as refrigerator
camera is to ___________. is to ___________. Scissors is to trim as shovel
Mess is to clean as stain is to is to ___________.
___________. Section 6: Item-Category Section 6: Item-Category
Section 6: Item-Category
Section 6: Travel and Tulip is to flower as oak is to Rose is to flower as apple is to
Transportation ___________. ___________. Rose is to flower as apple is
to ___________.
Car is to road as boat is to Dog is to mammal as eagle Sparrow is to bird as dolphin is
___________. is to ___________. to ___________. Sparrow is to bird as salmon
is to ___________.
Ticket is to entry as passport Rose is to plant as sparrow Oak is to tree as salmon is to
is to ___________. is to ___________. ___________. Oak is to tree as dolphin is
to ___________.
Map is to directions as GPS Violin is to instrument as
is to ___________. flute is to ___________. Cheetah is to mammal as shark Cheetah is to mammal as
is to ___________. shark is to ___________.
Departure is to leave as Bonus Question:
arrival is to ___________. Bonus Question: Bonus Question:
Elephant is to trunk as
Bonus Question: octopus is to ___________. Ocean is to water as desert is Lake is to water as desert is
to ___________. to ___________.
Forest is to trees as galaxy is
to ___________.
J. Additional Activities for Assign additional exercises, Assign additional analogies Assign additional analogies for Assign extension activities or
Application or activities, or remedial tasks for practice or provide practice or provide remedial provide remedial tasks to
Remediation for students who may need remedial tasks for students tasks for students who may further challenge or support
extra practice or support. who may need extra support need extra support in mastering students based on their
in mastering the concept. the concept. individual needs and
progress
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required additional
activities for remediation

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 who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al