School KATALICANAN HIGH SCHOOL Grade Level GRADE 7

DETAILED YSSA VIENNE C. JUAN Learning Area ENGLISH

LESSON Teacher Teacher - I
PLAN Date and Time March 30, 2021, 8:30-10:00AM Quarter SECOND QUARTER

I. Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.

Performance Standard:
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

Most Essential Learning Competencies and Code:

Use analogy to describe or make a point.

Objectives:
Cognitive: Analyze the given pair of words.
Psychomotor: Create analogies based on the identified relationships.
Affective: Appreciate the usefulness of analogy in daily living.

II. Subject Matter: WORD ANALOGIES

Reference: Grade 7 English Quarter 2-Module 6 Word Analogies
Materials: Laptop, handouts (powerpoint presentations), Grade 7 English SLM Quarter 2 Module 6
Values Integration: Respect and Trust
Strategy: Game-Based Learning, Individual Work, Contextualized Teaching Strategy

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III. Procedure
A. Warm up.

Teachers’ Activity Students’ Activity Annotations

1. Preliminary Activities
A. Prayer
I’m requesting everyone to please stand up for a prayer Andre: Let us pray…
to be led by Andre. Class: Amen.
Indicator 3:
B. Greetings Organize
Good morning class. Students: Good morning Ma’am Juan and Good Morning teaching
Classmates. It’s nice to see you again. resources and
C. Checking of Attendance goals.
I’d like to ask the class secretary to give me the names Class Secretary: None of my classmates are absent today
of those who are absent today. ma’am.

D. Setting of Standards
Before I’ll start, I’d like to remind every one of the class
rules to be followed.
(Reading of the class rules)
Is everybody ready to start the lesson for today? Class: Yes, Ma’am.

2. Observations and Plans

Have you been on a situation where you want to say
something but then the person you are talking to
cannot fully understand what you are saying?

Questions: Indicator 2:
Students Possible Answer:
What are you going to do in order for your listener In order for the message to be understood, I am going Asking HOTS
to understand your message? to explain the message by finding words related to them question related
and comparing it to my message. to the
Successful communication or ‘saying what you experiences of
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 mean’ is dependent upon a good vocabulary base. learners in a
Using the right words when you talk, makes you a specific
more effective communicator. Having a good situation
vocabulary to draw from can help you write effectively.
In the same manner, Analogies help to close that gap
in base understanding so that your intended message
can be received and understood by anyone.
As you go through this lesson, you will learn the
importance of knowing the relationship of words and
while performing the activities, you will develop your
analytical and critical thinking skills.

Are you now ready for our lesson today?

Class: Yes, ma’am.

B. LESSON PROPER
B.1 Review

Teachers’ Activity Students’ Activity Annotation

May I ask who would like to give a recap on our past lesson? Class: Ma’am, we discussed about the types of Media.

Very good, how many media do we have? What are their Class: There are two types of media, the Print Media and Indicator 1:
differences? Broadcast Media. The print media means that the media
is printed just like a newspaper, billboard, posters, etc., Apply
while Broadcast media is a type of media broadcasted or knowledge of
played in a television or radio like Podcasts, news
content.
forecasts, etc.
Very good. I believe you already learned our past lesson and is Class: Yes, ma’am.
now ready to start with our new lesson for today.

Motivation

Teachers’ Activity Students’ Activity Annotation

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 There are words that are actually related to other words. As
human being, we are given a mind to think about things and
think of things which are associated with that thing. I have
here some pictures. Students will give different words related to the picture
shown to them.
Directions: Think of words related to the picture to be shown Indicator 3:
to you. Possible Answer:
1. White, Fluffy, Sky Use appropriate
2. Paper, Wood, Draw teaching and
learning
3. Leader, Fierce
resources to
1. 4. 4. Owl, Model, Parent address learning
5. Life, Paper, House goals.

Also, HOTS
2. 5. questions helps
to generate new
information and
opinions.

3.

Questions: Students Possible Answer

1. What do you think are the relationships of the pictures 1. Some of the words are the characteristics of the
to the words you have given me? picture shown, some are the things they are
made of, and some are what they are used for.

ACTIVITY
Teachers’ Activity Students’ Activity Annotation

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ANALOGY These are comparison between two things which
emphasize the similarities between those things, inferring that
one is similar to the other based on common characteristics. Indicator 1:
● Analogies are indicated by a colon between the words
that form a relationship, with a double colon between Apply
the two relationships being compared. knowledge of
content within
E.g.: minute : hour :: gram : kilo and across
curriculum
It is read this way: “Minute is to hour as gram is to kilo” teaching areas.
Minute

To test your knowledge about relationship of words, answer

the exercises below.
Directions: Choose the word that best completes each Students will answer the activity individually.
analogy.
1. Bear: den :: Bat:________________ ( hive, nest, cave) 1. Bear: Den :: Bat: Cave
2. Musician: instrument :: singer: _______________ ( flute, 2. Musician: Instrument :: Singer: Voice
voice, choir) 3. Hot: Cold :: Sweet: Sour
3. Hot: cold :: Sweet: _______________ (bitter, salty, sour) 4. Large: Big :: Shout : Scream
4. Large: big :: shout :________________(cry, scream, 5. Hand: Gloves :: Foot: Socks
anxious)
5. Hand: gloves :: foot: _______________( socks, shoes, toes)

Types of Relationships in Analogies

 Part To Whole - These are relationships between things
that compare two sets of objects, both of which are
part and whole pairs.
Examples: branch : tree : : arm : person
Florida : America : : living room : house
 Cause to Effect - It explore the similarities between
events that cause a variety of effects. They can be
helpful for allowing people to understand relationships
between events.
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 Examples: drought : wildfire : : infection : disease
illegal logging : landslide : : studying: good grades
 Object to Purpose - This is similar to a cause and effect
analogy or a source to product analogy, meaning that it
is about instrumental action. The first word in each half
of the analogy is an object, followed by what that
object is most commonly used for.
Examples: book : reading : : racket : playing tennis
pen : writing : : knife : cutting
 Characteristics - The first word in each half of the
analogy provides a characteristic, while the second
word provides the thing that has that characteristic.
Examples: Egypt : hot : : Antarctic : cold
bird : air : : fish : water
 Synonyms - This can help show the relationship
between the two pairs of words and explain that they
are comparable.
Examples: happy : joyful : : angry : furious
Father : Daddy : : Mother : Mommy
 Antonyms - This shows that two sets of things are
functionally opposites.
Examples: up : down : : left : right
sing : dance : : happy : sad

Directions: Choose the appropriate word from the box that

best expresses a relationship similar to the original pair that
is given in each item. Write your answer on the space
provided. Then, identify which type of analogy each one is.
Example:
table: centerpiece::chair: cushion Relationship: object/action Students Possible Answer:
instructor correct burn boat see
1. car: automobile:: ship:___________ 1. car: automobile:: ship: boat
Relationship: ______________________ Relationship: Synonyms
2. work: labor::incinerate:___________
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 Relationship:_______________________ 2. work: labor::incinerate: burn
3. failure: success:: mistaken:_________ Relationship: Synonyms
Relationship:_______________________ 3. failure: success:: mistaken: correct
4. hand: touch:: eye:__________ Relationship: Antonyms
Relationship:_______________________ 4. hand: touch:: eye: See
5. world: earth::teacher:______________ Relationship: Object to Purpose
Relationship:_______________________ 5. world: earth::teacher: instructor
Relationship: Synonyms
Very good, you answered it perfectly.

ANALYSIS
Teachers’ Activity Students’ Activity Annotation
Answer: Indicator 1:
Sort these pair of words into the three categories below.
Use appropriate
Source/Product Animal/Habitat Part/Whole teaching and learning
Eagle : Forest Centavo : Peso Bead : Necklace
Bead : Necklace Eagle : Forest Centavo : Peso resources to address
Student : Class Field : Corn Toe : Foot
Field : Corn Horse : Stable Key : Piano learning goals.
Key : Piano Horse : Stable Bees : Honey
Bees : Honey Toe : Foot Student : Class
It also helps the
learners to become a
Source/Product Animal/Habitat Part/Whole researcher.
________________ ________________ _________________
________________ ________________ _________________
________________ ________________ _________________

ABSTRACTION/DEEPENING
Teachers’ Activity Students’ Activity Annotations
Play a game regarding Analogies Students Possible Answer Indicator 3:
Let us have an exercise to measure your learnings for today’s lesson. 1. D
It also utilizes

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 Directions: Choose the pair of words that best expresses a relationship similar to that of 2. D ICT by making
the original pair. 3. D use of offline
1. BIRD : FEATHERS :: 4. C games through
a. mammal : spine b. hand : fingers c. .branch : fruit d. fish : scales laptop or
5. A
powerpoint
2. NICOTINE : TOBACCO :: presentation
a. calcium : bone b. iodine : salt c. protein : meat d. caffeine : coffee

3. SCALPEL : SURGEON ::
a. laser : agronomist b. magnet : ecologist c. syringe : geologist d. telescope : astronomer

4. HAND: RING
a. toothbrush: teeth b. comb: clips c. wrist: watch d. ring: diamond

5. WASHER:CLOTHES
a. vacuum: floor b. garden: flowers c. oven: baking d. pail: dipper

Generalization
Teachers’ Activity Students’ Activity Annotation
After knowing the salient features of word analogies and its Students’ possible answers: Indicator 1:
types, I want you to think of the valuable insights about the
relevance of understanding various relationships of words. 1. Analogies help to close that gap in base understanding Uses HOTS to
so that your intended message can be received and apply
Questions: understood by anyone. knowledge
1. What are the importance of analogies in the daily life of 2. Analogies can be used anywhere and at any moment within the
a person? especially at times when messages are very important curriculum.
2. When can you use analogy?
and must not be misunderstood.

APPLICATION
Teachers’ Activity Students’ Annotation
Activity
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 After having gone through series of activities, have you realized the importance of knowing the Indicator 3:
relationship of words? Demonstrate your understanding by performing the activities below.
Uses effective verbal
1) Think of people you consider as your friends and in a short bond paper, draw an object and non-verbal
that you can associate with them. Be creative in presenting your output. classroom
2) Share your ideas or thoughts by discussing why you have come up with those associations. communication
strategies to support
learner understanding,
participation,
engagement and
achievement.

IV. EVALUATION

Teachers’ Activity Students’ Activity Annotation

Directions: Analyze the given pair of words, and create Indicator 1 and 3:
analogies based on the identified relationships. Write your Students’ Possible Answer:
answers on the space provided after each analogies. 1. Independent: Self-Governing Apply knowledge of
2. Teacher: Teach content within and
1. Courageous : Brave 3. symptoms: traces across curriculum
___________________________ teaching areas
4. toe: feet
2. Chef : Cook
5. Also, each item was
___________________________
3. Fever : Flu carefully selected to
___________________________ develop HOTS, analysis,
4. Hair : Head and reasoning skills of
___________________________ the learners.
5. Infant : Old
___________________________

Prepared by:
YSSA VIENNE C. JUAN, T-I Checked by:
Subject Teacher NANCY O. NITAFAN, Ed.D. Noted by:
School Principal NANCY O. NITAFAN, Ed.D.

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 School Principal
Observed by:

NANCY O. NITAFAN, Ed.D.

School Principal

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