WEEK 1 GRADE 7 ANALOGY.docx
- 1. Daily Lesson Log Learning Area English 7 Quarter 1 Teacher Elysa B. Micu Grade Level and Section Grade 7 FAITH Teaching Dates and Time August 28, 2023 August 29, 2023 August 30, 2023 August 31, 2023 September 1, 2023 Monday Tuesday Wednesday Thursday Friday 11:10-12:00 7:30-8:20 1:00-1:50 7:30-8:20 7:30-8:20 Week 1 I. OBJECTIVES 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. Content Standards Supply other words or expressions that complete an analogy. Performance Standards The learner transfer learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and correct subject-verb agreement. Institutional Core Value/s Participation, Respect, Cooperation Learning Competencies Supply other words or expressions that complete an analogy EN7V-IV- c-23.1 Students are expected to: a. define analogy; Supply other words or expressions that complete an analogy EN7V-IV- c-23.1 Students are expected to: a. define analogy; analyze the relationships between words used in analogy; Supply other words or expressions that complete an analogy EN7V-IV- c-23.1 Students are expected to: a. define analogy; b. analyze the relationships between words used in analogy; Supply other words or expressions that complete an analogy EN7V-IV- c-23.1 Students are expected to: a define analogy; b analyze the relationships between words used in analogy; Supply other words or expressions that complete an analogy EN7V-IV- c-23.1 Students are expected to: a define analogy; b. analyze the relationships between words used in analogy;
- 2. b. analyze the relationships between words used in analogy; c. determine the appropriate words or expressions to be supplied in analogy; and, d. supply other words or expressions that complete an analogy. b. determine the appropriate words or expressions to be supplied in analogy; and, c. supply other words or expressions that complete an analogy. c. determine the appropriate words or expressions to be supplied in analogy; and, d. supply other words or expressions that complete an analogy. c. determine the appropriate words or expressions to be supplied in analogy; and, d. supply other words or expressions that complete an analogy. c. determine the appropriate words or expressions to be supplied in analogy; and, d. supply other words or expressions that complete an analogy. II. CONTENT 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. III. LEARNING RESOURCES 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. Teacher’s Guide pages Learner’s Material pages Textbook pages Additional Materials from Learning Resources (LR) portal Other Learning Resources IV. 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, draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Monday Tuesday Wednesday Thursday Friday A. Reviewing previous lesson and/or presenting the new lesson Before you start, students will take this pretest to find out what you already know about the topic. 1. Picture Analysis Study the first pair of pictures that will guide you to figure out the object that will match the third picture. Choose the letter of the best answer. Write your answers in your activity notebook. Have a simple review about Analogy. Have a simple review about the different types Analogies. Let us recall your past lesson through a game. This game is called “The Crazy Ball Game” Let’s split your class into two groups. Are you in your group now? Alright! Now, stand up and form a circle. Each group will be given 1 ball. I will play a music. You will pass the ball. So when the music stops, whoever is holding the Have a simple review of the previous lesson discussed.
- 3. ball should answer the question on the PowerPoint. Reminder, this is an individual points. If the chosen student answered correctly, he or she gets to throw a ball into one of the paper cups, each marked with 3, 5, and 10 points. Student who are lucky to shoot a ball in the paper cup. Will be given a coupon base from the point marked on the paper cup. B. Establishing a purpose of the lesson (Modeling) After completing the task, teacher will ask the students questions: Is the activity difficult or not? Why do you say so? What do you notice with the first two images in every item? Students will choose 1 item and explain what made they decide in selecting the correct answer. Do you think you hit the right answers? Teacher will ask the students share their assignment about the different types of Analogy. 1. Antonym 2. Synonym 3. Cause and Effect 4. Part of the whole 5. Location Inevitably, we deal with analogies in our day to day existence, right? Now, let’s see if you could use your knowledge in analogy by using the surrounding where you are in right now. C. Presenting examples / instances of the new lesson (Guided Practice) Task 3. Missing Piece 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. If you say that the pairs show an opposite relationship, then you are correct because night is the opposite of day and happy is also the opposite of sad. And that type of analogy is called Antonyms. The pairs show a similar relationship or have the same meaning because husband and spouse have the same meaning as well as the second paired words which are baby and infant. It is called Synonyms. actions or conditions which are thirst and study and the other words that are the effects, or the results or consequences which are drink and good grades. And that type is called Cause and Effect. or section of something larger, and the whole, or the entire entity, then you are
- 4. absolutely right! In this case, student and leaf are parts of classroom and tree. And we call this type of analogy as Part to whole. locations for fish and lion. And that is called Location as a type of analogy. D. Discussing new concepts and practicing new skills #1 (Guided Practice) Now, let’s discuss the important points in the task you have just answered. Read it again and analyze the words in each pair. So, what do you notice with each pair in every item? If you say that they show relationships, then you are correct. Ask them to explain what is analogy in their own words based on the examples. Ask them to explain each type based on the example. E. Discussing new concepts and practicing new skills #2 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 a stallion is to mare as man is to woman. Ask them to make 5 examples for each type of analogy (individual work) F. Developing Mastery (Leads to Formative Assessment) Task 4. Type to Tell! Analyze the relationship in each analogy and identify its type from the choices given. Here is an example: near : far :: smart : stupid Answer: Type: Antonyms Task 6. Relate Much Find related objects, places, persons around your house and provide each type of analogy we have discussed one example. Write the relationship opposite to it. Here is an example: Example: pot: kitchen :: pail: bathroom(Location) Now, it’s your turn… Ask them to go their groups and choose 3 best examples of analogy for each type from the examples of each members. Present it in class.
- 5. 1. wing : bird :: tire : car Type:__________ 2. winter : summer :: wet : dry Type:__________ 3. allow : permit :: find : locate Type:__________ 4. bats : caves :: humans : houses Type:__________ 5. finger: hand :: wheel : car Type:__________ 6. bad : terrible :: funny : hilarious Type:__________ 7. bees: beehives :: birds : nests Type:__________ 8. chaos : peace :: cordial : hostile Type:__________ 9. sunny day : umbrella :: hungry : eat Type:__________ 10. rain : flood :: earthquake : collapse Type:__________ Now, let’s see if you have acquired something out of the main points that we have discussed and you have applied in the previous tasks. Task 5. Complete Me! G. Finding practical applications of concepts and skills in daily living What is the purpose Analogy in our daily lives?
- 6. H. Making generalizations and abstractions about the lesson What is the use of analogy? When do we say that the analogy is Synonyms? Antonyms? Part to whole? Object to function? Cause and Effect? I. Evaluating learning (Individual Practice) Now, let’s evaluate how well you have understood the lesson. Be sure to carefully read and follow the directions. Examples are provided to guide you in answering. Are you ready? A. Complete each analogy by writing the correct words from the choices. Then, write whether its type is synonyms, antonyms, cause and effect, part to whole or location. J. Additional activities for application or remediation Students will search the different types of Analogy.
- 7. I. REMARKS II. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 strategies 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 or discover which I wish to share with other teachers? Prepared by: ELYSA B. MICU Subject Teacher Checked and Reviewed by: JOHN CLYDE M. RANCHEZ, LPT Academic Coordinator Approved by: TESSIE C. PASION, MAEd School Principal