Daily Lesson Log

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