DAILY LESSON LOG
School: PAIT INTEGRATED SCHOOL
Teacher: SHERWIN C. CASTILLO
Teaching Dates & Time: Week 1
MONDAY
I.
OBJECTIVES
A. Content Standards
TUESDAY
Grade Level: 7
Learning Area: English
Quarter: 1st Quarter
WEDNESDAY
THURSDAY
FRIDAY
ICL
The learner demonstrates
communicative competence
through his/ her
understanding of Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture.
The learner demonstrates
communicative competence
through his/ her
understanding of Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture.
The learner demonstrates
communicative competence
through his/ her understanding
of Philippine Literature and
other texts types for a deeper
appreciation of Philippine
Culture.
The learner demonstrates
communicative competence
through his/ her
understanding of Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture.
Supply other words or
expressions that complete an
analogy
Supply other words or
expressions that complete
an analogy
Supply other words or
expressions that complete an
analogy
Supply other words or
expressions that complete
an analogy
analogy
analogy
analogy
analogy
Page
Page
PageX
Page
Page
Page
Page
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Page
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PageZ
Page
Conduct a brief review of the
previous lesson's main
concepts and discuss any
Conduct a quick review of
the main concepts learned in
the previous lesson,
Begin the lesson by reviewing
the main concepts learned in
Begin the lesson with a brief
review of the main concepts
and skills covered in the
B. Performance
Standards
C. Learning
Competencies/
Objectives
( Write the Lode for
each)
II. CONTENT
( Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal
B. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing previous
Lesson or presenting
new lesson
Created by: GREG M, Et al
questions or clarifications
from the students.
focusing on completing
analogies.
the previous lesson, focusing
on completing analogies.
previous lesson on
completing analogies.
B. Establishing a purpose
for the lesson
Explain to the students the
importance of completing
analogies and how it helps
develop their critical thinking
and vocabulary skills.
Remind the students of the
importance of completing
analogies and how it helps
develop critical thinking and
vocabulary skills.
Remind the students of the
importance of analogies and
their relevance in developing
critical thinking and
language skills.
C. Presenting examples/
instances of the new
lesson.
Provide examples of
analogies and explain the
relationship between the
given words or expressions.
Emphasize the need to find
the missing word or
expression that completes
the analogy.
Provide a new set of analogies,
including different types such
as synonyms, antonyms, partto-whole, and cause-and-effect.
Discuss each analogy and
challenge the students to
identify the missing word or
expression that completes
them.
Introduce a new set of
analogies, focusing on more
complex and abstract
relationships. Discuss the
analogies and challenge the
students to supply the
missing words or
expressions that complete
them.
D. Discussing new
concepts and practicing
new skills. #1
Introduce different types of
analogies, such as
synonyms, antonyms, part-towhole, and cause-and-effect.
Discuss each type and
provide examples for the
students to analyze and
complete.
Remind the students of the
importance of completing
analogies and how it
enhances their critical
thinking and vocabulary
skills.
Provide new examples of
analogies, incorporating
various types such as
synonyms, antonyms, partto-whole, and cause-andeffect. Explain the
relationships and challenge
the students to identify the
missing word or expression
that completes each
analogy.
Introduce more complex
analogies and guide the
students in analyzing and
completing them. Encourage
discussion and provide
explanations for the
relationships within each
analogy.
Introduce more challenging
analogies, emphasizing the
relationships and patterns
within each analogy. Guide the
students in analyzing and
completing the analogies,
encouraging critical thinking
and discussion.
Explore advanced types of
analogies, such as
analogies based on
concepts, logic, or abstract
ideas. Guide the students in
analyzing and completing
these challenging analogies,
promoting higher-order
thinking skills.
E. Discussing new
concepts and practicing
new skills #2.
Present additional analogies
and guide the students in
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
(Lead to Formative
Assessment 3)
Provide exercises or activities
that allow students to practice
completing analogies
independently or in small
groups. Provide feedback
and guidance as needed.
Assign individual or group
exercises that require
students to complete
analogies independently.
Provide guidance and
support as needed, ensuring
Assign individual or group
exercises that require students
to complete analogies
independently. Provide
opportunities for students to
explain their thought processes
Assign individual or group
activities that involve
creating their own analogies
based on given concepts or
situations. Encourage
students to explain the
Created by: GREG M, Et al
that students understand the
underlying concepts.
G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations
and Abstraction about
the Lesson.
I.
Evaluating Learning
Engage the students in a
discussion about real-life
scenarios where analogies
are commonly used.
Encourage them to identify
and share examples they
encounter in their daily lives.
Engage the students in a
discussion about real-life
situations where analogies
are commonly used.
Encourage them to identify
and share examples from
their daily lives, explaining
how completing analogies
can enhance communication
and understanding.
Summarize the key concepts
on and encourage students
learned during the lesson and to make generalizations
have the students make
about completing
generalizations about
analoSummarize the key
completing analogies.
concepts learned during the
Discuss the importance of
lessgies. Discuss the
this skill in various academic
broader applications of this
and real-life contexts.
skill in different academic
subjects and real-world
scenarios.
Section 1: Workplace
Section 1” Synonyms
Situations
Enormous is to gigantic as
Manager is to leadership as
tiny is to ___________.
team member is to
___________.
Exquisite is to beautiful as
repulsive is to
Salesperson is to persuasive
___________.
as customer is to
___________.
Lively is to energetic as
Teacher is to education as
lethargic is to
student is to ___________.
___________.
Engineer is to innovation as
researcher is to
___________.
Section 2: Everyday Life
Situations
Hunger is to food as thirst is
to ___________.
Created by: GREG M, Et al
Abundant is to plentiful as
scarce is to ___________.
and reasoning behind their
answers. Offer guidance and
support as needed.
Engage the students in a
discussion about real-life
situations where analogies are
commonly used. Encourage
them to identify and share
examples, highlighting how
completing analogies can aid in
effective communication and
understanding.
relationships and reasoning
behind their analogies.
Summarize the key concepts
learned during the lesson and
encourage students to make
generalizations about
completing analogies. Discuss
how this skill can be applied in
different academic subjects and
real-world contexts.
Section 1: Synonyms
Summarize the key
concepts learned during the
lesson and facilitate a class
discussion on the broader
applications of analogical
thinking. Encourage
students to draw
connections between
completing analogies and
other cognitive processes.
Section 1: Synonyms
Brave is to courageous as
scared is to ___________.
Happy is to joyful as sad is
to ___________.
Big is to large as small is to
___________.
Engage the students in a
discussion about how
analogies are used in
different fields, such as
science, literature, and
problem-solving. Encourage
them to explore practical
applications of analogical
thinking in their own lives.
Fast is to speedy as slow is
to ___________.
Bright is to brilliant as dim is
to ___________.
Kind is to benevolent as cruel is
to ___________.
Happy is to delighted as sad is
to ___________.
Section 2: Antonyms
Angry is to furious as calm is
to ___________.
Section 2: Antonyms
Hot is to cold as tall is to
___________.
Section 2: Antonyms
Love is to hate as truth is to
___________.
Day is to night as old is to
___________.
Up is to down as left is to
___________.
Sleep is to rest as exercise is
to ___________.
Empty is to full as dry is to
___________.
Rain is to umbrella as sun is
to ___________.
Loud is to quiet as near is to
___________.
Cleaning is to tidy as
organizing is to
___________.
Soft is to hard as rough is to
___________.
Open is to closed as start is to
___________.
Fast is to slow as high is to
___________.
Dark is to light as hot is to
___________.
Section 3: Part-to-Whole
Section 3: Part-to-Whole
Please is to politeness as
sorry is to ___________.
Gift is to gratitude as favor is
to ___________.
Compliment is to appreciation
as criticism is to
___________.
Section 4: Nature and
Environment
Sun is to day as moon is to
___________.
Seed is to plant as egg is to
___________.
Winter is to cold as summer
is to ___________.
Ocean is to water as forest is
to ___________.
Section 5: Problem-Solving
Scenarios
Created by: GREG M, Et al
Happy is to sad as brave is
to ___________.
Section 3: Part-to-Whole
Section 3: Social Interactions
Smile is to happiness as tear
is to ___________.
Day is to night as start is to
___________.
Petal is to flower as blade is
to ___________.
Wheel is to car as keyboard is
to ___________.
Wheel is to bicycle as
engine is to ___________.
Roof is to house as leaf is to
___________.
Brick is to wall as thread is
to ___________.
Leaf is to tree as feather is to
___________.
Spoke is to wheel as limb is
to ___________.
Page is to book as floor is to
___________.
Key is to lock as plug is to
___________.
Petal is to flower as finger is to
___________.
Section 4: Cause-and-Effect
Section 4: Cause-and-Effect
Exercising is to sweating as
crying is to ___________.
Rain is to wet as sun is to
___________.
Chapter is to book as verse
is to ___________.
Petal is to flower as arm is to
___________.
Section 4: Cause-and-Effect
Rain is to wet ground as sun
is to ___________.
Hunger is to eat as thirst is
to ___________.
Eating is to fullness as
drinking is to ___________.
Hunger is to eat as thirst is to
___________.
Planting seeds is to growing
crops as studying is to
___________.
Exercise is to tiredness as rest
is to ___________.
Sunlight is to photosynthesis
as rain is to ___________.
Studying is to knowledge as
practicing is to ___________.
Exercise is to fatigue as rest
is to ___________.
Studying is to learning as
practicing is to
___________.
Section 5: Object-Function
Section 5: Object-Function
Knife is to cut as pen is to
___________.
Section 5: Object-Function
Pen is to write as broom is to
___________.
Pen is to write as broom is
to ___________.
Knot is to untangle as lock is
to ___________.
Puzzle is to solve as riddle is
to ___________.
Error is to correct as mistake
is to ___________.
Scissors is to trim as saw is
to ___________.
Compass is to navigate as
telescope is to
___________.
Scissors is to cut as hammer is
to ___________.
Phone is to call as computer is
to ___________.
Calculator is to calculate as
camera is to ___________.
Oven is to bake as refrigerator
is to ___________.
Mess is to clean as stain is to
___________.
Section 6: Item-Category
Section 6: Item-Category
Section 6: Travel and
Transportation
Tulip is to flower as oak is to
___________.
Rose is to flower as apple is to
___________.
Car is to road as boat is to
___________.
Dog is to mammal as eagle
is to ___________.
Sparrow is to bird as dolphin is
to ___________.
Ticket is to entry as passport
is to ___________.
Rose is to plant as sparrow
is to ___________.
Oak is to tree as salmon is to
___________.
Map is to directions as GPS
is to ___________.
Violin is to instrument as
flute is to ___________.
Departure is to leave as
arrival is to ___________.
Bonus Question:
Knife is to cut as hammer is
to ___________.
Phone is to communicate as
oven is to ___________.
Scissors is to trim as shovel
is to ___________.
Section 6: Item-Category
Bonus Question:
J.
Additional Activities for
Application or
Remediation
V.
REMARKS
VI.
REFLECTION
A. No. of learners earned
80%in the evaluation.
Created by: GREG M, Et al
Forest is to trees as galaxy is
to ___________.
Assign additional exercises,
activities, or remedial tasks
for students who may need
extra practice or support.
Elephant is to trunk as
octopus is to ___________.
Assign additional analogies
for practice or provide
remedial tasks for students
who may need extra support
in mastering the concept.
Rose is to flower as apple is
to ___________.
Sparrow is to bird as salmon
is to ___________.
Oak is to tree as dolphin is
to ___________.
Cheetah is to mammal as shark
is to ___________.
Cheetah is to mammal as
shark is to ___________.
Bonus Question:
Bonus Question:
Ocean is to water as desert is
to ___________.
Lake is to water as desert is
to ___________.
Assign additional analogies for
practice or provide remedial
tasks for students who may
need extra support in mastering
the concept.
Assign extension activities
or provide remedial tasks to
further challenge or support
students based on their
individual needs and
progress
B. No. of learners who
required additional
activities for remediation
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:
SHERWIN C. CASTILLO
Teacher 1
Created by: GREG M, Et al
CHRISTOPHER ERIC L. ABEJAR
Head Teacher 1