Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Division of Cabanatuan City
MACATBONG ELEMENTARY SCHOOL
Macatbong, Cabanatuan City

A SEMI-DETAILED LESSON PLAN

Teacher REGINE GRACE P. OLIGARIO Learning Area ENGLISH

Grade and Section GRADE 7 - RIZAL Quarter SECOND
Teaching Date FEBUARY 26, 2021 Time 1:00 – 2:00 PM
I. OBJECTIVES
The learner demonstrates communicative competence through his/ her understanding of
A. Content Standards
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.
The learner demonstrate understaning of: Philippine literature during the Period of Apprenticeship
as a mens of examining conflicts; various purposeful listening and viewing strategies; difference
B. Performance Standards 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.
Use analogy to describe or make a point
At the end of the lesson, students shall be able to
C. Learning Competencies/  Identify analogy and its basic types;
Objectives
Write the LC code for
 Supply words or expressions that complete analogy;
each  Write an example of analogy; and
 Decide on the various benefits of seeing connections between words, terms and
concept.

II. CONTENT WORD ANALOGY

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
English – Grade Alternative Delivery Mode
2. Learner’s Materials pages Quarter 2 – Module 6: Using Analogy to Describe or Make a Point
First Edition, 2020
3. Textbook pages
B. Other Learning https://www.englishforeveryone.org/Topics/Analogies.html
Resources Literary Devicesliterarydevices.net › analogy
 Prayer
IV. PROCEDURE  Classroom Management
 Checking of Attendance

TASK 1: FLEX WHAT’S NEXT!

Directions: Given the set of figures flashes on the screen, have the learners think of the
missing figure in the given options that is related to the third figure in the same way the first
two figures are related.

Reviewing previous lesson or

presenting the new lesson

1
 TASK 2: BETTER WITH PARTNER
Directions: Fill in the blank with the correct word that best completes the sentence.
1. If Daniel Padilla is an actor, then Kathryn Bernardo is an ________.
2. If Oppo is a brand of cellphone, then Selecta is a brand of _________.
1. Establishing a purpose for 3. If spring happens every March, then swinter is every_________.
the lesson 4. If falsglight uses to battery to operate, the computer uses ________.
5. If bird has a feather, the fish has a ___________.
6. If knife is used for cutting, then pencil is used for __________.

 Have the learners answer the following: (HOTS)

a. How did you come up with your answers?
b. What’s your strategies in solving them?
c. Are there hints that you consider in answering those patters or set of words?
d. Do you have an idea of what will be our lesson today?

 Analogy is a literary device that compares the relationship between things that have
differences and similarities. It is a way to clarify an idea by comparing it to something
familiar.
 Double- colon ( :: ) is used to split the analogy into two parts.
2. Presenting
Examples: (Localization)
examples/instances of the
new lesson 1. English : language :: Mathematics : arithmetic
English is to language as to Mathematics is to arithmetic
2. Principal: school:: Chairman: barangay
Principal is to school as to Chairman is to barangay
3. Handwashing area: sanitation :: pick-up point :: waste management
Handwashing area is to sanitation as to pick-up point is to waste
management
4. Gulayan: vegetables : factory : goods
Gulayan is to vegetables as factory is to goods
5. Putong puti : cake :: palabok : pasta
Putong puti is to cake as to palabok is to pasta

TYPES OF ANALOGY
a. SYNONYMS are words possessing the same meaning. This has something to do with
ideas that are alike or similar.
Example:
find: discover:: begin: start
Find is to discover as begin is to start
b. ANTONYMS are words opposite to each other in terms of meaning.
Example:
Big is to small as full is to empty or
big: small:: full: empty
3. Discussing new concepts c. PART AND WHOLE is where several objects comprise or make up a group
and practicing new skills #1 Example:
Room is to house as chapter is to book or
room: house :: chapter: book
d. OBJECT TO FUNCTION shows what a certain object is for or explain its use/ function
Example:
Needle is to sew as to scissors is to cut or
needle: sew :: scissors : cut
e. CATEGORY shows the category and something that belongs in that category.
Example:
Apple is to fruit as cabbage is to vegetable or
apple : fruit :: cabbage : vegetable
4. Discussing new concepts
and practicing new skills #2 TASK 3: READY, SET, ROLL !
Directions: Using the roulette wheel, learners will complete the set of words written on the
rolled paper. Whoever get the correct answer will be rewarded.
o Intact is to whole as brief is to _________. (half, long, short, wide)
o Butterfly is to insect as dog is to ________. (animal, stuff toy, food)
o Leaving is to coming as take-off is to ___________. (approach, landing, gear , cruise)
o Child is to family as student is to __________. (class, teacher , parents, brother)
o Classroom is to school as kitchen is to ________. (cook, garage, house , food )

2
 o Spoon is to feed as glass is to _______ (sip, gulp, drink)
o Nose is to face as wrist is to _______ (arm, elbow, knee)
o Copper is to metal as jade is to _______ (sand, stone, glass)

TASK 4: WORK TOGETHER, WIN TOGETHER!

(Across/Within Curriculum)
Directions: Students will be divided into five where each group has to choose the correct
5. Finding practical applications word on the word pool that best espresses a relationship on the given set of words.
of concepts and skills in daily
living Group 1- ‘S’ squad (synonym)
Group 2- ‘A’ squad (antonym)
Group 3- ‘PW’ squad (part to whole)
Group 4- ‘OF’ squad (object to function)
Group 5- ‘C’ squad (category)

TASK 5: LET’S SUM UP

Using the roulette, students sum up the lesson by identifying into which set of words
6. Making generalizations and corresponds on types of analogy..
abstractions about the  PART TO WHOLE- Pea is to peapods as grain is to wheat.
lesson  SYNONYM- Table is to desk as chair it to bench.
 CATEGORY- Car is to vehicle as duplex is to house.
 ANTHONYM- Top is to bottom as large is to small.
 OBJECT TO FUNCTION - Pencil is to write as brush is to paint.

TASK 6: FILL ME IN
Directions: Supply the correct word to complete each analogy.
1. Bracelet is for ________ as belt is for waist.
7. Evaluating learning 2. Ladder is for climbing as towel is for ________.
3. String is to guitar as ______ is to trumpet.
4. Land is to dirt as ocean is to ________.
5. Hear is to listen as see is to __________.

TASK 7: YOU CAN DO IT!

Directions: Write your own examples of analogy for each type. Then create your own analogy
8. EXTEND task card and put a design according to preference.
Additional activities for
application or  Materials needed: ruler, marker/pen, long bondpaper, coloring materials
remediation  Rubrics: Organization/relatedness of words- 10 pts
Neatness – 5 pts
Creativity/ design- 5 pts

V. REMARKS

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

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

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/discover which I
wish to share with other teachers?

Prepared by: Noted by:

3
REGINE GRACE P. OLIGARIO EUFEMIA C. SANTIAGO

Teacher I Principal II