STA. LUCIA NATIONAL HIGH SCHOOL
STA. LUCIA ,DOLORES, QUEZON
LESSON PLAN IN ENGLISH 8
Schoo SLNHS
l
Teach MARISSA G. BERON
er
Learni English
ng
Area
I. LEARNING OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/Code
Objectives
●
Knowledge
●
●
Skills
Attitude
Grade Level & Section 8
Quarter 1 Module 1
Teaching Dates & Duration AUG-29-SEPT 2
The learner demonstrates understanding of: African
literature as a means of exploring forces that human
beings contend with; various reading styles vis – a –
vis purposes of reading; prosodic features that serve
as carriers of meaning; ways by which information
may be organized; related; and delivered orally; and
parallel structures and cohesive devices in
presenting information.
The learner transfer learning by composing and
delivering an informative speech based on a specific
topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance,
and behavior.
EN8V-If-6 Determine the meaning of words and
expressions that reflect the local
culture by noting context clues.
At the end of the lesson, the learners would be able
to:
Give the meaning of context clues and its types;
Use context clues in unlocking unfamiliar terms
in narrative text,
Informative text, exposition text, and more.
Create a brochure that highlights local culture.
Appreciate the importance of using context clues in
determining
unfamiliar words in a certain text and
develop critical thinking skills.
II. CONTENT
III. LEARNING RESOURCES
Context Clues
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Quarter 1 Module 1: CONTEXT CLUES
Writers: Rushdi Kho Tan
Editor: Jessie Lou L. Ecleo
Reviewers: Judelyn N. Bicoy and Florife S. Gentles
Activity Sheets, TV Set/ Projector, Laptop
C. Supplies, Equipment, Tools,
etc.
IV. PROCEDURES
● Prayer
A. Review/Intro
● Greetings
ductory
● Checking of Attendance
Activity
●
●
●
●
B. Activity/
Motivation
C. Analysis/Pres
enting
examples of
the new
lesson where
the concepts
are clarified
D. Abstraction
Review on the previous lesson
Do you love reading?
What do you usually do if you meet words that are new or not familiar to you?
Jumbled letters are posted on the board in column A and B. Ask the students to form a meaningful word
out of it.
A
B
TONXETC
SEULC
Directions: Read each item carefully and use your notebook to write your answers.
A. Choose the letter that corresponds to the correct answer.
1. Use context clues from the sentence to choose the correct meaning of
the underlined word.
Unlike my frugal parents, I do not clip coupons.
a. careful
b. thrifty
c. fruity
d. wasteful
2. Which type of context clue hints at the word's meaning?
Jane was frugal with her money, but when it came to her family, she was generous.
a. inference
b. definition
c. antonym
d. example
3. Choose the correct meaning of the underlined word.
It was extremely a savage summer with this pandemic.
a. terrible
b. great
c. tame
d. gentle
4. Choose the correct meaning of the underlined word.
Regular exercise is beneficial, but too much exercise is not good for you.
a. harmful
b. pleasant
c. helpful
d. bad
5. Which type of context clue hints at the word's meaning?
Dave is completely affable. In fact, he reminds me of Mrs. Martinez, do you still remember how
kind she was?
a. inference
b. definition
c. example
d. synonym
Directions: Read the following sentences below and try to analyze the context clues by giving the
meaning of the underlined unfamiliar words. Discover and be guided by the types of
context clues presented.
1. Miguel was very loquacious. He really loved to talk. (Synonym)
What type of context clues being used?
What do you mean by the word "loquacious" in the sentence?
2. The team felt victorious. They knew they would never lose again. (Antonym)
What type of context clue hints the word's meaning?
What does "victorious" mean?
3. The ancient Chinese used the abacus, a device with movable beads that can be used as a calculator.
(Definition/Explanation)
What type of context clue hints the word's meaning?
What is the meaning of the word "abacus" in the sentence?
4. Coyotes have a voracious appetite. They eat insects, lizards, snakes, rabbits, squirrels, grasses and
even fruit. (Inference/General)
What type of context clue hints the word's meaning?
What does the word "voracious" mean?
5. The archeologist found different amulets, such as a rabbit's foot and bags of herb. (Example)
What type of context clues use to hint the meaning of the word?
What does the word "amulets" mean?
Discussion:
You are doing great! Although it is quite hardy to manage, you are halfway through. Now, let us
rediscover and relearn about CONTEXT CLUES by analyzing those activities you have been
through. Read and take your time to refresh your mind about context clues and its types.
When authors write, they often give context clues to readers to suggest the meanings of new or
difficult words. Context clues are hints or "clues" that give you the sense of unfamiliar words in a
text. Context clues are hints in the passage, paragraph, or individual sentence that, if considered, can
tell you the meaning of a word you are not familiar with. Sometimes even the title of a piece or the
illustrations that come with it offers context clues, as well.
These clues help us decipher the meaning of unfamiliar words in different ways.
There are five types of context clues.
TYPES
DESCRIPTION
Inference
The meaning of an
unfamiliar word can
be inferred
(guessed) from the
description of a
situation. The author
provides non‐
specific clues, often
spread over the
sentence or number
of sentences.
Definition
Example
Antonym
The author provides
a direct (explicit)
definition of an
unknown word in
the sentence.
"CLUES" OR
"SIGNAL WORDS"
EXAMPLE
*The monkey’s
vociferous chatter
made me wish I had
earplugs.
Look for clues over
several words or
sentences
Is, are Is /are called
Is /are known as Is
defined as Means,
Refers to
The author provides
examples or
additional
explanations or
summaries to help
you understand an
unfamiliar word.
The word is cleared
up by giving an
example.
For example For
instance Including
Such as Specifically
To illustrate
The author uses
another word or
phrase that means
the opposite of an
unfamiliar word.
Words used are:
But, however,
although, otherwise,
unless, instead of, on
the contrary, on the
other hand, while,
unlike.
* Katie’s belligerence
surprised everyone.
She threw her book
across the room,
glared at Chris, and
then pushed him to
the floor.
*Martha is a curator,
a person who is
responsible for
looking after a
museum’s collection.
*Entomology is the
study of insects.
*Archeology is the
scientific study of
prehistoric cultures
by excavation of their
remains.
* Paula was
suspended from
school because of
several infractions of
the rules, including
smoking in the
bathroom and
dressing improperly.
* Celestial bodies,
such as the sun,
moon, and stars, are
governed by
predictable laws.
* Mike’s parrot was
loquacious, but
Maria’s said very
little.
* The gentleman was
portly, but his wife
was thin.
* While Luis is
hardworking, his
indolent brother
spends most of the
time watching TV or
sitting around with
friends.
* Carnivores, that is,
meat-eaters, are the
top of the food chain.
Synonym
E. Valuing:
Finding
Practical
Applications
of Concepts
and Skills in
Daily Living
The author uses a
word having the
same or nearly the
same meaning as
another word or
other words in a
sentence.
Commas (,)
Semicolon (;)
Dashes (-)
Parenthesis ( )
Sometimes signal
words or, that is, or
in other words are
used.
* My best friend
squandered all his
money; his drinking
and gambling wasted
all his earnings.
* After seeing the
picture of the starving
children, we all felt
compassion or pity
for their suffering.
CONTEXT CLUES can also help when a word has more than one meaning. These words are called
homographs. Some simple examples are “bank,” “live,” and “rose.” Context clues allow
us to choose the specific meaning the author intended for that word, at that time. If you’re
reading about a bear racing through the woods, for example, and he climbs a bank, context
clues tell you it’s a mound of dirt, not a place where people keep their money.
Retrieved from https://resources.readingvine.com/what-are-the-different-types-of-context-clues/
Thus, context clues are essential to us, especially when you are in the middle of an examination,
which using dictionaries is prohibited. Through this, it develops your critical thinking skills by
analyzing and interpreting based on your prior knowledge of the unfamiliar words in the sentence or
the sentences that surround those uncommon words.
So, context clues help you to increase your vocabulary skills, reading comprehension, and
become a better reader.
You’ve ever heard the term before or not, you probably use context clues all the time – maybe
without even realizing it.
Now, after relearning and understanding with those explanations about context clues, let us
try to apply your learnings by doing these sets of activities. Never be afraid of
committing mistakes, for it is part of your learning. Enjoy!
Exercise A. Read each question carefully and write the letter of your correct answer in your
notebook. The word you are going to define is underlined.
1. No matter where you go, the Internet is following you. Almost every portable device is made with
an Internet connection. Most new TVs and many other appliances come with Internet connections
as well. The Internet is truly ubiquitous.
If something is ubiquitous, ________________.
a. it is fuzzy and will bite you
c. it costs too much money
b. it is everywhere
d. it causes rashes
2. Speaking rudely to the judges was rash behavior. You really hurt your chances of winning!
In the above context, what does "rash" mean?
a. an itchy skin condition
c. trying to disguise a piece of cheese
b. funny d. with little thought or consideration
3. Some people are always bashing the president just like others bashed the one before him. Wouldn't
you think that everyone could find something to praise him for, at least once in a while?
What does "bashing" mean in the above selection?
a. hitting hard with a heavy tool
c. speaking or writing harshly about
b. going to too many expensive parties
d. voting for a different candidate
4. Wherever he goes, the esteemed Dr. Sanchez is applauded for his life-saving research.
What does "esteemed" mean?
a. held over boiling water
c. unable to chew gum
b. very old
d. greatly admired
5. I believe that if you lower taxes so that people can keep more of the money they earn, it will be an
incentive for them to work harder.
What is the meaning of "incentive"?
a. a reason to do something
c. a tax
b. a small amount of money
d. a good job
Adapted from https://www.warrencountyschools.org
Exercise B. Identify the types of context clues and meaning of each underlined word in the
following sentences. Write the type of context clues on the space provided before each
number and the meaning on the spaces after each sentence. Write your answers directly
in your notebook.
_______ 1. Sam felt remorse, or shame, for his harsh words. ________________
_______ 2. The manager wanted a weekly inspection, which is a methodical examination of all the
equipment. ______________________
_______ 3. The feral cat would not let us pet him, unlike our friendly cat.
_________________________
_______ 4. Pedagogical institutions, including high schools, kindergartens, and colleges, require
community support to function efficiently._______________________
_______ 5. Frances was so famished that people felt sorry for her, and gave her food to eat.
_____________________________
F.
Generalization
Directions: Review the lesson on CONTEXT CLUES. Then write your reflection in your notebook
by completing the statements below.
I have learned that_______________________________________
I have realized that_______________________________________
I will apply_____________________________________________
G. Assessment
Assess what you have learned!
A. Directions: Analyze the highlighted word in each sentence and identify its meaning using context
clues. Do this on your activity notebook.
1. Agatha’s peculiar-looking pet cat made everyone think that it’s from a different dimension. What
does peculiar mean?
a. ugly
b. wild
c. strange
d. angry
2. The conflagration in the Australian outback killed nearly 3 billion animals. Conflagration in this
sentence means?
a. forest fire
b. rally
c. war
d. calamity
3. The citizens were infuriated when they found out that the food supplies were not distributed
equally. When someone is infuriated, he/she is?
a. fearful
b. very angry
c. jealous
d. ungrateful
4. I always get an eerie feeling whenever I pass by that old abandoned house. What does eerie mean?
a. exciting
b. confusing
c. creepy d. fun
5. Karen was crying heavily after our movie date last night. She said the story was poignant.
Poignant means?
a. boring
b. thrilling
c. confusing
d. touching
6. Some girls writhe in pain when their dysmenorrhea attacks. To writhe in pain means?
a. to twist in pain
c. to roll in pain
b. to jump in pain
d. to run in pain
7. You can’t defeat superheroes. They are invincible. When someone is invincible, he/she is?
a. immortal
b. strong
c. unbeatable
d. brave
8. Juan was wrongly incarcerated for 12 years for a crime he did not commit. To be incarcerated is
to be?
a. tortured
b. beaten to death
c. imprisoned
d. hanged
9. The thief skedaddled when he heard the police sirens from afar. What does the highlighted word
mean?
a. jumped
b. ran away
c. froze in fear
d. panicked
10. I was astounded with what I saw when I reached the peak of Mt. Talinis. The scenery was
breathtaking. Astounded means?
a. amazed
b. disappointed
c. afraid
d. depressed
B. Directions: Identify the types of context clues and meaning of each underlined word in the
following sentences. Write the type of context clues on the space provided before
each number and the meaning on the spaces after each sentence. Write your
answers directly in your notebook.
_______ 1. The restaurant ambiance, including its quite music, flowers, and candle light, made it a
perfect pace for Valentines day. ________________
_______ 2. The child’s ability to perform gymnastic was apparent or obvious, at an early
age.______________________
_______ 3. Carla was meticulous with her assignments, unlike her brother Ralph who “scribbled all
over the page”._____________________________
_______ 4. Ricardo is so arrogant. He is always bragging on something_______________
_______ 5. All animals share the same vital needs, such as food, water and
shelter.________________________
H. Additional
Activities for
Application
or
remediation
if Needed
ADDITIONAL ACTIVITY:
Awesome! You have done a great job! Finally, you have improved your context clues skills
and be able to apply all your learnings not only in your English classes but also to other subject areas
that are necessary for you to use. You have also increased your vocabulary and have developed your
reading comprehension skills. To achieve your full potential of using context clues, keep on reading,
and practice these skills always.
For the last stretch, you are going to create a brochure about local cultures in the Philippines.
With all your knowledge about context clues, apply those insights as you write and design your
brochure. Don’t forget to show your creative skills in making your brochure. Enjoy and good luck!
DIRECTIONS: As you create your brochure, you can choose one aspect of Philippine cultures to
focus on. Meanwhile, here are the following aspects of Philippine cultures you can
choose from:
a. Foods
b. Values
c. Celebrations
d. Family
e. Language
f. Clothing
(Use the rubric reflected in module 1 for the specific activity as your guide.)
IV. REMARKS
V. REFLECTIONS
A.
No.of
learners who
learned 80% on
the formative
assessment
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:
MARISSA J. BERON
Checked by;
RICARDO L. DE GUZMAN
Principal 1