DEPARTMENT OF EDUCATION
Region XI
DAILY LESSON PLAN
GRADES
1-12
DAILY
LESSON
LOG
SCHOOL
TEACHER
TEACHING
DATE
DON JULIAN
RODRIGUEZ
SR.
ELEMENTARY
SCHOOL
CHERRY JOY
M. CABELLA
November
15, 2021
GRADE
LEVEL
IV
LEARNING
AREA
QUARTER
ENGLISH
II
I.
LEARNING OBJECTIVES
GRADE LEVEL
The learner listens critically to various text types and expresses ideas
STANDARD
accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet every day needs; and
reads independently and gets relevant information from various text
types.
LEARNING COMPETENCY EN4V-Ia-31- Use context clues to find meaning of unfamiliar words:
definition, exemplification
SPECIFIC LEARNING
At the end of the 60 minutes, I can:
OUTCOMES/OBJECTIVES
a. decode meanings of unfamiliar words using context
clues,
b. recognize hints such as definition and exemplification
to find the meaning of the unfamiliar words,
c. apply strategies to identify unknown words using
context clues, and
d. appreciate the importance of context clues in
identifying unfamiliar words.
II.
LEARNING CONTENT
TOPIC
Context Clues
REFERENCES
K to 12 English Curriculum Guide/MELCS
MATERIALS
Pictures, visual aids, work sheet, manila paper, slides
SUBJECT INTEGRATION
Science
VALUES FOCUS
Cooperation
III.
LEARNING PROCEDURES
A. PRELIMINARIES
> Prayer
> Greetings
> Checking of Attendance
> Classroom Management
B. REVIEW
The students will answer the following questions.
 Do you still remember the lesson that we had yesterday? What
is it all about?
 What are the resources that we can use to find the meaning of
words?
Showing some pictures:
online sources
C. MOTIVATION
dictionary
thesaurus
Where do I belong?
DIRECTIONS: The teacher will post a T-chart on the board. The first
column will be “Disease” and on the other side is “Health”. After that,
the teacher will show 6 words then the students will say if this word is
under disease or health.
D. ACTIVITY
DISEASE
HEALTH
Sickness
Infection
Disorder
Fitness
Well-being
Energy
Where I am?
DIRECTIONS: The teacher will put some words to the selected chairs
of the students. Then, the students will look under their armchair if
they are the lucky student who gets the hidden word. If they are, they
need to answer the activity on the board using the word that they
have.
1. A ________ is defined as a disease that spreads in the whole
country or to another one. pandemic
2.__________, such as Facebook and Twitter are networking sites.
social media
3. The government assured the public that the food supply is
__________, that is, adequate for all. sufficient
4. Bella and Marie are _________ since they were young. Included
in their circle of friends are John and Mark too. acquaintances
5. Mrs. Santos received a mark of __________ for her research work.
She is known as an outstanding teacher. distinction
E. ANALYSIS
F. ABSTRACTION
The students will answer the following questions:
 Were you able to get the meaning of the unfamiliar word
correctly?
 Is it easy to identify unfamiliar word?
 What strategies did you use to know the definition of the
words?
The students will be given sets of definitions. They will identity
which sets of definitions corresponds to the types of context
clues. They will also give examples after the consolidation of
ideas.
Context clues are hints that are found in the sentence or paragraph
that will help you understand an unfamiliar/unknown word.
Sometimes, the clues contain definition/meaning or provides
illustration/examples that refer to the unfamiliar word.
Two types of Context Clues:
CONTEXT CLUES - DEFINITION
•The meaning of the unfamiliar word is obviously given to the reader
in the sentence or passage.
Look for these clues or “signal words” in sentences that has a
definition context clue:
• that is
• is/are known
• is defined as
• means
• refers to
Example:
Propene is an unfamiliar word but as you read the sentence, the
meaning of the word was defined in the succeeding words or phrases.
Now we learn that propene is a colorless gas, a chemical. In this
example, the clue (colorless gas) is the definition of the unknown
word.
CONTEXT CLUES - EXEMPLIFICATION
• The meaning of the unfamiliar word is given by giving examples,
descriptions or illustrations.
Look for these clues or “signal words” in sentences that has an
exemplification context clue:
• for example
• for instance
• including
• such as
• specifically
• to illustrate
Example:
If you are wondering what a medical mask is, an example or
descriptions were given within the sentence or paragraph. Phrases
like soft material and covering for nose and mouth will give you a clear
picture what the object looks like. Giving an illustration of the
unfamiliar word is called exemplification.
G. ASSESSMENT:
Brainstorming!
DIRECTIONS:
The class will be divided into four groups, and each group has
a short story worksheet entitled “The Water Cycle”, a Manila
paper, and a rubric. The students will make a graphic
organizer showing the words and its clue the strategies should
apply to identify unknown words using context clues.
Each group will form a circle, and they need to choose your
leader. All the leaders will come in front to get the materials
that they need. They will write their answers on a Manila paper,
and they only have 5 minutes to finish it.
When the time is up, each group should paste the output on
the board, and the teacher will choose a reporter for the group.
The first reporter would be group 1, followed by group 2, next
group 3, and the last reporter would be group 4. Each group
will be graded using the scoring rubric.
Here are the groupings:
 Row 1- group 1
 Row 2- group 2
 Row 3- group 3
 Row 4- group 4
IV.
EVALUATION
DIRECTIONS: Give the meaning of the underlined word based on the context clue found in the
sentence. Choose the letter of the correct answer. Write it on a 1 whole sheet of paper.
1. Although the hair is part of the body, cutting or removing it for
instance is beneficial. It is even helpful and considered harmless.
a. helpful and harmless
b. cutting or removing
c. part of the body
2. Because of the increasing number of people getting sick, the
government asked the citizens, or people living in the area, to stay
home.
a. sick
b. people living in the area
c. government
3. Reptiles, such as turtles, crocodiles and snakes are cold-blooded
animals.
a. dangerous animals
b. pets
c. animals covered in special skin
4. The farmers harvested their crops, specifically corn, wheat and rice to
prepare for the next planting season.
a. tools
b. plants
c. kinds of soil
5. The people prepared for the coming of typhoon Rolly but still their
houses were ruined. The roofs were blown away, and the walls were
bent.
a. destroyed
b. wood and cement
c. scary
6. Improvement in infrastructure, like buildings, roads and dams, is a
sign of progress.
a. progress and development
b. facilities and utilities
c. government officials
7. The little boy answered in a soft voice and his eyes showed
seriousness full of sincerity.
a. happiness
b. seriousness
c. tears
8. The WHO defines health as complete physical, mental and social wellbeing. It is not merely the absence of any disease.
a. disease
b. complete well-being
c. happy and strong
9. The government mandated and directed the public by law to go out
only for essential travel.
a. directed by law
b. essential travel
c. government
10.The volunteers might experience heavy precipitation, including rain,
sleet and snow.
a. liquid falling from the sky
b. nature
c. typhoon
V.
SYNTHESIS
The students will answer the question:
 What is the importance of context clues?
Context clues are hints of information that help us figure out the meaning of unfamiliar words.
Context clues are hugely important because their comprehension and effective usage leads
to academic success. They can increase the child's vocabulary, reading comprehension, and
make children better readers.
REMARKS:
REFLECTION:
A. NO. OF LEARNERS WHO
EARNED 80% OF THE
EVALUATION
B. NO. OF LEARNERS WHO
REQUIRED ADDITIONAL
ACTIVITIES FOR
REMEDIATION
(STUDENTS WHO GOT
BELOW 80%)
C. DID THE REMEDIAL
LESSON WORK? NO. OF
STUDENTS WHO HAVE
CAUGHT UP WITH THE
LESSON
D. NO. OF LEARNERS WHO
REQUIRE MORE
REMEDIATION
Prepared By:
CHERRY JOY M. CABELLA
TEACHER I