School: RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level: 8

DAILY
Teacher: CHRISTINE IVY L. SERRANO Learning Area: ENGLISH
LESSON
Teaching Dates and
LOG
Time: August 30-September 2, 2022, 7:30-8:30 Quarter: 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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 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.
A. Program Standard The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

B. Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.

C. Content Standard The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis
– à-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.

D. Performance Standard The learner transfers 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.

E. Learning EN8V-If-6
Competencies/Objectives: Determine the meaning of words and expressions that reflect the local culture by noting context clues.
Write the LC Code for each
At the end of the lesson, the learners should be able to:
1. identify the meaning of words through context clues;
2. give examples of the different types of context clues;
3. express appreciation to local culture; and
4. write a paragraph using one or more types of context clues.
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.
II. CONTENT Noting Context Clues
III. LEARNING Lists 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

Page 1 of 8
 3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
English for 21st Century
Learning (Afro-Asian), p. 13
English 8 Quarter 1 - Module 1: Noting Context Clues
https://www.slideshare.net/karensilvestri/using-context-clues-14530018 ; https://www.mdc.edu/kendall/collegeprep/documents2/context
%20cluesrev8192.pdf
https://www.youtube.com/watch?v=Q_Um3787fSY
https://courses.lumenlearning.com/englishcomp1/chapter/context-clues/
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, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
National Heroes Day Ask the question to the Activity 1: Who Am I? What are the first three How do we find the
student, “What do you do types of context clues? meaning of unfamiliar
The students will guess
when you come upon a words?
what is being described in
word you don’t know?”
the poem, ’A Hop, Skip and
a Jump …’ using context
clues.
A Hop, Skip and a Jump
I'll tell you about
the career that I chose;
it definitely keeps me
on my toes.
I've been practicing since
a very young age.
Now I travel around and
perform on the stage.
I'm graceful and pretty,
but I'm also real strong.
My body is thin
and my legs are quite long.
I often wear pink
and love satin and lace.
Watch me twirl, flit and
flutter
all over the place.
Page 2 of 8
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Find the meaning of words
through context clues.
Study the sentences below.
Take note of the underlined
words. Can you give their
meanings?
1. As a writer, Dr. Jose
Rizal used several
pseudonyms so as not to
reveal his real identity.
2. We should always be
prudent in what we say so
as not to hurt the feelings of
others.
Look at sentence number 1,
what do you think is the
meaning of the word
pseudonyms?
How about in sentence
number 2, what do you think
is the meaning of the word
prudent?
How did you know the
answers? What words
helped you identify the
meanings of those
unfamiliar words?
The words not to reveal
helped you identify the
meaning of pseudonyms in
sentence number 1 while
the words not to hurt helped
you identify the meaning of
prudent in sentence number
2.
These words served as the
clues in the sentences.
Aside from using the
Name the different kinds of
context clues.
The student will watch the
poem the animated
illustration of the poem
‘Jabberwocky’ by Lewis
Carroll.
-What is Jabberwocky?
Approaching any new set of
vocabulary can be
something like reading
“Jabberwocky” for the first
time. By using context
clues, analyzing the
structure of the word, and
breaking out the trusty
dictionary, you’ll soon be
master of a whole new
range of thoughts—and the
words appropriate to
express them.
Name the different kinds of Name the different kinds of
context clues. context clues.
Study the sentences below. The students will participate
Look for the meaning of the in collaborative
underlined word. conversations in small
groups to identify the
1. The stench of the
meaning of the underlined
garbage was like the
words in each sentence.
smell of a rotten fish.
Afterward, they’ll share their
2. In ancient times, some of answer to the class.
our forefathers believed
1. She wanted to impress
in amulets, such as pearl
all her dinner guests with
of the crocodile, pearl of
the food she served, so
the ax, bullet necklace,
she carefully studied the
and bag of herbs to
necessary culinary arts.
protect them from harm.
2. North American
3. Matthew had few
predators include grizzly
infractions of the house
bears, pumas, wolves,
rules that he should have
and foxes.
done as part of his
responsibilities. 3. The monkey’s vociferous
chatter made me wish I
had earplugs.
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D. Discussing New Concepts and
Practicing New Skills #1
dictionary, another way of
learning the meaning of an
unfamiliar word is through
noting context clues.
Based from the given
examples, what are context
clues?
(Context clues are words
that appear in sentences to
help understand the
meanings of difficult words.)
Context clues are of
different types:
1. by Definition
- the unfamiliar word is
defined in a sentence
Example:
A treasure hunter is a
person who searches for
treasures from sunken
ships and ancient tombs
to obtain valuable relics
and artifacts.
(definition: a person who
searches for treasures)
2. by Synonym
- a similar word is placed
in the same sentence to
know the meaning of the
unfamiliar word
Example:
It is common for
Filipinos to feel
compassion or pity for
the suffering of their
fellowmen.
(synonym: pity)
3. by Antonym
- an opposite word is
placed in the same
sentence
The teacher will the
sentences given above to
help students name the
other types of context clues.
4. by Comparison
- a similar word with the
same meaning of the
unfamiliar word is placed
with an object to be
compared
Example:
The stench of the
garbage was like the
smell of a rotten fish.
(comparison: rotten fish)
5. by Example
- samples are provided in
the sentence to
understand the meaning
of the unfamiliar word
Example:
In ancient times, some of
our forefathers believed
in amulets, such as pearl
of the crocodile, pearl of
the ax, bullet necklace,
and bag of herbs to
protect them from harm.
(example: pearl of the
crocodile, pearl of the ax,
bullet necklace, bag of
Other types of context clues
are:
7. by Cause-Effect
- the meaning of the
difficult word depends on
the cause-effect
relationship of other
words as expressed in
the sentence
Example:
Since only a few
followed the wearing of
face mask, it was made
mandatory by the
government.
(cause: only a few
followed the wearing of
face mask)
8. by List or Series of
clues
- to understand the
meaning of the unknown
word, it is included in a
series of words given in
a sentence
Example:
After the program, the
rubbish left were
souvenir programs,
flyers, leaflets plastic
bottles, and food
wrappings.
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E. Discussing New Concepts and
Practicing New Skills #2
The students will participate
in collaborative
conversations in small
groups to identify the
meaning of the underlined
words in each sentence.
Afterward, they’ll share their
answer to the class.
1. Phobias, such as fear of
heights, water, or confides
spaces, are difficult to
eliminate.
2. The couple finally
secured a table at the
popular, crowded
restaurant.
Example:
Among the siblings of thin
body structure, Isabel is
the only one who is portly.
(antonym: thin)
THINK-PAIR-SHARE
The students will identify the
meaning of the underlined
words in each passage and
the kind of context clues
that they’ve used to find its
meaning.
1. My opponent's argument
is fallacious, misleading
– plain wrong.  and crickets are chiefly
2.  Although some men are
loquacious, others hardly
talk at all.  mistake to wear a dirty t-
3. The patient is so
somnolent that she
requires medication to
herbs)
6. by Explanation
- a description is given to
understand the meaning
of the unfamiliar word
Example:
Matthew had few
infractions of the house
rules that he should have
done as part of his
responsibilities.
(explanation: house rules
that he should have
done)
Determine the meaning of
the underlined words using
the types of context clues
you’ve learned.
1. My brother enthralled by
birds similar to the way
that I am fascinated by
insects.
2. Bats, owls, raccoons,
nocturnal creatures.
3. It would be an egregious
shirt and shabby blue
jeans to a funeral.
4. The manager disliked
(list: souvenir programs,
flyers, leaflets, plastic
bottles, food wrappings)
9. by Inference
- to understand the
meaning of the unknown
word, one has to make a
guess based on the
description given in the
sentence
Example:
When one shows
belligerence, harsh
words, disruptive
actions, and offensive
behaviors can be
observed.
(description: harsh
words, disruptive action,
offensive behavior)
Study the each given
sentences below. Then, find
the meaning of the
underlined words.
1. Rachel’s astonishment
was clear to all when she
opened the door and
everyone yelled “Happy
Birthday.”
2. She told her friend, “I’m
through with blind dates
forever. What a dull
evening! I was bored
every minute. The
conversation was
absolutely vapid.”
3. Piscatorial creatures such
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F. Developing Mastery
(Leads to Formative Assessment 3)
help her stay awake for obsequious behavior, as flounder, salmon, and
more than a short time.  such as fawning and trout, live in the coldest
kowtowing. parts of the ocean.
4. Celestial bodies, such as
the sun, moon, and 5. Television audiences are
stars, are governed by familiar with
predictable laws.  disingenuous ads that
make grand promises.
5. The mountain pass was a
tortuous road, winding
and twisting like a snake
around the trees of the
mountainside.
6. I really don’t appreciate
your duplicity. I expect
you to give me an honest
response from now on.
7. Stella has always
dressed flamboyantly.
I’ve never seen her wear
a dull color.
8. Felipe is a miser. He’s
always been cheap.
The students will answer Determine the meaning of Identify the meaning of the Context Clues Galore
Activity 3-A on page 13. the underlined word using underlined words.
The student will read and
context clues and tell what
1. The movie was packed figure out the meaning of
kind of context clues are
with morbid scenes such each italicized word using
used in each sentence.
as the mother’s death, context clues.
1. Telepathy is defined as the father’s suicide, and
the ability to the accident of the young
communicate information girl.
to another person
2. He was so parsimonious
without the use of any
that he refused to give his
known senses or
own sons the few
communication devices.
pennies they needed to
2. The cheerleader buy pencils for school. It
appeared vapid— truly hurt him to part with
spiritless—as he his money.
delivered his pitiful
3. One can find a collection
performance in front of
of newer cars in the
the stands.
Page 6 of 8

G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV.REMARKS
V. REFLECTION
Learning the meaning of a
word through its use in a
sentence or paragraph is
the most practical way to
build vocabulary, since a
dictionary is not always
available when a reader
encounters an unknown
word.
What are context clues?
Make a short poem using
context clues.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
3. Lions are solitary
creatures that prefer to
hunt alone, but hyenas
are gregarious creatures
that hunt in packs.
Context clues are like keys
used to unlock the world of
unfamiliar words.
What are first 3 types of
context clues?
Give one example of each
type of context clues you’ve
learned today and use them
in a sentence.
affluent section of the
city. You won’t see old
cars in these wealthy
areas.
In finding the meaning of
unfamiliar words we use
context clues, sometimes
we read in between the
lines to their meanings. The
same goes in life, we need
to analyze the unfamiliar
situations we are in to make
wise choices, just like
reading in between the
lines.
How do we find the What are the different types
meaning of unfamiliar words of context clues?
by comparison? By
example? By explanation?
Using the graphic organizer Activity 2: Think of Me
give two examples of each
Filipinos are known for
type of context clues.
being strong in facing
challenges. They don’t
simply give up.
Write a paragraph about
how you face your greatest
challenges using one or
more types of context clues.
Page 7 of 8
 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

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 work

well? Why did these works?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:

CHRISTINE IVY L. SERRANO

Teacher I
Reviewed/Checked by:

RONNIE N. NAVARRETE
Principal IV

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