Republic of the Philippines

Department of Education
Region VII-Central Visyas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

(DepEd Order 42, s 2016)

Teachers Name: ZU-ANN B. RESTAURO Quarter: 1

Subject and Grade Level: ENGLISH 5 Week: 2
Most General Objective: Specific Objectives: At the end the lesson the learners are expected
Essential to;
Learning
Competency A. Knowledge: To infer the meaning of unfamiliar words using text clues.
- (MELC)
B. Psychomotor: Decode contet clues

C. Affective:

Content Contet Clues

Learning LAS, Q1 WK 1
Resources

Procedures A. Preparation
● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking if the
classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New Normal
classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
● Activating Prior Knowledge:

B. Presentation

 Activity: Begin the lesson by reviewing the concept of context clues and
their importance in understanding unfamiliar words.
 Ask students to provide examples of context clues they have encountered
before.
 Show a short video or read a short story that includes unfamiliar words.
 Engage students in a brief discussion about the importance of
understanding unfamiliar words in order to comprehend the text fully.
  Analysis: Probing Questions/ Guide Questions

 Facilitate a class discussion about the different context clues students

found in the passages.

C. Lesson Proper

Discuss with students the different types of context clues, such as definitions,
synonyms, antonyms, examples, and explanations

D. Problem
What are contet clues?

E. Generalization

Encourage students to discuss and share their findings with the class.

F. Evaluation

1. Multiple-choice question: Which type of context clue provides a word or phrase

that has the same or similar meaning as the unfamiliar word? a) Definition b)
Synonym c) Antonym d) Example
2. True or false: Context clues are not important for understanding unfamiliar
words. Answer: False
3. Fill in the blank: The word "abundant" means _______. Answer: plentiful
4. Match the type of context clue with its description: a) Definition - provides the
meaning of the unfamiliar word directly. b) Synonym - gives a word or phrase
that has the same or similar meaning as the unfamiliar word. c) Antonym -
provides a word or phrase that has the opposite meaning of the unfamiliar word.
d) Example - offers specific examples or instances that help understand the
unfamiliar word. Answer: a) Definition, b) Synonym, c) Antonym, d) Example
5. Explain why it is important to infer the meaning of unfamiliar words using
context clues. Answer: It helps us understand the overall meaning of the text and
enhances our reading comprehension.

G. Closing

Ask students to write a short paragraph explaining how they used context clues
to understand the unfamiliar words.

Remarks

Reflection

Prepared by:

ZU-ANN B. RESTAURO
 ___________________
Subject Teacher

Interactive Activities:

1. Context Clue Scavenger Hunt:

 Create a list of unfamiliar words, along with short passages or sentences that contain context
clues for each word.
 Hide the passages or sentences around the classroom or school premises.
 Divide students into teams and provide each team with the list of unfamiliar words.
 Instruct the teams to search for the hidden passages or sentences and match them to the
corresponding unfamiliar words, using the context clues to infer their meanings.
 The team that correctly matches the most passages or sentences with the unfamiliar words
wins.

2. Context Clue Relay Race:

 Prepare a set of flashcards with unfamiliar words written on them.

 Divide students into two or more teams and form relay race lines.
 Place the flashcards at the end of each line.
 When the race starts, the first student in each line runs to the flashcards, reads the unfamiliar
word, and runs back to their team.
 The student then shares the unfamiliar word with their team and together they infer the
meaning using context clues.
 Once the team has correctly inferred the meaning, the next student in line runs to the
flashcards and repeats the process.
 The first team to correctly infer the meanings of all the unfamiliar words wins.

3. Context Clue Charades:

 Write a list of unfamiliar words on separate slips of paper and place them in a container.
 Divide students into two teams.
 One student from each team takes turns drawing a slip of paper and acting out the meaning
of the word without speaking.
 The rest of the team members must try to guess the word and explain the context clues they
used to infer its meaning.
 The team that correctly infers the most meanings wins.