Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
Division of Cagayan de Oro City
TUMPAGON NATIONAL HIGH SCHOOL
TUMPAGON, CAGAYAN DE ORO CITY

LESSON PLAN
Teacher MARJORY A. DULANAS Grade Level: 8
:
Position: Teacher I Learning Area: ENGLISH
Quarter: 4th Quarter School Year: SY 2022-2023

I. OBJECTIVES

A. Content Standards

The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text
types; sources, reality, fantasy, and opinion in listening and viewing materials; word
decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standards

The learner transfers learning by composing a variety of journalistic texts, the

content of which may be used in composing and delivering a memorized oral speech
featuring use of properly acknowledged in formation sources, grammatical signals for
opinion-making, persuasion and emphasis and appropriate prosodic features, stance
and behavior.

C. Learning Competencies

The learner determines the meaning of words and expressions by noting context
clues.

Arrive at meanings through context clues (EN8V-IIIf12.3); Use various strategies

in decoding the meaning of words (EN8Va-15)

D. Objectives:
At the end of the lesson, students are expected to:
A. define context clues;
B. determine the meaning of the underlined words using context clues and identify
what types of context clues are used;
C. apply strategies to identify unknown words using context clues

II. CONTENT

Lesson: CONTEXT CLUES

III. LEARNING RESOURCES

1. Grade 8 Self-Learning Module

2. https://www.thoughtco.com/four-types-of-context-clues-3211721
3. PowerPoint, teacher-made
IV.PROCEDURES

Preliminary Activities
1. Organization
2. Prayer
3. Checking of Attendance
4. Motivation

ACTIVITY

Directions: The teacher will post the jumbled letters on the board. Each group will choose 3
representatives to arrange the to form the mixed-up words in order to discover the lesson of
the day.
Jumbled word: NOCXETT EUSCL
Answer: (CONTEXT CLUES)

Context Clues are hints that an author gives to help define a difficult or unfamiliar word.

QUESTIONS

1. When you are reading a book or a particular story and you have encountered a very
difficult word which is hard to understand, what do you usually do?
2. What if those things are not available?

Long time ago, in a beautiful land of Barangay Kapatagan, Digos City, the animals there
could talk. Among them was one naughty dog. His duplicity made him unlikable. A lot of
animals said, his dishonesty made him unreliable and unbelievable.

Answer the following questions:

1. In this selection, the word duplicity means:
A. loyal B. reliable C. dishonesty D. believable

2. The words duplicity and dishonesty are __________.

A. Antonym B. Synonym C. Definition D. Explanation

3. What is synonym?
A. similar words B. opposite C. different sounds D. the same sounds

4. How did you discover the meaning of duplicity?

A. looking a clue B. using a dictionary C. asking a friend D. searching on the internet

5. What do you call that clue / hint that helps you understand the unfamiliar word?
A. Word Clue B. Dictionary Clue C. Context Clue D. Vocabulary Clue

LESSON PROPER
There are at least four kinds of context clues that are quite common:

1. EXPLANATION - a description is given to understand the meaning of the unfamiliar word.

EXAMPLE: Something in the refrigerator is so putrid, a wave of odor wafted out when we
opened the door.

2. DEFINITION - the unfamiliar word is defined in a sentence.

EXAMPLE: Diane was lethargic; she did not have the energy to get out of bed.

3. 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.

4. ANTONYM - an opposite word is placed in the same sentence

EXAMPLE: Peter is gregarious, unlike his brother who is quiet and shy.
ACTIVITY
Directions: Determine the meaning of words by noting context clues.

1. The students are asked by their math teacher to use a soft pliable ruler in measuring the
length and width of the table, because it is easy to bend. In this sentence, the word pliable
means:
A. hard B. solid C. rough D. bendable

2. Bansalan has a lot of beautiful rivers. Last year we visited the place and enjoyed them.
After swimming in a cold water, my saturated, thoroughly wet, dripping daughter ran in the
house. In this sentence, the word saturated means:
A. old B. wet C. dirty D. smelly

3. My family is planning a picnic for today. It is sunny and warm outside. It will be anidyllic
day – not perfect for a picnic. In this sentence, the word idyllic means:
A. bad B. unsure C. perfect D. flawed

4. When I was a kid, my mother used to tell me a story about hideous monster. I did not
like to listen because the monster’s face I imagined was scary. In this sentence, the word
hideous means:
A. scary B. funny C. lovely D. beautiful

5. The landscape of Soong offers the vines, shrubs, fields, forests, and trees. It is a beautiful
scenery. In this sentence, the word landscape means:
A. plaza B. scenery C. condition D. environment

ANALYSIS
1. Do you find context clues helpful? Yes or No
2. How helpful context clues in reading and in our daily lives?

ABSTRACTION
1. What is context clue? Context clues are hints that an author gives to help define a difficult
or unfamiliar word.
2.What are the four common types of context clues being discussed?
3. Who can differentiate them?

APPLICATION
Read the paragraph below and choose the appropriate meaning of the underlined word in
the parentheses. Write your answer on your paper.

THE GREENERY
The landscape (plaza, view of a scenery, environment) offers the vines, shrubs, fields,
forests and trees from which comes the galaxy of gulay (collection of things, offering, array)
with which we are blest all year round. “Back home,” an American friend commented. “All
we use from day to day are peas, carrots, potatoes, cabbage, and very few others.” The
dietarily uninhibited Filipino, on the other hand, recognizes the succulence (fleshiness,
decayed, rumpled) of roots (gabi, ube, kamote): the delicacy ( sensible, dainty, pleasing to
eat) of flavor of leaves (pechay, dahong bawang, kintsay, pako, malunggay) and tendrils
(talbos ng ampalaya, kalabasa, sayote); the bounty of fruits not only upo and kalabasa,
talong and ampalaya, but also desserts ( sweet dish, treat,) like langka and banana, which
double as vegetables; and the excitement of flowers like katuray and kalabasa.

ASSIGNMENT
Directions: Look for any reading materials available at home. You need to write at least two
sentences with two unfamiliar words in each type of context clue. Write it on your English
notebook.
Prepared by: Noted:

MARJORY A. DULANAS KAREEN J. AGCOPRA

Teacher I School Head