Republic of the Philippines

Department of Education
Region I
PANGASINAN SCHOOLS DIVISION OFFICE
SAN NICOLAS NATIONAL HIGH SCHOOL
San Nicolas, Pangasinan

TEACHER: Napoleon Mikki P. Aquino LEARNING AREA: English

TEACHING DATES: November 6, 2023 QUARTER: 2nd Quarter
GRADE LEVEL: 9

Competency: EN9RC-IIa-3.2.7: Compare and contrast similar information presented in different

texts.

I. Objectives
At the end of the lesson, students should be able to:
a) define context clues.
b) determine the different types of context clues.
c) understand the usage and importance of context clues.
d) identify what context clues were used in a sentence.

II. Subject Matter

Topic: “Context Clues”
Materials: PowerPoint, Projector, Book, Laptop, Speaker
Reference: A Journey Through Anglo-American Literature – Grade 9
https://www.cpp.edu/ramp/program-materials/context-clues.shtml
https://yourthriftycoteacher.com/5-types-of-context-clues/

III. Learning Procedure

A. Preliminaries
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Review
6. GAD Integration
The children has the right to a quality education.

B. Development of the lesson

1. Motivation:
The teacher will show a series of sentence and the students will try to
answer the questions from the given choices.
 Fit the right word for the given sentences.
Choices: Little, Tiny, Shouted, Cheered, and Top

1. Look how ____ that cat is! I think that is the smallest cat I’ve ever seen!
2. The crowd ____ as their favorite team entered the football field.
3. Thomas went to the ____ of the mountain, and because it was so high, he
had to take a tank of oxygen with him.

2. Lesson Proper/Discussion:
The teacher will present the topic through PowerPoint Presentation and
will proceed with the discussion about context clues.

3. Abstraction

Context Clues
Context clues are hints that the author gives to help define a difficult
or unusual word. The clue may appear within the same sentence as the word
to which it refers, or it may follow in a preceding sentence.
In short, Context clues are particular words or phrases in writing that will
shed light on the meaning of certain words.

TYPES OF CONTEXT CLUES

1. INFERENCE - When a reader comes to a word they do not know, they can
make an inference (educated guess). This means, the reader uses prior
knowledge and experience and weaves it in with clues the author is providing.

While this is the first context clue in the acronym, I inform students that it is
actually the last one we should depend on since authors will usually try to
provide some other support for us in the text (especially in nonfiction text)
 Example: My dad drinks a cup of joe every morning to help him wake up. He
adds a little cream and half a teaspoon of sugar.

In order to infer that a cup of joe is coffee, a reader would need to know at
least one of a few things.

1. Many adults like to drink coffee in the morning.

2. People drink coffee to help them wake up or become more alert.
3. Coffee drinkers sometimes add cream and sugar to their coffee.

2. DEFINITION - This context clue is pretty straightforward. The author either

knows that many readers will not know the meaning, or the author wants to make
sure the reader knows the meaning of the word because it is important to the text.
Authors mostly use this technique in nonfiction texts.

The definition of the word can be shown in different ways.

One way is having the definition come right after the word with the use of commas
or dashes.

Example:

 The paleontologist, a scientist who studies the remains of living organisms,

spent a month at the site.
 The paleontologist – a scientist who studies the remains of living organisms –
spent a month at the site.

Another way the author can provide the definition is by using an entire sentence
that is dedicated to telling the meaning of the word.

Example:

 Fossils are the preserved remains of plants and animals.

In the examples above, you can see that the author provides the definition for
the reader.

3. EXAMPLE - This context clue takes a little bit of detective work. (At least,
that is what I tell my readers.) The author provides an example (or examples) to
help the reader determine the meaning of the word.

Example:

 The sun, stars, and the moon are celestial bodies.

 In the example above, the author provides examples known to the reader to
help them understand the term.

4. ANTONYM- Authors sometimes provide the reader with words that have the
opposite meaning of the unknown word.

While not always the case, many times the author will use phrases that will
clue the reader that an antonym is coming such as: however, unlike, in contrast,
while...

Example:

 The industrious server made a lot of money off of tips from his customers while
the lazy servers went home with just a few dollars.

You can see in the example above that the author uses the word lazy as a
contrast to the word industrious. This helps the reader understand the meaning of
the word industrious.

5. SYNONYM - This context clue provides the reader with words that have the
same meaning as the unknown word.

The synonym of the word can be shown in a couple of ways. Sometimes the word
can be found as a restated sentence that emphasizes what was previously said.

Example:

 The new girl was aloof. She seemed uninterested and unsociable.

In the sentence above, the words uninterested and unsociable are synonyms to
the word aloof. Since it is likely that the reader will know the
words uninterested and unsociable, the author uses them to define the
word aloof.

Other times, the author may include synonyms near the word. In many
cases, the word “or” is used.

Example:

 The new girl was aloof, or unsociable.

This form of incorporating a synonym keeps the writing concise.

 IMPORTANCE OF CONTEXT CLUES
It helps students understand the meaning of an unfamiliar and/or challenging
word.

4. Generalization:
The teacher will ask question to the students:
 What is context clue?
 What are different types of context clues?
 Why are context clues important?

5. Application:

Identify which of the five types of clues is used.

EXAMPLE1. Pedagogical institutions, including high schools, kindergartens, and
colleges, require community support to function efficiently.
SYNONYM 2. The girl was churlish – rude, sullen, and ill-mannered.
ANTONYM 3. The industrious server made a lot of money off tips from his
customers while the lazy servers went home with just a few dollars.
DEFINITION 4. An ophthalmologist is a medical or osteopathic doctor who
specializes in eye and vision care.
INFERENCE 5. She smiled politely, but her eyes were cold and distant

IV. Evaluation
I. Answer the following by choosing the correct letter. 2 points each
1."But these flakes rarely make it to the ground."
What choice means the same as rarely?
a. hardly ever
b. Often
c. Sometimes
2."Taffy walked proudly into yard" what does proudly mean in the sentence?
a. Very shy
b. Very quick
c. Very pleased
3."Many seahorses live in tropical areas where the water is always warm."
What does the word tropical mean in the sentence?
a. A place that is very hot and often damp
b. A place that gets cold during parts of the year
c. A place off the coast of Alaska where seahorse breed.
4." Digging around in the treasure box, I uncovered a ball of twine.
What does uncovered mean in the sentence?
a. found
b. Buried
c. threw out.
5."Other stargazers and astronomers gaze through telescopes.
"What does the word gaze mean?
a. Study
b. Count
c. Look

V. Assignment: For tomorrow’s lesson search, read or listen to the poem/song called
“Auld Lang Syne”. In ½ crosswise sheet of paper make a short reflection about the
poem/song.

Prepared by: Approved by:

NAPOLEON MIKKI P. AQUINO JAYSON L. LUARCA

Student Teacher Head Teacher III, English Department

Checked by: Noted by:

JANICE P. BALOCA PHOEBE F. KAGAOAN

Cooperating Teacher Principal IV