Lesson Plan in English (2 Year - Secondary/ 1 Quarter) : Ctoxent Luecs

Lesson Plan in English (2nd Year – Secondary/ 1st Quarter)
Prepared by: Hambert Atip Malenab
Duration: 30 minutes
Curriculum Guide code: EN8VC-Ia-8
I. Objectives
After several activities, Grade 8 students will be able to accomplish the following with 75%
proficiency:
a. give meaning to what context clues are;

b. catalogue and classify types of context clues and it’s intended purpose and use it in a
relfection exercise in the communication process of the English language;
c. apply strategies to identify unknown words using context clues and use it in a dialogue
with a classmate in a coversational drill.
II. Subject Matter

“CONTEXT CLUES”
Materials
 Sample sentences to apply comprehension strategies, Cartolina paper, Highlighters
Key Vocabulary
 Context clues, Synonym, Antonym, Inference
Values
 To develop genuine intellectual understanding and love in using contextual words
and in dropping clues to give meaning and understanding when communicating.
III. Procedure
a. Routine – Prayer, Attendance

b. Motivation- a video clip about dreams will be played
Guide question: “How do you interpret your dreams?”
c. Unlocking of Difficulties
1. Word Dynamics: Text Twist Color Craze
Directions: Arrange the jumbled words and identify what meaning it corresponds to
by matching the color of the text to the colored “meaning” boxes.
 CTOXENT LUECS
 NOSYYNM
 TOMYNAN
 RENCEFEIN
- are hints that an 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.
- two words that can be interchanged in a context are said to be synonymous relative to
that context
- a word that expresses a meaning opposed to the meaning of another word, in which
case the two words are antonyms of each other
- the reasoning involved in drawing a conclusion or making a logical judgment on the
basis of circumstantial evidence and prior conclusions rather than on the basis of
direct observation
IV. Lesson Proper
1. Explain to students that context clues are pieces of information in the words
or sentences or illustrations that help supply the meaning of the word. Tell
students that what they just did, using the pictures or other words, helped them
figure out the words computer, car, and dog even though they didn’t know
what the words were.
2. Show students the chart and explain each of the following steps, writing each
step on the chart as you go:
a. “Don’t panic.” Don’t let a new word frighten you.
b. “Context.” The words around it will probably help you figure out what
it means.
c. “Pictures?” See if there are pictures that might help you understand it.
d. “Guess it!” Guess the word.
e. “Were you right?” Does the word make sense in your story or
sentence? If it doesn’t make sense look at the clues (your words and
pictures) again. Did you miss something? Read the sentences carefully
to help you figure out the meaning of the word again.
Bloom – Remembering, Understanding
Gardner – Verbal-Linguistic, Visual-Spatial, Logical-Mathematical
3. Give each student a copy “Context Clue”

4. Ask students: “What does the word AFFABLE mean?”
Bloom – Remembering
Gardner – Verbal-Linguistic, Intrapersonal
5. Give students time to read through the sentences or read it aloud to them.
6. Discuss what the word AFFABLE means.

Bloom – Remembering
Gardner – Verbal-Linguistic, Interpersonal
7. Have students reread the sentences and ask students to share with the entire
class “Which pieces of information were most helpful in determining the
meaning of the word AFFABLE?”
Bloom – Remembering, Understanding, Evaluate
Gardner – Verbal-Linguistic, Interpersonal
8. Discuss the different types or classifications of Context Clues which are the Definition,
Synonym, Antonym, Example and Inference.
V. Evaluation
Procedure: Students will be divided into four groups and they will be given Cartolina Papers and Markers.
They have to create and identify the types of context clues, each group will present their final output to
the class ina form of dialogue/conversational skit.They have to assign a speaker to explain their work.
From the output presented, the teacher will rate the groups by checking their answers. The teacher sets the
scoring by making a criteria.
CRITERIA FOR THE GROUP TASKS

1. Creativity - 25%
2. Presentation - 40%
3. Organization - 20%
4. Cooperation – 15%
100%
VI. Generalization
Complete the sentence in your own words:

1. Context clues are essential because…
2. I learned that context clues are…
VII. Valuing
VIII. Assignment:
Create a list of your top 5 favorite Idiomatic expressions from our homeland in a piece of
bond paper.

Lesson Plan in English (2 Year - Secondary/ 1 Quarter) : Ctoxent Luecs

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Lesson Plan in English (2 Year - Secondary/ 1 Quarter) : Ctoxent Luecs

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Lesson Plan in English (2nd Year – Secondary/ 1st Quarter)

Prepared by: Hambert Atip Malenab

Curriculum Guide code: EN8VC-Ia-8

a. give meaning to what context clues are;

II. Subject Matter

a. Routine – Prayer, Attendance

3. Give each student a copy “Context Clue”

6. Discuss what the word AFFABLE means.

CRITERIA FOR THE GROUP TASKS

Complete the sentence in your own words:

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