Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN
Balabac National High School
Balabac, Palawan

School: BALABAC NATIONAL HIGH SCHOOL Grade Level: 8-Emerald

DETAILED LESSON
PLAN Teacher: CHEAN F. PADILLA Subject: English
Quarter: First Quarter Teaching Dates and Time: 7:30-8:30

I. OBJECTIVES.
 Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading
styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
agreement.
 Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using
the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
 Learning Competencies Summarize key information from a text (EN6OL-IVj-3.6)

 Objectives Write the LC 1. Identify the different types of context clues;

code for each 2. use context clues to get the meaning of unfamiliar words;
3. appreciate the importance of context clues through varied activities.
II. CONTENT Noting Context Clues

III. LEARNING RESOURCES

A. References
[Link]’s Guide
pages
 2. Learner’s Materials Modules

3. Textbook pages
4. Additional Materials CLAS Quarter 1 Week 3
from Learning Resource [Link]
[Link]
(LR) Portal Laptop, Projector, Manila Paper, Pentel Pen, Chalk, Sample objects, handouts, activity
sheets

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

PRELIMINARY ACTIVITES  Opening Prayer

Everybody, bow your head and let us pray. (Students are praying)

 Greetings
Good morning class! How are you today? Good morning ma’am! We’re great.
It’s nice to say today ma’am.
 Classroom Management
Please read our house rules Pavi. CLASSROOM RULES:
1. Respect your teacher and your classmates.
2. Listen Attentively while teacher is discussing the topic.
3. Raise your hand if you have questions or if you want to answer.
4. Participate in all classroom activities.
 Checking of attendance
No, ma’am.
Is anyone who absent today?
I am glad that most of you are present today!
 MOL (Mode of Learning)
o Quotation of the day
o Word of the day (Vocabularist)
o Daily Dose (bible verse recital)
o, class can you still remember what was (The student will follow the instructions)
A. Reviewing previous lesson our topic yesterday?
or presenting the new lesson. Very good. I’m glad you can still recall our
 previous lesson. Now, we will proceed to
our next lesson but before that we will have
first an activity

Before we go further to our next topic, let us first review our

topic last time.

Anyone can tell me what was topic our last time?

B. Establishing the purpose of Before we start our new lesson let me present first our
the lesson. ( minutes) objectives in this lesson. Please read. At the end of this lesson you will be able to do the following:
1. Identify the different types of context clues;
2. use context clues to get the meaning of unfamiliar words;
3. appreciate the importance of context clues through varied activities.

Thank you!
Activity # 1: GUESS THE RIDDLE

Let’s have a game

Directions: The whole class is divided in two groups; each
group will guess the five (5) riddle that the teacher ask.
The group that answered many riddles will be the winner!
Yes ma’am!
Are you all ready and excited class?
1. What goes up but never comes down? Answer: Your age
2. I’m tall when I’m young, and I’m short when I’m old. What Answer: A candle
am I?
3. What is full of holes but still holds water? Answer: A sponge
4. What is always in front of you but can’t be seen? Answer: A future
5. What can you break, even if you never pick it up or touch it? Answer: A promise

How do you feel answering riddles? Do you find it difficult or Challenging ma’am
an challenging one?
Very good class! I hope you enjoy our game!
C. Presenting Activity # 2: READ ME OUT LOUD!
examples/instances of the new The Students will read the poem together and answer the
lesson. questions that follow.
CONTEXT CLUES
By: Maribel Azote Cabalan – Buco
 Tick tock, tick tock, I am stuck!
How can I unlock? How can I unlock?
When unfamiliar words are the ones that block!
Strategize, strategize, vocabulary wise!
Familiarize, familiarize, the words that arise
Hints here, signals there, clues are everywhere
Categorize, conceptualize, and then contextualize
Context clues are the ones that guide.
Questions:
1. What can you say about the poem?
2. What are the words that we can incorporate to The poem is about the context clues and on how to get meaning using it.
context clue that we can see in the poem? Hints, Signals, and Clues.

With that, I guess you already have an idea what will be our Yes ma’am. It’s about Context Clue.
discussion this morning class.

Now, let us know what Context Clue is. Please read its Context clues – are words that appear in sentences to help understand the
Definition Eunice. meanings of difficult words.

There are different types of Context clues:

1. by Definition
 The unfamiliar word is defined in a sentence
Example:
Science is an application of knowledge and understanding of
the natural following systematic methodology based on
evidence.

2. by synonym
A similar word is placed in the same sentence to know the
meaning of the unfamiliar word.

 It is common for Filipinos to feel compassion or pity for the

suffering of their fellowmen.
3. by Antonym
An opposite word is place in the same sentence
 Among the sibling of thin body structure, Isabel is the only
one who is portly.
4. by Comparison
A similar word with the same meaning of the unfamiliar word
 is place with an object to be compared.
 The stench of the garbage was like the smell of the rotten
fish.
5. by Example
Samples are provided in the sentence to understand the
meaning of the unfamiliar word.
 In the ancient time, some of our forefathers believed in
amulets, such as pearl of the crocodile, pearl of the ax,
bullet necklace, and bags of herbs to protect them from
harm.

6. by Explanation
The description is given to understand the meaning of the
unfamiliar word.
 Matteo had few infractions of the house rules that you
should have done as part of his responsibilities.
7. by Cause and Effect
The meaning of the difficult word depends on the cause and
effect relationship of other words as express in the sentence.
 Since only a few followed the wearing of face mask, it was
made mandatory by the government.
8. by list or series of clues
To understand the meaning of the unknown word, it is included
in the series of words given in a sentence.
After the program, the rubbish left were a souvenir programs,
flyers, leaflets plastics bottles, and 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.
When one shows belligerence, harsh words, disruptive actions,
and offensive behaviour can be observed.

D. Discussing new concepts Activity # ___

and practicing new skills # 1 The teacher will ask the students to read the short essay below
(10 minutes) titled “Why Sinigang” by Doreen G. Fernadez. Why Sinigang?
by Doreen G. Fernadez.

Rather than the overworked adobo (so identified as Philippine stew in

foreign cook books). Sinigang seems to me the dish most representative of
Filipino taste will like the likely boiled, the slightly soured, the dish that
 includes fish (or shrimp or meat) vegetables and broth.
It is adaptable to all taste (if you don’t like shrimp, then bangus, or pork) to
all classes at budgets (even ayungin, in humble little piles, find their way into
the pot) and to seasons and availability (walang talong, mahal ang gabi,
kangkong nalang.) but why does sinigang find its way to bare dulang, to
formica-topped restaurant booth, to gleaming ilutrado table? Why does one
like anything at all? How is a people’s taste shaped? But

E. Discussing new
concepts and practicing
new skills #2 10 minutes

Students follow instruction

F. Developing Mastery (Leads Group Activity

to formative Assessment)
(10 minutes)
G. Finding practical
applications of
concepts and skills in daily Differentiated approach
living

H. Making generalizations Why does the context clues very important?

and abstractions about
the lesson

I. Evaluating Learning
(4 minutes)

J. Additional for application or

remediation Assignment

V. REMARKS

[Link]
A. Number of students who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? Number of learners
who have caught up with the
lesson.
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
[Link] difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
use with other teachers?