5

SAMPLE
SCRIPT LESSON
IN ENGLISH

QUARTER 1
 LESSON SCRIPT IN ENGLISH 5 FOR CATCH-UP FRIDAYS

WEEK 1 DAY 5 DATE:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner demonstrates an understanding that words are
A. Content
composed of different parts and their meaning changes
Standards
depending on context.
B. Performance The learner uses strategies to decode the meaning of words in
Standards context.
C. Learning
Competencie Infer the meaning of unfamiliar words using context clues
s
● Apply context clues to infer the meaning of unfamiliar
D. Learning words in a story
Objectives ● Note important details of the story

● Relate one’s experiences to the story

II. CONTENT
A. Subject Applying Context Clues to Infer the Meaning of Unfamiliar
Matter Words in a Story
B. Area for
Reading
Integration
● Positive and Negative Peace

C. Theme ● Respect for Life

● Prevention and Control of Diseases due to Contaminated

Food or Water
● Cooperation
D. Key Concept ● Living in Harmony
for
Integration ● Respect for the Environment

● Community Health (Basic Hygiene Practices)

III. LEARNING RESOURCES
Self-Learning Module in English 5, Quarter 1, Module 2, Lesson
A. References 1: Inferring the Meaning of Compound Words using Context
Clues, p. 5
B. Other
Learning Worksheets, printed copies of the story, slide decks, laptop
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher: Good morning class! Today, we are going to read a
Knowledge story about a village and the problem it resolved. But before we
(5 minutes) dive into the story, let's take some time to activate our prior
knowledge first. This means we will think about what we already
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know that can help us understand the story better. We're going
to do a "Think-Pair-Share" activity.

Teacher: First, I want you to think about a time when you

helped solve a problem either at home, at school, or in your
community. Maybe it was helping to clean up a mess, being
kind to someone who was feeling down, or working together with
others to make something better. Close your eyes for a moment
and think about that time. (Pause for a few seconds.)

Teacher: Now, I want you to turn to the person next to you and
share your story with him/her. Take turns listening to each
other's experiences. I'll give you a few minutes for this part.
Ready? Go ahead and share. (Allow learners a few minutes to
share their experiences with their partners.)

Teacher: (After a few minutes) Okay, everyone, let's come back

together. Who would like to share their story with the whole
class? Raise your hand if you’d like to tell us about a time you
helped solve a problem. (Encourage a few learners to share their
stories with the class. Praise their efforts and highlight the themes
of teamwork, problem-solving, and caring for others.)

Teacher: Thank you all for sharing those wonderful stories. It's
amazing to hear how you have all worked to make things better
in your own ways.

Teacher: Now, in our story we are about to read, the villagers

face a big problem. They have to figure out the cause of the
problem and how to fix it. They work together, just like many of
you did in your stories. As we read, think about the ways the
villagers solve their problems and how they take care of each
other and their environment.

Teacher: Are you ready to find out how the villagers solve their
big problem?

(Learners respond enthusiastically.)

Teacher: We’ll do that a little bit later because we will do an

exciting task first.

NOTES TO THE TEACHER: In this lesson part, the teacher uses the Think-Pair-Share strategy
to activate learners' prior knowledge and prepare them for the story they are about to read. They
individually reflect on a time they helped solve a problem, connecting their experiences to the
story's themes. Then, they share their reflections with a partner, promoting collaboration and
communication. Finally, selected learners share their stories with the whole class, fostering a
sense of community and highlighting various problem-solving approaches. This strategy
engages learners, making the story more relevant and meaningful, and sets the stage for the
subsequent deeper comprehension and discussion of the story.
Lesson Teacher: Today, our lesson will enable you to apply text clues to
Purpose/Intention infer the meaning of unfamiliar words in a story, note important
(1 minute) details of the story, and relate one’s experiences to the story.

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 LESSON SCRIPT IN ENGLISH 5 FOR CATCH-UP FRIDAYS

Seems exciting, right?

NOTES TO THE TEACHER: In this lesson part, the teacher provides learners with what they
should know, understand, and be able to do in the lesson. The teacher should clarify, in clear
language, the learning intention for learners, as well as what success will look like.
Lesson Language Teacher: Have you ever come across a word in a story that you
Practice didn’t know and it made the whole sentence hard to understand?
(10 minutes) This can happen to all of us, but there’s a strategy we can use to
figure out these tricky words. It’s called context clues.
Teaching Modeling:
Teacher: Let me explain what context clues are. Context clues
are hints or information given within a sentence or paragraph
that help us understand the meaning of unfamiliar words. These
clues can come in several forms and you have already learned
these in our previous lessons, right? The forms of context clues
are the following. Who can read each?
(Selected learners are called to read.)

1. Synonyms: Sometimes, the text will use a word that

means the same thing as the unfamiliar word.
2. Antonyms: The text might use a word that means the
opposite, which can help us understand what the
unfamiliar word means.
3. Descriptions: There might be details or descriptions in the
text that give us a better idea of what the word means.
4. Explanations: Sometimes, the text directly explains what
the word means.
5. Word Parts: Looking at the parts of the word (prefixes,
suffixes, and roots) can also give us clues about its
meaning.

Teacher: Great! Now, let's go through some examples together. I

will use the following sentences for us to analyze.
Example 1:
The chef was known for his culinary expertise, creating dishes
that delighted all who tasted them.

● Unfamiliar Word: culinary

● Inferred Meaning: Culinary relates to cooking or the
kitchen.
● Context Clue: Creating dishes that delighted all who
tasted them

Example 2:
She was meticulous in her artwork, ensuring every detail was
perfect.

● Unfamiliar Word: meticulous

● Inferred Meaning: Meticulous means showing great
attention to detail.
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● Context Clue: Ensuring every detail was perfect

Example 3:
The teacher was elated when she found out that her class had
won the science competition.

● Unfamiliar Word: Elated

● Inferred Meaning: Elated means very happy or joyful
● Context Clue: When she found out that her class had won
the science competition.

Guided Practice:
Now, our goal is to apply context clues to infer the meaning of
unfamiliar words in a story so we can understand them when we
come across them. Let's practice this together with a few
examples from the story.

(Flash each unfamiliar words through a slide deck or write each

on the board.)

Teacher: Let's start with the first unfamiliar word: meadows.

"In the heart of a beautiful countryside, there was a small village
called Harmony Village. The village was surrounded by lush
green meadows, a sparkling river, and tall, majestic mountains."

Teacher: Can anyone tell me what the word meadows might

mean? Look at the context clues around the word. What other
descriptions do we have?

(Encourage learners to raise their hands and share their thoughts.)

Learner: I think meadows might be grassy areas because it says,

"lush green" and it's in the countryside.

Teacher: Excellent! Yes, meadows are grassy fields. The words

"lush green" helps us infer that. Great job using the description
to figure that out!

Teacher: Next, let's look at the word majestic. "The village was
surrounded by lush green meadows, a sparkling river, and tall,
majestic mountains."

Teacher: What do you think majestic means? Think about how

it describes the mountains.

Learner: I think majestic means something very big and

beautiful because the mountains are tall, and they make the
village look nice.

Teacher: That's right! Majestic means something impressive and

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grand. You used the context of the tall mountains to infer that.
Well done!

Teacher: Now, let's move to the word ailment.

"One day, a strange ailment began to spread. People started
getting sick with stomach aches and fevers."

Teacher: Based on the sentence, what do you think ailment

means? Look at what happens to the people.

Learner: It looks like ailment means sickness because it says

people started getting sick with stomach aches and fevers.

Teacher: Exactly! Ailment is another word for illness or

sickness. The symptoms mentioned in the sentence help us
understand this. Great job!

Teacher: Let's look at the word contaminated next. They

discovered that the river, their main source of water, had been
contaminated. Some villagers had been throwing waste into the
river without realizing the harm it could cause."

Teacher: What do you think contaminated means here? Think

about what happened to the river.

Learner: I think contaminated means dirty or polluted because

waste was thrown into the river, making it harmful.

Teacher: Correct! Contaminated means polluted or made dirty.

The context of throwing waste into the river helps us infer that.
Excellent!

Teacher: Finally, let's examine the word flourish. They

understood that peace was more than just the absence of
trouble; it was about creating a world where everyone and
everything could flourish together."

Teacher: What do you think flourish means in this context?

Think about the kind of world they are creating.

Learner: Flourish might mean to grow well and be happy

because the sentence talks about creating a good environment
for everyone.

Teacher: That's right! Flourish means to grow, thrive, or be

successful. The context of creating a good environment helps us
understand this. Well done!

Teacher: You've all done a fantastic job applying context clues to

infer the meaning of unfamiliar words in a story. In our previous
lessons, you learned about the different types of context clues

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such as synonyms, antonyms, descriptions, explanations, and

word parts. Remember to use these to help you figure out
unknown words as you read. Now, let's dive into the story and
see what happens.

NOTES TO THE TEACHER: In this lesson, the teacher uses direct instruction and guided
practice to teach learners how to use context clues to infer the meanings of unfamiliar words.
The teacher sets a clear purpose with relatable questions, models the process using sentences
from the story, and encourages active participation which enhance vocabulary comprehension,
reinforce prior knowledge, and build confidence in using context clues independently.
During/Lesson Proper
Reading the Key Teacher: Our story today is set in a small, peaceful village where
Idea/Stem the people work in harmony. Pay attention to how the villagers
(5 minutes) work together to solve their problems and create a peaceful,
healthy community.
Teacher: The title of the story is "The Tale of Harmony Village."
Take note that the unfamiliar words, whose meanings we have
previously unlocked, are found in this story. I will start by
reading the story aloud. While I read, please listen carefully and
follow along in your copy of the story.
(Begin reading the story aloud.)
*****************************

The Tale of Harmony Village

In the heart of a beautiful countryside, there was a small

village called Harmony Village. The village was surrounded by
lush green meadows, a sparkling river, and tall, majestic
mountains. The people of Harmony Village lived peacefully,
working together to care for their land and each other.

However, life in the village was not always perfect. One day,
a strange ailment began to spread. People started getting sick
with stomach aches and fevers. The villagers were worried and
didn't know what was causing the illness.

The wise village elder, Grandpa Omad, called a meeting in

the town square. "We must find out who or what is making
everyone sick," he said. "But we must also act with empathy for
those affected by the illness.

First, the villagers examined their food and water. They

discovered that the river, their main source of water, had been
contaminated. Some villagers had been throwing waste into the
river without realizing the harm it could cause. The elder
explained, "This is why we must always respect our environment
and other beings. When we harm nature, we harm ourselves."

The villagers decided to clean the river. They worked

together, picking up trash and ensuring no waste was dumped
into the water. They also learned the importance of hygiene.
Grandpa Omad taught everyone how to wash their hands
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properly and handle food safely to prevent contamination. The

children even made announcements to remind everyone about
these new practices.

While cleaning the river, Grandpa Omad explained to the

villagers the difference between positive and negative peace. He
made them realize that just because there was no fighting in the
village didn’t mean everything was okay. Negative peace is the
absence of conflict, but positive peace means creating a healthy,
safe, and respectful environment for everyone.

After a few weeks, the river was clean, and the sickness in
the village disappeared. The villagers celebrated with a big feast,
grateful for their newfound knowledge. They enjoyed fresh fruits
and vegetables from their clean fields, and everyone made sure to
wash their hands before eating.

The story of Harmony Village spread far and wide. Other

villages came to learn how they had created positive peace and
prevented disease through respect for life and the environment.
The villagers taught their neighbors about the importance of
keeping their water clean, practicing good hygiene, and working
to solve problems together.

Harmony Village continued to thrive, not just because

they had stopped the illness, but because they had learned to live
in a way that respected all forms of life. They understood that
peace was more than just the absence of trouble; it was about
creating a world where everyone and everything could flourish
together.

And so, Harmony Village became a shining example of how

respecting life, maintaining good hygiene, and striving for positive
peace could create a healthy and happy community for all.

*****************************

Teacher: Now, who would like to read the story aloud again? Any
volunteer?

(A learner reads aloud the story.)

Teacher: Thank you class for reading the story with me. Now,
let’s see how well you understand the story.

Developing Teacher: To check your comprehension, I will ask you several

Understanding of guide questions based on the story. Feel free to share your
the Key Idea/Stem thoughts to the whole class. Are you ready? Here is the first set
(10 minutes) of questions.

(Flash each guide question through a slide deck or post each on

the board.)
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Teacher: What makes Harmony Village a special place? Why do

you think the villagers live peacefully?

Possible Learner Responses:

● "The beautiful surroundings make it special."

● "The villagers live peacefully because they work together."

● "They care for their land and each other, which helps them
live in harmony."

Teacher: Great! The description of the lush green meadows,

sparkling river, and majestic mountains tells us it's a beautiful
place. The villagers live peacefully because they work together
and care for each other. Here is the second set of questions.

Teacher: How do you think the villagers felt when people started
getting sick?

Possible Learner Responses:

● "They probably felt scared and worried."

● "I would feel anxious and want to help find out what was
causing the sickness."

Teacher: Yes, they were probably very worried and confused.

What would you do if you were in their situation?

Possible Learner Responses:

● "I would try to help the sick people and look for a solution."

● “I would find the cure for the illness.”

Teacher: Exactly! It's important to think about how we would

feel and what we might do to help. Great answers! Let’s move to
the third set of questions.

Teacher: Why do you think Grandpa Omad emphasizes acting

with empathy?

Possible Learner Responses:

● "Empathy helps us understand what others are going
through."
● "It helps us be kinder and more supportive to those who
are sick."

Teacher: Yes, that’s what Grandpa Omad emphasized. How can

empathy help in this situation?

Possible Learner Responses:

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● "When we act with empathy, we work better together to

solve problems."
● When we act with empathy, we are able to care for others’
welfare."

Teacher: Excellent! Empathy helps us understand and care for

those who are suffering, which can bring the community closer
together. Moving forward to our fourth set of questions.

Teacher: What did the villagers find out about the river? Why is
it important to respect our environment?

Possible Learner Responses:

● "They found out that the river was contaminated."

● "The waste in the river made people sick."

Teacher: Right! The river was contaminated because of the

waste. Why is it important to respect our environment?

Possible Learner Responses:

● "Respecting our environment is important because it
affects our health."
● "If we harm nature, it can cause problems for us too."

Teacher: Precisely! It's crucial to respect our environment

because our actions can directly affect our health. Ready for our
fifth set of questions?

Teacher: How did the villagers solve the problem of the

contaminated river?

Possible Learner Responses:

● "They cleaned the river by picking up trash."

● "They made sure no more waste was dumped into the

water."

Teacher: Yes, they cleaned the river. What did they learn about
hygiene?

Possible Learner Responses:

● "They learned how to wash their hands properly."

● "They learned to handle food safely to prevent

contamination."

Teacher: You’re correct. They learned proper hygiene practices,

like washing hands and handling food safely, to prevent future
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contamination. Are you ready for the sixth set of questions? Here
it is.

Teacher: What is the difference between negative and positive

peace?

Possible Learner Responses:

● "Negative peace is just when there is no fighting."

● "Positive peace means creating a good environment for

everyone."

Teacher: Yes. I am glad you know the difference between

negative peace and positive peace. Why is positive peace
important?

Possible Learner Responses:

● "Positive peace is important because it makes sure
everyone is healthy and happy."
● "It’s about more than just not fighting; it’s about respect
and safety for all."

Teacher: That's right! Positive peace involves actively creating a

healthy and respectful environment, which is essential for the
well-being of the community. Let’s proceed to the seventh set of
questions.

Teacher: How did the villagers feel after solving the problem?
What did they celebrate?

Possible Learner Responses:

● "They felt relieved and happy."

● "They celebrated their hard work and success."

● "They were grateful for learning new things that kept them
healthy."
● "They celebrated the clean, healthy environment they
created together."

Teacher: Yes, they felt relieved and happy. They celebrated their
success and the clean, healthy environment they had created
together. Here we go for the eight set of questions.

Teacher: Why do you think other villages wanted to learn from

Harmony Village?

Possible Learner Responses:

● "We can learn to work together to solve problems."

● "It’s important to respect our environment and practice

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good hygiene."

Teacher: Wonderful! Other villages wanted to learn because

Harmony Village had found effective ways to create a peaceful,
healthy community. What lessons can we take from this story?

Possible Learner Responses:

● "We can learn to work together to solve problems."

● "It’s important to respect our environment and practice

good hygiene."

Teacher: Absolutely! We can learn the importance of working

together, respecting life, and practicing good hygiene. And finally,
our ninth and last set of questions is…

Teacher: How did Harmony Village continue to thrive after

solving their problem?

Possible Learner Responses:

● "They thrived by respecting all forms of life."

● " They created a positive and healthy environment."

Teacher: Great answers! What can we do in our own lives to

create positive peace and respect for life?

Possible Learner Responses:

● "We can respect our environment and be kind to others."

● "We can practice good hygiene and work together to solve

problems."

Teacher: Excellent! Harmony Village thrived by respecting all

forms of life and creating a positive, healthy environment. We can
do the same by being mindful of our actions, caring for our
environment, and working together to solve problems. Great job,
everyone! Now, let's see how we can apply these lessons in our
own lives.

NOTES TO THE TEACHER: In this lesson part, the teacher uses direct instruction and read-
aloud strategies to help learners engage with the story and understand the meanings of
unfamiliar words. By setting the scene and explaining the importance of the villagers'
cooperation, the teacher prepares learners to listen actively. Reading the story aloud and then
having a learner volunteer to read reinforces comprehension and fluency. This method ensures
that learners can follow along, recognize the context of previously discussed vocabulary, and
grasp the story's key themes of cooperation, respect for the environment, and community health.

Further, the gradual psychological unfolding (GPU) strategy is used by posing questions that
build on learners' previous knowledge and guide them through the narrative step-by-step. This
strategy helps learners to actively engage with the story and recognize the key themes of
cooperation, respect for the environment, and community health.
Deepening Independent Practice:
Understanding of Small Group Activity: Applying Context Clues Collaboratively
the Key Idea/Stem
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(7 minutes) Teacher: Now, we are going to collaboratively practice using

context clues to understand unfamiliar words. We will look at
sentences based on the story read but with some new and
challenging words.

Teacher: I will read each sentence aloud. As I read, think about

the meaning of each unfamiliar word based on the context of the
sentence. Let's see if we can figure out what these words mean.

(Call volunteer learners to read each sentence aloud and write

them on the board.)

1. The village was surrounded by verdant meadows, a

sparkling river, and tall, majestic mountains.
2. One day, a strange malady began to spread that made the
affected people weak.
3. They discovered that the river, their main source of water,
had been polluted and cannot be used anymore.
4. "But we must also act with compassion for those affected
by the illness."
5. Grandpa Omad taught everyone the importance of
sanitation to prevent diseases.
6. The village was surrounded by grandiose mountains that
are pleasing to the eyes.

(Divide the class in six groups).

Teacher: Now, you will work in six groups to figure out what
these unfamiliar words mean using context clues from the
sentences. Each group will get one sentence to analyze. Your
task is to:
1. Re-read the sentence carefully.
2. Discuss what is happening in the sentence and how the
word is used.
3. Use clues from the sentence to infer the meaning of the
unfamiliar word.
4. Write down your inferred meaning and explain which
context clues helped you figure it out.

Teacher: You will have 15 minutes to work on this. After that,

each group will share their word and explanation with the class.
Ready?
(Each group brainstorms to accomplish their task).

Teacher: Time's up! Let's hear what each group discovered.

Group 1, can you start by sharing your sentence, the unfamiliar
word, and how you figured out its meaning?

(Groups 2 to 6 are asked to present their sentence, inferred

meaning of the word, and the context clues they used. Encourage
other learners to ask questions or offer additional context clues

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they noticed.)

Teacher: Excellent work, everyone! You've done a great job

within your group using context clues to understand unfamiliar
words. Let's quickly review the meanings of the words we
discussed and the clues that helped us.

(Review the list of words and their inferred meanings, reinforcing

the importance of using context clues.)

NOTES TO THE TEACHER: In this lesson part, the teacher uses a collaborative small group
activity to help learners apply context clues to infer the meanings of unfamiliar words. By dividing
the class into groups and assigning each group a sentence, learners engage in discussion and
critical thinking. They analyze the context of each sentence to determine the meaning of
challenging words, then share their findings with the class. This strategy promotes active
participation, enhances comprehension, and reinforces the skill of using context clues through
cooperative learning.
After/Post-Lesson Proper
Making Teacher: Your great group presentations a while back mean
Generalizations you've demonstrated a solid understanding of context clues to
and Abstractions infer the meaning of unfamiliar words. Now, to wrap up our
(2 minutes) lesson, tell us your key takeaways by answering the following
questions:

Teacher: What are context clues?

Learner: Context clues are hints or pieces of information within a

text that help readers determine the meaning of unfamiliar
words.

Teacher: Correct! Where can we find these clues?

Learner: These clues can be found in the sentences surrounding

the unknown or unfamiliar word.

Teacher: What are the different types of context clues?

Learner: They can take various forms, such as synonyms,

antonyms, definitions, examples or word parts.

Teacher: Excellent! Why are they important?

Learner: Context clues are important because they help readers

can infer the meaning of a word without having to look it up in a
dictionary.

Teacher: Very well said! Remember, using context clues is an

important skill. It helps you understand new words without
needing to look them up all the time. Keep practicing this skill
whenever you read, and it will become easier over time."

Keep up the great work, and remember to apply these concepts

in your own reading and writing as well.
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NOTES TO THE TEACHER: In this lesson part, the teacher employs a wrap-up discussion to
reinforce learners' understanding of context clues. By asking targeted questions, the teacher
prompts learners to articulate their knowledge and skills gained about context clues, where to
find them, the different types, and their importance. This review solidifies learners' grasp of the
concept and encourages them to apply this skill independently in their reading and writing,
reinforcing active learning and retention.
Teacher: Now, we're going to test our understanding of context
clues by answering the following tasks in your worksheet. Write
your answers only in your notebook.

A. Choose the letter of the correct answer.

1. How were you able to give the meaning of the unfamiliar

words?
A. through inference C. through its synonym
B. through context clue D. all of the above

2. What do we mean when we infer?

A. conclude B. guess C. summarize D. outline
3. What is the meaning of the word synonym?
A. words spelled correctly C. words with similar meaning
B. words that are misspelled D. words with unknown
meaning

4. What are antonyms on your own understanding?

A. words opposite in meaning C. words having the same
sound
Evaluating B. misspelled words D. words that are difficult to
Learning define
(5 minutes)
5. What is meant by unfamiliar words?
A. words whose meanings are not yet known
B. words that are spelled erroneously
C. words that are hard to read
D. words that are too long

Source: Self-Learning Module in English 5, Quarter 1, Module 2, Lesson 1: Inferring the Meaning of
Compound Words using Context Clues, p. 5

B. Read the sentences below carefully. Identify the unfamiliar

words in the sentences. Use context clues from the surrounding
text to infer the meanings of these words. Write down your
inferred meanings and explain which context clues helped you
figure them out. An example is done for you.

Example:

The villagers admired the serenity of the meadows, which were

always peaceful and calm.

Unfamiliar Word serenity

Inferred the state of being calm, peaceful, and

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Meaning untroubled
Context Clues The words "peaceful and calm" help
indicate the meaning of "serenity.”

1. An epidemic quickly spread through the village, causing

widespread illness.

2. Grandpa Omad was known for his wisdom, always providing

insightful advice during difficult times.

3. The villagers were diligent and industrious, working hard to

clean the contaminated river.

4. The elder urged everyone to practice vigilance in their hygiene

habits to prevent further outbreaks.

5. The children showed altruism by helping the sick and

ensuring everyone had clean water.

Answer Key:

A.
1. B
2. A
3. C
4. A
5. A

B.
Unfamiliar Inferred Context Clue
Word Meaning
1. epidemic a widespread The clue "quickly spread
occurrence of an through the village,
infectious causing widespread
disease in a illness" indicates that
community at a many people in the
particular time village were affected by
the same sickness.
2. wisdom the quality of The context clues
having "known for his wisdom"
experience, and "providing
knowledge, and insightful advice during
good judgment difficult times" suggest
that Grandpa Omad had
deep understanding and
gave valuable guidance.
3. hardworking and The clue "working hard
industrious diligent to clean the
contaminated river"
indicates that the
villagers were putting in
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a lot of effort and

showing perseverance in
their task.
4. Vigilance the action or The clue "practice
state of keeping vigilance in their
careful watch for hygiene habits to
possible danger prevent further
or difficulties outbreaks" indicates
that the elder was
advising the villagers to
be careful and watchful
about their hygiene to
avoid future illnesses.
5. Altruism the selfless The clue "helping the
concern for the sick and ensuring
well-being of everyone had clean
others water" shows that the
children were acting out
of concern for others'
welfare without
expecting anything in
return.

Teacher: Good job, class! I hope that your understanding of

context clues have improved. Do you have questions so far? Feel
free to ask, if there is any.
NOTES TO THE TEACHER: In this lesson part, the teacher employs a worksheet-based activity
to assess learners' understanding of context clues. Learners are tasked with answering multiple-
choice questions to demonstrate their knowledge of context clue concepts. Following this, they
are prompted to identify unfamiliar words in sentences from the text, infer their meanings using
context clues, and explain the clues that helped them decipher the words' meanings. This
strategy combines assessment with application, allowing learners to apply their understanding of
context clues in real-world scenarios and reinforcing their comprehension skills.
Teacher: For your homework, find a short story or article,
identify at least three unfamiliar words, and use context clues to
Additional infer their meanings. Write down the words, their inferred
Activities for meanings, and the context clues you used. Do this in your
Application or notebook. Be ready to share these in our next class.
Remediation (if NOTES TO THE TEACHER: This lesson part serves as an offshoot of the lesson where learners
applicable) independently identify three unfamiliar words in a short story or article, infer their meanings using
context clues, and record their findings in their notebooks. This promotes independent learning
and critical thinking as learners engage with text, apply context clue strategies, and prepare to
share their findings in the next class, fostering a supportive learning environment.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Denn Marc P. Alayon Master Teacher/Head School Head
SVEPS, BLD-SID Teacher

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 LESSON SCRIPT IN ENGLISH 5 FOR CATCH-UP FRIDAYS

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