Name

LEARNING PLAN Subject English Grade Level Duration

I. Learning Outcomes: At the end of the lesson, the students are expected to:

a. define context clues;

b. identify the different types of context clues;
c. illustrate how to use context clues in figuring out the meaning of difficult words;
d. unlock the meaning of difficult words independently using context clues;
e. share and explain the significance of knowing how to use context clues in reading.

II. Learning Content: Learning References and Materials:

Figuring out the meaning of difficult words BOOK:

using Context Clues
http://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/18/5c
ontextclues.pdf

Materials: Traditional visual aids, White Board, Marker,

Laptop

III. Learning Procedures

A. Pre-lecture/ Motivation
Teacher’s Activities Student’s Activities

 Greetings Greet the teacher

 Opening Prayer Participates in the prayer
 Checking of Attendance Says “present” if once name is called
 Motivation Activity

Pictionary: The class will be grouped into two All will participate
(2) groups. Have one student from each team
come to the board. Assign them one vocabulary
word to draw. The students’ teams should try to
guess what vocabulary word is being drawn.

*Questions Students will answer

- Ask the students how the game was
- Ask the students how they were able to
know the word
- Explain that even though the word or the
meaning of a difficult word is not given, we
will be able to find out the meaning through
the clues given to us
B. Process/ Student Activities

 Present the motivation and then ask the Answer the questions
students about it.
 Ask the students what context clues are. Answer the question
 Help the students figure out what context Figure out what context clues are
clues are by relating it to their activity.
 Discuss the different types of context clues. Students will listen and participate
 Ask students to illustrate how to use context Students will illustrate
clues in figuring out the meaning of the
difficult words.
 Provide sentences with difficult words then Students will do the activity individually
ask the students to figure out its meaning.

 Ask the students to share and explain how Students will share and explain
important it is to know how to use context
clues in reading.

D. Integration/ Valuing

Context clues are hints of information that help us figure out the meaning of unfamiliar words. Context clues are
the words and sentences that surround a word and help explain the word’s meaning. Context clues are hugely
important because their comprehension and effective usage leads to academic success. They can increase the
student’s vocabulary, reading comprehension, and make children better readers.

E. Product/ Assessment
 Seatwork:
The students will be given a seatwork (Exercise A). Students will find the meaning of the boldfaced
word by underlining or highlighting the key words that will help them define the difficult word.
They will then write the probable meaning of the difficult word on the space provided. There will
ten (10) sentences in the activity. Each students shall be provided with a worksheet. The activity can
be done in 10-15 minutes.
III. Agreement/ Assignment

 Take home assignment.

Students will be given a short story (The Tale of Johnny Town-Mouse). They will read the story and then
look for the difficult words. They should HIGHLIGHT the difficult words and then UNDERLINE the key
words that will help them figure out the meaning of the difficult word.

Remarks