Daily School: CONGRESSMAN RAMON A.

Grade Level & 9

Lesson ARNALDO HIGH SCHOOL Section:
Plan
Teacher: RUTH SHIENA T. Learning Area: ENGLISH
CULLAMCO
Teaching Date and Quarter: 1st
Time:

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self; also how
to use processing, assessing, summarizing information, word derivation and
formation strategies, appropriate word order, punctuation marks and
interjections to enable him/her to participate actively in a speech choir.

B. Performance Standard The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.

C. Learning Competency/ EN9V-Ig-12.3: Note types of context clue (restatement, definition,

Objectives (Write the LC synonyms, antonyms) used for a given word or expression
code for each)

II. CONTENT CONTEXT CLUES

LEARNING RESOURCES
A. References Journey to Anglo-American Literature Teacher’s Guide
1.) Teacher’s Guide pages Pages
2.) Learner’s Materials pages Journey to Anglo-American Literature Learner’s Materials
Pages 70-71, 91 and 106-107
3.) Textbook pages
4.) Additional Materials from Learning
Resource (LR) portal)
B. Other Learning Resource

III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the Clarify the objective of the day:

lesson a. note types of context clue (restatement, definition, synonyms,
antonyms) used for a given word or expression

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
When you find hints to the meaning of a word in the words or sentences
that surround it, you know you have context clues. These context clues
can help you expand your vocabulary.

One simple strategy is through definition or restatement clues. Here you

must watch out for words like or, that is, in other words, also called as
that often signal definition or restatement.

For more examples, please refer to Task 11 Vocabulary Game (LM page
107).

E. Discussing new concepts and SYNONYM- a word that means exactly the same as or very nearly the
practicing new skills #2 same as another word in the same language.
Ex: close-shut shallow-superficial
Blow up- explode eager-earnest
 ANTONYM- is a word that means the opposite of another word
Ex: good-bad small-big
Easy-hard/difficult soft-hard
F. Developing mastery (leads to
Formative Assessment 3)

G. Finding practical application of Task 3 Make Synonym Match Challenge

concepts and skills in daily living LM page 70-71

Task 9 Small Group Differentiated Work

Group 1 The opposites
LM page 91

H. Making generalizations and What do you think is the importance that context clues?
abstractions about the lesson

I. Evaluating learning Activity time!

(Activity sheet prepared by the teacher)
J. Additional activities for
application or remediation

IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% in the There are ___learners who got 80% in the evaluation.
evaluation

B. No. of learners who require additional activities There are ____ students who require additional
for remediation who scored below 80% activities for remediation.

C. Did the lessons work? No. of learners who have ____ out of ____ caught up with the lesson.
caught up with the lesson

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies worked well?

Why did it work?

F. What difficulties did I encounter which my

principal or supervisor can help me?

G. What innovation or localized materials did I

use/discover which I wish to share with other
 teachers.

Prepared by: Checked by:

RUTH SHIENA T. CULLAMCO DARREN B. DELMO

Teacher I, English Mater Teacher I, Language Coordinator

Noted by: Approved by:

ANGELITA B. BECARES RODRIGO D. JEREMIAS JR.

Head Teacher III, Related Subjects Dept. Secondary School Principal IV