A DETAILED LESSON PLAN

IN ENGLISH 8

I. STANDARDS
A. Program standard
The learner demonstrates communicative competence through his/her understanding
of Literature and other texts types for a deeper appreciation of Philippine Culture and
those other countries.
B. Grade level standard
The learner demonstrates communicative competence through his/her understanding
of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.
C. Content standard
The learner demonstrate understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
reality, fantasy, and opinion in listening and viewing materials; word decoding
strategies; and use of information sources, active/passive construction, direct/reported
speech, perfect tenses, and logical connectors in journalistic writing.
D. Performance standard
The learner transfers learning by composing a variety of journalistic texts, the contents
of which may be used in comp0osing and delivering a memorized oral speech featuring
use of properly acknowledged information sources, grammatical signals for opinion
making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.
II. Learning competency
EN8VC – IV a – 20: Use various strategies in decoding the meaning of words.
III. Objectives
At the end of 60 minutes discussion, students should be able to:
a. define context clues
b. recognize how it is used in inferring the meaning of a word or phrase in a text; and
c. identify the common types of context clues and understand how each type helps in
getting the meaning of the unfamiliar word or phrase in

IV. SUBJECT MATTER

Topics: context clues
References: CG p.5, Embracing Our Heritage 8 pp. 176 - 179
Materials: TV, Laptop, Visual Aids, pictures, chalk and board.
Methodologies: Reading, Viewing, Discovery learning, Knowing and Understanding, Group
Activities, Discussion, Problem - solving
Skill to be developed: vocabulary
Valuing: Unity, Determination, Patience, Importance of Education, Love for parents,
Simplicity, and Truthfulness
V. LEARNING ACTIVITIES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Daily Routine
1. Customary Greetings
May we start this day with an adage, “Your life is limited, so don’t waste it living
would you mind to read Whitny? someone else’s life…..
Good morning class! Have the courage to follow your heart and
intuition.”
Good morning sir!
Please be seated
Thank you sir.
2. Checking of attendance
Attendance officer, will you please check
the attendance. Mark A to those who are Yes Sir!
absent.
3. Setting of Standards
May I remind you again of our Classroom (Students Read the Classroom Rules)
rules!

4. Preliminary Activity
Are you stressed? (Students sing to the tune of “Life is Beautiful”)
Want some recreation?
Well, let us sing and build up your
English vocabulary
Based from the song, which words are (students give the unfamiliar word and their
unfamiliar to you? meanings)
What makes your life beautiful? (students answer vary)
How do you value your life? (Values integration)
B. Presentation of the lesson
Can you define these words? triangle
animosity
frugivorous
anxious
inclined
nuisance
putrid
perplexed
resolute
feral
sweltering
I’m sure you could hardly define or give
the meaning of these words because
there are no clues or hints.
Well, let us try to use these words in
sentences.
• The Jamaican fruit bat is a frugivorous
mammal.
• The rafflesia is also known as a carrion,
or a putrid flower.
• The group of feral dogs living in the
woods that were able to reach the town
proved to be a big nuisance.
• Rica looked perplexed as the foreign
guest talked to her in French.
• The sweltering summer temperature in
Manila drove the Montenegros back to
Baguio,
A triangle is a polygon with three edges
and three vertices. It is one of the basic
shapes in geometry
• Ana is anxious about the result of her lab
test but her friend is not worried at all.
• I am inclined toward outdoor activities
such as mountain climbing but my friend
is reluctant because she is afraid of
heights.
Meaning: Feeding on fruit.
What are other fruit- eating mammal.
What is mammal? (Science integration)
Meaning: Decayed with usually a very bad or
disgusting smell, decomposed, putrefied, rotten,
spoiled
What other flowering plants that you know?
(Agri-crop integration)
Meaning: Brutal, wild, savage, unbroken,
untamed, undomesticated
Will name some of the wild animals?
(Animal science integration)
Meaning: Unable to understand something
clearly or to think clearly.
In our previous discusions, can you recall some
languages of different countries? (Araling
Panlipunan integration)
Meaning: Very hot, boiling, burning, fervent,
scorching, roasting, searing, torrid
In our own locality, what is our weather
condition today? (Localized)
Meaning: plane figure with three straight sides
and three angles
What are the types of tringles?
What are the parts of a triangle? (Math
Integration)
Meaning: Afraid or nervous especially about
what may happen, edgy, ill at ease, nervy, tense,
uneasy, upset, worried
In the story “Florante at Laura” what made
Florante afraid of. (Filipino integration)
Meaning: Wanting to do something or likely to
do something, amenable, disposed, willing,
ready naturally talented or interested in a
particular field or area.
Can you tell other outdoor activities? (MAPEH
integration)
 C. Establishing a purpose for the lesson
(HOTS)
=Most student are very poor in reading
comprehension, what must be the
reason behind?
= In your own opinion, what is the best
way of discovering the meaning of
words? Why?
How can we expand our vocabulary?
Inability to decipher or infer the meaning of
unfamiliar words in a text.
Through context clues or hints given by other
words in the sentence.
We have to understand the meaning of a word
or group of words, more importantly, how it is
or they are used in a sentence or paragraph
based on context.

=Is it necessary to learn different To cope with the dynamics of learning.

strategies of discovering word
meanings? Why? We cannot understand what we are reading.
=Why is it that we don’t appreciate the
text we read?
=“Vocabulary is a crucial part of (students’ answer vary)
instruction in content areas.” Explain.

D. Making Generalization and Abstractions

about the Lesson
Who can give the meaning of Context
Clue? CONTEXT CLUES are words or phrase in a
sentence that suggest what the unfamiliar word
means, therefore allowing readers to construct
meaning by organizing the ideas together.
The word or phrase that comes before or after
the unfamiliar word can reveal its meaning,
structure, and use.
= are hints that the author gives to help define a
difficult or unusual words.

E. DEVELOPING MASTERY
Context clue steps
1.Identify the unknown word.
2. Look for the words that give hints about its
meaning in the sentence.
3. If you need more cues, read the sentences
before and after the one with the word in it.
4. Infer the word’s meaning based on what you
found.
 F. Discussing new concepts and practicing
New skills.
Four kinds of context clues:
1.Synonym. What is synonym? : word with the same meaning is used in the
sentence
Ex. My opponent’s argument is fallacious,
misleading – plain wrong.
2. Antonym : What is antonym? A word or group of words that has the opposite
meaning reveals the meaning of an unknown
Ex. Although some men are loquacious, others term.
hardly talk at all.
3. Explanation/Definition: The unknown word is
explained within the sentence or in a sentence
immediately preceding.
Ex: The patient is so somnolent that she requires
medication to help her stay awake for more than
a short time.
4.Example: Specific examples are used to define
the term.
Ex: Celestial bodies, such as the sun, moon, and
stars, are governed by predictable laws (Science
Integration)
5.Comparison clues: are words and phrases that
have the same meaning as an unfamiliar word.
What words and phrases signal comparison? Like, as, in the same way
Ex. Don’s efforts on the soccer field were valiant
in the same way a soldier shows courage in
battle
6.Contrast clues: words and phrases that mean
the opposite of an unfamiliar word.
What words and phrases signal contrasts? Although, but, yet however, except, on the other
Ex: Sid thought the music would end gradually, hand
but it stopped abruptly instead

G. Evaluation.
1.The girl who used to be very vociferous Expressing feelings or opinions in a very loud or
doesn’t talk much anymore. forceful way (noisy) = antonym
2. Pedagogical institutions, including high Of or relating to teachers or education
schools, kindergartens, and colleges, require (educational) = example
community support to function efficiently.
3. He was so parsimonious that he refused to Very unwilling to spend money (stingy)
give his own sons the few pennies they needed = explanation
to buy pencils for school. It truly hurt him to part
with his money.
4. His pertinacity, or stubbornness, is the cause
of his trouble. Stubbornness (insistent) = synonym
5. Rather than be involved in clandestine
meetings, they did everything quite openly. Secret = antonym
6. Ecclesiastics, such as priests, ministers, and
pastors, should set models of behavior for their Churchly, priest or member of clergy = example
congregants.
7. The girl was churlish – rude, sullen and
absolutely ill-mannered. Rude, sullen, ill-mannered (bastos) = synonym
8. Because the conflagration was aided by wind,
it was so destructive that every building in the Fire = explanation
area was completely burned to the ground.
9. Ted seemed absolutely honest, but something
told me he was prevaricating anyway.
10. Hank said the ocean was very tranquil; I also
thought the ocean was peaceful. Lying = contrast

H. Assignment. What is adverb? Peaceful = comparison

Prepared by: Checked by: Noted:

DANNY B. VALDEZ CHARITO S. DE VERA ANGELIC P. DE VERA, PhD

Master Teacher I HT – IV LASS Department Principal III