DETAILED LESSON PLAN

Lesson Title: CONTEXT CLUES Grade: 9

Prerequisite: WORD FORMATION Length of class: 25

I. OBJECTIVES
At the end of the lesson, 85% of the students will be able to:

a. identify the context clues in a given sentence;

b. recognize the types of context clues used in a sentence; and
c. apply the meaning of the terms synonym and antonym.

II. SUBJECT MATTER:

A. Content: CONTEXT CLUES
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 informatuin, 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 critera: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
c. Learning Competency: Note types of context clue (restatement, definition, synonyms,
antonyms) used for a given word or expression.
d. CODE: EN9V-Ig-12.3:
e. Communication skills: Critical thinking skill, reading and writing skills.
B. Learning Resources
a. References: English Expressways II. 2007. pp 92, 114, 153, 203, Internet.
b. Materials : Laptop, cartolina, scissors, glue, cellphone, bond paper,
construction paper, sticky notes, markerpen .
III.TEACHING PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITY
(The students are playing and is very noisy)
(The teacher enters the classroom)
1. Prayer

“Settle down, class. Before we formally start our class, let

us pray first.”
“Who wants to lead the prayer?” ( Rona raised her hand)
“Dear God,
“ Okay , go ahead Rona kindly lead the prayer)
Thank you for your protection and love. Help us
to focus our hearts and minds now on what we
“ Amen” are about to learn. Inspire us by Your Holy Spirit
as we listen and write. Guide us by your eternal
light as we discover more about the world
 around us.”
2.Greeting

“ Good morning everybody! “ Good morning Ma’am!”

“ How’s your day class? “ “We are pretty good ma’am.”

“That’s good to hear.”

2. Classroom Management
(Students will arrange their chairs and will pick up
“Before you take a seat. Kindly, arrange first your the trashes.)
chairs properly and pick up some pieces of paper
around you.”

3. Checking of Attendance
Secretary: “ I am the secretary ma’am.”
“Who is the secretary of this class?”

“Okay, kindly give me the lists of absent this Secretary: “Yes, ma’am.”
morning.”

4. Review of Previous Discussion

“Let’s have a short review on the past lesson.”

(student raised hand)
“Anyone? Who wants to share about what we have
“ It’s all about word formation ma’am.”
discuss in our previous lesson.”

“Okay, very good, you’ve really learned something

about our previous topic. Keep it up.”

5. Motivation
“Okay, since you clearly understand our
previous lesson, let us move forward and discuss (The students are now grouping themselves into
our lesson for today. But before anything else, I 5)
want you to group yourselves into 5 and that will be
your groups for the rest of our activity today.”

“ go to your groups and stay there.”

(students will go to their respective group)
“Are you all excited for our warm up activity today?
By the way, are you familiar with the word cloud?” “ Yes po ma’am”

“Okay, fabulous! I have here a word cloud then each

group will give their idea about the given word .
understand? “ "Got it, ma’am.”

INSTRUCTION: Generate at least 30 words which you (students brainstorming and do the task )
think are connected or related to your idea about
Context Clues. You may write your answers in a bond
paper then paste it all together to make a word cloud.
B. LESSON PROPER

1. ACTIVITY
“ okay class, before we proceed with our discussion
proper, let’s do an activity first , so same group . The
mechanics of the activity is, I will be providing
answersheets , cartolina, and a marker pen . All you
need to do is to choose the correct answer in the box “ Got it ma’am”
and write your answers in the cartolina , then you must
provide
one reporter per group that will present and explain your
answers infront of the class. Every correct answer is
equivalent to 2 points each. Did you get it class?”

“ Myla , kindly distribute the cartolina ,answersheets and

marker pen to your classmate. “
“Yes ma’am”
( Myla is distributing the cartolina,
“ I would be giving you 5 minutes to answer so you may answersheets,marker pen to each groups)
now start.”

“Example from the novel Hatchet by Gary

Paulsen.”

The plane, committed now to landing, to crashing,

_______into the wide place like a ______, and Brian
eased back on the wheel and ______ himself for the
crash. But there was a tiny bit of ______left and when
he pulled on the wheel the nose came ____ and he saw
in front the blue of the _____ and at that instant the
plane hit the trees.
There was a great wrenching as the ______caught the
pines at the side of the clearing and broke back, ripping ( The students are now starting to answer the
back just outside the main braces. Dust and _____ blew activity )
off the floor into his face so hard he thought there must
have been some kind of explosion. He was momentarily
______and slammed forward in the seat, smashing his
head on the _____.

stone speed wings fall tree

fell sea dirt wheel stop
braced lake seat wall clean
up feather blinded baked Down

A. ANALYSIS
(The teacher will ask questions what they have observed
to the activity.)

"Based on the activity , do you have any idea now what

is our lesson for today?"
(Silence.)
( one student raised her hand )
“ As what we do earlier , I think our topic for
today is about context clues ma’am “ a student
answers confidently.
 “ Excellent! Now, how do you feel as you do the
activity?”
(Myca raised her hand)
“ For me po ma’am , I’m pleased since we are
cooperating, working as a group, and exchanging
ideas while carrying out the activity , indeed that
I’ve learned a lot from the activity”
"Thank you for sharing your idea."

B. ABSTRACTION

“CONTEXT CLUES”

Context clues are hints of found within a sentence,

paragraph, or passage that a reader can use to use
understand the meanings of new or unfamiliar words.
Learning the meaning of a word through its use in a
(The students will listen attentively)
sentence or paragraph is the most and practical way to
build vocabulary, since a dictionary is not always available
when a reader encounters an unknown word.

TYPES OF CONTEXT CLUES

There are several different types of context clues. Some (The students will listen attentively)
of them are:

1. DEFFINITION/DESCRIPTION CLUE - The new

term may be formally defined, or sufficient
explanation may be given within the sentence
or in the following sentence. Clues to definition
include “that is,” commas, dashes, and
(The students will listen attentively)
parentheses.

Example: His emaciation, that is, his skeleton-like

appearance, was frightening to se. “Skeleton-like
appearance” is the definition of “emaciation.”

2. EXAMPLE CLUES - Sometimes when a reader

finds a new word, an example might be found
nearby that helps to explain its meaning. Words
like including, such as, and for example, point (The students will listen attentively)
out example clues.

Example: Picsatorial creatures, such as flounder, salmon,

and trout, live in the coldest parts of the ocean.
“Picsatorial” obviously refers to fish.

3. SYNONYM RESTATEMENT CLUE - The reader

may discover the meaning of an unknown word (The students will listen attentively)
because it repeats an idea expressed in familiar
words nearby. Synonyms are words with the
same meaning.

Examples: Flooded with spotlights - the focus of all

attention - the new Miss America began fer year-long
reign. She was the cynosure of all eyes for the rest of the
evening. “Cynosure” means “the focus of all attention.”

4. CONTRAST/ANTONYM CLUE - Antonyms are (The students will listen attentively)

words with opposite meanings. An opposite
meaning context clue contrasts the meaning of
an unfamiliar word with the meaning of a
familiar term. Words like “although,”
“however’-,” and “but” may signal contrast
clues.

Examples: When the light brightens, the pupils of the eyes

contract; however, when it grows darker, they dilate. ( The students will listen attentively)
“Dilate” means the opposite of “contract.”

5. MOOD / TONE CLUE - The author sets a

mood, and the meaning of the unknown word must
harmonize with the mood.

Examples: The lugubrious wails of the gypsies

matched the dreary whistling of the wind in the
allbut-deserted cemetery. “Lugubrious,” which
means “sorrowful,” fits into the mood set by the
words “wails,” “dreary,” and “deserted cemetery.” ( The students will listen attentively)
6. EXPERIENCE CLUE - Sometimes a reader
knows from experience how people or things act in ( The students will listen attentively)
a given situation. This knowledge provides the clue
to a word’s meaning.

Examples: During those first bewildering weeks, the

thoughts of a college freshman drift back to high school
where he was “in,” knew everyone, and felt at home. A
feeling of nostalgia sweeps over him.

7. ANALYSIS OR STRUCTURE CLUE - The

parts used to construct a word can be direct clues
to meaning. Knowledge of prefixes, roots, and
suffixes can aid a reader in using this type of ( The students will listen attentively)
context clue. Learning one word part can add
dozens of words to a reader’s vocabulary. The
power of word parts lies in the ability to combine
the roots and affixes with the context in which a
word is used to discover the author’s meaning.

Examples: The story is incredible. The root cred

means “to believe,’ and the prefix in means “not.”
Therefore, if a story is incredible, it is
unbelievable.

8. INFERENCE CLUE-Sufficient clues might be

available for the careful reader to make an
educated guess at the meaning. ( The students will listen attentively)

Example:She told her friend, “I’m through with

blind dates forever. What a dull evening! I was
bored every minute. The conversation was
absolutely vapid.” “Vapid” means “uninteresting.”

9. CAUSE AND EFFECT CLUE -The author ( The students will listen attentively)
explains the reason for or the result of the word.
Words like “because,” “since,” “therefore,”
“thus,” “so,” etc. may signal context clues.

Example:She wanted to impress all her dinner

 guests with the food she served, so she carefully
studied the necessary culinary arts. “Culinary”
means “food preparation.”

( The students will listen attentively)

C. Application

Direction: Same group. In your group, select 2

representative. That representative will discuss the given
topic to your group and to the class afterwards. Discuss
briefly but concisely.

You are going to discuss the types of context clues and ( The students will listen attentively)
write your own example .
G1 for definition/explanation clues
G2 for restatement/synonym clues
G3 for contrast/antonym clues
G4 for interference/general context clues and
G5 for mood/tione clue

“ You are given only 2 minutes to discuss your assigned

topic”

(The students will do the task)

IV. Evaluation

(Teacher giving individual quiz)

“ Go back to your seats because we will have a quiz”

Direction: Identify the underlined words and answer the following by choosing the correct letter.

1. "But these flakes rarely make it to the ground." What choice means the same as "rarely"?
a. very shy b. often c. sometimes

2. "Taffy walk proudly into the yard." What does "proudly" mean in the sentence?
a. very shy b. very quick c. very pleased

3. "Many seahorses live in tropical areas where the water is always warm." What was the word "tropical" mean
in the sentence?
a. a place that is very hot and often damp b. a place that gets cold during parts of the year c. a place off the coast
of Alaska where seahorses breed

4. "Digging around in the treasure box. I uncovered a ball of twine." What does uncovered mean in the sentence?
a. found b. buried c. threw out

5. "Other stargazers and astronomers gaze through telescopes." What does the word "gaze" mean in the
sentence?
a. study b. count c. look

6. "I think I forgot something, ' she said." What word means the opposite of "forgot"?
a. Remembered b. caught c. undid

7. What is a synonym of close?

a. how b. shut c. climb

8. "I was thrilled. I had never won a trophy before". Which word means the opposite of "thrilled"?
a. Disappointed b. confused c. excited

9. "They can leap from tree to tree". What word means the same as "leap"?
a. jump b. drop c. walk

10. "Rabbits get around by using their powerful hind legs". What word means the same as "powerful"?
a. Weak b. large c. strong
ASSIGNMENT:
DIRECTION: Read the following sentences and define the underlined word based on the context clue. Then
identify which of the four types of clues is used.
1. The girl who used to be very vociferous doesn’t talk much anymore.
2. Pedagogical institutions, including high schools, kindergartens, and colleges, require community support
to function efficiently.
3. He was so parsimonious that he refused to give his own sons the few pennies they needed to buy pencis
for school. It truly hurt him to part with his money.
4. His pertinacity, or stubbornness, is the cause of most of his trouble.
5. Rather than be involved in clandestine meetings, they did everything quite openly.

Prepared by: Checked by:

•Penaflorida, Rona Dia P. Ancino, Guida Diwani D.
•Malazarte, Aaron F.
•Escudero, Glaydie A.
•Gervacio, Remarie M.
•Navarro, Nice D.
•Paoner , Alen P.
•Anudin, Mariztan M.
•Andog, Christian Lee P.
•Bete, Farhanna A.
Gaña, Michael S.