SCHOOL BANQUEROHAN LEARNING ENGLISH 7

NATIONAL HIGH AREA

SCHOOL
SEMI-DETAILED TEACHER JAMES FELIX C. DATE February 14,
LESSON PLAN BIEN 2024
12:30-1:30
TIME 1:30-2:30

SECTION CHARITY, INTEGRITY

I.OBJECTIVES
A. CONTENT STANDARD The learner demonstrates communicative competence
through his/ her understanding of Philippine Literature
and other texts types for a deeper appreciation of
Philippine Culture.
B. PERFORMANCE STANDARD The learner transfers learning by showing ways of
asserting one’s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past, and past perfect tenses and connectors correctly
and appropriately.
C. LEARNING Most Essential Competency:
COMPETENCIES/OBJECTIVES Explain how a selection may be influenced by
culture, history, environment, or other factors
(EN7LT-IV-h-3)
Objectives:
1. Determine the meaning of words and
expressions that reflect local culture by noting
context clues
2. Identify the different types of context clues
3. Apply strategies to identify unfamiliar words
using context clues.
II.CONTENT NOTING CONTEXT CLUES

III. LEARNING RESOURCES

A. References
1.Teachers Guide pages
2. Learners Material pages
3.textbook
4.Additional Materials from Learning
Resource (LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
306-309
Youtube.com, google images, wordwall.net
Pray
Checking of attendance of the students
ACTIVITY 1:
Guessing Game.
In this activity, the students will be presented with
several pictures. The students will try to guess the
pictures are all about. Different pictures will be

B. Establishing the purpose of the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
shown; one picture includes math symbols. The
teacher will point out different clues to help the
students guess. After several seconds, the answer
will be revealed by the teacher.
The strategy of looking for context clues is
important in reading comprehension. An author will
often place a context clue near an unfamiliar word
by inserting a piece of information that suggests
what the unfamiliar word means. In this lesson, we
will discover that we can expand our vocabulary
and our comprehension through the understanding
of context clues.
Context clues are hints that a reader can use to discover
the meanings of unfamiliar words and phrases.
A strong reader can use context clues to expand their
vocabulary and their comprehension through their
understanding of context clues. Context clues can be
found in fiction or nonfiction literature.
The teacher will ask the students about context
clues
(students give random answers)
Types of Context Clues
There are many different types of context clues that
an author can use to assist a reader in
understanding a word. The type of context clues an
author decides to use will depend on the tone of
their writing and the style.
1. Definition Clues
Definition clues are one type of context clue where
the author specifically states the definition nearby
the unfamiliar word. This direct definition type of
context clue can be used easily in many
circumstances and genres. The key to recognizing a
definition clue is to make sure that the information
provided matches a true definition of the unfamiliar
word. A dictionary can assist readers in confirming
if a direct definition clue is being employed by the
author.
2. Synonym Clues
Synonym clues are similar to a definition clue,
except instead of stating the direct definition of the
word in question, synonym clues provide a word
that has a similar meaning to the reader.
3. Antonym Clues
An antonym is the opposite of a synonym. While a
synonym is a word that is similar in meaning to the
word in consideration, an antonym is a word that is
the opposite of the word in consideration.
Determining if the information provided around the
unfamiliar word is opposite of the meaning of the
word is helpful in identifying an antonym context
clue.
4. Punctuation Clues
Sometimes an author uses punctuation to reveal a
context clue to the reader. A common example of
this type of context clue is the use of the comma.
When an author wants to define a word for a reader
they may use commas to break apart the sentence
like this: Nora was impetuous, thoughtless, and
that got her into trouble. In this example, the
author uses commas to separate the context clue of
"thoughtless" from the word impetuous. This could
also work with parentheses.
5. Example Clues
An author may also choose to give a context clue
through giving an example to the reader. An
example of this type of example clue would be a
sentence such as this: Just like a house has a roof,
a turtle has a shell. In this example, the roof and
the turtle shell are being compared, with the roof
being an example of how a turtle shell functions.
(Indicator 1)
6. Inference Clues
At times an author may not directly state the
meaning of an unfamiliar word, but might leave it
to the reader to figure out. When an author uses an
inference context clue, the author does not directly
state something about the unfamiliar word. Instead,
the author provides just enough for the reader to
understand the meaning of the word based on the
rest of the sentence. For example: Without
proper coding, the software will not work. In this
example the word coding can be inferred to be an

E. Discussing new concepts and
practicing new skills #2
1. Developing Mastery
Leads to formative
Assessment
1. Finding Practical application
of Concepts in daily living
important part of software development. (Indicator
1)
Activity 2
Enrichment Activity
Game Show Quiz
Objective: To strengthen students’ skill in
identifying context clues.
General Instructions: The class will be divided into
two groups, group 1 will be composed of the boys
and group 2 will be composed of the girls. The
groups were pre-determined based from the topic of
their interest. They will be assigned a specific area
for the activity.
The teacher will facilitate a game show quiz so that
students can:
1. Define the unfamiliar words using
context clues
2. Identify what type of context clues are
used in the passage.
3. Create a sentence using the unfamiliar
words.
Rules:
1. Contestants must actively participate
by providing answers to a variety of
questions in different categories during
the game show quiz. The first
contestant to raise their hand will be
selected to answer.
2. Correct answers will earn the
responding contestant 5 points,
contributing to their team's overall
score.
3. The game concludes with a final tally of
points, and the team with the highest
score emerges as the winner.
Question:
After the activity, the teacher will help the students
to reflect on the following questions:
1. How did you feel during the activity?
2. Did you find it easy to identify the meaning of
words using context clues?
3. Discuss the importance of enhancing the skill
in identifying context clues to define
unfamiliar words.
 (Let the students express their opinion)

2. Making generalizations and What are context clues? What are the different
abstractions about the lesson. types of context clues? How do you identify context
clues from a given text?

(Enhancing students’ skill in identifying the

types of context clue used in a passage will equip
students with additional competence in the field of
reading comprehension and analysis. Developing
this skill will give them the edge in understanding
what they are reading. The presentation stimulates
students’ skill in identifying the meaning of the
unfamiliar words using context clues and boosts
students’ reading comprehension skill.
Furthermore, the enhancement activity
presented are both practical and engaging,
providing students the opportunity to apply what
they have learned in a fun and interactive way.
This activity also encourages critical thinking and
active participation, which can help reinforce
students’ understanding of the topic.)

3. Evaluating Learning 1. No matter where you go, the Internet is

following you. Almost every portable
device is being made with an Internet
connection. Most new TVs and many
other appliances come with Internet
connections as well. The Internet is
truly ubiquitous. If something is
ubiquitous, __________.
2. Wherever he goes, the esteemed Dr.
Sanchez is applauded for his life saving
research. What does “esteemed” mean?
3. I believe that if you lower taxes so that
people can keep more of the money
they earn, it will be an incentive for
them to work harder. What is the
meaning of “incentive”? __________.
4. As the summer sun sent scattered rays
through the maple and oak leaves
overhead, the young deer stood frozen,
making it almost impossible for the
hikers to see her.
5. Poor Farmer Chevez labors sixteen
hours a day and never has time for a
vacation. He deserves better! Everyone
should have at least one day a week for
rest and relaxation. In the above
 passage, the word “frozen” means
_______.
6. Additional activities for Assignment:
application or Identify the type of context clue used in the 5-
remediation item short quiz.

Prepared by: Checked by:

JAMES FELIX C. BIEN CARLITA BRIONES

Teacher Master Teacher I-ENGLISH

Noted:

GUIA P. DELA CRUZ

Head Teacher I- ENGLISH

DANILO V. LLARENA
School Head