A MODIFIED LESSON PLAN

GRADE 8 WEEK 7 QUARTER 1

I OBJECTIVES
At the end of the session, I would be able to:
 EN8V-If-6 Determine the meaning of words and expressions that reflect the local
culture by noting context clues.
II CONTENT
 TOPIC : Context Clues
 MATERIAL’s : learning materials, laptop, whiteboard/blackboard
 REFERENCE : Self-learning Kit Grade 8

III LEARNING RESOURCES/PROCEDURE

DAY 1 & DAY 2

A. Review
Ask the students about the previous lesson;
What have they learned about the previous lesson discussed;
Make sure to determine if students can relate the lessons tackled in their everyday life.
B. Motivation
Put the word “pneumonoultramicroscopicsilicovolcanokoniosis” on the board and ask
students to define it with a partner.

C. Activities/Lesson Proper
Ask students which parts of the word they were able to break down and determine the meaning from.
Break down the parts on the board until students come up with the definition.

Ask the students how they were able to find the definition of the given word.

Context clues are hint found within a sentence, paragraph or passage that a reader can use to
understand the meaning of new or unfamiliar words.

There are five common types of context clues namely:

 Definition/ Explanation Clues- The word’s meaning is explained in the sentence.

Example: a. The electrometer which is used to measure the amount of radiation was
invented by Pierre Curie.

 Example Clues- An example of the word is given following the sentence or within the
sentence.

Example: a. The student was suffering from anxiety. For example, when he first saw the
test, he began to tremble.

 Inference Clues- A word’s definition is not explained. You need to look for clues before and
after the sentences.

Example: a. Cases of common diseases like whooping cough, polio, tetanus, and
diphtheria was decreased. People started to improve their environment
through better sanitation and hygiene. vaccinations saved the lives of
children.

 Synonym Clues- Other words are used in the sentence that has a similar meaning.
 Example: a. The first antibiotic or drug that kills bacteria, called penicillin, was
discovered by Alexander Fleming in 1928.

 Antonym Clues- A word is clarified by giving the opposite meaning.

Example: a. “Laughing gas”, also discovered by Joseph Priestly, was the first anesthesia
for surgery meant to intoxicate and not to increase sensitivity.
In the sentence, to increase sensitivity is the opposite of intoxicate.

PRACTICE DRILL

Read the short story “The Witch” by Edilberto K. Tiempo from the following sources:
 GEMS 2 in AFRO-ASIAN LITERATURE pp.60-65 (book)
 http://www.seasite.niu.edu/tagalog/literature/short%20stories/the%20witch.htm (link)

You may also view and listen to the animated narration of the story using the link below:
https://vimeo.com/75497667

Directions: Inside the letter box, find the name of the

mythical creature being described in each number. B A T S E G Write
your answers in your English notebook. O W D R T I
1. A local term that means “witch” in Southern Leyte L O F M U M

E K A F A S

N I K E D O

2. A queer animal resembling a kangaroo: the forelegs were shorter than the hind ones; its
fanlike ears made a flapping sound when it walked and is believed to carry the witch to the
grave to feast on corpses
E A S T E R

A W R Y T O

S I G B I N

P K I L L T

3. Is a big nocturnal bird, as big as a crow, it gave out O E M S G I

raucous cries, so the belief went, when a person in the
neighborhood had just died; it is supposed to be the witch’s messenger

S I E V E S

C S Q I A T

R D I E S A

E L D E R L

W A K W A K
Activity 7A. Directions: Match the local terms in Column A with their corresponding
meanings in Column B. Write the letters of your answers on your answer sheets.

Column A Column B

_____1. gogo A. a Filipino term that means a spear or an arrow

_____2. tapis B. a long heavy single-bladed knife of Philippine origin

used to cut vegetation and as a weapon

_____3. sitio C. generally refers to a single rectangular piece of

cloth one wraps around oneself as clothing, but usually applies to a
colorful hand-woven wrap around skirt commonly used by women in the
Philippines before the arrival of Spanish colonizers

_____4. balete D. in the Philippines, it is a territorial enclave that forms part of a barangay
typically in a rural setting

_____5. catmon E. a type of baro’t saya blouse matching a knee-length skirt representing
Visayan clothing

_____6. tambalan F. a Visayan term for medicine man

_____7. dapdap G. a term for a coral tree in the Philippines

_____8. bolo H. a woody climber plant with rough dark brown
bark which is used as a cleansing soap for the hair

_____9. pana I. belongs to a family of fig trees and is believed to be

inhabited by supernatural beings in local folklore

_____10. kimona J. a fruit tree also known as elephant apple which is

endemic in some parts of the Philippines

DAY 3
Activity 7B. Directions: Read and answer the questions below. Limit your answers to 5-8
sentences only. Write your answers on your answer sheets.

1. Were the incidents people recall about Minggay based on fact or imagination? Explain
Your answer.

2. Do you believe that Minggay was a witch? Defend your answer.

Activity 7C. Directions: What is the meaning of the word in bold letters? Use context clues
to find the correct answer to each number. Write the letter of your answer on your answer
sheets.

1. Using an incantation known only to her, Minggay would take out one of the insects
in her bottles, soak it in liquid or roll it in powder, and with a curse, let it go to the
body of her victim.
A. spell B. song C. prayer D. potion

2. These bottles contained the paraphernalia of her witchcraft.

 A. ingredients B. secret C. equipment D. power

3. The sigbin carried her to the grave; then the witch dug up the corpse and feasted
on it.
A. snacks B. dead body C. root crops D. treasure

4. The balete was called Minggay’s tree for she was known to sit on one of the
numerous twisting vines that formed its grotesque trunk to wait for a belated
passerby.
A. scary B. large C. distorted D. monster

5. The protruding eyes of the biggest shrimp, which was still alive, seemed to glare at
me— and then they became the eyes of the witch.
A. tender B. bulging C. expressive D. angry

6. Projectiles include those items that are shot forward such as a cannon shell, bullet,
or rocket.
The word projectiles in this sentence means __________.
A. things put down B. things broken C. things hurt D. things shot forward

7. Two new girls started school this week. Beth has a gregarious personality. Jenna is rather quiet.
The word gregarious in this sentence means __________.
A. shy B. outgoing C. bashful D. timid

8. The haberdashery is Lou’s favorite place. He loved shopping there for nice suits.
The word haberdashery in the sentence means __________.
A. a shop for men’s clothing C. a grocery store
B. a supermarket D. a dress shop

9. The voters were so upset about the outcome of the election that a skirmish broke out and the police
had to break it up.
The word skirmish in this sentence means __________.
A. fight B. sunshine C. hurricane D. creature

DAY 4 & 5
Be a Vaccination Advocate, Creatively!
(Major Performance Task in English 8 for Quarter 1)

GOAL: The goal is to create a comic strip/poster/slogan/dance/song/poem to raise awareness about

the importance of vaccination in the locality.

ROLE: You are an artist or a writer, advocating for people to get vaccinated against diseases,
especially from COVID19.

AUDIENCE: The people in your locality

SITUATION: Since the World Health Organization (WHO) declared the COVID-19 outbreak a
pandemic back in March 2020, the virus has claimed millions of lives globally. As a result, vaccines
were created to prevent the virus and perhaps the best hope, to end the pandemic. As a budding artist
or writer, you were tasked by your local newspaper to create informative campaign materials to raise
awareness about the importance of vaccination against it.

PRODUCT/PERFORMANCE AND PURPOSE: Carefully plan out your product and in a short-
sized bond paper, create a comic strip/poster/ slogan/ poem informing and advocating for the public to
be vaccinated against COVID19. Make sure to use appropriate modals in the text. You may also
record a dance or a song campaigning for the same.

For Online Students: Submit your output (written, pictures) in the Google Classroom.
Be guided with the rubrics below: