DAILY LESSON PLAN School Ransohan Integrated School Grade Level 8

( Pang-araw-araw na Teacher Rachelle D. Monzones Learning Area English

Tala sa Pagtuturo) Teaching Date and Time , 2019 Quarter
I. OBJECTIVES
A. Content Standards The learner demonstrates 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 constructions, direct/reported
speech, perfect tenses, and logical connectors in journalistic writing.
B. Performance Standards The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
composing 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.
C. Learning EN8V-IVi-15: Use various strategies in decoding the meaning of words
Competencies/Objectives
II. CONTENT Context Clues ( A strategy in decoding meaning of words )
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
3. Textbook Pages
4. Additional Materials from
Learning Resources www.google.com
B. Other Learning Resources www.esl.contextclueslesson.pdf
www.powermind.contextclues.pdf

III. PROCEDURE
A. Reviewing previous The students will share the learnings they have gained from the previous day’s lesson about journalistic writing.
lesson or presenting the
new lesson
B. Establishing purpose for After this lesson, students will be able to:
the lesson
 Know what are context clues
 Become familiar with the types of context clues
 Apply strategies to identify unknown words using context clues
 Appreciate the importance of context clues

C. Presenting Introduction/Motivation:
examples/instances of the 1. Show students a group of prepared group of familiar pictures of a [computer] mouse, and a
lesson printer and ask students “what object do these picture help make?” (a computer).
 Bloom – Remembering Gardner – Verbal-Linguistic, Visual-Spatial
2. Give students a harder set of pictures (a wheel and a key) and ask them to identify the
object again (a car/truck).
Bloom – Remembering Gardner – Verbal-Linguistic, Visual-Spatial
3. Ask students “How did you solve these problems?” “Which pictures helped you best to know
what the object was?”
Bloom – Understanding, Applying, Analyzing Gardner – Verbal-Linguistic, Intrapersonal
4. This time show students 2 image that together form an object (tail,paws,) and ask students to
tell their neighbor what they think the object is (dog).

a. Ask students what the object was and which clues they used to help them figure out what the object was.
Bloom – Remembering, Understanding, Applying Gardner – Verbal-Linguistic, Interpersonal

 Let the learners listen to a short song about Context Clues.

D. Discussing new concepts Context clues are hints that the author gives to help define a word you don’t know. The clue may
and practicing new skills # 1 appear in the same sentence as the word you don’t know or in a nearby sentence.
Where are Context Clues found?
- In the same sentence as the difficult unfamiliar word
- In the same paragraph or passage as the unknown word. Context clues can be ain the same
sentence following the word, for example.
- They ae called context clues because they are found in the “context” of the sentence or passage

E. Discussing new concepts Types of Context Clues ( Powerpoint Presentation)

and practicing new skills # 2
Context Clue number 1 : Definition

- The unfamiliar word is directly defined in the sentence in which it appears.

- Definitions are usually set off by commas or dashes and may include the use of words as, or, that
is, and in other words
- Example: Apples, red fruits that grow on trees, are my teacher’s favorite.
Example: He was a towering, tall man Towering = Tall

Context Clue number 2 : Antonym or Contrast

- The unfamiliar word is defined by using the word’s opposite or contrasting meaning.
- This type of Context clue usually includes the words: whereas, unlike, as opposed to, however, in
 contrast to, but, on the other hand.
- Example: Unlike Jen, who is easygoing, Jackie was fastidious.
- Example: Unlike my ignorant assistant, I am very knowledgeable
Ignorant = not knowledgeable, uneducated, uninformed

Context Clue number 3 : Synonym or Restatement

- Words with similar meanings are used within the sentence or around the unfamiliar word.
- Example: Santa Clause was so portly that his doctor declared him overweight.
Example: Holidays like celebrations are meant to be fun. Holiday = Celebration

Context Clue number 4 : Inference

- Word meanings are not directly stated in te text, but defintions of unfamiliar words can be assumed
by both prior knowledge and the context in which the words sits.
- Example : She was so famished, that people felt sorry for her and gave her food to eat.

By using the acronym SAID, you can remember the four types of Context Clues

S- Synonym A- Antonym I- Inference D- Definition

D. Developing Mastery Circle the letter of the word that most closely matches the meaning of the underlined word. Use the other words in
the sentence as clues to the correct meaning.

1. The generous people fed the emaciated lost dog.

A. fierce B. calm C. thin D. tame

2. She invariably leaves her homework at home and must turn it in late.
A. purposefully B. hated C. happily D. always
3. The mother bathed the baby in the tepid water.
A. lukewarm B. hot
C. muddy D. cold
4. The car collector bought the vintage Ford Mustang.
A. rose colored B. broken down C. real
D. classic
5. The slovenly boy never cleaned his room or washed his hands.
A. proud
B. messy C. careful D. little

E. Finding practical applications Group Activity:

of concepts & skills in daily living Group 1 :

Directions: From the highligted unfamiliar words in the sample journal writing, draw the meaning for each
highligted unfamiliar words based on the context clues you have found.

International Coastal Clean – up Drive

The International Coastal Clean – up drive happened in different coastal lines of Lucena City. There were 4
Teachers, 4 Utility Personnels and 50 students participated from Ransohan Integrated School together with three
teachers and 120 students of LCNHS - Ibabang Talim Extension and 6 teachers, 83 students and 3 Utility
Personnels of GGNHS Domoit Extension joined force in the coastal clean up to clean the shorelines of Brgy.
Ransohan. The participants arrived at 7:00 am in Brgy. Ransohan. There was an orientation happened about what
to collect and how to fill – up the data card given by Mrs. Maria Angela, the division YES – O Coordinator last
September 20, 2018 (Friday). There were almost 250 students – participant and 16 teachers- participant. The
students and teachers from GGNHS - Domoit Extension started from Pisngi going to the school while Ibabang
Talim’s group cleaned the coastal shore which is near the school premises. The coastal clean – up ended at
exactly 9:00 in the morning. All students had their simple snacks while teachers had their brunch to replenish their
energy which was prepared by Ransohan Integrated School. Residents of Brgy Ransohan were thankful for what
the schools did for them through cleaning their respective area.

RUBRIC / CRITERIA FOR JUDGING

GROUP COOPERATION : 30%

ACCURACY/CORRECTNESS OF ANSWERS 50%

CREATIVITY AND ORIGINALITY 20%

Total : 100%
Group 2:

Directions: Write the meaning of the highlighted words from the song and then sing the song in front of the class.

Let It Go

The snow glows white on the mountain tonight

Not a footprint to be seen
A kingdom of isolation
And it looks like I'm the queen

The wind is howling like this swirling storm inside

Couldn't keep it in, heaven knows I've tried
Don't let them in, don't let them see
Be the good girl you always have to be
Conceal, don't feel, don't let them know
Well, now they know

Let it go, let it go

Can't hold it back anymore
Let it go, let it go
Turn away and slam the door
I don't care what they're going to say
Let the storm rage on
The cold never bothered me anyway

Let it go, let it go

Can't hold it back anymore
Let it go, let it go
Turn away and slam the door

It's funny how some distance makes everything seem small

And the fears that once controlled me can't get to me at all
It's time to see what I can do
To test the limits and break through
No right, no wrong, no rules for me
I'm free

Let it go, let it go

I am one with the wind and sky
Let it go, let it go
You'll never see me cry
 Here I stand and here I stay
Let the storm rage on

My power flurries through the air into the ground

My soul is spiraling in frozen fractals all around
And one thought crystallizes like an icy blast
I'm never going back, the past is in the past

Let it go
The cold never bothered me anyway
Let it go, let it go
And I'll rise like the break of dawn
Let it go, let it go
That perfect girl is gone
Here I stand in the light of day
Let the storm rage on

RUBRIC / CRITERIA FOR JUDGING

GROUP COOPERATION : 30%

ACCURACY/CORRECTNESS OF ANSWERS 50%

MUSICALITY 20%

Total : 100%

F. Making generalizations & Why are Context clues important?

abstractions about the lesson
- They help us define difficult, unfamiliar words in text
- They help us to become bettter perceptive readers
They come handy during test when a dictionary or internet is not available to us
G. Evaluating Learning Learners will answer 5 item quiz about Context Clues in the game –Who Wants To Be A Millionaire
H. Additional activities for Write a sports news about our last District Meet applying strategies in context clues.
application
or remediation