Grade Level 8 Quarter 1st

Semester 1st Semester Region VIII

Learning Area English Teaching Dates

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of: East Asian literature as an art form inspired and
influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal
and figurative language; and appropriate grammatical signals or expressions suitable to
patterns of idea development.

The learner transfers learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate grammatical
B. Performance
Standards signals or expressions in topic development, and appropriate prosodic features, stance, and
behavior.

C. Learning EN8VC-Ia-8: Use context clues from the material viewed to determine the meaning of
Competencies/ unfamiliar words or expressions
Objectives
Write the LC code for
each
II. CONTENT Context Clue from Materials Viewed

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal

https://www.thoughtco.com/context-clue-vocabulary-1689919
B. Other Learning https://www.thesaurus.com/browse/
Resources
https://examples.yourdictionary.com/examples-of-context-clues.html

IV. PROCEDURES

The teacher asks the students to state any symbol that they associate to any of the
following words:
A. Reviewing previous
lesson or presenting A. Goodness
the new lesson B. Rich
C. Honesty

B. Establishing a purpose Presents the lesson objective

for the lesson
C. Presenting A. Activity
examples/instances of
the new lesson The teacher starts the class by posting photos in front of the class. Then he asks the
 Grade Level 8 Quarter 1st

Semester 1st Semester Region VIII

Learning Area English Teaching Dates

D. Discussing new students on what do they see on the photos and give their ideas to what the photos might
concepts and mean:
practicing new skills #1
E. Discussing new
concepts and
practicing new skills #2

B. Analysis

After the activity the teacher asks the following questions:

 How did you come up with you come up with your ideas?

 What techniques did you use to identify the ideas of the photos?

 Do you think that identify ideas from photos is a Context Clue?

C. Abstraction

The teacher discusses the topic through eliciting the students knowledge by asking the
F. Developing mastery
(leads to Formative following guide question:
Assessment 3)  In your own idea, what is a Context Clue?

 What are the types of context clue?

 How can one use Context Clue to give meaning to unfamilar words and expressions?

Then the teacher discusses the types of Context that one can apply in identifying the
meaning of photos and that one can use in unlocking familiar words.

D. Application

The teacher posts a table for the students to answer:

Arrange the Table by identifying the message that the photos are trying to covey through
choosing from the ideas found in the second table . Then try to identify the words that are
Synonyms and Antonyms of the choosen ideas.

Photos Ideas Synonyms Antonyms

A. Hope A) Affection B) Study

 Grade Level 8 Quarter 1st

Semester 1st Semester Region VIII

Learning Area English Teaching Dates

B. Freedom C) Optimism D) Calmness

C. Love E) Chained F) Infidelity

D. Justice G) Despair H) Boundless

E. Peace J) Chaos L) Favored

F. Education K) Equality M) Ignorance

After checking the activity the teacher asks the following question:
G. Finding practical
applications of  Why do we to learn how to Context Clue?
concepts and skills in
daily living  How can we apply it in our daily life?

Context clues are hints found within a sentence, paragraph, or passage that a reader can
use to understand the meanings of new or unfamiliar words. Learning the meaning of a
word through its use in a sentence or paragraph is the most practical way to build
vocabulary, since a dictionary is not always available when a reader encounters an unknown
word.

Contrast/Antonym Clues

Sometimes a word or phrase is clarified by the presentation of the opposite meaning

somewhere close to its use. Look for signal words when applying context clues. Example:
H. Making "Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique.” The
generalizations and
signal word but tells the reader that an opposite thought is going to be stated
abstractions about the
lesson

Restatement/Synonym Clues

Sometimes a hard word or phrase is said in a simple way. Example: "Lou was sent to the
haberdashery to find a new suit. He needed to wear one for his uncle’s wedding." Because
the sentence says that Lou would find a suit at the haberdashery, then it must be a place
where clothes for men are sold.
 Grade Level 8 Quarter 1st

Semester 1st Semester Region VIII

Learning Area English Teaching Dates

Circle the letter of the best meaning for the underlined word as it is used in context.

1. My brother said, “I just freed myself from a very loquacious history professor. All he
seemed to want was an audience.” a. pretentious b. grouchy c. talkative d. worried

2. There is no doubt that the idea of living in such a benign climate was appealing. The
I. Evaluating learning
islanders seemed to keep their vitality and live longer than Europeans. a. tropical b. not
malignant c. kind d. favourable

3. It is difficult to imagine a surfeit of talent in one individual, yet Leonard Bernstein simply
does not have the time to make complete use of his talent as conductor, performer, writer,
and lecturer. a. excess b. variety c. superiority d. lack

J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: GROUP 1 of CLASS D