This is a Lesson Plan on Noting Context Clues. This may help you in teaching the topic.

1. MOLAVE VOCATIONAL TECHNICAL SCHOOL
Mabini St., Molave, Zamboanga del Sur
LESSON PLAN IN ENGLISH
Name of Demonstrator: JOY B. GENTAPA Grade & Year Level: Grade 9 – Mahogany
Subject Taught: English Date & Time: October 10, 2023 @ 3:00-4:00 PM
Quarter: First
I. OBJECTIVES
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 information,
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 criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
C. Learning
Competency
EN9V-Ig-12.3: Note types of context clues used for a given word or expression
D. Learning
Objectives
At the end of the session, learners are expected to:
A. note the types of context clues;
B. identify the meaning of words/expressions through context clues;
C. take part in doing the activities given; and
D. appreciate the importance of using context clues through understanding the meaning of a
word.
II. CONTENT Noting Context Clues
III. LEARNING RESOURCES
A. References 1. A Journey Through Anglo-American Literature, pp. 105-107
2. Curriculum Guide, p. 201
3. www.k5learning.com
4. https://press.rebus.community/blueprint2/chapter/25-context-clues-and-close-reading-for-
literature/
B. Other Learning
Resources
Materials/Resources Needed:
TV, Laptop, PowerPoint presentation for Pictures, Video clips, and Visual aids
IV. PROCEDURES ACTIVITIES NOTES
A. Reviewing of
Previous Lesson
or Presenting
New Lesson
Preliminary Activities
 Prayer
- The teacher asks a student to lead the prayer.
 Greetings and Checking of Attendance
- The teacher makes sure that everyone is ready for the class
and is comfortable in his/her seat.
 Presentation of Classroom Rules
- The teacher presents the rules to make the students feel safe
and secure before, during, and after the class. Each student
is encouraged to actively participate the discussion and to
follow the rules throughout the session.
 Review of the Past Lesson
- The students are asked to revisit the previous lesson
discussed.
Indicator No. 5
Established safe and
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines,
and procedures.
B. Establishing a
Purpose for the
lesson
Students will watch a video to obtain their interest on the importance of
identifying the meaning of a word through context clues.
Presentation of the Lesson and Objectives
A. Note the types of context clues
B. Identify the meaning of word/expression through context clues
C. Take part in doing the activities given
D. Appreciate the importance of using context clues in understanding
the meaning of a word

2. C. Presenting
examples/
instances of the
new lesson
- Students are grouped into five. They are tasked to do the activity below
collaboratively.
Exercise 1: Identify the meaning of the made-up word in the sentence. Then,
replace it with the correct word.
1. Ponds, lakes, and wet ditches are good neroviments to find frogs.
2. Frogs are sirelient animals and can survive some really tough
environmental conditions, but they protect themselves by burrowing under
leaves or deep in moist soil.
3. One thing that sound ticfitious but is actually true, is stories of frozen frogs
coming back to life.
4. Glucose in the organs of the frogs is nessetial. Without it, their organs
would freeze completely.
5. The frogs would erpish without the glucose in their body, since this
substance keeps them from dying from cold temperature.
- The teacher gives input about the importance of frogs.
Indicator No. 1
Applied knowledge of
content within and
across the curriculum
(Subject Integration:
Science)
D. Discussing new
concepts and
Practicing new skills
The teacher will discuss Context Clues and its types.
Read the selection below and look for the meaning of the highlighted words.
Types of Context Clues
1. Definition/Explanation – sometimes the meaning of the word or phrase is
given right after its use.
Example: After the show, the crowd gave a standing ovation. They stood
and clapped to show their appreciation for such a great performance.
2. Restatement/Synonym – a similar word is placed in the same sentence to
know the meaning of the unfamiliar word.
Example: The music intensified, or increased, in volume.
(The teacher asks what is “increase” in Math to enhance students’
numeracy skills.)
(The teacher asks the students about the difference and percentage of
increase of the music.)
3. Contrast/Antonym – the meaning of a word or phrase is clarified by
presenting a word or phrase opposite of its meaning.
Example: Morgan, unlike her timid friends, was unafraid to perform in front
of the roaring crowd.
4. Examples – sometimes when a reader finds a new word, an example
might be found nearby that helps to explain its meaning.
Example: It was time for Morgan’s band to march on the field. The crowd
was ecstatic. They screamed and cheered showing their excitement.
Indicator No. 2
Used a range of
teaching strategies
that enhance learner
achievement in
literacy and
numeracy skills
Indicator No. 1
Applied knowledge of
content within and
across the curriculum
(Subject Integration:
Math)
Context Clues – hints a reader can use to discover the meanings of
unfamiliar words and phrases.
It was time for Morgan’s band to march on the field. The crowd was
ecstatic. They screamed and cheered showing their excitement.
Then, the music intensified, or increased, in volume.
Morgan, unlike her timid friends, was unafraid to perform in front of
the roaring crowd. After the show, the crowd gave a standing
ovation. They stood and clapped to show their appreciation for such
a great performance.
The music intensified or increase in volume from 70 dB to 95 dB for
about a minute.

3. - Aside from using English as the medium of instruction, the teacher will shift
to Mother Tongue and Filipino and of course using appropriate verbal and
non-verbal expressions to ensure students’ understanding of the lesson.
Indicator No. 4
Displayed proficient
use of Mother
Tongue, Filipino, and
English to facilitate
teaching and learning
E. Developing
Mastery (Leads to
Formative
Assessment)
Group Activity 1:
The students are tasked to do the following. They are reminded to
participate and help in doing the activity, and of course, to respect each
other’s answers and foster positive feedbacking during the presentation of
group outputs.
Group 1
Define the meaning of the highlighted word and determine the clue used in
the statement.
1. His lucid lectures, along with his clearly presented explanations,
made him a popular professor.
2. The prisoners liberated from the Nazi death camp were so
emaciated that they looked like skeletons.
3. The job candidate’s background was impeccable – good references
and many years of experience – but the company did not give her the
job.
Group 2
Connect the sentence by identifying the clue/hint of the italicized word. Then
identify what type of context clue is used in the sentence.
Clue/Hint
1. My opponent’s argument is
fallacious,
a. that she requires medication to
help her stay awake for more than
a short time.
2. Celestial bodies, b. misleading – plain wrong.
3. The patient is so somnolent c. others hardly talk at all.
d. such as the sun, moon, stars,
are governed by predictable laws.
Group 3
Read the poem “If” by Rudyard Kipling and find out which word from the
poem is described by the definitions below.
1. In other words, they are your “enemies” or “opponents.”
2. They are called “pretenders” or “fakes.”
3. It is a “trick” or “setup” or “deception.”
Group 4
Through the given clue in the statement, express your understanding of the
statement by portraying the feeling or emotion of the highlighted word.
1. Upon hearing the news about the bankruptcy of his company, the
employer was infuriated; he simply flew into rage.
2. Mira is a rambunctious child who always injures herself and is
warned for being naughty.
3. The girl was churlish – rude, sullen, and absolutely ill-mannered.
Group 5
Understand and explain the meaning of the underlined word by looking at the
hint. Then identify what type of context clue is used.
1. The restaurant’s ambiance, including its quiet music, flowers and
candlelight, made it a perfect place for Valentine’s Day.
Indicator No. 3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills
icator No. 8
Designed, adapted,
and implemented
teaching strategies
that are responsive to
learners with
disabilities,
giftedness, and
talents.

4. 2. The child’s ability to perform gymnastics was apparent, or obvious at
an early age.
3. Cara was repulsed by the spider crawling up her arm. She had a
feeling of disgust and dislike.
F. Practical
applications of
concepts and skills
in daily living
- Watch again the short video clip shown and give the meaning of the word
“rupture.” State what possible action you would do if you were in the situation.
Then, choose one type of context clue and write an example using the word
rupture.
G. Making
generalizations and
abstractions about
the lesson
- Students are asked to summarize the key concepts of the lesson.
 Context Clues are hints a reader can use to discover the meanings
of unfamiliar words and phrases.
 There are types of context clues, namely: definition/explanation;
restatement/synonym; contrast/antonym and; examples.
 Noting context clues allows listeners/readers to comprehend and
infer the meaning of the sentence.
- How does context clue help you in listening and reading?
H. Evaluating
Learning
(Assessment)
Read the text in the box and answer what is asked for. Write the letter of the
correct answer in your Activity Notebook.
1. What does vociferous mean?
a. closemouthed
b. shy
c. reserved
d. talkative
2. What is the meaning of the italicized word based on the given clue
in the sentence?
a. disaster
b. fire
c. flood
d. heat
3. What does clandestine mean?
a. behind
b. open
c. public
d. secret
4. It can be inferred that “parsimonious” means tightfisted because the
father refused to give any money to his sons. Which type of context
clue is used in the text?
a. Contrast/Antonym
b. Definition/Explanation
c. Example
d. Restatement/Synonym
5. Which type of context clue is used in the statement above?
a. Contrast/Antonym
b. Definition/Explanation
c. Example
d. Restatement/Synonym
The girl who used to be very vociferous, doesn’t talk too much
anymore.
“Because the conflagration was aided by wind, it was so
destructive that every building in the area was completely burned
to the ground.”
He was so parsimonious that he refused to give his sons the few
pennies they needed to buy things for school. It truly hurt him to
part with his money.
The impostors, or pretenders, who claimed to be the real owners
of the mansion were caught by the police.
Rather than be involved in clandestine meetings, they did
everything quite openly.

5. 6. Which of the following describes ‘ubiquitous”?
a. It is everywhere.
b. It costs too much money.
c. It consumes lots of energy.
d. It is fuzzy and will trouble you.
7. Which word should be placed in the blank?
A daunting task is one that would __________ someone.
a. amuse
b. glorify
c. tickle
d. frighten
8. Based on the statement, which of the following best completes the
sentence below?
To intrude is to ________________.
a. wear other people’s shoes
b. paint or repair new building without consent
c. go inside a place where one is not wanted
d. enter a house with the owner’s permission
For items 9-10
9. Which type of context clue is used in the text above?
a. Contrast/Antonym
b. Definition/Explanation
c. Example
d. Restatement/Synonym
10. The text in the box provides readers clue/hint on the meaning of the
word “disperse”.
Why is it necessary to use context clues in writing?
a. It justifies that importance of using the word correctly in the
sentence.
b. It provides readers hint so they wouldn’t look for the entire
meaning of the text.
c. It allows the readers to understand the meaning of the
unfamiliar/difficult word.
d. It makes the readers appreciate how the writer uses the difficult
word in his/her writing.
No matter where you go, the internet is following you. Almost all
portable device is being made with an internet connection. Most
new TVs and many other appliances come with internet
connection as well. The internet is truly ubiquitous.
In the early 1600s, a dangerous trip across the Atlantic Ocean was
a daunting idea. The Europeans had been a very determined and
brave group of settlers.
Our new alarm system will wake up the entire neighborhood if an
intruder gets in the house.
When they heard the good news about the court’s decision, the
angry crowd cheered and began to disperse.
“It looks like everyone is going home,” the reporter said.

6. I. Additional Activity
(Assignment)
Write one-sentence example of each type of context clue. Underline once the
unfamiliar word and twice the clue or hint. Do this in your Activity Notebook.
V. REMARKS
VI. REFLECTION
Prepared by:
JOY B. GENTAPA
Teacher III, English Dept.
Checked and Observed by:
ALDRINA P. ALISER
Head Teacher II, English Dept.
Approved:
LUTHER D. CASTELO, EdD
School Principal IV