This lesson plan aims to teach students about context clues. It will define context clues, discuss the different types like definition, synonyms and antonyms, and give examples. Students will practice identifying the meanings of unfamiliar words from sentences. They will then read a passage using context clues and answer short questions to assess their understanding.

1. Semi-Detailed Lesson Plan in English 5
(COT – Third Quarter)
I. Objectives
At the end of the lesson, 75% of the pupils the students should be able to:
a. familiarize themselves with the concept of context clues.
b. enumerate the most common types of context clues
c. unlock the meaning of the words through context clues;
d. demonstrate interest to the lesson through active participation during
class discussion.
II. Subject Matter
Topic : Context Clues
Reference/ : Joy in Learning English 5 p205
English Expressways, pp. 304-305
Online Source : https:// /7aoh2vhjhheq -of-digging-by-seamus-heaney/
Materials : power point presentation, flash cards
III. Procedure
A. Daily routine
Opening Prayer
Greetings
Classroom Management
B. Motivation
- Ask the pupils how they are able to identify the meaning of an unfamiliar
word contained in a sentence.
- Several sentences will be shown in the powerpoint presentation containing made
up words
- Afterwards, let the pupils identify the definition of the unfamiliar words in the
sentences given and asked them how did they are able to come up with such
definition
C. Presentation
-Show a slide explaining the what context clues are
- Explain the different types of context clues with examples
1. Definition: an unfamiliar word is directly defined in a sentence in which it
appears
2. Synonyms: a word with a similar meaning may be stated to help define the
unfamiliar word
3. Antonym: a word that is opposite the unfamiliar word may also be stated as
a clue
4. Inference: an unfamiliar word can be assumed with both prior knowledge
and the context in which the word sits
D. Assessment
Students will answer a short drill prepared by the teacher in relation to
context clues and its types.

2. Directions: Read the following sentences and determine the meaning of the underlined
words through context clues.
1. The diaper was just the right snug around the baby’s waist.
(fit, dark, fast)
2. I was kept awake at night by the rasping sound of a snoring partner.
(rough, soft, smooth)
3. A synthetic turf was installed in the playing field instead of authentic grass.
(meadow, grass, land)
4. Going to the bog got my shoes all muddy and wet.
(wetland, river, sand)
5. The lug of a spade is the part you would rest your foot on.
(projected part of a something, an edge to increase balance)
E. Assignment
Students will be given a short readin passage which contains
unfamiliar words that they would need to larn by practicing the use of
context clues.

3. C. Motivation
The teacher asks the students about who are worthy to imitate or try to be
like, and what makes these people admirable?
D. Lesson Proper
Seamus Heaney was an Irish poet,
playwright, translator and lecturer. He was a
son of a farmer in Ireland. He received the
1995 Nobel Prize in Literature.
Digging
by Seamus Heaney
Between my finger and my thumb
The squat pen rests; snug as a gun.
Under my window, a clean rasping sound
When the spade sinks into grav elly ground:
My father, digging. I look down
Till his straining rump among the flowerbeds
Bends low, comes up twenty y ears away
Stooping in rhy thm through potato drills
Where he was digging.
The coarse boot nestled on the lug, the shaft
Against the inside knee was lev ered firmly .
He rooted out tall tops, buried the bright edge deep
To scatter new potatoes that we picked,
Lov ing their cool hardness in our hands.
By God, the old man could handle a spade.
Just like his old man.
My grandfather cut more turf in a day
Than any other man on Toner’s bog.
Once I carried him milk in a bottle
Corked sloppily with paper. He straightened up
To drink it, then fell to right away
Nicking and slicing neatly , heav ing sods
Ov er his shoulder, going down and down
For the good turf. Digging.
The cold smell of potato mould, the squelch and slap
Of soggy peat, the curt cuts of an edge
Through liv ing roots awaken in my head.
But I’v e no spade to follow men like them.
Between my finger and my thumb
The squat pen rests.
I’ll dig with it.
E. Discussion
1. Who are the main characters in the selection?

4. 2. What is the occupation of the father and the grandfather?
3. What similarities are there between writing and digging?
4. Do you think the speaker is unhappy that he's not a potato farmer like
his father and grandfather? Why or why not?
F. Evaluation.
The teacher asks the students to draw a symbol that best describes who
has helped in shaping who they are today. Below the drawing, let them write a few
sentences that explains.
IV. Assignment
Write a letter of appreciation to your parents.