Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
Division of Misamis Occidental
Concepcion District
Concepcion National High School

DAILY LESSON PLAN IN ENGLISH 8

Quarter 1 Week 1 (August 22-25, 2023)

English Learners TIME:

Content Standards The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings conntend with; variuos reading styles vis – à-
vis purposes of reading; prosodic features that serve as carriers of meaning; ways
by which information may be organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting information.

Performance Standards The learner transfers learning by composing and delivering an informative speech
based on a specific topic of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.

Learning Competencies/ Determine the meaning of words and expressions that reflect the local
Objectives culture by noting context clues.
(Write the LC code)
EN8V-lf-6
Cognitive 1.1 Identify the meaning of words through context clues
Affective 1.2 Express appreciation to local culture

Psychomotor 1.3 Write paragraph using one or more types of context clues

Key Behavioral Indicator Shows respect and responsibility on the use of context clues.
GAD Integration Manifest equality in doing the different tasks regardless of gender.
Contextualization Relating the lesson to real life situations or encounter
II. CONTENT Noting Context Clues
III. LEARNING RESOURCES

A. References English 8 Quarter 1 Module 1

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources Internet
IV. PROCEDURES

Preliminary Activities
A. Prayer

B. Checking of Attendance
Reviewing previous lesson DRILL:
or presenting the new lesson In your journey as a learner, have you heard of the expression Context Clues?

REVIEW:
In your lesson in the previous grade, you have learned about identifying or giving
meaning to unfamiliar words. This time around we will recall your understanding on
the said topic.

Ex: Governments in some parts of the world set their focus on the doldrums of
environmental degradation, instead of the threats of the present pandemic.

 What is the underlined word?

 Did you get the meaning of the word?
 What do you call that word?

Establishing a purpose for Vocabulary Enrichment

the lesson This time, I want you to form the letters into a word based on the given meaning.

OTINGN- notice or pay particular attention in writing.

EXTCONT- the parts of a discourse that surround a word or passage and can throw
light on its meaning.
LUESC- something that guides through an intricate procedure or maze of difficulties.

MOTIVATION:
Read the poem carefully and identify the underlined words.

(The teacher shows the poem entitled “CONTEXT CLUES”. )

 What can you say about the poem?
 Do you find difficulty in understanding the poem?

Presenting
examples/instances of the
new lesson  What are some of the words that you find difficult to understand?
 How do you unlock the meaning of the words?
 What are the clues that help you solve them?

This time, you study the sentences below. Take note of the underlined words. Can
you give their meanings?

1. As a writer, Dr. Jose Rizal used several pseudonyms so as not to reveal his real
identity.
2. We should always be prudent in what we say so as not to hurt the feelings of
others.

Look at the sentence number 1, what do you think is the meaning of the word
pseudonyms?

The answer is pen names.

How about in sentence number 2, what do you think is the meaning of the word
prudent? The answer is careful.

How did you know the answers? What words helped you identify the meanings of
those unfamiliar words?

The words not to reveal helped you identify the meaning of pseudonyms in
sentence number 1 while the words not to hurt helped you identify the meaning of
prudent in sentence number 2.

These words served as the clues in the sentences.

Discussing new concepts ANALYSIS
and practicing new skills #1
Context Clues - are words that appear in sentences to help understand the
meanings of difficult words.

Context clues are of different types:

1. by Definition
 the unfamiliar word is defined in a sentence.

Ex: A treasure hunter is a person who searches for treasures from sunken ships and
ancient tombs to obtain valuable relics and artifacts.

2. by Synonym

a similar word is placed in the same sentence to know the meaning of the
unfamiliar word.

Example:

It is common for Filipinos to feel compassion or pity for the suffering of their
fellowmen.

(synonym: pity)

3. by Antonym

an opposite word is placed in the same sentence

Example:

Among the siblings of thin body structure, Isabel is the only one who is portly.

(antonym: thin)

4. by Comparison

a similar word with the same meaning of the unfamiliar word is placed with an
object to be compared.

Example:

The stench of the garbage was like the smell of a rotten fish.

(comparison: rotten fish)

5. by Example

samples are provided in the sentence to understand the meaning of the unfamiliar
word.

Example:

In ancient times, some of our forefathers believed in amulets, such as pearl of the
crocodile, pearl of the ax, bullet necklace, and bag of herbs to protect them from
harm.

(example: pearl of the crocodile, pearl of the ax, bullet necklace, bag of
herbs)

6. by Explanation

a description is given to understand the meaning of the unfamiliar word

Example:

Matthew had few infractions of the house rules that he should have done as part of
his responsibilities.

(explanation: house rules that he should have done)

 7. by Cause-Effect

the meaning of the difficult word depends on the cause-effect relationship of other
words as expressed in the sentence.

Example:

Since only a few followed the wearing of face mask, it was made mandatory by the
government.

(cause: only a few followed the wearing of face mask)

8. by List or Series of clues

to understand the meaning of the unknown word, it is included in a series of words
given in a sentence.

Example:

After the program, the rubbish left were souvenir programs, flyers, leaflets plastic
bottles, and food wrappings.

(list: souvenir programs, flyers, leaflets, plastic bottles, food wrappings)

9. by Inference

to understand the meaning of the unknown word, one has to make a guess based
on the description given in the sentence.

Example:

When one shows belligerence, harsh words, disruptive actions, and offensive
behaviors can be observed.

(description: harsh words, disruptive action, offensive behavior)

Discussing new concepts

and practicing new skills #2 ( THE DEEPENING STAGE)

What have you learned from the lesson discussed above? You are really getting
better and better after every task! This time, you may further test your understanding
to enrich yourself by doing the activities below.
Developing mastery (leads
to Formative Assessment 3)

Finding practical Filipinos are known for being strong in facing challenges. They don’t simply give up.
applications of concepts and
skills in daily living Write a paragraph about how you face your greatest challenges using one or
more types of context clues.

Making generalizations and

abstractions about the
lesson

Evaluating learning LET ‘S HAVE NOW A QUIZ!

In a 1/2 sheet of paper, choose the meaning of the underlined words
using context clues. Write the letter of your answer.
 Additional activities for Think of three (3) unfamiliar words and use them in a sentence using the types of
application or remediation context clues.

V. Remarks  carried out

 not carried out

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

Prepared by: Noted by:

HAZEL DIONSON, T-1 RICHARD S. MEJARES, HT-1

Subject Teacher School Head