School: Jacobo Z.

Gonzales Memorial NHS Grade Level 8

I-D-E-A Teacher: Franz Andrei L. Baltazar Learning Area English
Lesson Exemplar Teaching Date: October 5-16, 2020 Quarter 1st
Teaching Time: 8:00-5:00 PM No. of Days 10

After the end of the lesson, the learners should be able to:
1. Determine the meaning of unfamiliar words.
I. OBJECTIVES 2. Use appropriate strategies in unlocking the meaning of unfamiliar words.
3. Show appreciation and respect of the local culture’s words and expressions.
A. Content Standards: The learner demonstrates understanding of African literature as a means of exploring forces
that human beings contend with; various reading style vis- a 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 devises in
presenting information.
B. 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.
C. Most Essential Learning Competencies Determine the meaning of words and expressions that reflect the local culture by noting
(MELC) context clues
(If available, write the indicated MELC)
D. Enabling Competencies Use context clues from the material viewed to determine the meaning of unfamiliar words or
(If available, write the indicated MELC) expressions

II. CONTENT Lesson: Unlocking Difficulties

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages K to 12 Curriculum Guide (May, 2016) p. 175
2. Learner’s Materials Pages Voyages in Communication p. 12
3. Textbook Pages
4. Additional Materials from Learning G8 English Lesson Exemplar 1st Quarter (Division of Tayabas).pdf pp. 5-9
Resource (LR) portal
B. List of Learning Resources for www.enhancemyvocabulary.com/improve-expand-vocabulary.html
Development and Engagement Activities

IV. PROCEDURES

A. Introduction What I need to Know?

The learners through the guide of a parent or guardian will have an overview of the lesson’s
expectations.
What’s New?
The learners will be asked about their idea on how to improve their vocabulary. They will be
presented with a YouTube video clip showing tips on how to improve their vocabulary:

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B. Development What I know?
The teacher will flash scrambled letters. The students will arrange the letters to form a word,
right after the teacher gave its meaning.

What’s in?
The learners will read a paragraph on the different strategies used in unlocking the unfamiliar
words. This part of the lesson will help them see some points that will help them determine
the meaning of words and expressions

Context Clues
Context clues are important words or phrases in a sentence that helps in
identifying the meaning of difficult word or items in a sentence. They
provide further information about a word or phrase that helps the reader
understand its meaning. Context refers to the parts of a piece of writing
that precede or follow a word and contributes to its whole meaning.
There are different types of context clues which include the following:

1. Synonym or Restatement Clue is a type of context clue that provides

the synonyms of words to provide the meaning of an unfamiliar word or
words.

Examples:
Rena shouts continuously, or all the time, and it makes me
uncomfortable.
The director felt remorse, or shame, for hiring some incompetent
employees.

The words in bold are the difficult terms and the underlined word are their
synonyms.

2. Definition or Statement Clue is a type of context clue that provides

direct statement or meaning of the unfamiliar word/s.

Examples:
Ossicles are the three small bones in the middle ear.
Her voice is inaudible; no one could hear it.

The words in bold are the difficult terms and the underlined words are
their definitions.

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 3. Antonym or Contrast Clue is a type of context clue that tells the
opposite meaning of the difficult word. It shows contrast.

Examples:
Jhonathan is gregarious unlike his shy brother.
The feral cat would scratch the wall, unlike the friendly cat.

The words in bold are the difficult terms and the underlined words are
their antonyms.

4. Explanation or Example Clue is a type of context clue that provides

readers with varying examples to allow them fully examine the unfamiliar
words. Words like including, such as and for example point out example
clues.

Examples:
Mammals, including elephants, horses and carabaos, are helpful
animals.
As a country in the Pacific Ring of Fire, the Philippines always
experiences different natural calamities such as typhoons, earthquakes
and tsunamis.

The words in bold are the difficult terms and the underlined words are
their examples.

5. Cause-and-Effect or Reason-Result Clue is a type of context clue

that ex-plains the reason and the result of an event or action. Words like
because, since, therefore, thus, so, etc. may signal context clues.

Example:
The government has implemented the community quarantine because
experts want to stop or slow down the increase in the number of COVID-
19 cases.

The word in bold is the difficult term and the underlined words are the
effect or result.

6. Comparison or Sameness Clue is a type of context clue that

presents the similarities in meaning or contexts. Words used are like, as,
similar to, in the same way, likewise, resembling, too and also.

Examples:
I love the palate of pasta like my brother who loves the taste of pansit.
Jonna is fond of mountain escapade the same way with Patrick who
goes on beach adventure.

The words in bold are the difficult terms and the underlined words are the
comparing or similar terms.

7. Inference or General Text Clue is a type of context clue that provides

the meaning of unfamiliar words that can be inferred or guessed from the
description of the situation. The author provides non-specific clues, often
spread over the sentence or number of sentence.

Examples:
I wish I had earplugs to avoid monkey’s vociferous noise.
The criminal’s belligerence led to the death of four innocent children.

The words in bold are the difficult terms and the underlined words are the
general text clues.

What is it?
The learners will read the following sentences and identify the meaning of the unfamiliar
words using context clues.

Contextual Clues
Encircle the letter of the group of words that can replace the word in bold in each sentence.

1. The elderly are advised to avoid strenuous exercises.

a. complex b. easy c. expensive d. time- consuming
2. The criminal shows no repentance even though he was convicted of the crime.

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 a. feeling of regret b. gratefulness c. fearfulness d. worry
3. She felt remorse over the death of her pet that she left when she had her summer
vacation.
a. sad b. happy c. angry d. a feeling of being sorry
4. This imitated bag resembles the original one I saw I the department store.
a. looks like c. looks different
b. has the same price d. made from the same company
5. Do you know where the rumors originated?
a. came from c. were first taught
b. were first popularized d. were first documented
6. The computer key- board must be covered after use so that dust will not accumulate.
a. gradually increased c. greatly increase
b. unlawfully acquired d. secretly saved
7. I feel nauseous every time I pass by the pile of garbage dumped on the sidewalk.
a. like drinking c. like vomiting
b. like eating d. like sleeping
8. The sudden tremor brought the moviegoers in chaos.
a. fire b. sudden dizziness c. strong waving d. slight shaking
9. She always carries along with her a portable computer.
a. can be operated c. can be sold
b. can be carried easily d. most up- to- date
10. The kidnap victim belongs to a prominent family in Manila.
a. rich b. political c. popular d. notorious

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C. Engagement What’s More?
Task 1: Dictionary Word Hunt

What I can do
Task 2: Make your own E-Dictionary

Using their experience in determining the meaning of unfamiliar

words, the learners will make their own dictionary of 10
unfamiliar words that they encounter in their community e.g.
words or expressions commonly used in their own
barangay/subdivision/village, words that reflect the values in
their city or town, etc. The learner, with the help of his/her
parent ot guardian will create the dictionary using MS word or
PowerPoint application and send it to his/her teacher through
e-mail. For learners who choose Modular learning modality,
they can save their print or save their output in a flashdrive and
send it to the school.

What other engagement activities can I engage in?

Task 3: Sing-a-Song Word Pool
The learners will be asked about their favorite English OPM
song (English songs written or sung by Filipino artists). Then,
they will choose 10 unfamiliar words from the song and write it
down with its meaning in the word pool below.

D. Assimilation What I have learned

What learned
To check how much the learners I have about
Learned?
determining the meaning of words and
expressions, they will be asked to write on the lines the important
Let us check about how much words
you learned thatdetermining
about they learned in
the lesson. the meaning of words and expressions.
Directions: Write on the lines the words that you learned in
this lesson.

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 I learned that ______________ are hints that an author
gives to help define a difficult or unusual word.

The __________ may appear within the same sentence as

the word to which it refers, or it may follow in a preceding
sentence.

Most people know how to use a ________ to look up a

word's __________.

What I can do (Assessment)

The learners will answer the provided additional activities for further assimilation of the
lesson.

Direction: Unscramble the jumbled letters to form an appropriate word that will complete the
sentence.

1. In the past, knowledge was often passed down from one generation to another by word of
____________. ( o m u h t )
2. If you are tied to your mother‟s apron strings, it means that you are being ____________
and influenced by her. ( o o c d e r t l l n )
3. Children should be taught life ______________ so that they will be able to earn a living in
the future. ( i s l l s k )
4. In Japan, certain days have been _______________ for children to show how important
they are to the adults. ( t s e a e i d s )
5. All children have the right to ______________. They should learn how to read and write.
(dceutaoin)

E. Reflection The learners will write their reflections or personal insights on their notebooks. diaries or
portfolios.

I. Direction: Complete the following statements:

1. I understand that _________________________________.
2. I realize that_____________________________________.

II. Direction: Read the following statements. Then put a check (/) on your chosen column.

Strongly Agree Disagree Strongly

Agree Disagree
1. I can determine the meaning of
unfamiliar words.
2. I do know what context clues mean.
3. I know how to use a dictionary.
4. I find it difficult to arrange
unscrambled words.
5. I can’t make my own dictionary.