I.

OBJECTIVES
At the end of the one-hour discussion, the students are expected to:
a. cognitive;
b. affective; and
c. psychomotor.

II. SUBJECT
MATTER
Course title: Philippine Indigenous Communities
Topic: IPS/ICC
Duration: 1 hour
References: Retrieved from:
https://courses.lumenlearning.com/
englishcomp1/chapter/context-clues/

Materials: Laptop, Visual texts, Worksheet, Visual

Aids (Charts), and PowerPoint
Presentation
Skills/Values: Vocabulary building, evidenced-based
approaches, reading comprehension, and
cooperation

III. PROCEDURES

Teacher’s Activity Students’ Activity

A. Classroom 1. Greetings
Management
(5 minutes)

2. Prayer

3. Checking of Attendance/Presentation
of the objectives/ Rules Regulation

4. Review of the previous lesson “Ma’am synonyms

are…”

The oral questions involve:

“Yes, because
synonyms enhance the
o What are synonyms? quality of…”

o Are synonyms important? What

role do synonyms play in
“Avoid redundancy”
sentence construction?
o Give a word and its synonym/s
and use it in a sentence. “clear:logical”

“She has a logical

mind.”

B. Motivation A lyric video of Ed Sheeran's song The students will list

"Thinking Out Loud" will be watched down the uncommon or
(5 minutes)
and listened to by the students. unfamiliar words then
some students will share
their work.
Link of the YouTube video:
https://youtu.be/hTbeVXuWyaU

C. Presentation The teacher will facilitate the students by The students will share
brainstorming the possible definition of their thoughts or ideas.
(5 minutes)
the uncommon or unknown words from
the song.

D. Lesson Proper

a. Activity (time) Group activity: Students will be grouped The students will go to
into four. Each group will be given a their respective groups.
visual text. Instruction and Title of
Activity

Group 1

Group 2
Group 3

Group 4

The students will

The task is to decipher the intended brainstorm with their
meaning of the visual texts and identify groupmates; then, they
the symbols or elements of the image will write the possible
that will support their statements. meanings of the image
and their justification
using the symbols or
elements presented.

Group 1

Presentation of the work Group 2

Group 3
Group 4

b. Analysis (time) To test the understanding of the lesson, Answers may vary.
the teacher will facilitate the students in
analyzing a 5-item worksheet applying
the concepts and tips in utilizing context
clues to understand a phrase, sentence,
or a statement.

(Please see attached worksheet)

c. Abstraction (time) The teacher will ask the students the

following questions:

"How did you came up with the possible

"I consider the words or
definition of the unfamiliar words?"
phrases that surround
the unfamiliar word that
could possibly help in
identifying its meaning.

"A context clue is a

"What do you mean by Context Clues?" word or phrase in the
same sentence or a
nearby sentence that can
help the reader decipher
the meaning of an
unfamiliar word."

"A definition clue is a

word or phrase that
defines the unfamiliar
word."

"What are the different types of Context

Clues?"
"A synonym clue is a
word or phrase that has
a similar meaning to the
unfamiliar word."

"A contrast clue is a

word or phrase that has
the opposite meaning of
the unfamiliar word."

"An example clue is a

word or phrase that
provides an example to
illustrate the unfamiliar
word."

"An adjacent clue is a

word or phrase in a
nearby sentence that
explains the meaning of
the unfamiliar word."

"It improves
analyzation and reading
comprehension."
"It would help
understanding new
words and widens the
vocabulary."

"What is the importance of this skill?"

The teacher will present the definition of

Context Clues and its types.

The learning materials for the discussion

could be:
• Visual Aids (charts)
• PowerPoint Presentation
d. Application (time) Do you apply the mentioned strategies or Answers may vary.
types of context clues in defining an
unfamiliar word? How does it help?

IV. EVALUATION A printed copy of William

Wordsworth’s poem, “She was a
Phantom of delight” will be given to the
students along with the table with the list
of unfamiliar words (1st column) and
their inferences of the words’ meaning
(2nd column).

(Please see attached worksheet)

(Criteria is attached)

V. ASSIGNMENT A 10-item printed worksheet which

contains multiple choice questions that
will challenge the students’ acquired
knowledge about context clues will be
given to the students.

(Please see attached worksheet)

WORKSHEET 1 (ANALYSIS)

Name: Grade & Section:

INSTRUCTIONS: Read each of the paragraph and figure out what each of the words in the box means. Write
your answers on the spaces provided. Please refer to Rubric Number 2.

1. What does the word torix mean in this paragraph?

Your torix is made up of many bones. There are 206 bones in your torix. These bones make your shape.
Because you have a torix inside of you, nothing can change your shape. Without a torix, your body would
be shapeless.

2. What does the word rutat mean in this paragraph?

A rutat is a simple drawing of part or all of the earth. Most rutats are flat. Rutats show only the important
details such as the names of places. The rutat key explains what the rutat symbols mean. For example, a
black dot may stand for a city.

3. What does the word morp mean in this paragraph?

What is today’s morp like? Is it hot, rainy, or sunny? It can be fun to make a morp chart. Record the high
and low temperatures for each day of the week. Listen or watch a morp report on television or radio to get
the prediction for tomorrow’s morp!

4. What does the word feens mean in this paragraph?

John James painted many pictures of feens. He studied feens while they flew, in their nests, perched in
trees, and on the ground. His artwork has been praised for how like-like his paintings of feens are. You
almost expect to hear the feens chirp!

5. What does the word praxer mean in this paragraph?

Ben loves to drink praxer. He likes how praxer is the color of the clouds but his favorite praxer is
chocolate praxer. Chocolate praxer doesn’t come from chocolate cows though. It comes from regular cows
like all praxer does. Ben likes to drink praxer with a sandwich or put it on his cereal in the mornings for
breakfast.

WORKSHEET 2 (EVALUATION)

SHE WAS A PHANTOM OF DELIGHT

By: William Wordsworth

She was a Phantom of delight

When first she gleamed upon my sight;
A lovely Apparition, sent
To be a moment’s ornament;
Her eyes as stars of Twilight fair;
Like Twilight’s, too, her dusky hair;
But all things else about her drawn
From May-time and the cheerful Dawn;
A dancing Shape, an Image gay,
To haunt, to startle, and way-lay.

I saw her upon nearer view,

A Spirit, yet a Woman too!
Her household motions light and free,
And steps of virgin-liberty;
A countenance in which did meet
Sweet records, promises as sweet;
A creature not to bright or good
For human nature’s daily food;
For transient sorrows, simple wiles,
Praise, blame, love, kisses, tears, and smiles,

And now I see with eye serene

The very pulse of the machine;
A Being breathing thoughtful breath,
A Traveler between life and death;
The reason firm, the temperate will,
Endurance, foresight, strength, and skill;
A perfect Woman, nobody planned,
To warn, to comfort, and command;
And yet a Spirit still, and bright
With something of angelic light.

INSTRUCTIONS: Read the poem titled “She was a Phantom of Delight” by William Wordsworth and list
unfamiliar words. Identify the context clues used in the poem and classify its types. Write your own definition
of unfamiliar words using the context clues. Please refer to the attached Rubric Number 3.

Unfamiliar Words Context Clues Types of Context Clues Definition

WORKSHEET 3 (ASSIGNMENT)

INSTRUCTIONS: Use your acquired knowledge regarding context clues in inferring the meaning of the
words. Encircle the letters of the correct answers.

1.After the downpour ended, the neighborhood was serene.

a. calm
b. noisy
c. crowded
d. wet

2.Film: Director::Speech:_________

a. Orator
b. Teacher
c. Manager
d. Actor

3.Daniel is a __________ traveller and understands many different cultures; therefore, he never feels out of
place, no matter where he goes.

a. cache
b. cliché
c. contort
d. cosmopolitan

4.A reluctant student who has been cajoled into doing his work by a patient teacher has been:

a. bribed into doing it

b. forced into doing it
c. coaxed into doing it
d. punished into doing

5.Mr. Sanchez evinced an __________ and worldly temperament when he politely dismissed the cashier’s
ethnic slur as the rumblings of a weak, ignorant person.
Which words means “polished or sophisticated” and completes this sentence?
a. perdition
b. dogged
c. urbane
d. consign
6.“Prudence, indeed, will dictate that Governments long established should not be changed for light and
transient causes; and accordingly, all experience hath shewn, that mankind is more disposed to suffer,
while evils are sufferable, than to right themselves by abolishing the forms to which they are
accustomed.”
The word prudence most likely means
a. cautiousness
b. recklessness
c. extravagance
d. history

7.“Our repeated Petitions have been answered only by repeated injury”.

The word petitions most likely means
a. applications for judicial action.
b. documents with multiple signatures.
c. formal appeals or requests.
d. protests

8.In which sentence is the meaning of the word abundance expressed?

a. flocks of parrots obscured the heavens.

b. at 10 o’clock we arrived at a cape of the island.
c. after having dispatched a meal, I went ashore.
d. we asked him in return for water.

9.Louis XIV’s chateau at Versatiles is magnificent. This means that its decorations are:

a. ordinary
b. dilapidated
c. opulent
d. common

10. “I grew up in a house with no running water, 16 miles from the closest place that had a post office. I had a
very parochial view of the world”.
-Rick Perry
This quote means that Rick Perry grew up with a very informed view of the world.
a. True
b. False
RUBRICS:

Rubric Number 1

Group Activity
CATEGORY 10 8 6 4
Amount of Contains complete Factual and Factual and Photo analysis
Information factual information inferred information inferred information relies almost
(what you can see) is nearly complete. is lacking; analysis entirely on opinion.
as well as complete relies too much on
inferred information opinion.
(what you can
guess because of
what you see).
Clarity Photographs are Photographs are Explanations of the Explanations are
extremely well well explained and photographs are a confusing and
explained, and all all assumptions little confusing or incomplete.
assumptions are have supporting incomplete. Assumptions are
backed up with reasons. Supporting reasons not supported.
good reasons. are vague.

Mechanics No grammatical, 1 - 3 grammatical, 4 - 5 grammatical 6 or more

spelling or spelling or spelling, or grammatical,
punctuation errors. punctuation errors punctuation errors. spelling, or
punctuation errors.

Organization Information is very Information is Information is The information

organized, brief, organized, and too organized, but the appears to be
and too the point. the point. analysis is too disorganized.
complex or lengthy.

Rubric Number 2

Analysis
10 pts Was able to infer the meaning of all words correctly.
8 pts Was able to infer the meaning of almost all words correctly.
6 pts Was able to infer the meaning of some words correctly.
4 pts Was able to infer the meaning of few words correctly.

Rubric Number 3

Evaluation
10 pts Does all or almost all of the following:
 Effectively use context clues in defining words.
 Critically apply the strategies/types of context clues.
 No spelling, capitalization, punctuation or grammatical errors.
8 pts Does most or many of the following:
 Effectively use context clues in defining words.
 Critically apply the strategies/types of context clues.
 No spelling, capitalization, punctuation or grammatical errors.
6 pts Does most or many of the following:
 Inferred meaning does not reflect the use of context clues for support.
 Fail to apply the strategies/types of context clues
 Several spelling, capitalization, punctuation or grammatical errors.
4 pts Does most or many of the following:
 Inferred meaning does not reflect the use of context clues for support.
 Fail to apply the strategies/types of context clues
 Several spelling, capitalization, punctuation or grammatical errors.

Prepared by:

Teacher Teacher

GE Elective 2: ROBERT S. CABAGUE

Instructor