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Context Clues DLL

This document contains a daily lesson log for an English 9 class taught by Alvin Peñalba. The objectives were for students to understand how literature enhances the self and to participate in a speech choir using effective verbal and non-verbal strategies. The lesson focused on defining and identifying different types of context clues to determine the meaning of unfamiliar words. Activities included using context clues to analyze sentences, pictures, and a "context clue Who Wants to be a Millionaire" game. The lesson concluded with a quiz to evaluate learning.

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Alvin Peñalba
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100% found this document useful (3 votes)
2K views4 pages

Context Clues DLL

This document contains a daily lesson log for an English 9 class taught by Alvin Peñalba. The objectives were for students to understand how literature enhances the self and to participate in a speech choir using effective verbal and non-verbal strategies. The lesson focused on defining and identifying different types of context clues to determine the meaning of unfamiliar words. Activities included using context clues to analyze sentences, pictures, and a "context clue Who Wants to be a Millionaire" game. The lesson concluded with a quiz to evaluate learning.

Uploaded by

Alvin Peñalba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region IV (CALABARZON)
Division of Cavite
District of Alfonso
KAYSUYO NATIONAL HIGH SCHOOL
9085@ Kaysuyo Tua-Road, Kaysuyo, Alfonso, Cavite
[email protected]

ENGLISH 9

DAILY LESSON LOG


Teacher Alvin C. Peñalba Grade Level
Teaching Date October 11, 2017 Learning Area English 9
Teaching Time Quarter First

I. OBJECTIVES
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,
A. Content Standards 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.

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
B. Performance Standards
Audience Contact.

EN8VC-IIg-1.3:
Predict the gist of the material viewed based
on the title, pictures, and excerpts

EN8VC-IIg-17:
Discern positive and negative messages
C. Learning Competencies/Objectives conveyed in a material viewed
(Write the LC code for each)
After this lesson, students will be able to:

 define context clues


 list and define types of context clues
 apply strategies to identify unknown
words using context clues
II. CONTENT Use of context clues
Visual Aids, pictures, magazines, activity
III. LEARNING RESOURCES sheets

A. References
1. Teacher’s Guide pages 110-113
2. Learner’s Materials pages 140-142
3. Textbook pages
4. Additional Materials from  Short stories to apply comprehension
Learning Resource (LR) portal strategies
 Chart paper
 Highlighters
B. Other Learning Resources Laptop, Projectors, Speakers, Manila Paper

IV. PROCEDURES
The teacher will be asking the students what
A. Reviewing previous lesson or are the strategies that they do in order to get
presenting the new lesson the meaning of unfamiliar words.

 Before class, project a sentence on


the board that contains a word
unfamiliar to your students.

 The teacher will let the students read


a sentence and to identify a word that
is unfamiliar to them. He will lead
the students to the real meaning of
the unfamiliar word through reading
it in the context.

 Ask students to read the sentence and


B. Establishing a purpose for the lesson
determine the meaning of the
unknown word. After several
guesses, explain that there is not
enough information about the word to
define.

 Rewrite the sentence, adding text to


give students context. Discuss how
the addition of information helped
define the unknown word even
though there was no definition

 The teacher will show some pictures


and he will get the students decipher
C. Presenting examples/ instances of the their thought regarding the picture
new lesson. through the use of their past
experiences

D. Discussing new concepts and  Define and discuss different types of


practicing new skills (Activity #1) context clues.
 Read a brief example for each type.
and unknown words and use context
clues to determine meaning. Identify
the type of context clue you used and
the text that allowed you to define the
word.
 Project an example sentences
presentation. Direct students to
highlight unknown words, then use
context clues to determine meaning.
Have students underline or circle
parts of text that helped them define
E. Discussing new concepts and
the word.
practicing new skills (Activity #2)
 Circulate the room to assist and
clarify. Pull small groups of students
who need extra help.

 Review and share answers as a class.

 The teacher will facilitate the


“context clue Who wants to bea
Millionaire game”

 Read each sentence silently.

 Think about what the highlighted


F. Developing Mastery
(leads to Formative Assessment) word means, and the type of context
clue you used to arrive at your
answer. You do not have to write
anything down.

 You will have thirty seconds to


answer each riddle.

 Let the students appreciate the use of


G. Finding practical applications of contexts clues and how it’s been used
concepts and skills in daily living in a context.

 The students should know the


H. Making Generalization and importance context clues in everyday
abstractions about the lesson lives

 The teacher will facilitate a ten item


I. Evaluating Learning quiz regarding the lesson.

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
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
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

ALVIN C. PEÑALBA

Checked by:

MRS. JUANA A. PEÑANO


(Head Teacher)

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