Republic of the Philippines

Bulacan State University

Brgy. Guinhawa, City of Malolos, Bulacan
A.Y. 2023-2024

SEMI-DETAILED LESSON PLAN

IN ENGLISH 9 (LESSON EXEMPLARS)

Learning Area English (JHS)

Learning Delivery Modality Face to Face/Onsite Classes

School Ramona S. Trillana Grade Level Grade 9

High School - Sta.
Elena Campus
EXEMPLAR
LESSON

Teacher Charles Edward C. Learning Area English

Martin (JHS)
Teaching Date 10 September 2024 Quarter 1
Teaching Time 01:00 - 02:00 PM No. of Days 4

I. OBJECTIVES At the end of the lesson, students are

expected to:
a. learn the meanings of different types of
context clues;
b. analyze the difference between definition,
restatement (synonym), and contrast
(antonym) context clues;
c. express their example sentences using the
mentioned context clues; and
d. conduct an activity that will ask students a
context clue question and select the best
answer.

A. CONTENT To helps students decode and recognize the

STANDARDS unfamiliar word, which stated in a sentence.

B. PERFORMANCE 1. Familiarize to the unknown word and by using

STANDARDS context clues to help them determine the
word.
2. Assessing their knowledge to magnify the
meaning behind the unfamiliar words.

C. MELCS (Most EN9V-Ih-12.3: Note Types of Context Clue

Essential (Restatement/Synonym, Contrast/Antonym,
Learning Definition, Examples) Used for a Given Word or
Competencies) Expression

D. ENABLING Vocabulary Development

COMPETENCIES

II. CONTENT Lesson #4- “Context Clues

(Restatement/Synonym, Contrast/Antonym,
Definition, Examples)
III. LEARNING RESOURCES

A. REFERENCES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Website:
Materials from https://support.google.com/legal/answer/34632
Learning Resources 39?hl=en

IV. PROCEDURES

A. INTRODUCTION Review of the past lesson

- the teacher will tell about the previous
lesson, and that is interpreting message
conveyed in a material viewed.

What I need to know?

At the end of the lesson, students are
expected to:
a. learn the meanings of different types of
context clues;
b. analyze the difference between definition,
restatement (synonym), and contrast
(antonym) context clues;
c. express their example sentences using the
mentioned context clues; and
d. conduct an activity that will ask students a
context clue question and select the best
answer.

What I know?
- The teacher will provide a short activity
about choosing the opposite word of a
synonym.
GIVEN WORD: STUDENT’S ANSWER
loud soft
fast slow
front back
older younger
nervous brave

What’s new?

- The teacher will reveal the title of the lesson.

- Telling the definitions of three types of
context clues and its examples.
Definition Clues
- this is the simplest form of context clue,
where the literal meaning of the word is
 given to the reader but in the form of
explanation.

Ex: The doctor’s writing was utterly illegi-

ble; no one could read those scri-
bbles.

2. Restatement (Synonym) Clues

- the author is conveying the same
thing twice. Initially, in a difficult way
and then in a simplest way.

Ex: Miguel was very loquacious. He

really loved to talk.

3. Contrast (Antonym) Clues

- the author provides the hints of the
meaning of the words or paragraphs
and tries to explain what it is about.

Ex: The feral cut would not let us pet

him, unlike our friendly cat.

Goal orientation:
- to read the objectives
- to understand the differences of the three
types of context clues
- to provide their own examples.

a. DEVELOPMENT What’s it?

- The students will tell if the sentence is under
of definition clues, restatement clues, or
contrast clues.

b. ENGAGEMENT What’s more?

The students will be divided into three
groups. Their tasks would find the opposite
word and its meaning. The teacher will
provide the word.
GROUP 1: LEGITIMATE
GROUP 2: NEW
GROUP 3: FRONT
What I have learned?
1. What is a context clue?
2. Why context clue is important, especially if
you want to find the meaning of an
unfamiliar word you’ve read?
3. How context clues help readers
understand and recognize the unknown
words?

c. ASSIMILATION WRITTEN TEST:

 Name: Date:
Year and Section: Score:

TYPE OF TEST: Multiple Choice

Items 1-5. Put a check (√) if these words are

synonyms and put a cross (x) if these words
are antonyms. Write your answer on the
blank provided in each item.

_____ 1. start - begin

_____ 2. older - younger
_____ 3. smart - intelligent
_____ 4. sick - ill
_____ 5. loud - soft

Items 6-10. Encircle the right definition of the

word.

6. fright
a. a happy feeling
b. a sudden intense feeling of fear
c. feeling of pain

7. tired
a. in need of sleep or rest
b. mourning after breakup
c. in a good condition

8. sharp
a. a type of gadget
b. blunt object
c. smart and intelligent

9. authentic
a. genuine, undisputed
b. fake, not true
c. untrusted

10. conquer
a. walking around
b. winning in the battle
c. overcome and take control

V. REFLECTION The learners will write their learnings on a

single piece of bond paper.

Now I know, that

Context clues help me to ________________

___________________________________________
________________________________________.

Prepared by:

CHARLES EDWARD C. MARTIN

(Teacher)