Aklan Catholic College

Archbishop Gabriel M. Reyes St.

5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

A DETAILED LESSON PLAN IN ENGLISH GRADE 7

School Aklan Catholic College Grade Level Seven

Student Learning English
Teacher Areas
Quarter Four
Date September 9, 2024 Week One
Content The learner demonstrates understanding of: contemporary
Standard Philippine literature as a means of responding to the
demands of the global village; various extended text types;
lexical and contextual cues; appropriate and polite oral
language, stance, and behavior; and use of imperatives,
prepositions, verbs, and wh-questions.
Performance The learner transfers learning by: explaining the need to be
Standard cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types;
using lexical and contextual clues to understand unfamiliar
words and expressions; using imperatives, prepositions, and
appropriate and polite oral language, stance and behavior in
various information-sharing formats.
Developmental Vocabulary Development
Domain
Learning Use lexical and contextual cues in understanding unfamiliar
Competency words and expressions ( EN7RC-IV-a-12.3: )
Code
Objectives At the end of the lesson the students should have been able to:
A. Use lexical and contextual cues in understanding unfamiliar words or
expressions.
B. Construct own sentences using unfamiliar words and expressions.
C. Values the importance of figuring out unfamiliar words and expressions
using lexical and contextual cues in writing a short story.

Content Using Lexical and Contextual Cues

References: K to 12 English Curriculum Guide pg. 162
Materials: Projector, Laptop, PowerPoint, Whiteboard and Marker
Value Focus: Participation

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Procedure 1. Preparatory Activities

Prayer

Before we start our class, let us begin Classmates, are you ready to pray?
with a prayer. Jonna, kindly lead the
prayer. Yes, we are. (Stand up)

Let us pray.

Lord, we offer to you our class today.

We pray that through your Divine
Guidance, we would learn how to
listen attentively to the inputs of our
teacher. May we appreciate her effort
in imparting her knowledge to us.
May we participate actively in the
discussions and activities, so we
could learn more.
Greetings

Good afternoon, class! Good afternoon, ma’am!

Now, before you take your seats, please (Student arrange their seats and sit
arrange your seats and sit properly. properly)

You may now sit down, class.

(Sit down)
How are you today?
We are doing good, ma’am.
I am glad to hear that.

Checking of Attendance

Class monitor, is there anyone absent None, Ma’am.

today?

Thank you, class monitor. I am happy

that everyone is present today.

2. Motivation

Everyone, count 1 to 4. Please go to (The students go to their group)

your respective group and pick your
group representative to go in front.

The teacher shuffles the index cards (Student pick a index card with an
and the student randomly select. unfamiliar word)

The teacher explains the instruction to (Note the instruction)

the class.

After I give you the word, all you need (The student constructs a sentence
to do class is you to figure out the using the word within a time limit)
meaning and write your own sentence
using that word. (Students read their answers)

These are the words you need to use in Group 1.

a sentence. The word is disagree.
1. disagree “I disagree with my friend about
2. kindness which movie is better.”
3. tranquil
4. obedient Group 2.
The word ma’am is kindness.
“Her kindness to everyone in the
class made her very popular.”

Group 3.
The word we pick, ma’am is tranquil.
“The park was tranquil early in the
morning, with no people around.”

Group 4.
Ma’am, the word is Obedient.
“My brother is very obedient when
our parents tell him to do his
homework.”

(Students clap their hands.)

(Student answer the question)

Thank you. Give yourselves a round of

applause, class.

Does anyone from the class have an No, ma’am.

idea of what those words are?

Okay, very good!

But did you know that those words are

examples of lexical and contextual
cues? Yes, ma’am.

Well, we’re going to find about it more

through our next lesson.

Are you all ready?

3. Presentation (Explicit Teaching)

Before we proceed to our discussion, I At the end of the lesson the students
want you to be aware of the objectives should have been able to:
that we need to obtain after this lesson. A. Identify lexical and contextual
cues in understanding unfamiliar
Class, kindly read. words or expressions.
B. Construct own sentences using
unfamiliar words and expressions.
C. Values the importance of figuring
out unfamiliar words and expressions
using lexical and contextual cues in
writing a short story.

(Students silently read the sentences

presented by the teacher.)

(Students try to answer the question

based from their observation.)
Class, take a look at these two (2)
sentences, try to study and analyze it.
Sentence 1: Ali hasn’t complained of
any discomfort
Sentence 2: I’m strong but I’d like to (The class observed)
improve my fitness.

What have you noticed class? The underline in the word there is dis.

Class, look at this word in sentence 1. (Student sit down.)

The word is discomfort.

The teacher underlines dis- in the word

discomfort.

The teacher call names randomly to

answer. What is the underline part?

Yes, correct. It is called a prefix.

You may now sit down.

A prefix is a word part added to the The underline in the word there is
beginning of a word (for example, ness.
dis-). If the prefix dis- is added to
comfort, the word is discomfort.

Another, look at this word in sentence (Sit down.)

2. The word is fitness.

The teacher underlines -ness in the

word fitness.

May I call on Toni. Please stand up.

What is the underline part?

Yes, it is and it is called a suffix.

You may now sit down, Toni.

(Student read the definition)
Class, A suffix is a word part added to
the end of a word (for example,
-ness). If the suffix -ness is added to fit,
the word is fitness.

Now, please read the definition of

Lexical Cues.

Lexical cues are hints or signals within

words that help readers determine their
meanings. These cues can be prefixes,
suffixes, root words, or word parts that
convey specific meanings.

Examples of Lexical Cues:

Prefix- prefix is a word part attached to
the beginning of a word to modify its
meaning. In the word “unhappiness”,
‘un-‘ is the prefix.

Suffix- A suffix is a word part attached

to the end of a word to modify its
meaning or function. In the word
“comfortable”, ‘-able’ is the suffix.

Root word: A root word is the basic

form of a word before any prefixes or
suffixes are added. In the word
“unhappiness”, ‘happy’ is the root (Students raise their hands and
word and the word “comfortable”, provide their own examples.)
‘comfort’ is the root word.

These prefixes, suffixes, root words,

are the cues that can help you in
understanding unfamiliar words and
this is what we called lexical cues.
None, ma’am.
Now, based from the example that I
showed you, give me some sentences Yes, ma’am.
that use both prefix and suffix.

Wow! I’m glad that all of you have

applied lexical cues into your
sentences.

Are there any questions, class?

Are you sure?

Okay, if there is none, let us now

proceed to the next one. (Students try to answer the question
based from their observation.)
I have three (2) sentences here, class.
Try to study and analyze it again. Yes, ma’am
Sentence 1: The magnificent castle was
grand and imposing.
Sentence 2: The tiny mouse was much
smaller than the huge elephant.

What have you noticed class?

Are there any similarities and opposite

in the sentence?

Class, today we are going to learn

about synonyms and antonyms. These
are the words that can help us better
understand the meaning of other words. Ma’am, “magnificent” means
something is big and beautiful?
Now, let's look at the example on the
board.

Sentence: The magnificent castle was

grand and imposing.

In this sentence, the words “grand” and

“imposing” are synonyms of
“magnificent”. (Students raising their hands.)

Yes, that is right!

So, “tiny” means something is very
Let's look at another example. small?

Sentence: The tiny mouse was much

smaller than the huge elephant.
(Sit down)
In this sentence, the words “tiny” and
“small” are antonyms of “huge”.

Yes, Lex!

Yes, that's correct Lex.

You may sit down.

Class! Synonyms are words that have

similar meanings.
None, ma’am.
Another example here, "happy" and
"joyful" are synonyms. They both
express a feeling of happiness.

Antonyms are words that have opposite

meanings. Like “hot” and “cold”.

Are there any questions, class? How (Read the definitions)

about some clarifications?

These synonyms and antonyms can

help you in understanding unfamiliar
words, this is what we called contextual
cues.
(Students read)
The teacher asks one student to read the
definition.

Contextual cues are clues from the (Student answer, the sky was sad?)
words or sentences around the
unfamiliar word. Yes, ma’am.

Please read this sentence. “The sky was

gloomy, with dark clouds covering the
sun”.

What does "gloomy" mean? Imagine

the sky is covering by the dark clouds.

Yes, correct. Am I clear?

To conclude, the two (2) types of cues

are Lexical cues and contextual cues
this can help in understanding Yes, ma’am.
unfamiliar words. Lexical cues are
hints within words, like prefixes,
suffixes, and root words while None, ma’am.
contextual cues are clues from the
words or sentences around the
unfamiliar word, like synonyms and
antonyms.

Has everyone understood the lexical

and contextual cues?

Very good! Do you have any questions

or clarifications, class?

Okay, if there are no questions or

clarifications let’s have an activity.

A. Teaching/ Modelling (I Do)

Instruction: Identify the lexical and

contextual cues use in the paragraph.
Write in down on an index card.

One day, a hungry wolf wandered

into the forest. Sly saw this as an
opportunity to outwit the wolf. He
pretended to be friendly and offered the
wolf a juicy rabbit. But the rabbit was a
decoy! As the wolf chased after the (Students raising their hands.)
rabbit, Sly slipped away. Foxy,
watching from afar, was disappointed
by Sly's dishonesty. She knew it was
wrong to mislead others, even for
personal gain.

I will give you 5 minutes to answer.

Time's up! Now, I will be asking five (Expected answers)

volunteers from the class to read their Outwit, decoy, slipped, dishonesty,
answers. mislead

Times up class!

(Picks five students from those who were None, ma’am.

raising their hands.)

What are some unfamiliar words you Yes, ma’am.

see in the paragraph?

Very good, class!

Do you have any questions or

clarifications?

Are you sure? (Students randomly raise hands)

Okay! If there are no questions or

clarifications let's have a group activity.

B. Guided Practice (We Do)

This activity will be done by group.

Please group yourselves into two (2)
groups. Ten minutes will be given to
answer the activity. Is that clear, class?

Instruction: Give each group a list of

unfamiliar words. List of unfamiliar Group 1:
words (Unhappy, Taller, Careless, 1. I felt unhappy when it rained
Strong, Big, Good). Each group will on my picnic.
form a sentence in that word. 2. My brother is taller than me.
3. Being careless can lead to
Group 1: Unhappy, Taller, Careless accidents.
Group 2: Strong, Big, Good
Group 2:
Then present their output in front of the 1. The superhero is very strong.
class. 2. The big elephant walked
slowly.
3. It's good to be kind to others.

Yes, ma’am.

Good job, everyone! Did you all

understand our today’s topic?

If so, then please go back to your seats

and let us proceed to another activity
which is to be done individually.
(Students answering the activity)
C. Independent Practice (You Do)

The teacher will provide two (2)

questions about the use of lexical and
contextual cues in understanding
unfamiliar words and expressions.

The students will answer it in a sheet of

paper.
 The teacher asks the students these
questions. Yes, ma’am.
1. How did the prefixes, suffixes,
or root words help you (Students submitting their paper)
understand the meaning of the
unfamiliar words?
2. How do contextual cues, such
as surrounding words and
sentences, help readers
understand the meaning of
unfamiliar words?
(Student raise his/her hand and
Is everyone done answering? answers the question.)

If so, please submit all of your index

cards in front.
(Answer may vary.)
Generalization

Now, before we end our discussion, (Student sit down.)

what have you learned today?

Yes, ___? (Answer may vary.)

Thank you ___. You may sit down.

(Student raise his/her hand)
How about, ___, what are your
takeaways from today’s discussion?

Alright, thank you! You may now take

your seat. (Student raise his/her hand and
answers the question.)
Based from the types of lexical and
contextual cues that they mentioned,
kindly give me some example
sentences.

Very good, ___! Some more examples.

Good job, ___!

How about the others?

None, ma’am,

(Teacher continues to ask students for

more examples until all students have
answered)

Based from your answers, I can see that

you really learned something from our
discussion.

Any clarifications, class?

Alright, if there is none, let us test more

of your understanding of the topic.
Evaluation Instruction: Read each sentences
carefully. Underline the unfamiliar
words. Find clues in the sentence to
understand the words, in a ¼ sheet of
paper.

1. The child was happy when they

 received a toy.
2. The dog was sad when its owner
left.
3. The boy was angry when his
friend took his toy.
4. The girl was excited to go to the
amusement park.
5. The cat was scared of the loud
noise.
6. Her careless driving caused a car
accident.
7. I misunderstood the instructions,
so I did the assignment
incorrectly.
8. The sunset was a beautiful sight,
painting the sky with vibrant
colors.
9. After careful consideration, I
decided to rethink my decision.
10. The couple was overjoyed to learn
they were expecting a baby.
Assignment Instruction: Write a short story using
unfamiliar words you learned today. (Students write the assignment)
Use both lexical and contextual cues.
Be creative!

Submit your assignment on our next Yes, ma’am.

meeting. Are we clear?

Questions? None.

Everyone, please stand up. (Stand up)

(The teacher ends the class with a ((The class will pray as instructed.)
prayer)
Amen!
Amen!
Goodbye, ma’am.
Goodbye, class.
Reflection