A Detailed Lesson Plan in
English 7
School: Valencia National High School Grade Level: Grade 8
Teacher: Flourence Joie Dahay Learning Area: English
Time and Date: Quarter: 3rd Quarter
September 20, 2022
(7:00-8:30, 8:30-10:00, 10:30
11:00 A.M.)
I. Objectives
A. Content Standards The learner demonstrate understanding of:
South Asian Literature as a mirror to a shared
heritage; coping strategies in processing textual
information; strategies in examining features of
a listening and viewing material; structural
analysis of word and propaganda technologies;
and grammatical signals for opinion-making,
persuasion, and emphasis.
B. Performance Standards The learner transfers learning by composing and
delivering a persuasive speech based on an
informative essay featuring use of properly
acknowledged information sources, grammatical
signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic feature,
stance, and behavior.
C. Learning Competencies/ Use appropriate strategies for unlocking
Objectives unfamiliar words (EN8V-III-25) At the end of the
lesson, 80% of the students must be able to:
1. Identify the meaning through unfamiliar
words.
2. Determine appropriate strategies for
unlocking the meaning of unfamiliar
words.
3. Show appreciation of the lesson by
engaging themselves in activities.
II. Content Unlocking Difficulties
III. Learning Resources
A. References
1. Teacher’s Guide Page/s
2. Learner’s MaterialPage/s
3. Textbook page/s English Expressways III. 2007. pp 287.
4. Additional Materials from PowerPoint presentation, visual-aid, hand outs
Learning Resource(LR)
portal
5. Other learning resources http://www.liketoread.com/Resources/Unlock%20
Unfamiliar%20Words%20kmach%20.pdf
IV. Procedures
A. Presenting the new lesson PRELIMINARIES
Prayer
✓ The Teacher will ask one of the students
tolead the prayer.
Greetings
✓ The Teacher will greet the students
beforethe class start.
Attendance
✓ The Teacher will check the attendance
ofthe students.
B. Establishing a purpose forthe • What happens when you encounter
lesson unfamiliar words in your reading?
C. Presenting examples/ The Teacher will provide a sentence.
instances of the new lesson
Example: Sue’s boss was a callous man. He did
not react to her teas and apologies.
Callous means, “hard-hearted” or “insensitive to
emotions”
D. Discussing new concepts and The Teacher will present scrambled letters on the
practicing new skills #1 board. The student will form the letter to create a
word after the Teacher will give its meaning.
Complete disorder or
OCASH
confusion.
CHAOS
A painful or
TXAYNIE
apprehensive
unrealness of mind.
ANXIETY
To decorate a dish or
SAGRINH
foods.
GARNISH
A person you are fighting
PNTOPENO
against in a game.
OPPONENT
GFAIELR Complete disorder or
confusion.
FRAGILE
E. Discussing new concepts and The Teacher will discuss the different strategies used in
practicing new skills #2 unlocking unfamiliar words including the meaning of
context clues and their types.
Strategies for Unlocking Word Meanings
You can use one of two strategies to help you
understand the word: using context clues and word
part analysis.
Context Clues - refers to the words or sentences before
or after a certain word that help explain what the word
means. There are several types of clues you can look
for including definition and restatement, example,
comparison, contrast, cause and effect, and
association.
1. Definition and Restatement - A writer directly defines
a word. This often happens with technical terms that
may be unfamiliar to the reader.
A. directly defining a word
Example: The new music was dissonant, that is, it
sounded harsh and incomplete.
Dissonant means:
B. Restate in a less precise form.
Example: John sat at the periphery of the audience, as
far away from the stage as possible.
Periphery means: ______________________
2. Example - Unfamiliar words appear in a series of
more familiar items
Example: Writers use many literary genres, such as
poetry, short story, and novel, to express their ideas.
A genre is: ____________________________
• Keyword clues: Like, such as, for instance, other,
these, including, for example, especially, this, and
these include.
• Key punctuation clues: commas separating like
items (nouns, verbs, adjectives)
3. Comparison/similes - It compares the word in
question with another more familiar word
Example: This bike route seems as arduous as the one
in the Rocky Mountains that are called Agony Trail.
Arduous means: __________________________
• Keyword clues: Like, in the same way,
resembling, also, related to, as, similar/similarly,
and likewise.
4. Contrast - writer uses an opposite idea to make the
meaning clear
Example: Maria was lethargic in school, but she was a
bundle of energy at cheerleading practice.
Lethargic means: _________________________
• Key clause: but, on the other hand, however,
and in position.
5. Cause and Effect - A writer presents supporting
details in the sentence or subsequent paragraphs which
help the reader to draw conclusions about the meaning
based on what happens/happened.
Example: Since nobody came to the first voluntary
work session, attendance for the second one is
mandatory for all the members.
Mandatory means:
6. Association
a. looks at other topics in sentences
b. gets a sense of the tone or setting
Example:
1. The streets filled instantly with bellicose protesters,
who pushed and shoved their way through the
confused bystanders. The scene was no longer
peaceful and calm and the marchers promised it would
be.
Bellicose means: __________________________
2. Selena is one of the most talented students at
school. She has won many awards in art, music, and
theater. She also writes short stories and poems for the
literary magazine. In addition, she is the captain of the
girls’ volleyball team and runs track. In short, her
talents are innumerable.
Innumerable means: _______________________
Part B – Word Part Analysis
1. Prefixes - found at the beginnings of words.
2. Suffixes – found at the end of words.
A. often tells what part of speech a word is
• noun, verb, adjective, and adverb
B. how it should be used in a sentence
3. Root Words
A. word part
B. cannot stand alone
C. must have a prefix or suffix
4. Base Word
A. complete word
B. can stand alone
C. may have a prefix and/or suffix
The Teacher will give reading materials and students are
F. Discussing new concepts and tasked to choose the unfamiliar words after that, the
practicing new skills #3 teacher will discuss the meaning of the words with
students after reading.
G. Finding practical applicationof Task 3: Contextual Clues
concepts and skills in daily living
Encircle the letter of the group of words that can
replace the word in bold in each sentence.
1. The computer key-board must be covered
after use so that dust will not accumulate.
a. gradually increased
b. unlawfully acquired
c. greatly increases
d. secretly saved
2. I feel nauseous every time I pass by the pile
of garbage dumped on the sidewalk.
a. like drinking
b. like eating
c. like vomiting
d. like sleeping
3. The sudden tremor brought the moviegoers
in chaos.
a. fire
b. sudden dizziness
c. strong waving
d. slight shaking
4. She always carries along with her a portable
computer.
a. can be operated
b. can be carried easily
c. can be sold
d. most up- to- date
5. The kidnap victim belongs to a prominent
family in Manila.
a. rich
b. political
c. popular
d. notorious
H. Making generalizations and The Teacher will call a student and let them share
abstractions about the lesson their insights about what they have learned in the
lesson inside the class.
The Teacher will provide sentences and students will
I. Evaluating learning read each sentence and underline the unfamiliar words.
Students will also have to define the meaning of each
word in the sentence using context clues.
1. Her animosity and hatred of her sister had
divided the family.
2. The manager wanted a weekly inspection, which
is a methodical examination of all the equipment.
3. The cat has a kind disposition and would never
bite or claw anyone.
4. Eating nutritious food is just as important as
regular exercise.
5. There is 30% precipitation, such as snow or
sleet.
J. Assignment Students will compose a three-paragraph essay
about their life experiences and underline the
unfamiliar words.
Rubrics:
✓ Content – 10
✓ Organization – 10
✓ Grammar – 10
TOTAL – 30
V. Remarks
VI. Reflection
Prepared by:
FLOURENCE JOIE DAHAY
Teacher
Checked:
____________________
School Head
