Grade

School MACABALAN ELEMENTARY SCHOOL VI

Level
GRADE 6
Learning
Teacher ENGLISH
SITTIE HALILA S. ABDULLAH Area
Teaching Quarter
DAILY LESSON 4TH QUARTER
Date and MARCH 12, 2019 (WEEK 9)
PLAN Time

CONTENT KNOWLEDGE and PEDAGOGY

I. OBJECTIVES 1. Applies knowledge of content within and across curriculum teaching areas
 To infer meaning of content- specific term using context clues
 To use context clues as a comprehension strategy to determine the meaning
of unknown words.

A. Content Standards  Demonstrates understanding that words are composed of different parts to
know their meaning changes depending in context

B. Performance Standards  Uses strategies to decode correctly the meaning of words in isolation and in
context

C. Learning  ENG6V-IVi-12.3.3;
Competencies /  ENG6V-IVi-12.4.1.3;
 ENG6V-IVi-12.4.2.3
Objectives
II. CONTENT
 INFERRING MEANING OF CONTENT
 USING CONTEXT CLUES

III. LEARNING
RESOURCES
A. References Curriculum Guide, English Essential, English Language Power
1. Teacher’s Guide pages
2. Learner’s Materials Essential English, English Language Power, English Expressways
pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Downloaded videos from https://www.youtube.com/watch?v=Xtp0CMb3afQ ; riddles
Resources from http://www.teach-nology.com/worksheets/language_arts/context/con5.html ;
explanation about context clues from https://www.thoughtco.com/four-types-of-
context-clues-3211721 ; worksheet from
https://www.education.com/download/worksheet/170211/context-clues-finding-word-
meanings.pdf
IV. PROCEDURES

Presentation of the inferences and context clues in mathematical concepts

A. Reviewing previous
lesson or presenting the
new lesson.

CONTENT KNOWLEDGE and PEDAGOGY

2. Uses a range of teaching strategies that enhance learner achievement in
literacy and/or numeracy skills
The pupils are here to analyse a riddle in Math through its context clue. Thus, it can be shown
that they have a prior knowledge because they can answer the riddle. They can show up their
literacy skills by interpreting the riddles through reading. They can also show numeracy skills
by estimating the given details in each riddle.

1. I have no sides. I am as round as a globe. What am I?

2. I have a curved surface and a circle on my top and bottom. I have shape like a glass
or can. What am I?
3. I have six faces, all made of squares. What am I?
4. I have two triangular faces? I can be seen in a camping site. What am I?
5. I have only one circular base. I can be used for ice cream. What am I?
6. I have six sides. I have eight corners. I am always used as shoe box. What am I?

What are the names of the space figures? How did you guess the correct answer? In
B. Establishing a purpose what way?
for the lesson Mom frowned when she saw the cat on the table because there are
no fish anymore. How did mom feel when she saw the cat?
a) She was unhappy
b) She was afraid
c) She was sleepy

C. Presenting examples/ CURRICULUM AND PLANNING

9. Selects, develops, organizes, and uses appropriate teaching and learning
instances of new lesson resources, including ICT, to address learning goals
Watching the video presentation of the Bad Habits.
Study the meaning of some words mentioned in the story based on the context clues:
D. Discussing new sapling
concepts and practicing struggles
new skills #1 pull
quickly

CURRICULUM AND PLANNING

7. Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts
Presentation of the pictures clues with sentence clues

E. Discussing new
concepts and practicing
new skills #2
 Give the meaning of the following words and discussion of the kinds of context clues
CONTENT KNOWLEDGE and PEDAGOGY
3. Applies a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills

4 Kinds of context clues

F. Developing mastery 1. Definition clues
(Leads to Formative 2. Synonym/Comparison clues
3. Antonyms/Contrast clues
Assessment 3) 4. Gist Clues

Context Clue No. 1: Definition or Restatement

The meaning of the vocabulary word is in the sentence itself, usually following the
vocabulary word.

 Jack's duplicity—crafty dishonesty—enabled him to steal his coworker's

 pensions by funneling their money into an offshore account.

Notice how the dashes set off the definition. Commas or parentheses setting off a
descriptive phrase directly after the vocabulary word (an appositive) can also point
you to it, such as in clue no. 2.

Context Clue No. 2: Synonym

The sentence uses a similar word to help explain the meaning of the vocabulary
word.

 The baseball coach punished the team's duplicity or deceitfulness after they
admitted to using steroids to boost their batting averages.

Context Clue No. 3: Antonym/Opposite/Contrast

The sentence uses a word with an opposite definition to give the meaning of the
vocabulary word.

 It was your duplicity that caused me to break up with you! Had you been
honest, I wouldn't have felt the need.
 Unlike my last employee, who had integrity to spare, you have nothing more
than duplicity and will not receive a recommendation from me for another
job.

Context Clue No. 4: Example or Explanation/ GIST

This type of context clue uses examples to help the reader infer the meaning of the
vocabulary word.

 His duplicity involved lowering his employee's salaries, increasing their stock
options, and then stealing the money he saved by doing so.
 I was aghast at her duplicity when she stole my diamond earrings, sold them
on eBay, and lied to me about it the whole time.

LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS

4. Manages classroom structure to engage learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within a range of
G. Finding practical physical learning environments
applications of concepts CLASS HOUSE RULES
1. When the teacher is talking, every pupil should listen.
and skills in daily living
2. If the pupil wants to talk, he/she should raise his/her hand so that teacher
could recognize his/her eagerness to answer.
3. If the pupil doesn’t have confidence to answer, each pupil is encouraged to be
actively involved by telling a number or color. If it is a number, they have to
count it on and if it is color, they have to spell it out.
4. When pupils are in group, they are encouraged to participate by
brainstorming.
5. If one pupil is answering, everyone is encouraged to listen and respect
his/her answer even it is incorrect.
6. Pupils are encouraged to respect one another by not teasing or laughing the
incorrect answer.
7. Pupils are also encouraged to boost their confidence by giving them applause
if they can answer correctly.

Then, the pupils will have a game about context clue using meta-card. They will be
divided into four groups. Each group is assigned to have one riddle but the group will
have to answer correctly the other’s group riddle. If they cannot answer it correctly,
the assigned of that riddle will earn a point. But, they have to answer it fast by
choosing the random of meta- cards and showing it to the group.

Using Context Clues to Solve the Riddles!

 When you read, you can use context clues to help you figure out words that you do
not know. You can use the word clues that you read to help you find the meaning of
a new word.

What is the meaning of the crazy, make-believe word that is underlined in each
sentence? Circle the correct meaning. Then circle at least two clue words that
helped you to figure out the meaning of the word.

1. The apploga bounced really high when Jimmy threw it on the ground. Then, Cathy
threw the apploga through the net and scored two points. We like playing with the
apploga during recess.
What is an apploga?
table ball orange

2. Mary rode her camonga to school yesterday. She could not ride it today though
because it was raining. Her little sister Alice also has a camonga, but it still has
training wheels on it because Alice is not old enough yet to ride without them. What
is a camonga?
car boat bike

3. Tommy likes to eat cheese sneitoo for lunch. His brother prefers his sneitoo to
have sausage and pepperoni on it. For dinner, their mom took a frozen sneitoo out of
the freezer and cooked it for dinner. It was yummy! What is a sneitoo?
milk pizza apple
4. My dibek is living with us in the spare bedroom. He just moved back to
town. He is my dad’s brother and sometimes teases him. When my brother is not
there, he says that I am his favorite nephew.
What is a dibek?
uncle grandpa mom

H. Making generalization Context clues are hints in the writing that help you figure out what a word means.
Clues to deciphering a word's meaning can be subtle hints or straight-
and abstractions about
out explanations or illustrations of meaning.
lesson
ASSESSMENT AND REPORTING
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
I. Evaluating Learning requirements

Context Clues Finding Word Meanings

Name: ______________________________ Date: __________

Read the sentences below. Read the underlined word in the sentence.
Circle the answer choice that has the same meaning as the underlined
word.

1. The student replied to the teacher with a witty answer and the class
laughed.
A. funny B. mean C. word

2. I looked at my brother with a glare after he broke my toy.

A. confusing B. dirty look C. difficult

3. Fireworks on the 4th of July give off a beautiful glimmer in the sky.
A. glow B. bright C. look

4. When we go camping, my father will ignite the fire so we can roast

marshmallows.
A. start B. call C. see

5. He chose to delete the unhealthy foods from his meal and make better
 choices.
A. include B. make more C. remove

6. My grandpa will doze during television shows he watches when he is

tired.
A. cheer B. nap C. discuss

7. The curious puppy emptied the bag while he sniffed around looking for
something to chew.
A. problem B. interested C. happy

8. Each day during the spring there is a slight increase in temperature until
summer arrives.
A. small B. increase C. bright

9. The tower will topple if it has too much weight at the top.
A. pounds B. grow C. fall over

10. The students who put in the best effort will be included in the
celebration.
A. attitude B. hard work C. completion
Each example below has hints within the passage or sentence to help you figure out
the meaning of the word. Read each question CAREFULLY and bubble in the
J. Additional activities for correct answer on your paper.
application or The word you are defining may be in bold, underlined or both.
1. No matter where you go, the Internet is following you. Almost every portable
remediation device is being made with an Internet connection. Most new TVs and many other
appliances come with Internet connections as well. The Internet is truly ubiquitous. If
something is ubiquitous, __________.
a. it is fuzzy and will bite you b. it is everywhere
c. it costs too much money d. it causes rashes

2. Speaking rudely to the judges was rash behavior. You really hurt your chances of
winning! In the above context, what does “rash” mean?
a. an itchy skin condition
b. funny
c. trying to hide or disguise a piece of cheese
d. with little thought or consideration

3. Some people are always bashing the president just like others bashed the one
before him. Wouldn't you think that everyone could find something to praise him for,
at least once in a while? What does “bashing” mean in the above selection?
a. hitting hard with a heavy tool
b. going to too many expensive parties
c. speaking or writing harshly about
d. voting for a different candidate

4. Wherever he goes, the esteemed Dr. Sanchez is applauded for his life saving
research. What does “esteemed” mean?
a. held over boiling water b. very old
c. unable to chew gum d. greatly admired
5. I believe that if you lower taxes so that people can keep more of the money they
earn, it will be an incentive for them to work harder. What is the meaning of
“incentive”? __________.
a. a reason to do something b. a small amount of money
c. a tax d. a good job
V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional activities
for remediation who
scored below 80%
C. Did remedial lesson
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 to
share with other teachers?

Observed by: Ms. Lorina A. Cabingas