Republic of the Philippines

Region VI – Western Visayas

District of Pontevedra – I
PONTEVEDRA SOUTH ELEMENTARY SCHOOL
Lesson Exemplar in English V
Third Rating
SY 2021-2022

I. Objective
Distinguish text types according to features (structural and language)- cause and effect.
(EN5RC-IIc-3.2.1)
II. Subject Matter
A. Topic :Cause and Effect Relationships
B. References : EN5RC – IIIe Curriculum Guide p.73
Lesson Guides in Elementary English 5 pp. 129 – 131
C. Materials :enough xerox copies of the story for silent reading, chart, picture
D. Focused Skills: Distinguishing, identifying
E .Values: Giving importance to nature
Indicator 1-Apply knowledge of content within
III. Learning Experiences and across curriculum teaching areas. Link to
A. Setting the Stage Music subject
1.Drill: Jazz Chant
CAUSE/ EFFECT

Cause …Effect…. Cause…. Effect

Cause gives reason

Effect gives result

B. Motivation:
1. Ask :Which four-legged amphibian has a hard shell for its protection? (turtle)
Tell something about the turtle.
Are turtles good for a pet? Indicator 1 - Link to Science subject

2. Unlocking of Difficulties
(Through contextual clues and pictures)
 We can identify an animal by the kind of tracks it leaves on the
ground.
A. marks left by a person, animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road

 Father and mother wait for me at the porch when I come home late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the entrance of a building
  Children waving flag is the sight that greeted the Secretary of
Education when he arrived.
A. become apparent to the eye
B. receive or acknowledge
C. salute formally
D. welcome
 One dark night, Rose opened the window and to her delight,
hundreds of fireflies were hovering around the mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure

 The slow turtle scrambled into the water.

A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly

B. Explaining to the pupils What to Do

Tell the pupils that they are going to read a story entitled “Turtle Tale”. Remind the
pupils to follow the standards for listening. As they listen to the story find out the answer to
this question:

How did Paeng guide the newly hatched sea turtles to the sea?
They will also identify the cause-effect structure of text.
C. Modeling:
Reading of the selection: Today, Im going first to read a story please listen carefully .
(After reading the story ask the pupils to answer the motive question)

Turtle Tale

Paeng and Delia loved to play in the beach so much that they would often forget the time. When
the sun had set, Paeng would remember that their mother would like them to be home before dark.
One day, Delia saw some prints in the sand that led into the ocean.
“Paeng! Come look at these. I wonder what animal made these prints,” she cried
“I know. I saw the same kind of tracks two years ago. They’re turtle tracks. A turtle came
to this beach and laid her eggs. Then I guess she went right back into the ocean,” Paeng replied.
“Let’s follow the tracks and look for the nest.”

So they followed the tracks until they came upon the turtle’s nest.
“Where are the eggs?” asked Delia.
“The mother turtle must have covered them with sand to keep the eggs warm,” replied
Paeng.
They would have continued with their investigation but it was getting dark. Paeng did not want
their mother to worry. So Paeng and Delia raced each other and headed for the light that shone
on their porch.
Several weeks passed. One night after supper, Paeng and Delia went outside. They were so
surprised at the sight that greeted them in the yard.
 “Mama! Mama!” cried Paeng and Delia. Their mother quickly ran out to the porch to see what
was happening. Paeng’s light shone on dozens and dozens of tiny crawling sea turtles.
“Where did these sea turtles come from?” their mother asked.
Delia remembered the turtle nest. “Mama, we saw a turtle nest several weeks back.
Maybe these turtles came from the nest,” she said.
“But why are they here? After they hatch, the sea turtles head towards the light. On
beaches where people do not live, the brightest area would be the waves reflecting the light of
the moon and the stars. So the turtles followed the house lights. We can help the turtles find
their way to the sea if we turn off the lights at night as soon as we finish our chores.”
“It’s a good thing we saw these sea turtles. If they continued crawling away from the
sea, they would have been eaten by crabs and other animals.
“If they do not reach the sea, they would die from loss of water in their bodies. Come
on, let’s guide the turtle to the sea,” continued mother.

Paeng got a lamp and to his delight the sea turtles followed the light of the lamp. When
they reached the shore, Paeng waded to the sea and held the lamp.

Before long, the small sea turtles scrambled into the water. They raced in the waves to
begin their life in the sea.

(Lifted from Science and

Mathematics stories, Vol. 1)
3. Comprehension check up

Ask the pupils the following questions: Indicator 2 –Display proficient use of English
a. Who are the characters in the story? language to facilitate teaching and learning.

b. Where did Paeng and Delia love to play?

c. What does their mother want them to do at sun down?
d. What did Delia see in the sands one day?
e. Whose tracks were they?
f. Why did the children decide to give up with their investigation?

Say, Here are some sentences taken from our story. (Let the pupils read the sentences and discuss
which part of the sentence shows the cause and the part that shows the effect.)

Indicator 3 – Use effective verbal and  The mother turtle must have covered them with sand in
non-verbal communication strategies order to keep the eggs warm.
to support learner under -standing,
participation, engagement and  House lights shine much brighter
achievement than the moon and the stars so,
the turtles followed the house
lights.
 If they do not reach the sea as
soon as they hatch, they could die from loss of water from their
body.

Say: Children, cause gives us the REASON, while effect gives us the RESULT. The cause is preceded by
the word “because” while the effect is sometimes preceded by “so that”, or “in order that”.

4. Guided Practice:

Practice A
The teacher will read some clauses and phrases. The pupils will clap their
 hands if the phrase is a Cause and stomp their feet if it is an Effect.

so we switched on the light (stomp)

She is very beautiful (clap)
William Tell split the apple into
two with an arrow (clap)
Because it is very warm (clap)
I did not do my homework (clap)

Practice B
Underline the cause once and the effect twice:
1. The people are celebrating because there was a fine harvest.
2. The man committed a crime therefore he was punished.
3. There was a sudden crashing sound so everyone ran.
4. Since summer is just around the corner, the plants are starting to bloom.
5. There is a solar eclipse when the moon casts a shadow on the earth.
E. Independent practice

a. Numbered Heads Together

Divide the class into smaller groups. Leader assigns a number to
eachmember. The members of the group will work together to agree on the answer.
The teacher randomly calls on one number. The pupils from each group with the
number called by the teacher answers for the group. (Remind the pupils the
Indicator 4 - Establish safe
& secure learning standards of doing group activiry)
environments to enhance
learning through the
consistent implementation of Listed below are some causes. Complete the sentence by giving possible
policies, guidelines & cause or effect.
procedures
1. When people do not use overpass. Indicator 5- Maintain learning
2. If people do not follow traffic rules. environments that promote fairness,
respect and care to encourage learning
3. Everybody looks happy.
4. Bring your raincoat and umbrella.

b. Analyzing Cause and Effect

Read the passage and perform the activity after that follows.

From 1943 to 1952, scientists observed the

Indicator 1 - Link to Science
& Aral Pan subjects formation of the volcano Paricutin. In February 1943, there was
much underground activity near the village of Paricutin, Mexico.
It caused many small Earth tremors that worried the villagers.
On February 20, Dionisio and Paulo Pulido noticed smoke rising
from a small hole in their cornfield near the village. The hole had been there as long
as the farmer and his wife could remember. That night hot rock fragments spewing
from the hole looked like fireworks. By morning, the fragments had piled up into a
cone about 40 meters high. Within two years it was more than 400 meters high. Ash
from the volcano burned and covered the village. After nine years, the volcanic
activity stopped.

1. Copy the phrase that shows the cause of tremors near Paricutin.
a. underground activity
b. smoke coming from a hole in the ground
 2. Copy the sentences that show effect of the eruption of Paricutin.
a. A cone more than 400 meter high was formed.
b. Ash buried the village of Paricutin.
c. People resumed their normal lives in the area.
d. Scientists learned a lot about how volcanoes are formed.

F. Closure :
Cause gives us the REASON, while effect gives us the RESULT.

5. Evaluation
Write C if it states a cause and E if it states an effect.

_____ 1. There was a fire.

_____ 2. So, all the people are busy.

_____ 3 .Because of the heavy rain.

_____ 4. Mother reminded me to bring my raincoat.
_____ 5. Since the child is very active.

6. Agreement:

Complete the sentences by giving a possible effect.

1. The plants were watered with fertilizer __________.

2. Prune and water plants regularly __________.
3. __________ because silence is observed in the library.
4. The machines are regularly oiled _________.
5. _________ if we talk about a funny joke.

Complete the sentences by giving a possible cause.

1. I have sprained an ankle _________.

2. _________ Mother scolded me.
3. _________ if the cleaners do their responsibilities
4. We were not able to catch our train _________.

Prepared by:

GEMMA C. MONGCAL
Teacher Checked and Reviewed by:

MA. DIEZA D. SUCALDITO

Principal II

Date: ___________________