School Grade Level FIVE

Grades 1 to 12 Teacher Learning Area ENGLISH

DAILY LESSON Date & Quarter 1st QUARTER/Week 4
LOG Time

I.OBJECTIVES

A. Content Standard The learner listens critically to different text types; expresses ideas logically in oral and
written forms;
B. Performance Standard

The learner demonstrates interest in reading to meet various needs

C. Learning Competencies Use compound to show cause and effect and problem-solution relationship of ideas. EN5G-IVa-
1.8.1
1. identify cause and effect and problem-solution relationships in sentences;
2. match a cause clause with its effect clause and a problem clause with its
solution clause; and
3. use compound sentences to show cause and effect and problemsolution
relationships

II. Subject Matter: (Use compound and complex sentences to show cause and effect
and problem-solution relationship of ideas)

III. LEARNING RESOURCES

A. References Curriculum Guide page
MELC page 379
B. Other Learning Laptop, projector, internet
Resources

Learning across curriculum:

Science: Explore cause and effect relationships in environmental issues, pollution, and its
impact on health and ecosystems.
Social Studies: Investigate the causes and solutions of historical events.
Mathematics: Analyze problem-solving strategies and their outcomes .
STRATEGY: Explicit Teaching, Differentiated Instruction, Collaborative Group Activity ,
Visualization, Games, INTEGRATIVE APPROACH/ Scaffold-Knowledge lntegratjon
The 4 As Activity

- Activity (8uild on students ideas)

- Analysis (Make thinking visible)

- Abstraction (Encourage listening to others)

- Application(PromoteautonomV/lifelonglearning)

IV. ACTIVITIES ANNOTATIONS

PROCEDURES
A) Preliminaries Preliminary: This illustrates
observable # 5: Establish
Setting of Standards safe and secure learning
environments to enhance
learning through the
Say: I have here “STARS”, I will give this to those pupils who consistent
will actively participate implementation of
during our discussion and those who will demonstrate positive policies, guidelines and
behavior. procedures
.

I believe that you are all ready for today. For us to be guided on the things
that we are doing today let us all remember the following classroom
guidelines.
(Teacher will present through PowerPoint presentation)
(Recognize learners to read the guidelines
Okay very good…
A. Anticipatory Review:
Set (Accessing In the previous lesson, you learned about the meaning of
Prior Knowledge) unfamiliar words using text clues. For a quick review can you
answer the following? Are you ready?
.Reviewing the previous
Lesson

Directions: Read the questions below. Infer the meaning of the

affixed word used in each item.
1. Which word is the opposite of passive?
creative active addictive
2. Which word refers to the surroundings?
environment natural accident
3. Which word would describe an artist?
intensive creative nutritive
4. Which word means correct reasoning?
logical historical critical
5. Which word describes a person who loves and loyally supports
his country?
poetic patriotic romantic
Note: For complete
annotation, please see the
very good… last page of the lesson.

Now that you know how to find for the meaning of unfamiliar words, we can now
move forward to our lesson for today which is entitled “ (Use compound
sentences to show cause and effect and problem-solution relationship of ideas)

B) Motivation and Show a picture of apple.

Presentation of the new
Lesson

Let’s consider the following

objectives on what you need
to know and do in this
session: (Everybody read
THE OBJECTIVES)
Are you ready?
Let’s do this…

Before we proceed to our new lesson, let us read this paragraph.

The Shiniest Apple

Molly really wanted to be able to reach the top of the apple tree in
her backyard. There was a shiny red apple that she really wanted to get
down. But no matter how hard she tried; she just couldn’t figure out how
to climb to the top. The tree is too high to jump and reach the top.

One day, Molly’s mom got a bunch of boxes in the mall. They were
very sturdy and Molly’s mom said Molly could use them. Molly knew
just what to do! She stacked the boxes up on top of each other. But she
couldn’t find a way to climb them. Finally, she made stairs out of the
boxes. She climbed right up! Molly was so happy that she could finally
get the apple at the top of the tree.

Comprehension Questions:

1. What did Molly want to do?

___________________________________________

2. How did Molly reach her goal?

________________________________________

3. What happened at the end of the story?

___________________________________

Reread the paragraph with automaticity. Read it aloud to yourself or to

anybody with you.
C.Lesson Proper Now let us try to answer the following.
Each group will be given a task. .
Group Activity (Cooperative Learning)
A. ACTIVIT  See attached activity sheets
Y  Divide the class into 3 groups
 Each group is given an envelope for Groups 1,2,3,
 Read the instructions before they will proceed to the
proper activity.
B. Setting standard in doing the activity
Ask: What are the Standard in Doing Group Activity?
1. Follow the given directions.
2. Work cooperatively.
3. Work quietly.
4. Work fast.
5. Work neatly.
Group 1-
Directions: Draw a single line under the cause while draw a double
line under the effect.

1. We need to recycle, for we will soon be overwhelmed by garbage.

2. Our grandparents have weaker bones, so they have to drink milk.
3. My back is aching, so I need some rest.
4. Nap always wakes up late, so he needs an alarm clock.
5. Some classes will be done online, so we will need an internet access.

Group 2- “Directions: Using the same set of sentences above, complete

the table in your notebook.

Group 3- “
Directions: Write a compound sentence that shows a problem-
solution relationship in response to the given situations.
Example:
Your cellphone broke into pieces when it fell to the ground. What
is the solution?
Possible answers:
My cellphone is broken, so I will bring it to the repair shop.
My cellphone’s screen is broken, so I will replace it.

1.You hurt the feelings of your best friend when you lost your
temper. What will you do to solve the problem?
I hurt my friend’s feelings, so I ________________.

2. You noticed that many of your classmates leave the classroom

without turning off the fans and lights. What will you tell your
classmates to remind them?
We always forget to ______________, so we need to
________________.

B. Go around and follow-up the conduct of activity by each group.

Remind each group that they will be presenting their gathered
data in class after finishing their activity.
 D. Group Reporting
Let me remind you of our classroom rules.Respect and cooperate.What are these again?

B. ANALYSIS
(Developing Critical
thinking skills approach Let’s go back to the paragraph.
through Q and A activity)
1. (Find the paragraph where the following was stated.)
Cause (something that produces an event.)
a. Molly really wanted to get the shiny red apple in their
backyard but she couldn’t figure out how to climb to the
top.

b. She stacked the boxes on top of each other. She made

stairs out of the boxes and she was able to get the shiny
red apple at the top of the tree.
Effect (refers to what results)

2. (Going back to the paragraph, how was it written?)

*It was written with a capital letter, proper indention, punctuation

marks and margin. It followed the correct use of grammar.

Cause and Effect is a relationship between events or things, where one is

the result of the other/s.

C. In the previous lesson, you learned that a compound sentence is a

ABSTRACTION sentence having two independent clauses or parts that were combined to
form a single sentence. If these parts are separated, they can stand on their
own since they have a complete meaning. (compound sentence) Nobody
wanted to live with the bat, so the bat decided to live alone. (independent
clause) Nobody wanted to live with the bat. (independent clause) The bat
decided to leave alone.

In the example above, the compound sentence also expresses a cause and
effect relationship. A cause is something that allows another thing to
happen while an effect is the event that happens because of the cause.
Going back to the first sentence above, we can identify the following
parts:
We are told that the cause or the first event is that nobody wanted to live
with the bat. The second event which resulted from this situation is that
the bat eventually decided to live alone since nobody wanted to stay with
him.

Let’s take a look at more compound sentences using the sentences you
encountered earlier. Note that in each sentence, there is a cause and an
effect.

The sky became dark, and it started to rain.

Cause Effect

It is dangerous to go out during a typhoon, for you can be hit by falling

trees. Cause Effect

Now, let’s also consider these sentences:

Children suffer skin rashes during summer, so they need to avoid the sun.
Cause (Problem} Effect (Solution)

We bought halo-halo, for it was hot during the day.

Effect (Solution) Cause (Problem)

You will notice that the two sentences above are originally examples of
compound sentences showing cause and effect relationship. However,
they are a special type of a cause and effect relationship because the cause
happens to be a problem and the effect also happens to be the solution.

In other words, the compound sentences above are examples of a

problem-solution relationship. In order to avoid skin rashes during
summer (cause), children need to avoid the sun (solution). Likewise, the
problem about having a hot day was solved by having a halo-halo.

A problem and solution sentence is a sentence pattern where there is a

concerning issue and a remedy to the said issue. Most often, the word
used to form the compound sentence that shows a problem-solution
relationship is the conjunction so.

Examples of Compound Sentences that Show Problem and Solution

Relationships
 Occasionally, however, the coordinating conjunctions for, and or may
also be used.

We left the party, for it was already getting late.

Solution problem
You need to drink enough water, or you will end up dehydrated.
Solution Possible Problem

Cause is the reason why something happens.

Effect is the result or what actually happens.

Connecting words such us because, so, therefore, due and since can
be used to show cause and effect relationships.

Developing Mastery Show video clips about AIR POLLUTION

This illustrates
https://www.youtube.com/watch?v=t7Q7y_xjR5E Observable #1: Apply
Knowledge and Content
(Watch and listen carefully, stay focus and learn. Across Curriculum
Teaching Areas

The lesson goes across

the science subject.
 (Watch and listen carefully because you are going to answer all the
questions related to the video.)

D. APPLICATION
1.Based on the video, when does air pollution occurs?
2.What causes air pollution?
3. What are the effects of these problems to our health?
4.What was the effect of massive air pollution to human? to the plants? to
the animals? to our atmosphere?
5. What will our lives be with if we can eradicate air pollution?
6. What could be steps or way to stop air pollution? .

7. Is it important to take care our environment? Why do you think so?

This illustrates
8. If you were the DENR secretary, how would you resolve this problem? observable #.3

Applied a range of
_____________________ teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.

Directions: Complete the compound sentence by adding a solution that

answers the problem. Write your answers in your notebook. Please choose
the most appropriate solution for each problem.
1. I have a fever, so _________________________________. a. I need to
V. (EVALUATION) take medicine and rest.

b. I'm planning to go for a run.

c. I will eat ice cream.
d. I'll watch a movie.
2. It is going to rain, so _________________________________.

a. I will go for a swim.

b. I should carry an umbrella.
c. I'll wear my sunglasses.
d. I'll dance in the rain.
3. PAGASA says that the rain may cause severe flooding in our place, so
_________________________________.

a. We should organize a picnic.

b. We need to be cautious and prepare for possible evacuation.
c. We can have a water ball

d. Let's go hiking in the rain.

3. I want to grow tall, so _________________________________.

4. . I'll do stretchingexercises. b. I will sleep less.c. I'll eat a lot of
candy.d. I'll drink more coffee.
5. This pandemic is not over yet, so________________________.
a. I'll throw a big party
b. We should continue wearing masks andpracticingsafety
measures.
c. I'll stop washingmy hands.
d. I'll travel to crowded places
 Assignment Make research on the causes and effect of “Drug
Addiction” in your locality.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTIONS Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Prepared:
Teacher-III
Checked & Reviewed:

Master Teacher-I

Approved:
Principal-I

ANNOTATIONS

1. " Observable #1: Apply knowledge of content within and across curriculum teaching areas."
This lesson effectively integrates knowledge from different content areas, specifically language arts and problem-solving skills.
By using compound sentences to demonstrate cause-and-effect relationships, it connects linguistic concepts with critical thinking,
fostering a multidisciplinary approach to learning.
 Science: The lesson mentions a video on air pollution. This can be integrated with the science curriculum, specifically the
study of environmental issues, pollution, and its impact on health and ecosystems.
 Mathematics: Math concepts can be integrated when students analyze data related to environmental issues. For example,
they can calculate rainfall measurements, interpret graphs related to pollution levels, or work with statistics on the effects of
pollution.
 Health: When discussing the effects of pollution on health, the lesson can be linked to the health curriculum. Students can
learn about how environmental factors can impact personal health and well-being.
 Art: Art can be integrated when students create visual representations of environmental concepts, such as drawing posters
about pollution prevention or illustrating the effects of pollution on ecosystems.

2. "This illustrates observable #2: Use a range of teaching strategies that enhance learner achievement in literacy and numeracy
skills."
• The lesson employs a variety of teaching strategies, including group activities, analysis of texts, and the use of interactive media.
These strategies cater to different learning styles and promote literacy skills by encouraging students to read, analyze, and apply
their knowledge in various contexts, enhancing their overall achievement in language and communication skills.

3. "This illustrates observable #3: Applied a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills."
• The lesson encourages critical and creative thinking by asking students to identify cause-and-effect and problem-
solution relationships within texts. Through activities such as group discussions and video analysis, students are
prompted to analyze complex information, make connections, and propose solutions. This fosters higher-order thinking
skills that go beyond rote memorization.

4. "This illustrates observable #4: Displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching and
learning."
• Throughout the lesson, the teacher proficiently uses language to facilitate learning. This includes clear explanations,
well-structured questions, and appropriate vocabulary. By effectively using language, the teacher ensures that students
understand the content and can apply it in their responses, promoting effective communication in both the Mother
Tongue and English.

5. "This illustrates observable #5: Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures."
• The teacher begins the lesson by setting clear standards and expectations, creating a safe and secure learning
environment. The use of positive reinforcement, such as awarding 'STARS' for active participation and behavior, aligns
with established policies and guidelines, ensuring that students feel comfortable and motivated to engage in the learning
process.

6. "This illustrates observable #6: Maintained learning environments that promote fairness, respect, and care to encourage
learning."
• Throughout the lesson, the teacher emphasizes respect and cooperation among students. By reminding students of
classroom rules and encouraging teamwork during group activities, the teacher fosters a learning environment that
promotes fairness, respect, and care. This approach encourages students to feel valued and supported, enhancing their
motivation to learn.