Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Iligan City Division
North I District
LINANOT ELEMENTARY SCHOOL
Linanot, Bunawan, Iligan City
S.Y. 2018-2019

LESSON PLAN IN ENGLISH 3

I. Objectives
Content Standard:
Reading Comprehension - The learner demonstrates understanding of
the elements of literary and expository texts for creative interpretation.
Listening Comprehension – The learner demonstrates understanding
of different listening strategies to comprehend texts.
Performance Standard:
Reading Comprehension - The learner uses information derived from
texts in presenting varied oral and written activities.
Listening Comprehension - The learner uses information from texts
viewed or listened to in preparing logs and journals.
Learning Competencies:
At the end of the lesson, the students should be able to:
 note details in given text (EN3RC-IIc-e-2.2)
 identify cause and effect (EN3LC-IIa-j-2.16)
II. Subject Matter
Topic/s: Noting Details/ Identifying Cause and Effect
References: CG pp. 57-58 of 244
https://www.youtube.com/watch?v=Ku_IseK3xTc
Materials: word strips, pictures, enlarged copy of poem
(springboard), video clip, chart, laptop
Values Integration: Environmental Concern/ Accountability/
Responsibility
III. Procedure
A. Preliminary Activities
i. Vocabulary Drill – Mix n’ Match (word strips/ picture strips)
Let the pupils read the words and match them with the given
pictures that imply meaning.

shout pollution

damage weep

nature asking
 ii. Review – ABC Order
Arrange the given words in alphabetical order.

shout 1. ____________________

damage 2. ____________________
3. ____________________
nature
4. ____________________
pollution 5. ____________________

weep 6. ____________________

asking

B. Developmental Activities
i. Motivation – Picture Prompt/ Analysis
Build the pupils’ schema on the pertinent issue of a decaying
environment. Solicit pupils’ reactions. Allow them to describe and
express their feelings about the picture.

* What do you see in the picture?

* What does this picture remind you of?
* Which world would you prefer to live in? Why?
* What problems are reflected in the picture?

Encourage the pupils to cite causes of the problem. Write all citations
on the board (using a table). Have them name the effects of each cause
and write them oppose each item.
(brief input on cause and effect, as it has been discussed in the first
quarter EN3LC-Ia-j-2.16)
Causes Effects

* Are these problems also true in your community?

* What is your community doing about this problem?
* As a child/pupil, how do you respond to these problems?
 * What concrete steps did you do or want to do to help minimize
these problems?

Create a third column for their suggestions.

Causes Effects Suggestions

* What school programs help promote environmental

awareness/ consciousness? (e.g. tree planting, gardening, waste
segregation, etc.)
* Do you willingly support these programs? In what way?
* What values are manifested by supporting school programs
showing environmental concern?

ii. Presentation – Poem Reading

Reading of the poem, “Hear Mother Nature”, using ReQuest strategy.
Throughout reading, questions are used to activate pupils’ existing
knowledge.

all Hear Mother Nature

* Why did Mother
1st Hear Mother Nature’s cry, Nature cry?
group * What problem is
as she watches her animals die. reflected in these lines?

* Why did Mother

2nd Hear Mother Nature’s call, Nature call?
group * What problem is
as one by one her trees fall. reflected in these lines?

* Why did Mother

3rd Nature shout?
group Hear Mother Nature’s shout, * What problem is
reflected in these lines?
while there’s pollution all around.
* Why did Mother
4th Nature weep?
group Hear Mother Nature’s weep, * What problem is
reflected in these lines?
as the damage we are doing runs
deep. * If you were Mother
all Nature, what questions
would you ask to the
people?
Hear Mother Nature’s cry,
as she is left asking why.
*Answers to the questions are reflected on the board and brief input for discussion are
given.
iii. Concept Development
Based on pupils’ responses, the following problems are reflected.
Problems Causes Effects
1st line:
animal extinction hunting, unbalance food
(animals die and there habitat destruction, chain,
are not very many of etc. etc.
those types of animals
left in the world)
2nd line:
deforestation mining, soil erosion,
(trees fall one by one as road building, animal death,
humans clear the forests logging, increase in
by cutting down trees or housing, temperature,
burning) etc. etc.

3rd line:
pollution improper waste health problems,
(unclean or dirty disposal, global warming,
environment that can industrial waste, etc.
affect human health) etc.

4th line:
environmental damage overpopulation, climate change,
(destruction of our lack of education, decreased food
ecosystem) exploitation, production,
etc. etc.

*Terms will be explained and elaborated in the simplest manner.

iv. Application – Group activity using C-4 Yourself strategy

(Challenge, Choice, Collaboration, Creation)
Challenge - The pupils will watch a video clip, “The Day After
Tomorrow” movie trailer that shows consequences of
environmental problems.
https://www.youtube.com/watch?v=Ku_IseK3xTc
As someone who lives in this planet, how should you take
care and save Mother Earth?
Choice - Based on the challenge question, the pupils are asked
to creatively enumerate ways or solutions which can
help save Mother Earth. The following are the expected
output of pupils:
 song/rap
 role play/storytelling
 poster/slogan
 interpretative dance
 Pupils are free to choose an activity based on their
fields of interest.
Collaboration - The pupils will group themselves according to their
choice of activity. Then, they will work collaboratively
in order to come up with the expected group output.
Creation - The pupils will start constructing as a group and will
also start practicing for the group presentation.

* Checking and reporting of output follow.

v. Generalization
* Why is it important to know and understand cause and effect?
* How does noting details help in dealing with cause and effect?
Everything in life has a cause and effect. Identifying these
things can help create analytical thinkers and minds that can work
through complex problems. It will also help in social aspects as
pupils will understand and be more willing to accept the
consequences of their actions – whether good or bad.
To ensure that one can identify cause and effect, you need to
have an in-depth understanding of what you have read or watched.
This can be done through noting details or jotting down important
information.

IV. Evaluation – Group presentation

The teacher will use a rubric to evaluate each group’s presentation.
Each group will be given a copy of the rubric so they may understand
what they are being graded on.
GROUP PRESENTATION RUBRIC
Trait Criteria Point
1 2 3 4 s
Content Presentation Presentation Presentation Presentation
Did the contained little had moments had a good had an
to no valuable where amount of exceptional
presentation have
material. valuable material and amount of
valuable material? material was benefited the valuable
present but as class. material and
a whole was
content was extremely
lacking. beneficial to
the class.
Collaboration The teammates The teammates The The
Did everyone never worked sometimes teammates teammates
from others’ worked from worked from always
contribute to the ideas. It seems others’ ideas. others’ ideas worked from
presentation? as though only However it most of the others’ ideas.
a few people seems as time. And it It was evident
worked on the though certain seems like that all of the
presentation. people did not every did group
do as much some work, members
work as but some contributed
others. people are equally to the
carrying the presentation.
presentation.
 Organization The There were The The
Was the presentation minimal signs presentation presentation
lacked of organization had was well
presentation well-
organization or preparation. organizing organized,
organized and and had little ideas but well prepared
easy to follow? evidence of could have and easy to
preparation. been much follow.
stronger with
better
preparation.
Presentation Presenters Presenters Presenters Presenters
Did the presenters were not were not were were all very
confident and consistent with occasionally confident in
present clearly?
demonstrated the level of confident with delivery and
Did they engage little evidence confidence/ their they did an
the audience? of planning preparedness presentation excellent job
prior to they showed however the of engaging
presentation. the classroom presentation the class.
but had some was not as Preparation is
strong engaging as it very evident.
moments. could have
been for the
class.
TOTAL

V. Assignment - Metacognitive Journal

Let the pupils answer the following questions in their notebook.

What did I learn? How did I learn it?

Prepared by Noted by

APRIL PRISTINE O. BERMEJO EXEQUIEL T. TAGUM

Teacher I School Principal I