I.

OBJECTIVE

a) Content Standard: The learner demonstrates understanding of various linguistics nodes

to comprehend various texts.

b) Performance Standard: The learner uses linguistics cues appropriately construct

meaning from variety of texts for variety of purposes.

c) Learning Competencies: Distinguish the text-types according to the purposes and

language features cause and effect. (EN6RC-IVa-3.2.6)

Observe politeness at all times. (EN6A-16)

II. CONTENT

Cause and Effect

Domain: Reading Comprehension

III. LEARNING RESOURCES

References: Distance Learning Program (DLP) in English 6, cause and effect

relationship, pages 1-9
https://www.education.com/worksheet/article/cause-and-effect/
https://study.com/academy/lesson/what-is-a-fishbone-diagram-definition-purpose-
examples.html
Materials: Powerpoint Presentation, Laptop, chalk, blackboard, Manila paper,
envelopes, Graphic Organizer.

IV. PROCEDURE

Teacher Pupils
A. Routine

- Ok class, please stand up. - Let us put ourselves in the loving

_______ proceed in front and lead the presence of God.
prayer.
In the name of the father and of the
son and of the Holy Spirit, Amen.

Our father….

- Good Morning, Class!! - Good Morning, Sir Alljon, Godbless you

today.
- God bless you too, please sit down - Thank you, sir Alljon.

- Now let’s check your attendance.

- Let’s start with Group 1 - Group 1 leader:

Very Good! “There is no absent in Group 1 today.”

- Group 2? - Group 2 leader:

 Very Good! “There is no absent in Group 2 today.”

- Group 3? - Group 3 leader:

Very Good! - “There is no absent in Group 3 today.”

- Group 4? - Group 4 leader:

Very Good! - “There is no absent in Group 4 today.”

- Group 5? - Group 5 leader:

Very Good! - “There is no absent in Group 5 today.”

- Wow, Class Exodus is very good

everyone is present today.

- Now let’s proceed

B. review of the previous lesson

- Now let’s review our lesson last time - Suffix is a letter or word that is added
What is suffix? at the beginning of a word to change
its meaning or to form another word.

- Very Good!

- Now to find out if you still remember

our lesson last time, let’s have this
activity.

- All you need to do is to put the answer

in the blank of each sentence.

-ment -able -ful -ed -gist -er

1. When we are at the Manila Bay, She enjoyed
the beauti___view of the sea.
2. anthropolo___is a person who studies human
races, origins, societies, and culture.
3. Are you comfort___enough in that chair?
4. The team already finish___the project, when
their leader arrived.
5. The govern___sent their help to the victims of
the typhoon.

C. Presentation of the lesson

a.) Motivation

- All eyes in front, I want you to observe

what I will do.
 (The teacher will put a box on the table
and he will push it.)

- Based on your observation what - Sir, the box fell on the ground when
happened to the box? you pushed it.

- Very good observation!

- So I did something that made the box

moved.

- For now, I just want you to remember

what I did because this has something
to with our lesson for today.

b.) Establishing a purpose for the

lesson:

- Now let’s proceed

- I have here envelopes with different - (The group leaders will stand up and
group activities. get one envelope)

- The leaders will get one envelope,

whatever is inside it the group will
work together according to the given - Yes, sir!
time and present it in front of the Class

- The instructions are inside the

envelope so please read and
understand it. You will be given 5
minutes to prepare.

- This is your rubrics for your

presentation:
POINTS PERFORMANCE
5 a. The group was able to finished
on time
b. Cooperation was thrown by the
members of the group
c. Presentation is according to the
task given.
d. The representative of the group
was able to explain their
presentation well.
e. The group has no absent
members.
4 Only 4 among a-e were able to do
by the group.
3 Only 3 among a-e were able to do
by the group.
2 Only 2 among a-e were able to do
by the group.
1 Only 1 among a-e was able to do
by the group.

- Your timer starts now.

- Inside the envelopes:

1. Puzzle it:

Instruction:
1. Try to solve the puzzle.
2. After you formed the puzzle. Analyze
the picture
3. be ready to explain it in front of the
class

This is the picture that they will try to

solve:

(5 minutes preparation of the students.)

(Before the presentation starts the student

will perform their group cheer.)

2.Lights, Camera, ACTION

(Dramatization)
(After every presentation their classmates will
Scenario: give them a dab clap)
Pedro is a grade 6 student; he has a
periodic examination for tomorrow.
Their class adviser told them to study
for them to pass the exam. But after
the class his friends invited him to play
computer games. Pedro did not accept
their invitation, but instead he went
home, eat his lunch, checked the
schedule of their exam, and review all
the subject he need to review for
tomorrow’s exam. What do you think
will happen to Pedro’s periodic exam?

3.Poem:

Write a short poem

1. Compose a poem (4 lines and 2

stanzas) about healthy foods and its
 effect to our body.
2. Write it on a Manila paper.
3. Be ready to present it in front of the
class.

4.Draw the next scenario

Draw the effect of this situation:

“Juan loves eating junk foods and
drinking softdrinks. He doesn’t want to
drink water and refuses to eat healthy
foods. What do you think will happen
to Juan?”
2. Draw the effect of the situation on a
bond paper
3. be ready to present it in front of the
class

5. Sing It!
1. Choose a song that speaks of there
are reason why things happen.
2. Sing the short part of the song.
3. Write it on a Manila paper and
explain it in front of the class.

c.) Generalization

- What is the commonality among the - Sir, I noticed that in every action we do
group presentations or reports? there is a possible result or effect.

- Very Good! Let’s give him/her a dab

clap

- Now, what do you call the action and - Sir it is called the cause and effect.
its result?

- Very good! Let’s give him/her a dab

clap

- Now, can you define what cause is? - Sir, cause is the reason why something
happens.

- Very Good! let’s give him/her a dab

clap

- Now can you define what effect?
- Very good! Now let’s go back to what I
did a while ago. Again what did you
observe?
- Effect is the result when something is
done.
- Sir, the box fell on the ground after you
pushed it.

- My question is: What is the cause and - Sir, the cause is, when you pushed the
effect to what I did? box on the table. The effect is, the box
 fell on the ground.

- Very good! let’s give him/her a dab

clap
- I want you to read this all together. (the students will read all together)

- Remember: The cause is usually introduced by

The cause is usually introduced by
“because” and the effect is usually
introduced “so that.”
Why Questions bring about sentences
showing cause-effect relationship
We can also show cause-effect
relationship by using clue such as:
because, so, so that, since, as a result.
“because” and the effect is usually
introduced “so that.”
Why Questions bring about sentences
showing cause-effect relationship
We can also show cause-effect
relationship by using clue such as:
because, so, so that, since, as a result.

- Bring out your English notebook and

copy it
- Are you done copying? - Yes! sir

- Ok, now let’s proceed.

- (The teacher will draw a fish bone on

the blackboard)

- What do you call this? - Sir, it’s a fishbone.

- Very Good!

- Did you know that you can use this to

organize the cause and effect?

- You can use its head to write the effect

and you can use its spines to list down
the causes.

- What do you call this type of diagram? - Sir, it’s a fishbone diagram

- Very Good! You can also call this a

fishbone map or cause and effect
diagram.

- Now let’s make an example

 - Let’s write, Juan didn’t finish his
homework.

- Now can you list down on its spine all
the causes?
- Now we know how to use fishbone
map, let’s define it.
- (The student will write all the causes of
the given effect by the teacher on the
board)

- The main purpose of fishbone

diagrams is to help people figure out
all of the things that are causing a
particular problem.

Each cause of your problem is given its

own branch from the main spine.

Then the effect is placed on the head

of the fishbone.

- Bring out your notebook and copy it.

- Are you done copying? - Yes!
- Ok, now let’s proceed.

V. Evaluation

Direction: Read the passage below and answer the

exercise that follows.
Today was the day of my big dance performance! I
had been practicing for weeks and I had the whole
dance memorized. When I got to the performance
hall, I put on my new shoes and hat. I checked my
reflection in the mirror. “I look good!” I thought
with a grin. It was almost my turn to perform, so I
peeked out from behind the curtain. There were
so many people in the audience! I began to feel a
little nervous. But then I saw my parents smiling in
the front row. “I can do this!” I thought to myself.
When the curtain opened and the music started, I
felt my confidence grow as I remembered all the
steps I had practiced. First, I heard the beat get
fast, so I did a quick spin and tipped my hat. When
the beat slowed down, I did a shuffle and twist. I
was almost finished dancing, when suddenly, I saw
that there was a loose board at the front of the
stage. But it was too late; I tripped over it and
almost fell off stage! I caught myself just in time
and jumped backward, pretending like it was just
part of my dance. The music ended and I bowed.
Everyone in the audience jumped to their feet and
clapped. My parents were cheering loudest of all. I
was so happy that I did a little jig and smiled
before walking off stage. After the performance
was over, my coach gave me a pat on the back and
 said, “Nice job, Marcus!” My parents were so
proud of me; they brought me to get ice cream!

Match the cause to its correct effect.

CAUSE EFFECT

1. I felt my confidence
I had been practicing
grow.
for weeks

There were so many I did a quick spin and

2.
people in the tipped my hat.
audience
I had the whole dance
When the curtain memorized.
opened and the
3. I tripped over it and
music started.
almost fell off stage!
I heard the beat get
4. fast ! I began to feel a little
nervous.
5. There was a loose
board at the front of I did a shuffle and twist.
the stage.

VI. ASSIGNMENT

- For your assignment

- Please copy it on your English

notebook!

- Think of effect or result of situation

then list down all the causes.

Create your own fishbone map. Put it

on a short bond paper. (with color)

d.) Closing

- Ok that’s all for now! - Goodbye and thank you, Sir Alljon!

- Goodbye class!
Prepared by:

ALLJON M. DENIEGA
IV – BSED English

Observed by:

ELISA R. ENECO
English 6 teacher

DR. LUCILA BONDOC

Dean College of Education

ROMARICO P. LOPEZ
Master teacher I

CARMILITA SAMIANO
Grade Leader

MELINDA C. SAN PEDRO

Principal IV