Semi-Detailed Lesson Plan in English 5

I. Objectives 
At the end of the lesson the students are expected to: 
A. Identify cause and effect and problem-solution relationships in sentences;
B. Match a cause clause with its effect clause and a problem clause with its solution clause;
and
C. Use compound sentences to show cause and effect and problem-solution relationships
 
II. Content 
A. Topic: Using Compound sentences to show a Problem-Solution relationship

B. Learning Resources 
References:  
 “If you give a Mouse a Cookie” by Laura Joffe Numeroff
 Pabello, F.R. (2020). Quarter 1 – Module 3: Using Compound sentences to
show s Problem-Solution relationship. pp. 4-5

Materials:  
Copy of the story, visual aids, chart, graphic organizers
  
Values Integration:
Active participation, patience, understanding, appreciation
 
III. Procedure 
A. Preliminary Activities 
Recall (optional) 
Motivation 
The teacher will ask students to tell a “sentence story” that contains a small
problem they’d encounter on their day and how they’ve solve it. For example: “I am
hungry so I bought some bread”, “I woke up late today so I didn’t take a bath before
going to school.”
Next, the teacher will give random problematic questions and students will
answer them. For example, “what will happen if you are going home and it suddenly
rains?” or “what will you feel if you don’t eat breakfast?

B. Lesson Proper 
Activity 
The “sentence-story” and random question and answer portion will introduce the
concept of cause and effect and problem-solution relationships. She will connect the
questions she asked and the answers that her students gave to form a sentence. The
words that she will use to form a sentence are coordinating conjunctions. She will then
 discuss the concept of using compound sentence and its importance to connect a cause
and effect situations.

Read the fable, “If you give a Mouse a Cookie”

 
 
Analysis 
After reading the fable, the teacher will post questions like “What will happen in
you give a mouse a cookie?” “If you give mouse milk, what will happen next?”

Abstraction 
The teacher will tell the students that the fable shows causes and effects. Emphasize
that a cause happens before the effect. The series of events between the mouse and
boy began with the cookie the mouse ate. She will also emphasize that the sentences in
the fable are in a compound form because they are separated by comma. Both comma
and coordinating conjunctions can be used in connecting cause and effect relationships.

Application 
I. Students will work independently to compose 10 compound sentences that
show a problem and solution by filling in the ‘problem – coordinating
conjunction – solution’ table.
For example:
COORDINATING
CAUSE EFFECT
CONJUNCTION
Our grandparents have so they have to drink milk.
weaker bones

II. Students will identify the cause and effect in the sentences by filling out the T-
Chart.
For example:
1. If you eat many candies, you will have a toothache.
2. The teacher gave her students a reward because they were quiet in the class.
CAUSE EFFECT
1. If you eat many candies You will have a toothache.
2.

C. Generalization 
 The teacher will ask students how they identify cause and effect in a sentence; how
coordinating conjunctions are important in showing a problem-solution relationship;
and how they can use compound sentences with problem-solution in their lives.

IV. Evaluation 

Students will work independently to complete the compound sentence by adding a

solution that answers the problem. They will be given a set of problem clauses to work
on.

For example:

I will stay at my friend’s house tonight, so ___________________.

V. Assignment 

Using the fable “If you give a Mouse a Cookie”, students will be assigned to list all the
cause and effects used in the story. They will label the parts of the sentence with the
cause and effect
Example:
When he’s finished giving himself a trim, he’ll want a broom to sweep up.
Cause Effect