Schools Division Office

School District VI
BENIGNO S. AQUINO JR. ELEMENTARY SCHOOL
Quezon City, Metro Manila
LESSON PLAN School: Benigno S. Aquino, Jr. E/S Grade/Level: Six
in Teacher: Rachel Joi C. Faina Quarter: 2nd
ENGLISH 6 Date: November 29, 2022 – Tuesday
Time and 6:20 A.M.-7:10 A.M. 8:00 A.M.-8:50 A.M. 9:00 A.M.-9:50 A.M. 10:00 A.M.-10:50 A.M.
Section: Eulogio Tibay Gregorio Zara Dado Banatao Roberto Del Rosario

I.OBJECTIVE

A. Content Standards Identify the purpose, key structural and language features of various
types of informational/factual text (EN6RC-IIIa-3.2.8)
B. Performance Identify the purpose, key structural and language features of various
Standards: types of informational/factual text – Cause and Effect (EN6RC-IIIa-
3.2.7)
C. Learning At the end of the lesson, the pupils are expected to:
Competencies  Distinguish text-types according to purpose and language
features – Cause and Effect EN6RC-IIa-3.2.7
 Read aloud grade level appropriate text with an accuracy rate
of 95 – 100% EN6F-IVa-1.6
Show openness to criticism EN6RC-IIa-3.2.8
II. CONTENT Distinguishing text-types according to purpose and language
features – Cause and Effect
III. LEARNING
RESOURCES
A. References

1. pages in the teacher's K to 12 Curriculum Guide in English 6 p. 136

guide

2. pages in learner’s LEANER’S MANUAL ENGLISH 6 PIVOT (2nd Quarter)

material

3. pages in textbook

4. Additional Learning https://www.ereadingworksheets.com/text-structure/patterns-of

Resource from DepEd organization/cause-and-effect/
LR Portal:

PowerPoint presentation, pictures

5. Instructional Materials

IV. PROCEDURE
A. Reviewing previous Checking of Assignment
lesson or presenting the
new lesson Note: Selected Pupils will read and present their output to the class

Search for an example of Cause-and-Effect Text. Copy it in your

English notebook and answer the following question:

What is the type of the text?

__________________________________________
What is the purpose of the text?
_______________________________________
What signal words are used in the text?
_________________________________

B. Establishing a purpose Today, you will learn about distinguishing text-types according to
for the lesson purpose and language features - Cause and effect
C. Presenting Read the text below.
examples/instances of
the lesson Did you know that your tongue is a muscle? It is. And it’s the
only muscle you have that’s covered in saliva and taste buds.
Having taste buds stops you from rotten food. Having saliva protects
you from some germs and bacteria. Gross, but helpful.

What is the text all about?

D. Discussing new Informational or factual texts are materials that provide
concepts significant information or details about a particular person, place,
thing, event, issue and the like. They vary in terms of types, signal
questions and signal words.
Distinguishing text-types according to purpose and language
features – Cause and Effect
E. Continuation of the CAUSE AND EFFECT - is a text structure that explains why
discussion of new an action happened and provides the result of that action.
concepts
A short description of a cause-and-effect text.

Information using cause and effect may be presented using

the graphic organizers below.

F. Developing mastery Read the passage carefully and answer the questions below.

Students are not allowed to chew gum in my class. While

some students think that I am just being mean, there are many good
reasons for this rule. First, some irresponsible students make
messes with their gum. They may leave it on the bottoms of desks,
drop it on the floor, or put it on other people’s property. Another
reason why I don’t allow students to chew gum is because it is a
distraction. When they are allowed to chew gum, students are more
worried about having it, popping it, chewing it, and snapping it then
they are in listening, writing, reading, and learning. This is why I
don’t allow students to chew gum in my class.
 What is the type of the text?
__________________________________________
 What is the purpose of the text?
__________________________________________
 What signal words are used in the text?
__________________________________________
G. Finding practical It is important to know the signal words used in texts to easily
applications of concepts identify its type and purpose.
and skills in daily living

H. Making Let us now check what you have learned today.

generalizations and  What is a cause-and-effect text?
abstractions about the  What is signal word used in a cause-and-effect text?
lesson  Why is it important to know words used in the texts?
 Why is it important to know how to distinguish text-types according
to purpose and language features?
I. Evaluating learning Read again the passage carefully then label the cause
and effect using a graphic organizer below.
Students are not allowed to chew gum in my class. While
some students think that I am just being mean, there are many good
reasons for this rule. First, some irresponsible students make
messes with their gum. They may leave it on the bottoms of desks,
drop it on the floor, or put it on other people’s property. Another
reason why I don’t allow students to chew gum is because it is a
distraction. When they are allowed to chew gum, students are more
worried about having it, popping it, chewing it, and snapping it then
they are in listening, writing, reading, and learning. This is why I
don’t allow students to chew gum in my class.
CAUSES EFFECT

Answer

Reasons why you can't chew gum in class

J. Additional activities Write your own informational text based on the given
for application or structure and topic.
remediation Cause and Effect:

VI. REMARKS

SECTION Earned 80% Scored below Caught up with Require

80% lesson Remediation
Eulogio Tibay
Gregorio Zara
Dado Banatao
Roberto Del Rosario