DAILY LESSON LOG FOR School: MARAMARA ELEMENTARY SCHOOL Grade and Section: V-

Teacher: ALFONSO R. ALCOSEBA Subject: ENGLISH

IN-PERSON CLASSES
Teaching Dates: SEPTEMBER 25 – 29, 2023 (WEEK 5) Quarter: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Grade Level The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet
Standard various needs. The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text
types.
a. Content
Standards
b. Performance
Standards
c. Most Essential Use compound and complex Use compound and complex Use compound and complex Use compound and complex Use
Learning sentences to show cause and sentences to show cause and sentences to show cause and sentences to show cause and compound
Competencies effect and problem-solution effect and problem-solution effect and problem-solution effect and problem-solution and complex
(MELCs) relationship of ideas (EN5G-IVa- relationship of ideas (EN5G-IVa- relationship of ideas (EN5G-IVa- relationship of ideas (EN5G- sentences to
1.8.1) 1.8.1) 1.8.1) IVa-1.8.1) show cause
and effect
and problem-
solution
relationship of
ideas (EN5G-
IVa-1.8.1)
D. Learning a. identify causes and effects;
Objectives b. combine cause and effect clauses using a correct conjunction; and
c. use complex sentences to show cause and effect.
II. LEARNING Using Complex Sentences to Using Complex Sentences to Using Complex Sentences to Using Complex Sentences to
CONTENT Show a Cause and Effect Show a Cause and Effect Show a Cause and Effect Show a Cause and Effect WEEKLY
(Subject Relationship Relationship Relationship Relationship TEST
Matter)
III. LEARNING
RESOURCES/RE
FERENCES
a. Teacher’s
Guide Pages
b. Learner’s
Material Pages
c. Textbook
Pages
d. LRMDS . Pedroches, C. (2020).
Materials Quarter 1 – Module 3, Lesson 1:
(SLMs/LASs) Using Complex Sentences to
Show a Cause and Effect
Relationship First Edition,
2[Self-Learning Module]
Retrieved (June 15, 2023) from
https://r7-2.lms.deped.gov.ph/m
oodle/mod/folder/view.php?
id=15343
. Pedroches, C. (2020). Quarter
1 – Module 3, Lesson 1: Using
Complex Sentences to Show a
Cause and Effect Relationship
First Edition, 2[Self-Learning
Module] Retrieved (June 15,
2023) from https://r7-
2.lms.deped.gov.ph/moodle/mod/
folder/view.php?id=15343
. Pedroches, C. (2020).
Quarter 1 – Module 3, Lesson 1:
Using Complex Sentences to
Show a Cause and Effect
Relationship First Edition,
2[Self-Learning Module]
Retrieved (June 15, 2023) from
https://r7-2.lms.deped.gov.ph/m
oodle/mod/folder/view.php?
id=15343
. Pedroches, C. (2020).
Quarter 1 – Module 3, Lesson
1: Using Complex Sentences
to Show a Cause and Effect
Relationship First Edition,
2[Self-Learning Module]
Retrieved (June 15, 2023)
from https://r7-
2.lms.deped.gov.ph/moodle/m
od/folder/view.php?id=15343

e. Other Learning PowerPoint Presentation, PowerPoint Presentation, laptop, PowerPoint Presentation, PowerPoint Presentation, PowerPoint
Resources laptop, SLMs/Learning Activity SLMs/Learning Activity Sheets, laptop, SLMs/Learning Activity laptop, SLMs/Learning Activity Presentation,
Sheets, pens, notebook pens, notebook Sheets, pens, notebook Sheets, pens, notebook paper, quiz
notebook or
test paper
IV.
PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the Directions: Encircle the Directions: Fill in the blanks with Directions: Copy the following Directions: Combine the short
previous clipped words below. the correct answer. Use your sentences in your notebook. sentences by using the
lesson/Drill notebook for your answers. Underline the cause once and subordinating conjunction
ad memo bus 1. A ____________ consists of the effect twice. provided to create a complex
Pop cat one independent clause and at 1. If pollution is reduced, global sentence. Write your answers
least one dependent clause. health will improve. in your notebook.
2. Clauses are joined by 2. Because energy use is high 1. I was cleaning the

C. Establishing a What can you infer in the
purpose for the images below?
lesson/
Motivation
D. Presenting We are living in a different world
examples/instanc because of the different social,
es of the new economic and environmental
lesson/Motivation issues. Many Filipinos are poor
because of the corrupt officials.
People get sick and the climate
is changing because of negative
human activities. This shows a
cause-and-effect relationship.
E. Discussing What is a cause? What is an
_____________ to show clear
and precise relationship.
3. Another way to link
_______________ ideas is
through complex sentences.
4. Complex sentences have
______________ independent
clause and at least one
dependent clause.
5. When the dependent clause
comes at the beginning of a
sentence, use a
________________ to separate
it from the independent clause.
Unscramble the sentence.
Identify the cause and effect, and
the independent clause.
Jonathan finds to go biking
during weekends because he
likes it relaxing but tiring.
Correct Sentence: Jonathan likes
to go biking during weekends
because he finds it tiring but
relaxing.
We are living in a different world
because of the different social,
economic and environmental
issues. Many Filipinos are poor
because of the corrupt officials.
People get sick and the climate is
changing because of negative
human activities. This shows a
cause-and-effect relationship.
What is a cause? What is an
in the developed world, people
use a lot of resources.
3. Unless people try to save
energy, global demand for
energy increases every year.
4. Future generations will suffer
if pollution is not reduced today.
5. Bikeshares are becoming
popular because they are a
great way to reduce pollution.
THREE-MINUTE RACE
To play, students will jot down
as many complex sentences
with cause and effect as they
can think of within three
minutes. After the timer sounds,
students will share their
sentences with a partner. The
student with the most sentences
will receive a prize.
We are living in a different world
because of the different social,
economic and environmental
issues. Many Filipinos are poor
because of the corrupt officials.
People get sick and the climate
is changing because of negative
human activities. This shows a
cause-and-effect relationship.
What is a cause? What is an
basement. The power went
out. (While)
2. You practice. You will not
get any better at basketball.
(Unless)
3. We missed the basketball
match. Our car broke down.
(Because)
4. You need to study your
vocabulary words. You can do
well on the quiz. (So That)
5. Follow the road. You will
see our house. (If)
We are living in a different
world because of the different
social, economic and
environmental issues. Many
Filipinos are poor because of
the corrupt officials. People
get sick and the climate is
changing because of negative
human activities. This shows
a cause-and-effect
relationship.
What is a cause? What is an
new concepts effect? Why do certain things
and practicing happen? What does knowledge
new skills No. 1 on cause and effect contribute?
What is the advantage of being
able to properly describe a
cause and effect process?
F. Discussing Study these sentences.
new concepts 1. The Earth’s ground shakes
and practicing because tectonic plates rub
new skills No. 2 together.
2. When the water on the
surface of the earth is displaced,
a wave is created.
3. When a strong quake occurs
under the sea, a tsunami alert is
declared.
4. People have to evacuate to
higher grounds during a
tsunami so that they may be
saved from its deadly effects.
What is cause and effect
relationship?
You may have noticed that the
lesson talks about cause and
effect. You’re right. You were
even made to identify examples
of a cause as well as examples
of an effect. You may have
noticed also that in any cause
and effect relationship, there is
always one event that serves as
a cause and another event that
becomes the effect. The cause
is the reason why something
happens, while the effect is the
result of something that
effect? Why do certain things
happen? What does knowledge
on cause and effect contribute?
What is the advantage of being
able to properly describe a cause
and effect process?
Study these sentences.
1. The Earth’s ground shakes
because tectonic plates rub
together.
2. When the water on the surface
of the earth is displaced, a wave
is created.
3. When a strong quake occurs
under the sea, a tsunami alert is
declared.
4. People have to evacuate to
higher grounds during a tsunami
so that they may be saved from
its deadly effects.
What is cause and effect
relationship?
You may have noticed that the
lesson talks about cause and
effect. You’re right. You were
even made to identify examples
of a cause as well as examples
of an effect. You may have
noticed also that in any cause
and effect relationship, there is
always one event that serves as
a cause and another event that
becomes the effect. The cause is
the reason why something
happens, while the effect is the
result of something that
effect? Why do certain things effect? Why do certain things
happen? What does knowledge happen? What does
on cause and effect contribute? knowledge on cause and
What is the advantage of being effect contribute? What is the
able to properly describe a advantage of being able to
cause and effect process? properly describe a cause and
effect process?
Study these sentences. Study these sentences.
1. The Earth’s ground shakes 1. The Earth’s ground shakes
because tectonic plates rub because tectonic plates rub
together. together.
2. When the water on the 2. When the water on the
surface of the earth is displaced, surface of the earth is
a wave is created. displaced, a wave is created.
3. When a strong quake occurs 3. When a strong quake
under the sea, a tsunami alert is occurs under the sea, a
declared. tsunami alert is declared.
4. People have to evacuate to 4. People have to evacuate to
higher grounds during a higher grounds during a
tsunami so that they may be tsunami so that they may be
saved from its deadly effects. saved from its deadly effects.
What is cause and effect What is cause and effect
relationship? relationship?
You may have noticed that the You may have noticed that the
lesson talks about cause and lesson talks about cause and
effect. You’re right. You were effect. You’re right. You were
even made to identify examples even made to identify
of a cause as well as examples examples of a cause as well
of an effect. You may have as examples of an effect. You
noticed also that in any cause may have noticed also that in
and effect relationship, there is any cause and effect
always one event that serves as relationship, there is always
a cause and another event that one event that serves as a
becomes the effect. The cause cause and another event that
is the reason why something becomes the effect. The
happens, while the effect is the cause is the reason why
result of something that something happens, while the
happened. Whatever the case
may be, the cause always takes
place before the effect and the
effect always happens last. In
the sentences above, the
causes are written in italics
while the effects are underlined.
Dependent Clauses and
Independent Clauses
Have you noticed how the word
structure of all the causes were
written? If you erase all the
connected effects, will they
stand on their own as a
sentence? Let us look at these
groups of words when the
effects are removed:
1. Because tectonic plates rub
together
2. When the water on the
surface of the earth is displaced
3. When a strong quake occurs
under the sea
4. So that they may be saved
from its deadly effect
hese groups of words cannot be
considered as sentences since
they don’t have a complete
meaning and they cannot stand
on their own. They need the
omitted parts to become
complete sentences. These
group of words are called
dependent clauses.
Now, let us examine the groups
of words that represent the
effect.
happened. Whatever the case
may be, the cause always takes
place before the effect and the
effect always happens last. In the
sentences above, the causes are
written in italics while the effects
are underlined.
Dependent Clauses and
Independent Clauses
Have you noticed how the word
structure of all the causes were
written? If you erase all the
connected effects, will they stand
on their own as a sentence? Let
us look at these groups of words
when the effects are removed:
1. Because tectonic plates rub
together
2. When the water on the surface
of the earth is displaced
3. When a strong quake occurs
under the sea
4. So that they may be saved
from its deadly effect
hese groups of words cannot be
considered as sentences since
they don’t have a complete
meaning and they cannot stand
on their own. They need the
omitted parts to become
complete sentences. These
group of words are called
dependent clauses.
Now, let us examine the groups
of words that represent the effect.
1. The Earth’s ground shakes.
2. A wave is created.
happened. Whatever the case
may be, the cause always takes
place before the effect and the
effect always happens last. In
the sentences above, the
causes are written in italics
while the effects are underlined.
Dependent Clauses and
Independent Clauses
Have you noticed how the word
structure of all the causes were
written? If you erase all the
connected effects, will they
stand on their own as a
sentence? Let us look at these
groups of words when the
effects are removed:
1. Because tectonic plates rub
together
2. When the water on the
surface of the earth is displaced
3. When a strong quake occurs
under the sea
4. So that they may be saved
from its deadly effect
hese groups of words cannot be
considered as sentences since
they don’t have a complete
meaning and they cannot stand
on their own. They need the
omitted parts to become
complete sentences. These
group of words are called
dependent clauses.
Now, let us examine the groups
of words that represent the
effect.
effect is the result of
something that happened.
Whatever the case may be,
the cause always takes place
before the effect and the
effect always happens last. In
the sentences above, the
causes are written in italics
while the effects are
underlined.
Dependent Clauses and
Independent Clauses
Have you noticed how the
word structure of all the
causes were written? If you
erase all the connected
effects, will they stand on their
own as a sentence? Let us
look at these groups of words
when the effects are removed:
1. Because tectonic plates rub
together
2. When the water on the
surface of the earth is
displaced
3. When a strong quake
occurs under the sea
4. So that they may be saved
from its deadly effect
hese groups of words cannot
be considered as sentences
since they don’t have a
complete meaning and they
cannot stand on their own.
They need the omitted parts
to become complete
sentences. These group of
1. The Earth’s ground shakes.
2. A wave is created.
3. A tsunami alert is declared.
4. People have to evacuate to
higher grounds during a
tsunami.
Do these groups of words have
a complete meaning? Can they
stand as a sentence on their
own even without the causes
added to them? If your answer
is “Yes,” then you are right.
These groups of words that
have a complete meaning are
called independent clauses.
Complex Sentences to Show
Cause and Effect Relationship
When a dependent clause and
an independent clause are
combined, they form a complex
sentence.
An effective way to link cause
and effect ideas is by means of
complex sentences. A complex
sentence consists of one
independent clause and at least
one dependent clause. These
clauses are joined by
subordinate conjunctions to
show clear and precise
relationship.
The words because, as, in order
3. A tsunami alert is declared.
4. People have to evacuate to
higher grounds during a tsunami.
Do these groups of words have a
complete meaning? Can they
stand as a sentence on their own
even without the causes added to
them? If your answer is “Yes,”
then you are right. These groups
of words that have a complete
meaning are called independent
clauses.
Complex Sentences to Show
Cause and Effect Relationship
When a dependent clause and
an independent clause are
combined, they form a complex
sentence.
An effective way to link cause
and effect ideas is by means of
complex sentences. A complex
sentence consists of one
independent clause and at least
one dependent clause. These
clauses are joined by subordinate
conjunctions to show clear and
precise relationship.
The words because, as, in order
that, since, although, as a result
and so that which function as
subordinate conjunctions are
always used to begin the
1. The Earth’s ground shakes.
2. A wave is created.
3. A tsunami alert is declared.
4. People have to evacuate to
higher grounds during a
tsunami.
Do these groups of words have
a complete meaning? Can they
stand as a sentence on their
own even without the causes
added to them? If your answer
is “Yes,” then you are right.
These groups of words that
have a complete meaning are
called independent clauses.
Complex Sentences to Show
Cause and Effect Relationship
When a dependent clause and
an independent clause are
combined, they form a complex
sentence.
An effective way to link cause
and effect ideas is by means of
complex sentences. A complex
sentence consists of one
independent clause and at least
one dependent clause. These
clauses are joined by
subordinate conjunctions to
show clear and precise
relationship.
The words because, as, in order
words are called dependent
clauses.
Now, let us examine the
groups of words that
represent the effect.
1. The Earth’s ground shakes.
2. A wave is created.
3. A tsunami alert is declared.
4. People have to evacuate to
higher grounds during a
tsunami.
Do these groups of words
have a complete meaning?
Can they stand as a sentence
on their own even without the
causes added to them? If your
answer is “Yes,” then you are
right. These groups of words
that have a complete meaning
are called independent
clauses.
Complex Sentences to Show
Cause and Effect Relationship
When a dependent clause
and an independent clause
are combined, they form a
complex sentence.
An effective way to link cause
and effect ideas is by means
of complex sentences. A
complex sentence consists of
one independent clause and
 that, since, although, as a result
and so that which function as
subordinate conjunctions are
always used to begin the
dependent or subordinate
clause.
When the dependent clause
comes at the beginning of the
sentence, use a comma to
separate it from the independent
clause.
G. Developing Directions: Read each sentence
Mastery (Leads below. Before each number,
to Formative write C if the underlined clause
Assessment) is a cause and E if it is an effect.
____1. Because he played
under the rain, his mother
became angry.
____2. The street was flooded
when it rained for several hours.
____3. Mario got sick, so Luigi
took his place.
____4. The students couldn’t go
to school because the rain was
heavy.
____5. Children were told to
stay home after the quarantine
was declared.
dependent or subordinate clause.
When the dependent clause
comes at the beginning of the
sentence, use a comma to
separate it from the independent
clause.
Directions: Read each sentence
below. Before each number, write
C if the underlined clause is a
cause and E if it is an effect.
____6. It rained, and the field
turned green.
____7. The town was put on
lockdown since people kept
going out.
____8. She took a rapid test as
soon as she felt sick.
____9. People go nuts whenever
they hear about a new case of
COVID-19.
____10. Some people were jailed
because they were caught
spreading fake
news.
that, since, although, as a result
and so that which function as
subordinate conjunctions are
always used to begin the
dependent or subordinate
clause.
When the dependent clause
comes at the beginning of the
sentence, use a comma to
separate it from the independent
clause.
Directions: Copy the chart in
your notebook. Write down the
cause and effect of the following
sentences in the proper column.
An example has been provided
to serve as a guide in answering
the activity.
CAUSE EFFECT
Because he Mario got
played under sick
the rain
Example: Mario got sick
because he played under the
rain.
1. Nora was still in uniform
at least one dependent
clause. These clauses are
joined by subordinate
conjunctions to show clear
and precise relationship.
The words because, as, in
order that, since, although, as
a result and so that which
function as subordinate
conjunctions are always used
to begin the dependent or
subordinate clause.
When the dependent clause
comes at the beginning of the
sentence, use a comma to
separate it from the
independent clause.
Directions: Read the
paragraph and complete the
graphic organizer below with
the missing details in your
notebook.

H. Finding How can you use complex
Practical sentences to explain a cause
Application of and effect relationship between
Concepts and two events or actions? Can you
Skills in Daily give an example?
Lives
I. Making What is a cause and effect
Generalization relationship? What is an
and Abstraction example of a complex sentence
that shows a cause and effect
relationship?
J. Evaluating Directions: Use the
Learning subordinating conjunctions
although, if, when, because,
unless, before, and after to
make complex sentences out of
the clauses below. Write your
How can you use complex
sentences to explain a cause and a sentence help us understand
effect relationship between two the meaning of clipped words?
events or actions? Can you give
an example?
What is a cause and effect
relationship? What is an example
of a complex sentence that
shows a cause and effect
relationship?
Directions: Combine the short
sentences by using the
subordinating conjunction
provided to create a complex
sentence. Write your answers in
your notebook.
because she had just arrived
from school.
2. The houses were destroyed
because the typhoon was very
strong.
3. The boy broke his leg when
he fell from a tree.
4. The boy waters the plants
every day so that the plants will
grow healthy.
5. Since it did not rain for a long
time, the grass turned brown.
Does the surrounding context of
What is a cause and effect
relationship? What is an
example of a complex sentence
that shows a cause and effect
relationship?
Directions: Using the specified
subordinating conjunction, add a
dependent clause to the given
independent clause to form a
complex sentence. Choose your
answer from the box below.
Pupils are not allowed to
chew gum in my class.
First, some irresponsible
pupils make a mess with
their gum. Another reason
why I don’t allow pupils to
chew gum is because it is
a distraction. When they
are allowed to chew gum,
pupils are more focused
on playing with it, popping
it, chewing it, and
snapping it than paying
attention to the
discussion. This is why I
don’t allow pupils to chew
gum in my class.
What was the most difficult
part of inferring the meaning
of clipped words for you?
Why?
What is a cause and effect
relationship? What is an
example of a complex
sentence that shows a cause
and effect relationship?
Directions: Connect these
pairs of clauses to form a
complex sentence. Use
because, as, in order that,
since, or so that. You may
switch the order of the
 answers in your notebook.
1. I’m going to the bank
_________ I will withdraw some
money.
2. I made lunch __________ I
got home.
3. Submit the project
___________ the day is over.
4. I really enjoyed the concert
________ the music was too
loud.
5. ________ you fix your bike,
you won’t be able to join us.
K. Additional
activities for
application or
remediation
V. REMARKS The delivery of instruction and
expectations meet the purpose
and objectives of the lesson
because the learners
1. School was cancelled. We
went to the mall. (Since)
2. I have to stay for tutorial. I
failed the exam. (Because)
3. We won’t have practice today.
It is raining. (Since)
4. The alarm was not set. We
were late for work. (Because)
5. You eat your vegetables. You
cannot have dessert. (Until)
The delivery of instruction and
expectations meet the purpose
and objectives of the lesson
because the learners
• There is an important
presentation next week.
• The weather is not good.
• We will have a better
future.
• She was too worried
about his job.
• He had received one as
a gift last week.
1. I can’t go to school today
because _______________.
2. Dennis bought a new jacket
although ______________.
3. Jennifer decided to leave
Jomar since _____________.
4. Let’s follow our parents’
advice so that
_________________.
5. Alexander has been working
sixty hours a week
because_______________.
The delivery of instruction and
expectations meet the purpose
and objectives of the lesson
because the learners
clauses.
Example: The ice in the
plastic bag melted. It was
placed under sun.
The ice in the plastic bag
melted because it was placed
under sun.
1. There is no dictionary here.
Let us go to the library.
________________________
2. He could sell his toothpaste
for a cheap price. Many
wanted to buy it.
_______________________
3. My cousin got the first prize
in essay writing. He is talented
and hardworking.
_______________________
4. Our teacher gives us
inspiration. Our class can
excel in many ways.
_______________________
5. Our Glee Club coach
always reminds us to attend
rehearsals regularly. Our
performance becomes
outstanding.
_______________________
The delivery of instruction and The delivery
expectations meet the of instruction
purpose and objectives of the and
lesson because the learners expectations
meet the
 purpose and
objectives of
the lesson
because the
learners

VI. Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are
REFLECTIONS teaching-learning process when teaching-learning process when teaching-learning process when teaching-learning process engaged in
incorporating incorporating incorporating when incorporating the teaching-
learning
process when
incorporating

VII. FEEDBACK
A. No. of learner
who earned 80%
B .No. of learner
who scored
below 80%
( needs
remediation)
C. No. of learners
who have caught
up with the
lesson
D. No of learner
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why?
F. What
difficulties did I
encounter which
my principal
/supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share w/other
teacher?