Republic of the Philippines

Department of Education
Western Visayas
Division of Bacolod City
District VII
SUM-AG ELEMENTARY SCHOOL
Brgy. Sum-ag, Bacolod City

School: Sum-ag Elemntary School

Teacher: Shien Mae Peligrino
Teaching Date and Time: July 19, 2023, 9:00 AM
Grade 1 _ Daily Lesson Plan Grade Level: Grade One
Learning Area: English
Quarter: Third
I. OBJECTIVES
A. Content Standard Identifying the Cause and/or Effect in a given situation.

B. Performance Standard Is able to identify the cause from the effect.

C.Learning Competencies/ Objectives Identify cause and effect/ effect of events.
(write the LC Code for each)

II. CONTENT
A. Subject Matter Identifying Cause and Effect
B. Modality Face to Face
C. Learning Resources
1. Learner’s Material pages SLM 1 Quarter 3 Week 5
2.Textbook pages/Curriculum Page 129
Guide
3. Additional Material from Learning
Resources (LR) Portal
4. Value Focus Being Responsible of One’s Action
D. Other Learning Resources Laptop (powerpoint presentation)
II. Procedures Teacher’s Activity Pupil’s Actiivity
A. Preparatory Activities: Cause and Effect Song The students sing the song Cause and
1. Song Effect.
Indicator 1 The teacher introduces herself and the
Applied knowledge of content within and across
lesson for the day. The students Listen attentively as the
curriculum teaching areas. (MUSIC)
teacher introduces the lesson for the day.
Checks the attendance before starting with
the lesson.

Indicator 5 Before we start with our lesson, let us be

Managed learner behavior constructively by remined of the Safety Protocols and
applying positive and non-violent discipline to Classroom Rules.
ensure learning-focused envireonment.

2. Motivation:

Indicator 9
Selected, developed, organized, and used
appropriate teaching and leraning resources,
including ICT, to address learning goals.
The teacher will present the story through a
video presentation
“The Boy Who Cried Wolf”.

Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as wekk as other
higher order thinking skills.
Indicator 2
Used a range of teaching strategies that enhance
learner achivement in literacy and numeracy
skills.
Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as wekk as other
higher order thinking skills.
B. Discussion
Indicator 2
Used a range of teaching strategies that enhance
learner achivement in literacy and numeracy
skills.
The teacher asks the students the following
questions: - The boy got bored.
1. Why did the shepherd boy shouted there’s - The village people ran outside because the
a Wolf and tricked the village people? shepherd boy tricked them that there is a
wolf.
2. What made the village people ran
outside? - The village people did not believed him
anymore because he tricked them so many
3. Why did the village people did not come times.
to rescue them when there’s actually a real
wolf? - No, because it is not good to trick people.
4. Do you think what the boy did was right? - it is not good to trick people because no
Why? one will believe you the next time you tell
the truth.
5. Why do you think it is not good to trick
people?
Good job kids!
-Giving them food, shelter, vaccine, and showing
our love to them.
The teacher will introduce the lesson and
objectives of the day through a story about
the dog named “Bam” and asks - Is a strong sound or a noise.
-How do we take care of our pet ? - Is the feeling of pain.
- A shelter for a dog.
The teacher guides the students in
unlocking of difficult words found in the
story.
1. Loud
2. Hurt
3. Dog House
Presents the story of Bam.
(Video Presentation) The students listen attentively to the story.
The teacher asks the follow-up questions.
- Bam and the bird.
1. Who are the characters in the story?
2. Who likes to play with his bone? - Bam
3. What did Bam do when it was hot - Bam went under the tree.
outside?
- The bird sings very loud.
4. Who sings very loud?
5. Why did Bam’s ears hurt? - because the bird sings very loud.
6. What did Bam do when his ears hurt?
- Bam walked away.
7. Why did Bam went to his doghouse.
- because it started to rain.
The teacher discusses about cause and effect
by showing different pictures and short
clips.
Why it happened is called the Cause or the
Reason and what happened is called the
Effect or the Result .
 What happened is called the Effect.
Let us go back to the story and analyze
which is the effect and which is the cause.

Indicator 1
Applied knowledge of content within and across
curriculum teaching areas. (SCIENCE &
HEALTH)

The teacher will ask follow up questions.

1. What will happen if you stay too much

under the heart of the sun?

2. What will do to protect yourself from too

much heat?
Answers of pupils may vary.

3. How do you know that the rain is

coming?

4. To avoid colds or sickness do you stay

under the rain? Why?

The teacher reminds the students of Group

Activity House Rules.
C. Fixing Skills
Group Activity House Rules
Indicator 5
Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused envireonment.
Floor Plan
Indicator 4
Managed classroom structure to engage learners,
individually or in groups in meaningful
exploration, dscovery, and hands-on activities
within range of physical learning environments.
Indicator 13
Applied personal philiosophy of teacher that is
learner-centered.
*Progressivism -Learning by Doing
Indicator 1
Applies knowledge of content within and across
curriculum teaching areas.
TABLE POINTS
Rubrics for Group Activity 5 4 3 2
1. The group remained quiet
during the entire activity
2. Each members helped p
in answering your the task.
3. The members are
behaving well.
4. Each members shared
ideas quietly with the group
members.
5. Gave time to each
member to participate in
answering your task.
6. Finished the work on
time.
Children this time let us have our group
activities. In your group activities you are going
to do different tasks on your own. I will find out
how creative you are. You will also be actors and
actresses, or even artist1 Are you ready?
Philosophy of Education -
Progressivism - being an orientation of
philosophy of education is based on the
assumption that all learning is intellectual,
social, emotional and curriculum should
begin with the child’s interests and
experiences. Students earn by doing and
are stimulated in their own growth and
development through hands on activities
that encourages the creativity and a
child’s self expression.
Group Activity
Group 1: The Artists
 Mix the colors yellow+blue, red+
yellow, and red + blue in a plastic
cup.
 Find out what will be the effect.
(ARTS)
Group 2: The Best Actresses/Actors

 Act out the following situation and

give the best result/effect for each.
1. COVID-19 Pandemic hits the Philippines.
2. You ate a lot of candies.
Yellow + Blue = Green
Red and Blue = Violet
Red and Yellow = Orange

3. You and your friend are not

wearing masks, your friend started
to sneeze because he has a cold, Student’s possible answer.
what do you think will be the
effect.
1. People will stay at home and people will
Group 3:The Mix and Match where mask when they go out.

Match the cause to its effect correctly. 2. I will have toothache.

3. I might get sick or catch a cold.

Group 4: The Writers

Identify if the underlined groups of

words is a Cause or Effect.

1. I fell asleep on the sofa because I

was very tired.

2. I went home late, so mom scolded

me.

3. He was soaked in the rain, so got

sick.

Everyone is encourage to present their 1. Effect

outputs.
The teacher gives positive feed backs
2. Effect
and comments about each group
presentation. 3. Cause

- Let us all clap our hands for a job

well-done.

The students will identify the effect based

on the given pictures.

D. Developing Mastery
Indicator 10
Designed, selected, organized and used
diagnostic, formative, and summative assessment
strategies consistent with curriculum
requirements,

-A

-B

-B

The teacher will ask the students:

1. What is a cause and effect?

-A
E. Generalization:

Indicator 2
Used a range of teaching strategies that enhance
learner achivement in literacy and numeracy
skills.

The Cause is the reason why something

happens and the effect is what happens as a
result.

F. Application:

Indicator 10
Designed, selected, organized and used
diagnostic, formative, and summative assessment
strategies consistent with curriculum
requirements,

III. EVALUATION
Indicator 10
Designed, selected, organized and used
diagnostic, formative, and summative assessment
strategies consistent with curriculum
requirements,

ML: ______________

ID: _______________

IV. ASSIGNMENT
Look for 5 pictures that show Cause and Effect
paste it in your Activity Notebook.

Prepared by:

SHIEN MAE PELIGRINO

Grade ONE-TULIP Adviser

Checked by:

MELINDA G. LINDAYAO
Master Teacher II