A Detailed Lesson Plan in English III

I. LEARNING OBJECTIVES

At the end of the lesson, the pupils can:

a. identify the effects of a given cause through common word indicators in oral and
written form based on illustrations;
b. match the cause to its correct effect pair in a Key & Lock Matching Activity; and
c. express cause and effect relationships verbally using real-life examples.

II. CONTENT

A. Subject Matter: Cause and Effect Relationship

B. Competency: Identify several effects based on a given cause.
C. Materials: PowerPoint Presentation, visual aids

III. PROCEDURES

Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
(3 min)

“Everyone, please stand for the prayer. (Pupils stand and pray.)
Tristan, kindly lead us in prayer.”

"Good morning, everyone!" "Good morning, teacher!"

“Let's remain standing for a short

warm-up so no one feels sleepy and (The class sings and follows the video of "If
everyone is alert.” You’re Happy and You Know It”)

“Now, you may sit down.” (Pupils sit down.)

“Is anyone absent today Xiera?” Xiera: No one is absent, teacher.

“Great! Since everyone is here, let's

review our class rules and agreements
before we start.”

(The teacher presents classroom rules

 and reads it together with the class.)

“Aside from these rules, if you follow

the agreements and answer correctly, I “Yes, teacher.”
will give you a sticker. The pupil with
the highest number of stickers by the
end of the class will receive a reward.
Am I understood?”

B. Review
(1 min)

“Before we proceed with our lesson, who James: We had our reading yesterday, teacher.
remembers what we did yesterday?”

“Right, very good! Now we are going to

discuss a new lesson. ”

C. Motivation
(2 min)
(The teacher shows a picture of a boy who
spilled water on the floor and a person
slipping.)

The teacher asks:

"I see a boy spilling water."
● What do you see in the picture?
● What do you think happened? "The floor became wet."
● Why do you think the person slipped?
"Someone slipped because the floor
was wet."

“Good job! The spilled water caused the floor

to be slippery, and as a result, someone
slipped. This is an example of a cause-and-
effect relationship. Today, we will learn how
to identify effects based on a cause.”

(The teacher presents the objectives of the

lesson.)

D. Presentation/Lesson Proper
(10 mins)

(The teacher shows a PowerPoint

presentation containing the meaning of cause
and effect and their examples.)

● What is a cause?

(The teacher guides the pupils in reading the (The pupils, guided by the teacher, will read
definition.) the definition.)

“The cause is what makes something else

happen.”

(The teacher uses the example of the boy who

slipped on the slippery floor to elucidate
which is the cause. The teacher guides them
in reading the sentence. )

(The floor was wet so the boy slipped.)

● What is an effect?
(The pupils, guided by the teacher, will read
(The teacher guides the pupils in reading the the definition.)
definition.)

“The effect is what happened as a result of the

cause.”

(The floor was wet so the boy slipped.)

The teacher explains that cause-and-effect

sentences often contain clue words that
indicate the relationship.

The teacher writes the following words on the

board:

Cause Indicators: because, since, due to, as

a result of

Effect Indicators: so, therefore, thus,

consequently

“Now for another example, I have here an

illustration and can anyone tell me what it is?”

Very good, Alexa! The picture shows it’s

raining heavily.

(The teacher writes the sentence on the Alexa: “It’s raining.”

board.)

It’s raining heavily.

(The pupils, guided by the teacher, read the
sentence.)
“Based on this other illustration, what do you
think will happen if it rains heavily?”
“The streets get flooded.”

“People used umbrellas.”

“Some classes were canceled.”

“Excellent! These are all possible effects of

heavy rain.”
(After reading the sentences the pupils will
underline the effect in the sentence examples
(The teacher writes the examples on the given and encircle the word indicators.)
board. The pupils underline the effect in the
sentences and encircle the word indicators.)
● It’s raining heavily so the street is
flooding.
● It’s raining heavily so the street is ● She’s using an umbrella because it is
flooding. raining heavily.
● She’s using an umbrellas because it is ● It’s raining heavily so there is no class.
raining heavily.
● It’s raining heavily so there is no class.

(The teacher explains how the indicators

helped in determining the effect.)

“I have here another illustration and can you

tell me what is it about?”

Clyde: The boy stayed up late.

Excellent, Clyde!

(The teacher writes the sentence on the board

and lets the pupils read it.) (The pupils will read the sentence.)

The boy stayed up late.

“He feels sleepy in class.”

What do you think will happen to the boy if “He will not wake up early.”
he stayed up late during school days? “He got late in class.”

The teacher writes their responses on the

board. The pupils underline the effect in the
sentences and encircle the word indicators:

● The boy felt sleepy in class because he ● The boy felt sleepy in class because he
stayed up late. stayed up late.
● The boy stayed up late that’s why he ● The boy stayed up late that’s why he
did not wake up early. did not wake up early.
● The boy stayed up late so he got late in ● The boy stayed up late so he got late in
class. class.

(The pupils will give varying responses.)

“So can anyone give me more examples of
“I shared my toy, so my friend smiled at me.”
cause-and-effect sentences?”
“I jumped in a puddle, so my shoes got all
muddy!”

“I did not study so I got a low mark on my

exam.”

“Excellent!”

E. Application
(10 mins)

“Now, to see if you have really understood

our lesson, let’s have an activity.”
Key and Lock Activity

“Oh no! The locks (causes) have been mixed

up, and we need the right keys (effects) to
open them! I’m going to group you into
members of three and your mission is to find
the perfect key for each lock and match them
correctly. Are you ready to solve the puzzle?
Let’s go!”

Instructions:

● Look at the "Locks" (Cause) and

"Keys" (Effect) on the board.
● Read each Lock (Cause) carefully and
find the Key (Effect) that matches it.
● Each group will come to the board and
place the correct Key (Effect) next to
its matching Lock (Cause). Answers:
● Once all pairs are matched, we will 1. (A) The plant wilted and turned
check the answers together and see if brown because I forgot to water it.
all the locks are opened! 2. I stayed up late playing video games
(C) so I felt sleepy the next day at
Example: school.
3. She forgot her pencil (B) so she
● Lock (Cause): I left my ice cream borrowed from her friend.
outside in the sun 4. Ben studied hard for his test (D) so he
● Key (Effect): so it melted! got a perfect score!
5. I helped my mom clean the house (E)
Locks (Causes): so she gave me a big hug and said
thank you!
1. because I forgot to water it. 6. (F) The children ate their snacks
2. I stayed up late playing video games because the bell rang for recess.
3. She forgot her pencil
4. Ben studied hard for his test
5. She ate too much candy
6. because the bell rang for recess.

Keys (Effects):

A. The plant wilted and turned brown.

B. so she borrowed from her friend.
C. so I felt sleepy the next day at school.
D. so I got a perfect score!
E. so she got a toothache
 F. The children ate their snacks
G. so it got broken.

(The teacher checks their work after everyone

is done.)

F. Abstraction
(5 mins)

(The teacher summarizes the lesson.)

"A cause is the reason something happens."

"An effect is what happens because of the

cause."

"One cause can have multiple effects."

(The teacher asks pupils to give their own (The pupils will give responses such as:
real-life examples of cause and effect orally.)
"I forgot my umbrella, so I got wet."

"I helped my mom clean the house so she

gave me a big hug."

"I did my homework, so my teacher was

happy.")

"Well done! You are now able to identify

effects based on different causes."

G. Evaluation
(10 mins)

Instructions: Look at each picture carefully

and identify the action being performed. Write
the correct action word (verb) under each Answer Key:
picture.
1. She drinks her medicine because she
Example: is sick.
It’s her birthday, so she got a cake! 2. He eats his vegetables that’s why he’s
strong.
3. I read everyday so I got good at
1. She drinks her medicine because she is reading.
sick. 4. The dog was thirsty because of the
2. He eats his vegetables that’s why he’s heat.
strong. 5. The pupils throw their trash in the
3. I read everyday so I got good at bin that’s why the place is clean.
reading.
4. The dog was thirsty because of the
heat.
5. The pupils throw their trash in the bin
that’s why the place is clean.

H. Assignment
(5mins)

“Get your language notebook and copy your

assignment.”
(The pupils will write the instructions on their
Instructions: Observe your surroundings at language notebook.)
home. Write three (3) real-life examples of
cause-and-effect relationships.

(The teacher will give the reward to the pupil

who got the most number of stickers.)

"You did a great job today, class! Let’s give

ourselves a round of applause. See you "Goodbye, teacher!"
tomorrow!"