Grade Level: GRADE V Subject: ENGLISH

Name of Teacher: REIGAR F. FRANCISCO Quarter: FOURTH

Date: FEBRUARY 20, 2019
Observed by:

DAISY LAMORINAS NICASIO GONZALES LORIBEL LUNA

ED. TECH INSTRUCTOR Campus Secretary WMSU Instructor

LESSON PLAN IN English V

I. OBJECTIVES
A. Content Standards Distinguish text-types according to features (structural and language) – Enumeration
B. Performance Standards The learner listens critically to different text types; expresses ideas logically in oral and written
forms;
C. Learning Competencies/ 1. The learner demonstrates interest in reading to meet various needs.
Objectives 2. The learner can identify compound sentence.
3. Able to tell the statement that shows cause and effect.
II. CONTENT Use compound sentences to show cause and effect.
EN5G-IVa-1.8.1
EN5VC-IVa –3.7
EN5A-Iva-17
Page 76 of 164
III. LEARNING RESOURCES 1.Using Compound Sentences to Show Cause and Effect

A. References
1. Curriculum Guide EN5G-IVa-1.8.1
EN5VC-IVa –3.7
EN5A-Iva-17
2. Teacher’s Guide pages TG/Week 2
3. Learners’ Materials pages LM/Week 2
4. Textbook pages
5. ADDITIONAL RESOURCES
B. Other Learning Resource Flashcard, Charts, Pictures
Website/Internet (You tube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
C. Values Integration  Thoughtfulness
 Cooperating in performing group activity
 Following instruction carefully
IV. PROCEDURES TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
A. PRELIMINARY ACTIVITIES Good morning class!  Good morning Teacher Rei!
Are we all in? Who are absent today?
 I have here 3 sets of different special  Yes, we do.
keys, each of which has corresponding
points. Do you want to gain points?
*5 points for those group whose
members are all actively participating
*3 points for those group whose
almost all the members of the group are
participating
*1 point for the groups whom only 2-3
members of the group are participating

1. Establishing a purpose for

the lesson

Say: Look at the picture and answer the  A baker

following questions:  He is baking a cake.
1. What do you see in the picture?
2. What do you think the baker do in the  Maybe, there is someone who is
picture? having his/her birthday and he want
3. What do you think the reason why the to give the cake to him/her.
baker bakes a cake?  Thank You.
4. Did someone give you a cake? What did  Being thoughtful
you say when someone give you
something? What attitude does he / she

B. Presenting examples/instances of
the new lesson
C. Discussing new concepts and
practicing new skills #1
D. Discussing new concepts and
practicing new skills #2
possesses?
Tell the pupils that at the end of the lesson,
they will learn to use compound sentences  Listen attentively.
to show cause and effect.  Do not make unnecessary noise.
This time, I want you to watch and listen  Jot down important points
attentively to the video that I’ll present to
you. What are the things that I’ll expect
from you when watching a video?
(https://www.youtube.com/watch?v=G5R
p9MJJGCU)
 What is the video all about?  Compound sentence
Explaining the students what to do
1. Present the chart on the screen
2. Ask pupils to study what is written in the
chart.
Compound sentences are made up of two
simple sentences connected by a
coordinating conjunction. These
conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S– So
Cause is the reason why something
happens.
Effect is the result when something
happens. Compound sentences show cause
and effect.
a. What is a compound sentence?
b. What is cause? Effect?
c. FANBOYS is an acronym for the
coordinating conjunction, what does it
means?
Modeling for Students
a. Ask pupils to analyze the sentence that
flashes on screen.
 Compound sentences are made up
What is cause and effect? of two simple sentences connected
How are you going to write a compound by a coordinating conjunction
sentence with cause and effect  Cause is the reason why something
relationship? happens. Effect is the result when
something happens
b. Explain :
The product was rated poorly because it
was below the standard.
What happened?
 The product was rated poorly. That
Why did it happen? is the effect.
 It was below the standard. That is
What kind of sentence according to the cause.
structure is the sentence above?  That is a compound sentence.
Here is another sentence.
The guests stopped talking when the
president entered the hall.
What happened?  The guests stopped talking. That is
Why did it happen? the effect.
 The president entered the room.
Connectors such as because, for this That is the cause.
reason, that is why, so, therefore, for, and
since can be used to show cause-and-effect
relationships.
A cause-and-effect relationship describes
something that happens and explains why it

E. Developing mastery
(Leads to Formative Assessment 3)
F. Finding practical applications of
concepts and skills in daily living
happens.
Compound sentences are made up of two
simple sentences connected by a
coordinating conjunction. These
conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S – So
Compound sentences show cause and
effect relationship
Another example:
My daughter got sick so we had to
cancel our trip.
My daughter got sick
We had to cancel our trip.
Two sentences connected with conjunction
so to form a compound sentence.
My daughter got sick so we had to cancel
our trip.
Cause Conjunction Effect
Teacher will give more examples of
compound sentence and let the pupils
identify the cause and effect.
Encourage the pupils to give their own
examples of compound sentences.
Guided Practice
Encircle the two ideas expressed in a
compound sentence then underline once
the cause and twice the effect.
a. The dog barked at me because she was
hungry.
b. It was my mom’s birthday today so I
make her a card.
c. She didn’t sleep well last night so she
feels weak today.
d. All her clothes were dirty because her
mother did not washed their clothes.
e. Arnold dives in swimming pool and his
head bump near the side of the pool.
Group Activity
Directions: Group the pupils into four. Let
them do the assigned activity for their
group
Group the pupils into four.
Group I will answer activity A.
Group 2 will answer activity B.
Group 3 will answer activity C.
Group 4 will answer activity D.
A. Read the following sentences carefully.
Identify which group of words tells the
cause and which one tells the effect. Then,
copy the sentences on your paper.
Underline the cause once and encircle the
effect.
1. The policeman issued a violation ticket to
 the driver because he drove through a red
light signal.
2. Michael came all the way from Australia
to help his fellow Filipinos in their Bahay
Kalinga Project.
3. The farm lands were dry and hard, for
there had been no rain.
4. The fire spread fast due to the strong
winds that hit the valley.
5. My mother loves green salads so much
that she brought all the bottled dips in the
counter.

B. Write the correct word that signifies

cause-and-effect relationships. Choose
between so that and because.

1) The people should vote for the right

candidate ______________ the country
could be more competitive and developed.
2) Our waters become polluted
________________ of too much garbage
thrown into them.
3) Everybody is busy including the
candidates _______________ of the coming
elections.
4) Pupils should study hard
________________ their parents would be
proud of them.
5) There will be an achievement test
_______________ the Dep. Ed could
measure the knowledge learned by the
pupils.

C. Match the effect in column A to the

cause in column B. In column C, write the
matched sentences to form compound
sentences.

C
A Cause B Effect Compound
sentence
1. Marissa was a. it
happy destroys
because the lungs.
2. The teacher b. they
got mad met a car
because accident.
3. Shirley won c. she
in the recited her
Oratorical piece well.
contest d. he
because broke the
4. Smoking is window
bad because glass.
5.Rosemarie’s e. she
parents died placed first
because in class.

D.Write at least five (5) compound

sentences. Underline the cause once and
the effect twice.
G. Making generalizations and abstractions What have learned from today’s lesson? Cause is the reason why something
about the lesson (Game ) Pupils will pass a ball while singing a happens.
song. When the song stops, the one who holds Effect is the result or what actually
the ball will give what he/she learned from the
happens.
 day’s topic. Connecting words such as because, for
this reason, that is why, so, therefore,
for and since can be used to show cause-
and-effect relationships.
Compound sentences are made up of
two simple sentences connected by a
coordinating conjunction. These
conjunctions are also known as
FANBOYS:
Compound sentences show cause and
effect relationship
H. Evaluating learning Directions: Match the cause to its effect. Write
the correct letter on the line.
(www.HaveFunTeaching.com)

Effect
___ 1. Sue covered her ears because...
.
___ 2. Louie bought a cake because...

___ 3. The waiter dropped his tray of food

because.
___ 4. Paul did his homework at night because...
Outside.
___ 5. The popcorn mom made burned
because... .
___ 6. Ian received his black belt in karate
because...
___ 7. Julie’s mom brought Julie to the doctor
because...
___ 8. The dog was all wet because...
___ 9. The milk was sour because...
___ 10. George had a drink because.
Cause
a.it jumped into the pool
b. she forgot it in the microwave.
c. the siren on the fire truck was very loud.
D .he was hot and thirsty after running
e. it is his mom’s birthday
f. he had soccer practice after school.
g. he passed the final test.
h. he tripped on a napkin and fell.
i. someone took it out and left it on the counter.
j. she had a fever.
I. Additional activities for application or Let the pupils do the activity at “Learn some
remediation more” Encircle the two ideas expressed in
compound sentences then underline once the
cause and twice the effect.