The document is a learning activity sheet for an English class that focuses on developing students' understanding and use of cause and effect language. It provides examples of cause and effect relationships, signal words to indicate cause and effect, and practice activities for students to complete including filling in a cause and effect chart based on a story and answering comprehension questions about a passage on floods. The objective is for students to be able to use grammatical expressions to show cause and effect relationships in writing.
The document is a learning activity sheet for an English class that focuses on developing students' understanding and use of cause and effect language. It provides examples of cause and effect relationships, signal words to indicate cause and effect, and practice activities for students to complete including filling in a cause and effect chart based on a story and answering comprehension questions about a passage on floods. The objective is for students to be able to use grammatical expressions to show cause and effect relationships in writing.
The document is a learning activity sheet for an English class that focuses on developing students' understanding and use of cause and effect language. It provides examples of cause and effect relationships, signal words to indicate cause and effect, and practice activities for students to complete including filling in a cause and effect chart based on a story and answering comprehension questions about a passage on floods. The objective is for students to be able to use grammatical expressions to show cause and effect relationships in writing.
The document is a learning activity sheet for an English class that focuses on developing students' understanding and use of cause and effect language. It provides examples of cause and effect relationships, signal words to indicate cause and effect, and practice activities for students to complete including filling in a cause and effect chart based on a story and answering comprehension questions about a passage on floods. The objective is for students to be able to use grammatical expressions to show cause and effect relationships in writing.
I. LEARNING SKILLS A. Most Essential Learning Competency Use appropriate grammatical signals or expressions suitable to each pattern of idea development General to particular Claim and counterclaim Problem-solution Cause-effect
B. Objective 1. Use appropriate grammatical expressions to show cause and effect relationship.
II. INTRODUCTORY CONCEPT
Developing an understanding of how cause and effect informs the organization of a text enhances a student ability to fully comprehend what they have read. Cause is the driving force in the text. It is the reason that things happen. In essence, cause is the thing that makes other things happen. Effect refers to what result. It is the what happened next in the text that results from a preceding cause. To put it concisely, cause is the “why” of something happened and effect is the what happened. Cause and effect are important elements of a text that help the reader to follow a writer’s line of thought regardless of whether a text is fiction or non-fiction. Cause and effect in a piece of writing helps the reader follow a coherent thread through the material. It also helps the writer engaged in the writing process to organize and structure the information into a logical form. Signal words or transitions are signposts that help guide the reader through the terrain of the writer’s thought. They help connect the ideas in a text or the events in a story. Here are examples of these expressions: Cause (The why) because, because of, since, as a result, as a consequence of, Now that Effect (The What) so, therefore, this resulted in, hence, accordingly
1 Remember: The sequencing of ideas to show cause and effect relationship may be arranged in two ways depending on the connector used: a. (Cause) + connector + (effect) Ex: Water is precious so we must conserve it. b. (Effect) + connector + (cause) Ex: We must conserve water because it is precious.
Note the following:
A. The plant is deprived of water.
B. It wilts and dies.
We can combine the sentences in a cause and effect relationship.
1. The plant is deprived of water (So, therefore, thus, consequently) it wilts and dies. 2. (Because, Since) the plant is deprived of water, it wilts and dies.
III. ACTIVITIES A. Practice Tasks Task 1. Directions: Use the following cause/effect transition words to complete the sentences below. Some words may be used than once.
Resulted in – consequently – since – therefore – because – So - as a result – then - lead/led to
1. If you are caught driving too fast, ________________________ you will get a speeding ticket. 2. High fuel costs ___________________________ higher food prices and the loss of many jobs. 3. It was raining and I missed my bus; ________________________I got wet and missed my test. 4. A woman’s use of alcohol during pregnancy can ____________________ birth defects in an unborn child. 5. John ate too fast. ____________________________, he had a stomach ache. 6. I was doing some really difficult homework. ______________________, a cake in the oven burned. 7. They have been so happy______________________ they won first prize in the lottery last year. 8. Some water pipes under the house broke this morning, __________________ we had no water for hours. 9. Some people built their houses very close to the beach. ______________________they have had to spend a lot of money trying to protect them from the sea during storm.
2 10. ____________________ Larry’s car stereo was so loud, I could see his mouth moving, but I had no idea what he was saying.
Task 2. (A) Directions: Read the story. Then, fill in the chart of causes and effects.
Last weekend my friend Karen slept over. We stayed up very late playing with our dolls. My mom came into the room to tell us we had to go to sleep. It was dark so Karen and I took my dad’s flashlight and played under the covers. I’m not sure when we finally fell asleep, but we left the flashlight on. In the morning, it no longer worked. The batteries were dead. Yesterday, there was a thunderstorm and we lost our electricity. Dad went to get his flashlight so we could see, but it didn’t work. He wasn’t very happy when he found out that I had left it on all night and wasted the batteries. Now I have to rake up all the leaves that blew around from the storm!
CAUSE EFFECT Mom came in to tell us to go to the bed.
It was dark
Flashlight batteries died.
Dad tried to use the flashlight, but it didn’t work.
Task 2. (B) Reading for Comprehension: Cause and Effect
Directions: Read the passage below. Then, answer the questions that follow.
Floods are natural phenomena that usually occur during the rainy season and affect different parts of the world. The worst of these have been caused by unpredictable weather. Tropical storms, also called typhoons, hurricanes or cyclones, whip up the winds over the oceans. As a result, these waves, called storm surges, race towards the shore and cause floods. After a severe flood, thousands of people and animals are drowned and whole villages are demolished. Hundreds of farm lands are ruined as the crops and fertile soil are washed away. Floods also cause massive destruction of roads, bridges, railway lines and water and power supplies. Rescue workers have difficulty bringing food and medical supplies to many people trapped by flood waters. Broken sewers and lack of clean water can lead to the rapid spread of diseases like cholera. Sometime in the early 90’s a tropical storm struck the island of Leyte in the Philippines and caused the worst floods there in seven years. As a result, over 2,500
3 people died, thousands more were reported missing, and an estimated 50,000 were left homeless.
-Jane Walker, “Tidal Waves and Flooding”
Answer the following questions. Use connectors to show cause and effect. The first has been done for you.
1. What happened to the people and animals after a flood?
Answer: Thousands of people and animals are drowned because of severe flooding. 2. What happened to the villages? 3. What happened to the farmlands? 4. What happened to the fertile soil and crops? 5. What are the results of floods? 6. Why do relief workers have difficulty bringing food supplies?
B. Assessment Directions: Combine the sentences below using appropriate connectives. Write the answer on the space provided or on your answer sheet. 1. Since, because, thus, as a result a. The root system of the plants is not large enough to trap the water in the soil. b. The soil dries out very quickly and the young plant dies. ________________________________________________________ 2. As a result, therefore, since, if a. The soil lacks essential nutrients for the plants. b. Large quantities of fertilizers have to be given if the plant is to receive sufficient nutrition. ________________________________________________________ 3. Because, as a result, when, if a. The root development is poor. b. The crop is undernourished. ________________________________________________________ 4. On the other hand, therefore, despite, whenever a. Rainfall was far below normal. b. Farmers lost many crops. ________________________________________________________ 5. Since, when, because, consequently a. Living things die, decomposers break down the dead plants and animals. b. The chemical elements from their bodies are returned to the environment again available for plants’ photosynthesis. ________________________________________________________ 6. Thus, as a result, when, because
4 a. Rainy season causes floods in farmlands. b. Rich topsoil is washed away by running water. ________________________________________________________ 7. As a result, when, since, if a. Destruction of water sheds brings about soil erosion. b. A river or a lake reduces its capacity to hold water. ________________________________________________________ 8. that, when, consequently, since a. Land use is wisely managed. b. We can achieve effective ratio of the areas allotted to forest, agricultural lands and residential lands. ________________________________________________________ 9. Because, therefore, since, when a. The products of organic decomposition and respiration go back to the environment and are again used by plants for food making. b. The flow of materials in the living world is described as cyclic. ________________________________________________________ 10. Because, so that, as a result, thus a. Tropical forests are important to human life. b. They are home for countless plants and animals with medicinal values and rich in genetic diversity. ________________________________________________________ IV. REFERENCES English Expressways Textbook for Fourth Year, pages 228-229 Functional English for Today III pages 137-139 Meeting My Needs for English II pages 119, 144 Literacy Resources: Phonics, Reading and Writing • EasyTeaching.net. (2019). Retrieved April 6, 2021, from Easy Teaching website: https://easyteaching.net/literacy-resources/ Prepared by: MELODY T. TEMONES, MT-1, Bato Rural Development HS, SDO Catanduanes Quality Assured by: GINA B. PANTINO, EdD, EPS – English, SDO Catanduanes
Reviewed by: JAEL P. OLAÑO, HT-I, San Jose Pili NHS, SDO Cam. Sur MYLENE P. ABABA, MT-I, Pili NHS, SDO Cam. Sur GIRLYN F. AVILA, T-III, Don Servillano Platon Memorial NHS, SDO Cam. Sur
Validated by: ANGUSTIA P. ORAA, P-I, Visita de Salog NHS, SDO Cam. Sur PRECIOSA R. DELA VEGA, EPS-I, English SDO Cam. Sur
Layout Artist: MARY JANE S. SAN AGUSTIN, T-II, Fundado ES, SDO Cam. Sur
5 ANSWER KEY FOR LAS G8, 1.2 Quarter 4
III. ACTIVITIES A. Practice Tasks Task 1
Task 2 (A) CAUSE EFFECT We stayed up very late playing with our Mom came in to tell us to go to the bed. dolls. so Karen and I took my dad’s flashlight and It was dark played under the covers. but we left the flashlight on Flashlight batteries died. Dad tried to use the flashlight, but it didn’t He wasn’t very happy when he found out that I work. had left it on all night and wasted the batteries.
Task 2 (B) – Answers may vary.
B. Assessment 1. The root system of the plants is not large enough to trap the water in the soil because the soil dries out very quickly and the young plant dies. 2. The soil lacks essential nutrients for the plants; therefore, large quantities of fertilizers have to be given if the plant is to receive sufficient nutrition. 3. The root development is poor, as a result, the crop is undernourished. 4. Rainfall was far below normal; therefore, farmers lost many crops. 5. Living things die, decomposers break down the dead plants and animals, consequently, the chemical elements from their bodies are returned to the environment again available for plants’ photosynthesis. 6. Rainy season causes floods in farmlands; thus, rich topsoil is washed away by running water. 7. Destruction of water sheds brings about soil erosion since a river or a lake reduces its capacity to hold water 8. We can achieve effective ratio of the areas allotted to forest, agricultural lands and residential lands when land use is wisely managed. 9. The products of organic decomposition and respiration go back to the environment and are again used by plants for food making because/since the flow of materials in the living world is described as cyclic. 10. Tropical forests are important to human life because they are home for countless plants and animals with medicinal values and rich in genetic diversity.
