DETAILED LESSON PLAN IN ENGLISH 5

I. OBJECTIVES
At the end of the learning activities, the pupils are expected to:
A. Content Standards: identify the differences and relationship between cause and
effects.
B. Performance Standards: demonstrate the use of compound sentences to show
cause and effects.
C. Learning Competencies: compose compound sentences to show cause and
effects.

II. SUBJECT MATTER

A. Topic: Using Compound Sentence To Show Cause and Effects
B. Reference: ENG5G-1Va-1.8.1
C. Materials: Picture, and Strips of paper for the game
D. Values Focus: Showing tactfulness when communicating with others.
E. Methodology: Inductive Method and 4a’s

III. PROCEDURE

Teacher’s Activity Students Activity

A. PRELIMINARY ACTIVITIES

1. Prayers

Please stand for the opening (Students stood up)

prayers.
Let’s bow our head and feel the Heavenly Father, we thank You for this
presence of our Lord. opportunity to receive an education. We
ask that You bless our efforts as we learn
new things and grow in our understanding.
We pray that You would guide us in our
studies and help us to apply what we learn
to our lives.
2. Greetings

Good morning, Class!! Good morning, Teacher, Kristine!!

How’s your sleep? We slept very well!!
Did you breakfast? Yes Teacher!!

Very good!!

3. Classroom Management

I would like to request everyone

to pick up every piece of paper
and arrange your chairs
properly.

4. Checking of Attendance
Yes teacher, no one is absent
Is everyone present?

B. MOTIVATION
Now let’s have an energizer. I will
divide you into two groups. The
first (2) two rows will be the first
group. The remaining rows will be
the group 2. Each group will be
given 2 words that jumbled letters. I
will give you 2 minutes to figure
out the words and post it into the
board before time runs out. The
groups who will post their answer
first will be the winner and get a
chocolate as a reward.
Yes teacher
Do you understand?

But before we start to our activity

these are the rules that we must
follow during the activity

Do’s
1. Be conscious to the time
2. Respect your classmates,
your teacher and yourself
3. Be active and participate to
your groups
4. Be responsible
5. Have fun!!

Don’ts
1. avoid fighting with your
group mate
2. Don’t talk when your
classmate or teacher are
talking
3. Don’t make hurtful
comments about the ideas of
your groupmates
4. Don’t be selfish
5. Do not cheat

So now let’s start our activity

(The teacher gives a Strips of paper

that has a jumbled letters)

Group 1- Compound
Sentence
Group 2- Cause Yes teacher
Effects

(Students are participating to their groups

Ready? to find out the words that assigned to them)
Timer…
Starts… (Group 2 posted their answers followed by
Now!!! group 1)
Time’s up!!
 GROUP 2 GROUP 1

CAUSE COMPOUND

Okay let’s see if the words are EFFECT SENTENCE

correct
Very Good!!
So the group 1 and 2 got the right
answers but g2 is the first one who
posted their answer.
The winner is…. Group 2!!
Congratulations everyone!

C. LESSON PROPER
1. Activity
Let’s have an activity, I have
something to show

(the teacher will present a picture of; the

girl stumbled, for she stepped on her
shoelace)

The girl stumbled

So, what did you see in the picture? She stepped on her shoelace
Raise your hand if you want to
answer.
Yes, very good! The girl stumbled

Look at the picture carefully, why the

girl stumbled?

Yes, very good!! She stepped on

her shoelace

Now we have 2 sentences

The first one is the girl stumbled
The second one is she stepped on
her shoelace.
For
So now let’s join the 2 sentences
together and make them one sentence but
first we need a word to help us joined these
two sentences

What do you think is the

appropriate word? “The girl stumbled, for she stepped on her
shoelace”
Yes! “For” very good!!

Let’s use the word “for” to join the

2 sentences.

“The girl stumbled, for she stepped Yes Teacher

on her shoelace”

Very good!!
The girl stumbled
2. Analysis

Did you enjoy the activity?

Now let’s study the sentences

She stepped on her shoelace
What happened to the girl?
Very good!!

This part of sentence shows the

effects or the results of something

Why did she stumble? For

Very good!!

This part of sentence shows the

cause or the reason why something
happened

What word was added in the two

clauses or sentences to make them
1?

Yes!! “For” it is place between the

two independent clauses to connect
and making them 1 sentence.

We have successfully made a single

sentence out of 2 simple sentences
or independent clauses

Did you know that we have just

created a Compound Sentence?

Yes, this is an example of a

Compound Sentence.

3.Abstraction (Discuss
Proper)
Now let’s proceed to our
topic for today it is all about
“Using Compound Sentence
to Show Cause and Effect”

-A compound sentence is made

up for two simple sentences
connected by coordinating
conjunctions. These
conjunctions are also known as
FANBOYS.

So let enumerate FANBOYS

 For- means the same as because
it is used to show cause and
effects
For example:
I drank some waters, for I was
thirsty

And- is used to add one thing to

another
For example:
A girl ate lots of candy, and she
got a stomachache

Nor- is used to present an

alternative negative idea to an
already stated negative idea.
For example:
He didn’t study last night, nor
did he read his books

But- means the same as

YET. They both show contrast

For example:
Computer games are fun, but it
is addictive
Computer games are fun, yet it
is addictive.

See they have the same

meaning

Or- present an alternative

choice
For example:
He can buy the book, or he can
borrow it from the library

Yet- it is the same as but

So- indicates effect, results, or

consequence.

This coordinated conjunction is

usually used to express cause
and effects along with and, for.

- Compound Sentences show

cause and effects relationship

Connectors such as because, for this

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
happens
The effect tells us what happen,
the cause tells us why it
happens
 For example:
My daughter got sick, so we had
to cancel our trip.

Cause- My daughter got sick

Conjunction- so
Effects- we had to cancel our
trip a) The dog barked at me because she
was hungry.
The two sentences connected
b) It was my mom’s birthday today so
with conjunction so to form a
I make her a card.
compound sentence
c) She didn’t sleep well last night so
4. Application she feels weak today.

Encircle the two ideas that expressed in a d) All her clothes were dirty because
her mother did not washed their
compound sentence then underline once the clothes
cause and twice the effect. e) Arnold dives in swimming pool and
his head bump near the side of the
Raise your hand if you want to answer. pool

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 We learned about using compound
feels weak today. sentence to show cause and effect
d.All her clothes were dirty because her Because, for this reason, that is why, so,
mother did not washed their clothes. therefore, for, and since that can be used to
e.Arnold dives in swimming pool and his show cause and effect relationships
head bump near the side of the pool
If the sentence describes what happens

It tells us why it happens

D. GENERALIZATION

What have you learned in today’s

discussion?

What are those connecting words

that can be used to show cause-
and-effect relationship?

How will you identify if the

sentences are the effects?
How about the cause?

IV. EVALUATIONS
A. Match the effect in column A to the cause in column B. In column C, write the
matched sentences to form compound sentences.
A. Cause B. Effect C. Compound Sentences
1. Marissa was happy a. it destroys the lungs. E 1. Marissa was happy
because b. they met a car because she placed first in class.
accident.
2. The teacher got mad c. she recited her piece D 2. The teacher got mad
because well. because the window was broken.
d. the window was
3. Shirley won in the broken. C 3. Shirley won in the
Oratorical contest e. she placed first in Oratorical contest because she
because class. recited her piece well.

4. Smoking is bad A 4. Smoking is bad because it

because destroys the lungs.

5. Rosemarie's parents B 5. Rosemarie's parents died

died because because they met a car accident.

B. Write the correct answers that signifies cause-and-effect relationships.

Choose between so that and because.

1. The people should vote for the right candidate __________ (so that) the
country could be more competitive and developed.
2. Our waters become polluted _______________ (because) of too much
garbage thrown into them
3. Everybody is busy including candidate _______________ (because) of the
coming elections.
4. Pupil should study hard ______________ (so that) their parents would be
proud of them
5. There will be an achievement test ____________ (so that) the DepEd
could measure the knowledge learned by the pupils.

V. ASSIGNMENT
Write five (5) compound sentences. Underlined once cause and twice the effect.
Encircle the conjunction used in the sentence.

Prepared by: Kristine Novhea A. Suya

BEED 2A