Republic of the Philippines
Department of Education
Region VI – Western Visayas
SCHOOLS DIVISION OF CAPIZ
MAAYON NATIONAL HIGH SCHOOL
Maayon, Capiz
SENIOR HIGH SCHOOL CURRICULUM
Detailed Lesson Plan in English for Academic and Professional Purposes (Grade 11)
Date:
I. OBJECTIVES:
A. Content Standard:
The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standard:
The learner produces a detailed abstract of information gathered from the various academic texts read.
C. Learning Competency and Objective:
At the end of this lesson, the learners should be able to:
1. Identify and explain the cause-and-effect relationship in a given text using signal words and appropriate
questions;
2. Organize the cause-and-effect relationships from a given text using a graphic organizer; and
3. Express the importance of understanding cause-and-effect in daily life situations by giving personal
examples.
D. Most Essential Learning Competencies
Use knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Ia-c-4)
II. CONTENT
Academic Language used from Various Disciplines (Common Text Structure: Cause and Effect)
III. LEARNING RESOURCES
A. References:
1) MODULE- Ybañez, Angel Rose Marie L.,et. al, English for Academic and Professional Purposes-Grade 11
Alternative Delivery Mode, Quarter 1 – Module 1: Reading Academic Text First Edition, 2020, pp. 13
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Preliminaries 1) Prayer
2) Greeting the class Good morning, Ma’am/
3) Checking of attendance Good afternoon Ma’am.
B. Reviewing of The teacher will review the students’ knowledge about the The class will give their
Previous Lesson/ past lesson. opinions on the questions /
Presenting the new 1) What makes a narrative text structure exciting to Students’ answers may
lesson/Motivation make? vary.
2) If you were to compose a narrative, what would its
structure be? Why?
The teacher will give an introductory activity.
Directions: Read the two sentences carefully and Students will participate and
analyze. their answers may vary.
1. I didn’t study for the test; as a result, I got bad grades.
2. I got a stomach ache because I ate too much candy.
3. I was late because I missed the bus.
4. She passed the test because she studied hard.
5. He got sick as a result of playing in the rain.
Questions to ponder:
a. What happened in the sentence?
b. Why did it happen?
c. What word helped you find the cause or effect?
d. Can one action lead to another? How?
C. Discussion Cause and Effect Listen to the discussion,
A cause and effect text structure shows the take notes, and ask
connection between what has happened and its impact or questions for clarification.
result. Cause is what happened. Effect is the resulting
action or consequence. Think, "because of that, this
happened."
Features of Cause-Effect
Details and specifics as to what has happened and
the resulting effects
Questions to Ponder
What happened?
What caused it to happen?
What is the result?
Graphic Organizer
CAUSE 1
CAUSE 2 EFFECT
CAUSE 3
Signal Words
If/then
Reasons why
As a result
Therefore
Because
Consequently
Since
So that
For
Due to
D. Developing The teacher will provide an activity for the Students’ answers may
Mastery students to further understand the lesson. vary.
Directions: Read the paragraph carefully, analyse and
underline the signals you may found.
Short passage:
It was raining heavily this morning, so many students
arrived late. Because the streets were flooded, the school
had to delay the flag ceremony. Some learners forgot their
umbrellas, so they got wet. As a result, a few of them
caught colds. Since the weather was bad, teachers
decided to keep everyone indoors during recess.
Questions to ponder:
1. What happened?
2. What caused it?
3. What is the result?
4. Can you find the signal words that show cause and
effect?
5. How do these signal words help you understand the
connection between events?
E. Application The teacher will divide students into 3 groups. Students will perform the
given activity.
Directions: Read the paragraph carefully. Using the
graphic organizer (fishbone diagram or T-chart), identify
and organize the causes and effects in the text.
Text Passage:
Last week, there was a big storm in our town.
Because the wind was very strong, many trees fell down.
As a result, several roads were blocked. The power went
out due to the storm, so many homes had no electricity.
Because of the blackout, the traffic lights stopped working.
This caused heavy traffic jams in the city. People had to
wait a long time to get to work. Since schools were closed
for safety, students stayed at home. Many families used
candles because they had no lights. Consequently,
everyone was careful to avoid accidents in the dark.
Rubrics:
CRITERIA HIGHEST EARNED
POINTS POINTS
Organization 9
Understanding 8
Completeness 5
Effort and presentation 3
Total 25
F. Generalization To check their understanding, the teacher will ask the Students’ answers may
following, utilizing the higher-order thinking skills vary.
questions:
1. Why is it important to understand the cause of an event
before reacting to its effect? Can you give an example
from real life?
2. If one cause leads to many effects, how might changing
the cause change the outcome? Explain using a
sample situation.
G. Evaluation The teacher will conduct a quiz on the lesson. Students answer the quiz
Directions: Read each question carefully. Choose the individually.
letter of the correct answer.
1. What is a cause in a cause-and-effect sentence?
A. The reason why something happened
B. The result of something
C. The conclusion of a story
D. The setting of the text
2. Which sentence shows cause and effect?
A. The boy read a book before sleeping.
B. The cat jumped on the table and sat there.
C. It rained hard, so the road was flooded.
D. The sun is bright and warm.
3. Which signal word shows effect?
A. While B. Before C. Because D. As a result
4. What is the effect in this sentence: “Because he studied,
Mark passed the test”?
A. Mark studied B. Mark passed the test
C. The test was easy D. The test was hard
5. “The baby cried because she was hungry.” What caused
the baby to cry?
A. She was sleepy B. She was hungry
C. She wanted to play D. She saw her toy
6. What is the best signal word to connect these ideas:
“The storm was strong. ____ the classes were canceled.”
A. But B. And C. So D. Or
7. Which of the following shows the correct order of cause
and effect?
A. Because the car broke down, we arrived late.
B. We arrived late, because the car is red.
C. The food was hot because it was untouched.
D. Because it was fun, the game was boring.
8. What is the effect in this sentence: “Due to the fire drill,
students went outside”?
A. The bell rang B. Students were noisy
C. There was no teacher D. Students went outside
9. Which sentence uses the signal word “since” correctly?
A. Since it was late, we decided to sleep.
B. We will leave since the rain stops.
C. Since the power went out, we used candles.
D. Since we are done, we keep working.
10. What is the cause in this sentence: “She got a headache
because she read too long”?
A. She got a headache B. She went to school
C. She read too long D. She drank water
H. Assignment The teacher will provide the learners with an assignment
that is related to the lesson.
Directions: Think of one real-life situation that happened
to you and write or tell your short story using signal words
of cause and effect.
Guide Questions:
1. What caused it?
2. What happened because of it?
Rubrics:
CRITERIA HIGHEST EARNED
POINTS POINTS
Clarity of Experience 7
Use of signal words 6
Connection to real life 4
Sentence Structure 3
Total 20
I. Remarks
J. Reflection
a) No. of learners who
earned 80% in the
evaluation.
b) No. of learners who
require additional
activities for
remediation who
scored below 80%.
c) Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
Prepared by:
CLAIRE B. AGUSAN
Subject Teacher
Checked and reviewed by:
DIVINA NATIVIDAD F. QUIACHON
Head Teacher III- English
Approved:
AIDA F. VILLANUEVA, PhD
Principal IV
