Lesson Plan in English

Curriculum code: ENG8G-IIc-9 Prepared by: Dexter Monreal

Target Audience: Grade 8
Focus: Appropriate signals for pattern of development

I. Objectives:

At the end of the lesson, the students are expected to:

 identify the cause and effect in the sentence;

 recognize the different connectives in a cause-effect sentence; and
 compose a paragraph which has a cause and effect relationship.

II. Subject Matter

A. Topic: Cause and Effect
B. Reference:
C. Learning Materials: Picture/Visual aid

III. Learning Procedure

A. Preliminary Activity
1. Prayer
2. Checking of Attendance
3. Review
B. Lesson Proper
Activity 1 -Tell me what you see!
 Motivation

CAUSES EFFECTS

 The students will be grouped into two.

 Each group will present their work in front of the class.
 The first group will be assigned to give the possible causes and the second group
will be assigned to give the possible effects of maltreatment.
 They will allow their representative to present their answer.

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 Activity 2- Use me in a sentence!
 The teacher will post the different connectives on the board.
 Some students will be called to give their responses.
 The teacher will scaffold the students’ responses all throughout the
activity.

Due to Consequently Because therefore since

Due to the fact that because of so

Analysis (Socratic Method)

 Question and answer
 What makes you determine the cause and effect in the sentence?
 What did you observe that determines the cause and the effect in a
sentence?
 What are those words that signal the cause and effect relationship in
the sentence?
Abstraction
 Question and Answer
 How are we going to establish cause and effect relation?
Answer. In order to make a cause and effect in a sentence, there must
be connectives that express cause and effect relationship in a sentence.
Application

In a ½ sheet of paper, copy and provide what is required in following sentences.

Directions: Underline once the cause and underline twice the effect in the
sentence. Encircle the connective that establishes the cause-effect
relationship.
1. I failed the exam because I did not study.
2. Although I studied, I did not pass the exam.
3. I did not study. Therefore, I failed the exam.
4. I did not study. However, I passed the exam.
5. Since I did not study, I did not pass the exam.
6. I did not study. Consequently, I failed the exam.
7. Because I was not hungry this morning, I did not eat
breakfast.
8. I was hungry this morning. Therefore, I ate breakfast.
9. Since I did not eat breakfast this morning, I am hungry.
10. I did not study, so I did not pass the exam.

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IV. Evaluation
Write a composition about bullying in the classroom which has cause-effect
relationship. Below is the rubric for judging students’ output.
Traits 5 4
Focus and There is one clear, well
details focused topic. Main ideas are
clear and are well supported
by detailed and accurate
information
Organization The introduction is inviting,
states the main topic and,
provides an overview of the
task. Information is relevant
and presented in a logical
order. The conclusion is
effective.
Voice The author’s purpose of
writing is very clear, and
there is a strong evidence of
attention to audience. The
author’s extensive
knowledge and/or
experience with the topic is/
are evident.
Word choice The author uses vivid words
and phrases. The choice and
placement of word are seems
accurate, natural and not
forced
Sentence All sentences are well
structure, constructed and have varied
Grammar, structure and length. The
mechanics author makes no errors in
and spelling grammar, mechanics, and/
spelling.
V. Assignment/Agreement
 Read in advance the biography of Wole Soyinka and his poem
“Telephone Conversation”
There is one clear, well
focused topic. Main ideas are
clear but not well supported
by detailed and accurate
information
The introduction states the
main topic and, provides an
overview of the task. A
conclusion is included.
The author’s purpose of
writing is somewhat clear, and
there is some evidence of
attention to audience. The
author’s extensive knowledge
with the topic is/ are evident.
The author uses vivid words
and phrases. The choice and
placement of word is
inaccurate at times, and or
seems overdone.
Most sentences are well
constructed and have varied
structure and length. The
author makes few errors in
grammar, mechanics, and/
spelling. But they do not
interfere with understanding.
3 1
There is one topic. Main ideas are The topic and main
somewhat clear ideas are not clear.
The introduction states the main There is no clear
topic. A conclusion is included. introduction, structure,
or conclusion.
The author’s purpose of writing is The author’s purpose
somewhat clear, and there is of writing is not clear.
evidence of attention to audience.
The author’s extensive knowledge
with the topic is/ are limited.
The author uses words that The writer uses a
communicate clearly, but the limited vocabulary.
writing lack variety. Jargon or clichés may
be present and detract
from the meaning.
Most sentences are well Sentences sound
constructed but they have a similar awkward, are
structure and length. The author distractingly repetitive,
makes several errors in grammar, and difficult to
mechanics, and/ spelling that understand. The
interfere with understanding. author makes
numerous errors in
grammar, mechanics,
and/ spelling that
interfere with
understanding.
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