I.

Objective:
• Identify the cause of a given effect.

II. SUBJECT MATTER:

• Identifying the cause of a given effect
• MATERIALS:
→ Big book
→ Flashcards
→ Picture and word cards
→ Cartolina for charts, marker and crayons

III. PROCEDURES:
A. PREPARATORY ACTIVITIES:
1. Greetings
2. Review
a. Sequencing Events
• The pupils will do the interactive game from the internet
working offline.
http://pbskids.org/arthur/games/storyscramble/scramble.h
tml
• Let the pupils listen to the direction of “Binky” in the game.
• The pupils will then be told to scramble the story and be
checked immediately.
3. Drill
a. Vowel Digraphs
• Teacher will show picture-word-cards containing vowel
digraphs. (Words are grouped according to vowel digraphs.)
• Let each student read the words.
• Ask what they have noticed in each group of words.
• Let them read the words again.
• Show them flashcards and let them try to guess the missing
vowel digraphs in each word.

B. LESSON PROPER

PRE-READING ACTIVITIES

1. Motivation
a. Video clip
• Let them watch/listen/look at a video clip, song or picture.
• Ask question about the video clips/song or pictures.

2. Unlocking of Difficulties
• The pupils will get the meaning of the difficult words through
pictures

3. Motive Question
a. Let the pupils give the motive question and write it on the
board.
 DURING READING ACTIVITIES

1. The pupils will read each paragraph one by one.

POST READING ACTIVITIES

1. Let them answer the questions about the story.
• Let the pupils pick an apple from the tree where the following
questions are written.
o What was Noel looking at?
o What kind of tree was it?
o What are the uses of trees?
o How does the law protect trees?
o Why should new trees be planted for every tree cut
down?

2. Group Activities
• The teacher will group the pupils into 4 groups.
• Each group has assigned activity to do.
→ Group 1-Think of a use of the tree. Then each member
of the group will talk about one use of the tree. They
may continue the lines below:

“I am a _________________ tree. I help people by

_______________________.”

→ Group 2-Write a letter to a government official about

conserving the trees in the forest. Suggest ways by
which this could be done.

→ Group 3-Draw a tree. On its big trunk, write a poster

for the woodcutters and loggers to stop cutting trees.

→ Group 4-Think of a class project about tree planting

and taking care of trees.
3. Skills
• The teacher will show a picture that shows an effect.
• Then the pupils will tell the reason why the event on the
picture happened.

Ex.
Shows
=There are no trees to hold the water when
Floode
it rains.
d
street
 • The teacher will then demonstrate dropping something on
the ground then
Ask why it fell on the ground.
• Introduce now the meaning of cause and effect.
• The teacher may give other examples.

C. GENERALIZATION
• Allow the pupils to tell what they have learned.

D. Application
• Show pictures in column a which tells an effect and let them
match it to the pictures in column b.
• Write phrases which shows effect and let them write the effect
of it.

E. Evaluation

Direction: Write C if the underlined phrase is cause and E if it

is effect.

1. He feels sleepy in class because he slept late last night.

2. It was raining outside so we stayed inside the house.
3. She was scolded because she didn’t obey her mother,
4. Anna played in the rain so she got sick.
5. I got low score in my exam because I didn’t study my
lesson.