Department of Education

Division of Iligan City

Region X – Northern Mindanao
North III District
Iligan City North Central School
Tibanga, Iligan City

Mindanao State University-Iligan Institute of Technology

College of Education

A Detailed COT Lesson Plan in English for Grade IV

Demonstrator Shahadah Finn G. Briñosa Subject English
Cooperating Teacher English Grade & Section Grade IV – SPJ
Date March 27, 2019 No. of learners 34

I. OBJECTIVE

At the end of the session, the learners will be able to identify the cause-and-effect relationship.
LC - The learner demonstrates an understanding of the elements of literary and
A. Content Standards
informational texts for comprehension.
B. Performance LC - The learner recalls details, sequence of events, and shares ideas on texts
Standards listened to.
LC – Identify cause-and-effect relationship.
C. Learning
Competencies
EN4LC-IVh-2.16
II. CONTENT
Cause and Effect Relationship
III. LEARNING RESOURCES
A. Teacher’s Guide  Curriculum Guide 95
pages  Teacher’s Guide pp 244-248
B. Learner’s Material
 Learner’s Material pp 258-262
pages
C. Materials  ICT, printed pictures, graphic organizer, cartolina, flaglets

IV. PROCEDURES
1. Preliminary Activities Teacher’s Activity Learner’s Activity
(The teacher will call a pupil to lead (The learners will pray.)
A. Prayer
the prayer.)
“Good Morning class!” “Good Morning Ma’am Finn! Good
Morning Sir Fuentes! Good
Morning Ma’am Tampos! Good
Morning Ma’am Ibañez! Good
B. Greetings
Morning Ma’am Hairulla! Good
Morning Salisid! Good Morning
classmates! Maayong Iligan and
Mabuhay!
“Leaders in each row, are all your “Yes, Ma’am”
members present today?”
C. Checking of Attendance
“That’s good!”

“Are you excited to start our lesson? “Yes, Ma’am!”

“Before that, let us sing and dance

D. Unfreezing song
first. Our song today is entitled
“Rubbish Belongs in the Rubbish
 Bin”

(The teacher will play the video of the

song.)

Altogether let us sing and dance.

Are you energize and ready for our

lesson today? “Yes, Ma’am!”

“That’s good to hear.”

“Yesterday, I gave you an assignment

about Fact and Opinion, right?” “Yes, Ma’am.”

“Okay, please pass it in front. I will

be the one to check it.”

“Let us answer your assignments.”

Identify if the given sentences are

fact or opinion. Write your answers
on the line.

E. Checking of Assignment 1. Global warming is the process of 1. Fact

our world heating/warming up. 2. Fact
_________ 3. Fact
2. Climate change is the result of 4. Fact
global warming. 5. Opinion
______________
3. Animals are greatly affected by
climate change. ____________
4. Throwing trash everywhere
causes pollution.
_______________
5. You should keep your trash in
your bag if there is no trash bin.
_____________
2. Lesson Proper
Drill.

(The teacher will distribute a pair of

flaglets with different colors.)

(Indicator 1) “Okay, listen to me. I

have few pictures here and I want
you to classify them whether they are
Biodegradable materials or Non-
biodegradable materials. You’ve
learned in ESP about segregation,
A. Review previous lesson or
right? So, if you think it is a
presenting the new lesson
biodegradable material, raise your
green flag; if it is a non-
biodegradable material, raise your
blue flag. Am I clear?” “Yes, Ma’am!”

“Biodegradable”

B. Establishing a purpose for
the lesson
“Non-Biodegradable”
“Non-Biodegradable”
“Biodegradable”
“Non-Biodegradable”
“Very good! Give yourselves a 3 (The learners will do the 3 million
million clap.” clap.)
Review.
(The teacher will show two
statements.)
“Some places in the world are not
clean.”
“We should clean our environment.”
Ask: in the two statements, which is
the fact and which is the opinion? “Statement 1 is a fact because it is
And why? true and statement 2 is an opinion
because it can be argued.”
“Correct. A fact has evidences and
opinion does not but it can be
argued.”
“Now, are you excited to learn a new
topic?”
“That’s good to hear! As we start our
lesson, do not forget our class rules.
(Indicator 5)
D – do not stand or roam around the
classroom
R – respect
O – Observe Silence
P – Pay Attention
P – Participate
What was it again? D – do not stand or roam around the
classroom
R – respect
O – Observe Silence
P – Pay Attention
P - Participate
Motivation: (Indicator 3)
 “What will you feel if you are
surrounded with different kinds of
flower? “I’ll be happy and gay.”

“Why?” “Because flowers are beautiful and

fragrant and they make the
environment beautiful too!”

“Uhuh. What if it’s the opposite?

What will you feel if you are
surrounded with trash? Explain your
feeling.”
Motive Question
“I’ll be disappointed and sad
because trash is very odorous and it
doesn’t make the environment
beautiful.”

Ask: “What would happen to us if we

throw our trash everywhere?” “The environment will be dirty and
the earth will be destroyed.”

“There will be no beautiful place

anymore like parks because there
are trash everywhere.”

Unlocking of terms:

“Moving on, read each sentences and

choose the meaning of the underlined
word from the word/s in the
sentence.”

(The teacher will show a number of

sentences and pictures.)

We should
throw our
trash in the
rubbish
bin.

Ask: What does it mean by rubbish? “Rubbish means trash!”

C. Presenting
examples/instances of the
The signboard
new lesson
says “Do not
litter” but the
boy still left his
trash.

Ask: What does it mean by litter? “Litter means left trash

everywhere.”
The pavement,
the hard
surface on the
road, has
become the
children’s playground.

Ask: What does it mean by “Pavement means the hard surface

pavement? on the road.”
 An animal
doctor needs to
see the condition
of my pet dog
that’s why we
went to the
veterinarian the next day.

Ask: What does it mean by “A veterinarian is an animal

veterinarian? doctor!”

“That’s right. Give yourselves a

round of applause.”

ACTIVITY

“Okay, I will show you a video

about a boy who would not stop
throwing rubbish. As you watch the
story, I want you to remember the
following:

(Indicator 5)

“Now, let us watch the story.”

(Indicator 8)

The Boy Who Would Not Stop

Throwing Rubbish
Arunima Shekhar
Adapted
Aljay lives at Brgy. Canaway.
He’s a charming boy who loves his
pup, Doggy and candies.
There is just one problem. Every
time Aljay eats a candy or a
chocolate, he does not bother
looking for a trash bin to throw the
wrapper into. Instead he just
throws it on the ground. Definitely
not a good habit!
All his neighbors are tired of his
habit of littering. Even the boys
and girls who play on the pavement
below are very angry. They decided
to put all their heads together and
teach him a lesson.
Next evening, the kids collect all
the chocolate and candy wrappers
from the pavement, dumped them
outside Aljay’s door and away they
run.
Doggy sniffed the sweet scent of
the wrappers. Oh no! He’s eating
the wrappers! He will choke!.. He is
choking!!!
Aljay and his father saw Doggy
 and rush him off to the vet.
They return home after an hour.
The doctor managed to get the
wrapper out of Doggy’s throat.
Doggy was saved.
Aljay has learnt his lesson. What
happened to Doggy, could happen to
any dog, or any animal for that
matter. He promised to be more
careful in the future and never
litter again.

“Did you enjoy what you have

watched?” “Yes, Ma’am!”

“Okay, let us watch it again so that

you will really understand.”

(video plays again)

“Did you understand the story?” “Yes, Ma’am!”

“That’s good. Now who can give me
a recap about the story?” (The
teacher will call several learners to
do a recap of the story.)
“Thank you for that. Give your
classmates a round of applause.”
“Aljay, the main character, loves to
eat candies but he throws the
wrappers everywhere. His
neighbours got tired of his habit of
throwing that is why they decided to
teach him a lesson. They collected
all the candy wrappers that he ate
and put them in front of their door.
And then his dog choked because he
ate the candy wrappers. Aljay and
his dad saw the dog choking and
took him to the veterinarian to save
him. The dog was saved and Aljay
learned his lesson that what
happened to his dog might also
happen to any other animal. He
promised not to litter again in the
future.”

“Now, let us check if you really

learn.”

(The teacher will ask the following

questions through PowerPoint
Presentation) (Indicator 8)

Comprehension check:

1. What does our main character do

with the candies? “He eats them but throws the
wrappers everywhere.
2. Is it a good habit? Why or why
not? (Indicator 3) “No, Ma’am. It’s a bad habit
because he’s throwing everywhere
and it disturbs his neighbors.”
 “What else?”
3. How did his neighbours respond
to this? (Indicator 3)
4. What happened at the end of the
story?
“The environment also gets dirty
because he’s throwing everywhere.”
“They taught him a lesson by
collecting all the chocolate and
candy wrappers that he ate and put
them all in front of their door.”
“Aljay learned his lesson.”

5. If you were Aljay, will you do the

same? Why or why not? (Pupils have varied answers.)
(Indicator 3)

“You’re so smart! Everybody give (The learners will do the Good Job
yourselves a Good Job Clap.” clap.)

“This morning, we are going to

discuss about the Cause and Effect
Relationship. Kindly read our
objective.” “Identify cause and effect
relationship.”
“That’s right. Today, you should be
able to identify what is a cause and
what is the effect. Let’s go back to
the story.”

“What do you think is the reason why

his neighbors taught him a lesson?”
“Right. So what happened after they
put all those wrappers in front of their
door?”
“Because Aljay does something that
disturbed them.”
“His dog almost died.”

“That’s it! He did something and

D. Discussing new concepts
something has also happened in
and practicing new skills
return. Remember that I told you that
#1
everything that we do has
consequences right?” “Yes, Ma’am!”

“The reason why something happens

is called the Cause and the result of
it is called the Effect.”

“Take for instance, if I ask you to

close your eyes what will happen?” “We’ll see darkness/nothing,
Ma’am!”
“If I ring this bell, what does it
mean?” “We should keep quiet.”

“That’s the essence of the Cause and

Effect Relationship. It describes
something that happens and why it
happens.”

“Do you understand?” “Yes Ma’am.”

E. Discussing new concepts
and practicing new skills ABSTRACTION
#2 Guided Practice.
 “Moving on, we will have another
activity.

There are pair of pictures here and a

set of sentences. Match the sentences
with the pair of pictures.” (Indicator
7)

A.

B.
a) Too much rain results to flood.
b) The boy plants a tree so that it will
grow big someday.
c) The animals have nowhere to live
because of the excessive cutting of
trees.
d) Its sunny day that’s why they are
using their umbrellas.

“Very good! Do you get the idea of

cause and effect relationship?" “Yes, Ma’am!”

APPLICATION
Independent Practice.

“Okay, remember that I told you that

in everything that we do, there are
consequences? And that is one value
we already know in ESP, right?
(Indicator 1)

There are times that one action can

have a lot of result. Example, if a
fisherman throws a dynamite in the
F. Developing mastery
sea, what will happen?” “The fishes will die.”
(Leads to formative
“The coral reefs will be destroyed.”
assessment)
“Water Pollution”
“Correct. It could result to the death
of fishes, destruction of coral reefs,
water pollution and many more.”

“Okay, for this part you will have a

group activity. I will divide the class
into 4 groups.” (Indicator 4)

“This is what each group are going to

do. (Indicator 6 & 7)

Group 1 – Make a song about the


G. Finding
practical/applications of
concepts and skills in daily
living
effects of throwing trash everywhere
to the environment
Group 2 – Draw the effects of
throwing trash everywhere to humans
Group 3 – Create a tree diagram
about the effects of throwing trash
everywhere to environment
Group 4 – Dramatize the effects of
throwing trash everywhere to animals
“Use these materials and as you do
the activity, remember the following
rules:
(Indicator 5)
“Failure to follow the standards will
result to point deduction.” (Indicator
5)
“You will be graded based on the
rubric:”
Group 1 – Make a song about the
effects of throwing trash
everywhere to the environment
Group 2 – Draw the effects of
throwing trash everywhere to
humans
Group 3 – Create a tree diagram
about the effects of throwing trash
everywhere to environment
Group 4 – Dramatize the effects of
throwing trash everywhere to
animals
“You have 7 minutes to do the
activity. After you’re done, paste the
cartolina on the board and I will (Representatives will explain their
choose from each group 1 work.)
representative to explain your
output.”
“You did a great job! Give yourselves (The learners will do the Good Job
a Good Job Clap.” Clap.)
“Listen to this: You are asked to find
the GCF of 4 and 8. Now, if you
know how to find the GCF, then you
will be able to solve the problem
easily.” (Indicator 2)
“In the given scenario, which is the “The cause is if you know the
cause, which is the effect?” Greatest Common Factor (GCF) of
two given numbers.”
 “The effect is you will be able to
solve the problem easily.”

“Do you understand?”

“Who can tell me what is the

difference between cause and effect?” I, ma’am Finn.
Yes, Jarin. “Cause is the reason why something
happens. The result of it is called
the Effect.”
H. Making generalizations
“Right! Remember that cause-and-
and abstractions about the
effect relationship describes
lesson
something that happens and why it
happens.”

 Valuing: What will you do keep

our Mother Earth free from
pollution? “I will not throw trash everywhere.”
“I will segregate my trash.”
“I will help in cleaning the
environment.”
(Indicator 9)
Direction: Identify the cause and
effect in the given sentences by,
underlining ONCE the cause and
TWICE the effect for each situation.

Ex: The baby is crying because she is

hungry.

1. Kent is happy because he has

toys.
I. Evaluating Learning
2. John got a high score in their test
because he studied their lesson.

3. Paula Athena practices everyday

that’s why she is a good singer.

4. Zack took his piano lesson that’s

why he is a good pianist.

5. My dog smells good because I

gave him a bath.

Read the story of The Two Travelers

J. Additional activities for
and the Bear. Analyze it and be ready
application or remediation
for our discussion tomorrow.

I. REMARKS
II. REFLECTION
A. No. of learners who
earned 80% of the ___# of Learners who earned 80% above
formative assessment
B. No. of learners who
require additional ___# of Learners who require additional activities for remediation
activities
C. Did the remedial lessons
work? No. of learners who ___Yes ___No
have caught up with the ____# of Learners who caught up the lesson
lesson.
D. No. of learners who
continue to require
remediation E. Which of
___ # of Learners who continue to require remediation
my teaching strategies
worked well? Why did
those work?
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I
use/discover which I wish
to share with other
teacher?

RUBRIC FOR THE GROUP ACTIVITY

DESCRIPTION
CRITERIA SCORE
5 points 3 points 2 points
All of the Some members One to two
members worked worked together members only
Teamwork
together to make to make the worked together to
the output. output. make the output.
There is no There is slight The presentation
Presentation problem with the problem with and content is
and Content presentation and the presentation messy.
the content. and the content.
The group The group The group finished
finished their finished their their worked 5
Timeliness work on or before work but 2 minutes late.
the given time. minutes late.
TOTAL

Prepared by:
SHAHADAH FINN G. BRIÑOSA
BEED-SCH Student Intern

Submitted to and checked by:

CHERRY MAE E. GAVINO

Cooperating Teacher

Verified by:

MERCY LYN C. IBAÑEZ

School Academic Coordinator