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DETAILED
LESSON Teacher MILDRED C. ARANAS Subject English
PLAN IN
ENGLISH VI
Date/Time Grading Fourth
Period
Week 2 -Day 2
I. Objectives
Demonstrates understanding of various linguistic nodes to comprehend various texts
A. Content Standards Demonstrates understanding of non- verbal elements in orally communicating information
Orally communicates information, opinions, and ideas effectively to audience for variety of
B. Performance purposes
Standards Use linguistic cues to effectively construct meaning from variety of texts for variety of purposes
C.Learning Competencies Distinguish text-types according to purpose and language features –Cause and Effect
EN6RC-IVa-3.2.6
II. Content Distinguishing text-types according to purpose and language features –Cause and Effect
A. References
1. Teacher’s Guides/ pages Curriculum Guide in English 6
2.Learner’s Materials/ pages
World of Reading pages 114
3.Textbook/ pages
Designing a New World pages 11-14
4.Additional Materials from
Learning Resource (LR) portal
https://m.youtube.com/watch?v=jl-TW9vnNEE
5.Other Learning Resources https:study.com˃academy˃
examples.yourdictionary.com˃causeand effect
III. PROCEDURES
(Reflective Approach)
Review: ( The teacher uses the learners prior knowledge from the Science , AP and EsP
subject for the review related to the new lesson.)
Direction: PICTURE QUIZ: Identify the picture and distinguish whether it is a cause or an
effect.
1.
A.Pre-Assessment/Review
(previous lesson related to
the new lesson)
Ask:
What do you think are the reasons why these phenomenon happened?
What will you do to avoid this phenomenon so that it will not happened again?
These pictures are related to our lesson, now, What do you want to know based from
the pictures?
Objective: to distinguish text-types according to purpose and language features –Cause
and Effect
(The teacher uses the learners prior knowledge from the Filipino and AP subject as
B. Establishing the purpose of springboard to start the new lesson)
the lesson:
1. Introduction (Cite the
Objectives of the lesson) Present a video
2. Motivation https://m.youtube.com/watch?v=jl-TW9vnNEE
CAUSE_AND_EFFECT_(MOJI___FERLI)(1)_WMV V9.wmv
(The teacher applies a range of teaching strategies to develop learners critical thinking using
HOTS question ) (Science ,AP and EsP integration )
Guide questions:
1.Based on the video, when air pollution occurs?
2.What causes air pollution?
3.What was the effect of massive air pollution to human? to the plants? to the animals?
to our atmosphere?
4. What will our lives be with if we can eradicate air pollution?
5. What could be steps or way to stop air pollution?
6. Is it important to take care our environment? Why do you think so?
7. If you were the DENR secretary, how would you resolve this problem?
Example:
1.The boy was grounded because he cheated on a test.
Ask:
What happened first? ( the cause)
What happened second? ( the effect)
What is the word that used to show the cause and effect?
What do you call that word?
Connecting words such us because and so can be used to show cause and effect relationships.
Examples:
1. Since Donn did not study, his grades were not good.
2. There are 22 died during the landslide in Naga, Cebu City due to heavy rains.
3. Apple closed the window because the weather outside was cold.
4. A tornado blew the roof off the house, and as a result, the family had to find another place to
live.
5. Because the alarm was not set, Milca were late for work.
Ask:
What is the cause in sentence no. 1? What is the effect? What is the connector to show the cause
and effect relationship?
In sentence no. 2?
( Collaborative Approach)
Group Activity:
Group the class into 3 groups.
Set the standards in group activity.
D. Guided Practice
Present the rubrics for group activity.
Below are performance tasks. Choose one which you can definitely do.
In a _________, distinguish text-types according to purpose and language features –cause and
effect.
graphic organize learning logs news report
( Grouping is based on the strengths and the interests of the learners to address learner
diversity)
After, each will look for classmates who choose the same task and form a group.
Group Activity:
( The teacher give group of learners a graphic organizer for them to organize their ideas
on the cause and effect of Global Warming) (HOTS)
Group 2 - Create a local news report integrating the cause and effect of heavy traffic in Lucena
City. ( HOTS)
Group 3 – Write your learning logs about the lessons. (HOTS)
( Reflecting learners on what they learn and what they have learned)
Group presentation
( The group activity requires the application of knowledge learned from Science
and AP )
( Reflective Approach)
( The teacher contextualized and localized the lesson to apply knowledge and meaningful
activity)
( Reflective questions for the learners to appreciate the importance of love and concerns
for others that provide instegration in EsP.)
(Reflective Approach)
( The learners consolidated their learning ideas about the lesson cause and effect)
Connecting words such us because, for this reason, that is why, so, therefore,
for and since can be used to show cause and effect relationships.
( Promoting independent study and research and makes the lesson localized at the same
time)
I. Enrichment Activities/
Additional activities for
Direction: Make a research on the causes and effect of “Drug Addiction” in your locality.
application or remediation or
Present it using powerpoint presentation.
assignment
IV. REMARKS
V. REFLECTION