Community Germinal CLC, Balingasay Program

Learning Center CLC, Bolinao Integrated A&E

School CLC, Patar CLC
ALTERNATIVE Learning VANESSA M. MABAGA Literacy Level AE/JHS
LEARNING SYSTEM Facilitator
DAILY LESSON LOG Month and January Learning Strand LS 1 –
Quarter 2ND QUATER Communication Skills

I. OBJECTIVES
A. Content Standards : Demonstrate understanding of information heard to make meaningful decisions, as well
as understanding of text elements to see the relationship between known and new
information to facilitate comprehension.

B. Performance Listen attentively and critically in English to be able to function effectively as a member of
Standards the family, the community, the nation, and the world and to participate in community and
economic development

C. Learning Identify cause and/or effect of events

Competencies/
Objectives (LS1CS/EN-L-PSA-AE-5.1.5) 
Write the LC code Infer important details
for each.
(LS1CS/EN-L-PSA-AE-5.2.3) 

Provide words or expressions appropriate for a given situation

(LS5DS-ID-PSA-BL/LE/AE/LS/AS-5.4)

II. CONTENT(Subject Cause and effect

Matter)
III. LEARNING RESOURCES
A. References
1. Session Guides
pages
2. Module pages

B. Other Learning Pictures, Laptop, Projector, Manila Paper, Activity Sheets

Resources
IV. PROCEDURES
A. Springboard/Motivation  Briefly summarize the book If You Give a Mouse a Cookie and do a
(Establishing a purpose for the picture walk highlighting the actions of the mouse and boy. Ask
lesson)
questions like, "What would happen first? What might happen after?"
 Tell the students this book shows causes and effects. Emphasize that
a cause happens before the effect. The series of events between the
mouse and boy began with the cookie the mouse ate.
 Ask students to turn and talk to their elbow partner about what
happened after the mouse ate the cookie.
 Draw a T-Chart on the board and list the cause (e.g., the mouse ate
the cookie) with the effect (e.g., the mouse wanted milk).
B. Activity (Review of previous Pre-Test
lesson/s or Presenting the new Instructions: Think of a problem that you notice in your community. Write down the
lesson) problem on the head of the fish below. Then list down the causes of this problem by
writing them down on the fins of the fish.
C. Analysis (Presenting Collaborative Learning Activity (Gallery Walk)
examples/instances of the new 1. Form groups with 5 members.
lesson) 2. You will be given a handout on a specific social issue.
o Poverty
o Unemployment
o Inequality
o Child labor
o Limited access to education
Note to the teacher: Please provide a brief summary of the issues.
3. Identify the cause and effect of the social issue assigned to you.
4. Create a poster illustrating the concept of the different social issues.
5. When you are finished, hang your poster on the area assigned to your
group.
6. When I give the signal, go to your assigned area and the shopping of
information shall begin.
7. You will be given ample time in each station. Leave one representative in your area
to be assigned as the speaker. When you hear my signal
again, move clockwise to the next station.
8. Listen to the speaker and write down your reactions by citing a word or a phrase
about the particular social issue.

D. Discussing new concepts Presenting the Lesson

and practicing new skills (sub- A. Cause and effect are connected events. A cause is the first event and the effect
activity #1) is the second event, or resulting action, that happens after the cause.
 Cause: Why something happens
 Effect: What happens as a result
Signal words are often used between the cause and effect.
 Since
 because
 if
 So due to
 consequently
 Thus
 therefore
 as a result
 So that

B. “Model” using a simple example to fill in a cause and effect graphic organizer.
Provide the following paragraph for students to read. (Can be written on the
board or on paper.)
Because a hurricane can be hundreds of kilometers across, people in the area
begin to feel the effects hours before it reaches land. The winds arrive first,
bringing lots of rain. Strong winds blow roofs off buildings and knock down
trees and power lines. The storm surge --- a rise in sea level caused by
hurricanes --- is responsible for most hurricane related deaths. The storm
 surge can cause sudden flooding and can even harm habitats where fish
breed.

When the reading is complete fill in the cause and effect graphic with the
students listing the cause and the effects discussed in the paragraph in the
appropriate places.

F. Abstraction (Making Ask

generalizations about the
lesson)  What is the difference of cause and effect?
 Give an example of a cause of a situation and give what will be its effect. Answer in
appropriate statement including the signal words.

G. Application (Developing Brain Storming

mastery)
ELEM: Activity
Directions: Read the events. Draw a line connecting the cause to the effect. Then,
copy them in the correct location on the T-chart.
Pair the Cause and Effect

JHS:Activity
 The learners will be grouped and fill out a graphic organizer.
Use an article that has text structure containing cause and effect relationships to
guide students in filling out a cause and effect organizer using the information in
the text.
Have the students work in pairs to finish filling out a graphic organizer sheet.
Articles
 Why Go Green?
 Run-down, Unhealthy Housing
 Rising Transportation and Energy Costs
 Sprawling, Unsustainable Development
H. Valuing (Finding practical Ask:
application of concepts and
skills in daily living)  How is it important to determine the effects of every things or action we
tend to do?

I. Evaluation (Assessing  Learners will answer the questions using the worksheets.
learning) AE-JHS: Activity 1

Read about how light causes us to see colors, and think about cause and effect as you read.

What is the effect of each cause?

1. A light beam travels away from a source, such as the sun.

A. The light beam spreads out in separate beams.

B. The light beam makes a sound.

C. The light beam hits an object.

2. A light beam hits a red apple.

A. All of the color beams except red are absorbed by the apple.

B. None of the color beams are absorbed by the apple.

C. Only the red beams are absorbed by the apple.

3. A red apple reflects back some of the color in a light beam.

A. We see the apple as red.

B. We are able to see through the apple.

C. The apple begins to glow.

4. A light beam hits a smooth, shiny object.

A. Only one color beam bounces back off the object.

B. Only some color beams bounce back off the object.

 C. All of the color beams bounce back off the object.

5. Here is a cause: A beam of light hits a green leaf.

What is the effect?________________________________________

6. Here is a cause: You look straight at a bright, shiny object when a beam of

light bounces off of it.

What is the effect?_________________________________________

What is the effect of each cause?

1. Terrence loved to draw and paint.
A. Terrence got started on a new drawing.
B. Terrence was saving his money for a new watercolor set.
C. Terrence was excited about his new watercolor set.
2. Terrence liked to use all kinds of colors in his pictures.
A. Terrence was learning to mix colors together.
B. Terrence tried out each color in his new paint set.
C. Terrence decided he liked the red paint the best.
3. Terrence’s dad asked him if he knew how our eyes see different colors.
A. Terrence said that he already knew how our eyes see different colors.
B. Terrence asked his dad to show him how to mix colors together.
C. Terrence asked his dad to explain how our eyes see different colors.
4. Terrence asked his dad to explain how our eyes see different colors.
A. Terrence’s dad explained that different light beams are different colors.
B. Terrence’s dad explained that light beams are made of smaller color
beams.
C. Terrence’s dad explained that colors can be mixed together to make new
Colors
5. Here is a cause: Terrence thought he understood his dad’s explanation of
how we see color.
What is the effect?__________________________
6. Here is a cause: Terrence asked his dad what else he could tell him about
color.
What is the effect?______________________________

J. Agreement (Additional  On a short coupon bond, write at least 3 situations you had experienced
activities for application or and give its cause and effect.
remediation) Example:
Situation: I usually go to school late.
Cause: I slept very late last night.
Effect: I came to school late.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
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 materials did I
use/discover which I
wish to share with
other teachers?

https://www.education.com/lesson-plan/el-support-lesson-cause-or-effect/

https://literacy.kent.edu/eureka/EDR/5/Teaching%20Cause%20and%20Effect%20Relationships.pdf

https://www.k5learning.com/reading-comprehension-worksheets/fifth-grade-5/comprehension-exercises/cause-
effect

Prepared by: Checked by: Noted by:

VANESSA M. MABAGA ZORAYDA DEL FIERRO MA. CECILIA T. BALGUA
Mobile Teacher I Master Teacher I Principal II