Identify the pattern of idea development;

 Determine the use of general to particular pattern of idea development by using

appropriate grammatical signals; and
 Construct a paragraph using the general to particular pattern of idea development
using appropriate grammatical signals
Republic of the Philippines
Department of Education
Region II
Schools Division of Isabela
NAGUILIAN NATIONAL HIGH SCHOOL
Magsaysay, Naguilian

Detailed Lesson Plan

In
English 8
April ___, 2023

I. OBJECTIVES
At the end of the lesson, the learners will be able to:
a. Discuss the cause-and-effect pattern of idea development;
b. Identify the cause-and-effect pattern of idea development in a text; and
c. Construct a sentence using cause and effect.

A. Content Standard
The learner demonstrates understanding of: Southeast Asian literature as mirror to a
shared heritage; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion- making, persuasion, and
emphasis.

B. Performance Standard
The learner transfers learning by composing and delivering a persuasive speech based
on an informative essay featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development: general to particular, claim and counterclaim, problem-solution, cause-
effect and persuasion.

II. CONTENT
Topic: Using Appropriate Grammatical Signals Suitable to
Cause and Effect Pattern of Idea Development

Strategy: Learner-Centered Approach, Task-Based Approach

III. LEARNING RESOURCES

 Materials: PowerPoint Presentation, Visual Aids, Worksheets
Reference: English Quarter 4 – Module 1: Using Appropriate
Grammatical Signals or Expressions to Each Pattern of Idea
Development

Web sources:

IV. PROCEDURE
Teacher’s Activity Students’ Activity
A. PREPARATORY ACTIVITIES
a) Prayer

May I request everyone to please stand (The students pray.)

for a short prayer. Amen!

b) Greetings

Good morning, class!

Good morning, Ma’am!
Please be seated.
Thank you, Ma’am!
c) Checking of attendance

Is there anyone absent today?

None, Ma’am!
That’s good! Class secretary, please
check the attendance every time we
meet.

B. Review of the Previous Lesson

Last meeting, we discussed about pattern

of idea development specifically the This pattern of idea development
general to particular. Now, what is discusses the general topic by
general to particular? presenting specific details that support
the topic.
Very good!

What are the grammatical signals used in in general, on the other hand, moreover,
General to Particular? in addition, specific, specifically,
particularly, such as, like
Yes, that’s right! Cohesive devices are words and
phrases that connect ideas. Some
Do you still have any question regarding people call them transition signals
our previous discussions that needs or discourse markers
clarification before we proceed to another Cohesive devices are words and
lesson? phrases that connect ideas. Some
people call them transition signals
If none, then we shall proceed to our new or discourse markers
lesson.
 None, Ma’am.

C. MOTIVATION
I want everybody to pay attention on the
pictures that I will be showing.

(The teacher show pictures.)

She will eat a sandwich ma’am

She will receive a medal ma’am.

She will get mad of waiting.

She will need the oven.

She will drink water.

 She will take a rest or sleep.

She will take a bath.

She needs to go to the doctor.

What do you think these pictures all

about?

The first picture is the cause, and the The pictures describe a relationship
picture you had chosen is the effect. A between actions or events in which at
cause is a source or producer of effects. least one action or event is a direct result
An effect is the result or consequences of of the others.
a cause. The two actions have a cause-
and-effect relationship.

D. PRESENTATION OF THE LESSON

This time we will be having a new activity

it is entitled Colored Tags Together.

This is the mechanics of this activity.

 The class is divided into five groups.
 Identify the word signal to be used in
each sentence by arranging the
jumbled letters after each sentence
and answer the following questions.
 The students are given 3 minutes to
do the task and choose a
representative to present their
answers to the class. GROUP 1 YELLOW
 a. Misamis University sets the bar of
excellence in education SINCE it
continuously promotes high
quality instruction and learning.

ECINS
Guide Questions:
1. What are the word signals in the first a. Misamis University
and second sentences based on the continuously promotes high
jumbled letters? quality instruction and
2. Between the two-word signals, which learning THUS, it sets the bar
one implies a cause? How about the of excellence in education.
one which implies an effect UTHS

(Students present their output)

GROUP 2 PINK

a. Teachers intensified the use

of virtual classroom DUE TO
THE FACT THAT that the
dropout rate increased in
Guide Questions: school year 2014-2015.
1. What are the word signals in the first UDE OT HTE AFTC
and second sentences based on the
jumbled letters? b. The dropout rate increased in
2. Between the two -word signals, which school year 2014-2015. AS A
one implies a cause? How about the RESULT, the teachers
one which implies an effect? intensified the use of virtual
classroom.
SA A UTESLR

(Students present their output)

GROUP 3 (YELLOW GREEN)

a. Teachers use Quizziz, interactive
educational software BECAUSE
Guide Questions: the 21st century learners are
1. What are the word signals in the first media-oriented.
and second sentences based on the CBEUESA
jumbled letters?
2. Between the two-word signals, which b. The 21st century learners are
one implies a cause? How about the one media-oriented. FOR THIS
which implies an effect? REASON, Misamis University
teachers use Quizziz, an
interactive educational software.
ORF HSIT ASERN
O

(students present their output)

 GROUP 4 (SKY BLUE)
a. DUE TO the collaborative efforts
of the teachers, administrators,
and stakeholders, the school has
Guide Questions: improved in its key performance.
1. What are the word signals in the first EDU OT
and second sentences based on the
jumbled letters? b. The collaborative efforts of the
2. Between the two-word signals, which teachers, administrators, and
word implies a cause? How about the stakeholders RESULTED IN the
word which implies an effect? improvement of the school key
performance.
DSEULTER NI

(students present their output)

GROUP 5 (RED)
Sentences:
a. The E-Library and research hub
attend to the students’ research
activities.SO, the scientific inquiry
and research are magnified.
OS

b. The scientific inquiry and

research are magnified FOR THE
Guide Questions: REASON THAT the E-library and
1. What are the word signals in the first research hub attend to the
and second sentences based on the students’ research activities.
jumbled letters?
2. Between the two-word signals, which OFR HET ASRON HTTA
word implies a cause? How about the E
word which implies an effect?
(Students present their output)
Based on the activity we did, what do you
think is the focus of the lesson this Sir, I think the focus of our discussion
morning? this morning will be pattern of idea
development specifically cause and
You’re correct! effect.

E. LESSON PROPER

Based on the activity it is just to say that

today we will be studying the second
pattern of idea development: the cause-
and effect.

Are you now ready to further your

understanding of the cause and effect? If
yes, then do the ready clap.
 Before we proceed to our next activity, let
me just show you the objective of our
lesson this morning.

(The teacher presents the objectives.)

So, our topic for today is all about Using

Appropriate Grammatical Signals or
Expressions to Each Pattern of Idea
Development: Cause and Effect.

2. Cause and Effect

Kindly read the definition.
This pattern of idea development
Cause is the reason something explains the causes or the effects of
happened. It answers the question something. When a writer presents
“why?” reasons, he or she is explaining the
causes. When a writer explains the
Effect is the result of what happened. It results, he or she is explaining the
answer the question “what?” effects.

Example:
Jopay studied well for the exam and as a
result she got a perfect score.

In this example, identify which is the

cause and which is the effect?

Very good!

Remember, not all the time a statement Cause: Jopay studied well for the exam.
begins with a cause. In this pattern you Effect: as a result, he got a perfect score
can interchange the position of cause and
effect.

Example: Jopay got a perfect score in the

examination because he studied well
before the exam day.

This sentence begins with effect and then

followed by cause.

Did you get it?

Signal Examples
Words
For if, for, since, due to,
 expressing because, owing to,
CAUSES because of, one cause,
and resulting from
For so, thus, hence, then,
expressing therefore, as a result, in
EFFECTS effect, as consequence,
consequently, leads to,
one of the effects is, and
that is why

Example:
 The boys argued because of the broken
toy.
 I walked home because the bus was late.
 Due to the heavy traffic a bunch of cars
were stranded at the middle of the road.
 Smoking can lead to lung cancer.
 He was busy, therefore he could not
come.

F. GENERALIZATION

Let’s see if you really understand our

topic.

Steven, what is cause? Okay, thank you. Ma’am, cause is the reason something
happened. It answers the question
Eli, what is effect? “why?”

Ma’am effect is the result of what

Very good! happened. It answers the question
“what?”
What are the grammatical signals used in
cause-and-effect pattern of idea
development? if, for, since, due to, because, so, thus,
hence, then, therefore, as a result, in
effect
Excellent class.

I think you really understand the cause-

and-effect pattern of idea development.
So, prepare yourself for the activity.

G. APPLICATION
This time we will be having a new activity.
For this activity, you will be identifying the
cause and effect using the cards that I (Students do the activity)
have provided.

Activity: Cause and Effect Match

Directions: Identify if the statement is a

cause or effect.
CAUSE EFFECT
 Billy was very He ate a
hungry. sandwich.
It rained for three The river
days and nights. overflowed into the
streets and
houses.
The girl felt cold. She put on a
jacket.
The farmer plants Corn and beans
the seeds and grow.
waters them.
The baby cried. The mother picked
up the baby.
The school bell rang. The students lined
up at the
classroom door.
Julie studied for the She made an A on
test. the test.
He left the house late He was late to
and got stuck in school.
traffic.
Smoke filled the The fire alarm
room. sounded.
The storm kept my The next day he
brother awake all was tired and took
night. a nap.
She brushes and She has no
flosses her teeth cavities.
every day.

Very good, class! You are now able to identify

cause and effect. Prepare yourself for another
activity.

V. EVALUATION
INDIVIDUAL ACTIVITY

A. Write the cause and effect for each sentence.

1. After the dog bit her, we had to take her to the hospital.
Cause:
Effect:

2. Her computer stopped working due to a virus.

Cause:
Effect:

3. The police arrested him because he committed a crime.

Cause:
Effect:
 4. She set fire to the curtain first before the whole house burnt down.
Cause:
Effect:

5. If she gets accepted to university, she will become a doctor.

Cause:
Effect:

6. I feel sick because I ate junk foods.

Cause:
Effect:

7. She never gave up on her writing, and now she published a book.
Cause:
Effect:

8. Since she is scared of clowns, she never goes to the circus.

Cause:
Effect:

9. He passed his first year at university; as a result, his parents bought him a car.
Cause:
Effect:

10.She is lazy, therefore she has failed all of her subjects.

Cause:
Effect:

VI. ASSIGNMENT

Directions: Complete the sentence by filling in a cause or an effect.

1. John sleeps late
2. Nancy didn’t go to school
3. He was driving very fast
4. He fell asleep
5. He had a terrible headache

PREPARED BY:

MARIDEL B. DIAMSAY
Student-Teacher

CHECKED BY:
CYNTHIA R. CARO
Cooperating Teacher