GRADE FOUR ENGLISH
MODULE 9: CAUSE AND EFFECT
THIRD GRADING PERIOD
impose as a condition the payment of royalties.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Understanding cause and effect relationship is significant since life experiences are products of our prior actions. Hence, teaching students about cause-effect relationship is simpler when we utilize real-life situations to illustrate the concept because they can easily connect with them. This stage will activate students' prior knowledge on cause and effect by asking them to think of a particular event/experience they have had the previous days and reflect on the reasons why it happened and the results of that event/experience. This activity will help students understand that every single account of their life has always a cause and every cause has always an effect.
Strategy
Chart is a graphic organizer used to present ideas in an organized manner.
Materials
Student Activity Sheet 1 (Events Chart) on page 14
Assessment Task for Activity 1 (Cause-Effect Chart) on page 15
Activity 1 “Personal Accounts”
1. Form small groups with 4 members each.
2. Ask each group to choose a leader and a secretary.
3. Distribute a copy of Student Activity Sheet 1 (Events Chart) on page 15. 4. Give the following directions:
• Individually in your group, recall one particular event that happened in your life the previous days.
• Think of the reason and the result why it happened.
• Share your experience with your group mates.
• Write each of the group member's experiences, reasons why he/she has experienced such
and the effect of that experience on the appropriate column of your activity sheet. (Secretary shall do this.)
• Assign somebody to share your group's output with the class. 5. Give the students enough time to do the activity.
6. Let each group report its output.
7. Process the activity by asking students the following: (You may add more.)
• Are all events of our life or our experiences have reasons why they happen?
• Are all events of our life or our experiences have results?
• What do you call the “reason” why something happened? (cause) • What do you call the “result” of what happened? (effect)
Formative Assessment
☑Task:
1. Use the same grouping as in Activity 1.
2. Distribute the Assessment Task for Activity 1 (Cause-Effect Chart) on page 15. 3. Read the following directions:
• Examine each of the pictures carefully.
• Discuss in your group what each picture is conveying.
• Draw on the appropriate column a reason or result, depending on what is given. (If the reason is given, draw a possible effect; if the effect is given, draw a possible reason.) 4. Give the groups enough time to do the activity.
5. Let the students do the task.
☑Tool:
1. Collect and check students' outputs. Use the checklist below to assess the students' outputs on the given task. (Provide comments and suggestions on how to improve their outputs.)
GOOD
BETTER
BEST
______The drawings do not reflect result/reason based on the given prompts and are out of context.
_______The drawings reflect result/reason based on the given prompts but ideas are somewhat vague.
______The drawings reflect clear reason/result based on the given prompt.
Roundup
The students should have recalled some events/experiences in their lives and should have identified reasons and results of such events/experiences.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Strategy
Chart is a graphic organizer used to present ideas in an organized manner.
Materials
Student Activity Sheet 2 (Cause-Effect in Pairs) on page 17
Activity 2 “Pictures Talk”
1. Conduct a short review on the previous activity and introduce at the same time the cause-effect signal words. Use some statements/sentences the students have written in their activity sheet during Activity 1. Example:
EVENT REASON RESULT
I was late in coming to
school yesterday. I did not wake up early. I was not able to attend the flag ceremony.
SENTENCE WITH CAUSE-EFFECT SIGNAL
I was late in coming to school yesterday because I did not wake up early.
2. Present the other cause-effect signals below and ask some volunteers to use them in the sentence.
3. Form small groups.
4. Give each group a copy of Student Activity Sheet 2 (Cause-Effect in Pairs) on page 17. 5. Read the directions.
• Examine the picture on the second column.
• Writeon the first column what caused the situation in the picture to happen.
• Draw on the third column the possible effect of the situation in the picture. 6. Give the groups enough time to do the activity.
7. Ask each group to choose a representative to report the group's output.
8. Process the activity by drawing out from the students their understanding or the meaning of
cause and effect. Help the students come up with the following meaning of the targeted words:
* Cause is the reason why something happened. * Effect is the result of what happened.
Formative Assessment
☑Task:
Study each of the drawings and read the sentence below each. Then, draw an appropriate effect to the given cause and an appropriate cause to the given effect. Write a sentence
CAUSE-EFFECT SIGNALS
under your drawing. Use the space below each pair of drawings in writing a cause-effect sentence by connecting the ideas of the two sentences. Don't forget to use appropriate signals.
CAUSE
EFFECT
The child is sick.
1.
The girl washes her hands.
2.
☑Tool:
You may use the same assessment tool in formative assessment of Activating Prior Learning stage.
Roundup
The students should have learned to illustrate reasons/effects based on the given prompts. They should have also learned to use appropriate cause-effect signals in cause-effect sentences.
3. Learning Activity Sequence
Background or purpose
Teaching the concept of cause and effect can be best practiced by letting students identify them from the text read.
In this stage, students will be challenged to highlight the cause-effect statements while reading the story. This strategy encourages individual practice of a particular skill, thereby, developing it independently.
Further, it is also in this stage that the direct skills instruction on the targeted grammar points will be conducted. Thus, the development of these grammar points is anchored from the story read.
Strategies
Highlighting is a strategy wherein students highlight targeted concepts (as instructed by the teacher) while reading the text.
Cooperative learning is an instructional approach in which students work together as a team with each member contributing to the completion of the task or project.
Materials
• highlighters/ crayons/ballpens
• Student Activity Sheet 3 (Reading Text "Nene and Her Chickens") on page 18 • Student Activity Sheet 4 (T-Chart) on page 19
• Student Activity Sheet 5A (Verbs from the Text) on page 20
• Teacher Resource Material 1 (Answer Key for Student Activity Sheet 5) on page 21 • Student Activity Sheet 5B (Regular and Irregular Verbs) on page 22
• Teacher Resource Material 2 (Answer Key for Student Activity Sheet 5B) on page 23 • Teacher Resource Material 3 (Two Kinds of Verbs: Regular and Irregular Verbs "Material
for Lecturette") on page 24
• Assessment for Activity 4 on page 25
Activity 3 "Let's Read"
A. Pre-reading
B. During Reading:
1. Form small groups with 6 members each.
Choose a word from the box that means the same with the underlined word in the sentence. Write your answer on the blank before each number.
1. We planted 3 rows of pechay in our school yard.
2. Aside from the food he ate, the tablets he took made him well. 3. After 23 days, the eggs turned into chicks.
4. Roberto became ill after he played under the rain. 5. I sold some vegetables to get some money.
6. My father is so hard working that he work even at night.
2. Give each group a copy of the reading text on page 18.
3. Ask the groups to read the text and highlight the causes green and the effects yellow.
C. Post Reading:
1. Distribute a copy of Student Activity Sheet 4 (T-Chart) on page 19. 2. Read the directions.
3. Give the students enough time to do the activity.
4. Ask a representative from each group to report the group's output.
DIRECT SKILLS INSTRUCTION
Activity 4: “Working with Regular and Irregular Verbs”
1. You may conduct a short review about "verbs".2. Form groups of six members each. Then, instruct the groups to choose a leader and a reporter.
3. Give each group a copy of Student Activity Sheet 5A (Verbs from the Text) on page 20 4. Explain the the directions found on the activity sheet.
5. Give the groups enough time to do the activity.
6. Ask the reporters of the groups, one after the other, to report or share their outputs with the class.
7. Process the activity by asking students the following:
• How were you able to give the past or present form of the given verbs? • How are the past form of the verbs formed in the following groups of verbs?
a. live: lived, water: watered, ask: asked, earn: earned - (past tense of the verb are added with -d or -ed)
b. grow: grew, give: gave, become: became - (past tense of the verbs are formed by changing the vowels)
c. sell: sold, tell: told, lay: laid, catch, caught - (past tense of the verbs are formed by changing the final letter/letters to something different.
d. go: went, eat: ate - (the past tense of the verbs are formed by changing the word word)
• How do we call the verbs that form their past tense by just adding -d or -ed? (Regular
Verbs)
• How do we call the verbs that form their past tense by changing a vowel, its last letter/s
or by changing the whole word? (Irregular Verbs)
8. You may allow the groups to revisit their work and make some corrections on their answers to come up with a unified answer, as a whole class.
9. Give each group a copy of the Student Activity Sheet 5B (Regular and Irregular Verbs) on page 22.
10. Give the directions.
11. Give the groups enough time to do the activity.
12. Conduct a lecturette or short discussion on the topic "regular and irregular verbs in past, present and future forms. Refer to Teacher Resource Material 1 "Regular and Irregular Verbs" on page 24.
13. Ask the groups to pick out 1 regular or irregular verb from the activity sheet and use it in sentences showing present, past and future forms of the verbs.
Example: play
• I play in the park.
• I played in the park yesterday. • I will play in the park tomorrow.
Formative Assessment
Use the Assessment for Activity 4 (Self-Assessment Checklist) on page 25 to check students' performance and understanding of the topic learned from the activity.
Roundup
The students should have noted details from the story listened to and should have learned to use two kinds of the verbs (regular and irregular) in different forms ( present, past and future).
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
The activities in this stage will allow the teacher to check whether or not students understood the things/topics tackled in the previous activities and for the students to demonstrate their understanding of the topic.
The activities are designed to enhance students' capabilities in noting details from the news broadcast heard and identify which of the events in the news item talk about causes and which talk about the effects. On the other hand, students' learning on the different verb forms will be checked by letting them use the verbs in different forms in constructing their own sentences.
Strategy
News Broadcasting is the broadcasting of various news events and other information via television or radio.
Materials
Teacher Resource Material 4 "News Item/Radio Broadcast" on page 26
Activity 5 "News Broadcast"
Note: Prepare a recorded news or radio broadcast for the activity. If not, then, you play the role of the newscaster or radio broadcaster during the activity and do it live.
• Listen carefully to the news item/radio broadcast as I play the radio. (Listen carefully as
I read a news item/radio broadcast.) Refer to Teacher Resource Material 4 "What's the News?" on page 26.
• Identify 1 cause and its effect from the news or broadcast heard.
• Write a sentence out of it using the correct form of the verb. It may be in present, past
or future forms, depending on your sentence.
4. Prepare the students to listen to the recorded news or radio broadcast. Instruct them to listen carefully to the news so they can do the activity, afterwards.
5. Do the activity. (Use a recorded radio broadcast or you may do the broadcasting yourself.) 6. Give the dyads enough time to write their cause-effect sentences based from the
news/broadcast heard.
8. Process the activity by asking students what helped them do the activity easily or what hindered them in doing the activity.
Formative Assessment
Note: Prepare another recorded newscast either from a radio or television. (You may also act as newscaster and do it live in front of the class.)
1. Give the following directions:
• Listen carefully as I play a recorded newscast/as I do the newscasting. • Take note of the cause-effect statements you can hear from it.
• Write on a sheet of paper a cause-effect sentence. Don't forget to use a correct form of
the verb.
• Share your sentence with your seatmate. Check each other's work.
2. Check students' outputs and give comments and suggestions on how they can improve their work.
Roundup
The students should have listened to a news item/ radio broadcast and should have written cause-effect sentences out of using correct forms of the verb.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
In this stage, students will be given the chance to apply what they have learned from the previous activities.
The activity in this stage is designed to develop independent practice and application of skills since it will be done individually by the students. Here, they will demonstrate their
understanding about causes and effects and they will show whether or not they could
Strategy
Independent practice is a strategy wherein students will be allowed to apply independently their skills and knowledge of a particular competency.
Materials
Assessment for Activity 6 (Peer-Assessment Checklist) on page 27
Activity 6 "Hunting Cause and Effect"
1. Give the following directions:
• Write a paragraph about the "Success in School". (You may also give students more
topics for options or you may let students think of their own topic.) Make sure that the paragraph contains causes and effects.
• Exchange paper/paragraph with your seatmate.
• Underline in your seatmate's paragraph one cause and encircle its effect.
• Write below your setamate's paragraph a cause-effect sentence using the cause and
effect you have underlined in the paragraph.
• Remember to write your sentence with correct form of the verb.
• Write your name at the bottom of your seatmate's paper to signify that you are the one
who wrote the cause-effect sentence below the paragraph. 2. Do the activity.
3. Ask volunteers to share his/her output. (In sharing, let the student read his/her seatmate's paragraph, identify the cause and effect from the paragraph and read the cause-effect sentence formulated out of the identified cause and effect.
4. Process the activity by asking students
5. Collect students' outputs and check. Write constructive feedback to the one writing the paragraph and to the one who wrote a cause-effect sentence out of the paragraph. (You may return students' outputs the next day.)
6. Return students' papers and let them read the comments and suggestions given. Tell them to let their seatmates read the comments so that they will know as to how they could improve their cause-effect sentences.
Formative Assessment
Use the Assessment for Activity 6 (Peer-Assessment Checklist) on page 27.
Roundup
The students should have written their own paragraphs with cause-effect sentences and should have identified from their seatmates' paragraphs one cause and its effect and thereby formulate a cause-effect sentence out of it.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning
Background or purpose
In this stage, students will be asked to reflect on why they need to learn and what difference can learning do to everyone's life. Thus, the activity will give students the opportunity to write their own motto about education, making them realize how it is.
Strategy
Motto Writing is a strategy used to know the principles of the students about something. In this activity, it is used to draw out students principles, beliefs and ideals about education.
Activity 7 "What's Your Motto?"
1. Reflect on "why we need to learn". What difference can learning make to our lives? (Solicit responses from the students.)
2. Write your own motto about learning/education.
"A motto is a brief statement used to express a principle, goal, or ideal. Example: "Education is a treasure that cannot be stolen by anybody else." 3. Give the students enough time to do the activity.
4. Process the activity by asking some volunteers to share their motto with the class.
Formative Assessment
Ask the students share the things they've learned from the series of activities conducted. Let them support how they could enhance/nourish these learning. (They may write their learning in a sheet of paper or share verbally with the class.)
Roundup
The students should have written their own motto about education and have shared these with the class. They should have also reflected on why everyone needs to learn.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 5.
STUDENT ACTIVITY SHEET 1
“EVENTS CHART”
ASSESSMENT TASK FOR ACTIVITY 1
“EVENTS CHART”
ASSESSMENT TOOL
“SELF-ASSESSMENT CHECKLIST”
GOOD
BETTER
BEST
As a team member,
I let my groupmates do all of my work.
I did not help my groupmates.
I did not listen to my co-members' ideas.
I did not share my ideas.
I did not help my groupmates accomplish our task.
As a team member,
I let my groupmates do some of my work.
I only helped my groupmates when they asked me.
I sometimes did not listen to my
groupmates' ideas.
I have shared only one idea.
I waited for my groupmates to accomplish our task.
As a team member,
I did all of my work.
I helped my groupmates.
I listened to my groupmates' ideas.
I shared my ideas.
I helped my
STUDENT ACTIVITY SHEET 2
“CAUSE-EFFECT IN PAIRS”
STUDENT ACTIVITY SHEET
“READING TEXT”
Nene and Her Chickens
Nene lived near the river. Her father was a farmer. He had several
plots of pechay, cabbage, and onions. Every day Mang Elyong went out to get
water from the river to water his plants. He was very industrious. His
vegetables grew big and green as days went by. Nene and her mother sold
the vegetables in the market. Aling Mameng gave Nene a share of their
sales.
Nene bought some chicks with her money. She asked Mang Elyong to
make a coop for her chicks. Soon, they became chickens and they laid eggs.
Nene let the eggs hatch. Soon, she had more chicks which later became
chickens.
One day, Mang Elyong became ill. He could not plant vegetables. The
doctor told him to stay at home and rest. He could not earn for the family
anymore. Mang Elyong had to get well first. So Nene served her father meals
cooked with eggs. Aling Mameng also cooked some chickens for Mang Elyong
to eat.
“I know that with this food, I will get stronger. But I need some
medicine,” said Mang Elyong. So, Nene sold some of her chickens to have
some money for her father's medicine.
Soon, there were only a few chickens left, but this time, Mang Elyong
was well enough to plant again. In the meantime, Aling Mameng would go to
the river to catch some small shell. “Here,” she said, “pound these shells
and give them to your chickens. These shells will make them healthy and
they will lay more eggs.”
STUDENT ACTIVITY SHEET
“T-CHART”
Directions:
Look back the cause-effect statements that you have highlighted in the
text during reading. Write them on the proper column of the T-Chart. The first one
serves as an example.
EFFECT
What happened?
CAUSE
Why did it happen?
STUDENT ACTIVITY SHEET 5A
"VERBS FROM THE TEXT"
The following verbs (in italics) are taken from the reading text. Write the present
tense of the verb if the given is past tense and the past tense of the verb if the given is
present tense. Write your answer on the right column. The first one is done for you.
PRESENT
PAST
PRESENT
PAST
live
lived
told
went
stay
get
rest
water
earn
grew
served
sold
cooked
gave
eat
bought
need
asked
plant
make
catch
became
hatched
laid
fed
Group ______________
Date: _______________
TEACHER RESOURCE MATERIAL 1
"ANSWER KEY FOR STUDENT ACTIVITY SHEET 5A"
Check the students' outputs using the answer key below.
PRESENT
PAST
PRESENT
PAST
live
lived
tell
told
go
went
stay
stayed
get
got
rest
rested
water
watered
earn
earned
grow
grew
serve
served
sell
sold
cook
cooked
give
gave
eat
ate
buy
bought
need
needed
ask
asked
plant
planted
make
made
catch
caught
become
became
hatch
hatched
STUDENT ACTIVITY SHEET 5B
"REGULAR AND IRREGULAR VERBS"
Reread the verbs in the Activity Sheet 5A. Pick out all the regular and irregular verbs
and write them on the proper column below. The first one is done for you.
REGULAR VERBS
IRREGULAR VERBS
TEACHER RESOURCE MATERIAL 2
"ANSWER KEY FOR STUDENT ACTIVITY SHEET 5B"
Check the groups' answers in Student Activity Sheet 5B using the answer key below.
REGULAR VERBS
IRREGULAR VERBS
live - lived
go - went
water - watered
get - got
ask - asked
grow - grew
stay - stayed
sell - sold
rest - rested
give - gave
earn - earned
buy - bought
serve - served
make - made
cook cooked
become - became
need - needed
lay - laid
plant - planted
tell - told
hatch - hatched
eat - ate
TEACHER RESOURCE MATERIAL 3
"TWO KINDS OF VERBS: REGULAR AND IRREGULAR VERBS"
(Material for Lecturette)
Verbs are words that show us the action or state of being in the sentence. Every sentence you write must have a verb.
There are two kinds of verbs:
• Regular Verbs • Irregular Verbs
REGULAR VERBS
Most verbs are regular verbs. They are simple to use. With regular verbs, you can just ad a -d or -ed to the word to form its past tense.
• I play in the park.
• I played in the park yesterday.
IRREGULAR VERBS
Irregular verbs are verbs that change to the past tense in unexpected ways. The verb "sell" is a good example. The present tense of sell is simple:
• I sell vegetables in the market.
Now, try to write the verb "sell" as a past tense regular verb and you can get an incorrect answer like this:
• I selled vegetables in the market.
We need to be very careful in writing the past tense of irregular verbs. We have to look for their proper past forms before we can write a sensible sentence. Example:
• I sold vegetables in the market.
PRESENT, PAST AND FUTURE FORMS OF REGULAR AND IRREGULAR VERBS
Shown below is how to use the regular verb "play" in present, past, and future forms.
• I play. • I played • I will play.
Shown below is how to use the irregular verb "sell" in present, past, and future forms.
• I sell vegetables in the market.
ASSESSMENT FOR ACTIVITY 4
"SELF-ASSESSMENT CHECKLIST"
Check the appropriate column that describes your performance and understanding
of the topic.
PERFORMANCE
INDICATOR
YES
NO
1. I understand what is a
verb.
2. I can identify the verb/s
used in the sentence.
Ecija school closed for 10 days due to H1N1
INQUIRER.net
Posted on June 11, 2009
Manila, Philippines - An elementary school in
Nueva Ecija province of north Manila was closed for
10 days starting Thursday after one of its students
tested positive for Influenza A(H1N1), Health
Secretary Francisco Duque III said.
The patient from the Helera Elementary school
in the farming town of Jaen was one of 15 new cases
that the Department of Health (DoH) confirmed on
Thursday, bringing the country's total number of cases
of the disease to 92, Duque said.
It was the second school that the DoH
quarantined, after the De La Salle University in
Manila, where several students were confirmed to
have the disease.
TEACHER RESOURCE MATERIAL 4
"NEWS ITEM/RADIO BROADCAST"
ASSESSMENT FOR ACTIVITY 6
"PEER-ASSESSMENT CHECKLIST"
Use this checklist to assess your peer's performance in writing his/her paragraph.
PERFORMANCE
INDICATOR
YES
NO
1. My seatmate's paragraph can easily be
understood.
2. My seatmate's paragraph has clear
causes and effects statements that can
easily be identified by readers.
3. My seatmate's paragraph is written
neatly and legibly.
4. My seatmate's paragraph is written
with punctuation marks and correct use
of capital letters.
For the Teacher:
Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
