Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Bulacan
STA. MARIA NATIONAL HIGH SCHOOL
Bunducan, Bagbaguin, Sta. Maria Bulacan

Date: May 8-12, 2023

A Detailed Lesson Plan in English 8

I. Objectives
At the end of this module, the students should be able to:
a. identify phrases that indicate a problem-solution and cause and effect relationship,
b. locate signal words used in the statements; and
c. create a series of illustrations showing problem-solution and cause and effect
scenarios.
II. Subject Matter
a. Topic: Using Appropriate Grammatical Signals or Expressions Suitable to Each
Pattern of Idea Development (Problem-Solution, Cause-Effect)

b. Reference: English 8, Quarter 4 - Module 1

c. Materials: cartolina, marker, manila paper, pictures

Teacher’s Activities Students’ Activities

A. Preliminary Activities

Prayer
May I ask everyone to please stand up. Daryll,
please lead the prayer.

(The students will pray.)

Greetings
Good morning, Grade 8!
Students: Good morning, Ma’am Rachelle!
Classroom Management
Before taking your seats, kindly pick up all those
litters around you and arrange your chairs
properly. Also, please go back to your proper
seats. You will be marked absent if you are not in
your proper place.
(The students are going to pick up litters, arrange
the chairs, and will go back to their proper seats.)
You make now take a seat, class.
 (The students will sit.)
Checking of Attendance
Secretary, do we have absentees for today?
Secretary: We have three absentees today,
Ma’am.
Okay, thank you. Please hand me the list of
their names.
Checking of Assignment
I have given you an assignment last time, am I
correct? Shall we check it?
Exchange notebooks with your seatmate.
(The students will check their assignments.)
Review
Last week, we talked about the topic General to
Particular and Claim and Counterclaim. Who
remembers what General to Particular is?
Yes, ______?
Student: It is a pattern that its starts with a broad
idea to specific conclusion.
Very good! Here’s your chip. What is the shape
that represents General to Specific again?
Student: Inverted triangle.
Good job! And as for Claim and Counterclaim.
What is a claim?
Student: It is someone’s stand or viewpoint about
an issue.
Exactly! It is someone’s opinion about a certain
subject. And lastly, counterclaim. What does it do
to the Claim?
Student: It contradicts the claim.
Precisely. It counters or denies the validity of the
claim. Now, to further test your understanding, let
us have this activity.

Direction: Write T if the statement is True and F if

False.

_____1. Claim denies the validity of ANSWERS:

Counterclaim. 1. F
_____2. General to Particular is usually
represented by an upside-down triangle. 2. T
_____3. Counterclaim pertains to the opposing
viewpoint of an issue presented. 3. T
Very good, class! You have successfully
accomplished module 1. Before we head on to
the next topic for Module 2, try to answer What I
Know and What’s New on a one whole sheet of
paper. Finished or not finished, we will collect.
Again, remember my rule, zero rule. If a student
peeks at the answer key, everyone will receive
zero for this task. You may start now.
(The students will do the activity.)
Kindly pass your papers sideward then forward.
(The students will pass the activity.)
Since we still have time, please write this
lecture on your notebook.
Only the definitions of Problem and Solution
Text Structure, Cause and Effect Relationship
then Signal Words and Phrases.
(The students will copy the lecture.)

B. Motivation
Match Me Up!
Shall we have a warm-up before we head on to
our main battle for today? Who is up for a game?
Here are sets of events that you need to match.
Match A to B. Are you ready? Who wants to go
first?

I CAN MATCH-MAKE!
A B

ANSWERS:
 (The students are going to match the pictures on
the board.)
Okay, now please look at the pictures that you
matched. What can you observe?
Possible answer:
- Column A is the reason for Column B to happen.
Very good! How about the kid under the rain? It’s
raining and what did he do?
Possible answer:
- He came up with the idea of getting umbrella to
protect himself.
Nice job, class! So, these activities are some
examples of our main lesson for today. The
events at the A section are problems and causes
while the B section has the solutions and effects.

C. Lesson Proper
Please bring out your English notebook and
English module. Open it to page 5.
For this day, we will be using appropriate
grammatical signals or expressions suitable to
each pattern of idea development that shows
problem-solution as well as cause and effect.
Class, what do you do if you have a problem?
For example, you had a fight with your girlfriend
or boyfriend, what do you usually do to solve it?
Student: Find a way to resolve the problem.
Nice answer! Precisely, if you have a problem,
you will do your best to find a solution for it.
Can you please read the definition of Problem
and Solution Text Structure?
Students: Problem and Solution Text Structure is
a pattern of organization where the idea of the
passage is showed as a dilemma or concerning
issue (a problem) and something that needs to be
done to remedy this issue (solution or attempted
solution).
Thank you. It is said that it is a method wherein,
you will analyze the topic by identifying the
problem and proposing one or more solution.
Let us take the activity that we did for an
example.

This is an example of a problem-solution.

Other than the umbrella, what solution John
could have done? What are the things that could
protect him from the rain other than the umbrella?
Student: Rain coat.
 Student: Go to a shed and wait for the rain to
stop.
Great answers! You were able to provide more
than one solution to the problem.
Now, let us read the signal words used to show
a problem-solution.
(The students will read.)
Okay. We have here another example.
The fire destroyed the school building. And what
was the solution provided? Can you please read?
Students: The school thereby requested the
Department of Education (DepEd) for a new
building.
So, the solution that the school did is to request
for a new building. Can you identify which signal
word is used in the solution?
Student: Thereby.
Very good! The word thereby. Let’s look at the
next example.
Despite the increasing number of cases caused
by the virus, many of us are still ignoring the
health protocols set by the Inter-Agency Task
Force (IATF).
What is the main dilemma or problem in here?
Students: There are many people who ignore the
health protocols.
Great! Now the solution provided is:
Therefore, we should listen to the government
and follow the health protocols to lessen the
number of cases.
What is the signal word that we used here?
Student: Therefore, Ma’am.
Great job! Is everything clear with Problem-
Solution? Do you have question?
Students: None, Ma’am.
Okay now, I want you to read this and identify
the problem then the solution. Ready?
In most parts of the world, there are not as
many crocodiles as there used to be. This is a
problem because crocodiles are becoming
endangered and it affects the balance of nature
as crocodiles are necessary part of the ecology.
Many crocodiles have died because people dried
up the swamps and marshes where the
crocodiles live. Poachers have also contributed to
the dilemma as crocodiles have been desired for
their strong, smooth, and leathery skins. In order
to preserve these mighty creatures, people must
take care of the crocodiles’ environment and help
put a stop to the needless shooting of these
animal.
Who wants to try to underline the problem in
this paragraph?
Yes, __________.
(The student will underline the sentence:)
- This is a problem because crocodiles are
becoming endangered.
What is the signal word that helped you
determine that this is the problem?
Student: Problem, Ma’am.
Okay, good! What are the causes for this
problem? Can you please encircle?
(The student will encircle the sentences:)
- Many crocodiles have died because people
dried up the swamps and marshes where the
crocodiles live.
- Poachers have also contributed to the dilemma
as crocodiles have been desired for their strong,
smooth, and leathery skins.
Great comprehension, class! How about the
solution provided? Can someone box the
solution?
(The student will box the sentence:)
- In order to preserve these mighty creatures,
people must take care of the crocodiles’
environment and help put a stop to the needless
shooting of these animal.
Good job! What are the signal words used to
help you identify the solution?
Student: In order to, Ma’am.
Great job, class. Give yourselves three claps.
Seems like you fully understood problem-solution.
Did you get everything? No confusion?
Student: None so far, Ma’am.
Now, shall we proceed to the Cause and Effect?
Who wants to read the definition for Cause?
Students: Cause refers to the driving force in the
text. It is the reason why things happen. It is the
 thing that makes other things happen.
Thank you. Class, remember these words:
Cause is the reason why something happened.
And it answers the WH question, WHY? Why did
it happen?
On the other hand, Effect refers to the result of
an action or cause. It is what happened next in
the text that results from a prior cause.
If the cause is the reason why something
happened, what about the effect?
Student: The result of the cause.
Exactly! It is the result of an action. Another
question, if the cause answers the WHY? or why
did it happen, what do you think is the question
that the effect wishes to answer?
Student: What?
Student: What happened?
Excellent! It answers the WH question, What?
What is the result of the cause?
Everything clear with Cause and Effect?
Student: Yes, Ma’am.
Alright, we also have signal words here that I
asked you to copy, right? And everyone should be
familiar with its definition by now, but I am going
to repeat it for you.
Again, signal words are words that we use to
connect the ideas in a text.
At your module, there are signal words given for
Cause and Effect.
Now, let’s try to unfold the given example at your
module. Turn it to page 7.

The given sentence is it got dark because the

sun already set.
There are questions to ask. As for the cause,
why did it get dark? And the answer to that
question is what?
Student: Because the sun already set.
What is the WH question used?
Student: Why, Ma’am.
 Good! If it answers a Why question, then what is
it? What is the answer?
Student: It’s a cause.
What is the signal word that was used to indicate
the cause?
Student: Because, Ma’am.
Great job! Let us look now at the Effect row.
What happened when the sun already set?
Student: It got dark.
Amazing! What is the WH question used in this
sentence?
Student: What.
Good! This is a what? A cause or an effect?
Student: An effect, Ma’am.
Excellent! Is everything clear?
Students: Clear, Ma’am!
For more understanding let’s discuss another
example.

(The teacher will discuss the same pattern.)

Were you able to get everything? Now, try to ANSWERS:
answer this.

C a u se Effe c t
C a u se Effe c t (THE WHY) (THE WHAT)
(THE WHY) (THE WHAT) Se nte n c e Ana we nt to the ho sp ita l a s a
Se nte n c e Ana we nt to the ho spita l a s a c o nse q ue nc e o f no t e a ting p ro p e r
c o nse que nc e o f no t e a ting pro pe r m e a ls.
me a ls. Q u e stio n Wh y d id An a g o Wh a t
Q u e stio n to a sk in to th e h o sp ita l? h a p p e n e d to
to a sk in m in d An a a s a
m ind c o n se q u e nc e
An swe r to o f n o t e a tin g
p ro p e r m e a ls?
th e
An sw e r to Be c a u se o f n o t An a w e n t to th e
q u e stio n
th e e a tin g p ro p e r h o sp ita l.
Wh q u e stio n m e a ls.
q u e stio n Wh Wh y Wh a t
use d q u e stio n
An swe r u se d
Sig na l An sw e r C a u se Effe c t
wo rd Sig n a l As a -
w o rd c o n se q u e nc e

Is everything clear now, class?

Student: Yes, ma’am!
(If there is still time for Day 2)
 Let us read the text on page 9, the text entitled
“The Ship of the Desert.”

The first cause is already underlined. Why are

camels considered as the ship of the desert?
Student: Because for how many years, they have
worked for the man.
Exactly! I will read the last paragraph.
(The teacher will read.)
Again, the cause and effect are already given.
What happens to a camel that makes it last long
without eating or drinking?
Student: It has the ability to store water on its
stomach and fat on its hump.
I hope you were able to understand everything,
Grade 8. That is all for this discussion.

D. Application
Class, I will divide you into 5 groups. All you
need to do is draw a series of illustrations
showing Problem-Solution and Cause and Effect
relationship.
You need to draw just one (1) for each. You are
required to accomplish this within fifteen (15)
minutes. The last two groups to pass a paper with
the group members are going to present their
works in the class.

Criteria for grading

Coherence 5 points
Originality 3 points
 Presentation 2 points
Total 10 points
E. Abstraction
As we are about to finish this module, we
should get back to the topic we talked about.
What is the dilemma or the concerning issue in a
sentence?
Student: The problem.
Good! If the problem is the issue in a sentence,
then what is the solution?
Student: Solution is something that the problem
needs.
Amazing! Now, what is a cause?
Student: The reason why something happened.
Precisely! How about the effect?
Student: The result of the cause.
Great job, class!
F. Valuing
Class, let us look at this quote.
“We live in a world of cause and effect.”
Any thoughts upon seeing this quotation? Apply
the definition of cause and effect that we learned
together.
Possible answers:
- Everything happens for a reason.
- That every action we do will have consequence;
whether good or bad.
Excellent answers class!

V. Evaluation
On your English notebook, answer this activity.

Direction: Write C if the underlined sentence is a

Cause and E if it is Effect.

_______1. The car would not start because it ran

out of gas. Answer Key:
_______2. Lea wanted to get the highest score in 1. C
Math, therefore she studied well in it.
_______3. Because he was extremely feeling hot
and thirsty, Jose drank two glasses of ice-cold
water . 2. E
_______4. Due to the uncontrollable price
increase, people are having problem budgeting
their income. 3. C
_______5. My tooth aches so I consult my
doctor.
4. C

5. E

VI. Assignment
On a one whole sheet of paper, you will answer
Independent Activity 3, Be a problem-solver!
Read the directions carefully. Use signal words,
class.
You don’t have to copy the directions and the
example. Go straight with number 1.
Do not search for answers on Google. I will mark
it zero. Do we understand? Any question?

Student: None, Ma’am.

Class dismissed, goodbye and thank you, Grade
8.
Goodbye and thank you, Ma’am Rachelle.

Prepared by:
Rachelle Marie D. Alejandro
Student Teacher

Checked by:
Ms. Miriel M. Siazar
Cooperating Teacher