I.
Learning Objectives
·
Identify cause-effect relationship in a story heard
·
Identify the cause-and-effect relationship
of some situations
·
Use language
clues that signify cause-effect
relationship, e.g. because, as a result, so that
II. Subject Matter
Cause-Effect Relationship
References: PELC
Listening 10, p. 14, Reading 16.1, 16.2,
p.15
Crossing
Over, p. 285
Milestones in
Reading, p.47
Materials: pictures of the animal
characters in the story, charts, and flashcards
III. Procedure
A.
Preparatory Activities
1.
Motivation
(The
following are suggested ways to present the story.)
Option 1: Teacher will present a picture of a black
bird, a frog, a worm,a mouse, and a hedgehog.
Tell that
hedgehog is a kind of rodent that cannot be found here in the country but in
America.
Say:
These animals are the
characters in the story we are about to read and we are going to find out the
answer to this question: “Does the Early
Bird always catch the worm?”
Option 2: Teacher
will show the picture/illustration of the story and ask: Are you familiar with
the saying, “Early birds catch the worm?” (Teacher will explain the meaning of this statement as this is an
idiomatic expression.) Idiomatic expression defined: (Early bird means a person who is always on time or ahead in arriving,
e.g. in school, at meetings, etc.)
Ask: Who
among you are always “early birds” in coming to school? (Early bird catches the worm
– means a person who is punctual, hardworking, therefore, getting all the good
chances.)
Then ask: But do the early birds always catch the worm?
Class, this is what we are going to find out in the story.
A
Quarrel in the Morning
by
Enid Blyton
(Teacher will
introduce the title and author of the story.)
2. Unlocking
of Difficulties
a.
Flash the
following words and introduce their correct pronunciation for children to
imitate.
wriggled tugged
leaping bristling
scurrying hedgehog
Teacher can use pictures or actions to elicit the meanings of the words.
Suggested exercises to develop and unlock the meanings of the words
presented.
·
Directions:
Circle the words inside the parentheses that give the meaning of the underlined
words in the sentence.
1. The worm wriggled into his hole.
(twisted and turned, jumped, danced)
2. The bird came leaping toward the frog.
(carrying a leaf, jumping, singing)
3. The hedgehog came scurrying.
(playing, stamping, running)
4.
The bird tugged
at the worm.
(pulled, pecked, pushed)
5. The hedgehog started bristling when the
bird and the frog tried to
have the worm.
(shouting out loud, stiffening in anger, running away)
·
Can you guess the
missing word in each sentence taken from the story “A Quarrel in the Morning”?
Notice the shape and size of each box which stands for a letter.
1. The was out all night long enjoying
himself.
2. He heard the tippity-tip noise of feet on the ground.
3. Then he heard the hoppity-hop noise of a jumping and he felt about
the edge of his hole.
4. The nipped the worm at his waist.
5. He felt
the sticky of the frog at his head.
B.
Development of the Lesson
1.
Presentation
Have a picture-trip. (Show the colorful illustration of the
story and introduce the animal characters, then read the story.)
A QUARREL
IN THE MORNING
Enid Blyton
One early morning, just as the sun was going up, a long
fat worm wriggled over the grass to his hole. He had been out all night long,
enjoying himself and now he was tired and wanted to rest in the little round
room at the end of his hole.
Suddenly, he heard the tippy-tip noise of bird feet on
the grass. He wriggled even more quickly, for he knew that it was time for the
early birds to be about!
Then he heard the hoppity-hop noise of a frog jumping
and he felt about the edge of the hole.
“That’s a frog leaping along!” thought the worm in a
fright. “Oh dear, where’s my hole gone to? I know it’s somewhere about there!”
Then there came the noise of scurrying feet, and the
worm listened in alarm. “A hedgehog! A prickly hedgehog! My goodness me, what a
lot of my enemies are about this morning!”
He felt a tug at his tail. That was the blackbird. He
felt a nip at his waist. That was the hedgehog! He felt a sticky tongue at his
head. That was the frog!
“Leave me alone! Leave me alone!” cried the worm.
But the blackbird, the hedgehog, and the frog took no
notice of him at all. They all glared at one another.
“This is my worm!” whistled the blackbird through his
bright orange beak.
“Pardon me – mine you mean!” croaked the frog, his eyes
nearly starting out of his head with rage.
“My dear friends, you are both making a mistake,” said
the hedgehog bristling all over. “I smelled this worm first, long before either
of you did.”
“Ah, but I saw him!” cried the frog.
“I spied him from the topmost branch of that tree,”
said the blackbird angrily. “He was wriggling along fast, trying to find his
hole. I flew down at once. He is my breakfast, so go away and leave him to me.”
“I am going to make my breakfast of him,” said the
frog, and he flicked out his long, sticky tongue. It was fastened to the front
of his mouth, instead of on his back, so he could flick it out quite a long
way. The worm was nearly lifted into the frog’s wide mouth. He would have
disappeared down the frog’s throat if the hedgehog hadn’t knocked him aside
with his nose.
“I shall eat him,” said the hedgehog, and he ran to the
worm with his sharp muzzle. But the blackbird pecked him so hard that he drew
back.
“Do you want to fight me?” he asked, all his prickles
standing straight up. “I can tell you, Blackbird, it is no joke to fight a
prickly hedgehog like me! No animal dares to do that!”
“Oh, fiddlesticks to you!” said the blackbird rudely. “I’m
not going to fight you. I’m going to eat my worm. If you try any tricks on me,
I can easily spread my wings and fly off.”
“And then I shall gobble up my worm,” said the hedgehog.
“You two fight and settle it,” said the frog hopefully.
“I’ll watch and tell you who wins.”
“Yes and eat the worm while we’re fighting,” said the
hedgehog scornfully. “We are not quite so stupid as that, thank you.”
“Look, here’s a mouse,” said the frog suddenly. “Let us
ask him to be our judge.”
So they called the tiny mouse, who came over most
politely and bowed to all three.
“Listen,” said the hedgehog. “We want you to settle
something for us. We each think we ought to have that worm. But we can’t decide
which of us shall eat it. You shall do the judging.”
“Well,” said the mouse politely, scratching his left
ear as he thought hard. “Well, it seems to me that it would be a good idea if
you all run a race for a worm. The blackbird mustn’t fly. He must hop. The frog
can hop, too, and the hedgehog can run.”
“What shall be the winning post?” said the blackbird.
“The worm’s hole is the winning post,” said the mouse. “Now
all of you go to the wall right over there and wait for me to say, one, two,
three, go!”
So they all went over to the wall. But when they got
there, the hedgehog called loudly to the mouse.
“Hi, Mouse! I can’t see the hole! Stick something in
it, so that I can see it.”
The mouse looked around for something, but he could see
nothing.
The worm spoke to the mouse.
“May I help you?” he said. “I could if you like, stick
myself in the hole and stand up straight with half of my body out of the hole,
so that I look like a winning post.”
“Good idea,” said the mouse.
So the worm slid into his hole, and stood halfway out
of it, very straight and stiff, for all the world to see, like a little winning
post.
“Can you see now?” shouted the mouse.
“Yes!” called back the others.
“Then, one, two, three, go!” shouted the mouse.
The frog leapt high. The blackbird hopped for all he
was worth. The hedgehog ran as if moved by clockwork. All of his four legs
working together. And they all arrived at the winning post, at exactly the same
moment!
“Who won, who won?” cried the frog.
“All of you”, said the mouse. “You, Blackbird, can have
the end of the worm. You Frog, can have the head”, “and you Hedgehog, the
middle”. Goodbye!”
He scurried off. The Blackbird, the hedgehog, and the
frog turned to the worm-hole. But the worm was gone. He no longer stuck out
stiff and straight. He had wriggled down to his little room and was coiled up
there, laughing to himself.
“Come up, worm!” shouted the frog in rage.
“I want the middle of you!” cried the hedgehog.
“And I want my share of you, too!” cried the blackbird.
“Well, I’m sorry,” called back the worm, “but I’m
afraid I want the whole of me. Now, go away. I’m sleepy.”
The three looked at one another.
“Why didn’t we share him between us when we had the
chance?” said the frog. “Well, well, never mind. We’ll do that next time we
catch him.”
But that worm is going to be very careful now – so I
don’t expect there will be any next time, do you?
Comprehension Check Up
Answer the following questions.
a. Do early
birds always catch worms?
b. What was
the worm doing outside his hole?
c. Who saw
him?
d. What did
the bird, the frog and hedgehog want to do with the worm?
e. Where did
the three start the race?
f. When did
they realize that the worm was gone?
g. Do you
agree with the way the mouse judged the race?
h. If you
were the worm, would you do the same thing he has done to save himself? Why?
2. Values Integration
We learned many things from the
characters of the story “A Quarrel in the Morning”. Can you name some traits of the characters? (greedy, selfish, unkind, helpful)
How
will you describe the characters in the story?
Possible
Answers:
The
worm had overeaten or had stayed out all night long.
The
bird, the frog and the hedgehog were selfish, unkind and unfriendly.
The
mouse was humble.
Exercise:
Check the sentences which show kindness or helpfulness.
1. Carlo has duties at home, which he
does faithfully because he doesn’t want his parents and sister to be
overworked.
2. When mom tells him to go to the
store, he goes right away.
3. Shiela shares whatever she has with
her brothers and friends.
4. She avoids spending unnecessarily.
5. The children give to their parents
whatever money or valuables they find lying around the house.
3. Analysis and Discussion
You were able to describe the
characters in the story because of things they did and said. What they did and said have causes and
effects.
1.
The worm was able to escape because
|
he is
wise.
|
|
2. Because
they needed somebody to judge them
in their race
|
the frog, blackbird, and the
hedgehog called the mouse.
|
|
3. They are
hungry
|
so they want to catch the worm for
their meal.
|
|
4. Everyone
became busy
|
so that nobody noticed the escape of the worm.
|
|
5. The frog
could eat anything smaller than its size
|
so the worm hid from it.
|
4. Generalization
*The words because,
so, as a result and so that
can help identify cause –and-effect relationships in sentences.
*A cause makes something happen while an effect is the result or outcome of any
action.
C.
Post Activity
1.
Application
The
following are suggested activities to further develop the concept of
the
lesson.
Option 1:
Underline
the cause and circle the effect in the sentence.
a. Planting
more trees can save us from floods.
b. Classes
were suspended because of the typhoon.
c. Doing
homework nowadays is easier because of Internet access.
d. The
children went to school early because they were excited about the program.
e. The party
started on time as the visitors arrived early.
f. She got
sick as a result of her playing in the rain yesterday.
Option 2:
Complete the sentence by writing on
the blank the missing effect. Choose your answer from the list in the box.
thanked him there are no classes
got wet helped me get up
we slept I slipped
1. Typhoon
signal # 2 has been announced that’s why______.
2. It rained
while we were walking so we______.
3. Because I
ran so fast_______.
4. A man saw
me fall and he_______.
5. He took me
home in his car, that is why I_______.
2.
Enrichment
Activities
(The following are
suggested activities to enrich the concept of the lesson.)
Read
each situation below. Choose the correct answer.
Option 1:
1. Mother had many plants. She watered
them every day and took good care of them. One day, she went to visit Grandmother.
She came home after two weeks. Her plants were dying. Can you tell why?
a. because they did not have enough
sunshine
b. because they did not have any water
c. because they were not given
fertilizer
2. Nina could not understand her
assignment in Mathematics. Lorna helped her solve one problem. Nina was able to
solve the other problems so that
a. Lorna was happy.
b. Nina was happy and thanked Lorna.
c. Lorna and Nina cried.
3. Ding was looking for his pen. He saw
his little sister playing with it. Ding took the pen from her so:
a. His sister cried.
b. His sister looked happy.
c. His sister went out to play.
Option 2:
Dyadic Activity:
Call six pairs of pupils and give
them the following sentences. At the signal of the teacher, have them find
their partners by identifying the corresponding cause-effect relationship.
After successfully finding their
partners, the pupils will read their sentences.
The teacher will write the sentences on the board.
1. The Math problems were difficult.
Rico was worried and unhappy.
2. He is not getting enough sleep.
Mario spends much time in watching
television.
3. She kept her mind on her homework.
The girl turned off her television.
4. Rico relaxed for a while and played with his
puppy.
He went back to his Math problems.
5. The sea waves were too rough.
The fisherman did not go out to the sea.
IV. Evaluation
Option 1:
Underline the cause, encircle the effect.
1.
Maria ate too much at the party last night that
is why she has an upset stomach.
2.
Mother was worried because Maria might get
dehydrated.
3.
The doctor gave her an injection to stop
the infection.
4.
Mother was so worried because of Maria’s
sickness.
5.
Maria realized that overeating can make her
sick so she promised not to do it again.
Option 2: Match
each cause with its most likely effect. Write only the letter of
your corresponding answer.
_____Bob
stuck a pin in the balloon. A. We could not see a thing.
_____Traci
spilled her milk. B.
The police officer wrote out a ticket.
_____My
mom drove too fast. C.
We heard a big pop.
_____The
electricity went out. D.
We were late for school.
_____The
alarm clock did not ring. E.
There was a puddle on the floor.
V. Assignment
Option 1:
Directions: Read each cause. Then
select its possible effect from the given statements. Rewrite the sentence using because, as
a result, and so that.
1. All day
long it rained heavily.
a. It stopped
raining in the evening.
b. Traffic
was tied up for hours.
c. The
children played happily in the flood.
2. Esperanza
ran across the street without watching for cars coming ahead.
a. Esperanza
was in a hurry to get home.
b. Esperanza
was nearly run over.
c. Esperanza
never crosses the street the way she did.
Option
2:
Write possible causes for the following
effects.
_________________________ so we left the circus early.
_________________________ so I bought a new one.
_________________________ so my mom picked it up.
_________________________ so we went to the mall.
_________________________ so I stayed in bed.
Write possible effects for the following
causes.
1.
My grandma was not feeling
well___________________________________.
2.
I did not do my
homework________________________________________.
3.
My brother got a yard
job________________________________________.
4.
My sister is too
little_____________________________________________.
5.
I do not like
broccoli_____________________________________________.
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