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ENGLISH
Guided Learning Activity Kit
Informational/Factual Texts
(Cause-Effect Rlatioship)
Quarter 2- Week 5

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English – Grade
Guided Learning Activity Kit
Informational/Factual Texts
Quarter 2- Week 5

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

GLAK Development Team

Writer: Charity S. Palele

Editors: Yvonne Salvador

Beverlyn C. Villanueva

Reviewers: Yvonne Salvador

Beverlyn C. Villanueva
Graphic Artist: Mary Gae A. Ebelte
Layout Artist: Sally D. Tumbado
Management Team: Leonardo D. Zapanta EdD, CESO V
Michelle Ablian-Mejica EdD
Manolito B. Basilio EdD
Gina R. Borje
Garry M. Achacoso
Rachelle C. Diviva

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: [email protected]
Website: www.depedzambales.gov.ph
 Informational/Actual Texts
(Cause-and-Effect)

Introduction

If an author or writer wants to discuss about how a town gets into flood and
landslides, he will show it in a cause and effect manner. Texts that have moral
lesson usually use cause and effect text - type structures. Paragraphs structured
as cause and effect explain reasons why something is happened or the effects of
something.

This Guided Learning Activity Kit will teach you to identify key structural
and language features of a text as cause and effect. Cause and effect are
important elements of a text that help your reader to follow a writer’s line of
thought.

Learning Competency

Identify the purpose, key structural and language features of

various types of informational/factual texts.

Objectives

At the end of this learning activity, you are expected to:

1. distinguish text types according to purpose and
language features (cause and effect).
2. use a chart or graphic organizer to show cause and
effect structure; and
3. write a three-stanza paragraph using cause and effect
structure.
 Review

Read the text below. Compare the two things in the story by identifying the
similarities and differences. Write your answer on the Venn Diagram below.

Bees and Ants

Bees and ants have many things in common. They both live and work in
large groups called colonies. They also both use pheromones to communicate.
Bees and ants have many differences. Ants live in nests or mounds.
However, bees live in beehives. All bees have wings, but not all ants have wings.
https://www.pinterest.ph/pin/481322897519775201
 Discussion

In the story, Hansel and Gretel, how did Hansel fool the witch in thinking
that he is way too thin to eat? Because the witch is blind, Hansel would always
stick a bone and the witch assumes that he is still thin. This an example of a
cause and effect structure text type. Cause: Hansel is clever in fooling the witch by
sticking a bone outside his cell. Effect: He was not eaten. Cause and effect text
type structure explains the reason and the result.
Source:www.slideplayer.com/slide/6983344

Cause talks about the reason, and it always answers the question:” Why
something is happened?” “While effect refers to the results of the cause. It
answers the question what happened?” Look at the following sentences below.

• The hotdogs were burnt because you cooked it too long.

• There is a storm coming, so classes are suspended.

From the sentences above, the causes are the underlined words. And the
phrases in bold letters are the effects.
Here is another example in a nursery rhyme.
 Little Miss Muffet
CAUSE – A spider sat
Little Miss Muffet sat on a down beside her.
Tuffet
EFFECT – It
Eating her curds and whey;
frightened Miss
Along came a spider, Who
Muffet away.
sat down beside her? And
frightened Miss Muffet
away.

Source: https://www.pinterest.ph/pin/481322897519775201

Signal words are used in a paragraph to show that it is organized in a cause

and effect structure. For cause, signal words such as because, if, since, as due to
are used. While for effect, signal words like finally, as a result of, so, therefore,
furthermore are used. Read the example of a text with cause and effect structure
below and note the signal words that used.

When people pollute rivers, they destroy the habitats of fish. This
reduces the number of fish that can reproduce. As a result, fewer fish are
born in fresh water, and the fish population declines.

What is the given cause from the text above? What are the effects of the
given cause? What signal word did the author use in the paragraph? Did you
understand the text clearly?

Cause and effect text structure can also be shown through graphic
organizer. Here is the example below.

EFFECT : The habitats of

fish are destroyed.

EFFECT: Fewer fish can

reproduce.
CAUSE: People
pollute rivers
EFFECT : Fewer fish are
born in fresh water.

EFFECT: The fish

population declines.
 Activities

Guided Practice 1

Directions: Determine the cause and effect in the following situations below.
Write your answers on your paper.

1. We do not have face to face learning this school year because of

Coronavirus.
CAUSE: ______________________________________________
EFFECT: _____________________________________________

2. Alyssa was exhausted, so she went to bed early.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

3. Becky’s plants withered because she forgot to water them.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

4. Amanda missed the bus and was late for school.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

5. I saw the boy crying, so I went to help him.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

6. Katie ate all of her breakfast because she was hungry.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

7. Pineda family was coming for dinner, so we helped clean the house.
CAUSE: ______________________________________________
EFFECT: _____________________________________________

8. Mommy baked me a cake, because it was my birthday.

CAUSE: ______________________________________________
EFFECT: _____________________________________________

9. We sold the car because we needed a bigger one.

 CAUSE: ______________________________________________
EFFECT: _____________________________________________

10. Yjay took Adobo to the veterinarian because it hurt its leg.
CAUSE: ______________________________________________ EFFECT:
_____________________________________________

Guided Practice 2

Directions: Match each cause on the left with an effect on the right. Write
the letter of the correct answer on your paper.

CAUSE EFFECT
_____1. Eurie’s dress was wrinkled. A. She lost her wallet.

_____ 2. Bien worked hard on his project. B. Her mother ironed it.

_____ 3. The sun came out. C. He went to the doctor.

_____ 4. Sophia is worried D. Belle took her umbrella

_____ 5. The room was messy. E. He had nothing to wear.

_____ 6. It was raining outside. F. He got a tooth ache.

_____ 7. Father is not feeling well. G. He got good grade.

_____ 8. All the clothes were dirty. H. The children clean it.

_____ 9. JC ate too much chocolates. I. Sue will be taking the bus to work.

_____10. Her car was in the shop. J. Christian John went out to play.

Independent Practice

Directions: Read the story, then fill in the chart of causes and effects. Write
the letter of the correct answer on your paper.
 LATE TO SCHOOL

Alisa woke for school at

what seemed like an unusually
late time. She glanced at the
clock to see 7:45 am. She
should have been up 45
minutes earlier and had missed
her bus. Hurrying back
upstairs, she slipped her slow
getting ready routine, in hopes
of catching a ride with her
neighbor. She did not want to
be late to school because there
were only nineteen days left, and she had a perfect attendance the entire year.
Hurrying back downstairs, she picked up the phone and dialed her neighbor’s
number. The phone rang, but there was no answer. She exited the door, stepping
out onto the front porch just in time to see the taillights of the neighbor’s familiar
red car drive off into the distance.

Sighing, she sank to the porch, unsure of what to do. After a little more
though, she hurried back inside, phoned her mom’s nearby office, explained the
situation, and then waited for her mom to return home. Less than happy, her mom
pulled up in the driveway five minutes later. Due to the time constraints, and her
own need to be back at work for an important meeting, Alisa’s mother, drove rather
fast, but they arrived safely at ABC Middle School, with just enough time left for Alisa
to make it homeroom without being tardy.
Source: https://teach-nology.com
CAUSE EFFECT
She misses her bus.

She skipped her slow getting

routine.
She saw her neighbor’s car drove off.

Alisa’s mother returned home

from work.
Alisa made it to homeroom without
being tardy.
BAKING
 I had been begging Mom for days to make some of her delicious chocolate chip
cookies. After much persuading, she finally agreed. She gathered all the ingredients
on the countertop and asked me to wash my hands so I could help. After following
her directions, I placed the doughy goodness in the oven. Just as Mom was about to
set the timer, the phone rang. Not wanting to answer it, I darted outside to make
sure that my dog had plenty of water. When I returned, the smell of the tasty snack
made my nose tingle. Noticing that my mom was still on the phone, I plopped down
on the couch to watch TV. Moments later, my attention returned to the cookies when
I smelled what I suspected was burnt disaster. After re-entering the kitchen, my
suspicions were confirmed: the cookies had overcooked, and the chocolate chip
morsels were not only the thing that had burned black – the cookies were not going
to be edible. Disgusted, I removed them from the oven and threw them into the
trashcan.
Source: https://teach-nology.com

CAUSE EFFECT
They gathered all the ingredients
and placed them on the countertop
The timer did not get set

The child’s nose tingled.

No one checked the time nor

watched the cookies
The cookies were inedible.
 Assessment

Directions: Read the paragraph below. Show the cause and effect
structure by using an organizer.

Many situations can cause a friendship to end. One of those situations

happens when a friend moves away and makes new friends, as a result, his or her
old friends are often forgotten. Furthermore, busy schedule can cause friendships
to end. Sometimes, friendship end because of lack of communication.

Friends may come and go in in everyone’s lives, but no matter how

long they are in them, friends leave a lasting impression.

Reflection

Directions: Write a paragraph that show cause and effect structure type of
text.
_____________________________________________

__________________________________________________________________________
_
_________________________________________________________________________________
____________________________________________________________

References

Angeles, Evelyn, Agnes Galapon, and Carmelita Relente. 2016. Joy in

Learning English 6 Textbook

https://www.pinterest.ph/pin/481322897519775201
https://teach-nology.com
www.slideshare.net/mobile/ewaszolek/cause-andeffectpowerpoint
www.slideplayer.com/slide/6983344
|Page
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

 For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: [email protected]
Website: www.depedzambales.gov. ph