A. Content Standard The learner understands the principles and uses of a position paper.

The learner presents a convincing position paper based on properly cited factual
B. Performance Standard
evidence.

CS_EN11/12A-EAPP-IIa-d-1

Objective:

Defends a stand on an issue by presenting reasonable arguments supported by

C. Learning Competencies properly cited factual evidences.
/Objectives
Subtask:

Make a stand on an issue about climate change using cause and effects mode of
paragraph development as an argument.

II. CONTENT Writing the Position Paper

III. LEARNING RESOURCES

English for Academic and Professional Purposes TG, page 151

A. References https://www.youtube.com/watch?v=LGNaQ_DHF-s&t=3s
1. Teacher’s Guide Pages
2. Learner’s Materials https://www.youtube.com/watch?v=KTbhAp7kpPU
Pages
3. Textbook Pages https://www.youtube.com/watch?v=G4H1N_yXBiA
4. Additional Materials
from LR portal http://web.mit.edu/course/21/21.guide/pd-cxe.htm
5. Other Learning
http://writingrock.net/transition-words-to-use-in-a-cause-and-effect-essay.php
Resources
https://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw5_unit6.pdf

IV. Procedure
PRELIMINARIES (5 minutes)
(Review)

Through a recitation, review the definition of a Position Paper.

A. Reviewing previous lesson or

presenting the new lesson
(Present the new lesson)

Ask the students about what they have observed in the past summers? Have they
observed that it is getting hotter every year, and think of the causes of such
change?

(State the Objectives)

B. Establishing a purpose for the
lesson Explain to the students that today’s lesson is about illustrating arguments about a
stand or position by using cause and effect mode of paragraph development.

C. Presenting examples/ instances

ACTIVITY (10 minutes)
of the new lesson
(Indicator 1:
Applies knowledge of content within and across curriculum area.
Across the curriculum: The teacher will show a video concerning the environment in
which science will be applied during the analysis part. A short discussion about
Disaster Risk Reduction Program will also be tackled.
Within the curriculum: The students will create paragraphs that will support their
position or stand using cause and effect mode of paragraph development.)

Video-Analysis
The class will be grouped into 4. They will watch two video clips about the aftermath
caused by the super typhoon Yolanda to the province of Leyte.

Before watching the video, each group will be given a manila paper and a marker.
The group will list down cause and effect relationships that they have observed in
the video.

They will complete the table below: (same table for the 2nd video)

https://www.youtube.com/watch?v=LGNaQ_DHF-s&t=3s
https://www.youtube.com/watch?v=KTbhAp7kpPU

The class will be divided into 4 groups. Each group will be given manila papers and markers
and will complete the graphic organizer below. A representative from each group will report
their answer/
 They will be given 10 minutes to write their answer and present it to the class.

(Indicator 4:
Manages classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments.
The teacher will structure the learners in 4 groups. The learners will brainstorm
answers for the climate change cause and effect graphic organizer. In this way, the
learners will discover on their own the answers. )

ANALYSIS (10 minutes)

(Indicator 3:
Applies range of teaching strategies to develop critical and creative thinking,
as well as higher order thinking skills.
In the analysis part, the teacher will ask higher order thinking skills questions
which will develop critical and creative thinking among students.)

After the group activity, the teacher will ask the following processing questions:

1. What emotions did you feel while watching the video?

2. Can you relate to it?
3. What do you think could have been done to reduce the risks caused by a
super typhoon?
4. Do you think that climate change contributed to the existence of this strong
typhoons?
D. Discussing new concepts and 5. What’s the cause of climate change?
practicing new skills
From their answer about the cause of climate change, direct their attention to a
video about climate change. Ask the groups to take note of the causes and effects
of climate change.

(Indicator 2:
Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills. The teacher integrated a video presentation in which numeracy skills
will be tested because mathematics and chemistry is involved in the process of how
greenhouse effects is formed.)

https://www.youtube.com/watch?v=G4H1N_yXBiA
 ABSTRACTION (20 minutes)

DISCUSSION

Explain the causes and effects of climate change thru a PowerPoint presentation. Ask the
students about their point of view of some of the causes and effects of climate change.
Discuss to the students that from the cause and effect relationship that they have discovered
they can now create it into an argument or supporting detail when making a position paper.
Recall the Cause and Effect relationship.

The teacher will discuss to use cause and effect in paragraphs when you are tracking the
development of one situation or event out of another.

Cause and effect is an analytical mode of paragraph development that attempts to show how
events are influenced by or caused by others--the linkage of causation. In the following
paragraph the development follows the inductive pattern of reasoning from effects back to
causes.

Example:
Global climate change resulting from the accumulation of greenhouse gases, for example, is
likely to have significant health effects, both direct and indirect. An average global
temperature rise of 3-4°C, predicted for the year 2100 by the Intergovernmental Panel on
Climate Change, will greatly increase the number of days in the United States with
temperatures over 38°C (100°F), with a resulting sharp rise in heat-related mortality. Deaths
would occur primarily from heat strokes, heart attacks, and cerebral strokes. The very young,
poor, and elderly, as well as those with chronic cardiovascular and respiratory diseases, are
most at risk. During the two-week heat wave of July 1993 in the eastern United States, 84
people died in Philadelphia alone as a result of the higher temperatures.
E. Developing mastery
--E. Chivan, "The Ultimate Preventive Medicine," Technology Review

Ask the students the following questions:

1. What’s the main idea of the paragraph?

2. Explain the mode of paragraph development used in the paragraph.
3. Explain inductive reasoning and deductive reasoning.

Example No. 2

Question: What’s the best longer term choice that help the environment?

Answer:

Talking about long term choice, the best way to help the environment in a long term period
is to use energy efficient appliances. An example of energy efficient appliances is the energy
saver bulbs, booster water heaters, and solar water heaters. Many of these appliances can
operate under lower temperature and energy settings. For instance, if you will be using these
energy efficient appliances, you will be saving energy, therefore, this can improve cutting
down of the resources used in generating energy and use them further in other development
needs. Moreover, the use of energy efficient appliances minimizes the exploitation of natural
resources. These resources include natural gas, oil, coal, and water. Energy efficiency enhances
conservation of these sources as a way to achieve sustainable development.

Give example transitional word and phrases used in cause and effect paragraph.

G. Finding practical application of

concepts and skills in daily living (Indicator 6:

H. Making generalizations and
abstractions about the lesson
G. Evaluating learning
Use differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences.
The teacher will ask the learners experiences from the typhoon Yolanda.
Through this, they will appreciate in helping lessen man-made environmental
disasters.)
From the answers of the students in the graphic organizer, emphasize the effect of
climate change to humans. Ask students about the effects of super typhoon Yolanda
to them. Ask the students an important lesson that they have learned from the
destruction caused by Typhoon Yolanda. (One representative from each group will
recite.)
The goal of this lesson is for the students to realize that different cause and effect
of climate change. By learning the cause and effects of climate change, they will
appreciate in helping to lessen man-made activities that results to climate change.
Aside from this life-long learning, they will also learn how to support their stand or
position through a cause and effect mode of paragraph development giving their
stand a reasonable argument.
EVALUATION (15 minutes)
Explain to the students that we can all make a difference to climate change. Start
simply with the things you can change with your everyday environment.
Directions: Write a paragraph about what is the best practice to help lessen climate
change, as a student, and as a member of the community. Support your stand or
opinion using cause and effect mode of paragraph development.
Rubrics for scoring:
 ASSIGNMENT:

H. Additional Activities for Each group will launch a campaign supporting the Eco-friendly classroom campaign
learnings. of the SSC in school. They can come up with posters, brochures, flyers, digital
materials, projects, that will represent their support for the program.

Additional annotations:

Indicator No. 5: Manages learners behavior constructively by applying positive and non-violent
discipline to ensure learning focused environments will be applied all through-out the lesson. The
teacher will use constructive criticism if needed and will make sure that each student who will
participate in the activity will be given appreciation.

Indicator No. 7: Plans, manages and implements developmentally sequenced teaching learning
processes to meet curriculum requirements and varied teaching contexts is evident in the lesson
plan itself. From the activity to the evaluation, all the activities is connected with the previous
learning area and is connected to the next learning area.