This is a self-learning module (SLM) for English Grade 5, Quarter 1, Module 3, Lesson 2: Using Compound Sentences to Show a Problem-Solution Relationship. It was developed by DepEd Region VIII under the Alternative Delivery Mode (First Edition, 2020) so learners can study at home. It builds on the previous lesson on compound and complex sentences and cause and effect. It teaches learners to see a problem-solution relationship as a special kind of cause and effect, and to write their own compound sentences that show one.
What learners will learn
By the end of the module, learners should be able to:
- identify cause and effect and problem-solution relationships in sentences;
- match a cause clause with its effect clause, and a problem clause with its solution clause; and
- use compound sentences to show cause and effect and problem-solution relationships.
Key ideas: compound sentences, cause and effect
A compound sentence joins two independent clauses into one sentence. Each clause has a complete meaning and can stand on its own.
- Compound sentence: Nobody wanted to live with the bat, so the bat decided to live alone.
- Independent clause 1: Nobody wanted to live with the bat.
- Independent clause 2: The bat decided to live alone.
This sentence also shows cause and effect. A cause is something that makes another thing happen. An effect is the event that happens because of the cause. Here, the cause is that nobody wanted to live with the bat, and the effect is that the bat decided to live alone.
More examples from the module:
- The sky became dark, and it started to rain. (cause, then effect)
- It is dangerous to go out during a typhoon, for you can be hit by falling trees. (cause, then effect)
Key ideas: the problem-solution relationship
A problem and solution sentence names a concerning issue and a remedy for it. The module explains that this is a special type of cause and effect: the cause is a problem, and the effect is its solution.
- Children suffer skin rashes during summer, so they need to avoid the sun. The problem comes first, then the solution.
- We bought halo-halo, for it was hot during the day. Here the solution comes first, and the problem (a hot day) follows for.
The conjunction used most often for problem-solution sentences is so:
| Problem | Coordinating conjunction | Solution |
|---|---|---|
| Ellah is hungry, | so | she eats a lot. |
| My tooth really ached, | so | I went to the dentist for checkup. |
| I was soaking wet, | so | I changed my clothes immediately. |
Sometimes for and or are used instead:
- We left the party, for it was already getting late. (solution, then problem)
- You need to drink enough water, or you will end up dehydrated. (solution, then a possible problem)
What is inside the module
- What I Know (pretest): match five causes with their effects.
- What’s In: match five situations with their most likely solutions.
- What’s New: read the fable “The Cowardly Bat,” about a bat who claims to be a bird or a beast depending on who seems to be winning, and ends up with no friends. Six questions follow, including what the bat’s problem was and how he solved it.
- What Is It: the lesson discussion summarized above.
- What’s More: Activity 1 asks learners to underline the cause once and the effect twice in five sentences. Activity 2 uses the same sentences to fill in a problem, conjunction, and solution table.
- What I Have Learned: five true-or-false statements about the lesson.
- What I Can Do: write problem-solution sentences for real situations, such as hurting a friend’s feelings or classmates leaving the fans and lights on.
- Assessment: complete five sentences with a solution, such as “I have a fever, so …” and “It is going to rain, so …”
- Additional Activities: write a problem-solution sentence from the bat story and label its parts.
How to use this module
Learners: Start with the pretest, then work through each part in order. Write your answers on a separate sheet of paper or in your notebook, not on the module. Check your work with the answer key only after you finish, and be honest when you use it.
Parents and facilitators: Help your child read the bat story and talk about the questions together. For the open-ended tasks, encourage your child to write complete sentences with a clear problem, a conjunction, and a solution.
Teachers: The answer key covers the pretest, What’s In, both What’s More activities, What I Have Learned, and sample answers for What I Can Do. Answers to the Assessment and Additional Activities may vary, so check them for a correct problem-solution pattern.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 5 English, Quarter 1. It is Module 3, Lesson 2.
What is a problem-solution relationship in a sentence?
It is a special type of cause and effect in which the cause is a problem and the effect is its solution. An example is: Children suffer skin rashes during summer, so they need to avoid the sun.
Which conjunction is used most often to show problem and solution?
The module says so is used most often. The coordinating conjunctions for and or may also be used occasionally.
Does the module have an answer key?
Yes. It gives answers for the pretest, What’s In, What’s More, and What I Have Learned, plus sample answers for What I Can Do. Answers to the Assessment and Additional Activities may vary.
What story is used in this lesson?
The lesson uses the fable The Cowardly Bat. In it, a bat switches between the birds and the beasts during their war, ends up with no friends, and flies only at night.
Full text of the module
The text below is a transcription of the PDF above, as printed.
CO_Q1_English5_Module3_Lesson2
English
Quarter 1 – Module 3 Lesson 2: Using Compound Sentences to Show a Problem-Solution Relationship
5
[illustration: learners reading and studying outdoors and at home, a teacher at a desk, a student with a globe, and a student under a lamp]
CO_Q1_English5_Module3_Lesson2
English – Grade 5 Alternative Delivery Mode Quarter 1 – Module 3, Lesson 2: Using Compound Sentences to Show a Problem – Solution Relationship First Edition, 2020
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.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Development Team of the Module
Writers: Fedeline R. Pabello Editors: Cynthia M. Agner, Dean Ric M. Endriano, Maria Celeste L. Vincoy, and Rustum D. Geonzon Reviewers: Josefina F. Dacallos, Mark C. Geraldo, and Ronalene J. Anonuevo Layout Artist: Janssen Louel C. Dabuet and Gibson J. Gayda
Management Team: Ramir B. Uytico Arnulfo M. Balane Rosemarie M. Guino Joy B. Bihag Ryan R. Tiu Dean Ric M. Endriano Teodorico C. Peliño Jr. Carmela R. Tamayo Moises D. Labian Jr. Antonio F. Caveiro Josefina F. Dacallos Faustino M. Tobes Rustum D. Geonzon
Department of Education – Region VIII
Office Address: Government Center, Candahug, Palo, Leyte Telefax: 053 – 832-2997 E-mail Address: region8@deped.gov.ph
5
English
Quarter 1 – Module 3 Lesson 2: Using Compound Sentences to Show a Problem-Solution Relationship
[transcriber’s note: this page repeats the cover title and is not transcribed again]
Introductory Message
This Self-Learning Module (SLM) is prepared so that you can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. These will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher is also provided to our facilitators and parents for strategies and reminders on how they can best help you in home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests and read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Good luck and happy learning!
What I Need to Know
Hello and welcome to this module!
In the previous lesson, you learned about compound and complex sentences. You also learned about how to express cause and effect relationships using those types of sentences. Now, we will study another type of relationship called problem-solution relationship.
In this module you will learn to:
- identify cause and effect and problem-solution relationships in sentences;
- match a cause clause with its effect clause and a problem clause with its solution clause; and
- use compound sentences to show cause and effect and problem-solution relationships
What I Know
Directions: Read the sentences carefully, then match the given causes in the left column with the effects in the right column. In your paper, write only the letter that corresponds to your answer.
| Causes | Effects |
|---|---|
| _____1. Summer winds are strong, | a.) for they don’t go to school. |
| _____2. It is dangerous to go out during a typhoon, | b.) or you will fail the test. |
| _____3. The sky became dark, | c.) so children often fly a kite. |
| _____4. You need to study well, | d.) for you can be hit by falling trees. |
| _____5. Children suffer skin rashes during summer | e.) so they need to avoid the sun. |
| f.) and it started to rain. |
Lesson 2: Using Compound Sentences to Show a Problem-Solution Relationship
What’s In
Directions: Can you find the most probable solution to the events in Column I? In your notebook, write only the letter that corresponds to your chosen answer from Column II.
| Column I | Column II |
|---|---|
| _____1. I can’t go home yet, | a.) so I take the bus to school. |
| _____2. She might forget about it, | b.) for I need my travel pass. |
| _____3. It started to rain, | c.) and you need to drink milk. |
| _____4. It’s too bright during the day, | d.) so the kids ran back to the house. |
| _____5. The school is too far away from home, | e.) so the bats only go out at night. |
| f.) so you need to remind her. |
What’s New
Directions: Read the story and answer the questions that follow.
The Cowardly Bat
Long ago, the birds and the beasts had a quarrel. The birds gathered at the owl’s home in the forest. “Let us make war on the beasts,” said the owl. “Yes, let us make war,” replied the other birds. “You shall be our captain.” Then the owl led the way and they all followed. As they passed the tree where the bat was hanging, they said, “Come with us.” But the bat answered, “Don’t you see that I am a beast?” Then some beasts walking beneath the tree said to him, “Won’t you come with us?” The bat answered. “Don’t you see that I am a bird?” However, the bat followed the beasts for a short distance. Then he hung himself up in a tall tree and watched the battle. When he thought that the birds were sure to win, he flew to join them.
“I have come to help you,” he said. “We don’t want you,” said the birds. “You are a beast.” “Oh, no! I am a bird.” replied the bat. “Look at my wings.” Later when the beasts seemed to be gaining, he went to join them. “I have come to help you,” he said. “What shall I do?” “Go away,” said the beasts. “We don’t want your help. You are a bird.” “Oh no! I am not a bird,” replied the bat. “Look at my feet and my sharp teeth.” At last the birds and the beasts made a peace treaty. They will not fight anymore. The bat went to the birds and said, “I wish to be a friend with you.” But the birds cried out anger, “go away. You are not a bird.” He then went to the beasts. “Please let me be your friend,” he said. But the beast shouted at him; “Go away. You are not a beast.” “Ah,” said the bat. “I see that I must live alone. He that is neither bird nor beast has no friends.” Since that day, the bat has hidden in dark places. He flies only at night when both birds and beasts are sleeping.
Answer these questions:
- Where is the setting of the story?
- Who are the characters?
- What events took place in the story?
- What was the problem of the bat?
- How did he solve his problem?
- How did the story end?
What Is It
In the previous module, you learned that a compound sentence is a sentence having two independent clauses or parts that were combined to form a single sentence. If these parts are separated, they can stand on their own since they have a complete meaning.
(compound sentence) Nobody wanted to live with the bat, so the bat decided to live alone.
(independent clause) Nobody wanted to live with the bat.
(independent clause) The bat decided to live alone.
In the example above, the compound sentence also expresses a cause and effect relationship. A cause is something that allows another thing to happen while an effect is the event that happens because of the cause. Going back to the first sentence above, we can identify the following parts:
Cause (First Event): Nobody wanted to live with the bat.
Effect (Next Event): “The bat decided to live alone.”
We are told that the cause or the first event is that nobody wanted to live with the bat. The second event which resulted from this situation is that the bat eventually decided to live alone since nobody wanted to stay with him.
Let’s take a look at more compound sentences using the sentences you encountered earlier. Note that in each sentence, there is a cause and an effect.
The sky became dark, and it started to rain.
Cause Effect
It is dangerous to go out during a typhoon, for you can be hit by falling trees.
Cause Effect
[transcriber’s note: the underlined phrases are shown with <u> tags because Markdown has no underline; the labels Cause and Effect are printed beneath each sentence]
Now, let’s also consider these sentences:
Children suffer skin rashes during summer, so they need to avoid the sun. [transcriber’s note: “they need to avoid the sun” is underlined in the original]
Cause (Problem} Effect (Solution)
We bought halo-halo, for it was hot during the day.
Effect (Solution) Cause (Problem)
You will notice that the two sentences above are originally examples of compound sentences showing cause and effect relationship. However, they are a special type of a cause and effect relationship because the cause happens to be a problem and the effect also happens to be the solution. In other words, the compound sentences above are examples of a problem-solution relationship.
In order to avoid skin rashes during summer (cause), children need to avoid the sun (solution). Likewise, the problem about having a hot day was solved by having a halo-halo.
A problem and solution sentence is a sentence pattern where there is a concerning issue and a remedy to the said issue. Most often, the word used to form the compound sentence that shows a problem-solution relationship is the conjunction so.
Examples of Compound Sentences that Show Problem and Solution Relationships
| PROBLEM | COORDINATING CONJUNCTION | SOLUTION |
|---|---|---|
| Ellah is hungry, | so | she eats a lot. |
| My tooth really ached, | so | I went to the dentist for checkup. |
| I was soaking wet, | so | I changed my clothes immediately. |
Occasionally, however, the coordinating conjunctions for, and or may also be used.
We left the party, for it was already getting late.
Solution Problem
You need to drink enough water, or you will end up dehydrated.
Solution Possible Problem
What’s More
Activity 1
Directions: Copy the sentences in your notebook. Underline the cause once and the effect twice. [transcriber’s note: the words “cause” and “effect” in the directions are underlined in the original]
- We need to recycle, for we will soon be overwhelmed by garbage.
- Our grandparents have weaker bones, so they have to drink milk.
- My back is aching, so I need some rest.
- Nap always wakes up late, so he needs an alarm clock.
- Some classes will be done online, so we will need an internet access.
Activity 2
Directions: Using the same set of sentences above, complete the table in your notebook.
| PROBLEM | COORDINATING CONJUNCTION | SOLUTION |
|---|---|---|
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. |
What I Have Learned
Directions: Let’s check your understanding of the lesson by doing this activity. On the space provided before each number, write T if the statement is TRUE, and write F if it is FALSE.
_____ 1. A compound sentence can be used to show a cause and effect relationship. _____ 2. A compound sentence can be used to show a problem-solution relationship. _____ 3. The coordinating conjunction and is used in a compound sentence to show problem-solution relationships. _____ 4. The problem-solution relationship is a special type of a cause and effect relationship. _____ 5. A cause is the result of an event.
What I Can Do
Directions: In your notebook, write a compound sentence that shows a problem-solution relationship in response to each of the given situations.
Example:
Your cellphone broke into pieces when it fell to the ground. What is the solution?
Possible answers:
My cellphone is broken, so I will bring it to the repair shop.
My cellphone’s screen is broken, so I will replace it.
- You hurt the feelings of your best friend when you lost your temper. What will you do to solve the problem?
I hurt my friend’s feelings, so I _____________.
- You have been invited to a birthday party of your classmate. You do not want to go there empty-handed and you want to make your classmate happy. What do you plan to do? What will you bring?
I will attend a birthday party, so I _____________.
- You noticed that many of your classmates leave the classroom without turning off the fans and lights. What will you tell your classmates to remind them?
We need to _____________, so we _____________.
Assessment
Directions: Complete the compound sentence by adding a solution that answers the problem. Write your answers in your notebook.
I will stay at my friend’s house tonight, so _____________.
Problem Solution
I will stay at my friend’s house tonight, so I will bring my clothes. [transcriber’s note: “I will bring my clothes.” is underlined in the original]
- I have a fever,
so _____________________________. - It is going to rain,
so _____________________________. - PAGASA says that the rain may cause severe flooding in our place,
so _____________________________. - I want to grow tall,
so _____________________________. - This pandemic is not over yet,
so _____________________________.
Additional Activities
Directions: Go back to the story about the cowardly bat. Write a problem-solution sentence taken from the events of the story. Label the parts of the sentence with the problem and the solution.
Example: The bat was afraid of fighting, so he refused to join the beasts.
Problem Solution
Answer Key
[transcriber’s note: this page is printed upside down; it is transcribed in reading order, with the sections in their upright order]
What I Know
- c
- d
- f
- b
- e
What’s In
- b
- f
- d
- e
- a
What’s More
Activity 1
- We need to recycle, for we will soon be overwhelmed by garbage.
- Our grandparents have weaker bones, so they have to drink milk.
- My back is aching, so I need some rest.
- Nap always wakes up late, so he needs an alarm clock.
- Some classes will be done online, so we will need an internet access.
Activity 2
| Problem | Conjunction | Solution |
|---|---|---|
| 1. we will soon be overwhelmed by garbage | for | We need to recycle |
| 2. Our grandparents have weaker bones | so | they have to drink milk |
| 3. My back is aching | so | I need some rest |
| 4. Nap always wakes up late | so | he needs an alarm clock |
| 5. Some classes will be done online | so | we will need an internet access |
[transcriber’s note: the header “Conjunction” is split across three short lines in the original (“Conj”, “uncti”, “on”); it is joined here]
[transcriber’s note: this page is printed upside down; it is transcribed in reading order]
What I Have Learned
- T
- T
- F
- T
- F
What I Can Do
Possible Answers:
- will apologize.
- will buy a gift/present.
- turn off the fans and lights, … can save energy.
Assessment
Answers may vary.
Additional Activities
Answers may vary.
References
Cause and Effect,” Accessed May 27, 2020, https://www.ereadingworksheets.com/text-structure/patterns-of-organization/cause-and-effect/
“Compound Sentences,” Accessed June 12, 2020, https://www.englishclub.com/grammar/sentence/compound-sentence.htm
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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