Lesson Plans for Multigrade Classes

Grades 3 & 4

Learning Area: ENGLISH QUARTER TWO WEEK: THREE

Grade Level Grade 3 Grade 4
Oral Language Oral Language
Demontrates understanding of speech Demonstrates an understanding of verbal cues for clear
cues for clear expression of ideas expression of ideas
Demonstrates understanding of processes
Demonstrates an ubdersatanding of verbal and
and information in text for articualtion of
ideas nonverbal cues for effective oral presentation
Demonstrates an understanding of information derived
from multimedia sources for clear and creative
presentation
Fluency Fluency
Demonstrates understanding of Demonstrates an understanding taht English is stress-
punctuation marks, rhythm, pacing, timed language to achieve accuracy and automacity
intonation and vocal patterns as guide for
fluent reading and speaking
Listening Comprehension Listening Comprehension
Demonstrates understanding of different Demonstrates an understanding of the elements of
listening strategies to comprehend texts literary and informational texts for comprehension
Demonstrates understanding of text types to construct
feedbacks
Phonics and Word Recognition
Demonstartes understanding of processes
in sight word recognition or phonic
analysis to raed and undersatnd words
Demonstrates understanding of familiar
sight and irregularly spelled words for
automatic recognition

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Spelling
Demonstartes understanding of letter
sequence in words to get meaning
Vocabulary Vocabulary
Demonstrates understanding of English Demonstrates an understanding that word meaning can
vocabulary used in both oral and written be derived from different sources
language in a given context
Demonstrates an understanding that words are
composed of different parts and their meaning changes
dependiong on context
Reading Comprehension Reading Comprehension
Demonstrates understanding of teh Demonstartes an understanding of various linguistics
elements of literary and expository texts nodes to comprehend various texts
for creative interpretation
Demonstrates an understanding of text elements to
Demonstrates understanding of paragraph
development to identify text types comprehend various texts
Demonstrates an understanding of writing styles to
comprehend the author’s message
Demonstrates an understanding taht reading in a wide
range of texts provides pleasure and an avenue for
self-expression and personal development
Writing and Composition Writing and Composition
Demonstrates understanding of sentences Demonstrates an understanding of wrirting as a
and paragraphs in expressing ideas process
Demonstrates an understanding of teh importance of
using varied sources of information to support writing

Grammar Grammar
Demonstrates understanding of Demonstartes a command of the conventions of

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 grammatical structures of English to be standard English grammar and usage when writing or
able to communicate effectively in oral speaking
and written forms Demonstrates an understanding of English grammar
and usage in speaking or writing
Attitude Attitude
Demonstrates understanding of narrative Demonstrates an understanding of nonverbal cues to
and informational texts for apprecaition of communicate with others
literacy-related activities/tasks
Demonstrates an understanding of verbal and
nonverbal elements of communication to respond back
Study Strategies Study Strategies
Demonstrates ubderstanding of useful Demonstrates an understanding of literary skills to
strategies for purposeful literacy learning research on a variety of topics

Performance Standard Oral Language Oral Language

The learner… Uses speaking skills and strategies Actively creates and participates in oral theme-based
appropriately to communicate ideas in activities
varied theme-based tasks Efficiently delivers oral presentations
Creatively presents information in varied Creatively presents information using broadcast media
ways
Fluency Fluency
Fluently expresses ideas in various Reads aloud texts with accuracy, automaticity, and
speaking tasks prosody
Accurately and fluently reads aloud
literary and informational texts
Listening Comprehension Listening Comprehension

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Uses information from texts viewed or Recalls details, sequence of events, and shares ideas on
listened to in preparing logs and journals texts listened to
Identifies story perspective and text elements
Phonics and Word Recognition
Uses word recognition techniques to read
and understand words that contain
complex letter combinations, affixes and
contractions through theme-based
activities
Uses familiar sight and irregularly-
spelled words in meaningful oral and
written tasks
Spelling
Hears and records sounds in words
Vocabulary Vocabulary
Proficiently uses English vocabulary in Uses different resources to find word meaning
varied and creative oral and written Uses strategies to decode the meaning of words
activities Uses strategies to decode the meaning of words in
context
Reading Comprehension Reading Comprehension
Uses information derived from texts in Uses linguistic cues to appropriately construct
presenting varied oral and written meaning from a variety of texts for a variety of
activities purposes
Identifies correctly how paragraphs/texts Uses knowledge of text types to correctly distinguish
are developed literary from informational texts
Uses diction (choice of words) to accurately analyze
text elements
Uses literal information from texts to apply infer and
predict outcomes

Writing and Composition Writing and Composition

Composes three-to-five sentence Uses a variety of strategies to write informational and

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 paragraph literary compositions
Uses varied sources of information to support writing
Grammar Grammar
Shows proficiency in constructing Speaks and writes using good command of
grammatically correct sentences in varied conventions of standard English
theme-based oral and written activities Uses the classes of words apply in oral and written
discourse
Attitude Attitude
Makes personal journals, diaries, Applies knowledge of nonverbal skills to show respect
portfolios and logs, etc. As expression of when communicating with others
enthusiasm in reading books both for Uses paralanguage and nonverbal cues to respond
pleasure and learning appropriately
Study Strategies Study Strategies
Uses strategies independently in Uses library skills to gather appropriate and relevant
accomplishing literacy-related tasks information
Competencies Ask simple questions Listen and answer questions about a story
EN3OLIIa-b1.17.2 read/listened to
EN4OL-IIc-12
Follow one-to-three step directions Note the elements
EN3SS-IIc-3.6 of the literary text listened to
EN4LC-IIc-19
Listen to a variety of literary and Identify meanings of unfamiliar words through
expository texts structural analysis (words and affixes)
Identify cause and Effect EN4V-IIc-32
EN3LCIIa-j-2.16
Show how spoken words are represented Read with automaticity grade-level and frequently
by written letters that are arranged in a occurring content-area words
specific order EN4F-IIc-4
EN3PAIIa-d-2

Read phrases, sentences and short stories Identify the theme of the
consisting of words with initial consonant literary text reads

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 blends EN4RC-IIc-28
EN3PWR-IIc-24
Read with accuracy, speed and proper Show enthusiasm for participating in read-along
phrasing sentences and stories with words activities (choral reading and readers’ heather) EN4A-
consisting of initial and final ch and sh IIc
and other words previously studied
EN3F-IIg-h-4.4
Read with accuracy, speed and proper Identify and use s form of verbs
phrasing sentences and stories with words EN4G-IIc-3
consisting of initial and final ch and sh
and other words previously studied
EN3F-IIg-h-4.4.
Identify and use action words in simple
sentences
EN3G-IIc-d-3.4
Day 1
Learning Objectives To ask simple questions To listen and answer questions about a story
read/listened to
To follow one-to-three step directions To note the elements of the literary text listened to
To listen to a variety of literary and To identify meanings of unfamiliar words through
expository texts structural analysis (words and affixes)
To identify cause and effect
Subject Matter Asking simple questions. Listening and answering questions about a story
read/listened to.
Following one to three step directions Noting the elements of the literacy text listened to
Listening to a variety of literacy Identifying meaning of unfamiliar words through
frequently occurring expository texts structural analysis (words and affixes)
Identifying cause and effect
Participate in generating ideas through
writing activities:

References TM, TG, BOW

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Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the Friendship Group
methodology and assessment activities. introduction), where you may address all grade Other (specify)
Level as group.
Direct Teaching Mixed Ability Groups Combination of Structures

Grade Groups
Teaching, Learning and Assessment Activities
T
Sing the song Fly Fly Fly the butterfly with action.
(The teacher gives the instruction and the pupils follow)
Unlocking of difficult words.
Origami - Paper folding is a popular Japanese art work. It is called “origami”.
Crease – (Show how to crease a paper)
-a line or mark made by folding, pressing or crushing something.
(Using the construction paper show the class how to fold and unfold the paper.)

Display samples of paper folded. Art work, butterflies, fans, etc....

Ask: What objects do you see? What are they made of?
Ask: Have you done paper folding? What object did you make?
Say: Give directions in making a paper butterfly while showing to the pupils how to make it.

Say: Listen carefully I will read a story titled “Buddy and the Cat”
(See: Appendix 1for the story )

Strategy: Brainstorming
Grade III: Ask simple question based on the story (picking fruit)
Questions: (The Grade III asks questions and the Grade IV answers.)
1. Where did the story happen?
2. When did the story happen?

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 3. Who are the characters of the story?

G T
Given the directions, make a butterfly Discuss the story “Buddy and the Cat” and answer the
origami comprehension questions.
1.-Start with a square piece of paper. Discuss the elements of the story.
Divide the paper into thirds and make two The title is The Buddy and the Cat”
folds. Crease well and unfold. The Characters of the Story are:
2. -Make three diagonal folds, crease well Buddy which is a bad cockroach.
and unfold Cat which is a brave.
3. Once you’ve made the five folds, The Setting tells WHEN and WHERE the story
starting from the bottom, fold paper over happened
on the diagonal crease. Finish folding When – inside the house
over the third diagonal crease. Now you Where – one morning
have a paper butterfly. The plot which tells about events in the story. The
beginning, the middle and the ending
T G
Let the pupils read the sentences and Group pupil into three
identify the cause and effect. Identify the elements of the story
(See appendix 2 for the story)
Say: The cause brings out an event Group I
called its result. The result is also Identify the Title and setting of the story
called an effect. Title_______________________________
Setting
The cause answers the questions: Where __________________
Why? When____________________
What cause it?
What was the reason? Group 2:
The cause is the reason and the Identify the character of the story and describe each
effect is the result of the event. one.
Group 3
Say: The cause brings out an event Identify the plot of the story

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 called its result. The result is also Beginning____________
called an effect. Middle________________
Ending________________
The cause answers the questions:
Why?
What cause it?
What was the reason?
The cause is the reason and the
effect is the result of the event.
Give examples:
G T
(See appendix 5 for the Activity) Processing their group output
Group 1
Match the cause and effect in the box Say; The element of the story are setting, character,
plot
Group 2 Setting-talks about the place and the time that the
Combine the pairs of sentences to show a event in the story happened.
cause-effect relationship. Use the Character- are the people or animals in the story.
connections so that, in order to or Plot-is made-up of the events that happened in the
because. story. It consist of the beginning, the middle, the
ending.
The Cause is the reason and the Effect is Element of the story
the result of the event
Title_______________________________
Setting_____________________________
Character___________________________

Plot
Beginning;__________________________
Middle______________________________

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 Ending______________________________
Remarks
Reflection
Day 2 Grade 3 Grade 4
Lesson Objectives To show how spoken words are To read with automaticity grade-level and frequently
represented by written letters that are occurring content-area words
arranged in a specific order
To read phrases, sentences and short To identify the theme of the literary text read
stories consisting of words with initial
consonant blends
To read with accuracy, speed and proper To show enthusiasm for participating in read- along
phrasing sentences and stories with words activities (choral reading and readers).
consisting of initial and final ch and sh
and other words previously studied
Subject Matter Showing how spoken words are Reading with aotomatically grade level and frequently
represented by written letters that are occuring co
arranged in a specific order
Reading phrases. Sentences and short Identifying the theme of the literacy text read.
stories consisting of words. With initial
consonant blends.
Reading with accuracy, speed and proper Showing enthusiasm for participating in reading along
phrasing sentences and stories with words activities(choral reading and readers
consisting of initial and final ch. and sh
and other words previously studied

Teaching, Learning and Assessment Activities

T
Drill words with ch and sh
- Church - shells

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 Cheese -should
Cherries -shall
Say: Here are some words we will be meeting in the story (journey, decided, seashore)
Journey -an act of travelling from one place to another
Ex. She was the first woman to journey into space.
Decided- clear and definite; easy to notice
Ex. The team has a decided advantage in the competition
Seashore - land adjacent to the sea.
Say: Today we are going to read the story “Mouse at the Seashore” Listen Carefully. Be ready to
answer the comprehension questions using Hot potato game
then answer the following question
(see Appendix 3 for the story)
1. Who was going to a trip to the seashore?
2. What did his parent say?
3. Did he still push through with his plan? What did he say to his parents?
4. What happened to him on his jouerney to the seashore? What happened in the first day of
dawn? What happen in the afternoon?
When and how did he reach the ocean he has been dreaming?
5. Who was going to a trip to the seashore?

G T
Group the pupils into two to three Answer the following question
1. What kind of mouse is he? If you were the
Group 1: mouse, would you take some action as he did?
List all the word with ch and sh from the 2. What have you learned from the story” The
story. Mouse at the seashore?
Group 2: Read the phrase and underline 3. Do you have dream/an ambition in life? What
the word s with ch and sh properly. is it?
A wide shore 4. What will you do to achieve your dream or
Change for the better ambition?
Studious children 5. If you meet some challenges along your way,
A choir of angle will you give up? Why? Why not?

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 A parachute ride 6. What is the theme of the story
Wish for the best
A good shepherd Theme is- the main subject that is being discussed or
A hectic schedule described in a piece of writing, a movie, etc.
An old church -a particular subject or issue that is discussed often or
A beautiful school repeatedly.
Group 3:
Read the sentences and underline the
word with sh and ch properly.
I was fascinated by the wide white
shoreline I’ve seen in Boracay island
1. There is also an old church located
in the place.
2. I have to watch a parachute ride by
a group of experts.
3. Clarita look photographs of school
children inside their beautiful
school.
4. We had a hectic schedule on that
day yet it was fun and enjoyable.

T G
Read the phrase and sentences Group the pupils into three. Assign clearly the task for
Phrases a group. The group will present their output.
counted sheep (See; Appendix 6 for the Rubrics)
An old church
A wide shore Group 1:
Change for the better Identify the theme of the story through drawing.
Studious children
A choir of angle Group 2:
A parachute ride Act out the theme of the story.
Wish for the best
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 A good shepherd Group 3
Create a chant about the theme of the story
Sentences
1. I was fascinated by the wide white
shoreline I’ve seen in Boracay
Island.
2. There is also an old church located
in the place.
3. I have to watch a parachute ride by
a group of experts.
4. Charita look photographs of
school children inside their
beautiful school.

I T
Write words with initial ch and sh Processing the group output

Initial ch Initial sh

Closure  Phrase- a group of two or more Theme is- the main subject that is being discussed or
words that express a single idea described in a piece of writing, a movie, etc.
but do not usually form complete -a particular subject or issue that is discussed often or
sentences repeatedly.
Sentence- a group of words that expresses
a statement, question, command or wish.
Day 3 Grade 3 Grade 4
Objectives To identify and use action words in To identify and use s form of verbs.
simple sentences.

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Subject Matter Identifying and using action words in Identifying and using s form of verbs
simple sentences
T
Teacher read the poem then the pupils and answer the questions
.
JEAN

Eat, eat, eat Heat, heat, heat

Jean eats meat Jean goes to the heat

Beach, beach, beach Seat, seat, seat

Jean goes to the beach Jean reads on a clean seat.

Discuss the sentences to present action words and identify the action words/verbs
1. Jean eats meat.
2. Jean goes to the beach.
3. Jean reads on a clean seat.

Say: Verbs are action words.

We use the s form of the verb with singular subject.
Verbs denote action

G T
Group 1 Discuss the use of s form of the verbs.
Identifying action words in the sentences We use s form of the verbs when action is
1. Marsan and Joemyr arrange the chair. - Currently done- on going
2. They help one another in cleaning the - habitually done
classroom - regularly done.
3. They also weed their vegetable
garden Actions currently done
4. They form their line straight in front 1. Ana writes e letter on her notebook
of flagpole. 2. The children write a paragraph about their

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 families.
Group 2
Identifying action words in the paragraph Action habitually done
(see Appendix 4 for the paragraph) 1. Marco usually plays basketball every Saturday
2. The boys play basketball every Saturday

Action Regularly done

1. The girl takes a bath everyday
2. We take a bath every morning

T G
Processing the group output for mastery. Group 1:
Underline the correct verb in each sentence.
1. Tina (eat, eats) his breakfast at exactly six o’clock in
the morning.
2. Melchor drink, drinks) a glass of milk every day
3. Ezekiel (ride, rides) his new bicycle in the school.
4. His friends Yname and Jessa (clean, cleans) the
classroom after classes.

Group 2:
Use the following verbs in a sentence

Writes cleans
Dance drink
Jumps clap
Walks rides

I T

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 Read the sentences and Identify the action Processing the group output for mastery.
words
1. Myrna cleans her feet before going to
bed.
2. Belen eats her breakfast with her
family.
3. Daniel wakes up early in the morning.
4. She walks together with her friend
Joemyr to school.
5. They share their snacks with each
other.
Verbs are action words
We use the s form of the verb with singular subjects.
Remarks
Reflection

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