Lesson Plans for Multigrade Classes

Grades 3 and 4

Subject: ENGLISH Quarter : TWO Week: FOUR

Grade Level Grade 3 Grade 4
Content Standard Oral Language Listening Comprehension
The learner... Demonstrates understanding of processes and information in text Demonstrates an understanding of the elements of literary and
for articulation of ideas informational texts for comprehension
Study Strategy Oral Language
Demonstrates understanding of useful strategies for purposeful Demonstrates an understanding of verbal cues for clear
literacy learning expression of ideas
Listening Comprehension Fluency
Demonstrates understanding of different listening strategies to Demonstrates an understanding that English is stress-timed
comprehend texts language to achieve accuracy and automaticity
Writing Comprehension Reading Comprehension
Demonstrates understanding of sentences and paragraphs in Demonstrates an understanding that words are composed of
expressing ideas different parts and their meaning changes depending on context
Phonological Awareness Vocabulary Development
Demonstrates understanding of familiar sight and irregularly Demonstrates a command of the conventions of standard English
spelled words for automatic recognition grammar and usage when writing or speaking
Phonics and Word Recognition Study Strategy
Demonstrates understanding of processes in sight word Demonstrates an understanding of library skills to research on a
recognition or phonic analysis to read and understand words variety of topics
Fluency Grammar
Demonstrates understanding of punctuation marks, rhythm, Demonstrates a command of the conventions of standard English
pacing, intonation and vocal patterns as guide for fluent reading grammar and usage when writing or speaking
and speaking
Study Strategy
Demonstrates understanding of English vocabulary used in both
oral and written language in a given context
Attitude
Demonstrates understanding of the elements of literary and
expository texts for creative interpretation
Vocabulary Development
Demonstrates understanding of grammatical structures of English
to be able to communicate effectively in oral and written forms

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Grade Level Grade 3 Grade 4
Performance Standard Oral Language Listening Comprehension
Creatively presents information in varied ways Recalls details, sequence of events, and shares ideas on texts
listened to
Study Strategy Oral Language
Uses strategies independently in accomplishing literacy-related Actively creates and participates in oral theme-based activities
tasks
Listening Comprehension Fluency
Uses information from texts viewed or listened to in preparing Reads aloud text with accuracy, automaticity, and prosody
logs and journals
Writing Comprehension Reading Comprehension
Composes three-to-five sentence paragraph Uses strategies to decode the meaning of words
Phonological Awareness Vocabulary Development
Uses familiar sight and irregularly -spelled words in meaningful Speaks and writes using good command of the conventions of
oral and written tasks standard
Phonics and Word Recognition Study Strategy
Uses word recognition techniques to read and understand words Uses library skills to gather appropriate and relevant information
that contain complex letter combinations, affixes and contractions
through theme-based activities
Fluency Grammar
Fluently expresses ideas in various speaking tasks Speaks and writes using good command of the conventions of
Accurately and fluently reads aloud literary and informational standard
texts
Study Strategy
Proficiency uses English vocabulary in varied and creative oral
and written activities
Attitude
Uses information derived from texts in presenting varied oral and
written activities
Vocabulary Development
Demonstrates understanding of grammatical structures of English
to be able to communicate effectively in oral and written forms
Competencies Give one-to-three step directions Distinguish fact from opinion in a narrative
EN3OLIId-e1.17.1 EN4LC-IIi-23
Follow one to-three step Directions EN4OL-IIe-1.1
EN3SS-IIc-3.6 Relate story events to one’s experience
Listen to a variety of literary and expository texts and retell some Read words, phrases, poems, and stories with accuracy and

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Grade Level Grade 3 Grade 4
parts of the story appropriate expression
EN3LCIIa-j-2.6 EN4F-IId-15
Write at least three sentences from various familiar sources Distinguish fact from opinion in a narrative
EN3WCIId-h-3 EN4RC-IIi-36

Show how spoken words are represented by written letters that Identify meanings of unfamiliar words through structural analysis
are arranged in a specific order (words and affixes)
EN3PAIIa-d-2 EN4V-IIc-32
Read words with final blends (-st, -lt, -nd, -nt, -ft) preceded by Classify related words, ideas, and concepts according to certain
short e, a, i, o and u words (belt, sand, raft) characteristics and similarities
EN3PWRIId-e-1.1 EN4SS-IIa-7

Read with accuracy, speed and proper Use correct time expressions to tell an action in the present
phrasing sentences and stories consisting of words with ending EN4G-IIf-10
consonant blends and other words previously studied
EN3F-IIde-4.4.1
Spell words with ending consonant blends
EN3S-IIde-4.1
Revisit favorite books, songs, rhymes
EN3A-IIc-2
Derive meaning from repetitive language structures review
EN3V-IIc-6
Make simple predictions
EN3RCIIa-b-2.8
Identify meanings of unfamiliar words through structural analysis
(words and affixes)
EN4V-IIc-32
Classify related words, ideas, and concepts according to certain
characteristics and similarities
EN4SS-IIa-7
Form and use the past tense of frequently occurring regular verbs
(walk – walked, etc.)
EN3G-IId-f-3.2
Day 1
Lesson Objectives To give one-to-three step directions To distinguish fact from opinion in a narrative
To follow one to-three step directions To relate story events to one’s experience

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Grade Level Grade 3 Grade 4
To listen to a variety of literary and expository texts and retell To read words, phrases, poems, and stories with accuracy and
some parts of the story appropriate expression
To write at least three sentences from various familiar sources
To show how spoken words are represented by written letters that
are arranged in a specific order
Subject Matter Giving one- to- three step directions Distinguishing fact from opinion in a narrative
Following one-to-three step directions Relating story events to one’s experience
Listening to a variety of literary and expository texts and retell Reading words, phrases, poems, and stories with accuracy and
some parts of the story. appropriate expression
Writing at least three sentences from various familiar sources Distinguishing fact from opinion in a narrative
Showing how spoken words are represented by written letters
that are arranged in a specific order
Learning Materials TM, TG, LM, BOW
Procedure Grouping Structures (tick boxes):
Use these letter icons to show  Whole Class
methodology and assessment Describe the parts of the lesson (for example the  Ability Groups
activities. introduction), where you may address all grade  Friendship Groups
T Direct Teaching levels as one group.  Other (specify)
 Mixed Ability Groups  Combination of Structures
G Group Activity
 Grade Groups
I Independent Learning Teaching, Learning and Assessment Activities
A Assessment T
Say: I have here some words with their corresponding meanings from the story that I am going to read to you.
- reach- able to touch
- dropped- fell
- pebbles- small stones
- pitcher- container

Say: Let us see how these words are represented by written letters that are arranged in a specific order.
r e a c h
d r o p p e d
p e b b l e s

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Grade Level Grade 3 Grade 4
p i t c h e r

Say: Let us spell the words so we can see how written letters are arranged in a specific order.
Ask: Do you want to listen to a story?
What will you do so that you can understand the story well?
(Pupils give standards for listening)
Listen to the story entitled “ The Crow and the Pitcher”, (Appendix 1 for the story)

Ask:
Where did he find the water?
Could he drink right away? Why not?
What do you think the crow feel when he could not drink?
Are there some steps he did to be able to drink water? What are those steps?
If you were the crow, would you do the same? Why?

G T
Activity: Have you ever experienced the way the crow had
1. Group pupils into 3. Choose your leader. experienced? Retell your experiences to class.
2. Recall the best part of the story “The Crow and
the Pitcher”. (Appendix 2 for the rubrics)
3. Retell some parts of the story using strategies
and groupings: Which among the sentences from the story tells fact
and Opinion?
Group 1- Poster
Fact is something that is true and supported by
evidence.
Group 2- Role Playing
Opinion is only a belief. It is only an expression of a
person’s feelings. Clue words like “think”, “believe”,
Group 3- Song “feel”, “probably”, or seems signal an opinion.

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Grade Level Grade 3 Grade 4
Example of Fact:
Mother is very happy because her children are
very industrious.

Example of Opinion:
I think she is the most active in their class.

Say:
Can you give other examples of Fact and Opinion?
T G
Say: Say:
Let us see how well have you done with your work.
I am going to group you into 3. Select your own
Let them listen as reporting is done by each group.
leader.
Group I will be called APITONG, group II will be
named NARRA and group III will be GMELINA.
Say:
Let us again look at your outputs.
Follow the instructions carefully.
- Based from the work of group 1, they were APITONG GROUP
able to retell correctly the best part of the story Give a Fact and an Opinion from the story you have
through a poster. heard.
- In group 2, they were also able to act out the NARRA GROUP
part of the story well. Act a pantomime that tells an opinion

- And in group 3, they successfully made a song GMELINA GROUP

through the Draw a scene from the story that tells fact and an
opinion.
(see Appendix 3, for the rubrics)
(see Appendix 3, for the rubrics)
Say:
What did the crow do so he can drink water?

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Grade Level Grade 3 Grade 4
In our day to day living, there are steps to follow in order for us Say:
to be of the right track. Let us again look at your outputs.
Get a piece of paper and follow the directions carefully.

1. Make a circle. Put two small circles inside the circle. - Based from the work of group 1, they were
Draw a small triangle below the small circles. able to give Fact and Opinion from the story
they heard.
2. Get a piece of paper. Cut the paper into 4 then form
them into petals of a flower.
- In group 2, they were able to act a pantomime
that tells opinion.

- And in group 3, they successfully draw a scene

from the story they heard.
I I
Sequence the events to follow in cooking rice by numbering the Write F on the blank if the sentence tells fact and O if
blank from 1-4.
Opinion.
_____Put the pot on the stove. _____1. I think she is the most experienced doctor in
the hospital.
_____Wash the pot and put rice in it. _____2. Mother cooks our food everyday.
_____3. Like people, animals have homes too.
_____Turn off the stove when the rice is already
cooked.
_____4. Clouds are formed as part of the process
called the water ccle.
_____Wash the rice and measure the amount of _____5. I believe Manila is the most beautiful place
water. in the Philippines.

What lessons can you derive from the story? What is a Fact?
How do you follow direction or procedure? What is an Opinion?

Remarks

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Grade Level Grade 3 Grade 4
Reflection

Day 2
Lesson Objectives To read words with final blends (-st, -lt, -nd, -nt, -ft) preceded by To identify meanings of unfamiliar words through structural
short e, a, i, o and u words (belt, sand, raft) analysis (words and affixes)
To read with accuracy, speed and proper To classify related words, ideas, and concepts according to certain
phrasing sentences and stories consisting of words with ending characteristics and similarities
consonant blends and other words previously studied
To spell words with ending consonant blends To distinguish fact from opinion in a narrative
To revisit books, songs, rhymes

To derive meaning from repetitive language structures review

To make simple predictions
To identify meanings of unfamiliar words through structural
analysis (words and affixes)

Subject Matter Reading words with final blends (-st, -lt, -nd, -nt, -ft) preceded by Identifying meanings of unfamiliar words through structural
short e, a, i, o and u words (belt, sand, raft) analysis (words and affixes)
Reading with accuracy, speed and proper phrasing sentences and Classifying related words, ideas, and concepts according to
stories consisting of words with ending consonant blends and certain characteristics and similarities
other words previously studied
Spelling words with ending consonant blends Distinguishing fact from opinion in a narrative
Revisiting favorite books, songs, rhymes
Deriving meaning from repetitive language structures review
Making simple predictions
Identifying meanings of unfamiliar words through structural
analysis (words and affixes)
Learning Materials TM, TG, BOW, LM, pictures

Procedure
Teaching, Learning and Assessment Activities

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Grade Level Grade 3 Grade 4
T
Use these letter icons to show Say:
methodology and assessment I have here some lollipops. Do you want lollipops? Why?
activities.
T Direct Teaching I am going to read to you another story entitled “A Jar of Lollipops”. (Appendix 4)
G Group Activity Let us read the words from the story. Let us try to find the meaning of these words in the box.
I Independent Learning
A Assessment
hungry
Morning meal
brought
breakfast Fastened/ not easy to move
tightly Starving
carry

Let us read the story.

(see Appendix 4 for the story)

After reading the story present the following questions for discussion.
Ask:
1. What is the story about?
2. What can you say about the family in the story?
3. How did the jar of lollipops help the family?
4. How did the family stay safe?
5. What may happen if Andrei and Mylene did not insist to get the jar of lollipops?
6. What happened after Aling Gloria distributed the lollipops to the children?
7. If you were one of the members of the family, will you do the same? Why or why not?
8. What lesson can we derived from the story?
T G
Say: listen as I read the following words with final 1. Group pupils into 3. Choose a leader in each

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Grade Level Grade 3 Grade 4
consonant blends and after that you will also read group.
them. 2. List down Facts and Opinions from the story
you read.
strongest board
drink last Group 1- Fill in the table below
breakfast ground Fact Opinion
hand heart
kept most
hold around

(Pupils read the words in unison, by group,

individual) Group 2- Act out a Fact and an Opinion
Let them do the Spelling Game: Group 3- Draw a scene that shows Fact and an
Opinion
Say:
Direction:
The constestant from each row shall stand at the back. (Appendix 3 for the rubrics)
Then I am going to tell words with consonant blends.
Use your show me boards to spell those words. Once Say:
your answer is correct, you can step once forward. Your outputs have the same objectives. Those
The first to arrive here infront is the winner. activities mean one thing. They are all about Fact and
Opinion.
Words to be spelled:
1. breakfast - In group 1, they were able to fill the table correctly.
2. drink
3. heart - In group 2, they acted out facts and Opinions
4. around correctly.
5. strongest
- In group 3, they were able to draw facts and opinion

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Grade Level Grade 3 Grade 4
correctly.
T
Say: Let us all study the work of grade 4 about the story. Let us study some of the words they used.
1. Lifeless
Rootword is a basic word to which affixes are added because it forms the basis for a new word. It is also a
word in its own right.

Affixes are word elements added to a rootword thatchanges its meaning. There are affixes that are added at the
beginning or ending of a root word.
The affix un, dis, mis, im, in – means not
The affix less - means without
The affix ful means full of

What is the root word of the word lifeless?

What is the meaning of life?
What is the meaning of less?
What is now the meaning of lifeless?

2. Roofless
What is the root word of the word roofless?
What is the meaning of roof?
What is the meaning of less?
What is now the meaning of roofless?

3. Unsafe
What is the root word of the word unsafe?
What is the meaning of safe?
What is the meaning of un?
What is now the meaning of unsafe?

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Grade Level Grade 3 Grade 4

4. Undo
What is the root word of the word undo?
What is the meaning of do?
What is the meaning of un?
What is now the meaning of undo?

Say:
Affixes are word elements added to a rootword thatchanges its meaning. There are affixes that are added at the
beginning or ending of a root word.
The affix un, dis, mis, im, in – means not
The affix less - means without
The affix ful means full of

Grade Group: (Find Partners)

Say: Find your partners that give the meaning of the words with affixes. Grade III pupils will hold the strips
having the words with affixes and grade 4 will hold their meanings.
III IV

hopeful not correct

careless full of hope

beautiful Not clean

unclean Without care

incorrect full of beauty

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Grade Level Grade 3 Grade 4

I T
Give the meaning of the following words with affixes: Say:
Let us again go back to our story. Some of the
1. Helpful – words that I am going to present could be found there.
2. Impolite- Let us read them.
3. Unhappy- A B C
4. Careless- lollipops bus celphone
5. Misunderstanding- chocolates tricycle laptop
candies jeepney tablet
jelatin motorcycle desktop

After reading say:

These words are grouped into one big ideas and
concepts. In the first column A, we say they are all
sweets because all of the given ideas are sweets, in
column B they are land transportations because they
are transportations on land and in column C they are
gadgets because all of them are use as gadgets.
T I
Say: Group the following according to one big idea. Put
In the story we have read, we found out that it is your answers in the table below.
because of the lollipop so the children were not so
hungry at that time. Chemistry
Panagtitibba
Now, I have here some situations, let us try to give our Biology
predictions: Panagbenga
Caravan
1. Maria studies hard. She makes her assignments Physics
daily and submits her project on time.

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Grade Level Grade 3 Grade 4
2. There is a strong wind. Trees are swaying hard Science Festival
and heavy rain poured.

3. Mother and Fe are sweeping the yard. Ben is

raking the dried leaves while Father is cleaning
the canal.

Remarks

Reflection

Day 3
Lesson Objectives To form and use the past tense of frequently occurring regular To use correct time expressions to tell an action in the present
verbs (walk – walked, etc.)

Subject Matter Forming and using the past tense of frequently occurring regular Using correct time expressions to tell an action in the present
verbs (walk – walked, etc.)
Learning Materials TM, TG, BOW, LM (others)
Procedure
Teaching, Learning and Assessment Activites
Use these letter icons to show T
methodology and assessment Say:
activities. Last time, we studied all about verbs. What are verbs?
T Direct Teaching Give sentences based from our day- to- day activities in our school:
Use these in sentences:

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Grade Level Grade 3 Grade 4
G Group Activity walk write sing
draw write recite
I Independent Learning
These verbs are in the present tense. The action is being done in the present and it is also habitually done.
A Assessment I have here a picture. Tell something about it using verbs in the present.
(Appendix 5 for the picture)
T G
Say: Say:
Let us review our past lesson on verbs. Remember that I am going to group you into 3.
verbs are action words. I will name group 1 as DAISY, group 2 as SANTAN
Examples of action words are the following: and group 3 as ROSE.
walk bake Choose your leader.
clean whistle Report the output after 10 minutes.
stay celebrate
pick share
climb share
fetch dance Daisy Group
These are in their present tense. Give 5 examples of verbs and use them in
sentences.
Say: I have here a picture. Tell something about the
picture using verbs:
(Appendix 6 for the picture) Santan Group:

Say: Make a short rap using verbs.

We can form the past tense of these regular verbs by
adding -ed or -d to the verb.
We add -d to the verb if the last letter of the verb is e. Rose Group
We add –ed to the verb if the last letter is a consonant. Draw a picture and tell something about it
Example: using verbs.

A B (Appendix 3 for the rubrics)

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Grade Level Grade 3 Grade 4

Say: Based from the outputs, you mentioned about

verbs. Verbs are action words.
use – used walk - walked 1. From the work of Group Daisy, they were able
celebrate – celebrated talk - talked to give the correct verbs and they were able to
bake – baked pray - prayed use the verbs correctly in sentences.
love – loved stay – stayed
2. Based from the work of group Santan, they
Ask: Can you also give other examples of regular made a short rap correctly using verbs.
verbs with their past tense?
3. From the Rose group, they were able to draw
and used the drawing as an instrument to make
sentences.
G T
Say Say:
I am going to group you into 2. Follow the directions carefully. I have here examples of sentences: Let us read them one by one
and take note of the underlined words.
1. We collect white stones every Saturday.
2. Dante cleans his bedroom everyday.
Group I 3. Every summer, the family spends their vacation in
Use the following verbs in sentences: Baguio City.
baked talked played 4. The pupils are making their projects now.
5. Lina takes care of her younger brother every Saturday.

Ask:
Group II 1. What are the underlined words?
Make a simple drawing and be able to tell 2. What do they mean?
something about it using verbs.
Say:
The sentences tells action in the present with their present time
exppressions.
(See Appendix 3 for the Rubrics)
Ask:
Say: What are the underlined words? Let us read them.

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Grade Level Grade 3 Grade 4
-Based from the work of group 1, they were able to use the verbs Say:
in sentences. These words are present time expressions. They are use to express
-Based from the work of group 2, they were able to make simple present form of verbs. Can you give other examples?
drawings and they were able to tell something about it using
verbs.
G
Say:
We are going to have a group activity. Look for your members. Each member shall have 5 members. This is a game entitled, ”I Say,
You Do”. I am going to say a word then each group will do the action.

Ask:
Are you ready?
Here are the situations:

1. Look at the birds flying above the tree.

2. The children jogged yesterday morning.
3. We help grandmother plant vegetables every Saturday.
4. Marissa and Carlos washed clothes.
5. We play patintero during Saturdays.

(see Appendix 3 for the Rubrics)

A A
Pick out the verbs and give their past form to make the Use correct time expressions to complete the
sentence correct: Use the table below: sentences:
Write them on the blank.
1. Cora and Lina wash their clothes last Saturday.
2. They clean the yard yesterday. 1. I am doing my work with passion
3. The dancers dance gracefully on the stage ___________.
during our fiesta.. 2. ________, they enjoy their perfect vacation in
4. Father plow the field last month. the farm.
5. My mother work hard yesterday for her 3. ________, the girl celebrates her 19th
children. birthday.
4. Daniel likes to swim in the river
Verbs Past Form ___________.

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Grade Level Grade 3 Grade 4
5. Little Rey wants to play in the yard
____________

Say:
In column 1, the verbbs are in their present tense while in
column 2, these are verbs in their past tense.

Remarks

Reflection

MJSR ‘87

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