Lesson Plans for Multigrade Classes

Grades 3 & 4

Learning Area: ENGLISH QUARTER TWO WEEK: THREE

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

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Spelling
Demonstartes understanding of letter
sequence in words to get meaning
Vocabulary
Demonstrates understanding of English
vocabulary used in both oral and written
language in a given context
Reading Comprehension
Demonstrates understanding of teh
elements of literary and expository texts
for creative interpretation
Demonstrates understanding of paragraph
development to identify text types
Writing and Composition
Demonstrates understanding of sentences
and paragraphs in expressing ideas
Grammar
Demonstrates understanding of
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Vocabulary
Demonstrates an understanding that word meaning can
be derived from different sources
Demonstrates an understanding that words are
composed of different parts and their meaning changes
dependiong on context
Reading Comprehension
Demonstartes an understanding of various linguistics
nodes to comprehend various texts
Demonstrates an understanding of text elements to
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
Demonstrates an understanding of wrirting as a
process
Demonstrates an understanding of teh importance of
using varied sources of information to support writing
Grammar
Demonstartes a command of the conventions of
 grammatical structures of English to be
able to communicate effectively in oral
and written forms
Attitude
Demonstrates understanding of narrative
and informational texts for apprecaition of communicate with others
literacy-related activities/tasks
Study Strategies
Demonstrates ubderstanding of useful
strategies for purposeful literacy learning research on a variety of topics
Performance Standard Oral Language
The learner… Uses speaking skills and strategies
appropriately to communicate ideas in
varied theme-based tasks
Creatively presents information in varied
ways
Fluency
Fluently expresses ideas in various
speaking tasks
Accurately and fluently reads aloud
literary and informational texts
Listening Comprehension
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standard English grammar and usage when writing or
speaking
Demonstrates an understanding of English grammar
and usage in speaking or writing
Attitude
Demonstrates an understanding of nonverbal cues to
Demonstrates an understanding of verbal and
nonverbal elements of communication to respond back
Study Strategies
Demonstrates an understanding of literary skills to
Oral Language
Actively creates and participates in oral theme-based
activities
Efficiently delivers oral presentations
Creatively presents information using broadcast media
Fluency
Reads aloud texts with accuracy, automaticity, and
prosody
Listening Comprehension
Uses information from texts viewed or
listened to in preparing logs and journals
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
Proficiently uses English vocabulary in
varied and creative oral and written
activities
Reading Comprehension
Uses information derived from texts in
presenting varied oral and written
activities
Identifies correctly how paragraphs/texts
are developed
Writing and Composition
Composes three-to-five sentence
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Recalls details, sequence of events, and shares ideas on
texts listened to
Identifies story perspective and text elements
Vocabulary
Uses different resources to find word meaning
Uses strategies to decode the meaning of words
Uses strategies to decode the meaning of words in
context
Reading Comprehension
Uses linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes
Uses knowledge of text types to correctly distinguish
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
Uses a variety of strategies to write informational and
 paragraph
Grammar
Shows proficiency in constructing
grammatically correct sentences in varied
theme-based oral and written activities
Attitude
Makes personal journals, diaries,
portfolios and logs, etc. As expression of
enthusiasm in reading books both for
pleasure and learning
Study Strategies
Uses strategies independently in
accomplishing literacy-related tasks
Competencies Ask simple questions
EN3OLIIa-b1.17.2
Follow one-to-three step directions
EN3SS-IIc-3.6
Listen to a variety of literary and
expository texts
Identify cause and Effect
EN3LCIIa-j-2.16
Show how spoken words are represented
by written letters that are arranged in a
specific order
EN3PAIIa-d-2
Read phrases, sentences and short stories
consisting of words with initial consonant
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literary compositions
Uses varied sources of information to support writing
Grammar
Speaks and writes using good command of
conventions of standard English
Uses the classes of words apply in oral and written
discourse
Attitude
Applies knowledge of nonverbal skills to show respect
when communicating with others
Uses paralanguage and nonverbal cues to respond
appropriately
Study Strategies
Uses library skills to gather appropriate and relevant
information
Listen and answer questions about a story
read/listened to
EN4OL-IIc-12
Note the elements
of the literary text listened to
EN4LC-IIc-19
Identify meanings of unfamiliar words through
structural analysis (words and affixes)
EN4V-IIc-32
Read with automaticity grade-level and frequently
occurring content-area words
EN4F-IIc-4
Identify the theme of the
literary text reads
 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
called an effect.
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)
Group 1
Match the cause and effect in the box
Group 2
Combine the pairs of sentences to show a
cause-effect relationship. Use the
connections so that, in order to or
because.
The Cause is the reason and the Effect is
the result of the event
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Beginning____________
Middle________________
Ending________________
Processing their group output
Say; The element of the story are setting, character,
plot
Setting-talks about the place and the time that the
event in the story happened.
Character- are the people or animals in the story.
Plot-is made-up of the events that happened in the
story. It consist of the beginning, the middle, the
ending.
Element of the story
Title_______________________________
Setting_____________________________
Character___________________________
Plot
Beginning;__________________________
Middle______________________________
 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
words that express a single idea
but do not usually form complete
sentences
Sentence- a group of words that expresses
a statement, question, command or wish.
Day 3 Grade 3
Objectives To identify and use action words in
simple sentences.
Theme is- the main subject that is being discussed or
described in a piece of writing, a movie, etc.
-a particular subject or issue that is discussed often or
repeatedly.
Grade 4
To identify and use s form of verbs.

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

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Group 2
Identifying action words in the paragraph
(see Appendix 4 for the paragraph)
families.
Action habitually done
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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