Lesson Plans for Multigrade Classes

ENGLISH 1, 2, & 3
Learnina Area: _ENGLISH _ Quarter: ___1st ___ Week: ___3___Date:___________ Time:___________

Grade Level I II III

Content Standard demonstrates understanding of sharing demonstrates understanding of
The learner… information about oneself initiating conversations with peers in
a variety of school settings

Performance should be able to engage in a variety of should be able to initiate

Standard ways to share information (e.g. retelling) conversations with peers in a variety
The learner… of school settings

Competencies Talk about one’s name and other Initiate conversations with peers in a
personal information variety of school settings
EN20L-If-1.3.1; EN3OL-1a-3.8
Use words that are related to self both in
English and in Mother Tongue
EN2V-Ia-5
Engage in a variety of ways to share
information (e.g. retelling)
EN2SS-Ia-e-1.2

DAY 1
Lesson Objectives Talk about one’s name and other To initiate conversations with peers
personal information. in a variety of school settings
Use words that are related to self both in
English and in Mother Tongue.
Engage in a variety of ways to share
information (e.g. retelling).

Subject Matter talk about one’s name and other personal initiate conversations with peers in a
information variety of school settings
Use words that are related to self both in
 I T

English and in Mother Tongue.

Engage in a variety of ways to share
T information (e.g. retelling).

Learning Budget of Work for MG, CG 2016, Budget of Work for MG, CG 2016,
G
References flashcards, laptop, projector flashcards, laptop, projector

Grouping Structures (tick boxes):

I Whole Class Mixed Ability Groups Friendship Groups Describe the
parts of the lesson Ability Groups Others (specify)
A (for example the introduction), Grade Groups Combination of
where you may address all Structures
grade levels as one group.

Procedure TEACHING, LEARNING, AND ASSESSMENT ACTIVITIES

Let them sing and dance an action song “My Name Song”.
Let them read the short dialogue on the flashcards. (see appendix 1)
Let each pupil talk in front of the class sharing their names, and other personal information.

Use the letter icons

to show Give activity sheets/cards to pupils. ---Show video presentation about Let the pupils find a partner and read
methodology and (see appendix 2a) introducing oneself. the dialogue in the “Bubble” chart.
assessment (see appendix 3) and answer the
activities. Coloring activity ---Ask random pupils to share their questions below.
Drawing activity personal informations and little
Direct (see rubrics, appendix 2b) experiences to the class.
Teaching
Divide the class into small groups to play
Group Activity the “Name Game”. Winners will have an
additional (5) points and execellent
Individual badges during the assessment and others
Activity will be given little rewards for their
Assessment participation (good badges).
 I GT

Instructions to say:
Get to know each others name and
some personal informations. Do it in 10
minutes.
I will select one representative for
each group that will play for our “Name
Game”.

(powerpoint presentastion)

---set standards for viewing , reading

and listening.
-discuss the concepts on how to
initiate conversations in various
settings.

---show more examples for better

understanding.
---guide them in iniatating
conversations.
Ask:
How do we start/initiate a
conversation/s?.

---presentation of “Name Game” and Group the class into 4 according

processing the results of their activity. to friendship/peers.

Ask: Distribute the task cards.

As a member of your family, what are Group 1
your favorite responsibilities at home? Directions: Look at the picture “In
the classroom”. Write a dialogue on
---oral recitation how you start a conversation/s with
 I A
Let them write their answers on the
graphic organizer. (board work)
Assessment
Distribute the activity sheets.
Direction: Introduce yourself by filling in
the blanks properly.
Hello! My name is _______, you can call
I A
your peers on that given setting. ACT
IT OUT. (see appendix 4a)
Group 2
Directions: Look at the picture “In
the canteen”. Write a dialogue on
how you start a conversation/s with
your peers on that given setting. ACT
IT OUT. (see appendix 4b)
Group 3
Directions: Look at the picture “In
the library”. Write a dialogue on how
you start a conversation/s with your
peers on that given setting. ACT IT
OUT. (see appendix 4c)
Group 4
Directions: Look at the picture “In
the playground”. Write a dialogue on
how you start a conversation/s with
your peers on that given setting. ACT
IT OUT. (see appendix 4d)
-the poresentation will start after 10
minutes. Each group will be given a
maximum of 3 minutes.
(rubric, see appendix 5)
Distribute the activity sheets.
Direction: Study the picture. Write in
the speech bubbles what you and
your classmates might say about this
picture. (appendix 7a)
 me_______. I am _____ years old. I live
in the barangay ______. My hobbiers 1.) (Inside the classroom)
are: ______,______, and ______. I 2.) (in the garden)
dream to become a _______ in the 3.) In the canteen)
future.
(rubrics, appendix 7b)
(rubrics, see appendix 6a)

Remarks
Reflection
DAY 2
Lesson To classify/categorize sounds heard Review, reading and writing short e.a
Objectives (animals, speech). and I words in CVC pattern.
Read grade 3 level texts consisting of 2-
syllable words with short vowel sound
with at least 95%-100% accuracy.
Participate/engage in a read-along of
texts (e.g. poetry, repetitive texts).

Subject matter To classify/categorize sounds heard Review, reading and writing short e.a
(animals, speech). and I words in CVC pattern.
Read grade 3 level texts consisting of 2-
syllable words with short vowel sound
with at least 95%-100% accuracy.
Participate/engage in a read-along of
texts (e.g. poetry, repetitive texts).

Learning Budget of Work for MG, CG 2016, Budget of Work for MG, CG 2016,
references flashcards, laptop, projector flashcards, laptop, projector
 Grouping Structures (tick boxes):
Whole Class Mixed Ability Groups Friendship Groups Describe the parts
T of the lesson Ability Groups Others (specify)
(for example the introduction), Grade Groups Combination of
where you may address all Structures
G grade levels as one group.

Procedure TEACHING, LEARNING, AND ASSESSMENT ACTIVITIES

I
Use the letter
icons to show
A
methodology
and assessment
activities.

Direct
Teaching

Group
Activity

Individual
Activity
Assessmen
t

Assessment

Remarks

Reflection