Lesson Plans for Multigrade Classes

Grades 4, 5 and 6
Learning Area: ENGLISH Quarter: III Week: 5
Grade Level Grade 4 Grade 5 Grade 6

Content Standard - The learner demonstrates an Demonstrate understanding of various Demonstrate understanding of
understanding of the elements of linguistics nodes to comprehend text types to construct
The learner demonstrates literary and informational texts various texts feedback.
understanding of for comprehension

Performance Standard The learner recalls details, Analyzes text types to effectively Uses literal information from text
sequence of events, and shares understand information/messages heard to construct an appropriate
The learner ideas on texts listened to feedback.

Competencies Recall the elements of Infer the speakers tone, mood, and Make a stand
informational text listened to purpose
(autobiography, biography) EN6LC-IIIe-3.1.13
EN4LC-IIIe-28 EN5LC-IIIe-2.8.1,2.8.2,2.8.3

Day 1 (Tuesday 1:15- 3:15pm)

Lesson Objectives Use appropriate expression to 1. Infer the speaker’s tone, mood and Relate actual experience as you
talk about issues/current events purpose make a stand
2. Use appropriate strategies to keep
the discussion going

Subject Matter

Learning Resources BOW, Chart, Pictures, PPTx, BOW BOW

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 foldables

Procedure Grouping Structures (tick boxes):

 Whole Class
Describe the parts of the lesson (for example the introduction), where you may address all grade levels
Use these letter icons to show as one group.
methodology and assessment  Mixed Ability Groups
activities.  Grade Groups
 Ability Groups
DT  Friendship Groups
Direct Teaching  Other (specify)
 Combination of Structures
Teaching, Learning and Assessment Activities
GW Group Work
WHOLE CLASS ACTIVITY
IL Independent Learning
Have you read a newspaper or any school paper?
A Assessment What are the parts of the newspaper that you have read?
The pupils will identify the parts of the newspaper or the school paper.
There is a specific section about opinions. What do you call that part?
Let the pupils know about that part which is the feature page.
GW IL DT

Guided Practice Individual Guided Practice Make brief background information

Let the pupils listen to the article
the teacher will read ROAD
SAFETY AMONG CHILDREN (see
attached sheet)
1.What is the title of the feature
Infer the general mood expressed in the
following situations.
Choose the answer from the box below
1. “It breaks my heart to see you very ill,
said Auring to her sick daughter.
2. “Today is the day I‟ve been waiting
for.”
for pupils to understand what an
editorial is. Let them realized that
an editorial is the editor’s stand on
current events or issues. It is all
right if learners do not always agree
with the editor’s opinion because
they have their own stand on

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article?
2.How did the writer begin his
feature article?
3.Read the body of the feature
article.
4. What is the feature all about?
5.How did the writer end his
article?
3. “I can‟t thank you enough for the certain issues.
help you‟ve given me.” Read the editorial that follows and
4. “Wow! Your dress is so nice.” see if the learner’s agree or
5. We won! We won the game!” disagree with the editor’s views
Admiration about child exploitation.
happiness sadness “Roles Children are made to play” p.
gratitude 36 of Reading Links 6
excitement

DT GW IL
Engagement Activity (Group Work) Answer: “Think and Ponder” on p.
Informational text are literary 37 of Reading Links 6
nonfiction, personal essays, Group 1 - The Constructor Construct
opinion pieces, speeches, etc. sentences/situations that express the
following mood a. anger b. jealousy c.
Tell: Today our informational text excitement d. worry e. afraid
will be about feature articles..
What are the parts of a feature? ( Group 2- The Performers Act out a
situation that expresses the following
introduction, body, conclusion)
moods a. Anger b. Love c. Sympathy
Let the pupils listen to the feature
Group 3- The Artist Compose a song or
article the teacher will read
poem that shows at least two different
TEXTING:ITS CONSEQUENCES TO moods.
LEARNERS’ SPELLING ABILITY

IL DT GW

Independent Practice Look at the sentences on the board. Group work: Have a classification
What emotion or mood did Francisca game for pupils. Task: Identify the
Let the pupils listen again to express when she said it? parts of an editorial written on

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another feature article. What emotion did Antonio express strips of cartolina. Then let the
when he said to Francisca the condition pupils explain how the writer
EDUCATION:KEY TO BETTER LIFE of his eyes? developed each part.
(see attached sheet) How about sentence no.3. What mood
is expressed in the sentence?
Let the teacher ask questions What do you call the words happiness
about the feature article. excitement, sadness and compassion?
(emotions or mood)
What other feelings or emotions can we
express aside from love, happiness and
sadness? How can the characters
convey these kinds of emotion to the
readers or the listeners?
What other feelings or emotions can we
express aside from love, happiness and
sadness?
A A A
We adopt variety of tones in our day-to- Write a 3-paragraph editorial article
Directions: Listen to the feature day speech. This intonation of our about a current event or issue.
article the teacher will read. speech determines what message we
CHRISTMAS: A NATIONAL FIESTA desire to convey. Change the tone of (e.g. extrajudicial killings, the fight
(see attached sheet ) the following situation as stated. of our country against drugs, etc.)
1. Happiness to sadness Father: “We
1.What is the title of the feature are going on a vacation. Son: That‟s
article? great!!!
2. Positive to negative “You will get
2.Which country has the longest good grades like in the previous exams”
3. Sarcasm to sympathy “Serves you
time for celebrating Christmas?
right you‟ve failed in the test
3.During Christmas season, how
did the Filipino celebrate it?

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 4.How did the writer end up his
feature article?

Remarks

Reflection

Day 1 (Tuesday 3:15- 4:50 pm)

Lesson Objectives Identify multiple meaning of Cause and Effect Inferring Meaning of Borrowed
words Synonyms and Antonyms Words Using Prefixes

Subject Matter

Learning Resources

Procedure Grouping Structures (tick boxes):

 Whole Class
Describe the parts of the lesson (for example the introduction), where you may address all grade levels
Use these letter icons to show as one group.
methodology and assessment  Mixed Ability Groups
activities.  Grade Groups
 Ability Groups
DT  Friendship Groups
Direct Teaching  Other (specify)
 Combination of Structures
Teaching, Learning and Assessment Activities
GW Group Work

IL Independent Learning WHOLE CLASS ACTIVITY

Tell: Words may have multiple meanings. The meaning attached to the word will depend on how this word is used

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A Assessment in meaningful context.
Let the pupils study the following.
Able – a. having enough power or skill
b. skillful; talented
______Jose is an able pupil
______Are you able to swim.
GW
Guided Practice By group do the ff:
Group I –reach
a. To arrive at
b. To get in touch with
c. To go as far as
d. To extent or distance
a person or thing can stretch
e. To stretch out or extend
____The sound of music reached my
ears
_____The kichen was out of the
baby”s reach.
_____Can you reach to that top
shelf?
DT GW
DT
a. Vocabulary Development Create a quotation that refers to a
yam – (through picture) word “before” that you may use in
your study.
mischief – (through context clue)
nonsense- (through context clue)
satisfied – when someone’s needs or
wishes are met.
tidbit – a small bit of food
B. Motivation
Look at this picture. What do you see in
the picture?
What harm can mosquito bring to us?
Aside from carrier of dengue,
chikungunya and zika virus,
what makes the mosquito an annoying
insect?
Motive Question
Mosquitoes are dangerous insect
despite of its minute size.
They also disturb us in our sleep
because They buzz in our ears.
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 Do you know why mosquitoes buzz in
our ear? What do you want to know in
the story?
DT G IL/A
Sing a song entitled " Prefix Song”
Discussion about the multiple Group the students:
meaning of words. Write one positive and one negative https://www.youtube.com/watch?

Fit – a. well-suited; proper; right effect for each cause. Use

b. to be right in shape or size your imagination and write complete
sentences.
c.in good health
1. Cause: The cat crossed the street.
____He is fit again after his long Positive Effect
illness. Negative Effect:
____These shoes fit very well. 2. Cause: I wore a red shirt.
Positive Effect:
Negative Effect:
3. Cause: Judd brushed his teeth.
Positive Effect:
Negative Effect:
4. Cause: The bird landed on the
branch.
Positive Effect:
Negative Effect:
5. Cause: The bee flew to its hive.
Positive Effect:
Negative Effect:

IL/A IL DT

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Independent Practice Describe the picture using synonyms Post a chart with prefix, meaning and
Each pupil will answer this. and antonyms origin, 235
Power- a.strength;force
Prefix Meaning Origin
b. the ability to do or act
c. a person, group, or thing ante- positioned in Latin
having great strength, influence front of
d. authority; control another
e. physical force or energy used
anti- against or Ancient
to do work opposed to Greek
_____The new dam produces another
electric power.
_____The president has the gastro- of or Ancient
power to grant pardons. pertaining to Greek
stomach
_____The United States and
Russia are great powers. hemi- one-half Ancient
Greek

homo- same as Ancient

another Greek

hyper- above normal Ancient

Greek

manu- of or Latin
pertaining to
hand

mega- enlargement, Greek

million

retro- backward, Latin

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 behind

trans- across, Latin

through

DAY 2 (Friday)

Weekly Summative Test

Remarks

Reflection
A. No. of learners who ___ of Learners who ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who ___ of Learners who earned
earned 80% in the earned 80% above 80% above above earned 80% above 80% above
evaluation

B. No. of learners who ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who ___ of Learners who require
require additional require additional activities additional activities for additional activities for require additional additional activities for
activities for for remediation remediation remediation activities for remediation remediation
remediation who
scored below 80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No.
of learners who ____ of Learners who ____ of Learners who ____ of Learners who caught up ____ of Learners who ____ of Learners who caught
have caught up with caught up the lesson caught up the lesson the lesson caught up the lesson up the lesson
the lesson

D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who continue to ___ of Learners who ___ of Learners who
continue to require continue to require continue to require require remediation continue to require continue to require
remediation remediation remediation remediation remediation

E. Which of my Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work

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teaching strategies well:
worked well? Why
did these work? ___ Group collaboration
___ Games
___ Power Point
Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
well:
___ Group collaboration
___ Games
___ Power Point
Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Group collaboration well: well:
___ Games ___ Group collaboration ___ Group collaboration
___ Power Point Presentation ___ Games ___ Games
___ Answering preliminary ___ Power Point ___ Power Point
Presentation Presentation
activities/exercises
___ Answering ___ Answering preliminary
___ Discussion preliminary
activities/exercises
___ Case Method activities/exercises
___ Discussion
___ Think-Pair-Share (TPS) ___ Discussion
___ Case Method
___ Rereading of Paragraphs/ ___ Case Method
___ Think-Pair-Share (TPS)
Poems/Stories ___ Think-Pair-Share (TPS)
___ Rereading of
___ Differentiated Instruction ___ Rereading of Paragraphs/
Paragraphs/
___ Role Playing/Drama Poems/Stories
Poems/Stories
___ Discovery Method ___ Differentiated
___ Differentiated Instruction
___ Lecture Method
Instruction
___ Role Playing/Drama
Why?
___ Role Playing/Drama
___ Discovery Method
___ Complete IMs
___ Discovery Method
___ Lecture Method
___ Availability of Materials
___ Lecture Method
Why?
___ Pupils’ eagerness to learn
Why?
___ Complete IMs
___ Group member’s Cooperation
___ Complete IMs
in doing their tasks ___ Availability of Materials
___ Availability of
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 ___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did __ Bullying among pupils
I encounter which
my principal or __ Pupils’ behavior/attitude
supervisor can help
__ Colorful IMs
me solve?
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized materials
did I use/discover __ Localized Videos
which I wish to
__ Making use big books
share with other
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
Materials ___ Pupils’ eagerness to
learn
___ Pupils’ eagerness to
learn ___ Group member’s
Cooperation in doing their
___ Group member’s tasks
Cooperation in doing
their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ behavior/attitude
behavior/attitude
__ Colorful IMs
__ Colorful IMs
__ Unavailable Technology
__ Unavailable
Technology Equipment (AVR/LCD)
Equipment (AVR/LCD) __ Science/ Computer/
__ Science/ Computer/ Internet Lab
Internet Lab __ Additional Clerical works
__ Additional Clerical __Reading Readiness
works
__Lack of Interest of pupils
__Reading Readiness
__Lack of Interest of
pupils
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making use big books __ Making use big books
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 teachers? from from __ Making use big books from from from

views of the locality views of the locality views of the locality views of the locality views of the locality

__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__ Recycling of plastics to be used __ Recycling of plastics to
as Instructional Materials be used as Instructional
Materials
__ local poetical composition
__ local poetical
__Fashcards composition
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical
composition

__Fashcards __Fashcards __Pictures __Fashcards __Fashcards

__Pictures __Pictures __Pictures __Pictures

]]

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