Lesson Plans for Multigrade Classes

Grades III and IV

Learning Area: ENGLISH Quarter: 1 Sept.18,20,22,2023 Week: 4
Grade Level
Content Standards Oral Language Oral Language
The learner demonstrates speech cues for clear expression of ideas speech cues for clear expression of ideas
understanding of processes and information in text for articulation of ideas verbal and non-verbal cues for effective oral presentation
information derived from multimedia sources for clear and
Fluency creative presentation
punctuation marks, rhythm, pacing, intonation and vocal
patterns as guide for fluent reading and speaking Fluency
that English is stress-timed language to achieve accuracy and
Listening Comprehension automaticity
different listening strategies to comprehend texts
Listening Comprehension
Phonics and Word Recognition the elements of literary and informational texts for
processes in sight word recognition or phonic analysis to read comprehension
and understand words text types to construct feedback
familiar sight and irregularly spelled words for automatic
recognition Vocabulary
that word meaning can be derived from different sources
Spelling that words are composed of different parts and their meaning
letter sequence in words to get meaning changes depending on context

Vocabulary Reading Comprehension

English vocabulary used in both oral and written language in
a given context
Reading Comprehension
elements of literary and expository texts for creative
interpretation
paragraph development to identify text types
Writing and Composition
sentences and paragraphs in expressing ideas
various linguistics nodes to comprehend various texts
text elements to comprehend various texts
writing styles to comprehend the author’s message
that reading i a wide range of texts provides pleasure and an
avenue for self-expression and personal development
Writing and Composition
writing as a process
the importance of using varied sources of information to
support writing
 Grammar
grammatical structures of English to be able to communicate
effectively in oral and written forms
Attitude
narrative and informational texts for appreciation of literacy-
related activities/tasks
Study Strategies
useful strategies for purposeful literacy learning
Performance Standards 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
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
Grammar
a command of the conventions of standard English grammar
and usage when writing or speaking
English grammar and use it in speaking and writing
Attitude
nonverbal cues to communicate others
verbal and nonverbal elements of communication to respond
back
Study Strategies
library skills to research on variety of topics
Oral Language
actively creates and participates in oral theme-based activities
efficiently delivers oral presentations
creatively presents information using broadcast media
Fluency
reads aloud text with accuracy, automaticity, and prosody
Listening Comprehension
recalls details, sequence of events, and shares ideas on texts
listened to
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

Vocabulary
proficiency 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
Writing and Composition
composes three-to-five sentence paragraph
Grammar
shows proficiency in constructing grammatically correct
sentence 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 shares relevant information. EN30L-Ic-1.3
The learner... writes different forms of simple composition as a response to
stories/poems listened to EN3WC-Ia-j-2.2
reads words with short u sound in CVC pattern. EN3PWR-
Ie-3
listens to a variety of literary and expository texts and
identify cause and effect. EN3LC-Ia-j-2.16
draws conclusions. EN3LC-Ia-j-2.17
writes a different forms of simple composition as a response
to stories/poems listened to and write another ending of the
story. EN3WC-Ia-j-8
shows understanding of meaning of short u words through
uses literal information from texts to aptly infer and predict
outcomes
Writing and Composition
uses a variety of strategies to write informational and literary
compositions
uses varied sources of information to support writing
Grammar
speaks and writes using good command of the conventions of
standard of English
uses the classes of words aptly 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
sequences at least three events using signal words
EN4LC-Id-2.7
speaks clearly using appropriate pronunciation and intonation
(poems, chants, rhymes, riddles)
EN4OL-Id-1.14.4
uses context clues (antonym) to determine the meaning of
unfamiliar words EN4V-Id-13.2
sequences events in a story or narrative EN4RC-Id-e-24
reads words, phrases, poems or stories with long vowel o
sound EN4F-Id-9
uses graphic organizer to show understanding of texts (story
sequence organizers) EN4SS-Id-2.15
 drawing, actions and using them in sentences. ENIV-Ic-24 uses clear and coherent sentences employing appropriate
identifies an exclamatory sentence. EN3G-Ib-1.4.7 grammatical structures: kinds of nouns (mass and count
identifies an exclamatory sentence. EN3G-Ic-1 nouns) EN4G-Id-33
writes 2-3 step directions using signal markers
EN4WC-Id-33
shows willingness and enthusiasm in reading or listening to
literary text EN4-Id-20
Day 1
Lesson Objectives To share relevant information To show willingness and enthusiasm in reading or listening to
To listen to a variety of literary and expository texts and literary text
identify cause and effect To use graphic organizer to show understanding of texts
To identify an exclamatory sentence (story sequence organizers)
To sequence events in a story or narrative
To sequence at least three events using signal words
To write 2-3 step directions using signal markers
Subject Matter Sharing relevant information Showing willingness and enthusiasm in reading or listening
Listening to a variety of literary and expository texts and to literary text
identify cause and effect Using graphic organizer to show understanding of texts (story
Identifying an exclamatory sentence sequence organizers)
Sequencing events in a story or narrative
Sequencing at least three events using signal words
Writing 2-3 step directions using signal markers
Learning Resources TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart

Procedures Grouping Structures (tick boxes):

Methodology:  Whole Class  Grade Groups

Use letter icons to show describe the parts of the lesson (for example the  Ability Groups
methodology and assessment introduction), where you may address the whole class  Friendship Groups
activities as one group  Other (specify)
 Mixed Ability Groups  Combination of Above
DT Direct Teaching Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
GW Group Work Present the story “The Little Red Hen.”
1. Unlocking of difficulties(cluck, bark, purr, squeak)
IL Independent Learning a. Group the pupils into four. Give each group a picture of the indicated animal. When the name of the animal
 assigned to them is mentioned, they are to produce its sound.
A Assessment Group1- Hen Group 2- Dog Group 3- Cat Group 4- mouse
b. Say: Let’s get started. Where are the hens? the cats? the mice? When I say the name of the animal assigned to
your group, produce the sound it makes.
c. Say: Now the sounds that you made can be one of these words: cluck, bark, purr and squeak. Let the children
read, spell and act out the words.
d. Let children match each name of animals to the sound they produce.
2. Motivation Question: Say: Have you seen some kernels of corn like these? What do you do with the kernels of corn?
What animals like to eat them?
3. Motive Question: Say: What do you think will the characters do with the kernels of corn in our story today?
4. Story Reading by the Teacher(Appendix 1)
DT GW
Discussion: Group the class. Give each group a graphic organizer to show
1. What did the little red hen find one day? their understanding of the story, story sequence organizer.
2. What did she want to do with the kernels? (Appendix 2)
3. Which animals did she ask to help her plant the corn?
What did each animal say?
4. How did the little red hen feel? What did she do
then?
5. What did she do then after harvesting the corn?
6. If you were to choose among the characters in the
story, who would you like to be and why?
7. Who is the main character in the story? Why
8. Who are the minor characters in the story? Why?
Present the sentences in (Appendix 3)
Ask: What is the difference between the sentences in
Columm A with that in Column B? What kind of sentences
are these?
GW DT
Group the class. Give each group an activity to do. Output Reporting
Group 1- Character Profile(Appendix 4) Ask: 1.What did you do to correctly sequence the story?
Group 2- Role playing of the story 2. Do you know the words that signal the proper
Group 3- Write a thank you letter to the red hen for being an sequence of stories and directions?
industrious animal. Say: These words are first, next, then, after, before, and
finally. They are called signal words.
IL IL
 Group work checking Let them answer the activity sheet where they are going to
Give an activity sheet where they will identify exclamatory sequence events using signal words.(Appendix 6)
sentences. (Appendix 5)
A A
Remarks
Reflection
Day 2
Lesson Objectives To read words with short u sound in CVC pattern To read words, phrases, poems or stories with long vowel o
To show understanding of meaning of short u words through sound
drawing, actions and using them in sentences To use context clues (antonym) to determine the meaning of
unfamiliar words
To speak clearly using appropriate pronunciation and
intonation (poems, chants, rhymes, riddles)

Subject Matter Reading words with short u sound in CVC pattern. Reading words, phrases, poems or stories with long vowel o
Showing understanding of meaning of short u words through sound
drawing, actions and using them in sentences Using context clues (antonym) to determine the meaning of
unfamiliar words
Speaking clearly using appropriate pronunciation and
intonation (poems, chants, rhymes, riddles)
Learning Resources TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Review of past lesson:
Ask: 1. What was our story yesterday? Who is the major character? Who are the minor characters?
2. What is the first event that happened in the story? Next? Then? Finally?
3. What is the lesson that we learned from the story?
4. What are the words being used to show the correct sequence of the story?
5. What is an exclamatory sentence? Will you give an example?
DT GW
Say: We have here words with the short u sound in CVC Group the class. Give each group an envelope containing
pattern. Let us see if you can read or recognize them. Show difficult words used in sentences. Let them use the words in
Teaching Chart(Appendix 7) their own sentences. (Appendix 8)
Let each child read the words with short u sound in CVC
pattern.
GW DT
 Group the class. Give each group an activity sheet to answer.
(Appendix 9)
IL
Group Work Checking
Give each child an activity sheet where they will use the
words with short u sound in sentences.(Appendix 13)
1. Group work checking.
2. Say: Read the paragraph. Pay attention to the words in
boldface. Pronounce them the way I read it.(Appendix 10)
3. Discuss: Where does the king sit? What does he want to
do? What do they post to gather all the boxes?
Could they build a tower with the boxes? Why? Why not?
4. Let them read words, phrases and sentences with long o
sound.(Appendix 11)
5. Say: Let’s read the rhyme in unison, by groups or
individually. Then we will have a choral recitation
afterwards. (Appendix 12)
IL
Let children recognize words with long o sound. (Appendix
14)

Remarks A A
Reflection
Day 3
Lesson Objectives To write a different form of simple composition as a response To use clear and coherent sentences employing appropriate
to stories/poems listened to and write another ending of the grammatical structures: kinds of nouns (mass and count
story nouns)
Subject Matter Writing a different form of simple composition as a response Using clear and coherent sentences employing appropriate
to stories/poems listened to and write another ending of the grammatical structures: kinds of nouns (mass and count
story nouns)
Learning Resources TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Say: Today the Grade 3 pupils are going to make their own story. While the Grade 4 pupils are learn more about the kind of
nouns. Are you ready?
GW
Group the class. Give each group a set of pictures to arrange DT
and then later serve as their basis in making their own story. Let children read the paragraph. Then Discuss(Appendix 16)
(Appendix 15)
DT GW
Checking of outputs. Group the class. Let each group identify the count nouns and
 Say: 1. To arrange or make a story you should remember the mass nouns.(Appendix 17 )
arrangement of events as they appeared in the story.

IL IL

A A
Summative Test (Appendix 18) Summative Test (Appendix 19)
Remarks

Reflection

References English Teacher’s Guide Grade 3 English Teacher’s Guide Grade 4

English Learner’s Material Grade 3 English Learner’s Material Grade 4
Appendix 1 English 34, Q1, W4
Day1, Grade 3 and 4

The Little Red Hen

An Adaptation
By Roderick Motril Aguirre

Once upon a time, there was a little red hen who lived on a farm. She was
friends to a lazy dog, a sleepy cat, and a noisy mouse.
One day the little red hen found some kernels of corn on the ground. The
little red hen had an idea. She would plant the kernels of corn.
The little red hen asked her friends, “Who will help me plant the kernels?
“Not I,” barked the lazy dog.
“Not I,” purred the sleepy cat.
‘Not I,” squeaked the noisy mouse.
“Then I will,” said the little red hen. So the little red hen planted the
kernels by herself.
When the corn kernels had grown, the little red hen asked her friends,
“Who will help me harvest the corn?”
“Not I,” barked the lazy dog.
“Not I,” purred the sleepy cat.
‘Not I,” squeaked the noisy mouse.
“Then I will,” said the little red hen. So the little red hen harvested the
corn by herself.
When all the corn was harvested, she asked her friends, “Who will help
me cook the corn?”
“Not I,” barked the lazy dog.
“Not I,” purred the sleepy cat.
‘Not I,” squeaked the noisy mouse.
“Then I will,” said the little red hen. So the little red hen cooked the corn
by herself.
The tired little red hen asked her friends, “Who will help me eat the
corn?”
“I will,” barked the dog.
“I will,” purred the sleepy cat.
“I will,” squeaked the noisy mouse.
“No!” said the little red hen. “I will.” And the little red hen ate the corn.

Appendix 2 English 34, Q1, W4

Day 1, Grade 4

Retell the events in the story by using these graphic organizers.

 A. Graphic Organizer 1

Storyboard

In the beginning… Next….

Suddenly… And then…

And then… Finally…

B. Sequence Organizer 2

Here’s What Happened

First
Next

Th
en

Finally
C. Sequence Organizer 3
Flow Chart
Appendix 3 English 34, Q1, W4
Day 1, Grade 3

Read the sentences in each column. What is the difference of the sentences in
Column A to those in the Column B.

Column A
The rug is so dusty!
There is no water in the tub!
See the bubbles go up in the air!
That’s a very cute puppy!
The bus might hit the puppy1
Column B
Beat that rug to remove the dirt.
Fill the tub with water.
Blow many soap bubbles.
Give the Puppy a tight a hug.
Stop that speeding bus.

Appendix 4 English 34, Q1, W4

Day 1, Grade 3
Work with your group. Copy the character profile in manila paper. Choose one
of the characters in the story and complete its character profile below.

Character Profile

Draw the character inside the

circle. inside the circle.

Write the name of the character

character on the line.

I am__________________.

I likeCto ________________ Complete the sentences es to

tell to tell something about the
_______________________
the character e
characetre
______________________.

I am___________________

______________________.

Appendix 5 English 34, Q1, W4

Day 1, Grade 3

Direction: Copy the sentences. Write YES for exclamatory sentences and NO
for non-exclamatory sentences.
______1. Don’t hug your pet dog so tightly.
______2. See that puppy run after a bus!
______3. There are so many bugs in the rug!
______4. Please give me some nuts and buns to eat.
______5. Fill the tub and not the mug with water.
______6. There is so much mud and dust on your shoes.
______7. That’s a very cute puppy!
______8. Beat the dirty rug.
______9. Catch the bugs in the air.
______10. Stop that speeding bus!

Appendix 6 English 34, Q1, W4

Day 1, Grade 4

A. Arrange the steps in baking a cake. Put first, next, then and after to show the
sequence.
__________ Put the mixture in the oven.
__________ Mix all the ingredients.
__________ Let the cake cool down.
__________ Put some icing or frosting on the cake.
 B. Number the sentences in the order a sandwich is made.
__________ Finally, she ate it.
__________ Next, she spread jelly on another slice of bread.
__________ After spreading the jelly, she put the two slices of
bread together.
__________ First, she spread peanut butter on one slice of
bread.
C. Put first, next, then and after to complete the steps in preparing a fruit salad.
__________, wash the fruits.
__________, peel the fruits.
__________, slice the fruits into small cubes or pieces.
__________, mix the fruits together with milk and cream.
__________, share the salad with everyone.

Appendix 7 English 34, Q1, W4

Day 2, Grade 3

Teaching Chart

A. Read the following words.

fun gum cut
run jump nut
 sun mud hut

B. Read these phrases.

Fun under the sun sometimes cut out pictures
Sunny days must gather nuts
Must run fast high jump
Chewing gum mud hole

C. Read these sentences.

1. We have fun under the sun.
2. We must run fast in a race.
3. We jump high over mud holes.
4. We draw and sometimes cut out pictures.
5. We must gather nuts.
6. We like chewing gum.
7. We jump over a stick.
8. We have lots of nuts to eat.
9. Hug your pet dog.
10.Blow soap bubbles in the air.

Appendix 8 English 34, Q1, W4

Day 2, Grade 4

Direction: Identify the word or phrase which has the same meaning as the underlined words.
The use the underlined words in your own sentences.

The teacher gave us the task to clean the bookshelf. It is a duty we

need to do every Friday.
 The officer commands his men to march forward. In a loud voice, he
orders them to move faster.

The stubborn boy fell from the tree. His being hardheaded brought him
harm.

Appendix 9 English 34, Q1, W4

Day 2, Grade 3

Match It

A. Fill up the the blanks with the short u sound to complete the sentence
about each picture below.
 B. List down 10 words with the short u sound and use them in sentences.

Appendix 10 English 34, Q1, W4

Day 2, Grade 4

The king sits on a high throne. He wants to go to the moon. So he commands a

carpenter and his men to build a tower for him. They think of a way to build a tower. They
post a notice to gather all the boxes in the kingdom. The carpenter and his men know that the
boxes will not be enough to build the tower.
Appendix 11 English 34, Q1, W4
Day 2, Grade 4

Teaching Chart

Long o

Read words with long o.

go code bone rope throne

so rode cone stove notice

Read the phrases.

the dog’s bone rode to a cove

an ice cream cone poke with a pole

use the code

Read the sentences.

I gave my dog a bone.

Don’t drop the ice cream cone.

Use the code to open the door.

We rode to a cove. It was fun!

Poke him with a pole, so h e can move.

Appendix 12 English 34, Q1, W4

Day 2, Grade 4

Read the rhyme.

Who’s Afraid?
Grace U. Rabelas

One day I heard a different tone

It woke me up
It chilled me to the bone.
“What could it be?” I spoke alone.
Will I open
Or close tightly my door?
After a while I heard it no more
Well, I hope it’s just Rome
 With a brand new joke
Every time he comes home.

Recite the rhyme in unison, by groups or individually.

Do a choral recitation of the poem afterwards.

Appendix 13 English 34, Q1, W4

Day 2, Grade 3

Completing Sentences

Direction; Study the picture that go with the sentences in the chart. Then fill the
blanks with the words that have the short u sound to complete each sentence.
 1. Don’t ______ your pet ________ so tightly.
2. Fill the ______ and not the ______ with water.
3. Please give me a _________ and some to eat.
4. See that ________ run after a __________.
5. There are so many ________ in the _________.
6. There is so much _________ and _________ on your shoes.

Appendix 14 English 34, Q1, W4

Day 2, Grade 4

Fill in each blank with the correct word to complete the rhymes.

joke open code rope

Tie a _________.
To _________ the door.
Or try the________.
It’s not a ________.
alone bone cone home

Give the dog a ________.

Eat the ice cream ________.
Clean your room _______.
And be happy to be ______.

Appendix 15 English 34, Q1, W4

Day 3, Grade 3
_____________ 1. Gus had fun with his puppy on a sunny day.
_____________ 2. Oh! The puppy runs to a mud hole!
_____________3. Gus, get the puppy out of the mud hole.
_____________4. Place the puppy in a tub to clean it.
_____________5. My goodness! The puppy is full of mud.

Appendix 16 English 34, Q1, W4

Day 3, Grade 4

Read the paragraph.

 Gabbie helped her mother bake their favorite cake. First, they prepared the baking tin,
spoon, bowl, and other utensils. Then, they gathered all the ingredients for the cake like flour,
sugar, butter, milk, chocolate and some eggs. After everything was ready, they mixed all the
ingredients in the bowl. Next, Mother poured the mixture in the making tin. Then, she placed
it inside the oven. After an hour, the cake was ready. Gabbie added some icing and fruits on
top of the cake. Everybody enjoyed Gabbie’s special chocolate cake.

Answer the questions.

1. What did Gabie and her mother bake?
2. What did they prepare before baking the cake?
3. What ingredients were used to bake the cake?
4. What did Gabbie add on top of the cake?
5. Why do you think everybody enjoyed the cake?
6. Which nouns can be counted? Which nouns cannot be counted?

Appendix 17 English 34, Q1, W4

Day 3, Grade 4

Read the poem. Identify the count nouns and mass nouns.

I Love the Market

 Grace U. Rabelas

Today I will visit the old market

Buy some goods and fill my basket
Tomatoes, potatoes, and a kilo of meat
For the soup and stew that I love to eat.

I would care for some apples and bananas, too,

Peanuts, rice, and corn a kilo of them will do
Then a bottle of vinegar and a jar of spices.
Cabbage, lettuce, vegetables of all sorts and sizes.

If there will be coins left in my pocket,

I will buy my favorite box of chocolate.
Going to the market, I simply love to do.
I think you’ll love doing it, too.

Appendix 18 English 34, Q1, W4

Day 3, Grade 3

Summative Test
A. Read the story then answer the questions below.
It’s Hot
N.N. Hermosa

It was summer. The animals felt hot.

Hudson, the cub, rolled in the mud. He rolled in the wet mud. “Ah,
that’s good,” says Hudson.
Justin, the pup, went to a tub. But the tub had no water. “Too bad,”
says Justin.
 1. Who are the characters in the story?
a. Judson and Justin
b. Hudson and Justin
2. Where did Hudson roll?
a. In the tub
b. In the mud
c. In the water
3. Who went to a tub?
a. Justin
b. Hudson
c. Judson
4. Where did the story happen?
___________________________
5. When did the story happen?
___________________________

B. Direction: Copy the sentences. Write YES for exclamatory sentences and
NO for non-exclamatory sentences.

______1. Don’t hug your pet dog so tightly.

______2. See that puppy run after a bus!
______3. There are so many bugs in the rug!
______4. Please give me some nuts and buns to eat.
______5. Fill the tub and not the mug with water.

______6. There is so much mud and dust on your shoes.

______7. That’s a very cute puppy!
______8. Beat the dirty rug.
______9. Catch the bugs in the air.
______10. Stop that speeding bus!

C. Supply the blanks with words with the short u sound.

Jump nuts run cut gum mud

1. We ________ fast in a race.

2. We ________ over a stick.
 3. We draw and ______ pictures.
4. We have lots of ______ to eat.
5. We like chewing ______.

Appendix 19 English 34, Q1, W4

Day 3, Grade 4

Summative Test

A. You market sent you to the market /grocery store. List down the things that you are
going to buy. Identify whether they are count nouns or mass nouns.

Count Nouns Mass Nouns

B. Arrange the steps in cooking your dinner. Put first, next, then, after that and finally
before each number.

_________1. Wash your hands.

_________2. Prepare the pots, pans, and other needed materials.
_________3. Go over the recipe step-by-step.
_________4. Clean up.
_________5. Serve the dinner.

C. Supply the sentences with words with the long vowel o sound.
1. I gave my dog a ________.
2. Don’t drop the ice cream _______.
3. Use the ________ to open the door.
4. We _______ to the cove. It was fun.
5. Poke him with a _______, so he can move.