Lesson Plans for Multigrade Classes

Grades III and IV

Learning Area: ENGLISH Quarter: 1 Oct.9,11,13,2023 Week: 7
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 verbal and non-verbal cues for effective oral presentation
Fluency Fluency
punctuation marks, rhythm, pacing, intonation and that English is stress-timed language to achieve accuracy and
vocal patterns as guide for fluent reading and automaticity
speaking
Listening Comprehension
Listening Comprehension the elements of literary and informational texts for comprehension
of different listening strategies to comprehend texts text types to construct feedback

Phonics and Word Recognition Vocabulary

processes in sight word recognition or phonic
analysis to read and understand words
Spelling
letter sequence in words to get meaning
Vocabulary
English vocabulary used in both oral and written
language in a given context
Reading Comprehension
elements of literary and expository texts for creative
interpretation
Writing and Composition
sentences and paragraphs in expressing ideas
Grammar
grammatical structures of English to be able to
that word meaning can be derived from different sources
that words are composed of different parts and their meaning changes
depending on context
Reading Comprehension
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
a command of the conventions of standard English grammar and usage
when writing or speaking
English grammar and use it in speaking and writing
 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
Vocabulary
proficiency uses English vocabulary in varied and
creative oral and written activities
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
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
Reading Comprehension speaks and writes using good command of the conventions of standard of
uses information derived from texts in presenting English
varied oral and written activities uses the classes of words aptly in oral and written discourse

Writing and Composition Attitude

composes three-to-five sentence paragraph
Grammar
shows proficiency in constructing grammatically
correct sentence in varied theme-based oral and
written activities
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

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 Listen to a variety of literary and expository Infer feelings and traits of characters based on the story heard
The learner... texts and identify rhyming words. EN3LC-Ia-j- EN4LC-Ig-2.8
2.17
Read phrases, sentences and short stories Express one’s ideas and feelings clearly
consisting of short vowel words and the EN4OL-Ig-10
questions about themEN3PWR-Ig-h-20.1

Connect information heard to personal Use context clues to find meaning of unfamiliar words (definition
experience.EN3OL-Ii-j-1.10.3 clues)
EN4V-Ig-13.9
Show understanding of meaning of two-syllable Make inference and draw conclusions based on a literary text
words consisting of short e to u words through EN4RC-Ig-26
drawing, actions and using them correctly in Read aloud grade level texts with accuracy and proper expression
sentences. EN4F-Ig-6
 EN2V-Ie-j-4.1
Use common and proper nouns. EN3G-If-2.2
Day 1
Lesson Objectives To listen to a variety of literary and expository
texts and identify rhyming words.
To read phrases, sentences and short stories
consisting of short vowel words and the
questions about them
To connect information heard to personal
experience.
To show understanding of meaning of words
consisting of short e to u words
To use common and proper nouns.
Locate information using print and non-print resources
EN4SS-Ig-6
Identify and use concrete nouns and abstract nouns
EN4G-Ig-36
Write a friendly letter as a response to stories/poems read or
listened to
EN4WC-Ig-18
Demonstrate respect for the ideas, feelings and culture of the author
of the text listened to
EN4A-Ig-22
To infer feelings and traits of characters based on the story heard
To express one’s ideas and feelings clearly
To use context clues to find meaning of unfamiliar words
(definition clues)
To make inference and draw conclusions based on a literary text
To read aloud grade level texts with accuracy and proper expression
To locate information using print and non-print resources
To identify and use concrete nouns and abstract nouns
To write a friendly letter as a response to stories/poems read or
listened to
To demonstrate respect for the ideas, feelings and culture of the
 author of the text listened to

Subject Matter Listening to a variety of literary and expository
texts and identify rhyming words.
Connecting information heard to personal
experience.
Reading phrases, sentences and short stories
consisting of short vowel words and the
questions about them
Inferring feelings and traits of characters based on the story heard
Expressing one’s ideas and feelings clearly
Using context clues to find meaning of unfamiliar words (definition
clues)
Making inference and draw conclusions based on a literary text
Reading aloud grade level texts with accuracy and proper
expression

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  Ability Groups
methodology and the introduction), where you may address the  Friendship Groups
assessment activities whole class as one group  Other (specify)
 Mixed Ability Groups  Combination of Above
DT Direct Teaching
Teaching, Learning and Assessment Activities
GW Group Work WHOLE CLASS ACTIVITY

IL Independent Learning Show to class a picture of a mad face.

Say: This picture shows a mad face. I will also demonstrate the actions or facial expression of a person who is mad. Can you
A Assessment think of another word for mad?
Ask pupils to demonstrate mad. See appendix 1
Are there instances that you also feel mad? Can you tell your story?
We have here a story about a turtle.

Look at the picture. This is a turtle. See Appendix 2

Today we will listen to a story (Appendix 3). Stop at indicated points to ask the children what they think will happen next
in the story.
DT GW
Say: There are times when we listen to story, there Let’s see if you remember what we learned yesterday.
are words that sound alike. They are called rhyming
words. Example to these are: Refer to Appendix 5
Mad- sad
Cold- sold
Present also content words with short vowel e and u
sound. (see Appendix 4)
Poems too have rhyming words. They are located at
the end of every lines.

I will play again the story and list down the rhyming
words. (The teacher before seeing the class must
have a recorded voice on the story)

GW
Work with a group to make your own song. Copy
the song on a manila paper. Complete this line. Give
your song a title. Sing your song to the class when
you are done.
(Using of short vowel e and u sound) See Appendix
6.
DT
Say: Every story has plot, setting and characters. Character’s feeling can
be revealed through their actions. Based on the story, what feeling was
revealed about the turtle?
Use this semantic web to find out what he does when he is mad. See
Appendix 7.
 kick

shout mad fight

frawn

IL IL
See Appendix 8 What are your feelings when you happened to experience the
following?

To ride on a banca

To climb on a tree
To celebrate birthday with a cake
To go for a trip

A A
Remarks
Reflection
Day 2
Lesson Objectives To use common and proper nouns. To identify and use concrete nouns and abstract nouns
 To demonstrate respect for the ideas, feelings and culture of the
author of the text listened to

Subject Matter Identifying and use concrete nouns and abstract nouns
Using common and proper nouns.
Demonstrating respect for the ideas, feelings and culture of the
author of the text listened to

Learning Resources TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY

Say: What was our lesson yesterday?

Introduce the lesson through explicit teaching.
Setting the stage: Say: Today, we will learn about nouns. Nouns are important so that you will know the name of persons, places,
things or events.
DT GW
Say: Nouns have two kinds, the common and proper Group the class. Give each group an envelope containing activity sheets.
nouns. Common nouns are general names of person, (See Appendix 10)
places and things. Proper nouns are specific names
of person, places and things. Let’s they the word
again.
Here are examples of common and proper nouns.

Common Noun Proper Noun

book English Book
man Ben
flower Sampaguita

Can you also name another examples?

GW DT
Group the class. Give each group an activity sheet to 1. Group work checking.
answer. (Appendix 9) 2. Say: Common nouns may either be classified into two kinds, the
 concrete and abstract nouns. Concrete nouns are nouns that can be seen
and touch. Abstract nouns are nouns that cannot be seen, feel and touch.
Examples to these are:

Concrete Nouns Abstract Nouns

Book Sadness
Pencil Honesty
Table Cleanliness

What are the meaning of the abstract nouns?

What are other culture and traditions of your community that belongs to
abstract nouns? (cooperation, bayanihan, festivity)

IL IL
Answer Appendix 11 Answer Appendix 12

Remarks A A
Reflection
Day 3
Lesson Objectives Answer summative assessment with 80 percent level Answer summative assessment with 80 percent level of master
of master
Subject Matter Summative Assessment Summative Assessment
Learning Resources TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Say: Today we shall find out how far have you gone about our lessons.

A A
Summative Test (Appendix 13) Summative Test (Appendix 14)
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

Prepared by: Checked by: Validated by:

Appendix 1 English 34, Q1, W7
Day1, Grade 3 and 4

Appendix 2 English 34, Q1, W7

Day 1, Grade 4
Appendix 4 English 34, Q1, W4
Day 1, Grade 3

Reading Chart. Rhyming Words

e sound u sound

bed- red June - prune

Ted- led fuse- muse

get- set full - whole

Appendix 5 English 34, Q1, W7

Day 1, Grade 4
Direction: Take a close look at this story chart then answer the questions below.

Story Chart

CHARACTER/S SETTING

People/ animals in the story When/where the story takes place

EVENTS

Problem Solution

1. Who are the characters in the story?

_________________________________
2. When does the story take place?
__________________________________
3. What was the problem of the boy in the story?
___________________________________
4. Who caused the problem?
___________________________________
5. When did the problem in the story take place?
___________________________________
6. How did the boy solve his problem?
___________________________________
7. How did the story end?
___________________________________

Appendix 6 English 34, Q1, W7

Day 1, Grade 3

Direction: Work with group to make your own song. Complete each line.
Choose from the set of words in the boxes. Give your song a title. Sing your
song to the class when you are done.
 pen push
pet muse
wet tube
gem cube

Title:_________________________________

There’s a __________________ in the middle of a ______________

There’s a __________________ in the middle of a ______________
There’s a __________________, there’s a__________________
There’s a __________________, there’s a __________________
There’s a __________________ in the middle of a ______________

There’s a __________________ in the middle of a ______________

There’s a __________________ in the middle of a ______________
There’s a __________________, there’s a__________________
There’s a __________________, there’s a __________________
There’s a __________________ in the middle of a ______________

Appendix 7 English 34, Q1, W7

Day 1, Grade 4

Complete the semantic web with words associated to mad.

 mad

Appendix 8 English 34, Q1, W7

Day 2, Grade 3

Direction: Search for the words with short e and u vowel sounds. Loop the
words using your pencil. Words may be in diagonal, vertical or slanting.
 C M E T D D G E N D
U O S D T U U H O U
G M E R D C M D Y U
F B S S M U S E N D
H E S G H F A A F V
H N E R W A A G H J
Y R S B F N B U S A
D E D N M A E S G M
E D P E N B S T Y E
N D J M B O O E E N
T C E R Y T E N Y T
T R E N T C U U H B
H E S D G R U O N M
S E T A A F U S E E
O F E R Y N M A A D
C U B E W N A C U B

Appendix 9 English 34, Q1, W7

Day 2, Grade 3

Group 1.

Direction: Identify the nouns in the given sentences. Write the words in
the correct columns: Proper Noun or Common Noun.

1. Angelo loves his cat.

2. Joan visits the library.
3. Cora went to Cebu to visit Dr. Cruz.
4. My father and my mother bought a new car.
 5. The month of September has 30 days.

Proper Noun Common Noun

Appendix 9 English 34, Q1, W7

Day 2, Grade 3

Group 2
Direction: Copy the nouns belonging to their own kinds labeled Proper
Noun and Common Noun.
Noun Bank

Aparri Jose Rizal Lina

Benigno pencil girl

bread street book

car Baguio city

Proper Noun Common Noun

Appendix 9 English 34, Q1, W7
Day 2, Grade 3

Group 3

Direction: Write the Proper Nouns among the identified common nouns.

1. town-
2. flower-
3. boy-
4. bus-
5. school-

Appendix 10 English 34, Q1, W7

Day 2, Grade 4
Direction:
Read the words inside the box.
What do you call these words?
Arrange the nouns whether they can be seen, heard, smelled, tasted or felt.

Beach mouse cake

Cat tree computer

Dogs peace iron

Fear seashore paper

Trouble birds honesty

Love books anger

Seen heard smelled tasted felt

_______ _________ ________ ________ _______

_______ _________ ________ ________ _______

_______ _________ ________ ________ _______

_______ _________ ________ ________ _______

Appendix 11 English 34, Q1, W7

Day 2, Grade 3

Direction: Read the situation and answer the challenge below:

 Mr. Guzman is a driver. He wanted to take with him on his journey
names of person, places and things that are proper noun. Help him to
identify the names he can be in his journey. Encircle the words using your
pencil.

Buguey Joseph cat key Alamat ng Pinya

toy book Aparri Callao Caves

electric fan bibingka Florida Liner

Appendix 12 English 34, Q1, W7

Day 2, Grade 4

Direction:
Underline the concrete nouns in each sentence.

1. On Ambrocio’s 7th birthday, he received a new bicycle, a remote control

toy car, and a ball.
 2. John Mark’s mother bought apples, banana, duhat and mangoes for him
and his brother.

3. Miss Matammu loves reading books, magazines, and newspapers.

4. Which do you prefer to eat- a banana cake or a chocolate cake?

5. Do plants need good soil, water and sunlight in order to grow?

Appendix 13 English 34, Q1, W7

Day 2, Grade 3

Summative Test

Direction: