Prepared by:

Lesson Plans for Multigrade Classes

Grades 5 and 6 MONALIZA A. UDARBE
Teacher I
Naguilian ES
Aparri South District

Learning Area: ENGLISH Quarter: 1 Week: 9

Grade Level Grade 5 Grade 6
Content Standard Oral Language Reading Comprehension
The learner demonstrates Recount events effectively Evaluate narrative based on how the author developed the elements;
understanding of useful . theme
strategies for purpose of Vocabulary Development . point of view
literacy learning Clarify meaning of words using dictionaries, thesaurus, and or
online resources Oral reading Fluency
Read grade level text with 135 words correct per minute
Oral Reading Fluency
Reading grade level text with 118 correct word per minute Grammar
Compose clear and coherent sentences using appropriate
Grammar grammatical structures: Subject-verb agreement
Compose clear and coherent sentences using structures:-
Conjunction Attitude
Observe politeness at all times
Attitude Show tactfulness when communicating with others
Observe politeness at all times
Show tactfulness when communicating with others

Performance Standard
The learner
Competencies Day 1 Day 1
Recount events effectively Evaluate narratives based on how the author developed the elements:
ENSOL-Ii-L8 .theme
.point of view
EN6RC-lh-2.24.2.4/2.24.2.
Clarify the meaning of words using dictionaries, thesaurus, Read grade level text with 135 words correct per minute
and/or online resources EN6F-li-1.13
EN5V-li-8.1/8.2/8. Day 2
 Day2 Compose clear and coherent sentences using appropriate
Read grade level text with 118 words correct per minute grammatical structures:
EN5F-li-1.1 . subject verb- agreement
Compose clear and coherent sentences using appropriate ENG-li-3.
grammatical structures; conjunctions Observe politeness at all times
EN5G-li-8.3/8.4 ENG-Ii-16
Observe politeness at all times Show tactfulness when communicating with others
EN5-Ii-16 ENGA-Ii-17

Day 1
Lesson Objectives To recount effectively To evaluate narratives based on how the author develop the
Process Skills: Reading, Writing elements:
Values Integration: Observe politeness at all times. -theme
-point of view
Process Skills : Reading, Writing
Values Integration : Show tactfulness when communicating with
others
Subject Matter Recounting Events Evaluating narratives based on the author developed the elements in
Clarifying Meaning of Words Using Dictionaries, Thesaurus, and short story
or Online Resources Reading Grade Level Text
Learning Resources TG,CG, BOW, pictures, stories CG, BOW,LM, pictures, copy of stories
Grouping Structures (tick boxes):
 Whole Class Activity  Ability Groups
Describe the parts of the lesson (for example the  Friendship Groups
introduction), where you may address all grade levels as Other (specify)
one group.  Combination of Structures
 Mixed Ability Groups
 Grade Groups
Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITIES

A. Setting the Stage
Show a picture of “Maria Makiling”( Appendix 1 )
Who is in the picture?
What can you say about the picture
B. Unlocking of difficulties
( Appendix 2 )
( Appendix 3 Story of Mariang Makiling )
C. Reading Comprehension
 Who is the character in the story?
What are the good things Maria do to the town people?
What is the moral lesson of the story?
D. Explaining the pupils what to do?

DT IL
1. Discuss how to recount events effectively Write story grammar of the story Mariang Makiling.
Say; To recount events one must to tell the details of a given
events
. To recount effectively one must
a. Listen or read the stories very well
b. Be specific in giving the events in the story
c. Organize the events properly.
2. more exercises in recounting events
GW Divide the class into groups. Let them read the story and give DT
the events that happened in the story by placing inside the box and it 1. Discuss evaluating narrative base on the author developed the
must be in the right sequence. Choose from the sentences below the elements.
boxes. The group who finish first will be the winner. Narrative tells about one main incident or happening. The author
( Appendix 4 ) brings the incident to life so the reader shares the experience.
( Appendix 5 ) What is point of view of the story Mariang Makiling?
What is the theme?
2.More exercises in analyzing narratives.
( Appendix 6 )
IL GW
Let the pupils get the meaning of the following words using 1. Timed Reading Speed Test. Do it with partner .
dictionary. ( Appendix 8 )
( Appendix 7 )
A A
Have the pupils read and recount the events in the story. Write at
least 10 sentences to recount the following events 1. Writing theme and point of view of given text.
( Appendix 2 Story of Mariang Makiling ) ( Appendix 9)

Remarks .

Reflection
Day 2
Lesson Objectives To compose clear and coherent sentences using appropriate To compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions grammatical structures: Subject – Verb Agreement
To read grade level text with 118 word correct word per minute To Read grade level text with 135 words correct per minute
 Process Skills: Reading, Writing
Process Skills: Reading, Writing
Values Integration: Politeness
Values Integration: Observe politeness at all times
Subject Matter Composing clear and coherent sentences using appropriate Composing clear and coherent sentences using appropriate
grammatical structures : Conjunction grammatical structures: Subject- Verb Agreement
Reading grade level text with 118 word correct word per minute Reading grade level text with 135 words correct per minute
Learning Resources BOW, TG, CG BOW, TG, LM
Grouping Structures (tick boxes):
Procedure
 Whole Class  Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the  Friendshi Groups
introduction), where you may address all grade levels as  Other (specify)
show methodology and
one group.  Combination of Structures
assessment activities.  Mixed Ability Groups
DT  Grade Groups
Direct Teaching
Teaching, Learning and Assessment Activities
GW Group Work WHOLE CLASS ACTIVITIES
IL A. Setting the stage
Independent Learning
(Present the lyrics of a song using a video presentation. The song entitled “Just The way You Are” by Bruno Mars.(Appendix
A Assessment 10 )
Let the pupils sing the song.
Ask; How is it related to your experiences?
B. Explaining the pupils what to do
DT IL
1. Present the mnemonic “ F A N B O Y S as it represents the Let pupils write sentences from the song “Just the Way You Are
coordinating conjunction. “
For, And, Nor, But, Or, Yet, So
( Appendix 11)
2. Explain how to use the following conjunctions in composing
sentences.
3. Help pupils in composing clear and coherent sentences using
appropriate conjunctions.
GW DT
Write one conjunction on each of a stack of note cards, and give 1. Reading of words with fluency.
out one note card to each pupil. Then write the beginning of a ( Appendix 13)
sentence on the board, such as “The dog leapt at the cat…” and 2. Using explicit teaching, the teacher discuss about subject-
instruct students to finish the sentence using conjunction. Have them verb agreement.
work with a partner to perfect their sentences, and then encourage Rules in Subject- Verb Agreement:
 them to share their finished sentences with the class 1.The subject must agree with its verb in number and in
( Appendix 12 ) gender.
A simple subject takes singular verb.
A plural subject takes plural verb.
Example:
1. She lives with the family in the farm
2. She lives the farm with her families.
( Appendix 14)
3. Provide various example to strengthen the skill.
(Appendix 15)
IL GW
A. Complete the cloze with appropriate conjunctions Divide the class into two groups.
( Appendix 16) Group I- Based on the picture Write 5 sentences with correct
agreement of subject and verb. Underline the subject once and
twice the predicate.
( Appendix 18)
B. Reading Speed Test. Do it with a partner. Group II – Supply the correct verb in the following statements.
( Appendix 17 ) Choose the verbs from the box.
( Appendix 19)
A A Write 10 sentences with correct subject-verb agreement.
Write10 sentences using conjunctions.

Remarks
Reflection

Day 3.
Lesson Objectives To answer the Summative Test with at least 80% mastery
Subject Matter
Learning Resources Testing Materials
Procedure Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Tell the pupils the standards in taking the test.
A A
Appendix 20 Appendix 21
Remarks
Reflection
 REFERENCES

GRADE 5 GRADE 6

TG, LM, BOW, CG

TG, LM, BOW, CG,

Prepared by: Checked by: Validated by:

MONALIZA A. UDARBE RONNIE F. TEJANO MT1 JOSE M. MATAMMU

Teacher 1 Aparri South ENGLISH/MG Coordinator EPS – FILIPINO/MG Coordinator
APPENDICE
S
Appendix 1 ENGLISH 56/Q1/W9
Day 1, Grade 5&6

APPENDIX 3 ENGLISH56/Q1/W9
DAY 1 GRADE 5
 MARIANG MAKILING

Mariang Makiling is said to be the mysterious fairy guarding Mount Makiling. No one
knows how old she is. It is believed she is old as the mountain itself. The very few people
who have seen her wondering around the thick forest of Makiling say she is tall and graceful,
with brown skin, deep black eyes, and hair almost touching the ground. Deer hunters seen her
standing on the edge of a cliff on mountain nights, with herv long hair floating in the air and
her singing echoing throughout the deep valleys.

Mariang Makiling likes to appear after a storm. She strolls around the woods to straighten
broken trunks, replace nests on the branches of trees, mend the wings of butterflies, and clear
the streams of fallen twigs and logs. As she walks around, all signs of the storm disappear ,
roses and orchids bloom, birds chirp with glee, and dear run around once again.

Mariang Makiling is also known a good heart. She would appear as young girl to help old
women gather firewood. She would then slip gold nuggets , coins and jewels into their
bundles of wood. She would also invite tired hunters to her home where she where she will
serve them a warm meal and cold drinks. She often give them a small parting gifts of ginger,
which hunters discover to have turned into gold when they arrived home.

Many of those who were granted Mariang Makiling generously knows well how to repay her
kindness. They just leave on the grounds of Mount Makiling a hen that is less than one year
old and with feathers as white as milk. White hens are her favorite treats.

Mariang Makiling has often appeared as an old women begging for food from hunters. She
does this to test their kindness to those in need. People who refuse to help her are chased
away from the forest with the sound of howling monsters hiding in the shadows of the woods.

As time went by people saw less of Mariang Makiling . She no longer appears to people to
bring them gift of gold and jewels. Hunters have no one to turn to when they are hungry and
thirsty.

Many blame Mariang Makiling’s disappearance from the forest on the people who do not
return her generosity. Others say that the cutting of trees and excessive hunting of wild
animals have greatly disappointed Mariang Makiling that she refuses to come out anymore.
But the tail of the mysterious fairy of Mount Mkiling lives on.
APPENDIX 5 ENGLISH56/QI/W9
Day 1 Grade 5

A Bundle of Sticks

Once upon a time, an old man lived in his three sons in a village. All his three sons were
hard workers. Still, none of them agreed with each other and quarreled all time. The old man
tried a lot to unite them but he failed.. While the villagers were surprised ate their hard work
and efforts, they also made fun of their fights.
 Months passed by and the old man fell sick. He talked to his sons to stay united, but none
of his sons heard his words. So, he decided to teach them a practical lesson so that they would
shed off their differences and stay united.

The old man called his sons. He told them, “I will give toy u bundle of sticks. Separate
each stick and you will have to break each stick into piece of two. The one who breaks the
sticks quickly will be rewarded more.”

All sons agreed.

He old man gave a bundle of ten sticks to everyone of them and asked into pieces. All the
sons broke the sticks into pieces in minute.

And again they started to quarrel among themselves as who came first.

The old man said, Dear sons, the game is not over. Now, I will give another bundle of
sticks to all of you. You will have to break the sticks as a bundle, not as separate
sticks.”

The sons agreed and began to break the bundle of sticks. Unfortunately, they could not
break the bundle. They hard very hard but failed to complete the task.

All sons said to the father about their failure.

The old man replied, “Dear sons, See! You could easily break the single sticks into
pieces, but you were not able to break the bundle! The sticks were same. So, if you
stay united, nobody can make any harm to you. If you quarrel every time with your
brothers, anyone can easily defeat you. I request you stay united.

The three sons understood the power of unity and promises their father that

Whatever be the problem, they would all stay together.

APPENDIX 4 ENGLISH56/Q1/W9
Day 2 Grade 5

Write the events that happened in the story by placing inside the box and it must be in right
sequence. Choose from the sentences below the boxes.
. The three sons understood the power of unity and promised their father that they will
resolved problem together

. The old man let man his sons quarreled all the time.

. There lived an old man and three brothers who always quarreled with each other.

. The old man told his sons to break the sticks again but as a bundle.

. The old man told them the moral lesson of the bundle of sticks

. The old man summoned his sons and asked them to separate the bundle of sticks and
break each one of it.
APPENDIX 12 ENGLISH56/Q1/W9
Day 2 Grade 5

Complete the following to make sentences using conjunction.

1. This batch of mushrooms is savory, ___________________________________.

2. You can eat your cake with spoon, ____________________________________.

3. My dog enjoys being bathed, _________________________________________.

4. Bill refuses to eat peas, ______________________________________________.

5. I hate to waste a drop of gas, _______________________________________.

6. His two favorite sports are football, ___________________________________.

7. I am allergic to cat, _________________________________________________.

8. I am vegetarian, ____________________________________________________.

9. I want to go for a hike, ______________________________________________

10. I’d like to thank you, ____________________________________________

APPENDIX 16 ENGLISH56/Q1/W9
Day 2 Grade 5

Complete the cloze with conjunctions. Choose your answer from the box.

for and nor but or yet so

I want to know about my future _______________I’m a little worried. It’s ok

______________you only tell me good things. I want to know what will happen

next year ______________ even in ten years. _____________ Moby __________ I

tried out for the basketball team. We practiced together ___________ we were.

separated _______________ I was nervous. Will _____________ Moby __________

and I will be on the team, ______________ I’ll ______________ be team captain.

What else do I want to know? _______________ I tried hard on the test today, I

Don’t think I did well. Moby played computer games _______________ it was

time for him to go home. Moby left, I was hungry.______________ study, I ate
dinner ________went to bed. I’ll do well on the test ______________ I didn’t

study hard? I’ll get a B, _______________ Moby will get an A!

APPENDIX 2 ENGLISH56/Q1/W9
Day 2 Grade 5

Using dictionary, thesaurus or cellphones, write the meaning of the following words.

1. mysterious

2. wandering

3. generosity

4. begging

5. disappearance
APPENDIX 10 ENGLISH56/Q1/W9
Day 2 Grade 5& 6

JUST THE WAY YOU ARE

( Bruno Mars )

Yeah, I know, I know, when I complement her she won’t believe me

And it’s so, it’s so, sad to think that she don’t see what I see
But every time she asks me do I look ok, I say
jI
When I see your face, there’s nothing that I would change
Cause you’re amazing, just the way you are
And when you smile, the whole world stop and stare for a while
Because girl you’re amazing, just the way you are ( yeah )
II
Her lips, her lips, I could kiss them all day If she let me
Her laugh, her laugh, she hates but I think it’s so easy
She’s so beautiful, and I tell her everyday
III
Oh, you know, you know, you know, I’d never ask you to change
If perfect’s what you’re searching for then just stay the same
You know I’ll say
 ( REPEAT ALL )

APPENDIX 7 ENGLISH56/Q1/W9
Day 2 English 5

Find the meaning of the following words using dictionary

1. Geographical

2. Unpredictable

3. Tectonic

4. Imperative

5. Sturdy

6. Aftershock

7. Subsided

8. Horrified

9. Urgent

10. Reassemble
APPENDIX 11 ENGLISH56/QI/W9
Day 2 Grade 5

F - For

A – And

N – Nor

B – But

O – Or

Y – yet

S - So
Appendix 6 ENGLISH56/Q1/W9
Day 1 Grade 6

Evaluate the narrative below:

Actually, Elynor often exceeded the stipulated requirements for the course by researching
related topics on the Internet; indeed on several occasions, she brought in interesting and
relevant articles she ahd located for the general edification of the class — a rarity in my
teaching experience at Hampshire. Elynor’s insightful and well-founded comments in class
also contributed significantly to our discussions.

The full promise of Elynor’s work in the study of religion only became manifest in her
papers, which were consistently excellent. Even at the relatively early point in her academic
career, she is already well in command of a clear, versatile, and mostly correct expository
style.

In the first of her two shorter essays, she provides an analytic comparison of the three type-
scenes in the book of Genesis in which one of the patriarchs inexplicably passes his wife off
as a sister, in effect subjecting her to the sexual advances of a more powerful male figure.

It is an interesting topic, and Elynor undertakes her comparison with unusual discrimination,
adhering closely to the relevant texts and demonstrating both the parallels and variations
among the three scenes with patent precision. For her second essay, she looked again at the
figure of Abraham, this time comparing his representations in the Hebrew Bible with those
found in the Qur’an.

Here again, Elynor’s treatment was distinguished for its perceptive and scrupulously close
reading of relevant passages from each text and her astute analysis of the differences between
them. Having thus demonstrated her remarkable proficiency as a biblical exegete and close
reader, she seized on the opportunity afforded by the final assignment to undertake some in-
depth research on the notion of reincarnation as it is found in the Hindu and Buddhist
traditions.

Recognizing the incongruity between Hindu and Buddhist notions of self, she wondered how
this might have shaped related conceptions of transmigration. As I noted in my comment on
this essay, from the arresting title page to the telling final paragraph, this essay is an
unqualified success. Elynor did some excellent research for this paper, both in primary and
secondary sources, weaving it all together with obvious skill and discrimination in her final
treatment.

The distinctions she sets out between classical Hindu and Buddhist conceptions are invariably
accurate, and the texts she cites for illustration could hardly be better.

In short, this essay constitutes a major achievement and an appropriate capstone to the rest of
Elynor’s excellent work in the course.

What is the point of view of the narrative?

APPENDIX 20 ENGLISH56/Q1W9

I. Using a dictionary, write the meaning of the following words.

 1. hovering

2. witty

3. entice

4. prodding

5. silly

6. aggravates

7. aelerons

8.naive

9. indemnify

10. fossil

11. Write 10 sentences using conjunctions

APPENDIX 21 ENGLISH56/Q1/W9
Grade 6
Write 10 sentences with correct agreement of subject and verb. Encircle the subject and
underline the paragraph.

1. ____________________________________________________________________

______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________

3. _______________________________________________________________________

________________________________________________________________________

4. _______________________________________________________________________

________________________________________________________________________

5. ________________________________________________________________________

_________________________________________________________________________

6. _________________________________________________________________________

_________________________________________________________________________

7. _________________________________________________________________________

_________________________________________________________________________

8. ________________________________________________________________________

_________________________________________________________________________

9. _________________________________________________________________________

_________________________________________________________________________

10. _______________________________________________________________________

APPENDIX 15 ENGLISH56/Q1/W9

Day 1 Grade 15
Underline the correct verb in each of the following sentences.

1. Mark ( is , are ) a Grade 6 pupil.

2. He ( go , goes ) to school early.

3. Marlon and Jane ( walk , walks ) five kilometers to reach the school.

4. They ( climb , climbs ) guava trees along their way.

5. Though it is too long to travel, they both ( enjoy , enjoys ) going to school.

II. How can we evaluate a narrative based from a journal story?

APPENDIX 9 ENGLISH56/Q1/W9
Day 2 Grade 6
 GOAL ASSESSMENT
I am Ronaldo Papac,42 years of age.

Today was the deadline for submission of our personal project goal statements. I Typed my
goal statement out and made sure I sent it to the PP coordinator on time. In the process of
writing my goal statement, I encountered a few problems. Firstly, I did not really know what
was expected of me for my goal statement. How many paragraphs were needed or a rough
gauge or how many word I needed to write . Suddenly, I remembered that we were given
booklets and handouts during the day of the personal project workshop. I was thankful I
found the correct information I needed as there was a clear step by step guideline from PLUS
4 PP I could use to develop my goal statement. Therefore, I followed steps 1.2 to 1.6 of the
PLUS 4 PP document because it focused mainly developing a goal statement. This really
took a weight off my back and I was ready to start writing my goal statement! I really
appreciated the fact that my resources or personal project were available on the newly
established Qatar Academy Wiki sites. I feel that having a site like the Wiki sites really
benefit students in many ways. It definitely helped me out while waiting to learn and find out
more on the personal project. I also made sure I included AOI’s that my supervisor told meI
should focus on.

APPENDIX17 ENGLISH 56/Q1/W9

Day 1 Grade 5

The day I became a swimmer, was the highlight of the last summer. My

journey started in the early morning of April16, when I tested Santa Lucia’s

River at the fort of Banahaw in Quezon Province. The water was so old and
the river where the Sta. Lucia’s Falls was found. A few minutes later I plunged

into the water. I did different swimming strokes as what professional swimmers

do. I did the crawl, backstroke, and butterfly strokes I couldn’t stop swimming.

I really enjoyed the cold water and its crystal color. There were times I wanted

to stop but I was determined to reach the falls. I swam for an hour and finally

reached the falls. I swam for an hour and finale reached the falls. I felt happy.

At least, I felt like Eric Buhain, the great swimmer.

APPENDIX ENGLISH56/Q1/W9
Day2 Grade6
APPENDIX 8 ENGLISH56/Q1/W9
Day 1 Grade 6
 'Akshaya Tritiya' is a famous festival of Hindus. It is also known as 'Akha

Teej'. It falls on the third day of Shukla Paksha of Vaishakha month according

to Hindu Calendar. It is celebrated across all over India.

Akshaya Tritiya is an auspicious day of the birthday of Lord

Parasurama. Parasurama is the sixth incarnation of Lord Vishnu. According to

Hindu mythology, Akshay Tritiiya was the day when Ganesha, the god of

wisdom and obstacle removal, started writing the epic Mahabharata to Ved

Vyas's dictation.

The word 'Akshaya' means infinite and 'Tritiya' means third. Therefore

the day is believed to bring good luck and success. On this day, people

conduct special Puja. Nowadays, this day is considered auspicious for starting

new ventures. On the day of Akshaya Tritiya buying gold is considered auspicious

APPENDIX 11 ENGLISH56/Q1/W9
Day1 Grade 5

I am flight. I cannot escape the air. It bites with the fangs of the blizzard

and claws as viciously ice itself. I am falling, my wings have broken under the

strain. I am a plummeting dove. I hit the snow with a subtle crunch, it breaks

my fall without thought. What haunting miasma of light flits in yonder

distance? Is it my mortal enemy, or a friend from before the snow? I do not

know. The footsteps draw near, I am afraid. Calloused hands gently lift me

from the fresh white powder. I look up in trembling to see a wrinkled face

smiling down at me. A hand locks around my neck, and with a swift twist-

APPENDIX18 ENGLISH56/Q1/W1
Day 2 Grade 6

Look at the picture . Write 5 sentences with correct agreement of subject and verb.Underline
the subject once and twice the predicate.
1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. ______________________________________________________________________________

APPENDIX 19 ENGLISH56/Q1/W9

Day 5 Grade 6
Supply the correct verb in the following statements. Choose the verbs from the box.

Is are draws have

are go sing meet

have collect

1. Ana _______________ very fond of playing.

2. She _________________ flowers and vases on banana leaf.

3. Ana and Jane ___________________ good friends.

4. They _______________ along river banks during week ends.

5. They __________________ along the big rocks while swimming.

6. They also ________________to gather sails.

7. They _____________ snail for lunch.

8. They _________________ out for fun and earning a living.

9. Jane and Ana __________________ a song while sitting on the rocks.

10. They ________________ lots of fun the whole day.

APPENDIX14 ENGLISH56/Q1/W9
Day 2 Grade 6
Example:

1. She lives with the family in the farm

2. They live in the farm with their family.

APPENDIX 13 ENGLISH56/Q1/W9
Day 1 Grade 6
Read the following words with fluency.

Wondrous manufacturing

Majestic victorious

Awesome absent

Supplement admire

Epitome remedy

Impurity impression

Mitigate octave

Steamy magnitude

Fluttering baptize

Huge economize

Dull charaterize

Jungle information

Colorless parenthesis

Forest knocking

Shaking misty mailing

Magnificent aggravates

Scenic content

Boundless compound