Prepared by

REZEL ANN JOY CABBUAG

Liuan ES
Rizal District
Lesson Plans for Multigrade Classes
Grades I and II

Learning Area: ENGLISH Quarter: 4 Week: 3

Grade Level Grade 1 Grade 2
Content Standards DAY 1 DAY 1
The learner demonstrates Oral Language Oral Language
understanding familiar words used to communicate personal experiences, grade level appropriate words used to communicate inter- and
of ideas, thoughts, actions, and feelings intrapersonal experiences, ideas, thoughts, actions and feelings

Listening Comprehension Listening Comprehension

story elements and text structures for effective oral text elements to see the relationship between known and new
expression information to facilitate comprehension

Day 2 Day 2
Phonological Awareness Phonological Awareness
sounds and their meanings for appropriate use of words the letter-sound relationship between Mother Tongue and English
for effective transfer of learning
Day 3
Grammar Phonics and Word Recognition
concepts of nouns and adjectives for identification and the relationship of phonetic principles of Mother Tongue and
description English to decode unknown words in English

Day 3
Grammar
the concepts of pronouns and preposition for appropriate
communication
Performance Standards Day 1 DAY 1
The learner Oral Language Oral Language
demonstrates understanding of story elements and text independently takes turn in sharing inter and intra personal
structures for effective oral expression experiences, ideas, thoughts, actions and feelings using
Listening Comprehension appropriate words
correctly identifies elements of literary and informational Listening Comprehension
texts to aid meaning getting correctly presents text elements through simple organizers to
 make inferences, predictions and conclusions
Day 2
Phonological awareness Day 2
demonstrates understanding of concepts of nouns and Phonological awareness
adjectives for identification and description effectively transfers the knowledge of letter-sound relationship
displays sensitivity to sounds in spoken language from Mother Tongue to English
correctly hears and records sounds in words
Day 3
Grammar Day 3
displays sensitivity to sounds in spoken language Grammar
activities shows proficiency in constructing grammatically correct
sentences in different theme-based activities

Competencies Listen to short stories/poems and infer characters feelings Use an understanding of incident to validate predictions EN2LC-
and traits EN1LC-IIIa-j-1.1 IVc-d-2.5
Participate in some sharing activities Participate in choral speaking and echo reading of short poems,
Recite Rhymes, Poem EN10L-Iva-j-1.2.9 rhymes EN20L-IVc-d-1.2.9

Day 1
Lesson Objectives 1.To identify the characteristics, feelings and traits of the 1. Identify the basic sequence of events and make relevant
stories and poems predictions about the story
2.Recite simple poem 2. Infer and make relevant predictions about the story
Subject Matter Story: A day in the Market Story: “Mark Has Horse’s Ears,” an Adaptation of Mark Has
Horse’s Ears by Robert Nye
Learning Resources TG,LM,BOW, story, manila paper costume, straw, manila paper, paperclips, masking tape, old
newspaper
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 introduction), where you may address the whole class  Friendship Groups
assessment 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 Teacher says: We have a new picture on the board today? Take a look at the picture. What do you see in the picture? Think about
your experience and share it with your seatmate. Later I will call a partner and share here infront.
IL Independent Learning DT GW
Present the Story Ask the pupils to choose one learning center where they would
A Assessment like to work. They can use the mother tongue in completing their
A Day in the Market task. However, encourage them to speak in English while
working. Then, try to translate after their presentation.
Waking early, a young girl is excited to spend
the day with her nanay since today is a market Learning Center 1 – Make paper bag hand puppets and talk
day!As they get off the bus, the little girl says, about the characteristics of the
nanay and I each carry a basket.Im going with character/(s) in the story.
nanay! Learning Center 2 – Imagine the time and place the story
We’re going in the market! happened then create/make a group
What would we see there? poster where the setting of the story
Who would I meet? is reflected.
Come, join us!
Today is a market day! 1. How did Mark solve his problem?
2. Did the mother do the right thing? Why?
Ask: Who woke up early? 3. If you were the mother, how would you solve the problem?
Where were they going?
GW DT
Divide the class into 2 groups each group will dramatize the Present the Story Mark Has Horse’s Ears Appendix 2
story Comprehensive Questions:
1. What was special about Mark?
2. What do you think Mark felt when the guests laughed
about his ears?
IL IL
Draw your favourite fruits/vegetables (Appendix 1) 1.How did Mark solve his problem?
2.Did the mother do the right thing? Why?
If you were the mother, how would you solve the problems?
A A
Draw a line to match the pictures with their corresponding Sequencing of Events (Appendix 4)
name (Appendix 3) Arrange the following events by writing 1-5
Remarks
Reflection
Day 2
Lesson Objectives Pair the words that rhyme Identify and give examples of words with short e
Subject Matter Rhyming Words Pictures with short e words
Learning Resources TG,LM,BOW, poem, manila paper, word list Pictures, chart, word cards
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY

Reading words. Show different pictures let them name each pictures that being presented.(Appendix 8)
DT GW
The teacher and pupils recite the poem in class. Teacher posts The teacher point a picture and each group get the word card that
words on the board. Teacher writes the rhyming words in the names it. Appendix 8
poem.

The Caterpillar
Brown and furry
Caterpillar in a hurry
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you.
Hovering bird of prey pass by
you: Spin and die,
To live again a butterfly.

GW DT
Group the class into 2 groups and the teacher reads three Show pictures with short e. Study the pictures. Read their names
words and each group will write in their notebook two words and let them read after you.
that rhyme. Appendix 5
IL IL
Pupil choose words from the list that rhyme. Appendix 6 Write 10 words that has short e
 A A
Choose the pair of words that rhyme Appendix 7 Read each word. Draw what it says: Do this in your notebook.
Appendix 9
Remarks
Reflection

Day 3
Lesson Objectives Appreciate and give examples of action words Know when to use It and They in a Sentence
Subject Matter Action Words Pronoun It and They
Learning Resources
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Show pictures. Ask the class what they have observed or seen in the pictures showed.
DT GW
Show pictures that shows action. And let them act the Give each group a sets of pictures and let them write a sentence
pictures presented. List down all the actions taken and about the pictures.
explain what action words is.
GW DT
Divide the class into 3groups each group will act it out what Discuss the pronoun It and They when to use in a sentence. Give
they have pick up in the jumbled strips with action words. examples.
IL IL
The teacher will give a word and identify if it is action words Class Sharing
or not by writing (x) if not and ( ) if yes. Appendix 10 Teacher Says: I will show you pictures of different families doing
different things. Choose one picture and tell something about
what the members of the family are doing. Don’t forget to use
They and It.
A
A Complete the sentence by adding it and they.
Encircle all the pictures that show actions. Appendix 11 Appendix 12
Remarks
Reflection
 REFERENCES

Prepared by: Checked and validated by:

REZEL ANN JOY CABBUAG JOSE M. MATAMMU, Ph. D

Teacher I EPS-Filipino/ Division MG Coordinator
Appendix 1
Day 1,Grade 1 English12/Q4/W3

Draw atleast 3 of your favorite fruits.

Appendix 2
Day 1, Grade 1 English1,2 Q4, W3

Mark Has Horse’s Ears

An Adaptation of Mark Has Horse’s Ears by Robert Nye
Mark had everythinghe wanted. Everyone said,
What a lucky boy. How happy he must be!”But Mark was
not happy. He had a secret. The secret was that he had
horse’s ears that he kept under a bonnet. The only person
who knew about the secret was the family barber. He was
forced to promise not to tell anyone or else his barber shop
would be closed. The barber kept the secret until he began
to get sick and went to the doctor. The doctor said, “You
are not sick at all. Perhaps you are keeping a secret.” The
barber fell off his chair. He thought the doctor knew about
little Mark’s secret. The doctor asked what the secret was,
but the barber wouldn’t say anything. The doctor said,
“Well, if you won’t tell me, tell it to the ground.” Right away
the barber went to the bank of the river and laid his head
down and whispered, “Mark has horse’s ear s. Mark has
horse’s ears.” Right away he felt better. When the little rich
boy celebrated his seventh birthday, his mother prepared a
big banquet. She invited musicians to entertain guests. One
played music using a comb and a leaf. When the guests had
eaten, little Mark’s father called on the special musician to
play. The musician blew on his comb and out came the
song, “Mark has horse’s ears.” The guests began to giggle.
The father snatched the comb from the musician and blew
on it.Again the comb sang, “Mark has horse’s ears.”
Everyone laughed so hard they were rolling on the floor.
Suddenly Mark’s mom stood up and spoke, “How many of
you here have horse’ sears? Only one, my specials on, Mark.
It is a sign of his difference from you.”The mother took off
the bonnet that hid Mark’s ears. Then the father and
mother kissed Mark, first on one and then on the other.
After this, everyone wanted horse’s ears because these
would make them special. Mark didn’t have to hid his ears
anymore. After this, everyone wanted horse’s ears because
these would make them special. Mark didn’t have to hid his
ears anymore.
Appendix 3
Day 1, Grade 1 English1, 2, Q4, W3

Draw a line to match the pictures with their corresponding

name.

1.  Banana

 Eggplant
2.

3.  Atis

 Avocado
4.

 carrot
5.
Appendix 4
Day 1, Grade 2 English1,2, Q4, W3

Arrange the following events by writing 1-5.

_____1. Mark had everything he wanted.

_____2. Mark didn’t have to hide his ears anymore.

_____3. When the little rich boy celebrated his seventh

birthday, his mother prepared a big banquet.

______4. The only person who knew about the secret was the
family barber.

______5. The secret was that he had horse’s ears that he

kept under a banner.
Appendix 5
Day 2, Grade 1 English12, Q4, W3

Activity Group works: More Rhyming Words

Write in your notebook two words that rhyme.

Example: mat fat far Ans: mat-fat

1. ball bat fall

2. fine shine bright

3. best bend west

4. dry fly stay

5. bike bind alike

Appendix 6
Day 2, Grade 1 English12, Q4, W3

Look at the words that rhyme and put a check( / ) inside the box if the words
rhyme and( x ) cross if not.

cat-bar box-fox fan-can

Write 5 examples of a rhyming words.

1.

2.

3.

4.

5.
Appendix 7
Day 2, Grade 1 English12, Q4, W3

Choose and encircle the pair of words that rhyme.

1.rain-again

2.sun-fun

3.fat-hat

4.sky-by

5.book-look

6.seen- been

7.led-let

8.bug-rug

9.pen-net

10.man-fan
Appendix 8
Day 2, Grade 1&2 English12/Q4/W3
Appendix 9
Day 2, Grade 2 English12/Q4/W3

Read each word. Draw what it says. Do this in your notebook.

pen

jet

net

ten
Appendix 10
Day 3, Grade 1 English12/Q4/W3

List of action words.

1. write

2.sleep

3.bag

4.eat

5.dance

6.chair

7.pretty

8.climb

9.sit

10.jump
Appendix 11
Day 3, Grade 1 English1, 2,Q4, W3

Color all the pictures that show/s actions.

Appendix 12
Day 3, Grade 1&2 English1,2,Q4, W3

Complete the sentence by addingIt /They.

1. Rob and Red are brothers.

__________like reading together.

2. The pupils are having recess.

_____________are eating together.

3. The pet puppies are very dirty.

_________all need a bath.

4. ________is near the sea.

5. This is a spoon.
__________is used for eating.