Prepared by:

CHRISTINE CHELO P. GABRIEL

Lesson Plans for Multigrade Classes [ Teacher-In-Charge/Teacher I ]
Grades 4, 5 and 6 [ EVA Aeta Elem. School ]
[ SDO Bataan ]
Learning Area:ENGLISH Quarter: THIRD Week: THREE
Grade Level Grade 4 Grade 5 Grade 6
Content Standards Listening Comprehension Listening Comprehension Listening Comprehension
The learner..... Demonstrates an understanding of the Demonstrates understanding of various Demonstrates understanding of various
elements of literary and informational texts linguistics nodes to comprehend various texts linguistics nodes to comprehend various texts
for comprehension Demonstrates understanding of text types in
order to construct feedback
Oral Language Oral Language
Oral Language Demonstrates understanding of the oral Demonstrates understanding of the oral
Demonstrates an understanding of verbal and standards of English in order to participate in standards of English in order to participate in
non-verbal cues for effective oral presentation various oral communication demands various oral communication demands
(situation, purpose and audience) (situation, purpose and audience)
Vocabulary Development Vocabulary Development
Vocabulary Development Demonstrates understanding that words are Demonstrates understanding that words are
Demonstrates an understanding that words are composed of different parts to know that their composed of different parts to know that their
composed of different parts and their meaning meaning changes depending in context meaning changes depending in context
changes depending on context Reading Comprehension Reading Comprehension
Reading Comprehension Demonstrates an understanding of text Demonstrates an understanding of text
Demonstrates an understanding of text elements to comprehend various texts elements to comprehend various texts
elements to comprehend various texts Fluency Fluency
Fluency Demonstrates an understanding that English is Demonstrates an understanding that English is
Demonstrates an understanding that English is stress-timed language to support stress-timed language to support
stress-timed language to achieve accuracy and comprehension comprehension
automacity Grammar Grammar
Grammar Demonstrates a command of the conventions Demonstrates a command of the conventions
Demonstrates a command of the conventions of standard English grammar and usage when of standard English grammar and usage when
of standard English grammar and usage when writing or speaking writing or speaking
writing or speaking
Writing Composition
Writing Composition Demonstrates understanding of different
Demonstrates an understanding of writing as a formats to write for a variety of audiences and
process purposes
Study Strategy Study Strategy
Study Strategy Demonstrates an understanding of library skills Demonstrates an understanding of library
1
 Demonstrates an understanding of library
skills to research on a variety of topics
Attitude
Demonstrates an understanding of verbal and
non-verbal elements of communication to
respond back
Performance Listening Comprehension
Standards Recalls details, sequence of events, and shares
The learner..... ideas on texts listened to
Oral Language
Effeciently delivers oral presentations
Vocabulary Development
Uses strategies to decode the meaning of
words
Reading Comprehension
Uses knowledge of text types to correctly
distinguish literary from informational texts
Fluency
Reads aloud text with accuracy, automacity,
and prosody
Grammar
Speaks and writes good command of the
conventions of standard English
Writing Composition
Uses a variety of strategies to write
informational and literary compositions
Study Strategy
Uses library skills to gather appropriate and
to research on a variety of topics
Attitude
Demonstrates an understanding of verbal and
non-verbal elements of communication to
respond back
Listening Comprehension
Analyzes text types to effectively understand
information/message(s)
Oral Language
Prepares for and participates effectively in a
range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Vocabulary Development
Uses startegies to decode correctly the meaning
of words in isolation and in context
Reading Comprehension
Uses knowledge of text types to correctly
distinguish literary from informational texts
Fluency
Reads with sufficient accuracy and fluency to
support comprehension
Grammar
Uses the correct function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in various discourse (oral and
written)
Study Strategy
Utilizes discrete techniques (general or
specific) and applies appropriately them to all
or most fields of study
2
skills to research on a variety of topics
Attitude
Demonstrates an understanding of verbal and
non-verbal elements of communication to
respond back
Listening Comprehension
Analyzes text types to effectively understand
information/message(s)
Uses literal information from texts heard to
construct an appropriate feedback
Oral Language
Prepares for and participates effectively in a
range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Vocabulary Development
Uses startegies to decode correctly the
meaning of words in isolation and in context
Reading Comprehension
Uses knowledge of text types to correctly
distinguish literary from informational texts
Fluency
Reads with sufficient accuracy and fluency to
support comprehension
Grammar
Uses the correct function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in various discourse (oral and
written)
Writing Composition
Edits text using appropriate text types for a
variety of audiences and purposes
Study Strategy
Utilizes discrete techniques (general or
specific) and applies appropriately them to all
or most fields of study
Attitude
 relevant information Attitude Uses paralanguage and non-verbal cues to
Uses paralanguage and non-verbal cues to respond appropriately
Attitude respond appropriately
Uses paralanguage and nonverbal cues to
respond appropriately
Competencies DAY 1 DAY 1 DAY 1
Identify the elements of informal text Provide evidence to support understanding. Detect biases and propaganda devices used by
(editorial). EN4LC-IIIc-26 EN5LC-IIIc-2.15 speakers. EN6LC-IIIc-3.1.12
Use appropriate expression to talk about Link comments to the remarks of others. Make a stand based on informed opinion.
issues/current events. EN5OL-IIIc-2.8 EN6OL-IIIc-1.28
EN4OL-IIIc-15
DAY 2 DAY 2 DAY 2
Identify multiple meanings of words. EN4V- Infer the meaning of unfamiliar words Infer the meaning of borrowed words using
IIIc-36 (compound, -context clues
Identify various text types according to affixed) based on. EN5V-IIIc-20.3 -affixes and roots. EN6V-IIIc-12.3.3
structure (problem and solution). EN4RC-IIIc- given context clues (synonyms, antonyms -Other strategies. EN6V-IIIc-12.4.1.3
36 word parts). EN5V-IIIc-20.4 Distinguish text-types according to purpose
Other strategies (Science). EN5V-IIIc-20.5 and language features
Distinguish text-types according to features -Comparison and contrast.
(structural and language) EN6RC-IIIc-3.2.7
-Problem and solution. EN5RC-IIIc-3.2.5
DAY 3 DAY 3
DAY 3 Read grade level text with accuracy,. EN5F-IIIc- Read grade level text with accuracy,
Read grade-level texts with appropriate speed, 1.3 appropriate rate and proper expression.
accuracy, and expression. Appropriate rate and. EN5F-IIIc-1.6 EN6F-IIIc-1.6, 1.3, 1.7
EN4F-IIIc-15 proper expression. EN5F-IIIc-1.7
DAY 4 DAY 4
Use a particular kind of sentence for a specific Use a particular kind of sentence for a specific
DAY 4 purpose and audience purpose and audience
Identify and use words that show degrees of -asking permission -making requests. EN6G-IIIc-1.8.3
comparison of adjectives in sentences. EN4G- -making requests. EN5G-IIIa-1.8.1, 1.8.3 Revise writing for clarity
IIIc-14 -correct spelling
Write/ compose an editorial. -appropriate punctuation marks
EN4WC-IIIc-28
-trasition/signal words.
DAY 5 EN6WC-IIIc-1.8.2, 1.8.1, 1.8.3
Organize information from secondary sources DAY 5
DAY 5 Organize information from secondary sources
in preparation for writing, reporting, and
Use graphic organizers to organize in preparation for writing, reporting and
similar academic tasks in collaboration with
information
3
 obtained from various sources in preparation
for
reporting, etc. EN4SS-IIIc-12
Show interest in reading an editorial. EN4A-
IIIc-29
Day 1
Lesson Objectives
1. To identify the elements of informal text
(editorial)
2. To use appropriate expression to talk
about issues/current events
others. EN5SS-IIIc-4
Observe politeness at all times.
EN5A-IIIc-16
Show tactfulness when communicating with
others. EN5A-IIIc-17
1. To provide evidence to support
understanding
2. To link comments to the remarks of others
similar academic tasks in collaboration with
others. EN6SS-IIIc-4
Observe politeness at all times.
EN6A-IIIc-16
Show tactfulness when communicating with
others. EN6A-IIIc-17
Show openness to criticism. EN6A-IIIc-18
1. To detect biases and propaganda devices
used by speakers
2. To make a stand based on informed
opinion

Subject Matter  Identifying the elements of informal  Providing evidence to support  Detecting biases and propaganda
text (editorial) understanding devices used by speakers
 Using appropriate expression to talk  Linking comments to the remarks of  Making a stand based on informed
about issues/current events others opinion

Learning Resources Sample Editorial, BOW, Graphic Organizer Sample Editorial, BOW, Graphic Organizer
Procedures Grouping Structures (tick boxes):

Methodology:  Whole Class  Grade Groups

Use letter icons to describe the parts of the lesson (for  Ability Groups
show methodology and example the introduction), where you  Friendship Groups
assessment activities may address the whole class as one  Other (specify)
group  Combination of Above
DT Direct Teaching  Mixed Ability Groups

GW Group Work
Teaching, Learning and Assessment Activites
IL Independent
Learning

A Assessment
GRADE 4 GRADE 5 GRADE 6

4
Procedures Whole Class Instruction
1. Assign a pupil to read an editorial (chosen by the teacher, see Appendix 1)
2. Ask some pupils about their opinion on the article read.
3. Let them expound their answers by asking why and how they come up with their opinions.
GW DT GW
Group 1: Answer Wh- Questions based on the 1. Let the pupils ask questions about the article Groups 1 and 2: Using a Discussion Map,
given editorial using the Big Question Map read. answer the question: Does the government’s
(see Appendix 2) 2. Write the pupils’ questions on cartolina help among the victims of typhoons enough?
Group 2: Write a 10 sentence paragraph strips (see Appendix 3)
expressing opinion about the editorial
DT GW Continuation of Group Work
Presentation of Group Outputs Group 1 and 2: Using a Justify your Answer
A Organizer, answer the questions on the
Teacher Observation Checklist/Rubrics cartolina strips
(see Appendix 4.a, 4.b) (see Appendix 5)
DT
1. Ask the pupils: In which parts of the
article can you find the answers to Wh-
questions?
2. Discussion on the elements of an informal
text (editorial).
a. Introduction- contains the issue
b. Body- ellaborates the issue
c. Conclusion- gives recommendation or
solution on the issue presented

5
IL Continuation of Group Work DT
Using the article, “Coming with a pack of Presentation of Group Outputs
goods,” write the article showing the elements
of an editorial. A
1. Introduction: Teacher Observation Checklist
(see Appendix 4.c)
2. Body DT
1. Discuss the different types of biases and
3. Conclusion: propaganda devices
Bias is defined as favoring one person or side
over another. It is also defined as seeing a
one-sided perspective.
Types of Biases
1. Bias through omission
2. Bias by selection of sources
3. Bias by story selection
4. Bias by placement
5. Bias by labeling
6. Bias by spin
Types of Propaganda Devices
1. Bandwagon
2. Card Stacking
3. Citing Statistics
4. Emotional Appeal
5. Glittering Generalities
6. Name Calling
7. Plain Folks
8. Testimonial
9. Transfer
10. Stereotyping

2. Give examples of biases and propaganda

devices used in media.
A DT IL
Peer Checking of Outputs Using a Teacher- Presentation of Group Outputs Name the biases and propaganda devices used
Prepared Key to Correction (see Appendix 6) A (see Appendix 7)
Teacher Observation Checklist A
(see Appendix 4.c) Peer Checking of Outputs Using a Teacher-
6
 Prepared Key to Correction
Remarks
Reflection
Day 2
Lesson Objectives
1. To identify multiple meanings of words 1. To infer the meaning of unfamiliar words 1. Infer the meaning of borrowed words using
2. To identify various text types according to (compound, affixed) based on -context clues
structure 2. given context clues (synonyms, -affixes and roots
(problem and solution) antonyms word parts) -other strategies
3. Other strategies (Science) 2. Distinguish text-types according to purpose
4. To distinguish text-types according to and language features
features (structural and language) -Comparison and contrast
-Problem and solution
Subject Matter  Identifying multiple meanings of words  Inferring the meaning of unfamiliar words  Inferring the meaning of borrowed words
 Identifying various text types according to (compound, affixed) based on using
structure (problem and solution)  given context clues (synonyms, -context clues
antonyms word parts) -affixes and roots
 Other strategies (Science) -Other strategies
 Distinguishing text-types according to  Distinguishing text-types according to
features purpose and language features
(structural and language) -Comparison and contrast
-Problem and solution
Learning Resources Developing Reading Power 6 p.198, BOW, Developing Reading Power 6 p.198, BOW, Developing Reading Power 6 p. 225, BOW,
Chart Puzzle, Chart Puzzle, Chart
Procedures Teaching, Learning and Assessment Activites
GRADE 4 GRADE 5 GRADE 6
Whole Class Instruction
DT
1. Silent Reading: Different Text Types Based on Structure and Purpose
2. Problem-Solution (Grade 4 and 5)
3. Comparison and Contrast (Grade 6)
(see Appendices 8 and 9)
4. Discussion on the various texts types according to structure and purpose
a. Problem – Solution: The author will present a problem that needs to be solved. A problem can be between individuals or groups, or it
might be with something that is going on in the world. A problem might even occur with just one person.
b. Comparison and Contrast: When you compare and contrast two or more people, places, events, or things, you find ways in which
they are alike or different. Signal words such as like, both, also, most, but, whereas, and however may tell you when things are being
7
 compared and contrasted.

GW DT
Group 1 and 2: Based on the text read, identify the problem and the solution. Write the answer 1. Let the pupils read the selection, The Cow
on a chart using the format: and the Carabao orally.
A. Problem B. Solution (see Appendix 9)
2. Ask: What are the similarities and
differences of cow and carabao?
A IL
Checking of Group Outputs Using a Venn Diagram, write down the
(see Appendix 10) similarities and differences of cow and
carabao.

COW CARABAO

A
Peer Checking of Outputs Using a Teacher-
Prepared Key to Correction
Whole Class Discussion
DT
1. Discussion on the use of context clues
When you come across a word you do not know, you can often figure out the meaning of an unfamiliar word by using the words around it. The
surrounding words, sentence or paragraph is known as the context.
Examples:
a. The mean boy kicks the trash can and throws its contents to his classmates. (by word parts)
b. They sing to show the community that they mean what they say. (by word parts)
c. When the school principal went on leave, Sharon became the interim principal. She monitors classes and does school reports too. (by
word parts)
d. Nath is moody. He could be elated one minute but sad the next. (by use of antonyms)
e. It is obligatory to get a license before anyone can drive a car. (by use of affixes)
f. The children are tasked to clean the backyard. (compound word)
DT IL IL
1. In the examples given, how is word 1. Game (Puzzle) 1. Game (Puzzle)
mean used? Encircle the word being described Encircle the word being described

8
 2. Can you think of other words that (see Appendix 12) (see Appendix 13)
have two or more meanings? 2. Write the meaning of the underlined 2. Write the meaning of the underlined
3. Let the pupils give examples. words based on the context clues words based on the context clues
4. Write their answers on cartolina given. given.
strips and post them on the board. a. The pipette is so narrow and small that they a. All my friends climbed the boondocks to
A choose to use the pipes instead. see wild flowers.
Match the sentences in Column A with the b. Test tubes are smaller than a boiling tube b. He eats gourmet french food. The
meaning of the underlined words in Column but they are both used to hold liquids. ingredients are of high quality and the it is
B. c. Volcanology came from the word volcano. skillfully prepared.
(see Appendix 11) d. The glassware breaks after it was hit by a c. Most children are fond of watching anime
ball. with cute animated characters who fight
e. Look at the thermometer to see how it is monsters and other villains.
today. d. Ellen wants to create a catalogue of her
dresses to organize her collection.
e. The family corgi barks and runs inside
A when he sees a stranger.
Peer Checking of Outputs Using a Teacher- A
Prepared Key to Correction Peer Checking of Outputs Using a Teacher-
Prepared Key to Correction
Remarks
Reflection
Day 3
Lesson Objectives
1. To read grade-level texts with appropriate 1. To read grade level text with accuracy, 1. To read grade level text with accuracy,
speed, accuracy, and expression 2. appropriate rate and appropriate rate and proper expression
3. proper expression
Subject Matter  Reading grade-level texts with appropriate  Reading grade level text with accuracy,  Reading grade level text with accuracy,
speed, accuracy, and expression  appropriate rate and appropriate rate and proper expression
 proper expression
Learning Resources BOW, Recording, Developing Reading Power 4 p. 46, Developing Reading Power 6 pp. 28, 46, 48
Procedures Teaching, Learning and Assessment Activites
GRADE 4 GRADE 5 GRADE 6
Whole Class Instruction
1. Let the pupils listen to a recording showing how to read with appropriate speed, accuracy and expression
(see Appendix 14)
2. Ask the pupils:
What do you notice about the child’s voice while he is reading?
9
 3. Using the same text in the recording (which is shown on the board or screen), read aloud to the pupils.
Let them take note of your speed and accuracy by emphasizing when to stop and rest.
Let them take note of the appropriate expression by emphasizing when to use soft and loud voices.
4. Ask the pupils to read aloud by grade level while other grade levels listen and take note of their speed, accuracy and expression.
GW
Teacher-Assisted/Guided
(Mixed Ability/Grade Level Grouping)
Using a variety of texts chosen by the teacher (see Appendix 15.a, 15.b, 15.c),
Group 1-3: 1. Choose the texts that their group will use
2. Prepare a Readers’ Theater
DT
Presentation of Group Outputs
A
Teacher Observation Checklist
(see Appendix 16)
DT IL IL
1. Have the pupils read independent level text 1. Silent Reading: Provide the pupils with the 1. Silent Reading: Give the pupils
individually same text to read independent level texts that they can
A practice again and again.
1. Peer Evaluation:Have the pupils record the A
time spent by their classmates reading the 1. Peer Evaluation: Have the pupils record the
text provided time spent by their classmates reading the
2. Teacher Observation Checklist text provided
(see Appendix 17) (see Appendix 17)
IL DT Continuation of IL and A
1. Silent Reading: Give the pupils 1. Have the pupils read independent level text
independent level texts that they can individually.
practice again and again. A
A 2. Peer Evaluation: Have the pupils record the
1. Peer Evaluation: Have the pupils record the time spent by their classmates reading the
time spent by their classmates reading the text provided
text provided 2. Teacher Observation Checklist
(see Appendix 17) (see Appendix 17)

10
 Continuation of IL and A IL DT
1. Silent Reading: Give the pupils independent 1. Have the pupils read independent level text
level texts that they can practice again and individually.
again. A
A 1. Peer Evaluation:Have the pupils record the
1.Peer Evaluation: Have the pupils record the time spent by their classmates reading the
time spent by their classmates reading the text provided
text provided (see Appendix 17)
2. Teacher Observation Checklist
(see Appendix 17)

Remarks
Reflection
Day 4
Lesson Objectives
1. To identify and use words that show 1. To use a particular kind of sentence for a 1. Use a particular kind of sentence for a
degrees of comparison of adjectives in specific purpose and audience specific purpose and audience
sentences -asking permission -making requests
2. To write/ compose an editorial -making requests 2. Revise writing for clarity
-correct spelling
-appropriate punctuation marks
-trasition/signal words
Subject Matter  Identifying and using words that show  Using a particular kind of sentence for a  Using a particular kind of sentence for a
degrees of comparison of adjectives in specific purpose and audience specific purpose and audience
sentences -asking permission -making requests
 Writing/composing editorial -making requests  Revising writing for clarity
-correct spelling
-appropriate punctuation marks
-trasition/signal words
Learning Resources BOW, Checklist, Game BOW, Role Cards, Checklist
Procedures
Teaching, Learning and Assessment Activites
GRADE 4 GRADE 5 GRADE 6
GW Class Instruction
Game DT
Groups 1&2: 1. Read the conversation: Could You Do Me a Favor?
 For 10 minutes, each group will write as (see Appendix 18)
11
 many statements as they can, comparing
things and people inside the classroom in
Manila paper strips.
DT
1. Presentation of Group Outputs
 At the end of the time period, have the first
group, share their sentences. If the second
group has the same sentence, both group
should cross the statement off their list.
 The group with the most sentences
remaining wins.
2. Discussion on the Degrees of Comparison
of Adjectives
a. Positive Degree
b. Comparative Degree
c. Superlative Degree
IL
1. Complete the following sentences using
the appropriate degree of comparison.
a. Diana is the (intelligent)
________________ pupil in our class.
b. Leo is (quiet) _____________ than
Elaine.
c. India is (small) _____________ than
China.
d. This books are (interesting) ____________
2. Discussion Questions: Why is Maricar calling her sister Neneth?
What is she asking from her sister?
What sentence in the conversation shows her request?
What is Neneth’s request from Maricar?
What sentence in the conversation shows her request?
Underline these sentences to emphasize the format in making requests.
1. Sentence format when making a request
Could you ___________ for me?
Would you ___________ for me?
Do you mind __________ for me?
Would you mind _________ for me?
2. Sentence format when asking for permission.
Can I/we/they/she/he ________________?
Is it okay if I/we/they/she/he
GW
Mixed Abilities/Grade Level Grouping
Groups 1&2:
 Each group will be given a role card. Based on the Could You Do Me a Favor, they will
prepare a reenactment of calling a family member to tell them they will be late and request a
favor from them.
 Write down their request in the card provided using the given format.
(see Appendix 19)
DT
Presentation of Group Outputs
A
Teacher Observation Checklist
(see Appendix 20)
12
than those books in the
library.
e. Martin speaks English (well)
____________ than Carol.
f. Bicol is (far) ___________ in Manila
than Bataan.
g. His jokes are way (funny) _____________
than yours.
h. Elda thinks Ariane is (beautiful)
__________ than Ynes.
i. Alden runs (fast) __________.
j. Romel is (good) ___________ in
Mathematics than Orlan.
2. Write a sentence using the following sets
of words to show comparison
a. Ana, brave, Jun
b. Alan, healthy, Gabby
c. Sheryl, pretty
d. Jase, active, Karl
e. Angie, funny, Rose
f. Lyn, beautiful, Kristine
g. Jose, Tom, Nath, tall
h. Elvie, good
i. Thea, Anne, good
j. Sampaguita, fragrant
DT GW IL
1. Review on the parts of an editorial Group 1&2: 1. Using the edited editorial, Coming with a
a. Introduction  Each group will be given a role card. Based pack of goods, ask the pupils to encircle all
b. Body on the Could You Do Me a Favor, they will the misspelled/misused words, wrong
c. Conclusion reenact calling a family member to tell them punctuation marks.
they will be late and ask for permission (see Appendix 22)
about something from them.
 Write down the permission they asked in the
card provided.
(see Appendix 21)
GW DT A
Groups 1&2: Write an editorial based on the Presentation of Outputs Peer Evaluation of Outputs

13
 topics given.
Group 1: Waste Segregation
Group 2: Cruelty to Animals
DT
Presentation of Group Outputs
A with the words and phrases from the list.
Teacher Observation Checklist/Rubrics
(see Appendix 23)
Remarks
Reflection
Day 5
Lesson Objectives
1. To use graphic organizers to organize
information obtained from various sources
in preparation for reporting, etc.
2. To show interest in reading an editorial
Subject Matter  Using graphic organizers to organize
information obtained from various sources
in preparation for reporting, etc.
 Showing interest in reading an editorial
Learning Resources BOW, Editorial, Pictures, Graaphic Organizers
Procedures
GRADE 4
Whole Class Instruction
DT
A IL
Teacher Observation Checklist/Rubrics
(see Appendix 20)
IL
1. Read the conversations and fill in the gaps
(see Appendix 24)
1. To organize information from secondary
sources in preparation for writing,
reporting, and similar academic tasks in
collaboration with others
2. To observe politeness at all times
3. To show tactfulness when communicating
with others
 Using graphic organizers to organize
information
obtained from various sources in preparation
for reporting, etc.
 Showing interest in reading an editorial
Teaching, Learning and Assessment Activites
GRADE 5
14
1. Using their outputs, ask the pupils to
revise the editorial by correcting the
spelling, punctuations and signal
words.
A
Peer Checking Using a Teacher-Prepared Key
to Correction
(see Appendix 1)
1. To organize information from secondary
sources in preparation for writing,
reporting and similar academic tasks in
collaboration with others
2. To observe politeness at all times
3. To show tactfulness when communicating
with others
4. To show openness to criticism
 Organizing information from secondary
sources in preparation for writing, reporting
and similar academic tasks in collaboration
with others
 Observing politeness at all times
 Showing tactfulness when communicating
with others
 Showing openness to criticism
GRADE 6
 Pre-Reading Activities
1. Review: Parts of an editorial
2. Unlocking of Difficulty through context clues
a. Confusion
b. Bewildered
c. Dismissal
d. Quit
e. Elbowed
3. Motive Question: What are your experiences during your first day of school?

During Reading
1. Silent Reading: First Day in School (see Appendix 25)
Post Reading Activity:
Ask the pupils:
1. Where is the most important information in the editorial?
2. What do you call it?
3. What are the details supporting the most important information in the editorial?
4. What do you call these details?
GW
Mixed Ability/Grade Level Grouping
Using the editorial, New Year Thoughts (see Appendix 26),
Group 1,2&3:
1. Let the pupils create their own graphic organizer to organize the information based on a sample posted by the teacher. (see Appendix 27)
2. Encourage creativity. Let the pupils use different materials available in the community/classroom.
3. Based on the graphic organizers created, ask the pupils to report what they know/learn from the editorial.
DT
Presentation of Group Outputs
A
Teacher Observation Checklist/Rubrics
(see Appendix 28)
IL DT
1. Fill up the KWHL Chart based on the group outputs. (see Appendix 29) Fill Up the Critiquing Checklist
2. Post outputs on the board. (see appendix 30)
1. Based on the checklist, how should
we critique the works other people?
2. How should we accept criticisms on
the other hand?
Remarks
15
Reflection

References:

McGraw-Hill School Education Group

http://www.media/awareness.ca/english/resources/educational/handouts/broadcast_news/bw_bias_in_the_news.cfm

Developing Reading Power 4, 5, 6

www.Slideshare.com

16
APPENDICES

17
 Appendices for Lesson Plans for Multigrade Classes

Grades 4, 5 and 6

ENGLISH
Third Grading Period
Week Three
APPENDIX 1

18
Day 1, Grades 4,5,6

Coming with a pack of goods

We imagine that a single pack containing basic relief items is very personal to the family who receives it.

Sure, that pack is a product of an assembly line of dozens, if not hundreds of volunteers at some warehouse or covered court,
systematically put together to reach the survivors of the typhoon that battered the Visayas and some parts of Luzon on
November 8.

Six kilos of rice, three cans of corned beef, three cans of sardines, eight sachets of instant coffee, eight packs of noodles –
this standard relief pack of the Department of Social Welfare and Development is meant to last a family of five two or three
days.

Manila Standard Today

November 19, 2013

APPENDIX 2

19
Day 1, Grade 4
Big Question Map

(What?)
What does the standard DSWD pack of relief
goods contain?

When? Who?

?
Who prepare the packs of
Upto when should a pack relief goods during
of relief goods last a typhoons and other
family of five? calamities?

Where? Why?
Where did the typhoon Why did the author say that
on November 8, 2013 a single pack containing
landfall? basic relief goods is very
personal to the family who
receives it?

How?
If you were one of the family members who
received a standard pack of relief goods from the
DSWD, do you think it would last your family of
APPENDIX 3 five two or three days? How?
Day 1, Grade 6
Discussion Map

20
(Reasons For) (Reasons Against)

Question/Issue:

Does the government’s help among the

victims of typhoons enough?

Conclusion and
Justification

APPENDIX 4.a
Day 1, Grade 4

Teacher Observation Checklist (Big Question Map)

21
 In this activity, the group is able to....
GROUP Answer the Answer the Answer the Answer the Answer the Answer the TOTAL
NUMBER What Question Who Question When Question Where Why Question How Question SCORE
Question

INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance

APPENDIX 4.b
Day 1, Grade 4

Teacher Observation Checklist (10-Sentence Paragraph)

22
 In this activity, the group is able to....
GROUP NUMBER Write a 10- Write a 8-9- Write a 6-7- Write a 4-5- Write a 1-3- TOTAL SCORE
sentence paragraph sentence paragraph sentence paragraph sentence sentence
(5) (4) (3) paragraph (2) paragraph (1)

INDICATORS
5- no error in spelling, legibly written and clean
4- with minimal errors, legibly written and clean
3- with some errors, legibly written and clean
2- with some errors, not legibly written but clean
1- with many errors, not legibly written but clean
APPENDIX 4.c
Day 1, Grade 5

Teacher Observation Checklist (10-Sentence Paragraph)

23
 In this activity, the group is able to....
GROUP NUMBER Work with the group cooperatively Present the steps in answering the Explain the idea clearly TOTAL SCORE
question systematically

INDICATORS
5- no error in spelling, legibly written and clean
4- with minimal errors, legibly written and clean
3- with some errors, legibly written and clean
2- with some errors, not legibly written but clean
1- with many errors, not legibly written but clean

APPENDIX 4.d
Day 1, Grade 6

Teacher Observation Checklist (Discussion Map Output)

24
 In this activity, the group is able to....
GROUP List the reason for and List the reason for List the reason for and List the reason for and List the reason for or TOTAL
NUMBER against, draw conclusion and against, draw against, draw against, does not draw against, does not draw SCORE
very clearly conclusion clearly conclusion unclearly conclusion clearly conclusion clearly

(5) (4) (3) (2) (1)

INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance

APPENDIX 5
Day 1, Grade 5
Justify Your Answer Organizer

Justify your answer

To solve this question, first I...

25
Then, I

The answer is...

Because

APPENDIX 6
Day 1, Grade 4
Elements of an Editorial

1. Introduction:
We imagine that a single pack containing basic relief items is very personal to the family who receives it

26
 2. Body
Sure, that pack is a product of an assembly line of dozens, if not hundreds of volunteers at some warehouse or
covered court, systematically put together to reach the survivors of the typhoon that battered the Visayas and some
parts of Luzon on November 8.

3. Conclusion
Six kilos of rice, three cans of corned beef, three cans of sardines, eight sachets of instant coffee, eight packs of
noodles – this standard relief pack of the Department of Social Welfare and Development is meant to last a family of
five two or three days.

APPENDIX 7
Day 1, Grade 6

Naming the Different Types of Biases and Propaganda Devices

A. Identify the types of bias committed.

1. Story reflecting one side to the exclusion of the other (Bias by spin)
2. A reporter uses such phrases as “experts believe,” or “most people believe”
(Bias by selection of sources)

27
 3. A story misleadingly identifies a liberal or a conservative official or group as an expert or as a watchdog (Bias by
labeling)
4. Placing a story in the front page to make it seem more important (Bias through placement)
5. Ignoring or excluding particular news details to give viewers a different opinion about the events
(Bias through omission)
B. What propaganda device is being used?
1. The latest buzz is all about zumba. “Don’t be the last one to do it.” (Bandwagon)
2. Get all your stains away by using the new and improved Linis Detergent Liquid and wash your blues away!
(Glittering Generalities)
3. Using a message that appeals to ordinary people, like you and me. (Plain Folks)
4. An athlete or celebrity endorses a new product. (Transfer)
5. The speaker in an advertisement criticizes another person or product with little reason or evidence. (Name Calling)
APPENDIX 8
Day 2, Grades 4, 5

Animal Bites

Animal bites should not cause any alarm, but they should be treated promptly. There are safety rules that may help.

Bites of dogs, cats, mice, rabbits and similar pets may be dangerous to human beings. Cats and dogs, especially, are
sometimes afflicted with rabbies. Their bites should not be taken for granted. The best thing to do is to clean the wound
with an antiseptic such as a teaspoon of carbolic acid in a pint of warm water. Cover the wound with the sterile gauze and

28
bind it carefully in order to keep it free from dust. However, it is always advisable to see a doctor after applying the first aid
treatment

Animal Bites, Developing Reading Power 6, p. 198

APPENDIX 9
Day 2, Grade 6

The Cow and the Carabao

A muddy carabao slowly made its way to a grassy field. A cow was munching grass on a nearby meadow.
“Look how dirty you are, friend carabao,” said the cow.
“What do you expect?” asked the carabao angrily. “Can you expect me to look clean after a day’s work in the muddy
fields? You should be ashamed of yourself instead, lazybone. While I work you do nothing but eat and sleep the whole
day. Of course, your body will not be soiled like mine.”
“You ought to be thankful for being useful on the field,” the cow said. “You will live much longer than I.”
“What do you mean by that?” asked the carabao.
“Our master wants you to live as long as possible,” explained the cow. “You are needed to plow and harrow the
fields. On the other hand, I eat and rest with little or nothing to do so I grow big and fat. Our master will then sell me to the
butcher to be slaughtered. All of us have our own destinies to fulfill. So you see, it is useless to complain about life.”

29
 The carabao understood what the cow said. He knew why the farmer took good care of him. He was a great help to
his work on the fields.
“Poor cow!” said the carabao. “I have always envied you for leading an easy life. Now, I do not envy you anymore.”

The Cow and the Carabao, Developing Reading Power 6, p. 225

APPENDIX 10
Day 2, Grades 4,5

Teacher Observation Checklist: Problem-Solution Output

In this activity, the group is able to....

GROUP NUMBER TOTAL SCORE

Work cooperatively Follow directions properly Fill up the chart with

correct information

30
 INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance
APPENDIX 11
Day 2, Grades 4

Assessment: Words with Multiple Meaning (Matching Type)

Match the sentences in Column A with the meaning of the underlined words in Column B by connecting them with a
line.

Column A Column B
1. The volume on the television is too loud. * food grown especially by farming
2. There was a high volume of people in the parade. *a small adhesive piece of paper
3. Fresh produce is a staple in the diet of the Ayta Magbukon. *attention
4. They have to produce a report card and staple its pages together. *money paid at a particular rate
5. Raya brought a stamp in the post office. *magnitude or bulk
6. The children loves to stamp their feet. *to return to an earlier or normal condition
7. Ana garnered some interest because of her voice. *to attach or secure with a piece of bent metal
8. Money on the bank acquired interest. *rear surface of a human body
9. It is rude to turn your back when someone is talking. *to bring down one’s foot heavily on the floor

31
10. He throws back the ball to its owner. *pertains to the amount of sound emitted

APPENDIX 12
Day 2, Grades 5

Puzzle: Unfamiliar Words (Compound/Affixed)

Encircle the word being described or defined. 1. The duration of a person’s life
2. A thing that ensures admission to
C R O S S W A L K O
3. A marked part of a road where pedestrians have
D H W R O E N I B L right of way to cross
4. A plant that retains green leaves throughout the
R M R E N R O F I E
year
U P Y I J A S E U H 5. A store that sells medicines and other drugs

G C E H C Z E T G C

S Q U I L I C I F A

T O R N A E J M A Q

O E V E R G R E E N

R A E X A U O H K P

E P A S S P O R T I

32
APPENDIX 13
Day 2, Grades 6

Puzzle: Unfamiliar Words (Borrowed Words)

Encircle the word being described or defined.

G A R B I E L I D R 1. Writing or drawings scribbled, scratched, or

R X E T Y A C E H E sprayed on a wall or other surfaces in a public
place
A L L S E W H R U P 2. A Brazilian dance
F E L A N O B E R L 3. A large mass of ice floating in the sea detached
from a glacier
F W A M J A N G R I 4. A storm with a violent wind, a tropical cyclone
in the Caribbean
I C E B E R G I I C
5. A frozen dessert made with fruit juice added to
T Q S A R S I O C A milk or cream, egg white, or gelatin.
I R I A N S A N A Z

T A R I F F A M N O

C T U S H E R B E T

33
APPENDIX 14
Day 3, Grades 5

The Telegram
It was late at night. Someone knocked hard at the door. Dado’s father looked out of the window to see who was
there.

“Telegram, Sir!” the man outside said.

Dado opened the door quickly. His father and mother followed him.

“I hope its nothing bad,” Aling Loleng said.

Mang Poldo opened the telegram at once. Then he read it silently. He was very quiet. Aling Loleng looked at her
husband. She tought something was wrong.

Soon Mang Poldo began to laugh. He shouted with joy. He handed the telegram to Aling Loleng. She read it:
LEOPOLDO CRUZ – won ten thousand pesos – Contest. Collect Monday. – Kleen Soap Company.

The Telegram, Developing Reading Power 4, p. 46

APPENDIX 15.a
Day 3, Grades 4,5,6

34
Text for Group Activity

Home for the Aged

“It will not be long from now and Tandang Sela will not go begging anymore,” Mel told his sister Shella.
“Why did you say that?” asked Shella.
“Didn’t you know?” Mel asked. “The government had decided to help the beggars, young and old.”
“But how?” asked Shella, still puzzled. “There are hundreds of beggars around. How can the government help
them all?”
“It is like this,” explained Mel. “The young ones will be placed in the care of their relatives if they have any.
The others will be sent to the provinces where they came from. The children who do not have anybody to look after
them will be placed in orphanages. The old ones who have neither families nor relatives will be housed in the Home
for the Aged. They will be taken care of by the government.”
“How nice,” Shella said. “It is really a pity to see these beggars, especially the very old ones.

Home for the Aged, Developing Reading Power 6, p. 28

APPENDIX 15.b
Day 3, Grades 4,5,6
Text for Group Activity
Being on Time

35
 Arturo was the president of the Grade Six class organization. They agreed to celebrate Arbor Day with a program
and mass planting of fruit trees.

“At what time will the program start?” asked Miss Diaz, their teacher.

“It will start at 7:00 o’ clock in the morning, Miss Diaz,” answered Arturo.

“That’s good,” observed Miss Diaz. “It will not be too hot for the planting of trees. I only hope it will begin on
schedule.”

“That’s sure, Miss Diaz,” Arturo said. “It will be a new Filipino time concept.”

“I admire you, Arturo, for saying ‘Filipino time,’ which means on time,” said Miss Diaz laughing.

“It is really time for us to observe punctuality,” explained Arturo. “So instead of saying being on time is ‘American
time,’ we shall call it ‘Filipino time’.”

Being on Time, Developing Reading Power 6, p. 46

APPENDIX 15.c
Day 2, Grades 4,5,6
Text for Group Activity

The True Filipino

36
 President Quezon’s counsel to the Filipino was: “Make the Filipinos true citizens of the Philippines. They
should be made aware of things connected with their country and people including their culture and civilization.”

What did President Quezon want to convey to his countrymen? In his opinion, we deserve to be called a true
Filipino if we have our country’s welfare at heart. Knowledge and appreciation of our country’s history, civilization
and culture are to be required from each individual. Every citizen must be concerned with the progress of the nation,
in making the country known to other parts of the world and in achieving peace for the land of his birth.

The True Filipino, Developing Reading Power 6, p. 48

APPENDIX 16
Day 3, Grades 4,5,6

Teacher Observation Checklist- Readers’ Theater

In this activity, the group is able to....

GROUP Read the chosen text Read the chosen text Read the chosen text Read the chosen text Read the chosen text TOTAL

37
 NUMBER with appropriate speed, with appropriate speed, with appropriate speed, with appropriate speed, with appropriate SCORE
accuracy and expression accuracy and accuracy and accuracy and expression speed, accuracy and
excellently (5) expression (4) expression (3) (2) expression (1)

INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance

APPENDIX 17.a
Day 3, Grades 4,5,6

Evaluation for Reading (Time)

38
 Name of Pupil Title of the Selection Number of Words in Speed in Seconds Score
Read the Selection

APPENDIX 17.b
Day 2, Grades 4,5,6
Sample Speed Table for Reading

39
APPENDIX 18
Day 4, Grades 5,6

Conversation: Could You Do Me a Favor?

M= Maricar (Caller)
N= Neneth (Receiver)

40
N: Hello.
M: Hi Ate Neneth. This is Maricar. Im still at school.
N: Why are you still there? You are supposed to be home at 5:00 P.M.
M: Our group has to finish our project today, so I’m in a hurry. Could I ask a favor from you?
N: Sure. What do you need?
M: I will be having some friends over tonight. Could you prepare some dinner for us?
N: I’ll do that right now. Anything else?
M: That’s it. By the way, I’ll be stopping by the store on my way home. Do you need anything?
N: Actually, I do. We are out of bread. Would you mind picking a pack from the bakery?
M: No problem. I should be home in an hour. See you soon.

APPENDIX 19
Day 4, Grades 5,6

Role Cards- Making a Request (Could You Do Me a Favor?)

Caller’s Role Card Receiver’s Role Card

Eva is running late because she has to go to the market. Mario needs some vegetables. He wants his cousin
She needs her cousin Mario to fetch her younger sister to buy him some tomatoes, onions and garlic.
from school. She should be home in 20 minutes.

41
Fill in the table with the information needed.

Caller Receiver Caller’s Request Where the Caller is Receiver’s

Going Request

Caller’s Role Card Receiver’s Role Card

Jun is running late because she has to go to the Pitong needs the pictures he had printed the other
plaza. He needs his brother Pitong to clean the day. He wants his brother to get them from the
backyard. He should be home in 40 minutes. printing shop.

Fill in the table with the information needed.

Caller Receiver Caller’s Request Where the Caller is Receiver’s

Going Request

42
 Would you.....for me? Could you.....for me? Would you mind..... for Do you mind..... for
me? me?

Caller’s Request

Receiver’s Request

APPENDIX 20
Day 4, Grades 5,6

Teacher Observation Checklist – Reenactment: Could You Do Me a Favor?

In this activity, the group is able to....

GROUP Reenact the given roles Reenact the given roles Reenact the given roles Reenact the given roles Reenact the given roles TOTAL
NUMBER with appropriate voice with appropriate voice with appropriate voice with appropriate voice with appropriate voice SCORE
speed, accuracy and speed, accuracy and speed, accuracy and speed, accuracy and speed, accuracy and
expression excellently expression (4) expression (3) expression (2) expression (1)
(5)

43
 INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance

APPENDIX 21
Day 4, Grades 5
Role Cards- Asking for Permission (Could You Do Me a Favor?)

Caller’s Role Card Receiver’s Role Card

Marvin is running late because he has to talk to his Niel is very hungry. He needs to ask his brother’s
teacher. He needs to ask his brother’s permission permission to eat his packet of bread in the pantry.
because he wants to use his bag. He should be home
in 10 minutes.

Fill in the table with the information needed.

44
 Caller Receiver Permission Asked by Where the Caller is Permission Asked
the Caller Going by the Receiver

Caller’s Role Card Receiver’s Role Card

Hanna is running late because she needs to finish her Ver forgets his notebook. He needs to ask his
assignments. She needs to ask her friend’s permission friend’s permission to copy her notes so that he can
because she wants to borrow his bicycle. She should be review their lessons.
home in 50 minutes.

Fill in the table with the information needed.

Caller Receiver Permission Asked by Where the Caller is Permission Asked

the Caller Going by the Receiver

Would you.....for me? Could you.....for me? Would you mind..... for Do you mind..... for
me? me?

Caller’s Request

45
 Receiver’s Request

APPENDIX 22
Day 4, Grades 6

Encircle all the misspelled/ misused words and wrong punctuation marks.

Coming with a pack of goods

We imagine that a singel pack containing basic releif items is very personal to the family who recieves it.

Sure, that pack is a product of an assemble line of dozens, if not hundreds of volunteer at some wearhouse or covered court,
systematical put together to reach the survivors of the tyfoon that battered the visayas and some parts of Luzon on November 8!

Six kilos of rice, three cans of corned beef, three cans of sardines, eight sashets of instant cofee, eight packs of noodles – this
standard releif pack of the Department of Social Welfare and Development is meant to last a family of five two or three days?

Manila Standard Today

November 19, 2013

46
APPENDIX 23
Day 4, Grades 4
Teacher Observation Checklist- Editorial Writing

In this activity, the group is able to....

GROUP Write a coherent Write a coherent Write a coherent Write a coherent Write an incoherent TOTAL
NUMBER editorial with lead, editorial with lead, editorial with lead, editorial with lead, body editorial with lead, SCORE
body and tail excellently body and tail (4) body and tail (3) and tail (2) body or tail (1)
(5)

INDICATORS
5- with excellent learning performance
4- with very satisfactory learning performance
3- with satisfactory learning performance
2- with moderately satisfactory learning performance
1- with poor learning performance

APPENDIX 24
Day 4, Grades 5
47
 Read the conversations and fill in the gaps with the words and phrases from the list.
Do you mind if I is it okay if I could you turn what’s the problem
Here you are telling me thanks can I borrow go ahead
Conversation 1:
A: Hello, ________________________the music down, please? It’s two o’ clock and I am trying to sleep.
B: I’m sorry. Is that better?
A: Yes, _______________________. Perhaps I can sleep now. Good night!

Conversation 2:
A: I’m sorry, ___________________leave at 3 o’ clock today? I have to attend an important meeting at 4 o’ clock.
B: I see. Sure, __________________. Thank you for __________________.

Conversation 3:
A: Sheryl, do you have your cellular phone with you?
B: Yes, I have. Why?
A: ___________________it, please? I need to call my son immediately.
B: Okay, ___________________.

Conversation 4:
A: _________________ change places with you?
B: Not at all. _____________________?
A: I can’t hear what the teacher is saying from here.

APPENDIX 25
Day 5, Grades 4, 5,6
First Day in School

48
 The first day in high school for pupils who have been used to having all their classes in a single room is rather like
their first day in a big city crowded with different kinds of people. There is confusion and a bewildered cry never heard of
before.

On our own first day in high school, we were elbowed about from one room to another, usually losing our way and
arriving late.

Then we were told that the section in which we had finally found our way was too large, that we must find another
room on a different floor.

When we got on the wrong stairway, the older pupils laughed. When bells rang for classes to begin, we would stand
still; and when they rang for dismissal, we would sit still.

By the end of the first day we had decided that higher learning was no good and we might as well quit.

Yet, as you see, we are still here; so we must have changed our minds.

Slideshare.com

APPENDIX 26
Day 5, Grades 4, 5,6
New Year Thoughts

49
 New Year is the finale of the Yuletide Season which is accompanied by the spirit of joy and goodwill that can only be
understood, never fully explained. It is enough to feel the spirit of it – that which illuminates our souls – the spirit that
transforms into reality that Christmas message “Peace on earth to men of goodwill.”
When Jesus was sent to redeem mankind, the three kings offered Him the choicest gifts of their kingdoms and since
that time, the Season has been the time to give, to receive. And man has since felt what pleasure it is to give and what joy to
receive.
New Year is an occasion and reason for showing the fine sentiments that we feel. It is the time for renewal of
friendships, for making bonds of kinship stronger and firmer.
New Year’s time is the most fitting time to bury all grudges. Between friends, neighbors, classmates, relatives, co-
workers. It is the time to forget all wrongs suffered and all injuries received, to let bygones be bygones.
This constitutes the real essence of the Season. Love, the greatest and finest of men’s sentiments must reign in all
herats.

The Manila Times, October 19, 2016

APPENDIX 27
Day 5, Grades 4, 5,6

Sample Graphic Organizer (Main Idea-Supporting Details)

50
Main Idea
APPENDIX 28
Day 5, Grades 4, 5
Teacher Observation Checklist (Graphic Organizer: Main Idea-Supporting Details)

In this activity, the group is able to....

GROUP Create a contextualized graphic organizer that contains complete details TOTAL SCORE
NUMBER

51
 Excellent (5) Very Satisfactory Satisfactory (3) Moderately Poor (1)
(4) Satisfactory (2)

APPENDIX 29
Day 5, Grades 4, 5
Sample KWHL Chart

Topic:

52
 K W H L
What do I know? What do I want to know? How will I learn it? What I have learned?

APPENDIX 30
Day 5, Grades 6
Critiquing Checklist

How oftern do you.... Often Seldom Never

1. Provide a thoughtful
critique to the works of
others

2. Give feedback that will

genuinely help others

53
 improve their work

3. Critique the work and

not the writer/doer (stay
objective)

54