Lesson Plan for Multigrade Class School: VALENCIA ELEMENTARY SCHOOL Grade Level: III AND IV
Grades 3 and 4 Teacher: KARMELA A. VELUZ Learning Area: ENGLISH
Teaching DateS: WEEK 3 Quarter: 1ST QUARTER
Grade Level
Content Standards LISTENING COMPREHENSION FLUENCY
The learner demonstrates Listen to a variety of literary and expository texts and infer Read words, phrases, poems or stories with long vowel i sound
understanding…. feelings and traits of characters. EN4F-Ic-8
EN3LC-Ia-j-2.8
LISTENING COMPREHENSION
GRAMMAR Note details by asking/ answering questions about a story/poem
To recognize more common sight words in order to read simple listened to
phrases and sentences. EN4LC-Ic-18
Recount specific/significant events
EN3OL-Id-1.8 STUDY STRATEGY
Use graphic organizers to show understanding of text (story
READING COMPREHENSION sequence organizers)
Describe literary elements of texts including characters, setting EN4SS-Ic-2.15
and plot.
EN3RC-Ic-e-2 READING COMPREHENSION
Analyze a story in terms of its setting
READING COMPREHENSION EN4RC-Ic-2.1.1
Describe literary elements of texts including characters, setting
and plot. GRAMMAR
EN3RC-Ic-e-2.1 Use the plural form of irregular nouns
EN4G-Ib-2.4
GRAMMAR
To differentiate a declarative from an interrogative sentence. ORAL LANGUAGE
EN36-Ib-7.4.1.1 Speak clearly using appropriate pronunciation and intonation
EN4OL-Ic-1.14.4
GRAMMAR
To use proper punctuation for declarative and interrogative ATTITUDE
sentences. Show willingness and enthusiasm in reading and listening to
EN36-Ib-1.6 literary text
EN4A-Ia-c-19
To Construct declarative and interrogative sentence.
EN36-Ib-1.4.7
WRITING COMPOSITION
Write different forms of simple composition as a response to
stories/poems listened to.
EN3WC-Ia-j-7
Performance Standards
The learner…
Competencies Day 1 Day 1
Listen to a variety of literary and expository texts and infer Read words, phrases, poems or stories with long vowel i sound
feelings and traits of characters. EN4F-Ic-8
EN3LC-Ia-j-2.8
Note details by asking/ answering questions about a story/poem
To recognize more common sight words in order to read simple listened to
phrases and sentences. EN4LC-Ic-18
Recount specific/significant events
Describe literary elements of texts including characters, setting Use graphic organizers to show understanding of text (story
and plot. sequence organizers)
EN3RC-Ic-e-2.1 EN4SS-Ic-2.15
Day 2 Day 2
To differentiate a declarative from an interrogative sentence. Use the plural form of irregular nouns
EN36-Ib-7.4.1.1 EN4G-Ib-2.4
To use proper punctuation for declarative and interrogative Day 3
sentences. Speak clearly using appropriate pronunciation and intonation
EN36-Ib-1.6 EN4OL-Ic-1.14.4
To Construct declarative and interrogative sentence. Show willingness and enthusiasm in reading and listening to
EN36-Ib-1.4.7 literary text
EN4A-Ia-c-19
Day 3
Write different forms of simple composition as a response to
stories/poems listened to.
EN4WC-Ic-2.4
Day 1
Lesson Objectives To listen to a variety of literary and expository texts and infer To read words, phrases, poems or stories with long vowel i
feelings and traits of characters. sound
To recognize more common sight words in order to read simple To note details by asking/ answering questions about a
phrases and sentences. story/poem listened to
To recount specific/significant events To use graphic organizers to show understanding of text (story
sequence organizers)
Subject Matter Listening to a variety of literary and expository texts and infer
feelings and traits of characters. Reading words, phrases, poems or stories with long vowel i
Recognize more common sight words in order to read simple sound
phrases and sentences. Noting details by asking/ answering questions about a
Recounting specific/significant events story/poem listened to
Describing literary elements of texts including characters, Using graphic organizers to show understanding of text (story
setting and plot sequence organizers)
Learning Resources BOW, TG, LM BOW, TG, LM
Procedures Grouping Structures (tick boxes):
Methodology: Whole Class Grade Groups
Use letter icons to show describe the parts of the lesson (for example the Ability Groups
methodology and assessment introduction), where you may address the whole class Friendship Groups
activities as one group Other (specify)
Mixed Ability Groups Combination of Above
DT Direct Teaching Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY Set the atmosphere of the pupils. Ask what they feel in playing a bike.
GW Group Work
Teacher read the story about Mike Rides a Bike. (see appendix 1)
IL Independent Learning DT GW
1. Questions Word Hunt
A Assessment What did the character feel when the mother didn’t allow
him to play a bike and kite at the same time.? Working by pair( see appendix 2 )
Read the phrases
to ride a bike hot rice
to fly a kite nice pie
to lie down tall pine tree
to tie a string A big bite
to slide down loud cries
Discussion :
How do we tell events in the correct order?
First, think of what happened in the beginning of the story.
Next, think what happened in the middle, there can be more
than one event.
Then, think of what happened at the end.
GW DT
Working by pair. According to the story. “MIKE RIDE A Teaching Chart:
BIKE” What is happened at the beginning? What is happened in Present the words with long vowel /i/ sound to the pupils. Model
the middle and what happened at the end? the correct way of sounding the “i” in reading words.
ride bike rice
kite nice pie
lie pine tie
slide bite dine
1. Do you think it is right to fight?
2. Do we need bright light at night?
3. Do you help one with poor eyesight who
might fall down stairs?
4. There is a kite in the box.
5. It’s time to fall in line and dine.
6. Mike strikes the spike.
7. She hides at the side of the dike.
IL Arrange the events to form a story. Write each event in the
IL appropriate box in the chart. Be guided by the signal words( see
Steps in preparing yourself going to school. appendix 3)
A A Number the events below from 1 to 5 to show the correct
.Match the sentence with the picture goes with it. Write your order in making fruit salad . Write your answer on a separate
answers in your paper.(see appendix 4) sheet of paper.( see appendix5)
Remarks
Reflection No. of learners who earned 80% in the evaluation __________ No. of learners who earned 80% in the evaluation __________
No. of learners who require additional activities for remediation No. of learners who require additional activities for remediation
who scored below 80% __________ who scored below 80% __________
Did the remedial lessons work? No. of learners who have caught Did the remedial lessons work? No. of learners who have caught
up with the lesson __________ up with the lesson __________
No. of learners who continue to require remediation __________ No. of learners who continue to require remediation __________
Which of my teaching strategies worked well? Why did these Which of my teaching strategies worked well? Why did these
work? __________ work? __________
What difficulties did I encounter which my principal or supervisor What difficulties did I encounter which my principal or supervisor
can help me solve? __________ can help me solve? __________
What innovation or localized materials did I use/discover which I What innovation or localized materials did I use/discover which I
wish to share with other teachers?__________ wish to share with other teachers?__________
Day 2
Lesson Objectives To differentiate a declarative from an interrogative sentence. To use the plural form of irregular nouns
To use proper punctuation for declarative and interrogative
sentences.
To Construct declarative and interrogative sentence.
Write different forms of simple composition as a response to
stories/poems listened to.
Subject Matter Differentiating a declarative from an interrogative sentence. Using the plural form of irregular nouns
Using proper punctuation for declarative and interrogative
sentences.
Constructing declarative and interrogative sentence.
Writing different forms of simple composition as a response to.
stories/ poems listened to.
Learning Resources BOW, TG, LM BOW, TG, LM
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Motivation
Review past lesson
DT GW
Presentation Think –Pair- Share.
On your notebook give a noun as many as you can.
Myla is kind girl. How old are you?
She is good teacher. Where do you live?
She wants pinakbet for dinner. What is your favourite
subject?
Declarative sentence that ends with a period. For example Ana
is beautiful. (etc.)
Interrogative sentence begin with a wh- word and end with a
question mark. For example. How are you today? etc.
GW Working by Pair. Make a Dialogue about “In the DT
Canteen”. Used declarative and interrogative sentence. Presentation
Read the short poem(see appendix 6)
Nouns that form their plural by changing their spelling are called
irregular nouns
Some nouns form their plural by changing their spelling
Examples:
goose – geese
man- men
child- children
Some irregular nouns have the same singular and plural
form.
Examples:
deer
sheep
news
IL Write the correct wh- word to complete each interrogative IL Change the noun inside the parenthesis into plural forms.
sentence based on the first statement.( see appendix 7) ( see appendix 8)
A Make a simple composition using interrogative and A Complete each sentence with the correct plural noun. (see
declarative sentence. appendix 9 )
Remarks
Reflection No. of learners who earned 80% in the evaluation __________ No. of learners who earned 80% in the evaluation __________
No. of learners who require additional activities for remediation No. of learners who require additional activities for remediation
who scored below 80% __________ who scored below 80% __________
Did the remedial lessons work? No. of learners who have caught Did the remedial lessons work? No. of learners who have caught
up with the lesson __________ up with the lesson __________
No. of learners who continue to require remediation __________ No. of learners who continue to require remediation __________
Which of my teaching strategies worked well? Why did these Which of my teaching strategies worked well? Why did these
work? __________ work? __________
What difficulties did I encounter which my principal or supervisor What difficulties did I encounter which my principal or supervisor
can help me solve? __________ can help me solve? __________
What innovation or localized materials did I use/discover which I What innovation or localized materials did I use/discover which I
wish to share with other teachers?__________ wish to share with other teachers?__________
Day 3
Lesson Objectives To writes different forms of simple composition as a response
to stories/poems listened to To show willingness and enthusiasm in reading and listening to
literary text.
To speak clearly using appropriate pronunciation and intonation.
Subject Matter Writing different forms of simple composition as a response to
stories/poems listened to To speak clearly using appropriate pronunciation and intonation.
Learning Resources BOW, TG, LM
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Set the atmosphere of the learners.
Review
Motivation
The teacher read the story of “The Rabbit and the Wolf” ( see appendix 10)
DT GW
What do we say to someone helping us? Working by pair. Write 5 simple sentences ends with a period (.)
If one friend gave you a gift. What do you feel?. and 5 simple sentences ends with a question mark (?).
GW DT
Role play about the story ““The Rabbit and the Wolf”. Presentation
Criteria ( see appendix 11) 1. What grade are you now?
2. What is favorite subject?
3. Who is your mother?
4. I am nine years old.
5. I am beautiful girl.
Ask pupil what they observe in the sentence.
Rising intonation- start with wh- question
Falling intonation- ends with a period.
IL IL
Tell something about the characters in the story by using a Write R if it is rising intonation. F- if falling intonation.( see
Character Map Graphic Organizer. (see appendix 12) appendix 13)
Remarks
Reflection No. of learners who earned 80% in the evaluation __________ No. of learners who earned 80% in the evaluation __________
No. of learners who require additional activities for remediation No. of learners who require additional activities for remediation
who scored below 80% __________ who scored below 80% __________
Did the remedial lessons work? No. of learners who have caught Did the remedial lessons work? No. of learners who have caught
up with the lesson __________ up with the lesson __________
No. of learners who continue to require remediation __________ No. of learners who continue to require remediation __________
Which of my teaching strategies worked well? Why did these Which of my teaching strategies worked well? Why did these
work? __________ work? __________
What difficulties did I encounter which my principal or supervisor What difficulties did I encounter which my principal or supervisor
can help me solve? __________ can help me solve? __________
What innovation or localized materials did I use/discover which I What innovation or localized materials did I use/discover which I
wish to share with other teachers?__________ wish to share with other teachers?__________
Prepared by: Checked and Validated by:
KARMELA A. VELUZ ALDWIN V. CAPISTRANO
Teacher I, School Head Teacher – III
Valencia Elementary School
APPENDICES
Appendix 1
Day 1, Week 1, Grade 3
Preparing For The Big Party
Ivy M. Romano
Everybody in the house was busy. There were only five days before the big day, and Ana was excited.
She looked at her mini planner. She was eager to plan for the things she had to do. She wanted everything to
be perfect.
Four days before the big day, Ana started to clean the house. She swept the floor he place the trash out of
the house.
Three days before the big day, she visited her relatives and friends. She invited them to be present on that very
special day.
Two days before the big day, she practices a song with her friends. She wanted to dedicate this to her
special guest.
A day before the big day, she went to the market with her mother. They thought of preparing something
extraordinary.
Then, came the big day. Everything was perfect.
Appendix 1
Day 1, Week 1, Grade 3
Mike Rides a Bike
Mike rides a bike and flies a kite
The kite flies high in the sky
Mike rides his bike. He finds it hard to ride his bike.
He finds it hard to ride his bike and fly the kite.
Mike falls of his bike and loses his kite.
Mike cries on his way home.
He tells his mom what happened.
His mom listens carefully.
Then she gives him some advice.
Don’t ride on a bike and fly a kite at the same time.
Mom is right. Do one thing at a time. Mike now rides his bike without his kite.
Appendix 2
Day 1 Week 1, Grade 4
Encircle the word with long i
A B F I N E W S
D L T M I C E I
E T L I N E K Z
K R I D E X W E
I E T M G G E T
T E Y T I M E W
E S K I T E T T
A D V I C E Z R
Appendix 3
Day 1 Week 1 Grade 4
Pepito saw an old woman who was having a hard time crossing the street.
He approached the old woman and offered help, and the latter gladly accepted the offer.
When the two reached the other side of the street, the old woman gave Pepito a big seed. It was her way of thanking him.
When Pepito got home, he planted the big seed. The next morning he found a money tree in the place where he had put the
seed!
Name:______________________________
Here’s What Happened
1. 2
4 3
Appendix 10
Days 1-2, Grade 3
Role-Play Rubric
Rate each criteria using the following:
5- Exceptional 4- Admirable 3- Acceptable
2- Attempted 1- Needs Improvement
Criteria Rating Total
5 4 3 2 1
Speech was clear with appropriate volume and inflection.
Role was played in a convincing, consistent manner.
Arguments and viewpoints expressed fit role played.
Costumes and props were effectively used.
Role-play was well prepared and organized.
Role-play captured and maintained audience interest.
Appendix 4
Day 1 Week 1 Grade 3
Picture Match
Match the sentence with the picture goes with it. Write your answers in your paper.
_______1. Gus had fun with his puppy on a sunny day!
_______2. Oh! The puppy runs to a mud hole.
_______3.Gus, get the puppy out of the mud hole.
_______4. Place the puppy in a tub to clean it.
_______5. My goodness! The puppy is full of mud
Appendix 11
Day 3, Grade 3
Tell something about the characters in the story by using a Character Map Graphic Organizer
CHARACTER MAP
Duck
Characters Rabbit
Wolf
Appendix 9
Day 2 Week 2 Grade 4
Complete each sentence with the correct plural noun.
1. Father caught three (mouse) ______in the rice field.
2. One mouse had long (tooth)______that stuck out from its mouth.
3. Another mouse had very long (foot) ___________.
4. When the (child) _______saw the three (mouse)_____they felt afraid.
5. Lorna said they might bite her (foot) ____________.
Appendix 5
Day 1 Week 1 Grade 4
Number the events below from 1 to 5 to show the correct order in making fruit salad. Write your answer on a separate sheet of
paper.
_______They peeled and sliced the bananas and mixed them with other fruits.
_______After freezing the mixture in the refrigerator, they ate the delicious fruit salad.
_______Liza and her brother helped Mother prepare the salad.
_______They poured milk, cream, and sugar over the fruits in the bowl.
_______They washed and peeled the mangoes, apple, and pineapples.
Appendix 6
Day 2 Week 3
Read the short poem Help!
Gretel Laura M. Cadiong
I wonder why English words are not fixed
If roof is roots then why is foot, feet?
I have one tooth but when many thy are teeth,
Please answer me for I cannot wait.
House becomes houses but mouse is mice,
Blouse to blouses but louse is lice
A boy or girl is a child but both are children
Add one more man and it will become men.
Are these words true?
Help me, please do.
Appendix 8
Day 2, Week 1, Grade 4
Complete each sentence with the correct plural noun
Mica: Hello, Mica I heard some great (news) today.
Susan: Oh, and what is the (news)
Mica: There were three (deer) caught by some (man) in the forest.
Susan: Some scientists will study them .The news said, the (deer) have extraordinary long (foot), long shiny antlers and sets of
long, pointed (tooth). They are rare kind (deer).
Mica: Oh, it’s really great news. I wish they would bring them to a zoo so many (child) can see them.
Appendix 7
Day 1, Week 1, Grade 3
Write the correct wh- word to complete each interrogative sentence based on the first statement.
1. I like fish.
________do I like?
2. Roy is sad today?
________is sad today.
3. My family lives in Pangasinan.
_______ does my family live?
4. Lara is going to Manila?
_______is Lara going to Manila?
5. Ana got a high score in the test because she studied hard.
_______did Ana get a high score in the test?
Appendix 9
Day 3 week 1, Grade 3
The Rabbit and the Wolf
A rabbit was taking a walk in the forest, and heard someone shouting for help. He looked around and found the wolf under
the big stone, The stone was quite heavy, but the rabbit was able to pull off the stone. The wolf jumped up and wanted to eat the
rabbit. The rabbit told the wolf to wait for it was not fair to eat him. They would ask the fat duck to give his wise judgment, so
they went to see him. The rabbit explained to the duck how he helped the wolf. The duck asked them how it happened, so he
could help. The wolf laid on the ground and the rabbit pushed the stone back on the wolf’s back and left as he was before. The
duck told the wolf to remember to be kind to those who help him. Then the duck and the rabbits walk away.
Appendix 12
Day 3 Week 1, Grade 4
Write R if it is rising intonation. F- If falling intonation.
1. How many trees are there in the map?
2. The color of the leaves is green.
3. Where do you live?
4. The sun is bigger than the moon.
5. What is your favorite color?
