Lesson Plans for Multigrade Classes

Grades 3 and 4
Learning Area: ENGLISH Quarter: 2 Week: 2
Grade Level Grade 3 Grade 4
Content Standard Oral Language Oral Language
The learner... Demontrates understanding of speech cues for clear Demonstrates an understanding of verbal cues for clear
expression of ideas expression of ideas
Demonstrates understanding of processes and information Demonstrates an ubdersatanding of verbal and nonverbal cues
in text for articualtion of ideas for effective oral presentation
Demonstrates an understanding of information derived from
multimedia sources for clear and creative presentation
Fluency Fluency
Demonstrates understanding of punctuation marks, Demonstrates an understanding taht English is stress-timed
rhythm, pacing, intonation and vocal patterns as guide for language to achieve accuracy and automacity
fluent reading and speaking
Listening Comprehension Listening Comprehension
Demonstrates understanding of different listening Demonstrates an understanding of the elements of literary and
strategies to comprehend texts informational texts for comprehension
Demonstrates understanding of text types to construct
feedbacks
Phonics and Word Recognition
Demonstartes understanding of processes in sight word
recognition or phonic analysis to raed and undersatnd
words
Demonstrates understanding of familiar sight and
irregularly spelled words for automatic recognition
Spelling
Demonstartes understanding of letter sequence in words
to get meaning

Vocabulary
Demonstrates an understanding that word meaning can be
derived from different sources
Demonstrates an understanding that words are composed of
different parts and their meaning changes dependiong on
context
Grade Level Grade 3 Grade 4
Reading Comprehension Reading Comprehension
Demonstrates understanding of teh elements of literary Demonstartes an understanding of various linguistics nodes to
and expository texts for creative interpretation comprehend various texts
Demonstrates understanding of paragraph development to Demonstrates an understanding of text elements to
identify text types comprehend various texts
Demonstrates an understanding of writing styles to
comprehend the author’s message
Demonstrates an understanding taht reading in a wide range
of texts provides pleasure and an avenue for self-expression
and personal developmeny
Writing and Composition Writing and Composition
Demonstrates understanding of sentences and paragraphs Demonstrates an understanding of wrirting as a process
in expressing ideas Demonstrates an understanding of teh importance of using
varied sources of information to support writing
Grammar Grammar
Demonstrates understanding of grammatical structures of Demonstartes a command of the conventions of standard
English to be able to communicate effectively in oral and English grammar and usage when writing or speaking
written forms Demonstrates an understanding of English grammar and
usage in speaking or writing
Attitude
Demonstrates understanding of narrative and
informational texts for apprecaition of literacy-related
activities/tasks
Study Strategies
Demonstrates understanding of useful strategies for
purposeful literacy learning
Performance Standard Oral Language Oral Language
Uses speaking skills and strategies appropriately to Actively creates and participates in oral theme-based
communicate ideas in varied theme-based tasks activities
Creatively presents information in varied ways Efficiently delivers oral presentations
Creatively presents information using broadcast media
Fluency Fluency
Fluently expresses ideas in various speaking tasks Reads aloud texts with accuracy, automaticity, and prosody
Accurately and fluently reads aloud literary and
informational texts
Listening Comprehension Listening Comprehension
Grade Level Grade 3 Grade 4
Demonstrates understanding of different listening Recalls details, sequence of events, and shares ideas on texts
strategies to comprehend texts listened to
Identifies story perspective and text elements
Phonics and Word Recognition
Uses word recognition techniques to read and understand
words that contain complex letter combinations, affixes
and contractions through theme-based activities
Uses familiar sight and irregularly- spelled words in
meaningful oral and written tasks
Spelling
Hears and records sounds in words
Vocabulary
Uses different resources to find word meaning
Uses strategies to decode the meaning of words
Uses strategies to decode the meaning of words in context
Reading Comprehension Reading Comprehension
Uses information derived from texts in presenting varied Uses linguistic cues to appropriately construct meaning from
oral and written activities a variety of texts for a variety of purposes
Identifies correctly how paragraphs/texts are developed Uses knowledge of text types to correctly distinguish literary
from informational texts
Uses diction (choice of words) to accurately analyze text
elements
Uses literal information from texts to apply infer and predict
outcomes
Writing and Composition Writing and Composition
Composes three-to-five sentence paragraph Uses a variety of strategies to write informational and literary
compositions
Uses varied sources of information to support writing
Grammar Grammar
Shows proficiency in constructing grammatically correct Speaks and writes using good command of conventions of
sentences in varied theme-based oral and written activities standard English
Uses the classes of words apply in oral and written discourse
Attitude
Makes personal journals, diaries, portfolios and logs, etc.
As expression of enthusiasm in reading books both for
pleasure and learning
Grade Level Grade 3 Grade 4
Study Strategies
Uses strategies independently in accomplishing literacy-
realated rasks

Competencies Ask simple questions EN2OL-IIb-1.5

EN3OLIIa-b1.17.2 Use courteous expressions
Arrange words with EN4LC-IIb-19
the same Identify the
first letter but a different second letter in alphabetical elements of a
order literary text listened
EN3SS-IIab-1.1 to
Activate prior knowledge based on the stories to be read EN4WC-IIb-15
Listen to a variety of literary and expository texts Write 2-3
EN3LCIIa-j-2 sentences about
a. note important details the characters
EN3LCIIa-j-2.1 in a literary text
b. sequence at least 3 events words using signal words listened to or
read
EN3LCIIa-j-2.7 EN4RC-IIb-27
c. infer feelings and traits of characters Identify the
EN3LCIIa-j-2.8 important story
spoken words are represented by written letters that are elements such as
arranged in a specific order setting, character
EN3PAIIa-d-2 and plot
Read words with initial consonant blends (l, r and s EN4F-IIc-4
blends) followed by short vowel sounds (e.g. black, frog, Read with
step) automaticity
EN3PWR-IIa-b-22EN3PWRIIa-b-23 grade-level and
frequently
Read aloud from familiar prose and poetry consisting of
occurring
Long vowel words with fluency, appropriate rhythm,
content-area
pacing and intonation
words
EN3F-IIaj-1.10.1
Spell one- to- two EN4G-IId-3.2.1
syllable words with consonant blends (e.g. pl, tr) Use the present
form of verbs
Grade Level Grade 3 Grade 4
EN3S-IIab-4 that agree with
Participate/ engage in a read-along of texts (e.g. poetry, the subject
repetitive
text) EN4V-IIb-32
EN3A-IIab-1 Identify meanings of
unfamiliar words
Read simple sentences and levelled stories and through structural
a. Note details regarding character, setting and plot analysis (e.g.,
EN3RCII0-2.2 compound words and
b. sequence 3 events their components: one-word compound
(Note: different comprehension skills may recur in [backyard], two-word
different quarters)
EN3RC-II0 -2.10
Participate in generating ideas through prewriting
activities
EN3WCIIa-b-1
Drawing
N3WCIIc-1.3
Verbs
EN3G-IIa-c-3
Use the be-verbs (am, is, are was, were) correctly in
sentences
EN3G-IIa-b-3.4
Day 1
Lesson Objectives To ask simple questions To use courteous expressions
To arrange words with the same first letter but a different To identify the elements of a literary text listened to
second letter in alphabetical order
To activate prior knowledge based on the stories to be To write 2-3 sentences about the characters in a literary text
read listened to or read
To listen to a variety of literary and expository texts
a. note important details
b. sequence at least 3 events using signal words
c. infer feelings and traits of characters
Subject Matter Asking simple questions Using courteous expressions
Grade Level Grade 3 Grade 4
Arranging words with the same first letter but a different Identifying the elements of a literary text listened to
second letter in alphabetical order
Activating prior knowledge based on the stories to be read Writing 2-3 sentences about the characters in a literary text
listened to or read
Listening to a variety of literary and expository texts
a. noting important details
b. sequencing at least 3 events using signal words
c. infering feelings and traits of characters
Reference TM,TG,BOW
Procedure Teaching, Learning and Assessment Activities
Use these letter icons to show Grouping Structures (tick boxes):
methodology and assessment  Whole Class  Ability Groups
activities. Describe the parts of the lesson (for example the  Friendship Groups
introduction), where you may address all grade levels  Other (specify)
T Direct Teaching as one group.  Combination of Structures
 Mixed Ability Groups
G Group Activity
 Grade Groups
I Independent Learning
A Assessment
T
Say: I have here some words and there corresponding meaning. I am going to use it in sentences.

-Please bring your books with you everyday.

-The government prove its case.
-It’s only polite to hold the door for the person behind you.
-Amberlance father is a publisher.
-The town is peopled almost entirely by factory workers.

Ask:
How do you respect elders?
Why should we use polite words?
Give examples on how we show respect for others.
Do you think doing good things make you a better person? Why?
Do you think the machine detected the courteous gestures of the girls? Why?
Grade Level Grade 3 Grade 4
Say: I have here a picture of a witch, What does she do to peolple? They do good to us?
(See appendix 1 for the picture)

Say: Today you are going to listen a story about the crook entitled “A Letter Soup”. Let us find out the similarities of the
crook and the witch.
(See appendix 2 for the story)

Ask:
1. Who are the characters in the story?
2. Who was very evil and unpleasant?
3. Where did the story happen?
4. What was the problem of the crook in the story? What did he hate so much?
5. What did he invent? Did his machine work?
6. What happened to the people?
7. Why the girls were not affected by the machine?
8. What did the girls do to stop him?
9. What are the similarities of the witch and the crook?
10. If you were the girls, would you have done the same? Why?

Say:
To tell events in a correct order First, think of what happened in the beggining of the story.
Next, think what of happened in the middle. There can be more than one event.
Then, think happened at the end.
G T
(See Appendix 3 for the rubrics) Say:
The elements of a story are character, setting and plot.
Group 1: Sequence the events happened in the story using The characters are the people in the story.
signal words. The setting is the place and the time the events in the story
happened.
________What he hated most was when people were
polite and courteous to each other, saying things like The plot is made up of the events that happened in the story.
please and thank you, and don’t mention it. It consists of beginning, the middle, and the ending.
________Everyone could be polite and thoughtful again. Begining- It gives the problem faced by the main
The anger and the arguments stopped, proving that good character.
Grade Level Grade 3 Grade 4
manners are very useful for keeping people together in a Middle- It presents the actions made by the
spirit of happiness. characters to solve the problem.
________The crook thought all those kinds of words Ending- It gives the solution to the problem.
were a useless waste, and weren’t good anything.
Ask:
Group 2: Sequence the pictures with story using the signal What is the setting in the story? Read the part where the
words setting is mentioned.
(See Appendix 4 for the pictures)
Who are the characters in the story? Describe each of these
Group 3: Sequence the pictures using the signal words characters.
(See Appendix 5 for the pictures) What was the ending of the story? Did the crook success in
Group 4:Read the story entitled “My Pair of shoes” then his plan? Why?
retell the story using signal.words.
(See Appendix 6 for the story)
T G
Say: (See Appendix 2 for the story)
How do we tell events in the correct order?
How do we sequence events using signal words? Group 1: Choose a character from the story heard and write 2-
Say: 3 sentences about him/her.
To arrange words with the same first letters, we need
to see the second alphabet in the words before we arrange Group 2: Draw ideas based on the plot stories listened.
in alphabetical order.
Group 3: Make a poster of the setting showing the polite
Based from the words we unlocked a while back, arrange words and actions in the story.
the words alphabetically.

please prove polite publisher please

I T
Arrange the following words in alphabetically order. Presentation and discussion of their output.

1. cent crab cold career cube

acid ache acoustics Academe acytl

2.
Grade Level Grade 3 Grade 4

3. flower flunk flames fleet flies

Assign leaders to check the independent group activity.

Remarks
Reflection
Day 2
Lesson Objectives To read simple sentences and levelled stories and To read with automaticity grade-level and frequently
a. Note details regarding character, setting and plot occurring content-area words.
b. sequence 3 events
To participate in generating ideas through prewriting To identify the important story elements such as setting,
activities and drawing character and plot
To take part in creative responses in preparing logs, journal,
and other oral presentations

Subject Matter Reading simple sentences and levelled stories Reading with automaticity grade-level and frequently
occurring content-area words
Noting details regarding character, setting and plot Identifying the important story elements such as setting,
character and plot
Sequencing 3 events Taking part in creative responses in preparing logs, journal,
Generating ideas through prewriting activities or drawing and other oral presentation.
T
Say: Last time you listened to the story about “A Letter Soup”
Today you are going to read the story. Take down notes the important details as you read the story.
(See Appendix 2 for the story)

Say: Let us take a close look at this story chart. Listen as I read to you the questions that follow. Then orally give your
answer to each question.

Story Chart
CHARACTER/S SETTING
People/animals in the story When/where the story took
place
Grade Level Grade 3 Grade 4
EVENTS
Problem Solution

Ask:
1. Who are the characters in the story?
2. Where did the story happen?
3. What happened to the people?
4. What did the girls do to stop him?
5. How did the story end?

Say: Sequence the story using the signal words. Write First, next and then in the blank.

________The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those
girls were deaf, and had to communicate using sign language.
________The crook thought all those kinds of words were a useless waste, and weren't good for anything. So what he did
was spend a lot of time inventing a machine which could steal words. With this machine, he planned to steal 'please',
'thank you', 'don't mention it', and similar words people used to be polite. 
________The anger and the arguments stopped, proving that good manners are very useful for keeping people together
in a spirit of happiness.

Ask: How do you sequence events in the story?

Who already saw a grasshopper hopping and playing anywhere?
Bring out a sheet of paper and draw a grasshopper and below it write 2-3 sentences about it.

Say: Read the selection entiteld “Pablo and the Eggs” and do the actvity that follow.
(See Appendix 7 for the story )
T
Say: Arrange the events according to what happened in the story.
Write the signal words first, second, then, and lastly.
_____Pete laughed at the frightened Pablo.
_____Pablo wanted to play with them because they looked like small balls.
_____ Pete, the grasshopper, and his friend Pablo, the praying mantis, were playing in the garden.
_____ The eggs broke out came little bugs.
G Group 1: Identify the elements of the story by filling in the
Grade Level Grade 3 Grade 4
Let them do the activity graphic organizers. Write your answer inside the box.
(See Appendix 2 for the rubric)
TITLE
Group 1: Write the sequence of the events in the story
read. Put your answer in the flower chart

1
Characters Plot
5
2
Title Setting

3 4

Beggning

Middle

Ending

Group 2: Draw the plot showing your understanding of Group 2: Dramatize the story you read entitled “Pablo and the
the story Eggs”.
T
Ask: What can you say about the activities you did a while back?
What are the elements of the story? How do you sequence events?
Remarks
Reflection
Day 3
Lesson Objectives To read words with initial consonant blends (l, r and s To identify meanings of unfamiliar words
blends) followed by short vowel sounds (e.g. black, frog, through structural analysis (e.g., compound words and their
step) components: one-word compound
Grade Level Grade 3 Grade 4
[backyard], two-word compound
[security guard], and hyphenated compound [sister-inlaw]
To read aloud from familiar prose and poetry consisting To use dictionary in
of Long vowel words with fluency, appropriate rhythm, getting the
pacing and intonation meaning of words
To spell one- to- two To use the present form of verbs that agree with the subject
syllable words with consonant blends (e.g. pl, tr)
To show understanding of meaning of words with initial
consonant blends through drawing, actions, and using
them in sentences
Subject Matter Reading words with initial consonant blends (l, r and s Identifying meanings of unfamiliar words through structural
blends) followed by short vowel sounds (e.g. black, frog, analysis
step)
Reading aloud from familiar prose and poetry consisting Using dictionary in getting the meaning of words
of Long vowel words with fluency, appropriate rhythm,
pacing and intonation
Spelling one- to- two syllable words with consonant Using the present form of verbs that agree with the subject
blends (e.g. pl, tr)
Showing understanding of meaning of
words with
initial consonant blends through drawing, actions, and
using them in sentences

Procedures
T
Say: I have here words with their corresponding meanings. Taken from the story we read last meeting entitled “Pablo and
the Eggs” .
(See Appendix 8 for teh story)
-Around the campire the campers tried to frigthen one another with ghostly legends and grisly tales.
-The grasshopper is jumping on the leaves to another leaves.
-The play is based on a real-life event.
-She is broke and homeless.
-The store sells a selection of prepared foods.
Grade Level Grade 3 Grade 4
-There’s little else to do now but hope and pray.
-She is my friend since when we are in highschool.
-The bus stopped at the corner.

Say: Read the underlined words.

Say: These words are consonant blends also called consonant clusters. They are groups of two or tree consonants in word
that make a distinct consonant sound, such as bl, pl,dr,fr,cr,sh,sm,ph,sw,sp,st,ck, pr.

Examples:
l r s
flower drum step
block frog shoes
plug crab shampoo
glass brik snake

Ask: What do you call these set of words?

Say: I have here sentences from the story “A Letter Soup”.

(See Appendix 2 for the story)

1. When he had stolen these words, he intended to take them apart and sell the letters to book publishers.
2. Those girls were deaf, and had to communicate using sign language.
3. The girls followed him to his hideout on the top of a hill next to the sea.
4. It started to suffer a power overload, which got more and more serious as the girls went on communicating.
5. The chief-of-police arrested the crook.

Say: Compound words are two words put together to create a new word.
They can be open, closed, or hyphenated.

Examples:
●Open Compound Words- dog house, ice cream, six-pack, runner-up
●Closed Compound Words-ladybug, toothpaste, bedroom
●Hyphenated Compound words-editor-in-chief, officer-in-charge, life-saver.

Ask:
Grade Level Grade 3 Grade 4
a. What do you think are the underlined words?
b. What did you observe about these words.
c. What two words can we find in these words?
d. Can you think of other words which are combinations of two words?

T G
Recite poem entitled “Be Polite”. Let them do the following activity
(See Appendix 8 for the poem) (See Appendix 2 for the Rubric)
Group 1:
1. What was the poem about? Using your mini dictionary. Find the meaning of the
2. What polite words where in the poem? following compound words.
3. Why should we use polite words? 1. hideout
4. Do you use polite words? 2. chief xecutive
3. bedroom
4. runner-up
5. lifesaver
Say: 6. sister-in-law
Read the underlined words in the poem. (say, thank, 7. editor in chief
want, and, wait, good, patient, polite, have) 8. backbone
9. cafeteria-style
Say: These words has a long vowel sound. 10. make believe
-play -ball -long
Examples:
-pray -mall -bake
Group 2: Use a word from the below to make a compound
-lake -made -Dave
word. Use pictures as clues.
Say: (See Appendix 9 for the activity
Read the encircled words. (gives, when, accident,
pretty, much) Group 3: Draw a lines to make compound words. Then use
the new words to complete the sentences. . (See Appendix 10
Say: These words has a short vowel sound. for the activity)
Examples:
Group 4: Put two words to make compound words. (See
A E I O U Appendix 11 for the activity)
Apple egg igloo ox umbrella
Ant net inch dog bus
Cat nest fish top rug
Grade Level Grade 3 Grade 4

Say:
A vowel has two sounds. A vowel can have a short
sound and long sound. Wether a vowel has a long sound,
short sound or remain silent, depends on its position in a
word and the letters around.

G T
Let them do the activity Process the group activity.
(See Appendix 2 for the Rubric)
Say: We use the base form of the verb if the subject is plural.
Group 1: Draw the following. We use the s or es form of the verb if the subject is
1. Shoes singular.
2. Flag
3. Drum Examples.
4. Frog
5. Snake 1. Ana walks to school everyday.
Gay, Joy and May walk to school, too.
Group 2: Use the following words in a sentences. 2. She brings her yellow umbrella.
1. Smell They bring umbrellas and raincoats, too.
2. Glass
3. Flower 3. The dog chases the cat.
4. Price The dogs chase the cat.
5. Brush

Ask:
What happens to verbs when the subject of the
sentence is singular? When it is plural.

T I
Process the group activity. Underline the correct answer.
1. Mang Manuel (plow, plows) the farm.
Spell the following: 2. Amber, Prince and Kurt (rans, ran) fast.
Grade Level Grade 3 Grade 4
shampoo broom 3. Cherry Anne (washes, wash) the plates.
blend drum 4. Mother (cooks, cook) my favorite food.
brass plate 5. Father (drive, drives) me home.
crab trace
frog train

Remarks
Reflecton