Prepared by:

LIZETTE GAMA
Teacher I
Lesson Plans for Multigrade Classes Bural ES
Grade I and II Rizal District

Learning Area: ENGLISH Quarter: 4 Week: 5

Grade Level Grade 1 Grade 2
Content Standards DAY 1 DAY 1
The learner demonstrates Listening Comprehension Listening Comprehension
Understanding of of story elements and text structures for effective oral expression text elements to see the relationship between known and new
information to facilitate comprehension
Oral Language
familiar words used to communicate personal experiences, ideas, Oral Language
thoughts, actions, and feelings independently takes turn in sharing inter and intra personal
experiences, ideas, thoughts, actions and feelings using
Phonological Awareness appropriate words
sounds and their meanings for appropriate use of words
Phonological Awareness uses appropriate expressions in oral
DAY 2 interpretation and familiar situations correctly hears and
Reading Comprehension records sounds in words
the elements of literary and expository
texts for creative interpretation DAY 2
Reading Comprehension
Writing and Composition the elements of literary and expository texts for creative
demonstrates understanding of the process of writing to generate and interpretation
express ideas and feelings
Writing and Composition
DAY 3 the process of writing to generate and express ideas and feelings
Vocabulary
familiar English words for effective communication DAY 3
Vocabulary
Grammar suitable vocabulary used in different languages for effective
concepts of nouns and adjectives for identification and description communication

Grammar
demonstrates understanding of the concepts of pronouns and
 preposition for appropriate
communication

Performance Standards DAY 1 DAY 1

The learner Listening Comprehension Listening Comprehension
correctly identifies elements of literary and informational texts to aid correctly presents text elements through simple organizers to
meaning getting make inferences, predictions and conclusions

Oral Language Oral Language

Shares/express personal ideas, thoughts, actions, and feelings using independently takes turn in sharing inter and intra personal
familiar words experiences, ideas, thoughts, actions
and feelings using appropriate words
Phonological Awareness
manipulates skilfully the sounds in words to express meaning Phonological Awareness
effectively transfers the knowledge of letter
DAY 2 sound relationship from Mother Tongue to English
Reading Comprehension
uses information derived from texts in presenting varied oral and DAY 2
written Tongue to English activities Reading Comprehension
uses information derived from texts in presenting varied oral and
Writing and Composition written Tongue to English
uses a variety of prewriting strategies to generate, plan, organize activities
ideas, make a draft for specific purposes
Writing and Composition
uses a variety of prewriting strategies to generate, plan, organize
ideas, make a draft for specific purposes
DAY 3
DAY 3
Vocabulary Vocabulary
uses familiar vocabulary to independently express ideas in
demonstrates understanding of word meaning for correct usage
speaking activities

Grammar Grammar
 demonstrates understanding of concepts of nouns and adjectives shows proficiency in constructing grammatically
for identification and description. correct sentences in different theme-
based activities
Competencies Listen to short /poems and identify speaker in the story or poem Use personal experiences to make predictions about text viewed
EN1LC-IIIa-j-1.1 and listened to EN2LC-IVe-f-2.4

Participates in some sharing activities recite rhymes and poems Listen and respond to texts clarify meanings heard while
EN1OL-IV-a-j-1.3 drawing on personal experiences EN2OL-IV-e-1.1

Supply rhyming words the rhyming words in response to spoken

words EN1PA-IVc-e2.4

Recognize describing words for people EN1G-IVa-e-3.4

Day 1
Lesson Objectives Identify the characters, feeling and traits in the story Identify the important details in expository text listened to
Subject Matter Story “Nina in the Town of Daldalina Story “The Lion and the Mouse”
Learning Resources TG, LM,BOW, story, manila paper puppets, pictures, and story book
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
GW Group Work Teacher posts a two picture on the board. Pupils answer some questions about the picture and talk about it.
What do you see in the picture? What are they doing? Have you seen people in your place do the same thing?
IL Independent Learning DT GW
Teacher presents the story Divide the class into groups, each group will the jigsaw puzzle
A Assessment picture and through the picture they guess what the picture all
Nina in the Town of Daldalina about.
Nina lived in a town where everyone spoke loudly
because they felt it was the best way to communicate.
. Nina, however could not speak she was an outcast.
She went on quest around the world to find her voice,
and she found it in art. Her paintings were so
beautiful, it silenced her town and earned their
respect.
 GW DT
Divide the class into 2 groups each group will arrange the jumble Present the Story, “ The Lion and the Mouse”.(Appendix 3)
picture from the story which comes first, next and last that happens in
the story.
IL IL
Draw your favourite character and tell the reason why you love him. Draw your favourite character and tell the reason why you love
(Appendix 1) him.(Appendix 4)

A A:
Listen to your teacher as he or she reads the questions and the Arrange the events in the story by writing 1-4.(Appendix 5)
possible answers. Circle the letter
of the correct answer. (Appendix 2)
Remarks
Reflection
Day 2
Lesson Objectives Identify the rhyming words in response to spoken words Identify the characters in the story
Retell the important details of the story Predict what happen next to the story
Retell the story
Subject Matter Rhyming words and the story of Nina in the town of Daldalina Story “ The Puddle”
Learning Resources TG, LM, BOW, video clips of mother goose rhymes TG, LM, BOW, story
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Presented a video clips of mother goose club rhyme “Twinkle, Twinkle, little Star and Jack and
Jill”(www.mothergooseclub.com/rhymes_parent.php?=170)
DT GW
Mother goose Club rhyme “twinkle, twinkle little Star and Jack and Divide the class into three groups
Jill (See Appendix 6 Grade 1 Day 2) Group 1-wil acts it out what happen in the story
Ask Group 2- will predict what happen next in the story
1.Help them recall some words that they already know with the Group 4- Arrange the important events in the story by writing
underlined words in the song the number 1 to 4
 2. Some of the words from the mother goose are rhymes
3 Can you name those rhyming words
4 Can your recall the story of Nina in the town of Daldalina
GW DT Comprehension Questions:
Divide the class into four groups
Group 1-will dramatize the first stanza f the Twinkle, Twinkle little 1. How did Ted help his family?
Star
Group 2-will dramatize the second stanza of the twinkle, twinkle star 2. How do you help your family? Share what you do to
Group 3-will a sing a song “Jack and Jill” the class.
Group 4- Arrange the important events in the story by writing the
number 1 t 4

IL IL
Choose a word from the box that rhymes. Write the answer to your Teacher will present sets of picture. Let the pupil describe the
paper. Listen as your teacher read the words from the box (See pictures that being shown.
Appendix 7 Grade 1 Day 2)
A A
Connect the objects with corresponding names. Listen to you teacher Retell the story of “Puddle” like a Broadcasting in the television.
as she read the names each picture.( See appendix 8 grade 1 Day 2)
Remarks
Reflection
Day 3
Lesson Objectives Recognize the common action words, describing words and Use the words these and those in the sentences
preposition in the stories listened to
Subject Matter Action Words, Describing Words, Preposition and story of Nina in Demonstrative Pronoun “These And Those
the Town of Daldalina
Learning Resources TG, LM, BOW, story, pictures
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Teacher posts a different pictures. What are the picture that can you see. What are
they doing?
(Appendix 10 Grade 1 Day 3
 DT GW
Based from the picture that have posted what are the picture that Divide the class into two group. Each group will get as many as
you have seen. Can you still remember the story of Nina in the can an objects sort the objects according to the size and color.
Town of Daldalina.
(See Appendix 10 Grade 1 Day 3).
GW DT
Group 1-will look for the adjectives in the sentences. Explain the use of THESE and THOSE in the sentences. Give
Group 2-will look the verbs to the pictures that has been posted. examples
Group 3-will look the prepositions to the story of Nina in the town
of Daldalina.
Listen to your teacher as she reads the sentences, describe the
pictures, reading the story.
IL IL
Encircle the action words in the sentences in column A. Listen as I read the sentences. Write the these and those to
Column B: Box the describing words in the sentences. complete the sentences.
(See Appendix 15 Grade 2 Day 3)
A A:
:Cut a pictures from the magazines which are action words and Construct five sentences using the These and Those (see appendix
describing words pictures .Paste in the bond paper 16 Grade 3)
Remarks
Reflection

REFERENCES
Prepared by: Checked by: Validated by:

LIZETTE GAMA WILMA BUMAGAT JOSE M. MATAMMU, Ph. D

Teacher I EPS-Math EPS-Filipino/ Division MG Coordinator
Appendix 1
Day 1, Grade 1 English 12/Q4/W5

Draw your favourite character from the story and tell the reason
why you love him.
Appendix 2
Day 1, Grade 1 English 12/Q4/W5

Listen to your teacher as he or she reads the questions and the

possible answers. Circle the letter of the correct answer.

1. What makes Nina different from the other people in the town
of Daldlina?
a. She cannot see.
b. She cannot talk
c. She can talk loudly.

2. Why are Nina’s parent worried?

a. Nina will have fun with her friends.
b. Nina will be known in the town as a lazy child.
c. The people in the town of Daldalina will let her leave.

3. Why you think Nina have no voice?

a. She is lazy to talk.
b. She is scared.
c. She is mute
Appendix 3
Day 1, Grade 2 English 12/Q4/W5

The Lion and the Mouse

Aesop’s Fable

Once there was a lion sleeping peacefully under the shade of a narra
tree. Suddenly a mouse ran up his shoulders. The lion woke up and shook
himself like an earthquake and sent the little creature to the ground. The lion
caught the mouse by the tail, holding him with one great paw. “Who are you
to disturb my much-needed sleep?” roared the lion. Almost too scared to say
anything, the mouse begged to be set free. “I give you my word, Sir Lion. One
day I will return the favor.”

“Give your word, squeaking pip?” asked the lion, laughing. The mouse
nodded and the lion lifted his paw and let the creature free. They went their
separate ways. The lion forgot about the mouse, but the mouse was more
careful where he put his feet.

One day the lion roared pitifully through the forest. It woke the mouse in
the comfort of his rest. “That sounds like Sir Lion. He saved my life. I
promised I would return the favor. Now is my chance.” The mouse hurried
toward the sound. He saw the lion hung from a great branch, caught in a
hunter’s net, trapped so tightly it couldn’t move. The mouse quickly climbed
up the tree and down the thick ropes where he set to work with his sharp teeth.
He chewed and pulled, nibbled and gnawed through the mesh until eventually
the net began to loosen and the lion was released.

The lion thanked the mouse. “Thank you, little mouse. I promise never to
underestimate the smaller creatures again.” The mouse in turn tried to look
heroic and brave. It was with some relief and not a little pride that he watched
as the lion disappeared into the forest.

Comprehension Questions:

1. Why did the lion roar at the mouse?

2. How did the mouse save the lion?
Appendix 4
Day 1, Grade 2 English 12/Q4/W5

Draw your favourite character and tell the reason why you love him.
Appendix 5
Day 1, Grade 2 English 12/Q4/W5

Arrange the pictures in the story by writing 1-4.

Appendix 6
Day 2, Grade 1 English 12/Q4/W5

Twinkle, Twinkle, Little Star

Twinkle, Twinkle, little star,

How I wonder what you are;
Up above the world so high
Like a diamond in the Sky!
Twinkle, Twinkle little star,
How I wonder what you are.

When the blazing sun is gone,

When there’s nothing he shines upon,
Then you show your little light,
Twinkle, twinkle, all the night
Twinkle, twinkle, little star,
How I wonder what you are.

Jack and Jill

 Jack and Jill went up the hill
To fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after

Appendix 7
Day 2, Grade 1 English 12/Q4/W5

Choose a word from the box that rhymes. Write the answer to your paper. Listen as
your teacher read the words from the box

blazing night hill sun

nothing water Jill gone

light after down crown

Appendix 8
Day 2, Grade 1 English 12/Q4/W5

Connect the objects the corresponding names. Listen to your teacher as she reads
the names each picture

A B

1. A. Pail

B. King
2.

C. Star
3.

D. Sun
4.
 E. Light

5.

Appendix 9
Day 3, Grade 1 English 12/Q4/W5

“ Shape Song”

(to the tune of “ The Farmer in the Dell”)

A circle’s like a ball,

A circle’s like a ball,

Round and round it

Never stps.

A circle’s like a ball!

A square is like a box,

A square is like a box,

It has four sides,

They are the same.

A square is like a box!

 A triangle has 3 sides,
A triangle has 3 sides,
Up the mountain,
Down, and back.
A triangle has 3 sides!

A rectangle has 4 sides,

A rectangle has 4 sides,
Two are long, and
Two are short.
A rectangle has 4 sides!.
Appendix 10
Day 2, Grade 1 English 12/Q4/W5

Teacher posts a different pictures. What are the picture that can you see. What are
they doing?

Group I
Group II

Choose the adjectives in the sentences.

1. Ben has a a red hen.

2. Lea puts the fruits on the table.
3. The farmer plants the big seeds.
4. Jerruin sits on the bench.
5. Chris and Len go in the house.
6. The little girl cries.
Appendix 11
Day 2, Grade 1 English 12/Q4/W5

Encircle the action words in the sentences in column A.

1. She is singing.

2. James is scrubing the floor.

3. My brother is fetching water.

4. Aling Nena is fixing the clothes.

5. Dina is eating her breakfast.

Column B: Box the describing words in the sentences.

1. She dances gracefully.

2. The girl wears a beautiful gown.

3. This is a red apple.

4. Chef Lyn cooked delicious foods for the party.

5. The boys are very noisy.

Appendix 12
Day 2, Grade 2 English 12/Q4/W5

Study the picture below.

What do you see in the picture_________________

Why do you think pigs love to play in the mud?

________________________________________________

PUDDLE

The pig is playing in a puddle of dirt or mud.

What do you call PUDDLE of mud in Tagalog?

________________________________________________
Appendix 13
Day 2, Grade 2 English 12/Q4/W5

Look at the picture and tell something about it.

Appendix 14
Day 2, Grade 2 English 12/Q4/W5

Read the story.

The Puddle
By Dali Soriano
Leo, Bob, and Jim are neighbors in Barangay Catmon. They walk to
school together every day. Leo likes doing fun things. Jim loves school. Bob
does whatever Jim decides to do.
One morning after the rain, as these three grade two pupils walked
happily to school, they passed by a big puddle of water. Jim and Bob stayed
away from the puddle. Leo thought of something fun to do. He leaped down on
the puddle, splashing muddy water on Jim and Bob.
“Why did you do that?” cried Bob. “Look at what you’ve done! We are
wet! We are muddy! That dirty water could make us sick!” shouted Jim. And
we are late for school!” cried the two angrily.
Leo replied laughing, “Hahaha, forget about school today. Let’s skip
school, just once. Come on, let’s swim in the puddle!”
“No, I’m going home to change,” decided Jim. I don’t want to go to
school in this wet and dirty uniform. I don’t want to get sick.”
“Me too,” agreed Bob. “I don’t want to get sick and miss school.”
Jim and Bob went home to change. They got to school clean and dry. Leo
decided to swim in the puddle with some other children. The next day, he
stayed home with the flu.

Comprehension Questions:

1. What two things happened to Leo?

2. Would you miss school to play in a puddle?
3. What is the title of the story?
4. Who are the characters of the story?
5. Who are the friends of Leo?

Appendix 15
Day 2, Grade 2 English 12/Q4/W5

They saw Leo playing

with the puddle of mud.
Leo, Bob, and Jim are on He called his friends to
their way to school. join him.
 Why or why not?

Appendix 16
Day 3, Grade 2 English 12/Q4/W5

1.___________girls are very busy talking.

2._________ girls are reading books in the library.

3._________ man is riding a bicycle.

4.__________ carpenter is holding a hallow block.

5._________ boy is shooting the ball.