Prepared by:

IRMA R. LAGGUI
DON JORGE NOLASCO PS
Lesson Plans for Multigrade Classes GATTARAN WEST DISTRICT
Grades I and II

Learning Area: ENGLISH Quarter: 4 Week: 6

Grade Level Grade 1 Grade 2
Content Standards demonstrates understanding of useful strategies for demonstrates understanding of the elements of literary
The learner............ purposeful literacy learning and expository texts for creative interpretation
Performance Standards uses strategies independently in accomplishing uses information derived from texts in presenting
The learner............ literacy- related tasks varied oral and written activities
Competencies Predict possible ending of stories read EN2LC-1Ve-f-2.4
EN1OL-1Vf-1.17.2 Use personal experiences to make predictions about text viewed
(EN1OL-1va-j-1.2.9) and listened to

Participate in some sharing activities “I spy” games EN2OL-1Vf-g-1.16

Ask simple question Create and participate in oral and dramatic activities
EN1OL-1Vf-1.17.2
EN1PA-1Vc—e-2.4 EN2PA-1Ve-f-6.3
produce the sounds of English letters using the letter sounds of
Supply rhyming words in response to spoken words Mother Tongue as reference
EN1V-1Vf-j-12.1
EN2PW-1Vf-15
Give the meaning of words using clues (pictures, clues) Read 2 syllable words consisting of short /o/ and long /o/ as in
Adjectives short
Recognize describing words for objects (Not found in GC) Cot Tooth
Pot Booth
Rot Smooth
Loot
EN2F-1Vf-4.1
Read phrases, sentences and stories with short /o/ and long /o/
words and some sight words with appropriate speed, accuracy
and proper expression
Express ideas through illustrations and storybooks(storyboards)
EN2WC-1Vd-2.8
EN2V-1Vh-j-22
 Give the meaning of 2-syllble words with short /o/ and /o/ sounds
EN2S-1Va-e-3.1
Spell 2-syllable words with short /o/ and long /o/ sound (see
PWR)
EN2SS-1Vc-d-3

Interpret sample maps of unfamiliar place, signs and symbols

EN2G- 1Vc-d-4.2.3
Use demonstrative pronouns (this/that)

Day 1
Lesson Objectives Predict possible ending of stories read Use personal experiences to make predictions about text viewed and
EN1OL-IVf-1.17.2 (EN1OL-iva-j-1.2.9) listened to
Participate in some sharing activities EN2LC-1Ve-f-2.4
Ask simple question Create and participate in oral dramatic activities
EN1OL-IVf-1.17.2 EN20L-IVf-g-1.16

Subject Matter Predicting possible ending of stories read Using personal experiences to make predictions about text viewed
Story: “The Puddle” by Dali Soriano and listened to
Participating in some sharing activities Story: “The Puddle” by Dali Soriano
Asking simple question Creating and participating in oral dramatic activities
Learning Resources TG,LM,BOW,Story,pictures TG, LM,BOW
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
A. 1. Class sharing
IL Independent Learning Show picture of an animal playing in the mud.(see appendix 1)
What do you see in the picture?
A Assessment Why do you think some animals love to play in the mud?(sharing ideas about it)
2. Show another picture.Children playing in a puddle. (see appendix 2)
Tell something about the picture.
What is the boy doing?
Is it a fun leaping down on a puddle? Could this take harm to others? How?
3. Unlock meaning of words
puddle (show picture of a puddle)
leaped down (ask pupil to demonstrate)
neighbors (explain that nearby houses in a certain place are called neighbours)
4. Motive question
What do you think will happen if we play in a puddle full of mud or other dirty places?
B. Reading of the story.(see appendix 3)
The teacher reads the story “The Puddle”, pupils listen.
Ask question in every paragraph read:
1. What do you think Jim and Bob might feel about Leo’s actions?
2. Will Jim and Bob accept the invitation of Leo?
3. What do you think might happen to Leo the next day?
C. Comprehension Questions
1. Who are the characters of the story?
2. What did the three boys see on their way to school?
3. What did Bob and Jim feel about Leo did?
4. What happened to Leo the next day?
5. What do you think might happen if Leo misses school because of his flu?
6. Is playing in the puddle right? Why or why not?
7.

DT GW
Teacher reads a short story clearly and slowly.(see appendix Relating to one’s experience.
4) Group pupils into three.
Pupils listen. Do you have friends like Leo?How are they the same? Like Jim and
Ask: What will happen? Bob?What do you like to do with them?
Can you give situations when your friend wanted you to have fun but
Discuss predicting possible ending of stories heard. you turned them down?Why did you not join them? Share your
experience to your classmates.
Giving other examples using pictures.
 (see appendix 5) Group I. Dramatization.
What is likely to happen? Group II. Drawing
Group III. Storytelling
GW DT
Group pupils into three. Presentation of outputs.
Each group will be given a short story with pictures. Discussion on predicting outcomes.
Let them predict what the possible ending for each is. Present other examples of predicting outcomes based from personal
(see appendix 6) experiences.

IL IL
Teacher reads situations. Predict what will happen. What is likely the ending for each story?
(see appendix 7) (see appendix 8)
Remarks
Reflection
Day 2
Lesson Objectives EN1PA-1Vc—e-2.4 EN2PA-1Ve-f-6.3
Supply rhyming words in response to spoken words Produce the sounds of English letters using the letter sounds of
Mother Tongue as reference
EN1V-1Vf-j-12.1
Give the meaning of words using clues (pictures, clues) EN2PW-1Vf-15
Read 2 syllable words consisting of short /o/ and long /o/ as in short
Cot Tooth
Pot Booth
Rot Smooth
Loot
EN2F-1Vf-4.1
Read phrases,sentences and stories with short /o/ and long /o/ words
and some sight words with appropriate speed, accuracy and proper
expression
Express ideas through illustrations and storybooks(storyboards)
EN2WC-1Vd-2.8
EN2V-1Vh-j-22
Give the meaning of 2-syllble words with short /o/ and /o/ sounds

EN2S-1Va-e-3.1
 Spell 2-syllable words with short /o/ and long /o/ sound (see PWR)

Subject Matter Supplying rhyming words in response to spoken words Producing the sounds of English letters using the letter sounds of
Giving the meaning of words using clues (pictures, clues) Mother Tongue as reference
Reading 2 syllable words consisting of short /o/ and long /o/ as in
short
Cot Tooth
Pot Booth
Rot Smooth
Loot
Reading phrases,sentences and stories with short /o/ and long /o/
words and some sight words with appropriate speed, accuracy and
proper expression
Expressing ideas through illustrations and storybooks(storyboards)
Giving the meaning of 2-syllble words with short /o/ and /o/ sounds
Spell 2-syllable words with short /o/ and long /o/ sound (see PWR)
Learning Resources TM, TG,BOW TG,TM,BOW
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
A. 1. Show picture. (see appendix 9)
What do children love to do?
2. Unlock meaning of words
contented (gesture)
granted(word clue)
leap (through action)
herd
4. Reading of the poem (see appendix 10)
Teacher reads the poem, pupils listen
5. What do you find in the children’s land?
Why do you think the children are always happy there?
In the children’s land everything good is always wanted. What good things do you think are these?
What do you suppose could be the wishes that are granted?
How do you think fathers and mothers show their love and care for their children in that happy land?
DT GW
What are the words that have the same sound that you hear? Group pupils into two.
 Pupils underline the words. Post two charts on the board.(see appendix 11)
Let pupils pronounce and read the words after Group I. Read the story silently.
What do we call these words that have the same sound? List all the words that have /o/ sound.
Rhyming words are words that have the same Group II. Read the selection.
meaning. List all the words that have /oo/ sound.
Present other poems that have rhyming words.
(see appendix 12)
Pupils underline the words.
Read and pronounce the words after.

GW DT
Group pupils into three.(see appendix 13) Presentation of the output.
Group 1. Underline the rhyming words. Sing it to the Write the words in two columns,//o/ and /oo/
class. Pronounce and read the words.
“ Twinkle,Twinkle, Little Star” Show pictures.Let pupils read the names of each picture.
Group II. Underline the rhyming words.Act out the Discuss the sound of short /o/ and long/o/ sound.
rhyming words. Give other examples of words with short /o/ and long /o/
“I’m Little Teapot” Reading phrases and sentences with short/o/ and long /o/
Group III. Color the heart that has a similar ending
sound
IL IL
Supply the missing word. (see appendix 15)
(see appendix 14) A. Encircle the name of each picture.(long /o/)
B. Write the name of each picture.Choose from the box below.
(short/o/)
A A
Supply the missing word. (see appendix 17)
(see appendix 16) Encircle the name of each picture.
Remarks
Reflection
Day 3
Lesson Objectives Adjectives EN2G- 1Vc-d-4.2.3
Recognize describing words for objects Use demonstrative pronouns (this/that)
(Not found in GC)
Subject Matter Recognizing describing words for objects Using demonstrative pronouns (this/that)
Learning Resources TG, LM, BOW, pictures TG, LM, BOW, pictures, real objects
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
A.1. Prepare real objects.
(Mango, sampaguita)
Pupils close their eyes as teacher go around and let them smell.
Can you tell what it is?
Let pupils bring out their assignment about Phillipine symbols.
Talk about it.
2. Unlock meaning of words
Patriotism
Bravery
3. Why was Ryan excited to go to school?
B. Reading aloud by the teacher, pupils listen.
(see appendix 18)
C. Who was excited to come to school?
What did he bring to school?
Are you proud of our national symbols?Why?
What other national symbols were discussed in the story?
D.Let pupils hold again their assignment and present it infront.
Do: Show the picture of ______.
. Say: “This is ______, our national____-.”
Do: Point to the flag on the flagpole.
Say: “That is our Philippine flag, the symbol of our country.

DT GW
Talk about the national symbols that was discussed. Group pupils into two.
Tell something about it. Describe each. Group I. Bring out something and hold it.
Discuss that the word they use to describe are what we call List them down using “This is”
adjectives. Group II. Look around and look for objects.
Give more examples of adjectives using concrete objects. List it down using ‘That is”
 GW DT
Group pupils into two. Presentation of outputs.
Group I. Look for objects inside the classroom. Discuss the use of “this is” and “that is”
Group II. Talk to the group what is the appropriate More examples using “this is’ and “that is”
adjective to be use.
IL
IL Write “that is” and “this is” on the blank.
Encircle the correct adjective for each picture (see appendix 20)
(see appendix 19)
A Encircle the correct adjective for each picture A
(see appendix 22) Write “that is” and “this is” on the blank.
(see appendix 21)

Remarks
Reflection

REFERENCES

Grade 1 Grade 2
LM 1 LM 2
TG 1 TG 2
Fun in English 1

Prepared by: Checked by: Validated by:

IRMA R. LAGGUI WILMA BUMAGAT JOSE M. MATAMMU, Ph. D

Teacher I EPS-Math EPS-Filipino/ Division MG Coordinator
Appendix 1 English 12, Q4, W6
Day 1, Grade 1 and 2
Appendix 2 English 12, Q4, W6
Day 1,Grade 1 and 2
Appendix 3 English 12, Q4, W6
Day 1,Grade 1 and 2
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.

Ask: What do you think Bob and Jim might feel about Leo’s actions?

“Why did you do that?”cried Bob. “Look at what you’ve done! We are wet ! We
are muddy! Thatdirty water could make us sick!” shouted Jim. And we arelate for
school!” cried the two angrily. Leo replied laughing, “Ha ha ha, forget about
school today. Let’s skip school, just once.Come on, let’s swim in the puddle!’’

Ask: Will Bob and Jim accept the invitation of Leo?

“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.

Ask: What doyou think might happen to Leo the next day?

The next day, he stayed home with the flu.

Appendix 4 English 12/Q4/W6

Day 1,Grade 1
What will happen?

It is a beautiful day

Val and Don go for a walk.

They come to a river.

Val and Don want to go for a swim.

Appendix 5 English 12/Q4/W6
Day 1,Grade 1

What will happen?

Appendix 6 English 12/Q4/W6
Day 1,Grade 1

Dory buys fruits from the market.

Dory eats all the fruits. What will happen?

Bob makes a kite.

He ties a string to the kite. What will happen?

Appendix 7 English 12, Q4,W6
Day 1,Grade 1

What will happen on the following situations:

1. Jinky bought a sandwich and juice in the canteen. Suddenly her classmate
unintentionally bumped her.
2. Bimbo asked her father to teach him to make a kite. While Bimbo and his
father playing with the kite, it stocked on the tree.
3. Rina is playing with her dolls when she accidentally broke the vase.
Appendix 8 English 12/Q4/W6
Day 1,Grade 2

What is likely the ending for each story. Check (/) the blank for the answer.

1. Mario is a grade two pupil. He studies his lessons every day. He always
answers his assignments. At the end of school year,
------Mario fails.
-----Mario gets sick.
-----Mario receives a gold medal.
2. Mother looks up at the sky. She sees that it is a clear day. It is a very fine
day for washing the bedsheets and pillow cases. She takes the bedsheets and
pillowcases and
-------throws them in the garbage can.
-------washes them.
-------gives them to their neighbor.
3. Ben and Ana heard from the radio that a storm is coming. They also heard
that signal no.2 is raised . The following day,
-------classes in the elementary grades were suspended.
------- classes is continued.
-------classes in the kindergarten were the only ones closed.

Appendix 10 English 12/Q4/W6

Day 2, Grade 1 and II
 A Happy Children’s Land

(Chloe Zotomayor)

There’s a grassland across the bay

Where I’ like to go and play

And watch the birds and butterflies

And rows of flowers all very nice.

And herds of cows and goats and sheep

So quiet and contented even as they leap

Where everything good is always wanted

And all wishes are duly granted.

And children always smile and laugh there

Fathers and mothers truly care;

Come with me for I will go today

To be happy children’s land, let’s fly away.

Appendix 9 English 12/Q4/W6
Day 2, Grade 1 and II
Appendix 13 English 12/Q4/W6
Day 2, Grade 1 and II

Twinkle, Twinkle Little Star Little Tea Pot

Twinkle, twinkle little Star I am little tea pot

How I wonder what you are Short and stout

Up above the sky so bright Here’s my handle

Like a diamond in the sky Here’s my spout

When I get the steap up

Here me shout

“Tip me up and pour me out”

Color the heart red that has a similar ending sound with the given word on the left.

bats wishes crabs rats

cats rags hats laps

trees
lips sits bees

grasses games grass benches

Appendix 15 English 12/Q4/W6

Day 2, Grade II
Encircle the name for each picture.

Write the name for each picture.

Appendix 17 English 12/Q4/W6

Day 2, Grade II

Encircle the name for each picture.

Write the name for each picture.

____________ ---------------------

-----------------------

------------------

------------------
Appendix 11 English 12/Q4/W6
Day 2, Grade II

The Mystery Box A Moose Is Loose

Mom has a mystery box. I work at a newspaper.

The box is on top of the bed. I got a scoop about a troop

There is a ribbon on top of the box. of animals loose in the park.

I put on my shoes and flew!

I wonder what is inside the box. Soon I saw a moose rooting in.

Is it a new sock?

Or is it a toy dog?

Or perhaps a new doll?

My birthday is near.

I think the box is mine.

I hope it is a new toy inside.

If not, I will be very sad.

Appendix 12 English 12/Q4/W6

Day 2, Grade I
 One Up To Ten

One, two

I thought I knew

Three, four

I brought an oar,

Five, six

Ibought some sticks

Seven, eight

I sought a fait

Nine, ten

I caught a hen
Appendix 14 English 12/Q4/W6
Day 2, Grade I

Think of a word that rhymes with the underlined word. Choose from the word
inside the box.

Counting Numbers

One two, I tie my ____

Three four I shut the ______

Five, six I pick up _______

Seven, eight I lay them _______

Nine, ten a big fat _________.

straight hen shoe door sticks

Appendix 16 English 12/Q4/W6
Day 2, Grade I

Think of a word that rhymes with the underlined word. Choose from the word
inside the box.

book song shining there blue

1. One, Two
The sky is _______.
2. Good morning.
Good morning.
The sun is ________.
3. Come and look
I have a new ______.
4. Raining all day long.
Raining just like a _______.
5. Where’s the little chair?
It’s over ________.

Appendix 18 English 1,2/Q4/W6

Day 3, Grade 1 and 2

Philippine Symbols
By Elisa Cerveza
It’s Monday morning. Ryan was excited to come to school. Last Friday,
their teacher told them to bring pictures of the Philippine symbols.

He brought a picture of the Philippine flag and a chart of the Philippine

symbols. His classmates had pictures, too.

“Good morning , Mrs. Cruz,”the pupils greedted the teacher.

“Good morning , classz,”the teacher replied.

“Bring out your assignment,” she said.

The pupils showed the different symbols. Mrs. Cruz, took the picture of the
Philippine flag from Ryan and start talking about it. Here is what she said:

The Philippine flag is the most important symbol of our country. It consisist
of a white triangle, blue stripe, and a red stripe. The white triangle stands for
equality. The blue stripe is for peace, and the red stripe is for bravery and
patriotism.

Then their teacher ask them to name other Philippine symbols and say
something about them.

Here are some statements given by thepupils.

“The sampaguita is our national flower. It has small and white petals. It has
a sweet smell.” “Narra tree is a large and strong shady tree. It gives us good
lumber.”

“The Philippine mango is a tropical fruit. There are yellow and green
mangoes. Ripe mangoes are yellow. Many people like ripe mangoes because of it’s
sweet and delicious taste.”

“The carabao is a strong and useful animal.”

 When all the pupils have recited, everyone was happy. They learned a lot
about our national symbols.

Ryan was happier. Now, he knew why they always have the flag ceremony
every Monday morning.
Appendix 19 English 1,2/Q4/W6
Day 3, Grade 1

Encircle the correct adjective for each picture.

round red big

soft round big

sweet bitter sour

short small long

big small beautiful

Appendix 20 English 12, Q4, W6
Day 3, Grade 11

Write this is and that is on the blank.

----------a dog.

-------- a ball.

----------- a house.

-----------a book.

---------- a pot
Appendix 21 English 1,2/Q4/W6
Day 3, Grade 11

Write this is and that is on the blank.

----------- a dress.

--------- basket of fruits.

-------- a balloon.

-------- a bag.

----------a book.
Appendix 22 English 1,2/Q4/W6
Day 3, Grade 1

Encircle the correct adjective for each picture.

thin thick large

sunny cloudy rainy

long short thin

happy cute beautifu

cute beautiful dirty