Lesson Plans for Multigrade Classes

Grades 5 and 6
Learning Area: English Quarter: 1
Week: 1
Grade Level 5 6
Content Standards Listening Comprehension Listening Comprehension
The learners demonstrates understanding of text types to listen for different demonstrates understanding of te
purposes from a variety of texts purposes from a variety of texts

Oral Language Oral Language

demonstrates understanding of various verbal elements in orally demonstrates understanding of v
communicating information orally communicating information

Attitude Attitude
demonstrates understanding of verbal and non-verbal elements of demonstrates understanding of ve
communication to respond back communication to respond back

Reading Comprehension Reading Comprehension

demonstrates understanding of various linguistics nodes to demonstrates understanding of
comprehend various texts comprehend various texts

Fluency Fluency
demonstrates understanding that English language is stress timed demonstrates understanding that E
to support comprehension support comprehension

Writing Composition Writing Composition

demonstrates understanding of different formats to write for a demonstrates understanding of d
variety of audiences and purposes variety of audiences and purposes

Grammar Grammar
demonstrates command of the conventions of standard English demonstrates command of the c
grammar and usage when writing or speaking grammar and usage when writing o

Grammar
demonstrates command of the conventions of standard English Grammar
grammar and usage when writing or speaking demonstrates command of the c
grammar and usage when writing o
Vocabulary Development
demonstrates an understanding that words are composed of
different parts to know that their meaning changes depending on Vocabulary Development
context demonstrates an understanding
different parts to know that their
Study Strategy context
demonstrates understanding of library skills to research a variety
of topics Study Strategy
demonstrates understanding of libr
topics
Performance Uses literary and informational texts heard to construct an Uses literal information from texts
Standards appropriate feedback feedback.
Competencies Day 1 Day 1
 Note significant details Analyze sound devices (onoma
EN5LC –Ia-2.1 consonance)
EN6LC-Ia-2.3.1-2.3.3
Self – correct when reading EN6RC-Ia-2.3.1-2.3.3 and 2.3.9
EN5F – Ia – 2.9
Write a three – line stanza 4 stanza
Use appropriate facial expressions EN6WC – Ia – 2.2.2
EN5OL – Ia – 2.6.1
Self – correct when reading
Observe politeness at all times EN6F – Ia – 2.9
EN5A-Ia-16
Observe politeness, tactfulness and
EN6A-Ia-16-18

Day 2
Day 2 Infers meaning of idiomatic expres
EN5V-Ia-12.3.1
Infer meaning of unfamiliar words (compound words) based on
given context clues (antonyms, synonyms, word parts) and other Write/compose clear and cohere
strategies grammatical structures: pluralizatio
EN5V-Ia-12-13 EN6G-Ia-2.3.1

Write / compose clear and coherent sentences using appropriate Relate an experience appropriate to
grammatical structures: aspects of verbs (past, present, future) EN6OL – Ia – 1.17
EN5G-Ia-3.3

Plan a 2-3 paragraph composition using an outline / other graphic

organizers Day 3
ENWC-Ia-1.1.6.1 Describe different forms and co
pictures (lights)
Day 3 EN6VC-Ia-5.1.1
Describe different forms and conventions of film and moving
pictures (lights, blocking direction characterization acting, dialogue,
setting, or set-up)
EN5VC-Ia-5.1
Day 1
Lesson Objectives 1. Notes significant details of the selection listened to. 1. Analyzes sound devices
2. Observes politeness at all times. 2. Writes a three – line 4 stan
3. Shows kindness to everyone. 3. Self – corrects reading acti
4. Uses appropriate facial expressions in delivering some
lines of the characters of the selection listened to.
Subject Matter Noting Details Analyzing Sound Devices

Learning Resources BOW, K – 12 Curriculum Guide in English 5 BOW, Curriculum Guide in Englis
K – 12 Learner’s Materials in English 5

Procedures Grouping Structures (tick boxes):

Methodology: Whole Class Grade Groups

Use letter icons to describe the parts of the lesson (for example the introduction), where you may Ability Groups
show methodology address the whole class as one group Friendship Gro
and assessment Mixed Ability Groups Other (specify)
activities Combination o
Teaching, Learning and Assessment Activities
DT
Direct Teaching Setting the Stage
(Appendix 1)
GW
Group Work Show the class a picture of some animals
What kind of animal is in the first picture? How about in the second picture? On the third picture?
IL
Independent Learning What do these animals have in common? How do they differ?
GW DT
A
Assessment Today, we are going to listen to a story and learn to use Have you heard the tick – tack o
appropriate facial expressions in delivering the lines of the bees, the tweet of the birds on the
characters. You will be learning to answer questions based on the mud? The thumping of children
the noted significant details of the selection you listened to. How about the meow of the cat?
Note: For listening task, the teacher can record the story and be field? What do we call these sound
played as a medium for listening activity. What is an onomatopoeia?
“The Sly Fox” (Appendix 2)
This time we look at these lines
1. Who were the characters of the story? Lemon Liniment
2. Where did the story happen? Peter Piper picked a peck of pic
3. What did the fox do to be not eaten for dinner by the She sells sea shells down by the
wolf?
4. Why did the wolf not eat the fox? The child bounced the ball at th
5. What was at the bottom of the well that looked delicious The candy was killing my cavity
and good?
What do we call these lines? (A
What is alliteration?
What is repeated in alliteration?

In the line “The light of a fire i

pronounced?
How about this line? Go slow o
How are they called? (Assonanc
What is assonance?

Read the following pair of word

Peter - potter reader –

Great – good slight – s
What do we call these pairs?
What is consonance?