DAILY LESSON School Osmeña Colleges Grade Level

PLAN Prencess Chem Casas

Aljun Larazo
Angelica Repotente
Reyjane Barcita
Teacher Learning Area ELECTIVE
Ana Fe Lobo
Joyce Ann Evangelista
Maria Angela Borbor
Marilou Escrupolo
MWF: 7:00- 8: 00 AM
Teaching Dates and Time Quarter 2ND
May 10, 2024

I. OBJECTIVES
A. Content Standard N/A
B. Performance Standard N/A
C. Learning Competencies/Objectives At the end of the lesson, the students are expected to:
 Identify the common method may a teacher apply from a single grade level to a multigrade level
 Explain how whole class instruction appropriate for a multigrade class
II. CONTENT Whole Class Teaching
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide N/A
 Learner’s Materials N/A
 Textbook Pages Teaching multigrade Classes P.47-49 lesson 2
 Additional Materials from Learning https://youtu.be/3mMOxktRct4?si=_nGx9ljbQndIvHYC
Resources (LR) portal https://youtu.be/KFidrpGGtzM?si=XWjgxi6kM7-eV1MS
B. OTHER LEARNING RESOURCES Pictures, Power point Presentation, marker and colored paper.
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lessons or presenting the The teacher will: The student will:
new lesson  Good morning, class.  Good morning, Ma’am.

 Let us all stand for the prayer.  (Students will pray while the video of the prayer is
playing)

 Before taking your seats, kindly pick up the pieces

 of trash under your chairs. After that, you may take
your seats.
 Group leaders, you may now report on today’s
attendance.
 (The students will pick up the trash)
 Uy basura mo.
 (Every group leader will report on the attendance
of each group starting from Group 1)

 I’m happy to report that all my members are

present.

 I’m sorry to report that one of Group 1’s members

 Thank you, leaders. It’s good to know that is absent. She is karen ma’am!
everyone is here today.

 So, how’s your day so far? Is it good or a little bit

tiring? I hope everyone is doing well.  (Students will say out loud how they feel)

 Damo damo san activity, Ma’am

 Okay la po, Ma’am.

 It’s sad to hear that some of you are exhausted,
but you must keep on fighting. Right?  Yes, Ma’am!
 Okay so to make you all happy today we will be
having an energizer, do you like to be energize?
 Yes ma’am!
 Okay so please stand up and follow the dance that
I will play in the power point.  (students are enjoying while dancing)

 Yeheyy very good all of you are a great dancer, so

are you all now happy and energize?  Yes, Ma’am!

 Okay very, you may now take your sets class.

 Thank you ma’am!
 At this moment of time, we will have our review
 from the previous lesson that we had. Let’s test
how much you can remember and how much you
have understood our topics. Are you ready?
 Yes ma’am
 Alright. First question, it means doing what is fair
for students while allowing for flexibility, what is
it?  (Students will raise their hands)

 Yes Eva?
 Differentiating instruction, Ma’am.
 What’s your answer?
 Differentiated Instruction ma’am!
 Almost correct. Other answers? Yes Aljun?
 (Students will raise their hands)
 Very good. That’s the correct answer. Now, who
can recall the 3 kinds of differentiated instruction?

 Yes lea?
 Ma’am, the 3 kinds of differentiated instruction is
the differentiated content, the differentiated
process and the differentiated product.

 Okay very good lea. That’s the correct answer.

Now what is differentiated content?  (Students raise their hands)

 Yes leomar?
 Differentiated content ma’am is defines the
essential principles that all students most
understand and adjust the complexity of the
information as needed.
 Very good leomar. Moving on to the next question,
now what is the differentiated product?
 (Students will raise their hands)

 Yes mark?
 Differentiated product ma’am is can take the form

B. Establishing purpose of the lesson
of exams, activities, projects, written works, or oral
presentations, and it allows teachers to construct
lessons that are relevant and customized to any
learner by modifying the depth, amount, or
independence of the product.
 That’s right, it seems that all of you are still
remember our previous topic. Thank you again
mark.
 Now for the last question, this refers to the
activities that students engage in order to  (Students will raise their hands)
understand or master the topic, what is the answer
of this?  Differentiated process ma’am!
 Very good! Okay let’s give yourself a “Ang Galing
Clap IN 3,2,1, GO!  (Students do a “ang galing clap”)
 Congratulations everyone! I’m glad that you still
remember those important ideas in our lesson  Yehey!
from previous meetings.
 Okay now, since we done tackle and recap our  Yes!
previous topic let’s move on to our new lesson for
today. But before that take a look at this picture
and observe what was the picture all about.
 (Students will raise their hands)
 Yes joan? Please stand up and explain your answer.  Ma’am in my observation I noticed that in
 multigrade classroom all students who have
different ages like they are not organized, but in
single grade classroom all students have the same
ages.

 Alright. Very good Joan nice observation!

C. Presenting examples/instances of the new
lesson
 That is correct class that in multigrade classroom  Okay ma’am
the students have different ages but only have one
teacher, and in single grade classroom all students
have the same ages and have one teacher and
later on we will know more about these.
 Now I have prepared some activity here, this is a  Okay po ma’am
jumble letters and all you have to do is to arrange
does words.

Direction: Arranged the letters to form the correct words.

1. LWHOE CLSSA
2. MULITRGEDA
3. SIGNEL GADRE
4. COCNETP
5. TAECHNIG

 Now who wants to answer on the board?  (Students will raise their hands)
 Okay I will call aljun, joan, leomar, mark and karen  (Students go in front and answer the jumble
to go here in front to answer on the board. letters)
 Okay very good children, you may now go back to  (Students go back to their sets)
your sets.
KEY TO CORRECTION:
1. WHOLE CLASS
2. MULTIGRADE
3. SINGLE GRADE
4. CONCEPT
5. TEACHING
 Okay now, do you think class that they answered it  (Students say yes loudly)
correctly?

D. Discussing new concepts and practicing new
skills #1
 Yes, all their answers are correct give them a kris  (Students do a Kris Aquino clap)
Aquino clap, and 3,2,1!
 Okay so all of these words are related to our next  Reading ready na ma’am!
lesson are you ready class?
 Okay but before that. Let us now have our learning
objectives for today’s lesson. Who wants to read?
 Yes, kitty please read our objectives.  Kitty read the objectives.
 At the end of the lesson, the students are expected
to:
 Identify the common method may a teacher apply
from a single grade level to a multigrade level
 Explain how whole class instruction appropriate for
a multigrade class
 Thank you. So, these two learning objectives will
be the basis of our discussion for our next lesson.
At the end of the lesson, you are expected to
Identify the common method may a teacher apply
from a single grade level to a multigrade level, and
explain how whole class instruction appropriate for
a multigrade class, Understood?  Yes, Ma’am!
 Alright.
 Okay this is the exciting part, for those who can  Yes, naman ma’am
answer my question will be receiving a reward. Do  Ano po an reward ma’am sa makasabat?
you like to get a reward class?  Ay grabe man si ma’am may pa surprise pa,
 It’s a surprise! Hahahha hahhaha
 (Students are laughing)
 So, our lesson for today is whole class teaching.
From our activity earlier, what idea has come into
your mind about whole class teaching? Anyone?

 Yes mark?
 Very good mark you receive a very good card with
lollipop!
 from the word whole class which means the
teacher and the students are learning together.
 (Students will raise their hands)
 Ma’am! For me whole class teaching is like a
teacher and the students are learning together at
the same, in the same space, and with each person
focused on the same learning goals.
 Yeheyy thank you ma’am!

 Now let’s start our discussion. If I say eyes on me,

you will say eyes on you. Understand?  Yes ma’am

 Okay again, eyes on me!

 (students say loudly eyes on you)
 Okay so let’s star!

 Multigrade classroom- simply means that there is

more than one grade in the room, working
independently or together, with each student
working towards their individual curriculum goals
for their grade level.
 Okay base on the picture do you agree that this is a
multigrade classroom?
  (Students raise their hands)
 Yes aljun?

 Yes! ma’am because there is more than one grade

in the classroom, like other young students are
playing while the teacher is discussing and other
 Very good aljun you receive a very good cards with students are listening.
lollipop also! Exactly that in multigrade classroom
there are different kind of students in the one  Thank you ma’am
classroom. Did you all understand?
 Yes ma’am

 Single Grade Classroom- a classroom situation in

which students of one grade level participate in all
of their classes in the same classroom under the
direction of one teacher.
 Everybody read the Single Grade Classroom.

 Okay now. Base on this picture a Single Grade  (Students read the Single Grade Classroom)
classroom is which means that all students have
the same level, unlike to the multigrade classroom.
students in single grade classroom are participating
to their lessons and the single grade classroom is
under with one teacher. understand class?
 Yes, Ma’am!
 Okay, so is a multigrade classroom also under with
one teacher? Yes or no?
 Yes ma’am

 Of course, that’s why it’s really hard to handle a

multigrade class than in a single grade class.
 Kaya man ma’am!

 Now, a whole class teaching is a typically and

convenient method of teaching in a Multigrade
Classes since the teacher displays to the students
as a group. The teacher may consider the subject
integration, provide materials, and the mechanics
of how students will be evaluated while developing
and implementing full classes activities
(Konstantinos 2002)

 The form of teaching in which the teacher select a

concept or skill, choose an activity to introduce the
concept or skill, and arrange relevant activities for
the entire class has more interaction with all of the
students.

 The concept is the big idea contained in the

learning objective. It is what the student will be
learning about, skill is what students will do with
the concept.

 The whole class assessment this is where you give

a task and evaluate the student’s performance.

 Okay what are those 4 Form of teaching? Anyone?

 Yes jane?
 (Students raise their hands)
  Ma’am the 4 forms of teaching that the teacher
select is concept or skill, introduce the concept or
 Very good Jane here’s your good job cards with skill and activities and whole class assessment.
lollipop also.
 Now the teacher has more interaction with all of  Thank you ma’am
the students with this form of teaching. It is easier
to prepare materials, it is easier to monitor
student’s progress and behavior, and it increases
student involvement in working with the entire
class in particularly created activities
(Konstantinos, 2002).

 So, Konstantinos said that the teacher has more

interaction with all of the student with this form of
teaching, it is easier for them to prepare the
materials, to monitor the progress and behavior of
the students and it increases student involvement
in working with the entire class specially in created
activities. Understood?

 And additionally, this strategy is effective in a  Yes ma’am!

variety of activities such as storytelling, singing,
playing, dancing, and doing arts and crafts.
 So those forms of teaching are effective with these
kinds of activities, do you have this kind talent
class?  Yes ma’am! Hahahaha emeee lang
 Off course I know all of you have a talent.

 Now let’s go back to our discussion.

 Okay ma’am
 Everybody read this!

 (Students read this)

 The concept of differentiated instruction, on the
other hand, can be used to the whole class
 teaching technique. Similar activities are provided
for the entire class, but evaluation is multi-leveled
of differentiated due to the varying expectations of
the learner groups. A multigrade teacher uses
tiered activities to ensure that all students focus on
fundamental understandings and skills at varying
levels of complexity, abstractness, and open-
endedness. In other words, learners must be
evaluated based on their performance in relation
to their level of knowledge of the subject.

 Okay thank you so much, now what is

differentiated instruction? Anyone?

 (Leomar raise his hand)

 Okay yes Leomar?

 Ma’am differentiated instruction is the process of

tailoring lessons to meet each student’s individual
 Very good leomar, here is your very good rewards! interests, needs, and strengths.

 The differentiated instruction is means adjusting,

suiting or fitting instruction to meet individual  Thank you ma’am!
learning needs. For example, I give you a task
about nature, and then I will group you into 3
groups the first group will going to make a poster
making, and the second group are going to sing
about nature and the last group are going to make
a poem. In that way the teacher will meet his/her
student’s needs and interest. Understand?
 Okay now, based on what you read earlier who
have an idea about it?
 Yes Janice?  Yes ma’am
 Janice raised her hand

 Very good Janice you get a reward also! off course
class you need to used differentiated instruction to
meet the needs and interest of your students,
cause not all students have the same ability. That’s
why teacher used tiers activities to ensure that all
students focus on their fundamental
understandings and skills, and learners must be
evaluated based on their performance related to
the level of their knowledge of the subject. Did you
understand?
E. Discussing new concepts and practicing  Okay for those who didn’t get a reward’s you still
new skills #2 have a chance class.
 Okay again what is a whole class teaching?
 Yes Joshua
 Correct, you have a good job reward!
 Now, students of one grade level participate in all
of their classes in the same classroom under the
direction of one teacher. what is it?
 Yes Lara?
 Ma’am in my own understanding, the
differentiated instruction can be used to the whole
class teaching technique, and similar activities will
be provided to the entire class but when it come in
evaluation its multi-leveled or differentiated due to
varying expectations of the learners group. Sabi
mo nga po ma’am sa differentiated instruction
pwedi ka maghatag sin iba- iba na klase san usad
na task depende sa needs kag interest san mga
studyante.
 Thank you ma’am!
 Yes ma’am
 Yun oh sige ma’am
 Ma’am ako ma’am!
 It’s a convenient method of teaching in a
Multigrade Classes.
 Yes! Thank you ma’am
 (Students will raise their hands)
 Single Grade Classroom ma’am
 Correct! You have nice one card reward  Thank you ma’am

 Okay next question. What is a multigrade  (Students raise their hands)

classroom?
 Yes Joy?  Ma’am multigrade classroom is there is more
than one grade in one room, working
independently or together, with each student
working towards their individual curriculum
goals for their grade level.

 Exactly that’s correct joy, you will get a very good  Thank you ma’am
cards with lollipop also.

 Okay remember class that when we say multi

grade classroom there is more than one grade level
in one room, like for example the students are
don’t have the same level or ages. Understand?  Yes ma’am

 Okay now what are does form of teaching that the

teachers select?
 Okay Leo, enumerate it.  Ma’am ako aram ko ina!

 Ma’am the form of teaching is concept/ skill,

introduce the concept/ skill, activities and
whole class assessment.

 Very good, and this is your good job reward.  Yeheyy thank you ma’am

 Again, concept is what the student will be learning

about. Understood?  Yes ma’am
 Okay, now this is adjusting, suiting or fitting
instruction to meet individual learning needs.  (Students raise their hands)
What is this?
 Yes Karen?

F. Developing Mastery (Leads to formative
assessment)
 Differentiated instruction ma’am
 Correct! You have a good job reward karen!
 Thank you so much ma’am.
 Okay who can give me an example of differentiated
instruction? Anyone?
 Okay liza give me an example.
 Okay for example ma’am the “share your own
strengths and weaknesses” in this activities
ma’am you will know the ability of the
student’s kung ano ang kaya nila at hindi nila
kaya.
 Very good that’s a good idea liza, here is your
reward.  Thank you ma’am
 Again, class in whole class teaching you can use the
differentiated instruction for you to meet the
needs and interest of your student’s cause not all
of your students have the same ability like liza said,
students have their own weaknesses and strengths
the same with all of you, not of you are the same
right?  Yes ma’am
 Okay, another example of differentiated
instructions is creating learning stations, used task
cards, use the think-pair- share strategy. etc. by
using differentiated instruction are not going to
struggle of how they are going to meet their
student’s needs and interest. Understand?
 Yes ma’am
 Okay alright.
 Now we already done to our discussion, we are  Agoy mag quiz na!
having a, guess what class?
 We will have a short quiz regarding our discussion.
Kindly get a ¼ sheet of paper and write your name,  ¼ ma’am?
subject, and the date today.
 Yes ¼ po.
 This is a 10-item quiz.

Note: the quiz attached at the end of the lesson plan
G. Finding practical application of concepts and
skills in daily living
H. Making generalizations and abstractions
about the lesson
 You have 5 minutes to answer this quiz and the
timer starts now. Analyze carefully the quiz.  Halaaa, kadali
 (Students will start answering the quiz)
 Okay, 1 minute left.  Wait lang, Ma’am!
 Time’s up, everyone. Exchange your papers with  Nah sabi ko pa gayud.
your seatmates and write corrected by. Let us
check. Kindly refer to the key to correction in the
presented slide.
 Alright. Who got a perfect score?  Si mark kag janice po Ma’am.
 Wow, they must have listened well in our  Si joy, kag aljun po, Ma’am.
discussion. How about those who got 9? Raise your
hands.  (Students who got 9 will raise their hands)
 Nice. Many of you got 9. Very good, class.
 Give yourself a “good job clap” in 3,2,1  (students do a good job clap)
 Now, can you cite an example of situations in our  (Students will raise their hands)
daily life where we can use or apply whole class
teaching?
 Yes? Mark  For example ma’am, attending training sessions, or
public lectures ma’am. Kay didi din po iba2 po na
klase sin tawo an ma eencounter naton po.
 Very good, public lectures typically use whole class
teaching to convey knowledge or insights to the
audience, and when it comes in public lectures you
must be creative so that you can get the attentions
of your audience and also to meet their interest.
 Any questions or clarifications?  None, Ma’am.
 Now, let us have a written work. Based on our
discussion regarding whole class teaching,
 complete these following phrases,

 I learned that…

 I’m still a bit confused in…

 I intend to…

 You will write your answers on a ½ crosswise to  (Students will start answering)
complete these phrases. Don’t write anything,
don’t write your name, only your answers will be
written in your paper. I will collect that later. You
have 5 minutes to complete the activity. You may
start.

 Time’s up. Please pass your papers to the center  Wait lang, Ma’am.
isle and pass it forward.

 Alright, here are your papers. As I have told you,

you don’t need to write your name in here because
I will pick someone from the class to choose a
paper here and read it in front of the class. After
reading the second phrase, another student will
raise his/her hand to clarify the given statement
where the owner of the paper is confused about.
This will be a give and take process, sharing of
learning and helping those who don’t get some
points of our discussion. Understood?  Yes, Ma’am.

 Okay. Liza, please pick one here. Then, kindly read
what it says.
 I learned that whole class teaching is a traditional
method where the teacher instructs the entire
class at the same time. It’s characterized by direct
instruction, typically with the teacher at the front
of the classroom and students seated in rows.

 Alright, thank you. That gives nice ideas. Now, the

 owner of the paper mentioned that he/she is still a  (Students raise their hands)
bit confused of differentiated instruct of how to
deal with a student’s who are slow learners? Who
can help him/her to clarify this one?

 Yes leomar?  Differentiated instruction can be effectively used

with slow learners to accommodate their
individual needs and promote their learning. Now
to apply the differentiated instructions first, give
an assessment of individual needs to identify the
specific learning strengths and weaknesses of each
slow learner through informal assessment,
observations, and discussions. Understand their
preferred learning styles and areas of difficulty.
Second, flexible grouping you can group the
students based on their needs for specific activities
or lessons, and they can benefit for it.
 Thank you for reviewing. That’s right. We need to
remember also that if you have a student who are
a slow learners adapt the content, process, and
procedure, for content offer materials at varying
levels of complexity, adjust the way content is
delivered, for a slow learner, this might involve
breaking task into smaller steps, providing guided
practice or using visual aids to reinforce concepts.
Allow for different ways to demonstrate
understanding, instead of written assignments
slow learners might create visual presentations, or
oral reports, hands- on projects. And also
encourage them, help slow learners set realistic
goals and monitor their own progress and most
importantly after they giving an effort to
understand you lesson an accomplish something
don’t forget to give them positive feedback,
recognize efforts and celebrate achievements to
boost confidence and motivation. Did you  Yes ma’am
 understand class?

 Okay now liza please continue to the last phrase,  I intend to used this strategy when I became a
what was the owner of the paper are going to teacher someday to cater and meet the needs and
intend? interest of my students and I will be guiding for
their learning.

 Okay thank you liza, it’s nice that the owner of this
paper are wants to be a teacher someday and I’m
glad that he/she understands, our lesson for today.
I. Evaluating learning  Now for your assignment. Choose an interesting
lesson for whole class instruction and create a
tiered/multi- levelled activity plan. Your activity will
be graded through the rubrics presented.

Note: See attached rubrics at the bottom of the

lesson plan.

 I will let you to find your own groupmates, only 10  Okay ma’am!
groups and each group have 7-8 members.
 Any other questions?  None ma’am!
  Oh, I almost forgot. You will write it on a short  Ma’am, where are we going to write this activity?
bond paper, and you will submit it on next meeting  Okay ma’am
since we don’t have enough time.

J. Additional activities for application or  Again, you will submit your whole class instruction  Goodbye, Ma’am!
remediation next meeting. That’s all for today. Goodbye, class.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students who require additional

activities for remediation
C. Did the remedial lessons work? No. of

learners who have caught up with the lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked

well? Why did these work?”
F. Which difficulty did I encounter that my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other 
teachers?

QUIZ
Instruction: Read each statement carefully. Write the correct answer and avoid erasures.

1. Who said that it is easier to prepare materials, it is easier to monitor student’s progress and behavior, and it increases student involvement in working with the entire class in
particularly created activities?
2. there is more than one grade in the room, working independently or together, with each student working towards their individual curriculum goals for their grade level.
 3. A classroom situation in which students of one grade level participate in all of their classes in the same classroom under the direction of one teacher.
4. It is typically and convenient method of teaching in a Multigrade Classes
5. means adjusting, suiting or fitting instruction to meet individual learning needs.
6. It is the big idea contained in the learning objective. What is it?
7-10. What are the 4 forms of teaching?

KEY TO CORRECTION

1. KONSTANTINOS (2002)
2. MULTIGRADE CLASSROOM
3. SINGLE GRADE CLASSROOM
4. WHOLE CLASS TEACHING
5. DIFFERENTIATED INSTRUCTION
6. CONCEPT
7. CONCEPT/SKILL
8. INTRODUCE THE CONCEPT/ SKILL
9. ACTIVITIES
10. WHOLE CLASS ASSESSMENT

RUBRICS
Relevance of content – 40%
Organization of ideas – 25%
Grammar/Mechanics – 20%
Style/Originality – 15%
Total 100%

Prepared by:
PRENCESS CHEM M. CASAS

Approved by:

MR. JUNE R. RAÑOLA

Instructor