MG DLP English 34 Q2 W8

Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
Schools Division Office of Kidapawan City
Kidapawan City District I
Nuangan Integrated School- Extension Classes
Detailed Lesson Plans for Multigrade Classes

Grades 3 and 4
Learning Area: ENGLISH Quarter: TWO Week: 8 Day: 1 Date: Jan.18, 2024
Grade Level Grade 3 Grade 4
Content Standard Oral Language Oral Language
The learner - demonstrates 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 in demonstrates an understanding of verbal and nonverbal cues
text for articulation 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, rhythm, demonstrates an understanding that English is stress-timed
pacing, intonation and vocal patterns as guide for fluent language to achieve accuracy and automaticity
reading and speaking
Listening Comprehension Listening Comprehension
demonstrates understanding of different listening strategies demonstrates an understanding of the elements of literary and
to comprehend texts informational texts for comprehension
demonstrates an understanding of text types to construct

feedback
Vocabulary Vocabulary
demonstrates understanding of English vocabulary used in demonstrates an understanding that word meaning can be
both oral and written language in a given context derived from different sources
NUANGAN INTEGRATED SCHOOL

P-2, Barangay Nuangan, Kidapawan City
Email: 500308@deped.gov.ph
SOCCSKSARGEN REGION

demonstrates an understanding that words are composed of
different parts and their meaning changes depending on
context
demonstrates an understanding that word meaning changes

based on context
Reading Comprehension Reading Comprehension

demonstrates understanding of the elements of literary and demonstrates an understanding of various linguistics nodes to
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 that reading in a wide range of

texts provides pleasure and an avenue for self-expression and
personal development
Writing and Composition Writing and Composition

demonstrates understanding of sentences and paragraphs in demonstrates an understanding of writing as a process
expressing ideas
demonstrates an understanding of the importance of using
varied sources of information to support writing
Grammar Grammar
demonstrates understanding of grammatical structures of demonstrates a command of the conventions of standard

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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
Attitude demonstrates an understanding of nonverbal cues to
demonstrates understanding of narrative and informational communicate with others
texts for appreciation of literacy-related activities/tasks
demonstrates an understanding of verbal and nonverbal
elements of communication to respond back
Study Strategies Study Strategies/Research
demonstrates understanding of useful strategies for demonstrates an understanding of library skills to research on
purposeful literacy learning a variety of topics
Phonics and Word Recognition
demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand words
Spelling
demonstrates understanding of letter sequence in words to
get meaning
Performance Standard Oral Language Oral Language
The learner - demonstrates understanding of speech cues for clear actively creates and participates in oral theme-based activities
expression of ideas efficiently delivers oral presentations
demonstrates understanding of processes and information in
text for articulation of ideas creatively presents information using broadcast media
Listening Comprehension Listening Comprehension

demonstrates understanding of different listening strategies recalls details, sequence of events, and shares ideas on texts
to comprehend texts listened to

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identifies story perspective and text elements

Reading Comprehension Reading Comprehension
demonstrates understanding of the elements of literary and uses linguistic cues to appropriately construct meaning from a
expository texts for creative interpretation variety of texts for a variety of purposes
demonstrates understanding of paragraph development to uses knowledge of text types to correctly distinguish literary
identify text types from informational texts
uses diction (choice of words) to accurately analyze text

elements
Writing and Composition Writing and Composition
demonstrates understanding of sentences and paragraphs in uses a variety of strategies to write informational and literary
expressing ideas compositions
Vocabulary Vocabulary
demonstrates understanding of English vocabulary used in uses different resources to find word meaning
both oral and written language in a given context
uses strategies to decode the meaning of words
uses strategies to decode the meaning of words in context
uses literal information from texts to aptly infer and predict

outcomes
uses varied sources of information to support writing
Grammar Grammar
demonstrates understanding of grammatical structures of speaks and writes using good command of the conventions of

SOCCSKSARGEN REGION

English to be able to communicate effectively in oral and standard
written forms
Attitude Attitude
demonstrates understanding of narrative and informational uses the classes of words aptly in oral and written discourse
texts for appreciation of literacy-related activities/tasks
Study Strategies Study Strategies/Research

demonstrates understanding of useful strategies for uses library skills to gather appropriate and relevant
purposeful literacy learning information
Phonics and Word Recognition

demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand words
demonstrates understanding of familiar sight and irregularly

spelled words for automatic recognition
Spelling
demonstrates understanding of letter sequence in words to
get meaning
Fluency
demonstrates understanding of punctuation marks, rhythm,
pacing, intonation and vocal patterns as guide for fluent
reading and speaking
Competency/ies Spell words with consonant digraphs ch and sh Distinguish reality from fantasy
EN3S-IIg-h-4.2 EN4LC-IIh-22

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Recall and share experiences as springboard for writing Retell best-liked part of a story
EN3OLIIg-h-2.1 heard
EN4OL-IIh-2.6
Locate information using print and non-print sources
EN3SS-IIf-h-1.5 Read words with consonant blends /br/ and /gr/
EN4F-IIh-16
Make simple inferences about thoughts and feelings based
from texts viewed/ listened to Distinguish reality from fantasy
EN3LC-IIf-h- 2.8 EN4RC-IIh-35
Write different forms of simple composition as a response to Write sentences expressing fantasy and
stories/poems listened to: reality
e. another ending for a story EN4WC-IIh-24
EN3WC-IIa-j-8
Use suffixes and root words as clues to get
Identify sounds and count syllables in words meaning of words
EN3PAIIe-f-4.1 EN4V-IIg-34
Read phrases, sentences and short stories consisting of Use possessive pronouns that agree in gender
words with consonant digraph ch and sh and other words with antecedents
previously studied and the questions about them EN4G-IIe-9
EN3PWR-IIi-j-22.1
Fill out forms following instructions
Identify favorite authors and appropriately
stories EN4SS-IIf-10
EN3A-IId-f-7
Fill out forms following instructions appropriately
Show understanding of meaning of words with consonant EN4SS-IIf-10
digraphs ch through drawing, actions, and using them in
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sentences
EN3V-IIg-h-5.2
Sequence a series of events in a literary selection

EN3RCIIi-j-2.10
Use verbs in simple present and past tense

EN3G-IIe-f-3.2.1.1
Objective/s of the Lesson To spell words with consonant digraphs /ch/ and /sh/ To distinguish reality from fantasy
To locate information using print and non-print sources To retell best-liked part of a story heard
To recall and share experiences as springboard for writing To read words with consonant blends /br/ and /gr/
To make simple inferences about thoughts and feelings

based from texts viewed/ listened to
Subject Matter Spelling words with consonant digraphs /ch/ and /sh/ Distinguishing reality from fantasy
Locating information using print and non-print sources Retelling best-liked part of a story heard
Recalling and sharing experiences as springboard for writing Reading words with consonant blends /br/ and /gr/
Making simple inferences about thoughts and feelings based

from texts viewed/ listened to

SOCCSKSARGEN REGION

Materials/ References Budget of Work in English III Budget of Work in English IV
Procedure Grouping Structures (tick boxes):
 Whole Class
Use these letter icons to show Describe the parts of the lesson (for example the  Ability Groups
methodology and assessment introduction), where you may address all grade levels as  Friendship Groups
activities. one group.  Other (specify)
 Mixed Ability Groups  Combination of Structures
Direct Teaching  Grade Groups
Teaching, Learning and Assessment Activities
T
Present pictures of words with /sh/ and /ch/ (See Appendix 1)
Let them name the pictures.
Do you know what is a wizard?
(Present a picture of wizard)
If you meet a wizard, what would you like him to give you?
Today we will read a story. Listen, then after let us altogether answer this question.
-What did the wizard give the bunny, and how did the bunny used it?
Let us now listen to our a story “The Poor Bunny’s Magic Present” by Pedro Pablo Sacristan.
(See Appendix 2)

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After reading let them do the Cooperative Group Activities
Divide the pupils into 2 groups. Let them answer the given questions.
Group 1
1.What problem was experienced by the animals in the story?
2.Who appeared to the bunny?
3.What did he give him?
4.Who did the bunny meet first, second, third?
5. What did they ask from him?
Group 2
6. If you were the bunny, would you also give the sheep, duck and rooster bouquet of flowers? Why?
7. If you were the sheep, duck or rooster, what would you tell the bunny?
8. If you were his parents, what would you feel?
9. How can we show generosity to others?
Let them present their answers.

Discuss their answers.
I T
A.Based from the selection read, list down the words with Read the words with consonant blends /br/ and /gr/
consonant digraphs /ch/ and /sh/.
/br/ /gr/
B. Arrange the letters to name the following pictures. brook grass
brace grape
shid ____________ broke grow
brush great
Let them read as a group,by rows, by pairs and individual.

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shub ____________
eesech ___________
stehc ___________
inch ___________
T I
Let us read your answers From the story, find the words with consonant blends /br/
and /gr/. Write them on a sheet of paper.
A. Say: From the selection read, these are the words
with consonant digraphs /ch/ and /sh/?
1. Sheep
2. Share
3. Shone
4. Bunch
B. 1. dish
2. bush
3. cheese
4. chest
5. chin

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 From the listed words, discuss consonant digraph.
 Say: Consonant digraphs are two letters that come
together to make one sound.
G T
Let them read again the story “The Poor Bunny’s Let us read the words we found in our story with consonant
Magic Present” blends /br/ and /gr/.
Divide the pupils into 2 group. Give each group a task to -greatly, brother, green, bring
perform
Retelling events from a story.
Group 1 – If you were bunny’s parents, what would you From the story “The Poor Bunny’s Magic Present”, let us
feel? retell of the events as they hsppened in the story.
Group 2 – Draw a scene if bunny did not show generosity to Say: These are the events from the story.
others. The wizard offered the bunny a bag filled with little
magical bouquet of flowers.
The bunny was dying of hunger.
Which of the events happened first in the

story?
Which happened next?
Which happened last?

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T G
What did Bunny do to show his generosity to others? Pupils group sentences according to reality and fantasy. (See
Appendix 3)
Did you have an experience like that of bunny?
Group 1 – Reality
Group 2 - Fantasy
Say: Did you see a signage like this?
Where did you see one?
No I. D.
No Entry
What does the signage tell us to do?

What do you see in a signage?
The words you see in a signage are called print.
A signage is a Print Source of information. What
does the signage tell you?
G T
Say: “Write the information on the signage given to Checking the group activity.
your group. Write as many points as you can find
from it. “ (See Appendix 4) Let’s recall some of the parts of the selection that we read. Let
us analyze them if they show reality or fantasy.
Group 1: a signage about the garbage disposal 1. The wizard offered the bunny a bag filled with little
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Group 2: a signage about traffic signs magical bouquet of flowers.
Group 3: a signage about park maintenance Say: This does not happen in real life, sovthis statement is a
fantasy.
2. The bunny was dying of hunger.
Say: This happens in real life, so this statement is a reality.
3. He remembered how his parents had always taught
him to share everything.
Ask: Does this happen in real life?
4. At that moment, with a great rumble of thunder, the
wizard appeared again.
5. He pulled a bouquet out of the bag and gave it to the
sheep. As soon as he did this, the bunch shone with a thousand
colors. Magic was at work.
6. His parents were very proud of the bunny's behaviour.
Does this happen in real life?
Put the sentence above which was answered NO in the column

fantasy and those YES in the column reality.
Reality Fantasy
What is reality? fantasy?

• Reality- an event that actually happens in life

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• Fantasy – an event that is impossible to
happen
T I
What will happen to you if you will not follow what the Write the part of the story heard that you like most.
signages tell?
What is inferring?
How do we infer information from a print source?
Say: Inferring is making a guess about what something

tells. We can infer from a print source of information.
I G
Let the pupils give their own ending for the situation. Divide the pupils into 3 group. Give each group a task to
(See Appendix 5 ) perform
Group 1- Draw the setting of the story showing the problem
experienced by the animals.
Group 2- If you were the bunny’s parents, what would you
feel? Make a short script showing the bunny’s feelings.
Group 3- List down three ways of showing generosity to
others.
Remarks

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Prepared by:
DARRYL S. SOLATORIO
Teacher – I
Observed by:
FAITH B. BOTE
__________ Principal-I
Monitored by:
----------------------------------
EPS/ASDS/SDS/

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Republic of the Philippines

Detailed Lesson Plans for Multigrade Classes

demonstrates an understanding of information derived from

demonstrates an understanding of text types to construct

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

demonstrates an understanding that word meaning changes

Reading Comprehension Reading Comprehension

demonstrates understanding of paragraph development to demonstrates an understanding of text elements to

demonstrates an understanding of writing styles to

demonstrates an understanding that reading in a wide range of

Writing and Composition Writing and Composition

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Listening Comprehension Listening Comprehension

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

identifies story perspective and text elements

uses diction (choice of words) to accurately analyze text

uses strategies to decode the meaning of words in context

uses literal information from texts to aptly infer and predict

uses varied sources of information to support writing

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Study Strategies Study Strategies/Research

Phonics and Word Recognition

demonstrates understanding of familiar sight and irregularly

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Grade Level Grade 3 Grade 4

Sequence a series of events in a literary selection

Use verbs in simple present and past tense

To make simple inferences about thoughts and feelings

Making simple inferences about thoughts and feelings based

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Let them present their answers.

Let them read as a group,by rows, by pairs and individual.

Grade Level Grade 3 Grade 4

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Which of the events happened first in the

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

What does the signage tell us to do?

Grade Level Grade 3 Grade 4

Put the sentence above which was answered NO in the column

What is reality? fantasy?

NUANGAN INTEGRATED SCHOOL

Grade Level Grade 3 Grade 4

Say: Inferring is making a guess about what something

NUANGAN INTEGRATED SCHOOL

NUANGAN INTEGRATED SCHOOL

NUANGAN INTEGRATED SCHOOL

NUANGAN INTEGRATED SCHOOL

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