SAMPLE LESSON

DESIGN
INTRODUCTIO
N
The format of lesson designs in multigrade
classes varies by country, as it does with all
planning. Many school districts in the
Philippines give daily lesson plans, while
others enable teachers to create their own
structure. There are a variety designs,
regardless of format , serve as models for
how to plan individual lessons.
All of these lesson designs are learner-
centered, using the senses and multigrade
intelligences, dynamically engaging, and
relating to the diverse learner’s experiences.
Below are sample lesson
designs in multigrade
teaching:
1. Whole Class
Teaching
 MALABALANGHAY
ARALIN SA SIBIKA AT
KULTURA 1,2 & 3
Multigrade
 I. Layunin
A. Natutukoy ang mga karapatan ng
Sa tulong ng mga ibat’ bawat Pilipino:
B. Naigagalang ang mga karapatang ito;
ibang gawain, ang mga C. Natatalakay ang kahalagahan ng mga
mag-aaral ay inaasahang karapan bilang mga bata;
makapaggagawa sa mga D. Naisasagawa ang kayamanang kahon
o treasure box ng mga karapantan ng
sumusunod na may 85% bawat batang pilipino.
kawastuhan;
II. Paksang Aralin

● Paksa: Mga Karapatan ng Bawat Batang Pilipino

● Pagpapahalaga: Respeto
● Sanggunian:Sambayanang Pilipino, Antonio et al,
pahina 265-267 Isang Bansa, Isang Lahi, Anda et al,
pahina 232-243
● Kagamitan: Mga larawan, tsart kahon
 III. Pamamaraan 1. Panggrupong Gawain Ang mga iba't
ibang larawan ay isaayos ng pabilog.
Ang bawat grupo ay pipili ng isang
A. Pagganyak larawan
2. Pangkatang Pagppapahayag

Ang kapareho ay magbibigay ng

kanilang sariling pahayag o ideya sa
napiling larawan.
3. Pagpapahayag
Isa sa mga kaparcho ay magbibigay ng
kanilang pahayag o ideya sa buong
klase.
B. Paglalahad

Ibubuo ng mga
KARAPATAN bata ang
panlitong
libangan na ito.
C. Pagtatalakay
a. Maisilang at magkaroon ng pangalan at
nasyonalidad
b. Maging malaya
C. Magkaroon ng pamilyang mag-aaruga sa akin
d. Mabigyan ng sapat na edukasyon
e. Mapaunlad ang aking buhay
f. Magkaroon ng sapat na pagkain, tirahan,
malusog at aktibong katawan
g. Matutuhan ang mga mabubuting kaugalian at
asal
h. Mabigyan ng pagkakataon na makapaglaro at
makapaglibang
i. Mabigyan ng proteksyon laban sa
pagsasamantala, panganib, at karahasang
bungang mga paglalaban
j. Manirahan sa isang payapa at tahimik na
pamayanan
k. Maipagtanggol at matulungan ng pamahalaan
L. Makapagpahayag ng sariling pananaw
2. Paraan ng pagsasagawa o pagkakamit sa mga
karapatan ng bawat batang Pilipino
D. Paglalahat

Anu-ano ang mga karapatan ng

bawat batang Pilipino? Bakit
mahalaga na malaman natin ang
ating mga karapatan? Ano ang
nararapat gawin sa ating mga
karapatan?Bakit? Paano natin
pahahalagahan ang ating mga
karapatan?
 E. Paglalapat
Ang bawat bata ay gagawa ng kanyang
sariling simbolo na ilalagay sa kahon ng
kayamanan o treasure box.

Unang Baitang: Ikalawang Baitang: Ikatlong Baitang:

Kulayan ang Sumulat ng Pumiling isang
simbolo at isang maikling karapatan at
isulat kung ano talata kung bakit isasadula ito.
ito ang napili
ito.
mong simbolo
F. Pagtataya
 Unang Baitang:
Tama o Mali. Iguhit ang (C) kung tama at
(C kung mali.
1. Bawat bata ay may karapatan bilang
batang Pilipino.
2. Maaaring bilhin ang ating mga
karapatan.
3. Hinahadlang ng pamahalaan na
mapaunlad ang ating kasanayan.
4. Ang bawat bata ay may karapatang
makapag-aral
5. Maaari tayong magpahayag ng ating
saloobin.
 Ikalawang
Baitong:
Pagpipili-pili
(Multiple choice)
Ikatlong Baitang:
Pagpipili-pili
(Multiple choice)
 G. Takdang Aralin
Magpangkat-pangkat at isadula
ang ibat-ibang karapatan ng
bawat batang Pilipino.
2. Grouping by Same
Ability (Type 1)
Lesson Design in
English
1. Intended Learning

Outcomes
Through a poem, the
multigrade pupils must have
done the following with 85%
correctness:
A. defined synonyms,
B. paired words
synonymously, and
C. completed a story by
writing the correct
synonym of the given
words.
 lll. Learning Content
Skill Focus: Identifying synonyms

Value Integration: Tranquility Peace

References: Pado, Felicitas, et al, Reaching Out 2,

pp. 56-60 Cancio, E., et al, Milestones in Reading
2. pp. 78-82

Materials: picture of a kite, charts

III. Learning Experiences

A. Motivation
Have you tried playing kites with your friends?

B. Unlocking of Difficulties
Present sentences to help the pupils unlock the meaning of
the following words: Tranquil, Trembling Whirling

C. Presentation
Present the poem, "How the Little Kite Learned to Fly".
Read the poem orally with proper expression.
Read the poem together with the class making sure that the standards for oral
reading are followed.
 D. Discussion
A. Poem
What did big kites tell the little kite?
What did the little kite tell to himself?
How did the little kite feel as he rose up
in the sky? If you were a little kite would
you do the same thing?
(Facilitate a discussion of responses)
 B. Skill focus
Ask the pupils to point out which
words have the same meaning with
the following:
sad, happy, tall, hot fast, pretty:
Guide the pupils to pair words having
the same meaning.
 E. Generalization
What are synonyms?

F. Application
Match words with the same meaning.

G. Diagnostic Test
Have the pupils answer a 10-item test on
synonyms
H. Grouping by ability
1. Fast group (scores 8-10)
Let the pupils answer activity sheets
for this level/group
2. Average Group (scores 5-7)
Have the pupils answer the activity
shouts for this level group.
3. Slow Group (scores 4 and below)
A. Corrective Instruction
Provide an intensive review and
mastery of the skill.
Have the pupils answer activity
sheets for this level/group.
 2. Grouping By Same Ability
(Type 2)

Lesson Design in Mathematics

 I. Intended Learning
Objectives

Through varied activities, the

multigrade pupils with 80%
efficiency ate expected to:
A. identify primary and secondary
directions;
B. build directional vocabulary,
C. enhance ability to follow and give
directions; and
D. locate places in map using primary
and secondary directions.
II. Learning
Content
Concept: Skill focus:

Primary directions are north, south, east, Locating places using primary and secondary
west . Secondary directions are directions
northeast, northwest, southeast and
southwest.

Value Integration:

Responsibility
References:

Mathematics in a Challenging World 1 & 2,

Sylvia C. Ortiz, pages 304-307, 400-409 Kiddesk
Edmark, page 15
Materials:
big illustration of the primary and secondary
directions. sample map showing common scenic
spots in our country, multi-leveled materials
 III. Learning Experiences

1. Pre-test (10 items)

Lead the pupils to study a map and
complete the given sentences by filling
out the primary and secondary
directions
2. Grouping
A. Fast Group (scores 7-10)
Activity 1: Locate places in the map
Activity 2: Use primary and secondary
directions to complete the given sentences.
Activity 3: Draw objects by following the
given directions,
Activity 4. Give or point the right
directions.
B. Average and Slow Groups (scores 6 and below)
1. Engagement
Who sits in front of you? At your back?
On your left/right?
Are there other ways of telling the location of a
particular place, person or objects?
2. Exploration
Present to the class a simple map that shows
common scenic spots in our country with big
illustrations of primary and secondary directions.
 3. Explanation
Ask questions which will require the pupils to locate places
and objects in the map, such as: What is found north of the
waterfalls?
What are the primary and secondary directions?
Guide the pupils to state why maps and directions are
important.
4. Elaboration
5. Whole class
Have the pupils work on exercise in telling and locating
directions.
6. Grouping
The teacher will provide multi-level materials modules to the
average and slow groups.
7. Enrichment
3. Center-Based Learning
Activity
(Multiple Intelligences)

Lesson Design in MAPE

1. Intended Learning Outcomes
Given varied learning activities, the multigrade
pupils must have completed the following with 85%
proficiency:
A. described who Santa Claus is;
B. discussed the story of Santa Claus:
C. explained the good deeds of Santa Claus;
D. sang and danced Christmas Santa music,
E. spread good deeds of Santa Claus through
distribution of bundles of joys to the helpers of the
school;
F. made a Santa Claus design from recycled
materials
G. analysed pictograph on the bundles of joy given
to a
community;
H. created a Christmas village of Santa Claus;
I. role-played the character of Santa Claus;
J. associated the role life of Santa Claus to one's
existence and
K. reflected on one's personal experience on the
given activities in center-based learning
II Learning Content

Theme: Christmas: Who is Santa Claus?

Value: Be a blessing to everyone
References: https://www.youtube.com/watch?
v=zEHELYq40gE https://www.youtube.com/watch?
v=7d5rKjvhQvg
Material: recycled CD, crayons, paste, construction
papers, sticks, and pictures, bundles of joy,
worksheets
 III. Learning Experiences

1. Engagement
What comes to your mind in every Christmas season?
What do you love to do during Christmas?
Who makes every child happy during Christmas?
Who is Santa Claus?
2. Exploration
Present a video on the story of Santa Claus
https://www.youtube.com/watch?v=zEHELYq4OgE
https://www.youtube.com/watch?v=7d5rKjvhQvg
Video clip of Polar Express Movie:
https://www.youtube.com/watch?v=uKwwpmC021Q
3. Explanation
Discussion on the wonderful life, good deeds of Santa
3. Explanation
Claus andDiscussion
connect on the it to the
wonderful realdeeds
life, good meaning
of Santa of Christmas.
Claus and connect it to the real meaning of Christmas.
3. Explanation
4. Elaboration
Discussion on the wonderful life, good deeds of Santa
4. Elaboration
A. Whole Claus
Class and connect it to the real meaning of Christmas.
4. Elaboration
(Music Smart)
Singing and Dancing of Christmas Santa Claus music
A. Whole Class A. Whole Class
(Interpersonal/People Smart) Through small groups,
(Music Smart)
distribute special bundles of joy to the helpers of the
(Music Smart) Singingguards,
school (janitors, and Dancing of Christmas
gardeners, etc.) Santa Claus music
(Interpersonal/People Smart) Through small groups,
Singing and Dancing of Christmas Santa Claus music
distribute special bundles of joy to the helpers of the
(Interpersonal/People Smart) Through small groups,
school (janitors, guards, gardeners, etc.)

distribute special bundles of joy to the helpers of the

school (janitors, guards, gardeners, etc.)
B. Centers (Multiple Intelligences)
A. Linguistic/Word Smart
Color the adjective words that describe
Santa Claus in a given story.
B. Nature Smart
Create Draw a Christmas village(North pole)
of Santa Claus.
C. Art Smart
Let the pupils create a Santa design from
recycled materials.
D. Logical/Number Smart
Analyse the given pictograph on the bundles of joy
given to a community.
E. Interpersonal/People Smart:
Through small groups, distribute special bundles of
joy to the helpers of the school (janitors, guards,
gardeners, etc.).
F. Existential/Thinking Smart:
Compare the role/life of Santa Claus to one's life.
5. Evaluation
(Intrapersonal/Self- Smart)
Writing of a journal that
reflects one's personal
experience on the given
center-based learning
activities