Lesson Plans for Multigrade Classes

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

Oral Language Oral Language

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

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

Reading Comprehension Reading Comprehension

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

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

Writing Composition Writing Composition

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

Grammar Grammar
demonstrates command of the conventions of demonstrates command of th
standard English grammar and usage when writing or English grammar and usage w
speaking

Grammar Grammar
demonstrates command of the conventions of demonstrates command of th
standard English grammar and usage when writing or English grammar and usage w
speaking

Vocabulary Development Vocabulary Development

demonstrates an understanding that words are demonstrates an understa
composed of different parts to know that their composed of different parts t
meaning changes depending on context changes depending on conte

Study Strategy Study Strategy

demonstrates understanding of library skills to demonstrates understanding o
research a variety of topics variety of topics
Performance Uses literary and informational texts heard to Uses literal information from te
Standards construct an appropriate feedback appropriate feedback.
Competencies Day 1 Day 1

Note significant details Analyze sound devices (on

EN5LC –Ia-2.1 assonance, 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 sta
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, tactfulnes
criticism
EN6A-Ia-16-18

Day 2 Day 2
Infers meaning of idiomatic
Infer meaning of unfamiliar words (compound words) clues
based on given context clues (antonyms, synonyms, EN5V-Ia-12.3.1
word parts) and other strategies
EN5V-Ia-12-13 Write/compose clear and c
appropriate grammatical st
Write / compose clear and coherent sentences using regular nouns
appropriate grammatical structures: aspects of verbs EN6G-Ia-2.3.1
(past, present, future)
EN5G-Ia-3.3 Relate an experience approp
EN6OL – Ia – 1.17
Plan a 2-3 paragraph composition using an outline /
other graphic organizers
ENWC-Ia-1.1.6.1
Day 3
Day 3 Describe different forms and
Describe different forms and conventions of film and moving pictures (lights)
moving pictures (lights, blocking direction EN6VC-Ia-5.1.1
characterization acting, dialogue, setting, or set-up)
EN5VC-Ia-5.1
Day 1
Lesson Objectives 1. Notes significant details of the selection 1. Analyzes sound device
listened to. 2. Writes a three – line 4 st
2. Observes politeness at all times. 3. Self – corrects reading a
3. Shows kindness to everyone.
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 BOW, K – 12 Curriculum Guide in English 5 BOW, Curriculum Guide in Eng

Resources K – 12 Learner’s Materials in English 5

Procedures Grouping Structures (tick boxes):

Methodology: Whole Class Grade Group

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

In the line “The light of a

sounds are pronounced?
How about this line? Go slo
How are they called? (Asso
What is assonance?
Read the following pair of w

Peter - potter read

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