Multi-grade lesson plan in Grade 3 and Grade 4
Learning areas: ENGLISH
Grade Level
Content Standard
Week: 1
Grade 3
Listening Comprehension
Performance Standard To activate prior knowledge
Competences
Monday (90 minutes)
Learning Objectives
Subject Matters
Learning Resources
Activate prior knowledge based on the stories to be heard.
EN3LC-Ia-j-2
Grade 4
The learners demonstrate their expanding vocabulary knowledge and
grammatical awareness, comprehension of literary and informational texts,
and composing and creating processes; and their receptive and productive
skills in order to produce age-appropriate and gender-responsive texts based
on one’s purpose, context and target audience.
The learners apply comprehension of literary and informational texts and
produce narrative and expository texts based on their purpose, context, and
target audience using simple, compound, and complex sentences, and ageappropriate and gender-sensitive language.
EN4LR-1-1 Comprehend literary texts
Students will activate their prior knowledge and make connections
concerning the story "The Crow and the Pitcher." They will learn to
identify key themes and moral lessons in the story.
Literature: Crow and the Pitcher
Paper Strips, pictures of patterns in nature and art.
Identify the setting, characters and plot
Pictures of shapes in the environment, Shape cut-outs (square, rectangle,
triangle, circle, half-circle, quarter-circle), Chart paper, and Markers
Use these letter icons to Grouping structures (tick boxes)
show methodology and Whole class
assessment activities. Describe the parts of the lesson (for example the introduction), where you may address all grade levels as one group.
Mixed ability groups
Grade groups
Ability groups
Friendship Group
Other (specify) Combination of Structures
Teaching, Learning and Assessment Activities
Icons:
T Direct teaching
I
Independent
learning
G Group work
A Assessment
Review/motivation
Review
T
G
Group activity: Character Comparison Chart
Materials: Index cards with the beginning of a story, graphic organizers for plot
development (optional)
1. Begin the lesson by introducing the vocabulary
words: crow, beak, pitcher, narrow, thirsty, water.
2. Write each word on chart paper and ask students if - In this activity, students receive a story's beginning and must creatively continue
the narrative. They predict the next events, considering the characters' motivations
they know the meanings. Encourage them to
and the likely consequences of their choices.
provide examples or context, and guide them to
develop the correct definitions.
o Crow: A type of bird.
o Beak: The hard, pointed part of a bird's mouth.
o Pitcher: A container for holding liquid.
o Narrow: Something that is not wide; slim.
o Thirsty: A feeling of needing water.
o Water: A clear liquid that is essential for life.
3. Discuss each word briefly to ensure understanding,
then create a vocabulary anchor chart to display in
the classroom.
Presentation
First the teacher will ask the student : What will you do if you are
thirsty?
Teacher will Introduce the story by telling the students
that it is a fable, which is a short story that typically
features animals and teaches a moral lesson.
Then explain to the student that they will be listening
to the story and encouraged to think about what might
happen next.
Read the story aloud, stopping at key points
(e.g., before the crow finds the pitcher, after it tries to
reach the water), and ask the students predictive
questions such as, “What do you think the crow will do
next?” or “How can the crow get to the water?”
Encourage students to use vocabulary words in their
predictions.
Activity
G
Presentation
Group Activity: R e t e l l i n g o f t h e s t o r y
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Divide students into small groups of 3-4.
Assign each group a section of the story.
In their groups, ask students to illustrate their
section on large paper and include key details and
vocabulary words.
After illustrating, each group will summarize their
section and present it to the class.
Encourage students to discuss how the crow's
actions related to being resourceful and overcoming
challenges.
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Introduce Key Concepts:
o Define Setting (where and when the story takes
place), Characters (individuals in the story),
and Plot (sequence of events).
o Write these definitions on the whiteboard and
provide examples using a story familiar to the
students.
Read Aloud:
o Choose one of the previously discussed folk tales.
Read it aloud to the class, emphasizing tone and
expression to maintain engagement.
Modeling:
o As you read, pause occasionally to discuss the
setting, characters, and plot.
 Example: “Where does this part of the story
take place? What time is it? Who are we
meeting in this part of the story?”
Visual Aid:
o Use a Venn Diagram on the board to visually
organize different elements of the story: Listing the
characters, describing the setting, and outlining the
plot in sequential order.
Generalization/ Analysis
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Summarize the key points of the lesson: what is setting,
characters, and plot.
Facilitate a conversation by asking students:
o How do setting and characters affect the plot?
o Can the plot change if the setting is different?
Allow students to discuss their thoughts in pairs for 2-3
minutes.
Ask pairs to share their insights with the class,
reinforcing their learning.
I
Application

Generalization
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Once all groups have presented, lead a whole-class
discussion.
Ask students to reconvene and consider the overall
message of the fable.
Ask questions such as, “What do you think the crow
learned?” or “Why is it important to be resourceful?”
Write down the central message or moral derived
from the story on chart paper and emphasize the
connection to the vocabulary we discussed earlier.
I
Reading Activity:
o Distribute copies of a new folk tale (different from
the one read earlier) for students to read
independently.
o Provide students with post-it notes to annotate the
text as they read. Encourage them to mark
sections that reveal the setting, characters, and
plot.
o After reading, students will complete a worksheet
that asks them to identify the following:
 The setting (where and when)
 The main characters (who they are)
 The plot (main events in order)
Application
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

For advanced learners: Write a short paragraph
explaining how the crow's actions can be applied to
real-life situations.
For on-level learners: Draw a new ending to the
story showing what the crow could do differently in
the same situation.
For struggling learners: Use sentence frames to
help them retell the story’s main events.
EVALUATION
A
Instructions: Read each short story description and identify the setting, main
character(s), and the main problem (plot).
1. The Little Mermaid: A mermaid princess longs to become human to be
with a prince.
A
A
Evaluation
On pair draw a picture of the crow and the pitcher,
labeling parts of the drawing using the vocabulary words
we learned (e.g., crow, beak, pitcher, water

Setting: _______

Main Character(s): _______

Main Problem: _______
2. Goldilocks and the Three Bears: A girl enters the bears' house while
they're out and tries their porridge, chairs, and beds.

Setting: _______

Main Character(s): _______

Main Problem: _______
3. Cinderella: A kind girl is mistreated by her stepmother and stepsisters but
attends a royal ball with the help of her fairy godmother.

Setting: _______

Main Character(s): _______

Main Problem: _______
4. Hansel and Gretel: Two children are abandoned in the woods and
encounter a witch who lives in a gingerbread house.

Setting: _______

Main Character(s): _______

Main Problem: _______
5. Jack and the Beanstalk: A boy trades his family's cow for magic beans,
which grow into a giant beanstalk leading to a giant's castle.

Setting: _______

Main Character(s): _______

Main Problem: _______
6. Little Red Riding Hood: A girl visits her grandmother, but a wolf
intercepts her and her grandmother.

Setting: _______

Main Character(s): _______

Main Problem: _______
7. The Three Little Pigs: Three pigs build houses of straw, sticks, and bricks
to protect themselves from a wolf.

Setting: _______

Main Character(s): _______

Main Problem: _______
8. Rumpelstiltskin: A miller promises his daughter's hand in marriage to a
king if she can spin straw into gold.

Setting: _______

Main Character(s): _______

Main Problem: _______
9. Sleeping Beauty: A princess is cursed to sleep for 100 years and is
awakened by a prince's kiss.

Setting: _______

Main Character(s): _______

Main Problem: _______
10. Beauty and the Beast: A beautiful girl is imprisoned by a beast, but they
fall in love.

Setting: _______

Main Character(s): _______

Main Problem: _______
REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
NOEME R. CALO
Teacher I
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
NENITO M. TURLA JR.
Head Teacher II
JOHANNA S. ROMANO
Head Teacher II
DAYLINDA B. GARDIOLA
Teacher III
Presentation
o Show the class a pile of blocks with different colors.
o Discuss that they can create patters using the blocks.
They can make a pattern of colors or a combination of
number and color patterns.
Example:
Pattern: Green, Yellow, Green, Yellow
Pattern: 1 Green, 2 Yellow, 1 Green, 2 Yellow
o Discuss that they can use different objects to create a
pattern. Example: stones, leaves or strips of paper.
Group Activity: Pattern Collaboration
G
T
Presentation
Identifying Lines and Curves:
o
Divide students into groups of 4-5.
o
Provide each group with a variety of objects.
o
Ask each group to create a complex pattern, combining
Define and discuss the difference between straight lines and
different core units.
curves.
o
Show examples of straight lines and curves on the board.
Straight line – a line that does not curve.
Example: Vertical line, Horizontal line and
diagonal line.
Curve line – a line that is not straight.
Example: wavy lines
Have each group present their pattern to the class and
explain the rule for the pattern.
Identifying flat and Curve Surface:
Show examples of picture of objects with flat surface and curve
surfaces. Define flat surface and curve surface and give some
more examples.
Flat Surface – plane objects. (Hold a book as an example)
Curve Surface – surface that is not flat. (hold a ball as an example)
Show students various 3D objects (e.g., boxes, balls, cylinders,
cones). Discuss the different types of surfaces on these objects
(flat and curved).
Generalization / Analyzing
T
1. What is a pattern? Can you give an example?
2. What makes a pattern repeat?
3. Can you find a pattern in the classroom? Where?
4. Can you draw a pattern using shapes?
5. Can you make a pattern with blocks?
6. What comes next in this pattern? XYZ, XYZ, XYZ, XY
7. Can you copy this pattern? 3, 6, 9, 12, 15,
8. What is different about these two patterns? [Show two
simple patterns with different core units.]
BLACK, WHITE, BLACK, WHITE,
HEART, STAR,DIAMOND, HEART,
To encourage deeper thinking, consider these questions:
1. What if we changed the color of the shapes in the pattern?
What would happen?
2. Can you make a pattern with sounds? What sounds could
you use?
3. Can you make a pattern with movements? What movements
could you do?
4. How can you make your pattern more interesting?
5. Can you find a pattern in nature?
I
Activity
Worksheet Activity
o Distribute worksheet with line and surface identification activities.
o Ask pupils to complete the worksheet independently.
G Generalization/ Analysis
Application
T
Ask questions to assess students' understanding:
Individual Activity: Pattern Design
o
Distribute blank paper and markers.
o
Ask students to create a pattern design, such as a
repeating pattern of shapes or a symmetrical pattern.
o
Encourage students to use color, texture, and line to
1. What is a straight line?
2. Give an example of a straight line.
3. What is a curved line?
4. Draw an example of a curve line.
5. Can you name an object with a curved surface?
create visually appealing patterns.
G
Application
Group Activity
o Group the pupils into 3 groups.
o Ask them to perform the task given to each group.
Group 1: Identify the line that is being shown in each number.
o
2.
3.
Group 2: Name the lines that is in the given picture.
Group 3: Draw 3 objects with flat surfaces and 3 objects with curve
surfaces.
Evaluation
Create your own pattern using the core unit that is being asked.
1. X,Y
2.
3. 1, 2, 3
4. black, white
5. 2 red, 1 violet
A
A
Evaluation
Assessment: Lines and Surfaces
Name:
Date:
I. Identify the Lines: Circle the correct answer.
1. A straight line:
a. Bends
b. Goes straight
c. Twists
2. A curved line:
a. Goes straight
b. Bends
c. Is sharp
3. Which is not a straight line?
a. Slant line
b. wavy line
c. vertical line
4. A ball has a:
a. Flat surface
b. Curved surface
5. A book has a:
a. Curved surface
b. Flat surface
II.Draw a shape with straight lines. Label the straight lines. Draw a
shape with curved lines. Label the curved lines.
REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
NENITO M. TURLA JR.
Head Teacher II
JOHANNA S. ROMANO
Head Teacher II
DAYLINDA B. GARDIOLA
Teacher III