Multi-grade lesson plan in Grade 3 and Grade 4
Learning areas: ENGLISH
Grade Level
Content Standard
Week: 1
Grade 3
Grade 4
The learners demonstrate expanding vocabulary and understanding of The learners demonstrate their expanding vocabulary knowledge and
high-frequency words and content-specific vocabulary;
grammatical awareness, comprehension of literary and informational texts,
understand and create simple and compound sentences for
and composing and creating processes; and their receptive and productive
comprehending, analyzing, creating, and composing texts about
skills in order to produce age-appropriate and gender-responsive texts based
regional themes and content-specific topics.
on one’s purpose, context and target audience.
Performance Standard The learners use their expanding vocabulary of high-frequency and
The learners apply comprehension of literary and informational texts and
content-specific words and simple and compound
produce narrative and expository texts based on their purpose, context, and
sentences to comprehend, create, and compose narrative and
target audience using simple, compound, and complex sentences, and ageinformational texts about regional themes and content-specific
appropriate and gender-sensitive language.
topics and read grade-level texts with appropriate speed, accuracy, and
expression
Competences
EN3VWK-I-1 Identify highfrequency words accurately.
EN4LR-1-1 Comprehend literary texts
EN3CCT-I-1 Use common expressions and polite greetings appropriate
to a given situation.
EN3CAT-I-2 Comprehend stories.
a. Note important elements from stories (characters,
setting, events).
b. Sequence at least four to five events.
EN3VWK-I-4 Identify words with different functions.
a. words that replace persons, places, things, animals, events, ideas,
and emotions
b. demonstrative pronouns
EN3CCT-I-2 Use own words in retelling myths, legends, fables, and
narrative poems.
EN3CCT-I-5 Compose texts to react to the character,
setting, or events in a story.
EN3VWK-I-3 Use contentspecific words. (Mathematics
(basic symbols and
terminologies)
Monday (90 minutes)
Learning Objectives
Subject Matters
Learning Resources
Use these letter icons
to show methodology
and assessment
activities.
1. Identify high-frequency words accurately.
2. Use common expressions and polite greetings appropriate to a given
situation.
3. Comprehend stories by noting important elements from stories
(characters, setting, events).
4. Sequence at least four to five events.
5. Identify words replace persons, places, things, animals, events, ideas,
and emotions
6. Use own words in retelling myths, legends, fables, and narrative
poems.
a. Vocabulary and Word Knowledge
Identify the setting, characters and plot
b. Creating and Composing Text
c. Comprehending and Analyzing Texts
Paper Strips, pictures of patterns in nature and art.
Pictures of shapes in the environment, Shape cut-outs (square, rectangle,
triangle, circle, half-circle, quarter-circle), Chart paper, and Markers
Grouping structures (tick boxes)
Whole class
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
Teacher will ask if the students still remember last
year, when they were in Grade 2, how did they
learned to greet each other with kindness and
respect?
G
Group activity: Character Comparison Chart
Materials: Index cards with the beginning of a story, graphic organizers for plot
development (optional)
- In this activity, students receive a story's beginning and must creatively continue
the narrative. They predict the next events, considering the characters' motivations
and the likely consequences of their choices.
Presentation

Teacher will explain the learning objectives for
the day.

Teacher will then introduce high-frequency words
by displaying flashcards of common high-frequency
words (e.g., the, and, is, to, you).
.After that teacher will define high-frequency words and
explain their importance in English.

Teacher will then read aloud a short myth or fable

to the class, such as “The Tortoise and the Hare.”

Teacher will encourage students to listen for the

characters, setting, and key events.

After the reading, discuss the following questions

with the class:

Who were the main characters?

What was the setting of the story?

What happened first, second, last?
Activity
G
Presentation

Story Sequencing Activity:
a. Divide the class into small groups of 4-5
students.
b. Provide each group with a set of sequence cards
that detail important events from the story read
earlier.
c. Instruct the groups to work together to put the
events in the correct order.
d. After the groups have assembled their
sequences, have each group present their order to
the class. Each group should also identify which
high-frequency words were important in their
description of the events.
e. As a whole class, discuss any discrepancies in
sequencing and clarify any confusion.




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




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




Teacher will ask the following questions for
discussion
How do high-frequency words help us in reading?
Why is it important to greet people kindly?
Can anyone give an example of how we can
sequence a daily activity (like going to school)?
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)
I
Application
Teacher will provide students with a sequence of pictures depicting the key
events of the story. Students will use the pictures as prompts to retell the story
in their own words, paying close attention to the order of events. After that the
students then write a summary of the story based on their picture retelling.
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

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.
A
Evaluation
A

Setting: _______

Main Character(s): _______

Main Problem: _______
Instructions: Number the following events in the correct order to tell
the story of "The Three Little Pigs."
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: _______
1. The wolf blows down the straw house.

Main Character(s): _______
2. The three pigs build houses.

Main Problem: _______
3. The wolf blows down the stick house.
4. The pigs escape into the brick house.
5. The wolf tries to blow down the brick house.
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