Lesson Plans for Multigrade Classes
FILIPINO
Grades 4 and 5
Quarter : TH REE
Week : TWO
Grade Level Grade 4 Grade 5
Content Standard Naipamamalas ang kakayahan at tas sa Naipamamalas ang kakayahan at tatas sa
The learner… pagsasalita at pagpapahayag ng sariling ideya, pagsasalita sa pagpapahayag sa sariling ideya,
kaisipan, karanasan at damdamin kaisipan at damdamin
Performance Nakapagbibigay ng panuto,maisasakilos ang Nakagawa ng isang ulat o o panayam
Standard The katangian ng mga tauhan sa napakinggang
learner… kwento
Competencies Nagagamit ang pang-abay sa paglalarawan Nagagamit ang pang-abay sa paglalarawan
ng kilos(F4WG-IIIa-c-6) ng kilos(F5WG-IIIa-c-6)
DAY 1
Lesson Objective Sa pagtatapos ng aralin ang mga mag-aaral ay Sa pagtatapos ng aralin ang mga mag-aaral ay
inaasahan ng: inaasahan ng:
A.Natutukoy ang pang-abay sa mga A.Natutukoy ang pang-abay sa mga pangungusap
pangungusap B.Nagagamit ang pang-abay upang makabuo ng
B.Nagagamit ang pang-abay upang makabuo ng pangungusap at:
pangungusap at: C.Nauuri ang pang-abay
C.Nauuri ang pang-abay
Subject Matter Pang-abay sa paglalarawan ng kilos Pang-abay
Learning Resources K to 12 Curriculum Guide K to 12 Curriculum Guide
Procedure (Ang guro ay magpapabasa ng isang kwento sa mga mag-aaral grade 4 at 5)
"Si Alon,Ang Batang Huwaran"
Sabado ng umaga maagang bumangon si Alon.Alam niyang mabilis na natapos ang mga modyul niya at
makapaglaro na siya.Sa labas ng kanilang bakuran ay nakita niya ito at sabay halik sa kamay.Nang siya
ay naglalaro na, napansin niya ang kanyang Tatay tabing bahay,mabilis na naiwan niya ang kaniyang
ginagawa at tinulungan ang ama sa kanyang pagwawalis at pagtatapon ng basura.Sa pamimintas niya
ng gulay,May napansin siyang isang libong piso sa daanan.Agad niya itong pinulot at dali-daling
umuwi.Nakita naman niya si Lolo tila na may hinahana.Tinanong niya ito at nang malaman na kay Lolo
pala ang napulot niyang pera mabilis na kinuha niya sa kaniyang bulsa at ibinigay.Natanaw ng kaniyang
pamilya ang kaniyang ginawa at ang mga ito ay nagkatinginan at ngumiti sa isa't-isa.Tunay ngang
huwaran ang batang si Alon.
Teaching, Learning and Assessment Activities
T I
Discuss the answers of the group. Let the pupils write a journal using
the suggested format given
Focus the discussion on lake, river and below.
sea and ocean.
My Journal
Lake is a body of relatively still
water of considerable size, localized in
I learned that ___________________.
a basin that is surrounded by land
apart from river, stream, or other form I realized that ___________________.
of moving water that serves to feed or I promise ______________________.
drain the lake. One example of this is
the Laguna de Bay; the largest lake in
the Philippines located east of Metro
Manila between the provinces of
Laguna to the south and Rizal to the
north.
A river is a natural watercourse
flowing towards an ocean, lake or sea, or
another river. In few cases, a river
simply flows into the underground or
dries up completely before reaching
another body of water.
A sea is a large body of water that
may be connected with an ocean or by
an large lake that lacks a natural outlet.
Oceans are the ultimate bodies of
water and refers to the five oceans-
Atlantic, Pacific, Arctic, Indian and
Southern.
Ask:
1. What are the things found in each
bodies of water being discussed?
2. What should we do to take care of the
living things found in these water forms?
I A
Remarks
Reflection
DAY 2
Lesson Objective Describe the bodies of water Identify the different sources of water
(streams, hot springs, ponds, coves)
and their importance Process Skill: Inferring
Values Integration: Conservation of Water
Process Skills: inferring, observing
Values Integration: Taking care of our
bodies of water
Subject Matter Describing Bodies of Water (streams, hot Sources of Water
springs, ponds, coves)
Learning Resources TG pp. 175–176, LM pp., BOW TM, TG, BOW, (others)
Procedure Teaching, Learning and Assessment Activities
T G
Ask about the characteristics and things Group Activity
found in the following bodies of water.
1. ocean Make a poster on the different sources of
2. sea water and its importance to life.
3. lake (See Appendix 5 for the rubric)
4. river
Present pictures of the bodies of water.
Let the pupils describe each body of water.
Picture of a hot spring Picture of
pond Picture of a stream Picture of a
cove (See Appendix 6)
I G
Let the group read the following concept Discussion about the posters of the group.
written on sentence strip. 1. What are the sources of water that are
seen
Let them answer the following questions: in your posters?
2. Describe each source of water.
Describe each body of water. 3. What are the uses of each source of
1. What are the things found in each water? 4. Do you have enough water
body of water discussed? supply in your community? Where does
2. What should we do to take care of the it come from?
living things found in these water forms? 5. How can you help in conserving water?
A stream is a body of water with a
current, confined within a bed and
stream banks. It moves to a lower level
in a channel on land. An example of this
is the Tandawan Stream in Davao.
A hot spring is produced by the
emergence of geothermally heated
groundwater from the Earth’s crust.
Examples of hotsprings are the
TangubHotspring in Camiguin, Punit Hot
Spring in Pampanga and Tiwi Hot Spring
in Albay.
Coves are the smallest indentations of
land by a lake, sea, or ocean. A bay is
larger than a cove. Example is the
Anawangin Cove in Zambales located in
Central Luzon.
A pond is a small lake, most often in a
natural depression. It refers to any
accumulation of water surrounded by
land –although it is often of a
considerable size.
I I
Answer the activity sheets. Provide sample template to the
(See Appendix 7) pupils. Let them complete the
table.
Kinds of
Description Sources Uses
water
Seawater
Freshwater
Groundwater
Remarks
Reflection
DAY 3
Lesson Objective Describe common landforms and Explain the different uses of water from
their importance different sources
(plateau, island, isthmus, peninsula, plain)
Process Skills: Inferring
Value Integration: Conservation of Water
Subject Matter Describing Common Landforms) Uses of Water
(plateau, island, isthmus, peninsula,
plain) Process Skills: inferring,
observing
Learning Resources TG pp. 178–179, LM, BOW TM, TG, BOW, (others)
Procedure Teaching, Learning and Assessment Activities
G T
Picture Study Conduct review on different sources of
water through question and answer.
Provide pictures of land forms.
Let the pupils describe the landforms they Ask:
have seen.
1. How important is water to our
Let them tell if the landforms in the daily activities?
picture are found in their community. Ask 2. Discuss the uses of water.
them also to identify the plants that are (See Appendix 8)
growing in the said land forms.
Picture of an island Picture of a plain
Picture of an isthmus Picture of a
peninsula
Picture of a plateau
(See Appendix 9)
I G
Discuss the answers of the group. Divide the class into three groups.
Give more inputs. Each group will perform their assigned
(See Appendix 9) task on presenting the uses of water.
Ask: Group A: Role Playing
1. What are the living organisms found in
each of the landforms? Group B: Rap/Jingle
2. What should we do to take care of the
living things found in landforms Group C: Poem/Jazz Chants
forms?
3. What is the importance of each (See Appendix 10 for rubrics)
of the landforms discussed?
I I
Describe the following landforms. List down the sources of water in
1. Plain your community and state the
2. Peninsula uses of each.
3. Island
4. Isthmus
5. Plateau
I I
Remarks
Reflection
Day 4
Lesson Objectives Describe common land forms and Describe the importance of water
their importance cycle Tell the importance of
(valley, hill, canyon, delta) conserving water Process Skills:
Inferring
Value Integration: Conservation of Water
Subject Matter Describing Common Land Forms
(valley, hill, canyon, delta)
Process Skills: inferring, observing
Learning Resources TG pp. 178-179, LM, BOW TM, TG pp. 309-312, BOW,
Procedure Teaching, Learning and Assessment Activities
I G
Use pictures to present other landforms. Give a diagram of the water cycle to each
of the two groups.
(See Appendix 12)
Picture of a canyon Picture of a hill
The group should answer the
Picture of a delta Picture of a valley
following: 1. What is the diagram
all about?
2. What are the different forms of water
in the environment? (solid, liquid,
gas)
Ask: 3. Do you think each form of water is
1. What are shown in the pictures? important? Why?
4. Include more inputs/add more
2. Describe the landforms in each guide questions
of the pictures.
3. What organisms could be found in
each landform?
4. What agricultural activities could be
done in each landform?
5. How useful is each of the
following landforms?
G T
Divide the class into four groups. Synthesize the outputs of the group.
The group will move to the four stations to Give more inputs.
look again at the pictures and read the (See appendix 13)
description of each of the landforms.
Let the pupils take down notes.
Station 1
Canyon-narrow valleys
Station 2
Hills-are lower than mountains but are
higher than their surrounding areas and
are usually rounded in shape. This good
for planting crops.
Station 3
Delta-is a triangular land area at mouth
of a river or inlet.
Station 4
Valleys-are low-lying areas between two
mountains or hills. Valleys formed by
glaciers are U-shaped valleys. Valleys
formed due to erosion are V-shaped
valleys. The climate in the valleys is
pleasant and favorable for living
because there are rivers flowing making
water available for the people.
Vegetation is thick and valleys look
green and beautiful.
A A
Give clay, soil, or a modeling clay to each What is the importance of water
group. Assign each group to create 2 cycle? How is it useful to man
models of landforms using the material. and animals?
Be sure to give precautionary measures
before the pupils will do the activity.
Remarks
Reflection
Day 5
Lesson Objectives Answer the test items correctly. Answer the test items correctly.
Subject Matter Summative Test Summative Test
Learning Resources
Procedure Teaching, Learning and Assessment Activities
Remarks
Reflection
