SAMPLE LESSON DESIGNS
Below are the sample lesson designs in multigrade teaching.
1. Whole Class Teaching
MALABALANGHAY ARALIN SA SIBIKA AT KULTURA 1,2 & 3
A. Layunin
Sa tulong ng mga iba't ibang gawain, ang mya mag-aaral ay inaasahang
makapaggawa sa mga sumusunod na may 85% kawastuhan.
A. Natutukoy ang mga karapatan ng bawat Pilipino;
B. Naigagalang ang mga karapatang ito;
C. Natatalakay ang kahalagahan ng mga karapatan bilang mga
bata;Naisasagawa ang kayamanang kahon o treasure box ng mga karapatan
ng bawat batang Pilipino.
B. Paksang Aralin
Paksa: Mga Karapatan ng Bawat Batang Pilipino
Pagpapahalaga: Respeto
Sanggunian: Sambayanang Pilipino, Antonio et al, pahina 265-267
Kagamitan: Mga larawan, tsart, kahon
C. Pamamaraan
I. Pagganyak
1. Panggrupong Gawain
Ang mga iba't ibang larawan ay isaayos ng pabilog. Ang bawat
grupo ay pipili ng isang larawan
2. Pangkatang Pagpapahayag
Ang kapareho ay magbibigay ng kanilang sariling pahayag o
ideya sa napiling larawan.
3. Pagpapahayag
Isa sa mga kapareho ay magbibigay ng kanilang pahayag o ideya
sa buong klase.
II. Paglalahad
Ibubuo ng mga bata ang panlitong libangan na ito.
III. Pagtatalakay
1. Mga Karapatan ng bawat Batang Pilipino;
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 pagsasalamantala, panganib, at
karahasang bunga ng 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.
IV. Paglalahat
KARAPATAN
Ano-ano ang mga karapatan ng bawat 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?
V. Paglalapat
Ang bawat bat ay gagawa ng kanyang sariling simbolo na ilalagay sa
kahon ng kayamanan o treasure box.
Unang Baitang: Kulayan ang simbolo at isulat kung ano ito.
Ikalawang Baitang: Sumulat ng isang maikling talata kung bakit ito ang
napili mong simbolo
Ikatlong Baitang: Pumili ng isang karapatan at isasadula ito.
VI. Pagtataya:
Unang Baitang:
Tama o Mali. Iguhit ang 🙂 kung tama at 🌙 kung mali.
______ 1. Bawat bata ay may karapatan bilang batang Pilipino
______ 2. Maaring bilhin ang ating mg karapatan
______ 3. Hinahadlang ng pamahalaan na mapaunlad ang ating kasanayan.
______ 4. Maaari tayong magpahayag ng ating saloobin.
Ikalawang Baitang: Pagpipili-pili (Multiple choice)
Ikatlong Baitang: Pagpipili pili (Multiple choice)
VII. Takdang Aralin: Magpapangkat-pangkat at isadula ang iba't-ibang
karapatan ng bawat batang Pilipino.
2. Grouping by Same Ability (Type 1)
Lesson Design in English
I. Intended Learning Outcomes
Through a poem, the multigrade pupils must have done the following with 85%
correctness:
I. defined synonyms;
II. paired words synonymously; and
III. completed a story by writing the correct synonym of the given words.
II. 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 with youth friends?
B. Unlocking of Difficulties
Present sentences to helps 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.
IV. Discussion
1. 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 response)
2. 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.
V. Generalization
What are synonyms?
VI. Application
Match words with the same meaning.
VII. Diagnostic 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 sheets for this level/group.
3. Slow Group (scores 4 and below)
Corrective Instruction
- Provide an intensive review and mastery of the skill.
- Have the pupils answer activity sheets for this level/group.
3. Grouping By Same Ability (Type 2)
Lesson Design in Mathematics
I. Intended Learning Objectives
Through varied activities, the multigrade pupils with 80% efficiency are 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: Primary directions are north, south, east, west.
Secondary directions are northeast, northwest, southeast and southwest
Skill focus: Location places using primary and secondary direction
Value Integration: Responsibility
References: Mathematics in a challenge 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. ig 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
Whole class
Have the pupils work on exercise in telling and locating directions.
5. Grouping
The teacher will provide multi-level materials/modules to the average
and slow groups.
6. Enrichment