Sample

Lesson
Design
 1. Whole Class
MALABALANGHAY ARALIN SA SIBIKA AT KULTURA 1,
[Link] Teaching
2 & 3 Multigrade

Sa tulong ng mga iba't ibang gawain, ang mga mag-

aaral ay inaasahang makapaggagawa sa mga
sumusunod na may 85% kawastuhan:
• A. natutukoy ang mga karapatan ng huwat
Pilipino,
• B. naigagalang ang mga karapatang ito,
• C. natatalakay ang kahalagahan ng mga
karapatan bilang mga bata;
• D. naisagawa ang kayamanang kaloob ng
mga karapata ng bawat batang Pilipino.
II. Paksang Aralin
Paksa: Mga Karapatan ng Bawat Batang Pilipino
Pagpapahalaga: Respeto
Sanggunian: Sambayanang Pilipino, Antonio et al, paluna
265-267 Isang Bansa, Isang Lahi, Anda et al, pahina 232-
243
Kagamitan: Mga larawan, tsart, kahon.
III. Pamamaraan
A. Pagganyak
1. Panggrupong Gawain
Ang mga iba't ibang larawan ay isaayos ng pabilog. Ang
bawat grupo ay pipili ng isang larawan
2. Pangkatang Pagppapahayag
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.
 B. Paglalahad
Ibubuo ng mga bata ang panlitong libangan na ito.
KARAPATAN

C. 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 pagsasamantala, panganib, at karahasang
bunga ng mga paglalaban
 [Link] sa isang payapa at tahimik na pamayanan
[Link] at matulungan ng pamahalaan
[Link] ng sariling pananaw
2. Paraan ng pagsasagawa o pagkakamit sa mga karapatan
ng batang Pilipino
D. Paglalahat
Anu-ano ang mga karapatan ng bawat batang 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?

E. Paglalapat
Ang bawat bata 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
F. Pagtataya
Unang Baitang.
Tama o Mali. Iguhit ang. kung talama at kung
mali
_____1. Bawat bata ay may karapatan bilang batang Pilipino.
_____2. Maaaring bilhin ang ating mga karapatan.
_____3. Hinahadlang ng pamahalaan na mapaunlad ang ating
kasanayan.
_____4. Ang bawat bata ay may karapatang makapag-aral
_____5. Maaari tayong magpahayag ng ating saloobin.
Ikalawang Baitang: Pagpipili-pili (Multiple choice)
Ikatlong Baitang:
G. Takdang Aralin Pagpipili-pili (Multiple choice)

Magpangkat-pangkat at isadula ang ibat-ibang

karapatan ng bawat batang Pilipino.
 2. GROUPINGS BY SAME
Lesson Design in
ABILITY
1. Intended Learning Outcomes
(TYPE
English 1)
Through a poem, the multigrade popisut have done the with 85% correctness
A. defined synonyms,
B. paired words synonymously, and
C. completed a story by writing the correct vynonym 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, Milestone
in Reading 2. pp. 78-82
III. Learning Experiences
A. Motivation
Materials: picture of a kite, charts.
B. Unlocking of Difficulties
Presenst the sentences to help the pupils unlock the meaning of the following words:
•Tranquil
•Thrembling
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.
D. Discussion
a. 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 responses)
b. 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.
E. Generalization
What are synonyms?
F. Application
Match words with the same meaning
G. Diagnostic Test
Have the pupils answer a 10-item test on synonyms,
H. Grouping 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)
A. Corrective Instruction
-Provide an intensive review and mastery of the skill.
-Have the pupils answer activity sheets for this
 2. Grouping by Same
Lesson Design in
Ability
I. Intended Learning Objectives (Type
Mathematics
2)
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
II.D.
Learning Content
locate places in map using primary and secondary directions
Concept: Primary directions are north, south, east,
west.
Secondary directions are northeast,
northwest, southeast and southwest
Skill Focus: Locating places using primary and secondary
directions
Value Integration: Responsibility
III. Learning Experience
1. Pre-Test (10 items)
Lead the pupils to study a map and complete the given sentences by fi
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 gi
sentences.
Activity 3: Draw objects by following the following 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 pla
 2. Exploration
Present to the class a simple map that shows common scenic spots in our
country with big
illustrations of primary and secondary directions.
3. Explaination
Ask questions which will require the pupils to locate places and objects in
map, such as;
What is found nort of the waterfalls?
What are the primary and secondary directions?
Guide the pupils to state why maps and directions are important?
4. Elaboration
5. Whole Class
Have the pupils work on exercise in telling and locating directions.
6. Grouping
The teacher will provide multi-level materials/modules to the average and
group.
7. Enrichment
3. CENTER-BASED LEARNING ACTIVITY(MULTIPLE
INTELLIGENCE) Lesson Design in MAPE
[Link] Learning Outcomes
Given varied learning activities, the multigrade pupils must have
completed the following with
85% proficiency:
A. described who Santa Claus is;
B. discussed the story of Santa Claus;
C. explained the good deeds of Santa Claus;
D. sang and danced Christmas Santa music;
E. spread good deeds of Santa Claus through distribution of bundles
of joy tp the helpers of the
school;
F. made a Santa Claus design from recycled materials;
G. analyzed pictograph on the bundles of joy given to a community;
H. created a Christmas village of Santa Claus;
I. role-played the character of Santa Claus;
J. associated the role/life of Santa Claus to one’s existence; and
K. reflected on one’s personal experience on the given activities in
center-based learning.
 II. Learning Content
Theme: Christmas: Who is Santa?
Value: Be a blessing to everyone
References: [Link]
[Link]
III. Learning Experiences
1. Engagement
What comes to your mind in every Christmas season?
What do you love to do during Christmas?
Who makes every child happy during Christmas?
Who is Santa Claus?
2. Exploration
Present a video on the story of Santa Claus?
[Link]
[Link]
Video clip of Polar Express Movie:
[Link]
3. Explanation
Discussion on the wonderful life, good deeds of Santa Claus and connect it
to the real meaning
of Christmas.
4. Elaboration
A. Whole Class
(Music Smart)
Singing and Dancing of Christmas Santa Claus music
(Interpersonal/People Smart)
Through small groups, distribute special bundles of joy to the helpers
of the school (janitors, guards, gardeners, etc.)
B. Centers (Multiple Intelligence)
A. Linguistic/Word Smart
Color the adjective words that describe Santa Claus in a given
story
B. Nature Smart
Create/draw a Christmas village(North Pole) of Santa Claus.
C. Art Smart
D. Logical/Number Smart
Analyze the given pictograph on the bundle of joy given to a community
E. Interpersonal/People Smart
Through the small groups, distribute special bundles of joy to the helpers of
the school (janitors, guards, gardeners, etc.)
F. Existential/Thinking Smart
Compare the role/life of Santa Claus to one’s life.

5. Evaulation
(Intrapersonal/Self-Smart)
Writing of a journal that reflects one’s personal experience on the given
center-based learning activities.
4. TEACHING DIFFERENT
CONCEPTS LESSON DESIGN IN
MATHEMATICS
GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
I. Intended Learning Outcomes I. Intended Learning Outcomes
With the use of varied learning activities, With the use of varied learning activities,
the grade 1 the grade 3
and 2 multigrade pupils with at least multigrade pupils with at least 85%
85% accuracy accuracy are
are expected to: expected to:
A. tell the use of the calendar A. identify the numbers that are divisible
B. name the days of the week, months of by 2;
the year and B. give examples of numbers that are
etc.; and divisible by 2; and
C. share the importance of the use of C. integrate tips in divisibility by 2 in our
calendar in our everyday life.
daily activities. II. Learning Content
II. Learning Content Topic: Divisibility by 2
Topic: Reading the Calendar Skill: Dividing numbers
Values: Using time and days Values: Appreciating Numbers
productively References: Our world of Math 3 by Leony
References: O. Bay
Our World of Math 2 by Leony O. Materials: Charts, worksheets, cut-out
Bay pictures
Our World of Math 1 by Leony O. II. Learning Experiences
 GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
Give the pupils window cards to answer. A. Exploration
Gr. 1- Additional cards I will show another examples:
Gr. 2- Subtraction cards 34 peanuts
36 peanuts
A. Engagement 48 peanuts
Show a calendar to the pupils. I will read 40 peanuts
a situation and I will call pupil volunteers to What have you observed in the given
answer my questions through the use of numbers? (they are even numbers)
the calendar. Can the given numbers be divided exactly by
2 without any remainders (yes,no)
Situation: When can we say that the number is divisible
Martha’s Aunt is in Singapore. She asks by 2? (When the quotient is exact or there is
Martha to tell her mom that she will go no remainder)
home 2 months from now. She added that
her flight will be fall on the 2nd week but B. Elaboration
she is not sure about the date but she like A. Whole class
it to be home on a Sunday. Directions: Answer the table. Box the
Question: last digit of the number. State your reason.
In what Month does Martha’s Aunt will go Write Yes if the number is divisible by 2 and
home? (April) No if Not.
What possible week that she’ll be home?
(2nd week)
In what date she likes to be home? (April
 GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
B. Exploration Divisible by
Present another situation to the pupils. Number Reason
2?

Teacher Jo is in Cebu but his family is in 52 The last digit is 2. Even yes
Mindanao. He didn’t go home 1 year,
because he is very busy teaching his 103 The last digit is 3. Odd no
students. He is planning to go home this
summer vacation. He has a plan to stay 219 The last digit is 4. Even yes
there for 1 week. After his visit to his
family, he is planning to fly Hongkong for 441 The last digit is 1. Odd no
his 1 month study leave.
3338 The last digit is 8. Even yes
In how many years wasn’t Teacher Jo able
go home? 624 The last digit is 4. Even yes
(1 year)
In what month does Teacher Jo plan to go 1315 The last digit is 5. Odd no
home to Mindanao? (April or May)
In how many weeks does Teacher Jo plan 446 The last digit is 6. Even yes
to stay in Mindanao? ( 1 week)
In how many months is his study leave? B. Individual
( 1 Month) Answer p. 270 of your Math Book 3.
 GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
C. Explanation D. Evaluation
On the chart, paste the answers of the Directions: Box the last digit and put check if
students from the situations given earlier the number is divisible by 2.
and ask the following question. 525
1 week 1 month 1 year 662
378
(with the use of Calendar) 7898
How many days are there in one week? ( 7 9086
days) 5341
How many weeks are there in 1 Month? (4 8753
weeks) 6454
How many days are there in 1 month? (30 9677
or 31 days) 24242
How many months are there in 1 year?
( 12 months) From you answers from test A, write the
How many days are there in 1 year? (365
days)
reasons why the number is divisible by 2.
So, 662-
7 days = 1 week 378-
4 weeks = 1 month 7898-
30 days= 1 month
12 months= 1 year Collect the activity sheets
 GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
D. Elaboration
[Link] Class
Directions: Complete each sentence
about the month of February as shown in
the calendar.

There are ____ days in February. E. Enrichment

The first day of the month is _____________. Answer Activity 2 and 3 on page 272 of
There are ________ full weeks in the month your Math 3 Book.
of February.
February is the _______ month of the year.
The month that comes after February is
________.
The month that comes before February is
___________.
I like February because ___________.
February is a month of ________.

2. Individual
Gr. 1: Answer page 301 in the Math Book.
Gr. 2: Answer page 389 in the Math Book.
 GRADE 1 AND 2 GRADE 3
PUPILS PUPILS
E. Evaluation
Direction: Answer each question. Compute
your answers based on the conversation
shown below.
7days= 1 week
4weeks= 1 month
30days= 1 month
12months= 1 year
How many days will it take me if I will spend
my summer vacation in the Month of April
and May in Baguio?_______
Kiko is in Taiwan for 2 years now. ________
May brought his new car two weeks
ago._______
I will visit mu mom for 2 weeks._______
Jane will be staying here for 1 month._________
They decided to go for a trip in Palawan for 4
weeks.____
I met his family last year______
Penny did the laundry 3 weeks ago.______
He started to go to gym since 2017.______
Alexa learned how to ride a bicycle 6 months
ago._____
5. Cooperative Learning
Lesson Design in Mathematics
I. Intended Learning Outcomes
Given varied learning activities, the multigrade pupils must have done
the following with 85% accuracy:
A. identified the different side of rectangle;
B. discussed what perimeter is;
C. explained how to compute the perimeter of a rectangle;
D. measured and solved the perimeter of the given areas in the
campus;
E. worked all collaboratively in small group;
II. Learning Content
Concept: Perimeter of Rectangle
Value: Teamwork/Working collaboratively in a group
References: Todays Math 1, 2 and 3; Realistic Math 2
Materials: cut-out word rectangle, Manila paper, markers, piece of
chalk
III. Learning Experiences
1. Engagement
Story of Dora trekking in the rectangular field and looking for the
treasures using a map
2. Exploration
Think-Pair: Which part of the rectangle is width?
Which part of the rectangle is length?
3. Explanation
What is the distance around a rectangle?
How many widths are there in a rectangle?
How many lengths are there in a rectangel?
What shall we do with two widths and two lengths of a
rectangle?
What mathematical operation can be used to find the
perimeter of a rectangle?
How do we solve for the perimeter of a rectangle?
4. Elaboration
A. Small Mixed Group
1. Distribute activity cards.
2. Assign tasks/roles to group members.
Recorder: _______
Time Keeper: _____
Runner: _______
Chocker: _______
Reporter: _______
3. Measure the identified place in the campus using a meter
stick.
4. Draw the location of the place, label and write the
dimentionss.
 B. Facilitate the presentation of group outputs
C. Debriefing activity (Journal Writing)
“How difficult was it to measure and solve for the perimeter
of the assigned places in the campus?
Did everyone in the group participate actively?
How does teamwork assist you learning

5. Evaluation
Answering worksheets by grade level.
Thank
You