SAMPLE LESSON
DESIGNS
LESSON 3
Let’s Begin
Questions of beginning multigrade teachers:
• What are the formats of detailed lesson designs in Multigrade
teaching?
• Are these lesson designs catering to the needs of the diverse
students?
• How is it done?
We are On Our Way
Beginning multigrade teachers find it difficult to prepare an avalanche
of lesson designs especially once the first year of teaching begins.
Let’s Dig Deeper
The format of lesson design in multigrade classes varies by country,
as it does with all planning.
Many school districts in the Philippines give daily lesson plans, while
others enable teachers to create their own structure.
There are a variety of methods and formats that are suited for
multigrade teaching.
Sample lesson designs, regardless of format, serve as models for
how to plan individual lessons.
All of these lesson designs are learner-centered, using the senses,
and multiple intelligences, dynamically engaging, and relating to the
diverse learner’s experiences.
Sample lesson designs in multigrade teaching :
1. Whole-Class Teaching
MALABALANGHAY ARALIN SA SIBIKA AT KULTURA 1, 2 & 3
Multigrade
I. Layunin
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 nga Karapatan ng bawat Pilipino;
B. naigagalang ang mga karapatang ito;
C. natatalakay ang kahalagahan ng mga Karapatan bilang mga bata;
D. naisasagawa ang kayamanang kahon o treasure box ng mga karapatan ng bawat batang Pilipino.
II. Paksang Aralin
Paksa: Mga Karapatan ng Bawat Batang Pilipino
Pagpapahalaga: Respeto
Sanggunian:Sambayanang Pilipino, Antonio et al, pahina 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 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.
B. Paglalahad
Ibubuo ng mga bata ang panlitong libangan na ito.
KARAPATANS
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 nag pagkakataon na makapaglaro at makapaglibang
i. Mabigyan ng proteksyon laban sa pagsasamantala, panganib,at
karahasang bunga ng mga paglalaban
2. Paraan ng pagsasagawa o pagkakamit sa mga Karapatan ng bawat
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 pahalagahan 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 isadula ito.
F. Pagtataya
Unang Baitang:
Tama o Mali. Iguhit ang 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-aaral.
_____5. Maaari tayong magpahayag ng ating saloobin.
Ikalawang Baitang : Pagpipili-pili ( Multiple Choice )
Ikatlong Baitang: Pagpipili-pili ( Multiple Choice )
G. Takdang Aralin
Magpangkat-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:
A. defined synonyms;
B. paired words synonymously; and
C. 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, pp.56-60
Cancio, E., et al, Milestones in Reading 2, pp. 78-82
Materials: picture of a kite, charts.
III. Learning Content
A. Motivation
Have you tried playing kites with your friends?
B. Unlocking of Difficulties
Present sentences to help 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.
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 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 (score 4 and below )
A. Corrective Instruction
- Provide an intensive review and mastery of the skill.
- Have the pupils answer activity sheets for this
level/group.
2. 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;
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: Locating places using primary and secondary directions
Value Integration: Responsibility
References: Mathematics sin a Challenging World 1 & 2, Sylvia C.
Ortiz, pages 304-307, 400- 409, Kiddesk Edmark, age 15
Materials: 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 Groups (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 big illustrations of
primary and secondary directions.
3. Explanation
Ask questions that will require the pupils to locate places
and objects on 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
5. Whole class
Have the pupils work on exercises in telling and locating
directions.
6. Grouping
The teacher will provide multi-level materials/modules to
the average and slow groups.
7. Enrichment
3. Center-Based Learning Activity ( Multiple Intelligences)
Lesson Design in MAPE
I. Intended 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 the distribution of
bundles of joy to the helpers of the school;
F. made a Santa Claus design from recycled materials
G. analyzed a 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 with the given
activities in the center-based learning
III. Learning Content
Theme: Christmas: Who is Santa Claus?
Value: Be a blessing to everyone
References: [Link]
[Link]
Material: recycled CD, crayons, paste, construction papers, sticks, and
pictures, bundles of joy, worksheets
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, and 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 Intelligences)
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
Let the pupils create a Santa design from recycled materials.
D. Logical/Number Smart
Analyze the given pictograph on the bundles of joy given to a community.
E. Interpersonal/ People Smart
Through small groups, distribute special bundles of joy to the helpers of the
school ( janitors, guard, gardeners, etc.)
F. Existential/ Thinking Smart
Compare the role /life of Santa Claus to one’s life.
5. Evaluation
( Interpersonal/ Self-Smart)
Writing of journal that reflects one’s personal experience on the given center-based
learning activities.
[Link] Different Concepts
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 sides of a 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. assumed assigned task in a group;
F. worked collaboratively in small groups.
II. Learning Content
Concept: Perimeter of Rectangle
Value: Teamwork/Working collaboratively in a group
References: Today’s Math 1,2 & 3; Realistic Math 2
Materials: cut –out word rectangle, Manila paper, markers, pieces 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 the width?
Which part of the rectangle is the length?
How many widths are there in a rectangle?
How many lengths are there in a rectangle?
3. Explanation
What is the distance around a rectangle?
How many widths are there in a rectangle?
How many lengths are there in a rectangle?
What shall we do with the two widths and the 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?