Professional Documents
Culture Documents
Adapted and updated from a sample integrated lesson sequence by M. Dela Paz and N. Hermosa. From
NNHermosa (1997) Literature and skills: An integrated framework. In Ocampo, D. Trends in Reading Education.
UP Open University. This updated version is part of the BEST teacher resource package in English Grades 4-6.
OBJECTIVES
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
be done about it. What do you think will the teacher do?
a) Develop a semantic map for witch. Guide the children in categorizing the words they have generated.
Possible words are shown in Figure 2.
wicke
can fly d
Figure 2. Semantic Map for WITCH
b) Based on the semantic map, draw a story-related concept and use this as a basis for making predictions.
For example, on the item that witches like the color black.
Why do you think witches like black? In the story we are going to read, Winnie the Witch
has a black house full of black things. What problems do you think will she have because
of this?
B. DURING READING
(The format used here is a read-aloud by the teacher.)
Winnie the Witch lived in a black house in the forest. The house was
black on the outside and black on the inside… One day, after a nasty
fall, Winnie decided something had to be done. (STOP) Ask the class:
What do you think would Winnie do? Why do you think so? What are
the clues that tell you she will do that?
…She picked up her magic wand, waved it once and ABRACADABRA! Wilbur was a black cat
no longer. He was bright green! . . . This time, Winnie was furious. She picked up her magic
wand, waved it five times and . . . (STOP) Ask the class: What do you think would Winnie do?
Why do you think so? What are the clues?
C. POST READING
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
Here is an outline of Winnie’s house. Using white chalk
or crayon, draw the things found inside Winnie’s
house. Label them.
b) (See Figure 4)
Here’s a poster of Wilbur up the tree with the birds.
What do you think are the birds saying? What do you
think is Wilbur thinking? Fill in the speech/thought
bubbles.
c) (See Figure 5)
When Wilbur became rainbow-colored, he felt Figure 3. Cartolina cut-out of WtW's house
miserable. How did Winnie feel? Write a
diary entry for Winnie that night. What do
you think was she thinking
then? Write it on this Manila paper.
d) (See Figure 6)
Pretend you are a writer of an advice
column. If Winnie wrote to you when she
kept tripping over Wilbur, what advice
would you give her? Write what Winnie
might have written. Then write down your
advice.
e) (Provide materials)
Dramatize how Winnie turned Wilbur into
a green multi-colored cat, then to a black
cat once more. Make and wear costumes
for this task
Note: Guide the groups while they work on their
engagement activities. Give enough time for
children to work on their tasks. When they finish,
put up their work on the board or walls. Leave
some space for the Problem-Solution Flow Chart.
Then proceed to the discussion. Figure 4. Poster for writing speech/thought of characters
Figure 5. Poster for Winnie's diary entry Figure 6. Sample Advice Column poster
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
2. Engagement Activities II: Discussion (Whole class)
Put up a properly labeled flow chart like the one shown in Winnie lived in a
Figure 7. As each situation is discussed, have pupils tape black house with
appropriate Winnie and Wilbur cut-outs, with different a black cat
emotional expressions beside the appropriate portion of the named Wilbur.
chart.
What did Wilbur do? Group B, can you tell us what the birds might have said about
Wilbur? And what Wilbur might have been thinking?
Group B presents output: Bird Tweets)
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
We know that Winnie likes the color black. Was it easy for her to turn her house into
many different colors?
Why did she do it? In a scale of 1 to 10, how much would you rate Winnie’s love for
Wilbur? Why?
What can you do to show your love for someone?
Call children’s attention to the flow chart.
How many problems were met by Winnie in the story?
How many solutions did she think of?
Was there a solution to every problem in the story?
Would a solution always make sure that it would be the end of a problem?
What does the story show us about problems and solutions?
(Guide the discussion such that children arrive at the realization that, sometimes, a solution causes
another problem. Real life problem situations could be discussed, with children sharing their experiences
on this issue.)
Did the story make you laugh? Which parts of the story were funny?
Flip through the book, showing the pages. By looking at the pictures even before reading the
story, can you tell it’s going to be a funny story? Why?
(Go back to the semantic map that the class made in the pre-reading part of the lesson. Guide the
children in expanding it with new insights from the story. In the example shown in Figure 10, the entries
with asterisks were added to the semantic map made during the pre-reading part. )
What witches
can do
fly
cast spells
make magic How witches look
Words that describe drink lemonade long wrinkled face
witches black pointed hat
bad/evil/wicked *love a pet
long black dress
clever, smart long nose
ugly, crooked warts
*loving, caring witches bent body
*funny *colorful costume
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
WRITING
House’s Story: There’s another story in the book. Make the house tell the story again
from its point of view. (“I was an elegant black house. . .)
Abracadabra!: Invent your own magic words. You could write them at the back of
your Witch Hat.
ART
Construction and coloring activities
Winnie’s Song
A big tall hat
Ten long toes
A black magic wand
A long red nose.
She’s Winnie
Winnie the Witch.
A long black tail
Big green eyes
Figure 10. Winnie hat and Wilbur headdress; Coloring Winnie He goes with Winnie
When she flies.
MUSIC
Singing Winnie’s Song He’s Wilbur
(https://youtu.be/EsHWZDeZyNA?t=5) Wilbur the Cat.
Figure 11. Winnie's Song
The song can be taught in the
music class. It can also be used in a lesson on adjectives (arrangement of two
adjectives before a noun)
SOCIAL STUDIES
Research/Read about superstitions about black cats
Research/Read about how Halloween is celebrated in different parts of the world.
SCIENCE
Science Experiments
These simple experiments
can be done in the Science
class/Reading class. They
review the concepts of
chemical reaction, and
camouflage, respectively.
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
4. Explicit Teaching of a Reading Comprehension Skill: Comparison-Contrast
Step 2: Teaching/Modeling
Directions: Read the paragraph comparing nests and houses. Do you see any clue words?
Underline them. Use your Compare and Contrast Tool Kit to help you locate the clue
words. Then make a comparison table or a Venn Diagram to show how nests and houses
are alike, and how they are different.
Figure 16. Compare-Contrast Tool Kit and sample text to be used for independent practice
Step 5: Application
This step goes beyond the lesson sequence described above. The skill of comparing and contrasting should
transfer to different texts that children read across different subject areas, both narrative and expository
materials. Opportunities for writing using the comparison-contrast text structure may also be provided within
the language arts classroom. Below are some worksheets that provide additional practice for using the skill
of compare-contrast for writing (see Figure 17), and for comprehending content area materials. As the
children master the skill, they can move on from making comparisons within texts to comparing a text with
another (see Figure 18).
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson
Figure 17. A sample Venn Diagram comparing and contrasting
dogs and cats as pets
Figure 17 shows a Venn Diagram generated from a discussion comparing dogs and cats as pets. It can
serve as a pre-writing activity and a guide to help students write an essay on comparing and contrasting.
Figure 18 shows compare-contrast charts that provide students ways to apply the skill (and advance in it)
that are natural outgrowths of their reading experiences. These grids can be completed individually, in pairs,
or by groups, and they can be used by students at any grade level.
Acknowledgments
Some of the materials used to exemplify parts of this LINKS lesson were taken from the following sources:
Read-Write-Think. International Literacy Association & National Council for Teachers of English (2017)
http://www.readwritethink.org/
Scoula via Conforti. Winnie’s Song (subbed)
https://youtu.be/EsHWZDeZyNA?t=5, May 22, 2013
Twinkl Educational Publishing
http://www.twinkl.co.uk/
Teacher Created Resources
https://www.teachercreated.com/
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NTOT Gr4-6 English_Sessions 7&8_LINKS Lesson