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I. OBJECTIVES
C. Predict “what the character will do next” while listening to the story
Infer characters’ emotional reactions by matching feelings cut-outs to events
Identify likenesses and differences in short passages
Compare and contrast characters, events, and settings
II. CONTENT
Main Text: Winnie the Witch by Valerie Thomas & Korky Paul (Oxford University Press, 1993)
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 1
on the board or present them on
cards/strips.
(Show puppets).
These are Tommy and Anna.
They are friends.
IV. PROCEDURES
Tommy: Hey, Anna, why do you look miserable?
Reviewing previous lesson or presenting the Anna: Yes, I’m very unhappy. I broke Nanay’s favorite
vase and she is furious with me.
new lesson
Tommy thought that something had to be done so that
Anna will stop feeling miserable. He started doing
A. PRE-READING somersaults (have the puppet do somersaults).
Anna: (laughs) What are you doing? You look so ridiculous
1. Developing vocabulary/concepts doing that!
Tommy: Aha, but I made you laugh, didn’t I?”
a) Tell the following dialogue using two
puppets. Write the underlined words/phrases Figure 1. Teacher's puppet story to unlock vocabulary
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 2
c) Anna is always absent from her class. Her teacher decided something had to 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.
wicked
can fly
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?
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?
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 3
…ABRACADABRA! Wilbur had a red head, a yellow
body, a pink tail, blue whiskers, and four purple legs!...
… She loved Wilbur and hated him to be
miserable. (STOP) What do you think would
Winnie do? What are the clues?
(FINISH READING THE STORY.)
C. POST READING
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 4
Winnie lived in a
black house with
a black cat
named Wilbur.
Problem 1
Solution 1
Problem 2
Discussing new concepts and practicing new skills #2
Solution 3
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 5
Where did Winnie live? Group A, can you tell us more about Winnie’s house.
Group A presents output: Things in Winnie’s black house.
What could be the reason why everything in Winnie’s house was black?
Present a cut-out of Wilbur. Put it in different parts of the house cut-out.
Was It easy to see Wilbur in this house?
Why did Wilbur’s color present a problem? How do you think Winnie felt every time she sat
on or tripped over Wilbur? How do you think Wilbur felt?
Face cut-outs with appropriate feelings are pasted on the chart.
What did Winnie do to solve this problem? Group E will show us.
Group E dramatizes/pantomimes the scene where Winnie turns Wilbur into a green cat. They wear the
costumes they have made.
Did this solve the problem? Why?
What was the next problem?
What did Winnie do to solve the second problem? Group E will show us.
Group E dramatizes/pantomimes the scene where Winnie turns Wilbur into a multi-colored cat.
How did Wilbur feel? Why?
Face cut-outs are pasted on the 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)
What was Winnie’s problem now? How did Winnie feel? Group C will tell us.
Group C presents their output: Winnie’s Diary Entry
Face cut-outs
Group D, what do you think Winnie could have done about her problem?
Group D presents their output: Advice Column
Who else have ideas other than those presented by Group D?
What did Winnie decide to do?
How does Winnie’s house look now?
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 6
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?
Finding practical
applications of concepts and skills in daily living
ART
Construction and coloring activities
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 7
Figure 10. Winnie hat and Wilbur headdress; Coloring Winnie
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.
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 8
Making generalizations and abstractions about the lesson
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 9
Evaluating learning
WINNIE WANDA
Step 3: Guided Practice witches
lives in a black house lives in a caved
have black pets
pet cat – Wilbur pet wolf – Woof
Introduce the Venn Diagram as a device for can cast spells
casts good spells casts evil spells
showing similarities and differences. Draw it
on the board then guide children in filling it up
with the same information found in the
comparison table. The completed diagram
may look like the one in Figure 14. Figure 14. Venn Diagram showing the same
information shown in the comparison table
Provide a practice exercise with another
compare-contrast paragraph, preferably an
informational material in the content areas.
Guided practice is usually done with the
whole class, with the children reading aloud
the sample text, and the teacher guiding the
discussion on the compare-contrast points.
This will give an idea which students are
understanding what is being taught and if
there is a need for re-teaching, e.g., going
back to Step 2. The sample worksheet for
Guided Practice shown in Figure 15 is a text
that might be taken from a Social Studies
book.
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
A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 10
Additional activities for application or remediation
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).
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 .
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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/
V. REMARKS
VI. REFLECTION
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