R epublic of the P hilippines

D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Office of the Principal

LESSON PLAN IN NATIONAL READING PROGRAM (NRP)
CATCH-UP FRIDAYS
GRADE 5 ST. FRANCIS

I. OBJECTIVES

1. The learners enhance their reading skills by actively engaging with various texts, developing
comprehension strategies, and fostering a love for reading.
2. The learners should be able to familiarize with different literary genres and their characteristics. and
3. Enhance students' vocabulary through exposure to diverse texts.
II. CONTENT

Subject Matter : EXPLORING TEXTS AND DEVELOPING READING SKILL

A. Values Integration: Cooperation, Keen Observation and Appreciation
B. References: DepEd MEMORANDUM No. 001, s. 2024
C. Materials: Power Point Presentation, chart and reading materials
III. PROCEDURE

PART I. READING INTERVENTION

A. PRELIMINARY ACTIVITIES

1. Prayer
2. Checking of Attendance
3. Greetings
B. PRE-READING ACTIVITIES (30 MINS.)

1. Developing vocabulary/concepts

a) Tell the following dialogue using two puppets. Write the underlined words/phrases on the board or present
them on cards/strips.

b) Have the children read the word/phrase then give their meanings based on the way they
were used in the exchange between Tommy and Anna. Ask a volunteer to do a somersault.
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?
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

2. Activating
Office of theprior knowledge / developing a purpose for reading
Principal
a) Develop a semantic map for witch. Guide the children in categorizing the words they have generated.

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?

C. DURING READING (120 MINS.)

(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?

… 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 ACTIVITIES (30 MINS.)

1. Engagement Activities I (Small groups)

Divide the class into five groups. Assign each group to do one of these tasks. Give directions and guidelines.
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Presentofblack
Office the Carolina
Principalcut-out of Winnie’s house.

Here is an outline of Winnie’s house. Using white chalk or crayon,

draw the things found inside Winnie’s house. Label them.

a) 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.

b) When Wilbur became rainbow-colored, he felt 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.

c) 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.

d) Dramatize how Winnie turned Wilbur into a green multi-colored cat, then to a black cat once
more.

Note: Guide the groups while they work on their engagement activities. Give enough time for
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

children to work on their tasks. When they finish, put up their work on the board or walls. Leave
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some space for the Problem-Solution Flow Chart.
Then proceed to the discussion.

2. Engagement Activities II: Discussion (Whole class)

Put up a properly labeled flow chart.
As each situation is discussed, have learners draw
appropriate Winnie and Wilbur face with different
emotional expressions beside the appropriate portion of the
chart.

Where did Winnie live? Group 1, 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.

Ask: 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?
What did Winnie do to solve this problem?

Group 2 dramatizes/pantomimes the scene where Winnie

turns Wilbur into a green cat. They wear the costumes they have made.

Ask: Did this solve the problem? Why? What was the next problem?
What did Winnie do to solve the second problem?

Group 2 dramatizes/pantomimes the scene where Winnie turns Wilbur into a multi-colored cat.
How did Wilbur feel? Why?

Ask: What did Wilbur do? Group 3, can you tell us what the birds might have said about
Wilbur? And what Wilbur might have been thinking?

Group 3 presents output: Bird Tweets

Ask: What was Winnie’s problem now? How did Winnie feel? Group C will tell us.
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Office of the Principal

Group 4 presents their output: Winnie’s Diary Entry

Ask: What do you think Winnie could have done about her problem?

Group 5 presents their output: Advice Column

Ask: Who else have ideas other than those presented by Group 5?
What did Winnie decide to do?

Ask: How does Winnie’s house look now?

Present an uncolored house and have children color the different things in the house according to the
descriptions given in the book.

3. Enrichment/Extending the Literary Experience/Curriculum Connections

(Individual Students/Small groups)
Here are possible activities which may be done as individual or small group projects to extend the literary
experience and make connections across the curriculum
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.

MUSIC

 Singing Winnie’s Song (https://youtu.be/EsHWZDeZyNA?t=5)

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)
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Office of the Principal

PART II. READING ENHANCEMENT

A. Preparation and Settling In

 Learners gather their chosen reading materials and find a comfortable spot.
 Teachers create a quiet and conducive reading atmosphere.
 Brief relaxation exercises for a reading mind-set.

B. Dedicated Reading Time (30 MINS.)

Drop Everything and Read (DEAR). Provide learners with an opportunity to read a book of their choice. This
should be done independently and silently for a relatively short period, i.e., a maximum of 30 minutes with no
interruptions or quizzes on what has been read.

*Encourage writing or drawing if a learner finishes early.

C. Progress Monitoring through Reflection and Sharing

 Voluntary sharing of interesting parts, themes, or book recommendations.

 Teachers facilitate a brief discussion on the importance of reading.
 Learners relate stories to personal experiences during sharing.

D. Wrap Up

 Reinforce key points or main takeaways from the material/ s read.

 Teachers ask questions about the reading experience.
 Encourage general feedback.
 Learners set the next reading goal.

Prepared by:

RICA R. CORDERO
Teacher III

NOTED:

MELANIE AN P. CARANDANG
School Principal II
 R epublic of the P hilippines
D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Office of the Principal