CATCH-UP FRIDAYS TEACHING GUIDE

(FRUSTRATION) READING INTERVENTION ACTIVITY PLAN

(Third Week)

Reading Lesson Plan: Building Confidence with Short Stories

(10th Grade - Frustration Readers)

I. General Overview
Catch-Up Subject National Reading Program Grade 10
Level:
Time: First Half Level: Frustration
II. Session Details
Session Title: Building Confidence with Short Stories
(10th Grade - Frustration Readers)
Session Objectives:  Students will actively participate in pre-reading
activities to build background knowledge and
engage with the story.
 Students will read the chosen short story with
support and scaffolding.
 Students will reflect on their understanding
through discussion and activities.
 Students will engage in an independent reading
project, fostering a love for reading.
III. Facilitation Strategies
Components Duration Activities and Procedure

Briefly discuss the story's genre and theme using

Activate Prior questions or pictures.
Knowledge: (10 minutes)
Encourage students to share their own
experiences or knowledge related to the topic.

Record key ideas on a chart paper.

Choose 3-5 challenging words from the story and

Vocabulary Preview: (10 minutes) pre-teach them using context clues, definitions,
or pictures.

Have students practice using the words in

sentences.
 Discuss the importance of setting goals for
reading.
Set Reading Goals: (10 minutes)
Guide students to set individual goals, such
as understanding specific characters or
events.

 Model fluent reading of the first few

pages, emphasizing punctuation and
expression.

 Read the rest of the story together in

small groups, taking turns reading aloud.
Guided Reading: (30 minutes)

 Pause periodically to clarify

vocabulary, answer questions, and check
for understanding.

 Students silently read the remaining

Independent Reading: (30 minutes) story individually, using the previously
learned strategies.
 Encourage students to use sticky
notes to mark challenging words or note
important details.

 Have students individually reflect on

their reading experience using prompts
Think-Pair-Share: (15 minutes) like: What was the story about? What was
your favorite part?
 Pair students to discuss their
reflections and answer each other's
questions.
 Encourage sharing answers with the
whole class, focusing on comprehension
and personal connections to the story.

Character Analysis: (15 minutes)  As a class, discuss different

characters from the story.
 Use prompts like: How did the
 characters behave? How did they change
throughout the story?
 Encourage students to use evidence
from the text to support their answers.

 Provide students with different options

(15 minutes) to demonstrate their understanding, such
Creative Response: as:
(Optional)
 Drawing a scene from the story.
 Writing a summary from a specific
character's perspective.
 Creating a comic strip summarizing
the story's main events.
Independent Reading Project (45 minutes):

 Introduce the concept of the

independent reading project.
Project Introduction: (10 minutes)  Explain that students will choose a
book they are interested in reading
independently.

 Provide a selection of age-appropriate

children's books of varying difficulty levels.
Book Selection: (20 minutes)  Guide students in choosing a book
based on their interests and reading level.

 Discuss the project expectations, such

as:
 Reading a certain number of pages
daily or weekly.
 Completing short comprehension
Project Guidelines: activities after each reading session.
(15 minutes)  Creating a final presentation or
activity to share their chosen book with
the class.

Review and Reflection:  Briefly review the key points and

learning objectives of the lesson.
 Have students share their thoughts
(10 minutes) and feelings about the reading experience
and the independent project ahead.
 Collect students' reflections, creative
responses, or completed independent
Assessment: (5 minutes) reading activities to assess their
comprehension and progress.

Provide audiobooks or read-aloud

recordings of the text for struggling
readers.
Differentiation:
Offer graphic organizers or sentence
starters to support comprehension
activities.

Prepared by:

BENJIE G. ABELLANA
Teacher I
 Sammy and the Seed

Sammy the squirrel loved to play in the park. One sunny day, he was digging a
hole under a big oak tree when he found a tiny, round object.

"Hmm, what is this?" Sammy wondered, picking it up in his tiny paws.

It was brown and smooth, about the size of his thumb. He rolled it around in his
paws, but he couldn't figure it out.

"Maybe it's a nut," he thought, sniffing it. But it didn't smell like any nut he knew.

Just then, his friend, Luna the ladybug, landed on his shoulder.

"Hello, Sammy," Luna greeted, "What's that you have?"

Sammy showed her the little brown object. "I don't know," he said, "I found it
under the tree."

Luna looked at it closely. "Oh, that's a seed, Sammy!" she exclaimed.

"A seed?" Sammy asked, surprised. "What's a seed?"

"A seed is a tiny plant waiting to grow," Luna explained. "If you plant it in the
ground and water it, it will sprout into a beautiful tree!"

Sammy's eyes widened with excitement. "A tree? Can I plant it?"

"Of course!" Luna said, "Find a nice spot with soft soil, and dig a small hole."

Sammy followed Luna's instructions. He found a sunny spot near the oak tree,
dug a hole, and carefully placed the seed inside. Then, he gently covered it with
soil and watered it with a little puddle he found nearby.

"Thank you, Luna!" Sammy said, feeling proud. "I can't wait to see my tree grow."

Luna smiled. "It will take time, Sammy, but with patience and care, it will grow tall
and strong!"
Multiple Choice Questions:

1. What did Sammy find in the park?

(a) a leaf
(b) a seed
(c) a toy
(d) a candy

2. What did Luna tell Sammy about the seed?

(a) it was delicious
(b) it could grow into a tree
(c) it was a good hiding spot
(d) it belonged to a bird

3. What did Sammy do with the seed after Luna explained what it was?
(a) He threw it away.
(b) He kept it as a toy.
(c) He planted it in the ground.
(d) He gave it to Luna.

4. What did Luna tell Sammy to do after planting the seed?

(a) leave it alone and forget about it
(b) play with it every day
(c) water it with some water
(d) paint it different colors"

5. What color was the seed Sammy found?

(a) red
(b) brown
(c) yellow
(d) green

6. Where did Sammy find the seed?

(a) in a tree
(b) on the ground
(c) in the sky
(d) in a flower

7. What did Sammy use to water the seed?

(a) his tail
(b) a puddle
(c) a leaf
(d) a cloud
8. Who helped Sammy understand what the seed was?
(a) a bird
(b) a bee
(c) a ladybug
(d) a worm

9. What feeling did Sammy have after planting the seed?

(a) anger
(b) sadness
(c) excitement
(d) boredom

10. What did Luna tell Sammy would happen to the seed with care?
(a) it would turn into a flower
(b) it would stay the same
(c) it would shrink
(d) it would grow tall and strong
 The Curious Case of the Missing Cookies

The bustling bakery of Mrs. Crumbs was filled with the sweet aroma of freshly
baked cookies. Today was a special day – the annual "Great Cookie Competition"
where children from the town would compete for the coveted prize of "Junior Baker
of the Year." Ten-year-old Maya, with her signature chocolate chip recipe, was
determined to win.

As the judges arrived, Mrs. Crumbs noticed a peculiar sight. All the cookie jars on
display were empty! Panic spread through the bakery. Who could have done such
a thing? Maya, with her keen detective skills, decided to investigate.

She began by questioning the contestants. Emily, known for her messy baking
style, claimed she wouldn't steal cookies as her own were "messy masterpieces."
Liam, the self-proclaimed "cookie connoisseur," stated he only appreciated, not
consumed, cookies. Finally, shy Sarah, known for her elaborate decorations,
nervously mumbled she wouldn't dare take someone else's work.

Undeterred, Maya examined the bakery for clues. She noticed crumbs scattered
near the trash bin, leading to a trail of flour footprints on the floor. The trail led to
the back door, which was slightly ajar.

Suddenly, Maya heard a whimpering sound. Following the sound, she found a
small stray cat curled up under the stairs, its stomach full. Maya realized the
culprit was not a human competitor, but a hungry feline friend.

Maya approached the cat gently and offered her a freshly baked cookie, which the
cat devoured happily. She then fetched a bowl of milk and placed it near the cat,
ensuring it was fed and comfortable.

Later that day, the "Great Cookie Competition" resumed. Although the original
cookies were missing, the judges were impressed by Maya's quick thinking,
kindness, and detective skills. She was awarded the "Junior Baker of the Year"
title not for her cookies, but for her compassion and quick thinking.
Multiple Choice Questions:

1. Where did the story take place?

(a) A school cafeteria

(b) A family kitchen
(c) A bakery shops
(d) A park

2. What was the annual event happening at the bakery?

(a) A bread-making contest

(b) A baking competition for children
(c) A grand opening celebration
(d) A fundraiser for animals

3. Why did Mrs. Crumbs panic?

(a) The oven malfunctioned.

(b) The judges were late.
(c) All the cookies were stolen.
(d) The bakery lights went out.

4. What did Emily, Liam, and Sarah claim about the missing cookies?

(a) They didn't steal them.

(b) They saw someone else take them.
(c) They didn't care about the cookies.
(d) They ate the cookies themselves.

5. How did Maya find clues to the missing cookies?

(a) She interviewed the judges.

(b) She reviewed security footage.
(c) She followed a trail of crumbs and flour.
(d) She smelled the culprit's clothes.

6. What did Maya do when she found the culprit?

(a) She scolded the culprit for stealing.

(b) She shared a cookie with the culprit.
(c) She called the animal control center.
(d) She took the culprit to the judges.
7. Why did Maya receive the "Junior Baker of the Year" title?

(a) She baked the best cookies in the competition.

(b) She showed excellent baking skills and creativity.
(c) She displayed critical thinking and problem-solving skills.
(d) She showed great kindness and compassion.

8. What is the main lesson of the story?

(a) Always judge a book by its cover.

(b) Don't jump to conclusions without evidence.
(c) Sharing is caring, even with animals.
(d) Competition is more important than kindness.

9. What can you infer about Maya from the story?

(a) She is afraid of cats.

(b) She cares deeply about animals.
(c) She is not a good baker.
(d) She is not interested in competitions.

10. Which word best describes the atmosphere in the bakery after the cookies
were discovered missing?

(a) Festive and joyful

(b) Calm and relaxing
(c) Tense and chaotic
(d) Peaceful and quiet