Professional Documents
Culture Documents
NRP DLP
NRP DLP
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
SDO SANTA ROSA NORTH ANNEX
V.F. VILLANUEVA MEMORIAL SCHOOL
Deepwell, Brgy. Sto. Rosario, Santa Rosa, Nueva Ecija
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
II. CONTENT
III. PROCEDURE
A. PRELIMINARY ACTIVITIES
1. Prayer
2. Checking of Attendance
3. Greetings
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?
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?
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?
Divide the class into five groups. Assign each group to do one of these tasks. Give directions and
guidelines.
b) 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) 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.
d) 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) 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
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.
2. Engagement Activities II: Discussion (Whole class)
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?
Ask: What was Winnie’s problem now? How did Winnie feel? Group C will tell us.
Ask: What do you think Winnie could have done about her problem?
Ask: Who else have ideas other than those presented by Group 5?
What did Winnie decide to do?
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)
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 mindset.
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.
Prepared by:
ROWENA S. RODRIGUEZ
School Principal I