Republic of the Philippines

Department of Education
REGION XI
Division of Davao City

DAVAO CITY SPECIAL SCHOOL

SEMI-DETAILED LESSON PLAN IN ENGLISH 5

Name of Teacher HAZZELL A. ELMINERO Section V- MAHOGANY

Leaning Area ENGLISH Time: 6:30 – 7:20
Grade Level FIVE Date June 24, 2019

OBJECTIVES

A. A. Realize that solutions to a problem sometimes lead to complications.

Understand the love sometimes entails sacrifice.
Admire a character’s concern for another character and for arriving at a creative solution to a
problem.
Appreciate and enjoy aspects of humor in the story.

B. Form a semantic map for witch

RC: Read aloud grade level appropriate text with an accuracy rate of 95 – 100%
LC: Identify the elements of literary texts
Write a character sketch
Dramatize portions of the story
Write a diary entry
Write a letter giving advice

C. Predict “what the character will do next” while listening to the story Infer characters’
emotional reactions

SUBJECT MATTER & MATERIALS

Main Text: Winnie the Witch by Valerie Thomas & Korky Paul (Oxford University Press, 1993)
Identifying Elements of a Literary Text (Week 3)
Materials: Two puppets (that could somersault)
Cut-out of Winnie’s house
Poster of Wilbur up the tree with the birds
Manila paper charts for diary and advice column activities
Crayon, markers and pencils
Code: EN5LC – Ic – 2.17.2, EN5RC-Ic-2.23, EN5A-Ic-16

PROCEDURE
A. PRE-READING
1. Developing Vocabulary and Concept
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.
(Show puppets). These are Tommy and Anna.
They are friends.
Tommy: Hey, Anna, why do you look miserable?
Anna: Yes, I’m very unhappy. I broke Nanay’s
favorite vase and she is furious with me.
Tommy thought that something had to be done so
that Anna will stop feeling miserable. He started
doing somersaults (have the puppet do
somersaults).

Anna: (laughs) what are you doing? You look so

ridiculous doing that! Tommy: Aha, but I made you
laugh, didn’t I?”

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 2. Activating prior knowledge / developing a purpose for reading
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?

B. DURING READING

(The format used for the first part here is a read-aloud by the teacher. Towards the middle,
include the children in reading the story aloud.)
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
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.

a) Here’s a picture of Winnie and Wilbur. Write a short description

of them in complete sentences. Write your answers in the space provided.

b) Present black cartolina cut-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.

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) 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

e) Pretend you are a writer of an advice column. If Winnie wrote to

you when she kept tripping over Wilbur, what advice would you

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 give her? Write what Winnie might have written. Then write down your advice.

2. ENGAGEMENT ACTIVITIES II. Discussion (Whole Class)

Who are the characters in the story? How do you describe
them?
Group A presents output.
Where did Winnie live? Group B, can you tell us more about
Winnie’s house.
Group B 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?

What did Winnie do to solve this problem? Group C 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 C will show us.
Group C dramatizes/pantomimes the scene where Winnie turns Wilbur into a multi-
colored cat. How did Wilbur feel? Why?

How did Winnie feel? Group D will tell us.

Group D presents their output: Winnie’s Diary Entry

Group E, what do you think Winnie could have done about her problem?
Group E presents their output: Advice Column
Who else have ideas other than those presented by Group E?
What did Winnie decide to do? 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.
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?

3. Explicit Teaching of a Reading Comprehension Skill: Identifying Elements of a Literary

Text
Guide the children in discussing the elements of the story.
Have the students paste the cut-outs of examples into its correct category.
- Black house in the forest
- Winnie the Witch and Wilbur the Cat
- Winnie lived in her black house with her cat. He was black too. And that’s how
the trouble began.
- Love entails sacrifice
- Winnie the Witch kept tripping over Wilbur so she turned him into a multi-colored
cat.

CONFLICT
Title of the Story

Setting THEME

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Plot Characters
 Say: Class, these are the elements of literary texts and their definition.
• The characters are the people or animals in the story.
• The setting talks about the place and the time that the events in the story happened.
• The plot is made up of the events that happened in the story. It consists of the beginning, the
middle, and the ending.

a) Beginning – it gives the problem faced by the main character

b) Middle – it represents the actions made by the characters to solve the problem
c) Ending – it gives the solution to the problem
• Theme – is the subject of the story and what the author wants to convey to the readers.

4. Independent Practice
Read the selection and do the activity that follows.
Read LM, do and Learn for the selection “Mind Your Own Business”
Summarize the elements of the story by filling in the semantic web.

5. 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)
SOCIAL STUDIES
Research/Read about superstitions about black cats
Research/Read about how Halloween is celebrated in different parts of the world.

G. Evaluation
Read the story “Inside the Canteen” and identify the elements of the literary text.
IV. Evaluation
The teacher will give a short story entitled “The Ant and the Dove” to the pupils for them
to read and analyze, Refer to LM, Learn Some More. Comprehension questions with
choices will also be provided to assess whether the competency was achieved

V. Agreement
Choose your favorite story and identify elements of literary texts in your notebook.

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