Grades 1 to 12 School Grade Level 4, 5, 6

DETAILED Teacher Learning Area English

LESSON PLAN Teaching Dates and Time Quarter

A LINKS Lesson on Winnie the Witch

Adapted and updated from a sample integrated lesson sequence by M. Dela Paz and N. Hermosa. From
NNHermosa (1997) Literature and skills: An integrated framework. In Ocampo, D. Trends in Reading Education.
UP Open University. This updated version is part of the BEST teacher resource package in English Grades 4-6.

I. OBJECTIVES

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 Fill in a problem-solution chart

Dramatize portions of the story
Fill in speech/thought bubbles
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 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)

III. LEARNING RESOURCES

Two puppets (that could somersault)
Problem-Solution flow chart
Cartolina cut-out of Winnie’s house
Face cut-outs of Winnie and Wilbur showing different emotions
Poster of Wilbur up the tree with the birds
Manila paper charts for diary and advice column activities
Crayon, paint, Manila paper, crepe paper, colored chalk
Comparison-contrast teaching charts and worksheets

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IV. PROCEDURES
(Show puppets).
These are Tommy and Anna.
Reviewing previous lesson or presenting the They are friends.
new lesson

A. PRE-READING Tommy: Hey, Anna, why do you look miserable?

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.
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?”
Figure 1. Teacher's puppet story to unlock vocabulary

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?

Establishing a purpose for the lesson

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.
Possible words are shown in Figure 2.

black, pointed hat long, black dress

drink lemonade WITCH haunted

wicked
can fly

Figure 2. Semantic Map for WITCH

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?

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Presenting examples/instances of the new lesson
B. DURING READING
(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.)

Discussing new concepts and practicing new skills #1

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) Present black cartolina cut-out of Winnie’s house, similar to Figure 3.

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A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)_PRIMALS English 4-6 4
Discussing new concepts and practicing new skills #2

2. Engagement Activities II: Discussion (Whole class)

Put up a properly labeled flow chart like the one shown in Winnie lived in a
Figure 7. As each situation is discussed, have pupils tape black house with
appropriate Winnie and Wilbur cut-outs, with different a black cat
emotional expressions beside the appropriate portion of the named Wilbur.
chart.

Where did Winnie live? Group A, can you tell us more Problem 1
about Winnie’s house.
 Group A presents output: Things in Winnie’s black house.
Solution 1
What could be the reason why everything in
Winnie’s house was black?
Problem 2
 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?
Solution 2
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?
Problem 3

 Face cut-outs with appropriate feelings are pasted on the

chart.
Solution 3
What did Winnie do to solve this problem? Group E
will show us.
 Group E dramatizes/pantomimes the scene where Winnie Figure 7. Problem-Solution Flow Chart
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?

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  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?

 Call children’s attention to the flow chart. Figure 8. Poster of Winnie's new house
How many problems were met by Winnie in the to be colored
story?
How many solutions did she think of?
Was there a solution to every problem in the story?
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?

Developing mastery (leads to Formative Assessment 3)

 (Go back to the semantic map that the class made in the pre-reading part of the lesson. Guide the
children in expanding it with new insights from the story. In the example shown in Figure 9, the entries
with asterisks were added to the semantic map made during the pre-reading part.)

Finding practical applications of concepts and skills in daily living

3. Enrichment/Extending the Literary Experience/Curriculum Connections

(Individual Students/Small groups)

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 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

Figure 10. Winnie hat and Wilbur headdress; Coloring Winnie

MUSIC Winnie’s Song

 Singing Winnie’s Song A big tall hat
Ten long toes A
(https://youtu.be/EsHWZDeZyNA?t=5) The black magic wand
song can be taught in the music A long red nose.
class. It can also be used in a lesson
She’s Winnie
on adjectives (arrangement
Winnie the Witch.
of two adjectives before a noun)
A long black tail
SOCIAL STUDIES Big green eyes
He goes with Winnie
 Research/Read about superstitions When she flies.
about black cats
 Research/Read about how Figure 11. Winnie's Song He’s Wilbur
Halloween is celebrated in different Wilbur the Cat.

parts of the world.

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.

Figure 12. Science experiments on the concepts of chemical reaction

and camouflage

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Making generalizations and abstractions about the lesson

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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.

Step 4: Independent Practice

Figure 15. Sample worksheet/chart
Review why readers make comparisons. for guided practice
Then give exercises for independent practice.
These may include worksheets, Venn Diagrams, writing, e.g., children
can make diagrams/tables or write paragraphs comparing two
things/persons/animals. Give each child a copy of the Compare-
Contrast Tool Kit to guide them in doing the practice exercises. See
sample paragraph below.

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.

Nests and Houses

You already know that there are major differences between a house and
a nest. In contrast to a house, a nest is small and has only one room.
Another difference is that a house is usually for people while a nest is for
birds. However, you might be surprised to find out that nests and houses
have some things that are the same. For example, both nests and houses
provide shelter. Another similarity is that both use trees in their
construction. Birds use sticks and twigs while people use lumber from
trees. Last, they are alike because they take up space, although a house
usually takes up more space than a nest!

(Slightly adapted from ReadWriteThink. Copyright 2007 IRA/NCTE. All rights

reserved.
 ReadWriteThink materials may be reproduced for educational purposes)

Figure 16. Compare-Contrast Tool Kit and sample text to be used for independent practice

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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. A sample Venn Diagram comparing and contrasting

dogs and cats as pets

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. Sample charts/worksheets for

compar ing across texts

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

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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