Grade 5 NRP

January Week 1: Introduction to Genres
Objectives:
Students will be introduced to different literary genres.
Students will be able to identify key elements of a short story including theme, characters, and
setting.
Students will enhance their vocabulary through reading and discussion.
Contents:
Introduction to Literary Genres
Reading and Analyzing a Short Story
Subject Matter: National Reading Program (NRP)
References:
DepEd Memorandum #001 s. 2024
Materials:
Short story from a children's anthology
Whiteboard and markers
Vocabulary cards
Chart paper for group work
Procedure:
A. Daily Routine (10 minutes)
Prayer: Start with a short prayer.
Checking of Attendance: Mark the attendance of the students.
Energizer: Play a quick game of "Genre Charades" where students act out different genres (e.g.,
mystery, fairy tale) for their classmates to guess.
B. Activity 1: Reading Time (170 minutes)
Pre-Reading Activities (30 minutes):
Story Introduction: Introduce the short story, discussing the author and the genre. Provide a brief
overview without giving away the plot.
During Reading (60 minutes):
Read the short story aloud, pausing to engage students with predictive questions and encourage
them to visualize the scenes.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a group discussion about the story's themes, characters, and setting. Use
chart paper to write down students' contributions.
Review Vocabulary: Introduce new vocabulary words encountered in the story. Use the words in
sentences related to the story and ask students to do the same.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Allow students to choose a book of their interest to read silently. Encourage them to explore different
genres available in the classroom library.
D. Activity 3: Partner Reading (30 minutes)
Pair students up and have them take turns reading sections of another short story to each other,
discussing what they read after each section.
Evaluation:
Oral Retelling: Ask students to retell the story in their own words, focusing on the main events,
characters, and the moral of the story. Assess their understanding and ability to communicate the
story effectively.
Assignment:
Students will choose a genre and write a short paragraph about why they find it interesting or why
they might want to read a book from that genre. Encourage them to think about the stories they heard
in class and how those might inspire their choices.
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January Week 2: Fairy Tales and Folklore from Around the World
Objectives:
Students will explore fairy tales and folklore from different cultures.
Students will identify common elements in fairy tales and folklore, such as moral lessons, heroes, and
magical elements.
Students will improve their listening comprehension and narrative skills.
Contents:
Reading and Discussing International Fairy Tales and Folklore
References:
Materials:
A selected fairy tale or folklore story from a non-local culture
World map or globe
Character and setting cutouts
Vocabulary flashcards
Procedure:
Checking of Attendance: Record the students' presence.
Energizer: "Magic Word" - Students pass a ball around, and when the music stops, the student holding
the ball must say a magic word from one of the stories (previously learned).
Story Introduction: Briefly introduce the country or culture of origin for the day's story. Locate it
on a world map or globe. Discuss what fairy tales are and their purposes.
Read the selected fairy tale or folklore story aloud. Engage students by showing illustrations and
asking predictive questions.
Discussion: Lead a discussion on the story's themes, characters, and setting. Use character and
setting cutouts for visual aids.
Review Vocabulary: Introduce and review new vocabulary words found in the story. Use flashcards
and encourage students to make sentences with the new words.
Students select a book from the classroom library, focusing on fairy tales and folklore, and read
silently.
Students pair up to read selected short fairy tales or folklore to each other, then discuss the moral
lessons and cultural aspects of the story.
Evaluation:
Oral Retelling: Ask students to choose their favorite part of the story and retell it in their own words.
Focus on assessing their understanding of the moral lesson and their ability to recall and narrate key
details.
Assignment:
Students will write a short reflection on the fairy tale or folklore they read, focusing on what they
learned about the culture it originates from and the moral of the story. Encourage them to compare
and contrast it with fairy tales from their own culture.

January Week 3: Introduction to Non-Fiction
Objectives:
Students will be introduced to non-fiction texts, focusing on biographical stories.
Students will differentiate between fiction and non-fiction texts.
Students will enhance their understanding of key figures' contributions through biographical stories.
Contents:
Exploring Biographical Stories
References:
Materials:
Selected biographical story
Timeline materials (paper, markers, and rulers)
Photos or illustrations of the biography subject
Vocabulary list from the story
Procedure:
Prayer: Begin with a short prayer.
Checking of Attendance: Record which students are present.
Energizer: "True or False" - Make statements about the biography subject (some true, some false), and
have students stand for true and sit for false.
Story Introduction: Introduce the subject of the biographical story, providing background
information and why they are significant. Show photos or illustrations if available.
Read the biographical story aloud, stopping to discuss and clarify as needed. Engage students with
questions about the subject's life and achievements.
Discussion: Lead a group discussion on the story's main events and the subject's contributions.
Discuss the characteristics that made the subject a notable figure.
Review Vocabulary: Review new vocabulary words introduced in the story. Use the words in
sentences and ask students to do the same, focusing on how these words relate to the subject's life
and achievements.
Students choose a non-fiction book or article from a selection provided and read silently, focusing on
understanding the factual content.
Students pair up to read short biographies or informational texts to each other. After reading, they
discuss the person's life, the challenges they faced, and their contributions.
Evaluation:
Oral Retelling: Have students work in pairs to retell the biographical story, focusing on the timeline of
the subject's life, their major achievements, and why they are remembered. Assess comprehension
and the ability to communicate key information.
Assignment:
Students will create a simple timeline of the biography subject's life. They should include major life
events, achievements, and contributions. Encourage creativity and accuracy in the representation of
dates and facts.

January Week 4: Poetry Exploration
Objectives:
Students will be introduced to the basic elements of poetry.
Students will explore different types of poems to appreciate poetic language and form.
Students will create their own short poems, applying what they have learned about poetry.
Contents:
Understanding and Creating Poetry
References:
Materials:
A selection of poems for children
Chart paper and markers
Copies of poems for students
Poetry creation worksheet
Procedure:
Checking of Attendance: Mark the attendance of the students.
Energizer: "Poem in My Pocket" - Each student draws a slip of paper with a line of poetry from a hat,
reads it aloud, and the class guesses what emotion or image it evokes.
Story Introduction: Introduce poetry as a form of literature that expresses ideas and feelings in a
special way. Discuss different types of poems (e.g., haiku, acrostic, free verse).
Read a selection of poems aloud, focusing on different themes and forms. Pause to discuss
imagery, rhythm, and meaning.
Discussion: Facilitate a group discussion about the poems' themes, the feelings they evoke, and
any vivid imagery. Use chart paper to list students' thoughts and reactions.
Review Vocabulary: Highlight and review new vocabulary words found in the poems. Encourage
students to use these words in their own sentences or short poetic lines.
Students select a poetry book or a poem from a provided list and read silently. Encourage them to
think about the elements of poetry they've learned.
Students pair up and share their favorite poem from the DEAR time or from the poetry selection. They
discuss what they liked about the poem and any poetic elements they recognized.
Evaluation:
Oral Retelling: Instead of a traditional retelling, assess students by asking them to choose their
favorite poem read during the class and explain why it stood out to them, including any poetic
elements or themes they appreciated.
Assignment:
Students will use the poetry creation worksheet to write their own short poem. They can choose from
a list of themes or come up with their own. Encourage them to incorporate at least one poetic element
discussed in class, such as rhyme, rhythm, or vivid imagery.

February Week 1: Building Comprehension Skills - Identifying Main Ideas and Details
Objectives:
Students will learn how to identify the main idea and supporting details in a text.
Students will practice summarizing texts by focusing on main ideas and key details.
Students will develop skills to distinguish between important information and minor details.
Contents:
Comprehension Skills: Main Ideas and Supporting Details
References:
Materials:
A selection of short informational texts or articles
Highlighters and pens
Main idea and details worksheet
Procedure:
Checking of Attendance: Record attendance.
Energizer: "Main Idea Bag" - Fill a bag with objects related to a specific theme (e.g., beach items).
Students guess the main idea from the objects.
Story Introduction: Introduce the concept of main ideas and supporting details. Explain how
identifying these can help understand and summarize texts.
Students read selected texts, using highlighters to mark the main idea and key details.
Discussion: Discuss the identified main ideas and details as a class. Use specific examples from the
texts.
Review Vocabulary: Introduce new vocabulary words found in the texts. Discuss their meanings
and use them in sentences related to the main ideas of the texts.
Students choose a book or article to read silently, focusing on identifying the main idea and details as
they read.
In pairs, students read a short text to each other, then discuss and write down the main idea and
supporting details they identify.
Evaluation:
Oral Retelling: Assess students' ability to identify and explain the main idea and supporting details of
the text they read during partner reading.
Assignment:
Students will choose an article or short story from a provided list, read it at home, and fill out a
worksheet identifying the main idea and supporting details to bring to the next class.

February Week 2: Making Inferences and Predictions
Objectives:
Students will learn to make inferences about texts using clues from the text and their own
experiences.
Students will practice making predictions about story outcomes.
Students will engage in critical thinking and reasoning to understand texts beyond explicit
information.
Contents:
Inference and Prediction Skills in Reading
References:
Materials:
Short stories or book chapters with rich descriptive language
Inference graphic organizers
Prediction charts
Procedure:
Prayer: Begin with a prayer.
Checking of Attendance: Record who is present.
Energizer: "Inference Detective" - Give students a mystery object or a picture and have them make
inferences about it.
Story Introduction: Discuss the concepts of inference and prediction. Explain how readers use text
clues and their own knowledge to infer meaning.
Read stories aloud, pausing to ask students to make predictions and inferences about plot,
characters, and settings.
Discussion: Facilitate a discussion on the accuracy of the predictions and the basis for their
inferences.
Review Vocabulary: Identify new vocabulary in the texts and discuss inferred meanings based on
context before providing actual definitions.
Students read independently, encouraged to make inferences and predictions about their chosen text.
Pairs of students read a passage and use inference graphic organizers and prediction charts to discuss
their thoughts.
Evaluation:
Oral Retelling: Have students share their inferences and predictions about the story they read with a
partner, discussing how their thinking changed as they read.
Assignment:
Students will read a provided short story at home and write a paragraph predicting the ending, based
on inferences from the text's beginning and middle.

February Week 3: Understanding Characters and Settings
Objectives:
Students will analyze characters in a story, including their traits, motivations, and changes.
Students will explore how settings impact a story's mood and plot.
Students will create character maps and setting descriptions to deepen understanding.
Contents:
Character Analysis and the Role of Settings in Stories
References:
Materials:
Selected stories with rich characters and detailed settings
Character map templates
Setting description worksheets
Procedure:
Prayer: Start with a prayer.
Checking of Attendance: Take attendance.
Energizer: "Character Walk" - Students walk around the room embodying a character from a story
they've read, while others guess who they are.
Story Introduction: Introduce the stories, focusing on character and setting. Discuss how both
elements are crucial to storytelling.
Read the selected stories, stopping to analyze characters and settings.
Discussion: Discuss the characters' traits, motivations, and how they change. Analyze the setting
and its influence on the story.
Review Vocabulary: Focus on vocabulary that describes characters and settings. Use these words
in sentences related to the story.
Students choose their reading material, focusing on understanding characters and settings.
Students work in pairs to read short passages and complete character maps and setting descriptions.
Evaluation:
Oral Retelling: Students present their character maps and setting descriptions, explaining how these
elements influenced the story.
Assignment:
Read a short story and complete a character map and setting description worksheet, focusing on how
both elements contribute to the narrative.

February Week 4: Summarizing Texts
Objectives:
Students will learn strategies for summarizing texts, focusing on main ideas and critical details.
Students will practice writing summaries of various texts.
Students will differentiate between summarizing and paraphrasing.
Contents:
Strategies for Summarizing Texts
References:
Materials:
A selection of texts suitable for summarizing
Summary guide worksheets
Examples of summaries and paraphrases for comparison
Procedure:
Prayer: Offer a short prayer.
Checking of Attendance: Mark attendance.
Energizer: "Sum It Up" - Provide a complex sentence or a small paragraph, and have students
condense it into a single, concise sentence.
Story Introduction: Explain the importance of summarizing and the difference between
summarizing and paraphrasing.
Students read selected texts, identifying main ideas and key details.
Discussion: Share summaries and discuss the essential components of an effective summary.
Review Vocabulary: Identify key vocabulary that should be included in a summary to accurately
convey the text's main points.
Encourage students to select a text and practice summarizing it in their own words, focusing on
brevity and clarity.
In pairs, students read a passage and then work together to write a summary, comparing their versions
to ensure they've captured the essence of the text.
Evaluation:
Oral Retelling: Have students share their summaries with the class, focusing on conciseness and the
inclusion of main points and critical details.
Assignment:
Students will read a provided article or story at home and write a summary, bringing it to class for
review and discussion.

March Week 1: Exploring Themes in Literature
Objectives:
Students will identify and explore themes within various literary texts.
Students will understand how themes reflect the universal aspects of human experience.
Students will express their own thoughts and connections to the themes discussed.
Contents:
Identification and Analysis of Themes in Literature
References:
Materials:
A selection of short stories and poems with clear themes
Theme analysis worksheets
Chart paper and markers for group work
Procedure:
Prayer: Begin with a brief prayer.
Checking of Attendance: Record which students are present.
Energizer: "Theme Pictionary" - Students draw representations of common literary themes, and their
classmates guess the themes.
Story Introduction: Discuss what a theme is in literature and provide examples. Explain how
themes can give deeper meaning to stories and poems.
Read selected texts aloud, pausing to discuss potential themes and how they are developed
through characters and plot.
Discussion: Facilitate a group discussion about the identified themes and how they relate to
students' own experiences or observations of the world.
Review Vocabulary: Highlight vocabulary that is particularly relevant to the theme and discuss its
significance within the text.
Students choose texts to read silently, encouraged to identify and reflect on the themes.
Students pair up, read a selected short text together, and use the theme analysis worksheets to
discuss and record the theme(s) they identify.
Evaluation:
Oral Retelling: Have students present the themes they identified in their reading, explaining how the
story or poem conveys those themes through its characters and plot.
Assignment:
Students will choose a book they have read recently (either in class or independently) and write a
short essay about the theme of the book and how it was developed throughout the story.

March Week 2: Understanding the Author's Purpose
Objectives:
Students will learn to identify the author's purpose in different texts.
Students will differentiate between texts written to persuade, inform, entertain, and express feelings.
Students will analyze how an author's purpose influences the way a text is written.
Contents:
Analysis of Author's Purpose in Various Texts
References:
Materials:
Examples of texts written for different purposes (persuade, inform, entertain, express)
Author's purpose chart
Reading comprehension worksheets focused on author's purpose
Procedure:
Energizer: "Purpose Charades" - Students act out different author's purposes, and classmates guess
whether the purpose is to persuade, inform, entertain, or express feelings.
Story Introduction: Introduce the concept of author's purpose and discuss the four main reasons
authors write.
Present texts exemplifying different purposes. Read and discuss clues that indicate the author's
purpose.
Discussion: Use the author's purpose chart to analyze texts read in class. Discuss how
understanding the purpose can enhance comprehension.
Review Vocabulary: Focus on vocabulary that helps to reveal the author's purpose, discussing how
word choice supports the text's intent.
Students select a text and try to determine the author's purpose, noting evidence that supports their
determination.
In pairs, students read a passage and discuss the author's purpose, using a worksheet to guide their
analysis and record their findings.
Evaluation:
Oral Retelling: Have students share their analyses with the class, explaining the author's purpose in
their selected texts and the evidence that supports their conclusions.
Assignment:
Students will find a text at home (an article, a chapter of a book, an advertisement) and write a
paragraph identifying the author's purpose and providing evidence to support their analysis.

March Week 3: Analyzing Character Development
Objectives:
Students will analyze how characters develop and change over the course of a text.
Students will explore how character development contributes to the narrative.
Students will create character development charts to track changes in characters.
Contents:
Character Development in Literature
References:
Materials:
Selected stories or book excerpts featuring dynamic characters
Character development chart templates
Markers and colored pencils
Procedure:
Prayer: Lead a brief prayer.
Checking of Attendance: Check off students as they arrive.
Energizer: "Character Evolution" - Briefly act out a character at different points in their development,
and have students guess the character and the changes they underwent.
Story Introduction: Discuss the concept of character development and why it's important in
storytelling.
Read the selected text, focusing on the main character(s). Pause to note changes or growth in the
character(s).
Discussion: Facilitate a discussion on how and why the character(s) changed over the course of the
story.
Review Vocabulary: Highlight and review vocabulary related to character traits, emotions, and
motivations.
Students read independently, encouraged to focus on character development in their chosen text.
Pairs of students read a short story or chapter, then fill out a character development chart for the
main character, noting key moments of change.
Evaluation:
Oral Retelling: Students present their character development charts, explaining the significant
moments of change and growth for the characters they analyzed.
Assignment:
Students will read a story at home and create a character development chart for one of the
characters, to be presented in the next class.

March Week 4: Discussing Perspective and Point of View
Objectives:
Students will understand the concept of perspective and point of view in literature.
Students will identify the narrator's point of view in various texts and discuss how it affects the story.
Students will write a short passage from a different character's perspective.
Contents:
Exploring Perspective and Point of View
References:
Materials:
A selection of texts representing different points of view (first person, third person limited, third
person omniscient)
Point of view worksheets
Writing prompts for perspective change
Procedure:
Prayer: Conduct a short prayer.
Checking of Attendance: Note which students are present.
Energizer: "Whose View?" - Describe a scene from various points of view, and have students guess the
perspective (first, second, or third person).
Story Introduction: Introduce the concept of point of view and perspective in literature, explaining
different types and their effects on storytelling.
Read texts highlighting different points of view. Discuss how the choice of narrator influences the
story's presentation and the information provided to the reader.
Discussion: Analyze how the story might change if told from another character's perspective.
Review Vocabulary: Focus on vocabulary that helps describe and analyze narrative perspective
and character viewpoint.
Students choose a book or story to read, paying special attention to the narrator's point of view.
Students work in pairs to read a passage, then discuss the narrator's perspective and how it shapes the
story. They then complete a worksheet to explore changing the perspective.
Evaluation:
Oral Retelling: Have students share their work on changing the narrative perspective of a passage,
discussing how the new perspective alters the reader's understanding or emotional response.
Assignment:
Students will select a scene from a book they have read and rewrite it from a different character's
perspective, considering how this change affects the narrative.

April Week 1: Introduction to Reading Fluency and Expression
Objectives:
Students will understand the importance of reading fluency and expression.
Students will practice reading aloud with attention to pacing, volume, and emotion.
Students will engage in activities designed to improve their oral reading skills.
Contents:
Reading Fluency and Expression Techniques
References:
Materials:
Selection of poems and short passages for reading aloud
Recording device for playback (optional)
Fluency checklist
Procedure:
Prayer: Begin with a prayer.
Energizer: "Mirror Reading" - Pair students up and have one read a sentence with expression, while
their partner tries to mimic their tone and expression exactly.
Story Introduction: Discuss the concept of fluency and expression in reading. Explain how these
skills improve comprehension and make reading more enjoyable.
Students take turns reading selected poems and passages aloud, focusing on fluency and
expression.
Discussion: Reflect on the reading experience, discussing how different expressions changed the
understanding or feel of the text.
Review Vocabulary: Introduce vocabulary related to fluency (such as pacing, volume, intonation)
and practice using these terms.
Students read silently, choosing texts that interest them, with the goal of identifying passages they
might like to read aloud.
Partners practice reading passages to each other, using the fluency checklist to give constructive
feedback on pacing, expression, and clarity.
Evaluation:
Oral Retelling: Have students read a short passage aloud to the class, focusing on fluency and
expression. Use the fluency checklist to provide feedback.
Assignment:
Students will select a short passage from a book they enjoy and practice reading it aloud with fluency
and expression to present at the next class.

April Week 2: Using Punctuation to Guide Expression in Reading
Objectives:
Students will learn how punctuation marks guide the reader to read with appropriate pauses,
inflection, and emotion.
Students will practice reading aloud, using punctuation as cues for expression.
Students will identify how punctuation affects the meaning and tone of a passage.
Contents:
The Role of Punctuation in Reading Fluency and Expression
References:
Materials:
Texts with varied punctuation for reading practice
Punctuation guide handouts
Markers and whiteboard
Procedure:
Energizer: "Punctuation Emotion" - Write sentences on the board with different punctuation and have
students read them aloud, changing their expression based on the punctuation.
Story Introduction: Review different types of punctuation marks and their roles in reading
expression.
Students practice reading passages aloud, focusing on adjusting their expression according to the
punctuation.
Discussion: Discuss how punctuation influenced their reading and the understanding of the text.
Review Vocabulary: Highlight vocabulary related to expression and punctuation (such as pause,
inflection, emphasis) and practice using these terms.
Students choose reading material, paying special attention to punctuation as they read silently,
preparing to discuss its impact on expression.
In pairs, students exchange passages and give feedback on each other's use of punctuation to guide
expression, using the punctuation guide handouts for reference.
Evaluation:
Oral Retelling: Assess students by having them read a passage to the class, focusing on how they use
punctuation to enhance their reading expression.
Assignment:
Students will find a passage in a book or article that contains a variety of punctuation and practice
reading it aloud for fluency and expression, to share in the next class.

April Week 3: Reading with Speed and Accuracy
Objectives:
Students will practice reading with both speed and accuracy.
Students will engage in timed reading exercises to improve their reading rate.
Students will understand the balance between reading quickly and maintaining comprehension.
Contents:
Strategies for Improving Reading Speed and Accuracy
References:
Materials:
Timed reading passages
Stopwatch or timer
Reading speed and comprehension questionnaires
Procedure:
Energizer: "Speed Word Round" - Display words quickly on the board, and students shout them out as
fast as they can, focusing on speed and accuracy.
Story Introduction: Discuss the importance of reading speed and accuracy for overall
comprehension.
Conduct timed reading exercises, allowing students to track their reading speed on different
passages.
Discussion: Reflect on the experience, discussing strategies to increase speed without losing
comprehension.
Review Vocabulary: Review any challenging vocabulary from the timed passages and discuss
strategies for quick understanding of new words.
Students read silently, focusing on applying strategies to improve their reading speed and accuracy.
Pairs of students practice timed reading with each other, offering encouragement and feedback on
speed and clarity.
Evaluation:
Oral Retelling: Assess students' ability to quickly recall facts and details from the passages they read
during the timed exercises.
Assignment:
Students will select a passage to practice reading at home, timing themselves to see how quickly they
can read it while still being able to answer comprehension questions accurately.

April Week 4: Performing Read-Alouds
Objectives:
Students will gain confidence in their reading and public speaking skills by performing read-alouds.
Students will practice reading with expression, proper pacing, and clear pronunciation.
Students will select and prepare a passage to read aloud, considering their audience.
Contents:
Preparation and Performance of Read-Alouds
References:
Materials:
A variety of books and passages for students to choose from
Criteria checklist for effective read-alouds (expression, volume, clarity)
Feedback forms for audience members
Procedure:
Prayer: Conduct a brief prayer.
Checking of Attendance: Mark who is present.
Energizer: "Expressive Echo" - The teacher reads a sentence with expression, and students echo it
back, mimicking the expression as closely as possible.
Story Introduction: Discuss the importance of read-alouds and what makes them engaging
(expression, pacing, audience awareness).
Students select their passages and practice reading aloud, focusing on expression and clarity.
Discussion: Share tips for effective read-alouds and discuss the importance of considering the
audience.
Review Vocabulary: Go over any challenging words in the selected passages and practice
pronouncing them correctly.
Students continue to prepare for their read-alouds, practicing their passages silently or with a partner.
In pairs, students practice their read-alouds and provide each other with feedback using the criteria
checklist.
Evaluation:
Oral Retelling: Students perform their read-aloud for the class, receiving feedback based on the
criteria checklist. Focus on expression, clarity, and audience engagement.
Assignment:
Encourage students to prepare a new passage for a read-aloud to be performed in a future class,
focusing on improving based on the feedback received.

May Week 1: Writing Book Reviews
Objectives:
Students will learn how to write a book review that includes a summary of the book, their personal
opinion, and recommendations for other readers.
Students will develop critical thinking skills by analyzing and evaluating the content of a book.
Students will enhance their writing skills through structured book review assignments.
Contents:
Structure and Elements of a Book Review
References:
Materials:
Examples of book reviews for children's literature
Book review template (including sections for summary, opinion, and recommendations)
Selection of books previously read in class or independently by students
Procedure:
Energizer: "Book Emoji Review" - Students think of a book they've read and describe it using only three
emojis, while others guess the book.
Story Introduction: Discuss the purpose of a book review and go over the elements that should be
included.
Students select a book they have read and begin drafting their reviews using the template,
focusing on the summary.
Discussion: Share tips on expressing opinions and making recommendations in reviews. Provide
examples of constructive criticism.
Review Vocabulary: Introduce vocabulary related to book reviews (e.g., characters, plot, theme,
setting) and practice using these terms in sentences.
Students continue working on their book reviews or start reading a new book for pleasure.
Students pair up to peer-review each other's book reviews, offering constructive feedback on clarity,
content, and expression.
Evaluation:
Oral Retelling: Have students present their book reviews to the class, focusing on their ability to
summarize, critique, and recommend the book effectively.
Assignment:
Complete and polish the book review for submission. Encourage students to read another book to
review as an ongoing project.

May Week 2: Creative Writing Inspired by Reading
Objectives:
Students will use a book they have read as inspiration for a creative writing piece.
Students will develop their narrative writing skills, including character development, setting, plot, and
dialogue.
Students will explore the creative process, from inspiration to the written word.
Contents:
Creative Writing Techniques and Inspiration from Literature
References:
Materials:
Creative writing prompts based on themes, characters, or settings from books read
Story planning worksheets (character, setting, plot development)
Examples of short stories for inspiration
Procedure:
Prayer: Offer a brief prayer.
Checking of Attendance: Check off students as they arrive.
Energizer: "Story Dice" - Roll dice with pictures representing characters, settings, and objects, and
have students create a quick story idea based on the roll.
Story Introduction: Introduce the concept of using literature as inspiration for creative writing.
Discuss how authors often draw from what they've read.
Students select a book they've read and use it as a jumping-off point for their own creative story,
using the story planning worksheets.
Discussion: Share ideas and brainstorm with peers on story development. Encourage feedback and
suggestions.
Review Vocabulary: Discuss vocabulary that can enhance creative writing, focusing on descriptive
language, action verbs, and dialogue cues.
Students work on their creative writing pieces, applying the techniques discussed.
Students read their creative pieces to a partner and provide constructive feedback focusing on
creativity, coherence, and engagement.
Evaluation:
Oral Retelling: Students share their creative stories with the class, showcasing their narrative skills
and how they were inspired by their reading.
Assignment:
Finalize the creative writing piece for submission. Encourage students to start another piece, using a
different book as inspiration.

May Week 3: Persuasive Writing on Favorite Books
Objectives:
Students will write a persuasive essay about why others should read their favorite book.
Students will develop persuasive writing techniques, including the use of arguments, evidence, and
emotional appeal.
Students will engage in research to support their opinions and recommendations.
Contents:
Structure and Techniques of Persuasive Writing
References:
Materials:
Examples of persuasive essays and book recommendations
Persuasive writing templates (introduction, arguments, conclusion)
Research materials for finding facts about books and authors
Procedure:
Prayer: Lead a prayer.
Checking of Attendance: Mark who is present.
Energizer: "Debate" - Divide the class into two groups and have a friendly debate on a simple topic,
such as "Books are better than movies."
Story Introduction: Discuss the elements of persuasive writing and how they can be applied to
recommend a book.
Students choose their favorite book read this year and begin outlining their persuasive essay using
the template.
Discussion: Workshop ideas with peers, focusing on strengthening arguments and using emotional
appeals effectively.
Review Vocabulary: Focus on vocabulary that strengthens persuasive writing, such as persuasive
adjectives and verbs, and transition words.
Students continue to work on their persuasive essays, researching additional facts or quotes to
support their arguments.
Students exchange essays with a partner and provide feedback on persuasiveness, clarity, and the
effectiveness of arguments and evidence.
Evaluation:
Oral Retelling: Have students present their persuasive arguments to the class, simulating a pitch to
convince their classmates to read their chosen book.
Assignment:
Revise the persuasive essay based on peer feedback and prepare it for submission. Consider
presenting the essay in a creative format, such as a book talk or poster.
May Week 4: Reflective Writing on the National Reading Program Experience
Objectives:
Students will reflect on their experiences and growth during the National Reading Program.
Students will write a reflective essay or journal entry discussing what they have learned and how they
have improved.
Students will set personal reading goals for the future.
Contents:
Reflective Writing Techniques and Personal Goal Setting
References:
Materials:
Reflective writing prompts
Examples of reflective essays or journal entries
Goal-setting worksheets for students
Procedure:
Prayer: Begin with a moment of reflection.
Checking of Attendance: Note attendance.
Energizer: "Positive Reflections" - Share a positive word or phrase that describes each student's
contribution or growth during the program.
Story Introduction: Discuss the purpose and benefits of reflective writing. Introduce reflective
writing prompts related to the National Reading Program.
Students brainstorm and outline their thoughts on their experiences, what they've learned, and
how they've grown during the program.
Discussion: Share reflections in small groups or pairs, focusing on common themes and individual
insights.
Review Vocabulary: Introduce and practice using reflective and introspective vocabulary that
students can use in their writing.
Students begin drafting their reflective essays or journal entries, using the prompts as a guide.
Students share their drafts with a partner, providing feedback on clarity, depth of reflection, and
emotional honesty.
Evaluation:
Oral Retelling: Invite students to share their reflective pieces with the class, highlighting their learning
journey and personal growth.
Assignment:
Finalize the reflective writing piece for submission. Encourage students to share their future reading
goals and how they plan to achieve them.

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January Week 1: Introduction to Genres

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