CATCH-UP FRIDAYS Reading

Week 1 (Quarter 1): Exploring Friendship in Literature

I. Objectives:
To enhance reading comprehension skills among grade 5 students
To introduce and discuss the theme of friendship in literature
To engage students in critical thinking and discussion through guided reading activities
II. Subject Matter:
A. Topic: Exploring Friendship in Literature
B. References:
1. "Charlotte's Web" by E.B. White
2. "The Giving Tree" by Shel Silverstein
3. "Bridge to Terabithia" by Katherine Paterson
C. Materials:
Copies of selected excerpts from the above books
Whiteboard and markers
Printed worksheets with comprehension questions
Chart paper for group activities
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin the class with a quick warm-up activity related to reading, such as a short word game or a rapid-
fire vocabulary quiz.
B. Current Health News Sharing (5 minutes):
Allow students to share any interesting health-related news they have come across during the week.
Encourage brief discussions on the importance of staying updated about health issues.
C. Reading Session (30 minutes):
1. Introduce the theme of friendship in literature and briefly discuss why it's an important topic.
2. Divide the class into small groups and provide each group with an excerpt from one of the
reference books.
3. Instruct students to read the excerpt together and then discuss the
following: Who are the friends in the story?
How do they demonstrate friendship?
What challenges do they face together?
4. After group discussions, reconvene as a class and ask each group to share their findings.
5. Facilitate a whole-class discussion on common themes of friendship across the different stories.
A. Group Sharing and Reflection (10 minutes):
Assign each group a specific aspect of friendship (loyalty, sacrifice, understanding, etc.) and ask them
to create a poster highlighting examples of that aspect from their assigned story. Allow time for
groups to prepare their posters.
I. Feedback and Reinforcement (10 minutes):
1. Have each group present their poster to the class and explain their chosen aspect of friendship.
2. Encourage peer feedback and discussion after each presentation.
3. Summarize key takeaways from the lesson and reinforce the importance of understanding and
valuing friendship.
CATCH-UP FRIDAYS Reading
Week 2 (Quarter 1): Exploring Character Development in Literature
I. Objectives:
To strengthen vocabulary and language skills among grade 5 students
To introduce and discuss the concept of character development in
literature To engage students in creative writing activities based on character
analysis
II. Subject Matter:
A. Topic: Exploring Character Development in Literature
B. References:
1. "Harry Potter and the Sorcerer's Stone" by J.K. Rowling
2. "Matilda" by Roald Dahl
3. "Percy Jackson and the Lightning Thief" by Rick Riordan
C. Materials:
Copies of selected excerpts from the above books
Character analysis worksheets
Writing prompts related to character development
Art supplies for creating character illustrations
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a vocabulary-building activity like word association or a quick synonym and antonym
exercise.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related tips or experiences they have had recently, fostering a
sense of community and well-being.
C. Reading and Writing Session (30 minutes):
1. Introduce the concept of character development in literature and explain its
importance in storytelling.
2. Distribute excerpts from the selected books and ask students to identify and analyze the main
characters' traits, motivations, and conflicts.
3. Provide character analysis worksheets for students to fill out, focusing on key elements such
as physical description, personality traits, and character arc.
4. After analyzing characters, prompt students to imagine a new scenario or chapter for the story based
on their understanding of the character's development.
5. Encourage creative writing by asking students to write a short narrative or dialogue
exchange involving the character they analyzed.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their creative writing pieces with each other. Encourage
feedback and discussion on how well the character's traits were portrayed in the narratives.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the different approaches to character development seen in
the excerpts and student writings.
2. Provide constructive feedback on students' writing skills and encourage them to continue exploring
character development in their reading and writing activities.
CATCH-UP FRIDAYS Reading
Week 3 (Quarter 1): Exploring Literary Genres
I. Objectives:
To develop critical thinking and analysis skills in grade 5 students
To explore different genres of literature and their
characteristics To engage students in group discussions and
presentations
II. Subject Matter:
A. Topic: Exploring Literary Genres
B. References:
1. Mystery genre: "The Hardy Boys" by Franklin W. Dixon
2. Fantasy genre: "The Chronicles of Narnia" by C.S. Lewis
3. Science fiction genre: "A Wrinkle in Time" by Madeleine L'Engle
C. Materials:
Excerpts from each genre
Genre characteristics chart
Presentation materials (e.g., posters, slides)
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin with a quick brainstorming session where students list different genres of books they have read
or heard of.
B. Current Health News Sharing (5 minutes):
Allow students to share any health-related topics or questions they have, promoting a culture of
curiosity and learning.
C. Genre Exploration and Presentation (30 minutes):
1. Introduce the concept of literary genres and explain the characteristics of mystery, fantasy,
and science fiction genres.
2. Divide the class into three groups, assigning each group a genre to research and present.
3. Provide excerpts from books in each genre for students to analyze and identify genre-
specific elements.
4. Instruct each group to create a presentation highlighting key features of their assigned
genre, including examples from the provided excerpts.
5. Allow time for group preparation and rehearsal before presentations.
A. Group Sharing and Reflection (10 minutes):
Have each group present their findings and discuss how the genre's elements contribute to the overall
theme and tone of the story.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the similarities and differences between the genres presented.
2. Encourage students to reflect on their preferences and explore new genres in their reading habits.
CATCH-UP FRIDAYS Reading
CATCH-UP FRIDAYS Reading
Week 4 (Quarter 1): Exploring Classic Literature
I. Objectives:
To enhance comprehension and analytical skills through literary discussions
To introduce students to classic literature and its enduring themes
To promote empathy and understanding through character analysis
II. Subject Matter:
A. Topic: Exploring Classic Literature
B. References:
1. "The Adventures of Tom Sawyer" by Mark Twain
2. "Little Women" by Louisa May Alcott
3. "Anne of Green Gables" by L.M. Montgomery
C. Materials:
Excerpts from classic novels
Discussion questions on themes and characters
Character analysis graphic organizers
Art supplies for character illustrations
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a quick review of literary terms and concepts learned so far, such as plot, setting, and
character.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related insights or discoveries they have made during the
week.
C. Literary Discussion and Character Analysis (30 minutes):
1. Introduce the concept of classic literature and discuss its enduring appeal and themes.
2. Provide excerpts from the selected classic novels and guide students through a close
reading, focusing on key themes and character development.
3. Facilitate a class discussion using guided
questions: What themes are prevalent in the
excerpt?
How do the characters reflect the time period and societal
norms? What can we learn from the characters' experiences?
4. Distribute character analysis graphic organizers and have students analyze a character from the
excerpts in depth.
A. Group Sharing and Reflection (10 minutes):
Form small groups and ask students to share their character analyses. Encourage discussions on
empathy and understanding different perspectives.
I. Feedback and Reinforcement (10 minutes):
1. Summarize the key themes and insights gained from the literary discussion and character analyses.
2. Encourage students to explore more classic literature and apply their analytical skills in
future readings.
CATCH-UP FRIDAYS Reading
CATCH-UP FRIDAYS Reading
Week 5 (Quarter 1): Folktales and Cultural Values
I. Objectives:
To develop comprehension skills through the exploration of folktales and myths
To introduce cultural diversity and values through storytelling
To engage students in creative writing based on folktales
II. Subject Matter:
A. Topic: Folktales and Cultural Values
B. References:
1. African folktale: "Anansi and the Moss-Covered Rock"
2. Greek myth: "The Story of King Midas"
3. Native American legend: "The Legend of the Bluebonnet"
C. Materials:
Copies of the selected folktales and myths
Comprehension worksheets
Writing prompts for creative storytelling
Art supplies for illustrating stories
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin with a quick word association game related to storytelling and myths.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related experiences or tips they have come across recently.
C. Storytelling and Creative Writing Session (30 minutes):
1. Introduce the concept of folktales and myths as traditional narratives that teach cultural values
and lessons.
2. Read aloud or provide excerpts from the selected folktales and myths, discussing the cultural
contexts and values portrayed.
3. Distribute comprehension worksheets with questions about the stories' plots, characters, and themes.
4. Encourage students to brainstorm and create their own folktale or myth based on a cultural value
or moral lesson they find important.
5. Provide writing prompts to guide students in crafting their stories, focusing on character
development and moral messages.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their original folktales or myths with each other.
Encourage feedback and discussion on the values and lessons conveyed in each story.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the diversity of cultural values and storytelling traditions.
2. Provide positive reinforcement and feedback on students' creative writing skills and understanding
of cultural narratives.
CATCH-UP FRIDAYS Reading
Week 6 (Quarter 1): Exploring Poetry
I. Objectives:
To enhance analytical skills through poetry analysis
To introduce different forms and styles of poetry
To promote creativity through writing poetry
II. Subject Matter:
A. Topic: Exploring Poetry
B. References:
1. Free verse poem: "The Red Wheelbarrow" by William Carlos Williams
2. Haiku poetry: Examples from Matsuo Bashō
3. Sonnet: "Sonnet 18" by William Shakespeare
C. Materials:
Copies of selected poems
Poetry analysis worksheets
Writing prompts for poetry creation
Art supplies for visual poetry projects
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a quick exercise where students analyze a short poem's mood and tone.
B. Current Health News Sharing (5 minutes):
Allow students to share any health-related news or discoveries they have encountered recently.
C. Poetry Analysis and Creation (30 minutes):
1. Introduce different forms and styles of poetry, such as free verse, haiku, and sonnet, explaining
their unique characteristics.
2. Read aloud or provide examples of the selected poems, discussing their themes, imagery, and
structure.
3. Distribute poetry analysis worksheets for students to analyze the poems' elements, including
rhyme, rhythm, and figurative language.
4. Encourage students to write their own poems using the styles discussed, providing writing prompts to
inspire creativity.
5. For visual learners, offer the option to create visual poetry by incorporating art and design
elements into their poems.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their poems with each other. Encourage feedback on the
use of poetic devices and imagery.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the different forms and styles of poetry explored.
2. Provide positive feedback on students' creativity and encourage them to continue exploring poetry
in their reading and writing.
CATCH-UP FRIDAYS Reading
August Week 3: Exploring Identity in Short Stories
I. Objectives:
To develop critical thinking and inference skills through short stories
To explore themes of identity and diversity in literature
To engage students in discussions and creative responses to short stories
II. Subject Matter:
A. Topic: Exploring Identity in Short Stories
B. References:
1. "The Necklace" by Guy de Maupassant
2. "Fish Cheeks" by Amy Tan
3. "The Yellow Wallpaper" by Charlotte Perkins Gilman
C. Materials:
Copies of the selected short stories
Comprehension and analysis worksheets
Discussion questions on themes and character development
Creative response prompts (e.g., writing a different ending, creating a character profile)
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin with a quick activity where students analyze a character's motives in a short scenario.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related insights or observations they have encountered
recently.
C. Short Story Analysis and Discussion (30 minutes):
1. Introduce the concept of identity and diversity in literature and discuss why these themes
are important.
2. Read aloud or provide excerpts from the selected short stories, focusing on character development
and themes related to identity.
3. Distribute comprehension and analysis worksheets for students to work on individually or in
pairs, exploring elements such as symbolism and characterization.
4. Facilitate a class discussion using guided questions:
How do the characters' identities shape their actions and decisions?
What themes related to identity and diversity are present in the
stories? How do the authors use symbolism to convey deeper
meanings?
5. Encourage creative responses by asking students to write alternative endings or create character
profiles that delve deeper into identity issues.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their creative responses with each other. Encourage
discussions on different perspectives and interpretations.
I. Feedback and Reinforcement (10 minutes):
1. Summarize key themes and insights from the short stories and discussions.
2. Provide positive reinforcement and feedback on students' critical thinking skills and engagement
with complex themes in literature.
CATCH-UP FRIDAYS Reading
CATCH-UP FRIDAYS Reading
August Week 4: Biographical Studies of Influential Figures
I. Objectives:
To develop research skills through biographical studies
To introduce influential figures in history and their impact on society
To engage students in presentations and discussions about historical figures
II. Subject Matter:
A. Topic: Biographical Studies of Influential Figures
B. References:
1.Marie Curie
2.Nelson Mandela
3. Amelia Earhart
C. Materials:
Biographical information on each figure
Research worksheets
Presentation materials (e.g., posters, slides)
Discussion questions on the impact of historical figures
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a quick quiz where students match historical figures with their notable achievements.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related discoveries or tips they have learned recently.
C. Biographical Research and Presentation (30 minutes):
1.Introduce the concept of biographical studies and explain their importance in understanding
historical figures' contributions.
2.Assign each student or group a historical figure to research, providing biographical information and
guiding questions.
3. Allow time for students to conduct research and gather information about their assigned figure's
background, achievements, and impact on society.
4. Instruct students to create presentations (posters, slides, etc.) highlighting key aspects of their chosen
historical figure.
5. Facilitate presentations where students share their research findings and discuss the influence of
their assigned figure on history and society.
A. Group Sharing and Reflection (10 minutes):
Encourage peer feedback and discussion after each presentation, focusing on the significance of each
historical figure's contributions.
I. Feedback and Reinforcement (10 minutes):
1.Summarize the key contributions and impact of the historical figures studied.
2.Provide positive reinforcement and feedback on students' research skills and presentation abilities.
CATCH-UP FRIDAYS Reading
CATCH-UP FRIDAYS Reading
September Week 1: Resilience in Literature
I. Objectives:
To explore the theme of resilience in literature
To develop critical thinking skills through character analysis
To engage students in creative writing activities
II. Subject Matter:
A. Topic: Resilience in Literature
B. References:
1. "The Little Engine That Could" by Watty Piper
2. "Number the Stars" by Lois Lowry
3. "The Miraculous Journey of Edward Tulane" by Kate DiCamillo
C. Materials:
Copies of selected excerpts from the books
Character analysis worksheets
Writing prompts for creative responses
Art supplies for visual representations
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin with a quick word association game related to resilience and overcoming challenges.
B. Current Health News Sharing (5 minutes):
Allow students to share any health-related news or experiences they have encountered recently.
C. Reading and Writing Session (30 minutes):
1. Introduce the theme of resilience and discuss its importance in facing challenges and adversity.
2. Read aloud or provide excerpts from the selected books, focusing on characters who
demonstrate resilience.
3. Guide students through a character analysis using worksheets, exploring the traits and actions
that showcase resilience.
4. Encourage creative writing by asking students to imagine themselves in a challenging situation
and write a narrative about how they would show resilience.
5. Provide art supplies for students to create visual representations of resilience, such as posters
or illustrations.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their creative writing pieces and visual representations
with each other. Encourage discussions on different approaches to resilience.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the various ways characters showed resilience in the stories and
how students can apply those lessons in real life.
2. Provide positive feedback on students' creative writing skills and understanding of resilience as
a theme in literature.
CATCH-UP FRIDAYS Reading
September Week 2: Idioms and Expressions in Language
I. Objectives:
To enhance vocabulary and language skills through idioms and expressions
To explore cultural variations in language usage
To engage students in creative writing using idiomatic expressions
II. Subject Matter:
A. Topic: Idioms and Expressions in Language
B. References:
1. Idioms from different cultures and languages
2. Examples from English literature
3. Common idiomatic expressions
C. Materials:
List of idioms and their meanings
Idiom usage worksheets
Creative writing prompts
Multimedia resources for idiomatic expressions
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a quick activity where students match idiomatic expressions with their meanings.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related tips or insights they have come across recently.
C. Idioms Exploration and Creative Writing (30 minutes):
1. Introduce the concept of idioms and explain how they add depth and color to language.
2. Present examples of idioms from different cultures and languages, discussing their origins
and meanings.
3. Provide worksheets with idiomatic expressions for students to practice using them in sentences.
4. Encourage creative writing by asking students to incorporate idioms into short stories or dialogues.
5. Use multimedia resources (videos, songs, etc.) to reinforce understanding and usage of
idiomatic expressions.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their creative writing pieces containing idioms. Encourage
discussions on the effectiveness and creativity of using idioms in writing.
I. Feedback and Reinforcement (10 minutes):
1. Facilitate a class discussion on the cultural variations in language usage and the impact of idioms
on communication.
2. Provide positive feedback on students' use of idioms and encourage them to continue
exploring language diversity.
CATCH-UP FRIDAYS Reading
September Week 3: Literary Criticism and Analysis
I. Objectives:
To develop research skills through literary analysis
To introduce the concept of literary criticism and interpretation
To engage students in discussions about literary works
II. Subject Matter:
A. Topic: Literary Criticism and Analysis
B. References:
1. Poetry: "The Road Not Taken" by Robert Frost
2. Short Story: "The Lottery" by Shirley Jackson
3. Novel: "To Kill a Mockingbird" by Harper Lee
C. Materials:
Copies of the literary works
Literary analysis worksheets
Discussion questions on themes and interpretations
Multimedia resources for author background
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Begin with a quick activity where students analyze a poem's themes and symbols.
B. Current Health News Sharing (5 minutes):
Encourage students to share any health-related insights or questions they have encountered recently.
C. Literary Analysis and Discussion (30 minutes):
1. Introduce the concept of literary criticism and explain its role in understanding and interpreting
texts.
2. Provide excerpts or summaries of the selected literary works and discuss their themes, symbols,
and character development.
3. Distribute literary analysis worksheets for students to analyze the texts' elements, such as plot
structure, figurative language, and author's purpose.
4. Facilitate a class discussion using guided
questions: What themes are present in the
literary works?
How do symbols contribute to the overall meaning of the texts?
What interpretations can be made about the characters' motivations and actions?
5. Use multimedia resources to provide background information about the authors and
historical contexts of the works.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their interpretations and analyses of the literary works.
Encourage discussions on different perspectives and insights.
I. Feedback and Reinforcement (10 minutes):
1. Summarize key themes and interpretations from the literary analysis discussion.
2. Provide positive reinforcement and feedback on students' critical thinking skills and engagement
with complex texts.
CATCH-UP FRIDAYS Reading
CATCH-UP FRIDAYS Reading
September Week 4: Environmental Awareness in Literature
I. Objectives:
To promote environmental awareness through literature
To explore themes of nature and conservation in stories
To engage students in discussions and creative responses to environmental issues
II. Subject Matter:
A. Topic: Environmental Awareness in Literature
B. References:
1. "Hoot" by Carl Hiaasen
2. "The Lorax" by Dr. Seuss
3. "My Side of the Mountain" by Jean Craighead George
C. Materials:
Excerpts from the selected books
Discussion questions on environmental themes
Creative writing prompts for eco-friendly solutions
Art supplies for illustrating nature scenes
III. Procedure:
A. Friday Routine Exercise/Dynamic Stimulator (5 minutes):
Start with a quick activity where students brainstorm ways to protect the environment in their daily
lives.
B. Current Health News Sharing (5 minutes):
Encourage students to share any environmental news or initiatives they have learned about recently.
C. Environmental Themes Discussion and Creative Writing (30 minutes):
1. Introduce the theme of environmental awareness in literature and discuss why it's important to
care for nature.
2. Read aloud or provide excerpts from the selected books, focusing on scenes that
highlight environmental issues and conservation efforts.
3. Facilitate a class discussion using guided questions:
What environmental challenges do the characters face in the stories?
How do the characters take action to protect nature?
What lessons can we learn about conservation from these stories?
4. Encourage creative writing by asking students to imagine and write about eco-friendly solutions
to real-world environmental problems.
A. Group Sharing and Reflection (10 minutes):
Form small groups and have students share their creative writing pieces with each other. Encourage
discussions on sustainable practices and conservation.
I. Feedback and Reinforcement (10 minutes):
1. Summarize key themes and insights from the environmental discussions and creative responses.
2. Provide positive reinforcement and feedback on students' understanding of environmental issues and
their commitment to conservation efforts.