January Week 1: Introduction to NRP

Objectives
Knowledge: Students will understand the goals of the NRP and its importance for improving reading skills.
Skills: Students will navigate through NRP materials and resources and begin to use them. Attitude: Students
will develop a positive outlook towards reading and the improvement of their reading skills.
Contents
Introduction to the National Reading Program (NRP)
Goals and importance of reading improvement
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
NRP Guidebook and materials
Storybook or reading material selected from the NRP curriculum
Vocabulary flashcards
Chart paper and markers
Procedure
A. Daily Routine (10 minutes)
Prayer: Start with a short prayer.
Checking of Attendance: Mark the attendance.
Energizer: Conduct a quick, fun activity like a word chain game to energize the class.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Introduce the story by discussing the title, author, and predicting the storyline based on the
cover and illustrations. Engage students by asking what they expect to learn or discover.
During Reading (60 minutes):
Read the story aloud, ensuring to show illustrations if available. Pause at intervals to ask predictive and
clarifying questions, ensuring students are engaged and following along.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a group discussion about the story's themes, characters, and setting.
Encourage students to share their thoughts and connect the story to their own experiences. Review
Vocabulary: Introduce and review new vocabulary words encountered in the story. Use flashcards and
encourage students to use these words in sentences, especially in contexts related to the story.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Allow students to select a book or material from the NRP resources and read independently. This time is meant to
foster a love for reading and the habit of reading regularly.
D. Activity 3: Partner Reading (30 minutes)
Pair students and have them choose passages from the story to read aloud to each other. This activity encourages
reading fluency and comprehension, as well as providing a space for peer feedback.
Evaluation
Oral Retelling: Assess students’ ability to retell the story in their own words, focusing on the main events,
characters, and the message of the story. This can be done in pairs or small groups to build confidence. Assignment
Ask students to write a short paragraph about their favorite part of the story and why it stood out to them. Encourage
them to use new vocabulary words from the story in their writing.
January Week 2: Reading Baseline Assessment
Objectives
Knowledge: Identify personal reading levels and areas for improvement through a baseline assessment.
Skills: Complete a reading comprehension and fluency assessment.
Attitude: Recognize the value of assessing personal skills to set realistic reading goals.
Contents
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 Baseline assessment of reading skills
Personal goal setting based on assessment outcomes
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Reading assessment tools (comprehension and fluency)
Goal-setting worksheet
Reading materials for assessment Timer
Procedure
A. Daily Routine (10 minutes)
Prayer: Begin with a prayer focusing on growth and improvement.
Checking of Attendance: Record attendance.
Energizer: A quick “stand up-sit down” game for statements related to reading habits (e.g., "Stand up if you read a
book this week").
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Present a brief overview of the reading material to be used for assessment, discussing its genre,
main idea, and why it was chosen for this exercise.
During Reading (60 minutes):
Conduct the reading comprehension and fluency assessments. This may involve students reading selected passages
silently and then answering questions or reading aloud for a timed period.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a discussion on how students felt about the reading material and the assessment
process. Encourage sharing of personal reflections and any challenges faced. Review Vocabulary: Highlight
and review key vocabulary from the assessment passages. Discuss the words' meanings and use them in
sentences that connect back to the reading material.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Provide a selection of books and materials from the NRP. Students choose what interests them to read independently,
fostering a love for reading and self-directed learning.
D. Activity 3: Partner Reading (30 minutes)
Have students pair up to read a short passage to each other from the material they read during DEAR time. Encourage
them to discuss the passage and share any new vocabulary or interesting points they discovered. Evaluation
Oral Retelling: Ask students to summarize the reading material used in the assessment, focusing on main ideas and
details. This evaluates their comprehension and ability to recall information.
Assignment
Students are to set personal reading goals using the goal-setting worksheet provided. They should consider their
assessment results and think about what they want to achieve in their reading skills by the end of the semester.
January Week 3: Prediction and Inference Strategies
Objectives
Knowledge: Understand predicting and inferring strategies in reading.
Skills: Apply predicting and inferring strategies to anticipate outcomes and derive meanings from texts.
Attitude: Appreciate the depth of understanding and engagement that comes from active reading strategies.
Contents
Predicting outcomes and inferring meanings in reading
Strategies for active reading engagement
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
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Materials
Selected storybook or reading material from the NRP curriculum
Chart paper and markers for group work
Prediction and inference worksheets
Procedure
A. Daily Routine (10 minutes)
Prayer: Start with a reflective prayer on the value of insight and foresight.
Checking of Attendance: Note who is present.
Energizer: A quick game of "I predict..." where students complete the sentence with predictions about the day or
lesson.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Introduce the selected reading material by discussing the title and cover. Encourage students to
make predictions about the story and discuss what clues led them to these predictions.
During Reading (60 minutes):
As you read the story aloud, pause at strategic points to ask students to make inferences about characters'
feelings, motives, or upcoming plot twists based on text evidence.
Post-Reading Activity (80 minutes):
Discussion: Lead a discussion on how initial predictions and inferences matched the story's development.
Encourage students to share insights and how their understanding evolved. Review Vocabulary: Introduce
new vocabulary encountered in the reading. Use these words in sentences that relate to the story,
emphasizing their meanings and application.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students select a book or reading material from the NRP resources for independent reading. Encourage them to apply
prediction and inference strategies as they read.
D. Activity 3: Partner Reading (30 minutes)
In pairs, students read selected passages from their DEAR time books to each other, making predictions and
inferences. They then discuss their thoughts and whether the text supports their inferences. Evaluation
Oral Retelling: Have students retell the story from the main reading session, emphasizing their use of prediction and
inference to understand the plot and characters.
Assignment
Provide a short unseen passage for homework. Ask students to write down 5 predictions or inferences about the
passage, explaining the clues or evidence in the text that led them to these conclusions.
January Week 4: Theme and Character Development
Objectives
Knowledge: Identify themes and analyze character development in literature.
Skills: Analyze texts to discuss themes, characters, and settings.
Attitude: Develop empathy and a deeper understanding of diverse perspectives through literature.
Contents
Literary analysis focusing on themes and character development
Techniques for discussing and understanding literature
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selected literary work from the NRP curriculum
Character and theme analysis worksheets
Chart paper and markers for group activities
Procedure
A. Daily Routine (10 minutes)
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 Prayer: Begin with a short prayer focused on wisdom and understanding.
Checking of Attendance: Record who is present.
Energizer: Quick ice-breaker activity, such as "Two Truths and a Lie" about characters from previously read books to
warm up and engage students.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Provide background information on the author, context, and setting of the selected work. Pose
questions to the students about what themes they might expect to find and how characters might develop.
During Reading (60 minutes):
Read the selected work aloud, stopping periodically to highlight and discuss key moments of character
development or theme introduction. Encourage student participation and predictions.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a group discussion focused on the themes, characters, and setting. Use guided questions to
help students connect literary elements with the story's broader messages. Review Vocabulary: Highlight and
review vocabulary words from the reading. Encourage students to use these words in sentences or scenarios
that relate to the story, promoting deeper understanding and retention.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students select their own reading material from the NRP resources for independent reading.
Encourage them to think about the themes and character development in their chosen books.
D. Activity 3: Partner Reading (30 minutes)
Students pair up to read selected passages from their DEAR time reading. They discuss character development and
themes within these passages, sharing insights and analysis with their partner.
Evaluation
Oral Retelling: Have students retell the story or a segment of it, focusing on character development and thematic
elements. Assess their understanding of the literary analysis.
Assignment
Assign students to write a short essay on one of the themes of the story, including examples of how this theme is
developed through the characters and setting. Encourage them to use quotations from the text to support their analysis.
February Week 1: Vocabulary Building
Objectives
Knowledge: Expand vocabulary through context clues and word structure.
Skills: Use new vocabulary in sentences and discussions.
Attitude: Foster curiosity about word meanings and usage.
Contents
Vocabulary expansion techniques
Context clues and word roots
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Vocabulary list from selected NRP readings
Context clues activities and worksheets Flashcards
Procedure
A. Daily Routine (10 minutes)
Prayer: Start with a prayer focusing on enlightenment and understanding.
Checking of Attendance: Record attendance.
Energizer: Quick word association game using vocabulary from previous lessons.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Introduce a story with rich vocabulary. Preview key vocabulary words using flashcards and
discuss their possible meanings based on context or word structure.
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 During Reading (60 minutes):
Read aloud, pausing to discuss the vocabulary in context, emphasizing how context clues can help deduce meanings.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a discussion on how the new vocabulary enhanced understanding of the story.
Review Vocabulary: Engage in activities like vocabulary bingo or a flashcard match game to review and reinforce
the new words.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Allow students to read independently from NRP materials, focusing on identifying and understanding new vocabulary.
D. Activity 3: Partner Reading (30 minutes)
Pair students to share and discuss new vocabulary they encountered during DEAR time, using the words in
sentences. Evaluation
Oral Retelling: Assess students' ability to use new vocabulary words in their retelling of the story or their DEAR time
reading. Assignment
Write a short narrative or description using at least 10 new vocabulary words learned this week.
February Week 2:Reading Fluency Practice
Objectives
Knowledge: Understand the components of reading fluency.
Skills: Practice reading aloud with emphasis on pace, accuracy, and expression. Attitude: Value the
importance of fluency in enhancing comprehension.
Contents
Reading fluency components: pace, accuracy, and expression Techniques for
improving fluency
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selected reading passages from NRP materials
Stopwatch or timer for fluency drills
Recording device (optional) for self-assessment
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for clarity and confidence in reading.
Checking of Attendance: Record who is present.
Energizer: A quick round of tongue twisters to warm up for fluency practice.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Briefly introduce the reading passage, focusing on its readability and fluency challenges.
During Reading (60 minutes):
Conduct timed fluency drills, where students read selected passages aloud within a set time frame, focusing on
improving pace and accuracy.
Post-Reading Activity (80 minutes):
Discussion: Reflect on the fluency practice, discussing challenges and strategies for improvement. Review
Vocabulary: Revisit difficult words from the reading passages, practicing pronunciation and use in context.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students engage in silent reading, choosing texts at their comfort level to practice fluency internally.
D. Activity 3: Partner Reading (30 minutes)
Students pair up to read passages to each other, offering feedback on pace, accuracy, and expression.
Evaluation
Fluency Assessment: Conduct a post-activity fluency assessment to measure improvement in reading speed and
accuracy. Assignment
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 Practice reading a selected passage at home, aiming to improve speed and
accuracy for a fluency challenge the next day.
February Week 3:Analyzing Text Structure
Objectives
Knowledge: Learn about different text structures (cause and effect, compare and contrast, etc.).
Skills: Identify text structures and their purpose in writings.
Attitude: Appreciate how structure can affect text comprehension and engagement.
Contents
Text structures and their purposes
Strategies for identifying text structures
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Examples of texts with different structures
Text structure worksheets and activities
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for insight and understanding.
Checking of Attendance: Record attendance.
Energizer: Quick sorting activity with sentences or paragraphs that exemplify different text structures. B. Activity 1:
Reading Time (170 minutes) Pre-Reading Activities (30 minutes):
Story Introduction: Present texts with varied structures, discussing the expected structure and its purpose.
During Reading (60 minutes):
Engage with texts, identifying and discussing their structures as a group.
Post-Reading Activity (80 minutes):
Discussion: Discuss how the different structures affected their understanding and engagement with the text.
Review Vocabulary: Connect new vocabulary to the text structures they support.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Independent reading with a focus on identifying text structures in chosen materials.
D. Activity 3: Partner Reading (30 minutes)
In pairs, students discuss the structure of the texts they read during DEAR time, sharing insights and observations.
Evaluation
Text Structure Analysis: Assess students' ability to identify and explain the structure of a text and its impact on
comprehension.
Assignment
Find an article or short story at home, identify its text structure, and prepare to discuss how this structure supports the
author's purpose.
February Week 4: Evaluating Arguments and Claims
Objectives
Knowledge: Understand the basics of argumentation and claims in texts.
Skills: Evaluate the strength of arguments and evidence in reading materials. Attitude: Develop a
critical approach to assessing information.
Contents
Argumentation in texts
Evaluating evidence and claims
Subject Matter
National Reading Program (NRP)

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References
DepEd Memorandum #001 s. 2024
Materials
Articles or essays with clear arguments and claims
Worksheets for evaluating arguments
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for discernment and critical thinking.
Checking of Attendance: Record who is present.
Energizer: A debate game with simple topics to warm up critical thinking skills.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Story Introduction: Introduce articles or essays, highlighting their main arguments and claims.
During Reading (60 minutes):
Read and pause to discuss the strength of arguments and the evidence presented.
Post-Reading Activity (80 minutes):
Discussion: Analyze the effectiveness of the arguments, considering the evidence and how it's presented.
Review Vocabulary: Focus on vocabulary related to argumentation and critical analysis.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students read independently, encouraged to critically assess the arguments in their chosen texts.
D. Activity 3: Partner Reading (30 minutes)
Pairs share their findings on the arguments in their DEAR time readings, discussing the strengths and weaknesses.
Evaluation
Argument Evaluation: Students present their analysis of an argument from their reading, discussing the evidence's
credibility and effectiveness.
Assignment
Choose a news article or editorial, identify the main argument and evidence, and write a brief evaluation of its
persuasiveness.
March Week 1: Introduction to Research Skills
Objectives
Knowledge: Understand the basics of research, including identifying credible sources and gathering information.
Skills: Conduct simple research using both digital and traditional resources.
Attitude: Appreciate the importance of research skills in academic learning and real-life situations.
Contents
Basics of research
Identifying credible sources
Note-taking and summarizing information
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
List of approved digital and library resources
Research project guidelines
Note-taking templates
Procedure
A. Daily Routine (10 minutes)
Prayer: Start with a prayer for wisdom and discernment.
Checking of Attendance: Record who is present.
Energizer: Quick trivia on interesting facts to spark curiosity.

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B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30
minutes):
Introduction to Research: Briefly discuss the purpose and importance of research. Introduce criteria for evaluating
the credibility of sources.
During Reading (60 minutes):
Provide time for students to explore selected resources on a given topic, using guided questions to focus their
research.
Post-Reading Activity (80 minutes):
Discussion: Share findings in small groups, discussing the reliability of sources.
Review Vocabulary: Introduce and discuss key research-related vocabulary (e.g., bibliography, citation,
plagiarism).
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Encourage students to read articles or books related to their research topics, focusing on note-taking and summarizing
information.
D. Activity 3: Partner Reading (30 minutes)
Pairs discuss their research findings, focusing on how they determined the credibility of their sources.
Evaluation
Research Skills Assessment: Students submit a brief summary of their findings, including citations of their sources.
Assignment
Begin a small research project on a topic of interest, compiling a list of credible sources and taking preliminary notes.
March Week 2: Writing Effective Summaries
Objectives
Knowledge: Learn the key components of a good summary.
Skills: Write concise and coherent summaries of texts.
Attitude: Appreciate the skill of summarization as a tool for comprehension and communication. Contents
Components of a summary
Techniques for concise writing
Differentiating between main ideas and supporting details
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Examples of text for summarization practice
Summary writing templates
Checklist for effective summaries
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for clarity and understanding.
Checking of Attendance: Record attendance.
Energizer: A "main idea" game where students identify the main idea from a set of details.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Summary Writing: Discuss the purpose and key components of a summary. Present a model
summary and analyze its features.
During Reading (60 minutes):
Students read selected texts, highlighting main ideas and key details.
Post-Reading Activity (80 minutes):
Discussion: In groups, students share their main ideas and discuss variations in understanding.
Review Vocabulary: Focus on academic vocabulary useful for summary writing. Students practice
writing summaries, using a template to guide their work.
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C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students choose their reading material, with an emphasis on practicing summarization skills independently.
D. Activity 3: Partner Reading (30 minutes)
Students share their summaries with a partner, providing feedback based on a checklist of summary components.
Evaluation
Summary Writing: Students submit their summaries for evaluation, focusing on clarity, coherence, and adherence to
summary writing principles.
Assignment
Write a summary of a news article, including the article's main idea, key points, and conclusion, using the summary
writing skills learned.
March Week 3:Understanding Literary Genres
Objectives
Knowledge: Identify and understand the characteristics of different literary genres.
Skills: Analyze texts to determine their genre and discuss genre-specific elements.
Attitude: Appreciate the diversity of literary forms and their unique contributions to literature.
Contents
Overview of literary genres (fiction, non-fiction, poetry, drama)
Characteristics of each genre
Comparative analysis of genres
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Examples of texts from various genres
Genre analysis worksheets
Comparative analysis chart
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for appreciation of diversity and creativity.
Checking of Attendance: Note who is present.
Energizer: Genre guessing game using descriptions or excerpts of texts.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Literary Genres: Present an overview of different genres and their key characteristics.
During Reading (60 minutes):
Students read selected texts from different genres, noting genre-specific elements.
Post-Reading Activity (80 minutes):
Discussion: Compare and contrast the genres, focusing on how each genre's characteristics affect the reader's
experience.
Review Vocabulary: Introduce vocabulary related to literary analysis and genres.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students select texts from a genre of their choice, exploring its characteristics further.
D. Activity 3: Partner Reading (30 minutes)
In pairs, students discuss the genre of their DEAR time reading, identifying and sharing genre-specific elements found.
Evaluation
Genre Analysis Presentation: Students present their findings on a specific genre, highlighting its characteristics and
providing examples.
Assignment
Choose a genre and write a short piece that exemplifies that genre, incorporating its key characteristics.

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March Week 4: Public Speaking and Presentation Skills
Objectives
Knowledge: Understand the fundamentals of effective public speaking and presentation.
Skills: Develop and deliver a short presentation on a chosen topic.
Attitude: Build confidence in public speaking and value clear communication.
Contents
Principles of public speaking
Structuring a presentation
Techniques for engaging an audience
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Presentation guidelines and tips
Public speaking practice exercises
Rubric for evaluating presentations
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for confidence and eloquence.
Checking of Attendance: Record attendance.
Energizer: Impromptu speaking on random topics for 30 seconds to practice quick thinking. B. Activity 1:
Reading Time (170 minutes) Pre-Reading Activities (30 minutes):
Introduction to Public Speaking: Discuss the importance of public speaking skills and review key principles.
During Reading (60 minutes):
Not applicable for this session. Time allocated to researching and preparing presentations.
Post-Reading Activity (80 minutes):
Discussion: Share tips for effective presentations and discuss anxiety management techniques. Students practice
their presentations in small groups, providing constructive feedback to each other.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Focus on reading materials related to public speaking, presentation skills, or topics of interest for their presentations.
D. Activity 3: Partner Reading (30 minutes)
Practice presentations with a partner, focusing on delivery, clarity, and engagement strategies.
Evaluation
Presentation: Students deliver their presentations, evaluated on content, clarity, engagement, and adherence to public
speaking principles.
Assignment
Reflect on the presentation experience, noting areas of strength and improvement for future speaking opportunities.
April Week 1: Exploring Poetry
Objectives
Knowledge: Understand the basic elements of poetry (e.g., rhyme, rhythm, imagery).
Skills: Analyze poems to interpret themes and figurative language.
Attitude: Appreciate the expressive power of poetry and its ability to convey emotions and ideas.
Contents
Elements of poetry
Figurative language in poetry (simile, metaphor, personification) Analyzing and
interpreting poetry
Subject Matter
National Reading Program (NRP)

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References
DepEd Memorandum #001 s. 2024
Materials
Selection of poems from NRP materials
Worksheets on figurative language and poetry analysis
Audio recordings of poems (if available)
Procedure
A. Daily Routine (10 minutes)
Prayer: Begin with a prayer for creativity and open-mindedness.
Checking of Attendance: Record attendance.
Energizer: Quick poetry slam where students share their favorite lines from any poem or song. B. Activity 1:
Reading Time (170 minutes) Pre-Reading Activities (30 minutes):
Introduction to Poetry: Discuss the unique features of poetry, focusing on rhyme, rhythm, and imagery. Introduce
figurative language with examples.
During Reading (60 minutes):
Read selected poems aloud, emphasizing their auditory elements. Discuss initial impressions and feelings evoked.
Post-Reading Activity (80 minutes):
Discussion: Engage in a discussion on the themes and use of figurative language in the poems read.
Encourage personal interpretations and connections.
Review Vocabulary: Focus on vocabulary related to poetry and figurative language, using examples from the
session's poems.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students read poetry from NRP materials independently, noting poems that resonate with them or contain interesting
uses of language.
D. Activity 3: Partner Reading (30 minutes)
Students share a poem they found during DEAR time with a partner, discussing its elements and what they found
compelling.
Evaluation
Poetry Analysis: Students submit a written analysis of a poem, focusing on its themes, language, and emotional
impact. Assignment
Write a short poem using at least one example of figurative language learned during the lesson.
April Week 2: Short Stories and Narrative Structure
Objectives
Knowledge: Understand the elements of narrative structure (e.g., plot, setting, character).
Skills: Analyze short stories for narrative elements and themes.
Attitude: Appreciate the craft of storytelling and its ability to reflect human experiences.
Contents
Elements of narrative structure
Theme and moral in storytelling
Analyzing short stories
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selection of short stories from NRP materials
Narrative structure analysis worksheets
Story elements flashcards
Procedure

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A. Daily Routine (10 minutes)
Prayer: Start with a prayer for insight and empathy.
Checking of Attendance: Record who is present.
Energizer: Storytelling chain game, where each student adds a sentence to build a story.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Short Stories: Discuss the elements of narrative structure and how they contribute to a story.
Preview the themes of the selected stories.
During Reading (60 minutes):
Read selected short stories, pausing to highlight and discuss key elements as they appear.
Post-Reading Activity (80 minutes):
Discussion: Facilitate discussions on the themes and how narrative elements like character and setting enhance
the story.
Review Vocabulary: Focus on vocabulary specific to narrative analysis and themes discussed in the stories.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students select and read a short story from NRP materials, with an eye toward understanding its structure and themes.
D. Activity 3: Partner Reading (30 minutes)
Pairs discuss the narrative structure of the story each chose during DEAR time, sharing insights about character
development and plot.
Evaluation
Story Element Presentation: Students present an analysis of a short story, focusing on its narrative structure and
thematic depth.
Assignment
Create a story map for a short story read during DEAR time, identifying its key narrative elements and themes.
April Week 3: Drama and Performance
Objectives
Knowledge: Understand the basic elements of drama (e.g., script, dialogue, stage directions).
Skills: Analyze a dramatic script for themes and character development.
Attitude: Appreciate the role of performance in bringing literature to life and conveying messages.
Contents
Elements of drama
Reading and interpreting scripts
Basics of theatrical performance
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selection of dramatic scripts or plays from NRP materials
Script analysis worksheets
Space for group readings or performances
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for courage and creativity.
Checking of Attendance: Note who is present.
Energizer: Mimicry game where students guess the character or emotion being portrayed.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Drama: Discuss the components of drama and how they differ from other literary forms. Introduce
the selected play and its context.
During Reading (60 minutes):

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 Conduct a read-through of selected scenes, with students taking on different
roles.
Post-Reading Activity (80 minutes):
Discussion: Discuss the play's themes and character arcs, focusing on how performance can enhance understanding.
Review Vocabulary: Introduce terms specific to drama and performance, using the day's script as a reference.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students read a dramatic work independently, considering how they would stage a scene or portray a character.
D. Activity 3: Partner Reading (30 minutes)
In pairs, students perform a short scene from their DEAR time reading, practicing their interpretive and performance
skills.
Evaluation
Performance Review: Students perform a scene from the play studied, evaluated on their understanding of the text and
character portrayal.
Assignment
Write a reflection on how performing a scene can change or deepen understanding of the character or theme.
April Week 4: Integrating Literature and Media
Objectives
Knowledge: Understand how literature is adapted into different media forms (e.g., films, graphic novels).
Skills: Analyze adaptations of literary works, focusing on how elements are transformed or interpreted.
Attitude: Appreciate the creativity involved in adapting literature to visual and digital forms.
Contents
Literature in various media forms
Comparing and contrasting literature with its adaptations Creative
interpretation and adaptation
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Examples of literary adaptations (excerpts from films, graphic novels, etc.)
Comparison charts
Devices or projectors for viewing adaptations
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for openness and creativity.
Checking of Attendance: Record attendance.
Energizer: Quick quiz on famous literary adaptations.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Adaptations: Discuss the process and challenges of adapting literature into different media. Preview
the works to be compared.
During Reading (60 minutes):
Analyze excerpts from the original literary works and their adaptations, noting key differences and similarities.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a critical discussion on the effectiveness of adaptations, considering what may be gained or
lost in the process.
Review Vocabulary: Focus on terminology related to media adaptations and literary analysis.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students choose a book that has been adapted into another media form, reading and noting aspects they think are
crucial for adaptation.

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D. Activity 3: Partner Reading (30 minutes)
Share findings from DEAR time, discussing how they would adapt the chosen work into a different media form.
Evaluation
Adaptation Analysis Presentation: Students present their analysis of a literary work and its adaptation, focusing on
creative interpretation and media-specific elements.
Assignment
Create a storyboard or outline for adapting a scene from a literary work into a film, graphic novel, or digital
presentation, focusing on key elements to be preserved or adapted.

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May Week 1: Environmental Literature
Objectives
Knowledge: Understand how literature can explore and reflect environmental themes and issues.
Skills: Analyze literary works for their portrayal of environmental messages and themes.
Attitude: Develop a sense of responsibility and concern for environmental issues through literature.
Contents
Environmental themes in literature
Literary devices used to convey environmental messages
The role of literature in raising awareness about environmental issues
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selection of environmental literature from NRP materials
Worksheets for thematic analysis
Multimedia presentations on environmental issues
Procedure
A. Daily Routine (10 minutes)
Prayer: Begin with a prayer for the stewardship of Earth.
Checking of Attendance: Record who is present.
Energizer: Quick sharing of personal actions or habits that contribute to environmental conservation. B. Activity 1:
Reading Time (170 minutes) Pre-Reading Activities (30 minutes):
Introduction to Environmental Literature: Discuss how literature can highlight environmental issues and inspire
change. Introduce key terms and concepts.
During Reading (60 minutes):
Read selected works, pausing to discuss how the environment is portrayed and the effectiveness of these
portrayals in conveying messages.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a group discussion about the themes encountered in the readings and their relevance to
current environmental issues.
Review Vocabulary: Focus on vocabulary related to the environment and literary analysis of themes.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students read independently, choosing works with environmental themes, and prepare to share their insights.
D. Activity 3: Partner Reading (30 minutes)
Students discuss their DEAR time readings with a partner, focusing on how environmental issues are presented and the
emotional or persuasive impact of the literature.
Evaluation
Thematic Analysis: Students write a brief analysis of how environmental themes are integrated into the literature they
read, including their thoughts on the effectiveness of these portrayals.
Assignment
Research a current environmental issue and find a piece of literature that addresses this issue.
Prepare to present both the issue and the literary work to the class.
May Week 2: Biographies and Autobiographies
Objectives
Knowledge: Understand the structure and purpose of biographical and autobiographical texts.
Skills: Analyze how individuals’ life stories are told and what we can learn from them.
Attitude: Appreciate the diversity of human experiences and the value of learning from others’ lives.

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Contents
Differences between biographies and autobiographies
Elements of effective biographical writing
Reflecting on life lessons from biographies and autobiographies
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selection of biographies and autobiographies from NRP materials
Guided reading questions
Life lesson reflection worksheets
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for insight into others' lives and empathy.
Checking of Attendance: Record attendance.
Energizer: "Guess Who" game with facts from famous biographies.
B. Activity 1: Reading Time (170 minutes) Pre-Reading Activities (30 minutes):
Introduction to Biographies and Autobiographies: Discuss the characteristics of each genre and their value in
understanding people's lives.
During Reading (60 minutes):
Read selected texts, identifying key events, challenges, and achievements in the subjects' lives.
Post-Reading Activity (80 minutes):
Discussion: Share insights on what can be learned from the lives detailed in the readings. Review
Vocabulary: Introduce and practice vocabulary related to biographical and autobiographical writing.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students select a biography or autobiography to read independently, focusing on identifying themes and lessons.
D. Activity 3: Partner Reading (30 minutes)
In pairs, students discuss the life stories they read about, emphasizing the lessons learned and the impact of these
stories.
Evaluation
Life Lessons Essay: Write an essay on the most impactful lesson learned from the biographical or autobiographical
readings and how it applies to the student's own life.
Assignment
Choose a figure you admire and write a brief biographical sketch highlighting their major achievements and challenges.
May Week 3: Multicultural Literature
Objectives
Knowledge: Explore literature from various cultures to understand diverse perspectives and experiences.
Skills: Analyze multicultural texts to appreciate cultural differences and similarities. Attitude: Foster respect
and appreciation for cultural diversity through literature.
Contents
Introduction to multicultural literature
Themes and issues in multicultural texts
The role of literature in promoting cultural understanding and empathy
Subject Matter

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 National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
A selection of multicultural literature from NRP materials
Cultural context background sheets
Discussion guides for multicultural texts
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for openness and respect for all cultures.
Checking of Attendance: Record who is present.
Energizer: A cultural exchange game where students share a fact or tradition from their own culture or one they
admire.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Multicultural Literature: Present the concept of multicultural literature and its importance in
understanding diverse perspectives.
During Reading (60 minutes):
Read selected multicultural texts, noting cultural elements and perspectives presented.
Post-Reading Activity (80 minutes):
Discussion: Reflect on the different cultures represented in the readings and discuss how these perspectives
broaden understanding.
Review Vocabulary: Focus on vocabulary related to culture, diversity, and empathy.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students read a piece of multicultural literature, preparing to share how it reflects or enhances their understanding of
a particular culture.
D. Activity 3: Partner Reading (30 minutes)
Share and discuss the multicultural literature read during DEAR time, focusing on cultural insights and themes.
Evaluation
Cultural Reflection: Students write a reflection on how the multicultural literature they read has affected their
understanding of another culture.
Assignment
Create a poster or digital presentation about a piece of multicultural literature, highlighting its cultural themes and
relevance.

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May Week 4: Literature and Social Issues
Objectives
Knowledge: Identify how literature can address and reflect upon social issues.
Skills: Analyze literary works to understand their commentary on social issues.
Attitude: Develop a critical awareness of social issues through literature and consider personal or collective
responses.
Contents
Literature as a reflection on and response to social issues
Analyzing literary works for social commentary
The impact of literature on societal awareness and change
Subject Matter
National Reading Program (NRP)
References
DepEd Memorandum #001 s. 2024
Materials
Selection of literature addressing social issues from NRP materials
Worksheets for analysis of social commentary in literature
Discussion prompts for literature and social issues
Procedure
A. Daily Routine (10 minutes)
Prayer: A prayer for wisdom and courage to address social issues.
Checking of Attendance: Record who is present.
Energizer: A quick brainstorm on social issues students are passionate about.
B. Activity 1: Reading Time (170 minutes)Pre-Reading Activities (30 minutes):
Introduction to Literature and Social Issues: Discuss how literature can serve as a mirror to society, reflecting and
critiquing social issues.
During Reading (60 minutes):
Read selected works, identifying and discussing their social themes and messages.
Post-Reading Activity (80 minutes):
Discussion: Facilitate a deep dive into the social issues presented in the readings, discussing potential solutions
or responses.
Review Vocabulary: Introduce and practice vocabulary relevant to social issues and literary criticism.
C. Activity 2: DEAR Time (Drop Everything and Read) (30 minutes)
Students independently read literature that explores a social issue of interest, noting the issue's
presentation and the author's perspective. D. Activity 3: Partner Reading (30 minutes)
Students discuss the social issue explored in their DEAR time reading, sharing their thoughts on the literature's impact
and relevance.
Evaluation
Social Issues Essay: Students write an essay on a social issue explored in one of the literary works, discussing the issue's
portrayal and its real-world implications.
Assignment
Research a current social issue and find a piece of literature that discusses this issue. Prepare a presentation that
connects the literature to real-world contexts and suggests ways literature can inspire change.

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