School: Grade Level:

GRADE 1 Teacher: Learning Area:

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY, Quarter: Q3 WEEK 2

Homeroom
Catch-up National Reading Program
Values Education Health Education Peace Education Guidance Program
Subject: (NRP)
(HGP)
I. II. GENERAL OVERVIEW

Quarterly Drop Everything Drop Everything and Community Sexual and Community
-
Theme: and Read Read Awareness Reproductive Health Awareness

Respect Body parts including Respect

Sub-theme: - - -
Knowing Neighbors private sexual parts Knowing Neighbors

Treating others with

Reading respect and building Respect and
Reading
I. Session Title Enhancement positive Body Parts Understanding Our Learning is Fun!
Intervention
relationships with Neighbors
neighbors.
Demonstrate reading At the end of this
The learner will be comprehension: The learner will be module, you are
The learner will be
able to reflect on Accurately The learner will be able to define the expected to:
able to understand the
their reading comprehend and able to name and term, identify diverse Determine your
concept of respect
II. Objectives progress and share retain information from identify essential body neighbor types, and newly-discovered
and how it applies to
their thoughts with the text with a parts. grasp the importance knowledge and skills
neighbors.
peers. minimum of 75% of respect. to perform
accuracy. better in school
Song: Hello Song
Short story: Ang Youtube Link:
Song: Head,
Short story: Si Magagaliting https://www.youtube.c
Short story: The Shoulder, Knees and
Gingerbread Man Matanda om/watch?
Very Hungry toes Homeroom
III. Learning Youtube Link: Youtube link: v=q5BcGrOny-k
Caterpillar Youtube Link: Guidance Period:
Resources/ https://www.youtu https://www.youtube Song: Paalam na Sayo
https://www.youtube Youtube Link: Week 1 and 2 of 3rd
References be.com/watch?v=- .com/watch?
PPT .com/watch? https://www.youtube.c Quarter
zOn-CPGOzE v=ERx6s1cHmqM
v=Ik6cjA1DJes om/watch?
v=nidjBnhPURQ
 Begin with Begin with Begin with Begin with Begin with Begin with classroom
classroom routine: classroom routine: classroom routine: classroom routine: classroom routine: routine:
a. Prayer a. Prayer a. Prayer d. Prayer
b. Checking of b. Checking of b. Checking of e. Checking of a. Prayer
Attendance Attendance Attendance Attendance b. Reminder on
c. Quick c. Quick c. Quick f. Quick Health and Safety
Kamustahan Kamustahan Kamustahan Kamustahan protocols
c. Checking of
A. Introduction A. Friday Routine A. Preparation Attendance
Drill: Sight Words Greeting: Start by Exercise and Settling d. Quick
warmly greeting the Greeting and In Kamustahan
students and
creating a positive Greet students A. Introduction
atmosphere. warmly and invite
them to gather in a It feels great when
Storytelling: circle. you learn
Watch the short something new
a. Prayer story "The Grumpy engagement: Start Set up the chart like reading
b. Checking of Neighbor". After by singing a song paper with the title and writing more
IV. Activities and
Attendance finishing, engage about the body, like "Who are Our words or singing
Procedures
c. Quick students in a "Head, Shoulders, Neighbors?" one of your
Kamustahan discussion about Knees, and Toes." favorite songs. As
the actions of the B. Peace you grow, it is best
characters and how B. Current Health Education to continue
A. Preparation and they made each News Sharing Learning nurturing and
Settling In other feel. Ask students, "What Session sharing your
A. Pre-Reading is your favorite part newly
Create a colorful Brainstorming: of your body? Discussion: Ask discovered
caterpillar display: Ask students to Why?" Discuss students "What knowledge and
Decorate the share their briefly. does the word skills to become a
classroom with a experiences with 'neighbor' mean to better version of
caterpillar cut-out neighbors (both you?" Record their yourself.
Activating Prior and colorful paper positive and C. Health
responses on the
Knowledge: circles representing negative). Help Sessions B. Let’s Try This
chart paper.
Discuss familiar the various foods them understand
stories about the caterpillar eats that neighbors are Show pictures:
characters running people who live Simon Says: Play
Present various
away (e.g., Prepare reflection nearby, whether in Simon Says using
pictures of different
"Runaway Bunny"). prompts: Develop the same house, body part instructions.
families and
Ask students about age-appropriate apartment, or For example, "Simon
different ways questions like: community. says touch your toes!" individuals (e.g., Write the letter of
characters can "What was your or "Simon says wink young, old, diverse your answer on a
travel (e.g., walking, favorite food the your right eye!" ethnicities). Ask
hopping, flying). caterpillar ate?", students to identify
Show pictures of "What does the B. Reflective who could be their
different types of caterpillar turn Thinking Mirror, Mirror: Give
neighbors. Guide
houses (e.g., into at the end?", each student a
them to understand
cottage, gingerbread "If you were a Personal Reflection: mirror. Ask them to
that neighbors live
house). caterpillar, what Show students two explore their faces
would you like to near us, not just next
simple drawings and name the
Building eat?" door.
representing different parts they
Background "respect" and see (eyes, ears, Types of Neighbors:
Knowledge: Briefly B. Dedicated "disrespect." Ask nose, mouth). Explain that we have
narrate the story of Reading Time
them to individually Encourage them to different types of
the Gingerbread
think about how they make silly faces neighbors, such as
Boy, omitting the Introduce the clean sheet of
sequence of events. Hungry Caterpillar: treat their neighbors using different those living nearby, paper.
Focus on the Show the book cover and whether they expressions. classmates, or even
characters and and discuss the title show more respect or people we meet
setting. Show and author. Briefly disrespect. Flashcard Fun: regularly in our Processing
pictures of key introduce the Encourage them to Show flashcards of community. Briefly Questions:
scenes (e.g., baking caterpillar and its love raise their hands for different body parts discuss positive and
the gingerbread boy, for food. "respect" or remain and call them out one respectful interactions Answer orally the
running away). silent for "disrespect." by one. Students with these different following
Independent point to the types of neighbors. questions:
Reading: Take Class Discussion: 1. Based on the
corresponding part
Introducing Key students to a Facilitate a discussion Importance of pictures, which of
on their body or
Vocabulary: Define designated reading about why treating Respect: Emphasize these skills do you
and discuss words area and distribute the themselves in the already have?
others with respect is why it's important to
like "hot," "oven," books. Encourage mirror. Repeat until 2. Which of these
important. Guide treat our neighbors
"forest," "animal," them to look at the all flashcards are skills would you
students to with respect. Use
"caught." Create a pictures and read covered. like to have?
understand that simple examples like
simple picture independently. Why?
respect contributes to sharing, being kind,
dictionary on the 3. How does it feel
a happy and peaceful D. Reflection and and helping when
board or use Interactive discovering a new
community. Sharing needed.
manipulatives. Storytelling: Every 2 skill?
Class Discussion:
B. During Reading pages, gather C. Structured C. Progress 4. What are some
students back for a Ask students: "What ways to discover a
Values did you learn about Monitoring
Supporting brief, interactive Activities through new skill?
Comprehension: storytelling session. your body today?"
Reflection
Use visuals (e.g., Point to the days of "What is one thing you and Sharing C. Let’s Explore
pictures, flannel the week and foods Creating "Good are grateful for your
board) to depict the on the caterpillar Neighbor" body to do?" "How Practice Respect: Draw a circle.
sequence of events. display, discussing can we take care of Guide students in • Inside the circle,
Ask questions like: what the caterpillar 1. Divide students our bodies?" brainstorming ways write one (1)
"Who did the ate and how many of into small groups. to show respect to newly-discovered
Gingerbread Boy each food. Ask their neighbors. knowledge and
2. Provide each
meet first?" "What questions and E. Wrap UP Examples: saying skill. Example:
group with
happened next?" encourage hello, offering help, learn how to write,
predictions. construction Review: Briefly go being quiet during to draw, or to
Encouraging paper, over the main body certain times, read.
Engagement: Have C. Progress markers/crayons, parts learned. keeping shared • Color your work
students act out Monitoring and glue sticks. spaces clean. and put a title on
parts of the story through 3. Ask them to create Assessment: Ask it. Example “Me
(e.g., baking the Reflection and a poster showing students to identify and My Skill”
Gingerbread Boy, Sharing ways to be a good body parts on D. Wrap Up • You may also
running away). Use neighbor (e.g., themselves think of other title
props (e.g., fake Individual sharing toys, Review: Briefly for your work.
cookies, animal Reflection: Provide greeting politely, Exit Ticket: Have summarize the main
masks) to enhance students with sticky helping with students draw their points of the lesson: Processing
the experience. notes and ask them to favorite body part who are our Questions:
chores).
draw their favorite and write why they neighbors, why 1. Is it important to
C. Post Reading food the caterpillar 4. Encourage them appreciate your
like it. respect is important,
ate. to use visuals and newly-discovered
and ways to show it.
Reviewing Key simple words. knowledge
Points: Briefly Sharing Time: Invite 5. Have each group Closing Activity: End and skills? Why?
summarize the students to share their present their with a positive and 2. What will you
story, emphasizing sticky notes and poster to the class interactive activity like do to develop your
the order of events. drawings with a and explain their singing a goodbye newly-discovered
Show the pictures partner or small ideas. song or sharing well knowledge
again and have group. Encourage wishes for their and skills while
students retell the them to explain their D. Group neighbors. staying at home
story in their own choices and listen Sharing and during quarantine
words. respectfully to others. Reflection period?

Extending D. Wrap Up 1. Facilitate a group D. Keep in Mind

Understanding: discussion where
Draw a large Whole-Class While staying at
students share
gingerbread house Discussion: Facilitate home during
their experiences
on the board. Have a brief whole-class quarantine period,
 discussion about the from the activities. you can still
caterpillar's journey. 2. Ask them to reflect make the most of
Ask questions like: on what they your time
"What did the learned about discovering new
caterpillar learn?", respect and how knowledge and
"How did the they can apply it in skills with
caterpillar change?", the help of your
their interactions
"Would you like to parents or
with their
be a butterfly?" guardian.
neighbors.
students take turns
drawing characters 3. Encourage them These may
in the sequence they to share any include:
met them in the challenges they • Learning how to
story. Discuss what might face and draw, write, and
might happen next brainstorm read
after the fox catches solutions together. • Counting
the Gingerbread numbers
Boy. E. Feedback • Solving math
and problems
Reflecting on Reinforceme • Reciting a poem
Reading nt
Experience: Ask Appreciating your
students what they 1. Acknowledge newly-discovered
liked best about the and praise knowledge and
story. Ask if they students for skills will help
ever felt like running their you become more
away (e.g., from a participation and confident of
bath), and what understanding. yourself and
happened. perform good in
2. Briefly recap the school.
key points of the You have to be
lesson: Respect thankful for your
is important, newly-discovered
neighbors are knowledge and
important, and skills.
there are many
ways to show
respect.

3. Encourage
students to
continue
practicing
kindness and
respect towards
their neighbors
at home and in
their community.
V.REMARKS

VI.REFLECTION
A..No. of learners
who earned 80%
in the evaluation
B..No. of learners
who require
additional
activities for
remediation who
scored below
80%
C…Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D..No. of learners
who continue to
require
remediation
E..Which of my
teaching
strategies
worked well?
Why did these
work?
F..What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G..What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Noted By:

Teacher Principal