G4 STES DLL CATCH UP Mar 1 2024 WEEK 5

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Lipa City
Lipa City North District
Santo Toribio Elementary School
Lipa City
School SANTO TORIBIO ELEM. SCHOOL Grade Four

Teacher Grade 4 Teachers Section
TALA SA Subject Catch-up Friday Markaha Third
PAGTUTURO n
Date March 1, 2024
DEAR FOR READING INTERVENTION

150 MINUTES (12:00-2:55)
I. OBJECTIVES Filipino:
Nailalarawan ang tauhan batay sa ikinilos, ginawi, sinabi at
naging damdamin
English:
Analyze a story in terms of its elements
II. CONTENT Reading Comprehension
(Subject Matter)
III. Learning worksheets, pictures, reading passage
Resources
A.References
1.Teacher’s Filipino-MELC
Guide Pages F4PS-IIIb-2.1
English-MELC p. 135
EN4RC-Ib-2.1.1
2.Learner’s p. 204 BATAYANG AKLAT SA FILIPINO 4
Materials Pages p. 309 RAINBOWS IN ENGLISH 4
3.Textbook Filipino-p. 204
Pages English-p.309
4. Additional
Materials
from Learning
Resources (LR)
Portal)
B.Other
Learning
Resources
IV.PROCEDURES
Pre-reading Activities
Activate Prior Knowledge:
Pre-Reading Discuss with students their knowledge of mice and hawks. What do they know about these
30 MINUTES animals? Are they familiar with any stories or experiences involving mice and birds of
prey?
12:25- 12:55
Build Vocabulary:
Identify and discuss key vocabulary words from the story such as "passage," "devoured,"
"talons," and "exterminators." Explore the meanings of these words and encourage
students to use them in sentences.
Generate Interest:
Show images of mice and hawks to pique curiosity. Discuss the behaviors of these animals
Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

School ID: 109666
Contact Number: 0437237141
Email Address: santotoribio1983@gmail.com
Lipa City
in the wild. Ask students to predict what might happen in a story involving a mouse and a
hawk.
During During Reading
Reading
Read Aloud:
100 minutes Read the story "Mouse Madness" aloud to the students. Encourage them to follow along in their
copies or on the screen.
12:55 - 2:35
“Mouse Madness”
The tunnel was dark, but Marty knew his way through it. He used his powerful nose to find the
passage out. It smelled like his favorite food: cheese! When he got to the edge of the passage,
Marty paused. His mother had lectured him enough about dashing into the open without looking.
It was dangerous. A zoo patron could see him and start screaming. Then zookeepers might bring
in exterminators to shoo them out of their homes. There could be hawks around, ready to grab
them. Marty was not ready to be devoured by a hungry hawk. He had to be careful. He watched.
He waited. Then slowly, carefully, silently he crept out a little further. He could see the nachos
and cheese under the bench, where someone had carelessly left it. “Jackpot!” he thought. It must
be the lunch rush now, because there were not many people over by the bird exhibit. He waited
until the few guests turned away, and he ran to the nachos. They smelled delicious. He would
have liked to bring some back to his family, but they were too big for a mouse to carry. Marty
took a bite. Mmmmmm! Just as he was about to take another bite, he saw a movement from the
corner of his eye. Oh no! A hawk! Marty ran as fast as he could back to the tunnel. It wasn’t far,
and he was desperately hoping that the hawk hadn’t seen him when it landed. He was almost
there, when he was suddenly lifted off the ground. Marty was terrified. His mother had warned
him about this all of his life. He should have been more aware, instead of focused on the delicious
nachos and cheese. Up they went, higher and higher. The view of the zoo was fantastic, but
Marty was too scared to appreciate it. They were circling in the air, and Marty knew he had to do
something, or he was going to be the hawk’s lunch! Think, think, THINK! He said to himself.
The hawk’s talons were surrounding him, but he had an idea. There was one talon close to his
face, so he took a deep breath, and bit the hawk! The hawk swerved, but didn’t let go. Marty did
it again, clenching his little mouse jaws as hard as he possibly could! Then, he was falling. Marty
didn’t even have a chance to think about anything but the feeling of falling, until, THUMP! He
bounced off an umbrella. THUMP! He bounced off another one, and went flying into the bushes.
He landed softly in the dirt. For a while, Marty stayed still. He could not believe that he was still
alive. He didn’t want to move; in case the hawk came back. Finally, his breathing started to slow.
He was sore from hitting the ground, but he didn’t feel seriously hurt. Marty stood up, and made
his way to the closest tunnel. He was ready to go home. That was enough of an adventure for one
day!
Discussion and Comprehension:

Pause at key points in the story to discuss what is happening. Ask questions to check for
comprehension and understanding.
Discuss Marty's decision-making process. What precautions did he take, and where did he go
wrong?
Reading Skills Practice:

Have students take turns reading paragraphs or sections aloud. Encourage expression and fluency
in their reading.
Visualize the Story:

Ask students to create mental images of Marty's journey as the story progresses. Discuss how
visualization enhances understanding.
Predictions:
Pause before the climax of the story and ask students to predict what might happen next.

School ID: 109666
Lipa City
Encourage them to use evidence from the text to support their predictions.
Post-Reading
Post-Reading Activities
20 minutes
Reinforce Comprehension:
2:35 - 2:55 Engage in a class discussion about the resolution of the story. How did Marty escape from the
hawk? What were the consequences of his actions?
Encourage Reflection:
Have students reflect on Marty's choices and the consequences of his actions. Discuss what they
would have done in a similar situation.
Extend Learning:
Explore additional information about mice and hawks. Students can research facts about these
animals and present their findings to the class.
Creative Writing:
Ask students to write an alternative ending to the story. How else could Marty have escaped the
hawk, or what other adventures could he have encountered in the zoo?
Artistic Expression:
Allow students to draw or create visual representations of key scenes from the story. This can be
done individually or collaboratively, fostering creativity and artistic expression.
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III
MICHAEL B. VERINA
Teacher III
Checked by:
LORENA T. PERILE
Master Teacher II

School ID: 109666
Lipa City
Noted:
MERLITA R. CASTRO, EdD.

Principal III
School SANTO TORIBIO ELEM. SCHOOL Grade Four

Teacher Grade 4 Teachers Section
TALA SA Subject Catch-up Friday Markaha Third
PAGTUTURO n
Date March 1, 2024
DEAR FOR READING ENHANCEMENT

150 MINUTES (12:00-2:55)
I. OBJECTIVES Filipino:
Nailalarawan ang tauhan batay sa ikinilos, ginawi, sinabi at
naging damdamin

School ID: 109666
Lipa City
English:
Analyze a story in terms of its elements
II. CONTENT Reading Comprehension
(Subject Matter)
III. Learning worksheets, pictures, reading passage
Resources
A.References
1.Teacher’s Filipino-MELC
Guide Pages F4PS-IIIb-2.1
English-MELC p. 135
EN4RC-Ib-2.1.1
2.Learner’s p. 204 BATAYANG AKLAT SA FILIPINO 4
Materials Pages p. 309 RAINBOWS IN ENGLISH 4
3.Textbook Filipino-p. 204
Pages English-p.309
4. Additional
Materials
from Learning
Resources (LR)
Portal)
B.Other
Learning
Resources
IV.PROCEDURES
FIRST PART
Set the stage for focused reading by providing context and introducing key elements.
Pre-Reading
30 MINUTES
Begin by discussing the title "Mouse Madness" and asking readers to predict what the story might
12:25- 12:55 be about.
Engage readers with Share a brief overview of the main character, Marty, and the setting (zoo).
the story "Mouse
Madness" to create Discuss the importance of paying attention to details in the story, especially Marty's senses and
interest and the potential dangers he faces.
curiosity.
Set the mood by asking readers to imagine being in a dark tunnel and using their senses to
navigate.
During .
Reading
Instruct readers to find a comfortable and quiet space for reading.
100 minutes
Start the reading of "Mouse Madness," emphasizing the importance of paying attention to details.
12:55 - 2:35
“Mouse Madness”
Foster concentration The tunnel was dark, but Marty knew his way through it. He used his powerful nose to find the
and engagement passage out. It smelled like his favorite food: cheese! When he got to the edge of the passage,
during the reading Marty paused. His mother had lectured him enough about dashing into the open without looking.
session. It was dangerous. A zoo patron could see him and start screaming. Then zookeepers might bring
in exterminators to shoo them out of their homes. There could be hawks around, ready to grab
Encourage readers them. Marty was not ready to be devoured by a hungry hawk. He had to be careful. He watched.
to visualize the He waited. Then slowly, carefully, silently he crept out a little further. He could see the nachos
scenes and immerse and cheese under the bench, where someone had carelessly left it. “Jackpot!” he thought. It must

School ID: 109666
Lipa City
themselves in be the lunch rush now, because there were not many people over by the bird exhibit. He waited
Marty's adventure until the few guests turned away, and he ran to the nachos. They smelled delicious. He would
have liked to bring some back to his family, but they were too big for a mouse to carry. Marty
took a bite. Mmmmmm! Just as he was about to take another bite, he saw a movement from the
corner of his eye. Oh no! A hawk! Marty ran as fast as he could back to the tunnel. It wasn’t far,
and he was desperately hoping that the hawk hadn’t seen him when it landed. He was almost
there, when he was suddenly lifted off the ground. Marty was terrified. His mother had warned
him about this all of his life. He should have been more aware, instead of focused on the delicious
nachos and cheese. Up they went, higher and higher. The view of the zoo was fantastic, but
Marty was too scared to appreciate it. They were circling in the air, and Marty knew he had to do
something, or he was going to be the hawk’s lunch! Think, think, THINK! He said to himself.
The hawk’s talons were surrounding him, but he had an idea. There was one talon close to his
face, so he took a deep breath, and bit the hawk! The hawk swerved, but didn’t let go. Marty did
it again, clenching his little mouse jaws as hard as he possibly could! Then, he was falling. Marty
didn’t even have a chance to think about anything but the feeling of falling, until, THUMP! He
bounced off an umbrella. THUMP! He bounced off another one, and went flying into the bushes.
He landed softly in the dirt. For a while, Marty stayed still. He could not believe that he was still
alive. He didn’t want to move; in case the hawk came back. Finally, his breathing started to slow.
He was sore from hitting the ground, but he didn’t feel seriously hurt. Marty stood up, and made
his way to the closest tunnel. He was ready to go home. That was enough of an adventure for one
day!
Comprehensive Questions:
What was Marty using to navigate through the dark tunnel?
What did the tunnel smell like, and why was it significant to Marty?
Why did Marty hesitate before venturing out from the tunnel into the open?
What potential dangers did Marty's mother warn him about regarding being seen by zoo patrons?
Describe Marty's strategy for approaching the nachos and cheese. Why did he wait for the right
moment?
What unexpected danger did Marty encounter while enjoying the nachos?
How did Marty attempt to escape from the hawk when he was lifted off the ground?
What was Marty's idea to fend off the hawk while in its talons?
What was the consequence of Marty's actions when he bit the hawk?
How did Marty feel after the ordeal, and what decision did he make at the end of the story?
Encourage readers to create mental images of Marty's actions, surroundings, and emotions.
Pause at strategic points to allow readers to reflect on what they've read and predict
possible outcomes.
Post-Reading
After reading, facilitate a discussion about Marty's choices, the risks he faced, and the
20 minutes consequences of his actions.
2:35 - 2:55 Ask readers to share their favorite parts, the most suspenseful moments, or any surprises in the
story.
Progress
Monitoring Encourage critical thinking by discussing what Marty could have done differently to avoid the
through Reflection encounter with the hawk.
and sharing
Connect the events in the story to real-life situations and discuss the importance of being cautious
and aware of surroundings.
Wrap Up
Summarize the story, highlighting Marty's journey and the lessons learned.
Discuss the significance of being cautious and making wise decisions.

School ID: 109666
Lipa City
Connect the story to personal experiences or lessons applicable to everyday life.
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III
MICHAEL B. VERINA
Teacher III
Checked by:
LORENA T. PERILE
Master Teacher II
Noted:

Principal III

School ID: 109666
Lipa City
CATCH-UP FRIDAYS FACILITATION GUIDE
(FOR HOMEROOM GUIDANCE)
I. General Overview
Catch-up Subject: Homeroom Guidance Grade Level: 4
Quarterly Theme: Be Proactive! Develop Problem- Sub-theme:

Solving Skills!
Time: 30 MINUTES (3:20-3:50) Date: March 1, 2024
II. Session Details
Session Title:
Session Objectives: At the end of the session, learners will be able to:
a. Identify issues and problems relating to self, home, school and

community;
b. Demonstrate the importance of seeking and giving help in resolving

problems; and
c. Share effective ways of solving a problem.

Key Concepts:
● Self-awareness: Understanding one's own emotions, thoughts, and
challenges.

School ID: 109666
Lipa City
● Environmental awareness: Recognizing issues and problems in the home,

school, and community contexts.
● Problem recognition: Developing the ability to identify and define problems
that impact oneself and the broader community.
III. Facilitation Strategies
Components Duration Activities and Procedures
Introduction
and Warm-
5 Minutes
Up
Processing Questions:
1. What did you feel while doing the activity?
2. Was it easy or difficult to identify the problems relating to

yourself
and others? Explain your answer briefly.
3. What was the biggest problem that you experienced during

this
COVID-19 pandemic? Share how you handled and solved it.

School ID: 109666
Lipa City
Concept 10
Exploration
minutes

School ID: 109666
Lipa City
Valuing/Wrap-up 5 minutes

School ID: 109666
Lipa City
Reflective 10
Journaling
Minutes
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III
MICHAEL B. VERINA
Teacher III
Checked by:
LORENA T. PERILE
Master Teacher II
Noted:

Principal III

School ID: 109666
Lipa City
(FOR HEALTH EDUCATION)
I. General Overview
Catch-up Subject: Health Education Grade Level: 4
Quarterly Theme: Sexual and Reproductive Health Sub-theme: Puberty or sexual maturation
– an effect on the body,
emotions, thinking, and
social relationships, including
the
body's preparation for

School ID: 109666
Lipa City
reproduction
II. Session Details
Session Title: “Understanding Puberty”
Session At the end of the session, learners will be able to:

Objectives:
a. Define puberty and understand its effects on the body, emotions, thinking,
and social relationships.
b. Recognize the body's preparation for reproduction during puberty.
Key Concepts:
● Puberty: is a natural process of physical and emotional changes that occur as an
individual transitions from childhood to adulthood. It involves the maturation of the
reproductive system, leading to the ability to reproduce.
Changes in the Body, Emotions, Thinking, and Social Relationships:
● Body Changes: Refers to the physical transformations that occur during puberty,
such as growth spurts, development of secondary sexual characteristics, and
changes in body composition.
● Emotional Changes: Encompasses the wide range of emotions experienced during
puberty, including mood swings, increased sensitivity, and the development of a
deeper understanding of one's feelings.
● Thinking Changes: Involves cognitive development, where individuals begin to think
more abstractly, reason logically, and develop a better understanding of complex
ideas.
● Social Relationship Changes: Describes the adjustments in how individuals interact
with peers, friends, and family members, including the formation of new
relationships and the navigation of social challenges.
Reproductive System Development:
● Refers to the maturation and functional development of the reproductive organs,

preparing the body for potential reproduction. In males, this includes the
development of the testes and sperm production, while in females, it involves the
maturation of the ovaries and the menstrual cycle.
Introduction and Warm-Up  Start the session with a brief discussion about growing up and
the changes that happen to everyone as they get older. Use
10 Minutes relatable examples like growing taller, getting stronger, and
experiencing different emotions.
Activity: Storytime - "The Amazing Journey of Alex and Emma"
Begin a short story about two friends, Alex and Emma, who
discover the magical world of puberty. Narrate how they

School ID: 109666
Lipa City
experience changes in their bodies, emotions, thinking, and

social relationships. Emphasize the importance of these
changes in preparing the body for reproduction.
Concept Exploration 20 "The Amazing Journey of Alex and Emma"
Minutes Once upon a time in a small town, there were two best friends
named Alex and Emma. They were inseparable, sharing laughs,
games, and adventures together. Little did they know, an
incredible journey awaited them – the journey of puberty.
One sunny day, as Alex and Emma played in the park, they
started noticing changes in themselves. Alex suddenly felt taller
and stronger, while Emma noticed new curves in her body.
Confused and curious, they decided to explore these changes
together.
Their journey took them to a magical land where they met a

wise guide who explained that they were experiencing puberty.
Puberty, the guide said, was a natural process where their
bodies were growing and changing to become adults.
Alex and Emma discovered that puberty wasn't just about

physical changes. They experienced a rollercoaster of emotions
– from excitement to confusion and even moments of self-
discovery. The guide reassured them that these emotions were
perfectly normal.
As they continued their journey, the friends found that puberty

also affected their thinking. They began to understand complex
ideas and think about the world in new ways. The guide
explained that this was their brains maturing and becoming
more capable.
In this magical land, Alex and Emma also faced challenges in

their social relationships. Sometimes they felt shy or awkward
around others, but they soon learned that everyone was going
through similar experiences. They made new friends who
shared their journey, providing support and understanding.
As the journey unfolded, the wise guide revealed the most

magical part – the preparation of their bodies for reproduction.
Alex learned about the male reproductive system, while Emma
discovered the wonders of the female reproductive system.
They realized that one day, when they were older, their bodies
would be ready to create new life.
With newfound knowledge and a deep bond of friendship, Alex

and Emma returned to their town. They embraced the changes

School ID: 109666
Lipa City
of puberty, knowing that it was a natural part of growing up. As

they faced adolescence together, they navigated the
challenges, celebrated the triumphs, and cherished the
incredible journey that shaped them into the amazing
individuals they were becoming.
And so, the story of Alex and Emma's journey through puberty
became a tale shared with others, inspiring them to embrace
the magic of growing up.
After the story, facilitate a group discussion. Ask questions like:
What changes did Alex and Emma experience during puberty?
How did these changes affect their emotions and thinking?
Did the characters face any challenges in their social

relationships during puberty?
Why do you think these changes are important for

reproduction?
 Share age-appropriate illustrations or diagrams explaining the

reproductive system. Use simple language to discuss the basics
of male and female reproductive organs and their functions.
● Conclude the session by summarizing the key points discussed
Valuing/Wrap-up 10 minutes during the story and the reproductive system explanation.
Emphasize that puberty is a natural part of growing up and that
everyone goes through it. Encourage students to ask questions
or share any concerns they may have.
Reflective Journaling 10
● Distribute journals to each student and ask them to write or
Minutes draw about one thing they learned during the session and how
they feel about the topic. This allows students to reflect on the
information and express any thoughts or concerns they might

School ID: 109666
Lipa City
have.
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III
MICHAEL B. VERINA
Teacher III
Checked by:
LORENA T. PERILE
Master Teacher II
Noted:

Principal III
(FOR VALUES EDUCATION)
I. General Overview
Catch-up Subject: Values Education Grade Level: 4
Quarterly Theme: Community Awareness (Respect) Sub-theme: Cultural sensitivity
II. Session Details
Session Title: Embracing Diversity: Understanding and Respecting Cultures

Objectives:
a. Develop an understanding of cultural sensitivity.
b. Appreciate the diversity within the community.
c. Demonstrate respect for different cultures.
Key Concepts:
● Cultural sensitivity: Being aware and respectful of different cultures.
● Diversity: The presence of various cultural backgrounds within a community.

School ID: 109666
Lipa City
Introduction and ● Begin with a quick interactive activity. Use a world map or pictures
Warm-Up representing different cultures. Ask the students to point out or
10 Minutes
name countries they are familiar with. Discuss briefly how people
in those countries may have different traditions, languages, and
customs.
● Highlight the idea that our world is made up of diverse cultures,
and it's essential to understand and respect them.
● Activity: "Culture Carousel"
Prepare cards: Create cards representing different cultures present

in your community. Include information about traditions, food,
clothing, and festivals.
 Philippines
Traditions:
Concept 20
Exploration In the Philippines, a significant tradition is the "Mano Po," where
Minutes younger individuals show respect to their elders by taking the
elder's hand and gently placing it on their forehead. Another
tradition is the "Pamamanhikan," a pre-wedding custom where the
groom's family formally asks for the bride's hand in marriage.
Food:
Filipino cuisine is known for its diverse flavors. Adobo, a savory and
slightly tangy meat dish, is a Filipino staple. Another popular dish is
Sinigang, a sour tamarind-based soup. Students can explore these
dishes to understand the richness of Filipino culinary traditions.
Clothing:
Traditional Filipino clothing includes the Barong Tagalog for men,

an embroidered formal shirt, and the Baro't Saya for women, a
Filipiniana dress. These garments are often worn during special
occasions and celebrations.
Festivals:
One notable festival is the Sinulog Festival, celebrated in Cebu,

featuring vibrant street parades and dances. The Ati-Atihan
Festival in Aklan is known for its lively music and colorful costumes,
attracting visitors from all over the country.
 America
Traditions:
In the United States, a common tradition is the Thanksgiving

holiday, where families gather to share a feast and express

School ID: 109666
Lipa City
gratitude. Another tradition is the Fourth of July, celebrated with

fireworks and patriotic events to mark the country's
independence.
Food:
American cuisine is diverse, reflecting the country's

multiculturalism. Students can explore classic dishes such as
hamburgers, hot dogs, and apple pie. Thanksgiving dinner with
turkey, stuffing, and cranberry sauce is another iconic American
meal.
Clothing:
The clothing style in America varies, but casual wear like jeans and
T-shirts is common. Traditional Native American clothing, such as
fringed garments and beaded accessories, also plays a role in
preserving cultural heritage.
Festivals:
The Macy's Thanksgiving Day Parade in New York City is a famous

festival, featuring giant balloons and performances. Independence
Day celebrations include fireworks displays across the nation,
symbolizing the country's freedom.
 Singapore
Traditions:
In Singapore, the tradition of respecting elders is evident in

practices like bowing and using formal titles. The exchange of red
packets during the Chinese New Year is another tradition
symbolizing good luck and prosperity.
Food:
Singaporean cuisine is a blend of various Asian flavors. Students

can explore dishes like Hainanese Chicken Rice, Laksa, and Roti
Prata. Hawker centers, where diverse street food is available, are a
unique culinary experience.
Clothing:
Traditional clothing in Singapore includes the Malay Baju Kurung,

the Chinese Cheongsam, and the Indian Sari. Singaporeans often
wear these outfits during cultural celebrations and festive
occasions.
Festivals:
The Lantern Festival, celebrated during the Mid-Autumn Festival,

involves colorful lantern displays and mooncakes. Thaipusam, an
important Hindu festival, features a vibrant procession with
devotees carrying kavadis as acts of penance.
 Station setup: Arrange different stations around the

School ID: 109666
Lipa City
classroom, each representing a specific culture. Place the

corresponding cards at each station.
 Rotate and Explore: Divide students into small groups. Give

each group a starting station. Set a timer for 5 minutes. During
this time, students explore the station, read the card, and
discuss what they find.
 Rotate: After the timer, have the groups rotate to the next
station. Repeat this process until each group has visited all
stations.
 Group Discussion: Bring the class together for a group

discussion. Ask each group to share something interesting they
learned about a different culture. Emphasize the importance
of understanding and respecting these differences.
● Conclude the activity by discussing with students why it is
Valuing/Wrap-up 5 minutes essential to respect and understand different cultures within their
community. Highlight the idea that just like a puzzle is complete
with all its pieces, a community is richer when it embraces its
diverse cultures.
Reflective 10 ● Provide each student with a journal or a worksheet. Ask them to
Journaling reflect on the following prompts:
Minutes
What did you learn about a culture different from your own today?
Why is it important to respect and understand different cultures in

our community?
How can you show cultural sensitivity in your everyday life?
Encourage students to share their reflections with the class or in

small groups, fostering open discussions about the significance of
cultural sensitivity.
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III
MICHAEL B. VERINA
Teacher III

School ID: 109666
Lipa City
Checked by:
LORENA T. PERILE
Master Teacher II
Noted:

Principal III
(FOR PEACE EDUCATION)
I. General Overview
Catch-up Subject: Peace Education Grade Level: 4
Quarterly Theme: Community Awareness (Respect) Sub-theme: Cultural sensitivity
II. Session Details
Session Title: Embracing Diversity: Understanding and Respecting Cultures

Objectives: To reflect on learning experiences in Peace Education
To consolidate information gained from the learning session in Peace Education
To reflect on learning experiences in Peace Education
Key Concepts:
● Cultural sensitivity: Being aware and respectful of different cultures.
● Diversity: The presence of various cultural backgrounds within a community.


School ID: 109666
Lipa City
Introduction and Play a "Get to Know You" game where students share something
Warm-Up they appreciate about themselves, others, or their class community.
5 Minutes
●
Brainstorming: Lead a discussion about the word "respect." Ask
students what it means to respect themselves, others, and the world
around them. Record their ideas on their journals.
Introducing Peace Concepts: Define "positive peace" as the

absence of violence and the presence of justice, cooperation, and
harmony. Define "negative peace" as simply the absence of war or
conflict. Use simple and age-appropriate examples to illustrate both
concepts.
Concept 20 Comparing and Contrasting

Exploration
Minutes The teacher will show different pictures that depict positive and
negative peace. The students will be engaged by actively participating
during the discussion of the teacher.
Valuing/Wrap-up 5 minutes Review and Sharing: Briefly review the key concepts of respect,
positive and negative peace. Allow students to share their reflections
and ideas from the worksheet or brainstorming sessions.
Reflective 5
Progress Monitoring through Reflection and Sharing
Journaling
Minutes Personal Action Brainstorming: Ask students to brainstorm
individual actions they can take to promote peace in their daily lives.
Collective Action Brainstorming: Discuss ways to promote peace

within the classroom and school community. Encourage students to
come up with concrete ideas they can implement together.
Prepared by:
ZARAH M. MARCIANO
Teacher III
LITO M. SALUDO
Teacher III
MYRNA B. MARQUEZ
Teacher III
BEVERLY N. ROSETE
Teacher III

School ID: 109666
Lipa City
MICHAEL B. VERINA
Teacher III
Checked by:
LORENA T. PERILE
Master Teacher II
Noted:

Principal III

School ID: 109666
Lipa City

School ID: 109666

G4 STES DLL CATCH UP Mar 1 2024 WEEK 5

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G4 STES DLL CATCH UP Mar 1 2024 WEEK 5

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Republic of the Philippines

School SANTO TORIBIO ELEM. SCHOOL Grade Four

DEAR FOR READING INTERVENTION

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Discussion and Comprehension:

Reading Skills Practice:

Visualize the Story:

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

MERLITA R. CASTRO, EdD.

School SANTO TORIBIO ELEM. SCHOOL Grade Four

DEAR FOR READING ENHANCEMENT

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Discuss the significance of being cautious and making wise decisions.

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Connect the story to personal experiences or lessons applicable to everyday life.

MERLITA R. CASTRO, EdD.

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

CATCH-UP FRIDAYS FACILITATION GUIDE

(FOR HOMEROOM GUIDANCE)

Catch-up Subject: Homeroom Guidance Grade Level: 4

Quarterly Theme: Be Proactive! Develop Problem- Sub-theme:

Time: 30 MINUTES (3:20-3:50) Date: March 1, 2024

II. Session Details

a. Identify issues and problems relating to self, home, school and

b. Demonstrate the importance of seeking and giving help in resolving

c. Share effective ways of solving a problem.

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

● Environmental awareness: Recognizing issues and problems in the home,

Components Duration Activities and Procedures

1. What did you feel while doing the activity?

2. Was it easy or difficult to identify the problems relating to

and others? Explain your answer briefly.

3. What was the biggest problem that you experienced during

COVID-19 pandemic? Share how you handled and solved it.

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

MERLITA R. CASTRO, EdD.

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

CATCH-UP FRIDAYS FACILITATION GUIDE

(FOR HEALTH EDUCATION)

Catch-up Subject: Health Education Grade Level: 4

body's preparation for

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

Time: 50 MINUTES (3:50-4:40) Date: March 1, 2024

II. Session Details

Session Title: “Understanding Puberty”

Session At the end of the session, learners will be able to:

● Refers to the maturation and functional development of the reproductive organs,

III. Facilitation Strategies

Components Duration Activities and Procedures

Address: Sitio Sto. Toribio, Brgy. Marauoy, Lipa City

experience changes in their bodies, emotions, thinking, and

Concept Exploration 20 "The Amazing Journey of Alex and Emma"

Their journey took them to a magical land where they met a