School: BITIN ELEMENTARY SCHOOL Grade Level: FOUR

GRADE 4 Teacher: JOHN ERROLL O. GESMUNDO Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: February 23, 2024 FRIDAY(Week 4) Quarter: THIRD

Catch-Up Friday

Homeroom
Reading Intervention Values Education Health Education Peace Education
Guidance Program

I. OBJECTIVES

To set the overarching

The learner activates prior
A. Content
knowledge to spark them
Standards
interest and motivate them to
read.
The learner develops various
reading skills to improve their
B. Performance vocabulary, learn new words
Standards and expressions, and enhance
their creativity and
imagination.
Provide the learners the
C. Learning chance to reflect. develop a
Competencies/ deeper understanding of the
text, and promote the use of
Objectives
language or newly learned
words creatively.
goal and tone for Catch-
up Fridays, emphasizing
the holistic injuries and improve blood
development of
individuals.
To engage learners in
reflective activities that
promote self-discovery
and informed decision-
making
To foster a collective
environment for
information gained from
reflection and open
communication.
To prepare the learner's Determine your
To reflect on learning newly-discovered
physical state to prevent
experiences in Peace knowledge and skills
to perform
Education
flow better in school
Show appreciation of
To consolidate your newly-
Give reflection on the information gained from discovered
learning experience the learning session in knowledge and skills
Peace Education to perform better in
school
Perform a school task
To consolidate To reflect on learning
using your newly-
experiences in Peace
discovered
the given activity Education
knowledge and skills

Reading Intervention Respect Sexual and Respect Be Aware! Stay Safe.

Peace Concepts Reproductive system Principles of
CONTENT (Positive and (Structure and functions) Peace
Negative Peace)
 ( Subject Matter)

II.LEARNINGRESOUR
CES
A. References

1.Teachers Guide pages

Homeroom
Short story: Si Mating,
2.Learners Material Guidance Period:
Short story: Si Lotlot Ang mapagbigay na
Week 1 of 3rd
matsing
Quarter

https://
www.youtube.com/watch?
v=v0IGFWtPjx8

https:// https:// https://

B. Other Learning https://www.youtube.com/
www.youtube.com/ www.youtube.com/watch? www.youtube.com/ HGA-IIIc-4
Resources watch?v=1Zk5X7Km9sA
watch?v=jLQ5opDacN8 v=wzSwe2CwG7k&t=7s watch?v=8innCUj1ZZ8

https://
www.youtube.com/watch?
v=n1gqIn_55Zc&t=40s
III. PROCEDURES

Begin with classroom Begin with classroom Begin with classroom Begin with classroom Begin with
routine: routine: routine: routine: classroom routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Checking of b. Checking of b. Checking of b. Checking of b. Reminder on
Attendance Attendance Attendance Attendance Health and
c. Quick Kamustahan c. Quick Quick Kamustahan c. Quick Safety protocols
Drill: Guess the Word Kamustahan Kamustahan c. Checking of
Friday Routine Exercise Attendance
Introduction Preparation and
d. Quick
New Jeans - Super Shy | Settling In
Kamustahan
Discussion: Facilitate a Dance Fitness
STORY: SI LOTLOT discussion about the
meaning of respect and Current Health News
peace. Ask students to Sharing
provide examples of
how they show respect Debate Club: Divide
in their daily lives. students into groups and
Discuss the importance host a friendly debate on a
of peace in their current health topic, like
families, classrooms, the benefits of early
and community. bedtimes or the
importance of hydration.
Story Time: Begin by
showing the picture
book or projecting
images of the story. Health sessions
Unwrapping the Mystery
Briefly tell the students
Box
that they are going to
Present a mystery box and
ask students to guess
what's inside. Give clues
like, "It's something
everyone has, but it looks
different for each
person," or "It helps
create something
amazing!" Reveal the
box, showcasing a picture
of a healthy baby playing
with their family. Explain
that understanding the
listen to a story about
reproductive system is key
“Mating ang
to understanding how
Mapagbigay na
families are formed and
Matsing”
how life begins.
Reflection and Sharing
Reflective Thinking
Building Body
Activities
Knowledge with
Welcome: Greet
students warmly and A. Let’s Try This
express your excitement
for the lesson. “Be Safe”
Warm-up Activity:
Play a "Get to Know
You" game where
students share something
they appreciate about
themselves, others, or
their class community.
Peace Education
Learning Session
Directions:
Brainstorming: Lead a 1. Look at the picture
discussion about the carefully. Imagine
word "respect." Ask that you are walking
students what it means as you go to your
to respect themselves, school from home.
others, and the world 2. On a piece of
around them. Record paper, list down the
their ideas on the chart
things that you see as
paper.
you walk from home
to school.
Introducing Peace
Concepts: Define Let’s Explore This
"positive peace" as the Stay Safe
absence of violence and
the presence of justice, Directions:
1. Choose one among
cooperation, and
the scenarios given
harmony. Define
"negative peace" as where your life can
simply the absence of be put at risk
war or conflict. Use or in danger.
simple and age- 2. Explain how you
appropriate examples to will handle the
illustrate both concepts. situation.
 A. PRE-READING
1. Activating Prior
Knowledge: Discuss
experiences with feelings
like sadness, anger, and
happiness. Ask students if
they have ever felt unsafe or
uncomfortable at school.
Briefly introduce the concept
of bullying without using the
specific term.
2. Building Background
Knowledge: Show pictures of
different hairstyles (e.g.,
straight, curly, braids).
Discuss how people can look
different and how it's okay to
be unique. Explain the
importance of treating
everyone with kindness, even
if they look or act differently
than you.
3. Introducing Key
Vocabulary: Define and
discuss words like
"feelings," "sad," "angry,"
"unfair," "kind,"
"respectful." Use role-
playing or picture prompts to
illustrate the meaning.
4. Setting Reading Goals:
Tell students they will listen
"Peace Around the Diagram 3. Write your answers
World" Drawing: Display age-appropriate Comparing and in your paper.
Distribute drawing paper diagrams of the male and Contrasting: Show
and crayons to students. images/videos
Ask them to draw a representing positive and
picture that represents negative peace.
their vision of a peaceful Encourage students to
world. Encourage them discuss the differences
to include elements of and identify key
love, cooperation, and characteristics of each
type of peace.
Keep in Mind
Progress Monitoring
through Reflection and Personal Care and
Sharing Safety
female reproductive Read and Understand
harmony. systems side-by-side on Personal Action the Passage.
the whiteboard or chart Brainstorming: Ask B.E.S.A.F.E
Structured Activities paper. Label the main students to brainstorm
Peace Chain: internal organs (ovaries, individual actions they You Can Do It!
Cut out strips of uterus, testes, etc.) on one can take to promote Directions:
construction paper and side and leave the other respect and peace in 1. Copy the table in
distribute them to their daily lives (e.g., your answer sheet.
students. Ask them to using kind words, 2. Write specific
write down one action listening actively, ways on how you can
they can take to promote helping others, resolving protect yourself on
peace, either at home, in conflicts peacefully). different situations.
school, or in their
community. Then, have blank. Collective Action
students link their strips Brainstorming: Discuss What I Have
together to create a ways to promote peace Learned
"Peace Chain" that and respect within the
symbolizes their Engage students in a classroom and school Direction: Write the
collective commitment detective game! Describe community. Encourage things that you have
to building a more the function of each organ students to come up with learned on a piece of
peaceful world. and let them guess its concrete ideas they can paper by completing
name based on its location implement together the following
Group Sharing and clues. Fill in the labels (e.g., creating a statements.
Collage and Drawing together, creating a "Friendship Wall," 1. I say no when
to the story and think about
how Lotlot feels and how
they can be kind to others.
B. DURING READING:
1. Modeling Fluent
Reading: Read the story
expressively, emphasizing
changes in Lotlot's
emotions. Pause at key
points to ask questions
like: "How do you think
Lotlot feels right now?"
"What would you do in
this situation?"
Encourage students to
share their thoughts and
feelings.
C. POST READING:
1. Reviewing Key Points:
Briefly summarize the story,
emphasizing how Lotlot
handled the bullying
situation. Discuss the
importance of standing up
for yourself and others who
are being treated unfairly.
2. Reflecting on Reading
Experience: Ask students if
they ever felt like Lotlot did
in the story. Encourage them
to share their experiences
Presentations: Invite complete map of the organizing a peace- ______________.
students to share their reproductive systems. themed activity, starting 2. I express my
"Respectful Actions" a peer mediation feelings if
collages and "Peace program). ___________.
Around the World" Wrap Up 3. I follow
drawings with the class. Remind students that it is Wrap Up instructions
Encourage them to okay to have questions Review and Sharing: because________.
explain the symbolism about the reproductive Briefly review the key 4. I ensure privacy to
and meaning behind system and that they can concepts of respect, ___________.
their artwork. always talk to a trusted positive and negative
adult if they need more peace. Allow students to Share Your
information. share their reflections Thoughts
Feedback and and ideas from the and Feelings
Reinforcement worksheet or
brainstorming sessions. How can you be safe
Provide positive and protected in this
feedback: Appreciate Closing Song: peace time of pandemic?
students' participation “Children of Write your answers
and effort throughout the yesterdays dream” in
lesson. Highlight your answer sheet.
specific examples of
how they demonstrated
respect and peace during
the activities.
 and how they coped with
difficult situations.

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?