School: CABANATUAN EAST CENTRAL SCHOOL Grade Level:

GRADE 6 Teacher: ELIZA R. AYRAN Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY , Quarter: Q3 WEEK 7

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

Gender equality
Justice Justice
Sub-theme: - - and gender -
Principles of Peace Principles of Peace
stereotyping
Reading Readin g Making
I. Session Title Be Like Mulan Aiming for Justice
Intervention Enhancement Connections
The learners should The learners should The learners should The learners should The learners should The learners should
be able to able to be able to be able to reflect on be able to explain the be able to apply their be able to identify
retell the story in demonstrate fluency the importance of impact of gender understanding to real- various personal and
their own words, and accuracy in justice and peace in stereotypes on life situations social issues that
II. Objectives focusing on the reading a short story their lives individuals and society involve oneself and
importance of hard others
work in achieving
dreams
Short Story: Mulan Zumba Dance: Short Story: Robin
Youtube Link: https:// Hood
III. Learning Short Story: Ang Short Story: The www.youtube.com/ Youtube Link:
https://
Resources/ Pangarap ni Kruko Arab and the Camel watch?v=v7zTVdJn- https:// HGIPS-IIIb-3
www.youtube.com/
References (PDF) (PDF) gc www.youtube.com/
watch? watch?v=l0yYBqKHj2I
v=_n34Wqj4NpQ
IV. Activities and Begin with Begin with Begin with Begin with Begin with Begin with
Procedures classroom routine: classroom routine: classroom routine: classroom routine: classroom 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. Checking of a. Prayer
Attendance Attendance Attendance Attendance Attendance b. Checking of
c. Quick c. Quick c. Quick c. Quick c. Quick
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan Attendance
c. Quick
Kamustahan

DRILL: Basic Sight A. Friday Routine A. Let’s Try This

Words Exercise
1. On a clean
Girl in the Mirror | sheet of paper,
Zumba® | Dance write three (3)
Fitness | Live Love problems/concern
Party
s that you are
This routine helps facing right now.
students focus and Rank them
prepares them for according to its
A. Introduction learning.
A. Preparation importance from
Greeting and B. Current Health and Settling the most important
A. Preparation and Introduction: News Sharing In to
Settling In Greet the students
and introduce the Briefly familiarize
Prepare copies of topic of justice and yourself with the
the story for each principles of peace. key events and least important.
Briefly explain the characters in Robin
student. 2. Write three (3)
connection between Hood
the two concepts. problems/concern
A. Pre-Reading Create a chart on
the board with Adapt the "Guiding s of the community
Activating Prior headings: B. Reflective Questions for where you live in.
Knowledge: "Characters," Thinking Share a recent Reflection and Rank them
"Events," "Important news article or story Discussion" to
Mulan Clip Analysis: focus on Robin according to its
Ask students what Information," and related to gender
they know about "Questions." Show a clip from equality or breaking Hood's actions and importance from
dreams. What are Mulan where she down gender choices. the most important
some dreams they Prepare reflection defies societal stereotypes (e.g., a to least important.
have for questions (e.g., What expectations or fights female athlete
themselves? did you find excelling in a B. Peace
for what's right (e.g.,
 interesting? What was scene where she traditionally male- Education
Have students share challenging? What did refuses to be dominated sport). Learning
experiences of you learn?) matched). Discuss the Session
working hard to following questions as C. Health Let’s Explore This
achieve something a class: Sessions Storytelling: Stay Safe
they wanted. B. Dedicated Briefly introduce
Reading Time What actions does Part 1: Robin Hood,
Look at your
Introduce the title of Mulan take in this Understanding highlighting his fight
the story, "Ang Silent Reading: scene? Gender Equality and against injustice. answers in Activity
Pangarap ni Distribute the story Stereotypes 1. Write your
Kruko," and ask copies and allow How do these actions Engage students in a identified problem
students to predict students to read relate to the principles Brainstorming: Ask brainstorming
which you
what the story might silently for 15-20 of peace we identified students to list down session: "What are
be about based on minutes. Encourage earlier? words and phrases some actions Robin Ranked 1 or your
the title. them to use reading that come to mind Hood takes most important
strategies like Does Mulan's throughout the problem. Ask your
when they hear
B. During Reading sounding out words, defiance achieve story?"
"gender equality" and parents/ guardian
rereading difficult justice or peace? Why List their responses
"gender stereotypes." and
sections, and or why not? on the board,
Discuss the positive other members of
Guided Reading: visualizing the story. focusing on actions
C. Structured and negative related to justice and the family to help
Read the story aloud Paired Reading: For Values connotations peace.
Activities associated with each you find solutions
to the students, struggling readers,
pausing at key consider partnering term. Provide reflection to your identified
points to ask them with stronger questions prompting problem.
Present 4-5 scenarios
questions and check readers for part of the students to connect
for understanding. time. that involve situations Part 2: Identifying Robin Hood's actions
where justice and and Challenging Keep in Mind
to their own lives:
Use the sticky notes peace are challenged. Stereotypes
to mark up the text Think-Pair-Share: Ask each group to "Which of Robin Life itself is all
discuss and rank the Activity 2: Play a
and highlight Throughout the Hood's actions show about solving
important parts of reading, pause at key different principles of "Would You Rather" justice or fairness?"
game with problems. All of us
the story, such as points (e.g., after peace (identified in
the main character, major events) and scenarios that "Can you think of have our own daily
activity 1) based on
setting, plot points, have students discuss challenge gender situations where you struggles which
their importance in stereotypes (e.g.,
and themes. their understanding resolving the scenario. stood up for what's help us learn from
with a partner. Briefly "Would you rather right, even when it
Groups can share be a strong leader our experiences,
C. Post Reading share these was difficult?"
their rankings and or a kind make us grow and
discussions with the
reasoning with the caregiver?"). become wiser and
Writing Activity: whole class. "How can we, like
 class. Encourage students Robin Hood, promote stronger and
Have students write to explain their peace and justice in shape
a short reflection C. Progress Scenarios: choices and our daily lives?"
about the story. Monitoring consider alternative us to be the better
A student witnesses
They can write through perspectives. Encourage students version of
bullying but is afraid to
about their favorite Reflection and to write down their ourselves.
part of the story, Sharing speak up due to fear thoughts on sticky
what they learned of retaliation. D. Reflection and notes or in their
from Kruko, or how Vocabulary Check: A group of students is Sharing notebooks.
the story relates to Review and discuss You Can Do It!
excluded from class
their own lives and any unfamiliar words Group discussion: C. Progress Make a slogan or
activities due to their
dreams. encountered in the Ask students to Monitoring poster to show your
story. ethnicity or social reflect on their own through
status. experiences with Reflection active role as a
Comprehension gender stereotypes and Sharing learner in the fight
A teacher unfairly
Check: Use the chart
punishes a student
and how they have against the
on the board to been affected by Facilitate a respectful Corona Virus in
without proper
collaboratively identify them. Encourage discussion, using
investigation. support of the
key characters, them to share their guiding questions like:
events, and important thoughts and Department of
Students have limited
information from the opportunities to feelings in a "Do you agree with Health’s program
story. Encourage respectful and Robin Hood's “BIDA Solusyon sa
express their opinions
student participation supportive methods? Why or why
or participate in COVID
and discussion. environment. not?"
decision-making. -19” and/or other
Individual E. Wrap UP "Are there other ways community
Reflection: Provide to achieve justice problems.
students with sticky D. Group Encourage students to without breaking the
notes (optional) or ask Sharing and continue challenging law?"
them to think quietly. Reflection stereotypes in their What I Have
Ask them to answer everyday lives and to "How can we apply Learned
reflection questions Group Discussion: advocate for gender Robin Hood's
like: Facilitate a discussion equality principles to our own
communities?" Think of a situation
about the different and use the
What did you find principles of peace
interesting in the D. Wrap Up following steps to
identified and their
story?
importance in building practice your
Reflect on how Robin
a peaceful society. Hood's story can problem-solving
What was challenging
while reading? inspire them to act for skills
 positive change. Share Your
What did you learn Thoughts
from the story? Individual Reflection:
Ask students to reflect and Feelings
Did you enjoy this on the following
reading session? Why questions: On a sheet of
or why not? paper, answer the
How can you apply
the principles of peace following questions.
D. Wrap Up in your daily life? 1. What have you
learned in this
What actions can you
Remind students of lesson?
the importance of take to promote
regular reading justice and peace in 2. To whom would
practice for improving your community? you ask for help
fluency and
How does Mulan's when you
comprehension. encounter
story inspire you to
stand up for what's problem/s? Why?
Recommend similar
stories or reading right? 3. How do you feel
activities for them to when seeking help
explore from others?
independently. E. Feedback 4. What are the
and
Reinforceme strengths, skills, and
nt abilities you will be
able to develop
Reinforcement: when you use
Suggest ways for
students to the steps in
continue exploring problem-solving?
and applying the
principles of peace,
such as
participating in
community service
projects, reading
books or articles
about
peacemakers, or
 engaging in
respectful dialogue
with others.
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