ARSENIO SANTOS MEMORIAL

GRADE 6 School: ELEMENTARY SCHOOL Grade Level: GRADE 6

CATCH-UP FRIDAY Teacher: ZENAIDA L. BERNARDINO Learning Area: CATCH-UP FRIDAY

Teaching Dates and Time: FEBRUARY 16, 2024 Quarter: Q3 - WEEK 3

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
III. Learning Short story: Si Short story: The Short story: Ang Song: Head, Song: Hello Song Homeroom
Resources/ Gingerbread Man Very Hungry Magagaliting Shoulder, Knees and Youtube Link: Guidance Period:
References Youtube Link: Caterpillar Matanda toes https://www.youtube.c Week 1 and 2 of 3rd
https://www.youtu Youtube link: Youtube Link: om/watch? Quarter
v=q5BcGrOny-k
be.com/watch?v=- PPT https://www.youtube https://www.youtube
Song: Paalam na Sayo
zOn-CPGOzE .com/watch? .com/watch? Youtube Link:
 v=ERx6s1cHmqM https://www.youtube.c
v=Ik6cjA1DJes om/watch?
v=nidjBnhPURQ

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 d. Prayer
b. Checking of b. Checking of b. Checking of e. Checking of
a. Prayer
Attendance Attendance Attendance Attendance
c. Quick c. Quick c. Quick f. Quick b. Reminder on
Kamustahan Kamustahan Kamustahan Kamustahan Health and
Safety
A. Introduction A. Friday Routine A. Preparation
A. Preparation and Greeting: Start by Exercise and Settling protocols
b. Checking of Settling In warmly greeting the Greeting and In c. Checking of
Attendance students and engagement: Start
Attendance
Create a colorful creating a positive by singing a song Greet students
caterpillar display: atmosphere. about the body, like warmly and invite d. Quick
Decorate the "Head, Shoulders, them to gather in a Kamustahan
classroom with a Knees, and Toes." circle.
caterpillar cut-out A. Introduction
and colorful paper B. Current Health Set up the chart
circles representing Storytelling: News Sharing paper with the title It feels great when
c. Quick the various foods Watch the short Ask students, "What "Who are Our you learn
Kamustahan the caterpillar eats story "The Grumpy is your favorite part Neighbors?" something new
Neighbor". After of your body? like reading
Prepare reflection finishing, engage Why?" Discuss B. Peace and writing more
prompts: Develop students in a briefly. Education words or singing
age-appropriate discussion about Learning one of your
questions like: the actions of the Session favorite songs. As
"What was your characters and how C. Health you grow, it is best
favorite food the they made each Sessions Discussion: Ask to continue
caterpillar ate?", other feel. students "What nurturing and
"What does the does the word sharing your
caterpillar turn Brainstorming: Simon Says: Play newly
'neighbor' mean to
into at the end?", Ask students to Simon Says using discovered
you?" Record their
"If you were a share their body part instructions. knowledge and
responses on the
caterpillar, what experiences with For example, "Simon skills to become a
chart paper.
would you like to neighbors (both says touch your toes!" better version of
eat?" positive and or "Simon says wink Show pictures: yourself.
 negative). Help your right eye!" Present various
B. Dedicated them understand pictures of different B. Let’s Try This
Drill: Sight Words Reading Time that neighbors are families and
people who live Mirror, Mirror: Give
individuals (e.g.,
Introduce the nearby, whether in each student a
young, old, diverse
Hungry Caterpillar: the same house, mirror. Ask them to
ethnicities). Ask
Show the book cover apartment, or explore their faces Write the letter of
students to identify
and discuss the title community. and name the your answer on a
who could be their
and author. Briefly different parts they clean sheet of
introduce the neighbors. Guide paper.
see (eyes, ears,
caterpillar and its love them to understand
nose, mouth).
for food. B. Reflective that neighbors live
Encourage them to
Thinking near us, not just next
make silly faces
Independent door.
Reading: Take Personal using different
students to a Reflection: Show expressions. Types of Neighbors:
designated reading students two simple Explain that we have
area and distribute the drawings Flashcard Fun: different types of
books. Encourage representing Show flashcards of neighbors, such as Processing
them to look at the "respect" and different body parts those living nearby, Questions:
pictures and read and call them out one classmates, or even
"disrespect." Ask
independently. by one. Students people we meet Answer orally the
them to individually
point to the regularly in our following
Interactive think about how they
corresponding part community. Briefly questions:
Storytelling: Every 2 treat their neighbors
on their body or discuss positive and 1. Based on the
pages, gather and whether they pictures, which of
show more respect or themselves in the respectful interactions
students back for a these skills do you
disrespect. mirror. Repeat until with these different
A. Pre-Reading brief, interactive already have?
storytelling session. Encourage them to all flashcards are types of neighbors.
Activating Prior 2. Which of these
Point to the days of raise their hands for covered.
Knowledge: Importance of skills would you
Discuss familiar the week and foods "respect" or remain Respect: Emphasize like to have?
stories about on the caterpillar silent for "disrespect." D. Reflection and Why?
why it's important to
characters running display, discussing Sharing 3. How does it feel
Class Discussion: treat our neighbors
away (e.g., what the caterpillar Class Discussion: discovering a new
ate and how many of Facilitate a discussion with respect. Use
"Runaway Bunny"). Ask students: "What skill?
each food. Ask about why treating simple examples like
Ask students about did you learn about 4. What are some
questions and others with respect is sharing, being kind, ways to discover a
different ways your body today?"
characters can encourage important. Guide and helping when new skill?
predictions. "What is one thing you needed.
travel (e.g., walking, students to are grateful for your C. Let’s Explore
hopping, flying). understand that
Show pictures of C. Progress respect contributes to body to do?" "How C. Progress
different types of Monitoring a happy and peaceful can we take care of Monitoring Draw a circle.
houses (e.g., through community. our bodies?" through • Inside the circle,
cottage, gingerbread Reflection and Reflection write one (1)
house). Sharing C. Structured and Sharing newly-discovered
Values E. Wrap UP knowledge and
Building Individual Activities Practice Respect: skill. Example:
Background Reflection: Provide Review: Briefly go Guide students in learn how to write,
Knowledge: Briefly students with sticky Creating "Good over the main body brainstorming ways to draw, or to
narrate the story of notes and ask them to Neighbor" parts learned. to show respect to read.
the Gingerbread draw their favorite their neighbors. • Color your work
Boy, omitting the food the caterpillar 1. Divide students Assessment: Ask Examples: saying and put a title on
sequence of events. ate. into small groups. students to identify hello, offering help, it. Example “Me
Focus on the body parts on being quiet during and My Skill”
2. Provide each
characters and Sharing Time: Invite themselves certain times, • You may also
group with
setting. Show students to share their keeping shared think of other title
construction Exit Ticket: Have
pictures of key sticky notes and spaces clean. for your work.
scenes (e.g., baking drawings with a paper, students draw their
the gingerbread boy, partner or small markers/crayons, favorite body part Processing
running away). group. Encourage and glue sticks. and write why they D. Wrap Up Questions:
them to explain their 3. Ask them to create like it. 1. Is it important to
choices and listen a poster showing Review: Briefly appreciate your
Introducing Key respectfully to others. ways to be a good summarize the main newly-discovered
Vocabulary: Define neighbor (e.g., points of the lesson: knowledge
and discuss words D. Wrap Up sharing toys, who are our and skills? Why?
like "hot," "oven," greeting politely, neighbors, why 2. What will you
"forest," "animal," Whole-Class helping with respect is important, do to develop your
"caught." Create a Discussion: Facilitate chores). and ways to show it. newly-discovered
simple picture a brief whole-class knowledge
4. Encourage them
dictionary on the discussion about the Closing Activity: End and skills while
to use visuals and
board or use caterpillar's journey. with a positive and staying at home
manipulatives. Ask questions like: simple words. during quarantine
interactive activity like
B. During Reading "What did the 5. Have each group period?
singing a goodbye
caterpillar learn?", present their song or sharing well
Supporting "How did the poster to the class wishes for their D. Keep in Mind
Comprehension: caterpillar change?", and explain their neighbors.
Use visuals (e.g., "Would you like to ideas. While staying at
pictures, flannel be a butterfly?" home during
board) to depict the D. Group quarantine period,
sequence of events. Sharing and you can still
Ask questions like: Reflection make the most of
"Who did the your time
Gingerbread Boy 1. Facilitate a group discovering new
meet first?" "What discussion where knowledge and
happened next?" students share skills with
their experiences the help of your
Encouraging from the activities. parents or
Engagement: Have 2. Ask them to reflect guardian.
students act out
on what they
parts of the story These may
learned about
(e.g., baking the include:
Gingerbread Boy, respect and how • Learning how to
running away). Use they can apply it in draw, write, and
props (e.g., fake their interactions read
cookies, animal with their • Counting
masks) to enhance neighbors. numbers
the experience. 3. Encourage them • Solving math
to share any problems
C. Post Reading challenges they • Reciting a poem
might face and
Reviewing Key brainstorm Appreciating your
Points: Briefly solutions together. newly-discovered
summarize the knowledge and
story, emphasizing skills will help
the order of events. E. Feedback you become more
Show the pictures and confident of
again and have Reinforceme yourself and
students retell the nt perform good in
story in their own school.
words. 1. Acknowledge You have to be
and praise thankful for your
Extending students for newly-discovered
Understanding: their knowledge and
Draw a large participation and skills.
gingerbread house understanding.
on the board. Have
students take turns 2. Briefly recap the
drawing characters key points of the
in the sequence they lesson: Respect
met them in the is important,
 story. Discuss what
might happen next
neighbors are
after the fox catches
important, and
the Gingerbread
there are many
Boy.
ways to show
respect.
Reflecting on
Reading
3. Encourage
Experience: Ask
students to
students what they
continue
liked best about the
practicing
story. Ask if they
kindness and
ever felt like running
respect towards
away (e.g., from a
their neighbors
bath), and what
at home and in
happened.
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?