School: Grade Level: GRADE 6

GRADE 6 Teacher: Learning Area: CATCH UP-FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FEBRUARY 23. 2024 Quarter: Q3 WEEK 4

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

Compassion Different types Compassion

Sub-theme: - - -
Peace Concepts of family Peace Concepts

Reading Compassion and

Reading Peace Starts With More Talent, More
I. Session Title Enhancement Peace in our daily My Family
Intervention Me! Fun!
lives
The learner should be
The learner should
The learner should able to demonstrate The learner should be
The learner should be The learner should be be able identify your
be able to practice comprehension of the able to Identify acts of
able to will be able to able to Reflect on how skills, talents and
decoding words like story by answering compassion and
II. Objectives define the concept of their choices can interests helpful to
"huff," "puff," and questions and peace in their daily
"family". impact others. attain your
"straw." reflecting on their lives.
academic goal;
learning.
Short Story: Ang Short Story: Walang Short Story: Nang
Short Story: Ang Paper Princess Kapantay na
Mag-away ang
pagmamahal ng Ama
Paper Princess Youtube Link: Langit at Dagat
III. Learning Short Story: Three Youtube Link:
Youtube Link: https:// Youtube Link:
Resources/ Little Pigs https:// HGA-IIIc-4
https://www.youtube www.youtube.com/ https://www.youtube
References (PDF) www.youtube.com/
.com/watch? watch? watch?v=iauZCnBo6- .com/watch?
v=OYIL1h3P0Qg v=tidkYuEXMFw g v=UQJSlFOvVcI
 Begin with Begin with Begin with Begin with Begin with Begin with
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 Attendance
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan c. Quick
Kamustahan
A. Introduction
A.
As a child like you,
it is good that at
this time, you are
starting
to know what your
A. Intro duction skills, talents and
Pre-Reading interests are. And
IV. Activities and A. Friday Routine it is also good
Brainstorming: A.Preparation and if you use them to
Procedures Exercise A. Preparation
Write "The Three Settling In help you achieve
Start the lesson and Settling In
Little Pigs" on the with a fun group your academic
board. Ask students Review Prepare chart paper goals. For
activity related to
what they know Expectations: with headings: example, you are
Greeting and families. This could
about pigs and Briefly review "What is Peace?", good at drawing.
Icebreaker: Start be a simple song,
houses. Record their classroom rules for "Actions for That skill can help
with a fun, dance, or game that
ideas. active listening and Peace", and "My you in your
interactive activity emphasizes
respectful Contribution to
to loosen up and togetherness and
Vocabulary Preview: discussions. Peace".
create a positive teamwork.
Introduce "huff," atmosphere.
"puff," and Introduce the B. Peace
Example: Play a Example: "Family
"straw." Use Story: Show the Education
"Compliment Freeze Dance" -
pictures or context cover and title, Learning
Circle" where Play upbeat music
share a brief performance
clues to explain their students pass a ball and instruct Session
overview of the outputs as you
meaning. Have and give a positive students to move
story, and generate express whatever
students practice compliment to the like different family
excitement by Show pictures you think and feel
saying and using the person who catches members. When
asking questions representing different through your
words in sentences. it. the music stops,
like "What do you concepts related to drawings.
they freeze in a
Picture Walk: Show think this story Introduce the family pose. peace. Ask students
the story illustrations might be about?" Topic: Explain that what they see and B. Let’s Try This
without revealing the today's lesson is B. Current Health what the pictures
text. Ask students to about two important News Sharing make them think of. In a clean sheet of
describe what they A. Dedicated concepts: paper, describe
see and predict what Reading Time compassion and Briefly share a what you see in
might happen to the peace. Briefly positive health news the pictures
Shared Viewing: Introduce the concept below. Then,
pigs. define these story related to
Watch the story of peace as not just answer the
concepts in age- families or children.
Prediction: Based together as a class, the absence of processing
appropriate Encourage students
on the title and encouraging students language. Example: conflict, but a positive questions.
to ask questions and
pictures, have to follow along closely. "Compassion is state of harmony,
share their thoughts.
students predict how Pause occasionally to caring about others respect, and
the pigs will build clarify key moments or and wanting to help Example: Share a understanding.
their houses and vocabulary. them feel happy. news article about
what might happen Peace is when the importance of
to them. Comprehension everyone feels calm family meals for Divide students into
Strategies: and respectful children's
Throughout the small groups. Ask
B. During Reading towards each development. Processing
viewing, prompt them to brainstorm
other." Questions:
Partner Reading: students to use C. Health and list ways they can
Students take turns comprehension Sessions promote peace in their 1. What roles or
reading aloud in strategies listed on the community (e.g., practices you like
pairs. Encourage chart (e.g., making Introduce the concept sharing toys, helping doing the most?
them to use proper predictions, asking of family by asking others, using kind 2. Are there roles
pacing, expression, questions, connecting B. Reflective students what it words). that you do at
and decoding skills to prior knowledge). Thinking means to them. Write home, school and
Encourage them to their responses on community that
Sticky Notes: use sticky notes to Ask Guiding chart paper. are the same?
mark scenes they C. Progress
Provide students Questions: Pose Explain that there are What are those?
found interesting or Monitoring
with sticky notes to questions to get many different types
confusing through
mark unfamiliar students thinking of families, and each C. Let’s Explore
Reflection
words or interesting one is special and
B. Progress about their own and Sharing
parts. Discuss these unique. Copy the
Monitoring experiences with
later as a class or in Use visuals or a crossword puzzle
through compassion and Facilitate a
pairs. simple storyboard to on a clean sheet
Reflection and peace. Example: discussion where
present different students share their of paper. Fill in the
Character Chart: Sharing "Can you think of a types of families, correct letters that
time when you individual
Have students such as: will complete the
create a chart to Individual showed compassion reflections. word being
● Nuclear family
track the building Reflection: Provide to someone? How Encourage them to described below.
materials, students with the did it make you feel? (two parents and listen respectfully
personalities, and reflection questions children) and build on each
When do you feel
actions of each pig worksheet (e.g., What most peaceful?" ● Single-parent other's ideas.
and the wolf. was your favorite part
family
of the story? What did
C. Post Reading you learn? What was ● Grandparent-led Together, add their Processing
confusing?). Give Listen and individual Questions:
family
Story Retell: Ask them time to write or Encourage Sharing: contributions to the 1. Was it easy for
students to retell the draw their responses. Share your own ● Blended family chart paper under the you to get the
story in their own experiences and heading "My words being
words, focusing on C. Wrap Up ● Foster family described?
encourage students to Contribution to
how each pig built voluntarily share ● Same-sex parent Peace". 2. What did you
their house, the Closing Activity: theirs. Create a safe do to accomplish
wolf's actions, and Engage in a creative family this task?
and supportive space
how the story activity related to the for open discussion. 3. Why is it
ended. You can use theme (e.g., draw a Ask students important to know
Emphasize that reflection questions:
sentence starters scene, write a C. Structured the difference
love, support, and
like "First, the little different ending). Values How can you show between skills,
care are the most
pig made..." or Activities talents and
important things in kindness to others?
"The wolf tried Positive interests?
a family, regardless
to...". Reinforcement: How can you resolve
Storytelling: watch of its structure.
Praise students for conflicts peacefully?
Comprehension their participation and the short story "The
Facilitate a
Questions: Ask effort during the Butterfly and the Bee" How can you make
discussion where
questions that lesson. (or similar), your community a D. Keep in Mind
students share their
assess highlighting acts of more peaceful place?
own family
understanding of the compassion and They say that
experiences and
story's main events, peace within the every person is
perspectives. D. Wrap Up
characters, and narrative. Discuss the unique. The
Encourage
themes. Encourage story's message and reason why we
respectful and Watch the Story:
students to use are
ask students to inclusive language. Play the video for your
textual evidence to unique is because
support their identify situations students. Encourage
where the characters D. Reflection and we differ in skills,
answers. For them to pay attention
showed compassion Sharing talents, and
example, "Why did to how the characters
or created peace. Class Discussion: interests. It is
the first pig's interact and how the
Ask students: "What more
house fall down?" conflict unfolds.
fun to learn new
or "Who was the did you learn about things for us to
smartest pig?" your body today?" easily accomplish
Creative Expression: our daily tasks.
"What is one thing you
Divide students into The advantages of
are grateful for your
pairs and provide recognizing your
body to do?" "How
them with construction own skills, talents
can we take care of
paper, markers, and and interests
our bodies?"
glue. Ask them to are as follow:
create a picture or 1. It helps you
scene depicting an act E. Wrap UP maintain your self-
of compassion or confidence.
peace. Encourage Review: Briefly go 2. It keeps you
over the main body motivated to work
them to be creative
parts learned. on your school
and express their tasks that you do
understanding through at home because
Assessment: Ask
art. of quarantine.
students to identify
body parts on 3. It helps you get
themselves to know yourself
D. Group better.
Sharing and Exit Ticket: Have 4. It makes you
Reflection students draw their healthy physically
favorite body part and mentally.
Group Sharing: Have and write why they 5. It helps you
each pair share their like it. achieve academic
artwork with the class, success.
explaining what they
E. You can Do It
created and why.
Encourage respectful
A bookmark is
listening and used to mark one
appreciation for page of a book.
diverse perspectives. Using any kind
of paper, create
three (3)
Values Discussion: bookmarks:
Guide a discussion For bookmark #1 -
based on the shared write your talent;
For bookmark #2 -
artwork. Ask write your skill;
questions like: "What For bookmark #3 -
values did you see write your
displayed in the interest.;
pictures?" "How can These will serve
we practice these as your reminder
that you can attain
values in our
academic
classroom?" "What
success as a
can we do to create a learner even at
more peaceful and the middle of a
compassionate crisis.
environment for A sample picture
everyone?" below is provided
for you to follow.
Then,
E. Feedback and answer the
Reinforcement processing
questions in
Positive another clean
Reinforcement: sheet of paper.
Appreciate
students'
participation, effort, Processing
and understanding Questions:
throughout the 1. What will you
lesson. Highlight do to improve your
specific examples skills, talents and
of compassion and interests?
peace 2. How do these
demonstrated help you learn at
during the activities. home and in
Wrap-up Activity: school?
Ask students to
share one action
they can take to
show compassion
or promote peace in
their daily lives.
 Write these actions
on a chart paper
and display it in the
classroom as a
reminder.
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:

RHUNALLY V. PAGLUMOTAN LENY JOY B. LIU
Teacher III Principal III