GRADES 1 to 12 School: Grade Level: V

DAILY LESSON LOG Teacher: Learning Area: CATCH UP FRIDAYS

Teaching Dates and
Time:

FRIDAY
Reading READING Values Health Education Peace Education
Intervention ENHANCEMENT Education /
HOMEROOM
GUIDANCE
PamantayangPangnilalaman The learner develops The learner develops To provide a structured To prepare the
(Content Standards) various reading skills to various reading skills to platform for reinforcing environment and
improve their improve their fundamental values To prepare the learner's learners for the peace
vocabulary, learn new vocabulary, learn new through interactive physical state to prevent education learning
words and expressions, words and expressions, activities injuries and improve session.
and enhance their and enhance their blood flow
creativity and creativity and
imagination. imagination.
PamantayansaPagganap The learner reflects, The learner reflects, To engage learners in To equip learners with
(Perfomance Standards) develop a deeper develop a deeper reflective activities that To engage learners in the appropriate
understanding of the understanding of the promote self discovery physical and knowledge, skills, and
text, and promote the use text, and promote the use and informed decision- mindfulness activities to values in Peace
of language or newly of language or newly making. improve wellness Education
learned words creatively. learned words creatively.
PamantayansaPagkatuto The learner activates The learner activates To set the To reflect on learning
(Learning Competencies) prior knowledge to spark prior knowledge to spark overarching goal experiences in Peace
their interest and their interest and and tone for Education
motivate them to read. motivate them to read. Catch-up To keep the learners
Fridays, abreast or updated to
emphasizing the significant news
holistic
development of
individua-ls.
Layunin MY RESPONSIBLE Strategies for developing ( Peace Concepts – positive
READING INTERVENTION READING ENHANCEMENT
Lesson Objective DECISIONS and maintaining mental and negative peace)
 health and emotional
( with emphasis on help-
seeking and social support.)

Paksang Aralin
(Subject Matter)

KagamitangPanturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Pre-reading Let pupils sing a song “ Give pupils some Ask pupils; Health Exercise- Greet Pupils with a
The Ant and the tongue twister clip. Zumba dance personalized
Grasshopper”. If you are going to welcome message.
https:// have the power to
www.youtube.com/ create a law in the The pupils play a
watch? country, what would it Pinoy henyo game
v=TOTd78ZTDGE be, and
why? Steps: Ask:Are you ready to
2. Show some Group into 2 learn another topic
flashcards to the pupils. teams.the first team today with me?
Processing to play will be the one
Questions: to guess the word I prepare a short

field
1. What did you that written in the video clip to start our
consider in making card. lesson.
the law?
2. What would https://
happen in this www.youtube.com/

hop country if the law will

be implemented?
3. Were you able to
watch?
v=i2Y041xKzjM

weigh the pros and

chirpin cons of the law?
Please explain.
g
toil
plenty
 Did you experience
difficulties in life in
terms of living?
Have you been hungry
before?
Have you been felt cold
before?
Today let us hear a
story about The ant and
the Grasshopper.
b. During Reading This is a story of a
grasshopper who always
sing.He doesn’t care
about the future.All he
wants is to play and sing
all day.
Are you ready to listen the
story?
(First reading is done by
the teacher)
The Ant and the
Grasshopper
2. Let them pick book of
their own choice.
The learner will read
independently with a
minimal movement or
distractions.
After reading:
Ask: Can you share
what is in the book that
you read?
Who are the character of
the story?
What is your opinion or
ideas of the story?
Reading is the secret to
inculcating knowledge
that can help you through
difficult choices in life and
expand your imaginative
Decision-Making Tree As we can see in the “Mindfulness is simply
model, numerous being aware of what is
1. On a separate sheet of individual factors – happening right now
paper, draw a tree just including personal without wishing it were
like the one presented motivation, perception different; enjoying the
here. of need, self-agency, pleasant without holding
internalized gender on when it changes
norms, and perceptions (which it will); being
of social supports as with the unpleasant
positive, among without fearing it will
others – influence the always be this way
help-seeking behaviour (which it won’t).” –
of adolescents. Within James Baraz
individual factors, we
1 What is the problem? also include a
Calm down when they’re
2 & 3 What are the feedback loop. As
upset
choices you have? cognizing actors,
4 & 6 What are the adolescents approach Mindfulness encourages
a given social support children to be aware of
positive outcomes
or a decision about their thoughts and
(consequences) of your
helpseeking with past emotions as they’re
choices?
experiences and experiencing them. It also
5 & 7 What are the
positive, negative or encourages them to see
negative consequences of
neutral affect based on these emotions as
your choices? those past experiences,
temporary and separate
which in turn influence from their core sense of
2. Decide on one subsequent decisions
One summer’s day, in a
field, a Grasshopper was
hopping about, chirping
and singing to its heart's
content. An Ant passed
by, bearing along with
great effort an ear of corn
he was taking to his nest.
"Why don’t you come and
chat with me," asked the
Grasshopper, "instead of
toiling your life away?"
"I am helping to store up
food for the winter," said
the Ant, "and I
recommend you to do the
same."
"Why bother about
winter?" said the
Grasshopper. "We have
got plenty of food at
present."
But the Ant went on its
way and continued its toil.
When winter came, the
Grasshopper found itself
dying of hunger, while it
saw the ants distributing,
every day, corn and grain
from the stores they had
collected in summer.
Then the Grasshopper
knew..
(Second reading is done
by the learners through
skills largely.
Reading helps you to
nurture your vocabulary,
understand the world
around you and guide you
in learning through out the
school years.
Another important effect
of reading is that it helps
build confidence and
creative skills and fosters
improved abilities to
perceive the surroundings
better.
common problem that
you have encountered as
a learner. The
problem might be in
school, at home or in the
community.
3. Fill in the boxes to be
able to come up with a
solution.
4. Write it down on the
boxes of the chart
following the assigned
numbers.
5. In this activity, you will
try to make a decision
and come up with the
best
solution to solve the
problem using the
Decision-Making Tree
Chart.
6. After narrowing down
your choices, give at least
3 best solutions for the
problem. Write these
down on three separate
circles in the trunk of the
tree.
7. An example has been
provided as your guide.
8. Answer the Processing
Questions after.
Processing Questions:
1. What do you notice
with your answers?
2. How is the tree chart
helpful to you?
3. Why is it important to
about seeking help. self – this disconnect in
itself can bring a sense of
Personal beliefs about calm. Because they’re not
what constitutes a need invested in or defined by
for help their hurt and anger they
There are tremendous can choose to let it go.
individual differences
related to what
It sounds like a big
adolescents define as a
concept, and it is, but it’s
need for help. Studies surprising how quickly
in the United States (US) children can pick this up.
find that adolescents are In fact, research has
more likely to report shown that practicing
family problems as issues mindfulness actually
for changes the shape of the
which they require and part of your brain that’s
seek help (Bowles & for worrying – it gets
Fallon, 1996). In the smaller!
consultation with
programmes, staff
reported a common set Pay attention
of personal problems for
The starting point for any
which adolescents sought mindfulness practice is to
help: sexuality/intimate
focus on the present moment,
relationships; to be aware of distracting
thoughts as they arise – and
employment; normative here’s the crucial bit – to
adolescent role ignore them and return to the
transitions; task at hand. Wouldn’t it be
lovely not to be on constant
homelessness; family crowd control for your child’s
violence and sexual scatterbrain mind?!
abuse; and substance
use, among others.
Make good
Internalized gender
norms related to help-
decisions
seeking By being aware of thoughts and
emotions as they arise, children
While gender is socially are less overpowered by them and
constructed as an can make better decisions about
how to respond. Decisions based
choral reading)
After the reading ;
Ask:
Are you an ant or a
grasshopper?
In other words, do you
tend to finish all your
work,and then relax, or do
you relax first and
procrastinate about work?
Most of us, in fact, are
somewhere in between.
However, different types
of personalities behave
differently, when
presented with a situation
where there is an option
of working and saving for
future, and leading a
carefree life. Most artists
and creative people are
usually categorized as the
latter type.
Research shows that
people who are basically
explorers and
entertainers, do not care
much about finishing their
work before enjoying
themselves. They like to
live one day at a time, and
impulsively follow where
their heart leads. They
believe in living in the
moment.
People who are
understand well any exogenous variable, the on calm focus, not emotional
turbulence? Now there’s an idea!
decision that you make? way young people
internalize gender So the consensus has been reached
norms and act on them – mindfulness really can help
suggests a combination of
children’s stability, behaviour and
mental health. But where to
individual and exogenous begin?
factors. There are also
tremendous regional and
cultural variations to be
Discussion: considered.For example,
Steps in Decision- studies from a number of
Making industrialized countries
You make decisions confirm that girls are
every day. However, generally more
many of the decisions likely to seek help than
boys.
you see and
Perceptions of others
experience may not
have been carefully and helping institutions
thought of. You need to as helpful and
understand that the trustworthy
use of this skill will Whether young people
allow you to sort trust or view others (e.g.,
through problems, parents, other adults,
brainstorm options, peers and social
analyze the institutions) as
helpful – that is whether
positive and negative
they view their available
outcomes, and then
social supports as helpful
implement and reflect
– is an important factor in
on the choices you
help-seeking behaviour.
make. When applied to
Research suggests that
health issues, this youth may ignore health-
process gives you the related and help-related
ability to make information because they
decisions individually, do not trust the source or
or collaboratively, to
see it as unreliable.
improve your quality of Personal coping skills
life. A young person’s ability
There are five basic
diplomats, analysts,
logicians and mediators,
tend to strike a balance
between work and play,
with a slight inclination
towards work than play.
People who are sentinels
are definitely the ‘ant’
type, working very hard
now, so that they can
enjoy the fruits of their
work later. They are very
strict about themselves
and their work, and do not
have a carefree attitude to
anything in life. They are
likely to be successful in
the long run, but may
seem to have a ‘dull’ life.
It is a sad fact that some
people take the ‘work
before play’ concept too
far and get stressed out
eventually. It must be for
those that the saying ‘All
work and no play makes
Jack a dull boy’ was
invented! Many studies
show that workaholics
suffer from mental and
physical illnesses.
The key is therefore, to
strike a balance between
work and play. Work well,
and save for a rainy day.
However, remember to
take breaks and rest in
between. “It's all about
steps in decision- to resolve (or the belief
making. Be specific that he/she can resolve)
about the decision to his/her problems is also
be made, check your an
important factor related
options, assess your
to help-seeking. The
capacity to decide,
make the decision, and ability of young persons
describe the outcome of to cope with problems
the decision. and stress
on their own varies
Step 1 tremendously by
Be specific about the individual. Literature on
decision to be made. resilience offers some
insights on this
issue, suggesting a variety
of personal and family
traits that lead to greater
resilience (optimism,
greater
Step 2 verbal abilities,
Check your options. sociability, etc.). Some
key informants suggested
that in many cases
adolescents may have
an exaggerated sense of
their ability to cope with
problems and risks.
 quality of life and finding a
happy balance between
work and friends and
family,” said Philip Green.
c. Post Reading Activity 1. Use the Copy the following Activty 1. Sharing of ideas Activity 1. Encourage them
unfamiliar word in the based on the topic . to write about a personal
sentence.
activity sheet on a clean
sheet of paper. Write experience related to a
Activity 2. What is your specific value.
1. hop down your point of view in the topic?
2. chirping
3. toil
decisions based on the
4. plenty given situations: Activity 2. Provide cards
5. hungry with values written on
them.Ask students to read
and give the meaning of the
Activity 2. Think pair and Activity 1. Sharing of ideas or word.
share the constructed interesting parts or themes or a
sentences using the book recommendation. 1. mindfulness
unfamiliar words. 2. cooperation
3. peace
Ask:What is the most exciting part
4. decisions
Activity 3.Collect all the or the part that you like most in
outputs for progress the story?
5. attention
monitoring of the learner What are your
considerations in coming up
with the decisions in given
situations?

Enumerate your
answers.

d. Reflection Journal

CHECKED BY:
SARAH JANE F. ADORABLE
JOBELYN C. ADORABLE