DLL Catch UP Friday WEEK 3

Bachelor of Secondary Education - English (University of Rizal System)

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 School: CATANING INTEGRATED SCHOOL Grade Level: 3

GRADE 3 Teacher: ALICE T. MAPANAO Learning Area: CATCH UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: MARCH 15, 2024 Quarter: THREE

Homeroom
Catch-up National Reading Program
Values Education Health Education Peace Education Guidance Program
Subject: (NRP)
(HGP)
I. II. GENERAL OVERVIEW

Quarterly Theme: Drop Everything Drop Everything and Community Sexual and Community
-
and Read Read Awareness Reproductive Health Awareness

Compassion Peace Different types of Compassion Peace

Sub-theme: - - -
Concepts family Concepts

Reading Compassion and

Reading Peace Starts With Me! More Talent, More
I. Session Title Enhancement Peace in our daily My Family
Intervention Fun!
lives
The learner should be able
The learner should be
The learner should be to demonstrate The learner should be able
The learner should be able The learner should be able able identify your skills,
able to practice decoding comprehension of the to Identify acts of
to will be able to define the to Reflect on how their talents and interests
words like "huff," "puff," story by answering compassion and peace in
II. Objectives concept of "family". choices can impact others. helpful to attain your
and "straw." questions and reflecting on their daily lives.
academic goal;
their
learning.
Short Story: Ang Short Story: Walang Short Story: Nang
Short Story: Ang Paper Princess Kapantay na
Mag-away ang Langit
pagmamahal ng Ama
Paper Princess Youtube Link: at Dagat Youtube Link:
III. Learning Short Story: Three Youtube Link: https://
Youtube Link: https:// https://www.youtube
Resources/ Little Pigs www.youtube.com/ HGA-IIIc-4
https://www.youtube www.youtube.com/ .com/watch?
References (PDF) watch?v=iauZCnBo6- g
.com/watch? watch? v=UQJSlFOvVcI
v=OYIL1h3P0Qg v=tidkYuEXMFw

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 Attendance
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan c. Quick
Kamustahan
A. Introduction

As a child like you, it

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