Session 2 Catch Up Friday

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
Schools Division of Misamis Occidental
Oroquieta City
SAPANG DALAGA NATIONAL HIGH SCHOOL
Sapang Dalaga, Misamis Occidental
School SAPANG DALAGA NATIONAL HIGH SCHOOL

Teacher
CATCH-UP Date February 22, 2024
FRIDAYS Grade Level 9
LESSON PLAN Quarterly Theme Community Awareness
Sub-theme Gratitude (Human Security)
Quarter THIRD
I. RESOURCES
A. Reading Material/s DepEd Memorandum #001 s. 2024; NLC Grade 8
B. Learning Competency/ies Determine various social, moral and economic issues discussed in the text.
Integrated Synthesize essential information found in various source.
Write the LC code for each.
PROCEDURES
1. National Reading Program
INTERVENTION GROUP CONSOLIDATION GROUP ENHANCEMENT GROUP
A. Pre-Reading Activities I. Preparation and Settling In
I. Energizer
II. MOTIVATION
Activity 1. News Report Analysis
Directions: Watch the video and analyze the devastating impact of a typhoon in the lives of the nearby communities. Answer the questions that follow.
Guide Questions:
1. What is the video all about?
2. How do you think the typhoon affected the lives
and livelihoods of the people in the affected areas?
3. What are some of the factors that make the
Philippines vulnerable to typhoons? How can the
government and the communities reduce the risks
and impacts of future disasters?
4. How do you feel about the typhoon and its
aftermath? How can you express your empathy and
solidarity with the affected people? What are some
of the ways that you can help or support them?
(131) Malakas na hangin at alon na dulot ng Bagyong

Egay, humagupit sa Cagayan | UB - YouTube
B. During Reading 2. Dedicated Reading Time
Address: Poblacion, Sapang Dalaga, Misamis Occidental

School ID: 304051 / 341184
Email Address: 304051.sapangdalagaNHS@gmail.com
Oroquieta City
III. VOCABULARY BUILDING
Activity 2. WHAT AM I?
Directions: Identify the name of the picture by using the context clues (definition) given below.
a) Deluge-overflowing of the land by water, a drenching rain, or anything that overwhelms like a flood.
b) Debris- remains of something broken down or destroyed
c) Huddled-sitting, lying, or standing in a bent position with your arms and legs close to your body, especially because of cold or fear
d) Gust- refers to a sudden strong wind
e) Plunging-dropping suddenly or having a shape that drops a long way down
1.DELUGE 2. PLUNGING 3. GUST
4.DEBRIS
5.HUDDLED

School ID: 304051 / 341184
Oroquieta City
IV. Reading Proper IV.Reading Proper IV.Reading Proper

Activity 3: Echo Reading Activity 3: Cloze Reading or Fill up the Activity 3: Reciprocal reading
Note: The teacher reads the text, and then the blank Reading Note: The questions are taught to make predictions,
students follow the teacher by reading aloud the Note: In this strategy, the teacher reads the ask questions, clarify the facts, and summarize the
same text again. One inherent quality of this passage aloud, and the students are supposed to read chapters. This strategy is effective in not only
technique is that, the students know beforehand along silently with her. The teacher then stops or improving the reading skills of the students, but also
how to read the passage. Therefore, errors are omits words during reading, and the students are to helps in honing their analytic and reasoning
naturally minimized. The primary beneficiary of give the missing word. This is one of the best oral capabilities. It helps them ask more questions, and also
this strategy are those students who don’t excel reading practices, which helps students to focus,
in the art of reading. It helps them follow the encourages classroom discussions. It prepares them to
read fluently, and learn the lesson correctly.
teacher, thereby learning to read the correct raise their own questions, which are answered and
Directions: Complete the text by filling clarified by classmates, and finally, the topic is revised
way.
up the passage with the correct missing by summarizing key points.
Diary of a Typhoon Survivor word/s found in the box below.
1. Predicting: Students make predictions about
what will happen in the text based on prior
Wednesday- Today, I experienced one of the
most intense and frightening moments of my knowledge and information from the text.
life. Typhoon Horizon hit our village, and the 2. Clarifying: Students seek clarification about
impact has been devastating. The wind howled confusing parts of the text, including unclear
relentlessly, and the rain poured down like a vocabulary, concepts, or statements.
never-ending deluge. Our house shook with 3. Questioning: Students generate questions
each gust, and I could hear the trees creaking about the content of the text, covering details,
under the storm’s fury. main ideas, and inferences.
4. Summarizing: Students summarize the main
We had prepared as best as we could, stocking
up on supplies and reinforcing our home. But ideas of the text in their own words.
nothing could fully prepare us for the sheer
force of the typhoon. The power went out Diary of a Typhoon Survivor
early on, plunging our house into darkness.
We huddled together, seeking reassurance
from one another.
Wednesday- Today, I experienced one of the most
As the hours passed, the storm raged on, and I Diary of a Typhoon Survivor intense and frightening moments of my life.
couldn’t help but worry about our safety. The Typhoon Horizon hit our village, and the impact has
sound of shattering glass and crashing debris been devastating. The wind howled relentlessly, and
frightened me. We could only hope that our Wednesday- Today, I experienced one of the most the rain poured down like a never-ending deluge.
home would withstand the onslaught. intense and frightening moments of my life.
Our house shook with each gust, and I could hear
Through it all, though, I was grateful for my Typhoon Horizon hit our village, and the impact
has been devastating. The wind howled the trees creaking under the storm’s fury.
family’s support and strength. Together, we
braved the storm, holding onto the hope that it relentlessly, and the rain poured down like a
would pass and that we survive. never-ending deluge. Our house shook with each We had prepared as best as we could, stocking up
gust, and I could hear the trees creaking under the on supplies and reinforcing our home. But nothing
storm’s fury. could fully prepare us for the sheer force of the
typhoon. The power went out early on, plunging our
We had prepared as best as we could, stocking up house into darkness. We huddled together, seeking
on supplies and reinforcing our home. But nothing
reassurance from one another.
could fully prepare us for the sheer force of the
typhoon. The power went out early on, plunging
our house into darkness. We huddled together, As the hours passed, the storm raged on, and I
seeking reassurance from one another. couldn’t help but worry about our safety. The sound
of shattering glass and crashing debris frightened
As the hours passed, the storm raged on, and I me. We could only hope that our home would
couldn’t help but worry about our safety. The withstand the onslaught. Through it all, though, I
sound of shattering glass and crashing debris was grateful for my family’s support and strength.
frightened me. We could only hope that our home
Together, we braved the storm, holding onto the
would withstand the onslaught. Through it all,
though, I was grateful for my family’s support hope that it would pass and that we survive.
and strength. Together, we braved the storm,
Guide Questions: holding onto the hope that it would pass and that Guide Questions:
1. What is the diary all about? we survive. 1. What is the diary all about?
2. What does the word “survival” 2. What does the word “survival” mean to you?
mean to you? 3. If you are in the same situation as Maria,

School ID: 304051 / 341184
Oroquieta City
C. Post- Reading 3. Progress Monitoring through Reflection and

Sharing
Activity 4: LETTER WRITING Activity 4: Differentiated Activities
Directions: Write a letter to Maria showing your empathy and stating Group 1. Allow students to illustrate the most
your advice to let her see the silver lining of every situation. Offer interesting part of the diary.
Group 2. Ask students to relate the diary to their
solutions to help her address the problem.
personal experiences through a Talk Show.
Topic: How will you see the silver lining
amidst the storm/difficult times?
Group 3. Ask students to provide solution/s to address
the issues brought about by a typhoon through slogan
writing.
D. Feedback and Reinforcement 4.Wrap-Up
1. Did you enjoy reading and our activities? Why? 1. What is the essence of reading factual
2. What are the moral lessons of the diary? recounts? How does its theme develop
your love in reading?
2. Did you enjoy reading and our activities?
Why?
2. Values, Health and Peace Education

Objectives:
 Enhance learners’ knowledge and skills in appreciation of values, health and peace education integrating human security.
 Explain the importance of human security.
A. Introduction
Springboard:
Directions: Watch the video presentation on the song “Kapit lang Pilipino”. Then,
answer the questions that follow.

School ID: 304051 / 341184
Oroquieta City
Guide Questions:
1. What is the message of the song?
2. Answer the KW Chart below.
WHAT I KNOW ABOUT WHAT I WANT TO KNOW ABOUT

TYPHOONS IT?
B. Reflective Thinking
Activities -What is a typhoon?
A typhoon is a type of tropical cyclone, which is a storm that forms over warm
ocean waters and has strong winds and heavy rain. Typhoons are the same as
hurricanes, but they occur in the western Pacific Ocean, especially near
Asia. Typhoons can cause a lot of damage to coastal areas and islands by flooding,
wind, and storm surges.
How Typhoons Are Formed | Animation (youtube.com)
Activity: Small Group Discussion
(Students will discuss the concept presented on the videos and brainstorm on the possible
answers to the questions provided below.)
Guide Questions:

School ID: 304051 / 341184
Oroquieta City
1. What are the issues/problems that may arise after a typhoon?

2. When does a typhoon become a threat to human security?
Possible Answer: A typhoon becomes a threat to human security when it causes severe damage
and disruption to the lives and livelihoods of the people affected by it. Human security is the
protection of the vital core of all human lives from critical and pervasive threats. Some of the
threats posed by typhoons are:
 Loss of life, home, food, electricity, and clean water

 Increased risk of disease outbreaks and malnutrition (Health Integration)
 Damage to infrastructure and public services
 Displacement and migration of affected populations
 Social unrest, crime, and violence
 Economic losses and reduced opportunities
C. Structured Values Activity: Group Presentation

Activities
(Each group will be asked to present a summary of their discussions.)
Class interaction for Enhancement Group: Allow other groups to ask questions and engage
in a brief cross-group discussion.
Activity:
Group 1- Roleplay. Create a roleplay on how to reinforce human security before, during and
after a typhoon.
Group 2- Tableau. Create a tableau about the scenarios that pose a threat to human security
during the occurrence of a typhoon.
D. Group Sharing and L CHART
Reflection
I have learned that_____________________________
Gallery Walk:
Together with their assigned groups, students will display their created reflections (showcasing their learning insights
about their experiences) around the room. Then, they will be tasked to read each other’s reflections.
E. Feedback and CARDS:
Reinforcement Directions: Ask the learners to write down at least one (1) commitment stating how
they are going to apply what they have learned about the importance of human
security.
Complete the statement.
I commit myself to_______________________
Prepared by:
CHERRYMAE S. MANOS

School ID: 304051 / 341184
Oroquieta City
Members:
EDGARDO G. MARQUITA JR. IRISH L. DUHAYLUNGSOD RUSSEL C. TAMINA
Checked by: Approved by:

ELSIE S. CALAMBA, HTI NATHALIE L. SEDERO
Department Head-English School Principal

School ID: 304051 / 341184

Session 2 Catch Up Friday

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Republic of the Philippines

School SAPANG DALAGA NATIONAL HIGH SCHOOL

(131) Malakas na hangin at alon na dulot ng Bagyong

B. During Reading 2. Dedicated Reading Time

Address: Poblacion, Sapang Dalaga, Misamis Occidental

III. VOCABULARY BUILDING

1.DELUGE 2. PLUNGING 3. GUST

Address: Poblacion, Sapang Dalaga, Misamis Occidental

IV. Reading Proper IV.Reading Proper IV.Reading Proper

Address: Poblacion, Sapang Dalaga, Misamis Occidental

C. Post- Reading 3. Progress Monitoring through Reflection and

D. Feedback and Reinforcement 4.Wrap-Up

2. Values, Health and Peace Education

Address: Poblacion, Sapang Dalaga, Misamis Occidental

WHAT I KNOW ABOUT WHAT I WANT TO KNOW ABOUT

How Typhoons Are Formed | Animation (youtube.com)

Activity: Small Group Discussion

Address: Poblacion, Sapang Dalaga, Misamis Occidental

1. What are the issues/problems that may arise after a typhoon?

 Loss of life, home, food, electricity, and clean water

C. Structured Values Activity: Group Presentation

Complete the statement.

I commit myself to_______________________

Address: Poblacion, Sapang Dalaga, Misamis Occidental

Checked by: Approved by:

Address: Poblacion, Sapang Dalaga, Misamis Occidental

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