School: Grade Level:

GRADE K-12 Teacher: Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: Quarter: THIRD-WEEK 6

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

Hope Ways of Hope

Sub-theme: - - -
Principle of Peace expressing love Principle of Peace

Reading Reading Planting Peace to Warning! Safety

I. Session Title Cultivating Hope Love Expressed
Intervention Enhancement Others First!
The learners should The learners should The learners should The learners should The learners should The learners should
be able to critically be able to identify be able to explain the be able to appreciate be able to explain the be able to identify
evaluate the areas for reading positive effects of the importance of meaning of the different situations
character's choices improvement through expressing love on expressing love in proverb "No act of that may lead to
II. Objectives and explore
self-reflection our relationships and their daily lives kindness, no matter harm
alternative responses
well-being how small, is ever
wasted.
Short Story: The
Short Story: Miles to
Dove and the Ant
Short Story: Si Fly Zumba Dance:
Short Story: The Youtube Link:
III. Learning Musa na walang Youtube Link: https://
Country Maid and https://
Resources/ pagkukusa https://www.youtube www.youtube.com/ HGIPS-IIIb-4
Her Milk Pail www.youtube.com/
References (PDF) .com/watch? watch?v=v7zTVdJn-
(PDF) watch?
v=1oYvVDX8eN8&t= gc
v=TpLhLBhFTag
48s

IV. Activities and 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
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan Attendance
c. Quick
DRILL: Short Kamustahan
Vowel Sound
A. Let’s Try This
A. A. Friday Routine A. Preparation
1. Think of your
Exercise and Settling
In favorite pet or a
Girl in the Mirror | plant you want to
Zumba® | Dance Review: Briefly take care of.
Fitness | Live Love review the previous
2. Draw your
Party lesson on the Hope
Pre-Reading favorite pet or
A. Preparation and Principle. You can
Procedures Settling In This routine helps ask students what plant at the center
Brainstorming: Ask
students focus and they remember of your clean sheet
students to share
Greet students prepares them for about hope and
what they know of paper.
warmly and create learning. how it can help us
about laziness and A. Introduction 3. Write down all
a positive learning in our lives.
its potential
environment. B. Current Health the different ways
consequences. List Activity: Watch the News Sharing Introduction: to keep it safe
their ideas on chart first few minutes of
Briefly review the Introduce the topic
paper. "Miles to Fly" around your
classroom Invite students to of peace by asking
expectations for together. Discuss share any interesting students what drawing.
Vocabulary the challenges Mika Let’s Explore This
reading time. health news articles peace means to
Preview: Introduce faces and his
any unfamiliar words or stories they came them. You can write Stay Safe
Ask students to dream of becoming their answers on
from the story, such across. You can also
share any personal a pilot. Introduce the board or chart
as "pagkukusa" share a relevant Directions:
connections they the concept of hope paper.
(initiative) or and how it can help short news clipping With the given
have to farms or
"katamaran" people overcome about ways to
(laziness), using
dairy products example below,
difficulties. express love or the
visuals or context positive effects of how can a Grade
clues.
B. Dedicated Reflection: Ask expressing affection. 5 learner like you
Reading Time students to share a protect oneself
Setting the Stage:
Briefly introduce the time when they felt C. Health B. Peace from harm or
story's title and main Explain that today's similar to Mika, Sessions danger. Write your
character, Musa. reading focus is "The facing a challenge
Ask students to Country Maid and Her or a dream that Introduce the theme answers in your
predict what the Milk Pail." seemed out of of "Ways of paper.
story might be about reach. Discuss how Expressing Love" by
based on the title Distribute copies of they handled the asking students to Education Keep in Mind
and their prior the story and allow situation and what brainstorm ways they C. Learning
knowledge. students quiet time to helped them feel show love to family, Session
read independently. more hopeful. friends, and pets. Children have
B. During Reading Discuss that love can Storytelling: Read equal rights. You
B. Reflective be expressed the short story "The should be provided
Character Encourage students to Thinking through words, Dove and the Ant"
Analysis: After use silent reading actions, and even our with proper care,
by Aesop. This fable
each section or at strategies like Activity: Present the thoughts. safety
tells the tale of a
the end of the story, chunking, finger- "Hope Principle": and guidance
use graphic pointing, and Have a goal, Divide students into from adults as you
organizers or rereading difficult Optimism, small groups and
become mature
discussion prompts sections. Perseverance, Effort. provide them with
to help students individuals.
different scenarios
analyze Musa's After about 10 Reflection: Have (e.g., a friend is
character: minutes, consider students individually feeling down, a You Can Do It!
having students turn reflect on each letter parent is stressed, a Directions:
Traits: What are to a partner and read and write down thirsty dove who is
sibling is feeling left Put a (/) mark on
some words that aloud to each other for examples of how they saved by an ant who
describe Musa's 5-7 minutes, practicing out). Ask them to the statements
can embody each brainstorm ways to guides her to a water
behavior and fluency and source. The story which are
aspect in their own express love and
personality? (e.g., expression.
lives, referencing support in each
emphasizes the necessary for your
lazy, irresponsible, importance of
inconsiderate) characters and situation. personal safety
scenes from "Miles to helping others and
C. Progress and privacy.
Fly" for inspiration. Have each group working together,
Monitoring even when ___ 1. Post on social
Motivations: Why do through share their ideas
C. Structured with the class and individuals might media that there is
you think Musa acts Reflection and seem different.
the way they do? Sharing
Values discuss the different no one at home
Activities ways love can be because your
What might be their
expressed in
reasons or Individual Reflection: Discussion: After whole family
excuses? Provide students with various situations.
Role-Playing: Have reading the story, is on vacation.
sticky notes (optional) students role-play facilitate a discussion
Consequences: or ask them to reflect ___ 2. Give your
scenes from "Miles to with the students
What are the mentally. Fly" where characters D. Reflection and about the following home address or
consequences of demonstrate the Hope Sharing questions: name of your
Musa's actions for Ask them to write Principle values.
themselves and down one "strength" Ask students to What happened to school to a new
Encourage them to
others? they demonstrated discuss the reflect on their own the dove in the Facebook friend.
while reading (e.g., importance of these ways of expressing story? ___ 3. Meet the
good pace, love. Do they person alone you
values in their
C. Post Reading understanding express love in How did the ant help
vocabulary) and one
classroom community,
ways that match the dove? have just met
Discussion: "area for relating it back to their their loved ones' online.
Facilitate a class improvement" (e.g., own experiences and preferred love Why is it important to ___ 4. Share
discussion about the stumbling over words, goals. languages? Are help others, even personal details to
story's themes, difficulty there areas where when they seem
using open-ended comprehending a
D. Group
they can improve? different from us? all unknown
Sharing and individuals or
questions like: part).
Reflection
E. Wrap UP How can we show strangers you just
What is the Students can stick kindness and accepted
Sharing: Each
message or lesson their notes on the Leave students with a cooperation in our
student shares their as friends online.
of the story? chart under the challenge: to choose own lives?
appropriate columns chosen goal, a one action to express ___ 5. Share
Do you think Musa or share their challenge they faced love to someone they D. Progress valuable
changes throughout reflections verbally. (inspired by "Miles to care about within the Monitoring possessions like
the story? Why or Fly" or their own next week. through
expensive jewelry,
why not? Briefly discuss lives), and how they Reflection
common strengths used the Hope and Sharing cash, gadgets
What would you do and areas for Principle to overcome online to
differently if you improvement as a it. Reflection: Provide show that you
were in Musa's class. students with time to
have it
shoes? Discussion: Facilitate reflect on the story
D. Wrap Up a class discussion and its message.
How can we avoid about the importance They can write or What I Have
being lazy and take Briefly summarize the of hope, draw in their journals, Learned
initiative in our own key points of the story perseverance, and or you can provide
lives? and the reading positive thinking, them with sentence
strategies practiced. starters such as Write a
drawing connections
"Helping others commitment on
to the themes and
Ask students to share
characters in "Miles to
means..." or "I can how you can
their overall show cooperation protect yourself
experience with the Fly." Encourage by...".
reading activity. students to support and others. To
and motivate each E. Wrap Up show your
other like the commitment, trace
characters in the Action: Challenge
students to take your right or left
animation.
action to show hand on a clean
E. Feedback kindness and sheet of paper.
and cooperation in their Write your
Reinforceme own lives. This could
nt involve something commitment
simple like helping a statement inside
Appreciation: classmate in need or your drawing.
Acknowledge and participating in a Share Your
appreciate group activity that
students' efforts requires teamwork. Thoughts
and their use of the and Feelings
Hope Principle
throughout the Put a check mark
lesson
(/) on the
statements that
can be helpful in
protecting yourself
from harm.
___ 1. Becoming
cautious by
informing parents if
you see a
suspicious stranger
watching over your
home.
___ 2. Learn basic
first aid procedures
to know what to
do if you
encounter minor
accidents like
 insect bites, small
wounds or
scratches.
9
___ 3. Avoid using
cellular phones in
public.
___ 4. Give your
personal details
you have just met
in social media or
in the market.
___ 5. Ask
assistance when
using electrical
or any
appliances you
wish to use.
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:

DELIA P. SAMOY