School: Grade Level:

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

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY, Quarter: Q3

Homeroom Guidance
National Reading Program
Catch-up Subject: Values Education Health Education Peace Education Program
(NRP)
(HGP)

I. II. GENERAL OVERVIEW

Drop Everything and Drop Everything and Sexual and Reproductive

Quarterly Theme: Community Awareness Community Awareness -
Read Read Health

Gender equality
Justice Justice
Sub-theme: - - and gender -
Principles of Peace Principles of Peace
stereotyping

Reading
I. Session Title Reading Intervention Be Like Mulan Aiming for Justice Making Connections
Enhancement
The learners should be The learners should be The learners should be The learners should be The learners should be The learners should be
able to able to retell the able to demonstrate able to reflect on the able to explain the impact able to apply their able to identify various
story in their own words, fluency and accuracy in importance of justice and of gender stereotypes on understanding to real-life personal and social
II. Objectives focusing on the reading a short story peace in their lives individuals and society situations issues that involve
importance of hard work oneself and others
in achieving dreams
Short Story: Mulan Zumba Dance:
Short Story: Robin Hood
III. Learning Short Story: Ang Short Story: The Arab Youtube Link: https://
Youtube Link:
Resources/ Pangarap ni Kruko and the Camel https:// www.youtube.com/ https://www.youtube.com/ HGIPS-IIIb-3
References (PDF) (PDF) www.youtube.com/ watch?v=v7zTVdJn-gc watch?v=l0yYBqKHj2I
watch?v=_n34Wqj4NpQ
IV. Activities and Begin with classroom Begin with classroom Begin with classroom Begin with classroom Begin with classroom Begin with classroom
Procedures routine: routine: routine: routine: routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer routine:
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. Let’s Try This

DRILL: Basic Sight A. Friday Routine
Words Exercise 1. On a clean sheet of
paper, write three (3)
Girl in the Mirror | problems/concerns
Zumba® | Dance
Fitness | Live Love that you are
Party facing right now. Rank
them according to its
This routine helps importance from the
students focus and
prepares them for most important to
learning.
A. Introduction
B. Current Health
Greeting and News Sharing A. Preparation and least important.
Introduction: Greet the Settling In
2. Write three (3)
students and introduce
A. Preparation and the topic of justice and Briefly familiarize problems/concerns of
Settling In principles of peace. yourself with the key the community where
Briefly explain the events and characters in you live in. Rank them
Prepare copies of the connection between the Robin Hood
story for each student. according to its
two concepts.
Adapt the "Guiding importance from the
Create a chart on the B. Reflective Questions for Reflection most important to least
A. Pre-Reading board with headings: Thinking and Discussion" to important.
"Characters," "Events," focus on Robin Hood's
Share a recent news
Activating Prior "Important Information," Mulan Clip Analysis: actions and choices.
article or story related to
Knowledge: and "Questions."
Show a clip from Mulan gender equality or
where she defies societal breaking down gender
Ask students what they Prepare reflection B. Peace
expectations or fights for stereotypes (e.g., a
know about dreams. questions (e.g., What did Education Let’s Explore This
female athlete excelling
What are some dreams you find interesting? What what's right (e.g., scene
in a traditionally male- Learning Stay Safe
they have for was challenging? What did where she refuses to be Session
dominated sport).
themselves? you learn?) matched). Discuss the
following questions as a Storytelling: Look at your answers in
C. Health Sessions
Have students share class: Briefly introduce Robin Activity 1. Write your
experiences of working B. Dedicated Reading
What actions does Mulan Part 1: Understanding Hood, highlighting his identified problem
hard to achieve Time fight against injustice.
take in this scene? Gender Equality and which you
something they wanted. Silent Reading: Distribute
the story copies and allow
Introduce the title of the students to read silently for
story, "Ang Pangarap ni 15-20 minutes. Encourage
Kruko," and ask them to use reading
students to predict what strategies like sounding out
the story might be about words, rereading difficult
based on the title. sections, and visualizing
the story.
B. During Reading
Paired Reading: For
struggling readers,
Guided Reading: consider partnering them
with stronger readers for
Read the story aloud to part of the time.
the students, pausing at
key points to ask
questions and check for Think-Pair-Share:
understanding. Throughout the reading,
pause at key points (e.g.,
Use the sticky notes to after major events) and
mark up the text and have students discuss their
highlight important parts understanding with a
of the story, such as the partner. Briefly share these
main character, setting, discussions with the whole
plot points, and themes. class.
C. Post Reading
C. Progress Monitoring
Writing Activity: through Reflection
and Sharing
Have students write a
short reflection about the Vocabulary Check:
story. Review and discuss any
They can write about unfamiliar words
their favorite part of the encountered in the story.
story, what they learned
from Kruko, or how the Comprehension Check:
story relates to their own Use the chart on the board
lives and dreams. to collaboratively identify
key characters, events, and
important information from
the story. Encourage
student participation and
discussion.
Individual Reflection:
Provide students with
sticky notes (optional) or
How do these actions
relate to the principles of
peace we identified earlier?
Does Mulan's defiance
achieve justice or peace?
Why or why not?
C. Structured
Values Activities
Present 4-5 scenarios that
involve situations where
justice and peace are
challenged. Ask each
group to discuss and rank
the different principles of
peace (identified in activity
1) based on their
importance in resolving the
scenario. Groups can
share their rankings and
reasoning with the class.
Scenarios:
A student witnesses
bullying but is afraid to
speak up due to fear of
retaliation.
A group of students is
excluded from class
activities due to their
ethnicity or social status.
A teacher unfairly punishes
a student without proper
investigation.
Students have limited
opportunities to express
their opinions or participate
in decision-making.
D. Group Sharing
and Reflection
Group Discussion:
Facilitate a discussion
Stereotypes Ranked 1 or your most
Engage students in a important problem. Ask
Brainstorming: Ask brainstorming session:
"What are some actions your parents/ guardian
students to list down
words and phrases that Robin Hood takes and
come to mind when they
throughout the story?" other members of the
List their responses on the
hear "gender equality" and family to help you find
board, focusing on actions
"gender stereotypes." related to justice and solutions to your
Discuss the positive and peace. identified
negative connotations problem.
associated with each Provide reflection
term. questions prompting
students to connect Robin Keep in Mind
Hood's actions to their
Part 2: Identifying and
own lives: Life itself is all about
Challenging Stereotypes
solving problems. All of
"Which of Robin Hood's
Activity 2: Play a "Would us have our own daily
actions show justice or
You Rather" game with struggles which
fairness?"
scenarios that challenge
help us learn from our
gender stereotypes
"Can you think of experiences, make us
(e.g., "Would you rather
situations where you
be a strong leader or a grow and become
stood up for what's right,
kind caregiver?"). wiser and stronger and
even when it was
Encourage students to
difficult?" shape
explain their choices
and consider alternative us to be the better
"How can we, like Robin
perspectives. version of ourselves.
Hood, promote peace and
justice in our daily lives?"
D. Reflection and
Encourage students to You Can Do It!
Sharing
write down their thoughts
Make a slogan or
on sticky notes or in their
Group discussion: Ask
notebooks. poster to show your
students to reflect on
active role as a learner
their own experiences
with gender stereotypes
C. Progress in the fight against the
Monitoring Corona Virus in support
and how they have been
through
affected by them.
Reflection and of the Department of
Encourage them to Health’s program “BIDA
Sharing
share their thoughts and
feelings in a respectful Solusyon sa COVID
Facilitate a respectful -19” and/or other
and supportive
discussion, using guiding
environment. community problems.
questions like:
E. Wrap UP "Do you agree with Robin
What I Have Learned
Hood's methods? Why or
Encourage students to why not?"
continue challenging
 ask them to think quietly. about the different
Ask them to answer principles of peace
reflection questions like: identified and their
importance in building a
What did you find
peaceful society.
interesting in the story?
What was challenging Individual Reflection: Ask
while reading? students to reflect on the
following questions:
What did you learn from How can you apply the
the story?
principles of peace in your
Did you enjoy this reading daily life?
session? Why or why not? What actions can you take
to promote justice and
peace in your community?
D. Wrap Up How does Mulan's story
inspire you to stand up for
Remind students of the
what's right?
importance of regular
reading practice for
improving fluency and E. Feedback and
Reinforcement
comprehension.
Recommend similar stories Reinforcement:
or reading activities for Suggest ways for
them to explore students to continue
exploring and applying
independently.
the principles of peace,
such as participating in
community service
projects, reading books
or articles about
peacemakers, or
engaging in respectful
dialogue with others.
"Are there other ways to Think of a situation and
achieve justice without use the following steps
breaking the law?" to practice your
"How can we apply Robin
problem-solving skills
Hood's principles to our
own communities?" Share Your Thoughts
and Feelings
D. Wrap Up
On a sheet of paper,
Reflect on how Robin
Hood's story can inspire answer the following
questions.
them to act for positive
change. 1. What have you
learned in this lesson?
2. To whom would you
stereotypes in their ask for help when you
everyday lives and to encounter problem/s?
advocate for gender Why?
equality
3. How do you feel
when seeking help
from others?
4. What are the
strengths, skills, and
abilities you will be able
to develop when you
use
the steps in problem-
solving?

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:

Check by:

Head Teacher 1