CATCH-UP FRIDAYS TEACHING GUIDE

I. General Overview
Catch-up Subject: English Grade Level: 5
Quarterly Theme: Reading Intervention Date: March 8, 2024

II. General Overview

Session Title: “AR” Words(/AR/sounds) Subject and Time: English
Story with /AR/ PM Session
(schedule as per
existing Class
Program)
Session The learners demonstrate their expanding vocabulary knowledge as used in
Objectives: formal and informal situations: growing knowledge of grammatical structures;
literal, literal, inferential, and critical comprehension of literary and
informational texts; and developing skills in composing and creating text in
order to produce culture-appropriate texts based on ones’ purpose, context and
target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary and
informational texts and produce culture-appropriate texts: narrative and
expository texts (explanation, news report) based on their purpose, context
(Chinese New Year), and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card, Flash Cards, Board Game

III. Teaching Strategies

Components Duration Activities
Teacher will set the mood for a game activity called
“charades”.

Here are the rules of charades:

1.Choose a player to start. The player thinks of a word

that has “AR” sounds that the others should be familiar
with.

Pre-Reading 2.The player then acts the word or phrase they've chosen
in front of the other players
Activity 15 mins
3.The first person to guess the word or phrase gets a
point.
art
marched jar

yard yarn cart

arm farm

During Reading 50 mins Activity 2. Read aloud the following words that have “AR”
sounds. (the teacher may use flash cards). The teacher will
read the word first then the students will repeat it. (Group

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reading aloud, Pairing, Individual)

/AR/

Activity 3. Read the story. (the teacher may read it first and
let the students to read it themselves.

Comprehension Questions:
1. Who marched down the barn?
2. What are the things inside the barn?
3. What project can you make or create if you have jar
and yarn?
4. How will you make it?
5. What will you feel if you finish your project? Why?
Post -reading 20 mins Activity 4: Snake and Ladder Game Activity
Activity How to play:
1.Each player puts their counter on the space that says,
'start here'.
2.Take it in turns to roll the dice. Move your counter forward
the number of spaces shown on the dice while you read the
succeeding words.
3.If your counter lands at the bottom of a ladder, you can
move up to the top of the ladder.

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4.If your counter lands on the head of a snake, you must

slide down to the bottom of the snake.
5.The first player to get to the space that says 'home' is the
winner.

Activity 5:
Reflective Complete the sentence.
5 mins
Journaling 1. I have learned _________.
2. I enjoyed the activity ________ because ___________.

II. General Overview

Catch-up Subject: English Grade Level: 5
Quarterly Theme: Reading Enhancement Date: January 26, 2024
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)
Sub-theme: Duration: 90 mins
(time allotment as
per DO 21, s. 2019)
II. General Overview
Session Title: Noting Important Elements (Story Subject and Time: English
Grammar) PM Session
(schedule as per
existing Class
Program)
Session The learners demonstrate their expanding vocabulary knowledge as used in
Objectives: formal and informal situations: growing knowledge of grammatical structures;
literal, literal, inferential, and critical comprehension of literary and
informational texts; ande developing skills in composing and creating text in
order to produce culture-appropriate texts based on ones’ purpose, context and
target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary and

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informational texts and produce culture-appropriate texts:narrative and

expository texts (explanation, news report) based on their purpose, context
(Chinese New Year), and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card,

III. Teaching Strategies

Components Duration Activities
Preparation and Activity 1: Hand Mime (Video)
Settling In 15 mins After the first activity, the teacher will group the students
by playing “the boat is sinking”.

Dedicated 20 mins
Reading Time

Curious About Careers: Firefighters

Firefighting is an important job to keep people safe and help keep
fires from damaging too much proper ty. I t is a tough job, but if you like to
help people, i t could be the job for you! Firefighters have to take physical
tests to make sure their bodies are strong enough to do al l of the work
required. They have to be able to carry heavy objects, go up many flights of
stairs, and work for a
long time. Firefighters al so go through frequent training.
They need to be aware of the latest techniques in fighting fires, and
keeping themselves and others safe. Not only do they train themselves, but
they also talk to other people about fi re safety. Some schools have the fire
fighters come in every year to teach kids about how to stay safe around fire.
One of the most important parts of being a fire fighter is working as a team.
Fire fighters
have to work together to stop fires, even down to
holding the hose together!
Some fire fighters stay at the f ire station for an entire day,
including overnight. When there is not a fi re
going on, firefighters make sure al l of their equipment is
clean and in working order. After dinner, they are able to use their free time
to relax. Firefighting is stressful, though. Fire fighters never know when a fi
re or other emergency is going to happen, so they have to be ready at all
times.
This means that even if they just sat down to eat dinner when the
fire al arm goes off, they can’ t fin is h eating. They have to leave all of their
food where i t is and go to help right away. Even in the middle of the night,
firefighters have to be able to wake up quickly to get
to the emergency.
Firefighters wear special equipment to keep them safe. They wear
big jackets and pants made of special material s to deter fire. Helmets are
another type of protective equipment to protect their heads from falling
objects. They wear face masks and oxygen tanks to help them breathe even
Pageto4 protect
when the air is filled with smoke. Firefighters also wear boots of 6 their
feet from kicking objects and from the heat.
In addition to the equipment they wear, there is other equipment
that firefighters use to help them do their jobs more easily. They use fire
trucks and fi re engines that are equipped with special tools. In the fire
engines they have their tool s organized so that they can quickly find and
 CATCH-UP FRIDAYS TEACHING GUIDE

Activity 3: Comprehension Questions

1.What are two personality traits firef ighters should have to

be
successful?
2.Why is i t impor tant for fi refighters to do physical tests?
3. What does “f r equ ent ” mean in the 2nd paragraph? How
do
you know?
4. In addi tion to fighting house fi res, what el se do fi
Progress refighters do?
Monitoring
15 mins 5. Would firefighting be a good f i t for you when you grow
through reflection
up?
and sharing
Why or why not?

Wrap Up 10 mins

Reflective 10 mins Activity 5:

Journaling Complete the sentence.

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I have learned _________.

I enjoyed the activity ________ because ___________.

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