School: Grade Level: FIVE

Teacher: Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY, WEEK 4 Quarter: FIRST

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

Quarterly Drop Everything Drop Everything and Disease Prevention Homeroom

Personal Awareness Personal Awareness
Theme: and Read Read and Control Guidance

Respect for Life: Prevention and control Respect for Life:

Reading Reading Peace Concept of diseases due to Peace Concept
Sub-theme: “I” is for IDEAL
Intervention Enhancement (Positive and contaminated food or (Positive and
Negative) water Negative)
-Activate prior -Define peace and Identify ways to -Differentiate between 1. identify your
knowledge about differentiate between prevent and control the concepts of peace uniqueness from
Jesus and his positive and negative foodborne and and violence. others;
Enhance students'
followers. peace. waterborne diseases. -Analyze the impact of 2. enumerate the
reading
-Develop -Identify actions that Demonstrate proper positive and negative changes as you age;
comprehension skills
comprehension promote positive food handling and peace on individuals and
I. Objectives through the story
skills through peace and prevent preparation practices. and society. 3. demonstrate
"Three Little Sand
predicting, negative peace. -Evaluate personal positive and
Cats".
questioning, -Show respect for life actions in relation to appropriate behavior
clarifying, by valuing peace in promoting peace. in valuing yourself.
summarizing. their daily lives.
PPT: PPT: Mahiwagang Kendi: Zumba Link: Hiling sa Bituin:
Jesus’s Disciples Three Little Sand Cats https:// https:// https://
www.youtube.com/ www.youtube.com/watch? www.youtube.com/
watch?v=BvrUeQEr7Xg v=nZsNoZIUgqM watch?v=glfjR1b5M78
III. Learning
Resources/
References

IV. Activities Begin with Begin with Begin with Begin with Begin with Begin with
and classroom routine: classroom routine: classroom routine: classroom routine: classroom routine: classroom
Procedures 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
Attendance Attendance Attendance Attendance Attendance a. Prayer
c. Quick c. Quick c. Quick c. Quick c. Quick b. Checking of
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan Attendance
c. Quick
A. Introduction A. Friday Routine A. Preparation Kamustahan
Exercise and Settling
 Energizer: A In A. Introduction
short physical Start the class with  Greet the
A. Pre-Reading activity to energize a fun, age- students warmly Self-awareness
the learners. appropriate warm- and establish a will help you
 Activity: Picture  Review: Ask the up exercise song or conducive learning recognize your
or visual analysis A. Preparation and learners about their activity. This gets environment. personal
 Procedure: Settling In understanding of students moving  Review the uniqueness. It will
 Show the the word "peace." and energized for previous lesson or also help you
picture or  Greet students  Motivation: learning. recall related value yourself and
visual of warmly and establish Show a picture or concepts. manifest positive
Jesus and a positive learning short video clip DILAW ( Dj  Introduce the behaviors. When
his disciples. atmosphere. related to peace. Jeetraxx Remix ) - topic, "Respect for you were in Grade
 Ask guiding  Review classroom Ask questions to Tiktok Viral | Life: Peace 4 or even in
questions to rules and expectations stimulate their Dance Fitness | Concept" and ask earlier grade
activate prior for reading time. thinking about Zumba students to share levels, you might
knowledge:  Introduce the story peace. their initial thoughts. have identified
o Who "Three Little Sand B. Current Health already some of
is in Cats" and generate News Sharing your personal
the interest by asking B. Reflective  Discuss recent strengths. You
pictur questions like: Thinking health news related to B. Peace might also have
e?  Have you ever foodborne or Education started to cope
o What heard of sand  Storytelling: waterborne diseases. Learning with your
do cats? Read or show Session weaknesses. Self-
you  What kind of the story "Ang  Encourage learners 1. Defining awareness is
know homes do you Mahiwagang to share their insights Peace: expected to
about think they live and opinions about the  Discuss the deepen as you
Kendi" (The
Jesus in? news. meaning of age.
Magic
? Bonbons peace based
o Who  Relate the news to
Story). on students'
are B. Dedicated the current lesson
understanding. B. Lets Try
the Reading Time  Guided topic.
 Introduce the
peopl Discussion:
 Distribute copies of concepts of You are surely
e
 aroun the story to each Ask questions C. Health Sessions positive and unique even
d student. about the  Introduction: negative among the
him?  Guide students in story:  Ask learners peace: members of your
o What silent reading, about their o Positiv family. Notice
do emphasizing o What knowledge of your similarities
e
you comprehension rather happen diseases and differences as
peace:
think than speed. ed in caused by you go along. For
presen
they  Provide the this first activity,
contaminated ce of
were opportunities for story? ask one of your
food or water. justice,
doing students to reread family members to
difficult passages. How  Conduct a equality share about
? o
 Expected  Walk around the did the brainstorming , and his/her likes,
Output: Students classroom, observing charact activity to elicit well- interests, talents,
can identify Jesus students and offering ers their ideas. being. skills and values.
and his disciples assistance as needed. feel?  Present the o Negativ List down his/her
and share basic lesson e responses. List
knowledge about o What objectives. peace: down yours, too!
them. C. Progress did the  Discussion: absenc Look at the
Monitoring charact  Define example below:
e of
B. During Reading through ers foodborne and violenc
Reflection and learn? waterborne
Sharing e or
 Activity: Guided
diseases. war.
reading with C. Activities (20
 Discuss the  Provide
comprehension  Divide students minutes)
strategies into small groups. different types examples of
 Procedure:  Encourage  Activity 1: of foodborne both types of
 Divide the students to discuss Peace and peace using
text into the story with their Collage: waterborne real-life
manageable groupmates. Divide the diseases (e.g., situations and
sections.  Provide guiding class into typhoid fever, images.
 Read the first questions for groups. cholera, 2. Values
section discussion: Provide each diarrhea). Integration:
aloud.  Who are the  Explain the
group with  Discuss the
 Model think- main modes of C. Lets Explore
magazines, importance of
aloud to characters in
newspapers, transmission of respecting life
demonstrate the story? Accomplish the
and glue. Ask these diseases and the role of
comprehensi  What problem “All About Me”
did the sand them to create (e.g., peace in using a clean
on
strategies: cats face? a collage contaminated creating a sheet of paper
o Predi  How did they representing food, water, harmonious and copy the only
cting: solve the positive and items that refer to
 What problem? negative and hands). society. you.
do  What lesson peace.  Present the  Encourage
you can we learn signs and students to
think from the story?  Activity 2:
symptoms of share their
will  Conduct a whole- Role-Playing:
common personal
happ class sharing of Assign
foodborne and experiences
en insights and ideas. different
waterborne related to
next?  Record key points scenarios
diseases. peace.
o Quest on the chart paper or related to
ioning whiteboard.  Activity: 3. Storytelling
peace and
:I  Divide the and Analysis:
conflict. Let the
wond class into  Show the
students act
er D. Wrap Up groups. Kwentong
out these
why...  Assign each Pambata
scenarios,
o Clarif  Summarize the group a YouTube Processing
emphasizing
ying: I main points of the specific video: Questions: Write
don't story. positive and your answers on a
foodborne or "Humihiling sa
under  Relate the story to negative clean sheet of
waterborne Isang Bituin."
stand students' lives. peace. paper. 1. What did
disease.  Discuss the
...  Assign a reading  Provide them story's main you find enjoyable
o Sum response activity (e.g., in the activity? 2.
with research characters,
marizi drawing a character, materials. plot, and
What changes
ng: writing a diary entry have you
from a character's C. Structured  Let them message. discovered in
Let's
recap perspective). Values create an  Identify yourself? 3. What
what  Provide positive Activities infographic or instances of made you feel
we've reinforcement for  Value poster about positive and confident or proud
read students' participation Clarification: Discuss their assigned negative about the
so and effort. the values of peace, disease, peace in the changes in
far. respect, and kindness. including its story. yourself? Why?
o Visua causes,  Relate the
lizing:  Value symptoms, story to the D. Keep in Mind
Imagi Internalization: Ask prevention, students' own
ne the learners to reflect Self-awareness is
and control lives and
what on how they can apply the key
measures. experiences.
it these values in their cornerstone to
 Demonstration: 4. Activity: emotional
would daily lives.  Demonstrate "Peace intelligence, as
be
 Commitment: Let proper Actions": defined in a
like
to... the learners write a handwashing  Divide the research by
 Encourage short commitment on class into Courtney
 students to how they will promote techniques. groups. Ackerman. This
participate in peace in their school  Discuss the  Assign each self-awareness is
the think- and community. importance of group to create the ability to
aloud handwashing a poster or monitor our
process. in preventing slogan emotions and
 Continue the thoughts from
the spread of promoting
process for moment to
D. Group diseases. either positive
the moment. It is a
Sharing and  Demonstrate or negative
remaining key to
sections. Reflection proper food peace. understanding
 Expected handling and  Provide ourselves better,
Output: Students  Sharing: Let each preparation materials for being at peace
can use group share their practices. the activity. with who we are
comprehension peace collage and  Allow groups and proactively
strategies to role-playing activity. to present their managing our
understand the story outputs and thoughts,
and ask questions  Reflection: Ask emotions, and
explain their
for clarification. the learners to share behaviors.
D. Reflection and ideas.
their insights and
Sharing
C. Post Reading learnings about
 Ask learners to
peace.
share their
 Activity: learnings from the
Discussion and lesson.
reflection E. Feedback
and  Encourage them C. Progress
 Procedure: to reflect on the
Reinforceme Monitoring
 Conduct a importance of
nt through
class practicing good Reflection
discussion hygiene and food
 Summarize the and Sharing
about the safety.
story: key points of the
 Discuss how  Conduct a class
o What lesson.
they can apply the discussion on the
did learned concepts in
 Give positive following questions:
you their daily lives.
learn feedback to the
learners for their  What did you
about E. Wrap Up learn about
Jesus participation.
positive and
and  Summarize the
 Assign negative
his key points of the
homework: Write a peace?
discip lesson.
les? short paragraph
about the  Remind learners  How can you
o What of the importance of
 were importance of preventing and promote
the peace in their lives. controlling positive peace
challe foodborne and in your school
nges waterborne and
they diseases. community?
faced  Assign homework
? or follow-up  What are the
o How activities. consequences
did of negative
they peace?
overc
ome  Encourage
these students to share
challe their insights and
nges reflections.
?
o What D. Wrap Up
qualiti
es did  Summarize the key
Jesus points of the lesson.
posse  Emphasize the
ss as importance of peace
a in building a better
leade world.
r?  Assign a short
 Encourage reflection paper on the
students to topic: "How can I
share their contribute to a
thoughts and peaceful
feelings environment?"
about the
story.
 Expected
Output: Students
can express their
understanding of the
story and reflect on
the characters and
their actions.

D. Drawing
 Activity
 Activity:
Illustrating the story
 Procedure:
 Ask students
to choose a
scene from
the story to
illustrate.
 Provide
drawing
materials.
 Encourage
creativity and
detail in their
drawings.
 Allow time
for students
to complete
their artwork.
 Expected
Output: Students
can visually
represent their
understanding of the
story through their
drawings.
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 By:
JFDL Creates JFDL Creates

Teacher Principal