2

CATCH-UP FRIDAYS

Lesson Script in
English
Quarter 4 Week 1
Catch-Up Fridays
Lesson Script in English
Quarter 4: Week 1
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the
MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and
lesson competencies.

The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of royalties.”

Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable,
patentable contents) included in this learning resource are owned by their respective copyright and
intellectual property right holders. Where applicable, DepEd has sought permission from these owners
specifically for the development and printing of this learning resource. As such, using these materials
in any form other than agreed framework requires another permission and/or licensing.

No part of this material, including its original and borrowed contents, may be reproduced in any form
without written permission from the Department of Education.

Every care has been taken to ensure the accuracy of the information provided in this material. For
inquiries or feedback, please call the Office of the Director of the Bureau of Learning Delivery via
telephone numbers (02) 8636-6540 and (02) 6540 or send an email to [email protected].

Published by the Department of Education

Development Team

Writer: Jeanette V. Sison

Internal Validator: Joyce V. Arce

External Validator: Rafael L. Saygo

Illustrator & Lay Out Artist: Jay C. Visperas

Management Team

Regional Director: Tolentino G. Aquino

Assistant Regional Director: Rhoda T. Razon
Schools Division Superintendent: Fatima R. Boado
CLMD Chief: Arlene A. Niro
CID Chief: Carmina C. Gutierrez
Regional EPS- LR: Gina A. Amoyen
Division EPS-LR: Michael E. Rame
Regional Focal Person: – Lesson Scripts: Johnson P. Sunga
Division Focal Person: – Lesson Scripts: Lalaine C. Rosario
Week 1 Day 5 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Demonstrates understanding of the relationship between
Standards phonetic principles of the Mother Tongue and English to
decode unknown words in English
B. Analyzes pattern of sounds in words for meaning and accuracy
Performance Ably reads and spells out grade-appropriate regular and
Standards
irregular words in English
C. Learning Read words with short /a/,/ e/,/ i/,/ o/, and /u/ sound in CVC
pattern
Competencies

D. Learning Recognize and pronounce short /a/,/e/,/i/,/o/, and /u/ sounds in

Objectives CVC pattern .
Understand basic concepts about drug education, the proper
use of medicine, and the roles of family members and health
professionals in maintaining proper use of medicines.
II. CONTENT
Subject Matter Reading words with short /a/,/e/,/i/,/o/, and /u/ sounds
in CVC pattern
Area for Reading, Health Education
Integration
Theme Drug Education
Key Concept for Uses of Medicine
Integration The role of family members and health professionals in
the correct use of medicines
Practices in the proper use of medicines
III. LEARNING RESOURCES
A. References Let’s Get Better in English 2
B. Other Laptop, Slide decks, worksheets, flashcards
Learning Story- Going to a Doctor
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher: Good morning, dear learners! How are you today?
Knowledge Today is Catch-up Friday!
(With enthusiasm)
Learners: Hip, Hip, Hooray!
Teacher: Did you ever experience being sick?
Possible Response: “Yes, teacher. I don’t want to be sick.”
Teacher: We need to take good care of our body so we will
not get sick.
(Show picture of a sick child)
Note to the illustrator:
(Draw a picture of a child who is sick).

Teacher: What do you do when you are sick?

Possible Responses: “We go to the doctor for a check-up.”
Solicit answers from the learners.
Accept all possible answers.
Teacher: Who takes care of you when you get sick?
Possible Responses: “My mother takes care of me when I
am sick and she gives me medicine so I can feel better.”
Possible Responses: “My father brings me for a check-up,
too.”
Answers may vary.
Accept possible responses.
Teacher: Yes, we need to have a check-up with the doctor so
we can feel better. Drinking medicine helps a lot, too.
Do your father or mother do that, or anyone from the family?
Possible Responses: “Yes , teacher, my “tatay” brings me to
the doctor for the check-up.”
Teacher: I am sure your father , mother, or anyone in the
family brings you to the doctor for a check-up, if we are not
feeling well. It is very hard to get sick , you cannot go to school
to study and learn.
Possible Responses: “I don’t want to get sick . I want to go
 to school every day to learn and play with my friends.”

Lesson
Purpose/ Teacher: You will read the short vowel sounds, /a/, /e/,/ i/,/ o/,
Intention
and /u/, in CVC pattern .Also, you will understand the basic
concept of drug education and the roles of family members
and health professionals in properly using medicines.
Teacher: Are you ready for our lesson today?
Possible Responses: “Yes, we are!”

Lesson Language Phonics and Word Recognition

Practice Teacher: Let us read again the short vowel sounds in the CVC
pattern:
Repeat after me as I say each word.
a- cat, bat, mat, hat, rat
e - red, fed, hen, pen, net
i - pig, wig, dig, win, sit
o- cot, dog, rod, box, mop
u- sun, cup, bug, hut, mud
Teacher: This time, I want you to make groups of three for the
reading practice.

During/Lesson Proper
Reading the Key Teacher: I can see that everyone is present today.
Idea/Stem Have you ever experienced getting sick?
Possible Responses:
“Yes, teacher. I feel so sad whenever I am sick.”
“I cannot go to school.”
Accept possible responses from the learners .
Teacher: We will read a poem about a child who is sick and
what , he did to feel better .
Present a Nursery Rhyme to the learners entitled: Mother,
Mother I Am Sick.

Mother, Mother I Am Sick.

 Mother, Mother , I Am Sick.
Call a doctor very quick.
Doctor, doctor shall I die?
No, my darling, do not cry.

Teacher: What did the child do when he got sick?

Are you sad and afraid whenever you get s

Possible Responses:” I am afraid, because of the taste of

the medicine.”
Possible Responses: “Me too, I am scared of injections.”
Solicit other responses from your learners .
Answers may vary.
Teacher: Do not be afraid
of going to the doctor because he will help you to
feel better.

Developing Teacher: I have here a story about a boy who is sick and
Understanding of afraid to see a doctor.
the Key
Note to the illustrator:
Idea/Stem
Draw a picture of a sick boy.

But before reading the story , let us unlock difficult words so

you can understand them.
Teacher, will present the words to the children. She will read it
to them with pictures for easier understanding.
Note to the illustrator: Draw the following words.
Unlocking of Difficult Words
1. Sick - affected by physical or mental illness
Jan is sick today. He needs to rest.
(show a picture of a boy who is sick)
Note to the illustrator:
Draw the a boy who is sick
2. Fever- an abnormally high temperature, usually
accompanied by shivering, headache , and in severe
instances, delirium, shivering, headache, and in severe
instances, delirium.
 Zahra feels hot because she has a
fever.
(Show picture)
Note to the illustrator:
Draw the a girl who has a fever, shivering.
3. Injection - an act or instance of injecting.
The nurse gave Mayumi an
injection to protect her from flu.
(Show picture)
Note to the illustrator: Draw the
picture of a nurse giving an
injection to a girl.
3. Hurt - cause physical pain or injury to.
Lanea got hurt , when she fell from
the bicycle.
(Show picture)
Note to the illustrator:
Draw the a girl who got hurt from a bicycle fall.
4. Medicine -a compound or
preparation used for the
treatment or prevention of disease.
Will drinks his medicine so he can
feel better.
(show picture)
Note to the illustrator:
Draw a mother giving medicine
to a sick child.

Deepening
Understanding of Are you sad and afraid whenever you get sick?
the Key
Possible Responses: “Yes, teacher , I am afraid because of
Idea/Stem
the taste of the medicine.”
Possible Response: “Me too, I am scared of injections.”
Teacher: Do not be afraid
of going to the doctor because he will help you,
feel better.
Let us read a story about a boy who is sick and what he did to
get better.
I will read the comprehension questions first before reading of
the story for your guide.
1. Who is the boy in the story?
2. What happened to him?
3. Who brought him to the hospital?
4. Why was he brought to the hospital?
5. Who gave him an injection?
Class are you ready to listen? Let us now start reading the
story.

Going to a Doctor
by: Jeanette V. Sison
Nikolai felt very sick. His fever was very high. His mother
brought him to a doctor. “You will have an injection to get
well, “Dr. Valdez said. “It would not hurt at all.” “Come on
,
Nikolai. Be a good boy, “Mother said.
Nikolai smiled at the doctor. Then he looked away as the
doctor gave him the injection. “Now, tell me, did it hurt?”
asked the doctor. Nikolai said, “Not at all. Thank you.”
“Your mother will also give you some medicine to
make you feel better, he said.
Teacher: Alright, we are done reading the story. Class, let us
now answer our comprehension question.
1. Who is the boy in the story?
Possible Response: “Nikolai was the boy in the story.”
2. What happened to him?
Possible Response: “He got sick with a fever.”
3. Who brought him to the hospital?
Possible Response: “His mother brought him to the
hospital.”
4. Why was he brought to the hospital?
Possible Response: “He needs to see a doctor for a
check-up.”

5. Who gave him an injection?

Possible Response: “The doctor gave him an injection.”
 6. Was he hurt with the injection?
Possible Response: “He was not hurt.”
7. What did the doctor told his mother to make him feel
better?
Possible Response: “He needs to take his medicine at
home.”
After/Post-Lesson Proper
Making Teacher: Did we learn something from the story?
Generalizations Possible Responses: “Yes, teacher.”
and Abstractions
”It will be better to use the doctor’s instructions.”
Possible Responses: “I learned about following what the
doctor will tell us.”
Possible Responses: “We need to see a doctor if we are
sick.”
Possible Responses: “Mother takes care of me when I am
sick.”
Answers may vary.
Teacher: What did we learn today?
Possible Response: “About the short vowel sounds in the
CVC pattern.”
Teacher: What does CVC stand for?
Possible Response: “It is the consonant vowel consonant
sound.”
Teacher: You’re right. Let us review the sounds
again of the vowels.

(Teacher reads again as learners follow , emphasizing the

short sound of the vowel)
cat
bed
wig
dog
sun
Teacher: I am so happy that you really know how to read the
short vowel sounds of a, e, i , o, and u. Just keep on practicing.

Teacher: I will distribute an activity sheet.

Evaluating
 Learning Circle the short vowel sound in each word.
______1. cat
______2. bed
______3. pig
______4. top
______5. cup
______6. bat
______7. big
______8. wet
______9. tug
_____10. fog
Additional
Activities for Teacher: Find and write three CVC words in the short vowel
Application or
sounds you can see at home.
Remediation (if
applicable)
Remarks

Reflection

Prepared by: Reviewed by: Approved by:

______________________ _________________________ ___________________
Subject Teacher Master Teacher/Head Teacher School Head