School:

CATCH-UP Teacher: Learning Area:

FRIDAY Teaching Dates and Time: Quarter: Q3

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

Quarterly Drop Everything Drop Everything and Sexual and Community

-
Theme: and Read Read Reproductive Health Awareness

Different types Compassion

Sub-theme: - - -
of family Peace Concepts

Reading Reading Peace Starts With More Talent, More

I. Session Title My Family
Intervention Enhancement Me! Fun!
The learner should be
The learner should
The learner should able to demonstrate
The learner should be be able identify your
be able to practice comprehension of the The learner should be
able to Reflect on how skills, talents and
decoding words like story by answering able to define the
II. Objectives their choices can interests helpful to
"huff," "puff," and questions and concept of "family".
impact others. attain your
"straw." reflecting on their
academic goal;
learning.
Short Story: Walang Short Story: Nang
Short Story: Ang Kapantay na
Mag-away ang
pagmamahal ng Ama
Paper Princess Langit at Dagat
III. Learning Short Story: Three Youtube Link:
Youtube Link: Youtube Link:
Resources/ Little Pigs https:// HGA-IIIc-4
https://www.youtube https://www.youtube
References (PDF) www.youtube.com/
.com/watch? watch?v=iauZCnBo6- .com/watch?
v=OYIL1h3P0Qg g v=UQJSlFOvVcI
 Begin with Begin with Begin with Begin with Begin with
classroom routine: classroom routine: classroom routine: classroom routine: classroom routine:

a. Quick
Kamustahan
A. Introduction

As a child like you,

it is good that at
this time, you are
starting
to know what your
me that emphasizes
skills, talents and
A. Preparation and togetherness and
interests are. And
Settling In teamwork. A. Preparation
it is also good
and Settling
if you use them to
Review Example: "Family In
help you achieve
Expectations: Freeze Dan
your academic
Briefly review Friday Routine Prepare chart paper
goals. For
classroom rules for Exercise with headings:
IV. Activities and for example, you
active listening and Start the lesson "What is Peace?",
Procedures are good at
respectful with a fun group "Actions for
drawing. That skill
discussions. activity related to Peace", and "My
can help you in
families. This could Contribution to
your
Introduce the be a simple song, Peace".
performance
Story: Show the dance, or gace" -
outputs as you
cover and title, Play upbeat music B. Peace
express whatever
share a brief and instruct Education
you think and feel
overview of the students to move Learning
through your
story, and generate like different family Session
drawings.
excitement by members. When
asking questions the music stops,
Show pictures B. Let’s Try This
like "What do you they freeze in a
A. Pre-Reading think this story family pose. representing different
concepts related to In a clean sheet of
might be about?"
Brainstorming: paper, describe
A. Current Health peace. Ask students
Write "The Three what you see in
News Sharing what they see and
Little Pigs" on the the pictures
B. Dedicated what the pictures
board. Ask students below. Then,
Reading Time Briefly share a make them think of.
what they know answer the
positive health news processing
about pigs and Shared Viewing: story related to questions.
houses. Record their Watch the story families or children.
ideas. together as a class, Encourage students
encouraging students Introduce the concept
to ask questions and
to follow along of peace as not just
Vocabulary Preview: share their thoughts.
Introduce "huff," closely. Pause the absence of
"puff," and occasionally to clarify Example: Share a conflict, but a positive
"straw." Use key moments or news article about state of harmony,
pictures or context vocabulary. the importance of respect, and
clues to explain their family meals for understanding.
meaning. Have Comprehension children's
students practice Strategies: development.
saying and using the Throughout the Processing
viewing, prompt Divide students into
words in sentences. B. Health Questions:
students to use Sessions small groups. Ask
comprehension them to brainstorm 1. What roles or
Picture Walk: Show
strategies listed on Introduce the concept and list ways they can practices you like
the story illustrations
without revealing the the chart (e.g., making of family by asking promote peace in their doing the most?
text. Ask students to predictions, asking students what it community (e.g., 2. Are there roles
describe what they questions, connecting means to them. Write sharing toys, helping that you do at
see and predict what to prior knowledge). their responses on others, using kind home, school and
might happen to the Encourage them to chart paper. words). community that
pigs. use sticky notes to Explain that there are are the same?
mark scenes they many different types What are those?
Prediction: Based found interesting or of families, and each
confusing one is special and C. Progress
on the title and C. Let’s Explore
unique. Monitoring
pictures, have through
students predict how C. Progress Use visuals or a Copy the
Monitoring simple storyboard to Reflection
the pigs will build crossword puzzle
through present different and Sharing
their houses and on a clean sheet
what might happen Reflection and types of families, of paper. Fill in the
Sharing such as: Facilitate a
to them. correct letters that
discussion where
● Nuclear family will complete the
Individual students share their
B. During Reading word being
Reflection: Provide (two parents and individual
described below.
students with the children) reflections.
Partner Reading: Encourage them to
Students take turns reflection questions ● Single-parent
worksheet (e.g., What listen respectfully
reading aloud in family and build on each
pairs. Encourage was your favorite part
of the story? What did other's ideas.
them to use proper ● Grandparent-led
pacing, expression, you learn? What was Processing
family
and decoding skills confusing?). Give Together, add their Questions:
● Blended family
them time to write or individual 1. Was it easy for
Sticky Notes: draw their responses. ● Foster family contributions to the you to get the
Provide students chart paper under the words being
with sticky notes to D. Wrap Up ● Same-sex parent heading "My described?
mark unfamiliar family Contribution to 2. What did you do
words or interesting Closing Activity: to accomplish this
Peace".
parts. Discuss these Engage in a creative task?
later as a class or in activity related to the Emphasize that 3. Why is it
pairs. theme (e.g., draw a love, support, and important to know
scene, write a care are the most Ask students the difference
Character Chart: different ending). important things in reflection questions: between skills,
Have students a family, regardless talents and
Positive How can you show interests?
create a chart to of its structure.
Reinforcement: kindness to others?
track the building
materials, Praise students for Facilitate a How can you resolve
personalities, and their participation and discussion where conflicts peacefully?
actions of each pig effort during the students share their
and the wolf. lesson. own family How can you make
experiences and your community a
C. Post Reading perspectives. more peaceful place?
Encourage
Story Retell: Ask respectful and
pupils to retell the inclusive language. D. Wrap Up
story in their own D. Keep in Mind
words, focusing on C. Reflection and Watch the Story:
how each pig built Sharing Play the video for your They say that
their house, the Class Discussion: students. Encourage every person is
wolf's actions, and Ask students: "What them to pay attention unique. The
how the story did you learn about to how the characters reason why we
ended. You can use your body today?" interact and how the are
sentence starters conflict unfolds. unique is because
"What is one thing you
like "First, the little we differ in skills,
are grateful for your
pig made..." or talents, and
body to do?" "How interests. It is
"The wolf tried
can we take care of more
to...".
our bodies?" fun to learn new
Comprehension things for us to
Questions: Ask easily accomplish
D. Wrap UP
questions that our daily tasks.
assess Review: Briefly go The advantages of
understanding of the over the main body recognizing your
story's main events, parts learned. own skills, talents
characters, and and interests
themes. Encourage Assessment: Ask are as follow:
students to use students to identify 1. It helps you
textual evidence to body parts on maintain your self-
support their themselves confidence.
answers. For 2. It keeps you
example, "Why did Exit Ticket: Have motivated to work
the first pig's students draw their on your school
house fall down?" favorite body part tasks that you do
or "Who was the and write why they at home because
smartest pig?" like it. of quarantine.
3. It helps you get
to know yourself
better.
4. It makes you
healthy physically
and mentally.
5. It helps you
achieve academic
success.

E. You can Do It

A bookmark is
used to mark one
page of a book.
Using any kind
of paper, create
three (3)
bookmarks:
For bookmark #1 -
write your talent;
For bookmark #2 -
write your skill;
For bookmark #3 -
write your
interest.;
 These will serve
as your reminder
that you can attain
academic
success as a
learner even at the
middle of a crisis.
A sample picture
below is provided
for you to follow.
Then,
answer the
processing
questions in
another clean
sheet of paper.

Processing
Questions:
1. What will you
do to improve your
skills, talents and
interests?
2. How do these
help you learn at
home and in
school?

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:

MYRA D. CABRERA
Teacher I Noted:

GENALIN S. ONG

Principal III