DATE: CATCH-UP FRIDAY (FEBRUARY 2, 2024)

Morning Session Afternoon Session

(3 hours) (1 hour per Core Subject – PEACE, VALUES, AND HEALTH)
READING PEACE VALUES HEALTH
I. OBJECTIVES: Enhance learners’ knowledge and skills in appreciation of values, health and peace education
Activate learners’ interest and motivate to
To equip learners with the To emphasize the holistic To equip learners to respond
read and retell the story in their
appropriate knowledge, skills, development of individuals actively on emergency situation in
own words.
and values in Peace Education, values in everyday life the community
specifically, in Public Order and
Safety
II.CONTENTS: National Reading Program (NRP)
A. Subject Project DEAR (Drop Everything and Read)
Matter

B. References DepEd Memorandum #001 s. 2024

C. Materials
The Primals Compendium of Teaching Resources
(Grade 4 – Literary Historical Fiction)

Text: “Uldok, the War Hero” by Nemah N. Hermosa

Reference: Hermosa, N. N. (xxxx). Uldok, the War Hero.
Illustrated by Ferdinand Doctolero.

Materials Needed: Bond Paper/Manila Paper, Markers

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III.PROCEDURE PRELIMINARIES
Before Reading: Activity 1: Activity: Activity:
Write a peace-related quotes
1. Unlocking of Difficulties (Think from the story “Uldok, the War
Cause & Effect Survival Response
of the Text) Hero”. Share to the class Key Learning : Learners Key Learning : Learners must
promote self- discovery and respond actively to emergency
Situation 1: Band of Guerillas
Situation 2: Lying Among the Ashes Activity 2: informed decision-making situation in the community
Situation 3: The cottage was surrounded by Perspective-taking
trees and shrubs
Situation 4: They crawled on the ground Key Learning: Learners are Directions: Write a cause and Directions: The class will be
toward the cave effect of your unforgettable divided into five groups and
encouraged to understand decisions in life. be assigned in situation given
Situation 5: To survive person's
and value another below. Learners have to
standpoint, a crucial skill in showcase or illustrate how
would they respond in an
2. Activating Prior Knowledge / problem-solving that fosters
empathy and tolerance. emergency situation .
Building Background
Information
Directions: In Engagement 2 “After Situation 1 : The house near
Directions: Semantic mapping -
Reading” this morning, you have you is burning, what will you
WAR. Guide the class in creating a
recalled the event that happened in do?
semantic map for ‘War’. The map Situation 2: Earthquake
1942, when the Japanese first came
may look like this: to the Garcias’ house, how they occurs, what will you do?
burned down the house, and how Situation 3: Typhoon and
Uldok was left behind. flooding, what will you do?
Situation 4: Random gun
Teachers Take Note: shooting, what will you do?
Encourage deep reflection on
Teachers Take Note: Situation 5: You witness
road accident, what will you
Encourage deep reflection
do?

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 thoughts, experiences, and
Ask: Based on the web map, what do you actions
think is war?
Process Questions:
-------------------------------
• If there are calamities or
war, what would you do?
• How will you respond in
matters of your safety?
on thoughts, experiences,
and actions.
Process Questions:
• What makes you think
that your decisions are
good/bad for you?

• How do you able to

conquer every
challenges through your
actions?

(Note: Teachers, can expound

this reflective activity.)
Say: The Japanese invaded the Philippines
on 8 December 1941, Remember:
ten hours after the attack on Pearl Harbor
Characteristics of
in Hawaii. environments and activities
Japan occupied the Philippines for over that prompt and support
three years, reflective thinking:
until the surrender of Japan to American
forces in 1945. • Provide enough wait-
time for students to
reflect when responding
Show again the picture of guerillas that to inquiries.
was used in • Provide emotionally
supportive environments
the unlocking of difficulties section.
in the classroom
encouraging reevaluation
of conclusions.

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 • Prompt reviews of the
learning situation, what is
known, what is not yet
known, and what has
been learned.
• Provide authentic tasks
involving ill-structured
data to encourage
reflective thinking during
learning activities.
• Prompt students'
(Photo of Filipino Guerillas)
reflection by asking
Say: During the years under Japanese questions that seek
occupation, reasons and evidence.
many Filipinos became guerrillas. They • Provide some
controlled explanations to guide
sixty percent of the islands, mostly jungle students' thought
and mountain areas. processes during
The guerillas prevented the Japanese forces explorations.
in controlling these places. • Provide a less-structured
learning environment
Motivation Questions that prompts students to
explore what they think is
important.
Ask: • Provide social-learning
• Have you heard stories about the environments such as
war? those inherent in peer-
• Who told you those stories? group works and small
• What kind of stories do you enjoy group activities to allow
most? students to see other
• What is your favorite story? points of view.
• Provide reflective journal
to write down students'
3. Developing a Purpose for
positions, give reasons to
Reading support what they think,
show awareness of

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Say: In the story we will read today, find out opposing positions and
the answers to these questions. the weaknesses of their
own positions.
Motive Questions
Ask:
• In our story, who is the favorite
storyteller?
• What kind of stories does the
narrator enjoy?
• Wat is the narrator’s favorite story?

During Reading:
Use the Read-Aloud strategy for this stage
of the lesson.
Stop at certain points of the story to ask
the questions indicated for a brief
discussion of the part.

Note:

Ask Open-Ended Questions –questions

cannot be answered with “yes” or “no”.

Show the cover of the book and read the

title,
the author, and the illustrator, if
applicable.

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Uldok, the War Hero
by Nemah N. Hermosa

Drop Everything and Read (DEAR)

Read paragraph 1, then stop and ask:

What do you think is the kind of story you
will be hearing?
Read paragraphs 2 and 3. Stop and ask:
How do you think Mrs. Garcia felt when the
Japanese

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asked her to tell where the guerillas were
hiding?
How do you think the Japanese felt when
they did not find the band of guerillas?
Read paragraphs 4 to 9. Stop and ask:
If Major Garcia’s family were overjoyed,
how do you think Major Garcia felt at that
time? Why?
Read paragraph 10, then stop and ask:
How did the Garcias feel at that moment?
What do you think will happen next?
Read paragraphs 11 and 12. Stop and
ask:
Why did the voices become excited?
Read paragraphs 13 and 14. Stop and
ask:
How did the Garcias feel when they reached
the cave?
Read paragraph 15, then stop and ask:
What do you think happened?
Read paragraphs 16 to 17, then stop and
ask:
How did the Garcias feel when they saw
Uldok lying in the yard?
Read paragraphs 18 to 20, then stop and
ask:
How did the Garcias feel every time they
visited Uldok’s grave?
Read paragraph 21 (last paragraph)

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After Reading:
Here, learners’ interest and motivate to
read and
retell the story in their own words.
1. Engagement Activities A (Small
Groups)
Directions: Divide the class into five
groups. Assign each group a task.
Give directions and guidelines for each
group while the whole class
is listening. Distribute the materials to be
used for the tasks.
Materials Needed: Bond
Paper/Manila Paper, Markers
Engagement Activity 1: Family Portrait
Say: During the war, in 1942, there was a
family in Marintoc who had a dog.
Draw a portrait of the Garcia family.
Identify and describe each member.

Engagement Activity 2: Acting Out

Say: Recall the event that happened in 1942,
when the Japanese first
came to the Garcias’ house, how they
burned down the house, and
how Uldok was left behind. Then act it out
in class.

Engagement Activity 3: Thought Bubble

Chart

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Say: Uldok was left in Marintoc when Mrs.
Garcia and her family left
for Cambacoco. Uldok was just a puppy
then. Pretend you are Uldok.
Write inside the thought bubbles what you
were thinking at that time
when you were left alone.

Engagement Activity 4: Problem-

Solution Chart
Say: The Garcias stayed in the cottage. One
night, Major Garcia and
his band of guerillas came to stay in their
house.
Just before midnight, something happened.
Complete the Problem-Solution chart.

Engagement Activity 5: Medal of Valor

Say: The Garcias were able to escape thanks
to their pet dog, Uldok.
Pretend you will give an award to Uldok.
Complete the Medal of Valor.
Write the reason why the award is being
given to Uldok.

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 2. Engagement Activities B (Whole
Class Discussion
3. & Group Presentation of
Outputs)
a. Revisiting the Motive Questions
Ask: In our story, who is the
favorite storyteller?
What kind of stories is enjoyed
by the narrator?
What is the narrator’s favorite
story?

b. Who do you think is the one

telling the story of Uldok?
What age do you think he/she is?
What makes you think this is
his/her age?

c. Whose family lived in Marintoc?

Group 1, can you show us the
family portrait of the Garcias?

Group 1 presents their output – a portrait

of the Garcia family.

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Members of the group take turns identifying
and telling
something about each family member.
d. During the war in 1942,
Filipinos guerillas fought
the Japanese who occupied our
country.

Group 2, can you show us how the Japanese

came to the
Garcias looking for guerillas?
e. Why did the Japanese come to
the Garcias’ house?
If you were Mrs. Garcia, what
would you tell the Japanese?
Why?
f. Where did the Garcias go when
their house was
burned down by the Japanese?
When they first left, they forgot
to bring Uldok their dog.
How do you think Uldok thought
and felt when he was alone?
Group 3, can you show us your
Thought Bubble Chart?

Group 3 presents their output showing

how Uldok might have
thought and felt when he was left in
Marintoc.
g. Tell how Uldok was found.
Where was he brought?

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 Why was it safe for the Garcias
to stay in Cambacoco?
h. In 1943, why did the Japanese
come back to Marintoc?
Why do you think the people
did not say anything?
Do you think it was right for the
people not to point
where Major Garcia was? Why?
i. While the Japanese were in
Marintoc, who visited
the Garcias? How did they all
feel?
j. Just before midnight, there was
a problem.
Group 4, can you show us your
Problem-Solution Chart?

Group 4 presents their output – a chart

showing the problem of
Japanese approaching the Garcia home,
and the solution where
the family crawled into a cave.
k. Why were the Garcias able to
escape to the cave?
(Answer: Uldok distracted the
Japanese soldiers by
continuously barking and not
letting them pass.)
Because of this, what happened
to Uldok?
l. How did Uldok die? What does
this show about Uldok?

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 m. To honor Uldok, what did the
Garcia family do?
n. Do you think Uldok deserves a
hero’s award?

Group 5 presents their output – the Medal

of Valor award for Uldok.
o. Aside from Uldok, who are the
other heroes in the story?
Why do we consider them as
heroes?
p. Because of the war,what did the
Garcias as
well as other families
experience?
q. Revisit the semantic map the
class made
before they read the story.
Guide them
in expanding the map by adding
information learned
from the story, like the example
below.

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 Then ask: Do you think war is good or
bad? Why? How does war make you feel?
Why?

r. What historical facts about the

Philippines did you learn from
the story?
s. What do you think the author
want us to think about?
t. What idea stayed with you?
What will you remember about
the story a year from now?

Enrichment Activity

Say: The Garcias had their hero, Uldok.

Think of your favorite hero. Write her/him
an epitaph. An epitaph is an inscription or

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 lettering on a stone remembering the
person who died.
Materials Needed: Bond
Paper/Manila Paper, Markers

PREPARED BY:

TONIE ROSE S. LAUDERES

SHST-II

CHECKED & VERIFIED:

REY NICHOLSON G. SALURIO

Master Teacher II/ SHS-Asst. Principal Designate

RECOMMENDING APPROVAL:

BENEDICTO T. SILDO JR.

Assistant Principal II

APPROVED:

ROMEO D. CASTANTE
Secondary School Principal III

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Uldok, the War Hero
by Nemah N. Hermosa
1 Lolo Pingkoy is the best storyteller ever. We just
cannot go to bed without a story from him. What I
enjoy most are Lolo Pingkoy’s stories about the war.
My favorite is the one about Uldok. Do you want to
hear it? This is the story.
2 The Garcia lived in Marintoc, a small barrio. Uldok
was the family dog.
3 The Japanese first came to Marintoc
in 1942. They were looking for a band of guerillas.
They asked Mrs. Garcia where the guerillas were
hiding. Mrs. Garcia said that there were no guerillas in
Marintoc. In truth, her husband, Major Garcia, was the
leader of the guerillas.
4 The Japanese were very angry. They burned down
the Garcias’ house. Mrs. Garcia fled. With her were her
brother, Edmundo and her children, Francisco and
Edna.
5 At that time, Uldok was just a puppy. In their hurry,
the Garcias forgot about him. They fled to another
barrio up in the hills. Cambacoco was three kilometers
away. They had a cottage there.
6 After three days, Edmundo went back
to Marintoc. The Japanese were gone. But Uldok was
there, lying among the ashes of the house. He was a
little thinner, and he was dirty. But how he wagged his
tail when he saw Edmundo! He took Uldok with him
when he returned to Cambacoco.
7 In 1943, the Japanese came again to Marintoc. Again,
they were looking for guerillas. They especially
wanted to capture Major Garcia. But nobody in
Marintoc would tell them anything.
8 The family was still in Cambacoco. The cottage was
surrounded by trees and shrubs. There were big sharp
rocks leading to it.
It could not be seen from below. Near the cottage was
a cave. “If they came, we can stay in the cave,” the
family agreed among themselves.
9 One night, Major Garcia came to visit. His band of
guerillas was in the area. His family was overjoyed for
they had not seen him in weeks.
10 Just before midnight Major and Mrs. Garcia were
awakened by voices. They were speaking Japanese,
but one voice seemed to belong to a Filipino. He was
probably a guide.
11 “Japanese!” Mrs. Garcia whispered to her husband.
Her voice trembled.
12 The voices were growing louder. Then suddenly a
dog began to bark angrily. It was Uldok. The voices
became excited.
13 Major and Mrs. Garcia got up. They quickly woke all
the others. Quietly, they went out of the house and
crawled on the ground toward the cave. Uldok was still
barking and growling. The soldiers were too busy
fighting him off that they did not notice the Garcias slip
out.
14 It was only a few minutes, but to the Garcias, it
seemed like hours. Finally, they reached the cave.
15 Shots rang out in the night. The voices faded away
and the night was quiet again. Francisco and Edna had
a feeling something terrible had happened. But they
also knew that it was too dangerous to leave the cave
until daylight.
16 At dawn the next day, the Garcias crawled out of the
cave. They listened for any signs of danger. All clear.
They ran to their house.
17 Uldok lay in the yard. He was cold and still. There
were two bullet wounds in his body. There was blood
on Uldok’s jaw. In his mouth was a torn piece of cloth.
It came from a soldier’s uniform. Uldok had died
fighting.
18 Uldok was buried beside a tall tree. Major Garcia
and Edmundo rolled a big rock over the grave.
Francisco and Edna helped, tears streaming down
their faces.
19 The war ended two years later. The Japanese were
defeated. The Garcias returned to Marintoc. They built
a new house.
20 From time to time, they visited their cottage in
Cambacoco. There, they always went back to Uldok’s
grave. They would always remember him, for Uldok
made them survive the war.
21 This story happened many years ago. Do you know
why it is my favorite story?
It is because Lolo Pingkoy is Major Garcia’s son,
Francisco. I have a pet dog, too.
His name is Uldok.