School: Grade Level:

GRADE 6 Teacher: Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY, Quarter: Q3 WEEK 7

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

Quarterly Drop Everything Drop Everything and Community Sexual and Community
-
Theme: and Read Read Awareness Reproductive Health Awareness

Gender equality
Justice Justice
Sub-theme: - - and gender -
Principles of Peace Principles of Peace
stereotyping
Reading Reading Making
I. Session Title Be Like Mulan Aiming for Justice
Intervention Enhancement Connections
The learners should The learners should The learners should The learners should The learners should The learners should
be able to able to be able to be able to reflect on be able to explain the be able to apply their be able to identify
retell the story in demonstrate fluency the importance of impact of gender understanding to real- various personal and
their own words, and accuracy in justice and peace in stereotypes on life situations social issues that
II. Objectives focusing on the reading a short story their lives individuals and society involve oneself and
importance of hard others
work in achieving
dreams
Short Story: Mulan Zumba Dance: Short Story: Robin
Youtube Link: https:// Hood
III. Learning Short Story: Ang Short Story: The www.youtube.com/ Youtube Link:
https://
Resources/ Pangarap ni Kruko Arab and the Camel watch?v=v7zTVdJn- https:// HGIPS-IIIb-3
www.youtube.com/
References (PDF) (PDF) gc www.youtube.com/
watch? watch?v=l0yYBqKHj2I
v=_n34Wqj4NpQ
IV. Activities and Begin with Begin with Begin with Begin with Begin with Begin with classroom
Procedures classroom routine: classroom routine: classroom routine: classroom routine: classroom routine: routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
 b. Checking of b. Checking of b. Checking of b. Checking of b. Checking of a. Prayer
Attendance Attendance Attendance Attendance Attendance b. Checking of
c. Quick c. Quick c. Quick c. Quick c. Quick Attendance
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan c. Quick
Kamustahan

A. Let’s Try This

DRILL: Basic Sight A. Friday Routine 1. On a clean sheet of
Words Exercise paper, write three (3)
problems/concerns that
Girl in the Mirror | you are
Zumba® | Dance
facing right now. Rank
Fitness | Live Love
Party them according to its
importance from the
This routine helps most important to
students focus and
prepares them for
A. Introduction learning.
A. Preparation least important.
Greeting and B. Current Health and Settling 2. Write three (3)
A. Preparation and Introduction: News Sharing In problems/concerns of
Settling In Greet the students the community where
and introduce the Briefly familiarize you live in. Rank them
Prepare copies of topic of justice and yourself with the according to its
the story for each principles of peace. key events and importance from the
student. Briefly explain the characters in Robin most important to least
connection between Hood
important.
A. Pre-Reading Create a chart on the two concepts.
the board with Adapt the "Guiding
Activating Prior headings: B. Reflective Questions for
Knowledge: "Characters," Thinking Share a recent Reflection and
"Events," "Important news article or story Discussion" to Let’s Explore This
Ask students what Information," and Mulan Clip Analysis: related to gender focus on Robin
Stay Safe
they know about "Questions." Show a clip from equality or breaking Hood's actions and
dreams. What are Mulan where she down gender choices.
Look at your answers
some dreams they Prepare reflection defies societal stereotypes (e.g., a in Activity 1. Write
have for questions (e.g., What expectations or fights female athlete your identified
themselves? did you find excelling in a B. Peace
for what's right (e.g., problem which you
 interesting? What was scene where she traditionally male- Education Ranked 1 or your most
Have students share challenging? What did refuses to be dominated sport). Learning important problem.
experiences of you learn?) matched). Discuss the Session Ask your parents/
working hard to following questions as C. Health guardian and
achieve something a class: Sessions Storytelling: other members of the
they wanted. B. Dedicated Briefly introduce family to help you find
Reading Time What actions does Part 1: Robin Hood, solutions to your
Introduce the title of Mulan take in this Understanding highlighting his fight identified
the story, "Ang Silent Reading: scene? Gender Equality and against injustice. problem.
Pangarap ni Distribute the story Stereotypes
Kruko," and ask copies and allow How do these actions Keep in Mind
relate to the principles Engage students in a
students to predict students to read
Brainstorming: Ask brainstorming
what the story might silently for 15-20 of peace we identified Life itself is all about
students to list down session: "What are
be about based on minutes. Encourage earlier? solving problems. All
the title. them to use reading words and phrases some actions Robin of us have our own
strategies like Does Mulan's that come to mind Hood takes daily struggles which
B. During Reading sounding out words, defiance achieve when they hear throughout the help us learn from our
rereading difficult justice or peace? Why "gender equality" and story?" experiences, make us
sections, and or why not? "gender stereotypes." List their responses grow and become
Guided Reading: visualizing the story. Discuss the positive on the board, wiser and stronger and
C. Structured and negative shape
focusing on actions
Read the story aloud Paired Reading: For Values connotations us to be the better
related to justice and
to the students, struggling readers, Activities version of ourselves.
associated with each peace.
pausing at key consider partnering term.
points to ask them with stronger
Present 4-5 scenarios Provide reflection
questions and check readers for part of the You Can Do It!
for understanding. time. that involve situations questions prompting Make a slogan or
Part 2: Identifying
where justice and and Challenging students to connect poster to show your
Use the sticky notes peace are challenged. Stereotypes Robin Hood's actions active role as a learner
to mark up the text Think-Pair-Share: Ask each group to to their own lives: in the fight against the
and highlight Throughout the discuss and rank the Activity 2: Play a Corona Virus in
important parts of reading, pause at key different principles of "Would You Rather" "Which of Robin support of the
the story, such as points (e.g., after peace (identified in game with Hood's actions show Department of
the main character, major events) and activity 1) based on scenarios that justice or fairness?" Health’s program
setting, plot points, have students discuss their importance in challenge gender “BIDA Solusyon sa
and themes. their understanding resolving the scenario. stereotypes (e.g., "Can you think of COVID
with a partner. Briefly Groups can share "Would you rather -19” and/or other
situations where you
C. Post Reading share these be a strong leader community problems.
their rankings and stood up for what's
discussions with the or a kind
reasoning with the right, even when it
Writing Activity: whole class. caregiver?"). What I Have Learned
 class. Encourage students was difficult?"
Have students write to explain their Think of a situation
a short reflection C. Progress Scenarios: choices and and use the following
"How can we, like
about the story. Monitoring A student witnesses consider alternative Robin Hood, promote steps to practice your
They can write through perspectives. peace and justice in problem-solving skills
bullying but is afraid to
about their favorite Reflection and our daily lives?" Share Your Thoughts
part of the story, Sharing speak up due to fear and Feelings
what they learned of retaliation. D. Reflection and
Encourage students
from Kruko, or how Vocabulary Check: A group of students is Sharing On a sheet of paper,
the story relates to Review and discuss to write down their answer the following
excluded from class thoughts on sticky
their own lives and any unfamiliar words Group discussion: questions.
activities due to their notes or in their
dreams. encountered in the Ask students to 1. What have you
story. ethnicity or social reflect on their own notebooks. learned in this lesson?
status. experiences with 2. To whom would you
Comprehension A teacher unfairly gender stereotypes C. Progress ask for help when you
Check: Use the chart and how they have Monitoring encounter problem/s?
punishes a student
on the board to been affected by through Why?
without proper
collaboratively identify them. Encourage Reflection 3. How do you feel
key characters, investigation. them to share their and Sharing when seeking help
events, and important Students have limited thoughts and from others?
information from the opportunities to feelings in a Facilitate a respectful 4. What are the
story. Encourage respectful and discussion, using strengths, skills, and
express their opinions
student participation supportive guiding questions like: abilities you will be
and discussion. or participate in environment. able to develop when
decision-making. "Do you agree with you use
Individual E. Wrap UP Robin Hood's the steps in
Reflection: Provide methods? Why or why problem-solving?
students with sticky D. Group Encourage students to not?"
notes (optional) or ask Sharing and continue challenging
them to think quietly. Reflection stereotypes in their "Are there other ways
Ask them to answer everyday lives and to to achieve justice
reflection questions Group Discussion: advocate for gender without breaking the
like: Facilitate a discussion equality law?"
about the different
What did you find "How can we apply
principles of peace
interesting in the Robin Hood's
identified and their
story? principles to our own
importance in building
communities?"
a peaceful society.
What was challenging
while reading? D. Wrap Up
What did you learn Reflect on how Robin
from the story? Individual Reflection: Hood's story can
Ask students to reflect inspire them to act for
Did you enjoy this on the following positive change.
reading session? Why questions:
or why not?
How can you apply
the principles of peace
D. Wrap Up in your daily life?
What actions can you
Remind students of
the importance of take to promote
regular reading justice and peace in
practice for improving your community?
fluency and
How does Mulan's
comprehension.
story inspire you to
Recommend similar stand up for what's
stories or reading right?
activities for them to
explore
independently. E. Feedback
and
Reinforceme
nt

Reinforcement:
Suggest ways for
students to
continue exploring
and applying the
principles of peace,
such as
participating in
community service
projects, reading
books or articles
about
peacemakers, or
 engaging in
respectful dialogue
with others.
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:

Teacher Principal