School: ANTONIO BAUTISTA AIR BASE ES Grade Level: 4

GRADE 4 Teacher: AILENE O. BASCO Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: MARCH 15, 2024 Quarter: THIRD

Catch-Up Friday

NRP (National Reading Homeroom

Values Education Health Education Peace Education
Program) Guidance Program

I. OBJECTIVES

To set the overarching Determine your

A. Content The learner activates prior To prepare the learner's To reflect on learning newly-discovered
goal and tone for Catch-
Standards knowledge to spark them physical state to prevent knowledge and skills
up Fridays, emphasizing experiences in Peace
interest and motivate them to injuries and improve blood to perform
the holistic development
read. flow Education
of individuals. better in school

The learner develops various

reading skills to improve their
vocabulary, learn new words
B. Performance
and expressions, and enhance
Standards
their creativity and
imagination.
To engage learners in
reflective activities that
promote self-discovery
and informed decision-
making
To consolidate
Give reflection on the
information gained from
learning experience the learning session in
Peace Education
Show appreciation of
your newly-
discovered
knowledge and skills
to perform better in
school

Provide the learners the

C. Learning chance to reflect. develop a
Competencies/ deeper understanding of the
text, and promote the use of
Objectives
language or newly learned
words creatively.
To foster a collective Perform a school task
To consolidate To reflect on learning
environment for using your newly-
information gained from experiences in Peace
reflection and open discovered
the given activity Education
communication. knowledge and skills

Reading Intervention Respect (How to know Adolescence Intercultural Be Aware! Stay Safe.
 CONTENT that people respect you)
Understanding
( Subject Matter)

II.LEARNINGRESOUR
CES

A. References

1.Teachers Guide pages

We should unite Homeroom

despites of our Guidance
Make people respect Adolescence is a new
differences
you born
Quarter 3 – Module
2.Learners Material Short story: Choose Your
9:
Words Wisely

Be Proactive!
Develop Problem-
Solving Skills

https://drive.google.com/
B. Other Learning drive/folders/
Resources 1LENm8VHUiwTXIk49i7dx
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https://
https://www.google.com/
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url?sa=i&url=https%3A
search?
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sca_esv=a19c4e940f5ae
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%2Fpin%2Fmy-work--
AJZTpNCGf-

III. PROCEDURES
Begin with classroom Begin with classroom Begin with classroom Begin with classroom Begin with
routine: routine: routine: routine: classroom routine:
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer
b. Checking of b. Checking of b. Checking of b. Checking of b. Reminder on
Attendance Attendance Attendance Attendance Health and
Safety protocols
c. Quick Kamustahan c. Quick c. Quick c. Quick
Kamustahan Kamustahan Kamustahan c. Checking of
Drill: Guess the Word
Attendance
STORY: THINK BEFORE d. Quick
YOU JUDGE Introduction Friday Routine Exercise Preparation and
Kamustahan
Settling In
A. PRE-READING
Discussion: Facilitate a New Jeans - Super Shy |
1. Activating Prior Let’s Try
discussion about the Dance Fitness Welcome: Greet
Knowledge: Discuss about This
meaning of differences. students warmly and
choosing words wisely. It is Ask students to provide express your excitement
important to think first examples of how they for the lesson.
Current Health News
before saying something to Directions: In your
show respect inside and Sharing
others. daily life, you will
outside the school.
possibly face
Warm-up Activity:
Do you think it is different problems.
important to think our Your opinion matters: Some are
Picture Analysis The students express their
words wisely? Why? easy, while some
thoughts about Ask the students about
The teacher will show
2. Building Background adolescence and how you their experience if they might be hard to
different pictures and the
will take care of your body have encountered solve.
Knowledge: students will explain on
different cultures in
what you can do so other 1. List down any
Show statements that students
will identify if the statement
was good or not.
The students will clap twice it
the statement is good and
stand up if the statement if
bad.
1. You’re nails are ugly.
2. You look nice when you
are wearing yellow.
3. Your skin is so dark.
4. I like your dress.
5. You look stanning.
3. Introducing Key
Vocabulary: Define and
discuss words like "rumor”,
“arrested”, “wise”, etc. Use
picture prompts to illustrate
the meaning.
4. Setting Reading Goals:
Tell students they will listen
to the story and think about
people will respect you. when you’re on this stage.
Health sessions
Exploring the poverty
stage and the signs.
The teacher will present a
PowerPoint presentation
discussing adolescence
Reflective Thinking
Activities Reflection and Sharing
The teacher will ask the
students to provide an
example of respecting The teacher will let the
and disrespecting based students share their
on their experience personal experiences of
having some changes on
their body.
Wrap Up
Remind students that it is
okay to have body hair
because this is part of their
Structured Activities
development. Instead of
heating your own hair you
The teacher will show
should take care your
pictures and the students
proper hygiene.
will stand up if the
scenario was showing
another place. Give an problems that you
example of our culture experienced or
that other country also currently
have.
experiencing relating
to self, family,
school, and
Peace Education
community.
Learning Session
2. Copy and answer
the activity on a piece
Brainstorming: Lead a of paper.
discussion about the
word " Intercultural "
Intercultural describes
communities in which
there is a deep
understanding and
respect for all cultures.
Intercultural
communication focuses
on the mutual exchange
of ideas and cultural
norms and the Processing
development of deep Questions:
relationships. Write your answers
on the paper you used
from the previous
Introducing activity.
Intercultural
1. What did you feel
Understanding
while doing the
Concepts: Define "
activity?
Intercultural
Understanding " 2. Was it easy or
difficult to identify
Intercultural
the problems relating
understanding combines
on how the king didn’t reach
his dream.
B. DURING READING:
1. Modeling Fluent
Reading: Read the story
expressively, emphasizing
how king ordered the
carpenter to do the things
for him just to achieve his
dream.
ask questions like: “If you
are in the same position
are you going to do the
same thing?”
Encourage students to share
their thoughts and
feelings.
C. POST READING:
1. Reviewing Key Points:
Briefly summarize the story,
emphasizing how false
humor spread.
2. Reflecting on Reading
respect and the students personal, interpersonal to yourself
will clap if the statement and social knowledge
and others? Explain
are showing and skills. It involves
your answer briefly.
disrespecting. students learning to
value and view critically 3. What was the
their own cultural biggest problem that
perspectives and you experienced
practices and those of during this
others through their
interactions with people, COVID-19
texts and contexts across pandemic? Share how
the curriculum. you handled and
solved it.
Group Sharing
The teacher will group
the class into three and
each group create a
Let’s Explore This
scenario that showing Comparing and
respect and disrespecting Contrasting Stay Safe
teacher inside the
school. The teacher will show
different pictures that Directions:
shows the Intercultural
Understanding. Allow 1. There are problems
the students to express that you can solve on
Feedback and their opinion about the your own but at
Reinforcement picture. times, you
may need to seek
help from others.
Provide positive
feedback: Appreciate 1. Identify who is
students' participation best to call or where
and effort throughout the to ask for advice
lesson. Highlight (self, parents,
specific examples of Progress Monitoring teachers, or friends)
how they respect through Reflection and
in the given
Experience: Ask students if
they ever experience
spreading the false humor.
teachers inside and Sharing problems.
outside the school.
2. Write your answers
on the appropriate
Group Action
boxes on the table.
Brainstorming: Ask
students to brainstorm 3. Copy and answer
by group on how they the activity on a piece
will promote to become of paper.
aware of Intercultural
Understanding
Collective Action
Brainstorming: Discuss
ways to promote respect
on the different cultures
that we might encounter
in the future.
Wrap Up
Keep in Mind
Review and Sharing:
Briefly review the key Proactive Problem
concepts of cultural Solving
differences.
Allow students to share Learning how to
their reflections and solve personal or
ideas from the social problems is
worksheet or one of the most
brainstorming sessions.
important life skills
that a child like you
should develop and
practice. This
is also an important
aspect in the
enhancement of your
critical thinking
skills.

You Can Do It!

Directions:
Stop, Think and
Choose!

1. Identify one of the

difficulties or
challenges that you
encountered in
the study-at-home set
up.
2. Try to solve it by
applying the steps in
problem solving
skills.
3. If needed, you may
ask for help from one
of your family
members.
Examples are
provided to guide you
in the activity.
4. Copy and answer
the activity on a piece
of paper.

Processing
Questions:
Write your answers
on the paper you used
from the previous
activity.
1. What did you feel
during the time when
you had a problem?
2. How did you come
up with the best
solution?
3. What did you
discover about
yourself after
successfully solving
the
problem?

What I Have
Learned
Direction: W’s Chart

1. Accomplish the
chart with what
you’ve learned from
this module.
2. Copy and answer
the activity on a piece
of paper.

Share Your
Thoughts
and Feelings

I am a Proactive!

1. Make a simple
slogan about your
commitment be a
proactive
learner and develop
your problem-solving
skills.
2. You may also add
drawings and designs
in your work.
 3. Use a piece of
paper and coloring
materials.

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:

AILENE O. BASCO
Master Teacher I

Checked and Noted by:

GERARDO U. DALABAJAN
Principal I