School: SINAWILAN ELEM.

SCHOOL Grade Level: 1

GRADE 1
Teacher: HELEN F. TORRES Learning Area: CATCH-UP FRIDAY
CATCH-UP FRIDAY
Teaching Dates and Time: MARCH 15, 2024 (FRIDAY) Quarter: Q3 WEEK 7

Homeroom
Catch-up National Reading Program Peace Guidance
Values Education Health Education
Subject: (NRP) Education Program
(HGP)
I. II. GENERAL OVERVIEW
Sexual and
Quarterly Drop Everything Drop Everything Community Community
Reproductive -
Theme: and Read and Read Awareness Awareness
Health
Gender equality Justice
Justice
Sub-theme: - - and gender Principles of -
Principles of Peace
stereotyping Peace
Reading Reading Aiming for Making
I. Session Title Be Like Mulan
Intervention Enhancement Justice Connections
The learners should The learners should The learners The learners The learners The learners
be able to able to be able to should be able to should be able to should be able should be able
retell the story in demonstrate fluency reflect on the explain the impact to apply their to identify
their own words, and accuracy in importance of of gender understanding to various
focusing on the reading a short story justice and peace stereotypes on real-life personal and
II. Objectives
importance of hard in their lives individuals and situations social issues
work in achieving society that involve
dreams oneself and
others
Short Story: Zumba Dance: Short Story:
Mulan https:// Robin Hood
Short Story: Ang Short Story: The Youtube Link:
III. Learning Youtube Link: www.youtube.co
Pangarap ni Arab and the https://
Resources/ https:// m/watch? HGIPS-IIIb-3
Kruko Camel www.youtube.co
References www.youtube.co v=v7zTVdJn-gc
(PDF) (PDF) m/watch?
m/watch? v=l0yYBqKHj2I
v=_n34Wqj4NpQ
IV. Activities Begin with Begin with Begin with Begin with Begin with Begin with
and classroom classroom routine: classroom classroom classroom classroom
Procedures routine: a. Prayer routine: routine: routine: routine:
a. Prayer b. Checking of a. Prayer a. Prayer a. Prayer
b. Checking of Attendance b. Checking of b. Checking b. Checking a. Prayer
Attendance c. Quick Attendance of of b. Checking of
c. Quick Kamustahan c. Quick Attendance Attendan Attendance
Kamustaha Kamustaha c. Quick ce c. Quick
n n Kamustaha c. Quick Kamustahan
n Kamusta
han A. Let’s Try
This
DRILL: Basic 1. On a clean
Sight Words A. Friday sheet of paper,
Routine write three (3)
Exercise problems/concern
s that you are
Girl in the Mirror
facing right now.
| Zumba® |
Rank them
Dance Fitness |
Live Love Party according to its
importance from
This routine the most
A. Introductio helps students important to
n focus and
prepares them
Greeting and for learning. A. Preparati
Introduction: on and least important.
Greet the B. Current Settling 2. Write three (3)
A. Preparation students and Health News In problems/concern
and Settling In introduce the Sharing s of the
topic of justice Briefly community
Prepare copies of and principles of familiarize where you live
A. Pre-Reading the story for each peace. Briefly yourself with in. Rank them
student. explain the the key events according to its
Activating Prior connection and
between the two importance from
Knowledge: Create a chart on characters in
concepts. the most
the board with Robin Hood
Ask students what important to least
headings:
they know about "Characters," B. Reflective Adapt the important.
dreams. What are "Events," Thinking Share a recent "Guiding
some dreams they "Important news article or Questions for
have for Information," and Mulan Clip story related to Reflection and
themselves? "Questions." Analysis: Show a gender equality Discussion" to
clip from Mulan or breaking focus on Let’s Explore
Have students Prepare reflection where she defies down gender Robin Hood's This
share experiences questions (e.g., societal stereotypes actions and Stay Safe
of working hard to What did you find expectations or (e.g., a female choices.
achieve something interesting? What athlete excelling Look at your
fights for what's
they wanted. was challenging? in a traditionally answers in
right (e.g., scene
What did you learn?) male-dominated B. Peace Activity 1. Write
Introduce the title of where she refuses sport). Educati your identified
the story, "Ang to be matched). on problem which
Pangarap ni B. Dedicated Discuss the C. Health Learnin you
Kruko," and ask Reading Time following questions Sessions g Ranked 1 or your
students to predict as a class: Session most important
what the story Silent Reading: Part 1: problem. Ask
might be about Distribute the story What actions does Storytelling:
Understanding your parents/
based on the title. copies and allow Mulan take in this Briefly introduce guardian and
Gender Equality
students to read scene? Robin Hood, other members of
and Stereotypes
B. During silently for 15-20 highlighting his the family to help
How do these
Reading minutes. Encourage fight against you find
actions relate to the Brainstorming:
them to use reading solutions to your
principles of peace Ask students to injustice.
strategies like identified
Guided Reading: sounding out words, we identified list down words
problem.
rereading difficult earlier? and phrases that Engage
Read the story sections, and come to mind students in a Keep in Mind
Does Mulan's when they hear brainstorming
aloud to the visualizing the story.
students, pausing defiance achieve "gender equality" session: "What Life itself is all
at key points to ask Paired Reading: justice or peace? and "gender are some about solving
questions and For struggling Why or why not? stereotypes." actions Robin problems. All of
check for readers, consider Discuss the Hood takes us have our own
C. Structured
understanding. partnering them with positive and throughout the daily struggles
Values
stronger readers for negative story?" which
Activities
Use the sticky part of the time. connotations List their help us learn
notes to mark up responses on from our
associated with
the text and Present 4-5 experiences,
each term. the board,
highlight important Think-Pair-Share: scenarios that make us grow
parts of the story, Throughout the focusing on
involve situations and become
such as the main reading, pause at actions related
where justice and Part 2: wiser and
character, setting, key points (e.g., peace are Identifying and to justice and stronger and
plot points, and after major events) challenged. Ask Challenging peace. shape
themes. and have students each group to Stereotypes us to be the better
discuss their discuss and rank Provide version of
C. Post Reading understanding with a the different Activity 2: Play a reflection ourselves.
partner. Briefly principles of peace "Would You questions
Writing Activity: share these Rather" game
(identified in activity prompting
discussions with the with scenarios You Can Do It!
1) based on their students to
Have students write whole class. that challenge Make a slogan or
a short reflection importance in gender connect Robin poster to show
about the story. resolving the stereotypes Hood's actions your active role
They can write C. Progress scenario. Groups (e.g., "Would to their own as a learner in the
about their favorite Monitoring can share their you rather be a lives: fight against the
part of the story, through rankings and strong leader or Corona Virus in
what they learned Reflection and reasoning with the a kind "Which of Robin support of the
from Kruko, or how Sharing class. caregiver?"). Hood's actions Department of
the story relates to Encourage show justice or Health’s program
their own lives and Vocabulary Check: Scenarios: students to “BIDA Solusyon
fairness?"
dreams. Review and discuss explain their sa COVID
A student
any unfamiliar words choices and "Can you think -19” and/or other
encountered in the witnesses bullying consider community
but is afraid to of situations
story. alternative problems.
speak up due to perspectives. where you
Comprehension fear of retaliation. stood up for What I Have
Check: Use the what's right, Learned
A group of students even when it
chart on the board to D. Reflection
collaboratively is excluded from and Sharing was difficult?" Think of a
identify key class activities due situation and use
characters, events, to their ethnicity or Group "How can we, the following
and important social status. discussion: like Robin steps to practice
information from the Ask students to Hood, promote your problem-
story. Encourage A teacher unfairly reflect on their solving skills
punishes a student peace and
student participation own justice in our Share Your
and discussion. without proper experiences Thoughts
investigation. daily lives?"
with gender and Feelings
Individual stereotypes and
Students have Encourage
Reflection: Provide how they have On a sheet of
students with sticky limited been affected by students to paper, answer the
notes (optional) or opportunities to them. write down their following
ask them to think express their Encourage them thoughts on questions.
quietly. Ask them to opinions or to share their sticky notes or 1. What have you
answer reflection participate in thoughts and in their learned in this
questions like: decision-making. feelings in a notebooks. lesson?
respectful and 2. To whom
What did you find supportive C. Progres would you ask
interesting in the environment. s for help when
story? D. Group you encounter
Sharing Monitori
E. Wrap UP ng problem/s? Why?
What was and 3. How do you
Reflection through
challenging while Encourage Reflecti feel when
reading? students to on and seeking help
Group continue from others?
Discussion: Sharing
What did you learn challenging 4. What are the
from the story? Facilitate a stereotypes in their strengths, skills,
Facilitate a
discussion about everyday lives and and abilities you
respectful
Did you enjoy this the different to advocate for will be able to
discussion,
reading session? principles of peace gender equality develop when
using guiding
Why or why not? identified and their you use
questions like: the steps in
importance in
building a peaceful "Do you agree problem-
D. Wrap Up society. with Robin solving?
Hood's
Remind students of
the importance of methods? Why
regular reading Individual or why not?"
practice for Reflection: Ask
"Are there other
improving fluency students to reflect
ways to achieve
and comprehension. on the following
justice without
questions:
Recommend similar breaking the
stories or reading How can you apply law?"
activities for them to the principles of
"How can we
explore peace in your daily
apply Robin
independently. life?
Hood's
What actions can principles to our
you take to own
promote justice and communities?"
peace in your
community? D. Wrap Up
 How does Mulan's
story inspire you to Reflect on how
stand up for what's Robin Hood's
right? story can inspire
them to act for
positive change.
E. Feedback
and
Reinforce
ment

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: HELEN F. TORRES Checked by: APRIL JOY C. MIRANDA

Teacher - I MT- I

NOTED:
ALMA R. LIM
ESP- II