My Catch Up Fridays Progress Report

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Schools Division of Cebu Province
Balamban II District
GAAS NATIONAL HIGH SCHOOL
Gaas, Balamban, Cebu
COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024
I. BASIC INFORMATION
A. TITLE: Make up Friday Classes Dedicated to "Drop Everything and Read" (DEAR) Activity
B. OBJECTIVES:
• To read "IN THE COUNTRY" by Mia Alvar
• To activate and reinforce the writing, grammar, vocabulary, and punctuation skills of the students.
• To identify the plot of a short story.
• To reinforce the grammatical structure of the learners and improve their vocabulary.
C. DESCRIPTION:
“Catch-up Fridays” is under the National Learning Recovery Program (NLRP). "DepEd Cebu Province started to
implement this initiative to provide learners with the opportunity to engage in independent silent reading of their
preferred material," said Schools Division. For students who needed short-term assistance or had momentarily fallen
behind in their academics, the Make-up Friday program was created to offer remedial teaching. Ensuring that kids'
scholastic progress was not irreversibly hampered was its main objective. Students were given devoted time to improve
their reading abilities through DEAR sessions, which helped teacher education students at SIC develop a stronger reading
habit. By quickly and efficiently resolving problems with learning or attendance, the program aims to prevent long-term
academic impairments.
D. INCLUSIVE DATES: March 15, 2024
E. VENUE/PLATFORM: Gaas National High School
WHAT DID YOU DO? EXPLAIN THE SITUATION:
On March 15, 2024, Gaas National High School conducted a Make-up Friday class dedicated to the "Drop Everything and
Read" (DEAR) activity. The primary focus was on reading "IN THE COUNTRY" by Mia Alvar. This session aimed to enhance
students' reading skills while reinforcing writing, grammar, vocabulary, punctuation, and plot identification.
WHAT ARE THE DIFFERENT STRATEGIES EMPLOYED:
DEAR Session: Students were provided with copies of "IN THE COUNTRY" and given dedicated time for silent reading.
Guided Discussion: Following the DEAR session, a guided discussion was conducted to identify and analyze the plot of
the short story, fostering critical thinking and comprehension.
Address: Gaas, Balamban, Cebu
Telephone No.: 09299709599
Email Address: 302947@deped.gov.ph
Writing Activity: Students were tasked with writing a summary of the plot, focusing on proper grammar, vocabulary
usage, and punctuation.
Peer Review: Peer review sessions were conducted, where students provided feedback to their peers on their plot
summaries, promoting collaboration and enhancing comprehension.
WHAT IS THE ACTION REACTION OF THE LEARNERS:
The learners responded positively to the activities conducted during the Make-up Friday session. During the DEAR
session, students were observed to be engaged in the text, showing interest in understanding the story. In the guided
discussion, students actively participated, sharing their interpretations and insights into the plot of the story. During the
writing activity, students demonstrated their understanding of grammar and vocabulary, and in the peer review
sessions, they provided constructive feedback to their peers, showcasing their comprehension and ability to give
feedback.
WHAT WAS THE RESULT OF THE DIFFERENT ACTIVITIES CONDUCTED:
The activities conducted during the Make-up Friday DEAR session yielded positive results:
Improved Reading Skills: Students had the opportunity to engage in independent reading, crucial for developing strong
reading skills.
Enhanced Writing Abilities: Through the writing activity, students practiced writing skills, grammar, vocabulary, and
punctuation, improving their overall writing proficiency.
Plot Identification: The guided discussion and writing activity helped students identify and analyze the plot of the short
story, enhancing their comprehension skills.
Peer Collaboration: Peer review sessions promoted collaboration and communication skills among students, fostering a
supportive learning environment.
Overall, the Make-up Friday DEAR session proved beneficial for students in improving their reading and writing skills,
fostering critical thinking, and promoting peer collaboration.
Prepared by:

B. OBJECTIVES:
• To read “Ang Pamana” by Lamberto Gabriel
• To identify a theme or main idea.
• To reinforce the grammatical structure of the learners and it can also improve their vocabulary.
C. DESCRIPTION:
implement this initiative to provide learners with the opportunity to engage in independent silent reading of
their preferred material," said Schools Division. For students who needed short-term assistance or had
momentarily fallen behind in their academics, the Make-up Friday program was created to offer remedial
teaching. Ensuring that kids' scholastic progress was not irreversibly hampered was its main objective.
Students were given devoted time to improve their reading abilities through DEAR sessions, which helped
teacher education students at SIC develop a stronger reading habit. By quickly and efficiently resolving
problems with learning or attendance, the program aims to prevent long-term academic impairments.
D. INCLUSIVE DATES: March 15 , 2024
On March 8, 2024, Gaas National High School conducted a Make-up Friday class dedicated to the "Drop
Everything and Read" (DEAR) activity. The primary focus was on reading "Ang Pamana" by Lamberto Gabriel.
This session aimed to enhance students' reading skills while reinforcing writing, grammar, vocabulary, and
punctuation.
DEAR Session: Students were provided with copies of "Ang Pamana" and given dedicated time for silent
reading.
Guided Discussion: Following the DEAR session, a guided discussion was facilitated to identify the main
themes or ideas of the text, fostering critical thinking.

Writing Activity: Students were tasked with writing a summary of the story, emphasizing proper grammar,
vocabulary usage, and punctuation.
Peer Review: Peer review sessions were conducted, where students provided feedback to their peers on their
summaries, promoting collaboration and enhancing comprehension.
The learners responded positively to the activities conducted during the Make-up Friday session. During the
DEAR session, students were observed to be engaged in the text, showing interest in understanding the story.
In the guided discussion, students actively participated, sharing their interpretations and insights into the
themes of the story. During the writing activity, students demonstrated their understanding of grammar and
vocabulary, and in the peer review sessions, they provided constructive feedback to their peers, showcasing
their comprehension and ability to give feedback.
The activities conducted during the Make-up Friday DEAR session yielded positive results:
Improved Reading Skills: Students had the opportunity to engage in independent reading, which is crucial for
developing strong reading skills.
Enhanced Writing Abilities: Through the writing activity, students practiced writing skills, grammar, vocabulary,
and punctuation, improving their overall writing proficiency.
Critical Thinking: The guided discussion encouraged students to think critically about the text, identifying its
main themes and ideas, thereby enhancing their comprehension skills.
Peer Collaboration: Peer review sessions promoted collaboration and communication skills among students,
fostering a supportive learning environment.
Overall, the Make-up Friday DEAR session proved to be beneficial for students in improving their reading and
writing skills, fostering critical thinking, and promoting peer collaboration.
Prepared by:

B. OBJECTIVES:
• To read "Sandaang Damit” by Fanny Garcia
• To identify a theme or main idea.
• To reinforce the grammatical structure of the learners and it can also improve their vocabulary.
C. DESCRIPTION:
their preferred material," said Schools Division. For students who needed short-term assistance or had
momentarily fallen behind in their academics, the Make up Friday program was created to offer remedial
D. INCLUSIVE DATES: March 1, 2024
The Make up Friday class held on March 1, 2024, at Gaas National High School was dedicated to the "Drop
Everything and Read" (DEAR) activity, focusing on the reading of "Sandaang Damit" by Fanny Garcia. The
primary goal was to engage students in independent silent reading to improve their reading skills while
reinforcing writing, grammar, vocabulary, and punctuation.
DEAR Session: Students were provided with copies of "Sandaang Damit" and given dedicated time to silently
read the text.
Guided Discussion: Following the DEAR session, a guided discussion was conducted to identify the main theme
or idea of the text. This encouraged critical thinking and comprehension skills.

Writing Activity: Students were tasked with writing a short summary of the story, focusing on proper grammar,
vocabulary usage, and punctuation.
Peer Review: After completing their summaries, students engaged in peer review sessions, providing feedback
to their classmates to further reinforce learning.
The learners responded positively to the DEAR session and the subsequent activities. During the silent reading
session, students were observed to be focused and engaged with the text. In the guided discussion, students
actively participated, sharing their interpretations of the story's theme. During the writing activity, students
demonstrated their understanding of grammar and vocabulary, and in the peer review sessions, they provided
constructive feedback to their peers, showing their comprehension and ability to give constructive criticism.
The activities conducted during the Make up Friday DEAR session yielded several positive outcomes:
Improved Reading Skills: Students had the opportunity to engage in independent reading, which is essential
for developing strong reading skills.
Enhanced Writing Abilities: Through the writing activity and peer review sessions, students practiced writing
skills, grammar, vocabulary, and punctuation.
Critical Thinking: The guided discussion encouraged students to think critically about the text and identify its
main themes, enhancing their comprehension skills.
Peer Collaboration: Peer review sessions promoted collaboration and communication skills among students
while reinforcing their understanding of the material.
Overall, the Make up Friday DEAR session proved to be a valuable opportunity for students to improve their
reading and writing skills while fostering a love for reading and learning.
Prepared by:


B. OBJECTIVES:
 To read "Ang Kalupi ni Benjamin Pascual".

 To activate and reinforce the writing, grammar, vocabulary, and punctuation skills of the students.
 To identify a theme or main idea.
C. DESCRIPTION:
“Catch-up Fridays” is under the National Learning Recovery Program (NLRP). "DepEd Camiguin started to
their preferred material," said Schools DivisionFor students who needed short-term assistance or had
momentarily fallen behind in their academics, the Make up Friday program was created to offer remedial
D. INCLUSIVE DATES: January 12, 2024
II. EXECUTION AND OUTCOMES
A. What Did You Do? Explain the Situation:
On January 12, 2024, Make up Friday classes dedicated to the DEAR activity were conducted at Gaas National
High School.
Students were provided with copies of "Ang Kalupi ni Benjamin Pascual" to read during the DEAR session.
Teachers facilitated discussions about the themes and main ideas of the story, activating and reinforcing
students' writing, grammar, vocabulary, and punctuation skills.
B. Different Strategies Employed:
Reading Engagement: Engaged students in reading "Ang Kalupi ni Benjamin Pascual" to activate their interest
and comprehension skills.

Discussion and Analysis: Facilitated discussions about the themes and main ideas of the story to reinforce
students' understanding and critical thinking skills.
Writing Practice: Encouraged students to express their thoughts and ideas through writing exercises related to
the story, reinforcing writing, grammar, vocabulary, and punctuation skills.
C. Action Reaction of the Learners:
Students showed engagement and interest in reading "Ang Kalupi ni Benjamin Pascual", actively participating
in discussions and sharing their interpretations of the story.
Many students demonstrated improved writing, grammar, vocabulary, and punctuation skills through writing
exercises and discussions.
Students identified themes and main ideas in the story, demonstrating comprehension and critical thinking
abilities.
D. Result of the Different Activities Conducted:
Enhanced Reading and Writing Skills: Students showed improvement in their reading comprehension and
writing skills through engagement with the story and related activities.
Increased Critical Thinking: Students demonstrated the ability to identify themes and main ideas, showcasing
enhanced critical thinking skills.
Positive Learning Experience: The Make up Friday program provided students with a positive learning
experience, fostering a love for reading and improving academic skills.
III. CONCLUSION
The Make up Friday program dedicated to the DEAR activity successfully achieved its objectives of reading
"Ang Kalupi ni Benjamin Pascual", activating and reinforcing academic skills, and identifying themes or main
ideas. By engaging students in reading, discussions, and writing exercises, the program enhanced students'
reading comprehension, writing, grammar, vocabulary, punctuation skills, and critical thinking abilities. Moving
forward, it is essential to continue implementing strategies to support students' academic development and
promote a culture of literacy within the school community.
Prepared by

B. OBJECTIVES:
 To read "Days Adventure".

 To enjoy reading and make it a habit.
 To identify a theme or main idea.
C. DESCRIPTION:
For students who needed short-term assistance or had momentarily fallen behind in their academics, the Make
up Friday program was created to offer remedial teaching. Ensuring that kids' scholastic progress was not
irreversibly hampered was its main objective. Students were given devoted time to improve their reading
abilities through DEAR sessions, which helped teacher education students at SIC develop a stronger reading
habit. By quickly and efficiently resolving problems with learning or attendance, the program aims to prevent
long-term academic impairments.
High School.
Students were provided with copies of "Days Adventure" to read during the DEAR session.
Teachers facilitated discussions to help students identify themes or main ideas in the story and encouraged
them to enjoy reading as a habit.

Reading Engagement: Engaged students in reading "Days Adventure" to foster enjoyment and habit
formation.
Theme Identification: Facilitated discussions to help students analyze the story and identify themes or main
ideas.
Promotion of Reading Habit: Encouraged students to enjoy reading and make it a habit by providing dedicated
time during DEAR sessions.
Students showed engagement and interest in reading "Days Adventure", actively participating in discussions
about the story's themes.
Many students expressed enjoyment in reading and indicated a desire to continue developing their reading
habits.
Students demonstrated improved comprehension skills as they identified themes or main ideas in the story.
Enhanced Reading Enjoyment: Students enjoyed reading "Days Adventure" and expressed a desire to continue
reading regularly.
Improved Theme Identification Skills: Students demonstrated the ability to identify themes or main ideas in
the story, showcasing improved comprehension skills.
Positive Attitude Toward Reading: The Make up Friday program fostered a positive attitude toward reading
among students, encouraging them to make reading a regular habit.
III. CONCLUSION
"Days Adventure", enjoying reading as a habit, and identifying themes or main ideas. By engaging students in
reading and facilitating discussions, the program promoted reading enjoyment and comprehension skills.
Moving forward, it is essential to continue implementing strategies to support students' reading habits and
foster a culture of literacy within the school community.
Prepared by

B. OBJECTIVES:
 To read "Dead Stars" by Paz Marquez Benitez.

 To enjoy reading and find a good place to study.
 To identify a theme or main idea of the story.
 To apply the moral of the story in real life.
C. DESCRIPTION:
The Make up Friday program was established to offer remedial teaching to students who needed short-term
assistance or had momentarily fallen behind in their academics. Its main objective was to ensure that
students' scholastic progress was not irreversibly hampered. Students were given devoted time to improve
their reading abilities through DEAR sessions, which helped teacher education students at SIC develop a
stronger reading habit. By quickly and efficiently resolving problems with learning or attendance, the program
aimed to prevent long-term academic impairments.
High School.
Students were provided with copies of "Dead Stars" by Paz Marquez Benitez to read during the DEAR session.
Teachers facilitated discussions to help students identify themes or main ideas in the story and encouraged
them to apply the moral lessons learned in real life.
Reading Engagement: Engaged students in reading "Dead Stars" to foster enjoyment and habit formation.

Study Environment: Encouraged students to find a good place to study, emphasizing the importance of a
conducive learning environment.
ideas.
Real-life Application: Encouraged students to reflect on the moral lessons of the story and apply them to their
own lives.
Students showed engagement and interest in reading "Dead Stars", actively participating in discussions about
the story's themes.
Many students expressed enjoyment in finding a good place to study, indicating a positive reaction to creating
a conducive learning environment.
Students demonstrated improved comprehension skills as they identified themes or main ideas in the story and
reflected on its moral lessons.
Enhanced Reading Enjoyment: Students enjoyed reading "Dead Stars" and expressed a desire to continue
exploring literature.
Improved Study Habits: Students actively sought out conducive study environments, demonstrating improved
study habits.
Real-life Application of Moral Lessons: Students reflected on the moral lessons of the story and expressed
intentions to apply them in their own lives.
III. CONCLUSION
"Dead Stars", enjoying reading, finding a good place to study, identifying themes or main ideas, and applying
moral lessons in real life. By engaging students in reading and facilitating discussions, the program promoted
reading enjoyment, improved study habits, and encouraged critical thinking skills. Moving forward, it is
essential to continue implementing strategies to support students' academic development and foster a culture
of literacy and moral values within the school community.
Prepared by:

B. OBJECTIVES:
 To read "The Bread of Salt" by N.V.M. Gonzalez.

 To set study goals for each session.
To apply the moral of the story in real life.
C. DESCRIPTION:
The Make up Friday program was initiated to provide remedial teaching for students who needed short-term
assistance or had momentarily fallen behind in their academics. Its primary objective was to ensure that
students' scholastic progress was not irreversibly hampered. Through DEAR sessions, students were given
dedicated time to enhance their reading abilities, fostering a stronger reading habit among teacher education
students at SIC. The program aimed to prevent long-term academic impairments by promptly addressing
issues with learning or attendance.
D. INCLUSIVE DATES: February 2, 2024
On February 2, 2024, Make up Friday classes dedicated to the DEAR activity were conducted at Gaas National
High School.
Students were provided with copies of "The Bread of Salt" by N.V.M. Gonzalez to read during the DEAR
session.
Teachers guided students in setting study goals for each session and facilitated discussions to help them
identify themes or main ideas in the story.

Reading Engagement: Engaged students in reading "The Bread of Salt" to foster enjoyment and habit
formation.
Goal Setting: Encouraged students to set study goals for each session, promoting accountability and
motivation.
ideas.
Real-life Application: Encouraged students to reflect on the moral lessons of the story and consider how they
could apply them in real life.
Students showed engagement and interest in reading "The Bread of Salt", actively participating in discussions
about the story's themes.
Many students demonstrated improved goal-setting skills and expressed motivation to achieve their study
goals.
Students reflected on the moral lessons of the story and discussed potential real-life applications, showcasing
critical thinking and reflection.
Enhanced Reading Enjoyment: Students enjoyed reading "The Bread of Salt" and expressed a desire to
explore more literature.
Improved Goal-Setting Skills: Students demonstrated improved study habits through the practice of setting
study goals for each session.
Real-life Application of Moral Lessons: Students reflected on the moral lessons of the story and discussed how
they could apply them in their own lives, showcasing critical thinking and reflection.
III. CONCLUSION
"The Bread of Salt", setting study goals, identifying themes or main ideas, and applying moral lessons in real
life. By engaging students in reading, goal-setting, and reflection activities, the program promoted reading
enjoyment, improved study habits, and critical thinking skills. Moving forward, it is essential to continue
implementing strategies to support students' academic development and foster a culture of literacy and moral
values within the school community.
Prepared by

B. OBJECTIVES:
 To read "Midsummer" by Manuel Arguilla.

 To study with a group.
C. DESCRIPTION:
The Make up Friday program was established to offer remedial teaching for students who needed short-term
assistance or had momentarily fallen behind in their academics. Its main objective was to ensure that
their reading abilities through DEAR sessions, fostering a stronger reading habit among teacher education
students at SIC. By resolving problems with learning or attendance promptly and efficiently, the program
aimed to prevent long-term academic impairments.
High School.
Students were provided with copies of "Midsummer" by Manuel Arguilla to read during the DEAR session.
Teachers encouraged students to study with a group to enhance their understanding of the story and facilitate
discussions on the themes and main ideas.

Reading Engagement: Engaged students in reading "Midsummer" to foster enjoyment and comprehension.
Group Study: Encouraged students to study with a group to promote collaborative learning and deeper
understanding of the story.
Theme Identification: Facilitated discussions to help students identify themes or main ideas in the story.
Real-life Application: Encouraged students to reflect on the moral lessons of the story and discuss how they
could apply them in real life situations.
Students showed engagement and interest in reading "Midsummer", actively participating in group discussions
and sharing their interpretations of the story.
Group study sessions facilitated deeper understanding of the story's themes and main ideas, leading to
insightful discussions among students.
Students reflected on the moral lessons of the story and discussed potential real-life applications,
demonstrating critical thinking skills and reflection.
Enhanced Reading Comprehension: Students demonstrated improved understanding of the story through
group study sessions and discussions.
Deeper Understanding of Themes: Group study sessions facilitated deeper analysis of the story's themes and
main ideas among students.
they could apply them in their own lives, showcasing critical thinking and reflection.
III. CONCLUSION
"Midsummer", studying with a group, identifying themes or main ideas, and applying moral lessons in real life.
By engaging students in reading and group study sessions, the program promoted reading comprehension,
collaborative learning, and critical thinking skills. Moving forward, it is essential to continue implementing
strategies to support students' academic development and foster a culture of literacy and moral values within
the school community.
Prepared by:

B. OBJECTIVES:
 To read "Magnificence" by Estrella Alfon.

 To use your own words in narrating the story.
C. DESCRIPTION:
The Make up Friday program was established to offer remedial teaching for students who needed short-term
students at SIC. By promptly resolving problems with learning or attendance, the program aimed to prevent
High School.
Students were provided with copies of "Magnificence" by Estrella Alfon to read during the DEAR session.
Teachers encouraged students to narrate the story using their own words and facilitated discussions to help
them identify themes or main ideas.
Reading Engagement: Engaged students in reading "Magnificence" to foster comprehension and enjoyment.

Narration with Own Words: Encouraged students to narrate the story using their own words, promoting
comprehension and language skills.
Students demonstrated engagement and interest in reading "Magnificence", actively participating in

discussions and narrating the story using their own words.
Many students showed improved comprehension and language skills through narration and discussions on
themes.
narration and discussions on themes.
Improved Language Skills: Students showcased improved language skills through narration and discussions.
they could apply them in their own lives, demonstrating critical thinking and reflection.
III. CONCLUSION
"Magnificence", narrating with own words, identifying themes or main ideas, and applying moral lessons in real
life. By engaging students in reading, narration, and discussions, the program promoted reading
comprehension, language skills, critical thinking, and reflection. Moving forward, it is essential to continue
Prepared by:

B. OBJECTIVES:
 To read "The Summer Solstice" by Nick Joaquin.

 To use your own words in narrating the story.
C. DESCRIPTION:
The Make up Friday program was initiated to offer remedial teaching for students who needed short-term
students' scholastic progress was not irreversibly hampered. Students were given dedicated time to improve
students at SIC. By promptly resolving problems with learning or attendance, the program aimed to prevent
High School.
Students were provided with copies of "The Summer Solstice" by Nick Joaquin to read during the DEAR
session.
Teachers encouraged students to narrate the story using their own words and facilitated discussions to help
them identify themes or main ideas.
Reading Engagement: Engaged students in reading "The Summer Solstice" to foster comprehension and
enjoyment.
Narration with Own Words: Encouraged students to narrate the story using their own words, promoting
comprehension and language skills.
Students demonstrated engagement and interest in reading "The Summer Solstice", actively participating in
discussions and narrating the story using their own words.
Many students showed improved comprehension and language skills through narration and discussions on
themes.
narration and discussions on themes.
Improved Language Skills: Students showcased improved language skills through narration and discussions.
they could apply them in their own lives, demonstrating critical thinking and reflection.
III. CONCLUSION
"The Summer Solstice", narrating with own words, identifying themes or main ideas, and applying moral
lessons in real life. By engaging students in reading, narration, and discussions, the program promoted reading
comprehension, language skills, critical thinking, and reflection. Moving forward, it is essential to continue
Prepared by:


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Republic of the Philippines

• To read "IN THE COUNTRY" by Mia Alvar

• To identify the plot of a short story.

D. INCLUSIVE DATES: March 15, 2024

E. VENUE/PLATFORM: Gaas National High School

WHAT DID YOU DO? EXPLAIN THE SITUATION:

WHAT ARE THE DIFFERENT STRATEGIES EMPLOYED:

WHAT IS THE ACTION REACTION OF THE LEARNERS:

WHAT WAS THE RESULT OF THE DIFFERENT ACTIVITIES CONDUCTED:

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

WHAT DID YOU DO? EXPLAIN THE SITUATION:

WHAT ARE THE DIFFERENT STRATEGIES EMPLOYED:

Address: Gaas, Balamban, Cebu

WHAT WAS THE RESULT OF THE DIFFERENT ACTIVITIES CONDUCTED:

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

WHAT DID YOU DO? EXPLAIN THE SITUATION:

WHAT ARE THE DIFFERENT STRATEGIES EMPLOYED:

Address: Gaas, Balamban, Cebu

WHAT WAS THE RESULT OF THE DIFFERENT ACTIVITIES CONDUCTED:

Address: Gaas, Balamban, Cebu

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

 To read "Ang Kalupi ni Benjamin Pascual".

D. INCLUSIVE DATES: January 12, 2024

E. VENUE/PLATFORM: Gaas National High School

II. EXECUTION AND OUTCOMES

A. What Did You Do? Explain the Situation:

B. Different Strategies Employed:

Address: Gaas, Balamban, Cebu

C. Action Reaction of the Learners:

D. Result of the Different Activities Conducted:

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

 To read "Days Adventure".

D. INCLUSIVE DATES: January 19, 2024

E. VENUE/PLATFORM: Gaas National High School

II. EXECUTION AND OUTCOMES

A. What Did You Do? Explain the Situation:

B. Different Strategies Employed:

C. Action Reaction of the Learners:

D. Result of the Different Activities Conducted:

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

 To read "Dead Stars" by Paz Marquez Benitez.

D. INCLUSIVE DATES: January 26, 2024

E. VENUE/PLATFORM: Gaas National High School

II. EXECUTION AND OUTCOMES

A. What Did You Do? Explain the Situation:

B. Different Strategies Employed:

Address: Gaas, Balamban, Cebu

C. Action Reaction of the Learners:

D. Result of the Different Activities Conducted:

Address: Gaas, Balamban, Cebu

COMPLETION REPORT: MAKE UP FRIDAY - FIRST QUARTER S.Y. 2023-2024

 To read "The Bread of Salt" by N.V.M. Gonzalez.

To apply the moral of the story in real life.

D. INCLUSIVE DATES: February 2, 2024

E. VENUE/PLATFORM: Gaas National High School

II. EXECUTION AND OUTCOMES

A. What Did You Do? Explain the Situation:

B. Different Strategies Employed: