School: ABUYOD ELEMENTARY SCHOOL Grade Level: GRADE 4

GRADE 4 Teacher: EDREI VINCE P. RAMOS Learning Area:

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY Quarter: Q3 WEEK 3

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

Compassion Different types Compassion

Sub-theme: - - -
Peace Concepts of family Peace Concepts

Reading Compassion and

Reading Peace Starts With More Talent, More
I. Session Title Enhancement Peace in our daily My Family
Intervention Me! Fun!
lives
The learner should be
The learner should
The learner should able to demonstrate The learner should be
The learner should be The learner should be be able identify your
be able to practice comprehension of the able to Identify acts of
able to will be able to able to Reflect on how skills, talents and
decoding words like story by answering compassion and
II. Objectives define the concept of their choices can interests helpful to
"huff," "puff," and questions and peace in their daily
"family". impact others. attain your
"straw." reflecting on their lives.
academic goal;
learning.
Short Story: Ang Short Story: Walang Short Story: Nang
Short Story: Ang Paper Princess Kapantay na
Mag-away ang
pagmamahal ng Ama
Paper Princess Youtube Link: Langit at Dagat
III. Learning Short Story: Three Youtube Link:
Youtube Link: https:// Youtube Link:
Resources/ Little Pigs https:// HGA-IIIc-4
https://www.youtube www.youtube.com/ https://www.youtube
References (PDF) www.youtube.com/
.com/watch? watch? watch?v=iauZCnBo6- .com/watch?
v=OYIL1h3P0Qg v=tidkYuEXMFw g v=UQJSlFOvVcI

IV. Activities and Begin with Begin with Begin with Begin with Begin with Begin with
Procedures classroom routine: classroom routine: classroom routine: classroom routine: classroom 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. 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. Introduction

As a child like you,

it is good that at
this time, you are
starting
to know what your
skills, talents and
interests are. And
it is also good
if you use them to
help you achieve
your academic
A. Preparation and A. Introduction
goals. For
Settling In Greeting and
A. Friday Routine example, you are
Icebreaker: Start
Exercise good at drawing.
Review with a fun,
Start the lesson That skill can help
Expectations: interactive activity A. Preparation
with a fun group you in your
Briefly review to loosen up and and Settling
activity related to performance
classroom rules for create a positive In
families. This could outputs as you
active listening and atmosphere.
be a simple song, express whatever
respectful Example: Play a Prepare chart paper
dance, or game that you think and feel
discussions. "Compliment with headings:
emphasizes through your
Circle" where "What is Peace?",
A. Pre-Reading togetherness and drawings.
Introduce the students pass a ball "Actions for
teamwork.
Story: Show the and give a positive Peace", and "My
Brainstorming: B. Let’s Try This
cover and title, compliment to the Contribution to
Write "The Three Example: "Family
share a brief person who catches Peace".
Little Pigs" on the Freeze Dance" - In a clean sheet of
overview of the it.
board. Ask students Play upbeat music paper, describe
what they know story, and generate and instruct B. Peace what you see in
excitement by Introduce the Education
about pigs and students to move the pictures
asking questions Topic: Explain that Learning
houses. Record their like different family below. Then,
like "What do you today's lesson is Session
ideas. think this story about two important members. When answer the
might be about?" concepts: the music stops, processing
Vocabulary Preview: compassion and they freeze in a Show pictures questions.
Introduce "huff," peace. Briefly family pose. representing different
"puff," and B. Dedicated define these concepts related to
"straw." Use Reading Time concepts in age- B. Current Health peace. Ask students
pictures or context appropriate News Sharing what they see and
clues to explain their Shared Viewing: language. Example: what the pictures
meaning. Have Watch the story "Compassion is Briefly share a make them think of.
students practice together as a class, caring about others positive health news
saying and using the encouraging students and wanting to help story related to
words in sentences. to follow along closely. them feel happy. families or children.
Pause occasionally to Peace is when Introduce the concept
Encourage students of peace as not just
Picture Walk: Show clarify key moments or everyone feels calm
to ask questions and the absence of
the story illustrations vocabulary. and respectful Processing
share their thoughts. conflict, but a positive
without revealing the towards each Questions:
text. Ask students to Comprehension other." Example: Share a state of harmony,
describe what they Strategies: news article about respect, and 1. What roles or
see and predict what Throughout the the importance of understanding. practices you like
might happen to the viewing, prompt family meals for doing the most?
pigs. students to use children's 2. Are there roles
comprehension development. that you do at
Divide students into
Prediction: Based strategies listed on the B. Reflective home, school and
on the title and chart (e.g., making Thinking small groups. Ask
C. Health community that
pictures, have predictions, asking them to brainstorm
Sessions are the same?
students predict how questions, connecting Ask Guiding and list ways they can What are those?
the pigs will build to prior knowledge). Questions: Pose promote peace in their
Introduce the concept
their houses and Encourage them to questions to get community (e.g., C. Let’s Explore
of family by asking
what might happen use sticky notes to students thinking sharing toys, helping
students what it
to them. mark scenes they about their own others, using kind Copy the
found interesting or means to them. Write
experiences with words). crossword puzzle
B. During Reading confusing their responses on
compassion and on a clean sheet
chart paper. of paper. Fill in the
peace. Example: Explain that there are
Partner Reading: C. Progress correct letters that
"Can you think of a many different types C. Progress
Students take turns Monitoring will complete the
time when you of families, and each Monitoring
reading aloud in through word being
showed compassion through
pairs. Encourage Reflection and one is special and described below.
to someone? How Reflection
them to use proper Sharing unique.
did it make you feel? and Sharing
pacing, expression, Use visuals or a
and decoding skills Individual When do you feel simple storyboard to Facilitate a
 Reflection: Provide most peaceful?" present different discussion where
Sticky Notes: students with the types of families, students share their
Provide students reflection questions such as: individual Processing
with sticky notes to worksheet (e.g., What Listen and reflections. Questions:
mark unfamiliar was your favorite part ● Nuclear family Encourage them to 1. Was it easy for
Encourage Sharing:
words or interesting of the story? What did (two parents and listen respectfully you to get the
parts. Discuss these you learn? What was Share your own and build on each words being
children)
later as a class or in confusing?). Give experiences and other's ideas. described?
pairs. them time to write or encourage students to ● Single-parent 2. What did you
draw their responses. voluntarily share family do to accomplish
Character Chart: theirs. Create a safe Together, add their this task?
Have students D. Wrap Up and supportive space ● Grandparent-led individual 3. Why is it
create a chart to for open discussion. family contributions to the important to know
track the building Closing Activity: chart paper under the the difference
materials, Engage in a creative C. Structured ● Blended family heading "My between skills,
personalities, and activity related to the Values Contribution to
Activities ● Foster family
actions of each pig theme (e.g., draw a Peace".
and the wolf. scene, write a
● Same-sex parent
different ending).
Storytelling: watch family
C. Post Reading
the short story "The Ask students
Positive
Story Retell: Ask Reinforcement: Butterfly and the Bee" reflection questions:
(or similar), Emphasize that talents and
students to retell the Praise students for How can you show
highlighting acts of love, support, and interests?
story in their own their participation and
compassion and care are the most kindness to others?
words, focusing on effort during the
peace within the important things in
how each pig built lesson. How can you resolve
a family, regardless
their house, the narrative. Discuss the conflicts peacefully?
of its structure. D. Keep in Mind
wolf's actions, and story's message and
how the story ask students to How can you make
Facilitate a They say that
ended. You can use identify situations your community a
discussion where every person is
sentence starters where the characters more peaceful place?
students share their unique. The
like "First, the little showed compassion own family reason why we
pig made..." or
or created peace. experiences and are
"The wolf tried D. Wrap Up
perspectives. unique is because
to...".
Encourage we differ in skills,
Watch the Story:
respectful and talents, and
Comprehension Creative Expression: Play the video for your
inclusive language. interests. It is
Questions: Ask Divide students into students. Encourage
more
questions that pairs and provide them to pay attention
D. Reflection and fun to learn new
assess them with construction to how the characters
Sharing things for us to
understanding of the paper, markers, and Class Discussion: interact and how the easily accomplish
story's main events, glue. Ask them to Ask students: "What conflict unfolds. our daily tasks.
characters, and create a picture or did you learn about The advantages of
themes. Encourage scene depicting an act your body today?" recognizing your
students to use of compassion or "What is one thing you own skills, talents
textual evidence to peace. Encourage are grateful for your and interests
support their are as follow:
them to be creative body to do?" "How
answers. For 1. It helps you
and express their can we take care of
example, "Why did maintain your self-
the first pig's understanding through our bodies?" confidence.
house fall down?" art. 2. It keeps you
or "Who was the E. Wrap UP motivated to work
smartest pig?" on your school
D. Group Review: Briefly go tasks that you do
Sharing and over the main body at home because
Reflection parts learned. of quarantine.
3. It helps you get
Group Sharing: Have Assessment: Ask to know yourself
each pair share their students to identify better.
artwork with the class, body parts on 4. It makes you
explaining what they themselves healthy physically
and mentally.
created and why.
Exit Ticket: Have 5. It helps you
Encourage respectful
students draw their achieve academic
listening and success.
appreciation for favorite body part
diverse perspectives. and write why they
like it. E. You can Do It

A bookmark is
Values Discussion: used to mark one
Guide a discussion page of a book.
based on the shared Using any kind
artwork. Ask of paper, create
three (3)
questions like: "What
bookmarks:
values did you see For bookmark #1 -
displayed in the write your talent;
pictures?" "How can For bookmark #2 -
we practice these write your skill;
values in our For bookmark #3 -
classroom?" "What write your
can we do to create a interest.;
more peaceful and These will serve
compassionate as your reminder
environment for that you can attain
everyone?" academic
success as a
learner even at
the middle of a
E. Feedback crisis.
and A sample picture
Reinforceme below is provided
nt for you to follow.
Then,
Positive answer the
Reinforcement: processing
Appreciate questions in
students' another clean
participation, effort, sheet of paper.
and understanding
throughout the
lesson. Highlight Processing
specific examples Questions:
of compassion and 1. What will you
peace do to improve your
demonstrated skills, talents and
during the activities. interests?
Wrap-up Activity:
Ask students to
share one action
they can take to
show compassion
or promote peace in
their daily lives. 2. How do these
Write these actions help you learn at
on a chart paper home and in
and display it in the school?
classroom as a
reminder.
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: Noted:
EDREI VINCE P. RAMOS NIDA A. MASCARIÑAS
Teacher Principal