DAILY School: Grade Level: III

LESSON LOG Teacher: Learning Area: CATCH UP FRIDAY

Teaching Dates & Time: March 01, 2024 Quarter: THIRD

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION HOMEROON
READING READING GUIDANCE
INTERVENTION ENHANCEMENT
I. OBJEC  Identify and  Develop fluency  Students will define and  Define peer pressure and  Define peace in their  Choose knowledge
TIVES explain and expression understand the concept understand its different own words, and skills that are
character while reading of prudence. forms. identifying helpful in learning;
traits of the aloud.  Identify positive and situations where  Demonstrate
main  Identify and negative examples of they feel peaceful, knowledge and
character. explain text peer pressure. and recognizing the skills towards
features like  Develop skills to resist connection between academic success;
 Use context
illustrations and negative peer pressure in and
clues to safety and
captions. a healthy way.
determine happiness.  Apply knowledge
 Make  Communicate effectively
word predictions and and confidently when and skills in
meaning. inferences based faced with peer pressure. making daily
 Retell the on the text. schedule, to
story  Engage in accomplish
sequence collaborative assigned tasks.
using discussions
transition about the story.
words.

II. CON Story (English): “The Cat Library” Community Awareness – Sexual And Community Awareness – THE BETTER ME!
TEN Prudence Reproductive Prudence
T “The Red Cape" Health
(Subject Peace Concepts Peace Concepts
Matter Story (Filipino): (Positive and Peer pressure (Positive and
/Them “Ang Mag-aaral” Negative Peace) and its negative Negative Peace)
e) effects
III. LEA “The Red Cape" “The Cat Library” The Making GOOD CHOICES Peace Like a River: Homeroom Guidance
RNI (PDF) (PDF) Game!!! for Social and The Clap It Kids Yoga Song- Quarter 3 – Module 8:
NG Emotional Learning Grades K- Kids Yoga and Mindfulness https:// THE BETTER ME!
RES “Ang Mag-aaral” www.youtube.com/
5: with Bari Koral:
OUR (IMG) watch?v=d6085sLXCMs
CES https://www.youtube.com/ https://www.youtube.com/
watch?v=mJxk5cQULh4&t=8s watch?v=nCNS-Lpubaw

Decisions, Decisions, The Book of Peace and

Decisions! | Kid Happines:
Correspondent: How The Pandemic Is
Impacting Kids’ Mental https://
https://www.youtube.com/ Health | NBC Nightly News: www.youtube.com/
watch?v=4jMm83hXeV0 watch?
https://www.youtube.com/ v=qCMMoCxWO9A
watch?v=-xkOP9wpv1U

How To Handle Peer Pressure

https://www.youtube.com/
watch?v=a6_8zBcm7xk

IV. PRO Begin with I. Preparation I. Introduction I. Friday Routine I. Preparation and I. Let’s Try This
CED classroom and Setting In a. Play a quick game of Exercise Setting In a. “How to be You?”
URE routine: a. Warm-up “Making Good Choices”. The Clap It Kids Yoga Song- a. Prepare the • Interview your
a. Prayer Activity: Start Discuss the potential Kids Yoga and Mindfulness classroom parents or
b. Checking of with a "What if" consequences of each with Bari Koral environment by guardian about
Attendance questions choice. lessening noise. their daily tasks.
c. Quick related to cats, Ask Them about
Kamustahan like "What if II. Peace Education the skills and
Learning Session knowledge they
cats could
I. Pre- a. Introduction use to accomplish
read?" or "What
reading  State the objective them? How did
a. Vocabulary if there was a they improve
of the session.
Preview: library just for II. Current Health  Class discussion on them to become
Introduce cats?" II. Reflective Thinking News Sharing the importance of better each day?
unfamiliar b. Prior Activities a. Video peace education.
words like Knowledge: a. Video: Decisions, II. Let’s Explore
"bold," Ask students b. Ice Breaker This
"clever," what they know  Sing ang Dance: a. “Word Hunt”
and about libraries Peace Like a River  Study the set of
"disguised" and cats. What letters. Look for
using do they like to the five skills that
 pictures, do at libraries? Decisions, Decisions! b. Ask students to share you need to
sentences, What do cats b. Individual Reflection: any questions or achieve academic
or like to do? Provide students with thoughts they have. success. Write
definitions. reflection sheets asking them on a piece of
Encourage them to think about a III. Health Sessions paper. Below are
students to II. Dedicated recent situation where a. Introduction: c. Multimedia the clues for you.
predict Reading Time they had to make a choice.  Begin by introducing the Exploration Example: think-
meaning a. Shared Did they consider the concept of "friends" and  Watch a short video thinking
based on Reading: Divide consequences? Did it turn how they make us feel
context. students into out well? Why or why happy and supported. III. Keep in Mind
b. Character pairs and have not?  Introduce the term "peer Studying in this time of
Introductio them take turns pressure" as a way pandemic is
n: Show a reading aloud, III. Structured Values friends sometimes try to challenging since you
picture of a focusing on Activities influence our choices. are not yet allowed to
young girl fluency and a. Scenario Cards: Divide go to school. But even
or boy in a expression. students into groups and b. Video d. Small Group if you are inside your
red cape, Encourage them distribute scenario cards Discussion home, you can still
and a to use  Discuss the concept develop and even
depicting situations
student and appropriate of Peace is feeling improve your
where prudence is
ask pauses, happy and safe. knowledge and skills
needed. Each group
students to intonation, and  Guide Questions: to achieve academic
discusses the situation, o Do you
describe the volume. success. These are the
identifies the potential  Discuss the scenarios experience
character. tips that you can do:
Discuss III. Progress consequences of together and ask feeling happy 1 Find a place at
possible Monitoring different choices, and students to identify and safe? home where you
traits and through decides on the most which ones feel "right" o What are the can focus on doing
actions. Reflection and prudent course of or "wrong." different ways your school work.
c. Review: Sharing action. that you do to 2 Read your lessons
Briefly a. Reflection and IV. Reflection and maintain properly. If you are
review key Sharing: In Sharing happiness and done doing your
reading small groups, IV. Group Sharing and a. Ask students to share safety? work, read other
skills like have students Reflection their experiences with o How do you feel materials aloud or
using discuss their a. Group Presentations: peer pressure (positive when you silently.
context favorite parts of Each group shares their or negative) in a safe choose to feel 3 Practice solving
clues and the story, any scenario and the prudent and supportive happy and safe? Math problems.
identifying questions they decision they made with environment. Encourage 4 Organize your
main ideas have, and their the class. Encourage them to identify how e. Group Presentation modules and other
predictions respectful feedback and they felt and what they  Ask each group to things related to
II. During about what discussion. learned from the present a summary school work.
reading happens next. of their discussions. 5 Create your daily
experience.
a. Guided b. Text Feature V. Feedback and schedule in doing
Reinforcement b. Remind them that they
Reading: Discussion: As III. Progress your school tasks.
a whole class, a. Individual Feedback: can always talk to a
Read the Monitoring
discuss the role Provide individual trusted adult (teacher,
story aloud, Through
 pausing at of illustrations feedback to students on parent) if they feel Reflection and
key points to and captions in their reflections and pressured to do Sharing IV. You Can Do It
ask questions the story. How participation in the something they're a. Class Reflection a. At home, you may
about the do they help activities. Offer uncomfortable with.  Guide Questions: try doing the new
main idea, understand the encouragement and  Share one thing skills you have
supporting text? positive reinforcement. V. Wrap Up that you have learned in school,
a. Briefly summarize the learned from the like reading short
details, and
IV. Wrap Up key points about peer groups. stories, reciting
character
a. Main Character pressure and its effects. poems or even
actions. b. Encourage students to solving math
Analysis: IV. Wrap Up
Encourage remember the strategies a. Conclusion and problems. You may
Discuss the
students to they learned and Homework also sing, dance,
main cat
predict what practice saying "no" Assignment wash the dishes,
character's
might happen confidently when faced  Write a story about organize your
personality and
next. with negative peer yourself when you cabinet and do
actions. What
pressure. feel peaceful and other creative
III. Post- does their love
c. Remind them that it's happy. things that you can
reading for books tell us okay to be different and share with the
a. Character about them? make their own choices, people around you.
Analysis: even if their friends Make a “to do list”
Discuss the don't always agree. of your daily task
main on a clean piece of
character's paper and post it
traits using on the wall near
evidence your study area to
from the text. keep you reminded.
Use graphic
organizers or V. What I Have
charts to learned
visually a. Direction: Copy
represent and answer on a
the analysis. clean piece of
b. Sequencing: paper. Check (/)
Have the sentence
students before each
retell the number if it is
story in correct, and mark
chronologica it (X) if is not.
l order, using
transition VI. Share Your
words like Thoughts and
"first," Feelings
"then," Share your thoughts or
"next," and ideas with your
 "finally." parents, siblings or
guardian and ask them
to explain this
quotation. How will
this inspire you to do
what you love to do?
V. R
E
M
A
R
K
S
VI. R
EF
LE
C
TI
O
N
A. No. of
learne
rs
earne
d
80%in
the
evalua
tion.
B. No. of
learners
who
required
additional
activities
for
remediatio
n who
scored
below
80%
C. Did the
remedial
lesson
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner
who
continue
to require
remediatio
n
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
used/disco
ver which I
wish to
share with
other
teachers?
Prepared by:
 Teacher
NOTED:

Principal