CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: RHGP and Reading Intervention Grade Level: 8

Program
Quarterly Theme: Sub-theme:
Time: 7:10- 11:40 am Date: February 2, 2024
II. Session Details
Session Title:
Session At the end of the session, learners should be able to:
Objectives: a. Enumerate pros healthy problem-solving methods;
b. Decode words given the definition;
c. Develop creative thinking by completing a story;
d. Spell unfamiliar words found in the book they read; and
e. Participate actively in all activities.
Key Concepts: 1. The importance of helping oneself and helping others is valuable in
meeting the challenges in life.
2. A robust vocabulary improves all areas of communication — listening,
speaking, reading and writing.
III. Facilitation Strategies
Components Duration Activities and Procedures
7:10 - 8:10 AM (First Period)
Individual Activity: The learners will write about their own
problems/challenges they face. They will also give solutions to
these problems, and list the pros and cons of these solutions.
RHGP 60 mins
Group Discussion: Learners will share their activity to the class
and compare the pros and cons. Using their activity, learners will
try to enumerate pros healthy problem-solving methods.
8:10 - 9:10 AM (Second Period)
Pre-reading Decoding: The teacher will give a definition and some numbers to
10 mins help, and the students will figure out the secret word.
Activities
Independent reading: Immerse in a chosen book or article; focus
During Reading 30 mins on writing style, characters, and notes.
Creative writing prompt: Learners choose one word from the book
Post-Reading they read and make it as a decoding game.
20 mins
Activities Collecting their task: Compile learners’ activity for the next
decoding game.
9:10 - 9:40 AM (BREAK TIME)
9:40 - 10:40 AM (Third Period)
Group Play: Learners will make a big circle and play “to be
During Reading 45 mins continued” (story). The teacher will choose a genre and will start
the story.
 CATCH-UP FRIDAYS TEACHING GUIDE

Post-Reading Reflect on the activity (“to be continued”) and share the lesson on
15 mins the story they made.
Activities
10:40 - 11:40 (Fourth Period)
Pre-reading Play EngliSing ang Lyrics: Translate Tagalog word to English
20 mins word using the lyrics of a song.
Activities
Independent reading: Immerse in a chosen book or article; focus
During Reading 20 mins on writing style, characters, and notes.

Post-Reading Spelling Bee: Learners will write unfamiliar words from the book
Activities 20 mins they are reading. This will be used during spelling activity.
Closing Thoughts: Reflect on the overall experience.

Prepared by:

MARY GRACE G. GANIGAN FLORENCE D. NOOL

Co-Adviser Adviser

Recommending Approval: Approved by:

MA. VICTORIA M. DEL ROSARIO JOSEFINA N. GALIZA

HTIII - Mathematics Department Principal I
CATCH-UP FRIDAYS TEACHING GUIDE
 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Peace Education Grade Level: 7

Quarterly Theme: Compassion Sub-theme: Promoting Sustainable
Development
Time: 1:00-2:00, 2:00 – 3:00, 3:30 – Date: February 2, 2024
4:30 PM
II. Session Details
Session Title: The Sustainable Island
Sessio At the end of the lesson, the students should be able to:
n a. decode words involving peace and promoting sustainable development.
Objectives b. list examples of sustainable practices and peaceful conflict resolution in the context of
Filipino culture.
:
c. participate in all activities.
Key Concepts: 1. Sustainable development is a development approach that seeks to meet the needs of the
present without compromising the ability to future generations to meet their own needs.
2. Promoting sustainable development involves advocating for and implementing practices,
policies, and actions that align with the principles of sustainability.
III. Facilitation Strategies
Components Duratio Activities and Procedures
n
- Divide the class into seven groups and explain the directions in
Introduction and
10 mins playing decoding.
Warm-up - The group to guess the word first will receive a point.
- The group with the highest score will receive a prize.
- Using the words in the previous activity let the learners give their
Concept
15 mins ideas and explain to class.
Exploration - These are the key concepts of sustainable development and peace
education.
- Watch a video about sustainable development.
- Let learners give examples of sustainable practices and peaceful
conflict resolution in the context of Filipino culture.
- Divide the class into five for a role play.
Valuing 20 mins - Emphasize that they need to role play situations that promote
sustainable development.
- Write about how they contribute to both causes in their daily lives.
Reflective
10 mins
Journaling
- Ask the key concepts in promoting sustainable development.
Wrap-up 5 mins - Give examples on how to promote sustainable development.

Prepared By:

MARY GRACE G. GANIGAN

Teacher III

Recommending Approval: Approved:

MA. VICTORIA M. DEL ROSARIO JOSEFINA N. GALIZA

 CATCH-UP FRIDAYS TEACHING GUIDE

Head Teacher III Principal I

 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Health Education Grade Level: 8

Quarterly Theme: Servitude Sub-theme: Prevention of early
pregnancy
Time: 1:00-2:00, 3:30 – 4:30 Date: February 9, 2024
II. Session Details
Session Title: The Sustainable Island
Sessio At the end of the lesson, the students should be able to:
n a. Decode words involving prevention of early pregnancy
Objectives b. list some prevention of early pregnancy
c. participate in all activities..
:
Key Concepts:
1. Prevention of early pregnancy is a development approach that seeks to meet the needs of
the present without compromising the ability to future generations to meet their own needs.

III. Facilitation Strategies

Components Duratio Activities and Procedures
n
- Divide the class into seven groups and explain the directions in
Introduction and
10 mins playing decoding.
Warm-up - The group to guess the word first will receive a point.
- The group with the highest score will receive a prize.
- Using the words in the previous activity let the learners give their
Concept
15 mins ideas and explain to class.
Exploration - Prevention of early pregnancy
- Watch a video about ealy pregnacy
- Let learners react on the video
- Divide the class into five for a role play.
Valuing 20 mins - Emphasize that they need to role play situations that promote
prevention of early pregnancy
- Write about how they contribute to both causes in their daily lives.
Reflective
10 mins
Journaling
- Ask the key concepts in promoting early pregnancy
Wrap-up 5 mins - Give examples on how to avoid early pregnancy

Prepared By:

MERIAM M. NOOL
Teacher III

Recommending Approval:

MARILYN B. ABOGADO
Head Teacher III
 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Health Education Grade Level: 8

Quarterly Theme: Servitude Sub-theme: Prevention of early
pregnancy
Time: 1:00-2:00, 3:30 – 4:30 Date: February 16, 2024
II. Session Details
Session Title: The Sustainable Island
Sessio At the end of the lesson, the students should be able to:
n a. Decode words involving prevention of early pregnancy
Objectives b. list some prevention of early pregnancy
c. participate in all activities..
:
Key Concepts:
1. Prevention of early pregnancy is a development approach that seeks to meet the needs of
the present without compromising the ability to future generations to meet their own needs.

III. Facilitation Strategies

Components Duratio Activities and Procedures
n
- Divide the class into seven groups and explain the directions in
Introduction and
10 mins playing decoding.
Warm-up - The group to guess the word first will receive a point.
- The group with the highest score will receive a prize.
- Using the words in the previous activity let the learners give their
Concept
15 mins ideas and explain to class.
Exploration - Prevention of early pregnancy
- Watch a video about ealy pregnacy
- Let learners react on the video
- Divide the class into five for a role play.
Valuing 20 mins - Emphasize that they need to role play situations that promote
prevention of early pregnancy
- Write about how they contribute to both causes in their daily lives.
Reflective
10 mins
Journaling
- Ask the key concepts in promoting early pregnancy
Wrap-up 5 mins - Give examples on how to avoid early pregnancy

Prepared By:

MERIAM M. NOOL
Teacher III

Recommending Approval:

MARILYN B. ABOGADO
Head Teacher III
 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Health Education Grade Level: 8

Quarterly Theme: Servitude Sub-theme: Prevention of early
pregnancy
Time: 1:00-2:00, 3:30 – 4:30 Date: February 23, 2024
II. Session Details
Session Title: The Sustainable Island
Sessio At the end of the lesson, the students should be able to:
n a. Decode words involving prevention of early pregnancy
Objectives b. list some prevention of early pregnancy
c. participate in all activities..
:
Key Concepts:
1. Prevention of early pregnancy is a development approach that seeks to meet the needs of
the present without compromising the ability to future generations to meet their own needs.

III. Facilitation Strategies

Components Duratio Activities and Procedures
n
- Divide the class into seven groups and explain the directions in
Introduction and
10 mins playing decoding.
Warm-up - The group to guess the word first will receive a point.
- The group with the highest score will receive a prize.
- Using the words in the previous activity let the learners give their
Concept
15 mins ideas and explain to class.
Exploration - Prevention of early pregnancy
- Watch a video about ealy pregnacy
- Let learners react on the video
- Divide the class into five for a role play.
Valuing 20 mins - Emphasize that they need to role play situations that promote
prevention of early pregnancy
- Write about how they contribute to both causes in their daily lives.
Reflective
10 mins
Journaling
- Ask the key concepts in promoting early pregnancy
Wrap-up 5 mins - Give examples on how to avoid early pregnancy

Prepared By:

MERIAM M. NOOL
Teacher III

Recommending Approval:

MARILYN B. ABOGADO
Head Teacher III
 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Health Education Grade 8

Level:
Quarterly Theme: Servitude Sub- Impact of early Pregnancy
theme: (Physical,Emotional,Mental and Social
Consequences
Time: 8:10-11:40 am Date: March 8, 2024
II. Session Details
Session Title: Understanding the Impact:Early Pregnancy Consequences.
Session At the end of the lesson, the students should be able to:
Objectives: a.Analyze and comprehend the physical,emotional,mental and social consequences of early
pregnancy.
b.Develop an awareness of the potential impact an individual’s lives and promote responsible
decision-making.
Key Concepts: Consequences of Early Pregnancy :Exploring the multifaceted Impact on physical
health,emotional well -being mental health and social relationships.
III. Facilitation Strategies
Components Duration Activities and Procedures
- Ice breaker:Impacts Around Us-Present a scenarios or cases studies
Introduction and
10 mins depicting the impact of early pregnancy.Discuss initial thoughts and
Warm-up
reactions
- Let learners react on the video
Mini-Lecture:
Concept
15 mins - Provide information on the physical,emotional and social
Exploration
consequences of early pregnancy
Group Discussion:
- Break students into 4 groups to discuss specific case study or
scenario related to the consequences .Encourage sharing insights.
Role Play:
Valuing 20 mins -Divide students into groups and assign each group a specific
consequences (Physical,emotional,mental and social)Have them create short
role plays illustrating these consequences.
Group Presentation:
- Each group performs their role play,followed by class discussion on
potential impacts

Journal Prompt:”Reflects on how understanding the consequences of early

Reflective
10 mins pregnancy can influence personal choice and societal perspective”
Journaling
Allow students time to write and share their reflections if they feel
comfortable.
Provides additional resources for students who may need support or further
Wrap-up 5 mins information on sexual and reproductive health.
Prepared by: Recommending Approval:
Meriam M. Nool Marilyn D. Abogado
MAPEH Teacher Head Teacher III
Checked by: Approved by:
Rex C. Delos Reyes Elsa S. Ringor
Master Teacher II Principal II
 CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Health Education Grade 8

Level:
Quarterly Theme: Servitude Sub-theme: Importance of Informed Choices and
responsible Sexual Behaviors
Time: 8:10-11:40 am Date: March 15, 2024
II. Session Details
Session Title: Risk of Early Teen Marriage and Unplanned Parenting
Session At the end of the lesson, the students should be able to:
Objectives: a.Analyze the risk and consequences of early teen marriage and unplanned parenting.
b.Engage inn role-playing activity to simulate decision making in such situation.
c.Develop emphaty towards individuals facing challenges relatedto early marriage and
parenting.
Key Concepts: Risk of Early Teen Marriage:Understanding the potential challenges and consequences.
Unplanned Parenting:Recognizing the impact on individuals lives and well-being.
III. Facilitation Strategies
Components Duration Activities and Procedures
Introduction and - Ice breaker:Life Pathways “-Discuss different life pathways and ask
Warm-up 10 mins students to consider the challenges associated with early marriage
and unplanned parenting”
Concept Mini-Lecture:
Exploration 15 mins - Present information on the risk of early /teen marriage and
unplanned parenting.Include statistical data and real life stories to
provide context.
Group Discussion:Encourage students to share their thoughts on the
presented information.Discuss societal and individual implication.
Role Play:
Valuing 20 mins -Divide students into small groups and assign each group a scenario
involving early marriage or unplanned parenting.Have them develop and
perform short role play to explore potential challenges and decision -making.
Group Reflection:
-After the role plays,facilitate a discussion on the emotional and practical
challenges portrayed.
Reflective -Journal Prompt:”Consider the challenges faced by individual in scenarios
Journaling 10 mins related to early marriage unplanned parenting.Reflect on how education and
awareness can make a differences.

-Allow students time to write and share their reflections if they feel
comfortable.
Wrap-up Ensure a safe and supportive environment for open discussion .
5 mins Provide resources for further exploration of topics related to sexual and
reproductive health.
Prepared by: Recommending Approval:
Meriam M. Nool Marilyn D. Abogado
MAPEH Teacher Head Teacher III
Checked by: Approved by:
 CATCH-UP FRIDAYS TEACHING GUIDE

Rex C. Delos Reyes Elsa S. Ringor

Master Teacher II Principal II

Catch-up Subject: Health Education Grade 8

Level:
Quarterly Theme: Servitude Sub-theme: Sexual and Reproductive Health
Time: 8:10-11:40 am Date: March 22, 2024
II. Session Details
Session Title: Empowering Choices:Understanding Prevention in Sexual and Reproductive Health
Session At the end of the session,learners will be able to:
Objectives: a.Analyze the concept of abstinence and contraceptive methods for sexual and reproductive
health.
b.Foster a positive attitude towards responsible sexual behaviors and informed choice.
Key Concepts: 1.Abstinence :Understanding the decision to refrain from sexual activity.
2.Contraceptive Methods:Knowledge of various methods and their proper use.
III. Facilitation Strategies
Components Duration Activities and Procedures
Introduction and Icebreaker:”True or false” Present statements related to abstinence and
Warm-up 10 mins contraceptive methods .Ask students to identify whether each statement is
true or false,encouraging discussion.
Concept Mini -Lecture:
Exploration 15 mins Provide information an abstinence and various contraceptive methods
available .Include effectiveness rates,benefits,and potential risks.

Interactive Demonstration:Show models or visuals of contraceptive

methods,discussing their correct usage and effectiveness.Answer questions
from students.
Group Activity:Divide students into small group and assign each group a
Valuing 20 mins specific contraceptive method.Ask them to create a short presentation or role
play demonstrating the proper use and advantages of the assigned method.

Group Presentation:Each group present their assigned contraceptive

methods.Encourage questions and discussions.
Reflective Journal Prompt:Reflects on the importance of making informed choices
Journaling 10 mins regarding sexual and reproductive health.How can the knowledge of
abstinence and contraceptive methods empower individuals?

Allow students times to write and share their reflections if they feel
comfortable.
Wrap-up  Ensure a non-judgmental and inclusive environment for discussion.
5 mins  Provide resources for further exploration of sexual and reproductive
health topic.
Prepared by: Recommending Approval:
Meriam M. Nool Marilyn D. Abogado
MAPEH Teacher Head Teacher III
Checked by: Approved by:
 CATCH-UP FRIDAYS TEACHING GUIDE

Rex C. Delos Reyes Elsa S. Ringor

Master Teacher II Principal II

D.41 - Prevention and self-care in

sexual and reproductive health in men
D.41 - Prevention and self-care in sexual and reproductive health
in men
Promote prevention and self-care programmes for the sexual health and reproductive health of
men.
Priority measure number
41
Comment
This measure is complementary to priority measure 11 on comprehensive sexuality education, priority measure
34 on sexual rights, priority measure 37 on access to comprehensive sexual and reproductive health services,
and priority measure 59 on broadening men’s access to sexual and reproductive health-related information,
counselling and services.
Possible lines of action
1. Ensure that laws and regulations on sexual and reproductive health care include measures to promote
prevention and self-care programmes for men. 2. Encourage men to take responsibility in sexual and
reproductive health matters and in the reproductive care burden. 3. Earmark the necessary funding for upgrading
and operation of sexual and reproductive health programmes targeted at men. 4. Create channels for men to
participate fully in the formulation of sexual and reproductive health prevention and care plans and
programmes. 5. Mount awareness raising and information campaigns to promote self-care by men in matters of
sexual and reproductive health.
Related instruments, forums and mechanisms
Sustainable Development Goals, Goal 3 (“Ensure healthy lives and promote well-being for all at all ages”),
target 3.3 (“By 2030 end the epidemic of AIDS, tuberculosis, malaria and neglected tropical diseases and
combat hepatitis, waterborne diseases, and other communicable diseases”), target 3. (“By 2030 reduce by one
third premature mortality from non-communicable diseases (NCD) through prevention and treatment, and
promote mental health and well-being”), target 3.5 (“Strengthen prevention and treatment of substance abuse,
including narcotic drug abuse and harmful use of alcohol”), target 3.6 (“By 2020 halve global deaths and
injuries from road traffic accidents”), and target 3.7 (“By 2030 ensure universal access to sexual and
reproductive health care services, including for family planning, information and education, and the integration
of reproductive health into national strategies and programmes”).
CATCH-UP FRIDAYS TEACHING GUIDE
 One aspect of vocal music singing with nasal vocal quality.
a. Melismatic b .Pasyon c. Rig Veda d. Samagana
Style of singing develop into a strong and diverse tradition over several centuries.
A .Melismatic b .Pasyon c. Rig Veda d. Sama V
It is a sacred text, were sung as samagana and not chanted. It is the third of the four Vedas of Hinduism.
a. Carnatic b. Rig Veda c. Sama Veda d. Veda
It is samagana traditional singing style because of its liturgical importance.
a. Carnatic Music b. Melismatic c. Rig Veda d. Sama Veda
A composition called krti are devotional songs?
a. Carnatic Music b. Rig Veda c. Sama Veda d. Vedas
It is known for its two styles of vocal singing, Ghazals and Qawwali.
a. Indian b. Israel c. Korea d. Pakistan
Music strengthens the importance of musical instruments in Punjab regions
a. Guttural b. Hassidic c. Hazan d. Punjabi
The leader of prayer, traditionally, only men lead the prayers, but today, in many denominations, women also perform
this function.
a. Bar Mitzvah b. Hazan c. Hassidic d. Hinduism
Jewish devotional tradition, the central idea being that simple faith and a prayer that comes from the heart is more
important than intellectual brilliance.
a..Hassidic b. Rig Veda c. Sama Veda d. Shofar
.A ceremonial event for a Jewish boy of 13 years of age, when he becomes a full-fledged member of the religious
Community.
a. Bar Mitzvah b. Guttural c. Hazan d. Sabbath
Characterized by harsh and grating speech sounds made in the throat or toward the back of the mouth.
a. Guttural b. Hazan c. Hinduism d. Sabbath
The predominant religion of the Indian subcontinent and one of its indigenous religions
a. Carnatic b. Hassidic c. Hinduism d. Veda
. Country known for making printed table cloth, curtains, bed spreads and shawls .
a. Kazakhstan b. Pakistan c. Tajikistan d. Uzbekistan
. Country in Central Asia known for utensil making, musical instruments, furniture and jewelry .
a. Kazakhstan b. Pakistan c. Tajikistan d. Uzbekistan
A homespun silk used for beautiful dresses worn by Turkmen women.
a. Diyas b. keteni c. shirdaks d. Tush Kyize
It is a large elaborately embroidered wall hanging made in Kyrgystan and Kazakhstan .
a. Frescoes b. keteni c. shirdaks d. Tush Kyize
Images created by removing part of the rock surface by incising, picking and carving .
a. calligraphy b. hieroglyphs c. ochre d. petroglyphs
The art of making designs or patterns on the walls or floors of houses.
a. Diyas . b. Rangoli c. Shirdaks d. Shiva
Who is the Hindu goddess of wealth.
a. Diyas b. Frescoes c. Lakshmi d. Shirdaks

A four arm dancing Hindu goddess.

a. frescoes b. shirdaks c. Shiva d. tush kyiz
What do you called India’s Festival of Lights.
 a. Diwali b. Diyas c. Rangoli d. Shiva
. Clay lamp to light the way of the goddess.
a..Diyas b. Rangoli c. shirdaks d. Shiva
It is a hand-made carpets or rugs; flat cushions made in shadow-pairs, made by Kyrgyz wome.
a. Carving . b. Keteni c. Lakshmi d. Shirdaks
It is a technique of mural painting executed upon laid lime.
a. Carving . b. Frescos c. Keteni d. Lakshmi
The act of fashioning or producing by cutting into or shaping solid
material, such as wood.
a. Carving b.. Rangoli c. Shirdaks d. Shiva
. To strive to equal or excel, especially through imitation
a. Carving b. Diyas c. Emulating d. Lakshmi
. Which of the following scrabble tiles have a value of five points?
a. E b. D c.F d. Y
. What particular color of the cells on the scabble board corresponds to a triple word score?
a. Dark blue b. Dark Red c. Light Green d .Red
How many bonus points will be given to a player who able to place all seven tiles on the board at the same time?
a. 50 b. 60 c. 150 d .250
Which of the following scrabble terms that is use to stop the opponent from making a potentially large score?
a. blocking b. bluffing c. challenge d. pass

A rack has more than one of a given letter it is called as?

a. dumping b. duplication c. drawn d. hold
It is the most important piece, however it is also considered one of the Weakest.
a. King b. Pawn c. Rook d. Queen
It may move as far as it wants, but only diagonally. Each bishop starts on one color (light or dark) and must always
stay on that color.
a. Bishop b. King c. Knight d. Rook
It may move to any square as far as it wants, but only forward, backward, and to the sides.
a. Bishop b. King c. Rook d..Queen

It is the most powerful piece. It moves in any one straight direction - forward, backward, sideways, or diagonally.
a. Knight b.. Pawn c. Rook d. Queen

.It may move forward, but capture diagonally. They can never move backwards.
a. Bishop b. Pawn c. Rook d. Queen
It is a game that has been played for centuries and was thought to have originated in India over the
15th century .
a. Chess b. Domino c. Scabble d. snake and ladder
Who was the first great American-born chess player
a. Adolf Anderssen b. Anatoli Karpov c. Paul Morph d.Steinitz

These are tiny microorganisms that infect or invade the body and attack body cells and tissue
a. Bacteria b. Fungus c. Pathogen d. Virus
Pneumonia is a sickness caused by pathogen called_____.
a. Bacteria b..Fungus c. Pathogen d. Virus
Rickettsia’s need living cell in order to grow and multiply, which of the following is a rickettsia?
a. Dysentery b. Parasite c. Small pox d. Ticks
Athlete’s foot is a disease caused by pathogen called ____
a. Fungi b. Parasite c. Small pox d. Ticks
Which of the following virus enters the respiratory system and cause sickness?
a. Cold b. Parasite c. Rabies d. Wart
This is a pathogen that causes amoebic dysentery.
a. Parasite b. Protozoa c. Virus d. Wart
Helminths is a pathogen meaning ______.
a. Bacteria b. Parasite c. Schistosomiasis d. Virus
This helminth lives in the intestines and causes a serious illness known as___
a. Bilharziasis b. Helminths c. Schistosomiasis d. Trichinosis
Prevention of helminth diseases requires____.
a. Eating good food c. Taking a bath everyday
b. Maintain cleanliness d. Taking medicine
Diseases caused by the direct and indirect spread of pathogens from one person to another are
called ____ diseases.
a. Communicable c. Susceptible Host
b. Non-Communicable d. Toxin Bacteria
This level is used before the person gets the disease.
a. contamination c. secondary prevention
b. primary prevention d. tertiary prevention
This level is used after the disease has occurred, but before the person notices that anything is
wrong.
a.. communicable diseases c. secondary prevention
b. primary prevention d. tertiary prevention