NATIONAL READING PROGRAM

CATCH-UP FRIDAY
GRADE 11 & 12

APRIL 12, 2024

PRAYER
1 PERIOD
st
 1 PERIOD
st
Charades

Mechanics:
1. There will be 2 teams with 5 scenarios each.
2. Time limit for each scenario will be 1 minute.
3. Those who will act for the team is not allowed to speak, write or
draw.
1 PERIOD
st
Anagram

Game on!
1 PERIOD
st
 1 PERIOD
st
Anagram

Mechanics:
1. Guess the word with shuffled letters, the definition will be
provided to serve as clue.
2. The student who gets the correct answer will write the correct
spelling on the board.
3. Try to give another definition of the word you correctly
guessed.
1 PERIOD
st
Anagram

Let’s start!
 1 PERIOD
st
Anagram

ABERRVY

Courageous behavior or character; the

quality of being willing to face danger,
pain, or difficult situations.
 1 PERIOD
st
Anagram

IMSEROH

Great courage or bravery, especially in

the face of danger, and often involving
self-sacrifice for the greater good.
 1 PERIOD
st
Anagram

LEICENESIR

The ability to recover quickly from difficult

situations or setbacks; toughness or
adaptability in the face of adversity.
 1 PERIOD
st
Anagram

UTLACISIRT

Showing a selfless concern for the well-

being of others; unselfish or charitable
actions motivated by a desire to help
others.
 1 PERIOD
st
Anagram

OSLAORPIC

Behaviors, attitudes, or actions that are

beneficial to society or others; actions that
promote social harmony, cooperation, and
well-being.
2 Period
nd
Reading

Read the article

“WHEN EVERYDAY PEOPLE

BECOME UNEXPECTED HEROES”
( silently or read aloud)
2 Period
nd
Post Reading

FOR ENHANCEMENT
2 Period
nd
Post Reading

ROLE-PLAY
 2nd PERIOD Post Reading
Mechanics:
1. The class will be divided into 3 groups.
2. These are the scenarios per group:
- Scene 1: The protagonist encounters a dangerous situation and
must decide whether to intervene.
- Scene 2: The protagonist faces criticism from others for their
actions and must defend their choices.
- Scene 3: The protagonist reflects on the impact of their actions
and decides to continue helping others despite the risks.
2nd PERIOD Post Reading

For Intervention
2nd PERIOD Post Reading

On an Oslo paper draw 5

sequential scenes from the
literature that was read.
3rd PERIOD

More
Activities
3rd PERIOD

More
Activities
3rd PERIOD

For Enhancement
 3rd PERIOD
Guide questions:
- Reflect on what you learned from participating in
the role-plays.
- Discuss how the themes of the text relate to real-
life situations and the importance of everyday
heroism.
- How can you apply the lessons from the text to
your own
3rd PERIOD

For Intervention
 3rd PERIOD

The students will form 3 groups and present

their drawings to their group mates. They will
retell the literature read in their own words
based on their drawings.
Health Education
April 12, 2024
4th
Period

HEALTH EDUCATION
Peace Education
April 12, 2024
 Objectives

1. Differentiate between social justice and human

rights.
2. Discuss briefly the Philippine Bill of Rights.
3. Recognize the significance of social justice in
upholding human rights.
Love Letter para sa Gobyerno

Directions: Watch the

"Love Letter para sa
Gobyerno" video clip
and share your
insights and
reflections about it.
 Freedom Wall

Directions: Write on a piece of paper your thoughts

on social injustices and human rights violations that
you want the government to address. Post your

M
paper on the chalkboard, creating a 'freedom wall' of
ideas.

E E DO
R
Guide Questions
1. What specific social injustices or human rights
violations are you passionate about addressing F L L
in your community or society at large?
2. How do you believe government action or
intervention could help mitigate or resolve W A
these issues?
 Social Justice

• Social justice refers to the fair and equitable

distribution of resources, opportunities, and
privileges within society, ensuring that all
individuals have equal access to rights, protections,
and opportunities regardless of their background or
circumstances.
 Human Rights

• Human rights are inherent rights and freedoms that

every person is entitled to by virtue of being human.
They encompass civil, political, economic, social,
and cultural rights, and are universally recognized
and protected to ensure the dignity, equality, and
well-being of all individuals.
 Bill of Rights

• Article 3, the Bill of Rights in the

1987 Philippine Constitution
provides a comprehensive
framework for social justice and
human rights, reflecting the
nation's commitment to protecting
the dignity and welfare of its
citizens.
 Bill of Rights

• It guarantees fundamental freedoms

such as freedom of speech, religion,
and assembly, ensuring that individuals
can express themselves and participate
in civic life without fear of persecution
or censorship.
 Bill of Rights

• Additionally, it enshrines the

right to due process and equal
protection under the law,
safeguarding against arbitrary
arrests and discrimination.
 Bill of Rights

• Furthermore, the Bill of Rights underscores the importance of

socioeconomic rights, affirming the right to education, health, and a
decent standard of living.
• It recognizes the role of the government in promoting social justice
by addressing economic disparities and providing opportunities for
marginalized communities to thrive.
• Through its provisions, the Constitution seeks to create a just and
equitable society where every Filipino can enjoy their rights and
contribute to the nation's progress.
 Reflection

As a Senior High School

student, how can you
contribute to promoting
social justice and
protecting human rights in
your community?
Values Education
April 12, 2024
6th
Period

VALUES EDUCATION
 HU M A N
S EC U R I T Y
6th
Period
Defining Human Security
Is the absence of threats to core human value, including
the basic human values, individual physical safety.

The main goal of human security is to safeguard the vital

core of all huma lives from critical pervasive threats
6th
Period
Human Security Example
Economic Security
Food Security
Health Security
Environmental Security
Personal Security
Community Security
Political Security
 Human Security Example
• ECONOMIC SECURITY
The condition of having stable income or other
resources to support a standard of living now and
in the foreseeable future.
 Human Security Example
• FOOD SECURITY
Food security is defined as "when all people, at all
times, have physical and economic access to
sufficient, safe and nutritious food that meets their
dietary needs and food preferences for an active
and healthy life" by the world food summit in 1996.
Human Security Example
• Health security
Public health security is defined as the
activities required, both proactive and
reactive, to minimize the danger and
impact of acute public health events that
endanger people’s health across the
country.
 Human Security Example
• Environmental security
Is protectedness of natural environment and vital
interests of citizens, society, the state from internal
and external impacts, adverse processes and trends
in development that threaten human health,
biodiversity and sustainable functioning of
ecosystems, and survival of humankind.
 Human Security Example
• Personal security
Personal security refers to the state of being safe
from danger or harm. It is the protection of oneself
and one's property from threats such as theft,
violence, or cyber attacks.
 Human Security Example
• Community security
Community security in the context of human
security refers to the protection and safety of
communities, encompassing various levels such as
individuals, local communities, and states
Human Security Example
• Political security
Political security is about the organizational
stability of states i.E. The systems of
government and the ideologies that give
governments, and states, their legitimacy.
Threat to Human Security
Pandemic
Has taken a heavy toll on rural livelihoods,
loss of income and job opportunities were
overarching challenges in poor
communities in the philippines.
Threat to Human Security
State Failure
Government inability to control its territory,
to provide basic services, scarcity of energy,
provide stable jobs, control of basic
commodity prices.
 Threat to Human Security
Organized crime or violence
Riots and random youth gang fights are examples
of spontaneous collective violence. At the other
extreme are the organized forms of collective
violence. These include coups, rebellions,
revolutions, terrorism, and war
 Threat to Human Security
Relative poverty
A condition in which some groups are
perceived as better than other in many
aspect of life, which creates collective
frustration which lead to collective
violence.
 Protect Human Security

As a student, how can you

contribute in safeguarding our
national security? What are your
everyday activities and actions
that reflects our effort towards
national security?
Protect Human Security
Educate your self
Learn practical skill
 Get the right information
Engage in real life activities
 Protect Human Security
• ACTIVITY
• The idea of being a peace advocate is important for all students and is something which should be
encouraged, recognized and rewarded in the classroom.
• In this activity, each student is to prepare an acceptance speech for a classroom peace prize to be
presented at a mock awards ceremony. The students can pick from one of the following award
categories to base their acceptance speech on.

• Topic
• Care: desires to help people
• Compassion: feeling and showing sympathy and concern for others
• Consideration: thinking of others
 Name _________________ Date _________

Protect Human Security Direction: Write your classification or brief description of the title
below. Write your concluding sentence. Finally, cut out related
photos.

ACTIVITY Title: Human Security

Facts:
Fact #1
_______________________________________________________

Informative text-scaffold _
_______________________________________________________
_
Fact #2

• Use this generic scaffolding

_____________________________________________________.
_______________________________________________________
_
_______________________________________________________

sheet to provide some

_
Fact #3
_____________________________________________________.
_______________________________________________________
_

structure for students when _______________________________________________________

_
Concluding Sentence:
_____________________________________________________.

they are learning to write an

_______________________________________________________
_
_______________________________________________________

informative text.
_
Related Photos:
_____________________________________________________.
 SOURCE:
• https://www.communitypolicing.eu/ehandbo
ok/our-approach-to-cop/human-security/
• https://en.wikipedia.org/wiki/Human_security