School: AGOS ELEMENTARY SCHOOL Grade Level: 4

GRADE 4 Teacher: MARIA ANGELINE T. PEBRES Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY Quarter: THIRD

Catch-Up Friday

NRP (National Reading Homeroom

Values Education Health Education Peace Education
Program) Guidance Program

I. OBJECTIVES

To set the overarching Determine your

A. Content The learner activates prior To prepare the learner's
goal and tone for Catch- To reflect on learning newly-discovered
Standards knowledge to spark them physical state to prevent
up Fridays, emphasizing experiences in Peace knowledge and skills
interest and motivate them to injuries and improve blood
the holistic development Education to perform
read. flow
of individuals. better in school
The learner develops various Show appreciation of
To engage learners in
reading skills to improve their To consolidate your newly-
B. Performance reflective activities that
vocabulary, learn new words Give reflection on the information gained from discovered
promote self-discovery
Standards and expressions, and enhance learning experience the learning session in knowledge and skills
and informed decision-
their creativity and Peace Education to perform better in
making
imagination. school
Provide the learners the
C. Learning chance to reflect. develop a To foster a collective Perform a school task
To consolidate To reflect on learning
Competencies/ deeper understanding of the environment for using your newly-
information gained from experiences in Peace
Objectives text, and promote the use of reflection and open discovered
the given activity Education
language or newly learned communication. knowledge and skills
words creatively.
Respect (How to show Sexual and
CONTENT Peace Concepts
Reading Intervention respect to other people) Reproductive system Be Aware! Stay Safe.
( Subject Matter) (Cultural sensitivity)
(Sign of Poverty)
II.LEARNINGRESOUR
CES
 A. References

1.Teachers Guide pages

Listen to others and

respect difference’s.
Be knowledgeable in
cultural differences Homeroom
Guidance
2.Learners Material Short story: Dream Big and Quarter 3 – Module
do it ! 7:
Be Aware! Stay
Safe!

Normalize body hair

https://
https://www.google.com/
https://drive.google.com/ www.google.com/
B. Other Learning url?sa=i&url=https%3A
drive/folders/ search?
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Resources 1LENm8VHUiwTXIk49i7dx sca_esv=a19c4e940f5ae
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III. PROCEDURES
Begin with classroom Begin with classroom Begin with classroom Begin with classroom Begin with
routine: routine: routine: 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. Reminder on
Attendance Attendance Attendance Attendance Health and
c. Quick Kamustahan c. Quick c. Quick c. Quick Safety protocols
Drill: Guess the Word Kamustahan Kamustahan Kamustahan c. Checking of
Attendance
STORY: THINK BEFORE Introduction Friday Routine Exercise Preparation and d. Quick
YOU JUDGE Settling In Kamustahan
Discussion: Facilitate a New Jeans - Super Shy |
A. PRE-READING discussion about the Dance Fitness Welcome: Greet Let’s Try
1. Activating Prior meaning of differences. students warmly and This
Knowledge: Discuss about Ask students to provide Current Health News express your excitement “Be Safe”
examples of how they Sharing for the lesson. Directions:
their dream job and what
show respect inside and 1. Look at the picture
they need to do to outside the school. Warm-up Activity: carefully. Imagine
Right or left: The
successfully achieve their students will choose right that you are walking
dreams. What are plans they Picture Analysis will serve as having hair Ask the students about as you go to your
need to do. Last ask the The teacher will show body is normal and the left their experience if they school from home.
students if they are willing to different pictures serves as body hair is have encounter different 2. On a piece of
do everything for their showing respectful and dirty. After choosing ask cultures in another place. paper, list down the
disrespectful students. the students “why?” allow Compare the culture of things that you see as
dream?
Ask the opinion of the the students to express Filipino to other country. you walk from home
2. Building Background students about the their thoughts about it.
pictures. Peace Education
Knowledge: Learning Session
Show pictures of king asking
Brainstorming: Lead a
the carpenter to do everything discussion about the
for his dream. word "Cultural
Sensitivity." Cultural
sensitivity, also referred
Health sessions to as cross-cultural to school.
Exploring the poverty sensitivity or cultural Let’s Explore This
stage and the signs. awareness, is the Stay Safe
The teacher will present a knowledge, awareness,
PowerPoint presentation and acceptance of other Directions:
 showing the signs of cultures and others' 1. Choose one among
poverty. cultural identities. the scenarios given
where your life can
Reflection and Sharing be put at risk
Introducing Cultural or in danger.
The teacher will let the Differences Concepts: 2. Explain how you
students share their Define "Culture" will handle the
personal experiences of Culture is a concept that situation.
having some changes on encompasses the social 3. Write your answers
their body. behavior, institutions, in your paper.
and norms found in
Wrap Up human societies, as well
Remind students that it is as the knowledge,
okay to have body hair beliefs, arts, laws,
because this is part of their customs, capabilities,
development. Instead of and habits of the
heating your own hair you individuals in these
should take care your groups.
3. Introducing Key proper hygiene. Keep in Mind
Vocabulary: Define and Define "Cultural
discuss words like "scared”, Differences " cultural Personal Care and
“impossible”, “ruthless”, Differences: Variations Safety
etc. Use picture prompts to in cultural traits between Read and Understand
cultures, including the Passage.
illustrate the meaning.
different music, different B.E.S.A.F.E
Reflective Thinking
4. Setting Reading Goals: language, different
Activities You Can Do It!
Tell students they will listen religion, different
The teacher will ask the Directions:
cultural mores, and so
to the story and think about students to provide an 1. Copy the table in
forth.
on how the king didn’t reach example of respecting your answer sheet.
his dream. and disrespecting 2. Write specific
teachers based on their ways on how you can
experience protect yourself on
Comparing and different situations.
Contrasting
The teacher will show
B. DURING READING: different pictures that
1. Modeling Fluent shows the culture
Structured Activities
 Reading: Read the story The teacher will read the differences. Allow the What I Have
expressively, emphasizing scenario and the students students to express their Learned
how king ordered the will stand up if the opinion about the
carpenter to do the things scenario was showing picture. Direction: Write the
for him just to achieve his respect and the students things that you have
dream. will clap of the learned on a piece of
ask questions like: “ Was statement are showing paper by completing
the carpenter able to do disrespecting. the following
the statements.
task at once? Why? Why 1. Students say good 1. I say no when
not?” Encourage students morning when the ______________.
to share their thoughts teacher arrives. Progress Monitoring 2. I express my
and feelings. 2. The students will through Reflection and feelings if
shout and run during Sharing ___________.
class. 3. I follow
C. POST READING: 3. Students always rise Group Action instructions
their hands before their Brainstorming: Ask because________.
1. Reviewing Key Points: answer. students to brainstorm 4. I ensure privacy to
Briefly summarize the story, 4. The students are by group on how they ___________.
emphasizing how the always late. will promote to become
5. The students are aware of cultural Share Your
selfishness of the king just
sleeping during the differences. Thoughts
to achieve his dream even
class. and Feelings
though all the trees and 6. The students are Collective Action
woods are already been cleaning the room before Brainstorming: Discuss How can you be safe
used. their leave. ways to promote respect and protected in this
7. The students always on the different cultures time of pandemic?
2. Reflecting on Reading ask permission to the that we might encounter Write your answers
Experience: Ask students if teacher. in the future. in
they ever experience asking your answer sheet.
Wrap Up
a lot of things to their
Review and Sharing:
parents to have their wants Briefly review the key
Group Sharing
like new phones or toys. The teacher will group concepts of cultural
the class into three and differences.
each group create a Allow students to share
scenario that showing their reflections and
respect and disrespecting ideas from the
 teacher inside the worksheet or
school. brainstorming sessions.

Feedback and
Reinforcement

Provide positive
feedback: Appreciate
students' participation
and effort throughout the
lesson. Highlight
specific examples of
how they respect
teachers inside and
outside the school.
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 by: Noted By:

MARIA ANGELINE T. PEBRES SHERWIN S. PADERES

Teacher III Principal I