CATCH-UP FRIDAYS TEACHING GUIDE

I. General Overview
Catch-up Grade Level: 5
English
Subject:
Quarterly Reading Intervention Date: February 16, 2024
Theme:
(refer to Enclosure No. 3 of DM
001, s. 2024, Quarter 3)
Sub-theme: Duration: 90 mins
(time allotment as
per DO 21, s.
2019)
II. General Overview
Session Title: “AR” Words(/AR/sounds) Subject and Time: English
Story with /AR/ PM Session
(schedule as per
existing Class
Program)
Session The learners demonstrate their expanding vocabulary knowledge as used in
Objectives: formal and informal situations: growing knowledge of grammatical structures;
literal, literal, inferential, and critical comprehension of literary and
informational texts; and developing skills in composing and creating text in
order to produce culture-appropriate texts based on ones’ purpose, context
and target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary
and informational texts and produce culture-appropriate texts: narrative and
expository texts (explanation, news report) based on their purpose, context
(Chinese New Year), and target audience using simple, compound, and
complex sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card, Flash Cards, Board Game

III. Teaching Strategies

Components Duration Activities
Teacher will set the mood for a game activity called
“charades”.

Here are the rules of charades:

1.Choose a player to start. The player thinks of a word

that has “AR” sounds that the others should be familiar
with.

2.The player then acts the word or phrase they've

Pre-Reading chosen in front of the other players
Activity 15 mins 3.The first person to guess the word or phrase gets a
point.
art
marche jar
d
yard yarn cart

arm farm
 CATCH-UP FRIDAYS TEACHING GUIDE

Activity 2. Read aloud the following words that have “AR”

sounds. (the teacher may use flash cards). The teacher
will read the word first then the students will repeat it.
(Group reading aloud, Pairing, Individual)

/AR/

Activity 3. Read the story. (the teacher may read it first

and let the students to read it themselves.

During Reading 50 mins

Comprehension Questions:
1. Who marched down the barn?
2. What are the things inside the barn?
3. What project can you make or create if you have
jar and yarn?
4. How will you make it?
5. What will you feel if you finish your project? Why?

Post -reading 20 mins Activity 4: Snake and Ladder Game Activity

Activity How to play:
1.Each player puts their counter on the space that says,
'start here'.
2.Take it in turns to roll the dice. Move your counter
forward the number of spaces shown on the dice while you
read the succeeding words.
3.If your counter lands at the bottom of a ladder, you can
move up to the top of the ladder.
4.If your counter lands on the head of a snake, you must
 CATCH-UP FRIDAYS TEACHING GUIDE

slide down to the bottom of the snake.

5.The first player to get to the space that says 'home' is
the winner.

Activity 5:
Reflective Complete the sentence.
5 mins
Journaling 1. I have learned _________.
2. I enjoyed the activity ________ because ___________.

Prepared By: Noted:

NIÑA MAE R. MERCADO MARVINA M. AGUSTIN

Teacher I Principal II

II. General Overview

Catch-up Grade Level: 5
English
Subject:
Quarterly Reading Enhancement Date: February 23, 2024
Theme:
(refer to Enclosure No. 3 of DM
001, s. 2024, Quarter 3)
Sub-theme: Duration: 90 mins
(time allotment as
per DO 21, s.
2019)
II. General Overview
Session Title: Noting Important Elements (Story Subject and Time: English
Grammar) PM Session
(schedule as per
existing Class
Program)
Session The learners demonstrate their expanding vocabulary knowledge as used in
Objectives: formal and informal situations: growing knowledge of grammatical structures;
literal, literal, inferential, and critical comprehension of literary and
informational texts; ande developing skills in composing and creating text in
order to produce culture-appropriate texts based on ones’ purpose, context
and target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary
and informational texts and produce culture-appropriate texts:narrative and
expository texts (explanation, news report) based on their purpose, context
 CATCH-UP FRIDAYS TEACHING GUIDE

(Chinese New Year), and target audience using simple, compound, and
complex sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card,

III. Teaching Strategies

Components Duration Activities
Preparation and Activity 1: Hand Mime (Video)
Settling In 15 mins After the first activity, the teacher will group the
students by playing “the boat is sinking”.

Dedicated
20 mins
Reading Time

Curious About Careers: Firefighters

Firefighting is an important job to keep people safe and help keep
fires from damaging too much proper ty. I t is a tough job, but if you like to
help people, i t could be the job for you! Firefighters have to take physical
tests to make sure their bodies are strong enough to do al l of the work
required. They have to be able to carry heavy objects, go up many flights
of stairs, and work for a
long time. Firefighters al so go through frequent training.
They need to be aware of the latest techniques in fighting fires, and
keeping themselves and others safe. Not only do they train themselves,
Progress 15 mins Activity
but they also 3: talk
Comprehension
to other people about Questions
fi re safety. Some schools have
Monitoring the fire fighters come in every year to teach kids about how to stay safe
through around fire. One of the most important parts of being a fire fighter is
1.What are two personality traits firef ighters should have
working as a team. Fire fighters
reflection and to be
have to work together to stop fires, even down to
sharing holding the hose together!
successful? Some fire fighters stay at the f ire station for an entire day,
2.Why
including isovernight.
i t impor tant
When forisfinot
there refighters
a fi re to do physical tests?
going on, firefighters make sure al l of their equipment is
3.clean
What does “f r equ ent ” mean in the 2nd paragraph?
and in working order. After dinner, they are able to use their free
How
time doto relax. Firefighting is stressful, though. Fire fighters never know
when a fi re or other emergency is going to happen, so they have to be
you know?
ready at all times.
4. In addi Thistion to that
means fighting
even if house
they just fisatres,
downwhat
to eat el se do
dinner whenfi the
fire al
refighters arm goes
do? off, they can’ t fin is h eating. They have to leave all of
their food where i t is and go to help right away. Even in the middle of the
5.night,
Would firefighting
firefighters have to bebeable
a good
to wakefup i tquickly
for you when you grow
to get
to
up? the emergency.
Firefighters wear special equipment to keep them safe. They
Why
wear or why not?
big jackets and pants made of special material s to deter fire. Helmets are
another type of protective equipment to protect their heads from falling
objects. They wear face masks and oxygen tanks to help them breathe
even when the air is filled with smoke. Firefighters also wear boots to
protect their feet from kicking objects and from the heat.
In addition to the equipment they wear, there is other equipment
that firefighters use to help them do their jobs more easily. They use fire
trucks and fi re engines that are equipped with special tools. In the fire
engines they have their tool s organized so that they can quickly find and
use them.
Firefighters use hoses to connect to fire hydrants so that they can get a lot
of water at one time.
 CATCH-UP FRIDAYS TEACHING GUIDE

Wrap Up 10 mins

Activity 5:
Reflective Complete the sentence.
10 mins
Journaling I have learned _________.
I enjoyed the activity ________ because ___________.

Prepared By: Noted:

NIÑA MAE R. MERCADO MARVINA M. AGUSTIN

Teacher I Principal II