School: Grade Level: 4

GRADE 4 Teacher: Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY week 1 Quarter: FOURTH

Catch-Up Friday

NRP (National Reading Values Education Health Education Peace Education Homeroom
Program) Guidance Program

I. OBJECTIVES

A. Content The learner activates prior To set the overarching To prepare the learner's To reflect on learning Determine your
Standards knowledge to spark them goal and tone for Catch- physical state to prevent experiences in Peace newly-discovered
interest and motivate them to up Fridays, emphasizing injuries and improve blood Education knowledge and skills
read. the holistic development flow to perform
of individuals. better in school
B. Performance The learner develops various To engage learners in Give reflection on the To consolidate Show appreciation of
Standards reading skills to improve their reflective activities that learning experience information gained from your newly-
vocabulary, learn new words promote self-discovery the learning session in discovered
and expressions, and enhance and informed decision- Peace Education knowledge and skills
their creativity and making to perform better in
imagination. school
C. Learning Provide the learners the To foster a collective To consolidate To reflect on learning Perform a school task
Competencies/ chance to reflect. develop a environment for information gained from experiences in Peace using your newly-
Objectives deeper understanding of the reflection and open the given activity Education discovered
text, and promote the use of communication. knowledge and skills
language or newly learned
words creatively.
Reading Intervention Gratitude Say no! no gateway drugs Environmental Be Aware! Stay Safe.
CONTENT stewardship
( Subject Matter)

II.LEARNINGRESOUR
CES
A. References

1.Teachers Guide pages

2.Learners Material Short story: THE BONE IN Gratitude sweetens No to drugs! Think green Homeroom
 THE THROAT even the smallest Guidance
moment
Quarter 4 – Module
12:

Get Connected With

Others for More
Discovery

B. Other Learning https://drive.google.com/ https:// https://www.google.com/

Resources drive/folders/ www.google.com/ url?sa=i&url=https%3A
1LENm8VHUiwTXIk49i7dx search? %2F
DnFLGT5E-wLH sca_esv=a19c4e940f5ae %2Fwww.pinterest.com
c6f&sxsrf=ACQVn0_Pi %2Fpin%2Fmy-work--
AJZTpNCGf-
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: THE BONE IN Introduction Friday Routine Exercise Preparation and d. Quick
THE THROAT 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 gratitude. students warmly and This
Knowledge: Discuss about Ask students to provide Current Health News express your What I See!
choosing words wisely. It is examples of when they Sharing excitement for the
important to think first feel gratitude. lesson.
before saying something to Your opinion matters: Directions:
The students express their Study the given
others.
Picture Analysis thoughts about drugs and pictures. Describe
Do you think it is The teacher will show how we can prevent Warm-up Activity: what you see and
different pictures and the spreading the use of drugs. think about it.
important to become a students will explain in Ask the students about Write your answer on
gratitude? what way that being their experience if they a sheet of paper.
gratitude shown in the Health sessions have encountered to
2. Building Background pictures. Exploring the poverty plant trees or
Knowledge: stage and the signs. volunteering in the
The teacher will present a community to clean in
Show statements that students Reflective Thinking PowerPoint presentation barangay.
will identify if the statement Activities discussing Say no! no
was good or not. The teacher will ask the gateway drugs Peace Education
students to provide an Learning Session
The students will clap twice it example based on their
the statement is good and experience when they Brainstorming: Lead a
stand up if the statement if feel gratitude. Reflection and Sharing discussion about the
word " Processing
bad.
Structured Activities The teacher will let the Environmental Questions:
The teacher will present students share their stewardship " 1. What do all of
a video then later on the thoughts on how we are Using picto word. The these pictures have in
3. Introducing Key students will share their going to prevent the use of students will analyze common?
thought and idea drugs. the 2 pictures that leads 2. Do you also do the
Vocabulary: Define and
according to the video. them to :Environmental things shown in the
discuss words like Wrap Up pictures? Write
stewards
"gratitude”, “lazy”, Remind students that using briefly about it.
“vigorously” “deceived”, drugs is not good in our 3. What did you feel
etc. Use picture prompts to health it has a side effect when you join in
illustrate the meaning. and it can ruin your those activities?
Group Sharing relationship to your
4. Setting Reading Goals: The teacher will group parents, friends and love Introducing Let’s Explore This
Tell students they will listen the class into three and once. Environmental Stay Safe
to the story and think about each group create a stewardship
scenario that showing Concepts: Define " Directions: Read the
on how Tony the wolf statements carefully.
gratitude. Environmental
ungrateful and selfish in the Put a check mark to
stewardship "
story. GROUP 1: Environmental the corresponding
Slogan with the theme of stewardship refers to column that describes
your actions or
 being gratitude in small the responsible use and feelings. Copy and
things that we have in protection of the answer the
life. natural environment activity on a sheet of
through active paper.
B. DURING READING: Group 2: participation in
1. Modeling Fluent Role-playing showing conservation efforts
Reading: Read the story the scenario of how to and sustainable
expressively, emphasizing become gratitude. practices by
how king ordered the individuals, small
carpenter to do the things Group 3: groups, nonprofit
for him just to achieve his Explain how important organizations, federal
dream. the gratitude as a agencies, and other
ask questions like: “If Crane student. collective networks.
are you going to help the
wolf?” “After helping
the wolf and didn’t give Feedback and Comparing and
what he promise are you Reinforcement Contrasting
going to take revenge?” The teacher will show
Encourage students to share Provide positive different pictures that
Processing
their thoughts and feedback: Appreciate shows the
Questions:
feelings. students' participation Environmental
1. What did you feel
and effort throughout the stewardship. Allow the
while completing the
lesson. Highlight students to express
activity?
C. POST READING: specific examples of their opinion about the
2. How will you
how to become gratitude picture.
1. Reviewing Key Points: describe your
in different ways.
relationship with
Briefly summarize the story, others?
emphasizing how earn to be Progress Monitoring
3. How can you make
grateful. WE should be through Reflection
connections to your
and Sharing
thankful to the things we family, school and
have small or big we should community?
Group Action
also share to others. Brainstorming: Ask
Keep in Mind
students to brainstorm
Proactive Problem
by group on how they
Solving
will promote to become
2. Reflecting on Reading Environmental
Experience: Ask students if Directions: Our
stewardship to save our
family is our strong
they ever experience helping mother earth.
support system. They
a bad person and then you are with us when we
pity him/her so you helped Collective Action
encounter difficulties
then later on after getting Brainstorming: and challenges. They
help still a bad person? Discuss ways to are also our primary
promote Environmental source of
stewardship inside and love and support.
outside the school.
Here are simple steps
to strengthen
Wrap Up connection among the
Review and Sharing: members of the
Briefly review the key family:
concepts of 1. Show appreciation
Environmental Show your family
stewardship. members that you
Allow students to share care
their reflections and about them. Express
ideas from the this through words
worksheet or and actions.
brainstorming sessions. 2. Provide help and
support
Make yourself
available to give
support
whenever someone
needs it. Doing
simple things for
them like
helping in the
household chores will
mean a lot.
3. Healthy
communication
Comfortably talk to
your family members
about your problems.
Asking help from
them will greatly help
you in finding
solutions.
4. Take responsibility
of one’s actions.
Be responsible of
your actions by
knowing your roles,
making simple
decisions and
admitting your
mistakes. Learn how
your actions can
affect you, as well as
others

You Can Do It!

Directions: Before
offering help, it is
important to first
know and understand
the
problem so you can
easily think of
possible solutions.

1. On the left column,

identify the issues
and problems that
you observe
within your family,
school and in your
community.
2. Then list down
ways on how you can
help to find a solution
on the right
column.
3. Copy and answer
the table on a piece of
paper.
Processing
Questions:
1. What do you feel
when you are able to
help others?
2. When you help
others, do you expect
something in return?
(Yes or
No) and why?
3. As a grade four
learner, how can you
make your
community a better
place to live at?

What I Have
Learned
Direction: Read the
following statements
carefully. On the
right column, draw a
happy face if the
action should be
applied in order to
help and get
connected with others
or a sad face if it tells
otherwise. Copy and
answer
the activity on a piece
of paper.
Share Your
Thoughts
and Feelings

Direction: Complete
the following
sentences below.
Copy and answer
the activity on a
piece of paper.

1. At home, I will
help my parents
with
_________________
_________________
_________________
__
_________________
_________________
_________________
__
_________________
_________________
_________________
__
2. At school, I will
offer my help to my
teachers with
_________________
_________________
_________________
__
_________________
_________________
_________________
__
_________________
_________________
_________________
__
3. I’m ready to give
a helping hand to
my classmates
whenever
_________________
_________________
_________________
__
_________________
_________________
_________________
__
_________________
_________________
_________________
__
4. With friends and
neighbours, I’d like
to extend help to
_________________
_________________
_________________
__
_________________
_________________
_________________
__
 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?