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WEEK 4 DLL Catch UP Friday Grade 6

Secondary Education (Trinidad Municipal College)

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X School: Kauswagan Elementary School Grade Level: SIX

GRADE 6 Teacher: Riza C. Gaviola Learning Area: CATCH-UP FRIDAY
CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY, FEBRUARY 23, 2024 Quarter: THIRD

Homeroom
Catch-up National Reading Program
Values Education Health Education Peace Education Guidance Program
Subject: (NRP)
(HGP)
I. II. GENERAL OVERVIEW

Quarterly Drop Everything Drop Everything and Community Sexual and Community
-
Theme: and Read Read Awareness Reproductive Health Awareness

Gender equality
Justice Justice
Sub-theme: - - and gender -
Cultural Sensitivity Cultural Sensitivity
stereotyping
Reading Reading Justice and Cultural Making
I. Session Title Aiming for Justice
Intervention Enhancement Sensitivity Connections
The learners should The learners should be The learners should The learners should The learners should The learners should
be able to able to demonstrate be able to work be able to Recognize be able to articulate be able to explain
understanding of main
understand ideas, supporting details, collaboratively to how gender their understanding the importance of
vocabulary and build inferences, and author's explore different stereotypes are through group sharing seeking and
II. Objectives stronger word purpose through various perspectives on portrayed in stories and reflection. rendering help in
recognition skills comprehension activities justice and cultural and media solving problems
(e.g., summarizing,
questioning, discussing).
sensitivity.
Short Story: Princess Zumba Dance:
and the Pauper h琀琀ps://www.youtube.com/ Short Story: Robin
Short Story: The Youtube Link: watch?v=34MIVX5a2cU Hood
III. Learning Short Story: Ang h琀琀ps://www.youtube.com/ Youtube Link:
Country Maid and HGIPS-IIIb-3
Resources/ Bagong Kaibigan watch? Malala’s Magic Pencil https://
Her Milk Pail v=qfJTxhlykvQ&list=PL8mraR https:// (Week 4 and 5)
References (PDF) www.youtube.com/
(PDF) gf0sAfm1qesQr8vCgCyi7dwr0 www.youtube.com/ watch?v=l0yYBqKHj2I
zF watch?v=uSrC-GNbjQg

Begin with Begin with Begin with Begin with Begin with Begin with
classroom routine: classroom routine: classroom routine: classroom routine: classroom routine: classroom
a. Prayer a. Prayer a. Prayer a. Prayer a. Prayer routine:
IV. Activities and
b. Checking of b. Checking of b. Checking of b. Checking of b. Checking of
Procedures a. Prayer
Attendance Attendance Attendance Attendance Attendance
c. Quick c. Quick c. Quick c. Quick c. Quick b. Checking of
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan Attendance

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c. Quick
Kamustahan
A. Introduction
A. Pre-Reading A. Friday Routine A.Let’s Try This
Begin by asking Exercise
Ask the student students what they A. Preparation 1. On a clean
understand by the Girl in the Mirror | and Settling
terms "justice" and Zumba® | Dance In
"cultural sensitivity". Fitness | Live Love
Party 1. Select key sheet of paper,
Briefly introduce the excerpts write three (3)
story "The Princess  Begin with a from "The problems/concern
and the Pauper" warm-up Prince and s that you are
and explain that activity the Pauper"
facing right now.
today's lesson will related to showcasing
focus on exploring the topic contrasting Rank them
A. Preparation and these themes within (e.g., have experiences according to its
what they already Settling In the story. students of importance from
stand and justice/injust the most
Greet students B. Reflective move ice and important to
warmly and create Thinking according to diverse least important.
a positive learning instructions perspectives 2. Write three (3)
environment. Divide students into like "touch .
small groups and your head if 2. Prepare
Briefly review the distribute copies of the you think chart paper
classroom story. boys are with
expectations for better at headings: "J problems/concern
reading time. Ask students to read math"). ust Actions," s of the
know about dogs. the story individually  Briefly "Unjust
community where
Ask students to and reflect on the discuss the Actions,"
you live in. Rank
Have them share share any personal following questions: purpose of "Cultural
any experiences connections they the Differences. them
they have had with have to farms or Who experiences lesson: expl " according to its
pets. dairy products justice in the story? oring gender 3. Print peace importance from
Who experiences equality and dove the most
Discuss the injustice? challenging origami important to least
meaning of the word B. Dedicated stereotypes. instructions important.
"kaibigan" (friend) Reading Time How does the story (optional) for
and brainstorm portray different social a calming Let’s Explore
synonyms. Explain that today's classes and cultures? B. Current Health activity. This
reading focus is "The News Sharing
Are there any Stay Safe

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Vocabulary Country Maid and Her characters who show

Preview: Milk Pail." cultural sensitivity? If Look at your
Introduce key so, how? B. Peace answers in
vocabulary words Distribute copies of Share a recent Education Activity 1. Write
from the story, such the story and allow After individual news article or story Learning your identi昀椀ed
as "alaga" (care for), students quiet time to reflection, have each related to gender Session problem which
"mabait" (kind), read independently. group share their equality or breaking you
"masaya" (happy), thoughts and key down gender 1. Briefly Ranked 1 or your
"pasyal" (walk), and points with the class. stereotypes (e.g., a introduce the most important
"laruan" (play). Encourage students to female athlete story's context problem. Ask your
use silent reading excelling in a and the parents/ guardian
Use visuals, strategies like traditionally male- learning and
definitions, or chunking, finger- dominated sport). other members of
objectives.
context clues to pointing, and C. Structured the family to help
2. Divide
explain the meaning rereading difficult Values C. Health you 昀椀nd solutions
of each word. sections. Sessions students into
Activities to your identi昀椀ed
small groups
problem.
B. During Reading After about 10 and distribute
minutes, consider 1. Read the story excerpts. Keep in Mind
having students turn chosen 3. Ask each
Fluency and to a partner and read Ask students to read short story group to read Life itself is all
Decoding aloud to each other for the story individually to the class their about solving
5-7 minutes, and reflect on the or have
excerpt, identif problems. All of us
Model fluent practicing fluency and following questions: students
y examples have our own
reading, paying expression. read in
Who experiences small of justice/inju daily struggles
attention to stice, and which
expression and justice in the story? groups.
2. Activity 1: record them on help us learn from
pacing. C. Progress Who experiences
Challengin the chart paper our experiences,
Monitoring injustice? make us grow and
Have the student through g under the
How does the story Assumptio corresponding become wiser and
echo-read short Reflection and stronger and
phrases or Sharing portray different social ns: Divide headings.
classes and cultures? students shape
sentences. 4. Facilitate a
into us to be the better
Individual Reflection: class version of
Are there any pairs. Give
Provide support with Provide students with discussion ourselves.
decoding unfamiliar sticky notes (optional) characters who show each pair a using the
words using sound- or ask them to reflect cultural sensitivity? If scenario
chart:
spelling mentally. so, how? where
o What You Can Do It!
relationships. someone
After individual makes an pattern Make a slogan or
Ask them to write
reflection, have each assumption s do poster to show
Encourage the down one "strength"
group share their based on you your active role as

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student to self- they demonstrated thoughts and key gender observ a learner in the
correct and use while reading (e.g., points with the class. (e.g., "Boys e in the 昀椀ght against the
context clues to good pace, can't be exampl Corona Virus in
figure out word understanding Activities (20 dancers"). E support of the
es?
meaning. vocabulary) and one minutes): ncourage Department of
o How do
"area for pairs to Health’s program
charact
Comprehension improvement" (e.g., discuss and “BIDA Solusyon sa
ers
Stop periodically to stumbling over words, Activity 1: Identifying write down COVID
ask the student difficulty arguments experie
Injustice (10 minutes): -19” and/or other
comprehension comprehending a against the nce community
questions: part). assumption justice/i problems.
using njustice
What happened just Students can stick Write the following evidence differen
now? their notes on the sentence on the from the tly? What I Have
chart under the board: "In the story story or their o Are Learned
How does Dessa appropriate columns 'The Princess and the own there
feel? or share their Pauper,'..." experiences cult Think of a
reflections verbally. . situation and use
Why did the Ask students to take 3. Activity 2: the following
character do that? Briefly discuss turns adding phrases Reimagine steps to practice
C. Progress
common strengths to the sentence that the your problem-
Monitoring
Can you predict and areas for describe examples of Story: Ask solving skills
through
what will happen improvement as a injustice they students to
Reflection
next? class. identified in the story. imagine and Share Your
and Sharing
Encourage them to write down Thoughts
D. Wrap Up consider different how the and Feelings
1. Pose individual
C. Post Reading story would
characters' reflection
Briefly summarize the be different On a sheet of
perspectives. questions:
Discussion and key points of the story if gender paper, answer the
Analysis: and the reading roles were o How following
Discuss the main strategies practiced. reversed. Di questions.
might
character, Dessa, Activity 2: Cultural scuss how 1. What have you
and her relationship Ask students to share Sensitivity Scenarios this your
own learned in this
with her dog. their overall (10 minutes): challenges lesson?
experience with the their views backgr
2. To whom would
Talk about the reading activity. on ound
you ask for help
importance of traditional influenc
Prepare several short when you
friendship, roles. e your encounter
responsibility, and scenarios on
underst problem/s? Why?
caring for animals. construction paper
anding 3. How do you feel
that depict situations
of when seeking help
where cultural

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Ask the student how sensitivity is important D. Reflection and justice? from others?
the story made them (e.g., meeting Sharing 4. What are the
feel and connect it to o Imagin strengths, skills,
someone from a
their own different culture, trying Reflection and e and abilities you
experiences. a new food). Sharing: Have yoursel will be able to
students f in the develop when you
Creative Divide students into individually reflect story. H use
Response: groups and distribute on what they ow the steps in
Have the student the scenarios. learned about would problem-
draw a picture of gender stereotypes you solving?
their favorite scene Ask each group to and their have
from the story. discuss the scenario impact. Then, facilit
acted
and brainstorm ways ate a class
differen
to demonstrate discussion where
students share their tly?
cultural sensitivity in
that situation. thoughts and o What
insights.
does c
Have each group
ultural
share their scenario
E. Wrap UP sensiti
and ideas with the
vity me
class.
1. Activity 3: an to
Smash the you?
Stereotypes!:
D. Group Provide 2. Allow silent
Sharing and construction reflection
Reflection paper, crayons time, followed
, and by small group
markers. Ask discussions.
Facilitate a class students to
draw images 3. Facilitate a
discussion about the class
and write
activities. Encourage discussion:
messages that
students to share their challenge
learnings and insights o Share
different
about justice, cultural gender key
sensitivity, and stereotypes. Di takeaw
empathy. splay the ays
creations on a from
Ask students to reflect board titled person
on the following "Smash the al
questions:

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How might our own Stereotypes!" reflecti

cultural backgrounds 2. Discussion: L ons.
influence our ead a
discussion o Discus
understanding of
justice? about the s the
importance of comple
What are some ways gender xities of
we can be more equality and justice
culturally sensitive in challenging and the
our daily lives? stereotypes in importa
their lives. Ask nce of
How can we advocate students to
conside
for justice for others, share how
ring
even if they are they can
promote differen
different from us?
equality in their t
E. Feedback classrooms, co perspe
and mmunities, an ctives.
Reinforceme d future
nt careers.
3. Action
Briefly summarize Plan: Have D. Wrap Up
the key learning students
points of the lesson. create 1. Review the
Provide positive individual learning
feedback to action plans objectives and
students for their with specific summarize key
participation and ways they can points.
engagement. advocate for 2. Challenge
Encourage students gender students to
to continue thinking equality and apply their
critically about challenge understanding
justice and cultural stereotypes in in real-life
sensitivity in their their daily situations:
own lives and lives. Encoura o How
communities. ge them to can we
share their advoca
plans with te for
classmates justice
and family. in our
school/
commu

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nity?
o How
can we
demon
strate
cultural
sensitiv
ity in
our
interact
ions
with
others?
3. Optional: Have
students write
a short journal
entry reflecting
on their
learnings or
create a
collaborative
artwork
depicting their
vision of a just
and culturally
sensitive
world.

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

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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:

RIZA C. GAVIOLA
Teacher III

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