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Class Remediation Program Grade 6 Venus

The document outlines a Class Remediation Program for Grade 6 students at Burgos Central School for the school year 2024-2025, detailing objectives and strategies for each quarter. It addresses specific reading and comprehension challenges faced by students, with a focus on enhancing critical thinking, media literacy, and writing skills through various activities and assessments. Recommendations for additional support and advanced exercises are provided to cater to varying learner needs.
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0% found this document useful (0 votes)
40 views10 pages

Class Remediation Program Grade 6 Venus

The document outlines a Class Remediation Program for Grade 6 students at Burgos Central School for the school year 2024-2025, detailing objectives and strategies for each quarter. It addresses specific reading and comprehension challenges faced by students, with a focus on enhancing critical thinking, media literacy, and writing skills through various activities and assessments. Recommendations for additional support and advanced exercises are provided to cater to varying learner needs.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

CLASS REMEDIATION PROGRAM

School: Burgos Central School Grade Level: 6 Quarter:1


School ID: 103128 Section: Mars School Year: 2024- 2025
Learner’s Status
Learner’s Reading Republic of the Philippines
Materials Insignificant Significant
Activity/Strategy Mastery Recommendations
Need/s Objectives Department of Education
Used/Given Progress Progress
REGION II – CAGAYAN VALLEY
During Quarter SCHOOLS DIVISION OF ISABELA
1, most Grade • True or BURGOS DISTRICT
6-Venus pupils False Reading BURGOS CENTRAL SCHOOL
were observed Challenge:
to have Provide short
difficulty passages and let
distinguishing pupils identify
between real To classify which sentences
and make- information as are factual or
believe real, make- imaginary.
elements in believe, fact, or
texts and visual non-fact.
materials. Their • Who,
To enhance Storybooks
comprehension What, Where: Assign additional
comprehension (fiction and
skills often After reading a guided reading for
through nonfiction).
focus on literal story, ask pupils struggling learners.
identifying key
understanding, comprehension Visual aids
details. Introduce advanced
lacking critical questions and illustrated
thinking to focusing on charts. comprehension
identify non- identifying key tasks for learners
Competency: Classification who show mastery.
fact details like
Identify real or worksheets.
information. characters,
make-believe,
Enhancing this events, and
fact or non-fact
competency is settings.
images
vital as it builds
foundational Code: EN6VC-
skills for media IIIa-6.2 • "Prove It"
literacy and Questions:
critical Encourage pupils
analysis, to justify their
especially in answers using
the context of evidence from
digital the text.
information.
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

Prepared by: Received: Approved:

MAR HARVEY C. AGTARAP SHARON C. TARRAYO GINA R. ABUCAY, EdD


Reading Teacher School Reading Coordinator School Head

CLASS REMEDIATION PROGRAM


Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

School: Burgos Central School Grade Level: 6 Quarter:2


School ID: 103128 Section: Mars School Year: 2024- 2025
Learner’s Status
Learner’s Reading Materials Insignificant Significant
Activity/Strategy Mastery Recommendations
Need/s Objectives Used/Given Progress Progress

• Propaganda
Posters: Analyze
posters or Republic of the Philippines
Department of Education
advertisements to
In Quarter 2, identify REGION II – CAGAYAN VALLEY
learners are propaganda SCHOOLS DIVISION OF ISABELA
transitioning techniques used BURGOS DISTRICT
from basic (e.g., BURGOS CENTRAL SCHOOL
comprehension bandwagon,
to more appeal to
advanced To detect authority).
skills, such as emotional or
analyzing texts • Word
persuasive
for underlying Choice Debate:
word choices in
biases and Conduct debates
communication.
propaganda. where pupils
However, tests To develop practice Propaganda
revealed that critical thinking recognizing and materials (ads, Conduct small
learners in analyzing using evaluative speeches). group discussions
struggle to messages. language to support
effectively. Worksheets struggling learners.
recognize Competency: for identifying
evaluative Recognize • Bias Develop advanced
bias.
word choices evaluative word Bingo: Create a exercises focusing
and the choices to bingo game Multimedia on bias detection
intention detect biases where pupils samples for for proficient pupils.
behind and match examples analysis.
persuasive propaganda of biased
messages. devices used statements with
This skill is by speakers the type of bias
essential for or propaganda
developing Code: EN6LC-
device used.
informed and IIIb-3.1.12
critical thinkers, • Compare
especially in an and Contrast:
era dominated Provide two texts
by social media with differing
and viewpoints and
advertising. guide pupils to
identify
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

Prepared by: Received: Approved:

MAR HARVEY C. AGTARAP SHARON C. TARRAYO GINA R. ABUCAY, EdD


Reading Teacher School Reading Coordinator School Head

CLASS REMEDIATION PROGRAM

School: Burgos Central School Grade Level: 6 Quarter:3


School ID: 103128 Section: Mars School Year: 2024- 2025
Learner’s Status
Learner’s Reading Materials Insignificant Significant
Activity/Strategy Mastery Recommendations
Need/s Objectives Used/Given Progress Progress

Quarter 3 •Viewpoint
emphasizes Summaries: Republic of the Philippines
research and
presentation
Department of Education
Pupils summarize
articles or stories,REGION II – CAGAYAN VALLEY
skills, as identifying the
SCHOOLS DIVISION OF ISABELA
learners are main arguments BURGOS DISTRICT
required to and supporting BURGOS CENTRAL SCHOOL
examine details.
various To research
perspectives and analyze • Inference
on relevant differing Practice: Provide
issues. Current viewpoints. scenarios or
assessments passages where
To present a pupils predict
indicate that
structured, possible
while pupils
evidence- outcomes or infer Articles and
can gather Provide additional
based report. unstated opinion pieces.
information, practice in
they often face opinions. Graphic organizing ideas.
challenges in • Jigsaw organizers for
Competency: Offer leadership
organizing and Reading: Assign report
Present a roles in group work
presenting this parts of a topic to structuring.
coherent, for advanced
data different groups.
comprehensive Debate scripts learners.
coherently. Each group
report on and prompts.
This reads,
differing
competency is comprehends,
viewpoints on
critical for and presents
an issue
fostering their section to
effective Code: the class.
communication EN10LC-IIId-
and 3.18 • Role-
collaborative Playing: Assign
skills, aligning pupils roles in a
with the simulated debate
demands of or discussion,
modern requiring them to
education and research and
professional represent specific
environments. viewpoints.
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

Prepared by: Received: Approved:

MAR HARVEY C. AGTARAP SHARON C. TARRAYO GINA R. ABUCAY, EdD


Reading Teacher School Reading Coordinator School Head

CLASS REMEDIATION PROGRAM

School: Burgos Central School Grade Level: 6 Quarter:4


School ID: 103128 Section: Mars School Year: 2024- 2025
Learner’s Status
Learner’s Reading Materials Insignificant Significant
Activity/Strategy Mastery Recommendations
Need/s Objectives Used/Given Progress Progress

•Sentence-
Building Games:
Use Republic of the Philippines
sentence
Department of Education
starters, verb
cards, andREGION II – CAGAYAN VALLEY
conjunctions SCHOOLS
to DIVISION OF ISABELA
By Quarter 4, let pupils build BURGOS DISTRICT
pupils are grammatically BURGOS CENTRAL SCHOOL
expected to correct sentences
refine their in teams.
written
communication Use proper • Writing
by mastering grammatical Workshops:
grammar structures in Conduct weekly
structures. written outputs. guided
Assessments workshops
Compose focused on
show a
sentences with improving one Sentence
significant
logical grammatical area templates and
number of
connections at a time (e.g., grammar Continue grammar
learners
and clari verb tenses, charts. tutorials for
struggle with
Competency: conjunctions). struggling learners.
constructing Writing
Compose clear
grammatically • Peer prompts and Assign creative
and coherent
correct Review and peer review writing tasks for
sentences
sentences, Editing: Assign checklists. advanced learners
using
particularly with writing tasks to deepen skills.
appropriate Interactive
verb tenses, where pupils
grammatical grammar
conjunctions, exchange their
structures apps.
and adverbs. work and provide
(verb tenses,
Strengthening constructive
conjunctions,
this feedback,
adverbs)
competency is focusing on
key to ensuring Code: EN6G- grammar and
they are Ig-4.4.1ty. coherence.
prepared for
academic •Comprehensio
writing tasks n Journals:
and everyday Pupils write short
communication. reflections or
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
BURGOS DISTRICT
BURGOS CENTRAL SCHOOL

Prepared by: Received: Approved:

MAR HARVEY C. AGTARAP SHARON C. TARRAYO GINA R. ABUCAY, EdD


Reading Teacher School Reading Coordinator School Head

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