for Friday lesson

1. CATCH-UP FRIDAYS TEACHING GUIDE
Page 1 of 9
I. General Overview
Catch-up Subject: English Grade Level: 5
Quarterly Theme: Reading Intervention
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)
Date: January 26, 2024
Sub-theme: Duration: 90 mins
(time allotment as
per DO 21, s. 2019)
II. General Overview
Session Title: “AR” Words(/AR/sounds)
Story with /AR/
Subject and Time: English
PM Session
(schedule as per
existing Class
Program)
Session
Objectives:
The learners demonstrate their expanding vocabulary knowledge as used in
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

2. CATCH-UP FRIDAYS TEACHING GUIDE
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III. Teaching Strategies
Components Duration Activities
Pre-Reading
Activity 15 mins
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 chosen
in front of the other players
3.The first person to guess the word or phrase gets a
point.
During Reading 50 mins
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/

3. CATCH-UP FRIDAYS TEACHING GUIDE
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Activity 3. Read the story. (the teacher may read it first and
let the students to read it themselves.
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. CATCH-UP FRIDAYS TEACHING GUIDE
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4. How will you make it?
5. What will you feel if you finish your project? Why?
Post -reading
Activity
20 mins
Activity 4: Snake and Ladder Game 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
slide down to the bottom of the snake.
5.The first player to get to the space that says 'home' is the
winner.

5. CATCH-UP FRIDAYS TEACHING GUIDE
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Prepared By:
MARY GRACE S. SOSA PATRICIA NICOLE H. HERNANDEZ
Teacher III Teacher I
Approved:
ROWENA S. BEDERICO
School Head
Reflective
Journaling
5 mins
Activity 5:
Complete the sentence.
1. I have learned _________.
2. I enjoyed the activity ________ because ___________.
II. General Overview

6. CATCH-UP FRIDAYS TEACHING GUIDE
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Catch-up Subject: English Grade Level: 5
Quarterly Theme: Reading Enhancement
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)
Date: January 26, 2024
Sub-theme: Duration: 90 mins
(time allotment as
per DO 21, s. 2019)
II. General Overview
Session Title: Noting Important Elements (Story
Grammar)
Subject and Time: English
PM Session
(schedule as per
existing Class
Program)
Session
Objectives:
The learners demonstrate their expanding vocabulary knowledge as used in
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
(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

7. CATCH-UP FRIDAYS TEACHING GUIDE
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Preparation and
Settling In 15 mins
Activity 1: Hand Mime (Video)
After the first activity, the teacher will group the students
by playing “the boat is sinking”.
Dedicated
Reading Time
20 mins 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, but
they also talk to other people about fi re safety. Some schools have the fire
fighters come in every year to teach kids about how to stay safe around fire.
One of the most important parts of being a fire fighter is working as a team.
Fire fighters
have to work together to stop fires, even down to
holding the hose together!
Some fire fighters stay at the f ire station for an entire day,
including overnight. When there is not a fi re
going on, firefighters make sure al l of their equipment is
clean and in working order. After dinner, they are able to use their free time
to 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 ready at all
times.
This means that even if they just sat down to eat dinner when the
fire al arm goes 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 night,
firefighters have to be able to wake up quickly to get
to the emergency.
Firefighters wear special equipment to keep them safe. They wear

8. CATCH-UP FRIDAYS TEACHING GUIDE
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Progress
Monitoring
through reflection
and sharing
15 mins
Activity 3: Comprehension Questions
1.What are two personality traits firef ighters should have to
be
successful?
2.Why is i t impor tant for fi refighters to do physical tests?
3. What does “f r equ ent ” mean in the 2nd paragraph? How

9. CATCH-UP FRIDAYS TEACHING GUIDE
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do
you know?
4. In addi tion to fighting house fi res, what el se do fi
refighters do?
5. Would firefighting be a good f i t for you when you grow
up?
Why or why not?
Wrap Up 10 mins
Reflective
Journaling
10 mins
Activity 5:
Complete the sentence.
I have learned _________.
I enjoyed the activity ________ because ___________.