School: BALANTI ELEMENTARY SCHOOL Grade Level: SIX

GRADE 1 to Learning CATCH-UP

12 Teacher: MARY ANN R. BRIONES
Area: FRIDAY
DAILY LESSON
LOG Teaching Dates and
MARCH 1, 2024
Time: Quarter: THIRD

Catch-Up Friday
Homeroom
NRP Values Education Health Education Peace Education Guidance
Program

I. OBJECTIVES

To set the
overarching goal
To prepare the To reflect on Determine your
The learner activates and tone for Catch-
A. Content learner's physical learning newly-discovered
prior knowledge to up Fridays,
Standards state to prevent experiences in knowledge and
spark them interest and emphasizing the
injuries and improve Peace skills to perform
motivate them to read. holistic better in school
blood flow Education
development of
individuals.
The learner develops
To engage learners Show
various reading skills to
in reflective To consolidate appreciation of
improve their
activities that information gained your newly-
B. Performance vocabulary, learn new Give reflection on the
promote self- from the learning discovered
Standards words and expressions, learning experience
discovery and session in Peace knowledge and
and enhance
informed decision- Education skills to perform
their creativity and
making better in school
imagination.
C. Learning Provide the learners the To foster a To consolidate To reflect on Perform a school
Competencies/ chance to reflect. collective information gained learning task using your
Objectives develop a deeper environment for from the given experiences in newly-discovered
understanding of the reflection and open activity Peace Education knowledge and
text, and promote the communication.
 use of language or
newly learned words skills
creatively.

Justice (The Peace Concepts

Sexual and Be Aware! Stay
CONTENT Importance of (Public order and
Reading Intervention Reproductive system Safe.
Justice in the safety)
( Subject Matter) (Sexual Orientation)
Philippines)
II.LEARNINGRESOU
RCES
A. References

1.Teachers Guide
pages

Justice for all, not One Love, One Our Goal—Zero

just for some Pride Harm

Homeroom
Guidance
2.Learners Short story: Two Quarter 3 –
Material Kinds of Justice Module 8:
Making
Connections

B. Other Learning https:// https:// https:// https://

Resources freestoriesforkids.com/ ralblaw.com/ www.youtube.com/ www.bing.com/
children/stories-and- reforming-criminal- watch? search?
tales/two-kinds-justice justice/ v=xCMmZUu07IQ q=public+order+a
 nd+safety+imporat
nce
III. PROCEDURES

Begin with classroom Begin with Begin with Begin with Begin with
routine: classroom classroom routine: classroom classroom
routine: routine: routine:
a. Prayer a. Prayer
b. Checking of a. Prayer b. Checking of a. Prayer a. Prayer
Attendance b. Checking of Attendance b. Checking of b. Reminder on
c. Quick Attendance c. Quick Attendance Health and
Kamustahan c. Quick Kamustahan c. Quick Safety
Drill: Guess the Word Kamustahan Kamustahan protocols
Friday Routine
c. Checking of
STORY: THE TWO Introduction Exercise Preparation and
Attendance
KINDS OF JUSTICE Settling In
New Jeans - Super d. Quick
Discussion:
Picture Analysis Shy | Dance Fitness Welcome: Greet Kamustahan
students warmly Lets Try This
The teacher will Current Health and express your Directions:
show different News Sharing excitement for the
pictures that lesson. 1. On a clean
pertain to justice in Debate Club: Divide sheet of paper,
the Philippines. students into groups Warm-up write three (3)
and host a friendly Activity: Facilitate problems/concer
debate on a current a discussion about ns that you are
Reflective health topic, like the the meaning and
Thinking facing right now.
benefits of dancing importance of Rank them
Activities Zumba and public order and
The teacher will let according to its
meditation to their safety. importance from
the students raise a physical and mental
green flag if the the most
health. important to
picture shows Peace Education
justice and a red least important.
Learning Session Persona Rank
flag if it shows Health sessions l/
injustice. Exploring sexual Brainstorming: Family
Problem
orientation Lead a discussion 1.
Structured The teacher will about the word 2.
Activities show the different “safety” . Ask 3.
 A. PRE-READING The teacher will let pictures of sexual students what it
1. Activating Prior the students write orientation and the means to respect Processing
Knowledge: Discuss their understanding students will share themselves, others, Questions:
about justice in the their insights about and the world 1. What did you
experiences with
Philippines and how the pictures. around them. consider when
feelings like sadness, are they going to Record their ideas identifying your
anger, and happiness. apply the key Reflection and on their journals. problems /
Ask students what they concepts learned to Sharing concerns?
are currently feeling their real-life Introducing 2. How are you
right now. Briefly situations. The teacher will play Peace Concepts: going to address
introduce the concept a short video that The teacher will the
Group Sharing discusses he play a short video problems/concer
of justice without using
The teacher will different sexual about public order ns you have
the specific term. group the class into orientation and the and safety. The identified?
three and each importance of being students will share
2. Building
group will be given aware to this topic. their reactions or Lets Explore
Background a certain topic that reflection about the This
Knowledge: Show are all connected Wrap Up story. Directions: Look
pictures of different with justice to be Remind students that at your answers
situations that show discussed in front it is okay to have in Activity 1.
justice. Explain the of the class. questions about Progress Write your
sexual orientation as Monitoring identified
importance of justice
they mature, grow through problem which
and fairness in order to Feedback and and develop and that Reflection and you
have peaceful and just Reinforcement they can always talk Sharing Ranked 1 or your
society. to a trusted adult if most important
Provide positive they need more Personal Action problem. Ask
3. Introducing Key feedback: information and Brainstorming: your parents/
Vocabulary: Define Appreciate advice. Ask students to guardian and
and discuss words like students' write a reflection other members
"gods”, “goddess”, participation and on the importance of the family to
effort throughout of public order and help you find
“philosopher’,
the lesson. safety to their lives. solutions to your
“justice”, etc. Use Highlight the identified
picture prompts to importance and Collective Action problem.
illustrate the meaning. advantages of Brainstorming:
justice for the Discuss the Problem 1:
4. Setting Reading betterment of our importance of Personal/Family
Goals: Tell students country. understanding Problem
they will listen to the public order and
story and think about safety and share Solutions:
the situations in which their insights to 1.
their classmates. _________________
they have witnessed
_________________
true justice. Wrap Up _________________
Review and _________________
B. DURING
Sharing: Briefly _______
READING: review the key 2.
1. Modeling Fluent concepts of public _________________
Reading: Read the order and safety. _________________
story expressively, Allow students to _________________
emphasizing share their _________________
changes in the reflections and _______
emotions and voices ideas from the 3.
between the worksheet or _________________
characters. Pause at brainstorming _________________
sessions. _________________
key points to ask
_________________
questions like: "If
_______
you were the man,
which goddess Problem 2:
would you Community
choose?” Problem
Encourage students
to share their Solutions:
thoughts and 1.
feelings. _________________
_________________
_________________
C. POST READING: _________________
_______
1. Reviewing Key 2.
_________________
Points: Briefly
_________________
summarize the story, _________________
emphasizing how the _________________
two goddesses handle _______
the situation. Discuss 3.
the importance of _________________
justice for a peaceful _________________
community to take _________________
_________________
place.
_______
2. Reflecting on Processing
Questions:
Reading Experience:
1. Were you able
Ask students if they to easily identify
ever felt like the main the solution/s to
character in the story. the problems you
Encourage them to have listed? Why
share their or why not?
experiences and how 2. How did you
feel as your
they coped with
family members
difficult situations. helped you find
solutions to your
identified
problems?
4. Who do you
think are the
people who will
help you solve
your identified
problems?

You Can Do It
Directions: Make
a slogan or
poster to show
your active role
as a learner in
the fight against
the
Corona Virus in
support of the
Department of
Health’s program
“BIDA Solusyon
sa COVID
-19” and/or other
community
problems.

What I Have
Learned
Directions: Think
of a situation and
use the following
steps to practice
your problem-
solving skills.
STEP 1: Identify
the
problem_________
_________________
_________________
_____
STEP 2: Ask help:
(To whom you
will seek for
help)
_________________
__________
STEP 3: Assess
alternatives
_________________
_________________
________________
STEP 4: Choose
the Solution
_________________
_________________
______________
STEP 5: Decide
_________________
_________________
 _________________
_________
STEP 6: Evaluate
_________________
_________________
_________________
________
Share Your
Thoughts and
Feelings
Directions: On a
sheet of paper,
answer the
following
questions.
1. What have you
learned in this
lesson?
2. To whom
would you ask
for help when
you encounter
problem/s? Why?
3. How do you
feel when
seeking help
from others?
4. What are the
strengths, skills,
and abilities you
will be able to
develop when
you use
the steps in
problem-solving?
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?
Prepared by: Noted By:

MARY ANN R. BRIONES RUBEN C. SALVANTE

Teacher I Principal