Kindergarten Teacher S Guide 2

Quarter 2
147
WEEK 11
Content Focus: I belong to a family.
Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time Arrival routine
(10 min)
Meeting Time Meeting time routine
Review of concepts learned the previous week/day
(10 min) Introduction of message for the day by asking the guide questions below
MESSAGE I am a member There are Some I enjoy I love my
of a family. different kinds members of my family family.
of families. my family do activities.
not live with
me.
QUESTION/S Who do you live Who are the Who are the What does your Do you love
with? members of members of family do to your family?
your family? your family that have fun?
What do you How do you
do not live with
call the people How is your show your love
you live with? family similar/ you? for your family?
different from Can you name
other families? all of them?
Transition to The teacher gives instructions on how to do the independent activities, answers any
Work Period 1 questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1
(40 mins)
Teacher- Shape Frames: Name Designs: Popsicle Stick Mini-book “I Love My
Supervised My Family Different Family of Family Family” poster
Activity Ways Family Activities
Introduce letter Introduce letter
Members are
Mm Aa
Called
Learning 9 Identify the 9Say how 9Represent 9Recognize 9Integrate the

Checkpoints members of they call the pictures concepts
the family each family members of of family learned
9 Draw the member their family activities during the
members of 9Design who do not week in
their family the name live with their family
cards of them poster
their family
members
using
different
materials
Independent 1. Letter Lacing: Mm, Aa Add to poster of
Activities 2. Let’s write Mm, Aa words that begin
3. Mosaic: Mm , Aa with Mm
4. Poster of words that begin with Mm, Aa Add to poster of
words that begin
with Aa
148
Learning 9Identify that they belong to a family
Checkpoints 9Identify the members of their family
9 Identify the letters Mm and Aa
9 Give the sound of letters Mm and Aa
9 Trace, copy and write the letters Mm and Aa
9 Name objects that begin with the letters Mm and Aa
9 Express their simple ideas through drawing, coloring, lacing, tracing, copying,
paper tearing, cutting, pasting
Transition to The teacher reminds the learners about the time left in Work Period Time 1 around
Meeting Time 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners
to start packing away the materials they used and be ready for Meeting Time 2. A transition
song or a countdown may be used.
Meeting Time The learners The learners The learners The learners The learners
2 show and show and show and show and show and
(10 min) describe their describe their describe their describe their describe their “I
Family Portrait. name designs. Popsicle Stick Mini-book. love my family”
Family. poster.
QUESTIONS/ Who are the How many Who are the What are the How do you
ACTIVITY members of members does members of activities that show your
your family? your family your family who your family love for the
(father, mother, have? do not live with enjoys doing? members of
brother, sister, you? your family?
Who has the
grandparents, most number When do you
aunts/uncles, of family get to see
cousins, as
members? them?
appropriate)
Who has the
Do you have a least number
special name of family
for them? members?
Do they have a Who has the
special name same number
for you? of family
How many members?
syllables do
the names of
your family
have?(Guide
the learners in
counting the
syllables)
Transition to The teacher commends the learners for the work they did in Work Period Time 1
Recess and tells them to prepare for recess time by washing their hands. Encourage sharing
especially if not all children have food.
149
Recess
(15 min)
Transition to The teacher reminds the children to pack away the things they used in recess time, Quiet
Time clean up their eating area, throw their trash in the trash bin, wash their hands, brush
their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
(10 min)
Transition to While singing a transition song, the teacher “wakes” the learners up and tells Story
Time them that it’s time to listen to a story. When the learners are ready, the teacher
proceeds with the pre-reading activities and makes sure that the learners are
listening attentively.
Story Time Theme: Any Theme: Any Theme: Any Theme: Any The teacher
(20 min) age and age and age and age and reads any age
culturally culturally culturally culturally and culturally
appropriate appropriate appropriate appropriate appropriate
story about story about story story about fun story about
members of the different kinds about the family activities loving the
family. of family. extended members of the
family family.
Pre-Reading Define difficult Define difficult Define difficult Define difficult Define difficult
words. words. words. words. words.
Motivation Motivation Motivation Motivation Motivation

question: question: How question: Do question: What question: How
Who are the many members you have family does your do you show
members of does your members who family do to your love for
your family? family? do not live with have fun? your family
you? How do members?
Motive Motive you feel about Motive
question: Who question: How family members question: What Motive
do you think are many members who do not live will the family in question: What
the members of do you think with you? the story do to did the family
the family in the does the family have fun? in the story do
story? in the story Motive question: to show their
have? How do the love for each
characters feel member?
about their
family members
who do not live
with them?
During Ask comprehension questions.

Reading
150
Post-Reading Who are the How many How do the What activities How did
members of the members does characters did the family the family
family in the the family in feel about in the story do members in
story? the story have? their family to have fun? the story show
members who their love to
What did each Would you What might
do not live with one another?
family member rather have a happen if your
them?
do in the story? big or small family does not What do you
family? Why? do fun things do when family
together? members fight
each other?
Transition to After the post-reading activities, the teacher gives instructions regarding the
Work Period 2 teacher-supervised and independent activities, answers any questions, and tells the
learners to join their group and do the assigned tasks.
Work Period 2
(40 min)
Teacher- Number Who Has Are You the Hand game Lift the bowl
Supervised Stations More? Eldest or the (concrete (concrete
Activity (quantities of 4) Youngest? quantities of 4) quantities of 4)
Learning 9 Tell that the 9Say whether 9Say their 9 Add 9 Add
Checkpoints quantity their family position as quantities quantities
of the set is big or a child in up to 10 up to 10
of objects small their family using using
does not compared concrete concrete
change to others objects objects
even 9Create and
though the discuss
arrangement a simple
has been pictograph
changed
Independent 1. It’s A Match

Activities 2. Writing papers (4)
3. Number Snap
4. Playdough Numerals (0-4)
Learning 9 Count objects with one-to-one correspondence up to quantities of 4

Checkpoints 9 Match numerals to correct quantities up to 4
9Explore other materials such pebbles, popsicle sticks, and blocks
9Read and write the numeral 4.
Transition The teacher reminds the learners about the time left in Work Period Time 2 around to
Indoor/ 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the
Outdoor learners to start packing away the materials they used and be ready for Indoor/
Games Outdoor Games. A transition song or countdown may be used.
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Indoor/ Listen And Open the Everybody Do Do A Little Song: “I love
Outdoor Catch Basket This Action you”
Games
(20 min)
Learning 9 Listen 9Follow the 9Think of and 9Think of and 9Sing the
Checkpoints attentively instructions demonstrate demonstrate song with
and of the game actions to actions to feeling
respond the song the song
when their appropriately appropriately
name is
called
by their
classmates
Transition to The teacher tells the learners to help pack away the materials they used in the Meeting
Time Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting
Time 3. A transition song or countdown may be used.
3 sing a song recite/watch a talk about talk about their talk about how
(5 min) about the song/nursery their family fun activities they show their
family. rhyme/short members who with their love to the
poem/video do not live with family. members of
presentation them. their family.
about big and
small families.
Wrap-Up The teacher The teacher The teacher The teacher The teacher
Questions / takes note if takes note if takes note if takes note if takes note if
Activity the learners the learners the learners the learners the learners
are able to are able to are able to are able to are able to say
identify the say that they describe talk about the why they love
members of the belong to a big the family activities that their family
family through or small family. members who they enjoy members.
the family do not live with doing with their
song. them. family.
DISMISSAL ROUTINE
152
WEEK 11
Content Focus: I belong to a family.
WORK PERIOD 1
TEACHER SUPERVISED ACTIVITIES
1. Shapes Frame; My Family
Competencies:
••Natutukoy kung sino-sino ang bumubuo ng pamilya (KMKPPam-00-2)
••Describe objects based on attributes/properties (shapes, sizes, its use and
functions) (MKSC-00-4)
••Count objects with one to one correspondence up to quantities of 10 (MKC-00-7)
••Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
••Naisasagawa ang mga sumusunod na kasanayan: Pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
••Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1)
Materials: cut outs of different shapes in different colors, glue, crayons, colored
markers, pencils, board paper
Procedure:
Ask the learners to say the shapes and choose what they would like to use for
the frame that they will make.
Ask the learners to get 10 cut out shapes. Let them get more later should they
need to.
Let the learners stick the shapes to the board paper to make a picture frame.
Ask the learners to draw their family members inside the frame using crayons,
colored markers, and/or pencils.
Assist the learners in writing down the names of their family members on the
picture frame.
Name Designs
Competencies:
••Name the beginning letters of their..family members’ names (LLKAK-Ic-2)
••Nakaguguhit, nakakapagpinta, at nakatagkukulay ng iba’t ibang bagay o gawain
(dekorasyon sa “name tag,” kasapi ng mag-anak, gawain ng bawa’t kasapi ng
mag-anak) (SKMP-00-2)
••Nakagugupit at nakakapagdikit ng iba’t ibang hugis na may iba’t ibang tekstura
(SKMP-00-4)
Materials: a house-shaped sheet of paper for each learner, marker, strips of cloth in different
colors and textures (retaso) or colored paper cut in small squares, scissors, glue
Procedure:
1. Ask each learner to say the names of the people who live with them at home.
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Write down the beginning letters of the names the learner says on the house-
shaped sheet of paper.
Instruct the learner to glue small squares of cloth or colored paper on each letter to
make the ‘house’ colorful.
Popsicle Stick Family
Competencies:
(SKMP-00-4)
Materials: popsicle sticks, glue, cut out round pieces of paper to serve as ‘heads’,
colored paper, scissors, colored markers, yarn in different colors
Procedure:
Ask the learners to get popsicle
sticks to represent each of their
family members, including
those who do not live with them.
Let the learners draw the face of
each family member on round
pieces of paper and glue them
on the popsicle sticks.
Have them glue on yarn as hair, as
appropriate.
After making the head, instruct the learners to work on the ‘clothes’ using
colored paper and glue them on the popsicle sticks.
Mini Book of Family Activities
Competencies:
••Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3); pagbakat, pagkopya ng larawan, hugis, at titik
(KPKFM-00-1.4)
••Naikukuwento ang mga ginagawa ng pamilya nang sama-sama (KMKPPam-00-6)
••Trace, copy, and write the letters of the alphabet (LLKH-00-3)
••Write one’s given name (LLKH-00-5)
Materials: old magazines and newspapers or drawing of family activities, bond

papers, colored markers, scissors, paste or glue
Procedure:
1. Cut out pictures of family activities.
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Ask the learners to glue the cut out pictures on the bond papers (one family
activity per sheet).
Add a cover page and staple the bond papers together to form a mini book.
Assist the learners in tracing “My Mini book of Family Activities” and their names
on the cover.
I Love My Family Poster
Competencies:
••Naipapakita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda
(KMKPPam-00-5)
(SKMP-00-4)
••Trace, copy, and draw familiar figures (LLKH-00-2)
Materials: bond papers, crayons, colored markers, colored papers, scissors, glue
Procedure:
Ask the learners to complete the sentence “I love my family because
_________________________.”
Assist them in tracing the sentence on the bond paper.
After tracing, encourage the learners to draw their family members on the bond
paper and decorate their work using the art materials.
Assist the learners in writing their name and the names of their family members.
WORK PERIOD 1
INDEPENDENT ACTIVITIES
1. Letter Mosaic: (Mm/Aa)
Competencies:
••Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
••Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
••Pagpilas/paggupit/pagdikit ng papel KPKFM -00-1.3
Materials: craft paper, colored papers cut in medium sized pieces, scissors, glue
Procedure:
On a piece of 2’ x 3’ of craft paper, write the outline of the letters Mm and Aa in
upper and lowercase.
Ask the learners to paste the colored paper on the entire letter.
Ask the learners to say the letter name and sound.
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2. Let’s Write Mm/Aa
Competencies:
••Match the letter sound to its letter form (LLKAK-Ih-5)
Materials: sand paper letters Mm and Aa, small flat trays with flour or baby
powder, colored markers or pencils, blank sheets of paper
Procedure:
Let the learners trace the sand paper upper case and lower case letters Mm and Aa.
Let the learners write the upper and lower case letters Mm and Aa on the tray
with flour or baby powder.
After tracing, let the learners write the letters on blank sheets of paper for as
many times as they like.
Encourage the learners to make the sound of the letters as they trace and write.
Letter Lacing Cards (Mm and Aa)
Competencies:
••Identify the letters of the alphabet (mother tongue, orthography (LLKAK-Ih-3)
••Naisasagawa ang mga sumusunod na kasanayan pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
••Completes patterns (MKSC-00-19)
Materials: lacing cards, yarn, masking
tape Procedure:
Make individual letters Mm and Aa

from cardboard or construction
paper.
Punch the edges of the letter.
Attach a piece of string/yarn to each
letter which should be long enough
to lace the entire card.
Wrap the end of the string/yarn with
masking tape so that the learners
can hold it easily.
Have learners lace each card and complete the pattern (up and down).
Poster of words that begin with Mm, Aa
Competencies:
••Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
••Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
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Materials: a 1/4 cartolina sized outline of the letters Mm and Aa for each learner,
colored markers, crayons
Procedure:
Show the letter outline to the learners and ask them to identify the letter and
produce its sound.
Tell the learners to think of objects that begin with the letter sound.
Ask the learners to draw their ideas inside the outline of the letter.
Assist the learners in labeling their drawings.
WORK PERIOD 2
1. Number Stations (quantities of 4)
Competencies:
••Tell that the quantity of a set of objects does not change even though the
arrangement has changed (MKSC-00-23)
Materials: cut outs of people or toys that can represent people, or counters/toys that
can represent humans (toy soldier, dolls, etc.)
Procedure:
Ask the learners to count four objects/counters.
Encourage learners to arrange them in different ways, pretending that the family
members are engaging in different activities (i.e. sleeping, farming, playing, etc.)
Check if the learners are able to say that there are still four counters even
though their arrangements are being changed.
Who Has More?
Competencies:
••Count objects with one to one correspondence MKSC-00-7
••Create simple pictographs (MKAP-00-2)
••Discuss simple pictographs (MKAP-00-3)
••Read and write numerals 0 to 10 (MKC-00-3)
••Arrange the numbers from least to greatest (MKC-00-6)
••Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)
••Trace, copy and write the letters of the alphabet (LLKH-00-3)
Materials: same-sized cut out squares of colored paper, glue, bond paper, pencil or marker
Procedure:
Ask the learners to count the members of his/her family.
Ask the learners to get the same number of squares as the number of his/her
family members.
Instruct the learners to glue the squares side by side on the horizontal paper.
157
Ask the learners to write the numeral on each square.
Assist the learners in tracing, “My family has ______ members.”
Lead the learners in discussing who has more family members.
Arrange the pictographs from the least number to the greatest and lead the learners
in comparing who has more, less, or equal number of family members.
Are you the eldest or the youngest?
Competencies:
••Identify the 1st, 2nd, 3rd, up to 10th object in a given set (MKC-00-11)
Materials: popsicle stick family
Procedure:
Ask the learners to get their popsicle stick family and get the sticks that
represent them and their siblings (brothers and sisters).
Introduce the words ‘first born, second born, third born, eldest, youngest’
Ask the learners to arrange the sticks from the eldest to the youngest sibling in
their family.
Ask the learners to identify their siblings from the eldest to the youngest.
Help the learner say, “I am the eldest/youngest/second or third or fourth child in
our family.”
Hand Game (connecting; up to quantities of 4)
Competencies:
••Count objects with one-to-one correspondence up to quantities of 10 (4) (MKC-00-7)
••Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
••Combine elements of two sets using concrete objects to represent the concept of
addition (MKAT-00-3)
Materials: any kind of counter such as pebbles, chips, or sticks; numeral cards 0 to 4;
work mats
Procedure:
In small groups, give each learner four counters.
Ask the learners to separate counters in different ways to make 4 and verbalize
the combinations that result. If the learner can not do it on his/her own yet, use
the text below to assist the learner.
Ask the learners to get the numeral cards to show the combinations.
158
5. Lift the Bowl (concrete quantities of four)
Competencies:
••Add quantities up to 10 using concrete objects (MKAT-00-8)
••Use a variety of materials and communicate strategies used to determine
answers to addition and subtraction problems listened to (MKAT-00-10)
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
Procedure: Game proceeds as the Hand Game but bowls are used for
separating quantities.
Note: Some learners will need to work within a small group or one-on-one with the
teacher to help them focus. This will also help teachers closely monitor and assist a
specific learner complete this activity. Use different counters from time to time.
WORK PERIOD 2
1. It’s A Match
Competencies:
••Recognize and identify numerals 0 to 10 (MKC-00-2)
Materials: one set of cards with numerals 0 to 4, one set of cards with
dots (corresponding to the numerals)
Procedure:
Place the numeral cards face down in a box.
Place the corresponding dot pattern cards in the chalk tray
Learners get a card from the box and place it over the equivalent card in the chalk tray.
Note: For matching activities, teachers may present learners with varied
materials that include tactile materials or concrete objects. For instance, instead
of just matching colors, learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may
also match the objects with the same shapes such as pencils, coins, blocks, or
varied manipulatives. Consider this when you encounter other similar activities.
159
2. Writing Papers (4)
Competency:
Materials: writing papers with dot patterns for the numeral 4, crayons
Procedure:
Learners use a crayon to connect the dots of the numeral pattern.
Learners say what number they have traced.
Number Snap
Competencies:
••Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro (KAKPS-00-19)
Materials: sets of number cards 0 to 4
Procedure:
Shuffle and deal the cards.
Players take turns to turn over their top card.
If two matching cards are turned over, the first player to shout “snap” keeps the cards.
Continue to play until all the cards have been ‘snapped.’
Playdough Numerals (0 to 4)
Competencies:
••Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Material: playdough
Procedure:
Give each learner a medium-sized ball of playdough.
Let them to form the numerals 1, 2, 3 and 4.
Then ask each learner to create the number of objects for each numeral.
(Example: 1 ball for numeral 1, 2 hearts for numeral 2, and so on)
INDOOR/OUTDOOR GAMES
1. Listen And Catch
Competencies:
••Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
••Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang paraan ng
pag-eehersisyo (KPKPF-00-1)
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••Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12)
••Naisasagawa ang mga sumusunod na kilos lokomotor sa pagtugon sa ritmong
mabagal at mabilis (paglakad, pagtakbo, pagkandirit, paglundag/pagtalon,
paglukso) (KPKGM-Ie-2)
Material: a medium sized ball
Procedure:
Let the learners form a circle. Pick a volunteer to be the ‘it’. The ‘it’ will stand in
the center of the circle, call out a classmate’s name, and bounce the ball
towards him/her.
The learner whose name was called will try to catch the ball as it bounces.
After catching the ball, he/she becomes the next ‘it.’
Repeat until everyone had a chance to be the ‘it.’
Open the Basket
Competencies:
Materials: none
Procedure:
Ask the learners to form groups of three. Two will hold hands and be the
‘basket’ with one member of the group inside the ‘basket.’
Ask for a volunteer to be the ‘it.’
When the ‘it’ shouts “Open the basket!”, the ‘baskets’ will raise their hands and
let the person inside run out so that another player can get in.
The player who was not able to get in a ‘basket’ becomes the next ‘it.’
Repeat until everyone had a chance to be ‘it.’
Everybody Do This
Competencies:
••Naisasagawa ang paggalaw/pagkilos ng iba’t ibang bahagi ng katawan sa saliw
ng awitin nang may kasiyahan (KPKGM-Ia-1)
••Nagagamit ang mga kilos lokomotor at di-lokomtor sa paglalaro, pageehersisyo,
pagsasayaw (KPKGM-Ig-3)
Material: “Everybody do this” song (Everybody do this, do this, do this. Everybody

do this just like this.)
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Procedure:
Sing the song together.
Learners take turns to make an action that the others must imitate while singing
the song.
Repeat until all the learners had a turn to lead.
Do A Little Action
Competencies:
••Nakagagalaw nang angkop sa ritmo at indayog bilang tugon sa himig na
napapakinggan/awit na kinakanta (KPKPF-Ia-2)
Material: “Do a little action” song (Do a little action, one, two, three (3x) And I
will follow you!”
Procedure:
The leader will sing the song while doing an action that the others must imitate.
When the “And I will follow you” part comes, the leader will point to a
classmate to be the next leader to do the action that the others must imitate
while singing the song.
Repeat until all the learners had a chance to be the leader.
Barney Song – I Love You
Competencies:
••Naipapakita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda
(KMKPPam-00-5)
••Sort and classify objects according to one attribute (MKSC-00-6)
Material: Barney song – I Love you Procedure:
Sing the song together with actions.

Ask the learners to group together according to the number of their family members.
Learners sing the song in their groups.
Ask the learners to group together according to whether they are brothers or sisters.
Ask the learners to group together according to their ordinal position (eldest,
second born, third born, youngest)
End the singing by singing the song as a big group again.
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SONGS, POEMS, AND RHYMES
Finger Family
Daddy Finger, Daddy Finger,
Where are you?
Here I am, here I am
How do you do?
(change the underlined word to mother, brother, sister, baby
Members of the family

Who are the members of the family?
Living together, loving each other
A happy family
The father, the mother, brother, sister and baby
A happy family
Barney Song: I love you

I love you. You love me.
We’re a happy family
With a great big hug and a kiss from me to you
Won’t you say you love me, too.
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WEEK 12
Content Focus: We care for one another in our family.

(10 min)
MESSAGE We care for We care for We care for We care for We care for
one another one another one another one another one another
by using polite by obeying by forgiving by sharing. by helping
words and requests and and asking with the
actions. commands. forgiveness. household
chores.
QUESTION/S What are polite Why do we When do you If your family What are
words? What have to obey say “I’m sorry?” member asks the different
are polite our parents? you to share household
When do you
actions? something chores at
“Honor your say “I forgive
(food, toy, home?
When do we mother and you?”
use polite father.” gadget, clothes, Who does
words and etc.), will you do the different
it? Why or why
actions at household
home? not? chores at
List down the home?
polite words
and actions
mentioned by
the learners
Work Period 1
(40 mins)
Teacher- “Thank You” Follow Simon Story “I Share, They Who Does
Supervised card Sequence Share” mini What?
Activity Introduce letter Introduce letter book
Ff Tt
Learning 9 Express 9Follow the 9Arrange 9Show 9Identify who
Checkpoints polite directions of events in through does the
words to the game stories in drawings different
their family correct what their chores in
members sequence family their home
through a members
card share with
one another
Independent 1. Letter mosaic: Ff, Tt
Activities 2. Letter lacing cards: Ff, Tt
3. Go Fish
4. Spot and sound the letters Ff, Tt
164
Learning 9 Identify and give the sound of the letters Ff, Tt
Checkpoints 9 Represent the letters Ff, Tt in creative ways
9Match the pictures correctly
Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15
Meeting Time minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start
packing away the materials they used and be ready for Meeting Time 2. A transition
Meeting Time The learners Song: F is for Song: “Tap The learners he learners
2 show and talk flower Your Toe” show and talk show and talk
(10 min) about their about their mini about their
“Thank you” books. pictograph.
cards.
QUESTIONS/ When do you What other What other In what ways Who does
ACTIVITY use polite words words begin words begin do you share the different
at home? What with the letter with the letter with your family household
might happen if Ff? Tt? members? chores?
we do not say
polite words
to our family
members?
Recess
(15 min)
Transition to The teacher reminds the children to pack away the things they used in recess time,
Quiet Time clean up their eating area, throw their trash in the trash bin, wash their hands, brush
Quiet Time
(10 min)
Transition to While singing a transition song, the teacher “wakes” the learners up and tells them that
Story Time it’s time to listen to a story. When the learners are ready, the teacher proceeds with the
pre-reading activities and makes sure that the learners are listening attentively.
Story Time Theme: Any Theme: Any Theme: Any Theme: Any Theme: Any age
(20 min) age and age and age and age and and culturally
culturally culturally culturally culturally appropriate
appropriate appropriate appropriate appropriate story about
story about story about story about story about helping with
using polite obeying forgiveness. sharing in the the household
words. parents. family. chores.
question: What question: Do question: When question: What question: What
polite words you obey your do you say things do you chores do you
do you use at parents? Why “I’m sorry” to share with do at home?
home? or why not? your family your family Do you like
members? members? doing them?
165
Motive Motive When do they What things do Motive
question: What question: What say “I’m sorry” they share with question:
do you think are do you think to you? you? What are the
the polite words will the main household
in the story? character in the Motive question: Motive chores of the
story do when What do you question: How main character
told to obey? think will the was sharing in the story?
main character shown in the Does he/she
in the story do story? enjoy doing
when someone them?
says, “I’m sorry”
to him/her?

Reading
Post-Reading What polite Did the main Was there What did the What are the
words were character obey forgiveness in family members household
used in the his/her parents the story? How share with one chores of the
story? in the story? did it happen? another? main character
in the story?
Which of those What happens How do you
Did he/she
polite words when we obey/ feel when your
do you use at disobey our family members enjoy doing
home? When parents? share with one them?
do you use another? What would
them? happen if we
do not do our
household
chores?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-
Work Period 2 supervised and independent activities, answers any questions, and tells the learners to
join their group and do the assigned tasks.
Work Period 2
(40 min)
Teacher- Number Book Hand Game Who Has Who Has Less? Comparing
Supervised (quantities of 4) (concrete, up to More? (quantities of 4) Quantities:
Activity quantities of 4) (quantities of 4) A Game for
Partners
Learning 9Match 9Explore 9Compare 9Compare 9Compare
Checkpoints pictures and given two groups two groups two groups
numerals to combinations of objects of objects of objects to
a set that make and identify and identify decide which
a given sets with sets with is more or
quantity one more one less less,or if they
element element are equal
Independent 1. Playdough Numerals (1 to 4)
Activities 2. Number Concentration (0 to 4)
Sorting Objects
Counting Boards
166
Learning 9 Identify numerals 0 to 4.
Checkpoints 9 Sort and write numerals 1 to 4
9Compare two groups of objects to decide which is more or less, or if they are
equal;identify sets with one more or one less element
9Combine elements of two sets using concrete objects to represent the concept
ofaddition
9Take away a quantity from a given set using concrete objects to represent
theconcept of subtraction
Transition The teacher reminds the learners about the time left in Work Period Time 2 around 15 to
Indoor/ minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners
Outdoor to start packing away the materials they used and be ready for Indoor/Outdoor Games.
Games A transition song or countdown may be used.
Indoor/ Role Playing Role Playing Role Playing Role Playing Role Playing
Outdoor on using polite on obeying on asking on sharing at on helping with
Games words and parents. forgiveness in home. household
(20 min) actions at the family chores.
home.
Learning 9Use polite 9Obey their 9Show and 9Share with 9Show
Checkpoints words parents in ask for their family how to do
appropriately the role play forgiveness members different
activity in their role in their role household
play activity play activity chores
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/
Meeting Time Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A
transition song or countdown may be used.
Meeting Time The teacher The teacher The teacher The teacher The teacher
3 asks the asks the asks the asks the asks the
(5 min) learners why learners how learners how learners how learners how
it is important they feel they feel about they feel about they feel about
to use polite about obeying asking for sharing with doing their
words at home. their parents’ forgiveness their family household
requests and and forgiving members. chores.
commands. their family
members.
Questions / takes note of takes note of takes note of takes note of takes note of
Activity the learners’ the learners’ the learners’ the learners’ the learners’
reasons why feelings about feelings about feelings feelings
it is important obeying their asking for about sharing about doing
to use polite parents’ forgiveness with family household
words at home. requests and and forgiving members. chores.
commands their family
members.
DISMISSAL ROUTINE
167
WEEK 12
Content Focus: We care for one another in our family.
WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES
1. “Thank you” Card
Competencies:
••Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit
(SKMP-00-1)
••Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain
(dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)
••Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
••Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa
pamamagitan ng pagsasabi ng “Hindi ko po sinasadya; Salamat po; Walang
anuman” kung kinakailangan (KMKPPam-00-5)
Materials: bond paper, pencil, crayons, scissors, art paper, glue
Procedure:
Tell the learners that they are going to make a “Thank You” card for their family
members with the materials at hand.
Ask the learners to choose a family member to thank and say what they are
thanking them for.
Assist the learners in writing the message of their ‘thank you’ cards. The
message may be written in the learner’s mother tongue.
Ask the learners to draw on their cards and make them colourful using crayons
and art papers.
Follow Simon
Competencies:
••Naipapakita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
••Nakapagsisimula ng laro (SEKPKN-00-1)
••Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro: pagiging
mahinahon, pagsang-ayon sa pasiya ng nakararami/reperi, pagtanggap ng
pagkatalo nang maluwag sa kalooban, pagtanggap ng pagkapanalo nang may
kababaang loob (KAKPS-00-19)
••Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pageehersisyo,
••Give 1- to 2-step oral directions (LLKOL-00-8)
••Listen discriminately and respond appropriately (LLKAPD-Id-6)
168
Procedure:
Tell the learners that they are going to play the game, Follow Simon. Simon, the
leader, will give a command for the group to follow, or obey.
If the command begins with, “Simon says…” the rest of the group will follow or obey. If the
command does not begin with, “Simon says…” the rest of the group will do nothing.
Choose a volunteer to be Simon, the leader. Simon will face the group and say
the commands.
Remind the learners to listen closely to how Simon gives the command so they
will know whether or not to obey.
Those who do not follow Simon correctly will sit down until a winner is declared
Story Sequence
Competencies:
••Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa
pamamagitan ng:
-- pagsunod nang maayos sa mga utos/kahilingan
-- pagmamano/paghalik
-- paggamit ng magagalang na pagbati/pananalita
-- pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama) --
pagsasabi ng “Hindi ko po sinasadya “, ”Salamat po”, “Walang anuman”,
kung kinakailangan (KMKPPam-00-5)
••Explore simple cause-and-effect relationships in familiar events and situations
(PNEKE-00-5)
••Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
••Participate actively in a dialog or conversation of familiar topics LLKOL-00-1
Materials: Stories in three-part picture cards (stories are about saying thank you,
saying “I’m sorry,” doing household chores, sharing in the family)
Procedure:
Show the learners the four picture
cards that make up a story in
random order.
Ask the learners to arrange the
picture cards in sequence
(beginning of the story, middle,
and ending).
Encourage the learners to tell the
story in their own words. The
learners’ mother tongue may be
used.
Ask the learners to say what the
stories are telling them to do at
home.
169
4. I Share, They Share mini book
Competencies:
(dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)
••Nagkakaroon ng kamalayan sa damindamin ng iba (SEKEI-00-2)
••Naipakikita ang pag-unawa sa nangyayari o kasalukuyang sitwasyon at
nakapaghihintay sa tamang oras na matugunan ang
gusto/pangangailangan (SEKPSE-00-10)
Materials: mini-booklets, crayons/ pastel/ coloring pen
Procedure:
Tell the learners to think about the things they share with their family members,
and the things that their family members share with them.
Encourage them to draw their ideas in the mini booklets.
Assist the learners in labelling their work.
Who Does What?
Competencies:
••Collect data on one variable through observation and asking questions (MKAP-00-1)
Materials: nameplates labeled with “Father”, “Mother”, “Brother”, “Sister”, “Me”,

“Others”; prepared simple pictograph for each task at home,
pencils -- Picture of a person cooking
-- Picture of a person setting the table --
Picture of a person washing the dishes --
Picture of a person sweeping the floor --
Picture of a person reading to a
member of the family
-- Picture of a person washing the clothes
-- Picture of a person putting child to
sleep -- Picture of a person fixing the bed
-- Picture of a person cleaning
the bathroom
-- Other household chores
(as appropriate)
Procedure:
Distribute the nameplates to the
learners. Each one should be
assigned a role.
Call out the pictograph and post
this on the board.
170
Learners will come in front if they think that the chore is done by the person
assigned to him/her.
Emphasize shared responsibility among all the members of the family if a chore
ends up with different family members doing it. Highlight as well that both male
and female members of the family can do any of the chores above.
WORK PERIOD 1
1. Letter Mosaic Ff / Tt
Competencies:
••Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura
(SKMP-00-4)
••Naisasagawa ang mga sumusunod na kasanayan:
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3), pagbakat, pagkopya
ng larawan, hugis, at titik (KPKFM-00-1.4)
Materials: craft paper, old magazines or
newspapers, scissors, glue
Procedure:
On a piece of 2” X 3”; craft paper,
write the outline of the letter for the
day in upper and lower case. Have
them cover the entire letter with
cut-outs from the magazine.
Letter Lacing Cards (Ff and Tt)
Competencies:
••Naisasagawa ang mga sumusunod na kasanayan pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
••Completes patterns (MKSC-00-19)
Materials: lacing cards, yarn, masking
tape Procedure:
Make individual letters Ff and Tt from
cardboard or construction paper.
Punch the edges of the letter.
Attach a piece of string/yarn to each
letter which should be long enough to lace the entire card.
Wrap the end of the string/yarn with masking tape so that the learners can
hold it easily.
171
3. Go Fish
Competencies:
••Tells which two letters, numbers, or words (pictures) in a group are the same
(LLKVPD-Ie-4)
••Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro
(KAKPS-00-19)
Materials: pairs of pictures of words that begin with the letters Ff and Tt
Procedure:
Deal out six cards each face down for each player.
Each player keeps his/her cards concealed. The remaining cards stay in a fish
pile in the center of the table.
Players find pairs of pictures in their cards, says the word for the pictures, and
places the pair on the table.
At each turn, player now tries to make pairs by asking another player for the pair
of the picture he/she has. (“Do you have a _______?”)
If the person asked has the picture, he/she must hand it over. If he/she does not
have the picture being asked, he/she says, “No, I don’t. Go fish!”
The player now takes the top card from the fish pile. If he finds a pair, he
places them down. If he doesn’t then the next player takes his turn.
The winner is the player with the most number of pairs.
4. Spot the letter Ff and Tt
Competencies:
••Identify the sounds of letters orally given (LLKPA-Ig-1)
Materials: paper mounted on a sturdy board with a mix of letters written across the
page, tokens or any small object that can be used to mark the spot
Procedure:
Write several lowercase letters across a page of bond paper or construction
paper. If the target letter is F, there should be more F’s on the board than other
letters you will write. Mount your paper on a sturdy board and produce a sound
every time you find the letter Ff. You may also choose to write directly on a
folder or board.
Ask children to locate the target letter on the board. Have them count how
many target letters they were able to spot.
For every letter that they spot, have them put a token on top of it.
Note: Teachers may also use sand paper in writing the letters to create texture,
or trace the letters using glue to raise or emboss them.
172
WORK PERIOD 2
1. Number Book (quantities of 4)
Competencies:
••Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
••Recognize and identify numerals 0 to 10 (4) (MKC-00-2)
••Read and write numerals 0 to 10 (4) (MKC-00-3)
Materials: old magazines or drawings of objects the learners would wish to give their
family members, scissors, glue, booklets
Procedure:
Ask the learners to browse the old magazines and cut out four pictures of things
they would want to give each of their family members.
Ask the learners to paste the objects on the pages of the booklet (one page for
each family member).
Help the learners write “4 gifts for (father/mother/brother/sister/baby)” on each page.
Talk about what polite words can be said when someone receives a gift (thank
you), and how does one responds to this (you’re welcome)
Hand Game (concrete up to quantities of 4)
Competencies:
Materials: any kind of counter such as pebbles, chips, or sticks; numeral cards 0 to 4;
work mats
Procedure:
In small groups, give each learner four counters.
Ask the learners to separate counters in different ways to make 4 and verbalize
the combinations that result. If the learner can not do it on his/her own yet, use
the text below to assist the learner.
Ask the learners to get the numeral cards to show the combinations.
173
3. Who has More? Who has less?
Competencies:
••Compare two groups of objects to decide which is more or less,or if they are
equal (MKC-00-8)
••Identify sets with one more or one less element (MKC-00-8)
Materials: assorted materials such as stones, buttons, beads, saucers or any flat container
Procedure:
Put out about four saucers, each with a different number of objects in ( for
example, four toothpicks, three buttons, two marble, one pebble)
The learner points at two saucers and chooses without counting out which
saucer has more or less objects
Learner then checks by pairing up the contents of the two saucers.
Variations:
Put the same number of objects in two of the saucers.
Put four big things and four small objects in another saucer.
Put out bigger number of objects.
Comparing Quantities: A Game for Partners
Competencies:
••Compare two groups of objects to decide which is more or less,or if they are
equal (MKC-00-8)
••Identify sets with one more or one less element (MKC-00-8)
Materials: flash card of the words ‘more’ and ‘less,’ pebbles, marbles, any counters
Procedure:
Have the learners pair up and let them get 10 counters each.
Have the more and less flash cards ready.
Instruct the learners to hold any amount of marbles in their hands. “Look and see
if your partner has more or less than you. If I hold up the card that says “less,”
the person that has less wins. If I hold up the card that says “more,” the one
that has more counters wins.
Repeat the procedure until all the learners get a chance to win.
WORK PERIOD 2
1. Playdough Numerals 0 to 4
Competencies:
174
Material: playdough
Procedure:
Let them form the numerals 1, 2, 3 and 4.
Ask each learner to create the number of objects for each numeral. (Example: 1
ball for numeral 1, 2 hearts for numeral 2, and so on)
Number Concentration (0 to 4)
Competencies:
••Recognize and identify numerals 0 to 10 (4) (MKC-00-2)
••Match numerals to a set of concrete objects from 0 to 10 (4) (MKC-00-4)
Materials: 2 sets of number cards (0-4)
Procedure:
Lay the cards down, either in rows or randomly.
Take turns turning over 2 cards.
If the cards match, the player keeps them. If not, the player turns them face down again.
The player with the most number of cards wins.
Sorting Objects (quantities of 4)
Competencies:
••Classify objects according to observable properties (like size, color, shape,
texture, and weight) (PNEKPP-00-1)
••Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
••Count objects with one to one correspondence up to quantities of 10 (MKC-00-7)
••Read and write numerals to 0 to 10 (MKC-00-4)
Materials: paper, pen, different kinds of counters (blocks the same color and size,
marbles, buttons, bottle caps)
Procedure:
Put all the counters in one container.
Let the learners classify things according to its size, color, shape, texture, and weight.
Ask the learners to count each group of counters and write the corresponding
number on a piece of paper.
Counting Board
Competencies:
175
••Take away a quantity from a given set using concrete objects to represent the
concept of subtraction (MKAT-00-4)
Materials: counting boards, counters
(example: webs & spiders, rivers & fish,
stores & hats, tables & chairs, sinks &
plates)
Procedure:
Give each learner a counting board.
Have the learners take four counters
and decide what they want to
represent.
Let the learners take turns in telling a
story to go with the counters.
Example:
-- Three fish were swimming. One more came. That makes four fish swimming. --
I saw four mangoes in the tree. I climbed the tree and got two mangoes. Two
mangoes were left.
INDOOR/ OUTDOOR GAMES
1. Role playing on using polite words and actions at home
Competencies for all role playing activities:

••Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
••Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
••Nagkakaroon ng kamalayan sa damdamin ng iba (SEKEI-00-2)
••Participate actively in a dialog or conversation of familiar topics (LLKOL-00-10)
••Use polite greetings and courteous expressions in appropriate situations
-- Good Morning/Afternoon
-- Thank You/You’re Welcome
-- Excuse Me/I’m Sorry
-- Please…./May I….. (LLKOL-Ia-1)
••Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda
sa pamamagitan ng pagsunod nang maayos sa mg autos/kahilingan;
pagmamano/paghalik; paggamit ng magagalang na pagbati/pananalita;
pagsasabi ng mga salitang may pagmamahal; pagsasabi ng “Hindi
ko po sinasadya, Salamat po, Walang anuman” kung kinakailangan
(KMKPPam-00-5)
••Naikukuwento ang mga ginagawa ng pamilya nang sama-sama
(KMKPPam-00-6)
••Nakagagawa nang may kusa (KAKPS-00-2)
••Nakasusunod sa mga utos/gawain nang maayos at maluwag sa kalooban
(KAKPS-00-5)
••Naipakikita nang kaaya-aya ang tamang gawain sa iba’t ibang sitwasyon
(KAKPS-00-6)
176
••Predict possible ending of a story listened to (LLKLC-00-12)
••Identify problem solutions in a story listened to (LLKLC-00-11)
••Identify simple cause and/or effect of events in a story listened to (LLKLC-00-9)
••Relate personal experiences to events in stories/poems/songs listened to
(LLKLC-Ig-4)
••Express one’s idea/self freely through creative ways (drawing, illustration, body
movement, singing, dancing) based on story listened to (LLKLC-00-13)
Procedure:
Let the learners form six small groups. Help each group practice saying the
polite words assigned to them (Thank you. I’m sorry. Please. Excuse me.
Good morning. Good night.)
Narrate scenarios for the learners to listen to. Ask them to say the most
appropriate polite words for each scenario. For example:
-- Your sister shares her sandwich with you. What would you say? (The group
assigned to say ‘Thank you’ must say the words aloud).
-- You want to tell your mother something but she is talking with someone
else. What would you say? (The group assigned to say, Excuse me” must say
the words aloud).
-- You pushed your brother by accident while you are playing. What would you
say? (The group assigned to say, “I’m sorry” must say the words aloud). -- You
see your father in the morning when you wake up. What would you say? (The
group assigned to say, “Good morning” must say the words aloud) and so on.
Say your own scenarios for using polite words. Encourage the learners to
demonstrate polite actions also by citing situations. Polite actions include
kissing the hand of older persons, kissing the cheek, and other culturally
appropriate practices.
Role playing on obeying parents
Procedure:
Say the following scenario: “Maagang umuwi ang tatay ni Troy sa kanilang
bahay. Agad nagmano si Troy. Sabi ng kanyang tatay, “Troy, kunin mo nga
ang aking tsinelas at iligpit mo ang aking sapatos.” Ano sa palagay ninyo ang
dapat gawin ni Troy?
Let the learners describe what Troy should do and assign some to role play the
situation.
Tell the learners other scenarios about obeying requests and commands at home and
ask them to role play each. Give all the learners a chance to participate.
Role playing on asking forgiveness in the family
Procedure:
Say the following scenario: “Naglalaro ng bola sina Florence at Fernan sa
loob ng kanilang bahay. Sa kanilang pag-aagawan, nasagi, nahulog at
nabasag ang plorera ng kanilang Nanay FIna.” Ano sa palagay ninyo ang
dapat gawin nina Florence at Fernan?
177
Let the learners describe what Florence and Fernan should do and assign
some to role play the situation.
Tell the learners of other scenarios about asking forgiveness at home and ask
them to role play each. Encourage them to also think of scenarios where it is
their parents or an older member of the family who have asked forgiveness
from the younger member of the family, as this is also perfectly alright. Give all
the learners a chance to participate.
Role playing about sharing in the family
Procedure:
Say following scenario: Nagmano, humalik, at yumakap ang magkapatid na Tina
at Tristan sa kanilang Tatay Tino nang ito ay dumating sa kanilang bahay. May
dalang pasalubong na tinapay si Tatay Tino na masayang pinagsaluhan ng
dalawa. “Maraming salamat po sa masarap na pasalubong, Tatay Tino,” ang
sabi nila.
Ask the learners to talk about how their family shares with one another at home
and role play those situations.
Give all the learners a chance to participate
Role playing on helping with household chores
Procedure:
Ask four learners at a time to stand and demonstrate household chores that
each family member does.
For example, say “What does your mother do at home?” Encourage each learner
to show a different chore from what the others are doing. Emphasize that the
roles are not necessarily for female member of the households, in this case,
their mother, only. Male/fathers also share in the responsibility at home.
Give all the learners a chance to participate
F is for Flower Tap Your Toe

Tune: London Bridge Tune: Row, Row, Row Your Boat
Flower starts with letter F, Tap, tap, tap your toe,
Letter F, Letter F, Tap your toe for T.
Flower starts with letter F, Tap for train and turkey and toy,
/f/, /f/, /f/, f/! Tap, tap, one, two, three.
Frog starts with letter F,
Letter F, Letter F,
Frog starts with letter F,
/f/, /f/, /f/, f/
178
WEEK 13
Content Focus: My family members help one another by doing different roles.

(10 min)
MESSAGE Each member Some Some of Some My family

of my family members of my family members of helps our
has a role to my family members my bigger/ bigger/
play. manage the work to earn a extended extended
home. living for the family help my family
family. family. members.
QUESTION/S What are Who manages Who works to Who are the In what ways
the roles of your home? earn a living for members of does your
your family the family? your bigger/ family help
member? extended your bigger/
What kind of
family? extended
work do they
(grandparents, family?
do?
aunts, uncles, (grandparents,
cousins) aunts, uncles,
How do they cousins)
help your
family?
Work Period 1
(40 mins)
Teacher- Writers Chart of On the Job My Extended My Family
Supervised Workshop: Role Household Family Portrait Members Help
Introduce letter
Activity of each family Chores One Another
Ee
member Poster
Introduce letter
Nn
Learning 9Describe 9Identify who 9Draw how 9Draw their 9Draw the
Checkpoints the roles of manages their family extended ways their
their family their home members family family and
member earn a living members extended
family
members
help each
other
Independent 1. Finger Painting: Nn, Ee
Activities 2. Letter Mosaic: Nn, Ee
Nn, Ee Words Poster
Same Beginning
179
Learning 9 Identify the letters Nn and Ee
Checkpoints 9 Make the sounds of letters Nn and Ee
9 Match the letter sound to its letter form
9 Name objects that begin with the sound of the letters Nn and Ee
9 Recognize same beginning sounds of w
packing away the m aterials they used and be ready for Meeting Time 2. A transition song or a
countdown may be used.
2 describe the show and show their show and talk talk about how
(10 min) book that they talk about books and talk about their their family
made about their chart of about what extended family members help
the roles of household their family portrait. one another.
their family chores. members do to
members. earn a living for
the family.
QUESTIONS/ What are How many What does your Who are the How do your
ACTIVITY the roles of family members family member members of family members
your family do each job at do to earn a your extended help one
members? home? living? family? another?
When do you
get to see
them?
Recess
(15 min)
Quiet Time
(10 min)
Story Time Theme: Any Theme: Any Theme: Any Theme: Any Theme: Any
(20 min) age and age and age and age and age and
culturally culturally culturally culturally culturally
story about story about story about the story about story about
roles of family roles of family ways family family members taking care of
members. members at members earn helping one older family
home. a living. another. members.
180

question: What question: What question: question: How question: Who
are the roles are the roles What does does your are the older
of your family of your family your family extended members of
members? members at members do to family your family?
home? earn a living for members help How does your
Motive the family? your family? family help
question: What Motive them?
do you think question: What Motive Motive
are the roles of do you think question: What question: Who Motive
the members are roles of the do the family are helping the question: Who
of the family in members of the members in family in the helps the
the story? family at home the story do to story? older family
in the story? earn a living for members in the
the family? story?

Reading
Post-Reading What are the How do Who works to Who are Who helps the
roles of the the family earn a living for helping the older family
family members members in the the family in the family in the members in the
in the story? story manage story? story? story?
their home?
Are they the Is the work they How do the Who helps the
same as Do your family do the same members of older members
the roles of members as what your your extended of your family?
your family manage your family members family help your
members? home in the do? family?
same way
as the family
members in the
story do?
Work Period 2 supervised and independent activities, answers any questions, and tells the learners
to join their group and do the assigned tasks.
Work Period 2
(40 min)
Teacher- Roles Relay Number 4 Lining Up Sorting of coins Subtraction and

Supervised Game Combinations Family Writing Number
Activity Members Sentences
181
Learning 9 Write the 9Take away 9Arrange 9Take away 9Write
Checkpoints numerals 0 a quantity objects from a quantity subtraction
to 4 using from a given the shortest from a given sentences
proper set using to the set using using
strokes concrete longest concrete concrete
objects to objects to representa-
represent represent tions
the the
concept of concept of
subtraction subtraction
Independent 1. Writing Numerals 0-4

Activities 2. Playdough Numerals
3. Find 4
4. It’s A Match
Learning 9 Make structures with blocks

Checkpoints 9 Manipulate playdough to form numerals and corresponding quantities
9 Make different combinations of 4
Transition The teacher reminds the learners about the time left in Work Period Time 2 around 15
to Indoor/ minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners
Indoor/ Charade of Cat and Mouse Four Little March Around Grandmother,
Outdoor roles Game Monkeys the Alphabet may I?
Games
(20 min)
Learning 9 Follow simple directions
Checkpoints 9 Actively participate in the games
3 talk about their talk about say what their talk about how talk about how
(5 min) role in the who does the family members their extended they take care
family. household do to earn a family members of the older
chores. living. help their persons in their
family. family.
Questions / checks if the checks if the checks if the checks if the checks if the
Activity learners can learners are learners can learners can learners are
describe their able to say say what their say how their able to say how
role in the who does the family members extended family they take care
family. household do to earn a members help of the older
chores. living. their family. members of
their family.
DISMISSAL ROUTINE
182
WEEK 13
Content Focus: My family members help one another by doing different roles.
WORK PERIOD 1
1. Writer’s Workshop: Role of each family member
Competencies:
••Talk about family members…using various appropriate descriptive
words (LLKOL-005)
••Give the names of family members…and the roles they play (LLKV-00-6)
••Nakalilikha ng iba’t-ibang bagay sa pamamagitan ng malayang pagguhit
(SKMP-00-1)
Materials: blank booklets, crayons/colored markers
Procedure:
Ask the learners what the roles of their family members are.
Encourage the learners to draw each family member doing their role at home.
Assist the learners in writing/tracing “The Roles of My Family Members” and
their name on the booklet cover.
Chart of Household Chores
Competencies:
••Collect data on one variable through observation and asking questions (MKAP-00-1)
Materials: prepared simple pictograph for each learner (see sample on the next
page), pencils
-- Picture of a person cooking
-- Picture of a person setting the table
-- Picture of a person sweeping the floor
-- Picture of a person sweeping the floor
-- Picture of a person tending the garden
-- Picture of a person washing the clothes
-- Picture of a person ironing the clothes
-- Picture of a person fixing the bed
-- Picture of a person cleaning the bathroom
-- Other household chores (as appropriate)
183
Procedure:
Show the pictograph to the learners
and ask them to talk about the
household chores they see on the
pictures.
Ask them to check under the family
member who does the chore at
home. They may check more than
one family member per chore.
Help them count and see who among
their family members do the most
number and the least number of
chores at home.
On the Job
Competencies:
••Natutukoy ang mga pangangailangan ng pamilya at kung paano nila ito
natutugunan (KMKPPam-00-7)
••Give the names of family members…and the jobs they do.. (LLKV-00-6)
Materials: old magazines/newspapers or drawings of jobs of family

members, scissors, glue, sheets of paper
Procedure:
Cut out pictures that show what their family members do to earn a living for their
family. If no printed materials are available, they can draw or illustrate instead
their family members’ means of earning a living.
Ask the learners to paste their cut-out pictures on a sheet of paper.
Assist the learners in writing/tracing the words, “My ___________ is a
_______________.”
Staple the pages together with a cover page to make a book.
Assist the learners in writing “On the Job” and their names on the cover.
My Bigger/Extended Family Portrait
Competencies:
••Talk about family members…using various appropriate descriptive words
(LLKOL-005)
••Nakalilikha ng iba’t-ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
Materials: sheets of bond paper, strips of colored paper for borders, colored markers
184
Procedure:
Ask learners to name their extended family members (grandparents, aunts and
uncles, cousins).
Ask the learners to paste strips of colored paper on the bond paper to make a frame.
Ask the learners to draw their extended family members inside the frame.
Assist the learners in tracing/writing the names of their extended family members.
Assist the learners in writing/tracing, “My Extended Family Portrait” and their
name on the frame.
My Family Members Help One Another Poster
Competencies:
••Naikukuwento ang mga ginagawa ng pamilya nang sama sama (KMKPPam-00-6)
••Give the names of family members…and the roles they play.. (LLKV-00-6)
Materials: bond paper, colored markers, crayons
Procedure:
Ask the learners to talk about how their family members and their extended
family members help one another.
Ask the learners to draw what they shared.
WORK PERIOD 1
1. Finger Painting (Nn, Ee)
Competencies:
••Trace, copy, and write different strokes (LLKH-00-6)
Materials: finger paint or color dye of different colors on stable plastic tubs, large
sheets of paper, markers, tape, old newspapers, wet cloth for wiping fingers
Procedure:
Set up the finger painting area by taping old newspapers on the table.
Tell the learners to dip their index finger on the tub of paint, and trace the letters
Nn or Ee on a sheet of paper.
Tell the learners to fill up the sheet of paper with finger painted letters Nn or Ee.
Remind the learners to say the sounds of Nn, Ee while finger painting the letters.
Remind the learners to wipe the paint off their fingers with the wet cloth when
they are done.
185
2. Letter Mosaic: Nn/Ee
Competencies:
••Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
••Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
••Nakagagawa nang nag-iisa (KAKPS-00-3)
Materials: paper with the outlines of the letters Nn and Ee, colored papers cut in
medium sized squares or circles, glue
Procedure:
The learners trace the outline of the letters and say their sounds.
The learners fill up the outline of the letters with colored papers by pasting them.
Poster of words that begin with Nn, Ee
Competencies:
Materials: a 1/4 cartolina sized outline of the letters Nn and Ee for each
learner, colored markers, crayons
Procedure:
produce its sound.
Tell the learners to think of objects that begin with the letter sound.
Same Beginning
Competencies:
••Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
••Nakapaghihintay ng kanyang pagkakataon (KAKPS-0012)
Materials: pairs of pictures of objects beginning with Mm, Aa, Ff, Tt, Nn, Ee
Procedure:
Learners sit in a circle with the picture cards in front of them, laying face down.
Learners take turn in turning up two picture cards.
The one who turns up the picture cards says what is in the cards.
If the two pictures have the same beginning sound, the learner keeps the cards
The learner with the most cards at the end of the game wins.
186
WORK PERIOD 2
1. Roles Relay Game
Competencies:
••Match object, pictures based on properties /attributes in one-to-one
correspondence (MKAT-00-1)
••Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Materials: clothes and clothes pin, clothes line (4 per team), toy plates and toy food
(4 per team), 25 centavo, 1 peso, 5 peso, 10 peso coin (2 of each per team)
Procedure:
Group the learners into 2-3 teams.
Prepare the stations for each team – laundry, kitchen, money.
The learners will line up and wait for their individual turns to do the relay of the 3
stations.
For the laundry station, the learners will get 4 clothes and hang them on the
clothes line.
Next, they will set the 4 plates and put one food for each plates.
Then, they will match the 4 coins scattered on the last station.
The player will go back to his team mates and tap the next player who will do the
same.
The team that finishes first will be the winner.
Number 4 Combinations
Competencies:
••Recognize the words “put together,” “add to,” and “in all” that indicate the act of
adding whole numbers (MKAT-00-26)
••Write addition number sentences using concrete representations (MKAT-00-10)
Materials: any kind of counters, paper for writing, pencils, colored markers
Procedure:
Ask the learners to get four counters.
Ask the learners to make different combinations of four by separating the counters.
Ask the learners to write the number combinations/sentences.
Lining Up Family Members
Competencies:
••Arrange objects one after another in a series/sequence according to a given
187
attribute (size, length) and describe their relationship (big/bigger/biggest or long/
longer/longest) (MKSC-00-10)
••Use non-standard measuring tools (MKME-00-1)
Materials: picture or toy that represents family members, playdough, non-

standard measuring tools (paper clips, crayons of equal length)
Procedure:
Read the poem, “Family Time.”
Show the learners the pictures or toys of family members of different lengths/
sizes and ask them to describe what they see.
Ask the learners to arrange the family members. If the learners arranged the
family members from the shortest to the longest, ask them to arrange them
in reverse (from the longest to the shortest) and vice versa.
Ask the learners to measure each family member using the non-standard
measuring tools.
Encourage the learners to form four family members using play dough, measure
each family member using the non-standard measuring tools, and arrange them
according to length.
Sorting of coins
Competencies:
••Recognize and identify coins and bills up to PhP20 (pesos and centavos) (MKAT-00-2)
Materials: coins of different denominations
Procedure:
Present each coin to the whole class. Ask if anyone knows what it is.
Divide learners into groups with 3-4 members.
Give each group a set of coins that has 4 25 centavo, 4 1 peso, 4 5 peso, and 4
pcs 10 peso coins that are mixed together in a container/box.
Tell them to sort the coins into groups that they think they should be in.
Ask them to show you which among the coins are big, bigger, biggest.
Subtraction and Writing Number Sentences
Competencies:
••Recognize the words “take away,” ‘less,’ and ‘are left’ that indicate the act of
subtracting whole numbers MKAT-004
••Write subtraction number sentences using concrete representations (MKAT-00-10)
188
Materials: subtraction cards, counters, writing paper, pencils, colored markers
Procedure:
The learners get 4 counters.
The teacher asks the learners to write down 4 take away 0 = learners’ answer
(4-0 = 0)
The teacher asks the learners to write down 4 take away 1 = learners’ answer
(4-1 = 3)
Repeat until all the possible subtraction sentences are written down.
WORK PERIOD 2
1. Writing Numerals (0-4)
Competencies:
••Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Materials: pencils, writing paper with dotted numerals 0 to 4 (see sample), sand
paper numerals 0 to 4
Procedure:
Ask the learners to trace the
sandpaper numerals with their
index and middle fingers together.
Ask the learners to say the numbers
while tracing their shape with their
fingers.
Ask the learners to identify the
numerals on the writing paper
randomly.
Ask the learners to connect the dots
of the numerals 0 to 4 using the
right strokes.
After tracing, ask the learners to
write the numerals on their own.
Playdough Numerals 0 to 4
Competencies:
Material: play dough
189
Procedure:
Give each learner a medium-sized ball of play dough.
Let them form the numerals 1, 2, 3 and 4.
Find 4
Competencies:
••Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of
Materials: 4 sets of numeral cards (0-4), counters
Procedure:
Players are dealt a card each. The rest of the cards stay in a pile in the middle.
Players put counters on the top of his/her card to match the numeral.
Learners take turns in turning the top card of the pile face up.
If the learner turns up a card that can make a total of 4 with the card on his/her
hand, he/she gets to keep the cards. If not, the card is placed on the bottom of
the pile and the next player takes a turn.
Players may check if the card they picked from the pile would make 4 when
combined with the card on hand by putting counters on the picked card.
The player who gets the most number of pairs of cards that make 4 wins.
It’s A Match
Competencies:
Procedure:
Place the corresponding dot pattern cards in the chalk tray.
190
1. Charades of Roles
Competencies:
pageehersisyo (KPKPF-00-1)
••Naisakikilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit,
pagsayaw, at iba pa (SEKPSE-If-2)
Materials: picture cards of a father, mother, brother, sister, and baby; container
for the picture cards
Procedure:
Each player takes turns in picking a picture card from the container.
The player acts out a role that the family member in the picture card does at
home or at work.
The other players guess what the action is.
The player who guesses the action correctly takes the next turn.
The game ends when all the players had their turn to do a charade.
Cat and Mouse Game
Competencies:
••Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-
eehersisyo, pagsasayaw (KPKGM-Ig-3)
Procedure:
Five players are chosen to be the trap and they form a circle by holding hands
with arms raised over their heads.
One volunteer gets to be the cat that starts by turning away from the trap, not
looking at it (perhaps with eyes closed). The remaining players are all ‘mice.’
The game begins with the ‘mice’ walking in and out of the trap. The’ cat’ waits for
the right moment to face the trap and shout “Snap!”
When the ‘cat’ shouts “Snap!,” the ‘trap’ brings its arms down and captures the
players inside the circle. They become part of the trap.
The game continues until all but one ‘mouse’ is caught. That ‘mouse’ is declared
the winner.
Four Little Monkeys
Competencies:
••Nakagagalaw, (lundag) nang angkop sa ritmo at indayog bilang tugon sa himig
na napapakinggan/awit na kinakanta (KPKPF-Ia-2)
191
••Recite rhymes and poems, and sing simple jingles/songs in the mother tongue,
Filipino, and/or English (LLKOL-Ia-2)
Material: Four Little Monkeys rhyme

Procedure:
The teacher and learners recite the rhyme together with the action.
Four volunteers demonstrate the action while the others sit down and recite the
rhyme.
Call on another set of volunteers to demonstrate the rhyme.
March Around the Alphabet
Competencies:
••Nakagagalaw (martsa) nang angkop sa ritmo at indayog bilang tugon sa himig na
napapakinggan.awit na kinakanta (KPKPF-Ia-2)
Materials: laminated cut out upper case letters M, A, F, T, N, E big enough for the
learners to stand on (there should be enough letters for each player), march music
Procedure:
Let the learners identify the letters M, A, F, T, N, E
Scatter all the letters on the floor/ground. Make sure there is enough space
between the letters.
Ask the learners to march along the march music around the letters on the floor.
When the music stops, the learners must step on a letter on the ground/floor
and say a word that begins with the letter sound.
Repeat until all the learners have stepped on all the 6 letters.
Grandfather/Grandmother May I?
Competencies:
••Use polite greetings and courteous expressions in appropriate situations (LLKOL-Ia-1)
Procedure:
The teacher stands a few feet away from the group of learner facing her and
says that for the game she pretends to be the learners’ grandmother.
The teacher tells the learners that she will ask each one of them to perform an
action (for example, “Caloy, jump forward four times.”).
The learners must first say, “Grandmother, may I?” before doing the action.
192
If the learner forgets to say, “Grandmother, may I?, he/she will stay on his/her
place and lose a turn to move forward.
The teacher gives all the learners a chance to perform an action.
The game ends when all the learners have moved forward and reached the
teacher.
Family Time
The family lined up on measuring day
I measured each one before they could play
They got in a row in an orderly way
Then smallest to biggest (or shortest to tallest) they all ran away.
Where are the members of the family?

Where is father? (mother, brother, sister, baby) (Learners put both hands behind them.)
Here I am. Here I am. (Learners show thumb for father, index finger for mother,
middle finger for brother, ring finger for sister, and pinky for baby.) How are you
today? How are you today? (Fingers ‘talk’ to each other.) I’m fine, thank you. I’m fine,
thank you. (Learners put both hands behind them.)

A happy family
The father (ask a volunteer to show what his/her father does at home or at work)
The mother (ask a volunteer to show what his/her father does at home or at work)
Brother (ask a volunteer to show what a brother does at home)
Sister (ask a volunteer to show what a sister does at home)
And baby (ask a volunteer to show what a baby does at home)
A happy family
Four Little Monkeys

Four little monkeys jumping on the bed (4 learners jump up and down)
One fell down and broke his head (1 learner pretend to fall down)
Mama called the doctor and the doctor said (learners pretend to call the doctor
on the phone)
“No more monkeys jumping on the bed.” (learners shake their index finger side
to side to say ‘no’).
* Repeat with three little monkeys, then two, then one until all the monkeys are
gone.
193
WEEK 14
Content Focus: My family provides my shelter.

(10 min)
MESSAGE My family lives There are A house has A house has My family
in a house. different kinds different different practices
of houses. areas. areas. safety
measures at
home.
QUESTION/S Where does The teacher What are the What are the What do you
your family asks the different areas different areas do to be safe at
live? learners to in your house? in your house? home?
sing the ‘Bahay
Why do you What do you What do you
need to live in a Kubo’ song. see in each see in each
house? Does your area? area?
house look like What do you do What do you do
this? in each area? in each area?
What does your
house look like?
Work Period 1
(40 mins)
Teacher- Our House Mini book Triorama Safe or Introduce
Supervised Introduce the of different Unsafe? a resource
Activity letter Ss houses person to talk
to the learners
Learning 9 “Build” a 9Describe 9Make a 9Differentiate about safety
Checkpoints house using the ways miniature safe and measures at
different houses are of all the unsafe home
materials different areas in the practices
house as at home as
instructed shown in
pictures
Independent 1. Picture Puzzles
Activities 2. Letter Mosaic (Ss)
3. Poster of words that begin with Ss
4. Dramatic play
Learning 9 Put together 4 to 6 piece puzzles

Checkpoints 9 Recognize different things and its relationship to its surroundings
9 Identify and make the sound of the letter ss
9 Sort and classify pictures
194
2 present and present and play a guessing present and talk about
(10 min) describe the describe their game. describe their the safety
houses they mini book triorama. practices they
made. of different should do at
houses home.
QUESTIONS/ Where is your What makes The teacher What does What safety
ACTIVITY house at? each house gives clues your family do measures do
different from about the in the different you practice at
What is your
others? areas of the areas of the home?
house made
house for the house?
of?
learners to
What are the guess.
parts of your
house? (roof,
walls, windows,
doors)
Recess
(15 min)
Quiet Time
(10 min)
children’s story children’s children’s children’s children’s story
about a house. story about story about the story about the about keeping
different kinds different areas different areas safe at home.
of houses. in the house. in the house.
195

question: What question: Do question: What question: What question: How
is your house all houses look are the different are the different do you keep
like? the same to areas in your areas in your your home
you? house? house? safe?
Motive
question: What Motive Motive Motive Motive
is the house in question: What question: What question: What question: What
the story like? are the different are the different are the different safety practices
kinds of houses areas in the areas in the at home are
in the story? house in the house in the shown in the
story? story? story?
Reading
Post-Reading What is the What are the What are the What are the What safety
house in the different kinds different areas different areas practices at
story like? of houses in the in the house in in the house in home are
story? the story? the story? shown in the
Do you like that
story?
house? Why or Which do you Which is your Which is your
why not? prefer and favorite area favorite area Which safety
why? and why? and why? practices do
you do at
Which words
home?
have the same
beginning
sounds as the
different areas
of the house?
Example: Sala -
sopas
Work Period 2
(40 min)
Teacher- Number Hunt Who’s Inside Comparing Draw 5 Safety Practice
Supervised the house Quantities 0 Pledge
Activity to 5
Learning 9Recognize 9Count 9Understand 9Draw five 9Identify
Checkpoints the numeral objects with the concept objects safety
5 and count one-to-one of 0-5 by seen in the practices
how many correspon- comparing different
there are dence up to quantities areas in the
quantities of objects house that
of 5 (more or begin with
less) letter Ss
196
Independent 1. Lift the Bowl (concrete quantities of 5)
Activities 2. Writing numerals 0 to 5
3. Number 5 mosaic
4. Number concentration (matching numerals with quantities)
Learning 9 Match numerals to sets of concrete objects from 0-5
Checkpoints 9 Recognize and identify numerals from 0-5
9 Read and write numerals 0-5
9 Represent the numeral 5 creatively
Indoor/ Bagyo! Bagyo! Larong Piko Charades Build a House Thumbs Up,
Outdoor Sisilong Ako! Relay Thumbs Down
Games
(20 min)
Learning 9 Participate 9Play the 9Connect the 9“Build” a 9Identify the
Checkpoints in the game game with areas of the house as a pictures that
by following physical house with team show safe
the rules coordination the activities and unsafe
and wait for done there practices
their turn to at home by
play doing the
thumbs up
and thumbs
down sign
Meeting Time The learners The learners The learners The learners Story: “Ang
3 sing the song complete a post pictures post pictures Mahiwagang
(5 min) “Bahay Kubo” word web about of things found of things found Bilin ni Nanay”
different types in the different in the different
The teacher
of houses. areas in the areas in the
asks the
learners to house. house.
describe their
own house.
Questions / checks if checks if checks if the checks if the checks if the
Activity learners can learners are learners are learners are learners are
describe their able to recall able to post the able to post able to say the
own house. the different pictures to the pictures to the safety practices
types of correct area of correct area in they should do
houses. the house. the house at home, based
on the story
read to them.
DISMISSAL ROUTINE
197
WEEK 14
Content Focus: My family provides my shelter.
WORK PERIOD 1
1. Our House
Competencies:
••Describe objects based on attributes/properties shapes, size, use and
functions (MKSC-00-4)
••Recognize simple shapes in the environment (MKSC-00-1)
••Identify two or three dimensional shapes like square, circle, triangle, rectangle
(MKSC-00-2)
••Recognize symmetry (own body, basic shapes) (MKSC-00-11)
••Paglikha ng mga modelo ng pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Materials: large sheet of paper, popsicle sticks, cut out shapes, glue
Procedure:
Distribute the materials to the learners.
Tell the learners to represent their house using the popsicle sticks and cut out
shapes on the paper.
Mini book of different kinds of houses
Competencies:
••Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya
(KMKPPam-00-3)
••Natutukoy ang magagandang bagay na nakikita sa paligid (SKPK-00-1)
••Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)
Materials: blank mini books, old newspapers and magazines or drawings of

different houses, scissors, glue, colored markers
Procedure:
Ask the learners to look through the old magazines/newspaper and cut out
pictures of different houses.
Ask the learners to paste the cut out pictures on their mini book.
Ask the learners to describe each house and assist them in writing down their
descriptions.
Triorama
Competencies:
••Naikukuwento ang mga ginawa ng pamilya nang sama-sama. Nailalarawan ang
nagagawa ng mga tagapag-alaga /Nanay/Tatay/Lolo/Lola, atbp. (KMKPPam-00-6)
••Pagtiklop ng papel (KPKFM-00-1.2)
198
••Sort and classify objects according to one attribute/property (use) (MKSC-00-6)
Materials: colored markers, crayons, glue or clear tape, scissors, poster board or paper
Procedure:
Assist the learners in making the
triorama. Start with a square of
poster board or paper. The larger
the square the larger your triorama
will be.
Fold it diagonally one way then unfold.
And then fold it diagonally the other
way and unfold. Cut it with a pair of
scissors from one corner to the
center. Grab one of the flaps and
slide it all the way over the other
flap. The triorama will fold right up
into shape.
Ask the learners to fill the triorama
with drawings of various things to
make it look like an area in the
house.
4. Safe or Unsafe?
Competencies:
••Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit
na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na
paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting,
maingat na pag-akyat at pagbaba sa hagdanan (KPKPKK-Ih-3)
••Talk about the details of an object/picture (LLKOL-Id-4)
Materials:
-- pictures showing safe practices at home - putting matches and candles away
from reach of children, wiping wet floors, staying away from hot surfaces,
keeping chemicals/toxic substances out of children’s reach, walking (not running
up and down the stairs), hiding away sharp objects (knives, scissors), covering
electrical outlets, among others
-- pictures showing unsafe practices at home – playing with fire, keeping floors
wet and slippery, touching hot surfaces, keeping chemicals/toxic substances
within children’s reach, running up and down the stairs, playing with knives and
scissors, putting fingers inside electrical outlets, among others
-- graphic organizer (Safe Practices at Home vs. Unsafe Practices at Home)
199
Procedure:
All pictures of safe and unsafe practices are placed in a container.
Learners take turns in getting a picture from the container.
Learners describe the picture they picked and say whether it is a safe or unsafe
practice at home.
Learners classify the picture on the graphic organizer.
5. Resource Person to talk about safety measures at home
Note: The teacher can invite any resource person to discuss different safety
measures to be observed at home. The resource person may be a parent, a
Red Cross worker, a nurse, a health worker, a firefighter.
Competencies:
••Nakikilala ang mga taong nakatutulong sa komunidad, hal. guro, bombero, pulis,
atbp. (KMKPKom-00-2)
••Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na
bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit
ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-
akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan,
pananatiling kasama ng nakatatanda kung nasa sa matataong lugar (KPKPKK-Ih-3)
••Ask questions as may be appropriate (LLKOL-00-7)
Materials: first aid kit, pictures or actual objects that are unsafe: toxic substances/
chemicals, knives and scissors, matchboxes, candles, etc.
Procedure:
The teacher introduces the resource person to the class. The learners greet the
guest.
200
The resource person talk about safety measures to be observed at home.
The resource person will demonstrate some safety practices that need to be
observed at home.
The resource person talks about the importance of having a first aid kit at home.
The teacher encourages the learners to ask questions about safety practices at
home for the resource person to answer.
WORK PERIOD 1
1. Picture Puzzles
Competencies:
••Pagbuo ng puzzles (KPKFM-00-1.5)
••Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)
Materials: large pictures of a living room, kitchen, dining room, toilet and
bathroom, bedroom cut out in 4 to 6 pieces and laminated to make a puzzle.
Procedure:
The learners put together the puzzles first and describe what they see.
The learners compare the areas in their house to what they see in the puzzles
Letter Mosaic (Ss)
Competencies:
••Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may iba’t-ibang tekstura
(SKMP-00-4)
201
Materials: cut out colored papers for pasting, glue, outline of letter
Ss Procedure:
Learners take a sheet with the outline of letter Ss.
Learners paste the cut out colored papers on the letter outline.
Learners say the sound of the letter Ss while pasting,
Dramatic Play
Competencies:
••Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
••Participate active in a dialog or conversation of familiar topics (LLKOL-00-10)
Materials: dramatic play area (bahay-bahayan with age-appropriate toys to

represent a kitchen and a dining area and other props as toy dolls)
Procedure:
The teacher encourages the learners to play in the dramatic play area cooperatively.
Learners assign roles and proceed with their dramatic play.
4. Poster of words that begin with Ss
Competencies:
Materials: a 1/4 cartolina sized outline of the letter Ss for each learner, colored
markers, crayons
Procedure:
produce its sound.
Tell the learners to think of objects that begin with the letter/ sound Ss. These
objects must be found inside the house (salamin, sandok, sapatos, sepilyo,
sako, sabon, etc)
Ss words in the learners’ mother tongue are most welcome.
WORK PERIOD 2
1. Number Hunt
Competencies:
202
equal -Identify sets with one more or one less element (MKC-00-8)
Materials: number chart for each learner

(see sample below), crayons or markers/
felt tip pens of different colors
Procedure:
Give each learner a number chart.
Ask the learners to identify the
numerals in the number chart.
Ask the learners to look for all the
numeral 5 and shade them with
the colored marker.
Ask the learners to count how many
numeral 5s are there in each column
and write down the total on the blank
space at the bottom of each column.
Ask the learners to say what he/she
observes about the totals in each
column (They are all equal).
Variation: Turn the number chart into a house to tie up with the theme.
2. Who’s Inside the house
Competencies:
Materials: pen, paper
Procedure:
Distribute materials to learners
Ask them to think of 5 different houses (based on shape, size, color, or design)
then draw them on the paper.
Inside each house, the learners must draw 5 members of the house hold. It can
be any combination of family members discussed (example: one house has
father, mother, brother, sister, baby; another house has mother, lolo, lola,
brother, baby; the next one can have mother, father, baby, lolo, uncle)
The learners can share what they drew afterwards
Comparing Quantities 0-5
Competencies:
203
equal -Identify sets with one more or one less element (MKC-00-8)
Materials: picture cards of different kinds of houses in quantities 0 to 5, bottle spinner
Procedure:
Players take turns in spinning the bottle.
Players who are in both ends of the bottle will pick a picture card.
Players will describe what is in their picture cards (e.g., 1 nipa hut, 3 castles)
Player with the most number of houses in the picture card wins the round and
keeps both cards.
Bottle spins again and the game continues on until all players have had a turn or more.
In the end, all the players count how many cards they won.
The teacher leads the players in comparing who has more or less cards than the
others.
The player with the most number of cards wins the game.
Draw 5
Competencies:
••Name objects that begin with a particular letter of the alphabet LLKV-005
Materials: sheets of bond paper with lines to make six boxes, pencils, crayons,
felt pens of different colors
Procedure:
Each learner gets a sheet.
Ask the learners to think of things that they see at home that begins with the Ss
sound (words in the mother tongue are most welcome)
Assist the learners in writing down the words on their sheets (one word per box).
Ask the learners to draw each object five times.
Safety Practice Pledge
Competencies:
••Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na
bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit
ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na
pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid
sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar
(KPKPKK-Ih-3)
••Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit
(SKMP-00-1)
••Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)
204
Procedure:
Recalling what the resource speaker said, ask the learners to enumerate the
safety practices that they have learned.
Tell them to draw (and or write) them down.
Stick all the pledges on a big paper.
Ask learners to stamp their finger print and sign their names on the big paper.
Discuss that these are the things that they pledge to carry out to keep their
homes safe.
WORK PERIOD 2
1. Lift the Bowl (concrete quantities of 5)
Competencies:
••Add quantities up to 10 using concrete objects (MKAT -00-8)
Materials: bowl or cup, any kind of counter such as pebbles, beads, or sticks
Procedure: Game proceeds as the Hand Game but bowls are used for separating
quantities.
2. Writing Numerals (0-5)
Competencies:
••Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Materials: pencils, writing paper with dotted numerals 0 to 5 (see sample), sand
paper numerals 0 to 5
205
Procedure:
Ask the learners to trace the sandpaper numerals with their index and middle
fingers together.
Ask the learners to say the numbers while tracing their shape with their
fingers.
Ask the learners to identify the numerals on the writing paper randomly.
Ask the learners to connect the dots of the numerals 0 to 5 using the right
strokes.
After tracing, ask the learners to write the numerals on their own.
3. Number 5 Mosaic
Competencies:
••pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
••Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
Materials: bond paper, felt tip pens, medium sized cut out paper of different colors, glue
Procedure:
Learners write or trace a big numeral 5 on their sheets of paper.
Learners paste cut out colored papers on the outline. They may use only one
color or as many colors as they wish.
206
4. Number Concentration (0 to 5)
Competencies:
Materials: a set of number cards from 0 to 5, a set of picture cards of different

items in the house with quantities from 0 to 5
Procedure:
All the picture cards are laid out face down on the table/floor.
Players decide who gets to play first.
Player turns two cards face up.
If the cards match each other (e.g. numeral 4 and 4 objects on the picture
card), the player keeps the cards.
Players continue to take turns to play.
Player with the most cards wins.
ORIGINAL STORY
Ang Mahiwagang Bilin ni Nanay
ni Robert P. Macalindong
Si Susan ay batang limang taong gulang, masayahin at maraming kaibigan.
Simple man ang buhay nila, ang batang si Susan ay laging masaya kasama
ang kaniyang pamilya sa isang bahay na yari sa sasa.
Isang araw, nakita siya sa bintana ng kaniyang kaibigang si Sara. “Susan, halika
maglaro tayo ng luto-lutuan doon sa likod ng bahay namin,” ang aya ni Sara. Agad
na sumama si Susan kay Sara dahil paborito niya ang larong luto-lutuan.Umalis
siya ng bahay na hindi nagpaalam sa kaniyang mga magulang. Dali-daling
naglakad ang dalawa hanggang sa nakarating sila sa bahay ni Sara. Pumasok si
Sara sa loob ng kanilang upang kumuha ng kandila at posporo.
“Halika na, Susan. Magluto-lutuan na tayo!” ang masiglang sabi ni Sara. Nang
akma ng sisindihan ni Sara ang kandila ay napasigaw si Susan.
“Huwag, Sara! Baka masunog natin ang inyong bakuran pati na rin ang inyong
bahay. Alam mo ba na laging bilin sa akin ni Nanay na huwag na huwag daw
akong maglalaro ng posporo at kandila. Baka magkasunog!”
“Tama ka, Susan. Sige, ibang laro na lang ang gawin natin,” ang sabi ni Sara.
207
INDOOR/OUTDOOR
GAMES 1. Bagyo! Bagyo! Sisilong ako!
Competencies:
••Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t-ibang paraan ng
••Naipapakita ang pagpapahalaga sa maayos na pakikipaglaro: pagiging
mahinahon, pagsang –ayon sa pasiya ng nakararami/reperi, pagtanggap ng
Materials: none
Procedure:
Ask the learners to group themselves into three. In each group, two players will
act as the “house” by holding hands and raising them up to make a ‘roof.’ One
player will stay inside the ‘house.”
Call on a volunteer to be the ‘It.’ Let the ‘It’ practice saying in a loud voice,
“Bagyo, bagyo! Sisilong ako!’(or its equivalent in the learners’ mother tongue)
When the ‘It’ shouts, “Bagyo, bagyo, sisilong ako!” the ‘houses’ open to let the
players out and enter another ‘house.’ The ‘It’ also enters a ‘house.’
The player who is not able to enter a ‘house’ is the next ‘It.
Larong Piko or Hopscotch
Competencies:
••Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag
••Naipakikita ang panimbang sa pagsasagawa ng ibat-ibang kilos ng katawan, gaya ng
paglukso-luksong pahalinhinan ang mga paa (skipping), pagtulay nang di natutumba
sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-4)
••Identify the 1st, 2nd, 3rd, up to 10th object in a given set (MKC-00-11)
Materials: chalk, pucks or pamato
Procedure:
Divide learners into groups of 3 or 4.
Let the learners make or choose
their pucks (pamato).
Draw a ‘house’ on the ground for
each group of learners.
Learners decide who goes first,
second, and last to play the game.
The teacher demonstrates how to
play ‘piko.’
208
3. Charades
Competencies:
••Demonstrate movements using different body parts (PNEKBS-Ic-3)
Materials: none
Procedure:
Learners identify the different areas in the house (living room, kitchen, dining
room, toilet and bathroom, bedroom).
Learners are given a chance to think of activities done in each area in the house.
Learners take turns in demonstrating an activity for the other learners to guess.
The player who guesses what the action is correctly has to say in which area of
the house that action is done.
Let all the learners have a turn in doing a charade.
Build a House Relay
Competencies:
••Naipapakita ang pagpapahalaga sa maayos na pakikipaglaro: pagiging
mahinahon, pagsang –ayon sa pasiya ng nakararami/reperi, pagtanggap ng
••Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag
••Pagbuo ng puzzles (KPKFM-00-1.5)
Materials: 2 sets of 5 large cardboard parts of the house (roof, main frame,
door, windows) as puzzle pieces, masking tape, wall or board
Procedure:
Divide the learners into groups of 5 members each.
Show the learners the puzzle pieces and ask them to say what parts of the
house they are.
Tell the learners that each team will have a chance to form a house with the
puzzle pieces.
Let two teams prepare to go first.
Let each team member choose a part of the house.
When the teacher says go, a player runs to the wall or board to paste the house
part he/she is holding.
The next players paste the house part he/she is holding until the house is ‘built.’
The first team to ‘build’ the house wins.
The next set of teams play next until all teams have had their turn to play.
209
5. Thumbs Up! Thumbs Down!
Competencies:
••Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit
na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na
paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting,
maingat na pag-akyat at pagbaba sa hagdanan (KPKPKK-Ih-3)
••Expresses thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
••Talk about the details of an object/picture (LLKOL-Id-4)
Materials: pictures that show safe and unsafe practices at home (those used in the
Safe or Unsafe? activity in Work Period 1)
Procedure:
The teacher lets the learners practice making the thumbs up and thumbs down sign.
The teacher tells the learners that she will show them some pictures, and when
the picture shows a safety practice at home, they will make the thumbs up
sign. If the picture shows an unsafe practice at home, the learners are to make
the thumbs down sign.
The teacher asks the learners to say why they did the thumbs up or thumbs
down sign.
Bahay Kubo (Tagalog folksong)

*may be sung in the learners’ mother tongue
Bahay kubo kahit munti
Ang halaman doon ay sari-sari
Singkamas at talong, sigarilyas at mani, sitaw, bataw, patani
Kundol, patola, upo’t kalabasa
At saka mayroon pang labanos, mustasa
Sibuyas, kamatis, bawang, at luya
Sa paligid ligid ay puno ng linga.
210
WEEK 15
Content Focus: My family provides my food.

(10 min)
MESSAGE My family There are There are There are There are
eats food nutritious certain kinds many ways to many ways to
that comes kinds of food that I prepare food prepare food
from different of food. should not eat at home. at home.
sources. much of.
QUESTION/S What is your Are all kinds Are all kinds What are What are the
favorite food? of food good of food good the ways to ways we cook
for the body/ for the body/ prepare food at food at home?
Do you know
nutritious? nutritious? home without
where your
food comes What kinds of What are the cooking?
from? food are good food that we
for the body/ should not eat
nutritious? much of?
Work Period 1
(40 mins)
Teacher- Food source Super food Collage of food Stuffed fruit Food
Supervised collage that my family mobile preparation
Activity should not eat with an invited
Introduce letter
much of parent.
Bb

Learning 9 Sort food 9Name and 9Identify the 9Follow
Checkpoints according identify kinds of instructions
to their super food food that we
sources should not
correctly eat much of
Independent 1. Mini-poster: My family’s favorite food
Activities 2. Dramatic play
3. Target Letter: Bb
4. Letter Mosaic : Bb

Learning 9 Identify and make the sound of the letter Bb correctly

Checkpoints 9 Represent the letter Bb in creative ways

9 Act out food preparation and eating activities during dramatic play

9 Represent their favorite food
Meeting minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start
Time 2 packing away the materials they used and be ready for Meeting Time 2. A transition
211
Meeting Time The learners The teacher The learners Fruit salad
2 talk about talks about talk about the preparation
(10 min) the different super food and collage. with an invited
sources of emphasizes parent
food as shown those found
in their food in the local
sorting collage. community.
QUESTIONS/ What kinds of What are some What are the How is fruit
ACTIVITY food come from examples of kinds of food salad prepared?
plants? super food? that we should (Show pictures
What kinds of eat? of the steps)
food come from What are the Arrange the
animals? kinds of food pictures of the
that we should steps in making
not eat much the fruit salad
of? Why? in the correct
order.
Recess
(15 min)
Quiet Time
(10 min)
appropriate appropriate appropriate appropriate appropriate story
story book story book story book story book book about food
about sources about nutritious about the kinds about food preparation at
of food. kinds of food. of food that I preparation home (cooked -
should not eat at home (no steamed, fried,
much of. cook). grilled, boiled,
etc.).
question: What question: Can question: What question: question:
is your favorite you tell me is junk food? How is food How is food
food? what kinds of prepared in prepared in
food are your home? your home?
212
Motive nutritious/good Motive Motive Motive
question: Do for our health? question: What question: question:
you know kinds of food How is food How is food
Motive
where your are considered prepared in the prepared in the
question:
food comes junk food in the story? story?
What are the
from? story?
nutritious kinds
of food in the
story?

Reading
Post-Reading Where does Can you name What kinds of How is food How is food
food come the nutritious food should we prepared in the prepared in the
from? kinds of food in not eat much story? story?
the story? of? Is your food What is favorite
Which of those prepared that way of cooking
nutritious kinds way in your food?
of food do you home?
eat?
Work Period 2
(40 min)
Teacher- Farm to Table My Book of 5 Trip to the 5 Fruit Kebab How to make
Supervised Food Match Nutritious Food school canteen or Fruit BBQ ________
Activity or nearby food (recipe book)
store

Learning 9 Connect the 9Name and 9Say which 9Describe the 9Sequence
Checkpoints food from draw 5 food sold in step by step the food
its source nutritious the school procedure in preparation
correctly food canteen or making fruit activity
local food salad correctly
store should
be eaten
moderately
Independent 1. Number concentration (0-5)

Activities 2. Play dough numerals
3. Lacing of five fruits
4. Dramatic play

Learning 9 Identify the numerals 0 to 5 correctly

Checkpoints 9 Match the numerals 0 to 5 with their corresponding quantities

9 Represent the numeral 5 correctly
213
Indoor/ Banana Bread “The Coconut Pass the Egg Fruit Basket Dramatic Play:
Outdoor Nut” by: Ryan Relay Lutu-lutuan
Games Cayabyab
(20 min)
Learning 9Play the 9Sing the 9Show how 9Play the 9Show how
Checkpoints game song with to pass the game to prepare
according to their own ‘egg’ over according to food in a
instructions actions and under instructions dramatic
play activity
Transition The teacher tells the learners to help pack away the materials they used in the Indoor/ to
Meeting Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A
Time 3 transition song or countdown may be used.
3 talk about identify the talk about the talk about how talk about how
(5 min) the different super food food items they to make fruit the invited
sources of food items. saw in their visit salad. parent prepared
to the school food in class.
canteen or the
local food store
Questions / checks if the checks if the checks if the takes note if the takes note if
Activity learners can learners can learners can learners can the learners
say that there identify the say what kinds name the fruits can describe
are kinds of super food from of food their they used and their food
food that come other nutritious family should the procedure preparation
from animals, food. not eat much they followed activity.
and there are of. in making fruit
The learners
kinds of food salad.
are reminded
that come from about the trip
plants. to the school
canteen or
local food store
tomorrow.
Remind the Remind the Remind the
learners and learners to learners that
their parents bring the fruit a parent
about the trip assigned to will come to
to the school them for the conduct a
canteen or fruit salad cooking activity
local food store
preparation in the class.
tomorrow. with an
invited parent
tomorrow.
DISMISSAL ROUTINE
214
WEEK 15
Content Focus: My family provides my food.
WORK PERIOD 1
1. Food Source Collage
Competencies:
••Pagpilas, paggupit, pagdikit ng papel (KPKFM-00-1.3)
••Identify one’s basic needs and ways to care for one’s body (PNEKBS-Ii-8)
Materials: old newspapers and magazines or drawings of food from plant and
animal source, scissors, glue, two sheets of Manila paper
Procedure:
Cut out pictures of food items.
Ask the learners to say whether the food comes from a plant source or an
animal source.
Ask the learners to paste the cut out picture on the corresponding manila paper
(one manila paper is “Food that comes from plants” and the other manila paper
is labelled “Food that comes from animals.”
Assist the learners in writing down the name of food that comes from animals
and food that comes from plants.
2. Super food
Competencies:
••Talk about the details of food LLKOL-ld-4
••Talk about one’s personal experiences (LLKOL-Ig-3)
215
••Nakalilikha ng iba’t ibang bagay sa
pamamagitan ng malayang
pagguhit (SKMP-00-1)
Materials: pictures of super food (see

examples), felt tip pens, bond paper
Procedure:
Show the learners pictures of super
food and asks them to say their
names.
Introduce the concept of super food
(highly nutritious food that helps
prevent cancer and other diseases)
Ask the learners to say the source of
super food (plants).
Ask the learners to draw the super
food that they eat.
Encourage the learners to eat more
super food.
Collage of food that I should not eat much of
Competencies:
••Nakapupunit, nakagugupit at nakapagdikit sa paggawa ng collage (SKMP-00-7)
••Talk about the pictures (LLKBPA-00-4)
••Group objects that are alike (MKSC-00-5)
Materials: old newspapers and magazines or drawings of unhealthy food, scissors,

glue, Manila paper
Procedure:
Cut out pictures of food.
Let the learners talk about the food and ask them to say if the food is good for
the health or not and why.
Ask the learners to paste the food on the manila paper labeled “Food that I
should not eat much of.”
Remind the learners to avoid eating too much sweets and processed food.
Stuffed Fruit Mobiles
Competencies:
••Name common plants (PNEKP-IIa-7)
••Talk about the details of food LLKOL-ld-4
••Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid (SKMP-00-3)
••Pagpilas, paggupit, pagdikit ng papel (KPKFM-00-1.3)
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Materials: 1ft x 1ft outline of different fruit shapes on sturdy paper (suggestions: mango,
banana, coconut, watermelon, guyabano, mangosteen, other super food), scissors, old
newspapers or scratch paper for stuffing, stapler, staple wires, crayons
Procedure:
Learners identify the different fruit shapes and choose the one they like to work on.
Learners color the fruit outline correctly (green or yellow for mango, green for
coconut), back to back
Learners cut along the outline of the paper, making sure that there is a margin
for the staples.
The teacher seals 2/3 of the sides of the fruit shape outline using a stapler.
Learners crumple newspapers or scratch paper and stuff them inside the fruit shape.
The teacher seals the fruit shape completely and helps the learners write their
name on their fruit.
The teacher attaches a string to the fruits and hang them around the classroom
as fruit mobiles.
WORK PERIOD 1
1. My Family’s Favorite Food Poster
Competencies:
••Talk about likes/dislikes (food) (LLKOL-Ic-15)
Materials: ¼ cartolina sheet for each learner, colored pens, crayons
Procedure:
Learners draw the favorite food of their family members
The teacher assists the learners in labelling their drawings and in writing “My
Family’s Favorite Food” and their name.
Target Letter: Bb
Competencies:
••Identify the letters of the alphabet (mother tongue, orthography) LLKAK-lh-3
Materials: sheets of paper with different dotted letters in upper and lower
case, colored pens, pencils
Procedure:
Each learner gets a sheet of paper filled with different dotted letters in upper and
lower case.
Learners look for and trace the upper case and lower case letter Bb that they find.
217
3. Letter Bb Mosaic
Competencies:
(SKMP-00-4)
Materials: cut out colored papers for pasting, glue, outline of letter Bb
Procedure:
Learners take a sheet with the outline of letter Bb
Learners fill the letter outline with colored papers.
Learners say the sound of the letter Bb while pasting,
Dramatic Play
Competencies:
Materials: dramatic play areas (food store, restaurant (bahay-bahayan with

age-appropriate toys to represent a kitchen and a dining area and other props )
Procedure:
The teacher encourages the learners to play in the dramatic play area cooperatively.
WORK PERIOD 2
1. Farm to table match
Competencies:
••Identify and describe how animals can be useful (PNEKA-III g-7)
••Identify and describe how plants can be useful (PNEKP-IIIf-4)
••Sort and classify objects according to one attribute/property (MKSC-00-6)
Materials: actual samples or pictures of food from plant and animal source, pictures
of plants and animals where the food came from (chicken, pig, cacao, pineapple,
cow, potatoes, tuna fish)
Procedure:
The learners identify the pictures.
The learners match the picture of the food with the picture of its source.
The learners sort and classify which food came from animal sources and which
came from plant sources.
218
2. My Book of 5 Nutritious Food
Competencies:
••Talk about likes/dislikes (food) (LLKOL-Ic-15)
Materials: sheets of paper, colored pens, crayons, stapler
Procedure:
Ask the learners to get five sheets of paper.
Ask the learners to draw nutritious food on each sheet of paper.
Assist the learners in labelling their drawings.
Gather the drawings and staple them together with a cover page.
Assist the learners in writing, “My Book of 5 Nutritious Food” and their name on
the cover.
Trip to the school canteen or nearby food store
Competencies:
••Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang ginagampanan
(KMKPAara-00-2)
••Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
Materials: none
Procedure:
The teacher discusses the rules of the field trip to ensure safety of the learners.
The teacher, learners, and parent chaperones visit the school canteen or nearby
local food store to see the different food that are being sold there.
After the activity, the teacher and learners talk about which food in the school
canteen or local food store should be eaten moderately and why.
Fruit Salad Preparation Recipe Book
Competencies:
••Talk about one’s personal experiences/events of the day (LLKOL-Ig-3)
••Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
Materials: sheets of paper, colored pens, pencils, crayons, stapler
Procedure:
The learners talk about their fruit salad preparation experience.
The teacher asks the learners to draw the fruits and the other ingredients that
they used.
The teacher asks the learners to describe the steps in preparing fruit salad. The
teacher takes dictation to write down the steps on paper.
219
The learners draw each step.
The teacher gathers the learners’ drawings and staple them together with a
cover page to make a recipe book.
The teacher assists the learners in writing “How to Prepare Fruit Salad” and
their name on the cover.
Variation: If resources permit, actual fruit salad can be made with the learners.
5. How to make __________ (Recipe book)
Competencies, materials, and procedure are the same as the Fruit Salad
Preparation Recipe Book activity.
Variation: If resources permit, actual fruit salad can be made with the learners.
WORK PERIOD 2
1. Dramatic Play
Competencies:
Materials: dramatic play areas (food store, restaurant (bahay-bahayan with

age-appropriate toys to represent a kitchen and a dining area and other props )
Procedure:
The teacher encourages the learners to play in the dramatic play area
cooperatively.
Playdough Numerals (0-5)
Competencies:
Material: playdough
Procedure:
Let them form the numerals 1, 2, 3, 4, and 5.
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3. Number Concentration (0 to 5)
Competencies:
Materials: set of number cards from 0 to 5, a set of picture cards of different kinds of
food from 0 to 5
Procedure:
If the cards match each other (e.g., numeral 5 and 5 objects on the picture
Five Fruits Kebab or Fruit BBQ
Competencies:
••Complete patterns (MKSC-00-19)
Materials: fruit pictures mounted on cardboard, yarn or stick, masking tape
Procedure:
Make individual fruit pictures mounted on cardboard or printed on
construction paper.
Punch one hole on the edges of the fruit picture.
Wrap the end of the string/yarn with masking tape so that the learners can hold
it easily, or use clean and splinter free stick
Have learners choose 5 fruits to put in the kebab; repeat it as how it was done
previously.
Have learners discover and continue the pattern that they have made.
They can create more patterns of their choice.
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1. Banana Bread
Note: The words “banana” and “bread” may be replaced by other names of nutritious
food.
Competencies:
Procedure:
Learners form a circle and sit on the floor.
The “It” will go around to gently tap the shoulders of the other players. The It
says “banana” for every shoulder he/she taps.
When the It taps the shoulder of the next player he/she wants to be It, It says “bread!”
The player tapped ‘bread’ will stand up and run after the It.
The players run around the circle once and the ‘It’ sits down to join the other
players in the circle.
The new It will continue to play the game.
Repeat until all the learners have had a chance to be ‘It.’
Title: “The Coconut Nut” by Ryan Cayabyab
Competencies:
ng awitin nang may kasiyahan KPKGM-la-1
•• Nakagagalaw, nakasasabay, nakaiindak at nakasasayaw sa himig na
napapakinggan (SKMP-00-9)
••Naipakikita ang kawilihan nang may sariling interpretasyon sa himig/tugtuging
napapakinggan SKMP-0010
Material: music or video of the song “The Coconut Nut” by Ryan Cayabyab
Procedure:
The learners listen to the song to be familiar with the lyrics and know what the
song is about.
The learners create their own movement to the song.
The learners dance to the song together with simple choreography.
Pass the Egg
Competencies:
••Arrange objects (themselves) one after another in a series/sequence according
to height (MKSC-00-10)
222
••Identify the positions of the objects using “over” and “under” (MKSC-00-12)
Materials: two medium sized rubber balls Procedure:
Let the learners form two groups and stand on their line from the shortest to the tallest.
The player in front of the line will hold the egg (rubber ball).
Tell the players that the objective of the game is to pass the egg (ball) backwards until
it reaches the end of the line without dropping it, lest it ‘breaks.’
Demonstrate how it is to pass the ball “over” the head and “under” between the legs.
Let the learners practice passing the ball over and under first about two times.
Tell the learners that the last person to receive the egg (ball) must run in front
and pass the egg (ball) over.
Begin the game. If the learners find it difficult to pass the egg ( ball) over and
under, have them all pass the egg (ball) over their heads only or under
between the legs only.
4. Fruits in a basket relay
Competencies:
Materials: pieces of plastic or real fruit (one for each learner), 2 baskets, 2 plastic trays
Procedure:
Divide the learners into two teams and have them make two lines.
Each line will face a chair about 3 meters away with a tray of fruits (one fruit for every
team member). Have the learners identify and count the fruits on the trays.
Each team will be given a basket.
The first player on the line will run to the fruit tray, get a piece of plastic fruit, go
around the chair and run back to his/her team.
The first player passes the basket on to the next player, and go to the end of the line.
The first team to get all the fruits from the tray wins.
Lutu-lutuan
Competencies:
••Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan SEKPKN-lg-2
Materials: dramatic play areas (restaurant, dining room, kitchen with age-appropriate
toys for cooking and eating), playdough, plastic food items
223
Procedure:
Let the learners play “lutu-lutuan” in the dramatic play areas.
Encourage the learners to “prepare food” using the plastic food items and play
dough.
Introduce proper:”cooking vocabulary words.”
“The Coconut Nut” by Ryan Cayabyab

The coconut nut is a giant nut
If you eat too much you’ll get very fat
Now, the coconut nut is a big, big nut
But this delicious nut is not a nut
It’s a coco fruit (it’s a coco fruit)

From the coco tree (from the coco tree)
From the coco palm family
There are so many uses of the coconut tree

You can build a house for your family
All you need is to find a coconut man
If he cuts the tree, he gets the fruit free
It’s a coco fruit (it’s a coco fruit)

From the coco tree (from the coco tree)
The coconut bark for the kitchen floor

If you save some of it, you can build the door
Now, the coconut trunk, do not throw this junk
If you save some of it, you’ll have the second floor
The coconut wood is very good

It can stand 20 years if you create wood
Now, the coconut fruit, to tell you the truth
You can throw it or use it as firewood
The coconut leaves could shade it gives

For the roof, for the walls up against the eaves
Now, the coconut fruit, say my relatives
Make good cannonballs up against the eaves
It’s the coco fruit (it’s the coco fruit)

Of the coco tree (of the coco tree)
224
WEEK 16
Content Focus: My family provides my clothing needs.

(10 min)
MESSAGE My family I wear clothes There are Filipino I can take care
provides my in different people who families have of my clothes.
clothes that weather make our traditional
protect my conditions clothes and clothes.
body. and other items of
occasions. clothing.
QUESTION/S What are you What clothes Who makes our What are the How can we
wearing today? do you wear clothes? traditional take care of our
Who gave you when it’s clothes of clothes?
Who makes
your clothes? sunny? cloudy? other items of the Filipinos
rainy? windy? in different
Aside from clothing?
stormy? regions of the
clothes, what
are the other What clothes country?
items of do you wear
clothing? in different
Why do we occasions?
need to wear
clothes?
Work Period 1
(40 mins)
Teacher- Stick Puppet: Clothes for Clothing Traditional Laundry Day
Supervised Different Types Different Riddles Filipino Clothes
Activity and Items of Weather
Clothing Conditions
Introduce letter
Cc
Learning 9Represent 9Identify 9 Guess the 9Recognize 9Show how

Checkpoints different proper riddles traditional to wash and
types and clothing in about Filipino fold small
items of different clothes clothes items of
clothing weather clothing
using stick conditions
puppets and
occasions
225
Independent 1. Clothes Memory Game
Activities 2. Lacing Cards
Dress Up Play
Dressing Frames
Learning 9Identify and match pictures of clothing

Checkpoints 9Complete a pattern
9Talk about activities of family members
9Manipulate dressing frames properly
packing away the materials they used and be ready for Meeting Time 2. A transition song or a
Meeting Time The learners The learners The teacher The learners The learners
2 sing the learn to recite tells the sing “Paru- talk about their
(10 min) Clothing Pokey nursery rhymes learners parong Bukid” laundry day
with the stick about clothes - about famous or any local experience.
puppets C is for Cobbler Filipino clothing song about
(to the tune A Funny Clown designers clothing. Talk
of The Hokey Do I Look Mad? and guides about what the
Pokey Song) Tailor, Tailor the learners lyrics mean and
and with in group show pictures
actions; and/or discussion as appropriate.
“Hat, Sweater,
Pants, and
Shoes” by
Morrison
QUESTIONS/ Aside from Who washes

ACTIVITY clothes, your clothes at
what are the home?
other items How can you
of clothing? help keep your
(shoes, socks,
clothes clean?
bags, belts,
caps, hats,
sunglasses,
headband, hair
clips, etc)
On what part of
your body do
you wear them?
Recess
(15 min)
226
Quiet Time
(10 min)
story about story about story about the story about story about how
items of proper clothing people who traditional to take care of
clothing. in different make clothes Filipino clothes. clothes.
weather and other items
conditions and of clothing.
occasions.
words words. words. words words.

questions: questions: question: Can questions: Do question: How
What are you What do you you tell who your parents do you take
wearing today? wear when makes your wear traditional care of your
What are the weather is clothes? Filipino clothes?
your favorite cold? What do clothes? If yes,
clothes? you wear when Motive what are they Motive
the weather question: Who like? question:
Motive is hot? What makes the How can we
question: What do you wear clothes and Motive take care of
are the items of on special other items of question: our clothes
clothing in the occasions? clothing in the What are the according to
story? story? traditional the story?
Motive Filipino clothes
question: What and where are
are the right they worn?
kinds of clothes
for different
weather
conditions and
occasions in
the story?

Reading
227
Post-Reading What are What are the Who makes What are the How can we
the items of right kinds the clothes and traditional take care of our
clothing in the of clothes other items of Filipino clothes clothes?
story? for different clothing in the and where are
weather story? they worn?
Which of those
conditions and
items do you How are they Which of those
occasions in
wear? made? clothes would
the story? you like to
wear?
Work Period 2
(40 min)
Teacher- Fashion Chart How many Paper Shirt Tie Dye Shirt Number
Supervised pockets? (Origami) Part 2 Clothesline
Activity Zippers?
Buttons?
Learning 9 Classify 9Collect and 9Make their 9Finish tie 9Arrange

Checkpoints clothes for organize own paper dyeing their numerals in
different data in a shirt by t-shirts sequence
occasions graph following and match
correctly a folding them with
sequence quantities
correctly
Independent 1. Dress Up Play
Activities 2. Clothes Memory Game
3. Clothes Domino
4. Dress Up Sequence
Learning 9 Read and write numerals (5)

Checkpoints 9 Match object, pictures based on properties /attributes in one-to-one correspondence
9 Tell that the quantity of a set of objects does not change even though the
arrangement has changed
9 Express simple ideas through symbols (e.g., drawings, invented spelling)
9 Read and write numerals 0 to 10
9 Describe objects based on attributes/properties (shapes, size, its use and functions)
Indoor/ Sorting Clothes Fashion Show Tie Dye Shirt Dance to Dress-up Relay
Outdoor Part 1 “Paru-parong
Games Bukid”
(20 min)
228
Blocks of Time MONDAY TUESDAY WEDNESDAYTHURSDAY FRIDAY
Learning
Checkpoints
3 talk about the talk about talk about talk about listen to the
(5 min) clothes they the different their tie dye traditional story “A Day
wear, why they clothes experience Filipino clothes with the Pigs”
need to wear and items as the teacher by Pedro Pablo
clothes, where of clothing shows their Sacristan
their clothes they wear pictures.
come from, in different
and the items weather
of clothing they conditions and
wear. occasions.
Questions / observes if the observes if the checks if the checks if the checks if the
Activity learners are learners are learners are learners can learners can
able to say that able to identify able to identify identify the say why clothes
their family the clothes the people who traditional are important.
provides their and items of make clothes Filipino
clothing needs, clothing that and other items clothes from
and that they they wear of clothing the different
wear clothes in different regions.
to protect their weather
bodies. conditions and
occasions.
Reminders Learners are to Learners are

bring assigned to bring a plain
clothes for t-shirt for the
different tie dye activity
weather tomorrow.
conditions and Invite parent
occasions for volunteers to
a fashion show assist in the
tomorrow. activity.
DISMISSAL ROUTINE
229
WEEK 16
Content Focus: My family provides my clothing needs.
WORK PERIOD 1
1. Stick Puppet: Different Types of Clothing

Competencies:
Materials: pre-cut cardboard puppets, popsicle sticks, masking tape, scissors,

scrap cloth, colored markers
Procedure:
Ask the learners to describe what they are wearing.
Tell the learners that they will dress up stick puppets..
Distribute pre-cut cardboard puppets to each learner.
Ask each learner to design his/her own puppet using the scrap cloth and colored
markers available.
Attach each puppet to a popsicle stick using masking tape.
Let the learners describe what their puppets are wearing.
Display the puppets with the sign “We wear different types and items of clothing.”
Letter Cc
Competencies:
••Identify the sounds of letters orally given (LLKPA-Ig-1)
••Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
••Trace, copy, and write different strokes: scribbling (free hand), straight lines,
slanting lines, combination of straight and slanting lines, curves, combination of
straight and curved and zigzag (LLKH-00-6)
Materials: concrete objects that start with

Cc, flash cards
Procedure:
Present the objects which start with
letter Cc if available but if not,
pictures may be used.
Sound the letter. Let the learners say
the sound after the teacher.
Show pictures of the objects which
start with letter Cc.
Let the learners say the words after
the teacher says it.
230
Show the learners how to write Letter Cc in the air, on their palm, on the floor etc.
Ask the learners if they can think or say some words that start with Letter Cc.
Clothes for Different Weather Conditions
Competencies:
••Tell and describe the different kinds of weather (sunny, rainy, cloudy, stormy,
windy) (PNEKE-00-1)
••Identify what we wear and use for each kind of weather (PNEKE-00-2)
••Talk about the details of an object/picture (LLKOL- Id - 4)
Materials: picture cards of different types and items of clothing for different kinds
of weather, picture cards of a sunny day and a rainy day
Procedure:
The teacher shows the picture cards of
the sunny and rainy days and asks
the learners to describe them.
The teacher shows the picture cards of
the different articles of clothing and
asks the learners to describe them.
The teacher places the picture cards
of a sunny and rainy day on the
table, and asks the learners to
classify the items of clothing
under either picture card.
The teacher asks the learners to explain why they grouped the articles of
clothing the way they did.
Ano ang Kasuotan Ko?
Competencies:
••Describe common objects/things in the environment (LLKV-00-1)
••Give the meaning of words (LLKV-00-4)
Materials: riddles about clothing items
Sample riddles:
-- Ako ay ginagamit pag taglamig upang kayo ay hindi ginawin.
-- Damit pambabae, maaaring mahaba o maikli. Ingat lang kung mahangin at
baka ito’y liliparin.
-- Damit na pantaas may tatlong butas - lagusan ng kamay at ng ulong mahusay.
-- Suot na karaniwang panloob, Pandoble sa damit na manipis.
-- Maikling gamit na pang-ibaba karaniwang suot ng mga bata. Dalawang paa’y
dito isinusuot nang makakilos nang mas maayos.
-- Maliit man ako’y mahalaga sa iyo May pambabae at may panlalaki. Isinusuot
ako na panloob na damit mo.
231
Procedure:
The teacher tells the learners to listen carefully to the riddles and guess the
The teacher encourages the learners to say their own riddles about clothes.
Traditional Filipino Clothes
Competencies:
••Nabibigyang-pansin ang linya, kulay, hugis at tekstura ng magagandang bagay
na gawa ng tao (SKPK-00-2)
••Nakikilala at iginagalang ang pagkakaiba-iba ng tao: kultura (kasuotan)
(SEKPP-Ib-1)
Materials: pictures of traditional Filipino clothes (barong tagalog, baro’t saya, Maria
Clara dress, patadyong, kimona, terno, balintawak, tribal clothes, royal clothes, etc.),
actual traditional Filipino clothing if available, map of the Philippines
Procedure:
The teacher shows the pictures of traditional Filipino clothes, says what they are
called, and points to the map to indicate where they are worn by Filipinos in the
different regions of the Philippines. Highlight the traditional clothes in your
region if there are any.
The teacher asks the learners to describe the traditional clothes and ask
questions about them.
The teacher lets the learners touch and describe actual traditional Filipino
clothes (if available).
Laundry Day
Competencies:
••Naipakikita ang wastong pangangalaga sa mga pansariling kagamitan sa
paglilinis at pag-aayos ng katawan (KPKPKK-00-2)
••Nailalarawan ang nagagawa ng mga tagapag-alaga (KMKPPam-00-6)
••Identify sequence of events (MKSC-00-9)
Materials: plastic tub, water, laundry soap, handkerchiefs for hand washing,
clothesline and clothespins, a child’s shirt, a pair of short pants, and a pair of socks
for folding
232
Procedure:
Ask the learners to say who washes their clothes at home and describe how it is
done (either by hand washing or by using a washing machine). If common
answer is their mother or any female member of their family, stress that even
their father or the boys in the family can do the laundry. Stress on washing
clothes as not the sole responsibility of women.
Let the learners follow the sequence of washing clothes: Separate whites from
colored items. Fill the tub with enough amount of water, Add a small amount of
laundry soap. Soak the handkerchief in the soapy water and scrub their hands
gently while holding the handkerchief to wash away the dirt.
To save on water and laundry soap, let the learners take turns in washing their
handkerchiefs and throw the water away after all the learners are done.Fill the
tub with clean water again for rinsing. After all the learners have rinsed their
handkerchiefs, they may hang them to dry.
The teacher demonstrates how to properly fold a shirt, a pair of short pants, and
socks.
The learners take turns in folding the clothes.
WORK PERIOD 1
1. Letter Mosaic (Cc)
Competencies:
••Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may iba’t-ibang
tekstura (SKMP-00-4)
Materials: cut out colored papers for pasting, glue, outline of letter Cc
Procedure:
Learners take a sheet with the outline of letter Cc.
Learners say the sound of the letter Cc while pasting,
Lacing Cards
Competencies:
••Complete patterns (MKSC-00-19)
Materials: lacing cards (outline of clothes: dress, long pants, t-shirt, short pants,
jacket, etc.), yarn, masking tape
Procedure:
Make lacing cards by outlining different kinds of clothes on cardboard or
construction paper.
233
Punch holes of equal distance from each other on the edges of the lacing cards.
Attach a piece of string/yarn to each lacing card which should be long enough to
lace the entire card.
Wrap the end of the string/yarn with masking tape so that the learners can hold it
easily.
Have learners choose which clothing card to lace.
Dress -Up Play
Competencies:
••Nailalarawan ang nagagawa ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola,
atbp. (KMKPPam-00-6)
••Talk about likes/dislikes (LLKOL-Ic-15)
Materials: clothes worn by family members, accessories (bags, shoes, fake jewelry)
Procedure:
Set up the dress up play area with different clothes and accessories that family
members wear.
Allow the learners to play dress up with the clothes.
Let the learners talk about the clothes their family members wear. Take note
that there might be articles of clothing that both boys and girls wear.
Dressing Frames
Competency:
••Pagbobotones, pagsara ng zipper, pagtali/pagsuot ng sapatos (KPKFM-00-1)
Materials: dressing frames (with buttons, zipper, shoe laces, snaps, hooks and eyes)
Procedure:
Introduce the dressing frames to the learners and ask them what they are for.
Let the learners manipulate each dress frame.
234
WORK PERIOD 2
1. Fashion Chart
Competencies:
••Sort and classify objects (clothes) according to use (MKSC-00-6)
Materials: chart (see example below), old magazines or drawings of different

clothes worn on different occassions, scissors, glue
Procedure:
Show the learners the fashion chart and explain the categories.
Cut out pictures of clothes for the categories on the fashion chart.
Ask the learners to paste or glue the cut out pictures on their corresponding boxes.
Ask the learners to explain their categorization. Are there items of clothing that
they can wear in all occasions?
How Many Pockets? Zippers? Buttons?
Competencies:
••Collect data on one variable through observation (MKAP-00-1)
••Create a simple pictograph (MKAP-00-2)
••Compare groups and decide which is more or less, of they are equal (MKC-00-8)
Materials: a chart for organizing data, pencils, felt tip pens
Procedure:
Show the chart to the learners and explain that they are going to count the
pockets, zippers, and buttons on the clothes that they are wearing and
write down how many they are.
Assist the learners in writing their name and the numerals on the chart.
Engage the learners in discussing the simple pictograph. Let them compare the
quantities.
235
3. Paper Shirt (Origami)
Competencies:
••Naisasagawa ang mga sumusunod na kasanayan sa pagtiklop ng papel
(KPKFM-00-1.2)
(SKMP-00-2)
Materials: big colored, square papers for folding, felt tip pens
Procedure: Assist the learners in doing the following-
Fold paper down approximately 1.5 inches from the top

Make 2 cuts, one each side long about 2 inches long
Flip paper over both sides towards the center to form the collar of the shirt
Make 2 diagonal to form the shoulders.
Ask the learners to put their own designs on the folded shirt. Remind them that
they can make their own pattern.
Variation: Assist the learners in making a poncho with brown craft paper which they
can design with colored paper strips either vertically or horizontally.
4. Tie Dye Shirts Part 2
*Please refer to Tie Dye Shirts Part 1 in Indoor/Outdoor Games for materials.
Procedure:
Take the T-shirt out of the bag and remove the elastic bands. Pour the salt and
1⁄2 cup (125ml) of water into a large bowl. Soak the T-shirt into the salt water
to set the dye and then wring the T-shirt out.
Rinse the dyed T-shirt in clean water several times until the water runs clear—
take care when you rinse, as splashes of water may stain you and your
clothes as the food coloring rinses off.
Wring the t-shirt out a final time and hang out to dry—preferably in the sun.
Number Clothesline
Competencies:
••Arrange three numbers from least to greatest/greatest to least (MKC-00-6)
••Identify the numbers that come before, after, or in between (MKC-00-5)
236
Materials: 6 clotheslines, clothespins, cardboard cut outs of numerals 0 to 5,
cardboard cut-outs of items of clothing (e.g. t-shirts, socks, short pants,
hats, dresses, bags, shoes)
Procedure:
Set up 6 clothesline within the
learners’ reach.
Ask the learners to hang the numerals on
the clothesline in sequence (one
numeral per clothesline)
Ask the learners to hang the
corresponding quantities of
clothing items per clothesline.
WORK PERIOD 2
Independent Activities
1. Clothes Memory Game
Competencies:
••Match object, pictures based on properties /attributes in one-to-one
correspondence (MKAT-00-1)
••Tell which objects/pictures are the same based on color, shape, size, direction,
and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
Materials: two sets of picture cards of different items of clothing
Procedure:
All the picture cards are randomly placed on the table face down.
Each player turns over two cards during his/her turn. If he/she gets a pair of
identical letter cards, he/she gets to keep the pair and takes another turn.
If the letter cards do not match, the player puts back the cards into their original places.
The player who is able to get the most number of pairs wins the game.
Clothes Domino
Competencies:
••Match picture to picture (MKAT-00-1)
••Talk about the details of a picture (LLKOL-Id-4)
Materials: domino cards of different
clothing items
Procedure:
All domino cards are placed on the
table/floor face down.
Each player gets 7 domino cards.
The player with a “double” begins play.
237
Each player in turn names the item of clothing that matches the ones on the
table/floor.
The game continues until all the players have matched their domino cards with
the ones on the table/floor.
Dress –Up Play
Competencies:
••Nailalarawan ang nagagawa ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola,
atbp. (KMKPPam-00-6)
Materials: clothes worn by family members, accessories (bags, hats, sunglasses,

shoes, fake jewelry)
Procedure:
Set up the dress up play area with different clothes and accessories that family
members wear.
Allow the learners to play dress up with the clothes.
Let the learners talk about the clothes their family members wear. Take note
that there might be articles of clothing that both boys and girls wear.
Dress up sequence
Competency:
••Identifies sequence of events (before, after, first, next, last) (MKSC-00-9)
Materials: dressing up stories in picture cards (putting on socks and shoes, going out
on a rainy day, going out on a sunny day, going to swim, going to church, going to a
birthday party, etc.) in three or four parts, envelopes for each story sequence
Procedure:
Each story sequence of 3 to 4 cards are placed in an envelope,
Learners pick an envelope and arrange the picture cards in sequence.
Learners tell the story using what they see in the picture cards.
1. Sorting Clothes
Competencies:
••Sort and classify objects according to use (MKSC-00-6)
••Nakikilala at iginagalang ang pagkakaiba-iba ng tao: kasarian, kasuotan
(SEKPP-Ib-1)
238
Materials: a box of assorted clothes and clothing items that only boys, only girls, and
both boys and girls can wear, a box with a picture of a boy, a box with a picture of a
girl, a box with a picture of a boy and a girl
Procedure:
Learners sit down in a circle with the boxes in the middle.
The teacher explains what the boxes are for.
Learners take turns in getting an item of clothing from the box, and transferring it to
the box marked for boys, girls, or boys and girls.
After the learners all have had a turn, the teacher leads the discussion on how
the items of clothing were grouped.
Ask the learners to say what other items of clothing are for boys only, for girls
only, or for both boys and girls.
Fashion Show
Competencies:
••Nagpapakita ng kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
••Group objects that are alike (MKSC-00-5)
••Describe what they are wearing (LLKV-00-2)
Materials: the clothes that the learners brought from home (assigned per
weather condition and occasion)
Procedure:
Give the learners time to put on their assigned clothes for the fashion show.
Ask the learners to form groups according to the clothes they are wearing.
The groups take turns in walking around the classroom and describing what
they are wearing.
The teacher leads the discussion about dressing up appropriately according to
the weather and the occasion.
Tie Dye Shirts
Competencies:
••Nabibigyang pansin ang linya, kulay, hugis, at tekstura ng magagandang bagay
(SKPK-00-2)
••Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
Materials: basin for soaking the shirts, water, vinegar, rubber bands, food coloring,
squirt bottle per color, salt, plastic bags, plastic aprons/smock, plain colored t-shirts,
disposable gloves, clothesline and hangers
Procedure: The teacher and volunteer parents assist the learners in doing the following -
Put your T-shirt into a large plastic bowl and pour over the vinegar and 1⁄2 cup
(125ml) water—this helps prepares the fabric for the dye. Leave to soak
for about 30 minutes.
239
Lift the T-shirt out of the bowl and squeeze it to wring it out. Roll the T-shirt into a
long sausage shape and then tie three or four elastic bands around the fabric,
spacing them however you like. You could pinch it together in the middle and
secure with an elastic band to create a spiral design, or tie knots in the T-shirt
for yet another tie-dye design.
Fill the squirt bottle with 1⁄2 cup (125ml) water and add eight drops of food
coloring. Put the cap on the bottle and shake to mix well
Place your T-shirt on your activity mat and put on a pair of rubber gloves. Squirt
the food coloring mixture onto one area of the T-shirt, then turn it over and
squirt the rest of the color mixture onto the other side.
Repeat steps 3 and 4 with your other food coloring colors, mixing up the colors in
the squirt bottle and staining a different area of the T-shirt each time.
When your T-shirt is completely soaked in food coloring and water, place the T-
shirt roll into a plastic bag and leave to rest in the bag overnight.
Dance to “Paru-parong Bukid”
Competencies:
••Naisasagawa ang paggalaw/pagkilos ng iba’t-ibang bahagi ng katawan na saliw
ng awitin ng may kasiyahan (KPKGM-Ia-1)
••Nakagagalaw, nakasasabay, nakaiindak at nakasasayaw sa himig na
Materials: a musical recording of “Paru-parong Bukid’

Procedure:
Let the learners sing along the musical recording of “Paru-Parong Bukid.”
Let the learners dance freely to the music.
Help the learners perform a simple choreography to the song.
Dress-Up Relay
Competencies:
•• Materials: two chairs, two hats and two jackets (or any appropriate clothing item
for the game)
Procedure:
Learners form two teams and make two lines.
In front of each line, about two meters away, is a chair with a hat,and a jacket.
The first player of each team runs to the chair, puts on the hat and the jacket, and
then runs back to his/her team. He/she removes all the dress-up items and
gives them to the next player,
The next player puts on the hat and the jacket, runs around the chair, and goes back to
the line to take off the items of clothing and pass them on to the next player.
The game goes on and ends when the last player on both lines has had a turn to
dress up, run around the chair, and return to the line.
240
SONGS, POEMS, RHYMES
.The Clothing Pokey *

(Sung to the tune of The Hokey Pokey)
You put your socks on; you take your socks off.
You put your socks on and you shake them all about.
You do the clothing pokey and you turn yourself around.
That’s what it’s all about!
You put your hat on; you take your hat off.
You put your hat on and you shake it all about.
You put your gloves on, you take your gloves off.
You put your gloves on and you shake them all about.
You put your sweater on; you take your sweater off.
You put your sweater on and you shake it all about.
C is for Cobbler A Funny Clown

Cobbler, cobbler, A funny clown in a big tall hat
Mend my shoe A funny clown who is short and fat
Get it done by half past two. A funny clown so tiny and small
Half past two is much too late. A funny clown with a nose so red
Get it done by half past eight. A funny clown with green hair on his head.
A funny clown who is tall and lanky A
funny clown with great big shoes add
Do I Look Mad?
your own verses
My T-shirt is blue and my hat is pink
Tell me, what do you think?
My trousers are yellow my socks are green Hat, Sweater, Pants and Shoes
Tell me, what do you think? by Patricia Morrison
My jacket is purple my shoes are white Sung to the tune of Head, Shoulders,
Knees and Toes
My gloves are brown my scarf is black
Do you like the clothes I’m wearing Hat, sweater, pants and shoes.
Do you think they’re good or bad? Pants and shoes.
Do you like the clothes I’m wearing? Hat, sweater, pants, and shoes.
Or do you think I just look mad! Pants and shoes.
And belt, and scarf, and underwear!
http://www.english-time.eu/for-teachers/ Hat, sweater, pants, and shoes
poem/267-08.-clothes-weather/
241
Tailor, Tailor Paru-parong Bukid (Tagalog folk song)
Words and Music By: Unknown Paruparong bukid na lilipad-lipad
Adapted By: Terry Kluytmans Sa gitna ng daan papaga-pagaspas
Tailor, tailor, cut my coat; Isang bara ang tapis
Snip, snap, snip, snap, shears! Isang dangkal ang manggas
Cut it from our billygoat; Ang sayang de kola
Snip, snap, snip, snap, shears! Isang piyesa ang sayad
One furry collar for it; May payneta pa siya — uy!
How many dollars for it? May suklay pa man din — uy!
Snip, snap, snip, snap, shears! Nagwas de-ohetes ang palalabasin
Haharap sa altar at mananalamin
Copyright © 1999 KIDiddles.com (http:// At saka lalakad nang pakendeng-kenden
www.kididdles.com/lyrics/t087.html)
ORIGINAL STORY
A DAY WITH THE PIGS

Pedro Pablo Sacristan
There was once a boy who would never get dressed when his parents told
him to, nor would he put on what they wanted him to after his bath. He
preferred to dress in a much stranger manner, but above all, he liked to take
his time. His parents were always in a rush, and wanted him to be a lot
quicker, but the boy didn’t like this, and he would slow down even more.
One day, his parents were in their usual hurry, and they got so angry when he
refused to put on his shirt, that they told him that he would have to go out
topless. The boy didn’t mind this in the least. So out they went.
While the boy was standing naked outside his house, waiting for his parents to
bring the car, along came the local pig farmer. The pig farmer was hard of
hearing and had poor eyesight. Not only that, but he’d also forgotten to put his
glasses on that day. When he saw the little boy’s pink skin, he thought it was
one of his pigs. And, with a bit of shouting, prodding, and pushing, the farmer
managed to get the boy safely back to a pigsty.
The boy protested the whole way there, but as the farmer was almost deaf,
his complaints didn’t help him. And there he was for the whole day, living
amongst the pigs, thought to be a pig, and sharing their food and home.
Finally, though, his parents found him. The boy had had such a regrettable day
that never again did he want to be mistaken for anything other than a human
being. Nowadays he’s the first to get dressed, and look perfectly neat and tidy,
just like those learners in the clothes catalogues.
Source: http://freestoriesforkids.com/learners/stories-and-tales/day-pigs
242
WEEK 17
Content Focus: My family celebrates special occasions.

(10 min)
MESSAGE My family My family My family My family Muslim
celebrates celebrates celebrates observes All families
birthdays. Mother’s Day, Christmas Souls’ Day. celebrate Eid’l
Father’s Day, and New Year/ Fitr.
Note: Some Grandparents’ Chinese New Note: Some
families may Day Year. families may
not celebrate not observe
Note: Some
birthdays All Souls’ Day.
families may
because The learners
not celebrate
of religious who belong to
Christmas,
convictions. such families
New Year, and/ will not be
The learners
or Chinese
who belong to excluded
New Year.
such families from the
The learners
will not be discussions.
who belong to
excluded from Instead,
such families
the discussions. the teacher
will not be
Instead, the will discuss
excluded from
teacher will in an age-
discuss in an the discussions. appropriate
age-appropriate Instead, the way why those
teacher will
way why those learners do
discuss in an
learners do not do so
not celebrate age-appropriate that the other
birthdays so way why those members of the
learners do not
that the other class may be
do so that the
members of the enlightened.
other members
class may be
of the class may
enlightened.
be enlightened.
QUESTION/S Have you When do we Does your Has anyone What is Eid’l
attended a celebrate family celebrate in your family Fitr? Who
birthday party? Fathers’, Christmas? New died? How do celebrates Eid’l
Mothers, and Year? Chinese you feel about Fitr?
What kind of
Grandparents’ New Year? it?
clothes do you How do Muslim
wear to a party? Day? When do we What is All families
Why do celebrate Souls’ Day all celebrate Eid’l
When is your
we need to Christmas? New about? Does Fitr?
birthday?
celebrate them? Year? Chinese your family go to
How do you New Year? How the cemetery to
How can you
celebrate your does your family visit your dead
birthday? celebrate them? celebrate it? loved ones?
243
Work Period 1
(40 mins)
Teacher- Birthday Greeting Cards Christmas Poster Making: Collage Making
Supervised Balloons Alphabet How My Family :Mosque
Activity Observes All
Introduce letter
Souls’ Day
Pp

Learning 9 Say the 9Express 9Make the 9Express 9Represent
Checkpoints birthdates of their Christmas their ideas a mosque
their family appreciation sign with the about All creatively
members to their names of Souls’ Day
parents and their family creatively
grandparents members
and friends
Independent 1. Letter Pp mosaic
Activities 2. Poster of words that begin with the letter Pp
3. Memory game
4. Gift wrapping

Learning 9 Identify and give the sound of the letter Pp

Checkpoints 9 Name objects that begin with the sound of the letter Pp

9 Recognize symbols of holidays and celebrations

9 Wrap gifts
packing away the materials they used and be ready for Meeting Time 2. A transition
Meeting Time The learners The learners The learners The learners The teacher may
2 sing the “Happy show and talk about show and show a short
(10 min) Birthday” song describe their Christmas, describe their video or pictures
to the birthday greeting cards. New Year, and poster on how about how
celebrators per Chinese New their family Muslim families
month of the Year symbols. celebrates All celebrate Eid’l
year. Souls’ Day. Fitr
QUESTIONS/ The learners The learners The learners The learners
ACTIVITY say when their describe how sing an age ask questions
birth month is. they would and culturally about the
celebrate appropriate short film.
Fathers’ Day, song about The teacher
Mothers’ Christmas, New answers them
Day and Year, or Chinese appropriately.
Grandparents’ New Year.
Day. What is
Christmas
about? New
Year? Chinese
New Year?
244
Recess
(15 min)
Quiet Time
(10 min)
Transition to While singing a transition song, the teacher “wakes” the learners up and tells them
Story Time that it’s time to listen to a story. When the learners are ready, the teacher proceeds
with the pre-reading activities and makes sure that the learners are listening
attentively.
story about story about story about story about All story about
birthday father’s, Christmas, Souls’ Day. Eid’l Fitr.
celebrations. mother’s, New Year,
and/or Chinese New
grandparents’ Year.
day.

questions: question: Do question: questions: question: What
When is your you celebrate How does Does your is Eid’l Fitr?
birthday? father’s, your family family observe
How do you mother’s, and celebrate All Souls’ Day? Motive
celebrate your grandparents’ Christmas/New How? question: How
birthday? day? Year/ Chinese is Eid’l Fitr
New Year? Motive celebrated in
Motive Motive question: How the story?
question: What question: How Motive is All Souls’
is the birthday are those question: Day observed
celebration in special days How are in the story?
the story like? celebrated in those special
the story? holidays
celebrated in
the story?

Reading
245
Post-Reading What is the How is father’s/ How is How is All How is Eid’l Fitr
birthday mother’s/ Christmas/New Souls’ Day celebrated in
celebration in grandparents’ Year/ Chinese observed in the the story?
the story like? day celebrated New Year story?
in the story? celebrated in
How would
the story?
you like to How would you
celebrate your like to celebrate Which is your
next birthday? those special favorite holiday
days? and why?
Work Period 2 supervised and independent activities, answers any questions, and tells the learners
to join their group and do the assigned tasks.
Work Period 2
(40 min)
Teacher- Birthday How Old Are Lantern Making Subtraction and Star and
Supervised Candles They? Writing Number Crescent Moon
Activity Sentences Mobile
Learning 9 Make different combinations of 6

Checkpoints 9 Compare ages of family members
9 Make a paper lantern following directions
9 Take away a quantity from a given set using concrete objects to represent the
concept of subtraction
Independent 1. Playdough Numerals

Activities 2. Number Concentration 0-6
4. Mosaic of numeral 6
Learning 9 Identify the numeral 6

Checkpoints 9 Match concrete objects to the numeral 6
9 Represent the numeral 6
Outdoor to start packing away the materials they used and be ready for Indoor/Outdoor
Games Games. A transition song or countdown may be used.
Indoor/ Birthday Train Syllable Clap Lantern Relay Candle Relay Trip to Mecca
Outdoor (words that has (Musical
Games beginning Pp Chairs)
(20 min) sound)
Learning 9 Follow the instructions of the game

Checkpoints 9 Use their bodies to perform locomotor and non-locomotor movements
9 Move according to the music
246
3 talk about how talk about how talk about how talk about how talk about how
(5 min) their family their family their family their family Muslim families
celebrates celebrates celebrates observes All celebrate Eid’l
birthdays. Fathers’ Day, Christmas, Souls’ Day. Fitr.
Mothers’ New Year, and
Day, and Chinese New
Grandparents’ Year.
Day.
Questions / checks if the checks if the checks if the checks if the checks if
Activity learners are learners are learners are learners are the learners
able to describe able to say able to describe able to say how are able to
how their family how families how families their family remember how
celebrates celebrate celebrate observes All Muslim families
birthdays. Fathers’ Day, Christmas, New Souls’ Day. celebrate Eid’l
Mothers’ Year, Chinese Fitr.
Day and New Year
Grandparents’
Day.
Reminders Learners are

to ask their
parents and
grandparents
how old they
are. The
information
will be for the
Work Period
2 activity
tomorrow.
DISMISSAL ROUTINE
247
WEEK 17
Content Focus: My family celebrates special occasions.
WORK PERIOD 1
1. Birthday Balloons
Competencies:
••Naisasagawa ang mga sumusunod na kasanayan : pagpilas/paggupit/pagdikit
ng papel – (KPKFM-00-1.3), pagtiklop ng papel (KPKFM-00-1.2), pagbakat,
pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
••Natutukoy kung sinu-sino ang bumubuo ng pamilya (KMKPPam-00-2)
Materials: balloon shape outlines on bond paper, crayons, felt tip pens,
yarn, scissors, cartolina for each learner, glue
Procedure:
Ask the learners to get one balloon shape outline for each of their family members.
Assist the learners in cutting along the circles to make the balloons.
Ask the learners to draw a family member on each balloon.
Assist the learners in writing down the family members’ name and birthday on
the balloon.
Ask the learners to get the yarn to make strings for the balloons.
Ask the learners to paste their balloons on a cartolina or any large paper.
2. Greeting Cards
Competencies:
(KMKPPam-00-5)
(SKMP-00-4)
Materials: colored paper, scissors, outline of shapes for cutting (hearts,

flowers, stars), glue, marking pens
Procedure:
Encourage the learners to make a greeting card for their parents and
grandparents or any adult family member that is special to him/her.
Assist the learners in writing what they want to say to their family members
through the greeting cards.
Let the learners design their greeting cards by pasting the shapes that they cut
248
3. Christmas Alphabet
Competencies:
••Name the beginning letters of their friends’ names, their family members’ and
common things they use (LLKAK-Ic-2)
(SKMP-00-4)
Materials: outline of the letters CHRISTMAS (one set per learner), felt tip pens, crayons
Procedure:
Give each learner a set of the CHRISTMAS letters (9 letters).
Ask the learners to think of names of family members and friends whose name
begins with those letters and assist them in writing them down.
Substitute with Christmas-related words if there are no family members or
friends whose name begins with the Christmas letters.
Ask the learners to color the letters with Christmas colors (red, green, gold or yellow).
Assist the learners in arranging the letters in order to spell Christmas.
Connect the letters and hang them on the walls of the classroom for all to see.
Variation: For learners who do not celebrate Christmas, this can be subsituted
with the equivalent celebration in their family or community.
4. Poster Making (How my family observes All Saints’ Day)
Competencies:
Materials: ¼ sized cartolina, felt pens, crayons
Procedure:
Ask the learners to describe how their family observes All Saints’ Day.
Encourage the learners to draw their stories.
Collage Making :Mosque
Competencies:
••Nakikilala at iginagalang ang
pagkakaiba-iba ng tao (SEKPP-Ib-1)
••Pagpilas/paggupit/pagdikit ng papel
(KPKFM-00-1.3)
Materials: sheets of paper with basic

outline of a mosque, cut out sheets of
paper in different colors, glue
249
Procedure:
Ask the learners to describe the mosque, Tell them that it is a place of
worship for the Muslim people.
Ask them to paste colored paper on the outline.
WORK PERIOD 1
1. Letter Mosaic (Pp)
Competencies:
(SKMP-00-4)
Materials: cut out colored papers for pasting, glue, outline of letter Pp
Procedure:
Learners take a sheet with the outline of letter Pp
Learners say the sound of the letter Pp while pasting,
Poster of words that begin with Pp
Competencies:
Materials: a 1/4 cartolina sized outline of the letter Pp for each learner,
Procedure:
produce its sound.
Tell the learners to think of objects that begin with the letter/ sound Pp.
Pp words in the learners’ mother tongue are most welcome.
Memory Game
Competency:
••Match picture to picture (MKAT-00-1)
Materials: two sets of picture cards of objects associated with birthdays,

Christmas, New Year, All Saints’ Day, Eid’l Fitr or other equivalent celebrations in
the learners’ context
250
Procedure:
All the picture cards are randomly placed on the table face down.
Each player turns over two cards during his/her turn. If he/she gets a pair of
identical picture cards, he/she gets to keep the pair and takes another turn.
If the picture cards do not match, the player puts back the cards into their
original places.
The player who is able to get the most number of pairs wins the game.
Gift Wrapping
Competency:
Materials: empty bath soap boxes or any similar box, used gift wrapping papers,
tape, glue, scissors
Procedure:
Let the learners choose an empty box.
Encourage them to wrap the box using the materials.
ORIGINAL STORIES
Sa Kaarawan ni Pam
Isinulat ni Rosemarie G. Lofranco
Sa ika-24 ng Setyembre, maagang gumising si Pam. Mabilis nyang iniligpit

ang kanyang higaan. Pagkatapos niyang magligpit, agad siyang naligo at
nagbihis ng malinis na damit. Masayang-masaya si Pam habang kumakain ng
agahan kasama ang kanyang pamilya.
Pagkatapos kumain, umalis ang mag-anak papuntang sambahan. Sa
sambahan, taimtim na nagdasal ang buong pamilya at nagpasalamat sa
Maykapal. Pagkatapos sumamba, dumaan muna sila sa palengke. Bumili si
Nanay Poly ng puto- maya, hinog na papaya, pinya, pakwan, pansit at patatas.
Pagkauwi ng bahay, nagtulungan ang mag-anak sa paghahanda ng kanilang
tanghalian. Si Tatay Popoy ang nagluto ng kanyang paboritong pansit, habang si
Kuya Paulo ay naghanda ng mga pinggan. Si Ate Pia naman ang naghugas ng
mga baso, kutsara at tinidor. Si Pam naman ay tumulong sa kanyang Nanay Poly
sa paghihiwa ng mga prutas. Habang masayang-masaya ang buong pamilya sa
kanilang tanghalian, biglang may kumatok sa pinto.
Agad na tumayo si Pam at nagtungo sa may pinto. Tinanong niya kung sino
ang kumakatok. Ngunit wala siyang narinig na sagot. Bahagyang binuksan ni Pam
ang pinto upang silipin kung sino ang nasa labas. Napasigaw si Pam sa kanyang
nakita. Ang kanyang Lolo Ponso at Lola Perla pala ang dumating. Agad siyang
nagmano at niyakap ang mga ito. Sabay-sabay silang pumunta sa hapag - kainan.
Pagkatapos nilang kumain, inabot ng kanyang Lola Perla ang regalo kay Pam,
sabay ng pagbati ng, “Maligayang kaarawan, Pam!”
251
Agad na binuksan ni Pam ito at napangiti. Isang payong na pula ang laman
ng kahon! Nagpasalamat si Pam sa kanyang Lolo Ponso at Lola Perla sa
kanyang natanggap na regalo.
Ang mga Pagdiriwang

Isinulat ni Rosemarie G. Lofranco
Isang araw, naisipan ni Bb. Pascual na magkaroon ng Draw and Tell sa

kanyang klase sa Kindergarten. Ang tema ng nasabing paligsahan ay “Mga
Okasyon na Ipinagdiriwang ng Bawat Pamilya.” Masayang-masaya ang mga mag-
aaral sa pagguhit habang sinubaybayan ni Bb. Pascual. Habang abalang-abala
ang mga bata sa pagguhit, napansin ni Pat si Pir na tahimik at walang imik sa
isang sulok. Pinuntahan niya ito at tinanong kung bakit siya malungkot. Sumagot si
Pir na wala siyang lapis at krayola. Agad na pinahiram ni Pat si Pir ng lapis at
krayola.
Pagdaan ng isang oras, natapos din ang paguhit ng mga mag-aaral.
Unang tumayo si Pat at ipinakita niya ang kanyang iginuhit sa kanyang mga
kaklase. Sinabi niya na tuwing Father’s Day at Mother’s Day binibigyan nilang
magkakapatid ng sulat at mga bulaklak ang kanilang ama at ina tanda ng
kanilang pagmamahal sa kanila.
Sunod na tumayo si Prisila at ipinakita niya ang kanyang iginuhit. Sinabi niya
na tuwing Pasko at Bagong Taon ang kanyang buong pamilya ay sabay-sabay na
nagsisimba bago kumain ng Noche Buena.
Pagkatapos magsalita ni Prisila sumunod naman si Poy. Ipinakita niya sa
kanyang iginuhit na ang kanyang pamilya ay nagsusuot ng mga pulang
damit,naghahanda ng mga malalagkit na pagkain. Ang kanyang pinakagusto ay
ang dragon dance.
Ang sumunod na tumayo ay si Paolo. Sinabi niya na ang kanyang pamilya
ay pumupunta sa puntod ng kanilang mga mahal sa buhay tuwing ika-1 ng
Nobyembre. Nagdadala sila ng mga bulaklak at nagsisindi ng mga kandila.
Tumayo si Pir at ipinakita niya na ang kanilang pamilya ay nagdiriwang din ng
Eid’l Fitri. Ang pagdiriwang na ito ay tungkol sa pagtatapos ng Ramadan, o isang
buwan na pag- aayuno ng mga Muslim ayon sa katuruan ng Koran. Sa
pagdiriwang na ito ang kanyang pamilya at mga kaibigan ay nagsasama-sama
upang pagsaluhan ang mga masasarap at matatamis na pagkain. Nagsusuot sila
ng mga bagong damit , nagbibigayan ng mga regalo sa isa’t-isa at naglalagay ng
mga ilaw at iba’t-ibang dekorasyon sa kanilang bahay.
Pagkatapos magpahayag ang mga mag-aaral, sinabihan sila ni Bb. Pascual
na idikit sa pisara ang kanilang mga iginuhit. Lahat sila ay tuwang-tuwa dahil
binigyan ni Bb. Pascual ng anim na bituin ang kanilang mga ginawa.
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WORK PERIOD 2
1. Birthday Candles
Competencies:
••Write addition number sentences using concrete representations (MKAT-00-10)
Materials: a cake made with play dough, birthday candles, pencils, paper
Procedure:
Let the learners hold 6 birthday candles.
Ask the learners to listen, follow the instructions and verbalize the combinations for 6.
Assist the learners in writing down the number combinations for 6 on a sheet
of paper.
How Old Are They? (Remind learners a day before to get this info)
Competencies:
••Collect data on one variable (MKAP-00-1)
Materials: an age chart (see sample below), pencils, felt tip pens
253
Procedure:
Assist the learners in supplying the data required by the chart.
Ask them to compare ages (Who is older? Who Is younger? Who is the oldest?
Who is the youngest?
Note: Make sure that this activity is picture supporterd. For the numerals written
on the chart, especially when the numerals are more than 10, make sure to still
draw dots so the learners can visualize which is more or which is less.
3. Lantern Making
Competencies:
(SKMP-00-4)
Materials: empty toilet paper cores/cardboard rolls, paint brushes, plastic tubs of
prepared poster color in different bright colors, glue, glitters, Japanese paper or used
tinsel paper, scissors, yarn or string
Procedure:
Have the learners paint an empty
toilet paper roll.
While waiting for the paint to dry,
have the learners cut short strips
of Japanese paper or tinsel.
The learners may sprinkle glitter on the painted toilet paper roll.
Assist the learners in pasting strips of Japanese paper or tinsel on the inside of
the cardboard roll to serve as tassels.
Punch two holes on the cardboard and attach a piece of yarn or string so that
the lantern can be hung.
Subtraction and Writing Number Sentences
Competencies:
••Recognize the words “take away,” ‘less,’ and ‘are left’ that indicate the act of
subtracting whole numbers MKAT-004
••Write subtraction number sentences using concrete representations (MKAT-00-
10) Materials: subtraction cards, counters, writing paper, pencils, colored markers
Procedure:
The learners get 6 counters.
The teacher asks the learners to show 6 take away zero using the counters.
The learners write down the number sentence after.
Repeat until all the possible subtraction sentences are written down.
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5. Star and Crescent Moon Mobile
Competencies:
(SKMP-00-4)
Materials: template of crescent moon
and star, card board for each learner,
scissors, glue and glitter, string or yarn,
popsicle sticks, tape
Procedure:
Assist the learners in tracing the
crescent moon and star on their
cardboards.
Assist the learners in cutting along the
lines to make the crescent moon
and the star.
Cover both sides of the crescent moon and
star with glue and glitter, or paint.
Punch a hole in each and tie through
a piece of string or yarn.
Tie or tape the other ends of the string to a popsicle stick. Tie a piece of string to
the middle of the twig to hang the mobile by.
WORK PERIOD 2
1. Playdough Numerals (0-6)
Competencies:
Material: playdough
Procedure:
Let them form the numerals 1, 2, 3, 4, 5, and 6.
Number Concentration (0-6)
Competencies:
255
Materials: a set of number cards from 0 to 6, a set of picture cards of different items
in the house with quantities from 0 to 6
Procedure:
Writing Papers (6)
Competency:
Materials: writing papers with dotted numeral 6, pencils or crayons
Procedure:
Learners connect the dots of the numeral pattern to make 6.
Ask learners to try writing the numeral 6 on their own.
Title: Number 6 Mosaic
Competencies:
••Naisasagawa ang sumusunod na gawain: pagpilas/paggupit/pagdikit ng papel
(KPKFM-00-1.3)
Materials: bond paper, felt tip pens, medium sized cut out paper of different colors, glue
Procedure:
Learners write or trace a big numeral 6 on their sheets of paper.
Learners paste cut out colored papers on the outline. They may use only one
color or as many colors as they wish.

1. Birthday Train
Competencies:
••Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
256
Procedure:
Ask the learners to form a circle.
Take the hand of one learner and walk around inside the circle as everyone
chants: “Come aboard the birthday train, Come aboard the birthday
train,What do you want for your birthday?Come aboard the birthday train.”
Pause in front of a learner.
Ask the learner to say what he/she wants for his/her birthday.
After the learner speaks, he/she will join the birthday train and will ask the next
learner what he/she wants for his/her birthday.
Continue chanting the verse until all the learners had their turn to join the
birthday train.
Syllable Clap
Competencies:
••Listen discriminately and respond appropriately (LLKAPD-Id-6)
••Tell the number of syllables in given spoken words (LLKPA-Ig-8)
Procedure:
Have the learners sit on the floor in a circle.
Ask them to say their names. The rest of the class will syllabicate the name by
clapping.
When all the learners have had their names clapped, ask them to think of words
that begin with the sound of Pp. Words in the mother tongue are most welcome.
When they are ready, ask each learner to say a Pp word and the others will
syllabicate the word by clapping.
Make sure all the learners were able to participate.
Lantern Relay
Competencies:
pag-eehersisyo- (KPKPF-00-1)
Materials: lanterns that the learners made in work period 2, two potted plants
the height of the learners to serve as Christmas tree
Procedure:
Divide the learners into two group and make them form a line.
Place a potted plant in front of each line, about two meters away from the line.
Instruct the learners to wait for the signal to run to the potted plant and hang
their lanterns on it.
257
When the first player gets back to the line, the second one will get a turn, and so
on until all the players on the line had a turn to hang their lanterns.
The team who hangs all their lanterns first wins.
Candle Relay
Competencies:
••Nagagamit ang mga kilos lokomotor ar di-lokomotor sa paglalaro (KPKGM-Ig-3)
••Nakasasali sa mga laro (KPKPF-00-1)
Materials: 10 stable plastic containers big enough to have a small candle, 10

small candles
Procedure:
Divide the learners into two groups and ask them to form a line.
Each line will have a column of 5 plastic containers equally apart from each
other.
The teacher demonstrates what the learners are supposed to do: Hold the five
candles. Place a candle on each of the five containers, Get all the candles back
one by one and go back to the line. Pass on the candles to the next player.
Play the game until all the learners have had a turn.
Trip to Mecca (Musical Chairs)
Competencies:
••Nakagagalaw, nakasasabay, nakaiindak at nakasasayaw sa himig na
••Naipakikita ang kahandaang sumubok ng bagong karanasan (SEKPSE-IIIc-6)
••Natutukoy ang kahalagahan ng pagpapakita ng positibong pag-uugali sa harap ng
hindi inaasahang pangyayari tulad ng pagkatalo sa laro, atbp. (SEKPSE-00-8)
Materials: one chair for each learner, Muslim-inspired music
Procedure:
Assist the learners in arranging the chairs in a circle with the seats facing outward.
Ask the learners to sit on a chair. There should be no empty chair in the circle.
Ask a volunteer to stand up and surrender his/her chair.
When the music starts, ask the learners to dance around the circle of chairs,
following the rhythm of the music.
When the music stops, learners should find a chair to sit on.
The learner who is not able to take a seat will sit on the floor and wait for the
others to join him/her.
Play the game until only one chair is left.
The learner who is able to sit on the last chair wins.
258
WEEK 18
Content Focus: My family participates in school activities.

(10 min)
MESSAGE We have My parents Parents can Parents can Parents can

family help the help my help my help my
activities in school in school as school as school as
school: PTCs, different ways. resource resource resource
Family Day persons persons persons
(gardener). (carpenter). (cook).
QUESTION/S What are the How do your What does a What does a What does a
family activities parents help the gardener do? carpenter do? cook do?
in school? school? How does a How does a How does a
*use semantic gardener help carpenter help cook help the
web or graphic the school? the school? school?
organizers
Work Period 1
(40 mins)
Teacher- School Activity Brigada Thank you Thank You Thank you
Supervised Picture Mobile Eskwela Poster poster for poster for poster for
Activity the Parent the Parent the Parent
Introduce letter
Resource Resource Resource
Gg
Person Person Person (Cook)
(Gardener) (Carpenter)
Introduce letter
Uu
Learning 9Make a 9Express 9Participate 9Participate 9Participate

Checkpoints School their ideas in making a in making a in making a
Activity through Thank You Thank You Thank You
Picture drawing card for card for card for the
Mobile as the parent- the parent- parent-cook
instructed gardener carpenter
Independent 1. Puzzles of different school activities, how parents help our school)
Activities 2. Letter Gg, Uu Collage
Letter Gg, Uu Mosaic
Block Play
259
Learning 9Put the puzzle pieces together correctly
Checkpoints 9 Identify and give the sound of the letter gg
9 Represent the letter gg creatively
9 Express their ideas creatively
Meeting Time The learners The learners The learners The learners’ The learners
2 show and show and draw their build’ a house do a food
(10 min) describe their describe the garden. with wooden preparation
school activity poster about blocks. charade.
mobile. how their
parents help
the school.
QUESTIONS/ What activities How do your What can be If you are a What food
ACTIVITY in school does parents help the seen in your carpenter what preparation
your family school? garden? kind of house actions can you
participate in? will you build? show?
Recess
(15 min)
Quiet Time
(10 min)
Transition to While singing a transition song, the teacher “wakes” the learners up and tells them
Story Time that it’s time to listen to a story. When the learners are ready, the teacher proceeds
with the pre-reading activities and makes sure that the learners are listening
attentively.
Story Time Theme: Any Theme: Any Theme: Any The teacher The teacher
(20 min) age and age and age and reads any age reads any age
culturally culturally culturally and culturally and culturally
story about story about story about a story about a story about
family activities different ways gardener. carpenter. cooking or food
in school. parents can preparation.
help the school.
260

question: What question: questions: Who question: question:
are the family How do your takes care of How does a How does a
activities in our parents help the our garden in carpenter help cook help the
school? school? school? the school? school?
Motive Motive Motive Motive Motive

question: What question: How question: question: question: What
are the family do parents help What does the What does a does a cook do
activities in the school in gardener do in carpenter do in in the story?
school in the the story? the story? the story?
story?

Reading
Post-Reading Retell the How do parents What does a What does a What does a
activities that help the school gardener do? carpenter do? cook do?
the families did in the story?
in the story. Who among Who among Who among
you have you have you have
parents who parents who parents who
can help take can help can help
care of our fix school prepare food in
school garden? furniture? school?
Work Period 2
(40 min)
Teacher- Hand Game Number Number Books Lift the Bowl Walk the
Supervised (concrete Stations 6 (quantities of 6) (quantities of 6) Number Line
Activity quantities up
to 6)
Learning 9Explore 9See that 9Use 9Explore 9Sequence

Checkpoints different despite the numeral to different numbers
combinations differences describe combinations
that make in and record that make
a given appearance quantities a given
quantity quantities quantity
remain
the same
(conservation)
261
Independent 1. Block Play Challenge
Activities 2. Play Dough Numerals (0-6)
It’s A Match (0 to 6)
Comparing Quantities: A Game for Partners
Learning 9 Identify numerals 0 to 6

Checkpoints 9 Match numerals to corresponding number of objects
9 Compare quantities
9 Represent the numeral 6 creatively
Indoor/ Action song: Role Play Meet and greet Meet and greet Meet and greet
Outdoor This is the Way of Brigada the parent the parent the parent
Games We Join the Eskwela resource resource resource
(20 min) Activities in person person person (cook).
School. (gardener). (carpenter).
Learning 9Sing and 9Show how

Checkpoints do the their parents
movements help the
of the song school
Transition to 9The teacher tells the
Meeting Time learners to help pack away
the materials they used in the
Indoor/Outdoor Games time
and get ready to do the wrap
up activities in Meeting Time
3. A transition song or
Meeting Time The learners The learners
3 talk about the talk about how
(5 min) family activities their parents
in school. help the school.
Questions / checks if the checks if the checks if the checks if the checks if the
Activity learners are learners are learners are learners are learners are
able to say able to say how able to perform able to describe able to describe
what the family their parents the gardening how the parent how the parent
activities in help the school. activity with the resource resource
school are. parent resource person person (cook)
person. (carpenter) helps the
helps the school.
school.
DISMISSAL ROUTINE
262
WEEK 18
Content Focus: My family participates in school activities.
MEETING TIME 1
To organize the learners’ ideas and responses, semantic webs or graphic

organizers may be used.
Examples:
WORK PERIOD 1
1. School Activity Picture Mobile
Competencies:
••Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
••Nailalarawan ang mga karanasan na may kinalaman sa pagtutulungan ng
pamilya at paaralan (KMKPAra-00-4)
••Nakapagpipinta at nakapagkukulay ng iba’t-ibang bagay o gawain (SKMP-00-2)
••Nakakalikha ng iba’t-ibang bagay sa pamamagitan ng malayang pagguhit
(SKMP-00-1)
••Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras
(KAKPS-00-1)
Materials: paper, pencil, crayons, glue, picture, Manila paper/cartolina
263
Procedure:
Ask the learners to think about the school activities their families participate in.
Have them draw these on construction paper. Assist the learners in labelling
their drawings.
Attach a yarn to each drawing and hang them as mobiles.
Brigada Eskwela Poster
Competencies:
••Nakaguguhit/Nakapagpipinta at nakapagkukulay ng iba’t-ibang bagay o gawain
(SKMP-00-2)
(SKMP-00-1)
Materials: ¼ sized cartolina that is shaped like a school, felt tip pens, crayons,
markers
Procedure:
Assist the learners in writing the Brigada Eskwela on the ‘”roof’” of the school
building (on the cartolina),
Assist the learners in drawing what the parents do on Brigada Eskwela.
3. A “Thank You” Poster for the Parent Resource Person (Gardener)
Competencies:
••Nakaguguhit/Nakapagpipinta at nakapagkukulay ng iba’t-ibang bagay o
gawain (SKMP-00-2)
(SKMP-00-1)
(KMKPPam-00-5)
Materials: big outlines of flowers for cutting in colored paper, scissors, glue,
colored markers, felt tip pens, a sheet of cartolina
Procedure:
Ask the learners to cut out the flower shapes.
Ask the learners to glue or paste them on the sides of the cartolina to
become a frame.
The teacher writes a ‘thank you’ note on the cartolina, taking dictation from the
learners.
The learners sign their names on the poster.
The learners present the poster to the parent-resource person.
264
4. A “Thank You” Poster for the Parent Resource Person (Carpenter)
Competencies:
gawain (SKMP-00-2)
(SKMP-00-1)
(KMKPPam-00-5)
Materials: a sheet of cartolina shaped like a school, colored markers, felt tip pens,
outlines of tools (saw, hammer, chisel, nails) for cutting, scissors, glue
Procedure:
Have the learners cut out the carpenters’ tools and paste them on the sides of
the cartolina to make a frame.
The learners dictate to the teacher their thank you message to the parent-
resource person.
The learners sign their names on the poster.
The learners present their thank you poster to the parent-resource person.
5. A “Thank You” poster for the Parent Resource Person (cook)
Competencies:
gawain (SKMP-00-2)
(SKMP-00-1)
(KMKPPam-00-5)
Materials: a sheet of cartolina shaped like a platter, pictures of food from old
newspapers and magazines for cutting, glue, felt tip pens, markers, scissors
Procedure:
Have the learners cut out the pictures of food from old newspapers and
magazines.
Ask the learners to paste the pictures on the sides of the platter/cartolina.
The learners dictate their ‘thank you’ message for the teacher to write down on
the platter/cartolina.
The learners sign their thank you poster and present it to the parent-
resource person.
265
WORK PERIOD 1
1. Puzzles of different school activities
Competencies:
••Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
••Nasasabi, nakikilala, at naipakikita ang kahalagahan ng pakikibahagi
(KAKPS-00-16)
Materials: teacher-made, 6-8 piece puzzles of different school activities
Procedure:
Learners put the puzzle pieces together either alone or with another learner.
Learners describe what is shown in the puzzles.
Letter Gg/Uu Collage
Competencies:
••Nakagugupit at nakapagdidikot ng iba’t-ibang hugis na may iba’t-ibang tekstura
(SKMP-00-4)
••Identify the letters of the alphabet (mother tongue orthography) (Gg) (LLKAH-Ih-3)
Materials: bond paper with the outline of letter Gg, Uu, old magazines or
newspapers, scissors, glue
Procedure:
Have the learners look over the old magazines and newspaper and cut out the
letters Gg, Uu in upper and lowercase. (The letters may come in different
colors, font and sizes.)
Have the learners paste the letters they found inside the outline of the letter.
Letter Gg/Uu Mosaic
Competencies:
••Nakagugupit at nakapagdidikot ng iba’t-ibang hugis na may iba’t-ibang tekstura
(SKMP-00-4)
••Identify the letters of the alphabet (mother tongue orthography) (LLKAH-Ih-3)
Materials: bond paper with the outline of the letter Gg, Uu, cloth cut in medium sized
circles (retaso) for pasting, glue
Procedure:
Have the learners paste the pieces of cloth on the outline of the letter Gg, Uu’
Have them say the sound of the letters while doing the mosaic.
266
4. Block Play
Competencies:
••Express thoughts, feelings, fears, ideas, wishes and dreams (LLKOL-Ig-9)
••Nailarawan ang mga karanasan na may kinalaman sa pagtutulungan ng pamilya
at paaralan (KMKPAra-00-4)
Materials: table or floor blocks
Procedure:
Learners build the school and their house using the blocks.
Learners describe their work.
WORK PERIOD 2
1. Hand Game (concrete quantities of 6)
Competencies:
••Solve simple addition and subtraction number stories (up to quantities of 10) read
by the teacher using a variety of ways (e.g., concrete materials, drawings) and
describe and explain the strategies used (MKAT-00-11)
Materials: any kind of counter such as pebbles, chips, or sticks, numeral cards, work mats
Procedure:
Learners get 6 counters.
Learners separate counters in different ways and verbalize the combinations
that result.
Number Stations 6
Competencies:
arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the
same quantity) (MKSC-00-23)
267
Materials: sticks as counters
Procedure:
Learners get 6 sticks.
Learners work together with the teacher in exploring 6 sticks, making as many
arrangements as possible to show how they can form it in various ways.
Teacher encourages the learners to describe the patterns and to create more.
Number Books (Quantities of 6)
Competencies:
Materials: old magazines/pictures of objects associated with a gardener,

carpenter, or cook; scratch paper, crayons, pencils, scissors
Procedure:
Assist the learners in cutting 6 pictures of objects related to gardening,
carpentry, or cooking.
Take dictation from the learners in labelling their work.
Assist the learners in writing the numeral 6.
Lift the Bowl (quantities of 6)
Competencies:
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
Procedure:
1. Game proceeds as Hand Game but bowls are used for separating quantities.
268
5. Walk the Line
Competencies:
••Rote count up to 20 (MKSC-00-12)
Materials: chalk, number cards 0 to 6
Procedure:
Chalk a line outdoors, long enough to include all the numbers 0 to 10 one step apart.
Make a mark where each number will come but don’t actually write them in.
Shuffle a set of number cards
Take it in turns to take a number card and walk along the line from the start,
stepping on the markers and counting out loud as you do so.
When you get to the correct spot for your number, put the card on the ground.
When all the cards are in position, turn them face down. Ask your learner to walk
slowly along the line from the beginning until you shout “stop”. Then see if she
can tell you which number she is on. Check by turning the card over.
WORK PERIOD 2
1. Block Play Challenge
Competencies:
••Nakapagpapatung-patong, nakapagdudugtongdugton at nakapagdidikitdikit
(assemblage) ng blocks (SKMP-00-8)
Materials: 6 table or floor blocks for each learner
Procedure:
Challenge the learners to create or build anything using only 6 blocks.
Ask them to describe their work.
Competencies:
••Pagmomolde ng luwad (KPKFM-00-1.5)
Materials: playdough
269
Procedure:
Let them form the numerals 0, 1, 2, 3, 4, 5, and 6.
Ask the learners to create the number of objects for each numeral. (Example: 6
pencils – numeral 6)
It’s A Match (0-6)
Competencies:
Materials: numeral cards from 0 to 6, picture cards of quantities from 0 to 6
Procedure:
Place all cards on the table/floor face down.
Learners take turns in getting two cards.
If the numeral and the quantity match, player keeps the card.
Player with the most number of cards wins.
4. Comparing Quantities: A Game for

Partners Competencies:
••Combine elements of two sets using concrete objects to represent the concept
of addition (MKAT-00-3)
••Solve simple addition and subtraction number stories (up to quantities of 10)
read by the teacher using a variety of ways (e.g., concrete materials, drawings)
and describe and explain the strategies used (MKAT-00-11)
equal (MKC-00-8)
Materials: clothespins, small card numbers, more/less spinner
270
Procedure:
Each learner draws a numeral card from a pile of cards.
They each build the appropriate clothespin stack to match their cards.
One learner turns the more/less spinner. If it lands on less, the partner whose
stack has lesser clothespins wins both stacks. If the spinner lands on more,
the partner with more clothespins wins both stacks.
They continue to take turns, each accumulating clothespins.
When the time is up or the learners decide to end the game, they snap together all
the clothespins. They turn the spinner to see if the person who has
accumulated more or less clothespins is the winner.
INDOOR/OUTDOOR
GAMES 1. Action Song (This is the Way)
Competencies:
••Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t-ibang paraan ng
••Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, lundag at iba pa) nang
angkop sa ritmo at indayog bilang tugon sa himig na napapakinggan/awit na
kinakanta (KPKPF-Ia-2)
Filipino and/or English (LLKOL-Ia-2)
Materials: Song (This is the Way)
Procedure:
Let the learners form a circle.
The teacher will give the action first for the learners to follow while singing “This is
the Way….”
The teacher will point to anyone in the circle to do the next action for them to follow.
Each learner should give an action to the words of the song.
2. Role Play (Brigada Eskwela)
Competencies:
•• Participate actively in a dialog or conversation of familiar topics (LLKOL-00-10)
271
Materials: pictures used in Meeting Time 1
Procedure:
Gather the learner in 4 groups.
Tell them that they are going to act out the ways parents help in the school like in
Brigada Eskwela.
Each leader of the group will get 1 picture and show this to his/her group.
After brainstorming, they will act out the scenario in the picture in front of the class.
Meet and Greet the Parent - Resource Persons (Gardener, Carpenter, Cook)
Competencies:
••Give the names of family members..and the roles that they play…and the things
they use (LLKV-00-6)
••Use objects and materials safely (PNEKPP-00-6)
••Identify needs of plants and ways to care for plants (PNEKP-IIb-2)
••Demonstrate an understanding that objects are made from one or more materials
like metal, plastic, wood, paper (PNEKPP-00-2)
••Naipakikita ang pagtulong at pangangalaga sa kapaligiran: pagdidilig ng mga
halaman, pag-aalis ng mga damo at kalat, hindi pagsira sa halaman, pag-
aalaga sa hayop (KMKPKom-00-5)
Procedure:
The teacher introduces the parent resource persons
The learners greet the parent resource persons.
The parent resource persons talk about what they do and how they help the
school as a gardener/carpenter/cook.
The parent resource persons show their tools and demonstrate how to use them.
The learners ask questions to the parent resource persons about the work they
do to help the school
The learners observe and participate in the demonstration of the work the parent
resource persons do in school.
The learners give their’ thank you’ poster.
The learners greet the guests goodbye.
SONGS, POEMS, RHYMES
This is the Way

This is the way we sweep the floor
Sweep the floor, sweep the floor
This is the way we sweep the floor
When we are in school.
*Replace the underlined words with fix the chair, clean the wall, paint the fence,
other actions that the learners may suggest.
272
WEEK 19
Content Focus: My family participates in the community activities.

(10 min)
MESSAGE My family My family My family My family My family

is part of a participates participates members vote helps other
community/ in keeping in keeping for barangay families in the
barangay. the barangay the barangay leaders. barangay.
clean. clean.
QUESTION/S What is a After showing How does The learners When does
barangay? pictures of a your family talk about your family help
Where does the clean and a participate their letters to other families?
dirty barangay - in keeping the barangay
word barangay How does your
our barangay chairman.
come from? Which family help
barangay do clean? Who is our other families?
What is the
you like more? The teacher barangay
name of our/
Why? and the chairman?
your barangay?
learners Where does he/
How does
discuss the she hold office?
your family
results of the
help keep
homework/
our barangay
interview.
clean?
Work Period 1
(40 mins)
Teacher- Balangay Poster: I A letter to Map of the Coin Bank
Supervised Making care for my the Barangay Barangay
Activity (Paper folding barangay. Chairman
activity)
Learning 9Fold paper 9Express 9Write a 9Identify the 9Express

Checkpoints boats as ideas by letter about different willingness
instructed drawing what they places in the to help
pictures see in the barangay families in
community need
Independent 1. Poster of words with letters NGng, Ññ

Activities 2. It’s a Match (Picture-letters NGng,Ññ)
Writing Paper (NGng,Ññ)
Letter Tracing
273
Learning 9 Identify the letters ngng
Checkpoints 9 Give the sound of the letters ngng
9 Trace/write the letters ngng
9 Name words with the ngng sound
Meeting Time “Hulaan mo Letter writing The learners The learners The learners
2 ako” using different talk about what prepare for the show and
(10 min) (Introduction of body parts they wrote to mock election describe their
NG words) the barangay activity. poster about
chairman. how their
families help
other families.
QUESTIONS/ What is the How do we Who is our How is our When do you
ACTIVITY sound of NG? write the big barangay barangay help other
letter N? big chairman? chairman families?
What other
letter G? small chosen?
words begin What is the job How does your
letter n? small
with the NG of the barangay Who can vote family help
sound? letter g? chairman? to choose other families?
How do we our barangay
What did you
write big letter chairman?
write in your
NG? small letter to the
letter ng? barangay
chairman?
Recess
(15 min)
Quiet Time
(10 min)
274
story about story about story about story about story about
the barangay/ keeping the barangay voting. families helping
community. barangay/ leaders. one other
community families.
clean.
Pre-Reading Define difficult Define difficult Define difficult Define difficult

Define difficult
words. words. words. words. words
.
question: What question: Is questions What question: Do question:
is the name of your barangay do we call the you know what What happens
our barangay? clean or not? leader of our an election or to families
barangay? voting is about? when there
Motive question: Motive What is his/her is a strong
What kind of question: How name? Motive typhoon, fire,
barangay is the can we keep question: What or earthquake?
story about? our barangay Motive is an election or
clean? question: What voting about in Motive
is the job of the story? question: How
the barangay did families
leader in the help other
story? families in the
story?

Reading
Post-Reading What is the How can What is the job What is an How did
barangay in the we keep our of the barangay election or families help
story like? barangay leader in the voting about in other families in
Is that barangay clean? story? the story? the story?
same as ours? What can we How can Is election
do to help keep we help our or voting
our barangay barangay important?
clean? leader?
Work Period 2
(40 min)
275
Teacher- Hand Game Number Cover Street clean- Mock Election Recognizing
Supervised (Concentration All up activity coins
Activity 0-6) ( 1-6) with parents/
guardians

Learning 9 Make 9Identify 9 Identify the
Checkpoints different different value of
combinations numerals Philippine
of 6 peso coins
Independent 1. Fishing Game

Activities 2. Play Dough Numerals
3. Who Has More?
4. Block Play Challenge
Learning 9 Recognize numerals correctly

Checkpoints 9 Recognize more or less
quantities
9 Write the numeral 6
9 Represent numerals with
corresponding objects using
play dough
9 Make different combinations
of 6
Transition The teacher reminds the learners

to Indoor/ about the time left in Work Period
Outdoor Time 2 around 15 minutes before
Games Indoor/Outdoor Games. After
10 minutes, the teacher tells the
learners to start packing away
the materials they used and be
ready for Indoor/Outdoor Games.
A transition song or countdown
may be used.
Indoor/ The balangay Clean Up Race Follow the

Outdoor is sinking (The Leader
Games boat is sinking)
(20 min)

Learning 9 Follow rules, 9Coordinate 9The teacher 9The teacher 9 The teacher
Checkpoints form groups the different takes note checks if observes if
of 1-6, show body parts if the street the mock the learners
sports- clean up election can be a
manship activity was process was leader and a
implemented followed follower.
as planned
3 transition song or countdown may be used.
276
Meeting Time The teacher The learners The learners The learners The learners
3 reviews with talk about the talk about their talk about their talk about how
(5 min) the learners importance street clean up mock election their family
where the term of keeping experience. experience. participates in
for community the barangay/ the community
– barangay – community activities.
came from. clean.
Wrap-Up Where did the Why is it How did you Can children How can
Questions / word barangay important feel about like you vote? we help our
Activity come from? to keep our keeping our Who can vote? community?
(balangay) barangay barangay How can we
clean? clean? How does
What is the help other
the election
meaning of Homework: The What will you families?
process take
balangay? teacher asks tell others so place?
(sailboat) the learners to that they can
interview their help keep
parents and our barangay
other family clean?
members about
what they do
to help keep
the community/
barangay
clean.
Reminders Adult family

members
should
accompany the
learners in the
street clean
up activity
tomorrow.
DISMISSAL ROUTINE
277
WEEK 19
Content Focus: My family participates in the community activities.
WORK PERIOD 1
1. Balangay Making (paper folding activity)
Competency:
••Naisasagawa ang mga sumusunod na kasanayan gaya ng: 2.2 pagtitiklop ng
Materials: paper
Procedure: Assist the learners in doing the following-

Fold the paper in half, pattern side inwards.
With the ‘open’ edge at the bottom, fold the corners down to meet in the middle.
We found it helped to ‘quarter’ the sheet lightly first, so we knew where to fold to.
Fold one bottom ‘lip’ upwards and fold the little corners that overhand the
triangles over the back.
Turn it over and fold the other lip upward too.
Open the shape up into a ‘hat’ and fold it down in the other direction so that the
corners which were at each end are now together.
Fold the corner at the bottom of the new diamond up to lie flat. Effectively you
open up the shape into a square.
Turn it over and do the same.
As before, open it up from the bottom and flatten it in the opposite direction.
The two upper corners will be loose. Grasp them and pull gently apart. The boat
will open up in front of you.
278
2. Poster: Caring for the Community
Competencies:
••Natutukoy na ang bawa’t pamilya ay kabilang sa isang komunidad
(KMKPKom-00-1)
••Talk about family members…or members of the community using various
appropriate descriptive words (LLKOL-00-5)
Materials: ½ construction paper for each learner, a sheet of manila paper labeled, “I
Care for My Barangay”, glue, felt tip pens, crayons, colored markers
Procedure:
Ask the learners to describe their community.
Ask them to think of ways to help the community and draw their ideas on the
construction paper.
Assist the learners in labeling their work.
Assist the learners in pasting their drawing on the manila paper.
A Letter to the Barangay Chairman
Competencies:
••Nakikilala ang mga taong nakatutulong sa komunidad (KMKPKom-00-2)
••Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
Materials: small sheets of paper for letter writing, felt tip pens, pencils, small brown
envelope addressed to the Barangay Chairman
Procedure:
Ask the learners what they wish to say to the Barangay Chairman through a
letter.
Assist the learners in writing down their letters. The teacher may take dictation
and the learners will sign the letter.
Ask the learners to add drawings to their letter.
Let the learners put their letters in the brown envelope addressed to the
Barangay Chairman.
Seal the envelope and tell the learners that you are going to deliver the letter to
the Barangay Hall where the Barangay Chairman holds office at
4. Map of the Barangay
Competencies:
••Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
••Create simple pictographs MKAP-00-02 •• Discuss simple
pictographs (MKAP-00-3)
Materials: sheets of paper, felt tip pens, crayons
279
Procedure:
Ask the learners to draw their house on one end of the sheet of paper and the
school on the opposite end.
Ask the learners what places in the barangay they see on their way to school
and draw them on the paper.
Assist the learners in labeling their work.
Poster Making: My Family Helps Other Families
Competencies:
••Nagkakaroon ng kamalayan sa damdamin ng iba (SEKEI-00-2)
••Natutukoy na ang bawa’t pamilya ay nabibilang sa isang komunidad
(KMKPKom-00-1)
••Nasasabi, nakikilala,a t naipakikita ang kahalagahan ng pakikibahagi
(KAKPS-00-16)
Materials: small, empty, unbreakable containers that can be turned into a coin
bank, felt tip pens, markers
Procedure:
Ask the learners for ways they can help families who need help.
Ask them if they are willing to keep a coin bank for ‘helping’ purposes.
Assist the learners in turning the small containers into a coin bank.
Have the learners write their name on the coin bank.
Tell them to bring the piggy bank home and put coins inside until it is full.
WORK PERIOD 1
1. Poster of words with letters (NGng, Ññ)
Competencies:
Materials: a 1/4 cartolina sized outline of the letter NGng, Ññ for each learner,
Procedure:
Learners take a sheet of the letter outline.
Learners identify the letters and produce its sound.
Learners to think of words with the letter/sound Ngng, Ññ.
Words in the learners’ mother tongue are most welcome.
Learners draw their ideas inside the outline of the letter.
280
2. It’s a Match (Picture-letters NGng, Ññ)
Competencies:
••Identify the letters of the alphabet (LLKAK-Ih-3)
••Give the sound of each letter (LLKAK-Ih-7)
Materials: set of picture cards of objects with the NGng and Ññ sound, letter cards of
NGng and Ññ
Procedure:
Place the letter cards on the table/floor.
Place all the picture cards face down on the table/floor
Learners get a picture card, say the word the picture represents, and match it
with the correct letter.
Writing Papers (NGng,Ññ)
Competency:
••Write the lower case for each upper case letter or vice versa (LLKH-00-4)
Materials: writing papers (with letter dot patterns for each letter), felt tip pens, pencils,
crayons
Procedure:
Learners get a writing paper and writing implement.
Learners trace the letters.
Learners try to write the letters on their own.
Letter Tracing
Competency:
Materials: small flat trays with flour or baby powder Procedure:
Learners write the letters on the tray using their index finger.
Learners are careful not to spill the flour or baby powder so that the other
learners may use it, too.
Riddles
Ano Ito?
Malimit na paraan ng pagbati sa atin mga kapamilya at kaibigan - NGITI
Nasa loob ng ating bibig na ating ginagamit sa pagkain – NGIPIN Ating ginagawa
upang madurog an gating kinakain – NGUYA Ginagawa natin ito sa utos ng ating
dentist – NGANGA Gawain ng ating mga labi bilang panturo - NGUSO
281
WORK PERIOD 2
1. Hand Game (connecting level up to quantities of 6)
Competencies:
arrangement has changed (MKSC-00-23)
••Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
••Recognize the words “take away”, “less,” and “are left” that indicate the act of
subtracting whole numbers (MKAT-00-4)
••Write subtraction number sentences using concrete representations (MKAT-00-
10) Materials: any kind of counters, sheets of paper, pencils, pens Procedure:
Learners get six counters.

Learners separate counters in different ways and verbalize the combinations
that result.
Learners write down number sentences using concrete objects.
Number Cover All
Competency:
••Recognize and identify numerals 0-10 (MKC-00-2)
Materials: number cards for each learner (variations of 0-10), tokens, container for
chips with numerals 0 to 10
Procedure:
Players get a number card each and ten tokens.
A player calls out the numbers one by one.
If the number is called, player marks it with a token in the number cards
The first player whose numerals are all called out wins.
Street Clean Up
Competencies:
••Napananatiling malinis ang kapaligiran sa pamamgitan ng pagtulong sa mga
simpleng gawain tulad ng pagwawalis ng bakuran, pagtapon ng basura sa
tamang lalagyan at iba pa (KMKPKom-00-4)
••Nakikilala ang kahalagahan ng mga tuntunin (KPKPKK-Ih-3)
••Identify simple ways of taking care of the environment PNEKE_00-4
••Explore simple cause-and-effect relationships in familiar events and situations
(PNEKE-00-5)
282
Materials: disposable gloves or plastic to cover the hands of learners, trash
bags, tongs or stick for picking up trash, dust pan, brooms
Procedure:
Each learner must be accompanied by an adult family member:
The teacher reminds the learners of the safety rules when on the street.
Learners and their family members help clean up the street nearest the school
using the materials.
Participants dispose of the collected trash and their disposable gloves or
plastic properly.
Participants wash their hands very well after the clean up and change their
clothes as needed.
Mock Election
Competencies:
••Collect data on one variable (MKAP-00-1)
Materials: voting folders, ballots, pencil, ballot box, tally sheet and pens
Procedure:
Set up the classroom as a polling station, like how it looks on election days.
Talk to the learners about how the Barangay Chairman is elected from among
other candidates by the adults in the barangay.
Tell the learners that there will be an election in the classroom today.
Let the learners decide what they will vote for, and what are their choices.
Give the learners a ballot and a pen. Tell them that the ballot should be handled
properly so it will not get soiled, crumpled, or torn. Otherwise the ballot will be
useless. Erasures are also not allowed in the ballot.
Ask the learners to make their choice on the ballot, fold it, and drop it in the
ballot box.
When all the learners have voted, it is time to count the votes.
The choice with the most number of votes wins the election.
Recognizing Coins
Competencies:
••Recognize and identify coins and bills up to Php 20.00 (pesos and centavos)
(MKAT-00-2)
••Talk about the details of an object (LLKOL-Id-4)
Materials: current Philippine peso coins (Php 10, Php 5, Php 1, Php .25, Php .10,
Php .05), cardboard for tracing, pencils
283
Procedure:
Show the coins to the learners and check if they can identify their value.
Ask the learners to describe the similarities and differences of the coins.
Ask the learners which coin has the most and the least value.
Let the learners describe the details of each coin.
Let the learners trace the coins on the cardboard paper and try to copy what it
looks like.
Remind the learners to put coins in their coin banks.
WORK PERIOD 2
1. Fishing Game
Competencies:
Materials: fish cut-outs (that have the numbers 1-10 written on them) with paper clips
attached, one fishing rod with magnet at the end of the string, blue mat as fishing area
Procedure:
In the designated fishing area,
learners stand outside the blue
mat and take turns in catching fish
with their fishing rods.
When learners catch a fish, they say
the number written on the fish and
do actions equivalent to the number
(e.g. jump 5 times, clap their hands
6 times, and so on)
Competencies:
••Pagmomolde ng luwad (KPKFM-00-1.5)
••Matching numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Materials: playdough
Procedure:
Let them form the numerals 0, 1, 2, 3, 4, 5, and 6
Ask the learners to create the number of objects for each numeral. (Example: 6
pencils – numeral 6
284
3. Who Has More?
Competency:
equal (MKC-00-8)
Materials: assorted counters, 6 plastic saucers

Procedure:
Put out about six saucers, each with a different number of things in, for example, six
toothpicks, five small buttons, four big buttons, three peas, two pebbles, one marble.
The learners point at two saucers and choose without counting out, which has
more. Learners then check by pairing up the contents of the two saucers.
Variations:
Put the same number of things in two of the saucers.
Put four big things and four small things in another saucer.
Put out bigger number of things.
Block Play Challenge
Competencies:
••Nakapagpapatung-patong, nakapagdudugtongdugton at nakapagdidikitdikit
(assemblage) ng blocks (SKMP-00-8)
Materials: 6 table or floor blocks for each learner
Procedure:
Challenge the learners to create or build anything using only 6 blocks.
Ask them to describe their work.
1. Balangay is Sinking
Competencies:
••Nagagamit ang mga kilos na lokomotor at di-lokomotor sa paglalaro (KPKGM-Ig-3)
Procedure:
Set the learners in a big space where they can freely run around safely.
The teacher says “The balangay is sinking, group yourselves into __!” Then the
learners will group themselves according to the number shouted.
When the players have settled into their respective groups, the teacher checks if
the groups have the correct number of players.
The learners without group or with incomplete number will be out of the game
285
and can cheer for the other players. They can also shout, “The balangay is
sinking. Group yourselves into _________.”
2. Clean Up Race
Competencies:
••Nagagamit ang mga kilos na lokomotor at di-lokomotor sa paglalaro (KPKGM-Ig-3)
Materials: empty box or any container, crumpled papers
Procedure:
Learners are divided into two teams and form a line.
Each learner holds a piece of crumpled paper that they will shoot inside the box
for their team one meter away from the line.
After shooting the crumpled paper, the learners go to the back of the line.
When all the players have played, the the team with the most number of
crumpled papers inside the box/container wins.
Follow the Leader
Competencies:
Material: “Do a little action” song (Do a little action, one, two, three (3x) And I
will follow you!”
Procedure:
The leader will sing the song while doing an action that the others must imitate.
When the “And I will follow you” part comes, the leader will point to a
classmate to be the next leader to do the action that the others must imitate
while singing the song.
Repeat until all the learners had a chance to be the leader.
286
WEEK 20
Content Focus: I have a family.

(10 min)
MESSAGE My family is We care for My family My family My family

unique. one another in members help provides my celebrates
our family. one another food, shelter, Family Day in
by doing and clothing school.
different roles. needs.
QUESTION/S What does How do we What are the What are the What are
unique mean? show care for roles that each needs that the different
one another in family member your family activities that
What makes
our family? has? provides? your family
your family
unique? How does each participates in?
role help one
another in the
family?
Work Period 1
(40 mins)
Teacher- Family Tree I Care For My I Have A Role My Favorite It’s Family Day
Supervised Mobile Family In My Family Things (Food, in school!
Activity Shelter, and
My Unique Introduce the Singing
Clothing)
Family letter Dd Parlor games
Special
numbers
Learning 9Describe the 9Describe 9Say what 9Say the

Checkpoints uniqueness ways to their roles basic needs
of their care for in the family provided by
family their family are the family
members
Independent 1. Letter mosaic – Rr, Dd

Activities 2. Letter Sound and Objects Match
Upper and Lower Case Pairs
Poster of Words that Begin with Rr, Dd
287
Learning 9 Identify/recognize letters Rr, Dd
Checkpoints 9 Sound out letters Rr, Dd
9 Sort letters/ words with beginning letters Rr, Dd
9 Represent letters Rr, Dd
9 Match upper and lower case letters
Meeting Time The teacher The learners The learners The learners
2 writes and lets show their show their show and talk
(10 min) the learners heart-shaped puppets and let about their
recite the sheets of paper the puppet say book of favorite
written tongue and describe what their roles things (food,
twister. how they care in the family shelter, and
Ang relo ni for their family are. clothing).
Riloy Raza ay members.
Rolex.
QUESTIONS/ Who is the

ACTIVITY owner of the
watch?
What kind of
watch does
Riloy Raza
have?
In what letter
does the word
relo, Riloy,
Raza and Rolex
begin with?
What sound
does letter Rr
have?
How is Riloy,
Raza and Rolex
written? Why?
How about the
word relo, how
it was written?
Why?
Can you say
some words (in
Mother Tongue)
that begin with
the /r/ sound.
288
Recess
(15 min)
Quiet Time
(10 min)
Story Time Theme: Any Theme: Any Theme: Any Theme: Any Singing
(20 min) age and age and age and age and
Parlor games
culturally culturally culturally culturally
appropriate appropriate appropriate appropriate Special
story about a story about story about story about numbers
family. family members the different how the family Inspirational
caring for one roles and provides food, talk
another. responsibilities shelter, and
of family clothing.
members.
Pre-Reading Define difficult Define difficult Define difficult Define difficult

words. words. words. words.
Motivation Motivation Motivation Motivation

question: What question: question: What question: What
is your family How do the do your family does your
like? members of members do family provide
your family to help one for you?
Motive care for one another?
question: What another? Motivation
is the family in Motive question: How
the story like? Motive question: How does the family
question: How do the in the story use
do the family family members food, shelter,
members in the in the story and clothing?
story care for help one
one another? another.

Reading
289
Post-Reading What is the How do the How do the How does the
family in the family members family members family in the
story like? in the story in the story help story use food,
care for one one another? shelter, and
How is it like
another? clothing?
your family? What will
How is it Do you and happen if family What will
different from your family members do happen if the
your family? members care not help one family does not
for one another another? have enough
the same way food and
as the family in clothing? What
the story does? if there is no
shelter?
Work Period 2
(40 min)
Teacher- Please Watch the Telling Time Day and Night
Supervised Describe It Clock
Activity
Learning 9Describe 9Say what a 9Tell the time 9Draw what
Checkpoints attributes clock is for by the hour their family
(size, shape, and name members do
weight) its parts during day
time and
night time
Independent 1. Number Concentration (6)
Activities 2. Writing Numerals 0 to 6
Find 6
It’s A Match
Learning 9 Match the numeral 6 with its correct quantity
Checkpoints 9 Write the numerals using the proper strokes
9Make combinations for the numeral 6
Indoor/ Family Building Action Song: “I Block Play Practice playing Clean Up
Outdoor Game Got Love” the parlor
Games or any age games for the
(20 min) and culturally Family Day
appropriate tomorrow,
action song
about love and
care for family
members.
290
9Follow
Learning directions
Checkpoints 9 Form groups based on the called-out number
9 Name roles of the members of the family
9 Move to the rhythm, with coordination and timing.
Meeting Time The teacher Happy or Sad The teacher The learners Awarding time
3 engages the Face? engages the write TO MY Family picture
(5 min) learners in learners in FAMILY in
The teacher taking
a discussion the discussion the letter of
shows pictures
about what of different about the invitation to
makes their Family Day parents to
situations at
family unique activity on attend the
home. The
by asking Friday. Family Day
learners show
the learners tomorrow.
a happy face
to finish the if the family The teacher
sentence, members are reminds the
“My family caring for each learners to
is________.” other in the come prepared
picture, and a for the Family
sad face when Day activity
caring is not tomorrow.
seen.
Wrap-Up The teacher The teacher The teacher The teacher

Questions / takes note checks if takes note takes note if the
Activity of how the learners can of how the learners were
learners recognize learners are able to write TO
described the actions of getting ready MY FAMILY in
uniqueness of caring for for the Family the invitation
their family. members of the Day activity. letter.
family.
Reminders Send out letters Send out

to parents about invitations
the Family to remind
Day activity on parents about
Friday. the Family
Day activity
tomorrow.
DISMISSAL ROUTINE
291
WEEK 20
Content Focus: I have a family.
WORK PERIOD 1
1. My Family Is Unique!
Competencies:
••Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SMKP-00-1)
••Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya
(KMKPPam-00-3)
••Give the names of family members (LLKV-00-6)
••Trace, copy and draw familiar figures (LLKH-00-2)
Materials: sheets of paper, pencils, crayons, colored pens, masking tape, pre-drawn tree
Procedures:
Have learners draw their family on the sheets of paper.
Assist the learners in writing down the names of their family members.
Assist the learners in pasting their drawings on the leaves or branches of a pre-
drawn tree.
Write the title: “My Family is Unique” on a strip of paper and tape it on the roots
part of the tree.
Let the learners talk about their drawing.
I Care for My Family
Competencies:
(KMKPPam-00-5)
••Express simple ideas through symbols (e.g. drawings, invented spelling) (LLKC-00-1)
Materials: heart shaped sheets of paper for each learner, colored pens, felt tip pens,
crayons
Procedure:
Ask the learners what the heart-shaped sheet of paper means.
Encourage the learners to draw how they care for each family member.
My Role in My Family
Competencies:
•• Natutukoy na may pamilya ang bawa’t isa (KMKPPam-00-1)
292
••Nakagagawa ng modelo gamit ang mga pangkaraniwang bagay sa paligid
(SKMP-00-3)
Materials: small cardboard tubes/empty toilet paper rolls, poster color of different
colors in stable, plastic tubs, paint brushes, yarn, glue, colored paper, scissors
Procedure:
Learners will make a puppet of
themselves using the cardboard
tubes.
Learners paint the cardboard tube
first. While waiting for the paint to
dry, they may cut colored papers
to make the eyes, nose, mouth,
and ears.
When the paint is dry, learners may glue
the facial details on the cardboard
tube, and add yarn for hair.
Encourage the learners to think about about their roles at home, which their
puppet will talk about in the discussion time.
My Favorite Things (Food, Shelter, and Clothing)
Competencies:
••Nakikilala ang sarili – gusto/di gusto (SEKPSE-IIc-1.4)
Materials: sheets of paper, felt tip pens, colored markers, crayons, stapler
Procedure:
Ask the learners to draw their favourite food, favourite part of the house, and
favourite clothes.
Encourage the learners to talk about how their family provides for their food,
shelter, and clothing needs.
WORK PERIOD 1
1. Letter Mosaic
Competencies:
••Naisasagawa ang mga sumusunod na kasanayan; pagpilas/paggupit/pagdikit ng
293
••Nakagugupit at nakapagdidikit ng iba’t-ibang hugis na may iba-t-ibang tekstura
(SKMP-00-4)
••Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
••Give the sound of each letter (mother tongue) (LLKAK-Ih-7)
Materials: glue, materials for mosaic – seeds, buttons, pieces of cloth, colored paper
cut outs, etc., cardboard with outlined letter Rr, Dd in block style
Procedure:
Learners identify the letters and give their sounds.
Learners fill in the letter outlines with mosaic materials.
Letter Sound and Objects Match
Competencies:
••Name common objects/things in the environment (in school, home, and
community) (LLKV-00-1)
Materials: letter cards – Mm, Aa, Ff, Tt, Nn, Ee, Ss, Bb, Cc, Pp, Gg, Uu, NGng, Ññ
Procedure:
Learners identify the letters and give their sounds.
Learners look for objects inside the classroom that begin with the letter sounds
and place them on top of the letter cards.
Upper and Lower Case Match
Competency: Match an upper- to its lower-case letter (LLKAK-Ih-4)
Materials: letter cards in upper case – M, A, F, T, N, E, S, B, C, P, G, U, NG, Ñ /

letter cards in lower case – m, a, f, t, n, e, s, b, c, p, g, u, ng, ñ
4. Poster of words that begin with Rr, Dd
Competencies:
Materials: a 1/4 cartolina sized outline of the letter Rr, Dd for each learner,
294
Procedure:
produce its sound.
Tell the learners to think of objects that begin with the letter/ sound Rr, Dd.
Rr, Dd words in the learners’ mother tongue are most welcome.
WORK PERIOD 2
1. Please Describe It
Competencies:
••Describe objects based on attributes/ properties (shapes, size, its use and
functions) (MKSC-00-4)
••Classify objects according to observable properties like size, color, shape,
texture, and weight (PNEKPP-00-1)
••Compare objects based on their size, length, weight, mass (MKME-00-2)
Materials: Magic Box or Bag with objects of different shapes, sizes, and colors
Procedure:
Teacher shows the “Magic Box or Bag” to the learners.
Teacher calls learners to draw an item out from the “Magic Box or Bag”.
Let the learners describe the drawn item based on attributes (e.g. shapes, sizes
and weights).
Ask the learners to classify the objects. Let them think of the categories.
Ask the learners to compare the objects.
Ask the learners to arrange the objects.
Watch the Clock
Competencies:
••Recognize that a clock and a watch tell time (MKME-00-5)
••Recognize and name the hour and minute hands in a clock (MKME-00-6)
Materials: paper plate (medium to large) for each learner, felt tip pens, markers,
crayons, round head fastener for each learner, rre-cut long hand and short hand of
the clock for each learner, a real clock and watch
Procedure:
Show the learners the real clock and watch and ask what they are used for. Ask them
also how a clock and a watch are similar and different from each other.
295
Ask the learners to describe what they see on the clock and watch (numerals 1 to
12, a long hand and a short hand) and ask them what they are there for.
After discussing the parts of the clock and what the clock is used for, tell the
learners that they are going to make their own paper clock.
Assist the learners in writing down the numerals 1 to 12 in their proper places in
the clock, and in attaching the long and short hands.
The learners may color their paper clocks.
Telling Time
Competencies:
••Talk about family members…using various, appropriate, descriptive words
(LLKOL-00-5)
••Tell the time of day when activities are being done (morning, afternoon, night)
(MKME-00-3)
••Tell the time by the hour (MKME-00-7)
Materials: paper clocks
Procedure:
Ask the learners to describe their paper clocks.
Introduce the concept of telling time by the hour by manipulating the long and
short hand of the clock and saying ‘One o’clock, 2 o’clock, 3 o’clock’ and so on.
Introduce the concept of morning, afternoon, and evening by asking the learners
about the time when they do things (e.g. “When do you go to school? (in the
morning/afternoon), When do you sleep? When do you eat breakfast, lunch,
and dinner?) and when things happen (When does the moon and the stars
come out? When does the sun shine?)
Introduce the concept of 24 hours (day and night).
Day and Night
Competencies:
••Tell the time of day when activities are being done (morning, afternoon, night)
(MKME-00-3)
Materials: sheets of paper shaped like a house and divided into two columns
(Day and Night), felt tip pens, colored markers, crayons
Procedure:
Ask the learners what they see on the sheet of paper. They can draw a sun on
the day side, and the moon and stars on the night side of the paper.
Ask the learners to draw what their family members do during the day, and
during the night.
296
WORK PERIOD 2
1. Number Concentration (0-6)
Competencies:
Materials: a set of number cards from 0 to 6, a set of picture cards of different items
in the house with quantities from 0 to 6
Procedure:
card), the player keeps the cards
Competency:
Materials: writing papers with dotted numerals 0 to 6, pencils or crayons
Procedure:
Learners connect the dots of the numeral patterns to make 0 to 6.
Ask learners to try writing the numerals 0 to 6 on their own.
Find 6
Competencies:
••Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of
297
Materials: 4 sets of numeral cards (0-6), counters
Procedure:
Players are dealt a card each. The rest of the cards stay in a pile in the middle.
Players put counters on the top of his/her card to match the numeral.
Learners take turns in turning the top card of the pile face up.
If the learner turns up a card that can make a total of 6 with the card on his/her
hand, he/she gets to keep the cards. If not, the card is placed on the bottom of
the pile and the next player takes a turn.
Players may check if the card they picked from the pile would make 6 when
combined with the card on hand by putting counters on the picked card.
The player who gets the most number of pairs of cards that make 6 wins.
It’s A Match
Competencies:
Procedure:
Place the corresponding dot pattern cards in the chalk tray.
1. Family Building Game
Competencies:
••Nakasasali sa mga laro, o anumang pisikal na Gawain at iba’t-ibang paraan ng
••Natutukoy kung sinu-sino ang bumubuo ng pamilya (KMKPPam-00-2)
••Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
298
Procedure:
The teacher tells the learners that they are going to make groups of families with
different numbers of members.
The teacher tells the learners to listen carefully for instructions (“Make a family of
four! Make a family of eight! and so on.)
When the ‘families’ have been formed, the learners are to assign roles to each
member in the group (father, mother, brother, sister, baby, other family members).
The teacher chooses a group/family per turn to say who their members are.
I’ve Got Love
Competencies:
••Talk about family members …using various descriptive and appropriate words
(LLKOL-00-5)
Filipino and/or English (LLKOL-Ia-2)
Material: Song as follows -

I got L (Sign language of L)
I got L-O (Sign language of L and O)
I got L-O-V (Sign language of L, O and V)
L-O-V-E (Sign language of L, O, V and E)
(Family member) needs some LOVE.
Procedure:
Let the learners spell L-O-V-E first using their bodies.
Sing the song.
Ask the learners who their family members are, and sing the song for each one of
them.
Block Play
Competencies:
••Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawa’t pamilya
(KMKPPam-00-3)
••Nakapagpapatong-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit
(assemblage) (SKMP-00-8)
Materials: wooden or plastic table or floor blocks
Procedure:
Encourage the learners to build houses using the blocks.
Ask the learners to describe their work.
299
4. Practice for the Family Day
Competencies:
••Nakasasali sa mga laro (KPKPF-00-1)
•• Naipakikita nang kaaya-aya ang tamang gawain sa iba’t-ibang sitwasyon (KAKPS-00-6)
••Nakapaghihintay nang kanyang pagkakataon (KAKPS-00-12)
Materials: materials for the parlor games for the Family Day
Procedure: Encourage the learners to participate in the parlor games and join the practice.
300

Kindergarten Teacher S Guide 2

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Quarter 2

Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learning 9 Identify the 9Say how 9Represent 9Recognize 9Integrate the

Motivation Motivation Motivation Motivation Motivation

During Ask comprehension questions.

Independent 1. It’s A Match

Learning 9 Count objects with one-to-one correspondence up to quantities of 4

1. Shapes Frame; My Family

Popsicle Stick Family

Mini Book of Family Activities

Materials: old magazines and newspapers or drawing of family activities, bond

I Love My Family Poster

1. Letter Mosaic: (Mm/Aa)

Letter Lacing Cards (Mm and Aa)

Make individual letters Mm and Aa

Poster of words that begin with Mm, Aa

1. Number Stations (quantities of 4)

Who Has More?

Are you the eldest or the youngest?

Materials: popsicle stick family

Hand Game (connecting; up to quantities of 4)

Materials: sets of number cards 0 to 4

1. Listen And Catch

Material: a medium sized ball

Open the Basket

Material: “Everybody do this” song (Everybody do this, do this, do this. Everybody

Barney Song – I Love You

Material: Barney song – I Love you Procedure:

Sing the song together with actions.

Members of the family

Barney Song: I love you

Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

During Ask comprehension questions.

1. “Thank you” Card

Materials: bond paper, pencil, crayons, scissors, art paper, glue

Materials: mini-booklets, crayons/ pastel/ coloring pen

Who Does What?

Materials: nameplates labeled with “Father”, “Mother”, “Brother”, “Sister”, “Me”,

Letter Lacing Cards (Ff and Tt)

4. Spot the letter Ff and Tt

1. Number Book (quantities of 4)

Hand Game (concrete up to quantities of 4)

Comparing Quantities: A Game for Partners

Materials: 2 sets of number cards (0-4)

Sorting Objects (quantities of 4)

INDOOR/ OUTDOOR GAMES

1. Role playing on using polite words and actions at home

Competencies for all role playing activities:

Role playing on obeying parents

Role playing on asking forgiveness in the family

Role playing about sharing in the family

Role playing on helping with household chores

SONGS, POEMS, AND RHYMES

F is for Flower Tap Your Toe

Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MESSAGE Each member Some Some of Some My family

Motivation Motivation Motivation Motivation Motivation

During Ask comprehension questions.

Teacher- Roles Relay Number 4 Lining Up Sorting of coins Subtraction and