REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Sudlon, Lahug, Cebu City

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 31
DAILY BLOCKS OF TIME
CONTENT FOCUS: I am part of a bigger community. QUARTER: Fourth

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVAL TIME
Arrival routine
(10 minutes)
The teacher greets each learner as they arrive in the classroom. The teacher may say hello, and welcomes the learners. Learners who come early may be given time for free play while
08:00 - 08:10
waiting. When the bell rings, the learners will form their lines in preparation for the flag ceremony.
01:00 - 01:10

Daily routine: 1. National Anthem (Video presentation maybe shown.)

Ask: Mga bata, unsa ang buhaton panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang tuong kamot sa atong wala nga dughan ug mokanta. Pagkahuman sa atong flag
ceremony mobalik kita sa atong classroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer will be done automatically.)
MEETING TIME 1 Say: In the name of the Father…
(10 minutes) 3. Exercise (The teacher directs the child to follow the video exercise flashed on the screen.)
08:10 - 08:20 Say: Karon atong sundon ang gipakita sa screen.
01:10 - 01:20 4. Attendance Check (The teacher leads in singing the song and encourages the learners to sing with her.)
Ask: Pila kabuok ang mga lalaki? Mga babaye? Pila tanan ang mga bata?
5. Weather Check (Song: Weather Song) (Validate pupils’ answer by asking them to look outside.)
Say: Mga bata, pagpadulong ninyo diri sa eskwelahan unsay namatikdan ninyo sa panahon? Dan-ag o hayag ba? Ulanon ba? Dag-umon o mapanganuron ba?
6. Checking of Calendar (Song: Lubi-lubi)
 Ask: Unsa nga buwan karon? Unsa ang petsa karon? Gahapon? Ugma?
Unsa nga adlaw karon? Gahapon? Ugma?
7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulugan.
Ask: Kanus-a gani ta nisaulog sa __________ (mention celebration/s prior to this month’s) Karong bulana unsa ang atong saulogon?
Kinsa ang nag-birthday karon?
8. Cleanliness Check (I have two hands)
Ask: Mga bata, ngano nga manghunaw ta? Maligo?
9. Balitaan/Sharing time with classmates (Call 1-2 pupils)
Ask: Mga bata, unsa ang inyong nabuhat nga nakalipay sa inyo nga mama ug papa?
10. Getting Ready for class (This is also the time when concepts learned the previous week/day are reviewed and the message for the day is introduced.)
Ask: Unsa ang inyong nakat-unan sa niaging semana/adlaw?

My community My city/ province is part of the Many people live in my country. My country has natural features I need to take care of my
MESSAGE
is part of a city/province. Philippines. and resources. country because it is my home.

Say: Ang mga barangay parte sa Say: Mga bata, nag istorya ta Say: Gahapon,nakita ninyo ang Ask: Mga bata kinsa gani to ang Say: Mga bata nahisgutan nato ang
syudad. mahitungod sa atong lugar mapa sa Pilipinas. Karon ato mga nagkalain-laing grupo sa mga kinaiyahan nga makita
Ask: Unsa ang pangalan sa kung diin kini masakop nga nga mahibal-an kong kinsa tawo nga nagpuyo sa sa lugar nato.
syudad nato? (mga pangalan syudad. Karon, unsa nga kaha ang mga tawo nga Pilipinas? Asa tanga grupo Ask: Unsa ang angay nato nga
sa ilahang syudad) probinsya nasakop and atong nagpuyo sa ato nga nasud nasakop? Sa lugar nato, unsa buhaton sa mga kinaiyahan?
Concept Map( magpakita sa mapa syudad? Unsa nga nasud nga Pilipinas. ang mga makita nato nga Ngano man?
sa syudad) nasakop ang atong kinaiyahan?
Ask: Unsa ang porma sa mapa? probinsya? Photos/slide show
QUESTION/S
Pila ka barangay ang anaa sa
mapa sa syudad nato? Gi The teacher will show the map of a) Igorot People
unsa ninyo pag ila ang mga the Philippines. b) Ilocano People
barangay ?(may mga bata c) Visayan People
maam) Unsa ang gidala sa Ask: Asa dapita ang ato nga d) Sama-Bajau People
mga bata?(bandera nga may probinsya? e) Waray People
letra nga X) f) Hiligaynon People
g) Maranao People
 Ako Ug Ang Komunidad
(It’s I Who Builds Community)

Ako,ako,ako og ang komunidad

Ako,ako,ako og ang komunidad
TRANSITION A Ako,ako,ako og ang komunidad
ako og ang komunidad
Lalala…….
Mo sayaw-sayaw ug mo lukso-lukso
Mo kiay-kiay,mo tuyok ug gamay
(ilisan ang ako og ikaw, siya, sila, kitang tanan)

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - This will be the first group that the teacher shall deal with the Teacher -Supervised Activity (TSA) of the day. After 6 minutes the teacher will move to Group 2, 3, 4, and 5.
Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should, as much as possible, do the TSA per group in 6-7 minutes. He
should be observant with what is going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - X Mini book - Naa koy blanko nga libro nga ihatag ninyo. Mangita mo og mga pulong sa sulod sa atong classroom nga nagsugod sa tingog nga /x/. Isulat kini sa blanko nga libro.
Group 3 - Play Dough- Mao kini ang hulagway/ mapa sa inyong probinsya. Tabuni ang hulagway/ mapa gamit ang clay.
WORK PERIOD 1 Group 4 - Poster: Welcome to ____ - kopyaha ni nga mga pulong ( Welcome to city/province) sa Cartolina. Guntinga ug ipapilit ang mga hulagway nga makita sa atong probinsya/syudad
(45 minutes) og ipapilt kini.
08:20- 09:05 Group 5 - My Beautiful Country – Maghunahuna mo og lugar nga inyo na nga naadtoan o gusto ninyong adtaon. Idebuho kini.
01:20- 02:05
Ask: Aduna ba kamoy pangutana bahin sa inyonga buluhaton sa kada grupo? Group 1, 2, 3, 4, aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyo nga mga
box/tray.
When the children are already in place:
Say: Pwede mo magsugod apan, mga bata, dili gyud kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili usab maglakaw-lakaw o magdagan-dagan.
Nasabtan ba?

(The teacher then goes to the first group to do the Teacher-Supervised Activity.)

TEACHER SUPERVISED
ACTIVITY Introduce letter Xx Map Puzzle: Philippines Culture Portrait Papier-Mâché Globe Save the Animals Placards
Competencies: Competencies: Competencies: Competencies: Competencies:
(The teacher moves
from one group to
 Identify the sounds of  Naisasagawa ang mga  Naisasagawa ang mga  Naisasagawa ang mga  Naipakikita ang pagtulong at
letters orally given (LLKPA- sumusunod na kasanayan: sumusunod na kasanayan: sumusunod na kasanayan: pangangalaga sa kapaligiran:
another in facilitating
Ig-1) pagmomolde ng luwad pagpilas/paggupit/pagdikit pagmomolde ng luwad pagdidilig ng mga halaman,
the TSA spending 6-7
 Identify several words that (clay), pagbuo ng puzzles ng papel (KPKFM-00-1.3), (clay), pagbuo ng puzzles pag-aalis ng mga damo at
minutes per group)
 begin with the same sound (KPKFM-0-1.5) pagbakat, pagkopya ng (KPKFM-00-1.5) kalat, hindi pagsira
as the spoken word ( LLKPA-  Nakaguguhit, larawan, hugis, at titik Materials: nakapagpipinta at
Ig -7) nakapagpipinta at (KPKFM-00-1.4) clay( colored clay) larawan nakapagkukulay ng iba’t
 Identify the letters of the nakapagkukulay ng iba’t  Nakalilikha ng iba’t ibang nang isang globe para ibang bagay o gawain. (
alphabet (mother tongue, ibang bagay o gawain. bagay sa pamamagitan ng gamitin sap ag luwad. SKMP -00-2)
orthography) (LLKAK –IH-3) (SKMP-00-2) malayang pagguhit (SKMP- Procedure:  Nakalilikha ng iba’t ibang
 Objects that begin with a Materials: 00-1) 1. The teacher will bagay sa pamamagitan ng
particular letter of the Map of the Philippines,  Participate actively in a demonstrate how to make a malayang pagguhit (SKMP-
alphabet (LLKV-005) white cartolina, pencil, dialog or conversation of molded globe using the clay 00-1)
 Match the letter sound to puzzle pieces of the parts of familiar topics (LLKOL-00-10) ang the picture. Let the  Express simple ideas through
its letter form (LLKAK-Ih-5) the Philippines drawn on Materials: children do their own symbols (e.g., drawings,
 Name objects that begin white bond or Oslo paper, white bond or Oslo paper, molded globe. invented spelling) (LLKC-00-
with a particular letter of markers, crayons art materials, scrap 1)
the alphabet (LLKV-00-5) Preparation: materials, yarn, pieces of Materials:
Materials: pictures of words 1. Get a map of the Philippines fabric/cloth, beads/sequins, photos of endangered
that begin with Xx, pictures big enough for 5-10 learners glue, old magazines or travel animals in the Philippines,
that begin with other letters to see. guides illustration board or cartolina
Procedure: 2. In a whole white cartolina, Preparation: cut into 24” (length) x 6”
I DO PHASE draw the outline of the Prepare concrete materials (height), markers or crayons
1. Name/Show words that Philippines in pencil. from your locality: costume Preparation:
begin with Xx. 3. Prepare cut out pieces of in your region/ cultural Prepare photos of the
2. Show the letter Xx. the areas in the map drawn group, artifacts/tools, following endangered
3. Show the learners how to on white bond or Oslo famous dishes/delicacies, animals Start with the ones
write Xx. paper. famous products, etc. If no the learners know or those
4. Explain that Xx can usually concrete materials are that are in your locality:
be seen in borrowed foreign available, show photos to
words, and it can be usually the learners. -Philippine Crocodile
seen at the end of the word. Procedure: -The Mindoro Bleeding-
5. Give examples of words that 1. Discuss with the learners Heart
end with X: box, fox, ax, fax, that Filipinos live in the -Rufous-Headed Hornbill
Rex, tax Philippines. The Philippines -Hawksbill Sea Turtle
6. Show pictures or drawing of have many cultural groups. -Red-Vented Cockatoo
objects, persons, and fruits People who live in our -Philippine Forest Turtle
found in the community city/province/region are -Philippine Naked-Backed
which begin with /Xx/ called ___ (Igorot, Fruit Bat
sound. Kapampangan, Tagalog, -Visayan Warty Pig
7. The teacher says the names Waray, Ilonggo, etc.) -Tamaraw
of each picture emphasizing 2. Show the concrete materials -Philippine Eagle
the /x/ sound or photos to the learners
 ( Xerox,xylophone,X- Procedure: and let them Procedure:
ray,box,xinnia,six,ox) 1. Recall the city/province map discuss/describe what they 1. Discuss with the learners
8. Ask what is the initial sound yesterday. This time, show see. that some animals in the
of the name of each picture. the Philippine map to the 3. Tell them that these are Philippines are almost gone
/x/ learners and explain that what your because we do not take care
9. The teacher shows to the your city/province is in a city/province/region is of them (you may discuss
learners big and small letter country called the known for. deforestation, destruction of
Xxand produces the /r/ Philippines. 4. Let the learners cut pictures marine life, etc.). Show
sound. 2. Ask questions to locate the showing Filipino cultures them the photos.
10. The TEACHER shows how to city/ province in the map: from the magazines. 2. Allow them to choose among
write letter Xx. (in the air, What is the name of our 5. Let them paste the cut out the animals and think of a
at someone’s back, on the city/province? Where is it in pictures on a piece of paper. simple way to take care of
cardboard) the map? 6. Allow them to share their them. They will write this on
WE DO PHASE 3. Tell them that the work with their classmates. the placard. Example: Save
11. The TEACHER and the Philippines is made up of the Philippine Eagle by
learner produce the /X/. many cities and provinces. planting trees! Allow them
12. The TEACHER asks the 4. Give each learner a piece of to use invented spelling or
learners to say the names of the puzzle. Assign a color for copy from a guide.
each object after her as she each piece. They will trace 3. They will draw the animal
flashed the picture. the outline of the puzzle and what they will do to care
13. The TEACHER asks the piece using mark for them.
learners to write letter Xx in 4. The class may go out of the
the air, someone’s back, classroom and the learners
etc. can post their placards
14. The Teacher and the around the school campus.
LEARNERS write letter Xx in
the piece of paper.
YOU DO PHASE
15. The learners identify each
picture.
16. The TEACHER asks the
learners to produce the
initial sound of the words.
17. Ask the learners to give
other objects found in the
community which begin
with letter Xx.
18. Let the learners pick out
pictures that starts with
 letter Xx from the set of
pictures and have them
color it.
19. *Let the learners paste the
pictures on landmark with X
in the map.

 Identify the letter Ff  Trace, copy, and write the  Represent the letter Ff in  Follow instruction given orally.  Show respect to other people
LEARNING
 Give the sound of letter Ff letter Ff creative ways who worship and pray
CHECKPOINTS
differently from them.

Reminder: The teacher is reminded that all groups (groups 1-5) must experience the Teacher-Supervised Activity (TSA) per Work Period in a day. He/She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day depending on its complexity. Since the
children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary activities
to be used in case a group will be done ahead of time.

1. TSA (1st Group for TSA) 1. My Beautiful Country 1. Poster: Welcome to 1. Playdough: This is my 1. X Minibook
2. X Minibook 2. TSA (1st Group for TSA) 2. My Beautiful Country city/province 2. Playdough: This is my
3. Playdough: This is my 3. X Minibook 3. TSA (1st Group for TSA) 2. Poster: Welcome to city/province
city/province 4. Playdough: This is my 4. X Minibook 3. My Beautiful Country 3. Poster: Welcome to
4. Poster: Welcome to city/province 5. Playdough: This is my 4. TSA (1st Group for TSA) 4. My Beautiful Country
5. My Beautiful Country 5. Poster: Welcome to city/province 5. X Minibook 5. TSA (1st Group for TSA)
INDEPENDENT
ACTIVITIES
X Minibook
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)
 Match the letter sound to its letter form (LLKAK-Ih-5)
 Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)
Materials:
20 words that end with X written on strips of paper, blank book, writing materials
Procedure:
1. Stick the words around the classroom.
2. Give the learners a blank book and writing material.
 3. Ask the learners to go around the classroom and copy the words that end in X.
4. Afterwards, collect the words, and read each word to the learners, emphasizing on the soundof letter x.

Playdough: This is my city/province

Competencies:
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
Materials:
playdough or clay
Procedure:
Let the learners create their city/province using playdough or clay

Poster: Welcome to ___

Competencies:
 Natutukoy ang magagandang bagay na nakikita sa paligid (SKPK-00-1)
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
Materials:
cartolina, crayons, markers
Procedure:
 Let the learners write or copy the words Welcome to ____ (name of city/ province) on the cartolina.
 They will create posters welcoming people to their city/province.
 They will cut pictures of their favorite places from their city/province and paste it in the cartolina.
 Let them share their work with their small group.

My Beautiful Country
Competencies:
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
Materials:
Oslo/bond paper or cartolina, coloring materials, glue, construction paper, scissors
Procedure:
 Have learners think of a beautiful place in the Philippines where they have been to, or seen before (personal or from television, magazines, photos, posters, etc.), or even imagined.
They will draw this place on paper. They may also use the construction paper to cut shapes of objects, persons or places and glue these on paper.
  Identify the letter Zz, give its sound, and copy or write Zz.
LEARNING
 Playdough creations reflect actual places/objects in the community
CHECKPOINTS
 Copy or write the name of their city/province and if they are able to draw places and objects they see around

After the given time, the teacher instructs the pupils to keep the things then starts singing the song.

Ako Nagpuyo sa Komunidad

(Its I Who Builds Community)

Ako, ako kabahin sa komunidad.

TRANSITION
Ako, ako kabahin sa komunidad.
Ako, ako kabahin sa komunidad, kabahin sa komunidad.
Ra, ra, ra
Dali mga kauban,dali kamong tanan.
Dali kamo, dali kamo, magkuyog ta.
(Ako, Ikaw, Kita)

MEETING TIME 2
(10 minutes) The teacher asks each group questions about the activities in Work Period 1. The learners may be asked to share their work to the class.
09:05 - 09:15
02:05 - 02:15

Ask: Unsa ang inyo nga Ask: Unsa man ang inyo nga Ask: Unsa man ang mga kultura Ask: Unsa man ang inyo nga Ask: Unsa man ang lain laing paagi
gipanghimo ganiha? Unsa naporma nga puzzle? Unsa nga gipakita sa mga naporma gamit ang clay? sa pagtagad sa mga hayop sa
man ang mga butang nga man ang pangalan sa nasod hulagway? Unsa man ang inyo nga gibati ato nga palibot? Nganuman
QUESTIONS/ACTIVITY Makita ninyo sa inyo nga nga inyo nga naporma? sa dihang inyo kining nga kinahanglan sila nga
kuminidad? giporma? ampingan ug tagdon?

Hipos
(Where is Thumbman?)

TRANSITION Hipos, hipos. Hipos, hipos.

Mangandam nata, mangaon na ta.
Hugasi ang kamot, limpyohi ang kamot.
Usa mokaon, usa mokaon.
 The teacher assists and guides the children as they eat their snacks.
1. Instruct the learners to fall in line and go to the washing area.
2. Show the learners how to wash their hands correctly.
SUPERVISED RECESS 3. After washing, let them go back to their seats.
(15 minutes) 4. Let the learners gets their snacks.
09:15- 09:30 5. Start with a prayer.
02:15 -02:30 6. Show the proper way of cutting the wrappers/unwrapping food, and drinking.
7. Eats with the learners.
8. After eating, show them how to dispose their garbage properly.
9. After disposing the garbage, show them the proper way of brushing their teeth.

Punit
(Sitsiritsit)

Punit, punit, punit, punit

TRANSITION TO
Mamunit ta og basura.
QUIET TIME
Ilain ang malata, ilain usab ang dili malata.

(The teacher reminds the children to pack away the things they used in recess 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 minutes) Say: Karon mopahulay usa ta. Mag play ko og music. Pwede ra maglingkod, mopiyong sa inyong mata, mohigda, ug uban pa basta dili magsaba.
09:30- 09:40 (During this time, children can rest or engage in relaxing activities.)
02:30- 02:40

Estorya
(Where is Thumbman?)
TRANSITION TO
Estorya, estorya, estorya, estorya
STORY TIME
Maminaw na ta. Maminaw na ta.
Ibuka ang mata, ablihi ang dunggan
Magsugod nata, magsugod na ta og estorya
 “Ang Regalo ni Alexa”
Sugilanon ni: Fleur Tiessa C. Canete
Dibuho ni: Fleur Tiessa C. Canete

STORY TIME Siya si Alexa, usa ka malipayon ug buotan nga bata. Naghinam-hinam na siya sa birthday niya.
Siya si Maxima, ang mapinanggaon nga mama ni Alexa
(15 minutes)
Gisaaran si Alexa sa mama niya nga moadto sila sa Maxwell Store.Ang Maxwell Store dako kaayo ni nga tindahan sa lungsod nila..
09:40- 09:55
Pagbyahe nila ni Alexa ug sa mama niya ,miagi sila sa lugar nga daghan kayo nga mga banderitas nga may X .Lingaw kayo gatan-aw si
02:40- 02:55
Alexa sa mga banderitas nga may X ug gahinam-hinam siya nga maabot na sila ni mama Maxima niya sa tindahan nga gusto kaayo
niya.Pagsulod nila sa Maxwell Store nisiga ang mga mata ni Alexa sa mga kinahon nga Max candy ug sabon nga Lux.Moduol unta si
Alexa sa mga kinahon nga Max candy ug sa mga Lux nga sabon pero gitawag siya sa mama niya aron maminaw sa kanta nga Happy
Birthday nga gipaduyog sa mama niya sa usa ka musician gamit ang saxophone.Grabe ang kalipay ni Alexa sa regalo niya.
Gigakos pag-ayoug nagpasalamat si Alexa sa mama niya .

A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness Say: Balikon nato og basa ang ato A. Book and Print Awareness
Say: Ang estorya nato karon Say: Ang estorya nato karon Say: Ang ato nga estorya nga estorya gahapon pero Ask: Unsa ang ulohan sa ato nga
kabahin sa“Ang Regalo kabahin sa“Ang Regalo nag-ulohan og “Mga karon magtawag ko og usa estorya? Kinsa ang
ni Alexa”Sugilanon ni: ni Alexa”Sugilanon ni: Lugar sa Pagsimba”. ka bata nga mobalik pagbasa nagsulat niini? Ang
Fleur Tiessa C. Canete Fleur Tiessa C. Canete Gisulat ni Loida Mae sa estorya. Manglingkod nagdibuho?
Dibuho ni: Fleur Tiessa Dibuho ni: Fleur Tiessa Azarcon ug gidibuho ni kita ug maminaw sa estorya.
C. Canete. C. Canete. Ara Villena.
B. Flipping of Pages B. Motivation-Motive Tandem B. Motivation-Motive Tandem A. Book and Print Awareness
C. Unlocking of Difficulties Questions: Questions: The book and print
Naghinamhinam –gusto o Ask: Asa man mo Ask: Unsa ang gibati ninyo awareness will be done by
PRE-READING
ganhan na kaayo Magsuruyan? Asa man to nga gisuroy mo sa mama ug the learner.
D. Motivation-Motive Tandem nisuroy ang bata sa papa ninyo? Unsa ang gibati .
Questions: atong estorya? ni Alexa nga gisuroy siya sa
Ask: Unsa man nga regalo mama niya?
ang nadawat ninyo
pagbirthday ninyo? Say: Balikon nako og basa ang
Unsa kaha ang ato nga estorya gahapon.
nadawat nga regalo sa Maminaw kita.
bata sa atong estorya?
 Modelled Reading Guided Reading Shared Reading Independent Reading Application

Siya si Alexa, usa ka Siya si Alexa, usa ka malipayon Guide pupils by asking questions On the fourth day, the teacher will Let the learners share their
malipayon ug boutan nga bata. ug boutan nga bata. Naghinam- for them to retell the whole story. ask a pupil to retell the story drawing on their favorite place in
Naghinam-hinam na siya sa hinam na siya sa birthday niya. the community.
birthday niya. Ask: Kinsa mani siya?
Siya si Maxima, ang Ask: Kinsa man ang gahinam-
mapinanggaon nga mama ni hinam sa iyang birthday? Siya si Alexa, usa ka
Alexa malipayon ug boutan nga bata.
Gisaaran si Alexa sa mama Siya si Maxima, ang Naghinam-hinam na siya sa
niya nga moadto sila sa Maxwell mapinanggaon nga mama ni Alexa birthday niya.
Store. Ang Maxwell Store dako
kaayo ni nga tindahan sa lungsod Ask: Kinsa man ang mama ni Ask: Ig-unsa mani ni Alexa?
nila. Alexa?
Pagbyahe nila ni Alexa ug sa Siya si Maxima, ang
mama niya ,miagi sila sa lugar Gisaaran si Alexa sa mama niya mapinanggaon nga mama ni
nga daghan kayo nga mga nga moadto sila sa Maxwell Store. Alexa.
banderitas nga may X . Lingaw Ang Maxwell Store dako kaayo ni
kayo gatan-aw si Alexa sa mga nga tindahan sa lungsod nila. Ask: Asa man padulong sila
DURING READING banderitas nga may X ug Pagbyahe nila ni Alexa ug sa mama Alexa og iyang Mama Maxima?
gahinam-hinam siya nga maabot niya , miagi sila sa lugar nga
na sila ni mama Maxima niya sa daghan kayo nga mga banderitas Gisaaran si Alexa sa mama
tindahan nga gusto kayo niya. nga may X . niya nga moadto sila sa Maxwell
Pag -sulod nila sa Maxwell Store. Ang Maxwell Store dako
Store nisiga ang mga mata ni Ask: Unsa man nga letra ang kaayo ni nga tindahan sa lungsod
Alexa sa mga kinahon nga Max mangita sa mga banderitas? nila.
candy ug sabon nga Lux.
Moduol unta si Alexa sa mga Lingaw kayo gatan-aw si Alexa Ask: Unsa man ang nakit-an ni
kinahon nga Max candy ug sa sa mga banderitas nga may X ug Alexa sa mga banderitas?
mga Lux nga sabon pero gitawag gahinam-hinam siya nga maabot
siya sa mama niya haron na sila ni mama Maxima niya sa Pagbyahe nila ni Alexa ug sa
maminaw sa kanta nga Happy tindahan nga gusto kayo niya. Pag mama niya , miagi sila sa lugar
Birthday nga gipaduyog sa mama -sulod nila sa Maxwell Store. nga daghan kayo nga mga
niya sa usa ka musician gamit Nisiga ang mga mata ni Alexa sa banderitas nga may X .
ang Saxophone. mga kinahon nga Max candy ug
Grabe ang kalipay ni Alexa sa sabon nga Lux.
regalo niya. Gigakos pag-ayoug Ask: Unsa man ang pamati ni
nagpasalamat si Alexa sa mama Ask: Unsa man ang nakita ni alexa alexa sa pagkita nita sa mga
niya . sa sulod sa Maxwell Store? banderitas?
 Moduol unta si Alexa sa mga Lingaw kayo gatan-aw si Alexa
kinahon nga Max candy ug sa mga sa mga banderitas nga may X ug
Lux nga sabon pero gitawag siya gahinam-hinam siya nga maabot
sa mama niya haron maminaw sa na sila ni mama Maxima niya sa
kanta nga Happy Birthday nga tindahan nga gusto kayo niya.
gipaduyog sa mama niya sa usa ka
musician gamit ang Xaxophone. Ask: Nganong nisiga man ang
Grabe ang kalipay ni Alexa sa mata ni Alexa sa pagsulod
regalo niya. niya sa Maxwell Store?
Pag -sulod nila sa Maxwell
Ask: Nganong wala man nadayun Store nisiga ang mga mata ni
sa pagdool si Alexa sa mga Alexa sa mga kinahon nga Max
kinahon nga Max candy og candy ug sabon nga Lux.
Lux nga sabon? Unsa man Moduol unta si Alexa sa mga
ang gigamit sa pagduyog sa kinahon nga Max candy ug sa
kanta nga Happy Birthday? mga Lux nga sabon pero gitawag
siya sa mama niya haron
Gigakos nagpasalamat ug maminaw sa kanta nga Happy
gigakos si Alexa sa mama niya . Birthday nga gipaduyog sa mama
niya sa usa ka musician gamit
ang Saxophone.
Grabe ang kalipay ni Alexa sa
regalo niya. Gigakos pag-ayo ug
nagpasalamat si Alexa sa mama
niya .

Say: Mao to ang istorya kabahin ni Ask: Asa man nisuroy si Alexa ug Ask: Unsa ang gibati ni Alexa sa Note: As homework, let each Say: Ato nga tagaan ug angel’s clap
Alexa ug sa iyang adlaw nga ang iyang mama? Unsa man pagpanuroy nila?Ngano learner draw their favorite ug nice applause ang tanan
natawhan. ang naa ngadto? Ganahan man? Giunsa pagpasalamat place in the community nga nipakita sa ilang drawing
ba mangadto si Alexa? ni Alexa ang mama niya? they are in for them to karong adlawa.
Ask: Unsa man ang nadawat snga Ngano man? share the next day
POST READING
regalo ni Alexa sa iyang
Birthday? Unsa man ang
gibati ni Alexa? Kung hatagan
kag regalo unsa man imong
bation? Ngano man?
  Note details in the story.  Note details in the story.  Tell what happened next.  Re-tell the story.  Share details about a place.
LEARNING
 Tell the importance of  Answer why questions.
CHECKPOINTS
products.

Tudlo
(Clementine)

Usa ug usa duha

TRANSITION Duha ug duha upat
Tulo ug tulo mahimong unom.
Upat ug upat walo
Lima ug lima napulo
Mga tudlo sa akong kamot.

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - 3D Shapes- Mangita mo og mga hulagway nga parehas og porma sa Sphere, Cube, ug Cylinder. Inyo kini nga idebuho sa papel. Usa-usa ka papel para sa sphere, cube og
cylinder. Pwede sad sulatan kini nimo sa ngalan sa butang.
Group 2 - Pretty Patterms - Sa kani nga worksheet naay mga porma/hulagway nga gipattern. Wala na tiwas ang hulagway. Idebuho ang porma/ hulagway para makompleto ang pattern.
Group 3 - It’s a Match: Numbers and Animals (1-10)– Naa koy usa ka box nga naay numeral cards og usa ka tray nga naay mga picture card. Tagsa-tagsa ninyo kay mopili og numeral card
ug mopili pud mo og picture card nga arang/haom sa numeral card. Kung sakto ang pares, mopili og classmate para mosunod og bunot sa card.
WORK PERIOD 2 Group 4 - Number Concentration (1-10)– Sa duha ka rows sa cards. Mopili moo g tagsa-tagsa ka card. Ikompara kini. Kung parehas ang nabunotan/ napili, mao kini ang mananaog.
Group 5 - This will be the first group that the teacher shall deal with the Teacher -Supervised Activity (TSA) of the day. After 6 minutes the teacher will move to Group 2, 3, 4, and 5.
(40 minutes)
Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should, as much as possible, do the TSA per group in 6-7 minutes. He
09:55-10:35
should be observant with what is going on with the 4 groups doing the IAs to be able to address need as it arises.
02:55- 03:35

Ask: Aduna ba kamoy pangutana bahin sa inyonga buluhaton sa kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyo nga mga
box/tray.

When the children are already in place:

Say: Pwede mo magsugod apan, mga bata, dili gyud kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili usab maglakaw-lakaw o magdagan-dagan.
Nasabtan ba?
 Checking Survey/Graph Philippine Symbols 1-10 Pictographs Shape Hunt Building 3-D Shapes
Competencies: Competencies: Competencies: Competencies: Competencies:
• Discuss simple pictographs  Count objects with one-to- • Create simple pictographs  Recognize simple shapes in  Nakapagmomolde ng luwad
(MKAP-00-3) one correspondence up to (MKAP-00-2) the environment (MKSC-00-1) (clay) sa nais na anyo (SKMP-
Materials: quantities of 10 (MKC-00-7) • Discuss simple pictographs  Identify two to three 00-6)
graph made during the  Match numerals to a set of (MKAP-00-3) dimensional shapes like Materials:
previous day, pentel pen concrete objects from 0 to 10 • Answer questions about square, circle, triangle, and clay or playdough, samples
Procedure: (MKC-00-4) the details in a pictograph rectangle (MKSC-00-2) of 3-dimensional objects
1. Let the learners count and Materials: (LLKSS-00-1) Materials: (sphere, cube, cylinder)
write the numeral on the cut-outs of 10 Philippine Materials: several objects with different Procedure:
graph. national symbols (example: cut-outs of children shapes 1. Using clay or playdough, the
2. Write the answer to the sampaguita, narra, Philippine wearing different Preparation: learners will create objects in
TEACHER SUPERVISED following questions: Eagle, carabao, nipa hut, Philippine costumes (10 hide several objects with 3D. Examples: houses with
a. How many community mango, bangus, kalesa , each), Manila paper/ different shapes pyramid roofs and cube
ACTIVITY
helpers are there? anahaw, flag, etc.), pencil, cartolina, marker, masking Procedure: base; trees with sphere tops
(The teacher moves
b. How many buildings are paper tape 1. Let them identify objects in and cylinder trunks; birds
from one group to
there? Procedure: Procedure: the environment that has the with sphere head, cylinder
another in facilitating c. 3. How many learners 1. Learners work together 1. Learners will work in pairs. same shape like square, body, and pyramid tail.
the TSA spending 6-7 are there? exploring the quantity of 10 2. They may sun dry or air dry
2. Each will get 5 random cut- circle, triangle, and rectangle
minutes per group) using the cut-outs. the 3d shapes and recreate
outs. 2. Tell them to look for the
2. Let the learners draw 10 3. The pair will group objectswith the same shape the community/forest with
objects on paper and write together the cut-outs they they had on their table. all the other learners’ work.
the number 10. got according to gender. 3. Ask learners to identify and
4. They will create a describe the objects that Variation: Use bread dough
Variation: Learners can pictograph, based on the he/she found. instead of playdough. The
explore other materials such picture shown? Pupils learners can shape the
as pebbles, popsicle sticks, discuss their outputs. dough, bake it, and eat
leaves, blocks and others. 5. Unsa man ang inyo nga afterwards.
nakita? Pila man kabuok
ang mga bata nga nagsuot
ug Filipiniana? (barong o
saya)

 Complete, reproduce and  Read and write numerals 1 to  Create and discuss simple  Identify two to three  Make their own 3d shapes
LEARNING extend patterns 10 pictographs, as well as dimensional shapes using playdough
CHECKPOINTS answer questions about the
details in a pictograph
 Reminder: The teacher is reminded that all groups (groups 1-5) must experience the Teacher-Supervised Activity (TSA) per Work Period in a day. He/ She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since
the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary
activities to be used in case a group will be done ahead of time.

1. Pretty Patterns 1. It’s a Match: Numbers and 1. Number Concentration: Flags 1. It’s a Match: Number and 1. TSA Group
2. It’s a Match: Numbers and Animals (1-10) (1-10) Places in the community 2. Pretty Patterns
Animals (1-10 2. Number Concentration: Flags 2. It’s a Match: Number and 2. TSA Group 3. It’s a Match: Numbers and
3. Number Concentration: (1-10) Places in the community 3. Pretty Patterns Animals (1-10)
Flags (1-10) 3. It’s a Match: Number and 3. TSA Group 4. It’s a Match: Numbers and 4. Number Concentration: Flags
4. It’s a Match: Number and Places in the community 4. Pretty Patterns Animals (1-10) (1-10)
Places in the community 4. TSA Group 5. It’s a Match: Numbers and 5. Number Concentration: Flags 5. It’s a Match: Number and
5. TSA Group 5. Pretty Patterns Animals (1-10) (1-10) Places in the Community
(sagisag)

INDEPENDENT 3D Shapes
ACTIVITIES Competencies:
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
Procedure:
1. Learners identify objects in the environment that has the same shape as a sphere, cube, cylinder.
2. They will draw these objects on paper – 1 paper for spheres, 1 for cubes, 1 for cylinders.
3. They can label the shapes.

Pretty Patterns
Competencies:
 Create own patterns (MKSC-00-21)
 Transform/translate patterns from one form to another (MKSC-00-22)
Materials:
pencil and paper
Procedure:
1. A worksheet is given to the learners to complete patterns.
 It’s a Match: Numbers and Animals (1-10)
Competencies:
 Read and write numerals 0 to 10 (MKC-00-3)
 Count objects with one-to-one correspondence up to the quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0-10 (MKC-00-4)
Materials: one set of cards with numerals 1 to 10, concrete objects
Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding picture cards in the chalk tray.
3. Call on a learner to get a card from the box. Let the learners read the number card and match it with the tray containing the same number of objects.
4. If correct, the learner may choose the next player.
Number Concentration: Flags (1-10)
Competencies:
• Match numerals to a set of concrete objects from 0-10 (MKC-00-4)
Materials:
one set of cards with numerals 1 to 10, one set of picture cards of Philippine flags with 1 to 10 flags
Procedure:
1. Lay the cards down in two rows.
2. Take turns turning over 2 cards, one from each row.
3. If the cards match, the player wins them. If not, turn them face down again.
4. Player with most number of cards win.

 Create their own patterns, and transform / translate patterns from one form to another
LEARNING
 Match numerals to a set of objects up to 10
CHECKPOINTS
 Identify objects in the environment that has the same shape as a sphere, cube, and cylinder

MAGLINYA
(Row, Row, Row Your Boat)

.Maglinya na, maglinya na

Maglinya na kita
TRANSITION
Magdula na, magdula na
Magdula na kita
Maglinya ang lalaki, maglinya ang babaye
Maglinya na, maglinya na
Magdula na kita.
 I Spy Bataan, Batanes, Batangas Racing Car Pass the Ball Sweep Race
Competencies: Competencies: Competencies: Competencies: Competencies:
• Talk about the details of an • Nakasasali sa mga laro o • Nakasasali sa mga lato, o • Nakasasali sa mga laro o • Nakasasali sa mga laro, o
object/picture like toys, anumang pisikal na gawain anumang posikal na gawain anumang pisikal na gawain anumang pisikal na gawain at
pets, foods, places (LLKOL- at iba’t ibang paraan ng pag- at iba’t ibang paraan ng pag- at iba’t ibang paraan ng pag- iba’t ibang paraan ng
Id-4) eehersisyo (KPKPF-00-1) eehersisyo (KPKPF-00-1) eehersisyo (KPKPF-00-1) pageehersisyo (KPKPF-00-1)
Materials: poster of a specific • Nagagamit ang mga kilos Materials: • Nakapagsisimula ng laro • Naisasagawa ang mga
place of learning (daycare, school, lokomotor at di-lokomotor chalk, 2 chairs (SEKPKN-00-1) sumusunod na kilos
madrasah) sa paglalaro, pageehersisyo, Procedure: • Nakikipaglaro sa dalawa o lokomotor sa pagtugon sa
Procedure: pagsayaw (KPKGM-Ig-3) 1. In an open space, draw a tatlong bata gamit ang isang ritmong mabagal at mabilis
1. The teacher is the first spy. • Naipakikita ang starting line. laruan (SEKPKN-Ig-2) (paglakad, pagtakbo,
S/He selects an object and pagpapahalaga sa maayos 2. Place two chairs at the other • Nagagamit ang mga kilos pagkandirit,
asks the other players to na pakikipaglaro: pagiging end of th open space. lokomotor at di-lokomotor paglundag/pagtalon,
guess what that object was mahinahon, pagsang-ayon 3. Group the learners into two sa paglalaro, pageehersisyo, paglukso) (KPKGM-Ie-2)
based on a clue.The first to sa pasiya ng nakararami/ teams. pagsayaw (KPKGM-Ig-3) • Nagagamit ang mga kilos
guess is the winner. reperi, pagtanggap ng 4. The class pretends to be • Naipakikita ang lokomotor at di-lokomotor
2. (E.g. I spy with my little eye, pagkatalo nang maluwag sa race car drivers. pagpapahalaga sa maayos na sa paglalaro, pageehersisyo,
a small rectangle with lines, kalooban, pagtanggap ng 5. Ask the learners to line up. pakikipaglaro: pagiging pagsasayaw (KPKGM-Ig-3)
INDOOR/OUTDOOR
we write on it.) pagkapanalo nang may 6. At the go signal, the first mahinahon, pagsang-ayon sa • Naipakikita ang panimbang
GAMES 3. This winner gets to select child runs and pivots around
kababaang loob (KAKPS-00- pasiya ng nakararami/reperi, sa pagsasagawa ng iba’t
(20 minutes) the next object the rest of the chair and runs back to
19) pagtanggap ng pagkatalo ibang kilos ng katawan, gaya
10:35 - 10:55 the group will guess based Procedure: the starting line. nang maluwag sa kalooban, ng paglukso-luksong
03:35 - 03:55 on the clues he/she will give 1. Allow the players to assign a 7. When the learner reaches pahalinhinan ang mga paa
ppagtanggap ng pagkapanalo
movement for Bataan, the starting line, he/she tags nang may kababaang loob (skipping), pagtulay nang di
Batanes, and Batangas. the second learner to run (KAKPS-00-19) natutumba sa tuwid na guhit,
(Note: the names of places towards the chair. • Natutukoy ang kahalagahan pag-akyat at pagbaba sa
may be changed to those 8. Repeat this until all the ng pagpapakita ng hagdanan (KPKGM-00-4)
more familiar with the members of the teams have positibong pag-uugali sa • Nakapaghihintay ng kanyang
learners; just make sure run and have gone back to harap ng hindi inaasahang pagkakataon. (KAKPS-00-12)
they begin with the same the starting line. pangyayari tulad ng Materials:
sound). Example: Bataan – pagkatalo sa laro, aibp. • broom, dustpan, garbage bin,
raise arms up, Batanes – (SEKPSE-00-8) newspaper crumpled into a
wave arms upwards, • Naipakikita ang kahandaang ball (1 for each learner),
Batangas – jump sumubok ng bagong colored tape
2. Choose a caller who will say, karanasan (SEKPSE-IIIc-6) • Preparation: Place the
“Bataan, Batanes, Batangas” • Identify the positions of dustpan and garbage bin at
over and over until he/she objects using “in,” “on,” the end of the race. Draw a
stops at one of the words. “over,” “under,” “top,” and straight line from the start to
3. The players will make the “bottom” (MKSC-00-12) the finish line using colored
corresponding movement. tape.
 Those who fail to do so will Materials: Procedure:
be out of the game. ball 1. The learners will form two
4. Continue until only two or Procedure: teams/lines.
three players are left. They 1. Divide the players into two 2. The first player holds the
will be the winners, groups. broom and sweeps the
2. Tell the players to line up, crumpled newspaper on the
one behind the other. straight line towards the
3. Give the instruction that dustpan.
they need to follow the 3. When s/he reaches the
pattern: Over-Under- dustpan, s/he will use the
OverUnder. Demonstrate dustpan to pick up the
these using the ball. crumpled newspaper and
4. Give the first player the ball. shoot it in the bin.
5. He/She passes the ball over 4. He/ She runs back to the line
his/her head to the player and hands the broom to the
behind him/her, saying next player who does the
“Over Mt. Apo” same.
6. The next player passes the 5. The first team to finish
ball under his/her legs to the shooting all of the garbage in
player behind him/her, the bin wins the race.
saying “Under Quezon
Bridge”
7. The next learner again
passes the ball over his/her
head (then say “Over Mt.
Apo”) and the next player
under his/her legs (then say
“Under Quezon Bridge), and
so on.
8. When the ball reaches the
last player, s/he will shoot
the ball in the basket in
front.
9. The first group to finish wins.
10. Play several rounds.

LEARNING  Identify the pictures given  Shows and tell something  Identify the name of the  Tell what activities are  Tell the correct information of
CHECKPOINTS about the pictures given pictures given. reflected in the picture given the given message.
 Hipos
(Where is Thumbman?)

TRANSITION Hipos, hipos, hipos, hipos

Manghipos na ta, manghipos na ta.
Ang papel ug lapis, libro ug krayola
Hipusa na, hipusa na.

MEETING TIME 3 Learners talk about what city/ Learner talks about their country. Learner talks about the people Learner talks about the different Learner talks about how to take
(5 minutes) province or region does his/ her Learners are able to identify the who live in the Philippines. features of the Philippines. care of their country.
10:55 - 11:00 community belongs to. Philippines and point to the map
03:55 - 04:00 his/her city/province or region. Learners are able to identify Learners are able to give some of Learners are able to give details on
Learners are able to name and Filipino as the people of the the different beautiful places in the how they can contribute in
describe their city/province or Ask: Asa nasakop ang ato nga Philippines, and identify him/ Philippines and some of the unique keeping the Philippines nice and
region. syudad? Unsa nga nasud herself as being Filipino. cultural features. beautiful.
nasakop ang ato nga
Ask: Asa gani nasakop ang ato nga probinsiya? Asa kini makita Ask: Kinsa ang kadaghanang Ask: Unsa ang mga nindot nga Ask: Unsaon ninyo pagpabiling
WRAP-UP/ syudad? Asa usab kini sa ato nga mapa? Kinsa ang gapuyo sa Pilipinas? Usa ba talan-awon nga ato nga nindot ang mga talan-awon
QUESTIONS/ACTIVITY nasakop nga probinsya? makatudlo sa mapa kung asa ikaw ka Filipino? makita sa Pilipinas? Kinsay diri sa ato nga nasud?
dapit ang ato nga probinsya? makasulti sa nagkalain-laing
kultura nga gipakita sa
hulagway?

DISSMISAL ROUTINE
 Song
Ako, ako, ako karon malipayon
Ako, ako, ako karon malipayon,
Ako, ako, ako karon malipayon
Ako karon malipayon.,
Sayaw, sayaw dyotay
DISMISSAL ROUTINE
Hawak ikiay-kiay,
Kamot ikaway-kaway,
Tuyok gamay.

 Prayer
Wecan go home, we can go home,
we will pray, we will pray,
Put the hands together, Everybody Follow,
 Close your eyes, close your eyes.
In the name of the Father
“Thank You Prayer”

 Reminders
When we form our lines, no pushing, no running. Just walk slowly and carefully.

Prepared and Quality Assured by: GUIHULNGAN CITY DIVISION