Week 1

LP July 2-6, 2018
Content Focus: I belong to a Pre-Voc Class.
Day 1
WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES
Subject equivalent: ESP
Name Tag
I. Objectives:
Show readiness to try new experience (SEKPSE-IIIc-6) with maximum to
diminishing assistance.
II. Materials: pocket chart, cardboard, photos of learners, coloring materials,
glue, scissors, scrapbooking materials such as beads, buttons, dried leaves
or flowers, popsicle sticks, yarn, etc.
Ref: KTG2017
Preparation: Cut cardboard into 3x8 rectangles (the length may vary depending on
the name of the learner). Paste the photo of the learner on the left side. Prepare a
pocket chart.
III. Procedure:
1. Show each cardboard to the learners and let them get the one with their photo
on it.
2. Let the learners who can write their first name or nickname do so on the
cardboard. If not, guide them or give them a guide to copy.
3. Allow them to decorate their name tags.
4. Let them post their decorated name tag on the pocket chart.
IV. Evaluation: Students are able to try new experience

V. Assignment: Create customize name tag at home with guardian’s assistance.
VI. Remarks :
VII. Reflection :
1
Day 2
People Puppet
Subject equivalent: EPP, MAPEH
I. Objectives:
• Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang ginagampanan
(KMKPAra-00-2)
• Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
• 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)
• Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura
(SKMP-00-4)
Note: (With maximum to diminishing assistance)
II. Materials: cardboard cut into a human figure, popsicle sticks, masking tape,
scissors, colored paper/art paper, crayons
Ref: KTG2017
III. Procedure:
1. Ask the learners who are the people they see in the classroom/school. Tell
them to choose one.
2. They will design/draw the person they
chose by cutting colored/art paper into
clothes/uniform and pasting these on
the cardboard.
3. They will also draw the face of the
person and other details.
4. Attach the puppet to a popsicle stick
using masking tape.
5. Use the puppets for show and tell in
Note: For children with disabilities,
teachers may provide cut-outs of
clothes (school uniform, pants, shirt,
dress, etc.), so that the learners will
only paste these on the cut-outs of
the human figure, and design it
afterwards.
2
IV. Evaluation:
• Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang
ginagampanan (KMKPAra-00-2)
• Naisasagawa ang mga sumusunod na kasanayan:
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
• 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)
• Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t
ibang tekstura (SKMP-00-4)
V. Assignment: Prepare any media shapes cut-outs at home with guardian’s

aid.
VI. Remarks :
VII. Reflection:
Day 3
Job Chart
Subject equivalent: EPP, ESP, MAPEH, English
I. Objectives:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at
silid-aralan (SEKPSE-IIa-4)
• Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
• Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T),
combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of
straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with
loops (LLKH-00-3)
• Write one’s given name (LLKH-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-
00-1)
3
II. Materials: job chart, paper strips, pre-cut 2x4 individual cards labeled with
jobs like table wiper, line monitor,
substitute teacher, floor sweeper,
recess helper, snacks wrapper
collector, table and chair monitor,
plant caretaker, flag bearer, song
leader, etc.
Ref: KTG2017
III. Procedure:
1. Ask the learners what tasks/jobs they
need to do to maintain the
orderliness and cleanliness of the
classroom. Allow them to share their
ideas. List down the jobs they say and suggest some more.
2. They will write or copy their name on the strips of paper.
3. Some learners will write/copy the name of the job while others will draw the task
on the pre-cut cardboard.
4. Every day, the learners get to choose a job for the day by putting their name on
the appropriate place in the job chart. (Or the teacher may assign to make sure
that all learners experience the different jobs.)
IV. Evaluation :
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa
paaralan at silid-aralan (SEKPSE-IIa-4)
• Naisasagawa ang mga sumusunod na kasanayan: pagbakat,
pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
• Trace, copy, and write the letters of the alphabet: straight lines
(A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y,
Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U),
rounded strokes with loops (LLKH-00-3)
• Write one’s given name (LLKH-00-5)
• Express simple ideas through symbols (e.g., drawings, invented
spelling) (LLKC-00-1)
Note: (with maximum to diminishing assistance)
V. Assignment: Make a standard alphabets tracing with guardian’s aid.
VI. Remarks :
VII. Reflection :
4
Day 4
Labeling Areas / Things in the Classroom
Subject equivalent: MAPEH, English
I. Objectives:
• Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
• Name common objects/things in the environment (in school, home, and
community) (LLKV-00-1)
• Name the places and the things found in the classroom, school and community
(LLKV-00-8)
00-1)
II. Materials: strips of paper, masking tape, crayons/markers

Ref: KTG2017
III. Procedure:
1. Let the learners write a label for each object in the classroom (blackboard,
pencil, table, etc.) and the areas of the classroom (Block Area, Reading Area,
Art Area, etc.). If the learner cannot spell the words on his/her own yet, write the
word on a card and the learner will copy the word from the model.
2. Ask them to stick these labels to these things/areas using masking tape.
IV. Evaluation :
V. Assignment :
VI. Remarks :
VII. Reflection :
5
Day 5
Friday Activity
Area of Development: MAPEH
I. Objective: Follow community dance, exercise and physical activity with maximum
assistance
Perform given activity with maximum assistance
II.Materials:
Refer to the assigned directives/materials given per level.

Ref: KTG2017
III.Procedures:
A. Preparative Activities
Refer to given manual of activity/instruction given per level.
B. Apposite Activity
IV. Evaluation:
Follow community dance, exercise and physical activity.

Perform given related activity with assistance.
V. Assignment
Ask parent to assist pupil to follow and finish unfinished activity at home.
VI.Remarks:
Half of the class can follow community dance, exercise and physical activity and perform
given related activity with maximum assistance.
VII.Reflection:
Half of the class can follow community dance, exercise and physical activity and perform given related
activity with maximum assistance.
6
Lp July 9-13, 2018
Day 1
School Banner and Diorama
Subject equivalent: MAPEH, Math, English
I. Objectives:
- pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
- pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
- paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
• Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato,
buto, patpat, tansan at iba pa (SKMP-00-3)
• Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura
(SKMP-00-4)
• Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-
7)
• Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit
(assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-8)
(LLKV-00-8)
II. Materials for Banner:
Manila paper, old magazines or newspapers, scissors, paste or glue
Preparation for Banner:

Make a big banner from the Manila paper. Write the outline of the letters of the
school name in upper and lowercase.
III. Procedure for Banner: Let the learners cut small shapes or pieces of paper
and paste these inside the letter outline. (Some learners may be able to cut
the same letter from the magazines.)
Materials for Diorama: shoebox, crayons, scissors, glue, paper scraps, masking
tape, paper, playdough, recyclable materials (Yakult bottles, medicine boxes,
etc.)
7
Ref: KTG2017
Preparation for Diorama: Collect or ask the learners to bring shoeboxes. Also collect
recyclable materials. You may make a sample diorama.
Procedure for Diorama:

1. Discuss with the learners what they can see around the school.
2. Cover the box with art or construction paper and draw the natural features of the
school (doors, windows, etc.).
3. Using playdough and other recyclable materials, let them recreate the school
into a diorama.
4. Have them set up their models inside the box.
IV. Evaluation :
- pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
- pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
- paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-
00-1.6)
• Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid:
dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3)
• Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang
tekstura (SKMP-00-4)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage
(SKMP-00-7)
• Nakapagpapatung-patong, nakapagdudugtung-dugtong at
nakapagdidikit-dikit
(assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-
8)
8
• Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
• Name the places and the things found in the classroom, school and
community (LLKV-00-8)

V. Assignment: Improve the banner and diorama at home using additional
design materials with guardian’s aid.
VI. Remarks :
VII. Reflection :
Day 2
WORK PERIOD 1
INDEPENDENT ACTIVITIES
Color Cover All
Subject equivalent: Math
I. Objectives:
• Match objects, pictures based on properties/attributes in one-to-one
correspondence (MKAT-00-1)
• Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
II. Materials: playing board with drawings of the same shape but of different
colors, cards with colored shapes that match playing board
Ref: KTG2017
III. Procedure:
1. Give each learner a playing board
with a shape (ex. triangle) of different
colors drawn on them.
2. Teacher holds up each card (shape
of different colors) in turn for the
players to claim.
3. Continue until someone fills up his or
her board.
IV. Evaluation :
9
• Sort and classify objects according to one attribute/property (shape,
color, size, and function/use) (MKSC-00-6)

V. Assignment: Make similar cut-outs objects for them to match at home with
guardian’s aid.
VI. Remarks :
VII. Reflection :
Day 5
Friday Activity
assistance
II.Materials:
III.Procedures:
IV. Evaluation:

V. Assignment
VI.Remarks:
VII.Reflection:
10
Day 3
Color Match
Subject equivalent: Math
I. Objectives:
• Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)
II. Materials: sets of color cards

Ref: KTG2017
III. Procedure:
1. Give each group 2 sets of color cards.
2. Tell the learners to match cards of the same color.
3. Do this until all cards are matched. The group with the most number of matched
cards wins the game.
IV. Evaluation :
correspondence (MKAT-00-1) with maximum to diminishing assistance

color, size, and function/use) (MKSC-00-6) with maximum to diminishing
assistance
V. Assignment: Practice sorting, matching and classifying simple home made
things with guardian’s aid.
VI. Remarks :
VII. Reflection :
11
Day 4
How I Feel on the First Day
Subject equivalent: ESP
I. Objectives:
• Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
• Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
Note: With maximum to diminishing assistance
II. Materials: activity sheet, crayons

Ref: KTG2017
III. Procedure:
1. Give each learner an activity sheet.
2. Let them color how they felt before
going to school.
3. Ask them to draw how they feel now.
4. Process feelings of sadness and
Note: Allow learners to complete

tasks in a different way, especially for
learners who are not yet ready to
write or draw. For this activity,
instead of drawing their feelings,
some children may act through
making faces or utilizing dramatic
play materials.
fear.
IV. Evaluation:
• Naipakikita ang kahandaan na sumubok ng bagong karanasan
(SEKPSE-IIIc-6)
• Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at
lungkot) (SEKPSE-00-11)
Note: With maximum to diminishing assistance
V. Assignment: Practice emotion expression with guardian’s aid.
VI. Remarks :
VII. Reflection :
12
Day 5
Friday Activity
assistance
II.Materials:
III.Procedures:
IV. Evaluation:

V. Assignment
VI.Remarks:
VII.Reflection:
13
Lp July 16-20,2018
Day 1
Clay Molding
Subject Equivalent: MAPEH, English
I. Objectives:
• Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay),
pagbuo ng puzzles (KPKFM-00-1.5)
• Identify the letters of one’s given name (LLKAK-Ic-1)
Note: With maximum to diminishing assistance.
II. Materials: playdough, individual name cards. Ref: KTG2017

III. Procedure:
1. Give each learner playdough or a bar of clay.
2. Distribute cards with initial letters of the learners’ name.
3. Have each learner form the initial letter of their name using clay.
IV. Evaluation :
• Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng
luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
• Identify the letters of one’s given name (LLKAK-Ic-1)
With maximum to diminishing assistance.
V. Assignment : Practice clay molding with guardian’s aid
VI. Remarks :
VII. Reflection :
Picture Match
Subject Equivalent: Math, English
I. Objectives:
• Match object, pictures based on properties /attributes in one-to-one
- picture to picture
• 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)
14
II. Materials: 2 sets of pictures of common objects found in a Kinder
classroom/school Ref: KTG2017
III. Procedure:
1. Give each pair of learners 2 sets of pictures of common objects inside the
classroom/school.
2. Divide the cards between the learners.
3. Players take turns picking/ drawing a card from his/her partner’s deck.
4. If the pictures match, the cards are placed down.
5. If the pictures do not match, the player keeps the card he/she has drawn.
6. The player who first finds the picture that matches all his/her pictures wins the
game.
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.
IV. Evaluation:
- picture to picture
• 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)
V. Assignment : Make suitable matching pictures at home
VI. Remarks :
VII. Reflection :
Day 2
WORK PERIOD 2
TEACHER-SUPERVISED ACTIVITIES
Attendance Chart
Subject Equivalent: Math
I. Objectives:
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
15
• Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)
• Combine elements of two sets using concrete objects to represent the concept of
addition (MKAT-00-3)
• Add quantities up to 10 using concrete objects (MKAT-00-8)
• Recognize and visualize situations that require addition and subtraction (MKAT-
00-14)
II. Materials: name tags, pocket chart, number cards 1-3. Ref: KTG2017
III. Procedure:
1. Put all the name tags in the pocket
chart.
2. Count together the number of
learners in the class.
3. Count all the girls, then boys.
4. Compare who have more members:
the girls or the boys.
5. Count all those names that begin or
end with the same letter.
6. Ask the learners addition questions
with quantities up to 3. Example: Get
2 girls’ names and 1 boy’s name.
How many names do we have in all?
IV. Evaluation :
• Count objects with one-to-one correspondence up to quantities of 10
(MKC-00-7)
• Compare two groups of objects to decide which is more or less, or if
they are equal (MKC-00-8)
• Combine elements of two sets using concrete objects to represent the
concept of addition (MKAT-00-3)
• Add quantities up to 10 using concrete objects (MKAT-00-8)
• Recognize and visualize situations that require addition and
subtraction (MKAT-00-14)
V. Assignment: Rehearse giving and taking compared to add and subtract at
home.
VI. Remarks :
VII. Reflection :
Day 3
Organizing Things
16
Subject Equivalent: EPP, Math
I. Objectives:
• Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)

II. Materials: plastic container or shoe box for each learner, marker, big boxes or
trays, paper, masking tape. Ref: KTG2017
Preparation: Give the learners a list of

things they need to bring (school supplies
like pencils, eraser, crayons, glue, etc. /
personal supplies like toothbrush, comb,
powder/cologne, etc.). Label boxes/
containers with paper, pencils, crayons,
art paper, Manila paper, etc.
III. Procedure:
1. Ask the learners to decorate and
label their shoebox with their name.
2. Tell them to sort their personal
supplies inside the box.
3. Let them organize their school
supplies in their proper boxes/
containers.
IV. Evaluation :
• Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)
V. Assignment: Allow them to pack their own belongings at home.
VI. Remarks :
VII. Reflection:
Day 4
Classroom Inventory
I. Objectives:
17
• Group objects that are alike (MKSC-00-5)
• Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)
II. Materials: Manila paper, small pieces of paper with drawings of table, chair,
blackboard, cabinet, cleaning materials, books, toys, etc., marker, pencil. Ref:
KTG2017
III. Procedure:
1. Ask the learners to an inventory of things in the classroom: table, chairs,
blackboard, cabinets, cleaning materials, books, toys, etc.
2. Count the objects.
3. Record the results on the Manila paper.
4. Compare which is more, less, or equal.
IV. Evaluation :
• Count objects with one-to-one correspondence up to quantities of 10
(MKC-00-7)
• Compare two groups of objects to decide which is more or less, or if
they are equal (MKC-00-8)
V. Assignment: Do grouping simple objects with guardian’s aid.
VI. Remarks :
VII. Reflection :
Day 5
Friday Activity
I. Objective: Follow community dance, exercise and physical activity with
maximum assistance
II. Materials:
18
III. Procedures:
IV. Evaluation:

V. Assignment
VI. Remarks:
VII. Reflection:
Lp July 23-27, 2018
Day 1
Classroom Map
Subject Equivalent: MAPEH, English
I. Objectives:
• 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)
• Name the places and the things found in a map of a classroom (LLKSS-00-2)
00-1)
19
(LLKV-00-8)
II. Materials: Manila paper, scratch papers, pencils, crayons. Ref: KTG2017
Preparation: Label the map using pencil to show the important areas in the
classroom to guide the learners in the actual mapping activity.
III. Procedure:
1. Ask the learners to look around the classroom and identify the areas.
2. Give them a piece of paper and ask them to draw an area, with the things they
see there and help them label the area.
3. Lay out the pieces of papers and talk about how they are arranged in the
classroom – What is beside what area? What comes next? What is behind it?
4. Paste them on the Manila paper.
IV. Evaluation :
• 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)
• Name the places and the things found in a map of a classroom
(LLKSS-00-2)
• Express simple ideas through symbols (e.g., drawings, invented
spelling) (LLKC-00-1)
• Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
• Name the places and the things found in the classroom, school and
community (LLKV-00-8)
V. Assignment: Familiarize the places within the classroom with guardian’s aid.
VI. Remarks :
VII. Reflection :
Day 2
Number Stations
I. Objectives:
20
• Tell that the quantity of a set of objects does not change even though the
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). Note: with maximum to diminishing assistance.
II. Materials: several boxes with

holes (1) (2) (3) that are in
various positions, popsicle
sticks. Ref:KTG2017
III. Procedure:
1. Distribute the boxes and the popsicle
sticks.
2. Learners work together in putting the
correct quantity of sticks in the holes.
3. Make them observe that quantity
does not change even if
arrangement does.
4. Encourage the learners to create their own popsicle sticks patterns in a variety
of ways, outside the prepared boxes.
(Variation: Learners can explore other materials such as pebbles, popsicle sticks,
and blocks.)
IV. Evaluation :
• Count objects with one-to-one correspondence up to quantities
of 10 (MKC-00-7)
• Tell that the quantity of a set of objects does not change even
though the 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) with
maximum to diminishing assistance.
V. Assignment: Do customized popsicle/pebbles counting with
guardian’s aid.
VI. Remarks :
VII. Reflection :
WORK PERIOD 2
INDEPENDENT ACTIVITIES
Day 3
Shape Match
21
I. Objectives:
• Recognize simple shapes in the environment (MKSC-00-1)
• Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Note: with maximum to diminishing assistance.
II. Materials: 20 pairs of shape cards, pad paper, pencil. Ref: KTG2017
III. Procedure:
1. Lay out all the shape cards on the table.
2. Learners take turns looking for two identical shape cards.
3. Learner names the shape on the card.
4. After all the cards have been collected, ask learners to sort their cards. Have
them count how many of each shape they got.
5. Let them record this on their pad paper.
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.
IV. Evaluation :
• Match object, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
• Sort and classify objects according to one attribute/property
(shape, color, size, and function/use) (MKSC-00-6)
• Identify two to three dimensional shapes: square, circle, triangle,
rectangle (MKSC-00-2) with maximum to diminishing assistance.
V. Assignment : Match similar objects at home with guardian’s aid
VI. Remarks :
VII. Reflection :
Day 4
Shape Connect All
I. Objectives:
22
(MKSC-00-2) Note: with maximum to diminishing assistance.
II. Materials: set of 28 shape
dominoes. Ref: KTG2017
III. Procedure:
1. All dominoes are placed face down.
2. Each learner draws 7 dominoes.
3. A player with a “double” begins play.
4. Each learner in turn says the shape
names and then plays as in a regular
domino game.
5. The winner is the learner who has played all dominoes, or the learner with the
smallest number of dominoes when all learners must pass.
Note: Teachers can also make their own tactile geometry domino cards using
glue and card board paper. First, cut the card board paper into rectangle strips,
then draw the shapes. Trace the outline of the shape using glue or glue gun, then
let it dry. The dried glue will create a raised outline of the shapes that other
children, especially those with visual impairment can trace when playing.
IV. Evaluation :
• Match object, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
• Sort and classify objects according to one attribute/property
(shape, color, size, and function/use) (MKSC-00-6)
rectangle (MKSC-00-2) with maximum to diminishing assistance.
V. Assignment: prepare a simulated domino set at home.
VI. Remarks :
VII. Reflection :
Day 5
Friday Activity
I. Objective: Follow community dance, exercise and physical activity with
maximum assistance
II. Materials:
23
III. Procedures:
IV. Evaluation:

V. Assignment
VI. Remarks:
VII. Reflection:
Day 1
I Spy Shapes
I. Objectives:
(MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere, cube,
and cylinder (MKSC-00-3) Note: with maximum to diminishing assistance.
II. Materials: paper, pencil. Ref: KTG2017

III. Procedure:
1. Ask the learners to draw a big shape on one whole bond paper (circle, triangle,
square or rectangle).
2. The learners will go around the room looking for objects with the same shape as
what s/he drew.
24
3. S/He will draw these objects inside the big shape.
IV. Evaluation :
rectangle (MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere,
cube, and cylinder (MKSC-00-3) with maximum to diminishing assistance.
V. Assignment : Ask guardian in helping them drawing and identifying
different shapes at home
VI. Remarks :
VII. Reflection :
Day 2
Shape Hunting
I. Objectives:
(MKSC-00-2)
• Identify objects in the environment that has the same shape as a sphere, cube,
cylinder (MKSC-00-3)
II. Materials: paper cut-out of square, circle, triangle, rectangle; plastic trays.
Ref: KTG2017
III. Procedure:
1. Group the learners into 3 or 4.
2. Let them draw a paper cut-out of the shapes.
3. They will look for objects around the room with the same shape as what they
have.
4. They will put these objects in the tray.
IV. Evaluation :
color, size, function/use) (MKSC-00-6)
rectangle (MKSC-00-2)
25
• Identify objects in the environment that has the same shape as a
sphere, cube, cylinder (MKSC-00-3) with maximum to diminishing assistance.
V. Assignment : Make use of recyclable shaped material sorting at home
VI. Remarks :
VII. Reflection :
INDOOR/ OUTDOOR GAMES
Day 3
Name Chain
Subject: ESP, English
I. Objectives:
• Nakikilala ang sarili (SEKPSE-00-1): pangalan at apelyido (SEKPSE-Ia-1.1)
• Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
• Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I am/My
name is ______
II. Materials: Ref: KTG2017

III. Procedure:
1. Sit the learners in a circle on the floor.
2. Choose a learner to start the introduction game.
3. The learner says his/her name, then, introduces the learner next to him/her. For
example, “My name is Nita, and this is Pablo.”
4. Pablo gives his name and introduces the learner next to him. This is a good way
to learn names as well as how to introduce others.
Variation: Give categories such as same initial letters, or introduce the learner in
front of you, or shuffle the learners every now and then.
IV. Evaluation :
• Nakikilala ang sarili (SEKPSE-00-1): pangalan at apelyido
(SEKPSE-Ia-1.1)
• Natatawag ang mga kalaro at ibang tao sa kanilang pangalan
(KAKPS-00-13)
• Use the proper expression in introducing oneself (LLKVPD-Ia-
13) e.g., I am/My name is ______
with maximum to diminishing assistance.
V. Assignment: Ask guardian to aid them in knowing their full name.
VI. Remarks :
VII. Reflection:
26
Day 4
Count and Turn (1, 2, 3)
Subject Equivalent: MAPEH, Math
I. Objectives:
• Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang paraan ng
pag-eehersisyo (KPKPF-00-1)
• Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pageehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Naipakikita ang panimbang sa pagsasagawa ng iba’t 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)
• Rote count up to 20 (3) (MKSC-00-12)
Note : with maximum to diminishing assistance.
II. Materials : Ref: KTG2017

III. Procedure:
1. The learners stomp their feet as they count, throwing their arms up in the air to
emphasize the last number in the sequence.
2. The learners change directions without losing the beat, counting “one” as they
turn. One, Two, Threeeeee (turn) One, Two, Threeeeee (turn)
IV. Evaluation :
• Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang
paraan ng pag-eehersisyo (KPKPF-00-1)
• Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro,
pageehersisyo, pagsasayaw (KPKGM-Ig-3)
• Naipakikita ang panimbang sa pagsasagawa ng iba’t 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)
• Rote count up to 20 (3) (MKSC-00-12) with maximum to diminishing
assistance.
V. Assignment : Practice picture reading counting with guardian’s aid
VI. Remarks :
VII. Reflection :
SONGS/RHYMES
27
Hello (The Learning Tree)
Hello, hello
I’m glad to see you again
Hello, hello
Let’s work and play my friend
Shalalalalalalala shalalalalala Shalalalalalalala I’m happy to be your friend.
Hello, How Do You Do

Hello hello hello
Hello how do you do
I’m glad to be with you, and you and you and you
Tralalalalalalala tralalalalala
Tralalalalalalala tralalalalala
Who are the people in our classroom?

Who are the people in our classroom? In our classroom? In our classroom?
Who are the people in our classroom? The people that we meet each day.
The Children in Kinder
Tune: The Wheels on the Bus
The children in Kinder go to school, Go to school, go to school
The children in Kinder go to school Every single day.
The teacher in Kinder teach the kids
The cleaners in Kinder sweep the floor
The leaders in Kinder lead the class
S-C-H-O-O-L
Tune: B-I-N-G-O
Every day we go to school
We sing and play and learn S-C-H-O-O-L
S-C-H-O-O-L
S-C-H-O-O-L
We go to school to learn.
1-10 Rhyme
1-2-3-4 Are my feet flat on the floor?
5-6-7-8
28
My chair is in, my back is straight.
9-10
Before crossing the street, Stop, Look and Listen
Day 5
Friday Activity
assistance
II. Materials:
III. Procedures:
IV. Evaluation:

V. Assignment
VI. Remarks:
Half of the class can follow community dance, exercise and physical activity and perform given
related activity with maximum assistance.
VII. Reflection:
Half of the class can follow community dance, exercise and physical activity and perform given related activity
with maximum assistance.
29

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LP July 2-6, 2018

Content Focus: I belong to a Pre-Voc Class.

Subject equivalent: ESP

IV. Evaluation: Students are able to try new experience

Subject equivalent: EPP, MAPEH

Note: (With maximum to diminishing assistance)

Note: (With maximum to diminishing assistance)

V. Assignment: Prepare any media shapes cut-outs at home with guardian’s

Subject equivalent: EPP, ESP, MAPEH, English

Labeling Areas / Things in the Classroom

Subject equivalent: MAPEH, English

II. Materials: strips of paper, masking tape, crayons/markers

Perform given activity with maximum assistance

Refer to the assigned directives/materials given per level.

Follow community dance, exercise and physical activity.

School Banner and Diorama

Subject equivalent: MAPEH, Math, English

Preparation for Banner:

Procedure for Diorama:

Note: (With maximum to diminishing assistance)

Color Cover All

Subject equivalent: Math

Note: (With maximum to diminishing assistance)

Perform given activity with maximum assistance

Refer to the assigned directives/materials given per level.

Follow community dance, exercise and physical activity.

Subject equivalent: Math

Note: (With maximum to diminishing assistance)

II. Materials: sets of color cards

• Sort and classify objects according to one attribute/property (shape,

How I Feel on the First Day

Subject equivalent: ESP

II. Materials: activity sheet, crayons

Note: Allow learners to complete

Perform given activity with maximum assistance

Refer to the assigned directives/materials given per level.

Follow community dance, exercise and physical activity.

Subject Equivalent: MAPEH, English

Note: With maximum to diminishing assistance.

II. Materials: playdough, individual name cards. Ref: KTG2017

Subject Equivalent: Math, English

Note: With maximum to diminishing assistance.

Subject Equivalent: Math

Note: With maximum to diminishing assistance.

• Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)

Note: With maximum to diminishing assistance.

Preparation: Give the learners a list of

Subject Equivalent: Math

Note: With maximum to diminishing assistance.

Perform given activity with maximum assistance

Refer to the assigned directives/materials given per level.

Follow community dance, exercise and physical activity.

Lp July 23-27, 2018

Subject Equivalent: MAPEH, English

Note: With maximum to diminishing assistance.

Subject Equivalent: Math

II. Materials: several boxes with