Teaching

KINDERGARTEN School: Date:

DAILY LESSON PLAN Week: 25, DAY 1

Teacher: Quarter: Three

Content Focus: There are places in the community where I can get services that will keep us safe.

STANDARDS
Developmental OBJECTIVES/LEARNIN
ACTIVITY
BLOCKS OF TIME Domains G COMPETENCIES
Content Performance

DOMAIN: Period of
Arrival LANGUAGE, The child The child should Use polite greetings andindividual, peer
Time LITERACY AND demonstrates be able to: courteous expressions inor group
COMMUNICATI an appropriate exploration of
ON (LL) understandin situations:(LLKOL-Ia-1) the different play
g of: confidently speak areas or activity
Sub-Domain: and express  Good Morning/Good centers in the
Oral Language increasing his/her feelings in Afternoon classroom while
(OL) his/her words that make waiting for the
conversation sense other children to
skills arrive.

The teacher
stands by the
door of the
classroom,
cheerfully
greets and
 welcomes the
children and
their
parents/guardi
ans as they
come.

Transition to
Meeting Time 1: Use transition songs previously learned.

Meeting Time 1 DOMAIN: Ang bata ay Ang bata ay Daily Routine:

nagkakaroon nakapagpapama
PAGPAPAUNLAD KMKPKom-002 The teacher and
ng pag-unawa las ng…
NG KANYANG Nakikilala ang mga the pupils sing
sa…
SOSYO-  pagmamalaki taong nakatutulong the routine
EMOSYUNAL(SE)  konsepto ng at kasiyahang sa komunidad hal. songs.
pamilya, makapagkwent guro, bombero, pulis
paaralan at o ng sariling Review of
at iba pa.
komunidad karanasan Concepts
LANGUAGE,
bilang kasapi bilang KMKPKom-00-3 learned from the
LITERACY AND
nito kabahagi ng Natutukoy ang iba’t- previous
COMMUNICATION
(LL) pamilya, ibang lugar sa week/day
 increasing paaralan at komunidad
his/her komunidad. Introduction of
Sub-Domain: conversation KMKPKom-00-6 message for the
skills Naikukwento ang day by asking
Pagpapahalaga sa  confidently the guide
mga nagging
Pagkakaiba(PP) speaks and
karanasan bilang questions below
expresses
his/her feelings kasapi ng komunidad
Pakikisalamuha sa Message:
Iba bilang kasapi and ideas in
ng Pamilya(Ppam) words that There are
LLKOL-Ig-3
make sense places in the
Talk about one’s community
personal which keep us
experiences/narrates safe from
events of the day trouble (police
station and
barangay hall).
Question/s:
What does
being safe
mean?
Write the
learners answer
on a concept
chart.
Being safe
means being out
of danger.
There are
places in the
community
where you can
get services to
keep us safe.
(fire station,
police station,
barangay hall,
etc.)
Transition to The teacher gives instruction on how to do the independent activities, answers any questions and tells
Work Period 1: the learners to join their group and do the assigned tasks.
Use transition songs previously learned.

DOMAINS: Ang bata ay Ang bata ay LLKPA-Ig-1 Teacher-

nagkakaroon nakapagpapama Supervised:
PAGPAPAUNLAD Identify the sounds of
ng pag-unawa las ng…
NG KANYANG letters orally given Introduce the
sa…
SOSYO-  pagmamalaki letter
LLKPA-Ig-7
EMOSYUNAL(SE)  konsepto ng at kasiyahang
pamilya, makapagkwent Kk -Picture Sort
Identify several words
Work Period 1 paaralan at o ng sariling that begin with the (see APPENDIX
komunidad karanasan
same sound as the A)
bilang kasapi bilang
spoken word
LANGUAGE, nito kabahagi ng
LITERACY AND  increasing pamilya, LLKAK-IH-3
COMMUNICATION his/her paaralan at
(LL) conversation komunidad. Identify the letters of
skills the alphabet (mother
 confidently tongue, orthography)
Sub-Domain:  letter sound speaks and
expresses LLKV-005
Pakikisalamuha sa to name
relations his/her feelings
Iba bilang kasapi and ideas in Name objects that
letter begin with a particular
ng Pamilya(PPam) words that
representation letter of the alphabet
of sounds- make sense
that letters as  identify/pick out LLKAK-Ih-5
Oral Language(OL) symbols have the distinct
names and sounds in Match the letter
distinct words, match sound to its letter
sounds sounds with form
Phonological letters, and
hear specific
Awareness(PA) letter sound by LLKV-00-5
listening to
familiar poems Name objects that
and stories and begin with a particular
Alphabet
singing of letter of the alphabet
Knowledge(AK)
rhymes and
songs

DOMAIN: Ang bata ay Ang bata ay Independent:

nagkakaroon nakapagpapama
DOMAINS: ng pag-unawa las ng…
LANGUAGE, sa… LLKH-00-3 BUD “K”
LITERACY AND Painting
 pagpapahaya Trace, copy and write
COMMUNICATION
g ng kaisipan  kakayahang
(LL) maipahayag the letters of the (see APPENDIX
at alphabet B)
imahinasyon ang kaisipan,
KALUSUGANG damdamin,
sa malikhain LLKAK-Ih-7 Materials:
PISIKAL AT at malayang saloobin, at
PAGPAPAUNLAD pamamaraan imahinasyon Give the sound of Cotton
NG KAKAYANG  sariling sa each letter (mother buds/cotton
MOTOR(KP) kakayahang pamamagitan tongue, orthography) balls, paint
sumubok ng malikhaing
Sub-domain: pagguhit/pagpi LLKH-00-6 Procedure:
gamitin nang
maayos ang nta
Alphabet  kakayahang Trace, copy and write 1. The teacher
Knowledge(AK) kamay upang different strokes will give lay
lumikha/lumi gamitin ang
kamay at daliri out of
mbag KPKFM-00-1.3
pictures that
Fine-Motor(FM) Pagpilas/paggupitpag has a
dikit ng papel beginning
Alphabet sound of
Knowledge(AK) LLKAK-Ih-3 /Kk/
Identify the letters of 2. Using the
 the alphabet (mother cotton buds
tongue, orthography. they are
Pagpapahalaga sa
going to
Sarili(PS) KAKPS-00-3
paint their
Nakagagawa ng masterpiece.
mag-isa
Vocabulary
Development(V) LLKV-00-5
K WORDS IN A
Name objects that BASKET
begin with a particular
(see APPENDIX
letter of the alphabet C)
LLKC-00-1
Materials:
Composing(C)
Express simple ideas
Worksheets,
through symbols (e.g.
scissors, glue,
drawing)
art materials
Procedure:
1. Give each
pupil a
worksheet
that has
pictures of
objects.
2. The pupil will
cut and
paste the
pictures that
begin with
/Kk/ sound.
3. The pupil
 can design
their own
basket.
4. Present their
work after.
LOOK, SAY
WRITE AND
CHECK
(see APPENDIX
D)
(please refer to
NKCTG page
362 for
instructions)

The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before
Meeting Time 2.
Transition to After 10minutes, the teacher tells the learners to start packing away the materials they used and be
Meeting Time 2: ready for Meeting Time 2.

A transition song or a countdown may be used. Use transition songs previously learned.

DOMAINS:
LANGUAGE, Ang bata ay Ang bata ay The learners will
LITERACY AND nagkakaroon nakapagpapama present their
LLKOL-Ig-3
COMMUNICATION ng pag-unawa las ng… work to the
(LL) sa… Talk about one’s class.
 confidently
 increasing speaks and
 Sub-domain: his/her expresses personal experiences Question/s
Oral Language(OL) conversation his/her
Meeting Time 2 skills feelings and Have you seen
ideas in words a police station
that make in our
sense community?
barangay hall?
safe from bad
people or in
case of trouble.
You can call
emergency
numbers of
police and the
barangay hall
in case of
trouble.

The teacher commends the learners for the work they did in Work Period Time 1 and tells them to
Transition prepare for recess time by washing their hands.

to Recess: Encourage sharing especially if not all children have food.

Use transition songs previously learned.

Supervised DOMAIN: Ang bata ay Ang bata ay KPKPKK-Ih-1 Prayer

Recess nagkakaroon nagpapamalas Handwashing
KALUSUGANG Naisasagawa ang Snacks
ng pag-unawa ng:
PISIKAL AT pangangalaga sa preparation
sa:  pagsasagawa
PAGPAPAUNLAD pansariling kalusugan Eating
 kakayahang ng mga
NG KAKAYAHANG pangalagaan pangunahing Etiquettes
SEKPSE-IIa-4
MOTOR (KM) ang sariling kasanayan ukol
 kalusugan at sa pansariling Pagdarasal bago
kaligtasan kalinisan sa kumain
PAGPAPAHALAG pang-araw-araw
A SA na pamumuhay
KAKAYAHANG at
KMKPKom-00-4
SOSYU- pangangalaga
EMOSYUNAL(SE) para sasarili ng Tamang pagtapon ng
kaligtasan kalat sa basurahan
Sub-Domain:
Pangangalaga sa
sariling kalusugan
at kaligtasan(PKK)

Pagkilala ng Sarili
at pagpapahayag
ng sariling
emosyon(PSE)

Pakikisalamuha sa
iba bilang kasapi
ng
Komunidad(PKom)

The teacher reminds the children to pack away the things they used in recess time, clean up their
Transition to
eating area, throw their trash bin, wash their hands, brush their teeth, change their wet clothes and
Quiet Time:
have their quiet time.
Use transition songs previously learned.
Quiet Time Some of the pupils can rest or engage in relaxing activities.

While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to
listen to a story.
Transition to When the learners are ready, the teacher proceeds with the pre-reading activities and makes sure that
Story Time: the learners are listening attentively.
Use transition songs previously learned.

The child The child shall

Story Time DOMAINS: demonstrates be able to: LLKBPA-00-2 Title of the
LANGUAGE, an  use the book Identify/read the title Story: Ang
LITERACY AND understanding handle and of the story Tatay Kong
COMMUNICATION of: turn the pages LLKBPA-00-5 Tanod
(LL)  book take care of Predict what the story
familiarity books, enjoy is all about based on (see APPENDIX
Sub-domains: awareness listening to the title of the book E)
Book and Print that there is a stories and the picture on the
Awareness(BPA) cover Ni: Geshiel B.
story to read repeatedly Ballaran/Jennifer
with a and may play LLKBPA-00-6
Oral Language(OL) Tell that the left page B. Bordeos
beginning pretend-
and an end, reading and is looked at/read A. Pre-
Study Skills(SS) written by associates before the right page Reading:
authors, him/herself LLKOL-00-7
illustrated by with the story Ask questions about 1. Unlocking of
Composing(C) someone  confidently stories (who, what, Difficulties
 increasing speaks and where, when, why) as (through picture
his/her expresses may be appropriate clues)
Vocabulary(V) conversation his/her LLKOL-Ig-9
skills feelings and Express thoughts,  Tanod
 the ideas in words feelings, fears, ideas,  palay
Listening that wishes, and dreams  superhero
importance in
Comprehension(L LLKSS-00-1
getting  note details
C) Answer questions busilak (unlock
details from from the
 the environment about the details in a through context
environment and information pictograph clue)
 importance presented LLKC-00-1
that books  demonstrate Express simple ideas 2. Motivation
can be used positive through symbols Question: What
to entertain attitude toward (e.g., drawings, is your father’s
self and to reading by invented spelling) job?
learn new himself/herself LLKBPA-00-9
things and with others Listen attentively and 3.Motive
 acquiring  actively react during story Question:
new words/ engage in reading What is the job
widening meaningful LLKV-00-4 of Karding’s
his/her conversation Give the meaning of father?
vocabulary with peers and words presented
links to adults using through real objects, B. During
his/her varied spoken pictures, actions,
Reading:
experiences vocabulary synonyms and
information  listen attentively antonyms, and 1. Why did
received by and context clues Karding think
listening to respond/interact LLKLC-00-2 that his father
stories and with peers and Recall details of the has magic?
be able to teacher/ story: characters,
relate within adult when and where the 2. What do you
the context of appropriately stories/poems/songs think will happen
their own happened, and the to the harvested
experience events in story grains in the
listened to storage room?
LLKLC-00-13
Post-Reading:
Express one’s
idea/self freely L1 (Literal)
through creative ways
(drawing, illustration, What is the
body movement, job of
Karding’s
singing, dancing)
based on story father?
listened to 1.1 Why did he
consider
him a
superhero?

1.2 What did his

father do
when
there’s a
fire?

L2
(Interpretation)
2.1 Why did
Karding’s father
help his
neighbour?
2.2 Do you think
Mang Kardo is a
superhero?
Why?

L3 (Evaluation)
3.1 Is it right to
help others
in need?
Why?
 L4
(Integration)
4.1 If you
were Karding
would you also
be proud of
Mang Kardo?
Why?
4.2 If you were
Mang Kardo will
you help
someone in
need? Why? Wh
L5 (Creative)
How will
you help
someone who is
in need?

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and
Transition to
independent activities, answers any questions and tells the learners to join their group and do the
Work Period 2:
assigned tasks.

DOMAINS: The child The child shall Teacher-

demonstrates be able to Supervised:
MATHEMATICS(M) MKAT-00-1
an
understanding  manipulate
Matching Game
Work Period 2 objects based Match the object
of... based on Materials:
Sub-Domains: on properties
properties/attributes picture cards
 objects or attributes
Number Algebraic in the in one-to-one that show
Thinking(AT) environment corresponding different
have  perform simple dangers as well
properties or addition and MKSC-00-6
as safety
attributes (e.g., subtraction of
Sorting and up to 10 Sort and classify measures
color, size,
Classifying(SC) shapes, and objects or objects according to Procedure:
functions) and pictures/drawin one attribute/property
that objects gs 1. Stick the
can be cards aligned
manipulated MKC-00-7 properly on the
Counting (C) based on these board or wall 2.
properties and Count objects with Ask learners to
attributes one-to-one stand up one at
Fine Motor(FM)  the correspondence up to a time and pick
sense of quantities of 10 2 cards
quantity and
numeral 3. If it matches
relations, they can hold
that addition the card; if not,
results in they have to flip
increase and it back again
subtraction
results in 4. For every
decrease match made, try
to ask the
learner to talk a
little about the
picture. Say also
information to
support
5. After all cards
have been
matched, give
the learners a
chance to lay
them on the
floor and to do it
on their own.
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.

DOMAINS: The child The child shall Independent:

demonstrates be able to
MKC-00-3 Block Play:
an
Safety Services
understanding Read and write
of...  manipulate numerals 0-10 Materials:
objects based blocks
 objects in the
MATHEMATICS(M) on properties
environment Procedure:
or attributes MKC-00-2
have
properties or 1. Show the
Recognize and
KALUSUGANG attributes (e.g.,  perform simple learners pictures
color, size, identify numerals 0-
PISIKAL AT addition of different
shapes, and 10
PAGPAPAUNLAD and subtraction places to get
SA KAKAYAHANG functions) and of up to 10 MKC-00-4 services to keep
that objects objects or safe?
MOTOR(KP)
can be Match numerals to
pictures/drawin
manipulated set a concrete objects 2. Let the
based on these gs
from 0-10 learners build
Sub-Domain: properties and models using
attributes blocks
Counting(C)  the sense of MKAT-00-3
quantity and
numeral Combined elements Object Pasting
relations, of two sets using
Number and Materials:
that addition concrete objects to
Algebraic pieces of paper
results in represent the concept
Thinking(AT) with different
increase and of addition
subtraction numbers written
results in MKAT-00-26 on each piece,
Fine Motor(FM) decrease pictures of
Recognize the words
people who
“put together”, “add
keep the
to” and in all that
community
indicates the act of
safe,tools that
adding whole
policemen, and
numbers
firemen use.
Procedure: 1.
Give each
learner a piece
of paper. 2. Ask
the learners to
cut and paste
the number of
pictures
indicated on the
page.
(see APPENDIX
F)
Complete the
pattern
Materials: a
series of
pictures with
patterns
(pictures of tools
used by people
who keep the
community safe.
Procedure:
1. Show the
learners
patterns of
pictures.
2. Explain how
patterns are
formed.
3. Ask the
learners to
complete the
patterns
4. Give the
learner a tally
board.
5. Let the
learners go
around the
classroom and
ask them to
count and
record the items
 written on the
tally board.
6. Ask the
learners to
complete the
patterns by
adding
subsequent
pictures.
(see APPENDIX
G

SONG: THE MORE WE GET TOGETHER (see Appendix H)

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

DOMAINS: Ang bata ay Ang bata ay KPKPF-00-1 STOP, DROP,

nagkakaroon nakakapagpama ROLL
Indoor/Outdoor KALUSUGANG Nakakasali sa mga
ng pang-unawa las ng...
PISIKAL AT laro o anumang (See
sa...
PAGPAPAUNLAD  sapat na lakas pisikal na Gawain at APPENDIX H)
NG KAKAYAHANG  kahalaga namagagamit iba’t ibang paraan ng
sa pagsali sa Procedures:
MOTOR(KP) han ng pag-eehersisyo
pagkakaroon pang-araw- 1. The pupils will
KAGANDAHANG ng masiglang araw na KAKPS-00-19
be divided into 4
ASAL (KA) pangangataw gawain
Naipapakita ang groups.
an  kakayahang
PAGPAPAUNLAD pagpapahalaga sa
kontrolin ang 2. Each group
 SA KAKAYAHANG sariling ugali at maayos na will have 5
SOSYO- damdamin at pakikipaglaros members.
EMOSYUNAL(SE)  pakikipa pag-uugali,
gkapwa gumawa ng SEKPSE-IF-2 3. The teacher
sariling ugali at desisyon at will give the
damdamin Naisakikilos ang
magtagumpay instructions and
Sub-Domains: sa kanyang sariling kakayahan sa
set an example
mga gawain iba’t ibang paraan,
Physical for the STOP,
hal. pag-awit,
Fitness(PF) DROP and
pagsayaw atbp.
ROLL action.
KAKPS-00-12
4. Each member
Pagpapahalaga sa
Nakapaghihintay ng will take turn in
Sarili(PS) making the
kanyang
pagkakataon action of STOP,
DROP and
Pagkilala ng sarili ROLL.
at pagpapahayag
ng sariling 5. The first
emosyon(PSE) group to finish
will be the
winner.

The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games
Transition to time and get ready to do the wrap up activities in Meeting Time 3 and a transition song or countdown
Meeting Time 3: maybe used.
Use transition songs previously learned.

Meeting Time 3 DOMAINS: Ang bata ay Ang bata ay The learners

nagkakaroon nakapagpapama talk about who
PAGPAPAUNLAD
ng pag-unawa to call when in
 NG KAKAYAHANG sa… las ng… KMKPKom-00-2 trouble,
SOSYO- instances when
EMOSYONAL(SE)  konsepto ng  pagmamalaki Nakikilala ang mga
trouble happens
pamilya, at kasiyahang taong nakatutulong
and where they
paaralan at makapagkwen sa komunidad hal.
can go to ask
komunidad to ng sariling guro, bomber, pulis at
LANGUAGE, bilang kasapi karanasan for help.
iba pa.
LITERACY AND nito bilang
COMMUNICATION(  increasing kabahagi ng KMKPKom-00-3
LL) his/her pamilya,
conversation paaralan at Natutukoy ang iba’t-
skills komunidad. ibang lugar sa
komunidad
Sub-Domain:
 confidently KMKPKom-00-6
Pakikisalamuha sa speaks and
iba bilang kasapi expresses Naikukwento ang
ng pamilya (PPam) his/her mga nagging
feelings and karanasan bilang
ideas in words kasapi ng komunidad
that make
Oral Language(OL) sense LLKOL-Ig-3

Talk about one’s

personal
experiences/narrates
events of the day

Wrap-Up DOMAINS: The teacher

Questions/Acti Ang bata ay checks if the
PAGPAPAUNLAD Ang bata ay KMKPKom-00-2
vity nakapagpapama learners are
NG KAKAYAHANG nagkakaroon
las ng… Nakikilala ang mga able to give
SOSYO- ng pag-unawa
taong nakatutulong examples when
EMOSYONAL(SE) sa…  pagmamalaki they can go and
at kasiyahang sa komunidad hal.
  konsepto ng makapagkwen guro, bombero, pulis ask the police
pamilya, to ng sariling at iba pa. and barangay
LANGUAGE, paaralan at karanasan personnel for
LITERACY AND komunidad bilang KMKPKom-00-3
help.
COMMUNICATION( bilang kasapi kabahagi ng
Natutukoy ang iba’t-
LL) nito pamilya, The teacher
ibang lugar sa
 increasing paaralan at prepares
komunidad. komunidad
his/her children for
Sub-Domain: conversation KMKPKom-00-6 class dismissal.
skills  confidently Supervises
Pakikisalamuha sa speaks and Naikukwento ang children to put
iba bilang kasapi expresses mga nagging their personal
ng pamilya(PPam) his/her karanasan bilang belongings in
feelings and kasapi ng komunidad
their bags.
ideas in words
Reminds and
that make LLKOL-Ig-3
Oral Language(OL) gives some
sense
Talk about one’s precautionary
personal measures.
experiences/narrates
events of the day

Dismissal CLOSING PRAYER

Routine
GOODBYE SONG

Remarks

Reflection
References:

Kindergarten Teacher’s Guide/ Standards and Competencies for 5-Year Old Filipino Children
NKTG pages 359, 362, 363, 366, 357