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
syudad.
Ask: Unsa ang pangalan sa
syudad nato? (mga pangalan
sa ilahang syudad)
Concept Map( magpakita sa mapa
sa syudad)
Ask: Unsa ang porma sa mapa?
QUESTION/S
Pila ka barangay ang anaa sa
mapa sa syudad nato? Gi
unsa ninyo pag ila ang mga
barangay ?(may mga bata
maam) Unsa ang gidala sa
mga bata?(bandera nga may
letra nga X)
Say: Mga bata, nag istorya ta
mahitungod sa atong lugar
kung diin kini masakop nga
syudad. Karon, unsa nga
probinsya nasakop and atong
syudad? Unsa nga nasud
nasakop ang atong
probinsya?
The teacher will show the map of
the Philippines.
Ask: Asa dapita ang ato nga
probinsya?
Say: Gahapon,nakita ninyo ang Ask: Mga bata kinsa gani to ang Say: Mga bata nahisgutan nato ang
mapa sa Pilipinas. Karon ato mga nagkalain-laing grupo sa mga kinaiyahan nga makita
nga mahibal-an kong kinsa tawo nga nagpuyo sa sa lugar nato.
kaha ang mga tawo nga Pilipinas? Asa tanga grupo Ask: Unsa ang angay nato nga
nagpuyo sa ato nga nasud nasakop? Sa lugar nato, unsa buhaton sa mga kinaiyahan?
nga Pilipinas. ang mga makita nato nga Ngano man?
kinaiyahan?
Photos/slide show
a) Igorot People
b) Ilocano People
c) Visayan People
d) Sama-Bajau People
e) Waray People
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
as the spoken word ( LLKPA-
Ig -7)
 Identify the letters of the
alphabet (mother tongue,
orthography) (LLKAK –IH-3)
 Objects that begin with a
particular letter of the
alphabet (LLKV-005)
 Match the letter sound to
its letter form (LLKAK-Ih-5)
 Name objects that begin
with a particular letter of
the alphabet (LLKV-00-5)
Materials: pictures of words
that begin with Xx, pictures
that begin with other letters
Procedure:
I DO PHASE
1. Name/Show words that
begin with Xx.
2. Show the letter Xx.
3. Show the learners how to
write Xx.
4. Explain that Xx can usually
be seen in borrowed foreign
words, and it can be usually
seen at the end of the word.
5. Give examples of words that
end with X: box, fox, ax, fax,
Rex, tax
6. Show pictures or drawing of
objects, persons, and fruits
found in the community
which begin with /Xx/
sound.
7. The teacher says the names
of each picture emphasizing
the /x/ sound
(KPKFM-0-1.5)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain.
(SKMP-00-2)
Materials:
Map of the Philippines,
white cartolina, pencil,
puzzle pieces of the parts of
the Philippines drawn on
white bond or Oslo paper,
markers, crayons
Preparation:
1. Get a map of the Philippines
big enough for 5-10 learners
to see.
2. In a whole white cartolina,
draw the outline of the
Philippines in pencil.
3. Prepare cut out pieces of
the areas in the map drawn
on white bond or Oslo
paper.
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1)
 Participate actively in a
dialog or conversation of
familiar topics (LLKOL-00-10)
Materials:
white bond or Oslo paper,
art materials, scrap
materials, yarn, pieces of
fabric/cloth, beads/sequins,
glue, old magazines or travel
guides
Preparation:
Prepare concrete materials
from your locality: costume
in your region/ cultural
group, artifacts/tools,
famous dishes/delicacies,
famous products, etc. If no
concrete materials are
available, show photos to
the learners.
Procedure:
1. Discuss with the learners
that Filipinos live in the
Philippines. The Philippines
have many cultural groups.
People who live in our
city/province/region are
called ___ (Igorot,
Kapampangan, Tagalog,
Waray, Ilonggo, etc.)
2. Show the concrete materials
or photos to the learners
(KPKFM-00-1.5)
Materials:
clay( colored clay) larawan
nang isang globe para
gamitin sap ag luwad.
Procedure:
1. The teacher will
demonstrate how to make a
molded globe using the clay
ang the picture. Let the
children do their own
molded globe.
Materials:
Preparation:
kalat, hindi pagsira
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain. (
SKMP -00-2)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1)
 Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-00-
1)
photos of endangered
animals in the Philippines,
illustration board or cartolina
cut into 24” (length) x 6”
(height), markers or crayons
Prepare photos of the
following endangered
animals Start with the ones
the learners know or those
that are in your locality:
-Philippine Crocodile
-The Mindoro Bleeding-
Heart
-Rufous-Headed Hornbill
-Hawksbill Sea Turtle
-Red-Vented Cockatoo
-Philippine Forest Turtle
-Philippine Naked-Backed
Fruit Bat
-Visayan Warty Pig
-Tamaraw
-Philippine Eagle
 ( Xerox,xylophone,X-
ray,box,xinnia,six,ox)
8. Ask what is the initial sound
of the name of each picture.
/x/
9. The teacher shows to the
learners big and small letter
Xxand produces the /r/
sound.
10. The TEACHER shows how to
write letter Xx. (in the air,
at someone’s back, on the
cardboard)
WE DO PHASE
11. The TEACHER and the
learner produce the /X/.
12. The TEACHER asks the
learners to say the names of
each object after her as she
flashed the picture.
13. The TEACHER asks the
learners to write letter Xx in
the air, someone’s back,
etc.
14. The Teacher and the
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
Procedure:
1. Recall the city/province map
yesterday. This time, show
the Philippine map to the
learners and explain that
your city/province is in a
country called the
Philippines.
2. Ask questions to locate the
city/ province in the map:
What is the name of our
city/province? Where is it in
the map?
3. Tell them that the
Philippines is made up of
many cities and provinces.
4. Give each learner a piece of
the puzzle. Assign a color for
each piece. They will trace
the outline of the puzzle
piece using mark
and let them
discuss/describe what they
see.
3. Tell them that these are
what your
city/province/region is
known for.
4. Let the learners cut pictures
showing Filipino cultures
from the magazines.
5. Let them paste the cut out
pictures on a piece of paper.
6. Allow them to share their
work with their classmates.
Procedure:
1. Discuss with the learners
that some animals in the
Philippines are almost gone
because we do not take care
of them (you may discuss
deforestation, destruction of
marine life, etc.). Show
them the photos.
2. Allow them to choose among
the animals and think of a
simple way to take care of
them. They will write this on
the placard. Example: Save
the Philippine Eagle by
planting trees! Allow them
to use invented spelling or
copy from a guide.
3. They will draw the animal
and what they will do to care
for them.
4. The class may go out of the
classroom and the learners
can post their placards
around the school campus.
 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
gipanghimo ganiha? Unsa
man ang mga butang nga
QUESTIONS/ACTIVITY Makita ninyo sa inyo nga
kuminidad?
Ask: Unsa man ang inyo nga
naporma nga puzzle? Unsa
man ang pangalan sa nasod
nga inyo nga naporma?
Ask: Unsa man ang mga kultura
nga gipakita sa mga
hulagway?
Ask: Unsa man ang inyo nga
naporma gamit ang clay?
Unsa man ang inyo nga gibati
sa dihang inyo kining
giporma?
Ask: Unsa man ang lain laing paagi
sa pagtagad sa mga hayop sa
ato nga palibot? Nganuman
nga kinahanglan sila nga
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
Say: Ang estorya nato karon
kabahin sa“Ang Regalo
ni Alexa”Sugilanon ni:
Fleur Tiessa C. Canete
Dibuho ni: Fleur Tiessa
C. Canete.
B. Flipping of Pages
C. Unlocking of Difficulties
Naghinamhinam –gusto o
PRE-READING
ganhan na kaayo
D. Motivation-Motive Tandem
Questions:
Ask: Unsa man nga regalo
ang nadawat ninyo
pagbirthday ninyo?
Unsa kaha ang
nadawat nga regalo sa
bata sa atong estorya?
A. Book and Print Awareness
Say: Ang estorya nato karon
kabahin sa“Ang Regalo
ni Alexa”Sugilanon ni:
Fleur Tiessa C. Canete
Dibuho ni: Fleur Tiessa
C. Canete.
B. Motivation-Motive Tandem
Questions:
Ask: Asa man mo
Magsuruyan? Asa man to
nisuroy ang bata sa
atong estorya?
A. Book and Print Awareness
Say: Ang ato nga estorya
nag-ulohan og “Mga
Lugar sa Pagsimba”.
Gisulat ni Loida Mae
Azarcon ug gidibuho ni
Ara Villena.
B. Motivation-Motive Tandem
Questions:
Ask: Unsa ang gibati ninyo
nga gisuroy mo sa mama ug
papa ninyo? Unsa ang gibati
ni Alexa nga gisuroy siya sa
mama niya?
Say: Balikon nako og basa ang
ato nga estorya gahapon.
Maminaw kita.
Say: Balikon nato og basa ang ato A. Book and Print Awareness
nga estorya gahapon pero Ask: Unsa ang ulohan sa ato nga
karon magtawag ko og usa estorya? Kinsa ang
ka bata nga mobalik pagbasa nagsulat niini? Ang
sa estorya. Manglingkod nagdibuho?
kita ug maminaw sa estorya.
A. Book and Print Awareness
The book and print
awareness will be done by
the learner.
.
 Modelled Reading
Siya si Alexa, usa ka
malipayon ug boutan nga bata.
Naghinam-hinam na siya sa
birthday niya.
Siya si Maxima, ang
mapinanggaon nga mama ni
Alexa
Gisaaran si Alexa sa mama
niya nga moadto sila sa Maxwell
Store. Ang Maxwell Store dako
kaayo ni nga tindahan sa lungsod
nila.
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 Alexa sa mga
DURING READING banderitas nga may X ug
gahinam-hinam siya nga maabot
na sila ni mama Maxima niya sa
tindahan nga gusto kayo niya.
Pag -sulod 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 haron
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 .
Guided Reading
Siya si Alexa, usa ka malipayon
ug boutan nga bata. Naghinam-
hinam na siya sa birthday niya.
Ask: Kinsa man ang gahinam-
hinam sa iyang birthday?
Siya si Maxima, ang
mapinanggaon nga mama ni Alexa
Ask: Kinsa man ang mama ni
Alexa?
Gisaaran si Alexa sa mama niya
nga moadto sila sa Maxwell Store.
Ang Maxwell Store dako kaayo ni
nga tindahan sa lungsod nila.
Pagbyahe nila ni Alexa ug sa mama
niya , miagi sila sa lugar nga
daghan kayo nga mga banderitas
nga may X .
Ask: Unsa man nga letra ang
mangita sa mga banderitas?
Lingaw kayo gatan-aw si Alexa
sa mga banderitas nga may X ug
gahinam-hinam siya nga maabot
na sila ni mama Maxima niya sa
tindahan nga gusto kayo niya. Pag
-sulod nila sa Maxwell Store.
Nisiga ang mga mata ni Alexa sa
mga kinahon nga Max candy ug
sabon nga Lux.
Ask: Unsa man ang nakita ni alexa
sa sulod sa Maxwell Store?
Shared Reading Independent Reading Application
Guide pupils by asking questions On the fourth day, the teacher will Let the learners share their
for them to retell the whole story. ask a pupil to retell the story drawing on their favorite place in
the community.
Ask: Kinsa mani siya?
Siya si Alexa, usa ka
malipayon ug boutan nga bata.
Naghinam-hinam na siya sa
birthday niya.
Ask: Ig-unsa mani ni Alexa?
Siya si Maxima, ang
mapinanggaon nga mama ni
Alexa.
Ask: Asa man padulong sila
Alexa og iyang Mama Maxima?
Gisaaran si Alexa sa mama
niya nga moadto sila sa Maxwell
Store. Ang Maxwell Store dako
kaayo ni nga tindahan sa lungsod
nila.
Ask: Unsa man ang nakit-an ni
Alexa sa mga banderitas?
Pagbyahe nila ni Alexa ug sa
mama niya , miagi sila sa lugar
nga daghan kayo nga mga
banderitas nga may X .
Ask: Unsa man ang pamati ni
alexa sa pagkita nita sa mga
banderitas?

Say: Mao to ang istorya kabahin ni
Alexa ug sa iyang adlaw nga
natawhan.
Ask: Unsa man ang nadawat snga
POST READING
regalo ni Alexa sa iyang
Birthday? Unsa man ang
gibati ni Alexa? Kung hatagan
kag regalo unsa man imong
bation? Ngano man?
Moduol unta si Alexa sa mga
kinahon nga Max candy ug sa mga
Lux nga sabon pero gitawag siya
sa mama niya haron maminaw sa
kanta nga Happy Birthday nga
gipaduyog sa mama niya sa usa ka
musician gamit ang Xaxophone.
Grabe ang kalipay ni Alexa sa
regalo niya.
Ask: Nganong wala man nadayun
sa pagdool si Alexa sa mga
kinahon nga Max candy og
Lux nga sabon? Unsa man
ang gigamit sa pagduyog sa
kanta nga Happy Birthday?
Gigakos nagpasalamat ug
gigakos si Alexa sa mama niya .
Ask: Asa man nisuroy si Alexa ug
ang iyang mama? Unsa man
ang naa ngadto? Ganahan
ba mangadto si Alexa?
Ngano man?
Lingaw kayo gatan-aw si Alexa
sa mga banderitas nga may X ug
gahinam-hinam siya nga maabot
na sila ni mama Maxima niya sa
tindahan nga gusto kayo niya.
Ask: Nganong nisiga man ang
mata ni Alexa sa pagsulod
niya sa Maxwell Store?
Pag -sulod 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 haron
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-ayo ug
nagpasalamat si Alexa sa mama
niya .
Ask: Unsa ang gibati ni Alexa sa Note: As homework, let each Say: Ato nga tagaan ug angel’s clap
pagpanuroy nila?Ngano learner draw their favorite ug nice applause ang tanan
man? Giunsa pagpasalamat place in the community nga nipakita sa ilang drawing
ni Alexa ang mama niya? they are in for them to karong adlawa.
share the next day
  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
Competencies:
• Discuss simple pictographs
(MKAP-00-3)
Materials:
graph made during the
previous day, pentel pen
Procedure:
1. Let the learners count and
write the numeral on the
graph.
2. Write the answer to the
TEACHER SUPERVISED following questions:
a. How many community
ACTIVITY
helpers are there?
(The teacher moves
b. How many buildings are
from one group to
there?
another in facilitating c. 3. How many learners
the TSA spending 6-7 are there?
minutes per group)
 Complete, reproduce and
LEARNING extend patterns
CHECKPOINTS
Philippine Symbols 1-10
Competencies:
 Count objects with one-to-
one correspondence up to
quantities of 10 (MKC-00-7)
 Match numerals to a set of
concrete objects from 0 to 10
(MKC-00-4)
Materials:
cut-outs of 10 Philippine
national symbols (example:
sampaguita, narra, Philippine
Eagle, carabao, nipa hut,
mango, bangus, kalesa ,
anahaw, flag, etc.), pencil,
paper
Procedure:
1. Learners work together
exploring the quantity of 10
using the cut-outs.
2. Let the learners draw 10
objects on paper and write
the number 10.
Variation: Learners can
explore other materials such
as pebbles, popsicle sticks,
leaves, blocks and others.
 Read and write numerals 1 to
10
Pictographs
Competencies:
• Create simple pictographs
(MKAP-00-2)
• Discuss simple pictographs
(MKAP-00-3)
• Answer questions about
the details in a pictograph
(LLKSS-00-1)
Materials:
cut-outs of children
wearing different
Philippine costumes (10
each), Manila paper/
cartolina, marker, masking
tape
Procedure:
1. Learners will work in pairs.
2. Each will get 5 random cut-
outs.
3. The pair will group
together the cut-outs they
got according to gender.
4. They will create a
pictograph, based on the
picture shown? Pupils
discuss their outputs.
5. Unsa man ang inyo nga
nakita? Pila man kabuok
ang mga bata nga nagsuot
ug Filipiniana? (barong o
saya)
 Create and discuss simple
pictographs, as well as
answer questions about the
details in a pictograph
Shape Hunt
Competencies:
 Recognize simple shapes in
the environment (MKSC-00-1)
 Identify two to three
dimensional shapes like
square, circle, triangle, and
rectangle (MKSC-00-2)
Materials:
several objects with different
shapes
Preparation:
hide several objects with
different shapes
Procedure:
1. Let them identify objects in
the environment that has the
same shape like square,
circle, triangle, and rectangle
2. Tell them to look for the
objectswith the same shape
they had on their table.
3. Ask learners to identify and
describe the objects that
he/she found.
 Identify two to three
dimensional shapes
Building 3-D Shapes
Competencies:
 Nakapagmomolde ng luwad
(clay) sa nais na anyo (SKMP-
00-6)
Materials:
clay or playdough, samples
of 3-dimensional objects
(sphere, cube, cylinder)
Procedure:
1. Using clay or playdough, the
learners will create objects in
3D. Examples: houses with
pyramid roofs and cube
base; trees with sphere tops
and cylinder trunks; birds
with sphere head, cylinder
body, and pyramid tail.
2. They may sun dry or air dry
the 3d shapes and recreate
the community/forest with
all the other learners’ work.
Variation: Use bread dough
instead of playdough. The
learners can shape the
dough, bake it, and eat
afterwards.
 Make their own 3d shapes
using playdough
 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
Competencies:
• Talk about the details of an
object/picture like toys,
pets, foods, places (LLKOL-
Id-4)
Materials: poster of a specific
place of learning (daycare, school,
madrasah)
Procedure:
1. The teacher is the first spy.
S/He selects an object and
asks the other players to
guess what that object was
based on a clue.The first to
guess is the winner.
2. (E.g. I spy with my little eye,
a small rectangle with lines,
INDOOR/OUTDOOR
we write on it.)
GAMES 3. This winner gets to select
(20 minutes) the next object the rest of
10:35 - 10:55 the group will guess based
03:35 - 03:55 on the clues he/she will give
Bataan, Batanes, Batangas
Competencies:
• 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,
pagsayaw (KPKGM-Ig-3)
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro: pagiging
mahinahon, pagsang-ayon
sa pasiya ng nakararami/
reperi, pagtanggap ng
pagkatalo nang maluwag sa
kalooban, pagtanggap ng
pagkapanalo nang may
kababaang loob (KAKPS-00-
19)
Procedure:
1. Allow the players to assign a
movement for Bataan,
Batanes, and Batangas.
(Note: the names of places
may be changed to those
more familiar with the
learners; just make sure
they begin with the same
sound). Example: Bataan –
raise arms up, Batanes –
wave arms upwards,
Batangas – jump
2. Choose a caller who will say,
“Bataan, Batanes, Batangas”
over and over until he/she
stops at one of the words.
3. The players will make the
corresponding movement.
Racing Car
Competencies:
• Nakasasali sa mga lato, o
anumang posikal na gawain
at iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
Materials:
chalk, 2 chairs
Procedure:
1. In an open space, draw a
starting line.
2. Place two chairs at the other
end of th open space.
3. Group the learners into two
teams.
4. The class pretends to be
race car drivers.
5. Ask the learners to line up.
6. At the go signal, the first
child runs and pivots around
the chair and runs back to
the starting line.
7. When the learner reaches
the starting line, he/she tags
the second learner to run
towards the chair.
8. Repeat this until all the
members of the teams have
run and have gone back to
the starting line.
Pass the Ball
Competencies:
• Nakasasali sa mga laro o
anumang pisikal na gawain
at iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
• Nakapagsisimula ng laro
(SEKPKN-00-1)
• Nakikipaglaro sa dalawa o
tatlong bata gamit ang isang
laruan (SEKPKN-Ig-2)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pageehersisyo,
pagsayaw (KPKGM-Ig-3)
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro: pagiging
mahinahon, pagsang-ayon sa
pasiya ng nakararami/reperi,
pagtanggap ng pagkatalo
nang maluwag sa kalooban,
ppagtanggap ng pagkapanalo
nang may kababaang loob
(KAKPS-00-19)
• Natutukoy ang kahalagahan
ng pagpapakita ng
positibong pag-uugali sa
harap ng hindi inaasahang
pangyayari tulad ng
pagkatalo sa laro, aibp.
(SEKPSE-00-8)
• Naipakikita ang kahandaang
sumubok ng bagong
karanasan (SEKPSE-IIIc-6)
• Identify the positions of
objects using “in,” “on,”
“over,” “under,” “top,” and
“bottom” (MKSC-00-12)
Sweep Race
Competencies:
• Nakasasali sa mga laro, o
anumang pisikal na gawain at
iba’t ibang paraan ng
pageehersisyo (KPKPF-00-1)
• Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-Ie-2)
• 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)
• Nakapaghihintay ng kanyang
pagkakataon. (KAKPS-00-12)
Materials:
• broom, dustpan, garbage bin,
newspaper crumpled into a
ball (1 for each learner),
colored tape
• Preparation: Place the
dustpan and garbage bin at
the end of the race. Draw a
straight line from the start to
the finish line using colored
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/
(5 minutes) province or region does his/ her
10:55 - 11:00 community belongs to.
03:55 - 04:00
Learners are able to name and
describe their city/province or
region.
Ask: Asa gani nasakop ang ato nga
WRAP-UP/ syudad? Asa usab kini
QUESTIONS/ACTIVITY nasakop nga probinsya?
Learner talks about their country.
Learners are able to identify the
Philippines and point to the map
his/her city/province or region.
Ask: Asa nasakop ang ato nga
syudad? Unsa nga nasud
nasakop ang ato nga
probinsiya? Asa kini makita
sa ato nga mapa? Kinsa ang
makatudlo sa mapa kung asa
dapit ang ato nga probinsya?
Learner talks about the people
who live in the Philippines.
Learners are able to identify
Filipino as the people of the
Philippines, and identify him/
herself as being Filipino.
Ask: Kinsa ang kadaghanang
gapuyo sa Pilipinas? Usa ba
ikaw ka Filipino?
Learner talks about the different
features of the Philippines.
Learners are able to give some of
the different beautiful places in the
Philippines and some of the unique
cultural features.
Ask: Unsa ang mga nindot nga
talan-awon nga ato nga
makita sa Pilipinas? Kinsay
makasulti sa nagkalain-laing
kultura nga gipakita sa
hulagway?
Learner talks about how to take
care of their country.
Learners are able to give details on
how they can contribute in
keeping the Philippines nice and
beautiful.
Ask: Unsaon ninyo pagpabiling
nindot ang mga talan-awon
diri sa ato nga nasud?

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