REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 37
DAILY BLOCKS OF TIME
CONTENT FOCUS: I have responsibilities. 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 (Multimedia presentation shall be shown.)

Ask: Mga bata, unsay buhaton ta panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang atong 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... (Multimedia presentation shall be shown.)
(10 minutes) 3. Exercise (teacher directs the learners to follow the video exercise flashed on the screen)
08:10 - 08:20 Say: Karon atong sundon ang gipakita diha sa television.
01:10 - 01:20 4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with her.)
Ask: Pila man kabuok ang mga lalaki? Mga babaye? Pila man 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 eskuylahan unsay namatikdan ninyo sa panahon, adlawan ba? Dan-ag o hayag ba? Ulanon ba? Gabonon ba?
6. Checking of Calendar (Song: Lubi-lubi)
Ask: Unsa nga buwan karon? Unsa angpetsa gahapon? Karon? Ugma? Unsa nga adlaw gahapon? Karon? Ugma?
 7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulogan.
Ask: Kanus-a gani ta nisaulog sa ______________ (mention celebrations prior to this month’s) Karong bulana unsa ang atong saulogon?
Kinsa ang nagbirthday 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 man 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 gahapon? Sa niaging semana?

I have responsibilities to the I am responsible for my own I have responsibilities to others. I am responsible to prevent I am a responsible Filipino.
MESSAGE
environment. safety. bullying.

Say: Mga bata, sa niagi nga
semana naghisgot kita og
mga pamaagi sa pag-amping
sa mga tanom ug mga
mananap.
Ask: Kinsa ninyo ang aduna nga
mga tanom ug mananap?
Giunsa ninyo pag-atiman ang
mga tanom ug mga
mananap? Ngano nga
kinahanglan ampingan ang
QUESTION/S
mga tanom ug mga mananap
sa ato nga palibot?
The teacher shows a picture of
dirty environment.
Ask: Unsa ang nakita ninyo sa
hulagway? Unsaon nato
pagpaanindot ang ato nga
palibot? Unsa man ang ato
nga mga katungdanan aron
The teacher presents pictures of
earthquake, fire, flood or accident.
Ask: Mga bata, unsa ang nakita
ninyo? Unsa ang ato nga
buhaton para kanunay kita
nga luwas sa mga kalamidad
o kadaotan? Diri sa
eskwelahan, unsa ang
pagpangandam nga gibuhat
para luwas ta sa mga
kalamidad o kadaotan?
The teacher praises and recognizes
the children who participated.
Ask: Mga bata, unsa man ang ato
nga mga responsibilidad o
katungdanan para sa ato nga
pamilya? Sa ato nga
classmates o higala sa
eskwelahan o sa mga
katabang/ kaabag sa ato nga
komunidad? Ngano nga
kinahanglan man nato
buhaton ang ato nga mga
responsibilidad o
katungdanan isip usa ka bata
sa Kindergarten?
The teacher praises and recognizes
the children who participated.
The teacher will unlock the word Ask: Mga bata, unsa man ang ato
bullying/bully. nga mga responsibidad o
katungdanan sa ato nga
Ask: Mga bata nakasuway ba mo nasod nga Pilipinas o sa ato
nga gibugal-bugalan o nga yuta nga natawhan?
gisungog mo sa inyo nga mga Ngano nga kinahanglan man
higala? Unsa man ang inyo nato buhaton ang ato nga
nga gibati sa panahon nga mga responsibildad o
gibugal-bugalan o gisungog katungdanan sa pagka
mo? Kun kamo bugal-bugalan Pilipino?
o sungogon, unsa man ang
inyo nga buhaton? Unsa man The teacher praises and recognizes
usab ang inyo nga buhaton the children who participated.
para dili na kamo bugal-
bugalan o sungogon? Maayo
ba ang magbugal-bugal o
mosungog sa ato nga mga
classmates/ higala ug uban
pa?
The teacher praises and recognizes
the children who participated.
 mahimo nga maanindot ang
ato nga palibot?
Ngano nga kinahanglan nato
nga buhaton ang ato nga
mga katungdanan sa pag-
atiman niini?

The teacher praises and recognizes

the children who participated.

The teacher leads in singing the song and encourages the learners to join.
“Batang Buotan”
(Dinhi Malipayon)
TRANSITION
Batang buotan, batang buotan sa Dios kaluy-an
Batang buotan, batang buotan, pinanngga sa ginikanan
Busa mga bata, kita magbinuotan
Kay ang batang buotan pinangga sa ginikanan.

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 Activities (TSA) during the day. After 6 minutes, the teacher will transfer to Group 2. Then,
Group 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. She should at the same time be observant with what’s going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Jigsaw Sentences - Sulod sa duha ka kahon, adunay mga pulong nga inyo nga ipares-pares aron makamugna og phrase (ex. Maayong Buntag/Hapon/Gabii, Daghang Salamat,
WORK PERIOD 1 Walay Sapayan, Pasayloa Ako)
Group 3 - Mystery Words - Kini nga mga meta cards adunay pulong nga nakatago. Kini nga mga pulong nahisgotan sa ato nga leksiyon. Ukbon ang una nga meta card ug tagnaon ang
(45 minutes)
pulong. Apan kon dili pa matagnaan, ukbon na usab ang sunod nga meta card hantod nga matagnaan ang maong pulong.
08:20- 09:05
Group 4 - Go Huntin - Kada usa kaninyo hatagan og usa ka pulong. Pangitaon ninyo ang kapareho nga pulong diri sa sulod sa classroom.
01:20- 02:05 Group 5 - Go My Friend’s Portrait -Idibuho ang hulagway sa imo nga higala diha sa cardboard. Gamit ang glue, ipilit ang popsicle sticks sa kilid sa cardboard aron magsilbi nga frame ug
dayan-dayani kini.
Ask: May pangutana ba kamo bahin sa inyong buluhaton 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 na mo magsugod apan mga bata, dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw-lakaw or magdagan-dagan. Nasabtan ba?

(The teacher then goes to the first group to do the Teacher Supervised Activity.)
 Big book: My Responsibilities
Competencies:
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1).
 Nakaguguhit at
nakapagkukulay ng iba’t
ibang gawain tungkol sa pag-
aalaga ng kapaligiran. (SKMP-
00-2).
 Identify simple ways of
taking care of the
environment (PNEKE-00-4).
 Talk about one’s personal
experiences/narrates events
TEACHER SUPERVISED of the day (LLKOL-Ig-3).
ACTIVITY  Express simple ideas through
(The teacher moves symbols like drawings (LLKC-
from one group to 00-1).
another in facilitating Materials:
the TSA spending 6-7 Cartolina in half (crosswise)
minutes per group) for each learner, crayons,
pencils and markers
Procedure:
1. Talk about the word
“responsibility.” Ask the
learners if they know the
meaning and allow them to
share their ideas.
2. Ask them what they think are
their responsibilities to
themselves, other people,
and the environment.
3. Let them draw their ideas
about how to take care of
our environment. Let them
do this on a cartolina cut in
half. (crosswise)
Literature Based: Self Stick
Puppets
Competencies:
 Naipapakita ang simpleng
kahalagahan sa panahon ng
sakuna: lindol, baha, sunog,
at iba pa (KPKPKK-I4-4).
 Talk about one’s personal
experiences/ narrates events
of the day (LLKOL-Ig-3).
 Express one’s idea/ self freely
through creative ways (stick
puppets) based on story
listened to (LLKLC-00-13).
Materials:
cardboard, crayons, pencils,
markers, pair of scissors,
jumbo popsicle sticks, tape,
glue, scrap materials (paper
scraps, cloth, beads/sequins,
etc.)
Procedure:
1. Recall what happened in the
story and talk about the
characters.
2. Ask the learners that they will
make their own story
character based on
themselves.
3. They will make stick puppets
of their character by drawing,
and mounting it on a jumbo
popsicle stick.
Si Dindo
Si Dindo usa ka bata nga
alisto.
5 Classroom Norms
Competencies:
 Nagkakaroon ng kamalayan
sa damdamin ng iba (SEKEI-
00-2).
 Nakapagbubuo ng
pagkakaibigan (KMKPAra-00-
5).
 Nasasabi, nakilala at naipakita
ang kahalagahan ng
pakikibahagi (pagbabahagi ng
pagkain, laruan, gamit)
(KAKPS-00-16).
 Naipapakita ang kusang
pagtulong sa panahon ng
pangagailangan (KAKPS-00-
20).
Materials:
cartolina, markers, paper
strips, tape/glue
Preparation:
Draw a frame/ border
around the cartolina.
It may look like a scroll,
stone tablet, etc. Write the
title, “5 Classroom Norms”
and write the numerals 1 to
5 with enough space for
classroom norm.
Procedure:
1. Ask the learners,”What
should they do inside the
classroom?”
2. Discuss their responsibilities
to their teacher, classmates
and others.
3. They will give one classroom
norm.
Resource Person on Bullying
& Promise Card
Competencies:
 Use polite greetings and
courteous expressions in
appropriate situations
(LLKOL-Ia-1).
 Listen attentively to the
resource person. (LLKLC-00-
1).
 Relate personal experiences
to events in
stories/poems/songs listened
to (LLKLC-Ig-4).
Preparation:
Invite a resource person who
can explain “bullying” to the
learners, including the law
against it. This may be a
psychologist, a guidance
counselor, a community
volunteer, co-teacher, a
parent or from LGU.
Procedure:
1. Set rules on listening like use
of polite words, greetings
and other polite expressions.
2. Introduce the resource
person to the learners.
3. Allow the learners to listen,
ask questions and share their
own ideas and experiences
about bullying.
4. Process the experience by
asking questions afterwards.
Big book: My Responsibilities
Competencies:
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1).
 Nakaguguhit at
nakapagkukulay ng iba’t
ibang gawain tungkol sa pag-
aalaga ng kapaligiran. (SKMP-
00-2).
 Identify simple ways of
taking care of the
environment (PNEKE-00-4).
 Talk about one’s personal
experiences/narrates events
of the day (LLKOL-Ig-3).
 Express simple ideas through
symbols like drawings (LLKC-
00-1).
Materials:
Cartolina in half (crosswise)
for each learner, crayons,
pencils and markers
Procedure:
1. Talk about the word
“responsibility”. Ask the
learners if they know the
meaning and allow them to
share their ideas.
2. Ask them what they think are
their responsibilities to
themselves, other people,
and the environment.
3. Let them draw their ideas on
how to take care of our
environment on one half of a
cartolina.
 4. Use this book during Story Usa aka adlaw niana diin wala 4. The teacher will write their 4. Use this book during Story
time. ang ilang mama, may linog answers on the cartolina. time.
nga nahitabo sa ilang lugar. 5. The group will read the 5
Diha-diha gikuha niya ang classroom norms written in
iyang mga manghod ug the cartolina with the
nitago sila ilalom sa lamesa. guidance of the teacher.
Unya pagkataud-taud, kalma
sila nga nigawas sa ilang
balay ug niadto sa hawan nga
lugar.
Gi-atiman niya pag-ayo ang
iyang mga manghod.
Pag-abot sa iyang mama,
nalipay pag-ayo kini kay
walay dautan nga nahitabo
nila.
Gigakos niya si Dindo ug
gipasalamatan.

 Talk about one’s  Infer how the character in  Tell some classroom norms.  Use polite greetings and  Show respect to the
responsibility. the story felt. courteous expressions in Philippine Flag.
LEARNING
appropriate situations.
CHECKPOINTS
 Listen attentively to the
resource person.

Reminder: The teachers are 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.
INDEPENDENT
ACTIVITIES
1. TSA(First group) 1. Go My Friend’s Portrait 1. Go Hunting 1. Mystery Words 1. Jigsaw Sentences
2. Jigsaw Sentences 2. TSA (First group) 2. Go My Friend’s Portrait 2. Go Hunting 2. Mystery Words
3. Mystery Words 3. Jigsaw Sentences 3. TSA (First group) 3. Go My Friend’s Portrait 3. Go Hunting
4. Go Hunting 4. Mystery Words 4. Jigsaw Sentences 4. TSA(First group) 4. Go My Friend’s Portrait
5. Go My Friend’s Portrait 5. Go Hunting 5. Mystery Words 5. Jigsaw Sentences 5. TSA (First group)
Letter Jigsaw Sentences
Competency:
 Use polite greetings and courteous expressions in appropriate situations (LLKOL-Ia-1).
a) Good Morning/Good Afternoon
b) Thank you/You’re Welcome
c) Excuse me/I’m Sorry
Preparation:
Write down words on jigsaw puzzle pieces. These may be polite words and expressions or ways of helping.
Suggestions:
a) Good Morning/ Afternoon/Evening/ Night
b) Thank you/ You’re Welcome
c) Excuse Me/ I’m Sorry
d) I can… (think of many tasks they can do)
Procedure:
1. Put the two parts of the jigsaw phrases in separate boxes.
2. Allow the learners to put together the two words/ phrases to make sense.

Mystery Words:
Competencies:
 Retell in 1 to 3 sentences through pictures and dramatization (LLKOL-Ih-12).
 Identify the sounds of letters orally given (LLKPA-Ig-1).
Preparation:
Write letter of words talked about in class. Cover each letter with paper.
Example:
g i r l
Suggestions:
bully, classmate, parents, Philippines, rules, friends
Procedure:
1. Learners get a strip of paper with a hidden word under the paper squares.
2. She/He peeks through the first letter and tries to guess the word. Remind them that these words are ones that were discussed in class.
3. Continue guessing while peeking through letter per letter.

Go Hunting Go
Competency:
 Tell which two letters, numbers or words in a group are the same (LLKVPD-Ie-4).
Materials:
keywords written in strips of paper
 Preparation:
On strips of paper, write down words talked about in class: responsibility, bullying, friendship, obedience. Hide these words around the classroom.
Procedure:
1. Tell the learners to look for the same words posted around the classroom.
2. Give them one word that they need to look for. Show them how it is written.
My Friend’s Portrait
Competencies:
 Nakapagbubuo ng pagkakaibigan (KMKPAra-00-5).
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4).
 Nakapupunit, nakapaggupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7).
 Express simple ideas through symbols like drawings. (LLKC-00-1).
Materials:
cardboard cut in 4 x 6 rectangles, popsicle sticks, art materials, glue, markers, yarn and picture of the learners
Procedure:
1. Ask the learners to identify the name of their bestfriend.
2. They will create a frame made of cardboard and popsicle sticks.
3. They will paste their friend’s picture provided by the teacher on the cardboard frame.
4. Decorate the frame with available art materials.
5. They will write the name of their friend on the bottom of the frame.
6. A yarn may be taped as a portrait hanger.

 Use polite greetings and courteous expressions in appropriate situations.

LEARNING  Give the sound of letters and match the letter sound to its letter form.
CHECKPOINTS  Express simple ideas through symbols like drawings.
 Tell which two letters, numbers or words in a group are the same.

The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away
the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.

“Batang Buotan”
(Dinhi Malipayon)
TRANSITION
Batang buotan, batang buotan sa Dios kaluy-an
Batang buotan, batang buotan, pinanngga sa ginikanan
Busa mga bata, kita magbinuotan
Kay ang batang buotan pinangga sa ginikanan.
 MEETING TIME 2
(10 minutes) The teacher asks questions about the activities in Work Period 1, or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also be asked to share their
09:05 - 09:15 work to the class.
02:05 - 02:15

Ask: Sa inyo nga pagka
Kindergarten nga bata, unsa
man ang inyo nga mga
responsibilidad o mga
QUESTIONS/ACTIVITY
katungdanan sa ato nga
palibot?
Ask: Unsa man ang ato nga
buhaton sa panahon nga
adunay kalamidad nga
moabot kanato?
Ask: Mga bata, ngano nga Ask: Unsa man ang inyo nga nakat- Ask: Mga bata, unsaon man ninyo
importante man ang onan gikan sa ato nga guest pagpakita ang pagrespeto sa
pagtahod sa ato nga isig ka speaker? Philippine Flag?
tawo? Ngano nga importante
man nga mosunod ta sa mga
sugo sa ato nga ginikanan,
maestra ug sa mga magulang
pa kanato?

The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
“Batang Buotan”
(Dinhi Malipayon)
TRANSITION
Batang buotan, batang buotan sa Dios kaluy-an
Batang buotan, batang buotan, pinanngga sa ginikanan
Busa mga bata, kitang tanan magbinuotan
Kay ang batang buotan pinangga sa ginikanan.

The teacher assists and guides the children as they eat their snacks.
1. Instruct the children to fall in line, go to the washing area, show to them how to wash their hands, and then go back to their seats.
2. Let the learners get their snacks.
SUPERVISED RECESS 3. Start with a prayer.
(15 minutes) 4. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
09:15- 09:30 5. Eats with the learners.
02:15 -02:30 6. After eating, guide and show the children the proper way of disposing garbage.
7. After disposing the garbage, shows the proper way of tooth brushing.

(A song of thanksgiving may be sung to signal the end of Recess Time.)

 Mag-andam na Kita
(Farmer in the Dell)

Mag-andam na kita,
TRANSITION TO
Mag-andam na kita
QUIET TIME
Hipuson ta ang mga butang sa atong lamesa
Ilabay ang sagbot
Manghunaw sa kamot
Ang baba itak-om
Aron kita mahilom

QUIET TIME
(10 minutes) Say: Karon mupahulay usa ta. Magpatukar ko og cassette ug maminaw ta sa music. Pwede ra maglingkod, mupiyong sa inyo nga mga mata, muhigda ug uban pa basta dili magbasa.
09:30- 09:40 (During this time children can rest or engage in relaxing activities)
02:30- 02:40

Higalang Libro
(Kaibigang Libro)

Ako ang inyong higala, higalang libro

Andam sa kanunay nga muestorya kaninyo
Ampingan ninyo ako, higugmaon ninyo ako
TRANSITION TO Ako ang inyong higalang libro.
STORY TIME

Chorus:
Ayaw ko tumbi, ayaw ko lingkuri, ayaw usab gisia ang akong panid.
Ako ang inyong higala, higalang libro
Andam sa kanunay nga muestorya kaninyo
Ampingan ninyo ako, higugmaon ninyo ako
Ako ang inyong higalang libro.
STORY TIME Atan ang Batang Buotan
Sugilanon ni: Lovely Ann Gaco
(15 minutes)
Dibuho ni: Richard Peter David
09:40- 09:55
02:40- 02:55
Nisilang ang adlaw sa mabugnaw nga kabuntagon.
“Atan, bangon na. Kaligo na,” matod pa sa iyang mama.
Nanghiwid siya ug gitarong niya ang iyang higdaanan. Naligo si Atan ug pagkahuman, nag-ilis siya.
Namahaw siya ug nangandam para sa eskwelahan.
Nagdali ang Mama ni Atan paghatod kaniya ngadto sa eskwelahan.
Daghan ug paspas ang mga motorsiklo ug mga sakyanan sa karsada samtang naglakaw sila padulong sa eskwelahan.
Nilinya sa Atan kauban sa iyang mga classmates ug dungan silang nikanta sa nasudnong awit.
Namili si Atan ug ang iyang mga classmates sa mga buluhaton sulod sa classroom.
Sa ilang pagpangaon, gitabangan ni Atan ang iyang mga classmate nga naglisod og abli sa ilang mga balonan.
Nanghipos sila sa ilang gikan-an. Pagkahuman sa klase, nanamilit si Atan sa iyang mga classmates.
Ba-bye, magkita na usab ta ugma ha?

A. Book and Print Awareness
Say: Aduna koy bag- o nga
estorya. Nag-ulohan og “Atan
ang Batang Buotan.” Gisulat
ni Lovely Ann Gaco. Gidibuho
ni Richard Peter David.
B. Define difficult words
The teacher uses flashcards
and read the following words:
Nisilang ang adlaw –
PRE-READING nisidlak/ninggawas ang adlaw
Nasudnong-awit – kanta alang
sa Pilipinas
C. Motivation-MotiveTandem
Question/s:
Ask: Unsa ang inyo nga
gibuhat inig mata ninyo sa
buntag? Unsa man ang
gibuhat ni Atan pagmata niya
sa buntag?
A. Book and Print Awareness
Say: Ang ato nga estorya nag-
ulohan og “Atan ang Batang
Buotan.” Gisulat ni Lovely Ann
Gaco. Gidibuho ni Richard
Peter David.
B. Motivation-Motive Tandem
Question/s:
Ask: Unsa man ang imo nga
buhaton aron malikay sa
peligro samtang naglakaw sa
karsada? Asa niagi si Atan ug
ang iya nga Mama samtang
naglakaw sila padulong sa
eskwelahan?
A. Book and Print Awareness
Say: Ang atong estorya niining
semanaha nag-ulohan og
“Atan ang Batang Buotan.”
B. Motivation-Motive Tandem
Question/s:
Ask: Unsa ang imo nga
buhaton aron makatabang ka
sa imo nga classmate? Giunsa
ni Atan pagtabang ang iya nga
mga classmate?
A. Book and Print Awareness
Ask: Unsa ang ulohan sa ato
nga estorya? Kinsa and
nagsulat? Ang nagdibuho?
The teacher will show the
wordless picture book.
Karon, kamo na usab ang mo
estorya kabahin sa “Atan ang
Batang Buotan.”
A. Book and Print Awareness
Say: Unsa ang ulohan sa ato
nga estorya? Kinsa ang
nagsulat? Ang nagdibuho?
Were you able to do your
homework? Kuhaa ang inyo
nga homework and be ready
for our sharing.
 Modelled Reading
Nisilang ang adlaw sa
mabugnaw nga kabuntagon.
“Atan, bangon na. Kaligo na,”
matod pa sa iyang mama.
Nanghiwid siya ug gitarong niya
ang iyang higdaanan. Naligo si
Atan ug pagkahuman, nag-ilis
siya. Namahaw siya ug
nangandam para sa eskwelahan.
Nagdali ang Mama ni Atan
paghatod kaniya ngadto sa
eskwelahan. Daghan ug paspas
ang mga motorsiklo ug mga
sakyanan sa karsada samtang
naglakaw sila padulong sa
eskwelahan. Nilinya sa Atan
DURING READING kauban sa iyang mga classmates
ug dungan silang nikanta sa
nasudnong awit. Namili si Atan
ug ang iyang mga classmates sa
mga buluhaton sulod sa
classroom. Sa ilang
pagpangaon, gitabangan ni
Atan ang iyang mga classmate
nga naglisod og abli sa ilang
mga balonan. Nanghipos sila
sa ilang gikan-an. Pagkahuman sa
klase, nanamilit si Atan sa iyang
mga classmates. Ba-bye,
magkita na usab ta ugma ha?
Guided Reading
Atan ang Batang Buotan
(Continue telling the story.
Let the learners participate by
asking questions and letting
them finish parts of the story.)
Nisilang ang adlaw sa
mabugnaw nga kabuntagon.
“Atan, bangon na. Kaligo
na.”
Kinsa ang ngalan sa bata?
Nanghiwid siya ug gitarong ang
iyang higdaanan. Naligo si Atan
ug pagkahuman, nag-ilis siya.
Namahaw siya ug nangandam
para sa eskwelahan.
Unsa ang gibuhat ni Atan
pagmata niya?
Nagdali ang Mama ni Atan
paghatod kaniya ngadto sa
______________.
Daghan ug paspas ang
mga _________________
ug mga _______________ sa
karsada samtang naglakaw sila
padulong sa skwelahan.
Nilinya si ________ kauban ang
iyang mga classmates ug dungan
silang nikanta sa _________.
Shared Reading Independent Reading Application
Guide the learners by asking Call 4-5 pupils to retell the story. Suggested activities:
questions for them to retell the  Coloring
story. Kinsa may mo una?  Puzzles
Ang musunod og share kay si  Act-out/Role play
Ask: Kinsa ang bata sa estorya? _________? And so on.
Unsa ang iyang gibuhat pagmata
sa buntag?
Kinsa ang naghatod niya sa
eskuylahan?
Asa sila niagi padulong sa
eskuylahan?
Unsa ang iyang nakita sa
karsada?
Unsa ang ilang gibuhat sa wala
pa sila nikanta?
Unsa ang ilang gikanta?
Giunsa pagtabang ni Atan ang iya
nga mga classmates?
Unsa ang ila nga gibuhat
pagkahuman og kaon?
Unsa ang ilang gibuhat
pagkahuman sa klase?
 Namili si Atan ug ang iyang mga
classmates sa mga buluhaton
sulod sa _________.

Sa ilang pagpangaon,
gitabangan ni Atan ang iyang
mga classmate nga naglisod
og abli sa ilang mga
_________.
Nanghipos sila sa ilang gikan-an.
Pagkahuman sa klase, nanamilit
si ________ sa iyang mga
classmates.
Ba-bye magkita na usab ta ugma
ha?

Ask: Unsa man ang gibuhat ni Ask: Asa niagi si Atan ug ang iya
Atan pagmata niya sa nga Mama padulong sa
buntag? eskwelahan? Kinsa ang
POST READING
naghatod ni Atan sa
eskuylahan? Unsa ang nakita
ni Atan sa karsada?
Ask: Giunsa ni Atan pagtabang ang Note: As homework, let the Ask: Unsa ang inyo nga gibuhat?
iya nga mga classmate? learners draw the people Let’s give ourselves a big
Gawas sa inyo nga mga whom they have helped. round of applause.
classmates, kinsa pa ang
angay ninyo nga tabangan?
Unsaon ninyo sila pagtabang?

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

Batang Buotan
(Dinhi Malipayon)
TRANSITION
Batang buotan, batang buotan sa Dios kaluy-an
Batang buotan, batang buotan, pinanngga sa ginikanan
Busa mga bata, kitang tanan magbinuotan
Kay ang batang buotan pinangga sa ginikanan.

The teacher gives clear instructions to the learners as a group on how to do the different independent activities. (IAs)
 WORK PERIOD 2 Group 1 - Responsibility Game Board - Kada usa ka ninyo magpuli-puli og ligid sa dice. Ibutang ang counter sa numero nga nigawas paghuman og ligid sa dice. Kung ang player
(40 minutes) matunong sa blangko nga kahon, magpundo siya diha sa kahon. Kon matunong sa hulagway nga nagpakita og responsible o luwas nga buhat, musaka siya sa hagdan. Kon
09:55-10:35 matunong sa dili luwas nga buhat, munaog siya. Ang una nga player nga makaabot sa finish line mao ang modaog.
02:55- 03:35 Group 2 - Clock and Responsibility Match - Magpakita ang magtutudlo og poster nga adunay oras aron masundogan sa mga bata. Say: Kada usa ninyo mukuha og tagsa ka board sa
orasan. Ibutang ang hustong oras niini. Kung mahuman na kamo, pwede nga makigbaylo kamo sa inyong kauban sa grupo.
Group 3 - Clock Making (with skip counting by 5) - Kada usa ninyo magkuha og paper plate, marker ug eyelet fastener diha sa tray. Sulati og 1-12 ang paper plate. Sunda ang gipakita
sa magtutudlo. Ibutang ang eyelet fasterner sa tunga nga bahin uban ang oras ug minuto nga mga kamot sa orasan.
Group 4 - Find, Tally and Graph - Adunay tally sheet ug mga simbolo sa paglikay sa aksidente. Pangitaa ang pareho nga simbolo, ihapa ug isulat sa tally sheet og pila kini kabuok.
I-graph ang mga nakasulat sa tally sheet.
Group 5 - This will be the first group that the teacher shall deal with the Teacher Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2. Then, Group 3,
4, and 5. Reminder: Since that 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. She should at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.
Ask: May pangutana ba kamo bahin sa inyong buluhaton kada grupo? Group 2, 3, 4, 5, aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When the
children are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw or magdagan dagan. Nasabtan ba?

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

Human Clock
Competencies:
 Recognize that a clock and a
watch tell time (MKME-00-5)
 Recognize and name the
hour and minute hands in a
TEACHER SUPERVISED clock (MKME-00-6)
ACTIVITY  Tell time by the hour (MKME-
(The teacher moves 00-7)
from one group to  Tell the time of day when
another in facilitating activities are being done,
the TSA spending 6-7 e.g., morning, afternoon,
minutes per group) night ( MKME -00-3)
Materials:
number cards 1-12, picture
cards of household
chores/routines such as:
eating breakfast, taking
afternoon nap, helping out
Road to Safety
Competencies:
 Naipakikita ang simplena
kahandaan sa panahon ng
sakuna: lindol, baha, sunog,
atbp. (KPKPKK-Ih-4)
 Nakasasali sa mga laro, o
anumang pisikal na gawain at
iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
Materials:
giant board game, dice
Preparation:
Make a giant board game
with a starting point (child in
danger) and end point (adult
to help the child), circle with
numbers, pictures of safety
measures.
Responsibility to Others Graph
Competencies:
 Collect data on one variable
(e.g., sex /boys or girls)
through observation and
asking questions (MKAP-00-
1)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
Procedure:
1. Post a big chart on the
board with pictures of
father, mother, sibling,
teacher, and classmates.
2. Ask the learners what are
their responsibilities for
these people.
Problem Solving
Competencies:
 Count objects with one-to-
one correspondence up to
quantities of 10 ( MKC -00-7)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition (MKAT-00-3)
 Take away a quantity from a
given set using concrete
objects to represent the
concept of subtraction (
MKAT -00-4)
 Use a variety of materials
and communicate strategies
used to determine answers
to addition and subtraction
problems listened to
( MKAT -00-10)
Responsibility Call Out
Competencies:
 Complete patterns (MKSC-
00-19)
 Reproduce and extend
patterns (MKSC-00-20)
 Create own patterns (MKSC-
00-21)
Procedure:
1. Provide the learners with
picture cards of responsible
children.
2. Prepare a draw box with the
same picture cards.
3. Decide a specific pattern to
build for each round.
4. Call out the picture taken
from the draw box, provide a
little explanation on how
 with the dishes, going to
bed, etc.)
Procedure:
1. Rote count up to 12.
2. Explain to the learners that
the clock tells time. Point to
them the hour hand and how
to tell the time by the hour.
3. Put the number cards on the
floor, forming a circle,
pretending the floor is a
clock.
4. Choose a pair of learners and
ask one of them to lie down
in the middle of the circle.
The learner will use his/her
hands to show a specific
time.
5. Let the other learner pick a
picture card of a particular
responsibility or routine
during the day.
6. This learner will help the
volunteer learner to show
the correct time when this
responsibility/routine is
done.
7. Choose another pair and
repeat the procedure.
8. A supplemental worksheet
can be answered after
everyone has taken their
turn to be the human clock
9. Tell the time of day when
activities are being done,
e.g., morning, afternoon,
night.
Procedure:
1. On the floor, put the giant
board game.
2. To play the game, the
players roll the dice and
step on each of the circles,
counting the numbers out
loud.
3. First player to reach the end
wins.
4. Supplemental worksheet
maybe given.
Ask: Unsa ang angay nato nga
buhaton aron malikayan nato
ang aksidente? Unsa ang
angay nato nga buhaton kon
adunay katalagman nga
mahitabo?
3. Write down their responses
in the blocks/boxes in the
graph, across the
appropriate person
(e.g. mother – help her in
going to the market).
4. After everyone has given a
response, tally the blocks for
each person.
5. Discuss the results of the
graph. (For example, who
has the most
responsibilities?)
6. The class may decide to add
other people whom they
think they have
responsibilities to.
 Solve simple addition and that picture shows
subtraction number stories responsibility.
(up to quantities of 10) read 5. The first child to create a
by the teacher using a pattern successfully will be
variety of ways (e.g., declared winner.
concrete materials, 6. Do as many rounds as the
drawings) and describe and time permits.
explain the strategies used
(MKAT -00-11)
Procedure:
1. Help children in tracing their
hands on a blank sheet of
paper.
2. Give them a problem solving
question that they must fill
out the blanks with the
correct answer. (See
illustration below.)
3. Ask the children to draw on
the hands the counters so
they can answer the
questions.
  Recognize and name the  Tell possible outcomes of  Create and discuss simple  Solve addition and  Complete, reproduce and
hour and minute hands in a familiar events pictographs subtraction word problems extend, and create
LEARNING clock. patterns
CHECKPOINTS  Tell time by the hour.
 Tell the time of day when
activities are being done

1. TSA (First group for TSA) 1. Find, Tally, & Graph 1. Clock Making 1. Clock & Responsibility Match 1. Responsibility Game Board
2. Responsibility Game Board 2. TSA (First group for TSA) 2. Find, Tally, & Graph 2. Clock Making 2. Clock & Responsibility Match
3. Clock & Responsibility Match 3. Responsibility Game Board 3. TSA (First group for TSA) 3. Find, Tally, & Graph 3. Clock Making
4. Clock Making 4. Clock & Responsibility Match 4. Responsibility Game Board 4. TSA (First group for TSA) 4. Find, Tally, & Graph
5. Find, Tally, & Graph 5. Clock Making 5. Clock & Responsibility Match 5. Responsibility Game Board 5. TSA (First group for TSA)

Responsibility Game Board

Competencies:
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Tells possible outcomes of familiar events (e.g., what to wear on a sunny/rainy days, running fast on a wet and slippery corridor, etc.) (MKAP-00-5)
Materials:
game board like “Snakes and Ladders” with pictures showing responsible or safe acts and irresponsible or unsafe acts, dice, counters
Procedure:
INDEPENDENT 1. Each player takes turns rolling the dice and adding the dots.
ACTIVITIES 2. Put the counter to the box of the number rolled.
3. They must follow the instructions on the box they land on, whether to stay put, go up, or slide down.
a. If the player lands on a blank box, he/she will stay put.
b. If the player lands on a picture showing a responsible or safe act, he/she will go up the ladder.
c. If the player lands on a picture showing an irresponsible or unsafe act, he/she will go slide down the snake.
4. The first player to reach the end of the board will be the winner.

Clock and Responsibility Match

Competencies:
 Recognize that a clock and a watch tell time (MKME-00-5)
 Recognize and name the hour and minute hands in a clock (MKME-00-6) • Tell time by the hour (MKME-00-7)
 Tell the time of day when activities are being done, e.g., morning, afternoon, night ( MKME -00-3)
Materials:
boards that show a picture of a specific responsibility during the day and a blank clock at the side, together with a digital time at the bottom, marker or chalk.
 Procedure:
1. Allow each child to get one board and place the correct time on the blank clock.
2. They can exchange with other children if they are done, or get a new card.
3. Provide a poster with time that the children can use a cue.

Clock Making (with skip counting by 5)

Competencies:
 Recognize that a clock and a watch tell time (MKME-00-5)
 Recognize and name the hour and minute hands in a clock (MKME-00-6)
 Read and write numerals 0 to 10 (MKC-00-3)
Materials:
paper plate, marker, eyelet fastener, cardboard hour and minute hand
Procedure:
1. Give each learner a paper plate, marker, and eyelet fastener.
2. Guide them in identifying, reading and writing the numbers 1-12 around the clock, using the marker.
3. Put the eyelet faster and the hour and minute hand in the middle of the paper plate.
4. Use the clock to tell time.

Find, Tally, and Graph

Competencies:
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7) Sample Worksheet
 Read and write numerals 0 to 10 (MKC-00-3)
Materials:
worksheet showing safety signs (see sample on the next page)
Procedure:
1. Give learners a tally sheet with pictures of safety signs.
2. They will look at the signs then match, tally, and count how many of safety signs are shown.
3. Then they will graph their tally.

LEARNING  Recognize that a clock and a watch will tell time.

CHECKPOINTS  Recognize and name the hour and minute hands in a clock.

The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing
TRANSITION away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Free Play
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,
pagsasayaw (KPKGM-Ig-3)
 Listen discriminately and
respond appropriately, i.e.,
INDOOR/OUTDOOR speak loudly/softly when
GAMES asked, asked to adjust
(20 minutes) volume of television/radio
10:35 - 10:55 (LLKAPD-Id-6)
03:35 - 03:55 Materials:
chairs, scenarios on safe and
unsafe situations,
answerable by “right” or
“wrong”
Procedure:
1. Place 5 chairs close to each
other. Make two lines.
2. Group the learners into 2.
Have them stand behind the
2 lines of chairs.
Obstacle Course to Safety
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,
pagsasayaw (KPKGM-Ig-3)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
Materials:
chairs, scenarios on safe and
unsafe situations, answerable
by “right” or “wrong”
Procedure:
1. Place 5 chairs close to
each other. Make two
lines.
2. Group the learners into 2.
Have them stand behind
the 2 lines of chairs.
“Manghipos Na”
(Are You Sleeping)
Manghipos na, manghipos na
Manghipos na ta, manghipos na ta
Ang tanan mutabang, dulaan hipuson
Manghipos na, manghipos na
Mother Says
Competencies:
 Nakasasali sa mga laro, o
anumang pisikal na gawain at
iba’t ibang paraan ng pag-
eehersisyo (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)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust volume
of television/radio (LLKAPD-
Id-6)
 Give 1- to 2-step oral
directions (LLKOL-00-8)
Procedure:
1. Played like Simon Says.
Be a Buddy, Not a Bully
Competencies:
 Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng pag-
eehersisyo (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)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
Procedure:
1. Ask the players to form a big
circle.
Free Play
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, pag-eehersisyo,
pagsasayaw (KPKGM-Ig-3)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
 Materials: chairs, scenarios
on safe and unsafe
situations, answerable by
“right” or “wrong”
Procedure:
1. Place 5 chairs close to each
other. Make two lines.
2. Group the learners into 2.
Have them stand behind the
2 lines of chairs.
 3. Give a scenario. Learners
will try to race to answer
“Right” or “Wrong”.
4. The learner who answered
correctly will then remove
one chair from his/her line.
5. The first group that can clear
all the “obstacle chairs” wins
the game.
LEARNING
 Develop the learner’ teamwork and sportsmanship.
CHECKPOINTS
The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition
song or countdown may be used.
TRANSITION
MEETING TIME 3
(5 minutes) Ask: Unsa ang inyo nga nakat-
10:55 - 11:00 onan karon sa ato nga klase?
03:55 - 04:00 Mga bata, unsa ang ato nga
buhaton para mahimo nga
limpyo kanunay ang ato nga
WRAP-UP/ palibot?
QUESTIONS/ACTIVITY
3. Give a scenario. Learners
will try to race to answer
“Right” or “Wrong”.
4. The learner who
answered correctly will
then remove one chair
from his/her line.
5. The first group that can
clear all the “obstacle
chairs” wins the game.
Ask: Mga bata, unsa ang mga
kalamidad nga ato nga dapat
pangandaman? Unsaon nato
pangpangandam alang sa
umaabot nga kalamidad
sama sa bagyo? Linog?
Sunog?
2. Give oral instructions for the
players to follow. Start with
one instruction then add
another or more complicated
actions.
3. When you don’t say “Mother
Says…” the players must not
move.
4. Players who move when a
name other than mother is
said or were not able to
follow instructions will be out
of the game.
“Linya Na”
(Manang Biday)
Dali na mo, mangandam na ta
Mga butang ninyo hiposa
Pangandam na kay maglinya ta
Aron maka-uli nata
Ask: Mga bata, kinsa ang ato nga
dapat respetohon? Unsaon
nato pagpakita ang ato nga
respeto sa ato nga inahan ug
amahan? Magtutudlo? Uban
nga mga bata?
2. While the players march
around the circle, say “Be a
buddy, not a bully” over and
over again.
3. When you say “Be a buddy!”
the players will hold both
hands of the next to him/her.
4. When you say “Not a bully!”
the players will hold both
hands of the next to him/her.
5. When you say “Shuffle!”
players change places.
Ask: Mga bata, unsa ang bullying?
Kung ikaw ang gi-bully, unsa
ang angay nga buhaton?
Say: Mga bata, kinahanglan nga
pirmi tang magbinuotan sa
tanan nga oras sa ato nga
balay, sa eskwelahan o bisan
asa man kita.
3. Give a scenario. Learners will
try to race to answer “Right”
or “Wrong”.
4. The learner who answered
correctly will then remove
one chair from his/her line.
5. The first group that can clear
all the “obstacle chairs” wins
the game.
Ask: Mga bata, unsaon nato
pagpakita og respeto ug
gugma sa ato nga nasod nga
Pilipinas? Unsa ang ulohan sa
ato nga nasudnong awit?
Mga bata ayaw kalimot nga
kinahanglan ta murespeto sa
ato nga Philippine flag sa
 bisan asa nga lugar kay kini
nagpamatuod sa ato nga
pagka Pilipino.

DISMISSAL ROUTINE
 Song
I keep my hands rolling, rolling, rolling
I keep my hands waving, waving
 Prayer
DISMISSAL ROUTINE “Thank You Prayer”
 Reminders
When we form our lines, no pushing, no running. Just walk slowly and carefully.
 Dismissal Signal
“High Five”
All kids will raise their hands and their teacher will give them “high five” as a signal that they can go out

Prepared by and Quality Assured by: TAGBILARAN CITY DIVISION