Republic of the Philippines

Department of Education
Region V
Castilla West District
SCHOOLS DIVISION OF SORSOGON
Burabod Elementary School
Burabod Castilla Sorsogon

Date: ___________
Prepared by: BEBELYN L. ARINGO
Kindergarten Teacher

LESSON PLAN IN KINDERGARTEN

Blocks of time

I. OBJECTIVES:
At the end of the lesson, the pupils are expected to:
a. Name common objects/things in the environment (in school, home, and community)
b. Name the places and the things found in the classroom, school and community
c. Express simple ideas through symbols
d. Mold clay into letters
e. Group objects that are alike
f. Sort and classify objects according to one attribute/property (shape, color, size,
function/use)
g. Recognize simple shapes in the environment
h. Identify two to three dimensional shapes: square, circle, triangle, rectangle
i. Identify objects in the environment that has the same shape as a sphere, cube, cylinder

II. SUBJECT MATTER:

a. Content Focus: I belong to a Kindergarten Class.

b. Topics
- Labeling Areas / Things in the Classroom
- Clay Molding
- Classroom Map
- Shape hunting
c. Reference :
- NKCG 2017
d. Materias :
- Labeling Areas / Things in the Classroom: Materials: strips of paper, masking tape,
crayons/markers
- Clay Molding: Materials: playdough, individual name cards
- Classroom Map: Materials: Manila paper, scratch papers, pencils, crayons
- Shape hunting: Materials: paper cut-out of square, circle, triangle, rectangle; plastic
trays

III. PROCEDURE:
A. Meeting time I
a. Prayer
b. Classroom orientation
c. Attendance check
d. Weather check/day check
e. Songs/rhymes
 f. Recall of the past lesson
g. Questions:
- What are the different areas in the classroom?
- What do you see in each area?
- What can we do in each area?

h. Message:
- Our classroom has different areas. Each area can be used in different ways

B. Work period I
a. Teacher Supervised
Labeling Areas / Things in the Classroom
Materials: strips of paper, masking tape, crayons/markers
Procedure:
1. Let the learners write a label for each object in the classroom (blackboard, pencil,
table, etc.) and the areas of the classroom (Block Area, Reading Area, Art Area, etc.). If
the learner cannot spell the words on his/her own yet, write the word on a card and the
learner will copy the word from the model.
2. Ask them to stick these labels to these things/areas using masking tape.
b. Independent:
Clay Molding
Materials: playdough, individual name cards
Procedure:
1. Give each learner playdough or a bar of clay.
2. Distribute cards with initial letters of the learners’ name.
3. Have each learner form the initial letter of their name using clay.
C. Meeting time II
- Songs/rhyme

D. Work period II
a. Teacher Supervised
Classroom Map
Materials: Manila paper, scratch papers, pencils, crayons
Preparation: Label the map using pencil to show the important areas in the classroom
to guide the learners in the actual mapping activity.
Procedure:
1. Ask the learners to look around the classroom and identify the areas.
2. Give them a piece of paper and ask them to draw an area, with the things they see
there and help them label the area.
3. Lay out the pieces of papers and talk about how they are arranged in the classroom –
What is beside what area? What comes next? What is behind it?
4. Paste them on the Manila paper.
b. Independent:
Shape Hunting
Materials: paper cut-out of square, circle, triangle, rectangle; plastic trays
Procedure:
1. Group the learners into 3 or 4.
2. Let them draw a paper cut-out of the shapes.
3. They will look for objects around the room with the same shape as what they have.
 4. They will put these objects in the tray.
5. The winner is the learner who has played all dominoes, or the learner with the
smallest number of dominoes when all learners must pass.
Note: Teachers can also make their own tactile geometry domino cards using glue and
card board paper. First, cut the card board paper into rectangle strips, then draw the
shapes. Trace the outline of the shape using glue or glue gun, then let it dry. The dried
glue will create a raised outline of the shapes that other children, especially those with
visual impairment can trace when playing.
E. Snack time:
a. Prayer
b. Snack time routine
c. Cleaning time
F. Quiet time
G. Story time
H. Indoor/outdoor activity
I. Meeting time III
a. Prayer
b. Homeward routine: talk about safety precautions in going home
c. Goodbye song
J. Giving of rewards to very good pupils