REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 20
DAILY BLOCKS OF
TIME CONTENT FOCUS: I have a family. QUARTER: Second

BLOCKS OF TIME MONDAY TUESDAY WEDSNESDAY 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
08:00 - 08:10
while 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

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...
(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?

My family is unique. We care for one another in My family members help one My family provides my food, My family celebrates Family Day
MESSAGE
our family. another by doing different roles. shelter and clothing needs. in school.

Ask: Unsa ang inyong ikasulti
sa pulong nga unique?
QUESTION/S Unsa ang nakapahimo sa
pamilya nga unique o
talagsaon? Kinsa ang mga
sakop sa pamilya?
Ask: Unsaon man nato pag-
atiman ang matag
sakop/membro sa pamilya?
Ask: Unsa man ang ato nga
mga buluhaton isip usa ka
sakop sa pamilya? Sa
unsa nga paagi kita
makatabang sa atong
pamilya?
Ask: Unsa ang atong mga Ask: Unsa man ang mga kalihokan
panginahanglan nga nahatag sa eskuylahan nga
sa atong pamilya/ gitambongan sa inyonga
ginikanan? pamilya?

The teacher leads in singing the song and encourages the learners to join.

Asa Si Tatay?
(Are You Sleeping?

TRANSITION Asa si Tatay? Asa si Tatay?

Dia ra ako. Dia ra ako.
Kumusta ka Tatay? Kumusta ka Tatay?
Maayo man. Maayo man.

(Replace the character to Nanay, Ate, Kuya, Baby)

WORK PERIOD 1
(45 minutes) The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).
08:20- 09:05
 01:20- 02:05 Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (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. 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 - Letter Mosaic (Uu) (My Family is unique) - Pili-a ang letra nga Uu. Butangan ug mosaic materials ang letra nga
Uu. Group 3 - Letter Sound and Objects Match - Unsa ang mga butang nga ani-a sa classroom? Asa niini ang nagsugod
ug letrang Uu? Group 4 - Upper and Lower Case Letter Match - Parisa ang dako ug gamay nga mga letra (LLKAK-Ih-4)
Group 5 - Poster of words that begin with Uu - Gamit ang cartolina, 1/4 sized outline, colori gamit ang mga crayon ang letran nga Uu.

Ask: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 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.)

Family Tree Mobile
My Unique Family
Target Letter: Uu
Competencies:
 Identify several words
thatbegin with letter
Uu (the same sound
as the spoken word)
TEACHER SUPERVISED  Identify letter Uu (LLKAK-
ACTIVITY Ih- 3)
 Name objects that
(The teacher moves
begin with letter Uu
from one group to
(LLKV-00-5)
another in facilitating
 Write letter
the TSA spending 6-7 Uu Materials:
minutes per group) pens, papers, pictures of
objects which start with
Uu, pictures of family
Procedure:
I DO PHASE:
1. Show the learners picture Materials:
of a family and objects
whichnames begin with the
/Uu/
2. The teacher says the names
I Care For My Family
Competencies:
 Nakalilikha ng iba’t
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SMKP- 00-1)
 Nailalarawan kung
paano nagkakaiba at
nagkakatulad ang bawat
pamilya (KMKPPam-00-
3)
 Give the names of
family members (LLKV-
00-6)
 Draw familiar figures
(LLKH- 00-2)
 Trace, copy and write
the letters of the
alphabet
sheets of paper,
pencils, crayons,
colored pens, masking
tape, pre-drawn tree
Procedures:
I Have A Role In My Family
Competencies:
• Naipakikita ang pagmamahal
sa mga kasapi ng pamilya
at sa nakatatanda
(KMKPPam- 00-5)
• Express simple ideas
through symbols (e.g.
drawings, invented
spelling) (LLKC-00-1)
Materials:
heart shaped
sheets of paper for each
learner, colored pens, felt
tip pens, crayons
Procedure:
1. Encourage the learners to
draw how they care for
each family member.
2. Ask the learners what the
heart-shaped sheet of
paper means.
3. Assist the learners
in labelling their
work.
The Needs of Family
(Food, Shelter, and Clothing)
Competencies:
• Natutukoy na may
pamilya ang bawa’t isa
(KMKPPam- 00-1)
• Give the names of family
members and the roles
they play (LLKV-00-6)
 Nakagagawa ng modelo
gamit ang mga
pangkaraniwang bagay
sa paligid (SKMP-00-3)
 Use objects and
materials safely
(PNEKPP-00-6)
Materials:
small cardboard
tubes/empty toilet paper
rolls, poster color of
different colors in stable,
plastic tubs, paint brushes,
yarn, glue, colored paper,
scissors
Procedure:
It’s Family Day in school! Singing
Parlor games Special numbers
Competencies:
 Identify the letter Uu of
the alphabet (mother
tongue, orthography)
(LLKAK-Ih-3)
 Give the sound of the
letter Uu (mother tongue,
orthography) (LLKAK-Ih-7)
 Name objects that begin
with letter Uu (LLKV-00-5)
 Express simple ideas through
symbols (e.g., drawings)
Materials:
In a1/4 cartolina sized
outline of the letter Uu
for each learner,
colored markers, crayon
Procedure:
1. Show the letter outline to
the learners and ask them
to identify letter Uuand
produce its sound.
2. Tell the learners to think of
1. Have learners draw their
family on the heart-shape
 of each picture sheets of paper. 1. Ask the learners to give objects that begin with
emphasizing the/Uu/ 2. Assist the learners in the names of their family the letter Uu.
Urianne Ursola writing down the names of members. 3. Letter Uu words in the
Undaloc Undo their family members. 2. Encourage the learners learners’ mother tongue are
Uriel Urly 3. Assist the learners in to think about their most welcome.
unlan ulan pasting their drawings on roles at home, which 4. Ask the learners to draw
uwak ubas the leaves or branches of their puppet will talk their ideas inside the
3. The teacher asks: What a pre-drawn tree. about in the discussion outline of the letter.
is the initial sound of the 4. Write the title: “My Family time. 5. Assist the learners in
name of each picture? is Unique” on a strip of 3. Learners will make a labeling their drawings.
/Uu/ paper and tape it on the puppet of themselves
4. The teacher shows to the roots part of the tree. using the cardboard
learners big and small 5. Let the learners talk tubes.
letter Uu as she produces about their drawing. 4. Learners paint the
the cardboard tube first. While
/Uu/. waiting for the paint to dry,
5. The teacher shows how they may cut colored
to write letter Uu. (In the papers to make the eyes,
air, at someone’s back, nose, mouth, and ears.
on the cardboard). 5. When the paint is dry,
WE DO PHASE: learners may glue the
6. The teacher and the facial details on the
learner produce the /Uu/. cardboard tube, and add
7. The teacher asks the yarn for hair.
learners to say the names
of each object and family
members after her as she
flashed the pictures.
8. The teacher writes letter
Uu in the air, someone’s
back, etc. with the
learners.
9. The teacher and the
learners write letter Uu
in the piece of paper or
cardboard.
YOU DO PHASE:
10. The learners say the
names of each picture.
11. The teacher asks the
learners to produce the
initial sound of the
words.
12. Ask the learners to give
the
names of their family
 members which start with
letter Uu.

LEARNING  Describe the uniqueness  Give the names of  Describe ways to care for  Tell the roles of  Tell the roles of
CHECKPOINTS of their family family member. their family members family members. family members.

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. 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)
2. Letter Mosaic (Uu)
3. Letter Sound and
Objects Match
4. Upper and Lower Case
Letters Match
5. Poster of words that begin
with Uu
1. Upper and Lower Case
Letters Match
2. TSA (1st group for TSA)
3. Poster of words that begin
with Uu
4. Letter Mosaic (Uu)
5. Letter Sound and
Objects Match.
1. Poster of words that begin
with Uu
2. Upper and Lower Case
Letters Match
3. TSA (1st group for TSA)
4. Letter sound and
5. Letter -Sound and
Objects Match
1. Letter Mosaic
2. Letter -Sound and
Objects Match
3. Poster of words that begin
with Uu
4. TSA (1st group for TSA)
5. Upper and Lower Case
Letters Match.
1. Poster of words that begin
with Uu
2. Letter Mosaic
3. Upper and lower case
letters match
4. Letter-sound and objects match
5. TSA (1st group for TSA)

INDEPENDENT
Letter Mosaic (Uu)
ACTIVITIES Competencies:
• Naisasagawa ang mga sumusunod na kasanayan; pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
• Nakagugupit at nakapagdidikit ng iba’t-ibang hugis na may iba-t-ibang tekstura (SKMP-00-4)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
• Identify the letter Uu of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
• Give the sound of each letter (mother tongue) (LLKAK-
Ih-7) Materials:
glue, materials for mosaic – seeds, buttons, pieces of cloth, colored paper cut outs, etc., cardboard with outlined letter Uu in block
style Procedures:
1. Learners identify the letter Uu and give their sound.
2. Learners fill in the letter outlines with mosaic materials.

Letter Sound and Objects Match

Competencies:
• Name objects that begin with lettersMm, Aa, Tt, Yy,Ss,Kk, Ll, Pp, Bb, Gg, Dd, Hh, Ww, Ii, Uu (LLKV-00-5)
• Name common objects/things in the environment (in school, home, and community) (LLKV-
00-1) Materials:
 letter cards – Mm, Aa, Tt, Yy,Ss,Kk, Ll, Pp, Bb, Gg, Dd, Hh, Ww, Ii,Uu
word cards - mama, , Ana, tatay, kita, Susan, papa, Bebi, gapas, wati, ulan, hilaw, ulan,utok, una, ubas, Uriel, Unndalok,Urienn,
Procedures:
1. Learners identify the letters and give their sound-Uu.
2. Learners look for objects inside the classroom that begin with the letter sound /Uu/ and place them on top of the letter cards.

Upper and Lower Case Letter Match

Competency:
 Match an upper case to its lower-case lettersMm, Aa, Kk, Ll, Pp, Uu etc (LLKAK-
Ih-4) Materials:
letter cards in lower and upper case – Mm, Aa, Kk, Ll,
Pp, Uu Procedures:
1. Match the big letters with the corresponding small letters in the alphabet that are found in the task box (mother tongue, orthography) (LLKAK-Ih-3)
2. Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
3. Name objects that begin with a particular letter Mm, Aa, Kk, Pp, Uu (LLKV-00-5)

Poster of words that begin with Uu

Competencies:
• Identify the letters of the alphabet identified in the previous week and the letter Uu (mother tongue, orthography) (LLKAK-Ih-3)
• Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
• Name objects that begin with a letter Uu of the alphabet (LLKV-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-
1) Materials:
a 1/4 cartolina size for each learner, colored markers,
crayons Procedures:
1. Show the letter outline to the learners and ask them to identify the letter and produce its sound.
2. Learners think of objects that begin with the letter Mm, Aa, Ll, Pp, Hh, , Ii,Uu
3. Learners to draw the objects identified inside the outline of the letter.
4. Learners in label their drawings.

 Sound out letter Uu

LEARNING  Sort letters/ words with beginning letters Uu
CHECKPOINTS  Represent letters Uu
 Match upper and lower case letters

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
TRANSITION
packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
 Hipos Na
( Are You Sleeping )

Hipos , Hipos, Hipos, Hipos

Hipos na ta , Hipos na ta
Balik sa lingkuranan , Balik sa lingkuranan
Manglingkod na ta , Manglingkod na ta.

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
toshare their
09:05 - 09:15 work to the class.
02:05 - 02:15

The learners show pictures of the
family members with their names
start with letter Uu and tell the
sounds and demonstrate
QUESTIONS/ACTIVITY Ask: Kinsa ang gihisgutan sa
hulagway? Unsa ang una
nga tingog sa ila nga mga
ngalan?
The learners show their
heart- shaped sheets of
paper and describe how they
care for their family
members.
Ask: Unsa man ang ikasulti
nimo sa nabuhat nga
heart- shaped sheet?
Giunsa man pag –atiman
nimo ang imong mga
ginikanan? mga igsoon?
The learners show their puppets
and let the puppet say what
their roles in the family are.
Ask: Unsa nga puppet ang
imong gikoptan? Unsa
man ang responsibilidad
niya isip usa ka membro
sa pamilya ?
The learners show and talk about the basic needs of the family)
Ask: Isulti kon unsa ang mga paborito nga pagkaon sa inyo nga
pamilya?
Malipayon ba kamo nga nagpuyo sa inyo nga panimalay?
Ngano man? Unsa man ang isul-ob ninyo nga sinina /sapot:
(Pangsimba? Pangkaligo? Pangmerkado? Pangkatulog?)

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.
Hugas
(Where is Thumbman?)
TRANSITION
Hipos, hipos. Hipos, hipos.
Mangandam nata, mangaon na ta.
Hugasi ang kamot, limpyohi ang kamot.
Usa mokaon, usa mukaon.

SUPERVISED RECESS
(15 minutes) 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.
09:15- 09:30
2. Show to the learners how to wash their hands correctly.
02:15 -02:30
3. After washing, let them go back to their seats.
 4. Let the learners get their snacks.
5. Start with a prayer.
6. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
7. Eats with the learners.
8. After eating, guide and show the children the proper way of disposing garbage.
9. After disposing the garbage, shows the proper way of tooth brushing.

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.
Punit
TRANSITION TO (Sitsiritsit)
QUIET TIME
Punit, punit , punit,
punit Mamunit ta og
basura
Ilain ang malata, ilain usab ang dili malata

QUIET TIME
(10 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
minutes) magbasa. (During this time children can rest or engage in relaxing activities)
09:30- 09:40
02:30- 02:40

Kami Nagpuyo sa Kumonidad

(This is the Way I Brush My Teeth)

Kami nagpuyo sa kumonidad,

kumonidad, kumonidad.
TRANSITION TO Kami nagpuyo sa kumonidad,
STORY TIME Novallas ang pangalan.
Malambuon among kumonidad,
kumonidad, kumonidad
Malambuon among kumonidad
Mao nga kami malipayon.

STORY TIME
(15 minutes) Ang Salag
09:40- 09:55 Sugilanon ni: Rosemarie Lofranco
02:40- 02:55
A. Book and Print Awareness A. Book and Print Awareness
Say: Ang ato nga estorya,
nag- ulohan og “Ang Salag”.
Gisulat ni Rosemarie Lofranco.
Gidibuho ni Mik Zarzuela
B. Show the pages of the
book by flipping.
C. Unlocking of The Difficulties
pamilya- naay mama, papa B. Motivation-Motive Tandem
ug mga
igsuon salag- balay sa
langgam piso- anak sa
dako nga
PRE-READING langgam
D. Motivation-Motive Tandem
Question/s
Ask: Unsa ang mga pangalan
sa inyo nga pamilya?
Kinsa kaha ang nagpuyo
sa salag? Mga bata,
adona akoy pangutana,”
Kinsa na ninyo nakakita
ug salag?
Dibuho ni: Mik Zarzuela
Usa ka adlaw, si Tito nakakita ug usa ka salag nga adunay tulo ka piso.
Ang salag nahimutang sa ibabaw sa punuan sa dakong kahoy.
Gusto niya nga kuhaon ang mga piso. Apan gisultian siya sa iyanga inahan.
Nga dili kuha-on ang mga piso kay mabuwag siya sa iyanga inahan,
Sama nga kongikaw mabuwag usab sa imong inahan ug amahan.
Nipatuo si Tito sa sulti sa iyang inahan nga dili gyud kuhaon ang mga piso gikan sa ilang salag.
Ug taud-taud, naabot ang inahan sa
piso, nga may dala nga ulod para sa ilang
pagkaon..
A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness
Say: Kagahapon ang Ask: Unsa gani ang ulohan Ask: Unsa ang ulohan sa Ask: Unsa ang ulohan sa
atonga sa atong estorya? Kinsa atong estorya? Kinsa
estorya, nag-ulohan og “ ato nga estorya and nagsulat? Ang and nagsulat? Ang
Ang Salag”. Gisulat ni kagahapon? Kinsa gani nagdibuho? nagdibuho?
Rosemarie Lofranco. ang nagsulat niini? Say: I gave you
Gidibuho ni Mik B. Motivation-Motive Tandem homework, were you
Zarzuela Questions able to do it?
Ask: Unsa man ang inyong
Question/ gipaka-n sa inyong
Ask: Unsa man inyong binuhi nga mga mga
buhaton og makakita mo hayop?
og salag? Unsa ang Unsa man ang gidala
gibuhat ni Tito sa sa inahan sa piso para
pagkakita niya salag? ipaka-on sa mga piso?
Mga bata, giunsa gani Unsa man ang gibuhat
to pag atiman sa Mama sa Mama ni Tito
nga langgam ang iyang kaniya nga
mga piso? Sa atong iya unta nga hilabtan ang
nabasa kagahapon, salag? Unsa man atong
unsa pa ang mayo nga buhaton para
mga buhat nga gipakita makatabang ta sa atong
sa Mama nga langgam pamilya?
sa iyanga mga piso? Say: Maminaw tang tanan,
atong tan awon giunsa
nila pagtinabangay
Ask: Unsa man mga butang
nga nahatag gikan sa
imomg pamilya/imong
mga ginikanan?
 Modelled Reading Guided Reading Shared Reading Independent Reading Application

Ang Salag Ang Salag (Continue telling the (Guide pupils by asking (The teacher will show the Kinsa man kaninyo ang
Usaka adlaw ,si story. Make it participative by questions for them to retell the wordless picture book.) makabalik ug saysay sa
Tito asking questions on what whole story.) Karon, kamo napud ang estorya? Kinsa man ang mouna
nakakita ug us aka salag happen next and questions mo estorya kabahin sa “Sa ug sulti?
. Anaa siyay tulo ka that ask for details.) Kinsa ang bata sa estorya? Salag” gamit ang mga Ang musunod?
piso, nga nahamutang sa Unsa man ang nakita ni hulagway mahitungod sa
ibabaw Usaka adlaw ,si Tito nakakita ug Tito? estorya.
sa punuan sa dakong kahoy. us aka salag nga may tulo ka Unsa man ang gusto nga (Teacher will provide scrambled
Gusto niya nga kuhaon , piso, nga naa ibabaw sa buhaton ni Tito sa salag? pictures depicting the events of
ang mga piso, apan gisultian punuan sa dakong .. Kinsa man ang nibadlong ni the story, the learners will
siya sa iyang inahan Unsa kaha ang buhaton ni Tito, Tito? Unsa man ang gisulti sa sequence the pictures as it
nga dili kuhaon ang sa dihang iyang nakita ang tulo Mama ni Tito? happens in the story.)
mga piso kay ka piso sa salag ? Unsa man ang gibuhat sa
mabuwag siya sa Gusto niya nga kuhaon mama nga langgam para sa Call 4-5 pupils to retell the story
iyang inahan, sama , ang mga piso, apan iya nga mga anak?
nga kongikaw gisultian
DURING READING mabuwag usab sa imong siya sa iyang inahan
inahan ug amahan. nga dili kuhaon ang
Nipatuo si Tito sa mga kay
sulti sa iyang Nipatuo si Tito sa
inahan nga dili sulti sa iyang
gyud kuhaon inahan nga dili gyud
ang mga piso gikan sa ilang kuhaon
salag. ang mga piso gikan sa ilang salag.
Ug taud taud, Ug taud taud,
naabot ang inahan sa naabot ang sa
piso nga may dala na piso
nga uod nga may dala na nga uod
para sa ilang pagkaon. para sa ilang
Nalipay ug maayo
Nalipay ug maayo ang mga piso nga
ang mga piso nagpaabot sa ilang inahan.
nga Ug nagdungan sila
nagpaabot sa ilang inahan. ug awit ug mga
Ug nagdungan sila maanindot nga .
ug awit ug mga Sukad niadto,
maanindot nga wala nagmahay si
awit. Tito nga sa iyang
Sukad niadto, inahan ,kay nakita
 wala nagmahay si nila
Tito nga naminaw sa kung unsa ka
iyang inahan ,kay
nakita nila
kung unsa ka malipayon
ang mga piso kauban
sa iyang inahan?
 ang mga piso kauban sa
iyang inahan.

Ask: Kinsa ang bata sa
estorya? Unsa man iyang
gibuhat sa dihang nakita
POST READING
niya ang salag nga nay
tulo ka piso?
Ask: Kinsa ang mga tawo
nga gihisgotan sa
istorya?
(The teacher shows pictures of
the characters then ask
questions)
Ask: Unsa man ang angay
ninyo nga buhaton sa
mga mananap nga makita
sa ato nga palibot?
(Show pictures of the different Let the learners color the objects
events of the story) that are found in the story
Ask: Asa niini nga hulagway
ang unang nahitabo?
Ikaduha? Sunod pa nga
nahitabo?

 Note details in the story.  Note details in the story.  Tell what happened next.  Re-tell the story.  Share details on how to
LEARNING
 Tell the importance  Identify describing words help to one’s barangay
CHECKPOINTS
of helping one in the story clean
another.

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.
Usa ,Duha, Tulo
( Leron Leron Sinta )
TRANSITION
Usa ,duha, tulo, Aduna koy relo,
Upat, lima unom, Amo nga gitan-
aw, Pito , walo siyam, Amo nga
gitun-an,
Segundo, minuto, oras, ug adlaw nakat-unan.

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - Number Concentration (6) - Iphon ang mga butang nga popsicle stick nga anaa sulod sa box.ipakita ang unom nga mga
objects. Group 2 - Writing Numerals 0 to 6 - Isulat ang numero nga 6 sa papel. Sunda kining ako gipakita kaninyo.
WORK PERIOD 2 Group 3 - Find 6 - Pangitaon ninyo ang numero nga 6 sa sulod sa box. Unya itapadang saktong kadaghanon sa popsicle
sticks. Group 4 - It’s A Match - Ilha ang numero nga anaa sa box ug i–paris sa insakto nga numero.
(40 minutes)
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group
09:55-10:35
2. 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
02:55- 02:35 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.)
Please Describe It
Competencies:
 Describe objects based
on attributes/ properties
(shapes, size, its use
and functions) (MKSC-
00-4)
 Classify objects according to
observable properties like
size, color, shape,
texture, and weight
(PNEKPP-00-1)
 Compare objects based on
their size, length,
weight, mass (MKME-
TEACHER SUPERVISED
00-2)
ACTIVITY
 Arrange objects one
(The teacher moves
after another in a
from one group to
series/sequence according
another in facilitating to a given attribute
the TSA spending 6-7 (size, length) and
minutes per group) describe their
relationship
(big/bigger/biggest
 or long/ longer/longest)
(MKSC-00-10)
Matrials:
Magic Box or Bag with
objects of different shapes,
sizes, and colors
Procedure:
1. Teacher shows the “Magic
Box or Bag” to the
learners.
2. Teacher calls learners
to draw an item out
from the “Magic Box or
Bag”.
3. Let the learners
describe the drawn
Watch the Clock
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)
Materials:
paper plate (medium to
large) for each learner,
felt tip pens, markers,
crayons, round head
fastener for each learner
or cut long hand and
short hand of the clock for
each learner, a real clock
and watch
Procedure:
1. Show the learners the
real clock and watch and
ask what they are used
for. Ask them also how a
clock and a watch are
similar and different from
each other and let them
tell time.
2. Ask the learners to
describe what they see
on the clock and watch
(numerals 1 to 12, a long
hand and a short hand)
and ask them what they
are there for.
3. After discussing the parts
of the clock and what the
clock is used for, tell the
learners that they are
going to make their own
paper clock.
Telling Time Day and Night
Competencies: Competencies:
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
 Talk about family
members using various,
appropriate, descriptive
words (LLKOL-00- 5)
 Tell the time of day
when activities are Materials:
being done
 (morning, afternoon,
night) (MKME-00-3)
 Tell the time by the
hour (MKME-00-7)
Procedure:
Materials:
paper clocks
Procedure:
1. Ask the learners to
describe their paper
clocks.
2. Introduce the concept of
telling time by the hour
by manipulating the long
and short hand of the
clock and saying ‘One
o’clock, 2
o’clock, 3 o’clock’ and so
on.
3. Introduce the concept of
morning, afternoon, and
Evening by asking the
learners about the time
when they do things (e.g.
“When do you go to
school? (In the
morning/afternoon), When
do you sleep? When do
Day and Night
Telling Time
• Tell the time of day when Watch The Clock
activities are being done Please Describe It
(morning, afternoon, 1. Provide the learners
night) (MKME-00-3) with worksheets.
• Nakalilikha ng iba’t 2. Let the learners answer
ibang bagay sa worksheets on telling
pamamagitan ng time.
malayang pagguhit
(SKMP- 00-1)
sheets of paper shaped like
a house and divided into
two columns (Day and
Night), felt tip pens,
colored markers, crayons
1. Ask the learners what
they see on the sheet of
paper. They can draw a
sun on the day side, and
the moon and stars on the
night side of the paper.
2. Ask the learners to draw
what their family
members do during the
day, and during the
night.
3. Assist the learners in
labelling their
drawings.
 item based on 4. Assist the learners in you eat breakfast, lunch,
attributes (e.g. shapes, writing and dinner?) And when
sizes and weights). things happen (When do
4. Ask the learners to classify the
 the objects. Let them
think of the categories.
5. Ask the learners to
compare the objects.
6. Ask the learners to
arrange the objects
down the numerals 1 to
12 in their proper places
in the clock, and in
attaching the long and
short hands.
5. The learners may color
their paper clocks
moon and the stars
come out? When does
the sun shine?)
4. Introduce the concept of
24 hours (day and night).

 Describe attributes (size,  Say what a clock is for  Tell the time by the hour  Draw what their family members do during day time and night
LEARNING shape, weight) and name its parts  Draw what their family time
CHECKPOINTS members do during day  Tell time
time and night time

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. 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. Number Concentration (0-6) 1. TSA (1st group for TSA) 1. It’s A Match 1. Find 6 1. Writing Papers (6)
2. Writing Papers (6) 2. Number Concentration (0-6) 2. TSA (1st group for TSA) 2. It’s A Match 2. Find 6
3. Find 6 3. Writing Papers (6) 3. Number Concentration (0-6) 3. TSA (1st group for TSA) 3. It’s A Match
4. It’s A Match 4. Find 6 4. Writing Papers (6) 4. Number Concentration (0-6) 4. TSA (1st group for TSA)
5. TSA (1st group for TSA) 5. It’s A Match 5. Find 6 5. Writing Papers (6) 5. Number Concentration (0-6)

INDEPENDENT
ACTIVITIES Number Concentration (0-6)
Competencies:
• Count objects with one-to-one correspondence up to quantities of 6 (4) (MKC-00-7)
• Match numerals to a set of concrete objects from 0 to 6 (MKC-00-4)
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-
12) Materials :
set of concrete objects
Procedure:
Ask learners to match numerals to a set of concrete objects from 0 to 6.

Writing Papers (6)

Competencies:
• Read and write numerals 0 to 6 (MKC-00-
3) Materials:
 writing papers with dotted numerals 0 to 6, pencils or
crayons Procedure:
1. Learners connect the dots of the numeral patterns to make 0 to 6.
2. Ask learners to try writing the numerals 0 to 6 on their own

Find 6
Competencies:
• Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
• Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-
26) Materials:
4 sets of numeral cards (0-6),
counters Procedure:
1. Players dealt a card each. The rest of the cards stay in a pile in the middle.
2. Players put counters on the top of his/her card to match the numeral.
3. Learners take turns in turning the top card of the pile face up.
4. If the learner turns up a card that can make a total of 6 with the card on his/her hand, he/she gets to keep the cards. If not, the card is placed on the bottom of the
pile and the next player takes a turn.
5. Players may check if the card they picked from the pile would make 6 when combined with the card on hand by putting counters on the picked card.
6. The player who gets the most number of pairs of cardsthat make 6 wins.

It’s A Match
Competencies:
• Recognize and identify numerals 0 to 6 (MKC-00-2)
• Match numerals to a set of concrete objects from 0 to 6
(MKC-00-4) Materials:
one set of cards with numerals 0 to 6, one set of cards with dots (corresponding to the
numerals) Procedure:
1. Place the numeral cards face down in a box.
2. Place the correspondingdot pattern cards in the chalk tray.
3. Learners get a card from the box and place it over the equivalent card in the chalk tray.

Note: For matching activities, teachers may present learners with varied materials that include tactile materials or concrete objects. For instance, instead of just matching
colors, learners may match objects with the same texture. Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may also match the objects with the
same shapes such as pencils, coins, blocks, or varied manipulatives. Consider this when you encounter other similar activities.

LEARNING  Match the numeral 6 with its correct quantity

CHECKPOINTS  Write the numerals using the proper strokes.
 Make combinations for the numeral 6
TRANSITION
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
 away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Hipos , Hipos
(Are You Sleeping )

Hipos, Hipos, Hipos, Hipos.

Andam, Andam.
Manggawas ta, Manggawas ta.
Magdula dula ta, Magdula dula
ta. Para malingaw ta, Para
malingaw ta.

Family Building Game I’ve Got Love Block Play Practice for the Family Day Practice for the Family Day
Competencies: Competencies: Competencies: Competencies: 1. Family Building Game
 Nakasasali sa mga laro,  Nakagagalaw nang  Nakikipaglaro sa dalawa  Nakasasali sa mga laro 2. I’ve Got Love
o anumang pisikal na angkop sa ritmo at o tatlong bata gamit ang (KPKPF- 00-1) 3. Block Play
Gawain at iba’t-ibang indayog bilang tugon sa isang laruan (SEKPKN-Ig-  Nagagamit ang mga kilos 4. Family Building Game
paraan ng pag- himig na 2) lokomotor at di-lokomotor
eehersisyo napapakinggan/awit na  Nakapagpapatong-patong, sa paglalaro, pag-
(KPKPF-00-1) kinakanta (KPKPF-Ia-2) nakapagdudugtung-dugtong eehersisyo, pagsasayaw
 Nagagamit ang mga kilos  Talk about family at nakapagdidikit-dikit (KPKGM-Ig-3)
lokomotor at di-lokomotor members …using (assemblage) (SKMP-00-8)  Naipakikita ang
sa paglalaro, various  Talk about one’s pagpapahalaga sa maayos
INDOOR/OUTDOOR pageehersisyo, descriptive and personal experiences na pakikipaglaro (KAKPS-00-
GAMES pagsasayaw appropriate words (LLKOL-Ig-3) 19)
(20 minutes) (KPKGM-Ig-3) (LLKOL-00-5) Materials:  Use objects and
10:35 - 10:55  Natutukoy kung sinu-  Recite rhymes and wooden or plastic table materials safely
03:35 - 03:55 sino ang bumubuo ng poems, and sing simple or floor block (PNEKPP-00-6)
pamilya (KMKPPam- jingles/songs in the Procedure:  Nakapaghihintay nang
00-2) mother tongue, Filipino 1. Encourage the learners kanyang pagkakataon (KAKPS-
 Naipakikita ang and/or English (LLKOL- to build houses using 00-12)
pagpapahalaga sa Ia-2) members …using the blocks. Materials:
maayos na pakikipaglaro various descriptive and 2. Ask the learners to materials for the parlor games
(KAKPS-00-19) appropriate words describe their work. for the Family Day
Procedure: (LLKOL-00-5) Procedure:
1. The teacher tells the Materials: Encourage the learners
learners that they are Song as follows : to participate in the parlor
going to make groups of I got L (Sign language of games and join the
families with different L) I got L-O (Sign practice
numbers of members. language of L and O) I
2. The teacher tells the got L-O-V (Sign
learners to listen language of L, O and
carefully V) L-O-V-E (Sign
for instructions (“Make a language of L, O, V and
E) (Family
member) needs
 family of four! Make a Some LOVE.
family of eight! And so Procedure:
on.) 1. Let the learners spell L-O-
3. When the ‘families’ V- E first using their
have been formed, the bodies.
learners are to assign 2. Sing the song.
roles to each member in 3. Ask the learners who
the group (father, their family members
mother, brother, sister, are, and sing the song
baby, other family for each one of them.
members).
4. The teacher chooses a
group/family per turn to
say who their members
are, and sing the song for
each one
of them.

 Follow directions
LEARNING  Form groups based on the called-out number
CHECKPOINTS  Name roles of the members of the family
 Move to the rhythm, with coordination and timing

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.
The Love of Jesus
(The love of Jesus, sweet and marvelous )
TRANSITION
Si Papa ug si Mama Malipayon man .Si Ate ug si Kuya Malipayon
pod Labi na si Baby, malipayon gyod Oh, oh , kahibulongan

Si Papa nagtrabaho siya. Si Mama nag-atiman

MEETING TIME 3
(5 minutes) Say: Ania koy mga hulagway,
10:55 - 11:00 ilha ninyo kon kinsa ni
03:55 - 04:00 sila.
Ask: Unsa man ang mga butang
WRAP-UP/ nga nabuhat/nahatag sa
QUESTIONS/ACTIVITY matag membro sa pamilya:
Papa, Mama, Ate, Kuya ug
sab Si Kuya, si Ate ug si Baby. Oh, oh,
giampingan sila.
Say: Ania koy mga hulagway, Say: Nakat-onan nato karon Ask: Unsa gani ang lai- lain nga Ask: Ngano nga importante man
ilha ninyo kon kinsa ni sila.” ang lain -lain nga pamaagi buluhaton sa matag membro ang pag-atiman sa
The teacher shows also sa pag atiman sa atong sa pamilya : Papa, Mama, membro pamilya? It’s a
pictures of the member s of pamilya. Kuya, Ate ug Ikaw happy day for all of us.
the family? Ask: Giunsa ninyo pag-atiman ang Mga bata, ayaw kalimot
Ask: Unsa man mga butang inyong mga ginikanan? nga motabang kita sa
nga nabuhat/nahatag sa Membro sa pamilya? buluhaton sa balay.
Bunso?” oh wonderful love. matag
membro sa pamilya: Papa,
 Unsa man ang inyo nga Mama, Ate, Kuya ug
nakat - onan karon sa atong Bunso?”, oh wonderful
klase? love.
Unsa man ang imong
gibati, Tito? Ngano man?

DISSMISAL ROUTINE
 Song:
Bye, Bye Na
(Are you Sleeping?)

Teacher, Teacher. Thank you teacher

Mouli na kami. Mouli na kami
Mobalik mi ugma. Mobalik mi
ugma Adto na kami. Adto na kami

DISMISSAL ROUTINE  Prayer

Thank you God for the words so sweet. Thank you God for the food
we eat. Thank you God for the things we learn. Thank you God for
everything.

 Reminders
My hand says good bye with a clap, clap, clap.
My foot says good bye with a stomp, stomp
stomp. Clap, clap, clap. Stomp, stomp, stomp.
Our lesson is over. And we’re going home. Hands at my side. No pushing, no running, no jumping.
Walk slowly and carefully.

All kids will raise their hands and their teacher will give them “high five” as a signal that they can go out