REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 14
DAILY BLOCKS OF
TIME CONTENT FOCUS: My family provides my shelter. QUARTER: Second

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME
ARRIVAL TIME
Arrival routine
(10 minutes)
The teacher greets each learner as they arrive in the classroom. The teacher may say hello, and welcome 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 lines in preparation for the flag ceremony.
01:00 - 01:10

Daily routine: 1. National Anthem (Multimedia presentation shall be shown.)

Ask: Mga bata, unsa ang buhaton panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo.Motindog 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.
MEETING TIME 1 2. Opening Prayer (When all the learners are in the classroom, prayer willbe done automatically.)
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 encourage 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 (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 aduna kitay importante nga kasaulogan.
Ask: Unsa ang atong gisaulog karong bulana?
Kinsa ang ga 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 family lives in a house. There are different kinds of A house has different areas. A house has different areas My family practices safety measures
MESSAGE
houses. at home.

Say: Sa niaginga semana, Say: Gahapon, nag estorya Say: Gahapon, nag estorya Say: Gahapon, nag estorya ta Say: Nakahibalo naman kita
nag estorya ta ta mahitungod sa ta mahitungod sa mahitungod sa nagkalain-lain sa mga nagkalain-lain
mahitungod sa pamilya inyonga balay. mga materyales nga ngalan sa lugar sa atong lugar sa
nga nagtinabangay Ask: Nganonga importante ang nga gigamit pagbuhat balay. ato nga balay ug sa
sa nagkalain-lain nga panimalay o balay sa usa sa atong balay. Gawas sa 2-3 ka mga lugar nagkalain- lain nga mga
trabahoon sa balay. ka pamilya?. Ask: Unsa man ang nagkalain- nga atong nahisgutan gimbuhaton nato sa sulod
Ask: Unsa gani to ang Say: Karon mga bata ipakita nako lain nga lugar sa sulod sa gahapon. sa balay.
mga trabaho ninyo nga mga hulagway: inyo nga balay? Ask : Unsa pa ang lain nga lugar Ask: Unsa ang gikinahanglan nga
nga gitabangan og buhat (The teacher shows picture (Focus only 2-3 areas of sa inyo nga balay? hinumduman aron malikayan
? Expected answers: of a house made of the house using pictures Expected answers: nato ang mga disgrasya ug
QUESTION/S wood/light materials, semi a.kusina dautan nga panghitabo nga
a. Nihugas sa plato as a guide)
b. Nilaba sa sinina concrete house and concrete Expected answers: b. kaliguanan makadaot sa ato nga
c. Nihipos sa higdaanan house) a. kwarto Ask: Unsa ang mga butang o kaugalingon sulod sa balay?
d. Nilimpiyo sa CR Ask:Ingon ani ba ang inyo b. kan-anan gamit nga makita ninyo
e. Namubo sa tanom nga balay? c. sala didto? (The teacher encourages active
Ask: Karon mga bata asa Unsa ang mga materyales nga Ask: Unsa ang mga butang o Unsa nga mga buluhaton oral participation of the learners)
dapita nagpuyo ang gigamit sa pagbuhat sa inyo gamit nga makita nato sa nga ato nga gibuhat niini
inyonga pamilya? Asa mo nga balay? kada lugar sa inyo nga nga mga lugar?
mokaon? Asa mo (The teacher encourages active balay?
matulog? oral participation of the learners) Unsa nga mga buluhaton (The teacher encourages active
Ngano nga kinahanglan Say:Mga bata atong kantahon ang ang oral participation of the learners)
man ato nga gibuhat niini nga
mga lugar?
 sa pamilya ang pinuy- “Bahay Kubo” Say: Atong balikon ang kanta
anan o balay? nga “Bahay Kubo”
Bahay Kubo
(The teacher encourages active Kahit munti (The teacher encourages active
oral participation of the Ang halaman doon oral participation of the learners)
learners) ay sari-sari
Singkamas at talong
Sigarilyas at mani
Sitaw, bataw,
patani Kundol,
patola Upo’t
kalabasa
At saka mayron pa
Labanos mustasa
Sibuyas, kamatis
Bawang at luya
Sa paligid ligid
ay may maraming linga

Ang Balay
(Finger Play)
Atong pandayon ang
balay Nanarbaho si
Papa Nanglaba si
TRANSITION Mama Nanglimpyo
si Ate Nagsag-ob si
Kuya Nanilhig si
Inday
Sila nagtinabangay sa mga buluhaton sa balay

(Learners show thumb for father, index finger for mother, middle finger for brother, ring finger for sister, and pinky for baby until a house is formed using two palms.)

WORK PERIOD 1 The teacher gives clear instruction to the learners as a group on how to do the different independent activities. Example is given below for Day 1-Monday.
(45 minutes) Group 1 - This will be the first group to be given a Teacher-Supervised Activities (TSA) in the day. After 6 minutes, the teacher will move to Group 2. Then, Group 3, 4, and 5.
08:20- 09:05 Reminder: Since there are 5 groups that need to experience the TSA for the day in the Work Period, the teacher should as much as possible do the TSA in 6-7 minutes per group.
01:20- 02:05 He/She should at the same time be observant with what’s going on with the 4 groups doing the Independent Activity (IAs) to be able to address need as it arises.
Group 2 –Letter Mosaic: B-magkuha og papel nga adunay outline.Samtang nagpapilit sa colored paper, litukon usab ang tingog sa letra nga Bb.
 Group 3.Picture Puzzles–pormahon ang puzzle. Mosulti og unsa ang nakita sa hulagway nga na porma.
Group 4. Poster of words that begin with Bb–magkuha og aduna nay outline sa letra nga Bb.Maghuna-huna og mga butang nga nagsugod sa letra nga
Bb. Group 5. Dramatic Play – moapil sa mga kalihukan sa dramatic play area.Mosulti sa mga gibuhat sa balay.
Ask: May pangutana ba kamo bahin sa inyong buluhaton sa kada grupo? Group 1, 2, 3, 4 ug 5, aduna ba? Kon wala, motindog ang mga lider sa grupo 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 o magdagan dagan.
Nasabtan ba? (The teacher then goes to the first group to do the Teacher Supervised Activity.)

Target Letter: Bb
Competencies:
• Identify several words that
begin with letter Bb (mother
tongue, orthography) LKPA-lg-
7)
• Identify letter Bb(LLKAK-Ih-3)
• Name objects that begin
with letter Bb of the
alphabet(LLK- 00-5)
TEACHER
• Write letter
SUPERVISED
Bb. Materials:
ACTIVITY Manila paper,coloring
(The teacher moves
materials, cardboard, popsicle
from one group to
sticks, pictures of objects that
another in facilitating can be used in constructing
the TSA spending 6-7 a house which begin with
minutes per group) /b/ sound
 Balay
 Bato
 Balas
 Bricks
 Blocks
Procedure:
1. Prepare the manila paper
and popsicle sticks.
I DO PHASE
Mini Book of Different houses
Competencies:
• Nailalarawan kung paano
nagkakaiba at nagkakatulad ang
bawat pamilya (KMKPPam-00-3)
• Natutukoy ang magagandang
bagay na nakikita sa
paligid (SKPK-00-1)
• Pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
• Talk about the details of
an object/picture like toys,
pets, foods, places (LLKOL-
Id-4)
Materials:
blank mini books, old
newspapers and magazines or
drawings of different houses,
scissors, glue, colored markers
Procedure:
1. Ask the learners to look
through the old
magazines/newspaper and cut
out pictures of different
houses.
2. Ask the learners to paste the
cut out pictures on their
mini book.
Triorama
Competencies:
• Naikukuwento ang mga
ginawa ng pamilya nang
sama-sama. Nailalarawan ang
nagagawa ng mga tagapag-
alaga
/Nanay/Tatay/Lolo/Lola, atbp.
(KMKPPam-00-6)
• Pagtiklop ng papel (KPKFM-00-
1.2)
• Pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
• Nakalilikha ng iba’t-ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1)
• Sort and classify objects
according to one
attribute/property (use)
(MKSC- 00-6)
Materials:
colored markers, crayons, glue
or clear tape, scissors, poster
board or paper
Procedure:
1. Assist the learners in making
the triorama. Start with
a square of poster board
or
Safe or Unsafe
Competencies:
• Nakikilala ang kahalagahan ng
mga tuntunin: pag-iwas sa
paglalagay ng maliit na bagay
sa bibig, ilong, at tainga, hindi
paglalaro ng posporo, maingat
na paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo, tinidor, gunting,
maingat na pag-akyat at
pagbaba sa hagdanan (KPKPKK-
Ih- 3)
• Talk about the details of
an object/picture (LLKOL-
Id-4)
• Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC- 00-6)
Materials:
pictures showing safe practices
at home - putting matches and
candles away from reach of
children, wiping wet floors,
staying away from hot surfaces,
keeping chemicals/toxic
substances out of children’s reach,
Introduce a resource person to talk
to the learners about safety
measures at home
Competencies:
• Nakikilala ang mga taong
nakatutulong sa komunidad,
hal. guro, bombero, pulis,
atbp. (KMKPKom-00-2)
• Nakikilala ang kahalagahan ng
mga tuntunin: pag-iwas sa
paglalagay ng maliit na bagay
sa bibig, ilong, at tainga, hindi
paglalaro ng posporo, maingat
na paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo, tinidor,
gunting, maingat na pagakyat at
pagbaba sa hagdanan, pagtingin
sa kaliwa’t kanan bago tumawid
sa daan, pananatiling kasama
ng nakatatanda kung nasa sa
matataong lugar (KPKPKK-Ih-3)
• Ask questions as may be
appropriate (LLKOL-00-7)
• Use polite greetings and
courteous expressions in
appropriate situations (LLKOL-
Ia-1)
Materials:
walking (not running up and
down
the stairs), hiding away sharp
objects
2. Show the learners pictureof
objects that are used in
constructing a house which
begin with /b/ sound.
• The teacher says the names
of each picture emphasizing
the
/b/ sound.(b----alas)
 Bato
 Balas
 Bricks
 Blocks
• The teacher asks: What is
the initial sound of the
name of each picture?/b/
• The teacher shows to the
learners big and small
letter Bb as she produces
the /b/ sound.
• The teacher shows how
to write letter B.(in the
air,at someone’s
back,,etc.on the
cardboard.
WE DO PHASE
• The teacher and the
learner produce the /b/.
• The teacher asks the
learners to say the names
of each object after as she
flashed the pictures.
• The teacher write letter Bb
in the air, someone’s back
etc. with the learners.
• The teacher and the
learners write letter B in
the piece of paper or
cardboard.
YOU DO PHASE
*The learners say the names
3. Ask the learners to describe
each house and assist them
in writing down their
descriptions.
paper. The larger the
square the larger your
triorama will be.
2. Fold it diagonally one way
then unfold. And then fold it
diagonally the other way
and unfold. Cut it with a pair
of scissors from one corner to
the center. Grab one of the
flaps and slide it all the way
over the other flap. The
triorama will fold right up
into shape.
3. Ask the learners to fill the
triorama with drawings of
various things to make it
look like an area in the
house.
(knives, scissors), covering
electrical outlets, among others
- pictures showing unsafe
practices at home – playing with
fire, keeping floors wet and
slippery, touching hot surfaces,
keeping chemicals/toxic
substances within children’s reach,
running up and down the stairs,
playing with knives and scissors,
putting fingers inside electrical
outlets, among others
- graphic organizer (Safe Practices
at Home vs. Unsafe Practices at
Home) Procedure:
1. All pictures of safe and
unsafe practices are
placed in a container.
2. Learners take turns in getting
a picture from the container.
3. Learners describe the picture
they picked and say whether
it is a safe or unsafe practice
at home.
4.Learners classify the picture
on the graphic organizer.
first aid kit, pictures or actual
objects that are unsafe: toxic
substances/ chemicals, knives
and scissors, matchboxes,
candles, etc.
Procedure:
1. The teache introduces the
resource person to the class.
The learners greet the guest.
2. The resource person talk
about safety measures to be
observed at home.
3. The resource person will
demonstrate some safety
practices that need to be
observed at home.
4. The resource person talks
about the importance of having
a first aid kit at home
5. The teacher encourages the
learners to ask questions
about safety practices at home
for the resource person to
answer.
of
 each picture
* The teacher asks the
learners to produce the
initial sound of the words.
* Ask the learners to give
other objects that can be
used in constructing a
house which begin with
Bb.
* Let the learners draw the
objects that they gave or
any of the objects
mentioned above and
write letter Bb below the
drawing.
* Let the learners paste their
drawings on the manila
paper.

 Identify several words  Describe the ways houses  Make a miniature of all  Differentiate safe and unsafe  Differentiate safe and unsafe
that begin with letter Bb are different the areas in the house practices at home as shown practices at home as shown in
 Identify letter Bb as instructed in pictures pictures,which has been discussed
LEARNING  Name objects that by the resource person
CHECKPOINTS begin with letter Bb of
the alphabet
 Write letter Bb

Reminder: The teacher is 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, teacher should encourage the learners to produce good, clean and quality output. Though,
teacher must prepare supplementary activities to be used in case a group will be done ahead of time.
INDEPENDENT
ACTIVITIES
1.TSA (1st group for TSA) 1. Dramatic play 1. Poster of words that begin 1. Picture Puzzles 1. Letter Mosaic : Bb
2.Letter Mosaic : Bb 2. TSA (1st group for TSA) with (Bb) 2. .Poster of words that begin 2. Picture Puzzles
3.Picture Puzzles 3. Letter Mosaic : Bb 2. Dramatic play with (Bb) 3. Poster of words that begin
4.Poster of words that begin 4. Picture Puzzles 3. TSA (1st group for TSA) 3. Dramatic play with (Bb)
5. Poster of words that begin 4. Letter Mosaic : Bb 4. TSA (1st group for TSA) 4. Dramatic play
with (Bb)
with
 5.Dramatic play (Bb) 5. Picture Puzzles 5. Letter Mosaic : Bb 5. TSA (1st group for TSA)

Letter Bb Mosaic
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)
 Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may iba’t-ibang tekstura (SKMP-
00-4) Materials:
cut out colored papers for pasting, glue, outline of
letter Bb Procedure:
1. Learners take a sheet with the outline of letter Bb
2. Learners fill the letter outline with colored papers.
3. Learners say the sound of the letter Bb while pasting
Picture Puzzles
Competencies:
• Pagbuo ng puzzles (KPKFM-00-1.5)
• Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-
Id-4) Materials:
large pictures of a living room, kitchen, dining room, toilet and bathroom, bedroom cut out in 4 to 6 pieces and laminated to
make a puzzle. Procedure:
1. The learners put together the puzzles first and describe what they see.
2. The learners will talk about the details of an object/picture like toys, pets, foods, places in their house to what they see in the puzzles
Dramatic Play
Competencies:
• Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
• Naikukuwento ang mga ginagawa ng pamilya nang sama sama (KMKPPam-00-6)
• Participate active in a dialog or conversation of familiar topics (LLKOL-00-
10) Materials:
dramatic play area (bahay-bahayan with age-appropriate toys to represent a kitchen and a dining area and other props as toy dolls)
Procedure:
1. The learners will participate and play in the dramatic play area cooperatively.
2. Learners assign roles and proceed with their dramatic play.
3. The learners will tell about their experiences at home (helping one another in doing a task)
Poster of words that begin with Bb
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) • Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-
1) Materials:
a 1/4 cartolina sized outline of the letter Bb for each learner, colored markers, crayons
Procedure:
1. Show the letter outline to the learners and ask them to identify the letter and produce its sound.
2. Tell the learners to think of objects that begin with the letter/ sound Bb. These objects must be seen and used in
constructing a house. (bricks, balas, blocks,,bato)
3. Bb words in the learners’ mother tongue are most welcome.
4. Ask the learners express their ideas by drawing and invented spelling inside the outline of the letter.
5. Assist the learners in labeling their drawings.

 Put together 4 to 6 piece puzzles

 Recognize different things and its relationship to its surroundings
LEARNING
 Identify and make the sound of the letter (Bb)
CHECKPOINTS
 Sort and classify pictures

Ang Batang Buotan

(It’s I Who Build Community)
Ako, ako, ako batang buotan
Ako, ako, ako batang buotan
Ako batang buotan
TRANSITION
La…la…la…
Dali mga kauban
Dali kamong
tanan
Dali kamo, dali kamo
Mangandam tang
tanan
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
09:05 - 09:15 their work to the class.
02:05 - 02:15

QUESTIONS/ACTIVITY The learners present their work The learners present and The learners present and The learners play a guessing The learners talk about the
on the objects that begin with describe their mini book of describe their triorama. game. safety practices they should do
different houses at home.
 letter Bb
Ask: Unsa nga mga Ask: Sa inyo nga tan-aw, unsa
materyales ang gigamit
aron ma porma ang
balay nga nagsugod sa
letra nga Bb? (bato,
balas, blocks, ug bricks)
Unsa pa ang uban
nga mga butang o
gamit sa balay nga
nagsugod ug letra nga
Bb?
Ask: Giunsa nimo pagkahibawo ug
Ask: Unsa ang ngalan sa mga luwas o dili luwas/mayo o dili Ask: Unsa ang angayan nato
ang nakalahi sa inyo nga lugar sa balay nga imong maayo ang imong gibuhat sulod nga hinumduman aron
balay kaysa uban nga gi- drawing? Ngano man? sa balay? malikayan ang mga
balay? disgrasya ug dautang
panghitabo nga makadaot
sa atong kaugalingon sulod
sa balay?

Hugas
(Where is Thumbman?)
Hipos, hipos, hipos,
TRANSITION
hipos
Mangandam nata ky mangaon na
Hugasi ang kamot, limpyohi ang
kamot Una mokaon, una mokaon

The teacher assists, and guides the children as they eat their snacks.
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.
1. Let the learners get their snacks.
SUPERVISED RECESS
2. Start with a prayer.
(15 minutes)
3. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
09:15- 09:30 4. Eats with the learners.
02:15 -02:30 5. After eating, guide and show the children the proper way of disposing garbage.
6. 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.)

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
TRANSITION TO their teeth, change their wet clothes, and have their Quiet Time.
QUIET TIME Punit, Punit
(Sitsiritsit)
 Punit..punit.. punit.. punit
Mamunit ta ug basura..
Ilain ang malata
Ilain pod ang dili malata.

Kini si bao
(Finger
Play) Kini si
bao.
Kung gutomon siya,
Mogawas siya sa iyahang balay ug
mokaon, Yum..yum.. yum.. yum..
Kung siya busog na,
Mobalik siya sa sulod ug mopahulay na.

QUIET TIME
(10 Say: Karon mopahulay usa ta. Magplay ko og music. Pwede ra maglingkod, mopiyong sa inyong mata, mohigda, ug uban pa basta dili magsaba.
minutes) (During this time, children can rest or engage in relaxing activities.)
09:30- 09:40
02:30- 02:40

Estorya, Estorya
(Where is Thumbman?)
Estorya, estorya, estorya, estorya
TRANSITION TO Maminaw ta, Maminaw
STORY TIME ta Ibuka ang mata
Ablihi ang dunggan
Magsugod nata,
Magsugod nata

“Ang Among Balay”

STORY TIME Sugilanon ni:Ariana Santoalla
Gidibuho ni:Jericho Mora
(15 minutes)
Ang batang si Sam.
09:40-
Niabot sa ilang bag-ong balay.”
09:55
02:40-
“Kuyog sa iyahang Lola Sita.
02:55
Siya naglibot-libot sulod sa
balay.” “Una nisulod siya sa
sala,
 Nakita niya ang iya nga Ate
Sisa.” “Nga adunay gidibuho.
Ikaduha, nisulod siya sa kusina,”
‘Nakita niya ang iya nga papa nga nagluto.
katulo, niadto siya sa kwarto,”
“Ang iya nga Kuya Sami natulog sa katre.”
Ikaupat, didto siya sa kaliguanan,”
‘’Ikalima, ni gawas siya sa
balay, “Diin ang iyaha nga
Lola Sita,” Nga namubo sa
tanom.”
“Nisampit ang iya nga amahan.
Si Sam, nagdali pag adto sa kan-anan ,”
“Kay sila magdungan sa pagkaon, uban sa iya nga pamilya.”

A. Book and Print A. Book and Print A. Book and Print A. Prompt: Note: Assign role to perform by
Awareness: Introduce the Awareness: Introduce the Awareness: Introduce the The teacher will show the the members of the group the day
title of the story, author and title of the story, author and title of the story, author and wordless picture book before the acting out of the story
illustrator illustrator illustrator Say: Karon, kamo napud ang mo will happen)
Say: Ang ulohan sa Ask: Unsa ng ulohan sa Say: Ang ulohan sa atong estorya kabahin sa “Ang A. Prompt:
atong estorya atong estorya? estorya kay Among Balay”. Iapil ug sulti The teacher group the learners into
kay “Ang Among Kinsa ang nagsulat ang ulohan, five
Balay” Sugilanon sa estorya? Sugilanon ni nagsulat ug ang nagdibuho. Say: Kabahin sa estorya sa
ni:Ariana Santoalla Kinsa ang nagdibuho? “Ang Among Balay”, inyoha
Gidibuho ni:Jericho Mora B.Unlocking of Difficult Words: Gidibuho ni Call 3 – 5 representatives to re- kining e-act out diri sa
PRE-READING B.Unlocking of Difficult The teacher will ask the tell the story atubangan, pagpili mo
Words: learners orally (without B.Motivation Question/s: kung si kinsa ang modala
Picture clues pictures) Ask: Unsa gani to ang mga sa mga character sa
Libot-libot Libot-libot- tuyok-tuyok nagkalain-lain nga lugar sulod estorya.
Gidibuho Gidibuho- gi-drawing sa balay?
nisampit Nisampit- nitawag
C. Motivation Question/s C. Motivation Question/s
Ask: Asa mo nagpuyo? Ask: Kung ikaw papilion, unsa
Unsa ang mga lugar nga klase sa balay ang
nga naa gusto nimo nga puy-an?
sa inyo nga balay Ngano man?
nga gipuy-an?

DURING READING Modelled Reading Guided Reading Shared Reading Independent Reading Application
Show the pages of the book
by flipping.
Ask: Unsa ang inyo nga
nakita sa kada palid sa
libro?
Tell the whole story to the
class without interruption.
“Ang Among Balay”
Ang batang si Sam. sa balay.”
Niabot sa ilang bag-ong balay.”
“Kuyog sa iyahang Lola
Sita.
Siya naglibot-libot sulod
sa balay.”
“Una nisulod siya sa sala,
Nakita niya ang iya nga
Ate Sisa.”
“Nga adunay gidibuho.”
Ikaduha, nisulod siya sa
kusina,” ‘Nakita niya ang iya
nga papa nga nagluto.
Ikatulo, niadto siya sa kwarto,” kwarto,”
“Ang iya nga Kuya Sami Sami natulog sa
natulog sa katre.”
Ikaupat, didto siya sa
kaliguanan,”
‘’Ikalima, ni gawas siya sa balay,
“Diin ang iyaha nga Lola Sita,” kaliguanan,” ‘’Ikalima, ni gawas
Nga namubo sa tanom.”
“Nisampit ang iya nga
amahan. Si Sam, nagdali pag
adto sa kan- anan ,”
“Kay sila magdungan sa
pagkaon,
uban sa iya nga pamilya.”
“Ang Among Balay” “Ang Among Balay” Let the learners to re-tell the story. Let the learners act out the story
by group
Ang batang si Sam. Ang batang si (Sam).
Kinsa ang pangan sa bata? Niabot sa ilang bag-ong
Niabot sa ilang bag-ong (balay).”
balay.” “Kuyog sa iyahang “Kuyog sa iyahang Lola
Lola Sita. Sita. Siya (naglibot-libot)
Kinsa man ang kuyog ni sulod sa balay.”
Sam? “Una nisulod siya sa
Siya naglibot-libot sulod sala,
Nakita niya ang iya nga Ate Sisa.”
“Una nisulod siya sa sala, “Nga adunay
Unsa ang gibuhat ni Sam sa (gidibuho).”
wala pa siya nisulod sa balay? Ikaduha, nisulod siya sa
Nakita niya ang iya nga Ate kusina,” ‘Nakita niya ang iya
Sisa.” “Nga adunay gidibuho.” nga papa nga
Nag-unsa si Ate Sisa? (nagluto).
Ikaduha, nisulod siya sa Ikatulo, niadto siya sa kwarto,”
kusina,” ‘Nakita niya ang iya “Ang iya nga Kuya Sami
nga papa nga nagluto. (natulog sa
Unsa ang gibuhat ni Papa? katre).” Ikaupat, didto siya sa
Diin siya nagluto? (kaliguanan),”
Ikatulo, niadto siya sa ‘’Ikalima, ni gawas siya sa balay,
“Ang iya nga Kuya “Diin ang iyaha nga Lola Sita,”
Nga
katre.” (namubo sa
Kinsa ang nakit-an ni Sam sa tanom).”
kwarto? “Nisampit ang iya nga
Ikaupat, didto siya sa (amahan).
Si Sam, nagdali pag adto
siya sa balay, “Diin ang iyaha sa
nga Lola Sita,” (kan-anan),
Nga namubo sa tanom.” “Kay sila magdungan
Nag-unsa si Lola Sita? sa
“Nisampit ang iya nga pagkaon,
amahan. Si Sam, nagdali pag uban sa iya nga
adto sa kan- anan ( pamilya).”
“Kay sila magdungan sa
pagkaon,
uban sa iya nga pamilya.”
 Ngano nagdali si Sam?

Ask: Unsa ang ulohan Ask: Kinsa gani to nga balay
sa estorya?
Kinsa ang nag sulat?
Kinsa ang nag dibuho?
POST READING
Sequencing Events: Ask: Sa estorya nga “Ang Ask: Sa inyo nga pag act
sa estorya? (Teacher will provide Among Balay”, Asa mo out ganina, unsa ang
Unsa gani to ang mga scrambled pictures depicting dapita giganahan o inyo nga nakat-unan?
lugar sulod sa balay ang the events of the story and let nalipay? Ngano man? Sa asang dapita mo
giadto ni Sam? the learners arrange nalingaw? Ngano man?
Ihulagway kini. accordingly to what
happened first to last)
The teacher is encourage
to ask more questions
about the story

LEARNING  Tell the title, author  Tell what happened next.  Answer how questions.  Re-tell the story.  Share details about
CHECKPOINTS and illustrator of the  Answer why questions.  Tell what happened the story.
story next.

Mga Baki sa May

Sapa Mga baki sa
may sapa Malipayon
sila
Usa ka baki
TRANSITION Duha ka baki
kusog nga mokanta
Tulo ka baki
Upat ka baki
Lima ka baki
Malipayon sila
O! Gakgakgak, O! Gakgakgak O! Galigaligak

WORK PERIOD 2 (The teacher gives clear instructions to the learners as a group on how to do the different independent activities.)
(40 minutes) Group 1– Lift the Bowl-Ipuna ang mga bato, beads ug sticks. Itupad ang mga bato, beads ug sticks sa mga numero og ihapa ang mga butang nga anaa sulod sa
09:55-10:35 bowl. Group 2 – Writing numerals 0 to 5–Subaya ang mga linya gamit ang tudlo sa sandpaper og isulti ang sakto nga numero.
02:55- 02:35 Group 3 – Number 5 mosaic–Ilha ang numero nga 5. Paggunting ug paggisi gamit ang colored paper unya ipapilit kini sa outline.
Group 4 – Number Concentration–Ibutang ang mga card sa salog. Magkuha og card nga adunay mga hulagway human ipares kini sa saktong numero. Pananglitan, numero 5 ug 5
ka bola
 nga anaa sa picture card
Group 5 - This will be the first group which 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 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/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 sa 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 o magdagan dagan.
Nasabtan ba? (The teacher then goes to the first group to do the Teacher Supervised Activity.)

Number Hunt
Competencies:
• Recognize and identify
numerals 0 to 10 (MKC-00-
2)
 Count objects with one-
to- one correspondence
up to quantities of 10
(MKC-00-7)
TEACHER  Read and write numerals 0
SUPERVISED to 10 (MKC-00-3)
ACTIVITY  Compare two groups of
(The teacher moves objects to decide which is
from one group to more or less, or if they
are equal -Identify sets
another in facilitating
with one more or one less
the TSA spending 6-7
element (MKC-00-8)
minutes per group) Materials:
number chart for each
learner (see sample below),
crayons or markers/ felt tip
pens of different colors
Procedure:
1. Give each learner a
number chart.
2. Ask the learners to
identify the numerals 0-
10 in the number chart.
Who’s Inside the house
Competency:
• Count objects with one-to-
one correspondence up to
quantities of 10 (MKC-00-7)
Materials:
pen, paper
Procedure:
1. Let the learners draw and
count the number of
family members in a
house.( e.g. 1- draw one
house, 1 – draw 1 father,
1 – mother, 2 – draw two
sisters etc.)
Comparing Quantities 0-5
Competencies:
• Count objects with one-to-
one correspondence up to
quantities of 10 (MKC-00-7)
• Compare two groups of objects
to decide which is more or
less, or if they are equal -
Identify sets with one more or
one less element (MKC-00-8)
Materials:
picture cards of different kinds
of houses in quantities 0 to 5,
bottle spinner
Procedure:
1. Players take turns in
spinning the bottle.
2. Players who are in both ends
of the bottle will pick a
picture card.
3. Players will describe what is
in their picture cards (e.g., 1
nipa hut, 3 castles)
4. Player with the most number
of
houses in the picture card
wins the round and keeps
both
Draw 5
Competencies:
• Name objects that begin with
a particular letter of the
alphabet LLKV-005
• Trace, copy, and draw
familiar figures (LLKH-00-2)
• Count objects with one-to-one
correspondence up to
quantities of 10 (MKC-00-7)
• Trace, copy, and write the
letters of the alphabet (LLKH-
00-3)
Materials:
sheets of bond paper with lines to
make six boxes, pencils, crayons,
felt pens of different colors
Procedure:
Procedure:
1. Name and write one word
that begins with the letter Bb
inside the box.
2. Outside the word box, draw
five familiar objects seen in
the different areas in the
house that begin with the
letter Bb.
Safety Practice Pledge
Competencies:
• Nakikilala ang kahalagahan ng
mga tuntunin: pag-iwas sa
paglalagay ng maliit na bagay
sa bibig, ilong, at tainga, hindi
paglalaro ng posporo, maingat
na paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo, tinidor,
gunting, maingat na pag-akyat at
pagbaba sa hagdanan, pagtingin
sa kaliwa’t kanan bago tumawid
sa daan, pananatiling kasama
ng nakatatanda kung nasa sa
matataong lugar (KPKPKK-Ih-3)
• 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)
Materials:
several boxes with holes (1) (2)
(3) that are in various positions,
popsicle sticks
Procedure:
 3. Ask the learners to look cards. 3. Count the number of objects 1. Recalling what the resource
for all the numeral 5 and 5. Bottle spins again and the you draw in the box speaker said, ask the learners
shade them with the game continues on until all to enumerate the safety
colored marker. players have had a turn or practices that they have
4. Ask the learners to count more. learned.
how many numeral 5s are 6. In the end, all the players 2. Tell them to draw (and or
there in each column and count how many cards write) them down.
write down the total on the they won. 3. Stick all the pledges on a
blank space at the bottom 7. The teacher leads the players big paper.
of each column. in comparing who has more 4. Ask learners to stamp their
5. Ask the learners to say or less cards than the finger print and sign their
what he/she observes others. names on the big paper.
about the totals in each 8. The player with the 5. Discuss that these are the
column (They are all most number of cards things that they pledge to
equal). wins the game. carry out to keep their homes
Variation: safe.
Turn the number chart into a 6. The learner express simple ideas
house to tie up with the through symbols
theme

LEARNING  Recognize the numeral  Count objects with one-  Understand the concept of  Draw five objects seen in  Identify safety practices
5 and count how many to- one correspondence 0- 5 by comparing the different areas in the
CHECKPOINTS
there are up to quantities of 5 quantities of objects (more house that begin with
or less) letter S

Reminder: The teacher is 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, teacher should encourage the learners to produce good, clean and quality output. Though,
teacher must prepare supplementary activities to be used in case a group will be done ahead of time.

INDEPENDENT 1. TSA (1st group for TSA)
ACTIVITIES 2. Lift the Bowl
(concrete quantities
of 5)
3. Writing numerals 0 to 5
4. Number 5 mosaic
5. Number concentration
(matching numerals
with
1.Number concentration
(matching numerals
with quantities)
2. TSA (1st group for TSA)
3.Lift the Bowl
(concrete quantities
of 5)
4.Writing numerals 0 to 5
5.Number 5 mosaic
1. Number 5 mosaic
2. Number concentration
(matching numerals
with quantities)
3. TSA(1st group for TSA)
4. Lift the Bowl
(concrete quantities
of 5)
5. Writing numerals 0 to 5
1.Writing numerals 0 to 5
2.Number 5 mosaic
3.Number concentration
(matching numerals with
quantities)
4.TSA(1st group for TSA)
5.Lift the Bowl (concrete
quantities of 5)
1. Lift the Bowl (concrete
quantities of 5)
2. Writing numerals 0 to 5
3. Number 5 mosaic
4. Number concentration
(matching numerals with
quantities)
5. TSA(1st group for TSA)
quantities)
 Lift the Bowl (concrete quantities of 5)
Competencies:
• Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
• Add quantities up to 10 using concrete objects (MKAT -00-8)
• Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-
00-10) Materials:
bowl or cup, any kind of counter such as pebbles, beads, or
sticks Procedure:
1. Ask the learners to combine the different concrete objects such us pebbles, beads, or sticks
2. Ask the learners to put the concrete objects in a bowl or cup with corresponding numbers
3. Ask the learners to count the concrete objects in the bowl or cup
Game proceeds as the Hand Game but bowls are used for separating quantities.
Note: Some learners will need to work within a small group or one-on-one with the teacher to help them focus. This will also help teachers closely monitor and assist a specific learner
complete this activity. Use different counters from time to time.
Writing Numerals 0 to 5
Competencies:
• Read and write numerals 0 to 10 (MKC-00-3)
• Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-
1.4) Materials:
pencils, writing paper with dotted numerals 0 to 5 (see sample), sand paper numerals 0 to 5
Procedure:
1. Ask the learners to trace the sandpaper numerals with their index and middle fingers together.
2. Ask the learners to say the numbers while tracing their shape with their fingers.
3. Ask the learners to identify the numerals on the writing paper randomly.
4. Ask the learners to connect the dots of the numerals 0 to 5 using the right strokes.
5. After tracing, ask the learners to write the numerals on their own
Number 5 Mosaic
Competencies:
• Recognize and identify numerals 0 to 10 (MKC-00-2)
• pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
Materials:
bond paper, felt tip pens, medium sized cut out paper of different colors, glue
 Procedure:
1. Learners identify a big numeral 5 on their sheets of paper.
2. Learners will cut out and tear the colored papers and paste it on the outline. They may use only one color or as many colors as they wish.
Number concentration (matching numerals with quantities)
Competencies:
• Count objects with one-to-one correspondence up to quantities of 10 (4) (MKC-00-7)
• Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-
12) Materials:
a set of number cards from 0 to 5, a set of picture cards of different items in the house with quantities from 0
to 5 Procedure:
1. All the picture cards are laid out face down on the table/floor.
2. Players decide who gets to play first.
3. Player turns two cards face up.
4. If the cards match each other (e.g. numeral 4 and 4 objects on the picture card), the player keeps the cards.
5. Players continue to take turns to play.
6. Player with the most cards wins.

 Match numerals to sets of concrete objects from 0-5

LEARNING  Recognize and identify numerals from 0-5
CHECKPOINTS  Read and write numerals 0-5
 Represent the numeral 5 creatively

Flip flap
(Finger Play)
Teacher: Flip
TRANSITION Learners: flap
Teacher: Flip
Learners:
Flap
All: Its……..playtime
INDOOR/OUTDOOR
GAMES Bagyo! Bagyo! Sisilong ako! Larong Piko or Hopscotch Charades Build a House Relay Thumbs Up! Thumbs Down!
(20 minutes) Competencies: Competencies: Competencies: Competencies: Competencies:
10:35 - 10:55 • Nakasasali sa mga laro, o • Nagagamit ang mga kilos • Nakasasali sa mga laro, o • Naipapakita ang pagpapahalaga • Nakikilala ang kahalagahan ng mga
sa
03:35 - 03:55 anumang pisikal na gawain
at iba’t-ibang paraan ng
pageehersisyo (KPKPF-00-1)
• Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pageehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Naipapakita 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)
Materials:
none
Procedure:
1. Ask the learners to group
themselves into three. In
each group, two players
will act as the “house” by
holding hands and
raising
them up to make a
‘roof.’ One player will
stay inside the ‘house.”
2. Call on a volunteer to be
the ‘It.’ Let the ‘It’ practice
saying in a loud voice,
“Bagyo, bagyo! Sisilong
ako!’(or its equivalent in
the learners’ mother
tongue)
3. When the ‘It’ shouts,
“Bagyo, bagyo, sisilong
ako!” the
lokomotor at di-lokomotor sa
paglalaro, pag eehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Naipakikita ang panimbang
sa pagsasagawa ng ibat-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)
• Identify the 1st, 2nd, 3rd, up
to 10th object in a given set
(MKC- 00-11)
Nakapaghihintay ng kanyang
pagkakataon (KAKPS-00-12)
Materials:
chalk, pucks or pamato
Procedure:
1. Divide the learners into
groups of 3 or 4.
2. Let the learners make or
choose their pucks
(pamato).
3. Draw a ‘house’ on the
ground for each group of
learners.
4. Learners decide who goes
first, second, and last to
play the game.
5. The teacher demonstrates
how to play ‘piko.’
anumang pisikal na gawain at
iba’t ibang paraan ng
pageehersisyo (KPKPF-00-1)
• Naipakikita ang pagpapahalaga
sa maayos na pakikipaglaro
(KAKPS-00-19)
• Demonstrate movements using
different body parts (PNEKBS-Ic-
3)
• Nakapaghihintay ng kanyang
pagkakataon (KAKPS-00-12)
Materials:
none
Procedure:
1. Learners identify the
different areas in the house
(living room, kitchen, dining
room, toilet and bathroom,
bedroom).
2. Learners are given a chance
to think of activities done in
each area in the house.
3. Learners take turns in
demonstrating an activity
for the other learners to
guess.
4. The player who guesses
what the action is correctly
has to say in which area of
the house that action is
done.
5. Let all the learners have a
turn in doing a charade.
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)
• Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag eehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Pagbuo ng puzzles (KPKFM-00-
1.5) Materials:
2 sets of 5 large cardboard parts
of the house (roof, main frame,
door, windows) as puzzle pieces,
masking tape, wall or board
Procedure:
1. Divide the learners into groups
of 5 members each.
2. Show the learners the puzzle
pieces and ask them to say
what parts of the house they
are.
3. Tell the learners that each
team will have a chance to
form a house with the puzzle
pieces.
4. Let two teams prepare to go
first.
5. Let each team member choose
a part of the house.
6. When the teacher says go, a
player runs to the wall or
board to paste the house part
he/she is holding.
7. The next players paste the
house part he/she is holding
until the house is ‘built.’
tuntunin: pag-iwas sa paglalagay ng
maliit na bagay sa bibig, ilong, at
tainga, hindi paglalaro ng
posporo, maingat na paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo, tinidor, gunting,
maingat na pag-akyat at pagbaba sa
hagdanan (KPKPKK-Ih-3)
• Expresses thoughts, feelings, fears,
ideas, wishes, and dreams (LLKOL-
Ig- 9)
• Talk about the details of
an object/picture (LLKOL-
Id-4) Materials:
pictures that show safe and
unsafe practices at home (those
used in the Safe or Unsafe?
activity in Work Period 1)
Procedure:
1. Let the learners practice making
the thumbs up and thumbs
down sign.
2. The teacher tells the learners
that she will show them some
pictures, and when the picture
shows a safety practice at
home, they will make the
thumbs up sign. If the picture
shows an unsafe practice at
home, the learners are to
make the thumbs down sign.
3. The teacher asks the learners
to say why they did the
thumbs up or thumbs down
sign.
‘houses’ open to let the 8. The first team to ‘build’ the
house
 players out and enter wins.
another ‘house.’ The ‘It’ 9. The next set of teams play
also enters a ‘house.’ next until all teams have had
4. The player who is not able their turn to play.
to
enter a ‘house’ is the next
‘It.

 Participate in the game by following the rules

 Play the game with physical coordination and wait for their turn to play
LEARNING
 Connect the areas of the house with the activities done there
CHECKPOINTS
 “Build” a house as a team
 Build pictures that show safe and unsafe practices at home by doing the thumbs up and thumbs down sign.

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) The teacher checks if
10:55 - 11:00 the learners
03:55 - 04:00 can describe their own house
Say: Ihulagway/Isulti ang
porma sa inyo nga balay.
Ask: Unsa gani to ang mga
materyales nga gamiton
pagbuhat og balay?
Ask: Unsa ang tingog sa
WRAP-UP/
QUESTIONS/ACTIVITY sinugdanan sa mga
materyales sa pagbuhat sa
balay?
Balas, bato, bricks, blocks
Say: Isulat sa hangin ang
letra nga Bb.
The teacher checks if learners
are able to recall the different
types of houses.
Say: Ang balay lain-lain siya
ug porma depende sa
materyales
nga iyang gigamit.
Ask: Unsa ang materyales nga
gigamit sa “balay nga
pulos kahoy”?/”balay nga
binuhat sa kahoy ug bato”
(semi-
concrete)?/”balay nga
binuhat
sa pulos bato” (concrete)?
Hipos, Hipos
(Are You Sleeping)
Hipos..hipos.. hipos..hipos
Hiposa na..hiposa na..
Isulod sa bag, isulod sa bag
Ang mga gamit, ang mga
gamit
The teacher checks if the The teacher checks if the The teacher checks if the learners
learners are able to post the learners are able to post are able to say the safety
pictures to the correct area of pictures to the correct area in practices they should do at home,
the house. the house based on the story read to them.
Ask: Unsa gani to ang mga lugar Ask: Unsa gani to ang mga lugar Ask: Unsa ang ato nga timan-an
sa balay nga atong sa balay nga atong ug angay nga hinumduman
gihisgutan karon? gihisgutan karon? nga mga buhaton para
Ask: Unsa ang makita nato ug Ask: Unsa ang makita nato ug malayo o malikay sa disgrasya
ato nga buhaton sa kada ato nga buhaton sa kada sa sulod sa balay?.
lugar sa balay nga ato na lugar sa balay nga ato na
nga gihisgutan? nga gihisgutan?
 DISMISSAL ROUTINE

Song
Andam, Andam
(Are you
Sleeping)

Andam, andam
Andam, andam
kay manguli
na.. Magkita ta
ugma Magkita
ta ugma
Bye,bye na, Bye,bye na

Prayer
DISMISSAL ROUTINE “Thank You Prayer”

Thank you God for the words so sweet

Thank you God for the foods we eat
Thank you God for the things we learn
Thank you God for everything
Amen….

Reminders
Pagtugon sa mga angay buluhaton para malikay sa mga disgrasya padulong sa
balay. Pagpahinumdom sa mga buluhaton ug dalhunon sa dili pa moadtu sa
eskwelahan.

Dismissal Signal
My hand says goodbye with a
clap,clap,clap My feet says goodbye with a
stomp,stomp,stomp
Clap,clap,clap
Stomp,stomp,stomp
Our lesson is over and we’re going home
In going home,hands at my side, no pushing, no running, no
jumping Walk slowly and carefully.
Prepared and Quality Assured by: CITY OF NAGA DIVISION