WEEKLY ACTIVITY PLAN

Theme: My Family and Me Date: ___________________ Week 1

Sub-Theme: I Belong to A Family
QUARTER 2 Prepared by: Ma. Cristy Responte - CDT
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ACTIVITY Shape Frames: My Family Portrait Song: Lima ang Daliri Suggested Story: Si Hinlalaki Family Tree Name the Family Members
Family (Aklat Adarna)

MATERIALS Shape cutouts, glue, Paper plates, yarn, Word cards bearing the words: Family pictures (assigned to the
crayons or colored crayons, markers or paint nanay/mama, tatay/papa, lola, children the previous week
markers, pencils lolo, ate, bebe, nene, kuya, yaya; a together with the names of the
family picture that includes family members), printed
“lola/lolo, yaya” names of the family members

PROCEDURE 1. Distribute shape 1. Using the portrait, let
cutouts to the children each child identify her/his
and remind them to self in the family portrait.
return all the materials 2. Ask her/him: “How
after use. many children are there
2. Ask them to design a in the family? Are you the
frame using the shape first/eldest? Second?
cutouts. Third/Youngest?”
3. Ask them to draw 3. Ask the children to tell
their family portrait stories about family
inside the frame. members.
4. Let them present their 4. Then put holes on the
family portrait with sides of the plate and
description. thread the yarn through
it.
5. Ask the children to
hang the family portraits
on the wall.
1. Post the lyrics of the song
(optional).
2. Hum the music of the song.
3. Show the actions of the
song to the children.
4. Ask the children to repeat
the lyrics of the song.
5. Ask the children repeat the
actions of the song.
6. Ask the children to sing
and do the action of the song.
1. Recall the song Lima ang
Daliri.
2. Introduce the story Si
Hinlalaki which is related to
the song.
3. Tell the story with the use
of your fingers.
4. Ask the questions: “Who
are the children of Inang
Kamay? Could you use your
fingers to identify their
names? What does each of
them do? What happened
when Hinlalato tried to carry
the post? What is the moral
lesson of the story?”
1. Show a family picture (separate 1. Present the family pictures in
picture for each family member). front of the class.
2. Ask the children to identify the
2. Ask each child to identify his
family members while also mentioning
or her family picture and give
the names. Paste the word cards.
3. Ask them: “Which names of your the names of their family
the family rhyme? Let them repeat the members.
words.” 3. Summarize all the letters of
4. Ask: “What is the first sound in the the names of the family
word of nanay? Say the sound ‘n.’ Do
members.
the same for with other words.
4. Present each letter then say
5. Ask: “What is the last sound in the
word nanay? Say the sound ‘y.’ Do the the name of the letter. Then let
same with the other words. the children repeat after you.
6. Show a family tree and instruct the 5. Ask the children to name
children to paste the pictures on a tree each letter of the alphabet
following the order: lolo and lola;
correctly.
tatay/nanay(papa/mama); mga anak
(from the eldest to the youngest);
yaya
7. Guide the students in pasting the
picture of the members of the family.
8. Label the pictures by pasting the
corresponding word cards under it.

Theme: My Family and Me
Sub-Theme: I Belong to A Family
DAY MONDAY
ACTIVITY Different Families
MATERIALS Use family pictures brought
by the children; other
pictures of: family without
children, families with many
children
PROCEDURE 1. Divide the class into
three groups.
2. Hand the family
pictures to each group
and instruct them to
group the families
according to the number
of members.
3. Ask each group to
present the family and
let them count the
members for each
family.
4. Ask each group to
compare
two/three/four/five
families according to
number of family
members.
TUESDAY
Similarities and
Differences of Families
Family Pictures
1. Display the pictures of the
families.
2. Get two pictures and
compare the families.
Example: “This family has 3
members while the other
one has 5 members. The
color of the hair of the
grandmother is white. The
color of the hair of the
mother is black, the same
with her children. The shape
of the face of the baby is
round. The baby is fat while
the brother is thin.”
3. Ask the children to get
two or three or more family
pictures then let them
compare according to the
number/size of the family
members.
4. Do the same for the
comparison according to the
color and shape.
WEEKLY ACTIVITY PLAN
QUARTER 2
WEDNESDAY
Matching Pictures with
Labels
Pictures of family members,
word cards: mother, father,
baby, sister, brother
1. Present the pictures of the
family members in column A.
Present the printed labels of
the names of the family
members in column B.
2. Ask the children to draw
lines that connect the
pictures with the
corresponding labels.
3. Read each name in the
word card. Then name the
letter and sound off the
letters in the words. Ask the
children to repeat after you.
4. Instruct each child to point
to a label and let her/him
read each of the letter of the
label.
5. Do the same with the other
words.
THURSDAY
Alphabet Song
1. Sing the whole song.
2. Sing the song line-by-line
and ask the children to
repeat after you.
3. Then let the children sing
the whole song.
Date: ___________________ Week 2
Prepared by: Ma. Cristy Responte - CDT
FRIDAY
Sounding Off and Writing ‘O’ and
‘o’
‘O’: opo, ola, okra, Oscar, Olga;
ruled pieces of paper with ‘O’ and
‘o’ printed in dotted lines
1. Introduce the sound ‘o’ and show
the children how to produce it. Then
let them imitate you.
2. Ask the children to enumerate
words that start with the letter ‘o’:
opo, ola, okra, Oscar, Olga
3. Present the letter ‘O.’
4. Form capital ‘O’ and small letter ‘o’
in the air. Let the children imitate
what you just did. 5. Give to the
children the pieces of paper with
letter “Oo” in dotted lines.
6. Assist the children to sit in a correct
writing posture. Help them in
following the correct paper position
and way to hold a writing tool
7. Tell the children to connect the
lines.
8. Tell the children to copy the ‘O’ first
in one line of the paper.
9. Then let the children copy the ‘o’ in
another line.
Sounding Off and Writing ‘U’
and ‘u’
u: upo, ulan, ugat, ulat; ruled
pieces of paper with letter ‘U’
printed in dotted lines
1. Introduce the ‘u’ sound to the
children and demonstrate how to
produce it. Then let them imitate
you.
2. Instruct the children to
enumerate words that start with the
letter ‘u’ like upo, ulan, ugat, ulat
3. Present letter the ‘U.’
4. Write capital and small letter ‘U’
in the air. Ask the children to repeat
after you.
5. Give to the children the pieces of
paper with ‘U’ and ‘u’ printed in
dotted lines.
6. Remind them to follow the
correct posture, paper position and
way of holding and using the writing
tool
7. Instruct the children to connect
the lines.
8. Tell the children to copy the ‘U’
first in one line of the paper.
9. Then let the children copy the ‘u’
in another line.

Theme: My Family and Me
Sub-Theme: Our Family Has A Home
DAY MONDAY
ACTIVITY Different Kinds of Houses
MATERIALS Manila paper, papers,
pencils, colored markers,
crayons
PROCEDURE 1. Ask each child to draw a
house.
2. Have children color
her/his drawing.
3. Remind them to use the
drawing materials with care
and caution.
4. Let them paste their work
on the Manila paper for
class display.
TUESDAY
Where is the House?
Houses pasted on the manila paper;
names of the children who drew the
houses; a figure stick of a boy and
girl; tape
1. Show the names of the children
who drew the houses and ask each
one to paste her/his name on the
house drawn.
2. Facing the houses, put the figure
stick of a girl on a space between two
houses. Say: “This is me.” Then ask:
“Whose house is at my right? left?”
3. Ask each child to put the figure
stick on the spot between two
houses then ask “Whose house is at
your right? left?”
WEEKLY ACTIVITY PLAN
QUARTER 2
WEDNESDAY
A Family Needs a Shelter
Pictures of different houses made of
wood or cement or combination of
wood and cement, pictures of family
members sleeping, cooking, eating,
talking, etc.
1. Show the pictures and ask the
children to describe each picture
2. Ask: “Who live in these houses?”
3. Show pictures of family members
sleeping, eating, cooking, talking, etc.
4. Ask: “Why do families live in a
house?” 5. Ask each child to say why
their families live in a house.
Date: ___________________ Week 3
Prepared by: Ma. Cristy Responte - CDT
THURSDAY
Shapes in Homes
Construction paper (shoe boxes),
pairs of scissors, glue and Oslo
paper
1. Divide the class into four groups
with an assigned table.
2. Place assorted construction
papers with drawn shapes like
squares, triangles, rectangles, and
circles; glue and oslo paper on each
table
3. Remind the children to cut the
shapes within the line boundaries
and to use the cutting materials
with caution and care.
4. Instruct the children in each
group to cut the shapes within line
boundaries.
5. Then let them make a house
using the cutout shapes by pasting
these in the paper. 6. Provide a
place where children could display
their work.
FRIDAY
Parts of the House
Pictures of the different parts of the
house and; word cards bearing the
words: a) bahay, sala, hagdan, banyo,
kainan, lutuan/kusina, bintana,
palikuran, paliguan, etc.
1. Present the pictures of the different parts
of the house by groups: a) for the names of
the parts of the house with 2 syllables; b) for
the parts of the house with 3 syllables c) for
the parts of the house with 4 syllables
2. Ask the children to identify the parts of the
house as shown in pictures.
3. Say the words with 2 syllables (ba-hay) and
ask the children to repeat after you. Then ask:
”How many syllables are there in ‘ba-hay?’
Let the children answer the question and ask
the same question with the other 2-syllable
words (sa-la, hagdan, ban-yo).
4. Do the same with the words with 3 and 4
syllables.
5. Say: “I’ll say the parts of the house. When
you hear the part with 2 syllables, raise 2
fingers, for 3 syllables, raise 3 fingers, for 4
syllables, raise 4 fingers.”
6. Say: “Now I am going to raise my fingers,
you give the parts of the house. For 2 fingers,
give the parts of the house with 2 syllables, 3
fingers for 3 syllables and 4 fingers for 4
syllables.”

Theme: My Family and Me
Sub-Theme: Our Family Has A Home
DAY MONDAY
ACTIVITY Things in the House
MATERIALS Pictures of 3 different tables, 3
different vases, 4 different
beds, 6 similar chairs, 5 similar
plates, cups, saucers, glasses,
etc.
PROCEDURE 1. Say: “I will show you the
different things that houses have.”
Show all the pictures that you
have without grouping similar
objects together.
2. Say: “Look at the pictures. Let’s
group together objects that you
put in the sala/
bedroom/kitchen”.
3. After the children group
together the objects, ask them
“Which objects are similar? Why
do you say these objects are
similar? Which objects are
different? Why do you say they
are different?”
4. Arrange objects in different
order. Example: a sala set, a table
and a vase, 3 chairs, a table, 2
beds and a table, 3 plates and 3
glasses, etc.
5. Ask the children: “Which set has
similar objects? Which set has
different objects?”
WEEKLY ACTIVITY PLAN
QUARTER 2
TUESDAY
Sounding Off and Writing ‘T’ And ‘t'
t: tahanan, tao, tali, tatlo, turo, tamis; ruled
pieces of paper with “T’ and ‘t’ printed in
dotted lines
1. Present the sound ‘t’ and show the
children how to produce it. Then let them
imitate you.
2. Ask them to enumerate words starting
with the letter ‘t’ like tahanan, tao, tali,
tatlo, turo, tamis
3. Introduce letter ‘T.’
4. Write the capital and small letter ‘T’ in
the air and ask the children to imitate you.
5. Give to the children the pieces of paper
with ’T’ and ‘t’ printed in dotted lines.
6. Remind them to show correct posture,
paper position and way of holding a writing
tool
7. Tell the children to connect the lines.
8. Instruct the children to copy the ‘T’ first
in one line of the paper.
9. Then let them copy the ‘t”’ in another
line.
WEDNESDAY
Writing Numerals 2 and 3
Ruled pieces of paper with numerals 2 and
3 printed in dotted lines
1. Introduce numeral 2.
2. Write numeral 2 in the air then let the
children imitate you.
3. Give the pieces of paper with numeral 2
printed in dotted lines to the children.
4. Remind them to show correct posture,
paper position and better control in
holding the writing tool
5. Instruct the children to connect the
lines.
6. Tell the children to copy numeral 2 in
one line of the paper.
7. Introduce numeral 3.
8. Write the numeral 3 in the air then ask
the children to imitate you.
9. Give to the children the pieces of paper
with numeral 3 printed in dotted lines.
10. Instruct the children to connect the
lines.
11. Tell the children to copy numeral 3 in
one line of the paper.
Date: ___________________ Week 4
Prepared by: Ma. Cristy Responte - CDT
THURSDAY FRIDAY
Toy House (Bahay-Bahayan) Poem: Ang Aming
Tahanan
Things to build a house to be brought
by the teachers: pieces of cloth,
mats, chairs, foods, etc.
1. Divide the class into 4 groups and 1. Present the poem to
talk about the house they are going the children by giving the
to build. Give them time to build the title.
house. 2. Recite the whole poem
2. Give each group a designated then ask the children to
place to build the house and put the recite the poem line-by-
things needed. line.
3. Remind them that they can seek 3. Recite the whole poem
help or support from an adult again with the children.
4. Let them plan how to build the 4. Ask the children to say
house and the things they will put in the whole poem with
the house. rhyme and from
5. Let them get the materials they memory.
need from the pile of things put in a
corner.
6. Let them build their houses and
put the things they need.
7. When the house is completed, give
each group time to talk about their
house.
 WEEKLY ACTIVITY PLAN
Theme: My Family and Me Date: ___________________ Week 5
Sub-Theme: Our Family Works Together
QUARTER 2 Prepared by: Ma. Cristy Responte - CDT
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ACTIVITY Things I Learned from Collage and Song: We Work for the Letter Families Flash Cards Coloring or Painting of Household Sounding Off and Writing ‘H’ and
My Family Sequencing Family Chores ‘h’

MATERIALS Crayons, colored Old magazines, glue Flash cards: A E A; I I E U; U O A Pictures of families with children h: hugas, halik, hanap, halika, hilik;
paper, bond or and paper, picture U; E O E O A; A E I O I doing household chores ruled pieces of paper with letter
construction paper, cards of events that ‘H’ printed in dotted lines
barbeque sticks, yarn take place in a
sequence

PROCEDURE 1. Instruct the children 1. Provide different 1. Let the children do the 1. Remind the children to pat a 1. Show a picture of a family (mother, 1. Recall the word ‘hugas’ and let the

to draw pictures of the magazines. 2. rhythmic claps in 2/2 time classmates back and shoulder father, children) doing household chores. children identify the initial letter of the
signature (1, 2 - 1, 2 - 1, 2 – 2. Instruct the children to describe what word.
different things their Children browse the who participates in the activity.
1,2). the family members are doing. 3. Say: “If 2. Present the sound ‘h’ and
families have taught magazines and 2. Lay out the letter flash cards
2. Sing the whole song while this is your family, which among these demonstrate how to produce it. Then
them to do. choose pictures of the children do the rhythmic on the table. children represent you?” Request one ask the children to imitate you.
2. Examples: eat, family activities. claps in 2/2 time signature. 3. Show the first letter flash card child to point to the picture. Then ask: 3. Ask the children to give words that
bathe, help clean the 3. Children tear the 3. Sing line-by-line and let (A E A). Ask: “Which letter is “Where is your father in the picture? start with the sound ‘h’ like hugas,

house and preparing pictures and paste the children repeat after different?” What is he doing? Where is your mother halik, hanap, halika, hilik 4. Introduce
you. in the picture? What is she doing? What letter ‘H.’
food, etc. them on the paper. 4. Do the same with the next set
4. Ask the children to sing are you doing in this picture? “ 5. Write the capital and small letter ‘H’
3. Let them color the 4. Provide a place of words.
the whole song with you. 4. Do the same with the other pictures. in the air. Ask the children to imitate
pictures and help them where children could 5. Divide the class into two 5. Show the first flash card again 5. Distribute the crayons and paint to the you.
copy the labels of their display their art work. groups: A and B. Group A will (A E A). Ask: “Which letters are children. 6. Remind children to practice correct
drawing. sing the song while Group B the same?” Or “Which letters are 6. Remind the children to color or paint posture, paper position and way of

4. Hang the drawing will do the rhythmic claps.
Then Group A will do the
using yarn on the
rhythmic claps while Group B
barbecue stick or
will sing the song.
hanger. 6. Then ask all the children to
sing the whole song with you
while accompanying it with
rhythmic claps.
similar?” within line boundaries.
7. Then ask each child to choose a picture
6. Do the same with the next set
of a family he or she wants. Let him or her
of letters.
color or paint the child that represents his
self or herself. 8. Ask the children to
present their artwork. Then ask: “Why do
you color yourself blue? Let the child
answer the question.”
holding and using the writing tool.
7. Give the pieces of paper with ‘H’ and
‘h’ printed in dotted lines to the
children
8. Tell the children to connect the lines.
9. Tell the children to copy the ‘H’ first
in one line of the paper. 10. Then let
the children copy the ‘h’ in another
line.

Theme: My Family and Me
Sub-Theme: Our Family Works Together
DAY MONDAY
ACTIVITY Sounding Off and Writing Poem: Ang Aking Pamilya
‘M’ And ‘m’
MATERIALS m: mama, mano, mesa,
musmos, marami; ruled
pieces of paper with ‘M’ and
‘m’ printed in dotted lines
PROCEDURE 1. Recall the word ‘mama’ and
let the children identify the first
letter of the word. 2. Present
the sound ‘m’ and demonstrate
how to produce it. Then ask the
children to imitate you.
3. Ask the children to
enumerate words that start
with the sound ‘m.’
4. Introduce the letter ‘M’. 5.
Write the capital and small
letter ‘M’ in the air. Then ask
the children to imitate you.
6. Remind children to practice
correct posture, paper position
and way of holding and using
the writing tool.
7. Give to the children the
pieces of paper with ‘M’ and ‘m’
printed in dotted lines. 8. Tell
the children to connect the
lines.
WEEKLY ACTIVITY PLAN
Date: ___________________ Week 6
QUARTER 2 Prepared by: Ma. Cristy Responte - CDT
TUESDAY WEDNESDAY THURSDAY FRIDAY
Writing Numeral 4 Writing Numeral 5 Story: Kamay ni Story Telling Story: Papel de Liha
Nanay
Ruled pieces of paper Ruled pieces of paper
with numeral 4 in with numeral 5
dotted lines printed in dotted
lines
1. Tell the children that they will learn 1. Introduce the 1. Introduce the 1. Recall the poem 1. Show the book to 1. Present the title of
poems about the family entitled ‘Ang numeral 4. numeral 5. yesterday. the children and ask the story with the
Aking Pamilya.’
2. Write the numeral 2. Write the numeral 2. Introduce the the children to picture.
2. Present the first poem “Dito na si
4 in the air then ask 5 in the air then ask story Kamay ni describe what they 2. Ask the children to
Ina.” Recite the whole poem then recite
it line-byline and ask the children to the children to the children to Nanay and ask the can see in the cover describe the picture.
repeat after you. Then ask the children imitate you. 3. imitate you. children what they page of the book. 3. Read the story from
to say the whole poem from memory. Remind children to 3. Remind children to think about the 2. Read the title of the book.
3. Show the word ‘Ina.’ Ask children show correct posture show correct posture story. the book, the author 4. After reading the
what words rhyme with ‘Ina.’ Do the
and way of holding and way of holding 3. Tell the story and the illustrator. story, the following
same with the words: dito, sampu.
and using the writing and using the writing 4. Ask the Explain that the questions may be
4. Then ask the children to identify the
positive characteristics of an Ina. Ask tool tool questions: “Who author wrote the asked: “What chores
them to name the positive 4. Give to the children 4. Give to the children are the characters book and the does the mother do in
characteristics of their mother. the pieces of paper the pieces of paper of the story? How illustrator drew the the story? Why is her
5. Follow the steps 1 and 2 in with numeral 4 with numeral 5 will you describe pictures in the book. hand likened to a papel
presenting the second poem.
printed dotted lines. printed dotted lines. the mother? How 3. Ask the children de liha?”
6. Show the word ‘Ama.’ Ask the
5. Tell the children to 5. Tell the children to will you describe what they think the 5. Ask the children to
children what words rhyme with ‘Ama.’
Do the same with the word ‘amin.’
connect the lines. connect the lines. her child? Do you story will be about. describe the characters
7. Let the children name the positive 6. Tell the children to 6. Tell the children to like the story? 4. Read the story of the story.
characteristics of an Ina and Ama. copy numeral 4 in copy numeral 5 in Why” aloud to the children. 6. Then ask: “If you
8. Follow the same activities for the one line of the paper. one line of the paper. were the child, what
third poem.
will you do to help your
mother?”

Theme: My Family and Me
Sub-Theme: My Family Keeps Me Healthy and Safe
DAY MONDAY
ACTIVITY Growing Up Nutritious Foods Good for the Body
MATERIALS Family pictures of children while
they were babies, toddlers and at
present
PROCEDURE 1. Ask the children to bring family
pictures of when they were
babies, toddlers and their present
pictures.
2. Display the pictures on a Manila
paper.
3. Let the children make stories
about their own pictures.
4. Ask questions on who took care
of them when they were babies
and toddlers and how they were
taken care of.
5. With the use of the pictures,
compare the children when they
were babies and toddlers and now
that they are already 4 years old.
Ask the children to point out the
differences and what may have
contributed to the changes.
WEEKLY ACTIVITY PLAN
QUARTER 2
TUESDAY
Pictures of a) foods that give energy, b) foods
that help us grow, c) foods that help make our
bones and teeth strong, d) foods that make us
healthy
1. Refer to the food groups.
2. Scatter the pictures of foods on the table.
3. Prepare paper bags properly labelled with
foods that can a) give energy, b) help us grow,
c) can make our bones and teeth strong, and d)
make us healthy.
4. Ask the children what foods they think: a)
give energy, b) help us grow, c) can make our
bones, and teeth strong, and 5) make us
healthy.
5. Ask one child at a time to pick a picture and
place it inside the paper bag to where it
belongs.
6. Repeat until all the pictures have been put
inside the paper bags.
7. Remove all the pictures in one bag one at a
time and repetitively say its name and good it
does for the body. Example: “This is _____. It
makes me/my _____. /It gives me _____. “
8. Repeat until all the bags are empty.
WEDNESDAY
Crayon Etching
Oslo paper, crayons, tissue
paper, pointed marking tool like
a ballpen cap or barbecue stick
1. Color the surface of the Oslo
paper using bright colored
crayons such as red, yellow, etc.
2. If the crayon has a shiny
surface, color over the bright
colors with black, dark blue, or
any other dark color.
3. Polish the dark surface with
tissue paper until it shines.
4. Use a blunt object such as a
ballpen cap or barbecue stick to
scratch through the dark crayon
for the bright colors to appear.
5. Make patterns and designs of
different foods that make the
body healthy.
Date: ___________________ Week 7
Prepared by: Ma. Cristy Responte - CDT
THURSDAY
Role Playing: Going to the
Market
Mini-market in the class; cutouts
of different foods
1. Divide the class into 3 groups.
2. Tell them that they will have
an activity called ‘going to
market.’
3. Ask each group to play as the
vendor and the others as the
buyers.
4. Provide each group with
paper bag.
5. Once they are done with
shopping, let them bring out
what they got.
6. Ask each group to explain
why they choose these foods.
FRIDAY
Tugma
1. Present the whole rhyme
then say the rhyme line-by-line.
Ask the children to follow after
you.
2. Then let the children say the
whole rhyme.
3. Tell the children that they are
going to identify words that
rhyme.
4. Show the word ‘nanay’ then
ask: What word rhymes with it?
5. When the answer ‘gulay’ is
given, ask the children to say the
rhyming words: nanay – gulay.
6. Do the same with the words:
binabantayan - lamang; lahat –
masarap; pamilya – masaya.

Theme: My Family and Me
Sub-Theme: My Family Keeps Me Healthy and Safe
DAY MONDAY
ACTIVITY Song: Oras ng Pagkain Riddles
(Tono: Magtanim Ay Di
Biro)
MATERIALS
PROCEDURE 1. Sing the whole song and
sing line-by-line. Then ask
the children to repeat after
you.
2. Then let the children sing
the whole song.
3. Let the children select the
musical instruments and
objects and let them explore
playing these to accompany
the song.
4. Divide the class into 2
groups. One group will sing
the song while the other
group will play the musical
instruments and other
objects to accompany the
song. Then switch the
activity of the two groups.
TUESDAY
Illustrations or Drawings of
saging, pinya, atis, langka,
dalandan, kalamansi, kangkong,
cabbage, talong, kangkong
1. Explain to the children that
they are going to have riddles
and discuss what riddles are,
2. Present the first riddle and
show the possible answers:
saging, papaya. Let the children
guess the answer and the child
who gives the correct answer
will be given the drawing which
he/she will color.
3. Do the same with the other
riddles.
WEEKLY ACTIVITY PLAN
QUARTER 2
WEDNESDAY
Sounding Off and Writing ‘K’ and ‘k’
k: kamay, kalo, kuko, kalabasa, kalamansi; ruled
pieces of paper with ‘K’ and ‘k’ printed in dotted
lines
1. Recall the word ‘kamay’ and ask the children
to identify the initial letter of the word.
2. Present the sound ‘k’ and demonstrate how to
produce it. Then ask the children to repeat after
you.
3. Ask the children to enumerate words that
start with the sound ‘k.’
4. Introduce letter ‘K.’
5. Write the capital and a small letter ‘K’ in the
air. Ask the children to repeat after you.
6. Remind children to practice correct posture,
paper position and way of holding and using the
writing tool.
7. Give to the children the pieces of paper with
‘K’ and ‘k’ printed in dotted lines.
8. Tell the children to connect the lines.
9. Tell the children to copy the ‘K’ first in one line
of the paper.
10. Then let the children copy the ‘k’ in another
line.
Date: ___________________ Week 8
Prepared by: Ma. Cristy Responte - CDT
THURSDAY
My Favorite Foods
Children’s own stories about foods
with pictures; magazines with
pictures of foods; drawing materials
1. Ask the children to name their
favorite foods. 2. Tell them that they
are going to make stories about foods
they like.
3. Group the children according to
their favorite foods.
4. Then ask each group to make a
story about the foods they like.
5. Let them make pictures to
accompany their story. They can draw
or cut pictures from the magazines
and paste these in a sheet of paper. 6.
Let each group present their story
with the pictures.
7. Appreciate the children for the
stories they have made.
FRIDAY
We Keep Our Home Safe: Don’t
Play with Pointed Objects
Pictures or real objects of pair of
scissors, knives, safety pins,
rods; word labels of these
objects
1. Show the pictures of pointed
objects and ask the children to
describe their uses.
2. Show the word labels and let
the children match the word
with the corresponding objects.
3. Turn the children’s attention
to the pointed part of the
objects and ask them what
could likely happen if they will
play with them. Ask them if their
parents reminded them of what
to do with these pointed objects
at home.
4. Let them think about what
they should do with these
objects to avoid being hurt.
5. Make them realize the danger
if they will be using the
materials unsupervised.
 WEEKLY ACTIVITY PLAN
Theme: My Family and Me Date: ___________________ Week 9
Sub-Theme: I Love My Family
QUARTER 2 Prepared by: Ma. Cristy Responte - CDT
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ACTIVITY Finger Paint Letter Making of Names of Family A Model Birthday Card Story of Birthday Celebrations Family Members Pray
Members Together

MATERIALS 2 cups laundry starch (gawgaw), 1 Cardboard, glue, buttons, or beans Old birthday cards, glue, pens, colors, Pictures of the children’s birthday Pictures of families praying
cup water, 3 cups soap flakes or pieces of white paper celebrations together.
shavings, food coloring, oslo paper

PROCEDURE 1. Ask the children to add food
coloring to water.
2. Let them dissolve the starch in
water and slowly add the soap
shavings.
3. Let them mix until thick.
4. Ask the children to dip fingers
into the mixtures and make
designs like heart, happy face, etc.
or write their names and names of
the family members on the oslo
paper.
5. Ask the children to wash their
hands after the activity.
6. Remind children to return
things or materials to their proper
places.
1. On separate piece of cardboard,
draw each letter of the names of family
members of the children in class and
outline them in Block style.
2. Use numbers and arrows to
demonstrate how letters are formed.
3. Distribute name cards with letters in
Block style to each child.
4. Ask each child to place beans or
bottoms within the outline of each
block letter.
5. Ask the children to trace the beans
or buttons with their forefinger and
verbalize whether the finger goes up,
down or to the right, etc.
6. Distribute letters with arrows and
numbers.
7. Let them use the arrows and
numbers as a guide in forming/writing
the letters
1. Ask the children to bring old birthday
cards to class a week prior to the activity.
2. Ask the children who among their
families will be celebrating their birthday
soon because they will make a birthday
card for these persons.
3. Let them bring out the birthday cards
that brought from home and tell them to
use this as reference for the birthday
card that they will make. 4. Have the
children fold a piece of paper into two.
5. Let them cut the picture in the
birthday card and paste it in front as the
cover.
6. On the inner side, ask the children to
draw something for the person who will
be celebrating the birthday.
7. Help the children write some
greetings.
8. Ask the child to give the card.
1. Children should have been 1. Show pictures of families
asked on the previous day to praying together. 2. Ask the
bring pictures of their birthday children to describe the
celebration. pictures.
2. Ask each child to share how he 3. Ask: “Why do families pray?
or she celebrated the birthdays To whom do you pray? What
while showing the pictures they do you do when praying?
brought. 4. Let the children share how
3. Group the class into 3 groups. their families pray together.”
Ask each group to narrate their
stories through group
presentation.
4. Let each group discuss their
stories with the pictures. Then let
them practice their group
presentation.
5. Ask each group to present its
birthday celebrations story.
6. After the presentation, discuss
how the group worked for the
presentation. Then congratulate
each group for the good job.

Theme: My Family and Me
Sub-Theme: I Love My Family
DAY MONDAY
ACTIVITY Children Show Love and Respect to
Their Mother, Father, Brother and
Sister
MATERIALS Pictures of children showing love
and respect to family members
PROCEDURE 1. Show pictures of children showing
love and respect to family members.
2. Let them share experiences on
how they show love and respect to
the family members.
3. Model to the children in saying
the expressions: I love you. I’m
sorry. I’m happy to be with you.
Thank you. Can I help you? Please.
4. Show one picture again and ask
the children what is the appropriate
expression that a child should say in
the situation shown in the picture.
Do this for the other pictures.
WEEKLY ACTIVITY PLAN
QUARTER 2
TUESDAY
Mario’s Special Day
1. Present the title of the story and
let children anticipate what the story
is all about.
2. Tell the story.
3. Ask the following questions:
“Where will Mario and his Mom and
Dad go on that day? What did Mario
see in his Mom and Dad’s bedroom?
What did Mario find during
breakfast? What did Mario find in the
bathroom? What did Mario see in all
parts of the house? How does Mario
feel? Why is the story entitled
“Mario’s Special Day?”
4. Ask some children to retell the
story according to events.
WEDNESDAY
Song: Papa is Special (Tune: Where’s
is Thumbkin?)
Song 1: Papa is Special (Tune: Where
is Thumbkin?) Song 2: The Family’s in
the House (Tune: The farmer in the
Dell)
1. Sing the whole song (Song 1) then
let the children sing with you.
2. Ask the children to create their
own body movements in rhythm to
the music.
3. Let the children sing the whole
song with the body movements.
4. Do the same with Song 2.
Date: ___________________ Week 10
Prepared by: Ma. Cristy Responte - CDT
THURSDAY FRIDAY
Father Says Start Hopping,
Jumping, Crawling, Running
Demonstration on hopping,
jumping, crawling and running
1. Demonstrate to the children
the actions of hopping, jumping,
crawling and running then ask
them to do these actions.
2. Remind the children to help a
peer do the actions correctly.
3. Ask the children to fall in line 2
meters away from the circle.
Begin the game when the first
child on the line says: “Father
says start” so she/he crosses the
circle by hopping, “jumping,
crawling, and running. Once the
circle has been crossed, the next
child takes the place and say:
“Father says start” so she/he
follows what the first child did.
4. Encourage all children to
participate in the game.
Creating a Thank You Card
Old thank you cards, glue, pens,
colors, scissors
1. Ask the children to bring out the
old “thank you” cards they brought
from home.
2. Have them to fold a piece of
paper into two. 3. Cut the pictures
and paste it in front as the cover.
4. On the inner side, ask the
children to draw something for the
family member to whom the card
will be given.
5. Help the child to put some
greetings by asking the help of an
adult to write what he/ she wants
to say to the person.