School SAN ISIDRO ELEMENTARY SCHOOL Teaching Dates March 6 – March 10, 2023

Teacher JERALYN S. MORALES Week No. 25

Content Focus Sequencing Quarter 3
KINDERGARTEN Most Essential
Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
DAILY LESSON Learning Competency
Arrange objects one after another in a series/sequence according to a given attribute (size, length) and
LOG (PIVOT 4A BUDGET
describe their relationship (big/bigger/biggest or long/longer/longest) (MKSC-00-10)
OF WORK)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (March 6, 2023) (March 7, 2023) (March 8, 2023) (March 9, 2023) (March 10, 2023)
Arrival Time / Meeting Time 1
Preparation Preparation Preparation Preparation Preparation
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine
Exercise Exercise Exercise Exercise Exercise
Activities
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Kaya kong makilala Kaya kong pagsunod- Kaya kong Kaya kong pagsunod- Kaya kong ayusin ang mga
ang pagkakasunod- sunurin ang mga pagkakasunod-sunodin sunudin ang tatlong barya mula sa pinakamaliit
Messages sunod ng mga pangyayari sa ang mga pangyayari ng bloke: ayon sa bilang, sa hanggang sa pinakamalaki.
pangyayari gamit ang pamamagitan ng mga gawain. laki, sa haba, at sa
larawan. pagkukuwento. timbang.
Questions  Pwede mo bang  Ano ang sunod-  Ano ang unang dapat  Maari mo bang ipakita  Sino dito ang nakakita na
sabihin sa akin sunod na pangyayari nating gawin bago sa akin kung paano mo ng barya dati?
kung ano ang ibig sa larawan tungkol sa natin simulan ang mapagsusunod-sunod  Sino ang nakakaalam
sabihin ng pagsasabi ng paglalaba ng ating ang mga bloke sa kung gaano kalaki ang
"sequencing"? "salamat"? mga damit? pamamagitan ng isang piso?
 Pwede mo bang  Ano ang nangyari sa  Bakit mahalaga na bilang? Alin ang  May nakakaalam ba sa
tingnan ang mga una? paghiwalayin ang mauunang bloke? Alin inyo ng baryang mas
larawan ng mga  Ano ang sumunod? ating mga damit bago ang huli? malaki sa isang piso?
sanggol na  Ano ang nangyari sa natin ito ilagay sa  Paano mo  May mga larawan ako ng
gumagapang, mga huli? washing machine? mapagsusunod-sunod iba't ibang barya dito.
batang  Ano ang huling dapat ang mga bloke sa Tulungan ninyo akong
naglalakad, at nating gawin pamamagitan ng laki? maglagay ng mga ito sa
mga bata na pagkatapos nating Maari mo bang hanapin ayos mula sa
tumatakbo at maglaba ng ating ang pinakamalaking pinakamaliit hanggang sa
ilagay sila sa mga damit? bloke at ilagay ito sa pinakamalaki.
tamang simula ng Matutulungan ninyo ba
pagkakasunod- pagkakabanggit? ako?
sunod mula sa Paano naman ang
una hanggang sa pinakamaliit na bloke?
huli?  Subukan nating mag-
ayos ng mga bloke
batay sa haba. Alin ang
pinakamahaba? Alin
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 ang pinakamaikli?
Maari mo bang ilagay
sila sa ayos batay sa
kanilang haba, sa
pagkakabanggit ng
pinakamahabang bloke
sa unahan at
pinakamaikling bloke sa
huli?
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do
Period 1 the assigned tasks.
Work Period 1
Teacher-Supervised Sequencing Pictures Story Sequence Laundry Day 1, 2, 3 Blocks Sorting of Coins
Activity (KTG, p.140) (KTG, p.169) (KTG, p.232) (KTG, p.42) (KTG, p.188)
1. Sequencing of Pictures (KTG, p.58)
2. Tamang Pagkakasunod-sunod ng mga Pangyayari (Pivot4A LM, p.25)
Independent
3. Pinakamahaba at Pinakamaikli (Pivot4A LM, p.26)
Activities
4. Ang mga Bagay Ayon sa Pinaka… (Pivot4A LM, p.26)
5. Flower Cut-Outs (KTG, p.481)
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may
Meeting Time 2
be used.
Meeting Time 2
Questions/Activity Let the learners present their work.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their
Transition to Health
hands. Encourage sharing especially if not all children have food.
Break/
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,
Quiet Time
wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time.
Supervised Recess / Health Break/Quiet Time
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready,
Time the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Sequencing Stories - The Bath Song My Day My Day Sorting and Matching
What happens next? https:// https:// https://www.youtube.com/ Games
https:// www.youtube.com/watch? www.youtube.com/watch? watch?v=qD1pnquN_DM https://www.youtube.com/
Story www.youtube.com/ v=HVYXHMY7wvo v=qD1pnquN_DM watch?v=6BzmzF7_7uQ
watch?
v=LxC9bgtPfWQ

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to join their group and do the assigned tasks.
Work Period 2
Preparing to go to
Teacher-Supervised What Comes Next? Bath Sequence Please Describe It Exploring Twigs
school.
Activity (KTG, p.27) (KTG, p.130) (KTG, p.295) (KTG, p.466)
(KTG, p.143)
Independent 1. Dress up sequence (KTG, p.238)
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 2. Tamang Ayos at Pagkakasunod-sunod (Pivot4A LM, p.28)
3. Pagsusunod-sunod Ayon sa Patterns (Pivot4A LM, p.28)
Activities
4. Playdough: Circle (KTG, p.75)
5. Five in a Row (KTG, p.539)
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes,
Indoor/ Light the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or
Physical Activity countdown may be used.
Indoor Activity/ Light Physical Activity
Story Sequence Charades Relay Race Pass the Egg Tower Building Game
Activities
Game (KTG, p.222)
Transition to 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
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Wrap-Up Questions/
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
1. No. of learners who earned 80% in the
evaluation.
2. No. of learners who require additional activities
for remediation.
3. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
4. No. of learners who continue to require
remediation.
5. Which of my teaching strategies worked well? Incorporating hands-on activities, using positive reinforcement, creating a predictable routine, using visual aids, and
Why did this work? encouraging active participation.
 Keeping the attention and engagement of young students can be a challenge, especially when trying to explain
abstract concepts like sequencing and comparison.
o Providing professional development opportunities for teachers to improve their understanding of best
1. What difficulties did I encounter which my
practices for teaching sequencing and comparison.
principal or supervisor can help me solve?
 Providing differentiated instruction and scaffolding for students who are struggling can be challenging,
especially when teaching a large class.
o Establishing clear standards and guidelines for assessing student progress in these areas.
2. What innovation or localized materials did I Storytelling, picture cards, sequencing mats, comparative adjectives, interactive activities, props and visual aids.
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

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JERALYN S. MORALES RHEA J. CAMACHO ELPEDIO A. PELICANO ANAMARIE A. JABAT
Teacher 1 Grade Leader Assistant Principal Principal III

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Indoor Games/Outdoor Games:
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 Story Sequence Game: Choose a storybook and read a few pages from it to the players.
Then ask them to identify the sequence of events that happened in the story. For example,
ask them to identify what happened first, next, and last.
Charades: Write down a list of events on slips of paper, such as "brush teeth," "make bed,"
and "eat breakfast." Then have players take turns acting out each event without speaking,
while the other players try to guess the correct sequence of events.
Relay Race: Set up a relay race with tasks that must be completed in a specific sequence,
such as running to a cone, picking up a ball, throwing the ball at a target, and running back
to tag the next player. As each player completes their task, ask them to explain where it fits
into the sequence of events.
Tower Building Game:
 Collect a set of blocks or objects of different sizes.
 Explain the concept of size and the comparative terms big, bigger, and biggest.
 Ask the players to build a tower using the objects, starting with the largest at the bottom
and ending with the smallest at the top. Players could take turns adding blocks until the
tower is complete.

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