School Timalan Elementary School Date: February 14, 2024

Teacher Jelou G. Lunas Week 3

No.
Kindergarten Content Ang Aking Karanasan Bilang Kasapi ng Quarter Three
Daily Lesson Focus Komunidad
Plan Most Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad (KPKPKom-00-
Essential 6)
Learning
Competencie
s

BLOCKS OF TIME MIYERKULES

Arrival Time
Routine Activities National Anthem
Opening Prayer
(KRA 1, Objective 5: Exercise
Managed learner Kumustahan
Attendance
behavior
Balitaan
constructively by
applying positive and
non-violent discipline
to ensure learning-
focused environment.)

Meeting Time 1
Message Ako ay sumusunod sa mga alituntunin ng aming komunidad

Questions 
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-
00-11)
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions,
Period 1 and tells the learners to join their group and do the assigned tasks.
Work Period 1
Teacher-Supervised - Show Me Your Emotion
Activity Materyal: Emotion puppet stick

(KRA 1, Objective 2: Pamamaraan:

Used a range of 1. Magsasabi ang guro ng mga pangyayari at magpapakita ng mga larawan
teaching strategies to itataas ng bata ang magiging emosyon nito gamit ang ginawa na emotion
develop critical and puppet stick.
creative thinking, as
well as other higher-
Mga Pangyayari:
order thinking skills.)
 Kayo ay naiwan mag-isa sa bahay
 Kayo ay pumunta at naligo ng dagat.
 Nakakita kayo ng gagamba.
 Nasira ang inyong laruan.

Mga larawan:
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
 Express thoughts, feelings, fears, ideas, wishes, and dreams
(LLKOL-Ig-9)

Learning  Recognize the basic emotions

Checkpoints  Express their emotions through art.
Independent  Pagdugtungin ang magkatulad na mukha.
Activities

(KRA 2, Objective 6:
Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender,
needs, strengths,  Gumuhit ng ibat ibang emosyon sa stick puppet.
interests and
experiences.)

(Collaborative
Approach)

 Bakatin ang mga salita sa ibaba. Kulayan ang mga larawan.

 Tingnan ang larawan. Kulayan ang masaya o malungkot na mukha ayon sa iyong
nararamdaman.

Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain.
(SKMP-00-2)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Match object, pictures based on properties /attributes in one-to-one correspondence
(MKAT-00-1)
Learning  Trace and color the pictures
Checkpoints  Match pictures in one-to-one correspondence
 Recognize the basic emotions
Transition to Meeting The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes
Time 2 before Meeting Time 2. After 10 minutes, the 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 be used.
Meeting Time 2
Questions/Activity Let the learners present their output.
Transition to Recess/ The teacher commends the learners for the work they did in Work Period Time 1 and tells them
Health Break to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
Supervised Recess, Handwashing and Toothbrushing
Transition to Quiet The teacher reminds the children to pack away the things they used in recess time, clean up
Time their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change
their wet clothes, and have their Quiet Time.
Quiet Time
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s
Time time to listen to a story. When the learners are ready, the teacher proceeds with the pre-
reading activities and makes sure that the learners are listening attentively.
Story Time Ang Matapang na si Ising
Pre-reading Activity Magpapakita ang guro ng larawan ng isang kulay kahel na isda..
(Inquiry-Based Tanong:
Approach)  Ano ang nakikita niyo?
 Nakakita na ba kayo ng isda?
 Saan makikita ang isda?
During Reading Ask comprehension questions.
Post Reading Mga Tanong:
(Reflective Approach)  Ano ang pangalan ng isda?
 Bakit nagagalit ang bidang isda sa kuwento?
 Kanino sila natakot?
 Ano ang kulay ng isda?
 Ano-ano ang mga bagay na kulay kahel ang nabanggit sa kwento?
 Kung kayo ang batang isda gagayahin niyo din ba ang kaniyang ugali na hindi
nakikipagkaibigan? Bakit?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-
Period 2 supervised and independent activities, answers any questions, and tells the learners to join
their group and do the assigned tasks.

Work Period 2
Teacher-Supervised .Magpapakita ng mga larawan na kulay kahel.
Activity
(KRA 1, Objective 1:
Applied knowledge of
content within and
across curriculum
teaching areas.)

 Ano ang kulay ng mga larawan?

 Dito sa silid-aralan magbigay o ituro ang bagay na kulay kahel.
 Bilangin natin ang mga bagay na kulay kahel?
 Isulat sa pisara ang bilang ng bagay na kulay kahel.

-Tsek o ekis
Lagyan ng tesk ang kulay kahel na bagay at ekis na man kung hindi kahel.

(KRA 3, Objective 9:
Selected, developed,
organized and used
appropriate teaching
and learning
resources, including
ICT, to address
learning goals.)
Competencies  Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other
details (T-shirt with collar and without collar) (LLKVPD-Id-1)
Learning Checkpoints  Sort and classify according to color
 Match the same picture
Independent Activities  Bakatin ang salitang kahel at kulayan ng kulay kahel ang larawan.

(KRA 4, Objective 10:

Designed, selected,
organized and used
diagnostic, formative
and summative  Kulayan ng kahel ang mga larawan.
assessment strategies
consistent with
curriculum
requirements.)

 Lagyan ng tsek ang mga larawan na kulay kahel.

 Gumupit ng kulay kahel na papel at idikit sa larawan ng kalabasa.

Competencies  Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other
details (T-shirt with collar and without collar) (LLKVPD-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel
(KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (SKMP-
00-2)
Learning Checkpoints  Sort and classify according to color
 Cut and paste properly
 Match the same pictures
Transition to Indoor/ The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes
Light Physical Activity before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing
away the materials they used and be ready for Indoor/ Outdoor Games. A transition song or
countdown may be used.
Indoor/ Outdoor Games
Activities Toss the Cube
 Ipapasa ng bata ang kahon habang tumutugtog ang musika.
(KRA 2, Objective 4:  Titigil ang pagpasa kapag tumigil na ang musika.
Managed classroom  Ang bata na may hawak ng kahon ay siyang maghahagis ng kahon.
structure to engage  Gagayahin ng bata ang emosyon na lalabas sa kahon.
learners, individually
or in groups, in  Magbibigay ang bata ng karansan base sa emosyon na lumabas.
meaningful
exploration, discovery
and hands-on
activities within a
range of physical
learning
environments.).

Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
Learning Checkpoints  Talk about their personal experiences
 Recognize the basic emotions
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor
Time 3 Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or
countdown may be used.
Meeting Time 3
Activities  Learners recall the different emotions.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health
protocols.

REFLECTION
No. of learners who earned 80% in the evaluation.
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think
about your student’s progress this week. What works? What else
needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so that when you meet
them, you can ask them relevant questions.

No. of learners who require additional activities

for remediation.

Did the remedial lessons work? No. of learners

who have caught up with the lesson.

No. of learners who continue to require

remediation

Which of my teaching strategies worked well?

Why did this work?

What difficulties did I encounter which my

principal or supervisor can help me solve?

What innovation or localized materials did I

use/discover which I wish to share with other
teachers?