School Grade Level KINDERGARTEN

Teacher Week and Day WEEK 1-Day 2

Day and Quarter FOURTH
Time

I. OBJECTIVES

II. CONTENT FOCUS Mga Hayop sa Paligid.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide New NKTG pp.197-213
2. Learner’s Guide Pagpahanas sa Pagpangandam pp 100
3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning Parts of the House(Filipino Language) Link to
Resources share this video:https://youtu.be/iVgKrpwr3A8
“My House”
http://www.bodhaguru.com/watch

IV. PROCEDURES
Blocks of Competencies/
Teacher’s Activities
Time Objectives
Arrival routines
National Anthem
Arrival Time Opening Prayer
(10 min) Exercise
Kumustahan
Attendance
Balitaan
Meeting Time Routine
Review of concepts learned
Meeting the previous week/day by
Time 1 asking the guide questions
(10 min) below:
 What is one of the basic
needs that a family
should have?
 What will happen to
those homeless family?

Message A house has different areas.

Questions/  Participate active in a
Activity dialog or conversation of
familiar topics (LLKOL-00-
10)
 Talk about the details of an
object/picture (LLKOL-Id-4)
Transition to
Work Period
What are the different areas
in your house? What do you
see in each
area? What do you do
in each area?
The teacher gives instructions
on how to do the independent
 1 activities, answers any
questions, and tells the learners
to join their group and do the
assigned tasks.
Work period
1
(40 mins)
Triorama
Materials: colored markers,
Teacher  Naikukuwento ang mga crayons, glue or clear tape,
Supervised ginagawa ng pamilya scissors, poster board or paper
Activity nang sama-sama. Procedure:
(KMKPPam-00-6) 1. Assist the learners in making
☼ Pagtiklop ng papel (KPKFM- thetriorama. Start with a square
00-1.2) of poster board or paper. The
☼Pagpilas/paggupit ng larger the square the larger your
papel( KPKFM-00-1.3) 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.

Learning  Make a miniature of all the

Checkpoints areas in the house as
instructed.
Independent  Identify the letter Ss.
Activities (mother tongue,
orthography) (LLKAK-Ih-3)
 Give the sound of each
letter (mother tongue,
orthography) (LLKAK-Ih-7)
 Name objects that begin
with letter Ss. (LLKV-00-5)
Poster of words that begin
with Ss
Materials: a 1/4 cartolina sized
outline of the letter Ss 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 Ss. These objects must
be found inside the house
(salamin, sandok, sapatos,
 sepilyo,sako, sabon, etc)
3. Ss words in the learners’
mother tongue are most
welcome.
4. Ask the learners to draw their
ideas inside the outline of the
letter.
5. Assist the learners in labeling
their drawings.
Learning  Identify and make the
Checkpoints sound of the letter ss
 Sort and classify pictures

Transition to The teacher reminds the

Meeting learners about the time left in
Time 2 Work Period Time 1 around 15
minutes 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 The learners present and
Time 2 (10 describe their triorama.
min)
QUESTIONS The teacher gives clues about
/ ACTIVITY the areas of the house for the
learners to guess.
Transition to The teacher commends the
Recess learners for the work they did in
Work Period Time 1 and tells
them to prepare for recess time
by washing their hands.
Encourage sharing especially if
not all children have food.
Recess (15
min)
Transition to The teacher reminds the
Quiet Time children to pack away the things
they used in recess time, clean
up their eating area, throw their
trash in the trash bin, wash their
hands, brush their teeth, change
their wet clothes, and have their
Quiet Time.
Quiet Time
(10 min)
Transition to While singing a transition song,
Story Time the teacher “wakes” the learners
up and tells them that it’s 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
(20 min)
 Give the meaning of words Define difficult words through
Pre-Reading presented through real pictures.
objects, pictures, actions. Parts of the House(Filipino
LLKV-00-4 Language) Link to share this
video:https://youtu.be/iVgKrpwr3
A8

During  Listen attentively to
Reading stories. LLKLC-00-2
 Talk about characters and
events in short stories
listened to. LLKLC-Ih-3
Post- •Recall details of the story.
Reading LLKLC-00-2
•Talk about characters and
events in short stories listened
to. LLKLC-Ih-3
•Relate personal experiences
to events in stories listened to.
LLKLC-Ig-4
Transition to
Work Period
 Sofas
 Living room
 Blanket
 Bathroom
 Bedroom
Ask comprehension questions.
Reference:
“My House”
http://www.bodhaguru.com/
watch
Motivation question:
 What are the different
areas in your house?
Motive question:
 What are the different
areas in the house in the
story?
 What are the different
areas
in the house in the story?
 Which is your favorite
area
and why?
 Which words have the
same beginning sounds
as the different areas of
the house?
Example: Sala –sopas
After the post-reading activities,
the teacher gives instructions
 2 regarding the teacher
Work Period
2
(40 min)
Teacher •Count objects with one-to-one
Supervised correspondence up to
Activity quantities of 5 (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)
•Nakapaghihintay ng kanyang
pagkakataon (KAKPS-00-12)
Learning  Understand the concept
Checkpoints of 0-5 by Comparing
quantities of objects
(more or less).
Independent
Activities •Recognize and identify
numerals 5 (MKC-00-2)
•Pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
•Nakapupunit, nakagugupit at
nakapagdidikit sa paggawa ng
collage (SKMP-00-7)
supervised and independent
activities, answers any
questions, and tells the learners
to join their group and do the
assigned tasks.
Comparing Quantities 0 to 5
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
cards.
5. Bottle spins again and the
game continues on until all
players have had a turn or
more.
6. In the end, all the players
count how many cards they
won.
7. The teacher leads the players
in comparing who has more or
less cards than the others.
8. The player with the most
number of cards wins the game.
Number 5 mosaic
Procedure:
1. Learners write or trace a big
numeral 5 on their sheets of
paper.
2. Learners paste cut out
colored papers on the outline.
They may use only one color or
as many colors as they wish.
Encircle the Number 5.
Question:
 1. Ask the learners to look for
all the number 5 and circle it
using a pencil.
PROCEDURE:
 Give each child a work
sheet.

 Let the learners look for

Learning Read and write numerals 0-5
Checkpoints
Transition to
Indoor/
Outdoor
Games
Indoor/ •Nakasasali sa mga laro, o
Outdoor anumang pisikal na gawain at
Games (20 iba’t ibang paraan ng
min) 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).
all the numeral 5 and
circle them with the
pencil.
The teacher reminds the
learners about the time left in
Work Period Time 2 around 15
minutes before Indoor/Outdoor
Games. After 10 minutes, the
teacher tells the learners to start
packing away the materials they
used and be ready for
Indoor/Outdoor Games. A
transition song or countdown
may be used.
Charades
New NKTG pp 211
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.

Learning  Connect the areas of the

Checkpoints house with the activities
done there.
Transition to The teacher tells the learners to
Meeting help pack away the materials
Time 3 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.
Meeting The learners post pictures
Time 3 of things found in the different
(5 min) areas in the house.
Wrap-Up The teacher checks if the
Questions / learners are able to post the
Activity pictures to the
correct area of the house.
DISMISSAL ROUTINE
 Packing up
  Singing good bye song
 Prayer
 Good bye greeting

V.REMARKS:

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:

CHRISTMAS M. DE VILLA
Kindergarten Teacher

Observed by:

MRS. ROSEMARIE J. LOPEZ

Principal I

Date Observed:
September 4, 2019