School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
(Localization and
Contextualization)
Selected, developed, organized,
and used appropriate teaching
and learning resources,
including ICT, to address
learning goals.(PPST 4.5.2)
B. Establishing a purpose
for the lesson
Applied knowledge of content
within and across curriculum
teaching areas. (PPST 1.1.2)
C. Presenting
examples/
instances of the
new lesson
(Localization and
Contextualization)
Planned, managed, and
implemented developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts.
(PPST 4.1.2)
Cabancalan II Elementary School Grade Level Kindergarten - Star
Kenneth Roy T. Opo Subject Literacy
March 11, 2024 Quarter Third
The child demonstrates an understanding of letter representation of sounds – that letters as symbols
have names and distinct sounds
The child shall be able to identify the letter names and sounds
Learning Competencies:
 Identify letter Rr (LLKAK-lh-3)
 Identify several words that begin with the letter Rr(the same sound as the spoken word)
(LKPA-lg-7)
 Name objects that begin with the letter Rr of the alphabet. (LLKV-00-5)
Learning Objectives:
 Recognize pictures and words that begin with the target letter Rr.
 Correctly write the letter Rr within the lines.
 Participate actively during differentiated activities that involve the target letter Rr.
LETTER Rr
Kindergarten Curriculum Guide, Enhanced Kindergarten Daily Blocks of Time
YouTube videos, cut-out pictures, PowerPoint presentations, activity sheets
Review: LETTER NAME AND SOUND OF PREVIOUS LETTERS (Vv, Xx, Jj, Hh, Ww)
 The teacher will present slides of different pictures and let the learners write on the tablet the
correct beginning letter of each picture. (ICT Integration)
Balik-Kasaysayan/AP
Integration:
>Mt. Mayon – example of a
perfect cone (Numeracy
Integration)
>Tumalog Falls
- The teacher will teach the new letter since it is an important skill for children to develop
because it forms the foundation for learning to read and write. When children can recognize
letters, they can start connecting them with the sounds they make, and this is essential for
reading and spelling.
- The teacher will offer a variety of learning materials for learning the alphabet that include
hands-on alphabet activities and some letter recognition worksheets for the pupils.
DRR Integration: Share one’s experiences on what to do during disaster.
CSE Integration : Identify ways where family, friends and peers can help each other.
Homeroom Guidance Integration: Apply effective ways of protecting oneself and others.
Book and Print Awareness
- The teacher will say “Today we will hear a story entitled Always Ready! It’s written by Mar
Padayao and illustrated by Hannah Manaligod.
Book walk
• Look at the cover.
• Point to and say the name of the author and the title.
• Ask the learner what they think the book will be about.
Ask:
- What do you see on this page?
- What do you think is happening?
- What is this picture telling you?
Sharing of Experiences
The teacher will ask the learners to share their experiences.
The learners will share their experiences related to the typhoon.
Storytelling Time
Always Ready!
One day, Rico's family heard news from television that a strong typhoon was coming to their area.
Rico’s parents, Mama Risa, and Papa Ricardo will make sure that their belongings and their house are
safe from the coming calamity. They prepared some important things, like water, a flashlight, a
medicine kit, a cellphone with a charger, and others, that they could bring to the evacuation area. They
 also prepared food to take to the evacuation area. After the typhoon, Rico's family returned to their
home. Papa Ricardo and Mama Risa are happy because they are all safe from the typhoon.

Comprehension Check: Higher Order Thinking Skills

• What is the title of the story?
• What news did Rico’s family hear?
• What are the things that Rico’s parents prepared after hearing the news?
• Why do they need to prepare flashlights, medicine kits, cellphones with chargers and other
things?
• How can you help your parents prepare during the typhoon?

The teacher will post the characters in the story “Always Ready” and put emphasis on the target letter
“Rr” on the names.

Rico Mama Papa

9. Discussing new
concepts and Risa Ricardo
practicing new skills #1
(Localization and - The teacher will also show other pictures that begins
Contextualization) with the target letter Rr and will let the pupils name it.

EXPLICIT TEACHING step-by-step instructional approaches in which teachers examine the

individual elements they are planning to teach and continually check for pupil understanding.
I DO PHASE:
The teacher will do the following:
 Show pictures or drawings of objects, places, persons, and animals that start with the letter Rr.
 Say the name of each picture emphasizing the /Rr/ sound.
 Show the uppercase and lowercase letter Rr as she produces the sound.
 Ask the learners about the initial sound being emphasized.
 Call names of pupils that start with the letter Rr.
 Show the learner uppercase and lowercase letters Rr as she produces the /Rr/ sound.
10. Developing mastery  Show how to write the letter Rr using the correct stroke (on the air, at a classmate’s back, on
(leads to formative the desk, through body movement, on the paper)
assessment 3)
WE DO PHASE:
 The learner and the teacher produce the /Rr/ sound.
 The teacher asks the learners to say the names of each object being flashed.
 Write the letter Rr on air, back of the seatmates the learners.
 Teacher and learners write the letter Rr on the board/ paper.

YOU DO PHASE:
 Produce the initial sound of the name of each picture.
 Name things inside the classroom that start with the letter Rr.
 Write the letter Rr on the paper.

2. Finding practical DIFFERENTIATED ACTIVITIES (Social Emotional Learning) (Arts Integration)

application of concepts
and skills in daily living Group 1: LETTER Rr PAINTING
Used a range of teaching - The teacher will provide a letter Rr form.
strategies that enhance learner - Using rice grains the learners will paste it on the form of the
achievement in literacy and letter Rr and color it.
numeracy skills.
(PPST 1.4.2)
Group 2: LETTER Rr Collage
- The teacher will provide a printout of
Managed classroom structure to a rainbow outline.
engage learners, individually or - The group will paste the cut-out-colored papers following the exact
in groups, in meaningful colors of the rainbow. (red, orange, yellow, green, blue, indigo, and
exploration, discovery and
hands-on activities within a
violet)- Numeracy Integration
range of physical learning
environments. Group 3: PICTURE SORT
(PPST 2.3.2) - The group will identify the picture that begins with the target letter Rr and the previous letter learned
Vv and paste it on the cartolina.
Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests, and
Rr Vv
experiences.
(PPST 3.1.2)

Annotation: Differentiated
instruction is best
conceptualized as a
teacher’s response to the Group 4: PICTURE PUZZLE
diverse learning needs of - The group will form the pieces of the puzzle with
pupils by Tomlinson (1999) their exact picture using the tablet. (ICT Integration)
incorporating Dr. Howard https://puzzel.org/en/jigsaw/play?p=-
Gardner’s concept of
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multiple intelligences.

3. ‘Making  What is the target letter of the day?

generalizations and
abstractions about the
lesson
 What is the sound of the target letter Rr?
 What objects/person starts with the target letter Rr?
 What to do during typhoons?
- The teacher will assess the learners by giving them an activity sheet related to the topic.
- The pupils will trace and find the letter Rr.
- Let them identify each picture and color the picture that begins with the target letter Rr.

4. Evaluating Learning
Designed, selected, organized,
and used diagnostic, formative,
and summative assessment
strategies consistent with
curriculum requirements.
(PPST 5.1.2)

Cut- out five pictures that begin with the target letter Rr and paste them on the yellow notebook. Also,
5. Assignment
write the name of each picture.

Prepared by:
Checked by:

KENNETH ROY T. OPO

GWENDOLYN B. PAÑE
Teacher III
Master Teacher I
Color the picture that begins with the letter-sound “Rr”.