NELC Learning Resource No.6

LEARNING RESOURCE NO. 6: SUGGESTED ACTIVITIES (QUARTER 1) FOR PRE-K2: 4 TO 4.
11 YEARS OLD
INSTRUCTIONS ON THE USE OF THE SUGGESTED ACTIVITIES FOR PRE-K2: 4 to 4.11 YEARS OLD
1. The LR 2 or the Standards, Competencies, Indicators and Domains for Pre-K2 which you have studied are the sources of
the objectives in the Suggested Activities for Pre-K2.
2. Read, study and implement LR 6 or the Suggested Activities for Pre-K2. The activities start with objectives and outline the
materials and procedures. These are the activities that you will conduct every day in your Center together with the routine
activities that you have chosen after the pre-assessment has been conducted to the young learners. The LR7 or the
Suggested Teaching Resources include action songs, poems, rhymes, and other creative activities that you can use in your
daily activities.
3. Use the mother tongue in the conduct of your daily learning activities.
PH+ - Physical Health, Well-Being & Motor Development; SE- Social-Emotional Development; CV- Character & Values Development;
CD- Cognitive/Intellectual Development; LD – Language Development; CA- Creative and Aesthetic Development [Type here][Type here] Page ]1 of 270
LEARNING RESOURCE NO. 6: SUGGESTED ACTIVITIES (QUARTER 1) FOR PRE-K2: 4 TO 4.11 YEARS OLD
Learning Resource No. 6 features two matrices that show the organization of the suggested activities. The first matrix presents the
domains and sub-domains covered as well as the number of competencies/indicators that are developed in the different activities.
MATRIX ON DOMAINS, SUB-DOMAINS AND COMPETENCIES/INDICATORS

FOR EARLY YEARS AGES 4 TO 4.11 YEARS OLD (PRE-K2)
NELF/NELC DOMAINS Sub-Domains No. of Competencies/
Indicators Developed
1. Physical Health, Well-Being and 1. Physical Health, Well Being and Motor Development
Motor Development 1. Health Safety and Self Care 8
2. Gross Motor Skills 8
3. Fine Motor Skills 8_
24
2. Character and Values 2. Social-Emotional Development & Character and Values
Development Development (Integrated in all learning domains)
1. Self-Awareness and Capabilities 8
2. Relationship with Peers 5
3. Relationship with Familiar Adults 4_
17
3. Cognitive/Intellectual Development 3. Cognitive/Intellectual and Language Development
4. Language Development Toward Early Literacy
1. Cognitive/Intellectual 6
2. Receptive/Expressive 11
3. Reading 13
4. Writing 5_
35
5. Creative and Aesthetic Integrated in all learning domains
Development
Music, Visual Arts, Drama, Dance and Creative Movement 5
Total Number of Competencies 81
The second curriculum matrix contains the suggested scope, themes and sub-themes that guide the curriculum writers in the
development of the resource guide activities. It has a column on assessment, expected competencies as well as the outline of the
prepared weekly suggested resource guide activities for the child development teachers’/workers’ reference.
The pre-assessment using the ECCD checklist shall be administered to the young children prior to the formal instruction. Results
of the pre-assessment will be the bases for the competencies/objectives to be developed. Blank spaces for the Lesson
Competencies/Objectives are provided for each week. If there are additional objectives to be developed other than those indicated
in the suggested activities, the teachers/workers can write these on the spaces.
The suggested activities attempt to model the thematic-integrative approach. One activity focuses on the integration of the
development of two or more related competencies/objectives in any of the six domains with content knowledge from the theme.
The thematic-integrative instruction carried out in the activities seek to develop these competencies/objectives in the context of real
life situations allowing creative explorations. When all the competencies/objectives have been developed through the suggested
and teacher-made activities, a post assessment using the ECCD checklist shall be administered to the same group of young
children.
CURRICULUM MATRIX FOR EARLY YEARS AGES 4 TO 4.11 YEARS OLD (PRE-K2)
Quarter/Term and Suggested Scope Suggested Theme/ Sub-themes Assessment and Expected Suggested Resource Guide
Suggested Content Competencies Activities (RGA) for Pre-
Kindergarten 2
Pre-Assessment Using ECCD Checklist
Quarter 1 – Self-Identity ( name, age, THEME 1: MORE ABOUT MYSELF AND MY

Self Identity gender, etc) SCHOOL Lesson Competencies/ Objectives:
Likes, feelings, potentials, _______________________________

being proud of; school Weeks 1 & 2: WHO AM I? _______________________________
awareness (name, Week 3: I AM SPECIAL _______________________________ Weeks 1& 2: See RGA 1-20
members, class, etc.) Weeks 4 & 5: I BELONG TO A CLASS _______________________________ Week 3: See RGA 1-12
Week 6: I HAVE FEELINGS _______________________________ Weeks 4&5: See RGA 1-18
Weeks 7 & 8: I CAN DO MANY THINGS _______________________________ Week 6: See RGA 1-10
Weeks 9&10: I CAN KEEP MYSELF CLEAN _______________________________ Weeks 7&8: See RGA 1-14
AND HEALTHY _______________________________ Weeks 9&10: See RGA 1-12
_______________________________
Social-Emotional and Character and Values
Themes Integrated/To Be Integrated in the
Activities: Self -Confidence, Self- Esteem
& Self-Management
Quarter 2 – All about own family, THEME 2: MY FAMILY AND ME
Family Interaction members, roles, and Lesson Competencies/ Objectives:
activities family enjoys Weeks 1 & 2: I BELONG TO A FAMILY _______________________________
doing together , Weeks 3 & 4: OUR FAMILY HAS A HOME _______________________________ Weeks 1 & 2: See RGA 1-18
Weeks 5 & 6: OUR FAMILY WORKS _______________________________ Weeks 3 & 4: See RGA 1-14
How needs met and rights TOGETHER _______________________________ Weeks 5 & 6: See RGA 1-30
enjoyed and love Weeks 7&8: MY FAMILY KEEPS ME _______________________________ Weeks 7&8: See RGA 1-20
provided HEALTHY _______________________________ Weeks 9 &10: See RGA 1-20
Weeks 9 & 10: I LOVE MY FAMILY _______________________________
Kindergarten 2
Social-Emotional and Character and Values _______________________________
Themes Integrated/To Be Integrated in the _______________________________
Activities: Sense of f Belongingness, _______________________________
Respect & Promoting Relationship with _______________________________
Others)
Quarter 3 – Immediate THEME 3: MY COMMUNITY
Interaction with surroundings, Lesson Competencies/ Objectives:
Others and the Peers and playmates, Weeks 1-2: MY FRIENDS AND OTHERS _______________________________
Surroundings neighbors and nearby Weeks 3-5: ME AND MY SURROUNDINGS _______________________________ Weeks 1& 2: See RGA 1-18
houses, Weeks 6 -7: WE TAKE CARE OF OUR _______________________________ Weeks 3 to 5: See RGA 1-34
SURROUNDINGS _______________________________ Weeks 6& 7: See RGA 1-32
Places and sources of Weeks 8-10: HAPPY DAYS IN MY _______________________________ Weeks 8 to 10: See RGA 1-16
basic needs , like stores, COMMUNITY _______________________________ Additional Activities : RGA 1-
playgrounds, parks _______________________________ 7
Social-Emotional and Character and Values _______________________________
Themes Integrated/To Be Integrated in the _______________________________
Events and festivals the Activities: Building Positive Relationship, _______________________________
community is known for Interaction with Peers, Elders & Others, _______________________________
Team Work _______________________________
Taking Care of one’s _______________________________
own surroundings
Quarter 4 – THEME 4: GOD CREATED A BEAUTIFUL
Appreciation of the Awareness and WORLD FOR US Lesson Competencies/ Objectives:
Beautiful World We appreciation of the natural
Live In and physical environment, Week 1: LAND AND WATER, MOON AND _______________________________
land, water and air STARS _______________________________
Week 2 : DIFFERENT PLANTS AROUND US _______________________________ Week 1: See RGA 1-19
Benefits from the God – Weeks 3&4: DIFFERENT ANIMALS AROUND _______________________________ Week 2 : See RGA 1-13
given blessings / resources US _______________________________ Weeks 3&4: See RGA 1-40
within the grasp of 4- 4.11 Week 5: PETS _______________________________ Week 5: See RGA 1-10
Kindergarten 2
children Weeks 6&7: RIVERS, LAKES AND SEAS; _______________________________ Weeks 6&7: See RGA 1-35
MOUNTAINS AND HILLS _______________________________ Weeks 8&9: See RGA 1-10
Ways of showing Weeks 8&9: WE CAN VISIT OTHER PLACES _______________________________ Week 10: See RGA 1-15
appreciation through Week 10: WE THANK GOD FOR A _______________________________
songs, rhymes, visitation WONDERFUL SCHOOLYEAR _______________________________
to places of interest _______________________________
showing gratitude, care, Social-Emotional and Character and Values
and love Themes Integrated/To Be Integrated in the
Activities: Appreciation for the Creator,
Respect and Love of the Environment
Post-Assessment Using ECCD Checklist
SUGGESTED ACTIVITIES FOR PRE-K2: 4 – 4.11 YEARS OLD DOMAINS

PH+ SE CV CD LD CA
Quarter 1
Theme: More About Myself and My School
Weeks 1 and 2 Sub-Theme: Who am I?
Activity 1: Name Tag

Objectives:
1. Describe oneself to others by scribbling/drawing/ and telling self-known basic traits with positive statements
as “I can,” I will,” and “I did”
2. Develop eye-hand coordination in coloring using appropriate materials
3. Demonstrate respect by returning things borrowed
Materials: Name tag, crayons, colored paper, NCDC cut out, other materials that are accessible
Procedures:
1. Give the children their name tags and let them scribble/draw oneself at the back of their name tags.
2. Distribute the coloring materials.
3. Let the children color their drawings and decorate the name tag with the materials provided.
4. Remind the children to return the coloring materials in the place where these were kept.
5. Then let them wear their name tags.
6. Ask the children: What are the things you can do? Let them respond to this question.
7. Ask again the children: What are the things that you will do? Let them respond to the question.
8. Ask again the children: What are the things that you did already? Let them respond to the question.
Activity 2: Counting Birthday Candles

Objectives:
1. Demonstrate the ability to store verbal information in short-term and long-term memory by:
-identifying one’s age
-counting objects that represent one’s age
2. Develop eye-hand coordination in coloring using appropriate materials
3. Demonstrate respect by returning things borrowed PH+ SE CV CD LD CA

Materials: Candle cut-outs, printed out cake on a sheet of paper, paste
Procedure:
1. Ask each child how old he/she is.
2. Show the children a paper with a drawing of the cake and demonstrate how to put a small amount of paste
on the tip of the pointer finger.
3. Distribute the paper and ask the children to count the correct number of candles to show their age.
4. Children paste the candles on the cake and color these.
5. Remind children to return coloring materials in the place where these were kept.
Activity 3: Pass The Ball

Objectives:
1. Demonstrate fine motor activity for self-expression
2. Tell one’s name and use the positive statement “I can play with the ball”
Materials: Candle cut-outs, printed out cake on a sheet of paper, paste
Procedure:
1. Children sit in a circle.
2. Play the music while the ball is being passed around. When the music stops the child holding the ball
introduces his/her name and say: “I can play with the ball”.
3. Tell the children to say “thank you” after hearing the introduction and let the child respond “you’re welcome.”
4. Play again the music until all the children are able to introduce their name and say “I can play with the ball”.
Activity 4: Reciting a Rhyme: “ Everybody Has A Name”

Objective:
1. Express freely with confidence, one’s thoughts and feelings by scribbling/drawing oneself and telling one’s
name
2. Demonstrate a developing understanding of spoken words by listening and reciting a rhyme
Material: A rhyme; initial letters of names written in cards
Everybody Has a Name
has a name (2x)
My name is __________.(Say the name 3x)
It’s exactly who I want to be.
Procedure: PH+ SE CV CD LD CA
1. Let the children present himself/herself through his/her scribble/drawing of oneself.
2. Then introduce the rhyme written in a poster with illustration.
3. Read the whole rhyme then by line with a pointer.
4. Then ask the children to repeat the rhyme by line after you.
5. Ask the children to raise the initial letter card of their names when they say “My name is _______ (3x).”
6. Let everyone recites the rhyme but only one child says “My name is _______ (3x).” Continue this until all
children have introduced their names individually.
Activity 5: Tracing Lines and Curves

Objectives:
1. Demonstrate greater interest in using paper, crayons and appropriate pencil in tracing lines and curves
2. Show correct posture and paper position and the proper way of holding the crayon and pencil in tracing
3. Demonstrate respect by returning borrowed things
Materials: Lines and curves on the board and written on paper
Procedure:
1. Present to the children different lines and curves on the board and ask them to describe these.
2. Demonstrate to the children how to trace lines on the board with their fore fingers and let them follow.
3. Distribute to each child the paper with different lines.
4. Demonstrate how to sit with correct posture and put the correct paper position and the proper way of holding
the crayon and pencil.
5. Demonstrate how to trace the lines on the paper with the use of the crayons and pencils and let the children
follow.
6. Do the activity for tracing the curve lines following steps 2 to 5.
7. Remind the children to return the crayons and pencils in their proper places.
Activity 6: Tracing to Writing Beginning and Ending Letters of One’s Name on Ruled Paper
Objectives:
1. Develop eye-hand coordination in tracing letters
2. Develop greater interest in using paper and the finger in tracing letters of one’s name
3. Show correct posture and paper position and the proper way of holding the pencil in tracing and writing the
beginning and ending letters of one’s name
4. Demonstrate attention and concentration on an activity

PH+ SE CV CD LD CA
Materials: Name cards
Procedure:
1. Provide children with their name cards.
2. Remind the children to demonstrate attention and concentration on the activity.
3. Demonstrate how to sit with correct posture and put the correct paper position and the proper way of holding
the pencil.
4. Demonstrate to each child how to trace the beginning and ending letters of his/her name with the use of a
pencil on a ruled paper. Then let the child follow.
5. Demonstrate to each child how to copy and write the beginning and ending letters of his/her name on a ruled
paper. Then let the child follow.
6. Then let all the children copy and write the beginning and ending letters of their names with the use of the
pencil independently.
Activity 7: Connecting Broken Lines of Letters in One’s Name

Objectives:
1. Develop better and improved eye-hand coordination and left to right direction
2. Show correct posture and paper position and the proper way of holding the crayons
3. Write one’s name using a pattern: connecting broken lines of the letters in one’s name
Materials: Names of children with letters written in broken lines
Procedure:
1. Put the name cards with letters written in broken lines on the table.
2. Ask the children to pick out their own name card.
3. Show correct posture and paper position and the proper way of holding the crayon.
4. Then let the children connect the broken letters of their names using crayons.
5. Display their names on the board.
Activity 8: Pabitin: Beginning/Initial Letter of One’s Name

Objectives:
1. Recognize the beginning/initial letter of one’s name
2. Practice healthy and positive relationship by avoiding bullying
Material: Initial letters of the names of the children PH+ SE CV CD LD CA

Procedure:
1. Hang the beginning/initial letters of the children’s names in a bamboo pole.
2. Remind children not to bully classmates in getting their initial letters from the bamboo pole.
3. Ask the children to locate the beginning/initial letter of their names then jump for the letter with accompanying
music.
Activity 9: Letter Decorating Activity

Objectives:
1. Identify the initial/beginning letter of one’s name
2. Develop eye-hand coordination
3. Demonstrate respect by returning borrowed things
Materials: Name cards, cut-outs of the initial/beginning letter of the children’s name, crayons/colored pencils
Procedure:
1. Say your name with the name card and point to the initial/beginning letter of your name.
2. Ask a child to pick out his/her name card and say his/her name. Then ask the child to point to the
initial/beginning letter of her name.
3. Demonstrates how to decorate the letter.
4. Distribute the coloring materials to the children.
5. Then ask the children to get the cut-outs of the beginning letter of their names.
6. Let the children decorate their cut-out letter by drawing objects they like around the letter.
7. Remind children to return the drawing materials in their proper place.
Activity 10: Connecting the Beginning/Initial Letter of One’s Name to Those of Classmates
Objectives:
1. Develop fine motor coordination
2. Relate the beginning/initial letter of one’s name to names of classmates
Materials: Straw clay
Procedure:
1. Asks each child to form the initial letter of his/her name using straw clay.
2. With the straw clay of the initial letter of his/her name, let him/her connect this with the initial letters of the
names of his/her classmates.
Activity 11: Cooperative Name Hunting PH+ SE CV CD LD CA

Objective:
1. Recognize one’s name and the classmates’ names
2. Practice healthy and positive relationship by making friends
3. Express feelings through polite actions and expressions
Materials: Names of the children; polite expressions: Hello, I’m _____. Thank you. You’re welcome.
Procedure:
1. Display the names of the children on the table.
2. Ask the children to look for one’s name from a group of names. Then ask him/her to get the other names and
give these to her/his classmates owning the name with a smile or saying: Hello! I’m ______.
3. Let the children also use the expression “thank you” and “you’re welcome” in this activity.
4. Give each child the opportunity to give the names of all their classmates.
Activity 12: Naming and Sounding Off Letters of the Alphabet

Objectives:
1. Relate the beginning/initial letters of their names to the alphabet
2. Name and produce/sound off the letters of the alphabet
Materials: Name cards and the letters of the alphabet grouped by 5: 1) a e i o u; 2) b, c, d, f, g; 3) h, k, l, m, n;
4) p, r, s, t, w, y
Procedure:
2. Present the letters of the alphabet. Then group these letters into 5.
3. Ask children to match the initial letter of their names to the letters of the alphabet.
4. Give the name for each letter of the alphabet then let the children follow.
5. Ask each child to give the name of the letters of the alphabet consecutively.
6. Give the name of the letters of the alphabet at random then ask children to point to the letter.
7. Present the vowel letters: a e i o u and produce their sounds. Then let the children follow.
8. Ask each child to produce/sound off the vowel letters at random as you point the letter.
9. Present the first group of consonant letters: b, c, d, f, g. Produce the sound for each consonant and let the
children follow.
10. Then let the children produce/sound off the consonant letters consecutively then at random as you point the
letter. PH+ SE CV CD LD CA
11. Present the next group of consonant letters following steps 8 and 9.
Activity 13: Alphabet Song

Objectives:
1. Demonstrate awareness of the names of the alphabet through a song
2. Express ideas and feelings through creative movements
Materials: CD recorder, alphabet song
Procedure:
1. Play the alphabet song in the CD recorder.
2. Let the children listen to the song.
3. Let the children sing along with the alphabet song.
4. Let the children do body movements while they sing the alphabet song.
Activity 14: Sounding Off and Writing Aa

Objectives:
1. Produce “a” sound and words with “a” sound
2. Develop greater interest in using paper and a writing tool
3. Exhibit skill on tracing
4. Practice writing upper and lower case letter of “Aa”
5. Show correct posture and paper position and proper holding and using the pencil
Materials: a: aso, anim, atis, alaga, amoy; lined pieces of paper with letter “Aa”
Procedure:
1. Recall names of children with initial/beginning letter “A”. Then produce the sound “a” and let the children
follow.
2. Let the children name words that start with “a” sound and let them say the words: aso, anim, atis, alaga,
amoy.
3. The introduce letter “Aa”.
4. Form capital “A” in the air then form small letter “a” in the air. Let the children imitate you.
5. Give to the children the pieces of paper with letter “Aa”.
6. Tell the children to trace the letter with their forefinger and later on with the pencil.
PH+ SE CV CD LD CA
7. Tell the children to copy the capital letter “A” first in one line of the paper.
8. Then let the children copy the small letter “a” in another line.
Activity 15: Drum Beats

Objectives
1. Recognize the number of syllables in the children’s names
2. Demonstrate hand motor coordination
3. Demonstrate pleasure/enjoyment in the activity
Materials: Drum and stick
Procedure:
1. Show the children’s names and identify number of syllables through drum beats. Introduce one/two/three
syllable names of the children.
2. Ask children to group themselves according to the number of syllables in their names:
Examples: Juan Maria Catherine
Sol Sammy Lorena
3. Direct the children to listen to 2/1/3 drum beats then guess whose name is tapped.
4. Ask each child to beat the drum in accordance to the number of syllables in one’s name.
5. Then each child beat the drum in accordance to the number of syllables of his/her classmate’s name and let
someone guess whose name is tapped.
6. Make sure that the children are enjoying the activity.
Activity 16: Writing Numerals 0 and 1

Objectives:
3. Practice writing numerals 0 and 1
4. Show correct posture and paper position and proper holding and using the writing tool
Materials: Lined pieces of paper with numerals 0 and 1
1. Give the children five name cards and count them from 0 to 1.
2. Then ask children to count the name cards from 0 to 5.
3. Then present numeral 0.
4. Form numeral 0 in the air then let the children imitate you.
5. Give the children pieces of paper with numeral 0.
6. Remind them how to sit properly when writing with correct paper position and correct holding of the pencil.
7. Tell the children to trace numeral 0 with their fore finger then with the pencil.
8. Tell the children to copy the numeral 0 in one line of the paper.
9. Do the same with numeral 1.
Activity 17: Role Playing “ Where is the Sound”

Objectives:
1. Identify the initial and final sounds in the given names
2. Practice healthy and positive relationship by making friends with one to three members of the group
Materials: Two paper cups in each child, popsicle sticks (to serve as counters) papers, pencil and flash card of
names with initial and final letters
Procedure:
1. Group the class by 4s. Give each group two paper cups and place it on top of two sheets of paper. Label the
paper with the “beginning” and “end”. Place the popsicle sticks in the middle of the table.
2. Explain to the groups that they are going to identify which sounds belongs in what cup from the names you
are going to say. Examples:
Where’s the “m” sound in Mary? (beginning)
Where’s the “t” sound in Tom (beginning) and in Chit? (end)
3. Once they know which sound to listen to, they will have to locate the position of the sound in the name.
4. When they know where the sound is located, they get one popsicle stick and drop it in the corresponding
cup.
Activity 18: Birthday Months

Objectives:
1. Relate printed pictures with printed labels

PH+ SE CV CD LD CA
2. Share experience with others
3. Demonstrate respect and politeness in asking and answering questions
Materials: A calendar with months of the year; pieces of paper, drawing and coloring materials, paste/glue
Procedure:
1. Show a calendar with months of the year.
2. Ask the children of their birth month and date and group them according to their birth months.
3. Let the children draw their faces on the piece of paper and things associated with birthday celebration.
Examples: cakes, candles, gifts, balloons and foods.
4. Let the children paste these on their birth months and dates in the calendar.
5. Discuss their birth months and how do they celebrate their birthday.
6. Let the children practice asking and answering questions like: “When is your birthday? What foods do you
have on your birthday? What gifts do you receive?”
7. Remind the children to ask and answer questions politely.
Activity 19: Story: My Birthday

Objectives:
1. Identify and choose familiar cartoon to represent oneself
2. Share story about his/her birthday through the cartoon
3. Demonstrate interest in listening to the story
Materials: Different pictures of cartoons
Procedure:
1. Let the children pick out the cartoon they like.
2. Ask them to use the cartoon to represent themselves.
3. Let the cartoon tell a story about your birthday.
4. Label the cartoons with the children’s names and display these in the room.
Activity 20: Birthday Song

Objectives:
1. Express ideas and feelings through music and creative movements
2. Produce sounds using different instruments and other objects controlling loud and soft
and fast and slow
3. Demonstrate care by patting another’s back or shoulder as a sign of affirmation

PH+ SE CV CD LD CA
Material: Birthday Song
Happy birthday to you (2x)
Happy birthday, happy birthday, happy birthday to you!
Procedure:
1. Gather together all the cartoons with the children’s names.
2. Tell the children that all of you will sing a birthday song.
3. Introduce the whole song then let the children sing together with you.
4. Distribute the drum, cymbals, sticks, tambourine, bell, empty cans, pan, pots, spoons, forks, etc.
5. Demonstrate how to use these as accompaniment to the birthday song with emphasis on when to strike loud
and soft sounds and fast and slow tempo.
6. Then let the children play these as they sing the song.
7. Remind the children to pat another’s back or shoulder as a sign of affirmation of task done well.
Week 3 Sub-Theme: I Am Special
Activity 1: Where Do I Belong?

Objectives:
1. Participate in group activity and share known information using the statement “I can”
2. Demonstrate care by helping a peer who is ashamed to participate in the activity
Materials: Different pictures of boys and girls of different ages
Procedure:
1. Let the children make two big circles.
2. Introduce child’s gender using a boy/girl puppet.
3. Let the children group themselves according to gender.
4. Ask the boys what they can do and let them respond by using the statement “I can ______.”
5. Then ask the same question to the girls.
6. Remind the children to help their classmates to participate in the activity.
Activity 2: I Can Follow a Pattern

Objectives:
2. Develop eye-hand coordination

PH+ SE CV CD LD CA
3. Use the senses to develop creativity
Materials: Cardboard (any kind) or old folders, toothpaste caps, bottle caps , seeds,
shells, stones (painted with different colors)
Procedure:
1. Scribble/draw figures of different patterns on cardboard.
Example: zigzag line, form of lollipop, letter S
2. Give the child one cardboard/folder with one pattern at a time.
3. Instruct him/her to follow the pattern by putting the bottle caps from end to end and using his/her own color
pattern.
Activity 3: I Like Playing Bubbles

Objective:
1. Demonstrate progress in fine motor skills
Materials: Liquid detergent, water, straw
Procedure:
1. Dilute liquid detergent in water.
2. Mix, then blow bubbles with a straw into the air
Activity 4: Dressing Paper Dolls

Objectives:
1. Use materials and resources to explore freely and express themselves
2. Produce variety of medium in dressing up paper dolls
3. Demonstrate the value of helping each other
Materials: Boy/girl paper dolls, magazines, local materials, scissors, paste/glue, pieces of paper
Procedure:
1. Group the children into 4.
2. Let the group choose their paper dolls which could be “boys” or “girls”.
3. Ask them to create clothes for the doll. They can use magazines and any available materials in the
surroundings.
4. Let the group dress up the “boy” and “girl” paper dolls.
5. Display the work of the children in the classroom.
PH+ SE CV CD LD CA
Activity 5: Shape Boy, Shape Girl
Objectives:
2. Demonstrate enjoyment in doing an activity
Materials: Magazines, scissors, pencil, paste/glue
Procedure:
1. Let the children scribble/draw a boy and a girl on one sheet of bond paper.
2. Then ask them to cut circles, squares, triangles and rectangles from the colored pages of old magazines.
3. Allow them to choose which figures they are going to paste on the image of the boy and the girl drawn on the
bond paper.
Activity 6: What I Like to Wear

Objective:
1. Express with confidence one’s own needs on things he/she likes wearing
2. Develop fine motor skills in dressing oneself
3. Demonstrate care by helping a peer to accomplish the task
Materials: Assorted clothes for girls and boys: damit, blusa, saya, kamiseta, t-sirt, pantalon, medyas, sapatos
Procedure:
1. Show the different clothes, shoes, socks for boys and girls.
2. Ask children to select what they like and dress themselves
3. Demonstrate how to wear the dress/blouse/skirt/shoes, shoe lace, or unwear each of these.
4. Then let the children dress themselves independently.
5. Ask each child to present himself/herself with the statement: I like to wear _____, _____ and _____.
6. After the picture taking, let the children undress themselves independently.
Activity 7: Picture Taking

Objectives:
1. Demonstrate self-confidence/esteem in what he/she wears
2. Express polite and courteous expressions as: please, thank you, you’re welcome
Material: Camera
Procedure:
1. Show a camera to the children and let them know that they will have a picture taking with the clothes they are
PH+ SE CV CD LD CA
wearing.
2. Ask the children on how they should pose for the picture and why.
3. Remind them to say “please” if they want something and “thank you” to the person who gets the picture and
“you’re welcome” if somebody says thank you to them
4. Ask somebody to get a picture of the children together with you.
5. Show the pictures to the class.
6. Ask each child to describe himself/herself (what she wears) in the picture.
Activity 8: Sounding Off and Writing “Ee”

Objectives:
1. Produce and sound off “e” and produce words with initial “e” sound
2. Exhibit skill on tracing letter “Ee”
3. Show correct posture and paper position and the proper way of tracing and writing letter “Ee”
4. Practice writing the upper and lower case letter of “Ee”
Materials: e: Elena, elepante; lined pieces of paper with letter “Ee”
Procedure:
1. Recall names of children with initial/beginning letter “E”. Then produce the sound “e” and let the children
follow.
2. Let the children name words that start with “e” sound and let them say the words: Elena, elepante.
3. The introduce letter “Ee”.
4. Form capital “E” in the air then form small letter “e” in the air. Let the children imitate you.
5. Give to the children the pieces of paper with letter “Ee”.
6. Tell the children to trace the letter with their forefinger and later on with the pencil.
7. Tell the children to copy the capital letter “E” first in one line of the paper.
8. Then let the children copy the small letter “e” in another line.
Activity 9: Connecting Pictures and Labels

Objective:
Materials: Picture and word cards of: damit, blusa, saya, kamiseta, t-sirt, pantaloon, medyas, sapatos
PH+ SE CV CD LD CA
Procedure:
1. Present the pictures and the word cards.
2. Ask a child to get a picture. Then say the word then let the children pick out the correct word.
3. Do the same for the other words.
4. Let the children look at each picture then let them read the name of the picture. Do this activity for individual
child.
Activity 10: Saying a Rhyme

Objectives:
1. Recognize sounds
2. Recite a rhyme from memory
Material: A rhyme: Gamit Ko
Ako’y may tatlong blusa
Berde, puti at pula.
Bagong pantalon na may
drowing na dahon.
Ternong medyas at sapatos
Bili ni Lolo Marcos.
Procedure:
1. Present the rhyme and recite it.
2. Ask the children: What is the rhyme about?
3. Recite by line then let the children repeat after you
4. Let the children recite the whole rhyme.
5. Say: There are words that rhyme like “blusa at pula”.
6. Ask: What other words rhyme?
Activity 11: I Like to Play _____

Objectives:
1. Develop body balance and coordination of large muscles in games
2. Demonstrate respect by following strictly game rules and agreements and acting joyfully but with humility
when one’ group wins the game

PH+ SE CV CD LD CA
Materials: Games: Running and throwing a ball in a pail; throwing and catching a ball; running and jumping to
a bean bag
Procedure:
1. Bring the children outside of the room and tell them they are going to have games.
2. Describe and demonstrate the three games and ask them which game they like to do.
3. Give them the rules of the game: a) Stay in line and wait for your turn to play. b) Follow the procedure given
in playing the game. c) The players who get the highest scores in each game are the winners. d) Accept
defeat and do not complain.
4. Request the assistance of the adults to manage the games.
Activity 12: Make-Up Story About Different Children

Objectives:
1. Demonstrate understanding of the story listened to by telling about the characters of the story
2. Give in own words the moral lesson of the story
Materials: A picture of five children with one child who is blind
Procedure:
1. Present the picture then let the children describe it.
2. Make up a story of four children (Ana, Brit, Candy, Delia) and one blind child (Nestor). They are friends in
school and the three children take care of Nestor but Delia does not like him ...
3. Tell the story to the children.
4. Ask: Who are the characters of the story? How do you describe each of them?
5. Ask the children to give the moral lesson in their own words.
Weeks 4 and 5 Sub-Theme: I Belong to a Class

Activity 1: Follow the Leader Game
Objectives:
1. Demonstrate motor activity for following directions in play
2. Initiate in starting assigned group activity
Materials: CD player, blue bird song
Procedure:
1. Ask children to sit in a circle.

PH+ SE CV CD LD CA
2. Choose one child to be the leader.
3. Tell the leader to go around the circle while the song is being played. He/she taps the shoulder of his/her
classmate who joins the leader in going around the circle.
4. Let the next child do the same thing.
5. The activity goes on until all the children are in one line.
Activity 2: A Rhyme: Handa Na Ba Kayong Makinig

Objectives:
1. Demonstrate a developing understanding of words by listening and reciting a rhyme
Material: A rhyme: Handa Na Ba Kayong Makinig
Handa na ba kayong makinig
Handa na ba kayong making
Kung kayo’y handa na
Isara ang bibig
Ang mata nakatinggin
Ang tenga nakikinig
Sa kwentong aking bibigkasin
Procedure:
1. Present the whole rhyme then present this by line and let the children follow after you.
2. Then let the children recite the whole rhyme.
3. Ask the children to show actions they way they understand the message in the rhyme.
4. Let the children recite the rhyme with actions.
Activity 3: Center Making Activity

Objectives:
1. Recognize similarities and differences between and among 3 to 5 objects/pictures according to colors, sizes
and shapes
2. Explore what happens when colors are mixed
3. Demonstrate respect by returning things that are borrowed
Materials: Things/objects in the Center; Center template, crayons/colored pencils/paint
Procedure:
1. Invite the children to go around the Center.

2. Let the children identify similar and different objects/pictures (tables, chairs, chalkboards, blocks, toys, books, PH+ SE CV CD LD CA
pictures, etc).
3. Give the children a template of the Center.
4. Ask them to scribble/draw/illustrate the different areas in the Center using the drawing materials provided.
5. Let them mix colors to find out what happens.
6. Let them present their drawings in front of the class naming the different areas.
7. Teacher shows appreciation of the children’s drawing.
8. Remind them to return the drawing/painting materials in the proper place.
Activity 4: Poster: Things in the Different Areas of the Center

Objectives:
1. Relate printed pictures to printed labels
2. Name and sound off every letter in the label
Materials: A manila paper as poster; pencils, papers/coupon bonds,
crayons and paste/glue; word cards: mesa, silya, pisara, bag, papel, lapis, larawan, aklat, etc.
Procedure:
1. Recall the different things/objects seen inside the Center.
2. Instruct children to draw these objects/things.
3. Let them paste their drawing on the manila paper.
4. Show names of these objects written in cards.
5. Then present one word: mesa and ask the children to read the word.
6. Produce or sound off all letters of the word “mesa” and let the children repeat after you.
7. Then ask a child to say “mesa” and paste the word corresponding to the picture.
8. Get the word “silya.” Let the children sound off every letter of the word.
9. Then ask a child to say “silya” and let him/her paste the word to the corresponding picture.
10. Do the same with the other words.
11. When all words have been matched with the pictures, put up this poster on the wall.
Activity 5: Identifying 2, 3 or More Syllables in Words

Objectives:
1. Recognize the number of syllables in words
2. Produce rhythmic patterns according to syllables by clapping, tapping, and using the drum and cymbals
PH+ SE CV CD LD CA
Materials: Poster with the pictures of the things in the Center and their corresponding words; drum, cymbals
Procedure:
1. Present the poster.
2. Then ask a child to read a word. Example: mesa. Ask: How many syllables are there in “mesa”?
3. Say: Yes. Two syllables “me-sa’”. Clap your hands two times. Ask the children to say : me – sa and clap two
times.
4. Do the same with the other words following steps 2 to 3.
Activity 6: Color Match

Objectives:
1. Relate color to the object of the same color
2. Demonstrate care by helping a peer who is ashamed to participate in the activity
Materials: One set of cards with different colors; objects with colors
Procedure:
1. Place the different color cards face down in a box.
2. Place the corresponding object with colors in the chalk box/tray.
3. Call on a child to get a color card form the box and match it with the corresponding object of the same color
in the chalk box/tray.
4. If correct, the child can choose the next player.
5. Remind the children to help the classmates who are shy to participate in the activity.
Activity 7: Shapes and Colors

Objectives:
1. Develop greater interest in using paper and pencil through exhibiting skill on drawing shapes
2. Demonstrate better control in holding crayons by observing line boundaries in coloring
3. Practice healthy and positive relationship with others by avoid bullying
Materials: Blocks of different shapes; coloring materials: crayons, paint, colored pencils
Procedure:
1. Present blocks of different shapes. Ask the children to identify the shapes: circle/round, triangle, square,
oblong.
2. Ask children to draw different shapes of different sizes.
3. Let them color the shapes reminding them to color the shapes within line boundaries.
PH+ SE CV CD LD CA
4. Remind them also not to bully children who have difficulty in doing the activity.
Activity 8: Label Decorating Activity

Objectives:
1. Relate the classroom areas with the printed labels
2. Demonstrate progress in fine motor skills and eye-hand coordination by demonstrating how to decorate
Materials: Classroom labels: “We Can Read” Corner, “We Can Build” Area, “We Can Create” Area, “We Can
Act” Area, etc or stick with the traditional names such as Block Area, Reading Corner, Art Area,
Dramatic Play; decorating materials, coloring materials
Procedure:
1. Prepare the labels for each area.
2. Group the children according to the number of labels needed for the areas of the Center.
3. Distribute the labels and let the children decorate the labels using coloring materials and cut-outs of objects.
4. After decorating the labels, children match the labels with the corresponding areas.
5. Children post the labels in the different areas.
Activity 9: Building a Center

Objectives:
1. Demonstrate progress in fine motor skills and eye-hand coordination by building blocks
2. Practice healthy and positive relationship with others by working cooperatively
Procedure:
1. Introduce the activity to the children which is building the Center through the use of the blocks.
2. Remind the children that all will help in building the Center.
3. Allow the leaders of the class to get the blocks.
4. Let the children put the blocks together to make a Center.
5. Ask the children how difficult or easy in building the Center and why.
Activity 10 : Pedro Says

Objectives:
1. Demonstrate basic concepts pertaining to directions: left and right and up and down
2. Initiate in starting an activity by leading in following directions
3. Demonstrate respect by following directions given

PH+ SE CV CD LD CA
Material: None
Procedure:
1. Choose a child-leader who leads the game for Pedro Says.
2. Child-leader gives commands to the players who are expected to follow every instruction when he/she says:
“Pedro says”. Example: Pedro says, raise your left hand or point your right ear. (Children raise left hands)
(Children point to right ears.)
3. When the child-leader gives a command not preceded by “Pedro says” and a child follows the command, that
child is out of the game.
4. The leader should make sure that he/she gives the commands in quick succession so that any child who
follows commands not preceded by “Pedro says” will be caught.
Activity 11: Tasks and Routines in the Classroom

Objectives:
1. Demonstrate interest and willingness in performing new and challenging tasks
2. Practice healthy and positive relationship with others by working cooperatively
3. Initiate in starting any or assigned activity by leading
4. Demonstrate how to seek help or support of familiar adults
Materials:
Teacher’s Helpers Chart
Weather Watchers
Prayer leaders
Day and Date Helper
Pencil Helper
Paper helper
Procedure:
1. Discuss how children can do simple tasks and routines in school.
2. Explain a chart that shows Teacher’s Helpers who can help her in tasks like: weather watcher, date helper,
day helper, pencil helper, crayon helper, paper helper, pack away police children and other helpers.
3. Ask children to volunteer to help out in different tasks then volunteer-children raise their hand.
4. Get their names and paste their names beside the job in the Teacher’s Helpers Chart. PH+ SE CV CD LD CA
5. Assign monitors in class to find out if the tasks are done by the helpers.
6. Remind the children that they can seek the help/support of the adult for their job.
Activity 12: Guess What I’m Doing Game

Objectives:
2. Develop self-confidence by joining in the activity
Materials: Song:
Mag-isip – isip 1, 2, 3 Ano itong ginagawa ko?
Mag-isip – isip 1, 2, 3 Sundan, sundan, sundan n’yo ako
Mag-isip – isip 1, 2, 3 Ano itong ginagawa ko?
Procedure:
1. Tell the children to sit in a circle.
2. Assign a child to be the leader who will act out an activity done in the center, (ex. Praying) while the rest of
the children are singing.
3. After the song, the children will try to guess the actions of the leader.
4. A child who likes to guess will stand before he/she guesses.
5. The child who guesses the correct answer will be the next leader.
Activity 13: Poster: Things We Do in the Center

Objectives:
1. Relate activities done in the Center with the printed labels
2. Initiate in starting any or assigned task by leading
Materials: A copy of class schedule, manila paper, papers/bond papers, pencils, crayons and paste/glue; word
cards containing the written activities
Procedures:
1. Show them the class schedule and describe this to them.
2. Distribute the papers/coupon bonds to the children.
3. Let them scribble/draw an activity they do in the center on each piece of paper.
PH+ SE CV CD LD CA
4. Take down notes to label their work.
5. Let them paste their drawings on the manila paper.
6. With the word cards, let the children match the word cards with the corresponding labels.
Activity 14: Paper Strips: Rules in the Center

Objectives:
1. Demonstrate respect, empathy and care for others by following rules and agreements
2. Share known information in group discussions
Materials: paper strips (size 5’x12), pencil/ball pen
Procedure:
1. Ask children to think of rules for each routine of activities (meeting time 1, work time 1, meeting time 2,
recess etc.).Then let them share these to the class.
2. Take down rules given by the children.
3. Read the rules to the children after writing.
4. Ask: Why do we need to follow these rules? What would happen if we do not follow these rules?
Activity 15 : Sounding Off and Writing “Ii”

Objectives:
1. Produce and sound off “i” and produce words with initial “i” sound
2. Exhibit skill on tracing letter “Ii”
3. Show correct posture and paper position and the proper way of tracing and writing letter “Ii”
4. Practice writing upper and lower case letter of “Ii”
5. Demonstrate attention and concentration on the activity
Materials: i: isa, ito, iyo, ilalim, itago; lined pieces of paper with letter “Ii”
Procedure:
2. Say: “Ito ang larawan natin.” Ask the children the initial letter of “ito”.
3. Then produce the sound “i” and let the children follow.
4. Let the children name words that start with “i” sound and let them say the words: isa, ito, iyo, ilalim, itago.
5. The introduce letter “Ii”.

6. Form capital “I” in the air then form small letter “i” in the air. Let the children imitate you. PH+ SE CV CD LD CA
7. Give to the children the pieces of paper with letter “Ii”.

8. Tell the children to trace the letter with their fore finger and later on with the pencil.
9. Tell the children to copy the “I” first in one line of the paper.
10. Then let the children copy the “i” in another line.
Activity 16: Make-Up Story of the Activities in the Center

Objectives:
1. Demonstrate interest and enthusiasm in listening to a story
2. Answer specific questions
3. Give own title of the story
Materials: Make-up story about the activities in the Center; pictures drawn by children in the
previous activities
Procedure:
1. Present the title of the story with a picture then let the children describe the picture.
2. Tell the story of the activities of the center with accompanying pictures.
3. Ask specific questions about the story using: who, what, where, when, what if, then let the children answer
the questions.
4. Ask the children: What could be another title of this story?
Activity 17: Telling a Story

Objectives:
1. Demonstrate interest and enthusiasm by listening to a story
Material: A Story: Lai Lai, Ang Batang Pasaway, July 7, 2012, Wansapanatym Episode
Procedure:
1. Present the title of the story then ask children what they think about the story.
2. Present the questions to be answered:
- Before telling the story:
Kilala n’yo ba si Lai Lai?

PH+ SE CV CD LD CA
Kailangan ba nating sumunod sa mga patakaran?
- During the story telling:
Bakit pinatawagan ng titser si Lai Lai sa paaralan?
Ano ang ginawa ni Lai Lai?
Bakit laging pinagsasabihan ng titser si Lai Lai?
- After the story telling:
Bakit hindi sumusunod si Lai Lai sa mga patakaran?
Sa hindi pagsunod sa mga patakaran, ano ang nangyari sa ate ni Lai Lai?
Sino ang mahiwagang tao na nagging kaibigan ni Lai Lai?
Bakit kailangan nating sumunod sa mga patakaran?
3. Ask the two questions before starting to tell the story. Then let the children answer the questions.
4. Tell the first part of the story.
Lai Lai, Ang Batang Pasaway
Si Lai Lai ay isang batang hindi marunong sumunod sa mga alituntunin. Dahil sa kanyang pagiging pasaway isang
mahiwagang tao ang magpaparusa sa kanya nagagawing magulo ang lahat ng karatulang na kapaskil sa kanyang paligid.
Matututunan kaya ni Lai Lai na sumunod sa mga patakaran kapag nalagay na sa peligro ang lahat ng tao?
5. Continue the story then ask again the questions.

6. Continue telling the last part of the story then ask the last set of questions.
7. Ask the children to tell in his/her own words the moral lesson of the story.
Activity 18: Reading a Story

Objectives:
1. Demonstrate interest and enthusiasm by listening attentively to the story
2. Answer questions about the story.
Material : A book with the story: Bakit Matagal ang Sundo Ko by Kristine Canon
Procedure:
1. Show the book and ask the children to describe what they can see in the cover page of the book.
2. Read the title of the book, the author and the illustrator. Explain that the author wrote the book and the
illustrator drew the pictures in the book.
3. Ask the children what they think the story will be about.
PH+ SE CV CD LD CA
4. Read the story aloud to the children.
5. Ask the following questions after reading the story then let the children answer these:
 Ano ang pangalan ng bata sa kuwento?
 Saan nangyari ang kuwento?
 Bakit siya malungkot?
 Ano ang nararamdaman ng bata? Bakit?
 Kung ikaw ang bata, ano ang iyong mararandaman?
Week 6 Sub-Theme: I Have Feelings
Activity 1: Feelings
Objectives:
1. Identify own emotions and express the feelings by using “I feel _____”
2. Identify emotional cues from adults and respond in a positive manner
Materials: Drawings of happy, sad, angry, scared/afraid faces
Procedure:
1. Present the different faces showing the emotions when happy, sad, angry, scared/afraid.
2. Discuss with the children why they are happy, sad, angry and afraid.
3. Then let them say: “I feel happy because ______.” (sad, angry, afraid)
4. Discuss the situations when the mother/father is sad/angry/afraid and the reasons why.
5. Discuss on how the children should react in a positive manner.
6. Then let the children say: “When mother/father is angry, I _______.” (angry, sad, afraid)
Activity 2: Simon Says

Objectives:
1. Demonstrate interest by listening attentively
2. Demonstrate one’s emotions through facial expressions
Material: Game: Simon Says
Procedure:
1. Explain how the game works: Children will do what Simon will say.
PH+ SE CV CD LD CA
Example: Simon says “I’m happy. (angry, sad afraid) Then the children will show the happy face.
2. Say: I’ll act as Simon and let’s start the game. The child who cannot give the correct facial expression of the
emotion mentioned will be the next Simon.
Activity 3: People Who Make Me Happy

Objectives:
1. Use materials and resources to explore and freely express oneself
2. Express with confidence the connections between self and people who make him/her happy
Materials: Picture of happy children with other people; pieces of paper with a happy face; drawing and coloring
materials; materials in the environment
Procedure:
1. Present the picture and ask the children to describe the picture.
2. Discuss with the children who are the people who make them happy.
3. Distribute a piece of paper with the drawing of a happy face on top.
4. Ask the children to scribble/draw, paint or make a collage showing the people that make them happy on the
sheet of paper.
5. Let the children present their work and describe what they have drawn.
Activity 4: Similarities and Differences of Letters in Words

Objectives:
1. Identify similarities and differences in letters
2. Produce or sound off letters that are similar and different
Materials: Word Cards: a) P M P; b) T T S B, c) L O A L, d) Y A B A, e) I I U I
Procedure:
1. Say: I’m going to show you letters from the words that name the people who make you happy. You have to
identify letters that are similar.
2. Show the first word card: P M P Ask: Which letters are similar?
3. Do the same with the second/third/fourth/fifth group of letters.
4. Show again the first group of letters: P M P Ask: Which letter is different?
5. Do the same with the second/third/fourth/fifth group of letters.
6. Ask the children to produce/sound off the similar letters in the first/second/third/fourth cards.
7. Then ask the children to produce/sound off the different letters in the first/second/third/fourth cards.
PH+ SE CV CD LD CA
Activity 5: Role Playing: We Listen to Others

Objectives:
1. Demonstrate a developing understanding of spoken words through listening
2. Respond appropriately to spoken words of sadness, anger and fear
3. Express response to emotions through creative body movements
Materials: Pictures of a mother crying, father who is angry, child who is afraid
Procedure:
1. Present the first picture then ask the children: Why is mother crying?
2. Let the children answer the question.
3. Ask: What do you do when you see your mother crying?
4. Do the same activities for the next two pictures.
5. Divide the class into 3 groups. Then give each group a picture.
6. Say: With the picture that you have, role play the situation. One will show the emotion while 3 children will
show how to react to the situation. Give the children a time to prepare with your assistance.
7. Let the children present the role playing.
8. After the activity, appreciate all the children for their cooperation.
Activity 6: Song: When You’re Happy and You Know It, Clap Your Hands
Objectives:
1. Express ideas and feelings through a song and body movements
2. Demonstrate care for others by helping a peer who is ashamed to do the activity
Materials: Song: When You’re Happy and You Know It, Clap Your Hands
When you’re happy and you know it ,clap your hands (2x)
(stamp your feet)
(nod your head)
(sway your body)
When you’re happy and you know it, your face will surely show it
When you’re happy and you know it, clap your hands.
Procedure:
1. Sing the whole song, then sing by line and let the children follow.
2. Let the children sing the whole song.

PH+ SE CV CD LD CA
3. Show the action for each line then let the children follow.
4. Sing the whole song with actions together with the children.
Activity 7: What Makes Me Sad?

Objectives:
1. Recall events that make one sad
2. Express one’s thoughts and feelings through drawing and painting
Materials: Pictures of events that make the children sad
Procedure:
1. Let the pupils bring pictures of events that make them sad a week before the lesson.
2. Collect the pictures and mount each picture in a cartolina.
3. Let the children describe the pictures that they brought to the class.
4. Ask questions after the children describe their pictures: When you were sad, what did you do? Who gave
you comfort? Do you still feel sad now?
Activity 8: Sad Stories Make Me Cry

Objectives:
1. Develop own story from a series of 3 pictures
2. Give own title to the story
Materials: Pictures brought by the children showing events that make them sad
Procedure:
1. Divide the children in 3 groups. Then let each child share his/her sad events story in the group using the
pictures.
2. After the sharing, ask three child-volunteers, one from each group to tell their story of sad events with the use
of 3 pictures.
3. Then ask questions about the story for the children to answer.
4. Ask children to also give their own title for the three stories shared by the child-volunteers.
Activity 9: Reading a Story Related to Feelings
Objectives: PH+ SE CV CD LD CA
1. Demonstrate interest and enthusiasm in reading a story by listening to the story read
2. Participate in the discussion of the story.
Material: Story from a book related to feelings
Procedure:
1. Present the title of the story and its cover. Then let the children describe this.
2. Read the story by page then ask questions for the children to answer.
3. At the end of the story, ask the children: What do you feel about the story? Why?
Activity 10: Drawing Lines and Shapes Within Boundaries of People’s Faces
Objectives:
1. Use materials to explore and express themselves freely
2. Demonstrate the observation of boundaries in cutting, drawing and coloring objects
3. Describe the emotions shown by the faces
Materials: Pictures of faces in the magazines; drawing and coloring materials, scissors and glue
Procedure:
1. Ask the children to cut faces of people in magazines observing boundaries.
2. Let them draw lines and shapes on the person’s face.
3. Let them color the lines and shapes observing boundaries.
4. Then let them paste their work in a manila paper.
5. Ask: What have you discovered about your art work? Could you still see the emotions in the faces of the
people?
Weeks 7 and 8 Sub-Theme: I Can Do Many Things
Activity 1: Hand Prints Using Finger Paint

Objectives:
1. Use materials and resources to explore and freely express themselves
2. Demonstrate interest and willingness in performing new and challenging task
Materials: Finger paint; big old shirts; manila/kraft paper; pans/plates for finger paint
Procedure:
1. Prepare paint on the pan/plate. PH+ SE CV CD LD CA

2. Ask the children to line up and each child places his/her hand on the paint.
3. Ask each child to press his/her hand on kraft paper.
4. Then write his/her name under each handprint.
Activity 2: “Walking Song” to the tune of “Open Shut Them”

Objectives:
1. Express ideas and feelings through an action song
2. Demonstrate enjoyment in the activity
Materials: CD player, song
Procedure:
1. Post the lyrics of the song. (optional)
2. Play the music.
3. Sing with the song played.
4. Ask the children to sing along with the music played.
5. Demonstrate the actions of the song then let the children follow.
6. Let the children sing with actions along with the music.
Activity 3: Duck Duck Goose

Objectives:
1. Demonstrate interest and enthusiasm in the activity by following directions
2. Demonstrate enjoyment in playing a game
Materials: None
Procedure:
1. Introduce the game and indicate a spot.
2. All the players sit cross-legged in a wide circle as if they are the ducks.
3. Pick one child to be the fox.
4. The fox walks slowly around the outside of the circle, tapping the top of each duck’s head lightly while saying
“duck” with each tap.
5. After few moments of this, the fox chooses a goose by tapping one player’s head and calling out goose. The
goose must quickly rise and chase the fox around the circle, trying to tag him before he reaches the spot
where the goose becomes the fox.
PH+ SE CV CD LD CA
Activity 4: Stringing Macaroni Shells (With letters of the alphabet)
Objectives:
1. Identify the name and sound off every letter of the alphabet
2. Practice fine motor skills by stringing objects
Materials: Macaroni shells with the letters of the alphabet, string
Procedure:
1. Divide the children in 3 groups and give each group a set of macaroni shells with the letters of the alphabet.
2. Ask each group to string the letters of the alphabet consecutively.
3. Then let them name the letters of the alphabet.
4. Then ask them to produce or sound off the letters of the alphabet.
Activity 5: Letter Fishing Game

Objectives:
1. Recognize and identify letters of the alphabet by naming and producing the sound
2. Demonstrate fine motor activity
Materials: Fish cut-outs (that have the upper and lower case letters A-Z written on them) with paper clip, fishing
rod with magnet
Procedure:
1. Set up a “fishing area” where fish with shapes are placed on the floor.
2. Children take turns using the fishing rod to catch a “fish”.
3. When a child catches a “fish” he identifies the letter written on the fish. Then he/she produces/sounds off the
letter.
4. Then the next child takes his turn.
Activity 6: Same and Different Parts of the Body

Objectives:
1. Identify similarities/differences in pictures according to symbols
2. Demonstrate care by helping a peer to do the activity correctly
Materials: Picture cards, category cards; prepare several cards with similar parts of the body as well as different
parts of the body figures
Procedure:
1. Have each child pick out 2 picture cards and tell whether the pictures are the same or different from one
PH+ SE CV CD LD CA
another
2. If they are the same, have him place this under the category card “SAME”. Let the child explain why the
figures are the same.
3. If the pictures are different from each other, have him place this under the category card “DIFFERENT”.
4. Let the child explain why the figures are different from each other.
Activity 7: Blue Up/Red Down

Objectives:
1. Practice body coordination while running
2. Demonstrate interest and willingness in performing new task
Materials: None
Procedure:
1. An “it” or a leader is chosen by the children. He is made to stand at the end with his back to the children.
2. The children stand in a line behind the “it” at the distance of 10 to 12 feet away.
3. When the “it’ shouts, “Hello! Blue Up!”, the children run as fast as they can towards him.
4. When the “it” calls, “Hello! Red Down!”, the children quickly sit down before the “it”. The “it” turns around and
look for children running.
5. Children caught still running, must go back to the starting line.
6. Steps 3 and 4 are repeated and the first child to reach the “it’ wins and gets the chance to be the next “it”.
Activity 8: Body Parts Puzzle

Objectives:
1. Develop eye-hand coordination in tracing and cutting lines within boundaries
2. Develop flexibility, inventiveness and interest in making and solving a puzzle
3. Demonstrate how to seek help or support of adults
Materials: 2 pcs. of card board (½ inches long and 11 ½ inches wide) crayons or markers and cutter
Procedure:
1. Tell children that they are going to make a puzzle and demonstrate the steps to them
2. Remind them that they can seek the help/support of an adult.
3. Divide the children into 4 groups and let them do the following activities:
- Get the 2 pieces of card board and trace the outline of the body of a girl or boy on one card board. PH+ SE CV CD LD CA
- Draw features of the face, body and clothes, or use cut-outs from old magazine and paste on the
cardboard.
- Using the cutter, cut out the drawn figure from the cardboard.
- Paste the cardboard with the drawn figures on the other cardboard to make this stronger.
- Cut body into 5-6 pieces to make the puzzle.
4. Remove the pieces and ask children to place/put together the puzzle pieces.
5. Let the groups exchange their puzzles so that all of them could experience putting the pieces of the puzzles
correctly.
Activity 9: Finding Words that Rhyme

Objectives:
1. Give pair of words that rhyme from a song
2. Express ideas and feelings through body movements
Materials: Song: Sampung Mga Daliri
Sampung mga daliri
Kamay at paa
Dalawang mata, dalawang tainga
Ilong na maganda.
Procedure:
1. Sing the whole song and sing by line and let the children sing after you.
2. Then let the children sing the whole song together with you.
3. Introduce the actions of the song and let the children imitate you.
4. Let the children sing the whole song with actions.
5. Then ask the children: Which word rhymes with ‘paa’? (mata) Which word rhymes with ‘sampung’? (ilong)
Which word rhymes with ‘tainga’? (maganda)
6. Ask the children to give words from the song that rhyme.
Activity 10: Horizontal and Vertical Line Tracing

Objectives:
1. Develop eye-hand coordination from left to right/up and down in tracing lines
2. Work on activity with minimal supervision

PH+ SE CV CD LD CA
Materials: Pieces of paper with vertical/horizontal lines drawn in dashes, in dots and in full lines; pencils
Procedure:
1. Show an example of full drawn vertical and horizontal lines and ask the children to trace using their pencils.
2. Then show the lines drawn in dots and dashes and let the children connect these. Then let them trace the
lines again.
3. Distribute the pieces of paper with the horizontal and vertical lines drawn. Then ask the children to start the
activity with minimal supervision.
Activity 11: The Class Band

Objectives:
2. Explore producing sounds with musical instruments and other objects
Materials: Natural objects: handkerchief, comb, pots, pans, bottles, cans, etc; musical instruments: drum,
cymbals, castanets, bamboo flutes
Procedure:
1. Present the natural objects and the musical instruments to the children and let them identify each. .
2. Let them explore in playing the different instruments.
3. Tell the children that you are going to have a band.
4. Demonstrate how to synchronize the playing of the instruments.
5. Give time for the children to practice playing their instruments correctly.
Activity 12: Pictures of What Children Can Do

Objectives:
1. Express ideas and feelings about themselves through drawing
2. Demonstrate self-confidence in describing what one can do
Materials: Pictures of what children can do; drawing materials
Procedure:
1. Discuss with the children what they have been doing in school and at home.
2. Show pictures of children doing lots of things. Ask: Which of these are you also doing?
3. Let the children draw the things that they can do in school or at home. Each of them should draw 3 to 5
pictures.
PH+ SE CV CD LD CA
Activity 13: Children’s Stories: I Can Do Many Things
Objectives:
1. Develop own story from a series of 3 to 5 pictures
2. Answer specific questions about the story
Materials: Pictures drawn by the children in the previous activity
1. Distribute to the children the pictures they made in the previous activity
2. Let them develop a story using the 3 to 5 pictures
3. When the children are ready, the presentation of their stories start.
4. Ask questions about the story after each child presents the story. Then let the other children answer the
questions.
Activity 14: Surprising Story

Objectives:
1. Demonstrate a developing understanding of the story by telling about the characters of the story
2. Give the theme of the story
Material: A story: The Ant and the Chrysalis
Procedure:
1. Present to the children the title of the story and ask them to listen.
2. Tell the story.
The Ant and the Chrysalis
An Ant nimbly running about in the sunshine in search of food came across a Chrysalis that was very near its time
of change. The Chrysalis moved its tail, and thus attracted the attention of the Ant, who then saw for the first time that it
was alive. "Poor, pitiable animal!" cried the Ant disdainfully. "What a sad fate is yours! While I can run hither and thither,
at my pleasure, and, if I wish, ascend the tallest tree, you lie imprisoned here in your shell, with power only to move a
joint or two of your scaly tail." The Chrysalis heard all this, but did not try to make any reply.
A few days after, when the Ant passed that way again, nothing but the shell remained. Wondering what had
become of its contents, he felt himself suddenly shaded and fanned by the gorgeous wings of a beautiful Butterfly.
“Behold in me,” said the Butterfly, “your much-pitied friend! Boast now of your powers to run and climb as long as you can
get me to listen.” So saying, the Butterfly rose in the air, and, borne along and aloft on the sum mer breeze, was soon lost
to the sight of the Ant forever.

PH+ SE CV CD LD CA
3. Ask: Who are the characters in the story? How do you describe each?
Weeks 9 and 10 Sub- Theme: I Can Keep Myself Clean and Healthy
Activity 1: Paper Plate: Make a Meal

Objectives:
1. Express ideas, thoughts and feelings through a creative work
2. Demonstrate progress in fine motor skills and eye-hand coordination by demonstrating how to cut within line
boundaries
Materials: Magazines with pictures of foods good for children, scissors, paper plate, paste/glue
Procedure:
1. Discuss with the children the foods they like to eat.
2. Present the pictures of foods in the magazines and tell children that these are foods that make children
healthy and strong.
3. Distribute to the children the paper plates.
4. Ask each one to cut out foods in the magazine and paste these in the paper plate.
5. Let the children present and describe their paper plates.
Activity 2: Listen to Health Talk

Objectives:
1. Demonstrate respect by listening actively to a speaker
2. Identify foods that can make children healthy.
Materials: Resource Speaker: any health worker (Nurse or Barangay Health Worker), pictures
Procedure::
1. Invite resource speaker either a nurse or barangay health worker.
2. Ask the resource speaker to discuss the different foods which can make children healthy.
3. After the talk, ask pupils to collect all pictures of foods which can make them healthy.
Activity 3: Demonstration on How to Brush Teeth Properly

PH+ SE CV CD LD CA
Objectives:
1. Develop independence in brushing one’s teeth properly
2. Express ideas freely why one has to brush his/her teeth properly
Materials: water, toothpaste, toothbrush, mirror
Procedure:
1. Demonstrate to the children the proper brushing of teeth (up, down, sides, left and right).
2. Let everybody do the activity.
3. Ask the children why they need to brush their teeth properly.
4. Ask them who is the person that takes care of our teeth?
5. Let the children tell their own story in visiting a dentist.
Activity 4: Role Play of a Dentist

Objectives:
1. Express ideas and feelings through a role play
2. Demonstrate enjoyment in the participation of the activity
Materials: Toy dentist instrument replica
Procedure:
1. Ask a child to portray as a dentist.
2. Three children play as patients.
3. The child-patient will show his/her teeth and the dentist examines, cleans or pulls out a decayed tooth.
4. Give all the children the opportunity to act as a dentist or the patient.
Activity 5: Storytelling: Ang Batang Tamad Mag-sipilyo
Objectives:
1. Demonstrate creativity in reading by giving own title and theme of the story
Material: A Story: Ang Batang Tamad Mag-sipilyo
Procedure:
1. Give the title of the story.
PH+ SE CV CD LD CA
Ang Batang Tamad Mag-sipilyo
Si Daniel ay isang batang mahilig matulog at mag-laro subalit kanyang kinatatamaran ang pagligo at pag-sisipilyo ng
ngipin. Isang araw galing sa palaruan si Daniel at siya umuwi para magpahinga’t makatulog. Habang nakahiga ay biglang
may mga papadating na tunog at nang ito ay kanyang makita, isang malaking sipilyo, baso, timba, sabon, at iba pang
malalaking bagay na sa kanya ay humahabol, takot na takot si Daniel habang tumatakbo. Hingal na hingal siya, at
nagising si Daniel, “panaginip lang pala, akala ko totoo na” ang sabi niya. “Mag mula ngayon maglilinis na ako ng katawan
at ng ngipin.”
3. Ask questions to the children: What did Daniel do after playing? What happened to Daniel while he was
sleeping?
4. Ask another set of questions to the children: What title could you also give to the story? What is the theme of
the story? What is the moral lesson that you get from the story?
Activity 6: Poster Making on How to Keep our Hair Clean

Objectives:
1. Express freely and with confidence one’s thoughts and feelings
Materials: Pictures of keeping hair clean, back of old calendar, 10 pcs. of ¼ bond paper, glue, scissor, crayons,
marking pen
Procedure:
1. Let the group discuss among themselves on how to keep hair clean.
2. Provide the group with materials needed.
3. Let each group cut and paste the pictures of washing hair, taking a bath, applying shampoo, combing, going
to the barbershop/hairstylist
4. Paste the pictures using glue on the back of old calendar.
5. With the poster, ask the children why it is necessary to keep our hair clean and also why we need to go to
the barbershop or hair stylist.
Activity 7: Visiting a Barbershop or a Parlor

Objectives:
1. Express what one sees and observes
2. Demonstrate enjoyment in the participation of the activity
Materials: Barbershop and parlor

PH+ SE CV CD LD CA
Procedure:
1. Arrange for a visit to the barbershop and a parlor.
2. Tell the children that they are going to visit a barbershop and a parlor.
3. Let them recall the rules that they need to follow.
4. Bring the children to the parlor and the barber shop.
5. Let the children observe the two places and the people inside those places.
6. Let them share their own experiences about their haircuts.
7. When the children are back in the classroom, discuss what they have observed.
8. Ask them if they followed the rules set.
Activity 8: Keeping Our Nose, Ears and Body Clean

Objectives:
1. Develop independence in the practice of keeping our nose, ears and body clean
Materials: Soap, water, cotton buds, paper napkin, clean towels and clothes
Procedure:
1. Present the actual materials for cleaning one’s body.
2. Discuss with the children on how to take a bath with soap and water and using clean towel and clothes.
Demonstrate how to clean the nose with a napkin and the ears with cotton buds. Admonish the children that
they need the help of their mother/father/family member to clean their nose and ears.
3. Ask: Why do we need to clean our body and other parts of the body? How often do we need to take a bath?
4. Tell children that every morning in school, you are going to find out if everybody is clean.
Activity 9: Role Playing: Taking a Bath

Objective:
1. Demonstrate short-term and long-term memory by naming the materials/things needed for taking a bath
2. Demonstrate the proper way of taking a bath
Procedure:
1. Discuss to the class the activity on role playing for taking a bath.
2. Ask for a child-volunteer who wants to act out the proper way of taking a bath. Give to the child the
materials/things needed in taking a bath.
3. Let the child-volunteer starts in showing how to take a bath properly while the others are asked to observe.
4. After the role playing, ask the other children to give their comments. You should also give your comments.
PH+ SE CV CD LD CA
Activity 10: Poem: Malinis Ako

Objective:
1. Demonstrate a developing understanding of spoken words and sounds by listening and reciting a poem.
2. Express ideas and feeling through creative body movement
Material: Poem: Malinis Ako
Procedure:
1. Read the whole poem then read the poem by line and let the children repeat after you.
Malinis Ako
Malinis, malinis ako
Mula ulo hanggang paa
Tingnan mo ang ayos ko
Walang dumi kahit ano
Maghilamos kana sana at hugasan pati paa
Suklayin ang ‘yong buhok
At humanda sa pagpasok
2. Let the children say the whole poem.
3. Then let them do creative movements as an interpretation to the way they understand the message of the
poem.
Activity11: Story: Ang Mukha ni Bitoy

Objectives:
1. Demonstrate interest in understanding the story by retelling the story heard
Material: A Story: Ang Mukha ni Bitoy
Procedure:
1. Present the title of the story and let the children tell what they think about the story.
2. Tell the story.
Ang Mukha ni Bitoy
Alam ni Bitoy na umaga na pero wala siyang makita. Hindi rin niya naririnig ang tunog ng orasan na
gumigising sa kanya tuwing umaga. Hindi rin niya naaamoy ang luto ni nanay. Gusto niya magsalita pero di niya
PH+ SE CV CD LD CA
magawa. Dahan dahan niya itinaas ang dalawa niyang kamay. Hinawakan ang kanyang mukha. Nagpapadyak siya
at nagiiling,paran bang sinasabi, nasaan ang mukha ko? Nasaan ang mata ko? Nasaan ang tenga ko? Nasaan
ang ilong ko? Nasaan ang bibig ko? Naririto kami ang sabay sabay na wika ng mga bahagi ng mukha. Hindi mo
kami kasi nililinis, pinababayaan mo kami. Umiling iling si Bitoy na para bang sinasabi na lilinisin ko na
kayo,mayamaya pa. Nagtakbuhan sa mukha ni Bitoy ang dalawang mata,ang dalawang tenga, ang ilong at ang
bibig. Tuwang tuwa si Bitoy ng humarap sa salamin. Nakakakita na siya. Nakakarinig at naaamoy na ang luto ni
nanay. Pagkaraan, tuloy tuloy si Bitoy sa banyo.
3. Ask questions to the children: Who is the character in the story? What happened to Bitoy? Who
could retell the story? What is the moral lesson of the story?
Activity 12: Games Can Make Me Healthy

Objectives:
1. Develop body balance and coordination of large muscles in performing games
2. Demonstrate independence in starting group games
Materials: Games
Procedure:
1. Tell the children that there are four games that they can choose to play. Explain one game at a time.
2. Then ask children to choose which game do they like to play: Group A will play Batty Bowling, Group B will
play Name-It Ball, Group C is for Blind Walk and Group D is for Blind Snakes.
3. Adult-volunteers help the teacher in the management of the games.
Games to Choose:
Group A: Batty Bowling. Find a number of silly or odd items that can be knocked over by a ball, such as a
plastic milk carton, a candlestick, a stand-up doll, a plastic vase of flowers, a pizza box, a tower of empty cans,
an umbrella stand, an empty oatmeal container, and a book. Line them up like bowling pins and let the bowlers
try to knock them over with volleyballs, tennis balls, or golf balls.
Group B: Name-It Ball. Have players form a circle. Give one player a rubber ball. That player selects a
category, such as "candy bars." He or she then bounces the ball to another player in the circle, who must catch
the ball, state an item from the category, such as "Snickers," and keep the ball moving to the next player. If the
player can't name an item, holds the ball too long, or repeats an item, he or she is out.
Group C: Blind Walk. Create an obstacle path from one end of the yard to the other. Line up the contestants
and let them have a good look at the path. One at a time, blindfold the children and have them walk the path
without looking. Note each player's time on the scoreboard.
Group D: Blind Snakes. Set up a number of sprinklers in between a starting line and a finish line. Have the
kids try to run from one end to the other without getting sprayed. Have one of the kids control the faucet, turning
it on and off at random. Award ribbons to the kids who play the longest without getting wet.

PH+ SE CV CD LD CA
QUARTER 2
Theme: My Family and Me

Weeks 1 and 2: Sub-Theme: I Belong To A Family
Activity 1: Shape Frames: My Family

Objectives:
1. Develop eye-hand coordination in drawing and cutting
2. Use materials and resources to explore in producing images
3. Demonstrate respect by returning what was borrowed and keeping only things owned
Materials: Shape cut-outs, glue, crayons/colored markers, pencils
Procedure:
1. Distribute shape cut-outs to the children and remind children to return all the materials after use
2. Have them design a frame using the shape cut-outs.
3. Ask them to draw their family portrait inside the frame.
4. Let them present their family portrait with description.
Activity 2: Family Portrait

Objectives:
1. Identify connections between self and other family members
2. Tell stories about family members
Materials: Paper plates, yarn, crayons, markers or paint
Procedure:
1. Using the portrait, let each child identify himself/herself in the family portrait.
2. Ask him/her: How many children are there in the family? Are you the first/eldest? Second? Third/Youngest?
etc.
3. Let the children tell stories about family members.
4. Then put holes on the sides of the plate and thread the yarn through it.
5. Let the children hang the family portraits on the wall.
D- Cognitive/Intellectual Development; LD – Language Development; CA- Creative and Aesthetic Development Page 50 of 270

PH+ SE CV CD LD CA
Activity 3: Song: Lima ang Daliri
Objectives:
1. Express ideas and feelings through a song with creative movements
2. Develop self-confidence by joining an activity
Materials: Lima and Daliri to the tune of “Open Shut Them”
Lima ang daliri ng aking kamay
Si tatay, si nanay, si kuya, si ate
At sino ang bulilit?
Ako! Ako!
Lima ang daliri ng aking kamay
Procedure:
1. Post the lyrics of the song. (Optional)
2. Hum the music of the song.
3. Demonstrate the actions of the song.
4. Children repeat after the teacher the lyrics of the song.
5. Children repeat after the teacher the tune then the actions of the song.
6. Children sing and do the action of the song.
Activity 4: Suggested Story: Si Hinlalaki (Aklat Adarna)

Objectives:
2. Participate in the discussion about the story heard
3. Tell in own words the moral lesson of the story
Material: A story: Si Hinlalaki
Procedure:
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.

PH+ SE CV CD LD CA
Si Hinlalaki
Sa limang anak ni Inang Kamay, si Hintuturo ang panganay. At dahil mahilig magturo kaya laging guro sa paglalaro. Si
Hinlalato naman ang pinakamatangkad, kaya sa larong basketbal ay sikat. Ang pustoryosong si Palasingsingan, siya naming
taga ingat yaman at ang bunsong si Kalingkingan, ang masipag naming utos utosan kahit tinutuksong hinliliit. Bawat butas,
nililinis pero itong si Hinlalaki, ang siyang tiyak na walang silbi, kaya sa laro ay di kasali,at palaging nasa tabi tabi.dahil
punggok at iba ang tabas, kayat tinutukso pa na anak sa labas. Minsan ang lakas ni Hinlalato sa pagbuhat ng poste ay
napasubo tumulong ang tatlong kapatid at naligo na silang apat sa pawis. Pero ang poste ay di matinag tinag at talaga
yatang pagkabigat bigat. Sumaklolo si Hinlalaki … at biglang gumaan ang poste kaya ngayon sinasabi’walang mabigat na
poste, pagkatulong si Hinlalaki.
4. Ask the questions: Who are the children of Inang Kamay? Could you use your fingers in giving 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?
Activity 5: Family Tree

Objectives:
1. Identify words that rhyme
2. Produce the initial and final sounds of names of family members
Materials: Word cards: nanay/mama, tatay/papa, lola, lolo, ate, bebe, nene, kuya, yaya; a family picture
that includes “lola/lolo, yaya”
Procedure:
1. Show a family picture (separate picture for each family member).
2. Let them identify the family members and as the children mention the names, paste the word cards.
3. Ask them: Which name of the family members rhyme? Let them repeat the words.
4. Ask: What is the initial sound of nanay? Say the sound “n” Do the same for with other words.
5. Ask: What is the final sound of nanay? Say the sound “y (ay)” Do the same with the other words.
6. Show a family tree and let them paste the pictures on a tree following the order: lolo and lola;
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.

PH+ SE CV CD LD CA
Activity 6: Name the Family Members
Objectives:
1. Relate printed pictures of family members with printed names
2. Name/sound off every letter in the names
3. Demonstrate respect by:
- listening when someone is talking
- waiting for one’s turn
Materials: Family pictures (assigned to the children the previous week together with the names of the family
members), printed names of the family members
Procedure:
1. Present the family pictures in front of the class.
2. Let each child identify his/her family picture and give the names of the family members.
3. Summarize all the letters of the names of the family members.
4. Present each letter then say the letter/alphabet name. Then let the children repeat after you.
5. Let the children say each letter/alphabet name correctly.
Activity 7: Different Families

Objectives:
1. Demonstrate the ability to store verbal information in short and long term memory
2. Participate in group activity and compare the number of family members
3. Practice healthy and positive relationship with others
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. Give each group the family pictures with the directions of grouping the families according to the number of
members.
3. Let each group present the family and let them count the members for each family.
4. Let each group compare two/three/four/five families according to number of family members.

PH+ SE CV CD LD CA
Activity 8: Family Faces Mobiles
Objectives:
1. Express ideas and feelings as children see family members through:
- drawing,
- body movement, and
- dramatic expressions
2. Develop impulse control with body and actions by controlling one’s movements within allowed space
without harming self and others
Materials: Maskara of the different members of the family or paper plate, rubber bands, coloring materials
collage materials; glue, scissors, puncher
Procedure:
1. Prepare mascara of the different members of the family or ask the children to make face mobile for one of the
family members. Ask them to draw the face and decorate this according to the features of the chosen family
member.
2. Cut the holes for the eyes.
3. Use the puncher to make holes at the sides of the plate. Attach the rubber bands for the ears.
4. Let the children put on the mascara/face mobile and let them show body movements/dramatic expressions of
the chosen family member.
5. When each child has done his/her part, let them tour around the room with their mascara/face mobile showing
the body movements/dramatic expressions of the chosen family members.
Activity 9: Similarities and Differences of Families

Objectives:
1. Identify similarities and differences in pictures according to size, color, shape
2. Develop self-confidence by joining group activities
Materials: Family Pictures
Procedure:
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

PH+ SE CV CD LD CA
same with the 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/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.
Activity 10: Matching Pictures with Labels

Objectives:
1. Relate pictures with printed labels
2. Name and sound off every letter in the labels
Materials: Pictures of family members, word cards: mother, father, baby, sister, brother
Procedure:
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. Let the children 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 letter. Then let the children repeat
after you.
4. Let each child point to a label and let her read each of the letter names and sound off the corresponding letters.
Activity 11: Letters of the Alphabet in Names of Family Members

Objectives:
1. Identify the name of every letter in the alphabet
2. Produce the letter name and sound off the letters of the alphabet
Materials: Letters of the alphabet; names of the members of the families of the children
Procedure:
1. Assign the children to list the names of their father, mother and children the previous week.
2. Display the names in a manila paper.
3. Let the children look at the letters of the alphabet. Ask them to get the names that start with letter A.

PH+ SE CV CD LD CA
4. Do the same with the other letters.
5. Paste the names arranged alphabetically in another manila paper.
6. Name each letter of the alphabet and let the children repeat after you.
7. Say: Point to letter _____. Do this until all letters have been identified.
8. Let the children say the letters of the alphabet.
9. Produce the sound of each letter in the alphabet. Then let the children imitate you.
10. Do the same with the other letters of the alphabet.
11. Produce a sound then let a child point to the letter.
12. Do the same activity until you complete giving sounds of all letters in the alphabet.
Activity 12: Alphabet Song

Objective:
1. Name the letters of the alphabet through a song
2. Sing a song with rhythm
Materials: Alphabet Song
Procedure:
1. Sing the whole song.
2. Sing the song by line and let the children repeat after you.
3. Then let the children sing the whole song.
Activity 13: Sounding Off and Writing Oo

Objectives:
1. Produce or sound off “o”
4. Practice writing upper and lower case letter of “Oo
5. Show correct posture and paper position and the proper way of holding and using the writing tool
Materials: o: opo, ola, okra, Oscar, Olga; lined pieces of paper with letter Oo in dotted lines
Procedure:
1. Introduce the sound “o” and demonstrate how to produce it. Then let the children imitate you.

PH+ SE CV CD LD CA
2. Let the children say words that start with the sound “o”: opo, ola, okra, Oscar, Olga
3. Present letter “Oo”.
4. Form capital “O” in the air then form small letter “o” in the air. Let the children imitate you.
5. Give to the children the pieces of paper with letter “Oo” in dotted lines.
6. Assist the children in sitting up with correct posture and for the correct paper position and the 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.
Activity 14: Who Uses This?

Objective:
1. Demonstrate a developing understanding of spoken words
2. Express ideas and feelings through singing a song
Materials: Big socks, different things each family member uses: comb, clip, neck tie, shorts etc.
make-up songs
Procedure:
1. Present a guessing game. Call a child to the front to hold an object outside the sock then let him/her guess
what object is inside the sock.
2. Gives some clues and the child says what the object is.
3. When the object is identified, the child says who among the family members use this object.
4. When all the objects are identified, teacher presents a make-up songs with actions.
Examples: This is the way I comb my hair This is the way father combs his hair
I comb my hair, I comb my hair Combs his hair, combs his hair
Early in the morning. Early in the morning.
Activity 15: Make Up Story: Family Day

Objectives:
1. Demonstrate interest in listening to a story
2. Ask and answer questions about the story
Materials: Teacher-made story with pictures: Family Day (Going to Church/ Going Shopping/ Having a Picnic)

PH+ SE CV CD LD CA
Procedure:
1. Give the title of the story with a picture. Then let the children ask questions about the story: Examples: Who are
in the pictures? Is this a picture of a family? Who are the family members who went to ____? Why did the
family members go to _____? Were they happy? Why?
3. Let the children recall the questions they asked.
4. Then let them answer the questions.
5. Ask other important questions about the story and let the children answer the questions.
Activity 16: Butterfly Families Go Free

Objectives:
1. Develop body balance and coordination of large muscles in performing movements
2. Express ideas and feelings through creative movements with rhythm
3. Develop impulse control with body and actions by controlling one’s movements within allowed space without
harming self and others
Materials: Picture of butterflies, cassette recorder
Procedure:
1. Group the children by 3s, comprising a butterfly family: father butterfly, mother butterfly and baby butterfly.
2. The child not belonging to a family becomes the “It”.
3. Father and mother butterflies hold hands and baby butterflies stand inside.
4. Then play the music and the butterfly families do body movements in rhythm with the music.
5. When the “It” shouts “Butterflies go Free”, the music stops. All baby butterflies fly to the other butterfly families.
The “It” also flies to a butterfly families.
6. The child who does not get into a butterfly family becomes the next “It”.
Activity 17: Story Time

Objectives:
1. Describe pictures in each page of the story
Materials: Suggested Stories with pictures that depict the story: This is My Family by Roger Mayer; All Kinds of

PH+ SE CV CD LD CA
Families by Norma Simon; Kayo Ba Ang Nanay Ko? Anonymous
Kayo Ba Ang Nanay Ko?
“Nasaan ang Nanay ko?” Naglakad si Bibe. Nasalubong niya si Manok. “Kayo ba ang Nanay ko?” tanong ni Bibe. “Hindi
ako ang nanay mo,” sagot ni Manok.
Nasalubong niya si Pabo. “Kayo ba ang Nanay ko?” tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Pabo.
Nasalubong niya si Paboreal. “Kayo ba ang Nanay ko?” tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Paboreal.
Nasalubong niya si Pugo. “Kayo ba ang Nanay ko? tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Pugo.
Nasalubong niya si Itik. “Kayo ba ang nanay ko?” tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Itik.
Nasalubong niya si Gansa. “Kayo ba ang nanay ko?” tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Gansa.
Nasalubong niya si Tagak. “Kayo ba ang nanay ko?” tanong ni Bibe. “Hindi ako ang nanay mo,” sagot ni Tagak.
Kwaak! Kwaak! Ang sabi ng tinig. Napalingon si Bibe. Nakita niya si Inahing Bibe kasama ang mga kapatid niyang Bibe.
“Kayo ba ang nanay ko? tanong ni Bibe. “Oo, ako ang nanay mo,” sagot ni Inahing Bibe. Masayang lumangoy si Bibe.
Procedure:
1. Show the story book and ask the children to describe what they can see in the cover page of the book.
illustrator drew the pictures in the book. Ask the children what they think the story will be about.
4. Ask questions about the story using who, what, who, where, when.
5. Ask a question that will elicit the moral lesson of the story.
Activity 18: Sounding Off and Writing Uu

Objectives:
1. Produce or sound off “u”

PH+ SE CV CD LD CA
4. Practice writing upper and lower case letter of “u”
5. Show correct posture and paper position and the proper way of holding and using the writing tool
Materials: u: upo, ulan, ugat, ulat; lined pieces of paper with letter Uu in dotted lines
Procedure:
1. Introduce the sound “u” and demonstrate how to produce it. Then let the children imitate you.
2. Let the children say words that start with the sound “u”: upo, ulan, ugat, ulat
3. Present letter “Uu”.
4. Form capital “U” in the air then form small letter “u” in the air. Let the children imitate you.
5. Give to the children the pieces of paper with letter “Uu” in dotted lines.
6. Remind them to show correct posture and paper position and the proper way of holding and using the writing
tool
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.
Weeks 3 and 4: Our Family Has A Home
Activity 1: Different Kinds of Houses

Objectives:
1. Demonstrate fine motor activity for self-expression through a drawing
2. Utilize drawing materials with proper caution and care
Materials: Manila paper, papers, pencils, colored markers, crayons
Procedure:
1. Ask each child to draw a house.
2. Have children color his/her drawing.
3. Remind them to utilize the drawing materials with proper care and caution.
4. Let them paste their work on the manila paper for class display.

PH+ SE CV CD LD CA
Activity 2: Where is the House?
Objective:
1. Develop basic concepts pertaining to space as basis for understanding
2. Tell which is left and right of objects (houses) facing oneself
Materials: Houses pasted on the manila paper; names of the children who drew the houses; a figure stick of a
boy and girl; tape
Procedure:
1. Show the names of the children who drew the houses and ask each one to paste his/her 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?”
Activity 3: A Family Needs a Shelter

Objective:
1. Express freely and with confidence one’s thoughts and feelings about a topic
Materials: Pictures of different houses made of wood or cement or combination of wood and cement; pictures
of family members sleeping, cooking, eating, talking, etc.
Procedure:
1. Show the pictures and asks children to describe each.
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. Let each child tell why their families live in a house.
Activity 4: Saying a Poem

Objectives:
1. Demonstrate a developing understanding of spoken words and sounds

PH+ SE CV CD LD CA
2. Recognize sounds
3. Listen and say a poem with rhyme and from memory
Material: Poem: Home
The house is a home
Where father, mother and children live.
A place to stay
A place to play
A place to be always happy.
Procedure:
1. Present the poem to the children by giving the title.
2. Recite the whole poem then recite it by line and ask the children to repeat after you.
3. Recite the whole poem again together with the children.
4. Ask children to say the whole poem with rhyme and from memory.
Activity 5: Shapes in Homes

Objectives:
1. Demonstrate progress in fine motor skills and eye hand coordination by cutting within line boundaries
3. Utilize cutting materials with caution and care
Materials: Construction paper (shoe boxes), pairs of scissors, glue and oslo paper
Procedure:
1. Divide the class into four groups with an assigned table.
2. An assorted construction paper with drawn shapes like squares, triangles, rectangles, and circles are placed
on each table with glue and oslo paper.
3. Remind the children to cut the shapes within line boundaries and to use the cutting materials with caution and
care.
4. Let the children in each group cut the shapes within line boundaries.
5. Then let them make a house using the cut-out shapes by pasting these in the paper.
6. Provide a place where children could display their work.

PH+ SE CV CD LD CA
Activity 6: House of Blocks
Objectives:
1. Express ideas by constructing 3-dimensional structure of a house using a variety of natural and found objects
2. Express feelings and thoughts politely and courteously about the desire or request of an adult
Materials: Blocks, pieces of paper, other objects in the classroom
Procedure:
1. Tell the children that each one will make his/her house with the use of the materials found in the room.
2. Remind them that they can seek the help/support from an adult.
3. They could use blocks, paper or other objects found in the classroom without destroying these.
4. After they make their houses, the teacher asks each child to describe his/her house (what it is made of, its
color, etc.)
Activity 7: Parts of the House

Objectives:
1. Listen to 1 to 3 or more syllable words that name the parts of the house
2. Identify 1, 2 and 3 or more syllable-words of the parts of the house
3. Produce/sound off each and every syllable from the words heard
Materials: Pictures of the different parts of the house; word cards: a) bahay, sala, hagdan, banyo; b) kainan,
lutuan/kusina, bintana; c) palikuran, paliguan, etc.
Procedure:
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. Let the children identify the parts of the house as shown in pictures.
3. Say the words with 2 syllables (ba-hay) and let the children 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, hag-dan, ban-yo).
4. Do the same with the words having 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 syllable,
raise 3 fingers, for 4 syllables, raise 4 fingers.

PH+ SE CV CD LD CA
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.”
Activity 8: Make-Up Story: Who Made My House?

Objectives:
Materials: Teacher-made story with pictures: Who Made My House? (Father and mother made the house )
Procedure:
1. Give the title of the story with a picture. Then let the children ask questions about the story. Examples:
2. Who are in the pictures? Is this a picture of a house? Who made the house? Why was the house made? Who
stays in the house? What do the members of the family do in the house? Are they happy? Why?
3. Tell the story with the pictures.
4. After the story telling, let the children recall the questions and answer these.
Activity 9: Things in the House

Objectives:
1. Recognize similarities and differences in a group of 3 to 5 pictures
2. Demonstrate attention and concentration on an activity for 15-20 minutes
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 all 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, three chairs, a table; 2 beds and a
table; three plates and three glasses, etc.
5. Ask the children: Which set has similar objects? Which set has different objects?

PH+ SE CV CD LD CA
Activity 10: Counting Things for the Rooms in the House
Objectives:
1. Develop basic concepts of number quantity relations for 1 to 10
2. Utilize cutting material with proper caution and care
Materials: Magazines with pictures of things for the rooms in the house, pair of scissors, cardboard, construction
paper and glue or tape
Living area: couch/sofa/chair and tables (sala – mga silya at mesa)
Dining area and kitchen: stove, pot, spoon, fork and etc. (kainan at lutuan o kusina– kalan, kaldero,
palayok, sandok, pinggan,kutsara,tinidor, baso)
Bedroom: bed, pillows blanket etc. (tulugan - higaan, unan, kumot)
Bathroom: pail, soap etc. (paliguan, palikuran –timba, tabo, sabon)
Procedure:
1. Begin by drawing an unfurnished model of a home on a large sheet of tag board.
2. Include the basic rooms such as living room, bedroom, kitchen, bathroom, etc.
3. From the magazines, ask the children to cut the things that will be put in the different parts of the house.
4. Let the children paste the things in the specific part of the house.
5. Ask: Which part of the house has many things? Could you count the things?
6. Say: Count the things found in the living room.
7. Do the same with the things in the bedroom, kitchen, bathroom, toilet, etc.
Activity 11: Writing Numerals 2 and 3

Objectives:
2. Exhibit skill in tracing
3. Demonstrate better control in holding a writing tool
4. Show correct posture and paper position in writing numerals 2 and 3
Materials: Lined pieces of paper with numerals 2 and 3 in dotted lines
Procedure:
1. Introduce numeral 2.

PH+ SE CV CD LD CA
3. Give to the children the pieces of paper with numeral 2 in dotted lines.
4. Remind them to show correct posture, paper position and better control in holding the writing tool
6. Tell the children to copy numeral 2 in one line of the paper.
Activity 12: Toy House (Bahay Bahayan)

Objectives:
1. Plan and organize a simple, familiar activity
2. Develop self-confidence by joining group game
3. Demonstrate how to seek help/support from adult
Materials: Things to build house to be brought by the teachers: pieces of cloth, mats, chairs, foods, etc.
Procedure:
1. Divide the class into 4 groups and talk about the house they are going to build. Give them the time to build the
house.
2. Give each group a designated place to build the house and put the things needed.
3. Remind them that they can seek help/support from an adult
4. Let them plan on how to build the house and the things they will put in the house.
5. Let them get the thing they 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 the time to talk about their house.
Activity 13: Poem: Ang Aming Tahanan

Objectives:
1. Demonstrate a developing understanding of spoken words and sounds
2. Recognize sounds

PH+ SE CV CD LD CA
3. Listen and say a poem with rhyme and from memory
Material: Tula: Aming Tahanan
Laki ng tahanan
Katamtaman lamang.
Mayroong bakuran
Na maraming halaman.
May pagmamahalan
Sa aming tahanan.
Sa puso ng lahat
Isa ng kayamanan.
Procedure:
1. Present the poem to the children by giving the title.
2. Recite the whole poem, then by line and ask the children to repeat after you.
3. Recite the whole poem again with the children.
4. Ask children to say the whole poem with rhyme and from memory.
Activity 14: Sounding Off and Writing Tt

Objectives:
1. Produce the sound “t” and words with initial sound “t”
4. Show correct posture and paper position and the proper way of holding a writing tool
5. Practice writing upper and lower case letter of “Tt”
Materials: t: tahanan, tao, tali, tatlo, turo, tamis; lined pieces of paper with letter “Tt” in dotted lines
Procedure:
1. Present the sound “t” and demonstrate how to produce it. Then let the children imitate you.
2. Ask the children to give words that start with the sound “t”: tahanan, tao, tali, tatlo, turo, tamis
3. Introduce letter “Tt”.
4. Form capital “T” in the air then form small letter “t” in the air. Let the children imitate you.
5. Give to the children the pieces of paper with letter “Tt” in dotted lines.

PH+ SE CV CD LD CA
6. Remind them to show correct posture and paper position and the proper way of holding a writing tool
8. Tell the children to copy the “T” first in one line of the paper.
9. Then let the children copy the “t” in another line.
Weeks 5 & 6: Our Family Works Together
Activity 1: Things I Learned From My Family

Objectives:
1. Demonstrate fine motor activity for self-expression through a drawing
2. Utilize drawing materials with proper caution and care
3. Demonstrate respect by returning what was borrowed
Materials: Crayons/colored paper, bond or construction paper, barbeque sticks, yarn
Procedure:
1. Have the children draw pictures of the different things family members have taught them to do.
2. Examples: eat, bathe, help clean the house and preparing food, etc.
3. Let them color and help them copy the labels of their drawing
4. Hang the drawing using yarn on the barbecue stick or hanger.
Activity 2: Collage and Sequencing

Objectives:
1. Express ideas and feelings of what family does together through a collage
2. Develop progress in eye-hand coordination in new and challenging activity
Materials: Old magazines, glue and paper, picture cards of events that take place in a sequence
Procedure:
1. Provide different magazines.
2. Children browse the magazines and choose pictures of family activities.
3. Children tear the pictures and paste them on the paper.

PH+ SE CV CD LD CA
4. Provide a place where children could display their art work.
Activity 3: Family Rainbow

Objectives:
1. Demonstrate the ability to store verbal information in short and long term memory
2. Name the days of the week
3. Share personal experiences on what family members do everyday
Materials: Drawing of a rainbow with the days of the week; pictures of activities that family members do
Procedure:
1. Ask the children to describe the rainbow.
2. Introduce the days of the week written on the rainbow and tell them the rainbow could appear any days of the
week when there is sun and if it is likely to rain because of the moist in the air. Read each day and ask the
children to repeat after you.
3. Ask the children to say the days of the week.
4. Let the children look at the different activities that family members do.
5. Let them pick one activity and paste this on the day that it is done.
6. Do the same with the other activities.
7. Let the children describe the activities done on the different days of the week.
Activity 4: Song: We Work for the Family

Objectives:
1. Express ideas and feelings through a song
2. Play simple accompaniments through rhythmic claps.
Materials: Song: It’s You, It’s Me, It’s Us Who Build the Family
(Tune: It’s Love that Makes the World Go Round)
It’s you, it’s me, it’s us who build the family (3 X)
It’s us who build the family.
Roll over the ocean, roll over the sea

Come and do you part and build a family

PH+ SE CV CD LD CA
Roll over the ocean, roll over the sea
Come and do you part and build a family.
Procedure:
1. Let the children do the rhythmic claps in 2/2 time signature (1, 2 - 1, 2 - 1, 2 – 1,2).
2. Sing the whole song while the children do the rhythmic claps in 2/2 time signature.
3. Sing by line and let the children repeat after you.
4. Let the children sing the whole song together with you.
5. Divide the class into two groups: A and B. Group A will sing the song while Group B will do the rhythmic claps.
Then Group A will do the rhythmic claps while Group B will sing the song.
6. Then let all the children sing the whole song together with you with rhythmic claps.
Activity 5: I Spy Cleaning Materials at Home

Objectives:
1. Identify similarities and differences in pictures of cleaning materials
2. Demonstrate the ability to store verbal information in short term and long term memory by counting
the cleaning materials
3. Demonstrate empathy by helping a peer who is ashamed in doing a task
Materials: Pictures of cleaning materials: 2 same soaps, 2 same brooms and 1 which is different,
3 same brushes with 1 broom, 3 same rugs, 3 different plastic bags, 3 same mops and 1 different
mop, etc.
Procedure:
1. Ask children to bring pictures of cleaning materials.
2. Display these materials on the table.
3. Ask children to name these materials.
4. Remind children to help classmates who are shy to participate in the class activity.
5. Let them identify similar pictures of cleaning materials. Ask: Why do you say these pictures are similar?
6. Show two or three pictures of brooms. Ask: Are these similar or different? Why?
7. Do the same with the other pictures.
8. Let the children count the materials from 1 to 10.

PH+ SE CV CD LD CA
Activity 6: Letter Families Flash Cards
Objectives:
1. Recognize similarities and differences of letters in a group of 3 to 5 printed letters
2. Demonstrate care for others by patting another’s back and shoulder as a sign of affirmation
Materials: Flash cards: A E A; I I E U; U O A U; E O E O A; A E I O I
Procedure:
1. Remind children to pat another’s back and shoulder of classmates who participate in the activity.
2. Lay out the letter flash cards on the table.
3. Show the first letter flash card (A E A). Ask: Which letter is different?
4. Do the same with the next set of words.
5. Show the first flash card again (A E A). Ask: Which letters are the same? Or Which letters are similar?
6. Do the same with the next set of letters.
Activity 7: Word Families Flash Cards

Objectives:
1. Recognize similarities and differences of words in a group of 3 to 5 printed words
2. Demonstrate care for others by patting another’s back and shoulder as a sign of affirmation
Materials: Flash cards: ate ate ulo; ulo ale ale; itik itim itim asim; lolo, lola, lolo lobo bola; etc
Procedure:
1. Remind children to pat another’s back and shoulder of classmates who participate in the activity.
2. Lay out the word flash cards on the table.
3. Show the first word flash card. Ask: Which word is different?
5. Show the first flash card. Ask: Which words are the same? Or which words are similar?
Activity 8: Coloring/Painting of Household Chores

Objectives:
1. Tell his/her connections between self and people in printed materials
2. Express what one thinks and feels through the use of colors/paints

PH+ SE CV CD LD CA
3. Demonstrate the skill of coloring/painting within line boundaries
Materials: Pictures of families with children doing household chores
Procedure:
1. Show a picture of a family (mother, father, children) doing household chores.
2. Tell the children to describe what the family members are doing.
3. Say: If this is your family, which among these children represent you? Request one child to point to the picture.
Then ask: Where is your father in the picture? What is he doing? Where is your mother in the picture? What is
she doing? What are you doing in this picture?
5. Distribute the crayons and paint to the children.
6. Remind the children to color/paint within line boundaries.
7. Then let each child choose a picture of a family he or she wants. Let him/her color/paint the child that
represents himself/herself.
8. Ask the children to present their art work. Then ask: Why do you color yourself blue? Let the child answer the
question.
Activity 9: Action Song: This is the Way I Clean My Room

Objectives:
2. Respond to a song through creative movements
Material: Action Song: This is the way I Clean My Room
(Tune: This is the Way I Brush My Teeth)
This is the way I clean my room
I clean my room 2X
This is the way I clean my room so early in the morning.
(Substitute “clean my room” with mop the floor/wash the plates)
Procedure:

PH+ SE CV CD LD CA
4. Show the actions for each line and let the children imitate you.
5. Sing the whole song with action and let the children imitate you.
6. Sing the whole song with action together with the children.
7. Let the children sing the whole with their creative movements.
Activity 10: Venn Diagram Group Activity

Objectives:
1. Develop new ideas or concepts between existing ideas
2. Count the number of chores
Materials: Home chores, Venn Diagram Chart, markers
Procedure:
1. Show the class the Venn Diagram Chart and explain that the class has to think of the different chores done
inside the home and outside the home.
2. As the children give answers, write down the chores Inside the Home Outside the Home
inside the designated circles (inside home, outside
Both Insde and Outside
home, or both inside and outside the home).
3. Discuss that some chores are both done inside and
outside the home (e.g. sweeping), but some chores
are only for inside the home and there are also chores
which are done only outside the home.
4. After writing the chores down, the class reviews the
chores that are listed. They may also count the number
of chores in each section of the Venn Diagram and
compare which part has the most and least chores
written.
Activity 11: Writing Numeral 4

Objectives:

PH+ SE CV CD LD CA
4. Show correct posture and the proper way of holding and using the writing tool
5. Write numeral 4 correctly
Materials: Lined pieces of paper with numeral 4 in dotted lines
Procedure:
3. Remind children to show correct posture and the proper way of holding and using the writing tool
Activity 12: Family Chores

Objectives:
1. Listen to 1 to 3 or more syllable words related to family chores
2. Identify 1, 2 and 3 or more syllable words related to family chores
3. Produce/sound off each and every syllable from the words heard
Materials: Pictures of the different family chores done by each family member; word cards: a) tatay – nag-aayos
ng atip/hagdan; tumutulong sa nanay b) nanay – nag-aalaga ng bata, nagluluto, naglalaba c) anak -
naglilinis ng bahay, naghuhugas ng pinggan, nagpapainom ng gatas sa kapatid
Procedure:
1. Present the pictures of the different family chores that each member does. Then let the children describe the
pictures.
2. Group the words that have : a) 2 syllables: a-tip, hag-dan, ba-ta, a-nak, ping-gan; b) 4 syllables: nag-a-a-yos,
nag-lu-lu-to, nag-hu-hu-gas, nag-li-li-nis, nag-la-la-ba, tu-mu-tu-long, and c) 5 syllables: nag-a-a-la-ga, nag-pa-
pa-i-nom
3. Say the words with 2 syllables and let the children repeat after you. Then ask: How many syllables are
a. there in _____ ?
4. Do the same with the words having 4 and 5 syllables.
5. Say: I’ll say the family chores. When you hear the chores with 2 syllables, raise 2 fingers, for 4 syllables, raise

PH+ SE CV CD LD CA
4 fingers and for 5 syllables, raise 5 fingers.
6. Say: Now I am going to raise my fingers, you give the words for the family chores. For 2 fingers, give the family
chores with 2 syllables, 4 fingers for 4 syllables and 5 fingers for 5 syllables.”
Activity 13: Sounding Off and Writing Hh

Objectives:
1. Produce the sound “h” and words with initial “h” sound
4. Practice writing upper and lower case letter of “Hh”
5. Practice correct posture and paper position and the proper way of holding and using the writing tool.
Materials: h: hugas, halik, hanap, halika, hilik; lined pieces of paper with letter “Hh” in dotted lines
Procedure:
1. Recall the word “hugas” and let the children identify the initial letter of the word.
2. Present the sound “h” and demonstrate how to produce it. Then let the children imitate you.
3. Ask the children to give words that start with the sound “h”: hugas, halik, hanap, halika, hilik
4. Introduce letter “Hh”.
5. Form capital “H” in the air then form small letter “h” in the air. Let the children imitate you.
6. Remind children to practice correct posture and paper position and the proper way of holding and using the
writing tool.
7. Give to the children the pieces of paper with letter “Hh” in dotted lines.
9. Tell the children to copy the “H” first in one line of the paper. Class Chores Collage
10. Then let the children copy the “h” in another line.
Activity 14: Home Chores Collage

Objectives:
1. Use materials and resources in producing a collage
2. Express feelings and thoughts politely when requesting assistance of
an adult

PH+ SE CV CD LD CA
Materials: House-shaped poster, local materials
for the collage, drawings/pictures of
home chores from previous activities,
glue/adhesive tape
Procedure:
1. Present the house-shaped poster and let children paste different local materials for the collage.
2. Remind children that they can seek the help/support of an adult
3. Show the different drawings/pictures of home chores and let the children and paste these on the house collage.
Allow each child to add drawings of home chores if there are still spaces.
Activity 15: Forward and Backward Steps in Walking and Running Chores Relay
Objectives:
1. Demonstrate forward and backward steps with equal spacing motion in walking and running
2. Develop interest and willingness in performing challenging tasks
Materials: Actual demonstration of walking and running forward and backward with equal spacing
Procedure:
1. Set up two stations which will require the children to enact chores (Station A: Walking to the Market Station
B: Running to the Fire Station).
2. Demonstrate walking and running forward and backward with equal spacing.
3. Divide the children into two teams and ask them to line up.
4. The first child in Station A walks to the market with forward steps and then go back to the starting line with
backward steps. When the first child reaches the starting line, the second child starts to walk to the market with
forward steps and back to the starting line with equal spacing motion.
5. The first child in Station B runs to the fire station with forward steps and then go back to the starting line with
backward steps. When the first child reaches the starting line, the second child starts to run to the market.
6. When all children in Stations A and B complete the tasks, children in Station A will go to Station B and the
children in Station B will go to Station A.
7. Let them do the same activities.

PH+ SE CV CD LD CA
Activity 16: Role Play When Helping
Objectives:
1. Practice healthy and positive relationship with others
2. Express feelings through polite actions and courteous language
3. Use a variety of body movements and dramatic expressions
Materials: Drawings/Pictures of families with children doing household chores who are smiling and happy
Procedure:
1. Divide the children in 3 groups.
2. Provide each group with pictures and let them discuss about the pictures.
3. Introduce the expressions: “Please help me.” “Thank you.” “You’re welcome.”
4. Let the children discuss how to role play each picture and who will do this. Let them practice their roles.
5. Ask each group to show their role playing.
6. Discuss with the children on how the activity was done by each one.
7. Appreciate the children’s presentation by clapping and saying positive observations.
Activity 17: Matching Pictures with Labels

Objectives:
2. Recognize words that rhyme
3. Give pairs of words that have similar or different initial and final sounds
Materials: Matching worksheet, word cards: walis, timba, basahan (for each child), linis, alis, tabo, wala,
dami, tubig, dilig, basa, balot, dumi, letters of the alphabet
Procedure:
1. Show the worksheet below to the children and let them identify the cleaning materials included in the
worksheet.
2. Ask the children to choose the word that corresponds to the picture. Let them paste the word. Do the same
with the other pictures.
3. Present the words: walis, timba, basahan, linis, alis, tabo, wala, dami, tubig, dilig, basa, balot, dumi
4. Show letter “w”. Ask children to pick out the word which has initial “w”. (walis wala) Let the children name the
letter and read the words: walis and wala.

PH+ SE CV CD LD CA
5. Do the same with words that start with letters: “t, b, d”.
6. Show letter “a”. Ask children to pick out the words with final “a” sound: timba, wala. Let the children name the
letter and read the words: timba and wala
7. Do the same with letters: s, g
8. Read all the words and let children repeat after you.
9. Ask: Which words rhyme with walis? (linis, alis) dami? (dumi) tubig? (dilig)
10. Say all the words that rhyme and let the children repeat after you.
Name: _______________________
Choose the name of the cleaning material from the

three rhyming words:
1. _______
2. ________
3. ________

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Activity 18: Saying a Rhyme
Objectives:
1. Demonstrate a developing understanding of spoken words and sounds by listening and saying a rhyme
2. Produce rhythmic patterns through unpitched percussion instruments
Materials: Rhyme: Walis, alis dumi (2x)
Daming dumi (2x)
Tubig, tubig, dilig, dilig, dilig (2x)
Alis dumi, alis dumi (2x)
Percussion instruments: drum, cymbals; pots, pans
Procedure:
1. Present the rhyme then read the whole rhyme.
2. Read the rhyme by line then let the children repeat after you.
3. Then let the children say the whole rhyme.
4. Show the rhythm of the rhyme by clapping. Then let the children imitate your clapping.
5. Let the children do the clapping while you recite the rhyme.
6. Let the children recite the rhyme while you do the clapping.
7. Let the children recite the rhyme while clapping together with you.
8. Let the children use the percussion instruments or pots/pans/spoons instead of clapping.
9. Divide the class in two groups. One group says the rhyme while the other group plays the percussion
instruments or the pans/pots/spoons. Exchange the activity of the groups.
Activity 19: Chores Worksheet

Objectives:
1. Recall concepts learned by relating pictures with the correct labels
2. Demonstrate how to seek help or support of familiar adult
Materials: Chores Worksheet
Procedure:
1. Recall with the children what each family member contributes to the home through chores.
2. Ask about the chores done by their parents, their siblings, and the chores that they do.
3. Tell the children: Today, we are going to create a book for our class to show how all the members of their family

PH+ SE CV CD LD CA
help each other at home.
4. Show a blank worksheet. Read the sentences that they will complete at the
bottom. Say: We are going to fill our class book with the drawings that we will
make today. Draw each member of your family in these boxes. Show what
chores they do at home.
5. Distribute the worksheet. Tell the children to make sure that there are spaces
for each drawing for the sentences or labels.
6. After the children have done their drawings in the four boxes, let them think of
the sentences/labels for the drawings. Write these sentences/labels below the
drawings.
7. Let the children seek help from an adult to write the sentences/labels below the
drawings.
Activity 20: Sounding Off and Writing Mm

Objectives:
1. Produce the sound “m” and words with initial “m” sound
4. Practice writing upper and lower case letter of “Mm”
Materials: m: mama, mano, mesa, musmos, marami; lined pieces of paper with letter “Mm” in dotted lines
Procedure:
1. Recall the word “mama” and let the children identify the initial letter of the word.
2. Present the sound “m” and demonstrate how to produce it. Then let the children imitate you.
3. Ask the children to give words that start with the sound “m”.
4. Introduce letter “Mm”.
5. Form capital “M” in the air then form small letter “m” in the air. Let the children imitate you.
writing tool.

PH+ SE CV CD LD CA
7. Give to the children the pieces of paper with letter “Mm” in dotted lines.
9. Tell the children to copy the “M” first in one line of the paper.
10. Then let the children copy the “m” in another line.
Activity 21: Poem: Ang Aking Pamilya

Objectives:
1. Demonstrate a developing understanding of spoken words and sounds by listening and reciting/saying a poem
2. Recognize words that rhyme from poems
3. Identify positive characteristics shown by the members of the family
Material: Poem: Ang Aking Pamilya
Dito si Ina
Isa, dalawa, dito na si Ina
Tatlo, apat, may basket na hawak
Lima, anim, ating salubungin
Pito, walo, sa kusina tayo
Siyam, sampu, tumulong magluto
Si Ina at Ama
Masipag ang aking Ama
Gayundin ang aking Ina
Humahanap sila nang ikakabubuhay
Kaya’t panahon nila ay inilaan,
Sa aming pamilya, sa kapwa at bayan.
Tumutulong Ako
Tumutulong ako
Kay ate at kay Inay
Sa paglilinis ng bakuran
At loob ng bahay
Sa pagdidilig ng halaman

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At pagtatanim ng gulay.
Procedure:
1. Tell the children that they will learn poems about the family with the title “Ang Aking Pamilya”.
2. Present the first poem “Dito na si Ina.” Recite the whole poem then recite it by line and let the children repeat
after you. Then let the children say the whole poem from memory.
3. Show the word “Ina”. Ask children what words rhyme with “Ina”. Do the same with the words: dito, sampu.
4. Then ask the children to identify the positive characteristics of “Ina”. Let them tell the class to name the positive
characteristics of their mother.
5. Follow the steps 1 and 2 in presenting the second poem.
6. Show the word “Ama”. Ask the children what words rhyme with “Ama”. Do the same with the word: amin.
7. Let the children name the positive characteristics of “Ina and Ama.”
8. Follow the same activities for the third poem.
Activity 22: Story: Kamay ni Nanay

Objectives:
1. Demonstrate a developing understanding of the story listened to
2. Tell about the characters of the story
Material: A story: Kamay ni Nanay
Procedure:
1. Recall the poem yesterday.
2. Introduce the story “Kamay ni Nanay” and ask the children what they think about the story.
3. Tell the story.
Kamay ni Nanay
Ang Nanay ko ay napakalinis. Lahat ng sulok ng bahay naming ay winawalis. Walis dito, walis doon, punas dito, punas
doon, pag may nakitang labahan agad nitong nilalabhan. Nakakatuwa si Nanay di mo makitang napapagod. Nakikita ko
syang masaya sa lahat ng gawaing bahay. Kaya ang ginawa ko tinutulungan ko sya sa pag-aabot ng mga bagay na kanyang
kailangan. Sa anumang uri ng gawain ay sinusundan ko si Nanay upang makatulong at mapagaan sa kaniyang ginagawa.
Pagpasok ni Nanay sa kusina upang magluto ng kakainin naming, agad dampot ni Nanay ang kutsilyo upang hiwain ang
mga pansahog ng isda at karne pati na ang mga gulay. Ang sabi ko, “Nanay ano po ang pwede kong maitulong?” “Anak

PH+ SE CV CD LD CA
pakiabot mo ang mga gulay na nasa basket” sagot ni nanay. Pakiramdam ko natuwa si Nanay sa akin. Nakita ko ang kalat
sa kwarto ko agad kong tinupi ang mga gamit ko upang di na ito gawin pa ni Nanay. Pagsapit ng gabi naramdaman ko na
ang antok, sa aking higagan tumabi si Nanay at hinagod ang ulo at buhok ko unti-unting napikit ang mata ko. Pagkagising ko
sa umaga nakita ko uli si Nanay na naglilinis ng buong bahay.
4. Ask the questions: Who are the characters of the story? How will you describe the mother? How will you
describe her child? Do you like the story? Why”
Activity 23: Story Telling About a Family Reunion

Objectives:
1. To listen attentively to the story.
2. Answer questions about the story.
Materials: book, any story about family; Suggested Story:
The Berenstain Bears’ Family
Procedure:
1. Show the book and ask the children to describe what they see in the cover page of the
book.
2. Read the title of the book, the author and the illustrator. Explain that the author wrote the
book and the illustrator drew the pictures in the book. Ask the children what they think
the story will be about.
4. Ask the following questions about the story guided by what, who, where, when: Who will
come to visit the bear family? What is a reunion? Do you also have family reunions? How did the bear family
prepare for the reunion? Why do you think did the bear family prepare well for their relatives? If you will have a
family reunion, what will you do to help in the preparations? How will your relatives feel during the reunion?
5. After the story telling, the class may sing the song “This is the Way We…” for chores done outside the home
using musical instruments in the previous activity.

PH+ SE CV CD LD CA
Objectives:
4. Show correct posture and the proper way of holding and using the writing tool
5. Write numeral 5 correctly
Procedure:
3. Remind children to show correct posture and the proper way of holding and using the writing tool
Activity 25: Act Like a Family Member Doing Chores

Objectives:
1. Recall the chores done by each member in the family
2. Dramatize the chores done by the members of their family
3. Demonstrate enjoyment when doing an activity
Materials: Props for dramatic play (cleaning tools, clothes for father, mother, and younger siblings;
class book from Worksheets: “We Do Chores as a Family”
Procedure:
1. Introduce the dramatic play activity to the children by saying: We are going to use the drawings you made
earlier for our special activity today. We will do a pretend game together using your drawings in the class book.
2. Show the box of props. Take out each item to show what the box contains. Have the children identify the
cleaning materials. As for the clothes, ask the children to guess which family member they think will wear that
clothing.
3. Demonstrate how to dramatize a chore in front. Say: I will choose one drawing from your book and I will act it

PH+ SE CV CD LD CA
out here in front. You will guess the member of the family and the chore that this member is doing.
4. Act out one of the drawings from the book. Use the props from the box. Ask for a volunteer to guess the family
member you pretended to be. When the children guess correctly, ask for another volunteer to guess the chore
that you are doing. If all their guesses are correct, show the illustration from the book that they chose to act out
to confirm their guesses.
5. Call a child to try dramatizing his or her drawing. Guide the child in picking the props to use. Let the child act
out the picture in front of the group and guide the rest of the class in guessing the member of the family being
imitated and the chore that he/she is doing to help the family.
6. Follow this procedure for at least 3 children volunteers.
Activity 26: Story Telling

Objectives:
1. Demonstrate interest and enthusiasm by listening attentively to a story
2. Recall the sequence of events in the story
3. Retell the story according to events
Materials: Any story about family; suggested story: Alamat ng Pinya (Lampara)
Procedure:
1. Show the book to the children and ask the children to describe what they can see in the
cover page of the book.
2. Read the title of the book, the author and the illustrator. Explain that the author wrote
the book and the illustrator drew the pictures in the book.
3. Asks the children what they think the story will be about.
5. Ask the children to recall the sequence of the events of the story by answering the following questions: :
Examples: Who is the girl in the story? What happened to her? What did she do first? the next? etc.
6. Then ask the children to retell the story according to events.

PH+ SE CV CD LD CA
Activity 27: Role Playing a Story
Objectives:
1. Demonstrate interest and enthusiasm in listening to a story read
2. Recall the sequence of events in the story
3. Retell the story through role playing
Material: Suggested Story: The Relatives Came
Procedure:
1. Present the cover and title of the story book. Ask children to describe the picture.
2. Present the following questions which are to be answered after reading the story:
Examples: Who came to the house? Why did the relative come to the house? What
chores and activities did the family do when the relatives came to their house?
3. Read the story and after reading the story let the children answer the questions
highlighting the events that happened.
4. Group the class into 3. Ask each group to retell the story by role playing. Help each
group to identify those who will participate in the role playing.
5. Let the groups practice their role playing before the actual role playing.
6. Thank the children for doing the activity well.
Activity 28: Family Helpers

Objectives:
2. Produce rhythmic patterns by clapping, patting or playing instruments (drum, cymbals, sticks, bell)
Material: A song: Family Helpers (Tune: The More We Get Together)
It’s fun to be a helper, a helper, a helper

It’s fun to be a helper, just any time.
Oh, I can set the table, the table, the table
Oh, I can set the table at dinner time
Oh, I can dry the dishes, the dishes, the dishes

PH+ SE CV CD LD CA
Oh, I can dry the dishes, and make them shine.
Procedure:
1. Present the whole song. Then present this by line and let the children repeat after you.
3. Demonstrate to the children how to do rhythmic claps, taps or playing instruments in time with the song.
4. Let the children clap/tap/play the instruments while you sing the song.
5. Divide the class into 2. Group 1 will sing the song while Group 2 will play the instruments, clap and tap to
accompany the song.
6. Let the two groups exchange their activity.
Activity 29: Story: Papel de Liha

Objectives:
1. Demonstrate a developing understanding of a story
Material: A story: Papel de Liha (Adarna)
Procedure:
1. Present the title of the story with the picture.
2. Ask the children to describe the picture.
3. Tell the story from the book.
4. After reading the story, the following questions may be asked: What chores does
the mother do in the story? Why is her hand likened to a papel de liha?
5. Ask the children to describe the characters of the story.
6. Then ask: If you were the child, what will you do to help your mother?
Activity 30: My Favorite Animal Family

Objectives:
1. Demonstrate creativity in reading
2. Make up a story about the favorite animal family with pictures

PH+ SE CV CD LD CA
Materials: Children’s own stories about animals with pictures; magazines with animal pictures; drawing
materials
Procedure:
1. Ask the children of their favorite animal characters.
2. Tell them that they are going to make up stories about their families.
3. Group the children according to their favorite animal.
4. Then let each group make a story about their favorite animal and its family.
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 up.
Weeks 7 and 8: My Family Keeps Me Healthy and Safe
Activity 1: Growing Up
Objectives:
1. Express ideas and feelings about himself/herself
2. Practice healthy and positive relationship with others by sharing experiences
Materials: Family pictures of children while they were babies, toddlers and at present
Procedure:
1. Assign the children to bring their family pictures when they were babies, toddlers and their present pictures.
2. Display the pictures on a manila paper.
3. Let the children tell 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 the differences and what contributed to the changes.

PH+ SE CV CD LD CA
Activity 2: Foods Needed by the Body
Objectives:
1. Express what one thinks, sees and feels through drawing
2. Demonstrate appreciation by enjoying art activity
Materials: Real food/pictures/clay or wood models of fruits, vegetable or meat products, etc.; crayons, paper
Procedure:
1. Children have already been assigned to bring real food/pictures/clay or wood models.
2. Prepare the table for real foods or the board for pictures brought by the children.
3. Ask each child to bring in front and describe what they brought.
4. Let them share why they brought that particular food.
5. Ask them to draw the foods they have seen and color these.
6. Post their drawing on the board and ask children what they like in what they have done and what others have
done.
Activity 3: Nutritious Foods Good for the Body

Objectives:
2. Express one’s thoughts and feelings
3. Develop self-confidence by joining the class activity
Materials: 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
Procedure:
1. Refer to the food groups.

PH+ SE CV CD LD CA
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 are inside the paper bags.
7. Remove all the pictures in one bag one at a time and repetitively say its name and what good does it do for the
body. Example: This is _____. It makes me/my _____./It gives me _____.
8. Repeat until all the bags are empty.
Activity 4: Crayon Etching

Objectives:
1. Explore what happens when colors are mixed
2. Demonstrate enjoyment in doing art activity
Materials: Oslo paper, crayons, tissue paper, pointed marking tool like a ballpen cap or barbecue stick
Procedure:
1. Color the surface of the oslo paper using bright colored crayons such as red, yellow, etc.
2. When 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.
Activity 5: Word Domino

Objectives:
1. Identify letters and produce the sounds of these letters
2. Identify similarities of the initial and final letters of the words
Materials: Cardboard or Illustration, cutter, ruler, colored paper, crayon or paint, black ball pen or marker;
Letters in the cards: KANIN, ABOKADO, KARNE, ISDA, KAMATIS, MAIS, ADOBO, MANGGA,

PH+ SE CV CD LD CA
MELON, ATIS, BAYABAS
Procedure:
1. Cut the cardboard or illustration board into 30 small rectangular pieces.
2. Mark crosswise the middle portion of the card and put different colors on each part using paint or colored paper.
3. Print upper case letters of the words on each half of the cardboard.
4. Place one word domino in front of the child. (KANIN) Ask one child to put a word with the same initial letter of
the word “KANIN”. Example: KANIN, KARNE, KAMATIS. Do the same with the other words with similar initial
letter.
5. Then let the children produce the letters of each word.
6. Do the same with the similar final letter of the words following steps 4 - 5.
Activity 6: Breadcrumb Clay

Objectives:
1. Demonstrate progress in fine motor skills and eye hand coordination in molding clay
2. Demonstrate care by patting another’s back or shoulder as a sign of affirmation
Materials: Ingredients for the breadcrumb clay: stale white bread, glue
Procedure:
1. Air dry some white bread 1-2 days.
2. Crush the bread completely and make into crumbs.
3. Mix in the glue until clay consistency.
4. Mold as in clay. Color with poster paint if desired.
Activity 7: Tugma
Objectives:
1. Demonstrate a developing understanding of spoken words and sounds by listening and reciting a nursery
rhyme
Materials: Tugma: Tinutulungan Ko Si Nanay
Nagluluto si Nanay,
Pinuputol ang gulay.

PH+ SE CV CD LD CA
Sinaing binabantayan.
Ang luto ay tama lamang.
Luto na ang lahat,
Kanin at ulam masarap,
Tulung-tulong ang pamilya,
Sa kainang masaya.
Procedure:
1. Present the whole rhyme then say the rhyme by line and let the children follow after you.
3. Tell the children that they are going to identify words that rhyme.
4. Show the word “nanay” then ask: What word rhymes with “nanay”?
5. When the answer “gulay” is given, let the children say the rhyming words: nanay - gulay.
6. Do the same with the words: binabantayan - lamang; lahat – masarap; pamilya – masaya.
Activity 8: One – to - One

Objectives:
1. Relate pictures with numerals
2. Say numerals 1 to 5
Materials: Pictures/Drawings of: isang kalabasa, dalawang upo, tatlong itlog, apat na batong, limang
talong; numerals 1 to 5
Procedure:
1. Present pictures of foods and ask children to describe these and what they do to the body. Ask also if they eat
these foods.
2. Tell the children that they are going to match the foods to the corresponding numeral.
3. Assign a child to get a picture. Ask another child to choose the corresponding numeral. Then let another child
say the numeral.
4. Do the same activity with the remaining pictures and numerals.

PH+ SE CV CD LD CA
Activity 9: Role Playing: Going to the Market
Objectives:
1. Demonstrate balance and coordination while walking
2. Practice healthy and positive relationship by avoid bullying others
Materials: Mini-market in the class; cut-outs of different foods
Procedure:
1. Divide the class into 3 groups.
2. Tell them that they will have an activity which is going to market.
3. Ask each group that one will play as the vendor and the others as the buyers who will choose the food they will
buy.
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 tell why they choose these foods.
Activity 10: Rhymes

Objectives:
1. Demonstrate a developing understanding of spoken words and sounds by listening and reciting a nursery
rhyme
Material: Rhymes
Isda, itlog, karne,
Kainin natin para lumaki.
Iba’t-ibang gulay,
Pampahaba ng buhay.
Gatas, mantikilya, keso,

Pinatitibay ang buto.
Procedure:
1. Present the whole rhyme then say the rhyme by line and let the children follow after you.

PH+ SE CV CD LD CA
3. Tell the children that they are going to identify words that rhyme.
4. Show the word “karne” then ask: What word rhymes with “karne”?
5. When the answer “lumaki” is given, let the children say the rhyming words: karne – lumaki.
6. Do the same with the words “gulay” and “keso”.
Activity 11: Song: Oras ng Pagkain (Tono: Magtanim Ay Di Biro)

Objectives:
2. Explore producing sounds with musical instruments and objects as accompaniment to a song
Material: Awit: Oras ng Pagkain ; musical instruments: drum, cymbals, sticks, tambourines, pots, pans, etc.
Tayo ay kumakain,
Tatlong beses ‘sang araw
Almusal, tanghalian
Mayroon pang hapunan,

Sa umaga - almusal,
Sa tanghali – tanghalian.
Sa gabi - hapunan.
May meryenda pa minsan.
Procedure:
1. Sing the whole song and sing by line and let the children repeat after you.
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 exchange the activity of the two groups.
Activity 12 : Paper Weaving for Place Mats

Objectives:
1. Demonstrate progress in fine motor skills and eye-hand coordination in paper weaving
2. Produce a place mat design with repetitive patterns

PH+ SE CV CD LD CA
Materials: Strips of construction paper; models in weaving
Procedure:
1. Show a place mat made of paper weaving. Ask the children on the use of the place mat.
2. Explain to the children that they are going to make placemats through paper weaving.
3. Distribute to the children strips of construction paper (1 inch per strip) and demonstrate how to weave the
paper.
4. Then let the children do the weaving following the model you showed to them.
Activity 13: Riddles

Objectives:
1. Express one’s thoughts and feelings based on one’s experiences
2. Demonstrate enjoyment in participating an activity
Materials: Riddles
Kulayan ang Sagot:
Marami itong mata,
Di naman nakakakita.
(saging, pinya)
Magaspang ang balat,

Malaki ang prutas.
Dilaw ang laman.
Mabango at mabuto.
(atis, langka)
Makatas, minsan ay
maasim,
Minsan ay matamis.
Masarap na juice
Lalo na’t malamig.
(dalandan, kalamansi)

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Mabilog na kumpol na dahon,
Parang bolang gumugulong.
(kangkong, cabbage).
Madahong gulay,
Berde ang kulay.
Masarap sa sinigang.
(talong, kangkong)
Illustrations/Dawings: saging, pinya, atis, langka, dalandan, kalamansi, kangkong, cabbage, talong,
kangkong
Procedure:
1. Explain to the children that they are going to have riddles and discuss with them 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.
Activity 14: Sounding Off and Writing Kk

Objectives:
1. Produce the sound “k” and words with initial “k” sound
4. Practice writing upper and lower case letter of “Kk”
Materials: k: kamay, kalo, kuko, kalabasa, kalamansi; lined pieces of paper with letter “Kk” in dotted lines
Procedure:
1. Recall the word “kamay” and let the children identify the initial letter of the word.
2. Present the sound “k” and demonstrate how to produce it. Then let the children imitate you.
3. Ask the children to give words that start with the sound “k”.
4. Introduce letter “Kk”.

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5. Form capital “K” in the air then form small letter “k” in the air. Let the children imitate you.
writing tool.
7. Give to the children the pieces of paper with letter “Kk” in dotted 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.
Activity 15: Indoor or Outdoor: Toss and Catch the Ball and You’ll Get a Fruit!
Objectives:
1. Develop body balance and coordination in tossing and catching ball.
2. Demonstrate respect by waiting for one’s turn.
Materials: Medium – sized rubber or plastic ball
Procedures:
1. Let the children choose a leader.
2. Form one circle with the leader at the center.
3. Upon signal of the teacher, the leader tosses the ball one at a time.
4. As one child catches the ball, he tosses it back to the leader. The next child gets his turn to catch the ball.
5. Give an opportunity for the other children to become leaders.
6. Fruits will be given to the children for demonstrating respect for each other.
Activity 16: My Favorite Foods

Objectives:
1. Demonstrate creativity in reading
2. Make a story about the favorite foods with pictures
Materials: Children’s own stories about foods with pictures; magazines with pictures of foods; drawing
materials
Procedure:
1. Ask the children of their favorite foods.
2. Tell them that they are going to make stories about foods that they like.

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3. Group the children according to their favorite foods.
4. Then let each group 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.
Activity 17: We Keep Our Home Safe: Don’t Play with Pointed Objects
Objectives:
1. Relate objects with printed words
2. Demonstrate understanding of safety from pointed objects
Materials: pictures or real objects of pair of scissors, knives, safety pins, rods; word labels of these objects
Procedure:
1. Show the pictures of pointed objects and let the children describe their uses.
2. Show the word labels and let the children match the word with the corresponding objects.
3. Focus the attention of the children on 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 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.
Activity 18: We Keep Our Home Safe: Don’t Play with Matches and Lighted Candles
Objectives:
1. Relate objects with printed words
2. Demonstrate understanding of safety from pointed objects
Materials: Pictures/videos of houses on fire; children playing with matches and/or lighted candles
Procedure:
1. Ask the children if they have seen a fire.
2. Let the children share their experience and what they felt while seeing the fire.
3. Show the video/pictures of houses on fire.

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4. Discuss with them the possible causes of fire like children playing with matches and lighted candles.
5. Ask them what they should do with matches and candles.
6. If they need to use these things, remind them to ask their parents’ help
7. Make them realize the danger if they will be using the materials unsupervised.
Activity 19: Story: Help Prevent Fire

Objectives:
2. Recall the sequence of events
Material: Any story about preventing fire
Procedure:
1. Present the title of the story with the picture.
2. Ask the children to describe the picture.
3. Tell the story.
4. After reading the story, the following questions may be asked: What happened one evening in July? How did
Joy and Sammy know there was fire? Where did they go? Who helped them? What was the cause of the fire?
According to the fireman, how should children prevent fire? Do you like the story? Why?
Activity 20: Outdoor Games: Fireman, May I?

Objectives:
1. Develop body balance and coordination of large muscles in performing movements
Materials: Attire of a fireman, pail, hose, water
Procedure:
1. Explain to the children that they will have a game in putting out a fire.
2. Ask one child to dress up like a fireman who is in charge of putting out the fire.
3. Children stand in one line, 2 meters away from the fireman and ran to him and say: Fireman, may I help? As
soon as the fireman says “Yes”, the child gets the hose/pail and act like putting out the fire.
4. Then the child goes back to his original place.
5. Give the children the opportunity to be the fireman.

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Weeks 9 and 10: Sub-theme: I Love My Family
Activity 1: Finger Paint

Objectives:
2. Demonstrate respect by returning things/materials in their proper places
Materials: 2 cups laundry starch (gawgaw), 1 cup water, 3 cups soap flakes or shavings, food coloring, oslo
paper
Procedure:
1. Ask 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 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/materials to their proper places.
Activity 2: Rhyme: Mag-anak

Objectives:
1. Produce initial and final sounds of familiar names
2. Give pairs of words that rhyme from nursery rhymes
Materials: Rhyme: Mag – anak; word cards: Nanay, Tatay, Ama, Ina
Ang Nanay natin ay mahalin
Ang Tatay natin ay gayun din
Utos nila ay ating susundin
Kapatid ay huwag aawayin
Mahal ko si Ama
Gayundin si Ina
Kung sila ay wala

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Anong lungkot kaya.
Procedure:
1. Recite/Read the whole rhyme and then recite/read by line and let the children repeat after you.
2. Then let the children recite the whole rhyme.
3. Show the word “Nanay”. Ask: What the initial letter of “Nanay”? Let a child produce the sound “N”.Then let all
children say the sound “N”.
4. Do the same with the words: Tatay, Ama, Ina
5. Show again the word “Nanay”. Ask: What is the final letter of “Nanay”? Let a child produce “y” then let all the
children say the sound “y”.
6. Do the same with the words: Tatay, Ama, Ina.
7. Say: Now we are going to look for words that rhyme. Ask: What word rhyme with “Nanay”? Show the words:
Nanay - Tatay. Say: Please say the two words that rhyme.
8. Do the same with the words: Ama - Ina.
9. Say: Let’s listen again to the rhyme. Recite the first two lines. Ask: What two words rhyme? Let’s say the two
words that rhyme: mahain - gayun din.
10. Do the same with the other word that rhyme: susundin-aawayin; wala – kaya.
Activity 3: Block Play House: A Hundred Ways to Get There

Objectives:
1. Develop the basic concept of 3- dimensional or space figures
2. Develop new ideas between existing 3-dimensional or space figures by building a house using blocks
3. Practice heathy and positive relationship with others through working cooperatively
Materials: Table, toy blocks
Procedure:
1. Ask the children: Where do families live? How is your house made?
2. Introduce the activity which is building a house through different blocks.
3. Divide the children in 3 groups.
4. Provide the 3 groups with different sizes of blocks.
5. Let the group explore the blocks: colors, sizes, dimension, length, and weight.

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6. Let them share their observations.
7. Encourage the group to build the structure of a house.
8. Ask the children how the group made the house.
Activity 4: Letter Making of Names of Family Members

Objectives:
1. Demonstrate better and improved eye-hand coordination and left to right direction in forming letters
2. Write letters following patterns: arrows and numbers
Materials: Cardboard, glue, buttons, or beans
Procedure:
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. Let each child place beans or bottoms within the outline of each block letter.
5. Let the children trace the beans or buttons with their fore finger 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.
Activity 5: Love Box

Objectives:
1. Relate pictures with printed words
2. Express ideas and feelings freely
Materials: Pictures of a baby rattle, a tooth brush, a comb, a baby bottle, dress, shirt, blouse, pants, etc. and
Corresponding word cards
Procedure:
1. Place objects used by family members into the Love Box.
2. Let each child get and object from the Love Box, feel it and identify it. Then let him get the corresponding name

PH+ SE CV CD LD CA
of the object from the word cards.
3. Then ask: Who will use this object?
4. Do the same with the other objects in the Love Box.
Activity 6: Shoe Model for Brother/Sister

Objectives:
2. Demonstrate progress in eye-hand coordination in creating shoe models
Materials: 2 shoe boxes of the same size; shoe lace for sneakers (rubber shoes); art or construction paper,
glues, tape, pair of scissors.
Procedure:
1. Assign the children to bring the drawing of the right and left foot of their brother/sister.
2. Demonstrate to the children how to make shoe model for their brother or sister
3. Ask children to make a hole on the side of a shoe box, big enough for the brother’s/sister’s right foot to fit in.
4. Let them punch six holes on the cover of the shoe box for the shoe lace and let them put on the shoe lace.
5. Ask them to put the cover on the box, then fit and secure them together with the tape.
6. Decorate the shoe model box with art paper.
7. Do the same with the left foot.
Activity 7: Birthdays of Each Family Member

Objectives:
1. Relate the names of the family members with their birthdays (month and day) through the assistance of an adult
2. Demonstrate the ability to store verbal information in short-term and long-term memory by reciting the months
of the year with some errors
Materials: Calendar, pentel pen
Procedure:
1. Children bring to class the names of the family members and their birthdays prepared with the assistance of an
adult.
2. Show a calendar then read the months of the year and let the children repeat after you.
3. Show the month of January. Ask the children if they have a family member with a birthday in January.

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4. Get the names and write these names in the corresponding date of their birthdays.
5. Do the same with those born in February until December.
6. Then ask the children to name the months of the year from January to December.
Activity 8: A Model Birthday Card

Objectives:
1. Express thoughts and feelings through a birthday card
2. Demonstrate enjoyment in making a birthday card
Materials: Old birthday cards, glue, pens, colors, pieces of white paper
1. Let the children bring old birthday cards to the class as assigned a week ago.
2. Ask the children who among their family members will be celebrating their birthday soon because they will
make a birthday card for these persons.
3. Let the children put out the birthday cards that they brought from home and tell them this is the model 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 put some greetings by asking the help/assistance of the adult to write the greetings.
8. Ask the child to give the card.
Activity 9: Story of Birthday Celebrations

Objectives:
1. Recall the events in birthday celebrations
2. Retell a story through a simple group presentation
3. Demonstrate healthy relationship by working cooperatively with others
Materials: Pictures of the children’s birthday celebrations
Procedures:
1. Children should have been asked on the previous day to bring pictures of their birthday celebration.
2. Let each child share how he/she celebrated the birthdays while showing the pictures they brought.

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3. Group the class into 3 groups. Ask each group to retell 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.
Activity 10: Family Members Pray Together

Objectives:
2. Demonstrate appreciation on the value of praying together
Materials: Pictures of families praying together.
Procedure:
1. Show the picture of families praying together.
2. Ask the children to describe the pictures.
3. Ask: Why do families pray? To whom do you pray? What do you do when praying?
4. Let the children share how their families pray together.
Activity 11: Father and Mother Show Love and Care to the Children
Objectives:
1. Relate one’s experience on how the father and mother show love to the children
2. Demonstrate appreciation on the love shown by the father and mother
Materials: Pictures of mother and father taking care of the children: providing food, cleaning and providing
them a bath, dressing them, taking them to school, taking them to the park/mall, etc.
Procedure:
1. Show the pictures to the children then ask: Which picture shows what your mother and father do to you?
2. Let the children share other things that their mother and father do to them.
3. Ask: Why do your father and mother do these to you? Are you happy with what they have done?
4. Ask: What do you say to them? (Thank you, Mama and Papa; I love you, Mama and Papa). Then let the
children say these expressions.

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Activity 12: Children Show Love and Respect to Their Mother, Father, Brother and Sister
Objectives:
1. Demonstrate love and respect to family members
2. Share experiences with others
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.
Activity 13: Song: It’s Love, It’s Love, It’s Love that Makes the World Go Round
Objectives:
2. Respond to rhythm, melody and form of music through creative movements
Material: A song: It’s Love, It’s Love, It’s Love that Makes the World Go Round
It’s Love, It’s Love, It’s Love that Makes the World Go Round (3x)
It’s love that makes the world go round.
Roll it over the ocean, roll it over the sea )

Roll it over the ocean in the deep blue sea ) (2)
(Substitute Love with I, You, We, Family)
Procedure:
1. Say all the lines of the song then say each line and let the children repeat after you.
2. Sing the whole song then sing by line and ask children to repeat after you.
4. Introduce the actions for each line and let the children repeat after you.

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5. Then let the children do the actions for the whole song.
6. Let the children sing the song with actions.
Activity 14: Say Polite Greetings and Leave Takings Such as Po, Opo, and Thank You
Objectives:
1. Demonstrate respect by using good greetings and polite expressions to family members and others
2. Demonstrate self-confidence in using the polite expressions
Procedure:
1. Begin the activity by asking children what are the polite expressions
2. Then ask them to say: po, opo, thank you, good morning, good afternoon, excuse me and please.
3. Give situations where children could practice saying the polite expressions.
4. Create actual situations that will motive children to answer you using the correct polite expression. Examples:
“Good morning Nilo”. “Here’s your bag, Nancy.” “Are you going out, Carlos? What should you say?”
Activity 15: Chart: What I Do (Drawing of a Smiling Face) and What I Do Not Do (Drawing of a Sad Face)
Objectives:
1. Express creatively thoughts and feelings about personal experiences
Materials: Pictures of children kissing hands of parents; signaling “good bye” to the people in the house;
child who gets angry with his/her brother; child who runs from a parent who called him/her; child
who smiles when the mother gives her a gift; child who quarrels with her elder sister; etc.; chart with
3 columns, the first column contain the pictures, the second column the drawing with the happy face
and the third column the drawing of a sad face; cut-outs of happy faces and sad faces, glue/paste
Procedure:
1. Show the chart with pictures and ask children to describe these
2. Explain to the children that if they are doing what the picture shows, paste the happy face, if not paste the sad
face.
3. Start with the first picture and ask three children to choose whether they will paste the happy or sad face.
5. After the chart is completed, ask: What are you going to do in the situations where there are sad faces? Happy

PH+ SE CV CD LD CA
faces?
Activity 16: Rhyme: Five Little Children

Objectives:
1. Listen and recite a rhyme with finger plays
2. Demonstrate enjoyment in reciting a rhyme
Material: Rhyme : Five Little Children
(Hold up, point to little, middle, index fingers, thumb.)
Here are five little children,
Quite a happy few.
They do so many things, that children like to do.
This little girl says “Good morning”.
This little boy says “Thank you.”
To their father, mother, brother and sister.
The other three children say “I love you, mother, I love you, father”.
Procedure:
1. Recite the whole rhyme and then by line and let the children follow after you.
2. Let the children recite the whole rhyme.
3. Present the finger play that accompanies each line then let the children follow after you.
4. Then let the children do the finger play for all lines in the rhyme.
5. Let the children say the rhyme with the finger play together with you.
6. Then let the children say the rhyme with the finger play independently.
Activity 17: Mario’s Special Day

Objectives:
2. Recall and retell the events of the story heard
Material: Story: Mario’s Special Day
Procedure:
1. Present the title of the story and let children anticipate what the story is all about.

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2. Tell the story.
Mario’s Special Day
Today is a special day for Mario. After lunch, he and his parents are going to the zoo. Mario loves animals. The alarm
clock rings. It is time to wake up Mom and Dad.
He peeks inside his parent’s bedroom to see if they are awake. “Mario! You’re up bright and early today!” his Mom says.
Mario cannot believe his eyes. Inside, he sees 1 elephant and 2 tigers.
“Let us all go have some breakfast,” his Dad says. Mario happily eats his pancakes. He finds 3 giraffes and 4 turtles on
top of the kitchen counter. “Please pass the syrup,” he whispers to the giraffe near him. After breakfast, Mario goes to the
living room to rest. He squeezes between 5 pigs on the sofa and reads them a story. 6 monkeys join in. “Mario! It is time for
your bath!” his Mom calls. Mario runs up the stairs to the bathroom. Oh, what fun! He has never taken a bath with ducks and
8 fish before!
After his bath, his Mom helps Mario dress up. Mario smiles at the 9 dogs and 10 cats in the room. “Now, Where did 1
put that other sock?” His Mom wonders. Mario goes to the dining room to help his Dad prepares lunch. What a sight! There
are animals everywhere! ”Are you excited to go to the zoo?” his Dad asks Mario. Mario looks at the animals around them
and laughs happily. Today is indeed a special day!
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.
Activity 18: Song: Papa is Special (Tune: Where’s is Thumbkin?)

Objectives:
Material: Song 1: Papa is Special (Tune: Where is Thumbkin?)
Papa is special, Papa is special
Yes he is, yes he is,

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Papa is special, Papa is special,
I love him. I love him.
(Change Papa to Mama, Brother, Sister, Baby)
Song 2: The Family’s in the House

(Tune: The farmer in the Dell)
The father’s in the house

The father’s in the house fa. .la. . .la . La la la la
The father’s in the house.
The father takes the mother (one child grabs hand of another)
The father takes the mother fa. .la. . .la . La la la la
The father takes the mother
The mother takes the brother (one child grabs hand of another)
The mother takes the brother fa. .la. . .la . La la la la
The mother takes the brother
The brother takes the sister (one child grabs hand of another)
The brother takes the sister fa. .la. . .la . La la la la
The brother takes the sister.
The sister takes the babay (one child grabs hand of another)
The sister takes the baby fa. .la. . .la . La la la la
The sister takes the baby
The baby takes grandma (one child grabs hand of another)

The baby takes grandma fa. .la. . .la . La la la la
The baby takes grandma.
Grandma takes grandpa (one child grabs hand of another)

Grandma takes grandpa fa. .la. . .la . La la la la

PH+ SE CV CD LD CA
Grandma takes grandpa.
Procedure:
1. Sing the whole song (Song 1) then let the children sing with you.
2. Let the children create their own body movements in rhythm with the music.
3. Let the children sing the whole song with the body movements.
4. Do the same with Song 2.
Activity 19: Outdoor Game: Father Says Start Hopping, Jumping, Crawling, Running
Objectives:
1. Develop balance and body coordination in hopping, jumping, crawling and running
2. Demonstrate empathy and care by helping a peer do the different tasks
Material: Demonstration on hopping, jumping, crawling and running
Procedure:
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 he/she 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 he/she follows what the
first child did.
4. Encourage all children to participate in the game.
Activity 20: Creating Thank You Card

Objectives:
1. Use existing materials and resources to create a “thank you” card
2. Develop eye-hand coordination in making a “thank you” card
Materials: Old thank you cards, glue, pens, colors, scissors
Procedure:
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.

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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.

PH+ SE CV CD LD CA
QUARTER 3
Theme: My Community
Weeks 1 and 2 Sub-Theme: My Friends and Others
Activity 1: I Have Neighbors

Objectives:
2. Demonstrate understanding of the concept of number-quantity
Materials: Pictures of the houses of the children; pieces of paper, drawing materials, crayon, paint, glue
Procedure:
1. The day before, tell the children to bring picture of their house and to ask their parents how many
immediate neighbors they have.
2. Let the children paste their house in the middle of the piece of paper.
3. Ask the children where their house is or its address and how many neighbors they have.
4. Do a show. Each child stands in front, shows the house and says: “Our house is located at ____. We have
_____ neighbors.”
5. After the show, write the address of the children’s house and let each child describe
the houses according to how many neighbors they have.
6. Display the children’s works.
Activity 2: Things We Do Together With Our Neighbors

Objectives:
1. Practice healthy and positive relationship with others by sharing experiences
2. Develop self-confidence by joining group discussions
Materials: Pictures of neighbors that are: a) talking happily; b) cleaning together; c) giving gifts; d) celebrating
occasions together, etc.
CD- Cognitive/Intellectual Development; LD – Language Development; CA- Creative and Aesthetic Development Page 113 of 270
1. Ask the children what are the good things that they do with neighbors.
2. Show pictures of neighbors that are: a) talking happily; b) cleaning together; c) giving gifts; d) celebrating
occasions together.
3. Do a show and tell. A child will choose a picture and will tell something about it.
Activity 3: Story time: Stories on Community Trips

Objectives:
1. Demonstrate interest and understanding a story listened to
2. Answer questions about the details of the story
3. Recall the sequence of events
Materials: Suggested Story: Rosie’s Walk by Pat Hutchins
Procedure:
1. Unlock the difficult words in the story through pictures.
2. Read the title of the story and identify the author and illustrator.
3. Tell the story.
PH+ SE CV CD LD CA
Rosie’s Walk
Rosie the hen went for a walk
across the yard,
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around the pound,
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over the haycock,
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past the mill,
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through the fence,
under the beehives,
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and got back in time for dinner.
4. Ask questions about the story using what, where, when, who, what if.
5. Ask the children to recall the sequence of the story.
Activity 4: Community Walk

Objectives:
1. Use the senses to explore the environment
2. Give ideas of what was seen and heard through a drawing
3. Demonstrate respect for others by following rules and agreements
Materials: Drawings of things seen in the environment; crayons
Procedure:
1. Tell the children they will go on a community walk.
2. Ask the children to use their senses to observe and remember what they see and heard during the walk.
3. Give guidelines for children to follow: a) Hold on to the hand of his/her adult companion. b)
Walk and do not run. c) Follow the path for walking.
4. When children go back to the classroom, ask the children whether they follow the rules and agreements
and what happened to them.
5. Then let each children draw what they have seen and heard and color their drawings.
6. Let each child present his/her drawing and talk about it. PH+ SE CV CD LD CA
Activity 5: What Did We See?

Objectives:
1. Relate printed pictures with labels
2. Name and sound off every letter in the label
Materials: Word cards: houses, church, market, trees, flowers, street, cars, stores
Procedure:
1. Ask the children what they saw the previous day.
2. Show the drawings/pictures of the places and things the children saw.
3. Post the pictures on the board then read the words in the word cards.
4. Let the children match the labels (word cards) with the pictures.
5. Present each word. Example: houses Read the word and let the children name and sound off each letter
in the word.
Activity 6: Neighborhood Map Through a Collage

Objectives:
1. Demonstrate awareness and appreciation of the environment through a collage
2. Practice healthy and positive relationship with others by working cooperatively with them
Materials: Construction paper/ colored paper/ bond paper, dried leaves, seeds, sand, glue,etc.
Procedure:
2. Tell each group of children that they will make a neighborhood map showing the places.
3. Give each group construction paper, crayons, and markers. Invite the children to go out of the
classroom and get actual things (leaves, seeds, sand) to represent the places.
4. Label each group’s drawings, writing the names of the places.
5. Let them include their houses and the NCDC in the map.
6. Ask the children to show the maps they drew and describe the places shown.
7. Ask them what the group did to finish the task.
Activity 7: Map Reading PH+ SE CV CD LD CA

Objectives:
1. Identify connections between self and places
2. Tell his/her connections to each printed place
Material: Teacher-made community map with important places
Procedure:
1. Ask the children to look at the community map and review the places they identified.
2. Let the children analyze the places and the distances of the places from his/her house.
3. Ask: Which place is near your house? Which place is near the NCDC? Which houses are near each
other? Who lives near the NCDC/church/market/school? etc.
Activity 8: Build A Community

Objectives:
1. Construct structure using a variety of natural and found objects
2. Demonstrate attention and concentration on the activity
3. Practice healthy and positive relationship with others by working cooperatively with them
Materials: Various objects
Procedure:
1. Ask the children to identify the different shapes of the blocks.
2. Tell the class to build a community starting with a set of blocks that will serve as the NCDC.
3. Let each child put up the following places using natural and found objects:
Market
Church
Grocery
School
Police station
Fire station
Etc.
4. Label the places.
5. Ask the children on how they help the others in the activity.
Activity 9: Sounding Off and Writing Ss PH+ SE CV CD LD CA

Objectives:
1. Produce “s” sound and words with “s” sound
4. Practice writing upper and lower case letter of “Ss”
Materials: s: sala, sisiw, siyam, sakay, sakit; lined pieces of paper with letter “Mm”in dotted lines
Procedure:
1. Recall the word “sala”. Ask the children its initial letter.
2. Demonstrate how to produce “s” sound and let the children follow.
3. Ask children to say words that begins with the sound “s”.
4. The introduce letter “Ss”.
5. Form capital “S” in the air then form small letter “s” in the air. Let the children imitate you.
6. Give to the children the pieces of paper with letter “Ss”in dotted lines.
8. Tell the children to copy the “S” first in one line of paper.
9. Then let the children copy the “s” in another line.
Activity 10: Places and Services of Community Helpers

Objectives:
1. Demonstrate interest in understanding a story
2. Recall important details in the story
3. Use variety of body movements to represent the services provided by the community helpers
Materials: Make-up story with pictures: Places and Services of Community Helpers: hospital – doctor,
nurses; police station – policeman; school – teacher; church - priest
Procedure:
1. Tell a story about th e places and services of community helpers with pictures.
2. After the story, ask the children to choose a picture and recall the details about the picture. (where the
office/establishment is located and the services provided by the community helpers)
4. Do an action song with the children showing the services provided by the community helpers
Activity 11: Story Time: Stories about Cooperation, Community Helpers, Sharing PH+ SE CV CD LD CA
Objectives:
1. Demonstrate interest and enthusiasm in reading story books
2. Listen to a story being read
3. Participate in the discussions about the story
Materials: A book: Suggested Story: Stone Soup by Heather Forest
Procedure:
2. Read the title of the book, the author, and illustrator.
3. Read the story and make sure that all children are listening.
Stone Soup
A kindly, old stranger was walking through the land when he came upon a village. As he entered, the villagers
moved towards their homes locking doors and windows. The stranger smiled and asked, why are you all so frightened?
I am a simple traveler, looking for a soft place to stay for the night and a warm place for a meal.
"There's not a bite to eat in the whole province," he was told. "We are weak and our children are starving. Better
keep moving on."
"Oh, I have everything I need," he said. "In fact, I was thinking of making some stone soup to share with all of
you." He pulled an iron cauldron from his cloak, filled it with water, and began to build a fire under it.
Then, with great ceremony, he drew an ordinary-looking stone from a silken bag and dropped it into the water.
By now, hearing the rumor of food, most of the villagers had come out of their homes or watched from their
windows. As the stranger sniffed the "broth" and licked his lips in anticipation, hunger began to overcome their fear.
"Ahh," the stranger said to himself rather loudly, "I do like a tasty stone soup. Of course, stone soup with cabbage -
- that's hard to beat."
Soon a villager approached hesitantly, holding a small cabbage he'd retrieved from its hiding place, and added PH+ SE CV CD LD CA
it to the pot.
"Wonderful!!" cried the stranger. "You know, I once had stone soup with cabbage and a bit of salt beef as well,
and it was fit for a king."
The village butcher managed to find some salt beef . . . And so it went, through potatoes, onions, carrots,
mushrooms, and so on, until there was indeed a delicious meal for everyone in the village to share.
The villager elder offered the stranger a great deal of money for the magic stone, but he refused to sell it and
travelled on the next day.
As he left, the stranger came upon a group of village children standing near the road. He gave the silken bag
containing the stone to the youngest the stone, but the villagers that had performed the magic."
Moral: By working together, with everyone contributing what they can, a greater good is achieved.
4. Ask questions about the story guided by who, what, when, where, what if and let all children participate
in the discussions.
5. Ask: “What is the moral lesson of the story?”
Activity 12: Letter Name

Objectives:
2. Name and sound off every letter in the words
Materials: Pictures of the community helpers; word cards: doktor, nars, guro, polis, titser, pari
Procedure:
1. Show pictures of the different community helpers and post these on the board.
2. Ask the children to name the pictures. As the name is given, ask one child to get the word card and match
this with the picture. If no child could do it correctly, do it by yourself.
3. Show pictures of the different community helpers and post these on the board.
4. Let the children read the printed labels with the pictures. PH+ SE CV CD LD CA
5. Get one word (doktor) and name every letter of the word.
6. Model the sound of the letters.
7. Then let the children name every letter of the word “doctor”.
8. Ask each child to get a word and let him/her name every letter of the word. Then give the sound of the letters.
Activity 13: Dress Up and Role Play the Community Helpers

Objectives:
1. Express ideas and feelings through variety of objects and materials
2. Appreciate how others do the same thing differently
3. Demonstrate how to seek help/support of familiar adult for a task
Materials: Local materials for dresses
Procedure:
1. Ask the children to dress up as a local community helper.
2. Let them seek the support/help of an adult.
3. Give each child a chance to talk about the community helper that he/she represents.
4. Give the children a chance to appreciate what the others wear. Ask them what they like and why.
Activity 14: Game: Let’s Go To…

Objectives:
1. Develop body balance and coordination of large muscles in performing movements.
2. Develop muscle control with body and actions through moving places politely with ease within the
environment
Materials: Actual actions: Hop to the school
Gallop to the church
Tip toe to the grocery
Run to the fire station
Jog to the police station
1. Tell the children to think of certain movements to go to places that are posted in different parts of the
room. Write down the movements/actions that the children will mention. If the children could not give the
movements/actions, give examples
2. With the movements/actions, let the children demonstrate.
3. Remind the children to move with ease in their spaces and avoid hurting others.
4. Ask: Who would like to “hop?” Let two children do the actions.
5. Do the same with the other movements.
Activity 15: Story about Cooperation, Community Helpers, Sharing

Objectives:
2. Answer questions about the story
Materials: A book, Suggested Story: Whose Hat? by Margaret Miller (Greenwillow)
Procedure:
1. Show the book and ask the children to describe what they can see in the cover page.
2. Read the title of the book, the author and the illustrator.
3. Ask questions about the story guided by who, what, when, where, what if.
Activity 16: Let’s Dance with a Hat

Objectives:
1. Express ideas and feelings through a dance
2. Use symbols to represent a musical form
Materials: Different hats (street cleaner, fire fighter, teacher, doctor, nurse) musical recorder, CD
Procedure:
1. Show pictures of different community helpers with their hats.
2. Ask the children why they think the hats look a certain way and have a certain color.
3. Give each child a hat of a community helper.
4. Ask the children to create body movements wearing the hat and using the hat in different movements.
PH+ SE CV CD LD CA
5. Play the music and let the children dance with the music using the hat in different movements.
6. After the activity, ask the children how they feel.
Activity 17: Making “Thank You” Card

Objectives:
2. Demonstrate better control in holding writing tool in coloring and tracing letters observing line boundaries
3. Express feelings and thoughts politely and courteously on the desire or request of an adult
Materials: Pieces of paper, crayons, pencil, scissors, paint, glue, samples of cards, etc.
Procedure:
1. Discuss with the children on how to show gratitude to the community helpers
2. Show to them samples of cards.
3. Tell them that they can seek help/support from an adult. Ask them how they should ask the adult.
4. Let the children prepare the card using the available art materials and other resources.
5. Print a thank you note that children could trace or color then paste this on the card.
6. Ask each child to talk about his/her card and to whom it will be given.
Weeks 3 to 5 Sub-Theme: Me and My Surroundings
Activity 1: Different Houses Near School

Objectives:
2. Create art work to represent ideas
Materials: Colored paper, white paper, crayons, paint, pieces of cloth, dried leaves,
seeds, sand, glue, scissors
Procedure:
1. Ask the children to recall what houses they have seen on their way to the Center and how these houses
are decorated.
2. Let the children share their observations in the class: on the number of houses, the materials they are
made of, colors/paint of the house and plants.
3. Ask the children to represent these houses through drawing, painting, collage or a combination of these. PH+ SE CV CD LD CA
4. Give them the materials.
5. When the children complete their art work, display these on the art board.
Activity 2: How Do Houses Look Like?

Objectives:
1. Describe and compare houses
2. Identify similarities and differences in pictures
Materials: Houses made by the children in activity 1
Procedure:
1. Let the children look closely on the houses made by them the previous day.
2. Ask: Which houses are similar? Why? Let the children answer the questions.
3. Ask: Which houses are different? Why? Let the children answer the questions.
4. Discuss the different materials that houses are made of: bamboo, pawid, sawali, wood, concrete, etc.
Discuss about the size and the color/painting.
5. Ask: Which among the houses are beautiful? Why do you think these are beautiful? What make these
houses beautiful?
Activity 3: I Go to the Center

Everyday Objective:
1. Describe the Center in one’s own words
2. Demonstrate care for classmates by encouraging them to participate in doing a task
Procedure:
1. Make the children share in describing the Center: where it is located, the materials used, its size, color,
and the different areas in the room. Let them also describe the things found in the Center.
2. Remind them to help other children who are shy to participate in the activity.
3. Ask: Which is your favorite area in the Center? Why?
4. Show a big drawing of the NCDC. Ask the children to summarize the description through the following
statements. Let them select the words inside the parenthesis that describe their ideas and feelings about
the NCDC:
PH+ SE CV CD LD CA
My school is the NCDC.
It is found at _______. It
is (big, small).
Its colors are (red, blue, orange, white)
There are lots of (toys, books) in the Center.
I feel (happy, sad) when I am here.
Activity 4: My Siblings Go to the Big School

Objectives:
1. Describe the big school where their siblings go to
2. Recognize sounds by reciting a rhyme from memory
Procedure:
1. Before the discussion, tell the children to ask their brothers and sisters about their big school: where it is
located, its size, color, how different is this from the Center.
2. Discuss with the children about their siblings’ school.
3. Ask: Where does your brother/sister go to school? How does he/she describe the school?
4. Ask: What is the difference between this Center and the big school of your brother/sister?
5. Do a rhyme or song related to the topic.
Activity 5: School Days

Objectives:
1. Demonstrate the ability to store verbal information in short and long-term memory by:
- reciting the days of the week
- counting the days of the week
2. Develop the basic concept of time by knowing the difference of yesterday, today and
tomorrow
Materials: A calendar
Procedure:
1. Show a calendar and introduce the days of the week.
2. Ask: Which days do you go to the Center? How about your brother/sister? Which days do they go to
school? Which days do you not go to school? Which days does your brother/sister not go to school?
3. Say the days of the week and let the children repeat after you.
PH+ SE CV CD LD CA
4. Then let each child say the days of the week independently.
5. Let the children look at the calendar.
6. Ask: What day is today? What day was yesterday? What day is tomorrow?
7. Say: Let’s find out how many days are there in a week.
8. Let the children count the days of the week.
9. Then let each child count the days of the week.
Activity 6: Sounding Off and Writing Letter Bb

Objectives:
1. Produce or sound off “b” sound
2. Produce words with “b” sound
5. Practice writing upper and lower case letter of “Bb”
Materials: b: bata, baboy, bahay, bulsa, babae; Lined pieces of paper with letter Ff in dotted
lines
Procedure:
1. Recall the word “bata”.Ask the children its initial letter.
2. Demonstrate how to produce “b”, then let the children follow.
3. Ask the children to give words that start with “b” sound: bat
4. Then introduce letter “Bb”.
5. Form capital “B” in the air then form small letter “b” in the air. Let the children imitate you.
6. Give to the children the pieces of paper with letter “Bb” in dotted lines.
8. Tell the children to copy “B” in one line of the paper.
9. Then let the children copy in another line.
CD- Cognitive/Intellectual Development; LD – Language Development; CA- Creative and Aesthetic Development
Page 131 of 270
Activity 7: Writing Numerals 6 and 7 PH+ SE CV CD LD CA

Objectives:
3. Practice writing numerals 6 and 7
Materials: Lined pieces of paper with numerals 6 and 7 in dotted lines
Procedure:
1. Ask children to count from 1 to 6.
4. Give the children pieces of paper with numeral 6 in dotted lines.
5. Remind them how to sit properly when writing.
8. Do the same with numeral 7.
Activity 8: We Will Visit A School

Objectives:
1. Participate in a group activity
2. Tell the names of familiar things found inside and outside of the school
3. Follow rules and agreements
Procedure:
1. Inform the children they will go on a school visit.
2. Tell the children to use their senses to describe all the things they see, hear, and smell inside and outside
the school.
3. Give guidelines for children to follow: a) Hold on to the hand of his/her adult companion. b) Walk only,
do not run. c) Follow the path for walking.
4. While they are on tour of the school, the teacher asks: What are the things you see, hear and smell?
The same question will be asked on their way back to the Center.
5. When the children are back in the Center, discuss with the children the following:
What did you see? PH+ SE CV CD LD CA

What do the students look like? What were they doing?
What do the teachers look like?
What did you see in the rooms and outside?
What do you like about the school?
6. Ask children whether they followed the rules and agreements.
Activity 9: Maze Going to Important Places

Objective:
1. Develop basic concepts pertaining to space and symbols as bases for understanding direction
2. Help a peer who is ashamed to participate in the activity
Materials: Map in a maze form where 3 churches, a school, grocery, market, houses are found
Procedure:
1. Present the maze where the important places are found
2. Remind children to help those who are ashamed to participate in the activity.
3. Ask: What is the symbol of the church? What is the symbol of a school? A grocery? A market?
4. Tell the children to locate the churches/market/school/grocery.
5. Ask: Which is near the church? grocery?
6. Ask: Which is farthest from the school? market?
Activity 10: Story time: Stories about Going to Church/Mosque

Objectives:
1. Demonstrate interest in understanding a story listened to
2. Recall important details of the story
Material: Suggested Story: Si Maria, ang Batang Tahimik
Procedure:
1. Tell the story to the class.
Si Maria, ang Batang Tahimik PH+ SE CV CD LD CA
Unang araw ng pagpasok sa paaralan ni Maria. Nakilala niya ang kanyang mga kaklase. Siya ay
malungkot sa kadahilanang napilitan ang kanyang mga magulang na lumipat sa Maynila sa kadahilanang
magulo sa lugar nila sa Mindanao.
Walang pumapansin kay Maria hanggang sa ipinakilala siya ng kanyang guro. Sinabing siya ay isang
muslim kailangan galangin ang kanyang sariling relihiyon. Kaya nung naglaro sila Melody,Venice at Barbara
mga katolikong bata ay isinali nila si Maria. Kaya masayang-masaya na umuwi si Maria sa kanilang tahanan at
ikinuwento sa kanyang ina at ama ang nangyari sa kanyang unang araw sa pagpasok.
2. Ask questions about the details of the story guided by who, what, when, where, what if.
3. Ask: What is the theme of the story?
Activity 11: Chart of Our Religions

Objectives:
1. Develop the ability to make-up own story from a series of 3 to 5 pictures
2. Participate in discussion about the story heard
Procedure:
1. Review the children’s religion and church where they each belong.
2. Create a chart to indicate the children and the teacher’s religion. (Catholic, Mormon, Muslim, etc.)
3. Let them make a symbol for their religion.
4. Ask each child to tell a story about their religion using 3 to 5 pictures.
5. Tell them they can ask help or support from an adult to draw the pictures of their story.
6. Let each child tell his/her stories with the pictures.
7. Ask questions about the stories using “who, what, where, when in answering the questions.
Activity 12: Story time: Stories about Going to Marketplace

Objectives:
2. Tell about the characters in the story
3. Tell the moral lesson of the story
Material: Suggested Story: A Day in the Market (Adarna) PH+ SE CV CD LD CA

Procedure:
1. Ask: Who among you saw a market? Have you been there? Would you like to go there with your mother?
What are the things you can see in a market? Can you name some? Do you want to go there for some
time? Do you want to go there again? Let the children answer these questions.
2. Read the story to class.
(Summary: A little girl is taken by her mother's trip to the market, where the little girl is amazed by all the
sights, sounds, smells, tastes, and other experiences. She promised her mother that she wouldn't point to
things at the market and ask to buy them, and at the end of the day, the little girl is rewarded for her
patience and obedience.)
PH+ SE CV CD LD CA
PH+ SE CV CD LD CA
3. Ask: Who are the characters in the story? Please describe the child/mother.
4. Ask: What is the moral lesson of the story?
Activity 13: Bahay Kubo PH+ SE CV CD LD CA

Objectives:
1. Express ideas and feelings about the environment through music
2. Respond to rhythm and melody through creative movements
3. Practice the habit of eating fruits and vegetables
Materials: Song: Bahay Kubo
Procedure:
1. Teach the song Bahay Kubo. Sing the song with real pictures or with real vegetables so that the children
can see what the song is all about.
2. Discuss about the nutritious value of the fruits and vegetables.
3. Let the children sing the song together with you.
4. Add rhythmic movements/creative movements in time with the melody of the song.
5. Advise the children to practice eating fruits and vegetables.
Activity 14: Grocery Store Art Activity

Objectives:
1. Use materials and resources to explore and freely express themselves
2. Demonstrate progress in fine motor skills by cutting/coloring on line-boundaries
Materials: Popsicle sticks, plastic, available materials in the surroundings
Procedure:
2. Let the children use available materials (ex. Popsicle sticks, plastic) to make the mini store.
3. Ask children to display items for sale in the grocery store.
4. Let the children present the grocery store and describe the store.
Activity 15: Dramatic Play: “Pabili Po”

Objectives:
1. Develop own story using the setting of market
2. Demonstrate concepts of money, addition and subtraction using fingers or objects
3. Demonstrate empathy by patting another’s back and shoulder as a sign PH+ SE CV CD LD CA

Materials: Items for the market, money bills and coins
Procedure:
1. Let the children set up a market in the room using the available materials in the Center. Label the prizes
for each item.
2. Tell children that they will have a dramatic play entitled, “Pabili Po”.
3. Provide costumes and props if available.
4. Discuss the roles of the buyers and the vendors.
5. Include simple money problems (ex. Addition, Subtraction) in the role play. Include the concept of
“Magkano ang sukli ko?”
6. Let the children volunteer who will act as the vendors and buyers.
7. Present the dramatic play.
8. Remind the children to recognize children’s good work.
Activity 16: Story time: Stories about Buying Goods

Objectives:
1. Demonstrate a developing understanding of the story
Materials: Suggested Story: Gift of the Magi by O. Henry
Procedure:
1. Ask the children: Have you received a gift from someone before? How about giving a gift to someone?
What did you feel?”
2. Show the book to the children. Discuss the cover page, title and author.
3. Unlock the difficult words.
4. Tell the story.
5. Questions: Before reading: Have you ever received gifts? What kind of gift made you very happy?
While reading: What do you think will Della and Jim do?
After reading: Who are the characters in the story? Describe each.
What part did you like most? Why?
Gift of the Magi PH+ SE CV CD LD CA
One dollar and eighty-seven cents. That's Della has to buy a

all present for her beloved husband, Jim. And the next day is
Christmas. Faced with this situation, Della promptly bursts into
tears on the couch in their small and shabby house. But even
though they are poor, they love each other.
When Della finished crying, she goes to a mirror to look at her

hair. Her long, beautiful, brown hair is one of the two great treasures
of the poor couple. The other is Jim's gold watch. Her hair examined,
Della ties it up, sheds a tear, and heads out into the cold. She
leaves the house and walks to Madame Sofronie's hair
shop, where she sells her hair for twenty dollars. Now she has $21.87 cents.
With her new funds, Della is able to find Jim the perfect present: gold watch chain for his
watch. It's $21, and she buys it. Excited by her gift, Della returns home and tries to make her now-
short hair presentable. She thinks Jim will be sad to see her long hair gone, but she did what she
had to do to get him a nice present. She then starts preparing coffee and dinner.
Jim arrives at 7pm to find Della waiting by the door and stares at her, shocked to see her
long hair gone.
Jim then gives Della her present. Della opens it and cries out in joy, only to cry immediately
afterward. Jim has given her a silver comb that she has wanted for so long, only now she has no
hair for this. Jim comforts Della out of her tears. Once she's recovered she gives Jim his
present, holding out the watch chain. Jim smiles, falling back on the couch. He told her that he
sold his watch to buy the comb. Jim tells Della to keep their presents and eat dinner.
Della and Jim, who have unwisely sacrificed for each other their greatest treasures, are like
the magi – the three wise men who brought gifts to Jesus in the manger.
Activity 17: Stick Puppet Community Helpers PH+ SE CV CD LD CA

Objectives:
2. Name and sound off every letter of the labels
Materials: Word cards: pari, pulis, piloto, piyanista
Procedure:
1. Use stick puppets to introduce community helpers with the initial “p” sound in the la
2. Ask children to identify the stick puppet community helpers with their labels.
3. Model the production of the “p” sound and let the children imitate you.
4. Do the same with the sounds: “a, i, o, u, l, n, r. s, t, y.”
5. Ask children to listen to a sound and let them point to the letter. Do the same for the other sounds.
6. Let the children practice the production of the sounds.
Activity 18: Story time: Stories about Money

Objectives:
2. Give own title and theme of the story
Material: Suggested Story: King Midas and His Golden Touch
Procedure:
2. Tell the story to the class with pictures.
King Midas and His Golden Touch
King Midas was a very greedy king. Even though he was very rich he always craved for more and more.
One day, he called his court magician and commanded, “Find me a spell that can get me more treasures
than I already have.” The magician said, “Your majesty, I can give you a power that no one else in this world
has. Anything that you touch will turn into gold”.
The king was delighted with his good fortune. Everything he touched turned into gold. He turned trees, grass,
tables, chairs, flowers, and vases into gold. He thought that he must be the richest man in the world.
But in the evening, when he sat down for supper, King Midas was dismayed. His food turned into gold the
moment he touched it and he had to go to bed without any food! However, King Midas was too greedy to be PH+ SE CV CD LD CA
sad about it.
The next morning, the king’s daughter ran to hug her father. But alas! The minute she kissed him,, she
turned into a gold statue! King Midas, who loved his daughter very much, was very sad and he ran to the
magician for help. He cried, “Please help me, 0 I only want my beloved back.” The magician changed
everything back to normal.
King Midas had learnt his lesson and was never greedy again.
3. Ask questions about the story using who, what, where, when and what if.
4. Ask: What title could you give to the story?
5. Ask: What is the theme/focus of the story?
Activity 19: Trip to the Farm

Objectives:
1. Develop the ability to make up a story
2. Develop self-confidence in joining discussions
4. Demonstrate respect by following rules and agreements
Materials: Pictures of the farm
Procedure:
1. Inform the children they will go on a farm visit.
2. Encourage them to use their senses to describe all the things they see, hear, and smell in their visit to the
nearby farm.
3. Give guidelines for children to follow: a) Hold on to the hand of his/her adult companion b) Walk only and
do not run. c) Follow the path for walking.
4. After the visit, discuss with the children the following: What did you see? How did the farmers look like?
- What were the people doing?
- What do you like about the farm?
- Did they follow the rules and agreements?
5. Let the children make their own story about the farm using 3 pictures.
6. Let them ask the support/help of the adult to draw the pictures.
Activity 20: Dance Parade: “Food That Comes From The Farm” PH+ SE CV CD LD CA
Objectives:
1. Express ideas and feelings about the environment through a variety of artworks
3. Demonstrate enjoyment in doing the activity
Materials: Manila paper, papers/bond paper s/pencils/crayons and glue/paste, natural materials; CD,
music recorder
Procedure:
1. Ask the children, “What different foods come from the farm?
2. Tell them to create an art work of at least three fruits or vegetables.
3. Let them get the materials they like to use.
4. Let them display their work in the manila paper.
5. Ask them to name the fruits and vegetables displayed on the manila paper.
6. Tell the children that they will have a dance parade for the foods and vegetables that they have created.
7. Let them listen to the music. Then ask them to move their bodies with dramatic expressions as if they
are the dancing fruits and vegetables.
8. Let each child hold his/her artwork. Then start the parade with the music.
9. Then let the children move their bodies with dramatic expressions thinking that they are the dancing fruits
and vegetables.
10. Ask the children how they feel with the activity.
Activity 21: Play dough: Fruits and Vegetables

Objectives:
1. Use malleable materials to model and represent fruits and vegetables
2. Identify the similar pictures and words in a set of 3 to 5 pictures
3. Identify which is different in a set of 3 to 5 pictures/words
Materials: Play dough/pictures of fruits and vegetables with the word cards: mangga, bayabas, atis, avocado,
upo, sitaw, kamatis, repolyo
Procedure:
1. Distribute the play dough to the children.
2. Each child will make three different fruits and vegetables.
3. Children name their fruits and vegetables. PH+ SE CV CD LD CA

4. Present a picture of: manga bayabas manga. Ask: Which fruits are the same? Which is different? Do the
Same activities presenting 4 to 5 pictures and asking the same questions.
5. Present a set of words: upo sitaw upo. Ask: which words are the same? Which word is different? Do the
same activities presenting 4 to 5 words and asking the same questions.
Activity 22: Story Time: Stories About Fruits and Vegetables

Suggested Story: Ang Alamat ng Upo (Alvin del Prado)
Objectives:
2. Arrange 3 to 5 pictures in a sequence to complete the story
Procedure:
1. Ask the following questions before reading: a) Nakakita na ba kayo ng upo? b) Ano ang hugis ng upo?
2. Unlock the difficult words first before storytelling:
3. Tell the story to the class with pictures.
4. Questions to ask while reading: a) Anong klaseng bata si Lupo? b) Anu-ano ang mga tanim ni Lupo?
“Ang Alamat ng Upo”
Noong araw ay may isang matangkad na bata na Lupo ang pangalan. Bilugan at mahaba ang kanyang mga binti
at braso. Makinis ang kanyang balat. Maputi rin ang kanyang kutis. Mabait at magalang din si Lupo kaya marami ang
natutuwa sa kanya. Maganda ang kanyang kalooban kung sino ang manghingi ng bunga ng mga tanim niyang prutas at
gulay ay binibigyan niya.
Lumaking mabuting tao si Lupo kaya kahit ng mamatay ang mga magulang , at naulila ay hindi niya naramdaman
ang pag-iisa. Maraming mga kababayan ang tuwina ay dumadalaw at nagdadala ng kanyang mga pangangailangan.
Sinusuklian niya ang mga ito nang pagbibigay ng mga bunga ng mga tanim.
Dinapuan ng mabigat na karamdaman si Lupo. Dahil nag –iisa lang sa kanyang bahay, walang nakaalam na
mayroon siyang sakit. Natagpuan na lang siyang patay ng mga taong nanghihingi ng mga gulay at prutas.
Inilibing siya ng mga kababayan sa loob ng kanyang bakuran. Pagkaraan ng ilang buwan ay nakita ng mga tao ang
isang malagong halaman sa bakuran ni Lupo. Malapad ang mga dahon, gumagapang at may bungang mahahaba
at bilugan tulad ng mga binti ni Lupo. Naalala ng mga tao si Lupo kaya pinangalanan nilang Lupo ang bunga ng PH+ SE CV CD LD CA
halaman. Nang maglaon ay tinawag na itong upo.
5. Questions after reading: a) Ano ang naktia ng mga tao sa bakuran ni Lupo? b) Ilarawan ang nakitang
halaman.
6. Give the children the pictures of the story. Let them arrange the pictures in sequence.
Activity 23: Sing and Dance: The Farmer in the Dell

Objectives:
1. Express ideas and feelings through movements in the dance
2. Develop balance body balance and coordination of large muscles in performing dance steps with the
song
Materials: Song: The Farmer in the Dell
Procedure:
1. Read the whole song. Then read by line and let the children repeat after you.
2. Sing the whole song with the children.
3. Tell the children that they are going to act out the song, dancing while singing.
4. Children are asked to stand in a circle facing the center. Tell them to dance while singing the song.
5. One child will stand in the middle and is the “farmer”. Thos around the farmer while singing the song
“Farmer in the Dell” children in the circle to join in the middle.
6. The wife chooses a child, etc. The child chosen to be the “ children, etc. will rejoin the circle) and becomes
the farmer in the next round of the song.
The Farmer in the Dell
The farmer in the dell,

The farmer in the dell
High-ho the derry-o
The farmer in the dell
The farmer taken a wife…

The wife taken a child…
The child taken the nurse…
The nurse taken a dog… PH+ SE CV CD LD CA

The dog taken a cat…
The cat taken a rat…
The rat taken a cheese…

The cheese stands alone
Activity 24: Poster: Foods That Come From the Fishpond

Objectives:
1. Use materials and resources in producing variety of lines, colors, shapes, patterns and textures to
compose images of foods that come from the fishpond
2. Develop eye-hand coordination in coloring, cutting basic lines and shapes using age appropriate
materials
3. Demonstrate concern by helping a peer who has difficulty in doing the task
Materials: Manila paper, bond paper, pencils, colored paper, magazines, crayons, natural materials and
paste/glue
Procedure:
1. Divide the class into 3 groups and tell them to make a poster of foods that come from the fishponds.
Ask the children what foods come from the fishpond.
2. Tell them to compose images of these foods using lines, shapes, cut-outs, or other natural materials.
3. Remind them to help their classmates participate in the activity.
4. Distribute the materials. Then let them form the images and paste these in the manila paper as their poster.
5. Let them present their poster describing the foods coming from the fishpond.
Activity 25: The Friend Fish (Play Dough) Chorale

Objectives:
1. Use malleable materials to model and represent a fish
2. Produce individually and in group sound patterns using spoon/fork, empty cans and sticks
3. Work cooperatively with others
Materials: Play dough to form different kinds of fish, spoons, forks, empty cans, sticks, pin
Procedure:
PH+ SE CV CD LD CA
1. Distribute play dough to the children and each child will mold a fish.
2. Ask each child to introduce his/her friend fish to the class.
3. Tell the children that all the fish will sing together. Their song will be heard through the sounds of the
spoons, forks, empty cans and sticks which are the “natural” musical instruments.
4. Let the children practice playing the “natural” musical instruments with rhythmic pattern and melody.
5. Remind the children that all should participate in the activity.
6. Then let the children pin their friend fish on their shirt/blouse for the presentation of the Friend Fish
Chorale. Then let them play their “natural” instruments.
Activity 26: Fish Puzzle

Objectives:
1. Develop progress in eye-hand coordination in new and challenging task
Materials: Fish parts picture (vertically and diagonally cut)
Procedure:
1. Provide the whole class with the pieces of parts (fish) which children try to put together.
2. Let them repeat the puzzle in pairs.
Activity 27: Sounding Off and Writing Letter Rr

Objectives:
1. Produce or sound off “r”
2. Produce words with “r” sound
5. Practice writing upper and lower case of “Rr”
Materials: r: relo, rimas, Ramon, Rico; lined pieces of paper with letter Rr in dotted lines
Procedure:
1. Present letter “r” and “produce the “r” sound
2. Demonstrate how to produce the sound then let the children follow. PH+ SE CV CD LD CA
3. Let the children give words with initial “r” sound.
4. Then introduce letter “Rr”.
5. Form capital “R” in the air then form” the small “r” in the air. Let the children follow.
6. Give to the children the pieces of paper dotted with “Rr” tracing lines.
8. Tell the children to copy “R” first in one line of the paper.
9. Then let the children copy “r” on the line.

Objectives:
3. Practice writing numeral 8
Procedure:
1. Present numeral 8.
Activity 29: Story Time – Stories About Fish

Objectives:
2. Express story in mind through various medium
Material: Suggested Story: Si Talia, Ang Bibong Tilapia (Ailen Flores)
Procedure:
1. Ask the following questions before reading: a) Nakakita na ba kayo ng tilapia? b) Saan nakatira ang
tilapia?
2. Unlock the difficult words first before storytelling: PH+ SE CV CD LD CA

3. Tell the story to the class. Questions to ask while reading: a) Anong klaseng tilapia si Talia?
b) Anu-ano ang mga katangian ni Talia?
Si Talia, Ang Bibong Tilapia
Si Talia ay isang bibong tilapia. Mahusay siyang kumanta. Magaling rinsiyang sumayaw.Kilalang kilala siya sa
paaralan. Paborito siya ng mga guro, Siya kasi angisinasali sa mga kontes ng pag-awitt at pagsayaw.Marami
nang naiuwing mga medalya si Talia. Ipinanganak siya ng ama’t ina.“Suwerte kami sa anak,” sabi nila.
Ang mga katangian ni Talia ay kumalat sa ibang komunidad ng mga isda. “Sikat ka na, Talia! At hindi lang
dito, kundi sa iba pang lugar!” Pakiramdam ni Talia ay espesyal siya. “Dapat ay sa mga sikat din ako
makibarkada. Sila ang mga kapantay ko,” Yumabang si Talia. Nilimot niya ang pinangggalingan. “Kilala mo raw
sila?”tanung ni Bangusi. “Hindi, ah!” tanggi niya. Nasaktan ang mga kaibigan niya.
Hanggang isang araw ay naaksidente si Talia. Nabali ang kanyang buntot at kailangang putulin. Simula noon,
hindi na siya sinamahan ng mga sikat na isda. Ang mga bumisita lamang sa kaniya ay ang mga dati niyang
kaibigan. “Salamat sa inyo at hindi ninyo ako iniwan, mga tunay kayong kaibigan,” sabi ni Talia.
4. Questions after reading: a) Bakit paborito ng kanyang mga guro si Talia? b) Bakit maswerte ang magulang
ni Talia? c) Sinu-sino ang mga dating kaibigan ni Talia? d) Anong ginawa ni Talia noong sikat na siya?
e) Anong nangyari kay Talia noong naaksidente siya? f) Paano napag-isipan ni Talia na ibalik ang dating
ugali nya?
5. Ask the children to express the story through drawing of pictures/painting/collage.
6. Give them specific time to complete the task.
7. Let them present their work.
Activity 30: Sing and Dance: Leap Frog

Objectives:
1. Practice new and challenging large muscle physical activity by leaping in forward motion
2. Develop impulse control with body and actions by controlling without harming oneself or others
PH+ - Physical Health, Well-Being & Motor Development; SE- Social-Emotional Development; CV- Character & Values Development
Material: Suggested song: Leap Frog PH+ SE CV CD LD CA

Procedure:
1. Have children form a line.
2. Remind them that they have to move simultaneously with the others on their spaces to make them safe
and not also hurt others.
3. Let them crouch on the ground like a frog (knees bent and hands on the ground between and little in front
of his feet) while singing.
4. The child in the song should be the last child in row.
5. When the child hears his name, he holds out the shoulders of the child in front of him and leaps. When he
reaches the front of the line, the game begins again.
Leap Frog
(Tune of “London Bridge”)
We are hopping, hopping frogs

Hopping frogs, hopping frogs
We are hopping, hopping frogs
Here hops __________. (name of child)
Activity 31: Water Play

Objectives:
1. Develop progress in fine motor skills and eye-hand coordination
2. Demonstrate concept of number quantity by counting 1 to 15
3. Demonstrate concept of addition using objects
Materials: water, big basin, plastic fishes
Procedure:
1. Set- up the water play.
2. Encourage the children to catch fish. Assign colors of the fish that the children are supposed to catch.
3. After the game, ask each child to count how many fish he/she has caught.
4. Let two children put together their fish and count how many in all.
5. Let three children put together their fish and count how many in all.
6. Do the same activities until all children could experience putting together their fish.
Activity 32: Story Time – Stories About the Market PH+ SE CV CD LD CA

Objectives:
2. Predict how a story will end
Materials: Suggested Story: Ang Karanasan ni Tinio
Procedure:
1. Ask the following questions before reading: a) Nakapunta na ba kayo sa palengke? b) Sino ang
kasama ninyong nagpunta sa palengke?
2. Unlock the difficult words first before storytelling.
Karanasan ni Tino
(walang gamit na larawan)
May sakit si Nanay Tilde. Hindi niya kaya ang mamalengke. “Tino, tayo na sa palengke,” ang sabi ni Tatay. “Naku,
ngayon lang ako makakapunta sa palengke!” tuwang sabi ni TIno.
Sa palengke, itinuro ni Tatay Tirso ang mga isdang iba-iba ang kulay. “Bangus ito. Tulingan naman ito.”
Bumili sila ng isang kilong isda. Nagpunta naman sila sa gulayan. “Mang Tirso, bili na kayo ng gulay.
Sariwang-sariwa po ang mga ang sabi ng tinda. “Bigyan mo kami ng talbos ng sili at talbos ng kamote.”
Dala ang kanilang mga pinamili, masayang-masaya si Tino pag-uwi nila sa bahay.
4. Questions after reading: a) Saan sa palengke nagpunta sina Tino at Tatay Tirso? b) Anu-ano ang
mga
binili nila? c) Anu-ano ang mga nakita ni Tino sa palengke? d) Bakit masaya si Tino?
5. Ask: Ano kaya ang mangyayari pagdating ni Tino at tatay niya sa bahay?
Activity 33: Fish Ball Relay

Objectives:
1. Develop balance and coordination of large muscles in throwing and catching a fish ball
2. Demonstrate independence in starting a game
3. Follow strictly game rules and agreements
Materials: Two balls with a fish pasted on each ball PH+ SE CV CD LD CA

Procedure:
1. Divide the children into two teams.
2. Then discuss how the team should be played:
- Every team has one fish ball.
- Ask each member of the team to line up in a starting line towards a finishing line.
3. The first member of the team throws the fish ball to the second member who should catch the ball.
Then the second member will now throw the ball to the third member. This will continue until the last
member of the team could catch the ball and run to the finishing line.
4. The team who could finish first wins.
- Remind the team to follow the rules of the game.
- Let the teams start the game on their own.
Activity 34: Sing and Dance In the Fishpond

Objectives:
1. Respond to rhythm, melody, dynamics, tone and form of music through creative movements and drama
2. Develop body balance and coordination of large muscles in jumping and turning
Materials: Costume of mermaid for girls and swimming attire for boys; CD, musical recorder
Procedure:
1. Have the children form a circle. Let them practice the movements of the fish when swimming, jumping
and turning.
2. Play the music then let the children respond to the music with the movements that they have practiced.
Weeks 6 and 7 Sub-Theme: We Take Care Of Our Surroundings
Activity 1: Doctor Doctor, I am Sick

Objectives:
1. Express freely and with confidence one’s thoughts and feeling
2. Describe personal experiences
Material: Picture of a doctor PH+ SE CV CD LD CA

Procedure:
1. Ask the children to describe what being “sick” means.
2. Ask: How do you feel when you are sick? Where do you go when you are sick?
3. Discuss the person who treats your sickness.
4. Show the picture of the doctor.
5. Let children share their experiences of being treated by a doctor.
Activity 2: Head Reflector Art

Objectives:
1. Demonstrate progress in fine motor skills and eye-hand coordination
2. Express what one sees, feels and thinks through a creative artwork
Materials: Strips of paper, tape, tag board, tin foil, scissors, glue
Procedure:
1. Have the children cut out two strips of paper that when connected will fit around their head.
2. Connect the strips with glue or tape, (staples will catch the child's hair).
3. Supply each child with a circle shaped piece of tag board and a piece of tin foil.
4. Have the child wrap the tin foil around the tag board.
5. Staple the tag board to the headband.
6. Let each child think of a “Doctor’s Name” to put on their head piece.
7. After making the headband, sing the song altogether.
The Doctor In The Clinic (Sung to tune of: "Farmer in the Dell")
The doctor in the clinic.

Hi-ho the derry-o,
The doctor takes a nurse...

The nurse takes a patient...
The patient gets help...
The patient gets better...
Activity 3: Listen to Your Heartbeat PH+ SE CV CD LD CA

Objectives:
1. Express thoughts and feelings through a tool (stethoscope)
2. Express empathy, care and concern by saying encouraging words yourself too much”
Material: A toy “stethoscope” (made by the parents)

Procedure:
1. Allow some children to play as the doctor or nurse. The other children are the patients.
2. The child-doctor listens to the heartbeat of the patient.
3. Let the child-doctor say “Take your rest now”, “Don’t tire yourself too”.
4. Let the patient answer “Thank you, doctor”, Doctor says, “You’re welcome, child”.
Activity 4: Doctor: “Let’s Examine Your Body Parts”

Objectives:
2. Describe each part
Materials: Picture of the body showing its parts; word cards: ulo, mata, ilong, paa, kamay, daliri, tuhod, liig,
etc.
Procedure:
1. Discuss to the class that when you see a doctor, he is going to examine the parts of the body.
2. Present the picture of the body. Then show the word cards of the labels of the body parts.
3. Read the printed labels of the parts of the body. Then ask the children to match the pictures with the
word labels.
4. Let the children locate the different body parts in his own body. Example: Where’s your ____? (eye)
5. Let the children describe each body part.
Activity 5: Sounding Off and Writing Letters Pp and Dd

Objectives:
1. Produce or sound off “p” and “d”
2. Produce words with “p” and “d” sounds

5. Practice writing upper and lower case letters of “Pp” and “Dd”
Materials: p: pasyente, paa, papa, papel, puti, pula; d: doctor, daliri, damit, dahon, dala; lined pieces of paper
with letters “Pp” and in “Dd” dotted lines
Procedure:
1. Recall the words “pasyente” and “panda” and ask children their initial letter.
2. Present letter “p” and produce its sound then let the children follow.
3. Let the children give words with “p” as initial sound.
4. Do the same with the sound “d”.
5. Then introduce “Pp” letter.
6. Form capital “P” in the air then form small letter “p” in the air. Let the children follow.
7. Give to the children the pieces of “Pp”of in dotted paper.
9. Tell the children to copy “P” first in one line of the paper.
10. Then let the children copy “p” in another line.
11. Do the same with letter “Dd”.

Objectives:
Procedure:
1. Ask: How many parts does the body have? Let’s only count up
5. Remind the children to sit up properly when writing.
6. Tell the children to connect the lines. PH+ SE CV CD LD CA

7. Tell the children to copy the numeral in one line of the paper.
Activity 7: Story Through a Finger play: Miss Polly’s Dolly
Objectives:
3. Express ideas and feelings of the story through creative movements
Material: Story Through a Finger play: Miss Polly’s Dolly
Procedure:
1. Ask the question before listening: a) How many do you think will get sick?
2. Tell the story to the class through finger play. Question while listening: a) What do you think happens to
Dolly?
Miss Polly’s Dolly
Miss Polly had a dolly that was sick, sick, sick.
(cradle arms and look sad)
She called for the doctor to come quick, quick, quick.
(clap hands 3x)
The doctor came with his coat and his hat.
(point to your shirt and head)
And rapped on the door with a rap, rap, rap.
(pretend to knock 3x)
He looked at the dolly and he shook his head. (shake head)
And he said, “Miss Polly put her straight to bed.”
(shake finger)
Then, he wrote on a paper for some pills, pills, pills.
(hold left hand out flat, pretend to write with right hand)
I’ll be back in the morning with my bill, bill
(hold left hand out flat, wave it up and down as if waiting to be handed cash)
3. Questions after listening: a) Who had a Dolly? b) What happened to Dolly? c) Who has called to come
quick? d) What did the doctor do to Dolly?
4. Ask children to recall parts of the story through the finger play.
Activity 8: Picture Graph: How Often Does Your Family Go to the Health Center? PH+ SE CV CD LD CA
Objective:
1. Express creatively thoughts and feelings about personal experiences through a pictograph
2. Develop progress in eye-hand coordination
Materials: Manila paper, scratch paper, scissors, glue, coloring materials
Procedure:
1. Pre-activity: (as homework) – children will ask their parents how often they go to the health center for a
check-up (ex. monthly, yearly, when needed etc.). Pre-cut doctor-shaped pieces of paper (roughly 1.4
bond paper size), one for each child in the class.
2. Explain to the children that they are going to make a pictograph of how often their families go to the health
center. Write the categories on the bottom-most part of the paper.
3. Each child will refer back to his assignment and take one doctor-shaped paper and write name on it (ex.
Cruz Family). They will also color/add designs to their doctor.
4. Each child will then glue his doctor on top of the right category. Pieces will be added in an upward fashion
so the class can see which category has the most number of members. Note to the teacher: make sure
the paper is long enough to accommodate the category with the most number of members. Make a quick
tally of all the assignments before introducing the activity so you can estimate how big/long the manila
paper ought to be.
Activity 9: We Have a Visitor: Doctor or Nurse

Objectives:
1. Demonstrate how to seek help or support of a doctor
2. Express feelings and thoughts politely and courteously about a request
Materials: Real person: doctor/nurse; polite expressions written on a card: Good morning/afternoon. Can you
help us? Please examine my body. Thank you.
Procedure:
1. Invite the doctor for the health examination of the children.
2. Before the doctor/nurse comes, teach the children to say the polite expressions.
3. When the doctor/nurse comes, let the children say the polite expressions.
4. After the physical examination of the children, ask the doctor/nurse to present a short description of
their work and explain how children can keep their body healthy.
Activity 10: Dramatic Play: Doctor/Nurse Play Center PH+ SE CV CD LD CA

Objectives:
2. Demonstrate care by helping a peer who is ashamed to do the task
3. Identify own emotions and express pride in accomplishments
Materials: Uniform of a doctor/nurse; baby scale, stethoscope, tape measure, adhesive bandages, tongue
depressors, cotton swabs, cotton balls, and strips of gauze bandages, note pads, pencils
Procedure:
1. Provide the uniform and things needed by the doctors and nurses.
2. Let the children take turns being the doctor or nurse and doing such things as listening to heartbeats,
“writing” prescriptions, and weighing, measuring, bandaging
3. Let the children use the polite expressions they learned in the previous activity.
4. Take pictures during the activity.
5. After the activity, ask: What do you feel when you were the doctor, nurse patient? Are you happy of what
You have done?
Activity 11: Doctor Says: Exercise!

Objectives:
1. Practice new and challenging large muscle physical activity like jumping in backward motion from 1 to six
times
2. Develop balance and coordination of large muscles in throwing and catching a ball and throwing a ball
hitting a target
3. Demonstrate respect by following game rules and agreements and not bullying or playing bad jokes
Materials: Balls, large pail; exercises: jumping backward 6 times, throwing and catching a ball, throwing balls
inside the pail
Procedure:
1. Give three exercise movements to the whole class using the prompt: “Doctor says”.
2. Discuss the three exercises that each child will participate. Then divide the class into three groups.
3. Model the exercise for each group and set the rules or agreements: a) Wait for one’s turn. b)Follow the
directions. c) Help each other.
4. The activities start when the teacher says: Doctor says: start the game.
5. Rotate the assignment of the group making sure each group has experienced the three exercises. PH+ SE CV CD LD CA
6. After the game, ask the children what they did during the game.
Activity 12: I Arrange Puzzles

Objectives:
1. Practice habitually the use of fine motor skills and eye-hand coordination in recalling images one has
experienced
2. Develop flexibility, inventiveness and interest in solving puzzles
3. Demonstrate respect by following game rules and agreements and not bullying or playing bad jokes
Materials: 3 to 5 puzzles of exercises/games/people
Procedure:
1. Divide the class into 3 groups. Give each group a puzzle to work on.
2. Then let the group exchange their puzzles.
3. After the three groups have worked on the puzzles, let every child do the puzzle independently.
4. After the game, ask the children if they followed the game rules.
Activity 13: Reciting Rhymes

Objective:
1. Recognize sounds by reciting rhymes from memory
2. Demonstrate joy in reciting rhymes
Materials: Rhymes about doctors and making oneself healthy; Mother, mother, I am sick
Procedure:
1. Present the rhyme.
Mother, mother, I am sick
Call the doctor very quick
Doctor, doctor will I die?
No, my darling do not cry!
2. Let the children recite the rhyme with you.
3. Then let them memorize the rhyme.
4. Call each child to recite the rhyme.
Activity 14: Hospital Stairs PH+ SE CV CD LD CA

Objectives:
1. Develop body coordination and practice safety rules in going up and down the stairs with railing
independently
2. Demonstrate care by helping a peer who has difficulty doing or completing the task
3. Identify own emotions and express pride in accomplishments
Materials: Picture of a hospital with stairs that have railing
Procedure:
1. Survey a place where there are stairs with railing and bring the children there making believe that you
are going to a hospital.
2. Show the picture of the hospital.
3. Recall the rules in going to a place. Then discuss the rules in going up and down the stairs: a) Hold on to
the railing. b) Take one step at a time in going up and down the stairs. c) Keep your attention on the
steps. d) If someone has difficulty going up and down the stairs, help him/her.
4. Bring the children to the place and let them go up and down the stairs.
5. After the activity, ask: Who completed the task? What do you feel? Are you happy? Was there
someone you have helped? How did you help him/her?
Activity 15: Guess Me?:Community Helpers

Objective:
2. Name and sound off letters of the labels
Materials: Action song: This is the way ; pictures and corresponding word cards of a farmer (magsasaka), a
carpenter (karpentero), a fisherman (mangingisda), a shoemaker (magsasapatos), a sewer
(mananahi)
Procedure:
1. Present a song with the actions.
This is the way
This is the way (I work in the farm) (3x)
So early in the morning.
(I build a house) (3x)
(I catch the fish) (3x)

PH+ SE CV CD LD CA
(I make the shoes) (3x)
(I sew the clothes) (3x)
2. Have the children guess the community helpers by the actions in the song.
3. When they have named the community helpers, show the pictures and the labels in the word cards.
4. Then let the children match the pictures with the corresponding labels in the word cards.
5. Show each word and let the children sound off each letter of the word. (Example: magsasaka)
Activity 16: Sounding Off and Writing Letter Nn

Objectives:
1. Produce or sound off “n”
2. Produce words with “n” sound
5. Practice writing upper and lower case letter of “Nn”
Materials: n: noo, niyog, natin, nais, naligo; lined pieces of paper with letter “Nn” in dotted lines
Procedure:
1. Present letter “n”.
2. Demonstrate how ton ”produce the “n”. Let the children follow.
3. Let the children give words with the “n” as initial sound.
4. Then introduce the “Nn”.
5. Form capital “N” in the air then form “n” in the air. Let the children imitate you.
6. Give to the children the paper with dotted “Nn” pattern.
7. Tell the children to connect the dots.
8. Tell the children to first copy “N” in one“ line of the paper.
9. Then let the children copy “n” in another line.
Activity 16: Sounding Off and Writing Letter Ll PH+ SE CV CD LD CA

Objectives:
1. Produce or sound off “l”
2. Produce words with “l” sound
5. Practice writing upper and lower case “Ll”
Materials: n: lolo, lima, lapis, ligo, lobo; lined pieces of paper with letter “Ll” in dotted lines
Procedure:
1. Present letter “l”.
2. Demonstrate how to produce the “l” sound. Let the children follow.
3. Let the children give words with “l” initial sound.
4. Then introduce letter “Ll”.
5. Form capital “L” in the air then form small “l” in the air. Let the children imitate.
6. Give to the children the pieces of paper with letter “Ll” “in dotted lines.
8. Tell the children to first copy the “L” to in one line of the paper.
9. Then let the children copy “l” in another line.

Objectives:
1. Develop greater interest in using paper and a writing tool.
2. Exhibit skill on tracing.
Procedure:
1. Present numeral 10.
PH+ SE CV CD LD CA
4. Remind them to sit properly when writing.
Activity 18: Role Playing of the Community Helpers

Objectives:
1. Express one’s ideas and feelings though creative movements.
2. Tell information about the community helpers
3. Demonstrate enjoyment in doing the performance
Materials: Pictures of community helpers in activity 12; pictures of their products: palay, isda, bahay, sapatos,
damit; pin, CD, music
Procedure:
1. Show pictures of the community helpers. Say: Community helpers are important. Find out what they give
us.
2. Ask: What do farmers produce? (palay) Ask similar questions for the other community helpers.
3. Let the children say the following statements:
Ako ay magsasaka. Ang produkto ko ay bigas.
Ako ay mangingisda. Ang produkto ko ay isda.
Ako ay karpintero. Ang produkto ko ay bahay.
Ako ay magsasapatos. Ang produkto ko ay sapatos.
Ako ay mananahi. Ang produkto ko ay damit.
4. Tell the children that they are going to role paly what the community helpers do.
5. Ask each child to get a picture of the community helper he/she wants to role play.
6. Give the children time to practice the actions and say the statements they had studied.
7. Let the children pin the name of the community helper on their shirt/blouse. Then let them bring the
product, say the statements in their role playing.
8. Let them dance and parade around the room after their role playing.
9. After the activity, ask them how they feel.
Activity 19: Finding Syllables in Words PH+ SE CV CD LD CA

Objectives:
2. Distinguish 2-, 3, 4 and 5-syllable words
3. Produce or sound off each syllable in a word
Materials: Pictures of community helpers pictures and corresponding word cards: magsasaka, karpentero,
mangingisda, magsasapatos, mananahi, palay, isda, bahay, sapatos, damit;
Procedure:
1. Show the pictures of the community workers and their corresponding labels including the labels for their
products.
2. Say: Look at the words. These words have 2, 3, 4 and 5 syllables.
3. Ask: What are the words with 2 syllables? 3 syllables? 4 syllables? 5 syllables?
4. Arrange the words by syllables based on the children’s responses.
5. Let the children read the words with 2/3/4/5 syllables.
6. Let the children produce rhythmic patterns through clapping/tapping based on the number of syllables.
Activity 20: Mural: Tools of Community Helpers

Objective:
1. Develop progress in eye-hand coordination in a challenging activity
2. Use material and resources to explore and freely express oneself
Materials: Manila paper, water based paint, painting tools, apron or oversized shirt, newspaper; magazines
where there are pictures of tools of the community helpers
Procedure:
1. Let the children look at the tools of the community workers. Let them describe each.
2. Tell them that they are going to make a mural showing these tools and they should help each other in
doing the task.
3. Tape the sheets of manila paper on a wall so that they form just one big piece.
4. Apply paint to the manila paper using a paintbrush or sponge brush.
5. Let the children draw the tools that the community helpers use in their work.
6. Appreciate the work of the children.
Activity 21: Story time: Ang Mahiwagang Tsinelas

PH+ SE CV CD LD CA
Objective:
Material: A story: Ang Mahiwagang Tsinelas
Procedure:
1. Present the title of the story.
2. Encourage the children to ask questions related to the story. Write the questions down. Example: Do you
know what slippers are?
3. Unlock difficult words.
Ang Mahiwagang Tsinelas
Isang araw nakakita ako ng tsinelas at ubod ito ng ganda... gusting-gusto ko ito bilhin kaya lang. ang MAHAL!
Dahil sa kagustuhan ko itong bilhin ay nag-ipon ako ng pera mabili lang ang napakaganda at mamahaling tsinelas na
yun. Halos maglakad lang ako sa school at bihirang kumain. Tuwing sa pagtulog ko ay napapanaginipan ito na tila
bagaý aking suot.
Habang suot suot ko na ito sa aking panaginip ay nakakita ako ng isang batang naka-paa at sugat sugat. Dahil sa
sobrang gusto ko talaga ang tsinelas.. ay gusto ko rin naman ibigay ito sa batang walang tsinelas at ang kanyang paa
ay kinakalyo na at may sugat pa. Kaya nagdalawang-isip ako kung ibibigay ko ba ang tsinelas sa bata o gagamitin ko
ito at ipapakita sa aking mga kaibigan?
Tila may bumulong sa akin na ibigay ko ang tsinelas sa isang bata dahil alam ko na mas kailangan niya ito.
Malaki man ang aking panghihinayang ay sulit naman ito. Lalo na nang nakita ko ang bata na tuwang tuwa sa binigay
kong tsinelas sa kanya at halos maluha ako nang niyakap niya ako ng mahigpit.
Ngunit sa gitna ng aking panaginip ay bigla akong ginising sa klase!” Agad akong bumangon at nagulat
sa aking nakita...sa mga paa ko nakasuot ang napanaginipan kong pares. Laking pasasalamat ko dahil sa mahiwaga
kong tsinelas. At sa tuwing isinusuot ko ito ay piling ko ay lagi akong masagana at masaya.
5. Recall the questions that the children asked. Let them answer the questions.
6. Ask: What is the moral lesson of the story?
Activity 22: How Do We Take Care of Shoes? PH+ SE CV CD LD CA

Objectives:
1. Retell experiences of others
2. Enjoy sharing experiences to the group
Materials: Drawing materials
Procedure:
1. Group the children into 3. Then let each group talk about how their family members take care of their
shoes. Then let them draw these (shoe shinning, wiping the shoes, washing the rubber shoes returning to
box).
2. Then ask group to retell the experiences in taking care of the shoes with the pictures.
Activity 23: Footprints

Objectives:
1. Use materials and resources to produce footprints of different sizes
2. Write numerals 1 to 10
3. Count the number of footprints produced
4. Relate the number with the corresponding label
Materials: Magazines, natural materials, cut-out footprints
Procedure:
1. Let the children trace adult’s and children’s foot on magazines and cut these.
2. Let them cut out small circles and paste these on each footprint.
3. Then ask them to write the numerals 1 to 10 corresponding to the order of footprints.
4. Let them lay the footprints on the floor with the pasted circles facing up and count them.
5. When the teacher says “5”, a child will step on the footstep numbers.
Activity 24: Story time: Stories about the Environment

Objectives:
1. Demonstrate a developing understanding of the story read
Material: Suggested Story: Si Emang Engkantada at ang Tatlong Haragan by Adarna
2. Read the story to the class.
3. Questions after reading: Who are the characters of the story? How will you describe them? What did you
like about the story? What is “haragan”? What bad things did they do? If you were the children, would you
do the same things? Why/why not?

Objectives:
Material: Suggested Story: Ang Hulling Puno (Lempira)
Procedure:
2. Let the children ask questions about the story.
4. Let the children recall the questions they ask. Let them answer the questions. Other questions to be
answered: What did you like about the story? What happened to the town in the story? Why does it have
no trees? What do people want to do with the tree? Is it a good thing? What good memories do the
children recall about the tree? What did they do to save the last tree? If you were the children, what will
you do? Why are trees important?

Objectives:
Material: Suggested Story: Ang Hulling Puno (Lempira)
Procedure:
2. Let the children ask questions about the story.
3. Tell the story to the class. PH+ SE CV CD LD CA

4. Let the children recall the questions they ask. Let them answer the questions. Other questions to be
answered: What did you like about the story? What happened to the town in the story? Why does it have
no trees? What do people want to do with the tree? Is it a good thing? What good memories do the
children recall about the tree? What did they do to save the last tree? If you were the children, what will
you do? Why are trees important?
Activity 26: Action Song: The Bus Song

Objectives:
2. Develop body balance and coordination of large muscles in performing movement patterns
Material: Suggested song: The Bus Song
The people in the bus go up and down, up and down, up and down (2x)
All around the town.
The wiper on the bus goes swish, swish, swish, swish, swish, swish (2x)
The wheels of the bus go round and round, round and round, round and round.
The money on the bus goes clink, clink, clink, clink, clink, clink, clink, clink, clink
All around the town
The baby on the bus goes way, way, way, way, way, way, way, way way (2x)
Procedure:
1. Present the action song.
2. Read each line then let the children repeat after you.
3. Sing with action the first line, then ask the children to follow.
4. Do the same with the second, third, fourth and fifth lines.
5. Then let the children sing the whole song with actions.
6. Ask them how they feel when they were doing the action song.
Activity 27: Story time: Ang Barumbadong Bus PH+ SE CV CD LD CA

Objectives:
2. Recall important details in the events of the story
Material: Suggested story: Ang Barumbadong Bus
Procedure:
3. The children are asked to answer the following questions after listening to the story: Why is the story
entitled “Ang Barumbadong Bus”? How will you describe the bus driver? Who gave advice to the bus
driver? Did the bus driver listen? What happened to the bus?
Ang Barumbadong Bus
“Ako ang hari ng kalsada,” yan ang laging sinasabi niya. Takot ang lahat ng kotse at jeep sa kaniya.”Ako ang tunay na
bida!” Walang kinatatakutan itong si Kas. Hindi siya takot sa kotse, at sa taksi. Hindi rin siya takot sa jeep. Sa pulis, at
maging sa pasahero ay hindi siya natatakot. Ang bilis-bilis ng takbo nitong si Kas, kaya takot na takot ang kaniyang mga
pasahero. Paraaaa! Paraaaa! Paraaa! Ang sabi nila. Pero, humihinto lamang itong si Kas kung saan at kalian niya
gusto. Kaya pagbaba ng kaniyang mga sakay ay ninenerbyos ang mga ito. Maging ang pulis ay walang magawa sa
kaniya. “Ayan na! Ayan na! Ayan na ang kaskasero!” Unahan sila sa pagtakbo upang iwasan ang bus na barumbado.
Talagang walang magawa ang lahat kay Kas dahil sa sobrang tigas ng ulo niya. “Dahan-dahan lang po, kaskasero,” sabi
ng mga halaman sa daan. Binugahan lamang ito ng usok ni at saka nagtatawang humarurot ng husto, “BEEEP BEEEP
BEEP!” Inubo nang inubo ang mga halaman. Pero hindi man lang sila nilingon ni Kas. Sa loob-loob niya, “Yan ang
mabuti sa pakialamero.” “Ako ang hari ng kalsada, gagawin ko ang nais ko!”, yan ang laging sinasabi ni Kas.
Minsan, kinausap siya ni ulap. “Dahan-dahan naman sa pagbuga ng usok!” Umitim ang ilong ni ulap. Dahil sa itim ng
binubugang usok ay muntik na siyang mapaiyak.”Salbahe talaga ang kaskasera na iyan!”
Minsan, naglasing itong si Kas. “Glug-glug-glug-glug.” Inom ng inom itong si Kas. “Glug-glug-glug-glug.” Inawat siya ni
araw at ni ulan. Subalit, hindi siya nakinig. Mabilis na mabilis ang kaniyang takbo. Mas mabilis pa sa taksi. Mas mabilis
pa sa jeep. Dahil sa kalasingan ni Kas, nagpa ekis-ekis ang takbo niya.
Pero hindi pa rin siya nasiyahan. Binilisan pa rin niya ang kaniyang takbo. Nabangga si Kas! Bali-bali ang kaniyang
PH+ SE CV CD LD CA
bakal at ang tubo. Wasak ang makina at baluktot ang tambutso. Parang napisang lata si Kaskasero. Mula noon,
hindi na ulit nakalabas ng daan si Kaskasero. Siya ay itinapon sa tambakan ng mga lumang sasakyan. Doon sa libingan
ng mga walang modo, hindi na makapagyabang si Kaskasero.
Activity 28: Story time: Si Makisig

Objectives:
2. Recall important details in the events of the story
Material: Suggested Story: Si Makisig
Procedure:
4. After listening to the story the following questions will be answered: Who is Makisig? What are the things
that Makisig did? What happened to him? Do you like the story? Why or Why not?
Si Makisig
Si Makisig ay nakatira sa pulo ng Mactan kasama ang kaniyang mga magulang. Kabilang sila sa barangay na
pinamumunuan ni Lapu-Lapu, isang butihin at matapang na datu. Isang araw habang tulog pa ang ama’t ina
maagang gumising si Makisig. Manghuhuli siya ng isda. Sasakay siya sa birey, ang matulin nilang Bangka. Sakay ng
birey sabik niyang inihagis ang lambat habang naghihintay ng mahuhuling isda. Minasdan niya ang araw na
nagliliwanag “May iba pa kayang bayan sa kabila ng aming Mactan?” Madalas niya itong itanong lalo’t nakakakita
siya ng mga bagay na maputi sa malayong-malayo na kabihasnan. Ngayon nga ay may mga bagay na naman
siyang nakikita sa malayo, ngunit hindi niya malaman kung ano ang mga iyon. Maputi na mahaba at marami ang
mga bagay na nasa malayo. Nang lumapit nang lumapit ang bagay na iyon, natakot si Makisig. Pagkakalaki ng mga
bangka na mabilis na lumalapit sa pampang. “Mga Bangka! Mga bangkang susugod sa Mactan!” Sakay niyon ang
mga puting dayuhan at itinuturo ang bayan ng Mactan.
Buong bilis na sumagwan pabalik si Makisig upang ibalita niya sa Datu ang nakita. Pagdating sa dalampasigan
tumatakbong nagsisigaw si Makisig hanggang sa tapat ng kanilang bahay. “Dumarating ang mga puting dayuhan sa
ating lupain!” Tumakbo rin siya papunta sa palasyo ni Lapu-Lapu. “Bawal pumasok ang sinumang tao dito!” sabi ng
mga kawal. Pero pumuslit si Makisig at nakita niya si Lapu-Lapu. Saka niya ibinalita ang nakita. Tinipon ni Lapu-Lapu
ang kanyang mga tauhan at ang kanilang mga sandata at pananggalang. Agad silang nagpunta sa dalampasigan. PH+ SE CV CD LD CA
Umakyat si Makisig sa punong niyog ang mga dayuhan at sumigaw, “Bayan naming ang Mactan!” Pagkasambit niya
nito, nagsimula na ang labanan. Sa dami ng namatay pumula ang tubig dagat. Nang pabagsakin ni Lapu-Lapu si
Magellan biglang nagsiurong ang mga dayuhan. Dali-daling bumaba sa punong niyog si Makisig habang nagdiriwang
ang kaniyang mga kababayan. “Ikaw ang pinakamatapang na kawal sa buong baranggay”, sabi ni Lapu-Lapu. “Dahil
nailigtas mo ang ating bayan ay bibigyan kita ng gantimpala.” Nakadama ng malaking kasiyahan si Makisig hindi dahil sa
gantimpalang ibinigay sa kaniya. Sapat na ang papuri ng datu ng Mactan.
Activity 29: Solution Signboards

Objectives:
1. Express creatively thoughts and feelings about personal experiences related to saving the environment
2. Demonstrate how to seek help or support of an adult
3. Demonstrate eye-hand coordination in new and challenging task
Materials: Pre-cut cardboards from recycled boxes
with Holes on top portion, coloring materials
(crayons, craypas, paint), markers
Procedure:
1. Interview adults on the helpful ways to take care of the
community and discuss this in class.
2. Form groups of 3-4 children for this activity.
3. Ask the group to think of ways to take care of the community that they can do and would like to remind
other people as well. Let them state it in positive way.) (e.g. “Keep the streets clean.”)
4. Provide the children with materials that they can use for making the posters. Encourage them to write the
letters big enough for other people to see and to be creative by decorating their signboards.
5. Remind the children that they can seek help from adults.
6. Children present the completed task.
Activity 30: Promise Wall/Mural: - We Will Take Care of the Community

Objectives:
1. Identify emotional cues from adults and respond in positive manner
2. Express ideas and feelings in a creative way
Materials: Big manila paper labelled with PH+ SE CV CD LD CA

“Promise Wall: We will take care of
the Promise Wall
We can take care of the community.
community” securely posted on
Art Area wall, markers, crayons/craypas,
pencils
Procedure:
1. Invite two parents to talk about the problems Of
the
environment and how children could. Help.
2. Teacher will discuss the “Promise Wall” where children could w environment.
3. Tell the children that each one of them is to write his/her “promise wall”. The teachers can assist them in
spelling the word and also write their names beside their promise. Ask them to share the space with their
other classmates and to wait for their turn to write.
4. Once the promise wall has been filled up, the ideas can be shared with the whole class.
Activity 31: Addition Story

Objectives:
1. Count ways in taking care of the environment as posted in the “Promise Wall”
2. Demonstrate the concepts of addition using the statements in the promise wall
Material: Promise Wall
Procedure:
1. Show the children the “Promise Wall” and let them count the “promise” statements.
2. Let them put together the statements. Ask: How may promises are there in all?
Activity 32: Reuse, Reduce, Recycle

Objectives:
1. Use materials and resources to explore freely and creatively
2. Demonstrate the ability to use eye-hand coordination in reusing, reducing and recycling waste materials
3. Develop self-confidence by joining discussions
Materials: Junk items (ex. cans, bottles, paper, etc.), art materials like scissors, tape, glue
1. Show several materials and discuss what can be done with the junk items.
2. Let the children know that they can seek help/support of an adult in gathering the junk items.
3. Discuss through the help of the adult the ways of reusing, reducing and recycling waste items.
4. Then let the children decide on what items they can reuse, reduce and recycle.
Weeks 8 to10 Sub-Theme: Happy Days in my Community
Activity 1: Self-Made Story with Pictures: Fiesta Celebration

Objectives:
1. Describe/share personal experiences or known information
2. Develop own story from a series of 3 to 5 pictures
3. Develop self-confidence by joining group activity
Materials: Fiesta celebration pictures, drawing and coloring materials
Procedure:
1. Show pictures about fiesta celebration and let children describe the pictures.
2. Ask children to recall the fiesta celebration of their community.
3. Ask: When is the fiesta celebration of your community? What were the activities done in the last fiesta
celebration? How did your family celebrate the fiesta?
4. List down the activities mentioned by the children.
5. Group the children into 3 groups.
6. Let each group draw 3 to 5 pictures of the things their families did during the last fiesta.
7. Then let the children develop their own story using the pictures.
8. Ask each group to tell their own story using the pictures.
Activity 2: Bayanihan
Objectives:
1. Identify 1 to 3 or more syllables words that are heard
2. Name or sound off each and every syllable from the words heard
Materials: Pictures of people working in the community; word cards: nagpuputol ng mga kahoy, naglilinis sa PH+ SE CV CD LD CA
paligid, nag-aayos sa simbahan, naglalagay ng pabitin sa kalsada
Procedure:
1. Show to the children some pictures of people helping each other in the community before the fiesta.
2. Let them observe the pictures and tell something about these.
3. Show all the word cards and ask children to look at the words.
4. Say: We are going to find out how many syllables are there in these words. When I say one syllable word,
raise one finger, if two, two fingers, if three, three fingers and so on.
5. Say: Tell me how many syllables are there in the word “kahoy” by raising the number of fingers
corresponding to the number of syllables.
Activity 3: Constructing a Building: Children’s Bayanihan

Objectives:
1. Develop fine motor activity for self-expression and social interaction
2. Practice healthy and positive relationship through working cooperatively with others
Materials: Picture, play dough construction materials: wooden craft sticks/popsicle sticks
Procedure:
1. Discuss why people in the community work together or have
“bayanihan”.
2. Then tell the children that they are going to construct a building
for the display of children’s c toys during the fiesta and show
them the picture below.
3. Provide them with the play dough construction materials and
let them work by 3’s.
4. Let the children display their work and ask them to tell how they
did their work.
PH+ SE CV CD LD CA
Activity 4: Come and Eat With Us
Objectives:
1. Develop the ability to make up story of 3 to 5 pictures
2. Develop self-confidence in telling a story
Materials: Magazines with pictures of foods prepared by people, scissors, paste/glue
Procedure:
1. Let the children recall of the different foods they had last fiesta.
2. Let them tell the story of how the foods were prepared and which food do they like best. Ask them who
were their visitors who ate with them.
3. Group the class into 3. Ask each group to prepare 3 to 5 pictures about the foods they had last fiesta.
Then let each child tell a story using the pictures they made.
4. Remind them that they have to work together to complete the task.
Activity 5: Sing and Dance: This is the Way I Get Dressed for the Fiesta
Objectives:
1. Develop body balance and coordination of large muscles in a dance
2. Respond to rhythm and music
Material: Song: This is the Way I Get Dressed for the Fiesta (Tune: This is the Way I Brush
My Teeth)
This is the way I get dressed for the fiesta
Dressed for the fiesta, dressed for the fiesta
This is the way I get dressed for the fiesta
So early in the morning.
This is the way I put on shirt for the fiesta,

Shirt for the fiesta, shirt for the fiesta
This is the way I put on shirt for the fiesta So
early in the morning.
Other actions to be considered:
(This is the way I put on pants for the fiesta)
(This is the way I put on socks for the fiesta)
(This is the way I put on shoes for the fiesta)
1. Let the children recall how they dressed themselves during the fiesta.
2. Introduce a song with the actions that the children will perform.
3. Let the children stand up and form a big circle.
4. Assign different actions for the song when they are wearing a type of clothing.
5. Act out together with the children each movement and continue adding items of clothing.
6. Ask children to think of lines to include in the song ( Example: put “my belt”)
Activity 6: Stories About Fiesta
Objectives:
1. Demonstrate interest in understanding a story listened to
2. Ask and answer specific questions
3. Recall important events
Material: Any story about “Fiesta”; pictures about the story
Procedure:
2. Let the children ask questions about the story. Write down the questions.
4. Recall the questions asked and let the children answer the questions.
5. Let the children recall the important events in the story.
Activity 7: Celebrating the Town/Community Anniversary
Objectives:
1. Describe personal experiences with self-confidence
Materials: Pictures of town/community anniversary activities with printed labels/word cards:
Mayor at kasamang opisyales, parada, pagtatanim ng mga kahoy, palaro, etc.
Procedure:
1. Ask the children when the town/community anniversary was celebrated and who
were the important persons that led the celebration.
2. Let them describe the celebration.
3. Present to them the pictures and the printed labels and let them match the two.
Activity 8: Coat of Arms PH+ SE CV CD LD CA

Objectives:
1. Identify and describe the important symbol of the town/community: the coat of arms
2. Express ideas through a drawing
3. Demonstrate respect by saying courteous expressions
Materials: Coat of Arms, paper, pencil and crayons
Procedure:
1. Arrange with the town/barangay officials about the visit of the children
2. Inform the children that they will visit the town/barangay hall.
3. Remind them of the rules and agreements that they should follow in a field trip and the courteous
expressions that they will say to the mayor/barangay captain, other officials and people they will see
there.
4. Introduce the children to the mayor/barangay captain and the other officials.
5. Present the coat of arms and what it stands for.
Examples:
6. Ask the children to describe the specific objects they see while you explain what these mean/stand for. PH+ SE CV CD LD CA
7. Take a picture of the coat of arms.
8. When the children are back in the classroom, let them draw the coat of arms.
Activity 9: My Town/Community Before and Now

Objectives:
1. Demonstrate understanding of time by knowing the difference of yesterday/past, today and tomorrow
2. Demonstrate new ideas based on existing data
Materials: Collections of pictures of the town/community before and today given by the parents
Procedure:
1. Let the children interview the parents about their town/community, its past (yesterday) and present
(today) and let them bring pictures.
2. Let the children sort the pictures of the town/community taken in the past and at present. Let
them describe how the town/community looked before and how it looks now.
3. Ask: Will your town/community change after 10 years? How do you think will it look like?
4. Divide the class into 3 groups. Let each group draw the town/community in the future.
5. Let each group present their drawing and let them describe this.
6. Ask the children how they did the drawing and how they feel about it.
Activity 10: Clean and Green Campaign

Objectives:
1. Demonstrate creativity in reading by giving own title of the story and theme of the story
2. Express story in mind through various medium
Materials: plants, plastic waste, leaves/leaf, community and school
Procedure:
1. Tell the children that part of the celebration of the town/community anniversary is the clean and green
campaign which is taught by the teachers in school.
2. Show pictures of the community and school which are working on activities like tree planting,
cleaning the surroundings or backyards, and picking plastic waste.
PH+ SE CV CD LD CA
3. Then tell the following short story.
Why Should We Keep Our School Clean?
by Mohammad Saad Kashif, Green Valley Islamic College - Australia
Everybody picks up rubbish!' yelled the teacher on duty. Nobody listened to the teacher but instead
everyone ran away to their classes. The school playground looked as though it was a rubbish dump. It was
smelly and looked dirty. It is crucial that we keep our school clean!
4. Then ask the children: What title could you give to the story? What is the story about?
5. Let them illustrate the “Clean and Green Program” through drawing or painting.
6. Let them show their work and let them tell something about it in front of the class and post it on the
board/activity output area.
Activity 11: Song: Clean and Green

Objectives:
2. Respond to rhythm, melody, tone and form of music through creative movements
Materials: Song: Clean and Green
Clean and Green
By Educational Technologies
Keep the park clean and green (2x)

Keep the park clean and green every day!
Don’t pick the pretty flowers
They’re here for you and me
If you pick the pretty flowers
You’ll scare the honeybee.
Throw the garbage in the bin (3x)
Plastic, paper, can and glass.
(http://www.youtube.com/watch?v=P1CEbz0V3mU)
1. Present the whole song to the children including the action.
2. Ask them about the message of the song.
3. Sing by line with action then let them repeat after you.
4. Let the children sing the whole song with actions together with you.
Activity 12: Tree Planting

Objectives:
1. Demonstrate fine motor activity through tree planting
2. Practice the use of the large muscles and fine motor skills in taking care of the plants
Materials: Plants, shovel
Procedure:
1. Identify the area for tree planting and prepare seedlings of trees and holes for the tree planting with the
help of the parents.
2. Discuss with the class about the importance of trees and the activity on planting a tree.
3. Bring the children to the area where the tree planting will be done and demonstrate how to plant a tree.
Then let the children plant the seedlings.
4. Discuss to them on how to take care of their newly planted trees.
Activity 13: Song: Tree Song

Objectives:
1. Demonstrate appreciation of trees through music
2. Respond to rhythm, melody, tone and form of music through creative movements
3. Demonstrate enjoyment in singing the song with bodily movements
Materials: Song: Tree Song
Procedure:
1. Present the whole song to the children.
2. Ask them about the message of the song.
3. Sing by line then let them repeat after you.
4. Let the children sing the whole song.
Tree Song PH+ SE CV CD LD CA

Trees, trees, trees,
Have roots, and trunks, and
leaves, Trees, trees, trees,
Have buds, and fruits, and
seeds, Trees, trees, trees,
A home for birds and bees,
We all need our trees, trees, trees…
(http://www.youtube.com/watch?v=D7dKRBZVLvI)
5. Ask the children to respond to the music of the through bodily movements.
6. Ask them how they feel about the activity.
Activity 14: Town/Community Parade

Objectives:
1. Explore producing sounds with different instruments and other objects
Materials: Picture of a parade; Drums, cymbals, sticks, pots, pans, paper, comb; music with marching tempo
Procedure:
1. Present the picture of a parade then let the children describe it.
2. Tell the children that they are going to have a band for the parade.
3. Demonstrate to the class on how to use the drums, cymbals, sticks, pots, pans, paper, comb. Then let
each child use the different musical instruments.
4. Play the music and let the children use the instruments to accompany the music.
Activity 15: Good Citizen Rule!

Objectives:
1. Describe personal experience on how one becomes good citizen
2. Express ideas and feelings through a creative artwork
Materials: Draw a community chart, paper, pencil, crayons, paste/glue, pictures of heroes
1. Present the life of Jose Rizal and Andres Bonifacio briefly and tell the children
that these two heroes are Filipinos who were good citizens.
2. Let them cite examples of good citizens in their community and how they could
be good citizens.
3. Tell something on how they will do the “Good Citizen Rule Activity”.
4. Give guidelines: a) the children will choose what are they going to do to be a
good citizen; b) the teacher will write this on paper and post it on the community
chart; and c) they will tell something about it.
5. Display the output for them to see.
Activity 16: Community Roles

Objectives:
1. Express one’s ideas and feelings about community roles
2. Respond to music through bodily movements.
Materials: Song chart , CD player
Procedure:
1. Sing the whole song with action “I Love You” song by Barney:
I love you
You love me
We're a happy family (community)
With a great big hug
And a kiss for me and you
Won't you say you love me to?
I love you You love me

We're a happy family (community)
With a great big hug and a kiss for me and you
Won't you say you love me too?
(Barney - Love Song Lyrics | MetroLyrics )
2. Discuss with the children the message of the song. Ask: How do we make each other happy?
PH+ SE CV CD LD CA
3. Tell that everyone in the community should love each other and perform his/her own responsibilities.
4. Recall what were the responsibilities shown by good citizens in the previous discussions.
5. Let children share in their own words what would be their role/s as part of the community.
6. Record their responses and display these beside the display on the “Good Citizen. Ru
7. Ask the children to sing with you, first by line then the whole song again.
8. Let the children move their body in response to the song.
ADDITIONAL ACTIVITIES
Activity 1: Blocks Area: Free Block Play
Objectives:
1. Control fingers and hand muscles
2. Demonstrate respect by helping a peer
Procedure:
1. Children will be given time to spend in the Blocks Area. They can use varying blocks such as wooden,
construction, and interlocking blocks to build different structures.
Activity 2: Puzzles for CVC Words

Objectives:
1. Read c-v-c words (emphasis on c-v-c words with "o” sound) 2. Connect puzzle pieces together
Materials: Ready-made word puzzles (c-v-c)
Procedure:
1. Prepare the puzzles on the table for free use of the children.
2. The puzzle pieces should have pictures of the c-v-c word to be completed.
3. Assist the child in reading the words that he/she is able to complete.
Activity 3: Hot Potato

Materials Needed: music, potato
Procedure:
1. Have everyone sit in a circle, play music, and have them pass the potato to the child on their right.
\LEARNING RESOURCE NO. 6: SUGGESTED ACTIVITIES (QUARTER 3) FOR PRE-K2: 4 TO 4.11 YEARS OLD
2. When the music stops, whoever is holding the potato sits in the middle of the circle. PH+ SE CV CD LD CA
3. Play continues until 1 child remains outside of the center, who is then the winner.
Activity 4: Say It, Slot It

Objective:
1. Identify vowel sounds.
Materials: Shoe box with lid, scissors, markers, cardboard, picture cards w/ short vowel sounds
Procedure:
1. Make five slots in the lid of the shoebox. Label each slot with vowel sounds.
2. Make four cardboard dividers to fit inside the box and secure them with tape so that the picture cards
will be segregated inside the shoebox.
3. Place the picture cards face-up on the table.
4. In turn, each child selects one card and places it in the correct slot on the shoe box.
5. Children can check their responses by reading the picture name on the back of the card.
6. Play continues until all the cards have been slotted.
Activity 5: Hot Numbers

Objective:
1. Identify sequence of numbers from 1 to 10
Materials: cassette recorder
Procedure:
1. This is a variation of the game “Hot Potato.”
2. Sit the children in a circle and pass out cards with number 1 on the card.
3. Tell the children that you are going to play music.
4. Ask them to pass the card around the circle while the music is playing.
5. Ask them to stop passing the card when the music stops.
6. Be sure to practice the direction in which they should pass the card.
7. Play the game, and when the music stops, the child who holds the card stands in the middle. The
game continues until 1 child remains outside of the center, who is the winner.
Activity 6: Bulletin Board – Fish Math PH+ SE CV CD LD CA

Objectives:
1. Identify and write numerals. (11 to 20)
2. Match a set to a written number
Materials: bulletin board with fish shadows drawn on it, drawings of fish on construction paper or any hard
paper , pencils, scissors, paste/glue
Procedure:
1. Distribute the drawings of fish, scissors, pencils and paste/glue.
2. Assign a number to each child.
3. Children cut the drawings and write the assigned ordinal numbers on their fishes. Put paste/glue.
4. Tell the children to paste their fishes on the fish shadows corresponding to their numbers.
Activity 7: Letter Basket

Objective:
1. Recognize picture-words that have vowel sound /i/
Materials: laundry basket with letter /i/ outside
Procedure:
1. When introducing a new letter to your child, set out a laundry basket with a letter card attached to the
front.
2. Help children find pictures in magazines that have the vowel sound of the letter /i/ and let them cut.
3. Let them put the pictures inside the basket.

PH+ SE CV CD LD CA
Quarter 4
Theme: God Created A Beautiful World For Us
Week 1 Sub-Theme: Land and Water, Moon and Stars
Activity 1: Story time: Ang Paglalakbay ni Uno at Unding

Objectives:
2. Participate in the discussions about the story
3. Recall the important details of the story
4. Produce or sound off u
Materials: Suggested Story “Ang Paglalakbay ni Uno at Unding”; printed words starting with letter U from the
story
Procedure:
2. Read the title of the story and identify the author and illustrator.
3. Tell the story.
Ang Paglalakbay ni Uno at Unding
Isang umaga, magkasamang naglalakad ang magkapatid na sina Uno at Unding. Hinahanap nila ang kanilang mga
kaibigan ngunit hindi nila ito makita. Patuloy silang naglakad hanggang nakakita sila ng isang mataas na bundok. Iniisip nila
na maaaring naroon ang kanilang mga kaibigan. Humanga sila sa kagandahan ng bundok at ang sabi nila ay, “Kay taas na
bundok na gawa ng Maykapal. Tunay na tayo ay Kanyang minamahal.” Patuloy silang naglakbay sa bundok at nakakita sila
ng matatangkad at malalaking puno, iba’t ibang halaman at hayop. Nagpahinga muna ang magkapatid at nakakita naman
sila ng upuan. Habang naka-upo ay napansin nila na marami ang maiitim na ulap sa langit at nagsimula nang pumatak ang
ulan. Nagpatila muna ang magkapatid sa ilalim ng malaking puno at doon na natulog. Nasaan na kaya ang kanilang mga
kaibigan? (Itutuloy ang kwento..)
4. Ask questions about the story. Let the children guess the ending of the story.
5. Ask questions where the answers would be words that start with letter u. Example: a) Ano ang pangalan ng
CD- Cognitive/Intellectual Development; LD – Language Development; CA- Creative and Aesthetic Development [Type here] [ Page 186 of 270

PH+ SE CV CD LD CA
magkapatid sa kwento? – Uno at Unding b) Ano ang ginamit nila para magpahinga? –upuan
6. Show the printed words after they answered the questions.
7. Post the words on the board and let them read the words.
8. Let them produce the sound of u.
Activity 2: My Own Mountain

Objectives:
1. Demonstrate the ability to use eye-hand coordination in crumpling paper, pasting, and painting
2. Use materials and resources to explore creatively
Materials: Scratch papers and old newspapers; paint; glue
Procedure:
1. Give the instructions. Tell them, “Where did Uno and Unding go first? Yes, they went to a mountain. Today, we
will make our own mountains using paper. You will crumple the used papers then paste it on the drawing of a
mountain. Then you can paint your mountain. You can design it and give it a name.”
2. Distribute the materials.
3. Ask the children the name of their mountain and write it on their work.
4. Display their works on the bulletin board. NOTE: The bulletin board will be the representation of the story by
using the works of the children. At the end of the week, all the adventures of Uno and Unding will be seen in
the bulletin board. The first part (Monday) will be the mountain artwork then on Tuesday it will be the sea
artwork, etc.
Activity 3: Storytime: Part 2 of “Ang Paglalakbay ni Uno at Unding”

Objectives:
2. Predict parts of a story
3. Pronounce of sound off u
story
Procedure:
1. Ask children if they remember the story of Uno at Unding. Ask them what details they remember.
2. Tell them that there is a continuation to the story. Unlock the difficult words.

PH+ SE CV CD LD CA
3. Tell the continuation of the story.
Ang Paglalakbay ni Uno at Unding (continuation)

Pagkagising nina Uno at Unding ay ipinagpatuloy nila ang kanilang paglalakbay. Naglakad sila nang naglakad
hanggang sa nakarinig sila ng tunog ng mga alon. Patuloy silang naglakad at nakita na nila ang dagat. Nang sila ay
naglakad ay naramdaman nila na buhangin na ang kanilang tinatapakan. Nakakita din sila ng iba’t ibang kabibe. Naisip nila
na maaaring narito ang kanilang mga kaibigan. Lumapit sila sa tubig at nakita nila kung gaano kalinaw at kalinis ang dagat.
Nawika nila, “Kay linaw na dagat gawa ng Maykapal. Tunay na tayo ay Kanyang minamahal.” Nakaramdam ng gutom ang
dalawa. Gusto nila ng masarap na ulam ngaunit hinid nila alam kung saan makakakuha ng pagkain. Napatingin sila sa may
dagat at may nakita silang gumgalaw. Nakakita sila ng mga ulo na lumilitaw sa tubig. (Ano kaya ang mga ulo na iyon?)
Lumapit sila ta nakita nila na ito pala ay ulo ng mga isda. Nanghuli sila ng mga isda para gawing ulam. Nakahuli sila at hindi
na sila gutom. Nakaramdam naman sila ng uhaw. Nag-usap sila kung saan makakakuha ng inumin. Nakakita sila ng puno
ng buko at inakyat nila ang mga buko nito. Matapos nila uminom, patuloy nilang hinanap ang kanilang mga kaibigan ngunit
wala pa rin sila.
4. Post the new words (uhaw, ulo, usap, ulam) on the board and let them read all the words. Tell them that all the
words start with the letter u. Let them produce the sound of letter u. Add the words to the word wall.
Activity 4: The Sea

Objectives:
1. Practice fine motor skills in coloring, cutting, and pasting art materials
2. Use different materials to make an artwork
Materials: Sand, small shells, paint or crayons, glue, paper/cardboard
Procedure:
1. Ask the children, “Have you been to a beach? What are the things that you can see in the beach?” Let the
children answer.
2. Tell them, “We will make our own beach. We have different materials that we will use like sand, shells, etc.”

PH+ SE CV CD LD CA
4. Let the children do their work.
5. Post their works on the bulletin board. (second part of the story)
Activity 5: Living Things Move!
Objectives:
1. Develop body balance and coordination in portraying movements of living things
2. Demonstrate enthusiasm and confidence in doing the tasks
Materials: None
Procedure:
1. Demonstrate the different movements of living things like a boy stomping on the sand, swimming and climbing
a tree.
2. Let the children copy you.
3. You may add other movements of living things or invite children to suggest.
4. Let them play in the playground.
Activity 6: Story time: Part 3 of “Ang Paglalakbay ni Uno at Unding”

Objectives:
2. Predict parts of a story
3. Pronounce or sound off u
story
Procedure:
1. Ask children if they remember the story of Uno at Unding. Ask them what details they remember.
Nang umalis na sina Uno at Unding sa may dagat, patuloy ulit sila sa paglalakbay. Napunta naman sila sa isang
lugar na puno ng pananim. Sa lugar na iyon ay may tanim na ube, upo, ubas at iba pang pananim. Sila ay namulot ng mga
pwedeng kainin. Pumitas sila ng mga ubas. Kumain ng pitong pirasong ubas si Uno. Si Unding naman ay kumuha ng

PH+ SE CV CD LD CA
walong pirasong upo para iuwi sa kanilang bahay. Nakita nila na maraming nakadikit na ugat sa mga halaman na kanilang
kinukuha. Matapos nila mabusog sa kanilang mga kinain ay patuloy sila sa paghahanap ngunit wala pa rin ang kanilang mga
kaibigan. (To be continued)
5. Post the new words (ube, upo, ubas) on the board and let them read all the words. Tell them that all the words
start with the letter u. Let them produce the sound of letter u. Add the words to the word wall.
Activity 7: The Fields

Objectives:
1. Demonstrate progress in fine motor skills (pasting, painting, coloring)
2. Demonstrate enjoyment and cooperation while doing the art activity
3. Explore creatively using recycled materials
Materials: Paper; dried leaves; flowers; wooden sticks (tree branches/broom or walis) crayons; other recycled
materials
Procedure:
1. Give the instructions. Tell them, “We will make our own field. Who among you have been in a field? What are
the things that you see? What plants have you seen? You will draw your own field using the different recycled
materials.”
3. Let them do their work and after, post it on the bulletin board.
Activity 8: Living and Non-Living Things

Objectives:
1. Identify characteristics of living and non-living things
2. Provide examples of living and non-living things
3. Recognize similarities and differences among living and non-living things
Materials: Pictures of things from the story; examples of things inside and outside the classroom

PH+ SE CV CD LD CA
Procedure:
1. Show or post the pictures on the board. Let them identify the names of the pictures.
2. Ask them, “What can you say about the pictures? Do you think they are the same? Are they different?”
3. Introduce living and non-living things. Group the pictures. Put all the living things on the right side and nonliving
things on the left side. Ask them, “Why do you think I grouped these pictures? Any guesses?” Tell them, “The
pictures on the right side are living things and nonliving things on the left. How do we know if a thing is a living
thing? Living things move and grow. Non-living things do not grow.”
4. Give other examples. Point to some objects in the classroom and ask them if it is a living or nonliving thing.
5. Ask them to give their own examples.
Activity 9: Let’s Look for Living and Non-Living Things

Objectives:
1. Demonstrate enthusiasm while participating in the activity
2. Identify if an object is a living or non-living thing
Materials: None
Procedure:
1. Invite the children to walk outside the center.
2. Give the instructions and safety measures.
3. Invite the children to look for living ad nonliving things around them or you can point to an object and ask them.
4. After going back to the school, review them on the things they saw outside.
Activity 10: Living Things Move!

Objectives:
1. Develop balance and coordination of large muscles in various movements depicting living things
Materials: Cassette/cd player
Procedure:
1. Demonstrate different movements of living things (ex. plants swaying, cat hopping, boy doing jumping jacks,
man climbing, girl picking flowers, fruit falling off tree, etc.). Play music that will suit the actions.
2. Let the children do the actions after you.

PH+ SE CV CD LD CA
3. Let them think of other actions that they see in living things.
Activity 11: Story time: Part 4 of “Ang Paglalakbay ni Uno at Unding”

Objectives:
2. Recall important details of the story
3. Pronounce or sound off u
story
Procedure:
1. Tell the children that they will again hear the story of Uno and Unding. Ask them the things that they remember
about the previous parts of the story.
Nang nakaalis na sila sa taniman ay napunta naman sila sa isang malaking kagubatan. Naglakad lakad sila at nakita
nila ang iba’t ibang tirahan ng mga hayop. Napakaraming puno at hayop sa gubat at nawika nila, “Mga hayop, maliit at
malaki, gawa ng Maykapal, tunay na tayo ay kanyang minamahal.” Nakita nila ang tirahan ng mga ibon sa taas ng mga
puno. Nakakita sila ng isang “nest” ng mga uwak at mayroon itong pitong maliliit na anak na uwak. Humanap sila ng mga
uod para ipakain sa mga maliliit na uwak. Humanap sila ng pitong uod. Habang naghahanap ng uod ay hinahanap na rin nila
nag kanilang mga kaibigan. Nakahanap na sila ng pitong uod pero hindi pa rin nila nakikita ang mga kaibigan. Matapos nila
pakainin ang mga uwak ay nakakita naman sila ng pamilya ng mga unggoy na naglalambitin sa mga sanga ng puno.
Nakakita sila ng walong unggoy. Nakakita rin sila ng walong usa na mabilis na tumatakbo. Marami pa silang nakitang hayop
tulod ng kuneho, maliliit na ibon, mga ahas, at iba’t ibang insketo tulad ng paru-paro at bubuyog. Habang pinagmamasdan
nila ang mga hayop sa paligid, nakita nila sa di kalayuan… ang kanilang mga kaibigan! “Nandito lang pala kayo! Kanina pa
naming kayo hinahanap!” Nagkasama-sama na rin sa wakas ang mga magkakaibigan.
4. Post the new words (ube, upo, ubas) on the board and let them read all the words. Tell them that all the words

PH+ SE CV CD LD CA
start with the letter u. Let them produce the sound of letter u. Add the words to the word wall.
5. Ask questions about the story. Let the children guess the ending of the story.
6. Post the new words on the board and let them read all the words. Tell them that all the words start with letter u.
Let them produce the sound of letter u. Add the words to the word wall.
7. Review them on the difference of living and non-living things. Ask them if each word is a living or non-living
thing.
Activity 12: The Forest

Objectives:
1. Demonstrate progress in eye-hand coordination (pasting, coloring,drawing)
2. Express thoughts and feelings creatively through an artwork
Materials: Paper; glue; recycled materials (sticks,leaves, etc.)
Procedure:
1. Review them about the story. You can use their works in the bulletin board as you review the story. You can
ask them questions about the sequence.
2. Give the instructions. Tell them, “You will now make a picture of your own forest or gubat. You will use some
old materials to make one bulletin board. You can draw the animals that were included in the story.”
3. Post their works on the bulletin board.
Activity 13: Sounding Off and Writing Letter Uu

Objectives:
1. Produce or sound off “U”
2. Produce words with “u” sound
5. Practice writing upper and lower case “Uu”

PH+ SE CV CD LD CA
Materials: Words from the story starting in u in dotted lines; pencils; worksheets
Procedure:
1. Present the letter “U”.
2. Demonstrate how to produce the “U” sound. Let the children follow.
3. Let the children give words with “U” initial sound.
4. Then introduce letter “Uu”.
5. Form capital “U” in the air then form small “u” in the air. Let the children imitate.
6. Give to the children the pieces of paper with the letter “Uu” in dotted lines.
7. Tell the children to connect the lines. Tell the children to first copy the “U” to in one line of the paper.
8. Then let the children the copy “u” in another line.
Activity 14: Action Song: Mister Sun

Objectives:
2. Respond to a song through creative movements
Materials: Action Song: Mister Sun
Oh Mister Sun, Sun, Mister golden Sun (Place hands over head to form sun)
Please shine down on me (Wiggle fingers while moving hands down)
Oh Mister Sun, Sun, Mister golden Sun (Place hands over head to form sun)
Hiding behind the tree (Place hands over eyes)
These little children are asking you (Points to children)
To please come out so we can play with you (Clap hands together with playmates)
Procedure:
4. Show the actions for each line and let the children imitate you.
5. Sing the whole song with action and let the children imitate you.

PH+ SE CV CD LD CA
6. Sing the whole song with action together with the children.
Activity 15: Jump Into the Sunshine

Objectives:
1. Demonstrate motor coordination when jumping and dancing
Materials: Hula hoop; recycled paper strips; tape; cassette/cd player
Procedure:
1. Together with the children, decorate a hula hoop with long paper strips colored orange and yellow.
2. After decorating, set the hula hoop on the floor. Tell the children that it will be the sun.
3. Play some music and have 3-4 children walk around the hula hoop.
4. When the music stops, have them jump into the hoop and dance inside. Lift the hoop at their waist level. Let
them say “sunshine!” aloud while inside.
5. When the music continues, the children should jump back out and resume walking around the hoop.
6. Do this until all the children have played.
Activity 16: Makeup Story: Sun and Moon

Objectives:
1. Share with confidence their own ideas and feelings about sun and moon
2. Demonstrate respect by encouraging shy classmates to participate in the activity
3. Demonstrate enthusiasm and enjoyment in doing the activity
Materials: Pictures/drawings of the sun and moon
Procedure:
1. Show the class the picture of the sun. Ask them what they know about the sun and what descriptions could
they give about the sun.
2. Tell some interesting facts about the sun.
3. Ask the children what they see during night time in place of the sun.

PH+ SE CV CD LD CA
4. Show the class the picture of the moon. Tell some interesting facts about it.
5. Make a simple story about the sun and the moon. Ask children for their ideas about the plot and its details as
the story goes along (Ex. What do you think the moon felt when the sun said he was brighter? What did she
do?)
Activity 17: Glowing Stars

Objectives:
1. Demonstrate progress in fine motor skills when cutting, pasting, and coloring
2. Practice counting using the star artworks
Materials: Scissors; neon/glow in the dark paint/crayons; cardboard; thread
Procedure:
1. Cut different-sized star shapes out of the cardboard. Give two or more per each child.
2. Ask the children what that thing is. Ask them where do they see stars.
3. Let them paint or color the stars. When done, put a hole on the tip of the stars. Put a piece of thread and tie the
stars in a corner of the classroom.
4. Let the children count the stars.
Activity 18: Starry Numbers

Objectives:
1. Demonstrate progress in the ability to count materials
2. Demonstrate progress in recognizing less and more
3. Show empathy by helping a peer who is ashamed in doing a task
Materials: Cutouts of stars in three colors; black felt paper/black cloth
Procedure:
1. Prepare cutouts of stars in three colors (yellow, white, red). Place the stars in the middle of the room.
2. Tell them that at night time, the stars come out to twinkle and play.
3. Ask children to one-by-one get a star and post it on the felt paper/black cloth.
4. After all the stars are posted, count with the children.

PH+ SE CV CD LD CA
5. Ask the children to altogether count the red stars, then the white, then the yellow.
Activity 19: Star Match

Objectives:
1. Recognize similar and different patterns in star cut-outs
Materials: Suggested star song; pairs of star cut-outs with same patterns; tape; black felt paper/black cloth
Stars Song (tune of Mary Had A Little Lamb)
Stars are shining in the sky
in the sky, in the sky
Stars are shining in the sky
Way way up so high.
Procedure:
1. Prepare the cut-out star shapes. Make sure that the star has an identical pair.
2. Tell the children that you will play a matching game. Give each child one star.
3. After every child has been given a star, tell them that at the count of three, they will find their classmate who
has the same star as theirs.
4. When they find their partner star, they will go to Teacher to get tape to paste the star pair on the felt
paper/cloth.
5. Sing a star song after the activity.
Week 2 Sub-Theme: Different Plants Around Us
Activity 1: Trip Around the School

Objectives:
1. Develop basic concepts pertaining to colors and sizes
2. Identify emotional cues from adults (teacher) in a positive manner
3. Express one’s ideas and feelings through a drawing

PH+ SE CV CD LD CA
Materials: Actual plants
Procedure:
1. Remind the children to respond to physical and facial expressions that you will portray.
2. Take the children around the school and use physical expressions in telling them to be careful.
3. Ask them what they see.
4. Let them describe what they see by their color and size.
5. Let the children draw what they have seen.
6. Let each child describe what he/she has drawn.
Activity 2: Stories About Plants

Objectives:
2. Ask questions about the story
3. Make own story
Materials: Make your own story/story from books about plants with pictures
Procedure:
1. Ask the children to give the title of their own story.
3. Ask the children what the story is all about.
4. Ask the children if they have stories to tell about plants.
For a story from a book:
1. Unlock the difficult words
2. Read the title, author and illustrator.
3. Ask the children to describe the picture on the cover of the book
4. Ask the children what the story might be about.
5. Read the story to the children.
6. Ask questions using who, what, why, when, what if after reading the story.
Activity 3: What Trees and Flowers Do you See?

Objectives:

PH+ SE CV CD LD CA
2. Identify similar or different initial or final letters of the words/labels
Materials: Drawing/pictures of common trees and flowers with their names written in word cards
Procedure:
1. Ask: What trees and flowers do you see in your surroundings?
2. Show to them the drawings/pictures of these trees and flowers.
3. Ask: What are the names of these trees and flowers?

4. Show the names of the trees and the flowers.
5. Let the children match the pictures with their labels.
4. Let them name the pictures and identify similar initial sounds of the words/labels.
5. Do the same with the similar and different final sounds of the words/labels.
6. Ask: Who made the trees, flowers and other plants?
What do we get from them?
7. Let’s sing a “Thank You Song to God” (in the tune of Happy Birthday).
Thank you God for the trees!
Thank you God for the flowers!
Thank you God, thank you God
For the trees and the flowers.
Activity 4: My Letter Ss
Objectives:
1. Name and sound off letter “s”
2. Produce and say words with initial “s” sound
3. Write letter S s correctly with proper posture, correct paper position and handling of the pencil
Materials: Letter S s; words with initial s sound: santan, siyam, sampu, sako, siko
Procedure:

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1. Show a picture of the santan flower
2. Tell the children: The name of this flower starts with “s”. What do you call this flower?
3. Then let the children recall words that have initial “s” sound and let them say these words.
4. Say: I will write the big “S” and the small “s”.
5. Show how to write the big “S” and the small “s” in the air.
6. Let the children write S in the air.
7. Distribute pieces of paper with letter S written in dots.
8. Let the children connect the dots.
8. Let them write letter Ss on their paper from memory.
Activity 5: Counting and Adding up to 10

Objectives:
1. Count members in the sets from 1 to 20
2. Relate objects with the printed numerals 1 to 20
3. Demonstrate concept of addition by putting objects together up to the sum of 10
Materials: Drawing of trees and flowers by sets that will sum up to 10; word cards from 1 to 20
Procedure:
1. Give the children sets of trees and flowers drawn in paper.
2. Let them count from1 to 20.
3. Let the children match the pictures in sets to the corresponding numerals 1 to 20.
4. Let them put the sets together and count the total objects.
5. Give only sets of objects up to sum of 10 only.
Activity 6: Parts of Trees and Plants

Objectives:
1. Demonstrate basic concepts on the different parts of trees and plants
2. Relate parts of trees and plants to the words
3. Produce and sound off the initial and final letters of the words
Material: A real plant; picture of the parts of the tree/plant
Procedure:
1. Bring a real plant.

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2. Name the parts then ask the children to name the parts: leaves, stem, roots.
3. Show the picture of a tree and let the children identify the parts: leaves, branch, twig, trunk/body, roots.
4. Point to each part and ask: What part is this?

5. Then let the child match the parts with their names/labels.
6. Let each child produce/sound off initial and final letters of the words/names/labels of the plants.
Activity 7: Let’s Grow Plants

Objectives:
1. Demonstrate progress in fine motor skilIs and eye-hand coordination through planting seeds
2. Demonstrate fine motor activity in taking care of plants.
Materials: Seeds of mongo, tomatoes, pepper eggplant
Procedure:
1. Show the children pictures of monggo, tomatoes, pepper, eggplant.
2. Ask them to name the plants and give their uses.
3. Show them the seeds and ask: Where do you think these seeds come from?
4. Ask: What do we do with these seeds?
5. Demonstrate how to plant the seeds in cultivated soil outside the room and let the children follow.
6. Ask: How do we take care of these seeds?

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7. Each morning, check if the children water their newly planted seeds.
Activity 8: Fruits from Seeds – Seeds to Fruits

Objectives:
1. Express freely and with confidence how plants grow from seeds
2. Share one’s experience in taking care of plants
Materials: Pictures of fruits that grow from seeds: mongo, tomato, pepper, eggplant, mango, atis, avocado
Procedure:
1. Recall the previous activity on growing plants. Ask: How do we grow mongo, tomato, pepper and eggplant?
(from seeds)
2. Say: There are other plants that grow from seeds. Many fruits grow from seeds.
3. Show a mango seed. Say: Do you know where this seed come from?
4. Tell the story of “a mango seed that becomes the mango fruits”. Use pictures for the illustration below.
mango
tree
mango
flowers
seed
mango
fruit
5. Ask: What other fruits grow from seeds? Let’s find out.
6. Show the following pictures. Ask: “What are these fruits? These fruits also grow from seeds.”

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7. Ask the children to tell how the atis/orange/macopa seeds grow into a tree and bear fruits.
8. Ask: What do seeds need in order to grow? (soil, water, sunlight and care)
9. Ask: How do you take care of your plants?
10. Color these fruits.
Activity 9: Plants That Grow From Stem

Objectives:
1. Develop basic concepts on plants that grow from stem
2. Express one’s thoughts and feeling on what plants need in order to grow
3. Tell how one should take care of plants
Materials: Pictures of plants that grow from stem/branch: kangkong, camote tops, malunggay, saluyot
Procedure:
1. Recall the previous activity on growing plants. Ask: How do we grow mango, orange, atis, and macopa? (from
seeds)
2. Say: There are other plants that grow from stem/branch. Show the picture of a camote top.
3. Show a picture of kangkong. Say: This plant also grow from stem. Malunggay, camote tops, saluyot also

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grow from stem.
4. Tell the story of “the kangkong stem that grows.”

5. Ask the children to tell the story of the malunggay branch/camote tops stem/saluyot stem that grow.
6. Ask: What do the stem needs in order to grow? (soil, water, sunlight and care)
7. Ask: How do you take care of these plants?
8. Ask the children to draw the maluggay leaves and saluyot. Let them color these.
Activity 10: Plants Give Us Food

Objectives:
1. Express thoughts and feelings about the importance of plants
2. Infer that there are plants that are vegetables or fruits
3. Demonstrate appreciate on the value of plants
Materials: Pictures of different plants that give us food
Procedure:
1. Recall the previous activities on how plants grow. Ask: What are the plants that we have studied? Could you
recall these?
2. Show the pictures of these plants:
a. mongo, tomatoes, pepper, eggplant
b. mango, atis, orange, macupa
c. kangkong, camote tops, malunggay, saluyot
3. Ask: What do these plants give us? (food) Many plants give us food.
4. Let’s study other plants that give us food. Show the pictures below.

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5. Say: Look at the first group? What are these? (vegetables) What kind of plants are these? (vegetables)
6. Say: Some plants are vegetables. What are the names of the vegetables in the pictures? (pechay, squash,
cabbage, upo) Ask: What are the other vegetables that we have studied? (mongo, tomatoes, pepper,
eggplant, kangkong, camote tops, malunggay, saluyot)
7. Ask: What do these vegetables do to our body? Do you eat vegetables? What vegetables do you eat?
8. Say: Look at the second group. What are these? (fruits) What kind of plants are these? (fruits)
9. Say: Some plants are fruits. What are the names of the fruits in the pictures? (jackfruit, bananas, pineapple)
What are the other fruits that we have studied? (mango, atis, orange, macopa
10. What are your favorite fruits?
11. Ask: What do these fruits do to our body?
12. Ask: Who made these vegetables and fruits? (God) What will you say to God?
13. Everybody say: Thank you God for giving us fruits and vegetables.
Activity 11: My Letter Tt and Words in Rhyme

Objectives:
1. Write letter T t with correct posture, paper position and proper way of handling the pencil
3. Produce or sound off initial and final “t” letter of words that rhyme
Material: Letter Tt; word cards with “t” sound: talong, tahong, tatlo, pito, apat, tatay, basket, balot
Procedure:
1. Show a picture of an eggplant: “talong”
2. Tell the children: The name of this vegetable starts with t. What do you call this vegetable?

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3. Say: I will write the big T and the small t on the board and let them copy.
4. Distribute pieces of paper with letter T t written in dots.
5. Remind the children to write Tt with correct posture, paper position and proper way of handling the pencil.
7. Let them write the T t on their paper from memory.
8. Introduce the words with “t” sound and let the children repeat the words.
9. Let the children identify words that rhyme and let them produce or sound off the initial or final “t”.
Activity 12: Songs About Vegetable and Fruits

Objective:
2. Respond to rhythm, melody and tone of the song through creative movements
Materials: Songs: Examples: Bahay Kubo, Fruits
Procedure:
1. Read the whole song and let the children listen to you.
2. Ask questions about the song.
3. Sing the song by line and let the children repeat after you.
4. Let the children move their body to the rhythm of the song.
5. Let the children sing the song with body movements.
Activity 13: Vegetables and Fruits On Parade

Objectives:
1. Say poems about fruits and vegetables
2. Sing songs about fruits and vegetables with correct rhythm and melody
3. Tell stories about fruits and vegetables
Materials: Drawing of fruits and vegetables in mascara form
Procedure:
1. Plan with the children that you will have a program with the theme: Vegetables and Fruits on Parade.
2. Give each child a poem/song/story about fruits and vegetables. Select a poem/song/story that thank God for
these which will be the last number in the program.
3. Let each child practice this in memory.

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4. Prepare drawings for each vegetable and fruit in mascara form.
5. Invite parents for this program.
6. Present this in a program.
Weeks 3 and 4 Sub-Theme: Different Animals Around Us
Activity 1: “Green Play Dough Frogs”

Objective:
1. Develop fine motor activity for self-expression through a play dough
2. Demonstrate respect by returning objects used to their proper places
Material: Green play dough
Procedure:
1. Encourage the children to make frog shapes. If desired, the frog shapes can be set out to dry, creating a
permanent object.
2. Children should be free in determining the: color, size, crown.
3. Display the creative products of the children.
4. Let the children describe/tell a story about the frog they made.
Activity 2: Finger Play

Objectives:
1. Demonstrate fine motor activity for self-expression through a finger play
2. Express thoughts and feelings through a finger play
Material: Tap,Tap,Tap (Do this with actions)
Tap, tap, tap goes the woodpecker
(tap with right pointer finger on inside of left wrist)
As he pecks a hole in a tree.
(make a hole with pointer finger and thumb)
He is making a house with a window
To peep at you and me.
(hold circle made with finger and thumb in front of eye)

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Procedure:
1. Present the finger play and let the children watch you closely.
2. Let the children imitate the action.
3. Say all the lines then say this by line and let the children follow.
4. Show the finger play while the children say the corresponding line.
5. Let the children recite the rhyme while they are doing the finger play.
Activity 3: Walking Like a Penguin

Objectives:
1. Express creatively thoughts and feelings through actions
2. Develop balance and body coordination by walking like a penguin
Material: Penguin picture/stuffed toy
Procedure:
1. Introduce the penguin.
2. Let the children describe it.
3. Let the children demonstrate how the penguin walks.
4. Let the children imitate how the penguin walks.
5. Play an appropriate music to accompany the children’s penguin walk.
Activity 4: Individual Activities

Objectives:
1. Make decision from given alternatives
2. Relate animal pictures with what they like to eat
3. Work on an activity with minimal supervision
4. Demonstrate attention and concentration and complete a task
Materials: Cut-out letters; different animals; drawings; Mini-Book: All about animals
Procedure:
1. Prepare three sets of activities:
- Fishing of letters of the alphabet
- Coloring of different animals
- Matching Column A with B by connecting lines: What does each animal want to eat? (prepare

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drawings of the following)
A B
1. Dog fish
2. Cat grass
3. Cow bone
2. Let the children do the activity independently and with minimal supervision
Activity 5: Birdie’s Song

Objective:
1. Sing a song with correct tone, rhythm and actions
Material: Song: “Pretty Birds” (Tune: “Ten Little Indians”)
One pretty, two pretty
Three pretty birdies.
Four pretty, five pretty
Six pretty birdies.
Seven pretty, eight pretty
Nine pretty birdies,
All sitting in a tree.
Procedure:
1. Read the song and let the children listen.
3. Let the children repeat after you in reading the song by line.
4. Demonstrate the actions in the song.
6. Let the children repeat per line of the song that you sang with actions.
7. Sing the whole song together with the children with correct tone, rhythm and actions.
8. Let the children sing the song with correct tone, rhythm and actions

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Objectives:
1. Identify the characters in the story
3. Retell the story heard
Material: Story: “Isang Mayang Uhaw” (Adarna Book)
Procedure:
2. Read the title, author and illustrator
3. Ask the children to describe the picture on the cover of the book.
4. Ask the children what the story is about.
5. Read the story.
Activity 7: Feather Painting

Objectives:
1. Explore producing art work through painting with different feathers
2. Demonstrate respect by keeping things used in the proper storage
3. Demonstrate enjoyment in the activity being done
Materials: Bird/chicken feathers, paint(different colors), magazines
Procedure:
1. On the table, place feathers, magazines and paint.
2. Let the children experiment with different paint consistencies and types of feathers to make an art work.
3. Let the children display their art work.
Activity 8: Finger Play: Houses

Objectives:
1. Perform finger play with rhythm
Material: Suggested Poem: Animal Houses
Here is a nest for a robin.

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(cup both hands)
Here is a hive for a bee.
(fists together)
Here is a hole for a bunny:
(finger and thumb make circle)
And here is a house for me!
(fingertips together to make a roof)
Procedure:
1. Present the finger play and let the children watch you closely.
2. Let the children imitate the action.
3. Say the rhyme while the children do the finger play.
4. Let the children do the finger play with the rhyme.
5. Ask questions about the rhyme.

Objectives:
1. Tell about the characters in the story
3. Retell the story heard
Material: Story: Si Langgam at Si Tipaklong (Adarna Book)
Procedure:
5. Read the story.
6. Let the children identify the characters in the story.
7. Ask specific questions about the story
8. Let the children retell the story read

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Activity 10: Sounding Off the Last Letters and Producing/Saying the Syllables of Words
Objectives:
1. Produce or sound off the initial and final letters of the names of the animals
2. Identify the number of syllables in words
3. Produce or sound off the syllables in words
Materials: Pictures of animals; word cards: o (a-so), a (pu-sa), ng (kam-bing/ti-pak-long), m (lang-gam), n
(penguin); salampati, kalabaw, elepante, pagong, kuwago, paniki, butiki, etc.
Procedure:
1. Let the children identify the initial and final letters of the words
2. Model in producing the initial letter of “aso” and let the children repeat after you.
3. Let the children identify the initial letters of the other words and let them produce or sound off the initial letters.
4. Do the same with the final letters of the words.
5. Recall on how many syllables are there in words “aso, pusa”.
6. Let the children raise their 2 fingers for words with 2 syllables; 3 fingers for words with 3 syllables and so on.
7. Then let them read the words by syllables.
Activity 11: Outdoor Game: Hopping Frogs

Objectives:
1. Develop body balance and coordination of large muscles in hopping
2. Control one’s movements within allowed space without hurting oneself and others
3. Practice healthy and positive relationship with others by playing cooperatively
4. Act joyfully but with humility when one finishes the activity very well
Material: A picture of a frog
Procedure:
1. Ask the children the name of the animal in the picture.
2. Demonstrate how the frog hops from one place to another.
3. Let the children imitate.
4. Ask the children to form a single line horizontally.
5. Show the finish line from a distance of 2,3, 4 meters.
6. Remind the children to move within allowed space without hurting oneself or others.
7. Let the children hop like a frog until they reach the finish line.

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8. The child who reaches the finish line first is the winner.
9. Remind the children who reach the finish line first to be humble and not brag of what they have done.

Objectives:
Material: Story: Si Pagong at Si Kuneho (Adarna Book)
Procedure:
4. Read the story.
5. Let the children identify and tell about the characters in the story.
6. Let them give the theme of the story.
7. Ask them what moral lesson dothey get from the story.
Activity 13: Animals and Their Sounds

Objectives:
1. ReIate the animals with their sounds
2. Express their thoughts and feelings by describing the animals and the sounds they make
Material: Pieces paper with animal pictures: pig (oink), dog (bow-ow-ow), cat (meow-meow), goat (mee-mee),
cow (maa-maa)
Procedure:
1. Distribute pieces of paper with pictures of animals.
2. Let the children give the name of each animal.
3. Let them match the pictures of the animals with their corresponding names.
4. Let the children recall the sounds of the animals.
5. Let them describe the animals and the sounds they make.

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6. Ask a child to show the picture of an animal and let another child give the corresponding sound.
Activity 14: Outdoor Game: Animal Sounds Relay

Objectives:
1. Develop flexibility, interest and inventiveness in playing a game
2. Demonstrate respect by following game rules
3. Develop impulse control by accepting politely the mistakes of others
Materials: Pictures of a dog/ a cat ; a horse/a goat
Procedure:
1. Form two teams: Team Dog/Team Horse (with 10 children) & Team Cat/Team Goat (with 10 children).
2. Team Dog: The first child in the line holds the picture of a dog and says: Bow-ow-ow while running and giving
the picture to the next child. The same sound and actions are done until the picture is given to the 10th child.
3. Team Cat: The first child in the line holds the picture of the cat and says: Meow-meow-meow while running
and giving the picture to the next child. The same sound and actions are done until the picture is given to the
10th child.
4. The team that can complete in giving/relaying the picture first to all the members is the winner.
5. Remind the children to follow the game rules and to accept politely mistakes done by their peers.
Activity 15: Animals Movements

Objectives:
1. Recognize similarities and differences between and among printed one-word texts
2. Describe and compare animals
Materials: Poem with pictures: Animals Live in Air, Water and land
Animals that live in the air can fly.
Animals that live in water can swim.
Some animals live on land.
They can walk, jump or crawl.
Some animals live both on land and in water.
Procedure:
1. Present the poem in its printed form and ask children to recognize one-word texts. Let them point to these
words.

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2. Ask: Which of these words are the same? Which of these words are different? Let the children point to these
words.
3. Ask children: From the poem, where do animals live?
4. Ask: What are the animals that live in the air? How do they move?
5. Ask: What are the animals that live in the sea? How do they move?
6. Ask: What are the animals that live in the land? How do they move?
7. Ask: What are the animals that can walk? jump? crawl?
8. Show me how birds fly.
9. Show me how fish swim.
10. Show me how dogs walk.
11. Show me how frogs jump/hop.
12. Show me how snakes crawl.
Activity 16: Animals that Move Together

Objectives:
1. Group together animals according to how they move
2. Describe and compare animals found in the environment
Materials: Pictures of animals; manila paper (classification chart written on it), bond papers crayons, scissors,
glue/paste

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Procedure:
1. Let the pupils name the animals and produce their sounds.
2. Divide the children into four groups:
a. Group 1 – Animals that live on land
b. Group 2 – Animals that live in air
c. Group 3 – Animals that live in water
d. Group 4 – Animals that live both on land and in water
3. Say: Get the animals under your group and put them on the table.
4. Call each group to name their animals.
5. Say: Now, let’s group these animals according to how they move. Here are three sheets of manila paper.
Paste them in the group where they belong.
Animals that Swim Animals that Fly Animals that Walk/Jump/Crawl
6. Let the children name the animals that are grouped together at the same time showing how they move.
Activity 17: My Letters Bb and Pp

Objectives:
1. Produce and sound off sounds “b” and “p”
2. Produce and sound off words with initial “b” and “p”
3. Write letters Bb and Pp with proper posture, correct paper position and handling of pencil
Materials: Letters Bb and Pp; word cards with pictures: b: baka, baboy; p: paa, pito, palaka
Procedure:
1. Show a picture of “baka”.
2. Ask the children: What is this? What is the initial letter of the word “baka”?
3. Let the child produce or sound off “b”.
4. Introduce the words that start with “b” and let the children look at each picture and identify this. Then let the

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children read the familiar words with initial “b” sound.
5. Do the same procedure with the sound “p”.
6. Distribute pieces of paper with letter Bb written in dots.
8. Let the children write “B” and then “b” on their paper from memory.
9. Do the same with letter Pp.
Activity 18: Dance: “I Can Move”

Objective:
1. Express ideas and feelings through a dance
2. Respond to rhythm, melody, dynamics and tone of the music through movements of animals
Materials: Pictures of animals, CD player, music
Procedure:
1. Tell the children that there are going to have a dance showing “Animals Movements”
Walk Run Crawl Fly Swim Jump/Hop
2. Give each child a picture of an animal.
3. Let the children practice their movements.
4. Let them do the movements with the music.
Activity 19: Deep Blue Sea

Objectives:
1. Express ideas and feelings through a drawing
2. Demonstrate progress in fine motor skills by drawing
Materials: White art paper/coupon bond, crayons, small pieces of sponge (one per child), cups of water, paper
towels, water color sets and brushes, silver or white glitters or glitter glue, glue
Procedure:
1. Give each child a piece of paper and invite him/her to draw a deep blue sea and what they see there.
2. Ask the children to color everything in their drawing except the water. Encourage them to press hard with their
crayons.
3. Show the children how to saturate their sponge with water then move the sponge across the surface of their
paper, pressing water from the sponge as they do so.

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4. Have the children wet the blue paint in their watercolor set with the brush, then apply the paint to their drawing,
creating a blue watercolor wash over their crayon drawing.
5. Allow the paintings to dry.
6. When the paintings have dried, have the children decorate the fins of their fish with glitters.
Activity 20: An Animal Play Dough

Objectives:
1. Use malleable materials to model and represent animals
2. Demonstrate progress in fine motor skill
3. Demonstrate respect by returning the materials in their proper places
Material: Play dough
Procedure:
1. Give each child some play dough and tell him/her to mold an animal figure.
2. While the child is molding the figure, encourage him/her to check the body parts.
3. Let the children present their work and describe it.
4. Remind the children to return the materials in their proper places.
Activity 21: Baby Duck Swims

Objectives:
2. Act out some parts of the story
Materials: Story: Baby Duck Swims (Illustrate this story in a manila paper)
This is Father Duck.
This is Mother Duck.
This is Baby Duck.
They live in a hut near a pond.
“Let’s swim,” says Father Duck.

“Yes, let’s swim,” says Mother Duck.
“But I can’t swim,” says Baby Duck.

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“We will help you,” says Mother Duck
They go to the pond.
Father Ducks swims.
Mother Ducks swims.
“Come here, Baby Duck,” says Father Duck.
“Swim, Baby Duck, swim,” says Mother Duck

“Swim, swim, swim,”
Baby Duck is swimming. He is happy.
“Now I can swim,” says Baby Duck.
Question before reading:

1. Where do ducks live?
Questions during reading:
1. Where do the ducks in the story live?
2. What is near the hut?
Questions after reading
1. Where did Father Duck, Mother duck and Baby duck go?
2. Why does Baby Duck not like to swim?
3. What did they do in the pond?
4. Why is Baby duck happy?
Procedure:
2. Read the title of the story.
3. Let the children describe the picture on the first sheet (ducks).
4. Ask the question to the children before the story is read: “Where do ducks live?” Let the children answer the
question.
5. Read the story. After reading the first paragraph, ask the questions: “Where do the ducks in the story live?
What is near the hut?”
6. Let the children answer the two questions.
7. Continue reading the story until you finish.

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8. Ask the specific questions about the story and let the children answer them.
9. Read some parts and let the children act these out.
“Let’s swim,” says Father Duck.
“Yes, let’s swim,” says Mother Duck.
“But I can’t swim,” says Baby Duck.
“Swim, Baby Duck, swim,” says Mother Duck

“Swim, swim, swim,”
Baby Duck is swimming. He is happy.

“Now I can swim,” says Baby Duck.
Activity 22: Animal Puzzle

Objectives:
1. Relate puzzle pieces to form an animal
2. Develop fine eye-hand coordination.
Materials: Puzzles of pictures of common animals
Procedure:
1. Each child will be given a puzzle to put together into an animal.
2. Child will clap his/her hands after finishing the puzzle.
Activity 23: Indoor Game with Music: The Ant Go Marching

Objectives:
1. Express ideas and feelings through movements with music
2. Develop gross motor coordination in rhythm with the music
3. Develop self-confidence in doing the activity
Materials: Manila paper, coupon bonds, adhesive tape, recorded music
Music and Movement: The Ant Go Marching
(Tune of “When Johnny Comes Marching Home”)

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The ants go marching ten by ten,
Hoorah, Hooray
The ants go marching ten by ten,
Hoorah, Hooray
The ants go marching over the hill
The last five stops to work under the sun.
The ants go marching, around and around,
and around under the ground and over the hill.
(Decrease the number of ants from five until nothing left).
Procedure:
1. Cut at least one large anthill shape out of a manila paper and several small anthills. Cut several circles in
different sizes out of coupon bonds.
2. Mix up the circle shapes and the small ant hills and tape them on the floor in a circle or trail.
3. Play recorded music and let the children walk, skip, or hop around the circle shape or trail in the large ant hill.
4. Stop the music and have each child find a small ant hill to stand on.
5. Before playing again the music, remove one circle.
6. Continue the game as long as the children like to play.
Activity 24: Body Parts that Help Move

Objectives:
1. Relate body parts of animals to movements
2. Describe body parts of animals
Materials: Charts: Body Parts of Animals (Examples: pig, bird, grasshopper, fish, horse, butterfly); manila paper,
scissors, paste
Procedure:
1. Distribute the charts of animals, scissors and paste to children.
2. Tell them to cut the animals from the chart.
3. Ask the children to paste the cut animals according to the body parts that make them move as shown below:
Animals’ Body Parts That Make Them Move
With 2 legs With 4 legs With 6 legs With wings With fins

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4. Let the children name the animals under each category.
5. Ask: What makes the pig/horse walk? (The legs.)
6. Ask: What makes the bird/butterfly fly? (The wings.)
7. Ask: What makes the grasshopper hop? (The legs.)
8. Ask: What makes the fish swim? (The fins.)
9. Ask: Why can animals move? (Because of their body parts.)
Activity 25: Animal Clay

Objectives:
1. Use malleable materials to model and represent the body part of an animal that help it moves
Materials: Clay, toothpicks/match sticks, ice drop sticks
Procedure:
1. Distribute the clay, toothpicks/match sticks or ice drop sticks to the children.
2. Ask each child to mold an animal out of clay. Use toothpicks/match sticks or ice drop sticks for the part that
make it moves.
Activity 26: Toy Spider

Objectives:
1. Express thoughts and feelings through a variety of materials
2. Demonstrate fine motor skills and eye-hand coordination
Materials: Egg carton cup, bottle cap or plain cardboard, crayon (black), spring of notebook or abaca twine, glue
or paste, white papers
Procedure:
1. Color the egg carton black.
2. Make four holes near the rim on each side of the cup.
3. Thread four pieces of notebook’s spring or abaca twine through to make a spider’s eight legs.
4. Put some paste in the twine to make them stiff.
5. Cut out circles from white paper to make the eyes.
6. Put a hole on top of the spider’s head and thread two feet long twine to make a spider’s web.

PH+ SE CV CD LD CA
Activity 27: Sea Turtles
Objectives:
2. Recall important details in the story
Material: Story: Sea Turtles
By Susanna Milham
Illustrated by Janet Skiles

What are sea turtles like?
How do sea turtles eat?
How do sea turtles hide from danger?
Can turtles move in land and in water? How?
Why do you think it is hard for a mother sea turtle to move on land?
Question after reading
If you found a nest of sea turtle eggs on a beach, what would you do?
Sea Turtles
By Susanna Milham
Illustrated by Janet Skiles
(Without pictures)
There are many kinds of turtles in the world. Most of them live on land or in the fresh water of ponds and
streams. But sea turtles live in the warm, salt water oceans of the world.
All turtles breathe air. Sea turtles stick their head above the water to breathe. Turtles use their strong jaws to
grab and bite their food. Sea turtles eat seaweeds, fish, crabs and jellyfish.
The smallest sea turtle can grow to be about 100 pounds and 2 feet long. The biggest kind of sea turtle can
grow to be more than 1,000 pounds and seven feet long.
Some turtles hide their heads inside their shells when danger is near. They can pull in their legs and tails, too.

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But sea turtles can’t hide inside their shells.
Turtles that walk on the ground move slowly along on four short legs. Sea turtles have flippers instead of legs.
They use them like wings in the water and often seem to fly. Sea turtles can swim much faster than people can.
Even though a sea turtle lives in the ocean, it lays its egg on land. This is the only time in the sea turtle’s life
that it leaves the water. The mother turtle drags her body far up onto the sandy beach. It is very hard for her to move
on land, but she keeps going. Mother turtle uses her flippers to dig a nest in the sand. She lays about 100 soft round
eggs and covers them with sand or dirt. Then, covers her eggs and moves slowly back down to the water again and
swims away.
In about 60 days, the eggs left in the nest begin to hatch. The baby turtles dig their way up out of the sand.
Once out of the nest, the baby turtles start to wiggle and pull their little bodies toward the water.
But the trip down the beach to the water is filled with danger. The baby turtles that make safely into deep water
swim far out to sea!
PProcedure:
3. Ask: “Based on the title, what do you think is the story about?”
4. Ask the question to the children before the story is read: What are sea turtles like?
Let the children answer the question.
5. Read the story. After reading the second paragraph, ask the question: How do sea turtles eat? Let the children
answer the question. After reading the fourth paragraph, ask the question: How do sea turtles hide from
danger? Let the children answer the question. After reading the fifth paragraph, ask the questions: Can turtles
move in land and in water? (yes) How? After reading the sixth paragraph, ask the question: Why do you think
it is hard for a mother sea turtle to move on land?
6. Continue reading the story until you finish. Then ask the question: If you found a nest of sea turtle eggs on a
beach, what would you do?
7. Ask: Can you tell me what you know about sea turtles?

PH+ SE CV CD LD CA
Activity 28: Action Song: I’m A Little Fish (Tune of “I’m a Little Teapot”)
Objective:
1. Express ideas and feelings through a song with actions
2. Respond to rhythm, melody, dynamics and tone and form of music through body movements
Materials: Action Song: I’m A Little Fish
I’m a little fish, I like to swim

(put hands in prayer position facing away from you… they’re
the fish. Wiggle them back and forth like a fish swimming through the water)
You can’t catch me, ‘cause I have fins

(shake fingers back and forth ”no no no”)
When I swim fast my friends, I hear them say

(put hand to ear like you’re listening)
Stop your swimming and come and play!

(make a STOP gesture with hand and then jump up in the air)
P Procedure:
1. Present the action song and let the children watch you closely.
2. Let the children read the song after you.
3. Let them create the body movements in rhythm with the song.
4. Sing the song with body movements together with the children.
5. Let the children sing the song with body movements on their own.
Activity 29: Carton Caterpillar

Objectives:
1. Express what one sees, thinks and feels through a creative work
Materials: Picture of a caterpillar; egg carton or plastic caps or small boxes of equal sizes, abaca twine, any
black seeds, paint (green)or water color, scissors, glue and marker pen

PH+ SE CV CD LD CA
Procedure:
1. Introduce the caterpillar through its picture. Say: The baby butterfly is called caterpillar. Now, we are going to
make a caterpillar.
2. Cut egg carton into strips, glue 2 or more strips to make a long caterpillar.
3. Paint with green color.
4. Pierce 2 holes at the first segment (the head) and insert 2 pieces of abaca twine, 1 ½ inches long to make the
antennae.
5. Glue 2 black seeds on the same segment to make the eyes.
6. Draw the mouth.
Activity 30: Flappy Animals

Objectives:
2. Demonstrate respect by returning things use in their proper places
Materials: Bamboo stick or any stick available, adhesive tape, any sturdy string, any stiff paper like construction
thin card board, cartolina, crayons
Procedure:
1. Fold paper into three equal parts.
2. Turn paper vertically and cut off two small corners at the top.
3. Cut off two long corners at the bottom.
4. Open the folded paper, draw eyes and face of an animal like butterfly.
5. Tie or tape bamboo stick behind animal.
6. Remind the children to return the things used in their proper places.
Activity 31: Animal Riddles

Objective:
1. Demonstrate interest and enthusiasm by listening attentively to riddles
2. Relate descriptions to the appropriate animals
Materials: Animal Riddles
I’m not an insect, but I spin
a trap to catch an insect in.

PH+ SE CV CD LD CA
I have too many legs to be
a real insect. Count and see!
What am I? Spider
I flutter by the flowers, sipping up my lunch

My babies look like little worms
And leaves are what they munch.
What am I? Butterfly
I crawl along so slowly, as quiet as a mouse,

then quickly catch an insect and take it in my house.
I take my home along with me and never have to pack!
What am I! Turtle
Heto na si Kaka
May sunong na dampa. Pagong
Kung bata’y may buntot

Kung lumalaki’y talipugot. Palaka
Maliit pa si kumpare
Nakaakyat na sa tore. Langgam
Procedure:
1. Introduce the activity on animal riddles and explain to the children what riddles are.
2. Give them the riddles and let them guess the animals describe in the riddles.
Activity 32: The Ugly Worm

Objectives:
2. Retell a story read
Material: Story: The Ugly Worm (written in a chart)

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The Ugly Worm
Once there was an ugly worm. He lived in a tree. His home was a mango leaf.
One morning, the ugly worm woke up. “What a beautiful day! Today is a fine day to play” he said.
The worm crawled down to the trunk of the mango tree. Then he felt hungry. “I’m hungry. I want to eat,” he
said. He crawled to a young plant. The ugly worm ate a green leaf. He ate another and still another. He grew bigger
and bigger.
Then he said, “I want to sleep. But where can I stay?” he asked. “Oh, there is the yellow santan. “Hello, yellow
santan! May I stay with you?” he said.
“Go away,” said the yellow santan. “You can’t stay here. You will eat my leaves.”
The ugly worm crawled to the gumamela. “Hello red gumamela! May I stay with you?” he said.
The red flower answered, “Go away. You can’t stay here. You will eat my leaves.”
The sleepy worm began to cry. “Nobody wants me,” he sighed.
A blue butterfly came by. “Why do you cry, sleepy worm?” the blue butterfly asked. “Nobody wants me,”
answered the ugly sleepy worm. “Go to the guyabano tree. There is a place for you there.
The ugly worm crawled to the guyabano tree. “May I stay with you?” he asked. “Yes, you may,” said the
guyabano tree. “Thank you, thank you,” said the ugly worm. The ugly worm slept for fourteen days. When he woke
up, he saw that he had beautiful green wings.
All the flowers in the garden looked up. “What a pretty green butterfly!” they said. “Stay with us, pretty
butterfly.” But the pretty butterfly flew away. He said, “Bye, bye, pretty flowers. I’ll come back someday.”

Where can we see worms?

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What did the ugly worm eat?
What happened to the ugly worm after eating?
Questions after reading:
Why did the santan and the gumamela flowers refused the ugly worm to stay with them?
Where did the ugly worm go to sleep?
What happened to the ugly worm when he woke up?
P Procedure:
3. Ask: Based on the title, what do you think is the story about? Ask this question to the children before the story
is read: Where can we see worms? Let the children answer the question.
4. Read the story. During reading and after reading the paragraphs that contain the answers to the questions,
stop and ask the questions: What did the ugly worm eat? What happened to the ugly worm after eating?
Let the children answer the questions.
5. Continue reading the story until you finish. Then ask the questions one at a time: Why did the santan and
the gumamela flowers refused the ugly worm to stay with them? Where did the ugly worm go to sleep?
What happened to the ugly worm when he woke up? Let the children answer the questions asked.
6. Say: Who can retell the story?
Activity 33: Paper Plate Frog Puppet

Objectives:
1. Express what one sees, thinks and feels through a creative work
3. Demonstrate care by patting one’s back or shoulder as a sign of affirmation
Materials: Pictures of brilliantly colored frogs, paper plates, construction papers (white, green and red colors),
scissors, paint, paintbrushes, glue and pencils for curling
Procedure:
1. Show the children pictures of brilliantly colored frogs.
2. Invite the children to cut a piece of green construction paper the same size as the plate.

PH+ SE CV CD LD CA
3. Have them fold their paper plate and their paper in half, then cut along the fold on the green paper. Set one of
the halves aside for later and ask the children to glue the other onto the underside of the folded plate; have
them apply glue only to the outside edges, leaving a pocket between the plate and the paper.
4. Help the children cut a piece of white paper so it is the same size as the top half of the plate. Show them how
to glue it to the plate, again applying glue only to the outside edges so you leave a pocket for the children’s
fingers.
5. Invite the children to paint the frog in the brilliant colors and patterns of frogs as in the pictures shown. Let the
paint dry.
6. Help the children cut eye shapes out of the remaining green paper. Fold the bottom edge of each eye and ask
the children to glue the eyes to their frog. Have them paint the coloring of the frog’s eyes.
7. Remind children to pat another’s back or shoulder for doing the task well.
Activity 34: Lift the Box

Objectives:
1. Demonstrate concept of subtraction related to addition
2. Demonstrate the concept of subtraction through the use of objects
Materials: Box or any similar container, any kind of counting materials like small stones, pebbles, chips, sticks
or blocks
Procedure:
1. Give each child a given quantity of sticks, start from five. Add one at a time until the sum is 10.
2. Children take out some numbers of sticks and verbalize the number of sticks left.
3. Do this with other materials.
Teacher says: Children say:

“Get none from the box” “Five take away none is five”
“Get one stick from the box” “Five, take away one is four”
“Get two sticks from the box” “Five, take away two is three”
“Get three sticks from the box” “Five, take away three is two”
“Get four sticks from the box” “Five, take away four is one”
“Get five sticks from the box” “Five, take away five is none”

PH+ SE CV CD LD CA
Activity 35: Poem: Five Green Speckled Frogs
Objectives:
1. Demonstrate the ability to store verbal information through short-term memory
2. Recite and act out some parts in the poem
3. Demonstrate concern by helping a peer who has difficulty in the activity
Material: Poem: Five Green Speckled Frogs (with illustrations)
Five green speckled frogs sat on a speckled log

Eating the most delicious bugs. Yum! Yum!
One jumped into the pool where it was nice and cool
Then there were four speckled frogs.
Four green speckled frogs sat on a speckled log

Then there were three speckled frogs.
Three green speckled frogs sat on a speckled log

Then there were two speckled frogs.
Two green speckled frogs sat on a speckled log

Then there were one speckled frogs.
One green speckled frogs sat on a speckled log

It jumped into the pool where it was nice and cool
Then there were no more speckled frogs.
Procedure:
1. Show the pictures of the five green speckled frogs. Ask the children to describe the frogs.

PH+ SE CV CD LD CA
2. Recite the poem by stanza with illustration. Ask children what they see and understand.
3. Let the children repeat the lines after you.
4. Let the children recite the poem alone.
5. Remind the children to help their peers who have difficulty doing the task.
Activity 36: Indoor/Outdoor Game: Snake Walk

Objectives:
1. Express what one sees, thinks and feels through body movements
2. Respond to musical instrument through the movements of a snake
3. Develop body balance and coordination in performing the movements
4. Develop impulse control by moving places politely and with ease in the environment
Materials: Any musical instruments like drum, tambourine or taped music
Procedure:
1. Gather the children and let them form a line.
2. Tell them to follow you and walk or march around.
3. Without knowing it, with the joint bodies, the line becomes a shape of a snake.
4. Tell them to move like a snake in response to the musical instruments.
5. Remind them to move politely and with ease.
Activity 37: From Eggs to Chickens

Objectives:
1. Share experiences on how eggs become chickens
2. Describe how to take care of chicks
Materials: Pictures of the life stages of a chicken

PH+ SE CV CD LD CA
Procedure:
1. Tell the story of the eggs that become chickens through the use of the pictures.
2. Ask: “How do you take care of the chicks in order to grow healthy?”
3. Ask the children to tell the story of how eggs become chickens and how do they take care of them.
Activity 38: Foods From Animals

Objectives:
1. Participate in group activity and name the foods that come from animals
2. Describe the foods that come from animals
Materials: Pictures of foods from animals

PH+ SE CV CD LD CA
Procedure:
1. Let the children look at the pictures carefully.
2. Ask: Where do these foods come from?
3. Ask: Which are the foods that come from chickens?
4. Ask: Which are the foods that come from pigs?
5. Ask: Which are the foods that come from cows?
6. Ask: Which of these foods does your mother cook at home?
7. Ask: What is your favorite food? Where does this come from? What does this food do to your body?

PH+ SE CV CD LD CA
Activity 39: Let’s Take Care of the Animals
Objectives:
1. Describe how to take care of animals
2. Demonstrate appreciation to God for giving us animals
Materials: Pictures; toy animals
Procedure:
1. Talk on what animals need in order to grow.
2. Discuss on how to take care of animals.
3. Thank God for giving us animals.
4. Say a thank you prayer to God.
Thank you God for the animals we have.
Thank you God for the foods they give.
I promise to you, I’ll take care of them. Amen.
Activity 40: Animals in the Forest Puzzle

Objectives:
1. Relate puzzle pieces to form animals in the forest
2. Develop fine eye-hand coordination.
Materials: Puzzles of pictures of common animals
Procedure:
1. Each child will be given puzzle pieces to put together an animal in the forest.
2. Child will clap his/her hands after finishing the puzzle.
Week 5 Sub-Theme: Pets
Activity 1: Animal Pets

Objectives:
1. Work on assignment with minimal supervision from an adult
2. Develop self-confidence in describing one’s pet
Material: Picture of one’s pet (ask children to bring a picture of their pets)

PH+ SE CV CD LD CA
Procedure:
1. Ask each one to describe his/her pet.
2. Display the pets of the children.
3. Write what the children tell you about their pets.
4. Put the child’s description of his/her pet besides the picture.
5. Ask questions based on the descriptions given by the children: “Who has a pet
a. dog?/cat?/puppy”
Activity 2: Baby Pets

Objectives:
1. Demonstrate what one sees, thinks and feels by coloring
2. Color pictures within line boundaries
Materials: Pictures of baby pets
Procedure:
1. Show the pictures of the baby pets.
2. Let the children identify each picture.
3. Distribute the pictures of the baby pets to the children.
4. Let them color the pictures. Remind them to color within the line boundaries.

PH+ SE CV CD LD CA
Activity 3: Poems of Pets

Objectives:
1. Sound off every syllable from the words heard
2. Recognize sounds by reciting poems about pets
Materials: Poems of pets (created or taken from books)
Procedure:
1. Give the title of the poem.
2. Recite the whole poem.
3. Ask questions about the poem.
4. Give a word and let the children sound off every syllable of the word.

PH+ SE CV CD LD CA
5. Do this for the other words.
6. Recite the poem by line and let the children repeat after you.
7. Let the children recite the whole poem.
Activity 4: Songs About Pets

Objective:
1. Express one’s thoughts and feelings through a song
2. Use musical instruments to accompany the song
Materials: Songs of pets (created or taken from books)
Procedure:
1. Give the title of the song.
2. Read the whole song.
4. Recite the song by line and let the children repeat after you.
5. Sing the song with them then let the children repeat after you.
6. Let the children select their musical instrument to accompany the song.
7. Let the children play their musical instrument in response to the rhythm and melody of the song.

Objectives:
1. Identify the characters of the story
2. Describe each character in the story
Material: Stories of Pets from Adarna Book
Procedure:
4. Read the story.
5. Let the children identify the characters in the story.
6. Let them describe each character.
7. Ask them which character they like best and why.

PH+ SE CV CD LD CA
Activity 6: My Letters Mm and Ll
Objectives:
1. Produce and sound off “m” and “l”
2. Produce/sound off words with initial “m” and “l” sounds
3. Write letters Mm and Ll with proper posture, correct paper position and handling of the pencil
Materials: Letters Mm and Ll; words in word cards with pictures: m: Mama, mesa, mata, marami; l: laro, lima,
lola, lolo
Procedure:
1. Show a picture of “Mama” and ask children on its initial letter.
2. Let the children produce or sound off “m”.
3. Then show the pictures and let them name the pictures with the words that start with “m”.
4. Do the same with the sound “l”.
5. Show how to write the big “M” and the small “m” on the board and let the children trace the letter with a chalk.
6. Distribute pieces of paper with letter Mm written in dots.
8. Let the children write the big letter “M” then the small letter “m” from memory.
9. Do the same in letting the children write letter Ll.
Activity 7: I Take Care of My Pet

Objectives:
1. Describe how to take care of one’s pet
2. Express thoughts and feelings through drawing things/objects that the pet needs
3. Demonstrate appreciation to God for giving one’s pet
Materials: Pictures of pet animals
Procedure:
1. Talk on how animals are taking care of by the owner.
2. Ask each child to tell on how he/she takes care of his/her pet animal.
3. Ask each child to draw what the pet needs.
4. Thank God for giving him/her the pet animal.
5. Say a thank you prayer to God.
Thank you God for my pet.

PH+ SE CV CD LD CA
Thank you God, my pet makes me happy.
I promise to you, I’ll take care of him. Amen.
Activity 8: Dressing Up the Pets

Objectives:
1. Express one’s creativity in dressing up a pet
2. Describe the dress of the pet
3. Demonstrate how to seek help or support from an adult
Material: Pieces of cloth, ribbons, pins, clips
Procedure:
1. Assign the children to bring to class things they need in dressing up their pets
2. Let the children prepare the things to be used in dressing up the pets with adult assistance.
3. Let them dress up their pets.
4. Ask each child to describe the dress of his/her own pet.
Activity 9: Pets on Parade

Objectives:
1. Demonstrate pride in one’s pet
2. Identify own emotions and express pride in one’s pet
Material: Bring the pet to the center for the parade. For those who still do not have pets, they could picture of
the pets they want
Procedure:
1. Let the children bring their pets to the center.
2. Share to the class what their pets can do.
3. Share to the class how the child takes care of the pet.
4. Let the children dress up the pets for the parade.
5. Let them say: I feel proud of my pet. I am happy with my pet.
6. Let the children go on a parade with the pets in the classroom.

PH+ SE CV CD LD CA
Activity 10: Pets at Home
Objectives:
1. Demonstrate the concept of putting together or addition
2. Demonstrate self-confidence in joining an activity
Materials: Pictures of pets in houses
Procedure:
1. Give each child a picture of pets in a house. Then ask three children how many pets does each one of them
have? Add one at a time until the sum is 10.
2. Let the children count the number of pets for first, second and third child. Then ask: How many pets are there
in all?
3. Do this with the other pictures of pets at home.
Weeks 6 and 7 Sub-Theme : Rivers, Lakes and Seas, Mountains and Hills
Activity 1: What Do You See and Hear?

Objectives:
2. Give ideas of what was seen and heard
3. Relate pictures with printed words
Materials: Picture/magazine cut-outs of nature; word cards: araw, hangin, tubig, bulaklak, kahoy,
ibon, dahon
Procedure:
1. Tell the children that they will have a walk to the park/place which is beautiful.
2. Remind them of the rules and agreements that they will follow when they go out.
o Stay in line
o Follow teacher
o Walk only
o Open their eyes and look around
o Use a modulated voice
3. When they are in the park/beautiful place ask the children to observe the place by looking at the surroundings

PH+ SE CV CD LD CA
and listening to the sounds they will hear.
4. Let the children tell of what they see and hear.
5. When they arrive in the classroom, show them the pictures and they will get the pictures which represent the
things they have seen and heard.
6. Let them describe the pictures.
7. Show them the word cards and read the words.
8. Ask the children to match the pictures with the corresponding words.
9. Then let them read the words after you.
Activity 2: Nature Craft

Objectives:
1. Express thoughts and ideas through variety of objects in making a nature collage
2. Develop self-confidence by joining a group activity
Materials: Glue/paste, twigs, small stones, leaves, flowers, bark of a tree; other materials from
nature that can be found in the surroundings of the school; one half size of the manila paper
Procedure:
1. Group the children into 3 groups. Explain to them that they will make a nature collage that portrays the
different things they see in the environment.
2. Show the different materials and let them identify each.
3. Demonstrate what they will do.
4. Distribute the materials to each group.
5. Children work together for their collage.
6. Let each group present and describe their collage.
Activity 3: Story of Creation

Objectives:
Materials: Pictures for the story of the creation
Procedure:
1. Tell the story of Creation.

PH+ SE CV CD LD CA
2. Ask the questions below about the story of creation:
- What were the things God created on the first day? Second day? Etc.
- How did God see all His creation?
- How do you feel after hearing this story?
- What do we say to the Lord who created us?
Activity 4: Poems/Stories About the Earth

Objectives:
1. Listen and recite a rhyme
2. Answer specific questions about the rhyme
3. Perform actions with the rhyme
Materials: Suggested poem:
God made the earth
God made the earth and God made the sky
God made the fishes and the birds that fly
Animals, plants, trees so tall
Sun, moon, stars shining bright
God made everything great and small
God made you and God made me.
Procedure:
1. Present the poem and recite the whole poem.
2. Recite the poem by line then ask the children to repeat after you.
3. Ask the following questions to the children: Who made the earth? Who made the sky?
a. Who made the fishes and the birds?
b. Who made the animals, plants and trees?
c. Who made the sun, the moon and the stars?
d. Who made you and me?
e. What are things that God made?
4. Perform actions with the rhyme.

PH+ SE CV CD LD CA
Activity 5: Counting What God Has Made
Objectives:
1. Express creatively thoughts and feelings about God’s creation heard from the story
2. Demonstrate the ability to count 1 to 15
3. Demonstrate the ability to write numerals 11 to 15
4. Demonstrate correct posture and paper position and the proper way in holding the pencil
Materials: Toys /pictures ( whatever is available) of God’s creations; pictures of objects in the land (trees, fruits,
flowers, fish, birds, animals), sky (sun, moon, stars, clouds); numerals 1 to 15
Procedure:
1. Show the toys/pictures and let the children describe these and tell where they can find these.
2. Let them count the objects from 1 to 15.
3. Show 8 objects and ask a child to give the corresponding numeral.
4. Do the same activity for other numerals until 10.
5. Show 11 objects and let the children count these.
6. Show numeral 11 and let a child trace numeral 11 on the board with a chalk.
7. Do the same activity for numerals 12 to 15.
8. Distribute pieces of paper with the numerals 11 to 15 written in dots and dashes.
9. Let the children connect the dots and dashes for numeral 11.
10. Then let them copy numeral 11 on their lined paper.
11. Do the same for numerals 12 to 15.
Activity 6: Song: Who Made the Trees that Grow

Objectives:
2. Respond to rhythm, melody and tone of music through creative movements
Material: Song: Who made all the trees that grow?
God in heaven above.
Procedure:
1. Present the song and read all the lines of the song, then read each line and let the children repeat after you.
Song: Who made all the trees that grow?

PH+ SE CV CD LD CA
Who made all the trees that grow?
God in heaven above
Who made all the flowers that bloom?
God in heaven above
Who made all the fish that swim?
God in heaven above
Who made all the birds that fly?
God in heaven above
Who made all the animals?
God in heaven above
Who made the sky?
Who made the clouds?
God in heaven above?
Who made the moon and stars?
Who made you and me?
2. Sing the whole song with the children.
4. Then let the children sing the whole song by themselves.
5. Let the children create actions/movements in rhythm with the song.
6. Let the children sing the song with their creative movements.
Activity 7: Stories/Poems About the Earth

Objectives:
2. Answer questions about the story
Material: Suggested Story: What’s Alive? By Kathleen Weidner Soehfeld
Procedure:

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5. Read the story.
Activity 8: Nature Walk to Where There Are Mountains/Rivers/Sea/Animals

Objectives:
1. Demonstrate awareness and appreciation of the environment
2. Enjoy listening to animal and environmental sounds
3. Demonstrate appreciation of the nature by giving thanks to the Creator
Procedure:
1. Tell the children that you have a surprise for them.
2. Tell them that they will go on a nature walk and you want them to open their eyes and look at the things God
created.
3. Give guidelines as to how the children should behave while they are having their nature walk.
o Stay in line
o Follow teacher
o Walk only
o Open their eyes and look around
4. Use a modulated voice
5. Ask the children what they saw and heard when they walked outside the Center.
6. Ask the children to describe what they saw and heard.
7. Ask them how they feel.
8. Lead the children pray to thank God, our Creator
Activity 9: Move to the Music ( wind/air, river/sea movements)

Objectives:
2. Enjoy listening to the music and do body movements with the music
3. Demonstrate respect, empathy and care by giving a hug to an upset peer who could not do the activity well
Materials: Recorded sounds of wind/air; river/sea; CD player

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Procedure:
1. Tell the children to act out the movements of the wind/air, river/sea and other environmental sounds.
2. Children listen to the music and ask them how they feel.
3. They feel the rhythm of the music by acting out the movements of the wind/air, river/sea.
4. Let the children make the movements in rhythm with the music.
Activity 10: Draw What You Saw and Heard

Objectives:
1. Express ideas and feelings through drawing of what one saw and heard during the nature walk
3. Demonstrate respect by returning things in their proper places
Materials: Pencil, crayons, clean paper
Procedure:
1. Ask the children what they saw and heard during their nature walk.
2. Tell them to draw what they saw and heard.
3. Let them display their drawing.
Activity 11: The World I See

Objectives:
1. Express creative thoughts and feelings about personal experiences
2. Demonstrate respect by speaking moderately in front of the class
Procedure:
1. Call on each child to describe his/her drawing.
2. Remind the children to speak in a modulated voice.
Activity 12: Game: Let’s Play Ball

Objectives:
1. Develop body balance and coordination and practice safety rules in playing
2. Develop healthy relationship by playing cooperatively with others
3. Initiate in starting assigned activity by leading in doing the activity
Material: A ball

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Procedure:
1. Remind the children how to throw and catch a ball.
2. Make them form a circle.
3. Let a child-leader stay at the center and throw the ball to each child who should catch it.
4. Allow other children be the child-leader to stay at the center of the circle.
Activity 13: Stories/Poems About Taking Care of the Earth

Objectives:
Material: Suggested story: Wonderful Earth by Nick Butterworth & Mick Inkpen
Procedure:
1. Unlock the difficult words
3. Ask the children to describe the picture on the cover of the book
4. Let the children ask questions on what the story might be about.
5. Read the story
6. Ask questions using who, what, why, when, what if.
Activity 14: Let’s Save Our Earth

Objectives:
1. Use materials and resources to explore and express freely
2. Explore creating images on what one can do to save the environment
Materials: Drawing and coloring materials, paper; natural materials found in the environment
Procedure:
1. Ask the children why it is important to care for the environment.
2. Ask them to name ways to help save the environment.
3. Give them the drawing and coloring materials and other materials from the environment and tell them to create
images to answer the question: How can we help save the environment?

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Activity 15: Counting and Adding Using Objects
Objectives:
1. Count objects from 1 to 20
2. Relate objects with the printed numerals 1 to 20
3. Demonstrate concept of addition by putting objects together up to sum of 10
Materials: Objects found in the environment
Procedure:
1. Give to the children the different objects and let them count 1 to 15.
2. Demonstrate how to count 16 to 20.
3. Let the children count from 1 to 20.
4. Present the numeral 16 to 20.
5. Let the children match the objects 1 to 20 with their corresponding numeral.
6. Show putting together 3 objects and 2 objects and let the children count and give the answer.
7. Do the same activity with other objects until the sum of 10 only.
Activity 16: Storytelling: Any Story About Rivers

Objectives:
Procedure:
1. Give the title of the story with a picture and let the children describe what they can see in the picture.
2. Let them ask questions on what the story is all about.
3. Tell the story.
4. Ask the children to answer the questions they have asked.
5. Ask additional questions about the story guided by what, who, where, when.
Activity 17: Making a Trip Chart

Objectives
1. Plan and organize a simple familiar activity
2. Demonstrate healthy and positive relationship by working cooperatively with others
Materials : Clean bond paper, pencil

PH+ SE CV CD LD CA
Procedure :
1. Give each child 2 pieces of clean bond paper
2. Assign each child a partner.
3. Ask the child to fold one bond paper into 2 (crosswise).
4. On the upper part of the paper, tell the children to copy and fill up the following ( teacher can prepare the
format for the children).
My name is _______________.
Today is _________ July _____, 2014.
My partner is ________________.
We will leave at ___00 A.M.
We will be back by ______:30 A.M.
5. During the tour, tell the children to bring at least 3 pieces of clean bond paper or teacher made format and
pencil. Tell them to draw the things they saw in the river.
Activity 18: Field Trip: River Tour

Objectives:
1. Demonstrate awareness and appreciation of the environment by listening to environmental sounds
2. Express creatively one’s thought and feelings about the field trip
3. Demonstrate respect by following rules set for the filled trip
Materials: Paper and pencil for recording the things seen and heard
Procedure :
1. Discuss the purpose of the field trip.
2. Discuss rules regarding the tour. During the tour always remember:
 Keep quiet while walking around the river so that others will not be disturbed.
 Just walk. No running allowed.
 Listen well when people interviewed are talking.
 Ask questions in a polite way.
 Greet the people you meet.

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 Ask permission before using anything you see.
 In going around, tell the children to take note and draw what they see, hear, smell and feel.
3. Let the children go around the place ask questions about the places to the person in charge.
4. Back in the classroom, give the children some time to finish their trip charts.
5. Discuss observations together with the children and let them show their drawings to the class.
6. Let them talk about the rules set.
Activity 19: Sea Life Painting

Objectives :
1. Express their thoughts and feelings through painting
2. Demonstrate progress in fine motor skill and eye-hand coordination
Materials : Blue and green finger paints, paper, fish stickers
Procedure:
1. Provide each child with paper and blue and green finger paints.
2. Invite children to make waves of paint on the paper
3. When dried, glue on fish stickers!
4. Let the children present their painting and describe this.
Activity 20: Music and Movement

Objectives :
1. Express one’s ideas and feelings through a song
2. Respond to the rhythm and melody of the song through body movements
Material: A song: Five Little Fishes
Procedure :
1. Teach the song, “ Five Little Fishes “ ( to the tune of 5 Little Monkeys)
Five little fishes swimming in the sea

Teasing Mr. Shark : You can’t catch me!
Along came Mr. Shark as quiet as could be and …. SNAP!

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Four little fishes swimming in the sea …..
(continue until no little fishes are swimming in the sea)
2. Let the children respond to the rhythm and melody of the song by doing body movements.
3. Let the children sing the song by line with body movements.
4. Let the children sing the whole song with body movements.
Activity 21: Fishing in the Lake

Objectives :
1. Demonstrate short-term and long-term memory by counting fishes from 1 to 20
2. Relate pictures of fishes to the corresponding numeral
Materials : Worksheet, paste/glue; fish cut-outs; number cards 1 to 20
Procedure :
1. Provide children the worksheet with a picture of a boat with a fisherman.
2. Let the children place many pieces of fish cut-outs in the sea.
3. Let them act out as the fisherman and do the fishing.
4. Let them count the number of fishes that they caught.
5. Let them label the fishes with the correct numeral.
Activity 22: Clean Up

Objectives:
1. Share one’s thoughts and ideas on how to take care of rivers
2. Relate pictures with labels/words
3. Sound off the syllables in the labels/words and read the words
Materials: Picture of a river on a manila paper with removable pictures of the trash; word cards with matching
pictures: tubig, dumi, basura, kahoy na may walis, sako
Procedure:
1. Let the children look at the picture of a river with trash and describe this.
2. Ask them what they shoud do and why.
3. Let them identify the things needed to clean the river.

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4. Let each child make believe that they are removing the trash picture from the river.
5. Let them share their ideas on how they cleaned the river.
6. Let them identify the things they used and match these things with the corresponding words.
7. Let them read the syllables of the words then let them read the whole words.
Activity 23: My Letter Hh

Objectives:
1. Produce and sound off “h” ”
2. Produce/sound off words with initial “h” sound
3. Write letter Hh with proper posture, correct paper position and handling of the pencil
Materials: Letter Hh; words in word cards with pictures: h: hanap, hirap, hilo, hita
Procedure:
1. Show an action of “hanap” and ask children on its initial letter.
2. Let the children produce or sound off “h”.
3. Then show the pictures and let them name the pictures with the words that start with “h”.
4. Show how to write the big “H” and the small “h” on the board and let the children trace the letter with a chalk.
5. Distribute pieces of paper with letter Hh written in dots.
7. Let the children write the big letter “H” then the small letter “h” from memory.
Activity 24: Clean Rivers

Objectives:
1. Express what one sees, thinks and feels through a painting of a clean river
2. Explore producing lines, shapes and colors to compose images
Materials: Paint (blue), coloring page with picture of a river
Procedure:
1. Provide the children with the painting materials.
2. Let them use lines, shapes and colors to compose images of a clean river.
3. Emphasize that the river should be maintained clean.

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Activity 25: Fishing for Tens
Objectives:
1. Demonstrate the addition concept by putting together fishes up to 10
2. Counting the number of fishes caught and matching this with the correct numeral
Materials: Papers, a stick, a string, some paper clips and a horseshoe magnet, fish cut-outs
Procedure :
1. Cut out some paper fish (approximately 4-5 inches).
2. Attach a paper clip to either end of each fish.
3. Make a simple fishing pole with the stick and the string.
4. Attach the magnet to the end of the string.
5. Let the children take turns fishing.
6. Let each child’s catch of fish be added to the other children’s catch of fishes.
7. Let the children count all the fishes caught. Then let them match this with the corresponding numeral.
Activity 26: Stories from Books: Creatures in the Sea

Objectives:
1. Demonstrate interest in reading a book by choosing from displayed 3 to 5 children’s books
2. Talk about pictures in every page
3. Give own title and theme of the story
Materials: 3 to 5 children’s books with pictures per page displayed in a corner
Procedures :
1. Let the children look at the displayed books and ask them to choose one where there is a story with pictures
that they like best.
2. Let them tell the story by page through the pictures.
3. Ask questions about the story and let the other children answer the questions.
4. Ask the children what title do they want for the story read.
5. Ask them also for the theme of the story.

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Activity 27: Pollution Problem Solving
Objectives :
1. Compare a clean from a dirty water
2. Demonstrate how to clean dirty water
3. Demonstrate healthy and positive relationship by working cooperatively
Materials : Water tub/basin, leaves, stones, paper scraps, strainer, sieves, cooking oil
Procedure :
1. Fill a water table or wash tub approximately half with water.
2. Gather some natural materials such as leaves, sand, stones, and grasses.
3. Also, gather some paper scraps and some cooking oil.
4. Make available strainers, sieves and loosely woven fabric such as cheese cloth.
5. Initiate a discussion of water pollution problems. Point out that some things that dropped in water can be easily
removed; other things are difficult or impossible to remove.
6. Invite groups of five or six children at a time to work in teams.
7. Tell them that each team will work together to experiment with ways of cleaning dirty water.
8. When the children have added as many things as they wish to the water, ask them to tell you about how the
water looks and smells.
9. Provide one or two empty tubs, along with the strainers, sieves and cheesecloth.
10. Challenge children to work together to remove as many items and substances from the dirty water as possible.
11. Encourage and praise cooperative efforts and group decision making.
Activity 28: Field Trip: Mountain/Hill Tour

Objectives:
1. Demonstrate awareness and appreciation of the environment by listening to environmental sounds
2. Express creatively one’s thought and feelings about the field trip
3. Demonstrate respect by following rules set for the filled trip
Materials: Paper and pencil for recording the things seen and heard
Procedure :
1. Discuss the purpose of the field trip. Explain to the children the difference between a mountain and a hill. Let
them know that they are going to visit a ______.
2. Discuss rules regarding the tour. During the tour always remember:

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- Keep quiet while walking around the river so that others will not be disturbed.
- Just walk. No running allowed.
- Ask questions in a polite way to people who can answer your questions.
- Greet the people you meet.
- Ask permission before using anything you see.
3. In going around, tell the children to take note and draw what they see, hear, smell, and feel.
4. Let the children go around the place and ask questions about the places to the person in charge.
5. Back in the classroom, give the children time to draw what they see and hear.
6. Let them present their drawing and talk about these.
7. Let them talk on the rules set for the field trip.
Activity 29: Mountain/Hill Collage

Objectives :
1. Express their thoughts and feelings through a collage
2. Demonstrate progress in fine motor skill and eye-hand coordination
Materials : Finger paints in different colors; natural objects in the environment; manila paper; glue or paste
Procedure:
1. Group the class into 3 and provide each group with the materials.
2. Invite the children to make a mountain collage.
3. When finished, let them present their collage and display this in the room.
4. Remind the children to return the things used in their proper storage.
Activity 30: Music and Sounds

Objectives :
1. Express one’s ideas and feelings through a song
2. Respond to the rhythm and melody of the song through musical instruments
Materials: Songs about mountains/hills
Procedure :
1. Present the title of the song and let the children talk what the song is all about.
2. Recite the whole song and recite by line and let the children repeat after you. Then recite the whole song

PH+ SE CV CD LD CA
again.
3. Sing the whole song then by line and let the children repeat after you.
4. Let the children choose the musical instrument they like. Let them play in response to the rhythm and tone of
the song.
5. Let the children sing the song accompanied by the musical instruments.
Activity 31: Story About Mountains/ Hills

Objectives:
2. Express story in mind by drawing
Material: Make –up story or story on mountains/hills from a book
Procedure:
1. Tell the title of the story with a picture and let the children describe the picture.
2. Tell the story aloud to the children.
3. Ask questions about the story guided by what, who, where, what if.
4. Let the children retell the story by drawing the scenery/objects/characters of the story.
5. Let the children present their drawing and tell a story about this.
Activity 32: Trees, Trees in the Mountains and Hills

Objectives:
1. Express one’s ideas and thoughts by comparing the trees in the mountains and hills
2. Identify similar pictures/words in a group of 3 to 5 printed pictures/words
Materials: Pictures of mountains and hills with trees and animals; cards with similar/different words
Procedure:
1. Let the children look at several mountains and hills then let them compare these.
2. Ask: Which plants/trees/animals in the mountains/hills are similar?
3. Show words and let the children match these with the corresponding plants/trees/animals.
4. Show 3 words with 2 similar words. (Example: kahoy baka kahoy) Ask: Which words are similar?
5. Do the same with other sets of words.

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Activity 33: Keeping the Trees in the Mountains/Hills
Objectives :
1. Express one’s thoughts and ideas freely
2. Use variety of art work to give messages on planting/keeping trees in the mountains/hills
Materials: Pictures of dry mountains/hills without trees anymore and flash foods; drawing/painting materials;
pieces of paper
Procedure :
1. Show the children the pictures of dry mountains/hills with few or no more trees and flash floods in a
community. Let them describe the pictures then ask: What do you think causes the flash floods?
2. What happened when there is a flash flood? Ask children to share their experiences if they have been affected
by floods.
3. Tell them that we can take care of the mountains and hills. Ask them how.
4. Distribute the drawing/painting materials and let the children show how they can revive the plants/trees in the
mountains/hills which were destroyed by people or by a storm/typhoon.
5. When the work is completed, let the children describe their drawings/paintings.
Activity 34: My Letter “Dd”

Objectives:
1. Produce and sound off “d” ”
2. Produce/sound off words with initial “d” sound
3. Write letter Dd with proper posture, correct paper position and handling of the pencil
Materials: Letter Dd; words in word cards with pictures: d: dagat, damo, dito, doon, dalaga
Procedure:
1. Show a picture of “dagat” and ask children on its initial letter.
2. Let the children produce or sound off “d”.
3. Then show the pictures and let them name the pictures with the words that start with “d”.
4. Show how to write the big “D” and the small “d” on the board and let the children trace the letter with a chalk.
5. Distribute pieces of paper with letter Dd written in dots.
7. Let the children write the big letter D then the small letter d from memory.

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Activity 35: Composing a Story
Objectives:
1. Compose a self-made story of 3 to 5 pages using self-drawn pictures
2. Tell a story with the use of the pictures
3. Give the title of their own story
Materials : Pieces of coupon bond, pencil, crayons or markers
Procedure :
1. Tell the children that they are going to write a story about their mountains/hills by drawing 3 to 5 pictures. Ask
them first to share the stories they have in mind.
2. Distribute pieces of coupon bond to each child.
3. Have him/her draw on the sheets of paper their stories about their mountains/hills.
4. Let him/her color the drawings.
5. When the drawings are completed, ask the children to tell their stories using the pictures they have drawn.
6. Ask them the title of their story.
Weeks 8 and 9 Sub-Theme : We Can Visit Other Places
Activity 1: Storytelling of Family Visit to Other Places

Objectives:
1. Demonstrate interest and enthusiasm in listening attentively to a story
2. Answer the questions about the story.
Material: Stories of children about their family visit to other places; pictures of families on a trip
Procedure :
1. Show the pictures and ask the children to describe these.
2. Ask: Have your families gone to other places? Then let the children share their stories to the class.
3. Ask questions about the story guided by what, who, where, when and what if.
Activity 2: Let’s Go and Have Fun!

Objectives:
1. Express one’s thoughts and ideas through a creative work
2. Demonstrate progress in fine motor skills and eye-hand coordination by cutting/coloring within line boundaries

PH+ SE CV CD LD CA
Materials: Oslo papers, glue/paste, drawing/coloring materials, magazines, newspapers
Procedure:
1. Let the children choose from the magazine or newspaper pictures of places where they want their family to
have fun and enjoy.
2. Remind them to cut the picture within line boundaries or color drawings within line boundaries.
3. Paste them on an oslo paper as if making an invitation.
4. Help the children write the invitation note.
Activity 3: Fun in the Beach

Objectives:
1. Develop the ability to make-up a story from a series of 3 to 5 pictures
2. Express the story in mind through drawings or cut-outs of pictures
Materials: Magazines with pictures of families in a beach; drawing materials, tape, crayons
Procedure:
1. Show the magazines with pictures of families having a picnic in a beach. Ask the children to make a story by
cutting out the pictures from the magazines. Or they can draw the pictures for their story.
2. Remind them that there must be 3 to 5 pictures.
3. Let the children make their 3 to 5 pictures.
4. Ask them to make a story using the pictures.
5. Let each child tell the story.
6. Ask questions about the story and let the children answer the questions.
Activity 4 : Foods for the Picnic in the Beach

Objectives:
1. Demonstrate concept of addition using objects
2. Demonstrate concept of subtraction using objects
Materials: Pictures of different foods for the picnic in the beach, number cards 1 to 20
Procedure:
1. Let the children put out the pictures of foods that they will bring to the beach assigned to them the previous
week.
2. Let the children group themselves into 5.

PH+ SE CV CD LD CA
3. Let each child put out his/her food in a circle so there will be 5 circles. Then let the children put together all
foods that they have. Then let them count all the foods in the group. Ask a child to get the number card
corresponding to the total number of foods.
4. Tell the group that one should act as the mother. Then mother will give foods to one child. Ask: How many
are left? Then the mother will give foods to the second child. Ask: How many are left? Do the same with the
other children and ask the same question.
Activity 5: Time to Go!

Objectives:
1. Relate pictures with printed labels
2. Read familiar words by syllables
Materials: Word list: basket, banig, bag, pagkain, tubig, baso, etc.
Procedure:
1. Tell the children that they will have to help their mother prepare for the outing to the beach.
2. Show the pictures of the things they need to bring.
3. Show the checklist of things that their mother prepared.
4. Let the children read each word by syllable: bas-ket, ba-nig, bag, pag-ka-in, tu-big, ba-so. Then let them read
the whole word.
5. Ask the children to match the pictures with the corresponding labels.
6. Then let the children read the words with the pictures.
Activity 6: Stories of Families Preparing for a Trip

Objectives :
1. Predict what will happen next in the story
2. Predict how the story will end
Materials: Make-up story/story in a book of a family going for a trip
Procedure:
2. Let the children talk what the story might be.
3. Tell the story of a family preparing for a trip.
4. Ask: Where will the family go? Who would likely join the trip? What would likely happen in the place where

PH+ SE CV CD LD CA
they are going? What do you think is the ending of the story?
Activity 7: My First Trip in a Boat/Bus/Airplane

Objectives:
1. Share personal experiences or known information
2. Retell experiences of others
Materials: Pictures of family members during the trip
Procedure:
1. Ask the children to show the picture of their family when they had a trip taking a bus/boat/airplane.
2. Tell them to share their personal experiences.
3. Then ask other children to retell the stories they heard from their classmates.
4. Ask: How did you feel during the trip? Did you thank your father and mother for the trip? What are the means
of transportation that we use when we go to other places?
Activity 8: Poem/Song on Sounds of Buses/Jeepneys/Boats/Airplanes

Objectives:
1. Express what one sees, thinks and feels through a poem/song
2. Produce rhythmic patterns through musical instruments and other objects
Materials : Poem/Song about sounds of buses, jeepneys/boats/airplanes
Procedure :
1. Present pictures of the different transportation and let the children describe each. Let them imitate sounds
produced by the transportation.
2. Present the whole poem/song and recite by line and let the children repeat after you.
3. Then let each child do the rhythmic claps to accompany the poem or choose the musical instrument to
accompany the song. Let them practice this activity.
4. Let the children say the poem/sing the song with the accompaniment.
5. Let the children sing the song with accompaniments (musical instruments) and body movements.

PH+ SE CV CD LD CA
Activity 9: What I Like About My Family
Objectives:
1. Express one’s thoughts and feelings through a variety of materials
2. Demonstrate pride in being a member of one’s family
1. Materials: Drawing/Painting materials, materials found in the environment, bond or construction paper
Procedure :
1. Have the children fold the bond paper into two (crosswise).
2. On the front page, let the children present a family portrait through drawing/painting/collage.
3. On the inside page, have the children draw the different places they have gone to with their family.
4. Let them present their work by describing the front picture and the inside drawing/painting/collage.
5. Then ask: What do you like about your family? How do you make your family proud of you?
Activity 10: Self-Made Story

Objectives:
1. Compose a self-made 3 to 5 page story using 3 to 5 self-drawn pictures
2. Tell a story with the use of the pictures
3. Give the title of their own story
Materials : Pieces of coupon bond, pencil, crayons or markers
Procedure :
1. Tell the children that they are going to write a story about their mountains/hills by drawing 3 to 5 pictures and
these will put together like a book. Say: You will also make a cover page for your book.
2. Distribute pieces of coupon bond to each child.
3. Have him/her draw on the sheets of paper their stories about their mountains/hills.
4. Let him/her color the drawings.
5. When the drawings are completed, ask the children to tell their stories using the pictures they have drawn.
6. Ask them the title of their story which you are going to write on the cover page.

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WEEK 10: Sub Theme: We Thank God for a Wonderful School Year
Activity 1: Artwork: Portrait of Friends

Objectives:
1. Express one’s ideas and thoughts by drawing images of their friends with detail
2. Use drawing materials appropriately and with care
3. Recall ideas and feelings about having friends in school
Materials: Colored papers with frame-like borders, drawing and coloring materials ( pencils, markers, crayons)
Procedure:
1. Present the materials on the table.
2. Ask the children to think of their friends in class or in school and to draw their friends on the pieces of papers
provided.
3. Encourage the children to create as many drawings of friends as they can.
4. Once they are done, the children are to write their names and the names of the friends they drew. The
drawings can be posted on the wall or stapled together.
5. Ask the children to discuss their work to the class.
Activity 2: Reading and Writing Label Portraits of Friends

Objectives :
1. Write short phrases with minimal assistance from an adult
2. Tell something about the labels
Materials: Pictures of friends
Procedure:
1. Allow the children to continue labelling the portraits that they made.
2. Labels can include their names and what they like most about the classmate whom they drew.
3. Guide the children in writing down their ideas or short labels/description.
4. Present their work in class and let them tell about the short labels/description.

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Activity 3: Friends Book/Class Book
Objectives:
1. Draw representations of friends in school for the Class Book
2. Trace/Write uppercase letters for names
Materials: Drawing materials, coupon bond, pencil, stapler
Procedure:
1. Let each child name the friends that they made in school this year.
2. Instruct the children to draw all of their friends in school on a pieces of coupon bond. Decorate the picture of
each friend by drawing the things that their friend likes best.
3. Assist the children to write the names of their friends in the Class Book. Have this Class Book stapled.
4. You could also expound on the activity by asking the children what they like most about their friends in school.
Activity 4: Word and Picture Puzzles

Objectives:
1. Relate word puzzles to and pictures as cues
2. Read familiar words with minimal to no assistance
Materials: Familiar Word Puzzles: bata, bag, papel, lapis, mata, paa, bibig, etc.
Procedure:
1. Provide word puzzles on the table.
2. Introduce the puzzles to the children and ask them to complete the word puzzles by looking at the
corresponding pictures.
3. Once they have completed the puzzle, ask them to read the words.
Activity 5: Art Work: Farewell Bulletin Board

Objectives:
1. Express creatively thoughts and feelings about personal experiences and special activities this past school
year
2. Say and write words of thanks to the teacher and classmates.
3. Create a class bulletin about their experiences in school
Materials: Prepared bulletin board (bordered and labelled with “Farewell Bulletin by ____Class”), pieces of
papers (to write what they will bid farewell to), different pictures of class activities that they did

PH+ SE CV CD LD CA
over the semester (to decorate and write about)
Procedure:
1. Tell the class that they are to fill up the “Farewell Bulletin” with their different memories in school.
2. Show the children the pieces of paper where they can draw and write what they want.
3. Aside from these, the pictures of their different activities can be posted and decorated.
4. Children post their different outputs on the bulletin board.
Activity 6: Counting Favourite School Activities

Objectives:
1. Recall sequences of events that happened in the school
2. Read the months of the school year
3. Count the number of events that happened in school and write the correct number
4. Show the concept of putting together the activities that happened each month
Procedure:
1. Recall the school activities with the children and let the children share their experiences.
2. Show the calendar and ask children to read the names of the month. Let the children indicate the school
activities that happened every month. Then let the children read the name of the month and the
corresponding activity (is) posted.
3. Assign a child to count the number of activities that happened per month.
4. Let the children put together all the activities per month and give the corresponding number.
Activity 7 : Story: What I Learned From School

Objectives :
1. Arrange 3 to 5 pictures in a sequence to complete a story
2. Tell a story in sequence with the use of pictures
3. Demonstrate enjoyment in telling a story
Materials : Pictures/Drawings on what children learned in school/school activities
Procedure:
1. Ask the children what they learned in school in a consecutive manner or from July to March.

PH+ SE CV CD LD CA
2. Then let them draw these things.
3. After the drawing, let the children number the sequence of the pictures from 1 to 5.
4. Let them tell story in sequence of what they have learned/story in school through the help of pictures/
drawings.
Activity 8: Art Work: Cotton Bud Painting of Favourite Activities

Objectives:
1. Express one’s ideas and feelings through cotton bud painting
2. Explore what happens when colours are mixed
Materials: Cotton buds, differently colored paints in cups, oslo papers cut in half
Procedure:
1. Prepare the materials on the table.
2. Tell the children that they are to use cotton buds and paints in drawing their favorite activities.
3. Remind the children to wear aprons or any protective cloth to keep the paint from staining the clothes.
4. Ask the children to recall their favorite activities in the school. Let them paint these through cotton bud
painting.
5. Once they are done, encourage the children to label their works with their names and scribble a short phrase
to describe the activity they liked most.
6. Let them present their work in class.
Activity 9: Exchanging Thank You Cards

Objectives:
1. Express one’s gratitude through creative ideas
2. Say and write simple phrases of gratitude
Materials: Rectangular-shaped colored papers (bond paper size cut in half), decorative materials (sequins,
glitters, buttons, etc.), glue, markers/pencils
Procedure:
1. Present the materials on the table and ask the children to describe each.

PH+ SE CV CD LD CA
2. Tell the children that they are going to make “thank you cards” for their classmates and teacher. Ask them to
choose what materials they want to use. Then let them make their cards.
3. Ask them to write their “thank you” or other short messages for their classmates/teacher to whom they will give
the cards.
4. When the cards have dried already, the children can give the cards to their classmates and teacher.
Activity 10: Story Telling: Hug Time

Objectives:
1. Demonstrate creativity in reading by giving own title and theme of the story
Materials: Book with the story, “Hug Time” by Patrick McDonnell
Procedure:
1. Present the story with the title.
2. Then read the story to the children.
3. After reading the story, ask the following questions to the children: Who “hugged” each other in the story?
What will you feel if you are hugged? What are the other ways that you can do to show your love and care for
other people? What title could you give to the story? What is the theme of the story?
Activity 11: Poem/Song on Being Happy

Objectives:
1. Express what one sees, thinks and feels through a poem/song
2. Produce rhythmic patterns through musical instruments and other objects
Materials: Poem/Song about being happy because of completing the Pre-K level
Procedure:
1. Present pictures of happy children during closing ceremony and let the children describe the pictures
2. Present the whole poem/song and recite by line and let the children repeat after you.
3. Then let each child do the rhythmic claps to accompany the poem or choose the musical instrument to
accompany the song. Let them practice this activity.
4. Let the children say the poem/sing the song with the accompaniment.
5. Let the children sing the song with accompaniments (musical instruments) and body movements.

PH+ SE CV CD LD CA
Activity 12 : Storytelling: Story on Moving Up to a New Grade Level
Objectives:
Materials: Story on Moving Up
Procedure:
illustrator drew the pictures in the book.
3. Ask the children what they think the story will be about.
5. Ask questions about the characters of the story.
6. Let the children give in own words the moral lesson of the story.
Activity 13: Fly High!

Objectives:
1. Express what one sees and thinks by creating a butterfly artwork
2. Identify the changes of a caterpillar to a butterfly
Materials: Dried leaves, glue/paste, black construction papers, oslo papers
Procedure:
1. Recall a story about a caterpillar changing into a butterfly from the previous lesson.
2. Show them pictures of a caterpillar changing into a butterfly.
3. Tell them that they too are going to undergo a change by moving up to a new grade level.
4. Demonstrate them how to make the butterfly artwork.
5. Display the butterflies in the classroom.
Activity 14 : Up the Ladder

Objectives:
1. Relate cut-outs of children to printed numerals
2. Count cut-outs of children from 1- 20
3. Write numerals from 1 to 10

PH+ SE CV CD LD CA
Materials: Picture of a ladder, picture of kid cut-outs; number cards 1 to 20
Procedure:
1. Show the picture of the ladder.
2. Count the steps with the class.
3. Place the kid cut-outs in one step then let the children count them. Ask a child to get the corresponding
numeral.
4. Do the same with the next steps until the kid cut-outs are 20.
5. Let the children count all the kid cut-outs from 1 to 20.
6. Let the children write numerals 1 to 10 first by connecting dots then let them write these
7. numerals from memory.
Activity 15: Planning for the Closing Ceremony

Objectives:
1. Plan and organize a simple familiar activity
2. Demonstrate pride in doing a part of a program
Material: Song, dance, CD player, music, poem
Procedure:
1. Tell the children the date of their closing ceremony and the need to plan parts of the program.
2. Ask them what they want to present in the program.
3. Group together the children who want to sing/dance or a child who will be the master of ceremony or give a
poem, etc. and let them practice their parts.
4. Write the tentative program and the parts of the program and the children participating in the program.
5. Read this to the children. Ask: What do you do to prepare for your presentation in the program? What do you
wear for your presentation? What do you wear for the program? Who are the persons that will prepare the
things you need? When is the closing program? What time will it start? Who are your visitors for the
program?

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LEARNING RESOURCE NO. 6: SUGGESTED ACTIVITIES (QUARTER 1) FOR PRE-K2: 4 TO 4.

MATRIX ON DOMAINS, SUB-DOMAINS AND COMPETENCIES/INDICATORS

Total Number of Competencies 81

Quarter 1 – Self-Identity ( name, age, THEME 1: MORE ABOUT MYSELF AND MY

Likes, feelings, potentials, _______________________________

Post-Assessment Using ECCD Checklist

SUGGESTED ACTIVITIES FOR PRE-K2: 4 – 4.11 YEARS OLD DOMAINS

Theme: More About Myself and My School

Weeks 1 and 2 Sub-Theme: Who am I?

Activity 1: Name Tag

Activity 2: Counting Birthday Candles

3. Demonstrate respect by returning things borrowed PH+ SE CV CD LD CA

Activity 3: Pass The Ball

Activity 4: Reciting a Rhyme: “ Everybody Has A Name”

Activity 5: Tracing Lines and Curves

4. Demonstrate attention and concentration on an activity

Activity 7: Connecting Broken Lines of Letters in One’s Name

Activity 8: Pabitin: Beginning/Initial Letter of One’s Name

Material: Initial letters of the names of the children PH+ SE CV CD LD CA

Activity 9: Letter Decorating Activity

Activity 11: Cooperative Name Hunting PH+ SE CV CD LD CA

Activity 12: Naming and Sounding Off Letters of the Alphabet

Activity 13: Alphabet Song

Activity 14: Sounding Off and Writing Aa

Activity 15: Drum Beats

Activity 16: Writing Numerals 0 and 1

Activity 17: Role Playing “ Where is the Sound”

Activity 18: Birthday Months

1. Relate printed pictures with printed labels

Activity 19: Story: My Birthday

Activity 20: Birthday Song

3. Demonstrate care by patting another’s back or shoulder as a sign of affirmation

Week 3 Sub-Theme: I Am Special

Activity 1: Where Do I Belong?

Activity 2: I Can Follow a Pattern

2. Develop eye-hand coordination

Activity 3: I Like Playing Bubbles

Activity 4: Dressing Paper Dolls

Activity 6: What I Like to Wear

Activity 7: Picture Taking

Activity 8: Sounding Off and Writing “Ee”

Activity 9: Connecting Pictures and Labels

Activity 10: Saying a Rhyme

Activity 11: I Like to Play _____

when one’ group wins the game

Activity 12: Make-Up Story About Different Children

Weeks 4 and 5 Sub-Theme: I Belong to a Class

1. Ask children to sit in a circle.

Activity 2: A Rhyme: Handa Na Ba Kayong Makinig

Activity 3: Center Making Activity

1. Invite the children to go around the Center.

Activity 4: Poster: Things in the Different Areas of the Center

Activity 5: Identifying 2, 3 or More Syllables in Words

Activity 6: Color Match

Activity 7: Shapes and Colors

Activity 8: Label Decorating Activity

Activity 9: Building a Center

Activity 10 : Pedro Says