WHOLE-BRAIN LESSON PLAN

2nd QUARTER

WEEK TITLE: I belong to a Family. LEVEL: Kindergarten

LESSON TITLE: My family is a part of a community/barangay. WEEK: 19
SESSION: 1

I. LEARNING ENDSTATES:

What skills & competencies, values & attitudes (7 mastery skills) are being developed? To what degree should students be assessed?

The learner:
 Learning to THINK:
 Learning to DO:
 Learning to FEEL:
 Learning to COMMUNICATE:
 Learning to INTUIT:
 Learning to LEAD:
 Learning to BE:
II. ESSENTIAL QUESTIONS:
Knows that a family is a part of barangay/community
Uses simple polite greetings in talking about oneself, family and school
Gives importance in participating community activities
Tells the ways how family help other families in community
Gives possible outcomes if a family do not participate in community activities
Actively participates in all activities
Responsible member of a family and in the community

1. What is a barangay?
2. Where does the word barangay come from?
3. What is the name of our/your barangay?

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III. METHODS, ACTIVITIES AND MATERIALS TO ACHIEVE ENDSTATES

A. Methods B. Activities C. Materials

 Play-based approach Balangay making (paper folding activity) (TS) Paper

 Thematic Approach

Poster of Words with letters NGng, Ññ (IA) ¼ cartolina outline of the letter NGng, Ññ for each
learner, colored markers, crayons
It’s a Match (pictures-letters NGng, Ññ) (IA) Set of picture cards of objects with the NGng and Ññ
sound, letter cards of NGng, Ññ
Writing Paper (NGng, Ññ) (IA) Writing papers (with letter dot patterns for each
letter)felt tip pens, pencils, crayons
Letter Tracing (IA) Small flat trays with flour or baby powder
Story Time Storybook: “Da Ning ken Rio iti Igid ti Baybay”
Hand Game (Concentration 0-6) (TS) Any kind of counters, sheets of paper, pencils, pens
Fishing Game (IA) Fish cut outs( that have the numbers 1-10 on them)
with paper clips attached, fishing rod wit magnet at
the end of the string, blue mat as fishing area
Play Dough Numerals (IA) playdough
Who has more? (IA) assorted counters, six plastic saucers
Block Play Challenge Six table or floor block for each learner
Shape Hunting (IA) paper cut-out of square, circle, triangle, rectangle;
plastic trays
Singing songs/Recite rhymes and poems Video clips and songs

IV. RUBRIC FOR ASSESSMENT

1. Product-based Assessment Rubric for Independent Activities (See Appendix A)
2. Performance-based Assessment Rubric for Teacher-Supervised Activities (See Appendix B)

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V. INSTRUCTIONAL PHASES

BLOCKS OF TIME ACTIVITIES SKILLS DEVELOPMENT

 The teacher greets every learner that enters the The learner
classroom.  uses proper expressions and polite greetings
in appropriate situations
 The teacher starts a conversation that encourage the  asks simple questions
Arrival Time learner to talk and share their experiences.  demonstrates locomotor and non-locomotor
skills
 While waiting for others to come, the learners  demonstrates fine motor skills (when playing
explore the different play areas or activity centers in manipulative toys) while waiting for the
the classroom. others to come.

Introductory or preparatory activities for the day

which includes:
 class circle for teacher-guided recitation  uses polite expressions in greeting others
 teacher-led physical exercises
 tells the name of days in a week, months of
the year
 rote counts up to 20;
listens attentively to songs;
Meeting Time 1
shows willingness with self-expression
through rhythm/singing
 identifies different kinds of weather
 listens attentively to the teacher

 dances patterns/joins group movement

activities
 Watch video: Row, row, row your boat.

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 https://www.youtube.com/watch?v=fDR_pRH
YMGA
 The teacher processes what the learners saw
and heard in the video.
 Greeting classmates and teachers with polite
expressions
Watch a video: Boat Making
https://www.youtube.com/watch?v=hiAWx8odStA
 Set standards
 Give instructions/directions
Distribute materials
Teacher-supervised Activity
 Balangay Making (see KTG vol. I, page 83)
Work Period 1
-Learners fold paper as instructed.
Independent Activities (see KTG vol. I, page278)
 Poster of Words with letters NGng, Ññ
-Learners identify the letter NGng, Ññ
-Learners name words with the NGng, Ññ
sounds
 It’s a Match (pictures-letters NGng, Ññ)
 tells the different magic words and identifies
when to use these words;
tells the importance of polite words
 follows one-step instruction that include
simple preposition
 follows 2-step instructions that include
prepositions
 performs the following competencies like
:2.2 paper folding
 identifies the letters of the alphabet(mother
tongue, orthography)
 gives sounds of its letter(mother tongue,
orthography)
 names objects that begin with a particular
letter of the alphabet
 identifies letters of the alphabet
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 -Learners give the sound of the letter  gives the sound of each letter
NGNg Ññ
 writes the lower case for each upper case
 Writing Paper (NGng, Ññ) letter or vice versa
-Learners write the letter NGng, Ññ
 traces, copies, and writes the letters of the
 Letter Tracing alphabet
-Learners trace the letter NGng, Ññ

 “Hulaan mo ako”

 Language, Literacy and Communication

Skills such as following instructions and
recalling information
Meeting Time 2
 Presentation of outputs accomplished in
Work Period 1  interprets information from the output made

 The teacher will process the learners’

outputs accomplished in Work Period 1

 Prayer  develops a habit of being thankful to the

 Practicing proper etiquette for eating Creator
 practices proper etiquette for eating—feeds
Developing self using fingers/spoon without spillage,
Recess
 personal Autonomy or self-help skills drinks from cup unassisted, disposes wastes
 fine motor skills such as opening lids and properly, keeps things in their proper places
containers
 Proper disposal of wastes/trashes

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  Keeping things in their proper places

 The teacher plays a relaxing music  follows rules willingly and executes school
Quiet Time
 Learners rest or engage in relaxing activities tasks and routines well
Story: Da Ning ken Rio iti Igid ti Baybay
(Teacher-led storytelling)
 Sing:
Siak ti gayyemyo, gayyemyo a libro.
Agistoria kanayon kanyayo.
Al-alwadandak, tartaripatuendak
Siak ti gayyemyo, gayyemyo a libro.

Saandak padpaddakan.
Saandak tugtugawan.
Saanyo a pigpigisen dagiti panidko.

Siak ti gayyemyo, gayyemyo a libro.

Story Time
Agistoria kanayon kanyayo.
Al-alwadandak, tartaripatuendak
Siak ti gayyemyo, gayyemyo a libro.
(The teacher browses the pages of the book while
singing to develop book and print knowledge).
 identifies parts of the book
Pre-Reading  identifies the title of the story
 Define difficult words/vocabulary-building  talks about the pictures on the book
 predicts what the story is all about based on
 Motivation Question: What is the name of the title of the boo and the picture on the
your barangay? cover
 Motive Question: What kind of barangay is the  points the first part/beginning of the story
story?  asks questions about the story

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During Reading
 The teacher reads the title, the author and the
illustrator of the book.
 While reading, the teacher may ask
comprehensive question.
Post-reading
 Ask: What is the barangay in the story like?
 Is that barangay same as ours?
 Set standards
 Give instructions/directions
 Distribute materials
Teacher-supervised Activity
 Hand Game (Concentration 0-6) (see KTG vol.
I, page 282)
-Learners make different combinations of 6.
Work Period 2
Independent Activities (see KTG vol. I, pages 284-285)
 Fishing Game
-Learners recognize numerals correctly
-Learners write the numeral 6
 talks about the details seen in the storybook
 participates actively in a dialog or
conversation of familiar topics
 recalls details from the story listened to
 sequence events from a story listened to
 tells what level is he/she already
 tells the activities done by the families in the
story
 knows the family activities in school
 tells that the quantity of a set of objects does
not change even though the arrangement has
changed
 recognizes and visualize situations that
require addition and subtraction
 recognizes the words “take away”, “less”, and
“are left” that indicate the act of subtracting
whole numbers
 writes subtraction number sentences using
concrete representations.
 recognizes and identify numerals 0-10
 waits for turn
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  Playdough numerals (0-6)  molds clay
-Learners represent numerals with  matches numerals to a set of concrete
corresponding objects using playdough objects from 0-10

 Who has more?

-Learners recognize more or less
 Block Play Challenge
-Learners create or build anything using 6
blocks
 compares two groups of objects to decide
which is more or less, or if they are equal
 assemblages of blocks
 relates stories about activities in school

Sing “Row, row, row your boat”

Set standards and tell procedures

Indoor/Outdoor Games Play “The boat is sinking” (see KTG vol. I, pages 285-  uses locomotor and non-locomotor skills in
286) playing
 demonstrates sportsmanship
Learners follow rules, form groups 1-6, show
sportsmanship
 Learners pack away their things  keeps things in their proper places
 The teacher synthesizes the learner’s learning  recalls and tells the activities he/she has done
experiences and give reminders and learning for the day
extensions.  gives thanks to peers, teacher and God for
Meeting Time 3
 Learners share new experiences and favorite the things done
activity for the day
 Prayer
 Sing goodbye song

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