REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Sudlon, Lahug, Cebu City

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 23
DAILY BLOCKS OF TIME
There are places in the community where we
CONTENT FOCUS: QUARTER: Third
can have fun.

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVAL TIME The teacher greets each learner as they arrive in the classroom. The teacher may shake the learners’ hand, say hello, give a hug and welcome the learners.
(10 minutes) Learners who come early may be given time for free play while waiting.
08:00 - 08:10 Activity: “ GREETING BOARD”
01:00 - 01:10 1. Paste the greeting board at the entrance of the classroom with the symbol of the following:

–Give Me A Hug

- Give Me Five
MEETING TIME 1
(10 minutes)
- Give Me An Affirmation
08:10 - 08:20
01:10 - 01:20 – Give Me A Sense That I Belong
-

2. The learner will choose/point a picture which he/she wanted to have from the teacher for the day.
Daily routine:
1.National Anthem
 Ask: Mga bata, unsay buhaton ta panahon sa Flag Ceremony?
Dili maglangas.
Maminaw sa magtutudlo.
Mutindog kita og tarong, ibutang ang ato nga tuo nga kamot sa ato nga wala nga dughan ug mokanta.
Pagkahuman sa ato nga flag ceremony, mobalik kita sa ato ngaclassroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer be done automatically.)
Say: Sa ngalan sa Amahan, sa Anak……….. (during the first quarter)
In the name of the Father………………. ( will start on the second or third quarter of the year)
( A recorded prayer/song of praise can also be used )
3. Exercise/Warm-up Activity (The teacher directs the child to watch the video exercise on TV and join the children in dancing)
Say: Karon atonga sundon ang gipakita diha sa television.
4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with her.)
Ask: Pila man kabuok ang mga lalaki? Mga babaye?
Pila man tanan ang mga bata karon?
( Let the learners follow the teachers in counting )
5. Weather Check ( a recordedWeather Song can be used )
(Call learner/s to identify the weather outside. Use the appropriate weather description
MGA KONDISYON SA PANAHON (ortograpiya, pp. 29-30)

SINUGBUANONG MAGKAPAREHO ANG PAGHUBAD

BINISAYA KAHULOGAN
FILIPINO ENGLISH
ulanon maulan Rainy
adlawan/ maaraw sunny
dan-ag/ hayag
gabonon cloudy/foggy
Say:Mga bata, pagpadulong ninyo diri sa eskwelahan, unsa ang panahon nga inyo nga nabantayan o namatikdan?
6. Checking of Calendar (Use the tune of the song: Lubi-lubi)
Ask: Unsa nga buwan karon? Unsa ang petsa gahapon? Karon? Ugma? ( Be guided with the correct spelling )
Reference: SB Ortograpiya-p. 29

Enero Enero January

Pebrero Pebrero February
Marso Marso March
Abril Abril April
Mayo Mayo May
Hunyo Hunyo June
Hulyo Hulyo July
Agosto Agosto August
Septiyembre Septembre Setyembre September
 Oktubre Oktubre October
Nobiyembre Nobembre Nobyembre November
Disyembre Desimbre Disyembre December
Ask: Unsa nga adlaw gahapon? Karon? Ugma?

Domingo Linggo Sunday

Lunes Lunes Monday
Martes Martes Tuesday
Miyerkoles Miyerkules Wednesday
Huwebes Huwebes Thursday
Biernes Biyernes Biernes Friday
Sabado
7. Local / National Celebrations

Say: Mga bata, kada bulan may mahinungdanon/importante nga kasaulogan.

Ask: Karong buwana, unsa man kaha atong gisaulog?
e.g. June - Independence Day
July - Nutrition Month/National Disaster & Preparedness Month
August - National Heroes Day/Buwan ng Wika
September - Literacy Week Celebration/Linggo ng Kasuotang Filipino/Family Week
October - Scouting Month/World’s Teacher Day
November - National Children’s Month/National Reading Month
December - Rizal Month/Christmas Day/Bonifacio Day
January - Food Conservation Week/Physical Fitness and Sports Development Month/Zero Waste Month
February - National Arts Month/Valentine’s Day
March - Fire Prevention Month/Girl Child Week
Ask: Kinsa ang nag-birthday ka ron?
8. Cleanliness Check ( Sing:I have two hands or any appropriate songs)

Ask: Mga bata, ngano nga manghunaw ta? maligo? manglimpyo sa dalunggan? mag-ilis ug limpyo nga sinina kada adlaw?, etc
9. Balitaan/Sharing time with classmates (Call 1-2 pupils)

Ask: Mga bata, unsa man ang inyong nabuhat nga nakalipay sa inyo nga mama ug papa?/Unsa ang nahitabo sa inyo nga pista?/Diin mo misuroy pagka Sabado?/Diin mo misimba
pagka Domingo?Unsa inyo nga gibuhat sa balay ug wala ta eskwelahan?
10. Getting Ready for Class (This is also the time when concepts learned the previous week/day are reviewed and the message for the day is introduced.)

(This is also the time when concepts learned the previous week/day are reviewed and the message for the day is introduced.)

MESSAGE There are different places in the We can go to a plaza/park to have We can visit other places to have We can visit other places to have We can do different things in
community where we can have fun. fun (land). fun (water). places where we can have fun.
 fun.

Ask: Mga bata unsa ang inyong
ginabuhat aron kamo
malingaw? Asa nga mga
lugar ninyo kini ginabuhat?
QUESTION/S Asa pa nga nagkalain-lain nga
mga lugar sa atong
komunidad ang pwede
natonga adtuon aron kita
malingaw?
Ask: Naka sulay na ba kamo og
adto sa plasa o Parke? Unsa
ang inyong gibuhat didto?
Ngano man? Unsa ang
inyong mga nakita didto?
Ask: Asa pa nga lugar nga pwede
kita moadto aron kita
malingaw? Unsa ang mga
butang nga atong makita
didto? Unsa ang inyong
gibuhat didto?
Ask: Unsa nga lugar nga pwede
kita makaligo aron kita
makarelax o malingaw? Unsa
inyong gibuhat didto? Kinsa
ang inyong kuyog kon moadto
mo didto?
Ask: Unsa nga mga lugar ang atong
gihisgutan sa mga niaging
adlaw? Unsa ang gibuhat
ninyu didto? Nalingaw ba
kamo didto? Ngano man?

The teacher leads in singing the song and encourages the learners to join.
Letrang Ee
(Tatlong Bebe)

May usa ka letra akong nakit-an”

TRANSITION Letrang “Ee” Letrang “Ee” iyang pangalan
Og ang letrang “Ee” motingog
Siya may tingog nga /Ee/ /Ee//Ee/
/Ee/ /Ee//Ee/
/Ee/ /Ee//Ee/
Siya may tingog nga /Ee/ /Ee//Ee/

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4, and 5.
Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes. She
WORK PERIOD 1 should at the same time be observant with what’s going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Block Play – Ipaporma sa mga bata ang mga lugar nga ilang nabal-an ug asa sila pwede makalingaw-lingaw.
(45 minutes)
Group 3 - Picture Puzzle – Ipasulbad ang puzzle (recreational place) aron makita nila ang kinatibuk-an nga hulagway niini.
08:20- 09:05
Group 4 - Recreational Board Game - magpulihanay ang matag miyembro sa grupo sapag gamit sa dice. Sa matag numero nga ilang makita ilaha nga pagtugpo sa dice mao usab kin inga
01:20- 02:05
kadaghanon sa ang-ang nga ilahanga iirog. Magpulihanay sa paggamit sa dice ang matag miyembro ug kinsa man ang unanga maka-abot sa katapusan nga bahinsa Game Board
mao moy mahimonga mananaog sa dula.
Group 5 - Lacing Cards – magtahi ang mga miyembro gamit ang cardboard nga adunay letra nga “Ee.”

Ask: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 Aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When
the children are already in place;
 Say: Pwede na mo magsugod apan mga bata, dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw-lakaw or magdagan-dagan. Nasabtan
ba?
(The teacher then goes to the first group to do the Teacher Supervised Activity.)
Introduce Letter Ee
(Finding Letter Ee)
Competencies:
• Identify the sounds of letter
Ee orally given (LLKPA-Ig-1)
• Identify several words that
begin with the same sound
as the spoken word (LLKPA-
Ig -7)
• Name objects that begin
with letter Ee (LLKV-00-5)
• Nakaguguhit,
nakapagpipinta at
TEACHER SUPERVISED nakapagkukulay ng iba’t-
ACTIVITY ibang bagay o Gawain
(The teacher moves (SKMP-00-2)
• Write Letter Ee
from one group to
Materials:
another in facilitating
Manila paper, coloring
the TSA spending 6-7
materials, pictures or
minutes per group)
drawing of objects/
persons/lugar in the
community which begin
with the /e/ sound (espada,
elepante, ekis, ensaymada,
Edgar, elisi, England,
eskuylahan etc.)
Procedure:
1. Prepare the map of the
community. Draw major
roads and landmarks
I DO PHASE:
2. Show the learners pictures
or drawing of objects,
Writing Letter Ee
Competencies:
 Pagbakat, pagkopya ng
larawan, hugis at titik
(KPKFM-00-1.4)
Materials:
Blank piece of paper, writing
materials
Procedure:
1. Ask the children to write as
many letter /Ee/ on their
paper.
2. Ask them to decorate their
paper.
Ask: Giunsa ninyu pag sulat ang
dako nga letrang Ee? Giunsa
ninyu pagsulat ang gamay
nga letranga Ee? Unsa man
ang tingog sa letranga Ee?
Ngano nga kinahanglan
ayohon pagdisenyo ang
letrang Ee?
Syllable Jumping
Competencies:
 Tell the number of syllables
in given spoken words
(LLKPA-Ig-8)
Materials:
Pictures or drawing of words
that begin with letter Ee
Procedure:
1. Show pictures that begin
with Ee.
2. Demonstrate how to count
the number of syllables.
3. Say the words orally and ask
the learners to jump to the
number of syllables.
4. Count the number of
syllables and record them
on the board.
Ask: Unsa ang sinugdanan nga
tingog sa mga pulong nga
anaa sa hulagway? Pila man
ka silaba ang anaa sa kada
pulong?
Example:
Eskwelahan – 4
Ekis - 2
Elepante -4
Giunsa ninyo pag-ihap kon
pila ka silaba ang usa ka
pulong?
Same or different?
Competencies:
 Identify whether or not 2
spoken words begin with the
same sound (LLKPA-003)
Materials:
Pictures or drawings of
words with different and
same beginning sounds.
Procedure:
1. Show a pair of pictures with
the same beginning sound.
Emphasize the beginning
sound of the words and
explain why they are the
same.
2. Show a pair of pictures that
do not have the same
beginning sound. Emphasize
the beginning sound of the
words and explain why they
are different.
3. Show the learners different
pairs of pictures and ask
them if the beginning sounds
are the same or different.
Examples:
Eksena – eskina
Elepante – abante
Saging – ekis
Ask: Unsa nga pulong ang adunay
magkapareho ang unang
tingog? Unsa nga pulong ang
dili magkapareho ang unanga
Rhyme Time
Competencies:
• Tell whether a pair or set of
spoken words rhyme (LLKPA-
Ic-4)
Materials:
Pictures or drawing of
rhyming words.
Procedure:
1. Show a pair of pictures of
words that rhyme.
Emphasize the sound of the
words and explain why they
rhyme,
2. Show a pair of pictures that
do not have the same ending
sound. Emphasize the sound
of the words and explain
why they do not rhyme.
Show the learners different
pairs of pictures and ask
them if the words rhyme.
Examples:
Eroplano – amerikano
Elevator – elepante
Iring – ekis
Ask: Unsa nga mga pulong ang
magka pareho ang katapusan
nga tingog? Unsa nga mga
pulong ang dili magka pareho
ang katapusan nga tingog?
 places, persons, animals tingog? Unsa ang tima-ilhan
found in the community o basehan kon ang unanga
which begin with the /e/ tingog sa pulong
sound. The teacher says the magkapareho o dili?
names of each picture
emphasizing the /e/ sound
(e ----skuylahan)
Ekis
Elepante
Eksena
Eskina
Ask: What is the initial
sound of the name of
each picture? /e/
3. The teacher shows to the
learners big and small letter
“Ee”. (in the air, at
someone’s back, on the
cardboard)
WE DO PHASE:
4. The teacher and the learner
produce the /Ee/
5. The teacher asks the
learners to say the names of
each object after her as she
flashed the pictures.
6. The teacher writes letter
“Ee” in the air, someone’s
back, etc. with the learners.
7. The teacher and the
learners write letter “Ee” in
the piece of paper or
cardboard.
YOU DO PHASE:
8. The learners say the names
of each picture
9. The teacher asks the
learners to produce the
initial sound of the word.
10. Asks the learners to give
other objects found in the
 community which begin
with “Ee”
11. Let the learners draw the
objects that they gave or
any of the objects
mentioned above and write
letter “Ee” below the
drawing.
12. Let the learners paste their
drawings on the map.

Ask: Unsa nga letra ang inyong

nakita? Unsa ang tingog sa
letrang Ee? Unsa ang mga
butang nga nagsugod sa
letrang Ee? Unsa nga mga
pulong ang nagsugod sa
letrang Ee?

 Produce the sound “Ee.”
LEARNING  Give examples of words that
CHECKPOINTS start with letter “Ee.”
 Write upper and lower case
of letter “Ee.”
 Write and design letter “Ee”  Jump to the syllables of  Recognize if word pairs begin  Determine if the word pairs
properly words given with the same beginning rhyme or not
sound

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since
the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary
activities to be used in case a group will be done ahead of time.

INDEPENDENT 1. TSA (1st Group for TSA} 1. Lacing Cards 1. Recreational board 1. Picture Puzzles 1. Block Play
ACTIVITIES 2. Block Play 2. TSA (1st Group for TSA) 2. Group 2- Game Lacing Cards 2. Recreational board Game 2. Picture Puzzles
3. Picture Puzzles 3. Block Play 3. TSA (1st Group for TSA) 3. Lacing Cards 3. Recreational board Game
4. Recreational board Game 4. Picture Puzzles 4. Block Play 4. TSA (1st Group for TSA) 4. Lacing Cards
5. Lacing Cards 5. Recreational board Game 5. Picture Puzzles 5. Block Play 5. TSA (1st Group for TSA)

Block Play
Competencies:
 • Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-003-3)
• Natutukoy ang iba’t-ibang lugar sa komunidad (KMKPKom-00-3)
Materials:
blocks, bato, tansan etc., pictures/drawing of places of recreation
Procedure:
1. Put pictures of places of recreation at the Blocks Area.
2. Encourage the learners to build places of recreation in the community, with the pictures as examples.

Picture Puzzles
Competencies:
• Naisasagawa ang pagbuo ng puzzles (KPKFM -00-1.5)
• Natutukoy ang iba’t-ibang lugar sa komunidad (KMKPKom-00-3)
Materials:
Picture puzzles of different recreational places (if available) or cardboard with drawing of different recreational places in the community
Procedure:
1. Cut each board in four to six puzzle pieces and put it on the boxes.
2. Let the learners play and form the puzzles.

Recreational board Game

Competencies:
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12)
• Rote count up to 20 (MKSC-00-12)
• Recognize and identify numerals 0 to 10 (MKC-00-2)
Materials:
board game (like snakes and ladders), tokens, dice
Procedure:
1. Players take turn throwing the dice to determine how many spaces a player will move at his/her turn.
2. If the player lands in an area of a recreational place, he/she must identify the places.
3. The first player to reach the end is the winner.

Lacing Cards
Competencies:
• Identify the sounds of letters orally given (LLKPA-Ig-1)
• Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
• Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS -00-1
Materials:
letter cardboard with hole and strings/straw
Procedure:
1. Let the learners identify the letter and its sound.
 2. Have the learners identify the big letter “E” and small letter “e” cardboard.
3. Let them do the lacing card activity.

 Build a model of places where they can have fun

LEARNING  Put together puzzle pieces to complete a picture of a recreational place in the community
CHECKPOINTS  Follow the rules of the game and identify the different places of recreation
 Lace letter Ee

The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away
the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Hipos, Hipos
(Are You Sleeping)
TRANSITION
Hipos….hipos…..hipos….. hipos
Hipos na…hipos na
Ang papel ug lapis, notebook ug krayola
Ug uban pa….ug uban pa.

MEETING TIME 2
(10 minutes) The teacher asks questions about the activities in Work Period 1, or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also be asked toshare their
09:05 - 09:15 work to the class.
02:05 - 02:15

Say: Itaas ang inyonga tuo nga
kamot, ang wala nga kamot.
Mopalakpak ta. “Edna”, unsa
man ang imong gibuhat?
Ikaw, Ana? Si “Erwin” na pud.
Palakpakan nato ang atonga
QUESTIONS/ACTIVITY kaugalingon sa atonga mga
nabuhat karon nga adlaw.
Ask: Unsa nga letra ang inyonga
nakita? Unsa ang tingog sa
letranga“Ee?”
Say: Itaas ang inyonga tuo nga
kamot, ang wala nga kamot.
Mopalakpak ta. “Elsa”, unsa
man ang imonga gibuhat?
Ikaw, Ana? Si “Edmar” na
pud. Palakpakan nato ang
atonga kaugalingon sa atonga
mga nabuhat karon nga
adlawa.
Ask: Unsa nga lugar ang
inyongagiporma? Ngano nga
napili ninyo kini nga
pormahon?
Say: Itaas ang inyonga tuo nga
kamot, ang wala nga kamot.
Mopalakpak ta. “Eric” Unsa
man ang imong gibuhat?
Ikaw, Ana? Si “Elmer” na
pud. Palakpakan nato ang
atonga kaugalingon sa atonga
mga nabuhat karon nga
adlaw.
Ask: Unsa ang inyonga naporma
nga hulagway? Naka adto na
ba kamo didto?
Say: Itaas ang inyonga tuo nga
kamot, ang wala nga kamot.
Mopalakpak ta. “Elsie”, unsa
man ang imonga gibuhat?
Ikaw, Ana? Si “Erwin” na pud.
Palakpakan nato ang atonga
kaugalingon sa atonga mga
nabuhat karon nga adlawa.
Ask: Giunsa ninyo pagdula ang
game board? Nalingaw ba
kamo? Ngano man? Kinsa
ang unanga nakahuman?
Say: Itaas ang inyonga tuo nga
kamot, ang wala nga kamot.
Mopalakpak ta. “Elaine” Unsa
man ang imonga gibuhat?
Ikaw, Ana? Si “Estella” na
pud. Palakpakan nato ang
atonga kaugalingon sa atonga
mga nabuhat karon nga
adlawa.
Ask: Unsa nga letra ang inyonga
gitahi? Unsa ang tingog sa
letra nga inyonga gitahi?
 The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
Mangandam Na Ta
(This Is the Day)

Mangandam na ta, mangandam na ta

TRANSITION Kay mangaon na, kay mangaon na
Manindog na ta, manindog na ta
Kay mag ampo na, kay mag ampo na
Salamat Ginoo sa Imong grasya
Mag-ampo nata kay manga-on na
Mangandam na ta, mangandam na ta
Kay mangaon na.

The teacher assists, and guides the children as they eat their snacks.
1. Instruct the learners to fall in line and go to the washing area.
2. Show to the learners how to wash their hands correctly.
SUPERVISED RECESS 3. After washing, let them go back to their seats.
(15 minutes) 4. Let the learners get their snacks.
09:15- 09:30 5. Start with a prayer.
02:15 -02:30 6. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
7. Eats with the learners.
8. After eating, guide and show the children the proper way of disposing garbage.
9. After disposing the garbage, shows the proper way of tooth brushing.

The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth,
change their wet clothes, and have their Quiet Time.
Mamunit Na Ta
(Twinkle Twinkle Little Star)
TRANSITION TO
Punit, punit,
QUIET TIME
mamunit na ta
Hipuson ang basura
Ato silang bahigon
Malata ug dili malata
Punit, punit,
mamunit na ta
 Hipuson ang basura.

QUIET TIME
(10 minutes) Say: Karon mupahulay usa ta. Magpatukar ko og cassette ug maminaw ta sa music. Pwede ra maglingkod, mupiyong sa inyo nga mga mata, muhigda ug uban pa basta dili magbasa.
09:30- 09:40 (During this time children can rest or engage in relaxing activities)
02:30- 02:40

While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-
reading activities and makes sure that the learners are listening attentively.

Estorya
(Where is Thumbman?)

TRANSITION TO Estorya, estorya

STORY TIME Estorya, estorya.
Maminaw ta
Maminaw ta.
Ibuka ang mata
ablihi ang dunggan
Magsugod nata,
magsugod na ta.

Maglingaw- lingaw Kita

Sugilanon ni: Rosemarie Lofranco
Gidibuho ni: Tinsley Garanchon
STORY TIME
Moadto kita sa plasa. Kuyog ang atong pamilya. Maglingaw-lingaw kita! Ay! Adunay bisikleta! Manakay!Moadto kita sa plasa.
(15 minutes)
Kuyog ang atong papa ug mama. Maglingaw-lingaw kita! Ay! Adunay duyan! Magduyan-duyan kita.Moadto kita sa plasa. Kuyog
09:40- 09:55
ang atong manang ug manong. Maglingaw-lingaw kita! Ay! Adunay slide! Magpadidit kita!Moadto kita sa plasa. Kuyog ang
02:40- 02:55
atong lolo ug lola. Maglingaw-lingaw kita! Ay! Adunay lingkuranan!Manglingkod kita!Moadto kita sa plasa. Kuyog ang atong tito
ug tita. Maglingaw-lingaw kita! Ay! Adunay kahoy! Mangpalandong kita!Moadto kita sa plasa. Kuyog ang atong mga higala
Maglingaw-lingaw kita! Ay! Adunay monkey bars!Mangapyot kita!Sa plasa mangaon kita!Hala! Hapon na!Manghipos na
kitaMamauli na kita!

PRE-READING 1. Book and Print Awareness: A. Book and Print Awareness: A. Book and Print Awareness: A. Book and Print Awareness: Ask: Sama sa mga bata sa estorya,
Say: Aduna koy bag- o nga Say: Aduna koy bag- o nga Say: Aduna koy bag- o nga Say: Aduna koy bag- o nga naka adto na ba kamo sa plasa
 estorya. Nag-ulohan og
“Maglingaw- lingaw Kita”
Gisulat ni. Rosemarie
LofrancoGidibuho ni
Tinsley Garanchon
2. Show the pages of the book
by flipping.
3. Unlocking of Difficulties
Maglingaw - lingaw -
magsadya
Pamilya - Mama, Papa,
Manang,
Manong, Tita,
Tito, Lola, Lolo
Monkey Bars - bitayanan nga
puthaw
Mangapyot - Manggunit
Higala - amiga o amigo
4. Motivation-Motive Tandem
Question/s
Ask: Ganahan ba kamo mo
adto sa lugar nga daghan
ug kalingawan? Unsa
man ang inyu nga
gibuhat didto?
Modelled Reading
Moadto kita sa plasa
Kuyog ang atong pamilya
Maglingaw-lingaw kita!
“Asa man silaniadto?”
DURING READING
“Kinsa man ang ilang kuyog?”
Ay! Adunay bisikleta!
Manakay kita!
Moadto kita sa plasa
Kuyog ang atong papa ug mama
Maglingaw-lingaw kita!
Ay! Adunay duyan!
Magduyan-duyan kita.
estorya. Nag-ulohan og
“Maglingaw- lingaw Kita”
Gisulat ni. Rosemarie
Lofranco Gidibuho ni Tinsley
Garanchon
B. Motivation-Motive Tandem
Ask: Nakakita na ba kamo sa
mga butang sama sa mga
hulagway nga naa
sabalasahon nga akonga
gipakita gahapon? Unsa
man inyong gibuhat sa
mga butang?
Guided Reading
Maglingaw- lingaw Kita
Sugilanon ni: Rosemarie Lofranco
Gidibuho ni: Tinsley Garanchon
Moadto kita sa plasa
Kuyog ang atong pamilya
Maglingaw-lingaw kita!
“Asa man silaniadto?”
“Kinsa man ang ilang kuyog?”
Ay! Adunay bisikleta!
Manakay kita!
Moadto kita sa plasa
estorya. Nag-ulohan og
“Maglingaw- lingaw Kita”
Gisulat ni. Rosemarie
Lofranco Gidibuho ni
Tinsley Garanchon
B. Motivation-Motive Tandem
Ask: Ganahan ba kamo mo
adto sa ilaha nga gi-
adtuan?
Kinsa ang ilaha nga mga
kuyog?
Shared Reading
The teacher will tell the story again
and let the learners complete the
details of the story orally.
“Maglingaw- lingaw Kita”
Sugilanon ni: Rosemarie Lofranco
Gidibuho ni: Tinsley Garanchon
Moadto kita sa plasa
Kuyog ang atong ________
Maglingaw-lingaw kita!
Ay!Adunay bisikleta!
Manakay kita!
Moadto kita sa plasa
estorya. Nag-ulohan og kuyog ang inyong mama ug
“Maglingaw- lingaw Kita” papa? Manang ug manong?
Gisulat ni. Rosemarie Tita ug tito? Si lolo ug lola?
Lofranco Gidibuho ni O ang inyong mga higala?
Tinsley Garanchon
B. Motivation-Motive Tandem
Ask: Unsa man kaha ang ilang
gibuhat kay hapon na?
Kinsa man ninyu ang
maka-share ug unsa ang
nahitabo sa estorya?
Independent Reading Application
Teacher calls a learner to retell Teacher divides the class into two
the story “Maglingaw- lingaw groups then let each group act out
Kita” the story.
 Moadto kita sa plasa
Kuyog ang atong manang ug
manong
Maglingaw-lingaw kita!
Ay! Adunay slide!
Magpadidit kita!
“Unsa man ilang nakit-an sa
plasa?"
Mag unsa man sila didto?
Moadto kita sa plasa
Kuyog ang atong lolo ug lola
Maglingaw-lingaw kita!
Ay! Adunay lingkuranan!
Manglingkod kita!
Moadto kita sa plasa
Kuyog ang atong tito ug tita
Maglingaw-lingaw kita!
Ay!Adunay kahoy!
Mangpalandong kita!
Moadto kita sa plasa
Kuyog ang atong mga higala
Maglingaw-lingaw kita!
Ay!Adunay monkey bars!
Mangapyot kita!
“Unsa pa man ang inyongnakit-an
sa plasa?
Sa plasa mangaon kita!
Hala! Hapon na!
Manghipos na kita
Mamauli na kita!
Ask: Unsa man ang title o ulohan
sa estorya? Kinsa man ang
POST READING
nagsulat niini? Kinsa ang
nagdibuho niini? Unsa kaha
kabahin ang estorya? Unsa
Kuyog ang atong papa ug mama
Maglingaw-lingaw kita!
Ay! Adunay duyan!
Magduyan-duyan kita.
Moadto kita sa plasa
Kuyog ang atong manang ug
manong
Maglingaw-lingaw kita!
Ay! Adunay slide!
Magpadidit kita!
“Unsa man ilang nakit-an sa
plasa?"
Mag unsa man sila didto?
Moadto kita sa plasa
Kuyog ang atong lolo ug lola
Maglingaw-lingaw kita!
Ay!Adunay lingkuranan!
Manglingkod kita!
Moadto kita sa plasa
Kuyog ang atong tito ug tita
Maglingaw-lingaw kita!
Ay!Adunay kahoy!
Mangpalandong kita!
Moadto kita sa plasa
Kuyog ang atong mga higala
Maglingaw-lingaw kita!
Ay!Adunay monkey bars!
Mangapyot kita!
“Unsa pa man ang inyongnakit-an
sa plasa?
Sa plasa mangaon kita!
Hala! Hapon na!
Manghipos na kita
Mamauli na kita!
Teacher will provide a worksheet
about the things they saw in the
plaza and let them check it.
Kuyog ang atong ___________
Maglingaw-lingaw kita!
Ay!Adunay duyan!
Mag ____________ kita!
Moadto kita sa plasa
Kuyog ang atong ____________
Maglingaw-lingaw kita!
Ay!Adunay slide!
Mag_____________ kita!
Moadto kita sa plasa
Kuyog ang atong ____________
Maglingaw-lingaw kita!
Ay!Adunay lingkuranan!
Mag______________ kita!
Moadto kita sa plasa
Kuyog ang atong _____________
Maglingaw-lingaw kita!
Ay!Adunay kahoy!
Mag______________ kita!
Moadto kita sa plasa
Kuyog ang atong mga higala
Maglingaw-lingaw kita!
Ay!Adunay monkey bars!
Ma____________ kita!
Sa plasa, mangaon kita!
Hala!Hapon na!
Manghipos na kita
Mamauli na kita!
Ask: Nag unsa sila sa plasa? Unsa Ask: Nganonga ni adto sila sa Ask: Asa sa mga panghitabo ang
ang ilanga mga nakita sa Plasa? Ganahan ba kamo mo inyonga ganahan nga
plasa? Unsa ang nahitabo sa suroy sa Plaza? Ngano man? buhaton? Ngano man?
estorya? Unsa ang sunod nga
nahitabo? Dayon? Unsay
 man ang inyonga nakita sa sunod? Unsay katapusan nga
unanga panid sa libro? Asa nahitabo sa estorya? Unsay
kaha nga lugar sila moadto? inyonga nakat-onan sa
Kinsa kaha ang ilang mga estorya?
kuyog sa paglingaw-lingaw?
Unsa kaha ang ilanga makita
sa lugar nga ilanga adtoan?
Unsa kaha ang ilanga gibuhat
human sa ilanga pagsuroy?
Unsa kaha ang ilanga gibati
human sa paglingaw-lingaw?

 Note details in the story.  Note details in the story.  Tell what happened next.  Re-tell the story.  Share details on how to help
LEARNING
 Tell the importance of  Identify describing words in to one’s barangay clean
CHECKPOINTS
helping one another. the story

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their
group and do the assigned tasks.
Usa, Duha, Tulo
(Hello, How Do You Do)
TRANSITION
Usa, Duha, Tulo, tulo ang dyolin ko
Upat,Lima, Unom, akong pangitaon
Pito, Walo, Siyam, nakit an ni Eljohn
Iyanga gidugangan, napulo na tanan.

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - Block Play (Places of Recreation) – Ipaporma sa mga bata ang mga lugar nga ilang nabal-an ug asa sila pwede makalingaw-lingaw.
WORK PERIOD 2 Group 2 - Objects and Number Matching – ang matag miyembro sa grupo mahatagan ug panahon sap ag kuha ug kard nga gipakulod. Sa matag kard nga gipakulob adunay mga hulagway
nga makita. Sa ilang pagkuha sa kard ilaha kini nga ibutang sa ilaha nga kard nga ginagunitan ug ana silay numero sama sa kadaghanon nga makita sa kard. Ang miyemro nga
(40 minutes)
mauna ug kapuno ang ilaha nga kaugalingon nga kard maoy mananaog.
09:55-10:35
Group 3 - Numeral Writing – Ihapon ang matag hulagway sa matag grupo ug isulat ang sakto nga numero niini.
02:55- 03:35
Group 4 - My 8 Booklet – Mupatapot ug walo ka mga hulagway sa kada panid sa booklet.
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4, and 5.
Reminder: Since that there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes.
She should at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.
 Ask: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 2, 3, 4, 5 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When
the children are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw or magdagan dagan. Nasabtan ba?

(The teacher then goes to the first group to do the Teacher Supervised Activity.)

Picture Patterns
Competencies:
• Complete patterns (MKSC-
00-19)
• Reproduce and extend
patterns (MKSC-00-20)
Materials:
a series of pictures or
drawings with patterns (for
example: park, park, beach,
TEACHER SUPERVISED park, park, beach), pictures
ACTIVITY to complete the patterns
(The teacher moves Procedure:
1. Show the learners’ patterns
from one group to
of pictures.
another in facilitating
2. Explain how patterns are
the TSA spending 6-7
formed.
minutes per group) 3. Ask the learners to
complete the patterns
4. Give the child a tally board.
5. Let the learners go around
the classroom and ask them
to count and record the
items written on the tally
board.
6. Ask the learners to
complete the patterns by
adding subsequent pictures
Picture Patterns
Competencies:
• Complete patterns
(MKSC-00-19)
• Reproduce and extend
patterns (MKSC-00-20)
Materials:
a series of pictures or
drawing with patterns (for
example: park, park, beach,
park, park, beach), pictures
to complete the patterns
Procedure:
1. Show the learners’ patterns
of pictures.
2. Explain how patterns are
formed.
3. Ask the learners to
complete the patterns
4. Give the child a tally board.
5. Let the learners go around
the classroom and ask them
to count and record the
items written on the tally
board.
6. Ask the learners to
complete the patterns by
adding subsequent pictures
Reproduce the Patterns
Competencies:
• Reproduce and extend
patterns (MKSC-00-20)
Materials:
pictures or drawing of
patterns, pictures that can
be used to form patterns.
Procedure:
1. Review how patterns are
made.
2. Place/Select the next
missing picture to complete
pattern
Ask: Unsa man ang pagka sunod
sunod sa mga hulagway?
Unsa ang nawala/sunod nga
hulagway?
Reproduce the Patterns
Competencies:
• Reproduce and extend
patterns (MKSC-00-20)
Materials:
pictures or drawing of
patterns, pictures that can
be used to form patterns.
Procedure:
1. Review how patterns are
made.
2. Place/Select the next missing
picture to complete pattern
Ask: Unsa man ang pagka sunod
sunod sa mga hulagway?
Unsa ang nawala/sunod nga
hulagway?
Creating Patterns
Competencies:
• Create own patterns (MKSC-
00-21)
Materials:
pictures to create patterns,
paper, glue
Procedure:
1. Review how patterns are
made.
2. Ask the learners to create
their own patterns using the
pictures given or using their
own drawings in line with
the topic of the week.
3. Let the learners paste their
patterns on a piece of paper.
Ask: Unsa man ang sunod nga
pattern nga inyonga gibutang?
 Ask: Unsa man ang unanga
nahitabo? Ang sunod? Ang Ask: Unsa man ang una nga
ulahi? nahitabo? Ang sunod? Ang
(The teacher may use another ulahi?
set of pictures of things found
in the story like bisikleta,
duyan, slide, lingkuranan,
kahoy, monkey bars)

LEARNING  Complete a pattern shown.  Complete a pattern shown.  Reproduce the pattern shown.  Reproduce the pattern shown.  Create own patterns.
CHECKPOINTS

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since
the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary
activities to be used in case a group will be done ahead of time.

1. Block Play: Places of 1. TSA (1st Group for TSA) 1. Numeral Writing 1. My 8 booklets 1. Objects and Numeral
Recreation 2. Block Play: Places of 2. TSA (1st Group for TSA) 2. Numeral Writing Matching
2. Objects and Numeral Recreation 3. Block Play: Places of 3. TSA (1st Group for TSA) 2. My 8 booklets
INDEPENDENT
Matching 3. Objects and Numeral Recreation 4. Block Play: Places of 3. Numeral Writing
ACTIVITIES
3. My 8 booklets Matching 4. Objects and Numeral Recreation 4. TSA (1st Group for TSA)
4. Numeral Writing 4. My 8 booklets Matching 5. Objects and Numeral 5. Block Play: Places of
5. TSA (1st Group for TSA) 5. Numeral Writing 5. My 8 booklets Matching Recreation

Block Play: Places of Recreation

Competencies:
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-003-3)
Materials:
blocks
 Procedure:
1. Show the learners pictures of different places of recreation
2. Let the learners build models of the school using blocks

Objects and Numeral Matching

Competencies:
 Match numerals to a set of concrete objects (MKC-00-4)
Materials:
cards with numbers, objects found in the classroom
Procedure:
1. Let the learners pick a card.
2. Ask the learners to place the number of objects as indicated in the card.

Numeral Writing
Competencies:
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
Materials:
worksheet with different number of items (0-8), writing materials
Procedure:
1. Ask the learners to count the objects in the picture.
2. Let the learners write the numerals beside each item.

My 8 booklets
Competencies:
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura ( SKMP-00-4)
Materials:
worksheet/booklets, glue, picture cut-outs
Procedure:
1. Let the learners paste the 8 pictures for every page.
2. They may be guided to write a title for each showing the quantity and name of object (i.e. 8 slides, 8 boats)

 Create a model of places of recreation using blocks.

LEARNING  Match the objects and numerals.
CHECKPOINTS  Count the picture and write the numeral that represents it.
 Paste the number of objects based on what is written on the paper.

TRANSITION
 The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing
away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
The Boat is Sinking
Competencies:
• Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-Ie-2)
• Nagagamit ang mga kilos
INDOOR/OUTDOOR lokomotor at di-lokomotor
GAMES sa paglalaro, pag-
(20 minutes) eehersisyo, pagsasayaw
10:35 - 10:55 (KPKGM-Ig-3)
03:35 - 03:55 Procedure:
1. Divide the class into 5
groups
2. Teacher says, “Arrange
yourselves according to (8
boys, 8 girls etc.)”
3. While forming the group
each member will
dance/hop/run depends on
teacher’s instruction
4. Learners need to perform
according to the teacher’s
instructions.
Ang papel ug lapis, notebook ug crayola
Partners
Competencies:
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro: pagiging
mahinahon, pagsang-ayon
sa pasiya ng
nakararami/reperi,
pagtanggap ng pagkatalo
nang maluwag sa kalooban,
pagtanggap ng pagkapanalo
nang may kababaang loob
(KAKPS-00-19)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
Materials:
lampin or t-shirt, string
Procedure:
1. Pair up the learners.
2. Tie a string on the left ankle
of one and the right ankle of
the other.
3. They will put their inner arm
around the waist of their
partner after dancing to the
Hipos, Hipos
(Are You Sleeping)
Hipos, hipos, hipos, hipos
Hipos na…hipos na
Ug uban pa….ug uban pa.
Blindfold Game
Competencies:
• Identify familiar sounds in
the environment (LLKAPD-
Ie-1)
Material:
blindfold (towel, scarf,etc.)
Procedure:
1. Learners form a big circle.
2. One player will be
blindfolded and will stay in
the middle of the circle.
3. The other learners change
places in the circle.
4. The blindfolded learner will
choose a classmate by
touching him/her.
5. The classmate chosen will
say “hello” and the
blindfolded learner will try
to recognize the voice.
Listen and Catch
Competencies:
• Natatawag ang mga kalaro
at ibang tao sa kanilang
pangalan (KAKPS-00-13)
• Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro (KAKPS-00-19)
• Nakapaghihintay ng kanyang
pagkakataon (KAKPS-00-12)
Materials:
a medium sized ball
Procedure:
1. Let the learners form a
circle. Pick a volunteer to be
the ‘it’. The ‘it’ will stand in
the center of the circle, call
out a classmate’s name, and
bounce the ball towards
him/her.
2. The learner whose name
was called will try to catch
the ball as it bounces.
3. After catching the ball,
Open the Basket
Competencies:
• Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro (KAKPS-00-19)
• Nakapaghihintay ng kanyang
pagkakataon (KAKPS-00-12)
Procedure:
1. Ask the learners to form
groups of three. Two will
hold hands and be the
‘basket’ with one member of
the group inside the ‘basket.’
2. Ask for a volunteer to be the
‘it.’
3. When the ‘it’ shouts “Open
the basket!”, the ‘baskets’
will raise their hands and let
the person inside run out so
that another player can get
in.
4. The player who was not able
to get in a ‘basket’ becomes
the next ‘it.’

LEARNING  Identify familiar sound in the environment.
CHECKPOINTS  Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw
The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition
song or countdown may be used.
TRANSITION
Ask: Unsa man nga mga lugar ang
MEETING TIME 3 inyong gina adtoan aron mag
(5 minutes) lingaw-lingaw? Kuyog ba
10:55 - 11:00 ninyo ang inyong pamilya
03:55 - 04:00 sapag-adto? Unsa man ang
inyong gibuhat didto?
Ask: Gawas sa Library, unsa pa ang
lain nga mga lugar nga dugang
WRAP-UP/
ninyonga nabisitahan?
QUESTIONS/ACTIVITY
Unsanga lugar ang naa sa
barangay hall, day care center
ug sa eskuylahan nga gasugod
music being played by the
teacher.
4. They will walk to the table
where there is a lampin or t-
shirt.
5. They will fold the lampin/t-
shirt twice using only one
hand (the left hand of the
learner at the left and the
right hand of the learner at
the right).
Ask: Unsa man ang inyong gibuhat
samtang anaa kamo sa plasa?
Ask: Pila man kabook ang inyonga
naadtoan nga lugar nga kalat-
onan? Hinganli kini.
Hipos
(Ikot)
Hipos, hipos, hipos, hipos
Hipos, hipos,hipos, hipos na
Ask: Unsa pa ang laing lugar sa
komunidad nga pwede kamo
mag lingaw-lingaw? Unsa
man inyong gibuhat didto
aron kamo malipay o
malingaw?
Ask: Unsanga lugar ang angay
natonga adtuon ug angay
mahibal-an aron kita makakat-
on?
he/she becomes the next 5. Repeat until everyone had a
‘it.’ chance to be ‘it.
4. Repeat until everyone had a
chance to be the ‘it.’
Ask: Aduna bay lugar nga may Ask: Asa man nga mga lugar ang
tubig nga inyong naadtoan pwede natong maadtoan
sama sa dagat, swimming pool (yuta/tubig) aron kita pwede
ug uban pa? Unsa man ang mag lingaw-lingaw?
inyong gibuhat didto?
Nalingaw ba kamo?
Ask: Kinsa ang makahingalan og Say: Atonga hinganlan ang mga
lain pang lugar kalat-onan nga lugar nga ato nga nahibaloan.
gieskwelahan sa inyonga mga
kaila?
 sa letra nga /O/ nga kita
makakat-on?

Song:

Andam, Andam
(Are you Sleeping)

Andam, andam
Andam, andam
kay manguli na..
Magkita ta ugma
Magkita ta ugma
Bye,bye na, Bye,bye na

Prayer:

“Thank You Prayer”

DISMISSAL ROUTINE Thank you God for the words so sweet

Thank you God for the foods we eat
Thank you God for the things we learn
Thank you God for everything
Amen….

Reminders:

Pagtugon sa mga angay buluhaton para malikay sa mga disgrasya padulong sa balay.
Pagpahinumdom sa mga buluhaton ug dalhunon sa dili pa moadtu sa eskwelahan.

Dismissal Signal:

My hand says goodbye with a clap,clap,clap

My feet says goodbye with a stomp,stomp,stomp
Clap,clap,clap
Stomp,stomp,stomp
 Our lesson is over and we’re going home
In going home,hands at my side, no pushing, no running, no jumping
Walk slowly and carefully.