REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 32
DAILY BLOCKS OF TIME
CONTENT FOCUS: We care for the environment. QUARTER: Fourth

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVAL TIME
Arrival routine
(10 minutes)
The teacher greets each learner as they arrive in the classroom. The teacher may say hello, and welcomes the learners. Learners who come early may be given time for free play while
08:00 - 08:10
waiting. When the bell rings, the learners will form their lines in preparation for the flag ceremony.
01:00 - 01:10

Daily routine: 1. National Anthem (Video presentation maybe shown.)

Ask: Mga bata, unsa ang buhaton panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang tuong kamot sa atong wala nga dughan ug mokanta. Pagkahuman sa atong flag
ceremony mobalik kita sa atong classroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer will be done automatically.)
MEETING TIME 1 Say: In the name of the Father…
(10 minutes) 3. Exercise (The teacher directs the child to follow the video exercise flashed on the screen.)
08:10 - 08:20 Say: Karon atong sundon ang gipakita sa screen.
01:10 - 01:20 4. Attendance Check (The teacher leads in singing the song and encourages the learners to sing with her.)
Ask: Pila kabuok ang mga lalaki? Mga babaye? Pila tanan ang mga bata?
5. Weather Check (Song: Weather Song) (Validate pupils’ answer by asking them to look outside.)
Say: Mga bata, pagpadulong ninyo diri sa eskwelahan unsay namatikdan ninyo sa panahon? Dan-ag o hayag ba? Ulanon ba? Dag-umon o mapanganuron ba?
6. Checking of Calendar (Song: Lubi-lubi)
 Ask: Unsa nga buwan karon? Unsa ang petsa karon? Gahapon? Ugma?
Unsa nga adlaw karon? Gahapon? Ugma?
7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulugan.
Ask: Kanus-a gani ta nisaulog sa (mention celebration/s prior to this month’s) Karong bulana unsa ang atong saulogon?
Kinsa ang nag-birthday karon?
8. Cleanliness Check (I have two hands)
Ask: Mga bata, ngano nga manghunaw ta? Maligo?
9. Balitaan/Sharing time with classmates (Call 1-2 pupils)
Ask: Mga bata, unsa ang inyong nabuhat nga nakalipay sa inyo nga mama ug papa?
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.)
Ask: Unsa ang inyong nakat-unan sa niaging semana/adlaw?

We reduce our trash by reusing, We need to save water and We need to replenish the
MESSAGE We care for the environment. We dispose our garbage properly.
recycling and restoring. energy. resources that we use.

Ask: Kinsa man dinhi ang mahilig
molantaw og balilta?
Say: Karon ipatan-aw nakoninyo
ang usa ka balita. Pero sadili
pa kitamanan-aw, hinumdumi
ninyo kini nga pangutana.
Unsa ang hinungdan ngano
nga ning baha ang zoo?
Video clip (A news that shows
QUESTION/S some flodding zoo)
Say: Kini usa ka puzzle.
Husaya ug sumpay-sumpaya kini
aron makaporma kamo og usa
ka hulagway.
Ask: Mga bata, unsa man ang inyo nga
na porma?
Sakto ba ang gibuhat sa mga
kabataan?
Sa atong sugilanon nga “Basura
Monster”, sakto ba ang gibuhat
sa mga bata? Ngano man?
(puzzle-picture of a child or children
throwing garbage properly)
Ipakita anag mga gamit: plastic bottle,
broken watcg, plastic bag, etc.
Say: Kini mga gamit nga nagamit na.
Ask: Kinhanglan ba kining ilabay?
Ngano man?
Say: Ang plastic bag pwede pa nato
kini magamit. Kini gitawag nga
reuse.Kining plastic nga botelya
pwede pa ni natong
mapahimuslan. Pwede ni
mahimo nga bag-o nga butang
(alkansiya). Kini gitawag nga
recycle. Ang mga guba nga relo,
pwede pa nato mapaayo. Kini
gitawag nga restore o repair.
Show pictures of water and Ask: Sa nakita ninyo nga mga
electricity/energy. hulagway, importante ba
ang tanum? Ngano man?
Ask: Unsa ang masulti ninyo sa
duha ka hulagway? Show pictures, you may refer
Importante ba ang tubig? to the story “Si Emmang
Ang kuryente? Ngano man? Engkantada at ang Tatlong
Say: Dili ra ang tubig ang Haragan”.
importante kundi apil na ang
kuryente.
Ask: Unsa man ang mahitabo kung
kita makahibalo modaginot
sa tubig og kuryente?
Show picture showing water and
energy conservation.

Ang mga gamit pwede pa natong

mareuse, marecycle ug marestore.

Introduce the song: Restore, Restore,

Recycle (Eensy-Wensy-Spider)
 Things I ever know
We have to save our planet earth so
we can live and grow.
Restore, reuse, recycle.

MgaBasura
(TatlongBibe)
TRANSITION
May mgabasuraakongnakitamalata, di malata ug magamit pa
Pero ang mgabasuranagkatag ra puniton, punitonato ang mgabasura

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 that the teacher shall deal with the Teacher -Supervised Activity (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. He
should be observant with what is going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Junk Models- gamit ang mga butang nga marecycle magbuhat kita og alkansya. Ipilit ang mga ginunting nga papel sa pagbuhat og design.
WORK PERIOD 1 Group 3 - Making School Sign-Kolori ang zoo, isulat sa kahon ang angayan ninyong buhaton sa usa ka lugar (ex. zoo)
Group 4 - Dramatic Play- Junk Shop/Repair shop-Timbanga o Ihapa ang mga butang sa junkshop. Ilista kung pila kinikabuok.
(45 minutes)
Group 5 - Writing letterZz – Mao kini ang inyo nga buluhaton. Sumpaya ang mga tuldok ug linya aron ma porma ang letrang Zz. Magsulat dayon kamo ug letrang Zz.
08:20- 09:05
01:20- 02:05 Ask: Aduna ba kamoy pangutana bahin sa inyonga buluhaton sa kada grupo? Group 1, 2, 3, 4, aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyo nga mga
box/tray.
When the children are already in place:
Say: Pwede mo magsugod apan, mga bata, dili gyud kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili usab maglakaw-lakaw o magdagan-dagan.
Nasabtan ba?

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

TEACHER
SUPERVISED Letter Zz Sorting garbage: Biodegradable and Recycled crafts: Plastic bottle coin Poster Making (Saving water Planting Seedlings
ACTIVITY Competencies: Non-biodegradable bank and energy) Competencies:
(The teacher moves Identify the several words Competencies: Competencies: Competencies:
from one group to that begin with letter Zz (the Sort and classify objects Identify simple ways of taking Identify simple ways of Naipakikita ang pagtulong
another in facilitating same sound as the spoken according to one care of the environment taking are of the at pangangalaga sa
(PNEKE-00-4) environment kapaligiran:
the TSA spending 6-7
minutes per group)
 word) (LKPA-lg-7)
Identify letter Zz (LLKA-lh-3)
Name object that begin with
letter Zz of the alphabet
(LLKV-00-5)
Write letter Zz
Sound out the /z/ sound
Materials:
bond paper, pencil, crayons,
scissors, art paper, glue
Procedure:
1. Ask the learners who among
them visited a zoo.
2. Show to the class a set of
pictures (1. A family in the
zoo, 2. girl named Zenny, 3.
Zinnia flower, 4. Zipper)
I DO PHASE
3. The teacher flash the
pictures again and says the
names of the picture
emphasizing the Zz sound
(z….oo)
Zoo zigzag Zinnia
zipper Zamora Family
4. Ask: What is the initial sound
of the name of each picture?
/z/
5. The teacher shows to the
learners big and small Zl as
she/he produces the /z/
sound.
6. The TEACHER shows how to
write letter Zz. (in the air, at
someone’s back, on the
cardboard)
WE DO PHASE
7. The teacher and the learners
produce the /z/ sound.
attribute/property (shape, color,
size, function/use) (MKSC-00-6)
Identify simple ways of taking
care of the environment (PNEKE-
00-4)
Name common objects/things in
the environment (in school,
home, and community) (LLKV-
00-1)
Materials:
junk materials or photos of junk
materials, Manila
paper/cartolina, markers,
masking tape
Preparation:
Collect junk materials prior to
doing the activity. Put them in a
box. Some biodegradable
materials like food items may be
represented by photos. Prepare
a Manila paper/cartolina divided
into two columns and labeled
biodegradable and non-
biodegradable.
Procedure:
1. Discuss biodegradable and non-
biodegradable (nabubulok at
hindinabubulok) materials with
the learners.
2. Allow them to give their own
examples or give them examples
and have them say whether
these are biodegradable or non-
biodegradable.
3. Let them tape the photos or
draw objects under the
biodegradable and
nonbiodegradable columns
Naisasagawa ang mga
sumusunod na kasanayan:
pagpilas/ paggupit /pagdikit ng
papel (KPKFM-00-1.3)
Paglikha ng mgamodelo ng
pangkaraniwang bagay
sapaligid (KPKFM-00-1.6)
Nakaguguhit, nakapagpipinta at
nakapagkukulay ng iba’t
ibangbagay o gawain
(dekorasyonsa “name tag”,
kasapi ng mag-anak , gawain ng
bawat kasapi ng mag-anak,
mgaalagang hayop,
mgahalamansapaligid) (SKMP-
00-2)
Nakagagawa ng modelo ng mga
pangkaraniwang bagay sa
paligid: dahon, bato, buto,
patpat, tansan at iba pa (SKMP-
00-3)
Nakagugupit at nakapagdidikit
ng iba’tibang hugis na may iba’t
ibang tekstura (SKMP-00-4)
Nakapupunit, nakagugupit at
nakapagdidikit sa paggawa ng
collage (SKMP-00-7)
Nakapagpapatung-patong,
nakapagdudugtung-dugtong at
nakapagdidikit-dikit
(assemblage) ng mga patapong
bagay: maliit na kahon ng
gamot (SKMP-00-8)
Materials:
plastic bottles, art materials
such as scraps of colored
paper, beads/ sequins, etc.;
glue or tape, scissors
Preparation: Ask the learners
(PNEKE-00-4)
Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-
00-1)
Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibangbagay o gawain
(dekorasyonsa “name tag”,
kasapi ng mag-anak
,gawain ng bawat kasapi ng
mag-anak, mga alagang
hayop, mga halaman sa
paligid) (SKMP-00-2)
Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
Materials:
cartolina, pencils, crayons
Procedure:
1. The learners will work in
groups of four to six.
2. Assign one group to work
on keeping bodies of water
clean, another group on
saving water, and another
on saving energy.
3. They will discuss in their
group how they can help
do the assigned task.
4. They will draw these on
the cartolina like a poster
and write words, phrases
or sentences about their
drawings.
pagdidilig ng mgahalaman,
pag-aalis ng mga damo at
kalat, hindi pagsira ng
halaman, pag-aalaga sa
hayop (KMKPKom-00-5)
Identify simple ways of
taking care of the
environment (PNEKE-00-4)
Materials: seedlings,
gardening tools
Preparation:
Ask the learners to bring
seedlings to plant. Prior to
the activity, orient the
learners by discussing how
planting seedlings can help
save the environment.
Orient them also on the
steps in planting the
seedlings.
Procedure:
1. The whole group will go to
the school garden and
plant the seedlings.
2. Afterwards, they may draw
or write about their
experience.
Process Questions:
Ask: Nganong mananum man
kita? Bililhon ba ang
mga tanum? Unsa man
ang atong mahimo para
sa pagbalik sa kadasig sa
atong kinaiyahan o pag
replenish sa atong mga
kinaiyahan?
 8. The TEACHER asks the Process Questions: to bring plastic bottles. Process Questions:
learners to to say the names Ask: Unsa man ang Procedure: Ask:Unsa man ang atong
of each object after her as biodegradable? Unsa ang 1. Using art and scrap materials, pamaagi sa sa
she flash the pictures. mga basura ang mga design a plastic bottle to make pagdaginut sa tubig?
9. The teacher writes letter /z/ masagul sa biodegradable? it into a coin bank. The learners Unsaon man kaha nato
in the air, someone’s back, Unsa man sad ang non- are encouraged to be creative pag-padayun sapag-
etc. with the learners. biodegredable? Unsa man in thinking of their designs. It atiman ang atong mga
10. The teacher and the learners ang mga basura ang can look like a dog, cat, pig, porma sa tubig o bodies
write letter Zz on a paper or matawagatonga airplane, etc. of water? Ang kuryente
cardboard. nonbiodegradable? 2. The teacher will cut a hole for ba pwede ba kita
YOU DO PHASE the coins on top of the coin magkadaginut niini?
11. The learners say the names bank.
of each picture
12. The TEACHER asks the
learners to produce the
initial sound of the words.
13. Provide the learners with an
activity sheet. Let the
learners color the pictures
that name begins with the
/z/ sound.

Communicate changes Sort and classify objects into two Use recyclable materials to create Identify ways of taking care Identify the needs of the
LEARNING
observed categories art works of the environment and draw plant.
CHECKPOINTS
these

Reminder: The teacher is reminded that all groups (groups 1-5) must experience the Teacher-Supervised Activity (TSA) per Work Period in a day. He/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
ACTIVITIES
1. TSA (1st group for TSA) 1. 3 Rs Sorting Game 1. Dramatic Play: Junk Shop or 1. Making School Signs 1. Junk Models
2. Junk Models 2. TSA (1st group for TSA) Repair Shop 2. Dramatic Play: Junk Shop 2. Making School Signs
3. Making School Signs 3. Junk Models 2. 3 Rs Sorting Game or Repair Shop 3. Dramatic Play: Junk Shop
4. Dramatic Play: Junk Shop or 4. Making School Signs 3. TSA (1st group for TSA) 3. 3 Rs Sorting Game or Repair Shop
Repair Shop 5. Dramatic Play: Junk Shop or 4. Junk Models 4. TSA (1st group for TSA) 4. 3 Rs Sorting Game
5. 3 Rs Sorting Game Repair Shop 5. Making School Signs 5. Junk Models 5. TSA (1st group for TSA
Junk Models
Competencies:
Simple ways of taking care of the environment (PNEKE-00-4)
Naisasagawa ang mga sumusunod nakasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Paglikha ng mgamodelo ng pangkaraniwangbagaysapaligid (KPKFM-00-1.6)
Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’tibangbagay o gawain (dekorasyonsa “name tag”, kasapi ng mag-anak ,gawain ng bawat kasapi ng mag-anak, mga alagang
hayop, mga halaman sa paligid) (SKMP-00-2)
Nakagagawa ng modelo ng mga pangkaraniwang bagay sapaligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3)
Nakagugupit at nakapagdidikit ng iba’tibang hugis na may iba’tibang tekstura( SKMP -00-4)
Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit
(assemblage) ng mgapatapongbagay: maliitnakahon ng gamot (SKMP -00-8)
Materials:
junk materials, art materials, glue or tape, scissors
Preparation: Continue filling the junk box with a variety of materials.
Procedure:
1. Encourage the learners to create their own 3D masterpieces using various junk items collected around the house or in school. Examples: toy car made out of soap boxes and bottle
caps, airplane made out of plastic bottle, train made out of toothpaste boxes, etc.
Making School Signs
Competencies:
Naisasagawa ang mga sumusunod na kasanayan:
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Identify simple ways of taking care of the environment (PNEKE-00-4)
Trace, copy, and draw familiar figures (LLKH-00-2)
Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of straight and curved
lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
Materials:
scratch paper, coloring materials, pencils
Procedure:
1. Give each learner a piece of paper and ask him to make a school sign that will remind the rest of the school community about garbage disposal, use of facilities and keeping the area
clean. Ask them to add drawings to accompany their signs and to color their work.
2. “Laminate” their signs by inserting it in empty store paper plastic wrappers (bond paper packaging) and taping the sides.
3. On Friday, allow them to post these signs in strategic place/areas in school. Ask the children which areas they think they ought to post their signs.
Dramatic Play: Junk Shop or Repair Shop
Competencies:
Naipakikita ang pagpapahalagasamaayosnapakikipaglaro: pagigingmahinahon, pagsang-ayonsapasiya ng nakararami/reperi, pagtanggap ng pagkatalonangmaluwagsakalooban,
 pagtanggap ng pagkapanalonang may kababaangloob (KAKPS-00-1)
Retell in 1 to 3 sentences through pictures and dramatization (LLKOL-Ih-12)
Materials: dramatic play junk shop or repair shop set-up (with junk materials, weighing scale, broken appliances, etc.)
Procedure:
1. Children will engage in dramatic play of a junk shop or repair shop
2. Encourage them to talk with one another
3 Rs Sorting Game
Competencies:
Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Identify simple ways of taking care of the environment (PNEKE-00-4)
Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
Describe common objects/things in the environment based on color, shape, size, and function/use (LLKV-00-2)
Materials:
old newspapers, clean and empty soda cans/bottles, cardboard boxes, broken appliances, clothes with holes, etc.
Procedure:
1. The learners will sort real objects into three piles: things that can be reused, recycled and restored.
2. Ask them to explain why a particular item should be reused/recycled/restored, and how.

 Use recyclable materials to create art works

 Identify ways of taking care of the environment and draw these
LEARNING
Tell which two words in a group are the same and give the antonym s of given words
CHECKPOINTS
 Dramatize what happens in a junk shop/repair shop
 Sort and classify objects according to categories

After the given time, the teacher instructs the pupils to keep the things then starts singing the song.

Manglimpyo Kita
TRANSITION (The Mulberry Bush)

KitangTanan kay manglimpiyo, manglimpiyo, manglimpiyo

KitangTanan kay manglimpiyosaatongpalibot

MEETING TIME 2
(10 minutes) The teacher asks each group questions about the activities in Work Period 1. The learners may be asked to share their work to the class.
09:05 - 09:15
02:05 - 02:15
 Say: Mga bata ipagawas ang inyong
na trabaho. Ihulagway kini diri
sa atubangan. Karun aduna
ako’y magic box. Naa sa sulod
niini ang mga nagkalain-laing
mga hulagway/butang.
(teacher will show again the
pictures which name begin
with letter z.)
Ask:Unsa mani ako nga gihawiran?
QUESTIONS/ACTIVITY
Unsa man ang unangtingog
ani?
Say: Mga bata ipagawas ang inyong
na trabaho. Ihulagway kini diri sa
atubangan. Usa sa gibuhat nato
ang paglain-lain sa mga basura.
Activity:
Say: Naa koy magic box diri. Anaa sa
sulod niini ang mga nagkalain-
lain nga mga hulagway/butang.
The teacher will show the
objects (ex. Lata, relo, pael,
dahon)
Ask: Unsa ni ang gigunitan nako?
Say: Kadalitok sa silaba itindak ang
tiil. (lata).
Ask: Pila ka tindak ang nahi mo
ninyo? Pila ka silaba ang lata?
Say: Ganina nagbuhat kita og
alkansiya ginama sa plastic nga
botelya ug lata. Ato kini
gipanindot gamit ang mga
ginunting nga papel.
Activity:
Say: Naa koy magic box diri. Anaa sa
sulod niini ang mga nagkalain-
lain nga mga hulagway/butang.
Teacher will show the objects
(Ex. botelya, plastic, etc.)
Ask: Unsa ni ang gigunitan nako?
Say: Kadalitok sa silaba itindak ang
tiil. (botelya)
Ask: Pila ka tindak ang nahimoninyo?
Pila ka silaba ang botelya?
Say:Mga bata ipagawas ang
inyong natrabaho. Ihulagway
kini diri sa atubangan. Nakat-
unan nato ang pagdaginot sa
tubig ug kuryente.
Activity:
Say: Naa koy magic box diri.
Anaa sa sulod niini ang
mga nagkalain-lain nga
mga hulagway/butang.
Teacher will show the
objects (Ex. tubig,
kuryente, etc.)
Ask: Unsa ni ang
gigunitannako?
Say: Kadalitoksasilabaitindak
ang tiil. (tubig)
Ask: Pila ka tindak ang
nahimoninyo? Pila ka
silaba ang tubig?
Say: Ganina nananom kita.
Ask: Ngano man nga mananom
ta?
Say: Naa koy magic box diri. Anaa
sa sulod niini ang mga
nagkalain-lain nga mga
hulagway/butang. Teacher
will show the objects (Ex.
tanom, liso, etc.)
Ask: Unsa ni ang gigunitan nako?
Say: Kadalitok sa silaba itindak
ang tiil. (liso)
Ask: Pila ka tindak ang nahimo
ninyo? Pila ka silaba ang
liso?

Manghunaw
(This is the way)
TRANSITION
Ingon niini ang manghunaw, manghunaw, manghunaw
Ingon niini ang manghunaw sa dili pa mokaon.

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.
SUPERVISED RECESS 2. Show the learners how to wash their hands correctly.
3. After washing, let them go back to their seats.
(15 minutes)
4. Let the learners gets their snacks.
09:15- 09:30
5. Start with a prayer.
02:15 -02:30 6. Show the proper way of cutting the wrappers/unwrapping food, and drinking.
7. Eats with the learners.
8. After eating, show them how to dispose their garbage properly.
9. After disposing the garbage, show them the proper way of brushing their teeth.
 Punit
(Sitsiritsit)

TRANSITION TO Punit, punit, punit, punit

QUIET TIME Mamunit ta ogbasura.
Ilain ang malata, ilain ang dilimalata.

(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.)

QUIET TIME
(10 minutes) Say: Karon mopahulay usa ta. Mag play ko og music. Pwede ra maglingkod, mopiyong sa inyong mata, mohigda, ug uban pa basta dili magsaba.
09:30- 09:40 (During this time, children can rest or engage in relaxing activities.)
02:30- 02:40

Higalang Liibro
( Kaibigang Libro)

Ako ang higala

higalang libro
Andam sa kanunay
moestorya ninyo
Ampingan ninyo ako,
higugmaon ninyo ako
TRANSITION TO
Ako ang higalang libro
STORY TIME
Higalang libro

Ayaw ko og tumbi, ayaw ko og lingkuri

Ayaw og gisia ang akong mga panid

Ako ang higalang-higalang libro Andam sa

kanunay moestorya ninyo Ampingan ninyo
ako, higugmaon ninyo ako Ako ang higalang
libro
 “Basura Monster “
Sugilanon ni Christine Bersola –Babao.

Sa usa ka barangay adunay managhigala nga sila Buboy ug Anna. Kini sila nagpasagad og labay sa ilang
STORY TIME basura apil ang tanang lumulupyo sa ilang barangay. Ila kining ilabay sa kalsada, sa sapa, ug sa kakahuyan.
(15 minutes) Wala sila masayod nga sa ilalom sa suba adunay daku nga mata. Mataglabay nila sa basura nagtubo kini.
09:40- 09:55 Hangtud nga aduna na ni ngipon. Ningtubo nag iyang mga kamot, ang lawas ug ang iyang mga tiil. Sa sige
02:40- 02:55 nila og labay ni samot kini ka daku. Ni gawas kini sa suba. Niadto kini sa ilang barangay. Gipangtumban sa
Basura Monster ang mga tanom ug mga balay. Nabalaka ug nangahadlok ang tanan. Daghan ang naospital.
Nagplano ug nagpatabang sila sa mayor unsaon pagpahunong ni Basura Monster. Nagtinabangay sila sa
pagpanglimpyo, paglain-lain sa mga basura nga magamit pa ug dili na gayud magamit. Nalimpyo na ug
nagmalipayon ang tibuok barangay.

A. Book and Print Awareness
Introduce the title of the
story, author and illustrator.
Introduce the parts of the
book (example the cover
page, the body..etc)
B. Show the pages of the book
by flipping.
C. Define Difficult Words
Use picture clue: (Show the
PRE-READING
picture to the learner)
Ask: Unsa ang inyo nga
nakita sa hulagway?
Basura-let the learner define
the word through the
picture.
D. Motivation-Motive Tandem
Questions:
Ask: Unsa man imong gibuhat
para mapanindot atong
palibot? Unsa kaha ang
A. Book and Print Awareness
Introduce the title of the story,
author and illustrator. Introduce
the parts of the book (example
the cover page, the body..etc)
B. Show the pages of the book
by flipping.
C. Motivation-Motive Tandem
Questions:
Ask: Unsa man inyong
gibuhat sa inyong mga
basura? Unsa kaha ang
buhaton sa mga bata sa
atong estorya sa ilaha nga
mga basura?
A. Book and Print Awareness:
Ask: Unsa ang uluhan sa atong
sugilanon? Kinsa ang nag sulat sa
atong sugilanon? (Guide learner to
answer the question by showing the
cover page.)
B. Motivation-Motive Tandem
Questions:
Unsa man ang pwede ninyo mabuhat
sa mga basura para mapahimuslan?
Unsa kaha ang buhaton sa mga bata
sa atong storya sa ilaha nga basura?
Say: Balikon nato og basa ang
ato nga estorya gahapon
pero karon magtawag ko
og usa ka bata nga
mobalik pagbasa sa
estorya. Manglingkod
kita ug maminaw sa
estorya.
A. Book and Print Awareness
The book and print
awareness will be done by
the learner.
.
Say: Naa tay mga resources sa
atong palibot nga dili na o
lisod na mailisan. Sama sa
kuryente, tubig, ug
oxygen.
Ask: Unsa man ang inyong
gipangbuhat aharon kini
makonserba?
Say: Karon naa tay
pagabuhaton ato ipakita
ang atong nakot-unan sa
atong sugilanon pinaagi
sa drama.
 gibuhat sa mga bata sa atong
estorya para mapanindot nila
ilang palibot?
Modelled Reading
Sa usa ka barangay adunay
managhigala nga sila Buboy ug
Anna. Kini sila nagpasagad og labay
sa ilang basura apil ang tanang
lumulupyo sa ilang barangay. Ila
kining ilabay sa kalsada, sa sapa, ug
sa kakahuyan. Wala sila masayod
nga sa ilalom sa suba adunay daku
nga mata. Mataglabay nila sa
basura nagtubo kini. Hangtud nga
aduna na ni ngipon. Ningtubo nag
iyang mga kamot, ang lawas ug ang
DURING READING iyang mga tiil. Sa sige nila og labay
ni samot kini ka daku. Ni gawas kini
sa suba. Niadto kini sa ilang
barangay. Gipangtumban sa Basura
Monster ang mga tanom ug mga
balay. Nabalaka ug nangahadlok
ang tanan. Daghan ang naospital.
Nagplano ug nagpatabang sila sa
mayor unsaon pagpahunong ni
Basura Monster. Nagtinabangay
sila sa pagpanglimpyo, paglain-lain
sa mga basura nga magamit pa ug
dili na gayud magamit. Nalimpyo
na ug nagmalipayon ang tibuok
barangay.
Guided Reading Shared Reading Independent Reading Application
Sa usa ka barangay adunay Ask: Unsa man ang gibuhat sa mga Prompt Reading from the 1. Divide the class into 3-4
managhigala nga sila Buboy ug Anna. bata sa estorya? learner. On the fourth day, the group.
Sa usa ka barangay adunay teacher will ask a pupil to retell 3. Each group will be given a
Ask: Kinsa man ang managhigala? managhigala nga sila Buboy ug Anna. the story. picture/situations and they
Kini sila nagpasagad og labay sa ilang will act it out.
Kini sila nagpasagad og labay sa ilang basura apil ang tanang lumulupyo sa a. Recycling
ilang barangay. Ila kining ilabay sa b. Segragating garbage
basura apil ang tanang lumulupyo sa
kalsada, sa sapa, ug sa kakahuyan. properly
ilang barangay. Ila kining ilabay sa
Wala sila masayod nga sa ilalom sa c. Reusing garbage
kalsada, sa sapa, ug sa kakahuyan.
suba adunay daku nga mata. d. Saving Electicity
4. They are given 3 min. to do
Ask: Asa man nila gipanglabay ilang Ask: Unsa man ang nahitabo sa the task.
mga basura? ilawom sa suba? Ask: Unsa ang buhaton para
Mataglabay nila sa basura nagtubo makadaginotsatubigkuryente?
Wala sila masayod nga sa ilalom sa kini. Hangtud nga aduna na ni ngipon. Unsa pa? pagpananom
suba adunay daku nga mata. Matag Ningtubo nag iyang mga kamot, ang
labay nila sa basura nagtubo kini. lawas ug ang iyang mga tiil. Sa sige
Hangtud nga aduna na ni ngipon. nila og labay ni samot kini ka daku. Ni
Ningtubo nag iyang mga kamot, ang gawas kini sa suba.
lawas ug ang iyang mga tiil. Sa sige
Ask: Unsa man ang gibuhat sa Basura
nila og labay ni samot kini ka daku. Ni Monster?
gawas kini sa suba.
Niadto kini sa ilang barangay.
Ask: Unsa man ang naa ilawom sa Gipangtumban sa Basura Monster
suba? ang mga tanom ug mga balay.
Nabalaka ug nangahadlok ang tanan.
Daghan ang naospital.
Niadto kini sa ilang barangay.
Gipangtumban sa Basura Monster ang Ask: Unsa man gibuhat sa mga
mga tanom ug mga balay. Nabalaka katawhan sa ilang lugar para para
 ug nangahadlok ang tanan. Daghan mahunong ang gibuhat ni bausra
ang naospital. monster?

Nagplano ug nagpatabang sila sa

Ask: Unsa may gibuhat sa Basura
mayor unsaon pagpahunong ni
Monster sa ilahang lugar? Basura Monster. Nagtinabangay sila
sa pagpanglimpyo, paglain-lain sa
Nagplano ug nagpatabang sila sa mga basura nga magamit pa ug dili na
mayor unsaon pagpahunong ni Basura gayud magamit. Nalimpyo na ug
Monster. Nagtinabangay sila sa nagmalipayon ang tibuok barangay.
pagpanglimpyo, paglain-lain sa mga
basura nga magamit pa ug dili na
gayud magamit. Nalimpyo na ug
nagmalipayon ang tibuok barangay.
Ask: Unsa man ilaha nga gibuhat para
mawagtang ang basura monster?

Ask: Unsa man ang gibuhat sa mga

bata para mapanindot ilang
palibot? Nganong ila man
kining gibuhat? Inyo ba sad
ning gibuhat? Ngano man?
POST READING
Ask: Unsa man ang gibuhat sa
mga bata sa ilahang basura?
Sakto ba kini? Ngano man?
Inyo ba sad kining sundan?
Ngano man?
Ask: Unsa man ang gipangbuhat sa
mga bata sa atong estorya sa
ilahang mga basura para dili kini
makabati/makahugaw sa
palibot? Kamo unsa man inyong
buhaton sa mga basura para
mapahimuslan kini?
Ask: Unsa man ang atong
buhaton para hapsay og limpyo
ang atong palibut? Kung ang
sapa o dagat kay hugaw na, unsa
may mahitabo?
Ask: Unsa ang inyo nga gibuhat?
Let’s give ourselves a big
big hand.

 Identify parts of the book
cover, and its pages (LLKBPA-
00-2)
 Identify/read the title of the
story (LLKBPA-00-3)
LEARNING  Listen attentively and react
CHECKPOINTS during story reading
(LLKBPA-00-9)
 Talk about characters and
events in short stories/ poems
listened to (LLKLC-Ih-3)
 Name places and things found
in the classroom, school and
community (LLKV-00-8)
 Recall and use words from story
listened to ( LLKV-00-3)
 Identify problem solutions in a
story listened to(LLKLC-00-11)
 Give the correct sequence of
three events in a story listened
to orally and/or through
drawing (LLKLC-00-7)
 Retell stories listened to  Express one’s idea/self
with the help of pictures freely through creative
(LLKLC-00-5) ways (drawing,
 Predict what might illustration, body
happen next in the story movement, singing,
listened to (LLKLC-00-10) dancing) based on story
 Give the correct sequence listened to (LLKLC-00-13)
of three events in a story  Relate personal
listened to orally and/or experiences and events in
through drawing (LLKLC- the story listened to
00-7) (LLKLC-Ig-4)
 Napulo ka Tudlo
10 Little Fingers

Napulo ka tudlo, dako ug gamay, dako ug gamay, dako ug gamay

Napulo ka tudlo, dako ug gamay, akongmgatudlo
TRANSITION Misaka ang usa, minaog ang duha
Misaka ang tulo, minaog ang upat
Unsay buhatonsa lima, ug nangambaksila.
Misaka ang unom, minaog ang pito,
Misaka ang walo, minaog ang 9
Unsay buhatonsanapulo ug nanglangoysila.

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

Group 1 -Caps and Cans- Ihapa ang tuldok sa matag lata. Iitsa ang tabon kung pila ka tuldok anaa kini.
Group 2 -Book 0-10 –Adunay 10 ka panid, sataga panid anaa ang ang numero 1-10. Piliti kini og mga butang nga motakdo sa numero.
Group 3 -Bootle and Caps Pair– Itandi ang numero nga anaa sa taklob sa pila ka tuldok ang anaa sa lawas sa botelya.
Group 4 -Shoot a Trash- Sa gawas sa kahon adunay numero, ishot ang insaktong kinumot nga papel nga motakdo sa numero.
WORK PERIOD 2 Group 5 - This will be the first group that the teacher shall deal with the Teacher -Supervised Activity (TSA) of the day. After 6 minutes the teacher will move to Group 2, 3, 4, and 5.
(40 minutes) 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. He
09:55-10:35 should be observant with what is going on with the 4 groups doing the IAs to be able to address need as it arises.
02:55- 03:35
Ask: Aduna ba kamoy pangutana bahin sa inyonga buluhaton sa kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyo nga mga
box/tray.

When the children are already in place:

Say: Pwede mo magsugod apan, mga bata, dili gyud kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili usab maglakaw-lakaw o magdagan-dagan.
Nasabtan ba?

TEACHER
SUPERVISED Exploring Straw Class Survey: How Do You Dispose Junk Inventory: 3Rs Counting Bottle Caps Beezy Bee Game
ACTIVITY Competencies: Your Garbage? Competencies: Competency: Competencies:
(The teacher moves Arrange objects one after Competencies: Compare two groups of objects • Separate and represent Combine elements of
from one group to another in a series/sequence Collect data on one variable to decide which is more or less, groups of equal quantities two sets using concrete
another in facilitating according to a given attribute (e.g., sex /boys or girls) through or if they are equal (MKC-00-8) using concrete objects up to objects to represent the
(size, length) and describe observation and asking Arrange three numbers from 10 (beginning division) concept of addition
the TSA spending 6-7
minutes per group)
their relationship
(big/bigger/biggest or long/
longer/longest) (MKSC-00-
10)
• Compare objects based on
their size, length,
weight/mass (MKME-00-
-big/little
-longer/shorter
-heavier/lighter
• Use nonstandard measuring
tools e.g. length – feet, hand,
piece of string ( MKME -00-
1)
-capacity – mug/glass
mass – stone, table blocks
Materials:
straw, list of objects to
measure, paper, pencil
Preparation: Gather straw of
different sizes, lengths, and
weights. Put them in a box.
Prepare a list of things to
measure on Manila paper:
table, side of the board, edge
of the door, height of a
classmate, etc.
Procedure:
1. Learners will arrange the
twigs in sequence according
to:
length (have them
describe which is short
and long, or short-
shorter-shortest, long-
longer-longest)
weight (light and
heavy, or light-lighter-
lightest, heavy-
questions (MKAP-00-1)
Create simple pictographs
(MKAP-00-2)
Discuss simple pictographs
(MKAP-00-3)
Materials:
Kraft paper, squares of colored
paper, markers
Procedure:
1. As a class, identify the different
ways of disposing garbage. Use
these as categories for the Class
Survey.
2. One group of learners will ask all
of their classmates how they
dispose their garbage at home.
3. Answers will be listed down per
child (ex. one square, one child).
4. Glue the squares according to
each category on the Kraft
paper.
5. Count and tally the totals for
each category.
least to greatest/ greatest to
least (MKC-00-6)
Collect data on one variable
(e.g., sex /boys or girls) through
observation and asking
questions (MKAP-00-1)
Materials:
Manila paper, markers
Procedure:
1. Divide the Manila paper into
three columns: Reuse, Recycle,
Restore
2. Go back to the 3 Rs Sorting
Game in Work Period 1.
3. Write tally marks of how many
objects are under each column.
4. Arrange the numbers from
least to greatest
(MKAT -00-16) (MKAT-00-3)
Materials: Add quantities up to 10
bottle caps and big cans using concrete objects
Procedure: (MKAT-00-8)
1. Each learner takes 10 Use a variety of
bottle caps and divides materials and
these into 2, 3, 4, or 5 big communicate strategies
cans. used to determine
2. Expect to see the learners answers to addition and
creating a wide variety of subtraction problems
combinations, anything listened to (MKAT-00-
that totals ten, in this case 10)
is correct. Solve simple addition
3. When all the caps are and subtraction number
divided into groups, the stories (up to quantities
learners sort the cans of 10) read by the
according to the teacher using a variety
combinations formed. of ways (e.g., concrete
materials, drawings) and
describe and explain the
strategies used (MKAT-
00-11)
Procedure:
1. Let the learner listen
where the Beezgo .
2. Teacher will explain that
the Beez that will go to
the flowers in different
ways and verbalize the
combinations that result.
3. Using the same
materials adapt
objectives to the
learners insight.
4. Learners will represent
quantities with mental
5. images pictures
,explanations and
equation.
 heavier-heaviest) 6. Close the task with
size (big and small, image still visible.
big-bigger-biggest,
small-smaller-
smallest)
2. Have them copy the list of
objects on a piece of paper.
3. They will use a twig to
measure the objects in the
list and write the
measurement on the paper.

Arrange objects in a series/
sequence according to a
given attribute.
LEARNING
Compare objects based on
CHECKPOINTS
size, length, weight/mass
Use a twig as a measuring
tool/standard measurement
Create and discuss simple
pictographs using one variable
Compare two groups of objects Demonstrate Add quantities up to 10
to decide which is more or understanding of beginning using concrete objects
less, or if they are equal division
Arrange three numbers from
least to greatest/ greatest to
least

Reminder: The teacher is reminded that all groups (groups 1-5) must experience the Teacher-Supervised Activity (TSA) per Work Period in a day. He/ 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
ACTIVITIES 1. Caps and Cans 1. TSA Group 1. Bottle and Cap Pair 1. Shoot the Trash 6. Caps and Cans
2. Number Books 2. Number Books 2. TSA Group 2. Caps and Cans 7. Number Books
3. Bottle and Cap Pair 3. Bottle and Cap Pair 3. Shoot the Trash 3. TSA Group 8. Bottle and Cap Pair
4. Shoot the Trash 4. Shoot the Trash 4. Caps and Cans 4. Number Books 9. TSA Group
5. TSA Group 5. Caps and Cans 5. Number Books 5. Bottle and Cap Pair 10. Shoot the Trash
Caps and Cans
Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Materials:
bottle caps, large coffee cans, permanent marker
Procedure:
1. Mark the cans with dots (use one through 10).
2. Let the learners count the number of dots on each can and toss that many caps into the can.

Number Books
Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Recognize and identify numerals 0 to 10 (MKC-00-2)
Read and write numerals 0 to 10 (MKC-00-3)
Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Materials:
scratch paper, pencil, crayons
Procedure:
1. Fold three pieces of paper to make it into a 12-page book.
2. The learners will design the cover page with the title “Number Books 0 to 10”.
3. They will write the numeral 0 on the next page, then 1, and so on up to 10.
4. For each page, they will draw the number of objects as the numeral they wrote. They can label the objects as well.
Variation: They may cut pictures from old magazines and glue these on their number book.

Bottle and Cap Pair

Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Read and write numerals 0 to 10 (MKC-00-3)
Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Identify the number that comes before, after, or in between (MKC-00-5)
Materials:10 plastic bottles with caps for each pair, permanent marker, box
Procedure:
1. Let the learners work in pairs.
2. They will remove the caps from the bottles.
3. One will write numerals 1 to 10 on the bottle, and one will write numerals 1 to 10 on the cap.
4. Put together the bottles in a box and caps outside the box.
5. At the count of three, the pair will put on the matching caps on the bottles.
 Shoot the Trash
Competencies:
Recognize and identify numerals 0 to 10 (MKC-00-2)
Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4) Materials: garbage bins or boxes, crumpled newspaper or scratch paper, marker
Procedure:
1. Mark each bin/box with a numeral between 6 to 10.
2. Let the learners crumple newspaper into balls and shoot the corresponding number of balls into the bins/boxes.

Match numerals to a set of con crete objects from0 to 10

LEARNING
Read and write numerals 0 to 10 and match numerals to a set of concrete objects from 0 to 10
CHECKPOINTS
Identify the n umber that comes before, after, or in between

“Dakpa ang bituon”

(Catch a Falling Star)

TRANSITION Dakpa ang bituon, isulodsabulsa

Ayaw, Ayaw, Ayawwagtanga

Make a variation: (tingogsahigante, tingogsadwende, walaytingog).

Sweep Race
Competencies:
Natutukoy ang kahalagahan ng
pagpapakita ng positibongpag-
INDOOR/OUTDOOR ugali sa harap ng hindi
GAMES inaasahang pangyayari tulad ng
pagkatalo sa laro, atbp.
(20 minutes)
(SEKPSE-00-8)
10:35 - 10:55
Nakasasali sa mga laro, o
03:35 - 03:55 anumang pisikal na gawain at
iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
Naisasagawa ang mga
sumusunod na kilos lokomotor
Saving Water
Competencies:
• Natutukoy ang kahalagahan
ng pagpapakita ng
positibongpag-uugali sa harap
ng hindi inaasahang
pangyayari tulad ng pagkatalo
sa laro, atbp. (SEKPSE-00-8)
• Nakasasali sa mga laro, o
anumang pisikal nagawain at
iba’t ibang paraan ng
pageehersisyo (KPKPF-00-1)
• Naisasagawa ang
mgasumusunod na kilos
Planting Game
Competencies:
Natutukoy ang kahalagahan ng
pagpapakita ng positibongpag-
uugali sa harap ng hindi
inaasahang pangyayari tulad ng
pagkatalo sa laro, atbp.
(SEKPSE-00-8)
Nakasasali sa mga laro, o
anumang pisikal nagawain at
iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00-1)
Materials:
5 straws and 5 bottles for each
Paint me a Picture
Competencies:
• Natutukoy ang ahalagahan
ng pagpapakita ng
positibongpag-uugali sa
harap ng hindi inaasahang
pangyayari tulad ng
pagkatalo sa laro, atbp.
(SEKPSE-00-8)
• Nakasasali sa mga laro, o
anumang pisikal nagawain
at iba’tibang paraan ng
pag-eehersisyo (KPKPF-00-
1)
Water Relay
Competencies:
Natutukoy ang
kahalagahan ng
pagpapakita ng positibong
pag-uugali sa harap ng
hindi inaasahang
pangyayari tulad ng
pagkatalo sa laro, atbp.
(SEKPSE-00-8)
Nakasasali sa mga laro, o
anumang pisikal nagawain
at iba’t ibang paraan ng
pag-eehersisyo (KPKPF-00-
1)
 sa pagtugon sa ritmong
mabagal at mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon, paglukso)
(KPKGM-Ie-2)
Nagagamit ang mga kilos
lokomotorat di-lokomotor sa
paglalaro, pag-eehersisyo,
pagsasayaw (KPKGM-Ig-3)
Naipakikita ang panimbang sa
pagsasagawa ngiba’tibang kilos
ng katawan, gaya ng paglukso-
luksongpahalinhinan ang mga
paa (skipping), pagtulay nang di
natutumba sa tuwid naguhit,
pag-akyat at pagbabasa
hagdanan ( PKGM -00-4)
Nakapaghihintay ng kanyang
pagkakataon. (KAKPS-00-12)
Naipakikita ang pagpapahalaga
sa maayos napakikipaglaro: pag
iging mahinahon, pagsang-ayon
sa pasiya ng nakararami/reperi,
pagtanggap ng pagkatalo nang
maluwag sa kalooban,
pagtanggap ng pagkapanalon
ang may kababaang loob
(KAKPS-00-19)
Materials:
broom, dustpan, garbage bin,
newspaper crumpled into a ball
(1 for each learner), colored
tape
Preparation:
Place the dustpan and garbage
bin at the end of the race. Draw
a straight line from the start to
the finish line using colored
tape.
lokomotor sa pagtugon sa
ritmong mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-Ie-2)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor sa
paglalaro, pag-eehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Nakapaghihintay ng kanyang
pagkakataon. (KAKPS-00-12)
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro: pagiging
mahinahon, pagsang-ayon sa
pasiya ng nakararami/reperi,
pagtanggap ng pagkatalo
nangmaluwag sa kalooban,
pagtanggap ng pagkapanalon
ang may kababaang loob
(KAKPS-00-19)
Materials:
small paper cups, pitcher of
water, bucket
Procedure:
1. The learners will form two
teams/lines.
2. The first player will pour water
on the paper cup then walk to
theucket and pour the water
in the bucket. S/He runs back
to the line and gives the paper
cup to the next player.
3. The team who has more water
in the bucket at the end of 2
minutes wins the game
team
Procedure:
1. Put the bottles in line about 3
feet apart.
2. The learners will form two
teams/lines.
3. The first player holds the five
straws and run to “plant” one
straw per bottle. Then s/he
comes back to get the straws
and hands them over to the
next player.
4. The first team to finish the
relay wins.
Procedure:
Materials:
Picture of a child switching Naisasagawa ang mga
off the light, picture of a sumusunod na kilos
child picking trash in a sea lokomotor sa pagtugon sa
shore, picture of the child ritmong mabagal at mabilis
using a glass while (paglakad, pagtakbo,
brushing her/his teeth, pagkandirit, paglundag/
picture of a father/brother pagtalon, paglukso)
using a pail in washing the (KPKGM-Ie-2)
car, a picture of the father Nagagamit ang mga kilos
fixing a broken pipe, lokomotor at di-lokomotor
Picture of a man/woman sa paglalaro, pag-
saving the water from eehersisyo, pagsasayaw
washed clothes (KPKGM-Ig-3)
Nakapaghihintay ng
1. Group the children into 3 kanyang pagkakataon.
groups. (KAKPS-00-12)
2. Show the picture and allow Naipakikita ang
them to dramatize the pagpapahalaga sa maayos
picture. na pakikipaglaro: pagiging
3. The group that can show mahinahon, pagsang-ayon
visibly the picture will win. sa pasiya ng nakararami/
reperi, pagtanggap ng
pagkatalo nang maluwag
sa kalooban, pagtanggap
ng pagkapanalo nang may
kababaang loob (KAKPS-
00-19)
Procedure:
1. The learners will form two
teams/lines
2. Provide each learner a
spoon.
3. From their place provde a
pail with water. Instruct
them to put water to the
spoon and they will travel
infront.
4. The first team which has a
 Procedure: lot of water will form.
1. The learners will form two
teams/lines.
2. The first player holds the
broom and sweeps the
crumpled newspaper on the
straight line towards the
dustpan.
3. When s/he reaches the
dustpan, s/he will use the
dustpan to pick up the
crumpled newspaper and shoot
it in the bin.
4. He/She runs back to the line
and hands the broom to the
next player who does the same.
5. The first team to finish shooting
all of the garbage in the bin
wins the race.

Show balance in following a straight line.

LEARNING
Show sportsman-ship in playing a game.
CHECKPOINTS
Use locomotor movements in playing games.

Hipos
(Where is thumbman?)

TRANSITION Hipos, hipos, hipos, hipos

Manghiposna ta, manghiposna ta.
Ang papel ug lapis, libro ug krayola
Hipusana, hipusana

MEETING TIME 3 Ask: Sa dili pa kita mama-uli atua Say: Atong limpyohan ang atong Learners enumerate the wastes that Say: Mga bata, dili nato hikalimtan Ask: Unsa ang angay buhaton
(5 minutes) nga puniton ang mga sagbut sa palibot ug magtinabangay kita sa can be reused, recycled and restored. ang husto nga pamatasan sa sa tubig? Kuryente?
10:55 - 11:00 ilalum sa atong lamisa o sa paglimpyo. pagtahud/pagrespeto sa mga (Daginot) Sa unsa nga
03:55 - 04:00
 atung bangko og atua kini nga
ilabay sa basurahan. Atong
hinumduman nga angayan
atong ilabay sa saktong
sudlanan.
WRAP-UP/
QUESTIONS/ACTIVITY
(Teacher observes if the learners are
able to segregate garbage properly)
Ask: Asa ato ibutang ang atong mga
putos sa pagkaon.
The teacher takes note if the learners nagkalain-lain nga relihiyon/ mga paagi?
are able to differentiate correctly the pagtuo.
wastes that can be reused, recycled Ask: Kinsa ang mga tawo nga anaa
and restore nag-alagad sa simbahan?
Says: Sa atong gipangbuhat ganina,
inyu pa bang nahinumduman
kung giunsa ninyu pagbahig
ang mga basura? Unsa may
atong buhaton sa mga botelya
nga pwede pa atong magamit?

DISSMISAL ROUTINE
Song
Ako, ako, ako karon malipayon
Ako, ako, ako karon malipayon,
Ako, ako, ako karon malipayon
Ako karon malipayon.,
Sayaw, sayaw dyotay
Hawak ikiay-kiay, Kamot ikaway-kaway,
Tuyok gamay.

Prayer
DISMISSAL ROUTINE Wecan go home, we can go home,
we will pray, we will pray,
Put the hands together, Everybody Follow,
Close your eyes, close your eyes.
In the name of the Father
“Thank You Prayer”

Reminders
When we form our lines, no pushing, no running. Just walk slowly and carefully.

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