DepEd Order 42, s.

2016

BAYOMBONG SOUTH ELEMENTARY SCHOOL March 9-13,2020

School/District Teaching Dates
KINDERGARTEN
DAILY LESSON Content Focus We Care for Animals in the Environments Week No. Week 36
LOG
Quarter 4

PROCEDURES OBJECTIVES CONTENT

(BLOCKS OF
TIME)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date:____________ Date:____________ Date:____________ Date:____________ Date:____________
Arrival Time Arrival Routine
(10 min) Opening Prayer
Greetings
Attendance Check
Health Check
Weather/Day Check
Transition to Song:
Meeting Time 1 Ang lahat ay maupo 3x
Ang lahat ay maupo at makinig
Meeting Time 1 Kaugnay na Batayan Message: Message: Message: Message: Message:
(10 min) Life Science: Animals (A) We take care of Animals need a Animals need a Animals need to feed Animals need love
animals. We call home. Pets live in home. Some live in a food to live. and care
these animals pets. humans’ homes. the zoo and other
places where .
humans care for
them
Pamantayan sa Nilalaman
Characteristics and needs of
animals and how they grow
Pamantayan sa Pagganap
Communicate the usefulness of
animals and practice ways to
care for them
Palatandaang Kasanayan Questions: Questions: Questions: Questions: Questions:
 Group animals according to What animals can Where do pets live? What animals live in What do animals Do you have animals
certain characteristics (how we take care of? the zoo? need to live and in your community?
they look/body, coverings/parts, Why pets stay in grow? Name some? What
how they move, sounds they What do we call human’s home? Do you know that do you do with these
make, what they eat, where animals that we there are homes for What animals do you animals? Do you
they live) take care of in our Can pets make their endangered animals? see around the stone them? Why?
homes? own house? Why? school? What do
Introduce words: they eat? Or, who Have you seen
List all the Who makes houses refuge, reserve, feeds the animals mother animals that
learners’ answers of pets? endangered, extinct that you see near the have young or small
then identify each school? ones? Name some?
if which can be Describe the houses Describe the What animals do you Where did you see?
pet? Which are not of pets that you have coverings of the have at home? What
pets? in your home? Or animals that you see foods do you give For a mother dog,
those that you have in the community? them? Why? how does it care its
. seen if you do not Have you seen children?
have one at home. snake? How snake Do animals eat the
go from place to same food? Why? How do you take care
What about the other another? etc of your chicken? Etc
animals, where do
they live?
SONG: This is the Way
Transition to Work
Period 1 This is the way we sweep the floor
Sweep the floor, sweep the floor
This is the way we sweep the floor
When we are in at home

*Replace the underlined words with fix the chair, clean the wall, paint the fence,
other actions that the learner may suggest.
Work Period 1 Developmental Domain TEACHER-SUPERVISED ACTIVITIES
(40 min) Alphabet Knowledge

Developmental Domain Favorite Pet Survey Pet Parade Kinder Zoo Animal Eat, Too Commitment board
Life Science: Animals(A)
Performance Standard
Take care of one-self and the
environment and able to solve
problems encountered within
the context of everyday living.
 Competencies • Collect data on one • Talk about • Naisasagawa ang • Nakaguguhit, • Naipakikita ang
variable (e.g., sex likes/dislikes (foods,
mga sumusunod na nakapagpipinta at pagtulong at
/boys or girls) through pets, toys, games,kasanayan: nakapagkukulay ng pangangalaga sa
observation and friends, places) • Pagmomolde ng iba’t ibang bagay o kapaligiran,
asking questions (LLKOL-Ic-15) • Talk
luwad (clay), pagbuo gawain (dekorasyon halimbawa pagdidilig
(MKAP-00-1) about the details of
ng puzzles (KPKFM- sa ‘name tag’, kasapi ng mga halaman,
• Create simple an object/picture like
00-1.5) at sa nais na ng mag-anak, gawain pag-aalis ng mga
pictographs (MKAP- toys, pets, foods,anyo (Snake go from ng bawat kasapi ng damo at kalat, hindi
00-2) places (LLKOL-Id-4)
place to another? maganak, mga pagsira ng halaman,
• Discuss simple • Talk about family
• Paglikha ng mga alagang hayop, mga at pag-aalaga sa
pictographs (MKAP- members, pets, toys,
modelo halaman sa paligid) hayop (KMKPKom-
00-3) foods, or members of
pangkaraniwang (SKMP-00-2) 00-5)
• Name common the community using
bagay sa paligid • Name common • Nakapaghihintay ng
animals (PNEKA-Ie- various appropriate
(KPKFM-00-1.6) animals (PNEKA-Ie- kanyang
1) descriptive words • Use objects and 1) pagkakataon
• Talk about (LLKOL-00-5) materials safely • Group animals (KAKPS-00-12)
likes/dislikes (foods, • Participate actively
PNEKPP-00-6 according to certain • Identify ways to care
pets, toys, games, in a dialog or • Talk about the characteristics (how for animals (PNEKA-
friends, places) conversation of details of an they look/ body, III g-6)
(LLKOL-Ic-15) familiar topics object/picture like coverings/ parts, how • Express simple
(LLKOL-00-10) toys, pets, foods, they move, sounds ideas through
places (LLKOL-Id-4) they make, what they symbols (e.g.,
• Talk about family eat, where they live) drawings, invented
members, pets, toys, (PNEKA-IIIi-4) spelling) (LLKC-00-1)
foods, or members of • Express simple
the community using ideas through
various appropriate symbols (e.g.,
descriptive words drawings, invented
(LLKOL-00-5) spelling) (LLKC-00-1)
INDEPENDENT ACTIVITIES/DIFFERENTIATED ACTIVITIES
1. My Favorite Pet 1. Animal Homes 1. Pet Poster 1 Animal Food Match 1. Pet Puzzle
[ CITATION 2. Animal Mosaic 2. Pet Poster 2. Word Box (Mother 2. Pet Puzzle 2. My Pets at Home
Placeholder1 \l 3. Pet poster 3My Favorite Pet Animals and their 3. My Pets at Home Book
Young) Book 3Animal Food Match
1033 ]
3. Animal Fishing
Game
Competencies • Naisasagawa ang • Nakaguguhit, • Express simple • Match object, pictures based on
mga sumusunod na nakapagpipinta at ideas through properties /attributes in one-to-one
kasanayan nakapagkukulay ng symbols (e.g., correspondence (MKAT-00-1)
 •Pagpilas/paggupit/ iba’t ibang bagay o drawings, invented • Identify the needs of animals (PNEKA-III g-
pagdikit ng papel gawain (dekorasyon spelling) (LLKC-00-1) 5)
(KPKFM-00-1.3) sa “name tag”, kasapi • Identify the letters • Identify ways to care for animals (PNEKA-III
• Pagbakat, ng mag-anak , of one’s given name g-6)
pagkopya ng gawain ng bawat (LLKAK-Ic-1) • Observe, describe, and examine common
larawan, hugis, at titik kasapi ng mag-anak, • Name common animals using their senses (PNEKA-IIIh-2)
(KPKFM-00-1.4) mga alagang hayop, animals (PNEKA-Ie- • Talk about the details of an object/picture
• Paglikha ng mga mga halaman sa 1) like toys, pets, foods, places (LLKOL-Id-4)
modelo paligid) (SKMP-00-2) • Express simple ideas through symbols (e.g.,
pangkaraniwang • Nakagugupit at drawings, invented spelling) (LLKC-00-1)
bagay sa paligid nakapagdidikit ng
(KPKFM-00-1.6) iba’t ibang hugis na
• Nakalilikha ng iba’t may iba’t ibang
ibang bagay sa tekstura (SKMP-00-4)
pamamagitan ng • Nakapupunit,
malayang pagguhit nakagugupit at
(SKMP-00-1) nakapagdidikit sa
• Nakapagpapatung- paggawa ng collage
patong, (SKMP-00-7)
nakapagdudugtung-
dugtong at
nakapagdidikit-dikit
(assemblage) ng mga
patapong bagay:
maliit na kahon ng
gamot (SKMP-00-8)

Paalala: Huling Sampung Bilang……. Isa,Dalawa, tatlo,apat,lima,anim,pito…………..sampu

Transition to
Meeting Time 2 Tayo Ng Maglipit
Tune: Leron Leron Sinta
Tayo nang magligpit, lahat ng ginamit
Gunting, papel at glue, ayusin natin ito
Tayo ay mag-ayos sa ating pag-upo
Nang makinig tayo, sabihin ng guro
Kaugnay na Batayan Presentation of Presentation of Presentation of Presentation of Presentation of
Meeting Time 2 Visual Perception and outputs outputs outputs outputs outputs
(10 min) Discrimination (VPD)
Patomime: Pet ko, Poem: Animal Homes Finger Play: This Song: Animals and
Hula mo Little Cow their young/ Inahin at

Pamantayan sa Nilalaman
Similarities and differences in
what he or she can see
Pamantayan sa Pagganap
Critically observes and make
senses of things around him/her
Palatandaang Kasanayan
Tell the missing parts in object
or pictures
(LLKVPD-00-3)
Transition to
Recess
Recess Time Developmental Domain:
(15 min) Kalusugang Pisikal at
Kasanayang Motor (KP)
Content Standard: Ang bata
ay nagkakaroon ng pag-unawa
sa kakayahang pangalagaan
ang sariling kalusugan at
kaligtasan.
Performance Standard: Ang
bata ay nagpapamalas ng
pagsasagawa ng mga
pangunahing kasanayan ukol
sa pansariling kalinisan sa
pang-araw-araw na
pamumuhay at pangangalaga
para sa sariling kaligtasan.
Learning Competency:
Naisasagawa ang
pangangalaga sa pansariling
mga inakay
Song: Animals and
their young/ Inahin at
mga inakay
Reminder: Huling Sampung Bilang
Ang lahat ay maghanda3x
Ang lahat ay maghanda
Para kumain
Prayer:
Song: Apo umayka kadakam, ditoy ‘yanmi a panganan
Toy kanen mi bendisionam, parabur mo punuen na kam. Amen.
Washing of Hands:
Song: This is the way
Kastoy no agbugguak ( 3x)
Kastoy no agbugguak
Ti inaldaw-aldaw
The Importance of Nutrition
Song: Kayat ko iti Gatas
Tune: Leron- Leron Sinta
1. Sino ang walang dalang baon? Ano ang bibilhin ninyo? Kailan masustansiya gaya ng kakanin, suman, puto,
pansit, atbp.
2. Ano ano ang dapat gawin bago kumain?
3. Ano ano ang uri ng mga pagkain na dapat kainin?..pagkain na dapat baunin?..pagkain na dapat bilhin sa kantina?
4. Ano ang magandang maidudulot nito sa ating katawan? Kabilang ba ito sa Go foods, Grow foods, or Glow foods?
5. Ano ang dapat gawin pagkatapos kumain?
6. Mahalaga ba ang pagsisipilyo pagkatapos kumain? Bakit?
 kalusugan tulad ng: paglilinis ng
katawan, paghuhugas ng
kamay bago at pagkatapos
kumain, pagsisipilyo,
pagsusuklay, paglilinis ng kuko,
pagpapalit ng damit
Code: KPKPKK-Ih-1

Quiet Time
(10 min)
Oras na ng kwentuhan 3x
Transition to Story Oras na ng kwentuhan
time Makinig tayo
Story Time Developmental Domain Pre-Reading
(20 min) Listening Comprehension *Define Difficult Words
Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: Motivation question: Motivation question: Motivation question: Motivation question:
Do you have a pet? Where do you live? Have you lost What is your favorite Who takes care of
Do you want to have Motive question: something that is food? you at home?
a pet? Where do the important to you? Motive question: Motive question:
Motive question: animals live in the Motive question: What is the favorite Who took care of the
What are the pets in story? What was almost food of the animal in animal in the story?
the story? gone in the story? the story?
Content Standard During Reading
Information receive by listening
to stories and be able to relate Si Paula Oink-Oink
within the context (Ask comprehension questions.)
Performance Standard
Listen attentively and
respond/interact with peers and
teacher/adult appropriately
Post Reading
Learning Competency: Noting Details Sequencing of Inferring the Role Retelling
Listen attentively to Events Character Traits Playing/Teacher-
stories/poems/songs Assisted Storytelling
Literal:  Inferential: Critical: Creative: The children will
 Ano ang pamagat Ipagpalagay natin  Ano ang masasabi  Sino ang gustong retell the story.
ng ating kuwento? na kayo si Anna, mo tungkol kay maging si Anna
 kayo naman si Paula Oink-oink? Ngiyaw? Tularan
 Sino ang Tery at kayo Bakit? mo nga ang
pangunahing naman si Paula? ginagawa ni Anna?
tauhan sa Sino sa inyo ang  Ilarawan si Anna  Sino naman ang
kuwento? dapat maunang Ngiyaw? Si Anna may gusto kay
 Ano ano ang mga gumamit ng ba ay mas bata Paula? Tulungan
kayang gawin ni kutsara at tinidor kesa kay Paula? niyo nga si Anna
Paula? gaya ng sa Bakit? gaya ng ginawa ni
kwento? Paula.
 Sino ang kaibigan
ni Paula sa  Isagawa pa ninyo  Natuto kaya si  Ikuwento natin ang
paaralan? ang mga kayang Anna sa wastong mga kayang gawin
gawin ni Paula. paggamit ng ni Paula?
 Bakit niya tinuruan kutsara at tinidor?
sa paggamit ng  Saan pumapasok Bakit?  Gayahin din natin
kutsara? si Paula mula ang mga
Lunes hanggang puwedeng
 Sino ang guro sa Biyernes? Isagawa ginagawa ni Titser
kwento? Ano ano ninyo mga Terry.
ang itinuturo niya? ginagawa nila
doon?  Gayahin natin si
 Ano ang ginagawa Anna sa pag iyak?
ni Anna sa  Kong ikaw si Gayahin natin si
panahon ng Paula, at nagging Paula na
kainan? Bakit? kaibigan mo rin si tuinuturuan si
Anna, tuturuam mo Anna.
rin ba siya? Bakit?
Ipakita nga kong
paano niyo
turuang gumanit
ng kutsara si
Anna?
Transition to Work Song: M-A-T-H
Period 2 Tune: Watermelon

M-A-T-H, M-A-T-H I love Math, I Love Math

Let us count the numbers, Let us count the numbers
1 2 3………456……789…….10
Work Period 2 Developmental Domain: Teacher-Supervised Activities
(40 min) Number and Number Sense
(NNS)
Content Standard Chicken Feet Pair Pressure Calling All Beautiful Butterfly Triangular Animals
Objects in the environment (Counting groups of Caterpillars wings
have properties or attributes 2)
(e.g., color, shapes, size, and
functions) and that objects can
be manipulated based on these
properties and attributes
Performance Standard
Arrange objects one after
another in a series/sequence
according to a given attribute
(size, length) and describe their
relationship
Competencies • Group, represent, • Group, represent, • Take away a • Recognize • Group, represent,
and count sets of and count sets of quantity from a given symmetry (own body, and count sets of
equal quantity of equal quantity of set using concrete basic shapes) equal quantity of
materials up to 10 materials up to 10 objects to represent (MKSC-00-11) materials up to 10
(beginning of (beginning of the concept of • Nakaguguhit, (beginning of
multiplication) multiplication) subtraction (MKAT- nakapagpipinta at multiplication)
(MKAT-00-15) (MKAT-00-15) 00-4) nakapagkukulay ng (MKAT-00-15)
535 • Recite rhymes and iba’t ibang bagay o • Read and write
• Read and write poems, and sing gawain (dekorasyon numerals 0 to 10
numerals 0 to 10 simple jingles/songs sa ‘name tag’, kasapi (MKC-00-3)
(MKC-00-3) in the mother tongue, ng mag-anak, gawain • Match numerals to a
• Match numerals to a Filipino and/or ng bawat kasapi ng set of concrete
set of concrete English (LLKOL-Ia-2) mag-anak, mga objects from 0 to 10
objects from 0 to alagang hayop mga (MKC-00-4)
10(MKC-00-4) halaman sa paligid) • Nakaguguhit,
• Nakaguguhit, (SKMP-00-2) nakapagpipinta at
nakapagpipinta at nakapagkukulay ng
nakapagkukulay ng iba’t ibang bagay o
iba’t ibang bagay o gawain (dekorasyon
gawain (dekorasyon sa ‘name tag’, kasapi
sa ‘name tag’, kasapi ng mag-anak, gawain
ng mag-anak, gawain ng bawat kasapi ng
ng bawat kasapi ng mag-anak, mga
mag-anak, mga alagang hayop mga
alagang hayop mga halaman sa paligid)
halaman sa paligid) (SKMP-00-2)
 (SKMP-00-2)
INDEPENDENT ACTIVITIES/DIFFERENTIATED ACTIVITIES
Competencies 1. Saucer and Food 1. Eggs in the Nest 1. 10 to Reach 1. Five in a Row 1. Animal Picture
Match-Up 2. Modified Fishing Home 2. Parts and Sequence
2. Hand Game Game 2. Find 10 Functions Memory 2. Five in a Row
3. Eggs in the Nest 3. Counting by Two’s 3. Addition/ Game 3. Parts and Function
Subtraction Activity 3. Animal Picture Memory Game
Sheet Sequence
• Separate and • Group, represent, • Recognize and • Arrange objects one after another in a
represent groups of and count sets of visualize situations series/sequence according to a given attribute
equal quantities using equal quantity of that require addition (size, length) and describe their relationship
concrete objects up materials up to 10 and subtraction (big/bigger/biggest or long/ longer/longest)
to 10 (beginning (beginning of (MKAT-00-14) (MKSC-00-10)
division) (MKAT-00- multiplication) • Write addition and • Sort and classify objects according to one
16) (MKAT-00-15) subtraction number attribute/property (shape, color, size,
• Add quantities up • Count objects with sentences using function/use) (MKSC-00-6)
to 10 using concrete one-to-one concrete • Reproduce and extend patterns (MKSC-00-
objects (MKAT-00-8) correspondence up to representations 20)
quantities of 9 (MKC- (MKAT-00-10) • Transform/translate patterns from one form
00-7) to another (MKSC-00-22
• 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)

Transition to Sundan Mo Ako

Indoor/Outdoor Mag-isip isip ng isa, dalawa, tatlo
Games Sundan niyo ako
Sundan 3x niyo ako (3x)
Ikaw naman dito
Indoor/Outdoor Kaugnay na Batayan Pet Station Animals Run Home Save the Animals Beware of Sharks Agawang Sisiw
Games Kasanayang “Gross Motor”
(20 min) (GM)
Pamantayan sa Nilalaman
Kanyang kapaligiran at
naiuugnay dito ang angkop na
paggalaw ng katawan
Pamantayan sa Pagganap
Maayos na galaw at
koordinasyon ng mga bahagi ng
katawan
Palatandaang Kasanayan
• Nakasasali sa mga • Nakasasali sa mga • Recite rhymes and • Natutukoy ang
laro, o anumang laro, o anumang poems, and sing kahalagahan ng
pisikal na gawain at pisikal na gawain at simple jingles/songs pagpapakita ng
iba’t ibang paraan ng iba’t ibang paraan ng in the mother tongue, positibong pag-uugali
pag-eehersisyo pag-eehersisyo Filipino and/or sa harap ng hindi
(KPKPF-00-1) (KPKPF-00-1) English (LLKOL-Ia-2) inaasahang
• Naisasagawa ang • Naisasagawa ang • Identify the number pangyayari tulad ng
mga sumusunod na mga sumusunod na that comes before, pagkatalo sa laro,
kilos lokomotor sa kilos lokomotor sa after, or in between
atbp. (SEKPSE-00-8)
pagtugon sa ritmong pagtugon sa ritmong (MKC-00-5)
mabagal at mabilis mabagal at mabilis
(paglakad, pagtakbo, (paglakad, pagtakbo, • Nagkakaroon ng
pagkandirit, pagkandirit, kamalayan sa
paglundag/pagtalon, paglundag/pagtalon, damdamin ng iba
paglukso) (KPKGM- paglukso) (KPKGM- (SEKEI-00-2)
Ie-2) Ie-2) Nakasasali sa mga
• Nagagamit ang mga • Nagagamit ang mga laro, o anumang
kilos lokomotor at di- kilos lokomotor at di- pisikal na gawain at
lokomotor sa lokomotor sa iba’t ibang paraan ng
paglalaro, paglalaro, pag-eehersisyo
pageehersisyo, pageehersisyo, (KPKPF-00-1)
pagsasayaw pagsasayaw • Naisasagawa ang
(KPKGM-Ig-3) (KPKGM-Ig-3) paggalaw/pagkilos ng
• Count objects with iba’tibang bahagi ng
one-to-one katawan sa saliw ng
correspondence up to
awitin nang may
quantities of 10
kasiyahan (KPKGM-
(MKC-00-7)
Ia-1)
Nakikipaglaro sa
dalawa o tatlong bata
gamit ang isang
laruan (SEKPKN-Ig-
2)
 Transition to Rhyme: Isa, Dalawa, Tatlo
Meeting Time 3
Isa, Dalawa, Tatlo, tumayo na tayo
Apat, lima anim, kunin ang mga gamit natin
Pito, walo, siyam tayo nang magpaalam
At pagbilang ng sampu, handa na kayo
Meeting Time 3 Dismissal Routine
(5 min) Closing Prayer
Goodbye Song
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
Reflections help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
No. of learners who earned 80% in the evaluation. ___no of learners ___no of learners ___no of learners ___no of learners ___no of learners
who earned 80% and who earned 80% and who earned 80% and who earned 80% and who earned 80% and
above. above. above. above. above.

No. of learners who require additional activities for ___no. of learners ___no. of learners ___no. of learners ___no. of learners ___no. of learners
remediation. who requires who requires who requires who requires who requires
additional activities additional activities additional activities additional activities additional activities
for remediation. for remediation. for remediation. for remediation. for remediation.

Did the remedial lessons work? No. of learners who __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
have caught up with the lesson. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson.

No. of learners who continue to require remediation. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
continue to require continue to require continue to require continue to require continue to require
remediation. remediation. remediation. remediation. remediation.
Which of my teaching strategies worked well? Why did Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
these work? work well: work well: work well: work well: work well:
__ Group __ Group __ Group __ Group __ Group
collaboration collaboration collaboration collaboration collaboration
__ Games __ Games __ Games __ Games __ Games
__ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/
Jigsaw Jigsaw Jigsaw Jigsaw Jigsaw
__ Answering __ Answering __ Answering __ Answering __ Answering
preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share
(TPS) (TPS) (TPS) (TPS) (TPS)
 __ Differentiated __ Differentiated __ Differentiated __ Differentiated __ Differentiated
Instruction Instruction Instruction Instruction Instruction
__ Role __ Role __ Role __ Role __ Role
Playing/Drama Playing/Drama Playing/Drama Playing/Drama Playing/Drama
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

Why? Why? Why? Why? Why?

__ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs
__ Availability of __ Availability of __ Availability of __ Availability of __ Availability of
Materials Materials Materials Materials Materials
__ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness
to learn to learn to learn to learn to learn
__ Group member’s __ Group member’s __ Group member’s __ Group member’s __ Group member’s
cooperation in doing cooperation in doing cooperation in doing cooperation in doing cooperation in doing
their task their task their task their task their task
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
What difficulties did I encounter which my principal or __ Bullying among __ Bullying among __ Bullying among __ Bullying among __ Bullying among
supervisor can help me solve? pupils pupils pupils pupils pupils
__ Pupil’s __ Pupil’s __ Pupil’s __ Pupil’s __ Pupil’s
behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
__ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
Technology Technology Technology Technology Technology
Equipment Equipment Equipment Equipment Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with other __ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
teachers? __ Making big books __ Making big books __ Making big books __ Making big books __ Making big books
from views of the from views of the from views of the from views of the from views of the
locality locality locality locality locality
__ Recycling of __ Recycling of __ Recycling of __ Recycling of __ Recycling of
plastics to be used as plastics to be used as plastics to be used as plastics to be used as plastics to be used as
instructional Materials instructional Materials instructional Materials instructional Materials instructional Materials
__ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical
composition composition composition composition composition
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
 WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES
1. Favorite Pet Survey
Procedure:
1. From the list of animals that can be taken care of as pets, let each learner
choose their favorite.
2. They will draw this animal or write their name on a piece of paper.
3. Make a tally of the class’ favorite pet after all the learners have chosen one.
4. Ask the learners to look at the graph and answer the following questions:
5. Which animal was the most popular choice for a pet?
6. Which was the least popular?
7. Do the numbers add up to the number of learners in the class?
2. Pet Parade
Procedure:
1. Let the pet owner show his/her pet to class and describe it: say its name and
stories about how s/he got it, funny things that happened to it, and how s/he
takes care of it.
2. The other learners may ask questions or share their experiences.
3. The learners may also be allowed to touch the pets.
Variation: The learners may visit a nearby veterinary clinic or farm, or invite a
veterinarian or farmer to class.
3. Kinder Zoo
Procedure:
1. Let the learners create a zoo using the materials above.
2.Allow them to talk about their creation.
4. Animals Eat, Too
Procedure:
1. Show the diagram to the learners and tell them it is called a Venn diagram.
Read the categories to them and explain how the diagram can be used.
2. Ask, “What animals eat only plants?” “How about animals that eat only
meat?” “Can you think of animals that eat both?”
3. The learners will draw animals and tape them in the circle where they belong.
4. If there is a debate, consult the Internet or encyclopedia and move the animal
if it was placed on the wrong circle.
Commitment board
Procedure:
1. The learners will draw or write their promise on taking care of animals.
2. They will sign their promise with their names.
3. Read the promises in Meeting Time 2
7. Do the numbers add up to the number of learners in the class?

WORK PERIOD 1
INDEPENDENT ACTIVITIES
2. Animal Homes

1. My Favorite Pet Procedure:

Procedure:
1. From the list of animals that can be taken care of as pets, let each learner choose
their favorite.
2. They will draw this animal or write their name on a piece of paper.
3. Make a tally of the class’ favorite pet after all the learners have chosen one.
4. Ask the learners to look at the graph and answer the following questions:
5. Which animal was the most popular choice for a pet?
6. Which was the least popular?
1. Discuss with the learners where pets usually live: farm pets live in barns, dogs in
dog houses, birds in nests, fish/turtles in a fish tank or pond.
2. They will choose which animal home they want and make this using sticks (dog
house, barn), paper scraps (nest), and plastic cover/blue cellophane (fish tank/pond).
3. They may draw the animal living in the home they made.
3. Word Box (Mother Animals and their Young)
Procedure:
1. Place a set of names of mother animals and their young in separate boxes. Use
the names in the song “Animals and their Young” (Nanay at Inakay).
2. Learners take turns picking out a card from the mother animals box, spelling aloud
the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it beside
the name of the mother animal
4. Animal Food Match
Procedure:
Make a reusable chart like this and the learners will match the
animals to the food they eat.
5. Animal Fishing Game
Procedure:
1. Set up a “fishing area” where fish with shapes are placed on
the floor.
2. Children take turns using the fishing rod to catch a „fish‟.
3. When a child catches a „fish‟ he identifies the animal picture on the fish.
4. The next child takes his turn.
6. My Book of 5 Favorite Dress
Procedure:
1. Ask the learners to get five sheets of paper.
2. Ask the learners to draw his/her pets at home on each sheet of paper.
3. Assist the learners in labelling their drawings.
4. Gather the drawings and staple them together with a cover page.
5. Assist the learners in writing, “My Pets at Home” and their name on the cover.
7. Pet Puzzle
Procedure:
1. Teacher provides puzzle of pieces to different plants which children try to put
together
2. Let the pupils describe the animals they form on the puzzles.
8. Animal Picture Sequence
Procedure
1. Prepare animal pictures cards from smallest to biggest.
2. Let the pupils arrange it according to size.
(smallest to biggest/ Biggest to smallest
WORK PERIOD 2
TEACHER-SUPERVISED ACTIVITIES
1. Chicken Feet (counting groups of 2)
Procedure:
1. Ask the learners to draw a hen on the first row.
2. Ask, “How many feet do you see?” Ask the learners to write the quantity of feet at
the right most part of the row.
3. Ask the learners to draw 2 hens on the second row.
4. Ask, “How many feet do you see on two hens?” Ask the learners to write the
quantity of feet at the right most part of the row.
5. Continue procedure until learners have drawn 5 hen and have written the total
number of feet they see on 5 hens.
6. On the last row, ask learners to write the numbers in sequence as they have
written in each row: 2 4 6 8 10
2. Pair Pressure
Procedure:
1. See how many things the learners can name that come in pairs. Write them on the
board. The list might include: socks, slippers, shoes, earrings
2. Now tell the learners silly word problems using the items on the list. For example: -
Eight cows bought shoes for themselves. How many shoes did they buy in all? - Five
dogs bought earrings for themselves. How many earrings did they buy in all? - Three
cats bought slippers for themselves. How many slippers did they buy in all?
3. For each problem you give, have a learner come forward and draw a picture on
the board illustrating the problem. Ask the learner to write the numerals under each
picture.
3. Calling All Caterpillars
Procedure:
1. Read the poem Counting Caterpillars. Pause before each number word and let the
learners chime in then make the poem come alive by acting it out.
2. Seven performers are needed – 5 children as caterpillars, 1 as the narrator, and
the narrator’s sister. Caterpillars can wear special hats or head bands and crawl
around.
4. Beautiful Butterfly Wings
Procedure:
1. Fold paper in half crosswise. The learner will draw half of a butterfly’s wing on one
half of the paper.
2. S/He will fold the paper again and cut the outline of the wing.
3. Open the paper and design half of the wing with paint. Make sure the paint is not
runny.
4. Fold again and press so the paint transfers to the other half.
5. Open the paper and dry.
5. Triangular Animals
Procedure:
1. Ask the learners to draw 1 triangle with the point down. Turn this into a dog or cat.
2. Ask, “How many sides does a triangle have?” The learner will write the quantity
below the triangle.
3. The learner will draw another triangle.
4. Ask, “How many sides do 2 triangles have in all?” The learner will write the
quantity below the second triangle. 5. The learner will draw another triangle.
6. Ask, “How many sides do 3 triangles have in all?” The learner will write the
quantity below the third triangle. Beside the triangle, the learner will write the
numbers in sequence: 3 6 9
WORK PERIOD 2
INDEPENDENT ACTIVITIES
1. Saucer and Food Match-Up
Procedure:
1. Give saucers to the learner. Give corresponding picture card. There has to be a
divisible number of pictures in accordance to the number of saucer. For example: 6
pictures, 3 saucers; 8 pictures, 4 saucers; 10 pictures, 5 saucers; etc.
2. Ask the learner to divide the same pictures equally among the saucers.
3. Learner checks by making sure all contents of all the
saucers have the same number.
Variations: - Put different combination of saucer and picture
quantity (i.e. 6 can be divided into 2 instead of 3) - This can
come with a worksheet where they can record their answer
as they group the items.
2. Eggs in the Nest
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila paper.
2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it. (Do this
again for 4, 6, 8, 10).
3. 10 to Reach Home
Procedure:1. Give each player a playing board
2. Players take turns throwing the die.
3. Player gets as many counters as the number
that comes out.
4. Throughout the game the teacher asks questions
such as “How many more do you need to reach ten?”
5. Children will write number sentence in their
templates.
6. Player who reaches ten first wins
4. Five in a Row
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until they are
able to arrange 5-10 picture cards according to a given attribute.
5. Hand Game
Procedure:
1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, 0-10 in this case.
 3. Children separate counters in different ways and verbalize the combinations that
result.
6. Modified Fishing Game
Procedure:
1. Group the children. Place the fish on the floor.
2. Each child take turns to pick up card.
3. S/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.
7. Find 10
Procedure:
1. All cards are dealt. Last card is turned face up. Each player keeps the cards
dealt to him in a stack, face-down, without looking at them.
2. By turns, players turn over the top card of his stack. If this card can be used with
one on the table to make a total of 10, the player can take it and keep the pair. If
there are no cards that can be used, he has to discard his card in the middle of the
table, face up.
3. The player who collects the greatest number of pairs wins.
7. Counting by Two’s
Procedure
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.
8. Animal Food Memory Game
Procedure:
1. Set the game cards lying face down on table or floor in a symmetrical grid
2. Each learner will have a turn to flip two cards.
3. Check if the cards show a match of an animal to a food. If it does, player
keeps both cards and goes on for another turn, until he/she opens cards that do
not match.
4. If cards do not match, the learners turn will end and the next player takes his/
her turn.
5. Game continues until all the cards are distributed to the players.
INDOOR/ OUTDOOR GAMES
1. Pet Stations
Procedure:
1. Four stations will be set up: 1) drinking station, 2) food station, 3) grooming station,
4) animal clinic.
2. One learner is assigned to a station.
3. Divide the remaining children into two groups.
4. Each group will have a stuffed toy animal.
5. The first player brings the stuffed toy to every station where the learner assigned
will pretend to give what the animal needs.
6. When the first player has passed all the stations, the next player will take the
stuffed toy and do it over again.
Variation: If the learners agree, they can act as the pet animal instead of using a
stuffed toy. They may wear animal masks.
2. Animals Run Home
Procedure:
1. The learners will form a circle.
2. Stick an animal name sticker (rabbit, cow, dog, etc.) on each learner’s sleeve so
that s/he can see it.
3. Select a “caller” to call two animals. Those whose animal names were called must
leave their “home” in the circle and change places. The caller tries to get into one of
their places. Anyone who does not find a home becomes the next caller.
3. Save the Animals
Procedure:
1. Group the learners into 5 and ask them to form 5 lines.
2. Assign them different endangered animals: a) First – Eagle b) Second – Tamaraw
c) Third – Bat d) Fourth – Crocodile e) Fifth – Turtle
3. Say this chant: “We are responsible for saving planet Earth. Do your share!
Children, let us save the (mention the animal’s name).”
4. The learners which teacher called out will be carried by the rest of the class. The
aim is to “save” the animal. Their feet should not touch the floor.
5. Call one group at a time to be saved. As the game progresses, increase the
number of groups to be saved.
4. Beware of Sharks
Procedure:
1. The learners form a circle. They will be the monkeys. Ask for a volunteer to be the
shark. The shark goes around the circle, while the rest of the group recites the
rhyme: “Along came Mr. Shark, hungry as can be. And snapped (number between 1- STORY:
5) monkey/s floating on the sea.”’
Si Paula Oink-Oink
2. The shark snaps the number of players while the monkeys run/swim to save their
by: Rene O. Villanueva
lives.
3. When a player is snapped, s/he will be out of the game.
4. Repeat until only 2 or 3 players are left.
Si Paula Oink-oink ay isang biik. Kahit maliit pa, marunong na siyang
5. Agawang Sisiw kumaing mag-isa. Marunong siyang gumamit ng tinidor at kutsara. Marunong siyang
Procedure: magsubo ng pagkain. Marunong siyang ngumuya ng maayos. Nag-aaral na si Paula
1. Choose 12 players. One will be “Mother Hen,” one “Hungry Snake” and 10 chicks. Oink-oink kahit maliit pa. Marami siyang kaibigan at kamag-aral. Ang guro niya ay si
2. The chicks are led by Mother Hen and they hold onto each other’s waists like a Terry Elepante. Marami silang ginagawa sa paaralan. Naglalaro sila. Nagbabasa ng
train. kwento. Nagkakantahan. Tumutula. Naghahabulan. Sumusulat. Nagbabahay-
3. The Snake will try to snatch the chicks while Mother Hen protects them by running. bahayan. Nagbibilang. May naging kaibigan si Paula Oink-oink sa paaralan. Ang
Chicks who fail to hold on will be out.
kanyang pangalan ay Anna Ngiyaw. May isang problema si Anna. Hindi pa siya
marunong kumaing mag-isa. Kaya sa oras ng pagkain, umiiyak si Anna. “ Ngiyaw-
ngiyaw-ngiyaw!”Alam ba ninyo kung ano ang ginagawa ni Paula Oink-oink? Lumapit
References: siya kay Anna Ngiyaw dala ang kanyang pinggan, tinidor at kutsara. “Oink-oink”, sabi
ni Paula kay Anna Ngiyaw. “Wag kang umiyak. Madali namang matutong kumaing
 KINDERGARTEN TEACHERS GUIDE 2017 mag-isa. Tuturuan kita!” Tinuruan nga ni Paula Oink-oink si Anna Ngiyaw na
 NATIONAL KINDERGARTEN CURRICULUM GUIDE (NKCG) kumaing mag-isa.“Oink-oink-oink! Gamitin ang kutsara Oink-oink-oink! Bibig ay
inganga Oink-oink-oink! Ngumuya ng mabuti Oink-oink-oink”. Huwag magtitira! Oink-
oink-oink!”Sinunod ni Anna Ngiyaw ang sabi ni Paula Oink-oink. Kaya ngayon, kapag
may maliliit na bata na hindi pa marunong kumaing mag-isa, alam ba ninyo kung sino
ang nagtuturo sa kanila? Si Paula Oink-oink! “Oink-oink-oink! Gamitin ang kutsara
Oink-oink-oink. Bibig ay inganga Oink-oink-oink. Ngumuya ng mabuti Oink-oink-oink.
Huwag magtititra Oink-oink-oink!”