DepEd Order 42, s.

2016

School/District Teaching Dates

KINDERGARTEN
DAILY LESSON LOG Content Focus My family provide my shelter. Week No. Week 14

Quarter 2

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 Hello, How Do You Do
Meeting Time 1 Hello hello hello
Hello how do you do
I’m glad to be with you, and you and you and you
Tralalalalalalala tralalalalala
Tralalalalalalala tralalalalala
Meeting Time 1 Kaugnay na Batayan Message: Message: Message: Message: Message:
(10 min) Pakikisalamuha sa Iba Bilang Each member of my There are different A house has different A house has different My family practices
Kasapi ng Pamilya (PPam) family has a role to kinds of houses. areas. areas. safety measures at
Pamantayan sa Nilalaman play. home.
Konsepto ng pamilya, paaralan Questions: Questions: Questions:
at komunidad bilang kasapi nito Questions: The teacher asks the What are the different What are the different Questions:

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 Pamantayan sa Pagganap
Pagmamalaki at kasiyahang
makapagkwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at komunidad
Palatandaang Kasanayan
Nailalarawan kung paano
nagkakaiba at nagkakatulad
ang bawat pamilya (KMKPPam-
00-3)
Transition to Work
Period 1
Work Period 1 Developmental Domain
(40 min) Oral Language (OL))
Content Standard
Increasing his/her conversation
skills.
Performance Standard
Confidently speaks and
expresses his/her feelings and
ideas in words that make
sense.
Competencies
DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS
What are the roles of learners to sing the areas in your house? areas in your house? What do you do to be
your family member? ‘Bahay Kubo’ song. safe at home?
Does your house look What do you see in What do you see in
like this? each area? each area?
What does your
house look like? What do you do in What do you do in
each area? each area?
Can you say the first sound?
Tune: Happy Birthday
Can you say the first sound?
Can you say the first sound?
It’s the first sound in sister?
Can you say the first sound?
TEACHER-SUPERVISED ACTIVITIES
Our house introduce Find Letter Ss Safe or Unsafe? Introduce a resource
the Letter Ss: Triorama person to talk to the
learners about safety
measures at home.
 Describe objects  Nailalarawan kung  Naikukwento ang  Nakikilala ang  Nakikilala ang
based on attribute/ paano nagkakaiba mga ginawa ng kahalagahan ng mga taong
properties shapes, at nagkakatulad pamilya nang mga tuntunin: nakatutulong sa
size, use, and ang bawat pamilya sama-sama. pag-iwas sa komunidad, hal.
 functions. (MKSC- (KMKPPam-00-3) Nailalarawan angpaglalagay ng Guro, bomber,
00-4)  Natutukoy ang nagagawa ng mga maliit na bagay pulis, atbp.
 Recognize simple magagandang tagapag-alaga ngsa bibig, ilong at (KMKPKom-00-2)
shape in the bagay na nakikita Nanay/ Tatay/ tainga, hindi  Nakikilala ang
environment sa paligid Lolo/ Lola, atbp.
paglalaro ng kahalagahan ng
(MKSC-00-1) (SKPK00-1) (KMKPPam-00-6) posporo, maingat mga tuntunin:
 Identify two or  Pagpiglas/  Pagtiklop ng papel
na paggamit ng pag-iwas sa
three dimensional paggupit/ pagdikit (KPKFM-00-1.2) matutulis/ paglalagay ng
shapes like ng papel  Pagpiglas/ matatalim na maliliit na bagay
square, circle,  Talk about the bagay tulad ng
paggupit/ pagdikit sa bibig, ilong, at
triangle, and details of an object ng papel (KPKFM-kutsilyo, tinidor, tainga, hindi
rectangle. (MKSC- picture like toys, 00-1.3) gunting, maingat paglalaro ng
00-2) pets, foods, and nap ag-akyat at posporo, maingat
Paglikha ng mga places. (LLKOL-Id- pagbaba sa nap ag-akyat at
modelo ng 4) hagdanan pagbaba sa
pangkaraniwang (KPKPKK-1h-3) hagdanan
bagay sa paligid  Talk about the (KPKPKK-Ih-3)
(KPKFM-00-16) details of an  Ask questions as
object/pictures may be
(LLKOL-Id-04) appropriate
 Sort and classify (LLKOL-00-7)
objects according Use polite greetings
to one attribute/ and courteous
property (shapes, expression in
color, size, appropriate situation
function/use) (LLKOL-Ia-1)
(MKSC-00-6)
INDEPENDENT ACTIVITIES/ DIFFERENTIATED INSTRUCTION
1. Picture Puzzles 1. Letter Ss Mosaic 1.Dramatic Play 1. Letter Ss mosaic 1.Drawing: This is my
2. Playdough 2. Letter Cover All 2. Block play 2. Same and different home.
3. Threading Letters 3. Letter Ss Collage 3. Memory game sounds

Competencies  Pagbuo ng puzzles  Identify the letters  Nakipaglalaro sa  Identify the letters  Express simple
(KPKFM-00-1.5) of the alphabet dalawa o tatlong of the alphabet ideas through
 Talk about the (mother tongue, bata gamit ang (mother tongue, symbols (e.g.
details of an orthography) laruan (SEKPKN- orthography) drawings, inverted,

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 object/picture like (LLKAK-Ih-3) Ig-2) (LLKAK-Ih-3) spelling) (LLKC-
toys, pet, frog,  Give the sound of  Naikukwento ang  Give the sound of 00-1)
places (LLKOL-Id- each letter (mother mga ginagawa ng each letter
4) tongue, pamilya nang (mother tongue,  Name objects that
orthography) sama-sama orthography) begin with a
(LLKAK-Ih-7) (KMPPam-00-6) (LLKAK-Ih-7) particular letter of
 Nakakagupit at  Participate active  Name objects that the alphabet
nakapagdidikit ng in a dialog or begin with a (LLKAK-Ih-7)
iba’t-ibang hugis conversation of particular letter of
na may hugis na familiar topic the alphabet
may iba’t-ibang (LLKOL-00-10) (LLKAK-Ih-7)
tekstura. (SKMP-
00-4)
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 sa Batayan
Meeting Time 2 Pakikisalamuha sa Iba Ibang
(10 min) Kasapi ng Pamilya (PPam) Presentation of Presentation of Presentation of Presentation of Presentation of
outputs outputs outputs outputs outputs

Pamantayan sa Nilalaman
Konsepto ng pamilya, paaralan,
at komunidad bilang kasapi
nito.
Pamantayan sa Pagganap
Pagmamalaki at kasiyahang
makapagkwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad.

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 Palatandaang Kasanayan
Nailalarawan kung paano
nagkakaiba at nagkakatulad
ang bawat pamilya
(KMKPPam-00-3)
Transition to Reminder: Huling Sampung Bilang
Recess Ang lahat ay maghanda3x
Ang lahat ay maghanda
Para kumain
Recess Time Developmental Domain: Prayer:
(15 min) Kalusugang Pisikal at Song: Apo umayka kadakam, ditoy ‘yanmi a panganan
Kasanayang Motor (KP) Toy kanen mi bendisionam, parabur mo punuen na kam. Amen.

Content Standard: Ang bata Washing of Hands:

ay nagkakaroon ng pag-unawa Song: This is the way
sa kakayahang pangalagaan Kastoy no agbugguak ( 3x)
ang sariling kalusugan at Kastoy no agbugguak
kaligtasan. Ti inaldaw-aldaw

Performance Standard: Ang The Importance of Nutrition

bata ay nagpapamalas ng Song: Kayat ko iti Gatas
pagsasagawa ng mga Tune: Leron- Leron Sinta
pangunahing kasanayan ukol
sa pansariling kalinisan sa 1. Sino sino ang may dalang baon? Ano ano ang baon ninyo?
pang-araw-araw na 2. Ano ano ang dapat gawin bago kumain?
pamumuhay at pangangalaga 3. Ano ano ang uri ng pagkain na dapat kainin?..pagkain na dapat baunin?..pagkain na dapat bilhin sa kantina?
para sa sariling kaligtasan. 4. Ano ang magandang naidudulot nito sa ating katawan? Kabilang ba ito sa Go foods, Grow foods, or Glow foods?
Learning Competency: 5. Ano ang dapat gawin pagkatapos kumain?
Naisasagawa ang 6. Mahalaga ba ang pagsisipilyo pagkatapos kumain? Bakit?
pangangalaga sa pansariling
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
DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS
 Quiet Time
(10 min)
Oras na ng kwentuhan 3x
Transition to Story Oras na ng kwentuhan
time Makinig tayo
Story Time Kaugnay sa Batayan Pre-Reading
(20 min) Pakikisalamuha sa Iba Ibang
Kasapi ng Pamilya (PPam)
Pamantayan sa Nilalaman Define difficult words. Motivation question: Motivation question: Motivation question: Motivation question:
Konsepto ng pamilya, paaralan, Do all houses look What are the different What are the different How do you keep
at komunidad bilang kasapi Motivation question: the same to you? areas in your house? areas in your house? your home safe?
nito. What is your house
like? Motive question: Motive question: Motive question: Motive question:
What are the different What are the different What are the different What safety practices
Motive question: kinds of houses in the areas in the house in areas in the house in at home are shown in
What is the house in story? the story? the story? the story?
the story like?
Pamantayan sa Pagganap
Pagmamalaki at kasiyahang
makapagkwento ng sariling
karanasan bilang kabahagi ng During Reading
pamilya, paaralan at
komunidad. Ang Mahiwagang Bilin Ni Nanay
Ni Robert P. Macalindong
Kaugnay sa Batayan
Pakikisalamuha sa Iba Ibang
Kasapi ng Pamilya (PPam)
Post Reading
Palatandaang Kasanayan Noting Details Sequencing of Inferring the Role Retelling
Nailalarawan kung paano Events Character Traits Playing/Teacher-
nagkakaiba at nagkakatulad Assisted Storytelling
ang bawat pamilya
(KMKPPam-00-3)
Literal: Sino ang Literal: Ilang taon na Literal: Ano ang Literal: Ano ang The pupils are asked
pangunahing tauhan si Sara? laging bilin ng nanay ginagawa ng to retell the story.
sa kwento? ni Susan? magkaibigan?

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 Ano ang pamagat ng
kwento Critical: Paano natin Critical: Naging
mapapangalagaan masunurin ba si
ang ating mga Susan? Bakit?
bahay? Creative: Kung ikaw
si Sara anong
gagawin mo?
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 Number Hunt Who’s inside the Comparing Quantities Draw 5 Safety Practice
The sense of quantity and House 0 to 5 Pledge
numeral relations, that addition
results in increase and
subtraction results in decrease

Performance Standard
Perform simple addition and
subtraction of up to 10 objects
or pictures/drawing
Competencies  Recognize and  Count objects  Count objects  Count objects  Nakikilala ang
identify numerals 0 with one-to-one with one-to-one with one-to-one kahalagahan ng
to 10 correspondence correspondence correspondence tuntunin: pagiwas
(MKC-00-2) up to quantities of up to quantities of up to quantities of sa paglalagay ng
 Count objects with 10 (MKC-00-7) 10 (MKC-00-7) 10 (MKC-00-7) maliit na bagay sa
one-to-one  Compare two bibig, ilong, at
correspondence up groups of objects tainga, hindi
to quantities of 10 to decide which is paglalaro ng
(MKC-00-7) more or less, or if posporo, maingat
 Read and write they are equal. na paggamit ng

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 numerals 0 to 10 Identify sets with matutulis/
(MKC-00-3) one more or one matatalim na
less element bagay tulad ng
 Compare two (MKC-00-8) kutsilyo, tinidor,
groups of objects  Nakapaghihintay gunting, maingat
to decide which is ng kanyang na pag-akyat at
more or less, or if pakakataon pagbaba sa
they are equal. (KAKPS-00-12 hagdanan,
Identify sets with pagtingin sa
one more or one kaliwa’t kanan
less element bago tumawid sa
(MKC-00-8) daan, panatiling
kasama ng
nakatatanda kung
nasas matataong
lugar (KPKPKK-Ih-3
 Nakalilikha ng
iba’t ibang bagay
sa pamamagitan
ng malayang
pagguhit
(SKMP-00-1)
Independent Activities/ Differentiated Instruction

1. Number 5 Mosaic 1.Writing Numerals 1.Number Snap 1.Play dough 1.Lift the Bowl
2. Number (0-5) Numerals (Concrete Quantities
Concentration (0- 2. Number books 2.It’s a match of 5)
5) (Quantities of 5) 3.Number Hunt
3. Playdough
Competencies  Recognize and  Recognize and identify numerals 0 to 10
 Recognize and  Read and write identify numerals (MKC-00-2)
identify numerals numerals 0 to 10 0 to 10 (MKC-00-  Match numerals to a set of concrete
0 to 10 (MKC-00- (MKC-00-3) 2) objects from 0 to 10 (MKC-00-4)
2)  Naipakikita anf  Nakapagmomolde ng luwad (clay) sa nais
 Match numerals pagpapahalaga s na anyo (SKMP-00-6)
to a set of amaayos na

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 concrete objects pakikipaglaro
from 0 to 10 (KAKS-00-19)
(MKC-00-4)
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 sa Batayan Bagyo! Bagyo! Larong Piko or Charades Build a house Relay Thumbs Up!
Games Kasanayang Pisikal Sisilong Ako! Hopscotch Thumbs Down!
(20 min) (Physical Fitness- PF)
Pamantayan sa Nilalaman
Kahalagahan ng pagkakaroon
ng masiglang pangangatawan
Pamantayan sa Pagganap
Sapat na lakas na magagamit
sa pagsali sa mga pang-araw-
araw na gawain
Competencies  Nakasasali sa  Nagagamit ang  Nakasasali sa  Naipakikita ang  Nakikilala ang
mga laro, o mga kilos mga laro, o pagpapahalaga kahalagahan ng
anumang pisikal locomotor at di- anumang pisikal sa maayos na mga tuntunin:
na gawain at iba’t lokomotor sa na gawain at iba’t pakikipaglaro: pag-iwas sa
ibang paraan ng paglalaro, pag- ibang paraan ng pagiging paglalagay ng
pag-eehersisyo eehersisyo, pag-eehersisyo mahinahon, maliit na bagay sa
(KPKPF-00-1) pagsasayaw (KPKPF-00-1) pagsang-ayon sa bibig, ilong at
 Nagagamit ang (KPKGM-Ig-3)  Naipakikita pasiyang tainga, hindi
mga kilos  Naipakikita ang angpagpapahala nakararami/reperi paglalaro ng
locomotor at di- panimbang sa ga sa maayos na , pagtanggap ng posporo, maingat
lokomotor sa pagsasagawa ng pakikipaglaro pagkatalo nang na paggamit ng
paglalaro, pag- iba’t ibang kilos (KAKPS-00-19) maluwag sa matutulis/matatali
eehersisyo, ng katawan, gawa  Demonstrate kalooban, m na bagay tulad
pagsasayaw ng paglukso- movements using pagtanggap ng ng kutsilyo,
(KPKGM-Ig-3) luksong different body pagkapanalonana tinidor, gunting,
pahalinhinan ang parts ng may maingat na pag-
mga paa  Nakapaghihintay kababaang loob akyat at pagbaba
(Skipping), ng kanyang (KAKPS-00-19) sa hagdanan,

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 pagtulay nang di pagkakataon  Nagagamit ang pagtingin sa
natutumba sa  (KAKPS-00-12) mga kilos kaliwa’t kanan
tuwid na guhit, locomotor at di- bago tumawid sa
pag-akyat at lokomotor sa daan,
pagbaba sa paglalaro, pag- pananatiling
hagdanan eehersisyo, kasama ng
(KPKGM-00-4) pagsasayaw nakatatanda kung
(KPKGM-Ig-3) nasa matataong
lugar
(KPKPKK-Ih-3)

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

Reflections 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
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

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

 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. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. 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 cooperation in cooperation in cooperation in cooperation in
doing their task doing their task doing their task doing their task doing their task
__ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. 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
DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS
 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. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
What innovation or localized materials did I Planned Planned Planned Planned Planned
use/discover which I wish to share with other Innovations: Innovations: Innovations: Innovations: Innovations:
teachers? __ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
__ 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 plastics to be used plastics to be used plastics to be used plastics to be used
as instructional as instructional as instructional as instructional as instructional
Materials Materials Materials Materials Materials
__ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical
composition composition composition composition composition
__ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify __ Others, pls. specify
_________________ _________________ _________________ _________________ _________________

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

WORK PERIOD 1
TEACHER SUPERVISED ACTIVITIES

1. Our House 4. Resource Person to talk about safety measures at home

Materials: large sheet of paper, popsicle sticks, cut out shapes, glue Note: The teacher can invite any resource person to discuss different safety
Procedure: measures to be observed at home. The resource person may be a parent, a Red
1. Distribute the materials to the learners. Cross worker, a nurse, a health worker, a firefighter.
2. Tell the learners to represent their house using the popsicle sticks and cut
out shapes on the paper. Materials: first aid kit, pictures or actual objects that are unsafe: toxic
substances/chemicals, knives and scissors, matchboxes, candles, etc.
2. Mini book of different kinds of houses Procedure: The teacher introduces the resource person to the class. The learners
Materials: blank mini books, old newspapers and magazines or drawings of different greet the guest.
houses, scissors, glue, colored markers 1. The resource person talk about safety measures to be observed at home.
Procedure: 2. The resource person will demonstrate some safety practices that need to be
1. Ask the learners to look through the old magazines/newspaper and cut out observed at home.
pictures of different houses. 3. The resource person talks about the importance of having a first aid kit at
2. Ask the learners to paste the cut out pictures on their mini book. home.
3. Ask the learners to describe each house and assist them in writing down their 4. The teacher encourages the learners to ask questions about safety practices
descriptions. at home for the resource person to answer.

3. Triorama WORK PERIOD 1

Materials: colored markers, crayons, glue or clear tape, scissors, poster board or INDEPENDENT ACTIVITIES
paper 1. Picture Puzzles
Procedure: Materials: large pictures of a living room, kitchen, dining room, toilet and bathroom,
1. Assist the learners in making the triorama. Start with a square of poster board or bedroom cut out in 4 to 6 pieces and laminated to make a puzzle.
paper. The larger the square the larger your triorama will be. Procedure:
2. Fold it diagonally one way then unfold. And then fold it diagonally the other way 1. The learners put together the puzzles first and describe what they see.
and unfold. Cut it with a pair of scissors from one corner to the center. Grab one 2. The learners compare the areas in their house to what they see in the
of the flaps and slide it all the way over the other flap. The triorama will fold right puzzles
up into shape.
3. Ask the learners to fill the triorama with drawings of various things to make it look
like an area in the house.

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

3. Letter Mosaic Ss
Materials: cut out colored papers for pasting, glue, outline of letter Ss
Procedure:
1. Learners take a sheet with the outline of letter Ss.
2. Learners paste the cut out colored papers on the letter outline.
3. Learners say the sound of the letter Ss while pasting,
4. Playdough: Letter Ss
Materials: playdough
Number of Players/Participants: 6 children
Procedure:
1. Give each child a medium-sized ball of playdough.
2. Let them to form the letters
3. Then ask each child to create letter base on the picture shown.
5. Poster of words that begin with Ss
Materials: a 1/4 cartolina sized outline of the letter Ss for each learner, colored
markers, crayons
Procedure:
1. Show the letter outline to the learners and ask them to identify the letter and
produce its sound.
2. Tell the learners to think of objects that begin with the letter/ sound Ss. These
objects must be found inside the house (salamin, sandok, sapatos, sepilyo,
sako, sabon, etc)
3. Ss words in the learners’ mother tongue are most welcome.
4. Ask the learners to draw their ideas inside the outline of the letter.
5. Assist the learners in labeling their drawings.
6.Dramatic Play
Materials: dramatic play area (bahay-bahayan with age-appropriate toys to represent
a kitchen and a dining area and other props as toy dolls)
Procedure:
1. The teacher encourages the learners to play in the dramatic play area
cooperatively.
2. Learners assign roles and proceed with their dramatic play.
DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS
7.Memory Game (Different houses)
Materials: 5 pairs of memory cards with illustrations of different houses
Procedure:
1. All the picture cards are randomly placed on the table face down.
2. Each player turns over two cards during his/her turn. If he/she gets a pair of
identical picture cards, he/she gets to keep the pair and takes another turn.
3. If the picture cards do not match, the player puts back the cards into their original
places.
4. The player who is able to get the most number of pairs wins the game.
8. Letter Collage: Ss
Materials: paper with the outlines of the letters Ss papers with Ss cut in medium sized
squares or circles, glue
Procedure:
1. The learners trace the outline of the letters and say their sounds.
2. The learners fill up the outline of the letters with Letter Ss cutted into pieces by
pasting them.
9. It’s A Match
Objective: to match Uppercase to its lowercase
Materials: Letter Cards (Uppercase & Lowercase)
Number of players/participants: 5 groups of children
Procedure:
1. Teacher places a large picture of a tree on the board and places word cards
(branch, leaves, flower, roots, fruits, stem)
on the chalk board ledge.
2. Teacher calls on volunteers to identify parts of the tree and match the word cards
to each part.
 WORK PERIOD 2 4. Player with the most number of houses in the picture card wins the round
TEACHER-SUPERVISED ACTIVITIES and keeps both cards.
1. Number Hunt 5. Bottle spins again and the game continues on until all players have had a
Materials: number chart for each learner (see sample below), crayons or markers/felt turn or more.
tip pens of different colors 6. In the end, all the players count how many cards they won.
Procedure: 7. The teacher leads the players in comparing who has more or less cards
1. Give each learner a number chart. than the others.
2. Ask the learners to identify the numerals in the number chart. 8. The player with the most number of cards wins the game.
3. Ask the learners to look for all the numeral 5 and shade them with the
colored marker. 4. Draw 5
4. Ask the learners to count how many numeral 5s are there in each column Materials: sheets of bond paper with lines to make six boxes, pencils, crayons, felt
and write down the total on the blank space at the bottom of each column. pens of different colors
5. Ask the learners to say what he/she observes about the totals in each Procedure:
column (They are all equal). 1. Each learner gets a sheet.
2. Ask the learners to think of things that they see at home that begins with the
Variation: Turn the number chart into a house to tie up with the theme. Ss sound (words in the mother tongue are most welcome)
3. Assist the learners in writing down the words on their sheets (one word per
box).
2.Who’s Inside the house 4. Ask the learners to draw each object five times.
Materials: pen, paper
Procedure:
1. Distribute materials to learners
2. Ask them to think of 5 different houses (based on shape, size, color, or
design) then draw them on the paper.
3. Inside each house, the learners must draw 5 members of the house hold. It
can be any combination of family members discussed (example: one house
has father, mother, brother, sister, baby; another house has mother, lolo,
lola, brother, baby; the next one can have mother, father, baby, lolo, uncle)
4. The learners can share what they drew afterwards

3. Comparing Quantities 0-5

Materials: picture cards of different kinds of houses in quantities 0 to 5, bottle spinner
Procedure:
1. Players take turns in spinning the bottle.
2. Players who are in both ends of the bottle will pick a picture card.
3. Players will describe what is in their picture cards (e.g., 1 nipa hut, 3
castles)
DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS
5. Safety Practice Pledge 3. Number 5 Mosaic
Procedure: Materials: bond paper, felt tip pens, medium sized cut out paper of different colors,
1.Recalling what the resource speaker said, ask the learners to enumerate the glue
safety practices that they have learned. Procedure:
2.Tell them to draw (and or write) them down. 1. Learners write or trace a big numeral 5 on their sheets of paper.
3.Stick all the pledges on a big paper. 2. Learners paste cut out colored papers on the outline. They may use only one
4.Ask learners to stamp their finger print and sign their names on the big color or as many colors as they wish.
paper.
5.Discuss that these are the things that they pledge to carry out to keep their
homes safe.

WORK PERIOD 2
INDEPENDENT ACTIVITIES
1. Lift the Bowl (concrete quantities of 5)
Materials: bowl or cup, any kind of counter such as pebbles, beads, or sticks
Procedure: Game proceeds as the Hand Game but bowls are used for separating
quantities.

2. Writing Numerals (0-5)

Materials: pencils, writing paper with dotted numerals 0 to 5 (see sample), sand
paper numerals 0 to 5
Note: Some learners will need to work within a small group or one-on-one with the
teacher to help them focus. This will also help teachers closely monitor and assist a
specific learner complete this activity. Use different counters from time to time.
Procedure:
1.Ask the learners to trace the sandpaper numerals with their index and middle
fingers together.
2.Ask the learners to say the numbers while tracing their shape with their
fingers.
3.Ask the learners to identify the numerals on the writing paper randomly.
4.Ask the learners to connect the dots of the numerals 0 to 5 using the right
strokes.
5.After tracing, ask the learners to write the numerals on their own.

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS

4. Number Concentration (0 to 5) STORY
Materials: a set of number cards from 0 to 5, a set of picture cards of different items Ang Mahiwagang Bilin ni Nanay
in the house with quantities from 0 to 5 ni Robert P. Macalindong
Procedure:
1. All the picture cards are laid out face down on the table/floor. Si Susan ay batang limang taong gulang, masayahin at maraming kaibigan. Simple
2. Players decide who gets to play first. man ang buhay nila, ang batang si Susan ay laging masaya kasama ang kaniyang
3. Player turns two cards face up. pamilya sa isang bahay na yari sa sasa.
4. If the cards match each other (e.g. numeral 4 and 4 objects on the picture Isang araw, nakita siya sa bintana ng kaniyang kaibigang si Sara. “Susan, halika
card), the player keeps the cards. maglaro tayo ng luto-lutuan doon sa likod ng bahay namin,” ang aya ni Sara. Agad
5. Players continue to take turns to play. na sumama si Susan kay Sara dahil paborito niya ang larong luto-lutuan.Umalis siya
6. Player with the most cards wins. ng bahay na hindi nagpaalam sa kaniyang mga magulang. Dali-daling naglakad ang
dalawa hanggang sa nakarating sila sa bahay ni Sara.Pumasok si Sara sa loob ng
5.Number Books kanilang upang kumuha ng kandila at posporo.
Materials: old magazines, scratch paper, crayons pencils “Halika na, Susan. Magluto-lutuan na tayo!” ang masiglang sabi ni Sara. Nang akma
ng sisindihan ni Sara ang kandila ay napasigaw si Susan.
Procedure: “Huwag, Sara! Baka masunog natin ang inyong bakuran pati na rin ang inyong
1. Help your child to draw pictures or glue in pictures from magazines of things bahay. Alam mo ba na laging bilin sa akin ni Nanay na huwag na huwag daw akong
tha are important to him ang write a number caption underneath. maglalaro ng posporo at kandila. Baka magkasunog!”
2. It is a good idea to include zero in your book. “Tama ka, Susan. Sige, ibang laro na lang ang gawin natin,” ang sabi ni Sara.
3. Try making a book to illustrate a favorite number story or rhyme.

DUPAX DEL NORTE 2 DISTRICT/CARMELITA L. PALE/ANABELLE G. SADINAS