School Ilaya Barangka Integrated School Grade Level KINDERGARTEN

Kindergarten Daily Teacher Marilou A. Babao Learning Area ALL

Lesson Plan
Quarter-WEEK-
Teaching Dates and Time September 2, 2022 (7:00-10:00/10:30-1:30) Q1-WEEK 1-Day 4
DAY

A. Content: I am unique. (4)

Content Standards

Ang bata ay Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at paguugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain
nagkakaroon
ng pag-unawa
sa sariling
ugali at
damdamin.Pe
rformance
Standards
2. Nakikilala ang sarili
) pangalan at apelyido
g) kasarian
MELC
) gulang/kapanganakan
i) 1.4 gusto/di-gusto
j) Use the proper expression in introducing oneself e.g., I am/My name is ______
RecessQuiet Meeting Time 1
TimeStory Time-
Rhymes-Poems-
SongsWork
Period 2Indoor/
OutdoorDismissa
l
RoutineArrival
Time
Time: 7:00- Time:
Time: Time: Time: Time: Time: Time: Time : Time:
7:10Work Period 8:05 – 8:15
7:10-7:20 7:20-8:05 8:15 – 8:30 8:30-8:40 8:40 – 8:55 8:55 – 9:35 09:35 – 09:55 09:55 – 10:00
1Meeting Time 2 11:35-11:45
10:40-10:50 10:50-11:35 11:45-12:00 12:00-12:10 12:10-12:25 12:25-01:05 1:05-01:25 01:25-01:30
10:30-10:40
 Reference: Reference Reference: Reference: Reference: Kindergarten Reference:
Kindergarten Kindergarten Kindergarten Kindergarten Teacher’s Guide Kindergarten
Teacher’s Teacher’s Guide Teacher’s Teacher’s Guide Page 49-64 Teacher’s Guide
Guide Page 49-64 Guide Page 49-64 Page 49-64
Page 49-64 Page 49-64
Message: Teacher Show The teacher The teacher Atin ku pung Lobo Teacher Supervised: Arrange yourselves Learners line up
I am as tall Supervised: Height commends reminds the Weight Chart according to…… according to
as How Tall Am I? Chart Who the children to pack Objective: Objective: height before
________. I Objective: is the learners for away the things • Compare objects • Naisasagawa ang going out.
am as heavy • Use tallest in the work they used in recess based on their size, mga sumusunod na
as nonstandard class? the they did in time, clean up length, weight/mass Activity:
kilos lokomotor sa
________. measuring tools shortest? Work their eating area, (MKME-00-2) Paghahanda sa
pagtugon sa ritmong
e.g. length – Who have Period throw their trash in - big/little mga bata sa Pag-
feet, hand, the same Time 1 and the trash bin, wash - longer/shorter mabagal at mabilis uwi sa Bahay
piece of string; height? tells them their hands, brush - heavier/lighter 60 (paglakad,
capacity – How many to prepare their teeth, change • Collect data on one pagtakbo,
mug/glass; mass children for recess their wet clothes, variable (e.g., sex pagkandirit,
– stone, table have the time by and have their /boys or girls) paglundag/pagtalon,
blocks (MKME- same washing Quiet Time. through observation
paglukso) (KPKGM-
00-1) height? their and asking questions
(MKAP-00-1) Ie-2)
Materials: old hands.
newspaper, Encourage Materials: Manila • Nagagamit ang
scissors, sharing paper, bathroom mga kilos lokomotor
masking tape, especially if scale, small pieces of at di-lokomotor sa
Manila paper, not all paper, pencil, paglalaro,
pencil children pageehersisyo,
paste/glue
Procedure: have food.
Procedure: pagsasayaw
1. Ask the
1. Have each learner (KPKGM-Ig-3)
learners to form
a line from stand on the
shortest to bathroom scale and
tallest. see how much s/he
Encourage them weighs in kilograms.
to compare
2. Ask him/her to
heights among
themselves 2. write his/her name
Learners cut on a piece of paper
strips from old and then write
newspaper. his/her weight.
3. By pairs,
 learners 3. Let him/her paste
measure each this on the Manila
other’s height paper.
using the
4. Continue until all
newspaper
the learners are done
strips. Tape
another strip if weighing.
the first is not 5. Ask the learners: -
enough. Who weighs the
4. Glue the heaviest? the
newspaper lightest? - Who have
strips on the
the same weight?
sheet of Manila
paper from - How many children
shortest to are heavier than you?
longest. Label - How many children
the strip with are lighter than you?
each learner’s - How many children
name. 56 5. weigh the same as
Now compare
you?
the result of the
Height Chart
with the results
of the
discussion
earlier when
the learners
formed a line.

Question: Independent: Procedure: Independent: Procedure: Procedure:

Sequencing Open and Count 1. Divide the class 1. Pagpila ng
Activity: Pictures 1. Paghahanda sa Objective:
Find your Objective: mga bata sa • Count objects with into 5 groups. maayos ng
partner • Identify pakikinig ng one-to-one 2. Teacher says, mga bata.
Objective: sequence of kwento. correspondence up “Arrange yourselves 2. Pagdarasal
• Compare events (before, 2. Paglalahad ng to quantities of 10 according to 3. Awit: Paalam
objects after, first, next, mga bagay na (MKC-00-7) (weight, height,
based on last) (MKSC-00- dapat tandaan Materials: gift boxes, sitio, tribe, favorite
their size, 9) sa pakikinig ng counters like candles, colore, etc.)”
length, • Describe how kuwento. small fruit, seeds, 3. Learners need to
weight/mass one grows and 3. Pagkukuwento stones and other arrange themselves
(MKME-00- changes counters, 3 pieces of according to what
2) (PNEKBS-Ij-7) each teacher says.
Procedure: Materials: Procedure:
1. Teacher pictures of a 1. Show the birthday
says “Ready, baby, child, gifts to the learners.
get set, go!” teenager,
2. Learners take turns
2. Each parent,
learner must grandparent opening each gift
find a Procedure: box. 3. The learner
classmate 1. Spread out has to count the
with same the picture counters inside the
height/same cards on the gift box.
length of table.
hair/same 2. Learners take
size of turns arranging
pencil/same the pictures
weight of accordingly.
bag, etc. as 3. Let the
his/hers. learners retell
3. Continue the correct
until all the order using the
learners are picture cards.
able to find
their
partners.
Who have
the same
height? (The
children will
raise their
hands)
Remarks:

Assignment:
REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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.

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation.

C. Did the remedial lessons work? No. of learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal or supervisor

can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
 Prepared by: Checked by:

MARILOU A. BABAO HELENA N. VIBAR

TEACHER 1 ASTP - ELEMENTARY