REPUBLIC OF THE PHILIPPINES

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

KINDERGARTEN SCHOOL: BALHAN ELEMENTARY SCHOOL TEACHING DATES: January 23-27, 2023
DAILY BLOCKS OF TIME
TEACHER: ALONA V. YAP WEEK NO.: 20

CONTENT FOCUS: I have a family.(Review topic from week 11-20) QUARTER: Second

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

MEETING TIME 1 Daily routine: 1. National Anthem

(10 minutes) Ask: Mga bata, unsay buhaton ta panahon sa flag ceremony?
08:10 - 08:20 Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang atong tuong kamot sa atong wala nga dughan ug mokanta.
01:10 - 01:20 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.)
Say: In the name of the Father...
3. Exercise (teacher directs the learners to follow the video exercise flashed on the screen)
Say: Karon atong sundon ang gipakita diha sa television.
4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with her.)
Ask: Pila man kabuok ang mga lalaki? Mga babaye? Pila man tanan ang mga bata?
5. Weather Check (Song: Weather Song) (Validate pupils answer by asking them to look outside.)
Say: Mga bata, pagpadulong ninyo diri sa eskuylahan unsay namatikdan ninyo sa panahon, adlawan ba? Dan-ag o hayag ba? Ulanon ba? Gabonon ba? 6.
Checking of Calendar (Song: Lubi-lubi)
 Ask: Unsa nga buwan karon? Unsa ang petsa gahapon? Karon? Ugma? Unsa nga adlaw gahapon? Karon? Ugma?
7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulogan sama sa pista, pasko ug uban pa.
Ask: Kanus-a gani ta nisaulog sa ______________ (mention celebrations prior to this month’s) Karong bulana unsa ang atong saulogon?
Kinsa ang nagbirthday 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 man 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 gahapon? Sa niaging semana?

MESSAGE A community is a place where My community is unique There are leaders in the People do different activities There are different places in
groups of families live community in the community. the community.
together.

QUESTION/S Say: Sa miaging semana,
nag hisgot ta
mahitungod sa
pamilya.
Ask: Unsa ang tawag sa
mga miyembro sa
pamilya?
(mama, ate, kuya…) Asa
man nagpuyo ang
miyembro sa
pamilya? (balay o panimalay)
Unsa ang ngalan sa lugar nga
naa gitukod ang inyong
balay? (name of barangay)
Daghan
ba ang mga panimalay sa
inyong barangay? (O)
Say: Ang lugar nga daghan
ang panimalay gitawag og
komunidad. Unsa gani ang
makita nato sa usa ka
barangay o komunidad?
(mga pamilya, mga tawo,
Say: Yesterday, nag hisgut kita
mahitungod sa pamilya
nga
nagpuyo sa barangay.
Ask: Unsa may ika sulti nimo
sa imong barangay?
(limpyo,
nindot) Unsa man ang mga
timailhan sa imong
barangay? Anaa ba usab kini
parke, malls, bukid, sapa, ug
baybayon?
(O) Sa unsa naila ang imong
barangay? (Naay nindot nga
spring, dagat, park) Unsa
man ang mga produkto nga
makita sa inyong barangay?
(Mais,
Kalabasa...) Kinsa man
ninyo dinhi ang dunay
tanom nga
Rambutan? Repeat after
me, Rambutan. (The
Say: Yesterday, nag istorya
ta mahitungod sa inyong
talagsaong/ unique nga
barangay.
Ask: Kinsa man ang barangay
captain sa inyong komunidad?
Kinsa pa ang imong nailhan
nga laing ngalan sa lider sa
inyong komunidad? Unsa
pay lain nailhan nimo nga
mga
lider sa inyong barangay?
(Guide the children in
identifying the leaders like
the tanod chief, councilors,
SK
Chairman, 4Ps Parent
Leader) Sa mga lider nga
inyong
gisulti, kinsa man nila
adunay pangan nga
nagsugod og Rr? (Riza, Ruel,
Renato) Kun wala, kinsa ang
Say: Kagahapon, nag istorya ta
mahitungod sa ngalan sa
mga lider sa komunidad.
Karon
atong hisgutan ang
nagkalain laing kalihukan o
activity nga gibuhat sa mga
taw sa inyong lugar,
barangay o kumonidad.
Ask: Unsa may mga kalihokan
nga imong nakita nga
gibuhat sa
mga taw sa inyong
barangay? (Nag-uma,
nagbuhi og mga
hayop, nanglimpyo,
naninda, nagdula,
nagcheck-up sa mga bata,
nagklase ug uban pa.)
Ikaw, unsa ang imong
gibuhat, (Ni-eskuyla,
nitabang ni mama ug papa)
Say: Yesterday, nag istorya ta
mahitungod sa mga
kalihukan sa atong
komunidad.
Ask: Kinsa may makahatag
og example sa mga
buhat o
kalihukan sa mga taw sa
inyong lugar? Karon atong
hisgutan ang nagkalain- lain
nga lugar sa inyong
komunidad o barangay. Sa
inyong barangay, asa man
mo moadto og ganahan mo
magdula? (park, plaza...) mag
ampo? (simbahan, kapilya)
mangunsolta sa maayong
panlawas? (health center)
 bata, teacher imong nailhan nga taw nga
balay, plaza…) shows the picture, say the ang iyang ngalan
(The teacher shows a word again and ask the nagsugod ug Rr?
picture of a child) learners the beginning sound)

Siya si Robi. Nagpuyo siya

sa komunidad nga
ginganlan og Sitio Roro,
uban sa iyang
pamilya sama ninyo. Unsa
man na ang iyang
gidala?(regalo)
Unsa man na ang naa sa
iyang bukton?(relo) Unsa
gani
ngalan sa Sitio diin nagpuyo
si Robi?(Roro)

TRANSITION The teacher leads in singing the song and encourages the learners to join.
Ako Batang Buotan
(Its I Who Build Community)

Ako, ako, ako batang buotan

Ako, ako, ako, batanga buotan
Ako, ako, ako batanga buotan.
Ako batanga buotan.
Ra, ra, ra
Dali mga kauban, dali kamong tanan
Dali kamo, dali kamo
Maminaw ta ni Ma’am
Dali mga kauban, dali kamong tanan
Dali kamo, dali kamo
Maminaw ta ni Ma’am
WORK PERIOD 1 The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).
(45 minutes)
08:20- 09:05 Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4, and 5.
01:20- 02:05 Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes. She should at
the same time be observant with what’s going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Tissue Roll Puppet (people in the community) - magpili mo og usa ka dibuho. Inyo nga butangan ug color, unya guntinga. Ipapilit kini sa tissue roll gamit ang glue. Group 3 -
Community picture- magpili ug usa ka community helper ug usa ka butang nga inyong nagustohan. Inyo nga idibuho ang mao nga community helper. Butangi ug kolor. Group 4 - Play
dough community – Sunda kini nga hulagway gamit ang inyong play dough. Ibutang diri sa cardboard ang inyong nahuman.
Group 5 - Writing Letter Rr – Mao kini ang inyo nga buluhaton. Sumpaya ang mga tuldok ug linya aron maporma ang letrang Rr. Magsulat dayon kamo ug letrang Rr.

Ask: May pangutana ba kamo bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 Aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When the children
are already in place;

Say: Pwede na mo magsugod apan mga bata, dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw-lakaw or magdagan-dagan. Nasabtan ba?

(The teacher then goes to the first group to do the Teacher Supervised Activity.)
 TEACHER Community Map - (Letter Rr
SUPERVISED /r/) Competencies:
ACTIVITY
∙ Identify words that begin
(The teacher
with letter Rr (LKPA-Ig-
moves from one 7)
group to
∙ Identify letter Rr (LLKAK-Ih 3)
another in
facilitating the TSA ∙ Name objects that begin
spending 6-7
with letter Rr (LLKV-00-
minutes per group)
5)
∙ Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(SKMP-00-2)
∙ Write letter Rr.
Materials:
Manila paper, coloring
materials, pictures of
objects/persons/lugar in
the community which
begin
with the /r/ sound (relo,
rehas, robot, regalo,
rambutan, resibo, raketa,
Roel)
Procedure:
1. Prepare the map of the
community. Draw major
roads and land marks. Put
letter Rr in each landmark.
I DO PHASE:
2. Show pictures or drawing of
objects, persons, and fruits
found in the community
which begin with /r/ sound.
3. The teacher says the names
Building a Community Word
Wall Competencies:
• Name common objects/
things in the
environment
(community) LLKV-001
• Identify several words that
begin with the same
sound
as the spoken word (LLKPA
Ig-7)
• Identify the letters of the
alphabetLLKAK-Ih-3)
• Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(SKMP-00-2)
Materials:
colored paper sentence
strips, scissors, masking
tape, crayons, markers
Procedure:
1. On strips of paper, write
down the words that
the
learners gave about their
barangay (parke, simbahan,
kapilya, sapa, merkado,
dagat).
2. Let the learners illustrate
the words that they
gave.
3. Let the learners paste the
pictures and words in a
large Manila paper or on
the wall under the letters
of the alphabet in which
the word
begins.
Guest Speaker –
Community Leader
Competencies:
• Listen attentively to
stories/poems/songs
(LLKLC 00-1)
• Ask question about stories
(who, what, where,
when,
why) as may be appropriate
(LLKOL-00-7)
• Nakikilala ang mga taong
nakatutulong sa
komunidad
(KMKPKOM-00-2)
Materials:
Manila paper, pentel pen
Procedure:
1. Invite a community leader to
talk to the learners.
2. Ask questions about his/her
job as a community leader.
3. Encourage the learners to
ask questions to the
community leader.
4. Write the answers of the
community leader on
the
board or Manila paper.
Community Initial Sounds
/r/ Competencies:
• Name common objects/
things in the
environment
(community) LLKV-001
• Identify several words that
begin with the same
sound
as the spoken word (LLKPA
Ig-7)
• Identify letters Rr (LLKAK-Ih
3)
• Name objects that begin
withletter Rr (LLKV-00-
5)
Materials:
pictures or drawing of
objects and places found in
the community beginning
with different sounds and
those beginning with /r/.
(there must be at least 6
sets)
• robot, eroplano, trak
• tambis, lansones,
rambutan
• bola, raketa, lata
• resibo, papel, lapis
• Mario, Liza, Rita
• regalo, kahon, libro
Procedure:
1. Ask learners to give words or
names of objects, places,
animals that start with /r/
sound.
2. Show 3 pictures or drawing
of objects and places in
the
Community Sorting
Competencies:
• Natutukoy ang iba’t ibang
lugar sa komunidad
(KMKPKom-00-3)
• Group objects that are alike
(MKSC-00-5)
Materials:
pictures or drawing of
different places in the
community under different
categories (if possible,
pictures of real places): -
places of learning (library,
museum, school, day care
center etc.) - places where to
get medical services
(hospital, clinic, health
centers, etc.) -
places for recreation (park,
zoo, garden, plaza,
basketball court, etc.)
- places to get services
(police station,
barangay/municipal/city
hall, fire station, post office,
etc.) - places of worship
(church,
mosque, chapel, etc.) -
places for trade (sari-sari-
store,
market, grocery, etc.)
Procedure:
1. Explain each category to the
learners.
2. Show and describe each
picture.
3. Ask the learners to classify
 of each picture community. Say the words the pictures.
emphasizing the /r/ sound aloud. One of the objects 4. Let the learners paste the
(r---elo, Robi, regalo, should begin with /r/. (ex. pictures on the
rambutan) bag, lapis, relo) appropriate
4. Ask what is the initial sound 3. Ask the learners to identify column on the chart
of the name of each which word beginning
picture. /r/ with
5. The teacher shows to the /r/.
learners big and small 4. Repeat until the learners are
letter able to independently
Rrand produces the /r/ identify the words that
sound. begin with /r/ sound.
6. The TEACHER shows how to
write letter Rr. (in the
air, at someone’s back, on
the cardboard)
WE DO PHASE:
7. The TEACHER and the
learner produce the /r/.
8. The TEACHER asks the
learners to say the names
of each object after her as
she
flashed the picture.
9. The TEACHER asks the
learners to write letter Rr in
the air, someone’s back,
etc.
10. The Teacher and the
LEARNERS write letter Rr in
the piece of paper.
YOU DO PHASE:
11. The learners identify each
picture.
12. The TEACHER asks the
learners to produce the
initial sound of the words.
13. Ask the learners to give
other objects found in the
community which begin
 with letter Rr.
14. Let the learners pick out a
picture that starts with

letter Rr from the set of

pictures and have them
color it.
15. Let the learners paste the
pictures on landmark with
R in the map.

LEARNING
✔ Give names of objects and ✔ Give at least one word about ✔ Ask the guest speaker relevant ✔ Name words that begin with ✔ Classify the pictures and words
CHECKPOINTS
places which begin with the the community and questions. letter Rr. according to function
/r/ sound. illustrate it.
✔ Identify community helpers. ✔ Select words which begin with
✔ Produce the /r/ sound ✔ Identify letters of the alphabet. /r/
✔ Write letter Rr

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

1. TSA (1st group for TSA)
2. Tissue Roll Puppet
3. Community picture
4. Play dough community
5. Writing letter Rr
1. Writing letter Rr
2. TSA (1st group for TSA)
3. Tissue Roll Puppet
4. Community picture
5. Play dough community
1. Play dough community
2. Writing Letter Rr
3. TSA (1st group for TSA)
4. Tissue Roll Puppet
5. Community Picture
1. Community Picture
2. Playdough Community
3. Writing letter Rr
4. TSA (1st group for TSA)
5. Tissue Roll Puppet
1. Tissue Roll Puppet
2. Community picture
3. Play dough community
4. Writing Letter Rr
5. TSA (1st group for TSA)
Tissue Roll Puppets
Competencies:
• Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: tao, dahon, bato, bote, patpat tansan, atbp. SKMP-003-3
• Nakaguguhit, nakapagpipinta at nakapagkukyulay ng iba’t ibang bagay o gawain (SKMP-00-2
Materials:
cardboard/tissue roll, glue, cut out templates of different people in the community (carpenters, police officer, teacher, street cleaner, farmer), crayons, pair of scissors
Procedure:
1. Give each learner tissue roll cardboard. Ask them to choose one template of community helpers.
2. Let them color the template they choose and cut it following the guide.
3. Glue their template on the tissue roll

Community Picture
 Competencies:
• Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
• Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (SKMP-00-2)
Materials:
paper, colored materials, illustrations or models of (regalo, boy, carpenter, robot, rehas, rakita, chapel, plaza)
Procedure:
1. Give the learners blank pieces of paper and models for them to follow if they find it difficult to create their own..
2. Ask the learners to draw things and people they see in their community which name starts will letter Rr.
3. Choose a few learners to share and talk about their work in class. Afterwards, display the works of all children around the classroom.

Play Dough Community

Competencies:
• Nakapagmomolde ng luwad sa nais na anyo (SKMP-00-6)
• Pagmomolde ng luwad (KPKFM-00-1.5
Materials:
playdough, folder or carton, models or pictures of things found in the community ((house, boy, carpenter, robot, rakita, chapel, plaza)
Procedure:
1. Instruct the learners to build a community using play dough on a folder or carton, following the given model.
2. After the learners formed their communities, let the play dough dry.
3. Display the learners’ creations in the classroom to be exhibited.

Writing Letter Rr
Competencies:
• Pagbakat, pagkopya ng larawan o hugis, at titik (KPKFM-00-1.4)
• Identify letter Rr (LLKAK-Ih-3)
Materials:
paper, writing materials
Procedure:
1. Let the learners practice writing Rr on their paper.
2. Give each learner writing activity sheet of letter and tell them to: connect the dots, trace the letter Rr with their orange crayon and write letter Rr.

LEARNING
✔ Build a model of the community using blocks
CHECKPOINTS
✔ Make at least one community member and name it

✔ Draw things and people in the community

✔ Make a 3-dimensional model of the community using playdough

✔ Write the letter Rr

 TRANSITION The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the
materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.

Ako Nagpuyo sa Komunidad

(Its I Who Builds Community)

Ako, akokabahin sa komunidad.

Ako, akokabahin sa komunidad.
Ako, ako kabahin sa komunidad, kabahin sa komunidad.
Ra, ra, ra
Dali mga kauban,dali kamong tanan.
Dali kamo, dali kamo, magkuyog ta.
(Ako, Ikaw, Kita)

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

QUESTIONS/ACTIVITY Say: Iisa ang tuo nga kamot, ang
wala. Mopakpak ta. “Pedro, unsa
man ang imong gibuhat? ” Ikaw,
Ana?Tan-awa ang
gibuhat sa group 2. Unsa kini
Mario?Unsa ang mga lugar o
butang nga magsugod og Rr
nga makita nato sa
komunidad? Unsa ang
ngalan sa inyo nga
barangay?Pakpakan nato
atong kaugalingon.
Say: Wow, thank you kids
for keeping your things.
Pakpakan nato ang group
__, kay mga buotan kayo
sila
karon. Kinsa man ninyo ang
makahatag nako ug wordss
o pangan sa butang, lugar,
o Unsa ang
tawo nga nagsugod ug
letter Rr?Unsay ikasulti
nimo sa
imong barangay?Unsay
nakalahi sa imong barangay
Say: Kids, you did well
today. Kinsa ang
nakahuman sa
Writing Letter Rr?Kinsa ang
nakahuman sa Playdough
Community?Kinsa ang
atong bisita ganina?Unsa
man siya sa komunidad?
nabuhat niya sa inyo nga
barangay?Asa man siya
makit an nimo?
(The teacher will show a list of
Say: Today is a great day for all
of us. Malipayon ang
tanan?Malipayon ba si
“Maria”?Aduna koy isulti
nga mga ngalan sa tawo,
identify what name starts
with letter Rr.
(Rosa, Dina, Lito)
(Onyok, Cardo, Rene)
Unsa nga kalihokan sa
barangay ang imo nga
giapilan? Kinsa man ang
imong mga kauban? Unsa
man ang imong gibati
Ask: Unsa man ngamga buluhaton
ang inyong nahimo sa
miaging mga adlaw hangtod
karon?Call 3-4 pupils to
share. Unsa ngalugarsa
komunidad ang imo nga
naadtuan?Unsa man ang
imong gibuhat
didto?Kinsa man ang imong
kauban?
(The teacher will list down
the activities mentioned by
the
 sa uban?
(The teacher will show pictures
of famous landmarks, people,
and landmarks found in their
community and explain each one.)
samtang niapil ka sa mga learners.)
leaders in the community and kalihokan?
describe their roles. If possible,
show their pictures.) (The teacher will list down
the activities mentioned by
the
learners.)

TRANSITION The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
Hugas
(Where is Thumbman? )
Hipos, hipos. Hipos, hipos.
Mangandam nata, mangaon na ta.
Hugasi ang kamot, limpyohi ang kamot.
Usa mokaon, usa mokaon.

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

Punit, punit , punit, punit

Mamunit ta og basura
Ilain ang malata, ilain usab ang dili malata

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

TRANSiTION TO While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds with the pre reading
STORY TIME activities and makes sure that the learners are listening attentively.
Estorya
(Where is Thumbman? )

Estorya, estorya. Estorya, estorya.

Maminaw ta. Maminaw ta.
Ibuka ang mata, ablihi ang dunggan
Magsugod nata, magsugod na ta.
STORY TIME
(15 minutes)
09:40- 09:55
02:40- 02:55
PRE-READING A. Book and Print Awareness Say:
Aduna koy bag- o nga
estorya. Nag-ulohan og
“Diri sa Amo.” Gisulat ni
Ailene Amor. Gidibuho ni
Diobelle Cerna.
B. Flipping of Pages
C. Unlocking of Difficulties
Gidala – gisuroy, gilibot
Komunidad – lugar nga
daghan ang mga
panimalay.
D. Motivation-Motive Tandem
Question/s
Ask: Unsa ang ngalan sa inyo
nga lugar? Unsa ang
ngalan sa lugar sa ato
nga estorya?
DURING READING Modelled Reading
Diri Sa Amo
Sigulanon ni: Ailene Amor
Dibuho ni: Diobelle Cerna
May usa ka bata nga lalaki nga ang pangalan, Omar.
Iya kitang gidala sa iya nga komunidad.
Didto iyang gipakita ang bukid ug dagat.
May mga nagtrabaho usab nga mag-uuma ug mangingisda.
Dayon iya usab kita gidala sa ilaha nga barangay hall diin iya nasugatan si Kapitan Oscar.
Gilibot niya ang eskwelahan, simbahan, hospital, merkado ug plasa.
Si Omar naghisgot sa ilahang nagkalain-laing nga mga kalihukan sama sa pista,
ug ang mga tawo nga nagtinabangay.
Ang pamilya ni Omar nagpuyo sa komunidad.
A. Book and Print Awareness: A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness Ask:
Say: Ang atonga estorya, nag Say: The title of our story Ask: Unsa ang ulohan sa Unsa ang ulohan sa atong
ulohan og “Diri sa Amo.” is atong estorya?Kinsa and estorya?Kinsa and
Gisulat ni Ailene Amor. “Diri sa Amo.” Gisulat ni nagsulat?Ang nagsulat?Ang nagdibuho?
Gidibuho ni Diobelle Ailene Amor. Gidibuho ni nagdibuho? Say: I gave you homework,
Cerna. Diobelle Cerna. (The teacher will show the were you able to do
B. Motivation-Motive Tandem B. Motivation-Motive Tandem wordless picture book.) it?Kuhaa ang inyong
Question/s Question/s Karon, kamo napud ang mo homework and be ready
Ask: Asa mo gidala sa inyong Ask: Unsa ang ngalan sa estorya kabahin sa “Diri sa Amo” for our sharing..
mama niadtong kapitan sa inyo nga
Domingo? barangay?Unsa ang
Asa man ta gidala ni Omar ngalan sa kapitan sa
sa estorya? barangay ni Omar?
Guided Reading Shared Reading Independent Reading Application
 Diri sa Amo
Dunay usa ka bata ginganlan ug
Omar. Kinsay pangan sa bata?
(Continue telling the story to
the children)
Iya tang gidala sa iyang
komunidad Ug nagpakita siya sa
bukid ug dagat
Didto ga trabaho ang mag-uuma
ug ang mangingisda. Niadto usab
siya sa ilahang barangay hall ug
nasugatan niya si Kapitan Oscar.
Gilibot niya ang eskwelahan,
simbahan, hospital, merkado ug
plasa. Si Omar naghisgot sa
ilahang nagkalain-laing mga
kalihukan sama sa piyesta,
ug ang mga taw nga
nagtinabangay.
Ang pamilya ni Omar nagpuyo
sa komunidad.
Diri sa Amo.
(Continue telling the story. Make
it participative by asking
questions on what happen next
and
questions that ask for details.)
Dunay usa ka bata ginganlan ug
Omar. (Kinsay pangan sa bata? )
Gidala ta niya sa iyang
kumonidad. Una niyang gipakita
ang
_______________. (Kinsa may naa
sa bukid ug dagat? ) Niadto usab
siya sa _______________ diin
iyang nakit-an ang ilang kapitan, si
______________. Nilibot si Omar
sa ________, ___________,
__________, _________, ug
_________. Si Omar naghisgot sa
ilahang nagkalain-laing kalihokan
sama sa piyesta og ang mga taw
nga nagtinabangay. (Asa nagpuyo
ang pamilya ni Omar? ) Ang
pamilya ni Omar nagpuyo sa
kumonidad.
(Guide pupils by asking questions Call 4-5 pupils to retell the story. Kinsa may mo una?
for them to retell the whole Ang musunod ug share kay
story.) si _________?And so on.
Kinsa ang bata sa estorya?
Asa ta niya unang gidala?
Kinsa may naa didto?
Dayon gidala ta ni Omar sa
ilang barangay Hall, kinsa man
ang atong nakit-an didto?
Unsa man siya sa
barangay? Gikan sa
munisipyo diin pa ta gilibot
ni Omar?
Gawas sa mga lugar, unsa pa
may lain nga gihisgutan ni Omar
mahitungod sa ilang komunidad?

POST READING Ask: Unsa ang ngalan sa inyo
nga lugar? Unsa ang ngalan sa
lugar sa ato nga estorya?
Ask: Asa mo gidala sa inyong
mama niadtong
Domingo?
Asa man ta gidala ni Omar sa
estorya? Unsa ang imo ikasulti
sa kumonidad ni Omar? Kinsa
ang makahulagway sa
bukid/dagat sa kumonidad ni
Ask: Unsa ang ngalan sa kapitan sa
inyo nga barangay? Unsa ang
ngalan sa kapitan sa
barangay ni Omar?
Nagtinabangay ba
ang mga tawo sa kumonidad
ni Omar? Sa inyong
barangay nagtinabangay ba
usab ang
NOTE: (As homework, let each Ask: Unsa ang inyong gibuhat?
learner draw their Let’s give ourselves a big
favorite big hand.
place in the community
they are in for them to
share the next day)
 Omar? Unsa ang makuha nato mga tawo? Ngano nga
sa bukid/dagat? Nganong kinahanglan man nga
importante/kinahanglan magtinabangay?
man kini?

LEARNING
✔ Note details in the story. ✔ Note details in the story. ✔ Tell what happened next. ✔ Re-tell the story. ✔ Share details about a place.
CHECKPOINTS
✔ Tell the importance of ✔ Answer why questions.
products.

TRANSITION After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their
group and do the assigned tasks.
Tudlo
(Clementine)

Usa ug usa duha

Duha ug duha upat
Tulo ug tulo mahimong unom.
Upat ug upat walo
Lima ug lima napulo
Mga tudlo sa akong kamot.
WORK PERIOD 2 The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).
(40 minutes)
09:55-10:35 Group 1 - Playdough Numerals– Usa-usa ninyo maghimo ug mga numero gikan sa 0 hangtud sa 7, gamit ang playdough. Pagkahuman maghimo na usab kamo ug mga butang tukma sa mga
02:55- 03:55 numero.
Pananglit, number 5. Maghimo kamo ug 5 kabuok lapis.
Group 2 - Counting Baskets- Guntinga ang mga hulagway sa prutas ug utanon. Inigkahuman ug gunting inyo kini isulod sa mga basket. May numero ang mga basket. Mao kni ang inyong
basihan sa kadaghanon sa prutas ug utanon nga inyong isulod.
Group 3 - Book of 7– Magdibuho kamo ug pito (7) ka mga butang (lapis, kendi, dahoon, bola ug uban pa.) sa matag panid ani nga booklet. (the booklet has 4 pages only) Group 4 -
Number Cover All– Mao ni ang number board. Ang naa sulod sa kahon, mga number chips. Magpuli-puli kamo ug kuha ug number chips. Inig kuha, tan awa dayon ang numero.
Pangitaa kini
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4, and 5.
Reminder: Since that there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes. She
should at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.

Ask: May pangutana pa ba bahin sa inyong buluhaton kada grupo? Group 2, 3, 4, 5 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When the
children are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw or magdagan dagan. Nasabtan ba?

(The teacher then goes to the first group to do the Teacher Supervised Activity.)
 TEACHER Number Stations
SUPERVISED Competencies:
ACTIVITY • Count objects with one-to
(The teacher one correspondence up
moves from one to
group to quantities of 7 (MKC-00-7)
• Pagbakat, pagkopya ng
another in
larawan o hugis, at titik
facilitating the TSA
(KPKFM-00-1.4)
spending 6-7
Materials:
minutes per group)
several counters (objects
found in the community),
pencil, paper
Procedure:
1. Demonstrate how to count
objects up to 7 using
notebooks. While doing so,
the teacher counts aloud.
After notebooks the
teacher uses popsicle
sticks, pencils
and candies.
2. Show the learners how to
write the number 7.
3. Let them write 7 on their
palms or trace it with
their
fingers.
4. Let learners count objects
up to 7 themselves and
write 7 in a piece of paper.
Who Has More?
Competencies:
• Compare two groups of
objects to decide which is
more or less, or if they are
equal (MKC-00-8)
Materials:
Plastic straws
Procedure:
1. Give one group of learner 4
red plastic straws. Count
the straws.
2. Give another group another 7
yellow plastic straws. Count
the straws.
3. Compare the two sets of
straws. Identify with the
learners which set has
“more” and which set has
“less.”
4. Repeat until the learners are
able to identify which set has
more or less without the
guidance of the teacher.
(small plastic balls, papers,
ball pens, books, plastic
bottles,
envelopes, bottle caps)
Lift The Bowl
Competencies:
• Count objects with one-to
one correspondence up
to
quantities of 7 (MKC-00-7)
• Combine elements of two
sets using concrete
objects
to represent the concept of
addition (MKAT-00-3)
• Add quantities up to 7 using
concrete objects (MKAT-
00-
8)
Materials:
2 bowls or cup, any kind of
counter such as pebbles,
chips, blocks or sticks that
learners can find in the
community
Procedure:
1. Put the 3 chips on one bowls
and 1 chip on the other
bowl on the table. Let the
pupils
count the chips.
2. Use another number
combination. (ie: 3 & 4, 6
& 1, 7 & 0, 1 & 2, 3 & 3, 2
& 3,
5 & 2 and more)
3. Let the learners make their
own combinations to
make
7.
Community Activity Survey
Competencies:
• Collect data on one variable
(MKAP-00-1)
• Create simple pictographs
(MKAP-00-2)
Materials:
paper, pencil, clipboard, cut
outs,graph
Procedure:
1. Let the learners go to three
learning stations in the
classroom.
(NOTE:The teacher will act
as the Station –in-charge)
Station 1 – 5 nurses & 2
doctors
Station 2 - 4 hospitals & 3
churches
Station 3 – 6 boys and 1 girl
in school
2. Prepare cut-outs of 5 nurses
& 2 doctors Station 1, 4
hospital symbols and 3
chapel symbols for station
2, 6 boys and 1 girl.
3. Let the learners paste the
cutouts on the prepared
graph in Manila Paper.
Checking Survey/Graph
Competencies:
• Discuss simple pictographs
(MKAP-00-3)
Materials:
graph made during the
previous day, pentel pen
Procedure:
1. Let the learners count and
write the numeral on the
graph.
2. Write the answer to the
following questions:
∙ How many community
helpers are there?
∙ How many buildings are
there?
∙ How many learners are
there?
 LEARNING
✔ Count objects up to 7 ✔ Identify which set has “more” ✔ Make different combinations ✔ Collect/survey by interviewing ✔ Interpret the data graph from
CHECKPOINTS
or “less to make 7 different people the data they collected from
the previous day
✔ Create pictograph

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

1. Playdough numerals (0-7)
2. Counting bags
3. Book of 7
4. Number Cover All/Call Out:
Numbers: (0-7)
5. TSA (1st group for TSA)
1. TSA (1st group for TSA)
2. Counting bags
3. Book of 7
4. Number Cover All/Call Out:
Numbers: (0-7)
5. Playdough numerals (0-7)
1. Book of 7
2. TSA (1st group for TSA)
3. Number Cover All/Call Out:
Numbers: (0-7)
4. Playdough numerals (0-7) mat
5. Counting bags
1. Number Cover All/Call Out:
Numbers: (0-7)
2. Playdough numerals (0-7) mat
3. TSA (1st group for TSA)
4. Counting bags
5. Book of 7
1. Number Cover All/Call Out:
Numbers: (0-7)
2. Playdough numerals (0-7) mat
3. Counting bags
4. TSA (1st group for TSA)
5. Book of 7
PlayDough Numerals (0-7) Mat
Competencies:
• Recognize and identify numerals 0 to 7 MKC-00-20
• Nakapagmomolde ng luwad sa nais na anyo (SKMP-00-6)
• Pagmomolde ng luwad (KPKFM-00-1.5)
Materials:
playdough, placemats with numbers
Procedure:
1. Give each learner a medium-sized ball of playdough
2. Let them form the numerals 0,1,2,3,4,5,6,or 7 according to the mat they have
3. Ask the learners to create the number of objects (things community helpers used in their work) for each numeral

Counting Baskets
Competencies:
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
• Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
Materials:
basket bags, drawings of fruits and vegetables
Procedure:
1. Let the learners cut out the pictures of fruits and vegetables.
2. Let the learners put cut out fruits and vegetables inside according to the number shown on the market basket

Book of 7
Competencies:
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Materials:
 booklet, pencil, crayons
Procedure:
1. Distribute to the learners the booklet
2. Ask the learners to draw sets of 7 objects (they can use things they see in different community places).
3. Let the learners color their drawing.

Number Cover All/Call Out: Numbers: (0-7)

Competencies:
• Recognize and identify numerals 0 to 10 (MKC-00-2)
Materials:
4 number boards, 4 sets of number cards FROM 0 TO 7 placed in a box
Procedure:
1. Give each learner a number board.
2. Learners take turns to pick up a card from the box.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board

LEARNING
✔ Form numerals from 0 to 7
CHECKPOINTS
✔ Put 7 fruits and vegetables inside the basket

✔ Draw sets of 7 objects

✔ Identify the numerals that they caught in the game

✔ Match similar numbers together

TRANSITION The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away
the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Mga Tudlo
(Little Fingers)

Usa, usa duha

Duha, duha upat
Tulo, tulo mahimong unom.
Upat, upat walo
Lima, lima napulo
Mga tudlo sa akong kamot.
 INDOOR/OUTDOOR Mystery Box Show and Tell Name Me! Guessing Game Message Relay
GAMES Competency: Competency: Competency: Competency: Competency:
(20 minutes) • Identify the pictures given • Shows and tell something • Identify the name of the • Tell what activities are • Tell the correct information of
10:35 - 10:55 Materials: about the pictures given pictures given. reflected in the picture given the given message.
03:35 - 03:55 Cut out pictures of the Materials: Materials: Procedure:
Neighboring barangay such Cut out pictures of the Picture of the Barangay Materials: 1. Ask the learners to form into
us: landmark of the barangay Officials on their pictures of different two groups.
Langtad, Tina-an, Cepoc and such us: corresponding barangay. activities of the barangay. 2. Each group have five
Inoburan Church, barangay hall, Procedure: (farming, fishing, playing, members.
(Teacher may use sitio for Market 1. Ask the learners to look selling, teaching, meeting) 3. The First learner will be the
barangays) Procedure: around. Procedure: one to send the message.
Procedure: 1. Ask the learners to pick one 2. Tell the name of the 1. Ask each learner to get one 4. The last learner will tell the
1. Ask the learners to pick one picture. barangay official. picture. correct message given.
picture inside the mystery 2. Show and tell the name of 2. Let the learners guess the Message: Adunay lain-laing
box. the picture. pictures given. lugar ang usa ka komunidad.
2. Tell the name of the
barangay

LEARNING
✔ Identify the pictures given ✔ Shows and tell something ✔ Identify the name of the ✔ Tell what activities are ✔ Tell the correct information of
CHECKPOINTS
about the pictures given pictures given. reflected in the picture given the given message.

TRANSITION The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or countdown may be
used.
Time to Clean Up
(Where is Thumbman)

Time to clean up. Time to clean up.

Boys and girls, boys and girls.
Put all things in its place. Put all things in its place.
Then sit down. Then sit down

MEETING TIME 3 Ask: Unsa ang mga lain-lain nga Ask: Kung mosimba ta, asa man ta Ask: Unsa ang tawag sa tawo nga Ask: Unsa ang inyong natabang sa (Call2 learners to talk about the
(5 minutes) sitio/barangay sa inyong moadto? Gawas sa nagdumala/nangulo/lider sa inyong barangay para different places in the community.)
10:55 - 11:00 lugar/syudad? simbahan, unsa pa man ang barangay? Ngano importante man an magpabilin kini nga limpiyo? Ask: Kinsa man ninyo ang
03:55 - 04:00 pwede nato adtuan? glider matag Gawas sa pagpanglimpyo mosaysay/mosulti kabahin sa
komunidad? unsa pa man ang gibuhat sa maanindot ninyo nga
WRAP-UP/
QUESTIONS/ACTIVITY
 mga tawo nga makapanindot barangay.
sa barangay? Say: Let’s clap our hands for the
sharers.”

DISMISSAL ROUTINE DISSMISAL ROUTINE

∙ Song:
Goodbye!
Goodbye, goodbye Adios!
You can say it once,
You can say it again.
Goodbye, goodbye Adios!
You can say it once,
You can say it again.

∙ Prayer
Shake up up, Shake down down ,
Shake up and shake down
One big balloon.
I fold my hands.
I bow my head.
I close my eyes to pray.
In the name of the Father, and of the Son…….

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

∙ Dissmisal Signal
My hand says good bye with a clap, clap, clap
My foot says goodbye with a stomp, stomp, stomp
Our lesson is over. No pushing, no running, no jumping
Walk slowly and carefully.

All kids will raise their hands and their teacher will give them “high five” as a signal that they can go out

Prepared by: Noted by:

JINNA FE V. MUANA JOSEPHINE K. POLOTAN