REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 38
DAILY BLOCKS OF TIME
CONTENT FOCUS: We had fun in Kindergarten. QUARTER: Fourth

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Daily routine: 1. National Anthem (Multimedia presentation shall be shown.)

Ask: Mga bata, unsay buhaton ta panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang atong tuong kamot sa atong wala nga dughan ug mokanta.
Pagkahuman sa atong flag ceremony mobalik kita sa atong classroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer will be done automatically.)
MEETING TIME 1 Say: In the name of the Father... (Multimedia presentation shall be shown.)
(10 minutes) 3. Exercise (teacher directs the learners to follow the video exercise flashed on the screen)
08:10 - 08:20 Say: Karon atong sundon ang gipakita diha sa television.
01:10 - 01:20 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 angpetsa gahapon? Karon? Ugma? Unsa nga adlaw gahapon? Karon? Ugma?
 7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulogan.
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?

I enjoyed doing things with my We learned many things this year.

MESSAGE We had fun in Kindergarten.
classmates and teacher.

Magpakita og usa ka hulagway sa
classroom nga ang mga bata nag
dula, nagkanta-kanta, nag porma
sa puzzles og nag color og mga
QUESTION/S hulagway.
Ask: Unsa man ang makalingaw Ask: Unsa man ang mga pulong o Ask: Unsa man ang activities sa Ask: Unsa man ang mga maayo
nga gibuhat nimo uban sa words ug mga estorya nga Math ang imo nga nabuhat o nga pamatasan nga imo nga
imo nga mga classmates ug imo nga nakat-onan sa nahimo sa Kindergarten o sa nakat-onan sa Kindergarten o
teacher? Kindergarten o sa klase nato? klase nato ? sa klase nato?

Ask: Unsa man ang mga kalihukan

diri sa klase nga
nakapalingaw nimo?

The teacher leads in singing the song and encourages the learners to join.
Kinabuhi Sa Kinder
( Roll Over The Ocean)

Ako , ako, ako batang malipayon

TRANSITION Ako , ako, ako batang malipayon
Ako , ako, ako batang malipayon
Sayaw,sayaw,kanta
Duwa,duwa kanunay
Kinabuhi sa kinder malipayon.
Kinabuhi sa kinder malipayon.
 (Ilisdan ang ako og ikaw ug kita.)

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

Group 1 - This will be the first group that the teacher shall deal with the Teacher Supervised Activities (TSA) during the day. After 6 minutes, the teacher will transfer to Group 2. Then,
Group 3, 4, and 5. Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7
minutes. 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- Class Quilt - Hatagan tamo og usa ka block sa blocks of time. Ang buhaton ninyo kay maghuna-huna kamo kung unsa ang buluhaton ani nga block. Kung unsa ang nahuna-
hunaan ninyo i-drawing kini sa papel human butangan og kolor. Paghuman ninyo kolor sa gidrawing ninyo, butangi ang kilid sa papel og itom nga color. Inig human ninyo tanan,
ihigot kini gamit ang yarn.
WORK PERIOD 1 Group 3 - Poster: What We Learn in Kindergarten -Maghuna-huna mo og mga butang nga nakat-unan ninyo sa eskwelahan. I-drawing ninyo sa papel nga naa sa tray ninyo. Human
(45 minutes) butangan ninyo og color. Inig human ninyo tanan ipapilit kini sa Manila paper nga naa sa bongbong.
08:20- 09:05 Group 4 - Puzzle: Life in Kindergarten - Mga puzzles sa mga kalihukan diri sa ato nga eskwelahan ang mga sulod niini nga sobre. Mangita mo og pares sa pagporma sa puzzles. Pares –
01:20- 02:05 pares mo nga mutrabaho niini.
Group 5 - Labelling Blocks of Time - Kini sila mga hulagway sa mga buhaton nato nga blocks of time. Ilha ninyo kung unsa nga blocks of time kini. Isulat sa luyo sa hulagway kung unsa
nga blocks of time.

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.)

Class Scrapbook: What I Like Learner’s Mural Kindergarten Words Math Puzzles Lights, Camera, Action
About Kindergarten Competencies: Competencies: Competencies: Competencies:
Competencies:  Paglikha ng mga modelo  Express simple ideas through  Compare two groups of  Retell in 1 to 3 sentences
TEACHER SUPERVISED  Nakapagkukuwento ng mga pangkaraniwang bagay sa symbols (e.g., drawings, objects to decide which is through pictures and
ACTIVITY ginagawa sa paaralan paligid (KPKFM-00-1.6) invented spelling) more or less, or if they are dramatization (LLKOL-Ih-12)
(The teacher moves (KMKPAra-00-3)  Naipapahayag sa positibong (LLKC-00-1) 574 equal (MKC-00-8) Procedure:
from one group to  Nakalilikha ng iba’t ibang paraan ang nararamdaman Materials:  Identify the number that 1. Choose 3-5 learners and read
another in facilitating bagay sa pamamagitan ng (KAKPS-00-7) three sets of letters that comes before, after, or in the following situations.
the TSA spending 6-7 malayang pagguhit Materials: spell Kindergarten on the between (MKC-00-5) a) One of your
minutes per group) (SKMP-00-1) construction paper, colored flashcards , tag board, felt  Arrange three numbers from classmates slipped
 Nakagagawa nang nag-iisa magazines, junk materials, tip pen least to greatest/ greatest to and fell on the floor.
(KAKPS-00-3) markers, glue and scissors least (MKC-00-6) What will you do?
 Materials:
Teacher-made blank
scrapbook, crayons, and
markers
Procedure:
1. Let the learners recall
activities or experiences that
they like about Kindergarten.
2. Talk about these
activities - what they
did, who are with
them and what they
learned from them.
3. Let them choose one. Let
them draw and write
something about it.
Examples are 5 most liked
stories, games, etc.
4. Divide the learners into
pairs.
5. Each pair gets to work on a
page in the scrapbook.
6. Show the scrapbook to the
class during Meeting Time 2.
Procedure:
1. Let the learners choose an
activity/memory that made
them happy in Kindergarten.
2. Together with the teacher,
the pupils will create an art
work that describes/depicts
the memory using junk
materials and old magazines.
Procedure:
1. Prepare question or clues to
be answered by the
learners.
2. This is the color of the heart.
The answer is
This number is next to nine.
(ten)
3. The learners will spell the
answer using the letters of
the word Kindergarten.
They will write them on their
tag boards.
 Identify the 1st, 2nd, 3rd, up
to 10th object in a given set
(MKC-00-11)
Materials:
math puzzles (greater than,
less than, number sequence)
Preparation:
Make puzzles of different
math concepts such as
greater than/less than,
numerals 0 to 10, missing
numbers, ordinal numbers,
and etc. Put each puzzle set
in an envelope.
Procedure:
1. The learners will work in
pairs. Give each pair an
envelope and encourage
them to solve the puzzle.
b) You are late. You
heard that the
Lupang Hinarang is
already playing.
What will you do?
c) During recess time
your classmate has
nothing to eat.
What will you do?
2. The group will act out what
will happen or what they
should do.

 Express their experiences in  Use creativity and  Express simple ideas  Comparing and sequencing  Retell in 1 to 3 sentences
LEARNING
Kindergarten through resourcefulness in crafting an through symbols(drawings, numbers from the given through pictures and
CHECKPOINTS
drawings. output/project using junk. invented spelling) quantity of the object. dramatization.

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. He/She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity.
INDEPENDENT
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
ACTIVITIES
supplementary activities to be used in case a group will be done ahead of time.
 1. TSA (1st group for TSA) 1. Block Play 1. Puzzle: Life in Kindergarten 1. Poster: What We Learned in 1. Class Quilt
2. Class Quilt 2. TSA (1st group for TSA) 2. Block Play Kindergarten 2. Poster: What We Learned in
3. Poster: What We Learned in 3. Class Quilt 3. TSA (1st group for TS) 2. Puzzle: Life in Kindergarten Kindergarten
Kindergarten 4. Poster: What We Learned in 4. Class Quilt 3. Block Play 3. Puzzle: Life in Kindergarten
4. Puzzle: Life in Kindergarten Kindergarten 5. Poster: What We Learned 4. TS (1st group for TS) 4. Block Play
5. Labelling Blocks of Time 5. Puzzle: Life in Kindergarten in Kindergarten 5. Class Quilt 5. TS (1st group for TS)

Class Quilt
Competency:
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pag guhit (SKMP-00-1)
Materials:
Construction paper cut into squares, markers or crayons, yarn
Procedure:
1. Distribute the construction paper cut into squares to each member of the group.
Assign a block of time to each learner – Arrival Time, Meeting Time, Work Period, Recess, Quiet Time, Story Time, Indoor/ Outdoor Games, Dismissal.
(There is a possibility that one member will have 2 blocks of time assigned to him/her.)
2. Let them draw the activity/ies they do during the blocks of time assigned to them.
3. Put all the squares together and tie them with yarn.
4. Use a black marker to make borders and fillers.

Poster: What We Learned in Kindergarten

Competencies:
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (SKMP-00-2)
 Express one’s idea/self freely through creative ways (drawing, illustration, body movement, singing, dancing) based on story (LLKLC-00-13)
Materials:
Manila paper, ¼ bond paper, crayons, markers
Procedure:
1. Let the learners recall the things they learned this school year.
2. Let them draw these things on a ¼ sheet of paper and then color.
3. Paste them on Manila paper mounted on the wall/blackboard.

Puzzle: Life in Kindergarten

Competency:
 Naisasagawa ang kasanayan sa pagbuo ng puzzles (KPKFM-00-1.5)
Materials:
Teacher-made picture puzzle of school activities done in Kindergarten (Photos of special activities during the school year)
 Preparation:
1. Print pictures of special school activities.
2. Paste them on a thick cardboard and cut into puzzle pieces.
3. Place each puzzle set in individual envelopes.
Procedure:
1. The learners will work in pairs. Give each pair the envelope containing the puzzles.
2. Encourage them to complete the puzzle.

Labeling Blocks of Time

Competency:
 Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPra-00-3)
Materials:
Pictures of activities during blocks of time (e.g. learners eating, drawing and writing, playing, praying, etc.)
Procedure:
1. Let the learners look at the pictures.
2. Let the learners identify the block of time. (e.g. learners eating – Recess, drawing and writing – Independent activity, playing – Outdoor activity)
3. Let them label the pictures using invented spelling at the back of the picture.

 Put the puzzle pieces together correctly.

LEARNING  Identify and give the sound of letter Ww
CHECKPOINTS  Represent letter Ww creatively.
 Express their ideas creatively.

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.

Hipos, hipos
(Fruit Salad)

TRANSITION Hipos , hipos, hipos, hipos

Sa mga gamit, Sa mga gamit
Isulod sa basket , Isulod sa basket
Ihatag ni Ma’am, Ihatag ni Ma’am
Hipos , hipos, hipos, hipos
Sa mga gamit, Sa mga gamit
 Isulod sa basket , Isulod sa basket
Ihatag ni Ma’am, Ihatag ni Ma’am

MEETING TIME 2
(10 minutes) 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 to share their
09:05 - 09:15 work to the class.
02:05 - 02:15

Mopili og mga bata nga mopakita
sa gibuhat nga “scrapbook.”
Ask: Sa paghimo ninyo sa
scrapbook, unsa ang gibati
ninyo?
Kung Ikaw Malipayon
(Kung Ikaw Ay Masaya)
Kung ikaw malipayon,
MANGATAWA TA
QUESTIONS/ACTIVITY Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Ilisdan ang underlined words
og
MAMAKPAK KA,
MUIKID KA,
MULUKSO KA
Mopili og mga bata nga mosaysay
sa ilaha nga gibuhat ng “Learner’s
Mural.”
Ask: Unsa ang gibuhat ninyo o
nato dinhi sulod sa classroom
nga nakapalingaw ninyo?
Ngano man?
Kung Ikaw Malipayon
(Kung Ikaw Ay Masaya)
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Ilisdan ang underlined
words og
MAMAKPAK KA,
MUIKID KA,
MULUKSO KA
Ask: Unsa man ang mga pulong o
words sa mga kanta, tigmo,
balak ug estorya nga nakat-
onan ninyo sa klase nato?
Kung Ikaw Malipayon
(Kung Ikaw Ay Masaya)
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Ilisdan ang underlined words
og MAMAKPAK KA,
MUIKID KA,
MULUKSO KA
Ask: Unsa nga buluhaton sa
Mathematics ang nabuhat o
nahimo ninyo sa klase nato?
Kung Ikaw Malipayon
(Kung Ikaw Ay Masaya)
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Ilisdan ang underlined words
og
MAMAKPAK KA,
MUIKID KA,
MULUKSO KA
..
Ask: Unsa ang maayo nga mga
pamatasan ang nakat-onan
ninyo sa klase nato?
Kung Ikaw Malipayon
(Kung Ikaw Ay Masaya)
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Kung ikaw malipayon,
MANGATAWA TA
Ilisdan ang underlined words
og
MAMAKPAK KA,
MUIKID KA,
MULUKSO KA

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
TRANSITION children have food
 Mangandam Na Kita
(The Farmer And The Dell)

Mangandam na kita Mag-ampo sa kita

Mangandam na kita Mag-ampo sa kita
Manghugas sa kamot, sa dili pa mukaon Magpasalamat sa dili pa mukaon.

Mangandam na kita Mag-ampo sa kita

Mangandam na kita Mag-ampo sa kita
Manghugas sa kamot, sa dili pa mukaon Magpasalamat sa dili pa muka0n.

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

(A song of thanksgiving may be sung to signal the end of Recess Time.)

The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth,
change their wet clothes, and have their Quiet Time.
Ang Liyon
TRANSITION TO (Where is Thumbman)
QUIET TIME
Ang Liyon o ang Liyon natulog sa langub,
Ang liyon o ang Liyon natulog sa langub
ayaw pagsaba, ayaw pagsyagit, natulog ang liyon.

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.
(10 minutes)
(During this time children can rest or engage in relaxing activities)
09:30- 09:40
02:30- 02:40
 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 activities and makes sure that the learners are listening attentively.

Andam Na Maminaw
(Are you Sleeping)

Andam na, andam na

Maminaw nata, Sa estorya
Andama na kita, andam na kita
Maminaw, sa estorya.

Higalang Libro
TRANSITION TO
(Kaibigang Libro)
STORY TIME
Ako ang inyong higala, higalang libro
Andam sa kanunay nga muestorya kaninyo
Ampingan ninyo ako, higugmaon ninyo ako
Ako ang inyong higalang libro.

Chorus:
Ayaw ko tumbi, ayaw ko lingkuri, ayaw usab gisia ang akong panid.
Ako ang inyong higala, higalang libro
Andam sa kanunay nga muestorya kaninyo
Ampingan ninyo ako, higugmaon ninyo ako
Ako ang inyong higalang libro.

“Ako Kini Sa Kindergarten”

Sugilanon ni Daylen Dondoyano
Dibuho ni Jericho Moral

STORY TIME Kami ang mga bata sa Kindergarten. Kada adlaw, aduna kami mga buluhaton sa eskwelahan.
(15 minutes) Sama sa pagpanilhig, pagpanrapo, pagpanghipos sa mga butang ug pagpanghan-ay
09:40- 09:55 sa mga lingkuranan ug uban pa nga mga gamit sa among classroom.
02:40- 02:55 Sa among klase sa Kindergarten daghan kami nga nakat-onan sama sa pagsulat.
Nakat-on usab kami sa pag-ihap gamit ang tansan,
popsicle sticks, liso ug mga uban pa.
Nakat-on usab kami sa pagdrawing, pagkolor ug pagporma
og lain-lain nga mga matang gamit ang clay.
 Amo usab gipakita ang among mga talento ug abilidad sa pagkanta, pagsayaw ug pag-arte.
Anaa usab kami oras sa sa pagdula, sama sa pagporma sa building blocks
ug uban pa nga mga dulaan sa classroom namo.
Makalingaw kaayo ang among mga dula labi na ang pagtinda-tinda.
Lingaw ug ganahan kaayo kami sa among gipangbuhat sa gawas sa among classroom.
Nagduwa kami og basketball, takyan, ug dakop-dakop.
Maanindot usab kaayo ang mga nagkalain-lain nga lugar sa among eskwelahan.
Nakaila kami og school nurse, librarian, principal ug uban nga mga magtutudlo sa among eskwelahan.
Diri sa among eskwelahan usab daghan ang among nakat-onan nga mga maayong pamatasan .
Mao kini ang among kinabuhi sa Kindergarten.

A. Book and Print Awareness
Say: Ang atoa nga estorya
karon kay nag-uluhon og
“Ako Kini sa
Kindergarten.” Gisuwat
ni Daylen Dondoyano.
Gidibuho ni Jericho
Moral. Ang atoa nga
estorya kay kabahin sa
PRE-READING mga Kindergarten ug ang
ilang nakat-unan sa
eskwelahan.
B. Motivation-MotiveTandem
Question/s:
Ask: Unsa man ang nakat-
unan ninyo sa Kindergarten?
Unsa kaha ang mga nakat-
unan sa mga bata sa estoya
nato?
A. Book and Print Awareness
Say: Ang atoa nga estorya
karon kay nag-uluhon og
“Ako Kini sa
Kindergarten.” Gisuwat ni
Daylen Dondoyano.
Gidibuho ni Jericho Moral.
B. Motivation-Motive Tandem
Question/s:
Ask: Kinsa man ang mga tawo
nga nailhan ninyo diri sa
eskwelahan nato?
Kinsa kaha ang nailhan sa
mga bata sa estorya
nato?
A. Book and Print Awareness
Say: Ang atoa nga estorya
karon kay nag-uluhon og “Ako
Kini sa Kindergarten.” Gisuwat
ni Daylen Dondoyano.
Gidibuho ni Jericho Moral.
B. Motivation-Motive Tandem
Question/s:
Ask: Unsa man ang atong
gipangbuhat sa
eskwelahan?
Unsa ang mga buluhaton
nga gibuhat sa mga bata
sa estorya nato?
A. Book and Print Awareness
The learners will say the title,
the author and the illustrator.
B. Motivation-Motive Tandem
Question/s: Unsa ang mga
butang nga gamiton nato sa
pag-ihap?
Sa estorya nato, unsa kaha
ang gigamit sa mga bata sa
pag-ihap?
A. Motivation-Motive Tandem
Question/s: Unsa ang mga
maayo nga mga pamatasan
ang nakat-unan ninyo sa
Kindergarten?
Unsa kaha ang maayo nga
pamatasan ang nakat-unan sa
mga bata sa estorya?

Modelled Reading Guided Reading Shared Reading Independent Reading Application

DURING READING
The teacher will read the story The teacher will read the story. The teacher will read the story. Teacher will ask a pupil to retell Group the learners into three. The
aloud, with proper intonation and Questions will be asked as the While reading, she will ask what the story. learners will act out an activity in
articulation. story is read. will happen next. Learners wil kindergarten that will portray the
 Kami ang mga bata sa
Kindergarten. Gikan kami sa lain-
laing pamilya. Kada adlaw, aduna
kami mga buluhaton sa sulod sa
among eskuylahan.
Sama sa pagpanilhig, pagpanrapo,
paghipos sa mga butang, pag-
arrange sa mga lingkuranan ug
uban pang gamit sa among
magtutudlo.
Sa Kindergarten Class daghan kami
og nasinati sama sa pagsulat, pag-
ihap, pagdrawing, pagkolor ug
pagporma og lain-laing matang
gamit ang clay. Amo usab gipakita
ang among talento sa pagkanta ug
pagsayaw. Anaa usab kami oras sa
sa pagdula. Sama sa pagporma sa
building blocks ug uban pang mga
dulaan sa among classroom.
Makalingaw kaayo ang among mga
dula labi na ang magtinda-tinda
uban sa among mga higala.
Malipayon kayo kami sa amo ang
gibuhat.
Maanindot pud ang nagkalain-laing
lugar sa among eskwelahan.
Nakaila nako ang school nurse sa
among clinic. Nakaila nako ang
librarian sa library, ang principal ug
ubannga maestro sa eskwelahan.
Diri sa among eskuylahan nakat-on
ako sa maayong pamatasan. Mao
kini ang kinabuhi sa Kindergarten,
malipayon ug makalingaw
uban sa among mga
classmates ug magtutudlo.
Ako Kini sa Kindergarten
Gisuwat ni Daylen Dondoyano.
Gidibuho ni Jericho Moral
Kami ang mga bata sa
Kindergarten. Gikan kami sa
lain-laing pamilya. Kada adlaw,
aduna kami mga buluhaton sa
sulod sa among eskuylahan.
Unsa man ang ilang
gipangbuhat?
Sama sa pagpanilhig,
pagpanrapo, paghipos sa mga
butang, pag-arrange sa mga
lingkuranan ug uban pang gamit
sa among magtutudlo. Sa
Kindergarten Class daghan kami
og nasinati sama sa pagsulat,
pag-ihap, pagdrawing, pagkolor
ug pagporma og lain-laing
matang gamit ang clay.
Unsa pa gani ang ilahang
nasinati?
Amo usab gipakita ang among
talento sa pagkanta ug
pagsayaw.
Unsa man nga mga talent nga
ilang gipakita?
Anaa usab kami oras sa sa
pagdula. Sama sa pagporma sa
building blocks ug uban pang
mga dulaan sa among classroom.
interact. value of:
 Sharing
Ako Kini sa Kindergarten  Cooperation
Gisuwat ni Daylen Dondoyano.  Courtesy (Use of polite
Gidibuho ni Jericho Moral words)
Kami ang mga bata sa
Kindergarten. Gikan kami sa
lain-laing pamilya. Kada adlaw,
aduna kami mga buluhaton sa .
sulod sa among eskuylahan.
Unsa kaha ang ilang
ipangbuhat?
Sama sa pagpanilhig,
pagpanrapo, paghipos sa mga
butang, pag-arrange sa mga
lingkuranan ug uban pang gamit
sa among magtutudlo.
Unsa pakaha ang mga buluhaton
sulod sa kindergarten classroom?
Sa Kindergarten class daghan
kami og nasinati sama sa
pagsulat, pag-ihap, pagdrawing,
pagkolor ug
pagporma og lain-laing matang
gamit ang clay. Amo usab
gipakita ang among talento sa
pagkanta ug pagsayaw. Anaa
usab kami oras sa sa pagdula.
Sama sa pagporma sa building
blocks ug uban pang mga dulaan
sa among classroom.
Unsa man ang mga dula nga
ilang gipangbuhat?

Makalingaw kaayo ang among
mga dula labi na ang magtinda-
tinda uban sa among mga higala.
Malipayon kayo kami sa amo ang
gibuhat.
Sa ilang mga dula, unsa man ang
inyong nasuwayan?
Maanindot pud ang nagkalain-
laing lugar sa among
eskwelahan. Nakaila nako ang
school nurse sa among clinic.
Nakaila nako ang librarian sa
library, ang principal ug ubang
maestro sa eskwelahan.
Kinsa man ang lain pa nga naila-
ila sa mga bata sa ilang
eskwelahan?
Diri sa among eskuylahan nakat-
on ako sa maayong pamatasan.
Unsa kaha ang pamatasan nga
ila nga nakat-unan?
Mao kini ang Kinabuhi sa
Kindergarten,
Malipayon ug Makalingaw uban
sa among mga classmates ug
magtutudlo.
Ask: Unsa ang mga nakat-unan sa Ask: Kinsa ang mga naila-ila sa
mga bata sa estorya nato? mga bata estorya nato?
POST READING Kamo, unsa ang inyo nga Kinsa man ang naila-ila o
nakat-unan? Kalimtan ba nailhan ninyo diri sa
nato ang mga nakat-unan eskwelahan nato?
nato? Ngano man?
Makalingaw kaayo ang among
mga dula labi na ang magtinda-
tinda uban sa among mga higala.
Malipayon kayo kami sa amo ang
gibuhat.
Nganong makalingaw kini?
Maanindot pud ang nagkalain-
laing lugar sa among
eskwelahan.
Unsa kaha to ang mga kugar nga
ilang naadtoan? Kinsa man to
ilang nahimamat?
Nakaila nako ang school nurse sa
among clinic. Nakaila nako ang
librarian sa library, ang principal
ug ubang maestro sa
eskwelahan.
Diri sa among eskuylahan nakat-
on ako sa maayong pamatasan.
Unsa man ang pamatasan nga
inyong nakat-unan?
Mao kini ang kinabuhi sa
Kindergarten,
Malipayon ug makalingaw uban
sa among mga classmates ug
magtutudlo.
Ask: Unsa ang mga gipangbuhat sa Ask: Sa estorya, unsa ang mga Ask: Unsa ang mga maayo nga mga
mga bata sa estorya nato? gigamit nga mga butang sa pamatasan ang nakat-unan
Nakalingaw ba sila? Ngano pagkat-on sa pag –ihap? Asa ninyo sa Kindergarten? Unsa
man? pa ni nato magamit? Unsaon ang mga pamatasan nga
man? gipakita ninyo ganiha?
 Sa tanan ninyo nga naila-ila o Angayan ba ni nato nga puy-
nailhan, kinsa man ang an? Ngano man?
ganahan kaayo ninyo? Ngano
man?

LEARNING  Note details in the story.  Note details in the story.  Tell what happened next.  Retell the story.  Act out situations in the story.
CHECKPOINTS  Answer why questions.

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.

Ako Batang Buotan

(It’s I Who Build Community)

Ako,ako,ako batang buotan

Ako,ako,ako batang buotan
TRANSITION Ako,ako,ako batang buotan
Ako, batang buo---tan
La, la, la,
Dali mga kauban dali kamung tanan,
Dali kamo manglingkod ta, maminaw ta ni mam
Dali mga kauban dali kamung tanan,
Dali kamo manglingkod ta, maminaw ta ni mam

(Ilisdan ang ako og Ikaw ug Kita)

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

WORK PERIOD 2 Group 1 - This will be the first group that the teacher shall deal with the Teacher Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2. Then, Group 3,
4, and 5.
(40 minutes)
Group 2 - Sequencing Blocks of Time - Ihan-ay ang mga ngalan sa blocks of time. Inig human itapad ang numeral card. Ang number 1 mao ang itapad sa gauna nga block of time.
09:55-10:35
Group 3 - Which takes longer? Shorter? - Kini mga hulagway sa mga buluhaton/ gipangbuhat nato sa Kinder. Mopili mo og duha ka hulagway. Ilha kung asa nga hulagway ang dugay
02:55- 03:35
humanon ug ilha ang hulagway nga dali humanon. Ipapilit ni sa chart kung asa nga column kini nahimutang.
Group 4 - Kindergarten Election -Kini ang listahan sa mga kanta, estorya og dula nga atong gibuhat. Kini ballot box sad para sa kanta, para sa estorya og para sa dula. Mopili mo og usa-
usa niini nga imong pinakaganahan. Isulat ang numero sa napilian sa 1/8 sheet of paper. Isulod ang papel sa tagsa-tagsa ka ballot box. Reminder: Since that there are 4 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 ba kamo 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.)

Division Stories (Concrete)
Competencies:
 Separate and represent
groups of equal quantities
using concrete objects up to
10 (beginning division)
(MKAT-00-16)
Materials:
2 plastic cups with picture
of a teacher, 10 popsicle
TEACHER SUPERVISED sticks with faces of male
ACTIVITY and female learners
(The teacher moves Procedure:
1. Let the learners divide the
from one group to
popsicle sticks into the two
another in facilitating
cups equally.
the TSA spending 6-7 2. Let the learners count the
minutes per group) popsicle sticks in each cup.
3. Variation: Teacher can use
different materials
Division Stories (Pictures)
Competencies:
 Match object, pictures
based on
properties/attributes in one-
to-one correspondence:
picture to picture
(MKAT-00-1)
 Separate and represent
groups of equal quantities
using concrete objects up to
10(beginning division)
(MKAT-00-16)
Materials:
pictures to be used in
division stories (example: 2
school bags and 10 books)
Procedure:
1. Show the pictures to the
learners.
Clothespin Train
Competencies:
 Separate and represent
groups of equal quantities
using concrete objects up to
 10 (beginning division)
(MKAT-00-16)
Materials:
clothesline pins,
construction paper
(work mat)
Procedure:
1. Make a train of 10
clothespins.
2. Learners explore dividing a
group of objects into groups
of equal number.
3. Continue dividing the train of
10 clips into different number
of groups.
Line Them Up
Competencies:
 Separate and represent
groups of equal quantities
using concrete objects up to
10 (beginning division)
(MKAT-00-16)
Procedure:
1. Learners follow the teacher’s
directions in dividing into
groups.
2. Start with quantities up to
10. Continue exploring
other quantities. If learners
are confident, the teacher
can explore quantities larger
than 10. Learners do not
need to know how to count
the total quantities beyond
10 since they are required to
Tally Board
Competencies:
 Read and write numerals 0 to
10 (MKC-00-3)
 Collect data on one variable
(e.g., sex /boys or girls)
through observation and
asking questions (MKAP-00-
1)
Materials:
tally board, marker
Preparation:
1. Make a tally board.
2. Use the titles of the songs,
stories or games with their
corresponding numbers as
headings.
Procedure:
1. Bring out the box that
contains the ballots.

2. Let them make a number
depending their needs. sentence using the pictures.
3. Ask them to divide the 10
books equally into two bags.
4. Try out different quantities
such as dividing a train of 9
clips into 2 groups, 3
Groups, and so on.
count groups of equal
quantities. (Example: Show
me five groups of three.
Learners only need to count
3 and 5 and not 15.)
2. Ask each learner to draw one
ballot and read the numbers.
They may also write the tally
on the board.
3. Everyone participates in
counting the votes.
  Demonstrate knowledge of beginning division by separating and representing groups of equal quantities  Divide a whole into two or  Count the votes, write the
LEARNING
using concrete objects up to 10 four equal parts correspon-ding numerals,
CHECKPOINTS
and add the votes

1. Sequencing Blocks of Time 1. TSA Group 1. Kindergarten Election 1. Which Takes Longer/ Continuation of Teacher
2. Which Takes Longer/ 2. Sequencing Blocks of Time 2. TSA Group Shorter? Supervised Activity
Shorter? 3. Which Takes Longer/ 3. Sequencing Blocks of Time 2. Kindergarten Election
3. Kindergarten Election Shorter? 4. Which Takes Longer/ 3. TSA Group
4. TSA Group 4. Kindergarten Election Shorter? 4. Sequencing Blocks of Time

Sequencing Blocks of Time

Competency:
 Give the correct sequence of three events in a story listened to orally and/or through drawing (LLKLC-00-7)
Materials:
blocks of time written on cards, numeral cards
Preparation:
Write the blocks of time on the cards. Prepare numeral cards.
Procedure:
1. The learners sequence the blocks of time accordingly.
INDEPENDENT
2. Sequence the Blocks of Time by placing the numeral cards accordingly. (Example: Arrival Time – 1)
ACTIVITIES
Which Takes Longer? Shorter?
Competency:
 Tell which activities take a longer or shorter time (recognize and names the things that can be done in a minute, e.g., washing hands, etc., and recognize and name the things that
can be done in an hour) (MKME-00-4)
Materials:
Photos of classroom activities, chart showing longer time period and shorter time period columns
Procedure:
1. The teacher will let the learners look at the photos of classroom activities in Kindergarten class.
2. Each learner will choose two photos.
3. The learners will identify which of the two photos takes longer and which takes shorter time to finish.
4. Let them paste their choices on the appropriate column on the chart provided.

Kindergarten Election
Competencies:
 Read and write numerals 0 to 10 (MKC-00-3)
  Talk about likes/dislikes (LLKOL-Ic-15)
Materials:
1/8 sheet bond paper as ballots, markers, 3 boxes for the ballots (songs, stories, games)
Preparation:
List of 5 songs, 5 stories, and 5 games. Each category/list will be written on a bondpaper. (pictures of the songs, stories and games are favoured)
Procedure:
1. The learner will choose one favoured song, game, and story. He/She will cast a vote on a 1/8 sheet of paper. They will then drop it on the designated ballot boxes.
2. On Friday, tally the votes to get the winners of the “Kinder Awards.”

 Sequence the Blocks of Time.

LEARNING  Match numerals to corresponding number of objects.
CHECKPOINTS  Share their likes and dislikes. (vote)
 Represent the numeral 6 creatively.

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.

“Tapok, Tapok”
(Are you Sleeping)

Tapok, tapok, tapok, tapol

Sa tunga, sa tunga
Tapok, tapok, tapok
Tapok, tapok, tapok
TRANSITION Sa tunga, sa tunga

The teaher will ring the bell to catch the attention of the learners and form a line within their group. After ringing the bell, the teacher will do the hand signals.

Hand signals
1- Arms forward
2-Arms Down
3- Groups will go to the playing area.
 The Boat is Sinking
Competencies:
 Sequencing numbers.
 Group number through
games and active form of
learning.
Procedure:
1. Gather participants in a big
circle.
2. Inform them that you will be
saying the phrase, "the boat
is sinking. Group yourselves
into (number).
3. The participants must listen
for the number and group
themselves accordingly. For
example, if the Teacher says,
INDOOR/OUTDOOR "The boat is sinking. Group
GAMES yourselves into five." The
(20 minutes) participants must group
10:35 - 10:55 themselves into five.
03:35 - 03:55 4. Anyone left without a group
is out of the game.
5. The Teacher quickly
interviews the participant
before asking him to take a
seat and thanking him for his
participation. (Interview
questions must be kept light,
e.g." What is your name?
(If participants are not
familiar with each other yet),
or "Describe yourself in one
word."
6. Participants who are part of a
group must quickly
memorize each other's
names. Teacher approaches
any one group in the room
Longest Line
Competencies:
 Sequencing numbers.
 Group number through
games and active form of
learning.
Materials:
Stuff the learners are wearing
Procedure:
1. Players should be divided
into two groups.
2. The groups should make a
line using only the stuff they
are wearing.
3. The group that has the
longest POSSIBLE line wins.
Catch The Dragon’s Tail
Competencies:
 Sequencing numbers.
 Group number through
games and active form of
learning.
Material:
Hankerchief
Procedure:
1. Split the learners into two
teams. Let the teams get in
a single file line. Larger
groups can be split into
teams of 6 or higher.
2. Have each team put their
arms around the person’s
waist. They are going to
form a train.
3. The persons at the back of
the line places handkerchiefs
in their back pockets,
making sure the
handkerchiefs are hanging
out.
4. The object of the game is for
each dragon to move as one
unit towards another
dragon. They will try to
catch the opponent’s
handkerchief.
5. They must do this without
breaking the chain of
people. Only the leader of
the dragon may catch the
handkerchief.
6. When they catch the
dragon’s handkerchief, the
other dragon with no tail will
Planting Rice
Competencies:
 Sequencing numbers.
 Group number through
games and active form of
learning.
Materials:
drinking straws, empty
bottles
Procedure:
1. At least 10 members per
group.
2. One member per group shall
put one straw on each
bottle, arrange in a vertical
manner.
3. After planting all straws on
the bottles, they will again
harvest or collect all the
straws in the bottles.
4. After doing the act of
planting and harvesting
he/she must past or relay
the straws to the next
groupmate in line.
5. The first group to finish the
relay shall be declared the
winner.
Sack Race
Competencies:
 Sequencing numbers.
 Group number through
games and active form of
learning
Materials:
cone/chair( for mark point),
sacks
Procedure
1. Each player puts both legs
into the sack and hops
around a cone, or some
marked point, and back,
tagging the next person in
line.
2. Then, the next person in line
gets into the sack and repeats
the once-around the cone
course.
3. The first team to the finish
line wins.
 and randomly chooses a join and they continue to
member of that group to pursue other dragons, while
recite the names of his/her protecting their own tail.
groupmates, without
coaching.
7. Repeat steps two to four,
gradually increasing the
pace.
8. The activity ends when
almost all participants
eliminated from the game
and left with only two or
three participants standing.
The teacher may opt to
award simple prizes to them
or ask everyone to give them
a hearty round of applause.

LEARNING
CHECKPOINTS  Apply their learnings in sequencing numbers and grouping numbers through games and active form of learning.

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.

Manghipos na kita
(Are you sleeping?)

Manghipos na kita
TRANSITION
Manghipos na kita
Sagbot punita
Sagbot punita
Ibutang sa basurahan
Ibutang sa basurahan
Haron malimpyo na
Haron Malimpyo na
 MEETING TIME 3 Ask: Mga bata unsa ang nakat - Ask: Mga bata unsa nga mga Ask: Mga bata unsa ang mga Ask: Mga bata unsa ang mga Ask: Mga bata unsa atong nakat-
(5 minutes) unan ninyo karon? buluhaton ang nakat- unan ninyo maayo nga mga pamatasan maayo nga pamatasan nakat - unan karon?
10:55 - 11:00 karon? nakat-unan ninyo karon? unan ninyo karon?
03:55 - 04:00

WRAP-UP/
QUESTIONS/ACTIVITY

DISMISSAL ROUTINE
 Song
Adto Na Kami
(Happy Birthday)

Adto na kami teacher

Adto na kami teacher
Adto na
DISMISSAL ROUTINE Adto na
Adto na kami teacher.
 Prayer
“Thank You Prayer”
 Reminders
When we form our lines, no pushing, no running. Just walk slowly and carefully.
 Dismissal Signal
“High Five”
All kids will raise their hands and their teacher will give them “high five” as a signal that they can go out.

Prepared by and Quality Assured by: TALISAY CITY DIVISION