School Grade Level KINDERGARTEN

Kindergarten Detailed Teacher Learning Area ALL

Lesson Plan
Teaching Dates and Time / Week 1 Quarter FIRST

A.

Content Standards

The child The child shall be able to manipulate objects based on properties or attributes The child shall be able to identify the letter names and sounds
demonstrate
s an
understandi
ng of objects
in the
environment
have
properties
or attributes
(e.g., color,
size, shapes,
and
functions)
and that
objects can
be
manipulated
based on
these
properties
and
attributes
The child
demonstrate
 s an
understandi
ng of letter
representati
on of sounds
– that letters
as symbols
have names
and distinct
soundsPerfo
rmance
Standards
Sort and classify objects according to one attribute/property (shape, color, size, function/use) Trace, copy, and write different strokes: scribbling (free hand), straight lines,
MELC
slanting lines, combination of straight and slanting lines, curves, combination of straight and curved and zigzag
RecessQuiet
TimeStory
Time-Rhymes-
Poems-
SongsWork
Meeting Time 1
Period 2Indoor/
OutdoorDismiss
al
RoutineArriv
al Time
Time: 7:30-
Time: 8:35 – 8:45 Time: 8:45 – Time: 9:00- Time: 9:10 – 9:25 Time: 10:25 –
7:40Work Period Time: 7:40-7:50 Time: 7:50-8:35 Time: 9:25 – 10:05 Time :10:05 – 10:25
9:00 9:10 10:30
1Meeting Time 2
Reference: Reference Reference: Reference: Reference: Kindergarten Reference:
Kindergarten Kindergarten Kindergarten Kindergarten Teacher’s Guide Page 2-19 Kindergarten
Teacher’s Guide Teacher’s Guide Page Teacher’s Guide Teacher’s Guide Page Teacher’s Guide Page
Page 2-19 2-19 Page 2-19 2-19 2-19
Message: Teacher Supervised: Show the The The Tiktaktok at Teacher Supervised: Unstructured Free Learners name
Our classroom has Labeling Areas Classroom teacher teacher Pikpakbum Classroom Map Play the different
different areas. /Things in the Map and commends reminds Objective: areas inside
Each area can be Classroom discuss the the the • Nakaguguhit, the classroom,
used in different Materials: strips of activities that learners children nakapagpipinta at their
ways. paper, masking can be done in for the to pack nakapagkukulay ng importance,
tape, each area. work they away the iba’t ibang bagay o and what they
crayons/markers Also discuss did in things gawain (dekorasyon sa do in each
Procedure: rules in each Work they used “name tag”, kasapi ng area.
1. Let the learners area. Why do Period in recess mag-anak , gawain ng
write a label for you go to the Time 1 time, bawat kasapi ng mag- Activity:
different areas and tells clean up anak, mga alagang Paghahanda sa
each object in the
inside the them to their hayop, mga halaman mga bata sa
classroom
classroom? prepare eating sa paligid) (SKMP-00- Pag-uwi sa
(blackboard, pencil, Bahay
How will you for recess area, 2)
table, etc.) and the make use of time by throw • Name the places and
areas of the the different washing their trash the things found in a
classroom (Block materials in their in the map of a classroom
Area, Reading Area, each area in hands. trash bin, (LLKSS-00-2)
Art Area, etc.). If the Encourage wash their • Express simple ideas
classroom? sharing hands, through symbols (e.g.,
the learner cannot
especially brush drawings, invented
spell the words on if not all their spelling) (LLKC-00-1)
his/her own yet, children teeth, • Name common
write the word on a have food. change objects/things in the
card and the their wet environment (in
learner will copy clothes, school, home, and
the word from the and have community) (LLKV-00-
their 1) • Name the places
model.
Quiet and the things found
2. Ask them to stick Time. in the classroom,
these labels to school and community
these things/areas (LLKV-00-8)
using masking tape. Materials: Manila
paper, scratch papers,
pencils, crayons
Preparation:
Label the map using
pencil to show the
important areas in the
classroom to guide the
learners in the actual
mapping activity.
Procedure:
1. Ask the learners to
 look around the
classroom and identify
the areas.
2. Give them a piece
of paper and ask them
to draw an area, with
the things they see
there and help them
label the area.
3. Lay out the pieces
of papers and talk
about how they are
arranged in the
classroom – What is
beside what area?
What comes next?
What is behind it?
4. Paste them on the
Manila paper.
Question: Independent: Procedure: Independent: Procedure:
What are the Clay Molding Shape Hunting 1. Pagpila ng
different areas in Objective: 1. Paghahanda sa Objective: maayos ng
the classroom? Naisasagawa ang mga bata sa • Group objects that mga bata.
What do you see mga sumusunod na pakikinig ng are alike (MKSC-00-5) 2. Pagdarasal
in each area? kasanayan: kwento. • Sort and classify 3. Awit:
What can we do in pagmomolde ng 2. Paglalahad ng objects according to Paalam
each area? luwad (clay), mga bagay na one
pagbuo ng puzzles dapat tandaan attribute/property
(KPKFM-00-1.5) sa pakikinig ng (shape, color, size,
• Nakapagmomolde kuwento. function/use) (MKSC-
ng luwad (clay) sa 3. Pagkukuwento 00-6)
nais na anyo • Recognize simple
(SKMP-00-6) shapes in the
• Identify the environment (MKSC-
letters of one’s 00-1)
given name (LLKAK- • Identify two to three
Ic-1) dimensional shapes:
 Materials: square, circle, triangle,
playdough, rectangle (MKSC-00-2)
individual name • Identify objects in
cards the environment that
Procedure: has the same shape as
1. Give each learner a sphere, cube,
playdough or a bar cylinder (MKSC-00-3)
of clay. Materials: paper cut-
2. Distribute cards out of square, circle,
with initial letters of triangle, rectangle;
the learners’ name. plastic trays
3. Have each Procedure:
learner form the 1. Group the learners
initial letter of their into 3 or 4.
name using clay.
2. Let them draw a
paper cut-out of the
shapes.
3. They will look for
objects around the
room with the same
shape as what they
have.
4. They will put these
objects in the tray
Remarks:

Assignment: