REPUBLIC OF THE PHILIPPINES

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

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 13
DAILY BLOCKS OF
My family members help one another by
TIME CONTENT FOCUS: QUARTER: Second
doing different roles.

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

Ask: Mga bata, unsa ang buhaton panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo.Motindog kita og tarong, ibutang ang 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 learners are in the classroom, prayer willbe done automatically.)
MEETING TIME Say: In the name of the Father…
1 3. Exercise (The teacher directs the child to follow the video exercise flashed on the screen)
(10 minutes) Say: Karon atong sundon ang gipakita sa screen.
08:10 - 08:20 4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with her.)
01:10 - 01:20 Ask: Pila kabuok ang mga lalaki? Mga babaye? Pila 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 eskwelahan unsay namatikdan ninyo sa panahon? Dan-ag o hayag ba? Ulanon ba? Dag-umon o mapanganuron
ba?
6. Checking of Calendar (Song: Lubi-lubi)
Ask: Unsa nga buwan karon? Unsa ang petsa karon? Gahapon? Ugma?
Unsa nga adlaw karon? Gahapon? Ugma?
 7. Local / National Celebrations
Say: Mga bata, kada bulan aduna kitay importante nga kasaulogan.
Ask: Unsa ang atong gisaulog karong bulana?
Kinsa ang ga birthday 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 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 sa niaging semana/adlaw?

Each member of my family Some members of my Some of my family members Some members of my My family helps our bigger/
MESSAGE
has a role to play. family manage the work to earn a living for bigger/ extended family help extended family members.
home. the family. my family.

Ask: Kinsa ang imong kauban Ask: Kinsa man ang imong Ask: Kinsa man ang kauban Ask: Kinsa pa ang nitabang Ask: Nitabang ka ni Lolo nimo?
sa balay ninyo? kauban sa balay? ninyo sa balay? sa pamilya ninyo? Lola?
Unsa man ang imong Kinsa man ang nagdumala Kinsa man ang nagtrabaho Tiyo? Tiya?
gibuhatsa inyo? Mama? sa panimalay ninyo? para sa pamilya? Ipakita ang mga
Papa? Kuya? ug Ate? Kinsa man ang nagpalit hulagway ug ilhon sa
Ipakita ang mga Say: Kahibalo ba kamo nga og pagkaon para sa mga bata ang miyembro
hulagway ug ilhon sa ang uban nga pamilya? Unsa man ang nga nitabang sa
mga bata ang lain- miyembro sa pamilya trabaho nila ni Papa, pamilya.
QUESTION/S lain nga buluhaton sa mao ang nagdumala sa Mama, Ate ug Kuya?
panimalay. panimalay? Say: Ila-ilahon:
Itudlo ang mga
hulagway sa pamilya
kung kinsa ang
nagtrabaho.
Unsa ang klase sa
trabaho ni Mama ug
Papa?

Mokanta ang mga bata og:

Asa si Mama?
(Where is
TRANSITION Thumbman?) Asa si
mama, Asa si mama
dia ra ‘ko, dia ra ‘ko
kumusta ka mama, kumusta ka
mama maayo ra...
Ilisan ang mama og:
 Papa,
Ate,
Kuya
Baby
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks.

(The teacher gives clear instruction to the learners as a group on how to do the different independent activities.)Teacher: Ipakita ang mga hulagway sa mga miyembro sa pamilya ug
ang ilang gibuhat.Ipangutana kung unsa ang ilang mga gibuhat sa ilang panimalay (naglaba, si Ate ,nagluto si Mama, naghakot og tubig si Kuya ug nag panday sa balay si
Papa)

Group 1.This will be the first group which 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.
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. He/She
WORK PERIOD 1 should at the same time be observant with what is going on with the 4 groups doing the IAs to be able to address the need as it arises.
(45 minutes) Group 2. Finger Painting- Old magazine sa lamesa, gamita ang imong mga kuyamoy sa pag paint gamit ang pintal ug old magazine ug pormaha ang letra nga Pp. Samtang nag
08:20- 09:05 porma ka sa letra nga Pp isulti ang tingog niini.
01:20- 02:05 Group 3. Letter Mosaic-Ipilit ang ginunting-gunting nga papel ngadto sa outline nga letra nga Pp.
Group 4. Pp words Poster– Tan-awa unsa ni nga letra ang akong gipakita, ilha ninyo ang tingog niini. Karon paghuna- huna kamo og mga trabaho nga nagsugod sa letra
nga P.
Group 5. Same Beginning- Pagporma kamo ug daku nga lignin, sa inyo nga atubangan adunay mga cards nga aduna ang mga nagkalian- lain nga mga hulagway og nag kulob kini.
Matag usa kaninyo mokuha og duha ka cards ug imong ukabon ug isulti kung unsa nga hulagway ang sulod sa card. Kung ang duha ka cards nga imong nakuha pareha ug nag-una
nga tingog imo kini nga hiposon. Ang bata nga daghan ug nahipos nga cards mao ang modaug.
Ask: May pangutana ba kamo bahin sa inyong buluhaton sa 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.

Writers Workshop: Role of
TEACHER each family member Introduce
SUPERVISED letter Pp
Competencies:
ACTIVITY
 Talk about family
(The teacher moves
members.using various
from one group to
appropriate
another in descriptive words
facilitating the TSA (LLKOL-005)
spending 6-7  Give the names of the
minutes per group) family members…and
the roles they play (LLKV-
006)
 Identify several words that
begin with letter Pp(LKP-
Chart sa Buluhaton sa
Panimalay
Competencies:
 Collect data on one
variable through
observation and asking
question
 Create simple
pictograph Materials :
prepared simple pictograph for
each learner (see sample on the
next page)
-pencils
-picture of a person cooking
-picture of a person setting
On the Job Introduce letter Pp
Competencies:
 Trace ,copy and write
the alphabet (letter Pp)
 Pagpilas/paggupit /pagdikit
ng papel
 Natutukoy ang mga
pangangailangan ng pamilya
at kung paano nila ito
natutugunan
Materials:
oldmagazines/newspapers or
drawings of jobs of family
My Extended Family Portrait
Competencies:
 Natutukoy kung sino -sino
ang bumubuo ng pamilya
 Trace, copy and write the
letters of the alphabet
Materials:
sheets of bond paper,
strips of colored paper for
borders, colored markers
Procedure:
1. Ask learners to name
their extended family
members
My Family Members Help One
Another Poster
Competencies:
 Naikukwento ang mga ginagawa
ng pamilya ng sama-sama
 Give the names of the family
members and the roles they
play
Materials:
bond paper, colored markers,
crayon.
Procedure:
1. Ask the learners to talk about
how their family members and
their
lg-
 7)
 Identify letters Pp(LLKAK-lh-
3)
 Name objects that
begin with a letter Pp
of the alphabet(LLKV-
00-5)
 Nakakaguhit,
nakapagpipinta at
nakapagkukulay ng iba’t-
ibang bagay o gawin
(SKMP-00-2)
 Write letter
Pp. Materials:
blank booklets,
crayon/colored markers
Procedure:
I DO PHASE
1. Ask learners what the
roles of their family
members are.
2. Let the learners identify
each family member
3. Assist the learners in
labeling their work.
4. Assist the learners in
writing/tracing “The Roles of
My Family Members” and
their name on the booklet
cover.
5. Show the learners pictures
or drawing of objects,
places, persons, animals
found in the community,
which begin with the /p/
sound.
6. The teacher says the name
of each picture
emphasizing the P sound
( P-----apa) Pamilya
Panday ,Papa
,Pintor, Police
The teacher asks: Unsa
the table
- picture of a person
sweeping the floor.
- picture of a person
tending the garden
-picture of a person
washing the clothes
-picture of a person
ironing the clothes
-picture of a person fixing
the bed
-picture of a person cleaning
the bathroom.
-other household chores
(as appropriate )
Procedure :
1. Show the pictograph and
ask them to talk about the
household chores they see
on the pictures
2. Ask them to check under the
family member who does the
chore at home. They may
check more than one family
member per chore.
3. Help them count and see
who among the family
members do the most
number and the least
number of chores at home.
members, pair of scissors,
glue, sheets of paper
Procedure:
1. Cut - out pictures that show
what their family members
do to earn a living for their
family. If no printed
materials are available they
can draw or
illustrate instead
their family members means of
earning a living.
2. Ask the learners to paste
their cut - out pictures on a
sheet of paper. Then assist
the learners in writing
/tracing the words, “ My
is a ”.
4. Staple the pages together
with a cover page to make
a book.
5. Assist the learners in
writing “On the Job” and
their names on the cover.
(grandparents) extended family members help
2. Ask the learners to paste strips their family.
of colored paper on the bond 2. Ask the learners to draw
paper to make a frame. what they shared.
3. Ask the learners to draw their 3.Assist the learners in labeling
closest extended family their works.
members inside the frame.
4. Assist the learners in
tracing/writing the names of
their closest extended family
members.
5. Assist the learners in writing /
tracing , “My Extended Family” and
their name in the frame
( Note to Teacher :
Prepare ahead traceable word
Lolo and Lola for pupils utilization)
ang unang tingog sa
mga hulagway? /p/
7. The teacher shows to
the learners big and
small letter Pp as she
produces the /p/ sound
8. The teacher shows how
to write letter P. (in the
air, at someone’s back,
on the card board)
WE DO PHASE
1. The teacher and the
learner produce the
/p/.
2. The teacher asks the
learners to say the
names of each object
after her as she flashed
the pictures.
3. The teacher write letter P
in the air, someone’s
back, etc. with the
learners
4. The teachers and the
learners write letter P
in the piece of paper
or cardboard.
YOU DO PHASE
1. The learners say the
names of each pictures
2. The teacher asks the
learners to produce the
initial sound of the
words.
3. Ask the learners to give
other objects found in
the community which
begin with Pp.
4. Let the learners draw the
objects that they gave or
any of the objects
mentioned above and
write letter P below the
drawing
5. Let the learners paste
their drawing on the
map.
  Describe the roles of  Identify who  Draw how their  Draw their extended  Draw the ways their
LEARNIN
their family member manages their family members family members family and extended family
G
home earn a living members help each other
CHECKPOIN
TS

Reminder: The teacher is 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 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, teacher should encourage the learners to produce good, clean and quality output. Though,
teacher must prepare supplementary activities to be used in case a group will be done ahead of time.

1.TSA (1st group for
TSA) 2 .Finger
Painting: Pp 3.Letter
Mosaic: Pp
4. Pp Words Poster
5. Same Beginning
1. Letter Mosaic: Pp
2. TSA (1st group for TSA)
3. Pp Word Poster
4. Same Beginning
5 .Finger Painting: Pp
1. Pp Word Poster
2. Same Beginning
3. TSA (1st group for TSA)
4. Finger Painting: Pp
5. Letter Mosaic: Pp
1. Same Beginning
2. Finger Painting: Pp
3. Letter Mosaic: Pp
4. TSA (1st group fot TSA)
5. Pp Word Poster
1. Finger Painting: Pp
2. Letter Mosaic: Pp
3. Pp Words Poster
4. Same Beginning
5. TSA (1st group for TSA)

Finger Painting (Pp)

Competencies:
Trace, copy and write the letters of the alphabet (LLKH-00-3)
INDEPENDENT Give the sound of each letter( mother tongue, orthography) (LLKAK-lh-7)
Trace, copy and write different strokes (LLKH-00-6)
ACTIVITIES
Materials:
finger paint or color dye of different colors on stable plastic tubs, large sheets of paper, markers, tape, old newspapers, wet cloth or wet wipes for
wiping Procedure:
Set up the finger painting area by taping old newspapers on the table.
Tell the learners to dip their index finger on the tub of paint, and trace the letters Pp on a sheet of
paper. Tell the learners to fill up the sheet of paper with finger painted letters Pp.
Remind the learners to say the sound of Pp while finger painting the letters.
Remind the learners to wipe the paint off their fingers with the wet cloth when they are done.
Letter Mosaic: Pp
Competencies:
Pagpilas/ paggupit/ pagdikit ng papel (KPKFM-00-1.3)
Identify the letters of the alphabet ( mother tongue orthography) (LLKAK-
lh-3) Give the sound of each letter (mother tongue orthography)
(LLKAK-lh-7) Nakagagawa nang nag-iisa ( KAKPS-00-3)
Materials:
paper with the outline of the letters Pp, colored papers cut in medium sized squares or circles, glue
 Procedure:
The learners trace the outline of the letters and say their sounds.
The learners fill up the outline of the letters with colored papers by pasting them.
Poster of words that begin with Pp
Competencies:
Identify the letters of the alphabet (mother tongue orthography) (LLKAK-
lh-3) Give the sound of each letter ( mother tongue orthography)
(LLKAK-lh-7)
Express simple ideas through symbol ( e.g, drawings, invented spelling) LLKC-00-1)
Materials:
a 1/4 cartolina sized outline of the letters Nn and Ee for each learner, colored markers,
crayons Procedure:
Show the letter outline to the learners and ask them to identify the letter and produce
its sound. Tell the learners to think of objects that begin with the letter sound.
Ask the learners to draw their ideas inside the outline of
the letter. Assist the learners in labeling their drawings.
Same Beginning
Competencies:
Tell which two letters, numbers, or words in a group are the same (LLKVPD-le-4)
Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12)
Materials:
pairs of pictures of objects beginning with Mm, Aa,
Ff, Tt, Pp Procedure:
Learners sit in a circle with the picture cards in front of them, lying
face down. Learners take turn in turning up two picture cards.
The one who turns up the picture cards says what is in the cards.
If two pictures have the same beginning sound, the learner keeps the
cards. The learner with the most cards at the end of the game wins.

 Identify the letter Pp

 Make the sounds of letter Pp
LEARNIN  Match the letter sound to its letter form
G  Name objects that begin with the sound of the letter Pp
CHECKPOIN  Recognize same beginning sounds of words
TS

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 count down may be used.
TRANSITION
Tiil sikiton
(Fruit Salad )
 “ Tiil sikiton, tuhod
tupongon kamot sa paa,
kamot sa paa
tan-aw sa atubangan, tan- aw sa
atubangan magsugod nata, magsugod
nata”

Note to Teacher: Provide a song that is suited to transition.

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
09:05 - 09:15 their work to the class.
02:05 - 02:15

The learners describe the
book that they made about
QUESTIONS/ACTIVIT the roles of their family
Y members.
Ask: Unsa ang mga gimbuhaton
sa mga miyembro sa
pamilya?
The learners show and talk
about their chart of household
chores.
Ask: Unsa ang mga buluhaton sa
mga miyembro sa
panimalay?
The learners show their books
and talk about what their family
members do to earn a living for
the family.
Ask: Unsa ang buhaton para maka
panginabuhi?
The learners show and talk
about their extended family
portrait.
Say: Ilha ang uban pa nga
kaliwat ninyo.
Ask: Kinsa ug unsa ang
natabang niya sa pamilya
nimo.
The learners talk about how
their family members help one
another.
Ask: Sa unsa nga pamaagi
nagtinabangay ang miyembro sa
pamilya?

Lakaw,lakaw
(Thumbkin)
“ Lakaw- lakaw, Lakaw-
lakaw lukso lukso, lukso
lukso dagan dagan
TRANSITION
dagan, dagan dagan dagan
karon lingkod”
The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for reces time by washing their hands. Encourage sharing especially if not all
children have food.
Iandam ang mga bata para sa pag - ampo.

The teacher assists, and guides the children as they eat their snacks.
SUPERVISED RECESS 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.
(15 minutes)
3. Start with a prayer.
09:15- 09:30
4. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
02:15 -02:30
5. Eats with the learners.
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.)

Pagkahuman sa 15 min., mokanta ang maestra dayon mosunod ang mga

bata. (Note: Teacher will provide song for quite time.)

TRANSITION TO Ang Liyon

QUIET TIME (Where is Thumbman)
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
(10 Say: Karon mopahulay usa ta. Magplay ko og music. Pwede ra maglingkod, mopiyong sa inyong mata, mohigda, ug uban pa basta dili magsaba.
minutes) (During this time, children can rest or engage in relaxing activities.)
09:30- 09:40
02:30- 02:40

Paghuman sa 10 minutes nga quiet time,kantahon sa maestraang “Ang Liyon” ug samtang nagkanta magpabilin nga magduko ang mga bata hangtod nga mogawas na ang tingog
sa liyon nga kusog ( paspas nga pagkakanta)
(Note to Teacher: Provide any transition song fitted to story time.)

Ang Liyon
(Ency Wency Spider)
TRANSITION TO
STORY TIME
Ang liyon o ang liyon natulog sa
langub Ang liyon o ang Liyon natulog
sa langub,
ayaw pagsaba, ayaw pagsayagit, kay kon magsaba,
kung mosyagit ang liyon makuratan, ROARRR!!!

(mga bata ang mohatag sa tingog dayon ipataas na ang ilang ulo)

02:40- (Note: The story can be access trough LR Portal)

02:55
STORY
TIME
(15
minutes)
09:40-
09:55
 n iyang mama ug papa. Ug ang ubang miyembro sa pamilya
i si
Hain na nakakita niya nga masulob-on.
Nanayi ug
Tatay!n
i
Adunay usa
,
ka gamay
nga batang
lalaki g
nagtan-aw i
sa gawas sa b
bintana nga a
naghulat sa t
iyang i
ginikanan.
Naghinamhin
s
am kaayo
i
siya nga y
nakadungog a
sa tingog sa
traysikol nga o
nilabay, apan g
wala iyang
mama ug k
papa nga ni a
naog sa g
traysikol. u
Iyang o
gilantaw ang l
uban pang
miyembro n
sa iyang g
pamilya a
samtang sila
nagtrabaho. w
T a
u l
n a
g
o a
d n
g

At this time, teacher will
show the book to be used.
A. Book and Print Awareness:
At this point teacher will
show again the book to be
used. Then the teacher will
say the different parts of the
book, the author, illustrator,
pages, and the title.
PRE-READING Before reading the story,
teacher will unlock the
words that are difficult
through reading the word
from a strip of paper.
B.Motive
Question: Ask:
Unsa ang
katungdanan/buluhaton sa
mga miyembro sa
pamilya?
Modelled Reading
The teacher reads the
story aloud.
The teacher reads the story
DURING READING to the children with proper
intonation and voicing.
“Hain na si Nanay ug Tatay!”
Adunay usa ka gamay nga
batang lalaki nagtan-aw sa
gawas sa bintana nga
naghulat
Gipasabot siya nga nganong wala ang iyang mama ug papa tungod kay kinahanglan magtrabaho.
Pagtaod-taod niabot ang iyang mama ug papa nga gikan sa trabaho ug malipayon sila nga nagkuyog tibuok gabii.
At this time, teacher will show
the book to be used.
A. Book and Print
Awareness: At this point
teacher will show again the
book to be used. Then the
teacher will say the different
parts of the book, the author,
illustrator, pages, and the
title.
Before reading the story, teacher words that are difficult through
will unlock the words that are
difficult through reading the
word from a strip of paper.
Pagsulbad sa mga pulong.
B.Motive
Question: Ask:
Unsa kaha ang atong mga
katungdanan/buluhaton isip
usa ka miyembro sa
pamilya?
Guided Reading
The teacher will read the title
of story and then the story.
She/He will ask follow up
question in between the story
“Hain na si Nanay ug Tatay!”
Unsa ang title sa atong story?
Adunay usa ka gamay nga
batang lalaki nagtan-aw sa
gawas sa
At this time, teacher will show
the book to be used.
A. Book and Print Awarenes:
At this point teacher will show
again the book to be used.
Then the teacher will say the
different parts of the book, the
author, illustrator, pages, and
the title. Before reading the
story, teacher will unlock the
reading the word from a strip of
paper.
B.Motive
Question: Ask:
Unsa ang buhaton ni Mama
ug Papa aron kamo
mabuhi?(manarbaho)
Shared Reading
The teacher will read the story.
While reading, she will ask
question on what will happen
next for the learners to interact
with the teacher.
“Hain na si Nanay ug Tatay!”
Unsa ang title sa story nato?
Adunay usa ka gamay nga
batang lalaki nagtan-aw sa
gawas sa
At this time, teacher will show
the book to be used.
A. Book and Print Awareness:
At this point teacher will show
again the book to be used. Then
the teacher will say the different
parts of the book, the author,
illustrator, pages, and the title.
Before reading the story, teacher will Before reading the story, teacher will
unlock the words that are difficult
through reading the word from a
strip of paper.
B.Motive
Question: Ask:
Sa unsa nga pamaagi nakatabang
si Lolo ug Lola sa inyong
panimalay?
(Answer may vary)
Independent Reading
Prompt Reading from the
learner. On the fourth day, the
teacher will ask a pupil to retell
what they understand about the
story.
“Hain na si Nanay ug Tatay!”
Adunay usa ka gamay nga
batang lalaki nagtan-aw sa gawas
sa bintana nga naghulat sa iyang
ginikanan.
At this time, teacher will show
the book to be used.
A. Book and Print Awareness:
At this point teacher will show
again the book to be used. Then
the teacher will say the different
parts of the book, the author,
illustrator, pages, and the title.
unlock the words that are difficult
through reading the word from a
strip of paper.
B.Motive
Question: Ask:
Kinsa sa mga igsoon nimo
ang kinamagulangan?
Unsa ang iyang buluhaton
sa panimalay?
Application
The learners will act out the story.
Naghinamhinam kayo siya nga
 sa iyang giikanan.
Naghinamhinam kayo siya nga
nakadungog sa tingog sa
traysikol nga nilabay, apan
wala iyang mama ug papa
nga ni naog sa traysikol. Iyang
gilantaw ang uban pang
miyembro sa iyang pamilya
samtang sila nagtrabaho.
Tungod ani, gibati siya og
kaguol nga wala ang iyang
mama ug papa. Ug ang
ubang miyembro sa pamilya
nakakita niya nga masulob-
on
.gipasabot siya nga nganung
wala ang iyang mama ug
papa tungod kay
kinahanglan magtrabaho.
Pagtaud-taod niabot ang
iyang mama ug papa nga
gikan sa trabaho ug
malipayon sila nga nag
kuyog tibuok gabii.
POST READING
Ask: Basi sa istorya, unsa ang Ask: Kinsa ang nag-atiman sa
bintana nga naghulat sa
iyang giikanan.
Asa nagtan-aw ang batang
gamay?
Naghinamhinam kaayo siya nga
nakadungog sa tingog sa
traysikol nga nilabay, apan
wala iyang mama ug papa nga
ni naog sa traysikol. Iyang
gilantaw ang uban pang
miyembro sa iyang pamilya
samtang sila nagtrabaho.
Tungod ani, gibati siya og
kaguol nga wala ang iyang
mama ug papa.
Kinsa man ang gi-atngan sa
bata nga lalaki?
Ug ang ubang miyembro sa
pamilya nakakita niya nga
masulob-on .gipasabot siya nga
nganung wala ang iyang mama
ug papa tungod kay
kinahanglan magtrabaho.
Pagtaud-taod niabot
ang iyang mama ug papa nga
gikan sa trabaho ug malipayon
sila nga nag kuyog tibuok gabii.
bintana nga naghulat sa nakadungog sa tingog sa traysikol
iyang ginikanan. nga nilabay, apan wala iyang
mama ug papa nga ni naog sa
Nganong nag atang ang
traysikol.
batang lalaki sa bintana?
Iyang gilantaw ang uban pang
Naghinamhinam kaayo siya nga miyembro sa iyang pamilya
nakadungog sa tingog sa samtang sila nagtrabaho. Tungod
traysikol nga nilabay, apan ani, gibati siya og kaguol nga
wala iyang mama ug papa nga wala ang iyang mama ug papa.
ni naog sa traysikol. Ug ang ubang miyembro sa
pamilya nakakita niya nga
Si kinsa man ang gi-atangan masulob-on .gipasabot siya nga
sa bata? nganung wala ang iyang mama
Iyang gilantaw ang uban pang ug papa tungod kay kinahanglan
magtrabaho. Pagtaud-taod niabot
miyembro sa iyang pamilya
ang iyang mama ug papa nga
samtang sila nagtrabaho. Tungod
gikan satrabaho ug malipayon sila
niini, gibati siya og kaguol nga
nga nag kuyog tibuok gabii.
wala ang iyang mama ug papa.
Nganong naguol ang bata?
Ug ang ubang miyembro sa
pamilya nakakita niya nga
masulob-on gipasabot siya
nga nganung wala ang iyang
mama ug papa tungod kay
kinahanglan magtrabaho.
Nag - unsa diay ang papa
ug mama sa batang
lalaki?
Pagtaod-taod niabot ang iyang
mama ug papa nga gikan sa
trabaho ug malipayon sila nga
nag kuyog tibuok gabii.
Ask: Basi sa estorya, kinsa ang Ask: Sa inyong pamilya, kinsa ang Ask: Basi sa estorya, kinsa ang
 buluhaton/katungdanan sa inyong panimalay aron kini
matag miyembro sa mahapsay?
pamilya? Unsa ang inyong gikatabang
sa mga buluhaton / pag-
atiman sa panimalay?
nangita og panginabuhian sa kaliwat nga nitabang ninyo? nitabang ni Lolo?
pamilya? Pareha ba ang
trabaho/ panginabuhian sa
imong pamilya sa atong
estorya?

 Note details in the story.  Answer how questions.  Share details about the story.
LEARNING  Note details in the story.  Re-tell the story.
 Tell the importance of  Tell what happened next.
CHECKPOINTS
having a family.

1,2 ,3
(Rhyme)
1, 2, 3, aduna koy liso
4, 5, 6 ako nang gitanom
7, 8, 9 akong gibuboan
TRANSITION
pag-abot sa napulo
ako nang gipupo.

After the post-reading activities, the teacher gives instructions regarding the teacher supervised and independent activities, answer any questions, and tell the learners to join their
group and do the assigned tasks.

(The teacher gives clear instruction to the learners as a group on how to do the different independent activities.) Teacher: Ipakita ang mga hulagway sa mga miyembro sa pamilya ug
ang ilang gibuhat.
Ipangutana kung unsa ang ilang mga gibuhat sa ilang panimalay (naglaba, si Ate ,nagluto si Mama, naghakot og tubig si Kuya ug nag panday sa balay si Papa)

Group 1. This will be the first group which the teacher shall deal with the Teacher- Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2.
WORK PERIOD 2 Then, Group 3, 4, and 5.
(40 minutes) 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. He/She
09:55-10:35 should at the same time be observant with what is going on with the 4 groups doing the IAs to be able to address the need as it arises.
02:55- 03:35 Group 2. Writing Numerals 0-4- Gamita ang inyong tudlo ug hikapa ang sand paper nga nagporma og numero. Samtang naghikap- hikap ka isulti ang ngalan sa numero, isumpay
ang mga dots aron ma porma ang numero nga 0-4. Inig human ug sumpay isuwat ang tibuok nga numero.
Group 3. Playdough Numerals- Pormaha ang mga playdough ug numero nga usa (1) hangtod upat (4). Paghimo ug mga butang nga mo atbang sa numero. (Pananglitan: usaka
bola sa numero nga usa, duha ka dahon sa numero nga duha, tulo ka lapis sa tulo nga numero ug upat ka botilya sa ika- upat nga numero.
Group 4. Find 4-Ibutang ang mga cards sa tunga ug pangitaon ang numero nga upat (4) dayon ipares kini sa mga counters.
Group 5. It’s A Match- Ibutang ang mga cards nga naay numero nga naka kulob sulod sa kahon. Diha sa chalk tray ibutang ang mga dots nga tugma sa numero nga anaa sa cards.
Kuhaa ang
cards gikan sa kahon ug ibutang ngadto sa chalk tray nga adunay sakto.
 Ask: May pangutana ba kamo bahin sa inyong buluhaton sa 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.)

Roles Relay Game
Grupohon ang mga bata
aron sa pagduwa og “Roles
Relay Game”
( ang paglumba sa pag
andam sa plato ug
baso, pagsab-it sa
sinina ug pag pares-
pares sa kuwarta)
Competencies:
 Count objects with one –
to
TEACHER – representations
SUPERVISED one correspondence up to
ACTIVITY quantities of 10
(The teacher moves Materials:
from one group to clothes and clothes pin,
another in clothes line (4per team),
toy plates and toy food
facilitating the TSA
(4per team), 25 centavo,1
spending 6-7
peso, 10 peso coin (2 of
minutes per group) each per team)
Procedure:
1. Group the learners into 2-
3 teams.
2. Prepare the stations for
each team-laundry,
kitchen, and money.
3. The learners will line up
and wait for thei individual
turns to do the relay of
the 3 stations.
4. For the laundry station,
the learners will get 4
clothes and hang them
on the clothes line.
5. Next, they will set the 4
Number 4 Combinations
Playdough
Magporma ang mga bata
og numero gamit ang
playdough
Competencies:
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
 Write addition number
sentences using concrete
Materials:
any kind of counters, paper
for writing, pencils,
colored markers
Procedure:
1. Ask the learners to get
four counters.
2. Ask the learners to make
different combinations of four
by separating the counters.
3. Ask the learners to write
the number
combinations/sentences.
Ask: Unsa nga simbolo ang gigamit
sa pagsulbad sa “pahayag nga
pagdungag”? (addition
sentence)
Unsa may nahitabo kung
mag- add o magpuno kita
og mga butang?
Lining - Up Family Members
Grupohon ang mga bata
aron mag dula gamit ang
materyales nga ihatag sa
maestra”
Miyembro sa Pamilya “
(Mubo, Taas, Kinatas-an:
KInatas-an, Taas, Mubo)
Competencies:
 Arrange objects one
another in a series/sequence
according to a given attribute
(size,length) and describe
their relationship
(big/bigger/biggest or
long/longer/longest
 Use non-standard measuring
tools
Materials:
pictures or toy that represents
family members, play dough, non-
standard measuring tools (paper
clips, crayons of equal length)
Procedure:
1. Read the poem, “Family Time”
2. Show the learners the
pictures or toys of family
members of different
lengths/sizes and ask them
to describe what they see.
3. Ask the learners to arrange
the family members. If the
learners arranged the family
members from shortest to
the longest,
Sorting of Coins
Grupohon ang mga bata aron
magdula gamit ang sinsilyo nga
adunay lain-lain nga kantidad.
(Dako, Mas Dako, Kinakadako nga
kantidad)
Competencies:
 Sort and classify objects
according to one
attribute/property (shape, color,
size, function/use)
 Arrange objects one after
another in a
series/sequence according
to a given attribute (size,
length) and describe their
 relationship
(big/bigger/biggest or
long/longer/longest)
 Recognize and identify coins
and bills up to PhP20 (pesos
and centavos)
Materials:
coins of different denominations
Procedure:
1. Present each coin to the whole
class. Ask if anyone knows what
it is.
2. Divide learners into groups
with 3-4 members.
3. Give each group a set of coins
that has 4 25 centavo, 4 1
peso, 4 5 peso, and 4 10 peso
coins that are mixed together
in a
Subtraction and Writing Number
Sentences
Competencies:
 Take away a quantity from a
given set using concrete
objects to represent the
concept of subtraction
 Recognize the words “take
away,” “less, and “are left”
that indicate the act of
subtracting whole numbers.
 Write subtraction number
sentences using
concrete
representations
Materials:
subtraction cards, counters, writing
paper, pencils, colored markers
Procedure:
1. The learners get 4 counters.
2. The teacher asks the learners
to write down 4 take away 0
=
learners’ answer (4 - 0 = 0)
3. The teacher asks the learners
to write down 4 take away 1
=
learners’ answer ( 4 - 1 = 3 )
4. Repeat until the possible
subtraction sentences are
written down.
Magpakita og simbolo
sa subtaction (-).
Ask: Unsa ni nga simbolo? (-)
Unsa ang boot ipasabot ani
niya? Kanus-a mani nato
container/box. gamiton?
 plates and put one food ask them to arrange them in 4. Tell them to sort the coins
for each plate. reverse (from the longest to into groups that they think
6. Then, they will match the the shortest) and vice versa. should be in.
4 coins scattered on the 4. Ask the learners to 5. Ask them to show you which
last station. measure each family among the coins are big,
7. The player will go back to member using the non- bigger, and biggest.
his team mates and tap standard measuring tools. Ask: Ihatag ang kantidad sa matag
the next player who will do 5. Encourage the learners to kuwarta nga gigamit?
the same. form four family members Giunsa paghan-ay ang mga
8. The team that finishes using play dough, measure kuwarta?
first will be the winner. each family member using
Ask: Unsa ang inyong the non- standard measuring
gibuhat ganina? tools, and arrange them
according to length.
Ask: Giunsa ninyo paghan-ay ang
mga hulagway sa mga
miyembro pamilya?
Unsa ang gigamit aron
pagasukod sa gitas - on
sa
matag hulagway?

 Write the numerals 0 to  Take away a quantity from
LEARNING
4 using proper strokes a given set using
CHECKPOINTS
concrete objects to
represent the
concept of subtraction
 Arrange objects from
the shortest to the
longest
 Take away a quantity from a
given set using concrete
objects to represent the
concept of
subtraction
 Take away a quantity from a
given set using concrete
objects to represent the
concept of
subtraction

Reminder: The teacher is 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 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, teacher should encourage the learners to produce good, clean and quality output. Though,
teacher must prepare supplementary activities to be used in case a group will be done ahead of time.

INDEPENDENT 1. TSA (1st group for TSA) 1. Playdough Numerals 1. Find 4 1. It’s A Match 1. Writing Numerals 0-4
ACTIVITIES 2. Writing Numerals 0-4 2. TSA (1st group for TSA) 2. It’s A Match 2.Writing Numerals 0-4 2. Playdough Numerals
3. Playdough Numerals 3. Find 4 3. TSA (1st group for 3. Playdough Numerals 3. Find 4
4. Find 4 4. It’s A Match TSA) 4.Writing 4. TSA (1st group for TSA) 4. It’s A Match
5. It’s A Match 5. Writing Numerals 0-4 Numerals 0-4 5. Find 4 5. TSA (1st group for TSA)
5. Playdough Numerals

Writing Numerals 0 - 4
Competencies:
 Read and write numerals 0 to 10
 Pagbakat, pagkopya ng larawan, hugis, at
titik Materials:
pencils, writing paper with dotted numerals 0 to 4 (see sample), sand paper numerals 0 to 4
Procedure:
1. Ask the learners to trace the sandpaper numerals with their index and middle fingers together.
2. Ask the learners to say the numbers while tracing their shape with their fingers.
3. Ask the learners to identify the numerals on the writing paper randomly.
4. Ask the learners to connect the dots of the numerals 0 to 4 using the right strokes.
5. After tracing, ask the learners to write the numerals on their own.
Play dough Numerals
Competencies:
 Match numerals to a set of concrete objects from 0 to 10
 Nakapagmomolde ng luwad (clay) sa nais na
anyo Material:
play dough
Procedure:
1. Give each learner a medium-sized ball of play dough.
2. Let them form the numerals 1, 2, 3, and 4.
3. Ask each learner to create the number of objects for each numeral. (Example: 1 ball for numeral 1, 2 hearts for numeral 2, and so on)
Find 4
Competencies:
 Combine elements of two sets using concrete objects to represent the concept of addition
 Recognize the words “put together”, add to ,” and “in all” that indicate the act of adding whole
numbers Materials:
4 sets of numeral cards (0-4),
counters Procedure:
1. Players are dealt a card each. The rest of the cards stay in a place in the middle.
2. Players put counters on the top of his/her card to match the numeral.
3. Learners take turns in turning the top card of the pile face up.
4. If the learner turns up a card that can make a total of 4 with the card on his/her hand, he /she gets to keep the cards. If not, the card is placed on the bottom of the
pile and the next player takes a turn.
5. Players may check if the card they picked from the pile would make 4 when combined with the card on hand by putting counters on the picked card.
6. The player who gets the most number of pairs of cards that make 4 wins.
It’s A Match
Competencies:
 Match numerals to a set of concrete objects from 0
to 10 Materials:
one set of cards with numerals 0 to 4, one set of cards with dots (corresponding to the numerals)
 Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Learners get a card from the box and place it over the equivalent card in the chalk tray

 Make structures with blocks

LEARNING
 Manipulate playdough to form numerals and corresponding quantities
CHECKPOINTS
 Make different combinations of 4

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.

Magdula Kita
( We’re Happy
Today) Andam na ba
TRANSITION
kamo2x Magdula-
dula na kita Andam
na ba kamo?2x
Magdula kitang
tanan.
Salo2x og bola, mag skipping rope
ta Dayon mokiay-kiay, tuyok
gamay Salo2x og bola, mag
skipping rope ta
Dayon mokiay-kiay, tuyok gamay

Charade of roles Cat and Mouse Game Four Little Monkeys March Around the Alphabet Grandmother, may I?
Competencies: Competencies: Competencies: Competencies: Competencies:
 Naipakikita ang pagpahalaga  Nagagamit ang mga kilos  Nakagagalaw, (lundag)  Nakagagalaw (martsa)  Naipakikita ang pagpapahalaga
sa maayos na lokomotor at di-lokomotor nang angkop sa ritmo at nang angkop sa ritmo at sa maayos na pakikipaglaro
INDOOR/OUTDOOR pakikipaglaro sa paglalaro, pag- indayog bilang tugon sa indayog bilang tugon sa  Use polite greetings
GAMES  Naisakikilos ang eehersisyo, pagsasayaw himig na himig na napapakinggan, and courteous
(20 minutes) sariling kakayahan sa  Naipakikita ang napapakingan/awit na awit na kinakanta expressions in
10:35 - 10:55 iba’t ibang paraan, hal. pagpapahalaga sa maayos kinakanta  Identify the letters of the appropriate situations
03:35 - 03:55 pag-awit, pagsayaw, na pakikipaglaro  Recite, rhymes and poems, alphabet (mother tongue  Nakapaghihintay ng kanyang
at iba pa Procedure: and sing simple jingles/songs , orthography) pagkakataon
Nakapaghihintay ng 1. Five players are chosen to in the mother tongue,  Name objects that begin with Procedure:
kanyang pagkakataon be the trap and they form a Filipino, and/or English a particular letter of the 1. The teacher stands a few
Materials: circle by holding hands with Materials: alphabet feet away from the group of
picture cards of a father, arms Four Little Monkeys rhyme Materials: learner facing her and says
mother, brother, sister, and raised over their heads. Procedure: laminated cut-out upper case that for the
baby; container for the letters game she pretends to be the
 picture cards
Procedure:
1.Each player takes turns
in picking
a picture card from
the container.
the family member in the
picture card does at home
or at work.
2.The other players guess
what the action is.
3. The player who guesses
the action correctly
takes the next turn.
4. The game ends when all
the players had their turn
to do a charade.
LEARNING  Follow simple directions.
CHECKPOINTS  Actively participate in the games
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.
2. One volunteer gets to be the
cat that starts by turning
away from the trap, not
looking at it (perhaps with
eyes closed). The remaining
players are all
‘mice,’
3. The game begins with the
‘mice’ walking in and out of
the trap. The ‘cat’ waits for
the right moment to face the
trap and shout “Snap!”
4.When the ‘cat’ shouts
“Snap!” the ‘trap’ brings its
arms down and captures the
players inside the circle. They
become part of the trap.
5.The game continues until all
but one ‘mouse’ is caught.
That ‘mouse’ is declared the
winner.
1. The teacher and learners
recite the rhyme together
with the action
2.Four volunteers
demonstrate the action
while the others sit down
and recite the rhyme.
3.Call on another set of
volunteers to demonstrate the
rhyme.
(Sing to the tune of “Where is Thumb
man”) Hipos, Hipos
Hipos, Hipos
Hipos nata, Hipos
nata
Manghipos nata, Manghipos nata
Kay magduwa ta
Magduwa ta
M, A, F, T, N, E big enough
for the learners to stand on
(there should be enough
letters for each player),
march music
Procedure:
1. Let the learners identify
the letters M, A, F, T, N,
E before doing the action.
2. Scatter all the letters on the
floor/ground. Make sure there
is enough space between the
letters.
3. Ask the learners to match
along the march music
around the letters on the
floor.
4. When the music stops, the
learners must step on a letter
on the ground/floor and say a
word that begins with the letter
sound.
5. Repeat until all the learners
have
stepped on all the 6 letters.
learners’ grandmother.
2. The teacher tells the learners
that she will ask each one of
them to perform an action (for
example, Caloy, jump forward
four times.”)
3. The learners must first
say, “ Grandmother, may I?”
4. If the learners forgets to say,
“Grandmother, may I?”,
he/she
will stay on his/her place and
lose a turn to move forward.
5. The teacher gives all the learners
a chance to perform an action.
6. The game ends when all the
learners have moved forward
and reached the teacher.
MEETING TIME 3
(5 minutes) The learners talk about their The learners talk about who The learners say what their The learners talk about how their The learners talk about how they
10:55 - 11:00 role in the family does the household chores. family members do to earn a extended family members help their take care of the older persons in
03:55 - 04:00 Suggested Question? living Suggested Question: family. their family.
 Ask: Unsa ang mga numero nga
atong gigamit sa
pagpahayag nga
padungag?
The teacher checks if the
learners can describe their
role in the family.
WRAP-UP/ Suggested Question:
Unsa ang mga
QUESTIONS/ACTIVIT
katungdanan/buluhaton sa kada
Y
usa sa mga miyembro sa
pamilya? (Magtawag og bata
aron mopa ambit sa iyang
buluhaton isip miyembro sa
pamilya)
DISSMISAL ROUTINE
Unsa ang imong nakat-unan
karon adlawa?
The teacher checks if the
learners are able to say who
does the household chores.
Suggested Question:
Unsa nga buluhaton ang imong
mabuhat sa inyong panimalay?
Pila tanan ang imong mabuhat
nga buluhaton?
Kinsa sa inyong pamilya ang
nagtrabaho?
Nganong nagtrabaho man sila?
Para kang kinsa man ang ilang
pag panarbaho?
The teacher checks if the
learners can say what their family
members do to earn a living.
Suggested Question:
Unsa ang trabaho sa imong
papa? mama? kuya? ate? ug
nimo?
Suggested Question:
Kinsa paman ang laing nitabang
kang Mama, Papa, Kuya ug ni Ate
aron kita mabuhi? Aron kita
makapalit og pagkaon?
The teacher checks if the
learners can say how their
extended family members help
their family.
Suggested Question:
Kinsa ang gitawag natong extended
family?
Suggested Question:
Unsa ang tawag sa miyembro
sa pamilya nga tigulang na?
The teacher checks if the learners
are able to say how they take care
of the older members of their
family.
Suggested Question:
Unsa ang angay nimong buhaton
kon adunay tigulang nga nagpuyo
sa atong balay?

 Song
Ako, ako, ako karon malipayon
Ako, ako, ako karon malipayon, Ako, ako, ako karon
malipayon Ako karon malipayon., Sayaw, sayaw dyotay
Hawak ikiay-kiay, Kamot Ikaway-kaway, Tuyok gamay.
 Prayer
Shake Up Up, Shake Down Down.
Shake Up and Shake Down
DISMISSAL ROUTINE
One big balloon, I fold my hands,
I bow my head, I close my eyes to pray.
In the name of the
Father “Thank You
Prayer”
 Reminders
When we form our lines, no pushing, no running. Just walk slowly and carefully.
Prepared and Quality Assured by: MANDAUE CITY DIVISION