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K-DLL-Week 1
K-DLL-Week 1
Questions Ano ang iyong buong Sino sino ang mga lalaki sa Kailan ang iyong Ano ang mga bagay na Song: The More We Get
pangalan? klase? kaarawan? iyong gusto? Together
Song: Where is ______? Sino sino ang mga babae sa Ilang taon ka na? Ano ang mga bagay na
(KTG, p. 64) klase? hindi mo gusto?
Sa anong buwan ng taon
Sino ang mas marami, kabilang ang iyong
lalaki o babae? kaarawan?
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the allotted
Transition to Work
time.
Period 1
Work Period 1
(7:50-8:25)
Teacher-Supervised Name Tag Clothes Sorting Birthday Invitation Making Things I Like, Things I Don’t Introduce Yourself
Activity (KTG, p. 7) (KTG, p. 54-55) Like
Competencies Nakikilala ang sarili Nakikilala ang sarili Nakikilala ang sarili Nakikilala ang sarili Nakikilala ang sarili
1.1 Pangalan at apelyido 1.2 Kasarian 1.3 gulang/kapanganakan 1.4 gusto/di-gusto (SEKPSE-00-1)
(SEKPSE-00-1) (SEKPSE-00-1) (SEKPSE-00-1) (SEKPSE-00-1) 1.1 Pangalan at apelyido.
(SEPKSE-Ia-1.1) (SEKPSE-Ib-1.2) (SEKPSE-Ic-1.3) (SEKPSE-Ic-1.4) (SEKPSE-Ia-1.1)
Nakaguguhit, Nakikilala at natatanggap Naisasagawa ang mga Naisasagawa ang mga 1.2 Kasarian.
nakapagpipinta at ang pagkakaiba ng tao: sumusunod na kasanayan: sumusunod na kasanayan: (SEKPSE-Ib-1.2)
nakapagkukulay ng iba’t kasarian pagtiklop ng papel pagbakat, pagkopya ng 1.3 Gulang at
ibang bagay o gawain (SEKPP-Ib-1) (KPKFM-00-1.2), larawan, hugis, at titik kapanganakan.
(dekorasyon sa “name Naisasagawa ang pagbakat, pagkopya ng (KPKFM-00-1.4) (SEKPSE-Ic-1.3)
tag”, kasapi ng mag-anak, sumusunod na kasanayan: larawan, hugis, at titik Talk about likes/dislikes 1.4 Gusto/di-gusto
gawain ng bawat kasapi ng pagpilas/paggupit/ pagdikit (KPKFM-00-1.4) (foods, pets, toys, games, (SEKPSE-IIc-1.4)
mag-anak, mga alagang ng papel Nakaguguhit, friends, places) Use the proper expression
hayop, mga halaman sa (KPKFM-00-1.3) nakapagpipinta at (LLKOL-Ic-15) in introducing oneself e.g.,
paligid) Sort and classify objects nakapagkukulay ng iba’t Express simple ideas I am/My name is ______
(SKMP-00-2) according to one ibang bagay o gawain through symbols (e.g., (LLKVPD-Ia-13)
attribute/property (dekorasyon sa “name drawings, invented
(function/use) tag”, kasapi ng mag-anak , spelling) (LLKC-00-1)
(MKSC-00-6) gawain ng bawat kasapi ng
mag-anak, mga alagang
hayop, mga halaman sa
paligid)
(SKMP-00-2)
Show readiness to try new Name and identify the Say their birthday Name/identify the things Use proper expression in
Learning experiences things and clothes that they like/things they don’t introducing oneself.
Checkpoints Decorate their name tag belong to girls/boys like
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the
Transition to
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.
Meeting Time 2
Meeting Time 2
(8:25 – 8:40)
Questions/Activity Song: Where is ______? Activity: Counting boys Song: Lubi-Lubi Show Height Chart Song: The More We Get
and girls Together
Sino ang ipanganak ng Sino ang
Aling grupo ang may buwan ng _______? pinakamatangkad sa
pinakamaraming klase? Pinakmababa?
miyembro? Ilan ang ipinanganak sa
buwan ng ______? Sino sino ang may
Aling grupo ang may parehong taas?
pinakakaunting Activity: Learners stand
miyembro? when their birthdays fall Ilan ang mga batang may
on the month mentioned parehong taas?
by the teacher. Other
learners count them.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their hands.
Transition to Health
Break/
After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash in
Quiet Time
the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:40 – 8:55)
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
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(8:55 – 9:35)
Story
Pre-reading Activity Theme: Any age and a Theme: Any age and a Theme: Any age and a Theme: Any age and a Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about names. story about similarities and story about where we live. story about things they like story about children
differences between boys and dislike. growing.
and girls.
Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: Who Motivation question: What Motivation question: What Motivation question: What Motivation question: How
has a unique name in the are the similarities and are the different things we are the things you like or can you say that you are
class? differences between boys do during birthdays? dislike? growing?
and girls?
Motive question: Why do Motive question: What do Motive question: Why do Motive question: What did
you think having a name is Motive question: What do you think are the different people have different likes the characters do while
very important? you think are the things done during and dislikes? they were growing?
similarities and birthdays in the story?
differences between boys
and girls in the story?
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Transition to Work
learners to do their assigned tasks within the allotted time.
Period 2
Work Period 2
(9:55-10:40)
Name Syllable Clap/Stamp Graph: How many letters are How Old Am I? Ilang Hakbang? Weight Chart
Teacher-Supervised (KTG, p. 58) in your name? (KTG, p. 59) (KTG, p. 59) (KTG, p. 59-60)
Activity (KTG, p. 61)
Tell the number of syllables Count objects with one-to- Nakikilala ang sarili: Use nonstandard measuring Compare objects based on
in given spoken words one correspondence up to 1.3 gulang/kapanganakan tools e.g. length – feet, their size, length,
(LLKPA-Ig-8) quantities of 10 (SEKPSE-00-1) hand, piece of string; weight/mass
(MKC-00-7) (SEKPSE-Ic-1.3) capacity – mug/glass; mass (MKME-00-2)
Recognize and identify Count objects with one-to- – stone, table blocks - big/little
numerals 0 to 10 one correspondence up to (MKME-00-1) - longer/shorter
(MKC-00-2) quantities of 10 - heavier/lighter
Compare two groups of (MKC-00-7) Collect data on one
objects to decide which is Compare two groups of variable (e.g., sex /boys or
more or less, or if they are objects to decide which is girls) through observation
Competencies equal more or less, or if they are and asking questions
(MKC-00-8) equal (MKAP-00-1)
Collect data on one (MKC-00-8)
variable (e.g., sex /boys or Collect data on one
girls) through observation variable (e.g., sex /boys or
and asking questions girls) through observation
(MKAP-00-1) and asking questions
Create simple pictographs (MKAP-00-1)
(MKAP-00-2)
Discuss simple pictographs
(MKAP-00-3)
Learning Tell the number of Tell and count the Compare two groups of Measure distance using Answer questions about
Checkpoints syllables in their names. numbers of letters in their objects to decide which is feet. the chart.
names. more or less, or if they are
equal.
Describe objects based on attributes/properties (shapes, size, its use and functions) (MKSC-00-4)
Group objects that are alike (MKSC-00-5)
Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies
Collect data on one variable (e.g., sex /boys or girls) through observation and asking questions (MKAP-00-1)
Create simple pictographs (MKAP-00-2)
Discuss simple pictographs (MKAP-00-3)
Compare objects based on their size, length, weight/mass (MKME-00-2)
Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes,
Transition to Indoor/
the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may
Light Physical
be used.
Activity
Indoor Activity/ Light Physical Activity
(9:35 – 10:15)
Name Chain Count and Turn (1,2,3) The Birthday Train Arrange Yourselves We Are Growing
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies Nakikilala ang sarili: Nakasasali sa mga laro, Nakikilala ang sarili: Naisasagawa ang mga Naisasagawa ang mga
1.1 pangalan at apelyido o anumang pisikal na - gulang/kapanganakan sumusunod na kilos sumusunod na kilos
(SEKPSE-00-1) gawain at iba’t ibang -gusto/di-gusto lokomotor sa pagtugon sa lokomotor sa pagtugon sa
(SEKPSE-Ia-1.1) paraan ng pag-eehersisyo (SEKPSE-00-1) ritmong mabagal at mabilis ritmong mabagal at
Natatawag ang mga kalaro (KPKPF-00-1) (SEKPSE-Ic-1.3) (paglakad, pagtakbo, mabilis (paglakad,
at ibang tao sa kanilang Naipakikita ang (SEKPSE-IIc-1.4) pagkandirit, pagtakbo, pagkandirit,
pangalan panimbang sa Recite rhymes and poems, paglundag/pagtalon, paglundag/pagtalon,
(KAKPS-00-13) pagsasagawa ng iba’t and sing simple paglukso) paglukso)
Use the proper expression ibang kilos ng katawan, jingles/songs in the mother (KPKGM-Ie-2) (KPKGM-Ie-2)
in introducing oneself gaya ng paglukso- tongue, Filipino and/or Nagagamit ang mga kilos Nagagamit ang mga kilos
e.g., I am/My name is luksong pahalinhinan ang English lokomotor at di-lokomotor lokomotor at di-lokomotor
______ mg apaa (skipping), (LLKOL-Ia-2) sa paglalaro, pag- sa paglalaro, pag-
(LLKVPD-Ia-13) pagtulay nang di eehersiyo, pagsasayaw eehersiyo, pagsasayaw
natutumba sa tuwid na (KPKGM-Ig-3) (KPKGM-Ig-3)
guhit, pag-akyat at
pagbaba sa hagdanan
(KPKGM-00-4)
Rote count up to 20
(MKSC-00-12)
The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Transition to
activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Indoor Activities
(10:15 – 10:35)
Learners say their full Learners identify the Learners line up Learners identify their Learners introduce
name. things that belong to boys according to the month of likes and dislikes. themselves and share
or girls. their birthday before their feelings and
going out. thoughts about their
Activities
experiences during their
first week inside the
school.
Wrap-Up Questions/ The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
(10:35 – 10:45)
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.