KINDE School SAN ISIDRO ELEMENTARY SCHOOL Teaching Dates April 11 – 14, 2023

RGAR TEN Teacher JERALYN S. MORALES Week No. 30

DAILY Content Focus Safe and Unsafe at school and home. Quarter 3
LESSON Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at
LOG Most Essential tainga,
Learning Competency hindi paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor,
(PIVOT 4A BUDGET OF WORK) gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa
daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar (MKSC-00-23)

REGULAR NON- TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME WORKING HOLIDAY (April 11, 2023) (April 12, 2023) (April 13, 2023) (April 14, 2023
Arrival Time / Meeting Time 1
Preparation Preparation Preparation Preparation
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine
Exercise Exercise Exercise Exercise
Activities
Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Keeping Safe and Let's Learn About "Let's Stay Safe: Knowing "Let's Learn about Safe and
Messages Healthy: Important Staying Safe! the Difference Between Unsafe Things at Home!"
Rules to Follow Safe and Unsafe Things"
 Which of these two  What is unsafe to  Can you give an  What are some things in
pictures shows a play with in your example of a safe your home that are safe
clean toilet, and house? activity that you can do for you to play with?
which one shows a  Why should you at home or at school?  What are some things in
dirty toilet? always ask an adult  What are some things your home that are not
 Why do you think it's before trying that you should not safe for you to touch or
important to keep the something new? touch or play with play with?
Questions
toilet clean?  What should you do if because they are not  What should you do if
 What can you do to you get lost in a store safe? you see something
help keep the toilet or a public place?  Why is it important to dangerous at home?
clean in your home or ask a grown-up for help
classroom? if you are not sure if
something is safe or
not?
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do
Period 1 the assigned tasks.
Work Period 1
Pag-iingat sa Kalusugan Ligtas at Hindi Ligtas Mga Bagay na Ligtas at Mga Bagay na Ligtas at
Teacher-Supervised
at Kaligtasan sa Bahay (SWC, p.4) Hindi Ligtas Gamitin Hindi Ligtas Gamitin
Activity
(SWC, p.3) (SWC, p.5) (SWC, p.6)
Independent 1. -
Activities 2. Mga Bagay na Ginagamit na may Pag-iingat (Division LM, p.5)
3. Ligtas na Gawain (Division LM, p.6)
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 4. Ligtas o Hindi Ligtas (Division LM, p.7)
5. Ligtas o Hindi Ligtas (Division LM, p.8)
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
Transition to
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
Meeting Time 2
be used.
Meeting Time 2
Questions/Activity  Let the learners present their work.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their
Transition to Health
hands. Encourage sharing especially if not all children have food.
Break/
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,
Quiet Time
wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time.
Supervised Recess / Health Break/Quiet Time
Transition to Story 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,
Time the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
"The Safe Walking "The Fire Safety "The Stranger Danger
Story "The Helmet Hero"
Song" Plan" Dance"
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to join their group and do the assigned tasks.
Work Period 2
Teacher-Supervised
Safety Scavenger Hunt Home Safety Posters Safety Skits Safety Rules Game
Activity
1. -
2. Ligtas at Tamang Gawan (SWC, p.7)
Independent
3. Tamang Paggamit Upang Maging Ligtas (SWC, p.8)
Activities
4. Kaligtasan sa Paaralan (SWC, p.9)
5. Saan ka Dapat Pupunta (SWC, p.10)
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes,
Indoor/ Light the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or
Physical Activity countdown may be used.
Indoor Activity/ Light Physical Activity
Safety Scavenger Hunt Obstacle Course of Safe and Unsafe Role- Simon Says Safety
Activities
Safety Playing
Transition to 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
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
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.

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
REFLECTION 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.

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1. No. of learners who earned 80% in the
evaluation.
2. No. of learners who require additional
activities for remediation.
3. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
4. No. of learners who continue to require
remediation.
The teaching strategies that work well for kindergarten are those that are interactive, hands-on, and engaging. By
5. Which of my teaching strategies worked well?
using a combination of strategies such as storytelling, visual aids, role-playing, and hands-on activities, you can
Why did this work?
help children understand the concept of safe and unsafe places and remember the information long-term.
Some of the difficulties you may encounter while teaching this topic include language barriers, age-appropriate
1. What difficulties did I encounter which my language, overcoming fears, and limited resources. Principal or supervisor can help overcome these difficulties by
principal or supervisor can help me solve? providing support in providing language support, providing age-appropriate materials, providing guidance on
overcoming fears, and providing additional resources.
Here are some innovations and localized materials that I would like to share with other teachers: Interactive
2. What innovation or localized materials did I
activities, Picture books, Safety posters, Localized materials and technology was effective in teaching young
use/discover which I wish to share with other
children about safe and unsafe places at home and school. These strategies can be easily adapted to fit different
teachers?
classroom settings and learning styles.

Prepared by: Checked by: Noted by: Approved by:

JERALYN S. MORALES RHEA J. CAMACHO ELPEDIO A. PELICANO ANAMARIE A. JABAT

Teacher 1 Grade Leader Assistant Principal Principal III

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 TEACHER-SUPERVISED ACTIVITIES

Safety Scavenger Hunt:

Divide the class into small groups and give each group a list of safe and unsafe behaviors to look for around the classroom or the school. Some examples could include looking for sharp
objects that should be handled with care or checking to see if doors are properly closed and locked. Have the groups report back to the class with their findings and discuss why certain
behaviors are safe or unsafe.

Home Safety Posters:

Have each student create a poster about safe behavior at home. Encourage them to think about things like not touching hot stoves, staying away from cleaning supplies, or wearing a helmet
when riding a bike. After the posters are finished, display them around the classroom and have a group discussion about the importance of staying safe at home.

Safety Skits:

Assign students into small groups and have them create short skits about safe and unsafe behaviors at school. They could act out a scene where a student is running in the hallways or not
looking both ways before crossing the street. Encourage the students to be creative and think about different scenarios where safe behavior is important.

Safety Rules Game:

Create a board game that focuses on safe and unsafe behavior. Have the students take turns rolling the dice and moving around the board. Each space could represent a different behavior
and the student would have to say whether it is safe or unsafe. If they get it right, they move forward, and if they get it wrong, they move back. This game could be played as a class or in
small groups.

STORIES

"The Safe Walking Song"

Once upon a time, there was a group of animal friends who loved to go on walks together. They would always sing a special song to remind themselves to be safe: "Look left, look
right, look left again. Hold hands with a friend and count to ten. Only cross when it's safe, that's our rule. Walking safely is really cool!" The animal friends always followed this rule and
made sure to hold hands with a friend when crossing the street, so they stayed safe on all their walks.

"The Fire Safety Plan"

One day, a group of kids were learning about fire safety in school. Their teacher showed them a special plan to keep them safe if there was ever a fire in their house. The plan was
called "STOP, DROP, and ROLL." The kids practiced it together: if they ever saw fire, they would stop what they were doing, drop to the ground, and roll back and forth to put out any
flames on their clothes. They all felt much safer knowing they had a plan in case of an emergency.

"The Helmet Hero"

One sunny day, a boy named Max wanted to go for a bike ride. His mom told him he had to wear a helmet to keep him safe. Max thought helmets looked silly and didn't want to
wear one, but his mom reminded him that helmets are like superhero capes that protect your brain. Max put on his helmet and felt like a hero as he rode his bike safely down the street.

"The Stranger Danger Dance"

A little girl named Lily was playing at the park when a stranger came up to her and asked if she wanted a treat. Lily knew she should never talk to strangers, so she started doing
the "Stranger Danger Dance" her parents had taught her. She spun around in a circle, shook her head no, and ran to the nearest grown-up she could find. The stranger realized he couldn't
trick Lily and quickly left the park. Lily was proud of herself for staying safe and smart.

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 OUTDOOR ACTIVITIES

Safety Scavenger Hunt:

Create a list of safe and unsafe items or situations at school and home, such as "safe: a pencil sharpener, unsafe: a broken glass." Then, divide the students into teams and give them a list of
items to find around the playground or schoolyard. When they find an item, they have to mark it as safe or unsafe and explain why. This activity helps them identify hazards and reinforces
the concept of safety in a fun and interactive way.

Obstacle Course of Safety:

Create an obstacle course with various physical challenges such as hopping, crawling, and skipping. Along the course, place different objects that represent safe or unsafe items such as a
helmet or a broken toy. As the students go through the course, they must identify each object and say if it's safe or unsafe, and why. This activity helps them develop their gross motor skills
and teaches them to recognize safe and unsafe items in different environments.

Safe and Unsafe Role-Playing:

Assign each student a role, such as a teacher, parent, or student, and give them a scenario involving a safe or unsafe situation. For example, a student is playing with a pair of scissors or a
parent is leaving the stove unattended. The students must act out the scenario, identifying the safe or unsafe practices, and suggest ways to make the situation safer. This activity helps them
practice social and emotional skills while learning how to react in different situations.

Simon Says Safety:

Play a game of Simon Says, but with a safety twist. For example, "Simon says touch your elbow if you know the safe way to cross the street." or "Simon says touch your nose if you know
what to do in case of a fire." The students must follow the instructions only if Simon says "Simon says." This activity helps them reinforce safety rules in a fun and engaging way.

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