School SAN ISIDRO ELEMENTARY SCHOOL Teaching Dates April 3 – 5, 2023

Teacher JERALYN S. MORALES Week No. 29

Content Focus Safety measures at school and home. Quarter 3
KINDERGARTEN Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at
DAILY LESSON Most Essential tainga,
LOG 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)

MONDAY TUESDAY WEDNESDAY REGULAR NON- REGULAR NON-WORKING

BLOCKS OF TIME (April 3, 2023) (April 4, 2023) (April 5, 2023) WORKING HOLIDAY HOLIDAY
Arrival Time / Meeting Time 1
Preparation Preparation Preparation
National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer
Routine
Exercise Exercise Exercise
Activities
Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance
Balitaan Balitaan Balitaan
" Rules help us stay " It's important that we " We all know how fun it
safe and have fun talk about safety rules is to play with toys and
while we learn.” to keep you all safe and explore our
healthy.” surroundings, but it's
Messages
essential to remember
that there are things we
should never do to keep
ourselves safe.”
 What should we  Why should you be  What are some things
do before crossing careful when using we should never put
the road? sharp objects? in our mouths?
 Why shouldn't we  Why is it important to  Who is going to talk
play with stay with the elderly to us about safety
matches? in crowded areas? measures at home?
Questions
 What should we
do if we need help
using sharp
objects like knives,
forks, and
scissors?
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
Teacher-Supervised Classroom Rules Safe or Unsafe? Resource Person to talk
Activity (KTG, p.25) (KTG, p.73) about safety measures
at home
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 (KTG, p.157)
1. Mga Bagay na Nangangailangan ng Maingat na Paggamit (Pivot4A LM, p.39)
Independent
2. Pagsunod sa mga Tuntunin (Pivot4A LM, p.40)
Activities
3. Kahalagahan ng Pagsunod sa Tuntunin (Pivot4A LM, p.41)
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 Little Girl and the The Little Boy and the The Little Girl and
Story
Beads Button the Beeswax
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
Safety Practice
Teacher-Supervised Street Clean Up Road Sign Coloring
Pledge
Activity (KTG, p.282) (KTG, p.401)
(KTG, p.204)
1. Ligtas at Hindi Ligtas (Division LM, p.3)
Independent
2. Mga Bagay na Maaaring Magdulot ng Kapahamakan (Division LM, p.4)
Activities
3. Ang Tuntunin na Aking sinusunod (Pivot4A LM, p.42)
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
Thumbs Up! Thumbs Duck, Duck, Goose Red Light, Green Light
Activities Down!
(KTG, p.210)
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
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What

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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.
5. Which of my teaching strategies worked well?
Why did this work?
1. What difficulties did I encounter which my
principal or supervisor can help me solve?
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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.
One of the most effective teaching strategies that I have employed is repetition. By regularly reinforcing safety rules
to children, I emphasize the importance of these rules in their minds. Additionally, I utilize visual aids such as
posters, pictures, and videos to make the rules more engaging and memorable.
Another successful teaching technique that I use is positive reinforcement. Praising and rewarding children when
they abide by safety rules can encourage them to repeat the behavior in the future. For instance, rewarding a child
who displays good safety behavior with a sticker, or a small treat can boost their motivation.
Furthermore, using age-appropriate language and explanations is essential. Since young children may not grasp
complex safety concepts, it is crucial to use simple and easy-to-understand language while providing concrete
examples. For instance, incorporating storytelling or role-playing can make the rules more relatable to the children.
Lastly, I encourage children to ask questions or share their own safety experiences. This approach enables me to
gauge their level of understanding and identify any gaps in their knowledge.
1. Resistance from students can be a common challenge in enforcing safety rules. However, with the support of
my principal or supervisor, I can effectively communicate the importance of following safety rules to my
students. Age-appropriate explanations and consistent reinforcement of the rules can help students understand
their significance. By prioritizing safety and working together, we can create a safe and secure learning
environment.
2. Lack of parent support can hinder efforts to enforce safety rules. But with clear communication from my
principal or supervisor about the importance of safety, parents can be motivated to prioritize safety rules.
Offering resources or training for parents and involving them in reinforcing safety rules at home can also help.
By working collaboratively with parents and the school community, we can ensure a safe and supportive
learning environment for our students.
3. Limited resources may pose challenges in providing adequate safety equipment or resources. However, with
the support of my principal or supervisor, we can advocate for necessary resources and equipment. Seeking
funding or donations and finding creative solutions can ensure safety without compromising on quality. By
prioritizing safety and being resourceful, we can create a safe and secure learning environment for our
students.
4. Language or cultural barriers can be a challenge when it comes to enforcing safety rules. However, with the
support of my principal or supervisor, we can provide resources or training on cultural sensitivity and
communication. Finding bilingual staff or interpreters and involving parents or community members in
reinforcing safety rules can also be helpful. By prioritizing inclusivity and cultural awareness, we can create a
safe and supportive learning environment for all students.
5. Inadequate training or support can leave teachers feeling unsure about enforcing safety rules or responding to
emergencies. However, with the support of my principal or supervisor, we can receive adequate training and
 support. This can include first aid or CPR training, safety protocol training, or access to resources or experts
who can provide guidance or advice. By prioritizing teacher support and training, we can create a safe and
secure learning environment for our students.
1. Interactive Games: I have found that interactive games are a great way to engage young children in learning
about safety rules. For example, I created a matching game where children match pictures of dangerous
objects with the places they should not be used, such as matches in the bathroom. This helps children
understand the importance of keeping dangerous objects away from certain areas.

2. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
2. Visual Aids: Using visual aids such as posters and pictures can be very helpful in teaching young children about
safety rules. I created a poster that shows the proper way to hold and use scissors and knives, for example, and
hung it in our classroom.
3. Storytelling: I have found that storytelling can be an effective way to help children understand the importance of
safety rules. I created stories that teach children about the dangers of putting small objects in their mouths,
noses, and ears, for example. These stories are fun and engaging, but also help children understand why these
rules are important.
4. Role-Playing: Role-playing is a great way to help children practice following safety rules in a safe and controlled
environment. For example, we practiced crossing the road safely by setting up a mock road in our classroom
and having children practice looking both ways before crossing.
5. Community Engagement: I have found that involving the community in our safety lessons can be very effective.
For example, we invited a police officer to come and talk to our students about the importance of staying safe
on the streets. This helped children see that safety rules are important not just in school, but in their everyday
lives as well.

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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 OUTDOOR GAMES
Duck, Duck, Goose - In this game, we sit in a circle, and one person is chosen to be "it." They walk around the outside of the circle, tapping each person on
the head, saying "duck" each time. Then, they tap someone on the head and say "goose." The "goose" then has to stand up and chase the "it" person
around the circle. The "goose" tries to tag the "it" person before they make it back to the empty spot in the circle. This game helps us practice being careful
when we run and look left and right before we start to run.
Red Light, Green Light - In this game, one person is chosen to be the "stoplight," and the other players line up at the starting line. The "stoplight" stands
with their back to the players and says "green light." The players start to run toward the "stoplight." Then, the "stoplight" says "red light," and the players
have to stop. If the "stoplight" catches anyone moving, they have to go back to the starting line. This game helps us practice being careful with our bodies
and stopping when we need to.
STORIES
The Little Girl and the Beads
Once upon a time, there was a little girl named Lily who loved to play with beads. She would spend hours stringing them together to make beautiful
necklaces and bracelets. One day, Lily found a bag of small, shiny beads on the floor. She picked them up and started to play with them, putting some in
her mouth.
As she played, she accidentally swallowed some of the beads. Lily started to cough and choke, and her mother rushed her to the hospital. The doctor took
an X-ray and found the beads stuck in Lily's throat. The doctor had to perform surgery to remove the beads, and Lily had to stay in the hospital for a few
days to recover.
From that day on, Lily learned never to put small objects in her mouth again, as it could be dangerous and cause her harm.
The Little Boy and the Button
Once upon a time, there was a little boy named Timmy who loved to play with buttons. He would collect them from old clothes and sew them onto new
ones, making them look very colorful and unique. One day, Timmy found a small, shiny button on the floor. He picked it up and put it in his nose, thinking it
would be fun.
However, the button got stuck in Timmy's nose, and he couldn't get it out. He started to panic and cry, and his mother took him to the doctor. The doctor
had to use a special tool to remove the button from Timmy's nose, and Timmy was very relieved when it finally came out.
From that day on, Timmy learned never to put small objects in his nose again, as it could be dangerous and cause him harm.
The Little Girl and the Beeswax
Once upon a time, there was a little girl named Sarah who loved to play with beeswax. She would mold it into different shapes and make little figurines.
One day, Sarah found a small piece of beeswax on the floor. She picked it up and put it in her ear, thinking it would be fun.
However, the beeswax got stuck in Sarah's ear, and she couldn't get it out. She started to cry, and her mother took her to the doctor. The doctor had to use
a special tool to remove the beeswax from Sarah's ear, and Sarah was very relieved when it finally came out.
From that day on, Sarah learned never to put small objects in her ears again, as it could be dangerous and cause her harm.

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