Professional Documents
Culture Documents
Kindergarten-DLL-MELC-Q1-Week 5 Asf
Kindergarten-DLL-MELC-Q1-Week 5 Asf
Questions Sa paanong paraan mo Ano ang ikinagagalit mo? Alin sa grupo ng mga Alin sa grupo ng mga letra Alin sa grupo ng mga
naipapakita ang iyong bilang o numero ang ang magkapareho? salita ang magkapareho?
nararamdaman? Ano ang bagay na magkapareho?
kinakatakutan mo?
Ano ang nakapagpapasaya (Use a different set of (Use a different set of (Use a different set of
sa iyo? numbers.) letters.) words.)
Ano ang
nakapagpapalungkot sa
iyo?
Competencies Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
Transition to Work 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
Period 1 allotted time.
Work Period 1
(8:20am-9:05am)
Teacher-Supervised Emotion Stick Puppets Paint Feelings Which Numbers are the Same Letters Recognition Word Match (Worksheet)
Activity (KTG, p. 69) (KTG, p. 69-70) Same? (Worksheet) (Worksheet)
Nakikilala ang mga Nakikilala ang mga Tell which two letters, Tell which two letters, Tell which two letters,
pangunahing emosyon pangunahing emosyon numbers, or words in a numbers, or words in a numbers, or words in a
(tuwa, takot, galit, at (tuwa, takot, galit, at group are the same group are the same group are the same
lungkot) lungkot) (LLKVPD-Ie-4) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
(SEKPSE-00-11) (SEKPSE-00-11) Recognize and identify Identify the letters of the
Naisasagawa ang mga Nakalilikha ng iba’t ibang numerals 0 to 10 alphabet (mother tongue,
sumusunod na kasanayan: bagay sa pamamagitan ng (MKC-00-2) orthography)
pagbakat, pagkopya ng malayang pagguhit (LLKAK-Ih-3)
larawan, hugis, at titik (SKMP-00-1)
Competencies
(KPKFM-00-1.4) Nakaguguhit,
Express thoughts, feelings, nakapagpipinta at
fears, ideas, wishes, and nakapagkukulay ng iba’t
dreams ibang bagay o gawain
(LLKOL-Ig-9) (dekorasyon sa “name tag”,
kasapi ng mag-anak ,
gawain ng bawat kasapi ng
mag-anak, mga alagang
hayop, mga halaman sa
paligid) (SKMP-00-2)
Recognize the basic Express their emotions Identify the same numbers Identify the same letters in Identify the same words
Learning Checkpoints emotions through art in a group a group in a group
Feeling Cubes (KTG, p. 71)
Independent Find A Match (Feelings) (KTG, p. 71-72)
Activities Feelings Collage (KTG, p. 72)
Food Faces (KTG, p. 72)
Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
Competencies Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Learning Checkpoints Talk about their personal experiences
Match pictures in one-to-one correspondence
Tear and paste paper to make a collage
Recognize the basic emotions
Transition to Meeting 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
Time 2 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
(9:05am-9:15am)
Questions/Activity Song: If You’re Happy and Let the learners present their Let the learners present their Let the learners present their Song: I Have Feelings
You Know It output. output. output. (KTG, p. 78)
(KTG, p. 78)
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
Transition to Health hands.
Break/
Quiet Time 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
the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(9:15am-9:25am)
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
(9:25am-9:55am)
Story
Pre-reading Activity Theme: Any age and a Theme: Any age and 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 being happy. story about being story about the same story about the same story about different
scared/afraid. letters. numbers. emotions.
Define difficult words.
Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: What
makes you happy? Motivation question: Motivation question: What Motivation question: Can Motivation question: What
What makes you letters make up your we count 1 to 10? are you feeling today?
Motive question: What do scared/afraid? name?
you think are the things that Motive question: Where Motive question: What do
will make the people in the Motive question: What do Motive question: Which can we use numbers? you think the characters
story happy? you think are the things letters in your name are will feel in the story based
that will make the people the same? on the picture on the
in the story scared/ cover?
afraid?
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 that when you meet them,
you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
Prepared by:
PRECIOUS E. MAMUYAC
Teacher III