School Grade Level Kindergarten

Teacher Week & Day Week 2 Day 2

Date & Time Quarter First
I. OBJECTIVES
A. Content Focus I do many things in school
II. CONTENT
A. Subject Matter
III. REFERENCES
A. References
1. Teacher’s Guide Kindergarten Teacher’s Guide (KTG pp. 24-33)
2. Learner’s Guide
3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning
Resources
IV. PROCEDURES
Blocks of Time Competencies Teacher’s Activities
/Objectives
Arrival Time Arrival routine
Meeting Time 1 Meeting time routine
Review of concepts learned the previous
week/day
Introduction of message for the day by
asking the guide questions below
Message We do different things in school. We play,
sing, dance, write, listen to stories, etc.
Questions / What are the different activities we do in
Activity school? What are the activities we do
during Meeting Time? Work Period?
Story Time? Recess?
Transition to The teacher gives instructions on how to
Work Period 1 do the independent activities, answer any
questions, and tells the learners to join
their group and do the assigned tasks.
Work Period 1 1. Poster: We do many things in school!
(KTG p. 24)
Nakapagkukuwento ng
mga ginagawa sa paaralan
Procedure:
(KMKPAra-00-3)
Let them recognize and name the
Nakalilikha ng iba’t ibang
activities that can be done in a
bagay sa pamamagitan ng
shorter time, e.g., washing hands,
malayang pagguhit (SKMP-
etc., and activities that are done in a.
00-1)
Nakaguguhit,
Teacher- Poster: We do many things in school!
nakapagpipinta at
Supervised nakapagkukulay ng iba’t (KTG p. 24)
Activity ibang bagay o gawain
(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)

Express simple ideas

through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)

Learning Tell what they do in school

Checkpoints Express their ideas through
drawings and invented
spelling
Independent (The teacher may choose 1 suggested
Activities activity or may employ differentiated
instruction in conducting all the
activities.)
1.Charades: Class Routines 1. Charades: Class Routines
Nakapagkukuwento ng (KTG p. 26)
mga ginagawa sa paaralan Procedure:
(KMKPAra-00-3) 1. Ask one learner to choose a picture
card from a bowl.
Nakasusunod sa mga 2. The learner will act out the block of
itinakdang tuntunin at time or do actions representing each
gawain (routines) sa routine.
paaralan at silid-aralan 3. Other learners try to guess what
(SEKPSE-IIa-4) routine is being represented.
Materials: picture cards representing the
blocks of time

2. Spin the Wheel: Class 2. Spin the Wheel: Class

Routines/Rules
Nakapagkukuwento ng
mga ginagawa sa paaralan
(KMKPAra-00-3)
Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan
(SEKPSE-IIa-4)
Routines/Rules (KTG p. 26)
Procedure:
1.
Ask one learner to spin the arrow or the
wheel chart of class routines or class
rules.
2.
Ask him/her to say something about the
routine/rule where the arrow pointed.
 3.
Each learner in the group takes turn in
spinning the wheel and discussing about
the routine/rule.
Materials: wheel chart of class
routines/rules

3. School Red Collage

3.School Red Collage
Naisasagawa ang mga
sumusunod na kasanayan:
pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
Nakapupunit, nakagugupit
at nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
(KTG pp. 26-27)
Procedure:
1. Let the learners cut small pieces of
red art or construction paper (They
may also cut out red parts from
magazines).
2. They will paste the cut-outs on the
word SCHOOL or the name of the
school.
Materials: big outline of the word school
(or the name of the school), red
art/construction paper, magazines,
scissors, glue

. 4. Writer’s Workshop: I can do many

4.Writer’s Workshop: I things in school (KTG p. 27)
can do many things in
school Procedure:
1.
Nakapagkukuwento Give one sheet of paper to each learner.
ng mga ginagawa 2.
sa paaralan Have each learner express his ideas
(KMKPAra-00-3) through freehand drawing and writing
about the things s/he can do in school.
Express simple 3.
ideas through Collate the pages into a book that can be
symbols (e.g., shared during Meeting Time or Story
drawings, invented Time.
spelling) (LLKC-00- Materials: paper, markers or coloring
1) materials

Learning -Know the class routines

Checkpoints and rules
-Tear and paste pieces of
paper
-Draw the things they do in
school
Transition to The teacher reminds the learners about
Work Period 2 the time left in Work Period Time 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
countdown may be used.
Meeting Time 2
Questions / Song: Magagawa Natin, This is the Way
Activity
Transition to The teacher commends the learners for
Recess the work they did in Work Period Time 1
and tells them to prepare for recess time
by washing their hands. Encourage
sharing especially if not all children have
food.
Recess
Transition to The teacher reminds the children to pack
Quiet Time away the things they used in recess time,
clean up their eating area, throw their
trash in the trash bin, wash their hands,
brush their teeth, change their wet
clothes, and have their Quiet Time.
Quiet Time
Transition to While singing a transition song, the
Story Time teacher “wakes” the learners up and tells
them that it’s time to listen to a story.
When the learners are ready, the teacher
proceeds with the pre-reading activities
and makes sure that the learners are
listening attentively.
Story Time Theme: Any age and culturally
appropriate story about activities
children do in school.
Pre-Reading Define difficult words.
Motivation question: What different
activities can you do in school?
Motive question: What do you think are
the different activities in school in the
story?
During Reading Ask comprehension questions.
Post-Reading What are the activities that they did in
the story?What do you call these
activities? (Recall the names of the
routines)
Transition to After the post-reading activities, the
Work Period 2 teacher gives instructions regarding the
 teacher-supervised and independent
activities, answers any questions, and
tells the learners to join their group and
do the assigned tasks.
Work Period 2
Teacher- Number Book: Different Number Book: Different materials inside
Supervised materials inside the the classroom (KTG pp. 27-28)
classroom
Procedure:
Competencies: 1.
Count objects with one-to- Prepare a big number book: bind
one correspondence up to together pieces of bond paper to form a
quantities of 10 (MKC-00- book.
7) 2.
Recognize and identify Allow learners to draw pictures or glue
numerals 0 to 10 (MKC-00- pictures from magazines of things found
2) inside the classroom.
3.
Read and write numerals 0 Write a number caption underneath (e.g.
to 10 (MKC-00-3) 1 table, 1 blackboard, 2 books, 1 pair of
scissors, 1 pencil, etc.)
Materials: ¼ pieces of bond paper,
magazines, scissors, glue, markers
Learning Draw or paste pictures
Checkpoints with correct quantities of
1-3
Independent (The teacher may choose 1 suggested
Activities activity or may employ differentiated
instruction in conducting all the
activities.)
1.Block Play: Different 1. Block Play: Different Areas in the
Areas in the School School (KTG p. 29)

Nakikipaglaro sa Procedure:
dalawa o tatlong bata 1.
gamit ang isang laruan Learners use table or floor blocks to build
(SEKPKN-Ig-2) structures representing the different
•• areas in the school (e.g. school,
Naisasagawa ang mga classroom, learning centers, playground)
sumusunod na 2.
kasanayan: paglikha ng While building structures, learners are
mga modelo encouraged to talk about what they are
pangkaraniwang bagay creating.
sa paligid (KPKFM-00- Materials: table or floor blocks
1.6)

2. Construction Toys 2. Construction Toys (KTG p. 29)

Nakikipaglaro sa dalawa o Procedure:
tatlong bata gamit ang Provide learners with a set of
isang laruan (SEKPKN-Ig-2) construction toys. Fitting things together
•• and taking them apart provides children
Naisasagawa ang mga with both spatial challenges and a sense
sumusunod na kasanayan: of accomplishment. Through trial and
paglikha ng mga modelo error, persistence and repetition, children
pangkaraniwang bagay sa gain first-hand experience with putting
paligid (KPKFM-00-1.6) things together, taking them apart, and
twisting and turning them.

3.Same and Different

Describe objects based on 3. Same and Different
attributes/properties (KTG pp. 29-30)
(shapes, size, its use and
functions) (MKSC-00-4) Procedure:
•• 1.
Group objects that are Give each learner a pair of objects.
alike (MKSC-00-5) 2.
Ask the learner to describe each object.
3.
Ask the learner to identify similarities
between the two objects.
4.
Ask the learner to identify the differences
between the two objects.
Materials: assorted objects or materials
that can be found inside the classroom
4.Junk Box Sorting
Sort and classify objects 4. Junk Box Sorting
according to one (KTG p. 30)
attribute/property (shape,
color, size, function/use) Procedure:
(MKSC-00-6) 1.Give the learners the idea of sorting in
play. Try sorting out all the red blocks to
make a tower, sorting coins into piles of
different denominations, putting all the
shapes in one field, all the different in
another.
2.Keep a box full of small objects like
buttons, paperclips, beads, dried beans,
 coins, nuts and bolts.
3.Let the learners sort the various objects
by providing trays, boxes or containers
where they can sort them into.
Materials: box of a variety of objects
(make sure these are objects that are
exactly the same and those that have
similar characteristics – color, shape,
function)

5.Measure It 5. Measure It (KTG p. 30)

Compare objects based on Procedure:
their size, length, 1. Learners use the different non-
weight/mass (MKME-00-2) standard measuring tools to measure
-- the common objects found in the
big/little classroom or in school.
2. Let the learners compare the length
longer/shorter by counting the cubes, popsicle sticks,
stones, paper clips or blocks used that
heavier/lighter represented the length of a particular
object.
Use nonstandard 3. Let the learners record the length of
measuring tools e.g. length the the various objects. (e.g. book –
– feet, hand, piece of The book is 10 cubes long; The book
string, capacity – is 15 clips longs; The book is 3 sticks
mug/glass, mass – stone, long)
table blocks (MKME-00-1) Materials: variety of objects found inside
the classroom, non-standard measuring
tools e.g. inch cubes, sticks, stone, table
blocks
Learning Use the blocks to build
Checkpoints structures or models to
represent different areas
in school
Use the construction toys
to build structures or
models
Describe each object and
identify similarities and
differences between two
objects
Sort various objects based
on one attribute
Record the length of
various objects using non-
standard measuring tools
Transition to The teacher reminds the learners about
Indoor/Outdoo the time left in Work Period Time 2
r 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. A transition song or countdown
may be used.
Indoor/
Outdoor Games Unstructured Free Play Unstructured Free Play

Learning
Checkpoint
Transition to The teacher tells the learners to help
Meeting Time 3 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.
Meeting Time 3 Learners share the activity they enjoyed
most in a specific routine.
Wrap Up The teacher acknowledges the learners’
Questions sharing and encourages them to come
back so they can still learn more.
DISMISSAL ROUTINE

REMARKS:
REFLECTION:
A. No. of learners who earned 80% of
the formative test
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 these
works?
F. What difficulties did I encounter
with my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use / discover which
is wish to share with other
teachers?