School Grade Level Kindergarten

Teacher Week & Day Week 2 Day 3

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 follow rules in the classroom.
Questions / Why do we need rules in the classroom?
Activity What rules can help keep our classroom
clean and orderly? What are our rules to
follow in the classroom?
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 Classroom Rules (KTG p. 25)
Classroom Rules
Procedure:
Competencies:
1.Ask the learners to think of rules in
class to make it a better place for
Nakasusunod sa mga
learning. Have them think of rules that
itinakdang tuntunin at
can keep them safe; rules during work
gawain (routines) sa
time, meeting time etc.; and rules in
paaralan at silid-aralan
dealing with people.
(SEKPSE-IIa-4)
2.Let them write or draw each rule on a
strip of paper.
Nakikilala ang kahalagahan
3.Post these rules around the classroom
 ng mga tuntunin (KPKPKK- where appropriate. For example, post
Ih-3) rules related to books in the Reading
Corner
Teacher- Classroom Rules
Supervised
Activity
Learning Know the importance of
Checkpoints rules
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
(KMKPAra-00-3) Procedure:
1. Ask one learner to choose a picture
Nakasusunod sa mga card from a bowl.
itinakdang tuntunin at 2. The learner will act out the block of
gawain (routines) sa time or do actions representing each
paaralan at silid-aralan routine.
(SEKPSE-IIa-4) 3. Other learners try to guess what
routine is being represented.
Materials: picture cards representing the
blocks of time

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

Routines/Rules Routines/Rules (KTG p. 26)
Nakapagkukuwento ng
mga ginagawa sa paaralan Procedure:
(KMKPAra-00-3) 1.
Ask one learner to spin the arrow or the
Nakasusunod sa mga wheel chart of class routines or class
itinakdang tuntunin at rules.
gawain (routines) sa 2.
paaralan at silid-aralan Ask him/her to say something about the
(SEKPSE-IIa-4) 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 (KTG pp. 26-27)
sumusunod na kasanayan:
 pagpilas/paggupit/pagdikit Procedure:
ng papel (KPKFM-00-1.3) 1. Let the learners cut small pieces of
red art or construction paper (They
Nakapupunit, nakagugupit may also cut out red parts from
at nakapagdidikit sa magazines).
paggawa ng collage 2. They will paste the cut-outs on the
(SKMP-00-7) 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 . 4. Writer’s Workshop: I can do many

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

Learning -Tell what they do in

Checkpoints school
-Express their ideas
through drawings and
invented spelling
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 / Show the classroom rules the learners
Activity came up with. Discuss what will happen if
the rules are not followed. Recite: Class
 Rules Chant
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 following rules.
Pre-Reading Define difficult words.
Motivation question: What are the
different rules in the classroom?
Motive question: What do you think are
the different rules in the story?
During Reading Ask comprehension questions.
Post-Reading What are the rules in the story?
Demonstrate following the rules? What
would happen if the characters did not
follow the rules?
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- Ilang Dangkal Ilang Dangkal (KTG p. 28)
Supervised Competencies:
Compare objects based on Procedure:
their size, length, 1.
weight/mass (MKME-00-2) Learners are given a set of objects. They
Use nonstandard compare the lengths of the objects and
 measuring tools e.g. length
– feet, hand, piece of
string, capacity –
mug/glass , mass – stone,
table blocks (MKME-00-1)
Learning Distinguish what is shorter
Checkpoints or longer
Independent
Activities
1.Block Play: Different
Areas in the School
Nakikipaglaro sa
dalawa o tatlong bata
gamit ang isang laruan
(SEKPKN-Ig-2)
Naisasagawa ang mga
sumusunod na
kasanayan: paglikha ng
mga modelo
pangkaraniwang bagay
sa paligid (KPKFM-00-
1.6)
2.Construction Toys
Nakikipaglaro sa dalawa o
tatlong bata gamit ang
isang laruan (SEKPKN-Ig-2)
Naisasagawa ang mga
sumusunod na kasanayan:
determine which is longer/ shorter;
longest/ shortest.
2.
Learners are asked to estimate how long
each object is - How many “dangkal” or
hand spans long each object is?
3.
Then learners use their hand span or
“dangkal” to measure the length of each.
4.
Discuss why some children counted more
“dangkal” than the others.
5.
Point out that the hand span of each
child may be different from one another,
thus making the number of “dangkal”
more or less than that of the others.
Materials: objects that have a length of 1
or more “dangkal” or hand spans
(The teacher may choose 1 suggested
activity or may employ differentiated
instruction in conducting all the
activities.)
1. Block Play: Different Areas in the
School (KTG p. 29)
Procedure:
1.
Learners use table or floor blocks to build
structures representing the different
areas in the school (e.g. school,
classroom, learning centers, playground)
2.
While building structures, learners are
encouraged to talk about what they are
creating.
Materials: table or floor blocks
2. Construction Toys (KTG p. 29)
Procedure:
Provide learners with a set of
construction toys. Fitting things together
and taking them apart provides children
with both spatial challenges and a sense
paglikha ng mga modelo of accomplishment. Through trial and
pangkaraniwang bagay sa error, persistence and repetition, children
paligid (KPKFM-00-1.6) gain first-hand experience with putting
things together, taking them apart, and
twisting and turning them.

3. Same and Different

3. Same and Different
(KTG pp. 29-30)
Describe objects based on
attributes/properties
Procedure:
(shapes, size, its use and
1.Give each learner a pair of objects.
functions) (MKSC-00-4)
2.Ask the learner to describe each object.
3.Ask the learner to identify similarities
Group objects that are
between the two objects.
alike (MKSC-00-5)
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 (KTG p. 30)

4. Junk Box Sorting
Procedure:
Sort and classify objects
1.Give the learners the idea of sorting in
according to one
play. Try sorting out all the red blocks to
attribute/property (shape,
make a tower, sorting coins into piles of
color, size, function/use)
different denominations, putting all the
(MKSC-00-6)
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 their size, length,
weight/mass (MKME-00-2)
big/little
longer/shorter
heavier/lighter
-Use nonstandard
measuring tools e.g. length
– feet, hand, piece of
string, capacity –
mug/glass, mass – stone,
table blocks (MKME-00-1)
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
Indoor/Outdoo
r around 15 minutes before
Indoor/ Line Up Game
Outdoor Games Competencies:
Procedure:
1. Learners use the different non-
standard measuring tools to measure
the common objects found in the
classroom or in school.
2. Let the learners compare the length
by counting the cubes, popsicle sticks,
stones, paper clips or blocks used that
represented the length of a particular
object.
3. Let the learners record the length of
the the various objects. (e.g. book –
The book is 10 cubes long; The book
is 15 clips longs; The book is 3 sticks
long)
Materials: variety of objects found inside
the classroom, non-standard measuring
tools e.g. inch cubes, sticks, stone, table
blocks
The teacher reminds the learners about
the time left in Work Period Time 2
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.
Line Up Game (KTG pp. 31-32)
 Group objects that are Procedure:
alike (MKSC-00-5) 1.Ask the learners to form a circle.
2.They will form two lines according to
Sort and classify objects the categories given.
according to one 32
attribute/property (shape, Examples:
color, size, function/use) BOYS and GIRLS (one line for boys and
(MKSC-00-6) another line for girls)
WEARING DRESS or SKIRT and WEARING
Listen discriminately and SHORTS or LONG PANTS
respond appropriately, i.e., 5 YEAR OLDS and not 5 YEAR OLDS
speak loudly/softly when HAS OLDER SIBLING/S and HAS NO
asked, asked to adjust OLDER SIBLING/S
volume of television/radio
(LLKAPD-Id-6) WALKS TO SCHOOL and RIDES A VEHICLE
GOING TO SCHOOL
Note: include other descriptions that can
be used for your own class

Learning -Group themselves

Checkpoint correctly according to
given characteristics
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 act out rules to follow in the
classroom.
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?