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Kindergarten-DLL-MELC-Q3-Week 9 Asf
Kindergarten-DLL-MELC-Q3-Week 9 Asf
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Responsibilidad natin na Ang posporo, lighter, at Ang paghawak ng matatalim Ang pag-akyat at pagbaba ng Ang letrang Ww ay may
alagaan ang ating katawan. kandila ay mga bagay na hindi at matutulis na bagay tulad ng hagdan ay kailangan ng lubos malaki at maliit na letra.
Iwasan ang paglalagay ng dapat hinahawakan o kutsilyo, gunting, karayom, at na pag-iingat. Laging tandaan Maraming salita ang nag-
anumang bagay sa bibig, ilong pinaglalaruan. Ito ay maaaring tinidor ay hindi ligtas para sa na bago tumawid ng kalsada o uumpi sa letrang Ww,
at tainga upang malayo sa pagsimulan ng sunog. batang katulad mo. Patnubay daan ay ugaliing tumingin sa halimbawa nito ay walis,
kapahamakan. ng nakatatanda ay kailangan iyong kanan at kaliwa walo, watawat, wika, waling-
sa anumang ginagawa.
direksyon upang makita kung waling at wasto.
may paparating na sasakyan.
Tandaan rin na huwag sumama
sa mga taong hindi mo
kakilala.
Questions
● Bakit kailan nating ● Ano ang maaaring ● Bakit kailangan nating ● Ano ang mga dapat tandaan ● Ano ang tunog ng letrang
pangalagaan ang ating mangyari sa atin kapag tayo iwasan ang paglalaro ng sa pag-akyat at pagbaba ng Ww?Paano isulat ang
katawan? ay naglaro ng posporo, matatalim at matutulis na hagdan? malaking letrang W?
lighter, at kandila? bagay? Maliit na letrang w?
● Ano ang maaaring ● Ano ang mga dapat tandaan
mangyari sa atin kapag tayo sa pagtawid sa daan? ● Ano-ano ang mga salita na
ay naglagay ng maliliit na nagsisismula sa letrang
bagay sa ating bibig, ilong Ww?
at tainga?
Competencies
● Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na
paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, 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 (KPKPKK-Ih-3)
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 allotted
Period 1 time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised I Take Good Care of My Body I Take Good Care of My Body I Take Good Care of My Body Road Signs Coloring W is for Watermelon
Activity (Woksheet) (Woksheet) (Woksheet)
Introduce Letter Ww
● Hidden Letter Ww
● Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
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 hands.
Transition to Health
Break/
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
Quiet Time
trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
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
(9:10am-9:25am)
Story
Pre-reading Activity
● Theme: Any age and ● Theme: Any age and a ● Theme: Any age and a ● Theme: Any age and ● Theme: Any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate
about taking good care of about safety precautions in about safety precautions in about road signs and traffic story about safety.
the body parts. using flammable materials. using pointed and sharp rules.
objects.
● Define difficult words.
● Define difficult words.
● Define difficult words. ● Define difficult words. ● Define difficult words.
Post Reading
● Who are the characters in ● Who are the characters in ● What are the pointed ● What are the characters in ● Who are the characters in
the story? the story? objects in the story? Sharp the story? the story?
objects?
● What are the things they ● What did the main ● What did the main ● Who help the main
saw? What lines did they character learn from his ● What did her mother tell character learn about road character in doing
use to complete the teacher? her? signs and traffic rules? household chores?
pictures?
● Can name the harmful ● How would you feel if you ● Do you also follow the ● Do you also help your
● Do you think the characters objects that a child should were the character? traffic rules? parents in doing chores at
learned something? What not play? home? How about your
are these things. teacher, do you also help
● Can you give other
her?
examples of sharp objects?
Why do we need to be
careful in using sharp and
pointed objects?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Boat in the Water Paper Planes Workers Sequence More or Less, Spin It Problem Solving
Teacher-Supervised
Activity
Competencies
● Recognize and visualize ● Pagtiklop ng papel ● Identify the 1st, 2nd, 3rd, up ● Add quantities up to 10 ● Solve simple addition and
situations that require (KPKFM-00-1.2) to 10th using concrete objects to subtraction number
addition and subtraction. (MKC-00-11) represent the concept of stories read by the
● Explore how objects can be
(MKAT-00-14) addition. (MKAT-00-8) teacher using a variety of
moved like pushing, pulling, ways and describe and
● Count objects with one –to- rising, sinking, blowing explain the strategies
one correspondence up to (PNEKPP-00-4) used
quantities of 10 (MKAT-00-11)
(MKC-00-7)
● Recognize and identify
numerals 0 to 10
(MKC-00-2)
✔ Add and subtract concrete ✔ Identify how air vehicles ✔ Identify which among the ✔ Put together sets that make ✔ Solve math problems
Learning Checkpoints objects move through the workers are 1st, 2nd, 3rd, up 9 using concrete objects
experiment etc.
● Block Play
● Math Equations
Independent Activities
● Water Play
● Paper Planes
● Naisasagawa ang mga sumusunod na kasanayan; paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
● Classify objects according to observable properties like size, color, shape, texture, and weight) (PNKEKPP-00-3)
● Explores how objects can be moved like pushing, pulling, rising, sinking, blowing (PNEKPP-00-4)
Activities The Boat is Sinking Unstructured Free Play Step On Unstructured Free Play Captain Says
● Nakasasali sa mga laro, o ● Nakasasali sa mga laro, o ● Classify objects according ● Nakasasali sa mga laro, o ● Classify objects according
anumang pisikal na gawain anumang pisikal na gawain to observable properties anumang pisikal na gawain to observable properties
at iba’t ibang paraan ng at iba’t ibang paraan ng like size, color, shape, at iba’t ibang paraan ng like size, color, shape,
pageehersisyo pageehersisyo texture, and weight) pageehersisyo texture, and weight)
(KPKPF-00-1) (KPKPF-00-1) (PNEKPP-00-1) (KPKPF-00-1) (PNEKPP-00-1)
● Nagagamit ang mga kilos ● Nagagamit ang mga kilos ● Nakasasali sa mga laro, o ● Nagagamit ang mga kilos ● Nakasasali sa mga laro, o
Competencies lokomotor at di-lokomotor lokomotor at di-lokomotor anumang pisikal na gawain lokomotor at di-lokomotor anumang pisikal na
sa paglalaro, pag- sa paglalaro, pag- at iba’t ibang paraan ng sa paglalaro, pag- gawain at iba’t ibang
eehersisyo, pagsasayaw eehersisyo, pagsasayaw pag-eehersisyo eehersisyo, pagsasayaw paraan ng pag-eehersisyo
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKPF-00-1) (KPKGM-Ig-3) (KPKPF-00-1)
● Naipakikita ang ● Naipakikita ang ● Naipakikita ang ● Naipakikita ang ● Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
✔ Divide themselves according to a specific number
Learning Checkpoints ✔ Follow the instructions of the game
✔ Follow the instructions of the teacher to practice safety measures when travelling on air vehicles
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
Activities
● The learners talk about the ● The learners talk about ● The learners talk about ● The learners talk about the ● The learners talk about the
different line that they things that are soft and things that are rough and colors in their surroundings. shapes in their
could see in their hard. smooth. surroundings.
surroundings.
Wrap-Up Questions/
● The teacher checks if the ● The teacher checks if the ● The teacher checks if the ● The teacher checks if the ● The teacher checks if the
Activity
learners were able to learners were able to learners were able to learners were able to learners were able to
draw straight line, identify soft and hard identify rough and smooth identify colors in their identify shapes in their
horizontal line, diagonal objects. objects. surroundings. surroundings.
line, and curved line.
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 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.