Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
LUBAO WEST DISTRICT
BARUYA ELEMENTARY SCHOOL
DLL FOR KINDERGARTEN-KINDNESS
WEEK 4 QUARTER 3
February 19- 23, 2024

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(February 19, 2024)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Maaaring gamitin sa pagguhit
ang iba’t ibang uri ng linya
tulad ng linyang patayo
(vertical line), linyang pahiga
(horizontal line), linyang
pahilis (diagonal line), at
linyang pakurba (curved line)
upang makabuo ng mga
hugis at disenyo.
Questions  Anong mga linya ang
maaari nating gamitin sa
pagguhit?
 Paano iguhit ang linyang
(February 20, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang tekstura ng mga bagay
sa ating kapaligiran ay
maaaring malalambot o
matitigas. Ang mga
halimbawa ng malalambot na
bagay ay unan, kama, tissue
paper, marshmallow,
hamburger, manika at iba pa.
Ang mga matitigas na bagay
naman ay katulad ng bato,
kahoy, upuan, mesa, sahig,
bakal, hikaw, holen, paso at
iba pa.
 Magbigay ng mga bagay
na may malambot na
tekstura.
 Magbigay ng mga bagay
(February 21, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang tekstura ng mga bagay
sa ating kapaligiran ay
maaaring makinis o
magaspang. Ang mga
halimbawa na bagay ay
salamin, plato, coupon bond
at iba pa. Ang mga
halimbawa ng mga
magasgaspang ay buhangin,
hollow blocks, langka,
ampaplaya at iba pa.
 Magbigay ng mga bagay
na may magaspang na
tekstura.
 Magbigay ng mga bagay
(February 22, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Makikita ang iba’t ibang
kulay sa ating paligid. Ang
mga pangunahing kulay o
primary colors ay dilaw, pula
at asul o bughaw.
 Magbigay ng mga
pangalan ng mga bagay na
makikita sa paligid? Ano
ang kulay ng mga ito?
(February 23, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang lahat ng bagay sa ating
paligid ay may hugis. Bilog,
tatsulok, parisukat, parihaba,
at bilohaba ay halimbawa ng
mga hugis.
 Magbigay ng mga
pangalan ng mga bagay
na makikita sa paligid?
Ano ang hugis ng mga ito?
 patayo? Pahiga? Pahilis? na may matigas na na may makinis na (Isulat sa pisara ang sagot ng (Isulat sa pisara ang sagot
Pakurba? tekstura. tekstura. mga bata at talakayin ito ng mga bata at talakayin ito
pagkatapos.) pagkatapos.)
(Hikayatin ang mga batang (Isulat sa pisara ang sagot (Isulat sa pisara ang sagot
magbagi ng kanilang ng mga bata at talakayin ito ng mga bata at talakayin ito
karanasan.) pagkatapos.) pagkatapos.)
Competencies  Nabibigyang -pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali (SKPK-00-2)
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
(7:50am-8:35am)
Teacher-Supervised Tracing Lines: Worksheet Touch and Tell Rough and Smooth Sorting: Colorful Balloons House Construction: Shapes
Activity (KTG, p. 111-112) Worksheet

 Trace, copy, and write
different strokes:
scribbling (free hand),
straight lines, slanting
lines, combination of
straight and slanting lines,
curves, combination of
straight and curved and
zigzag
Competencies
(LLKH-00-6)
 Naisasagawa ang mga
sumusunod na kasanayan
2.4 pagbabakat, pagkopya
ng larawan, hugis at titik
(KPKFM-00-1.4)
 Trace and write the lines
Learning Checkpoints
Independent Activities  Writing Letter Hh (KTG, p. 335)
 Use the senses to observe
and perform simple
experiments in classifying
objects (e.g., texture –
soft/hard, smooth/rough;
taste – salty, sweet, sour)
(PNEKBS-Id-6)
 Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
 Demonstrate an
understanding that objects
are made from one or
more materials like metal,
plastic, wood, paper
(PNEKPP-00-2)
 Use their senses to
perform simple
experiments in classifying
objects (texture –
soft/hard)
Introduce Letter Hh
 Use the senses to observe
and perform simple
experiments in classifying
objects (e.g., texture –
soft/hard, smooth/rough;
taste – salty, sweet, sour)
(PNEKBS-Id-6)
 Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
 Demonstrate an
understanding that objects
are made from one or
more materials like metal,
plastic, wood, paper
(PNEKPP-00-2)
 Use their senses to
perform simple activity in
classifying objects (texture
– rough/smooth)
 Nabibigyang -pansin ang
linya, kulay, hugis at
tekstura ng magagandang
bagay na:
a. makikita sa kapaligiran
tulad ng sanga ng puno,
dibuho sa ugat, dahon,
kahoy; bulaklak,
halaman, bundok, ulap,
bato, kabibe, at iba pa
b. gawa ng tao tulad ng
mga sariling gamit,
laruan, bote, sasakyan,
gusali (SKPK-00-2)
 Decorate the balloons with
different colors
 Nakagagawa ng modelo
ng mga pangkaraniwang
bagay sa paligid: dahon,
bato, buto, patpat, tansan
at iba pa
(SKMP-00-3)
 Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may iba’t
ibang tekstura
(SKMP-00-4)
 Make a house model by
pasting different shapes
  Hh Bag (KTG, p. 335)
 Words that start with letter Hh (KTG, p. 335)
 Blending Sounds (KTG, p. 336)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies  Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Hh properly
 Search of pictures which names start with letter Hh
Learning Checkpoints  Sound out letter Hh
 Find the words the firs letter start with letter Hh
 Blend sounds to make a word
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
(8:35am-8:45am)
Questions/Activity Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work. work.
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
(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 culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about different kinds story about the hands and story about the hands and story about color. story about shapes.
of lines. the objects that are soft the objects that are rough
and hard. and smooth.  Define difficult words.  Define difficult words.
 Define difficult words.
 Define difficult words.  Define difficult words. Motivation question: What  Motivation question:
 Motivation: What lines are your favorite colors? What are the different
make up a door?  Motivation question: What  Motivation question: What shapes that can be found

 Motive: Can you draw a
door using the straight and
horizontal lines?
During Reading Ask comprehension questions.
Post Reading  Who are the characters in
the story?
 What are the things they
saw? What lines did they
use to complete the
pictures?
 Do you think the
characters learned
something? What are these
things.
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Count and Add: Sticks
Activity
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
Competencies
(MKAT-00-26)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
Learning Checkpoints  Count and add the sticks
objects can you touch that
is soft? Hard?
 Motive question: What do
you think are the objects
that are soft and hard in
the story?
 What are the hard and soft
objects in the story?
 How many syllables are
the names of objects that
are hard?
 How many syllables are
the names of objects that
are soft?
 (Demonstrate how to count
the number of syllables by
clapping)
More than, Less Than
 Compare two groups of
objects to decide which is
more or less, or if they are
equal; identify sets with
one more or one less
element (MKC-00-8)
 Identify which set has greater  Identify which set has
number, lesser number
are the objects in the
surroundings which has a
rough texture? Smooth
texture?
 Motive question: What do
you think are the objects
that are rough and smooth
in the story?
 What are the rough and
smooth objects in the
story?
 How would you feel if you
were the character?
 Can you give other
examples of rough
objects? Smooth objects?
More than, Less Than
 Compare two groups of
objects to decide which is
more or less, or if they are
equal; identify sets with one
more or one less element
(MKC-00-8)
greater number, lesser
 Motive question: What will
the character in the story
do when he found out that
there are no colors in his
surroundings?
 What are the colors use in
the story?
 What did the character
learn about the colors?
 Do you also likes the
colors mentioned in the
story?
Count and Add: Colors
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Count and add the colors
in our surrounding?
 Motive question: Do you
also likes to draw just like
the character in the story?
 What did the characters
see while he is walking?
 Did the character
recognize the different
shapes along his way
home?
 What are the shapes
mentioned in the story?
Can you draw them?
Count and Add: Shapes
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Count objects with one-
to-one correspondence up
to quantities of 10
(MKC-00-7)
 Count and add the shapes
 number
 Block Play
 It’s A Match
Independent Activities
 Playdough Mats
 Domino Match
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Match numerals to a set of concrete objects (MKC-00-4)
Competencies
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-1)
 Build structures of blocks with different shapes and colors
 Match the numerals with the correct number of shapes
Learning Checkpoints
 Make the correct number of playdough indicated on the mat
 Match dominos with the same number of dots
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10
Transition to Indoor/
minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities Follow the Line Unstructured Free Play Bring Me Unstructured Free Play Shape Hunt Movement
 Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Classify objects according  Nakasasali sa mga laro, o  Classify objects
anumang pisikal na anumang pisikal na to observable properties anumang pisikal na gawain according to observable
gawain at iba’t ibang gawain at iba’t ibang like size, color, shape, at iba’t ibang paraan ng properties like size, color,
paraan ng pageehersisyo paraan ng pageehersisyo texture, and weight) pageehersisyo shape, texture, and
(KPKPF-00-1) (KPKPF-00-1) (PNEKPP-00-1) (KPKPF-00-1) weight) (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
lokomotor at di-lokomotor lokomotor at di-lokomotor anumang pisikal na lokomotor at di-lokomotor anumang pisikal na
Competencies
sa paglalaro, pag- sa paglalaro, pag- gawain at iba’t ibang sa paglalaro, pag- gawain at iba’t ibang
eehersisyo, pagsasayaw eehersisyo, pagsasayaw paraan ng 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
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro maayos na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
Learning Checkpoints  Pretend to be in a place in the community where people can have fun
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 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 or things that are rough or colors in their the shapes in their
could see in their hard. smooth. surroundings. 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 or hard identify rough or 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.

Prepared by: Checked:

ANALEE B. MARIANO MARINA M. GAMIDO

Teacher Principal