DepEd Order 42, s.

2016

SOLANO WEST ELEMENTARY SCHOOL March 4-8, 2024

School/District Teaching Dates
KINDERGARTEN
DAILY LESSON Content Focus There are places of worship and prayer in the community. Week No. Week 26
LOG
Quarter 3rd
MELC Competency:
● Rote Count up to 10 (MSKC-00-12)
HGP
RDELC ● Solve problems concerning oneself and others (HG-IIIe-8)
MARCH (PAG-ASA)
● Naipapamalas ang pagmamahal sa lahat ng nilikha ng Diyos at
kanyang mga biyaya sa pamamagitan ng pagpapakita at
pagpapadama ng kahalagahan ng pagbibigay pag-as sa iba
( ESP3PD-IVc-i-9) (ESP1PD-IVh-1-4) (ESP2PD-IVe-1-6)

PROCEDURES OBJECTIVES CONTENT

(BLOCKS OF
TIME)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time Note: For Tagalog as a Arrival Routine

(10 min) Medium of Instruction use
Maam Marielle Salvador Video
for Meeting Time 1 and for
Iloko use Maam Lorma Rio
Tucay Video
Transition to AVP/
Meeting Time 1 Opening Prayer
Greetings
Attendance Check

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 Health Check
Weather/Day Check

Meeting Time 1 Kaugnay na Batayan Message: Message: Message: Message: Message:

(10 min) Pakikisalamuha sa Iba Bilang
Kasapi ng Paaralan (Para)
Pamantayan sa Nilalaman
Ang bata ay nagkakaroon ng
pag-unawa sa konsepto ng
pamilya, paaralan at komunidad
bilang kasapi nito.
Pamantayan sa Pagganap
Ang bata ay nakapagpapamalas
ng pagmamalaki at kasiyahang
makapagkuwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad.
There are different There are people who People have different We respect people We behave
places of worship and work in the places of ways of worshipping with different ways appropriately in the
prayer in the worship and prayer. and praying. of worshipping and places of worship and
community. praying. prayer.
Questions: Questions:
Questions: When you go to your How do you pray in Questions: Questions:
Do you go to church/ churches and places your church? (Ask Since people have What are the things
mosque? Why do you of worship, who are the learners to different ways of that you can do in
go there? What do the people that you demonstrate their worshipping, what your places of
you there? Aside see? There are people manner of praying should you do if you worship? What are
from your church, who work in different and worshipping.) see them praying? the things that you
there are other places places of worship There are different You should show cannot do in the
of worship and prayer ways people pray and respect to people’s places of worship?
in the community worship. ways of worshipping There are appropriate
and praying. ways of behaving in
places of prayer and
worship.

Palatandaang Kasanayan
Nakikilala ang mga tauhan ng
paaralan at ang tungkulin nilang
ginagampanan.

Transition to Mag-Aral
Work Period 1
Tune: Sitsirisit
Tayo na sa Paaralan
Mag-aral nang bumasa
Magbilang at magkwenta

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 Magsulat ar kumanta

Work Period 1 Developmental Domain TEACHER-SUPERVISED ACTIVITIES

(40 min) Alphabet Knowledge (AK)

Content Standard
The child demonstrates an
understanding of the sense of
quantity and numeral relations,
that addition results in increase
and subtraction results in Introduce the Letter
Letter Match a roo Beginning Sound Simon Says Role playing
decrease Gg
Performance Standard
The child shall be able to
perform simple addition and
subtraction of up to 10 objects
or pictures/drawings
Competencies
● Identify the sounds of letters orally given (LLKPA-Ig-1)

● Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)

● Identify the letters of the alphabet (mother tongue, orthography) (LLKAK –IH-3)

● Match the letter sound to its letter form (LLKAK-Ih-5)

● Name objects that begin with a particular letter of the alphabet (LLKV-00-5)

INDEPENDENT ACTIVITIES
Block Play Playdough Puzzle Step on Letters Writing
Letter Gg
Competencies
● Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combinatio n of straight and

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 slanting lines (K, M,N, V, W, X, Y, Z), combinatio n of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U),
rounded strokes with loops
Paalala: Huling Sampung Bilang……. Isa,Dalawa, tatlo,apat,lima,anim,pito…………..sampu
Transition to
Meeting Time 2 Tayo Ng Maglipit
Tune: Leron Leron Sinta
Tayo nang magligpit, lahat ng ginamit
Gunting, papel at glue, ayusin natin ito
Tayo ay mag-ayos sa ating pag-upo
Nang makinig tayo, sabihin ng guro

Kaugnay na Batayan
Meeting Time 2 Pakikisalamuha sa Iba Bilang
(10 min) Kasapi ng Paaralan (Para) Presentation of Presentation of Presentation of Presentation of Presentation of
outputs outputs outputs outputs outputs
Pamantayan sa Nilalaman
Ang bata ay nagkakaroon ng
pag-unawa sa konsepto ng
pamilya, paaralan at komunidad
bilang kasapi nito.

Pamantayan sa Pagganap
Ang bata ay nakapagpapamalas
ng pagmamalaki at kasiyahang
makapagkuwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad.

Palatandaang Kasanayan
Natutukoy na ang bawat isa ay
may karapatang
matuto/makapag-aral/ pumasok
sa paaralan.
(KMKPara-00-1) p.10 of 31

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
Transition to Reminder: Huling Sampung Bilang
Recess Ang lahat ay maghanda3x
Ang lahat ay maghanda
Para kumain
Recess Time Developmental Domain: Prayer:
(15 min) Kalusugang Pisikal at Song: Apo umayka kadakam, ditoy ‘yanmi a panganan
Kasanayang Motor (KP) Toy kanen mi bendisionam, parabur mo punuen na kam. Amen.

Content Standard: Washing of Hands:

Ang bata ay nagkakaroon ng Song: This is the way
pag-unawa sa kakayahang Kastoy no agbugguak ( 3x)
pangalagaan ang sariling Kastoy no agbugguak
kalusugan at kaligtasan. Ti inaldaw-aldaw

Performance Standard: Ang The Importance of Nutrition

bata ay nagpapamalas ng Song: Kayat ko iti Gatas
pagsasagawa ng mga Tune: Leron- Leron Sinta
pangunahing kasanayan ukol sa
pansariling kalinisan sa pang- 1. Sino sino ang may dalang baon? Ano ano ang baon ninyo?
araw-araw na pamumuhay at 2. Ano ano ang dapat gawin bago kumain?
pangangalaga para sa sariling 3. Ano ano ang uri ng pagkain na dapat kainin?..pagkain na dapat baunin?..pagkain na dapat bilhin sa kantina?
kaligtasan. 4. Ano ang magandang naidudulot nito sa ating katawan? Kabilang ba ito sa Go foods, Grow foods, or Glow foods?
5. Ano ang dapat gawin pagkatapos kumain?
Learning Competency: 6. Mahalaga ba ang pagsisipilyo pagkatapos kumain? Bakit?
Naisasagawa ang pangangalaga
sa pansariling kalusugan tulad
ng: paglilinis ng katawan,
paghuhugas ng kamay bago at
pagkatapos kumain,
pagsisipilyo, pagsusuklay,
paglilinis ng kuko, pagpapalit
ng damit
Code: KPKPKK-Ih-1

Quiet Time

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 (10 min)
Oras na ng kwentuhan 3x
Transition to Oras na ng kwentuhan
Story time Makinig tayo
Story Time Kaugnay na Batayan Pre-Reading
(20 min) Pakikisalamuha sa Iba Bilang
Kasapi ng Komunidad

Define difficult Motivation question: Motivation question: Motivation question: Motivation question:
words. Saan paboritong Sino ang kasama Sino ang kasama Ano-ano pa ang mga
Motivation question: pumunta ni Gong? niya sa paglalaro ? niya sa pagtulong sa kaya niyang gawin?
Sino ang tauhan sa kanilang bahay?
kwento? Motive question: Motive question:
Motive question: Ano ang paborito Motive question: Siya ba ay masaya
Bakit kaya lagi niyang laro? Ano ang ginagawa kahit ganun ang
Motive question: siyang pumupunta sa nya sa loob at labas anyang sitwasyon?
Ano ang lagging dito? ng kanilang bahay?
kasama ni Gong?
Pamantayan sa Nilalaman
Ang bata ay nagkakaroon ng During Reading
pag-unawa sa konsepto ng
pamilya, paaralan at komunidad Ang Gulong ni Gong
bilang kasapi nito. Kwento ni: Danilyn Espinola

(Ask comprehension questions.)

Pamantayan sa Pagganap
Ang bata ay nakapagpapamalas
ng pagmamalaki at kasiyahang
makapagkuwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad.

Post Reading
Palatandaang Kasanayan Noting Details Sequencing of Events Inferring the Role Retelling

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 Natutukoy na ang bawat isa ay Character Traits Playing/Teacher-
may karapatang Assisted Storytelling
matuto/makapag-aral/ pumasok
sa paaralan.
(KMKPara-00-1) p.10 of 31
The children are
● Literal: Sino ang ● Literal: Sino ang ● Literal: Sino ang ● Literal: Sino ang
asked to retell the
pangunahing pangunahing pangunahing pangunahing story.
tauhan sa tauhan sa tauhan sa tauhan sa
kwento? kwento? kwento? kwento?

Inferential: Ano ang Inferential: Ano ang Inferential: Ano

gamit ni Gong? paboritong pasyalan ang ginagawa
at laro ni Gong ? niya sa kanilang
bakuran at sa
Critical: Paano siya loob ng bahay?
nakakapunta sa
pasyalan at sino Critical: Paano siya
kasama niya sa nakakatulong sa
paglalaro? kanyang mga
magulang?

Creative: Kung
ikaw si Gongl
gagawin mo din ba
ang mga ginagawa
niya?Bakit?

Transition to
Work Period 2 Song: Tatlong Bibe

May tatlong bibe akong nakita

Mataba, mapayat mga bibe
Ngunit ang may pakpak sa likod ay iisa
Siya ang lider na nagsabi ng kwak kwak.

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
Work Period 2 Developmental Domain Teacher-Supervised Activities
(40 min) Number and Number Sense
(NNS)
Content Standard
The child demonstrates an Church Chart Chart Reading Shape lacing Number Call-Out Who has more?
outstanding of the sense of Time to Worship
quantity and numeral relations
that addition results in increase
and subtraction results in
decrease
Performance Standard
The child shall be able to
perform simple addition and
subtraction of up to 10 objects
or pictures/drawings
Competencies
● Rote count up to 20
Rote count up to 20
Arrange objects one after ● Number 9
another in a series/sequence
big/bigger/biggest
Long/longer/longest

Independent Activities
1. Rote Counting 1. Writing number 1. Card Snap 1. Write the missing number
0-20 9 2. Grab counting using counters
2. Grab 9 2. Number 9
Counting Playdough

Competencies
● Count objects ● Nakakagawa ng ● Nakakagawa ng ● Compare two groups of objects to decide
with one-to-one modelo ng mga modelo ng mga which is more or less, or is they are equal
correspondence pangkaraniwang pangkaraniwang (MKC-00-8)
up to quantities bagay sa paligid: bagay sa paligid:
of 10 (MKC-00- dahon, bato, buto, dahon, bato, buto,
7) patpatm tansan, patpatm tansan,

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 atbp. (SKMP-00- atbp. (SKMP-00-
3) 3)
● Natutukoy ang
iba’t ibang lugar
sa komunidad
(KMKPKom-00-
3)
HOMEROOM MELC:
GUIDANCE AND Solve problems concerning HG Quarter 3 HG Quarter 3
RDELC oneself and others Week 4 to 5- Week 4 to 5-
HG-IIIe-8 RDELC
Helping Hands Helping Hands
RDELC: MARCH
Page 11 Page 12
Naipapamalas ang pagmamahal (PAG-ASA)
Activities:
sa lahat ng nilikha ng Diyos at Activity 1
kanyang mga biyaya sa ● Share your
Activities: ● Alamin
pamamagitan ng pagpapakita at Thoughts
● What I Have Natin
pagpapadama ng kahalagahan and Feelings
Page 20
ng pagbibigay pag-as sa iba Learned
( ESP3PD-IVc-i-9) (ESP1PD-
IVh-1-4) (ESP2PD-IVe-1-6)
Transition to Sundan Mo Ako
Indoor/Outdoor Mag-isip isip ng isa, dalawa, tatlo
Games Sundan niyo ako
Sundan 3x niyo ako (3x)
Ikaw naman dito
Indoor/Outdoor Kaugnay na Batayan
Games Kasanayang “Gross Motor” Free Play Free Play Free Play Free Play Free Play
(20 min) (GM)
Pamantayan sa Nilalaman
Ang bata ay nagkakaroon ng
pag-unawa sa pag-unawa sa
kapaligiran at naiuugnay dito
ang angkop na paggalaw ng
katawan

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 Pamantayan sa Pagganap
Ang bata ay nakapagpapamalas
ng maayos na galaw at
koordinasyn ng mga bahagi ng
katawan.

Palatandaang Kasanayan • Naisasagawa ang

● Nagagamit ang ● Nakikilala ang ● Naisasagawa ang ● Naisasagawa ang
mga sumusunod
mga kilos sarili (SEKPSE- mga sumusunod mga sumusunod na kilos
lokomotor sa 00-1)-gulang/ na kilos na kilos lokomotor sa
paglalaro, pag- kapanganakan lokomotor sa lokomotor sa pagtugon sa
eehersisyo, (SEPSE-Ic-1.3) pagtugon sa pagtugon sa ritmong mabagal
pagsasayaw at di- -gusto/di-gusto ritmong mabagal ritmong mabagal at
lokomotot (SEKPSE-IIc- at at mabilis( paglalak
(KPKGM-1g-3) 1.4) mabilis( paglalak mabilis( paglalak ad, pagtakbo,
ad, pagtakbo, ad, pagtakbo, pagkandirit,
● Recite rhymes
pagkandirit, pagkandirit, paglundag/
and poems, and paglundag/ paglundag/ pagtalon at
sing simple pagtalon at pagtalon at paglukso
jingles/songs in paglukso paglukso (KPKGM-1e-2)
the mother (KPKGM-1e-2) (KPKGM-1e-2)
tongue, ● Nagagamit ang
Filipino/or ● Nagagamit ang ● Nagagamit ang
mga kilos
English mga kilos mga kilos lokomotor sa
(LLKOL-Ia-2) lokomotor sa lokomotor sa paglalaro, pag-
paglalaro, pag- paglalaro, pag- eehersisyo,
eehersisyo, eehersisyo, pagsasayaw at di-
pagsasayaw at di- pagsasayaw at di- lokomotot
lokomotot lokomotot (KPKGM-1g-3)
(KPKGM-1g-3) (KPKGM-1g-3)
● Use the proper
expression in
introducing

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 oneself
(LLKVPD-Ia-13)

Transition to Rhyme: Isa, Dalawa, Tatlo

Meeting Time 3 Isa, Dalawa, Tatlo, tumayo na tayo
Apat, lima anim, kunin ang mga gamit natin
Pito, walo, siyam tayo nang magpaalam
At pagbilang ng sampu, handa na kayo
Meeting Time 3 Dismissal Routine
(5 min) Closing Prayer

Goodbye Song

Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation. ___no of learners ___no of learners ___no of learners ___no of learners ___no of learners
who earned 80% and who earned 80% and who earned 80% and who earned 80% and who earned 80% and
above. above. above. above. above.

B. No. of learners who require additional activities for ___no. of learners ___no. of learners ___no. of learners ___no. of learners ___no. of learners
remediation. who requires who requires who requires who requires who requires
additional activities additional activities additional activities additional activities additional activities
for remediation. for remediation. for remediation. for remediation. for remediation.

C. Did the remedial lessons work? No. of learners who __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
have caught up with the lesson. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson.

D. No. of learners who continue to require ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
remediation. continue to require continue to require continue to require continue to require continue to require
remediation. remediation. remediation. remediation. remediation.
E. Which of my teaching strategies worked well? Why Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
did these work? work well: work well: work well: work well: work well:
__ Group __ Group __ Group __ Group __ Group
collaboration collaboration collaboration collaboration collaboration
__ Games __ Games __ Games __ Games __ Games
__ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/ __ Solving Puzzle/
Jigsaw Jigsaw Jigsaw Jigsaw Jigsaw
__ Answering __ Answering __ Answering __ Answering __ Answering
preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share
(TPS) (TPS) (TPS) (TPS) (TPS)
__ Differentiated __ Differentiated __ Differentiated __ Differentiated __ Differentiated
Instruction Instruction Instruction Instruction Instruction
__ Role __ Role __ Role __ Role __ Role
Playing/Drama Playing/Drama Playing/Drama Playing/Drama Playing/Drama
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

Why? Why? Why? Why? Why?

__ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs
__ Availability of __ Availability of __ Availability of __ Availability of __ Availability of
Materials Materials Materials Materials Materials
__ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness __ Pupil’s eagerness
to learn to learn to learn to learn to learn
__ Group member’s __ Group member’s __ Group member’s __ Group member’s __ Group member’s
cooperation in cooperation in cooperation in cooperation in cooperation in
doing their task doing their task doing their task doing their task doing their task
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
F. What difficulties did I encounter which my __ Bullying among __ Bullying among __ Bullying among __ Bullying among __ Bullying among
principal or supervisor can help me solve? pupils pupils pupils pupils pupils

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 __ Pupil’s __ Pupil’s __ Pupil’s __ Pupil’s __ Pupil’s
behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
__ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
Technology Technology Technology Technology Technology
Equipment Equipment Equipment Equipment Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________
G. What innovation or localized materials did I Planned Planned Planned Planned Planned
use/discover which I wish to share with other teachers? Innovations: Innovations: Innovations: Innovations: Innovations:
__ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
__ Making big books __ Making big books __ Making big books __ Making big books __ Making big books
from views of the from views of the from views of the from views of the from views of the
locality locality locality locality locality
__ Recycling of __ Recycling of __ Recycling of __ Recycling of __ Recycling of
plastics to be used plastics to be used plastics to be used plastics to be used plastics to be used
as instructional as instructional as instructional as instructional as instructional
Materials Materials Materials Materials Materials
__ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical __ Local Poetical
composition composition composition composition composition
__ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls. __ Others, pls.
specify specify specify specify specify
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

Prepared by: Noted By:

ARIANE D. PIMENTEL BELINDA L. DULAY

Kindergarten Teacher Principal 1

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
WORK PERIOD 1 (TEACHERS-SUPERVISED ACTIVITIES)
1. Introduce the letter Gg
Materials:
pictures of words that begin with G, pictures that begin
with other letters. Connect with theme.
Procedure:
1. Show words that begin with G.
2. Show the letter Gg.
3. Show the learners how to write Gg.
4. Give examples of words that begin with /g/.
5. Ask the learners to give the sound of /g/.
6. Ask the learners for other words that begin with /g/.
7. Show different pictures of words that begin with
different letters.
8. Say the name of each picture and ask if it begins with
the /g/ sound.
9. Show a pair of pictures, one begins with /y/ and another
begins with another letter sound
10. Ask the learners to choose which word begins with /g/.
2. Letter Match-a-roo
Materials:
pictures of words that begin A to g, cards with letters from
A to G(upper case), cards with letters from a to g (lower
case). Connect with theme.
Procedure:
1. Give the learners the letters and the pictures.
ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
2. Collaboratively, let the learners match the upper case
and lower case letters
3. Let the learners match the letters with the pictures that
begin with the sounds.
4. Guide the learners in accomplishing the activity,
sounding out the letters if they ask.
3. Beginning Sound Substitution /g/
Materials:
pictures of words that begin with other letter sounds,
connect with theme.
Procedure:
1. Review the sound of /g/.
2. Demonstrate how to substitute letter sounds. Give at
least 3 examples or until the learners are able to do it on their own.
3. For example, show a picture of a child (bata).
4. Say the word: “Bata”.
5. “Change /b/ to /g/. It becomes GATA.
6. Let the learners choose another picture and ask him/her
to substitute the beginning sound with /g/.
4. Simon Says
Materials:
picture of people performing different actions when
praying.
Procedure:
1. Show the learners pictures of how people pray
differently. (kneeling, bowing, putting their hands together, raising
their hands, jumping for joy, dancing, etc.)
 2. Demonstrate it to the learners.
3. Ask the learners to follow the actions.
4. Say “Simon says” and give an action that they will
perform. For example, “Simon says, bow your heads.”
5. Role Playing
Procedure:
1. Review ways to behave inside places of worship.
2. Ask the learners to act out how they should behave as if
they are in a place of worship.
3. Ask the learners about why it is important to behave
properly in places of worship.
WORK PERIOD 1 (INDEPENDENT ACTIVITIES)
1. Block Play
Materials:
blocks, pictures of places of worship in the community
Procedure:
1. Ask the learners to make models of places of worship
using blocks.
2. Let the learners talk about what they built.
2. Playdough
Procedure:
1. Show the learners pictures of places of worship.
2. Review the places of worship with the learners.
3. Ask the learners to make models of places of worship
using play dough, placing their creations on a piece of cardboard.
4. Let the models dry.
5. Exhibit the learners’ work around the classroom.
3. Puzzle
Materials:
puzzles with pictures of people who work in places of
worship, model of finished the completed puzzles
Procedure:
1. Review the different people who work in places of
worship.
2. Each group will be given cut-outs of pictures of
persons in their respective place of worship.
3. The learners will work together to finish the puzzle.
4. Step on letters
Materials:
floor cards of different letters, pictures of words that begin
with different letters – connect with theme

Materials: Procedure:
playdough, pictures of places of worship in the
community, cardboard

ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
 1. Ask who among the members of the group would want
to be the facilitator of the game (preferable someone who already
knows the letter name and sounds)
2. Lay all the floor cards on a big space in the classroom.
3. Ask the facilitator to pick a picture card and name it.
4. The other members of the group will then look for the
letter where the picture begins with and steps on it.
WORK PERIOD 2 (TEACHERS-SUPERVISED ACTIVITIES)
1. Church Chart
Materials:
chart of different places of worship in the community,
paper dolls equivalent to the number of learners in class
Procedure:
1. Review the different places of worship in the
community.
2. Ask the learners where which place of worship they go
to.
3. Let the learners paste their paper dolls under their place
of worship.
4. Let the learners talk about what they do in their places
of worship.
2. Chart reading
Materials:
chart used during the previous day
ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
Procedure:
1. After all the learners have placed their paper dolls on
the chart, let the learners count the number of paper dolls for each
place of worship.
2. Let the learners write the number on the box below.
3. Ask the learners the following questions: - Which place
of worship has the least number of members from our class? -
Which place of worship has the most number of members from
our class? - Which has more? Place of worship 1 or place or
worship 2? - Which has less? Place of worship 3 or place of
worship 4? (try out different combinations)
4. Remind learners that this is not however a contest of
which has more. Each person should be respected for their choice
of religion or faith.
3. Shape Sorting
Materials:
different cutout shapes (circle, triangle, square, rectangle,
rhombus, parallelogram, diamond, ova, star), a set of
shapes per learner
Procedure:
1. Show the learners the different shapes and name each
one.
2. Ask the learners to look for a similar shape shown from
the set given to them.
3. Ask the learners to point to shapes that are the same as
the shape discussed.
 4. Ask the learners to name a similar shape that can be
found in places of worship.
5. Ask the learners to name the shapes.
4. Shape Construction
Materials:
scissors, paper with different shapes drawn on the paper,
glue, blank paper
Procedure:
1. Let the learners cut the shapes.
2. Ask the learners to arrange the different shapes to create
a picture of a place of worship. Glue the shapes on the blank piece
of paper.
3. Let the learners cut shapes on their own to add details to
the picture.
5. Time to Worship
Materials:
pictures of morning, noon, afternoon, and night
Procedure:
1. Ask the parents beforehand when the families go and
attend their worship.
2. Explain to the learners that there are different times of
the day that people go to their places of worship. (Teacher should
research about the times of the day or week that different
religion/faith conduct their worship service.)
ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
3. Go outside and point to the place of the sun during the
times of the day.
4. Show a clock and show the time of day when morning,
noon, afternoon, and night.
5. Ask the learners what time they go to their place of
worship.
WORK PERIOD 2 (INDEPENDENT ACTIVITIES)
1. Grab Counting
Materials:
10 small bags (one bag has 1 item, one has 2 items, one
has 3 items… up to 10 items), small items from school
that can fit in the bag, pen, paper
Procedure:
1. Ask the learners to choose one bag.
2. Empty the bag and let the learners count the items.
3. Let the learners to count the number of items.
4. Let the learners write the number on the piece of paper.
2. Church Construction
Materials:
different indigenous materials from around the school
(dried leaves, boxes, stickes, etc.), glue, cardboard, clear
or masking tape
Procedure:
1. Let the learners choose the materials that they will use.
 2. Let the learners build a model of their place of worship
using the different materials.
3. Let the learners talk about what they made.
3. Mask Making
Materials:
paper plates with eye holes, rubber band, glue, pen, string,
paper, pictures of people who work in places of worship
Procedure:
1. Show the learners pictures of different people who
work in places of worship
2. Let the learners create a face of the people who work in
places of worship using different materials.
3. Attach rubber bands at both ends of the mask for the
ears.
4. Card Snap
Materials:
10 cards with images of places of worship and people
working in worship places
Procedure:
1. Ask the learners to pair up, as this small group activity
works in twos.
2. Shuffle and deal the cards to each of the players, each
getting 5 cards.
3. The players take turns in turning over their top card.
4. If two matching cards are turned over, the first player to
shout “snap” wins both the piles concerned.
ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO
5. Continue until all the cards are dealt or one player gets
the most cards.
ANG GULONG NI GONG
Kwento ni: Danilyn B. Espinola
“Ako si Gong . Gamit ang aking gulong”.
“ Nakakapunta ako sa aking paboritong pasyalan, sa
parke”.
“Nakapaglalaro kami ng paborito naming laro ni Tatay,
ang golf”
“Nakapagdidilig ako ng tanim ni nanay at paborito
naming kainin ang masustansiyang gulay.”
“Nakapag-aagiw ako at natatanggal ang mga sapot mula
sa mga gagamba.”
Naaalagaan ko si Gigi, ang aking paboritong alagang aso.”
“ Kahit ganito ang aking sitwasyon, ako ay masaya dahil
mayroon akong mga gulong na nagsisilbing paa, para
magawa ko ang mga paborito kong Gawain kasama ang
aking pamilya.”
“Dahil sa aking gulong, para na akong nakakalakad at
nakakapunta sa pasyalan, nakapaglalaro, nakakatulong sa
aking mga magulang, nakapag-aalaga ng hayop at
nakapaglilinis ng bahay.”
“Kahit hindi ako nakakalakad, buo naman ang
pagmamahal sa akin ng aking mga magulang.’
“At mayroon akong mga kaibigan na lagi kong kasamang
naglalaro ng aming paboritong laruan, ang mga sasakyan.”
“Paborito ko ito dahil ang mga sasakyan ay tulad ko rin na
may mga gulong.”
ARITAO II/ HILDA D. ARAGON PhD./LINA D. PAL-EC/LOGIE A. PALACAY/ KARLA MAE I. MARIANO