DepEd Order 42, s.

2016

SOLANO WEST ELEMENTARY SCHOOL FEB. 12-16, 2024

School/District Teaching Dates

Content Focus There are places of learning in the community Week No. 22
KINDERGARTEN MELC Quarter 3rd
DAILY Natutukoy ang iba’t-ibang lugar sa komunidad (KMKPKom-00-3)
LESSON LOG HGP
Share experiences and attitude relevant to protecting oneself and others at home and in school
(HGKPS-1llc.2-5 & HGKPS-llld.1-5)

RDELC
Pagmamahal (Love)
Nakapagdarasal ng may pasasalamat sa Diyos sa mga biyayang natanggap, tinatangap at tatanggapin.

PROCEDURES OBJECTIVES CONTENT

(BLOCKS OF
TIME)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date:____________ Date:____________ Date:___________ Date:____________ Date:____________

Arrival Time Arrival Routine

(10 min)
Opening Prayer
Greetings
Attendance Check
 Health Check
Weather/Day Check

Transition to Awitin:
Meeting Time 1

Ako, Ikaw, Tayo Isang Komunidad

Himig: Roll Over the Ocean

Ako, ako, ako'y isang komunidad (3x)

Ako'y isang komunidad.
La la la
Sumayaw-sayaw at umindak-indak
Sumayaw-sayaw katulad ng dagat
Sumayaw-sayaw at umindak-indak
Sumayaw-sayaw katulad ng dagat
(Ulitin ang awit. Palitan ang ako ng ikaw.... at tayo)

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

(10 min) Pakikisalamuha sa Iba Bilang
Kasapi ng Paaralan (PAra)
My school is a place There are places of There are libraries in There are other There are people who
of learning in the learning for different the school and in the places of learning in work in places of
community. people. community. the community. learning.
Questions: Questions: Questions: Questions: Questions:
What is the name of Where are you Aside from the Aside from the In the places we
your school? What studying? Who are different classrooms school and the visited, who are the
are the things that your friends here in that we visited library, what are the people that you saw?
you do in school? school? Do you have yesterday, what else other places where What were the people
Aside from the friends who do not did we visit? you can learn things? doing?
school, what are the study here? Who are (Library) What are (This may include the
places where you can they? Where are your the things that you home, the barangay
learn? other friends saw in the school center, the parents’
 studying? library? What are the work places,
people doing in the museums, etc.) What
library? What other are the things you can
things can you do in learn from these
the library? places? Can you learn
even if you are
finished studying in
school? How?

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

MELC
Natutukoy ang iba’t-ibang lugar
sa komunidad
(KMKPKom-00-3)

AGADAL NGA AGSURAT****

Transition to (London bridge tune)
Work Period 1
Agadal nga agsurat
Agbilang, agkanta
Agsala ken agbasa
Ditoy pagadalan
Work Period 1 Developmental Domain
(40 min) Alphabet Knowledge TEACHER-SUPERVISED ACTIVITIES

Content Standard
The child demonstrates an
understanding of letter
representation of sounds-that
letters as symbols have names
and distinct sounds

Performance Standard
Let’s write Tt Lacing Letter Tt Letter Tt Mosaic Poster of words that Letter Sound and
The child shall be able to begin with Tt Objects Match
identify the letter names and
sounds

Competencies Trace, copy, and Identify the Identify the Identify the Identify the
write the letters of the letters of the letters of the letters of the letters of the
alphabet: straight alphabet (mother alphabet (mother alphabet (mother alphabet (mother
lines (A,E,F,H,I,L,T) tongue, tongue, tongue, tongue,
ortography) ortography) ortography) ortography)
Combination of
straight and slanting LLKAK-Ih-3 LLKAK-Ih-3 LLKAK-Ih-3 LLKAK-Ih-3
lines
(K,M,N,V,W,X,Y,Z),
combination of
straight and curved
lines
(B,C,D,G,J,O,P,Q,R,
S,U), rounded strokes
with loops
LLKH-00-3

INDEPENDENT ACTIVITIES

Tracing Letter Playdough Letter School Tour Letter Sound and Poster of words that
Tt Tt begin with Tt
Objects Match

Competencies Trace, copy, and Identify the letters of Natutukoy ang iba’t- Identify the letters of Identify the letters of
write the letters of the the alphabet (mother ibang lugar sa the alphabet (mother the alphabet (mother
 alphabet: straight tongue, ortography) komunidad tongue, ortography) tongue, ortography)
lines (A,E,F,H,I,L,T)
LLKAK-Ih-3 KMKPKom-00-3 LLKAK-Ih-3 LLKAK-Ih-3
Combination of
straight and slanting
lines
(K,M,N,V,W,X,Y,Z),
combination of
straight and curved
lines
(B,C,D,G,J,O,P,Q,R,
S,U), rounded strokes
with loops
LLKH-00-3

Tayo Ng Maglipit
Transition to Tune: Leron Leron Sinta
Meeting Time 2
Tayo nang magligpit, lahat ng ginamit
Gunting, papel at glue, ayusin natin ito
Tayo ay mag-ayos sa ating pag-upo
Nang making tayo, sabihin ng guro

Kaugnay na Batayan
Meeting Time 2 Pakikisalamuha sa Iba Bilang
Kasapi ng Komunidad (PKom)
(10 min) Presentation of Presentation of Presentation of Presentation of Presentation of
outputs outputs outputs outputs outputs

Pamantayan sa Nilalaman
Konsepto ng pamilya, paaralan
at komunidad bilang kasapi nito

Pamantayan sa Pagganap
Pagmamalaki at kasiyahang
 makapagkwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at komunidad

Palatandaang Kasanayan
Natutukoy ang iba’t-ibang lugar
sa komunidad.
(KMKPKom-00-3)

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: Ang bata

ay nagkakaroon ng pag-unawa
sa kakayahang pangalagaan
ang sariling kalusugan at
kaligtasan.
Washing of Hands:
Song: This is the way
Kastoy no agbugguak ( 3x)

Performance Standard: Ang Kastoy no agbugguak

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

Quiet Time
(10 min)

Oras na ng kwentuhan 3x
Transition to Oras na ng kwentuhan
Story time
Makinig tayo

Story Time Pre-Reading

(20 min)

Developmental Domain: Define difficult Define difficult Define difficult words Define difficult Define difficult
words. words. words. words.
Language, Literacy & .
Communication (LL)
Motivation question:
Motivation question: Motivation question: Motivation question: Motivation question:
Is brushing our teeth
What do you do Who among you How many times do What should we do to
good to our health?
before going to brush his/her teeth we brush our teeth? have strong and
school? today? healthy teeth?

Motive question:
Motive question:
What might be the
Motive question: Motive question: Where do we go Motive question:
reason why Ani
when our teeth get What should we do
What might happen if What are the foods consulted the
hurt? after eating to avoid
we did not brush our that we should avoid Dentist?
 teeth? to prevent tooth tooth decay?
decay?

Content Standard During Reading

The child demonstrates an Ay! May Bukbok Ang Ngipin ni Ani!
understanding of information
received by listening to stories
and be able to relate within the (Ask comprehension questions.)
context of their own experience

Performance Standard
The child shall be to listen
attentively and respond/ interact
with peers and teacher / adult
appropriately

Post Reading

Learning Competency Noting Details Sequencing of Events Inferring the Role Retelling
Character Traits Playing/Teacher-
Listen attentively to stories/
Assisted Storytelling
poems/ songs
Code: LLKLC – 00-1

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: ● Inferential: Ano ● Inferential: Ano

ang nakita ni Ani ang nakita ni Ani
Ano ang nakita ni nang silipin niya nang silipin niya
Ani nang silipin niya ang kanyang ang kanyang
ang kanyang ngipin ngipin sa ngipin sa
sa salamin? salamin? salamin?
 ● Critial: Bakit ● Critial: Bakit
masakit ang masakit ang
ngipin ni Ani? ngipin ni Ani?

● Creative: Ano
ang dapat gawin
upang
maiwasang
magkasakit at
masira ang ating
ngipin?

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.

Work Period 2 Developmental Domain Teacher-Supervised Activities

(40 min) Number and Number Sense
(NNS)

Content Standard
The child demonstrates an
understanding of the sense of
quantity
The child demonstrates an
understanding of Objects can be
2- dimensional or 3- Number Stations Play dough Counting Bags Number Picking Up Book of 10
dimensional (Quantities of 10) Numerals (0-10) Game
Mat
Performance Standard
The child shall be able to
perform simple addition and
subtraction of up to 10 objects
or pictures/drawings
The child shall be able to
describe and compare 2-
dimensional and 3- dimensional
objects

Competencies Count objects with Recognize and Count objects with Recognize and Count objects with
one-to-one identify numerals 0 to one-to-one identify numerals 0 to one-to-one
correspondence up to 10 correspondence up to 10 correspondence up to
quantities of 10 quantities of 10 quantities of 10
MKC-00-20 (MKC-00-2)
(MKC-00-7)
MKC-00-7 MKC-00-7

Independent Activities

Numeral Writing My 7 booklet Objects and Number Number Cover

Numeral Matching Concentration (0-7) All/Call Out:
Numbers: (0-7)

Competencies Count objects with Count objects with Match numerals to a Count objects with • Recognize and
one-to-one one-to-one set of concrete one-to-one identify numerals 0-
correspondence up to correspondence up to objects correspondence up to 10
quantities of 10 quantities of 10 quantities of 10
(MKC-00-4) (MKC-00-2)
(MKC-00-7) (MKC-00-7)
MKC-00-7

Recognize symmetry
(own body, basic Recognize symmetry
shapes) (own body, basic
 (MKSC-00-11) shapes)
(MKSC-00-11)

HGP HGP RDELC

MELC: Share experiences and Objective: Objective:

attitude relevant to protecting
tell experiences tell experiences MODYUL SA
oneself and others at home and
relevant to protecting relevant to protecting EDUKASYON SA
in school
oneself and others at oneself and others at PAGPAPAKATAO
home home K-3
HGKPS-1llc.2-5 *Quarter 3-Module *Quarter 3-
7 pp. 9-10 (Keep in Module 7 pp. 11
HGKPS-llld.1-5 PAGMAMAHAL
Mind) (You Can Do It)
pp. 12-14

HGP Competencies: Apply effective Alamin Natin

ways of protecting oneself arnd
& others
RDELC Standards: Apply ability to
protect oneself and others
towards effective ways of
problem-solving

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”
(20 min) (GM)
I Spy
Pamantayan sa Nilalaman
 Kanyang kapaligiran at
naiuugnag ditto ang angkop na
paggalaw ng katawan

Pamantayan sa Pagganap
Maayos na galaw at
koordinasyon ng mga bahagi ng
katawan

Palatandaang Kasanayan Identify objects mentioned in the game

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.

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.

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.

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.

No. of learners who continue to require remediation. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
continue to require continue to require continue to require continue to require continue to require
remediation. remediation. remediation. remediation. remediation.

Which of my teaching strategies worked well? Why Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
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
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

What difficulties did I encounter which my principal __ Bullying among __ Bullying among __ Bullying among __ Bullying among __ Bullying among
or supervisor can help me solve? pupils pupils pupils pupils pupils
__ 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
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

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: Checked:

ARIANE D. PIMENTEL BELINDA L. DULAY

Teacher Principal I
WORK PERIOD 1 (TEACHER SUPERVISED ACTIVITIES)
1. Let’s Write Kk
Materials: letter box, pencil or crayon, colored and attractive onset and rime charts
(focused on Kk)
Procedure: 1. Set standards for the activity.
2. Get letter Kk from the letter box.
3. Hold the crayon or pencil.
4. Write K on the blank to complete the word on the flip chart (use words in the
mother tongue.
5. Let the learners exchange flip charts to experience writing Kk to other chart.
6. Remind them to finish the task for the time you set for the activity.
2. Lacing Letter Kk
Materials: precut cardboard in a form of letter K with holes around, yarn
Procedure: 1. Distribute the cardboard in a form of K.
2. Using the yarn attached to the cardboard K, have each learner lace the edges of
the shape card s/ he is holding.
3. Letter Kk Mosaic
Materials: glue, materials for mosaic – seeds, buttons, pieces of cloth, colored
paper cut outs, etc., cardboard with outlined letter Kk in block style
Procedure: 1. Learners identify the letters and give their sounds.
2. Learners fill in the letter outlines with mosaic materials.
4. Poster of Words that Begin with Kk
Materials: a 1/4 cartolina sized outline of the letter Kk for each learner, colored
markers, crayons
Procedure: 1. Show the letter outline to the learners and ask them to identify the
letter and produce its sound.
2. Tell the learners to think of objects that begin with the letter/ sound Kk.
3. Ee words in the learners’ mother tongue are most welcome.
4. Ask the learners to draw their ideas inside the outline of the letter.
5. Assist the learners in labeling their drawings.
5. Letter Sound and Objects Match
Materials: letter cards – Mm, Aa, Ff, Tt, Nn, Ee, Ss, Bb, Cc, Pp, Gg, Uu, NG ng,
Kk
Procedure:
1. Learners identify the letters and give their sounds.
2. Learners look for objects inside the classroom that begin with the letter sounds
and place them on top of the letter cards.
WORK PERIOD 1 (INDEPENDENT ACTIVITIES)
1. Tracing Letter Kk
Materials: small flat trays with flour or baby powder
Procedure: 1. Learners write the letters on the tray using their index finger.
2. Learners are careful not to spill the flour or baby powder so that the
other learners may use it, too
2. Playdough Letter Kk
Materials: playdough
Procedure: 1. Ask the learners to make letter Kk with clay.
2. Place their models on top of a piece of cardboard
3. Exhibit the learners’ works.
 3. School Tour 3. Ee words in the learners’ mother tongue are most welcome.
Materials: Manila paper, coloring materials, pictures of objects in the 4. Ask the learners to draw their ideas inside the outline of the letter.
community
5. Assist the learners in labeling their drawings.
which begin with the /o/ sound.
WORK PERIOD 2 (TEACHER SUPERVISED ACTIVITIES)
Procedure:
1. Number Stations (Quantities of 7)
1. Bring the learners to the different areas in the school. (Library, AV hall,
Materials: several counters (objects found in the community), pencil, paper
Madrasah classroom, E-classroom etc)
Procedure:
2. Discuss each part with the learners.
1. Demonstrate how to count objects up to 7. While doing so, the teacher
3. Encourage the learners to observe the people and things in the different counts aloud.
parts of
2. Show the learners how to write the number 7. Let them write 7 on their
the school. palms or trace it with their fingers.
4. Letter Sound and Objects Match 2. Play dough Numerals (0-7) Mat
Materials: letter cards – Mm, Aa, Ff, Tt, Nn, Ee, Ss, Bb, Cc, Pp, Gg, Uu,
NG ng, Kk Materials: playdough, placemats with numbers
Procedure: Procedure: 1. Give each learner a medium-sized ball of playdough
1. Learners identify the letters and give their sounds.
2. Learners look for objects inside the classroom that begin with the letter 2. Let them form the numerals 0,1,2,3,4,5,6,or 7 according to the mat they have
sounds and place them on top of the letter cards.
3. Ask the learners to create the number of objects (things community helpers
5. Poster of Words that begin with Kk used in their word) for each numeral
Materials: a 1/4 cartolina sized outline of the letter Kk for each learner, 3. Counting Bags
colored markers, crayons
Materials: basket bags, cut out fruits and vegetables
Procedure:
Procedure: 1. Let the learners put cut out fruits and vegetables inside according to
1. Show the letter outline to the learners and ask them to identify the number shown on the market basket
the letter and produce its sound. 5. Number Picking Up Game
Materials: fish or fruit shape cut outs (that have numbers 1-7 written on
2. Tell the learners to think of objects that begin with the letter/ sound Kk. them) with paper clip, rod with magnet
 Procedure: 2. They may be guided to write a title for each showing the quantity and name of
1. Set up “picking area” where shapes are placed on the floor. object (i.e. 7 slides, 7 boats)
2. Learners take turns using the rod to pick a number.
3. When a learner picks a “number” he/she identifies the number written 3. Objects and Numeral Matching
on the fish or fruit shape. Materials: cards with numbers, picture of symmetrical objects cut into two
4. The next learner take his/her turns.
Procedure:
6. Book of 7
1. Let the learners pick a card.
Materials: booklet, pencil, crayons
Procedure: 2. Let them match the pair of the picture that shows symmetry
1. Distribute to the learners booklet
2. Ask the learners to draw sets of objects with 7 members (they can use 2. Ask the learners to place the number of objects as indicated in the card.
things they see in different community places). Let the learners color their 4. Number Concentration (0-7)
drawing.
Materials: a set of number cards from 0 to 7, a set of picture cards of different
items in the house with quantities from 0 to 7
WORK PERIOD 2
Procedure:
INDEPENDENT ACTIVITIES
1. All the picture cards are laid out face down on the table/floor.
1. Numeral Writing
2. Players decide who gets to play first.
Materials: worksheet with different number of items (0-8), writing materials
3. Player turns two cards face up.
Procedure:
4. If the cards match each other (e.g. numeral 7 and 7 objects on the picture card),
1. Ask the learners to count the objects in the picture. the player keeps the cards
2. Let the learners write the numeral s beside each item 5. Players continue to take turns to play.
2. My 7 Booklet 6. Player with the most cards wins.
Materials: Note: For matching activities, teachers may present learners with varied materials
worksheet/booklet , glue, picture cut-outs that are half into two that include tactile materials or concrete objects. For instance, instead of just
matching colors, learners may match objects with the same texture. Teachers may
Procedure: use cloth swatches, cotton, corrugated paper, etc. Learners may also match the
objects with the same shapes such as pencils, coins, blocks, or varied
1. Let the learners match and paste the pictures that are half into for every page.
manipulatives. Consider this when you encounter other similar activities.
5. Number Cover All/Call Out: Numbers: (0-7)
Materials: number boards, 2 sets of number cards
Procedure:
1. Give each player a number board.
2. Learners take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.
INDOOR/OUTDOOR GAME
I SPY
Materials: objects that begin with Kk (kumot, kalesa, kamote, kangkong) objects
starting from different letters
Procedure:
1. Spread the items on the table or floor.
2. Ask the learners if they are familiar with the objects.
3. Ask the learners to name the objects that they know.
4. Ask the learners to identify which objects begin with the letter Ee.
5. Point out the letter and the beginning sounds of the word
Story: Ay! May Bukbok Ang Ngipin ni Ani!
By: Luis P. Gatmaitan, M. D
Patingin nga ng mga ngipin n'yo, mga bata? Sino na sa inyo ang nagkabukbok?
Ngiti nga at nang makita kung sino ang bungi. Tungkol sa ngipin ang kuwento ni
Tito Dok ngayon. Sige nga, isipin natin. Halimbawa, isang araw sinabi ni Tatay at
Nanay, "Kailangan mo nang pumunta sa dentista." Ano ang mararamdaman mo?
Matatakot ka ba at iiyak? O magiging matapang? Ano kaya ang nangyari kay Ani
ng sabihan siya ng kanyang Tatay at Nanay na dapat nang patingnan sa dentista
ang kanyang ngipin? Samahan natin si Ani sa dentista!
"Araaay! Aray ko-o-o-o!" Halos umiyak si Ani dahil masakit na masakit
ang kanyang ngipin. Ngayon lang nangyari ito sa kanya. Buong maghapon tuloy
niyang hawak-hawak ang kanyang nananakit na panga. Sinilip niya ang kanyang
ngipin sa harap ng salamin. At talagang nandiri siya sa nakita. Ang itim-itim ng
ngipin niya! "Kaya siguro ang sakit-sakit ng ngipin ko," sa isip-isip niya. Nang
hapong 'yon, matamlay siyang sumalubong sa kanyang tatay at nanay na
kagagaling lang ng opisina. Hindi nga niya halos ginalaw ang pasalubong nilang
ensaymada.
"Ang hilig-hilig mo kasi sa kendi. Tingnan mo may butas na ang ngipin
mo. Kinain 'yan ng mga bukbok," sabi ni Nanay Lyn matapos marinig ang
problema ni Ani. "Huwag kendi ang sisihin mo, mahal. Ang totoo, tamad
magsepilyo ang anak natin," tugon ni Tatay Viyo. "Oo nga. Bukas ng umaga,
sasamahan ko si Ani sa dentista," sabi ni Nanay. "D-Dentista?" Hindi
makapaniwala si Ani sa kanyang narinig. Takot na takot kasi siya sa mga dentista.
Nanlamig ang kanyang mga kamay. Para kasi sa kanya, ang mga dentista ay
nagpaparusa sa mga bata. Parang mga kontrabida sa cartoons. "Oo, Ani.
Patitingnan natin sa dentista ang ngipin mo. Kung bulok na 'yan, baka kailangan
nang bunutin." "Ay, ayoko po, Nanay! Ayokong pumunta sa dentista," iyak ni Ani.
"Ani, huwag matigas ang ulo. Ang mga dentista ay nag-aalaga ng mga ngipin
natin." "Basta po, ayoko! Baka mamaya lang po, wala na ang sakit ng ngipin ko."
"O, hayan ka na naman. Ipinipilit mo nanaman ang gusto mo. Di ba't lagi naming
sinasabi ng Tatay mo na magsepilyo ka pagkatapos kumain? Ang hilig mo pa
naman sa kendi. Alam mo bang abalang-abala ang mga baktirya kapag may
naiiwang asukal sa ngipin mo?"
Nabalisa si Ani. Hindi talaga siya papayag pumunta sa dentista. Pagdating
ng hapon, pinilit niyang maging masaya. Niyaya niya ang mga kalaro, si Nina at si
Joshua, na pumunta sa kanilang bahay. Nagtaguan sila. Nagpiko at naghabulan sa
playground. Pero masakit pa rin ang ngipin niya. Naupo na lang siya sa isang
sulok at nagmukmok. "Bakit Ani, may sakit ka ba?" tanong ng kanyang mga
kalaro. "A-ang ngipin ko . . . ang sakit-sakit." "Patingin nga." "O, hayan, a-a-a-h-h-
h-h!" "Naku, Ani, sira na ang ngipin mo," sabi ni Nina, ang bestfriend ni Ani."Sabi
ng tiyo kong dentista, dahil daw 'yan sa bukbok. Kaya pala masakit!"
"Ganoon ba?" "Oo. Sabi ng tiyo ko, puro mikrobyo raw ang bukbok." "Ano 'yon?"
"Mi-krob-yo! Kinakain ng mikrobyo ang ngipin natin at gumagawa ng butas
papasok sa loob. Dapat pumunta ka na sa dentista." Muli na naman kinilabutan si
Ani pagkarinig ng salitang "dentista." ang tingin niya kasi sa mga dentista ay
parang monster. Ano nga ba kasi ang itatawag mo sa taong may hawak ng plais at
naambubunot ng ngipin? "Oo, kaibigan ng mga bata ang mga dentista. Nilalabanan
ng mga dentista ang mga mikrobyo sa ngipin natin. Alam mo, may sirang ngipin
din ako noon, eh." "Talaga?" "O, tingnan mo ang bungi ko. Diyan dati nakatubo
ang ngipin kong may bukbok. Kailangan ko talaga noong maging matapang," sabi
ni Nina.
Nang gabing iyon, hindi makatulog si Ani. Masakit pa rin ang ngipin niya.
Nanalangin siya na sana'y maalis ang sakit ng ngipin niya. Sinilip niya ulit ang
kanyang ngipin sa salamin. "Puro bukbok nga!" At naalala niya ang sabi ni Nanay
Lyn. "Ani, kung hindi ka pupunta sa dentista, baka mawala pa ang ibang ngipin
mo."
Kinabukasan, pagkagising, agad pinakiramdaman ni Ani ang kanyang
ngipin. "Hmmm, parang wala na yata ang sakit." Pero matamlay pa rin ang
kanyang pakiramdam. Hindi siya bumangon sa kama. Ayaw niyang kumain ng
almusal. Ayaw din niyang maglaro. "Anak, bumangon ka na't pupunta tayo sa
dentista," bati ng kanyang Nanay. Kinabahan na naman si Ani. "E, Nanay, parang
magaling na po yata ang ngipin ko. Hindi na masakit e!" pangatwiran nito."Pero
kailangan pa ring tignan ng dentista ang ngipin mo. paghinayaan mo na may sira
'yan,sasakit na naman ulit. Baka lagyan 'yan ng pasta ng dentista. O kung sira na
talaga, bubunutin na niya. Halika na.Bilisan mo, Anak!" Pinilit ni ani na huwag
umiyak. alam ni Tatay Viyo ang nararamdaman ng anak. "Natatakot ka ba sa
dentista ,anak? "maamong tanong nito. "A, e medyo po,"singhot ni Ani. "Kasi
po,baka masakit pag binunot ng dentista ang ngipin ko." "Konting sakit lang 'yon
anak. At di 'yon magtatagal. At saka mas masakit pa sa bunot ang makirot na
ngipin." "Totoo 'yan, Ani. Hindi magtatagal ang sakit ng ngipin mo. At pag
nawala na 'yan , lagi naming ipapaalala sa iyo na magsipilyo pagkatapos kumain.
Para hindi masira ang mga ngipin mo," dagdag ni Nanay Lyn. Sa wakas ay
napapayag din nila si Ani.At saka naisip din ng munting bata, "Kung si Nina nga,
kayang - kaya maging matapang at pumunta sa dentista, kaya ko rin maging
matapang."
Maganda ang loob ng kanilang klinika ni Dr. De Leon. May mga laruang
nakabitin sa kisame. Marami ring larawan ng mga hayop na nakadikit sa dingding
na panay nakangiti. May matsing. May kuneho. Parang nginingitian nila si Ani.
Nagulat si Ani dahil mabait naman pala ang dentista. sumusipol-sipol pa nga ang
ito. Hindi parang monster. Si Dr. De Leon ay isang dentista na laging nakangiti.
Ang gaganda ng kanyang mga ngipin. Puting-puti! "Ito ba si Ani? Naku, ang cute
na bata ," sabi ni Dr. De Leon. at iniupo niya si Ani sa dental chair. "Okey ka ba
Ani?" tanong ni Dr. De Leon. " opo. Di po ba ako malulula sa silyang ito?" Biniro
ni Dr. De Leon si Ani. " Alam mo, 'yong ibang bata ay nagbabayad pa para
makaupo lang dito!" itinaas niya si ani nang mataas na mataas, at pagkatapos ay
binababa nang kaunti. Unti-unting nawawala ang takot ni Ani. maya-maya pa'y
nilagyan na siya ni Dr. De Leon ng bib sa leeg.
"Para hindi marumihan ang maganda mong damit, o kaya'y AKO!" ipinakita sa
kanya ng dentista ang mga instrumentong gagamitin. "O, tignan mo ito, may
maliit na salaming bilog sa dulo. ipapasok natin ito sa bibig mo para kitang-kita
natin ang iyong mga ngipin."Tiningnang mabuti ni Dr.De Leon ang lahat ng
ngipin ni Ani. "Kailangang bunutin na natin ang ngipin mo, Ani. Sinira na kasi ito
ng bukbok. Ngayon, para hindi ka masaktan ,patutulugin natin ang iyong mga
ngipin. kung tulog na ang mga ngipin, hindi na magiging masakit kapag binunot
natin..." paliwanag ni Dr.De Leon. "Ha? A, eh sige po, gusto ko pong patulugin
muna ang ngipin ko," sagot ni Ani. Pero muling kinabahan si Ani nang makita ang
heringgilya. "O heto, meron tayong sleeping juicepara sa ngipin mo." "Pero paano
ito iinumin ng ngipin ko?" "Eto ang straw para sa sleeping juice," sabay turo ni Dr.
De Leon sa karayom na nakakabit sa heringgilya na may lamang anesthesia.
Paiinumin na natin ngayon ang sirang ngipin mo para makatulog ito." "Baka
masakit..." "Makararamdam ka ng sakit mula sa injection, Ani. Pero madaling
mawawala ito. okay, now open your mouth." "Aaaaa-aaaahhhhh..."Ngumanga
nang mabuti si Ani habang pinaiinom ni Dr. De Leon ng pampatulog ang kanyang
ngipin. Maya-maya pa'y wala nang nararamdamang kirot si Ani. "Siguro,
nakatulog na ang ngipin kong bulok," naisip niya.
 Habang nakapikit ang mga mata, naalala ni Ani ang kanyang alagang pusa 2015 NATIONAL KINDERGARTEN CURRICULUM GUIDE, p. 10 and p.
na si Poochie. Naalala rin niya nang maglibot sila nina Tatay at Nanay sa Manila 29
Zoo. At nang mag-piknik sila sa park. Nang unang sumakay siya sa eroplano
papuntang iloilo. At nang bumili siya ng malaking cotton candy sa karnabal. MOST ESSENTIAL LEARNING COMPETENCIES
Parang nakita pa nga niya ang kanyang lolo at lola sa probinsya. Maya-maya, HOMEROOM GUIDANCE PROGRAM QUARTER 3
tinapik ni Dr. De Leon si Ani, "Tapos na Ani." " Mabilis lang po pala . . ." sabi ni
Ani habang pinakikiramdaman ang gilagid. Ipinakita sa kanya ni Dr. De Leon ang RDELC (MODYUL SA EDUKASYON SA PAGPAPAKATAO K-3)
nabunot na ngipin."Ngiii! Ang dami palang butas ng ngipin ko!" "Ganyan ang
Awitin: https://youtu.be/HK6C-n-2ESQ
ginagawa ng bukbuk sa ngipin. At pag nasira ang mga ngipin mo, madali kang
dadapuan ng kung anu-anong sakit. Kaya lagi kang magsipilyo para May Bukbok ang Ngipin ni Ani : https://youtu.be/0UhwMwUYw8U
mapangalagaan ang iyong ngipin, at kalusugan. Alam mo Ani, ang ating ngipin,
tulad ng ibang bahagi ng ating katawan, ay regalo sa atin ng Diyos. Kaya dapat
nating alagaang mabuti. " " Babawasan ko na po ba ang mga kendi , tulad ng sabi Story: Ay! May Bukbok Ang Ngipin ni Ani!
ni Nanay?" " Tama! O kailan mo ulit ako dadalawin, Ani?" nakangiting tanong ni
Dr. De Leon. Author: Luis P. Gatmaitan, M. D
Nagustuhan na ni Ani ang dentista, pero nahihiya pa rin siya. Kaya sunod-
sunod na tango na lamang ang naging tugon niya. " Sa susunod, aalisin naman
natin ang ibang tartarkapag nalinis natin ang ngipin mo," dagadag ni Dr. De Leon.
" Doc, maaari bang i-iskedyul mo rin kami? Balak po naming magpa-cleaning na REVIEWED BY:
mag-asawa sa susunod na linggo," sabi ni Nanay Lyn.
Bago bumaba si Ani sa dental chair, may ipinakitang kahon si Dr. De
Leon. punong-puno ito ng king ano-anong makukulay na bagay. " O, Ani, pumili
ka ng isang laruan. premyo mo 'yan dahil ang tapang mo kanina." " Bagong toy po,
para sa akin? Salamat po." Palabas na lamang sila nang bumulong pa si Ani kay RACQUEL R. TIGO
Dr. De Leon. Nakangiting ibinigay ng dentista ang hiningi ng bata. " Bakit, anak? District Kindergarten Coordinator
Aanhin mo ba ' yang bulok mong ngipin?" Tanong ni Tatay ng sinundo nito si Ani
at Nanay Lyn. "itatago ko po. Para di ko makalimutang magsipilyo!" sabay kindat
at ngiti ni Ani.

REFERENCE:
2017 KINDERGARTEN TEACHERS’ GUIDE, p. 350-365, p. 434, p.