DepEd Order 42, s.

2016

NALUBBUNAN ES/ QUEZON February 19- 23, 2024

School/District Teaching Dates
KINDERGARTEN
DAILY LESSON Content Focus Magagandang bagay sa ating Week No. 24
LOG kapaligiran
Quarter 3
Most Essential Learning Competencies (MELC) • 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
Homeroom Guidance Program (HGP) Competency Determine the different ways in solving problems that involved oneself and others (HGKPS-IIIe.1-6)

Region02 Development: Empowering Learners’ Pagmamahal (Love)

Character: (RDELC) Competencies
Pagmamahal sa Diyos at Kapwa (ESP2PDIVa-d5) (ESP1PD-Iva-c-1)

PROCEDURES OBJECTIVES CONTENT

(BLOCKS OF
TIME)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
February 19, 2024 February 20, 2024 February 21, 2024 February 22, 2024 February 23, 2024
Arrival Time
(10 min) Arrival Routine
National Anthem
Opening Prayer
Kumustahan
Greetings
Attendance Check
Health Check
Weather/Day Check
Transition to Song:

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

Meeting Time 1
Ang lahat ay maupo 3x
Ang lahat ay maupo at makinig
Meeting Time 1 Learning Competency
(10 min) Nabigyang pansin ang linya, Message: Message: Message: Message: Message:
kulay, hugis, at tekstura na: Ang mga, kulay, May mga iba’t-ibang Ang ating May mga iba’t May mga iba’t-ibang
a. Makikita sa kapaligiran tulad hugis, linya at uri ng linya na nakikita kapaligiran ay ibang hugis ang tekstura ang mga
ng sanga ng puno, dibuho sa tekstura ay may sa ating paligid. sadyang makulay. mga bagay na bagay na makikita sa
ugat, dahon, kahoy, bulaklak, kaugnayan sa mga makikita natin sa ating kapaligiran.
halaman, bundok, bulak, bato, bagay na makikita Questions: Questions: ating kapaligiran.
kabibe atbp. natin sa ating • Ano-ano ang mga • Ano-ano ang mga Questions:
b. Gawa ng tao, tulad ng kapaligiran. bagay na nakikita bagay na nakikita Questions: • Ano-ano ang mga
sariling gamit, laruan, bote, natin sa ating natin sa ating • Ano-ano ang mga bagay na nakikita
sasakyan, gusali -SKPK-002 kapaligiran? kapaligiran? bagay na makikita natin sa ating
Questions: natin sa ating kapaligiran?
Performance Standard  Ano-ano • Ano-anong mga kapaligiran?
• Ano -ano ang mga
Ang bata ya ngakakaroon ng ang mga kulay ang Ano-ano ang mga
iba’t ibang uri ng
pagunawa sa kahalagahan at bagay na makikita natin sa • Ano-anong mga tekstura ng mga bagay
linya sa ating
kagandahan ng kapaligiran. nakikita ating hugis ang nakikita na nakikita sa ating
paligid?
natin sa kapaligiran? sa ating paligid?
Content Standard ating kapaligiran?
Ang bata ay nakapagpapamalas kapaligira
ng kakayahang magmasid at n?
magpahalaga sa ganda ng
kapaligiran.
Mag-Aral
Transition to Tune: Sitsirisit
Work Period 1 Tayo na sa Paaralan
Mag-aral nang bumasa
Magbilang at magkwenta
Magsulat ar kumanta

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

Work Period 1 TEACHER-SUPERVISED ACTIVITIES
(45 min)

Developmental Domain Introduce the letter Tracing Letter (Yy) Poster Making Beginning sound Y Bag
Alphabet Knowledge (AK) Yy (Things in our substitution
surrounding that
begins with letter Yy)
Content Standard
The child demonstrates an
understanding of letter
representation of sounds-that
letters as symbols have names
and distinct sounds.
Performance Standard
The child shall be able to
identify the letter names and
sounds
Competencies  Identify the  Trace,copy,writ Natutukoy  Identify the • Name objects
sounds of letters e different ang sound of of that begin with a
orally given strokes: magagandang the letters particular letter of the
(LLKPA-Ig-1) scribbling (free bagay orally given alphabet (LLKV-00-5)
 Identify several hand),straight na nakikita sa (LLKPA-Ig- • Tell the number
words that and,slanting paligid 1) of syllables in given
begin with the lines,curves,co (SKPK-00-1) spoken words (LLKPA-
same sound as mbination of Nakalilikha Ig-8)
the spoken straight and ng iba’t ibang
word (LLKPA- curved and bagay sa
Ig-7) zigzag (LLKH- pamamagitan
 Identify the 00-6) ng malayang
letters of the pagguhit
alphabet (SKMP-00-1)

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 (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
1. Picture Puzzles
2. Playdough Letter Yy
3. Letter Mosaic Yy
4. Letter Yy Collage
5. Draw objects that begin with letter Yy

Competencies  Pagbuo ng puzzles (KPKFM-00-1.5)

 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Name objects that begin with a particular letter of the alphabet (LLKAK-Ih-7)
 Express simple ideas through symbols (e.g. drawings, inverted, spelling) (LLKC-00-1)
 Name objects that begin with a particular letter of the alphabet (LLKAK-Ih-7)
 Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may iba’t-ibang tekstura (SKMP-00-4)

Paalala: Huling Sampung Bilang……. Isa, Dalawa, tatlo, apat, lima, anim, pito…………. sampu

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 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 The child demonstrates an
(10 min) understanding of body parts and Presentation of Presentation of outputs Presentation of Presentation of Presentation of outputs
their uses. outputs outputs outputs

Pamantayan sa Nilalaman
Take care of oneself and
environment and able to solve
problems encountered within
the context of everyday living
Pamantayan sa Pagganap
Take care of oneself and
environment and able to solve
problems encountered within
the context of everyday living
Palatandaang Kasanayan
Identify one’s basic body parts
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.

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 Content Standard: Ang bata
ay nagkakaroon ng pag-unawa
sa kakayahang pangalagaan
ang sariling kalusugan at
kaligtasan.
Performance Standard: Ang
bata ay nagpapamalas ng
pagsasagawa ng mga
pangunahing kasanayan ukol sa
pansariling kalinisan sa pang-
araw-araw na pamumuhay at
pangangalaga para sa sariling
kaligtasan.
Learning Competency:
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
(10 min)
Transition to
Story time
Story Time
QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN
Washing of Hands:
Song: This is the way
Kastoy no agbugguak (3x)
Kastoy no agbugguak
Ti inaldaw-aldaw
Integration: HEALTH
The Importance of Nutrition
Song: Kayat ko iti Gatas
Tune: Leron- Leron Sinta
1. Sino sino ang may dalang baon? Ano ano ang baon ninyo?
2. Ano ano ang dapat gawin bago kumain?
3. Ano ano ang uri ng pagkain na dapat kainin? pagkain na dapat baunin? pagkain na dapat bilhin sa kantina?
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?
6. Mahalaga ba ang pagsisipilyo pagkatapos kumain? Bakit?
Oras na ng kwentuhan 3x
Oras na ng kwentuhan
Makinig tayo
Pre-Reading
(20 min) Kaugnay na Batayan
The child demonstrates an
understanding of body parts and
their uses.
Performance Standard
Ang bata ay nakapagpapamalas
ng pagmamalaki at kasiyahang
makapag kwento ng sariling
karanasan bilang kabahagi ng
pamilya, paaralan at komunidad
Pamantayan sa Nilalaman
 Listen attentively to
stories
 Talk about the
characters and events in
the story
 Relate personal
experience to events in
QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN
• Theme: Any age • Theme: Any age and • Theme: Any age • Theme: Any age • Theme: Any age and
and a culturally culturally and a culturally and a culturally a culturally
appropriate story appropriate story appropriate story appropriate story appropriate story
about the beauty about lines. about colors about shapes. about textures.
of nature. • Define difficult • Define difficult • Define difficult • Define difficult
• Define difficult words. words. words. words.
words • Motivation question: • Motivation • Motivation • Motivation question:
• Motivation Do you think question: What question: Do the Do the things around
question: If you painters/artist use the are the colors that things around us us have textures?
are beginner in different kinds of you can see have shapes? Motive question: How
painting, what are lines in their drawing around us? Motive question: do you think does the
the things you or painting? Motive question: What do you think main character make an
want to paint? • Motive question: What do you think are the shapes does object smooth or rough
Motive question: What do you think are are the colors does the main character in his drawing or
What inspires the the different kinds of the main character use in his drawings? painting?
main character to lines does the main use in his drawings?
draw and paint again character use in drawing
when he was in the a flower and the foods?
den?
During Reading
 the story. Si Yuri at ang Mahiwagang Yeso
(Ask comprehension questions.)
Pamantayan sa Pagganap

Listen attentively and respond/

interact with peers and teacher/
adult appropriately.

Post Reading
Palatandaang Kasanayan Noting Details Sequencing of Events Inferring the Role Retelling
Character Traits Playing/Teacher-
Listen to story and be able to Assisted Storytelling
relate within the context of their
own experience
 Literal: • Literal: Sino ang • Literal: Sino ang • Literal: Sino The children are asked
Sino ang batang bida sa batang bida sa ang batang bida to retell the story.
batang bida kwento? kwento? sa kwento?
sa kwento? Inferential: Ano ang • Inferential: Ano
masasabi ninyo kay • Inferential: Ano ang masasabi Integration: PEACE
Yuri? ang masasabi ninyo kay Yuri? Processing Question:
ninyo kay Yuri? Critical: Sa 1. Nagalit ba si Yuri sa
inyong palagay kaniyang ina?
• Critical: makatotohanan 2. Pinatawad ba ni Yuri
Sa inyong kaya ang mga ang kaniyang ina?
palagay pangyayari sa Bakit?
makatotohanan kaya kwento?
ang mga pangyayari Bakit?
sa kwento? Bakit?
• Creative: Kung
ikaw si Yuri,
Itutuloy mo rin

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 ba ang iyong
pangarap sa
kabila ng
kahirapan at
kawalang
suporta ng
iyong
magulang?
Bakit?
Integration: Monthly
Values
(HOPE/LOVE)

Transition to
Work Period 2 Song: Sampung mga daliri

Sampung mga daliri

Kamay at paa
Dalawang tainga, dalawang mata
Ilong na maganda
Malinis na mga ngipin masarap kumain
Dilang maliit nagsasabing wag magsinungaling.

Work Period 2 Developmental Domain Teacher-Supervised Activities

(40 min) Number and Number Sense
(NNS)
Content Standard Scavenger Hunt Tracing Shapes Color Match Shape Cover-All Same and Different
The child demonstrate an
understanding of objects in the
environment have properties or

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 attribute
Performance Standard
The child shall be able to work
with objects and materials
safely and appropriately
Competencies • Natutukoy ang • Trace, copy, • Classify • Match object, • Tell which
magagandang write different objects pictures, based objects/picture
bagay strokes: according on properties/ s are the same
na nakikita sa scribbling (free to attributes in one to based on
paligid hand), straight observable one correspondence color, shape,
(SKPK-00-1) and,slanting properties (MKAT-00-1) size, direction,
lines,curves,co like size, and other
• Name common mbination of color, • Recognize (LLKVPD-Id-1)
things in the straight and shape, simple
environment (in curved and texture, and weight) shapes in the
school, home,and zigzag (PNEKPP-00-1) environment
community) (LLKH-00-6) (MKSC-00-
(LLKV-00-1) 1)

Independent Activities
1. Picture Match
2. Show and Tell (Lines)
3. I Spy Shapes
4. Same and Different: Colors
5. Touch and Tell (Soft-Hard)
Competencies • Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
• Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
• Tell which objects/pictures are the same based on color, shape, size, direction, and other details l(LLKVPD-Id-1)
• Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
• Recognize simple shapes in the environment (MKSC-00-1)

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 • Describe common objects/things in the environment based on color, shape, size, and function/use) (LLKV-00-2)

HGP/RDELC HGP HGP RDELC

(30 min) See Quarter 3 See Quarter 3 Pagmamahal
Week 4 to 5 Week 4 to 5 (Love)
Module 8 Module 8 Helping pg. 15-16
Helping Hands Hands pg. 8-9 Isapuso Natin
pg. 6-7

• recognize • recognize Pagkatapos ng aralin,

good and good and bad ang mga mag-aaral ay
bad actions; actions; inaasahang:
• express • Nakapagdarasal
feelings when ng may
Competencies you help pasasalamat sa
others; Diyos sa mga
biyayang
natanggap,
tinatangap at
tatanggapin.
• Nakasusunod sa
mga utos ng
Diyos, mga
magulang at
nakatatanda.
Transition to Sundan Mo Ako
Indoor/Outdoor Mag-isip isip ng isa, dalawa, tatlo

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 Games Sundan niyo ako
Sundan 3x niyo ako (3x)
Ikaw naman dito
Indoor/Outdoor Kaugnay sa Batayan
Games Kasanayang Pisikal Bring Me Feely Bag Color Fishing Step on Shapes Get Moving
(20 min) (Physical Fitness- PF) Game

Pamantayan sa Nilalaman
Kahalagahan ng pagkakaroon
ng masiglang pangangatawan

Pamantayan sa Pagganap
Sapat na lakas na magagamit sa
pagsali sa mga pang-araw-araw
na gawain

Competencies • Nakakasali sa  Nakasasali sa mga  Classify • Classify objects • Nakakasali sa mga

mga laro o laro, o anumang objects according to laro o anumang
anumang pisikal pisikal na gawain according to observable pisikal na gawain
na gawain at at iba’t ibang observable properties like at iba’t ibang
iba’t ibang paraan ng properties like size, color, paraan ng pag-
paraan ng pag- pageehersisyo size, color, shape, texture, eehersisyo
eehersisyo (KPKPF-00-1) shape, texture, and weight) (KPKPF-00-1)
(KPKPF-00-1)  Classify objects and weight) (PNEKPP-00-1)
• Sort and according to  (PNEKPP-  Recognize simple
classify objects observable 00-1) shapes in the
according to properties like size, environment Integration:
one color, shape, (MKSC-00-1) HEALTH
attribute/propert texture,
y (shape, color, and weight) • Nagagamit ang
size,

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 function/use) (PNEKPP-00-1) mga kilos
(MKSC-00-6) locomotor at di-
• Name common lokomotor sa
things in the paglalaro,
environment (in pageehersisyo,
school, home, pagsasayaw
and community) (KPKGM-Ig-3)
(LLKV-00-1)
 Ano ang magandang
dulot sa atin ng
pagsasayaw, paglalaro
at pag eehersisyo?

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 who ___no of learners ___no of learners ___no of learners who
who earned 80% and earned 80% and above. who earned 80% and who earned 80% and earned 80% and above.
above. above. above.
No. of learners who require additional activities for ___no. of learners ___no. of learners who ___no. of learners ___no. of learners ___no. of learners who
remediation. who requires requires additional who requires who requires requires additional

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 additional activities activities for additional activities additional activities activities for
for remediation. remediation. for remediation. for remediation. 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 collaboration __ Group __ Group __ Group collaboration
collaboration __ Games collaboration collaboration __ Games
__ Games __ Solving Puzzle/ __ Games __ Games __ Solving Puzzle/
__ Solving Puzzle/ Jigsaw __ Solving Puzzle/ __ Solving Puzzle/ Jigsaw
Jigsaw __ Answering Jigsaw Jigsaw __ Answering
__ Answering preliminary __ Answering __ Answering preliminary
preliminary activities/exercises preliminary preliminary activities/exercises
activities/exercises __Think-Pair-Share activities/exercises activities/exercises __Think-Pair-Share
__Think-Pair-Share (TPS) __Think-Pair-Share __Think-Pair-Share (TPS)
(TPS) __ Differentiated (TPS) (TPS) __ Differentiated
__ Differentiated Instruction __ Differentiated __ Differentiated Instruction
Instruction __ Role Playing/Drama Instruction Instruction __ Role Playing/Drama
__ Role __ Others, pls. specify __ Role __ Role __ Others, pls. specify
Playing/Drama _________________ Playing/Drama Playing/Drama _________________
__ Others, pls. _________________ __ Others, pls. __ Others, pls. _________________
specify specify specify
_________________ Why? _________________ _________________ Why?
_________________ __ Complete IMs _________________ _________________ __ Complete IMs
__ Availability of __ Availability of
Why? Materials Why? Why? Materials

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 __ Complete IMs __ Pupil’s eagerness to __ Complete IMs __ Complete IMs __ Pupil’s eagerness to
__ Availability of learn __ Availability of __ Availability of learn
Materials __ Group member’s Materials Materials __ Group member’s
__ Pupil’s eagerness cooperation in doing __ Pupil’s eagerness __ Pupil’s eagerness cooperation in doing
to learn their task to learn to learn their task
__ Group member’s __ Others, pls. specify __ Group member’s __ Group member’s __ Others, pls. specify
cooperation in _________________ cooperation in cooperation in _________________
doing their task _________________ doing their task doing their task _________________
__ Others, pls. __ Others, pls. __ Others, pls.
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. specify __ Others, pls. __ Others, pls. __ Others, pls. specify
specify _________________ specify specify _________________
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________
What innovation or localized materials did I Planned Planned Innovations: Planned Planned Planned Innovations:
use/discover which I wish to share with other Innovations: __ localized Videos Innovations: Innovations: __ localized Videos
teachers? __ localized Videos __ Making big books __ localized Videos __ localized Videos __ Making big books
__ Making big books from views of the __ Making big books __ Making big books from views of the
from views of the locality from views of the from views of the locality
locality __ Recycling of plastics locality locality __ Recycling of plastics
__ Recycling of to be used as __ Recycling of __ Recycling of to be used as
plastics to be used instructional plastics to be used plastics to be used instructional

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 as instructional Materials as instructional as instructional Materials
Materials __ Local Poetical Materials Materials __ Local Poetical
__ Local Poetical composition __ Local Poetical __ Local Poetical composition
composition __ Others, pls. specify composition composition __ Others, pls. specify
__ Others, pls. _________________ __ Others, pls. __ Others, pls. _________________
specify _________________ specify specify _________________
_________________ _________________ _________________
_________________ _________________ _________________

Prepared by:

CECIL Y. TUGAWIN
KE Teacher

Noted by:

SALLY C. VIERNES
School Head

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

WORK PERIOD 1 (TEACHERS SUPERVISED) 3. POSTER MAKING (Things in our surrounding that begins with
letter Yy)
1. Introduce the letter Yy
Materials: Bondpaper/Worksheet/Oslo, Coloring Materials, marker/pencil
Materials: Procedure:
pictures of words that begin with Y, pictures that begin with other letters. 1. Have the learners think of the things they found in their
Connect with theme. community or have seen before.
2. Let them draw these on the bondpaper/worksheet or oslo paper
Procedure: using marker/pencil.
1. Show words that begin with Y. 3. Let them color their drawing appropriately.
2. Show the letter Yy.
3. Show the learners how to write Yy. 4. Beginning Sound Substitution
4. Give examples of words that begin with /y/.
5. Ask the learners to give the sound of /y/. Materials:
6. Ask the learners for other words that begin with /y/. pictures of words that begin with other letter sounds, connect with theme.
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 /y/ sound. Procedure:
9. Show a pair of pictures, one begins with /y/ and another begins with 1. Review the sound of /y/.
another letter sound 2. Demonstrate how to substitute letter sounds. Give at least 3 examples or
10. Ask the learners to choose which word begins with /y/. until the learners are able to do it ontheir own.
3. For example, show a picture of a child (bata).
2. TRACING LETTER Yy 4. Say the word: “Bata”.
5. “Change /b/ to /y/. It becomes YATA.
Materials: Worksheets, 6. Let the learners choose another picture and aks him/her to substitute the
beginning sound with /y/.
Procedure:
5. Y Bag
1. Give each learner a worksheet on tracing letter Yy.
2. Ask the learners to connect the dots to form different kinds of Materials: bag, items that begin with Hh. Connect with theme.
lines.
Procedure:
1. Put all the items inside the bag.

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

2. Ask the learners to try to guess the item by feeling the items inside • Identify the letters of the alphabet (mother tongue, orthography)
the bag (LLKAK-Ih-
• Give the sound of each letter (mother tongue, orthography)
WORK PERIOD 1 (INDEPENDENT ACTIVITIES) (LLKAK-Ih-7)
• Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may
1. Picture Puzzles iba’t-ibang tekstura (SKMP-00-4)
Competencies:
. Pagbuo ng puzzles (KPKFM-00-1.5) 4. LETTER COLLAGE: Yy
. Talk about the details of an object/picture like toys, pets, foods,
places (LLKOL-Id-4) Materials: paper with the outlines of the letters Ss papers with Ss cut in
medium sized squares or circles, glue
Materials: large pictures of a living room, kitchen, dining room, toilet and Procedure:
bathroom, bedroom cut out in 4 to 6 pieces and laminated to make a 1. The learners trace the outline of the letters and say their sounds.
puzzle. 2. The learners fill up the outline of the letters with Letter Ss cutted into
Procedure: pieces by pasting them.
1. The learners put together the puzzles first and describe what they
see. 5. DRAW OBJECTS THAT BEGIN WITH LETTER Yy
2. The learners compare the areas in their house to what they see in
the puzzles Materials: Bond paper, crayons, pencil

2. PLAYDOUG LETTER Yy Procedure:

Objective/Competency: To identify the letters Ss 1. Ask the learners to draw objects that begin with letter Yy.
Materials: playdough 2. Let them color their drawing appropriately.
Number of Players/Participants: 6 children
Procedure:
1. Give each child a medium-sized ball of playdough. STORY: SI YURI AT ANG MAHIWAGANG YESO
2. Let them to form the letters Bb. Silver Mae Mogar
3. Then ask each child to create letter base on the picture shown.
Si Yuri ay galing sa mahirap na pamilya ngunit kahit kapos sa buhay hindi
2. LETTER MOSAIC (Yy) ito nagiging hadlang upang makamit niya ang kanyang pangarap.
Competencies: Malikhain at sadyang talentado ang batang si Yuri. Kinawiwilihan niya

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

ang pagguhit at pagpinta. Dito niya naipapahayag ang kanyang saloobin at
nararamdaman.
“Ayan tapos na! Sayang naman ang ganda ninyo kung hindi ko kayo
puwedeng ilabas. Tiyak na magagalit si inay. Dito ko na lang muna kayo
itatago. Gustong sundan ni Yuri ang yapak ng kanyang ama na isang
mahusay na pintor. Ngunit taliwas naman dito ang kanyang madrasta.
Tuwing mahuhuli nitong si Yuri na gumuguhit at nagpipinta ay sinisira at
tinatago niya ito agad.
“Ano ito Yuri? Pinagsabihan na kita na itigil mo na iyang pagpinta mo,
Bakit kaya ka bang pakainin ng mga gawa mo. Nagsasayang ka lang ng
oras. Dapat dito sinisira eh pati mga kagamitan mo.!”
“Inay huwag po. maawa po kayo! Bigay po iyan ni itay, nakikiusap po ako
huwag niyo pong sisirain. Bigay po yan ni itay.
“Pasensiya kana Yuri, hindi ka marunong makinig sa akin, yan ang
napapala mo. Iligpit mo na yan at itapon”. Buong magdamag na umiiyak si
Yuri sa kanyang silid. Hindi niya mawari kung bakit galit na galit ang
kanyang inay sa tuwing siya ay
nagpipinta. Nagulat na lamang siya nang may makita siyang lumang
litrato,
“Si itay ito ah! At maaring ito rin ang tunay kong Inay.Kaya siguro
nagagalit si Inay dahil namana ko ang galing ni itay sa pagpipinta. Naalala
niya siguro ang pinagsamahan nang mga magulang ko noon.” Ngunit dahil
sa kagustuhan ni Yuri na ipagpatuloy ang pagguhit at pagpinta, naisipan
niyang umalis sa kanila upang ipagpatuloy ang kaniyang pangarap. “Inay
patawad po, sana’y maintindihan niyo po ang aking gagawin, lalayo po
ako upang tuparin ang mga pangarap ko. Makakaipon na po ako at iaahon
ko kayo sa hirap, babalikan ko kayo inay” Tahimik na nagpaalam si Yuri
sa kanyang Madrasta, hindi niya napansin na tahimik palang nakikiking sa
kaniya, “Patawad Yuri hindi ko makayanan sa tuwing nakikita kitang
nagpipinta naaalala ko ang iyong magulang, sobra akong nahihirapan,
patawad…” bulong nito sa kaniyang sarili. Tumuloy na nga si Yuri dala
QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN
dala ang kanyang bag at ilang mga kagamitan na maaring kanyang
magamit sa pagpipinta. Patuloy siya sa paghahanap ng matutuluyan. Sa
kanyang paglalakbay ay may nakita siyang maliit na yungib, doon niya
munang naiisipang mamalagi, “Wow! buti malinis dito at hindi madilim.
Sa loob ng yungib na ito dito muna ako mamamalagi. Tamang tama
maganda ang mga tanawin na nakapaligid sa labas. Meron akong
inspirasyon para gumuhit at magpinta ulit.”
Matapos mag-ayos at kumain ni Yuri, naisipan niyang magmasid sa loob
ng yungib baka may makita siyang puwedeng magamit sa pagguhit. Sinira
pala ni inay ang mga kagamitan ko sa pagpipinta. “Wala na akong
magagamit, kailangan kong makapagipon para makabili ng mga
materyales kaso wala nga akong pera pambili ng pagkain ehh. Paano kaya
ang gagawin ko?” …tuloy tuloy si Yuri sa pag ikot sa loob ng yungib,
hindi nagtagal may napansin siyang kumikinang, agad niya itong
pinuntahan. “Ano ito? Mga Yeso! Ang lalaki at ang gaganda naman! Ito
muna ang aking gagamitin para makaguhit ako”. Agad kinuha ni Yuri ang
kanyang lumang Canva, Nagsimula nang gumuhit si Yuri gamit ang yeso.
Ngunit nagulat siya nang biglang nagliwanag, ang larawang kanyang
ginuhit at maya maya ay bigla itong nawala sa canva at tumambad sa
kanyang harapan ang kanyang ginuhit tunay at totoo. “Anong nangyari?
Gamit ang yesong ito naging tunay ang bulaklak.! Di ako makapaniwala,
baka nananaginip ako. Guguhit nga ako ulit.” Gumuhit ulit si Yuri ng mga
pagkain na siyang naging totoo ulit. “Wow! totoo nga nakakamanghanga!
May kapangyarihan ang yeso na ito. Malaking tulong ito sa akin, hmm o
siya kakain muna ako”, pagkatapos kumain, agad niyang kinuha ang
canva, pinag isipan niyang mabuti ang kanyang iguguhit kung ano pa “
Hmm… alam ko na!” agad na iginuhit ni Yuri ang mga kakailanganin niya
sa pagpipinta,at agad itong tumambad sa kanya, “Salamat mahiwagang
yeso, nagkaroon na ako ng bagong kagamitan sa pagguhit. Magagamit ko
na ito para makagawa ng bagong pinta,” tahimik na gumuguhit si Yuri,
aliw na aliw si Yuri sa kanyang ginagawa. Hindi niya napansin na
mayroon palang nagmamasid sa kanya. “Mahiwagang yeso pala hah?”
Aba masubukan ko nga rin.”
“Ayan natapos ko na rin ang mga likha ko. Ibebenta ko ang mga ito
sa bayan.” Bago siya umalis muli niyang itinabi sa sulok, saka siya
tumuloy sa bayan. “Ayan nandirito na ako ipupuwesto ko na ang mga
likha ko para makita ito ng mga tao.” Di nagtagal dinagsa ng mga tao,
marami ang humanga sa aking angking galing sa pagpinta. “Wow! Naubos
lahat. Ang galing naman, tiyak makakaipon na ako para makabalik agad sa
bahay at matutulungan ko na si Inay.”
Ngunit sa kabilang dako ay bumalik yung lalaki at abalang abala sa
kanyang paghahanap,” Asan na ba ang mahiwagang yeso? Titingnan ko
nga kung totoong makapangyarihan ito. “Ayun! Nakita din kita.” Agad na
kinuha ng lalaki ang mahiwagang yeso at lumang canva ni Yuri.At
sinimulang gumuhit,
“Gusto ko ng pera…maraming maraming pera haa!” Imbes na pera ang
lumabas, mga bilog na bato ang tumambad sa kanyang hardpan. “Niloloko
mo ba ako, Sabi ko pera ah. kaganda ganda pa naman pagkakaguhit ko.
Sige nga susubukan ko ulit, Gusto ko ng bagong sapatos. Maganda at
bagong sapatos!” Muli imbes na magandang sapatos ay sira sirang sapatos
ang lumabas sa canva, galit na galit ang lalaki. Dahil sa galit ng
lalaki pinagtatapakan niya ang yeso hanggang sa nagkaputolputol ang mga
ito, wala ka palang silbi! hmmm makaalis na nga. Tiyak na magugulat si
Yuri sa kanyang maabutan.
Nakakatuwa laking tulong ng yeso sakin, dahil sa kanya nagkaroon ng
bagong materyales sa pagpipinta…Ngunit biglang nagulat si Yuri sa
kanyang nakita. “Anong nangyari dito?”. Bakit putol putol na ito? Bakit
sira na? Sinong may gawa sa mga ito. Kasalanan ko ang lahat kung naging
maingat lang sana ako…kung naitago ko sana ito nang maayos, hindi na
sana nasira”. Walang tigil sa pag-iiyak si Yuri. Sa bawat luha na
pumapatak sa yeso ay nagulat na lamang siya ng magliwanag ito. “Anong
nangyari? Kanina putol-putol ang mga ito, ngayon bumalik na ito sa dati”
QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN
“Tama ka Yuri.” “Hah, sino ka? Bakit ka nandirito?” “Ako si Yesa ang
diwata ng mga kulay. Sa pamamagitan ko nagkakaroon ng ganda ang
paligid at oo tama ka sa akin galing ang mga makukulay na mga yeso na
yan. Gusto kitang tulungan dahil mabuti ang iyong kalooban.”
“Yesa maraming maraming. Salamat sa mga tulong mo, maraming
Salamat sa mahiwagang yeso na ito. Dahil dito muli akong nakapagpinta,
hindi na ako hahangad ng higit pa, kundi paghuhusayan ko nalang ang
talento na ipinagkaloob sa akin. Salamat sa iyo at sa mahiwagang Yeso,
“Natutuwa ako at natulungan kita Yuri at hindi ka naghahangad ng
marami. Pinapahalagahan mo ang mga bagay na meron ka, tulad ng iyong
talento huwag kang hihinto sa pagpipinta ha. Patuloy mong lagyan ng
kulay ang iyong mga guhit, Hindi magtatagal maabot mo rin ang iyong
mga pangarap. Sige Yuri sa muli nating pagkikita,” agad naglaho ang
diwata at ang mahiwagang yeso.
“May mga naipon na rin naman ako, babalik na ako sa amin.” sabik na
sabik si Yuri sa kanyang pag-uwi. Sa kanyang pagdating agad siyang
niyakap ng kanyang Inay.
“Yuri patawarin mo sa aking mga ginawa. Patawarin mo ako anak. Bigyan
mo pa ako ng isa pang pagkakataon upang maging mabuting ina sa iyo.”
“Matagal ko na kayong napatawad inay, at nauunawaan ko kayo, kayo na
lamang po ang natitira sa akin. Kaya hindi ko na po kayo ulit iiwanan.”
“Tama na yan anak. O siya. magpahinga ka na anak. Ihahanda kita ng
pagkain.” Tahimik na pumasok si Yuri sa kanyang silid. At agad
inumpisahan ang pagpipinta.
“Anak Yuri…” “Inay. sori kung nagpipinta ulit ako.” “Huwag kang
humingi ng sori sa akin…Ako dapat ang humingi ng tawad sa iyo.
Patawarin mo ako, pangako
susuportahan na kita sa iyong mga pangarap.”
“Talaga Inay…maraming maraming salamat po…”
“O siya magmeryenda ka muna, ang ganda naman ng pinipinta mo…Tayo
ba iyan?” Opo inay, ang pagmamahal ng ina sa kanyang anak.”
Sa wakas ay naging maayos na ang pagsasama ni Yuri at ng kanyang 3. COLOR MATCH
Madrasta. Patuloy na sinusuportahan si Yuri sa kanyang pangarap. Di
naglaon nakilala na rin si Yuri bilang isang batang pintor dahil sa kanyang Materials: A set of color cards.
obra at likha.
Procedure:
1. Give each group 2 sets of color cards.
WORK PERIOD 2 (TEACHER SUPERVISED) 2. Tell the children to match card of the same color

1. SCAVENGER HUNT
4. SHAPE COVER-ALL
Materials: List of things (with drawings) that they need to hunt, baskets or
boxes. Materials: playing board games of shapes, calling cards of shapes that
match the playing board.
Procedure:
1. Form groups. Procedure:
2. Give each group a list of things that they need to hunt and a 1. Make some boards with shapes drawn on them and cut some
basket. shapes out card to match.
3. When the groups are ready, give them ample time to hunt for the 2. Teacher holds up each shape in turn for the players to claim.
things listed. 3. Continue until someone fills up his or her board.
4. After looking for the items, the group needs to identify them.
5. SAME AND DIFFERENT
2. TRACING SHAPES
Materials: Assorted objects from the junk box Procedure:
Materials: Worksheets, coloring materials 1. Give each child a pair of objects.
2. Ask the child to describe each object.
Procedure: 3. Ask the child to identify the similarities between the two objects.
1. Give each learner a worksheet. 4. Ask the child to identify the differences between the two objects.
2. Ask the learners to connect the broken lines to form different
shapes. WORK PERIOD 2 (INDEPENDENT ACTIVITIES)
3. Let the learners color their work.
1. PICTURE MATCH

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

Materials: Set of picture cards, 3. Ask the child to identify the similarities between the two objects.
4. 4. Ask the child to identify the differences between the two objects.
Procedure:
1. Lay out all picture cards on the table. 5. TOUCH AND TELL: SOFT-HARD
2. Each child takes turn look for two identical picture cards.
3. Let the child name the picture in the card. Materials: Soft and Hard Objects. (Picture or Concrete), 2 tray
labelled Soft and Hard.

2. SHOW AND TELL Procedure:

1. Let the learners explore the texture of the different materials.
Materials: Flashcards 2. Ask them to identify the texture of each object. And help them
describe what they feel.
Procedure: 3. Have the learner put each object in the appropriate tray (Soft and
1. Teacher shows different kinds of lines through flashcards. Hard)
2. Let the learner tell the kind of line that is being shown.
3. I Spy Shapes

Materials: Paper, Pencil INDOOR / OUTDOOR GAMES

Procedure: 1. BRING ME:

1. Ask the learners to draw a big shape on a whole bond paper.
2. The Learners will go around the room looking for objects with the Materials: None
same shape as what s/he drew.
3. S/he will draw these objects inside the big shape. Procedure:
1. Let the children form a big circle.
4. SAME AND DIFFERENT: COLORS 2. The teacher will stay at the center of the circle.
3. The teacher will ask the children to bring an item.
Materials: Assorted objects from the junk box Procedure: 4. The first child to bring that item to the teacher will be given a
point.
1. Give each child a pair of objects. 5. The child with the highest point will be the winner.
2. Ask the child to describe each object.
2. GET MOVING

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

 2. Ask a player to step on a shape that the teacher will call out
Materials: Colored chalk and let him identify the shape.
3. The game continues until everyone has been called to
Procedure: step on a particular shape.
1. Draw broken lines on the floor showing different kinds of lines.
2. Form two groups.
3. Each group will move crossing the different kinds of lines that are
drawn on the floor. 5. FEELY BAG
4. The first group to reach the ending line will be the winner.
Materials: Assorted Materials
Note: They can use different locomotor movements in crossing the lines.
Procedure:
3. COLOR FISHING GAME 1. Blindfold each child on his turn
2. Let the child put his/her hand inside the feely bag or box.
Materials: Color Fish Cards, Fishing hook 3. Let him/her pick one object and guess what it is before bringing it
out.
Procedure: 4. Children take turns doing this.
1. Arrange the chairs in a circle. 5. Do this several times to give children practice in identifying
2. Place the color fish cards inside the circle. objects by touch.
3. Ask the players to sit on each chair.
4. Each player takes turns in fishing a card.
5. Ask the child to identify the color of the card that he fishes out.
6. At the end of the game, ask children to count the number of fishes
that they caught.

4. STEP ON SHAPES

Materials: Individual Shape Cards (8x11 or bigger)

Procedure:
1. Spread out color cards on the floor.

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN

QUEZON DISTRICT/ HILDA D. ARAGON PhD /RUBILYN C. GAJO/SALLY C. VIERNES/CECIL Y. TUGAWIN