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Kindergarten DLL MELC Q1 Week 6 MCL
Kindergarten DLL MELC Q1 Week 6 MCL
Questions Ano ang mga Ano ang mga Ano ang mga Ano ang mga Anong mga bahagi ng
matatagpuan sa itaas matatagpuan sa matatagpuan sa matatagpuan sa loob ating katawan ang
na bahagi ng ating gitnang bahagi ng ating ibabang bahagi ng na bahagi ng agting magkapares?
katawan? katawan? ating katawan? katawan?
Maari mo bang ituro Maari mo bang ituro Maari mo bang ituro Maari mo bang ituro
ang mga ito? ang mga ito? ang mga ito? ang mga ito?
(Gumamit ng larawan
para rito.)
Competencies Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Identify one’s basic body parts (PNEKBS-Id-1)
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned
Period 1 tasks within the allotted time.
Work Period 1 (7:20-8:05)(12:20-1:05
Teacher- Balangkas ng Katawan Hand Tracing Foot Print Body Tracing Poster: Playdough: My Body
Supervised (KTG, p. 83) (KTG, p.83) (KTG, p.83-84) What’s inside our body? (KTG, p 84)
Activity (KTG, p 84)
Naisasagawa ang mga Trace, copy, and write Nakaguguhit, Identify one’s basic Naisasagawa ang mga
sumusunod na different strokes: nakapagpipinta at body parts sumusunod na
kasanayan: pagbakat, scribbling (free hand), nakapagkukulay ng (PNEKBS-Id-1) kasanayan:
pagkopya ng larawan, straight lines, slanting iba’t ibang bagay o Tell the function of pagmomolde ng luwad
hugis, at titik lines, combination of gawain (SKMP-00-2) each basic body part (clay), pagbuo ng
(KPKFM-00-1.4) straight and slanting (PNEKBS-Id-2) puzzles (KPKFM-00-
Identify one’s basic lines, curves, 1.5)
body parts combination of straight Nakapagmomolde ng
(PNEKBS-Id-1) and curved and zigzag luwad (clay) sa nais na
Competencies (LLKH-00-6) anyo (SKMP-00-6)
Naisasagawa ang mga Identify one’s basic
sumusunod na body parts
kasanayan: pagpilas/ (PNEKBS-Id-1)
paggupit/ pagdikit ng
papel (KPKFM-00-
1.3), pagbakat,
pagkopya ng larawan,
hugis, at titik
(KPKFM-00-1.4)
Trace the outline and Trace, copy, and write Stamp their feet Tell the function of Mold playdough into a
Learning
identify one’s basic different strokes each basic body part recognizable human
Checkpoints
body parts figure
Picture Puzzle (Body Parts)
Independent Shape Poster: Square
Activities People Collage: How do they Move?
Shadow Match
Competencies Identify one’s basic body parts (PNEKBS-Id-1)
Naisasagawa ang mga sumusunod na kasanayan: pagtiklop ng papel (KPKFM-00-1.2), pagpilas/paggupit/pagdikit ng papel (KPKFM-
00-1.3)
Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three-dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
Demonstrate movements using different body parts (PNEKBS-Ic-3)
Describe the movement of objects like, straight, round and round, back and forth, fast and slow (PNEKPP-00-5)
Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
(LLKVPD-Id-1)
Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Put together puzzles
Fold the paper and recognize symmetry in their own body
Learning
Identify two to three-dimensional shapes: square
Checkpoints
Demonstrate movements using different body parts and describe the movement of objects
Match pictures based on properties /attributes in one-to-one correspondence
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown
Meeting Time 2
may be used.
Meeting Time 2 (8:05-8:15)(1:05-12:15)
Questions/Activity Song: Paa, Tuhod Song: I Have Two Hands Song: Hokey Pokey What makes you breathe? Let the learners present
their output.
What body parts are What can you do with What can you do with What digests the food that
mentioned in the song your hands? your feet? you eat?
“Paa,Tuhod?”
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by
Transition to sanitizing their hands.
Health Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area,
throw their trash in the trash bin, sanitize their hands, and have their Quiet Time.
Supervised Recess (8:15-8:30)(1:15-1:30)
Quiet Time/Nap Time (8:30-8:40)(1:30-1:40)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Stories/Rhymes/Poems/Songs (8:40-8:55)(1:40-1:55)
Story
Pre-reading Theme: Any age and a Theme: Any age and Theme: Any age and a Theme: Any age and a Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about being story about being story about the same story about the same story about the same
happy. scared/afraid. letters. numbers. numbers.
Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: Motivation question: Motivation question: Motivation question: Motivation question:
What are the parts of What can you do with What can you do with Put your hand on your What are the body
your body? What can your hands? your feet? chest. What can you parts that you
you do with your body? feel? remember in our
Motive question: What Motive question: What discussions?
Motive question: What will the characters do do you think the Motive question: What
can the characters do with their hands? characters will do with will the character feel Motive question: What
with their bodies? their feet? that is inside his body? are the different parts
that were mentioned in
the story?
During Reading Ask comprehension questions.
Post Reading What are the body parts What did the What did the What did the What are the body
mentioned in the story? characters do with characters do with characters feel inside parts mentioned in the
their hands? their feet? his body? (grumbling story?
What did the characters stomach, air in his
do with their bodies? What would happen if What would have chest, the heart How do these parts
(Show a picture of an the characters did not happened if the beating) work together?
incomplete body) have hands? characters did not I will give the names of
What are the missing have feet? two body parts. Tell me
body parts? Draw these if they have the same
missing parts. beginning sound.
(Demonstrate how to
identify the beginning
sounds.)
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2 (8:55-9:35)(1:55-2:35)
Teacher- Self Portrait Counting body parts Measuring Feet Lungs and Heart Moving Puppet
Supervised (KTG, p. 86) (KTG, p. 87) (KTG, p. 87) (KTG, p. 88) (KTG, p. 88)
Activity
Competencies Naisasagawa ang Identify one’s basic Use nonstandard Recognize symmetry Identify one’s basic
mga sumusunod na body parts measuring tools e.g. (own body, basic body parts
kasanayan: pagbakat, (PNEKBS-Id-1) length – feet, hand, shapes) (MKSC-00- (PNEKBS-Id-1)
pagkopya ng Count objects with piece of string; 11)
larawan, hugis, at one-to-one capacity – mug/glass;
titik (KPKFM-00-1.4) correspondence up to mass – stone, table
Recognize symmetry quantities of 10 blocks
(own body, basic (MKC-00-7) (MKME-00-1)
shapes) (MKSC-00- Naisasagawa ang
11) mga sumusunod na
Name the five senses kasanayan: pagbakat,
and their pagkopya ng larawan,
corresponding body hugis, at titik
parts (KPKFM-00-1.4)
(PNEKBS-Ic-4)
Name the five senses Count body parts with Use nonstandard Recognize symmetry Identify one’s basic
Learning and their one-to-one measuring tools in their own body body parts
Checkpoints corresponding body correspondence
parts
Number Book
Independent Counting Fingers (addition)
Activities Hand Game
Body Cover All
Count objects with one-to-one correspondence up to quantities of 3 (MKC-00-7)
Read and write numerals 0 to 10 (3) (MKC-00-3)
Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)
Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
Competencies
Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell
that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Count objects with one-to-one correspondence up to quantities of 3
Read and write numerals 0 to 3
Learning Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 3 using concrete objects
Checkpoints Tell that the quantity of a set of objects does not change even though the arrangement has changed
Match object, pictures based on properties /attributes in one-to-one correspondence
Identify symmetrical body parts
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity.
Indoor/ Light After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity.
Physical Activity A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity (9:35-9:55)(2:35-2:55)
Nose, Nose Unstructured Free Play Ankle Walk Unstructured Free Play Partners
Activities
(KTG, p. 91) (KTG, p. 91) (KTG, p. 91)
Competencies Identify one’s basic Naisasagawa ang mga Nagagamit ang mga Naisasagawa ang mga Naipakikita ang
body parts sumusunod na kilos kilos lokomotor sa sumusunod na kilos pagpapahalaga sa
(PNEKBS-Id-1) lokomotor sa pag-eehersisyo lokomotor sa maayos na
pagtugon sa ritmong (KPKGM-Ie-2) pagtugon sa ritmong pakikipaglaro:
mabagal at mabilis Demonstrate mabagal at mabilis pagiging mahinahon,
(paglakad, pagtakbo, (paglakad, pagtakbo, pagsang-ayon sa
pagkandirit, movements using pagkandirit, pasiya ng
paglundag/pagtalon, different body parts. paglundag/pagtalon, nakararami/reperi,
paglukso) (PNEKBS-Ic-3) paglukso) pagtanggap ng
(KPKGM-Ie-2) (KPKGM-Ie-2) pagkatalo nang
Nagagamit ang mga Nagagamit ang mga maluwag sa kalooban,
kilos lokomotor at di- kilos lokomotor at di- pagtanggap ng
lokomotor sa lokomotor sa pagkapanalo nang
paglalaro, pag- paglalaro, pag- may kababaang loob
eehersiyo, eehersiyo, (KAKPS-00-19)
pagsasayaw pagsasayaw Nakasasali sa mga
(KPKGM-Ig-3) (KPKGM-Ig-3) laro, o anumang
pisikal na gawain at
iba’t ibang paraan ng
pag-eehersisyo
(KPKPF-00-1)
Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa
paglalaro,
pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)