School Grade/Section Kindergarten

Teacher Subject
Date Quarter Fourth
QADETAILED LESSON PLAN Arrival Time to Work Period
IN KINDERGARTEN Time 1 Week & Day Week 1
(00 AM-:00 AM)

I. Objective/s: (ANNOTATION/S)
 Identify the basic needs of animals
 Develop a sense of responsibility towards animals.
 Demonstrate proper caregiving skills by feeding animals.
A. Content Focus Mga Hayop sa Paligid

B. Performance The child shall be able to Identify basic needs of

Standard animals.
C. Most Essential  Name common animals (PNEKA-Ie-1)
Learning  Identify the needs of animals (PNEKA-IIIg-
Competency 5)
 Identify ways to care for animals (PNEKA-
IIIg-6

II. Subject Matter

A. Content Focus Mga Hayop sa Paligid
B. Developmental
Science
Domain
III. Learning Resources
A. References
1. Teacher’s Guide K-12 MELC
2. Learner’s Material Learning Activity Sheets
3. Textbook Pages
4. Additional
Resources from
Learning Resource
Portals
B. Other Materials PowerPoint Presentation, Laptop, Television,
IV. Procedure (Kindergarten Blocks of Time)
ARRIVAL TIME

National Anthem
Opening Prayer
Routine Activities: Exercise
Kumustahan
Weather Check
Attendance

MEETING TIME 1
 Name common animals (PNEKA-Ie-1)
Competencies  Identify the needs of animals (PNEKA-IIIg-
5)
A. Reviewing Teacher’s Activity
previous lesson
Kahapon,pinag aralan natin ang tungkol sa mga KRA 2. Objective 6.
ibat ibang hayop sa paligid
 Maintained Learning
Anu-ano ang mga hayop sa paligid na nakikita environment that promote
fairness, respect and care
natin? to encourage learning.

(The teacher asked a

question that is generally
address to every learner so
that everyone is given a
chance to answer and
respond respectively.)

KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
group.

(The teacher provided

examples that are
commonly found in the
social context of the
learners. This allows
immediate connection and
understanding to the
learners to fully address
their needs.)

B. Establishing a
purpose for the “It’s a Match”
KRA 1. Objective 4.
lesson Displayed proficient use
Ituro sa kabilang hanay ang kinakain ng hayop.
(Motivation) of MT, Filipino and
English to facilitate
teaching and learning.

(Teacher used MT,

Filipino and English
language in her
presentation and
discussion with mastery
and fluency)

C. Presenting KRA 1. Objective 1.

instances of the Ang mga hayop ay may mga pangangailangan Applied knowledge of
content within and across
new lesson upang mabuhay tulad ng pagkain at tubig. curriculum teaching areas.

(The teacher discussed a

topic aligned to the
MELC.)

KRA 1. Objective 2.
Use a range of teaching
strategies that enhance
 learner’s achievement in
literacy and numeracy
skill.

(Teacher allowed learners

to count the objects in the
picture to integrate
numeracy and enhance
their skills.)

KRA 1. Objective 3.

 May mga hayop na kumakain lamang ng Applied a range of

halaman, katulad ng damo, gulay at prutas teaching strategies to
ito ay ang mga baka,kambing,kabayo, develop critical and
creative thinking as well
kalabaw.
as other higher order
thinking skills.

(Teacher asked questions

that require learners to
analyze)

KRA 3. Objective 10.

Used strategies for

providing timely, accurate
and constructive feedback
to improve learner
performance.
 May mga hayop na kumakain ng karne
lamang katulad ng tigre at leon. (The teacher provides
direct response to the
learner’s answer to
questions asked. This
allows the learners to
reflect on their given
response which may
improve their
performance.)

KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
group.
 Mayroong mga hayop ang kumakain rin
(The teacher provided
ng buto na galing sa halaman tulad ng ibon
examples that are
at manok commonly found in the
social context of the
learners to address their
needs.)

KRA 2. Objective 6.
 Maintained Learning
environment that promote
fairness, respect and care
to encourage learning.

(The teacher asked a

question that is generally
address to every learner so
that everyone is given a
chance to answer and
respond respectively.)

 Mayroon ring mga hayop na kumakain ng

parehong halaman at karne katulad ng mga
aso, pusa, unggoy at baboy.

KRA 2. Objective 7.
Established learner-
centered culture by using
teaching strategies that
respond to their
linguistics, culture, socio-
economic and religious
background.

Tanong: (Teacher made use of the

 Anu-anong mga hayop ang kumakain ng karne? students’ mother-tongue to
halaman? karne at halaman? allow learner’s to freely
 Ano ang pangagailangan ng hayop upang express themselves. The
mabuhay?
questions asked by the
teacher are made easy
Paano ang tamang pagpapakain sa alagang
where students can answer
hayop?
based on their personal
understanding.)

 Bigyan ng pagkain sa tamang oras

 Huwag kalimutan na bigyan rin ng tubig.\

Bakit kailangan bigyan ng pagkain at tubig

ang mga hayop?
 Dahil katulad ng tao kailangan nila ng makakain at
maiinom para di sila mamatay.
Transition to Wok Period 1 The teacher gives instructions on how to do the )
independent activities, answers any questions, and
tells the learners to do their assigned tasks within the
allotted time.
WORK PERIOD I
D. Discussing New Teacher-Supervised Activity: KRA 2. Objective 5.
Concepts and Established safe and
secure learning
practicing new “Duck Race” environments to enhance
skills  Power point presentation learning through the
(Guided Practice) Paraan ng paglalaro: consistent implementation
 Hatiin ang mga bata sa apat na grupo of policies, guidelines and
 Paunahan sumagot sa bawat katanungan procedures.
 Ang mananalo ay magkakaroon ng (Teacher followed the
premyo kay Teacher. blocks of time with
corresponding transition of
activities for a smooth
teaching and learning
process)

KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
 address the needs of
learners from indigenous
group.

(The teacher prepared a

boardwork activity that
allows all learners to
participate. With this
activity, learners are
engage to hands-on
application of the concept.
The needs of the learners
from indigenous groups
are also addressed by
providing simple
instructions, example of
pictures that are
commonly found in their
social context.)

KRA 2. Objective 6.
Maintained Learning
environment that promote
fairness, respect and care
to encourage learning.

(The teacher created a

boardwork that allows
every learner to participate
giving them equal
opportunities to answer
and respond respectively.)
 Identify the needs of animals
Competencies (PNEKA-III g-5)
 Name common animals (PNEKA-Ie-1)
Learning Checkpoints  Identify the needs of animals.
E. Discussing New Independent Activities: KRA 2. Objective 6.
Concepts and Maintained Learning
environment that promote
practicing new fairness, respect and care
skills  Atis Group: My favorite Pet to encourage learning.
(Independent  Mangga Group: Animal memory game
Practice)  Pinya Group: Animal foods (The teacher provided
different learning activities
that are engaging to the
learners and that address
learner’s gender, needs,
strengths, interest and
experiences without bias
and prejudice.
 Nakapagmomolde ng luwad (clay) sa nais na anyo
Competencies (SKMP-00-6) KRA 2. Objective 8.
 Name common animals (PNEKA-Ie-1) Adapted and used
 Identify the needs of animals (PNEKA-IIIg-5) culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
group.

(The teacher prepared

group-based activity that
allows all learners to
participate. With this
 activity, learners from
different groups are
engage to simple and
hands-on activities that
allows them to finish the
task with the cooperation
of their members.
Inclusivity is practiced.)

KRA 1. Objective 2.
Use a range of teaching
strategies that enhance
learner’s achievement in
literacy and numeracy
skill.

(Teacher allowed learners

to identify pictures and
arrange them according to
their size)

 Recognize animals using playdough

 Identify and match the pairs
Learning Checkpoints
 Understanding of providing animal foods

F. Making KRA 1. Objective 1.

generalization Applied knowledge of
Ang mga hayop ay nangangailangan ng pagkain
content within and across
about the lesson at tubig upang mabuhay. curriculum teaching areas.
Ang mga tao ay dapat inaalagaan at pinapakain
ang mga hayop. (The teacher provided
Higit sa lahat dpat napapakain ng tamang oras activities that are
ang mga hayop. integrated on other
domains of learning;
Mathematics: Sorting and
classifying, matching,
Motor: writing, Language:
Identifying letters and
Socio-emotional:
enhancement of social and
cooperation skill.)

G. Evaluating
Learning Anong hayop ang kumakain ng karne? Bunga ng
KRA 3. Objective 10.
prutas at damo?
Used strategies for
providing timely, accurate
Dapat bang hindipakainin ang hayop? and constructive feedback
Bakit hindi? to improve learner
Kung may Nakita kang gutom na aso o kaya pusa performance.
bibigyan mo ba ng pagkain?
(The teacher provided an
individual activity sheet to
answer to assess learning
and provide timely,
accurate and constructive
feedback to improve the
learners’ performance.)
H. Additional Assignment: Iguhit ang paborito mong hayop sa
Activities for bondpaper at kulayan ito.
Enhancement or
Remediation

Prepared By:

Kindergarten Adviser

Observed By: