REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
City of Naga, Cebu City

KINDERGARTEN SCHOOL: CABUL-AN ELEMENTARY SCHOOL TEACHING DATES: NOVEMBER 28- DEC 2, 2022
DAILY BLOCKS OF TIME
TEACHER: JUDITHA S. MANGINSAY WEEK NO. 4

CONTENT FOCUS: My family provides my shelter. QUARTER: 2

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVAL TIME Arrival routine

(10m) The teacher greets each learner as they arrive in the classroom. The teacher may say hello, and welcome the learners. Learners who come early may be given time for free play while
waiting. When the bell rings, the learners will form lines in preparation for the flag ceremony.
8:00-8:10
1:00-1:10

MEETING TIME 1 Daily routine:

(10m) 1.National Anthem
Mga bata, unsay buhaton ta panahon sa flag ceremony?
8:10-8:20 Dili maglangas.
1:10-1:20 Maminaw sa magtutudlo.
Mutindog kita og tarong, ibutang ang ato nga tuong kamot sa ato nga wala nga dughan ug mokanta.
Pagkahuman sa ato nga flag ceremony mobalik kita sa ato nga classroom nga maglinya.
2. Opening Prayer (When all the learners are in the classroom, prayer is done automatically.)
3. Exercise (The teacher directs the child to watch the video exercise on TV and join the learners in dancing)
Say: Karon ato nga sundon ang gipakita diha sa television.
4. Attendance Check (The teacher leads in singing the song and encourages the learners to sing with her.)
Ask: Pila man kabuok ang mga lalaki? Mga babaye?
Pila man tanan ang mga bata?
5. Weather Check (Song: Weather Song)(Validate pupils’ answers by asking them to look outside.)
Say: Mga bata, pagpadulong ninyo diri sa eskuylahan unsay namatikdan ninyo sa panahon, adlawan ba? Dan-ag o hayag ba? Ulanon ba? Gabonon
ba? 6. Checking of Calendar (Song: Lubi-lubi)
Say: Unsa nga buwan karon? Unsa ang petsa gahapon? Karon? Ugma?
Unsanga adlaw gahapon? Karon? Ugma?
7. Local / National Celebrations
Say: Mga bata, kada bulan may mahinungdanon/importante nga kasaulogan.
Ask: Kanus-a gani ta nisaulog sa Nutrition Month? United Nations Organization Month? Karong buwana unsa man kaha ato nga saulugon?
Kinsa ang nag-birthday karon?
 8. Cleanliness Check (I have two hands)

MESSAGE Ask: Mga bata, ngano nga manghunaw ta? Maligo?

9. Balitaan/Sharing time with classmates (Call 1-2 pupils)
Ask: Mga bata, unsa man ang inyong nabuhat nga nakalipay sa inyo nga mama ug papa?
10. Getting Ready for class (This is also the time when concepts learned the previous week/day are reviewed and the message for the day is
introduced.) Ask: Unsa ang inyong nakat-unan gahapon? Sa niaging semana?
QUESTIONS
My family lives in a house. There are different kinds of A house has different areas. A house has different areas. My family practices safety
houses. Concentration: Concentration: Concentration: measures at home.
(House made of wood/light (Kwarto/Katulganan, Kan-anan, Sala) ( Kaliguanan, kusina )
materials, semi-concrete
house, concrete house)

Say: Sa niagi nga simana, nag Say: Gahapon, nag estorya ta Say: Gahapon, nag estorya ta Say: Gahapon, nag estorya ta Say: Nakahibalo naman kita
estorya ta mahitungod sa mahitungod sa inyo nga mahitungod sa mga materyales nga mahitungod sa nagkalain-lain sa mga nagkalain-lain lugar
pamilya nga nagtinabangay sa balay. Ask: Nganu nga gigamit pagbuhat sa atong balay. nga ngalan sa lugar sa atong sa ato nga balay.
nagkalain lain nga trabahoon sa importante ang panimalay sa Ask: Unsa man ang nagkalain-lain balay. Sa nagkalain-lain nga mga
balay. usa ka pamilya? nga lugar sa sulod sa inyo nga Gawas sa 2-3 ka mga lugar nga gimbuhaton nato sa sulod
Ask: Unsa gani to ang mga (a. lugar para mukaon, balay? (Focus only 2-3 areas of the atong nahisgutan gahapon. sa balay.
trabaho nga gitabangan ug matulog, mag-estoryahay, house using pictures as a guide) Ask: Unsa pa ang lain nga lugar Ask: Unsa ang gikinahanglan
buhat? etc.) (a. kwarto sa inyo nga balay? nga hinumduman aron
(a. Nihugas sa plato Say: Karon mga bata aduna akoy b. kan-anan (a.kusina malikayan nato ang mga
b. Nilaba sa sinina ipakita ninyo nga mga hulagway: c. sala) b. kaliguanan) disgrasya ug dautan nga
c. Nihipos sa higdaanan (The teacher shows a picture of a Ask: Unsa ang mga butang nga Unsa ang mga butang nga panghitabo nga makadaot sa
d. Nilimpiyo sa CR house made of wood/light makita nato didto? makita ninyo didto? ato nga panglawas?
e. Namubo sa tanom) materials, semi-concrete house Unsa nga mga buluhaton ang ato Unsa nga mga buluhaton nga
Ask: Karon mga bata asa and a concrete house) nga gibuhat niini nga lugar? makita nato niini nga lugar? (The teacher encourages
dapita nagpuyo ang inyo nga Ask: Ingon ani ba ang inyo Say: Atong balikon ang kanta active oral participation of
pamilya? Asa mo mukaon? nga balay? nga “Bahay Kubo” (The teacher encourages active the learners)
Asa mo Unsa ang mga materyales (The teacher encourages active oral participation of the
matulog? nga gigamit sa pagbuhat sa oral participation of the learners)
Ngano nga kinahanglan man inyo nga balay? learners)
sa pamilya ang pinuy-anan? (The teacher encourages active
oral participation of the
(The teacher encourages learners)
active oral participation of Mga bata atong kantahon ang
the learners) “Bahay Kubo”
Bahay Kubo
Kahit munti
Ang halaman doon
ay sari-sari
Singkamas at talong
 Sigarilyas at mani
Sitaw, bataw, patani
Kundol, patola
Upo’t kalabasa
At saka mayron pa
Labanos mustasa
Sibuyas, kamatis
Bawang at luya
Sa paligid ligid
ay may maraming linga.

TRANSITION (The teacher leads in singing the song and encourages the learners to join.)
Mga Tingog sa Letra
tune “Magngalan Kita”

Magngalan kita karon mga tingog sa letra

Ako si /p/, ako si /a/, ako si /s/, ako si /a/
Kon kami magtapad mamahimong /p/,/a/,/s/,/a/
Kon kami magtapad mamahimong /p/,/a/,/s/,/a/
pa-sa, pasa
Ask: Unsa ang sinugdanang tingog sa pulong nga pasa? (/p/)
Say: Atong ipakpak ang pulong nga pasa? Kalabasa?
Ask: Pila ka pakpak ang pulong nga pasa? (2)
Pila ka pakpak ang pulong nga kalabasa? (4)

REVIEW/DRILL

Pangitaa ug Lituka Kami! Pangitaa Kami!

Gamitonon: letter cut outs, Letter Call Out Card Gamitonon: letter cut-outs, mga hulagway nga ang ngalan nagsugod sa
Pamaagi: mosunod nga mga letra (m, a,t,y,s,k,n,l,p)
1. Andamon ang gamitonon. Pamaagi:
2. Hatagi og letter call out card ang kada bata. 1. Andamon ang gamitonon.
3. Ipasabot ug ipabuhat sa mga bata ang mga mosunod: 2. Hatagan og letter call out card ang kada bata;
❖ ilha ang mga letra nga anaa sa kada kard; 3. Ipasabot ug ipabuhat sa mga bata ang mga mosunod:
❖ isulti ang tingog sa kada letra; ❖ ilha ang mga letra nga anaa sa kada kard;
❖ ilha ang letra sa card nga akong ipakita; ❖ isulti ang tingog sa kada letra;
❖ isulti ang tingog sa letra nga akong gipakita; ❖ hinganli ang hulagway nga akong gipakita;
❖ pangitaa ang pareho nga letra ug tingog nga anaa sa inyong ❖ isulti ang sinugdanang tingog sa ngalan sa hulagway;
letter call out card; ug ❖ pangitaa ang letra nga pareho og tingog sa sinugdanang tingog sa ngalan sa hulagway nga anaa sa
❖ butangi og letter cut out nga pareho sa maong letra ug inyong letter Call Out Card; ug
tingog. 4. Ipadayon ang pamaagi gamit ang laing mga letra. ❖ butangi og letter cut out nga pareho sa sinugdanang tingog sa ngalan sa hulagway.
4. Ipadayon ang pamaagi gamit ang laing mga hulagway.
 WORK PEROD 1 (The teacher gives clear instructions to the learners as a group on how to do the different independent activities.)
(45m) Group 1 - This will be the first group in which the teacher shall deal with the Teacher Supervised Activities (TSA) during the day. After 6 minutes the teacher will move to Group 2. Then, Group
8:20-9:05 3, 4, and 5. Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes. She should
1:20-2:05 at the same time be observant of what’s going on with the 4 groups doing the IAs to be able to address the need as it arises.
Group 2. Letter Mosaic: B-magkuha og papel nga adunay outline. Samtang nagpapilit sa colored paper, litukon usab ang tingog sa letrang Bb.
Group 3. Picture Puzzles –pormahon ang puzzle. Mosulti og unsa ang nakita sa hulagway nga na porma.
Group 4. Poster of words that begin with Bb–magkuha og papel nga adunay outline sa letra nga Bb. Maghuna-huna og mga butang nga nagsugod sa letrang
Bb. Group 5. Dramatic Play –
Ask: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga
box/tray. When the learners are already in place;
Say: Puydi na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw or magdagan dagan. Nasabtan
ba? (The teacher then goes to the first group to do the Teacher Supervised Activity.)

TEACHER Target Letter: Bb Mini Book of Different Poster: My Favorite Parts of Safe or Unsafe Resource Person to Talk to
SUPERVISED Competencies: Houses Competencies: the House Competencies: the Learners About Safety
ACTIVITY • Identify several words that • Nailalarawan kung paano Competencies: • Nakikilala ang kahalagahan ng Measures at Home
begin with letter Bb nakakaiba at nagkakatulad • Naikukuwento ang mga ginawa mga tuntunin: pag-iwas sa Competencies:
(mother ang bawat pamilya ng pamilya nang sama-sama. paglalagay ng maliit na bagay sa
(KMKPPam-00-3)
 tongue, orthography) • Natutukoy ang magagandang Nailalarawan ang nagagawa bibig, ilong, at tainga, hindi • Nakikilala ang mga taong
LKPA-lg 7) bagay na nakikita sa paligid ng mga tagapag-alaga paglalaro ng posporo, nakatutulong sa
• Identify letter Bb(LLKAK-Ih-3) • (SKPK-00-1) /Nanay/Tatay/Lolo/Lola, maingat na paggamit ng komunidad, hal. guro,
Name objects that begin with • Pagpilas/paggupit/pagdikit ng atbp. (KMKPPam-00-6) matutulis/matatalim na bagay bombero, pulis,
letter Bb of the alphabet(LLK papel (KPKFM-00-1.3) • Nakalilikha ng iba’t-ibang bagay tulad ng kutsilyo, tinidor, atbp. (KMKPKom-00-2)
00-5) • Talk about the details of an sa pamamagitan ng malayang gunting, maingat na pag-akyat • Nakikilala ang kahalagahan ng
• Write letter Bb object/picture like toys, pagguhit (SKMP-00-1) at pagbaba sa hagdanan mga tuntunin: pag-iwas sa
Materials: Manila paper, pets, • Sort and classify objects (KPKPKK-Ih-3) paglalagay ng maliit na
coloring materials, cardboard, foods, places (LLKOL-Id-4) according to one • Talk about the details of an bagay sa bibig, ilong, at
popsicle sticks, pictures whose Materials: blank mini books, attribute/property (use) object/picture (LLKOL-Id- tainga, hindi paglalaro ng
name starts with letter b old newspapers and (MKSC 00-6) 4) posporo,
( balas, gagmay nga bato, magazines or drawings of Materials: bond paper, • Sort and classify objects maingat na paggamit ng
bayabas, baso, bag ug uban pa. different houses, colored markers, crayon. according to one matutulis/matatalim na
Procedure: scissors, glue, colored Procedure: attribute/property (shape, bagay tulad ng kutsilyo,
I DO PHASE markers Procedure: 1. Ask the learners to talk about color, size, function/use) (MKSC- tinidor,
The teacher 1. Ask the learners to look how their favorite parts of 00-6) Materials: pictures showing gunting, maingat na
1. Shows the learners picture through the old their house. safe practices at home - putting pagakyat at pagbaba sa
of objects that are used in magazines/newspaper and 2. Ask the learners to draw matches and candles away from hagdanan,
constructing a house which cut out pictures of different what they shared. reach of learners, wiping wet pagtingin sa kaliwa’t kanan
begin with /b/ sound. houses. 3. Assist the learners in labeling floors, staying away from hot bago tumawid sa daan,
2. Says the names of each 2. Ask the learners to paste the their works. surfaces, keeping chemicals/toxic pananatiling kasama ng
picture emphasizing the /b/ cut out pictures on their mini substances out of learners’s reach, nakatatanda kung nasa sa
sound book. 3. Ask the learners to walking (not running up and down matataong lugar
- (b----alas) describe each house and assist the stairs), hiding away sharp (KPKPKK-Ih 3)
- Bato them in writing down their objects (knives, scissors), covering • Ask questions as may be
- Balas descriptions. electrical outlets, among others, appropriate (LLKOL-
- Baso pictures showing unsafe practices 00-7)
- Bayabas at home, playing with fire, keeping • Use polite greetings and
floors wet and slippery, touching courteous expressions
3. Asks: What is the initial
hot surfaces, keeping in
sound of the name of each
chemicals/toxic substances within appropriate situations
picture?/b/
learners’s reach, running up and (LLKOL Ia-1)
4. Shows to the learners big and
down the stairs, playing with knives Materials: first aid kit, pictures
small letter Bb as she
and scissors, putting fingers inside or actual objects that are
produces the /b/ sound.
electrical outlets, among others, unsafe: toxic substances/
5. Shows how to write letter
graphic organizer (Safe Practices at chemicals, knives and scissors,
B.(in the air,at
Home vs. Unsafe Practices at matchboxes, candles, etc.
someone’s
Home) Procedure: Procedure:
back,,etc.on the cardboard.
1. All pictures of safe and 1. The teache introduces the
WE DO PHASE unsafe practices are placed in a
1. The teacher and the resource person to the class.
container. The learners greet the guest.
learner produce the /b/.
2. Learners take turns in getting a 2. The resource person talk
2. The teacher asks the picture from the container.
learners to say the names of about safety measures to
3. Learners describe the picture be observed at home.
each
they pick and say whether it is a 3. The resource person will
object after as she flashed
 the pictures. safe or unsafe practice at home. demonstrate some
3. The teacher writes letter Bb in 4. Learners classify the picture on safety
the air, someone’s back etc. the graphic organizer. practices that need to be
with the learners. observed at home.
4. The resource person talks
about the importance
of
having a first aid kit at home
5. The teacher encourages
the learners to ask questions

4. The teacher and the learners about safety practices at

write letter B in the piece of home for the resource
paper or cardboard. person to answer.
YOU DO PHASE
1. The learners say the names
of each picture
2. The teacher asks the learners
to produce the initial sound
of the words.
3. Ask the learners to give other
objects that can be used in
constructing a house which
begin with Bb.
4. Let the learners draw the
objects that they gave or any
of the objects mentioned
above and write letter Bb
below the drawing.
5. Let the learners paste their
drawings on the manila
paper.

LEARNING ✓ Identify several words ✓ Describe the ways houses ✓ Draw the favorite parts of ✓ Differentiate safe and unsafe ✓ Differentiate safe and unsafe
CHECKPOINTS that begin with letter Bb are different the house practices at home as shown practices at home as shown in
✓ Identify letter Bb in pictures which has been
✓ Name objects that begin pictures discussed by the resource
with letter Bb of the alphabet person
✓ Write letter Bb

INDEPENDENT Day 1 Day 2 Day 3 Day 4 Day 5

ACTIVITIES Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group to another
spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since the learners will
have 30 minutes to do their task, teachers should encourage the learners to produce good, clean, and quality output. Though, teachers must prepare supplementary activities to be used in
case a group will be done ahead of time.

1. TSA – Target Letter Bb 1. Dramatic play 1. Letter Mosaic: Bb 1. Poster of words that 1. Picture Puzzles
2. Letter Mosaic: Bb 2. TSA – Mini Book of Different 2. Dramatic play begin with 2. Poster of words that
3. Picture Puzzles Houses 3. TSA – Poster: My 2. Picture Puzzles begin with Bb
4. Poster of words that begin 3. Letter Mosaic: Bb Favorite Parts of the House 3. Dramatic play 3. Dramatic play
with (Bb) 4. Picture Puzzles 4. Poster of words that begin 4. TSA – Safe or Unsafe 4. Letter Mosaic: Bb
5. Dramatic play 5. Poster of words that begin with with (Bb) 5. Letter Mosaic: Bb 5. TSA - Resource Person
(Bb) 5. Picture Puzzles to Talk to the Learners
About Safety Measures
at Home

Letter Bb Mosaic
Competencies:
✓ Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
✓ Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
✓ Nakagugupit at nakakapagdidikit ng iba’t-ibang hugis na may iba’t-ibang tekstura (SKMP-00-4)
 Materials: cut out colored papers for pasting, glue, outline of letter Bb
Procedure:
1. Learners take a sheet with the outline of letter Bb
2. Learners fill the letter outline with colored papers.
3. Learners say the sound of the letter Bb while pasting.

Picture Puzzles
Competencies:
• Pagbuo ng puzzles (KPKFM-00-1.5)
• Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)
Materials: large pictures of a living room, kitchen, dining room, toilet and bathroom, bedroom cut out in 4 to 6 pieces and laminated to make a
puzzle. Procedure:
1. The learners put together the puzzles first and describe what they see.
2. The learners will talk about the details of an object/picture like toys, pets, foods, places in their house to what they see in the puzzles

Dramatic Play
Competencies:
• Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
• Naikukuwento ang mga ginagawa ng pamilya nang sama sama (KMKPPam-00-6)
• Participate active in a dialog or conversation of familiar topics (LLKOL-00-10)
Materials: dramatic play area (bahay-bahayan with age-appropriate toys to represent a kitchen and a dining area and other props as toy dolls)
Procedure:
1. The learners will participate and play in the dramatic play area cooperatively.
2. Learners assign roles and proceed with their dramatic play.
3. The learners will talk about their experiences at home (helping one another in doing a task)

Poster of words that begin with Bb

Competencies:
• 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 (LLKV-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
Materials: 1/4 cartolina sized outline of the letter Bb 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 Bb. These objects must be seen and used in constructing a house.
3. (bricks, balas, blocks , bato)
4. Bb words in the learners’ mother tongue are most welcome.
5. Ask the learners express their ideas by drawing and invented spelling inside the outline of the letter.
6. Assist the learners in labeling their drawings.

LEARNING ✓ Put together 4-to-6-piece puzzles

CHECKPOINTS ✓ Recognize different things and its relationship to its surroundings
✓ Identify and make the sound of the letter (Bb)
✓ Sort and classify pictures
TRANSITION The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the 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 may be used.

Mga Letra sa Alpabeto

tune: Old MacDonald had a farm

Mga Letra sa alpabeto

adunay mga tingog
Ang letrang Bb, ang letrang Bb
tingog /b/,/b/,/b/
Ang letrang Bb, ang letrang Bb
tingog /b/,/b/,/b/
Letrang Bb

MEETING TIME The teacher asks questions about the activities in Work Period 1, or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also be asked to share their work
2(10m) to the class.
9:05-9:15
2:05-2:15 The learners present their work The learners present and The learners present and The learners play a guessing game. The learners talk about the
on the objects that begin with describe their mini book of describe their triorama. safety practices they should do
letter Bb different houses at home.

QUESTIONS/ Ask: Unsa nga mga butang Ask: Unsa ang nagkalain-laing Say: KIni ang mga hulagway nga Ask: Unsa ang angay ninyo Ask: Unsa ang angay buhaton sa
ACTIVITY ang imong gigamit sa balay sa imong gihimo? nagpakita sa nagkalain-lain nga nga buhaton sa nagkalain- nagkalain-lain nga bahin o parte
magporma sa letrang Bb? Unsa ang kalainan sa inyo nga lugar sulod sa balay. lain nga sa balay aron kita luwas sa lain-
Unsa ang tingog sa letrang Bb? balay ug sa balay sa imong (Kusina, Sala, Kuwarto, parte/lugar sulod sa balay? lain nga mga panghitabo?
Makahingalan ka bao g laing higala? CR/Kasilyas). Ask: Gawas sa Kinsa ang angay natong
mga butang nga ang ngalan Unsa ang angay buhaton sa nahisgutan sa taas, unsa pa ang tawagon simbako adunay dili
adunay sinugdanang tingog atong balay? lain nga parte sa atong balay? maayong panghitabo sa atong
nga /b/? balay?

TRANSITION Manghunaw
tune: This is the way

Ingon ani ang paghunaw, paghunaw, paghunaw

Ingon niini ang paghunaw sa dili pa mokaon.

The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands.
Encourage sharing especially if not all learners have food.
Iandam ang mga bata para sa pag - ampo.

RECESS When the learners are already sitting, the teacher leads the learners in saying a prayer before eating.
(15 MINUTES) Kuhaa ang balon ninyo.
The teacher assists and guides the learners as they eat their snacks.
9:15-9:30
2:15-2:30 1. Instruct the learners to fall in line, go to the washing area, show to them how to wash their hands, and then go back to their seats.
2. Start with a prayer.
3. Teacher eats with the learners, showing them the proper way of cutting the wrappers/unwrapping food, and drinking.
4. After eating, guide and show the learners the proper way of disposing garbage.
(A song of thanksgiving may be sung to signal the end of Recess Time.)

TRANSITION TO The teacher reminds the learners to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change
QUIET TIME their wet clothes, and have their Quiet Time.
Finger Play
(Transition leading to quiet time)

Kini si bao.
Kon gutomon siya,
Mogawas siya sa iyahang balay ug mokaon,
Yum..yum.. yum.. yum..
Kung siya busog na,

Mobalik siya sa sulod ug mopahulay na.

QUIET TIME(10 Say: Karon mopahulay usa ta. Magplay ko og music. Puydi ra maglingkod, mopiyong sa inyong mata, mohigda, ug uban pa basta dili magsaba.
MIUTES) (During this time, learners can rest or engage in relaxing activities.)
9:30-9:40
2:30-2:40

TRANSITION TO While singing the transition song, the teacher asks the learners to sing with her or do the action and tells them that it’s time to listen to a story. When the learners are ready, the
STORY TIME teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.

Mag-estorya na Kita
tune: Farmer in the Dell

Mag-estorya na kita
Mag-estorya na kita
Dali mga bata, mag-estorya na kita
Ablihan ang mata ug motan-aw
Ablihan ang daluggan ug maminaw.
Ablihan ang mata ug motan-aw
Ablihan ang daluggan ug maminaw.

STORY TIME(15 “ Ang Among Balay”

MINUTES) Sugilanon ni: Ariana Santoalla
9:40-9:55 Dibuho ni: Jericho Mora
2:40-2:55
 Usa ka adlaw, niabot si Biboy ug ang iya nga Lola Besya sa ila nga bag - o nga balay. Naghuna-huna si Biboy kon unsa ang puydi nila nga himoon sa kada parte sa balay.
Naglibot- libot siya sulod sa balay. Una niya nga gisulod ang sala. Nakita niya ang iya nga Ate Belen nga nagdibuho/nagdrawing sa sala. Sunod niya nga giadto ang ila nga
kusina. Nakita niya ang iya nga Papa Bino nga nagluto sa ila nga paniudto. Pagkahuman, niadto siya sa ila nga kuwarto aron makigdula sa iya nga Kuya Bob, apan natulog ang
iya nga Kuya sa katre. Sunod niya nga giadto ang banyo ug iya nga gitan aw ang iya nga kaugalingon sa samin. Pagkahuman, nakahuna-huna siya nga molibot sa palibot sa ila
nga balay. Sa likod iya nga nakita ang iya nga Lolo Boboy nga namubo sa ila nga mga tanum ug ang iya nga Mama Berta nga nanghayhay sa iya nga nilabhan. Kalit nga
gitawag sila ni Papa Bino, ug gipasulod sila sa ila nga kusina. Sa kusina andam na ang ila nga paniudto. Malipayon ang tibuok pamilya nga nangaon sa ila nga paniudto.

PRE-READING At this time, teacher will show At this time, teacher will show At this time, teacher will show At this time, teacher will show At this time, teacher will show
the book to be used. the book to be used. the book to be used. the book to be used. the book to be used.
A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness
Isulti: Aduna akoy bag- o Isulti: Aduna akoy bag- o Isulti: Aduna akoy bag- o Isulti: Aduna akoy bag- o Isulti: Aduna akoy bag- o
nga estorya. nga nga nga nga estorya.
Nagulohan og “Ang Among estorya. estorya. estorya. Nag-ulohan og “Ang Among
Balay” Nag-ulohan og “Ang Among Nag-ulohan og “Ang Among Nag-ulohan og “Ang Among Balay”
Sugilanon ni: Ariana Balay” Balay” Balay” Sugilanon ni: Ariana
Santoalla. Dibuho ni: Sugilanon ni: Ariana Sugilanon ni: Ariana Santoalla. Sugilanon ni: Ariana Santoalla. Dibuho ni:
Jericho Mora Santoalla. Dibuho ni: B. Dibuho ni: Jericho Mora Santoalla. Dibuho ni: Jericho Mora
B. Pagpakita sa mga panid Jericho Mora Motive Question/s Jericho Mora B. Motive Question/s
sa libro. B. Motive Question/s C. Motive Questions: B. Motive Question/s Ipangutana:
Abliha ang libro. Pakli-a ang Ipangutana: Ipangutana: Ipangutana: 1. Unsa ang gihimo sa
kada panid 1. Unsa ang ato nga estorya 1. Kinsa ang nagsulat sa 1. Kinsa ang nagdibuho sa tanang miyembro sa
hangtod sa kataposan. gahapon? atong estorya? atong estorya? pamilya sa atong estorya?
C. Pagpasabot sa pulong 2. Kon ikaw papilion, unsa nga 2. Unsa kaha ang mga nagkalain-lain Assign a role for the members
nga lisod masabtan: klase sa balay ang gusto nimo nga bahin/parte sa balay ang Isulti: Karon, kamo napud ang of the group.
Ipasabot sa bata ang mga nga puy an? Ngano man? nahisgutan sa atong estorya? mo estorya kabahin sa “Ang Give them 5 min to practice
mosunod nga Among Balay”. the dramatization

pulong: Call 3 – 5 representatives to re-

❖ libot-libot -suroy-suroy tell the story
❖ nisampit- nitawag
❖ gadibuho- gadrawing
D. Motivation-Motive
Tandem Question/s
Ipangutana:
1. Unsa ang nagkalain-lain
nga parte sa ato nga balay?
2. Unsa kaha ang mga gihimo
sa mga tawo sa ato nga
estorya sa nagkalain-lain nga
parte sa ila nga balay?
 Isulti: Paminaw og maayo
sa ato nga estorya aron
matubag ang mga
pangutana.

DURING READING Modeled Reading Guided reading Shared Reading Independent Reading Let the learners act out the
The teacher reads the story to The teacher reads the title of The teacher will read the story. Ask: Kinsa ang makasaysa sa story by group
the learners with proper story and then the story. While reading, she will ask atong estorya?
intonation and voicing. She/He will ask follow up question on what will happen next
question in between the story. for the learners to interact with the
“ Ang Among Balay” “Ang Among Balay” teacher.
Usa ka adlaw, niabot si Biboy Unsa ang ulohan sa estorya? (Guide pupils by asking questions
ug ang iya nga Lola Besya sa ila Usa ka adlaw, niabot si Biboy ug for them to retell the whole
nga bag - o nga balay. Naghuna- ang iya nga Lola Besya sa ila nga story.) “Ang Among Balay”
huna si Biboy kon unsa ang bag - o nga balay. Usa ka adlaw, niabot si Biboy ug
puydi nila nga Unsay ngalan sa bata sa ang iya nga Lola Besya sa ila nga
himoon sa kada parte sa balay. atong estorya? bag - o nga balay.
Naglibot- libot siya sulod sa Naghuna-huna si Biboy kon unsa Kinsa ang kuyog ni Biboy?
balay. Una niya nga gisulod ang ang puydi nila nga himoon sa Naghuna-huna si Biboy kon unsa
sala. Nakita niya ang iya nga Ate kada parte sa balay. Naglibot- ang puydi nila nga himoon sa
Belen nga libot siya sulod sa balay. Una niya kada parte sa balay. Naglibot-
nagdibuho/nagdrawing sa sala. nga gisulod ang sala. Unsa nga libot siya sulod sa balay. Una niya
Sunod niya nga giadto ang ila bahin o parte sa balay ang unang nga gisulod ang sala.
nga kusina. Nakita niya ang iya giadto ni Biboy? Nakita niya ang iya nga Ate Belen
nga Papa Bino nga nagluto sa ila Nakita niya ang iya nga Ate Belen nga nagdibuho/nagdrawing sa sala.
nga paniudto. Pagkahuman, nga nagdibuho/nagdrawing sa Unsa ang gihimo sa iyang ate Beleb
niadto siya sa ila nga kuwarto sala. Sunod niya nga giadto ang sa sala?
aron ila nga kusina. Nakita niya ang iya Sunod niya nga giadto ang ila nga
makigdula sa iya nga Kuya Bob, nga Papa Bino nga nagluto sa ila kusina. Nakita niya ang iya nga
apan natulog ang iya nga Kuya nga paniudto. Asa nagluto ang Papa Bino nga nagluto sa ila nga
sa katre. Sunod niya nga iyang Papa Bino? Pagkahuman, paniudto. Pagkahuman, niadto siya
giadto ang banyo ug iya nga niadto siya sa ila nga kuwarto sa ila nga kuwarto aron makigdula
gitan aw ang iya nga aron makigdula sa iya nga Kuya sa iya nga Kuya Bob, apan natulog
kaugalingon sa samin. Bob, apan natulog ang iya nga ang iya nga Kuya sa katre. Sunod
Pagkahuman, nakahuna-huna Kuya sa katre. Sunod niya nga niya nga giadto ang banyo ug iya
siya nga molibot sa palibot sa giadto ang banyo ug iya nga gitan nga gitan aw ang iya nga
ila nga balay. Sa likod iya nga aw ang kaugalingon sa samin.
nakita ang iya nga Lolo Boboy
nga namubo sa
 ila nga mga tanum ug ang iya iya nga kaugalingon sa samin. Pagkahuman, nakahuna-huna siya
nga Mama Berta nga Pagkahuman, nakahuna-huna nga molibot sa palibot sa ila nga
nanghayhay sa iya nga siya nga molibot sa palibot sa ila balay. Sa likod iya nga nakita ang
nilabhan. Kalit nga gitawag sila nga balay. Sa likod iya nga nakita iya nga Lolo Boboy nga namubo sa
ni Papa Bino, ug gipasulod sila ang iya nga Lolo Boboy nga ila nga mga tanum ug ang iya nga
sa ila nga kusina. Sa kusina namubo sa ila nga mga tanum ug Mama Berta nga nanghayhay sa iya
andam na ang ila nga paniudto. ang iya nga Mama Berta nga nga nilabhan. Unsa ang gihimo sa
Malipayon ang tibuok pamilya nanghayhay sa iya nga nilabhan. iyang Lolo Boboy ug Mama Berta sa
nga nangaon sa ila nga Kinsa ang nakita ni Biboy sa likod likod sa ilang balay?
paniudto. sa ilang balay? Kalit nga gitawag sila ni Papa Bino,
Kalit nga gitawag sila ni Papa Bino, ug gipasulod sila sa ila nga kusina.
ug gipasulod sila sa ila nga kusina. Sa kusina andam na ang ila nga
Sa kusina andam na ang ila nga paniudto. Malipayon ang tibuok
paniudto. Malipayon ang pamilya nga nangaon sa ila nga
tibuok pamilya nga nangaon paniudto.
sa ila nga paniudto. Asa nga parte sa balay mikaon
ang tibuok pamilya?

POST READING Ask: Kinsa ang bata sa Ask: Unsa ang imong ganahan Ask: Unsa ang nagkalain-laing NOTE: Ask: Unsa ang inyo nga
atong estorya? nga bahin/parte sa balay sa bahin/parte sa balay ang (As homework, let each learner gibuhat? Say: Let’s give
atong estorya? nahisgutan sa atong estorya? draw their favorite house they are ourselves a big big hand
in for them to share the next day)

LEARNING ✓ Note details in the story. ✓ Note details in the story. ✓ Tell what happened next. ✓ Re-tell the story. ✓ Share details about a house.
CHECKPOINTS ✓ Answer why questions.

TRANSITION Mga Baki sa May Sapa

(Rhyme)
Mga baki sa may sapa
Naglangoy-langoy sila
Usa ka baki
Duha ka baki
Malipayon sila
Tulo ka baki
Upat ka baki
Malipayon sila
After the post-reading activities, the teacher gives instructions regarding the teacher supervised and independent activities, answer any questions, and tells the learners to join their group and
do the assigned tasks.

WORK PERIOD (The teacher gives clear instructions to the learners as a group on how to do the different independent activities.)
2(40 MINUTES) Group 1– Lift the Bowl-Ipuna ang mga bato, beads ug sticks. Itupad ang mga bato, beads ug sticks sa mga numero og ihapa ang mga butang nga anaa sulod sa
9:55-10:35 bowl. Group 2 – Writing Numerals 0 to 5 –Subaya ang mga linya gamit ang tudlo sa sandpaper og isulti ang sakto nga numero.
2:55-3:35 Group 3 – Number 5 Mosaic–Ilha ang numero nga 5. Paggunting ug paggisi gamit ang colored paper unya ipapilit kini sa outline.
Group 4 – Number Concentration –Ibutang ang mga card sa salog. Magkuha og card nga adunay mga hulagway human ipares kini sa saktong numero. Pananglitan, numero 5 ug 5 ka
bola nga anaa sa picture card
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2. Then, Group
3, 4, and 5.
Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes. He/She should
at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.

Ask: May pangutana ba kamo bahin sa inyong buluhaton sa kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga
box/tray. When the learners are already in place;
Say: Puydi na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw o magdagan dagan. Nasabtan
ba? (The teacher then goes to the first group to do the Teacher Supervised Activity.)
TEACHER Number Hunt Who’s Inside the House Comparing Quantities 0-5 Draw 5 Safety Practice Pledge
SUPERVISED Competencies: Competency: Competencies: Competencies: Competencies:
ACTIVITY • Recognize and identify • Count objects with one-to-one • Count objects with one-to-one • Name objects that begin with a • Nakikilala ang kahalagahan ng
numerals 0 to 10 (MKC-00-2) • correspondence up to correspondence up to particular letter of the mga tuntunin: pag-iwas sa
Count objects with one-to one quantities of 10 (MKC-00-7) quantities of 10 (MKC-00-7) alphabet LLKV-005 paglalagay ng maliit na
correspondence up to Materials: pen, paper • Compare two groups of objects • Trace, copy, and draw familiar bagay sa bibig, ilong, at
quantities of 10 (MKC-00-7) Procedure: to decide which is more or less, or figures (LLKH-00-2) tainga, hindi paglalaro ng
• Read and write numerals 0 to 1. Let the learners draw and count if they are equal -Identify sets • Count objects with one-to-one posporo, maingat na
10 (MKC-00-3) the number of family members in with one more or one less correspondence up to paggamit ng
• Compare two groups of a house.( e.g. 1- draw one element (MKC-00-8) quantities of 10 (MKC-00-7) matutulis/matatalim na
objects to decide which house, 1 – draw 1 father, 1 – Materials: picture cards of • Trace, copy, and write the letters bagay tulad ng kutsilyo,
is mother, 2 – draw two sisters different kinds of houses in of the alphabet (LLKH-00-3) tinidor,
more or less, or if they are etc.) quantities 0 to 5, bottle spinner Materials: sheets of bond paper gunting, maingat na pag-
equal -Identify sets with Procedure: with lines to make six boxes, akyat at pagbaba sa
one more or one less 2. Players take turns in spinning pencils, crayons, felt pens of hagdanan,
element the bottle. different colors Procedure: pagtingin sa kaliwa’t kanan
(MKC-00-8) 3. Players who are in both ends of 1. Name and write one word bago tumawid sa daan,
Materials: number chart for the bottle will pick a picture card. that begin with the letter pananatiling kasama ng
each learner (see sample 4. Players will describe what is in Bb inside nakatatanda kung nasa sa
below), their picture cards (e.g., 1 nipa hut, the box. matataong lugar
crayons or markers/ felt tip 3 castles) 2. Outside the word box, draw (KPKPKK-Ih 3)
pens of different colors 5. Player with the most number of five familiar objects seen in the • Nakalilikha ng iba’t ibang
Procedure: houses in the picture card wins different areas in the house bagay sa pamamagitan
1. Give each learner a the round and keeps both cards. that begin with the letter Bb. ng
number chart. 6. Bottle spins again and the game 3. Count the number of objects malayang pagguhit (SKMP-
2. Ask the learners to identify continues on until all players you draw in the box 00- 1) Express simple ideas
the numerals 0-10 in the have had a turn or more. through symbols (e.g.,
number chart. 7. In the end, all the players drawings, invented
3. Ask the learners to look for all count how many cards they won. spelling) (LLKC-00-1)
the numeral 5 and shade 8. The teacher leads the players in Materials: several boxes with
them with the colored comparing who has more or holes (1) (2) (3) that are in
marker. less cards than the others. various positions, popsicle
4. Ask the learners to count how 9. The player with the most sticks
many numeral 5s are there in number of cards wins the game. Procedure:
each column and write down 1. Recalling what the resource
the total on the blank space at speaker said, ask the learners
the bottom of each column. to enumerate the safety
5. Ask the learners to say what practices that they have
he/she observes about the learned.
totals in each column (They 2. Tell them to draw (and
are all equal). or write) them down.
Variation: 3. Stick all the pledges on a big
Turn the number chart into paper.
a house to tie up with the 4. Ask learners to stamp their
theme fingerprint and sign their
 names on the big paper.
5. Discuss that these are the
things that they pledge
to

carry out to keep their

homes safe.
6. The learner expresses simple
ideas through symbols

LEARNING ✓ Recognize the numeral 5 ✓ Count objects with one-to-one ✓ Understand the concept of 0-5 ✓ Draw five objects seen in the ✓ Identify safety practices
CHECKPOINTS and count how many there correspondence up to by comparing quantities of different areas in the house
are quantities of 5 objects (more or less) that begin with letter S

INDEPENDENT Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group to another
ACTIVITIES spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since the learners will
have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary activities to be used in
case a group will be done ahead of time.

1. TSA - Number Hunt 1. Number concentration 1. Number 5 mosaic 1. Lift the Bowl (concrete quantities 1. Writing numerals 0 to 5
2. Lift the Bowl (concrete (matching numerals with 2. Lift the Bowl (concrete quantities of 5) 2. Number concentration
quantities of 5) quantities) 3. TSA – Comparing Quantities 0-5 2. Number concentration (matching numerals with
3. Writing numerals 0 to 5 2. TSA – Who’s Inside the 4. Number concentration (matching (matching numerals with quantities
4. Number 5 mosaic House 3. Lift the Bowl (concrete numerals with quantities quantities 3. Number 5 mosaic
5. Number concentration quantities 5. Writing numerals 0 to 5 3. Writing numerals 0 to 5 4. Lift the Bowl (concrete
(matching numerals with 4. Writing numerals 0 to 5 4. TSA – Draw 5 quantities of 5)
quantities) 5. Number 5 mosaic 5. Number 5 mosaic 5. TSA – Safety Practice Pledge
Lift the Bowl (concrete quantities of 5)
Competencies:
• Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
• Add quantities up to 10 using concrete objects (MKAT -00-8)
• Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-00-10)
Materials: bowl or cup, any kind of counter such as pebbles, beads, or sticks
Procedure:
1. Ask the learners combines the different concrete objects such us pebbles, beads, or sticks
2. Ask the learners put the concrete objects in a bowl or cup with corresponding numbers
3. Ask the learners count the concrete objects in the bowl or cup

Game proceeds as the Hand Game but bowls are used for separating quantities.

Note: Some learners will need to work within a small group or one-on-one with the teacher to help them focus. This will also help teachers closely monitor and assist a specific learner
complete this activity. Use different counters from time to time.

Writing Numerals 0 to 5
Competencies:
• Read and write numerals 0 to 10 (MKC-00-3)
• Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)

Materials: pencils, writing paper with dotted numerals 0 to 5 (see sample), sandpaper numerals 0 to 5
Procedure:
1. Ask the learners to trace the sandpaper numerals with their index and middle fingers together.
2. Ask the learners to say the numbers while tracing their shape with their fingers.
3. Ask the learners to identify the numerals on the writing paper randomly. Ask the learners to connect the dots of the numerals 0 to 5 using the right strokes.
4. After tracing, ask the learners to write the numerals on their own
 Number 5 Mosaic
Competencies:
• Recognize and identify numerals 0 to 10 (MKC-00-2)
• Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)

Materials: bond paper, felt tip pens, medium sized cut out paper of different colors, glue
Procedure:
1. Learners identify a big numeral 5 on their sheets of paper.
2. Learners will cut out and tear the colored papers and paste it on the outline. They may use only one color or as many colors as they wish.

Number concentration (matching numerals with quantities)

Competencies:
• Count objects with one-to-one correspondence up to quantities of 10 (4) (MKC-00-7)
• Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12)
Materials: a set of number cards from 0 to 5, a set of picture cards of different items in the house with quantities from 0 to 5
Procedure:
1. All the picture cards are laid out face down on the table/floor.
2. Players decide who gets to play first.
3. Player turns two cards face up.
4. If the cards match each other (e.g. numeral 4 and 4 objects on the picture card), the player keeps the cards.
5. Players continue to take turns to play.
6. Player with the most cards win.

LEARNING ✓ Participate in the game ✓ Play the game with physical ✓ Participate in the game ✓ Play the game with physical ✓ Participate in the game
CHECKPOINTS by following the rules coordination and wait for by following the rules coordination and wait for their by following the rules
their turn to play turn to play

TRANSITION The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to startpacking away
the materials they used and be ready for Indoor/ Outdoor Games. A transition song or countdown may be used.

FINGER PLAY
Teacher: FLIP
Students: FLAP
Teacher: FLIP
Students: FLAP
All: Its……..PLAYTIME

INDOOR/ Bagyo! Bagyo! Sisilong Larong Piko or Hopscotch Charades Build a House Relay Thumbs Up! Thumbs
OUTDOOR ako! Competencies: Competencies: Competencies: Competencies: Down! Competencies:
GAMES(20 • Nakasasali sa mga laro, o • Nagagamit ang mga kilos • Nakasasali sa mga laro, o • Naipapakita ang pagpapahalaga • Nakikilala ang kahalagahan ng
MINUTES) 10:35- anumang pisikal na gawain at lokomotor at di-lokomotor sa anumang pisikal na gawain at sa maayos na pakikipaglaro: mga tuntunin: pag-iwas sa
10:55 iba’t-ibang paraan ng paglalaro, pag eehersisyo, iba’t ibang paraan ng pagiging mahinahon, paglalagay ng maliit na
3:35-3:55 pageehersisyo (KPKPF-00-1) • pagsasayaw (KPKGM-Ig-3) pageehersisyo (KPKPF-00-1) pagsang – ayon sa pasiya ng bagay sa bibig, ilong, at
 Nagagamit ang mga kilos • Naipakikita ang panimbang sa • Naipakikita ang pagpapahalaga sa nakararami/reperi, tainga, hindi paglalaro ng
lokomotor at di-lokomotor sa pagsasagawa ng ibat-ibang maayos na pakikipaglaro pagtanggap ng pagkatalo posporo,
paglalaro, pageehersisyo, kilos ng katawan, gaya ng (KAKPS 00-19) nang maluwag sa kalooban, maingat na paggamit ng
pagsasayaw (KPKGM-Ig-3) paglukso luksong pagtanggap ng matutulis/matatalim na
pahalinhinan ang mga pagkapanalo nang may bagay tulad ng kutsilyo,
kababaang loob (KAKPS-00-19) tinidor,
gunting, maingat na pag-akyat

• Naipapakita ang paa (skipping), pagtulay nang • Demonstrate movements using • Nagagamit ang mga kilos at pagbaba sa hagdanan
pagpapahalaga sa maayos di natutumba sa tuwid na different body parts lokomotor at di-lokomotor sa (KPKPKK-Ih-3)
na pakikipaglaro: pagiging guhit, (PNEKBS-Ic 3) paglalaro, pag eehersisyo, • Expresses thoughts, feelings,
mahinahon, pagsang –ayon pag-akyat at pagbaba sa • Nakapaghihintay ng kanyang pagsasayaw (KPKGM-Ig-3) fears, ideas, wishes, and
sa pasiya ng hagdanan (KPKGM-00-4) pagkakataon (KAKPS-00-12) • Pagbuo ng puzzles (KPKFM-00- dreams (LLKOL-Ig-9)
nakararami/reperi, • Identify the 1st, 2nd, 3rd, up to Materials: none 1.5) • Talk about the details of an
pagtanggap ng pagkatalo 10th object in a given set Procedure: Materials: 2 sets of 5 large object/picture (LLKOL-Id-
nang maluwag sa kalooban, (MKC 00-11) 1. Learners identify the different cardboard parts of the house 4)
pagtanggap ng • Nakapaghihintay ng kanyang areas in the house (living (roof, main frame, door, windows) Materials: pictures that show
pagkapanalo nang may pagkakataon (KAKPS-00- room, kitchen, dining room, as puzzle pieces, masking tape, safe and unsafe practices at
kababaang loob 12) toilet and bathroom, wall, or board home (those used in the Safe or
(KAKPS-00-19) Materials: chalk, pucks or bedroom). Procedure: Unsafe? activity in Work Period
Materials: none pamato Procedure: 2. Learners are given a chance to 1. Divide the learners into groups 1)
Procedure: 1. Divide the learners into think of activities done in of 5 members each. Procedure:
1. Ask the learners to group groups of 3 or 4. each area in the house. 2. Show the learners the puzzle 1. Let the learners practice
themselves into three. 2. Let the learners make or 3. Learners take turns in pieces and ask them to say what making the thumbs up
In choose their pucks (pamato). demonstrating an activity for parts of the house they are. and
each group, two players 3. Draw a ‘house’ on the the other learners to guess. 3. Tell the learners that each thumbs down sign.
will act as the “house” by ground for each group of 4. The player who guesses what the team will have a chance to form 2. The teacher tells the learners
holding hands and raising learners. action is correctly has to say in a that she will show them
them up to make a ‘roof.’ 4. Learners decide who goes first, which area of the house that house with the puzzle pieces. some pictures, and when
One player will stay inside second, and last to play the action is done. 4. Let two teams prepare to go first. the
the ‘house.” game. 5. Let all the learners have a turn 5. Let each team member picture shows a safety
2. Call on a volunteer to be the 5. The teacher demonstrates in doing a charade. choose a part of the house. practice at home, they will
‘It.’ Let the ‘It’ practice saying how to play ‘piko.’ 5. When the teacher says go, a make the thumbs up sign. If
in a loud voice, “Bagyo, player runs to the wall or the picture shows an unsafe
bagyo! Sisilong ako!’(or its board to paste the house part practice at home, the
equivalent in the learners’ he/she is holding. learners are to make the
mother tongue) 6. The next players paste the thumbs down sign.
3. When the ‘It’ shouts, “Bagyo, house part he/she is holding 3. The teacher asks the
bagyo, sisilong ako!” the until the house is ‘built.’ learners to say why they did
‘houses’ open to let the 7. The first team to ‘build’ the
players out and enter the house wins. thumbs up or thumbs
another ‘house.’ The ‘It’ 8. The next set of teams play next down sign.
also enters a ‘house.’ until all teams have had their
 4. The player who is not able to turn to play.
enter a ‘house’ is the next
‘It.

LEARNING ✓ Participate in the game ✓ Play the game with physical ✓ Connect the areas of the ✓ “Build” a house as a team ✓ Build pictures that show safe
CHECKPOINTS by following the rules coordination and wait for house with the activities done and unsafe practices at
their turn to play there home by doing the
thumbs up and thumbs
down sign.

TRANSITION The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song
or countdown may be used.

Hipos
Hipos..hipos.. hipos..hipos
Hiposa na..hiposa na..
Isulod sa bag, isulod sa bag
Ang mga gamit, ang mga gamit

MEETING TIME 3 Say: Ihulagway/Isulti ang Ask: Unsa ang nagkalain-lain Ask: Unsa ang imong paborito Ask: Kinsa ang mga miyembro Ask: Unsay atong angay
(5 MINUTES) porma sa inyo nga balay. nga bahin/parte sa balay? nga bahin/parte sa inyong sa inyong pamilya? buhaton sulod sa atong balay?
10:55-11:00 Ask: Unsa ang sinugdanang balay? Unsa ang gihimo sa matag Ngano man?
3:55-4:00 tingog sa pulong nga balay? miyembro sa inyong pamilya?

Wrap-Up Mga bata unsa ang inyo nga nakat-unan sa atong klase karon?
Questions / Unsa ang inyong gibati?
Activity Nalipay ba kamo kauban ang inyong pamilya?

DISSMISAL ROUTINE DISSMISAL ROUTINE

• Song
Adto na kami teacher, adto na kami teacher
Mobalik kami ugma, mobalik kami ugma
Adto na kami teacher

• Prayer
“Thank You Prayer”
• Reminders