School Grade Level KINDERGARTEN

Kindergarten Detailed Teacher Learning Area ALL

A. Content: I do many things in school.

Content Standards

Ang bata ay
nagkakaroon
ng pag-
unawa sa
sariling ugali Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at paguugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain
at
damdamin.P
erformance
Standards
Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan
MELC
Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan
RecessQuiet
TimeStory
Time-Rhymes-
Poems-
SongsWork
Meeting Time 1
Period 2Indoor/
OutdoorDismis
sal
RoutineArriv
al Time
Time: 7:30-
Time: 8:35 – 8:45 Time: 8:45 – Time: 9:00- Time: 9:10 – 9:25 Time: 10:25 –
7:40Work Period Time: 7:40-7:50 Time: 7:50-8:35 Time: 9:25 – 10:05 Time :10:05 – 10:25
9:00 9:10 10:30
1Meeting Time 2
Reference: Reference Kindergarten Reference: Reference: Reference: Kindergarten Reference:
Kindergarten Teacher’s Guide Kindergarten Kindergarten Teacher’s Guide Kindergarten
Teacher’s Guide Page 20-33 Teacher’s Guide Teacher’s Guide Page 20-33 Teacher’s Guide
Page 20-33 Page 20-33 Page 20-33 Page 20-33
Message: Teacher Supervised: Recall the The The Bakit Kulay Itim Teacher Supervised: Teacher May I? Learners recall
We follow rules in School Map places in teacher teacher ang Uwak? How Long Is It? Objective: the school
school. Materials: Manila school using commends reminds Materials: non- • Nakasasali sa mga rules.
paper, ¼ bond the school the the standard measuring laro, o anumang
paper, pencil, glue map. learners children tools e.g. string or pisikal na gawain at Activity:
Procedure: for the to pack iba’t ibang paraan Paghahanda sa
yarn, common objects
1. Assign the work they away the ng pag-eehersisyo mga bata sa
in the classroom or in Pag-uwi sa
learners to draw did in things (KPKPF-00-1)
Work they used school, Manila paper, • Naisasagawa ang Bahay
each place they
Period in recess scissors, tape mga sumusunod na
visited during the
Time 1 time, Procedure: kilos lokomotor sa
campus tour.
and tells clean up 1. Learners use the pagtugon sa
2. Put the places them to their ritmong mabagal at
string or yarn to
together in a school prepare eating mabilis (paglakad,
measure the common
map on Manila for recess area, pagtakbo,
objects found in the
paper. Label the time by throw pagkandirit,
washing their trash classroom or in paglundag/
places.
their in the school. pagtalon, paglukso)
hands. trash bin, 2. Let the learners cut (KPKGM-Ie-2)
Encourage wash the string or yarn • Nagagamit ang
sharing their according to the mga kilos
especially hands, length of the object. lokomotor at di-
if not all brush lokomotor sa
3. Tape the strings or
children their paglalaro,
have food. teeth, yarn on a sheet of pageehersisyo,
change Manila paper. Label pagsasayaw
their wet them with the name (KPKGM-Ig-3)
clothes, of the object • Listen
and have measured. discriminately and
their respond
4. Let the learners
Quiet appropriately, i.e.,
observe the
Time. speak loudly/softly
differences in length when asked, asked
of the various objects. to adjust volume of
television/radio
(LLKAPD-Id-6)
Question: Independent: Procedure: Independent: Procedure: Procedure:
Spin the Wheel: Measure It: variety of 1. Stand a few feet 1. Pagpila ng
What rules do we Class Routine/Rules 1. Paghahanda sa objects found inside away from the maayos ng
follow in the Materials: wheel mga bata sa the classroom group of learners
other parts of the chart of class pakikinig ng Materials: variety of facing you. mga bata.
school? (Do not routines/rules kwento. objects found inside 2. Tell them that 2. Pagdarasal
throw garbage Procedure: 2. Paglalahad ng the classroom, non- you are going to 3. Awit:
anywhere, do not 1. Ask one learner to mga bagay na standard measuring give each of them a Paalam
smoke etc) spin the arrow or the dapat tandaan tools e.g. inch cubes, command
wheel chart of class sa pakikinig ng sticks, stone, table (Example: “Caloy,
routines or class kuwento. blocks make five baby
rules. 3. Pagkukuwento Procedure: steps”) but before
2. Ask him/her to say 1. Learners use the the learner can
something about the different non- obey, s/he has to
routine/rule where ask permission first
standard measuring
the arrow pointed. by saying “Teacher,
3. Each learner in tools to measure the may I?” then waits
the group takes turn common objects for teacher to
in spinning the found in the answer, “Yes, you
wheel and discussing classroom or in may” before
about the school. proceeding with the
routine/rule. 2. Let the learners task assigned.
3. The learner who
compare the length by
forgets to ask
counting the cubes, permission loses
popsicle sticks, stones, his/her turn to
paper clips or blocks move forward.
used that represented Likewise, the
the length of a learner who
particular object. proceeds without
waiting for teacher
3. Let the learners
to grant him/her
record the length of permission, also
the the various loses his/her turn to
objects. (e.g. book – move forward.
The book is 10 cubes 4. Call out the
long; The book is 15 learners’ names one
by one and give
clips longs; The book
them a command
is 3 sticks long)
(Examples: “Carisa,
make four giant
steps.” or “Celina,
make three frog
hops.”).
 5. The learner
moves forward as
s/he obeys the
commands
accordingly. 6. The
first to reach the
teacher wins and
gets the chance to
be the next
“Teacher.”
Remarks:

Assignment: