,

RO7_eKBT-DULA
Kindergarten
Quarter 4: Week 2 Enhanced Kindergarten Blocks of Time
Revised Edition, 2023
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned
by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by DepEd Regional Office VII
Secretary: Sarah Z. Duterte
Undersecretary: Gina O. Gonong
Regional Director: Salustiano T. Jimenez
Development Team
Writer : Margeorie F. Aviso
In-House Editor: Charitie Mendaros
In-house Validator: Jennifer M. Acedillo
Illustrator: Ryan R. Quiroga
Layout Artist: Ryan R. Quiroga
Instrumentalist: Stephen Sayson, Jane B. Austria
Evaluators: Cristina A. Domocol, Roselene T. Tizon, Felipa A. Mantos, Evelyn H. Codilla, Carmela A. Gelogo, Teotima P. Paningsoro, Daisy S.
Rico, Maria Elena T. Paras, Anna Liza I. Mapula, Araceli A. Laude, Sofia A. Tundag, Josebel B. Lasconia, Imelda G. Naveo, Robert V. Gallardo,
Katherine Y. Sedillo, Melchor S. Cenas, Wendisprinda L. Silva, Concepcion A. Tubal, Sisinia V. Vasquez, Herminigilda B. Malapitan
Management Team: RD Salustiano T. Jimenez, ARD Fiel Almendra, Chief Maria Jesusa Despojo, Gilda G Bancog, Maurita Ponce

Printed in the Philippines by Department of Education

Region VII, Central Visayas
Office Address: Doña M. Gaisano St., Sudlon, Lahug, Cebu City
Telefax: (032)414-7399
Email [email protected]
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 K

Kindergarten
Quarter 4: Week 2 Enhanced Kindergarten Blocks-
of-Time

RO7_eKBT-DULA
 Introduction

Regional Office VII steps up efforts to sustain the effective and efficient implementation and delivery of kindergarten
curriculum through Project DULA- Developing and Unleashing Learners Abilities through Play, focused on enhancing the
Contextualized Kindergarten Blocks of Time by aligning it with the Revised Kindergarten Curriculum Guide, redefining activities to
unleash learners’ abilities, and employing assessment techniques that guide instructions as well as check and track learning progress.

The Enhanced Kindergarten Blocks of Time of the Project DULA (eKBT-DULA) is intended to guide the Kindergarten Teachers in
the delivery of the lesson. The competency-based activities are carefully designed putting prime considerations on the child’s well-
being and developmental stages, age, socio-cultural identity, socio-emotional skills, gender equity and growth mindset and are
anchored on the principles of collaboration. It’s no secret that kids love to play, but there’s much more to play than having fun
because for kindergarteners, play is an excellent way to learn both in structured and unstructured environments. Hence, learners
shall be actively engaged in play-based activities where they are given opportunities to practice the roles and skill sets of their
burgeoning literacy, inventiveness and interconnectedness. Likewise, these play-based activities serve as avenue in developing the
competencies expected of a kindergarten learner where Teacher Supervised Activities (TSAs) shall be done with full guidance and
supervision of the teacher while Independent Activities (IAs) shall be accomplished by the learners individually or in groups with very
minimal guidance. Transitions are likewise provided to help learners move from one activity to another with less chaos and more
fun. They are in the form of songs, chants, rhymes, fingerplay and poem. All these come with the corresponding sign language
interpretation, ukulele chords, and video presentation.

For Kindergarten Teacher, if the activities are not appropriate for the learners, they are expected to modify or enhance the
suggested activities based on the capabilities, interests and learning styles of the learners. It is a must to prepare all the needed
materials at least a day before instructional delivery. If the suggested materials in the activities herein are not available, it is advised
to utilize whatever is available in the locality.

Furthermore, this eKBT-DULA is collaboratively designed, developed, and reviewed by kindergarten teachers, special
education teachers, school heads, public schools district supervisors, and education program supervisors of the 20 schools division
offices of Region VII under the guidance of Regional Office VII Management.

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 Table of Contents
Introduction iv
Arrival Time…………………………………………………………………………………………………………………………………………8
Meeting Time 1………………….…………………………………………………………………………………………………………………9
Transition……………………………………………………………………………………………………………………………………………10
Circle Time 1………………….………………………………………………………………………………………………………………..…10
Teacher Supervised Activities......…………….. ..................................................................................................................................10
Independent Activities…….………………………………………………………………………………………………………………………12
Transition……………………………………………………………………… ...................................................................................................18
Meeting Time 2…………………………………………………………………………………………………………………………………….21
Transition……………………………………………………………………………………………………………………………………………22
Recess……………………………………………………………………………………………………………………………………………22
Transition……………………………………………………………………………………………………………………………………………22
Quiet Time……………………………………………………………………………………………………………………………………………22
Transition……………………………………………………………………………………………………………………………………………22
Story Time……………………………………………………………………………………………………………………………………………22
Transition……………………………………………………………………………………………………………………………………………22
Circle Time 2……………………………………………………………………………………………………………………………………………22
Teacher Supervised Activities......…………….. ..................................................................................................................................10
Independent Activities…….………………………………………………………………………………………………………………………1
Transition……………………………………………………………………………………………………………………………………………22
Indoor/Outdoor……………………………………………………………………………………………………………………………………………22
Transition……………………………………………………………………………………………………………………………………………22
Meeting Time 3……………………………………………………………………………………………………………………………………………22
Closing Prayer……………………………………………………………………………………………………………………………………………22
Annexes

. Buffer Activities…………………………………………………………………………………………………………………………22

Activity Sheets and Templates……………………………………………………………………………………………………….…24

References……………….…………………………………………………………………………………………………………………….…24

RO7_eKBT-DULA
 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Sudlon, Lahug, Cebu City

Competency: Circle Time 1: Predict outcomes in a text listened to

Circle Time 2: Separate and represent groups of equal quantities using concrete objects up to 10
KINDERGARTEN Teacher: Qtr. No. 4
BLOCKS OF TIME Week No. 2
School: Integration CSE: Naipakikita nang kaaya-aya ang tamang gawain sa iba’t ibang
sitwasyon (KAKPS-00-6)
HG : Apply effective ways of improving oneself and others. (Q3)

BLOCKS OF MONDAY TUESDAY WEDSNESDAY THURSDAY FRIDAY

TIME
ARRIVAL TIME The teacher greets each learner as they arrive in the classroom. The teacher may say hello and welcome the learners.
1. Opening Prayer ((The teacher may use multimedia on this)

In the name of the Father, of the Son, and of the Holy Spirit
Thank you, God for this new day.
MEETING TIME 1 In my school to learn and play.
8:00 – 8:15 Guide and be with us all day long,
In every story, game, and song.
May all the happy things we do.
Make You, Dear God, happy too.

2. Exercise (The teacher may use multimedia on this)

https://www.youtube.com/watch?reload=9&app=desktop&v=VloEiK4Ihj8

RO7_eKBT-DULA
 3. Attendance Check
The teachers are given the option to be creative as they can in calling the roll ensuring learner’s interest is held and
permits shy learners to take part and build confidence. A creative roll call sets the mood for a fun meeting.
Example:
Hey kids, once your name is called, complete this sentence with your favorite place you want to play.
“I want to play in the __________________________.”

4. Weather Check (Weather song)

What is the weather, the weather today?

What is the weather, the weather today?
What is the weather, the weather today?
Today is a sunny day!

Sunny, sunny, sunny day

Sunny, sunny, sunny day
Sunny, sunny, sunny day
Today is a sunny day!
Rainy day
Cloudy day

5. Checking of Calendar

Months of the Year

Tune: Lubi-lubi

January, February, March, and April,

May, June, July, August, September,
October, November, December
The year is over

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 Days of the Week
Tune: Clementine
There are seven days in a week (2x)
There are seven days (2x)
There are seven days in a week.
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday and Saturday
(Repeat 2x)

ASK: What month are we now?

What was the date yesterday? Today? Tomorrow?
What day was yesterday? Today? Tomorrow?

6. Local / National Celebrations (The teacher may show a video clip, or a picture to initiate short sharing on the
celebrations.)

7. Cleanliness Check
Say: Children, let us sing the “This is the Way” song.

This is the Way

This is the way we wash our hands,
wash our hands, wash our hands.

take a bath,
brush our teeth,
comb our hair,
trim our nails,
wash our face
This is the way we wash our hands,
wash our hands, early in the morning.

Ask: Why do you we need to wash our hands? (take a bath, brush our teeth, comb our hair, trim our nails, wash our face)

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CIRCLE TIME 1 DO: Sustain the learner’s zest to learn through storytelling. Start it with the story time song. Play the video and let the learners
(8:15- 9:15) follow. When the learners are ready, start the story time.
60 mins
Sing to gather the learners in preparation for story time.

Higalang Libro

Ako imong higala, higalang libro

Andam sa kanunay makig- istorya kaninyo
Ampingan mo ako, higugmaon mo ako
Ako imong higala, higalang libro.
Ayaw ko og tumbi, ayaw ko og lingkori, ayaw og gisia ang akong mga panid.
Ako imong higala, higalang libro
Andam sa kanunay makig -istorya kaninyo
Ampingan mo ako, higugmaon mo ako
Ako imong higala, higalang libro.

STORY TIME Objective: Objective: Objective: Objective: Objective:

8:15- 8:35 …note details of the …tell the cause and … make predictions on … retell the events …. predict
story listened to effect of the situation in every situation that that happened in outcomes in a
the story happened in the story the story text listened to
Title: The Three Best Title: The Three Best Friends Title: The Three Best Title: The Three Best
Friends Author: Jocelyn O. Ere Friends Friends Activity 1 – Tell
Author: Jocelyn O. Ere Illustrator: Author: Jocelyn O. Ere Author: Jocelyn O. what will happen
Illustrator: Source: Illustrator: Ere next.
Source: Source: Illustrator:
Source: The teacher will
PRE-READING DO: Ask the motivation ASK: What song did the DO: Show a picture of DO: Ask the distribute the
question. three friends sing in the nine shells. following questions: printed
Motivation Questions: story yesterday? ASK: How many shells ASK: worksheets, and
Who are your friends? SAY: Let’s sing it again can you see in the 1. Who were the ask the learners
SAY: I have here a story now. picture? three friends? to study the
book or I have here Motive Question: pictures, and tell

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 pictures on the TV DO: Ask the motive How did they divide the 2. Where did they what will happen
screen. (use the question. shells in the story to get get the seashells? next by shading
digitized eKBT) Motive Question: equal share? 3. Why do they ran the correct circle
ASK: What is in the 1. Why did the three ASK: What do you think to the cottage? with correct
cover picture? friends run hurriedly into will happen to the three 4. What did they do statement.
What is the title of the the cottage? friends if they don’t get in the cottage?
story? Who is the author SAY: I will read the story the equal share of the 5. When do they go The learners will
of the story? Who is the again. empty shells? home? color the correct
illustrator? circle as to what
DO: Ask the motive . will happen next.
question.
Motive Questions:
ASK: Who do you think
are the three friends in Activity 2
the story? Title: Draw It!
SAY: Let’s listen to the
story so that you will The teacher will
know the names of the do the following:
three friends in the • distribute
story. the printed
DO: The teacher will DO: The teacher will read DO: The teacher will read DO: The teacher will worksheet;
DURING read the story to the the story to the class. the story to the class and present the pictures • give
READING class. ask questions along the to the learners. The instructions
THE THREE BEST FRIENDS learners will tell on how to
way.
THE THREE BEST FRIENDS By: Jocelyn O. Ere something about answer the
By: Jocelyn O. Ere THE THREE BEST FRIENDS the pictures. worksheet.
Queenie, Nguyen and By: Jocelyn O. Ere
Queenie, Nguyen
Zian were best friends. Picture 1: The learners will
and Zian were best
They always played Queenie, Nguyen and The three friends do the following;
friends. They always
together. Zian were best friends. picking empty shells • count the
played together.
One Saturday morning, They always played number of
One Saturday
they went to the seashore together. Picture 2: objects;
morning, they went to
to pick some empty shells.
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 the seashore to pick “Yehey! There are many One Saturday The three friends ran • group the
some empty shells. shells. I got one, two, three morning, they went to the to the cottage. set of
“Yehey! There are and four shells,” shouted seashore to pick some objects
many shells. I got one, Quennie. “How many empty shells. equally;
two, three and four empty shells did you get ASK: What are they going and
shells,” shouted Nguyen?” asked Queenie. to do with the shells? Picture 3: • draw any
Quennie. “How many “One, two, three. I The three friends are object to
empty shells did you get picked three shells,” “Yehey! There are many sharing the empty represent
Nguyen?” asked answered Nguyen. “How shells. I got one, two, shells equally the
Queenie. about you, Zian?” asked three and four shells,” among them. number
“One, two, three. I Nguyen. shouted Quennie. “How given.
picked three shells,” “I didn’t pick much. I many empty shells did Picture 4:
answered Nguyen. only got two empty shells,” you get Nguyen?” asked The three friends
“How about you, Zian?” said Zian. “Let’s count how Queenie. are singing.
asked Nguyen. many shells we all got,” he “One, two, three. I
“I didn’t pick much. I then suggested to his two picked three shells,” Picture 5:
only got two empty friends. answered Nguyen. “How The three friends are
shells,” said Zian. “Let’s “One, two, three, four, about you, Zian?” asked going home happily
count how many shells five, six, seven, eight and Nguyen.
we all got,” he then nine,” they counted “I didn’t pick much. I SAY: Tell something
suggested to his two altogether. They were so only got two empty about your best
friends. happy with the nine empty shells,” said Zian. “Let’s friend.
“One, two, three, shells that they picked. count how many shells we
four, five, six, seven, Suddenly it rained. all got,” he then
eight and nine,” they “Oh no! What are we suggested to his two
counted altogether. going to do? We have no friends.
They are so happy with umbrella,” cried Queenie. ASK: How many empty
the nine empty shells “There’s a cottage over shells did Zian get?
that they picked. there. Let’s go!” said Zian.
Suddenly it rained. The three best friends “One, two, three, four,
“Oh no! What are we ran hurriedly into the five, six, seven, eight and
going to do? We have cottage nearby. nine,” they counted

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 no umbrella,” cried In the cottage, they altogether. They are so
Queenie. waited for the rain to stop. happy with the nine
“There’s a cottage They agreed to share the empty shells that they
over there. Let’s go!” nine empty shells equally picked.
said Zian. among the three of them. Suddenly it rained.
The three best “How will we do it?” “Oh no! What are we
friends ran hurriedly into asked Nguyen. going to do? We have no
the cottage nearby. Queenie got one shell umbrella,” cried Queenie.
In the cottage, they for herself and gave one “There’s a cottage over
waited for the rain to shell to Zian and another there. Let’s go!” said Zian.
stop. They agreed to one shell to Nguyen. The three best friends
share the nine empty Let’s count how many ran hurriedly into the
shells equally among shells were left after each cottage nearby.
the three of them. one of us got one shell, ASK: What will happen to
“How will we do it?” said Quennie. the three friends if there’s
asked Nguyen. “One, two, three, four, no cottage in the
Queenie got one five, six,“ counted the seashore?
shell for herself and three friends. There are still
gave one shell to Zian six more shells,” said Zian. In the cottage, they
and another one shell to Queenie continued waited for the rain to stop.
Nguyen. giving the remaining six They agreed to share the
Let’s count how many shells to each one, until nine empty shells equally
shells were left after there were no more shells among the three of them.
each one of us got one left. “How will we do it?”
shell, said Quennie. “Let us count how many asked Nguyen.
“One, two, three, shells each of us got,” said Queenie got one shell
four, five, six,“ counted Nguyen excitedly. for herself and gave one
the three friends. There “One, two, three. I have shell to Zian and another
are still six more shells,” three shells!” shouted one shell to Nguyen.
said Zian. Queenie. Let’s count how many
Queenie continued shells were left after each
giving the remaining six

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 shells to each one, until Zian counted,” One, one of us got one shell,
there were no more two, three. I also have said Quennie.
shells left. three shells.” “One, two, three, four,
“Let us count how “One, two, three. I have five, six,“ counted the
many shells each of us three shells, too,” said three friends. There are still
got,” said Nguyen Nguyen. six more shells,” said Zian.
excitedly. “We have the same Queenie continued
“One, two, three. I number of shells! Each of giving the remaining six
have three shells!” us have three shells!” they shells to each one, until
shouted Queenie. shouted together. there were no more shells
Zian counted,” One, Then happily they sang left.
two, three. I also have together. “Let us count how
three shells.” “Rain, rain, go away many shells each of us
“One, two, three. I Come again another got,” said Nguyen
have three shells, too,” day excitedly.
said Nguyen. Little children want to “One, two, three. I have
“We have the same play three shells!” shouted
number of shells! Each Rain, rain go away.” Queenie.
of us have three shells!” Then the rain finally Zian counted,” One,
they shouted together. stopped. The three friends two, three. I also have
happily went home with 3 three shells.”
Then happily they empty shells for each of “One, two, three. I
sang together. them. have three shells, too,”
“Rain, rain, go away said Nguyen.
Come again “We have the same
another day number of shells! Each of
Little children want to us have three shells!” they
play shouted together.
Rain, rain go away.” ASK: What do you feel if
Then the rain finally you got a share lesser
stopped. The three than the other friends of
friends happily went

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 home with 3 empty yours? Why? (CSE
shells for each of them. Integration)

Then happily they sang

together.
“Rain, rain, go away
Come again another
day
Little children want to
play
Rain, rain go away.”
Then the rain finally
stopped. The three friends
happily went home with 3
empty shells for each of
them.
ASK: Why did the three
friends go home happily?
DO: Ask the following DO: Ask the following DO: Ask the following DO: Guided by
POST READING questions: questions: question: the picture, call 1
1. Who are the three 1. Why did the three What do you think will or 2 learners to
best friends in the friends run to the happen to the three retell the story.
story? cottage when it rained? friends if they don’t get
2. What is the first (HG Integration) the equal share of the
letter of the word 2. What will happen if empty shells?
Nguyen, Quennie there’s no cottage in
and Zian? What is the seashore when it
the sound of each rained?
letter? (HG Integration)
3. Where did they
play?
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 4. What did they do 3. Why were the three
with the shells? friends happy when
5. How many shells they go home?
did each one get?
TRANSITION Relate the story to the
activities in circle time 1

Song: Are You Ready? Song: Are You Ready? Song: Are You Ready? Song: Are You
Tune of Where is Tune of Where is Tune of Where is Ready?
Thumbsman? Thumbsman? Thumbsman? Tune of Where is
Thumbsman?
Are you ready ?, are Are you ready ?, are you Are you ready ?, are you
you ready? ready? ready? Are you ready ?,
(Yes, yes, yes!)2x (Yes, yes, yes!)2x (Yes, yes, yes!)2x are you ready?
Ready, ready, ready 2x Ready, ready, ready 2x Ready, ready, ready 2x (Yes, yes, yes!)2x
Let’s begin, Let’s begin, Let’s begin, Ready, ready, ready
let’s begin! let’s begin! let’s begin! 2x
Let’s begin, let’s
begin!
SAY: All of you will have activity to work on.

IA Instructions: Group 1 – Tell What’s Right!

8:35 - 8:40 Instructions: Look at the sets of pictures. Tell which picture happened first, next and last by putting the
numbers 1 to 4 in the box found on the upper left corner of the picture.

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 Group 2 – Complete Me!
Instructions: Look at the pictures and tell the common problem being shown. On the activity sheet
provided, draw the missing part of the broken toy to complete it.

Group 3 – Right Match!

Instructions: Check each set of pictures. Draw a line from the pictures in the “Cause” column to its
corresponding picture in the “Effect” column.

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 Group 4 – Guess It Right!
Instructions: Examine the pictures. Predict what will happen next. Choose your answers from the three
pictures below by cutting, coloring and pasting it on the correct box.

SAY: While you are working on your task I will hop and sit in each group for 8 minutes.
DO: Work on the teacher supervised activity of the day with the 6 learners in the group in a playful
manner, within 8 minutes. Moved to the 2 nd group in the next 8th minutes, then to the 3rd and 4th group,
completing all the groups in 32 minutes.
TEACHER Day 1 Day 2 Day 3 Day 4
SUPERVISED Objectives: Objective: Identify Objective: Distinguish Objective: Predict
ACTIVITIES Note details in a text common problems in a cause-effect relationship outcomes in a text
8:40- 9:15 listened to text listened to in the common problems listened to
Identify the beginning Activity Title: Why! Oh from the text listened to Activity Title: Stop
(Teacher hops letter name and letter Why! Activity Title: Tell Me! And Listen
from one group sound of the word Materials: Materials: and tell
to the other Activity Title: Hey! ⮚ picture of children ⮚ picture of children Materials:
spending 8 What’s Up caught in the rain caught in the rain ⮚ picture of
minutes per Materials: children
group) caught in the
rain

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 ⮚ picture of
children caught
in the rain

⮚ text about the ⮚ text about

⮚ text about the
picture: the picture:
picture:
Quirico, Ngaya and Quirico,
Quirico, Ngaya
Zaldy got caught in Ngaya and
and Zaldy got
the rain. They don’t Zaldy got
⮚ text about the caught in the rain.
have an umbrella. caught in the
picture: They don’t have
Quirico, Ngaya Procedures: an umbrella. rain. They
and Zaldy got 1.Show the picture to the don’t have
Procedures: an umbrella.
caught in the learners.
1.Show the picture to the
rain. They don’t 2. Read again the text
learners. Procedures:
about the picture to the
have an 2. Read again the text 1. Show the picture
learners.
umbrella. about the picture to the to the learners.
3. Ask:
learners. 2. Read again the
Procedures: ✔ Based on what you’ve
3. Ask: text about the
1. Show the picture to heard, what was the
✔ What was the picture to the
the learners. problem of the learners.
problem of the
2. Read the text to the children in the picture? 3. Ask:
children in the
learners. ✔ What was the
SAY: Very good! You have picture?
3. Ask the following problem of the
identified the problem in ✔ What are possible
questions: the picture. children in the
solutions to the
✔ Who got caught in picture?
problem?
the rain ✔ What are
4. Say:
possible solutions
to the problem?
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 ✔ What is the first letter Statement 1: The ✔ Of the 2
of the word Quirico, children have no statements,
Ngaya and Zaldy? umbrella. which statement
✔ What is the sound of Statement 2: Surely, expresses the
letter Qq, NGng and they will get wet. cause? Which
Zz? Ask: statement
✔ What are other Of the 2 statements, expresses the
names that start which statement effect?
with Qq, NGng and expresses the cause? Statement 1: The
Zz? Which statement children have no
✔ How do you write expresses the effect? umbrella.
letter Qq, NGng and Statement 2:
Zz? Surely, they will
SAY: Very good! You get wet.
SAY: Very good! You were able to distinguish 4. Ask:
have answered the which one is the cause ✔ Why is statement
questions from the text and the effect of the 1 considered a
that you have just given situation. cause of the
heard. problem?
✔ Why is statement
2 considered the
effect of the
problem?
✔ What do you
think will happen
to the children
who got wet?
SAY: Good! You
were able to predict

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 outcomes in a text
that you’ve heard.
INDEPENDENT Activity 1 (Group Activity)
ACTIVITIES Objective: Note details in a text listened to
Activity Title: Tell What’s Right
(the learners Materials:
will only ⮚ 2 sets of pictures
accomplish the
activity (1) for ⮚ Pencil
the day,
assigned for
that circle
within the given
time which is 32
minutes)

Procedures:
1. Provide the learners with the pictures of each set.
2. Let the learners note the details in the set of pictures.
3. The learners will do the following:
● identify which happened first, next, and last
● arrange the pictures according to which happened first to last by putting numbers 1-4 on
the white on the top left part of the pictures.
Activity 2 (Independent Activity)
Objective: Identify common problems in a text listened to
Activity Title: Complete Me!
Materials:
⮚ pictures of children quarreling because both wanted to play the toy alone.

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 ⮚ Paper
⮚ Pencil
⮚ crayons

Sample:

Procedures:
1. Provide pictures to the learners.
2. The learners will talk among themselves the common problem shown in the picture.
3. Let the learners mend of what is broken in the picture through drawing.

Activity 3 (Individual Activity)

Objective: Distinguish cause-effect relationship in the common problems from the text listened to
Activity Title: Right Match
Materials:
⮚ Pencil
⮚ Picture showing the cause and effect relationship

Procedures:
1. Provide the learners with the pictures.
2. Let the learners match its cause to its appropriate effect by connecting it with a line.

Activity 4 (Individual Activity)

Objective: Predict outcomes in a text listened to

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 Activity Title: Guess It Right
Materials:
⮚ printed picture
⮚ crayons
⮚ glue or paste
⮚ scissors

Procedures:
1. Provide the learners with a picture.
2. Let the learners predict outcomes by cutting, coloring, and pasting the picture on the box provided for the answer.
3. The learners will choose the pictures for their answers on the boxes below.
TRANSITION If You’re Happy and You Know It

If you’re happy and you know it, Clap your hands

If you’re happy and you know it, Clap your hands
If you’re happy and you know it,
Then your life will surely show it
If your happy and you know it,
Clap your hands

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 If you’re happy and you know it, Stomp your feet
If you’re happy and you know it, Stomp your feet
If you’re happy and you know it,
Then your life will surely show it
If your happy and you know it,
Stomp your feet
QUESTIONS/ After singing the transition song and the learners are now seated properly, the teacher will synthesize the activities in
ACTIVITY Circle Time1.
Who got caught in the What was the problem of Why do we need to Why is it necessary
rain? the children? identify the effect of to predict the
What is the beginning What do we do to every every cause? outcome/s of a
letter of each name? problem identified? What effect do we need situation?
What is the sound of to minimize or do away?
each letter?
CIRCLE TIME 1 ENDS HERE
TRANSITION Well done kids.
Prepare now for snack time.
(Give time for the learners to wash their hands. The learners may sing an action song while falling in line to wash their hands)

Lead them to a prayer before eating.

God Is Great

God is great and God is good;

And we thank God for our food;
By God's hand, we must be fed,
Give us Lord, our daily bread.
Amen.
RECESS The teacher assists and guides the learners as they eat their snacks.
9:15 - 9:30
TRANSITION TO The teacher reminds the children to pack away the things they used in recess time. Clean up their eating area. Throw away
QUIET TIME their trash in the trash bin. Let them do the Finger Play.

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 Ang Bao
Kon gutomon ang bao, motuyhakaw iyang ulo.
Mangita og pagkaon aron iyang kaonon.
Kon busog na ang bao, ipasok og balik iyang ulo.
Mobalik siya sa iyang balay aron mopahulay.

QUIET TIME Allow the learners to do whatever they like in a quiet way.
9:30 - 9:40
TRANSITION Little Fingers in my Hand

One and one is two

Two and two is four
Three and three is six for me
Four and Four is eight
Five and five is ten
Little fingers in my hand
CIRCLE TIME 2 DO: After doing the rhyme, ensure that learners are seated properly and are now ready for the next tasks. Explain first what
9:40-10:20 they are expected to do and accomplish, in the independent activities.
SAY: All of you will have activity to work on.
IA Instructions
Group 1-
Activity Title: Draw It!, Show It!
Instructions: In your cartolina, read the numeral on the first column.
Then, draw any object according to the numeral on the first column.

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 Group 2 –
Activity Title: Let’s Make It Equal
Instructions: Count the number of objects in the first box.
Draw any object with the same number of the first box.
Example: 3 groups of mangoes with 3 mangoes in each group.

Group 3 –
Activity Title: Count And Group
Instructions: Look at your activity sheet. Write your answers on the blanks provided for.

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 Group 4 –
Activity Title: Count And Tell
Instructions: Look at your activity sheet. Divide the lollipops equally.
Draw 1 group of 3 lollipops in each box.

SAY: While you are working on your task I will hop and sit in each group for 8 minutes.

DO: Work on the teacher supervised activity of the day with the 6 learners in the group in a playful
manner, within 8 minutes. Moved to the 2 nd group in the next 8th minutes, then to the 3rd and 4th group,
completing all the groups in 32 minutes.
Teacher Objective: Represent Objective: Identify groups Objective: Group, Objective: Separate
Supervised numbers with concrete of equal quantities using represent, and count sets and represent
Activities objects up to 10 concrete objects up to 10 of equal quantity of groups of equal
Activity Title: It’s Show Activity Title: We Are materials up to 10 quantities using
Time! Equal! (beginning multiplication) concrete objects up
Materials: Materials: Activity Title: Let’s Count! to 10
Number cards 0-10 10 buttons Materials: Activity Title: Count
10 bottle caps 10 marbles Number cards 0-10 and Share
Procedures: 10 beads 10 buttons Materials:
1. Lay down the 10 drinking straw 10 marbles 20 pebbles
number cards Procedures: 10 beads Procedures:
containing numerals. 1. Each learner in the 10 drinking straw 1. Say:
2. Place the bottle caps group will hold 10 Procedures: I have here 4
beside the number objects of the same 1. Each learner in the pebbles. Group
cards. group will hold one the pebbles into
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 3. The learner will do the kind as stated in the set of materials stated 2 groups of
following: materials. above (either of the equal quantity.
✔ pick a 2. The teacher will say: materials)
number card. a) Give me 6 marbles 2. Show number 2 cards
✔ get bottle and 6 drinking 3. Say:
caps straw. Put down/Lay on your
according to B) Give me 8 buttons table 2 of each
the number in and 8 beads. object you are
the number 3. The teacher will ask: holding now.
card. a) Are marbles and Count how many 2. Ask:
drinking straws objects are being laid How many
equal in its in front of you. groups are being
quantity? Why? 4. Ask: formed?
ASK: b) Are buttons and How many buttons How many
How many bottle beads equal in its are there on the pebbles are
caps are there in the quantity? Why? table? marbles? there in each
number card 4? Are marbles and beads? drinking group?
Number card 6? And buttons equal? straw?
SAY: Do steps 1 and
so on. Why? Are they of equal
2 for the other
c) Are drinking straws quantity? Why?
activity of beginning
and beads equal? 5. Say: division for mastery.
Why? There are 4 groups of
2 objects on the
table.
6. Let the learners do the
following:
● count the
number of
groups

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 ● count the
number of
objects in each
group
● say; “There are
4 groups of 2
objects.”
7. Repeat procedures 2-
6 for other number of
groups of objects to
be performed by the
learners.

Activity 1
Objective: Demonstrate the actual representation of objects up to 10.
Activity Title: Draw it, Show it!

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 Materials:
Pencil
Crayons
cartolina with 2 columns and rows.
(First column has numeral written on it. Second column is for the drawing based on the numeral)

Procedures:
1. Give the cartolina to the learners.
2. Let the learners draw objects on the second column according to the numeral on the first column.
3. Color the drawing.

Activity 2
Objective: Identify groups of equal quantities using pictures up to 10
Activity Title: Let’s Make It Equal

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 Materials:
Activity Sheets
Crayons
Procedures:
1. Provide the learners with the activity sheet.
2. Using the materials, the learners will color the set which groups are equal

Activity 3
Objective: Count Sets of Equal Quantity of Materials up to 10
(beginning multiplication)
Activity Title: Count and Group
Materials:
Pencil
Activity Sheet
Sample:

Procedures:
1. Provide the learners with the activity sheet.
2. Let the learners answer the activity sheet.

Activity 4
Objective: Separate and represent groups of equal quantities using concrete objects up to 10
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 Activity Title: Count and Tell
Materials:
Pencil
Activity Sheet

Sample:

Procedures:
1. Provide the learners with the activity sheet.
2. Let the learners answer the activity sheet.
Little Fingers in my Hand
TRANSITION
One and one is two
Two and two is four
Three and three is six for me
Four and Four is eight
Five and five is ten
Little fingers in my hand

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 Call 1-2 learners to Call 1-2 learners to share Call 1-2 learners to share Call 1-2 learners to
Synthesis share about their about their independent about their independent share about their
independent activity activity output. activity output. independent
output. Let the learners check Let learners say: activity output.
Let learners count the whether each group of There are ____groups of Let the learners
drawing to determine objects has equal objects. explain how they
whether 1: 1 quantity. Each group has divide the objects
correspondence is ____number of objects. equally.
achieved.
CIRCLE TIME 2 ENDS HERE
INDOOR/ Objective: Use Objective: Use locomotor Objective: Use locomotor Objective: Use
OUTDOOR locomotor and non- and non-locomotor and non-locomotor locomotor or non-
GAMES locomotor movements. movements locomotor
10:20-10:45 movements movements
Activity Title: Mix and Activity Title: Pick Wisely
Activity Title: The Boat is Match (Group Activity) Activity Title: Let’s
Sinking Arrange
Materials: Materials:
Materials: none • Pictures showing • Prediction bingo Materials:
Procedure: cause and effect, card Pictures of the
1. The learners will stay one for each • Pictures of following
at the center. learner different Set A – seed,
2. The teacher will say seedling, grown
situations
“The boat is sinking, the plant, big tree
displaying/signifyi
boat is sinking, Group Set B- egg,
yourselves into _____.” ng effects (may caterpillar,
3. The learners will have be in cards or cocoon & butterfly
to group themselves through Set C – newborn
according to the multimedia) baby, child, adult,
Procedure:
number given by the 1. Print the cause and old man
teacher. effect cards. Set D- Quennie, Zian
and Nguyen

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 4. The group that is not 2. Cut the cause and playing near the
able to comply with the effect cards. seashore
required number will be 2. Jumble the cards up Quennie, Zian
eliminated. and let each learner and Nguyen
pick one picture. picking empty
Procedure:
3. The learner will show seashells
1. Each group will be
their cards at the same Quennie, Zian
given a set of
time. and Nguyen
prediction bingo card.
4. At the count of 10, running into the
2. Each card will contain
(Music will be played, cottage
different effects of a
once the music stops) Quennie, Zian
given situation.
Play music “rain rain go and Nguyen went
2. The teacher will then
away….. they will look home
present different
for their correct pair that
situations or scenarios
will show cause and Procedure:
that will correspond to
effect. The teacher will;
the given effect found
on the prediction bingo - group the
card. learners into
3. The first group to four
complete the card will - lined the
win. four sets of
pictures not
in correct
order
- say “Go” to
signal the
learner to
hop/jump
into the right
picture
-
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 The learners will;
- take turn in
playing
- step on the
right picture
as to what
happen first,
second,
third and
fourth.
Manguli na Ta
TRANSITION (Tune of Mary Had A Little Lamb)
Manguli kitang tanan,
Kitang tanan,
Kitang tanan.
Manguli kitang tanan
I-andam ang butang
Continue doing the finger play/rhyme/song until all learners are in their respective place. Then proceed
with wrapping up as follows:
Ask: Ask: Ask: Ask:
MEETING TIME 3 What is the title of our In the story, how many In the story, what did the In the story, what
10:45-11:00 story today? shells were the three friends do when they feel did the friends do
WRAP How many friends are friends get altogether? that it is about to rain? while waiting for the
UP/QUESTIONS/ there in the story? How did they divide the What will happen if we rain to stop?
ACTIVITY Who are the three best seashells equally? will get wet of the rain? What friends feel
friends? when they able to
have equal amount
of seashells? Why?
Rhymes, poems or song.

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 Thank You Prayer

Thank you God for the words so sweet

Thank you God for the foods we eat
Thank you God for the things we learn
Thank you God for everything
Amen
Dismissal Signal
My hands say goodbye with a clap, clap, clap
My feet say goodbye with a stomp, stomp, stomp
Clap, clap, clap
Stomp, stomp, stomp
Our lesson is over and we’re going home
In going home, hands at my side, no pushing, no running, no jumping
Walk slowly and carefully.

11:00-12:00 ● Checking of learner’s outputs, analyzing results, studying the blocks-of-time to ensure smooth transition, and
preparing materials for the next day’s undertaking.
● Identifying leaners needs and designing appropriate materials.

REFERENCES

RO7 Contextualized Kindergarten Blocks-of-Time

Kindergarten Teachers Guide

Kindergarten Curriculum Guide

Kindergarten ECD Checklist

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ANNEXES

CIRCLE TIME 1 BUFFER ACTIVITIES

(BEGINNING)

Objective: Tell names that begin with letter Qq, NGng, and Zz

Activity Title: Naming Qq, NGng & Zz

Materials: picture of children caught in the rain

text about the picture:

Queen, Nguyen and Zian got caught in the rain. They don’t have an umbrella.

Procedure:

1.Show the picture to the learners.

2.Let the learners say something about the picture.
3. Read the text to the learners.
Ask:
✓ What are the names of the children on the picture?
✓ Whose name starts with letter Qq? Ng? and Zz?

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(DEVELOPING)

Objective: Recognize Letter Qq, NGng and Zz in a text listened to

Activity Title: Recognizing Qq, NGng & Zz

Materials: picture of children caught in the rain

text about the picture:

Queen, Nguyen and Zian got caught in the rain. They don’t have an umbrella.

Procedure:

1. Show the picture to the learners.

2. Let the learners say something about the picture.
3. Read the text to the learners.
4. Ask:
What are the names of the children on the picture?
What is the first letter of the names Queen? Nguyen? and Zian?
Say: Very good! The first letter of the word Queen is Q, Nguyen is Ng and Zian is Z.

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(CONSISTENT)

Objective: Elicit simple solutions to common problems from the text listened to

Activity Title: Eliciting Solutions!

Materials:
➢ match card

Procedures:
1. Provide the learners with a picture.
2. The learners will do the following:
• identify all the pictures in the match card
• match the problem to its solution by drawing connecting lines.

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CIRCLE TIME 2 BUFFER ACTIVITIES

(BEGINNING)

Objective: Match numerals to a set of concrete objects.

Activity Title: Match it!
Materials:
Number cards 0-10
10 popsicle sticks
Procedure:
1. Lay down the number cards containing numerals.
2. Place the popsicle sticks beside the flashcards.
3. The teacher will present a group of popsicle sticks to the learners, example, Group 1 – 5 popsicle sticks
4. The learners will choose a number card that represent to the number of the popsicle sticks.
Do steps 3 and 4 for the other numerals.

(DEVELOPING)

Objective: Match numerals to a set of concrete objects.

Activity Title: Connect it!

Material:

activity sheet

Procedure:

1. Provide the learners with the activity sheet.

2. Let them connect the number to its corresponds object.

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(CONSISTENT)

Objective: Identify groups of equal quantities using concrete objects up to 10

Activity Title: Equaling

Materials:
Activity sheet
Example:
Set 1- 3 groups of mangoes with 3 mangoes in each group
Set 2- 5 groups of umbrella with 2 umbrellas in each group
Crayons
Procedure:
1. Provide the learners with the materials.
2. Using the materials, the learners will color the set which groups are equal

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ATTACHED AND OR PASTE ALL THE TEMPLATES, PICTURES AND OTHER MATERIALS HERE

ACTIVITY SHEETS AND TEMPLATES HERE………………………………….

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 CIRCLE TIME 1
STORY TIME

43

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 Teacher Supervised Activities
Day 1
Activity Title: Hey! What’s Up

44

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 Day 2
Activity Title: Why! Oh Why!

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 Day 3
Activity Title: Tell Me

46

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 Day 4
Activity Title: Stop and Listen

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 Circle Time 1
Independent Activities

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 1: Tell What’s Right (Group Activity)
Directions: Arrange the pictures according to which happened first to last by putting numbers 1-4 on the white on the top left
part of the pictures.

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 2: Why! Oh Why!

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 3: Right Match

Directions: Match its cause to its appropriate effect by connecting it with a line.

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 4: Guess It Right
Directions: Choose the pictures for their answers in the boxes below.

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 Circle Time 2
Teacher Supervised Activities

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 Day 1
Activity Title 1: It’s Showtime

0 1 2 3 4
5 6 7 8 9
RO7_eKBT-DULA
10 54
 Day 3
Activity Title 3: Let’s Count

1 2 3 4 5
6 7 8 9 10
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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 1: Draw It and Show It

1
2
3
4
5
6
7
8
9
10
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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 2: Making It Equal

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 3: Count and Group

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas

Quarter 3 – Week 2
Activity Title 4: Count and Tell

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 Indoor and Outdoor Games (Day 2)

Activity Title: Mix and Match

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 Indoor and Outdoor Games (Day 3)

Activity Title: Pick Wisely (Group Activity)

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 Indoor and Outdoor Games (Day 4)

Activity Title: Let’s Arrange (Group Activity)

Set A

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 Indoor and Outdoor Games (Day 4)

Activity Title: Let’s Arrange (Group Activity)

Set B

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 Indoor and Outdoor Games (Day 4)

Activity Title: Let’s Arrange (Group Activity)

Set C

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 Day 5 – Assessment Materials

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Quarter 3 – Week 2

Assessment no.1 - Look at each picture. Color the circle that tells what will happen next.

The girl will go swimming. The cat will sleep.

The girl will do baking. The cat will eat.

The girl will sing a song. The cat will play.

The boy will play. Mother will go to walking.

The boy will sleep. Mother will go swimming.

The boy will dance. Mother will sing.

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Quarter 3 – Week 2

Assessment no. 2 - Count the objects in each group. Draw a if it has the same number of
objects and draw a if not.

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