School Roberta De Jesus Elementary School Teaching Dates August 22-26, 2022

KINDERGARTEN Teacher Emely G. Dela Cruz Week No. 1

Daily Lesson Content Focus Pagkilala sa Sarili Quarter First
Log Nakikilala ang sarili
a) pangalan at apelyido
Most Essential Learning b) kasarian
Competencies c) gulang/kapanganakan
d) gusto/di-gusto
e) Use the proper expression in introducing oneself e.g., I am/My name is _____

MONDAY WEDNESDAY
BLOCKS OF TIME FRIDAY
TUESDAY THURSDAY
ARRIVAL TIME
Activities Free Play: Exploration and Discovery
MEETING TIME I
National Anthem
Opening Prayer VIDEO LESSON
Exercise Kinder Q1 Ep1: Pagkilala sa
Routine Activities
Kumustahan Sariling Pangalan at Kasarian
Attendance - YouTube
Balitaan
Welcome to Kindergarten! I am now in kindergarten. We have different jobs in the classroom. Our classroom is part of the
Messages There are children and adults in the classroom. Our classroom has different areas. Each area can be used in school. The name of my
different ways. school is ______.
 Who are in school for the first time?  What is a job?  What is the name of our
 What can you do in school?  Why do we need to do our jobs inside the classroom? school?
 Why do you go to school? (i.e. why do we need to clean our classroom?  Song: S-C-H-O-O-L
 Sing Hello/Kumusta songs, welcome songs, nursery  Why do we need to throw our garbage into the trash
rhymes can?
 Who are the people in our classroom?  Why do we need to wipe our desks, cabinets,
Questions
 Song: Who are the people in our classroom? bookshelves, and tables?
 What will happen if we do not do the job assigned to us?
 Song: The Children in Kinder
 What are the different areas in the classroom?
 What do you see in each area?
 What can we do in each area?
The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned
Transition to Work Period 1
tasks.
WORK PERIOD 1
Name Tag Job Chart School Banner and Diorama
Teacher-Supervised Activity People Puppet Labeling Areas /Things in the Classroom

Competencies  Nakikilala ang sarili  Nakapagkukuwento ng mga ginagawa sa paaralan  Naisasagawa ang mga
1.1 Pangalan at apelyido (SEKPSE-00-1) (KMKPAra-00-3) sumusunod na
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t  Nakasusunod sa mga itinakdang tuntunin at gawain kasanayan:
ibang bagay o gawain (dekorasyon sa “name tag”, (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4) pagpilas/paggupit/pagdiki
kasapi ng mag-anak gawain ng bawat kasapi ng mag-  Naisasagawa ang mga sumusunod na kasanayan: t ng papel (KPKFM-00-
anak, mga alagang hayop mga halaman sa paligid) pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- 1.3)
(SKMP-00-2) 00-1.4)  Pagmomolde ng luwad
  Naisasagawaangmgasumusunodnakasanayan:  Trace, copy, and write the letters of the alphabet: (clay), pagbuo ng puzzles
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3) straight lines (A,E,F,H,I L,T), combination of straight and (KPKFM-00-1.5)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t slanting lines (K, M,N, V, W, X, Y, Z), combination of  paglikha ng mga modelo
ibang bagay o gawain (dekorasyonsa “name tag”, kasapi straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), pang karaniwang bagay
ng mag-anak ,gawain ng bawat kasapi ng mag-anak, rounded strokes with loops (LLKH-00-3) sa paligid (KPKFM-00-1.6)
mga alagang hayop, mga halaman sa paligid) (SKMP-00-  Write one’s given name (LLKH-00-5)  Nakagagawa ng modelo
2)  Express simple ideas through symbols (e.g., drawings, ng mga pangkaraniwang
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na invented spelling) (LLKC-00-1) bagay sa paligid: dahon,
may iba’t ibang tekstura (SKMP-00-4)  Naisasagawa ang mga sumusunod na kasanayan: bato, buto, patpat,
pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- tansan at iba pa (SKMP-
00-1.4) 00-3)
 Name common objects/things in the environment (in  Nakagugupit at
school, home, and community) (LLKV-00-1) nakapagdidikit ng iba’t
 Name the places and the things found in the classroom, ibang hugis na may iba’t
school and community (LLKV-00-8) ibang tekstura (SKMP-00-
 Express simple ideas through symbols (e.g., drawings, 4)
invented spelling) (LLKC-00-1)  Nakapagmomolde ng
luwad (clay) sa nais na
anyo (SKMP-00-6)
 Nakapupunit,
nakagugupit at
nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
 Nakapagpapatung-
patong,
nakapagdudugtung-
dugtong at
nakapagdidikit-dikit
(assemblage) ng
mgapatapong bagay:
maliitnakahon ng gamut
(SKMP-00-8)
 Name common
objects/things in the
environment (in school,
home, and community)
(LLKV-00-1)
 Name the places and the
things found in the
classroom, school and
community (LLKV-00-8)
 Show readiness to try new experiences  Recall the things they do in the classroom  Tear, cut and paste
 Decorate their name tag  Perform their assigned job paper
 Name/identify the people in the classroom and their  Trace or copy letters.  Mold clay into
tasks/jobs  Write their given name recognizable figures
Learning Checkpoints  Cut and paste properly  Express ideas through drawings and invented spelling  Use recyclable materials
 Decorate the puppet  Name and label the areas and things found in the to create things
classroom  Name the places and
common objects/ things
in school
  Color Cover All
 Color Match
Independent Activities  How I Feel on the First Day
 Clay Molding
 Picture Match
 Match objects, pictures based on properties/attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo (SKMP-00-6)
 Identify and classify the shapes according to color.
 Recognize different emotions
Learning Checkpoints
 Mold clay into letters
Match pictures in one-to-one correspondence
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells
Transition to Meeting Time 2
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.
MEETING TIME 2
 What did you do during the summer vacation? What are the different jobs in our classroom?  Why do you need to
 Where did you go? Show the job chart, discuss job details, and assign the know the name of our
Questions/  Sharing of children’s experiences during vacation jobs to the learners school?
Activity  Why do you need to know the people in the school?  Show the Classroom Map and discuss the activities that
 Show People Puppets and describe the person can be done in each area. Also discuss rules in each
area. Why do you go to the different areas inside the
classroom?
 How will you make use of the different materials in each
area in the classroom?
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands.
Transition to Recess
Encourage sharing especially if not all children have food.
SUPERVISED RECESS
The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their
Transition to Quiet Time
hands, brush their teeth, change their wet clothes, and have their Quiet Time.
QUIET TIME
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the
Transition to Story Time
teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
STORY TIME
(See KTG p. 19) (See KTG p. 19) (See KTG p. 19)
Song The Children in Kinder Who are the People in Our Classroom Who are the People in Our
Who are the People in Our Classroom The Children in Kinder Classroom
Story Ayokong Pumasok sa Paaralan Bakit Matagal ang Sundo Ko? Si Monica Dalos-Dalos
Theme Any age and culturally appropriate story about Kindergarten
Pre-reading Activity  Define difficult words.  Define difficult words. Motivation Question: What jobs  Define difficult words.
 Motivation Question: can you do in school?  Motivation Question:
What level in school are you now in?  Motive Question: What are the different jobs of the What can you do in school?
 Motive Question: characters in the story?  Motive Question:
What do you think you can do in Kindergarten from the  Define difficult words. What do you think the
story?  Motivation Question: characters will do in the
 Define difficult words. What are the different areas in the classroom? story?
 Motivation Question:  Motive Question:
Who are the people you see in school? What do you think are the different areas in the classroom
  Motive Question: from the story?
Who are the people in school in the story?
During Reading Ask comprehension questions.
 What did the characters in the story do in school?  What are the different jobs that the characters did in the  Where did the story
 What are the things you think you can do in school? story? What will happen if the characters did not do their happen?
In the story, who are the people in school? (Show pictures of job?  What did the characters
the characters) What are the different areas in the classroom from the do in school?
Arrange who the characters saw/met in the story from the story?  What are the things that
first to the last. What are the things that the characters saw in the story? they saw around the
Let us think of words that rhyme with the objects in the school
Post Reading
story. (Give examples of rhyming words. Practice  I will give objects that the
together with the learners.) characters saw in school.
Try to give words that
rhyme with them. (Give
simple words. Guide the
learners in giving
rhyming words.)
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and
Transition to Work Period 2
tells the learners to join their group and do the assigned tasks.
WORK PERIOD 2
Attendance Chart Classroom Inventory Number Stations
Teacher-Supervised Activity
Organizing Things Classroom Map
 Count objects with one-to-one correspondence up to  Group objects that are alike (MKSC-00-5)  Count objects with one-to-
quantities of 10 (MKC-00-7)  Sort and classify objects according to one one correspondence up to
 Compare two groups of objects to decide which is more or attribute/property (shape, color, size, function/use) quantities of 10 (MKC-00-
less, or if they are equal (MKC-00-8) (MKSC-00-6) 7)
 Combine elements of two sets using concrete objects to  Count objects with one-to-one correspondence up to  Tell that the quantity of a
represent the concept of addition (MKAT-00-3) quantities of 10 (MKC-00-7) set of objects does not
 Add quantities up to 10 using concrete objects (MKAT-00-  Compare two groups of objects to decide which is more change even though the
8) or less, or if they are equal (MKC-00-8) arrangement has changed
 Nakapagliligpit lamang ng sariling gamit  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t (i.e., the child should be
(KAKPS-00-9) ibang bagay o gawain (dekorasyonsa “name tag”, kasapi able to tell that one set of
Competencies
 Sort and classify objects according to one ng mag-anak ,gawain ng bawat kasapi ng mag-anak, mga counters placed in one-to-
attribute/property (shape, color, size, function/use) alagang hayop, mgahalaman sa paligid (SKMP-00-2) one correspondence and
(MKSC-00-6)  Name the places and the things found in a map of a then rearranged still has
classroom (LLKSS-00-2) the same quantity)
 Express simple ideas through symbols (e.g., drawings, (MKSC-00-23)
invented spelling) (LLKC-00-1)
 Name common objects/things in the environment (in
school, home, and community) (LLKV-00-1)
Name the places and the things found in the classroom,
school and community (LLKV-00-8)
 Count objects with one-to-one correspondence up to  Sort and classify objects according to function/ use  Tell that the quantity of a
quantities of 10  Count objects with one-to-one correspondence up to set of objects does not
 Know the concept of more or less, or equal. quantities of 10 change even though the
Learning Checkpoints
 Add using concrete objects  Name the places and the things found in a map of a arrangement has
 Sort and classify objects according to their function/use classroom changed

Independent Activities  Shape Match

 Shape Connect All
  I Spy Shapes
 Shape Hunting
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Recognize simple shapes in the environment (MKSC-00-1)
Competencies
 Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
Group objects that are alike (MKSC-00-5)
 Know two to three dimensional shapes: square, circle, triangle, rectangle
Learning Checkpoints  Recognize simple shapes in the environment
 Sort and classify objects according to shape
Transition to Indoor/Outdoor The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher
Games tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
INDOOR/ OUTDOOR
GAMES
Activities Name Tag Count and Turn (1, 2, 3)
 Nakikilalaangsarili(SEKPSE-00-1):  Nakasasali sa mga laro, o anumang pisikal na gawain at
 pangalan at apelyido(SEKPSE-Ia-1.1) iba’tibang paraan ng pag-eehersisyo (KPKPF-00-1)
 Napagsisikap ang matapos ang sinimulang gawain sa  Naipakikita ang panimbang sa pagsasagawa ng iba’t
takdang oras(KAKPS-00--1) ibang kilos ng katawan, gaya ng paglukso-luksong
 Use the proper expression in introducing oneself pahalinhinan ang mga paa (skipping), pagtulaynang di
(LLKVPD-Ia-13) e.g., I am/My name is _______________ natutumba sa tuwid na guhit, pag-akyat at pagbaba sa
Competencies  Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, hagdanan (KPKGM-00-4)
lundag at iba pa) nang angkop sa ritmo at indayog Rote count up to 20 (3) (MKSC-00-12)
bilang tugon sa himig na napapakinggan/awit na
kinakanta(KPKPF-Ia-2)
Naisasagawa ang paggalaw/pagkilos ng iba’t ibang
bahagi ng katawan sa saliw ng awitin nang may
kasiyahan (KPKGM-Ia-1)
Learning Checkpoints  Introduce themselves properly and identify the name of their classmates
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
Transition to Meeting Time 3
Meeting Time 3. A transition song or countdown may be used.
MEETING TIME 3
Learners share their feelings about their first day in school.
Learners articulate the importance of the different jobs they Learners name their school
Learners identify who are the people in the school through do inside the classroom. and the different areas in the
Activities
their pictures or tools they use in their job. Learners name the different areas inside the classroom, their school.
importance, and what they do in each area.
Wrap-Up Questions / Activity The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
DISMISSAL ROUTINE

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
REFLECTION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
a. No. of learners who earned 80% in the evaluation.
b. No. of learners who require additional activities for
remediation.
c. Did the remedial lessons work? No. of learners who have
 caught up with the lesson.
d. No. of learners who continue to require remediation
e. Which of my teaching strategies worked well? Why did
these work?
f. What difficulties did I encounter which my principal or
supervisor can help me solve?
g. What innovation or localized materials did I use/discover
which I wish to share with other teachers?