REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Sudlon, Lahug, Cebu City

SCHOOL: TEACHING DATES:

KINDERGARTEN TEACHER: WEEK NO.: 19
DAILY BLOCKS OF
My family participates in the community
TIME CONTENT FOCUS: QUARTER: Second
activities.

BLOCKS OF TIME MONDAY TUESDAY WEDSNESDAY THURSDAY FRIDAY

ARRIVAL TIME
Arrival routine
(10 minutes)
The teacher greets each learner as they arrive in the classroom. The teacher may say “hello” and welcomes the learners. Learners who come early may be given time for free play
08:00 - 08:10
while waiting. When the bell rings, the learners will form their lines in preparation for the flag ceremony.
01:00 - 01:10

Daily routine: 1. National Anthem

Ask: Mga bata, unsay buhaton ta panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang atong tuong kamot sa atong wala nga dughan ug mokanta.
Pagkahuman sa atong flag ceremony mobalik kita sa atong classroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer will be done automatically.)
MEETING TIME 1
Say: In the name of the Father...
(10 minutes)
3. Exercise (teacher directs the learners to follow the video exercise flashed on the screen)
08:10 - 08:20
Say: Karon atong sundon ang gipakita diha sa television.
01:10 - 01:20
4. Attendance Check (The teacher leads in singing the song and encourage 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 answer 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)
 Ask: Unsa nga buwan karon? Unsa ang petsa gahapon? Karon? Ugma? Unsa nga adlaw gahapon? Karon? Ugma?
7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulogan.
Ask: Kanus-a gani ta nisaulog sa (mention celebrations prior to this month’s) Karong bulana unsa ang atong
saulogon? Kinsa ang nagbirthday karon?
8. Cleanliness Check (I have two hands)
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?

My family is part of My family participates in keeping My family participates in keeping My family members vote My family helps other families in
MESSAGE the the barangay clean. the barangay clean. for barangay the barangay.
community/barangay leaders.

Ask: Mga bata, nakadungog namo Say: Naa ko diri mga Say: Gahapon, sa duha ka Ask: Mga bata, nakadungog naba Ask: Mga bata, magtinabangay
sa pulong nga “barangay”. hulagwaysa limpyo ug hulagway nga gipakita nako mo sa kalihukan nga ba pud ang miyembro o
Unsa man ang buot hugaw nga barangay. ninyo, gipili ninyo ang limpyo gitawag og eleksyon? Unsa sakop sa inyo nga pamilya?
ipasabot niini? Ask: Asa man ngabarangay ang nga barangay. man ang kasagaran nga Kinsa ang makahatag og
(The teacher shows a picture of layhan ninyo? (hulagway sa Ask: Unsa gani to ang mga mahitabo kon muabot ang sitwasyon diin makita ang
a Barangay Hall) limpyo nga barangay) rason ngano nga layhan barangay eleksyon? Kinsa pagtinabangay sa
Ask: Unsa ang inyong nakita sa Giunsa man pagtabang sa mo og limpyo nga gani ang kapitan sa ato nga matagusa? Ngano nga
hulagway? (Barangay hall) pamilya ninyo aron barangay? (Nindot/hapsay barangay? Asa man siya gikinahanglan man nga
Asa man ni nga Barangay malimpyo ang ato nga nga lantawon, layo sa sakit dapita nag- opisina o magtinabangay? Motabang
QUESTION/S Hall? (Sa atua nga barangay barangay? ang mga nagpuyo, layo sa nagtrabaho? ba pod sa uban nga pamilya
hall) Unsa ang ngalan sa Say: Pag-abot ninyo sa balay mga disgrasya) sa inyo nga barangay ang
barangay nato? Ninyo? pangutan-a ang ginikanan Say: Gahapon gihatagan ta mo inyo nga pamilya? Ngano
(Barangay Ilalan, Polo, o ang uban nga sakop sa og assignment? Unsa gani man?
Barangay 2, Ilaud) pamilya kung giunsa nila to kabahin?
Say: Ang barangay nagtumbok pangtabang mao nga Ask: Giunsa man pagtabang sa
sa usa ka grupo sa pamilya nilimpyo ug nihapsay ang pamilya ninyo para
nga anaa nagpuyo sa usa ato/inyo nga barangay. Inyo magpabilin nga limpyo ug
ka barangay. kini nga isulti sa atubangan hapsay ang inyo nga
sa inyo nga mga classmates barangay?(nanilhig sa
ugma puhon. gawas sa amo nga balay
iapil
 pud ang karsada, gilabay ang
mga basura sa insakto nga
labayanan)

The teacher leads in singing the song and encourages the learners to join.

Kami parte sa kumonidad

(Its I Who Builds Community)

Kami, kami, kami parte sa

kumonidad Kami, kami, kami parte
TRANSITION
sa kumonidad Kami, kami, kami
parte sa kumonidad Kami parte sa
kumonidad

Magsayaw-sayaw ta sama dahon

Magsayaw-sayaw pareho sa dahon
Magsayaw- sayaw ta sama sa
dahon Magsayaw-sayaw pareho sa
dahoon

The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2.
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 at the same time be observant with what’s going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Poster of words with Ii – Kada usa ninyo hatagan og cartolina, ilha ang letra nga naa niini ug isulti ang [Link] mo og butang nga nagsugod sa letrang Ii.
Kolori [Link] mahimo, ihatag ang mga pulong sa ato nga pinulongan.
WORK PERIOD 1 Group 3 - It’s a Match (Pictures-Letter Ii) – Naa sa lamesa ninyo ang mga hulagway nga nakakulob. Ang kada usa sa grupo muponit og usa, isulti ang ngalan niini dayon ibutang
(45 minutes) ang maonga hulagway kon asa siya nasakop – sa letra nga Ii ba o kon wala ibutang sa pikas na grupo. Kinahanglan nga magpuli-puli og punit.
08:20- 09:05 Group 4 - Writing Papers (Ii) – Gamit ang lapis ug worksheet, subaya ang putol-putol nga linya aron maporma ang letrang Ii. Dayon musulat kamo og letranga Ii sa inyong
01:20- 02:05 papel.
Group 5 - Letter Tracing/Making – Magsulat mo og dako ug gamay nga letrang Ii saharina o pulbosnga naa sa kahon gamit ang tudlo ninyo. Magmatngon mo nga dili mausik
angharina sa kahon. Inig human, kuhaa ang play dough sa sudlanan og pormaha kini og letrang Ii.

Ask: May pangutana ba 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 children are already in place;
Say: Pwede 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.)
 Writing letter Ii Poster: I care for My Barangay A Letter to the Barangay Map of the Barangay Coin Bank
Competencies: Competencies: Chairman Competencies: Competencies:
 Napagsisikapang matapos  Nakalilikha ng iba’t Competencies:  Natutukoy ang iba’t  Nagkakaroon ng kamalayan
ang sinimulang gawain sa ibang bagay sa  Nakikilala ang mga taong ibang lugar sa sa damdamin (SEKEI-00-2)
itinakdang oras (KAKPS- pamamagitan ng nakatutulong sa kumonidad  Natutukoy na ang bawa’t
00- 1) malayang pagguhit kumonidad (KMKPKom- (KMKPKom-00-3) pamilya ay nabibilang sa
 Nakagagawa nang may (SKMP- 00-1) 00-2)  Create simple pictographs isang kumonidad
kusa (KAKPS-00-2)  Natutukoy na ang bawa’t  Express thoughts, feelings, (MKAP-00-2) (KMKPKom- 00-1)
 Naisasagawa ang pamilya ay kabilang sa fears, ideas, wishes and  Discuss simple  Nasasabi, nakikilala at
simpleng gawain nang isang kumonidad dreams (LLKOL-Ig-9) pictographs (MKAP-00-3) naipakikita ang kahalagahan
maluwag sa kalooban (KMKPKom-00- 1) Materials: Materials: ng pakikibahagi (KAKPS-00-
(KAKPS-00-4)  Talk about family small sheets of paper sheets of paper, felt tip 16)
 Identify several words members… or members of for letter writing, felt tip pens, crayons  Naklilikha ng iba’t ibang
that begin with letter Ii the communityusing pens, pencils, small Procedure: bagay sa pamamagitan
(the same sound as the various appropriate brown envelope 1. Ask the learners to draw ng malayang pagguhit
TEACHER SUPERVISED spoken word) (LKPA-Ig- descriptive words(LLKOL- addressed to the their house on one end (SKMP- 00-1)
ACTIVITY 7) 00-5) Barangay Chairman of the sheet of paper and Materials:
(The teacher moves  Identify letter Ii (LLKAK-lh-3) Materials: Procedure: the school on the opposite small, empty, unbreakable
from one group to  Name objects that begin ½ construction paper for 1. Ask the learners what end. containers that can be
another in facilitating with letter Ii of the each learner, a sheet of they wish to say to the 2. Ask the learners what turned into a coin bank,
alphabet (LLKV-00-5) manila paper labeled, “I Barangay Chairman places in the barangay felt tip pens, markers
the TSA spending 6-7
 Nakaguguhit, Care for My Barangay”, (related to the they see on their way to Procedure:
minutes per group)
nakapagpipinta at glue, felt tip pens, improvement of his school and draw them on 1. Ask the learners for
nakapagkukulay ng iba’t crayons, colored markers barangay through a the paper. ways they can help
ibang bagay o Procedure: letter). 3. Assist the learners families who need help.
Gawain (SKMP-00-2) 1. Ask the learners to 2. Assist the learners in in labelling their 2. Ask them if they are
 Write letter describe their community. writing down their letters. work. willing to keep a coin
Ii Materials: 2. Ask them to think of ways The teacher may take bank for ‘helping’
ready made paper boats, to help the community dictation and the learners purposes.
cartolina, coloring and draw their ideas on will sign the letter. 3. Assist the learners in
materials, pictures or the construction paper. 3. Ask the learners to turning the small
drawings objects/ 3. Assist the learners add drawings to their containers into a coin
persons/places beginning in labeling their letter. . bank.
with Ii sound work 4. Let the learners put 4. Have the learners write
(Ex: isda, isla, ipus, iba, 4. Assist the learners in their letters in the brown their name on the piggy
iro, iring, Igorot, itik, ilong, pasting their drawing on envelope addressed to bank.
itlog) the manila paper. the Barangay Chairman. 5. Tell them to bring the
Procedure: 5. Seal the envelope and piggy bank home and
I DO PHASE: tell the learners that you put coins inside until it is
1. Show the are going to deliver the full.
learnerspictures or letter with your parents
drawings of objects/ to the Barangay Hall
where the Barangay
Chairman holds
 places/persons, animals office at.
found in the
community which
begin with the /i/
sound.
2. The teacher says the
names of each picture
emphasizing the/i/ sound.
( i….…ro)
isda isla
ipus itlog
iro iring
Igorot itik
ilong iba
3. The teacher asks: What
is the initial sound of
the name of each
picture?/i/
4. The teacher shows to the
learners big and and
small letter Ii as she
produces the
/i/ sound.
5. The teacher shows how
to write letterIi. (in the
air, at someone’s back,
on the cardboard, on the
floor (using the right
foot).
WE DO PHASE:
6. The teacher and the
learners produce the
/i/.
7. The teacher asks the
learners to say the names
of each object after him/her
as he/she flashes the
pictures
8. The teacher writes letter
Ii in the air; someone’s
back etc. with the
learners.
9. The teacher and the
 learners write letter Ii
on the piece of paper
or cardboard.
YOU DO PHASE:
10. The learners say the
names
 of each picture.
11. The teacher asks the
learners to produce the
initial sound of the
words.
12. Provide each group with
4 drawings of
objects/person which
names begin with
different letters.
13. Let learners color 2
objects/persons from
among the drawings
which names begin with
letter Ii.

 Identify letter Ii and its sound  Express ideas by  Write a letter about what  Identify the different places  Express willingness to help
 Give names of objects drawing pictures they see in the community in the barangay families in need
LEARNING and places which begin
CHECKPOINTS with the
/i/ sound.
 Produce the /i/ sound
 Write letter Ii

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 children 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 (1st group for TSA) 1. Letter Lacing 1. Writing Paper (Ii) 1. It’s a Match (Pictures-letters 1. Poster of words with (Ii).
2. Poster of words with Ii 2. TSA (1st group for TSA) 2. Letter Lacing Ii) 2. It’s a Match (pictures-letters Ii)
INDEPENDENT 2. 2. Writing Paper (Ii)
3. It’s a Match (Pictures-letters 3. Poster of words with Ii 3. TSA (1st group for TS) 3. Writing Papers
ACTIVITIES Ii) 4. It’s a Match (Pictures-letter 4. Poster with words Ii) 3. Letter Lacing 4. Letter Lacing
4. Writing Papers (Ii) Ii) 5. It’s a Match (Pictures-letters 4. TS (1st group for TS) 5. TS (1st group for TS)
5. Letter Lacing 5. Writing Paper (Ii) Ii) 5. Poster of words with Ii)

Poster of words with letters (Ii)

Competencies:
 Identify letter Ii (mother tongue, orthography) (LLKAK-Ih-3)
 Give the sound of letter Ii (mother tongue, orthography) (LLAK-Ih-7)
 Name the objects that begin with letter Ii (LLKV-00-5)
Materials:
¼ cartolina sized outline of the letter Ii for each learner, colored markers, crayons
Procedure:
1. Learners take a sheet of the letter outline.
2. Learners identify the letter and produce its sound.
3. Each learner thinks of a certain thing/object which name begins with letter sound /i/.
4. The learner draws and colors the thing/object thought of inside the outline of the letter Ii.
5. Words in the learners’ mother tongue are most welcome.
6. Learners in label their drawings.

It’s a Match (Picture-letters Ii)

Competencies:
 Identify the letters of the alphabet (LLKAK-Ih-3)
 Give the sound of each letter (LLAK-
Ih-7) Materials:
picture cards of objects with names beginning with capital letter Ii and other letter of the
alphabet Procedure:
1. Place the letter cards on the table/floor.
2. Place all the picture cards face down on the floor/table.
3. Learners get a picture card, say the word the picture represents and match it with capital letter I and small letter i.

Writing Papers (Ii)

Competency:
 Write the lower case for each upper case of letter Ii or vice versa (LLKH-
00-4) Materials:
writing papers, tracing worksheet (with letter dot patterns for each letter), felt tip pens, pencils,
crayons Procedure:
1. Learners trace the letters in the worksheet provided.
2. Learners get a writing pencil.
3. Learners try to write the letters on their own.

Letter Tracing /Making

Competency:
 Trace, copy and write the letters of the alphabet (LLKH-
00-3) Materials:
small flat trays with flour or baby powder, play
dough Procedure:
1. Learners write the letters on the tray using their index finger. Learners are careful not to spill the flour or baby powder so that the other learners may use it, too.
2. Learner form letter Ii using play dough.
  Identify the letter Ii
LEARNING  Give the sound of the letters Ii
CHECKPOINTS  Trace/Write the letters Ii
 Name words with Ii sound

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.

Batang Buotan
(Ang Langgam nga Pula og
TRANSITION Dughan)

Ang mga batang buotan

Ang gamit nila hipusan
Sila man but-an og
kasaligan Sila mga batang
buotan.

MEETING TIME 2
(10 minutes) 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
09:05 - 09:15 their work to the class.
02:05 - 02:15

Say: Mga bata, magdula ta Say: Karon, magsulat ta og Say: Mga bata, ang tanan ba Say: Ato karon lantawon ang Ask: Unsa man ang mga lain-lain
og “Tagna-tagna” mga letra pinaagi sa ninyo nakagama og sulat inyo nga gihimo. nga buluhaton ang inyong
Ask: 1. Makita sa atong nawong, paggamit sa ato nga para sa atong kapitan? Ask: Anna unsa man ang imo nahimo sa niaging Lunes
gigamit nato ni sa nagkalain-lain nga parte (The teacher calls 2 or 3 nga gidibuho? Unsa man hangtud karong adlaw nga
pagginhawa ug pagsimhot. sa lawas. kids to talk about what they nga mga lugar ang inyo nga Biyernes? Nalipay ba ang
Unsa kini? (ilong) (The teacher let the wrote to the barangay naagian usa mo maabot diri tanan sa pagbuhat og
QUESTIONS/ACTIVITY
[Link] kini ka mananap pupils write big and small chairman) sa ato nga eskwelahan? poster? Palihog, ipakita ang
nga mupaghot. letter Ii, using the head, Ask: Maria, unsa man kabahin (tiyangge, barangay hall, inyong mga poster nga
Mubantay usab siya sa hand, waist, knee and ang imong sulat? Jose, kahumayan). [Link] ihulagway
balay nato? Unsa kini? foot) pwede ba nga isulti nimo ninyo kini.
(iro) kon unsay imong gisulat? (The teacher calls two or
[Link] kini ka makaon gikan Ok, ikaw Pedro, three kids to describe and
sa manok, puti ang nahinumdum pa ba ka kon tell about how his/her family
iyang color og dali ra unsay imong gisulat help other
nga ngadto sa barangay families in their barangay.)
 mabuak kung mapangka/ chairman? Unsa gani to (Example: Kiko, ihulagway
mahulog. Unsa kini? kabahin, dong? Nakaila ba kuno ang imong poster. Unsa
(itlog) mo sa atong kapitan ning may gibuhat sa imong
[Link] kini siya nga atong barangay? Lalaki siya o pamilya agi og tabang sa
naglanguy-langoy sa babaye? Kinsa gani to siya? ubang pamilya sa inyong
dagat/suba. Pwede nato Unsa man iyang trabaho? barangay? Unsa may
ni siya nga kan-on. Unsa Unsa may inyong inyong gibati nga
kini? gisulat ngadto sa nakatabang mo sa laing
(isda) Kapitan? pamilya? Mga bata, kanus-
[Link] kini ka mananap (The teacher calls another a man mo motabang sa
nga mungiyaw, kusog pupils to talk about laing pamilya sa inyong
kini siya nga muparayig his/her letter) barangay? Giunsa sa
sa iyang amo. Unsa inyong pamilya pagtabang
kini? (iring) sa laing pamilya? Sa unsang
pamaagi nakatabang mo sa
Note: After the learners laing pamilya?
guessed/ mentioned the
correct word in each
number, T shows the
flashcard of the cued
word with corresponding
pictures. Then place it on
a pocket chart.

Ask: Mga bata, tutoki ninyo

kining lima (5) ka mga
pulong. Sa unsa nga letra
kini nagsugod? (The Teacher
emphasizes the sound of Ii)
Say: Palihog ihatag ang tingog
sa letra nga Ii.
(The teacher lets the
learners give the sound
row by row, then one from
each row)
Ask: Unsa pa may laing
mga pulong nga
nagsugod og letrang Ii.
Say: Mga bata malingaw ba
kamo sa ato nga mga
gibutan?
TRANSITION 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
children have food.
 Hugas
(Where is Thumbman?)

Hipos, hipos. Hipos, hipos.

Mangandam nata, mangaon na ta.
Hugasi ang kamot, limpyohi ang
kamot.
Usa mokaon, usa mukaon.

The teacher assists, and guides the children as they eat their snacks.
1. Instruct the learners to fall in line and go to the washing area.
2. Show to the learners how to wash their hands correctly.
SUPERVISED RECESS 3. After washing, let them go back to their seats.
(15 minutes) 4. Let the learners get their snacks.
09:15- 5. Start with a prayer.
09:30
02:15 - 6. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
02:30 7. Eats with the learners.
8. After eating, guide and show the children the proper way of disposing garbage.
9. After disposing the garbage, shows the proper way of tooth brushing.

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 hands, brush
their teeth, change their wet clothes, and have their Quiet Time.
Hipuson ang Basura
TRANSITION TO
(Mary Had a Little Lamb)
QUIET TIME
Hipuson ta ang basura, ang basura, ang
basura Hipuson ta ang basura aron
malimpyo na.

QUIET TIME
(10 Say: Karon mupahulay usa ta. Magpatukar ko og cassette ug maminaw ta sa music. Pwede ra maglingkod, mupiyong sa inyo nga mga mata, muhigda ug uban pa basta
minutes) maghilom. (During this time children can rest or engage in relaxing activities)
09:30-
09:40
02:30-
02:40
While singing a transition song, the teacher taps the learners shouder and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds
with the pre- reading activities and makes sure that the learners are listening attentively.
TRANSITION TO
Kami Nagpuyo sa Kumonidad
STORY TIME
(This is the Way I Brush My Teeth)
Kami nagpuyo sa kumonidad, kumonidad, kumonidad.
 Kami nagpuyo sa kumonidad, Novallas ang pangalan.
Malambuon among kumonidad, kumonidad,
kumonidad Malambuon among kumonidad
Mao nga kami malipayon.

Ang Barangay Ilalan

Sigulanon ni: Wendisprinda L. Silva
Dibuho ni: Edgardo Bacang

STORY TIME Si Imbo, usa ka estudyante sa [Link] iyang pamilya nagpuyo sa barangay [Link] og limpyo ang barangay
(15 minutes) nila pero layo kini sa siyudad. Si Imbo ug ang pamilya niya moapil sa pagpanglimpyo sa barangay nila.
09:40- 09:55 Matag adlaw nga Sabado, tabangan nila ang kamanero sa pagpanilhig sa mga kadalanan. Tapukon nila ang mga basura dayon
02:40- 02:55 isulodkini nila sa basurahan. Kada Domingo, inig human nila og simba, mangadto sila sa daplin sa dagat aron mamunit og basura sama
sa botelya, plastic, styrofoam ug uban pa nga mga anud sa dagat. Isulod ni Imbo ang mga basura sa sako. Si Kapitan Isko Ilagan, usa
ka maayo ug manggiloy-on nga tawo. Siya ang kapitan sa barangay nila ni Imbo. Gitawag usab kini siya og “Amahan sa Barangay”
tungod kay siya ang dalangpanan kung may problema ang iya nga mga katawhan. Siya ang tigpasunod sa mga balaod sa barangay
aron masiguro nga hapsay og malinawon ang lugar nila. Iya usab nga gitan-aw ang seguridad, kaayuhan ug kauswagan sa tanan
nga tawo sa ila nga barangay.

A. Book and Print A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness A. Book and Print Awareness
Awareness Say: Aduna Say: Ang atong estorya, Say: Ang atong estorya, Ask: Unsa ang ulohan sa Ask: Unsa ang ulohan sa
koy bag- o nga nag- nag- atong estorya? Kinsa atong estorya? Kinsa
estorya. Nag-ulohan og ulohan og “Ang ulohan og “Ang and nagsulat? Ang and nagsulat? Ang
“Ang Barangay Ilalan.” Barangay Ilalan.” Barangay Ilalan.” nagdibuho? nagdibuho?
Gisulat ni Wendisprinda Gisulat ni Gisulat ni (The teacher will show the Say: I gave you
L. Silva. Gidibuho ni Wendisprinda L. Silva. Wendisprinda L. Silva. wordless picture book.) homework, were you
Edgardo Bacang. Gidibuho ni Edgardo Gidibuho ni Edgardo Say: Karon, kamo napud able to do it?
B. Unlocking of Difficulties Bacang. Bacang. ang mo estorya
Barangay – usa ka parte sa B. [Link]-Motive Tandem B. Motivation-Motive Tandem kabahin sa “Ang
PRE-READING kumonidad Question/s Question/s Barangay Ilalan”
nga gitawag Ask: Unsa man ang Ask: Kinsa ang kapitan sa inyo
nila ug barrio inyong ikasulti sa nga barangay? Kinsa ang
Kamanero - taga-limpyo sa inyong barangay? kapitan sa barangay
barangay Unsa man inyong Ilalan?
Hapsay- malinawon ikasulti sa barangay
Siyudad – dako nga Ilalan?
kumonidad diin
makit an nato ang
dagko nga mga
edipisyo (building)
 C. Motivation-Motive Tandem
Question/s
Ask: Unsa ang ngalan sa ato
nga barangay? Unsa ang
ngalan sa barangay sa
atong estorya?

Modelled Reading Guided Reading Shared Reading Independent Reading Application

Si Imbo, usa ka estudyante sa Si Imbo, usaka estudyante sa (Guide pupils by asking Ang Barangay Ilalan
Kindergarten. (Unsa ang ngalan Kindergarten. (Kinsay pangan sa questions for them to retell the
sa bata?) (Continue telling the bata?) Ang iyang pamilya whole story.) Kinsa may mo
story to the children). Ang nagpuyo sa barangay Ilalan.
iyang pamilya nagpuyo sa . (Asa Kinsa ang bata sa estorya? Call 4-5 pupils to retell the story. una?
barangay Ilalan. Hapsay og nagpuyo ang pamilya ni Imbo?) Asa nagpuyo nga barangay ang Ang musunod ug share kay si
limpyo ang barangay nila pero Hapsay og pamilya ni Imbo? ? And so on.
layo kini sa siyudad. ang barangay Unsa man ang kahimtang sa
Si Imbo ug ang pamilya niya nila pero layo kini sa barangay ni Imbo?
moapil sa pagpanglimpyo sa . Unsa ang gibuhat sa pamilya ni
barangay nila. Si Imbo ug ang pamilya niya Imbo kada Sabado? kada
Matag adlaw nga Sabado, moapil sa pagpanglimpyo sa Domingo?
tabangan nila ang kamanero barangay nila. Matag adlaw
DURING READING sa pagpanilhig sa mga nga Sabado, tabangan nila Kinsa man ang kapitan sa
kadalanan. Tapukon nila ang ang kamanero sa pagpanilhig Barangay Ilalan?
mga basura dayon isulod sa mga kadalanan. Unsa nga klase sa kapitan si
kini nila sa basurahan. Tapukon nila ang mga basura Kapitan Isko?
Kada Domingo, inig human nila dayon isulod kini nila sa Unsa ang trabaho ni Kapitan
og simba, mangadto sila sa basurahan. Isko isip usa aka lider sa
daplin sa dagat aron mamunit Kada Domingo, inig human nila barangay?
og basura sama sa botelya, og simba, mangadto sila sa
plastic, styrofoam ug uban pa daplin sa dagat aron mamunit
nga mga anud sa dagat. Isulod og basura sama sa , ,
ni Imbo ang mga basura sa ug uban pa nga
sako. Si Kapitan Isko Ilagan, mga anud sa dagat. Isulod ni
usa ka maayo ug manggiloy-on Imbo ang mga basura sa sako
nga tawo. Siya ang kapitan sa (Motabang ba ang pamilya ni
barangay nila ni Imbo. Imbo sa pangpanglimpyo sa ilang
Gitawag usab kini siya og barangay?)
“Amahan sa Barangay” tungod Si kapitan Isko Ilagan, usa ka
kay siya ang dalangpanan kung maayo ug manggiloy-on nga
may problema ang iya nga mga tawo. Siya ang kapitan sa
baragay nila ni Imbo.
Gitawag usab kini siya og
 katawhan. “Amahan sa Barangay” tungod
Siya ang tigpasunod sa mga kay siya ang dalangdanan kung
balaod sa barangay aron may problema ang iya nga mga
masiguro nga hapsay ug katawhan.
malinawon ang lugar nila. Iya Siya ang tigpasunod sa mga
usab nga gitan-aw ang balaod sa barangay aron
seguridad, kaayuhan ug masiguro nga hapsay ug
kauswagan sa tanan nga tawo malinawon ang lugar nila. Iya
sa ila nga barangay usab nga gitan-aw ang
seguridad, kaayuhan ug
kauswagan sa tanan nga tawo
sa ila nga barangay.

Ask: Unsa ang ulohan sa Ask: Unsa man inyong ikasulti sa Ask: Kinsa ang Kapitan sa Ask: Pangutan-a ang inyong Say: Nagsaysay mo kabahin sa
estorya nato? Unsa ang barangay Ilalan? Nganong barangay Ilalan? Unsa may mga ginikanan kung unsa gibuhat sa inyong
ngalan sa barangay sa limpyo man kini? Unsaon mga gibuhat ni Kapitan Isko angila nga gihimo aron ginikanan.
POST READING
atong estorya? nato pagpabilin nga limpyo para sa mga tawo? Unsaon makatabang nga Ask: Nitabang ba usab kamo
ang ato nga barangay? nato pagtabang ang ato nga magpabilin nga limpyo ang aon limpyo permi ang inyo
lider sa barangay? inyo nga barangay? nga barangay? Unsa ang
inyong gibuhat?

 Note details in the story.  Note details in the story.  Tell what happened next.  Re-tell the story.  Share details on how to
LEARNING
 Tell the importance  Identify describing words help to one’s barangay
CHECKPOINTS
of helping one in the story clean
another.

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join
their group and do the assigned tasks.
Panahon Sa Pag-Ihap
(Are You Sleeping)
TRANSITION
Panahon sa pag-ihap na, panahon sa pag-ihap na,
Takna sa pagbantay, takna sa pagbantay,
Ang mata igmaton, ang utok gamiton,
Aron makat on- aron makat-on.

WORK PERIOD 2
(40 minutes) The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).
09:55-10:35
02:55- Group 1 - Fishing Game – Sa lugar diin mo mamingwit, mutindog/mubarog mo, gawas sa asul nga banig ug magpuli-puli mo og kuha gamit ang pingwit. Kon makakuha namo og
02:35 isda, isulti
 ang numero nga naa sa isda og muambak kon pila ang numero sa isda nga inyong nakuha. (Pananglit, 5 ka beses nga moambak kon 5 ang numero sa nakuha
nga isda).
Group 2 - Play Dough Numerals – Hatagan ang inyong grupo og usa ka bola nga playdough. Dayon, magporma mo og mga numero nga 0,1,2,3,4,5 ug 6. Pagkahuman, maghulma
mo og mga butang nga motakdo ang gidaghanon sa mga numero nga giporma ninyo.
Group 3 - Who Has More?-Gamit ang 6 ka platito, butangi ang kada usa og lain-lain nga gidaghanon sa butang. Pananglit, sa usa ka platito butangan ninyo og 6 ka butones,
etc. Group 4 - Block Play Challenge - Gamit ang 6 ka blocks, magporma mo sa bisag unsa nga ganahan ninyo.
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group
2. 3, 4, and 5. Reminder: Since that 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 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: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 2, 3, 4, 5 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray.
When the children are already in place;
Say: Pwede 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.)

Hand Game Number Cover All Street clean-up activity with Mock Election Recognizing Coins
(Concentration 0-6) Competencies: parents/guardians Competencies: Competencies:
Competencies:  Recognize and identify Competencies:  Collect data on one  Recognize and identify coins
 Tell that the quantity of number 6 (MKC-00-  Napananatiling malinis variable (MKAP-00-1) and bills up to Php 20.00
a setof objects does not 2) ang kapaligiran sa Materials: pesos and centavos)
change even though Materials: pamamagitan ng voting folders, ballots, (MKAT- 00-2)
the arrangement has Number cards for each pagtulong sa mga pencil, ballot box, tally sheet  Talk about the details of
changed (MKSC-00-23) learner (variations of 0-10), simpleng gawain tulad ng and pens an object (LLKOL-Id-4)
TEACHER SUPERVISED  Recognize and visualize tokens, container for chips pagwawalis ng bakuran, Procedure:  Trace, copy and draw
situations that require with numerals 0 to 10 pagtapon ng basura sa 1. Set up the classroom as familiar figures (LLKH-00-
ACTIVITY
addition and Procedure: tamang lalagyan at iba a polling station, like 2)
(The teacher moves
subtraction (MKAT-00- 1. Players get a number pa. (KMKPKom-00-4) how it looks on election Materials:
from one group to
14) card each and ten  Nakikilala ang kahalagahan days. Current Philippine peso
another in facilitating  Recognize the words “take tokens. ng mga tuntunin (KPKPKK- 2. Talk to the learners about coins (Php 10, Php5, Php1,
the TSA spending 6-7 away”, “less”, and “are 2. A player calls out Ih- 3) how the Barangay Php.25, Php .10, Php. o5),
minutes per group) left” that indicate the act the numbers one by  Use objects and Chairman is elected from cardboard for tracing,
of subtracting whole one. materials safely among the other pencils
numbers (MKAT-00-4) 3. If the number is called, (PNEKPP-00-6) candidates by adults in Procedure:
 Write subtraction player marks it with a  Identify simple ways of the barangay. 1. Show the coins to the
number sentences using token in the number taking care of the 3. Tell the learners that learners and check if
concrete representations cards. environment (PNEKE-00- there will be an election they can identify their
(MKAT-00- 10) 4. The first player whose 4) in the classroom today. value.
Materials: numerals are all called  Count objects with one- 4. Let the learners decide 2. Ask the learners to
any kind of counters, out wins. to- one correspondence what they will vote for, describe the similarities
sheets of paper, pencils, up to quantities of 10 and who their choices and differences of the
pens (MKC-00-7) are. coins.
Materials: 5. Give the learners a ballot 3. Ask the learners which
disposable gloves or plastic pen. Tell them that the coin has the greatest and
the
 Procedure: to cover the hands of ballot should be handled least value.
1. Learners get six counters. learners, trash bags, tongs properly so it will not get 4. Let the learners describe
2. Learners separate counters or stick for picking up soiled, crumpled or torn. the details of the coin.
in different ways and trash, dust pan, brooms Otherwise, the ballot will 5. Let the learners get a
verbalize the Procedure: be useless. Erasures are piece of paper and place
combinations that result. 1. Each learner must be also not allowed in the the coin under it. Have
3. Learners write down accompanied by an ballot. them rub black crayon on
number sentences using adult family member. 6. Ask the learners to top of the bondpaper
concrete objects 2. The teacher instructs make their choice on where the coin is located
each learner to count and the ballot, fold it, and below it.
record the number of drop it in the ballot box. 6. Remind the learners to
his/her family members 7. When all the learners put coins in their coin
who will be partecipating in have voted, it is time to banks.
the clean up activity. count the votes.
3. The teacher reminds the 1. [Link] choice with the
learners of the safety most number of votes
rules when on the street. wins in the election
4. Learners and their family
members help clean up
the street nearest the
school using the
materials.
5. Partecipants dispose of
the collected trash and
their disposable gloves or
plastic properly.
6. Partecipants wash their
hands very well after
the clean up and change
their clothes as
needed.

LEARNING  Make different  Identify different numerals  Count objects with one-  Freedom to express their  Identify the value
combinations of to- one correspondence likes of Philippine peso
CHECKPOINTS
6 up to quantities of 6 coin

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
INDEPENDENT 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
ACTIVITIES complexity. Since the children 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. Fishing Game 1. TSA (1st group for TSA) 1. Who Has More? 1. Block Play Challenge 1. Fishing Game
2. Play Dough Numerals 2. Play Dough Numerals 2. TSA (1st group for TSA) 2. Fishing Game 2. Play Dough Numerals
3. Who Has More? 3. Who Has More? 3. Block Play Challenge 3. TSA (1st group for TSA) 3. Who Has More?
4. Block Play Challenge 4. Block Play Challenge 4. Fishing Game 4. Play Dough Numerals 4. TSA (1st group for TSA)
5. TSA (1st group for TSA) 5. Fishing Game 5. Play Dough Numerals 5. Who has More? 5. Block Play Challeng

Fishing Game
Competencies:
 Recognize and identify numerals 0 to 6 (MKC-00-2)
 Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-
12) Materials:
fish cut-outs (that have the numerals 1-10 written on them) with paper clips attached, one fishing rod with magnet at the end of the string, blue mat as fishing area,
paper clips Procedure:
1. In the designated fishing area, learners stand outside the blue mat and take turns in catching fish with their fishing rods.
2. When learners catch a fish, they say the number written on the fish and do actions equivalent to the number (e.g. jump 5 times, clap their hands 6 times and so on)
3. After doing the chosen action, each learner then puts paper clip/s along the side of the fish cut-out which correspond/s to the number found at the back of the fish.

Playdough Numerals
Competencies:
 Pagmomolde ng luwad (KPKFM-00-1.5)
 Matching numerals to a set of concrete objects from 0 to 6 (MKC-
00-4) Materials:
Playdough
Procedure:
1. Give each learner a medium-sized ball of playdough.
2. Let them form the numerals 0,1,2,3,4,5 and 6.
3. Ask the learners to create the number of objects for each numeral. (Example: 6 pencils – numeral 6)

Who Has More

Competency:
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-
00-8) Materials:
assorted counters, 6 plastic saucers, paper,
pencil Procedure:
1. Put out six saucers, each with a different number of things in, for example, six toothpicks, five small buttons, four big buttons, two pebbles, one marble.
2. The learners point at two saucers and choose without counting out, which has more. Learners then check by pairing up the contents of the two
saucers. Variations:
1. Put the same number of things in two of the saucers.
2. Put four big things and four small things in another saucer.
 3. Repeat the procedure using another nuber combination but should not go beyond the quantity of 6.
4. Learners write number 6.

Block Play Challenge

Competencies:
 Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng blocks (SKMP-00-8)
Materials:
6 tables or floor blocks for each
learner Procedure:
1. Provide each learner with 6 blocks.
2. Challenge the learners to create or build anything using only 6 blocks.
3. Ask them to describe their work.

Note: Some learners need to work within a small group. This will also help teachers closely monitor and assist a specific learner complete this activity. Use different counters from
time to time.

 Recognize numerals correctly

 Recognize more or less quantities
LEARNING
 Write the numeral 6
CHECKPOINTS
 Represent numerals with corresponding objects using playdough
 Make different combinations of 6

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
start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Manghipos Na
(Eency, Weency Spider)

Manghipos na, manghipos

TRANSITION
na, manghipos na kita.
Manghipos na, manghipos
na, manghipos na kita
Usa, duha, tulo, upat, lima
Manghipos na, manghipos na,
Manghipos na kita manghipos
na, manghipos na, manghipos
na kita
Usa, duha, tulo, upat, lima
 The Boat is Sinking Clean Up Race Street clean up Activity will Mock election will continue until Follow the Leader
Competencies: Competencies: continue until this time this time Competencies:
 Nagagamit ang mga kilos  Nagagamit ang mga kilos .  Naisasagawa ang
na locomotor at di- na locomotor at di- paggalaw/pagkilos ng iba’t
lokomotor sa paglalaro lokomotor sa paglalaro ibang bahagi ng katawan
(KPKGM-Ig-3) (KPKGM-Ig-3) sa saliw ng awitin nang
 Naipakikita ang  Naipapkikita ang may kasiyahan (KPKGM-
pagpapahalaga sa maayos pagpapahalaga sa maayos Ia-1)
na pakikipaglaro (KAKPS- na pakikipaglaro (KAKPS-  Nagagamit ang mga
00- 19) 00- 19) locomotor at di-lokomotor
Procedure: Materials: sa paglalaro,
1. Set the learners in a big empty box or any container, pageehersisyo,
space where they can crumpled papers pagsasayaw(KPKGM-Ig-3)
freely run around safely. Procedure:  Nakagagalaw nang angkop
2. The teachers says “the 1. Learners are divided sa ritmo at indayog bilang
boat is sinking, group into two teams and form tugon sa himig na
INDOOR/OUTDOOR
yourselves into !” Then a line. napakinggan/awit na
GAMES
the learners will group 2. Each learner holds a piece kinakanta (KPKPF-Ia-2)
(20 minutes) themselves according to of crumpled paper that Material:
10:35 - 10:55 the number shouted. they will shoot inside the ”Do a little action” song
03:35 - 03:55 3. When the players have box for their team one (Do a little action, one, two,
settled into their meter away from the line. three (3x) And I will follow
respective groups, the 3. After shooting the crumpled you!”
teacher checks if the paper, the learners go to Procedure:
groups have the correct the back of the line. 1. Sing the song together.
number of players. 4. When all the players 2. The leader will sing the
4. The learners without have played, the team song while doing an
group or with incomplete with the most number of action song that the
number will be out of the crumpled papers inside others must imitate. When
game and can cheer for the box/container wins. the “I will follow you” part
the other players. They comes, the leader will
can also shout, “The point to a classmate to be
balangay is sinking. the next leader to do the
Group yourselves action that the others
into .” must imitate while singing
the song.
3. Repeat until all the
learners had the chance to
be the leader. (Magdula-
dula ta 1, 2 3)
  Follow rules from groups of  Coordinate the different  Identify simple ways of  The teacher checks the  The teacher observes if the
LEARNING
1- 6, shows sportsmanship body parts taking care of the mock election process was learners can be a leader and
CHECKPOINTS
environment followed a follower

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
(Where is thumbman?)
TRANSITION
Hipos, hipos, hipos, hipos
Manghipos na ta, manghipos na
ta. Ang papel ug lapis, libro ug
krayola Hipusa na, hipusa na.

MEETING TIME 3
(5 minutes) Ask: Unsa ang barangay? Unsa Ask: Importante ba nga Ask: Nalipay ba kamo sa Ask: Kumusta ang inyo nga Ask: Nindot ba ang
10:55 - 11:00 ang ngalan sa inyo nga pagpanglimpyo sa ato pagpanglimpyo ninyo sa ato gibati nga nakasulay mo og pagtinabangay sa mga
03:55 - 04:00 barangay? nga barangay? palibot? Ganahan ba mo nga butar? Giunsa ninyo pagpili pamilya sa barangay?
Say: Mga bata, nahuman na kita sigihon ang pagpanglimpyo? sa inyo nga gibutaran? Say: Mga bata, nindot kaayo
sa ato nga klase. Unya Ngano man? nga magtinabangay diay ang
mobalik ta ugma puhon . mga pamilya kon dunay
haron mahibaloan nato kung moabot ng dili maayong
WRAP-UP/ giunsa pagtabang sa usa panghitabo sa barangay
QUESTIONS/ACTIVITY aka pamilya para sama sa bagyo, sunog o’
magpabiling limpyo ang ilaha linog.
nga barangay/ kumonidad.

DISSMISAL ROUTINE
 Song:
Ako Malipayon
Ako, ako, ako karon
DISMISSAL ROUTINE malipayon. Ako, ako, ako
karon malipayon. Ako, ako,
ako karon malipayon. Ako
karon malipayon.
Sayaw, sayaw dyotay.
Hawak ikiay-kiay,
Kamot Ikaway-kaway. Tuyok gamay.
  Prayer
In the name of the Father, and of the Son and of the Holy Spirit,
Amen. Thank you God for the words so sweet. Thank you God for
the food we eat. Thank you God for the things we learn. Thank you
God for everything.

 Reminders
When we form our
lines, no pushing,
no running.
Just walk slowly and carefully.

Prepared and Quality Assured by: TANJAY CITY DIVISION