KINDERGARTEN CLASS DAILY PLANS

WEEK 2: ____________________
Monday Tuesday Wednesday
CONTENT FOCUS: We do many things in school.
MEETING TIME : MEETING TIME : MEETING TIME :
Messa!e: We follow a class schedule.
Show the class schedule and talk what the class will do
during each period.
Messa!e: We do different things in school.
- We play. We work.
- We sing. We dance.
- We eat. We rest.
- We listen to stories. We browse through books.
- We fix our classroom.
Messa!e: There are many areas in our school..
We do different activities in these areas.
- Some of the areas in school include the library,
playground, canteen, classrooms, principals office.
"ues#$ons: What do you think we will do during !eeting
time" #uring Work $eriod" #uring Story time" #uring
%ndoor& 'utdoor (ctivity"
"ues#$ons: What activities can we do in school" Which of
the activities do you like to do"
"ues#$ons: What are the other places of the school" Who do
you see in these places" What can you do in these places"
WORK PERIOD WORK PERIOD WORK PERIOD
Tea%&e'(Su)e'*$sed: )ed *unt
'ur )ed +ook or )ed ,ollage
Tea%&e'(Su)e'*$sed: $oster: % ,an *elp-
$oster: We #o !any Things in School
Tea%&e'(Su)e'*$sed: ,lass .uilt
Inde)enden#:
#ramatic $lay
$icture !atch
,olor !atch
,olor /otto
,olor #omino
+ingo: ,olors
Inde)enden#:
#ramatic $lay
$laydough: % ,an !ake )ed 'b0ects
Writers Workshop: % #o !any Things in School
$icture !atch
!ini-book: % See )ed Things (round !e
)ed 'b0ects $u11le
,olor !atch& ,olor /otto&,olor #omino& +ingo: ,olors
Inde)enden#:
#ramatic $lay
$laydough: % ,an !ake )ed 'b0ects
+ead Stringing
Writers Workshop: % #o !any Things in School
!ini-book: % See )ed Things (round !e
)ed 'b0ects $u11le
,olor !atch& ,olor /otto&,olor #omino& +ingo: ,olors
MEETING TIME 2: MEETING TIME 2: MEETING TIME 2:
Son!: % can sing a rainbow
Messa!e: We see red ob0ects around us.
Son!: %to (ng 2inagawa 3o Sa $aaralan A%#$*$#y: $eople ,ounting 2ame: Stand and Sit and *opping
4orward 56,7, 89
Show Red Book and Red Collage. Show Posters: I Can Help and We Do Many hings Show Class !uilt
Su)e'*$sed Re%ess Su)e'*$sed Re%ess Su)e'*$sed Re%ess
STORY: STORY: ,elia Studious and ,onrad ,at STORY: (ng $ulang /aso
WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2:
Tea%&e'(Su)e'*$sed: :umber +ooks 5;uantities of 89 Tea%&e'(Su)e'*$sed: :umber +ooks 5;uantities of 89 Tea%&e'(Su)e'*$sed: Same and #ifferent
Inde)enden#::
+lock $lay
,onstruction Toys
:umber Stations 5;uantities of 89
Shape /otto
+ingo: Shapes
Inde)enden#::
,ontinue :umber +ooks 5;uantities of 89
+lock $lay
,onstruction Toys
:umber Stations 5;uantities of 89
Shape /otto& +ingo: Shapes
Inde)enden#::
,ontinue :umber +ooks 5;uantities of 89
:umber Stations 5;uantities of 89
+lock $lay
<unk +ox Sorting
Shape #omino&Shape !atch
INDOOR+OUTDOOR ACTI,ITY: Teacher, !ay %" INDOOR+OUTDOOR ACTI,ITY: Teacher, !ay %" INDOOR+OUTDOOR ACTI,ITY: /ine =p
1
MEETING TIME -: #ismissal )outine MEETING TIME -: #ismissal )outine MEETING TIME -: #ismissal )outine
T.URSDAY FRIDAY NOTES
CONTENT FOCUS: We follow rules in school.
MEETING TIME : MEETING TIME :
Messa!e: We follow rules in our classroom. Messa!e: We follow rules in our school.
"ues#$ons: Why do we need rules in classroom" What
rules can help keep our classroom clean and orderly
"ues#$ons: What rules do we follow in the other parts of the
school"
WORK PERIOD WORK PERIOD
Tea%&e'(Su)e'*$sed: ,lassroom )ules Tea%&e'(Su)e'*$sed: School )ules
Inde)enden#:
#ramatic $lay
$laydough: % ,an !ake )ed 'b0ects
+ead Stringing
!ini-book: % See )ed Things (round !e
)ed 'b0ects $u11le
,olor !atch& ,olor /otto&,olor #omino& +ingo: ,olors
Inde)enden#:
#ramatic $lay
$laydough: % ,an !ake )ed 'b0ects
+ead Stringing
!ini-book: % See )ed Things (round !e
)ed 'b0ects $u11le
,olor !atch& ,olor /otto&,olor #omino& +ingo: ,olors
MEETING TIME 2: MEETING TIME 2:
A%#$*$#y: $eople ,ounting 2ame: Stand and Sit and
*opping 4orward 56,7, 89
Poe/: Whats a *andy )uler
Messa!e: We can use some parts of our body to measure the
things in our classroom.
Show the di""erent classroo# rules the children ca#e up
with. Discuss what will happen i" each rule is not "ollowed.
Su)e'*$sed Re%ess Su)e'*$sed Re%ess
STORY: Sumusunod sa $anuto 5$>*T p. 7?89 STORY:
WORK PERIOD 2: WORK PERIOD 2:
Tea%&e'(Su)e'*$sed: %lang #angkal 5measuring length
using hands9
Tea%&e'(Su)e'*$sed: %lang #angkal 5measuring length using
hands9
Inde)enden#::
,ontinue :umber +ooks
:umber Stations
+lock $lay
<unk +ox Sorting
Shape #omino
Shape !atch
+ingo: Shapes
Shape /otto
Inde)enden#::
+lock $lay
,onstruction Toys
<unk +ox Sorting
Shape #omino
Shape !atch
+ingo: Shapes
Shape /otto
INDOOR+OUTDOOR ACTI,ITY: /ine =p INDOOR+OUTDOOR ACTI,ITY: /ine =p
2
MEETING TIME -: #ismissal )outine MEETING TIME -: #ismissal )outine
3
APPENDI0: WEEK 2
A1 T.EME(RELATED ACTI,ITIES
Pos#e' 2 We do /any #&$n!s $n s%&oo31
'b0ective: To identify activities that children and adults do in school
!aterials: manila paper, 6&@ lengthwise bond paper, pencils, crayons, manila paper with a pre-drawn
outline of a school
:umber of $layers&$articipants: A children
$rocedure:
6. #istribute the paper to the children. *ave them draw one activity they do in school on each piece.
7. /et them paste their drawings on the manila paper.
8. /et them label their work or take down dictation as needed.
C3ass "u$3#
!aterials: 6&B construction paper scissors yarn
:umber of $layers&$articipants: B-A
$rocedure:
6. Teacher cuts out individual frames of construction paper.
7. (sk each child to draw himself&herself on the construction paper. /et him&her write her name below the drawing. %f the
child does not know how to write his&her name, give him a name card from which he can copy his name.
8. Stitch the individual frames using the yarn.
@. $ost the class ;uilt on the wall.
Pos#e': I %an &e3)4
'b0ective: to identify ways a member of the class can help each other in class& school
!aterials: C of construction paper
:umber of $layers&$articipants: A children
$rocedure:
6. (sk children to think of ways they can help one another in school.
7. *ave them draw these on the construction paper.
8. 2lue the construction paper on manila paper.
@. Write the title of the chart D We can help in many ways D
C3ass'oo/ Ru3es+ S%&oo3 Ru3es
'b0ective: to list classroom and school rules that help maintain cleanliness and orderliness in the classroom and in school
!aterials: cardboard or paper strips
:umber of $layers&$articipants: A children
$rocedure:
1. (sk children to think of rules they should have in class to make it a better place for learning. *ave them think of rules
that can keep them safeE rules for work, meeting time etcE rules in dealing with people
7. /et them write each rule on a strip of paper.
8. $ost these rules around the classroom where most appropriate. 4or example, post rules related to books
in the reading corner.
51 OT.ER MAT. ACTI,ITIES
Red .un#
'b0ective&,ompetency: to recogni1e colors
!aterials: different red ob0ects
:umber of $layers&$articipants: A children
$rocedure:
6. Tell children to look for red ob0ects in the classroom.
7. (sk children to identify the ob0ects that he&she found.
4
Ou' Red 5oo6
'b0ectives: to recogni1e colors
!aterials: stapled pages of 6&A manila paper, C newsprint or bond paper, glue, crayons or markers
:umber of $layers&$articipants: A children
$rocedure:
6. Tell children to think of red ob0ects in their environment.
7. (sk each one to choose at least 8-@ red ob0ects they would like to draw.
8. *ave them draw each blue ob0ect in a small strip of paper.
@. $aste these on the pages of the +ig +ook.
F. *ave children design the cover of the book.
B. Show to the whole class during !eeting Time.
Red Co33a!e
'b0ectives: to recogni1e colors
!aterials: bond or scratch paper pencil torn or cut out pieces of red art paper
:umber of $layers& $articipants: 7-A
$rocedure:
6. (sk children to choose 6 thing that is red.
7. Teacher draws that ob0ect on a sheet of bond or scratch paper. 5,hildren can also draw their own figures.9
8. (sk children to Gcolor the ob0ect red using the torn or cut out pieces of red art paper.
P3aydou!&: I Can Ma6e Red O78e%#s
'b0ectives: to develop eye-hand coordination
To recogni1e colors
!aterials: playdough paper
$reparation: When making play dough use red food coloring only.
.OW TO MAKE PLAY DOUG.
COOKED PLAYDOUG.
!aterials: 4lour, water, salt, cream of tartar, oil, wax paper, food coloring
$rocedure:
6. !ix 6 cup of flour, 6 cup of water, H cup of salt, 7 tablespoon of cream of tartar, and 6
tablespoon of oil in a saucepan and cook until the concoction achieves a smooth texture.
7. Turn out onto wax paper and knead in food coloring.
UNCOOKED PLAY DOUG.
!aterials: 7 cups all purpose flour, I cup salt, C cup oil, approximately H cup water, food
coloring
$rocedure: !ix dry ingredients together. (dd oil. (dd water until you get a nice consistency for
molding. Store in airtight container.
Jariations: 2ive each child a small ball and tell them to make a hole in it with their finger.
S;uirt a drop of food coloring into the hole and then let the child s;uee1e it to mix the color.
$rocedure:
6. ,hildren identify red ob0ects they see in the classroom.
7. ,hildren form ob0ects out of the playdough.
Red O78e%#s Pu993e
'b0ective: to recogni1e colors
:umber of $layers&$articipants: 6-@ 5depending on number of pu11les available9
!aterials: 7-8 pu11les of red ob0ects
$repare: #raw things that are red on a sheet of bond or scratch paper. Stick the drawing on a sheet of cardboard.
5
#ivide the drawing into 7-8 pieces.
$rocedure:
6. %nitially give the children 6 pu11le set 57-8 pieces9 to put together.
7. (s children get more skillful at forming the pu11le, give 7 pu11le sets 5with 7-8 pieces each9 at a time.
$ote: Watch out "or di""iculties% especially i" this i" the child&s "irst e'perience with pu((les. I" children get con"used with
#ore than one set at a ti#e% pro)ide * or #ore sets later in the school year.
Co3o' Ma#%&
'b0ective: to match colors
!aterials: a set of color cards
:umber of $layers&$articipants:7-@
$rocedure:
1 2ive each group 7 sets of color cards.
21 Tell the children to match cards of the same color
Co3o' Lo##o
'b0ective: to match shapes of the same color
!aterials: playing board with drawings of the same shape but of different colors, calling cards
with colored shapes that match playing board
$rocedure:
6. 2ive each player a playing board with a shape 5ex. s;uare9 of different colors drawn on them
7. Teacher holds up each calling card 5shape of different colors9 in turn for the players to claim.
8. ,ontinue until someone fills up his or her board.
5$n!o: Co3o's
'b0ective: color recognition
:umber of players&participants: 6-@
!aterials: color bingo cards E individual color cards
$reparation: #ivide pieces of cardboard into K sections. >ach frame must have a drawing of a shape
$repare individual cards for each shape. =se these as call out cards.
$rocedure:
6. #istribute 6 bingo card to each student.
7. Take one call card at a time and show the color card to the children.
8. %f the child has this color in his bingo card, he covers this with a token.
@. The first player to cover all colors in his card wins the game.
Co3o' Do/$no
'b0ective: to match colors
!aterial : color domino cards
:umber of players&participant: @-B
$rocedure:
6. #eal all cards to the players.
7. The first player lays down a color card.
8. The next player lays down a card that can be connected to either color on the card. 2ame continues until all cards have
been laid down
S&a)e Lo##o
'b0ective: to match shapes of the same color
!aterials: playing board with drawings of different shapes, calling cards with shapes that match
playing board
:umber of $layers&$articipants: 6-@
$rocedure:
6. !ake some boards with shapes drawn on them and cut some shapes out card to match.
7. Teacher holds up each shape in turn for the players to claim.
8. ,ontinue until someone fills up his or her board.
6
S&a)e Ma#%&
'b0ectives: to match shapes
!aterials: 7? pairs of shape cards
:umber of $layers& $articipants: 7-@
$rocedure:
6. /ay out all shape cards on the table.
7. >ach child takes turns look for two identical shape cards.
8. ,hild names the shape of the card.
@. (fter all cards have been collected, ask children to sort their cards. *ave them count how many of each shape they got.
F. /et them record this on their pad paper.
5$n!o: S&a)es
'b0ective: shape recognition
:umber of players&participants: 6-@
!aterials: shape bingo cards E individual shape cards
$reparation: #ivide pieces of cardboard into K sections. >ach frame must have a drawing of a shape
$repare individual cards for each shape. =se these as call out cards.
$rocedure:
6. #istribute 6 bingo card to each student.
7. Take one call card at a time and show the shape card to the children.
8. %f the child has this shape in his bingo card, he covers this with a token.
@. The first player to cover all shapes in his card wins the game.
S&a)e Do/$no
'b0ectives: To recogni1e geometric shapes and match geometric shapes that are alike
!aterials: set of 7A geometry dominoes
:umber of $layers&$articipants: B children
$rocedure:
6. (ll dominoes are placed face down.
7. >ach player draws L dominoes.
8. ( player with a DdoubleM begins play.
@. >ach player in turn says the shape names and then plays as in a regular domino game.
F. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all
players must pass.
53o%6 P3ay
'b0ective: to explore the attributes of 8-dimensional or space figures
to understand the relationship between figures
to build structures using blocks
!aterials: table or floor blocks
:o. of $articipants: 6-@
$rocedure:
,hildren use table or floor blocks to build structures.
While building structures children are encouraged to talk about attributes of block 5e.g. long& short, heavy&light9 and the
relationship of each block to another 5e.g. 7 of these blocks make 6 of these blocks9
,hildren can also be encouraged to build structures based on the theme of the week 5e.g. building homes, schools,
establishments in the community9
5ead S#'$n!$n!
'b0ective: to develop fine motor skills
To explore patterns
!aterials: set of colored wooden beads and string 5or shoelaces9
:umber of $layers& $articipants: 6-@
$rocedure:
6. $rovide children with a set of wooden beads. Show them how to string beads first regardless of color. 5%f uncolored
bead are available this can initially be used.9
7. ,hoose bead of two colors and string these showing a pattern.
7
>x. blue, blue, red, blue, blue, red
8. (sk children what they notice about the arrangement of the beads
@. (sk the children to choose 7 colors and to make their own arrangement.
F. #iscuss the arrangement or pattern each child makes.
Cons#'u%#$on Toys
'b0ectives: to explore space by fitting things together and taking things apart
!aterials: construction toys 5e.g. interlocking blocks9
:umber of $layers& $articipants: 6-@
$rocedure:
$rovide children with a set of construction toys. 4itting things together and taking them apart provides children with both
spatial challenges and a sense of accomplishment. Through trial and error, persistence and repetition, children gain first
hand experience with putting things together, taking them apart, and twisting and turning them.
Sa/e and D$::e'en#
'b0ective&,ompetency: to identify similarities and differences between ob0ects
!aterials: assorted ob0ects from the 0unk box
:umber of $layers&$articipants: A children
$rocedure:
6. 2ive each child a pair of ob0ects.
7. (sk the child to describe each ob0ect.
8. (sk the child to identify similarities between the two ob0ects
@. (sk the child to identify the differences between the two ob0ects
;un6 5o< So'#$n! 5grouping ob0ects into 7 groups: big-small, long-short, red-not red, blue-not blue, etc.9
'b0ectives: to sort ob0ects based on similarities and differences
:umber of $layers& $articipants: @-A
!aterials: box of a variety of ob0ects 5make sure there are ob0ects that are exactly the same and those that have similar
characteristics N color, shape, function9
$rocedure:
To give your child the idea of sorting in play, you may need to start casually sorting things out yourself. Try sorting out all
the red blocks to make a tower, sorting coins into piles of different denominations, putting all the shapes in one field, all
the cows in another. 3eep a box full of small ob0ects like buttons, paperclips, beads, dried beans, coins, nuts and bolts.
Oour child may like to have an egg tray to sort them into.
Nu/7e' S#a#$on 5;uantities of 89
'b0ective: To count up to ;uantities of 8
To see that despite differences in appearance ;uantities remain the same 5conservation9
!aterials: several boxes of toothpicks
:umber of $layers&$articipants: A children
$rocedure:
6. Teacher chooses a number to work with for the day, in this case 8.
7. ,hildren work together exploring a given ;uantity of toothpicks making as many arrangements as possible.
8. Teacher encourages the children to describe the toothpick patterns in a variety of ways.
5Jariation: ,hildren can explore other materials such pebbles, popsicle sticks, and blocks.9
Nu/7e' 5oo6s 5;uantities of 89
'b0ective&,ompetency: To use numerals to describe and record ;uantities
!aterials: several boxes of toothpicks
$rocedure:
2lue the designs from the :umber Stations activity on sheets of paper. +ind the paper to make a book
Jariation: *elp your child to draw pictures or glue in pictures from maga1ines of things that are important to him and
write a number caption underneath 5e.g. 8 pairs of shoes, 8 bottles of 0uice9
I3an! Dan!6a3=
'b0ective: to measure length using non-standard units and tools
!aterials: ob0ects that have a length of 6 or more Gdangkal or hand spans
8
:o. of $articipants: small group
$rocedure:
6. ,hildren are given a set of ob0ects. They compare the lengths of the ob0ects and determine which is longer& shorter,
longest& shortes
7. ,hildren are asked to estimate how long each ob0ect is - how many Gdangkal or hand spans long each ob0ect is.
8. Then children use their hand span or use Gdangkal to measure the length of each.
@. #iscuss why some children counted more Gdangkal than the others.
F. $oint out that the hand span of each child may be different from one another, thus making the number of Gdangkal more
or less than that of the others.
C1 OT.ER LANGUAGE ARTS ACTI,ITIES
M$n$(7oo6: I See Red T&$n!s A'ound Me
'b0ectives: to recogni1e colors
!aterials: individual booklets, pencil, red crayons or markers
:umber of $layers&$articipants: A children
$rocedure:
6. (sk children to look for )ed ob0ects in the classroom.
7. *ave them draw each of these ob0ects on the pages of the booklet.
8. /et them label their drawings. Take down dictation as needed.
W'$#e'>s Wo'6s&o): I Do Many T&$n!s $n S%&oo3
'b0ective: To identify the activities that children do in school
!aterials: B-A pages of H crosswise papers stapled together, pencils, crayons 5Teacher writes the title on each of the booklets.9
:umber of $layers&$articipants: A children
$rocedure:
6. 2ive each child a booklet.
7. (sk them to write their name on the cover page of the booklet.
8. (sk them to draw and write about what they do in school. Take down dictation if the child cannot write on his own yet.
@. *ave him color his drawings.
D. SONGS+POEMS+ R.YMES
$ote: Continue to sing the songs "or Meeting i#e + and *. Re"er to the ,ppendi' o" Week +.
I Can S$n! A Ra$n7o?
)ed and yellow and pink and green
'range and purple and blue
% can sing a rainbow
Sing a rainbow
Sing a rainbow tune
/isten with your ears
/isten with your ears
(nd sing everything you hear
% can sing a rainbow
Sing a rainbow
Sing along with me
Can -e sang during Meeting i#e * or -e"ore doing the $u#-er Books ./uantities o" 01
T&'ee L$##3e Mon6eys
Three little monkeys sitting on a tree
Teasing !r. ,rocodile, DOou cant catch mePM
(long came !r. ,rocodile, hungry as can be and DsnapPM
58 take away 6 is 79
Two little monkeys-
'ne little monkey-
T&'ee G'een 5o##3es
Three green bottles standing in a row 57x9
(nd if one green bottle should accidently fall
Therell be two green bottles standing in a row -
5Two- 'ne- :o more green bottles standing in a row.1
9
:o more monkeys sitting on a tree.
I#o>n! G$na!a?a Ko sa Paa'a3an
'b0ective: To identify the things we do in school
:umber of $layers&$articipants: whole or small group
$rocedure:
(sk the children to sit in a circle.
(ssign a child to be the leader who will act out an activity we do in school 5example: eating snacks9 while the whole
class is singing.
(fter the song, the children will try to guess the actions of the leader.
The one who guesses the correct answer will be the next leader.
Itong ginagawa ko sa paaralan
Hindi nagsasawa at paulit2ulit pa
3ayahin niyo ako .*'1
iyak #atutuwa kayo sa gawaing ito.
W&a#>s a .andy Ru3e'=
$rocedure:
During Meeting i#e * .whole group1
6. Show the title of the poem to the children: D:o )uler" :o $roblemPM and let them try to imagine what its about.
7. +rainstorm a list of rulers they Dcarry with themM at all times N hand spans, arm spans, strides, baby steps, thumb
lengths, body lengths, and cubits 5elbow to the tip of middle finger9
8. )ead the poem :o )uler" :o $roblemP
No Ruler? No Problem!
I #easured using hand spans%
,nd #y note-ook ca#e out two.
When a ruler isn&t handy%
hen a hand or "oot will do.
My cat was twenty thu#- prints%
,nd #y dog was twenty2eight.
When I cannot "ind #y ruler%
hen #y thu#- print works 4ust great.
I #easured using ar# spans
,nd #y -edroo# ca#e out "our.
here are lots o" ways to #easure 5
,r#s and hands and #any #ore6
E1 INDOOR+OUTDOOR GAMES
Peo)3e Coun#$n! Ga/es 56,7,89
'b0ectives : To count in se;uence
To learn one-to-one correspondence
To develop body coordination
To develop a sense of rhythm
!aterials: ball or 0ump rope
:umber of participants: whole or small group
$rocedure:
S#and and S$#: D'neM 5sit9, DTwoM 5stand9, DThreeM 5sit9,
.o))$n! Fo'?a'd: D'ne, Two, ThreeM 5change direction9
D'ne, Two, ThreeM 5change direction9
10
L$ne U)
'b0ectives: to compare and group people into 7 groups based on given attributes
:umber of $layers&$articipants: whole group
$rocedure:
(sk children to form a circle.
Tell them that when you give them some descriptions, they will need to form 7 lines in front of you.
- +'OS and 2%)/S
- W>()%:2 #)>SS or S3%)T and W>()%:2 /':2 or S*')T $(:TS
- F O>() '/#S and not F O>() '/#S
- *(S >())%:2 and *(S :' >())%:2S
- W(/3S T' S,*''/ and )%#>S ( J>*%,/> 2'%:2 T' S,*''/
:ote: include other descriptions that can be used for your own class
Tea%&e'@ May I=
'b0ective&,ompetency: To follow directions
To develop gross motor skills
!aterials: none
:umber of $layers&$articipants: whole class
$rocedure:
Teacher stands a few feet away from the group of children facing her.
Teacher tells the children that she is going to give each child a command 5example: D,aloy, make five baby steps.M9 but
before that child can obey the teacher, he has to ask permission first by saying DTeacher, may %"M then waits for teacher
to answer, DOes, you may.M before proceeding with the task assigned.
The child who forgets to ask permission loses his turn to move forward. /ikewise, the child who proceeds without
waiting for teacher to grant him permission, also loses his turn to move forward.
The teacher calls out the childrens names one by one and gives them a command 5example: D,arisa, make four giant
steps.M or D,elina, make three frog hops.M9.
The child moves forward as he obeys the commands accordingly.
The first to reach the teacher wins and gets the chance to be the next DTeacher.M
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