KINDERGARTEN SCHOOL: TEACHING DATES: NOVEMBER 4-8, 2019

DETAILED TEACHER: WEEK NO. WEEK 22

LESSON PLAN CONTENT FOCUS: There are places of learning in the community. QUARTER: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME OBJECTIVES

ARRIVAL Developmental Domains

LL(Language, Literacy and
Daily Routine:
National Anthem
Daily Routine:
National Anthem
Daily Routine:
National Anthem
Daily Routine:
National Anthem
Daily Routine:
National Anthem
TIME Communication) Opening Prayer
Exercise
Opening Prayer
Exercise
Opening Prayer
Exercise
Opening Prayer
Exercise
Opening Prayer
Exercise
Content Standard
The child demonstrates an Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
understanding of: Attendance Attendance Attendance Attendance Attendance
 paggalang Balitaan Balitaan Balitaan Balitaan Balitaan
Performance Standard
The child shall be able to:
 Tamang pagkilos sa lahat
ng pagkakataon na may
paggalang at
pagsasaalang-alang sa
sarili at sa iba.
Learning Competency
Code
KAKPS-00-15
KAKPS-00-15
MEETING Developmental Domains
SE Pagpapaunlad sa
Message:
My school is a place of
Message:
There are places of
Message:
There are libraries in
Message:
There are other places
Message:
There are people who
TIME 1 Kakayahang Sosyo-Emosyunal learning in the community. learning for different
people.
the school and in the
community.
of learning in the
community.
work in places of
learning.
Physical and Natural
Environment
Question/s:
LL Language, Literacy and
Communication What is the name of your
school? Questions: Questions: Questions: Questions:
Content Standard
Ang bata ay nagkakaroon ng Where are you studying? Aside from the different Aside from the school In the places we
What are the things that you classrooms that we and the library, what visited, who are the
pag-unawa sa: do in school?
 konsepto ng pamilya, Who are your friends visited yesterday, what are in other places people that you saw?
paaralan at here in school? else did we visit? where you can learn
Aside from the school, what (Library) things? (This may What were the people
komunidad bilang are the places where you
kasapi nito Do you have friends who include the home, the doing?
can learn? do not study here? Who What are the things barangay center, the
 increasing his/ her
are they? that you saw in the mini parents’ work places,
conversation skills
library in our museums, etc.)
 the importance in
Where are your other classroom?
getting details from
friends studying? What are the things
the environment
What are the people you can learn from
 acquiring new doing in the library? these places?
words/widening What other things can Can you learn even if
his/her vocabulary you do in the library? you are finished
links to his/her studying in school?
experiences How?
Performance Standard
Ang bata ay nagpapamalas
ng:
• pagmamalaki at
kasiyahang
 makapagkuwento ng
sariling karanasan bilang
kabahagi ng pamilya,
paaralan at komunidad
• expresses his/her
feelings and ideas in
words that make sense
• note details from the
environment and
information presented
• actively engage in
meaningful conversation
with peers and adults
using varied spoken
vocabulary
WORK Developmental Domains
(SE) Pagpapaunlad sa
PERIOD 1 Kakayahang Sosyo-Emosyunal
(KP) Kalusugang Pisikal at
Pagpapaunlad ng Kakayahang
Motor
(S) Sining
((M) Mathematics
(LL) Language, Literacy
and Communication
Content Standard
Ang bata ay nagkakaroon ng
pag-unawa sa:
 damdamin at emosyon
ng iba
 konsepto ng pamilya,
paaralan at komunidad
bilang kasapi nito
 kanyang kapaligiran at
naiuugnay ditto ang
angkop na paggalaw ng
katawan
 sariling kakayahang
sumubok gamitin nang
maayos ang kamay
upang lumikha/
lumimbag
 pagpapahayag ng
kaisipan at imahinasyon
sa maikhain at malayang
pamamaraan
 objects in the
environment have
properties or attributes
(e.g., color, size, shapes
and functions) and that
objects can be
manipulated based on
these properties and
attributes
 increasing his/her
Teacher-Supervised
Activity
Dioarama of the school
SKMP-00-2
LLKV-00-1
LLKPA-Ig-7
LLKAK-Ih-3
Materials: indigenous
materials, glue, clear tape,
paint, brush
Procedure:
1. Distribute shoe boxes or
any box of similar size for
their diorama.
2. Brainstorm with them what
can be seen in the school
assigned to each group
. 3. Using clay or play dough
and other junk materials,
have them recreate the
school that was assigned to
them.
4. Cover the box with art or
construction paper and draw
the natural features of the
school.
5. Have them set up their
clay and junk models inside
the box.
6. Ask learners to hang the
name of the school or
learning center they
recreated on the box.
Independent Activities
Block Play: Schools in the
Community
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, pictures or
drawing of places of learning
Teacher-Supervised
Activity
School Tour
Discuss how the learners
should behave while visiting
the different classrooms.
Emphasize treating other
learners with respects.
SKMP-00-2
LLKPA-Ig-7
LLKAK-Ih-3
LLKV-00-5
Materials: Manila paper,
coloring materials, pictures of
objects in the community
which begin with the /o/
sound.
Procedure:
1. Bring the learners to the
different areas in the school.
(Library, AV hall, Madrasah
classroom, E-classroom etc)
2. Discuss each part with the
learners.
3. Encourage the learners to
observe the people and
things in the different parts
of the school.
Independent Activities
Block Play: Schools in the
Community
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, pictures or
drawing of places of learning
Procedure:
1. Put pictures or drawing of
places in the community at
the Blocks Area.
2. Encourage the learners to
Teacher-Supervised
Activity
/L/ for Library
KMKPKom-00-2
LLKLC-00-1
LLKOL-00-7
Materials: pictures of words
that begin with L
Procedure:
1. Show words that begin
with L. One example is the
‘library.’ 2. Show the letter Ll.
3. Show the learners how to
write Ll.
4. Give examples of words
that begin with /L/.
5. Ask the learners to give
the sound of /L/.
6. Ask the learners for other
words that begin with /L/.
Independent Activities
Block Play: Schools in
the Community
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, pictures or
drawing of places of
learning
Procedure:
1. Put pictures or drawing of
places in the community at
the Blocks Area.
2. Encourage the learners
to build places of learning
in the community, with the
pictures as examples
Shape Collage: Places in
the School
SKMP-00-4
Teacher-Supervised
Activity
Which word starts
with Ll?
LLKPA-Ic-2
Materials: pictures or
drawing of words that
begin with different letters
of the alphabet, pictures or
drawing of words which
begin with L.
Procedure:
1. Show two pictures. One
begins with /L/, and the
other begins with another
letter.
2. Ask the learners to
identify which /L/.
Independent Activities
Block Play: Schools in
the Community
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, pictures
or drawing of places of
learning
Procedure:
1. Put pictures or drawing
of places in the community
at the Blocks Area.
2. Encourage the learners
to build places of learning
in the community, with the
pictures as examples
Shape Collage: Places
in the School
SKMP-00-4
Materials: shape cut-outs,
glue, bond paper
Procedure:
Teacher-Supervised
Activity
Role Matching
MKSC-00-6
Materials: pictures or
drawing of people who
work in different parts or
drawing of the school,
pictures or drawing of
things found in different
parts of the school,
pictures of the different
parts of the school (All
pictures must have labels)
Procedure:
1. Lay down all the pictures
and drawings
2. Ask the learners to
match the pictures or
drawings of the people and
things, with that of the
places.
Independent Activities
Block Play: Schools in
the Community
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, pictures
or drawing of places of
learning
Procedure:
1. Put pictures or drawing
of places in the community
at the Blocks Area.
2. Encourage the learners
to build places of learning
in the community, with the
pictures as examples
Shape Collage: Places
in the School
 conversation skills
 letter sounds to name
relations
 letter representation of
sounds- that letters as
symbols have names and
distinct sounds in
representing ideas
 acquiring new
words/widening his/her
vocabulary links to
his/her experiences
 information received by
listening to stories and is
able to relate within the
context of his/her own
experience
Performance Standard
Ang bata ay nagpapamalas
ng:
 kakayahang unawain at
tanggapin ang emosyon
at damdamin ng iba
 pagmamalaki at
kasiyahang
makapagkuwento ng
sariling karanasan bilang
kabahagi ng pamilya,
paaralan at komunidad
 maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
 kakayahang gamitin ang
kamay at daliri
 kakayahang maipahayag
ang kaisipan, damdamin,
saloobin at imahinasyon
sa pamamagitan ng
malikhaing
pagguhit/pagpinta.
 manipulate objects based
on properties or
attributes
 confidently speak and
express his/her feelings
and Ideas in words that
make sense
 identify/pick out the
distinct sounds in words,
match sounds with
letters, and hear a
specific letter sound by
listening to familiar
poems and stories and by
singing rhymes and
songs
 identify the letter names
Procedure:
1. Put pictures or drawing of
places in the community at
the Blocks Area.
2. Encourage the learners to
build places of learning in
the community, with the
pictures as examples
Shape Collage: Places in
the School
SKMP-00-4
Materials: shape cut-outs,
glue, bond paper
Procedure:
1. Have learners choose an
area in school to represent.
2. Let them recreate this area
using the shape cut-outs.
3. After everyone is done,
have each one present this to
the group. Let them talk
about the area of their choice
- who uses, what is it used for
and what can be found in this
area.
Play dough school
SKMP-00-6
KPKFM-00-1.5
Materials: playdough
Procedure: 1. Ask the
learners to make models of
places of learning with clay.
2. Place their models on top
of a piece of cardboard 3.
Exhibit the learners’ works.
Map making: Home to
school
SKMP-00-1
Materials: example of a map,
coloring materials, paper
Procedure:
1. Show the learners a map
. 2. Explain what a map is for.
3. Ask the learners to make a
map from the school to their
home.
Picture Sorting
MKSC-00-6
SEKEI-00-1
Materials: pictures or drawing
of appropriate and
inappropriate behavior
Procedure:
1. Let the learners pick out a
build places of learning in
the community, with the
pictures as examples
Shape Collage: Places in
the School
SKMP-00-4
Materials: shape cut-outs,
glue, bond paper
Procedure:
1. Have learners choose an
area in school to represent.
2. Let them recreate this area
using the shape cut-outs.
3. After everyone is done,
have each one present this to
the group. Let them talk
about the area of their choice
- who uses, what is it used
for and what can be found in
this area.
Play dough school
SKMP-00-6
KPKFM-00-1.5
Materials: playdough
Procedure: 1. Ask the
learners to make models of
places of learning with clay.
2. Place their models on top
of a piece of cardboard 3.
Exhibit the learners’ works.
Map making: Home to
school
SKMP-00-1
Materials: example of a map,
coloring materials, paper
Procedure:
1. Show the learners a map
. 2. Explain what a map is for.
3. Ask the learners to make a
map from the school to their
home.
Picture Sorting
MKSC-00-6
SEKEI-00-1
Materials: pictures or drawing
of appropriate and
inappropriate behavior
Procedure:
1. Let the learners pick out a
picture.
2. Ask the learners to
classify the pictures to
appropriate and
inappropriate behavior.
Materials: shape cut-outs,
glue, bond paper
Procedure:
1. Have learners choose an
area in school to represent.
2. Let them recreate this
area using the shape cut-
outs.
3. After everyone is done,
have each one present this
to the group. Let them talk
about the area of their
choice - who uses, what is it
used for and what can be
found in this area.
Play dough school
SKMP-00-6
KPKFM-00-1.5
Materials: playdough
Procedure: 1. Ask the
learners to make models of
places of learning with clay.
2. Place their models on top
of a piece of cardboard 3.
Exhibit the learners’ works.
Map making: Home to
school
SKMP-00-1
Materials: example of a
map, coloring materials,
paper Procedure:
1. Show the learners a map
. 2. Explain what a map is
for. 3. Ask the learners to
make a map from the school
to their home.
Picture Sorting
MKSC-00-6
SEKEI-00-1
Materials: pictures or
drawing of appropriate and
inappropriate behavior
Procedure:
1. Let the learners pick out
a picture.
2. Ask the learners to
classify the pictures
to appropriate and
inappropriate
behavior.
1. Have learners choose an
area in school to represent.
2. Let them recreate this
area using the shape cut-
outs.
3. After everyone is done,
have each one present this
to the group. Let them talk
about the area of their
choice - who uses, what is
it used for and what can be
found in this area.
Play dough school
SKMP-00-6
KPKFM-00-1.5
Materials: playdough
Procedure: 1. Ask the
learners to make models of
places of learning with
clay. 2. Place their models
on top of a piece of
cardboard 3. Exhibit the
learners’ works.
Map making: Home to
school
SKMP-00-1
Materials: example of a
map, coloring materials,
paper Procedure:
1. Show the learners a map
. 2. Explain what a map is
for. 3. Ask the learners to
make a map from the
school to their home.
Picture Sorting
MKSC-00-6
SEKEI-00-1
Materials: pictures or
drawing of appropriate and
inappropriate behavior
Procedure:
1. Let the learners pick out
a picture.
2. Ask the learners to
classify the pictures
to appropriate and
inappropriate
behavior.
SKMP-00-4
Materials: shape cut-outs,
glue, bond paper
Procedure:
1. Have learners choose an
area in school to represent.
2. Let them recreate this
area using the shape cut-
outs.
3. After everyone is done,
have each one present this
to the group. Let them talk
about the area of their
choice - who uses, what is
it used for and what can be
found in this area.
Play dough school
SKMP-00-6
KPKFM-00-1.5
Materials: playdough
Procedure: 1. Ask the
learners to make models of
places of learning with clay.
2. Place their models on
top of a piece of cardboard
3. Exhibit the learners’
works.
Map making: Home to
school
SKMP-00-1
Materials: example of a
map, coloring materials,
paper Procedure:
1. Show the learners a map
. 2. Explain what a map is
for. 3. Ask the learners to
make a map from the
school to their home.
Picture Sorting
MKSC-00-6
SEKEI-00-1
Materials: pictures or
drawing of appropriate and
inappropriate behavior
Procedure:
1. Let the learners pick out
a picture.
2. Ask the learners to
classify the pictures
to appropriate and
inappropriate
behavior.
 and sounds
 actively engage in
meaningful conversation
with peers and adults
using varied spoken
vocabulary
 listen attentively and
responds/ interact with
peers and teacher/ adult
appropriately
Developmental Domains
MEETING LL(Oral Language)
TIME 2 Content Standard
Ang bata ay nagkakaroon ng
pag-unawa sa:
 increasing his/ her
conversation skills
Performance Standard
Ang bata ay nagpapamalas
ng:
 confidently speak and
express his/ her feelings
and ideas in words that
make sense
picture.
2. Ask the learners to classify
the pictures to appropriate
and inappropriate behavior.
Activity: Let the learners
present their work.
Poem/Rap: Paaralan
Song: In School
Question:
 What is learning?
 What are the places of
learning in your school?
 What are the things that
you’ve learned?
(There are places in the
community where I can
learn things. This includes
the school, library, etc.)
Activity: Let the learners
talk about their experiences
in touting the different
classrooms and the library in
the school.
Poem: Paaralan
Song: In School
Question:
 What are the different
classrooms that we visited
in the school?
 What are the things that
the students and teachers
are doing in these
classrooms?
 What are the things that
you saw in these
classrooms?
Activity: Let the learners Activity: Let the learners Activity: Let the learners
present their work. present their work. present their wor
Question: Question: Question:
 What are the things that  What are the other  Who are the people in
you saw in the library? places where you can the different learning
learn? places?
 Are there other libraries
in the community?  Can you learn even if  What are their roles?
you are outside the
 What are the things that school? What are these  Why are they important?
things?
you can do in the library?
 What are the things
 How can the library help  Can you learn even if that you can learn from
in learning new things? you finished school? them?
(The library is a place Where can you learn
where books are kept. It new things? (People work in places of
is a place where I can learning. This includes
read about different (We can learn things teachers, trainers,
things.) everywhere, even librarians, etc.)
outside the school.)

(Write the learners’

answers on a chart.)

Developmental Domains SNACK TIME (Teacher Supervised)

SUPERVISE LA: PKK Pangangalaga sa Mungkahing Gawain: Panalangin Bago Kumain (SEKPSE-IIa-4)
D RECESS Sariling Kalusugan at Tamang paghuhugas ng kamay bago at pagkatapos kumain. (KPKPKK-Ih-1)
Kaligtasan Tamang pagtatapon ng kalat sa basurahan.(KMKPKom-00-4)
Content Standard Tamang pagsisipilyo ng ngipin pagkatapos kumain. (KPKPKK-Ih-1)
Ang bata ay nagkakaroon ng
pag-unawa sa:
 kakayahang
pangalagaan ang sariling
kalusugan at kaligtasan
Performance Standard
Ang bata ay nagpapamalas
ng:
 pagsasagawa ng mga
pangunahing kasanayan
ukol sa pansariling
kalinisan sa pang-araw-
araw na pamumuhay at
pangangalaga para sa
sariling kaligtasan
 STORY Developmental Domains
BPA (Book and Print
Awareness)
Content Standard
The child demonstrates an
understanding of:
 book familiarity,
awareness that there is a
story to read with a
beginning and an en,
written by author(s), and
illustrated by someone
Performance Standard
The child shall be able to:
 use book – handle and
turn the pages; take care
of books; enjoy listening
to stories repeatedly and
may play pretend-
reading and associates
him/herself with the story
Learning Competency
Code
LLKBPA-00-2 to 8
WORK Developmental Domains
(KP) Kalusugang Pisikal at
PERIOD 2 Pagpapaunlad ng Kakayahang
Motor
(S) Sining
(M) Mathematics
Content Standard
The child demonstrates an
understanding of:
 kanyang kapaligiran at
naiuugnay dito ang angkop
na paggalaw ng katawan
 sariling kakayahang
sumubok gamitin nang
maayos ang kamay upang
lumikha/lumimbag
 pagpapahayag ng kaisipan
at imahinasyon sa
malikhain at malayang
pamamaraan
 the sense of quantity and
numeral relations, that
addition results in increase
and subtraction results in
decrease
 organizing and interpreting
data
Theme: Any age and culturally
appropriate story about one’s
face
Teacher-Supervised Activity
School Counting Tour
MKC-00-7
KPKFM-00-1.4
MKAP-00-1
Materials: tally board with
different things that can be
seen around the school (make
sure that learners tally
different items), writing
materials
Procedure:
1. Give the learner a tally
board.
2. Let the learners go around
the classroom and ask them
to count and record the items
written on the tally board.
Independent Activities:
Block Play: School
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, picture of
places in the school
Procedure:
1. Show the learners pictures
Theme: Any age and
culturally appropriate story
about the eyes
Teacher-Supervised
Activity
School Tour Tally
MKAP-00-1
Materials: chart, learners’
tally sheets
Procedure:
1. Ask the learners to share
the items that they counted.
2. Tally the learners’
answers. 3. Let the learners
write the numeral on the
chart.
Independent Activities:
Block Play: School
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, picture of
places in the school
Procedure:
1. Show the learners
pictures or drawing of
different parts of the school.
2. Let the learners build
models of the school using
blocks.
Theme: Any age and
culturally appropriate story
about how to take care of
one’s eyes
Teacher-Supervised
Activity
Comparing number of
objects in the school
tour Tally
MKAP-00-1 to 3
Materials: tally chart of the
counted items done during
the previous day.
Procedure:
1. Read through the items
on the chart.
2. Ask the learners the
following questions:
- Which among the items
has the most number?
- Which among the items
has the least number?
- Which items have equal
number?
Independent Activities:
Block Play: School
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, picture
of places in the school
Theme: Any age and
culturally appropriate story
about ears
Teacher-Supervised
Activity
Multiply learning
items
MKAT-00-15
Materials: different materials
found in the school (pencils,
papers, paper clips, etc)
Procedure:
1. Let the learners imagine
that there are a number of
learners who will need school
supplies. 2. Give the
following values and guide
the learners to make different
sets of items.
3. Count the total number of
items each.
- One learner with one pencil
each.
How many pencils do we
need?
- Three learners with two
pieces of paper each.
How many pieces of paper do
we need?
- Two learners with three
Theme: Any age and
culturally appropriate
story about different
sounds
Teacher-Supervised
Activity
Divide learning items
MKAT-00-16
Materials: different
materials found in the
classroom
Procedure:
1. Let the learners
imagine that there are a
number of learners who
will need school supplies.
2. Give the following
values and guide the
learners to make different
sets of items.
3. Count the total number
of items each.
- There are 9 papers. Give
3 learners an equal
number of papers? How
many papers does each
learner have? - There are
8 pencils. Give 4 learners
an equal number of
pencils. How many pencils
does each learner have?
 Performance Standard
The child shall be able to:
manipulate objects based on
properties or attributes
 maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
 kakayahang gamitin ang
kamay at daliri
 kakayahang maipahayag
ang kaisipan, damdamin,
saloobin at imahinasyon sa
pamamagitan ng
malikhaing pagguhit/
pagpinta
 perform simple addition
and subtraction of up to 10
objects or pictures/
drawings
 make sense of available
information
or drawing of different parts of
the school.
2. Let the learners build
models of the school using
blocks.
Drawing: This is My School
SKMP-00-1
Materials: paper, coloring
materials
Procedure:
1. Let the learners draw the
school
. 2. Use this drawing as the
first page of their Counting in
School book.
3. Show the learners their
finished front page.
It’s a Match
MKC-00-4 and 7
Materials: one set of cards
with numerals – 0 -7 one set
of cards with dots
(corresponding to the
numerals)
Procedure:
1. Place the numeral cards
face down in a box.
2. Place the corresponding dot
pattern cards in the chalk tray. the equivalent card in the
3. Call on a learner to get a
card form the box and place it
over the equivalent card in
the chalk tray.
4. If correct, the learner may
choose the next player.
School Tour: Counting Book Materials: blank book,
(Tuesday to Friday)
MKC-00-4 and 7
Materials: blank book, coloring learners draw the different
materials
Procedure: 1. Let the learners
draw the different items that
they saw during the school
tour. 2. Ask the learners to
count the items that they
drew and guide the learners in each number.
writing the numeral that
represents each number.
Drawing: This is My
School
SKMP-00-1
Materials: paper, coloring
materials
Procedure:
1. Let the learners draw the
school
. 2. Use this drawing as the
first page of their Counting
in School book.
3. Show the learners their
finished front page.
It’s a Match
MKC-00-4 and 7
Materials: one set of cards
with numerals – 0 -7 one set
of cards with dots
(corresponding to the
numerals)
Procedure:
1. Place the numeral cards
face down in a box.
2. Place the corresponding
dot pattern cards in the
chalk tray. 3. Call on a
learner to get a card form
the box and place it over
chalk tray.
4. If correct, the learner
may choose the next player.
School Tour: Counting
Book (Tuesday to Friday)
MKC-00-4 and 7
coloring materials
Procedure: 1. Let the
items that they saw during
the school tour. 2. Ask the
learners to count the items
that they drew and guide
the learners in writing the
numeral that represents
Procedure:
1. Show the learners
pictures or drawing of
different parts of the
school.
2. Let the learners build
models of the school using
blocks.
Drawing: This is My
School
SKMP-00-1
Materials: paper, coloring
materials
Procedure:
1. Let the learners draw
the school
. 2. Use this drawing as the
first page of their Counting
in School book.
3. Show the learners their
finished front page.
It’s a Match
MKC-00-4 and 7
Materials: one set of cards
with numerals – 0 -7 one
set of cards with dots
(corresponding to the
numerals)
Procedure:
1. Place the numeral cards
face down in a box.
2. Place the corresponding
dot pattern cards in the
chalk tray. 3. Call on a
learner to get a card form
the box and place it over
the equivalent card in the
chalk tray.
4. If correct, the learner
may choose the next
player.
School Tour: Counting
Book (Tuesday to
Friday)
MKC-00-4 and 7
Materials: blank book,
coloring materials
Procedure: 1. Let the
learners draw the different
items that they saw during
the school tour. 2. Ask the
learners to count the items
that they drew and guide
the learners in writing the
numeral that represents
each number.
pieces of paper clip each.
How many pieces of paper
clip do we need?
Independent Activities:
Block Play: School
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, picture of
places in the school
Procedure:
1. Show the learners pictures
or drawing of different parts
of the school.
2. Let the learners build
models of the school using
blocks.
Drawing: This is My
School
SKMP-00-1
Materials: paper, coloring
materials
Procedure:
1. Let the learners draw the
school
. 2. Use this drawing as the
first page of their Counting in
School book.
3. Show the learners their
finished front page.
It’s a Match
MKC-00-4 and 7
Materials: one set of cards
with numerals – 0 -7 one set
of cards with dots
(corresponding to the
numerals)
Procedure:
1. Place the numeral cards
face down in a box.
2. Place the corresponding
dot pattern cards in the chalk
tray. 3. Call on a learner to
get a card form the box and
place it over the equivalent
card in the chalk tray.
4. If correct, the learner may
choose the next player.
School Tour: Counting
Book (Tuesday to Friday)
MKC-00-4 and 7
Materials: blank book,
coloring materials
Procedure: 1. Let the learners
draw the different items that
they saw during the school
- There are 4 erasers.
Give 2 learners an equal
number of pencils. How
many erasers does each
learner have?
Independent Activities:
Block Play: School
KPKGM-Ig-3
SKMP-00-3
Materials: blocks, picture
of places in the school
Procedure:
1. Show the learners
pictures or drawing of
different parts of the
school.
2. Let the learners build
models of the school using
blocks.
Drawing: This is My
School
SKMP-00-1
Materials: paper, coloring
materials
Procedure:
1. Let the learners draw
the school
. 2. Use this drawing as
the first page of their
Counting in School book.
3. Show the learners their
finished front page.
It’s a Match
MKC-00-4 and 7
Materials: one set of cards
with numerals – 0 -7 one
set of cards with dots
(corresponding to the
numerals)
Procedure:
1. Place the numeral cards
face down in a box.
2. Place the corresponding
dot pattern cards in the
chalk tray. 3. Call on a
learner to get a card form
the box and place it over
the equivalent card in the
chalk tray.
4. If correct, the learner
may choose the next
player.
School Tour: Counting
Book (Tuesday to
Friday)
 tour. 2. Ask the learners to
count the items that they
drew and guide the learners
in writing the numeral that
represents each number.
MKC-00-4 and 7
Materials: blank book,
coloring materials
Procedure: 1. Let the
learners draw the different
items that they saw
during the school tour. 2.
Ask the learners to count
the items that they drew
and guide the learners in
writing the numeral that
represents each number.

INDOOR/ Developmental Domain Activity: This is the Way I

Learn
Activity: Obstacle course; I
Spy
Activity: Going to the
Canteen
Activity: The Boat is Sinking Activity: Teacher May I?
Reference: NKCG Part 2,
OUTDOOR Content Standard
Reference: NKCG Part 2, p.
Reference: NKCG Part 2, p.
26 Reference: NKCG Part 2,
p. 26
Ang bata ay nagkakaroon ng
pag-unawa sa: 26 p. 26
Performance Standard
Ang bata ay nagpapamalas
ng:

METING
DISMISSAL ROUTINE
TIME 3 Mungkahing Gawain: Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
 Prayer
 Awit: Paalam Na Sa Iyo