Republic of the Philippines

Department of Education
Region V (Bicol)

1
 LIST OF THE DLP DIVISION DEVELOPMENT TEAM
SALVACION M. MAGISTRADO BELEN B. PILI TERESA VISSIA B. SUNGA
EPS - Kindergarten EPS - LRMDS Project Development Officer II
WRITERS/DEMO TEACHER/ILLUSTRATOR/VALIDATOR/EDITOR/OBSERVER
Darilits B. Barce ------------------ Writer/Demo Teacher
Clarissa C. Tibi ----------------- Writer/Demo Teacher
Arlene N. Salvadora ----------------- Writer/Demo Teacher
Myrna A. Talaguit ----------------- Writer/Demo Teacher
Ivy M. Dimaiwat ----------------- Demo Teacher
Pina B. Candido ----------------- Demo Teacher
Analyn D. Manaog ----------------- Demo Teacher
Lyra N. Sabio ---------------- Demo Teacher
Maria Ester G. Villaflor ---------------- Demo Teacher
Mylen Llanderal ---------------- Demo Teacher
Sarah C. Urlanda ---------------- Demo Teacher
Gemma V. Pante --------------- Demo Teacher
Ronald M. Agato ---------------- Demo Teacher
Alex Zeus B. Botor ---------------- Illustrator
Edwin R. Monte ---------------- Illustrator
Augusto M. Guadalupe ---------------- Illustrator
Leopoldo R. Dato Jr ---------------- Validator/Editor
Julieta M. Flores ---------------- Observer/Editor
Conchita S. Simata ---------------- Observer
Arthur M. Ramboyong ---------------- Observer
Arnel H. Sacay ---------------- Observer
Noel L. Desquitado ---------------- Observer
Pedro N. Morada ---------------- Observer
Anabelle S. Catimbang ---------------- Observer
Francisco M. Dava ---------------- Observer
Randy A. Bona ----------------- Observer
Rey A. Tabarangao ----------------- Observer/Editor
Salvacion M. Magistrado ----------------- Observer/Editors

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 TABLE OF CONTENTS

TITLE PAGE ……………………………………………………………… 1

LIST OF DEVELOPMENT TEAM ……………………………………………………………… 2
TABLE OF CONTENTS ……………………………………………………………… 3
DAILY LESSON PLAN WEEK FIVE (5)
Day 1 (Monday) ……………………………………………………………… 4-22
Day 2 (Tuesday) ……………………………………………………………… 23-37
Day 3 (Wednesday) ……………………………………………………………… 38-48
Day 4 (Thursday) ……………………………………………………………… 49-65
Day 5 (Friday) ……………………………………………………………… 66-81

BIBLIOGRAPHY ……………………………………………………………… 82

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 SCHOOL: Teaching Date:
KINDERGARTEN
DAILY LESSON PLAN TEACHER: Week No.: 5 Day 1

Quarter : FIRST

Content Focus: I HAVE FEELINGS Message for the Day: I express my feelings in different ways

DEVELOPME STANDARDS OBJECTIVES/LEARNING

BLOCKS OF
NTAL COMPETENCIES ACTIVITY
TIME Content Performance
DOMAIN (Write the LC Code)

Arrival Time Exploration of different play

area

DOMAIN: Song: KUMUSTA

Language and Kumusta, kumusta, kumusta
Literacy and Kumusta kayong lahat
Transition to Communication Ako’y tuwang-tuwa
Meeting Time 1: (LL) Masaya’t nagagalak
Tralalala, tralalala (3x)
SUB-DOMAIN:
Oral Language
(OL)

DOMAIN: The child The child shall be Naipakikita ang pagiging Daily Routine
Kagandahang demonstrates an able to: tahimik at maayos sa
Asal (KA) understanding of: confidently pagkilos/pagsunod sa Opening Prayer
Meeting Time 1 ● increasing speaks and seremonya gaya ng Angel of God
SUB-DOMAIN: his/her expresses his/her pagluhod/pagtayo/pag Angel of God, My Guardian
feelings and Dear

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Pagpapahalag conversation ideas in words yuko, pag-aawit kung nasa To whom His love, commits
a sa Sarili (PS) skills that makes sense pook dalanginan me here.
● paggalang (KAKPS-00-14) Ever this day be at my side
To light and guide
To rule and guard, Amen
Attendance Check
DOMAIN: Recite rhymes and poems,
and sing simple (Tune of: Where is
Language and jingles/songs in themother thumbkin?)
Literacy and tongue, Filipino and/or Where are the boys (2x)
Communication English Here we are (2x) [the
(LL) LLKOL-Ia-2 boys/girls will stand]
Let us count the boys(2x)
Oral Language Talk about one’s personal Now, sit down (2x)
(OL) experiences; narrates (repeat the song, this time
events of the day change boys to girls]
LLKOL-Ig-3 Ask: How many boys are
there?
How many girls are
there?
Which is greater, the
boys
or the girls?
Who were not around
today?
Weather check
Tell me the weather, the
weather now (3x)
Today is a __________
day
(sunny,
rainy,windy,cloudy).
Calendar (date and day)
Linggo, Lunes, Martes,
Miyerkules,

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 Huwebes,
DOMAIN: Ang bata ay Ang bata ay Nakikilala ang mga Biyernes,Sabado.
Pagpapaunlad nagkakaroon ng nagpapamalas pangunahing emosyon Pitong araw sa isang
sa Kakayahang pag-unawa sa: ng: (tuwa, takot, galit at linggo.
Sosyo- ● sariling ugali at● kakayahang lungkot) Sabay-sabay nating
Emosyunal damdamin kontrolin ang SEKPSE-00-11 awitin.
● damdamin at sariling (Repeat 2x)
SUB-DOMAIN: emosyon ng iba damdamin at Nagkakaroon ng Anong araw ngayon?
Pagkilala ng ● konsepto ng mga pag-uugali, kamalayan sa damdamin Anong araw kahapon?
Sarili at sumusunod na gumawa ng ng iba Anong araw bukas?
Pagpapahayag batayan upang desisyon at SEKEI-00-2 Anong petsa meron tayo
ng Sariling lubos na magtagumpay sa ngayong araw?
Emosyon mapahalagahan kanyang mga Naipapahayag sa
(PSE) ang sarili: gawain positibong paraan ang Sharing time
Disiplina ● kakayahang nararamdaman.
unawain at KAKPS-00-7
Increasing his/ tanggapin ang Message
her conversation emosyon at Express thoughts, feelings, I express my feelings in
skills damdamin ng iba fears, ideas, wishes, and different ways.
● tamang pagkilos dreams
sa lahat ng LLKOL-Ig-9
pagkakataon na
may paggalang Participate actively in a Questions
at pagsasa- dialog or conversation of
alang-alang sa familiar topics How do you express your
sarili at sa iba LLKOL-00-10 feelings?
confidently
Can you show me in your face:
speaks and
when you’re happy, sad,
expresses his/her
surprise, angry.
feelings and
ideas in words
that make sense
DOMAIN:
Transition to Song: I have feelings
Language and
Work Period 1: (to the tune of Watermelon song)
Literacy and
I have feelings(2x)

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 Communication Happy, sad (2x)
(LL) Angry and surprise (2x)
SUB-DOMAIN: I feel these
Oral Language
(OL)
Ang bata ay Ang bata ay Nakikilala ang mga Teacher-Supervised:
DOMAIN: nagkakaroon ng nagpapamalas pangunahing emosyon Emotion Stick Puppets
Kalusugang pag-unawa sa: ng: (tuwa, takot, galit at Materials: popsicle sticks,
Pisikal at • sariling ugali at • kakayahang lungkot) colored paper, marker
Pagpapaunlad damdamin kontrolin ang SEKPSE-00-11 Procedure:
ng • damdamin at sariling 1. Cut the colored papers into
Kakayahang mesyon ng iba damdamin at Naisasagawa ang mga circle.
Motor (KP) • sariling pag-uugali, sumusunod na kasanayan: 2. Using marker, learners
kakayahang gumawa ng pagbakat, pagkopya ng draw faces that show
SUB-DOMAIN: sumubok desiyon at larawan, hugis at titik happiness, sadness,
Kasanayang gamitin nang magtagumpay KPKFM-00-1.4 anger, and fear.
‘Fine Motor’ maayos ang sa kanyang mga 3. Attach popsicle sticks to
(FM) kamay upang gawain the circle and let the
lumikha/ • kakayahang children use them as
lumimbag unawain at emotion puppets
• pagpapahayag tanggapin ang
ng kaisipan at emsoyon at
imahinasyon damdamin ng
sa mailkhain at iba
malayang • kakayahang
Work Period 1 pamamaraan gamitin ang Nakikilala ang mga
• objects in the kamay at daliri pangunahing emosyon
environment • kakayahang (tuwa, takot, galit at Independent:
have properties maipahayag ang lungkot) 1. Feelings Cube
DOMAIN: or attributes kaisipan, SEKPSE-00-11 Materials: small box (cube),
Language and (e.g., colors, damdamin, marker
Literacy and size, shapes, saloobin at Talk about one’s personal Preparation: At each face of
Communication and functions) imahinasyon sa experiences; narrates the cube, draw a face that
(LL) and that pamamagitan events of the day depicts a particular emotion.
SUB-DOMAIN: objects can be ng malikhaing LLKOL-Ig-3

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Oral Language manipulated pagguhit/
(OL) based on these pagpinta Express thoughts, feelings, Procedure:
properties and • manipulate fears, ideas, wishes, and 1. Learners take turns
attributes objects based on dreams throwing the cube.
• different types properties or LLKOL-Ig-9 2. At each turn, learner
of weather and attributes shares an experience
changes that • talk about how where s/he felt the
occur in the to adapt to the particular emotion on the
environment different kinds of cube.
• increasing weather and care
his/her for the
conversation environment
skills • confidently Nakikilala ang mga
speaks and pangunahing emosyon
expresses (tuwa, takot, galit at
his/her feelings lungkot)
and ideas in SEKPSE-00-11 2. Find a Match
words that make Materials: emotion cards
sense Match objects, pictures Preparation: Make two copies
based on properties/ of 10 different faces with
DOMAIN: attributes in one-to-one emotions: happy, sad, angry,
Mathematics correspondence: object to silly, surprised. Cut these out.
(M) object, object to picture, Procedure:
picture to picture 1.Lay down the cards on the
SUB-DOMAIN: MKAT-00-1 table.
Logic (L) 2.Have learners take turns
picking out two cards
showing the same emotion.
3.A child gets a point for each
pair of card that s/he
successfully matches.
4.The game ends when all
cards have been matched.
Variation: The same set of
cards can be used to play

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 memory game. Instead of
laying down the cards face
up, all cards must be placed
face down. Each child takes
turns picking out two cards.

DOMAIN: Nakikilala ang mga

Kalusugang pangunahing emosyon
Pisikal at (tuwa, takot, galit at
Pagpapaunlad lungkot) If the card matches, s/he
ng SEKPSE-00-11 gets the pair. If it does not,
Kakayahang s/he returns the cards.
Motor (KP) Naisasagawa ang mga 3. Feelings Collage
sumusunod na kasanayan: Materials: magazines,
SUB-DOMAIN: pagpilas/paggupit/pagdikit scissors, glue, Manila paper
Kasanayang ng papel Procedure:
‘Fine Motor’ KPKFM-00-1.3 1. Post Manila paper with the
(FM) label, “Sometimes people
are happy.” (sad, angry,
afraid, etc.)
2. Have learners cut out from
magazines pictures of
people showing different
emotions.
3. They will paste all pictures
of happy faces on the
happy Manila paper.

DOMAIN:
Nakikilala ang mga Food Faces
Pagpapaunlad
pangunahing emosyon
sa Kakayahang
(tuwa, takot, galit, at Ingredients: shredded green
Sosyo-
lungkot) (SEKPSE-00-11) leafy vegetables for hair,
Emosyunal
eggs/raisins for eyes,
SUB-DOMAIN:

9
Pagkilala ng tomatoes for mouth, rice made
Sarili at into a round shape, plate
Pagpapahayag Procedure:
ng Sariling 1. Learners wash their hands.
Emosyon 2. Choose an emotion they
(PSE) wish to convey.
3. Arrange the ingredients on
the rice to make a face.
4. Eat this during snack time.

Note:
For matching activities,
teachers may present
learners with varied
materials that include tactile
materials or concrete
objects. For instance,
instead of just matching
colors, learners may match
objects with the same
texture. Teachers may use
cloth swatches, cotton,
corrugated paper, etc.
Learners may also match the
objects with the same
shapes such as pencils,
coins, blocks, or varied
manipulatives. Consider this
when you encounter other
similar
activities

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 DOMAIN:
Time check, start clearing your work area while singing the song: Kung ikaw ay masaya
Language and
Kung ikaw ay masaya, tumawa ka ha ha(2x)
Literacy and
Transition to Kung ikaw ay masaya buhay mo ay sisigla,
Communication
Meeting Time Kung ikaw ay masaya tumawa ka ha ha
(LL)
2: (palitan ang nasasalungguhitan ng pumalakpak(papalakpak ang bata),
pumadyak (papadyak ang bata), kumembot ka (kekembot ang bata)
SUB-DOMAIN:
Oral Language
(OL

DOMAIN: Ang bata ay Ang bata ay Express thoughts, feelings, The pupil will pick from a box
Language and nagkakaroon ng nagpapamalas fears, ideas, wishes, and one emotion puppet, after
Literacy and pag-unawa sa: ng: dreams which he or she will tell a
Communication ● sariling ugali at ● kakayaha LLKOL-Ig-9 situation when he/she feels it.
(LL) damdamin ng kontrolin ang
● damdamin at kakayahang
SUB-DOMAIN: emosyon ng iba kontrolin ang
Oral Language ● konsepto ng sariling
Meeting Time 2 (OL mga damdamin at
sumusunod na pag-uugali,
batayan upang gumawa ng
lubos na desisyon at
mapahalagahan magtagumpay sa
ang sarili: kanyang mga
1. Disiplina 11awain
● concepts of ● tamang
size, length, pagkilos sa lahat
different types ng pagkakataon
of weather and na may
changes that paggalang at
occur in the pagsasaalang-
environment alang sa sarili at
● increasing sa iba
his/her ● kakayaha
ng unawain at

11
 conversation tanggapin ang
skills emosyon at
damdamin ng iba
● talk about
how to adapt to
the different
kinds of weather
and care for the
environment
● confidentl
y speaks and
expresses
his/her feelings
and ideas in
words that make
sense

DOMAIN: By group, pupils fall in line to wash their hands. Sing the song about washing one’s hands
Language and (to the tune of: I have two hands)
Literacy and Rub both hands, then back of the hands.
Transition Communication Rub between fingers, then both thumbs.
to Recess: (LL) Rub them softly fingertips too.
Rinse those hands, they’re good to see.
SUB-DOMAIN:
Oral Language Share your food to your classmate if they don’t have
(OL
Mungkahing Gawain:
Ang bata ay Ang bata ay Naisasagawa ang Panalangin Bago Kumain
nagkakaroon ng nagpapamalas pangangalaga sa
pag-unawa sa: ng: pansariling kalusugan Grace before Meal
kakayahang ● pagsasagawa tulad ng: paglilinis ng Bless us oh Lord and these
pangalagaan ang ng mga katawan, paghuhugas ng thy gifts
sariling kalusugan pangunahing kamay bago at pagkatapos Which we are about to receive,
at kaligtasan kasanayan ukol kumain, pagsesipilyo, From thy bounty thru Christ
DOMAIN: sa pansariling pagsusuklay, paglilinis ng our Lord, Amen.

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 Kagandahang kalinisan sa kuko, pagpapalit ng damit,
Supervised Asal (KA) pang-araw-araw pagtugon sa personal na Tamang paghuhugas ng
Recess na pamumuhay pangangailangan nang kamay bago at pagkatapos
SUB-DOMAIN: at nag-iisa(pag-ihi, pagdumi) kumain.
Pagpapahalaga pangangalaga paghuhugas ng kamay
sa Sarili (PS) para sa sariling pagkatapos gumamit ng Tamang pagsisipilyo ng ngipin
kaligtasan palikuran (KPKPKK-Ih-1) pagkatapos kumain.
Tamang pagtatapon ng kalat
Panalangin Bago Kumain sa basurahan.
(SEKPSE-Iia-4)

Napananatiling malinis ang

kapaligiran sa
pamamagitan ng
pagtulong sa mga
simpleng gawain tulad ng
pagwawalis ng bakuran,
pagtapon ng basura sa
tamang lalagyan at iba pa.
(KMKPKom-00-4)

DOMAIN: Pack away the things you’ve used during recess time.
Language and Clean up your mess.
Literacy and Throw your trash in the trash bin.
Communication Brush your teeth, and be quiet .
Transition to
(LL)
Quiet Time:
Tip toe, tip toe, tip toe very quietly
SUB-DOMAIN: Tip toe, tip toe, ‘til the music stop ssshhh…
Oral Language
(OL)

Quiet Time
Transition to
Story Time: DOMAIN:

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 Language and
Literacy and Song: Walking (4x) Hop(3x) hop,hop,hop
Communication Running (3x) running running running,
(LL) Now sit down, now sit down

SUB-DOMAIN:
Oral Language
(OL)

DOMAIN:
The child The child shall be Identify parts of a book
Language and Title of the Story:
demonstrates an able to: (front and back cover,
Literacy and Hansel and Gretel
understanding of: ● use book – and its pages)
Communication (Story attached after DL
book familiarity, handle and turn LLKBPA-00-2
(LL) Pre-Reading:
awareness that the pages; take Identify/read the title of the
there is a story to care of books; story
SUB-DOMAIN:
read with a enjoy listening to LLKBPA-00-3
Oral Language
beginning and an stories Talk about the pictures on
(OL) What
end, written by repeatedly and the
Book and Print emotion
author(s), and may play book cover
Awareness can you
illustrated by pretend-reading LLKBPA-00-4
(BPA) see?
someone and associates Tell what an author and
Story Time Attitude
him/ herself with illustrator do
Towards Motive Question:
the story LLKBPA-00-5
Reading (ATR) What are the feelings that
Listening Predict what the story is all we
Comprehension about based on the title of usually feel?
(LC) the book and the picture When do we feel this kind of
on the cover emotion/s?
LLKBPA-00-9
Flip pages of the book During Reading:
sequentially from front to Why did Hansel and Gretel
back got lost in the Forest?
LLKBPA-00-6 How do they feel about it?

Post-Reading

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 Tell that the left page is Who got lost in the forest?
looked at/read before the Why did their stepmother
right page wants to get rid of them?
LLKBPA-00-7
Point to the first part/
beginning of story
LKBPA-00-8

DOMAIN: ISA, DALAWA, TATLO

Language and
Transition to Literacy and Isa, dalawa, tatlo
Work Period 2: Communication Una-unahan tayo
(LL) Apat, lima, anim
Sa balong malalim
SUB-DOMAIN: Pito, walo, siyam
Oral Language Lakad parang langgam
(OL) Pagdating sa sampu
Ang lahat ay umupo

Teacher-Supervised:
DOMAIN: The child The child shall be Complete patterns (MKSC- Emotion Patterns
Mathematics demonstrates an able to: 00-19) Materials: poker chips, paper,
(M) understanding of: ● kakayahang crayons
● sariling ugali at kontrolin ang Reproduce and extend Preparation: Draw different
SUB-DOMAIN: damdamin sariling patterns (MKSC-00-20) emotions on poker chips.
Logic (L) ● sariling damdamin at Make sure to use only one
kakayahang pag-uugali, Create own patterns color for an emotion. Example:
sumubok gumawa ng (MKSC-00-21) blue for sad, white for happy.
gamitin nang desiyon at Assign A and B for the
maayos ang magtagumpay sa Transform/translate emotions.
Work Period 2 kamay upang kanyang mga patterns from one form to Procedure:
lumikha/lumimb 15awain another (MKSC-00-22) 1. Allow the learners to
ag ● kaakayahang create patterns using the
● pagpapahayag gamitin ang poker chips.
ng kaisipan at kamay at daliri

15
 imahinasyon sa ● kakayahang 2. Teach them ABAB, AABB,
malikhain at maipahayag ang AABA, ABBA patterns.
malayang kaisipan, 3. On a paper, let them
pamamaraan damdamin, translate the concrete
● objects in the saloobin at patterns into pictorial
environment imahinsayon sa representations.
have properties pamamagitan ng
or attributes malikhaing
(e.g., color, pagguhit/pagpint
size, shapes, a
DOMAIN: and functions) ● manipulate Naisasagawa ang mga
Kalusugang and that objects objects based on sumusunod na kasanayan:
Pisikal at can be properties or pagmomolde ng luwad
Pagpapaunlad manipulated attributes (clay), pagbuo ng puzzles
ng based on these ● perform simple (KPKFM-00-1.5)
Kakayahang properties and addition and Nakapagmomolde ng Independent Activities
Motor (KP) attributes subtraction of up luwad (clay) sa nais na 1. Playdough Circle
● the sense of to 10 objects or anyo (SKMP-00-6) Material: playdough
SUB-DOMAIN: quantity and pictures/ Arrange objects one after Procedure:
Kasanayang numeral drawings another in a series/ 1. Learners make
‘Fine Motor’ relations, that ● describe and sequence according to a different sizes of circles
(FM) addition results compare 2- given attribute(size,length) using playdough.
in increase and dimensional and and describe their 2. They will arrange the balls
subtraction 3-dimensional relationship(big/bigger/bigg in a series/sequence
results in objects est or long/longer/longest) according to size and
decrease ● make sense of (MKSC-00-10) describe their relationship
● objects can be available (big/bigger/biggest or
2-dimensional information small/smaller/smallest).
or 3-dimensio-
nal 2. Shape Lacing: Circle
● organizing and Materials: precut cardboard
DOMAIN: interpreting data circles with holes around, yarn
Recognize simple shapes
Mathematics Procedure:
in the environment
(M) 1. Distribute the cardboard
(MKSC-00-1)
circles.

16
SUB-DOMAIN: Identify two to three
Logic (L) dimensional shapes:
square, circle, triangle,
rectangle (MKSC-00-2)
DOMAIN:
Mathematics Count objects with one-to-
(M) one correspondence up to
quantities of 10 (MKC-00-
SUB-DOMAIN: 7)
Number and Recognize the words “put
Number Sense together,” “add to,” and “in
(NNS) all” that indicate the act of
adding whole numbers
(MKAT-00-26)
Combine elements of two
sets using concrete objects
to represent the concept of
addition (MKAT-00-3)
Add quantities up to 10
using concrete objects
(MKAT-00-8)
17
2. Using the yarn attached to
the cardboard circle, have
each learner lace the
edges of the shape card
s/he is holding.
3. Worksheet: Count and
Add
Procedure:
1. Hand the worksheet to
each learner.
2. Ask learners to count the
faces in the first two boxes.
Then draw the total
number of faces in the
third box.
Variation: If using concrete
objects, example, cut-outs of
happy faces, each learner can
take turns in doing this
exercise. Instructions are as
follows:
4. Give several cut-outs of
happy faces to a learner.
Teacher retains 3 pieces.
5. Prepare 3 small plates or
bowls and place them in
front of the learner.
6. Teacher makes two sets of
happy faces from the 3
 pieces she/he is holding
and put them in two of the
small plates or bowls (i.e.
when the two sets are
combined, it should result
to 3).
7. Ask the assigned learner
to count the happy faces in
the two sets, and put in the
3rd plate/bowl the
corresponding number of
happy faces from the pile
he/she is holding.

DOMAIN:
Mathematics 4. Worksheet: Patterns
(M) ••Complete patterns
(MKSC-00-19)
SUB-DOMAIN:
Logic (L)

Procedure: Put inside the box

the correct face to complete
the pattern.

18
 DOMAIN:
Language and If you’re happy and you know it
Literacy and clap your hands
Transition to Communication If you’re happy and you know it
Indoor/Outdoor (LL) clap your hands
: If you’re happy and you know it
SUB-DOMAIN: And the world will surely know it
Oral Language If you’re happy and you know it
(OL) Clap your hands

19
 DOMAIN: Ang bata ay Ang bata ay Naisakikilos ang sariling Feelings Dance
Kalusugang nagkakaroon ng nagpapamalas kakayahan sa iba’t ibang Procedure:
Pisikal at pag-unawa sa: ng: paraan, hal. Pag-awit, 1. Play different types of
•
Pagpapaunlad kanyang • maayos na pagsayaw, at iba pa music and encourage the
ng kapaligiran at galaw at (SEKPSE-If-2) children to dance in the
Indoor/Outdoor Kakayahang naiuugnay ditto koordinasyon ••Nakikilala ang mga way it makes them feel.
Motor (KP) ang angkop na ng mga bahagi pangunahing emosyon 2. They can run in place fast
paggalaw ng ng katawan (tuwa, takot, galit, at when the song is fast.
SUB-DOMAIN: katawan kakayahang lungkot) (SEKPSE-00-11) When the song has a slow
Kasanayang sariling ugali at kontrolin ang ••Nakagagalaw (martsa, tempo, they can act sad,
‘Gross Motor’ damdamin sariling palakpak, tapik, padyak, etc.
(GM) damdamin at lakad, lundag at iba pa) 3. Be sure to include music
pag- uugali, nang angkop sa ritmo at that sounds scary and
gumawa ng indayog bilang tugon sa angry. Process if a learner
desisyon at himig na feels upset.
magtagumpay sa napapakinggan/awit na
kanyang mga kinakanta (KPKPF-Ia-2)
gawain ••Naisasagawa ang
paggalaw/pagkilos ng
iba’tibang bahagi ng
katawan sa saliw ng awitin
nang may kasiyahan
(KPKGM-Ia-1)
••Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-Ie-2)
••Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-

20
 eehersisyo, pagsasayaw
(KPKGM-Ig-3)
••Naipakikita ang kawilihan
nang may sariling
interpretasyon sa
himig/tugtuging
napapakinggan (SKMP-00-
10)
DOMAIN:
Language and Everyone, pack your things then let’s sing the song: LOO LOO LA LOO
Literacy and LOO LA LOO LA LOO LA LEY
Communication LOO LA LOO LA LOO LA
Transition to (LL) LOO LA LOO LA LEY
Meeting Time 3: LOO LOO LA LOO
SUB-DOMAIN: LOO LA LOO LA LOO LA LEY
Oral LOO LA LOO LA LOO LA LEY
Language
(OL)
DOMAIN: Ask: If your Mama gave you a present because it’s your birthday, how will you feel?
Meeting Time 3 Pagpapaunlad If your Mama and Papa had to go somewhere else without you, how would you feel?
sa Kakayahang If your classmate will punch you in your face? How will you feel?
Sosyo- Can you name some instances wherein you’re feeling happy, sad, angry and surprised?
Wrap-Up Emosyunal
Questions Show this feeling in your face: happy/ sad/ afraid.
/Activity SUB-DOMAIN:
Pagkilala ng
Sarili at
Pagpapahaya
g ng Sariling
Emosyon
(PSE)
Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
Dismissal Routine
 Prayer

21
 HANSEL and GRETEL
(Tales with Gigi)
Remarks: The Teacher will refer to : https://www.youtube.com/watch?v=RLcQ6x8ftoA

22
 School: Teaching Date
KINDERGARTEN Week No.: 5 Day 2
DAILY LESSON PLAN Teacher:
Quarter FIRST

Content Focus: I have feelings Message for the Day: I feel happy when ______________
OBJECTIVES/LEARNING
BLOCKS OF DEVELOPMENTAL STANDARDS COMPETENCIES ACTIVITY
TIME DOMAIN (Write the LC Code)
Content Performance
Arrival Time Exploration of different play area

Transition to
Meeting Time
1:
Meeting Language Literacy The child The child shall be Daily Routine:
Time 1 and Communica-tion demonstrates an able to: 1. Use proper Philippine National Anthem
understanding confidently expression in
of: speaks and introducing oneself Good morning, Good
Kaganda-hang Asal ● increasing expresses his/her (LLKVPD-Ia-13) morning I’m glad to see you.
his/her feelings and 2.Naipakikita ang Everybody stand now for the
conversation ideas in words pagiging tahimik at singing of the Philippine National
skills that makes sense maayos sa Anthem.
● paggalang pagkilos/pagsunod sa Stand straight, put your hand
seremonya gaya ng on your chest, stop moving and
pagluhod/pagtayo/pagy everybody should sing.
uko, pag-aawit kung Opening Prayer
nasa pook dalanginan Remain standing for the
(KAKPS-00-14) Opening Prayer
3. Naipakikita ang
paggalang sa

23
 pambansang sagisag Exercise
(watawat at Everybody jump, clap your
Pambansang Awit: hands, stretch Your arms, shake
Pagtayo nang tuwid na your fingers, shrug your
nakalagay ang kanang shoulders. Etc.
kamay sa dibdib habang Sharing
umaawit at itinataas ang How are you today kids?
watawat Did you eat your breakfast?
KAKPS-OO-15 .
4. Recite rhymes and Did you take a bath? Etc.
poems, and Everybody clap your hands
Ang bata ay Ang bata ay sing simple for that and everybody smile
nagkakaroon ng nagpapamalas jingles/songs in the because we have lots of
Language Literacy pag-unawa sa: ng: mother tongue, Filipino things to do today that will
and Communi-cation ● sariling ugali ● kakayahang and/or make you happy.
at damdamin kontrolin ang English So, everybody smile.
● damdamin at sariling LLKOL-Ia-2 Attendance check
Oral emosyon ng damdamin at 5. Talk about one’s But before that let us know
Language iba pag-uugali, personal first who are not around
● konsepto ng gumawa ng experiences; narrates today.
mg desisyon at events of Please say Im here as I call
Pagpapa-unlad sa asumusunod magtagumpay the day your name.
Kakaya-hang Sosyo- na batayan sa kanyang LLKOL-Ig-3 Everybody clap your hands
Emosyonal upang lubos mga gawain because everybody is present
na ● kakayahang Today.
mapahalaga unawain at 6. Nakikilala ang mga Let us now sing “ Where are t
han ang tanggapin ang pangunahing
Kaganda-hang Asal sarili: emosyon at emosyon (tuwa, takot, the Girls and Boys” to the
1. Disiplina damdamin ng galit at Tune of Where is “Thumb
increasing iba lungkot) man.”
his/her ● tamang SEKPSE-00-11
Language Literacy conversation pagkilos sa Message:
and Communi-cation skills lahat ng 7. Nagkakaroon ng I feel happy when
pagkakataon kamalayan sa _______________________.
na may damdamin ng iba

24
 Oral paggalang at SEKEI-00-2 Questions:
Language pagsasaalang How do you express your
-alang sa sarili 8. Naipapahayag sa feelings?
at sa iba positibong
● confidently paraan ang When do you feel happy?
speaks and nararamdaman. When do you feel sad?
expresses KAKPS-00-7 Angry? Surprised?
his/her
feelings and 9. Express thoughts,
Poem: Kaarawan Ko
ideas in words feelings, fears,
that make ideas, wishes, and
sense dreams Ako’y may sasabihin sa Inyo
LLKOL-Ig-9 sanang pakinggan
Bukas tayo’y magsasaya
10. Participate actively Bukas ay aking kaarawan.
in a dialog or Ang sabi nga ni Lola,
conversation of familiar 5 taon ka na
Bilangin ang daliri mo,
topics LLKOL-00-10
Isa, dalawa, tatlo, apat, lima.

Language Literacy
and Communi-cation

Oral Song: I have feelings

Transition to Language (to the tune of Watermelon song)
Work Period I have feelings(2x)
1: Happy, sad (2x)
Angry and surprise (2x)
I feel these

25
Work Period Pagpapa-unlad sa Ang bata ay Performance Teacher-Supervised:
1 Kakaya-hang Sosyo- nagkakaroon ng Standard 
Nakikilala ang Poster: What makes you
Emosyonal pag-unawa sa: Ang bata ay mga happy
• sariling ugali nagpapamalas pangunahing Materials: marker, crayons,
at damdamin ng: emosyon (tuwa, takot, pencil, bond paper
• damdamin at • kakayahang galit at Procedure:
mesyon ng kontrolin ang lungkot) 1. Draw pictures of things that
iba sariling SEKPSE-00-11 make you happy on a coupon
• sariling damdamin at band using your pencil.
kakayahang pag-uugali, Naisasagawa 2. Color the things that you draw
sumubok gumawa ng ang mga using your crayons
gamitin nang desiyon at sumusunod na 3. Post the finished poster on
maayos ang magtagumpa kasanayan: the art display board
kamay upang y sa kanyang 2.4 pagbakat,
lumikha/ mga gawain pagkopya ng Independent:
lumimbag • kakayahang larawan, hugis at titik
Language Literacy • unawain at KPKFM-00-1.4 1. Find a Match
and Communi-cation pagpapahaya tanggapin Materials: emotion cards
g ng kaisipan ang emsoyon 
10. Express Preparation: Make two copies of
at at damdamin thoughts, 10 different faces with emotions:
imahinasyon ng iba feelings, fears, happy, sad, angry, silly,
sa mailkhain • kakayahang ideas, wishes, and surprised. Cut these out.
at malayang gamitin ang dreams Procedure:
Oral pamamaraan kamay at LLKOL-Ig-9 1. Lay down the cards on the
Language • objects in the daliri table.
environment • kakayahang 2. Have learners take turns
have maipahayag  8. Nakikilala ang picking out two cards showing
properties or ang kaisipan, mga the same emotion.
attributes damdamin, pangunahing 3. A child gets a point for each
Pagpapa-unlad sa (e.g., colors, saloobin at emosyon (tuwa, takot, pair of card that s/he
Kakaya-hang Sosyo- size, shapes, imahinasyon galit at successfully matches.
Emosyonal and functions) sa lungkot) 4. The game ends when all
and that pamamagita SEKPSE-00-11 cards have been matched.
objects can be n ng
manipulated malikhaing

26
Language Literacy based on pagguhit/  Talk about one’s 2. Feelings Collage
and Communi-cation these pagpinta personal Materials: magazines, scissors,
properties and • manipulate experiences; narrates glue, Manila paper
attributes objects events of Procedure:
• different types based on the day 1. Post Manila paper with the
of weather properties or LLKOL-Ig-3 label, ““Sometimes people are
and changes attributes happy.” (sad, angry, afraid, etc.)
Oral that occur in • talk about  10. Express 2. Have learners cut out from
Language the how to adapt thoughts, magazines pictures of people
environment to the feelings, fears, showing different emotions.
Language Literacy • increasing different ideas, wishes, and 3. They will glue all pictures of
and Communi-cation his/her kinds of dreams happy faces on the happy
conversation weather and LLKOL-Ig-9 Manila paper.
Oral skills care for the
Language environment  8. Nakikilala ang 3. Food Faces
• confidently mga Materials: crayons, bond paper,
speaks and pangunahing pencil
expresses emosyon (tuwa, takot, Preparation: Distribute the
Mathematics his/her galit at materials to the pupils.
feelings and lungkot) Procedure:
ideas in SEKPSE-00-11 1. Draw your favorite fruit.
words that 2. draw a face on it.
make sense 1. Match objects,
Pagpapa-unlad sa pictures based on
Kakaya-hang Sosyo- properties/attributes
Emosyonal in one-to-one
correspondence:
object to object,
object to picture,
picture to picture
MKAT-00-1

2. Nakikilala ang mga

pangunahing

27
 emosyon (tuwa, takot,
galit at
lungkot)
Kalusugang Pisikal at SEKPSE-00-11
Pagpapaunlad ng
Kakaya- 3. Naisasagawa ang
hang Motor mga
sumusunod na
kasanayan:
2.3
pagpilas/paggupit/pagdi
kit
ng papel
KPKFM-00-1.3

Everybody keep your things now and clean your tables.

Transition to Are you now ready kids? Now this time you are going to show me with your face, the
Meeting Time feelings that I am going to say. Everybody show me a happy face, sad face, angry face, surprised
2: and afraid face.

Meeting Oral Language 5. Talk about ones

Time 2 (OL) Ang bata ay Ang bata ay personal Song: Kung ikaw ay masaya
nagkakaroon ng nagpapamalas experiences,
pag-unawa sa: ng: narrates events of Share an experience where
● sariling ugali ● kakayahang the day.
you made someone happy in
at damdamin kontrolin ang 6. Express thoughts,
● damdamin at kakayahang feelings , fears, the family/ someone in school.
emosyon ng kontrolin ang ideas, and dreams.
iba sariling
● konsepto ng damdamin at
mga pag-uugali,
sumusunod gumawa ng
na batayan desisyon at
upang lubos magtagumpa
na

28
 mapahalaga y sa kanyang
han ang mga gawain
sarili: ● tamang
1. Disiplina pagkilos sa
● concepts of lahat ng
size, length, pagkakataon
different na may
types of paggalang at
weather and pagsasaalan
changes g-alang sa
that occur in sarili at sa
the iba
environment ● kakayahang
● increasing unawain at
his/her tanggapin
conversatio ang emosyon
n skills at damdamin
ng iba
● talk about
how to adapt
to the
different
kinds of
weather and
care for the
environment
● confidently
speaks and
expresses
his/her
feelings and
ideas in
words that
make sense

29
 ( I’ts time to eat your snacks kids. Where should you throw your dirt? Are you going to throw it
on the floor? Are you going to talk while your mouth is full? Are you going to run while eating? So
what should you do while eating? Everybody let us nowpray the Prayer before Meals.)
Transition to
Reminders/Do’s and Donts while having Snacks: 1. Throw your dirt on the garbage can 2.
Recess:
Donot talk when your mouth is full. 3. Stay on your seats while eating. 4. Share your snacks to
those who do noit have.
5. Clean your tables after eating
Supervised SNACK TIME (Teacher
Recess Fine Motor Ang bata ay Ang bata ay Supervised)
nagkakaroon ng nagpapamalas 1. Naisasagawa Mungkahing Gawain:
pag-unawa sa: ng: ang panganga-laga Panalangin Bago Kumain
kakayahang ● pagsasag sa pansariling (SEKPSE-IIa-4)
pangalagaan awa ng mga kalusugan tulad ng: Tamang paghuhugas ng kamay
ang sariling pangunahing paglilinis ng katawan, bago at pagkatapos kumain.
kalusugan at kasanayan paghuhugas ng (KPKPKK-Ih-1)
kaligtasan ukol sa kamay bago at Tamang pagtatapon ng kalat sa
pansariling pagkatapos kumain, basurahan.(KMKPKom-00-4)
kalinisan sa pagsesipilyo, Tamang pagsisipilyo ng ngipin
pang-araw- pagsusuklay, paglilinis pagkatapos kumain. (KPKPKK-
araw na ng kuko, pagpapalit ng Ih-1)
pamumuhay damit, pagtugon sa Tamang pagtatapon ng kalat sa
at personal na basurahan.
Kakaya-hang Pisikal pangangalaga pangangailangan
at Pagpapa- para sa nang nag-iisa(pag-ihi,
Unlad ng sariling pagdumi) paghuhugas
Kakaya-hang kaligtasan ng kamay pagkatapos
Motor gumamit ng palikuran
(KPKPKK-Ih-1)
Pagpapaunlad sa
Kakayang 5. Napananatiling
Makipamu-hay malinis ang
kapaligiran sa
pamamagitan ng
pagtulong sa mga
simpleng gawain tulad

30
 ng pagwawalis ng
bakuran, pagtapon ng
basura sa tamang
lalagyan at iba pa.
(KMKPKom-00-4)
Everybody is full now so let us clean our tables, Pick up the dirt under your tables, arrange it
Transition to
and everybody sleep first.
Quiet Time:
Quiet Time Children sleeps in a while.
Everybody wake up now. Form a big circle infront then indian seat and get ready for story time!
Where is ____? Tune: “Where is Thumbkin?”
Transition to
Where is (child’s name)? (2x) Here I am (2x) How are you this (morning/afternoon)? Very well, I
Story Time:
thank you.
Language Literacy The child The child shall be 1. Identify parts of a book Title of the Story:
Story Time and demonstrates an able to: (front and
Communication understanding ● use book – back cover, and its HANSEL AND GRETEL
of: handle and pages) (Tales with Gigi)
book familiarity, turn the LLKBPA-00-2 PICTURE STORY
awareness that pages; take 2. Identify/read the title (Please see attached copy of
there is a story care of of the story the picture story.)
to read with a books; enjoy LLKBPA-00-3 Pre reading
beginning and listening to 3. Talk about the
an end, written stories pictures on the Motive Questions:
by author(s), and repeatedly book cover Have you been to a forest?
illustrated by and may play LLKBPA-00-4 What can you see in the
someone pretend- 4. Tell what an author forest? Do you feel happy going
reading and and illustrator to a forest?
associates do During Reading
him/herself LLKBPA-00-5 Let us now recall the events
with the story 5. Predict what the story that happened in the story using
is all about these pictures.( Please see
based on the title of attached pictures at the back.)
the book and the picture
on the cover Post Reading
LLKBPA-00-9

31
 6. Flip pages of the What did Hansel and Gretel
book sequen- feel when they were able to go
tially from front to back to their house?
back What did they find in the
LLKBPA-00-6 witch’s bedroom? Are they
7. Tell that the left page happy seeing the witch’s boxes
is looked of treasures?
at/read before the What did their father feel
right page seeing them back to their
LLKBPA-00-7 house?
8. Point to the first
part/beginning of story What made the people happy
LLKBPA-00-8 in the story? If you felt sad, what
will you do to feel happy?

Activity:

The story was divided

into 26 parts.
The pupils will identify
the feelings of the characters in
every part,
using the different pictures
of the different faces.

Comprehension Questions:
(Day 2 Part 1 to 5)

1, What are the names of

the two brother and sister?
2. What is the plan of the
stepmother to them?
3. What did the brother
and sister?

32
 4. What did Hansel do so
they can go back to their place?
5. Did their father do
something to save them?
Everybody stand now, stretch your arms, hands up, hands down, shake you knees, stretch your
legs. Then everybody run around the room slowly.
Teacher-Supervised:
The child The child shall be Complete patterns
demonstrates an able to: (MKSC-00-19) Emotion Patterns
Work Period Mathema-tics understanding ● kakayahang Reproduce and extend Materials: poker chips, paper,
2 of: kontrolin ang patterns (MKSC-00-20) crayons
● sariling ugali sariling Create own patterns Preparation: Draw different
at damdamin damdamin at (MKSC-00-21) emotions on poker chips. Make
● sariling pag-uugali, Transform/translate sure to use only one color for an
kakayahang gumawa ng patterns from one form emotion. Example: blue for sad,
sumubok desiyon at to another (MKSC-00- white for happy. Assign A and B
gamitin nang magtagumpa 22) for the emotions.
maayos ang y sa kanyang Procedure:
Kakaya-hang Pisikal kamay upang mga gawain 4. Allow the learners to create
at Pagpapa- lumikha/lumi ● kaakayahang patterns using the poker
Unlad ng mbag gamitin ang Naisasagawa ang mga chips.
Kakaya-hang ● pagpapahay kamay at sumusunod na 5. Teach them ABAB, AABB,
Motor ag ng daliri kasanayan: AABA, ABBA patterns.
kaisipan at ● kakayahang pagmomolde ng luwad 6. On a paper, let them
Mathemati- imahinasyon maipahayag (clay), pagbuo ng translate the concrete
cs sa malikhain ang kaisipan, puzzles (KPKFM-00- patterns into pictorial
at malayang damdamin, 1.5) representations.
pamamaraan saloobin at Nakapagmomolde ng
● objects in the imahinsayon luwad (clay) sa nais na
environment sa anyo (SKMP-00-6)
have pamamagita Arrange objects one
properties or n ng after another in a
attributes malikhaing series/sequence
(e.g., color, pagguhit/pag according to a given
size, shapes, pinta attribute (size, length)

33
 and ● manipulate and describe their
functions) objects relationship Independent Activities
and that based on (big/bigger/biggest or 1. Playdough Circle
objects can properties or long/longer/ longest) Material: playdough
be attributes (MKSC-00-10) Procedure:
manipulated ● perform 7. Learners make different
based on simple sizes of circles using
these addition and Recognize simple playdough.
properties subtraction of shapes in the 8. They will arrange the balls in
and up to 10 environment (MKSC-00- a series/sequence according
Kalusuga-ng Pisikal attributes objects or 1) to size and describe their
at pagpapa-unlad ng ● the sense of pictures/ Identify two to three relationship
kakaya-hang quantity and drawings dimensional shapes: (big/bigger/biggest or
Motor numeral ● describe and square, circle, triangle, small/smaller/smallest).
relations, that compare 2- rectangle (MKSC-00-2)
Mathemati- addition dimensional 3. Shape Lacing: Circle
cs results in and 3- Materials: precut cardboard
increase and dimensional circles with holes around, yarn
subtraction objects Procedure:
results in ● make sense 9. Distribute the cardboard
decrease of available Naisasagawa ang mga circles.
● objects can information sumusunod na 10. Using the yarn attached to
be 2- kasanayan: pagpilas, the cardboard circle, have
dimensional paggupit, pagdikit ng each learner lace the edges
or 3- papel (KPKFM-00-1.3) of the shape card s/he is
dimensional ••Complete patterns holding.
● organizing (MKSC-00-19)
and
interpreting 4. Worksheet: Patterns
data Procedure: Put inside the box
the correct face to complete the
pattern.

34
 Language If You’re Happy and You Know It
Literacy If you’re Happy and you know it, clap your hands (2x)
And Communication If you’re happy and you know it,
then your face will surely show it
If you’re happy and you know it,
Transition to
clap your hands *stomp your feet,
Indoor/Outdo
If You’re Happy and You Know It
or:
If you’re Happy and you know it, clap your hands (2x)
If you’re happy and you know it,
then your face will surely show it
If you’re happy and you know it,
clap your hands *stomp your feet,
Indoor/Outdo Ang bata ay Ang bata ay Naisakikilos ang sariling Unstructured Free Play
or nagkakaroon ng nagpapamalas kakayahan sa iba’t
Pagpapa-unlad sa pag-unawa sa: ng: ibang paraan, hal. pag- 1. Blocks building
kaka-yahang sosyo- • kanyang • maayos na awit, pagsayaw, at iba 2. Puzzles of different emotion
emosyonal kapaligiran at galaw at pa (SEKPSE-If-2) faces
naiuugnay koordinasyon ••Nakikilala ang mga 3. Sorting shapes
ditto ang ng mga pangunahing emosyon 4. Sorting colors
angkop na bahagi ng (tuwa, takot, galit, at 5. Matching letters
paggalaw ng katawan lungkot) (SEKPSE-00-
katawan kakayahang 11)
sariling ugali at kontrolin ang ••Nakagagalaw (martsa,
damdamin sariling palakpak, tapik, padyak,
damdamin at lakad, lundag at iba pa)
pag- uugali, nang angkop sa ritmo at
gumawa ng indayog bilang tugon sa
desisyon at himig na
magtagumpay sa

35
Kalusuga-ng Pisikal kanyang mga napapakinggan/awit na
at pagpapa-unlad ng gawain kinakanta (KPKPF-Ia-2)
kakaya-hang ••Naisasagawa ang
Motor paggalaw/pagkilos ng
iba’tibang bahagi ng
katawan sa saliw ng
awitin nang may
kasiyahan (KPKGM-Ia-
1)
••Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon
sa ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-Ie-
2)
••Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw (KPKGM-
Ig-3)
••Naipakikita ang
kawilihan nang may
sariling interpretasyon
sa himig/tugtuging
napapakinggan (SKMP-
00-10)

36
 Kalusuga-ng Pisikal Stretching Activities:
at pagpapa-unlad ng Everybody hands up, hands down, stand up, sit down, bend your body to the right
Transition to
kakaya-hang and to the left
Meeting Time
Motor Everybody clap your hands and said loudly I’m good good good…
3:
Before we go lets see if you still recall what we did and what we learned today.
Language Literacy 1. What are the different emotions?
Wrap-Up and Communi- 2. Everybody show me a happy face, sad face, angry face, surprised
Questions/A cation face.
ctivity 3. What makes you happy?
4. Is it good to be happy?

Meeting 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

37
 TEACHING
SCHOOL: DATES:
KINDERGARTEN
DAILY LESSON LOG WEEK NO. 5 Day 3
TEACHER:
QUARTER: FIRST

CONTENT FOCUS: Ako ay May Damdamin Message for the Day: I feel sad when ________.

BLOCKS OF DEVELOPMENTA CONTENT PERFORMANCE LEARNING

TIME L DOMAIN STANDARDS (CS) STANDARDS COMPETENCIES ACTIVITIES
(PS) (LC) with the LC
CODE
(KA) Kagandahang The child The child shall be 1.Use proper Daily Routine:
Asal (KP) demonstrates an able to… expression in
Kalusugang Pisikal understanding of…  tamang introducing
at Pagpapaunlad  konsepto ng pagkilos sa oneself Opening Prayer
ARRIVAL ng Kakayahang mga lahat ng (LLKVPD-Ia-13) - Gather the pupils and let
TIME Motor sumusunod na pagkakataonn 2.Naipakikita ang them sing the prayer
(10 Minutes) (LL) Language, batayan upang a may pagiging tahimik song “ A Gift to You”
Literacy and lubos na paggalang at at maayos sa Exercise
Communication mapahalagaha pagsasaalang pagkilos/pagsuno
n ang sarili: 1. -alang sa sarili d sa seremonya - Greetings and Circle
Disiplina at sa iba gaya ng Time Song, Dance
 kahalagahan  sapat na lakas pagluhod/pagtayo Routine
ng na magagamit /pagyuko, pag- Kamustahan
pagkakaroon sa mga pang- aawit kung nasa
ng masiglang araw-araw na pook dalanginan - Weather Check and
pangangatawa gawain (KAKPS-00-14) Class Rules
n  maayos na 3. Naipakikita ang Attendance
 kanyang galaw at paggalang sa
- Checking of Attendance
kapaligiran at koordinasyon Pambansang
by group through a song.
naiiugnay dito ng mga sagisag (watawat
ang angkop na at

38
 paggalaw ng bahagi ng Pambansang Balitaan
katawan katawan Awit: Pagtayo
 increasing  confidently nang tuwid - Ask the pupils to share
his/her speaks and nanakalagay ang any of the currents
conversation expresses kanang kamay sa happenings or news.
skills his/her dibdib habang
feelings and umaawit at
ideas in words itinataas ang
that makes watawat (KAKPS-
sense OO-15)
4. Recite rhymes
and poems, and
sing simple
jingles/songs in
the
Mother
Tongue, Filipino
and/or
English
(LLKOL-Ia-2)
5. Talk about
one’s personal
experiences;
narrates events of
the day
(LLKOL-Ig-3)
Transition to Music: It’s A Beautiful Day.
Meeting Time
1: It’s a beautiful day.
And the sun is up.
It’s a beautiful day.
You’ve got to believe it today.
We can work and play.
It’s a wonderful day.
It’s a beautiful day.

39
 MEETING (SE) Pagpapaunlad Ang bata ay Ang bata ay 1. Nakikilala ang mga Mensahe:
TIME 1 sa Kakayahang nagkakaroon ng nakapagpapama pangunahing Ako ang malungkot
(10 Minutes) Sosyo-Emosyunal pag-unawa sa …. las ng… emosyon (tuwa, takot, kapag ___________
(LL) Language,  damdamin at  kakayahang galit at
Literacy and emosyon ng iba unawain at lungkot) (SEKPSE-00-11) Tanong:
Communication  konsepto ng tanggapin ang 2. Nagkakaroon ng  Ano ang
pamilya, emosyon at kamalayan sa nagpapalungk
paaralan at damdamin ng damdamin ng iba (SEKEI- ot sa’yo?
komunidad iba 00-2)
biilang kasapi  pagmamalaki at 3. Naipapahayag sa  Anu-ano ang
nito kasiyahang positibong mga bagay na
 increasing his/ makapagkuwen paraan ang gustong-gusto
her conversation to ng sariling nararamdaman. (KAKPS- mo o ayaw
skills karanasan 00-7) mo?
bilang kabahagi 4. Express thoughts,
ng pamilya, feelings, fears,ideas, Gamit ang Graphic
paaralan at wishes, and dreams Organizer, tukuyin
komunidad (LLKOL-Ig-9) kung aling mga
 confidently 5. Participate actively in a kaganapan ang
speaks and dialog or conversation of nagpapakita ng
expresses familiar topics(LLKOL-00- pagiging malungkot ng
his/her feelings 10) isang bata. Idikit ang
and ideas in mga emoticons.
words that
make sense

Transition to Song: I have feelings

Work Period 1: I have feelings(2x)
Happy, sad (2x)
Angry and surprise (2x)
I feel these
WORK SE Ang bata ay Ang bata ay 1. Nakikilala ang mga Pamamatnubay ng
PERIOD 1 (Pagpapahayagsak nagkakaroon ng pag- nakapagpapama pangunahing emosyon Guro:
(40 Minutes) akayahangsosyo- unawasa …. las ng: (tuwa, takot, galit, at
emosyonal) lungkot) (SEKPSE-00-11)

40
S (Sining)  damdamin at  Kakayahang 2. Nakalilikha ng - Mini Book Feelings
KP emosyon ng iba maipahayag iba’tibang bagay sa and Emotions
(KalusugangPisikal  pagpapahayag ang kaisipan, pamamagitan ng
at Pagpapaunlad ng kaisipan at damdamin, malayang pagguhit MgaKagamitan:
ng Kakayahang imahinasyon sa saloobin at (SKMP-00-1)  Crayons,
Motor malikhain at imahinasyon 3. Nakaguguhit, pencil, print-
LL (Language, malayang sa nakapagpipinta at out pictures
Literacy and pamamaraan pamamagitan nakapagkukulay ng iba’t-
Communication)  sariling ng malikhaing ibang bagay o gawain
M (Mathematics) kakayahang pagguhit/pagpi (dekorasyon sa “name Pamamaraan:
sumubok gamit nta tag”, kasapi ng mag-anak 1.Ang gawaing ito ay
nang maayos ng  Nakikilala ang ,gawain ng bawat kasapi halimbawa ng isang
kamay upang mgapanunahin ng mag-anak, mga malayang
lumikha/lumimba g emosyon alagang hayop, mga sining.Hayaan silang
g (tuwa, takot, halaman sa paligid) gumuhit at guamwa
ng mini book nang
 Different galit, at (SKMP-00-2)
lungkot) maayos.
symbols in
 Kakayahang 2.Pagkatapos nilang
representing
gamitin ang gumuhit, bigyan sila
ideas
ng pagkakataong
 Organizing and kamay at daliri
ilarawan ang kanilang
interpreting data  Express simple
ginawa.
ideas through
3.Itanong: “Habang
symbols
gumagawa, ano ang
 Make sense of
iyong nararamdaman?
available
Bakit?”
information

1. Nakikilala ang mga Malayang Paggawa:

pangunahing emosyon (Mungkahing Gawain)
(tuwa, takot, galit, at
lungkot) (SEKPSE-00-11) - Poster: What makes
2. Match object, pictures you sad?
based on properties - Feelings Collage
/attributes in one-to-one

41
 correspondence (MKAT- - Find a Match
00-1) (Feelings)
3. Naisasagawa ang mga - Writer’s Workshop
sumusunod na
kasanayan:
pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
SKMP-00-1
KPKFM-00-1.2
KPKFM-00-1.3
KPKFM-00-1.1
LLKC-00-1
Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time
Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for
2: Meeting Time 2. A transition song or a countdown may be used.

MEETING SE (Pagpapaunlad Ang bata ay Ang bata ay SEKPSE-00-11 - Magpakwento sa

TIME 2 sa Kakayahang nagkakaroon ng pag- nakapagpapama SEKEI-00-1 ilang mga bata kung
(10 Minutes) Sosyo-Emosyonal) unawa sa …. las ng SEKEI-00-2 kailan sila malungkot
LL (Language,  Sariling ugali at  Kakayahang at masaya.
Literacy and damdamin kontrolin ang - Ipalarawan ang
Communication)  Damdamin at sariling damdamin habang
emosyon ng iba damdamin at nagkukuwento.
 Letter pag-uugali,
representation of gumawa ng
sounds – that desisyon at
letters as magtagumpay
symbols have sa kanyang
names and mga Gawain
distinct sounds.  Kakayahang
unawain at
tanggapin ang
emosyon at
damdamin ng
iba

42
  Identify the
letter names
and sounds
Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess
Recess: time by washing their hands. Encourage sharing especially if not all children have food.

Song: Maghugas ng Kamay Bago Kumain.

Maghugas ng kamay bago kumain.

Nang ikaý hindi sakitin.
Basain ang kamay at sabonin
Kuskusin ng kuskusin.

Lala lala lala lala lala lala la

Ako’y batang hindi sakitin (2x)

SUPERVISED PKK Pangangalaga Ang bata ay Ang bata ay 1. Naisasagawa ang - Panalangin Bago
RECESS sa Sariling nagkakaroon ng nagpapamalas pangangalaga sa Kumain
(15 Minutes) Kalusugan at pag-unawasa: ng: pansariling - Tamang paghuhugas
Kaligtasan  Kakayahang  Pagsasagawa kalusugantulad ng: ng kamay bago
pangalagaan ng mga paglilinis ng katawan, kumain
ang sariling pangunahing paghuhugas ng kamay - SNACK TIME
kalusugan at kasanayan bago at pagkatapos - Tamang pagtatapon
kaligtasan ukol sa kumain, pagsesipilyo, ng kalat sa basurahan
pansariling pagsusuklay, paglilinis ng - Tamang paghuhugas
kalinisan sa kuko, pagpapalit ng damit, ng kamay at
pang-araw- pagtugon sa personal na pagsisipilyo
araw na pangangailangan nang pagkatapos kumain
pamumuhay nag-iisa(pag-ihi, pagdumi)
at paghuhugas ng kamay
pangangalaga pagkatapos gumamit ng
para sa palikuran (KPKPKK-Ih-1)
sariling 2. Napananatiling malinis
kaligtasan ang kapaligiran sa
pamamagitan ng

43
 pagtulong sa mga
simpleng gawain tulad ng
pagwawalis ng bakuran,
pagtapon ng basura sa
tamang lalagyan at iba
pa.
(KMKPKom-00-4)
(SEKPSE-IIa-4)

Transition to The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw
Story Time: their trash in the trash bin, wash their hands, brush their teeth, change their wet clothes, and have their Quit Time.
Quiet Time
STORYTIME ATR (Attitude The child The child shall Listen attentively and KWENTO: “Hansel at
(20 Minutes) Towards Reading) demonstrates an be able to: react during story reading. Gretel”
understanding of:  demonstrate
 importance that positive Pre-Reading:
books can be attitude toward - Bakit kaya
used to entertain reading by malungkot si
self and to learn himself/herself Hansel at Gretel?
new things and with others - Ano kayang mga
bagay ang
nagpapalungkot sa
kanila?

During Reading:
- Ano ang mga
katangian nina
Hansel at Gretel
sa kuwento?
- Kung ikaw ang
nasa kanilang
kalagayan, ano
ang
mararamdaman
mo?

44
 Post Reading:
- Nararapat ba ang
kanilang ginawa?
- Anong mensahe
ang nais iparating
ng kuwento sa
iyo?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher supervised and independent
Work Period 2: activities, answers any questions and tells the learners to join their group and do the assigned tasks.
WORK KP) Ang bata ay Ang bata ay 1. Count objects with one- Pamamatnubay ng
PERIOD 2 KalusugangPisikal nagkakaroon ng pag- nakapagpapama to-one correspondence up Guro:
(40 Minutes) at Pagpapaunlad unawasa … las ng… to quantities of 10 (MKC-
ng Kakayahang  sariling  kakayahangg 00-7)  Hand Game
Motor kakayahang amitin ang 2. Tell that the quantity of - Add quantities up to 3 using
(S) Sining sumubok gamitin kamay at daliri a set of objects does not concrete objects
(M) Mathematics nang maayos ang  kakayahang change even though the Materials: any
kamay upang maipahayag arrangement has changed counters
lumikha/lumimbag ang kaisipan, (i.e., the child should be
 pagpapahayag ng damdamin, able to tell that one set of Procedure:
kaisipan at saloobin at counters placed in one-to- 1. Learners work in
imahinasyon sa imahinasyon one correspondence and small groups.
malikhain at sa then rearranged still has 2. Teacher gives
malayang pamamagitan the same quantity) each learner a
pamamaraan ng malikhaing (MKSC-00-23) given quantity of
 objects in the pagguhit/pagp 3. Add quantities up to 10 counters, in this
environment have inta using concrete objects case 3.
properties or  manipulate (MKAT-00-8) 3. Learners separate
attributes (e.g., objects based the counters in
color, size, on properties different ways and
shapes, and or attributes verbalize the
functions) and that  perform combinations that
objects can be simple result.
manipulated based addition and .
on these subtraction of 1. Naisasagawa ang mga Malayang Paggawa:
up to 10 sumusunod na (Mungkahing Gawain)

45
 properties and objects or kasanayan: pagmomolde
attributes pictures/ ng luwad (clay), pagbuo - Playdough: Circle
 the sense of drawings ng puzzles (KPKFM-00- - Shape Lacing: Circle
quantity and  use arbitrary 1.5) - Worksheet: Count
numeral relations, measuring 2. Nakapagmomolde ng and Add
that addition tools/means luwad (clay) sa nais na - Worksheet: Patterns
results in increase to determine anyo (SKMP-00-6)
and subtraction size, length, 3. Arrange objects one
results in decrease weight of after another in a
 concepts of size, things around series/sequence
length, weight, him/her, time according to a given
time and money (including attribute (size, length) and
his/her own describe their relationship
schedule) (big/bigger/biggest or
long/longer/longest)
(MKSC-00-10)
4. Recognize simple
shapes in the
environment (MKSC-00-1)
5. Identify two to three
dimensional shapes:
square, circle, triangle,
rectangle (MKSC-00-2)
6. Count objects with one-
to-one correspondence up
to quantities of 10 (MKC-
00-7)
7. Recognize the words
“put together,” “add to,”
and “in all” that indicate
the act of adding whole
numbers (MKAT-00-26)
8. Combine elements of
two sets using concrete
objects to represent the

46
 concept of addition
(MKAT-00-3)
9. Add quantities up to 10
using concrete objects
(MKAT-00-8)
10. Naisasagawa ang
mgasumusunodnakasana
yan: pagpilas, paggupit,
pagdikit ng papel
(KPKFM-00-1.3)
11. Complete patterns
(MKSC-00-19)

Transition to
Indoor/Outdoor 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.
INDOOR/OUT SE Ang bata ay Ang bata ay 1. Nakikilala ang mga Feelings Hopscotch
DOOR Pagpapaunladsa nagkakaroon ng pag- nagpapamalas pangunahing emosyon
(20 Minutes) Kakayahang unawasa: ng: (tuwa, takot, galit, at Materials:
Sosyo-Emosyunal)  sariling ugali at  kakayaha lungkot) (SEKPSE-00-11)  chalk
damdamin ng kontrolin 2. Nakasasali sa mga
 damdamin at ang sariling laro, o anumang pisikal na
emosyon ng iba. damdamin at gawain at iba’tibang Procedure:
 konsepto ng pag-uugali, paraan ng pag-eehersisyo 1. Draw a simple
pamilya, paaralan gumawa ng (KPKPF-00-1) hopscotch on the floor
at desisyon at 3. Nagagamit ang mga with smiling and sad
komunidadbilangk tagumpay sa kilos lokomotor at di- faces alternately.
asapinito kanyang mga lokomotor sa paglalaro, 2. Teacher asks
gawain. pag-eehersisyo, questions and the
 kakayaha pagsasayaw (KPKGM-Ig- learner hops on an
ng unawain at 3) adjacent square with
tanggapin ang his/her answer: smile
emosyon at means YES and sad
damdamin ng face means
iba.

47
  pagmam
alaki at
kasiyahang
makapagkwent
o ng sariling
karanasan
bilang
kabahagi ng
pamilya,
paaralan at
komunidad

Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get
Meeting Time ready to do the wrap up activities in Meeting Time 3. A transition song or countdown may be used.
3:
MEETING
TIME 3 Learners share what makes them sad and who made them feel better when they feel sad.
(5 Minutes)
Wrap-Up Show this feeling in your face: happy/ sad/ afraid.
Questions/
Activity
DISMISSAL ROUTINE
Mungkahing Gawain: Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
Prayer
Awit: Goodbye,see u again.
(The Singing Walrus)

48
 Teaching
School:
KINDERGARTEN Date:
DAILY LESSON PLAN Week No.: 5 Day 4
Teacher:
Quarter: FIRST
Content Focus: I have feelings. Message: I feel angry when ___________.

STANDARDS OBJECTIVES/LEA
DEVELOPME Content Performance RNING
BLOCKS OF
NTAL COMPETENCIES ACTIVITY
TIME
DOMAI (Write the LC
Code)

Arrival Time Exploration of different play area

Music: It’s A Beautiful Day.

Oral Language
(OL) It’s a beautiful day.
Transition And the sun is up.
to Meeting It’s a beautiful day.
Time 1: You’ve got to believe it today.
We can work and play.
It’s a wonderful day.
It’s a beautiful day.

Daily Routine
Meeting Language The child The child shall Nakagagalaw Opening Prayer
Time 1 Literacy and demonstrates an be able to: (martsa, palakpak, Attendance Check
Communicatio understanding confidently tapik, padyak, lakad, Song:
n. of: speaks and lundag at iba pa) Where are the boys? (2x)
● increasing expresses nang angkop sa Here we are..
his/her ritmo at indayog

49
Kasanayang conversation his/her feelings bilang tugon sa
”Gross skills and himig na How are you today?(2X)
Motor’(GM) ● paggalang napapakinggan/awit We are fine thank you.
ideas in words na kinakanta (Count the number of boys who are
that makes KPKPF-Ia-2 present)
sense Where are the girls? (2x)
Here we are..
Naisasagawa ang How are you today?(2X)
Ang bata ay paggalaw/pagkilos We are fine thank you.
nagkakaroon ng ng iba’tibang bahagi (Count the number of girls who are
pag-unawa sa: Ang bata ay ng katawan sa saliw present)
● sariling ugali nagpapamalas ng awitin nang may
at damdamin ng: kasiyahan Weather check
● damdamin at ● kakayahang KPKGM-Ia-1 Song:
emosyon ng kontrolin ang What is the Weather now?
iba sariling
● konsepto ng damdamin at What is the weather the weather
mg pag-uugali, now?(2x)
asumusunod gumawa ng Today is a ________________day.
na batayan desisyon at Recite rhymes and (Sunny,Rainy,Windy,Cloudy,Stormy)
upang lubos magtagumpa poems, and sing
na y sa kanyang simple jingles/songs
mapahalaga mga gawain in the mother Calendar (date and day)
han ang ● kakayahang tongue, Filipino (TUNE:Pito-Pito)
sarili: unawain at and/or English There are seven days 2x
Oral Language 1. Disiplina tanggapin LLKOL-Ia-2 There are seven days in a week.
(OL) increasing ang emosyon Sunday, Monday,
his/her at damdamin Tuesday, Wednesday
conversation ng iba Thursday, Friday, Saturday
skills ● tamang
pagkilos sa
lahat ng Lubi Lubi
pagkakataon Enero,Pebrero,Marso,
na may Abril,Mayo,Hunyo,Hulyo,Agusto,Setyem
paggalang at bre,Oktobre

50
 pagsasaalan ,Nobyembre,Disyembre lubi lubi.
g-alang sa
sarili at sa iba Sharing time
● confidently
speaks and ( Pupils will sing different action songs)
expresses
his/her
feelings and Message
ideas in Talk about one’s
words that personal I feel angry when______________.
make sense experiences/narrate
s events of the day Good morning/ afternoon children?
LLKOL-Ig-3 How do you feel this morning/
afternoon?
Show me the feelings do you have this
morning.Can you show me the face of
different emotions?

Show me your happy

face.
(Pupils will show their
happy face.)

Show me your Sad face

(Pupils will show their sad
face.)

Show me your Angry face

(Pupils will show their
angry face.)

Show me your Surprise

face
(Pupils will show their
surprise face.)

51
 Show me your Afraid
face
(Pupils will show their
afraid face.)

Questions

What makes you angry?

(Pupils will share.)

Language Song: I have feelings

Transition Literacy and I have feelings(2x)
to Work Communicatio Happy, sad (2x)
Period 1: n. Angry and surprise (2x)
I feel these

52
Work Period Pagkilala ng Ang bata ay Ang bata ay (Teacher-Supervised):
1 Sarili at nagkakaroon ng nagpapamalas
Pagpapahayag pag-unawa sa: ng: Feelings Bingo
ng Sariling • sariling ugali • Naipakikita
Emosyon at damdamin ang Materials: call out card for each player,
(PSE) • damdamin at kahandaan Nakikilala ang mga picture cards of different faces with
mesyon ng na pangunahing emotions, tokens.
iba sumubok ng emosyon (tuwa,
• sariling bagong takot, galit, at Procedure:
kakayahang karanasan lungkot) (SEKPSE-
sumubok • kakayahang 00-11) 1. Provide each player with a call
gamitin nang kontrolin out card
maayos ang ang sariling 2. Assign a learner to call out what
kamay upang damdamin is written on the calling cards
lumikha/ at pag- 3. First one to cover all spaces
lumimbag uugali, wins. If players go through all
• gumawa ng the cards without reaching
pagpapahaya desiyon at Bingo, they should reshuffle the
g ng kaisipan magtagump cards, then turn them face down
at ay sa again and continue playing until
imahinasyon kanyang someone has won.
sa mailkhain mga gawain
at malayang • kakayahang Independent Activities
pamamaraan unawain at
• objects in the tanggapin Nakikilala ang mga Feelings Cube
environment ang pangunahing
have emsoyon at emosyon (tuwa, Materials: Small box (cubes) Marker
properties or damdamin takot, galit, at
attributes ng iba lungkot) (SEKPSE-
(e.g., colors, • kakayahang 00-11) Procedure:
Oral Language size, shapes, gamitin ang 1. Learners take turns throwing the
(OL) and functions) kamay at Talk about one’s cube.
and that daliri personal 2. At each turn, learners shares an
objects can experiences/narrate experience where s/he felt the

53
 be • kakayahang s events of the day particular emotion on the cube.
manipulated maipahayag (LLKOL-Ig-3)
based on ang Find a Match
these kaisipan, Express thoughts,
properties damdamin, feelings, fears,
Materials: emotion card
and attributes saloobin at ideas, wishes, and
• different types imahinasyon dreams (LLKOL-Ig-
of weather sa 9) Preparation: Make two copies of 10
and changes pamamagita different faces with emotion : happy ,
that occur in n ng sad, angry, silly, surprised. Cut this out.
Pagkilala ng the malikhaing
Sarili at environment pagguhit/ Procedure:
Pagpapahayag • increasing pagpinta 1. Lay down the card on the table.
ng Sariling his/her • manipulate Nakikilala ang mga 2. Have learners take turns picking
Emosyon conversation objects pangunahing out to cards showing the same
(PSE) skills based on emosyon (tuwa, emotion.
properties or takot, galit, at 3. A child gets a point for each pair
attributes lungkot) (SEKPSE- of card that s/he successfully
Logic (L) • talk about 00-11) matches.
how to
4. The game ends hen all cards
adapt to the Match object,
have been match.
different pictures based on
kinds of properties /attributes
weather and in one-to-one
care for the correspondence Feelings Collage
environment (MKAT-00-1)
• confidently Materials: Magazine, scissors, glue,
speaks and Manila Paper
Pagkilala ng expresses
Sarili at his/her Nakikilala ang mga
Procedure:
Pagpapahayag feelings and pangunahing
ng Sariling ideas in emosyon (tuwa, 1. Post Manila paper with the label,
Emosyon words that takot, galit, at “Sometimes people are
(PSE) make sense lungkot) (SEKPSE- happy.”(sad, angry,afraid,etc.
00-11) 2. Have learners cut out from

54
 magazines pictures of people
Naisasagawa ang showing different emotions.
Kasanayang mga sumusunod na 3. They will glue all pictures of happy
Fine Motor kasanayan: faces on the happy Manila paper.
(FM) pagpilas/paggupit/p
agdikit ng papel Food Faces
(KPKFM-00-1.3)
Ingredients: shredded green leafy
Nakikilala ang mga vegetables for hair, eggs/raisins for
pangunahing eyes, tomatoes for mouth, rice made
Pagkilala ng emosyon (tuwa, into a round shape, plate
Sarili at takot, galit, at
Pagpapahayag lungkot) (SEKPSE- Procedure:
ng Sariling 00-11) 1. Learners wash their hands.
Emosyon 2. Choose an emotion they wish to
(PSE) convey.
3. Arrange the ingredients on the rice to
make a face.
4. Eat this during snack time

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.
Language
Literacy and I Have Feelings
Transition
Communicatio by Jean Warren
to Meeting
n. Tune: I’m A Little Teapot
Time 2:
I have a happy face, Just watch me grin.
Oral Language I have a great big smile From my forehead to my chin.
(OL) When I’m upset And things are bad,
Then my happy face Turns to sad.

55
Meeting
Time 2 Pagkilala ng Ang bata ay Ang bata ay Nakikilala ang mga Share feelings while painting
Sarili at nagkakaroon ng nagpapamalas pangunahing
Pagpapahayag pag-unawa sa: ng: emosyon (tuwa,
ng Sariling ● sariling ugali ● kakayahang takot, galit, at (Pupils will do the activity)
Emosyon at damdamin kontrolin lungkot) (SEKPSE-
(PSE) ● damdamin at ang 00-11)
emosyon ng kakayahang
iba kontrolin Nakalilikha ng iba’t
● konsepto ng ang sariling ibang bagay sa
mga damdamin pamamagitan ng
Malikhaing sumusunod at pag- malayang pagguhit
Pagpapahayag na batayan uugali, (SKMP-00-1)
(Creative upang lubos gumawa ng 70
Expression) na desisyon at Nakaguguhit,
mapahalaga magtagump nakapagpipinta at
han ang ay sa nakapagkukulay ng
sarili: kanyang iba’t ibang bagay o
1. Disiplina mga gawain gawain (dekorasyon
● concepts of ● tamang sa “name tag”,
size, length, pagkilos sa kasapi ng mag-anak
different lahat ng , gawain ng bawat
types of pagkakatao kasapi ng mag-
weather n na may anak, mga alagang
and paggalang hayop, mga
changes at halaman sa paligid)
that occur in pagsasaalan (SKMP-00-2)
the g-alang sa
environmen sarili at sa
t iba
● increasing ● kakayahang
his/her unawain at
conversatio tanggapin
n skills ang
emosyon at

56
 damdamin
ng iba
● talk about
how to
adapt to the
different
kinds of
weather and
care for the
environment
● confidently
speaks and
expresses
his/her
feelings and
ideas in
words that
make sense
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to
Language prepare for recess time by washing their hands. Encourage sharing especially if not all children have
Literacy and food.
Communicatio
n. Song: Maghugas ng Kamay Bago Kumain.

Oral Language
Transition
(OL) Maghugas ng kamay bago kumain.
to Recess:
Nang ikaý hindi sakitin.
Basain ang kamay at sabonin
Kuskusin ng kuskusin.

Lala lala lala lala lala lala la

Ako’y batang hindi sakitin (2x)

Fine Motor Mungkahing Gawain:

57
Supervised Ang bata ay Ang bata ay Naisasagawa ang
Recess Pangangalaga nagkakaroon ng nagpapamalas pangangalaga sa Panalangin Bago Kumain (SEKPSE-
sa Sariling pag-unawa sa: ng: pansariling IIa-4)
Kalusugan at kakayahang ● pagsasag kalusugan tulad ng: Tamang paghuhugas ng kamay bago
Kaligtasan pangalagaan awa ng mga paglilinis ng at pagkatapos kumain. (KPKPKK-Ih-1)
(PKK) ang sariling pangunahing katawan, Tamang pagtatapon ng kalat sa
kalusugan at kasanayan paghuhugas ng basurahan.(KMKPKom-00-4)
kaligtasan ukol sa kamay bago at Tamang pagsisipilyo ng ngipin
pansariling pagkatapos kumain, pagkatapos kumain. (KPKPKK-Ih-1)
kalinisan sa pagsesipilyo,
pang-araw- pagsusuklay,
araw na paglilinis ng kuko,
pamumuhay pagpapalit ng damit,
at pagtugon sa
pangangalag personal na
a para sa pangangailangan
sariling nang nag-iisa
kaligtasan (pagihi, pagdumi)
paghuhugas ng
kamay, pagkatapos
gumamit ng
palikuran
KPKPKK-Ih-1

Transition The teacher reminds the children to pack away the things they used in recess time, clean up their
to Quiet eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change their wet
Time: clothes, and have their Quit Time.
Quiet Time
Transition While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to
to Story listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and
Time: makes sure that the learners are listening attentively.
Language The child The child shall Talk about the pictures in the story.
Story Time Literacy and demonstrates an be able to: Identify parts of a
Communicatio understanding ● use book – book (front and back Title of the Story:
n. of: handle and cover, and its Hansel and Gretel

58
 book familiarity, turn the pages) LLKBPA-00-
Oral Language awareness that pages; take 2
(OL) there is a story care of Pre-Reading:
to read with a books; enjoy Identify/read the title
Book and Print beginning and listening to of the story Sequence pictures of the story.
Awareness an en, written by stories LLKBPA-00-3
(BPA) author(s), and repeatedly Motive Questions:
illustrated by and may Identify/read the title  What makes you angry?
someone play of the story  What do you think are the
pretend- LLKBPA-00-3 things that will make the
Alphabet reading and people in the story angry?
Knowledge associates Listen attentively  It is good to do bad?
(AK) him/herself and react during
with the story reading During Reading:
story LLKBPA-00-9 What is the reason why the
character in the story got angry?
Study Skills Recall details of the What happened when you do
(SS) story: characters, bad things?
when and where the
stories/poems/songs Post Reading:
happened, and the Who has an angry face in the
events in story story?
listened to What makes the character in the
LLKLC-00-2 story angry?
What will you do if you are one of
Listening the characters in the story?
Comprehensio What should you do when you are
n (LC) angry?
What are the things that you
should not do?

Transition After the post-reading activities, the teacher gives instructions regarding the teacher supervised and
to Work independent activities, answers any questions and tells the learners to join their group and do the
Period 2: assigned tasks.

59
 Teacher- Supervised
Work Period Pagkilala ng The child The child shall
2 Sarili at demonstrates an be able to: Activity
Pagpapahayag understanding ● kakayahang
ng Sariling of: kontrolin Playdough Emotions
Emosyon ● sariling ugali ang sariling Nakikilala ang mga
(PSE) at damdamin damdamin pangunahing Materials: playdough
● sariling at pag- emosyon (tuwa,
kakayahang uugali, takot, galit, at Procedure:
sumubok gumawa ng lungkot) (SEKPSE-
gamitin nang desiyon at 00-11) 1. Learners make flat round
maayos ang magtagump face shapes with the
kamay ay sa Naisasagawa ang playdough.
upang kanyang mga sumusunod na 2. Encourage the learners to
lumikha/lumi mga gawain kasanayan: fill in the face by modeling
mbag ● kaakayahan pagmomolde ng smaller bits of play dough for
Kasanayang ● pagpapahay g gamitin luwad (clay), eyes, mouth, ears, etc.
“Fine Motor” ag ng ang kamay pagbuo ng puzzles 3. Make as many playdough
(FM) kaisipan at at daliri (KPKFM-00-1.5) faces as you can showing
imahinasyon ● kakayahang different emotions.
sa malikhain maipahayag Nakapagmomolde
at malayang ang ng luwad (clay) sa
pamamaraan kaisipan, nais na anyo
● objects in the damdamin, (SKMP-00-6)
environment saloobin at
have imahinsayon
Malikhaing properties or sa Independent Activities
Pagpapahayag attributes pamamagita Playdough Circle
(Creative (e.g., color, n ng
Expression size, shapes, malikhaing • Naisasagawa ang Materials: Playdough
and pagguhit/pa mga sumusunod na Procedure:
functions) gpinta kasanayan: 1. Learners make different sizes of
and that ● manipulate pagmomolde ng circles using playdough.
objects can objects luwad (clay), 2. They will arrange the balls in a
be based on
series/sequence according to size and

60
 manipulated properties or pagbuo ng puzzles describe their relationship
based on attributes (KPKFM-00-1.5) (big/bigger/biggest or
these ● perform small/smaller/smallest).
Kasanayang properties simple Nakapagmomolde
“Fine Motor” and addition and ng luwad (clay) sa
(FM) attributes subtraction nais na anyo
● the sense of of up to 10 (SKMP-00-6) •
quantity and objects or Arrange objects one
numeral pictures/ after another in a
relations, drawings series/sequence
that addition ● describe according to a given
results in and attribute (size,
increase and compare 2- length) and describe
subtraction dimensional their relationship
results in and 3- (big/bigger/biggest
decrease dimensional or long/
● objects can objects longer/longest) 2. Shape Lacing: Circle
be 2- ● make sense (MKSC-00-10)
dimensional of available Materials: precut cardboard circles with
or 3- information holes around, yarn
dimensional • Recognize simple
● organizing shapes in the Procedure:
and environment 1. Distribute the cardboard circles.
interpreting (MKSC-00-1) • 2. Using the yarn attached to the
data Identify two to three cardboard circle, have each learner lace
dimensional shapes: the edges of the shape card s/ he is
square, circle, holding.
triangle, rectangle
(MKSC-00-2)
3. Worksheet: Count and Add

Mathematics Procedure:
1. Hand the worksheet to each
Logic (L) learner.

61
 • Count objects with 2. Ask learners to count the faces
one-to-one in the first two boxes. Then draw
correspondence up the total number of faces in the
to quantities of 10 third box.
(MKC-00-7)
• Recognize the Variation: If using concrete
words “put objects, example, cut-outs of
together,” “add to,” happy faces, each learner can
and “in all” that take turns in doing this exercise.
indicate the act of
adding whole
numbers (MKAT-00- Instructions are as follows:
26) 1. Give several cut-outs of happy
• Combine faces to a learner. Teacher
elements of two sets retains 3 pieces.
using concrete 2. Prepare 3 small plates or
objects to represent bowls and place them in front of
the concept of the learner.
addition (MKAT-00- 3. Teacher makes two sets of
3) • Add quantities happy faces from the 3 pieces
up to 10 using she/he is holding and put them in
concrete objects two of the small plates or bowls
(MKAT-00-8) (i.e. when the two sets are
combined, it should result to 3).
4. Ask the assigned learner to
count the happy faces in the two
Number and sets, and put in the 3rd plate/bowl
Number Sense the corresponding number of
(NNS) happy faces from the pile he/she
is holding

Transition The teacher tells the learners to start packing away the materials they used and be ready for
to Language indoor/outdoor Games. A transition song or countdown may be used.
Indoor/Outd Literacy and
oor: I Have Feelings

62
 Communicatio by Jean Warren Tune: I’m A Little Teapot
n. I have a happy face,
Just watch me grin
Oral Language . I have a great big smile
(OL) From my forehead to my chin.
When I’m upset
And things are bad,
Then my happy face Turns to sad
[

Indoor/ Kalusugang Ang bata ay Ang bata ay • Nakikilala ang mga

Outdoor Pisikal at nagkakaroon ng nagpapamalas pangunahing . Feelings Hopscotch
Pagpapaunlad pag-unawa sa: ng: emosyon (tuwa,
ng kakayahang kanyang maayos na takot, galit, at Materials: chalk
Motor (KP) kapaligiran at galaw at lungkot) (SEKPSE- Procedure:
naiuugnay ditto koordinasyon ng 00-11) 1. Draw a simple hopscotch on the floor
ang angkop na mga bahagi ng • Nakasasali sa with smiling and sad faces alternately.
paggalaw ng katawan mga laro, o 2. Teacher asks questions and the
katawan kakayahang anumang pisikal na learner hops on an adjacent square with
sariling ugali at kontrolin ang gawain at iba’t ibang his/her answer: smile means YES and
damdamin sariling paraan ng pag- sad face means NO.
damdamin at eehersisyo (KPKPF-
pag- uugali, 00-1)
gumawa ng • Nagagamit ang
desisyon at mga kilos lokomotor
magtagumpay sa at di-lokomotor sa
kanyang mga paglalaro,
gawain pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)

Language
The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor
Transition Literacy and
Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or
to Meeting Communicatio
countdown may be used.
Time 3: n.
Circle Song

63
 Oral Language Tune: If You’re Happy and You Know It
(OL)
A circle is a shape that goes round.
A circle is a shape that goes round.
A circle is a shape that goes round,
And round and round. A circle is a shape that goes round.
Tiptoe slowly on the circle and go round.
Tiptoe slowly on the circle and go round.
Tiptoe slowly on the circle
, And go round and round and round.
Tiptoe slowly on the circle and go round.

Meeting Language Learners share who makes them feel better when they feel angry.
Time 3 Literacy and The teacher takes note of the person whom the learners feel a strong connection with.
Communicatio
n.

Oral Language
(OL)
Wrap-Up
Questions/
Activity

Dismissal Routine
Mungkahing Gawain: Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi
sa tahanan.

Prayer

Awit: Goodbye,see u again.

(The Singing Walrus)

It’s time to go home (3x)

It’s time to say goodbye
I had so much fun.

64
 And you had so much fun
We all had so much fun
And no we say goodbye.
Goodbye, goodbye see u again ( 2x)

65
 Teaching
School:
KINDERGARTEN Date:
DAILY LESSON PLAN Week No.: 5 Day 5
Teacher:
Quarter: FIRST

Content Focus: I have feelings. Message for the Day: I feel afraid when ________.

OBJECTIVES/LEARNING
BLOCKS Developmental STANDARDS COMPETENCIES ACTIVITY
OF TIME
Domain Content Performance (Write the LC Code)
Arrival Exploration of different play area
Time
Kumusta
Transition Kumusta, kumusta, kumusta
to Meeting Kumusta kayong lahat?
Time 1: Ako’y natutuwa, akoy nagagalak
Tralalala lalala (3x)
Meeting The child The child shall be Daily Routine
Time 1 Pagpapahalaga demonstrates able to: Naipakikita ang pagiging
sa Sarili (PS) an confidently speaks tahimik at maayos sa Opening Prayer
understanding and expresses pagkilos/ pagsunod sa Angel of God
of: his/her feelings and seremonya gaya ng Angel of God, My Guardian
● increasing ideas in words that pagluhod/pagtayo/pagyuk Dear
his/her makes sense o, pag-awit kung nasa To whom His love, commits me
conversation pook dalanginan here.
skills KAKPS-00-14 Ever this day be at my side
● paggalang To light and guide
Recite rhymes and poems, To rule and guard, Amen
Oral Language and sing simple
(OL) jingles/songs in the mother Attendance Check (Tune of:
Ang bata ay Ang bata ay tongue, Filipino and/or Where is thumbkin?)
nagkakaroon nagpapamalas ng: English Where are the boys (2x)

66
 ng pag-unawa ● kakayahang LLKOL-Ia-2 Here we are (2x)
sa: kontrolin ang [the boys/girls will stand up]
Pagkilala ng ● sariling sariling Naisakikilos ang sariling Let us count the boys(2x)
Sarili at ugali at damdamin at pag- kakayahan sa iba’t ibang Now, sit down (2x)
Pagpapahayag damdamin uugali, gumawa paraan, hal. pag-awit, (repeat the song, this time
ng Sariling ● damdamin ng desisyon at pagsayaw, at iba pa
Emosyon (PSE) at emosyon magtagumpay sa SEKPSE-If-2 change boys to girls]
ng iba kanyang mga Ask: How many boys are
● konsepto gawain Naipakikita ang there? How many girls are
ng mg ● kakayahang kahandaan na sumubok there?
asumusuno unawain at ng bagong karanasan Which is greater, the
d na tanggapin ang SEKPSE-IIIc-6 boys or the girls?
batayan emosyon at Who were not around
upang damdamin ng iba today?
lubos na ● tamang pagkilos Nasasabi ang kasarian
mapahalag sa lahat ng SEKPSE-Ib- 1.2 Weather check
ahan ang pagkakataon na Tell me the weather, the
sarili: may paggalang at weather now (3x)
1. Discipline pagsasaalang- Tell and describe the Today is a ________ day
a alang sa sarili at different kinds of (sunny, rainy, windy, cloudy).
Earth Science: increasing sa iba weather (sunny, rainy,
Environment and his/her ● confidently cloudy, stormy, Calendar (date and day)
the Weather (E) conversatio speaks and windy) PNEKE-00-1
n skills expresses his/her Linggo, Lunes, Martes,
feelings and ideas Miyerkules,
in words that Huwebes, Biyernes,
make sense Naisasagawa ang Sabado.
paggalaw/pagkilos ng Pitong araw sa isang
iba’tibang bahagi ng linggo.
Kasanayang katawan sa saliw ng awitin Sabay-sabay nating
“Gross Motor” nang may kasiyahan awitin.
(GM) KPKGM-Ia-1 (Repeat 2x)
Anong araw ngayon?
Anong araw kahapon?
Anong araw bukas?

67
 Anong petsa meron tayo
ngayong araw?

Sharing time
Sharing of experiences

Nakikilala ang mga Message:

pangunahing emosyon I feel afraid when________?
Pagkilala ng (tuwa, takot, galit, at
Sarili at lungkot)
Pagpapahayag SEKPSE-00-11 Good morning children how are
ng Sariling you feeling today?
Emosyon (PSE)
Express thoughts,
feelings, fears, ideas,
wishes, and dreams Questions
LLKOL-Ig-9
Oral Language What makes you afraid? Who
(OL) do you talk to about your fear?

Participate actively in a
Show an array of pictures and
dialog or conversation of
familar topics let pupils choose which pictures
LLKOL-00-10 makes them afraid and why.

Retell in 1 to 3 sentences
through pictures and
dramatization LLKOL-Ih-
12

68
Transition Song: I have feelings
to Work (to the tune of Watermelon song)
Period 1: I have feelings(2x)
Happy, sad (2x)
Angry and surprise (2x)
I feel these

Work Pagkilala ng Ang bata ay Performance • Naipakikita ang Teacher-Supervised:

Period 1 Sarili at nagkakaroon Standard kahandaan na sumubok Fear Fishing
Pagpapahayag ng pag-unawa Ang bata ay ng bagong karanasan SEKPSE-IIIc-6
ng Sariling sa: nagpapamalas ng: (SEKPSE-IIIc-6) • SEKPSE-00-8
Emosyon (PSE) • sariling ugali • kakayahang SEKPSE-00-11
at kontrolin ang Natutukoy ang
damdamin sariling kahalagahan ng Materials: plastic fish
• damdamin damdamin at pagpapakita ng positibong cut-outs (write words on
at mesyon pag-uugali, pag-uugali sa harap ng them using washable
ng iba gumawa ng hindi inaasahang marker: darkness, new

69
 • sariling desiyon at pangyayari tulad ng class, loud noises,
kakayahang magtagumpay sa pagkatalo sa laro, atbp. thunder, pain, etc.),
sumubok kanyang mga (SEKPSE-00-8) paper clip, fishing rod
gamitin nang gawain with magnet, bucket of
maayos ang • kakayahang Nakikilala ang mga water
kamay unawain at pangunahing emosyon
upang tanggapin ang (tuwa, takot, galit, at Procedure:
lumikha/ emsoyon at lungkot) (SEKPSE-00-11)
lumimbag damdamin ng iba 1. Set up a “fishing
• • kakayahang area” where fish are
pagpapahay gamitin ang placed on the floor.
ag ng kamay at daliri
kaisipan at • kakayahang 2. Learners take turns
imahinasyon maipahayag ang using the fishing rod to
sa mailkhain kaisipan, catch a “fish.”
at malayang damdamin,
pamamaraa saloobin at 3. When a child catches
n imahinasyon sa a fish, help them read
• objects in pamamagitan ng the word/s then ask
the malikhaing them how they feel
environment pagguhit/ about it.
have pagpinta
properties or • manipulate 4. Have the learner
attributes objects based on throw the fish into a
(e.g., colors, properties or bucket of water. The
size, attributes words will disappear
shapes, and • talk about how to because of the washable
functions) adapt to the markers and their fear
and that different kinds of will also disappear.
Pagkilala ng objects can weather and • Nakikilala ang mga
Sarili at be care for the pangunahing emosyon
Pagpapahayag manipulated environment (tuwa, takot, galit, at
ng Sariling based on • confidently lungkot) (SEKPSE-00-11) Independent Activities
Emosyon (PSE) these speaks and • 1. Feelings Cube
properties expresses SEKPSE-00-11

70
 and his/her feelings Talk about one’s personal LLKOL-Ig-3
attributes and ideas in experiences/narrates LLKOL-Ig-9
• different words that make events of the day (LLKOL- Materials: small box (cube),
types of sense Ig-3) • marker
weather and
Preparation: At each face of the
Oral Language changes that
cube, draw a face that depicts a
(OL) occur in the Express thoughts,
particular emotion.
environment feelings, fears, ideas,
• increasing wishes, and dreams
his/her (LLKOL-Ig-9)
conversation Procedure:
skills 1. Learners take turns throwing
the cube.
2. At each turn, learner shares
an experience where s/he felt
the particular emotion on the
cube.

2. Find a Match
SELPSE-00-11
Pagkilala ng MKAT-00-1
Sarili at • Nakikilala ang mga Materials: emotion cards
Pagpapahayag pangunahing emosyon Preparation: Make two copies
ng Sariling (tuwa, takot, galit, at of 10 different faces with
Emosyon (PSE) lungkot) (SEKPSE-00-11) emotions: happy, sad, angry,
• silly, surprised. Cut these out.

Procedure:

71
Number and 1. Lay down the cards on the
Number Sense Match object, pictures table.
(NNS) based on properties 2. Have learners take turns
/attributes in one-to-one picking out two cards showing
correspondence (MKAT- the same emotion.
00-1) 3. A child gets a point for each
pair of card that s/he
successfully matches.
4. The game ends when all
cards have been matched.

Variation: The same set of

cards can be used to play
memory game. Instead of
laying down the cards face up,
all cards must be placed face
• Nakikilala ang mga down. Each child takes turns
Pagkilala ng pangunahing emosyon picking out two cards. If the
Sarili at (tuwa, takot, galit, at card matches, s/he gets the
Pagpapahayag lungkot) (SEKPSE-00-11) pair. If it does not, s/he returns
ng Sariling • the cards
Emosyon (PSE) Emotions
BINGO

3. Feelings Collage
SELPSE-00-11
KPKFM-00-1.3

Kasanayang Materials: magazines,

Fine motor (FM) Naisasagawa ang mga scissors, glue, Manila
sumusunod na paper

72
 kasanayan: Procedure:
pagpilas/paggupit/pagdikit 1. Post Manila paper with the
ng papel (KPKFM-00-1.3) label, ““Sometimes people are
happy.” (sad, angry, afraid,
etc.)
2. Have learners cut out from
magazines pictures of people
showing different emotions.
3. They will glue all pictures of
happy faces on the happy
Manila paper.
Pack your things then let’s sing:

If you’re scared
(tune: if you’re happy and you know)
Transition
If you’re scared, scared, scared say Oh no!
to Meeting
Oh no!
Time 2:
If you’re scared, scared, scared say Oh no!
Oh no!
If you’re scared, scared say oh no, say oh no
If you’re scared, scared, say oh no
Oh no!
Meeting Nakikilala ang mga
Time 2 Pagkilala ng Ang bata ay Ang bata ay pangunahing emosyon How do you fight your fears?
Sarili at nagkakaroon nagpapamalas ng: (tuwa, takot, galit, at
Pagpapahayag ng pag-unawa ● kakayahang lungkot)
ng Sariling sa: kontrolin ang SEKPSE-00-11
Emosyon (PSE) ● sariling kakayahang
ugali at kontrolin ang
damdamin sariling Talk about one’s personal
● damdamin damdamin at experiences/narrates
at emosyon pag-uugali, events of the day
ng iba gumawa ng LLKOL-Ig-3
desisyon at

73
 Oral Language ● konsepto magtagumpay sa
(OL) ng mga kanyang mga
sumusunod gawain
na batayan ● tamang pagkilos
upang sa lahat ng
lubos na pagkakataon na
mapahalag may paggalang
ahan ang at pagsasaalang-
sarili: alang sa sarili at
1. Disiplina sa iba
● concepts ● kakayahang
of size, unawain at
length, tanggapin ang
different emosyon at
types of damdamin ng iba
weather ● talk about how to
and adapt to the
changes different kinds of
that occur weather and
in the care for the
environme environment
nt ● confidently
● increasing speaks and
his/her expresses
conversati his/her feelings
on skills and ideas in
words that make
sense
By group, pupils fall in line to wash their hands.
.
Transition
Sing the song about washing one’s hands (to the tune of: I have two hands)
to Recess:
Rub them softly Rub both hands, then back of the hands.
fingertips too. Rub between fingers, then both thumbs

74
 Rinse those
hands, they’re
good to see.
Share your food
to your
classmate if they
don’t have.
Supervised Pangangalaga Mungkahing Gawain:
Recess sa Sariling Ang bata ay Ang bata ay nagpapamalas ng:
Kalusugan at nagkakaroon ● pagsasagawa ng mga pangunahing Grace before meals
Kaligtasan (PKK) ng pag-unawa kasanayan ukol sa pansariling kalinisan sa
sa: pang-araw-araw na pamumuhay at Bless us Oh Lord
kakayahang pangangalaga para sa sariling kaligtasan In these thy gift
pangalagaan Panalangin Bago Kumain (SEKPSE-IIa-4) which we are about to receive
ang sariling from thy bounty through Christ
Pakikisalamuha kalusugan at Tamang paghuhugas ng kamay bago at Our Lord Amen
sa iba bilang kaligtasan pagkatapos kumain. (KPKPKK-Ih-1)
kasapi ng
komunidad Tamang pagtatapon ng kalat sa
(PKom) basurahan.(KMKPKom-00-4)

Tamang pagsisipilyo ng ngipin pagkatapos

kumain. (KPKPKK-Ih-1)
Pack away the things you’ve used during recess time, clean up your mess, throw your trash in the trash
Transition
bin, brush your teeth, and be quiet.
to Quiet
Tip toe, tip toe, tip toe very quietly
Time:
Tip toe, tip toe, ‘til the music stop ssshhh…
Quiet Time
Transition Song: Walking (4x) Hop(3x) hop,hop,hop
to Story Running (3x) running running running,
Time: Now sit down, now sit down
The child The child shall be
Story Time Phonological demonstrates able to: LLKBPA-00-2 to 8 Title of the Story:
Awareness (PA) an ● use book – Hansel and Gretel
handle and turn

75
 understanding the pages; take ● Identify the parts of the (Story attached after
of: care of books; book (front, back, cover DLP)
book enjoy listening to and its pages)
familiarity, stories ● Read simple stories Pre-Reading: Define difficult
awareness that repeatedly and words
Oral Language there is a story may play Talk about the details of
(OL) to read with a pretend-reading an object/picture like toys, Motivation question:
beginning and and associates pets, foods, places What makes you
an end, written him/herself with LLKOL-Id-4 afraid/scared?
by author(s), the story What do you think are
and illustrated the things that will make the
by someone people in the story scared/
afraid?
Participate actively in a
dialog or conversation of During Reading:
familar topics LLKOL-00- Why is the character afraid of
10 the dark?

Express thoughts, Post-Reading:

feelings, fears, ideas, What made the people in the
wishes, and dreams story scared? What can you do
LLKOL-Ig-9 so that you will not be scared
anymore?

ISA, DALAWA, TATLO

Transition Isa, dalawa, tatlo

to Work Una-unahan tayo
Period 2: Apat, lima, anim
Sa balong malalim
Pito, walo, siyam
Lakad parang langgam

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 Pagdating sa sampu
Ang lahat ay umupo

Teacher-Supervised:
The child The child shall be
Number and demonstrates able to:
Work Number Sense an ● kakayahang Count objects with one-to- Graphing Emotions
Period 2 (NNS) understanding kontrolin ang one correspondence up to MKC-00-7
of: sariling quantities of 10 (MKC-00- MKAP-00-2
● sariling damdamin at 7) MKAP-00-3
ugali at pag-uugali,
damdamin gumawa ng Compare two groups of Materials: Manila paper, marker
● sariling desiyon at objects to decide which is Procedure:
kakayahan magtagumpay sa more or less, or if they are 1. Count how many happy, sad,
g sumubok kanyang mga equal (MKC-00-8) • angry, and afraid faces the
Statistics and gamitin gawain learners made out of playdough.
Probability (SP) nang ● kaakayahang Create simple pictographs 2. Write these on the graph.
maayos gamitin ang (MKAP-00-2) •
ang kamay kamay at daliri
upang ● kakayahang Discuss simple
lumikha/lu maipahayag ang pictographs (MKAP-00-3)
Fine Motor (FM) mimbag kaisipan, • Naisasagawa ang mga
● pagpapaha damdamin, sumusunod na
yag ng saloobin at kasanayan: pagmomolde
Malikhaing kaisipan at imahinsayon sa ng luwad (clay), pagbuo
Pagpapahayag imahinasyo pamamagitan ng ng puzzles (KPKFM-00-
(Creative n sa malikhaing 1.5) • Independent Activities
Expression) malikhain pagguhit/pagpint 1. Playdough Circle
at a Nakapagmomolde ng
 KPKFM-00-1.5
malayang ● manipulate luwad (clay) sa nais na
 SKMP-00-6
Logic pamamara objects based on anyo (SKMP-00-6) •
 MKSC-00-10
an properties or
Material: playdough
● objects in attributes Arrange objects one after
the ● perform simple another in a Procedure:
environmen addition and series/sequence according 1. Learners make different sizes

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 t have subtraction of up to a given attribute (size, of circles using playdough
properties to 10 objects or length) and describe their . 2. They will arrange the balls in
or attributes pictures/ relationship a series/sequence according to
(e.g., color, drawings (big/bigger/biggest or long/ size and describe their
size, ● describe and longer/longest) (MKSC-00- relationship (big/bigger/biggest
shapes, compare 2- 10) or small/smaller/smallest).
and dimensional and
functions) 3-dimensional
and that objects
objects can ● make sense of • Recognize simple
be available shapes in the environment
manipulate information (MKSC-00-1) •
d based on
these Identify two to three
4. Shape Lacing: Circle
properties dimensional shapes:
and square, circle, triangle,  M MKSC-00-1
attributes rectangle (MKSC-00-2)  MKSC-00-2
● the sense
of quantity Materials: precut cardboard
Logic and circles with holes around, yarn
numeral • Count objects with one- Procedure:
relations, to-one correspondence up 1. Distribute the cardboard
that to quantities of 10 (MKC- circles.
addition 00-7) 2. Using the yarn attached to
results in the cardboard circle, have each
increase • Recognize the words learner lace the edges of the
and “put together,” “add to,” shape card s/ he is holding.
subtraction and “in all” that indicate
results in the act of adding whole
decrease numbers (MKAT-00-26)
● objects can
be 2- • Combine elements of two
dimensiona sets using concrete
l or 3- objects to represent the 5. Worksheet: Count and
Add

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 Number and dimensiona concept of addition  MKC-00-7
Number Sense l (MKAT-00-3)  MKAT-00-26
(NNS) ● organizing
and  MKAT- 00-3
interpreting  MKAT-00-8
data
• Add quantities up to 10 Procedure:
using concrete objects 1. Hand the worksheet to each
(MKAT-00-8) learner.
2. Ask learners to count the
faces in the first two boxes.
Then draw the total number of
faces in the third box.

Variation: If using concrete

objects, example, cut-outs of
happy faces, each learner can
take turns in doing this exercise.
Instructions are as follows:
1. Give several cut-outs of
happy faces to a learner.
Teacher retains 3 pieces.
2. Prepare 3 small plates or
bowls and place them in front of
the learner.
3. Teacher makes two sets of
happy faces from the 3 pieces
she/he is holding and put them
in two of the small plates or
bowls (i.e. when the two sets
are combined, it should result to
3).
4. Ask the assigned learner to
count the happy faces in the two
sets, and put in the 3rd

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 plate/bowl the corresponding
number of happy faces from the
pile he/she is holding.

Transition Wiggle your fingers

to (chant)
Indoor/Out
door: Wiggle your fingers in the air
Wiggle them, wiggle them everywhere
Stomp your feet upon the ground
Stomp them, stomp them all around

Indoor/Out Ang bata ay Ang bata ay

door nagkakaroon nagpapamalas ng: Nakikilala ang mga Feelings Parade
Pagkilala ng ng pag-unawa • maayos na galaw pangunahing emosyon  SEKPSE-00-11
Sarili at sa: at koordinasyon (tuwa, takot, galit, at  KPKPF-00-1
Pagpapahayag • kanyang ng mga bahagi ng lungkot) (SEKPSE-00-11)  KPKGM-Ig-3
ng Sariling kapaligiran katawan • Nakasasali sa mga laro,  LLKAPD-Id-6
Emosyon (PSE) at kakayahang kontrolin o anumang pisikal na
naiuugnay ang sariling gawain at iba’t ibang Procedure:
ditto ang damdamin at pag- paraan ng pag-eehersisyo
angkop na uugali, gumawa ng (KPKPF-00-1)

80
 paggalaw desisyon at • Nagagamit ang mga kilos Tell a story with different
ng katawan magtagumpay sa lokomotor at di-lokomotor emotions as the learners act out
Kasanayang sariling ugali at kanyang mga gawain sa paglalaro, the feeling. Example: I was
“Gross Motor” damdamin pageehersisyo, walking to school and saw a
(GM) pagsasayaw (KPKGM-Ig- butterfly and it made me so
3) happy (everyone walks with a
• Listen discriminately and smile). But it started to rain and I
respond appropriately, i.e., didn’t have my umbrella and
speak loudly/softly when that made me angry (stomp as
asked, asked to adjust you walk).
volume of television/radio
(LLKAPD-Id-6)
Everyone, pack away the materials we used.
Let us sing
Transition I Have Feelings by Jean Warren (Tune: I’m A Little Teapot)
to Meeting I have a happy face, Just watch me grin.
Time 3: I have a great big smile From my forehead to my chin.
When I’m upset And things are bad,
Then my happy face Turns to sad.
Meeting Ask the pupils about the things that they are most afraid of. Who are the persons that they talk with when they are afraid?
Time 3
Wrap-Up Show the pictures from meeting time 1 and take note if how many children are afraid of picture 1, 2, etc.
Questions/
Activity
Dismissal Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
Routine  Prayer
It’s time to say goodbye

It’s time to say goodbye(2x)

Hi ho the dearie oh
It’s time to say goodbye

Reference National Kindergarten Curriculum Guide

Competencies for 5 year old child

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 BIBLIOGRAPHY

INTERNET MATERIALS

http://atozteachersstuff.com/
https://www.facebook.com/groups/1215507021898375/
https://www.facebook.com/groups/131409123946551/
https://www.facebook.com/groups/291002474638006/387542808317305/
https://www.youtube.com/watch?v=RLcQ6x8ftoA

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