Grade

School: Ilugin Elementary School KINDER

Level:
Teacher: Ms. Carina Charmaine A. Pelaez Quarter Third
KINDER November 6, 2019 Quarter
Teaching Checked
DAILYLESSON WEDNESDAY
Date by:
PLAN Week 22 Day 3
Time: 6:30-9:30 a.m. / 10:00-1:00 p.m.

I. LEARNING RESOURCES
A. References Kindergarten Teacher’s Guide pp. 316-329

1.Curriculum Guide pages LLKPA-Ig-1, p.25

LLKPA-Ig-7, p.26
LLKV-00-5, p.28
SKMP-00-4, p.16
MKAP-00-1, p.21
MKC-00-7, p.18
MKC-00-4, p.18
2. Kindergarten Teacher’s Week 22 pages 316-329
Guide
2.Additional Materials from ICT, pictures, charts
Learning Resource (LR) portal
B. Other Learning Resources
/ materials
II. PROCEDURES
A. ARRIVAL TIME Daily Routine:
(10 minutes)
6:30-6:40 a.m./10:00- National Anthem
10:10 a.m. Opening Prayer
Exercise
Attendance
Kamustahan/Balitaan

B. MEETING TIME I
(10 minutes) Content Focus: There are places of learning in the community.
6:40-6:50 a.m/10:10-
10:20 a.m. Message: There are libraries in the school and in the community.

Questions:
 Aside from the different classrooms that we visited yesterday,
what else did we visit? (Library)
 What are the things that you saw in the school library?
 What are the people doing in the library?
 What other things can you do in the library?

WORK PERIOD I
(40 minutes)
6:50-7:30 a.m./ 10:20-11:00 a.m.

CONTENT STANDARDS: Ang bata ay nagkakaroon ng pag -unawa sa …

 Letter sound to name relations
 acquiring new words/ widening his/her vocabulary links to
his/her experiences
  pagpapahayag ng kaisipan at imahinasyon sa malikhain at
PERFORMANCE STANDARDS: malayang pamamaraan

Ang bata ay nagpapamalas ng …

 identify/pick out the distinct sounds in words, match sounds
with letters, and hear specific letter sound by listening to familiar
poems and stories, and singing of rhymes and songs
 actively engage in meaningful conversation with peers and
adults using varied spoken vocabulary
 kakayahang maipahayag ang kaisipan, damdamin, saloobin
at imahinasyon sa pamamagitan ng malikhaing
pagguhit/pagpinta
LEARNING COMPETENCIES/
OBJECTIVES:
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify several words that begin with the same sound as the
spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the
alphabet (LLKV-00-5)
 Nakagugupit at nakapagdidikit ng iba;t ibang hugis na may
iba’t ibang tekstura (SKMP-00-4)

Teacher Supervised Activity

PROCEDURES:
 /Ll/ for library

Materials: pictures of words that begin with L

Procedure:
1. Show words that begin with L. One example is the ‘library.’
2. Show the letter Ll.
3. Show the learners how to write Ll.
4. Give examples of words that begin with /L/.
5. Ask the learners to give the sound of /L/.
6. Ask the learners for other words that begin with /L/.

Independent Activities
 Shape Collage

Materials: shape cut-outs, glue, bond paper

Procedure:
1. Have learners choose an area in school to represent.
2. Let them recreate this area using the shape cut-outs.
3. After everyone is done, have each one present this to the group.
4. Let them talk about the area of their choice - who uses, what is it
used for and what can be found in this area.

MEETING TIME 2
(10 minutes)
7:30-7:40 a.m
11:00 – 11:10 a.m.

Questions/ Activity:
Let the learners present their work.
 Ask them the following questions:
1. What are the things that you saw in the library?
2. Are there other libraries in the community?
3. What are the things that you can do in the library?
4. How can the library help in learning new things?
 The library is a place where books are kept. It is a place where I can read about different things
 QUIET TIME
(10 minutes)
7:40-7:55 a.m
11:25-11:35 a.m.

The learners can take a nap.

STORY TIME
(20minutes)
8:05-8:25 a.m.
11:35-11:55 a.m.

 PRE-READING Story: Kwento Tungkol kay Palaka at Uwang

a. Motivation  Mayroon ka bang mga kaibigan/ kaaway sa inyong

pamayanan?
b. Motive Question
 Sino ang tauhan sa kwento na kinaaayawan sa kanilang
pamayanan? Bakit?

 DURING READING

a. Reading standard

b. Story reading Kwento Tungkol kay Palaka at Uwang

Matahimik at masayang namumuhay sina Palaka, Gagamba at

Susuhong sa lugar na iyon nang biglang dumating si Uwang. Hindi
lamang matakaw ito sa pagkain ng dahon at maingay ang ugong, ito
rin ay sadyang mapanudyo. Kapag pinagbawalan o
pinagpagunitaan, ito'y nagbabanta pang manakit o maminsala.

Isang araw, tahimik na nanginginain si Susuhong sa tabi ng sapa

nang bigla na lamang siyang suwagin ni Uwang. Nahulog siya sa agos
at tinangay siya sa dakong malalim. Mabuti na lamang at
nakapangunyapit siya sa isang yagit, kaya nakaahon siya sa pampang.
Minsan naman. Gumawa si Gagamba ng isang napakagandang
sapot. Ipinagmalaki niya iyon kina Palaka at Susuhong. Natuwa rin ang
dalawa at pinuri si Gagamba. Subalit kinabukasan, nang naghahanap
ng makakain si Gagamba, hindi niya alam na winasak na ni Uwang ang
kanyang sapot. Gayon na lamang ang kanyang panlulumo habang si
Uwang naman ay patudyong nagtatawa.

Si Palaka naman ay sinuwag ni Uwang ng mga sungay nito,

isang araw na nagpapahinga siya sa may batuhan. Namaga ang
kanyang nguso ng ilang araw. Kaya ang magkakaibigan ay nagpasya
isang araw. Hahamunin nila sa isang paligsahan si Uwang. Ang ilalaban
nila ay si Palaka.

“Payag ako,” sabi ni Uwang nang mabatid ang paligsahan.

“Kung kayo ay magwagi, lalayasan ko na ang lugar nai to. Kung ako
naman ang magwagi, kayo'y magiging sunud-sunuran sa akin.”

Nagpalutang sila sa isang malapad na dahon sa gitna ng sapa.

Mag-uunahan sina Palaka at Uwang sa pagsakay doon.

"Tiyak na ako ang magwawagi," pagmamalaki ni Uwang dahil

alam niyang mabilis niyang maikakampay ang kanyang pakpak.

Sinimulan ang paligsahan. Pumaimbulog pa si Uwang habang si

Palaka naman ay mabilis nang glumangoy patungo sa dahon. Mula sa
itaas, sumisid si Uwang, patungo sa dahon na inaanod sa gitna ng sapa.
 Ngunit nagkasabay sila sa pag-abot sa dahon. Kasabay ng
pagsakay dito ni Palaka, dumapo naman si Uwang. Sa bigat nilang
dalawa, lumubog ang dahon at kapwa nahulog sila sa tubig. Ang
nabiglang si Uwang ay natangay ng agos.

"Tulungan mo ako, Palaka. Hindi ako marunong lumangoy,"

pakiusap ni Uwang.
Hindi siya pinansin ni Palaka. Umahon ito sa pampang at sinalubong ng
mga kaibigang sina Gagamba at Susuhong.
"Mabuti nga sa kanya," sabi ni Palaka nang hindi na matanaw si Uwang.
Mula noon, nagbalik na ang katahimikan at kasayahan ng
pamumuhay ng tatlo sa pook na iyon.

 POST READING  Sino ang tauhan sa kwento na kinaaayawan sa kanilang

a. Answering motive pamayanan? Bakit?
questions
Questions:

b. Answering other 1. Sino-sino ang tauhan sa ating kwento?

questions 2. Saan nangyari ang kwento?
3. Bakit ayaw makipagkaibigan nila Palaka, Gagamba at
Susuhong kay Uwang?
4. Ano ang napagpasiyahan ng tatlong magkaibigan na gawin
kay Uwang?
5. Sino ang nanalo sa paligsahan?
6. Ano ang nangyari kay Uwang matapos ang paligsahan?
WORK PERIOD 2
(40minutes)
8:25-9:05 a.m
11:55-12:35 p.m.

CONTENT STANDARDS: Ang bata ay nagkakaroon ng pag-unawa sa…

 Organizing and interpreting data
 the sense of quantity and numeral relations, that addition
results in increase and subtraction results in decrease

PERFORMANCE STANDARDS: The child shall be able to…

 Make sense of available information
 perform simple addition and subtraction of up to 10 objects or
pictures/drawings

LEARNING COMPETENCIES/
 Collect data on one variable through observation and asking
OBJECTIVES:
questions (MKAP-00-1)
 Create simple pictographs (MKAP-00-2)
 Discuss simple pictographs (MKAP-00-3)
 Count objects with one-to-one correspondence up to
quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 1 to 10
(MKC-00-4)

Teacher- Supervised Activity

 Comparing number of objects in the school tour Tally

PROCEDURES: Materials: tally chart of the counted items done during the previous
day

Procedure:
1. Read through the items on the chart.
2. Ask the learners the following questions:
--Which among the items has the most number?
--Which among the items has the least number?
--Which items have equal number?
 Independent Activities

 It’s a Match

Materials: one set of cards with numerals – 0 -7 one set of cards with
dots (corresponding to the numerals)
Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Call on a learner to get a card form the box and place it over the
equivalent card in the chalk tray.
4. If correct, the learner may choose the next player.

INDOOR/OUTDOOR GAMES
(20minutes)
9:05-9:25 a.m
12:35-12:55 p.m.

CONTENT STANDARDS:  I Spy

PERFORMANCE STANDARDS:
LEARNING COMPETENCIES/
OBJECTIVES:
PROCEDURES:

MEETING TIME 3/DISMISSAL

(5minutes)
9:25-9:30 a.m.
12:55-1:00 p.m.

The learners will discuss the importance of the library and how it can help in learning new things.

Wrap-Up questions/activity

The teacher will take note of how the learners view what the library is for.
III. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?