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Kindergarten DLL Week 1.doc egwgheRHerjheHR

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Kindergarten Daily Lesson Log School Teaching Dates Teacher Week No. 1 Content Focus I belong to a Kindergarten Class Quarter First Date Inspected Signature BLOCKS OF TIME OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Arrival Time Activities Free Play: Exploration and Discovery Meeting Time I Routine Activities Developmental Domains LA: LL (Language, Literacy and Communication) Content Standard The child demonstrates an understanding of: ? increasing his/her conversation skills paggalang Performance Standard The child shall be able to: confidently speaks and expresses his/her feelings and ideas in words that makes sense Learning Code Competency LLKVPD-Ia-13 KAKPS-00-14 KAKPS-OO-15 National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan Messages Developmental Domains SE (Pagpapaunlad sa Kakayahang Sosyo- Emosyunal) LL (Language, Literacy and Communication) Content Standard Ang bata ay nagkakaroon Welcome to Kindergarten! I am now in Kindergarten. There are children and adults in the classroom. We have different jobs in the classroom. Our classroom has different areas. Each area can be used in different ways. Our classroom is part of the school. The name of my school is ______. Questions ? Who are in school for the first time? ? What can you do in school? Why do you go to school? Sing ? Who are the people in our classroom? ? Song: Who are the people in our classroom? ? What is a job? ? Why do we need to do our jobs inside the classroom? (i.e. why do we need to clean our ? What are the different areas in the classroom? ? What do you see in each area? ? What can we do in each ? What is the name of our school? ? Song: S-C-H-O-O-L
ng pag-unawa sa: ? sariling ugali at damdamin increasing his/ her conversation skills Performance Standard Ang bata ay nagpapamalas ng: ? kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at matagumpay sa kanyang mga gawain ? confidently speaks and expresses his/her feelings and ideas in words that make sense Learning Competency Code SEKPSE-00-1/p. 8 SEKPSE-00-1.1 to 1.4/p. 8 LLKOL-Ig-3/p. 25 LLKOL-Ig-9/p. 25 LLKOL-00- 10/p. 25 Hello/Kumusta songs, welcome songs, nursery rhymes classroom? ? Why do we need to throw our garbage into the trash can? ? Why do we need to wipe our desks, cabinets, bookshelves, and tables? ? What will happen if we do not do the job assigned to us? ? Song: The Children in Kinder area? Transition to Work Period 1 The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks. Work Period 1 Teacher- Supervised Activity Name Tag People Puppet Job Chart Labeling Areas /Things in the Classroom School Banner and Diorama Competencies ? Nakikilala ang sarili 1.1 Pangalan at apelyido (SEKPSE-00-1) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ? Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdi kit ng papel (KPKFM- 00-1.3) ? Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra- 00-3) ? Naisasagawa ang mga sumusunod na ? Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- 00-1.4) ? Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdik it ng papel (KPKFM-00- 1.3)
ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak gawain ng bawat kasapi ng mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2) ? Nakagugupit at nakapagdidikit ng iba¡¯t ibang hugis na may iba¡¯t ibang tekstura (SKMP- 00-4) kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- 00-1.4) ? Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3) ? Write one¡¯s given name (LLKH-00-5) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and community (LLKV-00-8) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5) ? paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00- 1.6) ? Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3) ? Nakagugupit at nakapagdidikit ng iba¡¯t ibang hugis na may iba¡¯t ibang tekstura (SKMP- 00-4) ? Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6) ? Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7) ? Nakapagpapatung- patong, nakapagdudugtung- dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-8) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and
community (LLKV-00-8) Learning Checkpoints ?Show readiness to try new experiences ?Decorate their name tag ?Name/identify the people in the classroom and their tasks/jobs ?Cut and paste properly ?Decorate the puppet ?Recall the things they do in the classroom ?Perform their assigned job. ?Trace or copy letters. ?Write their given name ?Express ideas through drawings and invented spelling ?Name and label the areas and things found in the classroom ?Tear, cut and paste paper ?Mold clay into recognizable figures ?Use recyclable materials to create things ?Name the places and common objects/ things in school Independent Activities ? ? Color Cover All ? Color Match ? How I Feel on the First Day ? Clay Molding ? Picture Match Competencies ? ? Match objects, pictures based on properties/attributes in one-to-one correspondence (MKAT-00-1) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6) ? Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11) ? Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5) ? Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6) Learning Checkpoints ? ? Identify and classify the shapes according to color. ? Recognize different emotions ? Mold clay into letters ? Match pictures in one-to-one correspondence Transition to Meeting Time 2 The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used. Meeting Time 2 Questions/ Activity ? ? What did you do during the summer vacation? Where did you go? Sharing of children¡¯s experiences during vacation ? Why do you need to know the people in the school? Show People Puppets and describe the person ? What are the different jobs in our classroom? Show the job chart, discuss job details, and assign the jobs to the learners ? Show the Classroom Map and discuss the activities that can be done in each area. Also discuss rules in each area. Why do you go to the different areas inside the classroom? ? How will you make use of the different materials in each area in the classroom? ? Why do you need to know the name of our school? Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands.
Recess Encourage sharing especially if not all children have food. Supervised Recess Transition to Quiet Time The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time. Quiet Time Transition to Story Time While singing a transition song, the teacher ¡°wakes¡± the learners up and tells them that it¡¯s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively. Story Time Song (See KTG p. 19) The Children in Kinder (See KTG p. 19) Who are the People in Our Classroom (See KTG p. 19) The Children in Kinder (See KTG p. 19) The Children in Kinder (See KTG p. 19) Who are the People in Our Classroom Story Ayokong Pumasok sa Paaralan Bakit Matagal ang Sundo Ko? Si Inggolok at ang Planetang Pakaskas Si Paula Oink-Oink Si Monica Dalos-Dalos Theme Any age and culturally appropriate story about Kindergarten Any age and culturally appropriate story about people in school Any age and culturally appropriate story about jobs in the school Any age and culturally appropriate story about the classroom or different areas in the classroom. Any age and culturally appropriate story about a school Pre-reading Activity ? ? Define difficult words. ? Motivation Question: What level in school are you now in? ? Motive Question: What do you think you can do in Kindergarten from the story? ? Define difficult words. ? Motivation Question: Who are the people you see in school? ? Motive Question: Who are the people in school in the story? ? Define difficult words. ? Motivation Question: What jobs can you do in school? ? Motive Question: What are the different jobs of the characters in the story? ? Define difficult words. ? Motivation Question: What are the different areas in the classroom? ? Motive Question: What do you think are the different areas in the classroom from the story? ? Define difficult words. ? Motivation Question: What can you do in school? ? Motive Question: What do you think the characters will do in the story? During Reading Ask comprehension questions. Post Reading ? ? What did the characters in the story do in school? ? What are the things you think you can do in school? ? In the story, who are the people in school? (Show pictures of the characters)Arrange who the characters saw/met in the story from the first to the last. ? What are the different jobs that the characters did in the story? ? What will happen if the characters did not do their job? ? What are the different areas in the classroom from the story? ? What are the things that the characters saw in the story? ? Let us think of words that rhyme with the objects in the story. (Give examples of rhyming words. Practice together with the learners.) ? Where did the story happen? ? What did the characters do in school? ? What are the things that they saw around the school? ? I will give objects that the characters saw in school. Try to give words that rhyme with them. (Give simple
words. Guide the learners in giving rhyming words.) Transition to Work Period 2 After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks. Work Period 2 Teacher- Supervised Activity Attendance Chart Organizing Things Classroom Inventory Classroom Map Number Stations Competencies ? ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8) ? 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) ? Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC- 00-6) ? Group objects that are alike (MKSC-00-5) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC- 00-6) ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2) ? Name the places and the things found in a map of a classroom (LLKSS-00- 2) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and community (LLKV-00-8) ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
Learning Checkpoints ? ? Count objects with one- to-one correspondence up to quantities of 10 ? Know the concept of more or less, or equal. ? Add using concrete objects ? Sort and classify objects according to their function/use ? Sort and classify objects according to function/use ? Count objects with one- to-one correspondence up to quantities of 10 ? Name the places and the things found in a map of a classroom ? Tell that the quantity of a set of objects does not change even though the arrangement has changed Independent Activities ? ? Shape Match ? Shape Connect All ? I Spy Shapes ? Shape Hunting Competencies ? ? Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6) ? Recognize simple shapes in the environment (MKSC-00-1) ? Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2) ? Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3) ? Group objects that are alike (MKSC-00-5) Learning Checkpoints ? ? Know two to three dimensional shapes: square, circle, triangle, rectangle ? Recognize simple shapes in the environment ? Sort and classify objects according to shape Transition to Indoor/Outdoor Games The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used. Indoor/ Outdoor Games Activities Name Tag Count and Turn Dance Unstructured Free Play Count and Turn (1, 2, 3) Competencies ? ? Nakikilala ang sarili (SEKPSE-00-1): ? pangalan at apelyido (SEKPSE-Ia-1.1) ? Napagsisikapang matapos ang sinimulang gawain sa takdang oras(KAKPS-00--1) ? Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I am/My name is ______ ? Nakagagalaw (martsa, palakpak, tapik, padyak, ? Nakasasali sa mga laro, o anumang pisikal na gawain at iba¡¯t ibang paraan ng pag- eehersisyo (KPKPF-00-1) ? Naipakikita ang panimbang sa pagsasagawa ng iba¡¯t ibang kilos ng katawan, gaya ng paglukso- luksong pahalinhinan ang ? Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, lundag at iba pa) nang angkop sa ritmo at indayog bilang tugon sa himig na napapakinggan/aw it na kinakanta (KPKPF-Ia-2) ? Naisasagawa ang paggalaw/pagkilos ng iba¡¯tibang bahagi ng katawan sa saliw ng awitin nang may kasiyahan (KPKGM-Ia-1) ? Nakasasali sa mga laro, o anumang pisikal na gawain at iba¡¯t ibang paraan ng pag- eehersisyo (KPKPF-00-1) ? 3) ? Naipakikita ang panimbang sa pagsasagawa ng iba¡¯t ibang kilos ng katawan, gaya ng paglukso- luksong pahalinhinan ang mga paa (skipping), pagtulay nang di
lakad, lundag at iba pa) nang angkop sa ritmo at indayog bilang tugon sa himig na napapakinggan/awit na kinakanta (KPKPF-Ia- 2) ? Naisasagawa ang paggalaw/pagkilos ng iba¡¯tibang bahagi ng katawan sa saliw ng awitin nang may kasiyahan (KPKGM-Ia- 1) mga paa (skipping), pagtulay nang di natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-4) natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-4) ? Rote count up to 20 (3) (MKSC-00-12) Learning Checkpoints ? ? Introduce themselves properly and identify the name of their classmates Transition to Meeting Time 3 The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or countdown may be used. Meeting Time 3 Activities Learners share their feelings about their first day in school. Learners identify who are the people in the school through their pictures or tools they use in their job. Learners articulate the importance of the different jobs they do inside the classroom. Learners name the different areas inside the classroom, their importance, and what they do in each area. Learners name their school and the different areas in the school. Wrap-Up Questions / Activity The teacher acknowledges the learners¡¯ sharing and encourages them to come back so they can still learn more. Dismissal Routine REMARKS REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students¡¯ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation. 18 B. No. of learners who require additional activities for remediation. 2 C. Did the remedial lessons work? No. of learners who have caught up with the lesson. Yes D. No. of learners who continue to require remediation 0 E. Which of my teaching strategies worked well? Why did these work? Group work among my students¡¯ works well because I see them all engaged in the activity
F. What difficulties did I encounter which my principal or supervisor can help me solve? Tardiness among Kindergarten pupils was observed this week. It is something that is beyond our control as teachers. What is important for us is that they come to school and ensure that they would keep coming every day. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? I find a localized video showing activity a very interesting and effective material for my class.

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Kindergarten DLL Week 1.doc egwgheRHerjheHR

  • 1. Kindergarten Daily Lesson Log School Teaching Dates Teacher Week No. 1 Content Focus I belong to a Kindergarten Class Quarter First Date Inspected Signature BLOCKS OF TIME OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Arrival Time Activities Free Play: Exploration and Discovery Meeting Time I Routine Activities Developmental Domains LA: LL (Language, Literacy and Communication) Content Standard The child demonstrates an understanding of: ? increasing his/her conversation skills paggalang Performance Standard The child shall be able to: confidently speaks and expresses his/her feelings and ideas in words that makes sense Learning Code Competency LLKVPD-Ia-13 KAKPS-00-14 KAKPS-OO-15 National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan National Anthem Opening Prayer Exercise Kumustahan Attendance Balitaan Messages Developmental Domains SE (Pagpapaunlad sa Kakayahang Sosyo- Emosyunal) LL (Language, Literacy and Communication) Content Standard Ang bata ay nagkakaroon Welcome to Kindergarten! I am now in Kindergarten. There are children and adults in the classroom. We have different jobs in the classroom. Our classroom has different areas. Each area can be used in different ways. Our classroom is part of the school. The name of my school is ______. Questions ? Who are in school for the first time? ? What can you do in school? Why do you go to school? Sing ? Who are the people in our classroom? ? Song: Who are the people in our classroom? ? What is a job? ? Why do we need to do our jobs inside the classroom? (i.e. why do we need to clean our ? What are the different areas in the classroom? ? What do you see in each area? ? What can we do in each ? What is the name of our school? ? Song: S-C-H-O-O-L
  • 2. ng pag-unawa sa: ? sariling ugali at damdamin increasing his/ her conversation skills Performance Standard Ang bata ay nagpapamalas ng: ? kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at matagumpay sa kanyang mga gawain ? confidently speaks and expresses his/her feelings and ideas in words that make sense Learning Competency Code SEKPSE-00-1/p. 8 SEKPSE-00-1.1 to 1.4/p. 8 LLKOL-Ig-3/p. 25 LLKOL-Ig-9/p. 25 LLKOL-00- 10/p. 25 Hello/Kumusta songs, welcome songs, nursery rhymes classroom? ? Why do we need to throw our garbage into the trash can? ? Why do we need to wipe our desks, cabinets, bookshelves, and tables? ? What will happen if we do not do the job assigned to us? ? Song: The Children in Kinder area? Transition to Work Period 1 The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks. Work Period 1 Teacher- Supervised Activity Name Tag People Puppet Job Chart Labeling Areas /Things in the Classroom School Banner and Diorama Competencies ? Nakikilala ang sarili 1.1 Pangalan at apelyido (SEKPSE-00-1) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ? Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdi kit ng papel (KPKFM- 00-1.3) ? Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra- 00-3) ? Naisasagawa ang mga sumusunod na ? Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- 00-1.4) ? Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdik it ng papel (KPKFM-00- 1.3)
  • 3. ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak gawain ng bawat kasapi ng mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2) ? Nakagugupit at nakapagdidikit ng iba¡¯t ibang hugis na may iba¡¯t ibang tekstura (SKMP- 00-4) kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM- 00-1.4) ? Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3) ? Write one¡¯s given name (LLKH-00-5) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and community (LLKV-00-8) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5) ? paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00- 1.6) ? Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3) ? Nakagugupit at nakapagdidikit ng iba¡¯t ibang hugis na may iba¡¯t ibang tekstura (SKMP- 00-4) ? Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6) ? Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7) ? Nakapagpapatung- patong, nakapagdudugtung- dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-8) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and
  • 4. community (LLKV-00-8) Learning Checkpoints ?Show readiness to try new experiences ?Decorate their name tag ?Name/identify the people in the classroom and their tasks/jobs ?Cut and paste properly ?Decorate the puppet ?Recall the things they do in the classroom ?Perform their assigned job. ?Trace or copy letters. ?Write their given name ?Express ideas through drawings and invented spelling ?Name and label the areas and things found in the classroom ?Tear, cut and paste paper ?Mold clay into recognizable figures ?Use recyclable materials to create things ?Name the places and common objects/ things in school Independent Activities ? ? Color Cover All ? Color Match ? How I Feel on the First Day ? Clay Molding ? Picture Match Competencies ? ? Match objects, pictures based on properties/attributes in one-to-one correspondence (MKAT-00-1) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6) ? Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11) ? Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5) ? Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6) Learning Checkpoints ? ? Identify and classify the shapes according to color. ? Recognize different emotions ? Mold clay into letters ? Match pictures in one-to-one correspondence Transition to Meeting Time 2 The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used. Meeting Time 2 Questions/ Activity ? ? What did you do during the summer vacation? Where did you go? Sharing of children¡¯s experiences during vacation ? Why do you need to know the people in the school? Show People Puppets and describe the person ? What are the different jobs in our classroom? Show the job chart, discuss job details, and assign the jobs to the learners ? Show the Classroom Map and discuss the activities that can be done in each area. Also discuss rules in each area. Why do you go to the different areas inside the classroom? ? How will you make use of the different materials in each area in the classroom? ? Why do you need to know the name of our school? Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands.
  • 5. Recess Encourage sharing especially if not all children have food. Supervised Recess Transition to Quiet Time The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time. Quiet Time Transition to Story Time While singing a transition song, the teacher ¡°wakes¡± the learners up and tells them that it¡¯s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively. Story Time Song (See KTG p. 19) The Children in Kinder (See KTG p. 19) Who are the People in Our Classroom (See KTG p. 19) The Children in Kinder (See KTG p. 19) The Children in Kinder (See KTG p. 19) Who are the People in Our Classroom Story Ayokong Pumasok sa Paaralan Bakit Matagal ang Sundo Ko? Si Inggolok at ang Planetang Pakaskas Si Paula Oink-Oink Si Monica Dalos-Dalos Theme Any age and culturally appropriate story about Kindergarten Any age and culturally appropriate story about people in school Any age and culturally appropriate story about jobs in the school Any age and culturally appropriate story about the classroom or different areas in the classroom. Any age and culturally appropriate story about a school Pre-reading Activity ? ? Define difficult words. ? Motivation Question: What level in school are you now in? ? Motive Question: What do you think you can do in Kindergarten from the story? ? Define difficult words. ? Motivation Question: Who are the people you see in school? ? Motive Question: Who are the people in school in the story? ? Define difficult words. ? Motivation Question: What jobs can you do in school? ? Motive Question: What are the different jobs of the characters in the story? ? Define difficult words. ? Motivation Question: What are the different areas in the classroom? ? Motive Question: What do you think are the different areas in the classroom from the story? ? Define difficult words. ? Motivation Question: What can you do in school? ? Motive Question: What do you think the characters will do in the story? During Reading Ask comprehension questions. Post Reading ? ? What did the characters in the story do in school? ? What are the things you think you can do in school? ? In the story, who are the people in school? (Show pictures of the characters)Arrange who the characters saw/met in the story from the first to the last. ? What are the different jobs that the characters did in the story? ? What will happen if the characters did not do their job? ? What are the different areas in the classroom from the story? ? What are the things that the characters saw in the story? ? Let us think of words that rhyme with the objects in the story. (Give examples of rhyming words. Practice together with the learners.) ? Where did the story happen? ? What did the characters do in school? ? What are the things that they saw around the school? ? I will give objects that the characters saw in school. Try to give words that rhyme with them. (Give simple
  • 6. words. Guide the learners in giving rhyming words.) Transition to Work Period 2 After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks. Work Period 2 Teacher- Supervised Activity Attendance Chart Organizing Things Classroom Inventory Classroom Map Number Stations Competencies ? ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8) ? 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) ? Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC- 00-6) ? Group objects that are alike (MKSC-00-5) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC- 00-6) ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8) ? Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba¡¯t ibang bagay o gawain (dekorasyon sa ¡°name tag¡±, kasapi ng mag- anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2) ? Name the places and the things found in a map of a classroom (LLKSS-00- 2) ? Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) ? Name common objects/things in the environment (in school, home, and community) (LLKV-00-1) ? Name the places and the things found in the classroom, school and community (LLKV-00-8) ? Count objects with one- to-one correspondence up to quantities of 10 (MKC-00-7) ? Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
  • 7. Learning Checkpoints ? ? Count objects with one- to-one correspondence up to quantities of 10 ? Know the concept of more or less, or equal. ? Add using concrete objects ? Sort and classify objects according to their function/use ? Sort and classify objects according to function/use ? Count objects with one- to-one correspondence up to quantities of 10 ? Name the places and the things found in a map of a classroom ? Tell that the quantity of a set of objects does not change even though the arrangement has changed Independent Activities ? ? Shape Match ? Shape Connect All ? I Spy Shapes ? Shape Hunting Competencies ? ? Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1) ? Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6) ? Recognize simple shapes in the environment (MKSC-00-1) ? Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2) ? Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3) ? Group objects that are alike (MKSC-00-5) Learning Checkpoints ? ? Know two to three dimensional shapes: square, circle, triangle, rectangle ? Recognize simple shapes in the environment ? Sort and classify objects according to shape Transition to Indoor/Outdoor Games The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used. Indoor/ Outdoor Games Activities Name Tag Count and Turn Dance Unstructured Free Play Count and Turn (1, 2, 3) Competencies ? ? Nakikilala ang sarili (SEKPSE-00-1): ? pangalan at apelyido (SEKPSE-Ia-1.1) ? Napagsisikapang matapos ang sinimulang gawain sa takdang oras(KAKPS-00--1) ? Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I am/My name is ______ ? Nakagagalaw (martsa, palakpak, tapik, padyak, ? Nakasasali sa mga laro, o anumang pisikal na gawain at iba¡¯t ibang paraan ng pag- eehersisyo (KPKPF-00-1) ? Naipakikita ang panimbang sa pagsasagawa ng iba¡¯t ibang kilos ng katawan, gaya ng paglukso- luksong pahalinhinan ang ? Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, lundag at iba pa) nang angkop sa ritmo at indayog bilang tugon sa himig na napapakinggan/aw it na kinakanta (KPKPF-Ia-2) ? Naisasagawa ang paggalaw/pagkilos ng iba¡¯tibang bahagi ng katawan sa saliw ng awitin nang may kasiyahan (KPKGM-Ia-1) ? Nakasasali sa mga laro, o anumang pisikal na gawain at iba¡¯t ibang paraan ng pag- eehersisyo (KPKPF-00-1) ? 3) ? Naipakikita ang panimbang sa pagsasagawa ng iba¡¯t ibang kilos ng katawan, gaya ng paglukso- luksong pahalinhinan ang mga paa (skipping), pagtulay nang di
  • 8. lakad, lundag at iba pa) nang angkop sa ritmo at indayog bilang tugon sa himig na napapakinggan/awit na kinakanta (KPKPF-Ia- 2) ? Naisasagawa ang paggalaw/pagkilos ng iba¡¯tibang bahagi ng katawan sa saliw ng awitin nang may kasiyahan (KPKGM-Ia- 1) mga paa (skipping), pagtulay nang di natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-4) natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-4) ? Rote count up to 20 (3) (MKSC-00-12) Learning Checkpoints ? ? Introduce themselves properly and identify the name of their classmates Transition to Meeting Time 3 The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or countdown may be used. Meeting Time 3 Activities Learners share their feelings about their first day in school. Learners identify who are the people in the school through their pictures or tools they use in their job. Learners articulate the importance of the different jobs they do inside the classroom. Learners name the different areas inside the classroom, their importance, and what they do in each area. Learners name their school and the different areas in the school. Wrap-Up Questions / Activity The teacher acknowledges the learners¡¯ sharing and encourages them to come back so they can still learn more. Dismissal Routine REMARKS REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students¡¯ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation. 18 B. No. of learners who require additional activities for remediation. 2 C. Did the remedial lessons work? No. of learners who have caught up with the lesson. Yes D. No. of learners who continue to require remediation 0 E. Which of my teaching strategies worked well? Why did these work? Group work among my students¡¯ works well because I see them all engaged in the activity
  • 9. F. What difficulties did I encounter which my principal or supervisor can help me solve? Tardiness among Kindergarten pupils was observed this week. It is something that is beyond our control as teachers. What is important for us is that they come to school and ensure that they would keep coming every day. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? I find a localized video showing activity a very interesting and effective material for my class.