KTG Week 1

School MALABANIAS INTEGRATED SCHOOL Teaching JUNE 04-08, 2018
dates
Teacher REBECCA T. SORIANO Week No. 1
KINDERGARTEN
Daily Lesson Log Content I belong to a Kindergarten Class. Quarter 1
PROCEDURES CONTENT
(BLOCKS OF
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME)
ARRIVAL TIME (5) Arrival routine
Meeting time routine
MEETING TIME 1 Introduction of message for the day by asking the guide questions below
(10 min)
MESSAGE Welcome to There are children and We have different jobs Our classroom has Our classroom is part of
Kindergarten! adults in the classroom. in the classroom. different areas. Each area the school. The name of
I am now in can be used in different my school is ______.
Kindergarten. ways.
QUESTIONS Who are in school for Who are the people in our What is a job? What are the different What is the name of our
the first time? classroom? Why do we need to do our areas in the classroom? school?
What can you do in jobs inside the classroom? What do you see in each
school? Song: Who are the people (i.e. why do we need to area? Song: S-C-H-O-O-L
Why do you go to in our classroom? clean our classroom? What can we do in each
school? Why do we need to throw area?
our garbage into the trash
can?
Sing Hello/ Kumusta
songs, welcome songs, Why do we need to wipe our
nursery rhymes desks, cabinets, bookshelves,
and tables?
What will happen if we do
not do the job assigned to
us?
Song: The Children in
Kinder
Transition to The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do
Work Period 1 the assigned tasks.
WORK PERIOD 1 Teacher- Name Tag People Puppet Job Chart Labeling Areas School Banner and
( 25 min) Supervised /Things in the Diorama
Activity
Classroom
Learning  Show  Name/  Recall the things they  Name  Tear, cut and paste
Checkpoints readiness to try new identify the people in do in the classroom and label the areas and paper
experiences the classroom and  Perform their assigned things found in the  Mold
 Decorate their name their tasks/jobs job. classroom clay into recognizable
tag  Cut and paste properly  Trace or copy letters. figures
 Decorate the puppet  Write their given name  Use
 Express ideas through recyclable materials
drawings and invented to create things
spelling  Name the places and
common objects/
things in school
Independent 1. Color Cover All People Puppet
Activities 2. Color Match
3. How I Feel on the First Day
4. Clay Molding
5. Picture Match
Learning  Identify and classify the shapes according to color.
Checkpoints  Recognize different emotions
 Mold clay into letters
 Match pictures in one-to-one correspondence
Transition to 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
Meeting Time 2 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/ What did you do Why do you need to know What are the different Show the Classroom Map Why do you need to
(5 min) ACTIVITY during the summer the people in the school? jobs in our classroom? and discuss the activities know the name of our
vacation? that can be done in each school?
Show People Puppets and Show the job chart,
Where did you go? describe the person discuss job details, and area. Also discuss rules in
each area.
Sharing of children’s assign the jobs to the
Why do you go to the
experiences during learners different areas inside the
vacation classroom?
How will you make use of
the different materials in
each area in the
classroom?
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
Recess washing their hands. Encourage sharing especially if not all children have food.
RECESS (15MIN)
Quiet Time Transition to The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in
(5 min) Quiet Time the trash bin, wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time.
Transition to 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
Story Time ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
(15 min) culturally appropriate culturally appropriate story culturally appropriate culturally appropriate culturally appropriate
story about about people in school story about jobs in the story about the classroom story about a school
Kindergarten school or different areas in the
classroom
Pre-Reading Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation Question: Motivation Question: Who Motivation Question: Motivation Motivation Question:
What level in school are are the people you see in What jobs can you do in Question: What are the What can you do in
you now in? school? school? different areas in the school?
classroom?
Motive Motive Motive Motive
Question: What do you Question: Who are the Question: What are the Motive Question: What do you
think you can do in people in school in the different jobs of the Question: What do you think the characters will
Kindergarten from the story? characters in the story? think are the different do in the story?
story? areas in the classroom
from the story?
During Reading Ask comprehension questions.
Post-Reading What did the characters In the story, who are the What are the different What are the different Where did the story
in the story do in school? people in school? jobs that the characters areas in the classroom happen?
What are the things you (Show did in the story? from the story? What did the characters
think you can do in pictures of the characters) What will happen if the What are the things that do in school?
school? characters did not do the characters saw in the
Arrange who the characters What are the things that
saw/met in the story from their job? story? they saw around the
the first to the last. Let us think of words school?
that rhyme with the I will give objects that
objects in the story. the characters saw in
(Give examples of rhyming school. Try to give words
words. Practice together
that rhyme with them.
with the learners.)
(Give simple words.
Guide the learners in
giving rhyming words.)
Transition to After the post-reading activities, the teacher gives instructions regarding the teachersupervised and independent activities,
Work Period 2 answers any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 2 Teacher- Attendance Organizing Classroom Classroom Map Number
(25 min) Supervised Chart Things Inventory Stations
Activity
Learning  Count  Sort and classify  Sort and classify  Name the places  Tell that the
Checkpoints  objects with objects according to objects and the things quantity of a set
one-to-one their function/use according to found in a map of of objects does
correspondence function/ use a classroom not change even
up to quantities  Count though the
of 10  objects with arrangement
has changed
 Know the one-to-one
concept of more correspondence
or less, or equal. up to quantities
 Add using of 10
concrete objects
Independent 1. Shape Match
Activities 2. Shape Connect All
3. I Spy Shapes
4. Shape Hunting
Learning  Know two to three dimensional shapes: square, circle, triangle, rectangle
Checkpoints  Recognize simple shapes in the environment
 Sort and classify objects according to shape
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10
Indoor/Outdoor minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/ Outdoor Games. A transition
Games song or countdown may be used.
Indoor/ Outdoor Name Chain Unstructured Unstructured Unstructured Count and Turn
Games Free Play Free Play Free Play (1, 2, 3)
(10 min) Learning  Introduce themselves properly and identify the name of their classmates
Checkpoints
Transition to 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
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3 Learners share their Learners identify who are Learners articulate theLearners name the Learners name their
(5 min) feelings about their first the people in the school importance of the different areas inside the school and the different
day in school. through their pictures or different jobs they do classroom, their areas in the school.
tools they use in their job. inside the classroom. importance, and what they
do in each area.
Wrap-Up The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions /
Activity
DISMISSAL ROUTINE
REMARKS
REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation
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
work well? Why did
these work?
F. What difficulties did I

encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teacher?
Prepared: Checked: Noted:
Rebecca T. Soriano Estrelita V. Quiambao Imelda S. Gozun

Kindergarten-C Adviser Master Teacher I Principal I
WEEK 1
Content Focus: I belong to a Kindergarten Class.
WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES
1. Name Tag
Competencies:
• Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-
IIIc-6)
• 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)
Materials: pocket chart, cardboard, photos of learners, coloring materials, glue,

scissors, scrapbooking materials such as beads, buttons, dried leaves or flowers,
popsicle sticks, yarn, etc.
Preparation: Cut cardboard into 3x8 rectangles (the length may vary depending on
the name of the learner). Paste the photo of the learner on the left side. Prepare a
pocket chart.
Procedure:
1. Show each cardboard to the learners and let them get the one with their
photo on it.
2. Let the learners who can write their first name or nickname do so on the
cardboard. If not, guide them or give them a guide to copy.
3. Allow them to decorate their name tags.
4. Let them post their decorated name tag on the pocket chart.
2. People Puppet
Competencies:
• Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang
ginagampanan (KMKPAra-00-2)
• Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
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)
Materials: cardboard cut into a human figure, popsicle sticks, masking tape, scissors,
colored paper/art paper, crayons
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Procedure:
1. Ask the learners who are the people they see in the classroom/school. Tell
them to choose one.
2. They will design/draw the person
they chose by cutting colored/art
paper into clothes/uniform and pasting
these on the cardboard.
3. They will also draw the face of the
person and other details.
4. Attach the puppet to a popsicle
stick using masking tape.
5. Use the puppets for show and tell
Note: For children with disabilities,
teachers may provide cut-outs of
clothes (school uniform, pants, shirt,
dress, etc.), so that the learners will
only paste these on the cut-outs of
the human figure, and design it
afterwards.
in Meeting Time 2.
3. Job Chart
Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at
silid-aralan (SEKPSE-IIa-4)
• Naisasagawa ang mga sumusunod na 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)
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Materials: job chart, paper strips, pre-cut 2x4 individual cards labeled with jobs like
table wiper, line monitor, substitute
teacher, floor sweeper, recess helper,
snacks wrapper collector, table and chair
monitor, plant caretaker, flag bearer,
song leader, etc.
Procedure:
1. Ask the learners what tasks/jobs
they need to do to maintain the
orderliness and cleanliness of the
classroom. Allow them to share their
ideas. List down the jobs they say
and suggest some more.
2. They will write or copy their name on the strips of paper.
3. Some learners will write/copy the name of the job while others will draw the
task on the pre-cut cardboard.
4. Every day, the learners get to choose a job for the day by putting their name
on the appropriate place in the job chart. (Or the teacher may assign to make
sure that all learners experience the different jobs.)
4. Labeling Areas / Things in the Classroom
Competencies:
• Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
• 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)
(LLKC-00-1)
Materials: strips of paper, masking tape, crayons/markers
Procedure:
1. Let the learners write a label for each object in the classroom (blackboard,
pencil, table, etc.) and the areas of the classroom (Block Area, Reading Area,
Art Area, etc.). If the learner cannot spell the words on his/her own yet, write the
word on a card and the learner will copy the word from the model.
2. Ask them to stick these labels to these things/areas using masking tape.
5. School Banner and Diorama
Competencies:
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• Naisasagawa ang mga sumusunod na kasanayan:
- pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
- 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)
Materials for Banner:
Manila paper, old magazines or newspapers, scissors, paste or glue
Preparation for Banner:

Make a big banner from the Manila paper. Write the outline of the letters of the
school name in upper and lowercase.
Procedure for Banner: Let the learners cut small shapes or pieces of paper and
paste these inside the letter outline. (Some learners may be able to cut the same
letter from the magazines.)
Materials for Diorama: shoebox, crayons, scissors, glue, paper scraps, masking
tape, paper, playdough, recyclable materials (Yakult bottles, medicine boxes,
etc.)
Preparation for Diorama: Collect or ask the learners to bring shoeboxes. Also collect
recyclable materials. You may make a sample diorama.
Procedure for Diorama:

1. Discuss with the learners what they can see around the school.
2. Cover the box with art or construction paper and draw the natural features of
the school (doors, windows, etc.).
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3. Using playdough and other recyclable materials, let them recreate the school
into a diorama.
4. Have them set up their models inside the box.
WORK PERIOD 1
INDEPENDENT ACTIVITIES
1. Color Cover All
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)
Materials: playing board with drawings of the same shape but of different colors,
cards with colored shapes that match
playing board
Procedure:
1. Give each learner a playing board
with a shape (ex. triangle) of different
colors drawn on them.
2. Teacher holds up each card
(shape of different colors) in turn for
the players to claim.
3. Continue until someone fills up his
or her board.
2. Color Match
Competencies:
12
• Match objects, pictures based on properties/attributes in one-to-one
size, function/use) (MKSC-00-6) Materials: sets of color cards
Procedure:
1. Give each group 2 sets of color cards.
2. Tell the learners to match cards of the same color.
3. Do this until all cards are matched. The group with the most number of
matched cards wins the game.
3. How I Feel on the First Day
Competencies:
• Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-
IIIc-6)
• Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
Materials: activity sheet, crayons
Procedure:
1. Give each learner an activity
sheet.
2. Let them color how they felt
before going to school.
3. Ask them to draw how they feel
now. 4. Process feelings of sadness
Note: Allow learners to complete
tasks in a different way, especially for
learners who are not yet ready to
write or draw. For this activity,
instead of drawing their feelings,
some children may act through
making faces or utilizing dramatic
play materials.
and fear.
4. Clay Molding
Competencies:
• 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)
13
• Identify the letters of one’s given name (LLKAK-Ic-1)
Materials: playdough, individual name cards
Procedure:
1. Give each learner playdough or a bar of clay.
2. Distribute cards with initial letters of the learners’ name.
3. Have each learner form the initial letter of their name using clay.
5. Picture Match
Competencies:
• Match object, pictures based on properties /attributes in one-to-one
- picture to picture
• Tell which objects/pictures are the same based on color, shape, size, direction,
and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
Materials: 2 sets of pictures of common objects found in a Kinder classroom/school

Procedure:
1. Give each pair of learners 2 sets of pictures of common objects inside the
classroom/school.
2. Divide the cards between the learners.
3. Players take turns picking/ drawing a card from his/her partner’s deck.
4. If the pictures match, the cards are placed down.
5. If the pictures do not match, the player keeps the card he/she has drawn.
6. The player who first finds the picture that matches all his/her pictures wins
the game.
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.
WORK PERIOD 2
TEACHER-SUPERVISED ACTIVITIES
1. Attendance Chart
Competencies:
14
• 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)
• Recognize and visualize situations that require addition and subtraction
(MKAT-00-14)
Materials: name tags, pocket chart, number cards 1-3
Procedure:
1. Put all the name tags in the
pocket chart.
2. Count together the number of
learners in the class.
3. Count all the girls, then boys.
4. Compare who have more
members: the girls or the boys.
5. Count all those names that begin
or end with the same letter.
6. Ask the learners addition
questions with quantities up to 3.
Example: Get 2 girls’ names and 1 boy’s name.
How many names do we have in all?
2. Organizing Things
Competencies:
• Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)
Materials: plastic container or shoe box for each learner, marker, big boxes or trays,
paper, masking tape
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Preparation: Give the learners a list of
things they need to bring (school supplies
like pencils, eraser, crayons, glue, etc. /
personal supplies like toothbrush, comb,
powder/cologne, etc.). Label boxes/
containers with paper, pencils, crayons,
art paper, Manila paper, etc.
Procedure:
1. Ask the learners to decorate and
label their shoebox with their name.
2. Tell them to sort their personal
supplies inside the box.
3. Let them organize their school
supplies in their proper boxes/
containers.
3. Classroom Inventory
Competencies:
• Group objects that are alike (MKSC-00-5)
00-7)
• Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)
Materials: Manila paper, small pieces of paper with drawings of table, chair,
blackboard, cabinet, cleaning materials, books, toys, etc., marker, pencil
Procedure:
1. Ask the learners to an inventory of things in the classroom: table, chairs,
blackboard, cabinets, cleaning materials, books, toys, etc.
2. Count the objects.
3. Record the results on the Manila paper.
4. Compare which is more, less, or equal.
4. Classroom Map
Competencies:
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)
(LLKC-00-1)
16
Materials: Manila paper, scratch papers, pencils, crayons
Preparation: Label the map using pencil to show the important areas in the
classroom to guide the learners in the actual mapping activity.
Procedure:
1. Ask the learners to look around the classroom and identify the areas.
2. Give them a piece of paper and ask them to draw an area, with the things
they see there and help them label the area.
3. Lay out the pieces of papers and talk about how they are arranged in the
classroom – What is beside what area? What comes next? What is behind it?
4. Paste them on the Manila paper.
5. Number Stations
Competencies:
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)
Materials: several boxes with holes (1)

(2) (3) that are in various positions,
popsicle sticks
Procedure:
1. Distribute the boxes and the
popsicle sticks.
2. Learners work together in putting
the correct quantity of sticks in the
holes.
3. Make them observe that quantity
does not change even if
arrangement does.
4. Encourage the learners to create their own popsicle sticks patterns in a
variety of ways, outside the prepared boxes.
(Variation: Learners can explore other materials such as pebbles, popsicle sticks,
and blocks.)
17
WORK PERIOD 2
INDEPENDENT ACTIVITIES
1. Shape Match
Competencies:
• Recognize simple shapes in the environment (MKSC-00-1)
• Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Materials: 20 pairs of shape cards, pad paper, pencil
Procedure:
1. Lay out all the shape cards on the table.
2. Learners take turns looking for two identical shape cards.
3. Learner names the shape on the card.
4. After all the cards have been collected, ask learners to sort their cards. Have
them count how many of each shape they got.
5. Let them record this on their pad paper.
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.
2. Shape Connect All
Competencies:
(MKSC-00-2)
18
Materials: set of 28 shape dominoes
Procedure:
1. All dominoes are placed face
down.
2. Each learner draws 7 dominoes.
3. A player with a “double” begins
play.
4. Each learner in turn says the
shape names and then plays as in a regular domino game.
5. The winner is the learner who has played all dominoes, or the learner with
the smallest number of dominoes when all learners must pass.
Note: Teachers can also make their own tactile geometry domino cards using
glue and card board paper. First, cut the card board paper into rectangle strips,
then draw the shapes. Trace the outline of the shape using glue or glue gun, then
let it dry. The dried glue will create a raised outline of the shapes that other
children, especially those with visual impairment can trace when playing.
3. I Spy Shapes
Competencies:
(MKSC-00-2)
• Identify objects in the environment that has the same shape as a sphere,
cube, cylinder (MKSC-00-3) Materials: paper, pencil
Procedure:
1. Ask the learners to draw a big shape on one whole bond paper (circle,
triangle, square or rectangle).
2. The learners will go around the room looking for objects with the same shape
as what s/he drew.
3. S/He will draw these objects inside the big shape.
4. Shape Hunting
Competencies:
• Group objects that are alike (MKSC-00-5)
(MKSC-00-2)
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• Identify objects in the environment that has the same shape as a sphere,
cube, cylinder (MKSC-00-3)
Materials: paper cut-out of square, circle, triangle, rectangle; plastic trays
Procedure:
1. Group the learners into 3 or 4.
2. Let them draw a paper cut-out of the shapes.
3. They will look for objects around the room with the same shape as what they
have.
4. They will put these objects in the tray.
INDOOR/ OUTDOOR GAMES
1. Name Chain
Competencies:
• Nakikilala ang sarili (SEKPSE-00-1): pangalan at apelyido (SEKPSE-Ia-1.1)
• Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-
13)
• Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I
am/My name is ______
Procedure:
1. Sit the learners in a circle on the floor.
2. Choose a learner to start the introduction game.
3. The learner says his/her name, then, introduces the learner next to him/her.
For example, “My name is Nita, and this is Pablo.”
4. Pablo gives his name and introduces the learner next to him. This is a good
way to learn names as well as how to introduce others.
Variation: Give categories such as same initial letters, or introduce the learner in
front of you, or shuffle the learners every now and then.
2. Count and Turn (1, 2, 3)
Competencies:
• Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang paraan
ng pag-eehersisyo (KPKPF-00-1)
• Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro,
pageehersisyo, pagsasayaw (KPKGM-Ig-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 natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan (KPKGM-00-
4)
• Rote count up to 20 (3) (MKSC-00-12)
20
Procedure:
1. The learners stomp their feet as they count, throwing their arms up in the air
to emphasize the last number in the sequence.
2. The learners change directions without losing the beat, counting “one” as
they turn. One, Two, Threeeeee (turn) One, Two, Threeeeee (turn)
SONGS/RHYMES
21
Hello (The Learning Tree)
Hello, hello
I’m glad to see you again
Hello, hello
Let’s work and play my friend
Shalalalalalalala shalalalalala Shalalalalalalala I’m happy to be your friend.
Hello, How Do You Do

Hello hello hello
Hello how do you do
I’m glad to be with you, and you and you and you
Tralalalalalalala tralalalalala
Tralalalalalalala tralalalalala
Who are the people in our classroom?

Who are the people in our classroom? In our classroom? In our classroom?
Who are the people in our classroom? The people that we meet each day.
The Children in Kinder
Tune: The Wheels on the Bus
The children in Kinder go to school, Go to school, go to school
The children in Kinder go to school Every single day.
The teacher in Kinder teach the kids
The cleaners in Kinder sweep the floor
The leaders in Kinder lead the class
S-C-H-O-O-L
Tune: B-I-N-G-O
Every day we go to school
We sing and play and learn S-C-H-O-O-L
S-C-H-O-O-L
S-C-H-O-O-L
We go to school to learn.
1-10 Rhyme
1-2-3-4 Are my feet flat on the floor?
5-6-7-8
My chair is in, my back is straight.
9-10
Before crossing the street, Stop, Look and Listen
22

KTG Week 1

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School MALABANIAS INTEGRATED SCHOOL Teaching JUNE 04-08, 2018

F. What difficulties did I

Prepared: Checked: Noted:

Rebecca T. Soriano Estrelita V. Quiambao Imelda S. Gozun

Materials: pocket chart, cardboard, photos of learners, coloring materials, glue,

4. Labeling Areas / Things in the Classroom

Materials: strips of paper, masking tape, crayons/markers

5. School Banner and Diorama

Preparation for Banner:

Procedure for Diorama:

1. Color Cover All

3. How I Feel on the First Day

Materials: activity sheet, crayons

Materials: playdough, individual name cards

Materials: 2 sets of pictures of common objects found in a Kinder classroom/school

Materials: name tags, pocket chart, number cards 1-3

Materials: Manila paper, scratch papers, pencils, crayons

Materials: several boxes with holes (1)

2. Shape Connect All

INDOOR/ OUTDOOR GAMES

2. Count and Turn (1, 2, 3)

Hello, How Do You Do

Who are the people in our classroom?

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